Introduction
Spotlight 11 is an English course based on the Common European Framework of Reference and designed for B2 level students.
Spotlight 11 develops all four skills (listening, speaking, reading and writing) through a variety of communicative tasks, and systematically recycles key language items. Above all, it is designed to promote active (activating all new vocabulary and structures in meaningful, everyday situations), holistic (encouraging the creative collective use of students’ brains as well as the linguistic analytical use of their brains) and humanistic (acquiring and practising language through pleasant tasks and topics, paying attention to their needs, feelings and desires) learning.
The coursebook consists of eight modules of nine lessons each. Each module is designed to be taught in nine 50-minute lessons. Each module ends with a Spotlight on Exams section as well as a Progress Check section.
COURSE COMPONENTS
Student’s Book
The Student’s Book is the main component of the course. Each module is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of a Module).
Workbook
The Workbook is in full colour.
The Workbook contains units corresponding to those in the Student’s Book. It can be used either in class or for homework upon completion of the relevant unit in the Student’s Book. It aims to consolidate the language presented in the Student’s Book through a variety of exercises, incorporating all four skills.
My Language Portfolio
My Language Portfolio contains material to be used in a variety of tactile tasks throughout the course. This material is printed on pages which students may then cut out and file in their individual Language Portfolios (see Students’ Language Portfolios).
Teacher’s Book
The Teacher’s Book contains detailed Teacher’s notes, which provide:
ñ objectives of each unit in a clear and concise way
ñ step-by-step lesson plans and suggestions on how to present the material
ñ a full Key to the exercises in the Student’s Book
and Workbook
ñ tapescripts of all listening material
Class Audio CDs
The Class Audio CDs contain all the recorded material which accompanies the course.
Student’s Audio CD
The Student’s Audio CD contains the recorded dialogues and the main texts in the Student’s Book, and may be used for the purposes of homework, preparation and practice.
ELEMENTS OF A MODULE
Each module starts with a module presentation page to familiarise students with the language and patterns in the module. The module presentation pages also whet students’ appetites by familiarising them with some of the text types, pictures and activities found in the coming module. Each module contains the sections described below.
Vocabulary
Vocabulary is introduced in a functional and meaningful context, and is practised through a variety of exercises such as picture-word association and completing set phrases in order to help students use everyday English correctly. Further Practice is provided in the Word Perfect section at the back of the book.
Reading
Dialogues
In each module there is a situational dialogue set in an everyday context in order to familiarise students with natural language. This dialogue also presents useful expressions so that students can practise everyday English.
Texts
Throughout each module there is a wide variety of reading texts such as e-mail, text messages, letters, articles, poems, etc, which allow skills such as reading for gist and reading for specific information to be systematically practised.
Grammar
The grammar items taught in each module are first presented in context, then highlighted and clarified by means of clear, concise theory boxes. Specific exercises and activities methodically reinforce students’ understanding and mastery of each item. There is a Grammar Reference Section at the back of the Student’s Book which offers detailed explanation of each grammar point. Further practice is provided in the Grammar Check section at the back of the book.
Listening
Students develop their listening skills through a variety of tasks which employ the vocabulary and grammar practised in the module in realistic contexts. This reinforces students’ understanding of the language taught in the module. Many tasks included in the Student’s Book are multi-sensory, enabling students to practise all four language skills as they complete the task.
Speaking
Controlled speaking activities have been carefully designed to allow students guided practice before leading them to less structured speaking activities.
Pronunciation/Intonation
Pronunciation/Intonation activities help students to recognise the various sounds of the English language, distinguish between them and reproduce them correctly.
Everyday English
These sections provide practice in real-life communication skills and promote active learning. Standard expressions and language structures associated with realistic situations are presented through everyday situations and students are given the opportunity to fully activate the language taught.
Songs
There are song sheets at the back of the Student’s Book containing songs connected to the theme of the modules as well as related tasks. Listening to lively, high quality songs is a humanistic activity which lowers the students’ affective filters and allows them to absorb language more easily.
Games
These sections use the format of a team competition to consolidate the learning of vocabulary, expressions and grammar presented in the module. Games enable students to use new language in an enjoyable way and promote humanistic learning.
Study Skills
Brief tips, explanations and reminders, at various points throughout each module, help students to develop strategies which improve holistic learning skills and enable students to become autonomous learners of the English language.
Writing
In the fifth lesson of each module, students develop their writing skills through the use of all four language skills.
Guided practice of the relevant vocabulary is given and consolidated and followed by a model text which is thoroughly analysed.
Further Writing Practice
There are writing activities throughout the modules, based on realistic types and styles of writing, such as letters, descriptions, notes, postcards and articles.
Culture Corner section
In these interesting and informative pages, students are provided with cultural information and read about aspects of English speaking countries which are thematically linked to the module. The section also contains related tasks and creative projects, which give students the chance to process the information they have learnt and compare it to the culture of their own country.
Literature section
This section enables students to familiarise themselves with literature extracts from various authors in English.
Across the Curriculum section
This section enables students to link the theme of the module to a subject on their school curriculum, thus helping them to contextualise the language they have learnt by relating it to their own personal frame of reference. These units contain lively and creative tasks which stimulate students and allow them to consolidate the language they have learnt throughout the module.
Going Green section
Through a variety of reading texts, these pages raise students’ awareness of environmental issues.
Progress Check
These sections appear at the end of each module, and reinforce students’ understanding of the topics, vocabulary and structures that have been presented. A marking scheme allows students to evaluate their own progress and identify their strengths and weaknesses.
SUGGESTED TEACHING TECHNIQUES
A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 11 is presented through pictures, or by encouraging students to refer to the Word List or their dictionaries. Vocabulary is always presented in context, and emphasis is placed on collocations, phrasal verbs, idioms and word association, since memorising new words is easier when they are presented in lexical sets.
Further techniques that you may use to introduce new vocabulary include:
ñ Miming. Mime the word to be introduced. For instance, to present sing, pretend you are singing and ask students to guess the meaning of the word.
ñ Synonyms, opposites, paraphrasing and giving definitions. Examples:
– Present store by giving a synonym: A store is a shop.
– Present tall by giving its opposite: He isn’t short, he’s tall.
– Present weekend by paraphrasing it: I don’t work at the weekend. I don’t work on Saturday and Sunday.
– Present garage by giving a definition: A garage is the place next to the house where we put our car.
ñ Context. Place vocabulary items in context with examples which make understanding easier and more complete. For instance, introduce the words city and town by referring to a city and a town in the students’ own country: Moscow is a city, but Suzdal is a town.
ñ Visual prompts. Show photographs or drawings to make understanding easier.
ñ Use of (bilingual/monolingual) dictionary. Encourage students to guess the meaning of a word, then use their dictionaries to check if their guess is correct.
ñ Sketching. Draw a simple sketch on the board to illustrate the word(s) to be explained. For instance:
tall
short
ñ Flashcards. Make Flashcards out of magazine or newspaper pictures, photographs, ready drawings and any other visual material which may serve as vocabulary teaching tools.
ñ Use of L1. In a monolingual class, vocabulary can be explained in the students’ mother tongue, although this method should be used only in moderation. Students also need to compare their mother tongue to the English language to find similarities and/or differences.
The choice of technique depends on the type of word or expression. For example, it may be easier to describe an action verb through miming, and not through a synonym or definition.
B ― Writing
All writing tasks in Spotlight 11 have been carefully designed to guide students to produce a successful piece of writing.
ñ Always read the model text provided and deal in detail with the vocabulary tasks. Students will then have acquired the language necessary to cope with the final writing task.
ñ Make sure that students understand they are writing for a purpose. Go through the writing task in detail so that students are fully aware of why they are writing and who they are writing to. ñ It would be advisable to complete the task orally in class before assigning it as written homework. Students will then feel more confident about producing a complete piece of writing on their own.
C ― Assigning homework
It is recommended that homework is regularly assigned and routinely checked according to the specific needs of the class.
When assigning writing tasks, prepare students as well as possible in advance. This will help them avoid errors and get maximum benefit from the task.
Commonly assigned homework tasks include: ñ Vocabulary. Students memorise the meaning of words and phrases.
ñ Spelling. Students learn the spelling of particular words without memorising the text in which they appear.
ñ Reading aloud. Assisted by the Student’s CD, students practise at home in preparation for reading aloud in class.
ñ Writing. After thorough preparation in class, students are asked to produce a complete piece of writing.
D ― Correcting students’ work
All learners make errors; they are part of the process of learning. The way errors are dealt with depends on the activity.
ñ Oral accuracy. In drill work correct students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but allowing students to correct it.
Alternatively, indicate the error and ask other students to correct it.
ñ Oral fluency. In pairwork or free speaking activities allow students to finish the task without interruption, but make a note of the errors made and correct them afterwards.
ñ Written work. Do not over-correct; focus on errors that are directly related to the point of the exercise. When giving feedback you may write the most common errors on the board and help the class to correct them.
Remember that praising students and rewarding good work is of great importance. Post written work on a notice board in the classroom or school, or give ‘reward’ stickers. Praise effort as well as success.
E ― Class organisationñ Open pairs. The class focuses its attention on two students doing the assigned task together. Use this technique to provide an example of how the task should be done.
ñ Closed pairs. Pairs of students work together on a task or activity, while the teacher moves around the classroom offering assistance and suggestions. Ensure the task is clearly understood before closed pairwork begins.
Stages in pairwork:
– Organise students into pairs
– Set the task and time limit
– Rehearse the task in open pairs
– Ask students to do the task in closed pairs
– Go around the class and help students
– Pairs report back to the class ñ Groupwork. Groups of three or more students work together on a task or activity. Class projects or role play are often most easily done in groups. Again, ensure students clearly understand the task in advance.
ñ Rolling questions. A student answers a question, then proceeds to ask a question directed at the next student in turn. This continues around the class.
F ― Using the Student’s Audio CD
All dialogues and texts in the Culture Corner and
Extensive Reading sections are recorded on the Student’s Cassette or CD. Students have the chance to listen to these recordings at home as many times as they want in order to improve their pronunciation and intonation. The suggested stages of such self-access study are:
ñ The student listens to the recording and follows the lines in the text or dialogue.
ñ The student listens to the recording with pauses after each sentence or exchange. The student repeats as many times as needed, trying to imitate the speaker’s pronunciation and intonation.
ñ The student listens to the recording again, then reads aloud.
STUDENTS’ LANGUAGE PORTFOLIOS
At the beginning of the course, students should be asked to obtain a suitable folder, or sectioned document wallet, which they will bring to each lesson and which will hold their personal Language Portfolio.
This will be used to store not only the material cut out of the printed supplement, My Language Portfolio, but also a wide variety of other documents and material.
In practice, Language Portfolios may include projects or other written work; computer diskettes with work or drawings completed inside or outside the class; video cassettes with the students’ favourite story, filmed performances of songs, school plays, Evaluation Sheets and reports from teachers, various realia or pictures and so on. In short, it is a collection of what the learners want to keep as evidence of what they are learning through the medium of the English language. This Language Portfolio is the student’s property. It is a tool to accompany the students’ language learning throughout the course and is suitable for documenting their learning both inside and outside the classroom. The main emphasis is on the process of learning, so that while compiling their Language Portfolios, learners develop the skill of working independently.
The aim of the Language Portfolio is to develop the learners’ autonomy. However, they should be guided at first on how to organise their work, keep records, access their own information, etc. Learners are usually willing to experiment and try new things, but at the same time, can be discouraged if they are not sure what is required of them. Once a routine has been established and learners begin to develop their autonomy, they can be given more responsibility and freedom. Learners will still appreciate feedback and appraisal though, so it is important that their efforts are monitored and facilitated.
First Steps
It is suggested that work on the Language Portfolio is started a few weeks into the course once students have made some progress in the English Language. At this level a letter can be sent home to parents to inform them that the students will need a folder, plastic envelopes, etc. At the beginning of the first session, ask the students to turn to page three of their Language Portfolio. Go through the letter together, making sure that the students have a thorough understanding of the concept of the Language Portfolio. Encourage them to ask questions about anything they do not understand. Then give the students some time to arrange their Language Portfolio. Go around, providing any necessary help.
Once the students have arranged their Language Portfolio, go through each page together, commenting on the layout and pictures, and giving a brief explanation of the content of each page. Spend some time going through the Language Biography section, providing any necessary help. Once this has been completed, encourage the students to do the activities in the Dossier section.
How to approach each section
I) Language Passport
Read out the introductory paragraph as the students follow silently. Answer any questions they may have. Each time they are given something for this section, remind them to make a record and file it in the appropriate section of their Language Portfolio.
II) Language Biography
Spend some time on each section, making sure the students know what is required of them. Here is a brief explanation of the rationale of each section:
– All about me: Students fill in their personal information and record their exposure to the English language.
– How I learn: Go through the section along with students, providing any necessary help. The purpose of this section is for both students and teacher to be able to determine each student’s individual learning style (i.e. visual, auditory, tactile/kinaesthetic) and needs.
– My World of English: By updating the record, students get a sense of achievement in the target language.
– Now I can: Students have the opportunity to assess their own learning. If a student moves to a new school his/her teacher will also be able to gauge this student’s level.
– Future Plans: Students record their intentions and ambitions concerning their improvement in the target language.
III) Dossier
The activities have been designed to reinforce the language covered in each module. They can be done upon completion of each module or at a time convenient to the teacher, provided that students have covered the corresponding module.
It is suggested that teachers participate in the activities by bringing in a completed version of an activity to be presented. Students need to be motivated and inspired, and the following is a suggestion on how to approach each activity. Every time students present an activity, give them due praise and attention, reward them with stickers, etc. In general, make them feel that they have done something special; in this way, all the class will be encouraged to do likewise.
TYPES OF LEARNING STYLES
Experienced teachers will be aware that some of their students learn best by listening to new information, some prefer to read about it, whereas other students need to do something with the new information. There is no absolute ‘best’ method of learning; these are all valid learning styles, as different people learn in different ways. Consequently, a coursebook should offer a variety of exercises and material which stimulate all types of learning style in order to help the learners learn according to their personal learning styles.
ñ Visual Learners need to see the teacher’s body language and facial expression to fully understand the content of the lesson. They think in pictures and learn best from visual displays, including diagrams, illustrations, transparencies, videos, flashcards and handouts.
ñ Auditory Learners learn best through verbal explanations, discussions, talking things through and listening to what others have to say. Written information may have little meaning until it is heard. They often benefit from reading a text aloud and using a tape recorder.
ñ Tactile/Kinaesthetic Learners learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. These learners express themselves through movement. They have a good sense of balance and hand-eye coordination. By interacting with the space around them, they are able to remember and process information. Involve them in role play, pairwork and other classroom activities.
ABBREVIATIONS
The following abbreviations are used in the Student’s Book and Teacher’s Notes:
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T |
teacher |
|
S(s) |
student(s) |
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HW |
homework |
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L1 |
students’ mother tongue |
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Ex. |
exercise |
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p(p). |
page(s) |
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e.g. |
for example |
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i.e. |
that is |
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etc |
et cetera |
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sb |
somebody |
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sth |
something |
Before you start …
Direct Ss’ attention to the title of the module, Relationships. Explain that in this module they will learn about families, relatives and relationships as well as how to describe people’s appearance, personality and behaviour.
Look at Module 1
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows and what they think the unit might be about).
|
Suggested Answer Key Focus Ss’ attention on picture 1. T: What page is picture 1 from? S1: It’s from page 10. T: What can you see in picture 1? S2: A couple with their family. T: What do you think this section will be about? S1: Probably about how people get on with members of their family. etc Pic 2 (p. 23) What does this picture show? Are there lots of trees in your neighbourhood? Why is it good to have trees around us? Have you ever planted trees or flowers? Where? Pic 3 (p. 24) What can you see in the picture? Which city do you think it is? What are the advantages/disadvantages of living in a big city? Which big cities have you visited? Pic 4 (p. 25) Who is this a picture of? What is she famous for? |
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
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Suggested Answer Key a letter (p. 14) (a long note to a friend) Who is this letter from? What is the letter about? Who is it written for? |
Relationships
an extract from a tale (p. 16)
(a tale is a story, often about magic or exciting events) What is the title of the tale? What do you think it will be about? Who wrote it? When was it written?
a pie chart (p. 21)
(a pie chart is a graph in the form of a circle in which relative quantities are shown by the different sizes of the sectors) What do the pie charts show? What do they tell us about Britain?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section seems to be about authors, books and literature extracts. This one (pp. 16-17) is about Oscar Wilde and an extract from one of his tales The Devoted Friend.
The Culture Corner (p. 21) contains an article about multicultural Britain.
The Across the Curriculum section (p. 22) looks at how different families lived during Victorian times.
The Going Green section looks at different green issues. This particular one (p. 23) is about how we can make our neighbourhood cleaner and greener.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
Select Ss to read through the list of items that will be covered in the module. Ask questions and give examples as appropriate. If necessary, explain any new vocabulary. Ask Ss to go through the list and put a tick next to the items that they think they know or can do, a cross next to the ones they don’t know or are nor sure about, and a star next to the ones they think will be the most useful. Select Ss to report each item they have ticked or put a star next to.
1 a Reading Skills
Objectives
Vocabulary: families
Reading: an article about families in various parts of the world (multiple matching)
Skills ―scanning
―reading for specific information
Speaking: giving information about your family
Writing: a short text about your family
1 Focus ➤ Imagining a scene
ñ Ask Ss to close their eyes and imagine that they are at home on a cold winter’s evening as they listen to the recording.
ñ Select individual students to describe what they imagined. Encourage them to describe all of their senses.
(Ss’ own answers)
Reading
2 Focus ➤ Reading for specific information ñ Explain to Ss that they are about to learn about families in different parts of the world. Play the recording to Ss and ask them to follow the text on pp.10-11.
ñ Allow Ss some time to reread the text and answer the questions.
ñ Check Ss’ answers around the class.
Answer Key
1 Takumi (Japan)
2 Cheung (China), Aalia (Jordan), Takumi (Japan)
3 Cheung (China), Natasha (Russia)
4 Aalia (Jordan)
5 Thomas (England)
6 Natasha (Russia)
3 Focus ➤ Matching synonyms
ñ Focus Ss’ attention on the vocabulary in the exercise and check comprehension.
ñ Explain the task and allow Ss time to match the words and their meanings.
ñ Ask individual Ss to share their answers to
correct with the class.
Answer Key cultural traditions ― customs policy ― scheme honour ― good reputation elders ― seniors only child ― no brothers or sisters dull ― boring dropped ― become less takes priority ― is the most important thing stroll ― walk remain ― continue to be maternal ― mother’s hierarchy ― ranking concept ― idea support ― help obey ― comply with
Vocabulary
4 a) Focus ➤ Providing male/female equivalents ñ Complete item 1 together as a class and then allow Ss time to complete the rest of the task individually.
ñ Ss check their answers using dictionaries.
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Answer Key 1 stepmother |
6 granddaughter |
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2 sister-in-law |
7 great-grandmother |
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3 niece |
8 ex-wife |
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4 half-brother |
9 widower |
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5 father-in-law |
10 twin brother |
b) Focus ➤ Finding out who your partner is related to ñ Ask Ss to work in pairs and explain the task. ñ Monitor the task.
(Ss’ own answers)
1a Reading Skills
5 Focus ➤ Practising vocabulary ñ Focus Ss’ attention on the sentences and the vocabulary items in brackets. Explain/Elicit the difference in their meanings.
ñ Ss work in pairs to select the correct answers. ñ Check Ss’ answers around the class.
Answer Key
1 marriage, wedding
2 immediate, extended
3 elderly, old
4 relations, generations
5 relatives, ancestors
6 nuclear, single parent
6 Focus ➤ Practising vocabulary to describe people
ñ Explain the task and ask Ss to complete it individually. ñ Check Ss’ answers.
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Answer Key 1 engaged, married |
5 widow |
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2 separated |
6 foster |
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3 single |
7 in-laws |
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4 get, divorced |
8 stepmother |
Speaking
7 Focus ➤ Speaking about your family ñ Brainstorm questions we can ask people about their family and write them up on the board. Then direct Ss’ attention to the list of questions given in the task and compare.
ñ Ss work in pairs and take it in turns to ask/
answer questions. Monitor the activity.
Suggested Answer Key
S1: Who’s in you immediate family?
S2: My parents, two brothers and myself.
S2: Who’s in your extended family?
S1: I have five aunts, three uncles, five cousins and my grandparents. etc
Writing
8 Focus ➤ Writing a short text about your family for a magazine ñ Ss read the rubric. Check comprehension by asking Ss: What are you going to write? ( a short text) What will it be about? (your family)? ñ Allow Ss time to complete their texts. Select
some Ss to read out their writing to the class.
Suggested Answer Key
My Family
My immediate family consists of my mother, my father and my baby brother. My grandparents live in another part of the country so I don’t get to see them very much. I get on well with my parents and they encourage me to express myself. They say that my life is my own and that I have to take responsibility for the choices I make. I wouldn’t want to live without my family as they are the centre of my life.
Words of Wisdom
ñ Write the quotation by Durant on the board. ñ Arrange Ss in groups of 5 or 6 to discuss. Monitor the activity. ñ A spokesperson from each group reports back to the
class.
(Ss’ own answers)
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1 Listening & Speaking Skills |
b
Objectives
Vocabulary: relationships; idioms related to people
Listening: filling in a form
Skill ― listening for specific information
Reading: a dialogue (comprehension questions)
Skill ― reading for specific information
Speaking: making a complaint, apologising
Writing: about relationships
Vocabulary
1 Focus ➤ Describing pictures of people
ñ Ask Ss to look at the pictures and ask: Who do we see in the pictures? Where are they and what are they doing? How are the people related?
ñ Allow Ss a few minutes to discuss in pairs and then invite a few pairs to report back to the class.
Suggested Answer Key
In the first picture we can see five people around a table ― two children and three adults. They are in someone’s house. It looks like it is the girl or boy’s birthday as there are presents in front of them. I think the boy and girl are brother and sister and their parents and grandmother are with them. In the second picture there are also five people ― three children and two adults. They are standing outside someone’s house and talking. One of the boys, a girl and a man are standing on one side of the fence; the woman and the other boy are on the other side. I think they are two different families and that they are neighbours. In picture three we can see two young people – a girl and a boy. They sitting outside in a park. The girl is looking at the boy. Maybe she is trying to talk to him but he is looking away. Maybe they are boyfriend and girlfriend.
2 Focus ➤ Choosing the correct word
ñ Complete item 1 together as a class, then allow Ss some time to complete the rest of the task individually.
ñ Ss check their answers using their Word List.
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Answer Key 1 interfering, concern |
9 relationship, |
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2 picking, make |
have |
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3 gets |
10 makes, breaks |
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4 showing |
11 let |
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5 typical, blame |
12 relies |
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6 pleased |
13 approve |
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7 popular |
14 object |
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8 takes, close |
15 know, say, keep |
3 Focus ➤ Discussing relationships ñ Direct Ss’ attention to the language boxes. Explain that there are many different ways to describe our relationships with people ― some of it positive (the blue box) and some negative (the yellow box).
ñ Select a pair of Ss to read the example exchange.
ñ Ss work in pairs, describing their relationships with family members, friends and neighbours. Remind Ss to use ideas from Ex. 2. Monitor the activity.
Suggested Answer Key
S1: I think a lot of my grandmother who died three years ago. She was very special to me.
S2: I’m not very close to my grandparents as they live far away.
S1: I have a really good relationship with my little sister.
S2: My brother and I often don’t see eye to eye and constantly argue. etc
1b Listening & Speaking Skills
Listening
4 Focus ➤ Listening for specific information ñ Direct Ss’ attention to the form. Elicit what it is for (to record a complaint made by a member of the public about a neighbour) and explain what a 24-hour Help line is (a number you can call at any time of day or night to get help with a problem).
ñ Play the recording. Ss listen and fill in the gaps.
ñ Check Ss’ answers.
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Answer Key 1 Smythe |
4 3 |
|
2 visitors |
5 diary |
|
3 rubbish |
6 the police |
TAPESCRIPT
Volunteer: Hello. ‘Neighbours From Hell’ help line.
Who’s calling, please?
Woman: My name is Mary Smythe.
Volunteer: Mary Smith?
Woman: No, Smythe. It’s S-M-Y-T-H-E.
Volunteer: Ok, Mrs. Smythe. How may I help you? Woman: Well, I’ve been having some serious problems with my new neighbours and I just don’t know what to do.
Volunteer: What kind of problems?
Woman: Well, my main complaint is that they are so noisy. They play their music full blast and always have lots of visitors coming round to their house and making a lot of noise. There is so much noise that I can’t sleep at night, and I can’t work during the day. I can’t even watch TV quietly in my own home!
Volunteer: I see. Any other complaints?
Woman: Unfortunately, yes. Lots of rubbish has also appeared in my back garden recently. I’m sure they have been throwing it there. It looks so untidy! What can I do?
Volunteer: How long as this been going on?
Woman: For about three months now.
Volunteer: Have you tried talking to them and explaining how you feel?
Woman: Yes, I spoke to them the first week they moved in and explained that this was a quiet neighbourhood, but they just laughed.
Volunteer: Well then, I suggest you do the following. Write down the dates, times and causes of the noise and any other trouble in a diary. If you can’t resolve the problem in a friendly way, you may need to involve the police and the more information you have, the better.
Woman: Ok. I’ll start doing that right away. Volunteer: And please call us any time. We are there to support and help in any way we can. Woman: Thank you very much.
Everyday English
5 Focus ➤ Acting out exchanges
ñ Brainstorm with Ss some of the problems people can have with their neighbours. Write them on the board.
ñ Read through the language boxes for making a complaint/apologising. Invite a pair of Ss to read the example exchange.
ñ Ss practice acting out exchanges in pairs. Monitor the activity. Invite some pairs to reenact their exchanges to the class.
Suggested Answer Key
S1: Do you think you could do something about the children making so much noise in the early morning?
S2: I’m really sorry. We’ll try to do something about it.
S2: I was wondering if you could stop your dog from digging up my plants.
S1: Oh I do apologise. It won’t happen again. etc
Reading
6 Focus ➤ Reading for specific information ñ Ask Ss to read the questions.
ñ Play the recording. Ss listen and follow the text in Ex. 6.
ñ Allow a few minutes for Ss to answer the questions individually. ñ Select individual Ss to read out their answers. ñ Ss explain the underlined phrases. Ask Ss to infer meaning from the context first and then check in their dictionaries.
Listening & Speaking Skills 1b
Answer Key
1 John is Phil’s new neighbour.
2 John has been having problems sleepingbecause of Phil’s loud music/the noise coming from Phil’s house.
3 to make less noise in future4 Phil
Suggested Answer Key
I’m on my way: I’m going have a quick word: speak briefly going on: happening keep it down: make less noise
Speaking
7 Focus ➤ Acting out a dialogue
ñ Tell Ss to imagine that they have a problem with a new neighbour.
ñ In pairs Ss act out their dialogues, using the dialogue in Ex. 6 as a model. Write the dialogue plan on the board to help Ss.
ñ Ss record their dialogues. Play a few dialogues to the class.
Suggested Answer Key
A: Hi, I’m Paula Jenkins from next door. I don’t think we’ve met yet.
B: Oh, hi. I’m Carla. Pleased to meet you. Would you like to come in?
A: Oh, no thanks. I’m on my way to town. I just wondered if I could have a quick word.
B: Sure, go ahead.
A: Well, it’s just that your dog has been coming into my garden and has dug up a few of my plants.
B: Oh dear, I’m sorry. I’ll make sure that he stays at home in future.
A: Thanks so much, Carla, I appreciate that.
B: You’re welcome! Oh, by the way, I’m going to a dog show this weekend! You could come too!
A: Oh, err.. well, Ok then. That would be fun!
Say it right
8 Focus ➤ Listening for specific information ñ Direct Ss’ attention to the list of exchanges.
ñ Elicit/explain the meaning of any new vocabulary. Explain the task. Ss complete the task. ñ Play the recording for Ss to check their answers. ñ Play the recording again with pauses.
ñ Ask various pairs to repeat the exchanges following the intonation patterns in the recording.
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Answer Key 1 a 2 b |
3 b |
4 |
a |
Idioms
9 Focus ➤ Learning idioms ñ Read out the rubric and allow Ss time to complete the idioms, using their Word List. ñ Check Ss’ answers. Elicit/explain what the idioms mean. Elicit from Ss whether there are similar expressions in their language.
1b Listening & Speaking Skills
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Suggested Answer Key Friends are people we choose to be close to. They are people we get on well with. They usually have the same interests as us. Friends may live far away from you and so you have to make an effort to keep in touch with them. Family members, on the other hand, live in the same house as you and may be totally different from you! |
|
Answer Key 1 blood |
3 black sheep |
|
2 trousers |
4 apple |
10 Focus ➤ Writing about relationships ñ Explain the task. Allow Ss exactly three minutes to write on the topic.
ñ Ss check their partner’s writing.
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13 have been looking 14 have not found 15 get (future meaning) ñ Present simple is used for facts and permanent states; general truths and laws of nature; habits and routines; timetables and programmes; feelings and emotions. ñ Present continuous is used for actions taking place at or around the moment of speaking; temporary situations; fixed arrangements in the near future; currently changing and developing situations; with adverbs such as always to express anger or irritation. ñ Present perfect is used for an action that happened in an unstated time in the past; an action that started in the past and continues up to the present, especially with stative verbs; a recently completed action; personal experiences or changes. ñ Present perfect continuous is used to emphasise the duration of an action that started in the past and continues up to the present. The present simple tense can be used with a future meaning. Present simple is used for timetables and programmes (e.g. My lectures at the university start next Tuesday). |
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Answer Key 1 have been 2 seems 3 like 4 feel 5 rushes/is rushing 6 always get/am always getting 7 is getting 8 start (future meaning) 9 am staying10 has helped 11 really enjoy 12 chat |
ñ Explain the task,
reminding Ss of the basic rules for using the present tenses. Ask Ss to refer
to the Grammar Reference section if they require further assistance. Ss
complete the task individually. ñ Check answers with the class.
2 Focus ➤ Practising present tenses ñ Do the first item as an example.
ñ Ss complete the task individually and then compare answers with a partner. ñ Check answers with the class.
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Answer Key 1 A: are you smelling (action) B: smells (state) 2 A: am seeing (action) B: see (state) 3 A: are looking (action) B: looks (state) 4 A: are thinking (action) B: think (state) 5 A: is (state) B: is being (action) Actions are thinks that are happening at the moment of speaking and are described using the present continuous tense (this tense can also be used for fixed arrangements e.g. 2A: I am seeing my niece tonight). States describe how something/someone is at the moment of speaking (e.g. 1B: It smells wonderful) or what something/someone is usually like (e.g. 5A: He is usually so cheerful) and are described using the present simple tense. |
3 Focus ➤ Reviewing future tenses
ñ Review with the Ss when it is appropriate to use future simple, future continuous, future perfect and other tenses with future meaning. Offer examples if necessary.
ñ Ss complete the task. Remind Ss to explain the uses of each. ñ Check Ss’ answers.
Answer Key
1 are going to trip over (Are going to for a prediction based on what we can see)
2 is starting (present continuous for a fixed arrangement)
Grammar in Use 1c
3 will have finished (future perfect for an action that will have been completed by a fixed time in the future)
4 won’t be late (future simple for a promise)
5 will be lying (future continuous for an action that will be happening at a stated time in the future)
6 will come (future simple for a decision made at the moment of speaking)had bee
7 will make (future simple for a prediction based on what we believe)
8 are visiting (present continuous for a fixed arrangement)
9 will be working (future continuous to emphasise the duration of an action that will be completed by a stated future time)
4 a) Focus ➤ Reading about future events
Read the example sentences with Ss around the class. Explain that they express different kinds of future events, some more formal/ certain or nearer in the future than others. Ask Ss to provide similar examples of their own using the language presented.
Suggested Answer Key
I think she is about to cry.
Karen is on the point of going to the police if her neighbours don’t stop making noise.
The film is certain to be a success. Her baby is due in January.
b) Focus ➤ Completing a text using new
vocabulary
ñ Explain the task. Allow Ss a few minutes to complete it individually. ñ Ss compare answers with a partner.
|
Answer Key 1 on the point of |
4 bound to |
|
2 are to 3 is due to |
5 are about to |
1c Grammar in Use
5 Focus ➤ Reviewing past tenses
ñ Review with the Ss when it is appropriate to use the various forms of the past tense. Offer examples if necessary.
ñ Ss complete the task. Remind Ss to explain their choices.
ñ Check Ss’ answers.
|
Answer Key 1 A: happened (past simple) B: was walking (past continuous), stole (past simple) 2 A: Did you go (past simple) B: had been working (past perfect continuous), stayed (past simple), watched (past simple) 3 A: Did you see (past simple) B: had already left (past perfect), woke (past simple) 4 A: were you running (past continuous), saw (past simple) B: had been chatting (past perfect continuous), realised (past simple) 5 A: called (past simple) B: didn’t hear (past simple) Past simple is used for an action completed at a stated time in the past. Past continuous is used for an action that was happening in the past and was interrupted by another action. Past perfect is used for an action that happened in the past before another past action. Past perfect continuous is used to emphasise the duration of a past action that happened before another action. |
Speaking
6 Focus ➤ Composing sentences using time expressions
ñ Divide the class into teams of four/five Ss. Ask one student from each group to be the ‘scribe’ for the group.
ñ Explain the task, drawing Ss’ attention to the time expressions. If necessary check their meanings using Ss’ L1.
ñ Set a time limit of 8 minutes for Ss to write their sentences. Check which team has the most correct answers. The winning team reads out their sentences to the class.
Suggested Answer Key
I have not spoken yet with my teacher about the exam as she was sick today. You still have time to talk to her before we must leave.
They have already notified all the applicants of their acceptance.
They had been waiting for two hours before we arrived.
She started teaching at the school five years ago.
I am going to a friend’s house after school today.
Now is not a good time to talk. She is talking on the phone at the moment, can I take a message?
The children had been playing in the garden for a long time, so they were very tired.
They have known each other since primary school.
7 a) Focus ➤ Matching sentences and their meanings ñ Instruct Ss to close their books.
ñ Write the following sentences on the board and draw Ss’ attention to the different structures. Check their meanings using Ss’ L1.
I’m getting used to the cold, wet weather in England. (an action in progress now)
I’ve been jogging for so long that I’m used to getting regular exercise. (an action that has become a habit)
I used to like eating fish but I don’t any more. (a past state that is no longer true) As a child I would always look forward to my birthday.(a repeated action in the past)
ñ Ask Ss to match the sentences in Ex. 7a with their meanings. ñ Check Ss’ answers.
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Answer Key 1 c 2 a |
3 |
d |
4 |
b |
b) Focus ➤ Consolidating the use of used to, be/get used to and would ñ Allow Ss time to fill in the gaps and compare answers with a partner.
ñ Select a S to read out the text to the class.
|
Answer Key 1 used to |
6 would/used to |
|
2 used to |
7 wasn’t used to |
|
3 would |
8 got used to |
|
4 used to 5 would |
9 got used to |
c) Focus ➤ Talking about personal
experiences in the past
ñ Read out the rubric. Ask Ss to discuss the topic in groups of 3 or 4. ñ Monitor the activity, checking Ss’ use of the
structures.
Suggested Answer Key
I used to visit my grandparent cottage by the sea.
I used to spend all day at the beach. I would hunt for seashell to make a collection.
Some days I used to play chess with my grandfather.
We used to go often to the town nearby for an evening stroll. etc
Grammar in Use 1c
8 Focus ➤ Practising dependent prepositions ñ Explain the task. Ss work individually. ñ Ss check their answers using Appendix 1.
|
Answer Key 1 to 2 for |
3 of |
4 to 5 about |
9 Focus ➤ Phrasal verbs (come)
ñ Explain the task. Ss work individually. ñ Ss check their answers using Appendix 2.
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Answer Key 1 across 3 down with |
5 up with |
|
2 over 4 over |
6 into |
10 Focus ➤ Practising sentence transformations ñ Read out the rubric, stressing that the second sentence must have the same meaning as the first and that Ss must not use more than five words.
ñ Do the first item with Ss. Ss complete the task individually. ñ Check Ss’ answers on the board.
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Answer Key 1 used to be a fast |
4 can’t get used to |
|
2 long ago did they 3 is due (to arrive) |
5 is sure to get |
1 Focus ➤ Reading for specific information
ñ Ask Ss to look at the picture and the title. Elicit ideas from the Ss about the content.
ñ Ss read the biography and check their predictions.
Suggested Answer Key
The title of the story is ‘The Devoted Friend’, so I think the story is about a very good friend. In the picture we can see two people – one fat and one thin. The thin one is giving the fat one some vegetables/flowers. I think that no matter how little you have, it is good to share it with other people. True friendship asks for nothing in return.
2 Focus ➤ Reading for specific information
Explain the task. Allow Ss two or three minutes to silently read the first paragraph and answer the question.
Suggested Answer Key
No, I don’t think he was a devoted friend. He always took things from little Hans and gave nothing to him.
3 Focus ➤ Reading for detailed comprehension ñ Read through sentences A-H with Ss and explain that they have been left out of the text and must be put back into their appropriate position but there is one extra sentence they will not need to use.
ñ Ss read the entire text again and complete the task. Remind Ss to read the text one more time to ensure that their answers are correct. ñ Ss listen to the recording and check their
answers.
|
Answer Key 1 E 3 H |
5 |
B |
7 |
D |
|
2 A 4 C |
6 |
G |
|
|
4 Focus ➤ Matching vocabulary
ñ Read through the vocabulary in Ex. 4 and elicit their meanings.
ñ Ss match the words with the words in bold in the text.
ñ Ss check their answers using dictionaries.
Answer Key devoted ― dedicated plucking ― picking noble ― morally good in return ― back lasts ― continues bothered ― troubled envious ― jealous spoil ― ruin temptations ― lures on credit ― by instalments drowsy ― sleepy finer ― better sternly ― seriously ashamed ― embarrassed scarlet ― bright red
5 Focus ➤ Understanding verbal irony
ñ Select a S to read the theory box to the class. ñ Explain the task and set a time limit of 8-10 minutes for Ss to find examples. ñ Ss share ideas with the class.
Answer Key
… the most devoted friend of all was big Hugh the Millar. (lines 1-2)
… so devoted was the rich miller to little Hans, … .(lines 2-3)
“Real friends should have everything in common,” (line 7)
… and felt very proud of having a friend with such noble ideas. (lines8-9)
..nothing gave him greater pleasure than to listen to all the wonderful things the Miller used to say about the unselfishness of true friendship. (lines 14-16)
… and he will be able to give me a large basket of primroses and that will make him so happy. (lines 28-29)
“It is quite a treat to hear you talk about friendship.” (line 32)
“You are certainly very thoughtful about others …, very thoughtful indeed. (lines 30-32) “I am sure the clergyman himself could not say such beautiful things as you do. (lines 33-34) “I am his best friend, and I will always watch over him, and see that he is not led into any temptations.” (lines 43-45)
“How well you talk!” (line 49)
“Lots of people act well, … “but very few people talk well, which shows that talking is much the more difficult thing of the two, and much the finer thing also;” (lines 51-53)
6 Focus ➤ Describing the characters in the story
ñ Write up the adjectives to describe the characters on the board. Explain/Elicit what they mean.
ñ Explain the task. Ss work in pairs. Remind Ss to provide reasons for their answers. ñ Check Ss’ answers around the class.
Answer Key
Hans: lonely (the miller didn’t visit him in the winter), kind-hearted (he gave the Miller things and never thought about whether he would have enough for himself), polite/wellmannered (Hans nodded and smiled)
Literature 1d
Hugh: selfish (he would always take things from Hans and never thought about giving him anything), vain (he thought his friendship towards Hans meant everything and that being able to give him things made him happy)
the Miller’s youngest son: compassionate (he understood that Hans might be in trouble and offers to give him half of his porridge/to show him his white rabbits)
7 Focus ➤ Developing vocabulary (collective nouns)
ñ Revise the concept of collective nouns by holding up various items, e.g. a bunch of keys, a pile of books. Explain that sometimes the same noun can be used to describe a few different things (‘bunch’ is also used to describe grapes). ñ Ss complete the task and check their answers
using a dictionary.
|
Answer Key 1 sack (of coal) 2 handful (of sand, of coins) 3 set (of drums, a chess set) 4 pack (of wolves, of cards, of lies) 5 flock (of birds, of goats) 6 gang (of youths, of criminals) 7 herd (of elephants) 8 swarm (of insects, of people) 9 bunch (of bananas, of keys) |
8 a) Focus ➤ Discussing friendship ñ Allow Ss a few minutes to reread the text individually to find statements about friendship.
ñ Ss compare their quotes in groups of 3 and discuss. Monitor the activity.
Literature
|
|
|
|
Suggested Answer Key S1: I don’t agree with the first statement. S2: Neither do I. If people have everything in common, then life is boring. I think it is good to have friends who are slightly different to you. S3: Yes, I agree. But it is good to have some common interests. S1: Do you think that true friendship is unselfish? S2: Yes, I think that’s right. You must be able to think of the other person and not just about yourself. S3: Yes, that means that you are willing to do things for others and that you value a person’s friendship. S1: Do you agree that when people are in trouble they should be left alone? S2: No, I think that’s wrong. If someone is in trouble, that’s when they really need their friends. S3: I agree. What about the last quotation? S2: I think it is saying that friendship should only go so far. Food (flour) is more important than friendship ― we have to think about ourselves first. S3: Do you agree with that? S2: No, I don’t. Do you? S3: Not al all. etc |
|
Suggested Answer Key The Miller: Hans, my good friend. How was the winter? Hans: Ah, Hugh, it’s so good to see you. Winter was freezing cold and I had to burn chairs to keep warm. The Miller: Never mind! Hardship is good for the soul and too much furniture only gathers dust. Hans: Some days I didn’t even have enough to eat. And look ― all I have today are these two raw potatoes. The Miller: Excellent! Just what I need to go with the roast chicken my wife’s cooking for lunch. Do you mind if I borrow them? Hans: Er, no, but.. The Miller: We’re having a party tonight and everyone in the village is invited. There’s going to be food, drink and dancing. I’d invite you but I know you only have those dirty rags to wear. And it’d be very noisy. Hans: Well, I wouldn’t mind.. The Miller: Never mind. I’ll call round next week and if you buy me lunch, I’ll tell you about the party. Bye! |
9 a) Focus ➤ Writing and acting out a dialogue ñ Brainstorm possible ideas for how the story might continue. Write them on the board. ñ Allow Ss some time to write their dialogues. ñ Ss pair up to read out their dialogues to the class.
b) Focus ➤ Writing about friendship ñ Write the quotation on the board.
ñ Give Ss exactly 3 minutes to write their sentences.
ñ Listen to Ss’ answers around the class.
b) Focus ➤ Listening to the next section
of the story
ñ Play the recording to the class. Ss say how it
compares to their versions.
(Ss’ own answers)
TAPESCRIPT
Miller: Good morning, little Hans.
Hans: Good morning.
Miller: And how have you been all winter? Hans: Well, really, it is very good of you to ask, very good indeed. I am afraid I had rather a hard time of it, but now the spring has come, and I am quite happy, and all my flowers are doing well.
Miller: We often talked of you during the winter, Hans, and wondered how you were getting on. Hans: That was kind of you. I was half afraid you had forgotten me.
Miller: Hans, I am surprised at you. Friendship never forgets. How lovely your primroses are looking, by the way!
Hans: They are certainly very lovely, and it is a most lucky thing for me that I have so many. I am going to bring them into the market and sell them to the Burgomaster's daughter, and buy back my wheelbarrow with the money.
Miller: Buy back your wheelbarrow? You don't mean to say you have sold it? What a very stupid thing to do! Hans: Well, you see the winter was a very bad time for me, and I really had no money at all to buy bread with. So I first sold the silver buttons off my Sunday coat, and then I sold my silver chain and lastly I sold my wheelbarrow. But I am going to buy them all back again now.
Miller: Hans, I will give you my wheelbarrow. It is not in very good repair; indeed, one side is gone, and there is something wrong with the wheel-spokes; but in spite of that I will give it to you. ..I think that generosity is the essence of friendship, and, besides, I have got a new wheelbarrow for myself.
Hans: Well, really, that is generous of you. I can easily repair it, as I have a plank of wood in the house.
Literature 1d
Miller: A plank of wood! Why, that is just what I want for the roof of my barn. There is a very large hole in it, and the corn will all get damp if I don't stop it up. How lucky you mentioned it! I have given you my wheelbarrow, and now you are going to give me your plank. Pray get it at once, and I will set to work at my barn this very day.
Hans: Certainly.
Miller: It is not a very big plank, and I am afraid that after I have mended my barn-roof there won't be any left for you to mend the wheelbarrow with; but, of course, that is not my fault. And now, as I have given you my wheelbarrow, I am sure you would like to give me some flowers in return. Here is the basket, and mind you fill it quite full.
Hans: Quite full?
Miller: Well, really, as I have given you my wheelbarrow, I don't think that it is much to ask you for a few flowers. I may be wrong, but I should have thought that friendship, true friendship, was quite free from selfishness of any kind.
Hans: My dear friend, my best friend, you are welcome to all the flowers in my garden. I would much sooner have your good opinion than my silver buttons, any day.
Miller: Good-bye, little Hans. Hans: Good-bye.
1 Focus ➤ Understanding how to write descriptive articles
ñ Ss’ books closed. Ask Ss what they would put in an article describing someone. Then ask Ss how they would organise their writing. ñ Ss’ books open, Ss read the theory box and
paragraph plan and compare ideas.
2 a) Focus ➤ Reading for detailed comprehension
ñ Select a S to read the model article to the class.
ñ Draw Ss’ attention to paragraph headings AE. Allow Ss a few minutes to reread the article individually and match the headings and paragraphs. ñ Check Ss’ answers.
Answer Key
A personality and justifications ― para 3
B comments and feelings ― para 5
C name and when/where/how met ― para 1
D physical appearance ― para 2E interests ― para 4
b) Focus ➤ Providing alternative topic
sentences ñ Review the concept of topic sentences with Ss and select some Ss to read out the topic sentences in the article.
ñ Working individually, Ss provide alternative topic sentences and then compare answers with a partner.
Suggested Answer Key para 1: School was boring until a new girl with a strange name joined the class.
para 2: Everyone agrees that Sunny is very attractive.
para 3: Sunny is a really sociable character.
para 4: She always makes sure she has plenty to do.
para 5: Sunny is the best friend I have.
3 a) Focus ➤ Matching words and headings ñ Ss’ books closed, brainstorm vocabulary for the headings in Ex. 3a and write suggestions up on the board.
ñ Ss’ books open, read through the headings and vocabulary given in Ex. 3a. Check Ss’ comprehension by using Ss’ L1 as necessary. ñ Allow Ss a few minutes to find the relevant vocabulary from the article in Ex. 2.
ñ Check Ss’ answers.
Answer Key
HEIGHT: tall
BUILD: slender
AGE: late teens
COMPLEXION: dark-skinned
FACE: attractive, high cheekbones, long, oval
HAIR: shoulder-length, brown, ponytail
EYES: almond-shaped
CLOTHES: fashionable
b) Focus ➤ Describing people using pictures ñ Focus Ss’ attention on the photo of Jane. Explain to Ss that they must complete the description of her physical appearance using vocabulary from Ex. 3a.
ñ Ss write their answers and compare with a partner.
ñ Read the notes on personality and behaviour as a class. Invite Ss to come up with their own examples.
Suggested Answer Key
1 Jane is quite good looking. She’s slim with around face and brown curly hair. She’s paleskinned with an upturned nose. She always looks well-dressed in fashionable clothes.
2 Bob is tall with short red hair. He is in his mid-thirties with a freckled face and a long nose. He loves to dress in formal clothes.
3 Megan is in her fifties and has shoulderlength grey hair. She has a heart-shaped face and sad eyes.
4 Steve is tall and well-built. He shaves his head because he is going bald but he keeps a goatee because he says his chin is too pointy.
5 Laura is short for her age and quite petite. She has an oval face with a cheeky grin that is framed by her long brown hair usually in a ponytail.
4 a) Focus ➤ Understanding character adjectives
ñ Read through character adjectives 1-10 with the class and check Ss’ comprehension. ñ Complete item 1 together as a class and then allow Ss a few minutes to complete the rest of the task individually.
ñ Ss compare answers with a partner.
|
Answer Key 1 e 3 b |
5 c |
7 i |
9 j |
|
2 g 4 h |
6 a |
8 d |
10 f |
Suggested Answer Key
1 My little brother is so energetic that hewon’t sit still for one minute.
2 John’s a really easy-going guy and nothingannoys him.
3 Dan is so talkative that I can’t get anywork done.
4 My brother is too lazy to get out of bed inthe morning.
5 Ira is so bossy that no-one likes him at all.
6 I’m always optimistic and can see thebright side of anything.
Writing Skills 1e
7 She is very ambitious as she wants a betterstandard of life.
8 John is too selfish to share his CDs.
9 He is extremely hot-tempered and frequently gets into arguments.
10 She is so popular that she is never at homeat the weekend.
b) Focus ➤ Practising character adjectives ñ Explain the task. Allow Ss some time to complete the task.
ñ Elicit answers from Ss around the class.
|
Answer Key 1 hard-working |
5 cheerful |
|
2 aggressive |
6 generous |
|
3 out-going |
7 arrogant |
|
4 pessimistic |
8 sensitive |
5 Focus ➤ Rephrasing sentences using milder language
Remind Ss why it is important when we write to describe negative qualities using mild language (so as not to offend anyone).
Suggested Answer Key
1 Andy can sometimes be rather proud.
2 My sister tends to behave immaturely.3 He seems to be quite disorganised.
6 Focus ➤ Matching descriptions and adjectives ñ Explain the task.
ñ Ss complete the matching task individually and check their work using a dictionary. ñ Check Ss’ answers.
|
Answer Key 1 confident |
4 moody |
|
2 shy |
5 impatient |
|
3 sensitive |
6 nervous |
1e Writing Skills
ñ She is supportive and knows how to encourage people when they’re feeling down.
ñ She tends to be very stubborn and determined. Once she’s made up her mind about something, no one can make her change her mind.
7 Focus ➤ Using linking words and phrases ñ Read through the information box about linking words and phrases with the class.
ñ Allow Ss some time to complete the task individually.
ñ Elicit answers from Ss around the class.
Suggested Answer Key
1 Although she is outgoing, occasionally shecan be moody.
2 He is trustworthy and reliable.
3 She is sensitive, but tends to get upseteasily.
4 In spite of being helpful, she tends to be immature at times.
5 He is intelligent as well as sensible.
6 He’s down-to-earth. However, he can sometimes be stubborn.
8 a) Focus ➤ Understanding how to use the senses in descriptions ñ Brainstorm the five senses with the class and write them on the board. Ask Ss why it is a good idea to use the senses when we describe something (it brings the description to life and makes it more interesting to read).
ñ Read the theory box with Ss. Allow Ss a minute or so to find an example of this technique in the model in Ex. 2. Confirm the correct answer.
Answer Key
She’s always humming her favourite songs, too, whatever she’s doing.
b) Focus ➤ Rewriting sentences ñ Read out the rubric and the example sentence with Ss.
ñ Allow Ss some time to complete the rest of
the exercise individually. Check Ss answers.
Answer Key
2 Dave is clean-shaven and dresses in a suitand tie with neatly-combed hair.
3 She always smelled beautiful like sweetfresh summer flowers.
4 Sam has a wide smile that makes the skinwrinkle around his eyes.
5 I love to run my fingers through my mum’ssoft, silky hair.
6 She is always touching my arm and hugging me.
7 Angie moves expertly to the rhythm andglides across the floor when she dances.
9 a) Focus ➤ Understanding a rubric ñ In pairs Ss read the rubric and answer the questions.
ñ Select a pair to explain the details of the
task to the class.
Answer Key
You could describe a family member, a neighbour, someone in your local area, a famous person (alive or dead).
For someone who is alive, you would use present tenses. For someone who is dead or someone you no longer see, you would use past tenses.
You should write 5 paragraphs according to the paragraph plan in the Ss’ book.
b) Focus ➤ Writing an article to describe someone ñ Allow Ss time to plan and write their article. ñ Remind Ss to use the checklist. If necessary, Ss can complete the task as homework.
Suggested Answer Key
A Person I admire
Alison and I went to secondary school together, but we didn’t become friends until she left school and I moved to the same town as her. I always thought she was different and admired her for not caring about what people thought of her. Suddenly, we found ourselves spending a lot of time together and we became really close. I have always admired her individuality and her sense of style. As you enter a room you notice her unique clothes ― bright garments that have a sense of fun. She is a qualified hairdresser, so she is always experimenting with her hair! You never know from one day to the next what she will look like! She is far from boring! Another thing I admire about Alison is her calm personality. She never seems to be in a hurry. She is both patient and caring.
Writing Skills 1e
Moreover, she is good at giving advice. However, she does tend to take ages to make decisions and in that way she is very different from me. But, I think that she is wise not to rush into things. In her free time she likes to take up new hobbies. She is far more adventurous than I am and I often wish I was more like her. There seems to be nothing she can’t turn her hand to ― she designs jewellery, makes her own clothes and paints landscapes. She is very creative. But the most important thing of all is that she makes an effort to keep our friendship going. She regularly writes, calls and comes to visit. I think we will be very good friends for a long time to come. I sincerely hope so.
1
Focus ➤ Understanding a pie chart ñ Focus Ss’ attention
on the pie chart. Explain that a pie chart is used to illustrate the relative
proportions of a group of things.
ñ Ss work in pairs. Allow Ss some time to look at the pie chart and discuss how Britain’s population is made up. ñ Invite pairs to comment to the class.
Answer Key
The pie chart tells us about the variety of races that have found a home in Britain. Half of Britain’s ethnic population is Asian, a quarter is Black, 15 % is of mixed race, 5 % is Chinese and 5% is something else.
2 Focus ➤ Reading for specific information
(matching)
ñ Allow Ss time to read the text and complete the task individually.
ñ Check answers around the class. Ss justify their answers.
|
Answer Key 1 Jerome |
3 Rupa |
5 Rupa |
|
2 Li |
4 Jerome |
|
Culture Corner
3 Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a definition, synonym, miming, etc. Encourage Ss to try to guess the meaning of the word from the context before using their dictionaries to check their guesses.
ñ Ss make sentences using the new vocabulary.
Suggested Answer Key community: people of shared national identity generation: period of 25-30 years/people of a similar age make up the majority: be the largest in number origin: ancestry picked on: bullied
diverse: made up of a wide variety of things E.U.: European Union brought up: raised from childhood integrated: connected to the host community unheard of: not known mixed race marriages: husband and wife from different ethnic groups household names: everyone has heard of
1 The local community is incredibly warm and friendly.
2 The older generation rarely understand the younger generation.
3 The natives of the country still make up the majority.
4 My father has Irish origins.
5 Being picked on is one of the worst childhood experiences.
6 The town has a diverse population from many different nations.
8 I was brought up in a small village.
9 My family integrated well into the new culture.
10 Prejudice isn’t unheard of in any nation.
11 Mixed race marriages are becoming more and more common.
12 The celebrity party was full of household names.
4 Focus ➤ Preparing and acting out an interview ñ Divide Ss into groups of 4. Allocate roles. ñ Allow Ss some time to prepare their questions/ answers.
ñ Ss conduct their interviews in front of the class.
Suggested Answer Key
Interviewer: How would you describe your nationality?
Rupa: I’m third generation British–Indian. Interviewer: Why did your family move to
Britain?
Rupa: To work in a factory.
Interviewer: When did they come to Britain?
Rupa: In 1962.
Interviewer: What language do you speak at home?
Rupa: Gujarati.
Interviewer: Do you spend a lot of time in the Indian community?
Rupa: Yes, I do. I enjoy taking part in all of our celebrations ― weddings and Hindu festivals. But I also have friends that are not Indian. etc
Interviewer: How would you describe your nationality?
Li: I always call myself British because I live in Britain but I am of Chinese origin.
Interviewer: Where do you live?
Li: I live in Newham in East London ― it’s great! Interviewer: What do you like about living in Newham?
Li: It is culturally diverse. etc
Interviewer: Where are you from?
Jerome: I was born in Birmingham, England. But my parents are from The Caribbean, from Jamaica.
Interviewer: How would you describe the Caribbean community?
Jerome: I would say it is well integrated. A lot has changed since the 1940s when there was a lot of racism. etc
5 Focus ➤ Writing a short article for an international school magazine ñ Explain the task and organise Ss into groups. Go through the questions and elicit answers from Ss around the class.
ñ Allow Ss time to write their articles. Ss may need access to the Internet/library.
ñ Select some groups to present their work to the
class.
Suggested Answer Key
Russia is a diverse multicultural society. More then 120 ethnic groups, many with their own national territories make up the population of Russia. Post-soviet Russia has evolved with three distinct minority ethnic groups in the country.
Germans are the largest of these minority groups with a population of one million. Germans first came to Russia in 1682 and settled along the Volga River. The Germans came to Russia to provide essentials skills as craftsman and as traders. They became an autonomous republic that was dissolved in World War II.
Culture Corner
The North Koreans are a recently new minority group to Russia. In 1992 North Korea allowed many Koreans to migrate to Russia due to poor economic conditions in their own country. They immigrated to Russia and concentrated working in commercial activities. There is a history of racism suffered by the North Koreans due mainly to their threat to local merchants. The Roma people are a very detached minority group in Russia whose origins date back to the 1800s when they migrated into Russia from Europe. They live in small separate communities and tend to sell items in street markets. They have yet to integrate into Russian society and are often discriminated against.
Russia struggles with racial discrimination due to its vast ethnic diversity. However, this diversity helps create a culturally rich society with much to offer for everyone.
Across
the Curriculum – History
|
Answer Key 1 An upper class family as they are wearing good clothes and appear to be posing in front of their own house. 2 In front of a house, possibly in the country. 3 They are dressed in their best clothesbecause in Victorian times having your picture taken was an important event. 4 The man in the middle seems to be the headof the household as he is older than the rest and is the only man sat down. |
photograph
ñ Focus Ss’ attention on the photograph. Explain that it was taken during the Victorian era in Britain.
ñ Ask the questions around the class. Accept any reasonable answers.
Across the Curriculum – Science
2 Focus ➤ Practising word formation/Expanding vocabulary
ñ Elicit from Ss some of the ways in which life was different in the Victorian era.
ñ Explain/Elicit the difference in meaning between upper/middle/working class families. ñ Draw Ss’ attention to gaps 1-10 and the words in brackets. Explain task
ñ Allow Ss time to read the text and complete the task individually.
ñ Ss listen to the recording and check their answers.
ñ Ss explain the words in bold by giving a definition, synonym or example using their dictionaries as necessary.
|
Answer Key 1 having |
6 comfortable |
|
2 politely |
7 visited |
|
3 running |
8 uncommon |
|
4 their |
9 outdoor |
|
5 heard |
10 younger |
Suggested Answer Key average: typical, normal household: the people in a family or group who live together in a house nursery: a room in a family home in which the young children of the family sleep or play servants: people who are employed to work at another person’s home running water: water that you can get by turning on a tap pump: a machine that is used to force a liquid or gas to flow coal mines: places where coal is dug out of the ground cotton mills: factories where cotton is processed chimney sweeps: people who clean chimneys fairgrounds: areas of land where a fair is held firework displays: events at which many bright fireworks are lit to entertain the public 3 Focus ➤ Comparing and contrasting different types of Victorian families ñ Revise the use of linking words to compare and contrast and write a few examples on the board.
ñ Working in pairs and rereading the texts, Ss write as many sentences as they can comparing and contrasting different types of Victorian families.
ñ Select a few pairs to read out their sentences to
the class.
Suggested Answer Key
Upper, middle class and working class families have large families but working class families were usually larger.
In upper and middle class families the children were looked after by a nanny, whereas in working class families it was the older siblings who looked after the younger ones.
Working class fathers usually worked in factories, whereas fathers from the upper and middle class worked in banking or insurance. Upper and middle class families lived comfortably and did not have to carry out dirty jobs but working class families did.
In working class families the mother was responsible for the household chores but in upper and middle class families they had servants.
For entertainment, working class families went to cheap music halls, watched sports matches or went to see firework displays whereas upper and middle class families visited museums. etc
4 Focus ➤ Comparing families and their lifestyles
Ask Ss to bring a photos of their family to the next lesson. Alternatively, explain the task and set it as homework. In the next lesson, Ss read their projects to the class.
|
Across the Curriculum – Science Suggested Answer Key My family has only two children whereas the Victorian family has twelve children. The Victorian family is dressed very formally while my family is dressed casually. My family is smiling and appears happy in the photo whereas the Victorian family is very serious and they are not smiling. Both my family and the Victorian family had their picture taken in front of their house. etc Going Green |
Objectives
Listening: describing a scene; listening for specific information
Vocabulary: adjectives to describe your neighbourhood
Reading: a leaflet about how to make your neighbourhood greener
Skills
―reading to understand purpose (scanning) ―reading for specific
information Portfolio: organising a ‘Clean, Green Neighbourhood’ day; giving a
presentation
1 Focus ➤ Describing a scene
ñ Read the rubric to Ss. Eyes closed, Ss listen and imagine the scene.
ñ Ss compare what they imagined with a partner.
Suggested Answer Key
I see children rushing to the bus stop, deliveries being dropped off at he local stores and people rushing about to get to work. I smell bread baking in the local bakery. I hear lots of noise from the traffic in the streets. I feel alert and tense as the busy day is about to begin. etc
2 Focus ➤ Describing your neighbourhood ñ Focus Ss’ attention on the adjectives. Elicit/ explain their meanings.
ñ Describe your neighbourhood to the class, giving reasons.
ñ Allow Ss time to describe their neighbourhoods individually. ñ In pairs Ss describe their neighbourhoods to
each other.
Suggested Answer Key
My neighbourhood is busy as many people live in the area. It is somewhat polluted and noisy because of all the traffic. There is however a quiet green park nearby that we can go to when we want to escape the crowed street. I like my neighbourhood as it is lively and never boring. etc
3 Focus ➤ Reading to understand purpose
Direct Ss’ attention to the leaflet. Remind Ss that we can understand the purpose of a leaflet by 1)looking at the pictures and 2) reading the headings. Elicit from Ss what the purpose of the leaflet is.
Answer Key ñ The leaflet is about helping the environment. ñ Its purpose is to get the local community to do something to improve the area.
Going Green
4 Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a definition, synonym, miming, etc. Encourage Ss to try to guess the meaning of the word from the context before using their dictionaries to check their guesses.
ñ Ss make sentences using the new vocabulary.
Suggested Answer Key set up: arrange for sth to happen take turns: alternate with someone limited raw materials: few basic resources preserve landfill space: not use up land in rubbish dumps reduce: make smaller greenhouse gases: substances that cause the atmosphere to get hotter time-consuming: taking a long time councils: local governing bodies remove: take away wastes: does not use well services: public assistance provided by governments sick and tired: extremely bored concrete jungle: aggressive urban environment filtering out pollutants: reducing poisonous substances in the air
1 My friends and I set up a study group to help us prepare for the exams.
2 My sister and I take it in turns to do the washing up.
3 By recycling we can help preserve theamount of limited raw materials in the world.
4 Cutting down on the amount of rubbish weproduce helps to preserve landfill space.
5 Many shops reduce the price of items to tempt shoppers to buy their products.
6 Greenhouse gases are harmful for the ozone layer.
7 Preparing nutritious meals needn’t betime-consuming.
8 It is the responsibility of local councils to collect the rubbish from the streets.
|
9 It is extremely difficult to remove a red wine stain from a light carpet.10 Leaving the lights on when you are not in the room wastes energy. 11 I am quite happy with the services my local community offers. 12 My mum is sick and tired of tidying up after my little brother. 13 Many big cities are unpleasant to live inbecause they resemble a concrete jungle. 14 It is a good idea to have plants in yourhouse as they are good at filtering out pollutants. |
5 Focus ➤ Reading for specific information
ñ Brainstorm some ways of making our neighbourhoods greener and write Ss’ ideas on the board. ñ Ss read the text for suggestions. ñ Check answers with the class.
Answer Key ñ recycle as much as possible ñ organise a litter collection day ñ plant some flowers and trees
6 Focus ➤ Planning a ‘Clean, Green
Neighbourhood’ day and presenting ideas to the class ñ Organise Ss into groups. Explain the task. ñ Allow Ss time to plan and write their ideas. (Ss should make a poster similar to the one in the unit.)
ñ Ss present their posters to the class and vote for the best one.
|
Suggested Answer Key Clean, Green Neighbourhood Day Thursday, September 8th, 2008 Come Out and Join Your Fellow Neighbours to Make Our Home a Better Place! Don’t Miss: ― the green parade at 9 am ― the green exhibits on the lawns of the houses on James Street. ― the green café at 9 Pelican Street (all proceeds go to Save Your Planet environmental group) Day’s Activities: 10-12 pm: Clean up walk around the neighbourhood (everyone meet at Charleston bakery to start the street rubbish collection). 12-3 pm: Tree planting in Percy Park. 3-5 pm: The great recycle and reuse round up (drop off recyclable items and reusable items at the parking lot of Kelly’s Supermarket) 3-5pm: The car hospital (have your car or motorcycle checked for proper emissions by George’s Garage-no cost) Take action and see the difference in your Neighbourhood! |
Reading
Focus ➤ Reading for detailed understanding ñ Explain the task.
ñ Remind Ss that there is one phrase they do not need to use.
ñ Set a time limit for Ss to complete the task. ñ Check Ss’ answers.
|
Answer Key 1 D 2 A |
3 |
G |
4 |
B |
5 |
C |
6 |
E |
Going Green
7 Focus ➤ Explaining a quotation
Write up the quotation on the board. Invite Ss to rephrase it into their own words and discuss to what extent they agree with it.
Suggested Answer Key
I think the quote is talking about not being so selfish and thinking only about ourselves and what we want and rather to think about what we must do in our daily lives to help others and the world around us.
Spotlight
on Exams 
Listening
Focus ➤ Listening for specific information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct answer.
|
Answer Key 1 A 3 |
B |
5 |
B |
7 |
C |
|
2 C 4 |
F |
6 |
A |
|
|
Spotlight on Exams
TAPESCRIPT
Rep: Good Morning, Neighbourhoods in Bloom, how can I help you?
Man: Good Morning, I’d like to find out if I’m eligible for the Neighbourhoods in Bloom project please.
Rep: Certainly, Sir. Which area do you live in?
Man: I live in East Swinton.
Rep: Ok, that’s fine. That area is included in the project. Can I have your name, please?
Man: Mike Browne. That’s B-R-O-W-N-E Rep: Ok, and for our records, could I ask where exactly you are going to plant the bulbs?
Man: Well, the members of our neighbourhood gardening group are going to plant them in their gardens and then we’re going to get together and plant them in the local park too, under the trees.
