c21 English For The 21st Century 3 Teachers Book

2 nd Edition
ENGLISHFOR THE 21st CENTURY
Level3 Teacher's Book
Bill Mascull
GARNET
EDUCATION
Level3 Teacher'sBook
Contents
Introduction 4
Unit 1 Communication 10
Unit 2 Arrangements 18
Unit 3 Travel experiences 24
Unit 4 Faraway places 30
Unit 5 Changing times 36
Unit 6 Technology 42
Unit 7 Teamwork 47
Unit 8 Groups & communities 53
Unit 9 Healthy lifestyle 59
Unit 10 Health & safety 65
Unit 11 Preparing for work 71
Unit 12 Future plans 78
C21 skills 82
Progress test answers 91
Workbook answers 95
Notes 111
///////////////////////////////////////////////////////////////////////////////////////////////////////////// English for the 21 'Century• Contents -

ntroduction
The course Coursecomponents

C21Englishfor che2111Centuryis a coursethat combines a Eachlevel of the coursecomprises:
general Englishsyllabuswith a focuson (21 skills.C21skills • a course book in print and interactivedigital formats
are a combination of academicskills,study skillsand • a workbook in print and interactive digital formats
21"century skillssuch ascritical thinking, creativethinking • a teacher'sbook in print and digital formats
and collaboration.The aim of the course is to encourage • a website at www.garneteducatlon.com/c21with
learnersto develop their overallcommunicativeability and resourcesincluding audio and slideshows.
become independent, autonomous learners.
Learnersare askedto takea more active role in the learning Unit structure
process.They are given help and guidance in achieving this
aim, both through specific notes and activities,and asan Eachcoursebook contains 12units. Eachunit has three
approach running through the course.For many activities, sections,A to C.covering a combination of vocabulary,
giving simple yes/noanswersIs discouragedand learners grammar and the four skills- listening,speaking,reading and
are often askedto explain or support their answers.They writing. It also integratesthe 21"century skills(more on these
are also askedto bring their own experiencesand ideasinto below) throughout the unit. There is one general topic per
the classroom. unit, which is divided into sub-topics in each section.
Learnersare introduced to a wide range of skillsthat will be
usefulto them in both their future studies and when they Sections
enter the world of work. Learnersare encouragedto think
about ways in which they can think and act more effectively. A unit section is usuallytwo or three pages.A unit section
They alsofocus on how to be more creativeand areoften focuseson one particular area,e.g.,vocabulary,grammar,skills
required to produce creativesolutionsto problems similar or a combination of skillssuch as listening and speaking.The
to those that they are likely to face themselvesin the future. unit as a whole bullds a complete stage of development by
Researchplaysan important part in this process;learnerswill providing a balanceof theseareas.Foreasyreference,the
main skillsin each section are indicated by the following icons:
•
be required to do work between classesand not treat the
courseas simply something they do in the classroom.
At the same time, learnersare introduced to the various
<:
Vocabulary [S]Grammar [0] qeading
aspectsof collaboration - how to work effectively with other
people, respecting their opinions and cultures,whether they
be similaror different to their own. Communicatingin groups
[G)]\/riting
1 [(I}]'Jstening [6] '>peaking
and teams1schallenging and learnersare given opportunities
throughout the course to develop awarenessof themselves Activitiesand flow of the material
and the people they work and study with, and to adapt and Activities are designed to be engaging and effective.The
develop strategiesthat allow them to work creativelyand activities that require the students to think and prepareare
productively whilst avoiding misunderstandingand conflict. carefullybalancedwith activities that requirethem to use
their Englishactively and interact with each other. With the
aim of developing core (21 skillsof communication,
collaborationand critical thinking, each section features
activities that encouragestudents to personalizethe target
skills,sharetheir experiencesand opinions and/or think
critically about the themes in the units. Theseactivities are
indicated by a light bulb icon: Q
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The target section is divided into:

Navigation • Vocabulary
Pageheadingsare clear and easyto understand,making • Grammar
navigation through each unit easy.Hereis an example: Languageskills.
Theseare explained next.
-----iiiH,IMIVocabulary
Vocabularydevelopment is a key element of each unit. The
focus Is usuallyon a group of relatedwords - for example,
placesin a town - and there may also be work on word-
building using prefixesor suffixes,and noun phrases.The
students are also encouraged to use their critical thinking
skillsto evaluatethe vocabularyitemsintroduced,for example,
•------------- Icons to show the main evaluatingthe advantagesand disadvantagesof usingdifferent
skills you work on forms of communication such as email,texts and letters.
When new words or phrasesare introduced,you can use
the photos and illustrationsto help students understand the
meaning and contexts in which they are used.
There are also headersand foorerssignposting the unit
and section. The activities in this section encouragethe students to
actively use the vocabularythat is introduced. Get the
students to use the vocabularyas much as possibleso
Opening pages that they can develop an understandingof how the words
can be used in varioussituations.Listeningactivities give
The opening spreadof each unit starts with a photo or
the students clear models of the most typical use of the
photos related to the topic. It alsocontainsan overview of
vocabulary in everydaysituations.
the learning objectives for the unit.
The amount of new vocabulary being Introduced is limited
Providesan overviewof the languagecontent of the unit. so that the students havea chance to fully understand the
This 1san opportunity for the studentsand teachersto look meaning and to rememberthe words. If some students are
ahead lo what 1scoming up or to reviewa unit later. quicker than others,you can encourage them to explore
other words relatedto the topic using a dictionary or
I online research.
Highlightsthe skills developedIn the unit. I
Grammar
In each unit, the students look at and practiseone or more
grammar or functional language point, learning to put them
into practice in specificcontexts.Over the 12units of the
book, the grammar points treated in each unit build into a
grammar sequenceappropriate for the level.
The grammar and functional language is introduced in a
typical context, either through a reading or listening text
The texts contain examplesof the languageat a level
that is accessibleto the students.The texts are based
on contemporary topics or issuesthat provide an initial
discussionplatform. Studentsalso have the chance to
Quizlet OR codes hnk studentswith extra personalizethe topic and talk about their own experiences
exerciseson key unit vocabulary. and ideas.
Focusboxes provide notes on the form and use of the
Focusesthe students'attention on the topic of the language.They are followed by practice activities that support
unit. Givesthe teacherthe chanceto see what the the students In using the language for themselves.Finally,
studentsknow about the mp1c,the vocabularythey the students havean opportunity to use the language more
know or don't know,and to engagetheir interest. freely in speakingactivities in pairsor smallgroups.
W///////////////////////////////////////////////////////////////////////////////////////////H////////// English for the 21 1 Century• Introduction ~

