Coursebook

Unit 1 Language Texts Communicative skills

Part 1 Vocabulary Reading Speaking
SB page 6 Everyday objects The identity (ID) card Describing personal objects
Grammar Exchanging personal
Word order in questions information
Pronunciation
The alphabet
Part 2 Vocabulary Reading Speaking
SB page 8 Describing appearance Identity theft Describing someone familiar
Extend your vocabulary Listening Finding out real and false
-look and look like Describing appearance and identities
Grammar photo identification
VVhat and How questions
Part 3 Vocabulary Reading Speaking
SB page 10 Relationships The six degrees of separation theory Describing links in relationships
Extend your vocabulary Lis.tening and asking questions about
- in touch Explanation of the theory family, friends and colleagues
Grammar
The present simple and
frequency adverbs
Part 4 Extend your vocabulary Reading Speaking
SB page 12 - place CCTV is watching you Expressing opinions about
Grammar CCTV
The present continuous Comparing what people do with
Pronunciation what they are doing now
Linking words
Function globally Common social expressions / Social responses
Listening to and matching situations and pictures
Students roleplay short conversations with suitable responses
Global English David Crystal text: Same language but different
Students talk about communication differences in language
Writing A personal description for a social networking site
Joining sentences using conjunctions
Global review Grammar and vocabulary review
Extra speaking practice
Study skills Students evaluate their methods for language learning

Additional resources
eWorkbook Interactive and printable grammar, vocabulary, listening and pronunciation practice
Extra reading and writing practice
Additional downloadable listening and audio material
Teacher's Resource Communication activity worksheets to print and photocopy
CD
Go global: ideas Individual- Ask students to find the origins of another everyday object
for further research Society - Ask students to choose a place to visit on Google Street View
 Individual & Society

3 If your class make-up allows it, put students in mixed

Part 1 nationality groups and let them discuss the points in
exercise 3.
0, lead-in
Choose one object that you have in your bag or pockets, but To provide more opportunities to talk, ask groups to try
do not show the students. Define this object without using the to brainstorm two advantages and two disadvantages of
word, and students have to guess what it is, eg It's something having ID cards. Give or elicit an example, eg you always
you use when you have a cold; it's usually white and it's made have to cany it around with you. Give students five minutes
of paper (tissue). Students then do the same in pairs with 3 to do this.
'secret' objects in their bags or pockets.
(Other possible disadvantages are: it takes away your
privacy; it makes you feel like a statistic; it could lead to identity
Vocabulary (58 page 6) crime (fraud). Possible advantages are: it can be helpful to the
1 Students work on their own, matching the object police; it could be useful in an emergency situation; it is smaller
described to a word from the box, before comparing to cany than a passport.)
answers In pans. Ask students to give you their ideas and write them on the
In feecjback, ask students which piece of information they board, helping with any difficult vocabulary and taking
find surprising. the opportunity to input and upgrade any other language
they need.
You may like to model and drill the word chewing gum (n)
ltj'u:W1lJ IgAmI and any other problem words. Grammar (58 page 7)
a lipstick d credit card 1 Your students will have met these forms already, so
b mobile phone e glasses approach this as a test-teach (They attempt the task
without help and then you help them if necessary).
c chewing gum
Ask students to work alone on exercise 1, after doing an
2 Before students start talking to their partner, put these example together.
questions on the board for extra discussion: Students compare answers in pairs, then take class
What sort/brand/type is it? feedback. At this stage, elicit the grammar rules trom
When and where did you get it? the examples, using the board to highlight any relevant
When/how often doyou use it? points, eg the auxiliary verb do, the main verb and the
subject.
Reading (58 page 6)
This is a text containing facts about ID (identity) cards. 1 What do you do?

1 ~ 1.01 Play the recording after the first task or during 2 Do you speak any foreign languages?
the second task, as appropriate for your students. Elicit 3 What is your name?
some suggestions about what you can find on an ID card. 4 What's your phone number?
For this first reading task allow 3-5 minutes.
5 Do you have any children?
Tell students that they do not need to worry about new 6 Where were you born?
vocabulary at this point. Ask for class feedback. 7 Where did you go to school?

2 Give students time to read the task and to check any 8 Where do you live?
unknown words. 9 Are you married?
10 What is your date of birth?
After re-reading the text, let them compare answers in
pairs, before class feedback.

1 to travel to different countries

Language note
In British English students may also come across have got
2 the UK, the US, Canada, Australia, Ireland and New
to express possession (see 5: Do you have ... ? which could
Zealand
be expressed as Have you got ... ?). You may find that your
3 plastic students know or ask about this so be prepared to write the
4 name, date of birth, address, phone number, forms up if necessary. (See SB Unit 5 page 55).
nationality, profession, marital status
5 fingerprints, digital images of people's eyes
 Individual & Society

2 Ask students to match the questions to the topics. Pronunciation (5B page 7)
These items are very useful as they typically appear on
official forms which students may need to fill in. i1 ~ 1.02 This is an important diagnostic activity, to see
how students cope with spelling and sounds in English.
Explain any items which cause difficulty, eg education,
marital status. Students listen to the recording and write the words as
Profession they are spelled.