Rep: That sounds like a great idea, Mr Browne. Now, we usually send out a variety of bulbs but are there any that you’d like in particular?
Man: Oh…errr…well, I’d be happy with a mixture but perhaps you could include some tulips in different colours? Oh, and perhaps some daffodils and snow drops?
Rep: Yes, that should be fine. We have plenty of all of those types. Now, we’ll send you 500 to begin with and if you need any more just contact us. And to which address should we send the bulbs?
Customer: You can send them to 51, Green Road. That’s my address.
Rep: OK, I think that’s everything then. You should be receiving the bulbs within the next week. We’ll also send you some leaflets to hand out to friends. We have 1 million bulbs to give away altogether! Man: Wow! Well, it’ll be great to see the city looking more colourful!
Rep: Yes, that’s our aim. Thank you for signing up and happy planting!
Man: Thank you! Goodbye.
Use of English
Focus ➤ Answering multiple choice cloze questions
ñ Explain the task, reminding Ss of the importance of using contextual clues when determining answers.
ñ Ss complete the task individually and then compare answers with a partner. ñ Read out the text.
ñ Ss check their answers.
|
Answer Key 1 A 3 |
B |
5 |
A |
7 |
C |
|
2 B 4 |
D |
6 |
C |
|
|
Writing
Focus ➤ Writing a letter ñ Ask a S to read out the extract. ñ Elicit/Explain any new vocabulary. ñ Explain the task.
ñ Check Ss’ understanding by asking questions: What are you going to write? (a letter) Who is the letter for? (my pen-friend Sue) What do you need to include? (a question about her neighbourhood, three questions about her new friends).
Suggested Answer Key
Dear Sue,
It was great to hear that you are doing well in your new town and I’m glad you like your new neighbourhood. What’s it like where you live? I miss you a lot too! But, you must have made some new friends by now! What are they like? Do your new friends love going to the cinema as much as you do? Do they go to the same school as you? And what about sports ― are your friends as sporty as you are?
Well, I’ve got to go now. Mum’s calling me!
Best wishes,
Francine
Speaking
Focus ➤ Giving a 2-minute talk about your family ñ Explain the task.
ñ Allow Ss time to prepare their talks. Remind Ss to include information about all the prompts. ñ Working in pairs, Ss take it in turns to give their talks/listen and ask and answer questions.
|
Spotlight on Exams Suggested Answer Key My family has five members and we are all very close. My mother, father, and grandmother take good care of my little sister and myself. Even though my parents work long hours, they always find some time to spend with my sister and me. We try to eat together every night when it is possible. I am proud that I can talk about anything with my parents and grandmother. I really think my grandmother is great, as she has lived such an interesting life and always gives great advice. We all think family is very important and enjoy spending time together. We often go to the beach or for a picnic on Sundays. We also play card games together or spend an evening talking and laughing. etc What is your favourite thing to do with your family? Are you closer to a particular family member? Why? What is your relationship with your sister like? etc Progress
Check Progress Check 1 and Look at Module 2 should be done in one lesson. |
Answer Key
1 1 essential 6 accommodate
2 supportive 7 devoted
3 ambitious 8 priority
4 overweight 9 appreciate
5 potential 10 secure
2 1 leaves 4 went
2 have been getting 5 was doing
3 will buy
3 1 is bound to
2 am not used to
3 are going to buy
4 haven’t seen Mary since
5 have been learning French
4 1 up with 3 over 5 down with
2 across 4 into
5 1 of 3 to 5 to
2 about 4 for
6 1 d 2 c 3 a 4 e 5 b
Before you start …
Where there’s a will, there’s a way
ñ Revise one or two points from the previous module (e.g. families, relationships, personality and behaviour, etc).
ñ Direct Ss’ attention to the title of the module Where there’s a will, there’s a way. Explain that in this module they will learn about stressful situations, peer pressure, how to express negative feelings, how to sympathise, encourage and persuade, etc.
Look at Module 2
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows, what else Ss can see on the page and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 30.
T: What can you see in picture 1?
S2: Two teenage girls talking to each other.
T: What do you think they are talking about?
S3: They might be talking about someone in their class at school.
Pic 2 (p. 36)
What does the picture show? What celebration is it for? Do you bake things at home? What other things do people eat and drink at that time of the year? What is your favourite celebration? Why?
Pic 3 (p. 43)
What can you see in the picture? Where is it? Do you like eating fast food? Why (not)? What are the good things about living in a big city? Are there any disadvantages?
Pic 4 (p. 32)
Who is in the picture? Which country is it from? What’s happening in the picture? Have you ever seen anything like this before?
Find the page number(s) for
Allow Ss time to browse through the module and find the relevant information. Then ask them to explain what each one is and elicit simple information about each item.
|
Suggested Answer Key a biography (p. 34) (an account of someone’s life written by someone else) Whose biography is this? When did she live? Where was she born? What is she famous for? a diagram (p. 40) (a drawing which explains how something works) What does the diagram show? Which parts of the body does it explain? What do you know about how they work? a dictionary extract (p. 30) (the definition of a word or phrase in a dictionary) What phrase is given? What does it mean? Have you ever experienced this? an email (p. 38) How many emails can you see on this page? What are they about? What style are they written in? |
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section is about an author and a literature extract. This one (pp. 34-45) is about Charlotte Brontë and has an extract from her novel Jane Eyre.
The Culture Corner (p. 39) contains a text about Childline, a free 24-hour helpline for children.
The Across the Curriculum section (p. 40) looks at the nervous system and how the brain works, a topic in Science.
The Going Green section looks at different green issues. This one (p. 41) is about how we can cut down on packaging.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
2 a Reading Skills
Objectives
Reading: a poem and a text about stress
Skill ― reading for specific information
Speaking: giving a two-minute talk about stress Vocabulary: words related to pressure and stress; body language
1 Focus ➤ Discussing a poem
ñ Ss’ books closed, write the title of the poem on the board. Ask Ss to predict some of the vocabulary they expect to find in the poem. Write words on the board.
ñ Ss’ books open, play the recording. Ss follow the text and listen.
ñ In pairs Ss discuss whether they agree with what
the poem says.
|
Suggested Answer Key S1: I agree with the poem that stress is a natural reaction and that it is a normal part of our lives. S2: I agree that change is what usually brings on stress, but I do think that it is unique that some people handle it better then others. S1: Stress is the way our bodies cope with the environment. I guess there is also emotional stress as well as physical stress. etc |
Reading
2 a) Focus ➤ Reading for specific information ñ Allow Ss time to read the text.
ñ Ss complete the multiple choice task and compare answers with a partner.
ñ Ss listen and read to confirm the correct answers.
|
Answer Key 1 A 3 C |
5 A |
7 B |
|
2 B 4 D |
6 C |
8 D |
b) Focus ➤ Identifying the purpose of a text
Ask Ss why the text was written and who it was written for. In other words, to name the purpose of the text. Confirm the correct answer.
Answer Key
The purpose of the text is to give advice to teenagers about how to handle stress.
3 Focus ➤ Matching words/phrases and their meanings
ñ Draw Ss’ attention to the words/phrases in the text that are underlined and read through the list of meanings. Check Ss’ comprehension. ñ Allow Ss time to complete the task. Check answers around the class.
ñ Once Ss have finished matching, tell them to write a sentence for each item of vocabulary.
|
Answer Key mounts ― increases run-up ― time just before lowdown ― important information in a nutshell ― basically keep you on your toes ― cause you to remain alert/ready in the long term ― over a long period of time out of hand ― uncontrollable lighten the load ― make a difficult situation better grin and bear it ― accept it without complaining overwhelmed ― unable to manage keep things in perspective ― judge how important something really is pulling your hair out ― going crazy |
2a Reading Skills
|
Suggested Answer Key 1 As pressure at work mounts, so does my level of stress. 2 I was so excited in the run-up to Christmas. 3 What’s the lowdown on the new generation of mobile phones? 4 Global warming, in a nutshell, is the rise in the Earth’s temperature. 5 Having regular tests at school will keep you on your toes. 6 Saving the environment will, in the long term, save the human race. 7 The police did not let the football fans getout of hand. 8 I need a secretary to lighten the load. 9 My car broke down when it was pouringwith rain, but I just had to grin and bear it. 10 Graham was overwhelmed with work and had to stay late at the office. 11 Always keep things in perspective and try not to exaggerate. 12 Polly was pulling out her hair with worry. |
4 Focus ➤ Understanding Vocabulary ñ Draw Ss’ attention to the words in bold in the text. Elicit what part of speech they are. ñ Explain the task. Allow Ss a few minutes to complete the task. ñ Check Ss’ answers.
Answer Key
tense: to tighten shallow: to take small amount of air in with each breath rationally: based on reason nutritious: healthy and nourishing essential: Important, necessary positive: hopeful, confident
Speaking
5 Focus ➤ Preparing a talk about stress ñ Review with Ss how to prepare a talk. (Preparing short notes using the categories given, practising their talk and timing it). Remind Ss that they should refer back to the text for ideas and that they should not write every word down. ñ Allow time for Ss to prepare their talks. ñ Ss deliver their talks to the class.
Suggested Answer Key
Stress is the natural reaction the human body has to deal with life’s changes. When we are stressed, our muscles tense, our breathing becomes shallow and adrenaline is released into our bloodstream. This helps us focus and gives us the strength to survive in difficult situations. Stress is sometimes good because it keeps us alert, but it is bad for the heart and our general well-being if we have a lot. Thankfully, we can quite often avoid stress and we can also learn how to cope with it. When I feel stressed, for example, when I have too much work to do, am sitting exams or am organising an important event, I try to do a lot of aerobic exercise or listen to some calm music. That usually helps. etc
Vocabulary
6 Focus ➤ Choosing the correct word ñ Explain the task.
ñ Allow Ss time to complete the task and check their answers using the Word List.
|
Answer Key 1 A: under |
4 B: eyes |
|
B: losing |
5 A: take |
|
2 A: cope |
B: hurt |
|
B: Take |
6 B: caused |
|
3 A: chest |
7 A: killing |
|
B: broken |
B: over |
7 Focus ➤ Expanding vocabulary ñ Explain the task.
ñ Allow Ss time to read through the items, filling in the gaps. ñ Check Ss’ answers around the class.
ñ Allow Ss time to explain the phrases in bold by
giving a definition or synonym.
|
Answer Key 1 tired |
5 temper |
|
2 getting |
6 strain |
|
3 take |
7 building |
|
4 proportion |
8 giving |
Suggested Answer Key
1 sick and tired of: extremely bored of
2 getting me down: depressing me
3 can’t take it any more: the pressure is too much for me
4 get things out of proportion: exaggerate
5 lost my temper: suddenly became angry
6 feeling the strain of: come under pressure from
7 building up: gradually increasing
8 giving me a hard time: causing problems for me
Reading Skills 2a
8 Focus ➤ Choosing the correct verb
ñ Explain the task. ? Allow Ss time to read through the items, filling in the gaps.
ñ Ss check their answers using the Word List.
|
Answer Key 1 snarled |
3 sighed |
5 groaned |
|
2 stammer |
4 whisper |
|
9 Focus ➤ Practising vocabulary to describe body language
ñ Complete the task as a class, eliciting the answer to each and miming the body movements with Ss.
ñ Elicit the equivalent phrases in Ss’ L1.
|
Answer Key 1 b 3 d |
5 c |
7 |
h |
|
2 a 4 f |
6 e |
8 |
g |
Words of Wisdom
ñ Write the quotation by Harris on the board.
ñ Arrange Ss in groups of 5 or 6 to discuss. Monitor the activity. ñ A spokesperson from each group reports back to the class.
(Ss’ own answers)
Listening &
Speaking Skills
Objectives
Vocabulary
Vocabulary:peer pressure; language to sympathise/
1 Focus ➤ Introducing the topic
encourage/persuade; idioms with numbers
Listening: a radio interview ñ Direct Ss’ attention to the picture. Ask the
Skill ― listening for specific information questions to the class. Invite Ss to justify their Reading: a
dialogue between two friends answers.
Speaking: acting out short exchanges ñ Invite a S to read the definition. ñ Check Ss’ comprehension by using Ss’ L1.
2b Listening and Speaking Skills
Suggested Answer Key
In the picture there are two teenage girls whispering to themselves while another teenage girl stands, arms crossed, in the background. It seems that the two girls are talking about the other girl. The picture is ripped in two to show separation. The girl in the background is obviously unhappy and might even be angry because the other girls are teasing her or excluding her.
2 a) Focus ➤ Choosing the correct word ñ Explain the task.
ñ Allow Ss time to complete the task and check their answers using the Word List.
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Answer Key 1 A: committing |
4 A: influence |
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B: out, rough |
B: missing |
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2 A: tell |
5 A: come |
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B: made 3 A: on B: regret, made |
B: fit |
b) Focus ➤ Practising vocabulary ñ Direct Ss’ attention to the verbs given. ñ Explain the task and complete item 1 as an example. Allow Ss a few minutes to complete the rest of the task. ñ Check Ss’ answers.
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Answer Key 1 influence 4 give in 2 persuade 5 discourage 3 dissuade 6 resist opposites: persuade and dissuade resist and give |
Listening
3 Focus ➤ Listening for specific information ñ Explain the task.
ñ Play the recording. Ss listen and complete the task. Play the recording again for Ss to check their answers.
ñ Confirm the correct answers.
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Answer Key 1 D 2 A |
3 |
F |
4 |
E |
5 |
B |
TAPESCRIPT
Interviewer: I spoke to some young people about their views on peer pressure. Here’s what they had to say. Speaker 1: I wanted to just get a job last year when I finished school, but all my friends were going to university and I started to feel like the odd one out. I ended up applying to go to university too. It was the best thing I ever did!
Speaker 2: It’s really difficult to say no when you are with a crowd of friends – you don’t want to be different. But don’t be weak. Stand up for yourself and say no if you don’t want to do something!
Speaker 3: I gave up playing the violin when I started secondary school because it was taking up too much time and I was missing chances to go out with my friends. Now I really wish I could play a second instrument because I’m hoping to go to music college next year.
Speaker 4: There was a new girl in my class and all my friends were horrible to her. She tried to be my friend but I ignored her. I know she was upset but I was scared of what the others would say if I was nice to her. Speaker 5: Last year I started hanging out with a new group of friends. They were into punk music and crazy hairstyles. So, I decided to get my hair dyed purple! I thought I looked cool, but now when I look back at old photographs I can’t believe I did such a thing! I looked absolutely ridiculous!
4 Focus ➤ Learning idioms ñ Read out the rubric and allow Ss time to complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the idioms mean. Elicit from Ss whether there are similar expressions in their language.
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Answer Key 1 hundred and one |
4 sixes |
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2 two 3 million |
5 six |
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Listening and Speaking Skills 2b |
Reading
5 Focus ➤ Reading to understand structure, sequence and content ñ Ask Ss to read the gapped dialogue, then allow Ss time to complete the task.
ñ Play the recording for Ss to check their answers.
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Answer Key 1 E 2 A |
3 C |
4 |
B |
5 F |
6 D |
6 Focus ➤ Matching words/phrases and their meanings
ñ Draw Ss’ attention to the words/phrases in the text that are underlined and read through the list of meanings. Check Ss’ comprehension. ñ Allow Ss time to complete the task. Check
answers around the class.
Suggested Answer Key bumped into ― met unexpectedly the odd one out ― the person who is different from everyone else
It’s no big deal ― it’s nothing to worry about it’s your loss ― you’ll regret not doing something suit yourself ― do whatever you want let them down ― disappoint them
Everyday English
7 Focus ➤ Expressing negative feelings/ sympathising/encouraging ñ Ask Ss to focus on the language box on p.31. ñ Read through together and explain any new vocabulary.
ñ Explain the task and read through the situations. ñ In pairs, Ss complete the task.
ñ Encourage Ss to use each prompt and allow each other to play both roles,
ñ Monitor progress around the class, providing any necessary assistance.
ñ Allow each pair to perform one exchange each for the class.
Suggested Answer Key
A: I can’t stand it any more.
B: What’s wrong?
A: I have just found out that Suzie has been lying to me. I thought she was my best friend.
B: I’m sorry to hear that, but I’m sure everything will be all right. You should speak to her ― ask her why she didn’t tell you the truth.
A: You’re right, I should.
A: Are you alright? You look a bit worried.
B: Well, I could be better. You see, Lucy and Hannah want me to go shopping with them this afternoon and miss Art class. I want to go with them but I know I shouldn’t.
A: I know what you mean. It’s difficult to do what your friends want you to do sometimes. I think you should do what you think is right for you.
B: Thanks for listening. I know you’re right.
A: Nothing’s going right in my life right now.
B: What’s up?
A: I got really poor marks in all my exams and I’ve fallen out with nearly all of my friends.
B: Cheer up! Things can’t be all that bad! I’m sure you’ll do better next time. As for your friends, I’m sure everything will be all right soon. etc
Say it right
8 a) Focus ➤ Listening for specific information ñ Direct Ss’ attention to the list of exchanges. ñ Elicit/Explain the meaning of any new vocabulary.
ñ Explain the task and allow Ss time to complete it individually.
ñ Play the recording for Ss to check their answers.
ñ Play the recording again with pauses. Ask various pairs to repeat the exchanges following the intonation patterns in the recording.
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2b Listening and Speaking Skills
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b) Focus ➤ Practising language to persuade ñ Explain the task.
ñ Ss work in pairs, practising the language in Ex. 8a.
ñ Monitor the activity.
ñ Invite some pairs to act out the exchanges
for the class.
Suggested Answer Key
A: Can you help me with my homework? B: No, I’m afraid I really can’t.
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A: Please come to the party. It would mean so much to me. B: Oh, all right then, just this once! A: Please wash the dishes for me! B: Well, I suppose I could. A: Come on holiday with me! Come one, it’ll be fun! B: Well, I suppose I could. etc |
9 Focus ➤ Revising new vocabulary
Ss close their books and discuss with a partner new words and phrases they have learned in this unit. Ask Ss to make sentences using them.
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(Ss’ own answers)
1 Focus ➤ Rewriting sentences using informal style
ñ Ss’ books closed, write the example on the board.
ñ Ask Ss which sentence is more formal (sentence 1). Explain that it is more informal to end a sentence with a preposition.
ñ Explain the task. Allow Ss some time to complete the task individually. ñ Check Ss’ answers.
3 The office (where) she works in is nearby.
4 He’s the man (who) we gave the parcel to.
5 Tomorrow is the day (when) I go on holiday.
Game
ñ Read out the rubric and select a pair of Ss to read out the example. ñ Play the game in teams.
2 a) Focus ➤ Understanding defining and nondefining relative clauses ñ Revise with Ss the concept of relative clauses. Remind Ss that they provide extra information, some of it necessary (defining) and some of it unnecessary (non-defining).
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Grammar in Use 2c ñ Write up the following examples. Ask Ss to |
say which is defining (sentence 1) and nondefining (sentence 2):
The woman who lives at number 14 has been arrested.
Mr Jenkins, who is very friendly, lives near the park.
ñ Draw Ss’ attention to the commas in sentence 2.
ñ Draw Ss’ attention to the Grammar
Reference section and the different types of relative pronouns and adverbs. ñ Ss complete the task individually. ñ Check Ss’ answers.
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Answer Key 1 Buckingham Palace, where the royal family live, is a popular tourist attraction in London. (non-defining) 2 Jenny, whose brother is in my class, won the beauty contest. (non-defining) 3 The boys who were sitting behind us are in the same class as me. (defining) 4 The suit (that/which) he wore to the party was very expensive. (defining) 5 People who dress smartly make a good impression. (defining) 6 London, which has a population of over 7 million, is a multi-cultural city. (nondefining) 7 The woman who just entered the room is our new teacher. (defining) 8 The office where my mother works is in the centre of the city. (defining) The relative pronoun/adverb could be omitted in sentence 4. Who, which, where and that can be omitted when they are the object of a relative clause. Whose is never omitted. |
b) Focus ➤ Completing a text using relative pronouns and adverbs
ñ Explain the task. Ss work individually to fill in the gaps. ñ Ss compare answers with a partner.
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Answer Key 1 who |
4 when |
7 whose |
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2 which |
5 who |
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3 where |
6 which |
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3 Focus ➤ Understanding clauses of purpose ñ Select 5 Ss to read the sentences. ñ Ask Ss to say which words express purpose.
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Answer Key 1 so 3 in case 2 to 4 with a view to |
5 for |
4 a) Focus ➤ Practising clauses of purpose ñ Direct Ss’ attention to the words in brackets. ñ Explain the task. ñ Ss complete the task individually. ñ Check answers with the class.
Answer Key
2 He’s going to bed early so that he won’t betired tomorrow.
3 He is whispering so as not to wake hisbrother up.
4 We’re trying to save up some money with aview to buying a house.
5 These are nail clippers for cutting toenails.
b) Focus ➤ Consolidating clauses of purpose ñ Draw Ss’ attention to the fact that there are many ways of expressing purpose which have the same meaning. ñ Read out the example sentences. ñ Ss work in pairs to complete the task. ñ Invite some pairs to read out their sentences
to the class.
Suggested Answer Key
2 He’s going to bed early so as not to be tiredtomorrow.
3 He is whispering so that he won’t wake hisbrother up.
4 We’re trying to save up some money so thatwe can buy a house.
5 These are nail clippers to cut toenails. etc
2c Grammar in Use
5 Focus ➤ Describing preparations for a trip ñ Draw Ss’ attention to the things Paul and his friends have taken on their mountain trip. ñ Elicit reasons why they have taken them using ‘in case’ and write them on the board.
Suggested Answer Key
They’ve taken a camera in case they see some nice views.
They’ve taken some water in case they get thirsty.
They’ve taken a tent in case they need to stay the night.
They’ve taken a map in case they get lost. They’ve taken some sandwiches in case they get hungry.
They’ve taken jackets in case the weather is cold.
6 a) Focus ➤ Understanding clauses of result ñ Select a S to read out the extract.
ñ Draw Ss’ attention to the language in bold. ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.
Answer Key
Such goes with countable/uncountable nouns, adjectives and ‘a lot of’.
So goes with adverbs, few/little/much/many.
b) Focus ➤ Making up a story about a
disastrous party
ñ Write the title of the story A disastrous party on the board. ñ Draw Ss’ attention to the ideas for the story. ñ Divide Ss into groups of 3-4. Ss make up a ‘chain story’, taking it in turns to say what went wrong.
Suggested Answer Key
A disastrous party
…. my house that it took two hours to get there.
S2: When I got there, it was so noisy that I couldn’t have a conversation with anyone.
S3: There were so many people there that there was nowhere to stand and people kept bumping into me. S4: I was so bored that I kept looking at my watch.
S1: The food was so awful that I couldn’t eat any of it.
S2: The music was so loud that the police came to tell us to turn it down.
S3: I had such a bad time that I never want to go to a party ever again!
S4: On my way home I felt so cold that I wanted to cry. etc
7 a) Focus ➤ Understanding clauses of result ñ Read the examples with the class. ñ Explain the task. ñ Check Ss’ answers.
Answer Key introduce clauses of reason: due to/because of, because, since, due to the fact that, because of the fact that
followed by a noun: due to/because of followed by a clause: because, since, due to the fact that/because of the fact that
b) Focus ➤ Forming sentences using clauses of reason ñ Explain the task. ñ Read out the example to the class. ñ Allocate Ss 10 minutes to form their sentences working in pairs.
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Suggested Answer Key 2 She didn’t enjoy the party due to/since/ because/because of the fact that it was crowded. 3 Ann couldn’t walk due to/ because of a broken leg. Ann couldn’t walk because/ since/ due to the fact that/ because of the fact that she had broken her leg. 4 He couldn’t sleep due to/ because of the noise. He couldn’t sleep because/ since/ due to the fact that/because of the fact that there was a lot of noise. 5 The road was closed due to/because of an accident. The road was closed due to the fact that there had been an accident. 6 The trains were cancelled due to/becauseof the strike. 7 He didn’t go to school as/because/becauseof the fact that he was ill. 8 He gave up his job due to/because of badhealth. He gave up his job due to the fact that he was suffering from bad health. etc |
8 Focus ➤ Practising phrasal verbs (put) ñ Explain that each sentence can be completed using a phrasal verb.
ñ Ss complete the task individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension activity ask Ss to choose a phrasal verb and draw a picture to illustrate its meaning. Play in teams. Ss from each team show their drawings in turn. The other team guesses what the phrasal verb is.
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Answer Key 1 up 3 on 2 off 4 up with |
5 down |
Suggested Answer Key
1 My grandparents always put me up when I visit their country cottage.
Grammar in Use 2c
2 The concert has been put off because the singer has caught a cold.
3 A baby needs help to put on its clothes.
4 It’s hard to put up with mobile phones going off all the time when you are travelling on public transport.
5 My sister is always putting her husband down.
9 Focus ➤ Revising dependent prepositions ñ Direct Ss’ attention to Appendix 1.
ñ Explain the task. ñ Allow Ss time to complete the task.
ñ Ss make sentences about themselves using the
phrases.
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Answer Key 1 on 3 on 2 to 4 on |
5 about |
Suggested Answer Key
1 My mother likes my new friend Jane because she’s a good influence on me.
2 If you don’t pay attention to the teacher, you won’t learn anything.
3 In order to make a good impression on my new boss I worked long hours.
4 Garry insisted on paying for the meal at the restaurant.
5 I don’t like people who boast about how much money they have.
10 Focus ➤ Practising sentence transformations ñ Read out the rubric, stressing that the second sentence must have the same meaning as the first and that Ss must not use more than five words.
ñ Do the first item with Ss. Ss complete the task individually.
ñ Check Ss’ answers on the board.
Answer Key
1 is the house in which
2 a good time
3 such a heavy suitcase
4 in case it gets
5 put off because of the
2 d Literature
Objectives
Answer Key
Vocabulary: adjectives to describe people
Reading: a short biography; an extract from 1 F (He bullied and punished me …
Jane Eyre (T/F/DS statements) continually)
Skill ― reading for detailed comprehension 2 T (Mrs Reed was blind and deaf on the
Writing: a modern version of the story subject)
3 T (she never saw him strike … though he did … behind her back)
1 Focus ➤ Reading for specific information 4 F (That is for your impudence … your
sneaking way … and the look … in your
ñ Ask Ss what they know about Charlotte Brontë eyes) and her novels. Explain that they will be reading 5 DS
an extract from Jane Eyre. 6 F (You are like the Roman emperors)
ñ Ss read the biography to find out what Jane Eyre 7 F (Eliza and Georgiana had run for Mrs is about. Reed)
8 T (How disgraceful to fly at Master John!)
Answer Key
Jane Eyre is about an orphaned girl who is
3 a) Focus ➤ Expanding vocabulary
brought up by her unkind aunt and then sent to
an awful school. It is the story of Jane’s ñ Ask Ss to look at the underlined words and difficult life and her search for love and phrases in the text. Elicit their meanings.
happiness. ñ Ss match the underlined words to the
meanings in Ex. 3a.
ñ Check Ss’ answers.
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Answer Key affection ― feelings of love/fondness bewildered ― confused taking my side ― supporting me dreading ― feeling anxious/unhappy about sth that will/may happen shortly ― soon sneaking ― doing sth without being seen or heard accustomed to ― used to rummage ― search for sth in a careless/hurried way trickle ― flow slowly bellowed ― shouted in a deep, angry voice |
2 a) Focus ➤ Listening for specific information ñ Play the recording. ñ Ask Ss to identify the narrator. ñ Confirm the correct answer.
Answer Key
Jane Eyre is narrating the story.
b) Focus ➤ Reading for detailed comprehension ñ Ask Ss to read the text again.
ñ Explain the task and allow Ss time to complete the exercise.
ñ Check answers with the class.
b) Focus ➤ Expanding vocabulary
ñ Ask Ss to try to guess the meaning of the words from the context before checking in their dictionaries.
ñ Ss then explain the words in bold using their dictionaries by giving synonyms, explanations, antonyms or examples.
Suggested Answer Key threats: statements of intent to hurt inflictions: harm or damage obedient: following orders tottered: almost fell over dependant: someone who relies on others for financial support predominated: became most important
4 Focus ➤ Completing sentences using the correct verb form
ñ Explain/Elicit the meaning of the verbs and explain the task.
ñ Ss complete the task individually and then
compare answers with a partner.
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Answer Key 1 hurled 2 grasped |
3 trickled |
5 a) Focus ➤ Understanding the use of hyperbole ñ Read through the study skills box with Ss. Clarify Ss’ understanding, using Ss’ L1 if necessary.
ñ Allow Ss a couple of minutes to find the example in the extract. ñ Confirm the correct answer.
Answer Key he spent some three minutes in thrusting out his tongue at me as far as he could, without damaging the roots
Literature 2d
b) Focus ➤ Rewriting sentences using hyperbole ñ Explain the task and read the example. ñ Ss complete the task pairs. ñ Check Ss’ answers.
Answer Key
2 She’s so forgetful (that) you have to remindher of her name.
3 I’ve already told you a million times.
4 He’s so funny (that) I nearly died laughing.
6 Focus ➤ Listening for detailed understanding ñ Explain the task and play the recording to Ss again.
ñ Elicit answers from the class.
Answer Key
John: cruel (He bullied and punished me), badmannered (thrusting out his tongue at me), arrogant (You ought to beg, and not to live here with gentlemen’s children like us)
Jane: educated (I had read Goldsmith’s History of Rome), lonely (an assumption based on how she must feel living in a house where no one wants her)
7 Focus ➤ Matching visual stimuli and language ñ Focus Ss’ attention on the picture. Invite individual Ss to describe it.
ñ Allow Ss some time to find an appropriate
sentence from the extract.
Answer Key
‘I returned to the window and fetched it’.
It refers to the book that Jane was reading and in the picture she is handing it to John.
2d Literature
8 Focus ➤ Writing a modern version of the story ñ Ss read the rubric.
ñ Check comprehension of the task by asking Ss: What are you going to write? (a modern version of Jane Eyre) What will it be about? (the characters, what they wear, how John mistreats Jane and why, what happens in the end). ñ Allow Ss time to complete the task.
ñ Select some Ss to read out their stories to the
class.
Suggested Answer Key
I often remember relaxing on the sofa and my step-brother Danny would storm in and disturb me. How I hated living in that house! Ever since mum died and dad married Sharon my life had been hell. Danny always found new ways to irritate me. He used to grab my mobile phone and hide it somewhere. Just because he was Sharon’s little ‘golden boy’, he thought he could do anything. He hated sharing his house with me as much as I hated being there. He wanted all of the attention to himself. And he did get more attention than me ― and more pocket money too. He spent it all on clothes. He liked to wear designer stuff whereas I had to make do with second-hand. Many years later, when I got married to my true love and had my own family, I vowed to treat my children equally and make our home full of happiness. I am glad to say things are working out really well for me now. etc
1 Focus ➤ Reading for gist
ñ Direct Ss’ attention to descriptions A –F. Explain that each piece of writing usually has a purpose. ñ Elicit the vocabulary we would expect from such letters/emails.
ñ Allow Ss some time to scan the extracts and complete the matching task. ñ Check Ss’ answers.
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Answer Key A 6 C 5 |
E |
2 |
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B 1 D 4 |
F |
3 |
2 Focus ➤ Understanding the style of informal and semi-formal letters ñ Ask Ss what makes a letter formal or informal (the choice of language). Elicit some examples of formal/informal language and write them on the board under two columns.
ñ Select a S to read out the theory box to the class.
ñ Ss’ books closed, Ss explain the theory to a partner using their own words. ñ Explain the task. Ss work in pairs.
ñ Invite pairs to share their answers with the class.
Answer Key
1 semi-formal (Looking forward to meeting you)
2 informal (Hi Sally!)
3 semi-formal (Regarding our recent telephoneconversation …)
4 informal (Lots of love)
5 semi-formal (Dear Mrs Carter, I am writingon behalf …)
6 informal (Hi Megan)
3 Focus ➤ Identifying the possible recipient of a letter ñ Focus Ss’ attention to the list of people in Ex. 3. ñ On the board draw a scale marked ‘most formal’ ➝ ‘least formal’. With Ss, place the people in the right position on the scale (e.g. a good friend = least formal). ñ Explain the task and allow Ss some time to complete it individually.
ñ Ss check their answers with a partner.
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Answer Key ñ a good friend ― letters 4, 6 ñ a school teacher ― letter 5 ñ a stranger you have spoken to on the phone ― letter 3 ñ a couple you are going to stay with in England ― letter 1 ñ a new friend of your own age ― letter 2 |
4 a) Focus ➤ Identifying the style and purpose of a letter
Select 2 Ss to read out letters A and B to the class. Elicit the purpose of each and invite comments from the class about how they differ stylistically.
Answer Key
A giving advice to a friend (informal)
B asking for advice from an agony aunt (semi-formal)
The style is different because of the person the letter is being written to. We use an informal style for letters to friends and a semi-formal style for letters to people we do not know well or when we want to be more polite or respectful.
Writing Skills 2e
b) Focus ➤ Understanding the structure of a letter
Read the questions in the rubric to the class and elicit the answers from Ss around the class.
Answer Key
A begins with Dear Sarah and ends with Lotsof love
B begins with Dear Dr Kelly and ends with
Diana Smith
There are 4 paragraphs in each letter.
Paragraphs 2 and 3 contain the main subject(s) of the letter.
Paragraph 4 contains the closing remarks. Paragraph 1 contains the reason for writing/ opening remarks.
5 a) Focus ➤ Analysing the style of a letter ñ Explain the task.
ñ Allow Ss some time to complete the task in pairs.
ñ Collect feedback from different pairs.
Answer Key
short forms ― A (Hi, I’d, It’s, don’t etc)
colloquial language ― A (they don’t sound, it’s cool etc)
phrasal verbs ― A (bunking off, meet up, works out) idioms ― A (drop you a line)
polite language ― B (I am writing to you in the hope that …, I would really appreciate it …) full forms ― B (I am, did not, it would etc)
b) Focus ➤ Finding words/phrases with similar meaning ñ Explain the task. ñ Allow Ss time to complete the task individually.
ñ Check Ss’ answers, writing up the words and phrases on the board.
2e Writing Skills
Answer Key
Thought I’d drop you a line ― I am writing to you pals ― friends
If you ask me ― I think
I don’t like ― I rarely feel like/I am really dissatisfied with
Why not ― Maybe it would be a good idea to
Write back ― I look forward to your reply
6 Focus ➤ Matching pairs of sentences ñ Explain the task.
ñ Allow Ss time to complete the task individually. ñ Check Ss’ answers.
Answer Key
A 2 (give information)
B 5 (thank)
C 7 (offer help)
D 4 (refuse an invitation)
E 8 (make a suggestion)
F 6 (apologise)
G 1 (ask for information)
H 3 (accept an invitation)
7 Focus ➤ Rewriting sentences in semi-formal style
ñ Explain the task and complete the first item as an example.
ñ Allow Ss time to complete the task individually. ñ Check Ss’ answers.
Answer Key
1 I hope my advice helps you.
2 It would be a good idea if you started adiet.
3 Could you give me some advice?
4 I would like to apologise for not attendingthe party.
5 I would like to spend the weekend with you.
8 Focus ➤ Understanding a rubric
ñ Direct Ss’ attention to the rubric and the note. ñ Select a S to read out the note.
ñ Allow Ss time to find the key words and answer the questions.
ñ Check Ss’ answers as a class.
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Answer Key key words: English friend’s mum, asking you to help, write an email, 120-150 words, appropriate style 1 Pat Jacobs is sending the email to Matthew. Matthew is a friend of Pat’s son, Steve. 2 an email 3 semi-formal because you want to be politeand respectful 4 you should include all the notes you havemade 5 Dear Mrs Jacobs Regards/Best wishes, Matthew + (surname) |
9 a) Focus ➤ Checking an answer
ñ Select a S to read out the email to the class. ñ Ask Ss the questions in the rubric around the
class.
Answer Key
No, it is not written in an appropriate style because it uses too many short forms, colloquial language and the greeting and ending are inappropriate for a semi-formal email.
b) Focus ➤ Rewriting a letter in a more appropriate style ñ Explain the task. ñ Allow Ss time to write their letters. ñ Ss compare their work with a partner.
Writing Skills 2e
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Suggested Answer Key Dear Mrs Jacobs, I think it would be an excellent idea to have a party for Steve. I would be happy to help you out. Maybe it would be a good idea to invite Steve’s friends from his class at school and his football team too. I would be pleased to send you a list of all their email addresses. It would be a good idea to have the party on a Friday or Saturday night because it would be difficult for everyone to come on a Thursday. In addition, you needn’t worry about all the preparations. I would not mind coming earlier to help you. Regards, Matthew Summers |
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Suggested Answer Key A Dear Miss Jones, I am writing on behalf of my class at Offerton High School where you recently gave an excellent talk on peer pressure. I would like to express our gratitude for what we felt was an informative and enjoyable afternoon. In particular, the members of my class were impressed by the useful advice that you gave regarding how to deal with peer pressure. Many of my classmates have problems in this area and I’m sure they found your comments very helpful. I would also like to ask you is it would be possible for you to come again in the future and talk to another class. Several teachers expressed a desire to share your good advice with other classes in the school as the problem is one that all pupils may face. We would be most grateful if you could find the time to visit us again in the near future and look forward to your reply Regards, Peter Quinn |
what information to include in each paragraph A &B:
para 1 opening remarks/reason for writing paras 2, 3 main subject(s) of letter/ email para 4 closing remarks
11 Focus ➤ Writing a semi-formal/informal letter/ email
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Answer Key A key words: talk on peer pressure, write letter, on behalf of class, thank her reason for writing: thank and invite who will read the letter/email: visiting speaker how to begin/end: Dear Mrs + (surname)/ Regards, (full name) what style to write in: semi-formal B key words: English friend, Tom, request, email, notes reason for writing: invite and give information who will read the letter/email: Tom (a friend) how to begin/end: Hi Tom!/Lots of love, Paula what style to write in: informal |
ñ Ask Ss to select any of the rubrics in ex. 10 and write a letter/email. Allow Ss time to complete the task.
ñ Allow Ss time to review and revise their work. ñ Ss correct their partner’s writing using the checklist.
10 Focus ➤ Understanding rubrics
ñ Read out the rubrics one at a time and ask Ss to underline the key words.
ñ Then elicit answers to the questions in the rubric from various Ss around the class.
2e Writing Skills
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B |
Hi Tom! How’s things? Great to hear that your exams are over. How did they go? I’m sure you did well because you studied really hard for them. I’d love to go camping with you this summer. You can’t imagine how much I want to get out of the city. Tell me where you’re thinking of going and also when. My mum wants me to help in the shop over the summer so I’ll have to arrange for someone else to take my place. |
I’ve been camping many times with my dad so we’re old hands! We’ve got all the gear we might need. Dad won’t mind if we borrow it!
Before I go, who else have you invited? I hope you’ve invited your cousin, Fiona. I haven’t seen her for ages and she’s great fun! Email me soon!
Lots of love,
Paula
1
a) Focus ➤ Introducing the topic
ñ Select a S to read Sophie’s words. ñ Elicit from the class what ‘ChildLine’ is.
Answer Key
‘ChildLine’ is a telephone helpline that offers advice to children who have problems.
b) Focus ➤ Reading for specific information ñ Allow Ss a few minutes to prepare their questions individually.
ñ Ss read the text to see if they can answer them.
ñ Invite a few Ss to report back to the class about the information they found.
Suggested Answer Key
1 When can I call?
2 Who will I speak to?
3 How many calls do you get every day?
2 Focus ➤ Reading for detailed understanding ñ Allow Ss time to read the text and complete the task individually. ñ Play the recording while Ss listen/read and
check their answers.
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Answer Key 1 trained |
6 pressure |
|
2 have been saving |
7 most common |
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3 living |
8 listening |
|
4 thought 5 more |
9 donation |
3 Focus ➤ Expanding vocabulary
ñ Draw Ss’ attention to the words in bold in the text and the meanings in Ex. 3.
ñ Explain the task. Ss use dictionaries as necessary.
Answer Key confidential ― private bullying ― terrorising shelter ― protection/somewhere to live fundraise ― collect money further ― extra volunteering ― offering unpaid help
4 Focus ➤ Summarising a text
ñ Allow Ss a few minutes to reread the text and answer the questions.
ñ Invite a few Ss to share their answers with the class.
Suggested Answer Key
ChildLine is a free helpline for children and young people in the UK. There are many ways to get involved. You can find out how to stop bullying by ordering an anti-bullying pack, or you can do some fundraising during antibullying week. Another idea is to set up a ‘peer support scheme’ in your school. Or you can simply make a donation or volunteer to become a childline counsellor. etc
5 Focus ➤ Writing your personal opinion ñ Read the rubric to the class. ñ Allow Ss exactly 3 minutes to write on the topic. ñ Invite a few Ss to read their writing to the class.
Culture corner
Suggested Answer Key
Yes, I would like to get involved with ChildLine. I would like to help them put an end to bullying and also help young people help each other. Young people can learn important skills such as listening to each other, empathy and problemsolving skills. I think it is an important organisation. etc
6 Focus ➤ Researching a helpline or charity in your country
ñ Brainstorm helplines and charities in your country and write them on the board. ñ Arrange Ss in groups of 3 or 4. ñ Explain the task.
ñ Allow Ss access to the Internet to complete their projects. Alternatively, ask Ss to bring information to the next lesson and complete the project then.
ñ Invite groups to present their projects to the
class.
Suggested Answer Key
‘Action for Russia’s Children’ is a British charity that works to help Russian charities provide an alternative to orphanages and children’s homes. It helps children and young people in Moscow who have all kinds of special needs: physically and mentally disabled children and the homeless.
To help ARC you can take part in fundraising events, for example the ARC’s annual ball, volunteer to help on one of their projects or donate money. etc
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Across the Curriculum – Science |
Objectives
Reading: a text about the nervous system
Skill ― reading for specific information
Portfolio: a quiz about the nervous system
1 Focus ➤ Matching headings to paragraphs ñ Read the text aloud with Ss. ñ Elicit/explain any new vocabulary, ñ Ss match the paragraphs with the headings. ñ Check Ss’ answers.
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Answer Key 1 C 2 D |
3 E |
4 A |
2 Focus ➤ Recalling new information
ñ Play the recording of the text to Ss. Ss listen and read.
ñ Ss’ books closed, Ss note down 5 things they have learnt about the brain and the nervous system.
ñ Ss take it in turns to tell their partner what they
have learnt.
Suggested Answer Key
1 The nervous system consists of the brain, the spinal cord and a network of nerves.2 The brain works as the ‘central computer’ for the nervous system.
3 The biggest part of the brain is called the cerebrum.
4 The brain contains about a billion nerve cells.
5 The Thalamus carries messages to the sensory organs.
3 Focus ➤ Making up and answering a quiz about the nervous system ñ Explain the task.
ñ Allow Ss time to reread the text and make up their quiz. ñ Ss swap quizzes with a partner and answer.
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Suggested Answer Key The Nervous System Quiz 1 Name the three parts of the nervous system. (3) 2 Which part of the body controls the nervoussystem? (1) 3 What is the biggest part of the brain called? (1) 4 What does the cerebellum do? (3) 5 Which part of the brain carries messagesfrom the sensory organs? (1) 6 Which part of the brain is responsible formetabolism? (1) 7 What is another name for ‘nerve cells’? (1) 8 How many nerve cells does the human braincontain? (1) |
1 Focus ➤ Reading for gist ñ Focus Ss’ attention on the title of the text.
Elicit from Ss what they think the text is about. ñ Ss read to check if they are correct. ñ Confirm the correct answer.
Answer Key
The author’s purpose is to give information and persuade the reader(s) to reduce the amount of packaging they consume.
2 Focus ➤ Reading for detailed understanding ñ Allow Ss time to read the text and complete the task individually.
ñ Ss explain the words in bold by giving a definition, synonym or drawing, etc.
ñ Encourage Ss to guess the meaning of the word from the context before using their dictionaries to check their guesses.
ñ Elicit/explain the meaning of any other words in
the text that Ss do not understand.
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Answer Key 1 beautifully |
8 products |
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2 wrapper/wrapping |
9 reusable |
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3 presentable |
10 packages |
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4 recyclable |
11 washing |
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5 pollution |
12 conditioner |
|
6 transportation 7 Thankfully |
13 manufacturers |
Suggested Answer Key trays: flat objects with raised sides that are used for carrying food preserves: keeps in good condition consumers: people who buy or use sth down to: because of
Going Green
weight: heaviness solid waste: rubbish that is not liquid dumped: placed somewhere carelessly landfills: areas where rubbish is buried manufacture: mass production cut back: reduce in number minimal: the least biodegradable: breaks down naturally when buried concentrated: made stronger by removing water from it
delivered: sent to a particular address
3 Focus ➤ Talking about how we choose products ñ Play the recording. Ss listen to and read the text again. ñ Ask Ss the question in the rubric. ñ Ss discuss in pairs.
Suggested Answer Key
A: What should people have in mind when choosing a product?
B: Well, many people look at its appearance. Quite often products look nice because of their packaging.
A: That’s true. But how important is the packaging?
B: Not as important as the product you are buying!
A: I think we should ask ourselves whether the packaging is good for the environment or not.
B: I agree. That’s what we should be thinking about. etc
4 Focus ➤ Designing green packaging for a product ñ Arrange Ss in small groups and explain the task. ñ Allow groups time to design their ‘green’ packaging.
ñ Ss present their ideas to the class, explaining why they chose their design.
Going Green
Suggested Answer Key
Our product is for chocolates and other sweets. The tray that displays the chocolates is made up of a biodegradable cornstarch material that can be discarded in a home compost pile. The box is made up of 100 per cent recyclable paper and is collapsible. If a consumer collapses the box and returns it to the supermarket, where it will be sent back to the manufacturer for reuse, the consumer receives a 10 percent discount coupon for their next purchase of the product. This acts as an incentive for consumers to return the box so it can be reused. If a consumer decides to throw the box away, then the box can be recycled.
Green Wisdom
ñ Draw Ss’ attention to the quotation. ñ Elicit/explain any new vocabulary.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to justify their opinions.
(Ss’ own answers)
Spotlight on Exams
Listening
Focus ➤ Listening for specific information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct
answer.
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Answer Key 1 B 3 |
B |
5 |
A |
7 |
C |
|
2 B 4 |
C |
6 |
A |
|
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TAPESCRIPT
Presenter: With us in the studio today is Dr Edmond Hunt, a very experienced plastic surgeon. He is here to speak about teenagers and plastic surgery. Dr Hunt, welcome to the programme.
Doctor: Thank you. Plastic surgery is becoming more and more popular nowadays and many young people are using it to change the way they look. Of course, body image and physical appearance have always been important to teenagers, but now it seems we live in a society where even more importance is placed on being beautiful ― in the media, in advertising for example – which does nothing to help teenagers, many of whom already have a very poor body image.
Now, I would like to make a distinction between the two types of plastic surgery and I think we need to be clear about this. First, there’s what we call ‘reconstructive’ surgery which is done to correct defects on the face and body. Examples of this include physical birth defects and injuries like dog bites or burns. This kind of surgery repairs parts of the body. The other type of plastic surgery is called ‘cosmetic’. This kind of surgery involves changing a part of the body simply because a person isn’t completely satisfied with it, for example nose jobs or liposuction (the removal of fat from the body.)
Of course, the well-being of our patients is always our most important concern. There is some concern that the glamorous image of cosmetic surgery as seen on TV can encourage people to change themselves without reason. Teenagers may suffer from low self esteem and choosing plastic surgery is not always the answer to their problems. Often talking to a therapist, dieting and exercise are the solution, for example. We must judge each case individually and help people make the right decision. We must also make sure that the individual has finished growing and is mature enough emotionally to cope with the stress of the operation. All potential patients go through a series of interviews and those under the age of eighteen need a parent’s signature. It is essential that we talk to parents as cost is also a main factor. If the patient is suitable, we then help to find a suitable surgeon to perform the operation. He or she must find a certified surgeon, that is to say, one who is qualified to perform the operation well. After all, these operations are expensive and there is some risk involved.
Another word of warning, if I may. No amount of money can buy you happiness. The most expensive cosmetic surgery does not have the power to change who you are inside. A common myth is that we can make people like us more by changing our appearance. Our teenage years are a time of development, of personal discovery. It takes time to understand who you are. Remember, people cannot and should not judge you on your looks alone. If they do, they are not worth knowing. Some would say, on the other hand, that today we have the power to make ourselves happier with our appearance and we should take that opportunity if we can. Ultimately, the decision to have plastic surgery is a personal choice. If you have any concerns, speak to your parents, or your doctor. One thing is certain - you should think carefully before you decide.
Reading
Focus ➤ Reading for specific information ñ Explain the task. ñ Go through the headings (A-H) with Ss. ñ Allow Ss time to complete the task. ñ Select individual Ss to read out the answers.
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Answer Key 1 D 3 |
G |
5 |
E |
7 |
C |
|
2 B 4 |
A |
6 |
H |
|
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Use of English
Focus ➤ Using word derivatives ñ Explain the task. ñ Allow Ss time to complete the task. ñ Read out the text with Ss.
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Answer Key 1 architecture |
5 designer |
|
2 widen |
6 development |
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3 residential 4 entertainment |
7 construction |
Spotlight on Exams
Writing
Focus ➤ Writing a letter to a pen-friend ñ Ask a S to read out the extract. ñ Elicit/Explain any new vocabulary. ñ Explain the task.
ñ Check Ss’ understanding by asking questions: what are you going to write? (a letter) Who is the letter for? (my pen-friend Fiona) What are you going to write about? (anti-bullying week/ask about the party).
Suggested Answer Key
Dear Fiona,
It was great to hear from you. You must be pleased that your exams are over and now it’s time to enjoy yourself.
The anti-bullying week was a huge success and I believe we have really reduced the amount of bullying that goes on in our school. There were talks by experts and films that showed the effects and how to deal with bullying. There was also a confidential helpline for kids who were being bullied.
Anyway, what about the party you mentioned? Where is it and who are you going with? More importantly, who is going to be there? Is Robbie from next door going?
Got to go now. My exams are next week so there’s still a lot of studying for me!
Lots of love,
Fran
Speaking
Focus ➤ Deciding what to buy someone as a present/role play ñ Explain the task.
ñ Read out the prompts and explain/elicit that the conversation will be informal.
ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select some pairs act out their dialogues.
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Spotlight on Exams Suggested Answer Key A: What do you think we should get mum for the 8th of March? B: We could get her some nice jewellery. A: That’s a good idea. Mum likes wearing earrings and necklaces. B: But she likes gold and that would be really expensive. A: True. How about a scarf and some gloves? B: But it’ll soon be spring and it won’t be cold enough to wear them. A: Maybe we should just get flowers. B: But that’s far too boring! They look nice but their beauty doesn’t last long. A: So what can we get her? B: I know the perfect gift ― some tickets for the theatre! A: Excellent idea! I will go to the theatre tomorrow and get them. etc
Progress Check 2 and Look at Module 3 should be done in one lesson. |
Answer Key
1 1 offend 6 attitude
2 dramatic 7 trust
3 symptom 8 tricky
4 tempted 9 disgusting
5 persuade 10 pressure
2 1 which 3 whom 5 who
2 where 4 which
3 1 was late because of
2 such a long way3 due to (the) ice
4 who’s married to an American
5 due to the fact that
4 1 up 3 off 5 down 2 up 4 on
5 1 to 3 on 5 on
2 about 4 on
6 1 d 2 c 3 a 4 e 5 b
Responsibility
Before you start …
ñ Revise one or two points from the previous module (e.g. ask Ss what they do to relieve stress, whether they would volunteer for a charity, etc).
ñ Direct Ss’ attention to the title of the module Responsibility. Explain that in this module they will learn about crime and the law, rights and responsibilities, etc.
Look at Module 3
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows, what else Ss can see on the page and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 59.
T: What can you see in picture 1?
S2: A man and a boy on a bicycle.
T: Where are they?
S3: They are in the countryside. etc.
Pic 2 (p. 48)
What does the picture show? What are they doing? How old are they? How well do they know each other?
Pic 3 (p. 51)
What can you see in the picture? What is she holding? What are the advantages/disadvantages of having a credit card?
Pic 4 (p. 52)
Who is in the picture? When did he live? What is he famous for? Have you read any of his books?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
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Suggested Answer Key a proverb (p. 47) (a short sentence which gives advice or tells you sth about life) What does the proverb say? Do you agree with it? Why (not)? What other proverbs do you know? |
a poem (p. 48 )
 |
(a piece of writing, often in short lines which rhyme) Who wrote the poem? What is it about? Do you like reading poetry? Why (not)? Which famous poets do you know?
a biography (p. 52 )
(a factual article about a person) Whose biography is this? What era did he live in? What does the biography tell us about his life?
a quiz (p. 59 )
(a game or competition in which sb tests your knowledge by asking you questions) What is the quiz about? Do you like doing quizzes? Why (not)? Where do we normally find quizzes?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section is about an author and a literature extract. This one (pp. 52-53) is about Charles Dickens and has an extract from his novel Great Expectations.
The Culture Corner (p. 57) contains a text about Ellis Island and the Statue of Liberty.
The Across the Curriculum section (p. 58) looks at human rights, a topic in Citizenship.
The Going Green section looks at different green issues. This one (p. 59) is about how to become a ‘green citizen.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
1 Focus ➤ Predicting the content of a text ñ Direct Ss’ attention to the title and headings AE. Explain any new vocabulary and elicit what they think the text is about.
ñ Play the recording. Ss listen and read through
the text and check their answers.
Suggested Answer Key
The text is about people who have been the victims of crime.
2 Focus ➤ Matching headings to text ñ Read these together and explain they will match these to the paragraphs in the article. ñ Ask Ss to read the article again.
ñ Tell Ss to identify and underline key words/ phrases in the text that help them match the appropriate heading to each paragraph. ñ Allow Ss time to complete the task and check
the answers together.
Answer Key
1 C (These terrible fraudsters are just tryingto trick gullible people …)
2 D (The police caught them red-handed)
3 A (The attacker just came out of nowhere) 4 E (this has been happening a lot lately)
3 Focus ➤ Eliciting meaning from text ñ Focus Ss’ attention on the underlined words/ phrases in the text.
ñ Ss explain the meaning of each by giving a synonym, example or explanation before checking in their dictionaries.
ñ Ss then provide meanings for the words in bold.
Answer Key petty ― small/minor out of the blue ― unexpectedly fell for it ― was deceived gullible ― trusting/easily tricked broke into ― got into by force shaken up ― in shock wipe it off ― remove it with a cloth lately ― recently distract ― take someone’s attention away from something
Suggested Answer Key taken for a ride: tricked lottery: gambling game with numbered tickets contacted: communicated with fee: payment for a service process: series of actions to achieve sth winnings: amount of money won idiot: foolish person scam: trick came out of nowhere: suddenly appeared threatened: stated an intention to hurt grabbed: took suddenly by the hand identify: be able to formally recognise sb or sth bird mess: organic material from a bird’s body so-called: incorrectly/unsuitably named reached for: tried to get realised: understood a situation means: way(s)
Vocabulary
4 a) Focus ➤ Completing a table ñ Explain the task. ñ Allow Ss time to complete the table. ñ Ss check answers with a partner.
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Answer Key burglary |
burglar |
|
mugging |
mugger |
|
theft |
thief |
|
pickpocketing |
pickpocket |
b) Focus ➤ Matching crimes with a suitable punishment
ñ Draw Ss’ attention once more to the crimes listed in Ex. 4a.
ñ Ask Ss to rank them from most ― least serious.
ñ Read through the punishments listed in Ex. 4b and check comprehension.
ñ Ss match the crimes and punishments individually then compare answers with a partner.
Suggested Answer Key ñ go to court: burglary, mugging, theft ñ pay a fine: pickpocketing ñ go to prison: bank robbery, kidnapping ñ get off with a warning: shoplifting ñ do community service: vandalism
5 Focus ➤ Understanding words often confused ñ Explain the task.
ñ Work through the first example with the class and write the second sentence on the board. ñ Encourage Ss to guess first and then check their answers using the Word List.
ñ Ask individual Ss to share their answers with the
class.
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Answer Key 1 offence |
3 illegal |
5 sentence |
|
2 taken |
4 found |
6 witnesses |
6 Focus ➤ Completing exchanges ñ Explain the task. ñ Ss work in pairs to complete the exchanges. ñ Select some pairs to act out the exchanges to the class.
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Answer Key 1 A: broken |
4 A: find |
|
B: pay |
B: let |
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2 A: confess |
5 A: convicted |
|
B: arrested, appearing 3 A: get B: chased, make |
B: sentenced |
Reading Skills 3a
Speaking
7 Focus ➤ Continuing a story ñ Read the beginning of the story aloud to the class and explain the task. Draw Ss’ attention to the vocabulary given. ñ Ss complete the task in small groups.
ñ Select some groups to tell the whole story to
the class.
Suggested Answer Key
Then out of the blue someone jumped out in front of me and started to threaten me, saying, “Hand over your purse, or I’ll hurt you.” I was in a state of shock as it was the first time anyone had tried to mug me. At first I didn’t want to give him what he wanted, but when he attacked me with a knife I knew I had to do as I was told. I held out my purse and he grabbed it from me and ran away. Luckily, I was able to give the police a good description of the criminal and they caught him soon after. I identified him as the mugger and he was given a prison sentence.
Words of Wisdom
ñ Draw Ss’attention to the proverb.
ñ Elicit whether Ss agree or disagree with the proverb and ask Ss to justify their opinions. ñ As an extension, Ss could suggest similar or other proverbs on the topic from their L1 and translate them into English.
Suggested Answer Key
I agree with the proverb because although some crimes may have a financial gain, usually criminals end up in jail or living a violent and unhappy life. Committing crime will not improve your life but rather make it worse.
3 b Listening & Speaking Skills
Objectives
A: Yes.
Vocabulary: rights and responsibilities; expressing
B: And what are our responsibilities at home?
regret/outrage/disgust
A: To obey the law and to look after the
Listening: short exchanges (multiple choice) environment. etc
Skill ― listening for specific information
Reading: a poem; a dialogue (gap-fill)
Skill ― reading for specific information 3 Focus ➤ Reading for specific information
Speaking: a dialogue (role play) ñ Select a S to read out the poem to the class.
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1 |
Focus ➤ Matching rights and responsibilities ñ Select one S to read through the list of rights and another S to read out the list of |
ñ Explain to Ss that Eduard Everett Hale was an American clergyman who lived from 1822 -1909. ñ Elicit answers to the questions in the rubric from the class and discuss. |
responsibilities. Elicit/Explain any new vocabulary.
Suggested Answer Key
ñ Explain the task. Ss complete the task
‘Responsibility’ for the author is being an individually and then compare answers with a active member of society who contributes and partner. helps by doing whatever he can.
Answer Key
T: Do you agree with Hale’s point of view?
to be educated ― not to bully/harm others S1: Yes, I think that if we all do as much as we to be safe ― to obey the law can, then a lot can be achieved.
to live and work in a clean unpolluted T: What do you think?
environment ― to look after the environment S2: I agree. I know that we can only do so to be treated with respect ― to respect others much, but we should think about doing regardless of sex, age, ethnic origin, nationality whatever we can – it is our duty. etc
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2 |
Focus ➤ Discussing rights and responsibilities ñ Read out the rubric to the class. ñ Ss discuss in pairs. ñ Invite a few pairs to feed back to the class. Follow up with a whole class discussion. |
Vocabulary 4 Focus ➤ Practising vocabulary ñ Explain the task. Ss answer individually. Remind Ss to try each answer provided and select the best option to complete the sentences. |
ñ Ss compare answers with a partner.
Suggested Answer Key ñ Allow Ss time to write their own sentences. A: What are your rights at school?
B: To be educated and to be treated with
Answer Key respect. Do you agree?
A: Yes, I think you’re right. What are our 1 stand up for your rights responsibilities at school? 2 have no right
B: To respect others and not bully or harm 3 have the responsibility to others and to look after the environment. 4 have the right to
A: I agree. What are your rights at home? 5 take responsibility for
B: To live in a clean, unpolluted environment 6 do their bit and to be treated with respect. Do you agree?
Listening & Speaking Skills 3b
Suggested Answer Key
1 Standing up for your rights is a responsibility in itself.
2 I had no right to talk to my mother like that.
3 The police have the responsibility to stop crime and make the streets safe.
4 You have the right to remain silent.
5 I had to take the responsibility for the accident because it was all my fault.
6 In our house, everybody does their bit to keep it clean.
5 Focus ➤ Choosing the correct verb ñ Ss complete the task individually, using their dictionaries.
ñ Ss listen and check their answers.
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Answer Key 1 violate |
4 accepts |
7 tolerate |
|
2 given |
5 treats |
|
|
3 denied |
6 defend |
|
Listening
6 Focus ➤ Listening for specific information ― answering multiple-choice questions ñ Play the recording.
ñ Tell Ss to select the correct answer and circle their response.
ñ Play the recording again so Ss can check their
responses.
|
Answer Key 1 C 2 A |
3 |
C |
TAPESCRIPT
1 An incident that happened at school when I was 10 years old really stuck in my mind. One of the boys in the class was being picked on by some older boys. The rest of us were too afraid to help him because we didn’t want to get beaten up too. It went on for ages before I eventually found the courage to say something to the teacher. But on the day that I had decided to speak up, the boy told us
all that he was leaving the school and moving to another city. I always felt bad about that afterwards.
2 A: Excuse me. May I ask about your views on environmental protection, please?
B: Sure.
A: Do you think the government is doing enough to solve the problem?
B: Well, the laws are there but they are just not being enforced. I know that people are becoming more aware of the issue but the problems are still there.
A: What do you think should be done?
B: Well, I’ve just joined the local environmental group. We do lots of things to help the environment. But the main thing is for everyone to do a little bit every day.
3 To tell you the truth, I wasn’t too keen on getting involved in the scheme when I first moved into the area. I don’t have a lot of free time and I usually prefer to keep myself to myself. Anyway, I went along to one of their meetings, just to see what they do, and I realised what a good idea it is. I mean, our neighbourhood doesn’t have a really serious problem with crime, but if everyone keeps an eye on things, we can help keep it that way. The police can’t be everywhere all the time!
Reading
7 a) Focus ➤ Predicting the content of a dialogue
ñ Read sentences A-F around the class and explain that they come from a dialogue. Elicit/explain the meaning of any new vocabulary.
ñ Elicit ideas for what the dialogue might be
about. Ask Ss to justify their answers.
Suggested Answer Key
I expect the dialogue to be about a problem in a class at school.
vocabulary: don’t pay attention, talking all the time, unfair on Miss Yates, prepare for the exam, let her teach
3b Listening & Speaking Skills
b) Focus ➤ Reading to understand structure, sequence and content
ñ Draw Ss’ attention to the incomplete dialogue and ask them to read it silently. ñ Ss read sentences A-F again and match them to the appropriate gap.
ñ Ss read the entire text again to check their answers.
ñ Ss listen to the recording to confirm the correct answers.
ñ Select a pair of Ss to read the dialogue to the class.
ñ Elicit answers to the questions in the rubric.
Answer Key
1 E 3 A 5 D
2 C 4 B 6 F
Adam is violating the right to be educated and the right to be treated with respect.
He is going to apologise to his teacher.
8 Focus ➤ Matching words/phrases and their meanings
ñ Draw Ss’ attention to the highlighted words and phrases in the text and the list of meanings in Ex. 8.
ñ Ss work individually to complete the matching activity and write their own examples.
ñ Check Ss’ answers.
Answer Key
messing around ― behaving in a silly way It’s not on ― it’s not acceptable so you should ― that’s the correct thing to do get at ― criticise thank goodness that’s over ― I’m glad that’s ended obvious ― easy to see thought of it ― considered in the wrong ― not right
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Suggested Answer Key 1 No messing around in the library! If I have to tell you again, you will be asked to leave. 2 It’s just not on for you to go home early while we have to stay behind and work until late. 3 “I’m going to clean my bedroom.” So you should. It looks as if a bomb has hit it! 4 My dad has been getting at me all week because of my poor exam marks. 5 Thank goodness that’s over! I really hate going to the dentist! 6 It is obvious that there aren’t enough car parks in this city. 7 “Your parents were your age once.” “I’ve never thought of it like that.” 8 Anyone who speeds unnecessarily is in the wrong. |
Everyday English
9 Focus ➤ Practising phrases to express regret ñ Draw Ss’ attention to the language box and review the language given.
ñ Explain the task and read out the example exchange.
ñ Allow Ss time to express regret for all the situations. ñ Go around the class and monitor the activity.
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Suggested Answer Key 2 A: I’m so sorry for what I said. I didn’t mean to upset you. B: No problem. Apology accepted! 3 A: I had no idea you were so upset about my missing your birthday party. Please forgive me. B: Thanks. I really appreciate that. 4 A: Mum, I feel really bad about forgetting to do the shopping. Please forgive me! B: It’s OK. You really don’t need to apologise. 5 A: I realise I was wrong not to help you. I won’t do it again. B: That’s quite alright. |
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Listening & Speaking Skills 3b |
Speaking
10 Focus ➤ Acting out a dialogue ñ Explain to Ss that they are going to act out a dialogue based on Ex. 7b. Ss assign roles. ñ In pairs Ss act out their dialogues and record themselves.
ñ Play some recordings to the class for feedback
Suggested Answer Key
Adam: Miss Yates!
Miss Yates: Yes, Adam?
Adam: I just wanted to apologise for my behaviour in class earlier.
Miss Yates: You mean about not paying attention to a single word I said?
Adam: I’m sorry. I don’t know why I kept talking all the time. I realise that I made it impossible for the other students to concentrate on the lesson.
Miss Yates: Yes, it is hard to study when there’s a lot of noise in the class!
Adam: I promise I’ll try to listen better in future.
Miss Yates: That would be helpful. You know, you could do well in the exam if you tried a little harder.
Adam: Do you really think so? Miss Yates: Of course, I do. You’re a smart boy, Adam.
Adam: Thanks, Miss. See you tomorrow.
Miss Yates: Remember your promise! Adam: I will!
Say it right
11 Focus ➤ Practising language to express outrage/disgust
ñ Play the recording. Ss listen and repeat using the correct intonation.
ñ Ask Ss to suggest what the other speaker might
have said.
