2Good communication

2.1 1 Learners’ own answers

2 Graham and Deniz have different lifestyles. Deniz
Goals: talk about methods of communication spends most of her time working, whereas Graham
express opinions thinks it’s important to have time off and enjoy life
Core language: (e.g. they say you need to take breaks from work; It’s
not good for you. Couldn’t they wait till the morning? I
VOCABULARY Expressing opinions
reckon you must get tired. I don’t have that problem.).
It’s + adjectives
3 Learners’ own answers
PRONUNCIATION Sentence stress

VOCABULARY Expressing opinions

Keeping in touch 5 a Focus on meaning. Learners read through the
LISTENING sentences and try to remember who said what.
1 Pre-listening discussion. Learners look at the 1 Graham 2 Graham 3 Graham 4 Deniz 5 Paula
pictures of different forms of communication and 6 Deniz
ask what the people are doing (surfing the Internet,
b Focus on expressions. Focus learners on the
sending an email, checking messages – possibly on a
highlighted parts of the sentences, then tell them to
BlackBerry). Then learners discuss the question.
categorise the expressions.
Learners feed back as a class and say which methods
of communication they prefer and why. 1 a: 1, 2, 5, 6 b: 3, 4 2 a: 3 b: 6 c: 5
2 Listening for main idea. Learners look at the photos of
the four people from the two conversations. They read You could use photocopiable activity 2A on the
Teacher’s DVD-ROM at this point.
the questions. Play recording 1.10. Let them discuss
their ideas in pairs before checking as a class. Check
understanding of the following words and expressions: PRONUNCIATION Sentence stress
Conversation 1: a waste of time, totally addicted / 6 a Learners read the sentence. Point out the stress marks,
incredibly addictive, voyeuristic, virtual friendship then play recording 1.11 or say the sentence yourself.
Conversation 2: straight away, pillow, miss something, Learners repeat it.
the buzz (of work) b Ask learners why the stressed words in the sentence
they’ve just listened to carry stress (because they’re
Paula and Megan: Their conversation is about social
the most important words. We stress the words which
networking sites. They think it’s a waste of time (but
both use it a lot). carry meaning, such as nouns and verbs, rather
Graham and Deniz: Their conversation is about using than the ‘grammar’ words such as prepositions and
mobile phones with Internet/email for work. Deniz thinks articles). Break down the sentence into parts of speech
it saves her a lot of time. Graham doesn’t agree. to check learners understand the instructions and can
3 Listening for detail. Learners read the sentences 1–10 discuss which words are stressed with a partner, i.e.
and answer any they can. Then play recording 1.10 I (subject: noun) ’d say (main verb) it must (modal
again so they can check their answers. Let them discuss verb) be impossible (adjective). Learners say the
their answers in pairs, before checking as a class. sentences out loud to each other and decide which
words are stressed together.
Paula and Megan: 1 F 2 T 3 T 4 T 5 F
c Learners read the sentences in the script on p147. Play
Graham and Deniz: 6 T 7 F 8 F 9 T 10 F
recording 1.12 or say the sentences yourself. Learners
Optional extra: Vocabulary
can repeat the sentences either one at a time or when
they’ve heard all the sentences.
There are a number of useful verb + noun collocations for
talking about social networking sites and technology in general. Alternative: Books closed
Conversation 1: check profiles, post pictures, be / get back in Dictate sentences 1–6 to the class or use recordings 1.11
touch with somebody. and 1.12. When learners have written the sentences, let
Conversation 2: keep up with something, take breaks, screen them check with a partner. Ask a learner to call out the first
calls/emails. sentence for you to write on the board. Then ask them which
Write these expressions on the board and ask learners to words in sentence 1 are stressed. Learners discuss in pairs,
read the recording script and try to work out their meaning then say (or play) the recording of sentence 1 again. Then
with a partner. Check as a class. proceed as in 6b. For 6c, repeat the sentences for learners to
check their ideas. Then let them check their answers in the
4 / Speaking: Discussion. Learners discuss the script on p147.
questions in pairs or groups.
Round-up. Find out how learners feel about social
networking sites and about being in constant mobile
contact with colleagues, friends and family.