2 Languages Monitor as they are listening, and then let students

3 Name compare answers.
4 Phone number In whole-class feedback, ask different students to spell out
5 Children the words. You may need to drill individual letters.
6 Place of birth
TORRANCE
7 Education
2 JANSSEN
8 Address
3 KENTUCKY
9 Marital status
~ 1.02
10 Date of birth
1 Man 1: Sorry, yes. My last name is Torrance. That's
TOR RAN C E.
3 Ask students to choose five questions they would like 2 Woman 1: I live on Janssen Street. I'll spell that for you:
to ask someone and then do the task in pairs. J A N SSE N.
Monitor students, helping them with accuracy of form Write this down. The name of the state is
KEN T U C K Y. That's Kentucky.
and pronunciation.

e Grammar focus
Show students the icon. Write page 132 on the board and
2 Ask students to work in pairs and A spells these words
to B. Monitor and assist, as appropriate.

ask them to find it. Show students the language summary You could also input relevant functional language here.
on word order in questions. eg:
You can use exercises 1 and 2 on page 13 3 for: My last name is Spatola, that's SPA TO LA.
a) extra practice now
b) homework My name is Scott, that's S C 0 double T That's S for Spain
c) review a couple of lessons from now. and Cfor Canada. Have you got that?

The answers are on page 142 of the Teacher's Book. 3 Ask B students to spell the words to As.

i Extra activity
Write four to six answers about yourself on the board, eg 33 If students find the pronunciation exercise difficult, ask them
(What's your house number?); my husband and daughter (Who to put the letters of the alphabet into sound categories. Cut
do you live with?). Students find the right question (the one out a set of letters for each group of three, or simply write the
in your head) and should also use correct English. You need alphabet on the board. Then ask students to group any letters
to indicate what the exact problem is when students ask you with the same vowel sound. Give two or three examples
questions, eg (my husband and daughter) Student: Who you to start with; if your students need it, also give the 'starter'
,'i'>-ewith? You: That's the right question here, but think about phonemes for each sound group (see below).
your English. In the same way, students think of six answers leII a, h, j, k
about themselves, which they then show to their partner. li:1 b, c, d, e, g, p, t, v
lei f, I, m, n, S, x, z
Iml i, y
I-;m/o
la:1 r
lu:1 q, u, w
 Individual & Society

Part 2 listening (5B page 8)

These are four short conversations between two people
Speaking and Vocabulary (5B page 8) discussing photos.
] ~ 1.03-1.06 Let students look at photos a-j in silence
lead~in for a few seconds. Students listen and choose four photos
Show students a photo of a close friend of yours. If you don't for the conversations.
have one, draw a quick sketch on the board. Talk about his/
A: Oh, when was this photo taken?
her age, appearance, job, how you met. Spend most time
on appearance, particularly how he/she has changed over B: That one? Five years ago, I think.
the time you have been friends. At the end, let students ask A: Mmmm. It's quite a good photo of you.
questions about him/her. B: I don't know. I don't think I looked good with that
beard.
1 Tell students that they are going to describe a friend or A: I think you look nice and intelligent.
relative.
(photo e)
Students look at exercise 1 on page 8. Give them two 2 A: How's the baby?
minutes to think about what they are going to say. B: Oh great. Great.
A: It's a 'she', right?
Students then work in pairs to talk about their respective
B: Yes, yes. I'll show you a photo. She looks like her
friends.
father.
If necessary, you could clarify some of the words they A: Oh yes, bald just like her dad! How old is she?
are going to practise in exercise 2 beforehand, either B: Six months now.
visually, eg point to someone with fair hair, or with
A: She looks really happy. She's got a great smile.
simple explanations, eg a bald person has no hair. It is likely
(photo a)
that the following words will be new for at least some
3 A: Who's this a photo of?
students: bald, fail~ medium-height, middle-aged, overweight,
scar. B: Don't you know? It's Bella!
A: Bella? Oh yes! She looks so different here. How
2 Ask students to look at the spidergram with the circles long ago was this?
and explain the task. Let students complete it alone, then
B: At the end of university.
compare answers III paIrs.
A: Wow. Her hair was much longer then, and so curly.
Height - tall, medium height, short (photo j)

Hair - short, bald, blond, curly, fair, straight, shoulder- 4 A: What does the suspect look like?
length I can't hear you. What does the suspect look like?
Skin - dark, fair B: The suspect is a white, older man.

Features - moustache, beard, scar, bald A: Anything else?

Age - old, in her twenties, middle-aged, young. B: Just a second ... yes. He's got grey hair and a
moustache.
Weight - fat, overweight, slim
A: What kind of car does he drive?
B: An old white Volvo.
A: Thanks.
Your students may find some of these words difficult to (photo i)
pronounce, often because the vowel sounds are diphthongs
or long sounds: bald h:/, beard IIgI, curly 13:/, fair legl,
2 Allow students to read the questions first, then to
height larl, middle-aged lev, weight ler/, scar la:/,
listen again.
shoulder(-Iength) l'du/, straight ler/. You could point out to
students that straight, weight and aged all contain the sound
Let students compare answers and, if necessary, replay the
lerl in spite of their different spellings. Drill these words as
recording. Take class feedback.
necessary.

3 Ask students to think of the friend they described

in exercise 1 and to circle any words or phrases from
exercise 2 which are relevant to him or her.