Suggested Answer Key
1 My flat was burgled yesterday.
2 My pet rabbit has died.
3 Some kids were teasing an old woman!
4 I always get the blame!
5 The price of petrol has gone up again!
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Objectives
Grammar: -ing form/to-infinitive/infinitive without ñ Select a S to read the text to the class. to; verbs taking infinitive or –ing form without/ ñ Draw Ss’ attention to the –ing and infinitive with a change in meaning forms and the questions in the rubric. ñ Allow Ss time to answer individually. Ss compare answers with a partner. ñ As an extension activity, Ss can compose their own sentences. |
6 The government has decided to bring backhanging! etc
3c Grammar in Use
Answer Key
think, helping, cleaning, helping out, do, thinking, to get, to take, to help, take
prepositions: -ing form too/enough constructions: to–infinitive verbs of preference e.g. like, hate: -ing form/ to-infinitive modal verbs: infinitive without to look forward to: -ing form let/make: infinitive without to can’t stand/help/imagine: -ing form don’t mind: -ing form how about etc.: -ing form to express purpose: to–infinitive want: to–infinitive remind etc: to–infinitive can’t wait: to–infinitive
2 Focus ➤ Choosing the correct form of the verb
ñ Explain the task and complete item 1 together as a class.
ñ Ss complete the rest of the exercise individually.
ñ Check Ss’ answers around the class.
Answer Key
1 ordering (making a suggestion)
2 to be (expressing preference/purpose)
3 tell (strong obligation)
4 to apply (too/enough construction)
5 playing/to play (expressing preference)
6 eating (preposition without)
7 to shout (purpose)
8 putting (lack of purpose)
9 to see (expressing preference)
10 forgetting (keeps + -ing form)
11 report (modal verb)
12 going (fancy + -ing form)
3 Focus ➤ Personalising the use of the infinitive/
-ing forms
ñ Read out the rubric and the example sentence to Ss.
ñ In pairs Ss tell each other about their experiences using the language provided.
Suggested Answer Key
I’d like to travel around the world.
I’m looking forward to playing tennis this weekend.
I can’t stand working during summer holidays.
I try to avoid spending too much money.
I’ve always wanted to be better at cooking. I’m used to getting good marks in tests.
I’ve stopped expecting life to be easy. etc
Game
Focus ➤ Practising the infinitive/-ing form ñ Read out the rubric and divide the class into teams. ñ Teams take it in turns to add to the story as in the example.
4 a) Focus ➤ Explaining differences in meaning ñ Write up the sentences from item 1 on the board.
ñ Invite Ss to comment on the difference in meaning between them. Refer Ss to the Grammar Reference as necessary.
ñ Ss discuss items 2 and 3 with a partner.
Collect feedback from the class.
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Answer Key 1 a) He did not stop shouting. b) He did not stop shouting. 2 a) Someone that I know suggested that Icall the police. b) Someone suggested to call the police. (to who is unknown) c) Someone (unknown) formally suggestedto us to call the police. 3 a) The grass needs mowing. You are going to do the job. b) The grass needs mowing. (generalstatement not intended for anyone in particular) c) Someone will have to mow the grass. |
b) Focus ➤ Completing a text ñ Draw Ss’ attention to the text and gaps 1-7. ñ Explain the task. Allow Ss some time to complete it individually. ñ Check Ss’ answers around the class.
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Answer Key 1 to pay |
5 reporting |
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2 to sign |
6 notifying/to be notified |
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3 using/to use 4 being |
7 to exceed |
5 a) Focus ➤ Discussing differences in meaning ñ Write up the sentences from item 1 on the board.
ñ Invite Ss to comment on the difference in meaning between them. Refer Ss to the Grammar Reference as necessary.
ñ Ss discuss the rest of the items with a partner. Collect feedback from the class and clarify anything the Ss do not understand.
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Answer Key 1 a) I have a memory of locking the front door. (refers to a memory) b) He did not forget to pick up his sister.(expresses purpose) 2 a) did not remember to do sth he was supposed to. (expresses purpose) b) will always remember an event. (refersto a memory) 3 a) We stopped what we were doing to do sth else. (and then we might resume the first action or we might not) b) I am no longer doing sth. 4 a) Do sth to see what will happen as a result. b) Attempted to do sth difficult, usuallywithout success. 5 a) Specific preference with a time reference. b) General preference with no timereference. 6 a) Stopped doing one thing and then did another. b) Did not stop doing sth. (but maybe shouldhave stopped) |
Grammar in Use 3c
b) Focus ➤ Choosing the correct form of the verb
ñ Select a pair of Ss to read out the first exchange to the class. Ask them to explain why they used that form of the verb (with infinitive of –ing form).
ñ Go through the remainder of the exercise, inviting new pairs of Ss to read out the exchanges.
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Answer Key 1 A: using (after stop with meaning to giveup permanently) B: spending (after an expression) 2 A: to buy (after remember with meaningnot to forget) B: to do (after forget with meaning not to remember sth) 3 A: going (after remember with meaning to recall) B: calling (after try with meaning to do as an experiment) 4 A: to buy (after stop with meaning to briefly do sth else) B: to call (after try with meaning attemption) 5 A: to study (after an expression) B: learning (general preference with no time reference) |
6 Focus ➤ Practising phrasal verbs (keep) ñ Review phrasal verbs and how they are used. ñ Allow Ss time to complete the exercise and ask individual Ss to provide answers to check with the class.
ñ Ss write their own sentences using the phrasal verbs.
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Answer Key 1 down 3 back 2 on 4 away |
5 up with |
3c Grammar in Use
Suggested Answer Key
1 We must keep down levels of pollution.
2 Keep on working too much and you may make yourself ill.
3 I always know when someone is keeping something back from me.
4 Young children should keep away from fires.
5 If you are having trouble keeping up with all the work, you should speak to your teacher.
7 Focus ➤ Practising dependent prepositions ñ Explain the task. Ss work individually. ñ Check Ss’ answers.
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Answer Key 1 for |
3 with |
5 into |
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2 against |
4 of |
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Suggested Answer Key
1 Who is responsible for this terrible mess?
2 Never do anything that is against the law!
3 Our next-door neighbour was charged with fraud.
4 Having nerves of steel and the patience of asaint are just some of the requirements of being a mother.
5 My brother tricked me into doing the washing-up.
8 Focus ➤ Practising sentences transformations ñ Read out the rubric, stressing that the second sentence must have the same meaning as the first and that Ss must use two to five words. ñ Do the first item with Ss. Ss then complete the task individually.
ñ Check Ss’ answers on the board.
Answer Key
1 needs watering/to be watered
2 began learning to dance
3 regret telling
4 kept/carried on speaking
5 advised us to stay
1 Focus ➤ Generating interest in the topic ñ Introduce the name Charles Dickens to Ss and ask them what they know about him.
ñ Then ask Ss to think of three things they would like to know about him and to write them down. ñ Ss read the biography. Ask if their questions were answered.
ñ As an extension, Ss may do some research to answer any questions they may have had that were not answered in the biography provided.
Suggested Answer Key
I know that Charles Dickens is an English writer. I would like to know when he was born, where he grew up and how many books he has written.
2 Focus ➤ Reading for specific information ñ Focus Ss’ attention on the picture and ask the questions in the rubric.
ñ Read the text aloud as a class. Ask Ss whether
their predictions were correct.
Suggested Answer Key
The characters are in a graveyard. I think the man will ask the boy to help him and threaten to hurt him if he doesn’t.
3 Focus ➤ Reading for detailed understanding ñ Ask Ss to read the text again silently. ñ Explain the task. Ss answer individually. ñ Ss compare answers with a partner.
Answer Key
1 cut, throat
2 Pip’s pockets
3 cheeks
4 parents
5 his sister
6 a file and wittles (food)
4 a) Focus ➤ Matching definitions
ñ Focus Ss’ attention on the definitions and ask them to identify the highlighted words throughout the text.
ñ Explain the task and allow Ss some time to match the words and the definitions. ñ Ask individual Ss to share their answers to correct with the class.
Literature 3d
Answer Key coarse ― rough smothered ― covered completely limped ― walked with difficulty glared ― stared at angrily seized ― grabbed head over heels ― upside down trembling ― shaking with fear or cold ravenously ― very hungrily timidly ― shyly tilted ― moved so that one end is higher/lower than the other
b) Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a synonym, example or explanation.
Encourage Ss to try to guess the meanings of the words from the context before checking in their dictionaries.
ñ Review answers with the class.
Suggested Answer Key porch ― covered area at the entrance to a building fearful ― frightening rag ― piece of old cloth soaked ― extremely wet lamed ― with injured legs or feet that make it difficult to walk stung ― caused sudden sharp pain (usually by insects) torn ― ripped shivered ― shook because of cold/fear growled ― made a low threatening noise like a dog chattered ― knock together repeatedly because of cold/fear pleaded ― begged intensely pointed ― indicated with a finger lay ― is situated steeple ― pointed structure on a church tombstone ― piece of stone on a grave that says who is buried underneath cheeks ― soft parts of face on either side of the mouth
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3d |
Literature |
threatening ― stating an intention to hurt/ harm
tighter – more firmly muttered ― spoke so that other people find it difficult to hear file ― tool for making wood or metal objects smoother
liver ― organ of the body that cleans the blood
5 a) Focus ➤ Describing a character from literature
ñ Ask Ss: How do writers create characters in literature? What information do they give us? (Information about what they do ― their actions, such as how they walk, speak and act and details about their physical appearance.)
ñ Ask Ss to find relevant information in the text and make their notes.
ñ In pairs Ss tell each other about the convict using their notes.
ñ Follow up with a whole-class discussion about how the convict is presented and why Dickens chooses to describe him in this way.
Answer Key walked: lamed, limped looked: glared, eyes looked most powerfully into mine spoke: a terrible voice, growled, muttered acted: shivered, teeth chattered, ate ravenously, licking his lips, with a threatening shake of the head, tilted me back as far as he could hold me, he tilted me again
Suggested Answer Key
The convict had difficulty walking ― he was lamed and he limped. He didn’t just look at you ― he glared and looked powerfully into your eyes. He didn’t speak softly ― he growled in a terrible voice and sometimes he muttered. He shivered and his teeth chattered. He must have been cold. He was hungry because he licked his lips and ate ravenously. He was quite threatening towards Pip. He tilted him back several times.
b) Focus ➤ Imagining a scene ñ Read the rubric to Ss. Ss silently imagine what they experience using their senses.
ñ Invite individual Ss to share their experiences with the class.
Suggested Answer Key
I can see a frightening man among the graves. He is in chains and is wearing rags. He is very dirty and he looks very dangerous. I can smell his dirty clothes and his foul breath. I can hear his teeth chattering and his voice growling. I can touch the cold tombstone I am sitting on. I feel frightened and wish I had stayed at home.
6 Focus ➤ Paraphrasing sections of a text ñ Draw Ss’ attention to the underlined sections of the text.
ñ Ss explain the meaning of these sections using their own words.
ñ Invite individual Ss to share their suggestions.
Suggested Answer Key
Hold your noise!: Be quiet! licking his lips: moving his tongue around the outside of his mouth
I’ve half a mind to …: I’m considering (doing sth, usually as a threat to a naughty child)
7 Focus ➤ Understanding the author’s use of register
ñ Ask Ss to underline the parts of the text where the convict speaks.
ñ Invite individual Ss to ‘translate’ what the convict is saying.
ñ Invite Ss to comment on Dickens’ use of language.
Answer Key
The convict speaks rudely with slang expressions and poor grammar, while Pip speaks politely and formally with correct grammar.
Literature 3d
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Pip: I only have this little piece of bread, sir. Convict: You young, dog. What fat cheeks you ha’ got. I could eat ‘em – and I’ve half a mind to. Pip: Please don’t hurt me, sir. Convict: Now lookee here! Where’s your mother? Pip: There, sir. Also Georgiana. That’s my mother. Convict: Oh! And is that your father alongside your mother? Pip: Yes, sir. Him too, late of this parish. Convict: Ha! Who d’ye live with? Supposin’ I kindly let you live, which I han’t made up my mind about? Pip: My sister, sir. Mrs Joe Gargery ― wife of Joe Gargery, the blacksmith, sir. Convict: Blacksmith, eh? Now, lookee here ―0 the question being whether I let you live. You know what a file is? Pip: No, sir. Convict: And you know what wittles is? Convict: Do you want to live, boy? Pip: Please don’t hurt me! I’ll help you. Follow me to our house, sir and you can take what you need and then be on your way. Convict: Lead the way, boy! We ain’t got all day! |
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Show us where you live: Show me where you live Pint out the place: Point to the place What fat cheeks you ha’ got: What fat cheeks you have got I could eat ’em: I could eat them Now lookee here!: Listen well Who d’ye live with ― supposin’ I kindly let you live, which I han’t made up my mind about?: Who do you live with ― assuming I generously allow you to live, something which I still have not decided And you know what wittles is?: And do you know what wittles are? You bring ’em both to me: Bring them both to me Dickens was trying to show the different backgrounds of the two characters and the different class of each character. (Magwich ― lower working class criminal; Pip ― educated middle class) |
8 Focus ➤ Acting out a dialogue
ñ Explain the task and allocate roles.
ñ Encourage Ss to imitate Pip’s and the convict’s way of speaking.
ñ Ss prepare and practice their dialogues in pairs. ñ Invite a few pairs to perform their dialogues in front of the class.
Answer Key
Convict: Hold your noise! Keep still, you little devil, or I’ll cut your throat!
Pip: Oh! Don’t cut my throat, sir! Please don’t do it, sir!
Convict: Tell us your name! Quick!
Pip: Pip, sir.
Convict: Once more. Speak up!
Pip: Pip, sir.
Convict: Show us where you live. Pint out the place.
1 a) Focus ➤ Understanding rubrics
ñ Read out the rubric and ask Ss to underline the key words.
ñ Then elicit answers to the questions from
various Ss around the class.
Answer Key key words: teen magazine, opinions, teenagers, part time job, article, stating your opinion, giving reasons/examples
1 The editor/Readers of a teen magazine. Youdo not know this person/these people.
2 Ss’Answers
3 Ss’Answers
b) Focus ➤ Understanding the theory of
writing opinion essays ñ Direct Ss’ attention to statements 1-13 and explain the task.
ñ Ss work in pairs, then read the theory box to check their answers.
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Answer K 1 T |
ey 4 T |
7 T |
10 |
T |
13 T |
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2 T |
5 F |
8 T |
11 |
F |
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3 T |
6 T |
9 F |
12 |
F |
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2 a) Focus ➤ Reading to understand structure, sequence and content ñ Read the essay on p. 55 to the class and draw Ss’ attention to paragraphs A-E. ñ Explain the task. Ss work individually. ñ Ss listen to the recording and check their answers.
ñ Elicit answers to the questions in the rubric from Ss around the class.
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Answer Key A 3 (second viewpoint with reasons/ examples) B 1 (statement of topic and writer’s opinion) C 5 (the writer’s opinion in other words) D 2 (first viewpoint with reasons/examples) E 4 (opposing viewpoint with reasons/ examples) |
b) Identifying the writer’s opinion
ñ Read out the questions in the rubric and elicit answers from various Ss around the class. ñ Confirm the correct answers.
Answer Key
The writer’s opinion is that having a part-time job is an advantage for teenagers.
The writer expresses this opinion in the 1st and 5th paragraphs using: In my view …, I believ e… and the way I see it … .
3 a) Focus ➤ Identifying main ideas ñ Ask Ss to read paragraphs 2-4 of the essay again.
ñ Allow Ss time to decide what the main idea of each paragraph is. ñ Check Ss’ answers.
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Answer Key para 2 getting a job teaches young adults how to become reliable individuals and citizens para 3 teenagers who have a job earn their own money para 4 some people argue that it is unwise for teenagers to work while still studying The main idea of each paragraph is expressed in the first sentence of each main body paragraph. This sentence is a topic sentence. |
b) Focus ➤ Completing a table ñ Focus Ss’ attention on the table and the headings. ñ Explain the task. Ss answer individually. ñ Ss compare answers with a partner. ñ Confirm the correct answers.
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Answer Key
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4 Focus ➤ Understanding the uses of different linking words; suggesting alternative linking words/phrases ñ Explain the task.
ñ Allow Ss time to reread the essay and decide on the various uses of the linking words. ñ Check Ss’ answers.
ñ Allow Ss time to suggest alternative linking words/ phrases.
ñ Invite individual Ss to share their suggestions
with the class
Answer Key
list/add a point: In addition to this, Furthermore, To start with, Moreover introduce an example/reason: for example, in this way, such as introduce an opposing viewpoint: On the other hand conclude: To conclude
Writing Skills 3e
5 Focus ➤ Suggesting suitable supporting sentences
ñ Select two Ss to read out the two topic sentences to the class.
ñ Explain the task. In pairs Ss prepare their answers.
ñ Invite Ss to share their ideas with the class and
write suggestions on the board.
Suggested nswer Key
1 They will learn how to be responsible for another person. Furthermore, they will see what it is like to be a parent and understand the work that being a parent involves.
2 We are all safer on the streets and at homebecause laws create a social order. Besides this, criminals are faced with a range of punishments according to the laws.
6 a) Focus ➤ Understanding first and last paragraphs
ñ Draw Ss’ attention to the theory box and explain the task.
ñ Allow time for Ss to study the paragraphs and prepare their answers.
ñ Ask individual Ss to provide answers to check
with the class.
Answer Key
A ending (saying)
B beginning (addressing the reader directly;quotation)
C ending (rhetorical question)
In the model essay in Ex. 2, the writer has given the reader something to consider at the beginning (Is it a good idea for teenagers to have part-time jobs while they are still at school?) and has ended with a quotation/saying (Today’s teenagers are tomorrow’s adults).
b) Focus ➤ Writing a suitable introduction and conclusion
ñ Write the essay title on the board. Explain the task.
3e Writing Skills
ñ Allow Ss time to write their answers, working in pairs. Remind Ss to use appropriate techniques.
ñ Ss compare their answers with another pair
Suggested Answer Key
Beginning:
It is s good idea for teenagers to help to look after their younger brothers and sisters? In my view, it is essential that teens have the opportunity to help their families as much as they can. By taking on more responsibility at home, they can start to learn valuable lessons that will help them later in life.
Ending:
From my point of view, that of a teenager, we should be given the opportunity to show that we have the maturity and willingness to take care of the rest of the family. After all, ‘The child is the father to the man.’
7 Focus ➤ Expressing viewpoints using milder language
ñ Read the study skills box with Ss and draw Ss’ attention to viewpoints 1-4.
ñ Explain the task. Ss complete the task individually.
ñ Invite Ss to share their answers with the class.
Suggested Answer Key
1 I tend to believe that teenagers should helpout at home.
2 In my view, teenagers shouldn’t have parttime jobs.
3 In my opinion, teenagers’ schoolwork suffers if they take on a part-time job.
4 It seems to me that some video gamesshould be banned.
8 a) Focus ➤ Analysing rubrics
ñ Explain the task and allow Ss time to identify the key words and prepare answers to the questions. ñ Elicit answers from Ss around the class.
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Answer Key A key words: magazine, opinions, teenagers, help, household chores, essay, giving reasons/examples The subject is teenagers helping with household chores. B key words: class discussion, child, look after pet, essay, opinion, giving reason/examples The subject is young children looking after pets. |
Suggested Answer Key
A My opinion is that teenagers should help with household chores. It teaches them responsibility. Others in the family will rely on the teenager to complete the chores and they will learn the consequences if they don’t complete them. In addition they learn important living skills they will need as adults. Cooking, helping with the shopping, cleaning and maintaining the house are useful chores they will need to know when they live on their own as adults.
B My opinion is that a child should look after a pet from a young age. They learn responsibility by caring and feeding the pet. They also learn respect for animals by creating a special relationship with another living thing.
b) Focus ➤ Matching and providing
viewpoints and reasons ñ Focus Ss’ attention on rubric A again and explain the task.
ñ Allow Ss time to complete the task in pairs. ñ Monitor the activity.
ñ Invite some pairs to share their answers with the class.
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Suggested Answer Key
Beginning: Many families enjoy having a wonderful pet in their home, however should a young child be allowed to take care of a pet? Ending: Both small children and pets are rewarded from the loving relationship they create together. |
Answer Key
1 C 2 A 3 B
The writer believes that teenagers should help with household chores as there are two points in support and one against.
Writing Skills 3e
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Suggested Answer Key Viewpoint 1 example: Cleaning, cooking, and shopping are some of the valuable chores that teenager would learn that are useful as adults. Viewpoint 2 reason: they should be allowed to enjoy their free time. Viewpoint 3 reason: By sharing chores they learn to work as a group and cooperate with others. Additional viewpoint It provides the opportunity for teenagers and parents to interact which so rarely happens today. reason/example: By discussing with the teenager the chores and agreeing on what will be done. Beginning: Is it a good idea for teenagers to help out with household chores? Ending: Isn’t it important to do everything possible to prepare our teenagers for the challenges of adulthood? |
c) Focus ➤ Planning an essay
ñ Focus Ss’ attention on rubric B. Read out the questions to the class.
ñ Allow Ss time to prepare their answers individually. ñ Ask various Ss to read their answers to the class.
9 Focus ➤ Writing an opinion essay ñ Allow Ss time to complete their essays. Remind Ss to use their answers to Ex. 8 and to refer back to the model essay in Ex. 3 as they write. ñ Draw Ss’ attention to the checklist. Remind Ss to edit their work before completing their final draft.
ñ Ss swap essays with a partner and check each
other’s work using the checklist.
Suggested Answer Key
A Teenagers lead busy lives. They have school, homework, night classes and sports to fill their days. Is it really necessary for teens to help with the household chores as well? In my opinion, no.
3e Writing Skills
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Answer Key 1 historic |
5 sight |
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2 European |
6 oppression |
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3 requirements |
7 declaration |
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4 immigrants |
8 famous |
Culture Corner
Objectives
Vocabulary:
Ellis Island and the Statue of Liberty Reading: a poem
and a text about the Statue of Liberty
Skill ― reading for specific information
Speaking: giving a tour (role play)
Writing: a short text about a famous monument
1 Focus ➤ Introducing the topic
Focus Ss’ attention on the picture. Elicit from Ss/ Explain what it is, where it is and any other information.
Answer Key
The monument in the picture is the Statue of Liberty which is in New York, the United States of America.
2 Focus ➤ Reading for specific information ñ Select a S to read out the extract from the poem. Explain that it was written by Emma Lazarus, an American poet.
ñ Elicit from Ss the answer to the question in the
rubric.
Answer Key
The message of the statue is one of freedom from oppression and a new home based on justice and equality.
3 Focus ➤ Practising word formation; expanding vocabulary
ñ Ss read through the whole text silently with the gaps.
ñ Ss read through again and complete the wordformation exercise. ñ Check Ss’ answers on the board.
ñ Ask Ss to try to guess the meaning of the words in bold from their context.
ñ Ss then explain the words in bold using their dictionaries by giving synonyms, explanations, antonyms or examples.
Suggested Answer Key harbour: area for boats, usually protected from the sea by a wall freedom: ability to do, think, say whatever you want gateway: sth that is used as an entrance passed through: moved from one place/area to another immigration: mass movement of people into a country opportunity: chance would-be: wanting/trying to be legal: not a crime homeland: country which someone calls their home
depicts: shows loose-fitting robe: dress that is not tight torch: wood that is burning, used for light tablet: flat piece of stone that has sth written on it crown: a circular ornament worn on someone’s head rays : beams of light continents: areas of land bigger than countries life-size: of the same size as the person or thing sth represents replica: an accurate copy of sth
4 Focus ➤ Reading for specific information
(speaking in role) ñ Explain the task.
ñ Play the recording of the text and instruct Ss to read the text again as they listen, paying close attention to the information given about the tour.
ñ In small groups Ss take it in turns to be the tour guide/the tourists. Monitor the activity.
Culture Corner
Suggested Answer Key
... disembarked from their ships to smell the clean air of freedom and gaze up at the towering statue that represents the dreams of a nation. In one hand, the torch of liberty, a beacon that burns through the darkness of oppression. In the other hand, the tablet on which the date when independence was truly declared is forever recorded. Look further up, to the heavens, and see the seven continents of the world. Don’t forget to visit the museum and relax after with a nice cappuccino from the café. The gift shop is on your left.
5 Focus ➤ Writing a short text about a famous monument in your country ñ Brainstorm famous Russian monuments with Ss and write them up on the board.
ñ Read through the rubric and check Ss’ comprehension by asking: What information do you need to include in your writing?
ñ Allow Ss time to complete the task in class. Alternatively, the task can be assigned as H/W.
ñ Ss present their work
to the class in the next lesson.
Suggested Answer Key
The Mausoleum of Lenin, also known as ‘Lenin’s Tomb’ is situated in Red Square. It is the final resting place of Vladimir Lenin, the first Premier of Soviet Russia. His embalmed body has been on display there since he died in 1924, with the exception of a few years during the war when his body was evacuated to Siberia. The original mausoleum was made of wood and was designed by architect Alexei Ivanovich Abrikosov. He was given just three days to complete its construction. The tomb was built to enable people to say their last goodbyes to Lenin. Five days after Lenin’s death, it was decided to place the tomb by the Kremlin Wall in Red Square. More than 100, 000 people visited the tomb within a month and a half. By October 1930 the tomb had been enlarged using a variety of materials , such as marble, granite and labradorite. It is an impressive structure, influenced by the great pyramids and the tombs of the Middle East.
As the mausoleum is only open three days a week (Tuesday – Thursday) for a few hours each morning, people normally have to wait in a long queue to see Lenin. Many place a single flower in front of him to pay their last respects. It is strictly forbidden to take photographs or talk while inside.
1 Focus ➤ Discussing Human Rights
ñ Read out article 1 of the UDHR to Ss. ñ In small groups, Ss discuss the questions. ñ Invite groups to feed back to the class and follow up with a whole class discussion.
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Across the Curriculum – Citizenship |
Suggested Answer Key
S1: What are human rights?
S2: They are things that we all should have. Like the freedom to be able to think what you like.
S3: So, they are for everyone, right?
S1: Yes, I think so.
S2: Why do you think they are important?
S3: They are there to make our lives better.
S1: Yes, and they ensure that people are treated with dignity.
S2: So, The Declaration of Human Rights is a law to protect everyone’s rights. S3: Yes, that’s how I understand it.
2 a) Focus ➤ Predicting text content; matching headings to text ñ Read through headings A-E as a class and explain/elicit the meaning of any unknown words.
ñ Elicit from Ss what they expect to read in the paragraphs with these headings. ñ Explain the matching task, stressing that there is one heading that they do not need to use. ñ Ss answer individually. ñ Check answers around the class.
|
Answer Key 1 A 2 E |
3 |
B |
4 |
D |
b) Focus ➤ Eliciting meaning from text;
expanding vocabulary
ñ Play the recording of the text to Ss as they read it through again.
ñ Draw Ss’ attention to the words in bold. Encourage Ss to use the context to understand the meaning of the words, before they check in their dictionaries.
Suggested Answer Key morally: based on principles that people consider to be right, honest or acceptable regardless of: despite race: a group of human beings according to their physical features, such as the colour of their skin value: worth dignity: sense of importance and value invented: thought up civilisations: human societies with highly developed social organisations cruelties: cruel actions that deliberately cause pain or distress to people injustices: unfair treatment concern: sth that involves or affects you or is important to you adopted: began to have agreements: written arrangements/decisions violated: broken/disregarded treated: dealt with slave: a person who is owned by someone and is forced to work for them punish: make someone suffer for something they have done torture: deliberately cause someone great pain over a period of time, in order to punish them or to make them reveal information
3 Focus ➤ Presenting a charity/organisation that protects human rights ñ Arrange Ss in groups and explain the task. ñ Brainstorm charities/organisations that protect human rights in Russia and write them on the board.
ñ Allow Ss time to conduct their research. (Ss will need access to the library/ Internet).
ñ Invite groups to present their information to the class.
|
Across the Curriculum – Citizenship |
Suggested Answer Key
The Human Rights House Foundation has offices in Oslo, Warsaw, Moscow, Sarajevo, Bergen, and London. Since 1989 it has been working to enhance co-operation between various human rights groups. It helps provide free legal aid to victims of human rights abuses and improves the security of human rights defenders. It hosts meetings, seminars and offers training. The Human Rights House in Moscow is located at the Russian Research Centre for Human Rights, 4 Luchnikov Lane (Building 4, Doorway 3, Suite 2). It was established in 1992. The Centre monitors and protects the rights of soldiers, prisoners, children, the disables, the mentally ill, and refugees. The Centre also facilitates cooperation between different nongovernmental organizations in Russia by providing financial, technical and educational support for their activities.
The Centre conducts regular projects and holds exhibitions to promote their work. If you are interested in finding out more information, or would like to participate in one of their projects, contact: HYPERLINK "mailto:
1 
Focus ➤ Introducing the topic ñ Write the term ‘green
citizen’ on the board. Explain that they are going to do a quiz to find out how
‘green’ they are.
ñ Select a S to read the introduction of the quiz to the class.
ñ Ss think of as many examples of being a ‘green citizen’ as they can in small groups.
ñ Invite a few groups to present their ideas to the
class. List Ss’ ideas on the board.
Suggested Answer Key
A ‘green citizen’ is someone who tries to reduce his/her impact on the environment as much as possible.
2 Focus ➤ Completing a quiz; expanding vocabulary
ñ Ask a few Ss to tell the class how ‘green’ they are.
ñ Explain the task. Ss answer individually and find out their result.
ñ Ask for a show of hands ― mostly As (‘green citizens of the year’), mostly Bs (not bad but could do better), and mostly Cs (need to get started).
ñ Allow Ss time to explain the words in bold by providing a synonym, translation or example sentence. Encourage Ss to use the context to understand the meaning of the words, before they check in their dictionaries.
Suggested Answer Key rely on: need something to survive/carry on in our best interests: good for us reduce your impact: not create as many problems embarrassing shade: depth of colour that shows you are shy
|
vegetable peels: outer layers of types of edible plant rechargeable: able to be refilled with electricity disposable: can be thrown away after you have used it well on your way: almost there survival: ability to stay alive achievable targets: goals that can be reached |
3 Focus ➤ Discussing how to become a
‘greener’ citizen
ñ Ss compare their answer to the quiz in pairs and
discuss how they could become ‘greener’.
Suggested Answer Key
S1: I got mostly Bs. To become more greener, I need to learn more about recycling and reusing my waste. I also should start using rechargeable batteries.
S2: I got mostly Cs. I really need to change some of my habits like checking the products I buy, not wasting so much water and stop using plastic bags. etc
Going Green
4 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a paraphrase on the board. Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.
Suggested Answer Key
S1: I think we are really lucky to live on Earth.
S2: I agree. We should look after our planet because we don’t know if there are any other planets we could live on.
S3: Yes, and we owe it to future generations to do all we can. etc
Reading
Focus ➤ Reading for specific information ñ Allow Ss time to read the text. ñ Ss complete the multiple choice task. ñ Check Ss’ answers.
|
Answer Key 1 D 3 |
C |
5 |
B |
7 |
B |
|
2 C 4 |
A |
6 |
B |
|
|
Use of English
Focus ➤ Using word derivatives ñ Explain the task. ñ Read out the text.
Spotlight on Exams 
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.
|
Answer Key 1 rulers |
4 historic |
7 architect |
|
2 official |
5 southern |
8 building |
|
3 residences |
6 coloured |
|
Listening
Focus ➤ Listening for specific information ñ Explain the task. ñ Play the recording. ñ Allow Ss time to complete the task. ñ Select individual Ss to read out the answers.
Spotlight on Exams
|
Answer Key 1 A 2 F |
3 |
C |
4 |
B |
5 |
E |
TAPESCRIPT
Interviewer: I spoke to some teenagers about how they feel about the household chores they have to do and how they feel about them. Here is what they told me. Speaker 1: I live in a large house and there is lots of housework to do, so I understand that we all need to do our fair share. I think that’s only right anyway. Parents do so much for their kids, so why shouldn’t we help out a bit?
Speaker 2: There are several chores that I can’t stand doing, like mopping our long staircase and washing the dishes. I’m quite happy to take the dog for a walk though or mow the grass for my dad. I prefer to be in the fresh air.
Speaker 3: I’m under quite a lot of pressure at school this year and I have a lot of homework to do, but my mum still makes me help out with the chores at home. I find that quite annoying because I don’t have much time left to just relax or hang out with my friends. Speaker 4: I have the most jobs to do in the house because my sister is five years younger than me. Not only do I have to dust, tidy up and wash the dishes after dinner, but I also have to hang out the washing. It’s such a pain!
Speaker 5: I’d really like to help out more because both of my parents work and I know they’re tired when they get home, but I have so many things going on. School is more pressurised this year and I have basketball practice three times a week too, but I try to give my mum a hand whenever I can.
Speaking
Focus ➤ Practising informal conversations ― discussing options and making a joint decision ñ Explain the task. ñ Read out the options.
ñ Go through the conversation plan with Ss, explaining the process.
A B
Introduce topic & Reject 1st option 1st option. and give reason.
Ask for another Suggest 2nd option. option.
Reject
2nd option Reject 3rd option & & suggest
3rd option. suggest 4th option.
Agree on 4th option. Agree.
ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select a few pairs to present their dialogue to
the class.
Suggested Answer Key
A: What do you want to do to celebrate the end of the exams? Do you want to spend a day at the beach?
B: That sounds good, but the weather isn’t all that hot yet.
A: Well, what else do you suggest?
B: We could take a trip to a theme park.
A: But there aren’t any good ones near here. It wouldn’t be any fun. Maybe we should have a DVD evening with some of our close friends.
B: Boring! We can do that any day of the week! I think we should plan a party for all of our friends.
A: Good idea. We’re sure to have fun if we have a party.
Writing
Focus ➤ Writing a letter to a pen friend ñ Explain the task. Check Ss’ understanding by asking questions: What are you going to write? (a letter) Who is the letter for? (my pen friend Tanya) Why are you writing? (to tell her about the household chores you do and ask 3 questions about tree planning day). ñ Allow Ss time to complete the task.
|
Spotlight on Exams
Progress
Check Progress Check 3 and Look at Module 4 should be done in one lesson. |
Answer Key
1 1 grabbed 6 fee
2 disposable 7 witness
3 scam 8 identify
4 seized 9 glared
5 contacted 10 suspect
2 1 walking 7 to thank
2 go 8 worked/has
3 watching been working
4 to buy 9 enjoy
5 to speak 10 having
6 saying
3 1 began learning to drive
2 needs redecorating/to be redecorated
3 regret walking home alone
4 too late to apply
5 unusual for her to overreact
4 1 down 3 back 5 up with
2 away 4 on
5 1 against 3 into 5 of
2 with 4 for
6 1 c 2 d 3 b 4 e 5 a
Before you start …
ñ Revise one or two points from the previous module (e.g. crime and the law, human rights, etc).
ñ Direct Ss’ attention to the title of the module, Danger! Elicit that it refers to accidents and emergencies, illnesses and injuries, etc.
Look at Module 4
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows, what else Ss can see on that page and what they think this unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 77.
T: What can you see in picture 1?
S2: A nurse and some patients in a hospital.
T: What kind of hospital is it?
S3: It looks like a military hospital. There are a lot of men there with serious injuries.
T: Would you like to work in a hospital?
S4: No, I wouldn’t. I think it would be stressful.
Pic 2 (p. 72)
What can you see in the picture? Do you like travelling by boat? Why (not)? Have you ever been on a long journey? Where did you go?
Pic 3 (p. 66)
What is wrong with the man? What can he do to feel better? What do you do to relax? How is the picture related to the module?
Pic 4 (p. 65)
What is the man doing? Are you sporty? What kinds of sport do you like? Do you prefer winter or summer sports?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
|
Suggested Answer Key a joke (p. 74) (sth said or done to make you laugh) What is the joke about? Do you like reading or telling jokes? What was the last good joke you heard? |
Danger!
a dialogue (p. 67)
(a conversation between two people) Who is speaking? What’s wrong with the patient? How often do you visit the doctor?
a biography (p. 70)
(an account of someone’s life) Whose is this biography? When did he live? What is he famous for?
a sketch (p. 77)
(a drawing that is done quickly without a lot of details) Who is the sketch of? What was she known as? How long did she live?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section is about an author an a literature extract. This one (pp. 70-71) is about Mark Twain and has an extract from his novel The Adventures of Tom Sawyer.
The Culture Corner (p. 77) contains an article on Florence Nightingale.
The Across the Curriculum section (p. 78) looks at the ‘Great Fire of London’, a topic in history.
The Going Green section (p. 79) looks at environmental issues. This one looks at water pollution.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
4 a Reading Skills
Objectives
Vocabulary: injuries
Reading: a story about survival (gapped-text)
Skills ―reading for confirmation
―reading for detailed comprehension
Speaking: describing a scene; discussing ethical questions raised in the text; speaking in role (a radio interview)
Writing: writing in role (a paragraph)
1 Focus ➤ Imagining and describing a scene ñ Focus Ss’ attention on the person in the picture. Ask them to imagine that they are in this situation.
ñ Play the recording and ask Ss to imagine what they experience using all their senses.
ñ Invite individual Ss to share their descriptions
with the class.
Suggested Answer Key
All around me I can see ice and mountains. The sky is grey but I can see far into the distance. Everything is grey and white. I hear the sound of my heart beating ― otherwise there is silence. My feet touch the side of the mountain and I hang there. I feel the weight of my body and I wonder how much longer I’ll be able to hold on. I taste the ice-cold water from the icicles around me. I smell the fresh mountain air as it goes into my lungs. I feel exhausted and extremely frightened.
Reading
2 Focus ➤ Predicting text content ñ Read through the phrases with Ss and explain any unknown vocabulary. Explain that the phrases come from the text.
ñ Elicit from Ss what they think the text is about.
Write Ss’ suggestions on the board.
ñ Ss read the text to check their predictions.
Answer Key
The text is about the miraculous survival of two mountaineers and the painful choice one of them had to make.
3 Focus ➤ Completing a text
ñ Ask Ss to look at sentences A-H. Read them and explain that these sentences have been left out of the text and must be put back into their appropriate position.
ñ Ss complete the task individually. When finished, ask Ss to read the text one more time to ensure the sentences have been replaced in the correct positions.
ñ Ss listen to the recording and check their
answers.
|
Answer Key 1 E 3 |
A |
5 |
C |
7 |
G |
|
2 H 4 |
D |
6 |
B |
|
|
4 Focus ➤ Developing vocabulary
ñ Elicit/Explain the meaning of the words in bold in the text by giving an example, explanation or synonym. Ss may check in their dictionaries where necessary. ñ Check Ss’ answers.
|
Suggested Answer Key agonising: extremely difficult tale: story peak: top of the mountain bold: brave irresistible: impossible to resist, highly attractive summit: top of the mountain crippled: severely injured against all odds: despite all the problems rope: thick cord used for tying, pulling without knowing it: accidentally pitch black: extremely dark, no light at all edge: line where sth stops cliff: high rock face |
Reading Skills
frostbitten: injured by being frozen criticised: expressed disapproval miraculously: surprisingly
Vocabulary
5 Focus ➤ Practising vocabulary ñ Brainstorm vocabulary to do with injuries with the class and write them on the board. ñ Complete item 1 as a class as an example. ñ Ss complete the rest of the task in pairs. ñ Check Ss’ answers.
ñ Allow pairs time to add one more word to each group.
ñ Invite pairs to share their suggestions with the
class.
|
Answer Key 1 bone |
5 waist |
9 head |
|
2 muscle |
6 heel |
10 nail |
|
3 lip |
7 hair |
|
|
4 throat |
8 brain |
|
|
Suggested Answ add word 1 lip |
er Key 5 knee |
9 toe |
|
2 elbow |
6 back |
10 leg |
|
3 wrist |
7 shoulder |
|
|
4 knee |
8 cheek |
|
6 Focus ➤ Choosing the correct words ñ Explain the task.
ñ Ss answer individually and then check using a dictionary.
|
Answer Key 1 hurts |
5 treated |
|
2 nagging |
6 narrow |
|
3 severe/injury |
7 internal |
|
4 painful |
8 unconscious |
Speaking
7 a) Focus ➤ Discussing ethical questions raised in the text (expressing personal opinions) ñ Play the recording of the text again to Ss and ask them to follow the written text.
ñ Read out the questions in the rubric to the class. ñ Ss discuss in pairs.
ñ Follow up with a whole-class discussion.
Suggested Answer Key
I think Simon made the right decision. I would have done the same. It is better for one man to die than two. There was no guarantee that Simon would have been able to save his friend’s life, anyway.
b) Focus ➤ Speaking in role (a radio interview) ñ Arrange Ss in groups of three. Allocate roles. ñ Allow Ss time to prepare their questions and answers. ñ Ss record their interviews. ñ Select some recordings to play to the class.
Suggested Answer Key
Interviewer: Welcome to the programme.
Simon: It’s nice to be here.
Interviewer: It’s quite a story you two have to tell.
Joe: Yes, it’s truly amazing. We’re so lucky to be alive after our climb up Siula Grande.
Interviewer: What went wrong exactly? Simon: Everything was fine on the way up the mountain and we weren’t expecting to have any problems at all on the way down. You see, we chose an easier route for our descent. Joe: But then I slipped and I broke my leg in three places.
Interviewer: That must have been painful! Joe: Extremely. So, Simon tried to get me down the mountain using a rope. But that didn’t work very well as it was already getting dark and before long, I was hanging over the edge of a deep crevasse. I couldn’t climb back up the rope as my fingers were so frostbitten. I called out to Simon but he couldn’t hear me ― I was too far away.
Reading Skills 
Words of Wisdom
|
Interviewer: Did you realise what was wrong, Simon? Simon: I knew something was wrong when I felt myself being pulled down towards the edge of the crevasse. I tried to hold on but I felt myself getting weaker and weaker. Interviewer: So what did you do next? Simon: I made the most difficult decision in my life. I cut the rope to save my own life. I just knew I didn’t have the strength to hold on to Joe any longer. Interviewer: So, you fell down the mountain, Joe. Joe: Yes, that’s right. But miraculously, I wasn’t killed by the fall. I was in great pain and had no food or water, yet I was determined to stay alive. It took me four days but I managed to get down to safety. Interviewer: What an amazing story! What courage and strength! So, for all of you listeners out there ― anything is possible! |
|
Suggested Answer Key S1: I agree with the quote that in order to move forward we often have to let go of our previous ways of thinking and be openminded to new possibilities and ideas. S2: Yes, It’s important to have courage and look to the future. We should not forget the past, but be careful not to become stuck there. |
9 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a paraphrase on the board. Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.
ñ As an extension, Ss could suggest similar or other quotations on the topic from their L1.
Writing
8 Focus ➤ Writing in role ñ Explain the task.
ñ Allow Ss time to complete their writing and swap with a partner for peer correction.
Suggested Answer Key
In reality, I had no choice. Dying on the mountain was not an option when I had so much to live for. The nights were the worst. That’s when the cold, the pain, the lack of food and the despair take over. I knew that if I closed my eyes to get just a little rest, then I might never open them again. I can’t tell you how I felt when I saw the rescuers running towards me but the sense of relief was so overwhelming that at that point I blacked out.
4 b Listening & Speaking Skills
Objectives
2 Focus ➤ Practising vocabulary to do with
Vocabulary: illness; idioms related to health
illnesses Speaking: offering/accepting/refusing help; role
play (at the doctor) ñ Read out the rubric and allow Ss time to Reading: a dialogue (gap fill) complete the sentences.
Skills ―reading for text structure ñ Check Ss’ answers.
―cohesion and coherence
|
Answer Key 1 attack |
6 rash, allergic |
|
2 vomiting |
7 wheeze |
|
3 dizzy |
8 breathing |
|
4 hoarse |
9 sore, blowing |
|
5 caught, running, aching |
10 sneezing |
|
pictures |
|
|
|
ñ Draw Ss’ attention to the words in columns A and B and explain that we can put the vocabulary together to make collocations. ñ Ss check the meaning of the vocabulary by checking in the Word List. ñ Read the example and elicit the symptoms of the people in the pictures from the class. |
3 |
Focus ➤ Working with idioms ñ Explain that the task is to complete the sentences with the right word so that it forms an idiom. ñ Ss complete the task individually using their dictionaries if they wish. ñ Check Ss’ answers and ask if there are similar |
Listening: a telephone conversation (gap fill)
Skills ―listening for confirmation
―listening for specific information
Vocabulary
1 Focus ➤ Forming collocations/describing
idioms in their language.
Answer Key ñ As an extension ask Ss to choose an idiom and
runny/streaming/blocked ― nose draw a picture to illustrate its meaning. In
splitting/thumping/bad/terrible ― headache groups, Ss swap papers and guess which idiom
|
Answer Key 1 flies |
3 the weather |
5 run |
|
2 colour |
4 feet |
|
throat/chest/ear/eye ― infection the drawing illustrates. streaming/bad/stinking ― cold stomach/ear/back ― ache high/slight ― temperature sharp/dull/throbbing ― pain hacking/dry/tickly ― cough
|
Suggested Answer Key The boy looks like he’s got a streaming cold. I also think he’s got a headache. The little girl looks like she has a throat infection. I also think she might have a hacking cough. The man looks like he’s got a thumping headache. |
Everyday English
4 Focus ➤ Learning to offer/accept/refuse help ñ Draw Ss’ attention to the language box and review the language given.
ñ Explain the task and read out the example exchange.
ñ Allow Ss time to complete the task, taking it in turns to offer/accept/refuse help.
ñ Monitor progress around the room and listen for a response from each student.
Listening & Speaking Skills 
Suggested Answer Key
S1: Sorry you’ re not well. Would you like me to call a doctor?
S2: Actually, I’ve already called one. Thanks anyway!
S1: You don’t sound very well at all. Shall I buy some cough syrup?
S2: Yes please. That would be a great help!
Reading
5 a) Focus ➤ Identifying the speaker ñ Read out the rubric and allow Ss time to complete task individually.
ñ Ss compare answers with a partner.
|
Answer Key doctor: b, c, d, e |
patient: a, f, g |
b) Focus ➤ Reading to understand text
structure, cohesion and coherence ñ Explain that questions a-g from Ex. 5a come from the dialogue.
ñ Allow Ss time to complete the gaps in the dialogue individually.
ñ Ss listen to the recording and check their
answers.
|
Answer Key 1 d 2 e |
3 |
b |
4 |
g |
5 |
f |
6 |
a |
6 Focus ➤ Developing vocabulary ñ Explain the task.
ñ Encourage Ss to guess the meaning from the context before using a dictionary if necessary. ñ Ss complete the task by giving an example, explanation or a synonym. ñ Check answers with the class. ñ In pairs, Ss read out the dialogue.
Suggested Answer Key rash: lots of small red spots on the skin itchy spots: uncomfortable raised marks on the skin that you want to scratch contagious: easily caught/passed on prescription: written note from doctor authorising treatment/medicine make a full recovery: become completely well again
fortnight: fourteen days/nights (two weeks)
Listening
7 Focus ➤ Listening for specific information ñ Play the recording.
ñ Ss complete the gaps individually and then compare answers with a partner. ñ Play the recording again if necessary. ñ Check Ss’ answers.
|
Answer Key 1 French |
3 hearing |
5 Tuesday |
|
2 earache |
4 two |
|
Suggested Answer Key
The operator thinks James might have an ear infection.
TAPESCRIPT
Operator: Good evening, 24-hour Telephone Health Service. Patricia Brown speaking. Can I take your full name first, please?
Caller: Yes, it’s James French.
Operator: Is that spelt F-R-E-N-C-H?
Caller: Yes, that’s right.
Operator: Ok. So, what seems to be the problem, Mr. French?
Caller: Well, I’ve been feeling really unwell since yesterday. I have really bad earache and a high temperature.
Operator: I see. Have you got any other symptoms? Caller: Well, yes. My hearing has been affected. Both of my ears are really blocked up and I can hardly hear anything from the left one. I feel a bit dizzy too.
Operator: Ok, well for the moment you should take some painkillers such as paracetamol or aspirin. This will help to bring your temperature down, but don’t
4b Listening & Speaking Skills
take more than two every four hours.
Caller: Ok, I’ll do that.
Operator: Now, it sounds like you could have an ear infection and if so you’ll need to see a doctor and get some antibiotics. I can ask the doctor-on-call to make a house call if you like.
Caller: Oh… yes, that would be great. Would he be able to come this evening?
Operator: Err… let’s see… Monday evening… no, I’m afraid he’s already got too many other calls to make this evening, but he could come and see you on Tuesday morning – that’s tomorrow – at ten o’clock, or on Wednesday at the same time.
Caller: No, Wednesday is too far away. Tuesday would be better. Thank you so much.
Operator: You’re welcome. I hope you feel better soon.
Speaking
8 Focus ➤ Acting out a visit to a doctor ñ Ss work in pairs, take roles and prepare their dialogues using the notes in Ex. 7 and the dialogue in Ex. 5. ñ Ss record themselves. ñ Select a few recordings to play to the class
Answer Key
S1: Good morning Mr. Jones. What can I do for you?
S2: Well Doctor For the past few days I have been feeling very dizzy and I can’t seem to hear very well.
S1: I see. Have you got a temperature? S2: Yes and my ear are blocked.
S1: It sounds like you may have an ear infection. I will take a look.
S2: Is there anything you can do to make it go away faster?
S1: You can take two aspirin every two hours for the pain. If it is an ear infection you will need to take antibiotics and within a few days you will feel much better.
S2: Do I need to come back and see you again.
S1: Not unless you are not feeling better in three to four days. etc
Say it right
9 Focus ➤ Speculating and responding ñ Explain the task.
ñ Draw Ss’ attention to the statements and the possible responses.
ñ Read each prompt (1-4) and elicit the appropriate response from Ss.
ñ Play the recording for Ss to listen and check
their answers.
|
Answer Key 1 a 2 a |
3 |
a |
4 |
a |
10 Focus ➤ Consolidating the lesson ñ Ss close their books and make a list of ten words/phrases they have learnt in the lesson. ñ Ss discuss what they have learnt with a partner.
(Ss’ own answers)
|
Answer Key We use ‘by’ to introduce the agent. ‘By’ + agent is omitted when it is obvious, unimportant, unknown or already mentioned |
1 a) Focus ➤ Understanding the passive voice
ñ Read out the box to the Ss. Ask Ss to say why the passive is used (to emphasise the action rather than the person who performed the action). Write the two sentences on the board and ask Ss to label them S (subject), V (verb), O (object) and A (agent).
All employees (S) must sign (V) the form (O). The form (S) must be signed (V) by all employees (A).
ñ Draw Ss’ attention to how the passive is formed:
subject + to be + past participle of main verb + agent (by)
ñ Read the text to the class. Explain that it has a total number of 8 passives in it. (Refer Ss to the Grammar Reference section for all the forms of the passive).
ñ Ss work in pairs to find all the passive and active forms in the text.
ñ Check Ss’ answers by eliciting answers from various pairs and writing the answers on the board.
Answer Key passive: has been caused; was still being fought; is being cleared away; will be started; is discovered; had been made; were seen; has yet to be discovered active: broke out; said; was; had ever seen; are treating; has; may help; contact
b) Focus ➤ Understanding how/when to introduce agents ñ Read out the questions in the rubric. ñ Allow Ss time to answer in pairs. ñ Check answers as a class.
who/what is doing the action. For example, ‘The fire was still
being fought’ (by firefighters); ‘An investigation will be started’ (by the
police).
with agent: ‘damage has been caused by a fire’ (we need to know what caused the damage)
without agent: ‘debris is being cleared away’ (by cleaners); ‘until the cause of the fire is discovered’ (by the police); ‘reports had been made’ (by persons unknown); ‘characters were seen’ (by persons unknown); ‘their identity has yet to be discovered’ (by the police)
2 Focus ➤ Rewriting sentences in the passive ñ Explain that sentences 1-8 are all examples of the active voice. ñ Complete the first item as an example. ñ Ss complete the rest of the task individually. ñ Check Ss’ answers by inviting individual Ss to
write the answers on the board.
Answer Key
1 My brother’s bike was stolen yesterday.
2 This soup was made with carrots and coriander.
3 Pam’s party is being catered by whom?
4 Their house will have been finished by May.
5 The thieves were arrested (by the police).
6 Sam hates being told what to do.
7 The ‘Fifi Fairy’ books are written by Maria.8 An apology should be made by Jack.
4c Grammar in Use
3 Focus ➤ Forming sentences using the passive ñ Explain the task. ñ Ss answer individually. ñ Check Ss’ answers around the class.
Answer Key
2 He hates to be kept waiting.
3 Parking is not allowed.
4 Something needs to be done immediately.
5 I want to be left alone.
6 The Mayor has been shot.
7 She was not invited.
8 No, thanks. I am being served.
9 It may have been sent to the wrongaddress.
10 A cinema complex will have been built(there) by next May.
4 Focus ➤ Changing a text into the passive ñ Explain the task.
ñ Ss write their answers individually. ñ Check Ss’ answers.
Answer Key
An unusual way of predicting earthquakes has been discovered by scientists in China – snakes! Snakes at local snake farms are being observed (by experts) to see if their behaviour changes before an earthquake. Cameras are linked to a broadband Internet connection (by scientists). It is believed that earthquakes from 120 km away can be sensed (by snakes), three to four days before they happen. Their nests are abandoned or even walls are smashed into to escape. Because China is struck frequently (by earthquakes), a reliable method of predicting them must be found (by scientists) to avoid the terrible injury and loss of life that is caused (by them/earthquakes).
5 Focus ➤ Understanding personal and impersonal passive constructions ñ Read through the table with Ss and elicit how personal and impersonal passive constructions are formed.
ñ Explain the task. Ss answer individually. ñ Ss compare answers with a partner.
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Answer Key personal passive construction: subject + passive verb + to infinitive (e.g. She is thought to be very ill) impersonal passive construction: it + passive verb + finite clause (e.g. It is thought that she is very ill) 2 The doctor is reported to have made amistake with the diagnosis. It is reported that the doctor made a mistake with the diagnosis. 3 The tsunami is expected to hit at 8 am.It is expected that the tsunami will hit at 8 am. 4 She is known to have a difficult character.It is known that she has a difficult character. 5 A monster is said to live in a lake inScotland. It is said that a monster lives in a like in Scotland. 6 Andrea is believed to have been treatedvery badly. It is believed that Andrea was treated very badly. 7 The number of cases of asthma is thought tobe rising. It is thought that the number of cases of asthma is rising. |
6 Focus ➤ Understanding the causative form ñ Focus Ss’ attention on pictures 1 and 2 and write sentences a and b on the board. Elicit from Ss which means that someone is doing something for someone else (sentence b). Explain that this is called the causative form.
Underline its structure.
ñ Ss match the sentences and the pictures. ñ As an extension activity, ask Ss to write 2 similar sentences of their own with pictures for their partner to match.
Answer Key
1 a 2 b
She is having her hair done. She is doing her hair.
7 Focus ➤ Practising the causative form ñ Read out item 1 and the example to the class. Draw Ss’ attention once more to the causative form. ñ Ss complete the remainder of the task individually.
ñ Check Ss’ answers around the class.
Answer Key
2 Sarah is having her hand examined.
3 Greg will have his jacket shortened.
4 Sylvia is going to have her hair done for thewedding.
5 I had a bandage put on my ankle.
6 Liz has just had her eyes tested.
7 We have our lawn mowed once a week.
8 They had the roof repaired before theymoved in.
8 Focus ➤ Rephrasing sentences using make/ get/have
ñ Select three Ss to read out the example sentences. Check Ss’ comprehension of the difference in meaning by eliciting translations into Ss’ L1.
ñ Allow Ss time to rephrase sentences 1-7 with a partner.
ñ Check Ss’ answers around the class.
Answer Key
1 John got Ann to see the doctor.
2 Julie made Tony have a blood test.
3 The scientist had his assistant tidy up thelaboratory.
4 The nurse got the patient to swallow themedicine.
5 Madeline will have Mike take her to thedentist.
6 Sam had the doctor look at his injured leg.
7 I’m hoping to get Sarah to lend me herjacket.
Grammar in Use 4c
9 Focus ➤ Practising dependent prepositions
ñ Explain the task. Tell Ss to try each preposition in the gap until they find the one that makes the most sense and then check in Appendix 1.
ñ Allow Ss time to complete the task. ñ Select individual Ss to read out the sentences.
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Answer Key 1 of 3 from |
5 for |
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2 to 4 in |
6 in |
Suggested Answer Key
1 Anna is always complaining of headaches. I think she needs to get her eyes tested.
2 Tom is allergic to nuts and has to be careful what he eats.
3 James still hasn’t recovered from the cold he had at Christmas.
4 I would never get involved in anything criminal.
5 Mountaineers who are exposed to extremeconditions sometimes have to be treated for hypothermia.
6 I got covered in paint when I was decorating the house.
10 Focus ➤ Practising phrasal verbs (go) ñ Explain that each sentence can be completed with a phrasal verb from Appendix 2. ñ Ss complete the task individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension ask Ss to draw a picture for one of the phrasal verbs.
ñ Ss hold up their pictures and the class tries to identify the phrasal verb.
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Answer Key 1 into |
3 away |
5 ahead |
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2 through |
4 on |
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4c Grammar in Use
Suggested Answer Key
1 The teacher refused to go into what happened to the injured student with the class.
2 I can’t go through another upsetting argument about the problem; we must solve it now.
3 Even though she was resting in bed for many days, the cold would not go away.
4 The children’s mother went on talking for over an hour about the dangers of speaking to strangers.
5 As soon as the committee approves the plans, they will go ahead with the building of the health centre.
11 Focus ➤ Transforming sentences
ñ Explain the task, reminding Ss that they can use up to five words to complete each sentence. ñ Ss complete the task individually and then compare their answers with a partner.
ñ Check answers with the class.
Answer Key
1 made Bill drive
2 reported to have been killed
3 has been knocked down
4 had her car collected by
5 will be performed
1 Focus ➤ Introducing the author Mark Twain ñ Introduce the name Mark Twain to Ss and ask them to think of three things they would like to know about him.
ñ Ss read the biography. Ask if their questions were answered.
ñ As an extension, Ss may do some research to answer any questions that they may have had that were not answered in the biography provided.
Suggested Answer Key
I know that Mark Twain is an American writer. I would like to know what kind of books he wrote and when he lived.
2 Focus ➤ Reading for detailed comprehension ñ Read the text aloud to the class, inviting individual Ss to read the characters’ dialogue. ñ Explain the task. Ss answer individually. ñ Invite Ss to read out their answers.
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Answer Key 1 D 2 B |
3 |
B |
4 |
D |
5 |
B |
6 |
D |
3 Focus ➤ Matching words to their meanings ñ Direct Ss’ attention to the words in bold. ñ Allow Ss time to match the words with their
meanings.
Answer Key stretch: extent glimpsed: caught sight of laboured: struggled hailed: called rowed: took by boat tracked out: found strung: hung admitted: let in drowned: pushed under water and died fetch: bring
Suggested Answer Key with an eager audience about him: a group of people very interested to hear him putting my many striking additions: adding interesting and exciting details to the story were not to be shaken off: did not go away easily
I’ve not the least doubt: believes it to be true
4 Focus ➤ Completing sentences using the correct verb
ñ Ss books closed, write the word ‘move’ in the middle of the board and brainstorm verbs to describe movement with the Ss.
ñ Ss’ books open, Ss read the list of verbs in Ex. 4 and compare.
ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.
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Answer Key 1 sprinted |
4 dawdle |
7 wandering |
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2 stomped |
5 crept |
|
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3 crawling Tom and Becky ‘gr |
6 fumble oped’. |
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Literature 4d
Writing
5 Focus ➤ Writing a diary entry ñ Ask Ss to choose one of the characters and get in role.
ñ Ss prepare a list of thoughts and feelings for their experience in the cave before they start writing. ñ Allow Ss time to write their diary entries. ñ Ss read their entries to a partner.
Suggested Answer Key
Sunday
Me an’ Becky found the entrance to the cave and I suggested goin’ in. Becky like a girl resisted but after much persuasion stepped in an’ the adventure began.
Monday
Becky won’t stop cryin’ and I’m mighty hungry. I don’t know where we went wrong but that entrance jus’ seemed to vanish like your shadow at night. I can’t let Becky see how frighted I am cus’ that’s not how men are. We’ll just keep on and keep hopin’.
4 e Writing Skills
Objectives
Vocabulary: related to the senses 3 a) Focus ➤ Reading for detailed
understanding
Grammar: adjectives/adverbs; linkers
Reading: a story (An Amazing Rescue) ñ Allow Ss time to read the text again. Ss Skills ―reading for structure answer the questions in pairs.
―reading for specific information ñ Select individual Ss to present their answers Writing: narrative techniques; a story to the class.
Answer Key
1 Focus ➤ Understanding the structure of a 1 The first paragraph sets the scene. good story
2 The climax event is Greg rescuing the
ñ Ss’ books closed, ask Ss what a good story survivors. Before that, a helicopter had consists of. Write Ss’ ideas on the board. crashed into the sea. ñ Ss’ books open, read through the theory box 3 The story ends with Greg receiving a medal. with Ss. 4 To begin the story in an interesting way, the ñ In pairs, Ss tell each other how to write a good writer describes a quiet scene of Greg story. relaxing before the adventure starts. The story ends with an award for bravery that
Answer Key stresses the danger and excitement of what
happened.
A good story consists of: an introduction, a main body and a conclusion.
b) Focus ➤ Reading to understand the use of
2 Focus ➤ Predicting the content of a story; tenses reading/listening for confirmation ñ Allow Ss some time to re-read the text and ñ Focus Ss’ attention on the picture and the title find examples of different tenses.
of the story (An Amazing Rescue). Elicit from Ss ñ Ss explain how each tense is used with the help of a partner. what they think the story might be about/what might happen in the story. ñ Check Ss’ answers. ñ Read the first paragraph to Ss. Elicit where the
story takes place (at sea) and who the main Answer Key characters might be (Greg Gibson and other simple present: I’m (direct speech)
rescue workers). simple past: came in; started; was; rocked; ñ Ss read and listen to the recording to check refuelled; went back; happened; hit; sent; their predictions. watched; swallowed; sent; leapt; yelled; lowered; was able; said; were
Suggested Answer Key simple past (passive): were airlifted; was
awarded
The story takes place at the sea. The main
characters are Greg Gibson and perhaps other past continuous: was drinking; was going;
(was) recovering coastguard members.
I think a rescue is about to take place. past perfect: had just started; had run
aground
Simple present is used here to describe Greg’s feelings and emotions.
Simple past is used for events that happened once in the past of the story.
Past continuous is used for an action that was interrupted by another action or to emphasise the duration of an action.
Past perfect is used to for a past action that happened before another past action or before a stated time in the past.
4 a) Focus ➤ Practising using linking/sequence words ñ Read the theory box with Ss.
ñ Make a list of the words in the story that show the sequence of events.
ñ Allow Ss a few minutes to suggest alternatives.
ñ Ask individual Ss to feed back to the class.
Answer Key
linking/sequence words: just; when; just as; After; A few months later
Suggested Answer Key alternative linking/sequence words: only a moment before; as; at the moment; Following; After a time
b) Focus ➤ Understanding the sequence of events in a story; summarising a story ñ Explain the task.
ñ Ss order the events from the story individually and then compare with a partner.
ñ Ss tell each other the story using appropriate sequence words.
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Answer Key a 8 c 5 |
e 4 |
g 1 |
I 10 |
|
b 2 d 6 |
f 3 |
h 7 |
j 9 |
Suggested Answer Key
Greg just started work when a distress call came in. The rescue operation started immediately. At first the rescue mission was going well. The helicopters refuelled and returned when suddenly a huge wave hit the ship. and a helicopter crashed into the sea. With in seconds Greg started to rescue the survivors one at a time. The survivors then went to the hospital. In the end Greg was awarded a medal for his bravery.
c) Focus ➤ Reading for specific information ñ Explain the task.
ñ Ss answer individually and then compare
answers in small groups.
Suggested Answer Key detailed chatty descriptions: He was drinking a steaming hot cup of coffee; The sea was rough and strong gusts of wind rocked the helicopters; A gigantic wave hit the ship and sent a huge wall of water up into the air; Greg and the other rescue workers watched in horror as it swallowed the helicopter and sent it crashing into the sea; Hovering 150 feet above the water, Greg lowered the rescue basket with such accuracy that he was able to collect the survivors from the stormy sea without wasting a single second; After an exhausting few hours, everyone was safe and sound and recovering in hospital.
direct speech: Quick! Let’s get them out of here! I’m glad that’s over.
5 Focus ➤ Finding examples of narrative techniques in a story ñ Elicit from Ss what ‘narrative techniques’ are (methods we use to make a story more interesting to read). ñ Read the theory box as a class.
ñ Working in pairs, Ss find examples in the story.
Set a time limit of 8 minutes.
ñ Invite pairs to share their ideas with the class.
Answer Key complex adjectives and adverbs: steaming hot; gigantic; instantly; exhausting; skilful avoiding simple verbs: (the wind) rocked (the helicopters); (it) swallowed up (the helicopter) use of senses: hot (coffee) alliteration: safe and sound metaphors/similes: wall of water participles: Hovering (150 feet above the water) hyperbole: without wasting a single second feelings: (Greg and the other rescue workers) watched in horror; were relieved
6 a) Focus ➤ Using adjectives ñ Explain the task. ñ Ss answer individually. ñ Check Ss’ answers around the class.
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Answer Key coffee: steaming hot (burning, red-hot) weather: terrible (horrible, horrendous, awful) wave: gigantic (huge, enormous, immense, massive) sea: stormy (rough, violent, raging) rescue: amazing (astonishing, breathtaking, remarkable) performance: brave (courageous, bold, fearless, heroic) |
b) Focus ➤ Completing sentences using the correct adverb
ñ Read through the adverbs in the box and check comprehension.
ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.
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Answer Key 1 anxiously |
5 eagerly |
|
2 angrily |
6 unbelievably |
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3 nervously 4 reassuringly |
7 happily |
7 Focus ➤ Understanding how the senses are used in a text ñ Select a S to read the paragraph to the class. ñ Working individually, Ss find words/phrases related to the senses.
ñ Ss tell their partner which senses are described.
Suggested Answer Key
A: I could feel the cold ground from the words ‘cold, stony ground under me.’
B: Yes, me too. I also felt the helplessness from the words ‘I lay motionless waiting for help to arrive.’
A: I could hear the sound of a heartbeat when I read ‘My heart was thumping wildly.’ B: Could you? I could feel it.
A: I felt I had a headache when I read ‘my head was throbbing with pain.’
B: Me too. Then I could hear the sound of the ambulance.
A: Yes, I could hear it screeching and the sound of the siren wailing.
B: I also saw the lights of the ambulance flashing.
A: Then I could hear the ringing sound, ‘a strange ringing sound in my ears.’
B: Then finally the taste of the blood, ‘the salty taste of blood filling my mouth.’ etc
8 a) Focus ➤ Practising vocabulary
ñ Read out the instruction in the rubric. ñ Ss answer individually and then compare answers with a partner.
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Answer Key
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Suggested Answer Key
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b) Focus ➤ Completing sentences using the correct verb
ñ Explain the task and complete item 1 with the class as an example.
ñ Ss complete the rest of the task individually. ñ Check Ss’ answers.