Unit 2 Good communication 31

SPEAKING SPEAKING
7 a Writing sentences. Draw learners’ attention to the four 3 a Preparation. Ask what the woman in the picture
topics. Elicit one or two opinions from the class about is doing. Then check learners understand and know
the topics or give an opinion of your own to start how to say chatting, surfing, tidying up, dressing up,
learners thinking. Walk round while they are writing complicated, queues and window shopping. Ask one
and help as necessary. learner which one thing from the list is the biggest
waste of time for them and why. This will recycle
Optional extra
waste of time (which learners should remember from
Ask if there are other similar topics around technology that the first listening). Suggest they choose one thing
learners feel strongly about. Write them on the board and tell
from each list to tick.
learners to choose three topics (from the board or book) that
they feel most strongly about. Then they write their sentences. b Learners add an idea of their own to each list.
b / Discussion: Personalisation. Learners find 4 Speaking: Discussion. Make sure learners
out whether they share the same opinions. Monitor understand they should agree on three things only from
use of the new language while they are talking and their lists. Put a time limit on their discussions (three
make a note of problems for feedback at the end. or four minutes should give them plenty of time). Walk
round and note down good and incorrect examples of
Round-up. Ask a few learners to summarise their language use to feed back after the activity.
group’s opinions on a topic. Feed back on learners’
use of language during the activity. Round-up. Check that all the groups agreed on three
things and find out if different groups chose the
same or different ideas. Do a feedback session on the
It’s good to talk language that learners used during their discussions.

VOCABULARY It’s + adjectives

1 Learners complete the sentences from Deniz and 2.2
Graham’s conversation. They can check their own Goals: talk about using the Internet
answers in the script on p147. speculate about the present and future
Core language:
1 tiring  2 difficult  3 amazing
VOCABULARY Using the Internet
Expressing probability
Language note: It’s GRAMMAR will, could, may, might
We often use this structure to talk about how we feel about
something. The true subject of the sentence comes later
(being on call, to relax, how much I miss), but starting the Online friendships
sentence with to or how much sounds awkward (To relax
is difficult), so we turn it round and start with It’s. It’s not VOCABULARY Using the Internet
unusual to start a sentence with an -ing word (e.g. Being
1 Focus on expressions. Learners discuss the
on call all the time is tiring.); both structures are possible.
However, there is very little difference between to and -ing questions. Give them a chance to help each other
within the It’s … structure, although the -ing form is generally with the highlighted expressions or work out what
more informal. Both forms are possible with the examples they mean from the context or with dictionaries. Walk
here: It’s tiring to be on call; It’s difficult relaxing. round and help if necessary.
2 a Practice. Draw attention to the example, then Check understanding of the highlighted expressions
learners continue working individually. This gives and check pronunciation of socialising /s@US@laIzIŋ/.
you a chance to check if anyone is having problems.
Alternative: Weaker groups
Check as a class.
Go through the questions one at a time with the class,
2 It’s easy to stop seeing your old friends. checking understanding of the new words and expressions
3 It’s important to keep in contact with your family. as you go along. Talk about each sentence with the class,
4 It’s stressful when you don’t have much free time. getting opinions from different learners and encouraging a
5 It’s boring spending a lot of time alone. range of learners to contribute to the discussion.