Introduction
Skills:Listening Skills:Reading
Studentslistento audiomaterialand practisetheir listening Readingactivitiesarebasedaroundtextsthat havebeen
comprehensionin a sequenceof exercises. Thereisa full written specificallyfor the leveland relateto the topic of the
transcriptat the backof the coursebook.Typically,the unit. Readingis an integralpart of the processof learning
listeningactivitiesdevelopthe students'abilityto listenin new vocabularyand grammar.It isalsothe meansby which
differentways. studentslearnabout contemporaryeventsand issuesrelated
Listeningisone of the mainwaysthat studentsgain insight to a wide rangeof areasincludingtechnologyandthe digital
into the variousfeaturesof conversational English.Thisis world,healthand lifestyles,the world of work,and various
an importantstagein theirdevelopment,asit providesa aspectsof culture.
modelfor them to follow and adaptwhen they communicate Readingskillsaredevelopedin stagesand studentsare
themselves. The listeningmaterialin the courseis carefully introducedto the variouswaysin which we read,depending
adaptedto suiteachleveland givesexamplesof typlcal on our purpose.SkimmingIsa keysklllthat allowsus,In a
Interactionsbetweennativespeakers. slmllarway to llstenlngfor gist,to get the generalmeaning
Listeningskillsarealsodevelopedthroughoutthe course. of the text. Sc.anning
focusesthe students'attentionon only
Listeningfor gist is an importantskillbecauseit allows the informationthey need,which meansthat they readmore
studentsto get the generalideaof what is beingsaid,rather efficientlyand do not wastetheir effort on unnecessarydetail.
than focusingon detail.Focusingon detailcan meanthat Readingfor detail helpsthe studentsto reada text closelyand
studentscannotkeepup with the paceof what is being said. understandthe text at a microlevel- an importantskillfor
Similarly,listeningfor specificinformationallowsthe students readingacademictexts,for example.
to filter out unimportantinformationand focussolelyon
informationthey need. Skills:Writing
Listeningactivitiesalsoprovideopportunitiesfor students
to hearthe grammarand vocabularythey havelearntIn Studentslearnhow to write connectedtext in a varietyof
previoussectionsbeing usedIn differentcontexts.This helps genres.Note-takingisa coreskillthat can be appliedto
to broadenand consolidatetheir understandingand also academicstudyandalsoto the world of work.Studentsare
aidsmemorization. alsogivenguidelinesasto how to composea clear,concise
emailmessage,both in professional and everydaycontexts.
Textmessages, reports,personalprofilesand application
Skills:Speaking lettersaresomeof the manyareasof writing that arealso
coveredin the course.
Thecourseprovidespracticein differentmodesof speaking.
One importantareais usingfunctionallanguageto do Studentsneedto be able to write in a wa-;that is both
somethingspecificwith the language- for example,makea coherentand clear.Thecourseintroducesthe waysin which
request,give an opinion,ofrerhelp or exchangeInformation. we organizeIdeasand usesappropriatelanguageto makethis
Studentsaregivenspokenexamplesof the necessary phrases organizationclearto the reader.
to performthesefunctionsin typicaleverydayconversations, Markingstudents'writing isan important part of the process
whichthey then useasmodelsfor pairworkpractice. and studentsvaluef'eedbackfrom the teacher- both praise
Studentsarealsoencouragedto discusstopicsand bringtheir and constructivecriticism.Commentson the students'work
own experiences and ideasinto the classroom.Studentinput shouldguidethem asto how to improvetheir work,both in
isa valuablepart of eachlessonand the morethey share their useof languageand in the way they constructa text
their knowledgeand thoughtswith eachother,the richerthe
lessonswill be. Pronunciation
CollaboratlonIsan Importantpart of the student'ssklllset,
andworkingtogetherto makedecisions,solveproblemsand Pronunciationis highlightedthroughoutthe course,in places
achievegoalsIsone of the mostImportantaspectsof the wherethe studentsneedto be ableto producethe correct
course.Thisisachievedthrough speakingactivitiesin small pronunciationof individualsounds,individualwordsincluding
groups,classdiscussions,posterpresentations and a varietyof word stress,phrasesand completesentences, including
otheractivities. basicintonationpatterns.Studentsshouldbe encouraged
to usethe correctpronunciationin the subsequentspeaking
activitiesto reinforcetheir abilityto sayindividualand
connectedsoundsaccuratelyand fluently.Spokenmodelsof
thesefeaturesareprovidedin the audio material.
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C21 skills Slideshows

Eachunit introducestwo or three C21skills,so 30 skillsareas SectionC of eacheven-numberedunit (Units2, 4, 6, 8, 10and
arecoveredper level.Togetherthey encouragestudentsto 12)featuresa slideshowand audio commentaryrelatingto the
think activelyand criticallyabout what they readand listen theme explored in the previoustwo units.The slideshowscan
to, and provide insightsinto the skillsthey need to master be accessedfrom the interactivecoursebook or the resources
in order to function effectivelyin a contemporaryand sectionof the website:www.garneteducation.com/c21.
internationalenvironment. They provideextensivelisteningpracticeand a set of related
The C21skillshavebeen selectedon the basisof their discussionand writing activities.
relevanceto languagelearning(e.g.,communication,study The listeningactivitiesare designedto build skillsfor
skills)and their importance in preparingstudentsfor life understandingthe main ideasrather than everysmalldetail.
and study in the 21"century (e.g.,critical thinking,creativity, A strong emphasison listeningin pairsencouragesstudents
life skillsand collaboration). to sharewhat they understand,ratherthan panicabout what
they havemissed.
C21 skills area and sub-skill How to work with the slideshows
\
\ You study photos from each sl1deshowto
\ predict what the slideshow is about, and the
\
key words you'll hear.
See page 47 -► j
l~L
•,
You watch each
slideshow and
Reference to practice activities 1nthe
•• •=-------------
share ideas about
C21 pages at the end of the unit
Wl!Cl!lb
a
-,----------
•=.-::..-=::::----- I
,, II what you hear.
You discuss
·----------'
-
------.--- o--
•
- - - - - -- -- - - -
questions raised
in the slideshow
in pairs or small
groups and share
your ideas with
• '::..--=..-·-··- _.,. ___ ,...
the class.
As an additional activity for Levels4 and 5, encourage

studentsto createand sharetheir own slideshowsand
commentaries,using appropriatesoftwaresuchas
PowerPoint.
Practice act1vit1esfrom the C21 skills