Answer Key
1 threatened/yelled/exclaimed/roared
2 giggled
3 grabbed/snatched
4 swallowed/gobbled
5 yelled/exclaimed/roared
6 grinned/beamed
7 peering/staring
8 dashed/stumbled
9 whispered
10 dashed/rushed
c) Focus ➤ Completing a joke
ñ Draw Ss’ attention to the picture. Elicit from Ss what the boy is doing (crawling).
ñ Invite a pair of Ss to read out the joke to the class.
ñ As an extension activity, invite Ss to write their own joke using one of the verbs from Ex. 8a.
Answer Key crawling
9 Focus ➤ Rewriting an extract using vivid/ descriptive vocabulary ñ Select a S to read out the extract to the class. ñ Ask how we can improve the writing (by using more vivid/descriptive adjectives).
ñ Ss complete the task with the help of a dictionary and the ideas from exercises 6 and 7. ñ Ss compare their version of the text with a
partner.
Suggested Answer Key said happily ➝ shouted merrily; exclaimed joyfully; remarked delightedly nice ➝fine; pleasant; lovely; charming walked fast ➝ dashed rapidly; ran speedily; rushed
happy ➝ pleased; joyful; over the moon; delighted busy ➝bustling; crowded; hectic saw ➝glimpsed; spotted; noticed coming ➝being driven; moving; screeching loud noise ➝crash; bang; screech went ➝flew; sailed; soared falling ➝crashing; slamming; dropping
10 Focus ➤ Matching words to form alliterative phrases
ñ Elicit from the class what ‘alliteration’ is and why it is used (the repetition of a sound at the beginning or ending of words in a sentence; it is used to draw out attention to certain words).
ñ Draw Ss’ attention to columns A and B and explain the task.
ñ Ss answer individually and then compare answers with a partner.
Answer Key feel ― free right ― as rain well worth ― the wait live ― and learn jump ― for joy the more ― the merrier 1 jumped for joy
2 Feel free
3 the more the merrier
4 live and learn
5 right as rain
6 well worth the wait
11 Focus ➤ Using similes
ñ Explain to the class once again what a simile is (a comparison between two things using the words ‘like’ or ‘as’).
ñ Draw Ss’ attention to sentences 1-6 and the missing words and explain the task.
ñ Ss answer individually and then compare answers with a partner.
ñ As an extension activity, Ss can create their own
similes. Vote for the best one.
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Answer Key 1 a lark |
3 a sieve |
5 a dog |
|
2 a sheet |
4 a flash |
6 day |
12 Focus ➤ Matching metaphors and their meanings
ñ Explain to the class once again what a metaphor is (an non-literal way of describing something by comparing it to something else which is the same in a particular way). ñ Draw Ss’ attention to sentences 1-6 and the meanings and explain the task. ñ Ss answer individually and then compare answers with a partner.
ñ As an extension activity, Ss can create their own
metaphors. Vote for the best one.
Answer Key
1 extremely upset
2 went quickly and with a lot of noise
3 unhappy expression
4 explain
5 came to my notice
6 unable to move
13 Focus ➤ Joining sentences using participles ñ Read the rubric and the example to the class. ñ Ss complete the task individually and then
compare answers with a partner.
Answer Key
2 Gasping for breath, he tried to tell Annawhat had happened.
3 Annoyed, she got up and left the room.
4 Exhausted, she sank down onto the forestfloor.
5 Shivering with cold, we pulled our coatstighter around us.
6 Glancing down at her watch, she realisedshe was going to be late.
7 Worried about Sylvia, I decided to trycalling her one more time.
14 Focus ➤ Making sentences using hyperbole
ñ Elicit from Ss what hyperbole is (the use of exaggeration).
ñ Draw Ss’ attention to sentences 1-6, the words in bold and the words/phrases above. ñ Ss complete the task individually. ñ Check Ss’ answers around the class.
Answer Key
1 a ton
2 ages
3 snap my head off
4 he was talking to the wall
5 about to burst
6 My heart was in my mouth
15 Focus ➤ Rewriting sentences to express feelings
ñ Read out the rubric and the example to the class. ñ Ss complete the rest of the task individually. ñ Check Ss’ answers.
Answer Key
1 (Jim)’s mouth dropped open
2 (Jane)’s heart sank
3 sighed heavily
4 felt my blood pressure rise
5 shook/was shaking uncontrollably
16 a) Focus ➤ Analysing beginnings and endings of a story
ñ Ss’ books closed, brainstorm ways to (i) start a story and (ii) end a story. Write Ss’ ideas on the board.
ñ Ss’ books open, read through the ways suggested in the theory box.
ñ Write up the title Lost in a Blizzard and explain it is the title of a story.
ñ Draw Ss’ attention to the two suggested beginnings and endings and explain the task. ñ Ss answer individually and then compare ideas in small groups.
ñ Invite groups to feed back to the class.
Answer Key
A is the most interesting beginning because itcreates atmosphere, uses direct speech, expresses someone’s feelings or mood and asks a rhetorical question.
B is the most interesting ending because itdescribes feelings and mood, creates atmosphere/ suspense/mystery and asks rhetorical questions.
b) Focus ➤ Writing a beginning and an ending for a story
ñ Write the title ‘Disaster at Sea’ on the board. Brainstorm ideas for the content of the story as a class.
ñ Explain the task. Allow Ss time to write their answers individually.
ñ Ss exchange work with a partner for evaluation/peer correction.
Suggested Answer Key
Beginning
Why did I listen to Stan? We should never have gone out on that windswept, stormy day. As we got in the boat, the sea roared and raged. Shouting over the howling wind, I cried, ‘Perhaps we should stay on land?’ but Stan carried on preparing the boat, unaware that this day would be his last!
Ending
Waking up on the cold, hard rocks, I looked around for Stan, but he was nowhere to be found. I staggered home to the warm embrace of my worried parents. Stan was never found and to this day, when I look out to sea, I think of my friend and wonder if, somewhere, somehow, he managed to survive that fateful day.
17 a) Focus ➤ Understanding rubrics
ñ In pairs Ss read the rubrics, underline the key words and answer the questions. ñ Elicit answers to the questions in the rubric from various pairs.
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Answer Key A key words: story called ‘Trapped!’ 1 Your teacher. 2 It’s about someone being trappedsomewhere. 3 A young person out exploring. 4 Four paragraphs. Para 1― set the scene; paras 2 and 3 ― develop the story; para 4 ― end the story by describing people’s feelings/the consequences. B key words: short story competition, magazine, end with ‘What a miraculous escape!’ 1 Magazine readers. 2 It’s about someone who escaped disaster.3 A magician. 4 Four paragraphs. Para 1― set the scene; paras 2 and 3 ― develop the story; para 4 ― end the story by describing people’s feelings/the consequences. |
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Suggested Answer Key B A Magical Evening The wind danced leaves around his feet as Tom hurried to catch the opening of the performance. The theatre doors opened welcomingly and he took his seat just in time for the raising of the curtain. ‘The Amazing Andy,’ being the cheapest night out in a city of extremely cheap nights out was not his first choice, but short of cash and tired of TV, Tom needed some form of entertainment. Andy came out on stage to a cool ripple of applause and commenced with a series of childsplay card tricks that Tom had seen one hundred and one times before and better. The best was, thankfully, yet to come. Amazing Andy put on handcuffs and then chains and then ropes and then climbed into a sack after being blindfolded. Raised up over the stage and dropped into a tank full of ferociously ravenous piranhas, Amazing Andy was now in a lot of trouble. The lights were switched off and then immediately on again and to Tom’s amazement, there was Amazing Andy in the seat next to him, helping himself to a generous handful of Tom’s popcorn. ‘Truly you are amazing Andy,’ breathed Tom, ‘What a miraculous escape!’ |
b) Focus ➤ Writing a story
ñ Ask Ss to choose one of the rubrics and to write their stories using the ‘Steps for writing stories.’
ñ Invite Ss to read out stories to the class and
call for feedback.
Suggested Answer Key
A Trapped!
The day dawned full of hope. I was holidaying at my uncle’s farm and today I would go exploring the surrounding area. ‘Don’t worry about me, Uncle,’ I shouted merrily as I walked into the dark forest.
The light and warmth of the sunlight faded as I made my way deeper and deeper into the wood. The trees seemed to lean in and whisper among themselves and before I knew it I had lost my way. Trying to find the path back, I came across a cave and entered for shelter suddenly plunging down a hidden hole just inside the entrance.
I must have blacked out, but for how long I didn’t know. I could see nothing as I tried to peer through the pitch-black darkness. I tried to stand but a pain shot up my leg and I collapsed, helpless on the floor.
After some time lying motionless on the floor, I heard a growling sound that made my hair stand on end. My mind raced as I thought of what was in the cave with me. I felt like a mouse trapped before the cat. What happened next I will never understand as I must have passed out from fear.
The next thing I knew was that I woke up in my bed at my uncle’s farm. A search, headed by my uncle, found me and returned me home safe and sound. I cried tears of joy when I saw my uncle and tried to inquire if there was anything else found in the cave but I could only stutter. My uncle hushed me and said ‘you are one very lucky young lady’. If he only knew the half of it! I thought grinning.
Culture Corner
Objectives
Reading: a letter; a text about Florence Nightingale
Skill ― reading for specific information
Speaking: giving a talk about Florence
Nightingale
Writing:
an article for the school magazine about someone who has helped
improve conditions in your country
1 a) Focus ➤ Introducing the topic (reading for specific information) ñ Focus Ss’ attention on the picture and explain that it is of a famous person ― Florence Nightingale.
ñ Allow Ss time to read the letter and answer the questions.
ñ Confirm the correct answers.
Answer Key
Florence Nightingale was a nurse and she is describing the conditions at the army hospital where she worked.
b) Focus ➤ Reading for specific information ñ Ask Ss the question in the rubric. ñ Allow Ss time to read the text silently. ñ Confirm the correct answer.
Answer Key
She was called ‘The Lady with the Lamp’ because of her habit of checking on the men at night with only lamp to guide her way.
c) Focus ➤ Explaining vocabulary ñ Draw Ss’ attention to the underlined words in the text.
ñ Ss explain their meanings using a dictionary.
Suggested Answer Key unventilated: (room or building) without fresh air unsanitary: dirty and unhealthy filtered: gradually made its way
2 Focus ➤ Practising word derivatives ñ Ss read the text through again and complete the gaps individually. ñ Check Ss’ answers.
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Answer Key 1 meaningless |
6 properly |
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2 Eventually |
7 dedication |
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3 terrible |
8 famous |
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4 overcrowded |
9 influencial |
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5 clothing |
10 consultant |
3 Focus ➤ Preparing and delivering a talk about Florence Nightingale; writing on the topic ñ Play the recording for Ss. Ss read and listen to the text.
ñ Draw Ss’ attention to the headings given. Allow Ss time to make their notes.
ñ In small groups Ss take it in turns to talk about Florence Nightingale.
ñ Ask Ss how important they think Florence Nightingale’s work was. Give Ss exactly three minutes to write on the topic.
ñ Select a few Ss to read their writing to the
class. Follow up with a whole-class discussion.
Answer Key
ñ place/date of birth: Florence, Italy, 1820 ñ early years: became a nurse; volunteered to help in army hospitals; organised the hospitals; helped the soldiers
ñ later years: fame/celebrity; continued working to improve conditions; wrote a book; became a consultant on health issues
ñ achievements: established a school for nursing; raised awareness of conditions in army hospitals ñ date of death: 1910
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Culture Corner
Suggested Answer Key Florence Nightingale’s work improved the standards of medical care. Her passion for her work influenced many around her. Her nursing school and her book, along with consulting on health issues improved conditions in hospital everywhere. etc Focus ➤ Writing an article for the school magazine ñ Arrange Ss in groups. ñ Brainstorm people who have helped improve conditions in your country and write them on the board. ñ Explain the task and allow Ss time to complete their research and their writing. (Allow Ss access to the Internet/the library). ñ Invite groups to present their information to the class.
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Objectives
Reading: a text about the Great Fire of London
Skills ―reading for confirmation
―reading for lexico-grammatical accuracy Speaking: describing a timeline
Writing: a diary entry from
1666 (writing in role)
1 a) Focus ➤ Generating interest in the topic ñ Focus Ss’ attention on the picture and play the recording.
ñ Elicit from Ss information about the Great Fire of London.
Answer Key
The Great Fire of London happened about 350 years ago and destroyed a lot of London.
b) Focus ➤ Reading for confirmation ñ Ss’ books closed, ask the questions in the rubric.
ñ Ss’ books open, read the first paragraph of the text as a class and elicit the answers from the Ss.
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Across the Curriculum – History |
Suggested Answer Key
I think the fire started because of an accident. It spread so quickly because the houses were made of wood.
London burnt quickly because the houses were close together and they were made of wood. It had been a long, hot summer and so it was easy for the fire to spread. The fire started because the king’s baker hadn’t put out the fire in one of the ovens.
2 Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Remind Ss to try each answer provided and select the best option to complete the gaps.
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Answer Key 1 A 3 |
D |
5 |
C |
7 |
C |
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2 B 4 |
C |
6 |
D |
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3 Focus ➤ Expanding vocabulary
ñ Draw Ss’ attention to the words in bold. ñ Ss try to identify the meaning based on the context before using a dictionary. ñ Ss compare answers with a partner.
Suggested Answer Key overcrowded: having too many people bone dry: lacking any liquid/moisture at all putting out: stopping (a fire) spark: small piece of fire that flies off a larger fire embers: still warm remains of a fire that has been put out engulfed: covered completely on fire: burning extinguished: no longer burning column: tall post of stone, usually supporting something commemorating: remembering and honouring 4 Focus ➤ Preparing and describing the timeline of events
ñ Ss re-read the text and make a note of the main events during the Great Fire of London with their dates.
ñ Invite Ss to summarise what happened to the class using their notes.
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Answer Key Saturday, 1st September (evening) Thomas Farynor (baker) forgot to put out the fire in one of his ovens. Sunday, 2nd September (early morning) A spark set fire to the straw on the floor of the bakery. Flames quickly engulfed the house and began to spread. Sunday, 2nd September, (early morning) Mayor was advised to demolish surrounding houses so that the fire would not spread. The mayor did not listen to the advice. Sunday, 2nd September (morning) 300 houses were already on fire and the winds were making the situation worse. Wednesday, 5th September (evening) Winds died down and fire brought under control. Thursday, 6th September Fire totally extinguished. |
(Ss’ own answers)
5 Focus ➤ Writing in role
ñ Ss' eyes closed, ask Ss to imagine that they are in London in 1666 during the time of the Great Fire. Ask Ss to imagine what they saw/heard/ smelled/felt.
ñ Ss note down their ideas and then write their diary entries.
ñ Monitor the activity, encouraging Ss to describe events in as much detail as possible. ñ Invite Ss to read their diary entries to the class.
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Across the Curriculum – History |
Suggested Answer Key
Sunday
I was awoken this morning at around 2 am by my mother. The whole neighbourhood was in a panic because there was a big fire that kept spreading. We had to evacuate our house quickly. There wasn’t time to take any of our belongings ― we left everything behind and just felt glad that we were still alive.
Monday
I woke up and thought it had all been a dream. I couldn’t understand why I was at Auntie Mavis’s house and then I remembered the fire. Everyone was talking about it all day. No-one could believe that it was still going strong.
Tuesday
Mum and Dad are so sad that we won’t be able to go back to our home ― we have lost everything. I saw mum crying earlier and I tried to comfort her. I just want this nightmare to end.
Wednesday
The fire is still going. Auntie Mavis is beginning to worry that the fire might come our way. All we can do is hope and pray that this house will be saved.
Thursday
I am so relieved that the fire has been extinguished. There has been so much damage to the city. London will never be the same again.
1
Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the picture. Elicit what it shows (a busy neighbourhood with people doing jobs, many of which involve polluting water). ñ Brainstorm the different ways in which we pollute water as a class and write Ss’ suggestions up on the board. ñ Ss read the labels and check their ideas.
Answer Key
We pollute the water by: using fertilisers that allow weeds to grow; pouring water with chemical substances into storm drains; allowing oil or anti-freeze to get into the water system; allowing litter to get into rivers, streams and oceans.
2 Focus ➤ Suggesting ways to minimise water pollution; reading for confirmation; practising vocabulary
ñ Allow Ss 3-4 minutes to brainstorm ways in which we can minimise water pollution, working individually.
ñ Ss compare answers with a partner and add any new ideas to their lists.
ñ Play the recording. Ss read and listen to the text and check.
ñ Allow Ss time to explain the meaning of the words in bold. Encourage Ss to use the context to work out the meaning before checking in a dictionary.
Answer Key
ñ Never throw anything that could be toxic down a drain or into soil.
ñ Make sure no litter, grass clippings or leaves are allowed to get washed into storm drains. ñ Reduce excess water runoff.
ñ Try not to use a hose to clean your path or car.
ñ Use products that are not harmful to the environment.
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Suggested Answer Key resource: a useful or valuable possession spells bad news: is dangerous for floats: moves in water restore: to return sth or sb to an earlier good condition drain: pipe that carries water or sewage away from a place grass clippings: small pieces of grass produced when cutting your lawn acquatic creatures: animals that live in water excess water: extra water that is not needed pavement: path at the side of the road which people walk on sweeping: cleaning by using a brush hosepipe: hose that people use to water their gardens or wash their cars fertilisers: substances spread on plants to make them grow well eventually: in the end |
3 Focus ➤ Preparing and delivering a twominute talk about water pollution ñ Explain the task.
ñ Allow Ss time to prepare notes and practice their talks.
ñ Invite individual Ss to give their talks to the class. Provide feedback.
Going Green
Suggested Answer Key
We must look after our most precious resource ― water. Without clean water humans and animals cannot live. The future of our plant depends on us using water effectively ― minimising water pollution and cutting down on the amount of water we use.
Every day humans pollute water, often without realising it. We should think twice before we pour anything down our drains or onto the soil – it could be toxic. Also, we shouldn’t let grass clippings or leaves to get washed into storm drains as this can harm acquatic life. In addition, we should try to reduce the amount of excess water we run off. Try sweeping your garden path rather than using a hosepipe. If we all avoided fertilizers that contain harmful chemicals, the environment would be in a better state. If we take action now, we can minimise water pollution!
4 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrases the quotation and build up a paraphrase on the board. Ss discuss the meaning in pairs or in small groups.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to justify their opinions.
Suggested Answer Key
S1: I agree with the statement. We often don’t appreciate something until we no longer have it. This can be applied to almost everything in life.
S2: Some people think this way but not everyone. There are people who do realise the importance of something and work hard to protect and care for it. Our environment and natural resources are very important and more awareness is being created everyday about how to protect and care for them.
Spotlight on Exams
Reading
Focus ➤ Gap-filling ñ Explain the task. Encourage Ss to try all of the phrases in order to select the best answer. ñ Allow Ss time to complete the task and advise them to read the text again after they have completed the task to check their answers.
ñ Check Ss’ answers.
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Answer Key 1 C 2 B |
3 |
A |
4 |
F |
5 |
E |
6 |
G |
Listening
Focus ➤ Listening for specific information ñ Allow Ss time to read the statements. Tell Ss they will hear a recording and they are to identify whether the statements provided are true, false or not stated.
ñ Play the recording twice; once so that the Ss can answer and a second time so that they can check their answers. ñ Confirm the correct answers.
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Answer Key 1 A 3 |
A |
5 |
A |
7 |
A |
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2 B 4 |
A |
6 |
C |
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TAPESCRIPT
Jim: Megan! You’re still smoking! You said you were going to give up two weeks ago! Don’t you know how bad it is for you? Think of all the illnesses you can get. Megan: I know all that, Jim. I’m not stupid. I’m just finding it really hard to give up.
Jim: Have you tried? I mean really tried? There are so many therapies these days that can help.
Megan: What do you take me for? I’ve tried everything under the sun. Nicotine patches, hypnosis… you name it.
Jim: Well, I suppose I can’t talk. You know I used to smoke, don’t you? Megan: You? No way!
Jim: Uh-huh. I took it up when I was at university and I was under a lot of pressure during exam time. I’m telling you, it was the worst thing I ever did, taking up smoking. I couldn’t play basketball any more without getting out of breath. I kept getting an awful cough. My clothes and hair stank. But I managed to quit a couple of years ago. I haven’t touched a cigarette since.
Megan: So how did you do it?
Jim: Well, like you, I felt I had tried everything. Nothing worked for me. I was really desperate. Then, my girlfriend said she was fed up with me smoking. She told me to give up or she would break up with me!
Megan: Wow! So what on earth did you do?
Jim: Well, I really didn’t want to lose my girlfriend, so I decided to give up smoking however hard it was! In the end, I went to an acupuncturist. There’s one at the health centre in town and he’s really good. I had three sessions and after that, I just didn’t feel the need for a cigarette any more.
Megan: Yuck! I can’t imagine having needles stuck all over my body! I don’t think I could do that.
Jim: Well, if giving up smoking means enough to you, you’ll try it. It was brilliant. It doesn’t hurt. In fact, you hardly feel it at all.
Megan: Is it expensive?
Jim: Well, no if you think of all the money you’ll save by not buying cigarettes…
Megan: You’re right. Have you got the number? I’ll call and make an appointment right away.
Speaking
Giving a two-minute talk on the medical profession
ñ Explain the task and draw Ss’ attention to the bullet points.
ñ Ss make notes under headings.
ñ Select individual Ss to give their talks. Ss listen
and comment.
Suggested Answer Key
Many important people work in the medical profession – ambulance drivers take us safely to the hospital; nurses look after us and make us feel comfortable during our stay. However, undoubtedly, doctors and surgeons have the most important jobs of all. They make important decisions – chose the best treatment and medicines for us – and ultimately, save lives.
There are many advantages of working in such a profession: you get a great sense of satisfaction working with the public. There are also good career prospects and the salary is good too.
However, there are also many disadvantages, such as having to work long and unsociable hours. It is also a highly stressful job as it comes with great responsibility.
Personally, I admire people who go into the medical profession. I wouldn’t be able to do it myself – I cannot stand the sight of blood! In my country there are many hospitals, both state-run and private. Generally, the standard of care offered in them is high – there are many top surgeons in Russia and many members of dedicated staff.
Use of English
Focus ➤ Reading for detailed understanding ñ Allow Ss time to read the text carefully. ñ Encourage Ss to read around the gaps. ñ Elicit answers from around the class.
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Answer Key 1 B 3 |
D |
5 |
A |
7 |
D |
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2 C 4 |
C |
6 |
A |
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Writing
Focus ➤ Writing an opinion essay ñ Read out the statement and the rubric to the class. ñ Ss write their essays using the paragraph plan. ñ Select certain Ss to read their essays to the class.
ñ Collect in Ss’ work for correction/mark allocation.
Spotlight on Exams
Suggested Answer Key
When was the last time you were ill? Did you go to the doctor’s? Did you spend time in hospital? Whenever we use the health system, and we use it a lot, the services we use have to be paid for. The question is, should we pay for them ourselves or should they be free. I strongly believe that vital medical services should be free.
To begin with, not everyone can afford healthcare. There are people so poor that they can barely put enough food on the table without having to pay for extra treatments and expensive medicine. A fair society looks after the underprivileged.
On the other hand, medical services are not cheap and eventually someone has to pay. The number of elderly people is increasing and the extra pressure on hospitals and doctors needs to be funded from somewhere.
To conclude, there is no easy answer to this problem but if we want to consider ourselves as belonging to a society, we need to care for all the community regardless of how much they have in their wallets.
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Progress Check Progress Check 4 and Look at Module 5 should be done in one lesson. |
Answer Key
1 1 bruised 6 internal
2 allergic 7 agonising
3 Miraculously 8 streaming
4 stiff 9 crippled
5 peak 10 rash
2 1 be cleaned 4 was not injured
2 was written 5 will be found
3 is being seen
3 1 will be done
2 had her teeth cleaned
3 has been built
4 said/reported to have died
5 made them go
4 1 into 3 on 5 through
2 ahead 4 away
5 1 from 3 to 5 in
2 of 4 for
6 1 d 2 e 3 a 4 b 5 c
Who are you?
Before you start …
Direct Ss’ attention to the title of the module, Who are you? Explain that in this module they will learn about homes and neighbourhoods as well as homelessness, Feng Shui and green belts.
Look at Module 5
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 95.
T: What can you see in picture 1?
S2: A row of houses.
T: What do you think this section will be about?
S1: Probably about where people live. etc
Pic 2 (p. 86)
What does this picture show? Are there a lot of cars where you live? How do you feel when you get stuck in traffic? What can be done to reduce the number of cars on the road?
Pic 3 (p. 96)
What can you see in the picture? Which country do you think it is? Can you imagine living in such bad conditions?
Pic 4 (p. 84)
Who is this a picture of? What are they doing there? Have you ever seen someone like this? How can we help them?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
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Suggested Answer Key a report (p. 93) (a factual description of an event or a situation) Who is this report to? What is it about? What suggestions are put forward? |
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a quotation (pp. 85, 97)
(a sentence or a phrase taken from a book or someone’s speech repeated by someone else) Who are the quotations by? What does it mean?
a cartoon (p. 94)
(a humerous drawing or series of drawings) What is funny about the cartoon? Do you read cartoons? Which ones?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section seems to be about authors, books and literature extracts. This one (pp. 90-91) is about Thomas Hardy and has an extract from one of his novels, Tess of the d’Urbervilles.
The Culture Corner (p. 95) contains an article about different types of homes in Britain.
The Across the Curriculum section (p. 96) looks at shanty towns – how they develop and what can be done about them.
The Going Green section looks at different green issues. This particular one (p. 97) is about green belts and whether we need them or not.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
5 a Reading Skills
Objectives
Vocabulary: homes and neighbourhoods; adjectives related to feeings Reading: a text about life on the streets
(multiple-choice questions)
Skill ― reading for detailed comprehension Speaking: talking about what life is like as a homeless person; conducting an interview (role play)
Reading
1 Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the person in the picture and ask the class the questions in the rubric. ñ Hold a short class discussion on the topic.
Suggested Answer Key
T: Have you ever seen someone sleeping in a shop doorway, in a train station or on a park bench?
S1: Yes, I have seen many people sleeping in the train station and a few people sleeping in the park.
T: Why do you think these people don’t have a home?
S2: Maybe they don’t have money to pay the rent or maybe they have lost their homes due to a natural disaster.
S3: Maybe they have run away from home. etc
2 Focus ➤ Discussing what life is like as a homeless person ñ Write up the title of the text on the board. ñ Select a S to read out the introduction of the text.
ñ Ask Ss to imagine what like is life for Jasmine.
Suggested Answer Key
A: It must be awful to live like that.
B: She must feel cold and uncomfortable. It is also embarrassing to have to ask passers-by for money.
A: She must be feeling really depressed. etc
3 Focus ➤ Reading for detailed comprehension ñ Remind Ss how to approach multiple-choice questions. (Look at the first part of the question and underline the key words and find the part of the text the question refers to before reading options A-D).
ñ Allow Ss time to read the text carefully and answer the multiple-choice questions. ñ Check answers with the class.
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Answer Key 1 C 2 D |
3 |
B |
4 |
B |
5 |
D |
6 |
B |
Suggested Answer Key foster: official care by the government couches: along seat for two or three people shivering with cold: to be so cold that it causes the person to shake odd night: occasional night cramped: not enough space for the occupants drug addicts: people who is dependant on an illegal drug filthy: very dirty choke: unable to breath make ends meet: to just cover all your
essential living expenses toss: throw posh: expensive dignity: a person’s sense of importance and value vicious circle: a problem or difficult situation that creates new problems which cause the original problem again self-esteem: how a person feels about themselves
4 a) Focus ➤ Using adjectives to describe cities ñ Explain the task.
ñ Allow Ss time to read through the items, filling in the gaps with the adjectives they think are correct. ñ Check Ss’ answers.
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Answer Key 1 industrial |
6 cosmopolitan |
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2 historic |
7 overcrowded |
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3 boom |
8 market |
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4 new 5 capital |
9 shanty |
b) Focus ➤ Composing similar sentences for towns/cities in your country ñ Explain the task.
ñ Allow a time-limit of 5 minutes for Ss to prepare sentences individually. ñ Ss compare ideas with a partner.
Suggested Answer Key
Moscow is the capital city of Russia. St. Petersburg is a historic city with lots of interesting monuments.
Vladivostok is an industrial city with a large port.
Moscow has become very cosmopolitan with lots of new immigrants. etc
Vocabulary
5 Focus ➤ Practising vocabulary ñ Explain the task. ñ Ss complete the sentences using the Word List. ñ Confirm the correct answers.
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Answer Key 1 well-lit |
7 squat |
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2 run-down |
8 office |
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3 fully-furnished |
9 residential |
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4 posh |
10 pedestrianised |
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5 abandoned 6 disused |
11 rough |
Speaking
6 Focus ➤ Choosing the best adjectives to describe Jasmine’s feelings ñ Read through the adjectives with Ss and elicit their meanings. ñ Read out the rubric. Ss discuss in pairs.
Reading Skills 5a
Suggested Answer Key
B: I agree. She doesn’t tell us about any friends. I think she also feels abandoned because no-one helps her.
A: I think you’re right. It seems as if no-one cares about her at all. She probably feels anxious as well, not knowing what’s going to happen to her.
B: I agree. Life on the streets is difficult and dangerous. Maybe she also feels confused too.
A: About her future?
B: Yes, probably. etc
7 Focus ➤ Conducting an interview (speaking in role)
ñ Explain the task. Ss choose roles and work in pairs.
ñ Encourage Ss to plan and practice their interviews before recording.
ñ Play a few recordings to the class to provide
feedback.
Suggested Answer Key
Journalist: How long have you been living on the streets?
Jasmine: For six years now, since I was sixteen. Journalist: Why do you live here?
Jasmine: Many people find it hard to understand why I gave up a home in foster care to make it on my own but I wanted to be independent. Little did I know how hard it would be.
Journalist: Do you regret your actions? Jasmine: Yes, quite often I wish I had stayed on at school and stayed in foster care until I was eighteen. Maybe then I would have a job or would have gone to college. Journalist: What is the worst thing about being homeless?
Jasmine: Feeling cold and lonely. And there’s also the uncertainty, the danger. It is the worst kind of existence, believe me!
Journalist: Is there any way out? Jasmine: I hope and pray that one day soon I’ll get a council flat and will finally have my own place to call home. etc
5a Reading Skills
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Suggested Answer Key I agree with the quote that surviving is not enough and it is important the quality of a person’s life. We should be able to live in some comfort and have the freedom to do things and make choices. It’s also important that we have contact and make relationships with others. |
8 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a paraphrase on the board.
ñ Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.
5 b Listening & Speaking Skills
Objectives
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Answer Key cars/motorbikes parked on the pavements heavy traffic on the roads overcrowded public transport graffiti stray animals lack of parks/trees smells and noise rubbish on the streets |
Vocabulary: neighbourhood problems; idioms related parts of houses
Reading: a dialogue (comprehension questions)
Skill ― reading for specific information Speaking: expressing annoyance; complaining to a neighbour (role play)
Listening: three monologues; a conversation between two neighbours (T/F statements)
Skill ― listening for specific information
2 Focus ➤ Listening for specific information
Vocabulary ñ Explain the task.
1 Focus ➤ Naming problems we have in our ñ Ss listen to the recording and answer neighbourhoods individually.
ñ Check Ss’ answers.
ñ Ss’ books closed, write up the heading
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Answer Key Bob ― the amount of rubbish everywhere; people not using the bins Helen ― overcrowded public transport and lack of parking Peter ― stray dogs |
‘Problems in Neighbourhoods’ on the board. ñ Brainstorm with Ss and write up their ideas. ñ Ss’ books open, allow Ss time to read through the vocabulary items listed in Ex. 1 and check their meanings using the Word List.
ñ Elicit from Ss the problems presented in the pictures.
Listening & Speaking Skills 5b
TAPESCRIPT
Bob: It makes my blood boil when people throw rubbish on the streets. In my area, it’s so messy! Sometimes, it seems as if there’s rubbish everywhere ― on the pavements, in the gutters, even in people’s gardens. I mean, why can’t people just put their rubbish in a bin – there are plenty around! It’s a disgrace!
Helen: It really gets on my nerves that public transport is so crowded in my city. It’s impossible to drive into the city now, because there’s nowhere to park, so basically everyone goes to work or school by bus. I guess that’s good for the environment, but there should be more buses at peak times or they should build an underground train system or something. It’s just so horrible standing up all the way to school and sometimes I can’t even get onto the bus in the first place. I just can’t put up with it anymore.
Peter: It really annoys me that there are so many stray dogs in the streets in my town. Apart from the fact that I feel very sorry for the poor animals that are left out on the street, it’s a public health problem! Just the other week, a child was bitten by a stray dog! I mean, surely it’s not difficult for the council to have the animals picked up by an animal protection agency? It’s a disgrace!
3 Focus ➤ Learning idioms ñ Read out the rubric and allow Ss time to complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the idioms mean. Elicit from Ss whether there are similar expressions in their language.
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Answer Key 1 roof 2 sink |
3 path |
4 drain |
Everyday English
4 a) Focus ➤ Listening for phrases to express annoyance
Play the recording from Ex. 2 again. Ss listen and note down the phrases used to express annoyance.
Answer Key
Bob It makes my blood boil; It’s a disgrace!
Helen It really gets on my nerves; I just can’t put up with it anymore
Peter It really annoys me; It’s a disgrace!
b) Focus ➤ Using phrases to express
annoyance
ñ Draw Ss’ attention to situations 1-5 and select a pair of Ss to read out the example exchange.
ñ Ss complete the task in pairs. Monitor the activity.
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Suggested Answer Key 2 A: It drives me crazy when people let their dogs foul on the pavement outside my house. B: Yes, it drives me crazy too. Why can’t they scoop it up? 3 A: It’s a disgrace the stink that comes from all that rubbish. B: Yes, it’s awful. Why can’t they clean the streets more regularly? 4 A: It makes my blood boil when people ask me to buy pirate CDs and DVDs. B: It doesn’t really bother me. 5 A: It really annoys me when they allow too many people to board the bus. B: Yes, it gets on my nerves too. |
Reading
5 a) Focus ➤ Predicting the content of a
dialogue; listening/reading for confirmation ñ Select a pair of Ss to read out the first two exchanges of the dialogue to the class. ñ Elicit where the conversation takes place and what Bob wants.
ñ Ss read and listen to the dialogue to check their answers.
5b Listening & Speaking Skills
Answer Key
The conversation takes place in the neighbourhood. Bob wants his neighbour to do something to stop his rubbish smelling so much.
b) Focus ➤ Reading for specific information ñ Allow Ss time to read the dialogue again and answer the questions.
ñ Ss check their answers and then compare with a partner.
ñ Confirm the correct answers.
Answer Key
1 his neighbour’s smelly rubbish bin
2 Tom is annoyed
3 putting the rubbish in a bag first
4 he is concerned about the cost of bin bags5 he talks about the potential health risks
Speaking
6 Focus ➤ Acting out a dialogue ñ Set up pairs and explain the task. Review the phrases from Ex. 4.
ñ Ss practise their dialogues, using the dialogue in Ex. 5 as a model.
ñ Invite a few pairs to act out their dialogues to
the class.
Suggested Answer Key
A: Can I have a word with you for a minute, please?
B: Sure. What is it?
A: Well, it’s about your dog actually.
B: What’s the problem?
A: Well, I’m sorry to say this, but it is keeping me awake at night and I just can’t put up with it any more.
B: But he’s a dog. Of course he sometimes barks!
A: You could let him sleep inside the house. That’s what I’d do.
B: But he would make a mess and I would have to spend all my time cleaning!
A: Yes. I appreciate that, but the barking is so annoying. It really gets on my nerves.
B: I see. Sorry about that.
A: Also, my young son is having difficulty sleeping and has been very tired during the day.
B: In that case, maybe I should take the dog in at night. A: Thanks.
Listening
7 Focus ➤ Listening for specific information ― answering multiple-choice questions ñ Explain to Ss that they are going to hear a conversation between two neighbours. ñ Allow Ss some time to read through the questions before playing the recording.
ñ Play the recording twice if necessary for Ss to choose their answers. ñ Check answers with the class.
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Answer Key 1 B 3 |
C |
5 |
C |
7 |
B |
|
2 A 4 |
B |
6 |
A |
|
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TAPESCRIPT
A: Hi. I saw you moving in. Welcome to the neighbourhood. I’m Jack Brown from next door.
B: Thank you. I’m Jane Russell. Nice to meet you.
A: Nice to meet you too. How are you settling in?
B: Well, I’ve still got a lot of unpacking to do but I must go to the supermarket. Is there one nearby?
A: Yes, There’s Morrisons on the main road. I can give you a lift there if you like?
B: That’s kind of you, but I have my own car thanks. I just couldn’t find anywhere to park near here.
A: Yes, that can be a problem, but there are usually a few spaces on the street behind this one or you could buy a parking permit from the local council then you can park in those spaces over the road.
B: Oh! That sounds like a good idea. Is a permit expensive?
A: It’s about £180 a year. But if you work it out it’s only about 50p a day.
B: I see. Well, it doesn’t sound so bad when you put it like that. I think I’ll get one.
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Listening & Speaking Skills 5b |
A: I think it’s a good idea.
B: Well, are the other neighbours as nice as you?
A: Ha ha. Hmm. Well, the Smiths live on the other side and they are a nice family although their dog sometimes barks at night. Then, the Greens live over the road. They’re a pleasant bunch and everyone else is nice enough.
B: That sounds great. I think I’m going to like living here.
A: I hope so. Well, I’ll go now but if you need anything remember I’m just next door.
B: Thanks see you.
Say it right
8 a) Focus ➤ Matching interjections to statements
ñ Read through the exclamations and invite Ss to repeat them chorally, paying close attention to intonation and expression. Elicit from Ss when we would be likely to use them. ñ Ss complete the matching activity individually. ñ Play the recording. Ss listen and check their answers.
b) Focus ➤ Completing exchanges ñ Explain the task. Ss answer individually. ñ In pairs Ss read out the exchanges.
ñ Invite a few pairs to read out the exchanges to the class.
ñ As an extension activity, Ss may compose their
own exchanges using the exclamations.
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Answer Key 1 Yuk 3 |
Er … |
5 |
Oh! |
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2 Phew! 4 |
Oi! |
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9 Focus ➤ Revising the lesson
ñ Direct Ss to close their books and try to recall ten words or phrases that they learnt in the lesson.
ñ Ss use them in sentences and then share their
sentences with a partner.
ñ Draw Ss’ attention to the verbs in bold. Elicit what kind of verbs they are (modal verbs). Explain that these verbs are used to express possibility, intention, obligation and necessity. |
(Ss’ own answers)
5c Grammar in Use
2 Focus ➤ Completing sentences using the correct modal verb
ñ Draw Ss’ attention to the pairs of modals and explain that they can be used to complete the sentences. ñ Ss complete the task individually.
ñ Check Ss’ answers and clarify any points of difficulty.
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Answer Key 1 must/have to |
7 will/should |
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2 mustn’t/can’t |
8 can’t |
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3 don’t have to/needn’t |
9 can/may |
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4 Can/Shall |
10 could/might |
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5 can/could |
11 can/may |
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6 Can/would |
12 should/ought to |
3 Focus ➤ Rewriting sentences using modal verbs ñ Explain the task and read out the example. ñ Ss complete the task individually. ñ Ss compare answers with a partner.
Answer Key
2 You mustn’t tell anyone.
3 You shouldn’t go out on your own.
4 You mustn’t turn right here.
5 Pete may/might not come to the party.6 He may/might/could be going to Greece in August.
7 You shouldn’t have gone out. The weatherwas awful.
8 Steve may/might not have been invited.
9 You should join a gym.
10 You mustn’t/can’t ride a motorbikewithout a crash helmet.
4 Focus ➤ Describing situations using modal verbs ñ Explain the task and read out the example.
ñ Ss complete the task individually. ñ Ss compare answers with a partner.
Suggested Answer Key
2 I could run around for hours without gettingtired.
3 I can’t run without getting tired.
4 Everyone should watch less TV.
5 We needn’t go to school on Saturday.
6 I may/might go to the cinema tomorrow.
5 Focus ➤ Rewriting sentences using didn’t need to/have to ñ Read the theory box as a class.
ñ Explain the task and select a pair of Ss to read out the example.
ñ Ss complete the task individually and then
compare answers with a partner.
Answer Key
2 Mike didn’t need to/have to catch the busthis morning.
3 We needn’t have bought more food.
4 They didn’t need to/have to buy anytomatoes.
5 Angie needn’t have cooked last night.
6 a) Focus ➤ Understanding logical deductions ñ Read out sentence 1 to the class and explain/ elicit what it means in the Ss’ L1. Repeat for sentences 2-6.
ñ Ss write out the translations in their exercise books. As an extension activity, Ss can compose their own sentences for the class to translate. (Answers in Ss’ L1)
b) Focus ➤ Rewriting sentences using must/ can’t/ might/may/could ñ Read out the rubric and select a pair of Ss to read out the example to the class.
ñ Allow time for Ss to write answers to items 2-6 individually. ñ Check answers around the class.
Answer Key
2 James must be telling the truth.
3 She might/may/could have forgotten aboutthe party.
4 Kevin can’t have left yet.
5 Mrs Brown must have made these biscuits.6 Adam can’t be cheating again.
c) Focus ➤ Making assumptions about pictures
ñ Focus Ss’ attention on the first picture and read out the assumption given as an example.
ñ Allow Ss exactly 2 minutes to think of as many other assumptions as they can. ñ The S with the most answers feeds back to the class. ñ Repeat the same procedure for the second picture.
Suggested Answer Key
Picture 1 She must have fallen over.
She might have sprained her ankle.
She may need to go to hospital.
She might be in a lot of pain.
She could have been on her way home. etc
Picture 2
He must be feeling nervous.
He might be sitting an exam.
He could be waiting for the results of some tests.
He must be a business man.
He can’t be feeling very relaxed. etc
7 Focus ➤ Rewriting sentences using be supposed to/be to
ñ Read the theory box with Ss and explain the task.
ñ Ss answer individually and then compare answers with a partner.
Answer Key
1 I’m supposed to pick up Sue from school.2 Mark was supposed to call me yesterday.
Grammar in Use 5c
3 I’m to finish my report by tomorrow.
4 I’m supposed to continue the medicine for aweek.
5 I’m to clean my room today.
8 Focus ➤ Practising dependent prepositions
ñ Explain the task. Tell Ss to try each preposition in the gap until they find the one that makes most sense and then check in Appendix 1.
ñ Allow Ss to complete the task. ñ Select individual Ss to read out the sentences.
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Answer Key 1 of |
3 in |
5 at |
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2 beyond |
4 of |
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9 Focus ➤ Practising phrasal verbs (do) ñ Explain that each sentence can be completed with a phrasal verb. ñ Ss complete the task individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension ask Ss to draw a picture for one of the phrasal verbs.
ñ Ss hold up their pictures and the class tries to
identify the phrasal verb.
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Answer Key 1 in 2 without |
3 up |
4 up |
10 Focus ➤ Transforming sentences
ñ Explain the task, reminding Ss that they can use up to five words to complete each sentence. ñ Ss complete the task individually and then compare answers with a partner. ñ Check answers with the class.
Answer Key
1 don’t have to come
2 didn’t need to
3 must have left
4 can’t have stolen
5 should have arrived
1 Focus ➤ Introducing the writer and his works ñ Introduce the name Thomas Hardy to Ss and ask them what they know about him and his works. ñ Ss read the biography to check whether their
information is correct.
Answer Key
Hardy wrote ‘The Return of the Native’, ‘The Mayor of Casterbridge’, ‘The Woodlanders’ and ‘Far from the Madding Crowd’.
2 Focus ➤ Describing a house
ñ Focus Ss’ attention on the picture and check Ss’ understanding of the vocabulary items given. ñ Elicit from Ss the words which best describe the house.
ñ Invite Ss to suggest how this house is related to Tess of the d’Urbervilles.
ñ Ss read through the text to find out.
Answer Key red in colour, stables, huge lawn, pine trees, evergreen oaks
The house belongs to her relatives.
3 Focus ➤ Gap-filling
ñ Ask Ss to look at the eight sentences provided (A-H). Read them and explain that seven of these sentences have been left out of the text and must be put back into their correct position.
ñ Ss read the entire text again and replace the missing sentences. Ask Ss to read the text one more time to ensure the sentences have been replaced in the correct positions.
ñ Check Ss’ answers, asking which words helped
them decide.
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Answer Key 1 C 3 |
H |
5 |
A |
7 |
B |
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2 E 4 |
F |
6 |
D |
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4 Focus ➤ Matching definitions; developing vocabulary
ñ Focus Ss’ attention on the definitions and ask them to match them to the underlined words and phrases in the text. ñ Ask individual Ss to share their answers to correct with the class. ñ Direct Ss to use a dictionary to explain the
meaning of the words in bold.
Answer Key throw upon her young shoulders ― force on a young person by hook or by crook ― in any way whatsoever crimson ― red in full view ― where everyone can see something emerald ― green dignified ― elegant fallen in ― agreed with
Suggested Answer Key fate: sth believed to control events leading to a fixed outcome burdens: unpleasant responsibilities/worries pastures: fields of grass for animals to eat grumbling: complaining troublesome: causing problems tended: looked after estate: important house and connected land thriving: doing well ornamental: for decoration only descendant: related
5 Focus ➤ Matching definitions ñ Explain the task.
ñ Ss complete the matching activity individually and then check their answers using a dictionary. ñ Instruct to read through the text one more time to find the buildings mentioned. ñ Check answers with the class.
Answer Key
1 b 3 f 5 a 7 e 2 d 4 c 6 h 8 g
Manor, lodge, greenhouse and stables are mentioned in the text.
6 Focus ➤ Presenting a modern version of the story ñ Arrange Ss in groups and read out the rubric. ñ Play the recording. Ss read and listen to the text again. ñ Allow Ss time to prepare their presentation. ñ Groups present their versions of the story to the
class.
Suggested Answer Key
Ellie was excited at the thought of studying in Paris at the famous Sorbonne University. At the same time, she felt anxious about going to stay with a distant aunt she had never met or even heard of until recently. ‘There really is no other option if you want to study in an expensive city like Paris, as we can barely afford the tuition let alone the cost of food and a flat’ she reviewed her mother’s words of wisdom in her head as she sat in the taxi glancing out at the Paris street life.
Aunt Celia was a very distant cousin of her mother’s. Growing up in the village of Bandol in the south of France, Ellie had never heard much about her mother’s family as they were all back in Marseille or elsewhere in France. Her mother had married her father and moved with him to her village, where her father had found a job as a tax auditor and her mother eventually began teaching at the local school. Ellie and her brother had lived all their lives in Bandol and neither of them had ever been much further then Marseille.
Literature 5d
The taxi turned onto the Champs d’Elysee and past all the designer shops and stylish cafes. Aunt Celia’s penthouse flat was located just off the Champs d’Elysse in an elegant neighbourhood called the 8 eme. Manicured lawns and perfect gardens lined the large boulevard where her aunt lived, a far throw from the provincial little town Ellie came from. The taxi slowed and pulled off to the side in front of a grand crimson brick residence. The door to the taxi was swung open by rather a well-dressed doorman, who greeted her with a snobbish air. ‘Madame Goutard is expecting you’ he announced. The doorman paid the taxi driver, retrieved her one suitcase and proceeded up the granite stone path to the elaborate stain-glass and rot- iron entrance. Ellie followed him uncomfortably. Inside the lobby of the building Ellie was taken back by the bleach white marble that seemed to cover everything except the massive gold gilded mirrors that towered over her on each of the walls. As they entered the elevator and the doorman pressed the button for the penthouse, Ellie admitted to herself the Madame Goutard and her obviously affluent world was beyond anything Ellie has ever experienced or even could have imagined. etc
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Answer Key 1 Introduction |
4 General Environment |
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2 Housing 3 Facilities |
5 Conclusion |
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which are from a report. Ask Ss to say which words helped them to decide. |
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ñ Allow Ss time to read the theory box and check. ñ Ss’ books closed, Ss tell a partner all they can about writing reports. |
b) Focus ➤ Understanding the structure of a report ñ Read out the questions in the rubric and elicit answers from the class. |
3 a) Focus ➤ Matching headings to
paragraphs ñ Allow Ss time to read the report to understand the gist.
ñ Ss match the paragraphs with the headings. ñ Ask Ss to give reasons for their choices. ñ Check Ss’ answers.
ñ Select three Ss to read extracts A-C and elicit
Answer Key ñ Confirm the correct answers.
C is from a report because it is written in
formal style with appropriate subheadings. Answer Key
A is from a leaflet advertising a clean-up say what information the report contains:
campaign. Subject (Suggested improvements to the area)
B is from a formal letter giving suggestions/ make suggestions/recommendations: paras 2,3,4
recommendations. (Housing, Facilities, General Environment)
say who will read the report: To (Ron Taylor, Mayor of Newtown)
2 Focus ➤ Understanding a rubric
say what the purpose of the report is: para 1
ñ Read out the rubric and explain the task. (Introduction) ñ Ss find the key words and answer the questions summarise the main parts of the report: para in pairs. 5 (Conclusion)
ñ Check Ss’ answers. offer a personal opinion: para 5 (I feel ...)
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Answer Key key words: local council, large sum of money, improve your area, encourage more young professionals and families, asked the headmaster, reports, making suggestions 1 The headmaster of the school and the localcouncil. 2 c. 3 Introduction, Housing, General Environment,Conclusion, Facilities. |
say who wrote the report: From (Samantha Murray)
4 a) Focus ➤ Suggesting alternative linking words/phrases
ñ Ss’ books closed, brainstorm linking words and phrases with the class and write them on the board.
ñ Ss’ books open, read the table with Ss.
ñ Allow Ss time to reread the report and find examples of linking words and phrases as well as to suggest alternatives.
ñ Conduct class feedback.
Answer Key
Therefore ― For this reason/In this way
Firstly ― To begin with/In the first place etc
Secondly ― Also/Furthermore
In addition ― Moreover/Also
Doing this would ... ― This would mean ... /As a result...
In particular ― particularly/especially Another suggestion would be to ... ― It would be a good idea to ...
All in all _ To summarise/To sum up/To conclude
I feel ― I (would) (strongly) suggest/ recommend/It would be a good idea to ... etc
b) Focus ➤ Choosing appropriate linking words/phrases ñ Explain the task. ñ Allow Ss time to answer individually. ñ Ss compare answers with a partner.
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Answer Key 1 Although/While/Despite the fact that;Therefore/For this reason 2 I (would) (strongly) suggest/recommend; sothat 3 Firstly/To begin with/In the first place; Secondly/Also/Furthermore 4 especially/in particular/particularly 5 Another suggestion would be to/It would bea good idea to; By doing this, we could/ Doing this would/In this way, we would |
5 Focus ➤ Rewriting sentences using more formal style
ñ Explain the task and select a pair of Ss to read out the example. ñ Allow Ss time to complete the task individually. ñ Invite individual Ss to share their answers with
the class. Provide feedback.
Suggested Answer Key
2 Doing this would make the place more appealing to students.
3 The purpose of this report is to suggest improvements to the school entrance hall.
Writing Skills 5e
4 The flats are uninhabited and (therefore) should be demolished.
5 Finally, I would strongly suggest that language classes be held at the community centre.
6 The library would attract more residents ifit had a larger collection of books.
6 Focus ➤ Understanding a report; rewriting a report
ñ Read out the rubric to the class and allow Ss time to underline the key words. ñ Check key words with the class.
ñ Select a S to read the student’s answer to the class. Explain/Elicit what it wrong with it (information missing; language too informal; some information inappropriate; points not developed/explained; missing or inappropriate headings; lack of linking words/phrases). ñ Allow Ss time to rewrite the report.
ñ Ss give their writing to a partner for peer
correction.
Answer Key key words: the warden of your local park, report, making some suggestions, how the appearance of the park can be improved
Suggested Answer Key
To: Mike Stephens, Shipton Park Warden
From: Stephen Grimes, Assistant Park Warden Subject: Suggestions for improving Shipton Park Date: 5th January
Introduction
The aim of this report is to suggest ways of improving Shipton Park to make the park more attractive and popular.
Appearance
The park is in need of more plants, flowers and trees. Therefore, I suggest that more gardeners be employed by the council. In this way, the park would look better for visitors. Also, there is a lot of litter in the park. I strongly recommend an increased number of litter bins and fines for visitors who litter the park.
5e Writing Skills
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Answer Key B key words: local community centre, director, make the centre more popular, report making some suggestions, 120-180 words who each report will be to/from: to the director of the local community centre/from an evening class student what the purpose of each will be: making recommendations to make the centre more popular with young people what style you will write in: formal what possible headings you might include: Introduction/Activities/Facilities/General Environment/Conclusion how you could begin/end each report: The purpose of this report is to suggest ways to make the local community centre more popular with young people; To conclude, if the local community centre adopts these suggestions, it will undoubtedly find itself more popular with young people. |
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Answer Key A key words: warden of the flats, university, make them safer/more pleasant, report making recommendations, 120-180 words who each report will be to/from: to the warden of the flats/from a resident student what the purpose of each will be: making recommendations to make the flats safer and more pleasant to live in what style you will write in: formal what possible headings you might include: Introduction/Security/Facilities/General Environment/Conclusion how you could begin/end each report:The aim of this report is to suggest ways to make the university accommodation a safer and more pleasant place to live; If these recommendations are implemented, I believe the university accommodation will become a better environment for the students who live there. |
Facilities
To begin with, I feel the park’s facilities could be improved. At the moment, there is no children’s playground, so one should be built. In addition, a cafeteria could be opened and a small football pitch constructed.
Conclusion
To sum up, I believe that these recommendations would improve the park immensely and encourage more people to use it.
7 Focus ➤ Understanding rubrics ñ Ss work in pairs and study the rubrics, first underlining the key words and then answering the questions.
ñ Invite pairs to share their answers with the class. Confirm the correct answers.
8 a) Focus ➤ Practising vocabulary ñ Explain the task. ñ Ss answer individually and then compare with a partner.
Suggested Answer Key
6 Repave the path outside the front door andplant flowers and trees.
7 Install security lights for the car park atnight.
b) Focus ➤ Brainstorming ideas for a report; writing a report
ñ Ss brainstorm ideas for rubric B and then choose which report to write.
ñ Allow time for Ss to write their reports. ñ Ss exchange work with a partner and edit.
Writing Skills 5e
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Suggested Answer Key 1 Introduce new activities that will appeal toyoung people e.g. skateboarding, competition video-gaming. 2 Invite specialists to give talks on youthfocused topics e.g. extreme sports 3 Improve toilets and introduce a snack shopselling healthy alternatives to junk food. 4 Repaint, refurnish and rebuild anythingthat needs improvement. 5 Build football pitch at the back of thecommunity centre. 6 Start a publicity campaign informing young people about the community centre. 7 Have a community ‘Gardening day’ to helpimprove the area in front of the centre. A To: William Porter, Warden of University Accommodation From: Sarah Walsh, Resident Subject: Making the flats safer and more pleasant Date: 14th January Introduction The aim of this report is to suggest ways to make the university accommodation a safer and more pleasant place to live. Security To begin with, security doors with intercoms and burglar alarms could be installed. Also, security lights could be fitted for the car park. By doing this, the outside area of the flats would be much safer. Facilities Firstly, new furniture would make the communal areas more welcoming. In this way, students would spend more time together. In addition, the exterior of the building should be repainted, making it a much more attractive building. General Environment In the first place, the path outside the front door needs to be repaved. Also, flowers and trees should be planted. If this is done, visitors will be more impressed by the general area. |
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Conclusion If these recommendations are implemented, I strongly believe that the university accommodation will be a better environment for all the students who live there. B To: Jack Jackson, Director, Offerton Community Centre From: Charles Prussman, Evening Class Student Subject: Making the centre more popular with young people Date: 13th October Introduction The purpose of this report is to suggest ways to make Offerton Community Centre more popular with young people. Activities Firstly, new activities that will appeal specifically to youngsters should be introduced e.g. skateboarding, competition video-gaming. Furthermore, specialists can be invited to give talks about youth focused topics. In this way, the centre will have a range of activities appealing to all age groups. Facilities To start with, the toilets need improving and a ‘healthy option’ snack shop could be opened. Moreover, the entire centre needs to be repainted. In this way, the physical appearance of the centre would be vastly improved. General Environment To begin with, a football pitch could be built at the back of the centre. Also, a ‘’Gardening day’ could be held in which the community helps to improve the gardens at the centre. Conclusion To conclude, if Offerton Community centre adopts these suggestions, it will undoubtedly find itself more popular with young people. |
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Culture Corner
Objectives
Reading: an article about British homes (text completion)
Skill
― reading for lexico-grammatical accuracy Speaking: a two-minute talk
about British houses
Writing: a short article about homes in your country
1 Focus ➤ Introducing the topic; predicting the content of texts
ñ Write up the heading ‘British Houses’ on the board. Elicit from Ss what they know about the topic and write Ss’ ideas on the board.
ñ Instruct Ss to write three things they would like to know in the form of questions.
ñ Ss read to check whether their questions are
answered in the texts.
Suggested Answer Key
I know that British houses often have fitted carpets. They often have a small garden.
1 Do all British houses have gardens?
2 How many rooms are there in a Britishhouse?
3 Do British houses have fireplaces?
2 a) Focus ➤ Reading for lexico-grammatical structure ― gap-filling ñ Explain the task. Ss complete the task. ñ Play the recording. Ss listen and check their
answers.
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Answer Key 1 lucky |
5 recently |
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2 various |
6 professionals |
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3 were built |
7 usually |
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4 Industrial |
8 Retired |
b) Focus ➤ Defining vocabulary
ñ Explain the task.
ñ Ss explain the words in bold by giving a synonym, example or explanation.
ñ Encourage Ss to try to guess the meanings of the words from their context before checking in their dictionaries. ñ Review answers with the class.
Suggested Answer Key properties: buildings and connected land exteriors: outside parts slate roofs: house coverings made from thin slices of dark, grey rock stained glass: coloured glass arranged in a pattern railings: fence made of thin metal posts estates: large number of houses designed and built close together at the same time
3 Focus ➤ Preparing and delivering a twominute talk about British houses ñ Explain the task.
ñ Reinforce with Ss they are to use all the headings provided and can use information provided in the text to prepare their notes. ñ Invite individual Ss to give their talk to the
class.
Suggested Answer Key
British people live in a variety of different types of houses. There are detached and semidetached houses, terraced houses, flats, council houses and bungalows. Many people live in detached and semi-detached houses in the suburbs or in villages. British people who live in or near town centres, on the other hand, tend to live in terraced houses. These houses are built in rows and are often close together and have few rooms. Many houses in British inner-city areas are blocks of flats. Some of these are homes to the wealthy; others are cheap council flats. British pensioners often live in bungalows in the suburbs or in villages. These are homes which have no stairs.
4 Focus ➤ Writing a short article about homes in your country ñ Explain the task.
ñ Brainstorm types of houses found in your country and write them on the board.
ñ Draw Ss’ attention to the prompts provided and instruct Ss to make notes under these headings. ñ Allow Ss time to complete the task or assign as HW.
ñ Ask various Ss to present their articles to the
class.
Suggested Answer Key
Most Russian cities are very crowded and congested so houses are often small and in apartment type structures.
Pre-revolutionary buildings were built before the 1917 revolution and are low -rise buildings usually situated in the city centres. They are examples of fine architecture with beautiful facades and grand antique entrances. They consist of one to two spacious apartments per floor. Each apartment has high-ceiling and large windows. They are usually the residences of wealthy Russians.
Block buildings on the other hand, are 12-30 story buildings built in the 1970-80s to help with housing shortages in the inner cities. The
Culture Corner
apartments are small with plain décor. These apartments are low cost and mostly families live in them.
Residential complexes are the newest type of housing to Russia and considered the most luxurious. These large apartments are found in high-level security complexes. The complexes also provide modern facilities such as pools, garages, parks and sometimes even gyms. They are high cost houses in Russia and often occupied by foreigners.
In rural areas and villages, the most popular homes are the traditional two-roomed farmhouses that farmers and their families live in. One room is usually for the family and the other room on the other side of the house is for the animals.
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Across the Curriculum – Geography |
There is definitely a variety of houses in Russia that caters to the different lifestyles and people that live in them. etc
Objectives
Reading: a factfile about shanty towns
Skills
―reading for detailed understanding ―reading for specific
information Writing/Speaking: a proposal about how to improve conditions in a shanty town
1 Focus ➤ Generating interest in the topic ñ Focus Ss’ attention on the picture. Elicit from Ss what it shows (a shanty town).
ñ Read through the words in turn and elicit how they may be related to the topic. ñ Ss read the text and check.
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Suggested Answer Key A shanty town is a slum. It is an overcrowded community where there is poor quality housing and little or no access to basic services. |
2 a) Focus ➤ Reading for detailed understanding
(gap-filling)
ñ Allow Ss time to read the text again carefully. ñ Encourage Ss to read around the gaps. ñ Play the recording. Ss listen and check their
answers.
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Answer Key 1 B 3 |
A |
5 |
D |
7 |
A |
|
2 C 4 |
C |
6 |
C |
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b) Focus ➤ Defining words and phrases
ñ Ss try to guess the meaning of the words and phrases in bold from the context before checking in their dictionaries.
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Across the Curriculum – Geography |
ñ Ss explain the vocabulary using their dictionaries by giving synonyms, explanations, antonyms or examples.
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Suggested Answer Key worthless: having no value poverty: state of being extremely poor conflict: fighting, battle or war prospect: possibility vast: extremely big decent: at an acceptable level affordable: inexpensive Malnutrition: physical condition caused by poor eating habits/lack of food sanitation: system from taking dirty/waste water away from buildings to improve public health loans: sums of borrowed money which must be paid back permanent: lasting forever |
3 Focus ➤ Reading for specific information ñ Allow Ss time to reread the text. Ss answer the questions.
ñ Select individual Ss to present their answers to
the class.
Answer Key
ñ Shanty towns start because governments in the developing world cannot cope with the large numbers of people who move to the cities from the countryside.
ñ People living in shanty towns face terrible conditions (overcrowding, lack of clean water/sanitation); unemployment; poverty; malnutrition; child labour, crime and violence.
ñ Charities can offer residents loans so that they can start up businesses and earn a decent living; Governments can provide these areas with electricity, water and other amenities; communities can work together to find solutions to their problems.
4 Focus ➤ Preparing and presenting a proposal ñ Arrange Ss in groups and explain the task. ñ Ss prepare their proposals using the prompts and the information given in the text.
ñ Invite groups to present their proposals to the
class. Vote for the most successful proposal.
Suggested Answer Key
Conditions in our shanty town are terrible. We live overcrowded, with no proper sanitation and we face crime and violence everyday. As the city council it is your responsibility to improve and build up the infrastructure of our community.
First of all, proper sanitation and clean water facilities must be built to provide for the entire community. In addition, housing needs drastic improving with proper apartments built and roads constructed. To prevent crime and violence, streets and public area need to be well-light and proper police protection services need to be provided.
Furthermore services need to be provided, such as a community centre for youths that offers activities for them, so they don’t turn to street life and gangs. An employment and job training centre is a valuable service that would help in solving the high levels of unemployment we suffer as a community. Finally small business loan and development programs would be highly effective at creating businesses in our community and decreasing poverty at the same time.
Our community is made up of good people that have the right to safe and clean living conditions. We believe these suggestions if implemented will achieve this goal.
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Going Green Objectives |
Reading: a web page
(comprehension questions)
Skill ― reading for specific information
Speaking: class debate on Green Belts
1 Focus ➤ Introducing the topic ñ Focus Ss’ attention on the picture on the web page. Elicit from Ss what a Green Belt is. ñ Ss listen to the recording and read to confirm
the correct answer.
Answer Key
A Green Belt is a zone of land around urban areas where all housing and other development is forbidden or severely restricted.
2 Focus ➤ Reading for specific information; expressing personal opinion ñ Allow Ss time to reread the text and answer the questions individually.
ñ Select individual Ss to present their answers to the class.
ñ Conduct a class poll, asking Ss to raise their hands in order to agree with either Suzy’s or Tim’s viewpoint. Invite individual Ss to explain why they agree with him/her.
Answer Key that the country needs more of something: Tim (England has a huge housing shortage) the relationship between Green Belts and conservation: Both (that is not why Green Belts were created: Tim; these spaces provide habitats for wildlife – Suzy) that some areas of Green Belts are ugly: Tom (some Green Belt land is very unattractive) the effect that Green belts have on pollution levels: Both (produces a lot of polluting CO2 ― Tim; trees and plants in these open spaces clean city pollution from the air ― Suzy) Suggested Answer Key
I agree most with Suzy because it is important to have green, open spaces. Too much concrete is ugly and unnatural. We also need to make sure that wildlife has a home.
3 Focus ➤ Matching words and meanings; defining vocabulary
ñ Direct Ss’ attention to the highlighted words in the text. ñ Allow Ss time to match the words with their meanings.
ñ Ss use their dictionaries to explain the words in
bold.
Answer Key alarmed ― afraid/anxious restricted ― limited to make way ― to create space derelict ― unused and in a bad state oppose ― disagree with/fight against shortage ― inadequate amount beyond ― on the other side of
Suggested Answer Key established: brought into existence spreading out: taking up space stretched: extended over a distance swallowing it up: making a smaller sth part of a bigger sth surrounded by: all the way around urban: of a city/town under threat: faced with possible harm enriched: made better recreations: activities done for enjoyment when not working forced out: made to leave We should: it is our obligation to commuters: people who travel between home and work every day traffic congestion: lack of movement on the roads due to too many cars nature reserves: areas where animals are protected from humans
Going Green
4 Focus ➤ Preparing and holding a class debate on Green Belts
ñ Divide the class into two groups, one for and one against Green Belts. Explain that an academic debate will follow and Ss may hold an opposite viewpoint but still argue successfully.
ñ Allow a set time for Ss to prepare their arguments, using the text as necessary. ñ Hold a class debate, inviting individual Ss from
both sides to present their arguments.
Suggested Answer Key
Group 1― Arguments for Green Belts ñ Green belts beatify the overall look of the country and prevent unnecessary urban sprawl.
ñ Provide green open spaces with fresh air to take a break from the city and enjoy the outdoors. ñ They are home to much wildlife.
ñ Their trees and plants clean the pollution
from the air. etc
Group 2 ― Arguments against Green Belts ñ There is too much land allocated for green belts and should be freed up and used for the expansion of cities and towns.
ñ Some Green Belt land is not at all attractive and should be developed.
ñ Traffic congestion from commuters travelling over Green Belt land to get to the city causes a lot of pollution.
ñ Nature reserves provide homes for wildlife,
not green belts. etc
Spotlight on Exams
Reading
Focus ➤ Reading for specific information ñ Explain the task.
ñ Go through headings A-H with Ss and remind them there is one heading they do not need to use.
