American English File 2e 5 Teachers Book

5
American
English File
Teacher’s Book
Christina Latham-Koenig
Clive Oxenden
with David Jay
Beatriz Martín García
Paul Seligson and Clive Oxenden are the original co-authors of

English File 1 and English File 2 1
4775779_AEF2e_TB5.indb 1 3/19/14 12:49 PM
acknowledgements
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Contents
4 Syllabus checklist
8 Introduction
• What do Advanced students need?

Course components
• Student Book Files 1–10

A and B Lessons
Colloquial English
Review & Check
The back of the Student Book
• For students
Online Practice
Workbook
iChecker
Pronunciation app
• For teachers
Teacher’s Book
iTools
Testing Program CD-ROM
Videos
Class Audio CDs
DVD
12 Lesson plans
137 Photocopiable activities

Contents
Grammar activity answers
Grammar activity masters
Communicative activity instructions
Communicative activity masters
Vocabulary activity instructions
Vocabulary activity masters
Song activity instructions
Song activity masters
Dependent prepositions
228 Workbook answer key
3
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Syllabus checklist
Grammar Vocabulary
1
4 A What motivates you? discourse markers (1): connectors work
8 B Who am I? have personality; family
12 COLLOQUIAL English 1 Family secrets, On the street
2
14 A Whose language is it? pronouns language terminology
18 B Once upon a time the past: narrative tenses, used to, word building: abstract nouns
and would
22 Review AND Check 1&2
3
24 A Don’t get mad, get even! get phrases with get
28 B History goes to the movies discourse markers (2): adverbs and history and warfare
adverbial expressions
32 COLLOQUIAL English 2&3 Fact or fiction?, On the street
4
34 A Breaking the silence speculation and deduction sounds and the human voice
38 B Lost in translation adding emphasis (1): inversion describing books
5
44 A Are there 31 hours in a day? distancing time
48 B Do you have Affluenza? unreal uses of past tenses money
52 COLLOQUIAL ENGLISH 4&5 Women and money, On the street
4
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Pronunciation Speaking Listening Reading
word stress and rhythm Talking about jobs Happiness at work I didn’t get where I am today
without...
rhythm and intonation Describing personality The Family of Carlos IV Personality types
Debate family topics
sound–spelling relationships The English language Non-native speakers of English Whose language?
and their experiences
word stress with suffixes Talking about childhood Earliest memories When we were young
words and phrases of Top 10 breakup lines Extracts from Love by Numbers 50 ways to say goodbye
French origin Love by Numbers
stress in word families A movie you enjoyed Titanic and Braveheart History Goes to the Movies
Historical movies
consonant clusters Noise levels Noise levels around New York City It drives me crazy!
Everyday strangers Breaking the silence
words with “silent” Describing books Interview with a translator First and last lines quiz
syllables Lost in Translation
linking Talking about multitasking The time bandits Multitasking = 31/7

Time questionnaire The great myth of multitasking
ea and ear Talking about affluenza Relationship between money and Affluenza review
happiness An article from Family Secrets
5
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Grammar Vocabulary
6
54 A Help yourself verb + object + infinitive or gerund compound adjectives
58 B Can’t live without it conditional sentences phone language; adjectives +

prepositions
7
64 A Who’s in control? permission, obligation, and necessity word formation: prefixes
68 B Just any old bed? verbs of the senses place and movement
72 COLLOQUIAL ENGLISH 6&7 Art and artists, On the street
8
74 A Trick or treatment? gerunds and infinitives health and medicine; similes
78 B A moving experience expressing future plans and travel and tourism

arrangements
82 Review and Check 7&8
9
84 A Pets and pests ellipsis and substitution the natural world
88 B A recipe for disaster nouns: compound and preparing food

possessive forms
92 COLLOQUIAL ENGLISH 8&9 Cooking around the world, On the street
10
94 A The promised land? adding emphasis (2): cleft words that are often confused
sentences
98 B Sports on trial comparison word building: adjectives, nouns,

and verbs
102 Review and Check 9&10
104 Writing 123 Listening 158 Vocabulary Bank
118 Communication 138 Grammar Bank 168 Sound Bank
6
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Pronunciation Speaking Listening Reading
intonation in polite Talking about self-help books Self-help books Yes!

requests
sounds and spelling: /ʃ/, Describing obsessions People’s obsessions Has our cell phone use gone a
/tʃ/, /ʒ/, /dʒ/ little too far?
Are we hooked on addiction?
intonation in Discussing proposed laws The QI quiz Is the Nanny State out of
exclamations Talking about the QI quiz control?
extra stress on important Talking about art Installation art In a Season of Calm Weather
words
word stress Medical myths Surprising facts and misleading Trick or treatment?
Discussing alternative medicine myths
homophones Wonders of the World Extreme commuting My 25,000 Wonders of the World
Discussing travel preferences A journey to remember
and experiences
weak and strong Animal debates When animals become pests Pets and owners “become more
pronunciation of auxiliary alike over time”
verbs and to
-ed adjective endings and Plan a dinner Food disasters My Last Supper
linking Discussing your last supper
intonation in cleft Conversation starters Personal immigration experiences Double Face

sentences Discussing immigration
homographs Workouts An interview with a sports Battle of the workouts

journalist Foul Play
7
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Introduction
American English File Second Edition is an integrated skills At this level students will have already studied most of
series that gets students talking – in class, and everywhere. the common grammatical structures. However, the more
complex structures such as past modals need revising and
Our goal with this Second Edition has been to make every
several new advanced structures, such as inversion and
lesson better and more student- and teacher-friendly. We’ve
ellipsis, will be introduced. Grammar is often presented
created a blend of completely new lessons, updated texts
functionally, e.g., the structures to use for distancing, or for
and activities, and refreshed and fine-tuned some favorite
adding emphasis, which allows students to revise and extend
lessons from New English File.
certain structures without feeling that they are retracing
In addition to Student Book Lessons A and B, there is a range their steps. There is always a focus in the Grammar Bank
of material that you can use according to your students’ on the register of structures to make students aware of the
needs and the time and resources you have available: different levels of formality and informality.
• Colloquial English video and exercises (also available on The photocopiable Grammar activities in the Teacher’s
the audio CD, class DVD for home-study) Book can be used for practice in class or for self-study.
• Review and Check pages, with reading and listening
(also available on the audio CD for home-study) Vocabulary
• Photocopiable Grammar, Vocabulary, Communicative, Advanced students need
and Song activities (in the Teacher’s Book).
• systematic expansion of their vocabulary in a wide range
STUDY LINK Online Practice, Workbook, iChecker, and of lexical areas.
the Pronunciation app provide multimedia review, support, • to enrich their vocabulary by focusing on idioms,
and practice for students outside of class. synonyms, and collocation.
• to focus on the register of lexis to enable them to use the
The Teacher’s Book also suggests different ways of exploiting
appropriate word or phrase according to the context or
many of the Student Book activities depending on the level
situation.
of your class.
• to further develop their ability to “build” new words by
adding affixes.
What do Advanced students need? At this level, expanding students’ vocabulary is the most
When students reach an advanced level of English they are, visible and motivating measure of their progress. Every
by definition, highly proficient users of the language. As a lesson in American English File 5 has a clear lexical aim.
result, learners typically feel very positive about the language
and their classes, but it can be hard to make them feel Many lessons are linked to the Vocabulary Banks which
they are actually improving their English. We believe that help present and practice high-frequency, topic-based
advanced learners are best motivated by a strong focus on vocabulary in class and provide a clear reference bank
lexis, both in terms of expanding their knowledge of phrases, designed to aid memorization.
idioms, and collocation and in developing an awareness All reading activities and many listening exercises include
of levels of formality and informality (register). Equally a new feature, Lexis in Context, which focuses on useful
important is the need to engage and stimulate students words and expressions that come up in the text or listening
through meaningful, and motivating contexts and topics – script.
“advanced” should not mean “dull and over-serious” – and
through setting clear aims and challenging tasks.
Pronunciation
Grammar, Vocabulary, and Pronunciation Advanced students need
At any level, the basic tools students need to speak • “fine-tuning” of pronunciation of difficult sounds.
English with confidence are Grammar, Vocabulary, and • to continue to develop their instinct for spelling –
Pronunciation (G, V, P). In American English File Second pronunciation rules and patterns.
Edition, all three elements are given equal importance. • to be able to use natural rhythm and intonation in
Each lesson has clearly stated grammar, vocabulary, and conversation.
pronunciation goals. This keeps lessons focused and gives • to develop awareness of how sentence stress can convey
students concrete learning objectives and a sense of progress. meaning, e.g., contrastive stress.
• to be able to use phonetic symbols in their dictionary to
Grammar check pronunciation.
Advanced students need Every lesson has a pronunciation focus, which often
• to be able to use a wide range of structures to express prepares students for a speaking activity, or by analyzing
different concepts. features of authentic speech helps them both to understand
• to be able to use more sophisticated grammar structures and pronounce better.
with fluency. The pronunciation focus is linked to the Sound Bank,
• to develop awareness of the register of different the American English File system of learning the phonetic
grammatical structures in order to use them appropriately. symbols through “sound pictures” which illustrate an
example word for each sound.
8
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Speaking Writing
Advanced students need Advanced students need
• up-to-date, stimulating topics to get them talking and • clear models of common text types, including ones
exchanging opinions. required in international exams.
• practice in more extended speaking, e.g., role-plays and • regular practice in planning, organizing, writing, and
debates. checking.
• the key words, phrases, and idioms necessary to discuss • to develop an ability to vary register according to the
a topic. context and text type.
• practice in recognizing and using discourse markers in • a focus on “micro” writing skills, e.g., writing a good
speech. introduction, topic sentences.
• to improve accuracy as well as further developing their The ever growing amount of email communication and
fluency. Internet-based writing (e.g., blogs, etc.) continues to raise the
Every lesson in American English File 5 gives students many importance of writing skills. Students at this level may also
opportunities to speak and put into practice grammar, be thinking about taking standardized exams where writing
vocabulary, and pronunciation that have been worked on quickly and accurately is a vital skill. American English File 5
earlier in the lesson. has seven writing lessons, now two pages as opposed to one
page in the lower levels. These have two parts, a first stage
Photocopiable Communicative activities can be found in where students analyze a model, focusing on useful language
the Teacher’s Book. These include pair-work activities, for each text type as well as micro skills such as writing
role-plays, debates, discussions, and quizzes. introductions or topic sentences, and then a second stage
For students who have time to do further practice, there are where students plan the content before starting to write.
extra speaking activities available in Online Skills. For students who have time to do further practice, there are
extra writing activities available in Online Skills.
Listening
Advanced students need
Colloquial English
• motivating, integrated listening material. Advanced students need
• achievable tasks with the right level of challenge. • regular exposure to authentic colloquial speech.
• exposure to longer listenings and to a wide variety • to be able to deal with different speeds and accents.
of accents. • to expand their knowledge of high frequency colloquial
• regular exposure to authentic and colloquial spoken phrases and idioms.
language. In the five Colloquial
For many students, listening is still the hardest skill. English lessons students
American English File 5 has motivating listening texts listen to unscripted and
and tasks, which are challenging but hopefully always authentic English. The
achievable and which expose students to a wide variety of lessons consist first of an
accents, both native and non-native. interview with a person
who is an expert in his /
Most of the listenings in American English File 5 are her field (one of the File
unscripted, and there is often a focus on features of natural topics). In the second part of the lesson students hear street
speech such as hesitation, or saying the same thing in interviews where people answer questions related to the
different ways. The Colloquial English lessons give students lesson topic. There is also a focus on “Useful phrases” where
further practice in listening to unscripted authentic speech. students listen again and complete high-frequency
For students who have time to do further practice, there are expressions used in spoken English.
extra listening activities available in Online Skills. The Colloquial English lessons are also on the American
English File 5 DVD which teachers can use instead of the
Reading audio CD. Using the DVD will make the lessons more
enjoyable and will help students to understand faster speech
Advanced students need with the help of paralinguistic features.
• exposure to a wide variety of totally authentic texts.
• challenging tasks which help them read better. Review
• to develop an awareness of register.
• practice in guessing the meaning of unknown lexis. Advanced students need
• regular review.
Many students need to read in English for their work or • motivating reference and practice material.
academic studies, or may want to read about their personal • to feel a sense of progress.
interests on English websites. Reading also plays an
The higher the level, the harder it is to see your progress.
important part in helping to extend students’ vocabulary and
Advanced students need to feel that they are increasing
to consolidate grammar. In American English File 5 reading
their knowledge, improving their skills, and using English
texts are taken from a variety of real sources (newspapers,
more fluently and effectively. At the end of every even
magazines, the Internet) and have been chosen for their
File there is a Review & Check section, which reviews the
intrinsic interest, which we hope will stimulate students to
grammar and vocabulary of each File. These pages are
want to read them and will help spark classroom discussion.
designed to be used flexibly according to the needs of your
For students who have time to do further practice, there are students. The photocopiable Grammar, Communicative,
extra reading activities available in Online Skills. and Vocabulary activities also provide many opportunities
for recycling. Students can also review and consolidate
after each lesson using the iChecker. 9
4775779_AEF2e_TB5.indb 9 3/19/14 12:49 PM

Student Book Files 1–10 ‘‘
G have I’ve learned that you can tell a lot about a person by
’’
WhAT’S YOUR PERSONALITY TYPE?
V personality; family the way he / she handles these three things: a rainy day,
P rhythm and intonation lost luggage, and tangled christmas tree lights.
1B
Maya Angelou,
Who am I?
American author
1 READING & SPEAKING 2 GRAMMAR have PlAnner or SPontAneouS heADS or heArtS

a Look at the adjectives that describe personality below. With a Match sentences 1–8 with A–H. 1 Are you…? 7 If an argument starts when you are with friends,
a partner, say if you consider them to be positive or negative 1 He’s not very sociable. a a perfectionist who hates leaving things unfinished do you…?
The Student Book has ten Files, or units. Each File is organized like this: ‘‘
qualities, and why. Would you use any of them to describe yourself? 2 My dad’s so absentminded! b someone who hates being under pressure and tends to a face it head on and say what you think
3 My brother-in-law’s not very ambitious. over-prepare b try to find a solution yourself
cautious conscientious curious easygoing independent logical c a little disorganized and forgetful c try to keep everyone happy
’’
loyal mature quiet rebellious self-sufficient sensitive 4 He’s kind of a hypochondriac.
d someone who puts things off until the last minute d do anything to avoid hurting people’s feelings
5 My nephew d Talk
is a little egocentric.
in small groups. LEXIS IN CONT EXT
6 He’s incredibly intolerant. 2 Imagine you have bought a piece of furniture that requires 8 Imagine you had the choice between two apartments to
b With a partner, read the questionnaire on page 9 and each 1 From reading the text, what e Look at the highlighted phrases and guessor a the meaning ofof
the onesare
you
A
7 Chris is so rebellious! assembly (e.g., a wardrobe cabinet). Which these rent. Would you…?
circle the answer that best describes you. Try to guess the impression do you get of the don’t know from the context.
you more likely toThen
do? match them with the definitions 1–7.
8 I think our boss is kind
four of stingy.
people’s personalities? a write down what your ideal apartment would be like
meaning of any unfamiliar words or expressions. 1 a Check that you have
to know what all
youthe
wantitems and the tools you need
or like and then see which one was the most similar
2 Which
A I think it’s because he doesn’t
of themhave
do you most
any brothers 2 before you start.
i (informal) to refuse to change your mind about b make a list of the pros and cons of each one
c Communication Who am I? p.118. Find out what personality or sisters. identify with? Why? b Carefully read the instructions and follow them to the letter.
sth even when other people are trying to persuade you that you are wrong c just go with your gut feeling
type you and your partner have and read the descriptions. How B He often has lunch with us, but he never pays. c Quickly read through the instructions to get the basic idea d consider carefully how each apartment would affect
accurate do you think the description of your personality is? 3 What or who motivates you…? 3 of whatin onehave
you wayto do.
C He’s got to make an effort to be more open-minded. other members of your family
• in your work or studies 4 d Start assembling
(colloquial)itthe
right away. or
working Check the
living instructions
environment in
1 READING & SPEAKING LEXIS IN CONT EXT
D He has a real tendency to argue with people in authority.
• to improve your English which we feel only if you
safe and get stuck.
unthreatened 9 Imagine a friend of yours started going out with
E He has been working at the same job for 15 years.
A and B lessons
a Think of a person you consider to be successful. c Read the article again and write the initials (e.g., AP) of the someone new, and they asked you for your opinion.
F He hasn’t been • to improve other skills, e.g.,
to a party in years. 5 3 Before youi go onto vacation,
be determined
whichtoofcontinue
these dotoyou
do sth
do?in a If you really didn’t like the person, would you…?
What makes you think they are successful? What, Collocation
person next to the questions below.
G He has to writesports, music,
everything other
down activitieshe
otherwise difficult or unpleasant
a Plan everysituation
detail of your vacation. a tell them exactly what you thought
in your view, are the reasons for their success? Who…?
Collocation is the way words combine to provide natural-sounding b Put together
forgets things. (give examples) 6 pa torough
tell sbitinerary,
about whatbuthas
make sure you leave
happened b be honest, but as tactful as possible
1 speech
foundandit writing, e.g., we say
hard to manage onatheir itinerary, not an approximate
roughown
H He has his blood pressure checked every week. yourself plenty of free time.
b Read the article and match the headings with the Noticing and recording wordsuntil
that go together will 7 p (with sb) to reach the same level or standard c try to avoid answering the question directly
2 itinerary.
was motivated by the same desire they became successful c Get an idea of what kinds of things you can do, but not
d tell a “white lie”
paragraphs. There is one heading you don’t need. improve the accuracy and fluency of your speaking and writing. as sb who is better
makeor a more advanced
decision until you get there.
3 thinks that a conflict helped them become stronger b With a partner, look at sentences A–H and answer
A A fierce spirit d Book the vacation at the last minute and plan hardly
was made
4d Complete the questions. f Choose five more words or phrases from the text that you think are useful.
B Being my own person thefun of by a member
questions of from
with a verb their family
the list in the right form. anything in advance.
5 Allisthese
grateful for something
collocations their
appear inparents
What’s did
yourwrong
personality type? 1 In which sentences is have
C Learning from my mistakes a) a main verb b) an auxiliary verb? g Read the information about looking up idioms in a dictionary.
6 asked a parent for advice
D Needing to show them they were wrong 7 catch
learnedface get go with
an important hurt
lesson keep
from make plan tell
a parent 2 What implications does this have for making
Looking up idioms in a dictionary
E The courage to go out and seek my fortune questions and negatives?
8 was treated in the same way at school and at work You can usually find the definition of an idiom under one of its “full” words
1 Do you usually your vacation a long time
c p.139 Grammar Bank 1B. Learn more about have, (nouns, verbs, adverbs or adjectives, but NOT prepositions and articles), in
Each file contains two four-page lessons that present and practice Grammar,
in advance, or at the last minute?
and practice it. a section marked, for example, i. So the definition of stick to your guns
2 What do you do if you’re reading a text in English and you
stuck on a particular word? d With a partner, for each of the sentences below say if
fActS or IDeAS
will probably be given under stick or guns. extrovert or Introvert
3 Do you always sure that you have your cell phone it’s true for you or not and why. ! After some
4 very common verbs,
Communication e.g.,can
What get and
be,you see?adjectives,
p.118 e.g., good, 10 You are out with a group of friends. Do you…?
with you when you leave the house? bad, the idioms
Whichare usually
option best under the entries
describes whatfor
youthe next down?
wrote “full” word. a say hardly anything
• I can’t stand having my picture taken, and I’d hate
4 When you’re shopping for clothes, do you usually buy the to have my portrait painted. Phrasal verbsap are always
It’s basically after
a list of the
what main verb, e.g.,
appears in the back and get
getpicture. b say a little less than most people
first thing that your eye, or do you look at a lot over would beb under
It tellsget.
the story of what’s happening in the picture. c talk a lot
• I have lots of friends online (some of whom I’ve
of things before you make a decision? c It tries to explain what the picture means. d do nearly all the talking
never met), but I only have a few close friends that h Now look atdthe
5 When you have to make a decision, do you usually It’sfollowing idioms
a lot of ideas with
that themind. What
picture made doyou
youthink
thinkof.they
I see regularly face-to-face. mean? Check with a dictionary. 11 When you meet a new group of people, do you…?
Vocabulary, and Pronunciation with a balance of reading and listening activities,

your gut feeling, or do you ask other people for advice? • I’ve never bought a CD from a store. I download all 5 You need to give a friend directions to your house. Do you…? a try to stay with people you already know
6 Do you tend to problems head on, or do you try my music from the Internet. a write down
speak your mind mindayour
list of detailed
own directions
business b have to think hard about how to keep the
to avoid conflict? • I’m very competitive. Whenever I play a sport or b send a link totwo
a website that provides directions conversation going
cross your mind be of minds about sth
7 In what situations do you think it’s better to game I always have to win. c give rough directions c try to get to know as many people as possible
a white lie in order not to people’s feelings? • I’ve got to find a way to exercise more. I’m really out d draw a simple map showing only the basic directions d just try to enjoy yourself
8 When you reply to a friend’s email, do you usually write a lot of shape. 2 GRAMMAR discourse markers (1): connectors
6 When you go shopping at the supermarket, do you…? 12 If the phone rings while you are in the middle of
Revenge is a terrific motivating force for young or
There must have been something unique it short?
One of my instructors at Southport • I have a few possessions that are really important
The family is a microcosm of society. a Without looking back at
a always gothe text,the same aisles in the same order
down something, do you…?
creative people and it certainly kept me going or, at least, different about me as a boy, Catering College knew Anton Edelmann, to me and It’s
thatwhere
I would
yourhate
spirittoand
lose.
beliefs are first b carefully check prices and compare products
e Ask and answer a ignore it and continue with what you’re doing
right through to the publication of my first novel. because I recall it would sometimes amuse the questions
the chef at with
the aSavoy,
partner.
and recommended • I’ve been learning English for so long that it’s
tested. My mother and father wanted c buy whatever catches your eye b answer it quickly, but say you’ll call back
I learned to read late, and as a result the nuns my brother and his friends to throw cans me to him. I was very nervous about leaving getting difficult tobest
only the motivate
for memyself.
and my sister, d go around a different way each time, according to what
f Choose five more words or phrases from the questionnaire c have a conversation, but make sure you keep it short
and a lot of opportunity for speaking. These lessons have clear references to the
at my school in Tennessee had me marked at me. Why? Because of the clothes I wore, my comfort zone and coming to London. but had very rigid ideas of what that you want to buy
that you think are useful for you. d welcome the interruption and enjoy a nice long chat
down as being somewhere between slow and which they didn’t like, or because I wouldn’t I was a loner who’d never made friends “best” should be. For me to become a
stupid. They taught me for 12 years and even do whatever it 8was that they wanted me because I was always working, and I was lawyer or even an engineer would have 1B 9
after I’d caught up and gotten smarter, I was to, or just because it was fun. But being happy enough being alone and busy. satisfied them, but a writer? Never. I was
still thought of as dumb. “They’ll be sorry when different is fine. It was my father who But I did come to London, and even though a determined and rebellious kid, though,
they discover I’m a great writer,” I’d say to myself. encouraged in me the notion that I and I it was a very tough environment, I worked and having failed to change my mind by
“In retirement, the single thing they’ll be most alone am responsible for my own life, for
4775830_AEF2e_SB5_U01.indd 8-9 like a real trouper and was very quick to 1/7/14 4:59 PM
conventional methods, they looked for
proud of will be that they had me as a student.” what I do and don’t do, for my opinions and learn. The hardest part was being away more dramatic and extreme ones. In a
And so it continued right through into the beliefs, and it’s proved to be a great source from my family and having to deal with sense, though, I thank them for that. I
workplace where, in my first teaching job after of strength. I’m often asked if I read and other people while having no management
Grammar Bank, Vocabulary Bank, and Sound Bank at the back of the book.
wouldn’t have gotten where I am without
leaving graduate school, the male head of the take notice of critics. Which ones? Those or interpersonal skills whatsoever. So I
fighting to live the life I wanted for
department would come to me whenever the who love the work? Who hate it? Or are called my dad every day, to fill him in on the
secretarial staff were off. “Type this up for me, indifferent? As a director, as in life, you have myself. I long since forgave them. We all
good and bad, and ask him how he would
will you, Ann?” he’d say habitually. “One day,” I to know your own mind and be prepared to make mistakes, parents included.
deal with this or that.
would think, gritting my teeth, “One day…” stick to your guns.
Colloquial English 2&3 Colloquial English

1 VIDEO
the InterVIeW Part 1
Fact or fiction?
Glossary
2 LooKInG At LAnGUAGe
Idioms and idiomatic expressions
Adrian Hodges uses a lot of idioms and idiomatic
expressions to make his language more expressive.
Idioms and idiomatic expressions are phrases where
the words together have a meaning that is different
from the meanings of the individual words.
3
a
VIDEO
on the street
2 13 You are going to practical english
hear five people talking
history. What two questions do they answer? Who
about
chooses a) the most recent b) the most distant past in

answer to the first question?
After every odd-numbered File, there is a two-page lesson that teaches high-
Caligula /kəˈlɪgyələ/ the third Roman emperor, reigning from 37 to
41 A.D. a 2 12 Listen to some extracts from the interview and
period films /ˈpɪriəd fɪlmz/ movies that are set during the life of a complete the phrases.
particular person or in the history of a particular country.
1 …but the thing about history is it’s with Esther Aurelia Brent James Amy
a glaring anachronism /ˈɡlɛrɪŋ əˈnækrənɪzəm/ something in a book
or a film that is very obviously placed in the wrong period of good stories, many of which people know, part, or at
history least vaguely know. b Listen again. Who do they admire and why?
the Senate /ˈsɛnət/ a political institution in ancient Rome
2 You have to make sure there are no cars, no airplanes, 1
toga /ˈtoʊɡə/ clothing worn by the citizens of ancient Rome
every shot has to to make sure that 2
there’s nothing in it which, which betrays the period. 3
frequency, everyday English that expands on the topics and language used in the Files.
3 So unfortunately, all of that costs money and you 4
VIDEO
Part 2
have to have bigger crowds in many cases. Rome 5
a 2 11 Watch or listen to part 2. Answer the questions was .
with a partner. 4 … it’s much easier the details of what c 2 14 Listen and complete the phrases with one to
a Read the biographical information about Adrian three words. What do you think they mean?
What does Adrian say about…? happened in Rome than it is the details
Hodges. Are there any historical dramas on TV or in
of what happened in the Iraq War say…
the movie theaters at the moment? Have you seen any 1 the importance of accuracy in historical drama Useful phrases
of them? 5 You can’t say this is true when it isn’t. 1 I really admire Abraham Lincoln because of all the
2 the extent to which you can change details when you
are writing a historical drama 6 So Spartacus the film, made in 1962, I think, work that he did with
, has become, I think, for nearly of American history....
Integrated into every Colloquial English lesson is an interview with an expert and
Adrian Hodges is a British television and movie 3 the difference between writing a drama based on
screenwriter. He began his career as a journalist for Screen everybody who knows anything about Spartacus the 2 I love his and I love to be in his plays.
ancient history and one based on recent history
International, a magazine publication that covers movie only version of the truth. 3 If I could have lived in another historical period I would
4 the writer’s responsibility to be truthful to history choose the .
industry news from around the world. He has over 25 7 There are other examples, you know, a lot of people felt
5 the danger of a film becoming the “received version 4 I like jazz music a lot and that was sort of the
television and movie credits as a writer and a producer, some that the version of William Wallace that was presented
of the truth” of bebop in New York.
of which are historical dramas. For instance, he wrote for in Braveheart was really of what history
The Last King which is an account of Charles II’s reign on the 6 why Spartacus is a good example of this could stand…
5 I think his writing’s absolutely phenomenal and very
7 the film Braveheart much time.
throne and Rome which chronicles the lives of the Romans in
b Listen again with the audioscript on page 127. What do
the last days of the Republic.
on-the-street interviews which can be found on the American English File 5 DVD.
you think the idioms mean?
b 2 10 Watch or listen to Part 1 of an interview with
4 sPeAKInG
him. Mark sentences 1-5 below T (true) or F (false). Answer the questions with a partner. Practice using
1 Adrian believes historical dramas are popular because idioms and idiomatic expressions to express how you
they’re full of interesting stories that people recognize. feel about what you are saying, and where possible the
2 It’s not always possible to tell a historical story in a way useful phrases.
that resonates with the present. 1 What’s the best historical movie or drama you’ve seen?
3 According to Adrian, historical dramas are sometimes
b Answer the questions with a partner. What makes it so great?
less expensive than contemporary pieces. 1 To what extent do you agree with what he says about 2 Which period of history do you find the most
4 “Dressing” a movie specifically means selecting the importance of accuracy in historical films? interesting? What makes it so unique?
appropriate costumes for the actors. 2 Can you think of any other historical films apart from 3 If you could be any person from the past, who would
5 Making a movie that doesn’t have any anachronisms is Spartacus where the film is the only version of the you be? What would you do similarly or differently?
costly and expensive. truth that people know? 4 If you could change any moment or event in history
what would it be? Why?
Review & Check

c Now listen again and say why the F sentences are false. Glossary 5 If you were contributing to a history book of the past
Macbeth /məkˈbɛθ/ a play by Shakespeare about a king of
Scotland William the Conqueror, Charles II, Victoria English
twenty years, which moment would you record? What
monarchs from the 11th, 17th, and 19th century makes the moment special?
to play fast and loose with i (old fashioned) to treat
something in a way that shows you feel no responsibility or
respect for it
the received version /rɪˈsivd ˈvərʒn/ the version accepted by most
people as being correct
32 33
4775830_AEF2e_SB5_U03.indd 32-33 1/7/14 5:01 PM
After every even-numbered File, there is a two-page section reviewing Grammar 1&2 Review and Check
and Vocabulary of each File and providing Reading and Listening challenges to GRAMMAR
a Complete the sentences with one word.
1 Everybody seemed to enjoy the barbecue even
the weather wasn’t very warm.
VOCABULARY
a Complete the idioms.
1 I know you don’t want my mother to come and stay, but
you’ll just have to grit your and put up with it.
CAN YOU UNDERSTAND THIS TEXT?
a Do you think being bilingual is an advantage or a
disadvantage? Why?
b Read the article. Then mark the sentences T (true) or F
How Being Bilingual Can Boost
Your Career
Whether you’re fresh out
show students what they can achieve.

2 Will the person who left one of personal belongings 2 Don’t worry about what other people think. You need (false).
at the security check please go back and collect it? to know your own . of college or a seasoned
1 There are fewer job opportunities for monolingual workers. executive, insiders agree
3 When I was little, my family spend summers at a 3 He’s got a terrible temper. In fact it must in the
2 On average, people who speak more than one language that fluency in a second
cottage by the sea. family, because his dad’s just the same.
language can not only
4 This street looks so different from when I was a child. 4 Maria definitely wears the in that family. Tom earn more money.
help you stand out among
Didn’t use to be a candy store on the corner? lets her walk all over him. 3 Most job recruiters think it’s important to be bilingual. prospective employers,
5 If we lived closer to another, we would probably 5 I know I’m right and even if everyone in the company 4 At the Willard Hotel, some positions require it can also open doors to
spend more time together. disagrees I’m going to stick to my ! bilingualism. opportunities that those
6 The Chinese economy is growing, and a result 6 My brothers are always getting into arguments. In fact 5 Willard Hotel employees applying for management jobs without foreign language skills might miss.
the standard of living in China is rising. they’re not on speaking at the moment. In today’s global economy, the ability to communicate in another
have an advantage if they are bilingual.
7 Sun-mee always seems pretty reserved to me — she never 6 Mandarin is considered the business language rather language has become a significant advantage in the workforce.
talks about . b Circle the right word. Research has found that people who speak at least one foreign
than Cantonese.
8 She wore a baggy dress people wouldn’t notice 1 She’d like to have a career / profession in show business. language have an average annual household income that’s
2 It’s a part-time / temporary job — I only work mornings. 7 People who speak both English and Spanish are most $10,000 higher than the household income of those who only
that she had put on weight.
3 Your sisters are so like / alike — they could be twins! likely to be hired. speak English. And about 17 percent of those who speak at least
9 We need to the heating system repaired soon,
The back of the Student Book

4 My father remarried and had two girls with his second 8 Mainly service industries need bilingual employees. one foreign language earn more than $100,000 a year.
before it starts getting cold.
10 We were very delayed of an accident on the highway. wife, so I have two half-sisters / stepsisters. c Read the article again. Choose five new words or A recent survey found that nearly 9 out of 10 headhunters in
5 She doesn’t take after / look like either of her parents. phrases. Check their meaning and pronunciation and try Europe, Latin America, and Asia say that being at least bilingual
b Rewrite the sentences using the bold word(s). She’s very reserved, and they’re both really outgoing. is critical for success in today’s business environment. And
to learn them. 66 percent of North American recruiters agreed that being
1 I broke my glasses. I need to pay someone to repair 6 “Pay” is a synonym / metaphor for “salary,” but it’s more
informal. bilingual will be increasingly important in the next 10 years.
them. HAVE
I broke my glasses. I need . CAN YOU UNDERSTAND THIS PROGRAM? “In today’s global economy you really have to understand the
c Complete with the right preposition or adverb. way business is done overseas to maximize your potential. A
2 If you learn a few phrases, the local people will a Which of the following statements about bilingualism second language equips you for that,” says Alister Wellesley,
appreciate it. ONE 1 Who’s in charge the sales conference this year?
do you think are true? managing partner of a Connecticut-based recruiting firm. “If
the local people will appreciate it. 2 She’s been school for such a long time it will be
you’re doing business overseas, or with someone from overseas,
hard to catch with the others when she goes back. More than half the world’s children grow up speaking
3 They managed to get to the meeting on time even you obtain a certain degree of respect if you’re able to talk in
though the traffic was heavy. DESPITE 3 My mother was very sick when I was a child so I was two or more languages. their native language.”
mainly brought by my grandmother.
They managed to get to the meeting on time Being bilingual strengthens the brain. Language skills can also be key for service industries. At the
4 Can we put the meeting till next week? I have
The lessons contain references to these sections: Communication, Writing,

. Willard InterContinental Washington, a luxury hotel a few
too much work at the moment. Learning more than one language at a time is confusing
4 It was foggy, so the flight was canceled. DUE blocks from the White House, a staff of about 570 represents
5 If you go and talk to Elena, she’ll fill you on how to children.
The flight . 42 nations, speaking 19 languages. The Willard’s front-of-house
the sales campaign has gone. Children who are exposed to two languages fall behind employees such as the concierge speak at least two languages.
5 Jane sees Martha about twice a month. EACH
6 I think we need to deal this situation head monolingual children at school. Bilingualism is not an absolute requirement, but it is desirable,
Jane and Martha about twice a month. . It’s no good just hoping it will go away. according to Wendi Colby, director of human resources.
6 The children managed to wrap the present on their own. BY For bilinguals, the brain keeps the two languages separate.
Workers with skills in a second language may have an edge when
The children managed to wrap the present d Complete the sentences with an adjective or noun
Bilingual speakers’ brains perform mental exercises all it comes to climbing Willard’s professional ladder. “The individual
. formed from the bold word.
the time. that spoke more languages would have a better chance for a
7 The last time I saw him was in 1998. SEEN 1 I wish there were a few more good restaurants in our
Listening, Grammar Bank, Vocabulary Bank, and Sound Bank.

managerial role, whatever the next level would be,” Colby says.
I 1998. . NEIGHBOR When bilingual speakers get older, they lose their mental “They are able to deal with a wide array of clients, employees.”
8 She wore dark glasses so that she wouldn’t be recognized. 2 She has a terrible of the dark. She has to sleep abilities faster than people who speak only one language.
So which languages can give you a leg up on the job market?
SO AS with the lights on. AFRAID Insiders agree the most popular — and marketable — languages
b 1 27 Now listen to a radio program about bilingualism
She wore dark glasses . 3 Don’t let this misunderstanding get in the way of our are Spanish, German, French, Italian, Russian and Japanese, with a
and check your answers to a. Were you right?
9 If we buy a dishwasher, it won’t be necessary to do the . FRIEND growing emphasis on Mandarin, given China’s booming economy.
dishes. HAVE 4 I’m so sorry for your . LOSE c Do you know anyone who grew up bilingual? Does that “We see demand from a full range of industries,” says Wellesley.
If we buy a dishwasher . 5 of speech is one of the most basic human rights. person have any of the characteristics described in the “It really depends on which company you’re working for and the
10 I can’t believe the risks I used to take when I was younger. FREE program? Which ones? country in which they’re located.”
WOULD 6 My mother always gave me good advice with her words
22 I can’t believe the risks when I of . WISE 23
was younger.
4775830_AEF2e_SB5_U02.indd 22-23 1/7/14 5:02 PM
Online Practice
STUDY LINK
Workbook 5
For practice after class Am an
• All of the Grammar, Vocabulary, ENGLISH FILE

Pronunciation, and Colloquial English W
• Extra reading
• A listening exercise for every lesson
2
• Pronunciation exercises with audio 2
• Useful words and phrases

• Audio for Pronunciation and Listening exercises There is an access card on the inside back cover of each
(on iChecker) Student Book. Students register for engaging LMS-powered
practice and receive immediate feedback:
iChecker CD-ROM • A flexible and extensive program of extra skills practice
to support students.
Pronunciation app
Each workbook is packaged with an iChecker CD-ROM

for students to check their progress and receive
immediate feedback.
• A Progress Check with 30 multiple choice questions for
each File Students can purchase an engaging app through the iTunes
• A Dictation exercise for each File or Google Android online stores for tablet- or phone-based
• All of the audio for the Workbook listening and practice. Students can learn and practice the sounds of English:
pronunciation activities • Individual sounds
• Sounds in useful phrases
• Speak and record
10
© Copy gh Ox o d Un ve s y P ess
4775779_AEF2e_TB5_ n o ndd 10 24 06 2014 14 09

For teachers
Teacher’s Book
5
SECOND EDITION
Detailed lesson plans for all the lessons, including: American

• an optional “books-closed” lead-in for every lesson ENGLISH FILE
• Extra idea suggestions for optional extra activities
Teacher’s
• Extra challenge suggestions for exploiting the Student Book material in a Book
more challenging way if you have a stronger class st
ing Progr
• Extra support suggestions for adapting activities or exercises to make them
am
Te
CD-ROM
work for students who need extra support

Extra activities appear in blue type so you can see at a glance what is core material Christina Latham-Koenig
Clive Oxenden
and what is extra when you are planning and teaching your classes.
2
All lesson plans include keys and complete audioscripts.
Seventy pages of photocopiable activities are in the Teacher’s Book.
2B Grammar past: narrative tenses, used to, and would 10B CommuniCative Sports quiz 1B vocaBulary Family 8B SONG Over the Rainbow
Read the story and put the verbs in the right form. There is sometimes more than one possibility. a Read the clues and do the crossword.
7 6
one-parent extended 4
be spread out an only child

family family 2 8
a skeleton in
bring up see eye to eye
a get-together the closet 5
1 Look at the people above. Where are they the black Across Down
When Tom turned twelve, his family 1 moved that his mother 8 (tell) him to 1 a small North American bird which has blue feathers 2 a soft, gentle song sung to make a
from, and what sport were they famous for?
sheep of the a father on its back or head.
(move) out of their apartment in the city to a come home earlier than usual for dinner. He a Yeon-jae Son self-sufficient cautious child go to sleep
huge house in the suburbs, near a park. Tom
thought that he was the luckiest boy alive. The
9 (jump) on his bike to ride home
as fast as he could. However, just as he
b Michael Phelps
6 What’s the name of the person who…? family figure 3 A curved band of different colors that appears in the
sky when the sun shines through rain.
4 a synonym for “to become reality”
c Kaká 5 a small amount of liquid that forms
least attractive feature of Tom’s new home was 10 (pass) Dr. Scorey’s BMW, he a always wears gloves in a soccer match 5 a verb which means you’re brave enough to do something
d Rafael Nadal a round shape
the inhabitant of the house next door. He was somehow lost control of his bike, crashed into b sits in a high chair during a tennis match 7 a structure through which smoke or steam is carried up
e Usain Bolt 6 to become liquid as a result of heating
an extremely serious and strict middle-aged the side of the car, and fell off. After picking c decides which players should be substituted away from a fire, etc. and through the roof of a building.
dentist who 2 (live) on the street himself up, he noticed to his horror that his in a basketball game 9 A word which has the same meaning as “on” and which 8 a word which means the same as “a
problem, worry or difficulty.”
for decades. Dr. Scorey, or, as Tom used to
call him, “Dr. Scary,” 3 (look)
bike 11 (make) deep scratches all
down one side of the car! Tom was afraid to
2 Name a sport where you can …
d gives out yellow and red cards for
committing fouls
face is usually used in more formal contexts.
a tackle d serve
uncomfortably like Dracula and he 4 tell anyone, and spent all night imagining what
b strike out e dribble
e carries the equipment for a golf player and a gut feeling catch your eye something take after b Listen to the song and complete it with a word from the crossword.
(frown) threateningly at his new neighbors horrible punishment 12 (await) gives him / her advice
whenever he saw them. Tom was absolutely him at the hands of his neighbor. In the end, c volley f ask for a time out
head on Ooh, ooh, ooh High above the 10 top
terrified of him. The only thing Dr. Scorey he told his father, who went straight to Ooh, ooh That’s where you’ll find me
seemed to care about was his BMW sports car, Dr. Scorey’s and arranged to pay for the 7 What do you use to hit the ball in the
5 3 In which sports might you talk about…? following sports? Somewhere over the 1 Somewhere over the 11
which he (wash) every Saturday damage. Tom never 13 (hear)
a a header d the lotus position a tennis c hockey Way up high 12
fly
no matter what. anything more about it, but from that day on,
b a drop shot e a somersault b baseball d golf And the dreams that you dream of And the dreams that you 13 to
One afternoon during summer vacation, he 14 (always get off) his bike at
Once in a 2
Tom 6 (play) soccer in the park a very safe distance from Dr. Scorey’s car, just c a birdie f slam dunk
be on Oh why, oh why can’t I?
when he suddenly 7 (remember) in case. Somewhere over the 3 Chorus
8 What do you think the following commonly speaking 4
fly Oh, somewhere over the 14
4 Name a sport you can do at the following used idioms mean? What sport do they all alike a grown-up a relation And the dreams that you dream of Way up high
places. come from? terms Dreams really do 5 And the dreams that you 15 to
activation a a track d a rink a Your comment about my mother’s cooking
Someday, I wish 6 a star
Why oh, why can’t I?
b a ring e a slope was below the belt.
c a court Wake up where the clouds are far behind me Ooh, ooh
Think of a time in your childhood when you did something wrong, and either got punished or b Don’t try waking him – he’s down for the
count!
Where 7 8
Ooh, ooh
managed to get away with it. Write a paragraph describing the incident. Swap paragraphs with like lemon 9
a partner. c Even though he was unseeded, he had the
5 Match the sports with the objects. Wimbledon champion on the ropes in the
a a saddle swimming third set. c What is the message of the song?
b a shuttlecock hockey
c pads baseball
d Don’t throw in the towel just yet – you still
have a chance with her.
loyal easygoing get stuck conscientious SONG factS
d a mitt badminton e What happened at the wedding? I want you This song was made famous in the movie The Wizard of Oz and sung by Dorothy (Judy Garland). The film won an Oscar and became Judy
e goggles horse riding to give me a blow-by-blow account. Garland’s signature tune. Since then, it has been used in many films and advertisements. In 2004, this version recorded by the Hawaiian
ukulele-playing singer Israel ‘Iz’ Kamakawiwo’Ole became a huge hit and passed the 2 million paid downloads mark in the US.
Sadly, the singer never lived to see how successful the version of his song had been because he had died in 1997 at the early age of 38.
144 American English File 2nd edition Teacher’s Book Level 5 Photocopiable © Oxford University Press 2014 American English File 2nd edition Teacher’s Book 2 Photocopiable © Oxford University Press 2014
186 American English File 2nd edition Teacher’s Book Level 5 Photocopiable © Oxford University Press 2014 American English File 2nd edition Teacher’s Book Level 5 Photocopiable © Oxford University Press 2014 193 223
4775779_AEF2e_TB5_PCMs Grammar.indd 144 1/7/14 3:09 PM 4775779_AEF2e_TB5_PCMs Songs.indd 223 13/02/14 3:19 PM
4775779_AEF2e_TB5_PCMs Communicative.indd 186 13/02/14 3:15 PM 4775779_AEF2e_TB5_PCMs Vocab.indd 193 13/02/14 3:15 PM
Grammar Communicative Vocabulary Songs

see pages 138–160 see pages 161–186 see pages 187–212 see pages 213–225
• An activity for every • Extra speaking practice • Extra practice of new • A song for every File
Grammar Bank, which for every A and B lesson vocabulary, for every • Provides the lyrics of
can be used in class or for Vocabulary Bank the song, with listening
self-study extra practice tasks
• An Activation section
to help students use the
new language in class
iTools – bring your Testing Program DVD

classroom to life CD-ROM Colloquial English
• The Student Book, • A Quick Test for every File • A long interview that
Workbook, and • A File Test for every goes with the Colloquial
Teacher’s Book File covering G, V, P, English lessons in the
(photocopiables only) Reading, and Listening Student Book
onscreen • An Entry Test, two On the street
• All class audio (including Progress Tests, and an • Short real-world
songs) and video, with End-of-Course Test interviews to accompany
interactive audioscripts • A and B versions of all the Colloquial English
• Answer keys for Student the main tests lessons
Book, Workbook, and • Audio for all the
Teacher’s Book Listening tests
• Resources including
Grammar PowerPoints,
maps, and a CEFR
Class Audio CDs
Mapping Guide • All of the listening
materials for the
Student Book
11
4775779_AEF2e_TB5.indb 11 3/19/14 12:50 PM

G discourse markers (1): connectors
V work
P word stress and rhythm
1A What motivates you?

Lesson plan 1 READING & SPEAKING
The dominant theme of this first lesson is personal a Focus on the task and point out that SS can either talk
motivation. In the first half of the lesson famous people about someone they know personally or a famous
write about what inspired them or drove them to succeed person they admire. You could demonstrate the
in life. The context provides an opportunity for SS to activity by talking about someone yourself first.
discuss their own motivation to succeed in work, study, or Have SS talk about their person with a partner first
in becoming fluent English speakers. and then get feedback from individual SS. Try to
The four reading texts have been selected from the establish, and write on the board, some common
regular feature in The Times newspaper. Examples from reasons for success, e.g., being really determined,
the text provide a lead-in to the grammar focus, which being very ambitious, having financial support, etc.
is on connectors expressing reason, result, purpose, and b Focus on the article and point out that this was a
contrast. In the second half of the lesson the focus moves regular feature in The Times newspaper (a well-known
to what motivates people to feel happy at work and SS UK newspaper).
hear about a survey that established the top ten factors.
They then listen to an interview with a woman who works Focus on the four photos and find out if SS know any
for innocent drinks, a UK company whose employees are of the people. Set a time limit, and have SS read the
among the happiest workers in that country, according to a article once and match the headings to the paragraphs.
recent survey. Then give SS time to compare and discuss their
answers with a partner before checking answers.
SS then expand their lexis with advanced expressions
related to work and job satisfaction. Pronunciation focuses 1 D 2 B 3 E 4 A
on word stress and rhythm, and the lesson ends with a
c Focus on the task and give SS time to read the article
speaking activity where SS describe jobs they would love
again and write the initials of the person next to each
or hate to do.
question. Again, give time for SS to compare answers
There is an Entry Test on the Testing Program CD-ROM, before eliciting them from the class.
which you can give the SS before starting the course.
1 MW 3 PC 5 PC 7 JM
2 AP 4 JM 6 MW 8 AP
STUDY LINK
• Workbook 1A
d Put SS in small groups of three or four. Focus on the
• Online Practice
• iChecker
questions and have SS discuss them. You could appoint
someone in each group to organize the answering of
the questions. Monitor while the groups are discussing
Extra photocopiable activities the questions, helping with vocabulary and noting
• Grammar Discourse markers (1) page 141 down any general problems.
• Communicative Did I get the job? page 167
(instructions page 161) Find out from some SS what impression they got of
• Vocabulary Work page 192 (instructions page 187) the four people’s personalities and who of the four
• Song The Anthem page 216 (instructions page 213) people in the article they identified with most and why.
Also get brief feedback from the class about what /
Optional lead-in—the quote who motivates SS in the different areas of their lives.
• Write the quote at the top of page 4 on the board (books
closed) and the name of the author or have SS open LEXIS IN CONTEXT
their books and read it.
e This is the first of a regular exercise-type focusing on
• Point out that G.K. Chesterton (1874–1936) was an useful lexical items that occur in reading and listening
English journalist, novelist, poet, and philosopher, texts. Point out to SS that in this type of exercise, they
most remembered today for his Father Brown detective should get into the habit of making sure the form of
stories. the word matches the definition, e.g., verb in the base
form, noun in the singular, etc.
• Ask SS whether they identify with Chesterton’s opinion
or disagree, and try to get a short discussion going about Focus on the first part of the task, emphasizing the
the usefulness of advice from parents, teachers, and importance of trying to guess the meaning of words
friends. Try to elicit some anecdotes about people who and phrases from the context. Get SS, in pairs, to
have followed or ignored advice (particularly regarding look at each highlighted phrase one-by-one, and try to
studies and work) and what happened. Contribute your guess its meaning. Set a time limit for this.
own experiences if you have any.
12
4775779_AEF2e_TB5.indb 12 3/19/14 12:50 PM

1A
When the time limit is up, focus on the second part Highlight that if it is an idiom involving a very common
of the exercise where SS now check their guesses by verb, e.g., get, then you will need to look under the next
matching the highlighted phrases to definitions 1–7. “full” word, e.g., get into trouble would be under trouble.
Check that SS understand the abbreviations IDM (= However, a phrasal verb like get along with sb would be
idiom) and PHR V (= phrasal verb). Focus also on sb in under get.
6 and elicit that it stands for somebody, sth stands for
Highlight also that when SS look up an idiom, it is a
something, and that when phrasal verbs are separable,
good idea to copy down, as well as the definition, a
this is how they are presented in a dictionary, e.g., pay
clear example if one is given.
sb back.
This would be a good time to make sure that your SS
Remind SS that they should write the verbs in the base
have a good monolingual advanced dictionary such as
form (without “to”), and that if there is a pronoun,
the Oxford Advanced American Dictionary, as well as a
e.g., my, they should change it to your (which is how a
good bilingual dictionary.
dictionary presents definitions).
h This exercise gives SS practice with looking up idioms.
Give SS time to complete the exercise and compare in
If SS don’t have dictionaries with them in class, you
pairs before checking answers.
could assign this for homework or choose SS to look up
1 know your own mind 5 grit your teeth each word within a time limit.
2 stick to your guns 6 fill sb in (on)
3 in a sense 7 catch up
Before they begin, ask SS where in the dictionary they
4 your comfort zone would expect to find the idioms: speak your mind and
cross your mind should be under the respective verbs,
You may want to point out / elicit that: speak and cross; mind your own business and be of two
– stick to your guns has its origins in warfare where minds should be under mind.
the expression meant not to abandon your artillery
(= heavy weapons, e.g., cannons) when under Check answers.
enemy attack. Highlight that the idiomatic meaning speak your mind = to say exactly what you think in a very
of sticking to your beliefs despite opposition is direct way
considered a positive quality. mind your own business (informal) = to think about your
– grit your teeth also has a literal meaning of pressing own affairs and not to ask questions about, or try to get
your teeth together that you could demonstrate to involved in, other people’s lives and problems, etc.
I was minding my own business and Mind your own
the class.
business! are both informal, but the second one, when said
– catch up (with someone) also has a literal meaning of to sb else, is rude.
running or walking faster to reach someone who is in cross your mind = to come into your mind, occur to you, e.g.,
front of you (e.g., Don’t wait for me, I’ll catch up with It never crossed my mind to ask him how his father was.
you later.). be of two minds about something = to be unable to decide
what you think about sb or sth, or whether to do sth or not
f This exercise encourages SS to use reading texts to
help extend their vocabulary. Give SS a few minutes to Extra challenge
choose five more words or phrases, which they think • Ask SS to use their dictionaries to find more idioms
would be useful to learn. Have them compare their with mind, which they think are useful.
choices with a partner before getting some feedback
from the class. Emphasize the importance of writing
down new lexis in context, e.g., I was a determined and 2 GRAMMAR
rebellious kid with the meaning of the word alongside it.
discourse markers (1): connectors
You may want to systematically ask SS to choose a Focus on the task. Remind SS not to look at the text
more words or phrases to learn after each reading or and give them a few moments to try and remember
listening text, even if this is not one of the lesson stages. more or less how the sentences continue.
Extra support Possible answers
• At this point you could go through the text pointing out 1 the nuns thought I was stupid.
useful words and expressions and eliciting meaning 2 my clothes / the way I dressed.
and pronunciation. For text 3 you may need to explain 3 it was hard for me
4 tell him (the good and bad things) about my day.
the idiom work like a real trouper (= work very hard; a
trouper is a member of a theatrical company) and the Extra support
use of no ... whatsoever (= none at all).
• You could do this as a whole class activity, eliciting
g Focus on the Looking up idioms box and go through the sentences from the class.
it with the class. The rule of thumb regarding looking
b Have SS look back at the text to see if they were right.
up idioms in the dictionary is to look under one of its
Check answers, and tell them what the exact words were.
“full” words (e.g., noun or adjective, etc.) and if it isn’t
there, then try under the other word(s). c Draw SS’ attention to the bold connecting expressions
in sentences 1–4 and have them complete the task.
2 because of 3 to 4 even though
13
4775779_AEF2e_TB5.indb 13 3/19/14 12:50 PM

1A
d Tell SS to go to Grammar Bank 1A on page 138. If e 1 2 This exercise highlights the way discourse
your SS have not used the American English File series markers help a listener predict how a sentence will
before, explain that all the grammar rules and exercises continue. Focus on the task and demonstrate the
are in this part of the book. activity by playing the first sentence (or the first
Focus on the term discourse markers. Explain to SS that two), and then pausing the audio to elicit possible
discourse markers are words and expressions, often continuations from the class. Accept any that make
adverbs or adverbial expressions, that help you to sense and write them on the board. Point out that later
understand: SS will hear how the original sentences finish.
– the connection between what a speaker is saying and Play the audio, pausing after each sentence for SS
what has already been said. to write down how they think it might continue.
Highlight that the idea is to guess logical continuations
– the connection between what a speaker has said and rather than the exact words of the original sentence.
what he / she is now going to say.
– what the speaker thinks about what he / she is saying. 1 2
1 Demand for new cars is falling, and as a result…
Tell SS that here they are focusing on discourse 2 Even though we’d only just met, …
markers that express connections (those that give 3 The picnic was canceled at the last minute because of…
information about a speaker’s attitude are focused 4 She didn’t tell him what she really thought of his new suit
so as not to…
on in 3B). 5 Despite not getting very good reviews, the movie…
6 The accused is only 12 years old and therefore he…
Go through each example and its corresponding rule 7 The flight is delayed until 12:25 due to…
with the class, or give SS time to read the examples and 8 I want to find a job closer home so that I don’t…
rules on their own, and answer any queries.
f 1 3 Check answers by eliciting possible endings
Additional grammar notes for each sentence 1–8 and writing them on the board.
• In this lesson, SS review discourse markers in these Then play the audio, pausing after each sentence for SS
four areas (reason, result, purpose, and contrast), to compare the original with the guesses on the board.
and learn some more sophisticated expressions, 1 many workers have lost their jobs.
e.g., due to / owing to, yet, etc. There is also a strong 2 we felt as if we’d known each other forever.
focus on register to enable SS to use these markers 3 the terrible storm.
appropriately. Highlight that using a variety of 4 hurt his feelings.
discourse markers will make their English sound 5 was a huge commercial success.
more advanced. 6 cannot be named.
7 technical problems.
• Focus on the exercises for 1A. SS do the exercises 8 have to spend so much time commuting.
individually or in pairs. If SS do them individually,
have them compare with a partner. Check answers 1 3
after each exercise. When checking answers to b, 1 Demand for new cars is falling, and as a result many
ask SS which sentences are formal. workers have lost their jobs.
2 Even though we’d only just met, we felt as if we’d known
each other forever.
a 1 as 4 Nevertheless 3 The picnic was canceled at the last minute because of the
2 so that 5 though terrible storm.
3 in spite of 4 She didn’t tell him what she really thought of his new suit
so as not to hurt his feelings.
b 1 because of 4 to
5 Despite not getting very good reviews, the movie was a
2 so 5 though huge commercial success.
3 but 6 due to (formal) 6 The accused is only 12 years old and therefore he cannot
c 1 In spite of our seats being a long way from the stage, be named.
7 The flight is delayed until 12:25 due to technical problems.
… / In spite of the fact that our seats were a long way
8 I want to find a job closer home so that I don’t have to
from the stage, we enjoyed the play. spend so much time commuting.
We enjoyed the play in spite of our seats being a long
way from the stage. / …in spite of the fact that our
seats were a long way from the stage.
2 We were really late because of the heavy traffic.
3 I took the price tag off the bag so that she wouldn’t
know how much it had cost.
4 Keep the receipt for the sweater in case your dad
doesn’t like it.
5 Even though Susanna is an only child, she isn’t at all
spoiled.
6 Prices have risen due to increased production costs.
Tell SS to go back to the main lesson on page 5.
14
4775779_AEF2e_TB5.indb 14 3/19/14 12:50 PM

1A
Set a time limit for SS, in pairs, to discuss the
3 1 4 SONG The Anthem
factors and to try to agree on the two most and least
This song was originally made famous by the important. Point out that they will later find out what
American rock band Good Charlotte in 2003. For the order was in the original survey.
copyright reasons, this is a cover version. If you want to
do this song in class, use the photocopiable activity on Then get some feedback from pairs of SS and see if
page 216. there is any kind of consensus. Do not tell them the
answers at this stage.
1 4
The two most important factors are:
The Anthem 1 Having friendly, supportive co-workers.
(Yeah, here we go)
2 Doing enjoyable work.
It’s a new day, but it all feels old
It’s a good life, that’s what I’m told
The two least important factors are:
But everything, it all just feels the same 1 Having your achievements recognized.
2 Earning a competitive salary.
At my high school, it felt more to me
Like a jail cell, a penitentiary
My time spent there, it only made me see Extra idea
That I don’t ever wanna be like you • If you have a class where some SS work (or have
I don’t wanna do the things you do worked) and others are studying, you could divide the
I’m never gonna hear the words you say
And I don’t ever wanna, I don’t ever wanna be, you
class into these two groups before subdividing into
Chorus
pairs or small groups. Then you could later contrast
Don’t wanna be just like you the possibly different perspectives of the two groups.
Oh what I’m saying is, this is the anthem
Throw all your hands up, b Focus on the task and go through the statements
You, don’t wanna be you before giving SS a few minutes to discuss them and
Go to college, a university, get a real job, mark them probably true or probably false. You could
That’s what they said to me get some quick feedback from the class to see what the
But I could never live the way they want
I’m gonna get by, and just do my time, out of step while, they
general view is on each factor.
all get in line c 1 5 Play the audio for SS to check their answers
I’m just a minor threat so pay no mind
to a and b. Play the audio again as necessary. You
Do you really wanna be like them?
Do you really wanna be another trend? could pause the audio after John says Apparently not
Do you wanna be part of that crowd? (see the break in the script), and check answers to a
‘cause I don’t ever wanna before playing the rest of the audio and checking the
I don’t ever wanna be, you
answers to b.
Chorus
Shake it once that’s fine Check answers and find out whether SS were
Shake it twice that’s okay surprised by any of the results of the survey and why.
Shake it three times you’re playing with yourself, again.
You, don’t wanna be just like you 1 T 5 T
What I’m saying is this is the anthem 2 F 6 F
Throw all your hands up 3 F 7 T
Y’all got to feel me, sing if you’re with me 4 F
You, don’t wanna be just like you
(Just like you)
This is the anthem
Throw all your hands up
Y’all got to feel me
Sing if you’re with me
never lose your anthem (whoa-oh)
never lose your anthem
4 SPEAKING & LISTENING

a Focus on the task and go through the ten factors
making sure SS understand everything, especially
human resources (= department in a company that
deals with employing and training people), rewarding
(= makes you happy and satisfied because you think
it is a job that is worth doing), and supportive (= who
support you, e.g., give help, encouragement, or
sympathy).
15
4775779_AEF2e_TB5.indb 15 3/19/14 12:50 PM

1A
Focus on the two questions and tell SS that the first
15
time they listen to the interview they just have to try
(audioscript in Student Book on page 123)
H = host, J = John and answer these questions.
H Welcome to Workplace and on today’s program we’re Play the audio once, playing it again only if most
looking at the results of two recently published surveys,
which both deal with the same topic – happiness at work.
SS seem to be struggling, and elicit answers to the
John, tell us about the first survey. questions. Check answers.
J Well, this was done by a human resources consulting firm,
who interviewed more than 1,000 workers, and established 1 Yes, she does.
a top ten list of the factors that make people happy at work. 2 People work long hours (because they are passionate
The most important factor for the majority of the people about their jobs).
interviewed was having friendly, supportive co-workers.
H Mm..hm.
J In fact, 73 percent of people interviewed put their relationship 16
with co-workers as being the key factor contributing to
happiness at work, which is a very high percentage. The
H = host, B = Becka Walton
second most important factor was having work that is
enjoyable per se, that is people actually liking what they do. H The second survey we’re looking at on today’s program
H Uh-huh. is a Sunday Times survey that was all about the best UK
J The two least important factors were having your companies to work for. Apparently, one of the best small
achievements recognized, and surprisingly, earning a companies to work for is innocent drinks. Well, I have with
competitive salary. me in the studio Becka Walton, who works for innocent
H I see. So we’re not mainly motivated by money? drinks. Becka, tell us what made you apply for the job at
J Apparently not. innocent.
H Any other interesting information in the survey? B Well, I’ve always really liked them as a company, I’ve always
J Yes, for example 25 percent of the working people followed their website and their weekly newsletter, I’ve
interviewed described themselves as “very happy” at work. always thought they would be people that I would like
However, 20 percent of employees described themselves to work for, so it was just a matter of keeping an eye on
as being “unhappy.” their jobs page and waiting for a position that I thought I
H That’s an awful lot of unhappy people at work every day. could do.
J It is, isn’t it? And there were several more interesting H Now, in a recent survey about what makes people happy
conclusions revealed by the survey. First of all, small is at work, innocent was listed as one of the top companies
beautiful: people definitely prefer working for smaller to work for. You obviously think it is a happy company. Now
organizations or companies with fewer than a 100 why do you think that?
employees. We also find out that, generally speaking, B Well, I can see how we would have scored very highly on
women were happier in their work than men. that scale, I think there’s a really big emphasis on a team
H Yes, we’re a miserable bunch, aren’t we? environment at work, we’re all mixed up so nobody sits
J And part-time workers, who only work four or five hours according to the group of people that they work with,
a day, are happier than those who work full-time. The which means that you get to make friends in different
researchers concluded that this is probably due to a better areas of the business. Everybody’s aware of the projects
work–life balance. that people are working on, the pressures that they’re
H Are bosses happier than their employees? under, so it makes for a really good team environment. I
J Yes, perhaps not surprisingly, the higher up people are in a think that’s important.
company, the happier they are. So senior managers enjoy H And how does that compare with other companies that
their jobs more than people working under them. you’ve worked for?
H Uh-huh. Does the period of time you spend with the same B Oh, I haven’t really worked for any big companies before –
company affect how happy you are? innocent is the biggest company that I’ve worked for. I
J Well, according to the survey, happiness declines the know friends of mine complain about really stuffy work
longer people stay with the same company or organization. environments, but the atmosphere at innocent is really
The most contented people were those who’d been with a informal, things are pretty relaxed and a lot of my friends
company for less than two years, and the least contented are surprised that we don’t have to dress up to come to
were those who’d been in the same place of work for more work, often people don’t even wear shoes, and we have
than ten years. a grassy floor in our office, and it’s just kind of a relaxed
H So you can stay too long in the same place. place to work.
J So it seems. And lastly, according to the survey, apparently H What would you change about the company if there was
the happiest workers of all are those who are 55 years old something that you could change?
or older, probably because they feel they’re working at the B Oh, I, I’m not really sure how to answer that question, I
peak of their abilities. think that, a thing that does come up when we survey
H But I guess they haven’t spent more than ten years in the people is the work–life balance, I think people are really
same job. passionate about their jobs, and that’s a good thing, but it
J Exactly. So how long have you been here, Michael? can lead to people working very long hours.
H Eight years! Maybe I should start thinking about looking for H So you’re overworked?
a new job… B I wouldn’t go that far, but it would be easy to be
overworked, yes.
H You’re obviously very happy with your work, but is there
d Focus SS’ attention on the photos and ask them to read a high staff turnover rate? Do people generally stay for a
the text Working where the grass is always greener and long time?
find out whether they would like to work for innocent B I know that Daisy, my first manager, was the first female
drinks or not and why. employed by the company. She stayed for ten years which
is a long time, so I think that shows she was pretty happy.
e 1 6 Tell SS that they are going to hear the second Obviously we have people on short-term contracts, but as
a general rule I would say that people are happy and people
part of the radio program they listened to earlier, in do tend to stay at innocent for a pretty long time.
which an employee of innocent drinks, Becka Walton, is H OK, in the other survey, the one about the ten things that
interviewed. make people happy at work, the issue of a competitive
salary was the last on the list. What’s your view on that?
16
4775779_AEF2e_TB5.indb 16 3/19/14 12:50 PM

1A
B Well, I’ve thought about that and I hope it doesn’t make their answers. Check, and elicit the meaning of the
me sound shallow, but I struggled to think of ten things phrases from the class.
that were more important than the money. I mean, it’s
important to maintain a good work–life balance and to, 1 D short-term contracts (= work contracts that are for a
I suppose, have fun at work and to enjoy the people you short span of time, usually just a few months. Opposite:
work with, but I think it’s really important to feel like the long-term contracts)
financial compensation for what you do is adequate.
2 A work–life balance (= the relative amount of time
H Mm...hm. OK. And finally, I should ask you, do you drink
smoothies yourself and if you do, are they always innocent? people spend at work and the time they spend on other
B I really love, I really love smoothies and if I didn’t, it aspects of their lives, e.g., family and hobbies. People
would be the wrong place for me to work, and, naturally, try to achieve a good work–life balance.)
they’re always innocent smoothies. I think the working 3 E work environment (= the physical conditions existing
environment is reflected in the passion that we all have where you work, e.g., behavior of co-workers and
and I think that’s because we know we have a really good superiors, level of comfort, noise, etc.)
product. 4 C staff turnover (= the rate at which employees leave
H Thank you very much, Becka Walton. a company and are replaced by other people. We talk
about high / low staff turnover.)
f Play the audio again, this time pausing after each 5 B competitive salary (= a salary that is good compared
question and answer (see spaces in the script) to give to those offered by similar companies)
SS time to write their answers to each question. You
could have SS compare their answers in pairs. Play the
1 7
audio again if necessary.
1 …obviously we have people on short-term contracts…
2 …a thing that does come up when we survey people is the
1 She had always liked them as a company (and followed
work-life balance…
their website and weekly newsletter). 3 I think the work environment is reflected in the passion
2 They mix people up from different departments so that we all have.
you make friends with people in different areas of 4 I know that Daisy, my first manager, was the first female
the business (and are therefore aware of the projects employed by the company.
others are working on and the pressures they are 5 You’re obviously very happy with your work, but is there
under). a high staff turnover rate? Do people generally stay for a
3 Employees don’t have to dress up to go to work / people long time?
often don’t wear shoes / there is a grassy floor in the 6 OK, in the other survey, the one about the ten things that
make people happy at work, the issue of a competitive
office.
salary was the last on the list.
4 People tend to stay at the company for a long time.
5 No, she thinks it’s important to feel like you are
adequately financially rewarded for what you do.
c Tell SS to go to Vocabulary Bank Work on page 158.
6 She loves smoothies and always drinks innocent Focus on section 1 Adjectives describing a job and
smoothies. (She thinks that she and her co-workers feel have SS do it individually or in pairs. Check answers
passionate about their work because they know they and elicit / model the pronunciation of tricky words as
have a good product.) necessary.
g Have SS go to page 123 and play the audio a final time 1 D 3 C 5 E
with SS reading the script. Get feedback about any 2 B 4 F 6 A
words and phrases that SS found difficult to hear when
they previously listened, and deal with any vocabulary Highlight:
problems. – the difference between a challenging job, which tests
your abilities and energies in a positive way, and a
Finally, focus on the Listening to English in the demanding job, which tests the same things but has
media box and go through it with the class. This negative connotations. Rewarding is a synonym of
would be a good time to find out what SS are listening satisfying but with an even more positive meaning. It
to outside class in terms of news websites, language suggests the work is hard, but worth it. Point out that
learning websites, movies on DVD, etc., and for SS the adjective comes from the noun reward (= sth you are
to “exchange notes” on what they find useful or what given for doing sth good, working hard, etc.).
problems they might be having. – that monotonous and repetitive are very similar in
h Ask the question to the whole class and try to elicit meaning, but monotonous stresses that a job is both
some different opinions. repetitive and boring.
Now focus on section 2 Nouns that are often
Digital extra idea
confused and have SS do it individually or in pairs.
• You could show the class the innocent drinks website Check answers and elicit / model the pronunciation of
at http://www.innocentdrinks.co.uk/. tricky words as necessary.
1 position 8 staff, employees
5 VOCABULARY work 2 profession 9 employer
3 career 10 staff
a Focus on the task and give SS time to complete it. Don’t 4 salary 11 training
check answers yet. 5 wage 12 qualifications
6 bonus 13 skills
b 1 7 Explain to SS that they will hear the answers in
7 perks
some brief extracts from the Becka interview so they
need to listen carefully. Play the audio for SS to check
17
4775779_AEF2e_TB5.indb 17 3/19/14 12:50 PM

1A
Highlight that: – the difference between being fired (= made to leave
– career refers to the series of jobs that a person your job because you did it badly / did something
has in a particular area of work, usually involving wrong, etc.) and being laid off (= losing your job because
more responsibility as time passes, e.g., a career in a company / employer no longer has work available
journalism. It can also refer to the period of your life for you).
that you spend working, e.g., He had a long career as a
Finally, focus on the instruction “Can you remember
tennis player.
the words on this page? Test yourself or a partner.”
– position is usually used when talking about having or
applying for a specific job in an organization. Testing yourself
– profession usually refers in a general sense to jobs • You can suggest that for Adjectives describing a
that require special training or qualifications, e.g., the job, SS cover sentences 1–6 and look at sentences
medical profession. A–F and try to remember the adjectives. For Nouns
– wage = the money paid weekly to do a job, whereas that are often confused, they can cover the Noun
salary = the money that you are paid monthly or bi- column while looking at the sentences and saying the
monthly to do a job, especially professional employees. missing words. For Collocations, SS can look at the
– bonus = an extra amount of money that is added to bold words and phrases and remember their meaning.
your wage / salary as a reward, e.g., a productivity
bonus. Testing a partner
– perks = an advantage you get from a company or • Alternatively, SS can take turns testing each other.
employer in addition to the money you earn, e.g., B closes the book and A defines or explains a word
a company car. In formal English, e.g., in a job for B to try and remember, e.g., a verb that means
description, you can also use benefits as a synonym. you lose your job because the company no longer has
– staff = all the workers employed in an organization work for you to do (be laid off). After a few minutes,
considered as a group, e.g., Only the company staff SS can change roles.
can use the employee cafeteria. It usually takes a
singular verb. • In a monolingual class, SS could also test each other
– employees = the workers seen as individuals. by saying the word in their L1 for their partner to say
– employer = a person or company that pays people to in English.
work for them. • SS can find more practice of these words and phrases
– skills = particular abilities required in a job, whereas on the iChecker CD-ROM that accompanies the
qualifications usually refers to professional exams Workbook.
passed.
– training = the process of learning the skills you need Tell SS to go back to the main lesson on page 7.
for a particular job. d This is a quick review exercise on the lexis SS have just
Now focus on section 3 Collocations and have SS do studied in the Vocabulary Bank. Give SS time to
it individually or in pairs. Check answers and elicit / explain the differences between the pairs to each other,
model the pronunciation of tricky words as necessary. before going over their answers.
For answers see key for exercise c.
1 charge, deal, responsible, off
2 team, opportunity, advancement, promoted
3 raise, temporary, short-term, security
4 fired, run, part-time 6 PRONUNCIATION
5 off, out, prospects, volunteer, unpaid, experience word stress and rhythm
Highlight especially: Pronunciation notes
– dependent prepositions in phrases like in charge of,
deal with, etc. • Encouraging SS to improve their control of
– the difference between good job prospects and good word stress is still important at this level as
opportunities for advancement (= good possibilities of misplaced stress on an individual word can cause a
future promotion). breakdown in communication. Stressing the right
– the difference between get a promotion (= be given words in a sentence will help SS speak English
a higher position in the company) and get a raise (= be with a good rhythm and make them sound more
paid more than before). fluent. Remind SS that we stress the content words
– the difference between off work (= temporary in a sentence and do not usually stress the structure
absence because of sickness or personal reasons) and words (personal pronouns, articles, conjunctions,
out of work (= you don’t have a job or have lost the one etc.). This gives English its characteristic beat or
you had). rhythm, sometimes referred to as the “music of
– the difference between a temporary job (= a job you English.”
may do only for a few months; opposite a permanent
job) and a part-time job (= a job where you only work
some hours a day; opposite a full-time job).
18
4775779_AEF2e_TB5.indb 18 3/19/14 12:50 PM

1A
a Focus on the task and give SS time to underline the 1 9
stressed syllables in the bold words.
Sp = Speaker
Sp1 Ever since I was a child I wanted to be an archaeologist.
See underlining in audioscript 1.8
I love history, I love reading historical books, I love going
to museums, and looking at artifacts and reading where
b 1 8 Play the audio sentence by sentence, pausing they came from and, you know, when they date back to,
after each one for SS to check their answers. Elicit and it’s just something that I’ve always wanted to do,
answers from the class. the idea of traveling around the world, going to visit, you
know, visiting faraway places and doing excavating and
stuff has always fascinated me. In fact, a friend of my
1 8 father-in-law’s is an archaeologist, and the tales she tells
1 I managed to get a challenging and motivating job. are absolutely amazing. I think she’s in, uh, well, she’s
2 I don’t have any qualifications or experience. somewhere very exotic right now, and I’m always very
3 There’s no job security and I could be laid off. jealous when I talk to her.
4 I’ve had a very rewarding career in publishing. Sp2 The thing I’d hate to do is to be a hairstylist. I can think of
5 The job has a competitive salary and excellent benefits. absolutely nothing worse than having to stand up all day
6 It’s a stimulating work environment with good touching people’s hair. And dealing with complaints, and
opportunities for advancement. I think that would be my idea of a nightmare. I do know
7 The employees don’t enjoy the work since it’s very two people who are hairstylists, and both of them have
monotonous. had horror stories where they’ve completely destroyed
8 After she retired, she did volunteer work at her local somebody’s hair. Um...a friend of mine left a perm in
hospital. someone’s hair too long once, and all the hair burned off
and it turned orange, what can you do? I mean that’s a
c Play the audio again. Elicit that SS shouldn’t stress the complete disaster. And the other person just completely
messed up a haircut, and the woman threw a fit in the
non-content words (they should say them as lightly
salon and started crying. So I just think it would be
as possible). They should stress content words as well terrifying.
as stressing the stressed syllable within some of these
words. c Put SS into groups of three. SS take turns describing
the jobs they would love to do and explain why, etc.
Put SS in pairs and tell them to practice saying the
Monitor and help with any vocabulary SS need.
sentences.
d SS now do the same for the jobs they would hate to do.
Extra support
• Play the audio sentence by sentence and have SS copy e Get feedback from each group to find out which of the
the rhythm by saying each sentence. jobs that were described sounded the most attractive to
the other group members.
If there’s time, you could also find out which of the jobs
7 SPEAKING that were described sounded the least attractive to the
a Focus on the task and go through the questions. You other group members.
could demonstrate the activity yourself by talking
about two jobs you would love / hate to do and why.
Give SS a few minutes to prepare their answers to the 8 WRITING
questions. Tell SS to go to Writing A job application on page 104.
b 1 9 Focus on the task and play the audio once. This is the first of seven Writing lessons; there is one
Check answers to the first question. Elicit the reasons in File 1A, 2B, 4B, 6B, 7A, 8B, and 9B. In today’s
why the man would love to be an archaeologist and the world of email communication, being able to write in
woman would hate to be a hairstylist. English is an important skill for many SS, and at this
level many SS are also preparing to take formal exams,
(archaeologist) Pros: traveling around the world, visiting
exotic places
which include writing a paper. We suggest that you go
(hairstylist) Cons: having to stand up all day and touch through the analyzing and planning stages in class, but
people’s hair, dealing with complaints assign the actual writing (the last stage) for homework.
Now tell SS to listen again and listen in particular for In this lesson the focus is on writing a letter of
the noises the two speakers use when they are thinking application. The writing skills focus is on error
what they are going to say next. Check answers. correction and using appropriate register.
The two noises are “Uh” and “Um.”

ANALYZING A MODEL TEXT
Encourage SS to use these noises to give themselves
time to think rather than a noise they may use in their a Focus on the text type (a job application) and tell SS
own language for the same purpose. that in this lesson they will be writing an application
for a job. If you apply for a job in the US, you usually
send a resume and a cover letter or email, which
explains briefly what position you are applying for, who
you are, and why you think you are the right person for
the job. The same is true if you are applying for a grant
or scholarship.
19
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1A
Focus on the Key success factors and go through Extra support
them with SS. • If you think your SS will have problems
Now focus on the job advertisement, and give SS time remembering the expressions, have them quickly
to read it. Then ask SS if they would be interested in reread the text first.
applying and elicit opinions. 2 I am a final year student at the University of Campinas
b Focus on the instructions and the email. You might and I am pursuing a degree in physical education.
want to point out to SS that the email has mistakes 3 I have a high level of spoken English.
4 I have some relevant experience.
in it, but that they shouldn’t worry about them at this 5 I was in charge of selling tickets.
stage. Tell SS to read it quickly, and elicit the contents 6 I would welcome the chance to be part of this event.
of the three main paragraphs. 7 I believe I would be suitable for the job advertised.
8 If you require any further information, I would be happy
1 Information about qualifications and skills (his studies to provide it.
and his level of English) 9 I would be grateful if you could send me some
2 Information about his work experience information about accommodations.
3 Why he thinks he would be suitable for the job 10 I look forward to hearing from you.
c Focus on the Improving your first draft box and go Highlight that these phrases would be appropriate,
through it with SS. with the relevant adjustments, in most letters of
Focus on 1 and then on the first sentence that has application (e.g., for a grant).
been crossed out (My name is...). Elicit that it is Extra idea
inappropriate (and not done in a letter) since you give
your name at the end of the letter. To include it here as • Test SS on the phrases by saying the informal phrase
well is unnecessary and repetitive. Then tell SS to find and having them say the more formal one.
the other three inappropriate (this refers to register
here) or irrelevant sentences. Have them compare with PLANNING WHAT TO WRITE
a partner, and then check answers and elicit whether
they are irrelevant or inappropriate. a Focus on the task. Set a time limit for SS to read the
advertisement and make notes.
I made many American friends during this period… (irrelevant)
He is, in fact, distantly related to my mother. (irrelevant) b Now have SS compare with a partner. Then get
I would definitely know how to look after myself if I got into feedback from individual SS.
a fight! (inappropriate, too informal)
Finally, go through the tips with SS.
Now focus on 2 and on the crossed out mistake Miss.
Extra support
Elicit that as we do not know whether Emma Richards
is married or not, the appropriate way to address her • If you think your SS may have forgotten how to begin
is Ms. Richards. (Nowadays most women prefer to use and end letters, elicit the rules from them and write
this title.) them on the board.
Set a time limit for SS to find 12 more mistakes. Have • If you know the name of the person you’re writing to,
SS compare with a partner and check answers. begin Dear + title + last name. If not, begin Dear Sir
or Dear Madam.
on the World Music Festival website (line 1.3)
for six months (line 1.7) • End your letter with Sincerely.
an exchange program (line 1.7) • If you are writing a letter rather than an email, print
high school (line 1.8)
relevant experience (line 1.10)
your name underneath your signature.
handling money (line 1.14)
on occasion (line 1.14)
enthusiastic about world music (line 1.17) WRITING
apart from my experience (line 1.19) Go through the instructions and assign the writing for
calm and patient (line 1.21)
homework.
send me some information (line 1.26)
accommodations (line 1.26)
d Ask the question to the class and elicit opinions. (In

fact, he probably would be given an interview as,
despite some mistakes, the letter is well organized and
gives all the necessary information).
e Focus on the task and on the example. Elicit that
although they both mean the same thing, the slightly
more formal / professional sounding style in I am
writing to apply… is more appropriate. Take this
opportunity also to remind SS that in this kind of letter
they should not use contractions.
Then have SS continue individually or in pairs. Check
answers.
20
4775779_AEF2e_TB5.indb 20 3/19/14 12:50 PM

G have
V personality; family
P rhythm and intonation
1B Who am I?
Lesson plan easygoing = relaxed and happy to accept things without

getting angry or worried. Usually positive.
This lesson has two main contexts. The first half of the independent = confident, without needing help from other
lesson focuses on assessing personality using a quiz based on people. Usually positive.
similar ones devised by psychologists. SS review previously logical = thinking and acting in a sensible and rational way.
learned words and phrases to describe personality and learn Usually positive.
loyal = remaining faithful to sb or to a company or cause
some new ones. The grammar focus is on different uses of
and supporting them / it. Usually positive.
have (e.g., have as a main and auxiliary verb and its special use mature /məˈtʃʊr/ = behaving like an adult and in a sensible
in phrases such as have your photo taken). In the second half of way. Positive.
the lesson, the focus changes from self to family. The context quiet = tending not to talk very much. Often considered a
is the story behind a famous Goya painting of the Spanish negative quality.
royal family. This leads to SS expanding their vocabulary rebellious = unwilling to obey rules or accept normal
related to family before discussing family related issues in standards of behavior, clothing, etc. Usually negative,
but can be positive, e.g., some people think teenagers
general and talking about aspects of their own family. SS
should be a little rebellious.
are encouraged to use more sophisticated expressions for self-sufficient /sɛlf səˈfɪʃnt/ = not needing other people’s
agreeing and disagreeing, and the pronunciation focus is the help or company. Positive.
rhythm and intonation of these expressions. sensitive = aware of and able to understand other people’s
feelings or easily offended or hurt. The first meaning is
STUDY LINK positive, but the second is negative.
• Workbook 1B
• Online Practice Now have SS tell each other if they would use any of
• iChecker the adjectives to describe themselves.
b Focus on the questionnaire and point out that this is
Extra photocopiable activities
based on similar questionnaires used by psychologists.
• Grammar have page 142 Give SS time, in pairs, to circle their own answers
• Communicative The family page 168 (instructions page 161) to the questions 1–3. Then tell them to turn to
• Vocabulary Family page 193 (instructions page 187)
Communication What can you see? on page 118
and follow the instructions. Try to have them do
Optional lead-in—the quote this without giving them time to read the options
• Write the quote at the top of page 8 on the board (books in question 4. When time is up, tell them to answer
closed) and the name of the author or have SS open their question 4. Then give them time to answer the rest of
books and read it. the questions. Monitor and help with any words or
• Point out that Maya Angelou (1928–) is an American expressions SS can’t guess from the context.
writer, famous in particular for her autobiography, I c Tell SS to go to Communication Who am I? on
Know Why the Caged Bird Sings. page 118. Here they follow the instructions to identify
• Ask SS if they agree whether the three situations their personality type (Big Thinker, Counselor,
the writer gives are a good way to assess someone’s etc.). Finally, they read the description of their
personality. Ask SS if they can think of any other personality type.
situations that are a good guide to someone’s Have SS ask their partner for his / her personality type
personality. and read their description, too. SS then tell each other
how accurate they think the description is.
1 READING & SPEAKING Extra idea
a Put SS into pairs and focus on the task. First, tell them • As a final light-hearted activity, tell SS they are going
to decide if they think the adjectives describe positive to take a psychological test. Tell them to close their
or negative qualities and to give reasons. Set a time books. Then tell them to write down the first three
limit for this. adjectives of personality that come to their minds.
Check answers by eliciting the meaning (and • Then tell them that the first adjective they have
pronunciation) of the adjectives one by one, and written is how they see themselves, the second is how
whether the class thinks they are usually positive or others see them, and the third is how they really are.
negative qualities.
cautious /ˈkɔʃəs/ = not taking any risks. Can be positive or LEXIS IN CONTEXT
negative according to the situation.
conscientious /kɑnʃiˈɛnʃəs/ = taking care to do things d Focus on the Collocation box and go through it
carefully and correctly. Usually positive if not taken to with the class. Highlight the importance of recording
extremes, though can imply a lack of imagination. common combinations of words, e.g., a rough itinerary
curious /ˈkyʊriəs/ = having a strong desire to know about (= an approximate list of the places you will go to on
things and people, interested in things. Usually
positive. Compare with nosy = being too interested in
other people’s affairs. 21
4775779_AEF2e_TB5.indb 21 3/19/14 12:50 PM

1B
a trip). Point out that rough also collocates with idea, a 1 ✓
sketch, etc. with the same meaning. 2 ✓
3 Does your husband have to work tomorrow…
Now focus on the task and give SS time to complete the 4 ✓
exercise and compare their answers with their partner. 5 How long have you had…
Check answers. 6 ✓
7 … had many problems…
1 plan 3 make 5 go with 7 tell, hurt 8 I haven’t had…
2 get 4 catches 6 face 8 keep 9 Do we have...
e Now have SS ask each other questions 1–8 to recycle b 1 doesn’t have any brothers or sisters.
2 to have a family photograph taken every year.
the collocations.
3 visitors to this site have to wear a hard hat.
f Give SS a few minutes to look back at the questionnaire 4 has a really long last name.
and choose five more words or phrases they think 5 doesn’t have the right qualifications for this job.
6 don’t have to do it now.
will be useful for them to learn. Have SS compare the
7 had a good time.
words / phrases they have chosen with their partner 8 have you been having problems at school?
and then get some feedback from the class. 9 …to have the central heating system fixed…

2 GRAMMAR have
d This is a grammar activation exercise. Demonstrate
a Focus on the task and highlight that sentences A–H the activity by telling SS if the first sentence is true
all contain an example of the different uses of the verb for you and why (not). Then have SS go through each
have. When SS have completed the task, check answers. statement one by one and take turns to say if they are
1 F 3 E 5 A 7 D
true for them or not and why. Monitor and help.
2 G 4 H 6 C 8 B Get some feedback from the class by asking some SS
b Focus on the questions and give SS a few minutes to whether a sentence was true for them or not.
answer them. Check answers.
1 a) have is a main verb in A, B, D, G, and H. 3 LISTENING & SPEAKING
b) have is an auxiliary verb in C, E, and F. a The Family of Carlos IV was painted by the Spanish
2 When have is a main verb, you use an auxiliary verb (be, painter Francisco de Goya between 1800 and 1801.
do, will / would, etc.) to make questions and negatives,
e.g., Do you have any money? I didn’t have my car
Goya was employed as the royal painter at the time that
serviced yesterday because I didn’t have enough time. he painted this portrait of the Spanish royal family.
However, rather than paint the traditional flattering
c Tell SS to go to Grammar Bank 1B on page 139. Go portrait, it is believed that Goya’s intention was to paint
through each example and its corresponding rule with the Spanish royal family “as they really were.” The
the class, or give SS time to read the examples and rules painting can be seen in the Prado Museum in Madrid.
on their own, and answer any queries.
Focus on the painting and the task. Give SS, in pairs,
Grammar notes time to discuss and answer the questions. Make sure
SS understand heir to the throne in 1, and elicit that heir
• The verbs have and have to, because of their is pronounced /ɛr/, and is another word in the small
different meanings and uses, are verbs that even group of words beginning with a silent h.
advanced SS sometimes have doubts about. Here
the uses and meanings are pulled together and Digital extra idea
reviewed. • You could show SS the painting and zoom in on
• When explaining that have in its meaning of the people as you focus on them. Google wikimedia
possess is a stative verb, you may want to go into the commons and in the search box type Goya or La
concept of stative verbs in more detail, explaining familia de Carlos IV.
that they are verbs that refer to states or conditions b 1 10 Tell SS that they should imagine that they
that continue over a period of time, not actions, are in the Prado Museum looking at the painting and
and are not usually used in continuous tenses (e.g., listening on headphones to the audio guide, in English,
we have a new car NOT we are having a new car). giving information about Goya’s famous painting.
• Common stative verbs include mental and Play the audio once all the way through for SS to
emotional states, e.g., believe, know, like, and love, answer the questions. Have them check their answers
sense verbs, e.g., see, hear, smell, and other verbs in pairs and play the audio again as necessary. Check
that describe a state, e.g., belong, agree, seem, answers.
include, possess, etc. You may want to refer SS to a
grammar book for a more complete list. Extra support
• Focus on the exercises for 1B and have SS do them • You could pause the audio after each person is
individually or in pairs. If SS do them individually, mentioned to give SS a little more time to assimilate
have them compare with a partner. Check answers the information they are hearing (see spaces in the
after each exercise. audioscript).
22
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1B
1 The man who is second from the left in the group (Prince lively and intelligent, and he insisted on marrying her. The royal
Fernando is number 3) family didn’t all pose together for the painting – it would have
2 The king’s sister (number 4) is the old woman behind taken too long. Instead Goya made individual studies of each
Prince Fernando. family member and later used them to create this work. The
The king’s brother (number 10) is the old man behind the painting took him two years to complete, and it was the last
royal portrait he ever painted. Incidentally, he included himself
king.
in the painting – he is standing in the background on the left,
3 There are two theories:
behind the two princes. Carlos IV called this painting “the family
a) She may be Princess Maria Amalia, one of the King’s all together picture,” and it was originally hung in the Royal
daughters, who had died in childbirth three years before Palace in Madrid.
the picture was painted. She’s looking away because
she is dead. c Focus on the task and point out that a letter can be
b) The other (more popular) theory is that she used more than once. Play the audio again as necessary.
represents the woman that Crown Prince Fernando
would marry in the future. In this case she is looking
Check answers and then elicit any other pieces of
away because she didn’t actually exist at that time. information about the painting that SS can remember.
4 The queen’s brother is second from the right (number 12).
1 D 2 A, D 3 A 4 C 5 E
5 Goya made the Queen, Maria Luisa, (number 7) the
central figure in the painting because she had a very
Extra support
strong personality and she completely dominated her
husband the King. • If there’s time, have SS listen again with the
6 He is the painter, Goya. audioscript on page 123, focusing on any new
vocabulary, and getting feedback on phrases SS
1 10 didn’t understand, e.g., because the words were run
together.
In the spring of 1800, the court painter, Francisco de Goya was
commissioned by the Spanish King Carlos IV, direct ancestor of
d Focus on the task and give SS time to do a quick
King Juan Carlos, to paint a portrait of the royal family. At the diagram of their “family portrait.” Suggest they do the
time, the royal family was all staying at the summer palace of people as outline silhouettes that they could number
Aranjuz, near Madrid. First on the left is Prince Carlos, the King’s and on a separate piece of paper list who the people are.
second son, and next to him is his older brother Prince Fernando,
who was the heir to the throne. Fernando grew up hating his You could demonstrate the activity by doing a diagram
parents, especially his mother, but in fact, he took after his of your own family portrait on the board and telling SS
mother in that he was very vain and authoritarian, and when he about the people.
eventually became king he was extremely unpopular. The old
woman just behind Prince Fernando is Maria Josefa, the King’s e SS take turns to show the diagram to their partner
sister. Single and childless, she died shortly after the painting and talk about who each person is, saying a little bit
was finished. Next to Maria Josefa is a young woman whose
face we cannot see because she is looking away, and she is the about them. Encourage SS to talk about each person’s
“mystery person” in this painting. There are two theories about personality to recycle adjectives and expressions
her identity. One theory is that she is Princess Maria Amalia, describing personality.
one of the King’s daughters, who’d died in childbirth three years
before the picture was painted. The fact that she’s looking away
would be to show that she was, in fact, dead. However, the
other more popular theory is that she represents the woman 4 VOCABULARY family
that Crown Prince Fernando would one day marry. It would have
a Focus on the task and give SS a couple of minutes to
been important to put her in the picture to show that the Prince
would marry one day, and have a son to carry on the dynasty. If complete it in pairs, or you could just elicit the answers
this theory is true, the woman would be looking away because from the whole class.
she didn’t actually exist at that time. In fact, Fernando did marry,
not once but four times. The young girl next to the mystery 6 and 12 niece and uncle (SS may also say sister-in-law
woman is Princess Maria Isabel, the King’s youngest daughter. and brother-in-law, as her uncle married one of
She went on to marry and had twelve children. Next to her is her sisters.)
the Queen, Maria Luisa. Goya made her the central figure in the
painting because she had a very strong personality, and she
8 and 4 nephew and aunt
completely dominated her husband the King. As a young woman 13 and 9 grandson and grandfather
she had been very beautiful. In middle age, as she is here, she
was still very vain. She tried to compensate for the fact that her b Tell SS to go to Vocabulary Bank Family on
beauty was fading by wearing exquisite dresses and jewelry, as
we can see in the picture. The little boy with the Queen is her
page 159. Focus on section 1 21st century families in
youngest son, Prince Francisco. He was a very sensitive boy and the US and go through the four paragraphs with the
he suffered all his life due to the fact that he looked incredibly class eliciting the meaning and pronunciation of the
like one of his mother’s lovers. As a result, people assumed that bold expressions.
he was not the King’s son. The King, who is standing next to
him, was a weak man. Although he came to the throne full of Highlight:
ideas and dreams, his wife and his advisors made sure that he
never managed to achieve any of them and he died frustrated
– the difference between a stepbrother / -sister and a
and disappointed. The King’s brother is standing behind him, half-brother / -sister. A stepbrother is the son of your
and on his right, although you can only actually see part of stepmother / stepfather, e.g., the woman married to your
her head, is the King’s eldest daughter Carlota. Her parents father or man married to your mother but who is not
arranged a marriage for her when she was very young. She was
an ambitious girl and eventually became Queen of Portugal. The your biological parent. A half-brother / -sister is a boy or
final group of three figures shows the Queen’s brother, Don Luis girl who has either the same mother or same father as
de Parma, his wife, Maria Luisa and their first child, a baby boy. you. Elicit also stepson / -daughter.
In fact, Maria Luisa was not only Don Luis’s wife, she was also
his niece, as she was the King’s second daughter. In fact, Don
– a single parent = a man or woman who is bringing up a
Luis was supposed to have married the King’s eldest daughter, child alone.
Carlota, but he fell in love with Princess Maria Luisa, who was
23
4775779_AEF2e_TB5.indb 23 3/19/14 12:50 PM

1B
– a father figure could either be your real father or Testing a partner
another male who acts as an emotional substitute and • See Testing a partner page 18.
role model for a child who has no father.
– great-grandparents are the parents of your SS can find more practice of these words and phrases
grandparents; great-great-grandparents are the parents on the iChecker.
of your great-grandparents. Elicit also great-grandson / Tell SS to go back to the main lesson on page 11.
-daughter.
c Focus on the quiz, which recycles vocabulary SS have
Focus on section 2 Describing families which just learned. Set a time limit for SS to take it in pairs
tests common collocations related to family. Give and check answers.
SS time to choose the correct option and then check
answers. Remind SS not to write the correct word in 1 great-grandmother
the sentences as later they can test their memory by 2 extended family
3 single-parent family
covering the circled option and looking at the sentence.
4 A stepbrother is the son of your stepmother /
1 takes after 7 brought up stepfather, e.g., not your biological parent.
2 distant 8 grew up A half-brother is a boy who has either the same mother
3 an only 9 grown or same father as you.
4 alike 10 relationship 5 A nuclear family is a family that consists of a mother,
5 close 11 relatives father, and children.
6 ✓ 12 ancestors An extended family is a family group that includes
not only parents and children but also uncles, aunts,
grandparents, etc.
Highlight: 6 take after your father means to look or behave like
– the pronunciation of close /kloʊs/ as an adjective and your father; look like your father means to have a
compare with the pronunciation of to close /kloʊz/ as a similar appearance to your father.
verb. A close family / friend suggests intimacy and trust 7 My sister and my cousin aren’t on speaking terms.
as well as enjoyment in each other’s company. 8 My brother and I don’t see eye to eye about politics.
– the difference between take after and look like (take 9 Who wears the pants in their marriage?
10 I’m sure they have a few skeletons in their closet.
after your father means to look or behave like your
father; look like your father means to have a similar d This is a vocabulary activation exercise. Give SS time,
appearance to your father, but it cannot be used to in pairs or small groups, to answer the questions.
express similarities in behavior). Encourage SS to give as much information as they
– the meaning of bring up (= to care for a child and can. Monitor the pairs / groups and keep the activity
teach him / her how to behave). Compare with educate going until most groups seem to have answered all the
(= teach sb at school, college, etc.). Teach the noun questions.
upbringing and also the verb raise, which is common in
AmE as a synonym for bring up.
– the difference between grow (= increase in size) and 5 PRONUNCIATION & SPEAKING rhythm
grow up (= develop into an adult), e.g., My children are and intonation
all grown up now.
– the meaning of relations (= the way in which friends, a Put SS into small groups of three or four and focus
partners, countries, etc., behave toward one another). on the task. Give SS time to choose what they want
– the difference between ancestors (= a person in your to debate and make brief notes. Make sure that they
family who lived a long time ago) and descendants choose different topics within the group. Monitor and
(= children, their children’s children, and all the people help with any words or phrases SS need.
who live after them who are related to them).
Pronunciation notes
Now focus on section 3 Family idioms and give SS
• SS at this level can usually express an opinion with
time to match idioms 1–8 to meanings A–H. Check
some fluency, but can still often sound rather flat or
answers and make sure SS are clear about the meaning
abrupt when they agree or disagree with someone
of the idioms.
else’s opinion. Exercise c focuses on using a lively
1 F 3 C 5 B 7 D and polite intonation, and the right stress, when
2 A 4 H 6 G 8 E SS use the kind of high frequency phrases given in
exercise b.
the words on this page? Test yourself or a partner.” b 1 11 Focus on the phrases and make sure SS know
what they mean. Play the audio and have SS underline
Testing yourself
the stressed syllables. Check answers.
• For 21st century families in the US, SS can look
at the bold expressions again and try to remember See underlining in audioscript 1.11
their meaning. For Describing families, they
Play again as necessary. Then have SS repeat the
can cover the pairs of words and look at the fill-in
phrases, copying the rhythm and intonation. Play the
sentences again and try to remember the missing
audio again, pausing after each phrase and having
word or expression. For Family idioms, they can
individual SS say the phrase.
cover sentences 1–8 and try to remember the idioms
by reading meanings A–H.
24
4775779_AEF2e_TB5.indb 24 3/19/14 12:50 PM

1B
1 11
1 I definitely agree.
2 I totally agree.
3 That’s what I think, too.
4 Absolutely!
5 I see your point, but…
6 I see what you mean, but…
7 I agree up to a point, but…
8 I completely disagree.
9 I don’t agree at all.
c Set a time limit for each debate, e.g., 5–8 minutes.