pages for the untt
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Introduction
Support material
Focusboxes
Notesin Focusboxesprovideessentialinformation to help
studentswith activitiesin classor for reviewingunits later.
Theyarecolour-codedto highlight their purpose.
Grammar Focus(Green)
Providesnoteson the form and
meaningof the grammarpoints.
ExpressionFocus(Pink)
ConLainsfunctional language,useful
expressionsand tips to Improve
• Transcriptscan be found at the end of the coursebook. students'written and spoken
Theseshould be usedsparinglywith studentswith communication.
lower levelsof Englishasthey can reinforcethe idea that
studentsneed to catch everyword.
• Visualorganizersareavailableon the C21website
www.garneteducation.com/c21/student/ assupport for
the note-takingphaseof the listeningactivitiesand for PronunciationFocus(Yellow)
the follow-up writing tasks. Providesmodelsof pronunciation
to suppon speakingtasksand help
students to recognizefeaturesof
Assessingprogress spokenEnglish,suchasconnected
After every unit, there areactivitiesto assessstudents' speechor short forms that can Impede
progressand encouragethem to becomeresponsiblefor understanding.
their own progressand become independentlearners;one of
the underpinningC21skills.
Activities
Planningahead activities Forsome more extensivespeakingor writing activitiesin
the units,additional materialcan be found in the Activities
Units 1, 3, 5, 7,9 & 11
sectionat the backof the coursebook.Thesetake the form
Theseself-evaluationactivitiesencouragestudentsto think of prompts suchaschartsor illustrationsor full casestudies
about their learning,identifying areasof strength and areasfor and role-playsfor pairworkand sometimesfor smallgroups.
improvement.Encouragestudentsto answerthe questions Forpairworkactivitieswhere studentsexchangeinformation,
honestlyand revisitat regularintervalsso they can seethe separatepagesare provided for StudentA and StudentB so
progressthey are makingand update their learningpriorities that they cannot seeeachother'sinformation.
and study plans.
Transcripts
Progresstests after every two units
All the listeningmaterialis availablein written form in this
Units2, 4, 6, 8, 10& 12 section.Youcan suggestto the studentsthat they readthe
The testscoverthe main areasthe classhasstudied in the transcriptsaher the lessonasrevision.Youcould alsoget the
previoustwo units.They can be done in classor ashomework studentsto referto the transcriptsafter a listeningactivity
after the units havebeen completed.The resultsshould give to checkon anythingthey could not understand.However,
teachersand studentsa good ideaof progressand Indicate studentsshouldn't focustoo much on understanding
areaswhere they may need to do further study. everything,asthis may slow down their progress.
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WordUst Groupwork
Theword list isa good resourcefor reviewingvocabulary. Similarly,
group work isa good wayfor studentsto do certain
Theword listcontainsall the wordsthat the studentsshould activitytypes,for example,discussionactivities,in a waythat
be awareof in a given unit Assuggestedabove,the students is not dominatedby the teacher.
canusethe word list in variouswaysto reinforcetheir 1 Explainthe activityand makesurethe whole class
understandingof the wordsand phrasesthey havestudied. understandsit Saywhat you expectat the end of the
activity.Forexample,afterthe activity,you might want
a spokesperson for eachgroup to summarizewhat the
Leamingmethods group hasdiscussedand the conclusionsit hascome
Oneof the maindangersin languagelearningisfor the to, being readyto summarizedifferingconclusionsfrom
teacherto talk too much,and becomethe mainfocusof within the group If necessary.
classattention,insteadof the students.C21hasbeen 2 Dividethe classInto groupsof three or four,and get
designedto maximizestudent-centredclassroominteraction, studentsIn eachgroupto selecta spokesperson, or,if they
andthe notesin this teacher'sbookarewritten from this hesitate,appointoneyourselffor eachgroup.Tryto avoid
perspective. Thesegeneralnotes,and the unit-specificnotes studentsalwaysworkingtogetherin the samegroups.Also
that follow them,presentwaysof putting studentsat the avoidgroupsalwayshavingthe samespokesperson.
centreof learning. 3 Getthe studentsto starttheir discussion.
4 Theteacherlistensin to differentgroups,walkingaround
Pairworlc the room,if necessary, noting mentallyor on paperany
pointsthat arecausingdifficulty,especiallydifficulties
Manyactivitiesin the coursebook lendthemselvesto experiencedby morethanone group.
pairwork,not just the onesshownaspairworkin the 5 Whenmostgroupshavefinished,call the classto order.
exerciseinstructions.Hereisa procedurefor introducingand 6 Gooverpointsthat havebeencausingdifficultyand get
exploitingpairworkin the readingof a dialogue. one or two studentsto listenand repeatafteryou.
1 Explainthe taskand makesurethe whole class 7 Getthe spokesperson from eachgroupto give a summary
understandsit. of the outcomeof Itsdiscussions. Ifthere Istime and
2 Dividethe classinto pairs.Tryto avoidstudentsalways interest,you canthen developa whole-classdiscussion,
working togetherin the samepairs.
comparingthe pointsof view of differentgroups.
3 With the whole classlistening,the teacherreadsthe part
8 Groupworkcanoften be followedup with written
of Speaker A with one of the studentstakingthe part of activities.Suggestionsfor thesearegivenin the unit-
SpeakerB,perhapsonly speakingthe first few linesof the
specificnotesbelow.
dialogue,whlle the restof the classllstens.
4 Anotherstudenttakesthe part of A and the teachertakes
the part of Bagain,while the restof the classlistens.You Unit-specific
teachingnotes
canomit steps3 and 4 if you think the classcanstartto
In the next part of this book,you will find step-by-stepnotes
work in simultaneouspairswithout a 'model'.
on the teachingof eachunit,alongwith answersto exercises
S Getthe whole classto readthe dialoguein simultaneous
and suggestionsfor supplementaryactivities.
pairs,with eachpairreadingat their own speed,of course.
Theteachershouldlistento differentpairs,in larger
classeswalkingaroundthe room,noting mentallyor
on paperanypoints that arecausingdifficultyor need
improvement,especiallydifficultiesexperiencedby more
thanone pair.
6 Whenmost pairshavefinished,call the classto order.
7 Go<Nerpointsthat havebeencausingdlfflcultyor need
lmpr<Nement and get one or two studentsto llsten
and repeat
8 Getone or two pairsto redothe activityfor the whole
class,ensuringthat they incorporateanycorrections/
improvementsthat you havementioned.
9 Pairworkcanoften befollowedup with written activities.
Suggestions for thesearegivenin the unit-specificnotes.
W/////////////////////////////////////////////H/H/////////////////////////////////////////.H////////H Englishfor the 21st Century • Introduction ~