ñ Allow Ss time to read the texts and complete the matching activity. ñ Select individual Ss to read out the answers.
|
Answer Key 1 C 3 |
A |
5 |
D |
7 |
E |
|
2 F 4 |
H |
6 |
B |
|
|
Listening
Focus ➤ Listening for specific information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct
answer.
|
Answer Key 1 A 3 |
B |
5 |
B |
7 |
C |
|
2 C 4 |
C |
6 |
A |
|
|
TAPESCRIPT
I first got the idea of going to work in a primitive village in Africa when my daughter decided to spend her gap year in Uganda, teaching English to schoolchildren. Her tales of the terrible poverty but fantastic optimism of the people there really got under my skin. I was in my mid-fifties, had worked for almost 30 years in a stressful job and really wanted a change. I realised that what my daughter had done was just the kind of thing I was looking for. After discussing it with my wife, Kay, I informed my boss that I would be leaving at the end of the year. He thought I was mad of course, just like everyone else. After all, I was giving up a six-figure salary in the City of London and of course he was a bit worried about finding someone else for the job. In the end though I think he understood that it was something that meant a lot to me. I think he even envied me in a way ...
In the beginning, I thought it would be a lot harder to give up all the luxuries I was used to. We lived in a beautiful house in Chelsea, regularly dined out in fancy restaurants and drove expensive cars. Things couldn’t have been more different in Uganda. I will never forget arriving at the village that was to be our home for the next 12 months. Crowds of people came out to greet us, cheering and smiling. It was the most unbelievable welcome I have ever had. Then they proudly led us to our accommodation. Well, I’m telling you, it was no Chelsea townhouse! Basically, it was a mud hut with no electricity which meant of course no lighting, heating, oven or fridge. It was extremely primitive, but that’s exactly what I’d expected. What I found shocking was how much more cramped and unsanitary the homes that the villagers lived in were. Our house was regarded as quite luxurious compared to them!
Not having electricity was one of the most difficult aspects of life there. It really brought home to us just how much we take for granted in the western world. We had to use a big pot, like a bucket, for cooking. We had to fetch all our drinking water from a well, then boil it over a fire, as this was the only way we could sterilise it. Then it was a race against time to cook before the sun went down and we could no longer see. The house itself had a thatched roof with a hole in the middle for the smoke from the fire to escape. The walls were made of long sticks covered with mud. The floor inside was just earth, patted down hard. We only had piles of straw to sleep on but I can safely say that I slept better than I ever had before while I was in Uganda. It was just so peaceful. You don’t realise how much city noises disturb your sleep until they’re not there any more.
Spotlight on Exams
We found it quite hard to settle back down in England after we returned from Africa ― so much so that we are considering going abroad again. We are already in the planning stages, but we are going to try another continent this time. I think once you get the travelling bug, it never leaves you.
Use of English
Focus ➤ Practising word derivatives ñ Explain the task. ñ Read out the text.
ñ Allow Ss to complete the task. ñ Check Ss’ answers.
|
Answer Key 1 traditional 3 circular |
5 inexpensive |
|
2 originally 4 wooden |
6 variations |
Writing
Focus ➤ Writing an email to a friend
ñ Check Ss’ understanding by asking: What are you going to write? (an email) Who is it to? (my friend Amy) Why are you writing? (to tell her about your new home and to ask three questions about gardening). ñ Allow Ss time to complete the task.
Suggested Answer Key
Hi Amy!
It’s always good to hear from friends, especially now that I’ve moved away from the old neighbourhood. Let me tell you all about my new area.
I live in a bungalow on the outskirts of the city. The house is okay but I miss being able to run up and down the stairs. Never mind, we have got a fantastic garden at the back and the park is really close, too.
You say in your email that you’ve been gardening. I thought you hated gardening! What changed your mind? Is that big tree which we used to climb still there? Are there any frogs in the pond at the bottom of the garden?
Got to go now because we’re going into the town centre to do some shopping. Write back soon!
Michael
|
Spotlight
Speaking Focus ➤ Giving a talk about your area ñ Direct Ss’ attention to the prompts. ñ Allow Ss time to prepare their notes. ñ Ss take it in turns to give their talks in pairs. Encourage Ss to ask questions and comment after they have listened to their partner. .
Progress Check 5 and Look at Module 6 should be done in one lesson. |
Answer Key
1 1 stained 6 slate
2 roof 7 market
3 warehouses 8 drain
4 full 9 rough
5 run-down 10 capital
2 1 Would 5 will 9 Shall
2 don’t have to 6 must 10 can
3 mustn’t 7 should
4 might 8 can’t
3 1 should have settled into
2 needn’t have worried about
3 shouldn’t go out
4 mustn’t/can’t park on
5 might/may come to
4 1 without 3 in 5 up 2 up 4 without
5 1 in 3 of 5 at
2 beyond 4 in
6 1 d 2 a 3 e 4 b 5 c
Communication
Before you start …
Direct Ss’ attention to the title of the module, Communication. Explain that in this module they will learn about technology and the media as well as the languages of Britain, means of communication and ocean noise pollution.
Look at Module 6
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows and what they think the unit might be about).
|
Suggested Answer Key Focus Ss’ attention on picture 1. T: What page is 1 from? S1: It’s from page 109. T: What can you see in picture 1? S2: Two young people and a wolf. T: Where are they and what are they doing? S3: They are outside sitting on the grass. Pic 2 (p. 110) What does this picture show? Where is she? How old do you think she is? Is she enjoying what she is doing? Pic 3 (p. 103) What can you see in the picture? What are they used for? In your opinion, how important is space exploration? Do you believe that other civilisations exist on other planets? Pic 4 (p. 115) Who is this a picture of? Where do they live? How are they in danger? What is being done to help them? |
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
|
Suggested Answer Key a biography (p. 108) (an account of someone’s life written by someone else) Whose biography is this? When did he live? What is he most famous for? |
an essay (p. 110)
|
(a short piece of writing on one particular subject) What kind of essay is this? What is the essay about? How many paragraphs does it have? What style is it written in?
newspaper headlines (p. 104)
(titles of newspaper stories) What are each of these stories about? Which story would you like to read most of all? Do you read a newspaper? Which one(s)?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature The Literature section is about authors, books and literature extracts. This one (pp. 108-109) is about Jack London and has an extract from one of his works, ‘White Fang.’
The Culture Corner (p. 113) contains information about the different languages of Britain.
The Across the Curriculum section (p. 114) looks at means of communication.
The Going Green section looks at different green issues. This particular one (p. 115) is about ocean noise pollution, how it occurs and why it is dangerous.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
6 a Reading Skills
Objectives
Vocabulary: Space technology; collocations Reading: an article about the search for other life forms (gap fill)
Skills ―reading to understand structure, sequence and content
―reading for confirmation
Speaking: a two-minute talk about searching for aliens; discussing SETI’s activities Writing: a description of making contact with aliens (writing in role)
1 Focus ➤ Completing sentences with the correct word
ñ Focus Ss’ attention on the five incomplete sentences in the ‘Did you know?’ box. Explain that they can be completed using the vocabulary items above.
ñ Allow Ss time to complete the sentences individually.
ñ Ss check their answers using the Word List.
|
Answer Key 1 planets, solar system |
4 comet |
|
2 moons 3 galaxy |
5 satellite |
2 Focus ➤ Describing an imaginary scene ñ Ask Ss to close their eyes and imagine they are on a spaceship.
ñ Play the recording and ask Ss to silently imagine the scene. Ask Ss what they are experiencing using the senses. What can you see? Can you see millions of stars? How do you feel? Do you feel amazed? etc
ñ Ss open their eyes and describe what they
experienced to a partner.
Suggested Answer Key
I see blackness and stars. Occasionally I see a planet with different colours. I feel strange and weightless. I feel excited and thrilled to experience outer space.
Reading
3 a) Focus ➤ Predicting the content of a text ñ Draw Ss’ attention to the title of the text (Hello… Is Anyone There?) and write it on the board.
ñ Select five Ss to read the first sentence of each of the paragraphs. Elicit from Ss what they think the text is about.
ñ Ss read the text and check their predictions.
Suggested Answer Key
I think the text is about searching for extraterrestrial life and whether it exists.
b) Focus ➤ Reading to understand structure, sequence and content ñ Ask Ss to read the gapped text, and then allow Ss time to complete the task. ñ Ss compare answers with a partner.
|
Answer Key 1 F 3 |
D |
5 |
C |
7 |
E |
|
2 A 4 |
B |
6 |
G |
|
|
4 Focus ➤ Matching words/phrases to their meanings; defining vocabulary ñ Play the recording of the text. Ss listen and read the text again.
ñ Draw Ss’ attention to the underlined words and phrases in the text and their meanings. ñ Allow Ss time to match the meanings. ñ Check Ss’ answers around the class.
ñ Direct Ss’ attention to the words in bold. Ask Ss to give a definition, synonym or an example sentence, trying to guess the meanings from the context before checking in a dictionary.
Answer Key abducted ― kidnapped at some point ― at an unspecified time point out ― tell someone a relevant fact convinced ― certain intentionally ― on purpose face the fact ― accept a possibly disappointing situation sit around ― wait (doing nothing) shred ― small amount (of evidence) go on ― continue
Suggested Answer Key grains of sand: tiny pieces of rock-like substance usually found on beaches hunt: search sweeping the skies: moving across all the area above the Earth military broadcast: signal from army/navy/ air-force civilisations: societies in an advanced stage of development
All the same: But, Nevertheless, Even so the human race: all the people of the world considered as a species analyse: examine in detail convincing: having the ability to persuade
Vocabulary
5 Focus ➤ Completing sentences using the correct word ñ Explain the task.
ñ Allow Ss time to read through the items, filling the gaps with the nouns they think are correct. ñ Check answers with the class and ask Ss to provide equivalents in their own language.
|
Answer Key 1 beam, laser |
5 signals |
|
2 satellite, orbit |
6 Radio waves |
|
3 telescope 4 antenna |
7 cosmos |
Reading Skilsl 
6 Focus ➤ Matching words to form collocations ñ Explain the task and complete item 1 as an example.
ñ Allow Ss time to complete the rest of the exercise individually.
ñ Check Ss’ answers and invite individual Ss to
share their sentences with the class.
|
Answer Key 1 g 3 |
f |
5 |
b |
7 |
a |
|
2 d 4 |
e |
6 |
c |
|
|
Suggested Answer Key
1 When I move abroad I plan to establishcontact with as many locals as possible.
2 Many people believe in the existence of extra-terrestrial life.
3 No matter how long you sweep the skiesusing large telescopes, there is always more to discover.
4 Native American Indians send communication signals using smoke.
5 Japan is one of the most technologicallyadvanced countries in the world.
6 The human race continues to expand everyyear.
7 My best friend decided to broadcast amessage for me on the radio to congratulate me on my birthday.
Speaking
7 a) Focus ➤ Preparing and giving a 2-minute talk
ñ Instruct Ss to read the text once more and make notes for each of the headings. ñ Allow Ss time to prepare notes and practise speaking for 2 minutes on the topic.
ñ Invite individual Ss to give their talks to the class. Encourage Ss to make eye-contact with the audience and use their own words.
Reading Skills
Suggested Answer Key
The SETI programme started in the 1960s. It uses high-tech equipment and hopes to establish contact with extraterrestrial life. Scientists involved in the programme listen to radio waves using huge radio telescopes. They truly believe that aliens may be intentionally sending out communication signals to us. Despite the enthusiasm of its participants, however, the programme faces many problems. For instance, there is little chance of them ever finding anything and so far nothing has been found. Perhaps alien civilisations lack the technology to communicate over long distances ― they may just be wasting their time! If they were to communicate to us, we would not get their message for a long time ― it takes great patience!
If you would like to take part yourself you can join the SETI@home project. You can use your own computer to search for unknown and unusual signals from radio telescopes.
b) Focus ➤ Expressing and justifying personal opinions ñ Explain the task and arrange Ss in pairs. ñ Ss discuss SETI’s activities in pairs, giving
reasons for their opinions.
Suggested Answer Key
A: I think the SETI programme is a waste of time!
B: Why do you think that?
A: Well, for a start, we have no proof that there is any alien life out there.
B: True. But if there was, shouldn’t we be trying to establish contact with them?
A: Yes, I understand why scientists keep sweeping the skies, but it’s such a huge task and they have little chance of finding anything.
B: I wouldn’t have enough patience!
A: Neither would I. I think the money would be better spent on something else.
B: So do I. etc
Writing
8 Focus ➤ Writing a description of finally making contact with aliens ñ Explain the task.
ñ Allow Ss time to complete the task in class or assign as HW.
ñ Ss read out their writing to the class.
Suggested Answer Key
It finally happened! It was just an ordinary day and everything was quiet. Everyone was busy on various projects and the only sound was the scratching of pencil on paper. Then came the signal. Everyone went crazy. They were running here and there, telephoning, checking and double-checking. There had been many false alarms in the past but this was the real deal. What happens next is anyone’s guess. The signal will need to be analysed and answered and then ― maybe ― we’ll finally find that we are not alone in the universe!
Words of Wisdom
|
ñ |
Draw Ss’ attention to the quotation and build up a paraphrase on the board. |
|
ñ |
Ss discuss whether they agree or disagree with the quotation in small groups. |
|
ñ |
Invite groups to report back to the class. |
Suggested Answer Key
S1: I don’t think that it limits us to not search for extraterrestrials. There are so many other important things on our planet we need to focus our attention on such as environmental issues.
S2: I agree these issues are important, but as human beings we have it in our nature to want to explore our surroundings such like the first explorers that discovered new lands and continents. We have already discovered almost everything on earth as far as lands and people so it is only natural that we look beyond out planet. etc
|
6 Listening & Speaking Skills |
b
Objectives
Vocabulary: newspapers & the media; idioms wiht talk & speak
Reading: dialogue (sentence completion)
Skill ― reading for specific information
Listening:short monologues (numbering statements)
Skill ― listening for order and gist
Speaking: breaking news ― reacting; role play
Vocabulary
1 Focus ➤ Describing a picture; talking about newspapers
ñ Focus Ss’ attention on the picture. Elicit the type of newspaper the man is reading (a broadsheet).
ñ Brainstorm names of different types of newspapers in your country.
Suggested Answer Key
The man is formally dressed and he is reading his newspaper in what might be a train station or and airport. The newspaper looks like it carries serious political and economic news, so it’s probably a broadsheet. We have both types of newspaper in my country.
2 Focus ➤ Understanding easily-confused words ñ Ss complete the task individually and then check answers using the Word List.
ñ Ss write sentences to illustrate the meanings of
the other words.
|
Answer Key 1 headlines |
3 flash |
5 coverage |
|
2 press |
4 feature |
6 front |
Suggested Answer Key
1 Children’s books sometimes have chapterheadings.
2 News of his arrest was on all the media.
3 The news bulletin is broadcast at six o’clockevery evening.
4 The article on famine is on page 7.
5 The cake had a covering of icing sugar.
6 The first day at university for students isboth exciting and scary.
3 Focus ➤ Completing sentences using the correct word
ñ Read through the vocabulary items with Ss and explain/elicit their meanings. ñ Ss complete the gap-filling activity individually. ñ Check Ss’ answers.
|
Answer Key 1 comes |
6 gutter |
|
2 updates |
7 top |
|
3 shred |
8 developments, unfold |
|
4 hit 5 broadcast |
9 running |
Everyday English
4 Focus ➤ Breaking news ― Reacting/Acting out exchanges
ñ Draw Ss’ attention to the language box and review the language given.
ñ Explain the task and read out the example exchange. ñ Allow Ss time to act out exchanges in pairs. ñ Ask individual Ss to respond to similar prompts
from you, in order to monitor progress.
Suggested Answer Key
A: You’re not going to believe this but Aniston has quit after a blazing row with the producer!
B: Really? You can’t be serious!
A: Guess what? Apparently Ronny Williams has called his rival’s restaurant “shameful.” B: Are you sure? Where did you hear that?
A: Did you know that Steve Mars is close to having a nervous breakdown? B: No! I can’t believe it!
Listening & Speaking Skills
A: I know it’s hard to believe but I read somewhere that Kassie is going to shave off all her hair.
B: You’ve got to be kidding! If I were you, I’d take that with a pinch of salt.
Reading
5 Focus ➤ Predicting the content of a dialogue ñ Select a pair of Ss to read out the first exchange. Elicit from Ss what the dialogue is about.
ñ Ss listen to the recording and read to find out
whether they are correct.
Answer Key
The dialogue is about a survey of people’s reading habits.
6 a) Focus ➤ Reading for specific information ñ Instruct Ss to read the text through again and complete the sentences. ñ Ss compare answers with a partner.
Answer Key
1 the local newsagent’s association
2 people’s reading habits
3 well-written and informative
4 tell the complete truth/have real news
5 fun
6 gossip magazines
b) Focus ➤ Reading out a dialogue; defining vocabulary
ñ In pairs Ss read out the dialogue. Monitor the activity, encouraging Ss to use correct intonation.
ñ Ss explain the words in bold individually, using a dictionary as necessary. ñ Check Ss’ answers.
Suggested Answer Key survey: research usually done with members of the public on the street informative: contains lots of information scandal: shocking immoral event took part: were involved fiction: stories
Speaking
7 Focus ➤ Acting out a dialogue ñ Focus Ss’ attention once more on the headlines from Ex. 4 and explain the task.
ñ Remind Ss that they may use the dialogue inEx. 5 for ideas.
ñ In pairs Ss practise their dialogues and then record themselves.
ñ Select one or two recordings to play to the class
for Ss to comment on.
Suggested Answer Key
A: You’re not reading that gossip magazine again, are you?
B: Yes, it’s really interesting actually! Did you know that Kassie is going to shave off all her hair?
A: Do you believe all the stories that you read?
B: I read it just for fun. I think everyone enjoys a bit of scandal now and then. A: It’s not really my thing. etc
Listening
8 Focus ➤ Listening for order and gist ñ Read out the rubric to Ss and play the recording. ñ Ss listen and number the statements. ñ Check Ss’ answers.
|
Answer Key A 4 C 1 |
E |
2 |
|
B 3 D ― |
F |
5 |
TAPESCRIPT
Speaker 1: To be honest, I don’t really enjoy watching the news. All those wars, disasters just get me down and after a hard day at work, that’s something I don’t want.
Listening & Speaking Skills 6b
Okay, I watch the bulletins like everyone else but why don’t they report something happy for a change, something to brighten our mood?
Speaker 2: No, I always switch over. These things happen so far away and anything that does affect me, well, I’ll know about it soon enough. I don’t need to be warned in advance. I want entertainment on the television not information; If I want information, I’ll read a newspaper.
Speaker 3: Well yes, but only the first few minutes. If I know it’s about to start, I’ll switch on. It’s all you need to know really. I mean who needs to know all the details? We fool ourselves that we’re informed but we never really get the complete picture. And anyway, I only have so much time in the day and there’s so much to get done at home.
Speaker 4: I watch it every night and sometimes in the morning. It’s interesting to see how a story changes over the course of a single day. Information leaks out and at the end we’re probably none the wiser. They tell us just enough but that doesn’t cover it for me. Listen to what they’re not telling us is what I always say!
Speaker 5: Well, I believe that it’s a sign of an educated mind to be ― and want to be ― informed. Society is not just me, my family and the people in my neighbourhood. What goes on out there has a very real impact on me and I’d be a fool to think it didn’t. If you don’t follow the events, you’re bound to get left behind!
Say it right
9 Focus ➤ Identifying phrases to express approval and disapproval ñ Play the recording. Ask Ss to listen and repeat, paying close attention to the intonation. ñ Elicit whether the language expresses approval or disapproval as well as what the other speaker could have said.
|
Answer Key 1 approval |
5 disapproval |
|
2 disapproval |
6 disapproval |
|
3 approval 4 disapproval |
7 approval |
Suggested Answer Key
2 Did you know that Kassie has shaved off allher hair?
3 You’re not going to believe this, but I wonthe lottery!
4 Did you know that I finished with Fiona?
5 Guess what? They’ve put up the price ofbread again.
6 I heard John lost his job.
7 Did you know that I’m getting married nextmonth?
10 Focus ➤ Practising idioms with talk and speak ñ Explain the task. ñ Allow Ss time to complete the task. Refer Ss to the Word List.
ñ Check answers with the class and elicit any L1 equivalents.
|
Answer Key 1 talking |
5 talks |
9 speak |
|
2 Speak |
6 talk |
10 speaks |
|
3 speak |
7 speaks |
|
|
4 talk |
8 speak |
|
6 c Grammar in Use
|
Answer Key 1 told 3 said |
5 said |
|
2 said 4 told |
6 said |
Objectives
ñ Ss complete the task
individually and then Vocabulary: verbs to introduce reported speech; compare
answers with a partner. phrasal verbs with talk; dependent prepositions Grammar: reported
statements/questions/ commands; reporting modals
|
1 |
Focus ➤ Understanding the structure of reported speech ñ Review with Ss the difference between direct and reported speech. Write a few examples on the board and ask Ss to say who is speaking and when it is happening. ñ Read through the theory box with Ss and clarify as necessary. |
4 |
Focus ➤ Understanding how to report questions and commands ñ Select a pair of Ss to read Deb and Ben’s conversation to the class. ñ Draw Ss’ attention to the sentences. Elicit from Ss answers to the questions in the rubric. |
ñ Elicit similar structures from Ss’ L1 from Ss Answer Key around the class.
a yes/no question: The reported question is
(Answers in Ss’ L1) introduced with the verbs ask, enquire, wonder, etc. When the direct question begins
2 Focus ➤ Reporting statements with an auxiliary (be, do, have) or a modal
(can, may, etc) the reported question is
ñ Review the task and example provided. introduced with if or whether. The verb
ñ In pairs, Ss complete the exercise. tenses, pronouns and time expressions all
ñ Check answers with Ss around the class.
change as in statements and the question mark is omitted.
Answer Key a wh- question: When the direct question
1 I thought you said you’d have a cup of begins with a question word (who, where, coffee how, when, what, etc) the reported question
2 I thought you said your mum could pick us is introduced with the same question word. up after school. The verb tenses, pronouns and time expressions
3 I thought you said Lisa was watching TV. all change as in statements and the question 4 I thought you said you were planning on mark is omitted.
going to the cinema later. the imperative: To report the imperative in
5 I thought you said Tom had bought a reported speech, we use the introductory verbs motorbike. order or tell + sb + (not) to-infinitive. The
6 I thought you said he wants to meet me at 9. verb tenses, pronouns and time expressions all 7 I thought you said you’d cook beef for change as in statements. dinner.
|
3 |
Focus ➤ Practising said and told ñ Elicit from Ss when we use ‘said’ and ‘told’. (Said is used with or without a personal object. When it is used with a personal object it is followed by the preposition to. Told is always followed by a personal object without the preposition to). |
5 |
Focus ➤ Reporting sentences using said, told, or asked ñ Explain the task and read the example. ñ Ss complete the task individually and compare answers with a partner. |
Answer Key
2 said She told Julie not to talk on the phone for hours.
3 asked Paul asked Susan what the articlesaid.
4 told He told John to text him later that evening.
5 asked Sally asked the teacher why theydidn’t study Latin.
6 asked He asked me if/whether I believedin aliens.
6 Focus ➤ Rewriting sentences using reported speech
ñ Explain the task and complete item 1 as an example.
ñ Elicit answers to the remaining items from Ss
around the class.
Answer Key
1 Paul suggested to Mary that they go out fora meal on Saturday.
2 Tom denied saying anything to Janet aboutit.
3 Sophie’s mother asked her if she’d like tomeet her after work.
4 The nurse suggested that Mr Jones wait forthe doctor.
5 He denied seeing anything to the policeman.
6 He offered to cook dinner.
7 Focus ➤ Practising reporting sentences ñ Draw Ss’ attention to the verbs in brackets and elicit/explain what they mean.
ñ Explain the task and read out the example. ñ Ss complete the task individually. ñ Check answers with the class.
Answer Key
2 Tim complained that Mrs Smith alwaysgave them a lot of homework.
3 The angry neighbour accused the childrenof breaking his window. 4 Tina reminded Kim (not to forget) to call Paul.
Grammar in Use 6c
5 The little boy promised his mother (that) he wouldn’t do that again.
6 Helen’s mother insisted (that) she (must) finish her homework before she went out with her friends.
7 The decorator warned us not to touchit/against touching it as the paint was still wet.
8 Wendy begged the teacher to give heranother day to finish the project.
9 He apologised for offending me.
10 He explained to his boss that he had beenlate because of an accident on the motorway.
8 Focus ➤ Completing sentences ñ Draw Ss’ attention to the five incomplete sentences and explain to Ss that they must complete them in an appropriate way. ñ Ss complete the task individually. ñ Ss compare answers with a partner.
Suggested Answer Key
1 that we stay behind after the lesson to cleanthe mess up.
2 that I should get a Saturday job.
3 giving away all my secrets.
4 to help me with my homework.
5 about the noise in the classroom.
9 Focus ➤ Understanding how to report modals ñ Read the theory box with Ss and clarify as necessary. ñ Ss complete the task in pairs.
ñ Select pairs to read out their answers to the class.
Answer Key
1 He said I must/had to apologise for mybehaviour.
2 He told me we could meet the next day.
3 Rita said that Jane would send theinformation.
4 She said she might come to the meeting.
6c Grammar in Use
5 He told Tony that he could speak manylanguages.
6 She said that I shouldn’t have lied to him.
10 Focus ➤ Using phrasal verbs with talk ñ Explain the task. ñ Allow time for Ss to complete it. ñ Ss check their answers in Appendix 2.
|
Answer Key 1 out of 3 around |
5 back |
|
2 down 4 into |
6 over |
11 Focus ➤ Working with dependent prepositions ñ Refer Ss to Appendix 1. Elicit/Explain the meaning of the dependent prepositions.
ñ Ss complete the task. ñ Inivite Ss to read out the complete sentences.
|
Answer Key 1 on 3 about 2 of 4 of |
5 to/for |
1 Focus ➤ Introducing the subject of a work of literature
ñ Focus Ss’ attention on the picture. Ask Ss to think which wild animal is shown.
ñ Ss read the biography to confirm the correct
answer.
Answer Key
The wild animal in the picture is a wolf-dog (half wolf, half dog).
2 Focus ➤ Predicting the content of a text ñ Instruct Ss to look at the pictures again. Elicit from Ss what the text could be about. ñ Ss read and check for confirmation.
Suggested Answer Key
I think the extract is about a man getting hurt and his wolf-dog goes to get help.
3 Focus ➤ Reading for comprehension and text structure/completing a text ñ Ask Ss to look at the eight sentences and explain that seven of them have been removed from the text and must be put back into their appropriate position.
ñ Ss read the entire text again and begin to replace the missing sentences. Ask Ss to read the text one more time to ensure the sentences have been replaced in the correct positions. ñ Check Ss’ answers, asking which words helped them decide.
|
Answer Key 1 C 3 |
A |
5 |
D |
7 |
E |
|
2 G 4 |
F |
6 |
H |
|
|
4 a) Focus ➤ Practising vocabulary
ñ Draw Ss’ attention to the verbs. Explain that they are words to describe how animals and people move/sound. Ss check their meanings using the Word List.
ñ Ss complete the sentences with the appropriate verb. ñ Check Ss’ answers.
|
Answer Key 1 barked |
3 growl |
5 shook |
|
2 stumble |
4 panting |
6 screamed |
b) Focus ➤ Developing vocabulary
ñ Ask Ss to try to guess the meaning of the words from the context before checking in their dictionaries.
ñ Ss provide a synonym, a definition or example sentence to show their understanding.
Suggested Answer Key whined: made a long, sad, high-pitched sound attention: concentration remainder: amount left over sharp: sudden and strong turn upon them: change from being friendly to being aggressive comforted: made someone feel emotionally better breed: type of animal dragged on it: pulled at something twitched: made an uncontrolled movement decisively: in a quick, clear manner
5 Focus ➤ Matching animals to the noises they make
ñ Explain the task and complete item 1 as an example.
ñ Allow Ss time to complete the rest of the exercise.
Literature 6d
ñ Ss compare answers with a partner.
ñ Check Ss’ answers and ask Ss to provide equivalents in their L1.
|
Answer Key 1 e 3 h |
5 |
j |
7 |
i |
9 |
b |
|
2 f 4 g |
6 |
c |
8 |
a |
10 |
d |
6 Focus ➤ Reading for detailed comprehension of White Fang’s character
ñ Brainstorm with Ss different qualities people/animals can have (e.g. (un)faithfulness) and write them on the board.
ñ Explain the task and check Ss’ understanding of the qualities listed in the rubric.
ñ Play the recording of the literature extract to Ss as they follow the text in their books.
ñ Allow Ss time to complete the task in small groups. Monitor the activity and encourage Ss to justify their answers with close references to the extract.
Answer Key obedience ― He turned and trotted reluctantly away; and this time he obeyed determination ― he struggled with all his body, shaking with the effort anger ― He growled and tried to push by them; Growling savagely/fiercely unwillingness ― White Fang didn’t want to leave him understanding ― White Fang knew the meaning of ‘home’ ..., he knew it was his will that he should go home faithfulness ― He regarded him sadly, started away, then returned and whined softly
7 Focus ➤ Explaining a quotation and finding examples in the text
ñ Read out the quotation to the class and explain the task. ñ Ss look for examples in the text in small groups. ñ Invite groups to feed back to the class.
|
6d |
Literature |
Suggested Answer Key
The quotation means that White Fang loved his master deeply and would do whatever necessary to please his master.
The master talked to him gently but seriously, and he cocked his ears, and listened with painful attention.
His throat twitched, but made no sound, while he struggled with all his body, shaking with the effort to rid himself of the unspeakable something that struggled for expression. They were all on their feet now, and White Fang ran down the steps, looking back for them to follow. For the second and last time in his life he had barked and made himself understood.
8 Focus ➤ Discussing how White Fang felt for his master ñ Read out the questions in the rubric.
ñ In pairs, Ss discuss. ñ Invite pairs to feed back to the class.
|
Suggested Answer Key A: I think White Fang felt very close to his master because they spent a lot of time together. B: Yes, I agree. I also think he respected his master and felt very grateful for having a good home. A: I think White Fang felt a lot of affection for Weedon because he understood that Weedon believed in him and trusted him. etc |
9 Focus ➤ Attributing human qualities to White Fang
ñ Ask Ss which human qualities can be attributed to White Fang. Give Ss 2 minutes to write down their ideas. ñ Follow up with a whole class discussion.
Encourage Ss to justify their opinions.
Suggested Answer Key
S1: I think White Fang is reliable. I say this because his master can count on him at all times, like when he was in trouble.
S2: I see White Fang as being sensitive because of the way he cocks his ears and whines gently when his master speaks to him. etc
10 Focus ➤ Writing about how children benefit from having a pet ñ Ask Ss the question in the rubric.
ñ Allow Ss exactly three minutes to write on the topic. ñ Ss exchange writing with a partner for peer
correction.
Suggested Answer Key
Children can benefit from having a pet in many ways. First of all, there is the responsibility that comes when a child has to look after a pet. They will have to feed it, walk/clean it and make sure it is in good health. Secondly, from this responsibility, the child gets a deeper understanding of what it is like to be a parent in a position of responsibility. Thirdly, the child has either a playmate or something to occupy their time instead of watching TV. Lastly, having a pet is an education for any child in which they not only learn about nature but they also learn valuable life-lessons.
1 Focus ➤ Listing advantages and disadvantages
ñ Ss’ books closed, ask: What kind of essay is a for-and-against essay? (an essay which discusses the pros and cons of an issue) What should it include? (an introduction/main body/conclusion) What style are they written in? (formal, impersonal style) What techniques can we use in for-and-against essays to make them more interesting for the reader? (address reader directly, include quotations and rhetorical questions)
ñ Ss’ books open, read through the theory box.
ñ Write up the essay title ‘Should it be compulsory to learn a foreign language at school?’ and explain the task.
ñ Arrange Ss in pairs and allow Ss 3-5 minutes to write the advantages/disadvantages.
ñ Ss swap lists with their partner so that they can share ideas.
|
Suggested Answer Key advantages: ‘opens doors’ to another culture ― broadens Ss’ minds is fun to learn another language is very useful when travelling can be useful in future career disadvantages: Some students may find it difficult enough to learn their own language! Students may feel embarrassed to speak in another tongue Students should learn foreign languages in a more natural environment ― not in the classroom |
2 a) Focus ➤ Reading for confirmation
ñ Read the model essay aloud to the class. ñ Ask students if any of their arguments were
mentioned.
(Ss’ own answers)
b) Focus ➤ Reading for specific information ñ Read out the questions in the rubric. ñ Allow Ss a few minutes to answer. ñ Confirm the correct answers.
Answer Key
The writer has used a direct question to begin the essay and a quotation to end it.
The writer’s opinion is in the final paragraph.
3 Focus ➤ Completing a table ñ Explain the task. ñ Allow Ss time to complete the table. ñ Check answers with the class.
|
Answer Key
|
6e Writing Skills
4 Focus ➤ Analysing the use of linking words and phrases in a model essay ñ Read through the table with Ss and clarify any vocabulary as necessary. ñ Ss reread the model essay and complete the task individually.
ñ Ss compare answers with a partner.
|
Answer Key however ― to introduce contrasting points To start with ― to introduce points In addition ― to add more points Lastly ― to add more points such as ― to introduce examples On the other hand ― to introduce contrasting points Taking everything into consideration ― to conclude |
|
Suggested Answer Key however ➝in contrast To start with ➝First of all, Firstly, In the first place In addition ➝ Secondly, Furthermore, Not to mention the fact that Lastly ➝last but not least such as ➝for example, in particular, like On the other hand ➝ In contrast; However, Nonetheless Taking everything into consideration ➝ In conclusion, All things considered, Taking everything in account, All in all |
5 a) Focus ➤ Identifying topic and supporting sentences
ñ Read out the questions in the rubric and allow Ss time to answer individually. ñ Check answers with the class.
Answer Key
Topic sentences
ñ There are many reasons why forcing students to learn a language is a good idea (para 2)
ñ On the other hand, some believe that there are some disadvantages to making a foreign language compulsory (para 3)
The sentences that support the topic sentences are in the paragraph that follows. They include examples, details and reasons/justifications.
b) Focus ➤ Constructing an effective paragraph ñ Explain the task. ñ Ss answer individually. ñ Elicit answers from Ss around the class.
|
Answer Key A 5 B 2 C 1 C is the topic sentence . |
D 4 |
E 3 |
6 Focus ➤ Writing topic sentences and supporting sentences ñ Draw Ss’ attention to the notes. ñ Explain the task. ñ Ss answer in pairs. ñ Elicit answers from pairs around the class.
Answer Key
1 However, there are some disadvantages to the press having the freedom to print whatever they want.
2 On the other hand, there are some benefitsto using the Internet.
3 There are a number of arguments in favourof text messaging.
4 There are several major disadvantages tomeeting new friends on the Internet.
Suggested Answer Key ñ One disadvantage is that newspapers pry into people’s private lives and may not print the truth.
ñ To begin with, the Internet has a huge amount of information that cannot be found in a library. Furthermore, it is quick and easy to use.
ñ One major advantage is that it is cheap and effective for short messages. Also, people can send and receive messages without disturbing others.
ñ One potential problem is that people can give false information about themselves. As a result, we do not know who we can trust.
7 Focus ➤ Rewriting sentences using a more impersonal style
ñ Read out sentences 1-4 with Ss and elicit what is wrong with them (they are written in the wrong style).
ñ Draw Ss’ attention to the language in brackets and explain the task.
ñ Ss answer individually and then compare answers with a partner.
Answer Key
1 Studies have shown that students candevelop useful skills by learning an ancient language like Latin.
2 Many are of the opinion that famous peoplehave every right to live their private lives without the intrusion of the media.
3 It can be argued that tabloid newspapersare more interesting to read than broadsheets.
4 Some believe that English is not the onlyforeign language worth learning.
8 Focus ➤ Analysing closing paragraphs ñ Select two Ss to read out the closing paragraphs. ñ Read the rubric aloud to the class. ñ Allow Ss tome to answer the questions. ñ Check answers with the class.
Answer Key ñ the writer’s opinion: para 2 ñ a balanced consideration of the issue: para 1 ñ addresses the reader directly: para 2 ñ includes a quotation: para 2 ñ includes a rhetorical question: para 1
9 Focus ➤ Matching quotations to essay topics; writing a suitable ending for an essay ñ Read out the three quotations in turn and elicit which essay topics they match.
Writing Skills 6e
ñ Ss choose one and write a suitable ending. Remind Ss to include the quotation together with their opinion/a balanced summary.
|
Answer Key A 2 B 3 |
C 1 |
SuggestedAnswer Key
To conclude, there are advantages and disadvantages to watching the news on TV. It probably comes down to a matter of personal preference. However, we should not forget that, as someone once said, “99.99% of what happens is not on the news.”
10 Focus ➤ Understanding a rubric
ñ In pairs, Ss read the rubrics, underline the key words and answer the questions.
ñ Monitor Ss’ progress around the class and offer assistance when necessary. ñ Invite a pair of Ss to answer for each rubric.
|
Answer Key A key words: announcement; international student magazine; essays; pros and cons; tell us what you think; 120-180 words 1 An international student magazine. 2 A for/against essay (pros and cons/ advantages and disadvantages). 3 Para 1 ― general topic introduction.Para 2 ― advantages/disadvantages. Para 3 ― disadvantages/advantages. Para 4 ― conclusion and personal opinion. 4 See suggested Answer Key (Ex. 11). 5 See suggested Answer Key (Ex. 11). B key words: essay; advantages and disadvantages; newspaper; only source of news; 120-180 words 1 A media studies teachers. 2 A for/against essay (pros and cons/ advantages and disadvantages). |
6e Writing Skills
|
B |
When was the last time you read a newspaper from front to back page? Not surprisingly, most people get what little they know about the world from sound bites on the television. It is possible, however, to use a newspaper as a sole source of information. As with most things though, there are advantages and disadvantages. Many people consider a newspaper to be a convenient source of information. Firstly, it can go into depth on any subject. For example, it can look at the background of an issue from several perspectives. In addition, a newspaper can accompany you through the day. You can read it on the train, in the waiting room or even under the desk in the office. In contrast, there are other ways to get informed. To begin with, television gets you the news far quicker than a day-old newspaper. Moreover, television’s ability to present images means the news comes to life in a way it could not in dead-tree format. To sum up, there are differing opinions on the validity of newspapers with strong arguments both for and against. It is really a matter of how much you want to know and how much time you have to learn it. |
|
3 Para 1 ― general topic introduction.Para 2 ― advantages/disadvantages. Para 3 ― disadvantages/advantages. Para 4 ― conclusion and personal opinion. 4 See suggested Answer Key (Ex. 11). 5 See suggested Answer Key (Ex. 11). |
|
Suggested Answer Key A These days, it seems that wherever you turn, you see or hear something in what has become the world’s lingua franca, English. Because of this, it has been suggested that all children should learn English from a young age. There are, however, both pros and cons to this complicated issue. There are many reasons why learning English at a young age is a good idea. To begin with, children learn quicker and better than adults. There minds are still developing and are receptive to new concepts. In addition, having another language when they leave school will be an incredible advantage in the job market. On the other hand, there are those that say that learning another language as a child is useless. Firstly, many children will not need another language in their daily lives. Also, that children should be concentrating on their native reading and writing skills, not those of a foreign country. To conclude, there are two very different sides to this controversial issue. It is very much a matter for the individual parents involved. But we should not forget the Czech proverb, ‘Learn a new language and get a new soul.’ |
11 Focus ➤ Writing a for-and-against essay ñ Allow Ss time to complete the task and offer any necessary assistance.
ñ Remind Ss’ to use the checklist to check their essay before they hand their work to their partner for evaluation.
|
A: Which language has regular radio broadcasts? B: Cornish has regular news broadcasts. A: Which language is the most recent to the British Isles? B: English, when the Anglo-Saxons invaded Britain in the 5th century A.D. |
Culture Corner
Objectives
Reading: a text about the languages of the
British Isles
Skill―
reading for specific information Writing: a short article about the languages spoken in your country
1 Focus ➤ Reading for specific information ñ Focus Ss’ attention on the language family tree.
ñ Read out the questions in the rubric. ñ Ss read the texts to find out the answers. ñ Confirm the correct answers.
Answer Key
Six languages are spoken in the British Isles. Brythonic is the oldest.
2 Focus ➤ Asking and answering comprehension questions
ñ Play the recording of the text. Ss listen and read the text again.
ñ Explain the task and draw Ss’ attention to the example exchange.
ñ Ss ask and answer questions in pairs. Monitor the activity.
Suggested Answer Key
A: What percentage of Wales speak modern Welsh?
B: Roughly 20% of the population.
A: Is there any where else in the world where Welsh is spoken?
B: Yes. In a Welsh colony in Argentina
A: What percentage of Ireland can speak Irish Gaelic?
B: About a third of the population.
A: Which speakers of different languages have no difficulty in communicating?
B: Speakers of Scottish Gaelic and speakers of Irish Gaelic.
A: Which language has no native speakers left? B: Manx Gaelic has not native speakers left.
3 Focus ➤ Defining and using new vocabulary ñ Draw Ss’ attention to the underlined words in the text.
ñ Ss explain the words by giving a synonym, example or explanation. Encourage Ss to try to guess the meanings of the words from the context before checking in their dictionaries. ñ Ss compose sentences using the new vocabulary.
Answer Key occupation: state of being entered and controlled by a foreign army invasion: forcible entry of an army into a foreign country roughly: approximately declining: becoming less and les frequent native: original (of a country) revived: brought back to existence fluently: (spoken) well
Suggested Answer Key
1 During the German occupation of Europe, many people learned the German language.
2 The wall around the fortress protects it from invasion by enemies.
3 Roughly half of all the students in the school can speak English fluently.
4 The number of French speaking Canadians is declining due to changes in the language laws.
5 She speaks Italian, but her native language is Spanish, as she grew up Spain.
6 Hebrew was an extinct language until it was revived in the 19th century.
7 After living in France for almost twenty years, he speaks French fluently.
Culture Corner
4 Focus ➤ Recalling information learnt in the lesson
ñ Ss’ books closed, Ss take it in turns to tell their partner one thing they remember about each language mentioned in the text.
ñ Ss’ books open, Ss check whether they recalled
the information correctly.
Suggested Answer Key
S1: It is compulsory for students to study Welsh in schools in Wales.
S2: I remember that Irish is the official language of the European Union.
S1: In some parts of Scotland 50 per cent of the population speak Scottish Gaelic.
S2: Cornish died out as a spoken language, but now has been revived.
5 Focus ➤ Writing a short article about the languages spoken in your country ñ Arrange Ss in groups and explain the task. ñ Ss either do the necessary research for HW or have access to the Internet during class time. ñ Ss select the most interesting and relevant information and write a short article.
ñ Groups compare writing and offer each other feedback.
Suggested Answer Key
Over 100 languages are spoken in Russia with many Russian Republics giving official status to their local languages.
Russia is the most widely spoken language and is the unifying language of all the republics. It is an east Slavic language and is used widely outside of Russia as well. 60-70 per cent of all world information is written in Russia. It is one of the official languages of the United Nations with 350 million speakers world- wide. Ukrainian is also an east Slavic language originating from the 16th century. It is the official language of the Ukraine with 39 million speakers. It is the second most spoken language in the Russian empire.
Tatar belongs to the Turkic language family and is spoken by the Tatars. Two thirds of Tartars live outside of Tartarstan with 8 million speakers. It is the third largest spoken language in Russia.
Bashkir is similar to the Tartar language. In the past Bashkirs used the Tatar written language as their written language. In 1923, they developed their own written language. Most speakers live in Bashkortostan. There are over one million speakers of the language in Russia.
etc
1 Focus ➤ Comparing forms of communication today with forms used in the past ñ Elicit from Ss how they communicate with their friends and write the answers up on the board. ñ Ask Ss what they know about how people communicated in the past (before modern technology).
ñ Ss read the text and note down examples of earlier forms of communication.
ñ Check Ss’ answers.
Suggested Answer Key
I usually communicate with my friends by telephone, text messaging or by email.
Answer Key
In the past people communicated by pigeon, smoke signals, messengers (runners), a network of people shouting, whistling.
|
Across the Curriculum – ICT |
2 Focus ➤ Completing a text (word formation); listening and reading for confirmation; defining vocabulary
ñ Draw Ss’ attention to the gaps in the text and the words in brackets. ñ Ss complete the task individually.
ñ Play the recording. Ss listen and read and check their answers.
ñ Ss explain the meaning of the words in bold by giving a synonym, example or explanation. Encourage Ss to try to guess the meanings of the words from the context before checking in their dictionaries.
|
Answer Key 1 distant |
6 different |
|
2 creativity |
7 messenger |
|
3 communication |
8 destination |
|
4 winners |
9 variation |
|
5 heroic |
10 arrival |
Suggested Answer Key take your pick: choose freely loft: space at the top of a house no matter: regardless of air mail: letters sent by plane awarded a medal: given a small metal disc for bravery blanket: cover for a bed made of wool or similar warm material convey: communicate signal: send a message peak: top efficient: quick and effective whistling: making a high sound by blowing through one’s lips
3 Focus ➤ Discussing preferred means of communication ñ Read out the question in the rubric to the class. ñ Ss discuss in pairs. ñ Invite a few pairs to share their ideas.
|
Suggested Answer Key A: I think it would be fun to communicate by pigeon. B: Why? A: I would like to know how long it would take to deliver a message. B: I would like to communicate using smoke signals but I think it would be hard to do! etc |
4 Focus ➤ Researching means of communication used in the past; giving a short presentation ñ Arrange Ss in groups and explain the task. ñ Allow Ss access to the Internet/library to do research.
ñ Ss prepare a group presentation and present it
to the class.
Suggested Answer Key
Telegraphy (from the Greek words ‘far’ and ‘write’) is the long-distance transmission of messages without physical transport of letters. Radiotelegraphy or wireless telegraphy transmits messages using radio. Telegraph messages sent by a telegraph operator using Morse code are known as a telegram or cablegram. Before long distance telephone services were available, telegrams were very popular. They were often used to send urgent information.
In the late 19th century armies used a method of signalling called ‘heliography’. This involved using the reflection of the sun on a mirror to pass messages in Morse code. Naturally, they were reliant on the weather being clear and sunny. On a good day, it was possible to send a message over 30 miles! etc
Going Green
1 a) Focus ➤ Matching sounds and words; describing how sounds make you feel ñ Explain the task by reading the rubric aloud. ñ Check Ss’ comprehension of the items listed in the exercise.
ñ Play the recording, pausing after each sound. Invite individual Ss to say how each sound makes them feel.
|
Answer Key 1 a ship’s horn |
4 |
waves |
|
2 a drill |
5 |
seagulls |
|
3 an explosion |
6 |
a boat engine |
Suggested Answer Key waves ― relaxed a ship’s horn ― anxious a boat engine – calm seagulls ― excited a drill ― nervous an explosion ― worried
b) Focus ➤ Reading for specific information ñ Draw Ss’ attention to the animals in the pictures and ask Ss the question in the rubric. Elicit some possible answers from individual Ss.
ñ Play the recording. Ss read and listen to the text to find out the answers.
|
Answer Key Killer whales, dolphins and Baby seals can no longer hear and communicate with each other as well as in the past. This makes it harder for them to find a mate and/or feeding grounds. They may also become stranded. Sound blasts from military sonar cause bleeding to the eyes, ears and organs in whales and dolphins. |
2 Focus ➤ Matching headings to paragraphs
ñ Instruct Ss to read the text again and match the headings to the paragraphs. Remind Ss that there is one heading they do not need to use.
ñ Ss answer individually and then compare answers with a partner.
|
Answer Key 1 D 2 A |
3 |
C |
3 Focus ➤ Matching words/phrases and meanings; explaining vocabulary ñ Draw Ss’ attention to the underlined words and phrases in the text and the list of meanings. ñ Ss complete the matching task individually and then compare their answers with a partner. ñ Ss explain the words in bold by giving a synonym, example or explanation.
ñ Encourage Ss to try to guess the meanings of the words from the context before checking in their dictionaries.
Answer Key keep track of ― know where sth/sb is faint ― weak intense ― strong stranded ― unable to leave a place drastic ― extreme
Suggested Answer Key marine: sea breed: have babies drilling: using a special tool to make holes mate: male/female to have babies with blasts: loud, explosive noises
4 Focus ➤ Preparing and giving a two-minute talk on ocean noise pollution ñ Explain the task. ñ Instruct Ss to use ideas from the text.
ñ Allow Ss time to prepare and practise their talks.
ñ Invite individual Ss to give their presentations to the class.
|
Suggested Answer Key Good afternoon and thank you for inviting me to talk to you about ocean noise pollution and how to affects wildlife. You would probably be surprised to hear just how badly wildlife is affected by noise. But, you see, ocean mammals, such as whales, seals and dolphins need to be able to hear really well. Whales, for example, communicate by using low-frequency sound waves. This information is vital for them as it tells them where they can find each other, where to get food and also helps with breeding! They often communicate over hundreds or thousands of kilometers and, as the ocean is now ten times noisier than it was fifty years ago, it has become impossible for whales to hear each other if they are more than 100 miles away. And, marine mammals are in danger of swimming far away from breeding grounds and feeding grounds ― some mammals may find themselves stranded. But, there are even more serious consequences of ocean noise pollution. For example, sound blasts from military sonar can cause bleeding of the eyes, ears and organs in whales and dolphins. You may wonder what your company can do about all this. Well, one important thing we can do is to make sure ships and oil companies stay away from areas where there are as lot of sea mammals. You should also start monitoring the level of noise produced, so that we remain aware of the extent of the problem and can do all we can to save sea life. etc |
Reading
Focus ➤ Reading for specific information ñ Allow Ss time to read the text. ñ Ss complete the multiple choice task.
|
Answer Key 1 B 3 |
D |
5 |
C |
7 |
D |
|
2 D 4 |
C |
6 |
B |
|
|
Going Green
5 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a paraphrase on the board. ? Ss discuss the meaning in pairs or in small groups. ñ Elicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.
|
Suggested Answer Key S1: I think it is often the case that man’s needs are in conflict with what is best for the environment, especially with all the energy demands that new technologies are bringing today. S2: I think it is possible to expand our technology and needs without harming nature but it requires a lot of coordination and regulation by governments and companies. S3: We need to be more educated and less selfish about the quickest and easiest way to get what we want and also be sympathetic to what is going on around us. I think we can meet out demands and be understanding of nature at the same time. etc |
Spotlight on Exams 
Listening
Focus ➤ Listening for specific information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct answer.
Spotlight on Exams
|
Answer Key 1 A 3 |
C |
5 |
C |
7 |
B |
|
2 A 4 |
B |
6 |
B |
|
|
TAPESCRIPT
Susan: ... Ok, so I’ll meet you at the café at six o’clock. There’s a small chance that I might be a little delayed but I’ll call you if that happens.
Mike: Oh, you can’t, Susan. I haven’t got a mobile phone, remember!
Susan: Oh yes, I always forget that. You know Mike, you really should get one.
Mike: Why should I? I’ve managed until now without one!
Susan: Yes, but everyone has one these days, Mike. Even my grandparents send me text messages now. Mike: Well, not me. I like to be a bit different, you know that. And anyway, I can’t think of anything worse than being contactable all the time.
Susan: Yes, but it’s so inconvenient for everyone else. We can only contact you at home. Sometimes it takes me days to catch you when you’re in!
Mike: Well, people managed without mobile phones in the past, didn’t they? And you can always send me an email, remember. I check my mail every day.
Susan: Yeah, I guess so. But it would still be easier if you had a mobile phone. When I got my first one I wondered how I ever lived without it. And I just switch it off when I don’t want to be disturbed! Mike: Well, I still think I have a right not to have a phone if I don’t want one.
Susan: Sure, but if you ask me you’re being very stubborn. Mobile phones are a part of modern life whether you like it or not!
Mike: Ok, I understand the point you’re making. I tell you what, I’ll think about it, ok?
Susan: Cool! Hey, there’s a mobile phone shop right next to the café we’re meeting at! We can have a look tonight!
Mike: Don’t get carried away, Susan! I said I’d think about it, remember!
Susan: Ok, ok, no problem! See you tonight!
Speaking
Focus ➤ Practising informal conversations ― discussing options and making a joint decision ñ Read out the options.
ñ Go through the conversation plan with Ss explaining the process.
ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select individual Ss to present their dialogue to
the class.
Suggested Answer Key
A: So, we’re agreed that we both want to learn Spanish this year? How about spending a month in Spain this summer? We could stay with a Spanish family.
B: I don’t think that would be the best solution for us. It would cost far too much to fly over to Spain and I think we ought to learn some language before we go to the country.A: Well, what else do you suggest?
B: We could buy a ‘teach yourself’ pack and teach ourselves in our spare time.
A: But, I don’t think I would have the motivation to teach myself! Why don’t we go to an evening class a few nights a week?
B: I wouldn’t be able to attend a course like that ― I also have football training, remember! But we could find ourselves a private tutor and get a couple of lessons together every week.
A: That would be great!
Use of English
Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Ss read the entire text upon completion in order
to check for correctness.
|
Answer Key 1 beginning |
5 characteristic |
|
2 occasionally |
6 preferable |
|
3 nationalities 4 occupation |
7 lucky |
Writing
Focus ➤ Writing a for-and-against essay ñ Direct Ss’ attention to the paragraph plan. ñ Advise Ss to review the relevant section on writing for-and-against essays in the module. ñ Allow Ss time to write their essays.
ñ When Ss have completed their writing, they may exchange papers with a partner to proofread and check. Ss make any necessary corrections and hand in their work.
Spotlight on Exams
Suggested Answer Key
Wouldn’t it be great if we could speak every language in the world? Scientists have suggested that in the future we might not have to learn a language at all but have a microchip planted in our brains. As with all technology, this has pros and cons.
There are many advantages to such a chip. To begin with, holidaying abroad would be made much easier. Whichever language you needed could be implanted into you at the travel agents. Secondly, business could be carried out without fear of mistakes in interpretation.
On the other hand, there are plenty of disadvantages. Firstly, this chip would be available only to those who could afford to pay for it. Also, language is but the bricks for the house; being able to use it skillfully is the home. Could the chip give us the ability to express ourselves well enough?
This is an issue that will have people arguing for decades to
come. There is no easy answer but perhaps the chip might help people like the
man who once said of a dictionary, ‘the plot was terrible but at least they
explained all the words as you went along!’
Progress Check
Progress Check 6 and Look at Module 7 should be done in one lesson.
Answer Key
1 1 shrug 6 telescope 3 1 If I had called
2 satellite 7 human 2 suggested texting about
3 raised 8 wags 3 because she had been working
4 track 9 contain 4 could call
5 galaxy 10 air 5 asked if I was going
2 1 She denied taking/having taken the money. 4 1 down 3 back 5 over 2 He apologized for breaking/having broken her 2 around 4 into
CD player.
3 He begged her to lend him the money. 5 1 on 3 of 5 about
4 She suggested meeting/we meet later. 2 of 4 for
5 His dad warned him not to do that again (or he
would be in trouble). 6 1 d 2 c 3 b 4 e 5 a
Before you start …
Direct Ss’ attention to the title of the module, In days to come. Explain that in this module they will learn about and hopes and dreams, voluntary work and university life as well as how to talk about plans and ambitions and ask after friends.
Look at Module 7
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 122.
T: What can you see in picture 1?
S2: I can see a young girl and an elderly man.
T: What are they doing?
S1: It looks like they are studying something. etc
Pic 2 (p. 120)
Who can you see in the picture? What is a student’s life like? Would you like to study there? Why (not)?
Pic 3 (p. 129)
What can you see in the picture? Which country do you think it is? What is the weather like there?
Pic 4 (p. 131)
What is this person wearing? What is he celebrating? How do you think he feels?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
|
Suggested Answer Key a poem (p. 126) (a piece of writing often composed in short lines which rhyme) What is the title of this poem? What do you think it is about? |
In days to come
a joke (p. 130)
(something that people say or read that makes them laugh) What is the joke about? Is it funny? Do you often tell jokes?
a web page (p. 131)
(a set of information about a particular subject which is available on the Internet) What is the subject of this web page? Would you like to study in the UK? Why (not)?
a filmstrip (p. 133)
(a length of film containing a series pictures for projection on a screen) What do you see in the strip? What story does it tell? Do you prefer films or books? Why?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section seems to be about authors, books and literature extracts. This one (pp.126127) is about Rudyard Kipling and shows us one of his poems, ‘If’.
The Culture Corner (p. 131) contains a webpage about university life in Britain.
The Across the Curriculum section (p. 132) looks at how small actions can change the world.
The Going Green section looks looks at different green issues. This particular one (p. 133) is about Dian Fossey and her work with mountain gorillas.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
7 a Reading Skills
Objectives
Reading: an article about achieving your dreams
Skill ― reading for detailed understanding
Vocabulary: hopes and dreams Speaking: discussing a quotation, talking about the future
Reading
1 a) Focus ➤ Describing what people have in common
ñ Write the title ‘I have a Dream’ on the board and focus Ss’ attention on the pictures. ñ Elicit from the class what the people might
have in common.
Suggested Answer Key
I think they are all people who achieved their dreams.
b) Focus ➤ Predicting the content of a text ñ Read the subheadings of the text aloud. Invite individual Ss to say what they expect to read.
ñ Ss read the text and check their predictions.
Suggested Answer Key
Believe in yourself ― I expect to read about how we can believe in ourselves more.
Take steps to achieve your dreams ― I expect to read advice about how to achieve my dreams.
Don’t give up ― I expect to read about why it is important not to give up on dreams. etc
2 Focus ➤ Reading for detailed understanding ñ Allow Ss time to complete the task. ñ Play the recording. Ss check their answers.
|
Answer Key 1 C 3 |
D |
5 |
B |
7 |
D |
|
2 A 4 |
C |
6 |
B |
|
|
3 Focus ➤ Matching words with their meanings
ñ Draw Ss’ attention to the underlined words in the text and their meanings in Ex. 3. ñ Ss complete the matching activity and then compare answers with a partner. ñ Ss use the vocabulary in sentences of their own. ñ Invite individual Ss to read out their sentences
to the class
|
Answer Key 1 ran |
6 insurmountable |
|
2 perseverance |
7 inspiration |
|
3 come up against |
8 failings |
|
4 initially |
9 defeated |
|
5 banish |
10 rejected |
Suggested Answer Key
1 If you ran for President, you would need alot of money to pay for the campaign.
2 Perseverance is necessary if you want tolearn a foreign language.
3 Don’t worry if you come up against peoplecriticising you. Ignore them!
4 Initially, her ambition was to be a vet, butnow she wants to be an accountant.
5 Only a king can banish his subjects fromhis country.
6 Lack of money was an insurmountableproblem to their night out.
7 Writers get inspiration from just walkingdown the street.
8 He blamed his ??????????? as a person on hisunstable childhood.
9 My team was defeated in the first round.
10 His marriage proposal was unexpectedlyrejected.
Vocabulary
4 Focus ➤ Practising vocabulary related to hopes and dreams ñ Explain the task.
ñ Complete the first item with the class as an example.
7a Reading Skills
ñ Ss complete the task individually. Encourage Ss to guess first and then check their guesses using a dictionary.
ñ Ask individual Ss to share their answers with the
class.
|
Answer Key 1 overcome |
7 reject |
|
2 achieve |
8 make |
|
3 come up against |
9 long to |
|
4 reach |
10 takes |
|
5 face 6 come |
11 move |
5 Focus ➤ Completing sentences using the correct phrases
ñ Ss’ books closed, brainstorm phrases with the word ‘hope’ and write them on the board. ñ Ss’ books open, read through the list of phrases given in Ex. 5. ñ Ss complete the exercise individually. ñ Check Ss’ answers around the class.
ñ Allow Ss time to compose sentences of their
own. Monitor the activity around the class.
Answer Key
1 get your hopes up
2 in the hope that
3 hope for the best
4 dashed, hopes
5 is pinning his hopes on
6 gave up hope
7 has high hopes of
6 Focus ➤ Writing sentences about your life in the future ñ Read out the question in the rubric to the class. ñ Allow Ss time to write sentences about themselves. ñ Ss discuss what they wrote with a partner. ñ Invite each S in the class to say something true about their partner.
|
Suggested Answer Key I see myself going to university and studying medicine. I might try and spend a year in a foreign country and study. I’m thinking of volunteering at an animal shelter. If I can, I would like to work at a law office for experience this summer. What I’d really like to do is travel around the world for a year. I’m really dreading my final exams this year. I’ve always dreamed of becoming a famous singer. I desperately want to work as a research scientist in a large international company. I long to become a famous actress and win an academy award. S1: I’ve always dreamed of travelling through all of Europe. S2: I’m thinking of studying abroad next year. S1:That’s a good idea. I’d really like to live in a foreign country and learn a new language. etc |
Speaking
7 Focus ➤ Discussing quotations
ñ Instruct Ss to read the text again and find the quotations from famous people.
ñ In small groups Ss discuss what the quotations mean and whether or not they agree with them. ñ Invite groups to paraphrase the quotations and
comment on them.
Suggested Answer Key
S1: What did Henry Ford say?
S2: ‘If you think you can or you think you can’t, you’re probably right.’
S1: In other words, we know what we can do without anyone else telling us ― we know what we are capable of doing.
S3: Do you agree with him?
S2: Yes, I do. What about you?
S3: I’m not sure. I think sometimes we are not very sure about what we are able to do.
|
Suggested Answer Key I believe very much in the quote. Only those who believe in themselves and pursue their dreams will make a difference in the future and thus shape what the future will become. For those that do not chase their dreams they will be just living but not actually creating the future. |
|
S1: Sometimes we don’t believe in ourselves enough. S2: But if we listen to ourselves better, we can learn to trust our instincts. etc |
Reading Skills 7a
Words of Wisdom
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a paraphrase on the board.
ñ Ss discuss the meaning in pairs or in small groups. ñ Elicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.
7 Listening & Speaking Skills
b
Objectives
Vocabulary: education (university) & training; idioms related to school
Reading: a dialogue (text completion)
Skill ― reading for text structure, cohesion and coherence
Speaking: talking about plans and ambitions; role play
Listening: a telephone conversation (gap fill)
Skill ― listening for specific information
1 Focus ➤ Describing pictures ñ Focus Ss’ attention on the pictures. Invite individual Ss to describe the people. Ask the questions in the rubric and elicit answers from Ss.
ñ Ask Ss to justify their opinions.
Answer Key
Bob is training to be a mechanic.
Mary is studying at university. Sue works as a cashier.
2 Focus ➤ Completing sentences using the correct verb
ñ Draw Ss’ attention to the verbs and elicit/ explain their meanings.
ñ Explain the task. Remind Ss to use the correct form of the verb.
ñ Ss complete the task individually. ñ Check Ss’ answers.
|
Answer Key 1 dropped out |
6 studying |
|
2 handed in |
7 graduated |
|
3 won |
8 do |
|
4 apply for |
9 attend |
|
5 completed |
10 enrolled |
3 Focus ➤ Understanding easily confused words ñ Ss complete the task individually, using their dictionaries if necessary. ñ Check answers with the class.
ñ Ss write sentences to illustrate the meanings of the alternative words. ñ Check Ss’ answers around the class.
7b Listening & Speaking Skills
|
Answer Key 1 place |
5 classmates |
|
2 prospectus |
6 subject |
|
3 qualifications |
7 funding |
|
4 fees |
8 loan |
Suggested Answer Key
1 Tim would like a position in a bank.
2 The course syllabus covers a wide range of subjects.
3 Honesty is one of the most importantqualities in a good friend.
4 Prices are rising all the time.
5 My colleagues at work are very friendly people.
6 We have two English lessons every week.
7 The superstore has very competitivepricing.
8 Tracey got a loan to pay for her new car.
Everyday English
4 Focus ➤ Talking about plans and ambitions ñ Ask Ss to focus on the language box on p. 122. Read through together and explain any new vocabulary. ñ Review the example and explain the task. ñ Ss complete the task in pairs. Encourage Ss to use each prompt and take it in turns to ask and answer questions.
ñ Monitor progress around the class, providing any necessary assistance.
ñ Invite each pair to perform one exchange each for the class.
Suggested Answer Key
A: Well, I’m planning to study Italian. What are your plans for after the exams?
B: I’ve decided to spend some time helping homeless people. What are you planning to do next year?
A: If I can, I’d like to travel abroad. What are you going to do during the Christmas holidays?
B: Well, I’d really like to learn to play a musical instrument so I’ll start piano lessons. What are your plans for the New Year?
A: I’ve made up my mind to join a drama club. Have you any plans for the New Year?
B: I think I’ll apply for a part-time job as I need a little extra money.
A: I guess I’ll have to get a job soon but I’m also planning to go to university so the two things together might be a little difficult. What about your free time?
B: As I said, I’m hoping to do some work with homeless people so I’ll probably join a charity.
Reading
5 a) Focus ➤ Predicting the content of a dialogue ñ Read out the seven sentences.
ñ Elicit suggestions as to what the dialogue is
about.
Suggested Answer Key
I think the dialogue is about two friends meeting and talking about their studies.
b) Focus ➤ Reading to understand structure, sequence and content ñ Ask Ss to read the gapped dialogue, then allow Ss time to complete the task.
ñ Play the recording for Ss to check their answers. Then choose a pair of Ss to read out the completed dialogue.
|
Answer Key 1 F 3 |
D |
5 |
C |
7 |
G |
|
2 B 4 |
E |
6 |
A |
|
|
Speaking
6 Focus ➤ Acting out a dialogue ñ Explain the task. Refer Ss to exs. 4 and 5 for useful language.
|
Listening & Speaking Skills 7b |
ñ Ss complete the task in pairs. Monitor the task and offer help as necessary.
ñ Record each pair of Ss as they perform their
dialogue for the class.
Suggested Answer Key
A: A: Hi, Paula!
B: Hi, Emma! I haven’t seen you for months! So, how are you finding student life?
A: Oh Paula, I absolutely love it! It’s so much fun being with people who share the same interests as me I’m really enjoying my course as well.
B: That’s so cool! What are you studying, again?
A: I’m doing a BA in English. We’re reading some amazing literature!
B: I’m glad you’re enjoying it. It certainly wouldn’t be my cup of tea!
A: So tell me, what are your plans?
B: I’ve decided to become a hairdresser and I’ve started an apprenticeship. It’s going really well.
A: Oh, well done!
B: Yeah, thanks. I’m really happy. I work with some really nice people. But, I miss all of you guys who have gone away to university, though.
A: Well, feel free to come up and stay with me any time you like. My flat mates won’t mind. They’re cool!
B: Thanks, Emma! I might just do that!
Listening
7 Focus ➤ Listening for specific information ñ Direct Ss’ attention to the form. ñ Allow Ss time to read the notes.
ñ Ask Ss to try and predict what kind of information is missing (e.g. name, numbers, etc). ñ Play the recording.