b / Learners discuss their sentences. In feedback, Optional extra: Books closed

find out whether they agree with the sentences and
After 1, test the verb–noun collocations in the expressions.
each other, and encourage them to give reasons for Learners close their books. Write the verbs (in infinitive form)
their opinions. on one side of the board and the nouns on the other side
in random order. Learners match them in pairs (but don’t
Optional extra write anything down yet). Elicit the collocations randomly
In 2b, listen to how learners handle the language of agreeing from different learners around the class until you’re sure that
and disagreeing and put useful expressions on the board everybody is confident in using them. This will help with
after their discussions, e.g. I (don’t) agree with you. fluency. Remind learners to use their vocabulary notebooks to
I disagree. I think so / I don’t think so. Remind learners to record the collocations either immediately or after the lesson:
add these to their vocabulary notebooks or to the class spend / online; go to / specific sites; have / a blog or web
vocabulary box, along with other language from the lesson. page; post / a comment; be / on a social networking site;
socialise / online

32  Unit 2  Good communication

READING b Play recording 1.13 or say the sentences yourself, so
2 a Pre-reading discussion. Ask what people use learners can check their own answers. Give them an
social networking sites for (if this hasn’t been covered opportunity to repeat the sentences, but focus on the
in the previous discussion). Then focus learners on the target structures, not the other parts of the sentences.
title of the article and the second question, which will Note: Grammar practice
help them to understand the title. Ask them to come
You could do the grammar practice on p135 at this point.
up with a few ideas in pairs.
b Reading for main idea. Learners read the article
individually, then check with their partner whether it VOCABULARY Expressing probability
mentions their ideas from 2a. 2 Focus on expressions. Learners read the sentences,
3 Reading for detail. Ask who Dr Tyagi is and answer questions 1–4 individually, then check in pairs.
explain that 1–5 are views expressed by him in the Point out to learners that they should focus on the
article. Learners read the article again carefully to highlighted expressions to answer the questions, though
find the reasons he gives for his opinions. Do the the context will help them work out the meaning.
first one together by asking Where does he say that 1 B  2 A, C, D  3 E  4 F, G
young people ‘have an unrealistic view of the world’?
Then ask what reasons he gives (see below). Learners Language note: likely
continue in pairs. may well, definitely and probably are adverbial expressions,
whereas likely is an adjective and is followed by to. You could
1 Because they’ve only known a world where they can
draw attention to these differences in use by putting these
use the Internet.
words on the board: likely, unlikely, definitely, probably.
2 Social networking sites have encouraged that idea.
It’s a world where everything moves fast and changes Then ask some focusing questions, e.g. Which words come
all the time. before them? Which words come after them? This will guide
3 Because everything happens so quickly on social learners to notice that there are two different patterns here,
networking sites. and should help them to use the expressions accurately.
4 Because they won’t learn about body language, facial
expressions or hear people’s voices (which are clues 3 / Preparation. Ask learners what they think the
to understanding a conversation). picture is suggesting. Then look at the example and
5 Because online, people often don’t know about sentence 2 together, and find out a few learners’ views
the wealth, race or gender of the person they’re on how likely these are in the future. Write a few
communicating with.
learners’ views on sentence 2 on the board and find out
who disagrees with it and why. Then learners continue
Alternative for weaker groups
to prepare their sentences individually or in pairs.
Go through the questions one at a time, asking learners to
find the view expressed in each question in the article and Alternative for stronger groups
underline it. Then give them time to read the surrounding
Suggest learners make notes in preparation rather than write
sentences carefully to isolate the reason given. Tell learners
sentences, i.e. they can write definitely or unlikely, etc. for
to check the reason with a partner first, before checking as a
each one. Give them enough time to work out how to say
class. Then move on to the next question.
their sentences (individually or in pairs) before they discuss
their ideas in 4.
SPEAKING
Alternative for weaker groups
4 Discussion. Walk round while learners are talking
and monitor their use of the new language. Learners write sentences with the words in 1–10. Do a
couple together and write them on the board. Then let them
Round-up. Find out if anyone strongly disagreed with continue in pairs. Change pairs for the discussion in 4. If
the opinions in the article and why. Ask a few learners you have time and learners need more practice, let them go
for their ideas on 2 and 3. Check what benefits the back to their first partner and explain what their other partner
article mentions of using the Internet and brainstorm thought about the ideas.
other benefits from the class. Feedback on language
used in the discussion if you have time, or save it for a SPEAKING
later lesson. 4 / Discussion. Point out that learners should
say when (and if) the things will happen. Monitor
Speculating the groups to see how they are handling the new
language. Note down useful and incorrect examples of
GRAMMAR will, could, may, might language for a feedback session.
1 a / Focus on meaning. Learners read the sentences
and categorise them. Learners can do this in pairs, or
categorise them individually, then check with a partner.
a this will certainly happen: 1 and 2
b maybe this will happen: 3–7