SS take turns opening the debate on the subject they
made notes on. The student opening the debate should
give their opinion on the topic and try to give a clear
reason(s) to justify their point of view. Then the rest of
the group gives their opinions and the debate ensues.
When the time limit is up, say, Next debate! and another
student opens the next debate in their group, etc.
Remind SS before they start to try to use the agreeing /
disagreeing expressions in exercise b during the
debates.
25
4775779_AEF2e_TB5.indb 25 3/19/14 12:50 PM

COLLOQUIAL ENGLISH
1 Family secrets
Lesson plan 1 VIDEO
T
HE INTERVIEW
This is the first in a series of five Colloquial English Part 1
lessons, where SS practice listening to authentic unscripted
a Books
open. Focus on the photo and the biography.
speech. Each of these lessons picks up on one of the topics
Ask the question to the whole class and elicit opinions.
of the preceding File, and consists of a studio interview
with a person who has some expertise or experience Students’ own answers
related to the topic, and then some shorter street interviews
where members of the public give their opinions about the Extra support
same topic. In both parts of the lesson there is a focus on • You may want to pre-teach some other words
colloquial expressions used by the speakers. and phrases before SS listen to the interview (see
We suggest that TT let SS listen a final time while reading audioscript 1.12).
the audioscripts. This will let them see what they did / b 1 12 Focus on the task and play the audio or video
didn’t understand, and help them to further develop their (Part 1) once the whole way through for SS to mark
awareness of features of spoken English such as elision, the sentences T (true) or F (false).
false starts, discourse markers, hesitation devices, etc.
Check answers.
In the first part of this lesson the person interviewed is
David Torchiano, an amateur genealogist who has spent 1 F 2 F 3 F 4 T 5 T
many years researching his family tree. He first outlines
how to go about this kind of research and then talks about 1 12
his own research and the discovery he made about his (audioscript in Student Book on page 124)
ancestors and how he felt about it. In the second part of the I = interviewer, D = David Torchiano
I Where did your family originate from?
lesson, people on the street are asked how much they know D My mom’s side of the family is from what is now Croatia.
about their own family tree, whether they have ever done When she was born it was in between Italy and Yugoslavia.
any research into their ancestors, and if there is anyone in And my dad’s side of the family is from Italy.
their family they would like to know more about. I Why did you start researching your family tree?
D The reason that I started researching was because I have two
These lessons are on the Class DVD, iTools, and Class Audio older sisters and they’re both ten and eleven years older than
me. So, growing up I actually never met my dad’s parents,
(audio only). my grandparents on my father’s side. And my grandparents
on my mother’s side were very old. Luckily my grandmother
STUDY LINK lived until she was a hundred but I didn’t really get to know
• Workbook 1 COLLOQUIAL ENGLISH Family secrets my grandfather that well. So, just out of curiosity I was trying
to understand my immediate family, my grandparents and
in talking to my mom, in talking to my father, just kind of
Testing Program CD-ROM learning that they themselves lead very interesting kind of
journeys over here. And the more that I went to look into it,
• File 1 Quick Test the more interesting the stories became to me.
• File 1 Test I When you start researching, what’s the first step the first
thing you do?
D The first thing that I do when researching, or the first thing
Optional lead-in (books closed) that I did when I started researching, for me it was very
organic and I just started talking to my parents. And then
• Write the following definitions on the board (or read they started talking, or, they introduced me to family I had
them aloud) and have SS write the words individually met when I was a child but I talked to my cousin who’s a judge
and then check with a partner. All the words occur in Italy, or my cousin in the Bronx who knows my dad’s side
in the listening and 1–3 are recycled from the of the family. So that was kind of my immediate. And then I
started to branch out from there using Ancestry.com or you
Vocabulary Bank. know, different resources. You know, even just going to the
public library and seeing if I could dig up documents that way.
1 a diagram that shows the relationship between I In practical terms, how important is the Internet in
members of a family over a long period of time researching family history?
(family tree) D I think the Internet obviously is extremely important. I mean,
2 a person in your family who lived a long time ago it just makes finding information and being able to look at
(ancestor) so many different resources so much easier. Something
3 an uncle of your mother or father (great-uncle) that would take probably months or a year you could
4 the study of family history (genealogy) probably do in a few days or a few weeks online. And just the
communities of people that you can be introduced to that
Check answers making sure SS can pronounce genealogy have done similar things to you, I think that’s a huge benefit
(/dʒiniˈɑlədʒi/) and elicit the person who does research into as well. So you can start talking to people who give you
family history (a genealogist). advice, you know, just going to message boards and seeing
what people have done in the past. And a lot of times hurdles
that you might come across, they have already solved them
for you, they have hints for you about how to get past them.
So, I think that’s, to me has been the biggest help.
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4775779_AEF2e_TB5.indb 26 3/19/14 12:50 PM

CE1
I How far back have you been able to trace your family? D When I came across his documentation it was a very
D I’ve been able to go back about four generations with my emotional moment. It made the whole, it made an aspect
family. I’m still searching and still talking with some family of the story very concrete for me just knowing that he,
members in Italy about what information they know and you know, did come across and he kind of went through
trying to use local offices there to see if I can get marriage the hallways of Ellis Island and you know, it allowed me
licenses, and birth certificates of my grandparents and their to create in my own mind a very specific concrete event
parents. But, it’s, the further back you go it becomes a little that happened. So, often times when you’re doing research
bit more difficult. So, I’m at about four generations now. it can be very abstract and you’re just kind of learning a
piece of this and a piece of that. But seeing something
c Play the audio or video again, pausing if necessary, for very physical just kind of brought it home for me.
I And your dad’s great uncle helped the rest of the family to
SS to make notes. Have SS compare with a partner, come?
and then check answers, making sure (where relevant) D My dad’s great uncle actually sponsored the majority of my
SS say why an answer is false. dad’s family to come over so along with my grandparents,
my uncle, my father, my other dad’s, the other side of my
1 F (David says: And my grandparents on my mother’s side father’s family, his cousins, their parents, so he was the,
kind of the first person that you know, when he came over
were very old and luckily my grandmother lived until
he was I believe fifteen and just kind of working in the
she was a hundred but I didn’t really get to know my
streets, working as an ice vendor, working construction.
grandfather that well.) And slowly but surely he was able to bring the majority
2 F (David says: I just started talking to my parents.) of the family, who at the time was living in Southern Italy
3 F (David says: I mean, it just makes finding information which at that time there wasn’t much going on in Southern
and being able to look at so many different resources so Italy, to come over and you know, plant roots in New York.
much easier. ) Without him, I mean, I probably wouldn’t be here ’cause
my dad would have never come over and then my mom. So,
you know, I think the courage that he had to come over,
especially by himself, and to bring the rest of my family
VIDEO
Part 2 over was something very heroic to do.
I During all the research which you did into your family tree
a 1 13 Focus on the task and give SS time to read the did you find out anything which surprised you?
questions. Play the audio or video once (Part 2) and D I did find some surprising stories. When my mom left, she
tell SS just to listen. Then give SS time to discuss the had a passport just to go visit her sister in Italy and she
questions and tell each other what they understood. basically left the country illegally and she seeked political
asylum in Italy and she had to live in a refugee camp for about
Now play the audio or video again, pausing after each a year. And my aunt at the time, they wouldn’t allow her a
answer to give SS time to make notes and compare passport so she had to basically cross the border running
with their partner again. Play the audio or video again through the woods with her two kids in the middle of the
night. So, you know, as you start to just hear these even first
as necessary and check answers. account stories, second account stories, you know, just very
interesting to understand the difficulties that your family
1 He says it was like he was walking through history. had to go through sometimes to just create a better life
2 It was a very emotional moment for him. for, you know, at the time they didn’t know I was gonna be
3 He says his great uncle was heroic to move to the US at around.
15 and work to bring the rest of his family. I And what did you find out about how your parents met in
4 His mother left Croatia illegally and sought political New York?
asylum. D In talking to my parents, when my mom came over in 1960
5 His parents didn’t speak the same language when they and my father came over in 1961, even though they had
met. very similar cultures they also had very, a lot of differences.
So they didn’t actually speak the same language and
6 He recommends talking to your family first before
having met in English school I thought, you know, that was
starting your research. pretty surprising. Even though they both lived in New York
it kind of brought a sense of how New York and the US
really is a melting pot. And, you know, it took a little while
1 13 for them to kind of, well, I guess my mom to warm up to my
(audioscript in Student Book on page 124) dad. But once they understood that a lot of their cultural
I = interviewer, D = David Torchiano backgrounds were very similar, you know, the whole family
I Why did you go to Ellis Island? started to hang out and my mom became very close with
D I felt, I feel Ellis Island was a good place because it was my would be grandmother, or her would be mother-in-law.
such a hub of activity and there is so much information I What would you say to somebody who is thinking of
that is at your disposal so again, it kind of allows you to see researching their family tree?
when your family came here, it’s that initial stepping stone D I would recommend for anybody looking to start, who is
that they started with. possibly thinking about doing some research into family
I How did you feel when you went there? history to just start talking to your family. That’s how I
D It was the first time that I had been to Ellis Island and started and it’s very easy, assuming that your family is
having grown up in New York that’s kind of quite surprising there and they have the history. You know, it’s, it’s a way to
that I had never been there. For me it was just, I felt like I just kind of start and for me it’s led down this path where
was kind of walking through history a little bit and having I’ve decided to you know, research further and further.
it, it was much different, when, you know, my great uncle But I also did feel it was a bit of an obligation for me to
was coming through, but it, you kind of still get the sense understand so that I can pass it along to my kids and to
of the hope and the freedom that you know, knowing my grandchildren. Because, you know, if I just would have
that my immediate family was trying to just leave such never started asking my mom, I wouldn’t be able to tell
poverty and, you know, really seeing that American dream my kids about my uncle’s coming over from you know,
and having that hope, you kind of just get that sense of into, to America in the nineteen twenties and you know,
so many people were coming through here and this was working as an ice vendor, or my great uncle rowing across,
just like I finally made it and you kind of feel that as you’re you know, in the middle of the night to escape Yugoslavia.
walking around. So to me it’s led to a lot of information that now I’ve, you
I And what did you find out about your family there? know, I can pass along, and, you know, to me it’s, that, that
D When I went to Ellis Island I was able to find on my aspect is important.
dad’s side when his great uncle came over a lot of the
documentation that, or the documentation when he
actually came over.
I And how did that make you feel when you found that?
27
4775779_AEF2e_TB5.indb 27 3/19/14 12:50 PM

CE1
b Have SS look at the glossary. Go through it with the Brent and Aurelia have personally done some research into
class eliciting from them how to pronounce the words their family tree. Tim seems to know least about it.
and phrases.
Focus on the three questions. Have SS answer in pairs 1 15
and then get feedback from the whole class, or do this I = interviewer, B = Brent, A = Aurelia, J = James, T = Tim
as an open-class discussion. Brent
I How much do you know about your family tree?
B My family tree? Uh…I don’t know a whole lot about my
family tree, but I do know that my relatives came from
2 LOOKING AT LANGUAGE Scotland about three generations ago.
I Have you ever researched it?
a 1 14 This exercise gives SS intensive listening practice B I have researched it a little bit. I found out recently that my
in deciphering phrases where words are often run family was booked on the Titanic actually at one point. And
together, and introduces them to some common phrasal then due to the measles they had to bail at the last minute
and get a new boat.
verbs used in spoken English. Focus on phrases 1–7
I How did you find that out?
and give SS time to read them. Play the audio, pausing B My brother researched my family tree when he went to
after the first phrase and replaying it as necessary. Elicit Ellis Island and discovered some interesting facts about
the missing words, and then the meaning of the whole our family.
I Is there someone in your family that you would like to know
phrase. Repeat for the other six phrases. more about?
B I would love to know more about my ancestors, for sure.
Check answers. I Why?
B Because it would be interesting.
1 look into (= examine something)
Aurelia
2 branch out (= start to do an activity that you have not I How much do you know about your family tree?
done before, especially in your work or business) A I know a fair amount about my family tree. I know that my
3 dig up (= discover information about someone or father’s side of the family is from Scotland and my mother
something) reigns from Hungary and that’s where most of our family
4 came over (= traveled from one place to another, usually from that side is from.
over a long distance) I Have you ever researched it?
5 came across (= met or found someone or something by A I’ve done a little bit of research into the Scottish side of
my family. I know that I had a set of twins in my family
chance)
from there that moved to Canada when they were just
6 going on (= happening)
small boys.
7 hang out (informal = spend a lot of time in a place) I Is there someone in your family that you would like to know
more about?
A I would like to know more about my great-grandfather. He
1 14 was one of the twins that moved to Canada. His parents
1 And the more that I went to look into it, the more died of some sort of famine that I don’t know much about
interesting the stories became to me. and I’d love to research that.
2 And then I started to branch out from there using James
Ancestry.com or you know, different resources. I How much do you know about your family tree?
3 You know, even just going to the public library and seeing J I know a bit about my family tree. I know that my mom’s
if I could dig up documents that way. side of the family comes from Italy originally—two
4 …I was able to find on my dad’s side when his great generations back. And my dad’s side of the family is from
uncle came over a lot of the documentation that, or the Ireland and Wales. My dad’s actually from England, but his
documentation when he actually came over. family’s from Ireland and Wales.
5 When I came across his documentation it was a very I Have you ever researched it?
emotional moment. J I didn’t research it personally. My mother and her sister
6 And slowly but surely he was able to bring the majority of have researched her family pretty far back. So I know a
the family, who at the time was living in Southern Italy which bit from them. And on my dad’s side of the family I have
at that time there wasn’t much going on in Southern Italy… immediate family from those places so that’s how I know.
7 …you know, the whole family started to hang out and my I Is there someone in your family that you would like to know
mom became very close with my would be grandmother, or more about?
her would be mother-in-law. J I’d like to know more about my great-grandfather, I think.
He was a jockey in Ireland and I think he had a pretty
Extra support interesting life.
Tim
• If there’s time, have SS listen again with the I How much do you know about your family tree?
audioscripts on page 124, focusing on any new T I wouldn’t say I know too much extensively about my family
vocabulary, and getting feedback on phrases SS didn’t tree. I know I’m Polish and French Indian. But I only know up
to my grandparents. I’ve never really researched into the
understand, e.g., because the words were run together. history of my family or my family tree that much.
I Is there someone in your family that you would like to know
b Focus on the question and have SS answer in pairs and more about?
then get feedback from the whole class, or do this as an T Um…probably my grandfather on my father’s side. He
open-class discussion. died when I was pretty young. And I know he had a lot of
hobbies that I’d be interested in, but I didn’t really get a
chance to spend a lot of time with him.
3 VIDEO
On the Street
a 1 15 Focus on the task and play the audio for SS to b Focus on the task and give SS time to read questions
answer the questions. Have them compare their answers 1–7. Play the audio again all the way through and then
with a partner and then write the answers on the board. give SS time to try and answer the questions. Then
play it again pausing after each speaker for SS to check
Questions
their answers. Play again as necessary. Elicit and check
1 How much do you know about your family tree?
2 Have you ever researched it?
answers.
3 Is there someone in your family that you would like to
know more about?
28
4775779_AEF2e_TB5.indb 28 3/19/14 12:50 PM

CE1
1 Brent (speaker 1) 5 Aurelia (speaker 2)
2 Aurelia (speaker 2) 6 Tim (speaker 4)
3 James (speaker 3) 7 James (speaker 3)
4 Brent (speaker 1)
c 1 16 Focus on the phrases and give SS time to read

them. Play the audio, pausing after the first phrase and
replaying it as necessary. Elicit the missing words, and
then the meaning of the whole phrase. Repeat for the
other three phrases.
1 bail out (= informal way of saying to leave a place,
especially quickly)
2 fair amount (= large in size or amount or quantity)
3 pretty far back (= informal way of saying some time ago
in the past)
4 up to (= as far as, not past a certain point)
1 16
1 ...due to the measles they had to bail out at the last minute.
2 I know a fair amount about my family tree.
3 My mother and her sister have researched her family
pretty far back so I know a bit from them...
4 I only know up to my grandparents.
Extra support
• If there’s time, provide SS with the audioscript and
have SS listen again, focusing on any new vocabulary,
and getting feedback on phrases SS didn’t understand,
e.g., because the words were run together.
4 Speaking
Have SS ask each other the four questions. Then get
some feedback from the whole class.
29
4775779_AEF2e_TB5.indb 29 3/19/14 12:50 PM

G pronouns
V language terminology
P sound–spelling relationships
2A Whose language is it?

The main topic of the lesson is introduced by an extract a Focus on the task and tell SS to cover the article
from a thought-provoking article that originally appeared Whose language? Focus on the statements and have
in the Financial Times. The article questions whether, in the SS, in pairs, quickly discuss them and then mark them
future, English will “belong” more to non-native speakers probably true or probably false.
than to native speakers, and leads to a discussion about b Give SS a time limit to read the first half of the article
how important (or not) grammatical correctness is as most to check their answers to a. Check answers, having SS
conversations in English nowadays are between non-native tell you why the statements are true or false.
speakers of the language.
1 False (Around one-quarter of the world’s population can
The grammar focus is on pronouns, reviewing what SS communicate reasonably well in English.)
should already know and introducing advanced points 2 True
such as the use of they to refer to a singular subject when 3 True
the gender of the person is not specified or known. SS then
discuss comments from around the world referring to c Focus on the task and give SS, in pairs, a couple of
learning and using English. minutes to correct the mistakes. Check answers and
find out if SS think they make these kinds of mistakes
In the second half of the lesson, SS listen to interviews and how important they think they are.
with two non-native speakers of English, who have lived
for many years in the UK, talking about their sometimes 1 starts
amusing experiences as language learners. There is then 2 a restaurant
3 women … men
a lexical focus on terminology used to describe aspects 4 advice
of language, e.g., metaphor, slang, idioms, and register – 5 I called my brother…
terms that will be used throughout the course – and this is 6 We discussed global warming…
consolidated through a language quiz.
d Focus on the two questions and then give SS a time
The pronunciation focus is on common sound–spelling limit to read the second part of the article. Check
relationships in English and gives TT the opportunity to answers.
refer SS to the Sound Bank at the back of the book as a
reference, also to be used throughout the course. 1 All of them.
2 a The writer thinks grammatical accuracy is important
STUDY LINK in written English, for example, if you want to get an
• Workbook 2A article published in an academic journal.
• Online Practice b The writer thinks it does not matter in spoken
• iChecker English, where simply being understood is the main
aim, especially as in most cases where both speakers
are non-natives.
• Grammar Pronouns page 143
• Communicative Language quotes page 169 (instructions LEXIS IN CONTEXT
page 161)
e This would be a good time to highlight that, at this
• Vocabulary Language terminology page 194 (instructions
page 187) level of English, it is important for SS to develop an
awareness of “register,” e.g., the level of formality or
informality in a piece of writing or speech, and to
Optional lead-in—the quote be able to recognize whether it is appropriate for the
• Write the quote at the top of page 14 on the board (books situation. The article they have just read, for example, is
closed) or have SS open their books and read it. fairly academic and is written in a formal style, which is
appropriate for the subject matter and the target reader.
• Elicit / explain that lingua franca means a shared
It would also be appropriate language for a lecture on
language of communication used by people whose
the same subject. However, the same language might
main languages are different, and originally referred
sound strange in an informal conversation between
to a common language (Frank) consisting of Italian
friends, where phrases like conduct business would
mixed with French, Spanish, Greek, and Arabic that was
sound too formal for the occasion.
formerly spoken in Mediterranean ports.
• Now focus on the Being aware of register box and
• Ask SS if they think the quote is serious or ironic (it’s
go through it with the class. Then focus on the task and
ironic). Find out if SS use the expression lingua franca in
have SS match the highlighted words in the article to
their L1.
30
4775779_AEF2e_TB5.indb 30 3/19/14 12:50 PM

2A
their less formal equivalents. Have SS compare their a 1 ✓
answers in pairs before checking answers. 2 you
3 ✓
1 remain 6 omit 4 herself
2 poor 7 require 5 their
3 conduct 8 view 6
✓ him (or her) might be used, but would imply that
4 adhere to 9 thus you were only talking about a man (or a woman)
5 notion 10 transcribe 7 They
Extra support b 1 their, they 5 –

2 herself 6 yourself / yourselves
• Ask SS to choose five other words or phrases they 3 They 7 you / one
would like to learn from the article and have them 4 each other / one another
compare their choices. Get some feedback from the c 1 it, There 4 It, It
class about the words or phrases they have chosen 2 There, It 5 There
and deal with any vocabulary problems that arise. 3 it 6 It, There
f In this exercise SS give their responses to some of the Tell SS to go back to the main lesson on page 15.
issues raised in the article. Put SS into small groups
of three or four and ask them to discuss the questions.
Then get some feedback from the whole class. 3 SPEAKING
Alternatively, you could do this as an open-class a 1 17 Focus on the task and give SS time to underline
activity. the words that they think have extra stress when you
wish to emphasize that something is your own opinion.
Then play the audio for them to check their answers.
2 GRAMMAR pronouns Give SS practice in saying the phrases by playing the
a Focus on the task and give SS time to mark the audio sentence by sentence and having them copy the
sentences right or wrong, and correct the wrong ones. stress and intonation.
Have them compare their answers in pairs. Check
1 17
answers. Some SS may correct sentence 1 to his or her
1 I’d say that…
phone, which would be correct, too, but their phone is a 2 If you ask me,…
neater and more concise way of including both genders. 3 Personally, I think that…
4 Personally speaking,…
1 ✓ 5 talking to each other 5 In my opinion,…
2 There used to be, ✓ 6 ✓ 6 In my view…
3 ✓ 7 one another 7 I feel that…
4 when I shave. 8 ✓ 8 My feeling is that…
9 As far as I’m concerned…
The mistake in sentence 5 would probably cause a
communication problem since talking to themselves b Focus on the task, and have SS read the comments
has a completely different meaning to the intended about English and learning English. Then set a time
meaning of talking to each other. limit for SS to discuss them in pairs, saying whether
the situation is the same or different in their country
b Tell SS to go to Grammar Bank 2A on page 140. Go and how they feel about it. Encourage SS to use the
through each example and its corresponding rule with emphasizing expressions in a.
the class, or give SS time to read the examples and rules
on their own, and answer any questions. When SS have discussed the five comments, get
feedback on each topic from the whole class.
Grammar notes Alternatively, you could have SS discuss a topic for a
• Advanced SS should be familiar with most of these set time, and then get feedback from the class before
uses of pronouns; however, the majority have never moving on to discuss the next topic.
been overtly focused on, e.g., one, one another,
the use of they / their to mean he and she, and the
emphatic use of reflexive pronouns. 4 LISTENING & SPEAKING
• Focus on the exercises for 1C. SS do the exercises a Focus on the instructions and go through the glossary
individually or in pairs. If SS do them individually, with the class.
have them compare with a partner. Check answers b Focus on the two questions and give SS time to answer
after each exercise. them in pairs. Do not ask for feedback at this stage as
SS will do it in c.
c 1 18 Now play Cristina and Pun’s answers to the
first question, and pause. Play the audio once more.
Then elicit their answers from SS, and ask them who
they identify with and why.
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2A
1 Cristina is used to both native and non-native speakers Digital extra idea
of English. However, she sometimes has trouble • Go to Google images and type the word kite to show
understanding people from the South (of the US). She images of both meanings of kite.
also finds it more difficult to understand people on the
telephone than face-to-face. Repeat for the last question, and elicit answers.
Pun finds native speakers easier to understand because
they talk more clearly, except when they talk too fast. 6 Cristina finds American English sports idioms tricky
However, he feels more confident when speaking to because she’s not familiar with American sports. She
non-native speakers, because he’s not so worried about also finds English spelling challenging.
making mistakes. Pun has difficulty putting the correct stress on new
words. He also thinks he monitors his own speech too
Now play Cristina and Pun’s answers to the second much and worries about making mistakes.
question, and pause. Play the audio once more. Then
elicit their answers from SS, and ask them who they
1 19
identify with and why.
2 Cristina says that people don’t often correct her, I = interviewer, C = Cristina, P = Pun
but she doesn’t mind when they do. Sometimes she I Do you have any funny or embarrassing stories related to
corrects her own mistakes. misunderstanding someone?
C Yes, this happened a few years ago. I was trying to
Pun likes it when native speakers correct him, but he
organize an evening out with some friends, and one of my
gets discouraged when people correct him constantly. friends picked a place for all of us to meet, and he said,
“Let’s all meet at Hideout.” He meant H-I-D-E-O-U-T, you
know, like a hiding place, which was the name of a bar. But
1 18 I completely misunderstood him and thought he said “high
(audioscript in Student Book on page 125) doubt,” two words, like H-I-G-H D-O-U-B-T. So, this caused
I = interviewer, C = Cristina, P = Pun a lot of confusion, because I passed on the information
I Do you find it easier to understand native or non-native to a bunch of other people and everybody got extremely
speakers of English? confused and we couldn’t find the place. We had to call him
C Well, I’ve been in the United States for seven years now, to find out where it was, and then we all figured out that
and I’ve been exposed to a lot of different accents, not I had misunderstood and gotten the name of the place
only people from the United States, but from different wrong. Yeah, it took us a while, but in the end we all got
parts of the world, so I’m used to it. In terms of regional together and had a good laugh. So it all worked out.
accents in the US, I still sometimes have trouble with I Do you have any funny or embarrassing stories related to
Southern accents…they’re a little more challenging for me, misunderstanding someone?
because I don’t live in the South. The most stressful thing, P Yeah, usually related to idioms. For example, I once took a
I think, is talking on the phone, because you don’t have the business course, and the professor liked to use the phrase,
face-to-face interaction, so it can be tricky. “get a foot in the door.” I didn’t know what that expression
I Do you find it easier to understand native or non-native meant and kept thinking, why do we need to put a foot in
speakers of English? the door? Then a classmate told me it doesn’t mean you
P I find native speakers easier to understand, because REALLY stick your foot in the door, it means you initiate, or
they speak more clearly than non-native speakers. But, start, something…And here’s another one: “sugar-free.” I
some native speakers can be difficult to understand too knew that “free” means no cost, but I kept seeing “sugar-
because they talk too fast. And even though I can usually free” things in stores. I thought that “sugar-free” meant
understand native speakers better, I have more confidence they put in more sugar, like extra sugar, and it was free to
when I’m talking to a non-native speaker, because I know the customer. But instead, it meant there was NO sugar at
that neither of us speaks perfect English, so I’m not as all. I was really surprised by that.
worried about making mistakes or being embarrassed. I Is there anything you still find difficult about English?
I How do you feel about having your English corrected? C I find that certain idioms related to sports don’t come
C Well, it hasn’t happened much lately, but I don’t mind, easily to me because I don’t know anything about baseball
because that’s how we learn, you know, we learn from our or basketball or American football, and there’s quite a
own mistakes. Sometimes when I’m tired, I might make a few idioms in American English that come from those
mistake with the third-person form, you know, but usually sports, like “hit it out of the park” or “slam dunk.” So
people are quite tolerant. And sometimes I catch my own even though I do understand them in context, I don’t use
mistakes, so I’m able to correct myself. them, because I don’t always see the connection…Oh, and
I How do you feel about having your English corrected? spelling. Romanian is a phonetic language, so spelling isn’t
P I love to have native speakers correct my English because necessarily as important as it is in English. Sometimes I
it helps to pinpoint my mistake. But some people can have to write words out in English, maybe because I’m a
overdo it. For example, I had this co-worker at my job, and visual learner. I have to visualize the letters in my head
every time we had a conversation, he used to correct my before I can spell the word.
mistakes – if someone corrects you constantly, you just I Is there anything you still find difficult about English?
don’t want to speak anymore. But when they give me P Hmm. Sometimes when I read a new word, I’m not sure
words that I didn’t know before, then it’s appreciated. where to put the stress, for example, I’ll say STAtistics
instead of staTIStics. And I always used to say aCAdemic…
for the word acaDEMic. You see, the Thai language is very
d Focus on the task, and have SS answer the questions different from English, so sometimes it’s hard. But mostly
with a partner. Elicit anecdotes and opinions. my problem is that I’m constantly monitoring my own
speech because I’m afraid of making mistakes.
e 1 19 Now play the second part of the interview,
pausing after they answer the question, Do you have Finally, ask the class which of the two speakers they
any funny or embarrassing stories …? Play the two found easier to understand and elicit reasons.
anecdotes again, and then elicit what they were about.
5 Cristina had a misunderstanding once when a friend
suggested that she and others meet at a place called
5 VOCABULARY language terminology
Hideout. She thought he’d said High Doubt, and the mix- a Focus on the task and tell SS to read the eight
up caused a lot of confusion. definitions first before they try to match them to the
Pun sometimes misunderstands idioms. He didn’t know words in the list. Have SS check their answers in pairs
the expression get a foot in the door and took it literally
before eliciting the answers from the class. Make sure
until a classmate explained the meaning. He was also
confused by the phrase sugar-free, which he took to
mean “the sugar is free.”
32
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2A
SS can pronounce all the words and phrases correctly Focus on the task and give SS, in pairs, time to mark
and have them mark the stress on the multi-syllabic the sentences S if all the pink letters make the same
words. sound or D if one word is different, in which case they
should circle the different sound.
1 an idiom 5 slang
2 collocation 6 colloquial b 1 20 Play the audio, pausing after each sentence for
3 register 7 a synonym SS to check their answers, playing the audio again as
4 a phrasal verb 8 a metaphor necessary. Then check answers, eliciting the rule in
b This quiz recycles language terminology and also lexis each case and any more exceptions that SS can think of.
from the lessons in the File. Set a time limit and have 1 heir /ɛr/
SS, in pairs, take the quiz. Check answers. Rule: the letter h is almost always pronounced
/h/. Common exceptions: heir, honest, honor, hour,
1 Idioms exhausted, rhythm
1 refuse to change your mind about something even 2 power /ˈpaʊər/
when other people are trying to convince you that Rule: the letters ow are often pronounced /oʊ/ as in
you are wrong blow, window, below, but are also often pronounced
2 say exactly what you think in a very direct way /aʊ/ as in frown, towel, now. ! Occasionally, the same
3 were determined to continue despite the difficult letters have different pronunciations according to the
circumstances meaning, e.g., row /raʊ/ (= argument), but row /roʊ/
4 don’t agree with each other (= a line of seats).
5 is the dominant partner 3 river /ˈrɪvər/
2 Phrasal verbs Rule: the letter i + consonant + e is usually /aɪ/.
1 catch up 4 bring up Common exceptions: river, give, live (the verb), since,
2 put off 5 grow up liver, etc.
3 take after 4 whose /huz/
Rule: the letters wh are almost always /w/, but
3 Synonyms and register
occasionally /h/, e.g., whose, who, whole.
a (and b)
5 All the same pronunciation
1 E (one is more formal) 5 H (omit)
Rule: the letter j is always pronounced /dʒ/.
2 D (consequently) 6 C (however)
6 machine /məˈʃin/
3 F (owing to) 7 A (adhere to)
Rule: the letters ch are occasionally /ʃ/, e.g., machine,
4 B (benefits) 8 G (require)
chef, cliché, or /k/, e.g., chemistry, architect, but
4 Collocation almost always /tʃ/.
1 completely 4 distant 7 sure /ʃʊr/
2 security 5 hurt Rule: the letter s at the beginning of a word is almost
3 close always /s/.
Common exceptions: sugar and sure where the s is
pronounced /ʃ/.
6 PRONUNCIATION sound–spelling 8 All the same pronunciation
Rule: the letters aw are always /ɔ/.
relationships 9 work /wərk/
Rule: the letters or are usually /ɔr/, but occasionally
Pronunciation notes /ər/, e.g., work, word, world.
10 require /rɪˈkwaɪər/
• At this level, SS usually have a well-developed
Rule: the letters ir are almost always /ər/, but are
ability to predict the pronunciation of new words pronounced /aɪər/ when followed by an e.
from their spelling and it is important to encourage
them to do this every time they learn a new word.
However, it is also important for SS to be able to
use a dictionary to check pronunciation in the case 1 20
of words that have a very irregular sound–spelling 1 /h/ hurt heir adhere hardly himself
2 /oʊ/ throw elbow lower power grow
relationship.
3 /aɪ/ alike despite river transcribe quite
• SS who have previously used American English File 4 /w/ whenever why whose where which
5 /dʒ/ jealous journalist reject job enjoy
will be familiar with the “sound pictures” used 6 /tʃ/ change achieve machine catch charge
throughout the course to provide SS with a clear 7 /s/ salary satisfying spontaneous synonym sure
model of all the sounds of American English and to 8 /ɔ/ awful saw flaw drawback law
9 /ɔr/ short corner work ignore reporter
familiarize them with the phonetic symbol for that
10 /ər/ firm dirty third T-shirt require
sound. If your SS have not used American English
File before, this would be a good time to introduce c This exercise shows how SS can use their instinct to
them to the Sound Bank on page 168. predict pronunciation from spelling and can also use
• The exercise below is to help remind SS about the phonetic script in a dictionary to check their guess.
common sound–spelling “rules” in American Focus on the task and have SS cover the phonetics and
English and, in some cases, exceptions to those definitions. Tell SS to guess the pronunciation from
rules. the spelling of the words and elicit what they think.
Then tell SS to uncover and check the pronunciation by
a Focus on the information box and go through it with
looking at the phonetic transcription.
the class, highlighting that English pronunciation is a
lot less irregular than many people may think.
33
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G the past: narrative tenses, used to and would
V word building: abstract nouns
P word stress with suffixes
2B Once upon a time
Lesson plan C.S. Lewis (1898–1963) was a close friend of

J.R.R. Tolkien. His best-selling children’s book,
The main context of the lesson is childhood memories. The The Chronicles of Narnia: The Lion, the Witch and the
theme is explored first through extracts, in which famous Wardrobe, was made into a movie in 2005.
people write about their childhood. The grammar focus
here is on past forms. SS review narrative tenses (simple Kofi Annan (1938–) was the very active and popular
past and continuous, and past perfect and continuous) head of the United Nations from 1997–2006.
for describing specific incidents in the past. They also Mitsuko Uchida (1948–) is a Japanese-born musician
review used to to describe repeated past actions and learn now living in the UK. She is an award-winning
an alternative form, would + infinitive. The first half of the classical pianist who has played solo and with
lesson ends with oral and written practice talking about orchestras around the world.
childhood, where SS put into practice what they have just
learned. Jung Chang (1952–) is a Chinese-born writer now
living in London, famous for her autobiography Wild
In the second half of the lesson SS listen to an interview Swans, in which she was highly critical of the Chinese
about a new book that talks about research that has been communist regime of Mao Tse-tung, causing the book
done about our earliest memories (what age we have to be banned in China.
them and what they usually consist of) and SS talk about
their own first memories. Finally, there is a lexical and Agatha Christie (1890–1976) will be familiar to SS as
pronunciation focus on abstract nouns, e.g., childhood, one of the world’s best-selling authors of hundreds of
boredom, fear, etc. detective novels. A play based on one of her books, The
Mousetrap, is the longest running play in history.
STUDY LINK Anaïs Nin (1903–1977) A French writer who is most
• Workbook 2B
famous for her journals which span nearly 60 years of
• Online Practice
• iChecker
her life. For a time she was the partner of the American
writer Henry Miller.
Extra photocopiable activities Sydney Poitier (1927–) is an American-born Bahamian
actor. He was the first African-American actor to win
• Grammar Past: narrative tenses, used to, and would page 144
• Communicative Childhood questionnaire page 170 an Academy Award for Best Actor in 1963.
(instructions pages 161–162) Give SS time to compare their answers in pairs before
• Vocabulary Abstract nouns page 195 (instructions
checking answers. You might want to explain that
pages 187–188)
• Song Kid page 217 (instructions page 213) in English, professor usually means a college teacher,
but here Kofi Annan uses it to refer to a high school
teacher.
Optional lead-in—the quote
1 Fears 5 Food
2 School 6 First love
closed) and the name of the author or have SS open their 3 Ambitions 7 Washing
books and read it. 4 Toys and games
• Point out that Sam Ewing (1921–) is an American writer
and broadcaster.
LEXIS IN CONTEXT
• Ask SS what they think the writer was trying to say in
b Focus on the information box and remind SS about
the quotation. Find out if any SS have left their own
“register,” e.g., the style and level of formality (formal,
hometown and if so what they miss and why.
informal, or neutral) of a piece of writing, and how a
good dictionary will give important information about
1 READING the level of formality of words and phrases. Highlight
the importance of recording this information and
a Focus on the task and the texts and point out that they remind them, in the case of very formal / literary words
are extracts from a book called When We Were Young, to also note down the neutral synonym, e.g., in the
where different people, including several well-known case of specter (formal), they should also note down
writers, describe aspects of their childhood. Set a time the neutral or normal word, ghost. They should also do
limit for SS to read the extracts and match the correct the same if, for example, the word in the text had been
heading to each one. spook, a very informal word for ghost.
You may also want to give some more background Focus on the task and give SS time to read the texts
information about some or all of the contributors to again and find the synonyms (numbers 1–7 refer to
the article: the extract where they will find the word). Check
answers, highlighting that specter would rarely be used
34
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2B
in modern, nonliterary language, and that skinny has Paragraph 6: past simple (was, arranged, watched, etc.),
connotations of being unhealthily thin. past perfect (had been scolded), past continuous (was
waiting)
1 specter Paragraph 7: simple past (came, had, washed), used to
2 outlook on (used to take, used to be, used to use), would + base form
3 lucrative (would do, would beat, would sort of dissolve / float out,
4 splendid, liable to, no wonder, skinny would be gone)
5 misery
6 scold c Tell SS to go to Grammar Bank 2B on page 141. Go
7 dissolve through each example and its corresponding rule with
Highlight the prepositions after outlook (on) and liable
on their own, and answer any questions.
(to).
c This exercise encourages SS to use reading texts to Grammar notes
help extend their vocabulary. Give SS a few minutes to • SS should be totally familiar with narrative tenses,
choose five more words or phrases, which they think though they may still have problems differentiating
would be useful to learn. Get them to compare their between past perfect and continuous. They should
choices with a partner before getting some feedback also be very familiar with used to for past habitual
from the class. Emphasize the importance of writing or repeated actions. The structure that may be
down new lexis in context, e.g., The latter was beyond new to them is the use of would + infinitive. It is
comparison with the meaning of the word alongside it. important to stress to SS that the simple past, used
You may want to systematically ask SS to choose to, and would are alternative structures to use when
more words or phrases to learn after each reading or describing repeated past actions, and that varying
listening text, even if this is not one of the lesson stages. structures will make their language sound more
fluent and advanced.
d Focus on the questions and assign SS a time limit to
answer them. Some of the questions require some Focus on the exercises for 2B. SS do the exercises
interpretation rather than straight comprehension. individually or in pairs. If SS do them individually, have
Have them compare their answers with a partner them compare with a partner. Check answers after
before checking answers. Deal with any vocabulary each exercise.
doubts SS may have.
a 1 was sitting, had been crying
1 Insects, e.g., spiders 2 ✓
2 Perhaps it made him think that you should always try to 3 ✓, had died
see “the bigger picture” rather than get distracted by 4 didn’t use to look
small details. 5 ✓, ✓
3 From the Hans Christian Andersen story “Little Match 6 had crashed, was pouring
Girl” and from her teacher. b 1 spent / would spend / used to spend
4 Because of its action – it moved in all directions that 2 had died
made riding it very exciting. 3 cooked / would cook / used to cook
5 They wanted her to become a piano teacher. 4 took / would take / used to take
6 They pretended to let her go without saying anything 5 was invited / had been invited
because they thought it was amusing. 6 told
7 She probably didn’t have enough money to buy a scrub 7 was going
board. 8 tried
9 got
e Focus on the task and have SS do it in pairs. You could 10 decided
either have SS cover the texts and remember together 11 was sleeping
or have student A cover the text and try to remember 12 wanted
while student B (text uncovered) checks and prompts. 13 had been told
14 climbed
Now open the discussion to the whole class, by asking 15 saw
Which paragraph reminds you most of your childhood? 16 had been asking
and eliciting responses and reasons. 17 refused / had refused
18 heard
19 realized
2 GRAMMAR the past: narrative tenses, 20 had gotten up
21 was coming
used to, and would 22 opened
a Focus on the task and give SS a couple of minutes to 23 had caught
24 had forbidden
answer the questions with a partner. Check answers.
1 Paragraphs 2 and 6
2 Paragraphs 1, 3, 4, 5, and 7
b Focus on the task and again give SS a few moments to

answer it with a partner before eliciting suggestions.
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2B
3 SPEAKING & WRITING article will vary depending on the title, it is difficult to
pinpoint any often recurring language.
a 1 21 Focus on the task and play the first extract and
elicit the phrase the speaker uses to refer to her age
(From the age of about seven till I was 16...). Then play ANALYZING A MODEL TEXT
the rest of the audio for SS to write down the rest of the
a Focus on the text type (an article) and tell SS that they
phrases, playing the audio again as necessary.
may want to write an article for an English language
Check answers and highlight that: magazine or website or they may be required to do this
– you can say When I was small… instead of When I was for an exam. There are certain tips and strategies that
little... SS will learn in this lesson that will help them to write
– kid is more informal than child. good articles.
– you can also say As a child… instead of When I was a
Focus on the Key success factors and go through
child.
them with SS.
2 When I was little… Focus on the task, and have SS, in pairs, discuss what
3 When I was a young child…
factors they might include if they were writing about
4 When I was in elementary school…
5 When I was a kid… their country, e.g., the way schools have changed. Get
feedback and write their ideas on the board.
1 21 b Set a time limit for SS to read the article and see what
1 From the age of about seven till I was 16 I went to an ideas were included, and also to choose a title. Get
all-girls school in Connecticut… feedback about which title they prefer and why.
2 When I was little, and actually still now, I was absolutely
terrified of spiders… The best title is probably Changing childhood, which
3 When I was a young child, I used to have a lot of sounds more interesting and engaging than How
nightmares…
4 When I was in elementary school, I used to hate school
childhood has changed. My childhood is not appropriate
meals… because the article is about childhood in general.
5 When I was a kid, we always used to go on vacation to the
countryside… c Now have SS read the article again and answer the
questions with a partner. Check answers. When
Extra challenge checking answers to 4, elicit that the discourse markers
• Have SS write down the whole sentence for each used are either to introduce the main ideas (First, etc.)
person. Then focus on the phrase used to refer to the or to express cause and result (As a result, This is due
speakers’ ages. more than anything to, etc.).
b Focus on the task and make it clear to SS that they 1 The direct question engages the reader and tells him /
her exactly what the article will be about.
have to talk about habitual actions. Demonstrate the
The question is answered in the conclusion.
activity by talking about some of the headings yourself. 2 The first paragraph focuses on the writer’s memories
Then have SS, in pairs, take turns talking about each of his childhood, and gives examples of how he spent
heading. Highlight that they should be using past his free time, e.g., playing outside, playing board games
forms / used to and would + infinitive to describe their with his brothers and sisters, etc.
experiences. 3 Families are smaller and there are more only children
because parents both work nowadays, or can’t afford
c Focus on the instructions and highlight that this time more than one child. As a result, children spend a lot of
they should use narrative tenses to describe a specific time alone. Children don’t play outside anymore because
incident they can remember from their childhood. parents think playing outside is dangerous. Children play
more on their own because the popular toys today are
Give them some thinking time to choose a heading and computer and video games, which you can play without
an incident. another person.
4 SS should have underlined First, As a result, Another
Monitor and support, helping SS with vocabulary and major change, This is due more than anything to the
correcting any wrong use of tenses. Fast finishers could fact, so, Finally.
choose another heading and describe another incident
from their childhood. d Focus on the task and give SS time to find the
synonyms. Have them compare with a partner and then
d Focus on the task, which you could either do in class check answers.
or assign for homework. The paragraphs could be
displayed in the classroom or on the class website if you 1 these days, today
have one. 2 boys and girls, youngsters, young people
3 by themselves, on your own
e Writing 4 pastimes
Tell SS to go to Writing An article on page 106. Now go through the Using synonyms box. Stress that
it isn’t that you can’t repeat a word or phrase (children is
In this lesson the focus is on writing an article.
used six times), but that also using youngsters, boys and
The writing skills focus is on choosing a good title,
girls, etc., makes the vocabulary more varied.
paragraphing and discourse markers, and on making
your writing more interesting by using synonyms and You may want to suggest that SS could use a thesaurus.
a richer range of vocabulary. This lesson does not have
a Useful Language section; since the content of an
36
4775779_AEF2e_TB5.indb 36 3/19/14 12:50 PM

2B
e Focus on the task and have SS try to do it without
Sp2 My earliest memory is of being completely by myself,
looking back at the article. Then check answers. lost in what seemed to be a great big forest, it probably
wasn’t. I was about 18 months old and we were living in
1 dramatically 5 hardly ever Virginia, which is where I was born, and I was on a kind
2 neighborhood children 6 could possibly afford of a path in the middle of a really, really dark forest and
3 racing 7 idyllic I remember looking behind me and it was just darkness
4 hazardous and big dark trees and the same ahead of me, and just
having this feeling of being completely on my own, and
Extra challenge calling out for my sister, Lynn, who was seven years
older than me, who was supposed to be watching me
• You could elicit other synonyms that the writer could and not being able to find her.
have used, e.g., 1 hugely, 2 local children, 3 dashing / Sp3 I guess I was about three or maybe four, and I
remember sitting on my father’s shoulders and we
rushing, 5 scarcely, etc. were going to the zoo and there was an elephant, and
Finally, go through the Using richer vocabulary box the elephant took my ice cream.
Sp4 I remember it was 1966 and I was sitting at a bus stop
with SS. with my grandmother, and I’d been given a brand new
dime, it was brand new, it was so shiny, and it was
beautiful, and I remembered deciding then and there
PLANNING WHAT TO WRITE that this was going to be my earliest memory, I was
going to remember this day in 1966 when I was sitting
a Focus on the task and article titles, and give SS time there with this brand new dime. And then I remember
to choose a topic to brainstorm in pairs. Get brief the bus came, and when we went to get on, my grandma
was a dime short, so that was the end of my dime.
feedback from different pairs for the three different Sp5 One of my very earliest memories is pulling away in
topics. Then tell them to individually choose the two or a car looking out of the window seeing our dog Sam
three changes that they would focus on in their article. through a window, whimpering and looking really sad
Get feedback asking SS why they have chosen these like he was already missing us. We were basically
having to say goodbye to Sam because we were
changes. moving to an apartment where they didn’t allow dogs.
So we were having to say goodbye to him, and it was
b Finally, have SS individually think of titles for their very sad, he was like whining and whimpering in his new
article, and compare / discuss them with a partner. home and we were pulling away. It was horrible.
Get feedback and help SS to improve their titles where
appropriate. Finally, go through the tips with SS. b Focus on the questions. Point out that not all the
speakers say exactly how old they were. Play the audio
again for SS to answer the questions. You could pause
WRITING between each extract to give SS more time. Have SS
Go through the instructions and assign the writing for compare in pairs before checking answers.
homework.
1 Age: 1½ Memory: swimming in the Atlantic Ocean with
her mother and father
2 Age: About 18 months old Memory: being lost in a forest
4 LISTENING & SPEAKING and not able to find her older sister
a 1 22 Focus on the task and play the audio once the 3 Age: 3 or 4 Memory: visiting the zoo with her father and
whole way through for SS to number the emotions. an elephant took her ice cream
4 Age: doesn’t say Memory: being given a brand new dime
Play the audio again as necessary. Check answers.
by his grandmother, but then having to give it to the
surprise 3 bus driver because his grandmother didn’t have enough
sadness 5 money to pay for the fare
fear 2 5 Age: doesn’t say Memory: saying goodbye to the family
disappointment 4 dog who they were leaving behind in his new home
happiness 1
Extra support
1 22
• If there’s time, have SS listen again with the
audioscript on page 125, focusing on any new
I = interviewer, Sp = speaker
I What’s your earliest memory? didn’t understand, e.g., because the words were run
Sp1 I was born on the Atlantic coast of New England, and together.
my earliest memory is swimming between my mother
and my father in the Atlantic Ocean. c Tell SS that they are going to hear an interview in
I Oh, wow. which someone will talk about a book about memory
Sp1 Because I swam before I could walk. And it was called How Memory Shapes our Past by Professor
wonderful.
I How amazing! How old were you then? Douwe Draaisma, a Dutch professor and expert on
Sp1 I think I was like, actually, I must have been really, really memory.
young, maybe, maybe I’d already walked by that point, I
must have been one and a half when I had that memory. Have SS, in pairs, discuss questions 1–5, all of which
Really young, it was really, it was a beautiful experience will be answered in the interview. Get some feedback
then, and remembering it makes me very happy. from the class, but don’t check answers at this stage.
d 1 23 Play the audio for SS to check their answers to
the questions. Play the audio again as necessary. Check
answers. Find out if SS were surprised by anything
they heard in the interview. You could also ask if, as a
result of what they have heard, they think that any of
the memories in a may not be true memories.
37
4775779_AEF2e_TB5.indb 37 3/19/14 12:50 PM

2B
Extra support e 1 24 This exercise gives SS practice in
• Pause the audio where indicated in the audioscript understanding a short narrative by focusing on the key
(see spaces) to give SS time to note their answers. “content” words in the story (e.g., the words that the
speaker will tend to stress more strongly). Listening for
1 b (2–4 years)
2 Because we don’t have a clear sense of ourselves as “key” words is an important aspect of understanding
individuals and because we usually can’t use the past native speakers and especially understanding rapid
tense yet. speech.
3 a) strong emotions, e.g., happiness, unhappiness, pain,
surprise, fear Tell SS that they are going to hear a short anecdote
b) the birth of a baby brother or sister, a death, or a about the first memory of the famous Swiss
family visit. Festive celebrations. psychologist, Jean Piaget. The first time they listen they
4 Mostly visual should just write down any words they hear. Play the
5 Because they might not be real memories but audio once.
something someone has told us or we have seen in
a photo. Now play the audio again for SS to try and fill in the
rest of the story. Have them compare with their partner
1 23
and see if they can retell the story together.
(audioscript in Student Book on page 125) Finally, elicit the story from the class and write it on the
H = host, J = John Fisher board.
H Are our first memories reliable, or are they always based on
something people have told us? What age do most people’s Suggested key words in bold
first memories come from? John Fisher has been reading a He was sitting in his stroller as a one-year-old baby. A man
fascinating new book about memory by Professor Draaisma tried to kidnap him. He remembered his nanny fighting to
called How Memory Shapes our Past, and he’s going to save him. His parents gave her a reward (a watch). Years
answer these questions for us and more. Hello John.
later when he was 15, the nanny wrote his parents a letter
J Hello.
H Let’s start at the beginning. At what age do first memories and returned the watch. She confessed that she had made
generally occur? up the whole story.
J Well, according to both past and present research, 80
percent of our first memories are of things that happened
to us between the ages of two and four. It’s very unusual 1 24
to remember anything that happened before that age. H = host, J = John Fisher
H Why is that? H First memories are often considered unreliable, in that
J There seem to be two main reasons, according to Professor perhaps sometimes they’re not real memories, just things
Draaisma. The first reason is that before the age of other people have told us about ourselves or that we
two, children don’t have a clear sense of themselves as have seen in photos. Is that true, according to Professor
individuals – they can’t usually identify themselves in a Draaisma?
photograph. And you know how a very small child enjoys J Absolutely! He cites the famous case of the Swiss
seeing himself in a mirror, but he doesn’t actually realize psychologist, Jean Piaget. Piaget had always thought that
that the person he can see is in fact himself. Children of this his first memory was of sitting in his stroller as a one-year-
age also have problems with the pronouns I and you. And a old baby when a man tried to kidnap him. He remembered
memory without I is impossible. That’s to say, we can’t begin his nanny fighting the kidnapper to save him. The nanny
to have memories until we have an awareness of self. was then given a watch as a reward by Jean’s parents. But
H And the second reason? many years later, I think when Jean was 15, the parents
J The second reason is related to language. According to the received a letter from the nanny in which she returned the
research, first memories coincide with the development of watch to them. The nanny, who was by now an old woman,
linguistic skills, with a child learning to talk. And as far as confessed in the letter that she’d made up the whole story,
autobiographical memory is concerned, it’s essential for a and that was why she was returning the watch. Of course
child to be able to use the past tense, so that he or she can Jean had heard the story told so many times that he was
talk about something that happened in the past, and then convinced that he’d remembered the whole incident.
remember it.
H I see. What are first memories usually about? I mean, is it f Focus on the task and go through the talking points. If
possible to generalize at all?
J Early memories seem to be related to strong emotions,
you have a good early memory story to tell, contribute
such as happiness, unhappiness, pain, and surprise. it at this point.
Recent research suggests that three quarters of first
memories are related to fear, to frightening experiences Put SS in pairs or small groups of three or four. Tell
like being left alone, or a large dog, or having an accident – SS to take turns talking about any of the topics where
things like falling off a swing in a park. And of course this they have a clear memory and are happy to recount it. If
makes sense, and bears out the evolutionary theory that
the human memory is linked to self-preservation. You
you have time, you could find out whether anyone has
remember these things in order to be prepared if they a funny / surprising / dramatic memory to retell to the
happen again, so that you can protect yourself. whole class.
H Are first memories only related to emotions, or are there
any specific events that tend to become first memories?
J The events that are most often remembered, and they are
always related to one of the emotions I mentioned before,
5 VOCABULARY & PRONUNCIATION
are the birth of a baby brother or sister, a death, or a family word building: abstract nouns; word stress
visit. Festive celebrations with bright lights were also
frequently mentioned, much more frequently than events with suffixes
we might have expected to be significant, like a child’s
first day at school. Another interesting aspect is that first a Focus on the information in the box about abstract
memories tend to be very visual. They’re almost invariably nouns and elicit some examples from the class, e.g.,
described as pictures, not smells or sounds.
love, jealousy, hunger, attraction, etc.
H First memories are often considered unreliable, in that
perhaps sometimes they’re not real memories, just things Focus on the task making it clear that to form some of
other people have told us about ourselves or that we
have seen in photos. Is that true, according to Professor the nouns, SS will have to add a suffix and for others
Draaisma? (the final column) SS have to form a new word instead
J Absolutely! He cites the famous case of the Swiss
psychologist, Jean Piaget…
38
4775779_AEF2e_TB5.indb 38 3/19/14 12:50 PM

2B
of adding a suffix. Do the first two words adult and
6 1 26 SONG Kid
afraid with the whole class as examples.
This song was originally made famous by the British-
In pairs, give SS time to complete the task. Check American new wave band The Pretenders in 1979. For
answers. copyright reasons, this is a cover version. If you want to
+ hood do this song in class, use the photocopiable activity on
adulthood, childhood, neighborhood page 217.
+ ship
friendship, membership, partnership, relationship 1 26
+ dom Kid
boredom, freedom, wisdom Kid what changed your mood
+ ness You’ve gone all sad so I feel sad too
happiness, kindness, sadness, sickness I think I know some things we never outgrow
+ tion You think it’s wrong
celebration, competition, imagination I can tell you do
How can I explain
word changes
you don’t want me to
afraid – fear, ashamed – shame, believe – belief,
dead – death, hate – hatred, lose – loss, poor – poverty Kid my only kid
You look so small you’ve gone so quiet
I know you know what I’m about
b 1 25 Focus on the task and tell SS to use their instinct I won’t deny it
to underline the stressed syllables in the words. Then But you forgive though you don’t understand
play the audio for them to check their answers. Elicit You’ve turned your head
which suffix ending(s) can cause the stress to change. You’ve dropped my hand
All my sorrow, all my blues
See answers in audioscript 1.25 All my sorrow
Shut the light, go away
The endings -hood, -ship, -dom, and -ness never affect Full of grace, you cover your face
the stress of the word they are added to. Kid gracious kid
Your eyes are blue but you won’t cry
Multisyllable nouns ending in -ion are always stressed I know angry tears are too dear
on the syllable before the ending. This sometimes You won’t let them go
causes the stress to shift, e.g., celebrate – celebration,
inform – information, but not always, e.g., express –
expression.
You may want to point out that the same rule applies to
words ending in -ian, e.g., electrician, magician, etc.
1 25
1 adult – adulthood
2 celebrate – celebration
3 compete – competition
4 free – freedom
5 happy – happiness
6 relation – relationship
Now have SS go back to the chart in a and practice

saying the words correctly. Make sure they know where
to stress the words that don’t have a suffix, e.g., belief,
poverty, etc.
c Focus on the task and set pairs a time limit to complete
the quotations. Sometimes more than one abstract
noun will make sense in a quotation, but the idea is for
SS to try and guess the original words. Check answers.
1 hatred 3 happiness 5 poverty 7 sickness
2 Fear 4 Imagination 6 boredom 8 freedom
Digital extra idea

• You could show the class photos of the people as they
look at each quote.
d You could do this exercise in pairs or as a whole-class
activity.
39
4775779_AEF2e_TB5.indb 39 3/19/14 12:50 PM

1&2 Review and Check
The File finishes with two pages of review that focuses on CAN YOU UNDERSTAND THIS PROGRAM?
the grammar, the vocabulary (including Lexis in Context), a Students’ own answers
a reading passage, and a listening passage. These exercises b [✗] More than half the world’s children grow up speaking two
can be done individually or in pairs, in class or at home, or more languages.
depending on the needs of your SS and the class time [✗] Being bilingual strengthens the brain.
available. If SS do them in class, check which SS are still [✗] For bilinguals, the brain keeps the two languages separate.
having problems, or any areas that need further review. [✗] Bilingual speakers’ brains perform mental exercises all
the time.
1 27
H = host (Renee Montagne), J = Judy Szentkiralyi, P = Paul
• File 2 Quick Test Szentkiralyi, G = Gretchen Cuda-Kroen, Ha = Hannah Szentkiralyi,
• File 2 Test Ja = Janet Werker , E = Ellen Bialystok
H This is MORNING EDITION from NPR News. I’m Renee Montagne.
In today’s health segment, people with rare diseases help
each other using the Internet. But first, in an increasingly
GRAMMAR interconnected world, speaking more than one language is
a 1 though 4 there 7 herself 10 because becoming common. Approximately one out of five Americans
2 their 5 one 8 so speak a language other than English at home. Around the world,
3 would 6 as 9 have / get as many as two-thirds of children are brought up bilingual.
And it turns out that being bilingual is also good for the brain.
b 1 to have them repaired
Reporter Gretchen Cuda-Kroen has the story.
2 If one learns a few phrases,
J (Foreign language spoken)
3 despite the heavy traffic / despite the traffic being P (Foreign language spoken)
heavy / despite the fact that the traffic was heavy G Judy and Paul Szentkiralyi both grew up in the U.S. bilingual –
4 was canceled due to the fog speaking Hungarian with their families and English with their
5 see each other peers. And when they married they knew they wanted to raise
6 by themselves their children speaking both languages. So their two daughters,
7 haven’t seen him since Hannah and Julia, heard only Hungarian from mom and dad
8 so as not to be recognized at home.
Ha (Foreign language spoken)
9 we won’t have to do the dishes
G Then came school and learning English. Judy recalls Hannah’s
10 I would take
first few months with the new language.
J When she did go to preschool that accent was very thick. She’s
counting like vun(ph), two, tree. And by the time maybe four or
VOCABULARY five months went by it was totally gone.
a 1 teeth 3 run 5 guns G Most people were supportive, but not everyone. Judy’s husband
2 mind 4 pants 6 terms Paul recalls an uncomfortable confrontation Judy once had in a
local grocery store.
b 1 career 3 alike 5 take after P I remember one time you came home, you said this one lady
2 part-time 4 half-sisters 6 synonym was, well, when’s she going to learn English. It’s like, well, when
she goes to school she’ll learn English.
c 1 of 3 up 5 in G The Szentkiralyi’s says that people often asked them if their
2 off, up 4 off 6 with, on kids got confused or if they fell behind in school. Janet Werker
has an answer for them. She’s a psychologist at the University
d 1 neighborhood 3 friendship 5 Freedom of British Columbia who studies language acquisition in bilingual
2 fear 4 loss 6 wisdom babies. Werker says the idea that children exposed to two
languages from birth become confused or that they fall behind
is a common misconception.
CAN YOU UNDERSTAND THIS TEXT? Ja Growing up bilingual is just as natural as growing up
a Suggested answer: Being bilingual is an advantage. You are monolingual. There is absolutely no evidence that bilingual
more valuable in the workforce. You are likely to earn more acquisition leads to confusion and there is no evidence that
money and be promoted to a management position if you are bilingual acquisition leads to delay.
G Werker and other researchers say the evidence to the contrary
bilingual.
is actually quite strong. Being bilingual, they say, may actually
b 1 T be good for you.
2 T Ellen Bialystok, a psychologist from York University in Toronto,
3 T says the reason lies in the way the bilingual mind uses
4 F (Bilingualism is not an absolute requirement, but it is language. No matter what language a person is speaking at the
desirable, according to Wendi Colby, director of human moment, Bialystok says both languages are active in the brain.
resources.) E The evidence is very dramatic. Even if you’re in a context that’s
5 T utterly monolingual where you think there’s absolutely no
6 T reason to think about Chinese or Spanish or French, it is part of
the activated network that’s going on in your brain.
7 T
G This means bilinguals have to do something that’s monolinguals
8 F (Wellesley says, “We see demand from a full range of don’t do. They have to keep the two languages separate.
industries.”) Bialystok likens it to tuning into the right signal on the radio or
television – the brain has to keep the two channels separate
and pay attention to only one.
40
4775779_AEF2e_TB5_U2.indd 40 4/4/14 4:01 PM

1&2
E The brain has a perfectly good system whose job it is to do just
that – it’s the executive control system. That’s what it does. It
focuses attention on what’s important, and ignores misleading
distraction. Therefore, for a bilingual, every time you open your
mouth to speak, you recruit this executive control system. It’s
always used in every sentence you utter. That’s what makes it
strong.
G Bialystok says that constantly engaging this executive control
function is a form of mental exercise, and some researchers,
including herself, believe that this can be beneficial for the
brain. Bilingual speakers have been shown to perform better on
a variety of cognitive tasks, and one study Bialystok did found
that dementia set in 4–5 years later in people who spent their
lives speaking two languages instead of one.
E They can get a little extra mileage out of these cognitive
networks because they have been enhanced throughout life.
G And the advantages of bilingualism may be due to more than
just mental fitness. Bialystok says there’s some preliminary
evidence that being bilingual may physically remodel parts of
the brain.
For NPR News, I’m Gretchen Cuda-Kroen in Cleveland.
41
4775779_AEF2e_TB5.indb 41 3/19/14 12:50 PM

G get
V phrases with get
P words and phrases of French origin
3A Don’t get mad, get even!

This lesson deals with the topic of relationships – first SS a Focus on the task and have SS decide, in pairs, which
discuss a light-hearted list of “best breakup lines” before they think are the best / worst breakup lines. Get
reading the true stories of how three women got revenge on feedback from the class.
their boyfriend / husband, who left them or was unfaithful Extra challenge
to them. Then in pronunciation they look at French words
and expressions (e.g., rendezvous), which are commonly • Alternatively, you could start the lesson with books
used in English but pronounced in a way that is close to closed and ask SS for their own ideas of the best
their French pronunciation. There is then a lexical focus on breakup lines. Write these on the board before
verbs and idioms related to the verb get, probably the most opening books and comparing SS’ ideas with the
versatile verb in English. ones in 1a.
In the second half of the lesson SS discuss certain often- b Focus on the three stories and the title 50 Ways to
asked questions about relationships such as “Do opposites Say Goodbye, and elicit the meaning (there are many
attract?” and “Should you try to get back in touch with an ways to breakup with your significant other). Read
ex?” Then they listen to a journalist talking about academic aloud the quote “Revenge may be wicked...” and elicit
research that has been done about these topics and the its meaning (Revenge is bad but people can’t help
statistical evidence available. The grammar focus is also themselves.). Establish that all three stories involve a
on different meanings of get, and the lesson ends with a woman taking revenge on her ex-partner / husband.
questionnaire that recycles both lexical and grammatical You may want to tell SS that the composer mentioned
examples of this verb. is Michael Nyman.
Focus on the gist reading task and the five questions.
STUDY LINK Set a time limit for SS to read the three stories. Tell SS
• Workbook 3A not to worry about the meaning of every word or try
• Online Practice
• iChecker
to guess the missing words, but just to find out exactly
how the woman took revenge in each case and why.
Extra photocopiable activities Get feedback from SS about which act of revenge was
the most ingenious / satisfying, etc.
• Grammar get page 145
• Communicative Reconciliation? page 171 (instructions page 162) Students’ own answers
• Vocabulary get phrases page 196 (instructions page 188)
• Song 50 Ways to Say Goodbye page 218 (instructions page 213)
LEXIS IN CONTEXT
Optional lead-in—the quote c Focus on the task and give SS time to complete it.
• Write the quote at the top of page 24 on the board (books Have SS compare their answers with a partner before
closed) and the name of the author or have SS open their checking answers. Where useful, elicit the meanings of
books and read it. some of the wrong options. Check answers.
• Point out that Ivana Trump (1949–) is a Czech-born 1 b dumped (informal) 7 b created
Olympic skier, who emigrated to the US where she met 2 a turning 8 c crowning
and married Donald Trump, the American real-estate 3 c ridiculed 9 a get over
millionaire. When they divorced, Ivana is reported to 4 a replaced 10 c take
have won a settlement of more than 20 million dollars. 5 a unwillingly 11 b mutual
6 c posted 12 b fuel
• Point out that mad in American English means angry
and ask SS what they think Ivana meant in this quote d Focus on the task and elicit from the class what the
(don’t get angry, get as much money, property, etc., as first number (50) refers to (50 Ways to Say Goodbye, a
you can) and whether they think it is good advice. You song by Train and 50 Ways to Leave Your Lover, a song
could also ask SS whether they think it is right that by Paul Simon). Then have SS continue in pairs, telling
spouses of wealthy people often receive huge divorce them to look back at the stories if they can’t remember.
payments from their ex-partner even when they weren’t Check answers.
married for very long.
42
4775779_AEF2e_TB5.indb 42 3/19/14 12:50 PM

3A
107 – the number of women to whom Sophie Calle sent her a Focus on the information box and go through it with
ex-boyfriend’s email the class. Then give SS time to complete the task and
30 – the number of emails the famous composer used to elicit the meaning of the words and phrases. At this
send Jane Slavin every day before he suddenly broke off stage do not worry about pronunciation.
contact with her
more than 100 – the number of emails the famous 1 faux pas /foʊ ˈpɑ/ = an action or remark that causes
composer sent “Lucia” embarrassment because it is not socially correct
6 – the number of months Stephanie had been seeing Jason 2 déjà vu /deɪʒɑ ˈvu/ = the feeling that you have previously
when they decided to make their relationship exclusive experienced something that is happening to you now
1 – Jason was having a love affair, not with just one 3 avant-garde /ɑvɑnt ˈɡɑrd/ = new and very modern,
woman, but there were more sometimes surprising or shocking
3 – the number of women Jason was meeting on the side 4 entrepreneur /ɑntrəprəˈnər/ = a person who makes
money by starting and running businesses, especially if
Digital extra idea this involves taking financial risks
• Go to YouTube and type Sophie Calle in the search 5 cliché /kliˈʃeɪ/ = a phrase that has been used so often it
loses its meaning and interest
box. The clip called 52nd Venice Biennale 2007 shows
6 bouquet /buˈkeɪ/ = a bunch of flowers arranged in an
people going around the exhibition. Or Google attractive way
Sophie Calle paramnesic pleasures and watch an 7 fiancé /fiˈɑnseɪ/ = the man that a woman is engaged to
interview where Sophie Calle explains what she did (fiancée for a woman)
and why; you can also see her work. Only the first
half of the interview is relevant. You might want to a 2 2 Play the audio once all the way through,
warn SS that Sophie has a strong French accent. and then sentence by sentence for SS to repeat the
French word or phrase. Then have individual SS say
e Focus on the sayings, and elicit their meanings. the sentences.
Revenge is sweet = people enjoy taking revenge Extra challenge
Revenge is a dish best served cold = it is better not to take
revenge in the heat of the moment, but later
• You could write on the board all or some of the
In revenge, woman is more barbarous than man = women following French words / phrases used in English and
are more cruel in their revenge than men ask SS to tell you what they mean and how they are
An eye for an eye makes the whole world blind = taking pronounced: apéritif, art nouveau, au pair, bourgeois,
revenge harms you as much as the other person café, chauffeur, connoisseur, croissant, cuisine, décor,
denouement, genre, Grand Prix, piste, raconteur,
Then elicit from the class which saying they think best
sabotage, etc.
suits each story and why. You could also ask SS if there
are any sayings about revenge in their country. 2 2
Extra support 1 I made a real faux pas when I mentioned his ex-wife.
2 When we were introduced I had a sense of déjà vu, though
• Ask SS to choose five other words or phrases they I knew we’d never met before.
would like to learn from the stories and have them 3 For our first date, he took me to an avant-garde music
compare their choices. Get some feedback from the concert– there was no second date.
4 She’s engaged to a well-known local entrepreneur.
class about the words or phrases they have chosen 5 I know it’s a cliché, but it really was love at first sight.
and deal with any vocabulary problems that arise. 6 On our anniversary, he always buys a huge bouquet of
flowers – he’s so predictable!
7 I met Jane’s fiancé last night. They told me they’re getting
2 PRONUNCIATION words and phrases of married next year.
French origin
3 VOCABULARY phrases with get
Pronunciation notes
• Throughout the centuries a feature of English a Give SS a few moments to complete the task and
has been that it has always borrowed words from check answers.
other languages (called “loan words”), typically a get even b get over
where there is not an English word available to
describe, e.g., a custom, type of food, a technology, b Tell SS to go to Vocabulary Bank get on page 160.
which has been imported from another country. Focus on section 1 Expressions with get and have SS
Common examples of loan words are sauna do it individually or in pairs. Check answers and elicit /
(from Finnish), pasta (from Italian), and robot model the pronunciation of tricky phrases as necessary.
(from Czech). The pronunciation of these words ! Remind SS that, since get is a very common verb,
is usually anglicized. However, there is a large idioms with get are likely to be found in the dictionary
group of French loan words and phrases, most of under the next full word, e.g., get on sb’s nerves will be
which are pronounced in a similar way to the way under nerves; get a life under life, etc.
a French person would say them, e.g., nouveau
riche /nuvoʊ ˈriʃ/ (an expression to describe a 1 get the impression = think, have an idea or opinion
person who has recently become rich and likes to 2 get even = to cause somebody the same amount of
show it off in a very obvious way). An advanced trouble or harm as they have caused you
3 get the chance = have the opportunity
dictionary will give these words and phrases and
4 get the joke = understand a joke
their pronunciation. 5 get to know = discover what somebody or something
is really like
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3A
6 get a hold of = make contact with Testing a partner
7 get rid of = throw away, make yourself free of • See Testing a partner page 18.
somebody / something
8 get back at = take revenge on somebody SS can find more practice of these words and phrases
9 get in trouble = find yourself in a situation in which on the iChecker.
you can be criticized or punished
10 get out of the way = move to one side to allow Tell SS that the expressions taught in this Vocabulary
somebody or something to pass Bank will be recycled in the get questionnaire at the end
of the lesson, which pulls together lexis and grammar.
Now focus on section 2 Idioms with get and have SS
do it individually or in pairs. Check answers and elicit Tell SS to go back to the main lesson on page 25.
what the phrases mean.
1 H 4 E 7 D 4 2 3 SONG 50 Ways to Say Goodbye
2 I 5 C 8 G
3 A 6 B 9 F
This song was originally made famous by the
American rock band Train in 2012. For copyright
Highlight especially that: reasons this is a cover version. If you want to do the
– Get real = see things as they really are, don’t act in a song in class, use the photocopiable activity on
stupid / unreasonable way page 218.
– Get a life = used to talk about your own life or to
tell somebody to do something more exciting with 2 3
their life 50 Ways to Say Goodbye
My heart is paralyzed
– get on somebody’s nerves = to annoy somebody
My head is oversized
– get your act together = to organize yourself more I’ll take the highroad like I should!
effectively in order to be able to achieve something You said it’s meant to be,
– get along really well = to really enjoy each that it’s not you, it’s me
You’re living now for my own good,
other’s company That’s cool, but if my friends ask where you are
– get the short end of the stick = to be treated unfairly I’m gonna say:
– get the message = understand what somebody is trying Chorus
to tell you She went down in an airplane
– get your own way = get or do what you want, especially Fried getting suntan
Fell in a cement mixer full of quicksand
when somebody has tried to stop you Help me, help me, I’m no good at goodbyes!
She met a shark under water
Finally, highlight that all these idioms are informal and Fell and no one caught her
that some are rather rude, e.g., Get a life! I returned everything I ever bought her
Help me, help me, I’m all out of lies
Now focus on section 3 Phrasal verbs with get and
And ways to say you died
have SS do it individually or in pairs. Check answers.
My pride still feels the sting
You were my everything
1 J 4 B 7 E 10 I
Some day I’ll find a love like yours (a love like yours)
2 A 5 C 8 F 11 H She’ll think I’m Superman
3 D 6 K 9 G Not super minivan
How could you leave on Yom Kippur?
Highlight that: That’s cool, but if my friends ask where you are I’m gonna say
– you get over a broken relationship, death, sickness, or
She was caught in a mudslide
other trauma. Eaten by a lion
– get by can also be used to mean manage in the context Got run over by a crappy purple Scion
of speaking languages, e.g., I know enough Spanish to Help me, help me, I’m no good at goodbyes!
She dried up in the desert
get by when I go on vacation there. Drowned in a hot tub
! Remind SS that phrasal verbs with get will be found Danced to death at an east side night club
Help me, help me, I’m all out of lies
in the dictionary under get. And ways to say you died
Finally, focus on the instruction “Can you remember I wanna live a thousand lives with you
I wanna be the one you’re dying to
the expressions on this page? Test yourself or
Love...but you don’t want to
a partner.”
That’s cool, but if my friends ask where you are I’m gonna say
That’s cool, but if my friends ask where you are I’m gonna say
Testing yourself
Chorus
• For Expressions with get SS can look at the
She was caught in a mudslide
expressions in the list and see if they can remember Eaten by a lion
what they mean. For Idioms with get they can look Got run over by a crappy purple Scion
at sentences A–I and see if they can remember the Help me, help me, I’m no good at goodbyes!
She dried up in the desert
idioms. For Phrasal verbs with get they can look Drowned in a hot tub
at definitions A–K and see if they can remember Danced to death at an east side night club
the phrasal verbs. Help me, help me, I’m all out of lies
And ways to say goodbye
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3A
5 SPEAKING & LISTENING 4 Today the Internet is one of the most popular ways for
people to find dates. On the one hand, the opportunity
a Focus on the back cover from the book and establish to remain anonymous for a while is an advantage. People
feel that they can express their emotions more readily
that this is a real book. Have SS read the “blurb” (e.g.,
online and get to know each other more quickly. On the
the information on the back cover telling you about other hand, people can lie more easily, the most common
the book) and ask why the book is called Love by lies being about weight, age, and of course about already
Numbers (Because it contains a lot of academic research being married. But if you have reasonable expectations,
online dating is a good way to start looking for dates.
using statistics to try to answer common questions Increase your success by posting a picture and a truthful
about relationships.). profile. Online dating agencies advise getting a picture
taken that makes you look friendly, rather than seductive.
Tell SS, in pairs, to discuss the six questions in the Best of all, use a dictionary when writing your profile. The
“blurb.” Get some feedback from the class regarding biggest turn-off, apparently, is profiles with poor spelling.
their opinions on the topics. But once you’ve found a date, will the relationship last? A
study in the US of over 3,000 adults found that 15 percent
b 2 4 Now tell SS that they are going to listen to the knew someone in a long-term relationship that had started
online and according to research the success rates of
author of Love by Numbers talking about some research these relationships are very similar to offline methods
that has been done. SS have to listen for the answers to of meeting people, such as meeting people at work or at
the questions in a according to the research. a party.
5 Early loves are incredibly powerful and, with the Internet,
Play the audio once for SS to listen to the answers to increasingly accessible. A survey in Time magazine
the questions and then have them compare answers found out that nearly 60 percent of people interviewed
still thought about their first loves. Dr. Nancy Kalish of
with their partner. Check answers. California State University conducted another study which
got randomly selected American adults to agree to be
1 Yes. Researchers found that both men and women felt interviewed about their first loves. One third said they
happier and were more committed to each other when would reunite with their first loves if they could. Then, by
their friends approved of their relationship. advertising in the media, Dr. Kalish got data on 2,500 first
2 A car. It is a small and confined space so ideal for love couples who got back in contact with each other. With
an argument. the ones who were single when they found their lost loves,
3 No. Research proves that “like attracts like,” e.g., we are things moved quickly with 40 percent of them together
generally attracted to people who are similar to us. again within three weeks, and most of them then getting
4 As good as any other method. According to research, married (and still together several years later). But there
was a different story with the couples who were already
the success rates of relationships that started online
in committed, usually happy relationships. Most of these
are very similar to offline methods of meeting people, people had casually Googled their old love on a whim with
such as meeting people at work or socially. no plan for what to do if they found that person.
5 Only if you are single. Research showed that single 80 percent of these people ended up getting involved with
people often got back together successfully with their their lost love again, and generally they became unhappy
“lost loves.” as a result. Dr. Kalish strongly warns people who aren’t
6 No. Most people felt anxious and sorry afterward, not single not to do an online search for lost loves because of
happier. Most of all they still felt angry. the destruction it can cause families and relationships.
6 You’ve just been dumped by your partner and you want
revenge. But will it make you feel better? In a Canadian
2 4 study, the most popular methods of revenge were flirting
with friends or enemies of their ex, damaging their car, or
(audioscript in Student Book on page 126) breaking something they own, and writing nasty letters
1 No relationship is an island; it’s surrounded by friends and or emails. The question is, what will the revenge achieve?
family, all of whom have something to say about it. In a Another study by Stephen Hoshimura at the University
study undertaken by Illinois University, researchers found of Montana asked people what act of revenge they had
that both men and women felt happier and were more carried out, and what they had wanted to achieve, and
committed to each other when their friends approved of how they felt afterward. The research showed that most
their relationship. When friends tell a couple that they people felt anxious and sorry afterward rather than feeling
are a good match, and how much they enjoy going out any happier. But most of all, they still felt angry. It seems
with them, that couple starts believing that they really that unfortunately, for most people, revenge is not sweet.
are a couple. Also when a couple stays together for a
while, their two groups of friends start to make friends
with each other, and as a result the couple’s relationship c Focus on the questions and give SS time to read them.
gets stronger. Play the audio, pausing after each section and giving
2 Cars are small confined spaces, which makes them ideal to SS time to discuss the answers in pairs. Play again as
fight in. A survey conducted for a driving magazine found
that one driver in ten will be arguing with a partner within
necessary. Check answers.
15 minutes of starting the trip. About 40 percent of the
arguments are caused by men criticizing their partner’s 1 When friends tell a couple that they are a good match,
driving, and another 10 percent by the man taking control they help them to believe this is true. Secondly, if both
of the car stereo. At least disputes about map reading can partners’ friends begin to make friends with each other,
now be resolved by GPS! this makes the relationship stronger.
3 Relationship research would say that it’s conclusively 2 Men criticizing their partner’s driving, men taking control
proven that like attracts like, in other words that we are of the car stereo, and map reading. The last one is
generally attracted to people who are similar to us. This becoming less common thanks to satellite navigation.
research shows that couples usually share religious and 3 It is only a temporary condition. After about three
political beliefs and are about the same age. They are
months the person can “see” again and they see what
fairly similar in education, intelligence, and what they
think matters in life. Most people also go for someone as they don’t like in their new partner and stop finding
good-looking or as plain as they are. You may, however, them attractive.
be familiar with the phrase “love is blind,” suggesting that 4 Advantages: Being able to remain anonymous, feeling
you can fall for anyone, if you get the chance to meet able to express your emotions more easily online, and
them. But psychologists argue that such “blindness” is getting to know the other person more quickly.
temporary: after three months you can “see” again, and Disadvantages: People often lie about their weight, age,
then you usually get over the person. or marital status.
45
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3A
Advice regarding profiles you post on a website: 6 GRAMMAR get
Increase your success by posting a friendly rather than
seductive photo and a truthful profile. Use a dictionary a Focus on the task and give SS, in pairs, time to answer
when composing your profile because poor spelling is the questions. Check answers.
the biggest turn-off.
5 A survey in Time Magazine found out that almost 1 C 2 B 3 A
60 percent of people interviewed still thought about
their first loves. 80 percent of people already in a
b Tell SS to go to Grammar Bank 3A on page 142. Go
relationship who got back in touch with a first love through each example and its corresponding rule with
ended up getting involved with them again. the class, or give SS time to read the examples and rules
6 Flirting with friends or enemies of their ex, damaging on their own, and answer any questions.
their car or breaking something they owned, and
writing nasty letters or emails. Grammer notes
Extra support • Apart from the many phrases and idioms involving
get, get is also frequently used as a main verb, often
• If there’s time, have SS listen again with the as a more informal alternative to another verb, e.g.,
audioscript on page 126, focusing on any new get / receive. In spoken English, get is also often
vocabulary, and getting feedback on phrases SS didn’t used in certain grammatical structures, e.g., as an
understand, e.g., because the words were run together. alternative to be in the passive, or instead of have
d Open up the discussion to the whole class and elicit in the structure get something done. Here all these
different opinions. different uses are pulled together.
Focus on the exercises for 3A. SS do the exercises
LEXIS IN CONTEXT individually or in pairs. If SS do them individually, have
them compare with a partner. Check answers after
e 2 5 This exercise focuses on some useful
each exercise.
expressions in the listening text and gives SS some
practice in listening for a particular phrase. a 1 becoming b 1 got my visa renewed
2 buy 2 get used to driving
Play the audio for SS to complete the missing phrases, 3 persuade / convince 3 almost got killed
playing again as necessary. Check answers and elicit 4 have 4 get my sister to babysit
the meaning of the phrases. 5 received 5 get all the locks changed
6 take / obtain 6 got lost
1 good match = being very compatible with 7 arrive / be 7 get my eyes examined
“matching” personalities 8 bring 8 got bitten
2 fall for (somebody) = (informal) to be strongly attracted 9 was
to somebody; to fall in love 10 persuade / convince
3 go for = be attracted by and try to attract
4 get over = stop liking Tell SS to go back to the main lesson on page 27.
5 long-term = that is long lasting and appears to
be permanent c This exercise activates both the lexical and
6 turn-off = something that stops you from being grammatical uses of get in the lesson.
attracted to something
7 getting involved = starting to have a relationship Put the class into pairs. Then have SS read the
8 carried out = done questionnaire and check ten questions they would
like to ask a partner. SS take turns asking each other
their questions.
2 5
1 When friends tell a couple that they are a good match and Finally, tell SS to cover the questionnaire and have
how much they enjoy going out with them… them ask you some of the questions from memory.
2 …suggesting that you can fall for anyone, if you get the
chance to meet them.
3 Most people also go for someone as good-looking or as
plain are they are.
4 After three months you can “see” again, and then you
usually get over the person.
5 A study in the US of over 3,000 adults found that
15 percent knew someone in a long-term relationship
that started online.
6 The biggest turn-off, apparently, is profiles with
poor spelling.
7 80 percent of these people ended up getting involved with
their lost love again.
8 Another study by Stephen Hoshimura at the University
of Montana asked people what act of revenge they had
carried out…
46
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G discourse markers (2): adverbs and adverbial expressions
V history and warfare
P stress in word families
3B History goes to the movies
Lesson plan which word goes where, and to guess its meaning from
the context. Encourage them to read the texts through
In this lesson the topic is history, as seen through the once before they fill in the blanks and to guess the
movies. The lesson begins by introducing the vocabulary meaning of any other new words, e.g., shield.
of history and warfare through texts describing memorable
scenes from historical movies. The pronunciation focus c 2 6 Play the audio, pausing after the first scene to
is on shifting word stress in some of the word “families” check answers. Elicit from SS what they think the
SS have just learned, and they go on to describe movie words mean. Repeat for the other two paragraphs.
scenes of their own to each other. In the second part of the Braveheart
lesson the topic is historical accuracy in movies. SS read 2 overthrow 5 troops
the preface to the book History Goes to the Movies, and then 3 outnumbered 6 victorious
listen to a movie critic discuss two movies regarding their 4 arrows
accuracy. Finally, the discourse markers, which SS have Gone with the Wind
been exposed to throughout the lesson, are focused on and 1 Civil War 3 besieged
the lesson ends with the grammar put into practice though 2 side 4 looted
a communication activity Guess the sentence. Spartacus
1 weapons 4 defeat
STUDY LINK 2 forces 5 casualties
• Workbook 3B 3 rebellion 6 capture
• Online Practice
• iChecker 2 6
1 The movie is set in 13th century Scotland. Mel Gibson plays
Extra photocopiable material the Scottish rebel William Wallace who tries to overthrow
the English who ruled Scotland at that time. One of the
• Grammar Discourse markers (2) page 146 most memorable scenes is the Battle of Stirling, when
• Communicative Historical movies quiz page 172 (instructions Wallace’s army, hopelessly outnumbered, waits in an open
page 162) field for the English to attack. The English fire thousands
• Vocabulary History and warfare page 197 (instructions of arrows into the air, but the Scots defend themselves
page 188) with shields. Then the English knights on horseback charge
at full speed, but at the last moment, the Scottish troops
raise their spears and the English knights are thrown from
their horses and killed. A fierce battle then takes place,
and Wallace’s army is victorious. The scene is not a model
• Write the quote at the top of page 28 on the board (books of historical accuracy, but with its spectacular special
closed) and the name of the author or have SS open effects and stunts, it’s a lot of fun to watch. “They may
take our lives, but they will never take our freedom!”
their books and read it. Have SS discuss what they think 2 Gone With the Wind, is based on the best-selling book
it means. by Margaret Mitchell. It tells the story of a manipulative
woman, Scarlett O’Hara (played by Vivien Leigh), and an
• Elicit that the movie Gone with the Wind, which is set unscrupulous man, Rhett Butler (Clark Gable), who carry
in the American Civil War (1861–1865), has a famous on a turbulent love affair in the American South during
scene where the heroine, who no longer has any the Civil War. The Confederates, the side Scarlett’s family
supports, are losing, and Scarlett is living in Atlanta, which
beautiful clothes, makes a dress out of a curtain. What is besieged by the Union Army. She escapes and goes
the critic seems to be saying is that the movie glamorized home, only to find her mother dead, her father disoriented,
war and made it not seem as horrific as it really is. Ask and her family home looted. She asks for food, and is told
the soldiers have taken everything. In this dramatic scene,
SS if they think movies tend to glamorize war or not,
Scarlett, starving and desperate, suddenly sees a turnip
and elicit examples. in the ground. She falls on it, pulls it from the ground and
eats it. She then rises from the ground, looks around the
ruined land and vows, “As God as my witness, I’ll never be
1 VOCABULARY history and warfare hungry again.”
3 This epic movie tells the story of the rise and fall of a slave
a Focus on the instructions and have SS discuss the in the Roman Empire. Spartacus (Kirk Douglas) is trained
movies with a partner. Then open the discussion to the as a gladiator, but he rebels against his Roman owner and
escapes. He forms an army of slaves and becomes their
whole class. Finally, tell them that in general, a movie leader. Although they have fewer weapons and are less well
is considered historical when it is based on a real event, organized, they win several victories against the Roman
or is set in a historical period, so by these criteria all the forces that are sent to put down the rebellion. But a final,
movies listed are historical. climactic battle just outside Rome results in the total defeat
of the rebel army, with heavy casualties on both sides, and
b Now focus on the photos of movie scenes and ask SS the capture of many of the survivors, including Spartacus.
Crassus (Laurence Olivier), the Roman general, promises
if they have seen any of the movies and remember the the captives that they will not be punished if they identify
scenes. If SS remember them, ask them to describe Spartacus. In this powerful scene, one by one, each surviving
what happens in each scene. soldier stands and shouts out, “I am Spartacus!” Crassus
finally condemns them all.
Focus on the instructions and the words in each list.
Tell SS, in pairs, to work together to try to figure out
47
4775779_AEF2e_TB5.indb 47 3/19/14 12:50 PM

3B
d Focus on the instructions. Divide the class into groups the term covers a wide range of movies. Try to have the
of three and give each student a number (1, 2, or 3). titles of a few well-known historical movies to suggest
Have them reread and memorize the information, and for SS who are having problems thinking of one.
then describe the scene in their own words.
Give SS time to make notes. Monitor and help with any
Digital extra idea vocabulary they may need.
• You could show the class a clip of each movie b Tell SS to describe their scene to the others in the
on YouTube. group, but without mentioning the title of the movie, so
that the others can guess it.
2 PRONUNCIATION stress in word families Extra challenge
• Tell SS not to name the characters but to refer to them
Pronunciation notes as, e.g., a man, a woman, a soldier, a slave, etc., in order
• SS sometimes make mistakes with shifting word to make it more challenging to guess the movie.
stress in word “families” (e.g., history, historical)
because they tend to stress the same syllable as in c Set a time limit, e.g., ten minutes, for SS to write their
the base word. It is important to point out that in paragraphs, or assign this for homework. Tell them
many such “families” the stress changes and SS not to name the movie, as you could then hand the
need to check and underline the stress when they descriptions out for SS from different groups to read
come across these words. and identify.
a Focus on the information box and go through it with

SS. Then give them a few minutes to complete the chart 4 READING
individually or in pairs. Check answers. a Do this as an open-class question and elicit opinions.
See underlining in audioscript 2.7 b Focus on the question. Set a time limit for SS to read
the text once. Have SS compare with a partner and
Elicit /explain the difference between: then check answers.
– captive (= person who has been captured) and captor
(= person who captures sb) a
– civil (= connected with the people who live in
a country, or with the state) and civilized (= well c Have SS read the text again and choose the right
organized socially, with a developed culture and way answer. When they have finished, have them compare
of life) with a partner before checking answers.
– historical (= connected with the past, e.g., historical 1 b 2 c 3 c 4 b 5 c
documents) and historic (= important in history, e.g., a
historic occasion)
You may want to point out that loot can also be a noun
LEXIS IN CONTEXT
when it refers to the object as opposed to the action. d Give SS time to go through the highlighted words
with a partner and check that they know what they
b 2 7 Now give SS time to underline the stressed mean. Explain the meaning yourself if SS don’t have a
syllables. Then play the audio once or twice for them dictionary handy.
to check that they have the right stress. Elicit that the
“families” where the stress changes are civilization, – female lead /lid/ = the woman playing the main part
execution, history, and rebellion. – premiere = the first public performance of a movie
– the final credits roll = when the list of people involved
Now ask SS, e.g., What’s the adjective of history? and is shown at the end of the movie
elicit historical or historic. Then have SS test each other – plot = the series of events that form the story
in the same way, taking care to stress the right syllable. – dialogue sequences = a set of conversations
– screen movies = show movies (screen is a verb here)
2 7
– the big screen = the movie theater (you might like
capture captive / captor captive capture
civilization civilian civil / civilized civilize to point out that TV is sometimes referred to as the
execution executioner execute small screen)
history historian historical / historic – period films = movies that are set in a particular
looting looter loot
rebellion rebel rebellious rebel
period of history
siege besiege – released = made available to the public
survival survivor surviving survive – movie review = a report in which somebody gives their
withdrawal withdraw opinion of the movie
victory victor victorious
e Have SS complete the sentences with some of the
highlighted words. Check answers.
3 SPEAKING & WRITING
1 released 4 plot
a Focus on the information box and go through it with SS. 2 big screen 5 premiere
3 final credits
Put SS in groups of three or four. Focus on the
instructions. Remind SS that a historical movie is one
set in a historical period or based on a real event, so
48
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3B
Extra support history.” All in all, I think his assessment is about right. The main
events are true but the characterization is definitely the weak
• Ask SS to choose five other words or phrases they point of the movie.
would like to learn from the text and have them Moving on to the second movie, Braveheart, this is one of
compare their choices. Get some feedback from the the movies that Roquemore gives five stars for historical
accuracy. He gives the movie five stars because despite what
class about the words or phrases they have chosen he calls some “small fictions” he thinks Braveheart is, I quote,
and deal with any vocabulary problems that arise. “true to the spirit of William Wallace.” Well, that may be the
case, but I’m afraid I have to take exception to the phrase
“small fictions.”
5 LISTENING & SPEAKING The historian Elizabeth Ewan described Braveheart as a
movie which “almost totally sacrifices historical accuracy for
a Do this as an open-class question and elicit opinions epic adventure.” William Wallace is portrayed as a kind of poor
from SS. If SS come up with a lot of things they think primitive tribesman living in a village. In fact, he was the son
of a rich landowner and he later became a knight.
were inaccurate, you could write them on the board. You’ll remember too that in the movie Mel Gibson wears
woad, a kind of blue face paint. Apparently, the Scots stopped
b 2 8 Focus on the instructions and the gist task. wearing woad hundreds of years earlier.
Remind SS that Joseph Roquemore is the author of And while we’re on the subject of costume, in the movie the
History Goes to the Movies. Scottish soldiers wear kilts. No surprise there you might think,
but in the 13th century, which is when the events of the movie
Extra idea are set, the Scots did not wear kilts, and in fact, they didn’t
start wearing them until four centuries later.
• Have SS who have seen the movies predict how many Another of these “fictions” is that in Braveheart, William
stars he gave each one. Wallace has a romance with the beautiful French princess,
Isabelle. However, the historical reality is that Wallace never
Play the audio once and check answers. met Isabelle and even if he had, she would only have been nine
years old at the time!
Joseph Roquemore gave Titanic three stars and the Finally, anyone who’s seen the movie will remember the
critic agrees. famous battle scene. The battle was called the Battle of
He gave Braveheart five stars and the critic disagrees – he Stirling because it was fought on Stirling Bridge in Scotland.
wouldn’t even have given it two stars. Basically, the reason why the Scots won the battle is because
the English soldiers got trapped on the narrow bridge. In
Braveheart the bridge does not appear at all in the battle. In
fact, Mel Gibson originally planned to film the scene on the
2 8
actual bridge, but he found that the bridge kept “getting in
(audioscript in Student Book on page 126) the way.” Apparently, when he mentioned this to one of the
In the book History Goes to the Movies, the author Scottish history advisers on the movie, the man’s reply was
Joseph Roquemore rates movies according to their historical “Aye, that’s what the English found.”
accuracy on a scale of one to five stars – five stars means Mel Gibson defended all the inaccuracies in the movie
a movie’s very accurate, and no stars means it’s very saying that the movie’s version of history was more
inaccurate. I’m going to look at two of the best-known movies “compelling cinematically.” Admittedly, it is a very entertaining
that Roquemore features in his book. The first movie is the movie, and it does give you a strong feeling for William Wallace
Oscar-winning movie Titanic, which was directed by James and how he must have inspired his countrymen, but I don’t
Cameron in 1997. The movie is historically accurate regarding think you can give this movie five stars or even two stars for
the events leading up to the collision with the iceberg – the historical accuracy.
Titanic was sailing too fast and the captain ignored warnings
about ice. The collision and sinking are also very accurately
portrayed with amazing special effects.
c Focus on the task, and remind SS to take notes, not try
However, where the movie falls short is in its to write full sentences. Play the audio until the end of
characterization. I have to say I entirely agree with Roquemore his comments on Titanic. Then pause to give SS time to
when he criticizes director James Cameron for what he calls write. Let them compare notes with a partner and then
“class-conscious overkill.” What he means by that is Cameron
depicts all the third-class passengers in the movie as brave play the audio again as necessary.
and good, and all the first-class passengers as selfish, stupid,
cowardly, or downright evil. And this can’t have been the Titanic
case. Then a large part of the movie focuses on the love story All third-class passengers portrayed as brave and good, all
between Jack, a third-class passenger, played by Leonardo first-class passengers as selfish, stupid, cowardly, and evil.
DiCaprio, and Rose, a first-class passenger, played by Kate Love story between Jack (third-class) and Rose (first-class)
Winslet. Obviously, these characters and their story are was totally improbable because of class segregation
fictitious and were just added, presumably to sell the movie on board.
to a younger audience. But many historians have pointed out Capt. Smith portrayed as indecisive and useless, which
that a romance between Jack and Rose is totally improbable,
contradicts everything said about him by survivors.
because at that time there was complete class segregation
on the ship. First Officer William Murdoch shown taking bribes, shooting
Roquemore also criticizes the movie’s portrayal of Captain a passenger, and shooting himself. No historical evidence
Smith. He’s made out to be indecisive and basically useless for this (he is said to have behaved heroically).
throughout the disaster. But this contradicts everything
which was said about him by survivors of the sinking. Repeat the process for Braveheart. Then check answers.
And for me, though, even more indefensible was the movie’s
portrayal of the ship’s First Officer, William Murdoch. On the Braveheart
night of the sinking, he behaved heroically. In his hometown in William Wallace portrayed as poor primitive tribesman – in
Scotland there’s even a memorial to him, but in the movie he’s fact son of rich landowner.
shown taking a bribe from a passenger (in exchange for a place Scottish troops wear blue face paint – they had stopped
in a lifeboat), shooting passengers dead, and finally shooting
doing this hundreds of years earlier.
himself in the head. In fact, the movie studio 20th Century Fox,
Scottish soldiers wear kilts, which didn’t happen until four
which produced Titanic, was eventually forced to admit that
there was no historical evidence that Murdoch did any of these centuries later.
things, and that they’d included these details purely and simply William Wallace has romance with French princess, but
to make the story more interesting. Roquemore gives Titanic he never met her – she would have been nine years old at
three stars, describing it as “Great pyrotechnics – mediocre the time.
The famous battle was fought on Stirling Bridge and this
is why the Scottish won because the English got trapped.
In the movie it doesn’t take place on a bridge.
49
4775779_AEF2e_TB5.indb 49 3/19/14 12:50 PM