They should then describe their friend again, to a

different partner, using the new words.
 Individual & Society

1 Yes, she does. Grammar (SfBp©1ge 9)

2 Six months. 1 Before reading the text, put the following questions on
3 Her hair is shorter. the board: What is identity theft? What are typical examples?
4 Grey. How do thieves do it? How big is the problem and why? How
can you protect younelf?
3 First model an example to the class yourself. Then Check that students understand the questions, then put
students work in pairs to describe the photos. them in threes to discuss.
Take whole class feedback. Do not focus on the Grammar
Extend your vocabulary - look and section at this point.
look like Ask students to read the text and fill in the missing
Use the photographs from SB page 9 to focus on questions. In feedback on the task, first check the missing
the target language. For example, say He looks French words, then ask students to close their books.
(photo i); He looks like a film star (photo h). Ask students
Ask the questions again, and students try to give you the
to identify which photos they think you are referring to,
answers to the questions. This allows students to focus on
then elicit the language you used onto the board.
the message, as well as the language. If necessary, let them
Ask students what the difference is between the two re-read the text, before re-asking the questions.
forms, highlighting the difference (adjective or noun).
1 How
Let them read the rules under Extend your vocabulary.
2 What sort
Students then work in pairs to complete the exercise.
3 How many
1 He looks like his father. 4 How much
2 Are you OK? You look tired. 5 What kinds
3 I look horrible in this photo.
4 That chair doesn't look comfortable. Extra activity
If y.ou feel your students would benefit from focusing on the
Language note form of the questions, then do so now: the rule regarding the
use of an adjective after how is useful and also easy to teach.
Students typically muddle these two structures, saying
You could put the first two sentences from the grammar box
for example: he {"Ooks Hke €lflgrJ~ she Hlfe he, moNlOr etc.
on the board, with the bold words gapped, then elicit the
Translation can be a useful way of getting students to focus
words. Students should think of two more examples for each,
on the differences. Ask students to translate the example
in pairs. They can then read the grammar explanation in the
sentences into their first language, if possible working with a
box.
partner sharing the same mother tongue.
Note that in the structure to look like someone, the verb be
2 Let students work on their own initially to complete
can replace look, eg She is like her mother; She looks like her
mother. However, be can also refer to behaviour or character,
this task. You could put up the answers on the board, as an
eg She's like her dad, always quick to get angry. alternative to oral feedback.

1 What colour are your eyes?

mtmm'fi118 E • •
~l!;jtlt~~~~r~
xtra activity 2 What colour is your hair?
Collect several photos of people from the internet or from 3 How long is your hair?
magazines (about 6-10). Pass the numbered pictures around
4 What month is your birthday?
the class, with students working in pairs. Give students two
minutes to write a mini-description in their notebooks next 5 Howald are you?
to each number, using either of the target structures, eg She 6 What street do you live on?
looks like a teacher; She looks very friendlv. They should also
7 How tall are you?
include two facts about appearance, eg She's got shoulder-
length hair. Stick up the collection of pictures on the board in
order, with the numbers written underneath. Give a little extra
time if necessary. Then re-group pairs into fours. Students
read out their descriptions at random for their listeners to
guess which one they are describing.
 Individual & Society

Mixed ability Part 3

To make exercise 2 more pacy, and to suit stronger students,
ask students to close their books and write down the numbers
one to seven. Then read out each example exactly as in
exercise 2, only saying each sentence twice. Students write
down the correct sentence next to the number, or leave a
blank if necessary. They should compare answers before Ask students: How well do you know your classmates? Write
feedback. these questions up for students to answer individually: Who
lives very close? Who speaks many languages? Who comes

o Grammar focus
Show students the icon. Write page 132 on the board and
from a large family? Who enjoys learning English? Who's
the youngest in the class? Who's a music lover? Students
compare answers in threes. Take open-class feedback and
find out the answers!
ask them to find it. Show students the language summary
on TiVhat and How questions.
] Ask students to select three people from the class that
You can use exercise 1 on page 133 for: they know something about. Put students in pairs.
a) extra practice now
Before they start sharing information, elicit some
b) homework
suggested areas to the board, eg hobbies and interests, where
c) review a couple of lessons from now.
from, travelling to school or work, weekends, pets, home, etc.
The answers are on page 142 of the Teacher's Book.
:2 ~ 1.07 Ask students to look at the picture of Becky
and make suggestions about her age, nationality, possible
Speaking (S8 page 9) job, interests, personality, etc. This also consolidates the
1 The aim of this speaking activity is to practise the look like/look + adj forms.
questions from exercise 2.
Ask students to look at the words in the box in
Give out a piece of paper to each student for exercise 1 exercise 2. Check understanding by asking concept
and give time to students to write down the three pieces questions eg a concept question for acquaintance could
of information. Take in the pieces of paper. be: This is someone you know, but how well do you know the
2 Re-distribute the pieces of paper to different students, person?
making sure that everyone has a n~w identity. Students Drill the words and elicit where the main stress is:
need to realize that they are now the person on the paper. acquaintance, classmate, colleague, neighbour.