Communication
Vocabulary Asthis 1sthe first unit of this levelof the course,makesure

your explanationsand instructionsarevery clear.The first few
• Types of communication lessonswill help studentsto seeand understandsomeof the
• Describing body language featuresof the course.
Grammar
• Using talk, say, tell and speak
• Past simple
• Past simple questions With the whole class,get studentsto look at and comment
on the photo in relationto the Talkingpoint question.Bear
Languageskills in mind that most young studentswill only know indirectly
a world of handwritten letters,snailmail {teach this phrase),
• Speaking: Discussing communication and queuesat the post office to buy stamps,phone boxes,
body language telephoneoperators,telegrams,etc.
• Reading: Interpreting pictures
• Reading: Reading to match information
• Listening: Listening to understand body language
• Listening: Listening to match people and opinions
• Listening: Listening to complete sentences
• Listening & Speaking: Expressing opinions
and reacting
Communication RMF
• Bodylanguage
• Choosing the best way
to communicate
• Discussions
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0 Explainthe taskand get studentsto continue to work

in pairs.Walkaroundthe classto monitor and assist
where necessary.
With the whole class,praisegood points that you
heardand work on any difficulties.
@6(i Typesof communication
Elicitthe answerfrom particularpairs.The people
D With the whole class,get studentsto look through in photo care smiling,shakinghandsand making
the photos and match them to the phrases.(Explain,if eyecontact.
necessary, that you can saysend/getan SMS,but send/
get a text is used more frequently.)Discussany other
typesof communicationthe classcomesup with.
ffi '1
Answers
a send/get a text Drawstudents'attention to the C21skillsreference.and
b make/geta phone call Introducethe ideaof C21 skills.(Lookat the Introduction
c taIk faceto face of these teacher'snotes for mo,e on these.)As this Is the
d send/get a letter flrsttime studentswill meet the C21skillsreferencesin
e send/get an email this level,spend a llttie time explainingwhat C21skills
are,using languageappropriatefor the students'level,
fJ To give studentsthe ideaabourthe pairwork,form a
but don't give a long lecture.Studentswill learn mer€
'pair'with one scudent.Askthem to sayhow often they
about what the skillsinvolvea5 they proceedthrough
useeach type of communicationand get them to give
the book.
an advantageand a disadvantagefor eachtype of
communication in 1,giving reasons. Gerstudentsto complete1heexerciseson page 22
of the coursebook now, or come backto them later.
Get the whole classto work in simultaneouspairs,
ensuringthey arecoveringboth partsof the exercise. The t~acher'snoresfor the exercisesareon page 82
Walkaroundthe classto monitor and assistwhere ofthis book.
necessary. Forextrasupport,explainbodylangua9e:where we
With the whole class,praisegood points that you look,how closewe stand to another person,and what
heardand work on any difficulries.Get studentsto we do with our hands,areall examplesof body language.
repeat the exercise,incorporatingany correctionsand Explainthat sendingpositivemessageswlth your body
improvementsthat you made. languageand understandingother people'sbody
languageareimportant communicationskills.
Get particularpairsto give their Ideasand discussthem
with the whole class.
Possibleanswers IIJ Explainthe tasksand get studentsto work in groupsof
Advantages Disadvantages threeor four.In a multinationalclass,get studentsfrom
differentculturesto work with eachother so asto bring
(Emailsarefreeand (Youneed a computer.)
out contrastingattitudes.
very quick.) (Studentsmay point out
that you only need a Walkaroundthe classto monitor and assistwhere
Phonecalls:Youcan get
smartphone.) necessary,for example,with the vocabularyof bowing,
immediateanswersto
hugging,kissingon thecheek,embracing,etc.
questions. Phonecallsdisturb
peopleat inconvenient With the whole class,get particularpairsto saywhat
Letters,especially
times. they came up with in relationto each item in 4 and 5.
handwrittenones,give a
Treatany differencesof opinion tactfully.
personaltouch. Letterscan take a long
Textsaregood for giving time to arriveand can get 1(1 [D,1.1 Get studentsto focuson the questionand then
key information. lost in the post. play the recording.Then play it again and stop after
Textscan seem eachspeaker,getting studentsto sayif they feelsimilar
Talkingfaceto faceis
impersonal. to the speaker,giving reasonsand developing points.
good becauseyou can
Forexample,in relationto Speakerc, get studentsto say
seethe other person's Talkingface to facecan
what 'talking about money'might mean in this context.
gesturesand body be difficult to arrange.
Forexample,is this more likelyto be about the cost of
language,ere. living in a particularcity,or the speaker'ssalary?- the
former,probably.
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Transcript~ 1.1
a The first thing I do when I meet someoneis say
Using talk, say, tell and speak
'It'svery nice to meet you' Then I usuallytalk
about my Joband I askquest1onsabout theirJob. Go through the informationand work on any
I think it showsyou are interestedif you aska lot difficulties.
of questions.I don't tell Jokesor funny stories.
I only do that with closefriends.And I don't make
a lot of eyecontact I'm quite shyso I look at my GI Explainthe taskand do the exercisewith the whole class,
handsor at the floor a lot of the time. working on any difficultres.When eliciting the answers,
b When I meet someoneforthe first time, I rell get studentsto saywhy they arecorrect,in relationto
them my name and I alwaysshaketheir hand. the Informationin the Focusbox.
I think that'sthe polite thing to do. I often feel Answers
neNouswhen I meet new people so I sometimes a say
play with my hair.I wish I didn't do that.What do b talk
I usuallytalk about?The weatherand jobs. But I c tell
don't talk about money.That'sjust rude! d talks
c I speakfour languages- English.French,Arabic e speak
and Chinese.Sowhen I meet someoneI say f tells
'Hello'or'Bonjour'or'Merhaba'or'Nihao'.And I g tell
sometimeskissthe person,or I shakehands,or h say
sometimesI bow. It dependson what country EJ Get studentsto discussthe sentencesin pairsand then
the personis from,of course.And conversation? havea generaldiscussionwith the whole class.Keepthis
Well,I generallymeet people through my job so light-hearted.
we talk about money.
d I think the most important thing to do when m) Again,get studentsto discussthe questionsin pairs.
youmeetsomeone is to be frieMdly.SoI always Walkaround the classto monitorand assistwhere
smileand I tell a joke or a funny story.I nevertalk necessary,especiallywith the vocabularyof body
about boring Lhingslike the weather.Why does language.
anyonewant to talkabout that?I like interesting With the whole class,praisegood points that you heard
conversationsabout politicsand things like that and work on any difficulties.Get studentsto repeat
the exercise,incorporatingany correctionsand
improvementsthat you made.
fJ ~ 1.1Playthe recordingagain and get studentsto
makenotes about the body languageof eachspeaker. Get particularpairsto saywhat body languagethey
discussedfor eachemotion, and which emotionsareOK
Checkthe answersand,above all,discussthem with to show.Developthis into a whole-classdiscussion.
the whole class.Discussstudents'viewsabout situations
where humour is appropriate(teach'humour') and m Allow
Get studentsto introduce themselvesto other students.
2-3 minutes for this taskso that studentsgo
Inappropriate.
beyond initial greetingsand start to talk about subjects.
Possibleanswers Then get studentsquickly to make notes about the
Speaker Bodylanguage body languagethey usedand the subjectsthey
discussed.Get feedbackfrom Individualstudentsand
a (doesn'tmakea lot of eye contact),looksat develop this into a whole-classdiscussion.
his handsor the floor a lot of the time
b shakeshands,playswith her hair
C kissthe person,shakehandsor bow- it
dependson which country the person
is from
d smiles