3B
Extra support
Grammer notes
• If you think your SS might struggle with the length
• Recognizing discourse markers is an essential part
of this recording, you could pause after each
of understanding both written and spoken English.
inaccuracy is mentioned to give SS more time to take
Using them correctly is also an important aspect of
notes and to lighten the memory load (see indented
communication that enables the reader or listener
paragraphs in audioscript 2.8).
to follow your ideas.
Finally, ask SS how important they think the
• SS have already worked on discourse markers
inaccuracies are.
(commonly called connectors), which introduce a
d Have SS answer the questions in pairs or do as an result, a purpose, a contrast, and a reason in 1A.
open-class question. Here they focus on a more diverse group. SS should
now be familiar with the term discourse marker, so
Extra support when others come up, refer to them that way for SS
• If there’s time, have SS listen again with the to add to their knowledge.
vocabulary, and getting feedback on phrases SS Focus on the exercises for 3B. SS do the exercises
didn’t understand, e.g., because the words were run individually or in pairs. If SS do them individually, have
together. them compare with a partner. Check answers after
each exercise.
6 GRAMMAR discourse markers (2): adverbs a 1 Basically b 1 on the whole

2 In any case 2 anyway / in any case / besides
and adverbial expressions 3 Obviously 3 After all / I mean
4 I mean 4 Speaking of
a 2 9 Focus on the instructions and sentences 1–5. 5 at least 5 By the way / Incidentally
Give SS time to read through them. Then play the 6 All in all 6 at least / on the other hand
audio, pausing after each sentence for SS to write the 7 By the way 7 Actually
missing word(s). 8 Otherwise 8 in other words
9 In fact 9 As far as … is concerned
Check answers, and elicit for each discourse marker 10 Speaking of 10 Otherwise
what its function is, e.g., what does it indicate the
speaker is going to say next? Tell SS to go back to the main lesson on page 31.
1 Obviously = the speaker will say something that is c Tell SS to go to Communication Guess the sentence
clearly true or easy to understand A on page 119, B on page 121.
2 All in all = the speaker is going to say something having
taken everything in consideration
If your SS are not familiar with this type of activity,
3 In fact = the speaker is going to say something that is you may want to demonstrate it. Write the following
surprising / unexpected or that contradicts in some way sentence on a piece of paper: I didn’t win the race, but at
the previous information least I didn’t come last.
4 Apparently = the speaker is going to give some
information about somebody / something that they Don’t show the sentence to SS. Then write on
have heard / read the board:
5 Basically = the speaker is going to give the most
important reason (usually without going into details) I didn’t win the race, but at least I . (–)
Tell SS that you have this sentence completed on a
2 9 piece of paper and they have to guess what you wrote.
1 Obviously, these characters and their story are fictitious… Elicit possible completions with a negative verb. If SS
2 All in all, I think his assessment is about right. say something different from what’s on your paper,
3 William Wallace is portrayed as a kind of poor primitive e.g., I wasn’t the last one, say “Almost. Try again.” or give
tribesman living in a village. In fact, he was the son of a
rich landowner. a clue until someone says the phrase didn’t come last.
4 Apparently, the Scots stopped wearing woad hundreds of
years earlier.
Now go through the instructions. Emphasize that SS
5 Basically, the reason why the Scots won the battle should write their ideas next to the sentence, but not
is because the English soldiers got trapped on the in the blank, and only fill in the blank when they have
narrow bridge. guessed the sentence correctly.
b Tell SS to go to Grammar Bank 3B on page 143. Go SS continue in pairs. Monitor and help.
through each example and its corresponding rule with
50
4775779_AEF2e_TB5.indb 50 3/19/14 12:50 PM

Colloquial English
2&3 Fact or fiction?
Lesson plan 2 10
In the first part of this lesson Adrian Hodges, a well-known (audioscript in Student Book on page 127)
I = interviewer, A = Adrian Hodges
UK-based screenplay writer, who wrote an episode of the TV I You’ve written a number of screenplays for historical
historical drama Rome is interviewed. He talks about various dramas, for example, Rome, why do you think there is so
issues related to the making of historical movies and TV much demand for historical drama and film?
A Well, film and TV is always about good stories. I know that
dramas. In the second part of the lesson people on the street seems a fairly obvious thing to say, but the thing about
are asked in which historical period they would like to have history is it’s jam-packed full with good stories, many of
lived and which historical figure they most admire. which people know, part, or at least vaguely know. If you
say, “I’m going to do a film about Robin Hood,” you know
These lessons are on the Class DVD, iTools, and Class Audio that part of your audience at the very least will already
(audio only). have some knowledge of that story and they will think, “Oh
yeah, I quite like that story, so maybe there’s something in
there that, for me in that film.” And there are many other
STUDY LINK examples, Rome is a, you know, is a canvas full of stories
• Workbook 2&3 COLLOQUIAL ENGLISH Fact or fiction? that have, you know, lasted for 2,000 years. So, you know,
many people have vaguely heard about Julius Caesar, some
of them know that story very very well, and so on and so on,
Testing Program CD-ROM or Caligula or whoever. So history is just an endlessly useful
• File 3 Quick Test way of telling great stories from the past in a way that means
something in the present. In a perfect world, you get a double
• File 3 Test
hit, you, you tell a classic story, but you also tell it in a way
that makes it resonate with the present.
I Are historical films necessarily any more expensive than
Optional lead-in (books closed) films set in the modern day?
A Yeah, period is always more expensive. It’s just something
• Set a time limit and have SS, in pairs or small groups, about the fact that you have to dress the film in a way that
brainstorm the main problems facing a movie director you don’t have to dress a contemporary film. By “dress”
and screenwriter when making a historical movie I mean, not just dress people who have to wear costumes
or drama. that are authentic to the period. If your film is set in 1800
they all have to look as though they were, you know, dressed
• Get ideas from the class and write them on the board. exactly as in that period. That all costs money. But “dressed”
also in terms of the way you make the houses look, the
After you have played the interview with Adrian Hodges way you make all your decorations look, your furniture,
the first time, have SS see which of the problems he everything has to be authentic to the period. You have to
mentions and ask them about any others. make sure there are no cars, no airplanes, every shot has to
be weighed up to make sure that there’s nothing in it which,
which betrays the period. There’s nothing more ridiculous
than a period film where you see a glaring anachronism, some
1 VIDEO
T
HE INTERVIEW detail that’s horribly wrong. So unfortunately, all of that costs
Part 1 money and you have to have bigger crowds in many cases.
Rome was a case in point. We needed big crowds. In the
a 2 10 Books open. Focus on the photo and the Senate you have to have, a certain number of Senators, all of
them have to be dressed in, you know, in togas and so on. So
biography. Ask the questions to the whole class and I’m afraid it is just an expensive way of making films, yeah.
elicit opinions.
c Play the audio or video again, pausing if necessary, for
Students’ own answers
SS to make notes. Have SS compare with a partner,
Extra support and then check answers, making sure (where relevant)
• You may want to pre-teach some other words SS say why an answer is false.
and phrases before SS listen to the interview 3 F (It costs a lot of money to make sure all the costumes,
(see audioscript 2.10). houses, decorations, and furniture look authentic to the
b Have SS look at the glossary. Go through it with the time period of the movie.)
4 F (“Dressing” a movie refers to how the costumes,
class eliciting from them how to pronounce the words houses, decoration, and furniture look in a movie.)
and phrases. Then focus on the task and play the audio
or video (Part 1) once the whole way through for SS
to mark the sentences T (true) or F (false). VIDEO
Part 2
Check answers. a 2 11 Focus on the task and give SS time to read the
questions. Play the audio or video once (Part 2) and
1 T 2 T 3 F 4 F 5 T tell SS just to listen. Then give SS time to discuss the
questions and tell each other what they understood.
Now play the audio or video again, pausing after each
51
4775779_AEF2e_TB5.indb 51 3/19/14 12:50 PM

CE 2&3
answer to give SS time to make notes and compare have the right to tell the story however you like. I don’t
with their partner again. Play the audio or video again think you have any obligation except to the story that
you’re telling. What you can’t be is deliberately dishonest.
as necessary and check answers. You can’t say this is true when you know full well it isn’t.
I Can you think of any examples where you feel the facts
1 He thinks it’s more important to make the drama mean have been twisted too far?
something to a modern audience, rather than to be A Well, I think the notion of whether a film, a historical film
strictly accurate. has gone too far in presenting a dramatized fictional
2 He thinks you can change details as long as you’re version of the truth is really a matter of personal taste.
honest about the kind of story you’re telling. The danger is with any historical film that if that becomes
3 The more recent history is, the more difficult it is not the only thing that the audience sees on that subject, if it
to show it accurately, e.g., it is easier to change details becomes the received version of the truth, as it were,
because people don’t always make the distinction
about a drama set in ancient Rome than it is to change
between movies and reality in history, then obviously
details of what happened in a recent war. if that film is grossly irresponsible or grossly fantastic
4 He thinks a writer only has a responsibility to be in its presentation of the truth, that could, I suppose,
historically accurate if that was his intention, e.g., if you become controversial. I mean, you know, I think that the
have told your audience that you are going to tell only thing anybody is ever likely to know about Spartacus,
the true story of the murder of Julius Caesar. But if for example, the movie, is Kirk Douglas and all his friends
you are writing a fictional drama based on the murder standing up and saying, “I am Spartacus, I am Spartacus,”
of Caesar, then you do not have any obligation to be which is a wonderful moment and it stands for the notion
completely truthful. of freedom of individual choice and so on. So Spartacus the
film, made in 1962, I think, if memory serves, has become,
5 If a historical movie is the only thing that an audience
I think, for nearly everybody who knows anything about
sees on a particular subject, they may believe that it is Spartacus the only version of the truth. Now in fact, we
the truth since people don’t always make the distinction don’t know if any of that is true really. There are some
between movies and reality. In that case it is dangerous accounts of the historical Spartacus, but very very few
if the movie is very inaccurate. and what, virtually the only thing that’s known about it is
6 The movie Spartacus is the only one on the subject so that there was a man called Spartacus and there was a
most people’s knowledge of this historical figure comes rebellion and many people were, you know, were crucified
entirely from the movie. In fact, very little is known at the end of it, as in the film. Whether that’s irresponsible
about the real Spartacus (so presumably much of the I don’t know, I can’t say that I think it is, I think in a way it’s,
Spartacus is a film that had a resonance in the modern era.
detail in the movie was invented).
There are other examples, you know, a lot of people felt
7 Braveheart was a very inaccurate movie as most that the version of William Wallace that was presented in
of William Wallace’s life was invented. Many people Braveheart was really pushing the limits of what history
felt it was more about the notion of Scotland as an could stand, the whole, in effect, his whole career was
independent country than it was about historical invented in the film, or at least, you know built on to such
authenticity. He believes it is a matter of personal taste a degree that some people felt that perhaps it was more
and he personally enjoyed the movie. about the notion of Scotland as an independent country
than it was about history as an authentic spectacle.
But you know, again these things are a matter of purely
2 11 personal taste. I mean, I enjoyed Braveheart immensely.
I How important is historical accuracy in a historical film? b Have SS look at the glossary. Go through it with the
A The notion of accuracy in history is a really difficult one in class eliciting from them how to pronounce the words
drama because, well, it’s like saying, you know, was Macbeth and phrases.
accurate, was a Shakespearean drama accurate. The thing
is it’s not about historical accuracy; it’s about whether you Focus on the two questions. For the second question
can make a drama work from history that means something
to an audience now. So I tend to take the view that in a
you could suggest El Cid, Lawrence of Arabia, Gandhi.
way accuracy isn’t the issue when it comes to the drama. Have SS answer in pairs and then get feedback from
If you’re writing a drama, you have the right as a writer to the whole class, or do this as an open-class discussion.
create the drama that works for you, so you can certainly
change details. The truth is nobody really knows how
people spoke in Rome or how people spoke in the courts of
Charles II or William the Conqueror or Victoria, or whoever.
2 LOOKING AT LANGUAGE
You have an idea from writing, from books, plays, and so on. a 2 12 This exercise gives SS intensive listening
We know when certain things happened, what sort of dates
happened. I think it’s really a question of judgement. If you
practice in deciphering phrases where words are often
make history ridiculous, if you change detail to the point run together, and introduces them to some common
where history is an absurdity, then obviously things become expressions and idioms used in spoken English. Focus
more difficult. The truth is that the more recent history is, on phrases 1–7 and give SS time to read them. Play the
the more difficult it is not to be authentic to it.
In a way, it’s much easier to play fast and loose with the audio, pausing after the first phrase and replaying it as
details of what happened in Rome than it is to play fast necessary. Elicit the missing words, and then the meaning
and loose with the details of what happened in the Iraq of the whole phrase. Repeat for the other six phrases.
War, say, you know. So it’s all a matter of perspective in
some ways. It’s something that you have to be aware of 1 jam-packed full (= very full or crowded with)
and which you try to be faithful to, but you can’t ultimately 2 be weighed up (= considered and looked at very
say a drama has to be bound by the rules of history,
carefully)
because that’s not what drama is.
I Do you think the writer has a responsibility to represent 3 a case in point (= a clear example of the situation
any kind of historical truth? being discussed)
A Not unless that’s his intention. If it’s your intention to be 4 to play fast and loose with (= to treat a person or
truthful to history and you put a piece out saying this is thing in a way that is disrepectful or that you feel no
the true story of, say, the murder of Julius Caesar exactly responsibility for)
as the historical record has it, then of course, you do 5 you know full well (= to be very aware of a fact and
have an obligation, because if you then deliberately tell unable to deny or ignore it)
lies about it, you are, you know, you’re deceiving your 6 if memory serves (= to remember correctly)
audience. If, however, you say you’re writing a drama about
7 pushing the limits (= to go beyond the limits of what is
the assassination of Julius Caesar purely from your own
perspective and entirely in a fictional context, then you allowed or thought to be possible)
52
4775779_AEF2e_TB5.indb 52 3/19/14 12:50 PM

CE 2&3
James
2 12 I If you could have lived in another historical period, which
1 …but the thing about history is it’s jam-packed full with period would you choose?
good stories, many of which people know, part, or at least J I’d probably want to live in New York City in the 40s and
vaguely know. 50s. I like jazz music a lot and that was sort of the birth
2 You have to make sure there are no cars, no airplanes, of bebop in New York. So it would have been fun to see
every shot has to be weighed up to make sure that there’s Charlie Parker basically create a new style of music.
nothing in it which, which betrays the period. Amy
3 So unfortunately, all of that costs money and you have to I If you could have lived in another historical period, which
have bigger crowds in many cases. Rome was a case in point. period would you choose?
4 … it’s much easier to play fast and loose with the details A Um, I think it would probably be Victorian period because
of what happened in Rome than it is to play fast and loose they always used to dress up so magnificently during the
with the details of what happened in the Iraq War… day and I just, I look around the streets nowadays and
5 You can’t say this is true when you know full well it isn’t. see people wearing jeans and that seems very normal, so
6 So Spartacus the film, made in 1962, I think, if memory I think it would be very interesting to go back to a period
serves, has become, I think, for nearly everybody who knows like Victorian England when they dressed very elaborately
anything about Spartacus the only version of the truth. and see if that’s normal and what’s casual and what’s well
7 There are other examples, you know, a lot of people felt dressed. I think that would be really interesting. So nothing
that the version of William Wallace that was presented in historical.
Braveheart was really pushing the limits of what history I Which historical figure do you particularly admire?
could stand… A Gosh, um…I’m not really sure. I do very much admire
Shakespeare. It’s probably a very typical answer, but I think
his writing’s absolutely phenomenal and very much ahead
Extra support of its time when he was writing it. So I would say that’s the
most influential person I can think of.
• If there’s time, have SS listen again with the audioscripts
on pages 127, focusing on any new vocabulary, and b Focus on the task. Play the audio again the whole way
getting feedback on phrases SS didn’t understand, e.g., through and then give SS time to answer the questions.
because the words were run together. Then play it again, pausing after each speaker this time
b Finally, play the audio or video again. Have SS answer for SS to check and complete their answers. Play the
in pairs and then get feedback from the whole class, or audio as necessary and check answers.
do this as an open-class discussion. 1 Esther: Abraham Lincoln – he worked to change the
course of American history.
2 Aurelia: Oscar Wilde – his works and his plays.
3 VIDEO
ON THE STREET 3 Brent: George Washington – great leader.
a 2 13 Focus on the task and play the audio for SS to 4 James: Charlie Parker – he created a new style of music.
5 Amy: (William) Shakespeare – his writing is phenomenal
answer the questions. Have them compare their answers
and very ahead of its time. He was very influential.
with a partner and then write the answers on the board.
Questions c 2 14 Focus on the phrases and give SS time to read
1 If you could have lived in another historical period, which them. Play the audio, pausing after the first phrase and
period would you choose? replaying it as necessary. Elicit the missing words, and
2 Which historical figure do you particularly admire? then the meaning of the whole phrase. Repeat for the
a) James (1940s and 1950s) other four phrases.
b) Esther (ancient Rome)
1 changing the course (= doing things to bring about
different outcomes)
2 13
2 works (= books, pieces of music, paintings, etc.)
I = interviewer, E = Esther, A = Aurelia, B = Brent, J = James,
3 Colonial period (= the time in US history when it was still
A = Amy
Esther
a British colony)
I If you could have lived in another historical period, which 4 birth (= the beginning of a new situation, idea, place, etc.)
period would you choose? 5 absolutely phenomenal (= extraordinary, impressive)
E I would’ve liked to live in ancient Rome just because it
would have been really interesting to see what it was like,
how they lived back then. 2 14
I Which historical figure do you particularly admire? 1 …because of all the work that he did with changing the
E I really admire Abraham Lincoln because of all the work that course of American history…
he did with changing the course of American history with the 2 I love his works and I love to be in his plays.
Civil War and the different laws that he proposed. 3 If I could have lived in another historical period, I would
Aurelia choose the Colonial period…
I If you could have lived in another historical period, which 4 I like jazz music a lot and that was sort of the birth of
period would you choose? bebop…
A If I could choose another historical period to live in other 5 I think his writing’s absolutely phenomenal and very much
than my own, I would choose to live in the 1920s because ahead of its time…
I love jazz music and I love to dance.
I Which historical figure do you particularly admire?
A I admire Oscar Wilde because I love his works and I love to Extra support
be in his plays. • If there’s time, provide SS with the audioscripts,
Brent
I If you could have lived in another historical period, which focusing on any new vocabulary, and getting
period would you choose? feedback on phrases SS didn’t understand, e.g.,
B If I could have lived in another historical period, I would because the words were run together.
choose the Colonial period because, uh, the fashion
choices are easier.
I Which historical figure do you particularly admire?
B I admire George Washington because he was a great leader 4 Speaking
for our country. Have SS ask each other the five questions. Then get
53
4775779_AEF2e_TB5.indb 53 3/19/14 12:50 PM

G speculation and deduction
V sounds and the human voice
P consonant clusters
4A Breaking the silence

Lesson plan You may want to elicit from SS the difference in
meaning between a sound and a noise. Although they
This lesson has two main contexts that contrast noise are similar in meaning, there is a clear difference (a
and silence. The first half of the lesson focuses on noises sound is something you can hear and has a neutral or
that annoy us in our daily lives, both in the workplace positive meaning, e.g., I love the sound of the sea. A noise
and also in stores, cafes, and restaurants. SS first expand is a sound that is often loud or unpleasant, e.g., the noise
their vocabulary of verbs and nouns to describe sounds of the traffic was deafening).
and the human voice, and there is a pronunciation focus
on consonant clusters that occur in many of these words, Extra idea
e.g., screech, splash, etc. SS then listen to an interview with • You could start the class by telling SS to be
an expert talking about how places are not paying enough completely silent, and to listen. Then elicit what
attention to “how they sound,” e.g., the music they play sounds or noises they could hear.
while customers are eating. In the second half of the lesson
b Focus on the cartoons and on the text, and have SS
the focus is on “breaking the silence,” e.g., the silence that
read it. Then go through the list of the most annoying
exists between us and the people we see every day on the
noises, and elicit the meaning of slurp, click, crunch,
street or on the bus. This part begins with a grammar focus
and blah.
on speculation and deduction. SS then read about, and
discuss, an experiment done by a photographer who set Ask SS which noise they think was probably voted the
out to speak to the strangers she passes daily on her way to most annoying and get feedback to see which noise(s) is
work. the “favorite” to win.
STUDY LINK
c 2 15 Play the audio for SS to check their answer to
• Workbook 4A b and have them number the phrases as they hear the
• Online Practice noises. Check answers and find out which of the noises
• iChecker they find most annoying and which don’t bother them.
Other people’s cell phone ringtones [3]
Extra photocopiable activities People making personal phone calls [6]
• Grammar speculation and deduction page 147 People slurping tea and coffee [2]
• Communicative Sound or noise? page 173 (instructions People typing on computer keyboards [8]
page 162) The boss’s voice [4]
• Vocabulary Sounds and the human voice page 198 The crunch of people eating chips [1]
(instructions page 188) The “hold” music on the telephone [7]
The hum of the air conditioning [5]

2 15
• Write the quote at the top of page 34 on the board (books 8 People typing on computer keyboards
closed) and the name of the author or have SS open their 7 The “hold” music on the telephone
books and read it. 6 People making personal phone calls
5 The hum of the air conditioning
• Point out that Arthur Schopenhauer (1788–1860) was 4 The boss’s voice
a German philosopher, most remembered today for his 3 Other people’s cell phone ringtones
2 People slurping tea and coffee
analysis of human will, which influenced many well- 1 The crunch of people eating chips
known thinkers such as Nietzsche and Freud.
• Ask SS what impertinent usually means (rude / d Give SS, in pairs, a couple of minutes to think of other
disrespectful especially to sb older / more important) and noises that annoy them and then write the feedback
what it means in this context (annoying). Ask whether they suggestions onto the board. Contribute your own
share Schopenhauer’s opinion about noise and elicit some ideas, too. Then take a vote with a show of hands to find
examples of where noise interrupts in an “impertinent” out which annoying noise is the “winner.”
way, e.g., a cell phone ringing in a restaurant. e 2 16 Tell SS to go to Vocabulary Bank Sounds
and the human voice on page 161.
1 VOCABULARY & WRITING sounds and Focus on section 1 Sounds exercise a, and play the
audio for SS to hear the sounds, and point out how the
the human voice
words are often onomatopoeic.
a Focus on the questions and elicit what noises SS can
hear in their classroom, e.g., traffic noise, noise from 2 16
adjoining classrooms, etc., and find out which noises, See words in Student Book on page 161
if any, affect their concentration. If some of your
SS work, ask them what noises annoy or distract in Now focus on b and have SS do it individually
their workplace. or in pairs. Check answers and model and drill
pronunciation as necessary.
54
4775779_AEF2e_TB5.indb 54 3/19/14 12:50 PM

4A
b 1 tick 8 honk 15 hum 2 17
2 sniff 9 tap 16 slam
[sound effects]
3 click 10 slurp 17 crunch 1 clock ticking
4 splash 11 hiss 18 snore man snoring
5 bang 12 drip 19 rattle mosquito buzzing
6 creak 13 roar 20 screech, crash man groans “Oh, no”
7 buzz 14 whistle bang (of man killing mosquito)
2 street noise
Extra challenge woman yelling “He’s got my bag!”
door slamming
• Play audio 2.16 again, pausing after each sound and car driving off
elicit the word from the class before they hear it. cars honking
screech of brakes
Now focus on section 2 The human voice and car crash
have SS do exercise a individually or in pairs. 3 wind whistling
owl hooting
Check answers, making sure SS know what all the man and woman whispering sth
words mean. opening creaking door
woman screams
a 1 scream 4 whisper 7 stutter
2 yell 5 mumble 8 sob
3 giggle 6 groan 9 sigh
2 PRONUNCIATION consonant clusters
Focus on exercise b and have SS answer it in pairs
before checking answers. Pronunciation notes
• Consonant clusters are groups of consonants with
b (suggested answers)
no vowel in between, e.g., spring. Pronouncing
nervous – stutter
terrified – scream
them may be a problem for SS according to their
lose their temper – yell first language. The typical error is to insert a vowel
not supposed to be making any noise – whisper sound before, after, or in the middle of the cluster.
not opening their mouth enough – mumble
relieved – sigh a 2 18 Focus on the information box and go through
disappointed – groan it with SS. Then play the audio for SS first to listen
very unhappy – sob to the words (line by line) and then to practice saying
them.
the words on this page? Test yourself or a partner.” Extra support
Extra idea • If these sounds are a problem for your SS, play the
words one by one, and pause, having SS repeat them.
• Have SS focus on the photos at the top of the page
and elicit the seven words (buzz, drip, click, splash, 2 18
whisper, giggle, and scream).
See words in Student Book on page 35
Testing yourself or a partner
b 2 19 Play the audio for SS to repeat the sentences
• In both sections SS can look at the words in the list one by one. Have SS practice saying them quietly to
and check that they remember the sounds. themselves. Then have individual SS say the sentences
Testing a partner out loud.
• See Testing a partner page 18. 2 19
SS can find more practice of these words and phrases See sentences in Student Book on page 35
on the iChecker.
c Give SS time to invent their sentences while you
Tell SS to go back to the main lesson on page 34. monitor and help. Then SS exchange sentences and
f 2 17 Focus on the task and play the first sequence say them.
of sounds. Elicit them from the class and write them
on the board. Then elicit a sequence of events from the
3 LISTENING & SPEAKING
class using the five sounds and write the paragraph
on the board, e.g., It was 12:30 at night and Mike had a Ask the question to the whole class and get opinions.
just fallen asleep. The clock was ticking quietly. Mike was b 2 20 Focus on the photo and the task and ask SS
snoring loudly. Suddenly he woke up. He could hear the if they feel hearing damage is a serious health issue
buzz of a mosquito, which had just bitten him. He got up and why.
and killed it with his hand.
Focus on the task and the three summaries and play the
Now repeat the process for the second sequence of audio all the way through. Check answers.
sounds, and then the third. You could have SS write
their paragraphs in pairs or do this as a whole-class The best summary is 2.
activity, eliciting sentences and writing the paragraphs
on the board.
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4A
2 20 C1 I guess it’s a little noisy in here, but I think it’s just as loud
(audioscript in Student Book on pages 127–128) on the streets. Sometimes, I think the streets are louder.
H = host, W = waitress, T = train conductor, C = commuter C2 I’m not really focused on the noise because all I need to
H All of us are sensitive to sudden noise. We react if our focus on is getting from one place to another and it’s hard
neighbor suddenly turns on the radio full blast or if a dog to do that sometimes in the middle of rush hour when
starts barking loudly in the street. But are we aware of there are all these people trying to fit into already packed
sounds which we are constantly surrounded by? The subway cars.
music in a restaurant, the noise of the subway. Do we C3 Yes, it’s loud in here. And it gets even louder when there
even notice these sounds? And do we realize just how are performers playing music on the platform. I just want
harmful they can be? to commute in quiet sometimes, but it’s a luxury, I know.
Here we are inside a well-known restaurant; you can C4 The subway is loud. People try to talk above the subway
actually hear the thumping of the music out in the street sounds and when there are hundreds of people it’s a lot of
and people trying to talk above the noise. Let’s talk to a loud noise. I can’t stand it sometimes.
waitress about the effect of the noise on her. H So what do you do?
H How long have— C4 That’s when I put on my headphones and turn the volume
W Sorry, I can’t hear you. up.
H Let’s go outside…How long have you worked here?
W I’ve worked at this restaurant for a month now. Recently, c Focus on the glossary and let SS read the definitions.
I’ve been getting bad headaches, and sometimes I wake The four words / phrases are used in the interview.
up with my ears buzzing. But I stay on the job because the
money is good. Give SS time to read the questions and then play the
H How long is your shift? interview again so they can answer them. Pause the
W Eight to nine hours.
H It’s no wonder she’s been getting headaches. The music audio where gaps have been inserted in the audioscript
level in there was 95 decibels. It’s the equivalent of a to give SS time to answer the questions. Have them
jackhammer at 50 feet in the ground. One study shows compare with the person next to them. Play the audio
that sustained exposure may result in hearing loss at 90
again as necessary. Check answers.
to 95 decibels. And according to the Occupational Safety
and Health Administration (OSHA), the daily permissible
1 She complains about the thumping of the music out in
noise level for 95 decibels is 4 hours. She’s working twice
the permitted time which explains the headaches and the street and people trying to talk above the noise.
buzzing in her ears. So why does the restaurant play such 2 She gets headaches from her job and sometimes she
loud music? Studies show that loud and fast-tempo music wakes up with her ears buzzing, but she stays on the job
encourages customers to drink and chew more quickly. because the money is good.
Some restaurants are using this to deliberately control 3 She compares it to the equivalent of a jackhammer at
their sound systems and set noise levels to increase 50 feet in the ground.
profits. So, yes, there may be a price to pay for the loud 4 She’s working twice the permitted time, which is 95
music, but the reward is cold hard cash. decibels for 4 hours.
Now we’re inside the New York City Subway where millions
5 Loud and fast-tempo music encourages customers to
of people pass through to get around the city. We can
hear the subway cars on the tracks, doors opening and drink and chew more quickly.
closing… 6 She compares the noise levels in the New York City
We can hear commuters talking, people’s footsteps on the subway to a jet take-off.
platform… 7 Some symptoms are having trouble hearing other
Let’s listen a little closer. What else can we hear? people and hearing a constant noise in the ears.
Let’s talk to a train conductor who is exposed to these 8 It can result from one-time exposure at above
sounds on a daily basis. 120 decibels.
T We all wear these ear “muffs,” they look like headphones 9 She means it’s not likely to happen and that quiet is
but they’re not. I find them uncomfortable and I don’t
something that can’t be easily attained.
really see the point in wearing them. I take them off
sometimes because I like the sounds of the subway going
along the track. There’s almost something relaxing about d Do this as an open-class question and elicit opinions.
it. Probably the reason I’ve been doing this for more than
ten years.
e Focus on the task and have SS answer the questions in
H What our conductor doesn’t know is that a study recorded pairs before having some open-class feedback.
the noise levels in New York City’s subway systems and
found that the average maximum noise levels inside the Extra support
subway cars were 95 decibels. On the platform, noise
levels were higher at 100 decibels. The same study found
• You could discuss the first two or three places with
that more than 30 minutes a day in the New York City the whole class, before letting SS continue with
subways has the potential to cause hearing loss. To put a partner.
this into perspective, 100 decibels is equivalent to a jet
take-off. Now imagine listening to a jet take-off over and Digital extra idea
over again. Experts say that hearing loss typically occurs
gradually with extended exposure to loud noise. Over • SS could search for and discuss an online decibel
time, people exposed to loud noises can have trouble level comparison chart that shows decibel levels
understanding what people are saying and things will and gives examples of things that make sounds at
begin to sound muffled. It can also cause a condition
called tinnitus which is a constant ringing, roaring,
each level.
buzzing, etc. in the ears. Around 37 million Americans are
affected with this condition. However, hearing a ringing or
buzzing may not necessarily mean you have permanent 4 GRAMMAR speculation and deduction
damage. Sometimes your hearing may recover, but over
time, constant exposure to loud noises will eventually a Focus on the sentences and give SS time, in pairs, to
cause permanent damage. And while sudden hearing loss circle the right answer. Try to elicit why the other form
is not as common, it can result from one-time exposure at is wrong.
above 120 decibels. The louder the sound, the shorter the
permissible exposure time. Let’s see if commuters notice
the noise levels in the subway.
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4A
1 can’t be (can’t have been refers to the past, not c Tell SS, in pairs, to look at the photos and to speculate
the present) about their ages, jobs, etc., using the questions given.
2 probably hasn’t (probably goes before a negative
auxiliary verb) d 2 21 Play the audio for SS to listen to Susie
3 must have been (must be refers to the present, not describing the people and have SS check their answers
the past) to c and take notes about the people. You will probably
4 is likely (likely is an adjective, not an adverb, and is need to pause between each person to give SS time to
always used with the verb be. An alternative form would take notes.
be: It’s likely that the woman will call the police.)
5 must be working (he must work refers to a habitual ! You might want to explain hundreds and thousands
action, e.g., He must work in that office because I to SS. Hundreds and thousands is British English for
always see him going in there in the morning. He must sprinkles (=extremely small pieces of colored sugar,
be working refers to what we think he is doing now.)
used to decorate cakes, etc.).
b Tell SS to go to Grammar Bank 4A on page 144. Go Play the audio again as necessary. Elicit what other
through each example and its corresponding rule with information SS can remember about the people and
the class, or give SS time to read the examples and rules find out if SS were surprised by anything.
2 21
Grammar notes (audioscript in Student Book on page 128)
• SS should be familiar with the use of modal 1 All I knew of the man with the beard and the Panama hat
was that our paths crossed at about twenty past eight in
verbs may / might, must, and can’t for speculation; the morning on the street I walked down daily. The rest of
however, it is a structure that most SS do not use his story was my own invention, until I spoke to him last
with any fluency until a more advanced level. Here week. Eiran is a self-taught jeweler and artist. He passes
me each day on his way back from the synagogue at the
the structure is reviewed, and other expressions
end of the street where he’s training to be a rabbi.
for speculation or deduction using adjectives or 2 I pass number 220 once or twice a day depending on my
adverbs are also presented and practiced. route and from time to time I see an older gentleman
standing outside it leaning on the gatepost. I wonder
Focus on the exercises for 4A. SS do the exercises when I pass him what he sees and what he has seen. When
I talk to him he tells me his name is Clarence, and he’s
individually or in pairs. If SS do them individually, have from Barbados. He arrived in Britain in 1957 and has been
them compare with a partner. Check answers after here ever since. He is in his 80s and has close family who
each exercise. live nearby.
3 As I leave for work each morning, the man who cleans my
a 1 Someone must have moved them street is usually positioned with his cart at the corner of
2 ✓ the first junction I pass and he never fails to smile and say
3 It must be the neighbor’s cat “Good morning.” When I introduced myself to him, he told
me that his name was Gerard and he’s from Ireland. He
4 ✓
moved to London when he was a child.
5 She definitely won’t like it. 4 Always together, the young man and the dog who work
6 bound to be late at the hardware store are regularly to be found in the
7 ✓ doorway of the shop, side by side, observing the comings
8 she must still be studying and goings on the street. Shyan is from Iran and his dog is
9 ✓ German. Both have lived in London for many years. Shyan
b 1 probably won’t have time to stop by and see us tells me that he’s not sure if he is a Londoner, but says that
2 may never get over he kisses the ground every time he returns to the city from
3 should have heard the news by a trip abroad.
5 The bun shop at the end of the road is an old-fashioned
4 can’t have left my credit card in the restaurant
bakery where you can get a no-nonsense cup of
5 is bound to like the scarf instant coffee and a doughnut covered in hundreds and
6 is unlikely to resign thousands. When I pass it, the two ladies behind the
7 must have been in love with her counter are always busy feeding the local community.
8 you definitely lock Tara is from St. Lucia though her accent has faded. Her
9 likely the couple will get divorced soon nickname at work is Cleopatra because she spends so long
on her hair. Rita is from the Philippines and she does not
Tell SS to go back to the main lesson on page 36. like eating buns.
e Open the discussion to the whole class and try to get

5 READING & SPEAKING some differences of opinion.
a Focus on the title of the article and have SS read the f Focus on some responses that were sent to a website in
introduction (the bold paragraph) and look at the photos. response to Susie Rea’s experiment and on sentences
Ask them what they think the article is going to be about. A–I, which have been removed from the emails.
Highlight that there are two extra sentences (which are
b Tell SS to read the rest of the article to answer the two
not from any of the emails).
questions. Elicit answers from the class and deal with
any vocabulary problems. Set a time limit for SS to read the emails and complete
them with the missing phrases. Have SS compare with
Susie Rea’s project is to discover more about the strangers
a partner before checking answers.
she passes every day. The paradox her project highlights
is that thanks to the Internet and TV, we know what is 1 H 3 B 5 A 7 D
happening thousands of miles away day and night, but we 2 E 4 I 6 C
often don’t know anything about the people we see every
day on the street.
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4A
LEXIS IN CONTEXT
g Focus on the task and tell SS to try and guess the
meaning from context. If SS don’t have dictionaries in
class, elicit guesses and then check answers.
nickname = an invented name, often informal and
humorous and related to their real name or to their
appearance, etc.
day in and day out = every day for a long period of time
childcare = the care of children, especially while their
parents are at work
apply to = is also true about / relates to
come by = visit sb in a place for a short time
acknowledge = show you accept that sth is true
small talk = polite conversation about ordinary or
unimportant subjects
overly = too, very
commute = travel regularly from your home to your place
of work, usually to a city or large town
nod = move your head up and down to show you agree,
understand, or as an informal greeting
Finally, ask SS which phrasal verbs are used in two of

the extracts (5 and 7) to mean approach (go up to and
come up to).
Extra support
• Ask SS to choose five other words or phrases they
would like to learn from the text and have them
compare their choices. Get some feedback from the
class about the words or phrases they have chosen
and deal with any vocabulary problems that arise.
h Ask the questions to the whole class and elicit
SS’ experiences.
6 WRITING
Focus on the task and establish that the style of the
email should be informal or neutral rather than formal.
You could do this in class or assign it for homework.
You could display SS’ corrected work on the wall or the
school website for other SS to read.
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G adding emphasis (1): inversion
V describing books
P words with “silent” syllables
4B Lost in translation
Lesson plan 1 F, I
2 F, J
6 L, C
7 F, D
The main context of this lesson is books and the lesson 3 L, G 8 L, A
begins with a quiz in which SS have to match famous first 4 F, B 9 F, E
and last lines from some classic or best-selling novels. 5 F, F 10 F, H
This leads to SS learning some new adjectives commonly
b Give SS time in their groups to answer these questions
used to describe books or movies, and talking about their
before getting feedback from the class.
reading habits past and present, which provides a good
opportunity for teachers to find out how much SS read in Extra support
English and for SS themselves to exchange information • You could discuss these questions with the
and advice about suitable books / authors to read. The whole class.
grammar focus is on inversion after adverbs or adverbial
phrases for dramatic effect. The second half of the lesson
begins with some pronunciation work where the focus 2 VOCABULARY & SPEAKING describing books
is on words with silent syllables, e.g., vegetable. The topic
a Focus on the task and highlight that the comments
now shifts to the role of the book translator and SS read an
about the books explain the meaning of the adjective.
article about the impact a translator can have on the style
of a translated novel and on the reader. SS then listen to an Give SS time, in pairs, to complete the sentences,
interview with a translator talking about the pros and cons telling them to try to guess the meaning of words /
and some of the trickier aspects of the job, and the lesson phrases they haven’t seen before. Check answers and
concludes with an activity where SS write a review of a check that SS know which syllable is stressed.
recent book or movie.
1 moving 6 intriguing
2 thought-provoking 7 implausible
STUDY LINK
3 slow-paced 8 fast-paced
• Workbook 4B
4 riveting 9 depressing
• Online Practice
5 entertaining 10 haunting
• iChecker
You might want to highlight:
Extra photocopiable materials – the literal meaning of rivet = to hold one’s
• Grammar adding emphasis (1): inversion page 148
attention completely
• Communicative Who wrote it? A man or a woman? page 174 – haunt = literally what a ghost does, staying in a house
(instructions pages 162–163) after a person has died. Figuratively it means to keep
• Vocabulary Adjectives and adverbs page 199 (instructions coming into your mind.
page 188) – implausible = not seeming likely to be true
• Song Story of Your Life page 219 (instructions pages 213–214) – slow-paced = moving very slowly
– intriguing = interesting because sth is unusual and
Optional lead-in—the quote with an element of mystery
• Write the quote at the top of page 38 on the board (books b SS work in pairs. Highlight that the same book or
closed) and the name of the author or have SS open their movie can be used for more than one adjective. Get
books and read it. some feedback from the class.
• Point out that Marcus Tullius Cicero (106 b.c. to 43 b.c.) c 2 22 Focus on the short listening task and play the
was a Roman philosopher, orator, and writer. audio twice for SS to write down the four adjectives.
Point out that the adjectives are not necessarily from a.
• Ask SS whether they share Cicero’s opinion and find out
how many SS in the class are regular readers of novels a) Check answers.
in their own language and b) in English.
amazing, great, fascinating, haunting
You may want to point out that Khaled Hosseini is an

1 READING
Afghan-born American author.
a Put SS into groups of four or five, trying to get a
balance of ages, and focus on the task. Tell SS that first Highlight that when we talk about books / movies in
they have to decide if they think the lines are first or an informal context, we often use a variety of common
last lines from famous novels, and then try to match adjectives, e.g., great / amazing / incredible as well as
them to the novels themselves. Set a time limit and more sophisticated ones like fast-moving, intriguing, etc.
establish that the winning group is the one with the However, in a more formal written review we would
most correct answers in the time limit. Check answers tend to use more the kind of adjectives in exercise 2a.
from the class and deal with any vocabulary problems.
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4B
2 22
Focus on the exercise for 4B. SS do the exercise
individually or in pairs. If SS do it individually, have
A This book, The Kite Runner…it’s by an author named Khaled
Hosseini… them compare with a partner. Check answers.
B Oh, yeah, I think I’ve heard of him. Isn’t he from…um…?
A Afghanistan. 1 years later did I realize my mistake
B Uh-huh. 2 had we seen such magnificent scenery
A You know, it was his first novel, and it’s such an amazing story. 3 did they dislike her, but they also hated her family
B What’s it about? 4 we had read his autobiography did we understand what
A About two boys who are childhood friends, even though he had really suffered
they’re completely different. One is from a rich family, 5 had we started to eat when we heard someone
the other is the son of a poor servant. But still, they’re
knocking at the door
like brothers. And the book also tells you a lot about the
history of the country, Afghanistan.
6 have I read such a badly written novel
B Really? 7 the sun set did we put down our tools and rest
A Yeah, it’s really a great story. I mean, I couldn’t put it down; 8 was the hotel room depressing, but it was cold as well
it was just fascinating. And at the same time, it’s kind of 9 it was unusually cold did they light the fire
haunting, because you can’t stop thinking about the sad 10 had he gone to sleep than there was a knock on
and even tragic parts of it. the door
11 did I realize the full scale of the disaster
d Focus on the task and the talking points. You could 12 had I destroyed the evidence when the police arrived
demonstrate the activity by talking about your own 13 has he regretted the decision he made on that day
books, before having SS continue in pairs. When they 14 I had spoken to the manager was the problem resolved
have finished, get some feedback from the class. Tell SS to go back to the main lesson on page 39.
Extra idea d Focus on the task and give SS time to think of
• This would be a good time, if you have not done sentences. They could do this in pairs or individually
so already, to find out what your SS are reading in and then compare with a partner. Go around
English and to suggest authors they might read. SS monitoring and correcting. Elicit sentences from the
can share their own experiences with the class and class, writing some good ones on the board.
make recommendations.
4 PRONUNCIATION words with “silent” syllables

3 GRAMMAR adding emphasis (1): inversion
Pronunciation notes
a Focus on the task and highlight that the five sentences
are all taken from real novels. Give SS time to • As well as words having silent consonants there
complete the task and compare with a partner before are also words in English that have silent vowels,
checking answers. which result in the words having a silent syllable
such as vegetable /ˈvɛdʒtəbl/, interesting /ˈɪntrɛstɪŋ/,
1 B 3 D 5 E and comfortable /ˈkʌmftərbl/. SS will sound a little
2 A 4 C strange if they pronounce these silent syllables, and
b Focus on the questions and elicit answers. should be advised to cross them out if they occur in
new vocabulary. SS should be encouraged to fine-
The usual order of subject and verb has been inverted. tune their pronunciation of common words with
It makes the sentence more dramatic. silent syllables (like the ones in the exercise), which
Highlight that this is quite a formal device not usually some SS may have been mispronouncing for years.
used in informal conversation although it might be a 2 23 Focus on the task and emphasize that SS
appropriate in a speech or lecture. don’t have to write down the whole sentence, just the
Finally, ask the class to tell you the usual form for last word. Play the audio and have SS write down
each phrase: the words. Play the audio again as necessary. Check
answers, writing the words on the board, and eliciting
1 I didn’t understand until later what he meant… the sentences.
2 He had never been so unnatural…
3 Venus Maria was an adored and controversial superstar 1 favorite 6 frightening
and she was also… 2 restaurant 7 business
4 I haven’t been ready to confess until now… 3 Wednesday 8 comfortable
5 As soon as one campaign had come to an end… 4 different 9 temperature
5 history 10 sophomore
c Tell SS to go to Grammar Bank 4B on page 145. Go
the class, or give SS time to read the examples and rules 2 23
on their own, and answer any questions. 1 I’ve seen a lot of movies, but Avatar is my favorite.
2 I loved the scene in the restaurant.
3 He always goes to the library on Wednesday.
Grammar notes 4 The novel and the movie were very different.
• Inverting the subject and verb after some (mainly 5 My worst subject at school was history.
6 I thought the last part of the movie was really frightening.
negative) adverbial expressions is commonly 7 She quit her job at the company to start a new business.
used for dramatic effect in English. SS should be 8 The seats in the new movie theater are incredibly comfortable.
encouraged to use inversions where appropriate, 9 It’s important to give an infant liquids at the right temperature.
10 He just finished his first year of college and he’s going to
but not to overuse them since this would make
be a sophomore.
their English sound unnatural.
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4B
b Focus on the information box and go through it with adjectives / adverbs. Check answers and deal with any
the class. Then give SS time to cross out the vowels that other vocabulary questions or problems SS might have.
they think are not pronounced in the words they wrote
1 barely 5 bland 9 staccato (Italian,
down in a. Have them compare with a partner.
musical term)
c 2 24 This time SS hear just the words and not the 2 profoundly 6 awkward 10 neatly
whole sentence and check their answers to b. Elicit the 3 arguably 7 quirky 11 smooth
answers from the class.
4 vast 8 lowly 12 faithful
Then have SS practice saying the words to themselves
quietly. Finally, elicit them from individual SS. Extra support
2 24 would like to learn from the article and have them
1 fav[o]rite compare their choices. Get some feedback from the
2 rest[au]rant class about the words or phrases they have chosen
3 We[d]n[e]sday
4 diff[e]rent and deal with any vocabulary problems that arise.
5 hist[o]ry
6 fright[e]ning
e Ask the question to the whole class and elicit opinions.
7 bus[i]ness
8 comf[or]table
9 temp[e]rapture 6 LISTENING
10 soph[o]more
a Focus on the task and give SS time to think of
questions they might like to ask the translator. Have
5 READING them compare their questions with a partner and then
elicit them onto the board.
a Ask the question to the whole class and elicit responses.
b 2 25 Play the audio once all the way through for SS
b Focus on the task and give SS time to read the two to see which of their questions (if any) the translator
translations and answer the questions with a partner. was asked and answered.
Then elicit answers from the class.
2 25
1 In the first translation (but not in the second) you find
out the name of the piece of music in English. The piece
I = interviewer, T = translator
is referred to as “the overture.” I What made you want to be a translator?
In the second translation (but not in the first), you T It was something that I’d done when I was in college, and
find out that the caller was a woman, and the name when I moved to Mexico it was difficult to get a job that
of the piece of music in Italian. The piece is referred to wasn’t teaching English, so I went back to the US and I
as “the prelude” (in fact, it is normally referred to as took a postgraduate course in translation. After taking the
“the overture”). course I swore that I would never be a translator, I thought
2 a) In translation 1, past forms are used to set the scene. it would be too boring, but I kept doing translation work,
The cooking of the spaghetti is described in detail and eventually I decided it was for me because I liked the
idea of working for myself, and it didn’t require too much
(boiling, potful).
investment to get started. And actually, I enjoy working with
In translation 2, the “dramatic present” is used. There words, and it’s very satisfying when you feel that you’ve
is a quirky invented adjective “spaghetti-cooking” to produced a reasonable translation of the original text.
describe the music. I Yes, what do you think is the most difficult kind of text
b) In translation 1, there is only one (long) sentence. In to translate?
translation 2, there are three shorter sentences. T Literary texts, like novels, poetry, or drama because you
3 Students’ own answers. have to give a lot of consideration to the author, and to the
way it’s been written in the original language.
c Focus on the task and set a time limit for SS to read the I In order to translate a novel well, do you think you need to
be a novelist yourself?
article and answer the questions. Check answers. T I think that’s true ideally, yes.
I And is that the case? I mean are most of the well-known
1 The author thinks that translators are undervalued and translators of novels, generally speaking, novelists in their
underappreciated as their translation can make a huge own right?
difference to the style and tone of a book. T Yes, I think in English anyway. People who translate into
2 Birnbaum’s translation, perhaps because his style is English tend to be published authors, and they tend to
more unusual and original. specialize in a particular author in the other language.
3 Because some critics think that her translations weren’t I I see.
faithful to the original novels – she made them too T And of course if it’s a living author, then it’s so much easier
“English.” She was also accused of translating major because you can actually communicate with the author
and say, you know, like, “What did you really mean here?”
novelists like Tolstoy and Dostoevsky in such a similar
I Another thing I’ve heard that is very hard to translate is
way that they were indistinguishable. advertising, for example slogans.
4 “a smooth lawn mowed in the English manner” meaning T Well, with advertising, the problem is that it has to be
correct, neat, and dull, e.g., not wild or exotic something punchy, and it’s very difficult to translate that.
5 in order to make it more readable, much shorter, have a For example, one of the Coca-ColaTM ads, the slogan in
happy ending, and be “more peace less war” English was “the real thing,” but you just couldn’t translate
that literally into Spanish, it just wouldn’t have had the
same power. In fact, it became Sensación de vivir, which is
“sensation of living,” which sounds really good in Spanish
LEXIS IN CONTEXT but it would sound weird in English.
I What about movie titles?
d Focus on the task, emphasizing that SS should look T They’re very difficult too. People always complain that
at each adjective / adverb in context and try guessing they haven’t been translated accurately, but of course it’s
the meaning of ones they don’t know. Then, they impossible because sometimes a literal translation just
should look at definitions 1–12 and match them to the doesn’t work.
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4B
I For example? 7 WRITING
T OK, well, think of, you know, the Julie Andrews movie, The
Sound of Music. Well, that works in English because it’s a
a Focus on the task and ask SS to do it for homework and
phrase that you know, you know like “I can hear the sound bring it in to the next class.
of music.” But it doesn’t work at all in other languages, and
in Spanish it was called “Sonrisas y lagrimas” which means b When SS have brought their translations in, get
“Smiles and tears,” in German it was called “Meine Lieder— them to read each other’s and see if they can identify
meine Traüme,” which means “My songs, my dreams,” the novels.
and in Italian it was “Tutti insieme appassionatamente,”
which means, I think, “All together passionately” or I don’t ! This activity will work best with a monolingual class
know, something like that! In fact, I think it was translated
who all know the same novels, and where you know the
differently all over the world.
I Do you think there are special problems translating movie SS’ L1.
scripts for the subtitles?
T Yes, a lot. There are special constraints, for example c Tell SS to go to Writing A review on page 108.
the translation has to fit on the screen as the actor is
speaking, and so sometimes the translation is a paraphrase
In this lesson the focus is on writing a review. The
rather than a direct translation, and of course, well, going particular review chosen is a book review, but all the
back to untranslatable things, really the big problems are information could equally apply to writing a review
cultural, and humor, because they’re just not the same. of a movie, play, or even a concert. The writing skills
I I see.
T You can get the idea across, but you might need pages to focus is using participle clauses and using a variety of
explain it, and, you know, by that time the movie’s moved adverbs of degree.
on. I also sometimes think that the translators are given
the movie on DVD, I mean, you know, rather than a written
script, and that sometimes they’ve simply misheard or
they didn’t understand what the people said. And that’s
the only explanation I can come up with for some of the a Focus on the text type (a review) and highlight that
mistranslations that I’ve seen. Although sometimes it
might be that some things like humor and jokes, especially
nowadays many people write reviews of books, movies,
ones that depend on wordplay are just, you know, they’re hotels, etc., and post them on the Internet. They may
simply untranslatable. also be asked to write a review for a standardized test
I Right. or a final exam. The structure of reviews tends to be
T And often it’s very difficult to get the right register, for
example with slang and swear words, because if you
broadly similar, and you would usually include factual
literally translate taboo words or swear words, even if they information, your opinion, and a recommendation.
exist in the other language, they may well be far more
offensive. Focus on the Key success factors and go through
I What are the pros and cons of being a translator? them with SS.
T Well, it’s a lonely job I suppose, you know, you’re on your
own most of the time, it’s hard work, you’re sitting there Focus on the task, and get SS, in pairs, to discuss what
and, you know, you’re working long hours, and you can’t factors influence them to choose a book to read, or do
plan things because you don’t know when more work is
going to come in, and people always have tight deadlines.
this as an open-class discussion.
You know, it’s really rare that somebody’ll call you up and b Focus on the task and the book review, and find out
say, “I want this translation in three months.” That just
doesn’t really happen. if any SS have read the book. Elicit that the author is
I And the pros? Swedish, so the English version is a translation. Set
T Well, the pros are that it gives you freedom, because you a time limit for SS to read the review and do the task
can do it anywhere if you have an Internet connection
and electricity, and I suppose you can organize your time,
individually. Have them compare with a partner and
because you’re freelance, you know, you’re your own boss, then check answers.
which is good. I like that.
I What advice would you give someone who’s thinking of The strong points of the book 3
going into translation? The basic outline of the plot 2
T I’d say that in addition to the language, get a speciality. What happens in the end DS
Get another degree in anything that interests you, like Where and when the story is set 1
economics, law, history, art, because you really need to The weaknesses of the book 3
know about the subjects that you’re translating into.
Whether the reviewer recommends the book or not 4
How good the English translation is DS
c Focus on the task and go through the questions dealing Who the author is 1
with any vocabulary queries. Who the main characters are 2
How much the book costs DS
Play the audio for SS to answer the questions, pausing Who the book is suitable for 4
if necessary after each question is answered (see spaces
in the audioscript). Play the audio again as necessary. Extra idea
Have SS compare with a partner and check answers. • Ask SS what else would be included if this were
1 c 3 b 5 b 7 c a movie review, e.g., who the actors were in
2 c 4 c 6 a 8 a paragraph 2, what their performances were like
in paragraph 3, and maybe some mention of the
Extra support soundtrack or the special effects.
• If there’s time, have SS listen again with the Elicit that a review would never mention what happens
audioscript on page 128, focusing on any new in the end (particularly of a detective or mystery novel
vocabulary, and getting feedback on phrases SS didn’t or movie) as this would turn people off from reading
understand, e.g., because the words were run together. the book.
d Ask this question to the whole class and Go through the information box with SS, and tell them
elicit opinions. that they are now going to look at a specific way of
making the description of a plot more concise.
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4B
c Focus on the task and the extract, and have SS read the 8 2 26 SONG Story of Your Life
Participle clauses box. Check answers.
Because he is, he is, and who is have been left out. American singer John Ondrasik who goes by the stage
name of Five for Fighting. The song was released in
Highlight that participle clauses are very common in
2009. For copyright reasons, this is a cover version. If
written English, but very rarely used in spoken English.
you want to do this song in class, use the photocopiable
d Focus on the task and give SS time to rewrite the activity on page 219.
phrases. Check answers.
2 26
1 Believing him to be the murderer… Story of Your Life
2 Simon, realizing that… At 17 she left Long Island bound for Hollywood
3 First published in 1903, it has been… Another story like the ones you’ve heard before
4 Set during World War I, it… He left her broken like you figured, like you knew he would
5 Hearing the shot, … She shut her heart after his ring rang off the door
It’s the story of your life
e Focus on the task. Check answer. You’re tearing out the page
New chapter underway
slightly reduces the strength of the adjective and Chorus
absolutely increases it. The story of your life
You live it every day
f Have SS do the exercise in pairs. Elicit the meaning of You can run, you run
denouement (= the end of a book, in which everything is But you won’t get away
explained or settled). Check answers. I don’t know what’s coming up
Where will you go now
1 ✓
2 very should be crossed out. It can’t be used with strong She hit the ground
adjectives like fascinating, amazing, etc. that already She built a fine career
Every weekend walked her dog beside the sea
mean “very interesting,” “very surprising,” etc.
In the salt she met a man who knew at once but wait
3 ✓ Is he the one we need him to be
4 somewhat should be crossed out. Because it means In the story of your life
“partly,” it is not usually used with a strong adjective You’re moving down the page
such as thrilling. As the words begin to change
g Finally, have SS discuss what differences in meaning / Chorus

register there are between the adverbs in 1 and 3. Look around look around and the world will find you [3x]
There’s a reason that we live so far from Hollywood
Check answers. In the country looking hard to find a home
1 They all mean the same thing, but a little is informal, We’re nothing perfect
All considered
whereas the others are neutral.
But we’re so damn good
3 They all mean the same thing, but pretty is informal,
whereas the others are neutral. It’s the story of your life
You’re moving down the page
And you know you’re on your way
The story of your life
PLANNING WHAT TO WRITE You live it every day
You can run, you run
a Focus on the task. Tell SS to choose either a book or But you won’t get away
movie they have read recently, or one that they have No one knows what’s coming up
read or seen several times and know well. Tell them Where will you go now
It’s the story
not to worry if they can’t remember, e.g., the names of It’s your story
actors or characters, as they can research this on the It’s the story of your life
Internet when they come to write their full review.
Set a time limit of about ten minutes for SS to write
their paragraphs, using paragraph 2 in the review as a
model. Monitor and help SS with vocabulary.
Extra support
• Have SS in pairs choose a book or movie that they
have both read or seen and do the task together.
b Have SS swap paragraphs with other SS and identify
each other’s books / movies.
WRITING
Go through the instructions and assign the writing
for homework.
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For instructions on how to use this page, see page 40. 5 Individuals and societies need to have trust in people and
believe that others play fair. When we feel that our trust
has been violated, we want to get even with the cheater.
Testing Program CD-ROM 6 Sometimes an apology will keep the situation
• File 4 Quick Test under control.
• File 4 Test
2 27
Today I’m going to talk to you about a very human subject:
GRAMMAR revenge. I’ll start with my own experience. A few years
ago, I hired a contractor to make some repairs in my home.
a 1 Not only did we see the sights
I had asked for a list of references and called them all.
2 I think he might have gotten lost. But when he did the work, he accidentally damaged my
3 ✓ windows, so now my windows were scratched up and in
4 The waiter probably didn’t notice need of repair.
5 Basically, I decided to take revenge. I told him I would call everyone
6 ✓ in his list of references and tell them about my experience.
7 all in all They would think twice before recommending him again,
8 Somebody must be baking I figured. Then he paid for the scratched windows. But
what if my tactic hadn’t worked and I’d had to call all those
9 ✓
references? I wouldn’t have gained anything and I would
10 You should have gotten
have spent a lot of valuable time making all these calls.
b 1 to arrive 4 had they gotten / did they get What would I have gained? Revenge.
2 were we 5 had I seen People naturally want to take revenge for mistreatment,
3 to have heard 6 be working psychologists are finding out. They enjoy revenge so
much that they will take a loss for it, according to a Swiss
c 1 rid 2 caught 3 to know 4 around to 5 over research study. Here’s how the experiment works. They
give two participants $10 each and tell them the game
rules. You get the first move. If you give your $10 to the
VOCABULARY other player, the researcher will quadruple your gift and
a 1 slow-paced 2 depressing 3 gripping 4 intriguing the other player gets $50. Then the other player gets a
5 haunting choice. Your partner can keep all of the winnings, or share
the winnings, giving you money back. Twenty-five dollars,
b 1 slammed 2 whispered 3 whistled 4 sighed 5 rattled an even split, would be fair, in my opinion. If the other
6 screeched player selfishly kept the $50, you could take revenge. You
c 1 tick 2 drip 3 small talk 4 thought-provoking could take some money from your own pocket and give
5 bland 6 mumble 7 plot 8 commute 9 overthrow it to the researcher to take away money from the greedy
10 profound player. Most people took revenge and punished the other
player severely.
d 1 capture 2 implausible 3 side 4 force 5 casualties While they were making the decision whether or not
6 defeat 7 barely 8 vast to take revenge, their brains were scanned by positive
emission tomography (PET) to see which parts of their
brains were active. The revenge-taking players enjoyed
CAN YOU UNDERSTAND THIS TEXT? brain activity in their pleasure centers, and those who
a Students own answers. punished the greedy players the most got the most
pleasure. “Revenge is sweet,” the saying goes, and PET
b 1 DS 3 T 5 DS 7 F 9 T
scans show this is literally true.
2 F 4 T 6 T 8 F 10 F When a society can trust most of its members to play fair,
it has tremendous advantages over non-trusting societies.
Think of all the times people hand their credit cards to
CAN YOU UNDERSTAND THIS PROGRAM? salespeople or order on the Internet with confidence
b According to the speaker, people want to take revenge that the charge will be correct and the item will arrive.
When people don’t play fair, as we expect them to, we
when they have been mistreated or cheated. They enjoy feel betrayed. We take pleasure in taking revenge when
getting even as a form of justice. we have been cheated. That’s why so many of us enjoy
our revenge fantasies even when we know we won’t act
c Check answers. them out.
So how do we put a stop to revenge, or even prevent it
1 She was going to take revenge on a contractor that from happening? A sincere apology may be all that is
she’d hired to do some work in her home. While doing the necessary. Doctors who make a mistake and apologize,
work, he damaged her windows. rather than covering it up, are sued far less often than
2 She was planning to call all the man’s references to other doctors, according to researchers at the University
tell them what he had done. But she didn’t carry out of Washington Medical School.
The guy who ruined my windows did apologize and pay to
her plan because the contractor repaired the windows,
replace the windows. Justice had been done, so I didn’t
possibly due to the threat. seek revenge. Maybe the primitive pleasure in revenge
3 Some of the participants in the experiment wanted justice motivates the desire for justice.
because they felt they had been cheated by their partners,
who had selfishly kept all the money for themselves.
4 The revenge-takers felt pleasure from getting even. The
researchers knew this from brain scans.
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G distancing
V time
P linking
5A Are there 31 hours in a day?

Lesson plan (A looks at the first four points and B looks at the next
five points). Set a time limit and monitor while SS
The topic of this lesson is time, how we try to save time are reading and help with any words or phrases they
through multitasking, and how other people waste our cannot guess from the context.
time. In the first half of the lesson SS read two articles
about multitasking. One of the articles is about how c When the time limit is up, SS take turns telling their
multitasking is enabling us to cram even more hours into partner the main points of their article using the
the day, while the other questions whether it is a myth that information in b to help them.
we actually save time by multitasking. The grammar focus Finally, give SS time to read the article they have not
of the lesson is on distancing, e.g., using certain language read in preparation for the next exercise.
(e.g., apparently, it seems, etc.) to “distance” ourselves from
information we are giving to others. Extra challenge
• You could skip this final stage, and have SS in d find
In the second half of the lesson SS listen to a radio call-in
the words from the text they read and then teach
show about “Time Bandits,” e.g., people or situations that
them to each other.
waste our precious time. Here there is a pronunciation
focus on linking words together in rapid speech. The
vocabulary focus is on expressions related to time, and LEXIS IN CONTEXT
the lesson finishes with SS answering questions in a time
questionnaire, which recycles this lexis. d Focus on the task and have SS work together to find
the words in the two articles that match the definitions.
STUDY LINK When SS have completed the task, check answers.
• Workbook 5A
1 gadget 6 juggle
• Online Practice
2 frenzy 7 engrossed
• iChecker
3 blizzard 8 cope
4 catch up with 9 clog
Extra photocopiable activities 5 peak 10 overcome
• Grammar distancing page 149 Focus on the Metaphors box and elicit / remind SS of
• Communicative Time: Proverbs and sayings page 175
the meaning of a metaphor (= a word or expression that
(instructions page 163)
• Vocabulary “Time” race page 200 (instructions pages 188–189) is used in a nonliteral sense to make your writing or
speech more interesting or powerful).
Optional lead-in—the quote Finally, ask SS what other two words in exercise d
are also used metaphorically in the respective articles
(peak and juggle).
closed) and the name of the author, or have SS open their
books and read it. e Focus on the questions and elicit opinions and
experiences from the class.
• Point out that Will Rogers (1879–1935) was an
American movie actor, comedian, and journalist, who in Extra support
his day was a world-famous figure. • Ask SS to choose five other words or phrases they
• Ask SS whether they identify with Will Rogers’s opinion would like to learn from the articles and have them
or disagree, and try to get a short discussion going about compare their choices. Get some feedback from the
how people try to save time these days and whether they class about the words or phrases they have chosen
think this is a useful thing to do. and deal with any vocabulary problems that arise.
1 READING & SPEAKING 2 GRAMMAR distancing

a Focus on the task and quickly go through a Do this as a whole-class activity and elicit that the
questions 1–4. Then set a time limit for SS to phrases all distance the writer from the information,
discuss the questions. e.g., they imply that it might not be a definite fact.
Get some feedback from the class. b Tell SS to go to Grammar Bank 5A on page 146. Go
b Put SS into pairs, A and B. Focus on the task, and the the class, or give SS time to read the examples and rules
information that SS A and B will have to tell their on their own, and answer any questions.
partner after they have read their respective articles
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5A
Grammar notes Pronunciation notes
• Distancing expressions are often used, particularly • The focus here is on three specific areas where
in journalism where a speaker or writer wants to words are commonly linked, e.g., when a word
stress that the information is second-hand and ends with a consonant sound and the next word
comes from a specific source or sources, rather than begins with a vowel sound (e.g., She went out at
being their own knowledge or opinion. Expressions eleven o’clock.), the inserted /r/ sound when a word
like It is said that…are also often used where a ends in r or re and the next word begins with a
writer is not sure of the sources, and by using these vowel sound (e.g., They’re easy to please.), and
expressions they can avoid the possibility of libel. when one words ends and the next word begins
with the same consonant sound (e.g., We should get
SS should have come across most of these expressions together.). Other aspects on linking are dealt with
before, but will probably never have focused on their in later lessons, e.g., the added /w/ sound when a
exact function, and may not be familiar with the two word ending in a vowel + w is followed by a word
possible ways of using seem and appear. You may want to beginning with a vowel sound.
point out that appear is slightly more formal than seem.
Focusing on linking and getting SS to practice doing it
themselves, apart from making SS’ speech sound more
individually or in pairs. If SS do them individually, have
natural, will help them to decipher linked speech when
they are listening.
each exercise.
Play the audio once for SS to complete the sentences,
a 1 seems / appears 6 seems to / appears to
pausing after each sentence for SS to write. Play again
2 would 7 There
3 seems / appears 8 said
as necessary. Check answers getting feedback from SS
4 said / supposed 9 that about which phrases they found the most difficult to
5 According understand and why.
b 1 appear / seem that people who work night
1 …for all 4 And I will always arrive…
shifts die younger
2 First of all…, 5 …such a waste of…
2 have escaped to France
3 For example,… 6 …great talking…
3 expected to make a statement this afternoon
4 has been announced (by the company) that the new
drug will go on sale shortly 3 2
5 are believed to be responsible for the rise in
1 I think that’s a common problem for all of us.
life expectancy 2 First of all don’t complain aloud…
6 to the manual, you have to charge the phone for at 3 For example, there’s this friend of mine and…
least 12 hours 4 And I will always arrive on time…
7 appears to be intending to lower interest rates 5 It’s just such a waste of time…
8 has been suggested that the painting is a fake 6 It’s been great talking to you…
9 seems / appears to be more bicyclists around than
there used to be c Focus on the instructions. Have SS read the Linking
box and then look at the phrases they have written in b.
Tell SS to go back to the main lesson on page 45. Check answers.
c Focus on the task. Tell SS that they should choose a
1 for all rule 2 4 And I will always arrive rule 1
headline and invent the details; they should distance 2 First of all rule 1 5 such a waste of rule 1
themselves from the information they give. Monitor 3 For example rule 2 6 great talking rule 3
and help while SS are doing this.
! There are some other words linked according to rule
Extra support 1 in these phrases, e.g., complain aloud in 2, friend of
• You could do this in pairs or small groups. in 3, and and I in 4. You may want to point these out
to SS.
Finally, have SS read each other’s paragraphs before
collecting them to check for accuracy. Ask SS to practice saying the sentences, linking the
words. They can do this quietly by themselves or
Alternatively, you may wish to assign the writing of the
with a partner. Then ask some individual SS to say
paragraph for homework.
the sentences.
Extra support
3 PRONUNCIATION & LISTENING linking
• You could use the audio (3.2) to model the sentences
a Focus on the program information and elicit an answer with SS repeating after each sentence.
to the question (They are people and situations that steal
our time.). d 3 3 Focus on the task and play the audio,
pausing after each caller to give SS time to write a
b 3 2 Tell SS that the focus here is on deciphering summarizing sentence. Check answers, writing the
phrases when the speaker runs two or more words summaries on the board.
together. This is called “linking” and of course is one
of the reasons why understanding fast speech can be
so difficult.
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5A
Caller 2 He often wastes time waiting for people who Advice D
are late. I really know what you mean because I have friends like
Caller 3 She wastes time helping her husband look for that too! I think the best thing to do, and I’m speaking
things he can’t find. from experience, is send your friend a text or email on the
Caller 4 She wastes time trying to decide what to wear in morning that you’re getting together, and tell them you’re a
little short on time today so you don’t want to hang around
the morning.
too much. And ask him or her to let you know if they’re
Caller 5 She wastes time in the supermarket when going to be late! That should get the message across.
the person in front of her in line gets into a Advice E
conversation with the cashier. First of all, don’t complain aloud, because that could easily
annoy the other person and make them take even longer.
No, the thing to do is just politely interrupt and ask the
3 3 cashier a question. Now that should bring the person
Caller 1 ahead of you back to reality, and it will remind the cashier
OK, I have this friend who’s always calling me and, well, she that there are other people waiting to check out.
just won’t let me get off the phone – I waste so much time
just listening to her telling me every single thing she’s been g 3 5 SS now listen to the whole program and check
doing and every little problem that she has. their answers to f. Check answers and find out from
Caller 2
I am a very punctual person, you know, it’s something the class how similar / different their advice was to the
I pride myself on, and I really spend a lot of my time, I expert’s. If the SS’ advice was different, you could ask
should say waste my time, waiting for people. Like, for them, Whose advice do you think is best and why?
example, there’s this friend of mine, and we’ll often have
like an informal lunch together or something, and I will Caller 1 Advice C Caller 4 Advice A
always arrive on time, I will get to the restaurant on time, Caller 2 Advice D Caller 5 Advice E
but I have to wait for him, well, it’s at least ten minutes,
Caller 3 Advice B
sometimes more, for him to show up.
Caller 3
Well, it’s my husband. He always expects me to help him
3 5
find whatever he can’t find, you know, usually his car keys
or a particular shirt he wants to wear. Even when I’m busy, (audioscript in Student Book on page 129)
and I spend too much time helping him, and not getting H = host, C = caller, R = Richard
around to doing what I’m supposed to be doing. H And now it’s time for our weekly dose of Time Bandits,
Caller 4 the part of the show where we try to deal with your
Every morning when I get up, I spend a lot of time just time issues. Today we’re going to be talking to our time
standing in front of the closet trying to decide what to management guru, Richard. And now we’re going to line 1,
wear. It’s just such a waste of time, especially since I end which is Jade from Chicago. Hi Jade.
up wearing the same thing again and again anyway. C1 Hi guys! OK, I have this friend who’s always calling me and,
Caller 5 well, she just won’t let me get off the phone – I waste so
I have kids and I work full-time, so as you can imagine I much time just listening to her telling me every single thing
don’t have much spare time, and I’m often in a hurry when she’s been doing and every little problem that she has.
I go to the supermarket. And somehow I always manage to H Uh-huh, I think that’s a common problem for all of us – so
have someone in front of me in the line who seems to have Richard, what advice do you have for Jade?
all the time in the world, you know, who’s really slow and, R Well, say you’d love to talk, but you can’t right now and you’ll
even more annoying, gets into a conversation with the call back another time. How about that? Or say you only have
cashier. Do you have any tips? five minutes and really mean it, I mean say goodbye when
the five minutes are up. Use a finishing up expression like,
“Oh, it’s been great talking to you, but I really have to go now.”
e Give SS time to discuss each problem and come up
C1 OK, thank you.
with some good advice. R No problem.
H That’s great advice Richard. I’ll have to remember to use
f 3 4 Focus on the task and then play the audio for SS that with my mother-in-law. All right, then, we’re going to
to match a piece of advice (A–E) to each caller. Don’t line 2 now. We’re talking to Nick from St. Louis. Hi Nick.
check answers at this stage. C2 Hi there! What I wanted to say was I am a very punctual
person, you know, it’s something I pride myself on, and I
really spend a lot of my time, I should say waste my time,
3 4 waiting for people. Like, for example there’s this friend of
Advice A mine, and we’ll often have like an informal lunch together
I got this advice from a friend of mine who works in fashion. or something and I will always arrive on time, I will get to
She recommends you completely reorganize your closet. the restaurant on time, but I have to wait for him, well, it’s
Set aside ten minutes one day, make a list of your five at least ten minutes, sometimes more, for him to show up.
favorite outfits, and hang them all together. Then stick the H OK, Nick, thanks. Now over to you, Richard.
list inside the door of the closet. And when you can’t think R Well, Nick I really know what you mean, because I have
of what to wear, just look at the list and wear one of the friends like that too! I think the best thing to do, and I’m
outfits. My friend swears it saves her a lot of time. speaking from experience, is send your friend a text or
Advice B email on the morning that you’re getting together, and tell
Rule number one, Judy. Never, ever, drop what you’re doing them you’re a little short on time today so you don’t want to
to go and help. Now, if he shouts at you from another room, hang around too much. And ask him or her to let you know if
just tell him you can’t hear what he’s saying. Let him come they’re going to be late! That should get the message across.
to you. Pretend you’re really busy even if you aren’t. H That’s great advice, Richard. OK then, moving punctually
Advice C on to line 3 which is Judy from Sioux City, Iowa. Hello Judy.
Say you’d love to talk, but you can’t right now and you’ll call C3 Oh, hello. Oh, my. Well, it’s my husband. He always expects
back another time. How about that? Or say you only have me to help him find whatever he can’t find, you know, usually
five minutes and really mean it, I mean say goodbye when his car keys or a particular shirt he wants to wear. Even
the five minutes are up. Use a finishing up expression like, when I’m busy, and I spend too much time helping him, and
“Oh, it’s been great talking to you, but I really have to go now.” not getting around to doing what I’m supposed to be doing.
H OK, I see. Well, Richard, what do you make of that?
R Rule number one, Judy. Never, ever, drop what you’re doing
to go and help. Now, if he shouts at you from another room,
just tell him you can’t hear what he’s saying. Let him come
to you. Pretend you’re really busy even if you aren’t.
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5A
C3 Oh, I’ll try. 3 6
H That’s fantastic, Richard. Thank you. Now, moving on to
1 …I should say waste my time, waiting for people.
caller 4, who’s Wendy from Columbus, Ohio. Wendy, what’s
2 I have kids and I work full time, so as you can imagine I don’t
your problem?
have much spare time.
C4 Hi. Every morning when I get up, I spend a lot of time just
3 My friend swears it saves her a lot of time.
standing in front of the closet trying to decide what to
4 Tell them you’re a little short on time today.
wear. It’s just such a waste of time, especially since I end
5 Well, I’m afraid time’s up for now, but thank you all for
up wearing the same thing again and again anyway.
your calls.
H I know how you feel, Wendy. Richard, what’s your advice?
R OK. I think I can help you, Wendy. I got this advice from a
friend of mine who works in fashion. She recommends you c Tell SS to go to Vocabulary Bank time on page 162.
completely reorganize your closet. Set aside ten minutes Focus on section 1 Verbs with time and have SS do
one day, make a list of your five favorite outfits, and hang it individually or in pairs. Check answers and elicit /
them all together.
C4 Uh-huh. model the pronunciation of tricky words as necessary.
R Then stick the list inside the door of the closet. And when
you can’t think of what to wear, just look at the list and wear 1 spend 4 take 7 give 10 have
one of the outfits. My friend swears it saves her a lot of time. 2 save 5 make up for 8 spare 11 run out of
C4 Wow! Thank you. 3 kill 6 take 9 take up
H That’s great advice, Richard. I should remember that
myself. Now, we’re almost out of time, so we need to take You may want to highlight that:
our last caller and that is Sue from Minneapolis. Hello Sue. – waste time = use time badly. Contrast with lose time
C5 Oh, hi. Am I on?
H Yes, you are. What’s your problem? (= take longer), e.g., We lost a lot of time because we took
C5 I have kids and I work full time, so as you can imagine I don’t the wrong exit off the highway.
have much spare time, and I’m often in a hurry when I go to the – save time suggests that you do sth to reduce the
supermarket. And somehow I always manage to have someone
amount of time sth would usually take, e.g., I would
in front of me in the line who seems to have all the time in the
world, you know, who’s really slow and, even more annoying, have been late, but I saved time by getting a taxi
gets into a conversation with the cashier. Do you have any tips? to work.
H Any tips for Sue, there Richard? – kill time suggests that you want to make time pass
R Of course, of course, well, first of all, don’t complain aloud,
because that could easily annoy the other person and make
quickly because you are bored
them take even longer. No, the thing to do is just politely – make up for lost time = try to compensate for time or
interrupt and ask the cashier a question. Now that should opportunities missed in the past
bring the person ahead of you back to reality, and it will remind – take up (time) = fill your time
the cashier that there are other people waiting to check out.
C5 All right. – can’t spare the time = you don’t have enough time to
R All right? devote any of it to another activity
H That’s great advice, Richard. I think a lot of people could – run out of time = not have any time left to do sth
use that. Well, I’m afraid time’s up for now, but thank you all
for your calls… Now focus on section 2 Prepositional phrases with
time and have SS do it individually or in pairs. Remind
Extra support SS to write their answers in the Prepositions column
• If there’s time, have SS listen to the call-in program and not in the sentences. Check answers and elicit /
again with the audioscript on page 129, focusing on model the pronunciation of tricky words as necessary.
any new vocabulary, and getting feedback on phrases
1 on 3 By 5 off 7 from, to
SS didn’t understand, e.g., because the words were
2 before 4 at 6 in, for 8 at
run together.
h Open the discussion to the whole class and elicit from You may need to elicit / explain:
the class things that waste their time and the best way – the difference between on time (= punctually, at the
to deal with them. agreed time) and in time (= arriving early enough to do
sth, e.g., catch a train)
– before my time = before I was old enough to be aware
4 VOCABULARY expressions with time of / remember this
– by the time = all the time up to a certain point, e.g.,
a Focus on the task and point out that all the sentences
By the time we got to the top of the mountain we were
are from the radio call-in program. Give SS a few
exhausted. = we had been getting progressively more
moments to complete the missing words. Don’t check
exhausted during the climb.
answers at this stage.
– at the time = at that moment
b 3 6 Play the audio for SS to listen, check their – time off = time at home, not working
answers, and elicit what the phrases mean. – from time to time = occasionally
– at times = sometimes
1 wasting my time = using time badly
2 spare time = more time than you need (that you could Now focus on section 3 Expressions with time and
use to do something else) have SS do it individually or in pairs. Check answers
3 saves…time = allows you do something quicker (and and elicit / model the pronunciation of tricky words
perhaps avoid wasting time)
as necessary.
4 short on time = you don’t have enough time
5 time’s up = the time allowed for something has come to 1 I 3 J 5 F 7 E 9 A
an end 2 B 4 D 6 G 8 C 10
H
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5A
You may need to elicit / explain:
– time left = time remaining
– time to spare = with more than enough time
– short on = in a hurry or needing more time
– time on my hands = more free time than I
actually want
– for the time being = for the moment
– it’s a question of time = it’s inevitable that something
will happen
– time’s up = the allotted time for something has
expired
the expressions on this page? Test yourself or a partner.”
Testing yourself
• For Verbs with time SS can cover the sentences and
look at the verbs in the list and try to remember the
sentences. For Prepositional phrases with time,
they can look at the prepositions only and try to
remember the context. For Expressions with time,
SS can look at sentences 1–10 and try to remember
sentences A–J.
Testing a partner
• See Testing a partner page 18.
SS can find more practice of these words and phrases
on the iChecker.
5 SPEAKING
Focus on the Time questionnaire and give SS time to
read through the questions.
Tell SS to give examples when they answer the
questions, and remind them of For example…/ For
instance…
Then have SS, in pairs, work through it answering the
questions together.
Monitor while SS are doing this, correcting any slips in
the time phrases, and noting down any other problems
to deal with later.
Finally, get feedback from the whole class.
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4775779_AEF2e_TB5.indb 69 3/19/14 12:50 PM

G unreal uses of past tenses
V money
P ea and ear
5B Do you have Affluenza?
Lesson plan defined anywhere in the text. Elicit suggestions from

the class.
The topic of this lesson is money and materialism. In
the first half of the lesson SS read a review of a book by Suggested answers to 1
Oliver James in which he describes how many people in According to Oliver James, “affluenza” is a virus that is
spreading through affluent countries. People with the
the developed world are being made depressed, anxious,
virus define themselves by how much money they earn,
and unhappy by their obsession with money, consumer the possessions they have, how attractive they look, how
products, personal appearance, etc., a virus-like condition successful they are, etc. / An unhealthy obsession with
he has termed Affluenza. Then SS take a questionnaire to money and material objects and values.
see if they themselves are suffering from the virus. The
lexical focus is on words, phrases, and idioms related to Now focus on the second part of the task and elicit
money, and Pronunciation looks at the many different whether the review is positive or negative (positive).
pronunciations of the letters ea and ear in English. In the Ask SS which parts of the text they have underlined
second half of the lesson SS read an anonymous article that show that the critic thinks Affluenza is a
that appeared in The Times newspaper in which a woman good book.
confessed that she wishes she had married for money
rather than love. This leads into the grammar focus on Suggested answers to 2
special uses of the past tense after expressions like I wish, “In this book he explores the idea further and it’s terrific.”
(Highlight that terrific is a positive adjective. It often means
I would rather, etc. Finally, SS listen to a short lecture given
excellent, e.g., It was a terrific movie – one of the best I’ve
by a Harvard professor about research regarding the seen, but can also mean big, e.g., There was a terrific bang.
correlation between money and happiness. It never means terrible.)
“A lot of readers…will want to cheer.”
STUDY LINK “It’s a wonderfully clear and cogent thesis. Affluenza…is
• Workbook 5B clearly recognizable as our way of life…”
• Online Practice
• iChecker c Focus on the task and give SS time to read the texts
again and answer the questions, comparing their
Extra photocopiable materials answers with a partner. Check answers and deal with
any vocabulary questions, e.g., messed up (= to be in a
• Grammar Unreal uses of past tenses page 150 bad state), show off (= to try to impress others by talking
• Communicative Money questionnaire page 176 (instructions
page 163)
about your abilities, possessions, etc.).
• Vocabulary Money page 201 (instructions page 189) 1 He traveled around the world interviewing people.
• Song Material Girl page 220 (instructions page 214) 2 He wanted to find out why “affluenza” is spreading and
how we can strengthen our “emotional immune system.”
3 “To fill up our emotional emptiness.” We buy things to
make ourselves feel better.
• Write the quote at the top of page 48 on the board (books 4 Money, possessions, appearance, and fame.
closed) and the name of the author or have SS open their 5 When people buy things to make themselves feel
books and read it. better, it makes them feel worse, which then makes
them want to buy more things.
• Point out that Tennessee Williams (1911–1983) was an 6 Be a good person, worry about your interior self rather
American playwright most remembered today for his than your external appearance.
play, A Streetcar Named Desire, which was later made
into a movie. d Ask this question to the whole class and elicit opinions.
• Ask SS what they think Tennessee Williams meant Extra support

by this quote (that it’s easier to live off very little when • Ask SS to choose five other words or phrases they
you’re young, e.g., when you are a student. When you are would like to learn from the texts and have them
older, you don’t want to have to economize on, e.g., food, compare their choices. Get some feedback from the
heat, etc.) and whether SS agree with him and why (not). class about the words or phrases they have chosen
1 READING & SPEAKING e Focus on the questionnaire and set a time limit for SS
to answer the questions.
a Focus on the lesson title and the task and elicit
suggestions from the class as to the possible meaning f Tell SS to go to Communication Do you have
of Affluenza. “affluenza”? on page 119. Here SS find that any “yes”
answer means that they have the virus. The more “yes”
b Set a time limit for SS to quickly read the product answers they have, the worse they have the virus. Get
description and review of Affluenza. Highlight that feedback from the class about how many people have
they will have to interpret what they read to come up the virus and whether they think the questionnaire is
with a brief definition of Affluenza as it is not fully
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5B
fair, e.g., by asking them which statements they think Finally, focus on section 4 Idioms related to money
are negative qualities and which aren’t. and have SS do it individually or in pairs. Check
answers and elicit the meaning of the idioms.
g Give SS time to discuss the questions in pairs and then
open it up as a class discussion. 1 D (cost a fortune = be very expensive)
2 F (spend money like water = in large quantities)
3 E (it’s a good deal = its products / services are worth
2 VOCABULARY money the price)
4 H (can’t make ends meet = can’t live on the money
a Focus on the task and give SS time to complete the you have)
missing words. Check answers. 5 C (be in the red = have a negative bank balance)
6 B (tight-fisted = cheap)
1 affluent, wealthy
7 A (have more money than sense = have a lot of money
2 own
but not know how to spend it)
3 luxury
8 G (living beyond their means = living a lifestyle that they
can’t afford, e.g., spend more than you have)
b Tell SS to go to Vocabulary Bank Money on page
163. Focus on section 1 Nouns for money or Finally, focus on the instruction “Can you remember
payments and have SS do it individually or in pairs. the words and expressions on this page? Test yourself
Check answers and elicit / model the pronunciation of or a partner.”
tricky words as necessary.
Testing yourself
1 budget 6 charge 11 down payment
2 grant 7 savings 12 will
• For Nouns for money or payments SS can cover
3 loan 8 donation 13 overdraft the definitions and look at the words in the list and
4 fees 9 fine 14 lump sum try to remember their meanings. For Money in
5 fare 10 installment today’s society they can look at the bold phrases
and remember their meanings. In Adjectives
Now focus on section 2 Money in today’s society. related to money they can look at the head words
Give SS time to read the sentences and discuss what only and remember meanings. In Idioms related
the bold words and phrases mean. Check answers to a to money they can look at sentences 1–8 and try to
and do b as a whole-class activity. remember the idioms.
a 1 consumer society = a society where buying and selling
Testing a partner
material goods is considered very important
2 standard of living = the amount of money and level of • See Testing a partner page 18.
comfort that a particular person or group has
3 income = the money sb receives for their work
inflation = the rise in the price of goods and services on the iChecker.
that results in a fall in the value of money
cost of living = the amount of money you need to
spend to cover the basic necessities, e.g., rent, food, c Focus on the task and give SS time to choose the
transportation, etc. right word and to compare answers with a partner.
4 can’t afford = not having enough money
Check answers.
5 interest rates = the percentage of extra money that
you have to pay back when you borrow money from 1 broke (penniless too formal)
a bank 2 loan (mortgage is for a house)
6 in debt = owing money 3 red (in the black = you do not owe money to the bank or
mortgage = money lent by a bank to buy a house a credit card)
7 shares of stock = units of equal value into which a 4 in
company is divided and sold to raise money 5 loaded (affluent too formal)
stock market = the business of buying and selling 6 exchange rate
shares and the place where this happens (also called 7 standard
the stock exchange) 8 make
8 currency = the system of money that a country uses
exchange rate = the amount of money you get when d Focus on the task and have SS take turns talking about
you change one currency into another people they know for as many categories as possible.
Focus on section 3 Adjectives related to money, Then have some open-class feedback.
and elicit that a thesaurus is a kind of dictionary that Extra idea
gives you synonyms for words. Have SS do the exercise
• Tell SS about some people you know first.
individually or in pairs. Check answers and elicit /
model the pronunciation of tricky words as necessary.
rich 3 PRONUNCIATION ea and ear
1 rich, wealthy
2 affluent Pronunciation notes
3 well-off • SS at this level should already know that new
4 loaded words having the combination of letters ea and ear
poor need special care because there are many different
1 poor
2 penniless
ways they might be pronounced and no rules to
3 hard up fall back on. Instinct and a dictionary are SS’
4 broke best tools.
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5B
a Focus on the task and have SS say the sentences 1 At first she found it amusing that he had a relaxed
individually or with a partner and decide whether attitude toward money, but later when they had a family
the pink sounds in each sentence are all the same she began to get very envious of female friends whose
or different. husbands could provide them with a better standard of
living than she had. She also gets frustrated that her
! If SS know the picture words from the Sound Bank, husband is not ambitious.
they can use these to identify the particular sounds. 2 Their husbands have better paid jobs, they live in bigger,
more expensive houses, can afford private education,
b 3 7 Play the audio for SS to check their answers, and can have several vacations a year.
playing the audio again as necessary. Check answers. 3 She will try to convince them that they should look for
a future husband with a very good income to provide
1 Three different sounds: /eɪ/, /ɛ/, and /i/ them with a high standard of living.
2 Both the same sound: /i/
3 Two different sounds: /ɪr/ and /ər/
4 Both the same sound: /ər/
LEXIS IN CONTEXT
d Focus on the task and give SS time to work with a
3 7
partner saying what they think the words and phrases
mean. Encourage them to look at the phrase in context
c Elicit the seven sound words from the class (chair, ear, before deciding what it means. Check answers.
bird, tree, egg, train, car) and the sounds illustrated by 1 They can depend on their husbands to earn enough
each word: /ɛr/, /ɪr/, /ər/, /i/, /ɛ/, /eɪ/, /ɑr/. money to cover all their expenses.
2 made it difficult to live in the space they had in their
Give SS time, in pairs, to put the words in the list in the apartment and on the money they earned
right column. Have SS compare their answers. 3 not say what you really want to say because it might
upset sb or cause an argument
d 3 8 Play the audio for SS to check their answers.
4 try to get the job of assistant principal at the school
Play again as necessary. Check answers. where he works
5 becoming thirteen, fourteen, etc. years old
3 8 6 wanting what other people have so much that it almost
/ɛr/ bear pear wear makes you feel sick
/ɪr/ appear cheer earring fear hear 7 Even if he became school principal, he wouldn’t earn
/ər/ earth learn nearly as much money as her friends’ husbands do.
/i/ beat creak deal neatly please scream 8 complain about
/ɛ/ death jealous pleasure spread unhealthy
9 do something that corrects a bad situation
/eɪ/ break steak
10 without her husband knowing
/ɑr/ heart
11 there are a lot of advantages to
Extra support Extra support
• You could play the audioscript word by word and • Ask SS to choose five other words or phrases they
have SS say them. Then tell SS to cover the chart and would like to learn from the article and have them
look just at the words in the list and remember how compare their choices. Get some feedback from the
they were pronounced. class about the words or phrases they have chosen
Extra challenge and deal with any vocabulary problems that arise.
• You could give SS some sentences with some ea / ear e Ask SS to choose which statement best sums up their
words you think they may not know, or be unsure opinion and then elicit opinions from the class. Try
of, and then have them check the pronunciation in a to find out if there is a consensus of opinion about the
dictionary. For example: woman’s attitude.
• My brother has a beard.
• I’m dreading going to the dentist tomorrow. 5 3 9 SONG Material Girl
• There was a cozy fire roaring in the hearth. This song was originally made famous by the
American singer Madonna in 1984. For copyright
• The hill was so steep I had to use first gear. reasons, this is a cover version. If you want to do
• These water pipes are made of lead. this song in class, use the photocopiable activity on
page 220.
! Finally, focus on the box and remind SS to check new
words with this spelling combination. 3 9
Material Girl
Some boys kiss me, some boys hug me
4 READING I think they’re OK
If they don’t give me proper credit
a Ask the class the questions and elicit ideas. SS can talk I just walk away
about people they know or celebrity couples. They can beg and they can plead
But they can’t see the light (that’s right)
b Focus on the task and set a time limit for SS to read the ’Cause the boy with the cold hard cash
article once. Then elicit reactions from the class for and Is always Mister Right, ’cause we are
against the woman who wrote the article. Chorus
Living in a material world
c Now set a time limit for SS to read the article again and And I am a material girl
then discuss the three points with a partner. Then elicit
answers from the class.
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5B
You know that we are living in a material world c Put SS in pairs, focus on the question prompts and
And I am a material girl
highlight that SS have to ask Do you ever wish…?
Some boys romance, some boys slow dance
That’s all right with me Give SS time to ask and answer the questions and then
If they can’t raise my interest then I elicit some answers from individual SS.
Have to let them be
Some boys try and some boys lie but
I don’t let them play (no way)
Only boys who save their pennies
7 LISTENING
Make my rainy day, ’cause we are a Focus on the instructions, and tell SS they are going to
Chorus [2x] listen to a college lecture given by a professor at Harvard
Living in a material world (material) University in the US. Tell SS that this will give them
Living in a material world (material)
practice in listening in an academic context, e.g., if they
Living in a material world go on to study in an English-speaking environment.
Boys may come and boys may go Focus on the three conclusions and have SS, in pairs,
And that’s all right you see
Experience has made me rich choose one of them. Get feedback but don’t tell them
And now they’re after me, ’cause everybody’s yet who is right.
Chorus [2x]
b 3 10 Go through the glossary with the class and
A material, a material, a material, a material world
then play the first part of the lecture for SS to check
Living in a material world their answers to a.
Living in a material world His conclusion is b.
3 10
6 GRAMMAR unreal uses of past tenses (audioscript in Student Book on page 129)
Part 1
a Focus on the task and give SS time to complete it and One of the most puzzling paradoxes in social science is
check with a partner. Then check answers. that although people spend so much of their time trying
to make more money, having more money doesn’t seem to
1 past make them that much happier. My colleagues Liz Dunn and
2 (a hypothetical) future Lara Aknin – both at the University of British Columbia –
3 (a hypothetical) present and I wondered if the issue was not that money couldn’t
4 past buy happiness, but that people simply weren’t spending it
5 (a hypothetical) present in the right way to make themselves happier. Liz had the
6 (a hypothetical) future great idea of exploring whether, if we encouraged people
to spend money in different ways, we could uncover the
7 (a hypothetical) past
domains in which money might lead to happiness. We
8 (a hypothetical) past conducted a number of studies in which we showed that
money can buy happiness, when people spend that money
b Tell SS to go to Grammar Bank 5B on page 147. Go “prosocially” on others (for example, giving gifts to friends,
through each example and its corresponding rule with donating to charities, etc.) rather than on themselves (say,
the class or give SS time to read the examples and rules buying flat-screen televisions).
on their own and answer any questions.
c Now focus on the questions. Play the audio again,
Grammar notes pausing after each question is answered (see spaces
in the audioscript) and giving SS time to discuss
• SS at this level should be aware that past tenses their answers. Play again as necessary and then check
are not only used to refer to past time, but also answers.
to hypothetical present / future time as in 2nd
and 3rd conditionals. Here they focus on various 1 That although people spend a lot of their time trying to
structures that involve this use of past tenses, e.g., make more money, having more money doesn’t make
after wish, if only, would rather, and it’s time. them happier.
2 Because they weren’t spending their money in the right
Focus on the exercises for 5B. SS do the exercises way.
3 The research showed that money can make people
happier if they spend it on other people (prosocially),
them compare with a partner. Check answers after rather than on themselves.
each exercise.
d 3 11 Now focus on the multiple choice questions
a 1 realized 6 had saved 1–5 for the second part of the lecture. Give SS time to
2 lived 7 paid
3 were able 8 knew
read them, and check that they are clear what all the
4 didn’t discuss 9 had gone / had been options mean.
5 stopped
Play the audio once the whole way through and tell SS
b 1 I’d rather you didn’t run in here just to listen and try to follow his arguments.
2 I wish I could afford to
3 If only we hadn’t painted the room blue Then play the audio again, pausing after each question
4 it’s time you started to look / looking is answered (see spaces in the audioscript). Give SS
5 If only he were less stingy time to discuss each question and choose an answer.
6 Would you rather we came
7 I wish I had bought
Play again as necessary. Check answers.
1 b 2 a 3 c 4 b 5 a
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5B
3 11
Part 2
So what are the psychological factors involved when it
comes to individuals and the feelings they encounter
when they are giving away their money? Does it matter
how wealthy you are? We found that it was the relative
percentage of their money that people spend on others –
rather than the absolute amount – that predicted their
happiness. We did a study to look at the happiness of 16
employees of a Boston-based company before and after
they received bonuses of between $3,000 and $8,000. This
showed that the size of the bonus that people received
had no impact on their long-term happiness. It was the
percentage of that bonus they spent on others that
increased their well-being.
In another study, we showed that spending as little as
$5 over the course of a day, on another person, led to
demonstrable increases in happiness. In other words,
people needn’t be wealthy and donate hundreds of
thousands of dollars to charity to experience the
benefits of prosocial spending; small changes – a few
dollars reallocated from oneself to another – can make
a difference.
Of course many of us equate having money with
happiness, and a large body of research does show that
people become happier as they move from being very poor
to lower middle class, but after this point the impact of
income on happiness is much weaker. Think of someone
who makes $100,000 one year and $110,000 the next –
do we really expect this additional income suddenly to
make this person fulfilled, without a care in the world?
Being informed about a raise certainly makes us happy,
but the $10,000 doesn’t make our siblings or in-laws any
less difficult to deal with over the course of the following
year. Although people believe that having money leads to
happiness, our research suggests that this is only the case
if at least some of that money is given to others.
We had one final question. We wanted to know whether
knowing about the effect of prosocial spending might
erase it, if people engaged in prosocial spending in a
calculated manner in order to “get happy.” We conducted a
research project in conjunction with The New York Times in
which readers who had been told about our findings were
invited to complete a brief survey in which they reported
their happiness, as well as how much money they’d spent
on others and on themselves so far that day. Consistent
with our previous research, we found that spending more
on others was associated with greater happiness among
this sample of approximately 1,000 New York Times
readers, even though the respondents had been exposed
to our previous findings.
e Ask SS to what extent what Dr. Norton says reflects