Unit 2  Good communication  33 

 b Find out if learners had any problems with any of the
2.3 Target activity expressions, and let them repeat the expressions after
Goals: talk about methods of communication recording 1.15 or after you. They may well find It’ll
express opinions difficult to say, so give them plenty of opportunity to
speculate about the present and future
speculate about consequences
practise it on its own and in the expressions.
Core language:
TASK
TASK VOCABULARY Speculating about consequences
2.1 VOCABULARY Expressing opinions 5 a Preparation: Content. Learners read the situation.
2.2 GRAMMAR will, could, may, might Divide the class into two groups (A and B) and check
2.2 VOCABULARY Expressing probability both groups understand what to do. Encourage learners
to get into the group they agree with (but this may not be
possible). Walk round and help with ideas if necessary.
Discuss an issue
b Preparation: Language. Once learners know what they
TASK READING want to say, tell them to think about how to express
1 Pre-reading discussion. Check learners know what an their ideas. Draw attention to the examples and remind
intranet system is, then learners discuss the questions them that they can use language from anywhere in
in pairs. In feedback, find out who sends and receives the unit to support their argument. Encourage them to
the most emails in the class, and who checks their make notes of expressions they could use.
emails the most and least often at home and at work. 6 Speaking. Decide on the size of the groups
(anything between two and five should be fine) and
Optional extra
make sure there are representatives from both A and B
Put some of the figures from the extract on the board, e.g. groups. Walk round while they are talking and make a
5,000,000,000,000, 15,000,000,000, ¼, 30. Tell learners to read note of language use for a feedback session.
to find out what they refer to. Get some reactions to the figures
from learners; this will help them with the discussion in 2. 7 Speaking. Find out if anyone has changed their mind
about the ban.
2 Reading for main idea. Focus learners on the book
Round-up: Ask what the best reasons were for and
cover and check understanding of survival. Ask what
against the ban.
kind of book they think it is and what the extract
might be about. Then learners read the extract and You could use photocopiable activity 2B on the
answer the questions in pairs. Teacher’s DVD-ROM at this point.

TASK LISTENING
3 a Listening for main idea. Focus learners on the picture 2 Explore
of the two men and find out what they remember about
Graham from his conversation with Deniz. Check Keywords: so, such
understanding of firm (= company) and ask what kind of
Goals: use so and such appropriately in a range of
work the two men do (business advice). Learners read expressions
the two questions. Then play recording 1.14 and ask Core language
learners to discuss their ideas in pairs. Check if learners
so + adjective or adverb
need to hear the recording again to answer the second such + noun phrase
question. Don’t go through the answers yet, but check Expressions with so and such
understanding of ban and the difference between intranet
(an internet site that is internal-access only) and Internet. 1 Listening for main idea. Focus learners on the picture
and the context. Ask them how old they think Sylvia
1 Their firm has decided to ban the intranet (internal
email) for one day a week.
is and to predict what has changed her life. Learners
2 It will waste a lot of time; everything will take longer; it read the three questions, then play recording 1.16.
might help them to get things done quicker (instead of Learners discuss their answers in pairs. Then check as
emailing for days); people will talk to each other; it will a class. Find out if learners know people like Sylvia or
cause problems. if technology is a problem for any elderly people they
b Learners check their answers in the script. This will know.
give them an opportunity to read it through quickly 1 She recently got a computer and internet connection.
and notice the language in 4a. 2 It’s very easy to use, and she can be in constant
contact with her daughter, who lives in Hong Kong.
TASK VOCABULARY Speculating about 3 She wants to get an internet phone so she can call
consequences her daughter and grandchildren for free.