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Transcript[Di1.2
Danying I don't havea TVand I don't playvideo
games,but I usemy phone a lot.Yesterday,
I didn't havemy phone and I couldn't send
@S(i) Pastsimple texts to my friendsso I fell very lonely.
Marwan I usuallylisten to music,text my friends
D Introduce the topic of this sectionby getting students and readthe newsal the sametime. But
to talk about the picture at the top of the page and yesterdayI went outsideand I walkedfor
ensurethey understandthe title Switchoff. Elicitor give two hours.My head felt very clear!
cumoff asa synonym. Erica I love the internet and I spend hourson
With the whole class,introduce the subjectof the ic-everyday.During this experimentI
discussionby askingtwo or three studentsabout their didn't know what to do. I didn't leavethe
media habits.Explainthat mediais the plural of medium. house)I just stayedin the kitchen and
Then,in simultaneouspairs,get studentsto look at the made cupsoftea.1 wasn'thappy because
list of media.Askif they accessold media,likeTVand It was reallyboring!
radio,through new devices,like tablets. Brandon I live with my friends,but we don't talk
very much. Everyonejust watchesTV.But
Studentstalk about the media chatthey useand yesterdaywe chatted and laughedall day.
how often.Walkaround the classto monitor and assist It was one of the best daysof the year!
where necessary.
With the whole class,praisegood points that you heard
and work on any difficulties.
Get two or three pairsto summarizetheir discussionsfor
the whole class,incorporatingany Improvementsthat
you made.
Getsrudentsto completetheexercises
on page23
fJ Readthe article aloud for the whole class.
of the coursebook now,or come backto them later
Get individualstudentsto saywhy they think
The teacher'snotesfor the exercisesareon page82 of
participantsenjoyedthe experimentor not Work
this book.
through 3 beforeyou go through the C21skillspage.
IJ rt}>1.2Explainthe taskand play the recording,
explaining any difficulties.(The languageshould be 0 Get studentsto look through the sentencesbefore
quite easyfor students at this level.) doing the exerciseasa fast-pacedwhole-classactivity.
Bringtheir attention to the fact that the sentencesrelate
Then play the recordingagain,stopping after each
to the listeningexercisethat they havejust heard.
speakerand getting studentsto put a tick or a cross
againstthe speakerin question,giving a reason. Elicitthe answers.If necessary,
play the recordingagain.
With the whole class,checkthe answersand havea Answers
discussionabout them. a don't play,use
b went. walked
Answers
c didn't leave
- -
Enjoyedti' I
- Reason
- d wasn't
e live,don't talk
Didn'tenjoy,C f was
felt lonely because
a Danying
" couldn't usephone
b Marwan ti' head felt clear
Past simple
c Erica
d Brandon
"
ti'
bored
spent more time
Gothrough the information in the box,working on
the structureand pronunciationof past forms.
charting and
laughingwith
friends

D>1.3Playthe recording and get studentsto D>1.4 Playthe recordingand get studentsto
repeat,ensuring that they are saying the contracted repeatcorrectly.
forms correctly.
Transcript~ 1.4
Transcript D>1.3 wasn't
I wasn't happy this morning. didn't
I didn't havea job lastyear. doesn't
don't
1E1Preparestudentsfor the exerciseby getting individual

studentsto saywhich of the verbs In the box are regular Q ~ 1.5 Playthe recording once or twice and then get
and which are irregular,and to give their past forms.Get students to answerthe question In relation to their own
them to pronounce the forms correctly.Ensurethat they useof electronic media.
sayJived,played,etc.,as one syllable,not two.
be - was/were
Transcript~ 1.5
buy- bought
do-did A So,did you useyour phone yesterday?
eat -ate B Yes,I did. I used It all day.
go-went A Who did you ring?
havehad B I rang my friends Mehmet and Khalid.And I sent a
live-lived lot of texts and emails.What about you?What did
make-made you do?
A I did some researchon the Internet for my
play - played
_assignment
talk - talked
watch - watched B Did you finish it?
A No.The internet connection was reallyslow.
Get four studentsto each make a sentenceabout B Wereyou at home?
themselves- two positive and two negative- and write A No, I was in the library.There was a problem with
them on the board.Work on any difficulties.Forexample, the server.
ensurethat they are using the infinitive ('base')form of
B Oh, no.
the verb for the negative sentencesand wasn't/weren't
for the verb be.
Then get the whole classto each write four sentences- IJ ~ 1.5 Playthe recordingagain,stopping after each
two positive and two negative - on separatepiecesof speaker,and get studentsto complete the conversation,
paper,i.e.,one sentenceper piece of paper. either individually in writing or orallywith the whole class.
GI Get studentsto work in groups of four.Get them to mix If students havedone the exerciseindividually,elicit the
answersand work on any difficulties.
up their piecesof paper.Then students take turns to
read out a sentence,with the others guessingwhose Answers
sentencehasjust been readout. a So,did
Walk around the classto monitor and assistwhere b used
necessary.With the whole class,praisegood points c Who
and work on any difficulties.Then ask students from d do
each group how good they were at guessing who e did
wrote the sentences. finish
D Get students coaskeach other the questions in pairs. g was
h Were
Walkaround the classto monitor and assistwhere
necessary.Ensurethat they are using the past simple was
and not the present perfect.
With the whole class,work on any difficulties and
get two or three students to talk about their partner,
e.g.,Piadidn't useherphoneyesterday.