their own experience, e.g., whether they agree that
spending money on others makes them feel happier
than if they had spent it on themselves.
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colloquial English
4&5 Women and money
Lesson plan group that started to think if we could work on only one
issue, because they were discussing domestic violence, you
In the first part of this lesson the person interviewed is Sarita know, economic access, education, the whole plethora of
human rights. So if we could only discuss one issue, sort of
Gupta, who was vice president of Women’s World Banking focus on one issue, put all our energies behind it, what would
(WWB). She explains the WWB’s initiative to help women that be, what would be that catalyst? And they decided that
in developing countries escape from poverty by providing it would be economic independence for women. So that if a
woman has the access to financial independence, then she
them with bank loans, which allows them to set up small can choose, and she can have greater access to education,
businesses. In the second part of the lesson people on the opportunity, well-being, and that’s where the idea came
street are asked whether they think they are good with money, about and Women’s World Banking was really set up, the
whether women are better at managing money than men, and first mission was to give women all over the world a greater
access to the economies in their own countries.
whether having more money would make them happier. I Where did the idea of microfinance come from?
These lessons are on the Class DVD, iTools, and Class Audio S The idea behind microfinance again goes back to the mid-
70s. There had been, by that time, several decades of
(audio only). what we call “the Western World” giving massive amounts
of aid to the developing world and a realization that a lot of
it was not working, there were still many people who were
Testing Program CD-ROM left poor. So, you know, Muhammad Yunus is credited as
being the father of microfinance. He’s an economist living
• File 5 Quick Test
in Bangladesh, a very poor country, and he looked around
• File 5 Test and he said, “What is it that the poor lack? What is it that
• Progress Test Files 1–5 they need?” And the answer is obvious: they need money.
And all of us, in order to get started, have had access to
credit. So the poor can’t get access to credit, they can’t go
Optional lead-in (books closed) to relatives to borrow because generally the relatives are
• Have SS review vocabulary related to money (Vocabulary as poor as they themselves are, and they certainly cannot
go into a bank and borrow because they have no collateral.
Bank Money page 163). Put SS in pairs and tell SS A to I How did Dr. Yunus solve these problems?
test B’s memory (B has book closed or the page covered) S There are really three innovations that he came up with
by defining words, phrases, or idioms for B to guess. Set a that are brilliant in hindsight. One was, OK, the poor have no
time limit and when this is up SS change roles. collateral, but let’s figure out a way to create collateral, which
means, collateral is basically if you’re not going to pay back the
loan that somebody’s held responsible. So he came up with a
1 VIDEO
T
HE INTERVIEW lending methodology where there was a group of peers that
were given the loan and they would be lending to each other
Part 1 and the group held each member accountable for paying back.
The second innovation that he came up with is that it
a 3 12 Books open. Focus on the photo and the is very difficult for the poor to gather a lump sum to pay
biography. Ask the question to the whole class and back a loan, but if you can break up that payment into very
small regular payments that are coming out of your daily
elicit answers. Check answers.
income, then it’s feasible to pay back the loan. So what
microcredit did was break up the loan payment into these
Women’s World Banking tries to help low-income women
very sort of regular small payments.
access financial services and information through And the third was really an incentive system, that the
microfinance institutions and banks. poor were not encouraged to borrow a large amount, they
only borrowed what they could use in their business and
Extra support then pay back, and if they paid back successfully, then
they were eligible for a larger loan.
• You may want to pre-teach some other words
and phrases before SS listen to the interview c Play the audio or video again, pausing if necessary, for
(see audioscript 3.12). SS to make notes. Have SS compare with a partner,
b Have SS look at the glossary. Go through it with the and then check answers, making sure (where relevant)
class eliciting from them how to pronounce the words SS say why an answer is false.
and phrases. Then focus on the task and play the audio
2 F (The members decided to focus on one issue and put
or video (Part 1) once the whole way through for SS to all their energies behind it.)
mark the sentences T (true) or F (false). 4 F (One of Dr. Yunus’s innovations was creating a system
where the poor would pay back their loans in very small
Check answers.
regular payments.)
1 T 2 F 3 T 4 F 5 T
VIDEO
Part 2
3 12
(audioscript in Student Book on pages 129–130)
a 3 13 Focus on the task. Play the audio or video once
I = interviewer, S = Sarita Gupta (Part 2) and tell SS just to listen. Then give SS time to
I Could you tell me who founded Women’s World Banking discuss the three case studies and tell each other what
and why? they understood. Now play the audio or video again,
S The idea behind Women’s World Banking came out in a
meeting that was held in Mexico in 1975. It was a United pausing after each of the case studies to give SS time to
Nations first International Year of the Woman and really make notes and compare with their partner again. Play
they were gathering women from around the world to the audio or video again as necessary and check answers.
discuss women and human rights and there was a small
75
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CE 4&5
Case study 1 he took his cart and went out into the more affluent
neighborhoods. The son had dropped out of school to join
The Dominican Republic (DR)
his father to push a similar cart, and the mother had taken
She was making food in her kitchen and selling it to a loan to embroider saris. And she did this at home, sort of
factory workers. in her spare time and what she really wanted to do was to
With the loan she was able to set up a “cantina” in her living amass enough income so that she could cut out the middle
room and sell food and other things, e.g., candy. With a new man, because she basically got half of what the sari was
loan she built an extra room on top of her house and rented worth, because she was handing it over to a middle man.
it out. Eventually she was able to build a new house and So that if she could buy the materials herself, embroider it
rent out the old one, guaranteeing security in old age. herself, and sell it herself to the store, she could in effect
double her income without doubling her labor.
Case study 2
Jordan
She was young and looking after her much older husband
b Have SS look at the glossary. Go through it with the
who was sick. She could not earn money for herself or her class eliciting from them how to pronounce the words
children as it is not considered proper for a woman to go and phrases.
out and work.
With the loan she bought cosmetics and sold them from
Focus on the three questions. Have SS answer in pairs
home to her neighbors (mainly women). This gave her extra and then get feedback from the whole class, or do this
money to use herself. as an open-class discussion.
Case study 3
India
The woman and her husband were uneducated. The 2 LOOKING AT LANGUAGE
husband and their son worked in the informal economy a 3 14 This exercise gives SS intensive listening
selling vegetables.
With the loan she bought materials and embroidered saris
at home and sold them direct to a store. This way she was run together, and introduces them to some common
able to double her income without doubling her work as she expressions and idioms used in spoken English. Focus
did not, as in the past, have to go through a “middle man,” on extracts 1–6 and give SS time to read them. Play
who took half the profit. the audio, pausing after the first extract and replaying
it as necessary. Elicit the missing words, and then the
3 13 meaning of the whole phrase. Repeat for the other
(audioscript in Student Book on page 130) five extracts.
I Do you have any examples of individual success stories?
S Oh, I love talking about individual success stories, because 1 focus on one issue (= give attention, effort, etc. to one
this is what sort of gets us up in the morning and, you particular subject)
know, gets us to come to work and stay late, and do this, 2 the poor lack (= the state of not having something or
this work. Since I’ve been at Women’s World Banking I’ve not having enough of something).
been to the Dominican Republic, Jordan, and India, so I’m 3 were not encouraged to borrow a large amount (= were
happy to give you a story from each of the three countries. not given support, courage, or hope)
The DR is a more established economy, if you will, and so 4 she was basically selling food (= essentially; she
the woman I met had already had successive loans she
was selling food without considering things that are
had taken from our partner in the DR and what she did
was to start out, she was basically selling food from her
less important)
kitchen, making excess food and selling it to the factory 5 her old age security (= the guarentee that she would
workers, took out a loan, sort of increased that business have money as she got older)
and then set up a little cantina out of her living room. So 6 got half of what the sari was worth (= received one half
that along with food, she was selling cigarettes, beer, the value of of the sari)
candy, etc. That business did well, took out another loan
and built a room on top of her house and started to rent it
out. And so over seven years what she’s been able to do 3 14
is to completely build a new home for herself and rent out 1 So if we could only discuss one issue, sort of focus on one
the old one and this is going to ensure income in her old issue, put all our engeries behind it, what would that be…
age, because at some point she’s going to be too old to 2 “What is it that the poor lack? What is it that they need?”
work in the kitchen, and to be, you know, standing on her 3 And the third was really an incentive system, that the poor
feet behind the cantina counter and she’s looking at these were not encouraged to borrow a large amount, they only
rental rooms that she has been able to put on as her, her borrowed what they could use in their business and then
old age security. pay back…
In Jordan, I’ll tell you about a young woman that we met. 4 …and what she did was to start out, she was basically
You know, sort of the cultural norm in Jordan is that a fairly selling food from her kitchen, making excess food and
old husband can marry again and marry a fairly young selling it to the factory workers...
woman, so the one that we met, her husband was now too 5 …and this is going to ensure income in her old age, because
old and sick so while he took care of having a roof over her at some point she’s going to be too old to work in the
head, she had absolutely no means of earning more money kitchen and to be, you know, standing on her feet behind
for herself or her kids, and at her socio-economic level it’s the cantina counter and she’s looking at these rental
not considered proper for a woman to go out and work. So rooms that she has been able to put on as her, her old
the only thing that she was able to do, was she had taken a age security.
loan to buy cosmetics, and was selling them from her living 6 …and what she really wanted to do was to amass enough
room to her neighbors and this was considered to be an OK income so that she would cut out the middle man, because
business for her because primarily she was dealing with she basically got half of what the sari was worth, because
other women, but it gave her that sort of extra money to she was handing it over to a middle man.
use for herself.
And then in India where I was recently in the city of
Hyderabad, and Hyderabad is this up-and-coming city, you Extra support
know, it’s gleaming. Indians themselves are thinking of it as • If there’s time, have SS listen again with the
the next cyber city. But across town they have slums,
where even now, both men and women have not gone to audioscripts on page 130, focusing on any new
school, they’re not educated, and their only recourse is to vocabulary, and getting feedback on phrases SS
work in the informal economy. So the family that we met, didn’t understand, e.g., because the words were run
the husband was a vegetable cart, a vegetable seller, so
together.
76
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CE 4&5
Je That’s a tricky one. In some respects I think so. I wouldn’t
3 VIDEO
ON THE STREET want to fall into stereotyping. I think men and women
spend money on different things. I mean I do a lot of
a 3 15 Focus on the task and play the audio for SS to cycling, and if you see a man and woman out cycling
together, the man always has a better bike. Always. It’s
answer the questions. Have them compare their answers
quite amazing. So I think men like spending money on
with a partner and then write the answers on the board. their things, whereas women might spend money more on
family things, I don’t know. So in that sense I think probably
Questions women have more of a perspective on money than men do.
1 Do you consider yourself good with money? I Do you think having more money would make you happier?
2 Do you think that women are better at managing money Je I think having a bit more might. I think having a lot more
than men? it’s difficult to say. I think a lot of people find large sums of
3 Do you think that having more money would make you money, if you won the lottery say, that would be quite hard
happier? to deal with, I think. But you know, an extra 10,000 a year I
think would be just about right. Yeah.
Two people (Andrew and Katie) consider themselves bad at
Katie
managing money. Two people (James and Jerry) think they I Do you consider yourself good with money?
are good at it. K Um, no, I’m not good with money because…I’m like still kind
of irresponsible and I count on my parents a lot still, so…
I Do you think that women are better at managing money
3 15 than men?
I = interviewer, A = Andrew, J = James, N = Nazia, K I think women become better at managing money than
Je = Jerry, K = Katie men because they run the household and they divide the
Andrew income between family members.
I Do you consider yourself good with money? I Do you think that having more money would make you
A I don’t think I’ve been that good with money lately. I’ve happier?
been kind of on a binge of buying T-shirts, so there’s just K I think it could make me happier, but not necessarily.
a lot of like, stuff that I have, like things from shows that
I watch. I’m like, I’ll pick that up – it’s cheap enough. But b Focus on the task and give SS time to read questions 1–5.
yeah. My closet’s like overrun now, so …
Play the audio again all the way through and then give
than men? SS time to answer the questions. Then play it again,
A I’m not sure if it’s a matter of maybe women better than men, pausing after each speaker this time for SS to check their
I think it’s just, you know, depends on where…I mean, we’re answers. Play again as necessary and check answers.
in New York City, so it’s kind of hard to go anywhere without
spending like a lot of money even if it’s just to go out to walk 1 Nazia (speaker 3)
around, but I mean…yeah, so like it might more just be like
2 Jerry (speaker 4)
how, based on like where we are…where we live and stuff.
I Do you think that having more money would make you 3 Katie (speaker 5)
happier? 4 Andrew (speaker 1)
A I don’t think having money would make me happier. I think it 5 James (speaker 2)
would bring a lot more problems. I certainly wouldn’t know
how to manage it very well right off the bat. So yeah… c 3 16 Focus on the phrases and give SS time to read
James them. Play the audio, pausing after the first phrase
I Do you consider yourself good with money?
J Yeah, I think generally I’m pretty good with money. I just
and replaying it as necessary. Elicit the missing words,
found out recently that I have a really high credit score – one and then the meaning of the whole phrase. Repeat the
of the highest you can get. So I’m pretty happy about that. process for the other four phrases.
than men? 1 binge (= a short period of time when someone does too
J In my experience, no. I think it depends on the person. I’ve much of a particular activity)
met a lot of women who are really good with money and 2 high credit score (= a number that lending companies
some women who aren’t great. And same with men.
use to work out if a person will repay his or her debts,
I Do you think that having more money would make you
happier?
in this case, a high credit scores translates into a very
J A little bit more money would make me happier, I think. Um, good chance that a person will repay a debt promptly)
I suppose it depends on what kind of job I’d have to have to 3 hanging around (= informal way of saying to wait or stay
make more money. I’m pretty happy at the moment, so um, near a place, not doing much)
so yeah. But I think a little bit more would make me happy. 4 reasonable rate (= fair amount of money that is paid for
Nazia something, like interest on a savings account)
I Do you think that women are better at managing money 5 run out (= use up or finish)
than men?
N Most women are better managers. Some people do
disagree with that – that they spend most of the time 3 16
shopping and hanging around with friends and you know,
but since they are homemakers, they take care of children 1 I’ve been kind of on a binge of buying T-shirts.
they have a broader vision for the future. So probably they 2 I just found out recently that I have a really high credit
would be better managers of money and stuff. score—one of the highest you can get.
I Do you think that having more money would make you 3 …they spend most of the time shopping and hanging
happier? around with friends.
N Not really. My work actually keeps me happy rather than 4 …I try to make sure my savings get a reasonable rate of
money, so I would not go for an extra amount of money. I’m interest.
happy with the work. 5 I never run out of cash.
Jerry
I Do you consider yourself good with money? Extra support
Je I do actually, yeah. No, I do.
I Why? • If there’s time, provide SS with the audioscript and
Je Because I never go overdrawn, I pay off my credit card, I try have SS listen again, focusing on any new vocabulary,
to make sure my savings get a reasonable rate of interest, and getting feedback on phrases SS didn’t understand,
um…I never run out of cash, I’m just a kind of an organized
person money wise.
e.g., because the words were run together.
than men?
4 Speaking
Have SS ask each other the five questions. Then get
some feedback from the whole class. 77
4775779_AEF2e_TB5.indb 77 3/19/14 12:50 PM

G verb + object + infinitive or gerund
V compound adjectives
P intonation in polite requests
6A Help yourself
Lesson plan b Focus on the book cover and the title of the review
(YES! 50 secrets from the science of persuasion).
The topic of this lesson is self-help books. SS begin by Ask SS why they think there is a carrot on the cover,
reading a review of a recent self-help book about how to and elicit / explain that the “carrot or stick approach” is
persuade people to do things for you, and then they read a commonly used expression for the two different ways
and retell extracts from it and assess the usefulness of of getting someone to do something, and comes from
the tips. This leads to the grammar focus, which is on the the idea of either dangling a carrot in front of a horse
common pattern of verb + object + infinitive or gerund. to make it move, or beating it with a stick. Thus the
The pronunciation focus is on intonation in polite requests. “carrot” means persuading somebody by use of a bribe
In the second half of the lesson the focus widens and SS or promise, the “stick” by using force or aggression.
listen to a radio discussion about four more self-help books, Now focus on the task and set a time limit for SS to
and then go on to talk about self-help books or websites read the review and answer the questions in pairs.
that they have used. The lesson ends with vocabulary, Check answers.
where SS extend their knowledge of compound adjectives.
1 This book is written for people who work in advertising,
STUDY LINK marketing, management, sales, and anyone else who is
• Workbook 6A interested in becoming more influential in everyday life.
• Online Practice 2 Suggested answers: Yes, and people are more likely to
• iChecker agree to small requests than to larger ones.
3 Answers will vary.
Extra photocopiable activities c Focus on the instructions and put SS in pairs, As

• Grammar verb + object + infinitive or gerund page 151 and Bs. Set a time limit for SS to read their part,
• Communicative Do you think you could possibly…? page 177 and encourage them to underline important phrases
(instructions page 163) relating to the techniques and the experiments.
• Vocabulary Compound adjective race page 202 (instructions
page 189) d Check that As and Bs have both read their text
• Song Never Say Never page 221 (instructions page 214) carefully. Now have them tell each other about the
techniques and experiments. Encourage them to do
this from memory and using their own words, only
Optional lead-in—the quote referring to the text itself when they can’t remember a
• Focus on the lesson title and elicit two possible detail. Monitor and help.
meanings (serve yourself food or do something to improve
yourself ). e Finally, have SS discuss the two strategies together.
Get feedback from the whole class and elicit situations
• Have SS read the quote at the top of page 54. Elicit / where they think the strategies might work.
explain the meaning of kleptomaniac (= a person who
cannot stop himself from stealing) and have SS discuss Extra support
what they think the quote means. • Ask SS to choose five other words or phrases they
would like to learn from the text and get them to
• Elicit / explain that it is a play on words, and that the first
helps himself = serves himself (as when the host at a meal
class as to the words or phrases they have chosen and
says Help yourself.). The second (he can’t help himself ) is
deal with any vocabulary problems that arise.
an idiom and means he can’t do anything about it / stop
himself doing it, as in I can’t help worrying, etc.
2 GRAMMAR verb + object + infinitive or gerund
1 READING & SPEAKING a Focus on the sentences and give SS time, in pairs, to
decide whether they are right or wrong, and to correct
a If you didn’t do the Optional lead-in, focus on the
the mistakes. Encourage them to use their instinct,
lesson title and elicit two possible meanings according
because although they may not have studied these
to the context (serve yourself food or do something to
structures before, they will have come across them
improve yourself ).
frequently.
Focus on the questions and elicit answers from the
whole class. 1 ✓
2 I was often made to do
The term self-help refers to guided self-improvement, 3 I want you to finish
e.g., economical, intellectual, or emotional, often with 4 ✓
5 ✓
a substantial psychological basis. Self-help books are
6 you not finishing everything / if you don’t finish everything
now a very popular genre, and aim to help people to 7 suggest you take the 7:30 train
help themselves in diverse areas of life, ranging from 8 ✓
losing weight to finding a partner. 9 recommend that we go
10 involves me traveling abroad
78
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6A
b Tell SS to go to Grammar Bank 6A on page 148. Go 3 17 and 3 18
1 Would you mind opening the window? It’s a little stuffy in
the class, or give SS time to read the examples and rules here.
on their own, and answer any questions. 2 To Penn Station. And can you hurry, please?
3 Could you do me a favor? I need someone to help me with
this report.
Grammar notes 4 If you’re going to the cafeteria, do you think you could get
• SS will be aware that when one verb follows me a sandwich?
another, the second verb is in either the infinitive 5 Would you mind asking your parents to come next
weekend, and not this one?
or the gerund. Here the focus is on the pattern verb 6 Would it be possible for you to give me a ride to the
+ object + infinitive or gerund. SS will have been station? My car’s in the shop.
passively exposed to many of these structures, and
will have also studied verb + object + infinitive b 3 18 Focus on the instructions and play the audio
in reported requests, e.g., I told him to be here at once or twice if necessary. Pause after each pair and let
7:00. However, for many SS these structures may SS discuss with a partner which they think is the most
be problematic, especially where in their L1 they polite. Highlight that although all the speakers have
would tend to follow some verbs with a that-clause used polite language in terms of the words used, it is
where in English a gerund or infinitive is used. the intonation that will most impact on the listener and
affect their willingness to help.
Focus on the exercise for 6A. SS do the exercise
individually or in pairs. If SS do it individually, have Explain that one of the sentences always sounds
them compare with a partner. Check answers. more polite because of the intonation (the fall-rise).
The other one sounds either too abrupt or unfriendly.
1 answering their cell phones Check answers.
2 me feel uncomfortable
3 for you to stay 1 a 2 b 3 a 4 a 5 b 6 a
4 Jane coming
5 Sandra to water c 3 19 Play the audio pausing for SS to repeat,
6 you to pay for copying the polite intonation. Encourage SS to use a
7 her children to get fall-rise intonation and wide voice range.
8 you traveling a lot
9 Hannah to do 3 19
10 you being
The same requests as in 3.17 / 3.18 with polite intonation.
11 us to buy
12 us from crossing
13 me to call back / if I called back
d Elicit the different ways of making a polite request in
14 the car breaking down English as used in exercise a. Focus on the task and give
SS time to think of something they would like someone
Tell SS to go back to the main lesson on page 55. to do for them.
Then have SS mingle, and try to convince at least three
3 PRONUNCIATION intonation in polite other SS to help them. Elicit the two tips SS learned
from the self-help book (always give a reason / only
requests
asking for a little).
Pronunciation notes Tell SS they should only agree to do things for other
• Native speakers of English tend to use a wide people if they are really convinced by their powers of
voice range when they make a polite request and persuasion (and intonation).
even advanced students of English often fail to do Get feedback from the class.
this, which can tend to make them sound abrupt
or unfriendly. The aim of the exercises here is to Extra idea
remind SS of the importance of intonation and • You could use the photocopiable “Do you think you
give them some practice in using a variety of forms could possibly…?” on page 177 to give SS ideas for
to make polite requests. It is important to highlight favors to ask.
that using the right intonation is arguably more
important than using a very polite phrase as far
as getting the desired response from the listener. 4 LISTENING & SPEAKING
For example, Would you mind opening the window, a Focus on the instructions and have SS answer the
please? said in a flat voice will not come across as questions with a partner.
polite as Can you open the window, please? said with
a lively intonation. Get some feedback and tell SS which ones, if any, you
might be tempted to buy.
a 3 17 Focus on the blanks in items 1–6. Play the
b Set a time limit for SS to read the extracts. Then ask
audio the whole way through for SS to listen. Then play
the question to the whole class and elicit responses.
it again, pausing after each sentence to give SS time to
Deal with any vocabulary problems.
write. Check answers.
Extra idea
See bold sentences in audioscript 3.17 and 3.18.
• You could also ask SS which one they think, from
Highlight that all the speakers have used polite the extract, is the most light-hearted, serious, old-
language, but ask SS which forms are the most polite in fashioned, new-age, etc.
terms of language used (Numbers 1, 4, 5, and 6).
79
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6A
c 3 20 Play the audio once for SS to do the gist task. fifty years ago, or more. The message is more or less that
Check answers. once you’ve caught your husband, you have to keep him
satisfied in every possible way. And if you don’t like it, then
Two – The Bluffer’s Guide to Psychology and Idiot-Proof Diet. all they suggest is that you whine and complain to your
girlfriends. According to this book, making a marriage work
is entirely up to the wife. The husband doesn’t have to do
anything at all. The wife just has to try to be exactly what
3 20
her husband wants her to be, and then everything will be
(audioscript in Student Book on page 130) just fine. I can’t believe that in the 21st century such awful
H = host, M = Matt, A = Anita, K = Kate, D = Daniel advice is being published and presumably, since it’s a best
H Hello, good afternoon and welcome to today’s edition of seller, being read by thousands of women.
the Book Program. Did you know that on every list of best H So you wouldn’t recommend The Rules of Marriage?
sellers, there’s always one kind of book that’s guaranteed K Absolutely not! In fact, I think it should be banned.
to be there, and that’s a self-help book? From how to make H So, now on to our last guest today, Daniel. And your book
a fortune to how to bring up your children, there’s a book is…?
that can give you advice on any problem you could possibly D My book is Paul McKenna’s, I Can Make You Rich. And I don’t
have. Today, our four regular guests have each chosen need to explain why I chose this book.
a bestselling self-help book to talk about. First, Matt H So do you think reading Paul McKenna’s book will help
Crossley. What did you choose, Matt? make you rich?
M Well, I have quite a few friends who are into psychology, D No, I don’t think so. In fact, I feel a little like Kate did
and when I talk with them I always wish I could make an about her book. I couldn’t take it seriously at all. The book
intelligent comment to show that I know something about promises to help you see the world in a different way,
psychology, too – which, in fact, I don’t. So I chose The which will make you “think rich” and eventually “live rich,”
Bluffer’s Guide to Psychology. The Bluffer’s Guides are a all by doing mental exercises, which are supposed to help
series of books that are supposed to help you talk about a you find out what you want and focus on it. It comes with
subject even if you don’t really know anything about it. So some kind of hypnosis-style CD, and I can’t actually tell
there are Bluffer’s Guides to economics, to opera, to wine, you much about it because I fell asleep after the first five
all kinds of things. minutes. Still, I suppose that means it’s relaxing. But after
H And what did you think? reading it, my suggestion would be, if you want to get rich,
M Well, I have to say I was really impressed. It’s a light- start by not wasting money on buying this book.
hearted introduction to psychology, which is both H So a big thumbs down for Paul McKenna too. Matt, Anita,
funny, but at the same time extremely informative and Kate, and Daniel, thank you very much.
scientifically-based. My feeling is that even people who
really do know about psychology would find it a good read, d Focus on the task and give SS a minute to read 1–8.
and speaking personally, it actually made me want to
find out some more about certain things, like the gestalt
Play the audio again. Have SS compare answers with
theory… a partner, and then play the audio again if necessary.
H So you’d recommend it? Check answers, eliciting for each statement what
M Absolutely! I now understand some of the terminology of exactly the speaker said about the books.
psychology and a little about the main theories, but above
all, I had a great time reading it. I actually laughed out loud Extra support
at one point just reading one of the glossary entries.
H So, The Bluffer’s Guide to Psychology is recommended • As this is a long listening, you could give SS more
reading. Anita, how about you? time and reduce the memory load by pausing the
A Well, I chose a diet book called Neris and India’s Idiot-Proof
Diet. I chose it mainly because India Knight is a columnist
audio after each book has been discussed for SS to
I like, and I often read her articles in The Sunday Times, match two statements to each book (see spaces in the
which are usually very witty, and also because I see myself audioscript).
as kind of an expert on diet books, I mean I’ve read them all
and I’ve tried them all over the last ten years. 1 D (It has a CD with it.)
H And your verdict? 2 B (Anita had read many other diet books.)
A Well, I’ll just start by saying that I haven’t actually tried 3 A (Matt has a lot of friends who are into psychology and
out the diet yet, so I don’t know if it really works, but I
this book will help him talk to them about the subject.)
thought that the book was great. As Matt said about The
Bluffer’s Guide, this book made me laugh, which is not 4 B (Anita may try the diet.)
something you can usually say about a diet book. But for 5 C (Kate recently got married.)
me the two best points were first of all that, it’s written 6 A (Matt intends to read more about psychology, e.g., the
by two women who are overweight, and they followed gestalt theory.)
the diet themselves. Most diet books seem to be written 7 C (It only gives the man’s point of view.)
either by men or by stick-thin women who’ve never had a 8 D (It promises to make you “think rich.”)
weight problem in their lives. So the fact that the authors
had tried out the diet themselves gave it credibility for Extra support
me. And then the second reason is that more than half the
book is these two women talking about all the reasons • If there’s time, have SS listen again with the
that made them put on weight in the first place, and I’m audioscript on page 130, focusing on any new
sure that all these psychological reasons are at the heart
of most people’s weight problems.
H So, do you think you’ll give the diet a try? didn’t understand, e.g., because the words were run
A Well, I don’t know, maybe. The diet obviously worked for together.
them, because they’re honest enough to include “photos in
the book.” So…
H Thank you Anita. So it’s thumbs up for the Idiot-Proof Diet.
Kate, what was your choice? LEXIS IN CONTEXT
K Well, as you know, James and I recently got married, and e 3 21 Focus on the sentences with blanks and give SS
when I saw the title of this book, it’s called The Rules of
Marriage – “time-tested secrets for making marriage work,” a moment to read them, and see if they can remember
I thought, “That’s the book for me.” any of the phrases.
H I see. And was it?
K Definitely not. To tell you the truth, I was actually horrified. Play the audio once the whole way through. Then play
The book is supposed to be a kind of manual of dos and it again, pausing after each sentence for SS to write the
don’ts for what to do from the engagement onwards, and if missing words. Check answers.
you ask me it was something that could have been written
See bold words in audioscript 3.21
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6A
Elicit / explain that: Don’t let me go
– quite a few = more than a few Don’t let me go
– a kind of (an expert) is very informal Don’t let me go
– entirely = totally, completely (repeat)
– at all intensifies a negative phrase it comes after. We’re falling apart and coming together again and again
We’re growing apart but we pull it together, pull it together,
It is very common after nothing / anything (Did you together again
understand anything? Nothing at all.) and after a Don’t let me go
negative verb (I didn’t like it at all.). Remind SS that we Don’t let me go
also often use the phrase Not at all to respond when sb Don’t let me go
says Thank you, as an alternative to You’re welcome. (repeat)
– just as a modifier here means completely / absolutely,
but of course has many other meanings such as only
(e.g., just a minute), exactly (e.g., she looks just like her
6 VOCABULARY compound adjectives
mother), at this moment (e.g., They’re just leaving.). a Focus on the information box and go through it with
SS. They will already be familiar with compound
3 21 nouns, but stress that, unlike compound nouns,
1 Well, I have quite a few friends who are into psychology. compound adjectives are very often hyphenated
2 I see myself as kind of an expert on diet books. (compound nouns sometimes are and sometimes aren’t
3 According to this book, making a marriage work is entirely
up to the wife.
or are written as one word).
4 The husband doesn’t have to do anything at all. Focus on question 1 and elicit the compound adjective
5 The wife just has to try to be exactly what her husband
wants her to be, and then everything will be just fine. formed by a word from each circle (e.g., second-hand).
Then have SS continue individually or in pairs. Check
f Do this as an open-class question to get SS to respond answers. Elicit / explain that in compound adjectives
to the content of the listening. both words are stressed although there is slightly more
stress on the second word, e.g., a second-hand car.
g Focus on the task. Go through the topics and elicit the
meaning of DIY (= do-it-yourself and refers to doing 2 long-term
home repairs, assembling furniture, etc.). Then put 3 last-minute
SS in small groups and allow them time to discuss the 4 duty-free
topics, saying whether they have used any self-help 5 worn out
6 homemade
books, DVDs, etc., and how helpful they found them.
7 air-conditioned
Get feedback and find out if SS have any 8 part-time
recommendations. 9 narrow-minded
10 well-behaved
b Have SS ask and answer the questions with a partner.

5 3 22 SONG Never Say Never Monitor and help where necessary.
American rock band The Fray in 2009. For copyright c Focus on the task. You could set a time limit for SS to
reasons, this is a cover version. If you want to do match the words. Check answers.
this song in class, use the photocopiable activity on mass-produced
page 221. nearsighted
high-heeled
3 22 kind-hearted
Never Say Never blue-eyed
Some things we don’t talk about hands-free
Rather do without first-class
And just hold the smile easygoing
Falling in and out of love left-handed
Same damn problem absentminded
Together all the while
You can never say never Now give SS a few minutes to write their questions. Have
While we don’t know when them first ask you some of them and then ask each other.
But time and time again
Younger now than we were before
Don’t let me go
Don’t let me go
Don’t let me go
(repeat)
Picture, you’re the queen of everything
As far as the eye can see
Under your command
I will be your guardian
When all is crumbling
I steady your hand
You can never say never
While we don’t know when
Time, time, time again
Younger now than we were before
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G conditional sentences
V phone language; adjectives + prepositions
P sound and spelling: /ʃ/, /tʃ/, /ʒ/, /dʒ/
6B Can’t live without it
Lesson plan someone (usually because they are angry) ends a phone
conversation abruptly without saying goodbye, we say
The topic of this lesson is behavioral addictions and He / She hung up (on me).
obsessions, such as being addicted to shopping. Alcohol or
substance addiction have not been included as these may be 1 to call, to ring
sensitive or even taboo subjects in some teaching situations. 2 a give b make
3 a up d down g speak
SS begin by reviewing typical phone language, and then read
b turn / switch e out h put
and listen to a man talking about an experiment in which c off f through
he tried living without his cell phone for a week. Then there 4 a charge d missed g pay phones
is work on the pronunciation of four consonant sounds, b landline e directory
which are often confused. The grammar focus reviews c busy f voice mail
conditional sentences, and introduces mixed conditionals
and alternatives to if such as suppose and provided that, etc. Extra support
• You could have SS test each other’s memory on the
In the second half of the lesson SS read a newspaper
phone vocabulary by taking turns to give definitions
article about people who are addicted to certain types of
for their partner to say the word, e.g., What do you do
behavior, e.g., tanning and using the Internet. They then
if your cell phone battery is low? (charge it).
do some work on dependent prepositions after adjectives,
e.g., addicted to, hooked on, and finally they listen to some b Have SS answer the question with a partner, and then
people talking about their obsessions, and then talk among get feedback from the whole class. Tell them your
themselves about people they know who have similar opinion, too.
behavioral problems. Focus on the task. Set a time limit for SS to read the
beginning of the article. Check answers.
STUDY LINK
• Workbook 6B The writer and his wife went on vacation for a week and
• Online Practice left their phones at home.
• iChecker “Cold turkey” normally means suddenly giving up a habit or
addiction, rather than stopping gradually. While it is often
Extra photocopiable activities about substance addiction, in this case the “addiction” is
cell phone use.
• Grammar Conditional sentences page 152
• Communicative Case studies page 178 (instructions pages c 3 23 Focus on the task and give SS time to read
163–164) the six sentences. Play the audio once and have SS
• Vocabulary Phone language page 203 (instructions page 189) put a check next to the things that happened. Have
SS compare their answers with a partner and play the
Optional lead-in—the quote audio again as necessary.
• Write the quote at the top of page 58 on the board (books Extra support
closed) and the name of the author or have SS open their
books and read it.
• Elicit / explain that Carl Jung (1875–1961) was a vocabulary, and getting feedback on phrases SS didn’t
very influential thinker and the founder of analytical understand, e.g., because the words were run together.
psychology.
[✓] He started to miss his cell phone at the airport.
• Have SS discuss with a partner whether they agree with [✓] It felt as if his leg was vibrating even without a cell
the quote or not and why. phone in his pocket.
[ ] He couldn’t find his wife when they got separated at
• Open the discussion to the whole class and elicit ideas the mall.
and opinions. [ ] He and his wife couldn’t locate their car at the mall
without a phone.
[ ] They tried to search for a restaurant they’d heard
1 VOCABULARY & LISTENING about.
[✓] They didn’t know how to find the restaurant they
a Focus on the task and the quiz. Set a time limit for wanted and went home instead.
SS to do it in pairs. Check answers. You may want to
highlight:
3 23
Part 2 – you can also say “to give sb a call” (I’ll give you (audioscript in Student Book on page 131)
a call tomorrow.) It didn’t take long for the withdrawal symptoms to set in.
What was I supposed to do when I was standing in line waiting
Part 3 – hang up = end a phone conversation (old- at the airport? And why did I feel my leg vibrating even though
fashioned phones often used to be fixed on walls). If there was nothing in my pocket?
When we got to our destination we had other problems. For
example, my wife and I went shopping at a mall one day. We
decided to split up so she could shop for clothes and I could go
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6B
to the electronics store (predictable, I know). My wife said, “OK
when you’re done just text me…uh…”
2 PRONUNCIATION sounds and spelling:
We both looked at each other. /ʃ/, /tʃ/, /ʒ/, /dʒ/
What do we do? How on earth do we find one another?
“Well, I guess this is good-bye,” I said. “Forever.”
My wife and I racked our brains for what seemed like hours,
Pronunciation notes
trying to come up with a reasonable method to locate one • This exercise gives SS the opportunity to fine-
another. “When we’re done why don’t we meet at the car?” my tune their pronunciation of four consonant
wife offered, proudly.
This is what prehistoric humans used to do – meet at the car. sounds, which may still cause problems even at an
Another time, we were downtown, relatively far from advanced level.
where we were staying. It was getting close to dinner time
and we needed to find a restaurant. /ʃ/ common spellings: sh, ti, ci, x (= /kʃ/)
“Why don’t we go to that place that my friend was telling less common: ss (e.g., pressure), ch (e.g.,
us about,” my wife suggested. machine), s as in sugar
“Sure. Where is it?” I asked.
“I don’t know. Why don’t we Google…oh.” /tʃ/ common spellings: ch, tch, t before ure / ury
To make a long story short, we turned around and drove home. (e.g., literature)
d Focus on the task and tell SS to make notes about what /ʒ/ common spellings: s before u or i
happened to Richard during the week. Play the audio (e.g., pleasure, decision)
again, pausing after each event. Then have SS compare /dʒ/ common spellings: all j (e.g., jury), g before e
their notes and, in pairs, to retell the events that (e.g., wages), dge and sometimes g before i
Richard describes. (e.g., imagine)
e 3 24 Focus on the task and play the audio once or
a Focus on the instructions and the chart, and check
twice. Have SS compare with a partner and check
that SS know what the sounds are in each picture.
answers.
Encourage SS to say the words in the list out loud
First, he spent time playing with his children at the before writing them in the columns.
Children’s Museum, having a wonderful family moment that
they probably wouldn’t have experienced if he’d had his
b 3 25 Play the audio once for SS to check their
phone with him. answers. Then give them a few moments to practice
Second, when he and the kids were waiting at the mall, he saying the words themselves.
had time to think (rather than use the phone), which made
him realize how lucky he was, creating family memories to Extra support
last a lifetime. • Play the audioscript and have SS repeat after each word.
Richard and his wife won’t throw away their phones, but
they won’t use them at dinner time anymore. They will also 3 25
use the experience to try to be less distracted and to live
/ʃ/
more “in the moment.” addiction crucial pressure
anxious obsession technician
condition officially
3 24
/tʃ/
So modern technology has its advantages – no question
attachment century future switched
about that. But there were positives during the no cell phone
challenge as well. Two examples: /ʒ/
The first was when we took our kids to the Children’s conclusion decision occasion pleasure
Museum. As I mentioned, my kids are five years old so let’s use /dʒ/
the term “museum” lightly. No art history or ancient artifacts arrangement engaged journalist message
here. More like finger paint and buttons to press that make surgery
burping noises. At one point, my kids went into a Play-Doh
activity room. They sat down at a table and started to, well,
squeeze. My first thought was – time to surf the web on my c Have SS practice saying the sentences with a partner.
iPhone! My second thought was: sigh. Encourage them to try to say them fairly fast, linking
So I had no choice but to sit down at the table and play with words where appropriate.
Play-Doh. And you know what? It was awesome. We made Play-
Doh spaghetti and Play-Doh people. That Play-Doh time was a
family moment that I will probably remember for a lifetime, and
if I’d had a cell phone with me it never would have happened. 3 GRAMMAR conditional sentences
A few days later I was sitting with my kids in an outdoor
mall waiting for my wife who was shopping (again). This was
a Focus on the task and give SS a few moments to match
another time when I would have no doubt pulled out my cell the sentence halves.
phone. But because I had no choice, instead I began to (gasp)
think. I looked at my kids and I realized how lucky we were to 1 C 3 B 5 A
be on vacation, sharing this time together. I thought about the 2 E 4 D
fond memories I had from vacations that I went on with my
parents when I was a kid and as I looked at my kids I realized b Focus on the questions and give SS time, in pairs, to
that we were now creating these memories for them. answer them. Elicit that the sentences are all unreal
As the week came to a close we returned home back to
real life – jobs, bills, and yes, cell phones. No, I am not going
conditionals, e.g., they are hypothesizing either about
to tell you that my wife and I threw out our cell phones at the the present / future or about the past.
end of our one-week experiment. But we did institute a rule –
no cell phones during dinner, and perhaps more importantly, 1 and 4 are third conditionals (if + past perfect, would have
we gained some perspective and confidence to try and tune + past participle). They are used to talk about hypothetical
out the distractions and live our lives “in the moment.” situations in the past and their consequences.
So what do you say – the one week no cell phone challenge – 3, 5, and 6 are second conditionals (if + simple past, would
are you up to it? + base form). They are used to talk about hypothetical or
improbable situations in the present / future, and their
f Do this as an open-class question. consequences.
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6B
2 is a mixed conditional (a combination of a second and a b Focus on the task and the article. Set a time limit for
third conditional). It refers to a hypothetical situation in SS to read it once and answer the gist questions with a
the present (If I wasn’t a scientist) and the consequence partner. Check answers.
it would have on the past (I would never have done the
experiment). If I wasn’t could also be If I weren’t with no Behavioral addictions are when people are addicted to a
change of meaning. certain kind of behavior, e.g., using their cell phones, having
plastic surgery, etc.
Elicit that in 2 the if-clause is like a second conditional Most people think of addictions as being to substances like
(because it refers to the present) and the other clause is tobacco, alcohol, or drugs, not to a kind of behavior.
like a third conditional (because it refers to the past), They can be treated through a stay in a clinic or therapy.
but that mixed conditionals can also work the other
c Focus on the task and set a time limit for SS to reread
way around, e.g., If I hadn’t passed all my exams (third
the article and answer the questions. Have them
conditional, a hypothesis about the past), I wouldn’t be
compare answers with a partner and try to justify their
feeling so relaxed (the consequence in the present).
choices. Check answers.
c Tell SS to go to Grammar Bank 6B on page 149. Go
1 c 2 b 3 a 4 a 5 c
LEXIS IN CONTEXT
Grammar notes d Focus on the first highlighted expression (substance
• SS should be familiar by now with the two dependencies) and elicit that it means being dependent
standard forms of unreal conditions, e.g., second on (e.g., addicted to) a substance, e.g., nicotine or
and third conditionals, even though they may still alcohol. Then have SS continue in pairs figuring out
make mistakes with the forms when speaking. It is the meaning of the other highlighted expressions.
worth reminding them that continuous forms (past Elicit the meaning from individual SS.
continuous or past perfect continuous) can also be harmless = not causing damage
used in the if-clause, e.g., If it were snowing now, I behavioral addictions = being addicted to certain types of
would leave work early. behavior, e.g., shopping
destroying lives = damaging lives
• Mixed conditionals are much less common than I feel edgy and tense = I feel nervous, especially about
standard conditionals, but SS still need some what might happen (also on edge) and not at all relaxed
practice in this area. seeking treatment = looking for treatment
she feels overwhelmingly anxious = she feels completely
• One area not covered here is inversion in conditionals dominated by her anxiety
of the type, Should you wish to…, Were I to… gave me an enormous high = made me feel extremely
pleased and excited, as if I had taken a drug
Focus on the exercises for 6B. SS do the exercises overcome an addiction to work = was able to succeed in
individually or in pairs. If SS do them individually, have dealing with or controlling the problem
them compare with a partner. Check answers after get hooked on = (informal) become addicted to something
each exercise. compulsive behavior = behavior that is difficult to stop
or control
a 1 ✓
2 if the camp wasn’t / weren’t so crowded Finally, deal with any other vocabulary questions
3 ✓ SS have. You may want to explain that breed in the
4 ✓ introduction usually means a kind of animal developed
5 if she hadn’t gotten injured last month by people, but can also (as here) be used metaphorically
6 you would know exactly what I’m talking about to mean a kind of person.
7 They would have gotten divorced long ago
8 If the storm hadn’t been at night Extra support
9 they would have arrived by now
b 1 provided / providing 7 even
2 Even 8 as / so would like to learn from the text and have them
3 long 9 Suppose compare their choices. Get some feedback from the
4 Had 10 whether class about the words or phrases they have chosen
5 condition 11 Had and deal with any vocabulary problems that arise.
6 whether
e Either have SS discuss the question in pairs and get
Tell SS to go back to the main lesson on page 59. feedback, or do as an open-class question. Try to keep
d Focus on the questions, and divide the class into groups the discussion general rather than eliciting cases of
of three or four. Give SS at least five minutes to discuss people SS know themselves as they will be talking
the questions. Monitor and correct any errors with about this later in the lesson.
conditional sentences.
5 VOCABULARY adjectives + prepositions
4 READING a Remind SS that certain adjectives have a dependent
a Do this as an open-class question and elicit ideas. The preposition, e.g., tired of, opposed to, and that it is
photos will give SS some ideas (the Internet, tanning, important for them to learn the preposition with
and shopping) and they should be able to come up with the adjective.
some more. Give SS time to complete the prepositions column.
Check answers.
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6B
1 with 5 with 9 on the same thing, their parents split up, at about the same
2 to 6 to 10 of age, in their early teens, and they have obsessions with
3 to 7 of 11 of cleaning, too. One who I work with, not very far from here
4 on 8 for today, and another girlfriend who, I took a class, we met
during the class, and she has the same problems, so I
b Have SS test themselves by covering the prepositions don’t know whether it’s, there’s anything to that.
I Do you clean when you’re upset or do you…?
column and saying the sentences with the prepositions.
Sp2 Yes.
c Focus on the first sentence and ask SS if they think it is I Or do you just clean all the time…when you’re upset?
Sp2 Particularly when I’m upset. It occupies me and
true for their country, and elicit examples. Then have everything is fine, but I have a handle on it now, and I’m
SS continue in pairs with the other sentences. a lot better than I used to be.
I Will you come over to my place and clean?
Extra support Sp2 Hah-hah, that’s what everybody says.
Sp3 Well, my mother is completely, pathologically addicted to
• At this point you could give SS the photocopiable checking her hair in the mirror all the time, she has a real
“Dependent prepositions” on pages 226–227. This hang-up about her hair, she’s completely obsessed with it.
is intended mainly as self-study / reference material. She spends hours and hours checking out her hair and…
You could have SS learn the dependent prepositions I Does it interfere with her life?
Sp3 I think it’s really time consuming and yes, I think it does,
at home and quickly review them in class by getting I mean she can get really upset, and if she goes to
everyone to cover the Preposition column and go the hairstylist and has anything done, she gets really
through the sentences eliciting the preposition. To upset for days if it’s slightly wrong, or she’s really self-
conscious about it.
avoid overload you could give out one sheet one day I Just about her hair?
and the other sheet on a later occasion. Sp3 Uh-huh.
I How long has this been going on?
Sp3 Ever since she was a child. I found out that her brother
6 LISTENING & SPEAKING had curly hair when he was a child, beautiful curly
hair, and big brown eyes, and I think he was kind of the
a 3 26 Focus on the instructions. Play the audio once, favorite child, I think he was the favored one…
pausing after each person for SS to note down what I And she has straight hair…
Sp3 And she has straight hair, and I think that’s where it comes
they are obsessed with. Check answers. from. But she’s absolutely, she’s really hung up about it.
Sp4 There’s a name for this condition but I can’t remember
1 Arranging things in alphabetical order what it is and I’m not sure what it’s called but I count
2 Cleaning things. If I come into a room, I will count the number of
3 Checking their hair in the mirror lights on the ceiling. The only thing is, I don’t know how
4 Counting things many there really are, because I count things so that
5 Healthy eating / ingredients they turn out to be in multiples of three or nine, and I also
count panes in windows, I will count panels in doors. But I
like them always to add up to 3 or 30 or 90 so it’s a pretty
3 26 useless thing, but it’s just something I do.
Sp5 Oh, yes, my friend is obsessed with healthy eating,
absolutely obsessed, and it makes going out for dinner
with her really boring because you can’t…anything on
Sp1 What’s the question? Do I have any obsessions? Well, I
the menu she just goes on and on about how this is
don’t consider them obsessions, but I do have a habit
bad, that’s bad, allergy to this, allergy to that, getting
of organizing myself in ways that other people might
the waiter over to talk and, you know about certain
consider obsessive. I’ve walked into a friend’s apartment
things that are in each dish and it’s just so, it really does
where I was staying for a week or two, and instantly
interfere with like her social life, or having fun with her
alphabetized their collection of CDs or DVDs of maybe
because she’s just completely obsessed with what she
a hundred or so because if I was going to be there, and I
eats and it’s just, I don’t know, it’s kind of boring.
needed to find a piece of music, it just means…it was a
lot easier to find it when it’s alphabetized.
I Are all your book collections and record collections at Extra support
home alphabetized?
Sp1 Absolutely. It just saves…I do it once and it saves a lot
of time when I’m looking for things afterward. It’s just audioscript on page 131, focusing on any new
practical. I don’t think it’s obsessive. vocabulary, and getting feedback on phrases SS didn’t
I Do you have any personal obsessions, for example, you understand, e.g., because the words were run together.
know, collecting things, exercise, neatness, that kind
of thing? b Focus on the task and give SS time to read the
Sp2 Well, I do, I have a real obsession with cleaning, and
it’s awful, it’s the bane of my existence, it’s absolutely
questions. Play the audio the whole way through and
terrible, I cannot relax unless everything is absolutely, you have SS compare answers. Play the audio again as
know, clean and organized. I’ve had to dial it back a little necessary and then check answers.
bit because my husband’s very laid-back and I just haven’t
been allowed to be as obsessed as I have been in the A
2 B
1 C
5 D
3 E 4
past, and of course having children stops the obsession a
little bit because there are toys and stuff everywhere… c Focus on the task. Point out that the questions (How
I Uh-huh. Where did the obsession come from?
Sp2 Well, I think it’s just, it’s a security thing, and I feel when
long has it been going on? etc.) are things they should
everything’s neat and clean I feel safe and comfortable, answer about the person they are describing.
and I think it’s because when I was in my early teens
my parents split up, they divorced, and that’s when Demonstrate the activity by talking about a person you
it started, I started cleaning. We had a smoked glass know, or about yourself if you have an obsession you
coffee table with chrome legs and I used to clean that don’t mind talking about! Divide SS into groups, and
because I couldn’t stand the fingerprints on it and
that’s where it began, that then escalated and I started
give them time to think about people they know before
cleaning the kitchen and the bathroom… they start. Monitor, looking out especially for any
I Oh my goodness, as a teenager? mistakes with prepositions.
Sp2 Yes, and then vacuuming came into the picture, and
I started vacuuming, but ironically I have a couple of Get some feedback by asking the groups about any
friends, and their obsession with cleaning started with unusual obsessions that came up.
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6B
7 Writing d Focus on the task and give SS time to complete the
phrases individually or in pairs. Stress that not all the
Tell SS to go to Writing Discursive essay (1): a
phrases are in the model essay. Check answers.
balanced argument on page 110.
1 benefit 6 more 11 whole
In this lesson the focus is on writing a discursive essay.
2 importantly 7 only 12 All…all
These are generally of two types, either a “balanced 3 disadvantage 8 favor 13 considered
argument” essay, where SS are expected to give both 4 drawback 9 result…; lead
sides of an argument and draw a conclusion, or an 5 addition 10 due
“opinion” essay, where SS decide whether they agree
with a statement or not and give their reasons. The Remind SS that these phrases are all useful for writing
“opinion” essay is focused on in File 8. The writing this kind of essay.
skills focus here is on the content of introductory
and concluding paragraphs, and there is a Useful
PLANNING WHAT TO WRITE
language focus on expressing the main points in an
argument, adding supporting information, describing a Focus on the task. Tell SS, in pairs, to choose one of the
cause and effect, and assessing arguments. titles and brainstorm the pros and cons. Get feedback
by writing the titles on the board and then eliciting all
the points for and against. Then elicit from the class
ANALYZING A MODEL TEXT which they think are the most important arguments on
a Focus on the text type (a discursive essay: a balanced each side (they don’t have to agree).
argument). Tell SS that when they are asked to write b Set a time limit of about ten minutes for SS to write
an essay it is usually one of two types, either giving a their introductory paragraphs.
balanced argument, e.g., showing the pros and cons of
something , or giving their own opinion clearly in favor of c Tell SS to compare their introduction with the partner
or against a particular statement. Point out that the latter they worked with in a and to write a final version
kind of discursive essay will be focused on in File 8. together.
You should highlight to SS that although some essay Extra idea

titles make it clear which type of essay is required, • You could get all pairs who have chosen the first
some titles allow SS to decide for themselves which essay to read their paragraphs out loud and for the
type they wish to write. class to vote for the best one, and then do the same
for the second title.
Focus on the Key success factors and go through
them with SS. Finally, go through the tips with SS.
Focus on the task, and have SS, in pairs, discuss
arguments for and against text messaging. Get WRITING
feedback and write the arguments on the board in two
columns. Go through the instructions and assign the writing for
homework.
b Focus on the task and main sections of the essay. Have
SS read it quickly and check the arguments against
the ones on the board. Elicit that the main argument
is given first in the “in favor” section, and last in the
“against” section.
c Focus on the task and the introductory and concluding
paragraphs. Have SS first choose individually which
ones they think are best, and then compare with a
partner. Check answers, having SS explain why.
The best introductory paragraph is the first one. It
introduces the topic as specified in the title, and engages
the reader’s attention by posing the relevant question.
Paragraph 2 is less suitable as all it does is spell out the
structure of the essay, and paragraph 3 doesn’t quite
address the topic as stated in the title, but appears to
be more of an introduction to an essay in favor of text
messaging.
The third conclusion is the best for the essay, because it
sums up what has been said and gives the writer’s overall
opinion. Paragraph 1 is not appropriate because it comes
down in favor of text-messaging, which does not reflect
the content of the essay, and paragraph 2 is the same. It
also includes a specific argument not mentioned in the rest
of the essay.
Now go through the Introductions and conclusions

box with SS.
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For instructions on how to use this page, see page 40. S You know, when I started writing this book, we were at the
peak of all this stuff and I was watching consumers go to
Testing Program CD-ROM the store and just overload their shopping carts with the
most ridiculous garbage – you know, blueberry-raspberry-
• File 6 Quick Test flavored dish soap or something, you know, and it doubles
• File 6 Test as a chewing gum, and it’s got a slogan in the commercial
and people are filling the carts with it like it’s nothing.
H You know, you’re making something up, blueberry-raspberry-
flavored dish soap chewing gum, but you actually have
GRAMMAR things on your blog that are not so far off from that.
a 1 b 3 a 5 a 7 c 9 c S You know, one of my favorite recent ones is the freeze
2 b 4 b 6 b 8 a 10 c and eat fruit tubes, which I did a whole exposé on my
blog about different ways that fruit is being processed.
b 1 to learn I’m fascinated by the notion in this country that we’ve
2 would have enjoyed stopped making quality products, that we stopped aiming
3 traveling to make quality products, and now we kind of pride
4 pay ourselves on how we’re able to confuse the consumer into
5 doesn’t mind giving us their money, and then the result of that is these
absolutely insane products.
6 would win
H You also rail at great length against marketing tactics
7 hadn’t been wearing that get people to spend more of their money, and one
8 to attend of my favorite passages in your book is about one of your
9 Had…told favorite holidays.
10 catching S Yes, Lobster Fest. It’s utterly ridiculous, I mean, who in their
11 wouldn’t be living right mind would ever say, hey, let’s go celebrate Lobster
12 have seen Fest. I mean what marketing person really thought anyone
was going to fall for this holiday.
H But people do fall for it.
VOCABULARY S People fall for the ads. They see the ads and think, wow,
we haven’t had lobster in a really long time, and they go to
a 1 spare 5 minded 9 worn Red Lobster.
2 cope 6 assistance 10 broke H But as you write, Lobster Fest presumably identified the
3 harmless 7 sighted 11 standard month when they were selling the fewest lobsters…
4 voice mail 8 hand S Sure.
H …decided to brand it Lobster Fest, and now they’re no
b 1 off 3 up 5 out longer selling the fewest lobsters in that month. Sounds
2 get 4 put 6 up like a success to me.
c 1 of 3 with 5 of S Sure, I suppose it is, you know, from a financial point of
2 on 4 on view, but is it successful from a cultural point of view?
There is no benefit. This thing exists entirely to sell more
lobsters.
CAN YOU UNDERSTAND THIS TEXT? H So what’s your ideal world?
S I wouldn’t say I have an ideal world. I just think that the
b 1 T 5 T 9 T level of consumerism is so out of control.
2 T 6 T 10 F H Even now with the recession, you think the level of
3 F 7 T consumerism is way out of control?
4 F 8 F S It’s still outrageous. If you just watch television or listen
to the radio or read the newspaper, you know, you hear
recession, recession, recession. If you go to a mall on a
CAN YOU UNDERSTAND THIS INTERVIEW? Saturday, you’ve never seen the mall so packed. People
may not have as much money to spend, but still they
b [ ] When the economy is bad, people go shopping less. desire those items.
[✓] Even when they have less money to spend, people want to H Are there any companies that leave you speechless
buy things they don’t need. because you have nothing to criticize in them?
[✓] Companies are not so interested in making quality S Sure. There are lots of companies…
products anymore. H Give a couple of examples.
[✓] People are often unaware of marketing tactics that get S …that I think do a great job. I love Spirit Airlines. I mean
them to spend their money. Spirit Airlines – this is a traditional American company
[ ] He admires successful ideas like freeze-and-eat fruit that offers a quality product, that’s the flight, at an
outrageously cheap price. And they don’t make any qualms
tubes and Lobster Fest.
about it. They’re saying we’re not going to give you any
[✓] Some discount airlines offer a good value. customer service. If you want a drink, you got to pay for it.
[ ] Companies need to focus more on marketing their If you want to check a bag, you got to pay for it. But if you
products effectively. want a bargain, we’re going to give you a bargain and we’re
going to be fair about it. And they are quite fair about it. I
3 27 think that’s an excellent company.
H = Host (Ari Shapiro), S = Sam Pocker (author) H So what’s your direct straightforward message to
H Well, whether we’re on the Internet watching TV or pushing a companies?
shopping cart down the store aisles, consumers are constantly S Stop focusing on your marketing and start focusing
inundated with marketing pitches. And they are all fodder for on making a quality product that you can offer for a
Sam Pocker’s blog and his new book, “Retail Anarchy.” This retail reasonable price.
critic and consumer anthropologist came into our New York H Retail critic and retail cynic Sam Pocker writes the blog and
studios to share his concerns. now the book “Retail Anarchy.”
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G permission, obligation, and necessity
V word formation: prefixes
P intonation in exclamations
7A Who’s in control?
Lesson plan b Focus on the title of the article and elicit from the class
what they think it might be about.
The topic of this lesson is control. In the first part the
focus is on the “nanny state,” e.g., policies where the state c Focus on the task and the sentences. Give SS time to
is characterized as being excessive in its desire to protect go through them with a partner and discuss which
(“nanny”) or control particular aspects of society or groups ones they think may be true. Get feedback to find
of people. SS read an article about new “nanny state” out which laws the majority of the class thinks really
laws in various US cities, and then go into the grammar exist there.
of permission, obligation, and necessity. They put the Extra support
grammar into practice discussing the advantages or
disadvantages of possible laws. The vocabulary focus is on • To help SS you might want to pre-teach expletives and
prefixes which add meaning, e.g., indecent. The angle of the foul language.
topic then moves to control in education, and SS find out Set a time limit for SS to read the article and find out
about the QI phenomenon, a TV quiz show and series of if they guessed correctly. Highlight that they have to
books based on principles that the authors think should be mark some of the statements DS (doesn’t say) because
applied to education, e.g., giving children control over their there are things not mentioned in the article.
learning. The lesson ends with a pronunciation focus on
intonation in exclamations such as How ridiculous! Check answers.
1 F (The use of trans-fats is banned in New York
STUDY LINK restaurants.)
• Workbook 7A 2 DS (The article says you can be fined for texting but
• Online Practice doesn’t mention anything about talking on the phone.)
• iChecker 3 F (Kids can wear jeans, but they have to pull them up so
that their underwear doesn’t show.)
Extra photocopiable activities 4 T
5 T
• Grammar permission, obligation, and necessity page 153 6 T
• Communicative Mini debates page 179 (instructions 7 DS
page 164) 8 F (The US government has only been looking into limiting
• Vocabulary Word formation: prefixes page 204 (instructions salt and sugar, e.g., considering it.)
page 189)
Digital extra idea
Optional lead-in—the quote • Ask SS to do some research on the Internet to find
out whether any new nanny state laws have been
passed recently in the US.
closed) and the name of the author or have SS open their
books and read it. Have SS discuss what they think it
means (A bad law is an abuse of power.). LEXIS IN CONTEXT
• Point out that Edmund Burke (1729–1797) was also a d Focus on the task. Point out that some of these phrasal
Member of Parliament in England, and supported a lot and prepositional verbs have more than one meaning
of unpopular causes, e.g., he wanted to change the laws so SS should focus on the meaning of the verb as it is
that prevented free trade with Ireland. used in the article. Check answers.
Ask SS if they can think of any laws in their country stand out = to be much better or more important than
that they would like to change or abolish. someone or something
call for = (something) publicly ask for something to happen
come across = to meet or find someone by chance
1 READING & SPEAKING answer to = have to explain your actions or decisions to
someone
a Write “Nanny state” on the board and ask SS if any of keep (your voice) down = keep (your voice) at a low level
them know what the expression refers to, or if they can look into = examine
guess. Help SS by asking what a nanny does (= takes
care of children, teaches them how to behave). e Focus on the instructions. Tell SS to start re-reading
and stop when they come to the first phrase that they
Then give SS a few minutes to read the definition and, think shows the writer’s attitude to the laws (You’d
with a partner, to summarize what it means. better think twice… on line 3).
Suggested answer Then have SS continue on their own, and compare with
“Nanny state” is used to refer to laws passed by a a partner. Check which phrases they have underlined
government (central or local), which is trying to protect
us from situations or our own behavior, which the state
and elicit that the writer of the article is probably
considers harmful for us. (The implication is that the state against these laws and considers them excessive and
knows best what is good and bad for us.) overreaching.
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7A
Phrases that could be underlined (although sometimes Focus on the exercises for 7A. SS do the exercises
this is open to opinion) individually or in pairs. If SS do them individually, have
…leaving many to wonder whether the government is going them compare with a partner before checking answers.
too far and interfering too much with individual choice. Check answers after each exercise.
(line 6)
Clearly the Nanny State has gotten out of control. (line 39) a 1 supposed to park
People don’t need more government workers enforcing 2 have lost my temper
absurd regulations. (line 40) 3 not permitted / forbidden / not allowed
Do we really want the government taking charge of public 4 have to / must wear a seat belt
behavior, even “for our own good”? (line 41) 5 allowed to swim
Is this really fitting for a country of free citizens? (line 42) 6 have to wear a tie
7 should / ought to seek
f Focus on the task and have SS go through the article 8 got to finish the sales report
with a partner, and discuss each law as it comes up 9 don’t need to bring your car
(starting with fast-food restaurants posting calorie b 1 have to pay
information on menu boards). 2 better not be
3 shouldn’t have said
Get feedback from the class as to which laws they think 4 had to change
would be a good idea and why, and ask them what laws 5 should do / ought to do
in their region they consider to be “nanny state.” 6 allowed / supposed to use
7 need to bring / take / wear
Extra support 8 supposed to wear
would like to learn from the article and have them Tell SS to go back to the main lesson on page 65.
class as to the words or phrases they have chosen and 3 SPEAKING
deal with any vocabulary problems that arise.
a Divide SS into groups of three or four and focus on
the task. Point out that some of the proposed laws in
2 GRAMMAR permission, obligation, and the exercise already exist in parts of the UK or US. For
necessity example, the law about restaurants serving one large
sugary drink per person is a law in New York City.
a Focus on the task and the pairs of sentences. Give SS
time to discuss each pair with a partner. If necessary, You may want to set a time limit for each section to
remind them of the meaning of “a difference in get SS to move on or to leave an argument where they
register,” e.g., in the level of formality or informality. strongly disagree. Remind them that they should back
up their opinions with reasons.
1 The same in meaning but It is not permitted is more
formal. ! Some of these proposals may already be laws in your
2 The same register but a slight difference in meaning: SS’ country, in which case have them discuss what they
you’d better is stronger than you should and suggests think of them.
that something negative may happen if you don’t, e.g.,
You’d better turn your cell phone off in case it goes off in Monitor and correct, especially mistakes involving the
class. The teacher will be furious if it does. bold verbs and phrases.
3 The same register but a slight difference in meaning:
We’re supposed to speak English… suggests that there Extra support
is an obligation to speak English in class but that people • You could discuss the laws in the first section with
don’t always do it. the whole class before having them continue in their
4 The same meaning and register.
groups.
5 The same register but completely different meaning:
I should have… = it was an obligation but I didn’t do it. Get feedback by asking different groups which law they
I had to… = it was an obligation and I did it. would most like to introduce from each section.
b Tell SS to go to Grammar Bank 7A on page 150. Go b Focus on the task. Set a time limit, and tell SS if they
through each example and its corresponding rule with can’t think of a law they would like to introduce in one
the class, or give SS time to read the examples and rules particular section, then they should move on to the
on their own, and answer any questions. next. One member of the group should write down the
new “law.”
Grammar notes
For each section write the proposed laws on the board.
• There are many different verbs in English, some of
Get one person from the group that proposed the law
which are modal verbs, used to express permission,
to defend it to the other groups. Then take a class vote
obligation, and necessity. The use of the most
about which law should be implemented.
common ones should be review for SS at this level.
However, there are areas where there are small Continue with the other sections.
differences in meaning and register, e.g., between
have to and have got to, or between should and had
better, and don’t need to, etc., and this is the main 4 VOCABULARY word formation: prefixes
focus of this section. a Focus on the task and the examples, and elicit that
in- and il- adds the meaning of “not.”
• Some SS may also still have ingrained basic errors
such as confusing be able to and be allowed to.
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7A
b Focus on the instructions and give SS time to go 3 28
through the sentences with a partner.
Check answers, eliciting from SS what the sentence Why is it that so many children don’t seem to learn anything
means. at school? A TV producer-turned-writer has come up with
some very revolutionary ideas. A few years ago, TV producer
1 outnumber = exceeds, is larger than (There are more John Lloyd thought up a formula for a new quiz show. The
show is called QI, which stands for “Quite Interesting,” and
non-native than native speakers.)
which is also IQ backwards. It’s a comedic quiz show hosted
2 overrated = too much (It is not as good as some people by actor Stephen Fry, where panelists have to answer unusual
say it is.) general knowledge questions, and it’s become unexpectedly
3 reawakening = again (Waking up again a romance that popular with 15- to 25-year-olds. Along with co-author John
had died) Mitchinson, Lloyd has since written a number of QI books, for
4 misrepresented = wrongly (Portrayed in a way that example, The Book of General Ignorance, and these have also
wasn’t accurate or truthful) been incredibly successful.
5 underestimated = not enough (People do not value the Lloyd’s basic principle is very simple: everything you think
importance of the translator enough.) you know is probably wrong, and everything is interesting.
6 prosocially = in favor of (Spending money in favor of The QI Book of General Ignorance, for example, contains
society, e.g., on other people) 240 questions, all of which reveal surprising answers. So we
7 prematurely = before (Her skin has aged earlier than learn, for example, that goldfish have very long memories,
that you’re more likely to be killed by an asteroid than by
normal.)
lightning, or that Julius Caesar was not actually born by
8 devalued = lowered (The value of the US dollar is lower Caesarian section.
than before.)
The popularity of these books proves Lloyd’s other thesis:
that human beings, and children in particular, are naturally
c Assign the task either for SS to do individually or in curious and have a desire to learn. And this, he believes, has
pairs. If they do it individually, have them compare several implications for education. According to Lloyd and
with a partner before checking answers. Mitchinson, there are two reasons why children, in spite of
being curious, tend to do badly in school. First, even the best
1 misjudged 6 inconvenient schools can take a fascinating subject, such as electricity
2 rewrite 7 demotivated or classical civilization, and make it boring, by turning it into
3 devalues 8 underprepared facts which have to be learned by heart and then regurgitated
for tests. Second, QI’s popularity seems to prove that learning
4 prearranged 9 overcharged
takes place most effectively when it’s done voluntarily. The
5 illegible 10 outdoor same teenagers who will happily choose to read a QI book will
often sit at the back of a geography class and go to sleep, or
worse still, disrupt the rest of the class.
5 LISTENING & SPEAKING
d 3 29 Focus on the task and give SS time to read the
a Divide the class into teams with at least four SS on
statements. Play the audio once, and have SS compare
each team. Focus on the task and the quiz questions.
which suggestions they have checked. Play the audio
Set a time limit.
again as necessary. Check answers.
b When the time limit is up, tell SS to go to
Communication QI quiz. A on page 119, B on The following should be checked:
Learning should never feel like hard work.
page 121 to check their answers. Get feedback to Children should be able to choose their own curriculum.
find out which teams answered the most questions Children shouldn’t be expected to learn to read until they
correctly, and which answers SS were surprised by. actually want to.
Children shouldn’t be forced to go to school every day if
c 3 28 Focus on the task. Some SS may know about
they don’t want to.
QI since the books have been translated into several There should be no evaluation or assessment of children by
languages. teachers.
Children should learn theories through practical activities.
Give SS time to read the questions. Then play the audio There should be no official graduation age.
once for SS to try to answer the questions. Have SS
answer the questions with a partner. Then play the
3 29
audio again. You could pause the audio where spaces
have been inserted into the audioscript to give SS more
time. Check answers. So how could we change our schools so that children enjoy
learning? What would a “QI school” be like? These are Lloyd
and Mitchinson’s basic suggestions.
1 It stands for Quite Interesting and is IQ backwards
(IQ = intelligence quotient, the numerical measurement The first principle is that education should be more play than
of a person’s intelligence). work. The more learning involves things like storytelling and
making things, the more interested children will become.
2 Everything you think you know is probably wrong, and
Second, they believe that the best people to control what
everything is interesting. children learn are the children themselves. Children should be
3 Goldfish have very long memories; Julius Caesar was not encouraged to follow their curiosity. They will end up learning
born by Caesarean section. to read, for example, because they want to, in order to read
4 Because human beings, especially children, are naturally about something they’re interested in.
curious and want to learn. Third, they argue that children should be in control of when
5 Because even the best schools can make an interesting and how they learn. The QI school would not be mandatory, so
subject boring by making SS memorize facts, and students wouldn’t have to go if they didn’t want to, and there
because SS only learn effectively when they do it would be no tests. There would only be projects, or goals
voluntarily, so if they are forced to learn something, that the children set themselves with the teacher helping
they will be less successful. them. So a project could be something like making a video or
building a chair.
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7A
Fourth, there should never be theory without practice. You Extra support
can’t learn about vegetables and what kinds of plants they • A lot of SS (and even teachers) find it difficult to
are from books and pictures; you need to go and plant them
and watch them grow.
identify intonation patterns. If this is the case with
The fifth and last point Lloyd and Mitchinson make is there’s
your SS, just focus on getting them to copy the
no reason why school has to stop at 17 or 18. The QI school pattern by playing the audio for them to repeat.
would be a place where you would be able to continue
learning all your life, a mini-university where the young and c Give SS time to practice saying the exclamations with
old could continue to find out about all the things they are a partner. Monitor and encourage them to get the right
naturally curious about. intonation.
e Focus on the points checked in d, and have SS first d Sit SS in pairs, A and B, preferably face to face. Tell
discuss them in pairs, and then go through the other them to go to Communication What a ridiculous
suggestions (the ones they didn’t check). idea! A on page 119, B on page 122. Go through the
instructions.
Extra support
Demonstrate the activity. Invent a piece of news, which
• You could write on the board: Do you think it’s a
should elicit one of the exclamations they have just
good idea? Why (not)? Do you think it’s practical? Why
practiced. Tell it to them as convincingly as you can
(not)? and have SS answer the two questions for each
(Did you know that…?) and elicit an exclamation.
suggestion.
Have SS continue in pairs.
• Get feedback by finding out which of the suggestions
SS both agree with and think could be put into
practice, eliciting reasons. 7 WRITING
Digital extra idea Tell SS to go to Writing A report on page 112.
• Go to www.telegraph.co.uk/culture/qi/ to assign some In this lesson the focus is on writing a report.
work for mini projects. Each group would look at one The writing skills focus is on dividing a text into
topic and give feedback to the class. You would need a paragraphs with headings and using the right register,
computer lab or it could be assigned as homework. and the Useful Language section looks at common
expressions for generalizing and making suggestions
in a more formal register.
6 PRONUNCIATION intonation in exclamations
Pronunciation notes
• When we make an exclamation, e.g., using How +
adjective or What + adjective + noun, we usually a Focus on the text type (a report). Tell SS that being
give the adjective extra emphasis, with a rise-fall able to write a good report is a skill that they may find
intonation. It is important to get the intonation very useful in an English-speaking work context, as
right, because if the adjective is said with a well as being a text type often assigned in school and
flat or falling tone, it could sound as if you are standardized tests. The important thing to bear in
uninterested or even being sarcastic. mind with reports is that they are usually written for
busy people, so making them clear and concise by
a 3 30 Focus on the task. Play the audio, pausing for dividing them into short sections with headings, is an
SS to write down B’s exclamations. Play the audio important factor.
again as necessary. Check answers and write the Focus on the Key success factors and go through
exclamations on the board. them with SS.
See bold exclamations in audioscript 3.30 Focus on the task, and have SS read the report.
Meanwhile, write the headings on the board. Then
3 30 have SS close their books and try to remember the
A Did you know that in California schools they’re not allowed school’s strengths and weaknesses in each area. You
to say “mom” and “dad” anymore in case they offend could elicit these from the class and write them on
someone from a single-parent family? the board.
B What a ridiculous idea!
b Focus on the task. Then have SS cover the report, and
A Did you know that America was named for the Italian
try to rewrite the phrases from memory in a more
explorer Amerigo Vespucci?
B How interesting! I always wondered where the name came formal style. Check answers, and elicit that this more
from. formal style is appropriate for a report.
b Focus on the task and the questions. Then play the 1 purpose of this report
dialogues a couple of times more for SS to listen. Have 2 assess student satisfaction
3 rated the teachers very highly
them discuss what they think and then check answers.
4 With regard to class sizes
1 c 5 the duration of classes
2 The /w/ sound. This is because interesting begins with 6 purchasing
a vowel, and when a word ending in w is followed by 7 The majority of students
a word beginning in a vowel, the words are linked and 8 the suggested changes are implemented
a /w/ sound is inserted between them.
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7A
Highlight the use of As for... in 5 to refer to a topic you
are going to discuss (As for the duration of the classes...)
and remind SS of the other synonymous expressions
they learned in Discourse markers Grammar
Bank 3B, e.g., Regarding / Regards / As far as... is
concerned.
Extra support
• If SS are having trouble remembering the phrases,
allow them to quickly look back at the report.
Extra idea
• Test SS on the phrases by saying the informal phrase
and having them say the more formal one.
c Focus on the task. Point out that some, but not all, of
these expressions are in the report. Have SS do them
with a partner and then check answers.
1 speaking
2 general
3 view
4 considered
5 Overall
d Finally, focus on the sentences for making suggestions,

and remind SS that this is usually a fundamental
part of a report. Here they have practice in more
formal ways of making suggestions. Have SS do this
individually and then compare with a partner. Check
answers.
1 purchasing new computers
2 to improve the registration process
3 reducing class sizes
4 extending / that you extend the center’s hours
5 to last an hour
PLANNING WHAT TO WRITE

a Focus on the task. Tell SS to read it carefully, and then
to discuss 1, 2, and 3 with a partner.
Get feedback, writing SS’ proposed headings on
the board and having SS decide on the best ones,
and eliciting all ideas for suggestions to improve the
study trips.
Suggested headings
Accommodations
The school
Weekend activities / Weekend cultural programs
b Focus on the task. Get feedback from SS. Finally, go

through the tips with SS.
WRITING
Go through the instructions and assign the writing for
homework.
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G verbs of the senses
V place and movement
P extra stress on important words
7B Just any old bed?
Lesson plan b Tell SS to go to Communication Four works of art

on page 120 to find out the answer to a, and some more
In this lesson the topic is art. In the first half of the lesson information about the four works of art.
the focus is on installations, or modern sculptures, things
that many people find difficult to accept as art. SS try to Now ask SS what they think the artists are trying to
identify which photos show works of art and which show communicate, and whether these are works of art in
ordinary objects, and then listen to an expert explaining the same way that a painting or sculpture is.
why these installations are art and what they are trying c 4 2 Focus on the task and the questions, and give
to convey. Then in the grammar focus SS work on verbs SS time to read them. You may want to point out the
of the senses and the structures that follow them. The pronunciation of sculpture /ˈskʌlptʃər/, portrait
pronunciation focus is on giving extra stress to words /ˈpɔrtrət/, and formaldehyde /fɔrˈmældəhaɪd/.
(which may not usually be stressed) to convey meaning,
and uses a poem about art to illustrate the point. In the Play the audio once all the way through and tell SS just
second part of the lesson SS read a short story by Ray to listen and not try to answer the questions yet.
Bradbury, about a man who is obsessed with a famous Then play the audio again, this time pausing (see spaces
painter. The lesson ends with a vocabulary focus on in the audioscript) to give SS time to answer. Then have
prepositions and adverbs of place and movement, and with them compare their answers with a partner.
the song All the Rowboats.
d Play the recording as many times as necessary. Check
STUDY LINK answers.
• Workbook 7B
1 a) Installations are mixed-media artworks that take up a
• Online Practice
whole gallery or space.
• iChecker
b) Modern sculptures are assemblies of objects that
may take up a little less space than an installation, and
Extra photocopiable activities that you would perhaps not think of as traditional works
of art at first sight.
• Grammar Verbs of the senses page 154
2 In both cases the artist has an idea they want to
• Communicative Spot the differences page 180 (instructions
communicate. They choose the medium (painting,
page 164)
sculpture, or an installation) that is most suitable to
• Vocabulary Place and movement page 205 (instructions
communicate that idea.
page 189)
3 Because they might have received more training in how
• Song All the Rowboats page 222 (instructions page 214)
to make an installation than in how to draw.
4 They think that painting and drawing require expertise /
Optional lead-in—the quote skill whereas making an installation doesn’t. They think,
“I could do that,” when they see an installation.
• Write the quote at the top of page 68 on the board (books 5 He had to research how the sheep could be preserved
closed) and the name of the author or have SS open their in formaldehyde and he had to arrange it in a particular
books and read it. way, so that it looks as if it’s alive.
6 It’s a kind of statement about death and life.
• SS should know that the author of the quote, Pablo 7 Because the objects on the bed (sheets, pillow, etc.)
Picasso (1881–1973), was a Spanish painter and one and on the floor (newspaper, slippers, water bottle, etc.)
of the greatest artists of the 20th century. He was a have been specially placed and arranged in a particular
co-founder of the avant-garde art movement known way, not randomly, to communicate something.
8 The objects on the bed and on the floor represent her.
as cubism.
It’s like a self portrait – the story of her life and her
• Have SS discuss what they think it means. He seems relationships.
to be saying that while some artists (perhaps inferior 9 Because we can look at it and understand, as
contemporary viewers, a lot about her life.
in his view) can paint a likeness of the sun, the best
painters can convey the sun in a more imaginative
way (perhaps through an impressionistic or abstract 4 2
approach). (audioscript in Student Book on page 132)
I = interviewer, E = expert
• You could ask SS for examples of painters whom they I For most people, art for the last few centuries has meant
think can “transform a yellow spot into the sun.” paintings and sculptures, and suddenly there are all these
new kinds of sculptures and installations, that for most
people don’t seem like art. First of all, could you please explain
1 LISTENING & SPEAKING exactly what these kinds of sculptures and installations are?
E Well, installations are really mixed-media works that take
a Focus on the task and the photos, and give SS time to up a whole gallery or space, while the modern sculptures
discuss them. Get feedback to find out which of the you’re referring to are assemblies of objects that may take
up a little less space, but that you probably wouldn’t think
four objects most SS think are works of art, and why, of as traditional works of art when you first see them.
but don’t tell them the answer yet. I So how would you explain to people that installations are
also art?
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7B
E Well, an installation, or this new kind of modern sculpture,
e Put SS into small groups and go through the questions.
is really no different from a painting or a traditional Give them time to discuss the questions. Monitor and
sculpture if you think about where the artist starts from. help with vocabulary.
That is, they have an idea about something they want to
communicate, and then they decide how to communicate Get feedback by asking different groups how they
that idea, so that could be in paint, or it could be in stone, responded to the questions. You could also answer
or it could be in wood or metal, or it could be through
an installation, which could be a kind of assembly of
them yourself.
different types of objects. In all three methods, in all
these different media, they would still be trying to say
the same thing. They would then choose the medium that 2 GRAMMAR verbs of the senses
was suitable for them, or which they’d been trained in, or
which was suitable for that particular idea they wanted to a 4 3 Focus on the task and have SS do it individually
communicate. A lot of artists have been trained in how to or in pairs. Then play the audio for them to check their
make an installation perhaps more than they have been answers.
trained in drawing today.
I But I think a lot of people would think that while drawing
and painting require a level of expertise that the
average person doesn’t have, when people look at some
installations, they think, “Well, I could do that.” They don’t
4 3
see that there’s any expertise involved at all.
E Well, it’s just different skills. For example, take Damien 1 When people look at some installations, they think, “Well
Hirst and Away from the Flock, which is a sheep in some I could do that,” they don’t see that there’s any expertise
formaldehyde, in a case. First of all, he had to have the involved at all.
idea, and this was a very original idea, no one had ever 2 And then of course, he had to arrange it in a particular way,
done anything like that before. He came up with the idea put the animal in a particular pose, so that it looks as if it’s
of an animal, a sheep isolated from its flock, and he came alive, although of course we all know that it isn’t.
up with idea of preserving this animal in formaldehyde, 3 I mean the bed is something that you look at and you
which is something that scientists have certainly done think, “Yeah, that looks like my bed in the morning.”
before, but artists hadn’t. And then he had to research
how the animal could be properly preserved in this b Focus on the questions. Have SS answer them in
substance, the formaldehyde, and how in ten or twenty pairs, and then check answers with the whole class.
years it would still be there and in good condition for
people to look at, so there is a technical side to it as well. Alternatively, you could do this as a whole-class
And then of course, he had to arrange it in a particular activity.
way, put the animal in a particular pose, so that it looks
as if it’s alive, although of course we all know that it isn’t. 1 look as if (or as though) is followed by a clause (It looks
And so it’s a combination of an original idea and some very as if it is alive).
specific skills. look like is usually followed by a noun (It looks like my
I And what is he trying to communicate to us through it? bed in the morning). However, in informal English it can
E Well, as I said, the sheep looks alive, even though we also be followed by a clause (It looks like it is alive).
all know it isn’t, and so I think it’s a kind of statement
look at = to turn your eyes in a particular direction. It
about death and life, just as lots of classical works of art,
paintings, are about life and death, and it’s not so different is a conscious action. We look at a view, a photo,
from those, it’s just that it’s expressed in a different way. a person, etc.
I think the important thing is what it gets the viewers to see = to become aware of sb / sth by using your eyes.
think about and to reflect on, and that’s the same with all It is not necessarily a conscious action – you can see
art. I mean there isn’t really any difference. something without looking at it.
I OK so I can understand that you need a certain amount of see can also be used like watch, e.g., + a match, a TV
technical ability to create the sheep in formaldehyde, but program.
what about the bed? I mean the bed is something that you 2 The other four senses are smell, hearing, taste, and
look at and you think, “Yeah, that looks like my bed in the
touch.
morning.”
E Well, Tracey Emin’s bed isn’t actually her bed as it is in the 3 Verbs associated with them are:
morning when she gets up every day; it is a bed, and there smell: smell, sniff
are sheets and pillows, and lots of other objects, but she hearing: hear, listen, sound (It sounds like thunder.)
has assembled these objects to represent herself. This is taste: taste
an autobiographical piece just like a self-portrait, without touch: touch, feel
her face or her body in it, but it still represents her. It’s the
story of her life, it’s her relationship with all the men in her c Tell SS to go to Grammar Bank 7B on page 151. Go
life and other people. You look on the floor and there are
lots of pieces of her, there are her slippers, her toy dog,
and newspapers that she’s read, and bottles of water. So the class, or give SS time to read the examples and rules
it’s a story of her life, and it’s arranged in a very particular on their own, and answer any questions.
way, it’s not random, not just like your bed or my bed, it’s a
bed that she’s very specifically organized to communicate
something about herself. I mean it’s a different set of
Grammar notes
skills, from painting a self-portrait, but maybe it actually • The basic verbs related to the senses, see, hear, smell,
communicates a whole lot more to us, to viewers, than feel, and taste do not work in quite the same way in
some self-portraits do, because we can actually look at
it and understand, as contemporary viewers, a lot about English as in many other languages. They are not
her life. And incidentally, Tracey Emin is, in fact, extremely usually used in continuous forms and are normally
skilled at drawing, so if she’d wanted to draw a self- preceded by can (e.g., I can smell garlic NOT I smell
portrait, for example, she could have done that. But she
chose this way of communicating her message.
garlic or I’m smelling garlic).
• The verbs that are used to describe the impression
Extra support something or someone gives through the senses
• If there’s time, have SS listen again with the are the same for smell, taste, and feel (e.g., It smells
audioscript on page 132, focusing on any new awful. They taste nice, etc.) but for sight we use look
vocabulary, and getting feedback on phrases SS didn’t (You look exhausted, etc.) and for hearing we use
understand, e.g., because the words were run together. sound (It sounds like thunder, etc.).
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7B
Focus on the exercises for 7B. SS do the exercises b Focus on the task. Play the poem again, this time with
individually or in pairs. If SS do them individually, have SS concentrating on the rhythm and stress. Elicit that
them compare with a partner before checking answers. the words are written in italics because they are words
Check answers after each exercise. that are given extra stress when they are read out loud.
a 1 ✓ Put SS in pairs, and have them read the poem out loud
2 ✓ together (A could read everything the buyer says and
3 I actually heard the bomb explode. B read everything “they” said), then have one or more
4 It sounds like Beethoven’s 7th pairs read it out loud to the class.
5 ✓
6 it feels more like plastic c 4 5 Go through the information box with SS. Then
7 ✓ play the audio once the whole way through. Then play
b 1 ✓ 3 seem 5 look it again, pausing after each sentence for SS to match it
2 seems 4 is looking to one of the continuations A–E. Have them compare
c 1 like 5 like with a partner.
2 seems 6 fishing
3 shut / close / slam 7 can’t Extra challenge
4 if / though • You could ask SS to work out the different stresses
before they listen to the recording.
d Focus on the questions and give SS a few minutes to 4 5
read them. You could ask SS to choose one or two of 1 I wanted to buy a condo in Boston.
2 I wanted to buy a condo in Boston.
the questions to ask you. 3 I wanted to buy a condo in Boston.
Put SS in pairs and give them time to answer the 4 I wanted to buy a condo in Boston.
5 I wanted to buy a condo in Boston.
questions together. Monitor and correct, especially
mistakes with the verbs of the senses. d 4 6 Play the audio for SS to check their answers.
Elicit which word is stressed in each sentence.
3 PRONUNCIATION extra stress on important 1 D 2 E 3 A 4 B 5 C
words
4 6
Pronunciation notes 1 I wanted to buy a condo in Boston, not in San Francisco.
• SS have always been taught that certain words 2 I wanted to buy a condo in Boston, not rent one.
3 I wanted to buy a condo in Boston, but my wife didn’t.
(ones that convey information) are stressed more 4 I wanted to buy a condo in Boston, but my wife wanted a
strongly in a sentence, and other words such as house.
pronouns, articles, auxiliary verbs, etc., are not 5 I wanted to buy a condo in Boston, but we couldn’t afford
stressed. However, if we want to emphasize a one.
particular aspect of meaning, almost any word in a
Then have SS practice saying the complete sentences,
sentence can be given extra emphasis.
stressing the right word each time.
a 4 4 Focus on the poem. Point out that the poet Extra support
Michael Swan is also a well-known grammar expert
(author of The Good Grammar Book, How English • Write a “key” on the board so that SS remember
Works, Practical English Usage) and SS are likely to have which word has extra stress each time: A stress on I,
used one of his grammar books. B stress on condo, C stress on wanted, D stress on
Boston, E stress on buy.
Play the audio once for SS to read and listen. Then
have SS answer the questions in pairs, and then elicit e Sit SS in pairs, A and B, preferably face to face. Tell
answers from the class. You might want to elicit / them to go to Communication Stressing the right
explain who Janus is (= a Roman god with two faces or word A on page 120, B on page 122. Go through the
heads facing in opposite directions). instructions.
Demonstrate the activity. Write on the board: She
1 At an exhibition in an art gallery.
2 The directors of the gallery, or the people selling the
doesn’t look 85.
works of art. Tell SS that they have to respond to what you’re going
3 He buys the egg because he thinks it’s a bargain and
to say with the sentence on the board, giving one word
presumably will be a good investment.
4 He seems to be satirizing a certain kind of pretentious
extra stress. Then say to the class, It was my mother’s
art connoisseur and their way of speaking. He shows birthday yesterday. She was 85. and elicit the response,
how easy it is for them to fool someone, who knows She doesn’t look 85.
very little about art, to pay a lot of money for something
that may not really be worth the price they have paid. Then get an A to say his / her first sentence (That girl
really looks like your sister.), and elicit from the Bs She is
my sister. Tell the Bs to underline is.
4 4
See Student Book page 69 Now get SS to continue in pairs. A should read all his /
her sentences first for B to respond, underlining the
stressed word, and then vice versa.
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7B
Finally, check that they have stressed (and underlined) 3 To buy a painting from Picasso
the right words in the responses. 4 their bodies all lobster colors = bright red, like lobsters
because they had stayed in the sun too long and they
B 1 She is my sister. had gotten sunburned
2 No, I said she was Canadian. their wedding-cake hotels = white and with a lot of
3 No, it’s the one before the traffic lights. decoration, like a wedding cake
4 Personally, I still think she’d prefer that one. the shoreline stage was set = sth dramatic was going to
5 I bought it, but I haven’t read it yet. happen on this piece of beach
6 Could you put it under my bed, please? 5 He is short, well-built, and very suntanned with clear
A 7 He’s not my dog. He’s my girlfriend’s / boyfriend’s dog. bright eyes, and his hair cut very short, as if it had been
8 Sorry, I asked for a tuna salad. shaved (e.g., like Picasso in the photo).
9 I gave him the money. He’d never be able to pay
me back.
4 8
10 It looks expensive but actually it was really cheap.
11 I am going out. I haven’t been out for a long time. See Student Book page 70
12 They lost 2–1 you mean.
4 9 Play the next section for SS to listen and read.
Give SS time to answer the questions in pairs. Check
4 READING answers, and then deal with any other words or phrases
that have caused problems.
4 7 Point out to SS that this is a short story by
Ray Bradbury (1920– 2012), a famous American 6 He picks up a stick from an ice cream, and starts
writer whose most popular work is probably his drawing in the sand. George at first thinks it is just
science fiction novel, Fahrenheit 451. The story here an old man playing around and finds it amusing (he
chuckles), but when he gets closer, he suddenly realizes
is challenging in terms of lexis, but SS should be
who it is and stops.
motivated by the fact that they are reading a complex 7 a) They are all words that describe ways of seeing:
piece of literature. glance = to look quickly at sth; spy = to suddenly see or
notice sth; gaze = to look steadily at sth for a long time
This is a dramatized reading of the story, which
b) They are all verbs that describe ways of drawing or
encourages SS to all read at the same speed without writing:
getting stuck on unknown words, to help their sketch = to make a quick drawing of sth; scribble = to
understanding, and to increase their enjoyment. The write sth quickly and carelessly, or to draw marks that
title of the story is from a poem by the 19th-century don’t mean anything; doodle = to draw lines or shapes,
poet William Wordsworth (Ode: Intimations of especially when you are bored or thinking of sth else
Immortality).
Focus on the photo of Picasso and point out that 4 9
although Pablo Picasso was Spanish, he lived for much See Student Book page 70
of his life in the south of France. He often visited
Biarritz, a seaside town in southwestern France, which
is where the short story is set.
answers, and then deal with any other words or phrases
Focus on the story and the first section. Tell SS they are that have caused problems, e.g., slash = to make a long cut
going to read and listen in sections, and then answer with a sharp object, frieze = a long narrow picture, etc.
questions. You may want to demonstrate the verbs in question 9.
Play the audio once for SS to listen and read. Then 8 The artist is first surprised, and then amused by
give them time to answer the questions in pairs. Check George’s presence and his reaction. George is totally
answers, and then deal with any other words or phrases overwhelmed by the situation – he can’t move or say
that have caused problems. anything.
9 tremble = to shake in a way you can’t control, especially
1 George is an American art lover, obsessed with Picasso. because you are very nervous or excited
His wife is clearly not especially interested in Picasso, slash = to make a long cut with a sharp object
and perhaps is less well educated than her husband. draw back = to move backward (syn withdraw)
She seems to know her husband very well, and to be shrug = to raise your shoulders and then drop them to
keeping a close eye on him. show that you don’t know or don’t care about sth
2 detrained = got off the train stare = to look at sb or sth for a long time, especially
sprawled = lying with his arms and legs spread out in a with surprise or fear, or because you are thinking (gaze
lazy or awkward way is more formal, and usually implies looking at sth with
loomed = appeared as a large threatening shape surprise or love)
winced = made an expression with his face that showed blink = to shut and open your eyes quickly
that her mispronunciation pained or embarrassed him 10 If SS don’t have any suggested answers (e.g., to bring
sb else to see the drawings, to get a camera and
photograph them, etc.), don’t tell them now as they will
4 7 find out later.
See Student Book page 70
4 8 Play the next section for SS to listen and read. 4 10