3 Model the activity first, pretending to be one of the Point out the four names around the photo of Becky,
students. Their aim is to listen and find out who they are, then play the recording for students to decide on her
judging from the answers. Put students in pairs. relationship to them.

Most students at this level will find the language relatively § 1.07
easy, but will nevertheless make slips when speaking. 1 Pilar is my Spanish neighbour. She's on vacation in
Monitor and collect some examples of language errors, to Mexico, and I've got her cat and her plants.
focus on after the activity. 2 OK, Hans. Hans and I aren't really friends. He's more of an
acquaintance. He's director of the German department.
3 Ken is a colleague of mine at the university. He teaches
French, and I teach German.
If students need additional writing practice, ask them to
4 I take a computer class in the evening. Sofia is my
write a description of one of their friends or family members,
classmate.
including some of the new lexis (S8 exercise 2, page 8) and
also the look like forms.
They should use at least 60 words, including details of their
3 Students read the questions before listening a second
face, hair, height, weight, etc., as well as basic information time.
(name, job, age, nationality, how they know him/her, interests,
She's on vacation.
etc). They can include a photo if they wish!
2 No, she doesn't.
3 Yes, she does.
4 They are in the same computer class.
 Individual & Society

4 Provide a model of personal connections yourself, Let students compare answers before class feedback.
using the board and an oral description. Then tell
You and John are colleagues.
students that they need to do the same, giving at least
2 Jane and Robert are neighbours.
four names, as in the Becky diagram.
3 Mr Smith is friends with the Ambassador.
Give time for students to do this, then tell them to also
think about three pieces of information for each of the
names they have written. 4 Let students read the examples first, and think about
themselves or people that are close to them. Put students
Let students exchange information in pairs.
in pairs or threes to discuss whether they think the theory
is true and if they can think of personal examples.
listening and Reading (58 page 10)
Monitor for any interesting points or examples, which
This listening explains how the theory works, using the you can then discuss later with the whole class. At the end
diagram in exercise 2. students could also take a vote as to whether they believe
1 § 1.08 Write The six degrees of separation theory on the the theory is true or not.
board and ask students if anyone knows anything about it.
;'c~0I~;Extra activity
Pre-teach the following words: bind - bound, planet,
If your students need extra oral fluency practice, they could
separate - separate. Let students listen to and read the
change pairs and think of someone well-known they have
extract on page 11.
met, giving details of when and where they met. However,
tell students that they can also choose to lie if they wish.
I~ 1.08 See SB page 11 Model this activity yourself, eg I have met .... Elicit up to ten
questions from students about the encounter. Give convincing
Invite initial reactions to what they have read and point
answers, even if the initial statement is actually false. At the
out the picture of the scientific model on page 11, which
end the students must decide if you are telling the truth or
is a visual representation of the theory. lying. Then students do the same.
2 ~ 1.09 Tell students what they are going to listen to,
instructing them to draw links between the names in the
Background note
circle (SB page 10).
'Six degrees of separation' refers to the idea that everyone
The theory of Six Degrees of Separation works likes this. on earth is connected to everyone else by a chain of only six
Imagine you and John are colleagues. John is married to steps, the first step being all the people a person knows, the
Mary, but you don't know her personally. So you and Mary second step being all the people known by those in the first
have one degree of separation. Mary has a sister, Jane. step, etc. The theory has been developed and adapted by
various thinkers and writers from different fields, interested in
Jane and you have two degrees of separation. Jane's
exploring the idea of human and social interconnectedness.
neighbour, let's call him Robert, works for a big hotel in the
For example, Frigyes Karinthy, a Hungarian author, writing
city centre. You and Robert, Jane's neighbour, have three
in the 1920s and American psychologist, Stanley Milgram,
degrees of separation. Robert doesn't own the hotel. He
working in the 1960s, looked into this theory. John Guare's
works for Mr. Smith, the president. You and Mr Smith ... play Six Degrees of Separation, helped to popularize the
four degrees of separation. Mr Smith, because he's an theory. Technology and globalization has produced a growing
owner of a big expensive hotel, he's often in touch with sense of social interconnectedness; a sense that the world is
important people. He's friends with the Ambassador for getting smaller. Thus, the theory seems particularly pertinent
example. So you and the Ambassador have five degrees for our times.
of separation. And well, the Ambassador goes to New
York three times a year, and he knows the Secretary
General of the United Nations. So, if you make all the right
Extend your vocabulary - in touch
connections it means that you and the Secretary General (5B page 10)
of the United Nations have six degrees of separation.
Write on the board: I'm still with a woman
I met when I was at university. UTe phone each other every few
3 Tell students to listen again to explain the link between months.
the people in numbers 1-3. Play the recording twice if
necessary. Elicit the missing phrase and elicit any other phrases they
know with 'touch'.