4 a Focus on expressions. Learners read the sentences 2 a Focus on meaning. Do this with the whole class.
and decide which are for and against the ban. Don’t go
a 3 and 4  b 1 and 2
through the answers; let learners listen to check in 4b.
1 against  2 against  3 for  4 against  5 for  6 for
7 for (or neutral)

34  Unit 2  Good communication

 b Focus on form. Again, you could do this as a class or Optional extra
ask learners to do it in pairs, then play recording 1.16
After learners have told a partner their story, they change pairs
again for them to check as a class. Encourage learners and learners tell a new partner the story they have just heard.
to say sentences 3 and 4 out loud to a partner to work Ask a few learners to retell the story for the class. The original
out where the strong stress is. story-teller should check the facts. Make sure learners are
happy for their stories to be made public in this way first.
1 a so is followed by an adjective or adverb
b such is followed by a/an + (adjective) + noun.
2 so and such are stressed.
Explore speaking
3 Practice. Do the first one together and remind
Goals: ask for clarification
learners that the first four sentences are in recordings clarify what you’re saying
they’ve already listened to. Learners continue in pairs.
Core language:
Check as a class.
Questions and expressions asking for clarification
1 I’m so busy! Expressions to clarify what you’re saying
2 It saves such a lot of time.
3 So many of us are wasting so much time looking at it. 1 a Listening for main idea. Focus learners on the picture
4 I find a lot of channels really irritating because there and ask them what they remember about Eric from
are so many ads. the Target activity, i.e. he works for a management
5 I didn’t realise it was such a long way.
6 It took such a long time to get there that we missed
consultancy; Graham is a colleague; he was against
the party. the intranet ban, etc. Learners read the question, then
play recording 1.17. Learners check in pairs before
4 Practice: Writing. Demonstrate what learners have to do checking as a class.
by focusing on the example or making up a sentence of
your own using the sentence frame. Learners continue Conversation 1: a colleague (2)
Conversation 2: a stranger (3)
individually, then compare with a partner. Walk round Conversation 3: a friend (1)
while they’re writing and help as necessary.
b Listening for detail. Let learners discuss the questions
Expressions with so and such first, then play recording 1.17 again so they can check
5 a Do the first one together, then learners can their ideas. Don’t go through the answers yet.
continue substituting the underlined words in pairs. 1 They’re talking about employees being distracted
from work by personal emails.
1 or so  2 such as  3 and so on  4 so far
2 They’re talking about a problem with the trains and
Eric’s ticket.
b Practice: Speaking. Learners cover the expressions
3 They’re talking about internet relationships and Eric’s
and help each other to remember them. experience of falling in love online.
Alternative: Test each other
c Learners check their own answers in the three
Learner A closes their book. Learner B reads the sentences conversation scripts. This will help them to notice
1–4 (in any order) and Learner A tries to remember the the new language. Check they understand everything
expressions. Learner B can prompt as necessary. Then
change roles. before moving on.
2 a Focus on meaning. Check understanding of clarify
6 a Preparation: Content. Draw learners’ attention to (= make clear) and clarification (= explanation).
the prompts and ask them to think of something that Learners categorise the highlighted expressions in the
changed their life, with Sylvia’s script from 1 as a conversations.
model. Encourage them to make a few notes about
why and how it changed their life. Walk round and 1 Do you mean …?; Are you saying …?; What I don’t
get is …
help with ideas if necessary.
2 what I’m trying to say is …; I’m saying …; how can I
b Preparation: Language. Point out that learners can put it …
make their stories more interesting and dramatic by
using so and such, as in the examples 1–5. Give them b Vocabulary expansion. Learners add more expressions
a few moments to think about how to use them in to the categories in a.
their stories. Walk round and help as necessary. 1 What exactly do you mean?; So you’re saying …?
7 / Speaking. Learners tell their stories in 2 What I meant to say was …; No, I was trying to say …
pairs or groups. If someone really couldn’t come up c Learners check their own answers by listening. Use
with an idea, put them with a pair who have stories. recording 1.18 to model the expressions or say them
Listening to other people’s stories may remind them yourself and ask learners to repeat.
of something that’s happened to them. Monitor for use
of so and such and do a feedback session at the end. 3 Practise speaking. Learners practise the conversations
using different expressions. Walk round and check
Round-up. Ask one or two learners for a memorable they are using appropriate expressions and ask a few
story that they heard in their group. learners to demonstrate each conversation at the end.