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necessary.Then get studentsto comparethe gamesto
the stylesof conversation.Discussthe waysin which
Past simple questions the gamesaresimilarto conversationstyleswith the
Go through the information and point out that this whole class.
refersto questionswith -ed forms,e.g.,surprised,
and Answers
with adjectives,e.g.,expensive. a Frisbee,bowling, cabletennis
b Students'own answers.
m) Get studentsto work on the exercisein pairs.Walk c The Frisbeestyle- taking turns to throw/speak.
around the classto monitor and assistwhere necessary. Cooperatingto keepthe game/conversationgoing.
The bowling style- taking turns to bowl/speak.Thisis
With the whole class,elicit the answersand work on
a slow game and a patient styleof conversation.
any problems.
The table tennisstyle- playingto win by attacking
Then askstudentsin pairsto write two more questions the other person.This is a competitive,fastgame and
about communication.Elicitsuggestedquestionsfrom styleof conversation.
severalstudents.
fJ Discusssituationa with the whole classto give students
Answers the idea.A universitylecture is more like bowling - it's a
a Did you usethe internet yesterday? one-sidedgame with no realtwo-way exchange.
b How many texts did you get yesterday?
Thenget studentsto discussthe other two situationsin
c Wasyour first phone expensive?
groupsof three or four.Walkaroundthe classto monitor
d Did you meet any friendslastweekend?
and assistwhere necessary.
e Did you talkto your teacheryesterday?
Wereyou busy lastweek? With the whole class,get membersof differentgroups
mask
Explainthe taskand point out that studentsshould
eachother the questionsfrom 10,for example,Did
to saywhat they came up with, giving their reasons.
Possibleanswers
you usetheinternetyesterdoy?They should add more a Bowling.A lecture is like a one-sidedgame with
information to their answer,for example YesI did.I useIt no realtwo-way exchange.
everyday,asin the example. b Frisbee.Easy-going(teachthis expression)and
cooperative.
Walkaround the classto monitor and assist
c Tabletennis.An argument usuallycontains
where necessary.
quick-fireexchanges.
Bl Do this with the whole class.Studentsmight come up
with ·conversations'.like parliamentarydebates,which
could be comparedto sportswith two opposing teams
of players,e.g.,footballand rugby.
Forthe secondpart of the task,askif conversations
e Conversationsand games
between strangersare'cooperative'or not in the
students'country or countries.Treatthis tactfully.
D Explainthe task.Get studentsto look at the photos in
simultaneouspairsto identify the gamesand work on @)(9 Opinions
questionsa and b. Tellthem notto look at cfor
the moment. D Get studentsto havea discussionabout the sentences
in smallgroupsof three or four.Walkaround the classto
monitor and assistwhere necessary.Ensurethat they are
necessary. With the whole class,work on any problems,
using agreecorrectly,e.g.,I agreerhatlecwresareboring.
for example,the vocabulary,in relationto table tennis,
Tellthem that it's better to sayI don't think that ... rather
of bat, net,scorepoints,etc.
than I disagreethat ...
Then get variousstudentsto repeat the answersthey
gave to questionsa and b, incorporatingany corrections
and work on any difficulties.Get studentsto repeat
and improvementsthat you made.
the exercise,incorporatingany correctionsand
Then get studentsto work in pairson questionc. Refer improvementsthat you made.
studentsto the title of the article and the explanatory
Then get two or three studentsto talk about the
sentences.Studentsreadthe three partsof the article.
conclusionsthat their group came to.

Opinions
Gel students to complete the exerciseson page 24 of Go through the completed tablewith the students.
the coursebook now,or come back to them later. Askstudentsto suggestanyadditional phrasesthat
The teacher'snotes for the exercisesare on pages82-83 could alsobe used,but don't spend too much time
of this book on this.
II (D>1.6 Explainthe taskand play the recording- it

shouldn't be difficult. Elicitthe answer- they discuss
sentenceb from 1.Theyagreewith it.
[D>1.7 Playthe recordingof the phrasesfrom the
Opinions Focusbox.Studentslistenand repeat.
Transcript [D>
1.6
Hanif Hi,Tahsim.How are you doing? Transcript[D>
1.7
Tahsim Prettygood And you?
Hanif OK.But lecturesare reallyboring.My lectures are boring.
lecturerspeaksvery slowlyand he just I think our Engineeringlecturesare OK.
readshis notes.What about you? What about you?
Tahsim Well,you'reright basically.Lectures What do you think?
are boring. But I thfnk our Engineering You'reright.
lecturesare OK. I completely agree.
Hanif Really?I'm not sure.He neverusesslides I disagree.
and his explanationsare so long. I don't think so.
Tahsim I seeyour point, but some lecturesare OK. I'm nOLsure.
Hanif Well,anything is better than maths.
Tahsim I completely agree.
a Referstudentsto the discussiontopics in 1. Haveone
or two exchangeswith individual students to give all
B [D>1.6Get studentsto look at the phrases.Playthe
recordingagainand get them to raisetheir handswhen students the Idea.Thenget the whole classto do the
they hearany of the phrases. exercisein simultaneouspairs.
Get individual studentsto saythe phrases,including b, Walkaround the classto monitor and assist
which is not usedin this exercise. where necessary.
Answers With the whole class,praisegood points that you heard

Expressionsthat occur:a, c, d, e. and work on any difficulties.Get students to repeat
the exercise,incorporating any correctionsand
II Explainthe task(teachimpoliteif necessary)and get improvementsthat you made.
studentsto work on it in simultaneouspairs.Walk
Then get different pairsto repeatsomeof their
around the classto monitor and assistwhere necessary,
exchangesfor the whole class.
but it should be quite straightforward.
Answers
8 Referstudents to page 171of the coursebook. If
students haveaccessto the internet in the classroom
Givingyour opinion I think our Engineeringlectures this can be done as a classroomactivity. If not, set it
areOK.
for homework.Go through the list of topics,and put
Askingfor an opinion What about you?
studentsinto smallgroups.Within eachgroup, students
Agreeing I completely agree
chooseone of the topics.Theythen havetO choosean
Disagreeing I disagree.
aspectof the topic to research.Encouragestudents to
Not decided I'm not sure. think of an interestingdiscussionpoint. If necessary,use
the example ideasto help them.