Ask individual students to read out the examples in the

book (SB page 10) and after each one, ask students to try
to paraphrase, eg He is often in touch with important people:
he often meets, emails or phones important people.
 Individual & Society

Students then complete the exercise, first alone, then 2 Students write the sentences out individually, then
check in pairs. read the last two rules under Grammar (SB page 11).
Take whole class feedback.
in touch with
2 not in touch Becky talks to her parents on the phone three times a
week.
3 keep in touch
2 She is always very friendly with the neighbours.
4 lose touch
3 She often goes out with her colleagues.
4 She uses the internet every day to keep in touch with
Language note people.
In these phrases with touch, touch can be replaced with
contact. N~te that in these phrases touch is a noun. Students
probably already know touch as a verb. o Grammar focus
Show students the icon. Write page 132 on the board and
Grammar (5B page 11) ask them to find it. Show students the language summary
on the present simple and frequency.
Depending on your students, decide whether to remind
them of the rules first, before doing exercise 1, or to let You can use exercise 1 on page 133 for:
them tackle exercise 1 first, before looking at the rules. a) extra practice now
Students at this level are likely to be familiar with the b) homework
rules presented, but still make slips, particularly in speech. c) review a couple of lessons from now.
Generally speaking, a test-teach approach is therefore.
The answers are on page 142 of the Teacher's Book.
appropriate.
1 Tell students they are going to read and talk about how Language note
people stay in touch.
You may want to point out to students that longer adverbs of
Dictate the following question: How often doyou use: a) the frequency (expressions), such as three times a week, go at the
end of the clause or can be placed at the start for emphasis
phone b) texting c)face-book or other online social networks d)
(see also SBpage 132).
letters?

Ask students to discuss when/where/how often or how many/

.c.8 Extra activity
who to with their partner.
If students need reminding of the present simple, then ask
They then turn to page 11 and complete the gap fill them to quickly re-read the texts and then to close their
individually. As they are working, go around and monitor, books. Put the following prompts on the board: people (keep);
making a note of any problems. people (use); every member (have); Jim (be); he (not write); he
(put) and (put); his friends (look); they (send). Then students
Students then compare answers in pairs. If the students can reconstruct the text, either orally or in writing, depending
have made a few slips, let them read the first two on students' needs and timing. Students complete this in
grammar rules under Grammar (SB page 11) and then pairs, then check their sentences with the original text.
re-check exercise 1, before whole class feedback.

Mixed ability Speaking (58 page 11)

Refer students to the relevant pages and give them time
Allow students to work in pairs to talk through and possibly
show their own online social network. Monitor to check that
to complete the questions on their own first, with you
they are using the present simple for habits and routines. monitoring and assisting. Then put students in pairs to
ask and answer the questions.
A 1 keep 7 takes
2 use 8 puts
Ask students to find a recent message (e-mails or similar)
3 has 9 look
that they have sent to friends or family in their first language.
4 is 10 see Ask them to translate it and then bring it in, for their partner
5 doesn't write 11 send to read. They can add any comments or additional relevant
information to help their partners understand the message.
6 puts
 ~ 1 Individual & Society

pn'vacy, private life, dangerous society, make you feel safe, etc.
Part 4 Ask for any additional suggestions and encourage students
to give full answers to the question: TVhicb arguments do
Lead-in you agree witb?
Write GGTV and some prompts from the text on the board eg
When first used and why/Modern uses/Most common place Refer back to what students wrote in exercise 1
for GGTV/Gity with most GGTV cameras and ask students if (question 3). Ask students if any of them have changed
they can come up with any information, working in groups of their opinions.
three. Then ask them to check on SB page 12.
Two arguments in favour: They make people feel safe; they
reduce crime (Philip Richards); they give protection and
Speaking and Reading (58 page 12) are cheaper than security guards (Tatyana Ivanov).

1 Ask students to read and answer the questions Two arguments against: The government is watching
individually, writing their opinion for question 3. us too much and this will extend into other areas of our
lives (Rajit Gadh), The government is invading our privacy
Then students work in pairs to discuss the answers to the (Martha Klein).
three questions. Take feedback on exercise 1, but keep it
fairly brief. ID1m.p E ..
Z~mirJ:¥~Si'J.~;xtra activity
When discussing point 3 in particular, elicit some possible
Ask students to write their own letter, in response to the
arguments for or against, but do so succinctly.
imagined text. You could also make the situation more
concrete: the school/col/ege is thinking of putting up GGTV
The text Readers' 1'esponse(SB page 13) gives members of
cameras on the premises. Students write in to give their
the public's responses to an earlier article entitled 'CCTV·
reaction.
is watching you'.

2 Give students a time-limit of about two minutes - you

Extend your vocabulary (58 page 12)
could encourage students to read the first sentence only
of each mini text as this is a gist reading. Ensure the students' books are closed. Write the word
'place' on the board to focus students, telling them
In feedback, make sure that the genre, audience and they are going to look at different expressions with this
context for these texts is clear, to aid understanding. word. Ask them if they can think of any expressions
with this word, prompting them by using the examples
I b letters to a newspaper
given: The festival (2 words) in October; I felt
_____ ,(3words) there, I didn't know anybody.
3 Ask students to read the texts more closely, and allow
more time for them to answer the questions. Pre-teach Students then open their books on page 12 and complete
the word erime(n) and eriminal(n). the exercise on their own, before comparing answers in
pairs.
1 Tatyana Ivanov
in the first place
2 Philip Richards
2 in place of
3 Kenneth Thomas
3 all over the place
4 Rajit Gadh
4 a very quiet place
5 it's not our place
Mixed ability
For stronger readers, you could add extra questions, pre- JifJait%!11
~~;~~;~ii Extra activity
. .
prepared on a slip of paper, eg 00 they aI/live in dangerous
places? (no - see Martha Klein's letter); How are cameras like Read out the five complete sentences from the texts
or not like security guards? (they protect but are cheaper); containing the target 'place' phrases. Students listen and
Which writers have quite similar opinions? (Richards and translate them into their first language, either alone or in pairs
Ivanov; Klein and Gadh). if your class is monolingual, writing them down. They then
convert these back into English, paying particular attention to
4 Students work in pairs to find and note down the main the target phrases. When students have checked their own
arguments in the texts - two for and two against - then versions with the original, get them to underline the translated
decide which they agree with. 'place' phrases in their mother tongue versions, and to find
out how many different words are used for 'place'.
In feedback, elicit the arguments to the board. Highlight
useful language or collocations, eg an invasion of our
 Individual & Society