Unit 2  Good communication  35 

4 Preparation. Learners choose one of the questions Extension
to talk about. Walk round and help with ideas and
vocabulary if necessary. SPELLING AND SOUNDS /tS/
5 a Speaking. Learners talk about one of the questions 4 a Focus learners on the words, then say them or play
and practise using the expressions. When they’re recording 1.20 while learners underline the /tS/ sound
ready, tell them to change roles and talk about a in each word. The words are grouped to help learners
different question. Walk round and monitor use of the notice the patterns in 1–3 in b.
new expressions. Do a brief feedback session focusing
chair, chance question, suggestion
on any common problems. achieve, exchange tuna, Tuesday
b Learners work with a new partner and do the same each, touch cultural, future
thing again. kitchen, watch, catch

c Learners change partners again and have more

Alternative for weaker groups
conversations.
Show the words on an OHT or interactive whiteboard and
Round-up. Ask a few learners about their partner’s ask learners to call out the letters which make the /tS/ sound.
opinions. Underline the different patterns in different colours. Go
through b as a class, circling or highlighting relevant letters
You could use photocopiable activity 2C on the for 1–3 in each word on display.
Teacher’s DVD-ROM at this point.
b The underlining and grouping in a will help guide
learners to notice the patterns.
2 Look again
1 in all positions  2 short vowel  3 tch, tion, tu

Review c Learners think of more words with the spelling patterns.

VOCABULARY It’s with adjectives Possible answers

1 chin, purchase, teach  2 fetch, itch 
1 a Get an example from someone in the class. Learners 3 stretch, digestion, tube
continue. Walk round to see if anyone is having
problems. Encourage them to go back to the relevant d Say the words or play recording 1.21. Learners write the
section of the unit if they are. words they hear. They check their own answers when
everyone is finished. Encourage them to record words
b / Discussion. Learners say their sentences to
they found difficult in their vocabulary notebooks.
each other. Encourage learners to respond and find out
more information by asking questions. At the end, find
NOTICE Adjective–noun collocations
out if there were any disagreements.
5 a Learners read the sentences. Remind learners that they have
GRAMMAR will, could, may, might seen or heard all the sentences before and see if they can
remember the context. Then they complete the collocations
2 a Remind learners that they can use likely, definitely,
in pairs or individually before checking in pairs.
probably and may well to express their ideas. Elicit some
examples about one of the sentences using different 1 real world 4 real friendship
adverbs with likely and write them on the board. 2 quick decisions 5 a huge waste of time
3 facial expressions 6 urgent emails
b / Learners compare their ideas. In feedback,
ask different learners to say what they think about b Learners do the matching and write questions
each of the sentences. Encourage this to develop into individually. With weaker classes, you may want to point
a class discussion. out that with some words there is more than one possible
collocation. They then work in pairs to ask and answer
CAN YOU REMEMBER? Unit 1 – Talking about the each other’s questions. You may want to check their
present collocations and questions for accuracy before they do this.
3 a Learners read Paul and Rebecca’s conversation. Ask if
Suggested answers
they can remember anything about them (They argued online conversation/chat/relationship
about TV in Unit 1). Ask what forms learners can demanding job
use to talk about the present (present simple, present private conversation/messages/chat
progressive, present perfect). Learners complete the quick meal/chat
conversation by putting the verbs in brackets in the delicious meal
personal messages/relationship
correct form.
2 you’re talking  3 I haven’t read  4 I’m watching
Self-assessment
5 Have you seen  6 I don’t know  7 I’m not making
8 I’m just looking Go through the list of goals, eliciting language from the unit for
each one. You may need to remind learners of the contexts for
b Play recording 1.19 and check whether learners had the goals and let them look back through the unit if necessary.
any problems. Then they circle the appropriate number for each goal. Walk
round while they are doing this and talk to learners about their
progress. Remind learners about the extra practice opportunities
under the box, and ask where they can find things.
36  Unit 2  Good communication
Unit 2  Extra activities on the Teacher’s DVD-ROM
Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM.