ñ Ss complete the gaps individually and then compare answers with a partner. ñ Play the recording again if necessary. ñ Check Ss’ answers.
|
Answer Key 1 the Education |
4 30/thirty |
|
2 loans |
5 open day |
|
3 exam results |
6 a month |
TAPESCRIPT
A: Good morning. I’m calling to inquire about the legal secretarial course at your college. Is there someone I can speak to about this?
B: Sure, you can speak to me. My name is Rachel Henry and I’m the admissions advisor for the course. How can I help you?
A: Well ... I saw the course advertised in the Education pages in yesterday’s Guardian newspaper and I wanted some more information.
B: I can send you a full college prospectus which will tell you about all of the courses that we offer.
A: Thank you. That’s great. Can I ask you a couple more questions?
B: Of course. Go ahead.
A: Well, it says the fees for this course are £1,500 per term, but your advertisement says there is a possibility of funding. How can I find out a bit more about this?
B: There are a range of government funding options available, such as loans and scholarships. All that information is included in the prospectus.
A: Oh, OK, that sounds great. Also, what qualifications do you need to get on the course? Are my school exam results important?
B: Well, we do take a look at your exam results, but we also consider your performance at the interview. We are just as interested in your attitude as your exam results.
A: Oh! That’s good to know! And how many places are there available on the course?
B: No more than about thirty. But we usually receive about sixty applications altogether.
A: I see. Thank you very much for your help!
B: You’re welcome. Actually, we’re having an open day on Friday next week. I would highly recommend that you come. It’s a great opportunity to have a look around the college, meet the course tutors and ask any more questions that you have. If you’re interested I can email you the details.
A: Oh yes, thanks. I’d definitely be interested in that.
When is the closing date for applications? B: The closing date is the end of January.
|
7b Listening & Speaking Skills
ñ Invite a few pairs to act out the exchanges for the class
ñ Explain the task and complete item 1 as an example. ñ Ss complete the rest of the task individually. |
1 Focus ➤ Identifying different types of conditionals
ñ Review different types of conditionals with Ss by eliciting/providing a few example sentences and writing them on the board. ñ Allow Ss time to study the table.
ñ Focus Ss’ attention on the three quotations. Ss identify the types of conditionals used.
ñ Confirm the correct answers.
Answer Key
Bertrand Russell ― type 1
Eubie Blake ― type 3
Mark Twain ― type 2
ñ Check answers with the class and clarify any points of difficulty.
Answer Key
1 would have done ― type 3
2 would be ― type 2
3 hadn’t wasted ― type 3
4 were ― type 2
5 had remembered ― type 3
6 had ― type 2
7 won’t stand a chance ― type 1
8 will/should/ought to/must call ― type 1
9 are ― type 1
10 will/can/see ― type 1
3 Focus ➤ Rewriting sentences using inversion ñ Select 3 Ss to read out the examples.
ñ Explain that the same meaning is expressed in brackets. Draw Ss’ attention to the form of the sentences (the inversion of the verb).
ñ Explain the task and allow Ss time to rewrite the sentences omitting ‘if’. ñ Check Ss’ answers around the class.
Answer Key
1 Had you asked me sooner, I would have been able to come.
2 Were you to order all your books from us,we would give you a 25% reduction.
3 Should we go to the same college, we willgraduate together.
4 Should my exam results come in the post,call me straight away.
5 Should you finish early, will you pick me up?
4 Focus ➤ Rewriting sentences using conditionals
ñ Introduce the concept of mixed conditionals by reading out the examples in the table.
ñ Explain the task. ñ Allow Ss time to complete the task in pairs. ñ Invite pairs to share their answers with the class.
ñ As an extension activity play a game around the class. (Tell each S a conditional sentence. The S must say whether it is a standard or mixed conditional. If a S hesitates/produces the wrong answer, they are out of the game. Continue until there is a winner.)
Answer Key
2 If Paul listened to advice, he would have done what you suggested.
3 If Sue did her job well, she would have gotpromoted.
4 If you had handed in your project, youwould pass the course.
5 If the train had left on time, they would beby now.
6 If Kate wasn’t studying all night, shewouldn’t have been so exhausted now.
Grammar in Use 7c
5 Focus ➤ Practising the unreal past ñ Read out the example sentences with the class and elicit/explain what they have in common. (They are all examples of ‘unreal’ situations).
ñ Allow Ss time to complete the task. Remind Ss to use the correct tense. ñ Check Ss’ answers.
ñ As an extension activity Ss draw a picture (e.g. of a girl in the rain all wet). Ss hold up their pictures in front of the class and provide a sentence using the unreal past. (If she had an umbrella, she wouldn’t have got so wet.).
|
Answer Key 1 hadn’t passed |
6 had saved |
|
2 hadn’t stayed up |
7 would get |
|
3 had told |
8 didn’t copy |
|
4 left |
9 had got |
|
5 started |
10 hadn’t borrowed |
6 Focus ➤ Describing people’s wishes and regrets ñ Focus Ss’ attention on picture 1. Elicit from Ss how the woman is feeling and what she wishes/ regrets. Write answers on the board.
ñ Ss complete the sentences for the other two people in the pictures and then compare ideas with a partner.
|
Suggested Answer Key 1 1 were/was 2 had more friends 3 taken out a pension plan, I’d have moremoney 2 I wish I were/was a better player. If only I had more talent. If I had hit the ball, I wouldn’t be sitting on the benches now. 3 I wish I wasn’t so bored. If only I had something interesting to do. If I had gone to the party with my friends, I would have had a fun time. |
7c Grammar in Use
|
Answer Key 1 from 2 in |
3 into |
4 in |
7 Focus ➤ Working with phrasal verbs ñ Elicit/Explain the meaning of each phrasal verb
|
with carry. |
|
|
|
ñ Ss complete the task, referring to Appendix 2. ñ Check Ss’ answers. ñ As an extension activity, Ss write their own sentences using these phrasal verbs. |
9 |
Focus ➤ Practising key word transformations ñ Explain the task. ñ Ss complete the task individually and then compare answers with a partner. |
|
Answer Key 1 off 3 out 2 on 4 through |
5 off |
ñ Check Ss’ answers.
Answer Key
1 I were you, I would
2 would not have failed
8 Focus ➤ Practising dependent prepositions 3 wish she had gone
ñ Refer Ss to Appendix 1. Elicit/Explain the 4 ’d rather you left
5 only she would stop meaning of the dependent prepositions.
|
and the last two lines of the poem. |
|
|
ñ Elicit from Ss ideas as to who the poem could be addressed to. ñ Ss read the biography to find out the correct answer. |
3 a) Focus ➤ Matching words/phrases with their meanings ñ Draw Ss’ attention to the underlined words/ phrases in the poem and the list of meanings. |
ñ Ss complete the task. ñ Check Ss’ answers around the classr.
7 d Literature
Objectives
Answer Key
Reading: Rudyard Kipling’s poem If
Skills ― reading for specific information Kipling addresses all of mankind/ people who ― reading to understand gist face difficulties in their lives.
― reading for detailed understanding
― reading to understand structure 2 Focus ➤ Reading to understand gist
Vocabulary: words related to character/personality;
opposites; similes; personification ñ Ask Ss the question in the rubric and draw Ss’
Writing: writing a new verse of the poem attention to messages a) and b). ñ Play the recording. Ss read and listen to the
|
1 |
Focus ➤ |
Reading for specific information |
poem and choose their answer. ñ Confirm the correct answer. |
ñ Write the name ‘Rudyard Kipling’ on the board
Answer Key and elicit/explain who he is.
ñ Instruct Ss to read the first line in each stanza a
|
Answer Key Verse 1 ignore doubt: trust yourself be patient: wait and not be tired by waiting be honest: don’t deal in lies be courageous: can keep your head, when all about you are losing theirs be modest: don’t look to good, nor talk too wise Verse 2 be imaginative: dream ― and not make dreams your master be thoughtful: think ― and not make thoughts your aim be understanding: can meet with triumph and disaster and threat those two imposters just the same accept that people lie: bear to hear the truth you’ve spoken twisted Verse 3 take risks: risk it on one turn of ... be positive: And lose, and start again at your beginnings be uncomplaining: never breath a word of your loss be determined: hold on when there is nothing in you/Except the will which says to them: ‘Hold on’ Verse 4 be polite: talk with crowds and keep your virtue be modest: nor lose the common touch be tolerant: neither foes nor loving friends can hurt you be respectful: all men count with you be productive: with sixty seconds’ worth of distance run |
Literature 7d
ñ Ss read the poem again individually and
complete the task.
ñ Check Ss’ answers around the class.
|
Answer Key 1 the common touch |
6 stoop |
|
2 Twisted |
7 keep your head |
|
3 imposters |
8 will |
|
4 heap |
9 virtue |
|
5 worn-out |
10 winnings |
b) Focus ➤ Explaining new vocabulary
ñ Tell Ss to try and guess the meaning of the words from the context before using their dictionaries. Ss then give an explanation, example or synonym for each of the words in bold in the text. ñ Ss compare answers with a partner.
ñ Select individual Ss to explain the words and
elicit L1 equivalents.
Suggested Answer Key master: someone/something that controls someone/something else aim: goal/target triumph: great success trap: something used to catch and prevent the escape of someone/something fools: silly, unthinking people tools: equipment used for building turn: part of a game/competition loss: state of no longer having something force: make someone do sth through pressure/ necessity unforgiving: with no room for mistakes worth: amount
4 Focus ➤ Reading for detailed understanding ñ Explain the task and explain/elicit the meaning of the vocabulary.
ñ Ss answer individually and then compare answers in small groups.
ñ Monitor the activity, encouraging Ss to justify their answers with references to the poem.
5 Focus ➤ Completing sentences using the correct preposition
ñ Focus Ss’ attention on sentences 1-8. Elicit what is missing (prepositions). ñ Ss fill in the missing prepositions individually. ñ Ss check their answers by referring to the poem. ñ Allow Ss time to write their own sentences using the phrases in bold.
7d Literature
|
Answer Key 1 to 3 for |
5 up |
7 before |
|
2 on 4 to |
6 about |
8 on |
|
Suggested Answer Key 1 I couldn’t bear to give away the puppies, so I kept them all. 2 The naughty child threw a paper aeroplaneat the teacher and blamed it on his neighbour. 3 In some examinations they make allowance for students with special needs. 4 Fiona is so strong ― she never gives way to her emotions. 5 I am working hard to build up my stamp collection. 6 I told Penny my secret and she promised notto breathe a word about it to anyone. 7 I usually start my revision long before the exams begin. 8 Karen was exhausted, but managed to hold on ad finish her work. |
||
6 Focus ➤ Reading for specific information ñ Read out the rubric and the example to the class.
ñ Ss complete the task in pairs. Remind Ss that they need only to study one of the verses. ñ Pairs who have studied the same verse compare
their answers.
Answer Key verse 1 lines 1/2 keep your head/losing (their heads) verse 2 line 11 triumph/disaster verse 3 lines 17/20 winnings/losses verse 4 lines 25/26 crowds/kings verse 4 line 27 foes/friends
7 Focus ➤ Reading to understand structure ñ Elicit from Ss words to describe poems (verse, line, syllable, rhyme, rhyming pattern) and write them up on the board. Explain/Elicit what they mean.
ñ Explain the task. ñ Allow Ss time to complete the task in pairs. ñ Invite a pair to describe the structure of the
poem to the class.
Answer Key
There are 4 verses in the poem.
There are 8 lines in each verse.
There are 10-11 syllables in each line. Apart from the first verse, the rhyming pattern for the poem is ab, ab, cd, cd.
8 Focus ➤ Understanding the rhythm of the poem ñ Draw Ss’ attention to the study skills box. Explain/Elicit the meaning of ‘stressed’ and ‘unstressed’ syllables. ñ Play the recording.
ñ Ss listen to the first four lines of the poem and underline the stressed syllables.
ñ Play the recording again with pauses and invite Ss to repeat what they hear.
Answer Key
If you can keep your head when all about you
Are losing theirs and blaming it on you; If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
9 Focus ➤ Explaining the mood of the poem ñ Read out the question in the rubric and elicit/explain the meaning of the adjectives given. ñ Allow Ss time to answer individually.
ñ Invite individual Ss to express their personal reaction to the poem. Encourage class discussion. (N.B. stress that there is no ‘right’ answer as we all respond in our own way to the language of a poem).
(Ss’ own answers)
10 Focus ➤ Identifying literary techniques ñ Read the Study Skills box through with Ss and clarify as necessary.
ñ In small groups Ss find examples of these literary techniques in the poem.
ñ Invite one or two groups to feed back to the class.
Answer Key
Personification:
‘Triumph and disaster’ are described as ‘two imposters.’
‘Dreams’ can become ‘your master.’
‘A ‘minute’ is ‘unforgiving.’
Literature 7d
11 Focus ➤ Writing a new verse of the poem ñ Explain the task and draw Ss’ attention to the suggested rhyming words. ñ Allow Ss time to write their verse(s). ñ Invite Ss to recite their verse(s) to the class.
Suggested Answer Key
If you can feel sorrow yet never despair;
If you can be kind to those without care;
If you’re always giving to those in most need, And turn the cold shoulder to those fed on greed;
If your heart risks it all to always forgive,
For the bad for the good, to live and let live; Through the day’s darkest moments, the giver of pain;
You will rise above it and, what’s more, you’ll gain.
1 Focus ➤ Identifying the style letters/emails ñ Review with Ss the different styles we can write in (formal, semi-formal, informal). Ask Ss why we need to make this distinction (we might know the person we are writing to well or not at all; we may wish to be polite. It all depends on the type of letter or email we are writing). ñ Read through types of letters/emails A-G and explain any unknown vocabulary. ñ Explain the task. ñ Ss answer individually and then compare answers with a partner.
ñ Select individual Ss to share their answers with the class.
Answer Key
A a course director/formal/letters of complaintare always formal
B your friend
C your aunt
D a hotel owner/formal/you do not know thehotel owner and are asking him to do something for you so politeness is essential
E your friend
F the organiser of an event/formal/you do not know the speaker well and wish to be polite
G a visiting speaker/formal/you do not knowthe speaker and are asking him to do something for you so politeness is essential
2 Focus ➤ Identifying beginnings and endings of formal letters
ñ Explain that the extracts all come from formal letters and that some of them are beginnings and others endings. Elicit/Explain what we usually read in the beginning of a letter (reason for writing) and in the end of a letter (a summary of what has been written, writer’s wishes and final comments).
ñ Ss complete the task and then compare answers
with a partner.
|
Answer Key 1 ending |
4 ending |
7 ending |
|
2 beginning |
5 beginning |
8 beginning |
|
3 beginning |
6 ending |
|
|
1, 3 G 2, 6 F 2, 6 |
F 7, 8 A |
|
3 Focus ➤ Understanding a rubric ñ Read the rubric to the class. ñ Allow Ss time to underline the key words.
Confirm the key words.
ñ Draw Ss’ attention to questions 1-5. ñ Ss answer the questions individually. ñ Ss read the model to check their answers.
|
Answer Key Key words: advert, summer English course,; notes, email, course director,; asking for more information, 120-180 words 1 Someone who is interested in attending asummer English course in Oxford. 2 Diana Hughes, because she is the coursedirector 3 Dear Mrs Hughes/Yours faithfully, (fullname) 4 All the notes must be included in the email5 5 paragraphs. Para 1: opening remarks and reason for writing Paras 2-4: development of subject including all the notes Para 5: closing remarks, other comments |
4 Focus ➤ Reading for specific information ñ Instruct Ss to read the email again to check what each paragraph is about and whether all the points from the notes have been included.
ñ Check Ss’ answers.
Answer Key
Paragraph 1 ― opening remarks (I have just read your advertisement ...), reason for writing (I have a few questions that I would like to ask first)
Paragraph 2 ― first note (I would like to know how much ...)
Paragraph 3 ― second note (... the classes are small. How many students ...?) Paragraph 4 ― third/fourth notes (I would be very interested in ...)
All the notes have been included.
5 Focus ➤ Finding formal equivalents ñ Explain the task.
ñ In pairs, Ss find examples of formal language in the email in ex, 3 and answer questions 1-11.
ñ Check answers with the class.
Answer Key
I would like to know how much each of the courses cost.
2 I would like to
3 I look forward to hearing from you soon.
4 Thank you very much for your time.
5 options
6 in order to further improve my English
7 on average
8 before I decide which one to take
9 states
10 Would this be possible?
11 Yours faithfully
6 Focus ➤ Rewriting sentences using more formal language
ñ Draw Ss’ attention to sentences 1-10. Elicit what style the underlined sections are written in (informal style).
ñ Draw Ss’ attention to the formal words/phrases given and explain the task. ñ Ss complete the task individually and then
compare answers with a partner.
Answer Key
1 We really appreciated your helpful advice
2 with regard to your participation in
3 we were served/was appalling
4 was very impressed by
5 Could you please send me some moredetails
6 will be unable to attend
7 Would it be possible for you to arrange for
8 Thank you for your generosity in spending
9 am writing to enquire
10 I would appreciate it if you could
7 a) Focus ➤ Matching introductory sentences and supporting details ñ Elicit/Explain the function of supporting details (to explain something further). ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.
|
Answer Key 1 — 2 B |
3 |
A |
b) Focus ➤ Writing appropriate supporting details
ñ Ss write two or three supporting details to go with introductory sentence 1.
ñ Ss compare their sentences with a partner.
Suggested Answer Key ñ This is a good opportunity for students to experience life outside the city and will enrich their stay in our country.
ñ During the days, there will be activities and walks; during the evenings, there will be a series of talks on nature conservation.
Writing Skills 7e
8 Focus ➤ Understanding rubrics
ñ Explain the task. Read the rubrics with the class and read the questions provided.
ñ Ss underline the key words then discuss the answers to questions 1-6 in pairs.
ñ Monitor Ss’ progress around the class and offer assistance when necessary.
ñ Ask individual Ss to offer answers for each rubric.
|
Answer Key A key words: you are the leader of your school social committee, international sports star, inviting, talk, school leavers, asking for more information, email, notes, reply, 120-180 words 1 you are the leader of your school social committee writing to an international sports star 2 email giving information 3 formal style 4 All notes must be included 5 Para 1 ― opening remarks, reason forwriting Paras 2,3 ― main body (include all notes) Para 4 ― closing remarks, other comments 6 Dear (name)/Yours faithfully, (your full name) B key words: six-week summer acting course, very disappointed, advert, notes, letter to course director, Mr Evans, 120-180 words 1 you are someone who has just done a sixweek acting course writing to the course director, Mr Evans 2 letter of complaint 3 formal style 4 All notes must be included 5 Para 1 ― opening remarks, reason forwriting Paras 2,3 ― main body (include all notes) Para 4 ― closing remarks, other comments 6 Dear Mr Evans/Yours faithfully, (your full name) |
|
Suggested Answer Key B Dear Mr Evans, I am writing to complain about the Dawson Drama School. I recently attended a sixweek summer acting course there and was very disappointed with the service offered. To begin with, your advertisement states that the course is taught by full-trained professionals. This is not true as the standard of teaching was unsatisfactory due to the lack of experience of the professionals involved. To make matters worse, a large number of lessons were cancelled without any reasons being given. The so-called ‘relaxed and pleasant environment’ mentioned in the advertisement turned out to be several badly-maintained studios that, even in the middle of a hot summer, were incredibly cold and permanently draughty. Similarly, the ‘comfortable accommodation’ was, in fact, unheated, cramped and had not been cleaned for a considerable length of time. Due to the fact that the service did not live up to the claims of the advertisement, I believe I am entitled to a refund of some of the £1,500 I paid. I look forward to your prompt reply. Yours faithfully, Alexander Cleave |
|
Suggested Answer Key A Dear Mr. Banville, I would like to thank you for answering my previous email so promptly. I am writing this email to give you the information you requested about your upcoming talk at our school. First of all, I would like to thank you for taking time out of your busy schedule. This is a superb opportunity for the students to meet a truly international sports star. Regarding the date of your visit, the evening of 12th June is more convenient for the students as there is an important match for the school team on the 11th. The talk is for students that will soon finish their studies and either go to university or start a career. The age range of the students is 16-18 years old. Our school has a football team, a hockey team and a basketball team so if your talk could include something about these sports, we would be extremely pleased. Apart from your sporting experiences, it would be helpful if you could mention how you got started as an athlete, your training schedule and what motivates you to be the best in your particular sport. I would like to repeat how grateful we are that you are coming to our school. If you require further information, please do not hesitate to contact me. Yours faithfully, Max Morden |
9 Focus ➤ Writing a formal letter/email ñ Focus Ss’ attention on the checklist provided and remind Ss to use it as a final checking process before completing their letter.
ñ Allow Ss time to complete the task and offer any necessary assistance.
ñ Ss swap papers and check each other’s writing using the checklist.
Culture Corner
Objectives
Reading: a web page about university life
Skills ―predicting content of a web page
―reading for specific information
Vocabulary:
related to university life Speaking: a talk about life at
Oxford University Writing: an article about the most prestigious
university in your country
1 Focus ➤ Predicting the content of a web page ñ Focus Ss’ attention on the titles and picture on the website.
ñ Elicit from Ss who the website is designed for and what they expect to learn from it.
ñ Play the recording. Ss read and listen to the text
to check their predictions.
Suggested Answer Key
I think this website is for people who are interested in going to university in the UK. I expect to learn a little about different British universities.
2 Focus ➤ Reading for specific information ñ Explain the task and check Ss’ understanding of the vocabulary in questions 1-5.
ñ Allow Ss time to read the web page again and answer.
ñ Check Ss’ answers around the class.
|
Answer Key 1 Matthew Springer |
3 Sarah Miles |
|
2 Sylvie LeGrange, |
4 Sarah Miles |
|
Steven Howard |
5 Steven Howard |
3 Focus ➤ Matching words with their meanings ñ Draw Ss’ attention to the underlined words in the text and the list of meanings.
ñ Ss complete the matching activity individually. ñ Check Ss’ answers around the class.
Answer Key scraping by: managing to live with very little money meager: very small get carried away: be overenthusiastic interactive: allowing communication one-on-one: involving only two people gown: loose formal robe going on: happening
4 Focus ➤ Practising vocabulary related to student life; giving a talk about Oxford University ñ Focus Ss’ attention on the headings and explain the task. ñ Ss complete the task with a partner. ñ Check Ss’ answers around the class.
ñ Instruct Ss to read the section about Oxford University again (Sarah Miles’ entry) and explain the task.
ñ Ss complete the task in pairs, taking it in turn to
talk and listen.
|
Answer Key
|
Suggested Answer Key
University life at Oxford University is pleasant. I spend a lot of time on campus attending lectures, studying in the library or having meals in the college dining hall. I meet my friends in the Student Union when I don’t have essays to write or exams to prepare for!
Although I only have to attend ten hours of formal lectures every week, I keep fairly busy. There are also seminars and tutorials to attend, private research to do and essay deadlines to meet.
I live in student halls. This is good because you get to meet a lot of different people and we have formal dinners together in the college dining hall. But next year I’d like to live in a student house with my friends.
I get on well with my teachers, especially my tutor as we meet one-to-one and discuss everything together.
There are plenty of after-school activities to get involved in. You can join the university newspaper, drama club or canoeing club, just to mention a few. There are always parties you can go to – or concerts. I like to just hang out with my friends or go and see a band. The social life is very good ― I especially like the theme nights at the Student Union.
5 Focus ➤ Writing a short article about the most prestigious university in
your country ñ Explain the task and check Ss’ comprehension by asking: What
are you going to write? (a short article); What is the subject of your article?
(the most prestigious university in my country); What must you include?
(details about where students live, academic life, social life and so on).
ñ Allow Ss time to complete the task in class (with access to the Internet). Alternatively, set the task for HW and Ss may interview people to get information.
Suggested Answer Key
Moscow State University was established in 1755. It is a highly popular university. Currently, more than 40000 undergraduates and about 7000 postgraduates are studying there. There are more than 4000 professors and lecturers and every year you will find about 2000 international students coming to study there from all over the world.
Many students live in Moscow with their families but those who come from other parts of Russia and overseas live in student halls. Life in halls is fun. Students often socialise with each other – enjoy a cup of tea or some food together, play the guitar and sing popular songs. There are also many student clubs you can join, like the ‘KVN’ where you perform amusing sketches to entertain your lecturers and fellow students.
Life is not all fun, though! There are plenty of lectures to attend (which start as early as 7:45 in the morning!) and lots of assignments to complete ― not to forget examinations!
|
Across the Curriculum – Citizenship |
Suggested Answer Key
Small actions when done by lots of people build up to become large actions and this leads to real change.
2 a) Focus ➤ Reading for specific information ñ Elicit/Explain the meaning of the words ‘volunteer’ (someone who does work without being paid for it, because they want to do it) and ‘case study’ (writing that gives information about a person, group, or thing and their development over a period of time).
ñ Allow Ss time to read about Jacob and answer the questions.
ñ Check answers with the class. Encourage Ss to comment on what it must be like to be a volunteer.
Answer Key
Jacob volunteers at a retirement home for a few hours each week because he wants to do something to make the world a better place. Jacob feels that he is giving something and getting a lot back, too.
b) Focus ➤ Explaining new vocabulary
ñ Instruct Ss to read the case study again and deduce the meaning of the words in bold from the context.
ñ Ss check in their dictionaries and note down
a synonym or example sentence.
Suggested Answer Key volunteer: offer to do something without being asked and/or without being paid home: accommodation especially designed/run for the retired/elderly jokes: funny stories get such a lot back: receive plenty in return faces light up: expressions appear happier/ more excited wise: clever (with the experience of age) community: people living in a particular area
3 Focus ➤ Matching actions and reasons and suggesting your own
ñ Focus Ss’ attention on the list of actions (Little Ways to Change the World) and the reasons for these actions. ñ Explain the task. ñ Ss answer individually and then compare answers with a partner.
|
Answer Key 1 B 3 |
A |
5 |
D |
|
2 E 4 |
F |
6 |
C |
Suggested Answer Key
Action ― Walk or use public transport on your way to school/work.
Why? ― You’ll not waste energy/pollute the environment and you’ll get fit at the same time. Action ― Plant one tree each.
Why? ― Trees help combat pollution, are a home to animals/birds and are attractive to look at.
4 Focus ➤ Discussing the likelihood of taking certain actions ñ Arrange Ss in small groups.
ñ Read out the rubric and select 3 Ss to read out the model answer. ñ Allow time for Ss to discuss their answers. ñ Monitor the activity, encouraging Ss to give
reasons for their responses.
Suggested Answer Key
A: I would possibly buy fair trade products as that helps the poor in other countries.
B: Yes, that’s true and most supermarkets have fair trade products nowadays.
C: I would definitely throw my rubbish in the bin as litter is very ugly.
A: That’s true. I would definitely not give pay more at charity shops, mainly because I don’t buy things there.
B: Then you should definitely give your spare change to charity because most of the time it just builds up at home. That money could be used. etc
7 Across the Curriculum – Citizenship
5 Focus ➤ Planning a project that could change the world and presenting it to the class ñ Explain the task by reading out the rubric to the class.
ñ Allow Ss time to decide on a project and write a paragraph about it.
ñ Invite each group to present their project to the
class. Vote for the best one.
Suggested Answer Key
1 Collect old clothes from friends, neighboursand relatives and give to the homeless.
2 Friends, neighbours and relatives as theywould donate clothing.
3 The homeless would have better/warmerclothing to protect them from the cold.
(note ― you could also do this with leftover food)
I would definitely collect old clothes or shoes and take them out onto the streets for the homeless. In my house we have wardrobes full of good clothes that we no longer wear. The homeless are in desperate need of warm clothing to help them get through the cold nights. I could get all my friends, neighbours and relatives involved. I could even suggest it at the next school committee meeting.
1
Focus ➤ Describing a scene
ñ Instruct Ss to close their eyes and listen to the recording.
ñ As the recording is playing, ask Ss the questions in the rubric (Where do you think you are? What is happening? How do you feel?)
ñ Invite individual Ss to share their answers with
the class.
Suggested Answer Key
I am in the jungle and I hear the gorillas. I feelexcited but also peaceful at the same time with the sounds of water running and nature all around me.
2 Focus ➤ Building up a story from notes ñ Focus Ss’ attention on the pictures and select a few individual Ss to describe them to the class. ñ Elicit from Ss possible ways in which Dian Fossey could have made a difference to our world. ñ Read through sentences A-E and explain any unknown vocabulary. Invite individual Ss to guess her story from the information given.
Suggested Answer Key
I see Dian interacting with the gorillas in thepictures. She seems to be able to communicate with them. She made a difference by helping us understand better these amazing creatures and fighting for their rights against being killed by poachers.
3 Focus ➤ Completing a text; explaining new vocabulary
ñ Ss read the text and complete the gap-filling task. Remind Ss that there is one extra sentence that they do not need to use.
ñ Allow Ss time to explain the words and phrases in bold.
ñ Check answers with the class.
|
Answer Key 1 D 2 E |
3 |
B |
4 |
A |
Suggested Answer Key worked miracles: was extremely effective disabled: lacking a physical/mental ability save up: keep money to use in the future behaviour: way of acting earned their trust: became their friend met the same fate: ended up the same way declared war: stated intention to fight outspoken: giving opinion(s) freely without worrying about offending people target: focus of attack murdered: unlawfully killed buried: put under the ground after the death endangers: puts at risk extinction: no longer in existence (as a species)
4 Focus ➤ Choosing the best adjectives to describe Dian Fossey
ñ Read through the character adjectives listed in the exercise and check Ss’ understanding. ñ Based on their reading of the text Ss tell each other in pairs the adjectives which best describe Dian Fossey and give reasons.
ñ Invite a few pairs to share their idea with the
class.
Suggested Answer Key ñ Dian must have been a very caring person because she spent her life helping disabled children and then wild gorillas.
ñ Dian must have been very patient because gorillas do not trust humans easily and gaining their trust must have taken a very long time.
Going Green
ñ To declare war on poachers, people who could and did kill her, shows how determined she was to protect the gorillas.
5 Focus ➤ Preparing and giving a presentation about an environmentalist ñ Arrange Ss in groups and explain the task. ñ Allow Ss time in class to prepare their presentations (providing Ss with access to the Internet) and then invite groups to present their information to the class. Alternatively, Ss collect information for HW and prepare and deliver their presentations in the next lesson.
Suggested Answer Key
Rachel Carson (1907 – 1964), an American marine biologist and nature writer, grew up on a small farm near Springdale, Pennsylvania. An avid reader at an early age, she began writing when she was just eight years old. She is best known today for her work ‘Silent Spring’ which led to a nationwide ban on the use of DDT and other harmful pesticides.
After studying biology at the Pennsylvania College for Women, she studied zoology and gained her master’s degree in 1934. In 1935 her father died suddenly and Carson was left to take care of her aging mother. Rather than study further (to obtain a doctorate), she took on a job at the U.S. Bureau of Fisheries. Carson also began submitting articles on marine life to newspapers and magazines. In 1952 she gave up her job to concentrate on her writing. Carson’s main subject was the dangers of pesticide overuse. She investigated many cases of pesticide exposure and found evidence to support the pesticide-cancer connection. Unfortunately, she developed cancer herself and died at the age of 56. In recognition for her work, Carson was awarded the Presidential Medal of Freedom – the highest civilian honour in the United States.
7 Spotlight on Exams
Reading
Focus ➤ Reading for specific information ñ Read through the statements and check Ss’ comprehension.
ñ Allow Ss time to complete the task and check
answers.
|
Answer Key 1 F 3 |
D |
5 |
B |
|
2 G 4 |
A |
6 |
E |
Listening
Focus ➤ Matching speakers to dialogue ñ Explain the task.
ñ Instruct Ss to read the prompts and identify the key words. ñ Ss listen to the recording and answer.
ñ Play the recoding a second time if necessary
and then check Ss’ answers.
|
Answer Key 1 C 3 |
D |
5 |
F |
|
2 G 4 |
B |
|
|
TAPESCRIPT
Speaker 1: My dream in life is to have a really successful business. I’m not expecting something as big or profitable as Microsoft of course- although don’t get me wrong, that would be great - just something that will allow me to work for myself rather than someone else. I love the thought of all my effort and energy being directed into something that I have created. And the enormous responsibility and challenge of being in control of something would thrill me!
Speaker 2: I’m a really artistic person and I just feel happiest when I am painting. I love the process of creating something from nothing and expressing on paper a thought or image that I have in my mind. I would like to make a living as a professional artist. But I know how difficult it is to succeed. Very few artists earn enough to make a living from their art. But just maybe, if I am talented and lucky enough, I can do it.
Speaker 3: I want to get to the end of my life knowing that I made some kind of difference to an issue that was important to me….knowing that I did something meaningful. The issue I really care about is poverty. I think it is so wrong that we in the developed world have so much, and those in the undeveloped world have so little. I plan to join an organisation like the Red Cross to fight this injustice.
Speaker 4: I am not exactly sure what it is I want to do in life. All I know is that I want it to involve travel. Travelling is my one true passion. I think there is no better education in life and nothing more exciting than seeing other lands and cultures. I just can’t understand people who don’t want to see the world… who are quite happy to never leave their own country. Maybe travel writing or travel photography would be the perfect job for me.
Speaker 5: I love animals and it is my dream to be able to work for them. What I mean by ‘for them’ is I don’t want to be a vet or zookeeper or anything like that. I mean I want to try to make their lives better or safer. We hunt animals, destroy their habitats, keep them in cruel conditions. I want to do something that will stop human abuse of animals. I would love to work for the World Wildlife Fund.
Use of English
Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Remind Ss to try each answer provided and select the best option to complete the gaps. ñ Tell Ss to read the whole text upon completion
in order to check for correctness.
|
Answer Key 1 D 3 |
D |
5 |
C |
7 |
B |
|
2 B 4 |
C |
6 |
D |
|
|
Speaking
Focus ➤ Giving a two-minute talk on someone you admire ñ Explain the task.
ñ Encourage Ss to follow the guidelines provided and make notes to help them to remember what to say. ñ Allow Ss time to prepare their information. ñ Ss present their talks to the class.
Suggested Answer Key
One person I really admire is Madonna. Born into a large Italian family, she first trained as a dancer. Today, she is best known for her success as a pop star, actress and producer. She has had more number one singles than any other female singer and she has won numerous awards for her work. She travels a lot, working in the USA and the UK and also finds time to do charity work and be a mother! Madonna continues to be successful because of her ability to recreate her image. She is an important role model for teenagers. She keeps trying new things and never gives up. I would like to live such a full life as Madonna. She is an inspiration!
Writing
Focus ➤ Writing a letter to a pen friend ñ Review the rubric with Ss.
ñ Identify the information that must be included and allow Ss time to complete their writing. ñ Ss hand in their letters for correction.
Spotlight on Exams
Suggested Answer Key
Dear Pete,
It’s always good to hear from you. I see you’re as glad as I am to be finishing school. It’s been a tough year but it’s all over now!
You can imagine how I felt as the school bell rang on the last day. That night we all went out and celebrated. I’ll miss some of my friends but now I’ve got the time to do some of the things I always wanted to do. Next year, I’m going to university. I am studying Italian so my holiday is hopefully going to be in Rome. I can’t wait to walk those historic streets and speak to the locals.
How was your brother's graduation? Your parents must be so proud. What did he graduate from? What are his plans now?
Hope to hear from you soon. Take care.
Samantha
Progress Check 
Progress Check 7 and Look at Module 8 should be done in one lesson.
Answer Key
1 1 attend 6 worth 4 1 off 3 on 5 out
2 triumph 7 rejected 2 through 4 out
3 longs 8 meagre
4 dreamt up 9 achieve 5 1 into 3 from 5 in
5 overcame 10 drop out 2 in 4 to
2 1 will go 6 would have done 6 1 d 2 e 3 b 4 c 5 a
2 will take 7 were
3 would have applied 8 could have gone
4 would revise 9 hadn’t spent
5 is not 10 had got
3 1 I were you, I would 4 done if you hadn’t
2 wish he hadn’t failed 5 ’d rather we went
3 he would have got
Before you start …
Direct Ss’ attention to the title of the module, Travel. Explain that in this module they will learn about places, airports and air travel as well as how to seek permission, make a request and use emphatic phrases.
Look at Module 8
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 151.
T: What can you see in picture 1?
S2: I can see an ornate building.
T: What is it made of?
S1: It looks like it is made of stone. etc
Pic 2 (p. 149)
Which flag is this? How many stars and stripes does it have? Why? What does the Russian flag look like?
Pic 3 (p. 144)
What can you see in the picture? Why is the man tied down? What work of literature does this picture represent?
Pic 4 (p. 138)
What do you see in the picture? Why do you think someone built it? Would you like to visit such a place? Why? Why not?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
|
Suggested Answer Key paintings (p. 150) (pictures which someone has painted) Which artist are these paintings by? What do you show? Which one do you like best? |
Travel
a leaflet (p. 149)
(a little book or a piece of paper containing information about a particular subject) What is the leaflet about? Is it attractive? Have you ever been to the USA?
an author’s biography (p. 144)
(an account of an author’s life) Whose biography is this? When did he live? What did he write? Have you read any of his book?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
― a Literature section
― a Culture Corner
― an Across the Curriculum section
― a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section seems to be about authors, books and literature extracts. This one (pp.144145) is about Jonathan Swift and has an extract from one of his works, ‘Gulliver’s Travels.’
The Culture Corner (p. 149) contains a leaflet giving advice about what we should consider when we visit the USA.
The Across the Curriculum section (p. 150) looks at Art & Design and Paul Cezanne’s paintings.
The Going Green section looks at different green issues. This particular one (p. 151) is about EcoTourism and why it is important to preserve the places we visit on holiday.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
1 Focus ➤ Describing places; predicting text content ñ Focus Ss’ attention on the pictures. Elicit what Ss know about these places and what they think makes them mysterious.
ñ Ss read and listen to the recording to find out.
Suggested Answer Key
These places are mysterious because they contain the remains of lost civilisations, they have strange buildings, unusual statues or temples.
Easter Island: Roggeveen noticed that the island had very few trees or animals; No one knew why the stone statues had been built or how the stone was carved and transported; Maybe climate change is responsible for changing the island – no one knows exactly. Kailasa Temple: the surface of the rock is covered with symbols and figures Machu Picchu: known as ‘The Lost City of the Incas;’ invisible from below; no one knows when life in this city ended; it was forgotten until 1911; hasn’t been destroyed unlike many other Inca ruins; may have once been a royal residence; everything is made perfectly from dry stone; according to legends, the mountain has magical properties
Delphi: it was the home of the Oracle, a mysterious force said to be the spirit of the god Apollo which could apparently tell the future; some people say the Oracle is still there.
2 Focus ➤ Reading for specific information ñ Draw Ss’ attention to questions 1-10 and check comprehension. ñ Ss read the text again and answer. ñ Check Ss’ answers around the class.
|
Answer Key 1 C 3 B |
5 |
D |
7 |
A |
9 |
B |
|
2 A 4 C |
6 |
D |
8 |
C |
10 |
B |
3 Focus ➤ Matching words with their meanings
ñ Ask Ss to identify the underlined words throughout the text.
ñ Review the meanings given in the exercise and clarify as necessary. ñ Allow Ss time to complete the task individually. ñ Check answers with the class.
|
Answer Key remote ― 8 |
invaders ― 11 |
|
transported ― 5 |
preserved ― 9 |
|
worshipped ― 1 |
feat ― 6 |
|
symbols ― 7 |
properties ― 10 |
|
unique ― 4 |
consult ― 3 |
|
invisible ― 2 |
offerings ― 12 |
4 Focus ➤ Explaining how people are related to places
ñ Read out the question in the rubric and draw Ss’ attention to the list of people and the example given. ñ Allow Ss a few minutes to complete the task. ñ Invite Ss from around the class to share their answers.
|
Answer Key ñ The Oracle at Delphi, said to be the spirit of the god Apollo, predicted the future and answered people’s questions. ñ Lord Shiva is a Hindu god. The Kailasa Temple was built to honour him. ñ Hiram Bingham was the American who found Machu Picchu in 1911. ñ Monks worked and worshipped at the Kailasa temple. ñ Spanish invaders damaged many Incan ruins, but not Machu Picchu. |
Reading Skills
ñ The Pythia was the high priestess of the Temple of Apollo.
ñ Jacob Roggeveen was the Dutch explorer
who discovered Easter Island.
Vocabulary
5 Focus ➤ Listing words under correct headings ñ Write up the two headings ‘Water’ and ‘Land’ on the board and draw Ss’ attention to the vocabulary items given.
ñ Elicit from the class where the first word two words should go and write them under the correct headings.
ñ Ss complete the rest of the task individually. ñ Check Ss’ answers. ñ Allow Ss time to write their sentences.
ñ Invite individual Ss to read their sentences to
the class.
|
Answer Key
|
Suggested Answer Key
Barguzin mountain range is 280 kilometres of mountains in Buryatia, Russia. Nepristupny waterfall in the Altai region of Siberia is 150 metres in height.
The Diuktai Cave is an archaeological site on the Alden river in Russia and was once occupied by prehistoric man. etc
6 Focus ➤ Understanding easily confused words ñ Explain the task by completing the first item with the class.
ñ Ss complete the remainder of the task individually. Encourage Ss to guess first and then check their guesses in their dictionaries.
ñ Invite individual Ss to share their answers with
the class.
|
Answer Key 1 inhabited |
7 fail |
|
2 carved |
8 archaeological |
|
3 mystery |
9 known |
|
4 preserve |
10 predict |
|
5 lost 6 ruins |
11 praise |
Suggested Answer Key
1 My grandfather lived in a tiny cottage in Wales.
2 The trees were all cut down.
3 Her future was told by a travelling mystic.
4 We need to conserve supplies or we’ll run out soon.
5 I got lost and didn’t know where I was.
6 Athens is full of the remains of a great civilization.
7 Don’t miss the bus or you’ll be late for work.
8 The Celts are an ancient people.
9 The face is familiar, but the name I can’t recall.
10 What did the weather forecast say?
11 They honoured the winning football team with a parade.
Speaking
7 Focus ➤ Expressing personal opinion ñ Read out the rubric to the class. ñ Ss answer in pairs.
Suggested Answer Key
A: I would like to visit Machu Picchu.
B: Why’s that?
A: I have always wanted to go to the Andes Mountains in Peru. I have seen it in photographs and it would be so exciting to see the ‘Lost City of the Incas’ and imagine how they once lived.
B: Yes, that would be an excellent experience. A: Which place would you like to visit?
B: I think I would like to visit Delphi. I have never been to Greece. If I went there, I could ask the Oracle a few questions!
Reading Skills 8a
Words of Wisdom
Suggested Answer Key
ñ Draw Ss’ attention to
the quotation. I agree with the quotation that mysteries keep ñ Elicit ideas for how
to paraphrase the quotation us alive and in search of knowledge. Mysteries and
build up a paraphrase on the board. ? Ss discuss make life interesting and
more exciting. I the meaning in pairs or small groups. would not want to
know everything that has ñ Elicit whether Ss agree or disagree with the happened as it
is sometime fun using you quotation and ask Ss to justify their opinions.
Ask imagination to understand what happened. various pairs or groups to
report back to the class.
Listening & Speaking Skills
Vocabulary: airports & air travel
Reading: a dialogue
Skills ―reading to understand text structure
―reading for cohesion and coherence Speaking: requesting/agreeing/refusing;
emphatic phrases
Listening: short exchanges (multiple choice)
Skill ― listening for specific information
Vocabulary
1 Focus ➤ Describing pictures related to transport
ñ Focus Ss’ attention on the pictures. Elicit the means of transport shown.
ñ Ask individual Ss to state the means of transport they prefer. Invite Ss to give reasons for their choices and encourage discussion.
|
Answer Key 1 aeroplane 2 train |
3 bus 4 boat |
|
|
|
|
Suggested Answer Key I prefer to travel by aeroplane. You can travel long distances easily and it’s fun to fly. |
|
2 Focus ➤ Matching words to form collocations ñ Remind Ss that we can form compound nouns by putting two nouns together or by putting an adjective and a noun together. Elicit examples from the class.
ñ Draw Ss’ attention to the two columns and explain the task. ñ Ss complete the task individually.
ñ Check Ss’ answers and elicit where we can find all these things.
ñ Allow Ss time to write sentences using the collocationss.
|
Answer Key 1 b 3 |
c |
5 |
e |
7 |
f |
|
2 d 4 |
a |
6 |
g |
|
|
Suggested Answer Key
1 I handed in my ticket at the check-in desk.
2 My bag took hours to appear at baggage reclaim.
3 The departure board showed that our flight had been delayed.
4 We settled down for a long wait in thedeparture lounge.
5 I bought my wife some expensive perfumeat the duty-free shop.
Listening & Speaking Skills
6 The conveyer belt kept going round but my
bags were nowhere to be seen. 5 Focus ➤ Predicting the content and context
|
3 |
Focus ➤ Completing exchanges ñ Read through the vocabulary items in Ex. 3 and |
two exchanges of the dialogue. ñ Invite Ss to guess where the speakers are. ñ Ss listen, read and check. |
7 The guard at passport control laughed at of a dialogue my photograph when I handed it to him. ñ Select a pair of Ss to read the first two and last
explain/elicit their meaning.
|
Answer Key 1 jet |
5 |
take-off |
9 cabin |
|
2 aisle |
6 |
air traffic |
10 delayed |
|
3 short |
7 |
boarding |
|
|
4 hand |
8 |
poor |
|
|
ñ Allow Ss time to complete the task individually. |
|
|
|
ñ Ss check answers with a partner and read out the exchanges together. |
6 |
Focus ➤ Reading to understand text structure, cohesion and coherence |
Answer Key ñ Explain that the words are missing from the exchanges. The speakers are at an airport check-in desk.
ñ Explain the task and allow Ss time to reread the dialogue and note the order of the information.
|
Answer Key ñ Where/when to board ― 7 ñ Who packed his bags ― 5 ñ Where he would like to sit ― 2 ñ To hand over his travel documents ― 1 ñ To say whether he is carrying any forbidden items ― 6 ñ How much luggage he has ― 3 ñ Where to put his suitcase ― 4 |
ñ In pairs, Ss read out the dialogue.
Everyday English
|
ñ Review the example and explain the task. |
|
|
ñ In pairs, Ss complete the task. ñ Encourage Ss to use each prompt and allow each other to play both roles. ñ Monitor progress around the class, providing any necessary assistance. ñ Allow each pair to perform one exchange each for the class . |
7 a) Focus ➤ Listening to improve pronunciation ñ Allow Ss time to read through sentences 1-6. Elicit what they mean in Ss’ L1. ñ Play the recording, pausing after each utterance so Ss can repeat. Check their pronunciation and intonation. |
4 Focus ➤ Acting out exchanges: requesting ― agreeing/refusing ñ Ask Ss to focus on the language box on p.140. ñ Read through together and explain any new vocabulary.
Suggested Answer Key ñ Ss listen again and check the words/syllables
A: Could you please tell me where Passport that are emphasised.
|
Answer Key 1 our |
3 time |
5 Andrew |
|
2 John |
4 now |
6 That’s |
Control is? ñ Check Ss’ answers.
B: Yes, of course. Go down the escalator and you will see it at the end of the corridor.
A: Could you please help me pack my luggage?
B: I’m sorry, but I am really bad at packing. Anyway, I have to go out now.
A: Would it be OK if you collected my ticket?
B: Yes. That’s fine. I’m going to the airport this afternoon anyway.
Reading
Listening & Speaking Skills 8b
b) Focus ➤ Practising emphatic structures ñ Explain the task by completing item one as an example and writing the answer on the board. ñ Ss complete the rest of the task individually. ñ As an extension activity Ss role play the
situations in pairs and expand on them.
Answer Key
1 Was it Mike who went to Paris last year?
2 Ann didn’t get up early enough. That’s why she missed her flight.
3 It’s time we went on holiday together.
4 What I need now is a nap.
Listening
8 Focus ➤ Listening for specific information ― answering multiple-choice questions ñ Play the recording. ñ Ss select the correct answer by circling A, B, or C. ñ Play the recording again so Ss can check their
responses.
|
Answer Key 1 C 2 C |
3 |
B |
TAPESCRIPT
Student: “... so would you recommend that I get the round-the-world ticket?”
Travel Agent: Well, that depends on what’s important to you. It’s not necessarily the cheapest option, but it allows the most flexibility. If you change your mind about where you want to go next, for example, or if you want to stay where you are for a bit longer, you can, without any extra cost - provided that there is a seat available on the flight you want, of course. Student: Oh, right. Actually, that sounds like it might be the best option for me because I haven’t really made up my mind exactly where I’d like to go yet. So how much is that ticket?
Travel Agent: Well, for an eight-destination open ticket, it’s ...
2 You know, my husband is exactly the same as you. He flies, because he wants to see the world, but he’s scared stiff and feels nervous for days before each flight. I keep telling him that flying is the safest form of transport but it doesn’t make any difference. To tell you the truth, I used to love flying because it meant I was going somewhere nice, but these days I have to fly so often for my job that it really doesn’t thrill me anymore. I find it rather tedious in fact, especially when I’m flying with one of those budget airlines that don’t even show any movies or serve you a meal.
3 I’m been booking all of my business trips with this airline for years now simply because they have such a good reputation, but quite frankly I’ve been a bit disappointed with them lately. Don’t get me wrong – I’ve never had a problem with the flights being delayed or cancelled or anything, but I just get the impression that their customers aren’t so important to them any more. It all seems to be about money now. You know, serving a quick sandwich instead of a hot meal, cutting down the leg room in economy, only letting you take a small amount of luggage and then charging you more if you want to take more. It’s a shame, because they’ll definitely start losing customers if they carry on like this ...
Say it right
9 Focus ➤ Matching requests to responses ñ Explain the task.
ñ Draw Ss’ attention to the requests and possible responses.
ñ Read each prompt (1-3) and elicit the appropriate response from Ss.
ñ Play the recording for Ss to listen and check their answers.
|
Answer Key 1 b 2 c |
3 a |
|
ñ Check Ss’ answers around the class. |
1 Focus ➤ Understanding how inversion is used ñ Read the theory box with Ss. ñ Elicit similar structures in Ss’ L1.
(Answers in Ss’ L1)
2 Focus ➤ Completing sentences using inversion ñ Explain the task. ñ Do the first item with Ss as an example. ñ Ss complete the task. Check Ss’ answers.
Answer Key
1 you agree, can we go ahead and book the holiday.
2 does he take time off work.
3 you paid in advance
4 did he take
5 did I expect that
6 no circumstances are refunds given
7 enjoyable was our
3 Focus ➤ Practising so, neither/nor ñ Explain the task. ñ In pairs, Ss complete the task.
ñ Invite pairs to answer each prompt to check
answers with the class.
|
Answer Key 1 Neither/Nor do |
4 So did |
|
2 So will 3 Neither/Nor could |
5 Neither/Nor do |
4 Focus ➤ Choosing the correct verb form ñ Read through the reference box and clarify as necessary. ñ Explain the task.
|
Answer Key 1 was 7 is 13 are 2 is 8 is/are 14 doesn’t 3 some 9 is 15 was 4 is 10 was/were 16 are 5 is/are 11 want 17 are 6 has 12 is The cabin crew and the team can take wither a singular or plural verb because they are collective nouns referring to a group of people. |
5 Focus ➤ Completing sentences using singular and plural nouns ñ Explain the task. ñ Allow Ss time to complete the task in pairs. ñ Invite pairs to read out the exchanges to the class.
|
Answer Key 1 a hair |
4 a work |
|
b hairs |
b works |
|
2 a experiences |
5 a scales |
|
b experience |
b scale |
|
3 a woods |
6 a customs |
|
b wood |
b custom |
6 Focus ➤ Choosing the correct quantifies
ñ Explain/Elicit what ‘quantifies’ are (words put before nouns to show how many there are). ñ Refer Ss to the Grammar Reference section for how quantifies are used in English. Clarify as necessary. ñ Explain the task.
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.
|
Answer Key 1 A: any 4 A: a little B: a few, some B: some 2 A: any 5 A: no B: none B: Few 3 A: A lot of B: A few ñ Several, (a) few, many, a (large/ great/good) number of are followed by a countable noun. ñ Much, (a) little, a great/good deal of, a large/small amount/quality of are followed by an uncountable noun. ñ A lot of, lots of, hardly any, some, no, plenty of are followed by a countable or uncountable noun. ñ Any is used in questions and negations. |
7 Focus ➤ Understanding quantifies ñ Explain the task.
ñ Allow Ss time to complete the task checking in the Grammar Reference as necessary.
ñ Ask individual Ss to share their answers with the
class for correction.
Answer Key
1 a number of (a countable noun)
2 a good deal of (an uncountable noun)
3 much (an uncountable noun)
4 a couple of (a countable noun)
8 Focus ➤ Practising the compounds of some/ any/no/every
ñ Elicit from Ss the compounds we can make with the words some (somebody, etc), any (anything, etc), no (nowhere, etc) and every (everything, etc) and write them up on the board. ñ Explain the task. Ss answer individually. ñ Check Ss’ answers around the class.
Grammar in Use 8c
Answer Key
1 anybody/anyone, everywhere, nowhere
2 Nobody/No one
3 Somebody/Someone
4 anything; nothing
5 anywhere
9 Focus ➤ Choosing the correct quantifiers ñ Explain the task. ñ Do the first item with Ss as an example. ñ Ss complete the task individually. ñ Check Ss’ answers.
|
Answer Key 1 every |
4 whole |
7 all |
|
2 each |
5 both |
8 Either |
|
3 none |
6 Neither |
|
10 Focus ➤ Introducing phrasal verbs (check) ñ Elicit/Explain the meaning of each phrasal verb with check.
ñ Ss complete the task. ñ Check Ss’ answers.
ñ Ask Ss to make their own sentences using these phrasal verbs.
|
Answer Key 1 out 3 over 2 off 4 in |
5 on |
11 Focus ➤ Practising dependent prepositions ñ Refer Ss to Appendix 1. Elicit/Explain the meaning of the dependent prepositions.
ñ Ss complete the task. ñ Invite Ss to read out the sentences.
|
Answer Key 1 with 3 by 2 of 4 with |
5 of |
8 d Literature
Objectives
Answer Key Reading: biography; extract from Gulliver’s
Travels (text completion) 1 C 3 A 5 E
Skills ― reading for structure 2 G 4 F 6 D
― reading cohesion and coherence
― reading for detailed understanding Sentence D best describes the picture.
Vocabulary: words and idioms related to the weather; adjectives to describe character
4 a) Focus ➤ Matching words and meanings
Listening: a summary of Part 1 of Gulliver’s Travels
Skills ― listening for detailed understanding ñ Draw Ss’ attention to the highlighted words Writing: a modern-day summary of the story throughout the text.
ñ Read the definitions provided and
|
1 |
Focus ➤ Generating interest in the story ñ Focus Ss’ attention on the title of the story and the picture. Invite Ss to describe what they see. ñ Ask the class the questions in the rubric. ñ Ss read the biography to find out the answers. |
elicit/explain the meaning of any new vocabulary. ñ Explain the task and match the first pair of words as an example. ñ Allow Ss time to complete the task. ñ Check answers with the class. |
Answer Key
Answer Key particulars ― details Yes, I have/ No, I haven’t read this novel. suffice ― be enough
The people who have caught Gulliver are the
driven ― blown
little people who live on the island of Lilliput.
spied ― spotted
split ― cracked or divided in two
2 Focus ➤ Imagining a scene from the beginning became of ― happened to
of the story assume ― imagine sth to be true
attempted ― tried
ñ Explain the task. fastened ― attached
ñ Play the recording. Ss listen and imagine what is slender cords ― thin ropes happening at that point in the story. bending ― moving downwards and forwards ñ Invite individual Ss to share their ideas with the class.
b) Focus ➤ Paraphrasing literary expressions
Suggested Answer Key ñ Ask individual Ss to rephrase each underlined
He was in a sea storm and washes up on a phrase into everyday language. beach. He is exhausted and confused. ñ Provide assistance as necessary.
Suggested Answer Key Suggested Answer Key
3 Focus ➤ Completing a text
ñ Explain the task. Ask Ss to read phrases A-G. we therefore trusted ourselves to the mercy ñ Ss read the text and complete the task. of the waves: We allowed the waves to take us ñ Ss then check answers with a partner. wherever they wanted ñ Check answers with the class. Ask Ss which I swam as fortune directed me: I swam in the sentence best describes the picture.
direction of the waves
I was in the utmost astonishment: I was very surprised ran back in fright: moved away because of
(their) fear ventured so far: brave enough to get by way of admiration: in amazement at length: after a while the methods they had taken to bind me: the ways they had used to tie me
5 Focus ➤ Understanding easily confused words ñ Ss complete the task individually, using their dictionaries.
ñ Check answers with the class.
|
Answer Key 1 violent |
4 hazy |
7 |
howling |
|
2 Strong |
5 downpour |
|
|
|
3 breeze |
6 showers |
|
|
6 Focus ➤ Practising vocabulary related to the weather
ñ Explain the task by completing item 1 as an example. ñ Ss complete the remainder of the task individually. ñ Ss check their answers using the Word List. ñ Allow Ss time to write their sentences.
ñ Invite individual Ss to read their sentences with
the class.
|
Answer Key 1 clap 3 flake |
5 ray |
7 |
stone |
|
2 bolt 4 drop |
6 gust |
|
|
Suggested Answer Key
1 The loud clap of thunder shook the windows.
2 A bolt of lightning lit up the night sky.
3 She laughed as a snowflake settled on her nose.
4 The first heavy raindrop splashed down in front of me and I knew we were in for a downpour.
Literature 8d
5 The room was lit by a single ray of sunshine coming through the blinds.
6 He grabbed his hat as a sudden gust of wind whipped it off his head.
7 The hailstones battered the roof of the car.
7 Focus ➤ Understanding idioms ñ Read out the rubric.
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.
ñ Elicit from Ss whether there are similar expressions in their language.
|
Answer Key 1 bolt 3 clouds 2 storm 4 rain |
5 thunder |
8 Focus ➤ Reading for detailed understanding ñ Read out the rubric.
ñ Ss answer individually and then compare answers in small groups.
ñ Invite groups to share their answers with the class. Correct as necessary.
|
Answer Key ñ a conflict of man against nature ― the wind was so strong that we were driven directly onto it (lines 9-10); I ... ws pushed forward by the wind and tide. (lines 18-19) ñ an internal conflict ― I lay all this while, as the reader may believe, in great uneasiness (lines 47-48) ñ physical conflict ― I attempted to rise but was not able (line 29); struggling to get loose (line 48); at the same time with a violent pull, which gave me excessive pain, (lines 53-54) |
9 Focus ➤ Characterising the Lilliputians and Gulliver
ñ Read out the rubric and draw Ss’ attention to the adjectives given to describe character. ñ Check Ss’ comprehension of the vocabulary given. ñ Play the recording.
8d Literature
|
What happened to my crew and the space ship I have no idea. I awoke from a very deep sleep to see what appeared to be bright laboratory lights above me. I attempted to rise only to understand I was strapped down. I heard a strange noise like a buzzing and realised it resembled some kind of language. It was then that to my utter amazement I saw a small, not more then a few centimetres in size, humanlike creature that was hovering above me and staring with its large colourless eyes at me. I bellowed out a moan and the creature flew back in astonishment. Seconds later another of these human- like things ventured carefully above me and spoke with a gentle voice some bizarre sounds. Moments later other similar creatures appeared next to the first one and repeated this strange sound several times. I tried to break free from my restraints but understood that there was no point. I was dealing with a highly evolved alien species that probably surpassed me in both intelligence and technology. |
|
Suggested Answer Key The Lilliputians ― proud (of their country), cruel (wish to punish Gulliver, want to enslave their enemies), pompous (arrogant court) Gulliver ― helpful (helps them win a war); well-intentioned (doesn’t intentionally hurt the Lilliputians: assures them of his good behaviour) |
ñ Ss choose their answers individually and then compare answers with a partner.
ñ Invite pairs to feed back to the class, supporting their opinions with references to the story.
10 Focus ➤ Writing a modern day version of the story in summary form ñ Explain the task. ñ Allow Ss time to complete their writing. ñ Ss compare their versions with a partner. ñ Select individual Ss to present their summaries
to the class.
Suggested Answer Key
We had been floating aimlessly in space for days since losing communications with the space centre. The crew was weak as food supplies were running low. The worrisome part was our oxygen supply was diminishing and I had calculated only a day left before we ran out. We had to establish contact soon with home base or we would never find our way back to the space station. One the 5th of November, a strong gravitational force began pulling the ship in a strange direction. We could not fight it and the last thing I saw was a flash of bright light before the ship crash landed somewhere.
8 e Writing Skills
Objectives
Vocabulary: phrases using the senses; static/ moving features
Reading: a description of someone’s favourite place
Skills ― reading for gist
― reading for specific information
Grammar: the order of adjectives; past
participles
Writing: an article describing a popular tourist destination/a letter recommending the perfect day for a day trip
1 Focus ➤ Introducing descriptions of places ñ Read out the two questions in the rubric to the class and elicit possible answers.
ñ Ss read the theory box and check whether their
answers were correct.
Answer Key
We can read articles describing places in newspapers, magazines or on websites. They are usually written in the present tense but the past tense is used to write about historical facts or actions in the past.
2 Focus ➤ Understanding a rubric
ñ Select a S to read the rubric to the class. ñ Ss list the key words and answer the questions individually.
ñ Check answers with the class.
Answer Key key words: notice, travel magazine, articles, title, My Favourite Place, describe, what you can see and do there, why you like it so much, 120-180 words
You are the reader of a travel magazine and your article will be read by other readers of the magazine.
You will write an article.
3 Focus ➤ Identifying the main ideas in an article
ñ Read out the model article and the questions to the class. ñ Ss answer individually.
ñ Ss compare answers with a partner. ñ Confirm the correct answers.
Answer Key
Para 1 ― name (Osoyoos Lake); location (British Columbia, Canada); reason for choosing the place (I spent many happy summer holidays there as a child)
Para 2 ― description (stunningly beautiful/ sandy shores/ cool, shady trees etc) Para 3 ― activities (water sports/ swimming/ camping); childhood experience
Para 4 ― final comments (unforgettable memories); feelings (a very special place in my heart)
The place is special to the writer because of the happy times he spent there as a child.
4 Focus ➤ Reading for specific information ñ Brainstorm a variety of adjectives and adverbs with the class and write them on the board. Elicit why it is a good idea to use a variety of adjectives in our writing (to make our writing vivid). Elicit what else we can do to make our writing come alive (use the senses in our writing). ñ Select a S to read the theory box to the class. ñ Allow Ss time to find examples in Ex. 3. ñ Check answers with the class.
Answer Key adjectives: happy, spectacular, exciting, unique, beautiful, wonderful, interesting, fun, popular, long, hot, fantastic, unforgettable, special adverbs: truly, stunningly, particularly, loudly
8e Writing Skills
senses: orchards stretching as far as the eye can see, scent of all kinds of fruit, listen to the crickets chirping
5 Focus ➤ Reading for specific information ñ Ss’ books closed, invite Ss to recall the things that are described in the article on p.146. ñ Ss’ books open, read out the question in the rubric.
ñ Encourage Ss to answer from memory/using their own ideas before checking the text. ñ Elicit the correct answers from individual Ss
around the class.
|
Answer Key ñ holidays ― happy ñ lake ― spectacular, unique beautiful ñ shores ― sandy ñ trees ― cool, shady ñ water sports ― interesting, fun, popular ñ afternoons ― long, hot ñ memories ― unforgettable, exciting |
6 Focus ➤ Practising using more interesting adjectives
ñ Read through the list of simple adjectives with the class and check Ss’ comprehension. ñ Explain the task.
ñ Ss answer individually and then compare answers with a partner.
ñ Invite a few Ss to read out their versions of the text to the class and comment on the effect of the new adjectives.
|
Answer Key 1 fantastic/excellent/ideal 2 fantastic/excellent/long/sandy/curved 3 excellent/ideal 4 safe 5 large/huge 6 huge/large 7 fantastic/excellent//ideal/well-organised 8 wooden/long/large 9 shady/large/cool |
7 Focus ➤ Understanding the order of adjectives
ñ Ss’ books closed, brainstorm different categories of adjectives with Ss (e.g. size/age/shape/ colour etc) and write them on the board and provide example adjectives.
ñ Ss’ books open, read through the theory box (order of adjectives) with Ss. Elicit whether the same order is used in Ss’ L1. ñ Explain the task.
ñ Ss answer individually and then compare answers with a partner.
Answer Key
1 spectacular ancient stone statues
2 beautiful long hot summer
3 wide stony path
4 cute little wooden huts
5 huge brightly-coloured fields
6 wonderful old French bakery
Suggested Answer Key
1 We gasped in amazement at the spectacularancient stone statues.
2 I will always remember that beautiful longhot summer.
3 The children ran along the wide stony path.
4 The cute little wooden huts were hiddenaway in the heart of the forest.
5 You can see the framers working in hugebrightly-coloured fields.
6 The aroma of freshly-baked bread led us toa wonderful old French bakery.
8 a) Focus ➤ Choosing the correct adverbs ñ Explain the task. ñ Allow Ss time to complete the task individually. ñ Check Ss’ answers around the class.
|
Answer Key 1 extremely |
4 noisily |
|
2 lazily 3 happily |
5 patiently |
b) Focus ➤ Completing a text using the
correct adverbs
ñ Focus Ss’ attention on the list of adverbs and check Ss’ comprehension using Ss’ L1. ñ Explain the task. Ss answer individually. ñ Select a S to read out the text to the class for correction.
|
Answer Key 1 smoothly |
4 deafeningly |
|
2 incredibly 3 leisurely |
5 enthusiastically |
9 Focus ➤ Describing pictures using the senses ñ Draw Ss’ attention to pictures A and B and the phrases given. ñ Explain the task and read out the example. ñ Allow Ss time to prepare their descriptions. ñ In pairs, Ss take it in turns to talk about each picture. Monitor the task and provide any necessary assistance.
Answer Key ñ waves crashing onto the beach ― picture A
(sound/sight) ñ icy cold air burning your ears ― picture B
(touch) ñ blazing heat of the sun on your skin ― picture A (touch)
ñ the crunch of the snow under your feet ―
picture B (touch/sound)
ñ clear blue sky ― picture A/B (sight) ñ melting snow dripping from the rooftops
― picture B (sight/sound) ñ seagulls crying loudly ― picture A (sound/
sight)
Suggested Answer Key
A: In the morning, you wake up to the sound of the waves crashing on the beach and even at that time of the day you can feel the blazing heat of the sun on your skin. Later on, as you walk down the endless sandy beach, you can hear the seagulls crying loudly in the clear blue sky.