Give SS time to answer the questions in pairs. Check See Student Book pages 70–71
answers, and then deal with any other words or phrases
that have caused problems, e.g., trudged = walk very
slowly with heavy steps.
answers, (demonstrating the verbs if necessary) and
then deal with any other words or phrases that have
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7B
caused problems, e.g., plaster-of-Paris = a white powder SS do it with a partner. Make sure SS write the words
that is mixed with water and becomes very hard when in the column on the right, not in the sentences so
it dries, used especially for making copies of statues, that they can test themselves later. Check answers,
mold = a container that you pour a liquid or soft highlighting the relevant information after each group
substance into, which then becomes solid in the shape if SS need it.
of the container, etc.
! Most of the words can be used as either adverbs or
11 He doesn’t know how to preserve the drawings, which prepositions.
are going to disappear with the tide. He considers
digging a part up, getting someone to cast a mold with 1 a above / over
plaster, or taking photos of it. In the end he decides b over
to walk around them and look at them for as long c above
as possible, to imprint them in his mind, presumably
because he realizes that the tide is coming in and there above and over can both be used to describe a position
is no time to do anything else. higher than sth (sentence a). For movement from
12 grab = to take sth with your hand suddenly or roughly one side of sth to the other, you can only use over
flick = to hit sth with a sudden, quick movement; to look (sentence b). For a position above a minimum level or
at sth suddenly and quickly fixed point you can only use above (sentence c), e.g., It’s
whirl = to move around quickly in a circle three degrees above zero.
nod = to move your head up and down
2 a under
b below
4 11
c under / below
See Student Book pages 70–71
below and under can both be used to describe a position
4 12 Play the final section for SS to listen and read. lower than sth (sentence c). For movement from
Give SS time to answer the questions in pairs. Check one side of sth to the other, you can only use under
answers, and then deal with any other words or phrases (sentence a). For a position lower than a minimum level
that have caused problems. or fixed point you can only use below (sentence b), e.g.,
Suggested answers
It’s ten degrees below zero.
13 Because he doesn’t think she would understand or
3 a off
appreciate what he has experienced, or perhaps he
b away
thinks that she wouldn’t believe him.
c off / away
14 Probably sadness at the thought of the drawings being
destroyed, but maybe also joy at having been the only off and away can both be used to say at a distance from
person who saw them.
sth in space or time (sentence c); only away can be
used + from + person / place (sentence b).
4 12
off (but not away) is also used to mean down from a
See Student Book page 70–71
higher place to the floor or ground especially after fall,
Extra challenge knock, etc., e.g., She knocked the glass off the table. He
fell off his bike.
• Try to get a mini-discussion going on what SS think
the author was trying to communicate with this 4 a inside
story. b into
c in
This story is very visual, in that there are a lot of
descriptions and it paints images very clearly. Ask We can use in or inside + a room or building, but we also
SS what images the story has left in their minds, and use inside on its own as an adverb to mean in a building,
which image they think is the most powerful. e.g., It’s a bit cold on the terrace – let’s eat inside.
Extra support We use into (not in) + a place after a verb of movement,
e.g., Come into the living room (sentence b). If no place is
• You may want to ask SS to reread the story at home
mentioned, we use in, e.g., Come in.
and look up and record new vocabulary.
! Nowadays you hear people say, “Come in the living
Digital extra idea room.”
• You could look at Ray Bradbury on YouTube – there
are interviews and clips of his material. 5 a on
b on top of
c onto / on
d on top
5 VOCABULARY place and movement
a Focus on the sentences and instructions, and give SS a on is used with surfaces (sentence a), e.g., Write your
few minutes to complete them. address on the envelope. It’s on the first floor.
1 onto, into, back, upon on top of refers to the highest point of sth, e.g., on top of
2 towards, away, along the mountain, or when sth covers sth else (sentence b),
3 back, towards e.g., I couldn’t see my keys because I’d left my bag on top
4 around, back of them.
b Tell SS to go to Vocabulary Bank Place and Use on top when there is no following noun
movement on page 164. Focus on exercise a and have (sentence d).
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7B
onto is used with a verb and following noun to express the movie theater (seeing a movie); When you called I was
movement (sentence c), e.g., The actor walked onto the at the cafe (having some coffee).
stage. It can’t be used on its own.
We use in when we are thinking much more about the
6 a out of building than its function, e.g., It was really hot in the
b outside movie theater. It was raining so we stayed in the local cafe.
c out
Frequently you can use either at or in with no real
outside can be a preposition (sentence b), e.g., Wait difference in meaning, e.g., I saw Tom at / in the cafe last
outside the door, or an adverb, e.g., Wait outside. night. However, in the cafe emphasizes inside whereas at
the cafe could be inside or outside, e.g., in the cafe or on
out of is used with a verb and a place or thing to express
the cafe patio.
movement away from the inside of a place or thing,
(sentence a), e.g., She ran out of the room. b Have SS test themselves by covering the column on the
right and trying to remember the missing words in the
Use out when there is no following noun (sentence c),
sentences.
e.g., She ran out.
SS can find more practice with these words and
7 a through
phrases on the iChecker.
b across
c through / across Tell SS to go back to the main lesson on page 71.
across means from one side to another (sentence b), e.g.,
We swam across the river. It can be used without a noun,
6 4 13 SONG All the Rowboats
e.g., We reached the river and we swam across. It is not
usually used for closed spaces. This song was originally made famous by the Russian
singer Regina Specktor in 2012. For copyright reasons
through means from one end or side to another, but is this is a cover version. If you want to do this song in
used for closed spaces or spaces with obstacles, e.g., class, use the photocopiable activity on page 222.
trees (sentence a), e.g., He climbed through the window.
He pushed his way through the crowd. It can be used 4 13
without a noun. All the Rowboats
All the rowboats in the paintings
For open spaces with some obstacles we sometimes use They keep trying to row away
either across or through (sentence c). And the captains’ worried faces
Stay contorted and staring at the waves
8 a along They’ll keep hanging in their gold frames
b past For forever, forever and a day
c around All the rowboats in the oil paintings
They keep trying to row away, row away
along is used to mean from one end toward the other Hear them whispering French and German
(sentence a). Dutch, Italian, and Latin
When no one’s looking I touch a sculpture
past is used to mean going to the other side of (sentence b), Marble, cold and soft as satin
e.g., They walked past us without saying hello. But the most special are the most lonely
God, I pity the violins
around means moving in a circle (sentence c). In glass coffins they keep coughing
They’ve forgotten, forgotten how to sing, how to sing
9 a to First there’s lights out, then there’s lock up
b toward Masterpieces serving maximum sentences
It’s their own fault for being timeless
toward means in the general direction of sth / sb There’s a price to pay and a consequence
All the galleries, the museums
(sentence b), e.g., We drove toward the Mexican border. Here’s your ticket, welcome to the tombs
They’re just public mausoleums
to means that is your definite destination (sentence a), The living dead fill every room
e.g., I’m going to work. But the most special are the most lonely
God, I pity the violins
10 a at / in In glass coffins they keep coughing
b in They’ve forgotten, forgotten how to sing
c at They will stay there in their gold frames
For forever, forever and a day
at is used to say where sth or sb is or where sth happens All the rowboats in the oil paintings
(sentence c), e.g., I waited half an hour at the bus stop. They keep trying to row away, row away
There’s someone at the door. It’s also used for events, e.g., First there’s lights out, then there’s lock up
See you at the party / concert, and points on a trip, e.g., Masterpieces serving maximum sentences
It’s their own fault for being timeless
We stopped at a train station. There’s a price to pay and a consequence
All the galleries, the museums
in is used to say at a point inside an area, space, or They will stay there forever and a day
building, e.g., when we are surrounded on all sides All the rowboats in the oil paintings
(sentence b), e.g., We played in the street. They keep trying to row away, row away
All the rowboats in the oil paintings
! With buildings in or at can sometimes be used, but They keep trying to row away, row away…
with slightly different meanings:
We use at when we refer to the activity that is done in
the place rather than the building itself, e.g., Jane is at
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Colloquial English
6&7 Art and artists
Lesson plan always a magical place. Anything is possible here and
everything seems to happen here. As my aunt once said
In the first part of this lesson the person interviewed is to me, she said, “People who live in New York even if
Patricia Melvin, a New York-based artist. She talks about they’ve only been here for one year, they feel like they
own the place,” and I think that it’s because New York is
how she works and what influences and inspires her as an almost more of an event than a place, where everything’s
artist. In the second part of the lesson people on the street changing and becoming something new all the time, and
are asked whether they often go to art galleries, what kind I think that’s why it draws creative people and it’s very
of art they like, and whether they have a favorite painting or inspiring.
I Do you always paint in situ or do you sometimes use
poster in their house. photos?
P I always paint in situ, almost always. I use sketches and
These lessons are on the Class DVD, iTools, and Class Audio I work a little from memory and from sketches. I touch
(audio only). things up a little in the studio sometimes or finish things.
But I like to be in the location because it’s always changing
and I take pieces of the scene, things that happen at
Testing Program CD-ROM different times, a bird flying by might be very beautiful
or a person walking in the street and assuming a certain
• File 7 Quick Test gesture or pose that’s perfect for the composition. Things
• File 7 Test like that happen over the course of a painting and they can
be just perfect. But a photo is very static and kind of flat
and it doesn’t interest me to work from that.
Optional lead-in (books closed) I Does that mean you have to work very fast?
P Actually I do, I have learned to work very fast because
• Review the language of different kinds of paintings there are so many things that change on the street
by reading these definitions and giving SS a couple of including being blocked by trucks and I do often work very
minutes to write the word. Have them compare answers fast, the seasons are constantly changing. People think of
the four seasons but really nature changes almost every
in pairs before checking answers. day, or every day so if I started painting at one point, it’s
hard to finish it later in a different season or later on in the
1 a painting of a view of the countryside (a landscape) same season.
2 a painting, drawing, or photograph of a person I What techniques do you use?
(a portrait) P I use the traditional technique. I use oil paint and brushes
3 a painting that you do of yourself (a self-portrait) and canvas.
4 a painting of an inanimate object such as flowers or I How long does it normally take you to finish a painting
fruit (a still life) from start to finish?
5 a painting that does not represent people or things in P Oh, there, every painting is different, they can take a few
a realistic way, but expresses the artist’s ideas about hours or a few years. I’ve worked on some paintings for
years and years and sometimes I’ll come back to a painting
them (an abstract)
the following year when the season and the different light
is right for that painting.
I As well as the city pictures you also paint outside New
1 VIDEO
T
HE INTERVIEW York in the countryside. What similarities and differences
are there in painting the city and painting the countryside?
Part 1 P The city is very geometric and I love, I happen to love
geometry, I love angles, criss-crossing on the composition
a Books open. Focus on the photo and the biography. and different shapes, geometric shapes but the
Ask the question to the whole class and elicit opinions. countryside, when I first started painting it was very
difficult for me for that reason, because you don’t have
Extra support the perspective of the streets and the angles of the roofs
and so on to lead your eye through the painting. It’s, it was
• You may want to pre-teach some other words wonderful experience to learn how to make your eye move
and phrases before SS listen to the interview (see across a grassy field as opposed to down a street where
audioscript 4.14). it’s so clear and easy kind of, to figure out.
I So what are the advantages and disadvantages of painting
b 4 14 Have SS look at the glossary. Go through it in the country and the city?
with the class eliciting from them how to pronounce P The countryside is a wonderful place for me to paint. I love
it because I’m usually alone, pretty much alone there and
the words and phrases. Then focus on the task and play I’m not distracted by passers-by. In New York City there are
the audio or video (Part 1) once the whole way through just so many distractions with people coming up to me and
for SS to mark the sentences T (true) or F (false). they’re usually well-meaning but it’s just an interruption,
it’s a distraction from my work. And the countryside is so
Check answers. beautiful that I love painting there.
I Do you ever paint portraits?
1 T 2 F 3 T 4 F 5 F P I do occasionally. I love painting portraits, but it’s very rare
to find someone who will sit for a few hours, for a couple
of sessions, and I don’t like to do portraits from photos. I’ve
4 14 tried it and I don’t like the results.
I = interviewer, P = Patricia Melvin c Play the audio or video again, pausing if necessary, for
I What is it about New York that inspires you? SS to make notes. Have SS compare with a partner,
P I was born here and raised nearby and so I have memories of and then check answers, making sure (where relevant)
New York City from my early childhood and to me it was
SS say why an answer is false.
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CE 6&7
2 F (Patricia likes to paint in the location because place where there’s antiquity and where there’s water
it’s always changing and she takes pieces of or mountains. But it is hard to travel and paint, it’s much
the scene.) better to go to one place and settle in and paint for a while
4 F (Patricia finds the distractions interrupt her work in one place to get to really know the landscape. That’s
and she doesn’t like it.) what I prefer to do.
I What do you think are the pros and cons of an artist’s life?
5 F (Patricia prefers not to do portraits from photos.)
P I think to be an artist usually it requires a lot of sacrifice
and I know that sounds like a cliché, but it’s true. Because
it requires an enormous amount of time, it requires being
VIDEO
Part 2 free to suddenly change your plans at a moment’s notice.
For example, being a landscape painter is completely
a 4 15 Focus on the task and give SS time to read the insane, I could be going out the door with one painting
questions. Play the audio or video once (Part 2) and under my arm to work on it and the weather could change
and I’d be working on a different painting, or I could have
tell SS just to listen. Then give SS time to discuss the
plans with someone and suddenly change them, or drop
questions and tell each other what they understood. the plans because the weather’s right for a particular
Now play the audio or video again, pausing after each painting, and that’s a real big sacrifice in terms of your
answer to give SS time to make notes and compare social life and also, of course, finances, if, as I do, I tend to
put painting before anything else. Well, it’s hard to earn
with their partner again. Play the recording again as money and be a dedicated artist at the same time, I think.
necessary. Elicit and check answers. They contradict one another to some degree.
1 She grew up on the banks of the Hudson River, which is b Focus on the two questions. Have SS answer in pairs
very beautiful in different lights and seasons. It was an
and then get feedback from the whole class, or do this
important influence on her becoming a landscape painter.
Her parents loved art and had lots of painting in their as an open-class discussion.
house. Her mother painted pictures. These things were
also an influence on her.
2 It’s her favorite time of day for painting, although she 2 LOOKING AT LANGUAGE
doesn’t always get up in time. a 4 16 This exercise gives SS intensive listening
3 Just before spring (in March) the air is clear and there
aren’t leaves on the trees so she can really see the
streets. It’s also a very magical time. During spring there run together, and introduces them to some phrases that
is the blossom when the trees come out, which is also a are used to express time. Focus on sentences 1–7 and
magical time though short. give SS time to read them. Play the audio, pausing after
4 She’d love to paint in the ancient and older cities such as the first sentence and replaying it as necessary. Elicit
Paris, Amsterdam, Florence, and Venice. Also many places the missing words, and then the meaning of the whole
in Sicily, Greece, Turkey, and the Mediterranean. Anywhere
phrase. Repeat for the other six phrases.
where there is antiquity and water or mountains.
5 You have to make big sacrifices in your social life 1 from my early childhood (= the period of life when a
because you constantly have to change plans you person is a child)
have made with people because the weather is 2 over the course (= during)
suddenly right to go and work on a particular painting. 3 at one point (= at a particular time)
You also have to make a sacrifice in financial terms as 4 for years and years (= for a very long time); the following
it’s hard to earn money and be a dedicated painter at year (= the time that comes after a particular point in time)
the same time. 5 for a couple of sessions (= for two or three times)
6 especially after we all grew up (= after becoming an
adult)
4 15
7 an enormous amount of time (= a very long amount of
(audioscript in Student Book on page 133) time)
I What kinds of things have influenced you as an artist?
P I think one of the greatest influences on me was growing
up on the banks of the Hudson, which is such a beautiful
4 16
place in the different light and different times of year.
I think that was a main influence on me to want to be a 1 I was born here and raised nearby and so I have memories
landscape painter. Also there were lots of paintings in the of New York City from my early childhood and to me it was
house where I grew up and my parents loved painting very always a magical place.
much and also my mother painted some, so I, especially 2 Things like that happen over the course of a painting and
after we all grew up, she painted, so, there were a lot of they can be just perfect.
influences on me. 3 …so if I started painting at one point, it’s hard to finish it
I What’s your favorite time of day for painting? later in a different season or later on in the same season.
P Actually my favorite time of day is sunrise, but I don’t 4 I’ve worked on some paintings for years and years and
always get up in time for that, so early morning and also sometimes I’ll come back to a painting the following year
late afternoon. when the season and the different light is right for that
I Do you have a favorite time of year or season? painting.
P Yes, I do actually. I love to paint just before the spring 5 I love painting portraits, but it’s very rare to find someone
when the air is so crisp and clear, and there aren’t who will sit for a few hours, for a couple of sessions, and I
yet any leaves on the trees, so that I can really see down don’t like to do portraits from photos.
the streets, so there’s something magical in New York 6 …and also my mother painted some, so I, especially
about that time of year, around March and then of after we all grew up, she painted, so, there were a lot of
course, when spring comes and the blossoms and the influences on me.
trees start to come out, it’s just magical, but it lasts a 7 It requires an enormous amount of time, it requires being
very short time. free to suddenly change your plans at a moment’s notice
I Are there any other cities that you’d like to go and
paint in? Extra support
P Oh, there are thousands of cities I’d love to go and paint
in, the ancient cities, the older cities, Paris, Amsterdam, • If there’s time, have SS listen again with the
Florence, Venice, many places in Sicily, in Greece, I’d love to audioscript on page 133, focusing on any new
go to Turkey and paint on the Mediterranean and any vocabulary, and getting feedback on phrases SS didn’t
understand, e.g., because the words were run together.
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CE 6&7
3 VIDEO
On the Street Amy
I Do you often go to art galleries?
a 4 17 Focus on the task and play the audio for SS Am I don’t go as often as I should actually. A lot of my
to answer the questions. Have them compare their friends go quite a bit and I never seem to find the time.
It might be because I’m outside London. I think if you live
answers with a partner and then write the answers on in London, you spend more time, or it’s more available to
the board. you to go to them. So I don’t go as much as I should.
I What kind of art do you like?
Questions Am I like art that feels very accessible, that you can
1 Do you often go to art galleries? understand. So portraiture and photography as well.
2 What kind of art do you like? Travel photography I find really interesting.
3 Do you have a favorite painting or poster in your house? I Do you have a favorite painting or poster in your house?
Jackie goes to art galleries most, and Ezra, Aurelia, and Am I do actually and it’s in my parents’ house. It’s a painting
that my best friend did for our family because she’s an
Amy go least.
artist by profession. And she painted a picture of my mum
and I, a photo that we took when I was very young and
painted it as if from the point of view of the person taking
4 17
the picture and it’s a really interesting picture and she set
I = interviewer, E = Ezra, J = Jackie, A = Aurelia, Am = Amy it on the cliffs in Cornwall, which is where our family used
Ezra to spend a lot of time. And it’s a really lovely picture that
I Do you often go to art galleries? she painted for us as a gift. So, yeah, that’s it.
E I don’t often go to art galleries. I’m more of a museum kind
of guy. So the Museum of Natural History, Museum of
Modern Art sometimes, but more of a museum guy.
b Focus on the task and give SS time to read questions 1–6.
I What kind of art do you like? Play the audio again all the way through and then give
E I just got back from a trip to Amsterdam, so I was able to SS time to answer the questions. Then play it again,
see a lot of different museums there including the Van pausing after each speaker this time for SS to check their
Gogh museum. So that was really cool; it actually takes
you through like a path of his life and all the paintings
answers. Play again as necessary and check answers.
that he painted throughout the different ages of his life.
So that was really neat to see – an entire artist’s work 1 Ezra (speaker 1)
throughout their entire lifetime period, so… 2 Jackie (speaker 2)
I Why do you like Van Gogh? 3 Ezra (speaker 1)
E I like Van Gogh because he has a pretty diverse painting 4 Aurelia (speaker 3)
background. You can definitely see the different styles of 5 Jackie (speaker 2)
painting throughout his entire lifetime from when he was a 6 Amy (speaker 4)
young kid to when he was a little bit more traumatized to
when he painted his famous self-portrait later in his life. c 4 18 Focus on the phrases and give SS time to read
I Do you have a favorite painting or poster in your house?
E Unfortunately, I don’t have any paintings in my house. I’m
them. Play the audio, pausing after the first phrase and
only 26, so I’m not that cultured yet. But I do have different replaying it as necessary. Elicit the missing words, and
types of antiques. I’m probably the youngest viewer in then the meaning of the whole phrase. Repeat for the
Antiques Roadshow, so I have a couple jade plates hanging other four phrases.
on my walls and a couple older antiques from back home so.
Jackie
1 path (= a plan of action or a way of achieving something)
J I do like going to art galleries. I majored in Fine Arts in 2 frequenting (= formal for visiting a particular place often)
college, so I did a lot of frequenting of the Chelsea galleries 3 medium of art (= the material or form that an artist, a
over there. writer, or a musician uses)
I What kind of art do you like? 4 light filtering (= how light comes into a place slowly or in
J I’d say in general, in regards to a medium of art, I really love small amounts)
photography and printmaking. I focused on printmaking 5 artist by profession (= someone who earns money
in college again, so lots of silk-screening, and etching and making art)
collage work.
I Do you have a favorite artist?
J Yeah, absolutely. I think my favorite artist right now that’s 4 18
currently working anyway, is a photographer and her
name is Cass Bird. She does a lot of fashion photography, 1 …it actually takes you through like a path of his life and all
but she’s also really fantastic at capturing very special the paintings…
moments of her children which are reminiscent of another 2 I majored in Fine Arts in college, so I did a lot of frequenting
artist I like called Sally Mann. of the Chelsea galleries.
I Do you have a favorite painting or poster in your house? 3 I’d say in general, in regards to a medium of art, I really love
J So my favorite piece of artwork that’s hanging in my house photography and printmaking.
right now is a photograph by Cass Bird. And it’s two young 4 You can see the light filtering through the triangle and it
ladies standing on a highway overpass waving to all the creates a beautiful setting…
cars that are going underneath them. 5 It’s a painting that my best friend did for our family
Aurelia because she’s an artist by profession.
A I don’t really go to art galleries that often. But I like to go to Extra support
the Metropolitan Museum of Art in New York City.
I What kind of art do you like? • If there’s time, provide SS with the audioscript
A I am a fan of impressionist paintings and also Greco-Roman and have SS listen again, focusing on any new
sculpture. vocabulary, and getting feedback on phrases SS didn’t
I Do you have a favorite painting or poster in your house?
A My favorite work of art in my house is a photograph
understand, e.g., because the words were run together.
my friend took while she was in Paris of the Lourve Art
Museum.
I Can you describe it? 4 Speaking
A It’s the sun setting over the museum. You can see the light
filtering through the triangle. And it creates a beautiful Have SS ask each other the five questions. Then get
setting and feeling. some feedback from the whole class.
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G gerunds and infinitives
V health and medicine; similes
P word stress
8A Trick or treatment?
Lesson plan d for a deep cut, or after an operation. It is a short piece
of thread used with a needle to sew up a wound.
In this lesson the topic is health and medicine. The first e to check if a bone is broken. It is a photograph that
part focuses on commonly held beliefs about health, and shows bones or organs in the body.
an expert talks about which are myths and which are true. f if you are pregnant to check the baby’s progress, or
SS review and expand their vocabulary in this area, and to check muscles or internal organs, e.g., for back or
joint problems. It is a medical test in which a machine
learn some common similes. The grammar focus is on
produces an image on a computer screen.
gerunds and infinitives, and SS look at perfect, continuous, 3 a for any small medical problem, e.g., one that doesn’t
and passive gerunds and infinitives, and some new uses. In require a specialist
the second part of the lesson the topic shifts to alternative b because you have a medical problem that requires
medicine. There is a vocabulary and pronunciation focus advice or treatment from a doctor who is an expert in
on words related to alternative medicine, and SS then listen that field
to some people’s experiences and talk about their own. c if you need to have an operation that involves cutting
the body and often removing or replacing body parts.
Finally, they read a review of a new book that questions the
A surgeon is a doctor who does this.
validity of alternative medicine. 4 a sneezing, coughing, a runny nose
b same as for a cold but also with a temperature, and
STUDY LINK general aches and pains
• Workbook 8A c vomiting / being sick and diarrhea
• Online Practice d chest pain, increased or irregular heart rate
• iChecker e coughing, especially at night, difficulty breathing
5 a you might faint
b you might have a fast or irregular heart rate,
trouble sleeping
• Grammar Gerunds and infinitives page 155 c you might have an allergic reaction, get a rash, your
• Communicative Medical vocabulary definitions game hand might swell
page 181 (instructions pages 164–165) d you might get an electric shock / get electrocuted
• Vocabulary Medical words and similes page 206 (instructions
pages 189–190) b Focus on the picture and statements 1–6. Tell SS that
the information comes from a book of the same name,
Never Shower in a Thunderstorm. Put SS into pairs or
Optional lead-in—the quote small groups and ask them to discuss each statement
• Write the quote at the top of page 74 on the board (books and say whether they think it is true or a myth, giving
closed) and the name of the author or have SS open their reasons and examples. Pre-teach the meaning of “old
books and read it. wives’ tale” (= an old idea or belief that has been proved
• Point out that Voltaire lived from 1694 to 1778 and that not to be scientific).
his best known work today is probably Candide. Get feedback to find out what SS think, but don’t tell
• Ask SS to what extent they think what Voltaire said was them if they are right or not.
true at the time in which he wrote it, and if it is still true c 4 19 Play the audio once for SS to see if they were
at all today. right. Check answers, just finding out at this stage
if the beliefs are true or myths, and how many SS
guessed correctly.
1 SPEAKING & LISTENING
a Focus on the quiz and set a time limit (e.g., five minutes) 1 myth 4 myth
2 truth 5 truth
for SS to take it with a partner, or in groups of three.
3 truth 6 myth
Check answers, eliciting the meaning of the words and
correcting pronunciation where necessary. 4 19
Suggested answers (audioscript in Student Book on page 133)
I = interviewer, Dr = Doctor
1 a from a fall, being hit by sb, or knocking against sth,
I We have in the studio Dr. Linda Blakey, who is helping us
leaving you with a blue, brown, or purple mark separate the medical facts from all the myths and old
b from walking a long way in uncomfortable shoes, or wives’ tales that are out there. So, my first question, Linda,
from wearing shoes that are too tight. It is a swelling is there any truth in the belief that if you eat a large meal
on the skin filled with liquid. in the evening, you’re more likely to gain weight than if you
c as an allergic reaction to sth, or with certain children’s eat the same amount of food earlier in the day?
illnesses like measles. It is an area of red spots on Dr Well, there’s a clear answer to that: if you’re watching
the skin. your weight, what matters is what you eat, not when you
2 a to protect a broken bone in an arm or a leg. It is a hard eat it. A calorie at midday is no different from a calorie at
midnight, and the idea that your metabolism slows down in
cover that is placed around the broken body part.
the evening is actually a myth. As a matter of fact, there is
b to cover a cut that is not serious. It is a small piece of a medical condition called “night-eating syndrome,” which
material that sticks to the skin. affects two percent of the population, and people who
c if you have a bacterial infection (but not for a virus). It suffer from it eat very little during the day, but often wake
is a kind of medicine, e.g., penicillin. up and eat during the night. These people on average are
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8A
no more overweight than people who do not suffer from 3 Metal pipes are excellent conductors of electricity, as is
this syndrome.
tap water.
I So I can go out for a big meal in the evening and not feel
guilty about it?
4 Reading in the dark or in bad light can cause a
Dr Absolutely – as long as you don’t have a big lunch, too. temporary strain on the eyes, but it rapidly goes away
I Well, that’s good. The next question I’d like to ask you once you return to bright light.
about is catching colds. It’s always seemed obvious to me 5 Some lucky people produce chemicals that either
that if you stay out in the cold and wind, you’re more likely prevent mosquitoes from detecting them or that
to catch a cold. But I also remember reading somewhere actually drive them away.
that this was a myth. What’s the truth about that one? 6 Bottled water isn’t subjected to the same regular
Dr Well, colds, we know, are caused by viruses, which you testing that tap water is, and in some tests that were
catch from an infected person, for example, when they
done in the United States, for example, a third of the
cough or sneeze. Now for many years doctors believed
that the only reason why it was more common to
samples analyzed were contaminated.
catch a cold in the winter was because people stayed
indoors more, and so they infected one another. But Extra support
recent research has found that being exposed to cold
temperatures does in fact lower our body’s defenses,
so that means that if you get cold, you’re more likely to audioscript on page 133, focusing on any new
become infected by a cold virus, or to develop a cold if vocabulary, and getting feedback on phrases SS didn’t
you’ve already been infected. It’s not a myth, it’s true. understand, e.g., because the words were run together.
I OK. That all makes sense to me. Now something my
parents used to tell me was that it’s dangerous to take a
bath or a shower during a thunderstorm, because I might
get electrocuted. I’ve always thought it was crazy. Is it an LEXIS IN CONTEXT
old wives’ tale?
Dr In fact, that’s actually true. Between ten and twenty
e 4 20 Focus on the sentences with blanks and give SS
people a year get an electric shock while taking a bath or time to read them and see if they remember any of the
shower during a thunderstorm, and some of them die as a missing words. Then play the audio, pausing after each
result. It’s due to the fact that metal pipes are excellent sentence for SS to write the word. Check answers and
conductors of electricity, as is tap water. So even though
statistically it’s not very likely to happen to you, especially elicit / explain exactly what the words or phrases mean.
if you live in a grounded building, you should probably avoid
showering during a storm. 1 watching your weight = trying not to gain weight
I OK, I’ll remember that! Now the next one is something I’m 2 viruses = a microscopic organism that causes infectious
always saying to my children: “Turn the light on. You can’t diseases in people
possibly read in that dim light!” And they always tell me 3 defenses = our body’s mechanism for protecting itself
they can read perfectly well. But reading in dim light must 4 syndrome = a set of physical conditions that show you
be bad for their eyes, right? have a particular disease or medical condition, e.g.,
Dr Well, that’s one that parents around the world have been Down syndrome
telling their children for generations, but it actually has no
5 strain = an injury to a part of your body caused by
real scientific basis. Reading in the dark or in dim light can
cause a temporary strain on the eyes, but it quickly goes working it too hard
away once you return to bright light. 6 sweat = drops of liquid that appear on the surface of
I Well, now I know. Now the next one affects me directly. your skin when you are hot or sick
Every summer in the mosquito season, I get really badly
bitten, even when I put insect repellent on, but my wife
never gets bitten at all. She says that mosquitoes don’t 4 20
like her. Is that possible? 1 If you’re watching your weight, what matters is what you
Dr It’s irritating, isn’t it? As a matter of fact, it seems to be eat, not when you eat it.
true. Female mosquitoes, which are the ones that bite, 2 Colds, we know, are caused by viruses, which you catch
are attracted to the carbon dioxide we exhale, our body from an infected person…
heat, and certain chemicals in our sweat. But some lucky 3 But recent research has found that being exposed to cold
people produce chemicals that either prevent mosquitoes temperatures does, in fact, lower our body’s defenses.
from detecting them or that actually drive them away. 4 As a matter of fact there is a medical condition called
Unfortunately, I’m not one of those lucky people either, but “night-eating syndrome,” which affects two percent of
your wife obviously is. the population.
I The last thing I would like you to clarify for us is the idea 5 Reading in the dark or in dim light can cause a temporary
that bottled water is purer than tap water. Now I know strain on the eyes, but it quickly goes away once you
it’s one thing to drink bottled water if you’re traveling in a return to bright light.
country where the water hasn’t been treated or isn’t safe 6 …our body heat, and certain chemicals in our sweat.
to drink. But what about here in the United States?
Dr We’re all a bit suspicious of what comes out of our taps,
and that’s why sales of bottled water have risen so much
f Do this as an open-class question, and tell SS what
over the last decade. But what many people don’t realize you think.
is that bottled water isn’t subjected to the same regular
testing that tap water is, and in some tests a third of the
samples of bottled water analyzed were contaminated. In 2 VOCABULARY similes
any case a quarter of all bottled water sold is just filtered
tap water. a Focus on the information box and go through it with
SS. Elicit the pronunciation of simile /ˈsɪməli/ and then
d Now play the audio again, pausing after each belief give SS time to complete the similes individually or
to give SS time to make notes (see spaces in the with a partner.
audioscript). Have SS compare with a partner, and play
the audio again as necessary. Check answers. Extra support
• Go through the words in the list first to make sure
1 If you are watching your weight, what matters is what
you eat, not when you eat it. A calorie at midday is no
SS know what they all mean. A log is a thick piece
different from a calorie at midnight. of wood. A mule is an animal that has a horse and a
2 Being exposed to cold temperatures lowers our body’s donkey as parents. A post is a piece of wood set in the
defenses, so that means that if you get cold, you’re ground vertically, e.g., a lamp post or sth to support
more likely to become infected by a cold virus, or to a fence.
develop a cold if you’ve already been infected.
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8A
Check answers, eliciting what each simile means.
Grammar notes
1 mule (= very stubborn) • At this level SS should be very confident about
2 sheet (= very pale) whether they need to use a gerund or infinitive
3 dog (= feeling very sick)
after many common verbs. Here SS look at some
4 post (= can’t hear at all)
5 log (= sleeps very well) (You may want to teach the more complex gerund and infinitive constructions
alternative simile sleep like a baby.) (e.g., passive gerunds and infinitives) and also
6 bat (= can’t see at all) some other uses of gerunds and infinitives not
7 gold (= very well-behaved) previously covered.
8 dream (= works very well)
9 flash (= very quickly) Focus on the exercises for 8A. SS do the exercises
10 horse (= eats a lot) individually or in pairs. If SS do them individually, have
b Give SS time to discuss the task with a partner and them compare with a partner. Check answers after
then get feedback. Try to elicit sb / sth for each simile. each exercise.
a 1 to have followed
2 to have been
3 GRAMMAR gerunds and infinitives 3 to be told
a 4 21 Focus on the task. Then play the audio, pausing 4 running
5 to be working
after each verb to give SS time to write it in the right 6 to have saved
column. Have SS compare with a partner. Tell them 7 committing / having committed
they should have 24 verbs or expressions altogether. 8 to eat
Play the audio again as necessary. 9 calling
10 to walk
4 21 11 to sit down
agree look forward to b 1 don’t have enough eggs to
avoid manage 2 hate being woken up
can’t afford miss 3 Do you regret not having / not having had
can’t help practice 4 without having finished school
can’t stand pretend 5 ’d love to have gone / would have loved to have
deny refuse
gone / ’d have loved to have been able to go
had better regret
happen risk 6 The children seem to be having a good time
imagine suggest 7 plan is not to redecorate the kitchen
involve tend
it’s not worth threaten Tell SS to go back to the main lesson on page 75.
let would rather
d Sit SS in pairs, A and B, preferably face to face. Tell
Check answers. them to go to Communication Guess the sentence. A
on page 120, B on page 122.
+ to + infinitive + gerund
agree avoid Go through the instructions with SS. As SS did a
can’t afford can’t help similar activity in lesson 3B, the activity should not
happen can’t stand need as much demonstration, although you could have
manage deny a pair of SS do the first two sentences for the whole
pretend imagine class as a reminder.
refuse involve
tend it’s not worth If you did not do the activity in 3B, see page 50 for how
threaten look forward to to demonstrate the activity yourself. Write on the piece
miss of paper:
+ base form practice
had better regret I would love to have gone to the concert last night, but I
let risk couldn’t get a ticket.
would rather suggest
Then write on the board:
Extra support I would love the concert last night, but I
couldn’t get a ticket. (+)
• To help SS after they have listened to the recording
once, you could tell them how many verbs are in each
column: column 1 has eight verbs, column 2 has 13, 4 VOCABULARY & PRONUNCIATION health
and column 3 has three.
and medicine; word stress
b Now focus on the task and sentences. Have SS do the
exercise individually and then compare with a partner. Pronunciation notes
Check answers. • Although they may have similar looking words
in their own language, SS will often find the
1 ✓ 5 to park
2 being told 6 to last
terms used in English to refer to certain kinds of
3 to have brought 7 worrying alternative medicine tricky to pronounce. There
4 ✓ 8 to become is also sometimes a stress change within a word
family, e.g., homeopath, homeopathy, homeopathic.
c Tell SS to go to Grammar Bank 8A on page 152. Go
through each example and its corresponding rule with a Focus on the words for alternative medicine and give
the class, or give SS time to read the examples and rules SS, in pairs, a few minutes to say what they think they
on their own, and answer any questions. all are.
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8A
person for SS to complete the chart. Play the audio
b 4 22 Play the audio once, pausing after each
again as necessary and have SS compare their answers
definition for SS to match it to the correct word. Have
with a partner. Check answers.
SS compare with a partner, and then play the audio
again if necessary. Don’t check answers yet. Speaker A acupuncture; he had lost his sense of taste and
smell; yes
Extra support Speaker B homeopathy; instead of using antibiotics; yes
• You may want to pre-teach some of the vocabulary in Speaker C homeopathy / homeopathic medicine;
the definitions if you think your SS won’t know the childbirth; no
words, e.g., herbs, oils, rubbing, spine, joints, needles. Speaker D herbal medicine; to help him sleep; no
4 22 4 25
1 It’s a kind of treatment that uses hypnosis: that is, putting (audioscript in Student Book on pages 133–134)
people into an unconscious state to help with physical or I = interviewer, Sp = speaker
emotional problems. Speaker A
2 It’s medicine or remedies made from herbs and plants. I Have you ever used alternative medicine?
3 It’s a system of treating diseases or conditions using very SpA Yes.
small amounts of the substance that causes the disease I What did you use?
or condition. SpA Acupuncture.
4 It’s a technique that uses natural sweet-smelling oils for I And did it work?
controlling pain or for rubbing into the body during massage. SpA Well, it actually did. I had a terrible time of, I lost my
5 It’s a type of alternative treatment in which somebody’s sense of taste and smell…
feet are massaged in a particular way in order to heal other I Wow!
parts of the body or to make them feel mentally relaxed. SpA …which started off with a cold and then I completely
6 It involves treating some diseases and physical problems by lost my sense of taste and smell for about three or four
pressing and moving the bones in a person’s spine or joints. months, and it was very debilitating, and it was really
7 It’s the treatment of some diseases and physical problems pretty frightening.
by pressing and moving the bones and muscles. I I can imagine.
8 It’s a Chinese method of treating pain and disease which SpA You suddenly realize that there is no point in eating at all
uses special thin needles that are pushed into the skin in because you can’t enjoy any of it, and all the beauty of life
particular parts of the body. kind of goes, it’s an incredible thing of not having one of
your senses. And somebody recommended acupuncture
c 4 23 Play the audio for SS to check their answers, and to me, and I went along and I said, “Do you think you can
underline the syllable with the main stress in the words in do anything about it?” and she said, “Yes, I think I can.” She
said, “So, here’s a rose.” which was in her room.
a. Play the recording again as necessary. Check answers. I Right…
SpA …and she said, “Put your nose into it and tell me what
4 23 you can smell.” I put my nose into it and I couldn’t smell
1 hypnotherapy anything at all, absolutely nothing at all. And she laid me
2 herbal medicine down and half an hour of needles later, I got up and she
3 homeopathy said, “Try smelling that rose again,” and I put my nose
4 aromatherapy into it and there was this faint, faint smell of rose, which
5 reflexology was the most beautiful thing I’ve ever smelled in my
6 chiropractic entire life.
7 osteopathy I So that was it? You were cured?
8 acupuncture SpA No, well, over the course of the next two weeks, very,
very slowly it came back. I was walking down Cambria
Avenue and a woman walked past and I went “Ooh
Have SS practice saying the words in a. perfume,” and I literally turned and followed her, if she’d
seen me she would have thought I was really weird
d 4 24 Focus on the words in the list and have SS use because I practically had my nose in her hair, but anyway,
their instinct to underline the stressed syllables. Play it all came back.
the CD for SS to check. I Wow!
Speaker B
SpB Ever since my children were born, well, even before
4 24
my children were born, which is a really long time ago
an acupuncturist now, we’ve used alternative medicine, or as I like to
a chiropractor call it, complementary medicine. We use homeopathy.
a homeopath And none of my children ever had an antibiotic while
homeopathic medicine they were growing up, and I think that’s something to
hypnosis be proud of. They have used them since they’ve been
a hypnotherapist adults, for various reasons, often because they have to
an osteopath work, but apart from that no antibiotics, and I don’t think
a reflexologist I’ve had any in the last thirty years or so.
Speaker C
Have SS tell you in which word families the stress I Kate, have you ever used alternative medicine?
has shifted. SpC Well, the time I remember was during the birth of my
second child. My first was a pretty dramatic experience,
so I thought I’d go and find out if I could make it easier. I
hypnotherapy – hypnosis
went to a homeopath who gave me a lot of pills, and said
homeopathy – a homeopath – homeopathic medicine
that when contractions started I should take one and
osteopathy – an osteopath then, you know, an hour later take another one, and an
hour later take two, but within half an hour, I’d taken all
three bottles and was still in agony.
5 LISTENING & SPEAKING I No.
SpC Yeah.
a Do this as an open-class question, and elicit opinions. I They had no effect at all?
SpC No.
b 4 25 Focus on the task. You could tell SS to copy the I So did you call the person? “These aren’t working!”
chart into their notebooks in order to have more room
to complete it. Play the audio once, pausing after each
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8A
SpC No, I never did, but I wouldn’t recommend homeopathy
b Focus on the task. Tell SS to read the article again, and
for childbirth. then go through the questions one by one, choosing
I I can understand why not. the right answer. Have them compare with a partner,
Speaker D justifying their choices to each other, and then
I So Adam, what’s your take on alternative medicine, do
you have any experience? check answers.
SpD One, just one, and I was taking a very long flight from
Miami to Vancouver and I don’t like flying, though I don’t 1 a 3 b 5 c
take anything for it, but when I got there I was only there 2 b 4 a 6 a
for just a few days and I wanted to enjoy my waking
hours, and the jet lag was crazy so I bought some herbal
sleeping pills.
I Oh, I see.
LEXIS IN CONTEXT
SpD So I didn’t want to use really heavy, real sleeping pills, c Focus on the task. Tell SS that the words they are
I’ve never used those, so I went to buy some herbal
sleeping pills and put them in my bag and then I got
looking for (the opposites) occur in the same order
there and I looked at the package and it said, “Take (1–6) in the text. Check answers, and have SS
eight half an hour before bedtime,” so I thought that underline the stressed syllable.
was a lot, but that’s what it said, so I took eight, but it
was kind of like having a lot of grass in my mouth, it was 1 mainstream 4 useless
like swallowing a lot of grass before bed and it didn’t 2 unproven 5 sham
agree with me, so I was like burping up, like a lot of grass 3 ineffective 6 rip-off
and I was burping so I wasn’t sleeping, so I wasn’t really
convinced about them.
I So a great night’s sleep.
You might want to highlight that:
SpD It was wonderful. A lot of grass. – conventional (adj) = following what is traditional or
the way sth has been done for a long time
c Focus on the sentences and go through them with SS. – mainstream (adj) = the ideas and opinions that are
Then play the audio once or twice for SS to match the thought to be normal because they are shared by most
speakers and statements. people
– sham (noun and adj) = refers to sth that is not as good
1 C 3 A 5 B 7 C
or true as it appears, e.g., Their supposed happy marriage
2 D 4 A 6 D 8 B
was a sham.
Extra support – a bargain = sth bought for less than the usual price
– a rip-off (informal) = sth that is not worth what you
pay for it
vocabulary, and getting feedback on phrases SS didn’t Deal with any other questions SS may have with the
understand, e.g., because the words were run together. vocabulary in the text.
d You might first like to tell SS about any experiences you Extra support
have had with alternative medicine and whether they • Ask SS to choose five other words or phrases they
were successful or not. Then put SS in pairs or small would like to learn from the article and have them
groups to answer the questions. compare their choices. Get some feedback from the
Get feedback about any good / bad experiences. class about the words or phrases they have chosen
6 READING & SPEAKING Extra challenge

a Focus on the title of the article, which is the title of a • Have SS try to do the exercise first and then check
new book about alternative medicine being reviewed with the text.
here. Elicit / explain that it is a play on words. On d Finally, focus on the discussion points. With a small
Halloween, celebrated on October 31st, especially class you may want to have an open-class discussion.
in the United States, children dress up and go from With large classes, divide SS into pairs or groups of
house to house knocking on the doors saying “Trick or three and give them time to discuss the points.
treat?” to whoever opens the door, meaning give us a
treat (usually candy), or else we’ll play a trick on you, Get feedback from different groups.
e.g., throw flour or eggs at your door. Here instead of
Trick or treat? the authors have called their book Trick
or treatment? meaning, Is alternative medicine a trick or
does it really work?
Now focus on the task. Set a time limit for SS to read
the review once. Then give them time to answer the gist
questions with a partner. Check answers.
1 In general, the authors believe alternative medicine is
a trick.
2 They think there are some exceptions, e.g., fish oil for
preventing heart disease and osteopathy.
3 The reviewer does not entirely agree as he / she thinks
that alternative medicine can be useful to prevent
illnesses, rather than curing them.
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G expressing future plans and arrangements
V travel and tourism
P homophones
8B A moving experience
Lesson plan b Focus on the article and the photo, and elicit / explain
that the mountain in the photo is called Uluru, or Ayers
The topic of this lesson is travel and tourism. SS begin by Rock, and is one of the most famous sights in Australia.
reading a newspaper article, which questions the value of Set a time limit for SS to read the article once for gist,
visiting famous tourist sights. This leads to vocabulary, and then give them time to discuss the question with
where SS learn new travel-related words and phrases, and a partner.
then to speaking, where they take a questionnaire to find
out what kind of traveler they are. The pronunciation focus Because the author thinks that the Wonders of the World,
is on homophones (words pronounced the same but spelled or what makes a place special, are the small details of life,
not the main sights, and that there are probably thousands
differently, e.g., site and sight). In the second half of the
of them.
lesson, the topic shifts to extreme commuting (people who
travel long distances to work every day) and the grammar, c Focus on the task. Set a time limit and tell SS to read
language for expressing future plans and arrangements, the article again and then go through the questions and
is presented through an article and a listening about an answer them with a partner.
extreme commuter. SS listen to a radio program where a
well-known orchestral conductor describes a memorable Check answers.
journey. Finally, SS listen to the song Over the Rainbow. 1 In the way tourists to Uluru are supposed to behave.
It is clear from the ironic tone (“glass full of Château
STUDY LINK Somewhere”) that the writer does not approve.
• Workbook 8B 2 Exhaustion, emptiness, boredom
• Online Practice 3 Because she has realized that she doesn’t really enjoy
• iChecker these experiences, partly because she gets angry with
other tourists who are recording everything.
4 Tourists who photograph or record beautiful buildings
Extra photocopiable activities and views instead of looking at them with their own
• Grammar Expressing future plans and arrangements page 156 eyes and enjoying them.
• Communicative Travel role plays page 182 (instructions 5 Copies of guide books such as 1,000 Places to See
page 165) Before You Die. So that they can visit the places and
• Vocabulary Travel and tourism page 207 (instructions then check them to show that they’ve been there.
page 190) 6 “A duty visit to a dull relative,” e.g., going to see a rather
• Song Over the Rainbow page 223 (instructions pages 214–215) dull relative because you feel you have to, not because
you really want to. She makes this comparison because
she thinks that most tourists don’t really enjoy these
Optional lead-in—the quote sights, but just go there because they feel it’s expected
• Write the quote at the top of page 78 on the board (books of them.
7 It blamed or criticized us for not wanting to visit it.
closed) and the name of the author or have SS open their 8 The waterproof banknotes, the surfers who refused to
books and read it. leave the sea after a tsunami warning, and the warning
• Point out that Mark Twain (1835–1910) is best known at the carry-on luggage X-ray machine at Alice Springs
airport. They all told her a lot about the Australian
as the author of The Adventures of Huckleberry Finn and people, their personality, and the way they live.
The Adventures of Tom Sawyer, but in his time was also
known as a great humorist and was a popular public figure. Extra support
• Tell SS that this quote comes from the novel Tom • Ask SS to choose five other words or phrases they
Sawyer Abroad. Ask them in what way the sentence is would like to learn from the article and have them
ungrammatical (ain’t = nonstandard English for isn’t / compare their choices. Get some feedback from the
aren’t / am not and no surer way = a double negative). class about the words or phrases they have chosen and
deal with any vocabulary problems that arise. SS may
• Then ask SS if they agree and elicit reasons why (not) not be familiar with the use of folks here (a friendly,
and any relevant experiences SS might have had. informal way of addressing a group of people).
d Focus on the task and go through it with SS. Put SS in
1 READING & SPEAKING pairs, and give them time to discuss the questions. Get
a Think of five places, sights, or monuments that you feedback and tell SS what you think.
would consider “Wonders of the World” and write Digital extra idea
them on the board. Tell SS that they are your personal
“Wonders of the World” and find out if SS have seen • Type Wonders of the World into Wikipedia. This site
them (either on TV, in books, etc., or have actually been shows the Seven Wonders of the Ancient World,
there) and if they were impressed or not. Wonders of the Medieval World, and Wonders of the
Modern World.
Now have SS make their own list, and then, with a
partner, compare their list with other SS. Get feedback.
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8B
2 VOCABULARY & SPEAKING travel and Highlight that:
– breathtaking = so beautiful or spectacular it takes
tourism your breath away, e.g., it leaves you unable to breathe
a Focus on the task, and give SS a few minutes to find – touristy is usually used in a negative sense. Compare:
the words. Check answers. Elicit the meaning of the This is a tourist town (factual statement) and This town is
phrases from the class. very touristy (implied criticism).
– off the beaten track comes from the idea that the
Extra support beaten (e.g., flattened by thousands of footsteps) track
• You could tell SS, to save time, that 1 is in the second is the road where many people walk. A place that is off
paragraph; 2, 3, and 4, are in the fifth paragraph, and the beaten track is away from where most people go
5 is in the last paragraph. and is therefore more remote, unspoiled, etc.
1 backpacker 1 overrated 6 off the beaten track
2 sight 2 dull 7 overcrowded
3 destination 3 touristy 8 breathtaking
4 itinerary 4 spoiled 9 picturesque
5 scenery 5 lively
b Tell SS to go to Vocabulary Bank Travel and tourism Finally, focus on the instruction “Can you remember
on page 165. Focus on section 1 Nouns and noun the words on this page? Test yourself or a partner.”
phrases and have SS do the exercises individually or
with a partner. If they do them individually, have them Testing yourself
compare with a partner. Check answers and elicit / • For 1 Nouns and noun phrases SS can cover
model the pronunciation of tricky words as necessary. the blanks and try to remember the words. For 2
Verb phrases and 3 Adjectives and phrases to
a 1 weekend getaway (= a short vacation over a
describe places, they can cover the columns while
weekend in a destination not too far away)
2 package tour (= a vacation that is organized by a
looking at the collocates and definitions, and try to
company at a fixed price that includes the cost of remember the missing words.
travel, hotel, etc.)
3 layover (= short stay between two parts of a long Testing a partner
trip, normally used when you break up a long flight, • See Testing a partner page 18.
e.g., We had a 24-hour layover in Hong Kong on the
way to Australia.) SS can find more practice of these words and phrases
4 day trip (= a trip or visit completed in one day) on the iChecker.
5 guided tour (= a tour that is led by sb who works as
a guide) Tell SS to go back to the main lesson on page 79.
6 site (= place where a building is or was located, or where c Focus on the questionnaire and the Expressing
sth happened, e.g., the site of the battle of Gettysburg.
preferences box. Elicit what ’d stands for (would)
Also a campsite = a place where you can camp.)
7 budget (= an airline offering cheap fares, usually and remind SS that would prefer is followed by to +
by not offering traditional passenger services, e.g. base form (as opposed to prefer + gerund for general
numbered seats, free meal, newspapers, etc.) preferences), but would rather is followed by base
8 round-trip (= a trip to a destination and then back to form. Highlight also that as they will be discussing
your point of departure) hypothetical situations, they will mainly be using the
b 1 trip conditional tense (I’d go / spend / stay, I wouldn’t rent / go
2 journey on, etc.).
3 travel
Now focus on the questionnaire and put SS in pairs.
Remind SS that travel is an uncountable abstract noun Encourage them to discuss each option, saying why
and cannot be used instead of trip or journey, e.g., It was they would / wouldn’t want to do it, and making one
a difficult travel. Travel, of course, can also be a verb. final choice for each section. Monitor and help.
Now focus on section 2 Verb phrases and have d Elicit some adjectives to describe different types of
SS do it individually or with a partner. If they do it travelers and write them on the board, e.g., adventurous,
individually, have them compare with a partner. Check conservative, well-organized, active, etc.
answers and elicit / model the pronunciation of tricky
words as necessary. You might want to highlight that Then have SS swap books. They look at each other’s
the t in postpone /poʊˈspoʊn/ is silent. answers and then decide what sort of traveler they
think their partner is.
1 take out 5 go on
2 start off / start out 6 postpone / put off Get feedback from different pairs.
3 extend 7 cancel
4 go
Now focus on section 3 Adjectives and phrases

to describe places and have SS do it individually or
with a partner. If they do it individually, have them
compare with a partner. Check answers and elicit /
model the pronunciation of tricky words as necessary.
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8B
3 PRONUNCIATION homophones Ten minutes later, I’ve taken a shower and I’m trying to eat
a cup of yogurt with granola – I’m not that hungry, but I
Pronunciation notes have to eat something. I feed my dog and I’ll be leaving for
work in twenty minutes. I ride a bicycle to the commuter
• Homophones are words with different meanings bus station and it takes around fifteen minutes.
but the same pronunciation (e.g., wait and weight). It’s now 6:30 and I’m about to get on the commuter bus
Even at this level SS often doubt whether two to the train station. I just caught it, which was a relief
because I need to be on time today – I’m meeting a client at
words are pronounced exactly the same when 8:45. It’s due to arrive at Westport train station in about 30
their spelling is different. Homophones may also minutes, depending on the traffic.
occasionally cause confusion for SS when they I get to the Westport train station in time, thank goodness.
hear one word, but imagine that they have heard My train leaves at 7:15.
It’s now 7:15 and I just caught the train, which takes me to
the other. Grand Central station. It’s an hour ride, the longest leg of
my commute.
a Focus on the information box and go through it with SS, The train arrived at Grand Central Station in time today.
stressing that the pronunciation of the words is identical. So now I just take a 15-minute walk and then I’ll be there. I
desperately need some coffee.
Then focus on the exercise. Do number 1 with the whole
class, having them spell the word to you (weight). Then d 5 3 Focus on the sentences and give SS time to read
have SS continue in pairs. Check answers, having SS them. Then play the audio, pausing after each sentence
spell the words. Make sure SS know the meaning of all to give SS time to complete them. Check answers (see
the bold words. bold words in audioscript 5.3) and elicit that all the
phrases are forms or structures that are used here for
2 board 7 aloud future plans or arrangements.
3 brake 8 waste
4 fare 9 sweet
5 3
5 peace 10 peer
6 caught 11 cereal 1 I’ll be leaving for work in twenty minutes.
2 I’m about to get on the commuter bus to the train station.
3 My train leaves at 7:15.
b Focus on the task. Demonstrate by asking a student
4 It’s due to arrive at Westport train station in about
for two meanings and spellings of /weɪt/. Then have SS 30 minutes, depending on the traffic.
continue in pairs. 5 I need to be on time today – I’m meeting a client at 8:45.
Extra challenge e Tell SS to go to Grammar Bank 8B on page 153. Go

• You could ask SS if they know any more through each example and its corresponding rule with
homophones, e.g., sent / cent / scent; flower / flour; the class, or give SS time to read the examples and rules
whether / weather; through / threw; new / knew, etc. on their own, and answer any questions.
Grammar notes
4 GRAMMAR expressing future plans and • SS should be very familiar with the different
arrangements verb forms used to express future plans and
a Focus on the questions. You could answer them arrangements. Here they are pulled together and
yourself first, and then have SS answer them with contrasted. Other ways of expressing this aspect of
a partner. the future such as be due to and be about to may be
new for SS.
b Focus on the title of the article and ask SS what
“extreme commuting” means (traveling a very long Focus on the exercises for 8B. SS do the exercises
way each day to work and back, e.g., more than individually or in pairs. If SS do them individually, have
90 minutes each way). Then set a time limit for SS to them compare with a partner. Check answers after
read the article and answer the question with a partner. each exercise.
Check answers.
a 1 ✓ 6 ✓
Pros: Living in Connecticut allows her to escape the city. 2 I’ll be getting 7 I’ll be wearing
It’s a great place to raise a family. She has “me time,” when 3 going to watch 8 ✓
she can read. 4 going to pay me 9 ✓
Cons: She has to get up very early every day (at “the crack 5 ✓
of dawn”). She has to travel for four hours every day, and b 1 no difference
put up with rush-hour traffic in the afternoon. She has very 5 no difference
little time to relax when she gets home. 6 is due to arrive is more formal
8 is to open is more formal
c 5 2 Focus on the task. Play the audio once or twice 9 I’m going to see John implies you have planned it. I’ll
and elicit answers to the questions. be seeing implies it’s sth you know will happen, but
that you have probably not planned yourself.
1 At 6:00 a.m. c 1 We’re about to go out
2 She cycles, takes the commuter bus and train, and walks. 2 Our manager is due to be promoted
3 8:30 (she takes the train at 7:15 and it arrives at Grand 3 Will you be going to the cafeteria at lunchtime
Central an hour later. It’s a fifteen-minute walk.) 4 The Board of Directors are at the point of signing
5 I’ll be seeing James
5 2
It’s 5:30. I’m in bed in my house in Westport, Connecticut
and the alarm just went off.
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8B
5 LISTENING & SPEAKING noise was very loud and it got very, very cold, and then to
my horror I realized that the co-pilot’s door wasn’t shut
a 5 4 Focus on the instructions and on the ad for properly! By this point the co-pilot himself had realized
the radio program. You could ask SS if they know of that the door wasn’t shut, so he turned to me and said,
anyone who has used an air taxi and why. “Problema!” and then he started gesticulating to the pilot,
who was already having difficulties because the weather
Focus on the first part of the listening task and have SS was very bad and it was raining very hard and there was a
look at the questions. bit of a storm. I was feeling extremely uncomfortable by
now, wishing that I was on the ground, but then came the
Play the audio once (Part 1) and have SS answer the real drama because the pilot was trying to indicate to the
co-pilot how to shut the door properly. Now what do you
questions and compare them with a partner. Then
do if you’re driving a car and you realize that you haven’t
play the audio again for SS to complete their answers. shut the door properly? You usually stop, open the door
Check answers 1–4 and elicit responses to question 5. again and then shut it with a bang or sometimes you don’t
even stop, you just while you’re driving slowly, you do that.
Extra support Anyway, this idiotic co-pilot, he proceeded to do precisely
that. He then opened the door completely, in order to shut
• You may want to pre-teach rehearsal and to make it it properly, and I was just behind them, as this is a small
(= to arrive somewhere in time) if you think SS won’t plane, so right in front of me was just open air, this open
know them. door – I was absolutely terrified, cold air rushing in, and
then he tried to shut it properly, but presumably because
1 From Warsaw to Berlin and back, for rehearsals. of the pressure or the cold I don’t know what he couldn’t
2 Because it was the only way to get there and back in time. do so, and had he not had his seat belt on he would have
fallen out of the plane, so he was holding on, partly for
3 The weather was too bad for them to leave.
dear life, partly to try and shut it, unsuccessfully. The pilot
4 The plane was old and there was a hole by the door was shouting at him but he couldn’t correct the situation
where air was coming through. because, you know, he had to keep the plane in the air
which was now extremely precarious and the plane was
going up and down.
5 4
(audioscript in Student Book on page 134) c 5 6 Focus on the questions for Part 3. Play the audio
I was in Warsaw in Poland for a week because I had
rehearsals and a concert there, but on the Wednesday,
once. Have SS discuss the questions. Then play the audio
Thursday, and Friday of that week I also had to do again. Check answers to 1 and 3, and elicit opinions for 2.
rehearsals in Berlin. I needed to be able to have the
rehearsal in Warsaw in the morning, then fly to Berlin 1 The plane landed but they were not in Berlin, they were
for the rehearsal there in the late afternoon, and then in another town. He eventually arrived late for the
straight back to Warsaw late at night in time for the next rehearsal (but luckily it wasn’t a real problem).
morning rehearsal. The only way to get to Berlin and back 3 He used the same company on the way back; this time,
in time was to fly. So I hired an air taxi. As soon as I left the despite their promises to go quickly, they had to go very
rehearsal, there was a car waiting to take me to the airport, slowly because the aircraft was running out of fuel.
and when I arrived at the airport my heart sank because
the weather was not so good, and the operations manager
said, “Look, I’m terribly sorry. We can’t fly at the moment 5 6
because of the weather.” Finally, the weather cleared and
they said we could fly, so I was still hoping to make it in (audioscript in Student Book on page 134)
time for my rehearsal. However, we got into the plane and Then suddenly I felt that we were going right down and I
I didn’t have a very good impression of it: it looked a bit prayed that we were going to land. To my relief we landed
old, and there was a little hole where the air was coming in one piece, so at least my life was no longer in danger,
through where the door had been shut on my side. but as far as the rehearsal was concerned, I realized with
horror that because of this emergency in the air the pilot
had had to land at the nearest town, which was still quite
b 5 5 Focus on the task. Play the audio once (Part 2) a long way from Berlin. I had to phone the rehearsal people
and give SS time to take notes and compare with to say I was going to be late and I was feeling thoroughly
a partner. Then play the audio again for them to miserable. However, we eventually took off and arrived in
complete their notes. Check answers. Berlin and I did my rehearsal, and fortunately it had been
the type of rehearsal where my lateness had not caused
a real problem. Then on the way back, the pilots were
The weather was very bad (a storm, rain).
waiting for me at the airport – this was now about ten
It was very cold and noisy (there were no headphones). o’clock at night or 9:30. So this time we took off, and I said,
The co-pilot’s door wasn’t shut properly. He tried to shut it “Are you quite sure the door is properly shut? Quite sure?”
properly by opening it and closing it (as you would with a and they said, “Yes, yes,” and I said, “We’re very late now. I
car door), but because of the air pressure, he couldn’t shut want you to get back to Warsaw as fast as possible,” and
it and so the plane door stayed open. The co-pilot would they said, “Yes, the wind is in our favor, this aircraft can go
have fallen out if he hadn’t had his seat belt on. very fast. We should be back soon in Warsaw, don’t worry,
The plane started going up and down (presumably because everything will go fine,” so we took off, and things were,
of the bad weather or perhaps because the door was open well, nothing was going particularly wrong, but I noticed
that they were going rather slowly, but it was still so noisy
and air was coming in).
that I couldn’t communicate with them and ask, “Why are
you going so slowly?” Eventually when we landed I said,
“Why were you going so slowly? I told you to go as fast as
5 5
possible,” and the pilot said, “I’m terribly sorry, I didn’t know
(audioscript in Student Book on page 134) this plane very well and we were having a fuel problem, so
I thought, “Well, never mind,” and I put on my seat belt and we were running out of fuel.” So on the way there I’d nearly
finally we took off. fallen to the ground through an open door and now we’d
The weather was not good, and after about five or ten been in danger of falling to the ground because of lack
minutes I was terribly cold and I thought, well, I know it can of fuel.
be cold – and it was also very noisy – normally they give
you headphones but for some reason they didn’t, so the
You may want to tell SS that the next day, when the
conductor had to make the same trip again, he used a
different company – which was much more efficient!
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8B
Extra support b Focus on the task. Go through the Topic sentences
• If there’s time, have SS listen again with the box with SS. Then give SS time to read A–F and, in
audioscripts on page 134, focusing on any new pairs, discuss how the paragraphs are likely to continue.
vocabulary, and getting feedback on phrases SS didn’t A We expect the rest of the paragraph to give examples
understand, e.g., because the words were run together. of this, e.g., better public transportation, better water
systems, etc.
B We expect the paragraph to develop this argument and
LEXIS IN CONTEXT give more examples, e.g., overcrowding, excess traffic, etc.
C We expect some information about tourism in general.
d Focus on the task and the expressions. Have SS discuss
D We expect specific examples of this such as vandalism,
what they mean with a partner, and to try to remember rude behavior, etc.
roughly how the sentences continue. Check answers E We expect specific examples of what governments
(sentence continuations in parentheses). are doing and the results of this, e.g., creating
conservation areas.
1 my heart sank = I immediately felt sad / depressed (the F We expect the paragraph to elaborate on this statement,
weather was not so good) e.g., hundreds of jobs are created in hotels and restaurants.
2 to make it in time = to get there in time (my rehearsal)
3 to my horror = feeling horror, e.g., great shock / fear (the c Now focus on the essay. Tell SS to read it through once,
door wasn’t shut properly) and then to read it again, completing each paragraph
4 by this point = now (the door wasn’t shut)
with the appropriate topic sentence. Have SS compare
5 presumably = used to say that you think that sth is
probably true (he couldn’t do so)
with a partner and then check answers.
6 to my relief = feeling pleased that sth bad hadn’t
1 C 2 F 3 A 4 E 5 B
happened (in one piece)
7 on the way back = on the return trip (waiting for me at d Focus on the task and the information box. Give SS
the airport)
time to discuss the questions. Check answers.
8 nothing was going particularly wrong = everything was
happening as it should (they were going rather slowly) 1 In the introduction and the conclusion
2 Three
e Focus on the task and give SS time to try to think of a 3 To give an opposing opinion, and then refute it
trip and make a few notes.
e Focus on the Using synonyms and richer vocabulary
If you have a good story, tell the SS. Then put them
box (this was also focused on in Writing 2) and the task.
in groups and have them tell each other their stories.
Tell SS to look for the synonyms in the topic sentences as
Encourage SS to listen “actively” and interact with
well as the paragraphs. Check answers.
the person telling the story with exclamations and
further questions. 1 vacationers, visitors
2 influences
3 for instance
6 Writing 4 to gain from
Tell SS to go to Writing Discursive essay (2): taking Point out that the verb benefit could also be used as a
sides on page 114. In this lesson the focus is on the synonym in 4. It can be used in an active way, as it is in
second type of discursive essay, where SS decide the essay, (A benefits B) or in a passive way (B benefits
to either argue in favor or against a statement (the from A), and the passive way is a synonym for profit from.
balanced approach was covered in Writing 6). The
writing skills focus is on topic sentences and using f Finally, focus on the expressions. Have SS complete
synonyms, and the Useful Language section covers them individually and then compare with a partner.
common expressions for giving personal opinions, and Check answers.
for expressing opposite arguments and refuting them. 1 feel 5 Personally 9 may have
2 believe 6 argue 10 flaws
3 view 7 claimed 11 case
ANALYZING A MODEL TEXT 4 opinion 8 those
a Focus on the text type (a discursive essay where you
take one side). Remind SS of the balanced approach,
which they covered in Writing 6. Point out to them that PLANNING WHAT TO WRITE
sometimes an essay title simply asks them if they agree a Focus on the task. Tell SS to read the titles and decide
with a statement or not. As an alternative to the balanced which side they want to take and why, and make notes
approach they can argue strongly in favor or against the of as many reasons as possible.
statement rather than giving both sides of the argument.
They can also include a typical counter argument that After they have noted down reasons, have them choose
they then refute (prove that it is wrong), although this the three most important ones, and also to think if
may not always be necessary or appropriate. there is a typical opposing argument.
Focus on the Key success factors and go through b Now tell them to share their ideas with a partner, but
them with SS. point out that they don’t have to agree.
Focus on the task, and give SS time to discuss the essay Get feedback from individual SS finding out if they
title and decide whether, generally speaking, they agree agree or disagree, what their reasons are, and if they
or disagree with it. Get feedback to find out what the can refute a typical opposing argument.
majority of the class thinks.
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8B
c Now have SS decide which essay they are going to
write, and write topic sentences for the introduction
and the main paragraphs.
Then have them compare with a partner and comment
on, and improve where possible, each other’s sentences.
Extra support
• If a pair has chosen the same essay title and agreed
with each other when they discussed it, they could
write the topic sentences together.
WRITING
Go through the instructions and assign the writing
for homework.
7 5 7 Song Over the Rainbow

American actress Judy Garland in the classic movie
The Wizard of Oz in 1939. It was remade by Israel
Kamakawiwo‘ole in 1993. For copyright reasons, this
is a cover version. If you want to do this song in class,
use the photocopiable activity on page 223.
5 7
Over the Rainbow
Ooh, ooh, ooh…
Ooh, ooh…
Somewhere over the rainbow
Way up high
And the dreams that you dream of
Once in a lullaby
Bluebirds fly
And the dreams that you dream of
Dreams really do come true
Someday, I wish upon a star
Wake up where the clouds are far behind me
Where trouble melts like lemon drops
High above the chimney top
That’s where you’ll find me
Bluebirds fly
And the dreams that you dare to
Oh why, oh why can’t I?
Someday I wish upon a star
Wake up where the clouds are far behind me
Where trouble melts like lemon drops
High above the chimney top
That’s where you’ll find me
Oh, somewhere over the rainbow
Way up high
And the dreams that you dare to
Ooh, ooh, ooh…
Ooh, ooh…
112
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For instructions on how to use this page, see page 40. To the Anangu people, it’s a sacred rock which shouldn’t be
climbed. To others, Uluru is a giant red landmark calling out
for exploration.
Testing Program CD-ROM But figures this week show a decline in the number of people
climbing the structure – heating up the debate about whether
• File 8 Quick Test
it’s time for a total ban.
• File 8 Test While visitors aren’t prohibited from climbing the 1,142-foot-
high rock, they are asked not to out of respect for the
Aborigines – who jointly run the National Park where Uluru is
GRAMMAR located, with the Australian government.
Uluru’s traditional owners ask visitors not to climb for cultural,
a 1 apologize 5 to sit down 9 to use environmental, and safety reasons – 36 people have died
2 admitting 6 go 10 to begin attempting the climb since 1958.
3 to have seen 7 calling Here, we get the views of a tour operator, who says Uluru
4 to be going out 8 to be seen shouldn’t be climbed, and an Australian journalist who has
climbed the rock. First, we’ll hear from tour operator Robert
b 1 ✓ 5 be 9 ✓ Cowan, who says Uluru shouldn’t be climbed.
2 I can hear 6 ✓ 10 as if M1 The type of people who climb Uluru are the sort who fly
3 ✓ 7 tastes like directly into Uluru airport, they stay at five-star resorts at the
4 You should have 8 is base of the rock, and all they want to do is go up the rock.
listened As a tour operator, we have a different attitude. We have a
responsibility to respect the traditional owners of Uluru, the
Anangu people. That means explaining that they ask that you
VOCABULARY don’t climb their rock, because it is sacred to them.
a 1 under 5 scribbled 9 post Therefore, we don’t promote the climb on our brochures or
2 trip 6 mule 10 track website. We actually promote the non-climb of Uluru, which is
respecting the traditional owners’ requests.
3 log 7 along
Our guides spend the first two days of our tour explaining to
4 blister 8 glanced people why it’s culturally insensitive to climb the rock.
b 1 self-portrait 4 acupuncture 7 doodle That’s why we take guests to visit the Aboriginal cultural
2 blink 5 tremble 8 scenery center, and we show them examples of Anangu rock art. The
3 installation 6 hypnotherapy rock art tells the story of the beginnings of Uluru and why
it is a sacred site to the Aboriginal people. There are signs
c 1 misunderstood 4 overrated 7 rescheduled everywhere saying not to climb.
2 demotivated 5 undercharged 8 illogical That’s our view of it, and if a ban on climbing Uluru is enforced,
3 outnumbered 6 pre-paid it won’t make a difference to us – but it will have an impact on
the higher-end market.
The owners of our company have never climbed Uluru, neither
CAN YOU UNDERSTAND THIS TEXT? have our tour guides, and we hope that our passengers will
a 1 F (Amber Young’s doctor was hundreds of miles away.) respectfully not climb the rock.
A And now, we’ll hear from journalist Dominic Hughes, who has
2 F (eMedicine is used both for emergencies and
climbed Uluru:
non-emergencies.) M2 My friend and I had the debate about whether to climb or not
3 T to climb the rock when we arrived at Uluru a few years back.
4 F (Kris Taylor’s room had a two-way camera. Doctor and We had visited the cultural center and heard all the stories
patient could see each other.) about the rock and why it was sacred to the Aboriginal people.
5 T My friend, who is not a religious person, suddenly became
6 F (eMedicine started in the 1970s but expanded slowly unusually spiritual and suggested perhaps we shouldn’t climb
until recently.) it. It is a pattern I have seen over and over again.
7 T People who have no time for traditional religious beliefs – of
any kind – can become oddly respectful when it comes to the
beliefs of an ancient tribe or culture.
CAN YOU UNDERSTAND THIS PROGRAM? But we have to respect the beliefs of others, you say. No,
we don’t. We have to respect the rights of others to believe
a 1 Tour operator Robert Cowan is against climbing Uluru. His
whatever they want. And they have to respect our right to
company’s owners and tour guides haven’t climbed the rock. regard their beliefs as invented stories.
2 Journalist Dominic Hughes is for climbing Uluru. He doesn’t I have no problem with people who say “this is sacred to me, so
believe in the sacred stories of the Anangu people. I choose not to do this.” I do have a problem with people who
say “this is sacred to me, so you can’t do this.” That attitude,
b 1 F (There’s actually been a decline in the number of people
my friends, can be dangerous.
climbing Uluru.)
Right now, you’re probably doing things that don’t conform to
2 T other people’s beliefs: eating meat, working on the Sabbath,
3 T driving a car, drinking alcohol...the list is long. I like that I live in
4 F (The tour company discourages passengers from a country where I’m free to choose to believe in whichever of
climbing, but they are free to make their own decision.) these things I want, and free to ignore them all, too.
5 F (It will have an impact on the higher-end tourists.) I don’t see how Uluru and the mythology that surrounds it are
6 F (He says his friend, who was not a religious person, any different. Trying to follow everybody’s beliefs is a recipe
suddenly became unusually spiritual.) for a dull life. My friend agreed, and up we went. Climb it, or don’t
climb it. It’s your choice, and I like having choices. I’ve no regrets
7 T
about this one.
8 T
A So what do you say? Should climbing Uluru be banned? Let
us know.
5 8
A = Announcer; M = Male
A Welcome to The Travel Show. Today we’ll be examining the
debate about whether there should be a ban on climbing
Uluru, also known as Ayers Rock, in Australia. 113
4775779_AEF2e_TB5.indb 113 3/19/14 12:50 PM

G ellipsis and substitution
V the natural world
P weak and strong pronunciation of auxiliary verbs and to
9A Pets and pests
Lesson plan 1 F
2 C
3 F
4 B
5 D
6 R
7 D
8 R
9 B
10 C
The topic of this lesson is animals, as pets in the first
part, and as pests in the second, where the topic opens up Extra support
for SS to discuss various controversial issues relating to • To help SS you might want to pre-teach subliminal
animals. In the first half of the lesson, SS read a newspaper (= affecting your mind even though you are not aware
article about how pets and their owners become more of it), harass (= to annoy or worry sb), and snuggle
alike as time passes. This is followed by a grammar focus up (= to get into a warm comfortable position, esp
on ellipsis and substitution, and a focus on the weak and close to sb).
strong pronunciations of auxiliary verbs and to. SS then
expand their knowledge of vocabulary related to animals
and the natural world. They listen to extracts from two LEXIS IN CONTEXT
news broadcasts, which focus on problems that have arisen d Focus on the task and give SS time to find the words,
firstly because of woodpeckers that are protected by law and then check with a partner. Check answers and
and cannot be harmed and secondly because of an exotic elicit / model and drill pronunciation where necessary.
pet store that was damaged during a hurricane in Florida. Make sure SS are clear about where the stress falls in
the multisyllabic words.
STUDY LINK
• Workbook 9A Extra challenge
• Online Practice
• iChecker • See if SS can remember some of the words without
looking back at the text.
Extra photocopiable activities 1 alike 6 serene/relaxed
2 trait 7 smart/intelligent
• Grammar Ellipsis and substitution page 157
3 grumpy 8 lunatics
• Communicative Four fables page 183 (instructions page 165)
4 tolerant 9 eccentric
• Vocabulary Animal idioms page 208 (instructions page 190)
5 fussy 10 a show-off
• Song Talking Bird page 224 (instructions page 215)
Extra support
Optional lead-in—the quote • Ask SS to choose five other words or phrases they
• Write the quote at the top of page 84 on the board (books would like to learn from the article and have them
closed) and the name of the author or have SS open their compare their choices. Get some feedback from the
books and read it. Elicit / explain the meaning of loathe class about the words or phrases they have chosen
(= really hate) and haven’t got the guts (= don’t have the and deal with any vocabulary problems that arise.
courage). e Do this as an open-class question, and give your
• Point out that August Strindberg (1849–1912) is opinion, too.
considered one of the fathers of modern theater. He was
a hypersensitive and neurotic character, as one might
perhaps guess from the quote. 2 GRAMMAR ellipsis and substitution
a Focus on the task and have SS compare answers with a
• Ask SS what they think Strindberg might have meant by
partner. Check answers.
the quote. Then ask SS how they feel about dog owners.
Extra challenge
1 READING • Have SS complete the sentences first and then check
with the article.
a Focus on the photos and the task. Do this as an
open-class question. 1 is 2 does 3 am 4 do 5 do
b Focus on the article and the gist question. Set a time They are replacing a whole phrase, which is not said,
limit for SS to read the article once and answer the but that is understood by the listener from the context,
question with a partner. Check answers. e.g., …and so is he replaces the full phrase …and so is he
becoming more bad-tempered.
Possibly the dog owner, because he says they also look
alike (which the others don’t), but accept any well argued b Tell SS to go to Grammar Bank 9A on page 154. Go
opinions. through each example and its corresponding rule with
c Now focus on the multiple matching task. Remind
SS that this task involves reading the questions and
scanning the article to find the answers. Set a time
limit again. Have SS compare with a partner, and then
check answers.
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9A
Grammar notes 5 9
• SS at an advanced level will already have an A Do you like dogs?
B No, I don’t, but my husband does.
instinctive feel for the aspects of substitution A So does mine. We have three German shepherds.
and ellipsis covered here, but they probably will
not have totally assimilated them into their own A I took a cruise to Alaska last summer.
B Lucky you. I’d love to do that. Did you see any whales?
English. The emphasis in this lesson is to look A No. I wanted to, but I get seasick, and I mostly stayed in
overtly at the theory, thus making SS feel more my cabin.
confident when they speak.
A Allie doesn’t have any pets, does she?
Focus on the exercises for 9A. SS do the exercises B She does have a pet. She has a hamster.
A Ugh. I don’t like hamsters.
individually or in pairs. If SS do them individually, have B Neither do I. They’re too much like mice.
each exercise. b Give SS a few minutes to answer the questions, using
the underlined words in the dialogues to help them.
a (these words should be crossed out)
1 like it 1 S (stressed) in question tags, short answers, negative
2 win sentences, when they are used for emphasis, and when
3 taken it they come as the last word in a sentence.
4 I U (unstressed) in wh- questions and with so and neither.
5 come over for dinner The auxiliary verb in yes / no questions, e.g., Did you
6 go see her? Do you like it? can be stressed or unstressed
7 be able to go depending on how fast the person is speaking.
b 1 is 2 The sound /ə/. The exceptions are did, which is
2 will pronounced /dɪd/ even when it’s unstressed, and
3 am do in the phrases So do I and Neither do I where it is
4 didn’t pronounced /du/.
5 would 3 a) /tə/ b) /tu/
6 must / should 4 When it is used in ellipsis (e.g., I don’t have a pet, but
7 can’t I want to) and if it is the last word in a sentence (e.g.,
8 does I’m not sure who I spoke to) or question (e.g., Which
c 1 hope not restaurant are you going to?).
2 used to
3 suppose not c Sit SS in pairs, A and B, preferably face to face.
4 ’ll try to Tell them to go to Communication Match the
5 guess so
sentences A on page 120, B on page 122. Go through
6 ’ve always wanted to
the instructions. You could get a strong pair to
Tell SS to go back to the main lesson on page 85. demonstrate the activity. Have A say his / her first
sentence, Have you ever been to Canada? for B to find
the correct response, No, but I’d love to if I ever got the
3 PRONUNCIATION weak and strong chance. Correct B’s pronunciation if necessary.
pronunciation of auxiliary verbs and to Have SS continue in pairs. Monitor and correct any
pronunciation errors. When they have finished, SS
Pronunciation notes can repeat the exercise concentrating on correct
• Encouraging SS to distinguish between strong and pronunciation of auxiliaries and to.
weak forms of the auxiliary and to in the infinitive
form is a clear and motivating way of improving Extra support
their pronunciation at this level. • You could elicit the matched pairs of sentences from
the class before having them practice the dialogues
a 5 9 Focus on the instructions and the dialogues. for a final time.
Give SS time to do the task with a partner. Encourage
them to read the dialogues out loud to decide when the
auxiliary verbs or to are stressed. 4 VOCABULARY the natural world
Play the audio once for SS just to listen. Then play it a Focus on the quiz. Set a time limit for SS to do it in
again, pausing after each dialogue for SS to check their pairs or small groups. Check answers. Model and drill
answers. pronunciation where necessary.
Then have SS practice saying the dialogues stressing 1 a puppy c foal
the right words. b kitten d calf (pl. calves)
2 a birds
See underlining in audioscript 5.9
b bees
c horses
Extra support d dogs
• You could play the audio line by line and have the e fish or reptiles
class copy the stress and sentence rhythm. f hamsters, birds, etc., and captive animals,
e.g., in a zoo
3 a mice d cats
b dogs e lions, tigers
c horses f pigs
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9A
Extra idea – the origin of the idiom to be in the doghouse is when
• Elicit / point out that the words in 3 are you send a dog to his kennel to sleep (because he has
onomatopoeic, and find out what the corresponding been naughty).
words are for these sounds in SS’ L1. – only the first part of (the last straw that breaks the
camel’s back) is used. Its origin is the story of a camel
b Tell SS to go to Vocabulary Bank The natural world being laden very heavily with straw until the addition
on page 166. Focus on section 1 Animals, birds, and of one final piece of straw breaks its back.
insects and have SS do the exercises individually or
in pairs. Have them compare with a partner if they did 1 B 6 G 11 N
them individually. Check answers and elicit / model the 2 D 7 F 12 E
3 O 8 L 13 M
pronunciation of tricky words as necessary.
4 H 9 I 14 K
a 1 claws 4 horns 7 a beak 5 A 10 J 15 C
2 fins 5 wings 8 a tail
3 fur 6 a shell 9 paws
Focus on exercise b and elicit similar idioms from SS.
b a dog, mosquito, etc. d horse, donkey, mule Finally, focus on the instruction “Can you remember
b bee, wasp e camel, llama the words and phrases on this page? Test yourself or a
c cat, etc. partner.”
Now focus on section 2 Issues relating to animals Testing yourself
exercise a. First, have SS read the sentences, and then • For 1 Animals, birds, and insects SS can cover the
ask them to say what the bold words mean and elicit the words, look at the pictures, and say the words. For
pronunciation. 3 Animal idioms have SS look at A–O and try to
a 1 protect = look after, defend remember the idioms. Then for each one, ask them if
environment = the conditions in a place that affect they have an equivalent idiom in their L1.
the behavior and development of sb / sth
animal charities = organizations that collect money Testing a partner
to help animals, e.g., the World Wildlife Fund • See Testing a partner on page 18.
2
animal rights activists = people who demonstrate,
often violently, for animal rights, e.g., against animal SS can find more practice of these words and phrases
experiments on the iChecker.
3 treated cruelly = handled in a cruel or violent way
4
live in the wild = live in their natural habitat, not in Tell SS to go back to the main lesson on page 86.
zoos, etc.
c Focus on the circles and give SS time to read them.
5
endangered species = kinds of animals that are in
danger of becoming extinct, e.g., the tiger, the polar
Demonstrate the activity by telling SS about people
bear you know. Then have SS do the activity in pairs.
6
hunted for sport = killed for enjoyment rather than
Get some feedback from the class by saying, e.g., Who
for food, e.g., ducks in the US, wild boars and birds in
the Mediterranean countries
knows somebody who has been attacked by a wild animal?
7 bred in captivity = kept in order to reproduce What happened?, etc.
8
veal calves = calves that are kept in small cages and
never allowed to run so that their meat stays tender
until they are killed and sent to market 5 LISTENING
Focus on b, and have SS answer in pairs. Get feedback. a Do this as an open-class question, eliciting the
meaning of pests = animals or insects that destroy
Extra support plants, food, other animals, etc., e.g., rodents (mice,
• Ask the questions to the whole class and elicit rats), ants, etc.
examples. b 5 10 5 11 Focus on the instructions. Play the
Now focus on section 3 Animal idioms, highlighting audio once. Have SS compare what they think the
that many common English idioms involve animals. stories have in common. Play again as necessary.
Have SS do exercise a with a partner. Encourage them Both stories are about animals that are causing
to read each sentence and try to guess the meaning problems for people and how people are trying to deal
from the context. Then they should try to find the with them.
meaning from A–O.
Check answers. Highlight that: 5 10
– the origin of the idiom like water off a duck’s back is (audioscript in Student Book on page 134)
I = interviewer, L = Louisa
because water runs off a duck’s back without affecting I Woodpeckers play an important role in controlling insect
or bothering it, in the same way that criticism does not pests, yet they can be pests themselves when they cause
affect or worry certain people. structural damage to buildings and create disturbing
noises. Woodpeckers are a protected species and by law
– although the full expression is don’t count your cannot be harmed, despite the trouble they can cause
chickens before they are hatched, we usually just say the homeowners. Louisa Hobson was such a homeowner. So,
first part. Louisa, tell us what happened.
– the expression dark horse originates from horse
racing. A “dark horse” was a horse that was unknown
to people betting on the race.
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9A
L Well I was out of town in the spring, traveling on business, and I c Focus on the two summaries. Have SS read the
don’t know if this started while I was away, but as soon as I got
first text, and focus on the blanks, seeing if they can
home, the first morning, I was awoken very early by this pecking
sound, and I could tell it was a woodpecker. It was so loud that remember any of the missing information. If they can,
I knew it couldn’t have been pecking on normal wood. I got up they could write it in pencil.
and looked for the source but couldn’t find it at first. After
a few days I discovered this woodpecker was pecking at my Play the first news story again, pausing the audio (see
neighbor’s drainage pipe. spaces in the audioscript) to give SS time to write. Have
I And this was a metal pipe, outdoors?
L Right. And he would do this starting at 5:00 in the morning, and
SS compare answers and then play the audio again
continue for hours, and even though I’m not usually home in without pausing. Check answers and then repeat the
the morning, we could hear him on weekends, throughout the whole process for the second news story.
morning. He was just focused on this one metal pipe.
I So what did you do, at first? 1 1 woodpecker
L Well, I spoke to the neighbor, who didn’t really know what to do, 2 wood
so then I decided to go on Facebook and send out a plea asking 3 5:00 a.m.
if anyone knew how to kill a woodpecker.
4 kill
I And the response?
5 horrified / angry / upset
L Oh, a lot of people were horrified that I would even think about
hurting such a beautiful creature as a woodpecker. I got some 6 protected
very angry messages. Then I realized it might sound bad to 7 pest
someone who’s not living through it…but when you’re being 8 owl
woken up at 5:00 every morning, you start to go a little bit
2 1 hurricane / storm
crazy. You feel like it’s an awful pest that you’ve just got to get
rid of.
2 warehouse
I And did you know, at the time, that woodpeckers are a 3 Python
protected species? 4 grown / increased
L I didn’t know that, so it’s a good thing I didn’t actually try to 5 reduced / dropped
kill it. 6 deer / alligators
I Did you receive any helpful suggestions? 7 alligators / deer
L Yes, actually, a friend suggested getting a fake owl…I’d always 8 10,000
thought they were just bad decorations, but I discussed it with 9 150,000
my neighbor, and he was willing to try it. So we got this plastic
10 hunt
owl, and my neighbor affixed it to the outside wall, but it didn’t
help. But then he moved the owl closer to where the bird was.
11 migrating / moving / spreading
After that we never saw the woodpecker again.
I So the owl really did work, and there was a happy ending. d Ask SS who they sympathize with most in each story.
L Yes, thank goodness. But I tell you, I’m not a violent person, but Then ask the questions to the whole class and elicit
I was ready to kill that woodpecker…it was driving me nuts! examples and opinions.
5 11
6 SPEAKING
A = announcer, E = expert a 5 12 This exercise focuses on how we frequently
A Did you know that tens of thousands of Burmese pythons collocate certain adverbs with other words when we
live in Florida’s Everglades? The story of how they got there is
remarkable. In August 1992, Hurricane Andrew, a category 5
give our opinion, e.g., I feel very strongly about this or I’m
hurricane, hit Southern Florida hard. The immediate damages totally / completely against hunting. I’m sure that…, etc.
were obvious: it caused devastation in the area and claimed
40 lives. But no one imagined the storm’s most frightening Focus on the task and give SS time to read the phrases.
consequence, which would not become apparent for years. When Play the audio for SS to complete the blanks, playing
Hurricane Andrew hit, an exotic pet dealer’s animal warehouse it again as necessary. Check answers. Remind SS that
was destroyed…giant python snakes, native to Southeast Asia,
were being kept in the warehouse, and many of the 900 Burmese
I don’t entirely agree is used when you partly but not
Python snakes living there found their way into the Florida completely agree.
Everglades. Right now, thousands of these Burmese Pythons
are on the loose in the wetlands of Florida…their population is Highlight that the use of “Well…” is used here by
growing, and officials fear they could eventually spread into several of the speakers to give themselves time to think.
other states.
Wildlife experts are worried. The snakes’ size and power pose Play the audio again for SS to focus on the rhythm and
a huge threat to native animals and endangered species. Small intonation of the phrases. Elicit / point out that the
animals, like rabbits, have disappeared from the Everglades,
adverbs are stressed more strongly. Have them practice
thanks to the Pythons, who just swallow up the smaller animals.
The numbers of other mammals, such as opossums and saying the phrases.
raccoons, have dropped by more than 98 percent. An expert
animal handler says: Extra support
E These pythons are massive. Recently, a college student • Play the audio again for SS to copy the rhythm and
captured an 18-foot, 8-inch Burmese python. He was lucky that
it didn’t kill him. The problem is that despite their size, they are intonation.
not easy to catch. They hide in the waters and they are quick.
If a python finds you before you find it, it tracks you with its 5 12
tongue, and when it attacks, it will bite deep and hard. 1 Now that’s something I feel very strongly about...
A Pythons have even been known to swallow deer and even 2 Well, I don’t feel particularly strongly about it either way.
alligators. And while attacks on humans are extremely rare, 3 I have to say I am completely against zoos nowadays...
Burmese Pythons can pose a danger to people. The actual 4 Oh no, I totally disagree with you there...
number of Burmese Pythons in the Everglades is unclear. 5 Well, I couldn’t disagree with you more.
Estimates range from 10,000 up to 150,000. In order to control 6 Well, I don’t entirely agree with you...
the increasing population, Florida wildlife officials have issued 7 Well, I’m absolutely convinced that the animal does not
permits to reptile experts to hunt and kill the pythons. They hope want to be there...
this will prevent them from migrating to other areas. If you’re not 8 Well, I’m pretty sure that kids could get the same amount
a reptile expert, the best thing to do is to stay away from one! of pleasure from seeing animals in the wild.
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9A
b Divide the class into groups of three or four. Focus
on the instructions and the debate issues. Tell SS in
each group to choose the issues they are going to talk
about, and then to agree with the other members of
their group so that each student opens the debate on a
different issue.
Give SS time to make notes, helping with vocabulary
where necessary.
c Set a time limit for each debate. Then tell one student
from each group to start.
Monitor and make a note of any mistakes you think it
would be useful to deal with when they have finished
the debates.
Get feedback to find out which issues created the most
controversy in each group, and which ones everybody
generally agreed about.
Extra idea
• If a group finishes much earlier than the others, have
them discuss some of the other topics from the list.
Extra support
• Go through some of the mistakes you picked up
while you were monitoring the debates.
7 5 13 SONG Talking Bird

American band, Death Cab for Cutie in 2009. For
copyright reasons this is a cover version. If you want to
do this song in class, use the photocopiable activity on
page 224.
5 13
Talking Bird
Oh, my talking bird
Though you know so few words
They’re on infinite repeat
Like your brain can’t keep up with your beak
And you’re kept in an open cage

So you’re free to leave or stay
Sometimes you get confused
Like there is a hint I am trying to give you
The longer you think, the less you know what to do
It’s hard to see your way out

When you live in a house in a house
‘Cause you don’t realize
That the windows were open the whole time
Oh, my talking bird

Though your feathers are tattered and furled
I’ll love you all your days
Till the breath leaves your delicate frame
It’s all here for you as long as you’ll choose to stay

It’s all here for you as long as you don’t fly away
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G nouns: compound and possessive forms
V preparing food
P -ed adjective endings and linking
9B A recipe for disaster
Lesson plan – parsley is a plant with curly green leaves used in

cooking and to decorate food.
The topic of this lesson is cooking. In the first half of the – jasmine rice is a long grain rice with a nutty flavor
lesson SS begin by expanding their knowledge of verbs and used in Thai cooking.
utensils related to preparing food and in Pronunciation – salmon is a fish that is commonly served in American
they review -ed endings and linking. They then listen restaurants.
to three people talking about cooking disasters, and – hollandaise sauce is a French sauce made with butter,
in Speaking they plan a meal with a set of ingredients, egg yolks, and lemon juice or vinegar.
and talk about aspects of cooking. In the second half of – basmati rice is a variety of long grain rice grown in
the lesson SS focus on the grammar of compound and India and Pakistan. It has a distinctive fragrance.
possessive nouns. They then read a magazine article about – pecorino is a hard Italian cheese made from sheep’s
what famous chefs would eat for their last meal, which milk.
turns out to be far simpler food than what one would – the difference between a pie and a tart is that a pie has
perhaps expect. pastry on top and a tart has pastry on the bottom.
– custard is a sweet yellow sauce made from milk, sugar,
STUDY LINK eggs, and flour.
• Workbook 9B
– amaretto is an almond-flavored Italian liqueur often
• Online Practice
• iChecker
used in cooking.
b Focus on the instructions and have SS complete the
Extra photocopiable activities chart individually or with a partner. Check answers
• Grammar Nouns: compound and possessive forms page 158
by writing the chart headings on the board and
• Communicative Two recipes page 184 (instructions page 165) completing with SS’ suggestions. Model and drill
• Vocabulary Preparing food page 209 (instructions page 190) pronunciation as necessary.
Ways of preparing food
Optional lead-in—the quote grilled, steamed, stir-fried, mashed, smoked, poached,
baked, stuffed
• Write the quote at the top of page 88 on the board (books Vegetables
closed) and the name of the author or have SS open avocado, arugula, peppers, onions, potatoes,
their books and read it. Elicit / explain exasperating green beans, eggplant
(= extremely annoying). Fruit
raspberry, coconut, plum, apple, blackberry, lemon
• Point out that Robert Frost (1874–1963) is one of the Sauces and dressings
best-known American poets. His most famous poems vinaigrette, purée, hollandaise, custard
are probably Stopping by Woods on a Snowy Evening and Fish and seafood
The Road Not Taken (which in a recent poll was voted mussels, sardines, salmon
America’s favorite poem).
c In a monolingual class, do this as an open-class
• Ask SS what they think of the quote, and ask them if question, and teach SS any words they didn’t know. In a
they know anyone who can’t cook well but insists on multilingual class, have SS talk in small groups.
trying.
Names for fish and some more unusual types of
seafood are notoriously difficult to translate. Have SS
1 VOCABULARY preparing food do some research on the Internet or with dictionaries.
a Focus on the instructions and give SS time to read the d Tell SS to go to Vocabulary Bank Preparing food
menu and make their choices. on page 167. Focus on the exercise and have SS do it
with a partner. Check answers and model and drill
Have SS compare their choices with a partner. Get pronunciation where necessary.
feedback and elicit / explain any vocabulary SS
ask about.
You may want to point out that:
–cobb salad is a garden salad. Its main ingredients are
lettuce, tomato, bacon, chicken breast, hard-boiled egg,
avocado, and blue cheese.
– arugula is a type of lettuce with long leaves and a
strong flavor.
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9B
1 a cutting board 17 steamed mussels a Focus on the task and give SS, in pairs, time to write
2 stir (a sauce) 18 spices the words in the right column. Tell SS that saying the
3 pour 19 turkey breast words out loud will help them.
4 a baking pan 20 ground beef
5 drain (the pasta) 21 scrambled eggs Extra support
6 a frying pan 22 roast lamb
• Elicit the pronunciation of the words in the list first
7 heat (sth in the microwave) 23 grated cheese
8 mix (the ingredients) 24 peeled shrimp
to remind SS of the pronunciation.
9 an oven 25 herbs b 5 14 Play the audio for SS to check their answers.
10 simmer 26 sliced bread
Remind SS of the rules for the pronunciation of -ed
11 beat (eggs) 27 chopped onions
12 a saucepan 28 poached eggs
endings and that, of course, the same rules apply to
13 shellfish 29 pressed sandwich past tense verb forms and past participles as well as
14 baked figs 30 whipped cream adjectives:
15 melted chocolate 31 stuffed peppers
16 mashed potatoes 32 pork ribs
– words that end in an unvoiced sound (made without
using the voice box), e.g., that finish with the sound /f/,
You may want to highlight some of the following /k/, /p/, /s/, /tʃ/, and /ʃ/ are pronounced /t/ when you add
information: -d or -ed, e.g., baked, chopped
– common herbs include parsley, rosemary, thyme, – words that end in a voiced sound (sounds that are
basil made using the voice box – you can feel the sound
– common spices include pepper, cinnamon, curry, vibrate if you touch your throat) are pronounced /d/
cumin when you add -d or -ed, e.g., boiled, scrambled
– beat and whip describe similar movements, but whip – words that end in the sound /t/ or /d/ are pronounced
is used mainly with cream and egg whites, and means /ɪd/ when you add -d or -ed, e.g., grated, melted
beat until stiff
– with meat and potatoes we usually say roast, not 5 14
roasted /t/
– baked and roasted are similar (both mean cooked in baked minced stuffed
chopped sliced whipped
the oven) but roast = with fat, e.g., oil or butter mashed
Finally, focus on the instruction “Can you remember /d/
the words and phrases on this page? Test yourself or a boiled peeled steamed
grilled scrambled stir-fried
partner.”
/ɪd/
Testing yourself grated melted toasted
• Have SS cover the words, and look at the pictures and c 5 15 Focus on the phrases and highlight that they
say what each one is. are all linked. Have SS practice saying them, and then
Testing a partner play the audio for SS to check they were saying them
correctly. Elicit answers to the question, Why are the
• See Testing a partner page 18.
words linked?
They are linked because the first word ends in a
on the iChecker.
consonant sound and the second word begins with a
Tell SS to go back to the main lesson on page 88. vowel sound.
Extra support
2 PRONUNCIATION -ed adjective endings • Play the audio again, pausing after each phrase for SS
and linking to copy the pronunciation.
Pronunciation notes 5 15