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Examples:
generalnews- is it seriousor too serious?
sports- shouldschoolstudentshaveto do sports
at school?
technology- is it a good thing?
entertainment- arecomputergamesa wasteof time?
health- arewe livinghealthierlives?
education- what'smoreimportant:what you know
orwhoyou know?
Explainthat the researchaim isto find evidencein
supportof or againstthe discussionpoint. If this is
a classroomactivity,get studentsto collecttheir
researched points in their groupsand discussthe topic.
If this is a homeworktask,allowtime in a future lesson
for studentsto discusstheir points in their group.
Monitorand ensurethat all studentsparticipatein the
discussions. Askone memberof eachgroup to report
backto the whole class.
W////////H//////////////////////////////H/////////////////////////////H//////////////////,W///////////////H Englishfor the 21st Century • Unit 1 ~

-~~ ....
~., 9
2
3 4
10 11
5 6
12 13
7 8
1
16 17 14 15
18 19
23 24 20 21
25 26 22
30 31 27 28
29
Arrangements
Vocabulary
• Abbreviations for text messages
Grammar With the whole class,get studentsto look at and comment

on the photo in relationto the Talkingpoint questions.First,
• Present continuous and present simple elicit someexamplesof arrangementsthat studentsmake
• Present continuous for future arrangements with eachof the three groupsof people in the first question:
people at college,friendsand family.Then discusshow
Languageskills studentspreferto makethe arrangementsfor eachgroup.
• Speaking: Hypothesizing about pictures

• Speaking: Discussing friendships
• Listening: Listening for the main message
• Listening & Speaking: Making arrangements
• Reading: Reading to understand informal
communication
• Writing: Writing messages using abbreviations
• Writing: Writing a description
Critical thinking
• Inferring information
from pictures
Study skills
• Understanding the purpose
of writing

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a With the whole class,elicit the answers- all the

sentencesare in the presentcontinuous,except
sentenceb, which is in the presentsimple.
GI With the whole class,go through the information
ee@ Presentcontinuousand
presentsimple
and examplesIn the Focusbox.Thenget studentsto
complete the rules.
Answers
D Get studentsto discussthesequestionsin simultaneous presentsimple
pairs.Walkaround the classto monitor and assistwhere presentcontinuous
necessary.
With the whole class,get two or three pairsto saywhat
they came up with.
fJ With the whole class,get students ro guesswhat they Present continuous and present simple
think is happening.Pavelis looking at his watch, so it Readthrough the completed text with the students.
looksas if (teachthis expression)rhey haveagreedto To check understanding,askwhy the presentsimple
meet and that he is late. is usedin 4b.
IJ ~ 2.1Playthe recordingand get studentsto check
their answerfrom 2.
fl With the whole classor individually,get studentsto work
out the namesof eachperson in photo a.
Transcript~ 2.1
Answers
Pavel H1,TinaWhereare you? Fromleft to right:Goran(wearinga watch),Gianni
lina I'mstanding outside the cinema. (smilingand talking to Goran),Veronica(looking at Paulo),
Pavel Yeah,I'm sorry,but I'm a bit late. Tamsin(wearinga red hairband),Deborah(standingup),
Tina Whereareyou? Paulo(talkingtoTamsin), Ana(sending a text).
Pavel I'm walking pastthe park.
Tina Pastthe park?can you seethe bus stop? 8 Get studentsto look at the two photos and the example.
Pavel Yes,the bus ls coming. Then get them to find other differencesIn simultaneous
nna Great. pairs.Walkaroundthe classto monitor and assist
Pavel Oh, no.The bus is going! where necessary.
Tina Pavel. Possibleanswers
Pavel I'm sorry.I'm going as fastas.I can. Goranis talking to Gianniin photo a, but he'stalking to
Tina OK.I'll seeyou in the cinema. Ana in photo b.
Pavel OK.
Gianniis talkingto Goranin photo a, but he'sshowing
Pauloa photo on hissmartphoneIn photo b.
a ~ 2.2 Playthe recording.Get students to do the task Tamsin is talking with Pauloin photo a, but she'stalking
individually. on her phone in photo b.
Answers (Acceptany reasonableanswers.)
a 'm standing
b 'm
8 With the whole class,elicit the answer- they seemto be
friendsbecausethey'resmiling,joking, etc.
c 'm walking
d is coming m) Again,elicit the answerswith the whole classasa fast-
e is going pacedactivity.However,get studentsto explain the
'mgoing reasoningbehind their choice of answers.
Answers
Transcript~ 2.2 (do you know) do you do
a I'mstanding outside the cinema. 're Do you want
b I'm a bit late. work,we sit 'snot listening
c I'm walking past the park.
Are you writing 'stalking
d The bus is coming. usuallydo, 'm writing
e The bus iS going.
f I'm going as fasLas I can.
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for the 21" Century• Unit 2 ~

m ~ 2.3 Playthe recordingandget students to check (D Explainthe taskanddo the exercisewith the whole
classor in simultaneouspairs.If doing it in simultaneous
their answers.
pairs,walkaroundthe classto monitorandassistwhere
necessary. In both cases,get studentsto explaintheir
Transcript~ 2.3
choiceof answers. (Forexample,theyshouldexplain
Gianni SoGoran,how do you knowTamsin? presentsimpleuseof be,know,etc.,astheseverbsare
Goran Oh,were old friends.Wewent to school not normallyusedIn the continuousIn contextssuch
together.Howaboutyou? asthese.)
Gianni I work In the sameoffice.Actually,we sit
nextto eachother. Answers
Goran Oh,right.Soyou'reajournalist,too. a A doing
Areyou writing anythinginterestingat B 'm standing,'m looking
the moment? A 'shappening
Gianni Hmm ... Yes,I am actually.I usuallydo all B 'recomlng
the boringstories,but at the moment A Is
I'mwriting an articleaboutproblemsin B 'm looking,'s saying,Is
primaryschools. B 'sgettlng
Goran Oh,right. b A are
Gianni Andwhat do you do,Goran?
8 don'tknow
Goran I'ma teacher.
A doing
Gianni Oh!Let'schangethe subjectthen.I'm
thirsty.Doyou want a drink? 8 'm standing
Goran Yeah,that would be nice.Thanks. A 's
Gianni Tamsln?Tamsln? She'snot llstenlng. 8 isn'tworking
Goran That'sbecauseshe'stalkingto Paulo. A 's
B 'ssnowing
'8 Getstudentsto writefive sentencesabouteachphoto. (a ~ 2.4 Playthe recordingandget studentsto check
Walkaroundthe classto monitorandassistwhere their answersto 13.Workon anyremainingdifficulties.
necessary.Studentsmayusetensesthat they havenot
coveredyet in this course,e.g~the presentperfectof Her
Transcrfpt~ 2.4
carhosbroken down.However,when makingcorrections
and Improvements, focuson the presentsimplevs
presentcontinuous,etc.,andother pointsthat you
• A Whatareyou doing?
B I'mstandingoutsidemy car.I'm lookingat
havecoveredwith students.Youwill possiblyalsohave somereallydarkclouds.
to decidewhetherto accept,for the time being,'She's A What'shappening?
standingtheresincetwo hours'. B They'recomingcloser.
Withthe wholeclass,elicitsentencesfrom individual A Isit a storm?
students. B Justa minute.Well,I'mlookingat my phone.
It saysa tornadois two kilometresaway.
A Two?You'dbetterget out of there!
B Yes,it'sgettinga bit windy!
b A Whereareyou?
B I don't know.
A Whatareyou doing?
B I'mstandingin the road.
A What'sthe problem?
B My carisn'tworking.
A What'sthe weatherlike?
B It'ssnowing.
A Oh,dear.Thatdoesn'tsoundgood.
~ Englishfor the 21st Century • Unit 2 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