Writing Skills 8e
B: As you step out of the hotel, you can feel the icy cold air burning your ears. Walking along the street, you can feel the crunch of snow under your feet and see the melting snow dripping from the rooftops as a clear blue sky brings a little warmth to this winter wonderland.
10 a) Focus ➤ Understanding static/moving features
Read the theory box with Ss and clarify as necessary.
b) Focus ➤ Identifying words and phrases
describing moving and static features ñ Select a S to read out the extract to the class.
ñ Write two columns on the board: ‘moving features’ and ‘static features’. Elicit the words and phrases that describe these features and write them under the correct columns.
ñ As an extension activity, Ss can add another sentence to the extract using moving/static features.
Answer Key moving features: climbs, runs, stretch, running, leading
static features: situated at the end of, along the bottom, beyond, for mile and mile, to the left
c) Focus ➤ Describing the location of your house using prepositional phrases ñ Explain the task.
ñ Ss work in pairs, taking it in turns to describe the location of their houses.
ñ Invite individual Ss to give one piece of information about the location of their partner’s house.
8e Writing Skills
Suggested Answer Key
My house is located to the right of a very nice green park that curves around the back of my house. The street in front of my house rises upwards to the top of a hill where it ends with a great view as far as the eye can see of the surrounding rivers valley and the flowing river below. There is a bike path behind my house that leads to the river valley and all around my neighbourhood.
11 Focus ➤ Rewriting sentences using past participles ñ Explain the task and read out the example. ñ Ss complete the task individually. ñ Check answers around the class.
Answer Key
1 Isolated from the rest of the island, the beach is popular for private parties.
2 Situated near a river, the village is ideal for those who want a quiet break. 3 Found in the Cyclades group of islands, Mykonos is well-known for its nightlife.
12 Focus ➤ Understanding rubrics
ñ Explain the task and allow Ss time to identify the key words and find all the information. ñ Elicit answers from Ss around the class.
|
Answer Key A key words: travel magazine, articles, popular tourist destinations, your country, describe the place, why it is so popular, 120-180 words 1 You are the reader of a travel magazine. 2 A travel magazine. 3 Rubric A: name/location/reason for choice/ what you can see and do there/final thoughts and feelings. 4 Four. |
Answer Key
B key words: the perfect day trip, letter of recommendation, editor, 120-180 words
1 The reader of a newspaper travel supplement.
2 The editor of a newspaper travel supplement.
3 Dear Editor/reason for writing/ name/location/reason for choice/ what you can see and do there/final thoughts and feelings/Yours faithfully + full name. 4 Four.
13 Focus ➤ Writing a letter or article ñ Go through the steps outlined and explain the task. ñ Allow Ss time to complete their writing. ñ Monitor progress around the class and provide any necessary assistance. ñ Alternatively, set the task as HW.
|
SuggestedAnswer Key A Situated on the edge of the Irish sea in the Northwest of England, Blackpool continues to be one of the most popular travel destinations in the British Isles. Walking down the endless promenade on a sunny summer day, you’ll be amazed at the sight of hundreds of happily laughing visitors enjoying the time of their lives. Admiring the Tower, a replica of the one in Paris, you’ll gaze far up into the clear blue sky as the seagulls cry noisily for a crumb of bread. You won’t be bored in Blackpool! Visit the hugely entertaining funfair, famous far and wide! Hear the delighted screams of both children and adults as they test their nerves on the terrifying rides. And take a leisurely stroll at the end of the day to see the rosily warm sunset as the day goes down on what is sure to have been an unforgettable experience. Blackpool is unique and you will not regret one single fun-filled minute of the happiest holiday you’ll ever have. Many thousands of tourists flock here every year and almost always come back. |
|
Suggested Answer Key B Dear Editor, Having been an avid reader of your travel supplement for many years now, I thought I would send in my recommendation for the perfect day trip, Buxton, an ancient spa town where I have spent some of my most pleasurable moments. Situated in the heart of the Cheshire countryside, Buxton is delightful old English town with beautiful tree-lined avenues and the excitement of a big town combined with peacefulness of a country village. Visit Buxton Opera House, home to an everexpanding annual festival that almost every year gets more and more popular. Spend time in the Roman Baths and sweat off the hustle and bustle of city life. Eat a deliciously filling pub lunch and walk it off in the nearby forests while relaxing to the sounds of chirping birds in the trees and the gently splashing water in the streams. |
8 Culture Corner
Writing Skills 8e
I can whole-heartedly recommend Buxton for a fantastically relaxing day trip away from the worries and cares of office and work. Once you visit this warmly-inviting little town, you’ll have moments to cherish for the rest of your life.
Yours faithfully,
Sarah Kingsley
14 Focus ➤ Checking your partner’s answer ñ In pairs, Ss read each other’s work and check that steps 1-6 have been followed and also check the grammar, punctuation and spelling. ñ Ss give each other feedback.
ñ Allow Ss time to make any necessary corrections to their work before handing in their final draft.
Objectives
Reading: a leaflet
Skills ―reading to predict text content
―reading to understand gist
Vocabulary:
American English and British English Writing: a short
paragraph about whether it is important to learn about the customs of a country
you are visiting; a list of advice; a leaflet giving advice about good manners
1 a) Focus ➤ Introducing the topic
Focus Ss’ attention on the leaflet. Elicit answers to the questions in the rubric.
Answer Key
It is for people visiting the USA. “Mind your manners’ means to behave correctly in society and avoid offending anyone.
b) Focus ➤ Predicting the content of a leaflet ñ Instruct Ss to read the parts of the leaflet in bold. ñ In pairs, Ss discuss what they expect to read. ñ Ss read and listen to the text to check their predictions.
ñ Elicit from Ss the purpose of the author.
Suggested Answer Key
I expect to read some advice about how to behave as a visitor to the USA.
Answer Key
The author’s purpose is to give advice/ information about what is/not accepted in American society.
Culture Corner
2 Focus ➤ Identifying American and British English
ñ Explain the task and complete the first item as a class.
ñ Ss complete the task individually and then check their answers using a dictionary.
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Answer Key
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3 Focus ➤ Writing a short paragraph expressing your opinion
ñ Read out the questions in the rubric and explain the task.
ñ Allow Ss exactly three minutes to write on the topic.
ñ Invite individual Ss to read out their writing to
the class. Follow up with a class discussion.
Answer Key
The author’s purpose is to give advice/ information about what is/not accepted in American society.
Suggested Answer Key
I think it is really important to learn about the customs of the country you are visiting because then you know how to behave there. People will think you are more polite and considerate if you take the trouble to learn about their culture. I would hate to offend someone just because I didn’t know their customs, but that would be so easy to do. etc
4 Focus ➤ Writing a list of advice for foreigners visiting your country ñ Focus Ss’ attention on the leaflet again. ñ Ask Ss the questions in the rubric. ñ Allow Ss time to make their lists. ñ Ss compare lists with a partner.
Suggested Answer Key
― Unexpected visits are not done in Russia. Call ahead.
― Never forget to say ‘please’ and ‘thank you’.
― It is considered normal in business meetings and negotiations for people to yell and become angry and upset so don’t be offended.
― Do not stand with your hands in your trouser pockets; it is considered rude.
― People are often late in Russia and it is not considered rude especially in social situations.
― Always bring a small gift such as flowers or a dessert when invited to a home.
― Never refuse a drink or a toast as it is considered a rejection of the person offering.
― Do not show the soles of your shoes, it is considered impolite.
5 Focus ➤ Writing a leaflet giving advice about good manners in your country ñ Explain the task.
ñ Remind Ss to use their answers from Ex. 4 to write their leaflets.
ñ Allow Ss time to design their leaflets in class. Alternatively, set the task for HW.
|
Culture Corner
Across
the Curriculum – Art & Design |
Objectives
Reading: a text about Paul Cezanne (gap filling)
Skill
― reading for detailed comprehension Speaking: describing Cezanne’s
technique Writing: a short article analysing two paintings by Cezanne
1 Focus ➤ Discussing art work
ñ Focus Ss’ attention the pictures.
ñ In pairs Ss tell each other what they feel when they look at pictures A-D.
ñ Invite pairs to share their feelings about the pictures with the class.
ñ Follow up with a class discussion on whether or not it is important for art to look realistic.
Suggested Answer Key
A: How does picture A make you feel?
B: A little bit frightened. It’s dark and there are trees all around.
A: I feel excited. I want to go and explore the castle.
B: What about picture B?
A: I feel calm and relaxed. It is a clear day and you can see far into the distance.
B: I feel tired when I look at it. There is a long road in the picture. It looks quite hot too.
A: What about picture C?
B: I feel happy. I want to visit the beautiful house and garden.
A: It makes me feel good too.
B: Do you like picture D?
A: Yes, I do. I feel like I am on holiday when I look at it. I want to explore the area and swim in the sea.
B: I feel peaceful when I look at it. I want to go there! etc
|
Across the Curriculum – Art & Design |
T: How important do you think it is for art to look realistic?
S1: I think it isn’t important at all. We can see realistic things around as every day and art is a good chance to escape from reality.
S2: I disagree. I think it shows great skill to be able to paint things and make them look real. A lot of art is far too abstract. etc
2 Focus ➤ Matching descriptions to paintings ñ Select 3 Ss to read out the descriptions.
Elicit/Explain any new vocabulary. ñ Elicit which paintings they describe.
|
Answer Key 1 D 2 B |
3 |
A |
4 |
C |
3 Focus ➤ Completing a text; defining new vocabulary
ñ Focus Ss’ attention on the text and explain that some words are missing. ñ Ss complete the task in pairs.
ñ Ss read and listen to the text to check their answers.
ñ Ss explain the meaning of the words in bold by giving a definition, synonym or example sentence. Encourage Ss to try and guess the meaning of the words from the context before using their dictionaries to check their dictionaries.
|
Answer Key 1 as |
5 |
to |
9 |
from |
|
2 was |
6 |
own |
10 |
them |
|
3 of |
7 |
by |
11 |
without |
|
4 a |
8 |
more |
12 |
give |
Suggested Answer Key bridged the gap: reduced/got rid of the gap contribution: sth that you do or give to help make sth successful composition: the technique or skill involved in creating a work of art
perspective: the art of making some objects or people in a picture look further away then others depiction: a picture or description of sth legacy: the direct result of sb’s life and work which continues to exist after it is over
4 Focus ➤ Discussing Cezanne’s technique ñ Explain the task by reading the rubric to the class.
ñ In pairs, Ss discuss Cezanne’s technique.
Suggested Answer Key
A: Cezanne has two points of focus in picture A ― the trees and the house. When I look at it, I don’t know what to look at first. I feel drawn to the house because it is further away, but the trees are nearer and so I can see them more clearly.
B: It’s a clever technique. In picture B I first feel like I am on the side of the valley and then I feel the distance to go before I reach the mountains.
A: In picture C I feel near and yet far away from the house. To get to the house I would have to walk across the large garden but the house is painted in sufficient detail for me to feel that it is quite close.
B: Picture D has a lot of interesting things in it ― the trees, the village and the sea. They all grab my attention – the trees in the foreground, the village in the middle of the picture and the sea in the distance. Cezanne hasn’t wasted any space in this painting! etc
Project
5 Focus ➤ Writing a short article analysing two paintings by Cezanne ñ Explain the task and allow Ss access to the Internet/library to complete their writing. ñ Monitor the activity and assist Ss as necessary. ñ Alternatively, set the task for HW and invite individual Ss to read out their articles to the class in the next lesson.
|
Across the Curriculum – Art & Design Suggested Answer Key My second painting by Cezanne is called ‘The The first painting by Cezanne that I would like Bridge of Maincy.’ The colours in this painting to describe is called ‘The House of Père Lacroix are much darker and less interesting. It is also in Auvers.’ I chose it because of its warm a quiet, relaxing scene. The main thing colours. In the picture you can see trees in the depicted is the bridge that we can see in the background, a row of houses in the middle and centre of the painting. It is a low bridge but it some shrubs, flowers and a pond in the is fairly long. In the foreground there is a river foreground. The houses are almost hidden or pond. It doesn’t look very deep but there is a because of all the plants and trees all around. feeling of width as the water takes up nearly You can see yellow flowers, the red roof of one half of the painting. In the background there of the houses and the orange leaves in the are some tall, green trees that are growing trees. It looks like a warm autumn day. The close together. I feel like I would easily get lost plants look very healthy as they have been left if I went walking there. etc to grow undisturbed. The houses are tall but they are close together. Due to Cezanne’s use of perspective, they look spacious and cramped at the same time. The trees in the background are tall and thin. There is a great sense of height in this picture. Going
Green |
Objectives
Reading: an article about eco-tourism (gap-fill – word formation)
Skill
― reading for lexico-grammatical accuracy Writing: expressing personal
opinion on ecotourism
1 Focus ➤ Predicting the content of a text ñ Focus Ss’ attention on the pictures and the title of the text. ñ Elicit from Ss what they expect to read about. ñ Ss read the text and check their predictions.
Suggested Answer Key
I expect to read about different places in the world that protected and kept ‘green’ despite being popular tourist destinations.
2 Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Allow Ss time to complete the exercise individually and then compare answers with a partner.
|
Answer Key 1 universal |
6 architecture |
|
2 successfully |
7 severely |
|
3 archaeological |
8 Preservationists |
|
4 illegal |
9 volcanic |
|
5 restoration |
10 amazing |
3 Focus ➤ Matching underlined words to their synonyms
ñ Draw Ss’ attention to the underlined words in the text and the list of synonyms.
Going Green
ñ Ss answer individually, using a dictionary as necessary.
ñ Check Ss’ answers around the class.
Answer Key
officially ― legitimately excavation ― digging looting ― stealing fort ― stronghold sculpted ― carved concentration ― collection
4 Focus ➤ Writing about the necessity for ecotourism
ñ Explain to Ss that they will be given exactly three minutes to write on two topics. ñ Select two Ss to read out the topics to the class. ñ Allow Ss exactly three minutes to complete their writing. Remind Ss to give reasons for their opinions.
ñ Invite individual Ss to read their writing to the class.
Suggested Answer Key
Tourists might cause damage to a holiday destination by walking in places they shouldn’t and damaging the surrounding area. They might also drop litter, write graffiti, or take artifacts home with them. They might not realise what they are doing is wrong, nor understand the extent of the damage they are causing.
It is very important to preserve places of natural beauty because we have an obligation to look after them so that future generations can appreciate them. The world is a beautiful place and it is a pleasure to look at it. Who wants to live somewhere ugly? etc
Spotlight
on Exams
Listening
Focus ➤ Listening for specific information ñ Explain the task and play the recording. ñ Allow time for Ss to complete the task.
|
Answer Key 1 B 3 |
A |
5 |
C |
7 |
C |
|
2 A 4 |
B |
6 |
B |
|
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TAPESCRIPT
“I’ve been a professional photographer my entire adult life. But I have been taking photographs ever since I was a young child. It was my father who encouraged me. He was a keen amateur photographer, and, knowing what an enjoyable pastime it was, he wanted to share it with both my sister and myself. My grandfather was also keen on photography, so you could say my father kept up a family tradition! My childhood is full of happy memories of my father and me going on weekend trips with our cameras. Looking back now, it was a wonderful way to spend quality time together.
The summer I turned fifteen, I won the Young Wildlife Photographer of the Year competition. My photograph, which I had taken on a family holiday to Africa two years earlier, was of a pride of lions eating an antelope. I remember I had sat for hours in the sun waiting patiently for the perfect shot. My father entered my photograph in the competition without my knowledge. He told me afterwards it was because he wanted to encourage me. He certainly did that! You can’t imagine my amazement when I found out I had won. That was the moment when I realised beyond all doubt what it was I wanted to do with my life. At fifteen, I knew a career in photography was for me.
|
Spotlight on Exams In my senior year of high school, I applied to all the top |
photography colleges on the east coast. I chose one in New York and started there immediately after I finished school. In my final year there, I won a summer apprenticeship at the National Geographic Society. They must have liked my work because after I graduated, I was offered a job with them. Next month, I will have been working for them for two decades!
For me, photography is most definitely about art. Being able to appreciate colour, lighting, shadow and texture, for instance, will help you get the best shots. But equally as important are the technical aspects of photography. It’s not just a case of point and shoot. You need to know what type of camera, shutter speed, exposure, and so on and so forth, is going to capture your subject and the moment best. If you don’t have this technical knowledge, you can produce results you really like but without knowing why they worked or how to reproduce them.
Basically, professional photography is a lifestyle. It involves weeks - sometimes months - of travel on the road when you are on assignment. These long periods of absence can cause a strain on family relationships, although I am happy to say that I have never particularly had any problems of that nature. And for me, the opportunity to travel the world, to see places and things that most people can only dream of, makes up for any disadvantages. I never get bored in my profession. I have been in the deepest, darkest depths of the Amazon rainforest, trekked across the deserts of Africa, sailed the wild seas of Antarctica. I have stared into the eyes of a snow leopard and watched in awe as a million wildebeest cross the African plains. But out of all the things I’ve seen and experienced, I think the most important thing I’ve gained is a deep appreciation of the incredible wonders of nature and the beauty of our planet. Nothing compares to that.”
Reading
Focus ➤ Reading for specific information ñ Explain the task.
ñ Ss read through the texts and match them to the headings. Remind Ss there is one text they will not use. ñ Check Ss’ answers.
|
Answer Key 1 C 3 |
A |
5 |
B |
7 |
F |
|
2 G 4 |
E |
6 |
H |
|
|
Use of English
Focus ➤ Practising word formation ñ Explain the task. ñ Allow Ss time to read the text as it is.
ñ Check Ss’ comprehension of the words to be used in bold.
ñ Ss complete the task and check their answers by rereading the completed text. ñ Check answers with the class.
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Answer Key 1 powerful |
4 farming |
|
2 findings |
5 disastrous |
|
3 virtually |
6 invaders/invasions |
Writing
Focus ➤ Writing an opinion essay ñ Explain the task.
ñ Read through the points in the plan with the class. ñ Remind Ss to write 120-180 words.
ñ Ss complete the task and exchange their piece of writing with a partner to proofread. ñ Ss redraft and hand in the final copy.
Suggested Answer Key
When we talk about air pollution, we usually discuss the traffic on the roads. But what about planes? Flying can be just as bad for the environment and some people have suggested limiting flights. As with most issues there are both advantages and disadvantages.
If flights were limited then air quality would definitely improve. Because planes release a lot of polluting CO2 into the atmosphere, there should be some sort of control on the number of planes in the air. Also, flying uses up an incredible amount of fuel at a time when our supplies of fossil fuels are in danger of running out.
On the other hand, people say that we do not limit the number of cars on the road, so why should we place restrictions on the air. In addition, recent campaigns have led to
Spotlight on Exams
improvements in cars to make them less harmful to the environment, so why can’t this be done for airplanes?
There are no easy answers to this complicated problem. I believe we should not limit people’s freedom to travel but, on the other hand, we do need to protect our planet in whatever ways we possibly can.
Speaking
Focus ➤ Discussing options and reaching a decision ñ Explain the task and review the rubric together. ñ Encourage Ss to follow the guidelines provided and include all of the information suggested. ñ Go through the conversation plan with Ss explaining the process.
Suggested Answer Key
A: I’m so pleased that we’re going travelling together this summer. There are so many exciting places we could visit! For example, going on a ‘Wilderness Survival’ course in Wales.
B: Wales sounds good, but I’m not sure about going on a Survival course – they probably wouldn’t give us much food!
A: I hadn’t thought of that! Well, where else could we go?
B: We could tour Ireland in a horse-drawn caravan. That would be different!
A: Yes, and uncomfortable too! I don’t like horses much, either! Why don’t we go trekking in the Scottish Highlands?
B: I like the idea of going to Scotland, but I don’t fancy trekking – I want to relax when I’m on holiday! Cruising the English canals might be fun!
A: I’ve always fancied going on a boating holiday! That’s a brilliant idea! B: Excellent! So, we’re agreed.
Progress Check
Answer Key
1 1 symbols 6 remote 3
2 aisle 7 sculpted
3 unique 8 feat
4
4 excavation 9 conveyor
5 consults 10 boarding
5
2 1 none 6 So
2 both 7 each
3 All 8 Every
4 nor 9 either 6
5 Neither/Nor 10 Neither/Nor
1 out 3 in 5 up
2 off 4 out
1 with 3 of 5 with 2 of 4 by
1 much did we enjoy 4 did I expect to
2 you booked early 5 my dad agrees can I 3 do I go away
1 d 2 a 3 e 4 b 5 c
Module 1
1 1 priority 5 support
2 tradition 6 policy
3 concept 7 child 4 honour 8 stroll
2 1 c 3 h 5 g
2 d 4 b 6 a
3 1 widowed 4 engaged
2 divorced 5 single
3 married 6 elderly
4 1 stubborn 7 skinny
2 shy 8 pessimistic
3 almond-shaped 9 confident
4 bun 10 nervous
5 casual 11 sheep 6 dry 12 block
Module 2
1 1 caused 6 killing
2 over 7 chest
3 essential 8 take
4 stamped 9 million
5 whispered 10 down
2 1 dissuade 5 resist
2 give in 6 persuade
3 discouraged 7 pick
4 influence 8 bumped
3 1 sick and tired 4 get you down
2 building up 5 take it anymore
3 lose your temper
4 1 have been 3 broke 2 Take 4 am losing
Module 3
1 1 pay 4 found
2 contacted 5 threatened
3 confessed 6 shoplifting
2 1 had the right to
2 have no right
3 have the responsibility to
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|
Word Perfect Key |
|
|
4 take responsibility for
5 stand up for her rights
6 do our bit
3 1 shivered 4 rags
2 growling 5 means
3 pleaded 6 realise
4 1 chasing 4 convicted
2 arrested 5 confess 3 broken 6 sentenced
Module 4
1 1 c 3 a 5 e 7 f
2 g 4 h 6 d 8 b
2 1 under 6 hoarse
2 dizzy 7 nose
3 back 8 finger
4 down 9 ankle
5 rash 10 pain
3 1 severe 5 internal
2 irresistible 6 thumping 3 narrow 7 agonising
4 crippled 8 hacking
4 1 hailed 4 glimpsed
2 admitted 5 rowed 3 drowned 6 fetched
Module 5
1 1 industrial 6 residential
2 fully-furnished 7 cosmopolitan
3 abandoned 8 posh
4 well-lit 9 historic
5 shanty 10 rough
2 a) 1 b 3 e 5 c 2 f 4 d 6 a
b) 1 bird mess
2 lack of trees
3 heavy traffic on the roads
4 stray animals
5 overcrowded public transport
6 cars parked on the pavements
3 1 kitchen 3 heads 5 pedestrianised
2 path 4 drain 6 beggar
Word Perfect Key
|
4 1 market |
5 pastures |
|
2 fate |
6 squat |
|
3 burden |
7 graffiti |
|
4 estate |
8 office |
Module 6
|
1 a) 1 extraterrestrial |
4 race |
|
2 establish |
5 technologically |
|
3 signals |
6 waves |
b) 1 send communication signals
2 establish communication
3 extraterrestrial life
4 technologically advanced
5 Radio waves
6 human race
2 1 solar 5 signal
2 satellites 6 Comet
3 antenna 7 talking
4 telescope 8 survey
3 1 headlines 4 update
2 scandal 5 developments
3 press 6 coverage
4 1 unfolded 4 whining
2 comforted 5 drag
3 comes
Module 7
1 1 overcome 5 achieve
2 change 6 come
3 face 7 reject
4 wait 8 make
2 1 won 4 dropped out
2 complete 5 attend
3 graduated
3 1 position 4 lesson
2 qualifications 5 loan
3 fees 6 colleagues
4 a) 1 b 3 g 5 d 7 f
2 a 4 c 6 e
b) 1 in the hope that
2 pinned – hopes on
3 hope for the best
4 get – hopes up
5 gave up hope
6 has high hopes of
7 dashed - hopes
Module 8
1 1 remote 5 transport
2 preserved 6 invaders
3 offerings 7 departure
4 unique 8 reclaim
2 1 cave 4 Hot springs
2 waterfall 5 mountain range
3 stream 6 swamp
3 1 archaeological 4 predict
2 mystery 5 carved
3 forecast
4 a) 1 passport 4 check-in
2 board 5 shop
3 conveyer
b) 1 duty-free shop 4 check-in desk
2 conveyer belt 5 passport control
3 departures board
Module 1
1 1 are having 7 are visiting
2 are staying 8 are attending
8
3 have 9 aren’t
4 go 10 Have you finished
5 have gone 11 are leaving
6 haven’t done 12 reaches
2 1 am seeing, see
2 are you smelling, smells
3 am thinking, think
4 is Annie, don’t know, is
5 looks, am looking
9 6 are you tasting, tastes
3 Suggested Answers
1 am studying for my exams
2 hasn’t called me
3 enjoy a good romantic comedy4 approve of me staying out late
5 have ... been to France
6 is feeling better
7 has … corrected yesterday’s tests
8 mind my using his computer
9 have read twenty pages
10 work
4 2 is going to rain.
3 are going shopping.
4 post a letter for me?
5 leaves at 6 o’clock.
6 will be lying under the hot sun on a beach in the Caribbean.
5 1 am going to 4 ’ll
2 ’ll 5 are going to
3 are going to 6 ’ll
6 1 is visiting 4 will become
2 is about to 5 going to be
3 is going to/is due to
7 1 did you find out, was looking, saw
2 (had) just started, walked
3 went, Did you buy
4 practised
5 Did you enjoy, had never flown
6 did your sister stay, went
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Grammar Check Key |
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7 did your dad retire, had worked
8 Did you have, had only been playing, started
9 Was your brother, arrived, had already gone out
Suggested Answers
I had to work overtime yesterday.
I usually take a walk round the park in the afternoons.
We had dinner at my aunt’s two weeks ago.
I’m going to go away for the weekend next weekend.
I haven’t gone swimming for six months. I joined the new gym last week.
Suggested Answers
A: Did you use to play in the park when you were a child?
B: Yes, I did. We had many parks in our neighbourhood. How about you?
A: There were no parks near my house, so I used to play in the schoolyard.
A: Did you use to ride a bicycle when you were a child?
B: Yes, I did. How about you?
A: Well, I did until it was stolen, and I didn’t get a new one until much later.
A: Did you use to go to parties when you were a child?
B: Yes, I did. There was a party nearly every weekend. How about you?
A: Oh, once in a while someone would have a party.
A: Did you use to own a pet?
B: No, I didn’t. My mother’s allergic to fur. How about you?
A: I had two dogs and a cat.
A: Did you use to make tree houses?
B: No, I didn’t. There weren’t many trees near our house. How about you?
A: We had a tree house in our garden.
A: Did you use to go fishing with your dad?
B: Yes, I did. We often went on a Sunday. How about you?
A: We went only once, when we were on holiday in Scotland.
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10 |
1 C |
3 B |
5 |
B |
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2 A |
4 A |
6 |
C |
Module 2
1 A kangaroo is an animal that lives in Australia.
A dentist is someone who fixes people’s teeth.
A cinema is a place where you can see films.
A firefighter is someone who puts out fires.
A mobile phone is something that you can make calls with.
A key is something to open and lock doors with.
A dictionary is a book that helps you spell correctly.
2 1 The letter (which) he posted three days ago hasn’t arrived yet.
2 They are playing a song on the radio which is my favourite.
3 The football match, (which) my friend played in, was very exciting.
4 Let’s go to Greece where the sun always shines.
5 The sweets (that) we bought yesterday are delicious.
6 Tom introduced me to Mr Smith who is his manager.
7 I am reading a book at the moment which is very interesting.
8 This is Jane whose sister is my coach.
9 He discovered a painting in the basement which is worth a lot of money.
10 My parents, who were born in a small village, moved to the capital to find work.
3 1 e 2 d 3 b 4 c 5 a
4 1 A 3 C 5 A 7 A 2 B 4 A 6 C 8 C
5 Suggested Answers
She’s taking a beach umbrella so that she can sit under the shade on the beach.
She’s taking a swimsuit to go swimming in.
She’s taking her flippers in case she goes scuba diving. She’s taking her sunglasses to protect her eyes from the sun.
She’s taking flip-flops so that she can walk on the sand.
She’s taking a straw hat to wear when the sun is hot. She’s taking a beach towel so that she can dry herself off.
She’s taking a camera to take pictures with.
6 1 because of 5 since
2 because 6 because
3 Since 7 Since
4 due to 8 because
7 1 so 4 such 7 such
2 such a 5 so 8 such a
3 so 6 such an
8 Suggested Answers 1 of her behaviour in class.
2 you see something you like.
3 that some people had to dance outside.
4 to build up his muscles.
5 that we all avoid sitting with her. 6 that we decided to go for a walk.
7 she was wearing a strange hat.
8 more people came over for Christmas.
9 that she can’t even afford to take the bus.
10 he is hard to reach.
Module 3
1 1 having 9 repair 2 stay 10 trying
3 painting 11 be
4 pay 12 to report
5 to drive 13 to tell
6 to feel 14 being told
7 watching 15 helping
8 stay
2 1 C 3 B 5 C
2 C 4 B 6 C
3 1 swimming 7 paying
2 to go 8 snowboard
3 go 9 go
4 trying 10 stay
5 to like 11 study 6 to see 12 to try
4 1 to learn 7 to give
2 playing 8 going, stay
3 help 9 to do, learning
4 going 10 eating
5 not play 11 to play
6 watching 12 study
5 1 purchasing 6 find 2 having 7 rely
3 find 8 to try
4 using 9 to return
5 to consider 10 to give
6 1 to buy, seeing 4 to be, adding
2 visiting, to lock 5 making, to have
3 to tell, telling 6 to send, studying
7 a) 1 working 6 travelling
2 playing 7 travelling
3 waiting 8 to study
4 study 9 dancing
5 to become 10 (to) do
b) Suggested Answers I don’t mind working overtime.
I like visiting friends.
I can’t stand waiting for the bus in the cold.
My brother makes me do his English homework.
I want to become an actress.
I’m looking forward to meeting my friends tonight.
I hate travelling along.
I’d love to own a big house.
I enjoy playing with my dog.
I always help my mother do the washing-up.
Module 4
1 1 was built 4 must be done
2 was designed 5 are being followed
3 has been visited 6 is donated
2 1 A new hospital will be built next month.
2 The room was cleaned this morning.
3 We were not invited to her wedding.
4 Cameras cannot be used in the museum. 5 The new hospital will be opened by the Prime Minister on Monday.
6 Accidents can be caused by careless drivers.
7 They were woken up by a loud noise last night.
8 In the USA, presidential elections are held every four years.
9 His book will be translated into Portuguese. 10 The minister was found guilty of fraud.
3 The Prime Minister is to open a new museum next Friday.
A famous actress was taken to hospital.
Nineteen Bald eagles were found dead after being trapped in fish nets.
Bangladesh was hit by a tsunami yesterday at noon. A large quake was detected off the Oregon Coast. A school official has been suspended from his duties.
Mr Jones was sentenced to six months.
Puerto Rico was beaten by the US volleyball team.
4 Buckingham Palace is located in Westminster, London. It was converted into a place in the 1820s by John Nash. It was opened to the public in the mid-1990s. Drawings by Leonardo Da Vinci are kept there. It is visited by millions of tourists every year.
The Taj Mahal is located in Agra, India. It was built by the Shah Jahan for his wife. It is set within gardens and is covered in marble. It is visited by a lot of tourists every year.
5 1 A He is said to have escaped from prison. B It is said that he escaped from prison.
2 A She is thought to be a very gifted person.
B It is thought that she is a very gifted person.
3 A The two film stars are reported to have been married.
B It is reported that the two film stars have been/were married.
4 A He is said to have donated all his money to charity.
B It is said that he has donated all his money to charity.
5 A The number of casualties is expected to rise.
B It is expected that the number of casualties will rise.
6 1 The museum was broken into last night.
2 Ten paintings were stolen.
3 I had the feeling that I was being watched.
4 This matter must be taken seriously.
5 More and more cars are being bought every year.
6 The statue has been damaged.
7 The proposal was submitted in writing.
8 I’m afraid your camera cannot be used here.
7 1 Jane had her husband to wash the car.
2 Tom will have someone recycle all the paper from his office.
3 Jane is having a plumber put special water filters on all her taps.
4 Mike had a mechanic alter his motorbike to give off less emissions.
5 Sally had Jane cook dinner for her.
6 I had the vet look at my dog.
7 I had the supermarket deliver the shopping to my house.
8 When will you have them clean up our local beach?
9 Kelly has had her car fixed. 10 I had my wallet stolen.
8 2 e I’m having new ones installed tomorrow.
3 x I’ll have them fixed next Monday.
4 f I had flowers planted last Tuesday.
5 d I’m having it serviced before you leave on tour.
6 b I’ll have it redecorated.
9 2 I can have my dress shortened here.
3 I can have my hair cut here.
4 I can have my dog vaccinated here.
5 I can have my coat dry cleaned here.
6 I can have my pizza delivered from here.
Module 5
1 2 You must have a visa to visit the USA.
3 You should move to a house in the countryside where there isn’t much pollution.
4 He might not be coming with us tomorrow.
5 You don’t have to/ need to/ needn’t give me a lift home.
6 He could/may/might be sleeping.
7 He can’t be telling the truth. 8 You mustn’t eat in the class.
2 1 be 4 have fed 7 could
2 shouldn’t 5 can’t 8 have to
3 can’t 6 should
3 1 you should
2 you don’t need to/don’t have to
3 you may/might
4 you must/have to/need to
5 you have to/must
4 1 needn’t 4 Will 7 might
2 Could 5 may 8 shouldn’t/should
3 Shall 6 must
5 Suggested Answers ñ A: Do I need to have a passport?
B: Yes, you do.
ñ A: Can I check-in 5 hours before departure time?
B: Yes, you can.
ñ A: Can I take my luggage on board?
B: No, you can’t.
ñ A: Can I eat or drink on the plane?
B: Yes, you can.
ñ A: Can I take duty free goods on board? B: Yes, you can.
6 1 She might/must be homeless.
She may feel very lonely.
She must be very cold and hungry.
2 He must be very upset.
He might have missed an important meeting. He must be late for work.
3 He could / might be feeling very sad.
He might have failed his final exams. He can’t have studied a lot.
7 1 must 3 can 5 have
2 have, can 4 must 6 must
8 Suggested Answers
You have to be 18 before you can vote.
You must be 18 years old to drink.
In most schools you don’t have to wear uniforms.
You have to stay in school until you turn 16.
You have to write entrance exams to enter university.
9 You mustn’t enter.
You cannot fish here.
You mustn’t feed the animals.
You cannot smoke here.
You mustn’t litter.
You must not ride your bicycle here. You cannot park here.
Module 6
1 1 He said that I would get sunstroke if I didn’t use sunscreen.
2 He said that he would definitely return it the following day.
3 He said that Denise hadn’t come with them.
4 They said that they would wait until we were ready.
5 He said that he thought I should talk to my parents.
6 She said that that had been / was the most difficult test she had ever written.
2 1 She asked when did the last train for Liverpool leave.
2 She wondered whether I had ever been to China. 3 She asked who was in charge of the project.
4 He wondered whether it would take long to repair the engine.
5 We asked how long the journey was going to take.
6 The policeman asked if the woman had seen the sign.
3 2 A The teacher told us to write our names at the top of the paper.
3 F The dentist told us to avoid eating chocolates.
4 C The children’s nanny told them not to climb the fence.
5 G The policeman warned us to always lock the doors.
6 D My best friend asked me to help her with the exercise.
7 E The traffic warden told us not to park there.
4 2 I arrived here six days ago.
3 I am staying in a lovely hotel
4 I spent my morning at the beach
5 I love the food 6 I am coming home on the 10th.
5 1 He warned us not to swim in the lake.
2 She asked how long we were going to stay.
3 She complained that she had got too much homework to do.
4 He suggested going to the cinema.
5 He denied stealing the money.
6 She advised me to see a doctor.
7 He reminded Ann to call them when she arrived.
8 He refused to do it.
9 She agreed to help them.
10 She begged us not to tell anyone.
6 John called and said that he had got the tickets for the match and asked that you call him when you were back.
Laura called to remind you that you had basketball practice. She also wanted to know if you would come.
Sue called to ask if you had checked the report because she will need it tomorrow.
Tony called to say that he wouldn’t be able to come because his sister fell /had fallen off the stairs and sprained her ankle.
7 1 me to go to the cinema on Saturday.
2 that she was taken ill.
3 to complete the essays at home.
4 never to lie to them again.
5 if she could lend me her car.
6 that no one had passed the test.
7 if I could be late for practice.
8 that her grandma had passed away.
8 ... medical assistants. She said that they flew all over the world, wherever their help was needed. The year before, she said that they had been to Mozambique where they had stayed for six months. She said that they had set up a hospital and had trained people how to treat minor injuries and illnesses. They had also vaccinated a lot of children. That year, she said that they were in Rwanda and that although they had been there for only two months, their work was already progressing. She said that she found her job really rewarding.
9 1 how old I was
2 I went
3 I lived
4 if I had worked anywhere
5 if I had any
6 I had
7 if I could work
8 when I was available
9 how I would be coming to work
10 if I had any other questions
Module 7
1 1 had not supported 4 would have
2 wouldn’t have got 5 would not have
3 hadn’t tried become
2 1 leaves 7 would buy
2 wouldn’t talk 8 rains
3 would have had 9 see
4 won’t take off 10 will go
5 had listened 11 were
6 wouldn’t have been 12 will pass
3 1 will I let him know about the change in plans?
2 would he spend it with his children?
3 you can always take it back.
4 they would have had a bigger wedding.
5 he had my address.
6 you buy it now.
7 he had asked you to?
8 if she had called earlier.
9 he would have stopped to talk to me. 10 you will miss the train.
4 2 If the prices of mobile phones had not fallen, there wouldn’t have been such demand for them.
3 If there hadn’t been heavy rain, the river would not have burst its banks.
4 The football player would not have spent the night in hospital if he hadn’t broken his leg.
5 The robbers would not have been arrested if their car hadn’t crashed.
5 2 B If I hadn’t walked a long time in the rain, I wouldn’t have caught a cold.
3 F If he hadn’t had a miserable childhood, he would have been able to talk about his early years.
4 E If he hadn’t written a best selling novel, he wouldn’t have been invited to speak to the University.
5 D She wouldn’t have become a very successful artist if she hadn’t insisted on fulfilling her dreams.
6
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A If she hadn’t lost her purse in the train, she would have had money to pay for the meal.
6 1 had 6 would change
2 hadn’t bought 7 had
3 could find 8 had not existed
4 hadn’t spoken 9 hadn’t eaten
5 hadn’t spoken 10 knew
7 2 I wish he would help with the housework.
3 I wish I had taken some photos of the wedding.
4 I wish they hadn’t stolen my laptop.
5 I wish our computer didn’t have a virus.
6 I wish my parents would buy me the new games console.
7 I wish I had a digital TV.
8 I wish you would stop talking about your new MP3 player.
9 I wish she wouldn’t listen to loud music all day. 10 I wish it were summer now.
8 I wish I were at home.
I wish I could fly to a sunny destination.
I wish I hadn’t left the report at home.
Module 8
1 1 not only 5 great deal of
2 depends 6 both
3 as many 7 little
4 either 8 more
2 1 can we go 7 did she act
2 will Edward leave 8 do I watch
3 you arrived on 9 was her anxiety/
4 I you nervous
5 does he ask 10 did I know
6 did Nicole realise
3 1 Is there 6 some advice
2 some information 7 any bread
3 evidence 8 a jar
4 a really 9 too much
5 a word 10 little time
4 1 is 6 is 11 is 2 is 7 are 12 is
3 is 8 are 13 are
4 are 9 is 14 are
5 are 10 is
5 countable: cake, book, knife, glass, chicken, journey countable/uncountable: paper, sugar, coffee, tea
uncountable: traffic, meat, cheese, bread, luck, Maths, advice, news, trousers
6 1 some, some 5 some, a
2 some 6 a
3 some, an 7 a, a
4 an 8 some, a
7 1 a lot of 6 much 2 too much 7 many
3 much 8 a lot of
4 a lot of 9 much
5 much 10 a lot of
8 1 a little 6 a few
2 a few 7 few
3 few 8 little
4 little 9 a little
5 a little 10 a few
Song Sheets
Module 1
1 Focus ➤ Predicting the content based on the title and picture
ñ Ask Ss to look at the picture and read the title of the song. Elicit suggestions as to what the song may be about.
Suggested Answer Key
I think the song is about families and what they mean to us because I can see a large family in the picture. Everyone is smiling, so I think that the song will say positive things about families.
ñ Play the recording. Ss listen and follow the
song in their books and check.
2 Focus ➤ Reading for specific information
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
According to the singer, family is really important. It is thanks to our ancestors that we are here. Our family is always there for us ― through good and bad times. We should appreciate our family members and the special relationship we have with them.
3 a) Focus ➤ Personalising the topic/Talking about the importance of family
In pairs Ss discuss how important family is to them. Ask some pairs to report back to the class.
Suggested Answer Key
My family is very important to me as they always support and encourage me. I feel I can tell them anything and I know they will understand and help me.
b) Focus ➤ Talking about what our parents have taught us ñ Allow Ss a few
minutes to think about what their parents have taught them over the years and
to note down the most important things.
ñ In pairs, Ss share their thoughts.
Suggested Answer Key
The most important thing my parents have taught me is to work hard and I can accomplish my goals. My parents are good examples of how important it is to work for what you want as they both work long hours and manage to raise a happy family.
Proverbs
4 Focus ➤ Understanding English sayings ñ Read out the sayings and ask elicit equivalents from Ss’ L1.
ñ In small groups Ss discuss whether they agree with the sayings. Monitor the activity and encourage Ss to come up with examples from their personal experience.
Suggested Answer Key
S1: I agree that you have to raise children yourself to understand your parents’ love. For if you are a parent, then you know how hard it is to be a parent.
S2: And you know what it feels like. I mean, you understand what it means to have children and how much love you feel for them.
S3: I’m not sure. I think maybe we can understand how much our parents love us even without being parents ourselves.
S1: Do you agree that ‘an ounce of blood is worth more than a pound of friendship’?
S2: I think that family is important, but I also think friendship is valuable too.
S3: I think it is unfair to compare the two.
S1: I love my family, but love my friends too.
S2: Sometimes I appreciate my friends more than my family ― I disagree!
S3: So, is blood thicker than water?
S1: I definitely think blood means a lot, but it isn’t everything. etc
Module 2
1 Focus ➤ Predicting the content based on the title
ñ Explain the task and ask Ss to look at the title and the words and phrases given. Elicit answers from various Ss around the class.
Suggested Answer Key
I think the song is about not giving in to peer pressure. You can have more fun if you are yourself and can be on your own sometimes.
ñ Play the recording. Ss listen and follow the
song in their books and check.
2 Focus ➤ Reading for specific information
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
According to the singer, a good friend is someone who lets you be yourself, an individual.
3 Focus ➤ Expressing personal opinion/ Discussing what makes us have good friends
ñ Write out the statement on the board. Underneath it, write two columns ‘Agree’ and ‘Disagree.’
ñ Elicit comments from the class, encouraging Ss to give reasons. Write ideas up on the board in the appropriate columns. Discuss as a class.
Suggested Answer Key
Agree: If you are a good friend, then that person will want to be as good a friend to you. The more friends you have, the more people will want to be your friend.
Disagree: A good friend doesn’t expect anything from you. A friend can be your good friend, even if you aren’t the best friend they have ever had.
You can be good to someone and try to be their friend, but sometimes they reject you. etc
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
If you can buy a person’s friendship, it’s not worth having.(People who are interested in you because of your money are not friends at
all.)
True friends have hearts that beat as one. (If you are really good friends with someone, then you share the same joys and sorrows because you really care about them.)
Make friends before you need them. (You never know when you will need help from friends, so it is good to have as many friends as you can.)
Module 3
1 Focus ➤ Predicting the content based on the title and pictures
ñ Ask Ss to read the title of the song. Elicit suggestions as to the different rights we can stand up for and write them up on the board.
Suggested Answer Key
A person can stand up for freedom of speech, freedom of religion, the right to vote, etc.
ñ Play the recording. Ss listen and follow the song in their books and check.
2 Focus ➤ Understanding the writer’s opinion
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
According to the writer, it is our duty to stand up for our rights. If we all fight for freedom together, then we can help ourselves and others who are less fortunate.
3 Focus ➤ Personalising the topic/Talking about human rights
Read out the question in the rubric to the class. Elicit ideas from individual Ss.
Suggested Answer Key
Every person on this earth has the freedom of speech, the right to a clean environment, the right to be safe and the right to food, shelter and clean water. We must enforce and respect these rights as a society.
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
Live and let live. (We should accept the way other people live and behave, especially if they do things in a different way from us.)
United we stand, divided we fall. (If we all work together we have a better chance of success than if we work individually.)
Module 4
1 Focus ➤ Predicting the context of words/ phrases taken from the song ñ Explain the task and ask Ss to look at the title and the words and phrases in the list. Elicit answers from various Ss around the class.
Suggested Answer Key
I think the title of the song refers to the difficult times in our lives and the fact that we shouldn’t let them get us down.
ñ Play the recording. Ss listen and follow the song in their books and check.
2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
The singer is a fighter. According to the singer, no matter how large a problem is, we can face it. We shouldn’t give in to problems ― we should keep on living our lives and be determined to beat them.
3 Focus ➤ Personalising the topic/Talking about motivation
Ss define motivation in pairs and give each other examples of how they keep motivated. Monitor the activity around the class, then ask some pairs to report back to the class.
Suggested Answer Key
A: I think motivation is all about really wanting to do something.
B: Yes, I agree. If you want to succeed, you must keep trying until you get the result you want.
A: What do you do to keep yourself motivated?
B: I look at role models and they inspire me to try to be like them. What about you?
A: I like to reward myself for my achievements and I like to set myself clear goals.
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can guess what they mean. Elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
Something is better than nothing. (You should be grateful for the things you get, no matter how small.)
Strike while the iron is hot. (We should take advantage of an opportunity as soon as it exists, in case the opportunity goes away and does not return.)
The first step is the hardest. (Things are always difficult to begin with, but then it gets easier.)
The proof of the pudding is in the eating. (You can only judge the quality of something after you have tried, used or experienced it.) Lightening never strikes twice in the same place. (It is unlikely that something bad or unusual will happen to the same person twice.)
Module 5
1 Focus ➤ Describing a picture/Predicting the content of a song
ñ Draw Ss’ attention to the title of the song and the picture. Elicit from Ss how the picture makes them feel and ask them how it is related to the song.
Suggested Answer Key
The picture makes me feel sad. I feel sorry for people who live
on the streets. The song must be about what it is like to be homeless.
ñ Play the recording. Ss listen and follow the song in their books and check.
2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
The singer feels that we should help them and look after them because they suffering and are in danger.
3 Focus ➤ Understanding the writer’s attitude
Ss discuss the question in the rubric in pairs. Monitor the activity, then ask some pairs to report back to the class.
Suggested Answer Key
A: I think it would be really hard to live on the streets. It must be horrible not having somewhere comfortable to sleep.
B: And you don’t know where your next meal is coming from. And it can be so cold and dangerous too.
A: You would feel really lonely and vulnerable.
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can guess what they mean. Elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
A friend in need is a friend indeed. (A friend who helps you when you really need help is a true friend.)
A man’s home is his castle. (People like to control what happens in their own homes and no one should tell them what to do there.)
A rolling stone gathers no moss. (If you are always travelling and changing jobs you have the advantage of not having many responsibilities, but you also have the disadvantage of not having a permanent home.)
Beggars can’t be choosers. (People can’t complain bout something they get for free.) Charity begins at home. (You should take care of your family and people who live close to you before helping people who live far away.)
Module 6
1 Focus ➤ Predicting the vocabulary in a song ñ Draw a spidergram on the board with the word ‘space’ in the middle for Ss to copy. ñ Allow Ss one minute to add as many words as they can. ñ Ss compare their list with a partner.
Suggested Answer Key galaxy, universe, planet, spaceship, comets, stars, etc
ñ Play the recording. Ss listen and follow the song in their books and check whether any of their words are in the song.
2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
Yes, the writer seems to think that there could be life on other planets. There are many questions in the song, for example, ‘Can we really be alone?’ The writer hopes that if there are other people living on other planets that he/she will get to meet them one day.
3 Focus ➤ Personalising the topic/Talking about living on other planets
Ss discuss their ideas in pairs, giving reasons for their answers. Monitor the activity around the class then ask individual Ss to report back to the class.
Suggested Answer Key
S1: I would like to live on Mars as I think it would be very beautiful with its amazing red landscape. Also it is close to earth so I could visit often.
S2: I would like to live on Saturn with all its rings and it’s very large so there would be a lot to explore.
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can guess what they mean. Elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
Seeing is believing. (We believe things when we have seen them with our own eyes.) The more one knows, the less one believes. (Sometimes we can know too much information for our own good.)
There are two sides to every question.
(There are counter arguments for everything.)
Module 7
1 Focus ➤ Predicting the content of a song based on the title
ñ Draw Ss’ attention to the title of the song and elicit ideas from various Ss around the class as to what the song could be about.
Suggested Answer Key
I think the song is about the importance of notletting go of our dreams.
ñ Play the recording. Ss listen and follow the song in their books and check.
2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
According to the singer, we should hang on to our dreams because they bring us joy and hope. If we believe in our dreams, they might come true.
3 Focus ➤ Personalising the topic/Talking about the changes we could make in our lives
In pairs, Ss discuss the changes they would like to make to their lives. Monitor the activity around the class then ask individual Ss to report back to the class on the changes their partner would like to make and the reasons why.
Suggested Answer Key
I would like to change the amount of time Ihave to be with my family and my friends. I wish we didn’t have to study and work so hard all the time and had more time to have fun and be together.
Proverbs
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can guess what they
mean. Elicit explanations from various Ss around the class. Then ask Ss to
suggest similar sayings they know from their L1. Allow Ss some time to come up
with an example from their personal experience that illustrates the meaning of
one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
If at first you don’t succeed, try, try, try again. (You should never stop trying to do something ― you will succeed in the end.)
Where there’s a will, there’s a way. (If you really want to do something, you will usually find a way to do it.)
Success has many fathers, while failure is an orphan. (People are only interested if you win ― no one cares if you lose.)
Module 8
1 Focus ➤ Predicting the context of phrases taken from the song
Explain the task and ask Ss to look at the title and the phrases in the list. Elicit answers from various Ss around the class.
Suggested Answer Key
I think the title of the song refers to places inthe world that we don’t fully understand and I expect to hear the phrases within this context.
2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and elicit answers from various Ss around the class.
Answer Key
The singer feels the magic of ancient places and the mysteries and puzzles they hold.
3 Focus ➤ Personalising the topic/Talking about travelling back in time
Ss discuss the question in the rubric in pairs, giving reasons. Monitor the task, then ask some pairs to report back to the class.
Suggested Answer Key
I would love to travel back to Ancient Rome. Ifind the civilisation very interesting and advanced. I would like to see gladiator games in the Coliseum, visit the libraries and see the theatres.
Quotations
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can guess what they mean. Elicit explanations from various Ss around the class. Then ask Ss to suggest similar sayings they know from their L1. Allow Ss some time to come up with an example from their personal experience that illustrates the meaning of one of the sayings and elicit a variety of examples from Ss around the class.
Suggested Answer Key
Wonders will never cease. (An expression we use when we are surprised because something unusual or unexpected happens.) Truth is stranger than fiction. (Something we say when we want to emphasise that real events or things are sometimes stranger than
imaginary ones.)
Hamlet Key
Before you start
The Author
1 William Shakespeare
2 He was born in Stratford-upon-Avon, England, on 23rd April, 1564.
3 He went to the King Edward VI Grammar School in Stratford.
4 He married Anne Hathaway.
5 He had three children: Susanna, Hamnet and Judith.
6 His most famous plays are: Macbeth, Romeo and Juliet, A Midsummer Night’s Dream, Hamlet, The Merchant of Venice and Othello.
7 He wrote about a wide variety of emotions such as: greed, selfishness, revenge, kindness and love. 8 He died on 23rd April, 1616.
Background
1 winter ― summer
2 5 ― 4
3 easy ― difficult
4 straightforward ― very complicated and controversial
5 the same ― a different
6 television ― cinema, and another 16 for television
7 27 ― At least 26
8 old ― modern
The Plot
Hamlet ― The Prince of Denmark, whose father the King dies and whose mother marries his uncle Claudius, who takes the throne.
King Hamlet ― The King of Denmark and Hamlet’s father, who is murdered by his brother, Claudius.
Claudius ― The new King of Denmark, who kills his brother, King Hamlet, and marries the Queen.
Gertrude ― Hamlet’s mother, the Queen, who marries Claudius soon after King Hamlet’s death. castle ― Home of the royal family, where most of the
action takes place.
ghost ― The apparition of the dead King, who returns to tell Prince Hamlet the truth about his death and to urge him to take revenge on his uncle Claudius.
revenge ― The act of avenging the death of King Hamlet. It will be the driving, motivating factor for Hamlet to kill his uncle, the King.
mad ― Hamlet will
pretend to be mad so that everyone will think he has lost his mind. In this way
he will find out the truth about his uncle’s guilt without drawing attention.
stepfather ― King Claudius becomes Hamlet’s
stepfather by marrying his mother.
old school friends ― Rosencrantz and Guildenstern are two of Hamlet’s old school friends. King Claudius asks them to spy on Hamlet in order to find out what troubles him, and, later in the play, they are commanded to escort him to England.
special play ― Hamlet asks a group of actors to put on a special play for the court, that features a king being murdered in the same way Hamlet’s father was murdered.
murder ― One of the underlying themes of the play, as Hamlet seeks to take revenge for his father’s murder by murdering his own uncle.
tragic end ― The outcome of the story, which proves fatal for almost all the characters due to various plots inside the castle.
The Characters
|
1 Claudius |
4 Hamlet |
7 Laertes |
|
2 Gertrude |
5 Polonius |
8 Ophelia |
|
3 Horatio |
6 Hamlet |
9 Claudius |
Episode 1
Before Reading
1 (Suggested Answer)
Judging from the title and the pictures, it seems that there is a new King at court, who is probably making a speech, and everyone is there to greet and congratulate him.
While Reading
|
2 1 uncle. |
4 mourning |
7 ghost |
|
2 attack |
5 two |
|
|
3 France |
6 meaningles |
|
After Reading
3 (Suggested Answers)
1 Hamlet thinks that his mother is disrespectful both to the recently deceased King and to her son. Gertrude should continue to mourn the death of her husband and not marry so soon, especially not Hamlet’s uncle.
2 There must be a serious reason for Hamlet’s dead father to appear as a ghost. He possibly wants to tell Hamlet about his death or about something that happened before he died that no one knows about.
3 Hamlet must be feeling lonely because he has lost his father, who was probably a stabilising force in his life. He is probably also confused as he finds it hard to understand why his uncle took the throne. He must be angry with his mother, even disgusted, since she betrayed him and his father and got married so soon after her husband’s death. Finally, he may be worried or even scared about the future of Denmark now that his uncle has a lot of power in his hands.
Think! Gertrude reveals no guilt in her marriage with Claudius after the sudden death of her husband, King Hamlet. This suggests that she might have been involved in the murder, especially since she hardly mourned her husband’s death before remarrying. Her behaviour is open to various interpretations, though. The affection she shows towards her son, for example, makes one doubt whether she is evil. She might have married Claudius to make up for the insecurity and instability King Hamlet’s death has caused her and the country as a whole.
Episode 2
Before Reading
1 (Suggested Answers)
1 The people in the first picture are Hamlet, the ghost of his father and his friend Horatio. They are on the battlements of the castle because this is where the ghost appears. Hamlet probably wants to find out the truth about his father’s death.
2 Hamlet could be begging the ghost to talk to him. He may be feeling respect for or even fear of the ghost.
While Reading
2 (Suggested Answers)
1 They meet on the battlements of the castle.
2
 |
Horatio warns Hamlet to be careful because the ghost might put Hamlet’s life in danger.
3 Hamlet ignores his friend’s advice because he thinks his life is meaningless.
4 Claudius has told everyone that his brother was bitten by a serpent while he was sleeping in his orchard.
5 Claudius poured poison into the King’s ear while he was sleeping in his orchard.
6 The ghost wants Hamlet to avenge his murder.
7 After Hamlet promises to take revenge for his father’s death, he decides to act like a madman for a while so that no one will find out what his real intentions are.
After Reading
3 (Suggested Answers)
1 Hamlet probably feels astonished, even shocked, to see his father as a ghost. He may also be worried or afraid that something bad has happened and is anxious to find out what it is.
2 Although astonished at first, Hamlet seems to be very angry when he finds out the truth about his father’s death, and also assured of his original suspicion that his father has been murdered.
3 Hamlet has actually started planning his revenge. He thinks that if he pretends to be mad, he will be able to find out what really happened and avenge his father’s death without anyone suspecting him.
4 Hamlet might confront his uncle and his mother about what happened, or he might confide in Horatio and ask him to help him. In any case, he will certainly start pretending to be mad, as he has planned.
Think! Shocked at the sight of the ghost, the guard accompanying Hamlet and Horatio expresses his fears that “Something is rotten in the state of Denmark”. Denmark is corrupt, infected by some mysterious force, well-hidden and pending. The feeling of anxiety established in the first episode is here confirmed by the appearance of the ghost, whose words reveal corruption through an effective symbolic image. The new King poured poison into the old King’s ears sending him to death. Like the poison running through the old King’s body and eating him away, corruption is now oozing through the state of Denmark making it a decaying body.
Episode 3
Before Reading
1 (Suggested Answer)
The title seems to be associated with the strange behaviour Hamlet decided to adopt after meeting his father’s ghost.
2 (Suggested Answer)
Judging from everyone’s expression, they seem to be talking about something important ― maybe the change in Hamlet’s attitude.
While Reading
|
3 1 No |
3 Yes |
5 No |
7 Yes |
|
2 Yes |
4 No |
6 Yes |
8 No |
After Reading
4 (Suggested Answers)
1 Being a prince, Hamlet is by birth Ophelia’s superior. His position and responsibilities make it almost impossible for him to marry a girl who belongs to the common people. As a prince and a future king, he is responsible not only for his own well-being but also for the state’s wellbeing. This means that it is not just his own feelings that affect his choice of a wife but the state’s interests as well. In his case there are a lot of things that must be taken into account, of political importance mostly. Therefore, he may not be allowed simply to marry the woman he loves. This is Laertes’ and Polonius’ main concern and the reason why they don’t want Ophelia to be involved with Hamlet.
2 Hamlet’s rude behaviour is part of his plan. He tries to behave madly to fool everyone in the castle so that he can take revenge for his father’s death without arousing suspicion. He probably doesn’t trust Polonius either since he seems to be the King’s right-hand man.
Think! Ophelia is a young girl who appears to be innocent and even
naïve. She is easily led by the men she loves so she seems to have no
control of her life. She is dependent on her father and brother, who make
decisions for her without taking her judgment into account. She obeys both
Polonius and Laertes to stay away from Hamlet, even though she has feelings for
him, without the slightest objection to their guidance. She is so respectful of
them that she won’t do anything against their will. After Hamlet’s frightening
visit to her room, it is Polonius she runs to for advice. On the whole, Ophelia
seems to be a weak character as she relies on men, who control her life. I
don’t think I would act the same way as her. I would certainly respect my
family and take their advice into consideration but I would also expect them to
respect my feelings too. I would try to explain to them what I really wanted
and how I felt.
Episode 4
Before Reading
1 (Suggested Answer)
The two men standing near Hamlet are probably Rosencrantz and Guildenstern. They’ve come to talk to Hamlet and find out what troubles him after the King commanded them to do so. There seems to be a more relaxed atmosphere in the second picture. The people Hamlet is talking with seem to be smiling and in good spirits, so Hamlet’s mood must be better too.
While Reading
|
2 1 pleased |
3 depressed |
5 speech |
|
2 prison |
4 delighted |
|
After Reading
3 (Suggested Answers)
1 Rosencrantz and Guildenstern find Hamlet in a rather sour, bad mood. He confesses he is depressed and finds everything in this world meaningless. Although he is pleased to see his childhood friends at first, he is also suspicious of why they have come to see him.
2 Hamlet wants the actors to perform a play whose plot resembles Claudius’ murder. He also asks the actors to perform an extra speech which he will add to the play. Apparently he wants to see the King’s reaction and find out if he is really guilty.
3 Hamlet is blaming himself because he cannot find the courage to avenge his father’s death. Although he has a strong motive, he remains inactive, whereas the player has acted out his speech very passionately for no reason other than the play.
4 (Suggested Answers)
1 Hamlet says that the King and Queen are deceived because he is not really mad as they think. His madness is feigned as a means to an end ― that of avenging his father’s death.
2 Tomorrow night is when the players are going to perform the play for Claudius to see. Hamlet expects that the murder taking place in the play will shake Claudius’ confidence and prove his guilt, as the murderer kills his victim in exactly the same way Claudius killed Hamlet’s father.
Think! Hamlet feels that the world around him is in a shambles. He feels confined to a place that is crooked and full of liars and villains plotting against him. Evil is latent everywhere and no one seems to be trustworthy. This is why Hamlet regards Elsinore and the whole of Denmark as a prison.
Episode 5
Before Reading
1 (Suggested Answer)
In the first picture, Gertrude is talking to Ophelia seriously, probably about Hamlet, while Claudius and Polonius are hiding. In the second picture, Hamlet and Ophelia seem to be arguing over something while Claudius and Polonius are watching. Perhaps the transformation in Hamlet’s character has affected Ophelia, who appears to be in distress.
While Reading
2 7 The King and Polonius come out of their hiding place.
4 Ophelia looks up from her book and meets Hamlet’s eyes.
4 Hamlet is troubled, pondering “to be, or not to be”.
4 Claudius and Polonius discuss Polonius’ plan to spy on Hamlet.
4 Claudius considers sending Hamlet to England.
5 Ophelia offers to give Hamlet’s gifts back to him.
6 Hamlet tells Ophelia that he does not love her.
After Reading
3 (Suggested Answers)
1 When Hamlet wonders if it is better “to be, or not to be”, he poses a matter of philosophical discussion on the advantages and disadvantages of existence. Unlike previous parts of the play, where Hamlet was overwhelmed by emotion, here his speech shows logical reasoning. In an agonising way, he thinks that it is very difficult to decide between life and death. The miseries of life are such that no one is willing to bear them. If one died, he would end the torture. But then, we do not know what to expect in the afterlife, so maybe it is safer to bear the miseries we already have and are familiar with than take on others that are totally unknown to us.
2 Claudius will probably keep spying on Hamlet until he finds out what is going on. If he is still not convinced of Hamlet’s madness, he may send him away or even try to kill him.
Think! From the first episode, one cannot fail to see Hamlet’s disgust towards women. His mother’s betrayal has brought out in him a strong feeling of hatred that now takes the form of misogyny. Addressing Ophelia, Hamlet attacks all women. He feels they are unworthy of men’s affections because they cannot be trusted. He urges Ophelia to go to a nunnery, which represents the ultimate seclusion and isolation from society. Living as a nun, Ophelia would have to renounce her need for love and affection from a man. She would be alone with her thoughts and prayers. Being a nun means she would be restricted to a quiet, lonely life, deprived of earthly pleasures, and this, according to Hamlet, is the severe punishment she deserves.
Episode 6
Before Reading
1 (Suggested Answer)
In the first picture, there seems to be a play going on. Apparently, it is the one Hamlet has asked the actors to perform for the King. Everyone seems emotional or nervous about it. In the second picture, Hamlet looks prepared to kill Claudius, who is in some sort of emotional turmoil. Things don’t seem to be getting any better as everyone seems to be more upset, but perhaps Hamlet will become more decisive and finally fulfil the promise he has made to his father.
While Reading
|
2 1 carefully |
4 rushes |
7 second |
|
2 witnesses |
5 disturbed |
8 soul |
|
3 pours |
6 remorse |
|
After Reading
3 1 Hamlet wants someone else to see Claudius’ reaction for proof, evidence of the crime he committed. He also wants someone on his side, someone he can turn to for support when he decides to take action. Horatio seems to be the right person since he is Hamlet’s dear and trustworthy friend, whose judgment he can rely on.
2 Hamlet’s reflective nature makes him delay action once again. His father died without having been forgiven for his sins as he didn’t have the chance to pray. Now that he is a ghost, he is doomed to burn in fires until his soul is cleansed. If Hamlet kills Claudius while he is praying for forgiveness, he will send his soul to heaven. This is hardly adequate revenge for the murder Claudius committed. Therefore, Hamlet finds it wiser to postpone action once again and wait until the time is right. If he kills Claudius while he is doing something bad, he will send his soul to hell and he will take his revenge.
Think! The actors’ performance certainly triggers a number of different
emotions in the members of the audience. Gertrude’s reaction is of particularly
great interest, as from the beginning of the play it is not clear whether she
is involved in Claudius’ crime. Therefore, her behaviour in this episode is
open to various interpretations. According to Rosencrantz and Guildenstern,
Gertrude is “terribly upset”. Perhaps the performance brought about a sort of
self-realisation for her. Maybe it made her see through the man she married to
the murderer and villain he really was. Perhaps she knew beforehand, and the
performance now made her realise her guilt and feel agitated. It could also be
possible that she is still ignorant and her feelings are once more guided and shaped
by Claudius’ feelings, since so far Gertrude has appeared rather weak, lacking
a personality of her own and conforming to her new husband’s ideas and
reactions.
Episode 7
Before Reading
1 (Suggested Answer)
In the first picture, Polonius seems to be running to hide, probably from Hamlet, who is about to enter the room. In the second picture, Polonius is lying at Hamlet’s feet, killed by him, while Gertrude is kneeling shocked. Although Hamlet appears active for the first time in the play, he isn’t doing what he is supposed to do, that is to take revenge against Claudius.
While Reading
|
2 1 F |
3 T |
5 T |
7 |
F |
|
2 T |
4 F |
6 T |
8 |
F |
After Reading
3 (Suggested Answers)
1 Hamlet might seem disrespectful to Gertrude but his reason for behaving this way is very serious. He feels his mother has betrayed him like she has betrayed his father by marrying so soon after his death. Therefore, it is out of anger and despair that Hamlet appears disrespectful and not because of lack of morals. His indignation is what makes him call Gertrude “stepmother” showing her he no longer sees her as his biological mother but as a stranger.
2 After Hamlet’s accusations, Gertrude seems regretful for what she has done. She can’t bear listening to Hamlet anymore, because deep down she knows her son is telling the truth, and she promises not to reveal the secret concerning his madness. Her behaviour at the end of the episode shows she is regretful and willing to help Hamlet.