• Even at this level the pronunciation of the -ed
endings for adjectives (and of past forms and past d 5 16 Have SS practice saying the phrases, and then
participles) can still cause problems. SS typically play the audio for SS to check their answers.
will often doubt which of the two similar endings
/t/ and /d/ is required, and may also struggle to Then elicit / explain that these words are linked in the
produce the sounds correctly. When the adjective first phrase (chopped tomatoes) because the first word
is used in conjunction with a noun this does not ends in the same consonant sound (/t/) that the second
usually cause a communication problem, but it may word begins with. Highlight that the /t/ sound of the
when the adjective is used on its own. -ed ending is not pronounced, but the /t/ of tomatoes is.
In the next two phrases (stir-fried tofu, grilled tuna) the
In this exercise SS also review two of the rules for
words are linked because the two sounds (/d/ and /t/)
linking they have learned, e.g., when one word ends
are very similar. The /d/ sound of fried and grilled is
with a consonant sound and the next one begins with
dropped, but the /t/ sound at the beginning of the next
a vowel sound, e.g., baked apples, and when the second
word is pronounced.
word begins with the same consonant sound that the
previous word ended with, e.g., chopped tomatoes. The
exercise also recycles the vocabulary the SS have just
learned.
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9B
Extra support I was holding the salt shaker over the pot when the lid
• Play the audio again, pausing after each phrase for SS came off and it dumped into the risotto. I took out as
much of it as possible, but the water was already boiling
to copy the pronunciation. and the salt quickly dissolved. I put more water in, kept
taking water out, but it was too late. My mother-in-
5 16 law arrived and she tasted it and almost choked. She
See words in Student Book on page 88 suggested I throw in some peeled uncooked potatoes
to absorb the salt, which I did. Then I just kept adding in
water. In the end we had mushy porridge and had to pick
e This exercise is to give more practice in the out the potatoes. She was really nice about it, but I’m
pronunciation of -ed endings. Try to elicit an adjective, sure she’s never had risotto cooked that way in her life.
e.g., fried or a phrase, e.g., fried eggs. Do this as an open- I Oh, that’s a shame.
class question. Speaker 3
I Andrew, have you had a bad cooking experience?
Sp3 Um, well, it didn’t really involve cooking as such, but it
was certainly a bad food-preparing experience. I was
3 LISTENING cooking for my parent’s 20th anniversary and I was only
in high school. My mom is always telling me how honey
a 5 17 Focus on the chart and the task. Highlight to is good for me and she puts honey on everything. My
SS that sometimes they will need to infer the answers dad, on the other hand, loves meat. He loves a good
from what the speakers say. steak. So, I decided to put their two favorite things
together. I went to the farmer’s market and bought
Play the audio once the whole way through for SS really nice rib eye steaks and fresh honey. I came home
to listen. Elicit what each dish was (seafood pasta, and I marinated the steaks in the honey for a few hours
and put them in the oven. You would think it would be
risotto, and steak). Then play it again, pausing after delicious right? Well, it was the first time I realized that
the first speaker to give SS time to write. Then have two things that can taste so good separately can taste
them compare with a partner. Repeat for the other two so bad together! The steaks were too sweet, tough, and
overcooked!
speakers. Check answers from the chart. I So did your parents eat their dinner?
Sp3 Um, yes, but they put a lot of salt and pepper on it and
Extra support ate it.
• Pre-teach dissolve (= mix with liquid and become
part of it), risotto (= an Italian dish of rice cooked
with vegetables and/or meat), porridge (= a type of LEXIS IN CONTEXT
soft thick food made by boiling cereal in milk or
b 5 18 Focus on the extracts and see if SS can
water), and marinated (= food such as meat, fish, or
remember any of the missing words. Play the audio,
vegetables that have been soaked in a mixture of oil,
pausing after each one. Check answers, and elicit
vinegar, herbs, spices, etc.) if you think SS won’t
exactly what the words mean.
know them.
Speaker 1 a girl he liked and his friend; onions, squid,
shrimp; the girl made him nervous while cooking; they ate it
very quickly and didn’t seem to appreciate him 5 18
Speaker 2 her mother-in-law; salt, water, potatoes; she 1 I imagined them enjoying the food and relishing each bite.
accidentally over-salted the risotto; they ate it, but it was 2 …the water was already boiling and the salt quickly
like a mushy porridge dissolved.
Speaker 3 his parents; honey, steak; the steaks were 3 I marinated the steaks in the honey for a few hours...
sweet, tough, and overcooked; they ate the steaks with 4 The steaks were too sweet, tough, and overcooked!
lots of salt and pepper
c Put SS in groups to answer the question. Get feedback,
and tell them of any cooking disasters you have had.
5 17
Speaker 1
4 SPEAKING
Sp1 There was this girl who I had liked for a few months. She a Focus on the task. You may want to tell SS that there
had no idea, of course. I was having lunch with her and
another friend when the friend kept talking about what
is a US TV show called Chopped, where real-life chefs
a great cook I was. I think he was trying to help me out. have to improvise a meal from a set of ingredients. The
So I invited the two of them to come over for dinner and dishes are then judged by celebrity chefs.
I decided that this was my big chance. I planned to cook
my best dish, seafood pasta. I can usually make that Tell SS they can use basic pantry ingredients like flour,
in an hour, but that day, I was so nervous, and she kept sugar, oil, salt, pepper, etc. You can decide whether or
insisting that she watch me cook that my hands kept
shaking. I could feel my face turning red and I couldn’t
not you want SS to be able to use rice or pasta as well.
focus on the cooking. They were getting hungry and
I just kept chopping onions, cleaning the squid, and
Now put SS in groups and set a time limit for them to
peeling the shrimp because I couldn’t look up and face come up with a menu.
her. And I also wanted things to be perfect. I imagined
them enjoying the food and relishing each bite. It took Extra challenge
me three hours to cook and by the time it was all done, • Tell SS they have to make a starter, a main course,
they ate it in fifteen minutes. They didn’t seem to notice
how much effort I had put into it! and a dessert. Point out that where the words next
Speaker 2 to the illustrations are plural, they can choose the
I Have you had any awful, memorable disasters in the quantities; however, if the word is singular, they can
kitchen?
Sp2 One particular one when I was cooking for my mother-in-
only have one.
law for the first time. She was visiting from Italy and so I
wanted to make a classic Italian dish. I chose risotto.
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9B
Get feedback from each group to see what they are c 1 bottle opener
going to cook and have SS vote for the best menu. 2 Alice and Yen’s wedding
3 dessert menu
b Focus on the questions, and have SS answer them in 4 female intuition
their groups. Get some feedback by asking the groups 5 marketing manager
who they think is probably the best cook in each. 6 garage door
7 ocean view
Digital extra idea 8 government’s program
• You could watch a clip of Chopped on YouTube. 9 cats’ bowls

5 GRAMMAR nouns: compound and possessive
forms 6 READING
a Focus on the task and give SS time to go through the a Focus on the task and the introduction to the text. Set
phrases individually, and then compare with a partner. a time limit for SS to read the introduction once and
Check answers. answer the four gist questions with a partner. Check
answers.
1 a recipe book
2 a tuna salad 1 A game where people choose what they would want to
3 children’s portions eat for their last supper on earth.
4 Both are possible but with a different meaning: 2 Some of the world’s best-known chefs.
a coffee cup = a cup used for coffee, probably empty; a 3 Students’ own answers
cup of coffee = a cup with coffee in it
5 a chef’s hat b Have SS read the introduction again and then give
6 a can opener them time to discuss the questions together. Tell SS not
7 James’s kitchen to worry about words they don’t know because they
8 a friend of John’s
will be dealt with later. Check answers, and elicit SS’
b Tell SS to go to Grammar Bank 9B on page 155. Go opinions.
1 Because they have eaten all kinds of food from all over
the class, or give SS time to read the examples and rules the world, including the most expensive things like
on their own, and answer any questions. truffles and caviar.
2 Because most of them choose simple, rustic, and
Grammar notes unpretentious food.
3 That they are difficult people to work with: “loud
• This is a complicated area of grammar where SS
obsessive dominating control freaks.”
will still have doubts as to when they should use 4 Cooking is about control, manipulating people, and
a possessive ’s or use an of structure (the movie’s ingredients. Eating is about letting go, e.g, being
name or the name of the movie) and when both are relaxed, and surrendering yourself to the food.
possible.
c Focus on the questions and answers. Set a time limit
• Your SS’ own language might use an of or for for SS to read, and get feedback from individual SS.
structure where English uses a compound noun,
e.g., a recipe book, or a possessive noun like children’s ! You don’t want to go into too much detail at this
portions. stage, as SS will be answering the questions themselves
later.
Focus on the exercises for 9B. SS do the exercises
d Focus on the sentences, and set a time limit again
for SS to read the answers again and complete the
sentences with a partner. Encourage them to use their
each exercise.
own words. Check answers.
a 1 ✓
Suggested answers
2 ✓
1 they choose elaborate meals with several courses
3 the end of the movie
(whereas the others choose much simpler meals).
4 the wife of my friend who lives in Brazil
2 at the chef’s home.
5 a colleague of my sister’s
3 have any music playing.
6 a bottle of milk
4 she would make the occasion more light-hearted
7 photo of the house
because Russians are very good at dealing with death
8 dog collar
and the grieving process (e.g., the time when you feel
9 glass table
very sad because sb has died).
10 ✓
11 glass of juice
b In 1, my friend’s children = the children of a friend of
mine; my friends’ children = the children of several
LEXIS IN CONTEXT
friends of mine e Now focus on the instructions and give SS time to
In 2 and 10 there is no difference in meaning. underline the words, compare with a partner, and
check with a dictionary if they are not sure what they
mean, or with you if they don’t have a dictionary.
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9B
Elicit / explain that many foreign words are used when ANALYZING A MODEL TEXT
talking about food, but some have been completely
assimilated into English, e.g., pasta, baguette, whereas a Focus on the text type (a complaint). Remind SS of
others haven’t and these may not be in SS’ dictionaries. the importance of being able to write a formal letter
or email in English, and point out to them that one
Check the words SS have underlined and their context in which they may need to write one is if they
meanings. have had a problem while traveling, e.g., with an airline
vin ordinaire = French for table wine or a hotel. A letter of complaint is also a common exam
truffle (here) = an expensive type of fungus that grows question.
underground
beluga = a type of caviar (fish eggs) Focus on the Key success factors and go through
prosciutto = Italian for cured ham them with SS.
linguine = Italian for a type of pasta like spaghetti Focus on the questions, and either have SS discuss
but flat them in pairs or have an open-class discussion.
clam = a kind of shellfish
spaghetti all’arrabbiata = spaghetti with a spicy sauce b Now focus on the letter, and set a time limit for SS to
made from tomatoes and chilis read it. Tell them to ignore the blanks. Then elicit that
rice pudding = a dessert made from rice cooked with it is a complaint about a cruise that did not live up to a
milk and sugar customer’s expectations.
oysters = a large flat shellfish, some of which produce c Set a time limit for SS, in pairs, to read the letter
pearls again and choose the best phrase for each blank.
foie gras = goose liver (French, the term commonly used Check answers, eliciting why one phrase is better than
in English) the other.
rib eye steak = a steak from the beef rib
sashimi = slices of raw fish (Japanese) 1 b (avoid using contractions)
2 a (avoid emotional language)
carpaccio = thin slices of raw fish served with a sauce
3 a (more formal verb)
(Italian) 4 b (formal fixed phrase)
tartare = raw beef and raw eggs 5 b (more precise, less vague)
saucisse de Morteau = type of French smoked pork 6 a (use of passive is less confrontational)
sausage 7 a (formal phrase)
Gruyère = a type of strong-flavored Swiss cheese 8 b (avoid informal idioms)
9 a (passive is less personal and confrontational)
f Focus on the task and give SS time to find the words. 10 a (less aggressive and demanding)
Have them compare with a partner and check answers.
At this point you can deal with any other vocabulary Highlight the use of the passive rather than the active
queries. in 6 and 9, which is often used in a letter of complaint
as it is less accusatory and distances the complaint
1 nibble 4 crave 7 tasting menu from any individual.
2 skewer 5 crust 8 catch
3 edible 6 ripe 9 dine Extra idea
• Test SS on the phrases by saying the informal phrase
g Finally, focus on the questions again and have SS
and getting them to say the more formal one.
answer them with a partner.
d Focus on the task. Have SS read the letter again and
Get feedback to see whether SS chose simple or
then cover it, and with a partner try to remember the
elaborate food, and tell them your own answers too, if
five phrases that were used. Check answers.
you like.
1 I am writing to complain…
2 According to your website…
7 WRITING 3 There was an extremely unpleasant odor coming from
the bathroom…
Tell SS to go to Writing A complaint on page 116. In
4 I feel strongly that the description on your website
this lesson SS write a letter or email complaining about should be changed…
a product or service. SS have already written a formal 5 I look forward to hearing your views on this matter.
letter / email of application in Writing 1, so here the
focus is on the specific language relating to a letter of
complaint. Although this is something SS may have PLANNING WHAT TO WRITE
looked at in previous years (for example, there was a
a Focus on the email. Tell SS to read it carefully, and then
letter of complaint in American English File Upper-
to discuss the questions with a partner. Check answers.
intermediate), this text type often comes up in advanced
exams, and the language SS would be expected to use “Board first” is a service where, for $40 extra per person,
is more sophisticated. The writing skills focus is on you board the plane before other passengers.
getting the right style and register, and the writing task Because they were taken to the gate by bus, she ended
involves expressing information in a more formal way. up boarding after most of the other passengers, and her
family couldn’t sit together.
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9B
b Focus on the task and give SS time to discuss it
with a partner. Get feedback. Accept all reasonable
suggestions for compensation, e.g., free flights or a
refund of the $120. Regarding the threat to contact the
Department of Transportation, in real life many people
would include this as it is often the only way to elicit
a response. Tell SS that if they do decide to include it,
it should not be expressed in an aggressive way, but
simply in a firm, matter of fact way, e.g., If I do not hear
from you in the very near future, I will take up this matter
with the DOT.
Details that SS should include in their letter would be:
– the date and time
– the airport the flight left from, the destination, and
the flight number
– the number of people traveling together, and the
children’s ages
WRITING
Go through the instructions and assign the writing for
homework.
124
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Colloquial English
8&9 Cooking around the world
Lesson plan Check answers.
In the first part of this lesson the person interviewed is 1 T 2 T 3 F 4 F 5 F
Chantelle Nicholson, who was a sous-chef at the Marcus
Wareing restaurant. Chantelle talks about how she came 5 19
to be working in the UK, what it is like working as a top (audioscript in Student Book on page 135)
chef, and finally answers the question “What would be your I = interviewer, C = Chantelle Nicholson
last meal on earth?” picking up on the text in 9B. In the I Who taught you to cook?
C It would probably be my parents when I was younger. It
second part of the lesson, people on the street are asked if was more, it was always something that I was interested in
they think that people in their country are good cooks, how from an early age and I used to be in the kitchen quite a lot.
healthy they think the cuisine is in their country, and what I How did you end up as a chef in London?
other cuisines they like. C One kind of afternoon when I was reading the, a foodie
magazine in New Zealand, and it mentioned the Gordon
SS may find the interview with Chantelle to be the most Ramsay scholarship, and we had to submit a menu kind of
a three-course menu and talk about the food, talk about
challenging in the book as she is from New Zealand, and what you’d done, so I thought, “Well, why not give that a
has a distinctive accent. For example, she often pronounces go?” So I submitted an entry and then got a phone call kind
the letter e as /ɪ/, e.g., pronouncing chef as /ʃɪf/ as opposed of six weeks later saying I’d got into the semi final, which
to /ʃɛf/. Point out to your SS that at this level it is important was basically 12 people, 11 of them all chefs, so I kind of
felt a bit like a fish out of water, but you know, whilst I was
for them to be exposed to different varieties of English, there I met Josh Emmet, who was the head chef at the
even if it requires more effort for them to understand her. Savoy Grill, which was run by Marcus, and at the end of it
SS may also notice that Chantelle makes frequent use of he said, “Well, you know, there’s a job at the Savoy Grill if
you want one,” and it was just too good an opportunity to
the colloquial phrase “kind of,” which is largely redundant turn down, um, so it all kind of happened relatively quickly
in terms of meaning. because I thought well, I can’t turn this opportunity down.
I was kind of at a point in my career where I was looking for
These lessons are on the Class DVD, iTools, and Class Audio another job anyway. So I just thought, “Well, I’ll do it.”
(audio only). I Top chefs have a reputation of being difficult. What’s
Marcus Wareing like to work for?
C He is very, he’s quite, I mean I wouldn’t want to work for
Testing Program CD-ROM any other chef of that high caliber really. He’s a very, he’s
a person that’s very, he’s got a real eye for detail and
• File 9 Quick Test a perfectionist. But he’s also got a very good business
• File 9 Test sense, which is a great thing to learn from as well, because
he oversees the whole operation. So in that sense he’s a
great kind of mentor, I guess. I mean, if he gets upset with
Optional lead-in (books closed) people, it’s because of what’s going on the plate or in the
restaurant. There’s no kind of, there’s no ego there at all, it’s
• Have SS go to page 4 and reread text 3 about Marcus all about what goes out on the plate and what happens, and
Wareing. Tell them that he is now one of the best-known how the guests are treated, he’s very much a person that
chefs in the UK, and that they are going to listen to people, when people come to the restaurant he wants them
to have an amazing experience, no matter if they’re kind of
an interview with someone who worked at one of his buying a £30 bottle of wine or £3000 bottle of wine.
restaurants. I Is this restaurant into the new tendencies in cooking, using
science in the kitchen and things like that?
C We are more, not traditional but we use traditional
1 VIDEO
T
HE INTERVIEW techniques, classic techniques. We, I guess in a sense,
we’re more about Marcus, Marcus is a person that’s very
Part 1 respectful of ingredients and basically treats, you know,
will treat a carrot the same way as a piece of foie gras in
a Books open. Focus on the photo and the biography. the sense they’re both great things that need to be looked
Ask the question to the whole class and check answers. after and treated in the right way to get the maximum kind
of flavor out of them, and I guess we’re more about making
Josh Emett discovered Chantelle through Gordon Ramsay’s carrot taste like a carrot as opposed to making a carrot
taste like a beetroot, which, in a sense, I think some people
scholarship competition and offered her a job. She worked
get a little carried away with.
as a sous-chef at the Marcus Wareing restaurant in London.
c Play the audio or video again, pausing if necessary, for
Extra support
SS to make notes. Have SS compare with a partner,
• You may want to pre-teach some other words and and then check answers, making sure (where relevant)
phrases before SS listen to the interview (see SS say why an answer is false.
audioscript 5.19).
3 F (The chef wants everyone who comes to his restaurant
b 5 19 Have SS look at the glossary. Go through it to have an amazing experience, no matter if they’re
with the class eliciting from them how to pronounce buying a cheap bottle of wine or an expensive one.)
the words and phrases. Then focus on the task and play 4 F (The chef will treat a carrot the same way as a piece of
the audio or video (Part 1) once the whole way through foie gras.)
for SS to mark the sentences T (true) or F (false). 5 F (They are more about making a carrot taste like a carrot
as opposed to making a carrot taste like a beetroot.)
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CE 8&9
VIDEO
Part 2 I What would you have as your last meal on earth?
C Wow, it’s a big question, probably would start with,
a 5 20 Focus on the task and give SS time to read the something like foie gras, because it is such a kind of delicacy
questions. Play the audio or video once (Part 2) and and then a seafood, probably scallops, main course would
probably be some beef, a rib of beef with some beautiful
tell SS just to listen. Then give SS time to discuss the vegetables, seasonal vegetables, then I’d definitely have to
questions and tell each other what they understood. have cheese, I because I’m a big fan of cheeses, especially
Now play the audio or video again, pausing after each the European cheeses, they’re just, that’s one thing that I
really love about the, kind of, the UK and Europe and then
answer to give SS time to make notes and compare probably to finish, probably a pear Tarte Tatin.
with their partner again. Play the recording again as
necessary. Elicit and check answers. b Have SS look at the glossary. Go through it with the
You may want to highlight how for question 4 she uses class eliciting from them how to pronounce the words
“a” and “b” to highlight the two reasons when she gives and phrases.
this answer. Focus on the two questions. Have SS answer in pairs
1 A sous-chef is the “second chef” who works under the
and then get feedback from the whole class, or do this
head chef. as an open-class discussion.
2 She works very long hours, from 7:00 a.m. to
12:00–1:00 a.m. the following morning.
3 When a lot of people all arrive at the same time and they
2 LOOKING AT LANGUAGE
have to try not to keep people waiting, when they cook a 5 21 This exercise gives SS intensive listening
something that’s not right and they have to begin again, practice in deciphering phrases where words are often
and the long hours – because when people are tired run together, and introduces them to some common
they get more stressed.
4 Because she’s not at home very much, and because she
expressions and idioms used in spoken English. Focus on
finds it difficult cooking in her kitchen which is small and phrases 1–6 and give SS time to read them. Play the audio
doesn’t have the sort of equipment that she has at work. or video, pausing after the first phrase and replaying it as
5 She would start with foie gras, then have scallops, then necessary. Elicit the missing words, and then the meaning
beef rib as a main course, then cheese, and then pear of the whole phrase. Repeat for the other five phrases.
tarte Tatin for dessert.
1 it would probably be (= it would most likely be)
2 it was more (= used to show that you are giving more
5 20 detailed information)
(audioscript in Student Book on page 135) 3 I mean (= informal way to explain or correct what you
I = interviewer, C = Chantelle Nicholson have just said)
I You are the sous-chef here. Can you tell us, what exactly is
4 I guess (= to suppose that something is likely)
the difference between a chef and a sous-chef?
C Basically a sous-chef is, it basically translates to a second
5 I guess in a sense (= to suppose that something is likely
chef, so you have the head chef and then you have the in a particular way), you know (= used when you are
sous-chefs under the head chef, so they run the kitchen in thinking of what to say next)
the head chef’s absence. 6 it basically translates to (= it means)
I How many hours do you work?
C We, they are long days for most people. I mean, we start at
about 7:00 in the morning and we normally finish, kind of, 5 21
between 12:00 and 1:00 in the morning, so it’s a long day, 1 It would probably be my parents when I was younger…
but in a sense it’s something that you get used to the more 2 It was more, it was always something that I was interested
you do it. in from an early age and I used to be the kitchen quite a lot.
I Does it get very stressful in the kitchen? 3 He’s quite, I mean I wouldn’t want to work for any other
C It can. The biggest thing is organization. It can be, it makes chef of that high caliber really.
a big difference, kind of the way diners come in as well, if 4 So in that sense he’s a great kind of mentor, I guess.
they all come in at once then it does get a bit, because you, 5 We, I guess in a sense, we’re more about Marcus, Marcus is
you’re always conscious of the fact that you don’t want to a person that’s very respectful of ingredients and basically
keep people waiting too long but you don’t want to, in the treats, you know, will treat a carrot the same way as a
other sense, just push out the food, because they’re here piece of foie gras…
for the experience. So it can get stressful in some situations 6 Basically a sous-chef is, it basically translates to a second
and when, if you cook something and something, and it’s not chef…
right and you can’t serve it, the time it takes to kind of begin
the whole process again, a) for those, the guests that have
ordered that particular dish, they have to wait a long time, but Extra support
also it creates a backlog in a sense, so it can get stressful but
again it’s something that’s managed and if you’re organized • If there’s time, provide SS with the audioscript and have
and kind of a bit forward-thinking and always one step ahead SS listen again, focusing on any new vocabulary, and
then it becomes, it minimizes the stress completely. getting feedback on phrases SS didn’t understand, e.g.,
I And presumably the long hours don’t help?
C Again the, the hours don’t, don’t help the stress because
because the words were run together.
obviously the more tired people are, then the more
stressed they can get. But in a sense the people that work
here are quite, very focused, very, very passionate about 3 VIDEO
O
N THE STREET
what they do, you kind of have to be to be able to put
in the time that we all put in. So the stress is, I think it’s a 5 22 Focus on the task and play the audio for SS to
something that can be managed. answer the questions. Have them compare their answers
I Do you cook at home, if so, what kind of food? with a partner and then write the answers on the board.
C Ah, not much, I don’t cook at home much, a) because I’m
not really there a huge amount and b) when you have what
Questions
we have here to go to a kind of small, small kitchen it’s a bit, I
find it a bit difficult, in a sense because you’re used to having 1 Do you think American cuisine is good?
such great equipment and kind of ovens, and everything 2 How healthy do you think the cuisine in your country is?
around you, and then you go back to a little flat and kind of 3 What other cuisines do you really like?
trying to do it, it’s just not quite the same. But when I have Victor, Jackie, and Ezra are all positive about the cuisine in
time off, if I’m on holiday or something like that, I of course their country. There doesn’t seem to be one popular foreign
enjoy kind of going to a market or even a supermarket and cuisine mentioned. It seems that all kinds of foreign foods
126 getting kind of local ingredients and doing it that way. (Thai, Brazilian, and Korean) are popular.
4775779_AEF2e_TB5.indb 126 3/19/14 12:50 PM

CE 8&9
I What do you like about Korean barbecue?
5 22 E I like Korean Barbeque because you have a lot of choices. They
I = interviewer, V = Victor, J = Jackie, Ezra = Ezra bring out an entire buffet and just set it right on your table.
Victor So you get to basically choose ten different types of meats
I Do you think American cuisine is good? or cheeses or vegetables all that are diverse because they’re
V Do I think American cuisine is good? I have a hard time defining not really found in the continental US too much. And they all
what American cuisine is. I guess hamburgers, hot dogs, fries. have different types of tastes that are great, and then you
In that context, yes, I think American cuisine is excellent. I like can experiment with them, and they usually have some sort
to eat burgers and fries and all those unhealthy things. of grilling station right at the table as well. So you can cook it
I How healthy do you think the cuisine in your country is? up yourself. You have a lot of control over the different types
V I don’t think American is food is inherently unhealthy. I of combinations with Korean barbecue which I really enjoy.
think we enjoy doing things like frying things up that don’t
need to be done. But, uh, I don’t know. No, I don’t think it’s b Focus on the task and give SS time to read questions
inherently unhealthy. 1–7. Play the audio again all the way through and then
I Do you think Americans eat too much fried food?
V Being from California, I think I’m obliged to say yes. We eat give SS time to answer the questions. Then play it again,
fried food too much in general. Particularly because we eat pausing after each speaker this time for SS to check their
a lot of fast food and it obviously makes it tastes better. answers. Play again as necessary and check answers.
I Do you think food in California is healthy?
V I think that people in California like to believe that it’s healthier. Victor
They like to believe that they eat local, fresh, organic – all of 1 The examples he gives are hamburgers, hot dogs, and fries.
those buzz words. It is easier to find healthy food in California
2 Food in California is generally healthier than food in
than say in Texas, I would say. I’ll say that much.
I What other cuisines do you like? other parts of the country.
V Oh, god, that’s a hard question. I like all different kinds of 3 When he says “buzz words,” he means words that have
cuisines. Living in a rather, I suppose, cosmopolitan area, I become fashionable and popular. The examples he gives
think there are a lot of different types of cuisines—Indian are “local,” “fresh,” and “organic.”
food, Thai food all that I enjoy thoroughly, as well. Jackie
I What do you like about Thai food? 4 She says the diverse cuisine in New York City could all
V I like Thai food because partially the way they prepare it… be technically considered American food.
the stir fry…and the herbs and spices that they use…the 5 Her favorite type of cuisine is Brazilian food. The meat in
basil…lots of peanut based sauces and whatnot.
Brazilian food is very flavorful.
Jackie
I Do you think in general people from your country are good Ezra
cooks? 6 He says the food in New York is more diverse than in
J I do think American people are good cooks. I think that New other areas of the US.
York is very diverse and that their cuisine, and so I guess 7 He likes that his favorite cuisine has a lot of choices.
all different types of foods could technically be considered
American foods. So, yes, absolutely. c 5 23 Focus on the phrases and give SS time to read
I What other cuisines do you really like? them. Play the audio, pausing after the first phrase
J I think another country’s cuisine that I really love would be
Brazil. I am a very heavy meat-eater, so I think that they’re
and replaying it as necessary. Elicit the missing words,
really great with keeping everything super flavorful and and then the meaning of the whole phrase. Repeat the
diverse. process for the other four phrases.
I How healthy do you think the cuisine in your country is?
J If I had to guess which cuisine is healthier I’d say probably 1 hard time (= difficulty)
Brazil. America has a lot of problems in regards to growing 2 cosmopolitan area (= a place that contains people from
fruits and vegetables and everything right now. And different countries, influenced by their cultures)
considering everything with fast food and how meat is
3 meat-eater (= a person who enjoys eating different
raised to be slaughtered, I think it’s there a little too much
varieties of meat)
going on for me to say that it’s healthy with GMOs and
pesticides and everything like that. 4 melting pot (= a place or situation in which large
I Would you like to go to Brazil to try the food? numbers of people, ideas, etc., are mixed together)
J I would absolutely love to go to Brazil and try the food out 5 Asian-fusion (= food that is a combination of Asian food
there. and food cuisine from other parts of the world, e.g.,
Ezra Asian-Cuban)
I Do you think in general people from your country are good
cooks?
E I do think American food is good food, but it also depends 5 23
on where you’re at in the country. American food is pretty 1 I have a hard time defining what American cuisine is.
diverse. If you’re in New York, American food is a lack of a 2 Living in a rather, I suppose, cosmopolitan area…
better term is…a melting pot…pun intended because you 3 I am a very heavy meat-eater.
have Italian, Chinese, Thai, Asian-fusion wherever you go. 4 If you’re in New York, American food is a lack of a better
But if you go down South or maybe in the Midwest, it’s a term is a melting pot…
little bit more butter oriented. A little bit more delicious, I 5 You have Italian, Chinese, Thai, Asian-fusion, wherever you go.
don’t know. So yes, I think American food though is really
diverse and it’s awesome.
I How healthy do you think the cuisine in your country is?
Extra support
E I do think American food is relatively healthy depending • If there’s time, provide SS with the audioscript
where you’re at. I think Americans are given a little bit of a
and have SS listen again, focusing on any new
bad rap in terms of some people thinking that we’re a little
bit overweight. But depending again on where you’re at in vocabulary, and getting feedback on phrases SS didn’t
the country in terms of the caloric count of the bible belt understand, e.g., because the words were run together.
versus, you know, downtown or Brooklyn where it’s more
tapas restaurants that can be a little bit more healthier. It
just really depends. It’s a pretty broad question.
I What other cuisines do you like?
4 Speaking
E My favorite food culturally, I would say, would be Korean. Have SS ask each other the five questions. Then get
I love Korean barbeque because you take like steak and
different types of vegetables, but you don’t wrap it in a
tortilla, you wrap it in like a lettuce leaf and you can grill
it and you toss it in a stew. And it’s delicious. I feel like I’m
eating healthy, but in reality I’m probably not.
127
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G adding emphasis (2): cleft sentences
V words that are often confused
P intonation in cleft sentences
10A The promised land?

Lesson plan c 5 24 5 25 Focus on the chart and the task. You
The topic of this lesson is immigration. The lesson begins could tell SS to copy a simplified chart (with the
with a Polish woman and a South Korean woman who number of each question and the names of the two
emigrated abroad talking about their experiences. In the speakers) into their notebooks in order to have more
grammar section SS work on the grammar of clauses or room to complete it. Play the interview with Renata
phrases that emphasize one part of a sentence, sometimes once all the way through. SS can begin to make notes in
called cleft sentences. In pronunciation, they work on the the chart. Point out that SS should just write down the
intonation patterns in these kinds of sentences. In the main points and refer briefly to examples the speakers
second half of the lesson SS read and discuss an extract give (but without writing down all the details).
from a well-known novel, The Joy Luck Club by Amy Tan, Then play the audio again, this time pausing to give
about first and second generation Chinese immigrants in SS time to complete their notes (see spaces in the
the US. Finally, the vocabulary focus is on words that are audioscript).
often confused, e.g., foreigner and stranger. Immigration
is very much a part of the modern world but may be a 5 24
sensitive topic in some teaching situations. Although the (audioscript in Student Book on page 136)
lesson does not encourage SS at any point to talk about I = interviewer, R = Renata
I Why did you decide to come to Spain?
immigration to their own country, teachers should be alert R Well, it’s a bit complicated. It was a bit of a fluke, really. In
to this possibility, especially if there are immigrants in fact, it was my husband who first came up with the idea
the class, and be ready to prevent any insensitive opinions of moving here. He’s from Peru, and when I met him he was
being aired. studying catering in Poland, in Poznan where I live, and he
could sort of speak a bit of Polish, but not very well. So it
would have been very difficult for him to get a job in Poland.
STUDY LINK Not to mention the paperwork, which would have been very
• Workbook 10A complicated, too. At that time, when we got married I mean,
• Online Practice I’d just finished university where I’d studied Spanish, and I
• iChecker got a job teaching Spanish in a school. So we thought about
what we were going to do because if we’d stayed in Poland,
I would have had to be the one that worked. So as I spoke
Extra photocopiable activities Spanish, and of course he did too, we decided to try living
in Spain.
• Grammar Adding emphasis (2): cleft sentences page 159 I When was this?
• Communicative Celebrity immigrants page 185 (instructions R About four years ago. We came with nothing, with just a bit
pages 165–166) of money and two suitcases – and that was it. But bit by bit,
• Vocabulary What’s the difference? page 210 (instructions we managed to find jobs and somewhere to live. We were
pages 190–191) very lucky, the guy who rented us our first flat was a chef,
• Song The Outside page 225 (instructions page 215) and he gave my husband a job, and I managed to get a job
teaching Spanish to Polish immigrants here.
I What’s the plus side for you about living in Spain?
R What I like best is that if you’re prepared to work hard, you
can get what you want, you can get a good standard of
• Write the quote at the top of page 94 on the board (books living quite easily. Then the weather is nice, it’s not as cold
closed) and the name of the author or have SS open their as in Poland – though actually I really miss the snow. Here
in Valencia it never snows. Another good thing here is that
books and read it. you have the sea and mountains quite close by, which we
didn’t have in Poznan.
• Point out that Theodore Roosevelt (1858–1919) was I What about the downside?
president of the US from 1901 to 1909, a period when R The traffic. I absolutely hate driving here, nobody obeys
there was a great deal of emigration to the US, especially the traffic rules, they drive really crazily. And um...what
from Europe. else? The food is different, but it’s OK. My husband would
say the noise, the people here are so noisy. In Peru, people
• Elicit / explain the meaning of allegiance (= a person’s aren’t nearly as noisy– they live in their houses – if you want
to see someone, you go to their house – they’re not in the
continued support) and have SS, in pairs, say whether street all the time like they are here. I agree with him. And
they agree with Roosevelt’s view. I think people gossip a lot here, too. They’re always talking
about what everyone else is doing, and I don’t like that.
I There must be things you miss about Poland.
1 LISTENING & SPEAKING R Of course – loads of things! The food! My family and my
friends. The little corners of my town that I love, my favorite
a Do this as an open-class question and elicit reasons. cafes and cinemas. That’s what I miss most.
Find out what proportion of the class can imagine I Might you go back to Poland one day?
R I personally would love to go back, but I’m not sure if we ever
themselves going to live in another country. will. It would be very difficult, especially for my husband.
But you never know – or maybe we’ll end up in Peru!
b Focus on the questions and put SS in pairs to discuss
them. Get feedback. You could write the two headings
on the board and list the pros and cons underneath them.
128
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10A
Now repeat the process for Jung-hwa. LEXIS IN CONTEXT
5 25 e Focus on the task and give SS, in pairs, time to go
through the phrases and answer the two questions.
Jung-hwa
I’ve been living in New York City for just over five years now. Extra support
The reason I first came here is because I always wanted to • Finally, have SS read both audioscripts on page 136
improve my English and live abroad. I came alone, and I didn’t
have any family or friends in the US. I had no idea how things
and deal with any other vocabulary questions or
were going to unfold. It was all terrifying and exciting at the problems.
same time. South Korea is a relatively homogenous country,
so I was completely fascinated and shocked by the diversity in 1 She is referring to going to live in Spain. a bit of a fluke =
New York City. I was surrounded by people of different races unplanned, an accident
who spoke languages that I had never heard before. Even if 2 She is referring to her husband staying in Poland.
people were speaking English, I didn’t notice because of all the the paperwork = the bureaucracy, e.g., getting work
different accents. It was all so different from what I had been permits, etc.
used to back in Korea.
3 She is referring to the time when they had just arrived in
You see, what I like best about living here is that in some way
Spain. bit by bit = gradually
I’m still “living the dream.” I was only planning to stay a year,
but five years later, I have a master’s degree from NYU and I’m 4 She is referring to what she misses about Poland. loads
working as a teacher’s assistant. I get to meet people from all of = an informal expression meaning lots of
over the world, and people have such different backgrounds 5 She is referring to living in a new city. to unfold = to
that I find myself learning all the time. In South Korea, people happen as time passes
are more conservative and cautious about expressing their 6 She is referring to living in New York City. living the
views. One thing that has definitely changed a lot is my dream = living as you have always dreamed
attitude toward communication. In the past, I always went for 7 She is referring to the New York City subway system
the politically-correct answer, and I had to spend some time
where it can be very crowded and frustrating
looking for the “right” words to phrase my opinions. But I’ve
to navigate. people at their best and worst =
gotten used to the idea of the “right to express oneself,” and
now I feel more comfortable with expressing my thoughts in a encompassing people with very good behavior and very
more straightforward and honest way. bad behavior
The thing I love about living in New York City is the people,
but it’s also the same reason I get frustrated and fed up. I f Focus on the questions and have SS answer with a
find that people, especially New Yorkers, have little patience. partner. Then get feedback from the whole class.
And as much as expressing oneself is a great thing, I find that
some people take the “right to express oneself” a little too
far. I think the NYC subway system during rush hour is a really
good example and the best place to see people at their best 2 GRAMMAR adding emphasis (2): cleft
and worst. I’ve seen people express their frustration and anger
sentences
with other commuters by cursing and yelling. Sometimes,
things will get really heated and fights will break out. That a Focus on sentences 1–4 and give SS time to try to
really surprises me because in Korea, no matter how crowded
or packed it gets, people don’t usually yell at one another.
complete them with a partner, preferably in pencil or
All in all, I love living here and I’ve made some really good on another piece of paper.
friends, but I still get homesick from time to time. I can easily
communicate with my family or friends back in Korea using b 5 26 Play the audio for SS to check, pausing and
the Internet, but it doesn’t completely get rid of my longing playing again as necessary. Then have SS compare the
for home. And as much as I love the people, sometimes I feel sentences.
like the pace in New York City can be overwhelming. I do often
think about going home and returning one day. See audioscript 5.26
d Give SS time to compare their answers with a partner Elicit that the second versions give more emphasis
before checking answers, eliciting as much information to a particular part of the sentence, e.g., in the first
as possible. Have students discuss which speaker feels sentence, In fact, it was my husband who... gives more
more positive about their adopted country. emphasis to her husband than In fact, my husband.... In
the second sentence, putting What I like best... at the
Renata
1 It was her husband’s idea. He is Peruvian so it’s difficult
beginning gives more emphasis to this than when it
for him to work in Poland (language / paperwork). Both was at the end.
speak Spanish.
2 4 years 5 26
3 If you work hard, you get a good standard of living. 1 In fact, it was my husband who first came up with the idea
Weather nice of moving here.
Close to sea and mountains 2 What I like best is that if you’re prepared to work hard, you
4 The traffic, the crazy way people drive can get what you want.
3 The reason I first came here is because I always wanted to
People are noisy and gossip about you.
improve my English and live abroad.
5 Misses family / friends, snow, food, “little corners of
4 One thing that has definitely changed a lot is my attitude
her town” toward communication.
6 Unlikely to go back because difficult for her husband
Jung-hwa c Tell SS to go to Grammar Bank 10A on page 156. Go
1 She wanted to learn English and live abroad. through each example and its corresponding rule with
2 More than five years the class, or give SS time to read the examples and rules
3 She gets to meet all different types of people. on their own, and answer any questions.
4 People are impatient, and people take the right to
express themselves too far.
5 She misses her family.
6 Yes, she says she often thinks about going back home
and returning.
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10A
Extra idea
Grammar notes
• Make up some sentences of your own for SS to listen
• When we want to focus attention on or emphasize
to your intonation.
one part of a sentence, we can do this by adding
certain words or phrases to the beginning of the
sentence as a kind of introduction or build-up. 4 READING & SPEAKING
For example, What I most enjoyed about the movie
was... or The reason I was late was... These kinds of a Focus on the photo and the book cover, and find out
sentences are often referred to in grammar books if any SS have read the book or seen the movie. Then
as “cleft” sentences (from the old-fashioned verb focus on the pre-reading questions and have SS answer
“to cleave” = to cut), because the sentence is divided them with a partner.
into two parts. Get feedback from the class and tell SS what
you think.
individually or in pairs. If SS do them individually, have b Focus on the gist questions. Set a time limit for SS to
them compare with a partner. Check answers after read the extract once. Check answers.
each exercise.
Waverly seems to be experiencing an identity crisis
a 1 It 3 reason 5 All 7 What because she had always wanted to be seen as American,
2 What 4 happens 6 place 8 me not as Chinese, but now that she wants to visit China she
feels unhappy that, according to her mother, Chinese
b 1 The reason why she left her husband was because people will see her as an outsider because she cannot
2 The place where we stopped for lunch speak the language and is clearly “all American-made.”
3 What happened was (that) Her mother feels responsible. She wanted her children to
4 What really annoyed me was (that) have the best of both worlds, having the benefits of living
5 It was a girl from my town who in the US while retaining their Chinese character, but she
6 All I said was now realizes that this is impossible.
7 The person I like best of all my relatives
8 What happens is (that) c Focus on the task. Have SS read the extract again and
9 What you need to do right now is
then answer the questions, referring back to the text.
10 The first time I met Serena was
Have them compare with a partner, justifying their
Tell SS to go back to the main lesson on page 95. choices, and then check answers.
1 c 2 d 3 a 4 c 5 b
3 PRONUNCIATION & SPEAKING intonation
in cleft sentences LEXIS IN CONTEXT
Pronunciations notes d Focus on the task and give SS time to find the verbs in
the text and guess their meaning. They can do this in
• Cleft sentences have a specific intonation pattern,
pairs or individually and then compare with a partner.
which SS should be made aware of. Encourage
Check answers.
them to imitate it, as this will make their English
sound more natural. If they find the technical blend in = to look similar to other people, so that you don’t
expressions (fall-rising tone, etc.) difficult to stand out / look different
understand, tell them not to worry and to simply sue = make a claim against sb in court about sth they have
try to copy the intonation on the audio. said or done to harm you
obey = do what sb has told you
a 5 27 Focus on the information box and go through pursue = follow sth in order to catch or acquire it
polish /ˈpɑlɪʃ/ = make sth shine by rubbing it with a cloth,
it with SS. Play the example sentences twice for them
e.g., I polished the car, (metaphorically) to improve sth by
to listen to and try to grasp the two different intonation making changes, e.g., We need to polish our performance
patterns. before the show on Friday.
flash around = (disapproving) to show sth you have to other
5 27 people in order to impress them, e.g., He flashes his money
1 What I hate about my job is having to get up early. around.
2 The reason why I went to Japan was because I wanted to stick to = become fixed (in her mind)
learn the language.
3 It was her mother who really broke up our marriage. e Do this as an open-class question and elicit opinions.
4 It’s the commuting that I find so tiring.
Extra support
b 5 28 Play the audio, pausing after each sentence for • Deal with any other vocabulary questions and
SS to listen and repeat. Play the audio again as necessary. problems SS may have. You may want to point out
that there are a couple of phrases in the text that
5 28
do not sound totally English and are probably used
See sentences in Student Book on page 95
by the author to convey the idea that the mother’s
c Focus on the task and give SS time to complete the English is perhaps influenced by Chinese, e.g., the
sentences. Monitor and help. way you carry your face, put your feelings behind
your face, etc.
Then have SS take turns reading their sentences
to each other. Monitor and check their intonation, • You could ask SS to choose five other words or
correcting it where necessary. phrases they would like to learn.
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10A
5 VOCABULARY words that are often 6 5 29 SONG The Outside
confused This song was originally made famous by the
a Focus on the task. Have SS compare their answers with American singer/songwriter, Taylor Swift in 2006. For
a partner. Check answers, eliciting the exact meaning copyright reasons this is a cover version. If you want to
of each word. do this song in class, use the photocopiable activity on
page 225.
a foreigner is sb from another country
an outsider is sb who is not accepted as a member of a 5 29
society or a group
The Outside
a stranger is sb you don’t know; sb who is in a place they I didn’t know what I would find
haven’t been to before When I went looking for a reason, I know
I didn’t read between the lines
b Give SS time to complete their sentences and then And, baby, I’ve got nowhere to go
compare with a partner. Check answers, eliciting the I tried to take the road less traveled by
pronunciation of both words. Emphasize in each case But nothing seems to work the first few times
Am I right?
that the word that is right in one sentence cannot be
Chorus
used in the other. So how can I ever try to be better?
Nobody ever lets me in
1 a suite (= a set of rooms, esp. in a hotel, usually with a I can still see you, this ain’t the best view
bedroom, a living area, and a bathroom) On the outside looking in
b suit (= a jacket with matching pants or skirt) I’ve been a lot of lonely places
2 a besides (= in addition to, apart from, e.g., What I’ve never been on the outside
sports do you like besides basketball?)
b beside (= next to or at the side of sb / sth, e.g., Come You saw me there, but never knew
and sit beside me.) that I would give it all up to be
A part of this, a part of you
3 a lie (= put yourself in a horizontal position [past lay,
And now it’s all too late so you see
past participle lain]) You could’ve helped if you had wanted to
b lay (= put sth or sb in a particular position or put sth But no one notices until it’s too late to do anything
down on sth [past laid, past participle laid], e.g., He
laid his hand on my arm.) How can I ever try to be better?
lie (down) does not have an object; lay sth / sb Nobody ever lets me in
(down) needs an object. I can still see you, this ain’t the best view
4 a currently (= right now) On the outside looking in
b actually (= in fact, to tell the truth) I’ve been a lot of lonely places
I’ve never been on the outside (repeat)
5 a announce (= tell people sth officially, e.g., The
government has announced that it is going to lower
taxes.)
b advertise (= tell people about a product or service to
encourage them to buy or use it)
6 a affect (= verb meaning to produce a change in sb or sth)
b effect (= noun meaning the consequences of an action)
7 a embarrassed (= shy or awkward especially in a
social situation)
b ashamed (= feeling bad about sth you have done)
8 a deny (= say you have not done sth)
b refuse (= say you will not do sth)
9 a compromise (= an agreement between two parties or
groups in which each side gives up some of the things
they want so that both sides are happy at the end. It
can also be a verb, e.g., We had to compromise.)
b commitment (= a promise to do sth or to behave in a
particular way. It is also a verb, e.g., The company is
committed to providing quality at a reasonable price.)
10 a economical (= money-saving)
b economic (= related to the economy, e.g., There is a
serious economic crisis.)
c Focus on the task and give SS a few minutes to

complete the sentences. Check answers.
1 affect 4 advertised
2 embarrassed 5 actually
3 commitment 6 refuse
Put SS in pairs and have them discuss whether they

think the sentences are more true of men or of women.
Get feedback.
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G comparison
V word building: adjectives, nouns, and verbs
P homographs
10B Sports on trial

Lesson plan b Now focus on the article and the questions. Set a time
limit and tell SS to scan the article to find the answers.
This lesson focuses on two different angles on sports. If they can’t find the answer to one of the questions,
In the first half SS read a newspaper article, Battle of the tell them to go on to the next one, and return to the one
Workouts, which compares similar activities (aerobics and they couldn’t answer at the end. Have SS compare with
running, yoga and Pilates), which people might decide to a partner and then check answers.
take up if they want to get in shape, and looks at the pros
and cons of each. Then there is a focus on word building, 1 aerobics and yoga 7 aerobics
forming nouns and verbs from common adjectives, e.g., 2 Pilates 8 aerobics
3 running and aerobics 9 Pilates
strong, long, deep, etc. In the second part SS look at some
4 running and Pilates 10 yoga
statements from a controversial new book criticizing 5 running 11 Pilates
sports, called Foul Play, and listen to a well-known sports 6 yoga 12 running
journalist, Ron Kantowski, give his opinion on these
issues. SS then work on grammatical structures involving c Focus on the task. Explain that in the original article
comparisons. The lesson ends with a pronunciation focus for each pair of activities, one was declared the winner
on homographs, words that are spelled the same but by a sports expert. Have SS read each pair of activities
pronounced differently according to the meaning, e.g., bow. carefully and guess which was judged the winner. Elicit
opinions before giving the answer.
STUDY LINK
• Workbook 10B The winners were running and Pilates.
• Online Practice
• iChecker
LEXIS IN CONTEXT
Extra photocopiable activities d Focus on the definitions and see if SS can remember
• Grammar Comparison page 160
any of the words. Then set a time limit for them to
• Communicative Sports quiz page 186 (instructions page 166) find the others in the article. Have SS compare their
• Vocabulary Word building race page 211 (instructions page 191) answers with a partner. Check answers.
1 stride 4 prone 7 push-ups
Optional lead-in—the quote 2 spine 5 joint 8 sit-ups
3 a workout 6 stretch 9 torso
closed) and the name of the author or have SS open their e Focus on the task. Have SS do it without looking back
books and read it. at the article, and then check back. Check answers and
• Point out that Heywood Broun (1888–1939) was elicit the meaning of each phrase.
a well-known male journalist, sports writer, and
newspaper editor. master the poses (= to learn to do sth completely)
challenge yourself more by entering fun runs (= to test your
• Ask SS what they think it means and if they agree with it, abilities / skills. Remind SS of the phrase they learned in
and elicit specific examples (referring to sports and players) File 1, a challenging job.)
of how character is revealed through playing sports. attain a sense of unity (= a more formal way of saying
reach, e.g., a particular level); achieve and attain are similar
in meaning
1 READING & SPEAKING perform six push-ups (= more formal way of saying do)
set personal goals (= to give yourself or others sth to try
a Focus on the photos and the questions, and elicit and do successfully, e.g., Our teacher set a goal of reading
answers from the class. Some SS may not be familiar three books this semester.); achieve a goal (= succeed in
with Pilates /pəˈlɑtiz/. You could elicit / explain that it is reaching a goal or standard)
burn calories (= use food to produce energy)
a physical fitness system (developed by Joseph Pilates
in the early 20th century) that focuses on the core Extra support
postural muscles that help keep the body balanced and
that are essential to providing support for the spine. • Ask SS to choose five other words or phrases they
Point out that it always has a capital P because it is would like to learn from the article and have them
named after someone. compare their choices. Get some feedback from the
class about the words or phrases they have chosen
Digital extra idea and deal with any vocabulary problems that arise.
• Google the sports yoga, Pilates, and aerobics to make f Focus on the task and give SS time to prepare their
sure SS know exactly what they are. YouTube has answers. If you have SS who know little or nothing
some clips, too. about sports, put them with a student who does, who can
“teach” them about a particular sport. Then put them in
pairs to describe their chosen activity. Get feedback by
asking some pairs to talk about their chosen sport.
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10B
2 VOCABULARY word building: adjectives, Focus on the exercises for 10B. SS do the exercises
nouns, and verbs them compare with a partner. Check answers after
a Focus on the task. Elicit that in the first sentence a verb each exercise.
is needed, and in the second a noun. Have SS complete
the sentences. Check answers. a 1 the worse we play
2 by far the best meal
1 strengthen 2 strength 3 just as good a player
4 a lot easier
b Elicit that with strong, the verb is formed by adding -en 5 as late for work
to the noun. Point out that with the other words in the 6 the cheaper it is
7 far more laid-back
chart sometimes the verb is formed from the adjective,
8 a little bigger
and sometimes from the noun, and they should try out 9 easily the most talented
both ways to see which sounds right. Give SS time to
b 1 than
complete the chart with a partner and check answers. 2 ✓
3 by far
Adj Noun Verb
4 The sooner the better
strong strength strengthen
5 twice as much as
long length lengthen
6 the worse I do
deep depth deepen
7 easier and easier
short shortness shorten
8 a few more
wide width widen
9 many more
high height heighten
weak weakness weaken
thick thickness thicken
flat flatness flatten c Focus on the task, and put SS in groups of three. Tell
them to start, and then when two minutes are up, say
Point out that heighten doesn’t mean to make sth
“Stop” for them to move onto the next topic.
higher, but to intensify or increase sth, e.g., heighten the
awareness of sth. Get feedback by finding out whether groups agreed or
not with the statements.
c Focus on the sentences and have SS complete them
with words from the chart. They can do this in pairs
or individually and compare answers with a partner. 4 SPEAKING & LISTENING
Check answers, eliciting pronunciation.
a Focus on the task and the six points. Foul play is used
1 shorten 6 thicken mainly to refer to actions in sports that are against the
2 length, width 7 flatten rules, and the word foul can be used as a noun and verb,
3 height 8 weaknesses e.g., The defender committed a foul. The forward fouled
4 weaken 9 widened
the goalie.
5 depth 10 shortness
Give SS time to read and check or put an X next
to the points, and to think of reasons why they
3 GRAMMAR comparison agree / disagree.
a Focus on the task. Have SS do it individually and then b Now put SS in groups of three or four to debate each
compare with a partner. Check answers. point. Monitor and help where necessary, making
1 …the louder the crowd gets
notes of any recurring problems or errors to deal
2 ✓ with afterward.
3 …a few more votes Get feedback, asking SS whether as a whole they
4 …as much as
5 …many more seats
agreed or disagreed with the statements.
6 …the better c 5 30 Focus on the photo of Ron Kantowski and
7 ✓
the task. Explain to SS that Ron Kantowski is a sports
b Tell SS to go to Grammar Bank 10B on page 157. Go columnist and writes for the Las Vegas Review-Journal.
through each example and its corresponding rule with Play the audio, pausing after each answer, for SS
the class, or give SS time to read the examples and rules to mark the statements A if they think he basically
on their own, and answer any questions. agrees with the statement, D if they think he basically
disagrees, or PA if they think he partially agrees. Play
Grammar notes again as necessary. Check answers and find out if Ron
• SS at this level should be confident with basic Kantowski’s opinions (e.g., agreeing or disagreeing with
comparative and superlative adjectives and the statements) coincide with what SS decided in b.
adverbs. They should also have seen the the…the…
1 D 3 PA 5 A
structure before, though may not use it with great
2 PA 4 A 6 A
fluency. Here they review this structure and look
at common modifiers used with comparative and
superlative structures.
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10B
I We expect athletes to be positive role models. Is there any
5 30 reason why we should?
(audioscript in Student Book on pages 136–137) R Years ago, people looked up to athletes, and they were
I = interviewer, R = Ron Kantowski our heroes. But there’s no reason why they should be
I There’s a deeply held belief that sports teaches us valuable role models – they’re in the public eye more than others,
lessons about life and ultimately makes us better people. In but they’re human, like everyone else. All the money
your opinion, is that true? and adulation is difficult for these athletes to handle,
R Call me old-fashioned, but I actually do believe that, having paradoxically. Money and fame tend to bring down a lot of
played sports myself when I was younger. There are some celebrities, like actors and rock stars, not just athletes.
things that sports can teach you. Just in general terms, There’s a lot of temptation and money involved that you
it teaches you to respect authority – for example, when don’t see in other professions.
there’s a referee in the game, there’s an authority figure. Also, there’s more pressure nowadays, with the way the
And it teaches you how to get along with others and media has changed, and with social media. Everyone is
cooperate. When I was a kid, we would play ball sometimes looking for a sensational story, and athletes are more prone
without supervision, and we’d have to get along by to being caught in scandals than ever before.
choosing up sides for the teams. When there was an issue If it were up to me, parents and teachers, people like that,
with the rules, we’d have to get together and come up with would be the real role models.
a compromise. So, yes, I think there are a lot of lessons to I Right. Do sports occupy a disproportionately high place in
be learned, especially when you’re young, that help you the media and have we lost all sense of proportion when it
later on in life. comes to sports?
Now, when it comes to individual sports, the effect is even R There is a disproportionate amount of interest in sports.
more evident than in team sports. It takes an incredible There’s an insane amount of hype around some of these big
amount of discipline, for example with tennis and golf and events, like the Super Bowl and the World Cup. The media
track, which aren’t team sports. It’s a matter of getting up knows that there’s a captive audience, and more is better!
early, training on your own, and all the repetition that you You know, the first Super Bowl didn’t even sell out, yet in
need to do, sometimes without supervision. A lot of people today’s world it’s considered the most important event you
who aspire to be professional athletes can’t afford a trainer can imagine, so it just shows how perspectives have shifted.
or a coach, especially when they’re young. So the discipline But the media reflects interest more than they create
involved in individual sports is a valuable lesson in life as well. it – they’re giving the public what they want. I’m not
I On the whole, would you say that sports bring about more sure the media is totally to blame, either; it’s just a form
happiness or unhappiness in the world? of economics.
R Well, as long as there’s some perspective there, and you
look at sports as a sort of temporary escape from real d Focus on the task. Play the audio again, pausing after
life, as entertainment – like going to a movie – if you have
that kind of perspective, then I think sports can enhance
Ron Kantowski talks about the first statement to give
your life. And life is better with diversions. With sports, a SS time to make notes (see spaces in the audioscript).
lot of people look forward to following their teams: it gives Have SS compare notes with a partner and then check
them a sense of family, a sense of community, and some answers. Ask SS whether they agree with what he says.
wonderful memories. And as entertainment, sports have
tremendous value. Repeat the process for the other statements.
But again, there has to be some perspective. When you
go past the level of sports as entertainment, as diversion, 1 He says that team sports teach you to respect
as a pastime, when it gets into the obsession area, then it’s authority (the referees), and to get along with others by
probably not a good thing. People who get too carried away cooperating and compromising. Individual sports teach
by whether their team wins or loses are not in a healthy discipline, even without supervision, because of the
situation. As long as you can look at sports as a diversion, hard work involved in training.
it’s fine. Part of the secret of life, and this certainly applies 2 He believes that overall, sports makes people’s lives
to sports, is to do it in moderation, and being a sports fan is better because it’s important to have diversions and
no different. But overall, I would say sports create a great
entertainment in life. However, people need to keep it
deal of happiness.
I Do you think there’s a sense that sports have replaced in perspective and not make sports into an obsession,
religion in modern society? which can be unhealthy.
R That’s a great question. Probably for a lot of people, it has. 3 He says sports enthusiasm can border on religion for
I’m thinking of some of these major sporting events that some people if their passion for the sport goes to a
draw worldwide interest, like the World Cup, for instance. fanatical level.
You see the passion of the fans, and I think that passion 4 He agrees that drugs and advances in technology may
is wonderful, as long as it doesn’t carry over into fanatical have a similar effect in terms of improving athletes’
levels. Again, we get back to that obsession thing, and once performance, even though drugs carry a stigma.
you’ve crossed that line where sports are no longer just
5 He agrees there’s no reason why athletes should be role
entertainment, diversion, and pastime – when it crosses the
line, then yes, it can border on religion for a lot of people. models. They are only human—money, fame, and media
I Do you think there’s any difference between using pressure bring down a lot of professional athletes. He
technology to gain an advantage (for example high tech thinks parents and teachers make better role models.
swimsuits) and doping, I mean taking performance- 6 He agrees that there is a disproportionate amount
enhancing drugs? of interest in sports, mostly because of media hype.
R That’s a profound question. I think if you’re really honest However, the media are only giving people what
about it, it’s hard to see the difference. I mean, if you think they want.
about a sport like tennis or maybe golf, and you consider
the advances in technology in the equipment, and if you
go back to the 1930s and 1940s and think about the
Extra support
small wood tennis racquets and the wooden golf clubs…if • If there’s time, have SS listen again with the
those players had had today’s equipment in their hands, it audioscript on pages 136–137, focusing on any new
would have made a huge difference in their game, a bigger
impact on their game than performance-enhancing drugs! vocabulary, and getting feedback on phrases SS
The advances in technology have really done more to didn’t understand, e.g., because the words were run
increase performance than drugs have. We’re all quick together.
to criticize, and there’s a stigma attached to using drugs
that doesn’t exist with the equipment, but in a lot of ways
they’re similar. I think equipment, technology, diet, and
education – all those things have done more to enhance
athletic prowess and performance than drugs.
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10B
5 PRONUNCIATION homographs
Pronunciation notes
• Homographs (words with different meanings that
have the same spelling but different pronunciation)
cause problems because in many cases SS are not
even aware that a word like bow has more than one
possible pronunciation.
• This exercise focuses on some common
homographs and you should encourage SS to note
down any others they come across.
• SS should already be aware of one kind of
homograph, e.g., two-syllable words that can be
verbs or nouns, and where the stress shifts, e.g.,
contract (verb) and contract (noun).
a Focus on the information box and go through it with SS.

b Focus on the task. Have SS, in pairs, try saying the
two pronunciations first and then match them to the
correct sentence.
c 5 31 Play the audio for SS to check answers. Pause
after each pair of sentences and elicit the answer. Then
move on to the next sentence.
close 1 b 2 a
upset 3 a 4 b
minute 5 b 6 a
tear 7 a 8 b
content 9 b 10 a
wound 11 b 12 a
use 13 a 14 b
5 31
1 It was a really close race, and they had to use a video
replay to see who won.
2 What time does the ticket office close? We need to get our
tickets for the game on Saturday.
3 The lowest-ranked baseball team in our division pulled
off an amazing upset when they played the top team and
defeated them five to four.
4 He was really upset because he missed an easy shot that
would have won the basketball game for the team.
5 He was disqualified because they found a minute quantity
of a banned substance in his blood sample.
6 He scored a goal just one minute before the referee blew
the final whistle.
7 If you tear a muscle or a ligament, you may not be able to
train for six months.
8 As she listened to the national anthem play, a tear rolled
down her cheek.
9 Professional athletes never seem content with their
contracts. They’re always trying to negotiate better
terms.
10 The content of the program was a two-hour analysis of
the game.
11 He wound the tape tightly around his ankle to prevent
a sprain.
12 You could see his head wound bleeding as he was taken
off the field.
13 If you use a high-tech swimsuit, you will be able to swim
much faster.
14 It’s no use complaining; the umpire’s decision is final.
Finally, have SS, in pairs, practice saying the sentences.

Extra support
• If your SS seem to have particular problems with
some of the pairs of words, you could use the audio to
model and drill the different pronunciations and have
SS say the sentences.
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9 10 Review and Check
&
For instructions on how to use this page, see page 40. B We asked people to think of the last time they could
remember overeating. Then we asked, “Why did you eat
so much?” About 12 percent said, “I overate because of
something emotional,” or “I was feeling sad,” or “I was
bored.” About 51 percent said they overate because they
• File 10 Quick Test were really hungry, and 37 percent said they overate
• File 10 Test because the food was so good. So we asked ourselves
• Progress Test Files 5–10 what happens if the person is not hungry and the food is
terrible. That led to our stale popcorn study.
• End-of-course Test
I What did you test?
B We gave people popcorn that was either fresh or five days
old. On a scale of 1 to 10, people rated the taste of the
GRAMMAR stale popcorn a 3. It tasted like Styrofoam.
I Yuck! Sounds awful! And you gave moviegoers either
a 1 ✓ 2 a can opener 3 ✓ 4 ✓ 5 ✓ 6 a cup of medium or large bags?
coffee 7 darker (and darker) 8 Brazil’s largest city / the B Yes. And we gave them to people who had eaten dinner
largest city in Brazil within 20 minutes of arriving at the theater. So we gave
b 1 ✓ 2 photo album 3 ✓ 4 children’s bedroom 5 ✓ them bad food when they weren’t hungry, and people ate
6 has 7 by far 8 a few 34 percent more from the bigger bag. If the popcorn was
fresh, they ate 45 percent more from the larger bags.
c 1 reason I didn’t bring sunscreen was
When people left, we said, “Gee, you ate 34 percent more.
2 The person I spoke to was Do you think the size of the bag had anything to do with
3 What I don’t like about my boss is it?” And every one of them said, “No, how could it?”
4 All I said was (that) I Are big servings the only influence on how much we eat?
5 It was a boy from my school who B No. Very simple things have a tremendous influence on how
much we eat. We gave office workers candy dishes filled with
candy every day for a month. The bowls were placed either
VOCABULARY on their desks or six feet from their desks. We found that
a 1 cutting board 2 simmer 3 stir 4 stuff 5 melt a typical office worker would eat about nine chocolates –
6 wind 7 spine 8 stable 9 ripe 10 calf which is about 225 calories – if the candy dish was sitting on
b 1 heat 2 beat 3 stung 4 take 5 turned their desk. But if we moved the candy dish six feet away, they
6 squeaked 7 burn 8 Set ate only four chocolates – or about 125 fewer calories a day.
c 1 activists 2 strength 3 shorten 4 height Over the course of a year, that would translate into 11 to 12
5 commitment 6 whipped 7 economical pounds of extra weight they would gain by having the candy
on the desk instead of six feet away. We asked the office
workers if six feet was just too far to walk, but they said, “No,
CAN YOU UNDERSTAND THIS TEXT? it’s just that the six feet gave me pause to think, “Am I really
that hungry?’” And half the time, they said no.
a The article describes a new way to make ice skates called rapid
I Weren’t you also able to influence how quickly people ate?
prototyping; a clothing line called the Haptic Sports Garment; B Yes. We had people eat lunch sitting across from somebody
RFID tags that transmit the coordinates of the ball and players; who was instructed to eat either 50 percent more slowly
and the Hawk-Eye system that tracks the position of the tennis or 50 percent faster than the typical person would eat. We
ball in 3D space. called it forks per minute. We found that when someone
b 1 T was paired with someone eating faster, they ended up
eating significantly more calories than if they ate alone.
2 F (The garment uses vibrations to help improve posture, target
And when they were paired with someone eating slower,
key muscle groups and even help maintain optimal speeds.)
they ate fewer calories. There’s this mimicry effect.
3 F (European rugby teams are experimenting with it.) I Can’t people tell when they’re full?
4 F (RFID tags can transmit…not instant replay.) B Most people say, “Okay, all these little things around me
5 T might influence me a little bit. But I know when I’m full. I know
6 F (The writer asks: “Will there one day be tiny live cameras when to stop.” So we asked ourselves, What happens if your
and microphones inserted into basketballs…”) plate never empties? So we brought in these refillable bowls.
I People couldn’t see that the bowls refilled as they ate?
B Right. And those who unknowingly ate out of the refillable
CAN YOU UNDERSTAND THIS INTERVIEW? soup bowl ate 73 percent more soup than others. When we
b [✓] The largest number of respondents… asked them if they were full, they didn’t rate themselves
[✓] When people were given bad popcorn… as more full than the other group. They’d say, “How can I be
full? I have half a bowl of soup left.”
[✓] Simple things like the placement of food can affect…
I They relied on external cues?
[✓] When a person eats with someone who’s a fast eater… B Yes. They kept on eating.
I So is it possible to make yourself less mindless, that is, to
think about what you’re eating and therefore make better
5 32 choices…and not overeat?
I = interviewer, B = Brian Wansink B This whole idea that you can prevent mindless eating with
I What made you eat more of that ice cream than you the power of your mind is completely wrong. What we need
intended? Why do you always eat too much when you go to to do is to set up our environment, whether at our home
a restaurant? or work, so that we mindlessly eat less, rather than just
If you’re like most people, external cues influence how much continue to overeat.
you eat, which foods you eat, how fast you eat, and more. I What changes should we make?
When people eat “mindlessly,” they are unaware of the signals B The key is to simply rearrange—or reengineer—our
and cues that affect their eating habits. Brian Wansink, author environment so we mindlessly eat less and enjoy it more.
of the book “Mindless Eating,” has spent a career investigating For example, if you eat more from a large container or
those cues and why people eat more than they need to, even plate, get a smaller one instead. If a nearby candy dish
when they’re not hungry. In other words, why do people eat on your desk leads you to eat twice as many candies
mindlessly? We spoke to Mr. Wansink to find out more. (and it does), move it six feet away. Small changes in your
I So, Mr. Wansink, why do people overeat? environment can make a big difference, even though you
won’t notice a big change in your diet.
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Photocopiable activities
Contents Photocopiable material

138 Grammar Activity Answers • There is a Grammar activity for each main (A and B)
lesson of the Student Book.
141 Grammar Activity Masters
• There is a Communicative activity for each main
161 Communicative Activity Instructions lesson of the Student Book.
167 Communicative Activity Masters

• There is a Vocabulary activity for each main lesson of
the Student Book.
187 Vocabulary Activity Instructions • There is a Song activity for each File of the Student
192 Vocabulary Activity Masters Book. The recording of the song can be found in the
main lesson on the Class CD.
213 Song Activity instructions
• There are two pages of dependent prepositions.
216 Song Activity Masters
226 Dependent Prepositions Using extra activities in mixed-

ability classes
Some teachers have classes with a very wide range of
levels, where some SS finish activities much more quickly
than others. You could give fast-finishers a photocopiable
activity (Communicative, Grammar, or Vocabulary)
while you help the slower SS. Alternatively, some teachers
might want to give faster SS extra oral practice with a
Communicative activity while slower SS consolidate their
knowledge with an extra Grammar activity.
Tips for using Grammar activities

The Grammar activities are designed to give SS extra
practice in the main grammar points from each lesson.
How you use these activities depends on the needs and
abilities of your SS and the time you have available. They
can be used in the lesson if you think your entire class
would benefit from the extra practice, or you could assign
them as homework for some or all of your SS.
• All of the activities start with a writing stage. If you use
the activities in class, get students to work individually
or in pairs. Allow students to compare before checking
the answers.
• Activation is an optional stage that gives SS freer
practice to produce the target language. This is either
in the form of a written or spoken exercise. It can be
used as immediate follow-up to the writing stage, or as a
warmer or cooler in a subsequent lesson.
• If SS are having trouble with any of the activities, make
sure they refer to the relevant Grammar Bank in the
Student Book.
• Make sure that SS keep their copies of the activities and
that they review any difficult areas regularly. Encourage
them to go back to activities, and cover and test
themselves. This will help with their review.
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Grammar activity answers
1A discourse markers (1): connectors 4A speculation and deduction

2 consequently 3 so as not to 4 in case 5 though a 2 can’t be 3 must be 4 might be doing / could be
6 Although 7 but 8 As a result 9 so that doing 5 can’t have been 6 must have been
10 However 11 Despite 12 As 13 so as to 7 might have gone 8 might not have thought
14 so that 15 because of 9 should be
b 2 the disease is likely to 3 you will probably be able
1B have 4 is unlikely to be 5 we are bound to 6 It’s very
a 2 I’ve been reading 3 ✓ 4 to have escaped unlikely that 7 she’s bound to be 8 she will
5 Don’t you have 6 already have 7 I’ll be having definitely
8 didn’t have to 9 have it dry cleaned 10 ✓
b 2 I’ve been having / I’ve had 3 has this been going on 4B adding emphasis (1): inversion
4 having my hair cut 5 I’ve seen 6 doesn’t have a 2 only 3 when 4 have 5 did 6 sooner
7 Do you have 8 have 7 when 8 will
b 2 Not until two hours later did the plane finally
2A pronouns take off.
a 2 It’s 3 themselves 4 it’s 5 you 6 you 7 there’s 3 Rarely have I seen such breathtaking scenery.
8 their 9 themselves 10 one another 11 they 4 Not only was she well dressed, but she was also
12 there’s beautiful.
b 2 there 3 They 4 one 5 It 6 you 7 they 5 Hardly had I turned on my laptop when the battery
8 yourself 9 they 10 you 11 there 12 it ran out.
6 Not until we got home did we realize (that) we had
2B past: narrative tenses, used to, and been robbed.
would 7 Only when you go abroad can you understand your
2 had been living / had lived own country.
3 looked 8 No sooner had we found our seats than the show
4 used to frown / would frown / frowned started.
5 used to wash / would wash / washed
6 was playing 5A distancing
7 remembered a 2 It seems that men are more at risk…
8 had told 3 It appears that she has changed her mind…
9 jumped 4 It seems that you are unable to deal…
10 was passing / passed 5 It seems that the weather is improving.
11 had made 6 It appears that the robbers were wearing…
12 was awaiting / awaited b 2 A spokesman is expected to make an
13 heard announcement…
14 always got off / would always get off / always used to 3 More than half of the population is believed to suffer
get off from headaches.
4 Beijing is said to be one of the…
3A get 5 At least 70 people are thought to have been injured…
a 2 ✗ get to the point 3 ✗ got broken 4 ✗ get the bus 6 The economy is expected to grow…
5 ✓ 6 ✗ get paid 7 ✓ 8 ✗ get Rashida to look c The following expressions should be underlined:
9 ✗ got the kitchen painted 10 ✗ got to the closest gas According to, do not appear to have been used,
station apparently, there are said to be, It has been suggested,
b 2 Paying a lot to get your hair cut is a waste of money. may have broken down
3 The best way to get rich is to work hard.
4 Getting hurt is usually a learning experience. 5B unreal uses of past tenses
5 People get wiser as they get older. 2 c 3 b 4 b 5 a 6 c 7 a 8 b 9 b 10 c
6 Cheating is fine provided you don’t get caught. 11 a 12 b 13 b 14 a 15 c
7 Giving presents is better than getting them.
8 School doesn’t help you to get anywhere in life. 6A verb + object + infinitive or gerund
a 2 to take 3 to be offended 4 ✓ 5 for Jack to attend
3B discourse markers (2): adverbs and 6 you to feel 7 ✓ 8 for our children to go 9 ✓
adverbial expressions b 2 to retake 3 do 4 taking 5 being able 6 stopping
2 Obviously 3 That is to say 4 Besides 5 in other 7 using 8 to leave 9 not to arrive 10 to get
words 6 By the way 7 Anyway 8 Basically
9 On the one hand 10 To sum up
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6B conditional sentences b The following should be underlined: is to face, what
a 2 could provide 3 lacks 4 won’t be 5 had built is going to be, I’m about to become, I’m going to show
6 might not have lost 7 would still be working him, begins
8 hadn’t messed up 9 were 10 would have noticed
9A ellipsis and substitution
11 aren’t 12 will call
a No ellipsis or substitution is used.
b 2 If I had saved some money, I wouldn’t be broke.
3 You can borrow my laptop on the condition that you b Nicky’s father gave her his phone number and said she
look after it. could contact him whenever she wanted (to). She said
4 I’m going to the party whether I’m invited or not. goodbye, and then hung up. At first, she was angry that
5 Supposing you hadn’t found your passport, what he had gotten in touch, and wished that he hadn’t. But
would you have done? a few weeks later she called and arranged to see him,
6 Your test will be fine providing (that) you do enough because she felt they needed to talk. She got along well
studying. with him, though she hadn’t expected to. Nicky decided
7 I’m in favor of contact sports as / so long as nobody that she wanted them to meet regularly, and her father
gets seriously injured. promised that they would. Five years later, when she
8 I would never wear fur, even if the weather was very got married, no one imagined that her father would be
cold / it was very cold. walking her down the aisle, but he was.
9 You can go out tonight provided (that) you’re back by c 2 I’m afraid that we don’t have any batteries not.
midnight. 3 I guess I’ll go skiing so, though…
4 I suspect that they won’t accept it not.
7A permission, obligation, and necessity 5 I don’t imagine that they will come so.
a 2 ✗ had better not 3 ✓ 4 ✗ must not download 5 ✓ 6 I suppose that he won’t be interested in coming
6 ✗ ought to 7 ✓ 8 ✓ 9 ✗ ought to have thought of along not.
b 2 don’t have to 3 ✓ 4 had better 5 should 6 can’t
9B nouns: compound and possessive forms
7 ✓ 8 ✓
2 ✗ other people’s business
c 3 no difference 7 must is stronger
3 Paula and James’s house
8 had better is more urgent
4 ✗ can opener
7B verbs of the senses 5 ✗ the roommate of my cousin Jane, who works for
the city council
2 smells like garlic 6 ✓
3 as if she had 7 ✓
4 been hearing good things about you 8 ✗ the high point of her career
5 ice cream really tastes like 9 ✓
6 see anyone leave the house 10 ✗ kitchen cupboard
7 sounds like a violin 11 ✗ crystal glasses
8 to have changed much 12 ✓
9 heard the bomb go off 13 ✗ the middle of the room
10 looks as if he didn’t sleep very well 14 ✓
11 as though she was delighted
12 heard the couple arguing Activation
8A gerunds and infinitives Possible answers:
a 2 ✓ 3 ✗ being spoken to 4 ✗ to have been able chocolate cake, birthday cake, cupcake, etc.
5 ✗ to understand 6 ✓ 7 ✗ inviting 8 ✓ coffee cup, tea cup, egg cup, etc.
9 ✗ to be trying 10 ✓ bread knife, butter knife, steak knife, etc.
b 2 feeling 3 being told 4 have been informed CD player, DVD player, soccer player, etc.
5 to do 6 to be searching 7 to be / to have been sewing machine, coffee machine, answering machine, etc.
8 not having been contacted student center, health center, sports center, etc.
surfboard, cutting board, message board, etc.
Activation storybook, checkbook, physics book, etc.
car key, house key, back door key, etc.
1 h 2 e 3 a 4 c 5 f 6 g 7 b 8 d
sparkling water, bottled water, tap water, etc.
8B expressing future plans credit card, birthday card, ID card, etc.
picture frame, door frame, window frame, etc.
and arrangements
a 2 ✓ 10A adding emphasis (2): cleft sentences
3 ✗ we’re going / we’re going to go / we’ll be going a 2 The reason (why) he married her was for her money.
4 ✗ due to go 3 The person she loves more than anyone else in the
5 ✓ world is her niece.
6 ✓ 4 The last time I saw her was in October.
7 ✗ are you and Jennifer doing / going to do / will you 5 The person who really understands how I feel is
and Jennifer be doing my sister.
8 ✓ 6 The reason (why) we retired early was in order to
9 ✗ they’re going to lose / they’ll lose have time to enjoy life.
10 ✓ 7 The place where I relax most is (in) my flower garden.
11 ✗ I’m going to paint 8 The first time I met David was just after the new
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b 2 What my son is crazy about is skateboarding.
3 All they want to do is to lie on a beach and relax.
4 What I’m desperate for is a cold glass of water.
5 It was the atmosphere that made the restaurant
special rather than the food. / It was the atmosphere
rather than the food that made the restaurant special.
6 What I don’t want is to be late for work tomorrow.
7 All she asked for was a glass of water.
8 It was Alec who was a professional soccer player
when he was young, not Darren.
10B comparison
2 more money people have, the more time
3 nearly the tallest girl
4 louder and louder
5 a little more
6 as expensive as
7 is easily the best
8 Far more students passed
9 The bigger the car you have, the higher the
registration fee
10 more and more difficult
11 as much as
12 The longer we waited, the angrier
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1A Grammar discourse markers (1): connectors
Complete the texts with the discourse markers from the list.
so as a result consequently as because of so as to so as not to

so that (x2) in case but however although though despite
I would say that the most challenging period in my career so far was my first junior
management position in the company where I still work today. I had always wanted
to be an account manager, 1 so I was thrilled when I got the job, but
little did I know what was waiting for me on my first day. The office environment
wasn’t exactly organized, and to make matters worse, my boss was completely
unsupportive of me. For some reason, he just refused to take any responsibility
for dealing with the clients, and I was 2 forced to deal with all the
problems by myself, which wasn’t easy. I used to stay late at the office almost every
night 3 miss any of the clients’ deadlines. It seems ridiculous now, but I was so stressed
that I used to check my emails every couple of hours, even on weekends, 4 there was an
urgent message asking me to figure something out. It was worth it in the end 5 , because
eventually my boss was fired and I was promoted in his place!
The toughest time I ever had was definitely my first semester here at college.
6
I really love student life now, it wasn’t so easy in the beginning.
My bad luck started on the very first day. My parents had just dropped me off with
all my stuff when some of the guys whose rooms were on the same hall as mine
suggested going to play basketball in the park nearby. I don’t know exactly how it
happened, 7 somehow, during the game, I tripped and fell really
hard on my right arm and broke it. Apart from not being able to play any sports
for weeks, it was especially annoying because my injury meant I wasn’t able to write properly.
8
, I fell behind in one of my writing classes and I had to take an extra class in the next
semseter 9 I could catch up. On top of that, it wasn’t as easy as I had expected to find
friends, and I was pretty homesick for a while. 10 , things got better eventually. Once
my arm was better, I joined another basketball team and made a lot of new friends. I can look back
now and laugh, but at the time things didn’t seem so funny.
Most people can’t wait until the day they retire, but I can tell you it’s not as simple as
you might think. 11 all the free time, retirement isn’t just a question
of enjoying yourself and feeling happy that you never have to work again. My
husband Frank had a terrible time adjusting to the new lifestyle when he retired after
forty rewarding years as a lawyer. 12 he had always been committed
to his career, it wasn’t easy just to give it up overnight. We decided to move to the
the suburbs 13 be closer to our daughter and her family, but when we
arrived, we found that they were all so busy with their own lives that they didn’t have much time for us.
Of course, we did babysit for her sometimes 14 she could go out in the evenings, but
somehow it wasn’t the life we had imagined. Just when we were feeling really down, a friend of ours
invited us along to a ballroom dancing class. Frank wasn’t excited at first, as dancing isn’t really his thing,
but once we got there, we had a wonderful time. Now we go three times a week and it’s changed our lives.
We stay in shape and we’ve met so many fantastic people. And it’s all 15 the dance club.
I don’t know what we would have done without it!
activation
Write your own paragraph about a challenging experience you have faced. You could write

about your work, studies, or family. Explain what the challenge was, and how you survived it. If
you can’t think of anything from your life, write about a friend or relative.
In your paragraph, make sure you use at least five of the discourse markers from the list.
When you have finished, swap paragraphs with a partner, and check the discourse markers. Did
your partner use them correctly?
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1B Grammar have
a Circle the correct form. Check (✓) if both are possible.
1 You should definitely catch that movie if you hadn’t seen it / haven’t seen it already.
2 I’ve been reading / I’ve read the same book for three months and I still haven’t finished it.
3 I’m not going to her wedding because I don’t have / haven’t got anything to wear.
4 The thieves are thought to escape / to have escaped after the robbery.
5 Don’t you have / You not have a TV? I thought everyone had one these days.
6 Don’t give them a toaster as a present because they already have / are already having one.
7 Don’t call me after seven because I’ll be having / I’ll have dinner.
8 Once the kids were older we hadn’t got to / didn’t have to drive them to school.
9 If you want to get rid of the stain on your jacket, you’ll have to have it dry cleaned / have dry
cleaned it.
10 I need to leave work early tonight. I’ve got to / I have to go to the dentist.
b Complete the dialogue with a suitable form of the verbs in

parentheses.
PSYCHOLOGIST So, why 1 have you come (come) to see
me today?
PAT IEN T Well, I 2 (have) a really weird
dream.
PSYCHOLOGIST I see. How long 3 this
(go on)?
PAT IEN T About a month now, on and off. It’s
driving me crazy!
PSYCHOLOGIST
Can you describe the dream for me?
PAT IEN T I’m in the middle of 4 my hair
(cut), and suddenly I realize
that the man doing my hair isn’t Paul, my
usual hairstylist...
PSYCHOLOGIST Go on...
PAT IEN T He’s the strangest hairstylist I 5
(see) in my life.
PSYCHOLOGIST Can you describe him?
PAT IEN T Well, he’s really tall with little round glasses and he 6 (not have) much hair.
PSYCHOLOGIST 7 you (have) any idea who this person might be?
PAT IEN T Yes. I 8 (have) a horrible feeling it might be you!
activation
Complete the following sentences about yourself. Compare your answers with a partner.
• I’m really proud of the fact that I’ve...
• My worst characteristic is that I have a tendency to...
• One thing I often have to do that I’d rather avoid is...
• When I really want to have fun I...
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2A Grammar pronouns
a Read the following email and circle the correct pronouns.
New Message
To: Giovanna Rossi
From: Aileen Campbell
Subject: Visiting Glasgow!
Hi Giovanna!
Great to hear that you and Alessandro are going to be visiting Glasgow over the summer. I’m sure you’re going to
love it. As far as I’m concerned, 1 there’s / it’s nowhere in the world quite like it.
2 It’s / There’s the people in Glasgow who really make the city something special. I think the whole way they express
3 them / themselves is very different from other parts of the UK. For example, 4 there’s / it’s not uncommon to
exchange a few words with the person sitting next to 5 yourself / you on the bus or waiting in a line, and 6 you / one
sometimes end up having a laugh with them, too! It’s part of the city’s outgoing spirit and sense of humor.
You told me you’re feeling a little nervous about understanding the Glasgow accent, but I don’t think you need to worry
too much about that. Of course 7 there’s / it’s the problem that the city has its own dialect, but everyone I know
who’s visited has been able to manage, and to find 8 his / their way around or go shopping by 9 themselves / himself.
And you might be interested in listening for some of the expressions some Glasgow people use to address
10 one another / themselves. For example, if someone calls you “hen” don’t be offended, because 11 they / you
aren’t trying to say you look like a chicken! In fact it’s an affectionate local greeting for women.
Finally, 12 it’s / there’s so much to see and do in Glasgow. I know you’re passionate about art and architecture, so I
think you’ll really appreciate the amazing buildings and famous museums and galleries. And when you’re done with
that, there are some excellent places to eat, too.
Have a great time!
Aileen
b Complete the following email with a suitable pronoun in each space.

New Message
To: Sofia Gomez
From: Andy Fordham
Subject: RE: Austin, Texas
Hi Sofia,
What a great idea to take some time off from your job to study English in Austin, Texas. For anyone who wants to
improve 1 their language skills, I don’t think 2 can be anything better than spending some time surrounded
by the language.
3 say that one always learns more quickly when 4 is forced to speak a language to survive! 5
can’t be denied that you will have that opportunity in Austin! Although it’s a small city, it is a place for many kinds
of learning, with its huge university of nearly 40,000 students and numerous schools and colleges where 6
are able to study everything from astrophysics to English grammar!
Anyone who arrives in Austin will soon realize that 7 are in a truly international city. Most of the people who
work in the stores and restaurants in town are used to dealing with visitors and international students, so I don’t
think you’ll have much trouble making 8 understood. As for the way people interact, well, I find that in
general, they’re very polite. I mean, if you are lost and need directions, 9 are very happy to help you and
answer your questions. However, people who don’t know 10 are less likely to go out of their way and start a
conversation just to pass the time. You’ll find that 11 ’s no shortage of historical and cultural attractions in
Austin, from picturesque Town Lake to art museums and amazing live music venues. What’s more, 12 ’s an
easy bus or car ride from San Antonio, Houston, and Dallas, so you can easily link it with other destinations in Texas.
Hope this is of some use. All the best for your trip,
Andy
activation
Write your own email to a visitor from abroad, telling them what to expect when they visit the

place where you live. In your email, try to use at least six of the pronouns from a and b above.
When you have finished, swap emails with a partner and check the pronouns. Has your partner used
them correctly?
4775779_AEF2e_TB5.indb 143 3/19/14 12:51 PM

2B Grammar past: narrative tenses, used to, and would
Read the story and put the verbs in the right form. There is sometimes more than one possibility.
When Tom turned twelve, his family 1 moved that his mother 8 (tell) him to
(move) out of their apartment in the city to a come home earlier than usual for dinner. He
huge house in the suburbs, near a park. Tom 9 (jump) on his bike to ride home
thought that he was the luckiest boy alive. The as fast as he could. However, just as he
least attractive feature of Tom’s new home was 10 (pass) Dr. Scorey’s BMW, he
the inhabitant of the house next door. He was somehow lost control of his bike, crashed into
an extremely serious and strict middle-aged the side of the car, and fell off. After picking
dentist who 2 (live) on the street himself up, he noticed to his horror that his
for decades. Dr. Scorey, or, as Tom used to bike 11 (make) deep scratches all
call him, “Dr. Scary,” 3 (look) down one side of the car! Tom was afraid to
uncomfortably like Dracula and he 4 tell anyone, and spent all night imagining what
(frown) threateningly at his new neighbors horrible punishment 12 (await)
whenever he saw them. Tom was absolutely him at the hands of his neighbor. In the end,
terrified of him. The only thing Dr. Scorey he told his father, who went straight to
seemed to care about was his BMW sports car, Dr. Scorey’s and arranged to pay for the
which he 5 (wash) every Saturday damage. Tom never 13 (hear)
no matter what. anything more about it, but from that day on,
One afternoon during summer vacation, he 14 (always get off) his bike at
Tom 6 (play) soccer in the park a very safe distance from Dr. Scorey’s car, just
when he suddenly 7 (remember) in case.
activation
Think of a time in your childhood when you did something wrong, and either got punished or
managed to get away with it. Write a paragraph describing the incident. Swap paragraphs with
a partner.
4775779_AEF2e_TB5.indb 144 3/19/14 12:51 PM

3A Grammar get
a Right (✓) or wrong (✗)? Correct the mistakes in the highlighted phrases.
1 She was so exhausted that she got the children to cook while she relaxed. ✓
2 We’re now starting to get the point where we just can’t cope.
3 A lot of our things got to break when we were moving to our new house.
4 Look online to find out where you can get to the bus into town.
5 It can take a long time to get used to a new neighborhood.
6 Top managers often get pay substantial bonuses at the end of the year.
7 She was in the middle of getting her hair done so I said I’d call her back.
8 I was wondering if you could get Rashida looked at the figures for me.
9 We got painted the kitchen by a decorator.
10 By the time they got the closest gas station , night had fallen.
b Order the words to make sentences.

1 the always women men same paid get should as
Women should always get paid the same as men.
2 a lot a to paying of waste cut hair your is money get
Paying .
3 get to the work to is rich way best hard
The .
4 experience hurt a getting usually is learning
Getting .
5 older people get as they wiser get
People .
6 provided fine get is you caught don’t cheating
Cheating .
7 than them better presents giving getting is
Giving .
8 in you help anywhere school doesn’t get life to
School .
activation
Discuss the sentences in b with a partner. Do you agree with them?
4775779_AEF2e_TB5.indb 145 3/19/14 12:51 PM

3B Grammar discourse markers (2): adverbs and
adverbial expressions
Complete the presentation with the discourse markers from the list.
in fact that is to say by the way obviously in other words

to sum up anyway on the one hand basically besides
Hi, everyone. The historical figure I’ve chosen for my mini-

presentation is Oliver Cromwell. You may not have heard of
him before, but 1 in fact he was one of the most influential
figures in the history of the British Isles. 2 , I don’t …8 , there are two contrasting
have time to give you all the details about his life in only opinions about Oliver Cromwell. 9 ,
five minutes, but let’s start with some dates… some people believe that he was a
great hero who liberated his country
by overthrowing the King. On the other
…Cromwell did not accept the absolute power of the King.
hand, he is regarded by many as a
3 , he strongly believed that his country should be
violent dictator whose actions led to the
governed not only by the King, but also by Parliament.
oppression and death of many people…
After joining the army as a soldier, he eventually became a
commander and led his troops in the Civil War that ended
in the defeat and execution of the King. 4 this, …10 , I believe that Oliver Cromwell
Cromwell also led military campaigns in Ireland and was an extremely important figure in
Scotland. He was later named as Lord Protector of England, British history, whatever you think about
or, 5 , the absolute leader of the country… him. Thank you for listening. Does anyone
have any questions? I’m not the world’s
greatest expert on British history, but I’m
…6 , you might be interested in finding out more
happy to try to answer…
about the English Civil War. It was a very violent and
unstable period in the country’s development, during which
thousands of people were wounded or killed. 7 , to
get back to the main subject of my presentation, Cromwell…
activation
Give a five-minute mini-presentation to the class about a famous historical figure who interests
you. If you need to find information, try searching on the Internet in English. When you give
your mini-presentation, use the discourse markers from the exercise above.
4775779_AEF2e_TB5.indb 146 3/19/14 12:51 PM

4A Grammar speculation and deduction
a Complete the dialogue. Rewrite the phrases in the list with must, can’t, may, might, or should,
and a verb in the correct tense.
1 it’s possible that he’s having 2 almost certainly isn’t 3 I’m almost sure he is
4 it’s possible that he’s doing 5 I’m almost sure it wasn’t 6 he was almost definitely there
7 perhaps he went 8 perhaps he didn’t think 9 will probably be
JOY Pam, why are you crying? What’s wrong?

PAM It’s Derek. I think 1 he might be having an affair.
JOY Come on, Pam, that 2 true. He
3 one of the most reliable partners in
the world. How can you possibly think that he
4 something behind your back?
PAM That’s what I thought. Until a friend saw him

coming out of a restaurant with another woman!
He told me he was working late!
JOY It 5 him.
PAM No, Joy, it was definitely him. I found this receipt
in his pocket, so he 6 there that night.
JOY Well, he 7 there with a group of
co-workers from work. He 8 it was
important enough to tell you about it.
PAM What do you mean, not important enough?
JOY Look, don’t you think it would be a good idea to
talk to him about it? Everything 9 fine
once you give him a chance to explain. You’ll see.
b Add one word in the right place to make the sentences correct.
1 The traffic is heavy today, so they’re sure to be late for the meeting.
2 Medical experts say that the disease likely to spread all over the world.
3 With an experienced guide you probably be able to get to the top in four or five hours.
4 The company is unlikely be in a position to make a profit this year.
5 If we play as badly as we did last week, we bound to lose in the semi-final.
6 It’s very that you’ll win anything. I’d say there’s only a 2% chance.
7 With her presentation skills she’s bound be able to convince the company to diversify.
8 If Yuri doesn’t get to the gate before it closes, she definitely miss the flight.
activation
Prepare a two-minute presentation for the class about how you think life might be in 20 years.
Try to use the grammar from a and b. Choose two or three of these topics:
family and friends shopping the environment work entertainment

the economic situation in your country technology transportation
“First of all, I think it’s very likely that 20 years don’t believe that email or talking online will ever
from now I’ll still have a small group of very close replace that. Families are bound to become smaller
friends, although if I am married I might not see in the future since people are having fewer children
them as often as I do now. People will definitely these days, and I think that the tradition of a large,
still want to meet each other face-to-face, and I extended family is likely to disappear, etc.”
4775779_AEF2e_TB5.indb 147 3/19/14 12:51 PM

4B Grammar adding emphasis (1): inversion
a Read these people’s emphatic comments, taken from reviews on a local restaurant guide
website. Complete the comments with one word from the list.
Never when (x2) only did sooner have will
REVIEWS
1 “ Never have I had such an unpleasant dining

experience.”
2 “Not was the restaurant in need of cleaning, it

was also overcrowded.”
3 “Hardly had we sat down at our table the

waiter told us we had to move again.”
4 “Rarely I been treated so rudely by staff in a

restaurant.”
5 “Not until two full hours later our meal finally

arrive.”
6 “No had we started eating than we noticed

that our chicken was uncooked.”
7 “Only we threatened to leave without paying did the manager pay any attention.”
8 “Never again my husband and I return to this so-called ‘restaurant’.”
b Rewrite the sentences using inversion.

1 I have never been so insulted in all my life.
Never in all my life have I been so insulted.
2 It wasn’t until two hours later that the plane finally took off.
3 I have rarely seen such breathtaking scenery.
4 She was not only well dressed, but she was also beautiful.
5 I had hardly turned on my laptop when the battery ran out.
6 We didn’t realize we had been robbed until we got home.
7 You can only understand your own country when you go abroad.
8 As soon as we had found our seats the show started.
activation
Write a short review (just a paragraph) for a restaurant or travel website about an unpleasant
dining or traveling experience you have had. In your paragraph, use one or two inverted
sentences to emphasize your point.
4775779_AEF2e_TB5.indb 148 3/19/14 12:51 PM

5A Grammar distancing
a Rewrite the sentences using It seems / appears + that + clause.
1 The government appears to be planning to raise taxes.
It appears that the government is planning to raise taxes.
2 Men seem to be more at risk from this disease than women.
3 She appears to have changed her mind since I last spoke to her.
4 You seem to be unable to deal with this problem effectively.
5 The weather seems to be about to improve.
6 The robbers appear to have been wearing face masks.
b Rewrite the sentences using subject + passive verb + infinitive.