2A Social networking stories 2 2B Chain discussion 2C Consequences?

Story 1

✂
Opinion cards
BANNED! BANNED!

✂
A couple with the same name name. Thought it was cool.’ He Within months of their first
who found each other through said: ‘I thought she was pretty cute.’ contact, the male Kelly asked the

2A Social networking stories 1

social networking website
Facebook are to get married.
Kelly Katrina Hildebrandt, 20,
Mr Hildebrandt admitted, however,
that he had worried they might be
related.
company he works for to transfer
him to Florida, where girl Kelly
was finishing college. Eight
I’d say … I reckon … It’s so … Some people say …

was bored one evening last year The pair of Kellys corresponded months after they met online, they
HEADLINES online for several weeks, but they got engaged when girl Kelly found
a
when she put her name into the
site and came across Kellyc Carl were soon in daily contact by a diamond engagement ring her
✂
phone, and then male Kelly made
Why you shouldn’t
Hildebrandt, 24. She sent the fiancé had hidden in a treasure box

Family reunited only other Kelly Hildebrandt, of

Lubbock, Texas, a message and they
the brave move to fly across the
States to meet her in person. The
on a beach.
‘I thought it was fun. I had The only time it There’s no
Your first language in English class Using dictionaries in English class

on Facebook add your boss as a

became friends. Ms Hildebrandt, a female Kelly’s mother came with no idea it would lead to this,’ Mr
The problem is …
bothers me is …
It’s such a …
point in …
✂
BANNED! BANNED!
student from Miami, Florida, said her daughter to pick him up at the Hildebrandt said.

b
God’s timing’.
friend on Facebook
she believed the event was ‘all airport, after so many stories of love
born on the Internet going terribly
The couple plan to tie the knot
in October and have confirmed that

Facebook
Her fiancé described her first wrong in person. Kelly said he they do not plan to pass their first
d year,
message to him, in April last ‘fell head over heels’ in love after names on to their children.

Facebook same-name
visiting her in Florida.
prisoner faces
as reading: ‘Hi. We have the same Topic cards

✂
investigation
✂
Story 2 couple to wed
Using instant Using social Sending text Photocopies and textbooks in class Your teacher is banned from the class one day
Using a smart phone
✂ messaging networking websites messages per week. You have an online lesson instead.