3 Maybe Claudius will try to kill Hamlet, or Hamlet will finally go after Claudius and kill him.
Think! The fact that Gertrude does not see the ghost is pivotal to the plot and the outcome of the story. Gertrude thinks that Hamlet is mad talking to himself, and this prevents her from clearly
taking her son’s side and acting against the King. Although she promises not to reveal Hamlet’s secret, she seems to be at a loss, which serves Shakespeare’s intricately woven plot. If Gertrude saw the ghost, she would believe Hamlet and become his ally. This means that Claudius would run a greater risk of being revealed and the whole story would probably turn out quite differently.
Episode 8
Before Reading
1 (Suggested Answers)
1 Hamlet appears to be leaving and saying goodbye. Perhaps Claudius has finally decided to send him away with Rosencrantz and Guildenstern as a measure to keep his position as King safe.
2 In the second picture, Hamlet is meeting with some soldiers and talking to one of them. He might be plotting something against Claudius.
While Reading
|
2 1 b 3 d |
5 a |
7 |
a |
|
2 c 4 d |
6 c |
|
|
After Reading
3 (Suggested Answers)
1 After Polonius’ murder, Claudius is increasingly agitated. His alarm turns into fear of Hamlet and the only way to feel secure is to get rid of him. He has to be careful, however, and not arouse suspicion, this is why he acts secretly once more. He wants Hamlet executed abroad so that people in Denmark will not find out about the King’s crime and turn against him. Claudius is again interested in maintaining his status and public image.
2 Hamlet obviously does not want to acknowledge Claudius because he hates him, so he ignores him. Either he is still pretending madness, so he affects not to notice Claudius, or he is too angry that Claudius is still alive to speak to him. In any case, he is still trying to plan a way to kill him, so his attitude towards his uncle can be nothing but hostile.
3
 |
Earlier in the play, Hamlet was amazed by the actor’s passionate performance and expression of feeling for no apparent reason, just to act
out a speech. Now, he is amazed by the willingness of an entire army to risk their lives for a worthless piece of land. He is impressed by their decisiveness and determination to achieve their goal, no matter how insignificant it is compared to his. Fortinbras’ army, like the actor earlier, makes Hamlet blame himself for delaying to carry out the task he has to perform. Twenty thousand men are prepared to die for a tiny piece of land, and he, that has a father killed, remains inactive. This realisation is what finally strengthens him and makes him at last promise to take revenge.
Think! It is not the first time Shakespeare has used a powerful symbolic image to get his message across. Here he chooses to use illness and conveys the King’s agitation most vividly. Hamlet is like a fever in Claudius’ blood because, just as a fever burns and tingles and causes one to feel uneasy and uncomfortable, Hamlet is disturbing Claudius’ peace. After the actors’ performance the King knows his secret is revealed. His fears of Hamlet have now been confirmed. Hamlet is no longer a potential threat, but rather an imminent danger, rooted in Claudius’ system and making him feverish.
Episode 9
Before Reading
1 (Suggested Answer)
In the first picture, Ophelia seems to be dancing; however, her expression is not a happy one. Laertes and Claudius appear to be having a serious conversation. In the second picture, Gertrude is entering the room looking worried while Laertes is pulling out his sword as if to fight someone. Claudius seems to be trying to either calm him down or show support. It appears that the outcome of the episode is not positive as the whole atmosphere seems rather tense. Perhaps Laertes has found out about his father’s death or another unfortunate event has happened.
While Reading
2 1 Ophelia
2 Gertrude, Ophelia
3 Laertes and Ophelia’s, Ophelia
4 the sailors, Horatio
5 Horatio
6 Claudius, the people’s, Hamlet
7 Claudius, Laertes
8 Hamlet and Laertes
9 Ophelia
10 Claudius, Hamlet’s
After Reading
3 (Suggested Answers)
1 Laertes returns to Denmark because he has found out about his father’s murder and wants to take revenge by killing the perpetrator.
2 Ophelia loses her mind because of sorrow after Hamlet kills her father. As illustrated earlier in the play, Ophelia loved and respected her father deeply so his death must have affected her greatly. Apart from that, she is already depressed because Hamlet has rejected her recently and because he appears to have gone mad.
3 Claudius’ position as King has already started weakening. His main concern now is to maintain his power, and it is exactly this concern that proves him to be most murderous. To start with, he is extremely worried about the people’s reaction to all the recent tragic events. His worry soon turns into fear when the people call out Laertes’ name and wish him to be the King. Claudius’ first step is to calm Laertes down and assure him he is not guilty of Polonius’ death. This way he makes him trust him and takes him to his side as an ally. Previously, Claudius didn’t hesitate to arrange Hamlet’s execution in England. Now that his plan has failed, he doesn’t hesitate to arrange Hamlet’s death inside the castle. The King is so crafty that he also draws up a back-up plan: if Hamlet does not get killed by Laertes’ sharpened and poisoned sword, he will be killed by poisoned wine. Claudius does not bother to worry about the victims that accumulate around him. He is only concerned about the threats to his power.
4 Hamlet will probably be invited to a duel with Laertes, but before that he will find out about Ophelia’s death.
Think! The way Ophelia’s death is presented in this episode creates the
impression that it was an accident. According to Gertrude’s account, while
Ophelia was on a willow tree, hanging her
flower garlands, a branch broke and she fell down into the river. However, judging from the story so far, the possibility of Ophelia’s death being accidental may not seem very strong. Ophelia is very sensitive and emotional as a character, and all of a sudden she finds herself confronted with two devastating facts ? her father’s death and Hamlet’s rejection and exile. These incidents are serious enough to lead her to depression and suicide, especially because of her fragile nature; therefore one cannot avoid thinking about this option when pondering on the matter of Ophelia’s death.
Episode 10
Before Reading
1 (Suggested Answers)
1 Hamlet and Horatio seem to be walking in a graveyard. They are walking up to a man digging a grave.
2 Hamlet seems to be sad and troubled. He might be lamenting his father’s death or be preoccupied with death, a matter that puzzled him earlier in the play as well.
While Reading
2 (Suggested Answers)
1 Hamlet has just returned to Denmark and met Horatio. The two of them come across the gravediggers while they are walking through a graveyard on their way back to Elsinore castle.
2 The gravediggers think the woman’s death was suicide, and people committing suicide cannot have a proper burial. However, the fact that she was someone important, that is of a wealthy or influential family, is an advantage for her. The priest will overlook the suicide and give her a proper burial.
3 They find Yorick’s skull, who used to be the court jester when Hamlet was a boy.
4 Hamlet knew Yorick and he loved him dearly. Yorick used to carry him on his back and entertain him with jokes and songs. Hamlet remembers him quite fondly and seems to miss his jovial personality. On the other hand, he feels disgusted and appalled at how Yorick ended up, pondering that this is every man’s fate.
5 They come in a funeral procession. They are going to bury Ophelia.
6 Laertes does not like the priest’s comments regarding Ophelia’s burial. The priest wants a shortened service as he thinks Ophelia committed suicide. He believes that instead of having prayers read to her, she should be hit with stones. Laertes loved his sister too much to agree with the priest and gets furious at his words. He cannot accept his beloved sister’s death, which happened right after his father’s death. Laertes is angry with Hamlet, whom he considers responsible, and he takes his anger out at the priest.
After Reading
3 (Suggested Answers)
1 The gravedigger is very precise and uses the right word at the right moment. Although he is socially inferior to Hamlet, his speech proves to be very witty.
2 Laertes is sending good wishes to his dead sister because she was pure and virtuous, and violets are a symbol of these qualities. He hopes that she will be as pure in death as she was in life.
3 From the moment Hamlet establishes eye contact with one of the gravediggers, he appears to be very respectful towards the dead as he does not approve of the gravedigger’s lightheartedness. He gets annoyed when he sees the man singing merrily and throwing two skulls up in the air, as he thinks that this shows disrespect. He believes that the dead deserve the same respect as the living since they used to be among them once. Later on, when he sees Yorick’s skull, Hamlet seems to be awestruck as he realises a universal truth: no one can escape death.
Think! The moment Hamlet sees the funeral procession, he urges Horatio to hide and watch silently. His reaction is quite reasonable, if not expected, since this is a crucial moment for him. He has just returned to Denmark from his short exile and Horatio has gone to meet him. While Hamlet was away, there were new developments which he is not informed about, and he must find out before he visits the castle. Moreover, the fact that Claudius is plotting against Hamlet is something that Hamlet is aware of, so he must be cautious. Now that the King’s crime has been revealed, Hamlet knows Claudius is afraid and
wants to get rid of him. Sending him away to England was the King’s first measure of protection, which failed to prove effective, since Hamlet managed to get back. The King is bound to come up with another plan; therefore, Hamlet must be careful.
Episode 11
Before Reading
1 (Suggested Answers)
1 Laertes seems to be attacking Hamlet. He must be in great emotional distress because of his sister’s death, and he probably thinks Hamlet is responsible for it.
2 Hamlet and Horatio seem to be discussing a letter that Horatio is reading. Perhaps it has to do with Hamlet’s journey to England. Now that he is back, he probably wants to inform Horatio about what happened while he was away.
While Reading
2 (Suggested Answers)
1 Gertrude is scattering flowers on Ophelia’s coffin, weeping. She wishes Ophelia were Hamlet’s wife and not dead.
2 Laertes loved his sister so much that he can’t stand seeing her in a coffin. He thinks that the one to blame for her death is Hamlet, who is also responsible for Polonius’ death. For this reason he becomes furious with Hamlet and attacks him.
3 Hamlet is trying to prove his love for Ophelia, which he claims is much deeper than Laertes’.
4 Hamlet becomes so passionate in his argument with Laertes that Claudius thinks this is another sign of his madness and asks the courtiers to pull them apart. He then urges Laertes to be patient until they arrange their plan to kill Hamlet. Even at a moment of grief and mourning his mind is still preoccupied with the implementation of his plan.
5 On his way to England Hamlet feels there is something wrong since he knows that in reality his two childhood friends are Claudius’spies. What he finds in their bags is Claudius’ letter to the King of England, who is asked to have Hamlet executed.
6 Hamlet exchanges Claudius’ letter with another one he has devised himself and sealed with his father’s royal seal so that no one can tell the
difference. In the new letter the King of England is asked to have the messengers, that is Rosencrantz and Guildenstern, executed instead of Hamlet.
After Reading
3 (Suggested Answers)
1 Although Rosencrantz and Guildenstern could not have known about the content of Claudius’ letter to the English King, they are guilty of spying on Hamlet and of contributing, even without knowing it, to his death. This justifies, in a way, Hamlet’s desire to take revenge on them. On the whole, they are Claudius’ pawns lacking a personality of their own, since they always do as they are commanded.
2 Hamlet’s attitude towards Laertes changes at the end of the episode. He regrets having been violent to him since he now feels they have something important in common. They both want to take revenge for their fathers’ deaths. This is what brings him closer to Laertes, whose determination strengthens Hamlet too and makes him ready to take action. Therefore, what Hamlet will probably do next is fulfil the promise he has given to his father.
Think! A good friend is someone who is always willing to help and support you when you need them. Agood friend is a good listener, someone you can talk to and seek advice. They are trustworthy and reliable, and would rather be sincere than make things appear better than they are in order not to hurt you. A good friend must be sensitive to your feelings and stand by you in difficult situations the same way he must share your happy moments.
Episode 12
Before Reading
1 (Suggested Answers)
1 Hamlet and Laertes are fighting a duel. Emotions vary. Laertes and Claudius must be anxious to put their plan into practice and achieve their goal, that is kill Hamlet. Gertrude and Horatio must be worried about Hamlet, even though this is supposed to be a friendly fight. Hamlet himself may not be aware of Laertes’ real intentions; still he will certainly try to do his best to beat his opponent.
2 Judging from the second picture, the play is going to have a tragic end involving bloodshed. Everyone seems to be dead apart from Horatio, who is kneeling beside Hamlet, probably trying to share his agony.
While Reading
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2 1 challenged |
5 scores |
9 plunges |
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2 shakes |
6 instead |
10 story |
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3 madness |
7 exchange |
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4 sharpened |
8 blame |
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After Reading
3 (Suggested Answers)
When the play ends, it is not obvious whether Fortinbras will restore public confidence in the government and bring back a feeling of well-being in Denmark. However, he clearly represents a strong-willed leader. In contrast to weakened and conniving Claudius lying dead before him, Fortinbras appears to be a strong character and, therefore, a capable ruler. Also in contrast to corrupted Claudius, Fortinbras seems to have high moral principles as he acknowledges Hamlet’s ethics and pays a special tribute to him: he orders Hamlet to be carried away like a soldier. On the whole, though the country’s future is still uncertain, Fortinbras appears a promising king.
Think! Agood leader should be interested in his country’s progress and not use his position as a means to achieve his personal aspirations. They must be able to ensure the people’s well-being and safety from external threats. A good leader must have good judgment and foresight so that they can plan ahead. Also, they must be in command, making people not lose heart in times of crisis.
Final Comprehension Quiz
1 B 4 C 7 A 10 B 2 C 5 C 8 B 11 A 3 A 6 A 9 C 12 C
Overview
(Suggested Answers)
1 The conflict of man versus man is always prevalent throughout Hamlet. All characters plot against each other and want to take revenge on others. Some outstanding examples are Claudius’ and Hamlet’s hatred for each other as well as Laertes’ and Hamlet’s duel. The Norwegian King’s plans of war are also indicative of the conflict of man versus man. The conflict of man versus himself is equally prevalent throughout the play, mostly represented by Hamlet’s inner struggle. His ambivalence toward action, his indecision and self-reproach show he is at war with himself. Finally, the man versus nature conflict reveals how weak man is opposed to nature. When Hamlet meets the ghost at the battlements, Horatio warns him about the sea and the cliffs, which might prove dangerous. Death is also a proof of the control the natural order of things has over man, as we can tell from Ophelia’s drowning and Hamlet’s awe in the cemetery.
2 Throughout the play, Hamlet appears to be more reflective than active as a character. His thoughtful nature makes him always delay action, a policy which proves instrumental in the outcome of the story. Hamlet does not find the courage to take revenge for his father, even when the opportunity is right before him. The fact that he constantly delays killing Claudius seriously affects the plot of the story, since it results in a series of fatal events which would have otherwise been prevented. The first time he decides to get over his indecision he ends up acting rashly and kills Polonius, whose murder triggers conspiracy and plotting inside the castle. If Hamlet was active from the beginning, perhaps there wouldn’t be so much bloodshed and the story would not end so tragically.
3 The characters that betray or disappoint Hamlet are: Claudius ― He killed Hamlet’s father and married his mother.
Gertrude ― She hardly mourned her husband’s death and hastily married Hamlet’s uncle. Rosencrantz and Guildenstern ― They follow the King’s commands and spy on Hamlet. Laertes ― He joins Claudius and plots with him against Hamlet.
Polonius ― He spies on Hamlet.
Ophelia ― She betrays Hamlet by losing her faith in him.
All the above characters make Hamlet feel disillusioned and disappointed. They make him feel confined in a prison and the only way to escape is by avenging every traitor. This brings about feelings of hatred and disgust, which turn out to be fatal.
The only character who stands by Hamlet throughout the play is Horatio. He accompanies Hamlet to the battlements and warns him about potential danger. He takes an oath not to betray Hamlet’s secret. He watches the King’s reaction during the actors’ performance in the castle and assures Hamlet of Claudius’ guilt. Horatio is the one Hamlet confides in when he comes back from the journey to England. Finally, Horatio proves to be most loyal when he expresses his wish to drink the poisoned wine in order to die with his lord. He is the only one who can alleviate Hamlet’s suffering and distress and make him calmer and more reasonable.
4 Both Ophelia’s and Gertrude’s deaths are accidental, which makes both women victims. Ophelia died after Hamlet renounced his love for her, in his attempt to appear mad, and after he killed her father, mistaking him for the King. Gertrude died after she drank the poisoned wine Claudius had prepared for Hamlet. Therefore, the men who they both trusted so blindly and heavily depended on caused the two women’s deaths. However, their different character also determines and differentiates the way each one died. Although it is not clear whether Ophelia accidentally drowned or committed suicide, her innocent romantic nature makes her death appear to be innocent and romantic as well, as the young woman had been emotionally charged before she drowned. Gertrude, on the other hand, is in a way more responsible for her tragic end because throughout the play she lacked the courage to face the truth.
5 Whether Hamlet would have made a good leader if he had lived is ambiguous, judging from his actions throughout the play. On the one hand, what mostly characterises him as a person is his indecision and lack of courage, as he tends to be reflective rather than active. An indecisive and inactive leader is certainly not one to trust and depend on in times of crisis, when people need someone to encourage and motivate them to take action. On the other hand, what also distinguishes Hamlet is his morality and ethics, elements that form an integral part of a good leader’s personality. Regardless of whether they can counterbalance the lack of bravery, they contribute to a country’s well-being since they safeguard people against corruption and dishonesty.
6 The castle of Denmark is a “prison” full of plotters and spies. The first one to start spying is the King himself, who asks Rosencrantz and Guildenstern to watch Hamlet closely and find out about his strange behaviour. Later on Claudius and Polonius spy on Hamlet and Ophelia when the two of them meet. During the actors’ performance, Hamlet and Horatio spy on Claudius to see what his reactions are and immediately after that Hamlet, “hovering in the shadows”, spies on Claudius while the latter is praying. When Hamlet meets Gertrude in her room, Polonius hides behind a wall hanging and listens to their conversation. After Polonius’ murder, Rosencrantz and Guildenstern are again commanded to accompany Hamlet to England and see that the English King has Hamlet executed. Finally, in the cemetery Hamlet and Horatio hide back and watch as the funeral procession enters. On Hamlet’s part, one may say that spying is justified since he has to protect himself against the King’s plotting. In every other case, however, spying indicates an evil act that can only have tragic consequences.
7 Hamlet represents the archetype of the modern hero. Apart from being the most easily recognisable Shakespearean hero, he is also the most contemporary one. He is a character people of today can identify with, as we face the same issues and share the same ambivalences. What troubles Hamlet is also what concerns modern people, as his problems are situated in the context of family and state. Loss of a parent, remarriage, betrayal, depression, lack of morals, war, political ambition, corruption, wickedness, friendship, honesty, plotting, revenge are issues that make Hamlet remarkably modern as a character.
Discuss in groups
(Suggested Answers)
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An alternative title for the story could be: Hamlet’s Revenge. |
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A different ending for the story could be that Hamlet kills Claudius and becomes King; he marries Ophelia and sends Polonius somewhere to live as a hermit. This is a happier ending than Shakespeare’s as justice is served and Hamlet’s mother is free from her guilt and dishonour. |
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My favourite character in Hamlet is Horatio because he is a loyal and supportive friend who stays out of trouble but remains close to Hamlet in his time of need. |
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I dislike Claudius because he is evil, conniving and power hungry; he will stop at nothing to get what he wants. He has killed his own brother and is after his own nephew too. He is so calculating and greedy that he deserves to die brutally. |
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The story teaches us about loyalty and honesty and also about the lack of these morals. It is also concerned with a major issue, prevalent in every society throughout history that of political corruption and excessive ambition. |
Project
(Suggested Answer)
Back in 1925 there was a family of landowners in rural Ireland. It was a poor underdeveloped country where land was still the chief means to financial freedom. The family were the Careys, and young James was the only son. His father, whom he loved dearly and had always been very close to, had just died under mysterious circumstances, and his mother had quickly remarried a man who had offered her financial security as long as he controlled both her and her estates. Therefore, young James had lost everything his father would have left to him. His new stepfather, who was not so kind and generous, even though he spoke to others about his love and fondness towards his stepson, now ordered him about. James, who was still mourning his father’s death, remained distant and somewhat cold towards his stepfather and his mother, for remarrying so quickly.
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and Peter realised that the father’s death must have been Topics For Further Discussion due to murder rather than natural causes, as it was first (Suggested Answers) |
One day not so long after his father’s death and mother’s remarriage, one of James’ friends, Peter, told him about something he had uncovered somewhere in a remote area of the farm. He took James to see what appeared to be a murder weapon that had recently been used, judging from the blood on it. Immediately James believed. James started to contemplate who might have done this to his father. He became very troubled and
neglected his life and people around him. His depression
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became so marked that one day his stepfather openly questioned him about it and they got into an argument. James rashly accused his stepfather of having a hand in his father’s death and keeping what was rightfully due to him. By the manner in which his stepfather spoke and treated him, it seemed obvious that he hadn’t been as innocent as he had made everyone believe.
One night James had a dream in which he saw his stepfather murder his father. He told his friend, Peter, who also didn’t trust the new person in James’ life. He urged James to approach his mother with what he knew. James’ mother brushed off his accusations, telling him they were nonsense. Then one day a near fatal accident occurred on the farm, which almost killed James. When
his friend looked at the evidence at the scene
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afterwards, he informed James and they both agreed that something needed to be done quickly or James’ and his mother’s life might be in danger.
James and Peter decided to go to the local constable, who listened to them but also brushed it off as nonsense, as James’ stepfather was a pillar of society and they had no real evidence either. They realised that without something to connect the stepfather with the death of the father they could do nothing. One evening, as James’ mother began to contemplate the possibility that her husband might have been murdered, she took several sleeping pills to help her calm her nerves so she could sleep. The stepfather noticed this and slyly threw
extra pills in the water when she wasn’t looking; he
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then woke her up to have her take more in the middle of the night, when she was too groggy to be aware of what was happening. James had a strange feeling and went to his mother’s room, just in time to see what his stepfather was doing. Catching him in the act, he rushed in to save his mother, but confronted his stepfather. They quarrelled, as the stepfather tried to fake a story, but James carried his mother out of the room and to the local doctor.
When the constable became aware of this new
evidence, he took action by accusing the stepfather of
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attempted murder against the mother. While in custody, the stepfather admitted that he had murdered the father, remained in jail throughout his trial and was subsequently incarcerated for life. James’ mother recovered and returned to the family residence to see her son regain control of the family estate.
Episode 1
Claudius takes great pains to balance the situation to his benefit by using his words very carefully. On the one hand, he mourns his brother’s recent death and on the other he celebrates his marriage to his dead brother’s wife. These two contradictory facts are likely to cause public disapproval. However, Claudius aims at two things: appealing to popular sentiment, by remembering his brother, and proving that he is ready to take on his new role as King, by marrying the Queen. Moreover, he appears to take decisive action by securing Denmark’s safety against Norway. Regardless of whether he makes a good or bad impression, Claudius certainly appears to be confident and in command.
The kind of balance Claudius tries to achieve is unnatural. Throughout his speech he uses contradictory words and ideas. Even if the common people are convinced, because they need something to believe in after their old king’s death, it seems unlikely that Hamlet will be convinced too. To him, it is unthinkable how the sorrow of losing a brother can be balanced with the happiness of marrying a dead brother’s wife. When Claudius assumes a fatherly role toward him, Hamlet’s disbelief in the new king is even greater. He knows that the real motive behind Claudius’affection and advice is to keep Hamlet under control since he is the legitimate heir to the throne.
Hamlet feels devastated by his father’s death and betrayed by his mother’s remarriage. On the one hand, his deep sorrow and disgust make him feel that the world is not worth living in. On the other hand, his mother’s dishonesty affects his opinion about womanhood in general. The way he reacts reveals a highly intelligent and particularly sensitive man, the only honest character in the royal court and the only person of high morals, who feels offended by injustice and dishonesty.
The atmosphere presented at the beginning of the episode is rather ominous. There is a general sense of uncertainty and anxiety as a beloved king has died and the throne has been inherited not by his son but by his brother. There is still grief for the old king’s death, and the presence of a new king who lacks experience cannot guarantee a secure future for the country. This threatening atmosphere is heightened at the end of the episode by the ghost’s appearance. The ghost indicates that something about the old king’s death has upset the balance of things. It shows there is something wrong and unnatural in Denmark that makes the country’s future dark and frightening.
Episode 2
1 Hamlet strongly disapproves of Claudius’ behaviour and criticises it. The fact that the King is celebrating instead of mourning his brother’s death is humiliating not only for him but also for the country he rules. It is a sign of thoughtlessness, which makes Denmark and its people seem shameless and corrupted. The bad impression Hamlet has of Claudius at the beginning of the story is gradually getting worse and eventually turns into hatred when the ghost reveals that the old king was murdered by the new one. It is only natural for a son who has lost a father so unjustly to have feelings like these.
2 From the beginning, Horatio appears to be an educated, intelligent person. He is realistic and has good judgment, as he estimates things before taking action, which contrasts with Hamlet’s tendency to take rash decisions. Horatio warns Hamlet about the possibility of danger when they see the ghost and urges him to be careful. Moreover, he proves to be a loyal, reliable friend. He accompanies Hamlet to the battlements as he is concerned about his friend’s safety. When the ghost disappears, Horatio is very worried about Hamlet and takes an oath not to reveal anything to anyone. On the whole, Horatio seems to be more practical whereas Hamlet tends to have a more romantic approach to things.
3 Hamlet seems extremely sensitive to the issue of his mother’s remarriage. The fact that it’s hardly been two months since his father’s death and she has married again, and to his uncle, makes Hamlet feel offended and betrayed. His special bond with his mother has broken and his hurt feelings have turned into disgust and even hatred for her. He thinks his mother is evil and he doesn’t seem to differentiate her from the villainous King. His father’s ghost, on the other hand, appears more sympathetic towards Gertrude. It doesn’t want Hamlet to make her suffer because it believes that deep down she is aware of her fault, and this is adequate punishment.
Episode 3
1 Laertes respects and loves his father Polonius. Before he asked the King’s permission to return to France, he had asked his father’s, and now that he is leaving he has been given his father’s blessing and advice. This proves a strong relationship between them. Similarly, Hamlet holds a great respect for his dead father, whose death he has sworn to avenge. However, Laertes’ family state is healthier than Hamlet’s, as Laertes shares a strong bond with both his father and his sister. The death of Hamlet’s father, on the contrary, has created a state of loss and alienation. Hamlet’s attitude towards his mother has changed dramatically and Claudius will never take the place of his real father.
2 As far as Ophelia is concerned, Polonius appears to be caring and protective, proving that there is a strong bond between father and daughter. However, he is in a position of authority over Ophelia and treats her as though her judgment and her feelings are irrelevant and insignificant. Polonius is an influential and trusted person in the royal court, as his encounter with the King and Queen proves. He is present when Claudius hears the good news about Fortinbras and he does not hesitate to confide to the King and Queen that Hamlet is mad because of his daughter. However, he takes care to be likeable to the King and Queen, and by doing so he appears both intelligent and cunning. This is also obvious in his encounter with Hamlet, whose speech makes Polonius doubt his madness.
3 As the play develops, Claudius seems to lose his initial composure. Underneath his façade of confidence lie nervousness and fear. The King is deeply concerned about Hamlet, who he sees as a threat since he is the legitimate heir to the throne. Therefore, Claudius’ position as King is shaky, and he must take pains to maintain his power. To accomplish this he does not hesitate to use Rosencrantz and Guildenstern, two supposedly dear friends of Hamlet, and actually turn them into spies. Hamlet’s sudden change, now that he is pretending to be mad, can prove dangerous and must be dealt with.
Episode 4
1 Rosencrantz and Guildenstern are manipulated by the King so that he can achieve his goal. This makes them seem very weak as characters. They lack personal will and initiative and are turned into pawns in Claudius’ game. Their blind obedience to the King makes them look servile, and their weak personality is also evident in their encounter with Hamlet. They seem afraid to speak for fear that they might say something wrong and, when Hamlet uncovers their real motives, they change the subject
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of discussion. Rosencrantz and Guildenstern are so alike that they appear entirely undifferentiated from each other throughout the play.
2 Throughout the play Hamlet struggles to put his desire for revenge into action. His indecisiveness and lack of courage are closely linked to his thoughtful nature, which prevents him from taking action. At the end of this episode he is impressed by the actor’s passionate acting and emotional speech over something imaginary, just a play. This is what makes Hamlet overwhelmed with frustration. He cannot accept the fact that he, who has a strong motive, remains inactive while the actor shows such passion for nothing, just a play. This incident causes
his frustration to eventually turn into lust for
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revenge for his father’s murder.
Episode 5
1 Immediately after his encounter with the ghost, Hamlet starts putting on a show of madness to hide the fact that he is plotting against his uncle. However, his conversation with Ophelia makes one wonder if he is simply pretending. His unstable behaviour is so passionate that it does not seem fake at all. Hamlet says the opposite of what is true and contradicts Ophelia. His hatred for his mother has made him despise women in general and use hard language against them. He accuses women of exploiting and fooling men and tells Ophelia she must become a nun and not a bride. Hamlet’s rage leaves Ophelia totally devastated and his madness
is too convincing to seem fake.
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Episode 6
1 Horatio sharply contrasts with Rosencrantz and Guildenstern as far as friendship is concerned. He
is a true friend, always willing to help Hamlet, who trusts him completely. He is honest and moral, sharing Hamlet’s sense of injustice caused by the King, and very reliable due to his good judgment and advice. Rosencrantz and Guildenstern, on the other hand, do not deserve to be called Hamlet’s friends. In reality they are his spies guided by the King. They are such weak characters that they can be easily manipulated; therefore they are the perfect means for Claudius to implement his plans.
So far Claudius has been presented as a calculating, ambitious politician manipulating others to stay in power. In this episode, though, he shows signs of human feeling as he is filled with remorse. This is the first time he has realised and acknowledged his guilt. It is the first time he has appeared not as a monster but as a person regretting his sins and asking for forgiveness. It is impossible not to feel sorry for him as his act of kneeling and praying reduces him from a king to a common man. However, his change is only superficial. Deep down he is still the man he used to be. Even when asking for forgiveness, he is not willing to abandon the prizes of his crime: his crown, his ambition and his queen, and this makes him all the more immoral and evil.
The play performed at the court is what determines the course of events for the royal family. Both Claudius and Hamlet are strongly affected by it, though in a different way. Claudius is badly shaken after the performance, as his fears for Hamlet are confirmed. His composure breaks down completely and his guilty conscience even fills him with remorse. He can’t stand witnessing the exact representation of his crime. He feels humiliated to have his secret revealed this way and blunders out of the room in panic. His first priority at the moment is to send Hamlet away. Hamlet, on the other hand, has had his suspicions of Claudius confirmed by the play. The King’s reaction has proved his guilt, and this has made Hamlet determined to fulfil his father’s wish and take revenge.
Episode 7
As the scene of Hamlet’s encounter with his mother progresses, Gertrude goes through several states of feeling. At the beginning, she is very strict towards Hamlet, addressing him in a proud, hostile way and accusing him of offending Claudius. Her anger soon turns into fear and panic when her son raises his voice threateningly. Immediately after that, she becomes shocked and upset when Hamlet kills Polonius, and then desperate when he criticises her strongly for showing disrespect to his father by remarrying. Next, Gertrude seems disbelieving when Hamlet talks to the ghost, and, finally, she appears regretful and willing to take her son’s part by promising not to reveal his secret. This sequence of different feelings indicates that Gertrude’s reactions and behaviour are strongly affected by the men surrounding her, a fact that makes her a rather weak character and, therefore, not very trustworthy.
2 Gertrude’s encounter with Hamlet shows her inability to think and feel on her own, and her tendency to let men guide her emotions and actions. This has been obvious since the beginning of the play. Whenever we see her express her opinion, her words echo Claudius’ beliefs. She seems not to have a personality of her own but, instead, to exist through men. This makes her a similar character to Ophelia, who is also heavily dependent on men and led by them. However, Ophelia’s much younger age makes her appear more innocent and naïve whereas Gertrude seems to be more of a victim and much weaker as a character.
3 Hamlet’s thoughtful nature is what troubles him throughout the play since it prevents him from taking action. His tendency to reflect on things and be passive rather than active is what determines his personality. He is always faced with the dilemma of thought and action and never manages to solve it. He can be decisive and indecisive, kind and cruel, calm and outraged at the same time. His trouble choosing between thought and action is illustrated in this episode by Polonius’ death. Hamlet hesitated to take revenge and kill Claudius even when the opportunity was before him. Now that things are not so clear, he chooses to act without thinking and ends up killing the wrong person.
Episode 8
1 As she is guided by men, Gertrude adopts Hamlet’s point of view in her encounter with him and promises not to betray his secret. She seems willing to take his side and help him after realising her mistake to marry Claudius. Exactly the same reason, her dependence on men, makes her break her promise the moment she sees Claudius. This time she shares the King’s point of view, according to which Hamlet is dangerous, and she presents her son as a madman who killed innocent Polonius. Gertrude seems to act according to her interest each time but by revealing her son’s secret she pushes Claudius to plan Hamlet’s execution.
2 This episode highlights Claudius’ evil character, as he proves to be a conniving king only interested in fulfilling his political ambitions. The first thing he is worried about when Gertrude tells him about Polonius’ murder is his own safety. Instead of worrying about his wife, who could have been in danger, he only cares about himself, thinking that if he had hidden instead of Polonius, he would be dead now. Also, the moment he finds out about this incident, he starts thinking of a way to cover things up so that it doesn’t look like a political crisis to his people. He immediately sends Rosencrantz and Guildenstern to find Polonius’ body and loses no time in getting everything ready for Hamlet’s journey to England. The real reason why he sends Hamlet away is because he feels threatened by him, and not because he wants to protect him. However, what mostly signifies Claudius’ wickedness is the command he gives the King of England to kill Hamlet.
3 So far Hamlet has been considered a sensitive young man whose reflective nature prevents him from taking action and, therefore, avenging his father’s murder. However, he now appears to have a violent side. Polonius’ death represents a rash, murderous action like Claudius’ one when he murdered Hamlet’s father. Hamlet, of course, did not commit murder out of ambition like Claudius, and Polonius was not totally innocent like Hamlet’s father. However, the result is the same: death that costs someone their father. Even after the crime, Hamlet does not seem to feel guilt or remorse. Instead, he behaves very excitedly and anxiously. He fools Rosencrantz and Guildenstern, does not hide his hostility toward Claudius and sounds happy to be leaving for England. His ironic wit and his excitement are combined in such a way that he appears very close to real madness.
Episode 9
1 A country’s well-being is affected by those who govern it. Whether the people are going to live in prosperity or misery highly depends on those in power. Claudius is a corrupted ruler, and, as a result, Denmark is corrupted too. This corruption is illustrated by a series of ominous events that create a darkened atmosphere throughout the episode. The first signs of corruption are visible in Ophelia’s madness, which is caused by two other gloomy events: Hamlet’s exile and Polonius’ death, followed by a secret burial, another sign that indicates corruption. The darkened atmosphere is heightened by the common people’s reaction to all these events. Everyone in the country feels disturbed and they are whispering and murmuring among themselves. As a result, Laertes’ return is accompanied by a short rebellion of the people. Another event that signifies corruption is Claudius’ evil plan to kill Hamlet, but the most tragic event in the episode is Ophelia’s drowning.
2 Throughout the play, Laertes’ character is sharply contrasted to Hamlet’s. Although they have both lost a father and want revenge, they are very different characters. Hamlet is reflective and has difficulty acting. Even when he is given the opportunity to kill Claudius, he has second thoughts believing it is not the right moment to act. Laertes, on the other hand, is active and has no time for thought. The moment he hears about his father’s death, he comes back from France swearing revenge. It is only when the King assures him of his innocence that Laertes calms down, but, still, he cannot remain inactive. He wants the guilty one to be punished. His desire for revenge is so strong that he doesn’t hesitate to become Claudius’ accomplice in his plan to kill Hamlet.
3 It has already been demonstrated how dependent on men Ophelia is. She suppresses her feelings for Hamlet out of respect for her father and brother. After Polonius’ sudden death and Hamlet’s exile she finds herself without the men she loves most. This abrupt loss literally drives her mad, as she loses her support and guidance in life. She is too innocent and too pure to face life on her own and she now feels unstable. Her madness is due to external pressures. She does not pretend to be mad in order to achieve an end, which is what differentiates her insanity from Hamlet’s. Hamlet pretends to be mad in order to plot against Claudius. Therefore his insanity is different from Ophelia’s.
Episode 10
1 The two gravediggers represent a humourous type of character found in Shakespeare’s plays. They are typical examples of common people whose wit acts as a foil to the language of their superiors. Their jokes and clever language set a comic tone in the episode and lighten the atmosphere. However, they are also macabre since the action takes place in a cemetery, a place associated with death. More importantly, the topics raised in this episode are of extreme seriousness. Ophelia has drowned but it is questionable whether she is entitled to a proper burial, and Hamlet is concerned about death and physical decay. All this sets a tragic tone in the episode.
2 From an early stage in the play, Hamlet seems preoccupied with death. What troubles him initially is the afterlife. He thinks that it is our fear for the unknown that makes us live and bear our miseries. This time, he is concerned with physical decay and the inevitability of death. He is shocked when he sees Yorick’s skull and remembers the King’s jester. He imagines physical characteristics, such as lips, that have now decayed and vanished. The thought that everyone’s body sooner or later will decompose appals him. No one can escape decay, no matter how important or noble they are. On the whole, Hamlet appears very respectful towards the dead.
3 There is a dilemma posed in this episode that signifies a matter of religious and moral importance. It is not clear whether Ophelia should be given a proper burial since it is not clear whether she committed suicide or she accidentally drowned. If she has willingly killed herself, she is not allowed to be given a proper burial as this would be unholy for the dead. Suicide is considered a sin; therefore the one committing it must be punished. Instead of having prayers read to them, they must be hit with stones. In Ophelia’s case, however, such things have been overlooked due to her position in the court. Being the daughter of Polonius, the King’s chief advisor, she is being treated with leniency. As a result, Ophelia is being taken to her resting place with a funeral service.
Episode 11
1 Hamlet’s uncontrolled behaviour during Ophelia’s funeral is due to love. This is highly ironic if one calls to mind Hamlet’s behaviour in his encounter with Ophelia when she was alive. The passionate way in which he spoke to her then was also close to real madness. However, the end he wanted to achieve was different. In his encounter with Ophelia, Hamlet deliberately appeared to be mad and convinced her he didn’t love her. At Ophelia’s funeral, Hamlet appears to be raving mad as well; he even threatens Laertes and turns violent on him. However, this time he struggles to convince everyone of the opposite: that he loved Ophelia more than anyone and he is willing to do anything to prove his love for her. This time his madness seems genuine and not part of a plot.
2 What unites Claudius and Laertes is their desire to kill Hamlet, each one for his own reasons. Claudius feels threatened by him. Despite the tragedies that are taking place in his kingdom, he remains interested only in maintaining his power, and the only way to secure his position as King is to get rid of Hamlet. Laertes wants to avenge his father’s death and, likewise, wishes Hamlet to be dead. These reasons are good enough for them to become partners in crime. On the other hand, Hamlet and Horatio share the strong bond of deep friendship. Neither uses the other as a means to an end. Horatio is Hamlet’s companion, the one he can rely on for help, support and advice. In contrast to Laertes, who is Claudius’ pawn in his murderous game, Horatio is regarded as a trustworthy friend of good judgment.
Episode 12
1 Before his duel with Laertes, Hamlet seems to have undergone a mental transformation. He appears far more peaceful now and not obsessed with carrying out his plan for revenge. He is even reconciled to the idea of death, a matter that always seemed to trouble him earlier in the play. He now sees death as something natural and unavoidable, so he is no longer afraid of it. His anger and madness have given way to calmness and reasoning. As a result, Hamlet appears sympathetic to others. He regrets being violent to Laertes and asks him for forgiveness. Even Hamlet’s death matches the ideal of morality he has represented throughout the play. He killed Polonius, so his death seems like a fair punishment.
2 Action in the final scene sharply contrasts with action in the rest of the play. All the tension accumulated so far triggers a series of violent events, and justice finally prevails. Although the scene is rather macabre, with characters dropping one after the other, it only seems right that the play should end this way. Everyone gets what they deserve according to their actions. Claudius is punished for his crimes, and Laertes is justly killed with his own wickedness after taking his revenge. Likewise, Hamlet takes his revenge by killing Claudius but he is also punished with death for killing Polonius. Meanwhile, he watches his mother die as well. However, even Gertrude’s death seems fair since she betrayed her son and was instrumental in Hamlet’s death. Finally, Rosencrantz’s and Guildenstern’s execution represents a harsh but fair punishment, as the two of them were traitors. Overall, the feeling created in the last scene is that of balance and justice rather than distress.
Workbook Tapescripts
Module 1
1b ― Ex. 4 (p. 5)
Radio Host: Welcome back to ‘Family Troubles’ with me, your tough-talking agony aunt, Aunt Alice. Caller 2, you’re on the air. Caller: Hi Alice. My name’s Holly. I’m calling from Richmond in South London.
Radio Host: Hello Holly. Welcome to the programme. So ... tell us about your problem.
Caller: Well, it’s my little sister, Kelly. She’s always going into my room without asking and taking my clothes. It’s driving me crazy!
Radio Host: Have you asked her to stop?
Caller: Of course! But she just doesn’t listen to me!
Radio Host: You know, Holly, if your sister likes your clothes that obviously means she thinks you have great style and very good taste! Take it as a compliment. Why don’t you tell your sister that she can wear some of your clothes but she has to ask for your permission first. That way, she won’t go into your room without asking you. Caller: I suppose I could. But I still don’t like that she wears my favourite clothes!
Radio Host: Well, let me tell you what I did with my sister when we were young. We had a common drawer where we both agreed to put everyday clothes that we didn’t mind sharing. But we agreed that anything that wasn’t in that drawer was special and so totally off limits.
Caller: I guess I could try that ...
Radio Host: Yes, try it and tell me how it goes.
Caller: OK. Thanks Aunt Alice!
Radio Host: My pleasure. And to all you other listeners out there with family troubles, keep those calls coming in! Caller 3, you’re on the air ...
Vocabulary Practice ― Ex. 4 (p. 10)
Ben: Hi Joe! What are you doing?
Joseph: Hi! I’m just filling out a form to become a member of Greenpeace.
Ben: Greenpeace? They’re that environmental group, aren’t they?
Joseph: Yes. That’s right.
Ben: I don’t know much about them to tell you the truth. Joseph: Don’t you? Well, I’ve just been reading on their website that they’ve been around for over 3 decades, have almost 3 million members and have a presence in over 40 countries around the world.
Ben: Really? Remind me what kind of campaigns they’re involved in again.
Joseph: Well, they campaign to protect the world’s oceans and forests, stop global warming, encourage sustainable trade ... and campaign for peace and disarmament ... things like that. Ben:Wow! Really worthwhile causes. Maybe I should think about becoming a member ...
Joseph: You definitely
should. In fact ... why don’t you sign up now?
Ben:I guess I could. But how much does it cost?
Joseph: Nothing! It’s completely free to join. But you can give them a donation of course. I think I’m going to give them a one-off donation of £50, but you can also sign up for monthly donations. They accept these from as little as £3 per month.
Ben:Wow. There’s no joining fee ... OK! You’ve convinced me!
Stay on their webpage. I’m going to join up too.
Joseph: Great!
Module 2
2b ― Ex. 5 (p. 13)
Melanie: What’s up, Sally? You look really stressed!
Sally: I don’t know. I just feel like everything’s getting on top of me at the moment. I’m really worried about the Science test next week ... I’m way behind in my Maths project ... and things at home aren’t very good lately ...
Melanie: OK. First things first. We can study for the Science test together if you want. We’ve got the whole weekend to study which is plenty of time. And my older sister can help you with your Maths project. She’s really good at Maths. But what’s happening at home? Can I help?
Sally: Well, I haven’t told anyone yet ... but I think my parents are getting a divorce.
Melanie: Oh Sally I’m sorry! You should have told me! I thought you had been looking a little sad, recently. How are you and your brother coping?
Sally: Not very well. Neither of us wants Mum and Dad to split up. We’re trying to convince them to work things out ... but it doesn’t look like they’re going to.
Melanie: Oh Sally!, I know exactly how you’re feeling. When my parents divorced, it was horrible. But the thing to remember is, it doesn’t mean they love you any less or will be any less a part of your life.
Sally: I know ... but the thought of not being able to see my Dad every day is horrible ...
Melanie: But who says you won’t?! You don’t know what’s going to happen. Maybe your Dad will find a place really close to your house and then you’ll be able to see him any time you want. Sally: I guess you’re right ... You know, I’d forgotten your parents were divorced. I would have come to you earlier if I’d remembered because I really need to talk to someone who understands. Melanie: Of course you do! Look, I have a music lesson after school today but why don’t you come round to my house tomorrow after school? That way, we can talk properly.
Sally: Really? I’d love to.
Melanie: Great. I’ll see you in the cafeteria at lunchtime and we can arrange it then.
Sally: OK! Thanks, Melanie. You’re a great friend!
Vocabulary Practice ― Ex. 5 (p. 18)
Helpline: Hello. Youth Helpline. You’re talking to Amanda.
Caller: Hmm, Hello ... I ... I ... Oh, I don’t know if I can do this ...!
Helpline: It’s OK. Take a deep breath and relax. This call is strictly confidential. You don’t even need to tell me your name. I’m just here to help. So, relax. And just start speaking when you are ready.
Caller: Thanks ... it’s just ... I’m calling because I don’t know who else I can talk to ...
Helpline: That’s why I’m here. Do you want to tell me what’s wrong?
Caller: I ... I ... I’m being bullied by a girl at school.
Helpline: Has it being going on for long?
Caller: Yes. More than two months ...
Helpline: And why haven’t you wanted to tell anyone about it ? Caller: Because the girl who’s bullying me said if I tell anyone she’ll give me real problems. I want to tell my parents ... but I know it’ll just make things worse ...
Helpline: You know, the only way to stop bullies is to inform an adult. The best people to tell are your teachers at school because they are all trained in this area. They know exactly how to stop bullying. And what’s more, they know how to do it without the bully ever finding out that someone has told on them. Is there a teacher who you trust at school who you think you could talk to?
Caller: Well, I do like my French teacher a lot ...
Helpline: Well, why don’t you ask if you can talk to her after school tomorrow? You can tell her exactly what’s happening, that you’re scared, and she will take matters from there.
Caller: OK, maybe I will ...
Helpline: Please do. And will you call me tomorrow to tell me how things went? I would really like that.
Caller: OK, I will. Thanks for listening to me. Helpline: My pleasure. And don’t worry. Everything will get better once you tell your teachers. Caller: Thanks Amanda.
Spotlight on Exams ― Ex. 1 (p. 19)
Presenter: With us in the studio today is counselling psychologist Dr. James Smith. Dr. Smith is here to talk about peer pressure. Dr. Smith, welcome to the programme.
Psychologist: Thank you. Well, there are two types of peer pressure - good peer pressure and bad peer pressure. Good peer pressure is when your friends persuade you to do something positive that you maybe didn’t have the courage to try. It can also be your friends convincing you not to do something because it is not in your best interest. Bad peer pressure, on the other hand, is when your peers persuade you to experience or do something that you don’t want to do.
Now, most of the time, our peers have an extremely positive influence on our lives. Their influence is not positive and negative in equal measure. The trick is learning to reduce the negative impact they sometimes have.
Teens give in to bad peer pressure for many reasons. Perhaps they want to be liked by a person they admire. Perhaps they don’t want to be the only person not doing something. Sometimes it can just be because they don’t want to be teased by the ‘cool’ crowd.
So how can teens avoid bad peer pressure? Well, firstly, they can start by learning to feel comfortable saying ‘no’. With good friends you should never have to explain why it is you don’t want to do something. Secondly, there is no need to avoid situations where you’ll be asked by strangers to do things you don’t want. Simply think ahead of time about what you can say. For example, if you are going to a party and know you’ll be offered alcohol there, a good line to have in your head is something like, ‘Sorry, but I can’t. I’m in training”.
These days, teens have to deal with a lot more pressure than in the past. This is because they are hit with unrealistic images of beauty, celebrity and success every single day on the TV, in magazines, in newspapers etc. Trying to live up to these impossible ideals and cope with peer pressure is very tough for teens. But I tell the teens who come to see me that becoming an adult means knowing when to go along with the crowd and when to be independent. I tell them not to worry. That sooner or later they will have the confidence they need to listen to their inner voice in difficult situations, rather than listen to others. I want to end by saying that one of the most important factors in every young person’s life is their peers. This is especially true during the teenage years because it is at this time that the influence of one’s peers begins to get greater than that of one’s family.
Presenter: Thank you, Dr. Smith. Psychologist: My pleasure.
Module 3
3b ― Ex. 4 (p. 21)
1 Every day, we go to school, we learn, and then we go home. But I think it’s important for students to remember that, while we’re there, we all share certain responsibilities. For example, if we see somebody getting bullied, we should tell a teacher. Bullying is horrible and we should never tolerate it. People mustn’t be allowed to get away with something so nasty. But, most important of all, we have an obligation to respect our teachers. They work really hard to give us a good education and prepare us for the rest of our lives, even if it does include doing a lot of homework ...
2 I’ve just been to a lecture about how to be a ‘green’citizen. It was full of tips about the little things all of us can do to help the planet. Many of the tips ― such as taking shorter showers and not leaving electrical appliances on standby ― I knew already. But there were some interesting suggestions such as eating less meat and planting shade trees in your garden. I now want to read about these things some more. I don’t know if I could ever reduce my meat consumption, but if planting shade trees in my garden can cut down on my air conditioning use during the summer months, then I’d definitely consider it. But first I need to get more information.
Workbook Tapescripts
3 To be completely honest, I always thought that global warming wasn’t really a problem. It seemed to me that people were worrying about nothing. But, one day, my daughter came home from school and told me what she had learned about it. Frankly, it worried me. I realised that global warming was a real problem that affects the air we breathe, the weather, and all life on the planet. Since then, I’ve decided it’s my duty to do what I can to help the planet. So, every Sunday, my daughter and I go on a beach clean-up. As she says, it’s the least we can do!
Module 4
4b ― Ex. 5 (p. 29)
Nurse: Good morning, Waterston Surgery …
Tanya: Oh, hello. My name is Tanya Holden. I’m a patient of yours. I wonder if I could book an appointment to see my doctor, please.
Nurse: Of course, Miss Holden. What’s your doctor’s name?
Tanya: It’s Doctor Johnson.
Nurse: Thompson?
Tanya: No, Johnson. That’s J-O-H-N-S-O-N.
Nurse: Ah, Ok! Thank you. And what is your reason for booking the appointment? We need to know if you are experiencing any symptoms.
Tanya: Well, I have a slight temperature, runny nose and a persistent cough that seems to be getting worse. I don’t know if I should be taking any cough syrup or not.
Nurse: It is a dry cough?
Tanya: No, I have a lot of mucous and I’m coughing up phlegm. Nurse: Mrs. Holden, avoid cough syrup at the moment because we do want you to cough up the phlegm and not have it build up inside. I was going to give you an appointment tomorrow, the 25th June, at 2 pm but I can squeeze you in between patients in one hour. Can you make it by 3 pm?
Tanya: Yes, certainly. Thank you.
Nurse: My pleasure. See you then.
Vocabulary Practice ― Ex.5 (p. 34)
Radio Host: Welcome back, listeners. For those of you who have just joined us, we’re discussing water pollution. Caller 1, you’re on the air.
Caller 1: Hello. I know it’s only a small gesture but whenever I mow my lawn, I always dispose of my grass clippings carefully because if they wash into a storm drain they can really affect the quality of the water.
Radio Host: Caller 2, you’re on the air.
Caller 2 I would do something to help but is there any point? I can’t stop water pollution on my own, so why should I bother to do anything? Change only happens if lots of people do the same thing.
Radio Host: Caller 3, you’re on
the air.
Caller 3: Hello. Every month, my class at school goes on a ‘litter drive’ at our local lake where we spend the whole afternoon picking up rubbish. The good thing is, not only are we helping to prevent water pollution but we’re keeping the lake area nice and pretty!
Radio Host: Caller 4, you’re on the air.
Caller 4: I don’t wash my car in the street. I go to the car wash at my local petrol station. It costs me a bit more, but I read somewhere that petrol stations have to dispose of their waste water carefully. If you wash your car on the street all the detergent just ends up in a river or stream. Unfortunately, not many people know things like this. I think the government has to do more to educate people.
Radio Host: Caller 5, you’re on the air.
Caller 5: Hi. I do my best to stop water pollution so when I see people doing things like pouring hazardous chemicals or detergents down a drain, it drives me crazy! I think anyone who deliberately pollutes our environment should be taken to the nearest police station.
Spotlight on Exams ― Ex.2 (p. 35)
Jill: Good morning, doctor.
Doctor: Good morning, Jill. What seems to be the problem? Jill: Well as you can see, my eyes are very red. They also feel itchy. Oh, and I have a runny nose, too!
Doctor: Yes, indeed. Let me ask you a few questions while I examine you. When did your symptoms start? And would you say you feel better or worse when you are outside? Jill: My eyes started bothering me last week. And my nose, ... well, it started running a few days ago. As for whether I feel better outside ... well, funny you should ask. I definitely feel worse when I am at home.
Doctor: Hmm. So that eliminates hay fever and seasonal allergies. It sounds to me like there is something in your home that is causing your symptoms. Have you moved house recently or bought any new carpets or pets? Jill: Well, I did buy a puppy a couple of weeks ago. Do you think I’m allergic to it?
Doctor: Well, not the puppy itself. I suspect that what’s bothering you is not your dog, but the dead skin cells that fall off your dog.
Jill: On no! Is there anything I can do? I don’t want to get rid of my puppy!
Doctor: You won’t have to. Just make sure your puppy stays out of your bedroom and if you have carpets in your house, get rid of them. Wooden floors are best and you must mop them regularly. Jill: OK. I’ll do what you say. I hope it works. Doctor: If it’s the dead skin cells that are causing your symptoms, it will work. And I am pretty sure it is. But just to be on the safe side I’d like to give you an allergy test to confirm that you are not allergic to anything else.
Jill: Oh. Will it hurt?
Doctor: Not really. I will make a few tiny scratches on your skin and place a different drop of liquid on each scratch. If you are allergic to the liquid, your skin will develop a red, itchy area.
Jill: Oh. That sounds alright.
Doctor: Good. Do you have time to do it now? Jill: Yes. I don’t have any other appointments to go to this morning.
Module 5
5b ― Ex. 4 (p. 37)
Bob: Good morning, Frank. Painting so early in the morning? That’s a surprise! I was just coming round to see if you wanted to join me for a jog.
Frank: Hi, Bob. Well, I wouldn’t call it a good morning. Some kids graffitied all over my garage door last night and that’s why I’m standing here with a paint brush in my hand. I want to paint over the mess before my wife sees it. It’ll only upset her.
Bob: Oh, I see. What bad luck.
Frank: Indeed! Has it happened to you, yet?
Bob: Yet? What do you mean ... ‘yet’?
Frank: Well, The Thompsons had their fence graffitied a couple of days ago. And I ran into Joe Smith last night at the petrol station and he told me that his garage door was graffitied last week.
Bob: Oh, that’s awful. I had no idea we had such a problem on our hands!
Frank: Well, we do. And we’re going to have to think about what we can do to stop it.
Bob: Hmm. Maybe we could install surveillance cameras ... Frank: Well, the same thought occurred to me this morning but I don’t think people in the street will go for the idea. It’ll be too costly.
Bob: Yes, maybe you’re right. Well, what about a neighbourhood watch scheme, then? My brother started one up in his street a few months ago and he tells me that it’s been quite effective in cutting crime.
Frank: Hey! That’s a great idea! Do you think the other neighbours would go for it?
Bob: I don’t see why not. Look, why don’t we have a meeting at my place tonight to discuss the idea? I can pop round to the Thompsons and Smiths now to tell them to come over to my house about 6-ish.
Frank: OK, great. And as soon as I’ve finished here, I’ll walk round the rest of the street and tell everyone. Bob: Good. That’s sorted then. Now … do you need a hand painting that door?
Frank: Thanks, Bob, it’s fine. I’ve almost finished.
Bob: OK. Well, see you tonight at 6, then. Frank: Great. Enjoy your jog.
Spotlight on Exams ― Ex.1 (p. 43)
What will houses be like in the future? Well, to start with, people won’t need keys to get into them. They will simply place their hand on a panel on the front door and a computer will scan their hand print. If the print is recognised, the front door will open and a voice will welcome them home.
What about cleaning? Well, in the future, people won’t need to do it! Floors, windows and other household surfaces will be selfcleaning, leaving people with more time to have fun. And how will clothes be washed? Well, not with water! Washing machines will use sound waves to ‘shake’ dirt off clothes.
What will bathrooms be like? Well, they will check for health problems. When people brush their teeth, a tiny computer inside their toothbrush will tell them if they have a bad tooth that needs repairing at the dentist. When people look in their bathroom mirror, a computer will tell them if they need to visit an eye doctor.
Kitchens of the future will have exciting new features, too. For example, fridges and cupboards will ‘speak’ to the cook: their digital voices will suggest ideas for meals according to what food is inside them. And, when supplies of a product are running low, computers in fridges and cupboards will order replacements from the supermarket using the Internet.
Living rooms will be different too. For instance, the size and shape of living rooms won’t be fixed in the future. Sliding walls will enable people to make their living room larger or smaller. Curtains won’t be needed either, as windows will turn from clear to dark at the touch of a button. And dual screen TVs will mean that people can watch different programmes at the same time from the same one TV screen.
What about bedrooms? Well, when bedroom wardrobes are opened, a computer screen will display the weather forecast and also images of what clothes each family member might like to wear. When people look into their bedroom mirror, messages will appear on the mirror telling them if it is time to get a haircut and so on. And music systems will ask what piece of music people want played whenever they walk into their bedroom.
Finally, when people go away on holiday they will be able to operate everything in their home via their laptop. They will be able to water their plants, feed their pets, open the garage door for a delivery ― anything they want ― all just by pressing on their laptop keypad.
Module 6
6b ― Ex. 5 (p. 45)
Speaker 1: The paper’s delivered to my doorstep each morning. I skim the headlines over my coffee and cereal.
Speaker 2: I read the online versions of the newspapers sitting at my desk during my lunch hour.
Speaker 3: There isn’t one particular time of day. It’s just whenever I get a spare moment.
Speaker 4: I go jogging every evening. I pick up a paper on my way home to read when I get in.
Speaker 5: Every Sunday, I meet my friends for breakfast in a café. I arrive early and read the paper before they get there.
Workbook Tapescripts Module 7
7b ― Ex. 5 (p. 53)
A: Good morning. Walker College. How may I help you?
B: Good morning. I’m interested in signing up for a language course this summer. What do you have on offer?
A: We have classes in French, Italian, German and Spanish.
B: I was thinking about learning Italian.
A: Have you studied the language before?
B: No, I’m a beginner.
A: Very well. Would you prefer daytime or evening classes?
B: Evening. I’m at work during the day.
A: We run beginner’s classes every night, from Monday to Friday. Which would you prefer?
B: Mondays would be best. What time do the classes start?
A: At 5.30 p.m., except on Thursdays when they start at 8 pm.
B: Ah! In that case, Thursdays would be best as I don’t finish work until six. When does the course begin?
A: The summer term starts on Monday May 3rd, so the first class for the Thursday group will be on the 6th.
B: That’s great. Do I have to come to the college to enrol?
A: No, it’s possible to do so over the phone. Do you have your credit card details handy?
B: I’m afraid I don’t.
A: Not a problem. You can also enrol online via our website.
The address is www.walkercollege.ac.uk/enrol.
B: Perfect. I’ll do that. Thank you for your help.
A: You’re welcome.
B: Goodbye. A: Goodbye.
Vocabulary Practice ― Ex. 5 (p. 58)
Tommy: Hi, Paolo! I haven’t seen you for a while. What have you been up to?
Paolo: I’ve just joined the Dian Fossey Gorilla Fund.
Tommy: What’s that?
Paolo: Do you remember that film Gorillas in the Mist? Tommy: The one about a woman who tried to protect gorillas from poachers?
Paolo: That’s right. Well, I saw it on TV the other night and it made me realise that I’d like to do something to help. Tommy: What kind of work does the Dian Fossey Gorilla Fund do? Paolo: Well, they’re committed to gorilla protection, field research, education and awareness.
Tommy: That sounds really exciting. How did you find out about them?
Paolo: It was easy. I just went to their website: www.gorillafund.org.
Tommy: Sounds simple. Does it cost much to join? Paolo: To become a member costs $30. With that you get a calendar, membership card and journal.
Tommy: That’s good value.
Paolo: It is. But you can also
pay more to become what they call a ‘Supporter’, ‘Sponsor’ or ‘Gorilla’.
Tommy: ‘Gorilla’ membership sounds interesting. What is it? Paolo: Well, for $250 you get to adopt a mother and baby gorilla. And you are sent a colour photograph and certificate to prove it.
Tommy: $250 is a lot of money.
Paolo: You’re right. But it’s for a good cause.
Spotlight on Exams ― Ex.1 (p. 59)
Speaker 1: I’ve never wanted to be anything but an actress. It’s a tough life and I know that few people make a living from it, but acting is my passion. The parents of some of the kids in my acting class tell them to keep acting as their hobby. That they shouldn’t think of it as a potential career. But my parents say that I should go with my heart. I really appreciate the fact that they say I should do what I love for a career. Even if it means that my life won’t perhaps be as easy as it would be if I pursue a more traditional career path.
Speaker 2: My Mum and Dad own a restaurant ... one of the most popular restaurants in the city, actually. They started it when I was little and I spent all my summers helping them out in it when I was growing up. For a few years now, they’ve been thinking about expanding the business ... opening up two or three more eateries in different parts of the city. That’s why I chose to do business studies at university. I’m in my final year now and I really can’t wait to start working with them. I want to put everything I’ve learnt into making our business become even more successful!
Speaker 3: I want to be a singer. Not one of those manufactured pop stars that get their break into the industry because of some reality TV show, but someone who makes it because they genuinely have talent. People tell me that I have a shot. They say I have something special ... Nevertheless, I know that there are thousands of kids like me who dream of the same thing. That’s why I’m not taking any chances. I’m pursuing a singing career in my spare time but I’m studying accounting at university. That way, if I don’t make it, I’ll be able to fall back on a more guaranteed career.
Speaker 4: There have been doctors in my family for generations. Two of my grandparents are doctors, my mother is a doctor and my brother is studying to be a doctor. I suppose that a background like this pushes you in one of two directions: either you are completely turned off medicine or you want to become part of it. I feel the latter. Like my mum and brother, I have never considered becoming anything else but a doctor. Next year I’m starting medical school ... and I can’t wait!
Speaker 5: For years, I was certain that I wanted to be an engineer. Maths was always my best subject at school and it seemed the obvious choice to join my father and uncle in the family business. But in my final year of school, I went to a lecture on cosmology with one of my friends. I was fascinated by what I heard in the lecture, so I started reading up on the subject. I soon realised that there was nothing else I wanted to do with my life. Now I am in the middle of a physics degree at university, not an engineering degree!
Speaker 6: Should you pursue a career in which you have some natural talent? I think so. That’s why I want to be a fashion designer. It’s the area where I feel ― and have been told ― I have real talent. But I know how competitive the industry is. I know I will only succeed if I have drive and determination. I know it’s never just talent that gets you where you want to be but the ability to keep going no matter how many setbacks you have. Luckily I think I have this determination. I never take ‘no’for an answer!
Module 8
8b ― Ex. 4 (p. 61)
1 A: Sir! My suitcase hasn’t come out on the conveyor belt. What am I going to do? What if it’s been lost?
B: Don’t panic Madam. I doubt your suitcase has been lost. It’s probably just been put on an incorrect flight, or is still at the airport you departed from. If you go to the ‘Lost Baggage’ desk over there, you can give the lady all the details. She will track down your suitcase and will have it delivered to your hotel when it arrives. A: OK. Thank you, Sir.
2 I work for Qantas as a flight attendant. It’s a great job but it can get pretty tiring, especially when you’re working the long-haul flights. I would say that one of the keys to the job is flexibility. If the thought of working holidays doesn’t appeal to you for example, the job isn’t for you. Also, although it is true that you get to fly to many glamorous destinations, you usually spend several years flying the less glamorous routes before you are put on the more exciting ones. But I can tell you from experience that it’s well worth the wait!
3 I absolutely agree with you! I was there last month on holiday and I couldn’t believe how much the prices had gone up since my previous visit. I’m not one to watch the pennies as you know, but I really resented paying two, three, sometimes four times the price of what we pay in this country to visit their museums and eat out. I think they’re going to be in for a drop in tourist numbers soon, because I really don’t know how the average family can afford to holiday there now. I’m certainly not sure I’ll be holidaying there again any time soon.
Introduction Spotlight 11 is an
Book, and may be used for the purposes of homework, preparation and practice
Songs There are song sheets at the back of the
These sections appear at the end of each module, and reinforce students’ understanding of the topics, vocabulary and structures that have been presented
The choice of technique depends on the type of word or expression
Praise effort as well as success
The main emphasis is on the process of learning, so that while compiling their
Future Plans: Students record their intentions and ambitions concerning their improvement in the target language
i.e. that is etc et cetera sb somebody sth something
Before you start … Direct Ss’ attention to the title of the module,
Select Ss to report each item they have ticked or put a star next to
Reading Skills 5 Focus ➤
Listening: filling in a form
Answer Key 1 Smythe 4 3 2 visitors 5 diary 3 rubbish 6 the police
Listening & Speaking Skills 1b
Elicit/explain what the idioms mean
Answer Key 1 A: are you smelling (action)
Review with the Ss when it is appropriate to use the various forms of the past tense
Answer Key 1 used to 6 would/used to 2 used to 7 wasn’t used to 3 would 8 got used to 4 used to 5…
Focus ➤ Reading for specific information ñ
Miller used to say about the unselfishness of true friendship
Literature Answer
Suggested Answer Key S1: I don’t agree with the first statement
Miller: Hans, I am surprised at you
Review the concept of topic sentences with
She is very ambitious as she wants a betterstandard of life
Writing Skills ñ She is supportive and knows how to encourage people when they’re feeling down
You should write 5 paragraphs according to the paragraph plan in the
Suggested Answer Key community: people of shared national identity generation: period of 25-30 years/people of a similar age make up the majority: be the largest…
Focus ➤ Writing a short article for an international school magazine ñ
Ask the questions around the class
Across the Curriculum – Science
Elicit from Ss what the purpose of the leaflet is
Suggested Answer Key Clean, Green
Man: I live in East Swinton.
Spotlight on Exams Suggested
Before you start … Where there’s a will, there’s a way ñ
Suggested Answer Key The Literature section is about an author and a literature extract
Answer Key mounts ― increases run-up ― time just before lowdown ― important information in a nutshell ― basically keep you on your toes ―…
B: losing 5 A: take 2
Focus ➤ Expanding vocabulary ñ
Speaking: acting out short exchanges ñ
Listening and Speaking Skills 2b
Play the recording for Ss to check their answers
The office (where) she works in is nearby
Focus ➤ Completing a text using relative pronouns and adverbs ñ
Suggested Answer Key A disastrous party …
Grammar in Use 2c 1
Literature Objectives Answer
Answer Key affection ― feelings of love/fondness bewildered ― confused taking my side ― supporting me dreading ― feeling anxious/unhappy about sth that will/may happen…
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