Grammar (5B page 1J) works in a local hospital in IiVales,where she lives. She qualified
about 3 years ago and she nally li/ees her job. At the moment
Before doing exercise 1, write the first two example (look at watch), she's probably looking after the patients.
sentences under Grammar on the board. Ask students to
discuss in pairs why the present continuous is used. Students do the same activity, but written down. Monitor
and give assistance.
Then refer students to the first two bullet points under
the examples on page 13, and ask students to find and
underline any other examples of the present continuous
Mixed ability
in the letters. For students who need to see the text, provide a written copy
of your model. Let students read it and then re-highlight the
Then write on the board: use of the two different tenses. Ask students to complete the
My co-workers and 1 with CCTV cameras. same task, with your help where appropriate.
Personally, 1 that this is another example of
government invasion of OU1' privacy. 3 Put students in pairs and allow them to compare what
they have written. Remind students that they need to
Elicit what the verbs are (agree and believe, respectively).
ask at least one extra question per person described. Be
Ask students why they are in the present simple and not
prepared to assist with question forms.
continuous, then refer them to the third bullet point.
Elicit examples from the students, eg 1like ice-cream.

1 Tell students they are going to read another letter

o Grammar focus
Show students the icon. Write page 132 on the board and
on CCTV First give them one minute to read and find
ask them to find it. Show students the language summary
out if Lola is for or against CCTV. Do the first example
on the present continuous.
together, eliciting why the present continuous is used and
referring back to the grammar explanations. You can lise exercise 1 on page 133 for:
a) extra practice now
Students then work alone to complete the task. They
b) homework
compare answers in pairs and should try and explain their
c) review a couple of lessons from now.
choice, if necessary in L1.
The answers are on page 142 of the Teacher's Book.
am looking 4 need them
2 belong 5 don't like Pronunciation (5B page 13)
3 don't understand
1 ~ 1.10 This exercise focuses on contractions. Let
students listen to the recording as many times as they
language note wish to count the number of words. Remind them that
contractions are made up of two words.
The so-called 'stative' or 'state' verbs can often be used in a
continuous form as an 'active' or 'event' verb with a change
Man: What are you doing? (4 words)
in meaning, eg I'm having a bath (I am in the bath now) versus
I have a dog (I own a dog). The state verbs such as own Woman: So, what do you do? (5 words)
or believe are used to describe something that is generally Woman: Excuse me, we're trying to work. (7 words)
unchanging; it cannot be broken down into single actions or
Man: You're not listening. (4 words)
component parts.
Woman: How's it going? (4 words)
Note that verbs such as like and love are sometimes used in
the continuous form in spoken English, eg He's really loving
the course. 2 Ask students to listen again and write the sentences,
Many languages show the 'temporariness' or the 'nowness' while you monitor progress.
of the progressive form with adverbials, so they have only one
In feedback, write the sentences on the board and
present verb form where English has two. Where appropriate,
highlight any linking visually, eg Whauzre jgj you doing?
try to find out in advance more about your students' first
language, to help anticipate problem areas and to perhaps Drill the sentences, as a class and individually.
use the L1 to focus on concept.
3 Put students in pairs and tell them to think of a context
for each of the sentences, and a follow-on sentence. Do
2 Draw a stick figure of yourself on the board, and three the first example as a whole class.
other stick figures of people you know, with their names.
Monitor and check students are using the correct present
Demonstrate the activity, using both tenses, but keeping forms. Ask some pairs to demonstrate their dialogues to
it natural-sounding, eg This is my sister who's a nurse. She the class.
 Individual & Society

Function globally: common

A: And this is from me.
social expressions 8: Aww. Oh my ...
A: It's a dog! Isn't that great?
These lessons in Global are designed to provide students
8: Er, yes. A dog. Thank you very much.
with immediately useful functional language. They all
A: You're welcome. Happy 8irthday.
follow a similar format.
picture b, situation 6

Warm up (58 page 14) 4-

A: ... hello? Oh hi, listen I'm on the train. It's not a good time
Aim: to introduce the topic via a quick speaking task or
right now ...
picture work.
8: Hey!
lips: A: Wait a minute ... Oh, I'm sorry. I didn't see you and ...
Q Do not over-correct here, especially in speaking 8: That's all right.
activities. A: Here, let me help you with your bag.
• Encourage students to use what language they can at 8: No, it's fine.
this stage. picture a, situation 7

Listening (5B page 14)