1 It is thought that the chief executive officer is about to resign from his position.
The chief executive officer is thought to be about to resign from his position.
2 It is expected that a spokesman will make an announcement later today.
3 It is believed that more than half of the population suffers from headaches.
4 It is said that Beijing is one of the most majestic cities in the world.
5 It is thought that at least 70 people have been injured as a result of the explosion.
6 It is expected that the economy will grow over the next six months.
c Read the news report and underline all the distancing expressions.
Concern is growing about a 30-year-old man Thursday and his sudden disappearance is
who has been missing from his San Diego, apparently completely out of character.
California home for more than a week. It seems Furthermore, there are said to be several
that Raul Sanchez was last seen when he left his inconsistencies in his wife’s version of events,
office at around six p.m. last Thursday. and the police are continuing to question her. It
According to his wife, he did not return home has been suggested by neighbors that the
that evening. Mr. Sanchez’s credit cards and cell couple’s relationship may have broken down in
phone do not appear to have been used since recent months.
activation
You are a TV newsreader. Use the following pieces of gossip to prepare an official news report about
a famous actress. Be careful to distance yourself from the people’s claims using a range of structures
from a–c above.
Blanche doesn’t have Her husband Jet left Jet’s going to file for
any real friends, only her last week, and she divorce and Blanche
people who want to was seen at a party won’t have anything left
be famous like her. last night with another after she’s paid the
man. lawyers.
She’s close to a The box office earnings

nervous breakdown for her new movie were
because the paparazzi very low and her
follow her everywhere. career is in ruins.
Actress Blanche Devoy was said to be close to a nervous breakdown last night.
It has been suggested that…
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5B Grammar unreal uses of past tenses
Circle the correct answer.
1 That boyfriend of yours is 6 Come on, kids! It’s time 11 Those children look like
useless. Isn’t it time a to bed now. they’re freezing. I bet they
new one? a you go wish indoors.
a you found b you must go a they were
b you find c you went b they are
c you had found 7 I’d rather your shoes c they can be
2 If only our neighbors off at the door, if you don’t 12 Since you’re busy, we
a dog, life would be much mind. postponed the meeting?
quieter. a you took a had you rather
a wouldn’t have b you’d take b would you rather
b don’t have c you to take c would rather
c didn’t have 8 I’d love to be able to sing in 13 I’d wear these jeans more
3 What an amazing view. a choir. If only a better often if they so tight.
I wish my camera. voice! a were
a I brought a I’d have b weren’t
b I’d brought b I had c wouldn’t be
c I’ve brought c I have 14 If only those people in the
4 I’m too tired to go out 9 As soon as I said it, I front row talking. I
tonight. I’d rather at wished . can’t hear the movie!
home. a I wouldn’t a would stop
a to stay b I hadn’t b stopped
b stay c I didn’t c will stop
c stayed 10 Michiko thinks it’s time her 15 I just got a text from Ann.
5 If only you Mike the car, daughter married. She’d rather we at 6:30
we’d be able to drive there. a get because she’s running late.
a hadn’t lent b to get a to met
b lent c got b to meet
c didn’t lend c met
activation
Write a short dialogue between two people who are arguing. For example, the argument could

be between a strict parent and a rebellious teenager.
In your dialogue, try to use some of the structures from the exercise above. When you have
finished, check the grammar with a partner. Then perform the dialogue for the class.
Don’t you think it’s about

time you started studying
for your exams?
4775779_AEF2e_TB5.indb 150 3/19/14 12:51 PM

6A Grammar verb + object + infinitive or gerund
a Circle the correct form. Check (✓) if both are correct.
1 Yelena taught us that we should check / to check new words in a dictionary. ✓
2 Mark begged us that we took / to take him to the closest train station.
3 I didn’t mean for you be offended / to be offended. I’m very sorry.
4 Luckily the doctor didn’t advise me to change / that I should change my lifestyle.
5 We have arranged for Jack to attend / Jack to attend the meeting.
6 I would hate for you to feel / that you feel uncomfortable about the proposed changes.
7 Having an extra team member helped us complete / to complete the project ahead of schedule.
8 We’d always planned our children to go / for our children to go to college.
9 Phil persuaded me that I should give up / to give up extreme sports.
b Complete the sentences with the verbs in parentheses

in the infinitive (with or without to) or the gerund.
1 I’m afraid I can’t let you check (check) in until I
see proof of your identity.
2 Any student who fails will be made
(retake) the test.
3 My dad would always make us (do) our
homework before watching TV.
4 Fortunately her injury won’t prevent her from
(take) part in the competition.
5 I’m sure I don’t remember her (be able) to
swim!
6 I really dislike people (stop) me on the
street to ask for money.
7 Any task that involves my mother (use) a
computer makes her panic.
8 We strongly advise guests (leave) their
valuables in the hotel safe.
9 Henry reminded everyone (not arrive) late for the welcome tour.
10 It shouldn’t take you more than five minutes (get) here. We’re just around the corner.
activation
Discuss these questions with a partner.

• Does the Internet make people more sociable, or does it isolate them?
• Do you mind musicians playing music on the street?
• Should we really expect students to be responsible for their own learning?
• Should local governments force people to use public transportation in cities where there is
a traffic problem?
• How can governments encourage people to respect the environment?
• Can you imagine yourself living the rest of your life in another country?
4775779_AEF2e_TB5.indb 151 3/19/14 12:51 PM

6B Grammar conditional sentences
a Complete the dialogue with the correct form of the verbs in parentheses.
MR . STACKFORD Well, I think we all agree that

your department is in a very
difficult situation. Am I right?
MART I N + EMMA Yes, Mr. Stackford.
MR . STACKFORD Well, I 1 ’d be (be) happy if one of
you 2 (can / provide) me
with an explanation.
MART I N I have to say I think Emma
made mistakes with marketing.
Everyone knows the rule that if a
company 3 (lack) a clear marketing strategy, it simply
4 (be) able to keep up with the competition.
EMMA Come on, Martin. If you 5 (build) a better relationship

with our clients, we 6 (might / not lose) that important
account last month.
MART I N That’s ridiculous. We 7 (still work) for them if you
8 (not mess up) that presentation.
EMMA How can you say that? If you 9 (be) as experienced as I am
in dealing with clients you 10 (notice) from their reaction
that they absolutely loved it.
MR . STACKFORD OK, that’s it! I’ve had enough of you two arguing. You’re both
fired! If you 11 (not be) out of the building in half an hour,
I 12 (call) security.
b Rewrite the sentences using the word in bold.

1 Had we been aware of the situation, we would have changed our plans. if
We would have changed our plans if we had been aware of the situation.
2 I didn’t save any money. Now I’m broke. if
3 You can borrow my laptop provided you look after it. condition
4 I’m going to go to the party. It doesn’t matter if I’m invited or not. whether
5 What would you have done if you hadn’t found your passport? supposing
6 Your test will be fine as long as you do enough studying. providing
7 I’m in favor of contact sports providing nobody gets seriously injured. long
8 I would never wear fur, even in very cold weather. if
9 So long as you’re back by midnight, you can go out tonight. provided
activation
Write a paragraph on one of the following topics:

• Supposing the government decided to cut off all electricity supplies for one day, how would your
life be affected? Give examples.
• If people in the past had been more careful with our planet’s resources, the environment would be
in a better state than it is today. Do you agree? Explain, giving one clear example.
• If everybody earned the same amount of money, do you think the world would be a happier
place today?
4775779_AEF2e_TB5.indb 152 3/19/14 12:51 PM

7A Grammar permission, obligation, and necessity
1 These jeans are too tight. I should have tried them on before buying them. ✓
2 Clara’s still very upset about her divorce, so you hadn’t better ask her about it.
3 The invitation said we didn’t need to wear formal clothes, so we wore jeans.
4 Employees don’t have to download any software because it’s against company rules.
5 We’re supposed to finish early on Fridays, but always end up staying late.
6 If you want to be sure of passing your test, you really ought study more.
7 The boss is in a bad mood today so you’d better watch out.
8 You don’t need to show your passport for domestic travel within the US.
9 We should think of that solution earlier. It’s too late now.
b Circle the correct alternative in each pair. Check (✓) if both are possible.
BECKY Hi, I’m Becky. I’m Amanda’s new personal
assistant.
MAT T Well, you 1 can’t / couldn’t sit on that
chair because it’s mine. The assistants sit
over there.
BECKY I’m so sorry.
MAT T You 2 had better not / don’t have to
apologize. And incidentally, never apologize to
the boss. Amanda says we 3 must not / aren’t
allowed to ever say sorry, just do the job and
do it well. Have you met her yet, by the way?
BECKY Only briefly, at my interview.
MAT T Well, you 4 had to / had better get ready
for a shock. By the end of today you’ll be
wondering if you 5 should / must have
accepted this job.
BECKY What do you mean?
MAT T Let’s just say that you 6 can’t / don’t have to relax when she’s around.
Oh, and you 7 must / should have her carrot juice ready by 11 a.m.
and it’s already three minutes after. You 8 should / had better hurry up!
c Look at the pairs you have checked. Is there any difference in meaning?
activation
Imagine you are the mayor of your town.

Write ten rules for citizens to follow that
you think would improve life there. Use the
grammar from a and b above.
Example:
Bike riders are not allowed to ride on the sidewalk,
and will be fined on the spot if caught doing so.
4775779_AEF2e_TB5.indb 153 3/19/14 12:51 PM

7B Grammar verbs of the senses
Rewrite the second sentence using the word in bold.
1 The situation sounds worse than had been expected.
though It sounds as though the situation is worse than had been expected.
2 This herb has a similar smell to garlic, but it isn’t.
like This herb , but it isn’t.
3 I could see that she had probably been crying.
if She looked been crying.
4 Your manager has been telling me good things about you.
hearing I’ve from your manager.
5 You can really taste the almonds in this ice cream.
tastes This almonds.
6 The neighbor says that no one left the house after 9 p.m. that night.
see The neighbor says she didn’t after 9 p.m.
7 A viola makes a noise similar to a violin, but its range is lower.
sounds A viola , but its range is lower.
8 It seems as though the city hasn’t changed much since I left.
have The city doesn’t seem since I left.
9 The bomb went off at exactly eight o’clock.
heard I at exactly eight o’clock.
10 Adam seems not to have slept very well judging by the amount he’s yawning.
looks Adam judging by the amount he’s yawning.
11 She seemed to be delighted with the outcome of the meeting.
though It seemed with the outcome of the meeting.
12 According to neighbors, the couple was arguing for more than an hour.
heard Neighbors for more than an hour.
activation
a Read the following poem.

Sitting in my kitchen
I can see sunbeams dancing on the curtains.
The birds outside sound as if they’re having a serious conference today.
The air smells of the coffee I’ve just made.
The cup feels warm in my hand,
And the coffee tastes deliciously sweet.
b Now write your own poem about any place you like or dislike. Write a title and five lines, one for
each of the senses, paying particular attention to the grammar in the exercise above. Use this
frame to help you:
(your title)
I can see
sound(s)
smell(s)
feel(s)
taste(s)
4775779_AEF2e_TB5.indb 154 3/19/14 12:51 PM

8A Grammar gerunds and infinitives
1 I expect to have finished the report by Friday afternoon. ✓
2 It’s no use sitting around talking about it. We need actions, not words.
3 Your remarks offended me. I will not put up with speaking to like that.
4 We would love to be able to stay longer in Bangkok, but it just wasn’t possible.
5 She’s very narrow-minded so it’s difficult for her understanding your point of view.
6 I wasn’t aware of having been introduced to her before.
7 There’s no point to invite George because he never goes to parties.
8 Having studied abroad will certainly be an advantage when you come to apply for a job.
9 What’s that noise? Someone seems to try to open the door.
10 We enjoyed the vacation, but we would rather have stayed at home.
b Complete the second sentence with a gerund or infinitive so that it means the same as the first.
1 We can’t get a taxi because we don’t have enough cash.
We don’t have enough cash to get a taxi.
2 It won’t do you any good to feel guilty about what happened.
It’s no good guilty about what happened.
3 He was fed up with his wife telling him what to wear.
He was fed up with what to wear by his wife.
4 It would have been better if our boss had informed me personally.
I would rather by our boss in person.
5 He’s unsure about what he should do after he graduates.
He’s unsure about what after he graduates.
6 It is thought that the police are searching the whole area.
The police are thought the whole area.
7 She was the first female president.
She was the first woman elected president.
8 I’m concerned that I haven’t been contacted yet.
I’m concerned about yet.
activation
Match 1–8 with a–h to make questions, and then discuss with a partner.
1 How easy is it for you a to have achieved by the end of your life?
2 Do you think there is any point in b have spent your last vacation differently?
3 What do you hope c telling a white lie is ever justifiable?
4 Do you think d dedicating their whole life to their career but neglecting
their family?
5 What would it have been like e regretting something after you’ve done it?
6 Do you mind f to have lived 100 years ago?
7 Would you rather g being asked about your age?
8 Would you admire someone for h to tell people how you really feel?
4775779_AEF2e_TB5.indb 155 3/19/14 12:51 PM

8B Grammar expressing future plans and arrangements
KEI T H So, what 1 are you and Wendy doing this weekend? ✓
TOM Well, the school vacation 2 starts on Friday and 3 we will go to
the beach with the kids. We can’t stay away for long, though.
Wendy’s 4 due go into the hospital on Monday.
KEI T H Really? 5 Is she having an operation?
TOM Yes, but it’s nothing too serious. It’s just her wrist. 6 She’ll be
home again in the evening. What 7 do you and Jennifer do this
weekend?
KEI T H Sadly, Jennifer is working all weekend. Her company 8 is about
to be taken over by a big multinational so everyone is worried
9 they’re losing their jobs . So it looks like 10 I’ll be spending the
weekend on my own. I’ve decided that 11 I’m painting the outside
of the house if the weather stays nice.
TOM That doesn’t sound like much fun! Have a good weekend.
b Read the news report and underline six different structures used to express the future.
One of the most talked-about matches in the history to come this far, and this time I’m 100 percent sure
of tennis is due to take place this afternoon in New I’m about to become the most highly ranked player
York. Current world number one Arturo Villa is to in the world,” he commented in a pre-match press
face his long-term rival Bill Everard in what is going conference. When asked about his predictions for
to be a long and tough struggle for the top spot, the match, Villa replied: “I’ve never been in better
according to commentators. Their last match was a shape and I’m going to show him who’s the boss, just
narrow defeat for Everard. “I have worked so hard like last time.” The match begins at 5 p.m. local time.
activation
Use the information below to write another news report in one paragraph about a visit from the
president. Use some of the structures from a and b.
9 a.m. Arrival of president and first lady in New

York City by helicopter, greeted by mayor.
10 a.m. Press conference at City Hall; first lady to
meet the public.
11:30 a.m. Visit to new city hospital; spend time with
patients.
1 p.m. Formal lunch at City Hall with local officials
and community leaders.
2 p.m. President: meeting with business leaders at
City Hall. First lady: speech at local high
school, followed by theatrical performance
by students.
3:30 p.m. Tour of newly redesigned city gardens for
president and first lady.
5 p.m. End of visit; departure from New York City
by helicopter.
“The president and his wife are due to arrive in town by helicopter at 9 a.m. and are to be greeted by the
mayor. At 10 a.m., the president will be giving a press conference at City Hall, while the first lady…”
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9A Grammar ellipsis and substitution
a Read the story. What differences in style do you notice between the two paragraphs? Talk to
a partner and explain why.
Ever since she had been a small girl, Nicky had Nicky’s father gave her his phone number
wanted to get to know her father, but she and he said she could contact him whenever
had never been able to. Whenever Nicky used she wanted to contact him. Nicky said
to ask about him, her mother would shake goodbye, and then she hung up. At first, she
her head and look angry. Every year on her was angry that he had gotten in touch and
birthday Nicky used to hope that he would she wished that he hadn’t gotten in touch.
come to visit, but he never did. Nicky’s mother But a few weeks later, she called him and
told her he was always busy working abroad, she arranged to see him because she felt
but Nicky didn’t believe he was. She was they needed to talk. She got along well
constantly talking about him, even though with him, although she hadn’t expected to
her mother begged her not to. Although get along well with him. Nicky decided that
Nicky had never met her father, she always she wanted them to meet regularly, and
felt that one day she would. Sometimes she her father promised that they would meet
used to close her eyes and pray that he would regularly. Five years later, when Nicky got
contact her. But when he finally called on her married, no one imagined that her father
21st birthday and asked her if she wanted to would be walking her down the aisle, but he
see him, Nicky wasn’t sure if she did. was walking her down the aisle.
b Rewrite the second paragraph leaving out repeated words where possible, and substituting
where necessary. When you have finished, swap paragraphs with a partner. Did you leave
out the same words?
c Make substitutions in the following sentences using so or not.
1 A Will classes start at the usual time next week?
B I think they will start at the usual time so. Otherwise the director would have mentioned it.
2 A Do you have any batteries?
B I’m afraid that we don’t have any batteries. We sold the last ones yesterday.
3 A Are you going to go skiing next week?
B I guess I’ll go skiing, though I’m not very excited about it.
4 A Do you think they’ll accept the contract as it is?
B I suspect that they won’t accept it. They’ll ask us to change some sections.
5 A Do you think Chris and Angie will come tomorrow?
B I don’t imagine that they will come. They’re very busy right now.
6 A John won’t be interested in coming along, will he?
B I suppose that he won’t be interested in coming along. He has other plans for the summer.
activation
Think about the following topics and then discuss them with a partner.
• If you strongly disagree with someone’s opinion, is it always a good idea to say so?
• Do you know anyone who has a talent, but doesn’t make good use of it?
• Is there anything you’d love to be able to do, but can’t?
• Can you remember a time when you gave in to temptation, even when you promised yourself
you wouldn’t?
• When was the last time you accepted an invitation even though you secretly didn’t want to?
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9B Grammar nouns: compound and possessive forms
Right (✓) or wrong (✗)? Correct the mistakes in the highlighted phrases.
1 There’s a small yard at the back of the house . ✓
2 She’s always sticking her nose into other peoples’ business .
3 We’re going to be at Paula and James’ house for dinner tonight.
4 Does anyone have a cans opener ? I want to open the pineapple juice.
5 Nick is my cousin Jane who works for the city council’s roommate .
6 Mrs. Ramirez has always been a very dear friend of my aunt’s .
7 Do you have a coat hanger ? This jacket creases easily.
8 This painting is regarded as her career’s high point .
9 Opticians usually sell accessories like glasses cases and cleaning products.
10 Please put the sugar back in the kitchen’s cupboard after use.
11 Be careful when you wash the glasses of crystal as they’re very fragile.
12 I’m just going to the doctor’s . I’ll be back in an hour.
13 To play this game, we need to form a circle in the room’s middle .
14 His partner is a physics teacher at one of the local high schools.
activation
Try to think of at least two nouns that collocate to make compound nouns with the bold words.
traffic
street } light
} board

} cake
} book

} cup
} key

} knife

} water

} player
} card

} machine
} frame

} center
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10A Grammar adding emphasis (2): cleft sentences
a Rewrite these sentences starting with The person, The place, The first / last time, or The reason.
Keep the emphasis on the bold phrase.
1 I’ve always wanted to visit Istanbul more than anywhere else.
The place I’ve always most wanted to visit is Istanbul.
2 He married her for her money.
3 She loves her niece more than anyone else in the world.
4 I saw her for the last time in October.
5 It’s my sister who really understands how I feel.
6 We retired early in order to have time to enjoy life.
7 I relax most in my flower garden.
8 I met David for the first time just after the new president was elected.
b Complete the second sentence so that it emphasizes the bold part.
1 His unhealthy diet really worries me.
What really worries me is his unhealthy diet.
2 My son is crazy about skateboarding.
What .
3 They just want to lie on a beach and relax.
All .
4 I’m desperate for a cold glass of water.
What .
5 The restaurant was made special by the atmosphere rather than the food.
It .
6 I don’t want to be late for work tomorrow.
What .
7 She only asked for a glass of water.
All .
8 Alec was a professional soccer player when he was young, not Darren.
It .
activation
Guess this information about your partner and complete the sentences. Then discuss your
predictions together.
• The reason you’re learning English is .
• What you most like about your English class is .
• The thing that bothers you most in the movie theater, live theater, or at a concert
is .
• The person you spend the most time with is .
• What really annoys you on trains, planes, or buses is when people .
• When you’re on vacation, all you want to do is .
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10B Grammar comparison
Complete the second sentence using the word in bold.
1 I used to be much stronger than I am now.
half I’m not half as strong as I used to be.
2 When people have money, they spend a lot of time worrying about it.
more The they spend worrying about it.
3 Only one girl in the class is taller than her.
nearly She’s in the class.
4 As we approached the house, the noise became increasingly loud.
and The noise became as we approached the house.
5 This year we had slightly less snow than last year.
little Last year we had snow than this year.
6 Our vacation was cheaper than we had expected.
as Our vacation was not we had expected.
7 Working out regularly is by far the best way to lose weight.
EASILY Working out regularly way to lose weight.
8 Far fewer students failed the test than had been expected.
passed the test than had been expected.
9 If you have a big car you have to pay a higher registration fee.
bigger The you have to pay.
10 It’s getting harder and harder to find job security nowadays.
difficult It’s getting to find job security nowadays.
11 The average house in this area is worth more than mine.
much My house isn’t worth the average house in this area.
12 Our anger grew as we waited.
longer The we became.
activation
Write a short paragraph comparing the lifestyles of people in your country nowadays and when
your grandparents were young. Use the grammar from the exercise above. You could write
about some of the following topics:
• education and jobs
• free time
• transportation
• entertainment
• family life
• life expectancy and health
“When my grandparents were young, most people had a much harder life than they do now, because
they didn’t have nearly as many technological devices as our generation, for instance, cars and washing
machines that make life a lot easier. However, it’s not necessarily true that the more gadgets people have,
the happier they become. For example…”
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Communicative activity instructions
Tips for using Communicative 1B The family

activities A pairwork photo description and discussion
• We have suggested the ideal number of copies for each SS describe and compare photos, and then discuss
activity. However, you can often manage with fewer, family-related issues. Copy one sheet per pair and cut
e.g., one copy per pair instead of one per student. into A and B.
• When SS are working in pairs, if possible, get them to sit
face to face. This will encourage them to really talk to each Language
other, and also means they can’t see each other’s sheet. Describing photos, agreeing and disagreeing
• If your class doesn’t divide into pairs or groups, take • Put SS in pairs, ideally facing each other, and hand out
part yourself, have two SS share one role, or have one the sheets. Focus on instruction a. Tell SS when they
student monitor, help, and correct. describe their photo they should not just comment on
• If some SS finish early, they can swap roles and do the what they can see, but say what they think of the photo,
activity again, or you could have them write some of and what the image communicates.
the sentences from the activity. • Set a time limit (e.g., two minutes) for A to describe his /
her photo. Then give B two minutes to describe his /
1A Did I get the job? hers, and then tell them to discuss what the photos have
in common and how they are different.
A job interview role play
• Finally, focus on instruction b, and set a time limit.
SS take the roles of interviewers or applicants in a Extra support
series of quick job interviews. Copy one sheet per
12 SS. Cut off the candidate’s role card and make • Have SS look at the phrases for agreeing, half-
five more copies of this. Then cut up all the cards. agreeing, and disagreeing on page 11 in the Student
Book and encourage them to use these phrases.
Language
Question formation, work vocabulary 2A Language quotes
• Divide the class in half. One group will be interviewers A pairwork information gap activity
and the others candidates. If you have an uneven SS complete quotes about language and then discuss
number, double up on one of the interviewers. With a them. Copy one sheet per pair and cut into A and B.
very large class you may want to have interviewers work
in pairs, interviewing individual candidates together. Language
• Give each interviewer (or pair of interviewers), and Explaining what something means, giving opinions.
each candidate, a role card. Give them five minutes
to prepare their questions and answers. Interviewers • Put SS in pairs, ideally facing each other, and hand out
should think of questions to elicit whether candidates the sheets. Focus on a, and give SS time to read the
fit the profile of the ideal candidate. quotes and complete the ones with blanks. Monitor and
• Arrange the class so that the interviewers for the help SS with vocabulary where necessary.
different jobs aren’t sitting too close together. They Extra support
should have an empty chair across from or next to them • Have each A work with another A and each B with
for the candidates. another B to complete the quotes. Then partner each
• Send one candidate to each interviewer or pair A with a B.
of interviewers, and tell them to start. Remind • Focus on b, and give SS time to discuss the quote. A may
interviewers to take notes to help them to remember want to write down what the original continuation was.
the strengths / weaknesses of each candidate. After
• Focus on c, and have SS continue alternately telling
exactly three minutes, stop the interviews and have the
each other how they had completed the quote, and
candidates move on for another interview. Continue
discussing it.
until each candidate has been interviewed for all the
jobs, or until you run out of time. • Finally, get feedback to find out if there were any quotes
that SS had completed in a similar way to the original,
• Give the interviewers time to decide who they thought
and also to see which quote they liked best.
was the best candidate, and have the candidates discuss
which job they think they would prefer.
• Finally, have the interviewers say who they would like to 2B Childhood questionnaire
offer the job to. The chosen candidate must say if he / she A pairwork questionnaire
will accept the job or not. If a candidate is offered more
than one job, he / she must choose between them, and the SS choose six questions from a questionnaire about
interviewer should select another candidate for the job. childhood to ask each other. Copy one sheet per student.
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Language • Put SS in groups of three or four, and give each group
a quiz sheet facedown. Set a time limit, and tell SS to
narrative tenses, used to / would + infinitive
answer as many questions as possible.
• Put SS in pairs and hand out the questionnaires. Focus • Tell SS to turn over the sheet and start. When the time
on a, and give SS time to read the questions and choose is up, say “stop” and check answers. The group with the
six. Elicit the meaning of chores in 7 (small jobs in the most right answers is the winner.
house like washing dishes) and look up to in 8 (admire 1 a Roman times
or respect somebody). b Before, during, and after the Russian Revolution
• Then have SS ask and answer questions alternately. B c World War II
should turn his / her sheet facedown when A asks the d The American Civil War
e The Middle Ages
first question. Highlight that most of the questions 2 a Alexander the Great
have one or two follow-up questions, and SS should b Robin Hood: Prince of Thieves
ask the first one, wait for their partner to answer it, and c Full Metal Jacket
then ask the follow-up questions. d The Boy in the Striped Pajamas
e Saving Private Ryan
• Monitor, correcting particularly any mistakes in
3 a Titanic
the use of tenses, and helping with vocabulary. Get b Life of Brian
feedback from SS. c The Diary of Anne Frank
d Cyrano de Bergerac
e Chariots of Fire
3A Reconciliation? f Lawrence of Arabia
A role-play activity g Gandhi
h Frost/Nixon
• A free-speaking activity to promote fluency in which i Dances with Wolves
SS role-play a conversation between a couple who have j El Cid
broken up, but are considering getting back together 4 a Che Guevara
b Wolfgang Amadeus Mozart
again. Copy one sheet per pair and cut into A and B.
c Abraham Lincoln
Language d Idi Amin
e John Fitzgerald Kennedy
Arguing and persuading 5 a Virginia Woolf
b J.M. Barrie
• Put SS in pairs, ideally facing each other, and hand out c Isak Dinesen
the sheets. Try to pair SS with someone of the opposite d Frank Baum
gender. If you have an uneven gender split, have women e C.S. Lewis
play men or vice versa. Make sure SS can’t see each 6 a Cate Blanchett
other’s sheets. If you have odd numbers, take part in b Elizabeth Taylor
c Emily Blunt
the role play yourself, or ask the extra student to act as
d Judi Dench
“counselor” for one pair, to mediate and advise after e Kirsten Dunst
they have discussed each point.
• Give SS time to read their instructions. SS should
think about their role and what they are going to say. 4A Sound or noise?
Tell them to decide on their priorities, and if there is A pairwork survey activity
anything they are not prepared to give up on.
• When SS are ready, have them sit face to face, and tell SS mark different sounds / noises according to how
them to imagine that they have just arrived at a cafe. They they feel about them, and compare with a partner.
are going to discuss the four areas on the sheet (remind Copy one sheet per student.
them of the difference between discuss and argue).
Set a time limit (but be flexible depending how the Language
conversations are going), and highlight the instruction Sounds and the human voice
Try to keep calm and don’t lose your temper.
• Put SS in pairs and hand out the sheets. Focus on a, and
• Emphasize that SS should go through the areas one by give SS time to mark the sounds. Use the drawing to
one, first giving their own points of view, and then trying explain what crickets are in the third sound from the
to reach agreement. Encourage SS to discuss all the points. bottom (insect noise on a hot summer night).
• Finally, get feedback from some pairs and ask if they • Now set a time limit, e.g., ten minutes, for SS to
have reached any kind of agreement or reconciliation. compare and explain their answers.
• Get feedback on which sounds SS loved / hated.
3B Historical movies quiz
A group quiz 4B Who wrote it? A man or a woman?
SS review history and warfare vocabulary through a A reading and discussion activity
movie quiz. Copy one sheet per group of three or four.
SS read extracts from novels, all of which describe
Language women, and decide whether they think they were
written by a man or by a woman, and why. Copy one
History and warfare vocabulary
sheet per student.
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Language 5B Money questionnaire
Giving reasons A pairwork questionnaire
• Put SS in pairs and hand out the sheets. Focus on a, and SS interview each other with a questionnaire to find
tell SS to read the extracts and mark them M for man or out about their attitude toward money. Copy one sheet
W for woman. They could underline specific parts that per student.
made them think they were written by a man or a woman.
• Focus on b, and give SS time to compare and discuss. Language
Money vocabulary: savings, stock market, etc.
• Now check answers. For each extract, first find out
what most SS think and why, and then tell them • Put SS in pairs and hand out the questionnaires.
whether it was written by a man or a woman. Then
• Focus on the instructions. Give SS time to read the
write the name of the book and author on the board.
questions and to choose two from each section to ask
Find out if SS have read any of the books.
their partner.
1 M From Promise Me, by Harlan Coben • Tell B to put his / her questionnaire facedown. A
2 W From The Palace of Strange Girls, by Sallie Day
3 M From Beware of Pity, by Stefan Zweig
interviews B, and then they swap roles.
4 W From Spellbound, by Jane Green • Get feedback from SS to find out which questions they
5 W From Sex in the City, by Candace Bushnell found most interesting.
6 M From In the Company of Cheerful Ladies, by Alexander
McCall Smith
7 W From Bridget Jones’ Diary, by Helen Fielding 6A Do you think you could possibly…?
8 M From The Girl with the Dragon Tattoo, by Stieg Larsson
A mingle activity
A free-speaking activity to practice the language of
5A Time: Proverbs and sayings persuasion and the techniques SS read about in the
Proverbs for SS to discuss lesson. Copy and cut up one sheet per 16 SS.
SS read ten proverbs related to time, and discuss what Language

they mean. Copy one sheet per student. Language of requests and persuading, and polite
intonation
Language
Paraphrasing meaning • Tell SS they are going to be given a situation in which
they need to find sb to do sth for them. They must talk
• Put SS in pairs and hand out the sheets. Focus on the to as many SS as possible, and try to find at least two
instructions, and on the first proverb. Elicit from the people who will do what they need. Also, they must
class what it means (that somebody who takes the agree to help two other SS, but only if another student
earliest opportunity to do something will gain an convinces them.
advantage over others). Then ask SS if they have a • Give out the cards. Let SS swap cards if the request is
similar proverb in their L1, and how it compares to the more suited to a male / female. Give SS time to read
English proverb. and memorize their request, and to think of some
• Have SS continue in pairs, helping them with any persuasive reasons. Elicit different ways of making
vocabulary that is causing problems. polite requests, e.g., Could you…?, Do you think you
• Get feedback for each proverb. Then ask SS which one could possibly…?, Would you mind…?, etc. Remind them
they think is the most useful advice. to use polite intonation. You could also elicit the two
tips for persuading they read about in 6A, e.g., to always
Meaning of the proverbs
2 If you act quickly when something goes wrong, it will
give a reason, and that asking for a little can help.
save time later, because the problem will get worse if • Set a time limit and then have SS stand up and mingle.
you leave it.
• When the time is up, find out how many SS managed to
3 Make good use of an opportunity while it lasts.
4 People will naturally take advantage of the absence of
convince two people to help them.
someone in authority to do what they like.
5 It isn’t worth making a fuss about a misfortune that has
happened and can’t be changed or reversed.
6B Case studies
6 You can’t make people change their ways when they A pairwork evaluating activity
are past a certain age.
7 Don’t treat sth that hasn’t happened yet as a certainty. SS read some case studies about people with
8 When you are impatient for sth to happen, it seems to obsessions and rate them 1–5 according to their
take longer. seriousness. They then compare their scores with a
9 We’ll deal with the problem when and if it arises, rather partner. Copy one sheet per student.
than worry about it beforehand.
10 Make use of an opportunity immediately as soon as it
occurs (in case it later disappears).
Language
Language related to obsession, e.g., obsessed by, can’t
Extra idea cope with, incessantly, etc.
• Ask SS to write a short story (100–120 words) • Hand out the sheets and focus on a. Tell SS that all
illustrating one of the proverbs. Then read the stories these are based on real cases, although the names have
to the class and ask them which proverb it illustrates. been changed. Set a time limit for SS to read the case
studies and mark them from 1–5.
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• When time is up, put SS in pairs, and set another time • Get A to start by describing what is happening on
limit for SS to compare their scores and explain why the left-hand side of the picture, e.g., There’s an open
they gave them. window on the first floor of the house on the left. A woman
• Get feedback by finding out which cases SS found most / is at this window throwing out some water from a bucket
least serious and why. down into the street. B should listen, and ask questions
if necessary, to see if there are any differences. Then B
describes what is happening on the right-hand side.
7A Mini debates • When SS have described the whole picture and found
A role-play activity the differences, they can finally show each other
the pictures to make sure they have identified the
SS debate proposed new laws each from the
differences correctly.
perspective of a different role. Copy and cut up one
sheet per three SS. • Check the differences orally with the class, correcting
any mistakes with prepositions / adverbs of place and
Language movement.
Verbs + gerund or infinitive (with or without to) Differences clockwise from left to right:
1 Picture A: A man is under the window at the exact
• Put SS into groups of three. If you have uneven moment the woman is throwing out the water.
numbers, have a group or groups of four, and give one Picture B: There is no one under the window.
of the role cards to two SS. Explain that SS are going 2 Picture A: There is an open window on the second floor
to debate a proposed new law for their area. They of the house, above the woman with the bucket.
Picture B: A woman is looking out of the window on the
will each have a role, and must prepare arguments second floor.
according to the role card. 3 Picture A: Four children are jumping over each other.
• Hand out the role cards and allow SS a few minutes to Picture B: The children are jumping over a rope (e.g.,
prepare their arguments. When SS are ready, set a time skipping).
limit for the debates. They should speak in the order 4 Picture A: There’s a market with four stalls. At the stall
on the right, the stallholder has taken a bottle off the
of the numbers on their role cards, first explaining shelf and is showing it to a customer.
who they are, and at the end have a group discussion Picture B: The stallholder is putting down / picking up
responding to the other people’s arguments. a bottle.
5 Picture A: There is a tavern in the square. Three men
Extra support
are walking toward it.
• Write the phrases from the Student Book for Picture B: The men are walking away from the tavern.
emphasizing that sth is your own opinion on 6 Picture A: An elegant lady is riding past the tavern,
page 15 and for agreeing and disagreeing on page 11 toward the left, e.g., coming into the square.
to help SS. Picture B: The lady is riding toward the right of the
picture, e.g., going out of the square.
• When the time is up, stop the debates. Tell SS to now 7 Picture A: Two men are standing next to a cart, lifting a
imagine that they had been watching the debates as barrel.
themselves (not as their roles) and to say how they Picture B: One man is standing on the cart.
would have voted and why. 8 Picture A: There’s a river on the right of the picture. A
man is rowing a boat across.
• If there’s time, give each group another of the proposals Picture B: The man is rowing a boat along the river,
to debate. parallel to the bank.
9 Picture A: Some of the houses have stores on the
first floor. On the right-hand side, a boy is running into
7B Spot the difference the bakery.
A pairwork information gap activity Picture B: The boy is not running but is standing outside
the bakery.
SS describe their pictures to each other to find ten 10 Picture A: Three dogs are chasing each other around a tree.
differences. Copy one sheet per pair and cut into A Picture B: One of the dogs is running away.
and B.
Language 8A Medical vocabulary definitions game

Place and movement: toward, out of, off… A pairwork activity
• Review / pre-teach any words for things in the picture SS review and extend their knowledge of medical
that you think SS may not know, e.g., bucket, tavern, vocabulary by describing medical-related words to
market stall, etc. each other and teaching each other new words. Copy
• Put SS in pairs, ideally facing each other, and hand out one sheet per pair and cut into A and B.
the sheets. Make sure SS can’t see each other’s sheets.
Language
• Explain that they both have the same picture, but it Medical vocabulary: crutches, hiccups, scar…
has been changed so that there are ten differences.
Encourage SS to try to be as accurate as possible when • Put SS in pairs A and B and hand out the sheets.
they are describing place and movement. Explain that SS have half the things in their picture
• Tell SS to fold their sheet in half vertically and then labeled, and the other half not (their partner will
open it out again so they have the left and right side have these labeled). Tell them to make sure they can
clearly defined or draw a line dividing the page in half. pronounce all their words.
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• B now starts by asking A, e.g., What do you call the • Alternatively, you could pre-teach / elicit the names of
things that you use to help you walk when you have all the animals that occur in the fables before SS start:
a broken leg? A should identify the image that B is hare, bull, goat, calf, bat, beasts (= old-fashioned word
describing and then tell him / her what the word is, for wild animals), bat, fox, stork, lion, and mouse.
giving both the spelling and pronunciation. B then • Give SS a few minutes to read their fables. Tell them
writes the word down. They then swap roles. that they can retell their stories either using narrative
• SS continue until they have labeled all their pictures. tenses (as they are written), or using the present tense,
They can then compare their sheets to make sure they as if they were describing the plot of a book or movie.
have spelled the words correctly. Check answers. • Tell SS with card 1 to start. They should place their
card facedown and try not to refer to it at all, but retell
8B Travel role plays the fable from memory. When they have finished, the
group decides on the moral of the story. Then SS with
A pairwork role play card 2 tell their fable, etc.
SS role-play being a dissatisfied tourist with a complaint, • When all SS have told their fables and decided on the
and a travel agency representative responding to a client’s morals, check answers, and find out which one the class
complaints. Copy one sheet per pair and cut into A and B. thinks is best.
Language
Making complaints, travel and tourism vocabulary
9B Two recipes
A pairwork activity
• Put SS in pairs and hand out the sheets. Focus on Role
play 1 and give SS time to read their instructions and SS use a picture recipe to explain to each other how to
make some notes about what they are going to say. make perfect scrambled eggs and perfect roast potatoes.
Copy one sheet per pair, and cut into A and B.
Extra support
• You could write the following phrases on the board Language
to help SS. Preparing food and cooking vocabulary
• Making complaints: I’m very unhappy about /
dissatisfied with… I think this is unacceptable / • Put SS in pairs and give out the sheets.
outrageous… • Focus on a and give SS time to look at their recipe. At
• Responding to complaints: I see what you mean / this point they can ask you for any words they have
I understand what you’re saying / I can see why you feel forgotten, or check in Vocabulary Bank Preparing food.
like this but… I’ll do my best to… • Focus on b. Tell A that he / she is going to explain his /
• Set a time limit for SS to do the first role play. Monitor her recipe to B, who will take notes. Tell A to start, and
and make a note of any problems to deal with later. set a time limit for explaining the recipe.
• When time is up, stop the role play and find out what • When A has finished, B explains his / her recipe.
agreement, if any, was reached. Monitor and provide • When both SS have finished, have them compare their
feedback to the class. notes with the pictures to check that they understood
• Now repeat the process for Role play 2. how to make each dish.
9A Four fables 10A Celebrity immigrants

A group reading and retelling activity A group game
SS, in groups, read and retell four fables, and decide SS read and retell short biographical details about
what the moral of each story is. Copy and cut up one famous immigrants for other SS to identify. Copy one
sheet per four SS. sheet per group of four and cut into cards.
Language Language
Biographies, reduced relative clauses
narrative tenses or dramatic present
• Put SS into groups of four. Give each student a • Put SS in groups of four and give them a set of cards
different fable. Highlight that they have all been taken facedown. Tell SS they are going to tell each other
from Aesop’s Fables. Elicit / teach the meaning of fable about famous people who emigrated to the US.
(a traditional short story that teaches a moral lesson, • When you say “start,” one student takes a card, and
especially one with animals as characters). reads aloud the information on his / her card. The
• Tell SS that they are each going to read and retell a fable group should then try to agree who the person is, and
to the other members of the group. After each person write down the number of the card and the name of the
has told his / her fable, the group should decide what person. Then another student picks a card.
the moral of the story is. Tell them that the morals are • When the groups have finished, check answers. The
all related to aspects of friendship. group who identified the highest number of people is
the winner.
Extra support
• Suggest that SS begin their retelling by saying “My
fable is called…” They can then explain what the
animals are, in case the other group members don’t
know the words.
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1 Harry Houdini 6 a goalkeeper / goalie
2 Antonio Banderas b umpire
3 Arnold Schwarzenegger c coach
4 Anna Kournikova d referee
5 Ang Lee e caddy
6 Joseph Pulitzer 7 a a racket (or racquet)
7 Salma Hayek b a bat
8 Levi Strauss c a stick
9 Cary Grant d a club
10 Max Factor 8 a unfair or cruel
11 Gloria Estefan b deeply asleep
12 Isaac Asimov c in trouble
d give up
Non-cut alternative e give a detailed account
• Make one copy per pair. Hand out the sheets and set a ll the idioms come from boxing (explanations below):
A
time limit for SS to read about the 12 people and try to a To punch sb below the belt is against the rules and
name them. considered a foul blow.
b A boxer is “down for the count” if he is knocked down
10B Sports quiz and the referee counts to ten, during which time he
A group quiz must get up and continue fighting. If he doesn’t, then
the other boxer is declared the winner.
Quiz to review and extend the vocabulary of sports. c A boxer is “on the ropes” if he is trapped with his back
Copy one sheet per group of three or four. to the ropes surrounding the ring, putting him in a very
vulnerable position because he can be more easily hit
Language by his opponent.
Sports vocabulary
d If a boxer is getting beaten by his opponent, and is
Put SS in groups of three or four and hand out the quiz taking a lot of blows, particularly to the head, his coach
sheets. Set a time limit. Check answers, and have SS may “throw in the towel,” e.g., throw the boxer’s towel
make a note of any vocabulary they didn’t know. Where into the ring to show that he is giving up. In this way
there is more than one answer, try to elicit as many the coach prevents his boxer from getting seriously
items as possible. injured.
e A “blow-by-blow” account or commentary of a boxing
1 a South Korea, gymnastics match is a very detailed account, describing every
b the US, swimming
c Brazil, soccer
action and punch.
d Spain, tennis
e Jamaica, track and field
2 a American football, rugby
b baseball
c tennis, soccer
d tennis, table tennis, squash, badminton, volleyball
e soccer, basketball
f basketball, baseball
3 a soccer (when a player hits the ball with his / her head)
b tennis, badminton, squash, etc. (when a player
returns the ball softly so that it drops after going
over the net)
c golf (a score for a particular hole that is one less than
par, e.g., the standard score for that hole)
d yoga (a sitting position with crossed legs)
e gymnastics (a movement where somebody turns
over completely with their feet over their head, on
the ground or in the air)
f basketball (when a player jumps up high and puts the
ball into the basket with great force)
4 a running, horse racing
b boxing, wrestling
c tennis, squash, badminton, basketball, handball,
volleyball
d ice skating, ice hockey
e skiing
5 a horse riding (the seat you put on a horse)
b badminton (feathered object you hit)
c hockey, American football (protective pieces of thick
material players wear inside their socks or to cover
their legs)
d baseball (leather glove used to catch balls)
e swimming (plastic glasses swimmers wear)
166
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1A Communicative Did I get the job?
Role cards for interviewers
1 2 3
You are interviewing for a part-time You are interviewing for a You are interviewing for a toy store
assistant librarian position. It will telemarketing position for a well- supervisor position. Three-month
be a short-term contract to cover known cell phone company. It is a trial period leading to permanent,
maternity leave. three-month, non-renewable contract. full-time contract. Job share
Profile of the ideal candidate: Basic salary with commission. possible.
• Book lover Profile of the ideal candidate: Profile of the ideal candidate:
• Prepared to work flexible hours • Good interpersonal skills and • Proven team leader
• Previous experience not telephone manner • Excellent organizational skills
essential, but desirable • No experience necessary, but • Basic accounting knowledge
• Able to work well alone experience in sales or marketing • Some knowledge of what toys
• Organized a bonus are popular currently would be
You have three minutes to speak to • Determination and drive essential ideal
the interviewees. You have to decide • Able to work well under pressure You have three minutes to speak to
who you would like to employ. At the You have three minutes to speak to the interviewees. You have to decide
end of the interviews, you’ll be asked the interviewees. You have to decide who you would like to employ. At the
to explain who you chose, and why. who you would like to employ. At the end of the interviews, you’ll be asked
Before you begin, think about and end of the interviews, you’ll be asked to explain who you chose, and why.
write down the questions you are to explain who you chose, and why. Before you begin, think about and
going to ask. Before you begin, think about and write down the questions you are
write down the questions you are going to ask.
going to ask.
4 5 6
You are interviewing for a parking lot You are interviewing for a job as You are interviewing for the position
attendant position. Full-time job that a messenger for a company that of care assistant at a nursing home.
sometimes includes 24-hour shifts. uses bikes and motorcycles to Alternate morning / evening shifts.
Permanent contract. deliver letters and packages. Six- One weekend a month.
Profile of the ideal candidate: month contract with possibility of Profile of the ideal candidate:
• Would suit a solitary person who extension. Some Saturdays. • Caring personality, with
isn’t easily bored Profile of the ideal candidate: experience working with older
• Able to make on-the-spot • Able to ride motorcycle (license people
decisions required) or bike downtown • First-aid knowledge an
• Able to deal with difficult or • Reliable and trustworthy with advantage
aggressive customers confidential documents • Ability to make decisions on own
• Physically fit • Organized and punctual • Must be a team player
You have three minutes to speak to • Good knowledge of the city • Available to work overtime
the interviewees. You have to decide You have three minutes to speak to You have three minutes to speak to
who you would like to employ. At the the interviewees. You have to decide the interviewees. You have to decide
end of the interviews, you’ll be asked who you would like to employ. At the who you would like to employ. At the
to explain who you chose, and why. end of the interviews, you’ll be asked end of the interviews, you’ll be asked
Before you begin, think about and to explain who you chose, and why. to explain who you chose, and why.
write down the questions you are Before you begin, think about and Before you begin, think about and
going to ask. write down the questions you are write down the questions you are
going to ask. going to ask.
Role card for candidates
You are out of work and desperate for any job The interviews will last three minutes each. You really
(you really need the money). You are going to be want to sell yourself well at the interview! Think
interviewed for some of the following jobs: about the following questions you might be asked and
• Care assistant in a nursing home make some notes. You can use real information about
• Bike messenger yourself, or invent some. Once you have decided on your
• Parking lot attendant answers, you can’t change them.
• Assistant librarian • What do you consider to be your main skills?
• Toy store supervisor • What previous work experience do you have?
• Telemarketing position • How physically fit are you?
• What kind of work situation would you prefer (part time / full
time / temporary / permanent)?
• Are you prepared to work overtime and on weekends?
American English File 2nd edition Teacher’s Book Level 5 Photocopiable © Oxford University Press 2014 167
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1B Communicative The family
A a Describe your photo to B in detail. Then b Discuss the following statements
listen to B describe his / her photo. Discuss with B, giving reasons for your
what the photos have in common and in opinions. Do you agree or disagree?
what way(s) they are different. 1 It’s very important for families to
have at least one meal together per
day without the TV on.
2 It’s impossible for a man to either
take care of a child or do housework
as well as a woman.
3 Children should be encouraged to
leave home once they are 18 years old.
4 One parent should stay at home and
take care of the child until he / she is
old enough to go to school.
5 Children need a male and a female
parent as a role model.
B a Listen to A describe his / her photo. Then b Discuss the following statements
describe your photo to A in detail. Discuss with A, giving reasons for your
what the photos have in common and in opinions. Do you agree or disagree?
what way(s) they are different. 1 It’s very important for families to
have at least one meal together per
day without the TV on.
2 It’s impossible for a man to either
take care of a child or do housework
as well as a woman.
3 Children should be encouraged to
leave home once they are 18 years old.
4 One parent should stay at home and
look after the child until he / she is
old enough to go to school.
5 Children need a male and a female
parent as a role model.
168 American English File 2nd edition Teacher’s Book Level 5 Photocopiable © Oxford University Press 2014
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2A communicative Language quotes
A a Read the quotes below. Then complete B a Read the quotes below. Then complete
the blanks in the quotes in your own the blanks in the quotes in your
words. own words.
b Now tell B what you wrote for quote b A will tell you how he / she completed

1. B will tell you what the original quote 1. Tell A what the original quote
quote was. Discuss the quote, saying was, and discuss the quote, saying
what you think it means, and whether what you think it means, and whether
you agree with it. you agree with it.
c Now B will tell you how he / she c Now tell A what you wrote for quote 2.
completed quote 2. Tell B what the A will tell you what the original quote
original was, and then discuss it as was. Discuss it as above. Continue
above. Continue with the other quotes. with the other quotes.
1 One language sets you in a hall for life. Two 1 One language sets you in a hall for life. Two
languages . languages open every door along the way.
Frank Smith Frank Smith
2 Americans who travel abroad for the first 2 Americans who travel abroad for the first
time are often shocked to discover that time are often shocked to discover that many
many foreign people still speak in foreign foreign people .
languages. David Barry
David Barry 3 If you talk to a man in a language he
3 If you talk to a man in a language he understands, that goes to his head. If you talk to
understands, that goes to his head. If you talk him in his own language, that goes to his heart.
to him in his own language, . Nelson Mandela
Nelson Mandela 4 Learn a new language and get a
4 Learn a new language and get a new soul. new .
Czech proverb Czech proverb
5 Any tool has multiple uses. Language, for 5 Any tool has multiple uses. Language, for
example, can be either a bridge or a barrier. example, can be either .
Shane Tourtellotte Shane Tourtellotte
6 It is of interest to note that while some 6 It is of interest to note that while some
dolphins are reported to have learned English, dolphins are reported to have learned English,
no human being . no human being has been reported to have
Carl Sagan learned “dolphinese.”
7 Language is the roadmap of a culture. It tells Carl Sagan
you where its people came from and where 7 Language is the roadmap of a culture. It tells
they are going. you where its people .
Rita Mae Brown Rita Mae Brown
8 When you go to a country, you must 8 When you go to a country, you must learn
learn how to say two things: , how to say two things: how to ask for food,
and . and to tell a woman that you love her.
Louis L’Amour Louis L’Amour
9 A man who speaks three languages is trilingual. 9 A man who speaks three languages is trilingual.
A man who speaks two languages is bilingual. A man who speaks two languages is .
A man who speaks only one language is English. A man who speaks only one language
Claude Gagnière is .
10 Talking is silver, while staying silent Claude Gagnière
is . 10 Talking is silver, while staying silent is golden.
Proverb Proverb
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2B Communicative Childhood questionnaire
a Read the questionnaire and choose six questions to ask a partner.
b Ask the questions and answer the ones your partner asks you.
1 Are there any clothes you had as a child

that you particularly loved or hated? Did
you have to wear clothes that used to
belong to your older brothers or sisters?
2 Were there any favorite places where you

liked going to play? Did you go alone or
with your friends? What did you do there?
3 What was your favorite toy? Can you

describe it? Why do you think you liked it
so much?
4 Were you ever a member of a youth club

or organization, e.g., the Boy Scouts?
How long did you belong to it for? Did you
enjoy it?
5 Who were the people you felt closest to

as a child? What do you remember about
them?
8 As you were growing up, was there
anybody you really looked up to or
6 Did you get an allowance? How much? wanted to be like?
Did you use to spend it immediately or
did you sometimes save it? What for?
9 Who was the oldest member of your
immediate or extended family when you
7 Did you have to do any chores while you were a child? What do you remember
were growing up? What were they? How about him / her?
did you feel about having to do them?
10 As a child, what did you want to be
when you grew up? Do you still have
the same ambition or did you change
your mind? Why?
11 What were your typical family meals like?

Did you all eat together? Where? Who
used to cook?
12 Did your parents use to read you a

story / book before you went to sleep or
did you read stories yourself? What was
your favorite story?
13 If you did something bad, how did your

parents punish you? Can you remember
which type of punishment was the most
effective?
14 As a child, what was your favorite special

occasion, e.g., birthday, holiday? How did
you use to celebrate it?
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3A communicative Reconciliation?
A Nicole
You’re Nicole and you washing dishes. So, when you saw him doing things
went out with Steve for incorrectly, you’d try and tell him how to do it correctly.
two years. About six Steve used to get very annoyed by this, but you can’t
months ago you mutually see why. It’s your area of expertise after all.
agreed to break up, but
3 Your friend Max
you have kept in touch.
One of the main reasons why you broke up was because
Recently, you’ve discussed
Steve was jealous of your friendship with Max – your
the possibility of getting
ex-boyfriend. Although you get along really well with
back together again.
Max and he’s one of your closest friends, you certainly
You’ve agreed to meet to
don’t have any romantic feelings for him anymore. You
talk through the reasons
meet Max about once a month for coffee, or to see a
why you broke up, and
movie (you and Max have the same taste in movies,
to see whether solutions
unlike Steve).
can be found to make a
reconciliation possible. 4 The spoiled sibling
When you met Steve he told you that he had a nine-
1 His appearance
year-old sister (Nina). You didn’t see that as a problem
When you first started
because you like children. Nina visits him a few days
going out, Steve always looked fantastic. Over the two
a month. You think Nina is spoiled, manipulative, and
years you were together, you felt he’d started to let
badly-behaved. Initially, you spent time as a threesome,
himself go, e.g., he stopped going to the gym with you,
but you felt this wasn’t working so you used to go away
gained a lot of weight, and started to wear any old
with friends for the days when Nina visited Steve.
thing – this wasn’t the man you first fell in love with!
2 Helping in the house Talk to Steve about these problems and try to
You know that your way of doing things is the best way. find a way forward. Remember you want to get
It used to drive you crazy when Steve did things his way back together with him, so try to keep calm and
(the wrong way), e.g., when he was preparing a meal or don’t lose your temper!
B Steve
You’re Steve and you reasons you broke up with Nicole was because she was
went out with Nicole always telling you a “better” way of doing things (e.g., her
for two years. About way) when you hadn’t asked her for advice, and it used
six months ago you to really get on your nerves.
mutually agreed to break
3 Her ex
up, but you have kept in
Nicole’s ex-boyfriend is Max. They often go to the
touch. Recently, you’ve
movies, talk on the phone, and have coffee together.
discussed the possibility
You don’t understand whyshe still needs him in her life.
of getting back together
You’re not jealous of Max, it’s just that you don’t like him
again. You’ve agreed to
and you really don’t think it’s healthy for Nicole to stay in
meet to talk through the
touch with him.
reasons why you broke up
to see whether solutions 4 Your sister
can be found to make a You have a nine-year-old sister (Nina) who visits you a few
reconciliation possible. days every month. Nina can be a little difficult at times,
and you know that you do tend to spoil her and need to be
1 Appearance
stricter – but that’s only because she’s your little sister and
You think that when you’re in a relationship, you need
you love her. You’re aware that Nicole didn’t get along with
to be able to be yourself, and that includes your
Nina, but you don’t think she is very good with children
appearance, but Nicole is always complaining about the
and she didn’t really give Nina a chance. She just started
clothes you wear and the fact that you aren’t in such
going off with friends when Nina was around. It is really
good shape as you used to be. Nicole still looks great,
important for you that Nina and Nicole get along.
but you think she is kind of obsessed with the gym, and
that she spends a fortune on clothes.
Talk to Nicole about these problems and try to
2 Unwanted advice find a way forward. Remember you want to get
You’ve managed to survive perfectly well all these back together with her, so try to keep calm and
years cooking and cleaning in your own way. One of the don’t lose your temper!
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3B Communicative Historical movies quiz
1 In which historical period were the following 4 Which historical figure do you associate with
movies set? these movies?
a Gladiator a The Motorcycle Diaries
b Dr. Zhivago b Amadeus
c Pearl Harbor c Lincoln
d Cold Mountain d The Last King of Scotland
e The Name of the Rose e JFK
2 Correct these movie titles by changing 5 Which famous authors are these historical
one word. movies about? Match the movies with the
a Alexander the Huge authors.
b Robin Hood: King of Thieves a The Hours C.S. Lewis
c Full Velvet Jacket b Finding Neverland Isak Dinesen
d The Boy in the Checked Pyjamas c Out of Africa J.M. Barrie
e Helping Private Ryan d The Dreamer of Oz Frank Baum

e Shadowlands Virginia Woolf
3 Which historical movie do these quotes come
from? Match the quotes with the movies below. 6 Who played the following famous queens?
a “I’m the king of the world.” Match the movies with the actresses.
b “He’s not the Messiah. He’s a very naughty boy!” a Queen Elizabeth I in Elizabeth the Golden
Age (2007)
c “I still believe, in spite of everything, that
people are really good at heart.” b Cleopatra in Cleopatra (1963)
d “My nose precedes me by about 15 minutes.” c Queen Victoria in The Young Victoria (2009)
e “I believe God made me for a purpose, but he d Queen Elizabeth I in Shakespeare in Love
also made me fast.” (1998)
f “I pray that I may never see the desert again." e Marie Antoinette in Marie Antoinette (2006)
g “An eye for an eye only ends up making the

world blind.”
h “Are you really saying that the president can
do something illegal?”
i “As I heard my Sioux name called out over
and over I knew who I really was.”
j “You risk having no Spain at all!”
Chariots of Fire Elizabeth Taylor Judi Dench

Cyrano de Bergerac
Dances with Wolves
El Cid
Frost/Nixon
Gandhi
Lawrence of Arabia
Life of Brian
Kirsten Dunst Cate Blanchett
The Diary of Anne Frank
Titanic
Emily Blunt
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4A communicative Sound or noise?
a Look at the list of sounds. Mark each one with:
I love the sound.
✓✓
✓ I like it.
o It doesn’t bother me.
✗ I find it irritating.
✗✗ I can’t stand the sound. It drives me crazy.
b Compare your list with a partner and explain your marks.
birds chirping
loud party music
bells ringing
children splashing in a swimming pool
a rotating ceiling fan
the crash of thunder
a stormy sea
the wind whistling at night
dogs barking
a tennis ball being hit by a racket
the pop of a balloon bursting
the “music” coming from the mp3 player of a person sitting next to you
audience laughter during a TV or radio comedy show
a TV on in the background
fireworks going off
someone sniffling
a foreigner speaking your language
a hairstylist snipping at your hair with scissors
a fly or a bee buzzing
a fountain
cars on a racing track
sports commentary on the radio
opera
people chewing gum and blowing bubbles
insect noise on a hot summer night, e.g., crickets
a rooster crowing
a car alarm going off on a city street
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4B Communicative Who wrote it? A man or a woman?
a You’re going to read eight extracts from novels, all of which describe women
or women’s attitudes to life in some way. Four of the extracts are written by
men, and four are written by women. Decide which you think are by whom
and write M or W in the boxes.
b Compare with a partner and explain your reasons, and try to convince your
partner where you disagree.
1 You fall in love with a man because he is everything 2 She puts the white stilettos she has been
your father isn’t. He is strong and tough and you carrying since she reached the sands under her
like that. He sweeps you off your feet. You don’t chair, opens her handbag and pulls out a pink
even realize how much he takes over your life, how enameled compact decorated with the silhouette
you start to become merely an extension of him, of a black poodle. She checks her lipstick in the
rather than a separate entity or as you dream, one mirror first, using a brightly varnished nail to
grander entity, two becoming one in love, like out wipe away the inevitable smudges of matching
of a romance novel. You acquiesce on small things, pink lipstick from the corners of her mouth.
then large things, then everything. Your laugh Snapping the compact smartly shut, she flashes
starts to quiet before disappearing altogether. Your Jack a brilliant smile. In present company Irene
smile dims until it is only a facsimile of joy,
may have both youth and beauty on her side,
something you apply like mascara.
but still she regards Ruth with a careful eye.
3 By my side sat the brown-eyed, proud beauty, 4 Alice strides ahead, loving that she’s not dressed
the pretty niece, who had after all, it appeared, up, that when she’s with Emily she doesn’t have to
noticed my admiring gaze in the patisserie, put on an act, she can wear her oldest, most casual,
for she smiled at me kindly as at an old comfortable clothes, and really be herself. Her jeans
may be Earl, but today she’s wearing her gym
acquaintance. Her eyes were like coffee-beans, sneakers, a Gap sweatshirt and a baseball cap
and, when she laughed, they really did seem to pulled down tight over hair scraped back into a
crackle like roasting beans. She had charming, ponytail. She can really walk in these clothes, can
translucent little ears beneath luxuriant dark sit with her legs apart, resting her elbows on her
hair; like pink cyclamen nestling in moss, I knees, can run and play games with Humphrey,
thought. scooping him up for a cuddle without worrying
that he might be getting mud on – heaven forbid
– a Chanel jacket or a shearling coat.
5 Camilla was the first to arrive. Five feet ten, pale 6 What attracted men? Good looks? Certainly if a girl was
white skin, big lips, round cheekbones, tiny nose. pretty, then she tended to get the attention of men; that was
Camilla is twenty-five but says she “feels old.”
beyond any doubt at all. But it was not just prettiness that
mattered, because there were many girls who did not look
She began modeling at sixteen. When I first met anything special but who seemed to find no difficulty in
her, months ago downtown, she was doing her making men notice them. These girls dressed in a very
duty as a “date” to a well-known television careful way; they knew which colors appealed to men and
producer, which meant she was smiling and they knew how to walk and sit down in a way which would
make men sit up and take notice. The walk was important: it
speaking back when someone asked her a should not be a simple walk, with one leg going forward, to
question. be followed by the other; no, the legs had to bend and twist a
bit, almost as if one were thinking of walking in a circle.
7 Perpetua could be the size of a Renault Espace and 8 She had a wide mouth, a small nose, and high
not give it a thought. How many hours, months, cheekbones that gave her an almost Asian look. Her
years, have I spent worrying about weight while
Perpetua has been happily looking for lamps with movements were quick and spidery, and when she was
porcelain cats as bases around the Fulham Road? working at the computer her fingers flew over the keys.
She is missing out on a source of happiness, anyway. Her extreme slenderness would have made a career in
It is proved by surveys that happiness does not come
from love, wealth, or power but the pursuit of modeling impossible, but with the right makeup her
attainable goals: and what is a diet if not that? face could have put her on any billboard in the world.
Sometimes she wore black lipstick, and in spite of the
tattoos and the pierced nose and eyebrows she was…
well…attractive. It was inexplicable.
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5A communicative Time: Proverbs and sayings
Read the proverbs, which are all related to time. Discuss with a partner what you think they mean.
Are there any similar proverbs in your language?
1 The early bird catches the worm. 6 You can’t teach an old dog new tricks.
2 A stitch in time saves nine. 7 Don’t count your chickens before

they’re hatched.
3 Make hay while the sun shines. 8 A watched pot never boils.
4 When the cat’s away the mice will play. 9 We’ll cross that bridge when we
come to it.
5 It’s no use crying over spilled milk. 10 Strike while the iron is hot.
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5B Communicative Money questionnaire
Choose two questions from each section to ask a partner.
Saving money
1 Would you say you are good at saving money? Why (not)?
2 Do you have any strategies for saving money, e.g., when you are shopping?
3 Are you saving for anything right now? What for?
4 What factors might influence your decision to keep your money in a specific bank?
Losing and winning money

Do you know anyone who…
1 has been a victim of credit card fraud?
2 found that money had been mistakenly deposited into their bank account?
3 lost or made a large amount of money in the stock market?
4 won a substantial amount of money in the lottery?
Earning money
1 Did you have a weekend job or a summer job when you were younger?
What kind of work did you have to do?
2 Do you have any skills that could bring you extra income if you needed it?
3 How would you feel about earning a lot less than your partner?
4 In what jobs do you think you can justify people earning huge salaries?
Spending money
1 When you go shopping do you prefer paying with cash or by credit card?
2 Do you prefer spending money on things (e.g., clothes, gadgets) or experiences
(e.g., vacations)?
3 Is there anything you feel guilty about spending money on? Why?
4 Have you ever bought something that you now think was a complete waste of money?
Giving money
1 Do you give money to any charities?
Which ones? Why did you choose them?
2 Where and when do you tend to give tips? What factors influence your decision to give a tip
or not?
3 Do you ever give money to people begging on the street?
4 Do you often give money as a present, e.g., for a birthday or wedding present?
Do you prefer being given money yourself, or would you rather have an
actual present?
Borrowing or lending money

1 Do you think it’s better to borrow money from friends or family?
2 Have you ever lent someone some money and never been paid back?
3 Do you currently have a bank loan or a mortgage? What for?
4 Do you think the government should give young people loans for higher education, or
grants (which they don’t have to pay back)?
4775779_AEF2e_TB5.indb 176 3/19/14 12:52 PM

6A communicative Do you think you could possibly…?
1 2 3 4
You need someone to You need someone to You need someone You just had a huge
help you translate a take care of your pet to give you a ride to argument with your
20-page instruction snake for the weekend. the airport tomorrow partner and want to be
booklet from English It is not poisonous. morning – the flight on your own. You need
into your language. Think of some departure time is someone to let you
Think of some persuasive reasons 6:45 a.m. so you’ll need stay in his / her spare
persuasive reasons why you need this to be there at 5:45 a.m. room for a couple of
why you need this favor done, and try to at the latest. nights.
favor done, and try to convince them to do it! Think of some Think of some
convince them to do it! persuasive reasons persuasive reasons
why you need this why you need this
favor done, and try to favor done, and try to
convince them to do it! convince them to do it!
5 6 7 8
You need to find You need someone to You’re new in the city You need someone to
someone to take care help you to get rid of a and don’t know many sit down with you for
of your three-year-old sofa and two armchairs people yet. You want a couple of hours and
nephew for the day. You you don’t want any someone to come with go over the finer points
had promised your sister more. You live in a you to a speed-dating of the present perfect
to do it, but now you second-floor apartment evening. because you have a
can’t. with no elevator. Think of some test next week.
Think of some Think of some persuasive reasons Think of some
persuasive reasons persuasive reasons why you need this persuasive reasons
why you need this why you need this favor done, and try to why you need this
favor done, and try to favor done, and try to convince them to do it! favor done, and try to
convince them to do it! convince them to do it! convince them to do it!
9 10 11 12
You need someone to You need someone who You need someone to You need someone
come to your house has good fashion sense go along with you to to let you download
and figure out some to spend a day with you the dentist’s tomorrow some movies on his /
problems you’re having helping to choose an (and take you home). her home PC tomorrow
with your computer. outfit for a wedding. You’re having two teeth night. It may take a few
Think of some Think of some pulled. hours. Your Internet
persuasive reasons persuasive reasons Think of some connection isn’t working.
why you need this why you need this persuasive reasons Think of some
favor done, and try to favor done, and try to why you need this persuasive reasons
convince them to do it! convince them to do it! favor done, and try to why you need this
convince them to do it! favor done, and try to
convince them to do it!
13 14 15 16
You need someone to You need someone to You need someone You need someone
come over and cook come to your house and to sponsor you for a to pretend to be your
you one meal a day for help you color your hair. charity marathon. The partner at a family get-
at least a week – you Think of some money you raise will together this weekend.
have a broken wrist and persuasive reasons go to a cat protection Think of some
it’s in a cast. why you need this charity. persuasive reasons
Think of some favor done, and try to Think of some why you need this
persuasive reasons convince them to do it! persuasive reasons favor done, and try to
why you need this why you need this convince them to do it!
favor done, and try to favor done, and try to
convince them to do it! convince them to do it!
4775779_AEF2e_TB5.indb 177 3/19/14 12:52 PM

6B Communicative Case studies
a Read the case studies. Rate each one from 1–5 (1 = not very serious, 5 = very serious)
according to the impact you think the obsession might have on their life.
b Compare your score with a partner and try to justify it.
Case study 1 Case study 2

Mark, 23, is obsessed with his Karen, 19, has been obsessed
girlfriend Alison who he’s been with “single food eating” for the
going out with for over three last three years. Basically, this
years. Alison is very attractive means she can only eat one
and since the start of their certain food type at a time –
relationship he’s always worried that’s to say she can’t mix
that she’ll leave him for someone textures or flavors, and she has
more interesting and better- to brush her teeth after each
looking. He sends her about 30 different food she eats. So, for
text messages a day and calls example, if she has chicken,
her incessantly on her cell phone. potatoes, and peas, she will
He admits to having hired a private detective a couple eat all the peas first, then all the potatoes, and finally
of months ago to make sure she wasn’t cheating on him. the chicken.
Mark says, “I really love her.”

Phil, 29, has an “order” obsession. Helen, 41, is obsessed with the
He puts all the books on his stage show Mamma Mia. Since it
bookshelves in strict order opened in New York in 2001 she
according to their publication has been to see the show more
date. Similarly, all the magazines than five hundred times, always
in the rack at his home have sitting in the first five rows of the
to be chronologically ordered. theater. She spends all her money
He admits to feeling “seriously on buying tickets and has not
stressed” if someone takes out a taken a vacation for years. Helen
book or magazine and then puts it says, “Abba’s music gives me such
back in the wrong place. a high. I can’t live without it.”

Amanda, 25, has an obsession Sean, 18, has had an obsession
with germs. She is unable to with car license plates since
shake hands with anyone because he was five or six years old.
she knows that is how germs Whenever he sees a car, he
are transmitted from person automatically looks at the license
to person. She can’t even cope plate, and starts adding up the
with holding her child’s hand, or digits. “I find it impossible to
her husband’s. She cleans the watch a car go by without trying
bathroom and kitchen twice a day to see the license plate and
from top to bottom, and won’t adding up the numbers,” he says.
have carpets or rugs in her house because she believes
that this is where germs breed. She also disinfects all her
daughter’s toys every evening to prevent her catching
anything.

Alex, 36, is obsessed with Chicago Maria, 28, is obsessed with going
Cubs, the baseball team he to the gym and healthy eating.
supports. He goes to all their She works the night shift at a
home games and often travels to call center. She sleeps during the
watch their away games. All the morning and then spends every
rooms in his house are painted afternoon at the gym, six days a
blue, red, and white, the Cubs’ week. She works out in the weight
colors, and there are pictures of room and also does aerobics or
all the players, past and present, spinning. She weighs herself three
on all the walls. His two young times a day. “If I’ve gained any
boys are named after famous weight, I have to spend another
Cubs players. His wife likes baseball and is a Cubs fan, hour at the gym,” says Maria.
but only goes to some of their home games. "The Cubs
are my life,” says Alex.
4775779_AEF2e_TB5.indb 178 3/19/14 12:52 PM

7A communicative Mini debates
Proposal 1 Proposal 1 Proposal 1

Downtown should be car-free every Saturday Downtown should be car-free every Saturday Downtown should be car-free every Saturday
from 9 a.m. until 1 p.m. from 9 a.m. until 1 p.m. from 9 a.m. until 1 p.m.
Role 1 Role 2 Role 3
• You’re a local store owner with • You’re a parent and your • You’re a serious bike rider and
a very successful business daughter has music lessons you are also a member of an
downtown. Most of your downtown on Saturday mornings. ecology group.
customers come to your store You don’t live there, and you • Decide if you are happy or not
on the weekend. usually drive her in, although with this proposal. Think of at
• Decide if you are happy or not there is a bus and train service least two reasons why / why not.
with this proposal. Think of at from your town to the city. • Prepare what you are going to
least two reasons why / why not. • Decide if you are happy or not say and then have a discussion
• Prepare what you are going to with this proposal. Think of at with the other two people in your
say and then have a discussion least two reasons why / why not. group. Remember you don’t have
with the other two people in your • Prepare what you are going to say to agree!
group. Remember you don’t have and then have a discussion with
to agree! the other two people in your group.
Remember you don’t have to agree!

Downtown restaurants and dance clubs should Downtown restaurants and dance clubs should Downtown restaurants and dance clubs should
close at 10:30 p.m. every day of the week. close at 10:30 p.m. every day of the week. close at 10:30 p.m. every day of the week.
• You’re an office worker who has • You’re a student and you live in a • You’re a dance-club owner who
to get up for work very early suburb with your parents. Most has a dance club downtown with
in the morning. The apartment of your friends live downtown so an outside area that does really
building where you live downtown that’s where you usually meet up well in the summer months.
has a dance club underneath it. with them. • Decide if you are happy or not
• Decide if you are happy or not • Decide if you are happy or not with this proposal. Think of at
with this proposal. Think of at with this proposal. Think of at least two reasons why / why not.
least two reasons why / why not. least two reasons why / why not. • Prepare what you are going to
• Prepare what you are going to • Prepare what you are going to say and then have a discussion
say and then have a discussion say and then have a discussion with the other two people in your
with the other two people in your with the other two people in your group. Remember you don’t have
group. Remember you don’t have group. Remember you don’t have to agree!
to agree! to agree!

People who live downtown shouldn’t be People who live downtown shouldn’t be People who live downtown shouldn’t be
allowed to own dogs. allowed to own dogs. allowed to own dogs.
• You’re a dog owner who lives • You’re a veterinarian with an • You’re a mother of two who loves
downtown. You always clean up office downtown. Some of your going to the city park with her
after your dog and your dog has clients who live in apartments children in the afternoons. One
no antisocial tendencies. have big dogs. of your children is scared of dogs
• Decide if you are happy or not • Decide if you are happy or not and lots of dogs are always off
with this proposal. Think of at with this proposal. Think of at their leashes.
least two reasons why / why not. least two reasons why / why not. • Decide if you are happy or not
• Prepare what you are going to • Prepare what you are going to with this proposal. Think of at
say and then have a discussion say and then have a discussion least two reasons why / why not.
with the other two people in your with the other two people in your • Prepare what you are going to
group. Remember you don’t have group. Remember you don’t have say and then have a discussion
to agree! to agree! with the other two people in your
group. Remember you don’t have
to agree!
4775779_AEF2e_TB5.indb 179 3/19/14 12:52 PM

7B Communicative Spot the differences
A
4775779_AEF2e_TB5.indb 180 3/19/14 12:52 PM

199 a-p
8A communicative Medical
OUP
OUP
vocabulary definitions game
NEFA Teachers Book
NEFA Teachers
Joanna Book Blackie
Kerr/ Catherine
A Joanna
199 a-p Kerr/ Catherine Blackie
199 a-p
crutches /"krVtSIz/ ____________________ a stretcher /"strEtS@r/ ____________________
OUP
NEFA Teachers Book
OUP Kerr/ Catherine Blackie an operating room
Joanna
a first-aid kit /f@rst "eId kIt/ ____________________ /"Ap@reItIN rum/ ____________________
199NEFA
a-p Teachers Book
Joanna Kerr/ Catherine Blackie
199 a-p OUP
NEFA Teachers Book OUP
A Teachers Book NEFA Teachers Book
na Kerr/ Catherine Blackie 199 a-p Joanna Kerr/ Catherine Blackie
a-p 199 a-p
a fracture /"fr&ktS@r/ ____________________ a midwife /"mIdwaIf/ ____________________
ne Blackie
OUP
NEFA Teachers Book
Joanna Kerr/ Catherine Blackie OUP
199 a-p NEFA Teachers Book
take somebody’s pulse a hospital ward
/teIk "sVm bAdis pVls/ ____________________ /"hAspItl wOrd/
199 a-p ____________________
OUP
OUP
BNEFA
NEFA Teachers Book
Teachers
Joanna Book Blackie
Kerr/ Catherine
e Joanna
199 a-p Kerr/ Catherine Blackie
199 a-p
a syringe /s@"rIndZ/ hiccups /"hIkVps/ a dressing /"drEsIN/ a sling /slIN/
a wheelchair /"wiltSEr/ ____________________ a cast /k&st/ ____________________
a scar /skAr/ ____________________ ____________________ ____________________
____________________ an IV /aI "vi/ ____________________ ____________________
4775779_AEF2e_TB5.indb 181 3/19/14 12:52 PM

8B Communicative Travel role plays
A Role play 1 Role play 2
You’re a travel agency representative at a popular tourist You’re a tourist on a one-week city tour. Your trip was
resort on the coast. The resort has several hotels, all of which expensive and included transportation, a four-star hotel, and
are full because it’s peak season. All hotels have swimming various excursions. You were not satisfied with the hotel and
pools and cater for families. asked to be moved on the first day, which eventually you were.
It’s your first week at this job. You want to make sure However, you are still unsatisfied for the following
you don’t get anything wrong, and that you are very reasons:
clear about any problems clients may have, so that – The restaurant at the new hotel is not very
there aren’t any misunderstandings later on. You’ve good (why?).
been trained to use the customer’s first name – There is no wi-fi in the hotel.
wherever possible in a conversation to personalize – The excursion to the museum was very
things more. You don’t have much authority as yet – unsatisfactory (why?).
especially not when it comes to promising refunds. B is the local travel agency representative. You don’t feel
B is a client who arrived at one of the resort’s hotels last night that he / she was particularly sympathetic with your
and has asked to speak to you. original problem with the first hotel, and today you’re
– You begin. Introduce yourself by your first name determined to make him / her take you seriously.
(Mark / Sandra) and ask what B’s first name is. You’re not going to be satisfied with vague promises.
– Remember to use it throughout the You arranged to speak to him / her a few minutes ago
conversation! Ask how you can help B. and you want to have a long conversation.
– Listen to B’s complaints and ask for more specific – You begin. Inform B of your three new
details. Then rephrase and repeat the complaints, giving as many details as possible.
information back to B (to show you fully – Insist on B providing concrete solutions.
understand). – Try to prolong the conversation as much as
– Try to think of solutions, but under no circumstances possible, and only accept the solutions you think
promise any kind of discount or refund. are convincing.
B Role play 1 Role play 2

You’re a tourist (Barry / Sophie Harper). You arrived last night You’re a travel agency representative in a popular tourist city.
with your family at a popular tourist resort, and there are You’ve just had the worst day of your life at work and you’re
already three complaints you need to make: about to finish an 18-hour shift. You are used to dealing with
– Your room is unsatisfactory (why?). complaints, and know that the best way is to use vague
– The swimming pool is much smaller than the expressions like “I’ll get back to you on that one” or “I’ll see
brochure showed, and is always crowded. what I can do” a lot.
– Your children aren’t happy with the Kids A is a client of the travel agency and is in the city.
Club (why?). He / She is a difficult client and complained on the
A is the travel agency representative at the resort. first day about the hotel. You managed, with great
He / She looks very young and inexperienced, so difficulty, to get him / her moved to another hotel. A
you’re sure you are going to have the upper hand. few minutes ago, A called you and said he / she
You just hope he / she’s not one of those over- needed to talk to you. Your heart sinks because you
friendly people who use your first name all the time really want to go home.
(you hate that), and pretend they’re listening to your – A will start.
complaints and then do absolutely nothing! – Listen to A, but keep looking at your watch,
– A will start. and try to cut short long and involved
– Explain your three complaints. Be more specific explanations.
if asked to be. – Make vague promises and try get rid of him /
– Be firm, but without losing your temper. her as quickly as possible.
Demand some kind of financial compensation.
– Be prepared to accept other solutions as a last
resort, however.
4775779_AEF2e_TB5.indb 182 3/19/14 12:52 PM

9A communicative Four fables
1 The Hare with Many Friends 2 The War between the Beasts and
The hare was very popular with the other animals, and the Birds
they all claimed to be her friends. One day, she heard A great battle was about to take place between the
the sound of some hunting dogs approaching and she birds and the beasts. When the two armies had come
needed to get away before they could catch her. She together in order to fight, the bat had a serious
ran to her friends to ask them for help. First, she went dilemma – he didn’t know which side to fight on. The
to the horse, and asked him to carry her away on his birds that passed him said, “Come and fight with us,”
back. But he said that he couldn’t because he had some but the bat said, “No, I am a beast,” and stayed where
important work to do for his master. he was. Later on, some beasts who were passing
She then went to ask her friend the bull for help underneath him looked up and said, “Come and fight
because she hoped that he would fight off the dogs with us,” but he said, “No, I am a bird,” and stayed
with his horns. Unfortunately, the bull couldn’t help where he was.
because he was meeting a cow, who was a friend of Luckily, at the last moment the battle didn’t take place
his. He suggested that perhaps the goat might be able and peace was made. So, the bat went to the birds
to help her. and said that he wanted to join their peace
But the goat said he was suffering from a bad back and celebrations. The birds were indignant and
wouldn’t be able to help. As a last resort, she went to they all turned their backs on him, and
speak to her young friend the calf to seek his assistance. so the bat had to fly away. He then
However, the calf was also unwilling to help her. went to the beasts to see if he
He claimed that he did not want to risk could celebrate with them. But
offending her other friends, who were older they threatened to eat him
than him and had more experience. alive if he tried to join
By this time the hare could hear the the party.
dogs getting closer and closer. So the bat was left
Desperately, she started on his own while
running and luckily the birds and
managed to escape. the beasts
celebrated.
3 The Fox and the Stork 4 The Lion and the Mouse
At one time the fox and the stork seemed to be really Once when a lion was asleep, a little mouse began
good friends. So, it was not surprising when, one day, running up and down his body. The lion woke up and
the fox invited the stork to dinner. As a joke, the fox was absolutely furious to have had his nap disturbed.
decided to serve up some soup in a very shallow dish. His immediate reaction was to put a huge paw on the
The fox had absolutely no problem eating the soup mouse and to open his big jaws to swallow him. The
since he could easily lap it up and drink it, but the stork little mouse was terrified and cried, “I’m sorry, O
could only wet the end of her long beak in it. At the King. Forgive me this time and I’ll never forget your
end of the meal she was as hungry as she had been at kind pardon. Who knows, maybe one day I’ll be able to
the beginning! do something for you!”
“I am sorry,” said the fox, “that you don’t like the soup.” The lion laughed at the idea of the mouse being able to
“Please don’t apologize,” said the stork. “Come over to do something for him, but as he admired the mouse’s
my place and have dinner with me next Saturday.” bravery, he decided to let him go.
So, the following Saturday, the fox went to his Some time later, the lion was caught in a trap. The
friend the stork’s house for dinner. The stork hunters tied him to a tree with a piece of rope while
served the dinner in a very long-necked jar they went to fetch their cart. Just then, the little mouse
with a narrow mouth. The fox, of happened to pass by, saw the lion’s terrible situation,
course, couldn’t even get his nose and bit through the rope to which the lion was
into it. In fact, all he could tied. The lion was free
manage to do was to lick the once again.
outside of the jar.
“I won’t apologize for
the dinner,” said
the stork.
4775779_AEF2e_TB5.indb 183 3/19/14 12:52 PM

9B Communicative Two
OUP
NEFA Teachers Book
recipes
A 203 a-b
Perfect scrambled eggs Ingredients per person
OUP
NEFA Teachers Book
203 a-b
2 4
1 3
6 7
5
a Look at the recipe and make sure you understand it.
b Use the pictures to explain to B how to make perfect scrambled eggs. B should take notes.
c Listen to B explaining how to make perfect roast potatoes. Take notes.
B OFF
Perfect roast potatoes Ingredients for 4 people
OFF
4
3
5
1 2
9
6 7 8
a Look at the recipe and make sure you understand it.
b Listen to A explaining how to make perfect scrambled eggs. Take notes.
c Use the pictures to explain to A how to make perfect roast potatoes.
4775779_AEF2e_TB5.indb 184 3/19/14 12:52 PM

10A communicative Celebrity immigrants
1 A Hungarian, born in Budapest, 2 A star in several of Pedro 3 Brought up in Austria by very
his family emigrated to Wisconsin Almodóvar’s early movies, he strict parents, he took up
when he was two. Inspired by a surprised some of his fans bodybuilding at the age of
childhood visit to see a magician, by moving to Hollywood and 15, and six years later, after
he began to give performances marrying a well-known actress winning the title Mr. Universe, he
at amusement parks and fairs. several years older than moved to the US. He had a very
His fame grew worldwide as a himself, with whom he had a successful career as an actor, in
man who could escape from daughter. Despite living in the both action and comedy movies,
any kind of locked container, US, he retains close links to his and subsequently went into
even underwater. He died from native country and promotes politics, after marrying a member
peritonitis after inviting someone Andalusian products all over of a famous American political
to punch him in the stomach to the world. family.
demonstrate the strength of his
muscles.
4 The daughter of a former 5 This movie director left his native 6 Born in Hungary, as a young man
wrestling champion and a Taiwan to study theater at the he emigrated to the US, where
400-meter runner, she received University of Illinois. One of the he made his fortune through
her first racquet at the age of most successful directors of his a very successful career in
five, and when she was ten generation, with several Oscars® journalism, becoming one of
showed such promise that she to his name, the importance of the most powerful newspaper
moved to Florida from Moscow to his roots is exemplified by one publishers in the United States.
train at a well-known academy. of his most successful movies, When he died, his will provided
Famous as much for her blonde Crouching Tiger, Hidden Dragon, for the financing of a prize
good looks as for her on-court which was filmed in Mandarin. bearing his name, which today is
ability, she never managed to win the most prestigious award in US
a Grand Slam singles title, and journalism.
since retiring has made her home
in Miami.
7 The first Mexican actor to be 8 He was a German immigrant who 9 Born in the UK and originally
nominated for an Academy sailed to the United States with named Archibald Leach, he
Award, she was born in Veracruz his mother and two sisters at traveled to the US as a teenager
and first made her name in the the age of 18. He first lived in with a theater group, and
Mexican soap opera Teresa. New York before finally settling in decided to settle there and
Although she didn’t speak fluent San Francisco where he set up a make a career as an actor. He
English at the time, she moved to clothing company at the time of later changed his name, and
Los Angeles in 1991, and is now the “Gold Rush.” With a partner, went on to become one of the
acclaimed for her work both as he patented a method for most popular movie actors of
an actor and a producer. strengthening men’s work pants, his era, famous for his roles as a
and later founded a company handsome, charismatic leading
that still bears his name today. man in several of Hitchcock’s
thrillers.
10 He was born in Lódz´, Poland, 11 Born in Havana, Cuba, she 12 This Russian-born author has
but emigrated with his family was brought up in Miami after an asteroid and a crater on
to the US in the early 1900s. He her father was forced to flee Mars named after him. One of
set up his own business selling following the 1959 coup by the most prolific writers of all
cosmetics to movie actors Castro. After auditioning to sing time, he is best known for his
in Hollywood, and developed in a local wedding band she went science fiction novels and books
makeup and lipstick that made on to become one of the biggest on popular science. One of his
actors look more natural on singing stars of the 80s and 90s, stories, Nightfall, was voted the
screen. Later he began selling the with a succession of dance hits, best science fiction short story
same products to women, and in Spanish and English, rooted of all time. In 2004, one of his
today his name is synonymous in the rhythms of her native most famous novels was turned
with women’s beauty products. country. into a movie starring Will Smith.
4775779_AEF2e_TB5.indb 185 3/19/14 12:52 PM

10B Communicative Sports quiz
1 Look at the people above. Where are they from,

and what sport are/were they famous for?
a Yeon-jae Son
b Michael Phelps
6 What’s the name of the person who…?
c Neymar
a always wears gloves in a soccer match
d Rafael Nadal
b sits in a high chair during a tennis match
e Usain Bolt
c decides which players should be substituted
in a basketball game
d gives out yellow and red cards for
2 Name a sport where you can …
committing fouls
a tackle d serve
e carries the equipment for a golf player and
b strike out e dribble
gives him / her advice
c volley f ask for a time out
7 What do you use to hit the ball in the

3 In which sports might you talk about…? following sports?
a a header d the lotus position a tennis c hockey
b a drop shot e a somersault b baseball d golf
c a birdie f slam dunk
8 What do you think the following commonly

4 Name a sport you can do at the following used idioms mean? What sport do they all
places. come from?
a a track d a rink a Your comment about my mother’s cooking
b a ring e a slope was below the belt.
c a court b Don’t try waking him – he’s down for the
count!
c Even though he was unseeded, he had the
5 Match the sports with the objects. Wimbledon champion on the ropes in the
a a saddle swimming third set.
b a shuttlecock hockey d Don’t throw in the towel just yet – you still
c pads baseball have a chance with her.
d a mitt badminton e What happened at the wedding? I want you
e goggles horse riding to give me a blow-by-blow account.
4775779_AEF2e_TB5.indb 186 3/19/14 12:52 PM

Vocabulary activity instructions
Tips for using Vocabulary activities Language

The Vocabulary activities are designed to reactivate the 21st century families, describing families, family idioms
lexis in each lesson, and to help SS to learn the new words
• Put SS in pairs or small groups. Give each group a set
and phrases.
of cards facedown or in an envelope.
• The activities include lexis from the Vocabulary Extra support
Banks, Vocabulary exercises, and Lexis in Context
• Give SS a few minutes to review Vocabulary Bank
exercises from the Student Book. There are pair-work
Family on page 159 before they start.
communicative activities (such as split-crosswords and
games involving word definition) that can only be done • Demonstrate the activity by choosing another word or
in class. There are also vocabulary races and quizzes that words (not one of the ones on the cards), e.g., sibling, and
can either be done in class or assigned for homework. describe it to the class until someone says the word, e.g.,
It’s a formal noun. It’s used for either a brother or sister.
• The Vocabulary activities can be used either
immediately after the Student Book lesson for ! Highlight that SS are not allowed to use any of the
consolidation, or later in the course for review. words on the card in their definition.
• We have suggested the ideal number of copies for • SS play the game, taking turns to take a card and
each activity. However, with some activities such as describe the word or phrase. The student who is
vocabulary races and quizzes, you could use fewer, e.g., describing must not let anyone see their card. Tell SS
one copy per pair instead of one per student. to wait until the person has finished their description
before trying to guess.
• When SS are working in pairs, if possible have them sit
face to face. This will encourage them to really talk to each Extra support
other, and also means they can’t see each other’s sheet. • Have SS play this in groups as a competitive game.
• If SS are having trouble with any of the activities, make The student who correctly guesses the word first
sure they refer to the relevant Vocabulary Bank or keeps the card. The player with the most cards at the
Vocabulary exercise in the Student Book. end is the winner.
• Make sure that SS keep their copies of the activities for Non-cut alternative
review later. • Put SS in pairs. Copy one sheet per pair and cut it down
the middle. SS take turns describing the words or
phrases to their partner until he / she guesses the word.
1A Work
A paraphrasing activity
2A Language terminology
SS rewrite sentences to practice expressing work-related
A pair-work question and answer activity
concepts in different ways. Copy one sheet per SS.
SS ask each other questions recycling language
Language terminology and new lexis from File 2. Copy one sheet
Adjectives for describing a job, nouns that are often per pair and cut into A and B.
confused, collocations
Language
• Hand out one sheet per student. Focus on the instructions, Language terminology, e.g., collocate, synonym.
and elicit the answer to 1. Then set a time limit. Vocabulary from File 2
Extra support
• Put SS in pairs, ideally face to face, and hand out the
sheets. Make sure SS can’t see each other’s sheets. Give
Work on page 158 before they start.
SS time to read their questions.
• Have SS compare their answers with a partner. Then
• Tell A to ask his / her first question to B. Then B asks
check answers.
his / her first question to A, etc.
1 charge of 2 off 3 a team 4 advancement 5 be / get
promoted 6 short-term 7 employees 8 staff
9 training 10 qualifications 11 self-employed 12 laid off 2B Abstract nouns
13 out of work 14 unpaid 15 challenging 16 repetitive
17 career 18 benefits / perks
A review activity
SS review and extend their knowledge of abstract
nouns. Copy one sheet per student.
1B Family
A card game Language
Abstract nouns ending in -hood, -dom, -ship, -ness, and
SS define words / phrases for other SS to guess. Copy -tion, and ones that are new words (no suffix)
and cut up one set of cards per pair or small group.
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• Hand out one sheet per student and focus on a. Tell • Give SS a minute to read their instructions. If SS don’t
SS they don’t just have to write words from the lesson, know what a word means, they can look it up in lesson 3B.
they can write any other ones they know. Give SS five • SS take turns asking each other for their missing
minutes to write words in the circles. words (e.g., What’s 1 down?). Their partner must define /
! Stress that the words must be abstract nouns, not describe the word until the other student is able to
nouns that describe things, e.g., station. write it in his / her crossword. SS should help each
• Have SS compare with a partner. Check answers, other with clues if necessary.
making sure SS stress the words correctly. • When SS have finished, they should compare their
crosswords to make sure they have the same words and
Possible answers
have spelled them correctly.
-hood: childhood, adulthood, neighborhood, brotherhood
-dom: boredom, freedom, wisdom, kingdom, stardom
-ship: friendship, relationship, membership, partnership, 4A Sounds and the human voice
censorship, fellowship
-ness: happiness, kindness, sickness, sadness, weakness A pairwork question and answer activity
-tion: imagination, celebration, competition, education
no suffix: fear, shame, belief, death, hatred, loss, poverty SS ask each other questions recycling lexis from the
Vocabulary Bank Sounds and the human voice. Copy
• Focus on c. Give SS time to write their sentences one sheet per pair and cut into A and B.
and discuss in small groups or pairs. Monitor and get
feedback. Language
Sounds and the human voice, e.g., bang, drip, whisper, etc.
3A get phrases • Put SS in pairs, ideally face to face, and hand out the
A rewriting activity sheets. Give SS time to read their questions. Tell them
that they have example answers in parentheses, but that
SS replace phrases using expressions with get. Copy they should accept any answer that they agree with.
one sheet per student or pair. Extra support
Language • Give SS a few minutes to review Vocabulary Bank
Expressions with get, e.g., get, rid of, get a joke, etc. Sounds and the human voice on page 161 before
they start.
• Hand out one sheet per student, or one per pair. Focus • Tell A to ask his / her first question to B. Then B
on 1 and elicit that you could substitute get rid of for asks his / her first question to A, etc.
throw away. Point out that they should use the correct
• W hen SS have finished, get feedback to see if
form of get (gerund, past, etc.) depending on the
anyone came up with different answers to those on
sentence.
the sheet.
Extra support
get on page 160 before they start.
4B Adjectives and adverbs
• Set a time limit, e.g., three minutes. If SS have done it An information gap activity
individually, have them compare with a partner. Check SS define words / phrases to help their partner
answers. complete a crossword. Copy one sheet per pair and cut
1 get rid of 2 get it 3 getting together 4 get around into A and B.
5 get away 6 got the short end of the stick 7 get along
8 gets on my nerves 9 get through to him 10 get her Language
own way 11 gets me down 12 get back at 13 got the Adjectives to describe books and movies, and adjectives
chance 14 get the message 15 got even 16 get a hold of and adverbs from Lexis in context on page 40 of the
17 getting by 18 get out of the / my way Student’s Book
See instructions for 3B History and warfare. If SS

3B History and warfare aren’t sure what one of their words means, they can
An information gap activity check a dictionary.
SS define words / phrases to help their partner

complete a crossword. Copy one sheet per pair and cut
5A “Time” race
into A and B. A fill-in-the-blank activity
Language SS complete sentences with time expressions. Copy

Weapons, people and events, and verbs describing one sheet per pair.
warfare
Language
• Put SS in pairs, ideally face to face, and hand out the Expressions with time, e.g., save time, by the time, etc.
sheets. Make sure SS can’t see each other’s sheets.
Explain that A and B have the same crossword but with • Put SS in pairs and hand out the sheets. Set a time limit,
different words missing. They have to describe / define e.g., three minutes. Tell SS that they have to fill in as many
words to each other to complete their crosswords. blanks as they can within the time limit. The pair who
completes all the phrases correctly first is the winner.
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Extra support Language
• Give SS a few minutes to review Vocabulary Bank Phone language, e.g., hang up, directory assistance, etc.
Time on page 162 before they start.
1 from time to time 2 save time 3 short on time • Hand out one sheet per student. Focus on the
4 time on her hands 5 a long time ago 6 on time instructions, and elicit the answer to 1. Then set a time
7 by the time 8 time off 9 before her time limit for SS to write the other words or phrases.
10 the time of our lives 11 at times 12 spare / free time • Have SS compare with a partner. Then check answers.
13 take your time 14 ran out of time 15 giving me a hard
time 16 This time last year 17 just in time 18 waste 1 hang up 2 run out of 3 put sb through 4 charge
your time 19 a question / a matter of time 20 time’s up 5 landline 6 directory assistance 7 busy 8 voice mail
9 pay phone 10 text message 11 missed call
12 speak up 13 be cut off
5B Money
A paraphrasing exercise 7A Word formation: prefixes
SS rewrite sentences to practice expressing money- A pairwork activity
related concepts in different ways. Copy one sheet per
student. SS listen to sentences with a missing word and
complete them by adding prefixes to a given word.
Language Copy one sheet per pair and cut into A and B.
Nouns for money or payments, money in today’s society,
adjectives and idioms related to money Language
Prefixes, e.g., over-, under-, out-, etc.
• Hand out one sheet per student. Focus on the
instructions, and elicit the answer to 1. Then set a time • Put SS in pairs, ideally face to face, and hand out the
limit, e.g., three minutes for SS to complete the other sheets. Make sure SS can’t see each other’s sheets.
sentences. Focus on instructions a–c, and give SS time to read
through them and to read their sentences.
Extra support
• Demonstrate the activity. Write pay on the board. Then
tell SS you are going to say a sentence with the invented
Money on page 163 before they start.
word BLEEP in it. They have to make a word from pay
• Have SS compare with a partner. Then check answers. by adding a prefix and changing the form if necessary,
1 mortgage 2 loan 3 installments 4 fees 5 fare so that it fits the sentence. Then say to the class I don’t
6 donation 7 interest rate 8 currency 9 exchange think nurses earn enough money. They’re really BLEEP.
rate 10 in debt 11 income 12 cost of living 13 loaded Elicit that BLEEP should be underpaid.
14 broke 15 tight-fisted 16 make ends meet
17 the red 18 cost a fortune 19 beyond their means
• Now have SS continue in pairs, reading their sentences
20 grant 21 savings 22 deposit alternately for their partner to make the missing word.
7B Place and movement

6A Compound adjective race
A vocabulary discrimination activity
A fill-in-the-blank review race
SS circle the right word, or check if both are possible.
SS complete compound adjectives. Copy one sheet per Copy one sheet per student or per pair.
student.
Language
Language
Place and movement, e.g., to, toward, etc.
Compound adjectives, e.g., duty-free, last-minute, etc.
• Hand out the sheets to individual SS or to pairs and set
• Hand out the sheets. Set a time limit, e.g., three a time limit. Focus on the instructions. Give SS time
minutes. Tell SS that they have to write as many words to circle the words. If they did the activity individually,
in the Missing Word column as they can within the have them compare with a partner before checking
time limit. Check answers. answers.
1 duty-free 2 last-minute 3 second-hand 4 homemade / Extra support
home-cooked 5 worn-out 6 air-conditioned 7 well-
behaved 8 handmade 9 blue-eyed 10 easygoing • Give SS a few minutes to review Vocabulary Bank
11 left-handed 12 mass-produced 13 nearsighted Place and movement on page 164 before they start.
14 narrow-minded 15 well-off 16 absentminded
1 toward 2 on 3 at 4 into 5 outside 6 over, ✓ 7 around
17 short-term 18 self-sufficient 19 bad-tempered
8 out of 9 onto, off 10 in 11 at 12 under 13 around
20 self-employed
14 through 15 below 16 inside 17 along 18 on top
Focus on b. Give SS time to review and then test 19 in 20 ✓ 21 ✓ 22 through, out 23 in 24 on
themselves.
8A Medical words and similes
6B Phone language A pairwork definitions activity
A definitions activity
SS define words / phrases for their partner to guess.
SS write words for definitions to review phone Copy one sheet per pair and cut into A and B.
language. Copy one sheet per student.
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Language 9B Preparing food
Medical words and phrases, e.g., stitches, a virus, and An information gap activity
similes, e.g., as stubborn as a mule
SS define words / phrases to help their partner
• Put SS in pairs and hand out the sheets. Make sure SS complete a crossword. Copy one sheet per pair and cut
can’t see each other’s sheets. Focus on a and b, and give into A and B.
SS time to write their definitions. Monitor and check
their definitions while they are writing. Language
Preparing food and cooking: ribs, whipped, shellfish, oven, etc.
• Focus on c, and have SS read their definitions alternately
to each other to see if their partner knows the word. • See instructions for 4B Adjectives and adverbs.
• Get feedback to see how many words they each knew. If SS aren’t sure what one of their words means, they
Extra challenge can check with Vocabulary Bank Preparing food on
page 167.
• Have SS give their definitions orally without writing
them down.
See Student Book pages 74–75. 10A What’s the difference?
A card game
8B Travel and tourism A team game for SS to review confusing words from
An error correction activity this lesson and previous lessons. Make one copy and
cut up into cards.
SS correct vocabulary mistakes related to travel and
vacations. Copy one sheet per pair. Language
Confusing words, phrases with take
Language
Compound adjectives, e.g., duty-free • Divide SS into two teams, or more if you have a lot
of SS.
• Put SS in pairs. Hand out the sheets, and focus on the
• Give team 1 a card. The team has 30 seconds to
instructions. Focus on 1, and elicit that it is wrong
decide what the difference is between the two words.
because the phrase should be cut the trip short.
A spokesman from the team explains it to the rest
• SS continue in pairs. Check answers. of the class. If the explanation is correct, they get a
Extra support point. If not, the card is passed to team 2, who also has
• Give SS a few minutes to review Vocabulary Travel 30 seconds to explain the difference. If neither team
and tourism on page 165 before they start. remembers the difference, explain it to the class. Then
give team 2 a card. Continue until all the cards have
1 cut the trip short 2 a package tour 3 trip 4 take out been used up.
travel insurance 5 ✓ 6 starting off / out 7 touristy 8 ✓
9 off the beaten track 10 Guided tours 11 layover 12 ✓ • Write up the teams’ points on the board and finally add
13 ✓ 14 put off 15 overrated 16 ✓ 17 went on a safari up the points to see which team has won.
18 lively 19 day trip 20 ✓
Non-cut alternative
• Put SS in pairs. Copy one sheet per pair. SS take
9A Animal idioms turns to explain the difference between the words.
A fill-in-the-blank activity 1 like (adj) = having similar qualities to sb or sth
alike (adj) = in a very similar way (only used at the end
SS complete animal idioms. Copy one sheet per of a sentence or clause)
student or per pair.
2 especially = above all, for a particular purpose (often
Language followed by past participle)
Animal idioms, e.g., a dark horse specially = particularly (often used before an adjective
or adverb)
• Hand out the sheets, either to individual SS or to pairs. 3 actually = in fact, to tell the truth
Focus on the instructions. Set a time limit, e.g., three
minutes. currently = right now
• If SS did the exercise individually, have them compare 4 affect = verb meaning to produce a change in sb or sth
with a partner before checking answers. effect = noun meaning the consequence of an action
Extra support 5 economic = related to the economy
• Give SS a few minutes to review the animal idioms in economical = spending money in a careful way
Vocabulary Bank The natural world on page 166 6 beside = next to or at the side of sb / sth
before they start. besides = in addition to, apart from
1 a dark horse 2 making a real pig of yourself 3 the last 7 ache = to feel continuous dull hurt
straw 4 like water off a duck’s back 5 kill two birds
with one stone 6 count your chickens 7 smell a rat pain = the feeling that you have in your body when
8 let sleeping dogs lie 9 with his tail between his legs you’ve been hurt
10 like a fish out of water 11 the lion’s share 12 the bull 8 campsite = a place where you can put up tents, etc.
by the horns
camping = living in a tent, etc., on vacation
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9 suit = a jacket with matching pants or skirt STRONG A strengthen B strength
suite = a set of rooms, esp. in a hotel, usually with a DEEP A depth B deeper
bedroom, a living area, and a bathroom SHORT A shortly B shortness
10 sight = the ability to see / the act of seeing / an WIDE A widely B width
interesting place
HIGH A height B highly
site = a place where a particular building was, is, or will
WEAK A weaknesses B weakened
be / a place on the Internet with information
THICK A thickly B thickened
11 ashamed = feeling bad about sth you have done
FLAT A flattened B flatness
embarrassed = shy or awkward in a social situation
12 argument = a conversation in which two or more people
disagree, often angrily Review: describing game
discussion = talking about sth or sb in detail A group card game
13 view = what you can see from a particular place SS define words / phrases for other SS to guess. Copy
scenery = the natural features of an area and cut up one set of cards per pair or small group.
14 deny = to say sth is not true Language
refuse = to say that you won’t do sth sb has asked you Review from Files 1–10
to do
15 lay = put sth or sb in a particular position or put • Put SS in pairs or small groups. Give each group a set
something down on sth (past laid, past participle laid), of cards facedown or in an envelope.
e.g., He laid his hand on my arm. • Tell SS that they have to pick a card. They then have
lie = put yourself in a horizontal position (past lay, past two minutes to try to describe the seven words or
participle lain) phrases on the card for their partner or other group
16 compromise = an agreement between two parties or member to guess. Highlight that SS are not allowed
groups in which each side gives up some of the things to use any of the words on the card in their definition.
they want. Also a verb, e.g., We had to compromise. Tell SS to wait until the person has finished his / her
description before trying to guess the word or phrase.
commitment = a promise to do sth or to behave in a
particular way • Start the game. Have S1 pick a card, and then say
“Go!” After two or so minutes say “Time’s up,” and
17 wages = a regular amount of money that you earn, find out how many words or phrases S1 managed to
usually every week communicate. Then have S2 pick a card. Continue
salary = money that employees receive for their job, until all the cards have been used, or until you run out
especially professionals, usually paid monthly of time.
18 journey = traveling from one place to another, Non-cut alternative
especially when they are far apart
• Put SS in pairs. Copy one sheet per pair and cut
trip = a journey to a place and back again, especially a it down the middle. SS take turns to describe the
short one for a particular purpose or pleasure groups of words / phrases for their partner.
19 career = the series of jobs that a person has in a
particular area of work, usually involving more
responsibility as time passes
job = work that you do to receive regular payment
20 announce = to tell people sth officially, especially about
a decision, plans, etc.
advertise = to tell the public about a product or service
so that they will buy
10B Word building race

A fill-in-the-blank activity
SS form words to complete blanks in sentences. Copy
one sheet per pair.
Language
Making verbs, nouns, adverbs, etc., from adjectives, e.g.,
strong, strength, strengthen, etc.
• Put SS in pairs and hand out the sheets. Focus on the

instructions. Tell SS that they need to think carefully
about what part of speech they need in each sentence.
• When the time is up, tell SS to stop and check answers.
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1A vocabulary Work
Complete the second sentence so that it means the same as the first.
1 I’m responsible for the marketing department.
I’m in the marketing department.
2 I’m not working right now because I’m sick.
I’m work right now because I’m sick.
3 I don’t like working alone. I prefer working with others.
I’d rather not work by myself. I prefer working in .
4 There will be a lot of promotion opportunities in this job.
This job has good opportunities for .
5 After a few months I could go from being assistant managing director to managing director.
I could to managing director in a few months.
6 My contract’s only from March to June.
I only have a - contract.
7 How many people do you employ in this company?
How many do you have in this company?
8 The nurses who work at this hospital are fantastic.
The nursing is fantastic at this hospital.
9 There are some new things I need to learn for my job.
The boss is sending me to a course.
10 He has an undergraduate degree, a master’s degree, and a Ph.D.
He has good .
11 I work for myself.
I’m - .
12 I lost my job last year since the company I was working for wasn’t making a profit.
I was last year.
13 My sister’s been unemployed for over a year.
My sister has been for over a year.
14 Adam doesn’t make any money for the charity work he does.
The charity work that Adam does is .
15 My job is very high pressure and stressful.
I have a very job.
16 He works on a car production line and does exactly the same thing every day.
His job on a car production line is very .
17 He worked successfully for many years both as a teacher and a teacher trainer.
He had a very successful in education.
18 Apart from my salary, I also get a company car and free lunches, which is awesome!
The are awesome in this job. I get a company car and free lunches.
4775779_AEF2e_TB5.indb 192 3/19/14 12:52 PM

1B vocabulary Family
one-parent extended
be spread out an only child
family family
a skeleton in
bring up see eye to eye
a get-together the closet
the black
sheep of the a father
self-sufficient cautious
family figure
face
a gut feeling catch your eye something take after
head on
be on
speaking
alike a grown-up a relation
terms
loyal easygoing get stuck conscientious
4775779_AEF2e_TB5.indb 193 3/19/14 12:52 PM

2A vocabulary Language terminology
A
a Ask your partner your questions. The answers are in parentheses.
1 What word collocates with the word “maternity” to mean “time off work to have
a baby”? (leave)
2 What’s a more formal way of saying “need”? (require)
3 How can you say “children” in a more colloquial way? (kids)
4 What idiom can you use to say that the wife is more dominant than the husband in a marriage?
(She wears the pants.)
5 What phrasal verb is a less formal way of saying “omit”? (leave out)
6 What’s a synonym for “recently”? (lately)
7 Can you explain the metaphor “She has a heart of stone”? (She has no feelings and is
unsympathetic to other people’s suffering.)
8 What’s a more informal way of saying “I recall”? (I remember)
9 What’s a formal way of saying “to make sure”? (to ensure)
10 What’s the phrasal verb that is a synonym for “postpone”? (to put off)
b Now answer your partner’s questions.
B
a Answer your partner’s questions.
b Now ask your partner your questions. The answers are in parentheses.
1 What phrasal verb can you use to say you have a similar personality to someone?
(take after)
2 What word beginning with the letter t is a synonym for boring? (tedious)
3 What idiom with mind can you use to mean that you can’t decide about something?
(I can’t make up my mind or I’m of two minds.)
4 What phrasal verb means to “become an adult”? (grow up)
5 What’s another word for “stupid”? (dumb)
6 Can you tell me a more formal expression meaning “because of”? (due to or owing to)
7 What do you think this metaphor means? “When I asked my dad for more money, he exploded.”
(He got very angry.)
8 Can you explain the idiom “to go with your gut feeling”? (to use your instinct to decide what
to do in a situation)
9 What’s a more informal way of saying “to adhere to a rule”? (to follow a rule)
10 Do you know what the slang word “buck” means? (a dollar)
4775779_AEF2e_TB5.indb 194 3/19/14 12:52 PM

2B vocabulary Abstract nouns
a You have five minutes to write four abstract nouns in each circle.