STORY 1 QUESTIONS
A mother has been reunited with her son 27 years
You’re going to retellafter
yourshestory to another
believed partner.after
he was kidnapped, Prepare
seeingby an
finding
In March, Ms Wilson put her nephew’s name into
the
internet answers
search enginetoand could not believe ✂ BANNED! BANNED!
these questions. him on Facebook. it when his Facebook profile came up. ‘I was so
a Who is involved in Avril story?62, from Dorset, England, had custody relieved. It took me many years, but I never gave
the Grube, Taking/Making
b How did Kelly and of her son Gavin Paros after she broke up with her up,’ Ms Wilson said.
Kelly find each other online? Using a Reading newspapers/ Keeping in touch with
Hungarian husband in 1982. Gavin’s father, who He had not used the site for a while and did not personal calls at
c How did they bothdied
feelinabout
video phone books online old friends
2006, finding eachtoother
was allowed atson,
visit his first?
but took respond to initial emails, but after Ms Wilson work/during class
d How did they keephim in touch?
to Hungary in the 1980s, and Ms Grube had contacted his children, he emailed back.
e When and where did not they
seen meet
him since.
face to face? Ms Wilson said: ‘My sister phones him on Sundays
f She and
How did Kelly propose her sister Beryl Wilson, 59, spent 27 years and speaks to him through a translator, as he does
to Kelly?
trying to trace him, even contacting former Prime not speak English. They have been really happy.
g Are there any otherMinister
detailsMargaret
from the story you’d like to share withShe
your partner?
Thatcher. is just so happy! My sister has been very ill, Coffee break Laptops
Ms Wilson told us: ‘Gavin’s father said he was going and it is important that she spends time with her Playing with games Online dating Watching TV/films
✂ to the zoo and when he didn’t come back, we son now.’ Shopping online
consoles websites online
STORY 2 QUESTIONS
found out he had taken him to Hungary. My sister Gavin is now married with three children and had BANNED! BANNED!
was devastated. I tried everything … but no one also been trying to trace his family for five years.
You’re going to retellhelped
yourus.’
story to another partner. Prepare by finding the answers to
these questions.
English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011
a Who is involved in the story?
b How did Avril lose contact with her son?
c Who eventually found him, and how? Downloading music
Blogging
Writing letters and
Chatting face to face BANNED! BANNED!
d How long had they been searching for Gavin?
online postcards
e How do Avril and Gavin stay in contact now?
f Had Gavin been searching for his family too?
g Are there any other details from the story you’d like to share with your partner?
English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011 English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011
English Unlimited Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011

2A Chain discussion 2B Consequences? 2C Social networking

Activity type: Speaking – Discussion Activity type: Speaking – Debate – stories
card game – Groups Groups/Pairs Activity type: Reading, speaking and
Aim: To practise phrases for Aim: To speculate about possible vocabulary – Individuals/Pairs
expressing opinion; to talk about consequences; to discuss an issue; to Aim: To extend reading practice
communication; to develop fluency practise language for giving opinions around the theme of social
Language: Expressing opinion – Use Language: Speculating about networking; to practise retelling a
at any point from 2.1. consequences and giving opinions story; to discuss an issue
Preparation: Make one copy of the – Use at any point from the Target Language: Past tenses to retell a story
worksheet for each group. Cut up each activity, p18. – Use at any point from 2.1.
worksheet to make one set of eight Preparation: Make one copy of the Preparation: Make one copy of
Expressing opinion cards and 16 Topic worksheet for each group of learners. Worksheets 1 and 2 for each pair.
cards. Cut up each worksheet to make a set Cut up each worksheet to make three
Time: 20 minutes of ten BANNED! cards. activity sections and two stories.
Time: 20 minutes Time: 40 minutes

Unit 2  Self-study Pack

In the Workbook On the DVD-ROM
Unit 2 of the English Unlimited Intermediate Workbook Unit 2 of the English Unlimited Intermediate Self-study
offers additional ways to practise the vocabulary and DVD-ROM contains interactive games and activities for
grammar taught in the Coursebook. There are also activities your learners to practise and improve their vocabulary,
which build reading and writing skills and a whole page of grammar and pronunciation, and also their speaking
listening and speaking tasks to use with the Interview video, and listening, with the possibility for learners to record
giving your learners the opportunity to hear and react to themselves, and a video of authentic spoken English to use
authentic spoken English. with the Workbook.
• Vocabulary: Expressing opinions; It’s; adjectives; Using • Vocabulary and grammar: Extra practice activities
the Internet; Expressing probability; Speculating about • Pronunciation: Sentence stress
consequences • Explore speaking: Using emphasis
• Grammar: will, could, may, might • Explore listening: A change at work
• Time out: Quiz: Animal communication • Video: Communication and technology
• Explore writing: Website profile
• Interview: Communication and technology – Alan and
Aurora

Unit 2  Good communication  37