Aim: to present the functional language in context via a
Language focus: social expressions
conversation or series of conversations. (58 page 14)
Tips: Aim: to draw students' attention to the items of
•• Ask students to read the questions first before functional language.
listening. Tips:
• Play the recording all the way through for each task • Make sure students have time to understand the form
(there are always two tasks). and meaning of the phrases, but you needn't translate
• For multiple conversations pause the recording after them word for word.
each one. e Students should be able to pronounce these phrases
eo If students find it very difficult, play the recording a intelligibly, so drill them.
final time and allow them to read the audioscript at the
back of the book. 1 c
2 a
3 c
1 4 b
A: Hello. 5 c
S: Hello.
6 a
A: First time here?
7 c
S: Sorry?
A: I said, is this your first time here? At the conference.
S: Yes. Yes. Speaking (58 page 14)
A: Well, hello. My name's George.
Aim: to allow students an opportunity to use this
S: Hi George. Nice to meet you.
language in a meaningful, real-world context.
picture c, situation 1
Tips:
• There is sometimes a choice of task. Any task involving
A: Oh, look at the time. It's getting late.
reading a script will be easier than a task involving
S: What time is it?
making students' own scripts. This gives you flexibility
A: Eleven o'clock. And I have a class tomorrow.
for mixed ability classes.
8: Oh. Well, okay then. o Give students time to prepare this activity, and
A: Yes. Thanks for everything. circulate and monitor carefully.
8: No problem. to Correct sensitively, paying particular attention to the
A: Goodnight. target language.
8: 8ye. o If time allows, ask students to repeat the task, but with

picture d, situation 2 a new partner.

 Individual & Society

Global English ] The author mentions differences in geography, social

class and technology
These lessons in Global have two main goals. The first
is to give you and your students interesting information
about English and language in general. The second goal 1 true
is to provide students with practice in different kinds
2 false (American English)
of reading comprehension tasks that they are likely to
encounter in future study (for example, exams). 3 false (U speakers had lunch in the middle of the day)
4 false (emails vary from highly formal to highly informal)
";l~j,Z\l: Pre-reading activity 5 true

To help students understand the author's overall point, ask 6 true

them to first look at the heading 'Same language .... ' Elicit
what this means, using questions like: Do you all speak your
first language in the same way? What affects how you speak language focus (SBpage 15)
and what you say? Try to elicit some ideas from the text, eg
Aim: to highlight an interesting or useful aspect of
age, region, social class. In t~js way, you prepare students
and also clarify words used ,in the text.
language in the text.
Tips:
•• The language focused on here is to raise students'
Warm up (S8 page 15) awareness; do not expect them to produce it
Aim: to engage students with the topic, and highlight immediately.
potentially difficult vocabulary in the text. .• This language is not tested or reviewed in future
Tips: units, which means you have more flexibility with this
material as to when and where you use it.
<>Be generous in helping students here with any
unknown words in the first task. as different as chalk from cheese (line 2)
" Ask students to relate this task, wherever possible, to 2 rare (line 14)
similar events or texts in their own lives. This will help 3 above all (line 16)
them with the reading.
4 inconceivable (line 17)
e You may want to give your students an overview of

the text before they read, possibly even in their first

language. Make it interesting and involving. Speaking (58 page 15)
Reading (58 page 15) Aim: for students to relate the material in the reading to
their own language, culture and experiences.
Aim: to provide students with interesting information
about English, and reading exam practice skills. Tips:
•• This is a short speaking activity and can be done in
Tips:
whole class mode or in small groups.
• Be ready to help less confident readers, explaining oJ Wherever possible, ask students to think of and
words or ideas in simpler terms if necessary. provide examples in their own language but explain
e Get students to read through the whole text once first them in English too.
before doing the tasks.
•• Many of these texts have been graded slightly, or not at Extra activity
all. There is a glossary of difficult words. Get students
Students work in threes to guess the meaning of these
to read that first and reassure them that you do not
abbreviations used in emailing (write these on the board).
expect them to understand every word or idea. Listen to their ideas, then tell them the answers: TTYL (talk to
e There are two tasks. The first is an easier task, often
you later); BFF (best friends forever); BFN (bye for now); g2g
focusing on the gist of the passage. The second is a (got to go); CUL8R (see you later); NP (no problem). You could'
more difficult task, similar to reading exam questions. get early finishers to make up a couple of their own for English
phrases.
 Individual & Society

Writing a personal 1 I'm short and slim, and I have long curly black hair.
2 My sister trained as a teacher but she's unemployed at
description the moment.
3 I'm thirty years old and I'm married with two children.
Reading (5B p«Jge 16) 4 Clodagh isn't a common name, so people often don't
know how to spell it.
5 I have three sisters, but I don't have any brothers.
6 I was born in a small village, so I find living in a big city
very strange.
2 Ask students to compare themselves with Constanza.
This task demands a closer re-reading of the text. If
2 This exercise focuses on avoiding unnecessary
students comment on the incorrect language, tell them
repetition, known as 'ellipsis'. Students work in pairs to
that this is a real example of a student's writing and that
you will look at the language later. find the unnecessary words in other examples.