-hood -ship
-dom

-tion
-ness

no suffix
b Compare your answers with a partner. Do you have the same words or different ones?

c
Choose one word from each circle, and use it in a sentence that expresses something
you agree with, e.g., People’s memories of their childhood are not always reliable. Then
compare your sentences with a partner.

4775779_AEF2e_TB5.indb 195 3/19/14 12:52 PM

3A vocabulary get phrases
Replace the bold words or phrases with a phrase using get in the correct form.
1 Could you please throw away all the old clothes

you don’t wear anymore?
2 It’s embarrassing when someone tells the

punch line to a joke, everyone laughs, and
you don’t understand it!
3 My family loves meeting up for holidays.
4 What do you think is the best way to move from

one place to another in this city?
5 Once my brother-in-law starts talking to you it’s

practically impossible to escape!
6 I realized I was duped when the used air

conditioner in “excellent” condition broke
after a day.
7 They just met, but they already have

a very good relationship.
8 It really annoys me when you eat my fries.
9 I tried to explain the problem to my father, but

I just can’t make him understand.
10 My parents always let my little sister do whatever

she wants – that’s why she’s so spoiled.
11 Not having enough time for myself really

depresses me.
12 Martha was dumped by her ex-boyfriend and now

she wants to take revenge on him.
13 If I had the opportunity to go and live abroad,

I think I’d probably take it.
14 I’ve told him time after time that I don’t want

to go out with him, but he just doesn’t seem
to hear what I’m saying!
15 When Mia’s brother broke her cell phone,

she caused the same amount of damage
by breaking his tablet.
16 It’s difficult to speak to George because he

doesn’t have a cell phone.
17 It’s not easy managing to live on a student

grant, especially in a big city.
18 I tried to walk past him, but he wouldn’t move

to the side to let me pass.
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3B vocabulary History and warfare
A a Look at your crossword and make sure you know the meaning of all the words you have.
b Now ask B to define a word for you. Ask, e.g., What’s 3 down? What’s 13 across? Write the word.
c Now B will ask you to define a word.
1 2
3
O
4
V
B
5
E S E G E V
6 7
I R
S
8
I E L D C
9
A S U A L T I E
T H
10 11
R 12
D O
C
13
A P T I V E W
O F
14
L U E
15
A
O T
T
B a Look at your crossword and make sure you know the meaning of all the words you have.
b A will ask you to define a word.
c Now ask A to define a word for you. Ask, e.g., What’s 4 down? What’s 9 across? Write the word.
S
1
W
2
P E
E 3
A
W
4
A P
5 6
F
7
O R C S O
T N
8 9
D
10
R E B E L L I N T
11
O O P S
A 12
W 13
14
15
A R R W
4775779_AEF2e_TB5.indb 197 3/19/14 12:52 PM

4A vocabulary Sounds and the human voice
A Ask your partner the questions. One point for each correct answer.
1 Can you name two animals that hiss?

(e.g., a snake, a cat)
2 How do people often close the door when they’re angry?
(They slam it)
3 Can you name two things that drip?
(e.g., a faucet, an ice-cream cone)
4 What noise do lions and tigers make?
(They roar)
5 Give two reasons why someone might whisper.
(e.g., so as not to be overheard, so as not to disturb other people in a movie theater, etc.)
6 What unpleasant noise do some people make when they eat soup?
(They slurp)
7 Why might you start stuttering?
(e.g., because you are nervous or frightened)
8 What sound would you hear if someone jumped into a swimming pool?
(a splash)
9 Name two insects that buzz.
(e.g., a fly, a wasp)
10 What sound might you make if you were feeling very disappointed or sad?
(a sigh)
B Ask your partner the questions. One point for each correct answer.
1 Can you name two parts of the body we use to tap with?
(e.g., your fingers, your foot)
2 What noise does a balloon make when it bursts?
(a bang)
3 Give two situations when a driver might honk.
(e.g., when the driver in front is slow to move at a traffic light, when another driver has
done something dangerous)
4 What noise does an alarm clock make?
(It ticks)
5 If someone’s mumbling, what might you say to them?
(Can you please speak more clearly?)
6 What noise does a door make when it needs oil?
(It creaks)
7 Can you name two situations where people giggle?
(e.g., when they think something is funny, when they are nervous)
8 What noise do people sometimes make when they have a cold, but they don’t have a tissue?
(They sniff)
9 What do people sometimes hum?
(A tune)
10 What noise do you often hear if somebody who is driving brakes suddenly?
(A screech)
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4B vocabulary Adjectives and adverbs
b Now ask B to define a word for you. Ask, e.g., What’s 1 down? What’s 10 across? Write the word.
S
1
L O W - P A C E D
M A
2
K W 3
R D
O
O 4 5
T
6 7 8 9
M
10
G R I P P I N G 11
B A N D
L
A 12
13
L
14
S O
15
H A U N T I N G W
B R
16 17
E A T L Y
18
I Y
E V
E
T
19
N
G
b A will ask you to define a word.
c Now ask A to define a word for you. Ask, e.g., What’s 3 down? What’s 4 across? Write the word.
1
2 3
R
D
4
E P R 5
E S S I N G
N U
F
6
A 7
T F U L T I
8 9
V A S T
E N B
10
R T 11
T R Y
P
12
A I
T
13
H O G H T - P R O V O K I N G 14
O N U
15
F I I
16
O N 17
18
B A R E Y U G G
N
D
L
Q U
19
R K Y
4775779_AEF2e_TB5.indb 199 3/19/14 12:52 PM

5A vocabulary “Time” race
Work with a partner. You have three minutes to complete the sentences. Don’t run out of time!
1 I only see my half-brother time time.

2 We can cut across the park to time.
3 Sorry, I can’t help you now. I’m a little time.
4 Now that she’s retired she has a lot of time
her hands.
5 I can’t remember much about my school days
because it was such a time .
6 My sister’s never time. She’s the least
punctual person I know.
7 The actual wedding ceremony had finished
the time we got there.
8 I need to take some time work to recover.
9 My niece was born in the nineties so The Beatles
were her time.
10 Our honeymoon was fantastic! We had the time of
our .
11 Generally speaking, I enjoy living on my own, but
times I miss having someone to talk to.
12 If you have any time this afternoon, could
you help me draft the report?
13 I’m not in a hurry for an answer so you can your time and
think it over for a while.
14 I couldn’t answer the last question because I of
time.
15 My dad’s me a time because he
thinks I’m going out too much.
16 time last year we were in the middle of
moving to a new house.
17 We thought we were going to miss our connecting
flight, but we made it just time.
18 Don’t your time trying to convince him.
He’ll never change his mind.
19 They’re always arguing. It’s only a of time
before they break up.
20 OK, time’s ! Stop writing now.
4775779_AEF2e_TB5.indb 200 3/19/14 12:52 PM

5B vocabulary Money
Complete the sentence with a “money” word or phrase so that both sentences mean the same.
1 The bank lent me some money specifically to buy a house.
I got a from the bank.
2 Peter lent Luke $100.
Peter gave Luke a $100 .
3 She’s paying for the car little by little.
She’s paying for the car in .
4 My lawyer charged me a lot for his services.
My lawyer’s for his services were very high.
5 It’s incredible how expensive a train ticket from New York City to Boston is.
The train from New York City to Boston is incredibly expensive.
6 I gave my favorite charity some money last week.
I made a to my favorite charity last week.
7 My bank charges me about 4% on my loan.
I am paying a 4% on my bank loan.
8 The money used in France and Italy is the same – it’s the Euro.
The is the same in France and Italy – it’s the Euro.
9 How many pounds do I get for $100 today?
What’s the pound to dollar today?
10 The company owes a lot of money.
The company is heavily .
11 He doesn’t have to work because he gets about $250,000 a year from the properties he rents out.
He has an of about $250,000 a year from the properties he rents out.
12 Everything’s more expensive than it was this time last year.
The is higher now than it was this time last year.
13 My friend is incredibly wealthy.
My friend’s .
14 I don’t have much money right now, so I can’t buy you a coffee.
I’m kind of right now.
15 She has to be one of the cheapest people I’ve ever met.
She’s one of the most - people I’ve ever met.
16 I have a lot of bills and sometimes I don’t have enough money to get to the end of the month.
I sometimes find it hard to .
17 Have you ever spent more money than you had in your account?
Have you ever been in ?
18 That dress is stunning. It must have been very expensive.
That dress is stunning. It must have .
19 They seem to have a very expensive lifestyle considering that they don’t earn much money.
They seem to be living their .
20 The college gave me some money to study abroad.
I was given a by the college to study abroad.
21 Luckily I’d put some money away in the bank so I could pay to have the roof repaired after the storm.
Luckily I had some in the bank so I was able to pay to have the roof repaired after the storm.
22 When I got my new apartment I had to pay one month’s rent in advance.
I had to pay a of one month’s rent when I got my new apartment.
4775779_AEF2e_TB5.indb 201 3/19/14 12:52 PM

6A vocabulary Compound adjective race
a In three minutes write the missing word in the Missing Word column to make a compound adjective.
b Cover the column and test yourself. How many can you remember?
Missing Word
1 I always get my perfume from the duty- shop at the airport.
2 On my final day in Bangkok I did some last- shopping before I

went to the airport.
3 We love going to second- stores to see if we can find any

bargains.
4 I’d rather have home- food than eat out.
5 Those jeans are really worn- . Look at the holes in the knees!
6 It would be impossible to drive in the summer if my car wasn’t air- .
7 My nephew’s so well- that you can take him anywhere!
8 The sweaters are all made by local craftsmen.
9 Most Siamese cats are blue- , unlike other breeds.
10 My sister’s boyfriend is really easy . He never gets upset about

anything!
11 Being left- is often considered an advantage for sports players.
12 Those paintings aren’t originals! They’re -produced in a factory

just outside Toronto.
13 She’s really near . That’s why she wears such thick glasses.
14 The people in this town are very narrow- . They’re just not open
to new ideas.
15 She comes from a very -off family, and had a privileged

upbringing.
16 My boss is incredibly absent . He always needs reminding

about everything.
17 My contract is only a short- one. It runs from October to

December.
18 They’re completely self- . They produce all their own food on

their farm.
19 I’m definitely not a morning person. I’m usually bad- until I’ve had
two cups of coffee.
20 Phil hated his previous job with a big company. Now that he’s self-
he’s much happier.
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6B vocabulary Phone language
Read the definitions and write the word or phrase in the space provided.
1 to end a telephone conversation by putting the receiver

down or turning the phone off
2 to not have enough time on your cell phone plan to
continue a conversation
3 to connect somebody by telephone
4 (your cell phone) v. to pass electricity through a phone so that it is
stored there
5 n. a phone connection that uses wires carried on poles or
under the ground, in contrast to a cell phone
6 n. a telephone service you can use to find out a person’s
telephone number
7 adj. a telephone line being used
8 n. a n electronic system that can store phone messages, so
that somebody can listen to them later
9 n. a telephone, usually in a public place, that is operated
using coins or a card
10 n. a written message that you send using a cell phone
11 n.
a notice displayed on your cell to tell you that
somebody called
12 to tell somebody to speak more loudly

13 to be interrupted when talking on the phone by a break

in the connection.
4775779_AEF2e_TB5.indb 203 3/19/14 12:52 PM

7A vocabulary Word formation: prefixes
A a B is going to read a sentence to you, including the sound BLEEP, which means that a
word is missing. Guess the missing word by adding a prefix (e.g., anti-, re-, etc.) to the
first word in your list (cook), and make any other necessary changes.
1 cook 2 social 3 pay 4 consider 5 line
6 adjust 7 pronounce 8 react 9 play 10 mature
b Read your first sentence in c to B. B will try to guess the missing word.
c Continue taking turns to read your sentences.
1 The movie isn’t as good as the reviews say. It’s very BLEEP. (overrated)
2 You didn’t pay attention and completely BLEEP what I said. (misunderstood)
3 He might look tired now, but don’t BLEEP him. He could still win this match.
(underestimate)
4 My boss isn’t happy with my report, so he asked me to make some changes and asked me
to BLEEP it. (rewrite)
5 Visitors to the hospital have to wash their hands with BLEEP soap before they enter a
ward. (antibacterial)
6 In hot weather it’s easy to become BLEEP if you don’t drink enough liquids. (dehydrated)
7 It’s BLEEP to text while you are driving. If you get caught, you’ll pay a $150 fine. (illegal)
8 I proposed having the company picnic on September 5th, but I was BLEEP by my
co-workers. (outvoted)
9 I’ve been living in this town for years, but I still feel like an BLEEP. I don’t feel like I’m a
part of the community. (outsider)
10 It was a BLEEP attack. The criminals had been watching his house for several days.
(premeditated)
B a Read your first sentence in c to A. Explain that the sound BLEEP represents a missing
word. A will try to guess the missing word.
b Now A is going to read a sentence to you, including BLEEP. Guess the missing word
by adding a prefix (e.g., anti-, re-, etc.) to the first word in your list (rate), and make any
other necessary changes.
1 rate 2 understand 3 estimate 4 write 5 bacteria
6 hydrate 7 legal 8 vote 9 side 10 meditate
c Continue taking turns to read your sentences.

1 Sorry, but my steak is a little BLEEP. I asked for it to be well-done. (undercooked)
2 The government is introducing new measures to try to control BLEEP behavior in
young people. (antisocial)
3 Please return this form in the BLEEP envelope provided. (prepaid)
4 I want you to BLEEP your decision to leave the company. (reconsider)
5 Could you give me a brief BLEEP of tomorrow’s events? (outline)
6 I have to BLEEP my seat belt because it’s too tight. (readjust)
7 The problem with my name is because it’s foreign, people always BLEEP it.
(mispronounce)
8 My dad totally BLEEP when I told him I failed my exams. In fact, he went crazy!
(overreacted)
9 The champion completely BLEEP his rival, and the match was over very quickly.
(outplayed)
10 He looked BLEEP old because he had such an unhealthy lifestyle. (prematurely)
4775779_AEF2e_TB5.indb 204 3/19/14 12:52 PM

7B vocabulary Place and movement
a Look at the sentences and circle the correct preposition.
b If you think both prepositions are possible, check (✓) them.
1 When the bull ran to / toward me, I leapt over the fence.
2 My house is in / on a really busy main road. The noise of the traffic sometimes gets on
my nerves.
3 I always try to arrive to / at the office before the boss gets there.
4 He saw a parking space in the parking lot and drove right into / in it.
5 Scarsdale is a really pretty town just outside / out of New York City.
6 The burglar climbed above / over the wall and ran off / away.
7 We’ve been driving under / around for hours. Why don’t we ask someone for directions?
8 Tina panicked when her credit card wouldn’t come out / out of the ATM machine.
9 The cat climbed onto / on the table and then jumped off / away.
10 Your cell phone won’t work unless you put in / into your SIM card first.
11 Go straight ahead and turn right in / at the next set of traffic lights.
12 It’s considered bad luck to walk under / below a ladder.
13 There was a hole in the middle of the road and I had to drive past / around it.
14 The tunnel’s about a mile long and lots of people feel claustrophobic when they drive
through / across it.
15 The temperature at night falls to 5º below / under zero.
16 It was boiling inside / into the movie theater because the air conditioning wasn’t working.
17 If you walk along / across this aisle, you’ll see the frozen food section near the end.
18 Their wedding cake had little figures of a bride and groom on top of / on top.
19 He’s been in / at the hospital for the last couple of days because he had his appendix
removed.
20 I wonder what’s inside / in that box?
21 The apartment is small, but at least we have a roof over / above our heads.
22 If you want a shortcut, you can walk across / through the department store, and then when
you come out / outside the other side turn left onto Madison Avenue.
23 You’ll never ever see him in / into the kitchen – he loathes cooking.
24 Just put the mail on top of / on the table, please.
4775779_AEF2e_TB5.indb 205 3/19/14 12:52 PM

8A vocabulary Medical words and similes
A a Look at your ten words and similes.
b
Write definitions for your partner to guess. Try not to use any part of
the word or phrase in your definition!
c
Read your definitions to your partner. Does he / she know the word
and similes?
Words Definitions
a placebo
stitches
as stubborn as a mule
a surgeon
as quick as a flash
a cast
hypnosis
to watch your weight
he eats like a horse
a rash
B a Look at your ten words and similes.
b
Write definitions for your partner to guess. Try not to use any part of
the word or phrase in your definition!
c
Read your definitions to your partner. Does he / she know the words
and similes?
Words Definitions
a virus
food poisoning
as white as a sheet
a scan
needles
a blister
as blind as a bat
a bruise
an osteopath
it works like a dream
4775779_AEF2e_TB5.indb 206 3/19/14 12:52 PM

8B vocabulary Travel and tourism

R ight (✓) or wrong (✗)? If you think the word or phrase in bold
is wrong, correct it and write the new word or phrase in the
space provided.
1 He was in Dubai for work, but he had to cut the trip down
because his wife got sick.
2 We’re going on a pack tour.
3 What was your travel to Hong Kong like?
4 We never bother to take on travel insurance when we go on
vacation.
5 I think backpacking would be the cheapest way to travel
around South America.
6 What time are you starting away tomorrow morning?

7 The resort was far too touristic for us.
8 In the winter, only a few people come here, but in the summer it
gets seriously overcrowded.
9 Our hotel is up in the hills and completely off the bitten
track.
10 Guided trips around the museum start at 11 a.m.

11 There are two flights to New Zealand – a direct one (which is
more expensive) and another one with a stayover in
Bangkok.
12 The views from the mountain are breathtaking.

13 Have you seen there’s yet another budget airline with flights
to Paris?
14 We’re going to have to put out our trip until the end of the
month.
15 I think the cathedral is overstated. It’s not nearly as beautiful
as people say.
16 Is it cheaper to book a round trip, or to get two one-way
flights?
17 Last year we went to a safari and it was absolutely
fantastic.
18 The town is very lifely at this time of year because it’s packed
with vacationers.
19 We took a 24-hour trip to the city to see a play and have
dinner.
20 It used to be a pretty town, but they’ve really spoiled it with all
those high-rise buildings.
4775779_AEF2e_TB5.indb 207 3/19/14 12:53 PM

9A vocabulary Animal idioms
Complete the animal idiom in the dialogues.
1 A No one expected Christina Casey to be chosen as the new CEO.
B I know. She was a _ _ _ _ horse candidate, but I think she’ll be very
successful.
2 A You’re going to be sick if you have any more chocolate. You’re

making a real of .
B OK, but hide them somewhere I can’t see them.
3 A What finally made you break up with your partner?

B Well, things were already pretty bad, but the last was when
he admitted that he’d spent all my money!
4 A I’ve told Andy a million times he has to keep his room clean.
B If he’s anything like my son, he’ll nod and do nothing about it.
It’s like off a ’ back.
5 A Can you go and get some milk from the gas station?
B No problem. I need to get some gas anyway so I can
kill birds with .
6 A The interview went really well. I’m absolutely sure I’m going to
get the job!
B Well, I wouldn’t count your until you hear from them.
7 A Does your wife know about the surprise birthday party you’re
planning for her?
B I think she might a rat because she saw me unloading
50 balloons from the car!
8 A Do you think we should bring up the question of possible

redundancies with the boss?
B No, I would just let dogs . He hasn’t mentioned it
for several months now.
9 A Did you tell Jack what you thought about his behavior at the party?
B I did, and he was so ashamed that he went off with his
between his .
10 A I wish I hadn’t moved back to Canada.

B Why?
A Things have changed a lot since I last lived here and I sometimes feel
like a fish of .
11 A What happened with your grandfather’s will?

B Well, my uncle was always his favorite child, so he got the
lion’s .
12 A Why are you so happy at work these days?

B Because I decided to take the _ _ _ _ by the _ _ _ _ _ and ask my boss
for a raise. Not only did she give me a raise, but I got a promotion, too!
4775779_AEF2e_TB5.indb 208 3/19/14 12:53 PM

9B vocabulary Preparing food
b Now ask B to define a word for you. Ask e.g., What’s 13 across? What’s 6 down? Write the word in.

1 2 3
r
i
4
b
5 6
s
7
r i p e
8 9
e d g r a t
r
10
s a u c e p a n
11
w s
12 13
h s
i i
14 15 16
p e p p e r s n
p l g
17 18
m u s s e l s i
d c
19
r e c i p e
20
d
a A will ask you to define a word.
a Now ask A to define a word for you. Ask e.g., What’s 10 across? What’s 2 down? Write the word in.
1
h e 2r b 3s
i
4
m o
5 6
m m e l t e d v
7
e r e
8 9
r a n
i
10
n
11
12 13
s s h e l l f i s h
t
14 15 16
e s
a p
17 18
m s i
e t c
19
d i e
20
r O A S T s
4775779_AEF2e_TB5.indb 209 3/19/14 12:53 PM

10A vocabulary What’s the difference?
Explain the difference between the following pairs of words.
1 2 3 4
like (adj) especially actually affect

alike (adj) specially currently effect
5 6 7 8
economic beside ache campsite

economical besides pain camping
9 10 11 12
suit sight ashamed argument

suite site embarrassed discussion
13 14 15 16
view deny lay compromise

scenery refuse lie commitment
17 18 19 20
wages journey career announce

salary trip job advertise
4775779_AEF2e_TB5.indb 210 3/19/14 12:53 PM

10B vocabulary Word building race
Work with a partner. You have ten minutes to complete the sentences with the correct form of
the word in bold.
STRONG
A You need to your stomach muscles by doing more sit-ups.
B He just doesn’t know his own ! He pulled the cord so hard, the blinds broke.
DEEP
A When I took a scuba diving course, I went down to a of 12 feet.
B The water is much in the middle of the lake than around the edge.
SHORT
A She won’t be long. She’ll be with you
.
B I have asthma and I sometimes suffer from of breath, especially in the spring.
WIDE
A English is spoken around the world.
B The refrigerator is about six feet high and three feet in .
HIGH
A The average of a professional basketball player is 6 feet 7 inches.
B In literary circles, the book is thought of.
WEAK
A One of my sister’s is never accepting that she’s wrong.
B His long illness him considerably.
THICK
A My favorite breakfast is toast spread with jam.
B The fog and it became increasingly difficult to see where we were going.
FLAT
A The child jumped on the sandcastle and completely it.
B The trip was made even more boring by the of the landscape.
4775779_AEF2e_TB5.indb 211 3/19/14 12:53 PM

vocabulary Review: describing game
Work The family Idioms Formal verbs

a short-term contract a stepbrother to get the short end of to omit
to get promoted a distant relative the stick to transcribe
to be laid off a single-parent family to smell a rat to ensure
challenging take after to see eye to eye to require
perks a close family to kill two birds with to adhere to
one stone
staff a get-together to conduct business
his bark is worse than
to be fired the black sheep of the to view
his bite
family
to have a skeleton in
the closet
it’s like water off a
duck’s back
Phrasal verbs Time Sounds Money

to hang up to have time on your to drip a down payment
to run out of sth hands to sniff loaded
to take after sb time’s up to hoot to be in the red
to blow sth up to kill time to mumble tight-fisted
to set off /out to make up for lost to stutter an income
time
to get over sth to hum the stock market
to give somebody a
to cut off to giggle an installment
hard time
for the time being
with time to spare
History Compound Confusing words Place and

adjectives movement
to loot a suite
to besiege high-heeled besides to live above sth
to rebel narrow-minded to announce to walk below sth
to defeat well-behaved a stranger to walk past sth
a casualty absentminded ashamed to climb on top of sth
to side easygoing commitment to go around sth
to overthrow second-hand to deny to drive toward sth
mass-produced to turn right at the light
The natural world Food Travel get

a hive to stir a guided tour to get to know
endangered species a cutting board a round trip to get over
to breed poached eggs a package tour to get rid of sth
a woodpecker to drain to take out travel to get back at
a puppy to heat insurance to get on your nerves
to sting a frying pan an outing to get a life
an animal activist a recipe off the beaten track to get into trouble
touristy
4775779_AEF2e_TB5.indb 212 3/19/14 12:53 PM

Song activity instructions
1A The Anthem • Finally, you may want to play the song again for SS to
sing along.
Listening for extra words and sentence
• Get SS to read Song Facts.
rhythm 1 4
Language
Sentence rhythm 3A 50 Ways to Say Goodbye
Correcting words 2 3
• Give each student a sheet and focus on a. Give sts a
few minutes to read through the lyrics. Then play the Language
song once or twice as necessary. Mixed vocabulary
• Check answers.
• Give each student a sheet and focus on a. Go through
2 ✓ 3 now 4 old 5 ✓ 6 whole 7 ✓ 8 dull 9 always
the words in bold and explain that SS have to listen and
10 ever 11 ✓ 12 now 13 (second) go 14 ✓
15 that 16 jail 17 ✓ 18 just 19 boring
decide if these words are right (what the singer sings) or
wrong (different from what the singer sings). The first
• Focus on b. Give sts a few minutes in pairs to find the time they listen SS just have to put a check in the boxes.
words in the song. They shouldn’t try and correct the words at this stage.
• Check answers. • Check answers (e.g., if the words are right or wrong),
1 penitentiary 2 out of step 3 get in line 4 a cell
but don’t tell SS what the right words are. Focus on b.
5 anthem 6 pay no mind Now play the song again and this time SS have to try
to correct the wrong words. Have SS compare with a
• Finally, you may want to play the song again for SS to partner and then check answers.
sing along.
3 ✓ 6 my 7 are 10 suntan 14 ✓ 15 bought
• Get SS to read Song Facts. 17 died 18 sting 19 were 20 Some 23 ✓ 26 lion
28 no 30 hot tub 31 ✓ 35 dying 36 love
• Focus on c. Give SS a few minutes to discuss the

2B Kid answers with the glossary. Accept any answers SS give
Correcting words 1 26 which sound plausible.
Possible answers:
Language 1 What’s happened to the singer? (His relationship’s over.)
Mixed vocabulary 2 How does he feel about the situation? (He can’t react
“my heart’s paralyzed” and he’s rather indignant this has
• Give each student a sheet and focus on a. Go through happened “my pride still feels the sting.”)
the words in bold and explain that sts have to listen 3 What does he do when people ask him about his
and decide if these words are right (what the singer girlfriend? Why? (He’s embarrassed to tell people it’s
over / he doesn’t believe it’s over himself so he creates
sings) or wrong (different from what the singer sings).
all these lies / he can’t believe he’s been dumped.)
The first time they listen SS just have to put a circle
around the wrong words. They shouldn’t try and • Finally, you may want to play the song again for SS to
correct the words at this stage. sing along.
• Check answers (e.g., if the words are right or wrong), • Get SS to read Song Facts.
but don’t tell SS what the right words are. Focus on b.
Now play the song again and this time SS have to try
to correct the wrong words. Have SS compare with a
partner and then check answers. 4B Story Of Your Life
1 mood 2 sad 3 things 6 explain 8 only 9 small
Intensive listening for tenses 2 26
11 deny 13 head 17 shut 18 cover 19 gracious
21 angry 22 them Language
Different tenses
• Focus on c. Give sts a few minutes to discuss the
answer and to write a summary. Accept any answers • Copy one sheet per student and give them out. Focus
SS give which sound plausible, as SS are unlikely to on a. Tell SS to read the song once to get a rough idea
get the real answer. of what it is about and to think briefly about what the
missing tenses might be. Give SS a few more minutes
Possible answer:
The song is about a child who has a difficult childhood. The in pairs to complete the song using the correct tenses.
child doesn’t have people to emotionally and financially Do not correct answers at this stage.
support him or her.
213
4775779_AEF2e_TB5.indb 213 3/19/14 12:53 PM

• Focus on b and play the song again for SS to write the 2 them 3 sad 4 ✓ 5 again 6 ✓ 7 not 8 ever 9 ✓
correct tense. Pause after every four lines to give them 10 we’re 11 my 12 human 13 ✓ 14 always 15 around
time to fill in the missing tenses. 16 will 17 now 18 again
• Get SS to compare with a partner, and then • Finally, you may want to play the song again for SS to
check answers. sing along.
2 you’ve heard 3 you knew 4 you’re tearing 5 you live • Get SS to read Song Facts.
6 won’t get 7 will you go 8 she hit 9 built 10 knew
11 we need 12 you’re moving 13 won’t get 14 will you go
15 world will find
• Finally, you may want to play the song again for SS to

7B All The Rowboats
sing along. Listening for specific words 4 13
• Get SS to read Song Facts. Language
Everyday vocabulary, e.g., faces, gold
5B Material Girl • Copy one sheet per student and give them out. Focus
on a. Highlight that the clue in parentheses will help SS
Guessing verbs 3 9 to decide what the missing words are when they listen.
Language • Give SS, e.g., five minutes in pairs to to read through the
Everyday verbs, e.g., think, walk; double meanings, e.g., lyrics before they listen and to try and guess some of the
raise my interest, give me proper credit words. Tell them not to worry about the meaning of the
song at this stage. Do not check answers at this stage.
• Copy one sheet per student and give them out. Focus • Focus on b. Play the song and SS try and write the
on a. Give SS time to read the song lyrics and to try and missing words / check if their answers are right. Get SS
guess the missing verbs. SS could do this in pairs or to compare their answers with a partner before getting
individually and then compare guesses with a partner. feedback.
Elicit ideas as to what the missing verbs might be, but
don’t check answers at this stage. 2 gold 3 French 4 German 5 sculpture 6 satin 7 violins
8 coughing 9 masterpieces 10 museums 11 tombs
• Focus on b and play the song for SS to check their 12 violins 13 coughing 14 gold
answers. Replay particular verses as necessary. Elicit
the double meaning of: • Focus on c. Give SS a few minutes to discuss the
–give me proper credit = to give sb praise or respect / to answers.
give sb the right financial compensation • Accept any answers SS give which sound plausible.
–raise my interest = to increase the extra money you Possible answers:
receive when you invest money / to feel that you want to 1 the display cabinets where the works of art are kept.
know more or learn more about sb / sth 2 the time of day when the attendants switch off the lights
e.g., at closing time. The time when the museum closes.
–makes my rainy day = to make sb feel very happy on a
3 They have been condemned to stay there forever as if
bad day. they were in prison.
4 the people in the pictures who are very lifelike.
2 hug 3 think 4 give 5 walk 6 beg 7 plead 8 romance
9 raise 10 let 11 try 12 lie 13 play 14 save 15 make
• Focus on c and give SS time in pairs to discuss what sing along.
the message of the song might be. • Get SS to read Song Facts.
Possible answer:
The singer wants a man who can give her material things and
she is not interested in any other kind of potential partner. 8B Over The Rainbow
• Finally, you may want to play the song again for SS to Completing a crossword and listening for
sing along.
specific words. 5 7
Language
Everyday vocabulary
6A Never Say Never • Give each student a sheet. Focus on a and ask SS to
Listening for extra words and sentence complete the crossword in pairs or individually.
rhythm 3 22 • Reassure SS and tell them that if they don’t know a /
some of the words, they will hear them when they listen
Language to the song. Do not correct or give answers at this stage.
Sentence rhythm • Focus on b. Tell SS to listen to the song and complete it
with one of the words in a.
• Give each student a sheet and focus on a. Give SS a few
minutes to read through the lyrics. Then play the song Across:
once or twice as necessary. Check answers. 1 bluebird 3 rainbow 5 dare 7 chimney 9 upon
Down:
2 lullaby 4 come true 5 drops 6 melts 8 trouble
214
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• Focus on c and give SS time in pairs to discuss what 10A The Outside
the message of the song might be.
Listening for wrong words 5 29
Possible answer:
It tells us about an ideal world where there is peace, Language
happiness, and no pain. Everyday words
• Finally, you may want to play the song again for SS • Copy one sheet per student and give them out. Focus
to sing along. on a. Stress that not all of the lines contain a wrong
• Get SS to read Song Facts. word. Give SS a few minutes to read through the
lyrics. Then play the song once. Do not check answers
at this stage.
9A Talking Bird • Focus on b and play the song again for SS to write the
correct word.
Listening for verbs 5 13
• Check answers.
Language 1 would 3 read 5 road 7 right 8 ever 9 nobody
Everyday verbs 10 view 12 lonely 16 part 17 see 18 wanted
20 anything
• Copy one sheet per student and give them out. Focus
on a. Give SS time to read the song lyrics and to try • Focus on c.
and guess some of the missing verbs. SS could do this 1 read between the lines 2 on the outside looking in
in pairs or individually and then compare guesses with 3 the road less traveled 4 give it all up 5 lets me in
a partner. Elicit ideas as to what the missing verbs
might be, but don’t check answers at this stage.
sing along.
• Focus on b and play the song for SS to check their
answers.
• Check answers.
2 keep 3 leave 4 stay 5 get 6 give 7 think 8 see
9 live 10 realize 11 love 12 leaves 13 choose 14 fly
• Focus on c. Give sts a few minutes to discuss the

answers. Check answers.
1 infinite 2 beak 3 hint 4 tattered 5 furled 6 frame

sing along.
215
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1A Song The Anthem
a Listen to the song. Cross out the extra words in lines 1–19. If there are no extra words put a
check (✓) next to the line.
The Anthem
(Yeah, here we go)
1 It’s a brand new day, but it all feels old
2 It’s a good life, that’s what I’m told
3 But now everything, it all just feels the same
4 At my old high school, it felt more to me

5 Like a jail cell, a penitentiary
6 My whole time spent there, it only made me see
7 That I don’t ever wanna be like you

8 I don’t wanna do the dull things you do
9 I’m never gonna hear the words you always say
10 And I don’t ever ever wanna, I don’t ever wanna
be, you
11 Don’t wanna be just like you

12 Oh what I’m saying now is, this is the anthem,
throw all your hands up, you... Don’t wanna be you
13 Go to college, a university, go get a real job,

14 That’s what they said to me
15 But I could never live the way that they want
16 I’m gonna get by, and just do my jail time, out of
step while, they all get in line
17 I’m just a minor threat so pay no mind
You...don’t wanna be just like you
18 Do you really wanna be just like them, do you What I’m saying is this is the anthem, throw all
really wanna be another trend? your hands up
19 Do you wanna be part of that boring crowd? Y’all got to feel me, sing if you’re with me, you,
‘cause I don’t ever wanna, I don’t ever wanna be, you don’t wanna be just like you (just like you)
This is the anthem throw all your hands up, y’all
Repeat lines 11 and 12
got to feel me, sing if you’re with me
Shake it once, that’s fine Never lose your anthem (whoa-oh) (4x)
Shake it twice, that’s okay
Shake it three times, you’re playing with
yourself, again.
b Which words or phrases in the song mean…?

1 a prison (NAmE) 5 a song which has a special importance for
2 to have ideas that are the same as or a country, an organization, or a particular
different from other people’s group of people and is sung on special
occasions.
3 to be part of a formation
6 to ignore
4 a room for one or more prisoners in a
prison or police station
Song facts
This song was recorded by the American punk rock group Good Charlotte in 2003 and was the second single from their studio
album, The Young and the Hopeless. The song has been featured in several movies and commercials.
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2B Song Kid
a Listen to each line of the song carefully. If the bolded word is different to the one in the song,
circle it. If you hear a wrong word in a line, circle it.
b Listen again. Correct the wrong word in the column.
Kid
1 Kid what changed your mind
2 You’ve gone all shy so I feel sad too
3 I think I know some thoughts we never outgrow
4 You think it’s wrong
5 I can tell you do
6 How can I exclaim
7 You don’t want me to
8 Kid my lonely kid

9 You look so smart you’ve gone so quiet
10 I know you know what I’m about
11 I won’t describe it
12 But you forgive though you don’t understand
13 You’ve turned your heart
14 You’ve dropped my hand
15 All my sorrow, all my blues

16 All my sorrow
17 Turn off the light, go away

18 Full of grace, you uncover your face
19 Kid grateful kid
20 Your eyes are blue but you won’t cry

21 I know hungry tears are too dear
22 You won’t let me go
c Read the lyrics with a partner and discuss their meaning. Then write a short summary of what
you think the song is about.
Song facts
This song was originally recorded by the Pretenders, a rock group made up of British and American musicians. The song was on
their first album called Pretenders, which reached number one in the UK album charts in 1980 – the song made the group famous.
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3A Song 50 Ways to Say Goodbye
a Look at the bolded words. Are they right or wrong? Check (✓) the correct ones.
b Listen again. Write the correct word in the column.
50 Ways to Say Goodbye

1 My heart is paralyzed ✓
2 My head is oversized
3 I’ll take the highroad like I should!
4 You said, “it’s meant to be,”
5 that “it’s not you, it’s me”
6 You’re living now for your own good,
7 That’s cool, but if my friends ask where you went
8 I’m gonna say:
9 She went down in an airplane
10 Fried getting sunstroke
11 Fell in a cement mixer full of quicksand
12 Help me, help me, I’m no good at goodbyes!
13 She met a shark under water
14 Fell and no one caught her
15 I returned everything I ever brought her
16 Help me, help me, I’m all out of lies
17 And ways to say you left
18 My pride still feels the pain
Glossary
19 You are my everything
oversized = too big
20 One day I’ll find a love like yours take the highroad = (NAmE) to
21 She’ll think I’m Superman take the most positive course
22 Not super minivan of action.
23 How could you leave on Yom Kippur? I’m all out of lies = I don’t have
any left
24 That’s cool, but if my friends ask where
quicksand = deep wet sand that
you are I’m gonna say you sink into if you walk on it
Yom Kippur = a Jewish religious
25 She was caught in a mudslide holiday in September or
26 Eaten by a tiger October
27 Got run over by a crappy purple Scion crappy = very bad
28 Help me, help me, I’m not good at goodbyes! Scion = a car made by Toyota
29 She dried up in the desert mudslide = a large amount of
30 Drowned in a jacuzzi mud sliding down a mountain,

often destroying buildings
31 Danced to death at an east side night club and injuring or killing people
32 Help me, help me, I’m all out of lies below
33 And ways to say you died cement mixer = a machine with a
34 I wanna live a thousand lives with you drum that holds sand, water,
and cement and turns to mix
35 I wanna be the one you’re lying for them together
36 Live...but you don’t want to...
c Read the song with the glossary and answer the questions. Song facts
This song was originally recorded by the American
1 What’s happened to the singer? pop rock band Train in 2012 and it won them a Gold
2 How does he feel about the situation? Disc (for selling 500,000 records). The title is a parody
of the Paul Simon song 50 Ways to Leave Your Lover,
3 What does he do when people ask him about his girlfriend? in which the singer suggests ways of escaping from a
Why? relationship.
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4B Song Story of Your Life
a Look at the lyrics. Fill in the gaps with the correct tense of the verb in brackets.
b Listen and check your answers.
Story of Your Life

At 17 1
she left Long Island bound for Hollywood (she/leave)
Another story like the ones 2
before (you/hear)
He left her broken like you figured, like 3 he would (you/know)
She shut her heart after his ring rang off the door

4
out the page (you/tear)
New chapter underway
5
it every day (you/live)
But you 6 away (not get)
I don’t know what’s coming up
Where 7 now (you/go?)
8
the ground (she/hit)
She 9
a fine career (build)
Every weekend walked her dog beside the sea
In the salt she met a man who 10 at
once but wait (know)
Is he the one 11 him to be (we/need)
In the story of your life

12
down the page (you/move)
As the words begin to change
You live it every day
But you 13 away (not get)
I don’t know what’s coming up
Where 14 now (you/go?)
Look around look around and the 15 you (world/[find]) (x3)

There’s a reason that we live so far from Hollywood
In the country looking hard to find a home…
Song facts
Glossary The Story of Your Life was originally recorded by Five for Fighting, the stage name
you figured = you thought / of American singer-songwriter John Ondrasik (the name refers to a five-minute
imagined that sth would happen penalty for fighting in ice hockey – Ondrasik is a big fan). This song comes from his
or be true fifth studio album called Slice, which reached number 34 in the US charts in 2009.
be underway = have started
damn = a swear word that people
use to show that they are
annoyed, disappointed etc.
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5B Song Material Girl
a Read the song lyrics and think about what the missing words might be (they are all verbs).
b Listen to the song and fill in the missing words.
Material Girl
Some boys 1 kiss me, some boys Chorus (2x)
h
2
me A material, a material, a material, a material world
I 3 t they’re OK.
If they don’t 4 g me proper credit
I just 5w away
(repeat)
They can b 6
and they can
p
7
But they can’t see the light, that’s right

‘Cause the boy with the cold hard cash
Is always Mister Right, ‘cause we are
Chorus
You know that we are living in a material world
Some boys 8r , some boys

slow dance
That’s all right with me
If they can’t 9r my interest then I
Have to l 10
them be
Some boys 11t and some boys

12
l but
I don’t let them 13p
Only boys who 14s their pennies
15
m my rainy day, ‘cause we are
Chorus (2x)
(repeat)
Boys may come and boys may go

And that’s all right you see
Experience has made me rich
And now they’re after me, ‘cause everybody’s
c Read the lyrics again. With a partner, discuss what you think the message of the song is.
Song facts
This song was originally recorded by Madonna in 1985 and it was one of the songs that made her famous. She was attracted
by the song because the lyrics were so provocative, but later she said she hated the fact that Material Girl was used as her
nickname.
The music video that was made for the song was based on the classic scene from the movie Gentlemen Prefer Blondes in which
Marilyn Monroe sang Diamonds Are A Girl’s Best Friend (with Madonna taking the role of Marilyn Monroe). Madonna met her first
husband, the actor Sean Penn, on the recording set. The song has been used in several films, such as Moulin Rouge and Bridget
Jones’s Diary.
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6A SONG Never Say Never
a Listen to each line of the song carefully. If you hear an extra word, cross it out. If the line is
correct, put a check (✓) next to the line.
Never Say Never

1 Some things we just don’t talk about
2 Rather do them without
3 And just hold the sad smile
4 Falling in and out of love
5 Same damn problem again
6 Together all the while
7 You cannot never say never

8 While we don’t ever know when
9 But time and time again
10 We’re younger now than we were before
Don’t let me go
Don’t let me go
Don’t let me go
[2x]
11 Picture, you’re the queen of my everything

12 As far as the human eye can see
13 Under your command
14 I will always be your guardian
15 When all around is crumbling
16 I will steady your hand
7 You can not never say never

8 While we don’t ever know when
9 But time and time again
10 We’re younger now than we were before
Don’t let me go
Don’t let me go
Don’t let me go
[2x]
17 We’re falling apart now and coming together again and again
18 We’re growing apart but we pull it together again, pull it
together, together again
Don’t let me go
Don’t let me go
Don’t let me go
[4x]
Song facts
Glossary This song is a song by The Fray, an American rock band from Colorado,
crumbling = parts of sth are breaking off from their second studio album, The Fray (2009). The song is featured
steady = to stop yourself / sb / sth from moving on the soundtrack of the movie Transformers: Revenge of the Fallen and
it was also used in an episode of the TV medical drama, Grey’s Anatomy.
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7B SONG All the Rowboats
a Listen to the song and write the missing words. Use the clues in parentheses to help you.
b Listen to the song and check.
All the Rowboats

All the rowboats in the paintings
They keep trying to row away
And the captains’ worried 1faces (part of the body)
Stay contorted and staring at the waves
They’ll keep hanging in their 2
frames (a precious metal)
They keep trying to row away, row away
Hear them whispering 3 and Here’s your ticket, welcome to the 11

4
(two languages) (place where someone is buried)
Dutch, Italian, and Latin They’re just public mausoleums
When no one’s looking I touch a 5 The living dead fill every room
(a work of art made of stone) But the most special are the most lonely
Marble, cold, and soft as 6 God, I pity the 12 (string instruments)
(a material) In glass coffins they keep 13 (verb)
But the most special are the most lonely They’ve forgotten, forgotten how to sing
God, I pity the 7 (string
They will stay there in their 14
instruments)
frames (a precious metal)
In glass coffins they keep 8 (verb)
They’ve forgotten, forgotten how to sing, how to sing
Chorus They keep trying to row away, row away
First there’s lights out, then there’s lock up
Chorus
9
serving maximum sentences
They will stay there forever and a day
(great works of art)
It’s their own fault for being timeless All the rowboats in the oil paintings
There’s a price to pay and a consequence They keep trying to row away, row away
All the galleries, the 10
(a building) (repeat)
c Look at the highlighted phrases and with a partner answer the questions.
1 What are the “glass coffins”?
2 What does “lights out and then there’s lock up” mean?
3 Why does she say the works of art are serving “maximum sentences”?
4 Who are “the living dead”?
Song facts
Glossary Russian-born, American musician Regina Spektor is an internationally known pop
mausoleum = a special building singer and songwriter. Regina studied classical piano and garnered a loyal live following
made to hold the dead body in New York before self-releasing two albums. Her breakthrough album, Soviet Kitsch,
of an important person or the was released by Sire Records in 2004 followed by Begin to Hope in 2006. The album
dead bodies of a family. included worldwide fan favorites “Fidelity,” “Samson,” “On The Radio,” and “Better,” and
is certified gold in the United States. Spektor followed up with far (2009), Live from
London (2010), and most recently, What We Saw From The Cheap Seats (2012). In
2013, Regina was nominated for a Grammy Award for her original theme song written
for the Netflix Original Series Orange Is The New Black.
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8B SONG Over the Rainbow
a Read the clues and do the crossword.
7 6
2 8
Across Down
1 a small North American bird which has blue feathers 2 a soft, gentle song sung to make a
on its back or head child go to sleep
3 a curved band of different colors that appears in the 4 a synonym for “to become reality”
sky when the sun shines through rain 5 a small amount of liquid that forms
5 a verb which means you’re brave enough to do something a round shape
7 a structure through which smoke or steam is carried up
6 to become liquid as a result of heating
away from a fire, etc., and through the roof of a building
9 a word which has the same meaning as “on” and which 8 a word which means the same as “a
is usually used in more formal contexts problem, worry, or difficulty”
b Listen to the song and complete it with a word from the crossword.
Ooh, ooh, ooh High above the 10 top
Ooh, ooh That’s where you’ll find me
Somewhere over the 1 Somewhere over the 11
Way up high 12
fly
And the dreams that you dream of And the dreams that you 13 to
Once in a 2 Oh why, oh why can’t I?
Somewhere over the 3 Chorus
4
fly Oh, somewhere over the 14
And the dreams that you dream of Way up high
Dreams really do 5 And the dreams that you 15 to
Someday, I wish 6 a star
Wake up where the clouds are far behind me Ooh, ooh
Where 7 8
Ooh, ooh
9
like lemon
c What is the message of the song?
Song facts
This song was made famous in the movie The Wizard of Oz and sung by Dorothy (Judy Garland). The film won an Oscar and became Judy
Garland’s signature tune. Since then, it has been used in many films and advertisements. In 2004, this version recorded by the Hawaiian
ukulele-playing singer Israel “Iz” Kamakawiwo’ole became a huge hit and passed the two million paid downloads mark in the US.
Sadly, the singer never lived to see how successful the version of his song had been because he had died in 1997 at the early age of 38.
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9A SONG Talking Bird
a Read the song lyrics. Try to guess some of the missing verbs. The number of squares indicates
the number of letters in each verb.
b Listen to the song and check.
Talking Bird
Oh, my talking bird
Though you 1 k n o w so few words
They’re on infinite repeat
Like your brain can’t 2 up with your beak.
And you’re kept in an open cage

So you’re free to 3 or 4 .
Sometimes you 5
confused
Like there is a hint I am trying to 6 you.
The longer you 7 , the less you know

what to do.
It’s hard to 8 your way out

When you 9
in a house in a house
‘Cause you don’t 10
That the windows were open the whole time.
Oh, my talking bird

Though your feathers are tattered and furled
I’ll 11 you all your days
Till the breath 12
your delicate frame.
It’s all here for you as long as you’ll
13
to stay.
It’s all here for you as long as you don’t 14 away.
c Which word in the song means …?

1 very great; impossible to measure.
2 the hard pointed or curved outer part of a bird’s mouth.
3 something that you say or do in an indirect way in order to show sb what you are thinking.
4 old and torn; in bad condition.
5 rolled and fastened like a sail, a flag, or an umbrella.
6 the form or structure of a person or animal’s body.
Song facts
This song was recorded by the American alternative rock band Death Cab for Cutie. The song comes from their album, Narrow
Stairs which was released in May 2008 and which reached the number one spot on the Billboard 200 Chart in the US. The album
was also nominated for the “Best Alternative Album” award at the Grammy Awards. The band’s name comes from a song in the
Beatles’ 1967 movie, Magical Mystery Tour and in a 2011 interview, the lead singer said that he wished they’d chosen a simpler
name for the band.
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10A Song The Outside
a Listen to each line of the song carefully. If you hear a wrong word, circle it.
b Listen again and correct the wrong word.
The Outside
1 I didn’t know what I could find
2 When I went looking for a reason, I know
3 I didn’t see between the lines
4 And, baby, I’ve got nowhere to go
5 I tried to take the street less traveled by
6 But nothing seems to work the first few times
7 Am I wrong?
Chorus
8 So how can I even try to be better?
9 No one ever lets me in
10 I can still see you, this ain’t the best you
11 On the outside looking in
12 I’ve been a lot of lovely places
13 I’ve never been on the outside
14 You saw me there, but never knew

15 I would give it all up to be
16 A part of this, a piece of you
17 And now it’s all too late so you sigh
18 You could’ve helped if you had tried to
19 But no one notices until it’s too
20 Late to do anymore
Chorus (x2)
c Find an expression in the song which means:

1 look for or discover a meaning in sth that is not openly stated.
2 excluded from a group or activity.
3 an alternative way.
4 stop doing or having sth.
5 allow somebody to enter.
Song facts
This song was written by the American country singer Taylor Swift. It appeared on her debut album, called Taylor Swift, which
was a best-selling album all over the world. Taylor Swift is well known for her autobiographical songs about being a teenager and
young adult. She has said that the song was inspired by feeling lonely and alienated when she was in high school.
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1 Dependent prepositions
Cover the preposition column on the right, and test yourself.
Adjective + preposition preposition

1 We weren’t aware the problem with our ticket until we got to the airport. of
2 The movie, which is set in Sweden, is based a best-selling novel. on
3 I can’t eat shrimp because I’m allergic seafood. to
4 Are you familiar the computer software we use? with
5 As marketing manager I am responsible all our publicity campaigns. for
6 Her dress was identical mine. It was so embarrassing! to
7 I’m fed up waiting for the electrician to come. I’m going out. with
8 My grandmother is especially fond her eldest grandchild. of
9 Are you dependent your parents for money or housing? on
10 My cousin is a great linguist – she’s fluent four languages. in
11 We’re very dissatisfied the service we received at your establishment. with
12 She may be old, but she’s capable looking after herself. of
13 The flight was delayed for two hours due technical difficulties. to
14 My younger brother is absolutely crazy basketball. about
15 My family is hooked that new series – we never miss it. on
16 I’m sick listening to her complain about how many hours she has to work. of
17 Jack is very upset the way the company treated him when he was sick. about
18 My wife’s name is Fran, which is short Francesca. for
Preposition + noun
1 theory it only takes two days to renew the visa, but practice it In/in
takes a week.
2 The travel agent has asked us to pay 50% of the cost of the in
vacation advance.
3 I’m sure that he did that purpose, because he knew it would annoy her. on
4 The teacher makes us learn lots of phrases heart and then tests us on them. by
5 I need a definite answer from you by the end of next week the latest. at
6 We didn’t arrange to meet. I just saw her on the bus chance. by
7 I saw the interview with the president the news last night. on
8 Climate change is always the news these days – on TV, radio, and in the in
newspapers.
9 Be careful with Nora today. She’s a very bad mood. in
10 It was very difficult at first, but everything worked out well the end. in
11 I sent a very romantic email to my boss instead of my girlfriend mistake. by
12 I did all that work nothing. The teacher forgot to collect our essays. for
13 My sister and her husband broke up last year, but they are still good terms. on
14 I don’t eat in that restaurant principle. I’ve heard they treat their staff poorly. on
15 The company is heavily debt and may have to close down. in
16 In California smoking on beaches is the law. against
17 a rule I’m usually in bed by 11:00 during the week. On weekends I stay As
up later.
Keep a record of other examples of dependent prepositions. These can also be found in
dictionaries, such as the Oxford Advanced American Dictionary.
4775779_AEF2e_TB5.indb 226 3/19/14 12:53 PM

2 Dependent prepositions
Cover the preposition column on the right, and test yourself.
Verb + preposition preposition

1 Ben insisted paying for everything when we went out. on
2 The exam consists a speaking, writing, listening, and reading section. of
3 I can’t concentrate what I’m doing with all that noise outside. on
4 His ex-wife took revenge him by cutting up all his suits. on
5 The government was heavily criticized not acting faster. for
6 I need to translate this document Portuguese. Can you help me? into
7 My brother is a lawyer who specializes criminal law. in
8 We’re still waiting for Laura to apologize her awful behavior last night. for
9 Everyone blamed me the mistake, even though it wasn’t my fault. for
10 The police have accused her stealing from her employer. of
11 I’m so hard up I’m going to have to borrow some money my sister. from
12 It’s often not a good idea to lend money a friend. to
13 We have succeeded reducing unemployment to less than 5% of in
the workforce.
14 I think the movie is definitely aimed people under 25. I didn’t enjoy at
it at all.
15 I was named my grandmother, who died before I was born. after
16 I know I can rely you to keep a secret. on
17 We need to divide this four equal parts. into
18 I’m going to complain to the manager this. about
Noun + preposition
1 There doesn’t seem to be an easy solution the problem. to
2 The reason the delay was the late arrival of the incoming flight. for
3 Ms. Brown’s reaction my request for more information was positive. to
4 There is an urgent need qualified teachers to work in developing nations. for
5 The police have reported a sharp increase crimes involving identity theft. in
6 I have absolutely no intention resigning. of
7 There is going to be a full investigation the causes of the accident. into
8 I’m sure there is going to be a lot of protest the new law. against
9 Jack has a lot of respect his grandfather’s achievements. for
10 There’s no point getting angry about it. It’s too late now. in
11 The rescue services say that there is no hope finding any more survivors. of
12 My boss has asked me to write a report the new computer system. on / about
13 The lack water is becoming a very serious problem in some countries. of
14 The new managing director has a reputation being very ruthless. for
15 I think the government’s attitude single-parent families is changing. to / toward
Keep a record of other examples of dependent prepositions. These can also be found in
dictionaries, such as the Oxford Advanced American Dictionary.
4775779_AEF2e_TB5.indb 227 3/19/14 12:53 PM

Workbook answer key
1A 1B 3 Reading
a 1 F ( They traced his family back to the
1 Reading 1 Lexis in context 1300s.)
a sentence 2 2 sure 3 head 4 feelings 5 advance 2 F ( Robert had only heard limited
6 gut 7 stuck 8 short information from them.)
b 1 c 2 a 3 b 4 d 5 c 6 b 3T
c 2 stake 3 insight 4 scheme 5 launch 4T
6 solvent 7 reputation 8 venture 2 Grammar 5 F (One of his relatives fought in the
9 turnover a 2 doesn’t have 3 Did you have American Revolution.)
4 Do you have 5 had 6 we have
7 didn’t have to 8 had
2 Lexis in context
2 filled 3 crossed 4 catch 5 guns b 2 doesn’t have to 3 have you had
6 business 7 teeth 8 mind 4 don’t have 5 had 6 hasn’t been 2A
7 Did you have 8 do you have
3 Grammar 1 Reading
a 2 Consequently 3 because of 4 because
3 Vocabulary a Asia, Africa, North America
5 not to 6 because of 7 nevertheless a 2 only child 3 great-grandparents b 2 D 3 C 4 B 5 E 6 D 7 E 8 B
8 in case 4 single parent 5 nuclear family 9 C 10 A
6 half-sister 7 father figure
b 2 due to bad weather 8 stepbrother
3 As a result, it will be closed until further 2 Lexis in context
b 2 takes after 3 distant relative 2 require 3 conducted 4 adhered to
notice. 4 close family 5 relationship 6 alike 5 view 6 transcribed 7 notion
4 has been temporarily suspended because 7 grew up 8 spread out 8 remain 9 omit
of leaves on the track c 2 didn’t see eye to eye
5 despite not meeting all the requirements 3 a skeleton in the closet
3 Grammar
6 so that they would be ready for the race 4 a family get-together
5 black sheep of our family a 2 talking to each other
the next day
6 twins run in her family 3 Brad showered and shaved
7 for your last bill. Consequently we are 4 we should behave ourselves
7 on speaking terms
sending you a reminder. / Consequently 5 Anyone who leaves their cell phone on
you are being sent a reminder. 6 traveling by myself / on my own
8 due to the waiter being rude / due to the 4 Reading 7 so far below her
rudeness of the waiter a 1 Character 2 Intelligence 8 Did you paint it yourself?
3 Brotherly love 4 Illness 5 Appearance b 2 their 3 myself 4 each other 5 You
4 Vocabulary b 1 C 2 E 3 A 4 F 5 B 6 yourself 7 They 8 herself
a 2 career 3 wages 4 bonus c 2 traits 3 face-to-face 4 fundamental c 2 it 3 There 4 it 5 There 6 there
5 employer 6 training 7 hours 5 afflictions 6 prone to 7 maintain 7 It 8 it
8 perks 9 demanding 10 monotonous
b 2 i 3 f 4 g 5 e 6 h 7 b 8 c 9 a 5 Pronunciation 4 Vocabulary
a /@r/ serious /oU/ comfort 2 collocation 3 phrasal verb 4 idiom
5 Pronunciation /aU/ tedious /Ur/ hurt /&/ rewarding 5 colloquial 6 metaphor 7 formal
/A/ promoted /ir/ anywhere
a 2 training 3 promote 4 tedious
5 turnover 6 motivating 5 Pronunciation
Listening a /i/ sheep, team
Listening a They mention more advantages than /ae/ handful, half
disadvantages. /Or/ formal, rewarding
a Would love to be: a travel writer
Would hate to be: a worker on a b A 3 B 2 C 4 D 1 /E/ profession, spread
factory production line /eI/ great, training
/aI/ eye, fired
b 1 He’s sociable, he can write, he is good at /I/ business, distant
living out of a suitcase and living cheaply. /V/ couple, conduct
2 If you are sent somewhere and nothing 1 Colloquial English
much happens you still have to write a
6 Exam practice
book about it. 1 Looking at language 1 advance 2 charge 3 they 4 deal
3 Because you don’t have to use your mind 1 into 2 up 3 across 4 on 5 Therefore / So 6 have / get
(no mental input) and it’s very repetitive. 5 out 6 out 7 Although / Even though 8 hurt
4 Yes, he once worked in a plastic factory. 9 themselves 10 close
He didn’t like not seeing daylight, the 2 ON the street
low pay, the noise, and the smell of 1 bail out 2 a fair amount 3 up to Listening
plastic. 4 pretty far back
a 1 B 2 M 3 W 4 M 5 B 6 W
5 He could sing at the top of his voice and
nobody could hear him.
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2B 5 Lexis in context Listening
2 turn-off 3 confined spaces 4 goes for a 1 set 2 life 3 freedom 4 prejudice
1 Reading 5 getting involved 6 fall for 7 gotten over 5 speech 6 mid-1800s / Civil War
a Number 2 is correct. 8 long-term 7 slavery 8 played
b 1 b 2 b 3 c 4 d 5 c
6 Grammar
c 2 coined 3 unwittingly 4 shelter
5 grass-stained 6 turn back the clock 2 get Paul to look at
7 entice 3 get used to 3 Colloquial English
4 got fired
5 getting our roof repaired 1 Looking at language
2 Lexis in context 6 get the kids to eat
2 misery 3 scolded 4 dissolves 1 serves 2 well 3 point 4 down 5 full
7 I don’t get sent to Los Angeles
5 lucrative 6 specter 7 outlook 6 pushing
8 getting better
8 no wonder 9 liable
7 Exam practice 2 ON THE STREET
3 Grammar 1 seem / appear 2 up 3 used 4 time
1 works 2 changed the course 3 birth
a 3 used to look / looked 4 caught / would 4 ahead of its time 5 colonial period
5 got 6 would 7 At 8 However
catch / used to catch 5 broke down 6 ✓ 9 According 10 get
7 lived / used to live 8 I’d been hiding / 3 Reading
I was hiding 9 were still working 10 ✓ a 1 D 2 C 3 B 4 D 5 A 6 C 7 A 8 B
Listening
b 2 used to share / shared a Yes
3 used to go / went 4 had brushed
5 would lie / used to lie 6 fell b 1 H 2 E 3 F 4 B 5 C 6 A 7 G 8 D
7 had been singing 8 stopped 9 looked 4A
10 was staring 11 told 12 was watching
13 had seen 14 didn’t sleep 1 Reading
3B a Animals that use sound to communicate
4 Vocabulary are the most affected, i.e., birds, frogs, and
a 2 fear 3 poverty 4 hatred 5 death 1 Vocabulary insects.
6 belief 7 shame a 1 overthrow 2 side 3 troops b 1 c 2 b 3 d 4 a 5 c 6 b
b 2 wisdom 3 childhood 4 sadness 4 outnumbered 5 victorious 6 rebel c 2 masked 3 breeding 4 alert
5 celebration 6 membership 7 illness 7 besieged 8 civil war 9 arrows 5 nourish 6 kin 7 offspring
8 boredom 10 casualties 8 belt out
b 2 casualties 3 declared 4 shelled
5 Pronunciation 5 ceasefire 6 surrender 7 defeated 2 Vocabulary
3 ✓ 4 happiness 5 celebration 6 ✓ 8 refugees 9 looted 10 broke out
a 2 tapped 3 buzzing 4 slurp 5 rattling
7 imagination 8 belief 9 ✓ 6 hissed 7 roared 8 sniffling
2 Pronunciation 9 crunching 10 bang 11 screeching
Listening a 3 history historical ✗ 12 slammed
a 1 trip 2 sick 3 filmed 4 a farm 4 withdraw withdrawal ✓ b 2 sighed 3 sobbed 4 groaned
5 milk 6 cousins 7 cry 5 rebel (n) rebel (v) ✗ 5 mumbled 6 yelled 7 stuttered
6 captive capture ✓ 8 whispered 9 giggled
7 execute execution ✗
8 victory victorious ✗
9 looting looter ✓ 3 Pronunciation
3A 10 rebel (v) rebellion ✓ a 2 prospect 3 kindness 4 employee
5 challenging 6 splash 7 stepsister
1 Reading 8 spread 9 grandparent 10 impression
a Number 5 caused the most destruction.
3 Reading
a 1 e 2 d 3 a 4 b 5 c
b A 6 B 2 C 4 D 3 E 5 4 Grammar
b 2 D 3 C 4 E 5 A 6 C 7 D 8 A
a 2 may / might / could be waiting
9 B 10 E
2 Lexis in context 3 should be
c 2 charged 3 molding 4 slaughtered 4 may / might not like
2 created 3 mutual 4 dumped 5 mercilessly 6 sign of good will
5 fuel 6 ridiculed 7 get over 5 can’t be studying
7 advance 8 pivotal 6 may / might have left
8 crowning moment
7 can’t have
4 Lexis in context 8 may / might / could have forgotten
3 Pronunciation b 2 We’re bound to win the game.
2 premiere 3 screen 4 Period movies
a 2 rendezvous 3 faux pas 4 déjà vu 5 review 6 released 7 big screen 3 You’ll definitely enjoy the movie.
5 entrepreneur 6 cliché 8 final credits 4 It’s not likely to rain tonight.
5 They are unlikely to agree to our
4 Vocabulary 5 Grammar proposal.
a 2 e 3 h 4 d 5 g 6 b 7 a 8 c 6 My father will probably take early
a 2 words 3 concerned 4 matter retirement.
b 2 message 3 way 4 anywhere 5 life 5 whole 6 way 7 say 8 case 7 Your parents are sure to complain about it.
6 stick 7 along 8 act 9 hand 10 least 8 The manager definitely won’t give us
c 2 around 3 away 4 behind 5 out b 2 Obviously 3 After all 4 Besides a raise.
6 down 5 Basically 6 all in all 7 I mean
8 As I was saying
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5 Lexis in context 5A
5 While he is concentrating on one thing,
2 small talk 3 came by 4 apply another part of his brain solves other
problems.
5 childcare 6 acknowledge 1 Reading
6 He starts too many jobs and leaves a lot
a C finds the wait most stressful.
of them unfinished.
Listening b 2 E 3 C 4 A 5 C 6 B 7 D 8 A
a Some of them are deaf. 7 He drilled a hole in the wall to hang a
9 B 10 E
picture but then did another job and
b 1 Brazil 2 public 3 deaf 4 studies c 2 limping 3 paw 4 disgruntled never hung the picture.
5 enjoyment 6 confidence 7 opening 5 excruciating 6 flipping through
7 fracture 8 indifferent
2 Lexis in context
4B 2 blizzard 3 peak 4 engrossed 5B
5 clogged 6 frenzy 7 catch 8 juggling
1 Vocabulary 9 gadget 10 overcome 1 Reading
2 thought-provoking 3 entertaining a 1 He made his documentary to prove that
4 implausible 5 intriguing 6 depressing Americans would help others in need.
7 riveting 8 slow-paced 9 haunting
3 Grammar
2 There was still a sense of connection and
10 fast-paced a 2 appears 3 expected 4 According to
camaraderie among Americans.
5 may 6 seem 7 considered
8 Apparently b 1 C 2 B 3 E 4 D
2 Grammar
b 2 appear to have been 3 It has been
a 2 Not until 3 Rarely 4 No sooner / Hardly 2 Vocabulary
announced that/It was announced that
5 Only 6 Not only 7 Never / Rarely
4 is thought to have had 5 may have a 2 cost of living 3 exchange rate
b 2 Not only did he betray my trust, (but) he been 6 It seems that 7 might have 4 in debt 5 standard of living
also crashed my car. entered 8 It is hoped that 6 Inflation 7 consumer society
3 Scarcely had the sun gone down when 8 Interest rates 9 grant 10 donation
the temperature fell dramatically. 4 Pronunciation b 2 penniless P 3 loaded R 4 hard up P
4 Never will the fire fighter’s bravery be 5 wealthy R 6 well off R 7 broke P
forgotten. a 2 My cousin Nick is never on time.
c 2 in the red 3 spending money like water
5 No sooner had the teacher turned 3 I find that doing housework takes up a 4 cost a fortune 5 a (very) good deal
her back than the children started lot of time. 6 more money than sense 7 tight-fisted
whispering. 8 make ends meet
4 We walked to town since we had
6 Only when all the papers had been
passed out did the test begin. plenty of time. 3 Pronunciation
7 Rarely do you find two people so alike. 5 We seem to have run out of time. a 2 sweat 3 leave 4 swear 5 hear 6 dear
8 Not until a replacement teacher has been
6 It’s only a matter of time before the
found will classes resume. 4 Lexis in context
sports arena opens. 2 envy 3 makes up 4 breadwinner
3 Reading 5 back 6 close 7 strain 8 go for
a There are three incidents of mistranslation: 5 Vocabulary
1 an email to a Google founder a 2 saved a lot of time 3 wasted my time 5 Grammar
2 a no-littering sign 4 spare time 5 making up for lost time a 2 I’d rather you came by
3 a menu item at a restaurant 6 gave me a really hard time 7 having the 3 I wish we hadn’t bought
b 1 D 2 B 3 E 4 A 5 H 6 F time of her life 8 ran out of time 4 If only we lived
c 2 spotted 3 chunks 4 baffled b 2 off 3 from…to 4 at 5 on 6 in 5 I’d rather she didn’t know.
5 chuckles 6 nuances 7 get a leg up 7 By 8 before 6 If only I’d studied
8 slip-ups c 2 short 3 spare 4 hands 5 being 7 It’s time you took
6 matter 7 up 8 whole 8 I wish we weren’t
b 2 If only we didn’t owe
4 Pronunciation 3 It’s time Sally made
2 chocolate 3 several 4 restaurant Listening 4 Would you rather we took
5 temperature 6 preference 7 average a Probably the woman. 5 If only we hadn’t spent
8 laboratory b 1 Because her brain isn’t as good since she 6 We’d rather you didn’t
had children. 7 it time you apologized
5 Lexis in context 2 She’s good at judging how long different
2 neatly 3 arguably 4 barely 5 lowly activities take (so she can combine them). 6 Exam practice
6 quirky 7 faithful 8 profoundly 3 When there’s an emotional need from 1 time 2 hold 3 loan 4 close 5 terms
9 bland 10 awkward 11 smooth one of her children – for instance, they 6 only 7 hard 8 unlikely 9 down
12 staccato want to play with her while she’s doing 10 rates 11 back
something else.
Listening 4 She once tried to play cards with her Listening
a JRR Tolkien and Herman Melville daughter while she was cooking so a She’s a wealth counselor. She works for a
No, they didn’t. she couldn’t give 100% to the game lottery company.
b 1 M 2 N 3 W 4 M 5 W 6 N and the child became frustrated by the
interruptions to stir the pan. b 1 F 2 T 3 T 4 F 5 F 6 T
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5 Colloquial English 6B 7A
1 Looking at language 1 Reading 1 Reading
1 F 2 C 3 E 4 A 5 B 6 D a Number 3 is the best alternative heading. a 1 The debate is about fast food in
b 1 c 2 c 3 a 4 b 5 a 6 b Los Angeles.
2 ON the street 2 The groups involved are politicians,
1 on a binge 2 high credit score 2 Vocabulary health activists, and corporate executives
3 hanging around 4 reasonable rate of fast food chains.
2 give, landline 3 ran, pay phone
4 put, voice mail 5 charge, missed calls 3 The new regulation has done little
3 Reading 6 get, directory assistance to improve the health of South L.A.
7 speak, number residents.
1 T 2 F 3 F 4 T 5 F
b 1 C 2 B 3 E 4 A
3 Pronunciation c 2 triggered 3 pave the way
a /tS/ message /S/ conclusion 4 heavy-handed 5 subject of heated
/Z/ condition /dZ/ gambling debate 6 steer clear 7 draw the line
6A 8 gained a reputation
1 Grammar 4 Grammar
a 2 won’t be able 3 hadn’t been snoring 2 Lexis in context
a 2 b 3 c 4 c 5 b 6 a 7 a 8 b 2 answered to 3 called for
4 don’t come 5 Would ... buy
b 2 taught her not to tell 6 hadn’t eaten 7 would have called 4 keep, down 5 came across
3 kept me waiting 8 wouldn’t owe 6 look into
4 planned for them to arrive
b 2 we known you were home
5 advised us not to eat / 3 Grammar
advised that we not eat 3 you missed your flight
a 2 shouldn’t 3 could 4 don’t have to
6 helped him overcome / 4 they like it or not
5 weren’t supposed to 6 am not allowed to
helped him to overcome 5 you’re careful with it 7 We should have 8 weren’t supposed to
7 didn’t mind me not paying /
6 if we can’t afford it 9 are supposed to
didn’t mind my not paying
8 would hate them to arrive / would hate 7 (that) she finishes the report by the b 2 shouldn’t have bought
for them to arrive weekend 3 wasn’t allowed to wear
8 as the children didn’t make too much 4 aren’t allowed to walk
5 ’d better turn off
2 Pronunciation noise / as the children don’t make too
6 aren’t allowed to camp
a /d/ encouraged, imagined, involved, much noise
7 ought to apply
ordered, enabled 8 didn’t need to bring
/t/ forced, helped, risked, stopped 5 Lexis in context 9 is not permitted / is not allowed
/Id/ reminded, expected, persuaded, 2 overcome, treatment 3 substance
4 overwhelmingly 5 Behavioral, behavior
prevented, recommended
6 edgy, tense 7 high 8 harmless
4 Vocabulary
2 misjudged 3 prematurely
3 Lexis in context 4 anti-smoking 5 outnumber
2 entirely 3 just 4 all 5 little 6 quite
6 Vocabulary 6 reawakened 7 overrated
2 g with 3 d to 4 f on 5 b with 8 pro-government 9 devalued
6 a for 7 c of 10 rescheduled 11 demotivating
4 Reading 12 outplayed 13 misunderstood
a Number 2 is the best summary. 14 anti-virus 15 overcharged
7 Exam practice
b 1 D 2 F 3 E 4 A 5 C 1 nerves 2 myself 3 fact 4 However
c 2 bright and breezy 3 perpetuates 5 from 6 of 7 whole 8 wonder 5 Pronunciation
4 correlated 5 tackle 6 hefty 7 vent 9 Had 10 sooner 11 like 12 only a 2 outlawed 3 overcharged
8 pry 4 prosocially 5 prearranged
Listening 6 demotivated 7 rewritten
5 Vocabulary a 1 Speaker 1: his wife
8 misrepresented 9 underestimated
a 2 nearsighted 3 high-heeled Speaker 2: his brother
4 kind-hearted 5 handmade 2 Speaker 1: She’s obsessed with cleaning Listening
6 first-class 7 blue-eyed – if she knows someone is going to visit, a The article is about banning scouts from
8 absentminded 9 left-handed she insists on cleaning the house from carrying knives. The man disagrees most
10 mass-produced top to bottom. strongly.
b 2 air-conditioned 3 worn-out Speaker 2: He’s obsessed with fitness b 1 M 2 W 3 W 4 N 5 M 6 W
4 part-time 5 homemade 6 long-term – he goes to the gym every day, cycles 7 M 8 N 9 M
7 duty-free 8 secondhand 9 last-minute everywhere, etc.
10 narrow-minded 3 Speaker 1: He thinks twice before
inviting anyone.
Listening Speaker 2: His brother has transformed
a 1 E 2 C 3 F himself.
b a 3 b 1 c 2
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7B 3 Reading 5 Pronunciation
a 1 T 2 T 3 T 4 F (It’s an abstract work, a 3 chiropractor chiropractic ✗
1 Grammar with no representation.) 5 T 4 acupuncturist acupuncture ✓
a 2 are / ’re seeing, are / ’re going to see, ’ll see, 6 F (He walked around it.) 7 T 8 T 5 hypnotherapist hypnotherapy ✓
’ll be seeing 3 heard 4 smells 9 F (The canvas is visible around the edges 6 homeopath homeopathy ✗
5 doesn’t feel 6 looked 7 don’t sound and corners.) 10 T
8 seems 6 Lexis in context
b 2 see the waiter drop 2 useless 3 mild 4 rip-off
3 seems to have lost 5 unproven 6 mainstream 7 ineffective
4 doesn’t sound like a 8A
5 looks exactly like 7 Exam practice
6 heard the baby crying 1 Lexis in context 1 to 2 was 3 had / needed 4 being /
7 looks as if we’re a 1 bruise 2 x-ray 3 scan 4 bandage getting 5 because / since / as 6 to
8 sounds like 5 strain 6 cold 7 asthma 8 surgeon 7 for / into 8 in 9 costs / cost
9 can smell broccoli The hidden word is syndrome. 10 be 11 as 12 would
b 2 defenses 3 sweat 4 blister 5 rash
2 Pronunciation 6 antibiotics 7 stitches 8 specialist Listening
a 2 I didn’t choose the hotel, my boyfriend 9 flu 10 food poisoning a Number 3 is partly true.
did.
3 I ordered beef, not pork. b 1 until a few years ago
4 My husband can drive, but he won’t
2 Vocabulary 2 skimmed milk, shellfish, and soy sauce
drive. 2 as stubborn as a mule 3 because it’s not a natural sitting position
5 I’ll wash your shirt, but I’m not ironing it. 3 as white as a sheet 4 reclining at an angle of 135 degrees
6 They don’t live inland, they live on the 4 as light as a feather 5 during World War II, British
coast. 5 as sick as a dog Intelligence
7 Helen can’t speak French, but she can 6 as quick as a flash 6 vitamin A
write it. 7 as blind as a bat
8 I ’m not doing the dishes, you are. 8 eats like a horse
9 as deaf as a post
3 Lexis in context
10 slept like a log 8B
2 winced 3 glanced 4 sketched
5 was trembling 6 flicked 7 shrugged
3 Reading 1 Reading
8 was staring 9 grabbed 10 blinked a 1 E 2 B 3 F 4 D 5 A 6 C a 3
b The advantages are: b 1 d 2 c 3 a 4 b 5 c 6 b
4 Reading 1 the obvious convenience of getting a
diagnosis from the comfort of your own 2 Vocabulary
a Number 2 is the best title.
home
b 1 d 2 b 3 b 4 c 5 c 6 c a 2 low-cost airline 3 guided tour
2 the Internet provides a vast array of
4 weekend getaway 5 one-night layover
c 2 geared toward 3 smirked 4 unfounded specialized expertise
6 long-haul flights 7 package tour
5 flocked 6 gaze 7 sparked 3 diagnosing minor medical problems
8 round trip
8 deranged from information on the Internet can
also have an impact on society’s medical b 2 out 3 short 4 on 5 off 6 out / off
costs 7 canceled
5 Vocabulary
The disadvantages are: c 2 lively 3 overrated 4 picturesque
a 2 At / in 3 outside 4 off 5 At
1 comparing your rash with an online 5 overcrowded 6 breathtaking
6 inside 7 above 8 past 9 through
photograph may lead you down the 7 track 8 touristy 9 spoiled
10 on
wrong path
b 2 towards 3 into 4 ✓ 5 out of
6 below 7 around 8 on top of 9 ✓
2 no computerized symptom checker 3 Pronunciation
can equal a complete professional a 2 plane, plain 3 fair, fare 4 aloud,
10 at assessment allowed 5 wait, weight 6 wood,
3 some (websites) masquerade as patient would 7 brake, break 8 waste, waist
Listening information or self-diagnosis sites, 9 pier, peer 10 peace, piece
a He wanted to open a school for aerosol when, in fact, they are marketing drugs, 11 sweet, suite 12 cereal, serial
artists. supplements, or treatments
b 1 T 2 T 3 F 4 T 5 F 6 F 7 F 8 T 4 Grammar
4 Grammar a 2 is due to land
a 2 to program 3 to be sneezing 3 will be picking me up
4 being ridiculed 5 complaining 4 is at the point of retiring
6 to become / to have become 7 to wear 5 leaves at / is at / departs at
7 Colloquial English 8 taking 9 to set up 6 is about to start
b 2 to have paid 3 to have met 4 to swim / 7 ’m / am running
1 Looking at language to go swimming 5 to have lost / to lose 8 is to be held / is going to be held
1 early 2 course 3 point 4 years 6 to get 7 to be cut 8 being taken to /
5 couple 6 grew 7 enormous b 2 ✓ 3 at the point of dropping out
to be taken to 9 Having read / Reading 4 Will you be eating 5 ✓ 6 I won’t be
driving 7 ✓ 8 ✓ 9 I’m about to go
2 ON THE STREET
1 frequenting 2 path 3 light flowing
4 medium of art 5 artist by profession
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5 Lexis in context 2 Vocabulary 5 What happened was that Jane shut the
2 sank 3 make it 4 horror a Across 1 pour 4 saucepan 5 heat door with her keys still inside.
5 presumably 6 relief 7 way back 6 spices 7 drain 8 simmer 6 What I need is a good long rest.
8 wrong Down 2 oven 3 beat 5 herbs 6 stir 7 It was last month when / that my uncle
9 mix got fired.
Listening b 2 sliced 3 frying 4 board 5 shellfish 8 The town where my parents live is very
a A 4 B 5 C 2 D 1 E 3 6 ribs 7 scrambled 8 chopped small. / The place where my parents live
9 breast 10 tray is a very small town. / The town (that) my
b A 5 B 3 C 1 D 2 E 4
parents live in is very small.
3 Pronunciation
a /t/ stirred /Id/ stuffed /d/ mashed 2 Pronunciation
/Id/ steamed /t/ drained /d/ mixed a 2 calf 3 daughter 4 psychiatrist
9A 5 wrist 6 aisle 7 debt 8 mortgage
1 Reading 4 Lexis in context 9 sword 10 knowledge 11 heir
2 marinate 3 relish 4 tough, overcooked 12 postpone
a Number 4 is not mentioned.
1 F 2 E 3 B 4 A 5 C
5 Grammar 3 Reading
a 3 my parents’ vacation home 4 ✓ a 1
2 Lexis in context 5 men’s clothes 6 cereal bowl 7 ✓ b 2 B 3 C 4 A 5 B 6 A 7 C 8 A
2 serene 3 grumpy 4 tolerant 8 the end of the story 9 plastic bags 10 ✓ 9 B 10 B
5 show-off 6 traits 7 eccentric
b 2 women’s magazines 3 bottle opener
8 alike 9 smart 10 fussy
4 Sandra and Lucas’ / Lucas’s car 4 Lexis in context
5 bank manager 6 chicken breast 2 sue 3 obey 4 blend in 5 polish
3 Grammar 7 animal cages 8 alarm clock 6 flashing 7 stick to
a / b
2 d 6 Lexis in context
3 e
5 Vocabulary
1 tasting menu 2 skewer 3 ripe a 2 refuse 3 lie 4 commitment
4 a
4 nibbling 5 dine 6 crust 7 craving 5 economical 6 suite 7 besides
5 h They can have lunch at home or eat out.
8 edible 9 pot 8 currently 9 embarrassed 10 affects
6 g They hurried to the gate and boarded
the plane. b 2 beside 3 economic 4 lay
7 i Listening 5 ashamed 6 effects 7 actually
8 c They chatted for a while and then a Alma in Los Angeles – he thought it was 8 suit 9 compromise 10 deny
turned off the light and went to sleep. one of the best meals he’d ever eaten.
9 b b 1 b 2 c 3 b 4 c 6 Exam practice
c 2 might 3 do 4 should 5 wouldn’t 1 across 2 one 3 into 4 than 5 to
6 can’t 7 isn’t 8 was 9 won’t 6 would 7 such 8 used 9 according
d 2 to 3 so 4 not 5 so 6 to 7 not 8 to 10 left 11 their 12 tours
9 Colloquial English
4 Pronunciation
a 2 calf 3 fur 4 pet 5 whale 6 bark 1 Looking at language Listening
1 more 2 guess 3 sense 4 mean a Yes, it has.
5 Vocabulary 5 kind of 6 you know b 1 10–12 years
a 1 hive 2 beak 3 roar 4 stable 5 claws 2 A guest house and hiking tour business.
6 tank 7 shell 8 fur 2 ON THE STREET 3 They don’t make a lot of money.
The hidden word is veal calf. 1 cosmopolitan area 2 hard time 4 They spoke French and Arabic, tried
b 2 bred, captivity 3 rights activists 3 melting pot 4 Asian-fusion to be part of the village, and had a baby
4 endangered species 5 charity, protect, 5 heavy meat-eater (which showed they planned to stay).
environment 6 live, wild
5 When they opened a restaurant they gave
c 2 pig 3 birds 4 dog 5 rat 6 fish 3 Reading everyone a free four-course dinner.
7 duck 8 dogs 9 chickens 10 horse a 2 B 3 A 4 D 5 D 6 A 6 He thinks they’re going to stay there.
7 C 8 B
Listening
a sentences 4 and 7
10B
10A
1 Lexis in context
1 Grammar 2 physiotherapist 3 push-ups 4 spine
9B a 2 d 3 g 4 f 5 a 6 b 7 c 8 e 5 sit-ups 6 stride 7 joints 8 hips
b 2 The person I spoke to was the assistant 9 stretch 10 torso 11 workout
1 Reading
manager, not the manager.
a Number 4 went wrong.
b 1 c 2 b 3 d 4c 5 a 6 b
3 All we’re doing is trying to give you some 2 Vocabulary
useful advice. / All we’re trying to do is 2 height 3 flattened 4 shorten
c 2 pastry 3 passed judgment on give you some useful advice. 5 strength 6 depth 7 weakened
4 breadcrumbs 5 flesh 6 intoxicating 4 It was her grandmother who taught her 8 lengthened 9 width
7 scheme 8 raging 9 getting myself into how to make bread.
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3 Grammar
a 1 the better 2 three times 3 ✓
4 much 5 ✓ 6 far 7 more and more
8 slightly 9 ✓ 10 by far
b 2 T he repairs cost four times as much as we
had planned.
3 His sister is far more outgoing than he is.
4 T he more elaborate a dish is, the more
difficult it is to cook.
4 Reading
a sentence 2
b 2 B 3 A 4 A 5 A 6 C 7 B 8 C
c 2 dealt a blow 3 allure 4 tip of the
iceberg 5 scores 6 Prior to
7 under fire 8 skepticism
5 Pronunciation
2 b 3 b 4 b 5 a 6 a
Listening
a Why do you think we are attracted to
sports?
Can sports become an addiction?
b Question 1 – a
Question 2 – c
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American English File 2e 5 Teachers Book

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American English File 2e 5 Teachers Book

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5

Paul Seligson and Clive Oxenden are the original co-authors of

Cover: Gemenacom/shutterstock, Andrey_Popov/shutterstock, Wavebreakmedia/

© Copyright Oxford University Press

4775779_AEF2e_TB5.indb 2 3/19/14 12:49 PM

• What do Advanced students need?

• Student Book Files 1–10

137 Photocopiable activities

228 Workbook answer key

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8 B Who am I? have personality; family

12 COLLOQUIAL English 1 Family secrets, On the street

22 Review AND Check 1&2

32 COLLOQUIAL English 2&3 Fact or fiction?, On the street

38 B Lost in translation adding emphasis (1): inversion describing books

42 Review AND Check 3&4

48 B Do you have Affluenza? unreal uses of past tenses money

52 COLLOQUIAL ENGLISH 4&5 Women and money, On the street

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Pronunciation Speaking Listening Reading

linking Talking about multitasking The time bandits Multitasking = 31/7

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58 B Can’t live without it conditional sentences phone language; adjectives +

62 Review AND Check 5&6

72 COLLOQUIAL ENGLISH 6&7 Art and artists, On the street

78 B A moving experience expressing future plans and travel and tourism

82 Review and Check 7&8

88 B A recipe for disaster nouns: compound and preparing food

92 COLLOQUIAL ENGLISH 8&9 Cooking around the world, On the street

98 B Sports on trial comparison word building: adjectives, nouns,

102 Review and Check 9&10

104 Writing 123 Listening 158 Vocabulary Bank

118 Communication 138 Grammar Bank 168 Sound Bank

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intonation in polite Talking about self-help books Self-help books Yes!

intonation in cleft Conversation starters Personal immigration experiences Double Face

homographs Workouts An interview with a sports Battle of the workouts

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1 READING & SPEAKING 2 GRAMMAR have PlAnner or SPontAneouS heADS or heArtS

Vocabulary, and Pronunciation with a balance of reading and listening activities,

Colloquial English 2&3 Colloquial English

chooses a) the most recent b) the most distant past in

Review & Check

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show students what they can achieve.

The back of the Student Book

The lessons contain references to these sections: Communication, Writing,

Listening, Grammar Bank, Vocabulary Bank, and Sound Bank.

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• All of the Grammar, Vocabulary, ENGLISH FILE

• Pronunciation exercises with audio 2

• Useful words and phrases

Each workbook is packaged with an iChecker CD-ROM

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Detailed lesson plans for all the lessons, including: American

• Extra support suggestions for adapting activities or exercises to make them

work for students who need extra support

be spread out an only child