1 I'm short and slim, and t have long curly black hair.
Writing skills: looking for errors in your 2 My sister trained as a teacher but she's is unemployed
work (SB page 16) at the moment.
3 I'm thirty years old and ¥m married with two children.
4 Clodagh isn't a common name, so people often don't
I'm twenty years old and single. I was born in Valdivia .... know how to spell it.
I am studying journalism at university and I like this course
5 I have three sisters, but t don't have any brothers.
very much.
6 I was born in a small village, so t find living in a big city
There are four people in my family .... We also have a dog
very strange.
called Kalu. Myfather is a photographer and my mother is
g teacher.
In my free time I like swimming, listening to music, and Language note
seeing friends. In the future I hope to go to the USA .tQ..do
In this exercise, the smallest part of the sentence that is
a Master's ....
ellipted is the pronoun (or subject). The pronoun can only
be omitted if it is the same subject as in the first clause (see
2 Students should highlight their own mistakes using a example 4: 'people' cannot be ellipted as it is a different
coloured pen. SUbject). If the auxiliary or the main verbs are the same as in
the first clause, these too can be omitted.
3 To help students answer this question, you could do a
mini-survey. Write these adverbs up: always, sometimes and
hardly ever / never. Students decide which one applies to Preparing to write (58 page 16)
checking their own writing. Discuss.
Remind students to refer back to the corrected Constanza
text from earlier, which serves as a model.
Language focus: joining sentences
For the first category, Name, point out the Writing
(58 page 16) about names section. You could read this out to students;
1 Write or project the sentences up on the board one personalise it for yourself; then elicit examples from
at a time. Have the conjunctions ready, each one on a individuals. Give students at least ten minutes to complete
separate piece of paper at the side, stuck onto the board. this note-taking stage. Strong students could share their
Once the students have read the sentence and consulted ideas in feedback.
in pairs, call one student up to the front to stick the
correct conjunction into the sentence and to cross out the Writing (58 page 16)
capital letter of the second sentence, for example:
buts
Timing of a writing exercise such as this can be tricky,
My sister trained as a teache'Y s
&he unemployed at the as some students need longer than others. Establish a
moment. clear, generous time-limit at the start, asking the learners
how long they think they will need. Give early finishers
language note dictionaries to check their work.
In this sentence, and is also possible, eg if the previous Let students read and check each other's work,
utterance was: 'My brother trained as a lawyer, but he's considering issues such as spelling, vocabulary and
unemployed'. So is also an option here, eg if job prospects for grammar.
teachers are currently very poor.
",·I Individual & Society

Global review Study skills

These lessons in Global are intended to review some of
the language and topics covered in the unit. They follow a
Being a good language learner
similar format. (58 page 17)
1 Check language initially, eg willing (adj), take a risk,
Grammar and Vocabulary (5B page 17) make a mistake, organised (adj), ?}leSS (v), notice (v), set goals,
Aim: to review the main grammar and vocabulary in the monitor progress, review (v). Put these words up on the
unit. board and ask students to find them in the sentences.
Then, in pairs, students try to explain the meaning of the
Tips: words to each other.
•• Students can do these exercises alone or in pairs, in
class or at home, depending on their learning style and Check students' understanding by using concept
your teaching situation. questions or synonyms / explanations, as appropriate, eg
•• Ask students to read the questions first to establish the when or how can a learner take 1~isksin a classroom?
grammar and vocabulary areas which are focused on.
Students then complete the questionnaire alone.
• Encourage students to check their own answers by
looking back through the unit. 2 There are some words here which you may need to

I Grammar 1 Grammar 2
clarify first, eg (language learning) strategy (n), improve (v),
consistent (adj). Let students add up their score, read what
1 Are you 1 'm trying
it means and compare with their partner.
2 Do you 2 don't know
3 What is / 's 3 doesn't like / is looking Take class feedback to see what students think of their
results and to encourage students to reflect further on
4 What do 4 doesn't speak
their learning strategies, ie Do you think you are a good
5 What colour learner? Why? Is this a useful questionnaire?
Vocabulary 1
classmate, colleague, friend, height, neighbour, profession 3 Let students read and think about the first two points
on their own. If possible, give examples from your own
Vocabulary 2
experience of learning another language. Pairs then
He's got short grey hair. He's slim. He's got a discuss the three points.
moustache.
2 She's young, with long fair hair. In whole class feedback, ask students about their ideas
in relation to the third point. If students' suggestions
are rather vague, eg you need to set goals when learning
Speaking (58 page 17) vocabulary, then elicit from students how these can be
made more specific, eg you need to learn 1S new words /
Aim: to provide extra speaking practice that will review
phrases every week.
and consolidate language presented in the unit.

Tips: 4 Monitor to check on learners' goals and to see if there

are some general areas of weakness for the whole class -
• Before speaking encourage students to think first
if so, think of a teaching strategy to deal with them. For
about what language they need to focus on from the
example, if most students state they find it difficult to
unit, and a good way to start their conversation.
guess the meaning of a word/phrase, you could target this
• Monitor as students are working and note any points
overtly, eg by providing exercises in deducing meaning
for feedback at the end.
from context when reading in future lessons.
Model this activity first. Ask a student to throw a dice
and then two stronger students should ask you questions
about the person in the box which corresponds to the
number thrown. Group students into threes, instructing
them to do the same.