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Get studentsto completethe exerciseson page 35 (i(:)S Makingarrangements

The teacher'snotesfor the exercisesareon page 83
of this book.
D ~ 2.5 Explainthe situation,get studentsto focuson
the questionand play the recording,explainingany
difficulties,for example,I'dloveto (shortanswerfor I'dlove
m Explainthe taskand,with the whole class,elicit one or to go cothe cinema}.
two possiblesituationsto give them the idea,but don't If necessary,
play the recordinga secondtime.Then elicit
pre-empt the restof the task- differentclasseswill the answer.
requiredifferent levelsof help to inspirethem. (Teach
Answer
mobilecoverage,and askthem if there is much coverage
b
in remote partsof their countries.)
Get studentsto work in simultaneouspairs.Walkaround
the classto monitor and assistwhere necessary. Transcript~ 2.5
With the whole class,praisegood points that you heard Tamsin Hi,l.pura.How areyou?
and work on any difficulties,especiallyones relatingto Laura I'm fine,thanks,
the presentcontinuousand the presentsimple. Tamsin Listen,areyou freeon Saturday?
Laura No,I'm afraid I'm busy.I'm meeting
Givepairstime to incorporateyour correctionsand
a fnend.
improvementsInto their conversations,and then asktwo
Tamsin Oh,OK.How about Sunday?
or three pairsto read theirsfor the whole class.
Laura Yes,I'm free.What shallwe do?
Tamsin Would youlike rogo t-0 rhe cinema?
Laura Yes,I'd love to!
Tamsin Great1 Let'smeet at the cinemaat 7.30.
Laura Good idea.Seeyou then!
Present continuous for future arrangements

Go through this informationwith your students- It
may be familiarto some of them, of course.Pointout
that We'renot going to theparty tonight can alsobe
said,using a different contraction:Wearen'tgoing to
theparrytonight.

fJ With the whole class,get students to look at the chart
and explain how it works.
Elicitwhich expressiongoes in each gap.Then get
students to read the conversationin simultaneouspairs.
Answers
,.-----......
---..,, ''
• ,
-
, ... ......
'I
Areyoufreethisevening/tomorrow/on
,,
,
Saturday?
I
,
,, I
I
•
\
I
I
I
' _....I
...... ,
JJ
• I
\
~-----.,.-
\
\
-'
I
,...;,,--,----......
Yes,I'mfree.Whatshallwedo?
,~
) No,I'mafraidI'mbusy.I'mmeeting
a friend/playing
football.
,'
.•
I
I
• , ,'
,,
'
\ Would
~ouliketo goto thecinema/have
dinner? , ,'
'' ,' ,,- ...,
\
'' , , ' 'I

-~
,,: ----- • JJ'
I
, I
',..,_.,, ~
Yes,I'dloveto. J ·-- Oh,OK.~owabouttomorrow

evening/next
Wednesday?
'' '
•
' --. •
Great!let's meetat thecinemaat 6.0O/atmyhougeat 4.00.
,
,,
•
JJ,
•
Goodidea.Seeyouthen.
J
ID Get students to identify the sentencein 2 that usesthe Get individual pairsto repeat their conversations
presentcontinuous. I'mmeetinga friend/ployingfoorboll. for the whole class,incorporatingany corrections
Askwhether it is talking about the presentor the future and improvements.
- the future,as it is answeringthe question about this
evening/tomorrow/on Saturday? @f>e Textmessages
ID Explainthat studentsaregoing to makearrangements D Givestudents time to read the email and the text
with other students.Get chemto turn to page 171in
their course books. message.Then elicit the differences- the text uses
abbreviations.
In this activity,students write three entries in their own
diary.Usethe example dialogue and the activities in fJ With the whole class,get studentsto readout the
the box to help them. Then they askif other students highlighted words in the text asinstructed.Students
are free to join them in their activities.They will also then comparewhat they havereadwith the ideasin the
make arrangementswith two other students by asking Focusbox.
and answeringquestions.Get students to write down
the namesof two other students in their diary and the
activity they will join them to do in the correct time slot.
Youmay wish to pre-teachor remind students of useful Text messages
responses,such as I'mafraidI'malreadygoing to have Get students to look at the abbreviationsIn the box
dinneron Saturdaynight, soI can'tgo on Fridaynight/ and then saythem and their full forms aloud.
Yes,I'dloveto. Then,with books closed,test students by getting
Stop the activity when most students havefinished.With them to spell out the text abbreviationsfor in my
the whole class,praisegood points that you heard and opinion,tonight, etc. Write them on the board.
work on any difficulties, especiallyones relating to the
present simple and presentcontinuous.

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0 Withthe whole class,get studentsto cometo the board Whenstudentsareready,get them to text their partners
to write eachof the sentencesusingtext abbreviations. andtext you at the sametime.Theirpartnersshould
Workon anydifficulties. then replyalongthe linesgiven in the scenario,again
textingyou at the sametime.
Answers
• You'rewrong,IMO. Studythe copiesof the texts beforethe next lesson,and
b canwe meet2nite?llv1K don't forgetto comebackto them then.Startthe next
c THXfor the present.It'sgr8! lessonby praisinggood pointsIn the texts,and showing
how they can be Improved.
Get studentsto completethe exerciseon page35

of the coursebook now,or comebackto it later.
The teacher'snotesfor the exerciseareon page83 of
this book. (i)(9@ Slideshow
Forextrasupport,explainthat the first stageof writing
isdecidingon the purposeof your message. Youmight Now playthe slideshowand do the relatedlistening,
needto explainpurpose,and givethe alternativesaim discussionand writing activities.Youwill find the slideshows
and objective.Tellstudentsthat commonwriting goals in the interactivecoursebookor in the resourcessectionof
include:inviting,refusing,acceptingand apologizing,and the website:www.garneteducatlon.com/c21.
write them on the board.StudentswilI needthesefor Formoreinformationon how to workwith the slideshows,
exercise5.Withthe whole class,elicitfive morereasons seepage7 of this book.
for writing something.
Q Dothis asa fast-pacedwhole-classactivity,explaining

anydifficulties.
Answers
a apologizing
b thanking
c askingfor help
0 Explainthe taskand underlinethe light-heartednature
of the activity.
Remindstudentsof someof the commonreasonsfor
writing:inviting,refusing,acceptingand apologizing.
Elicitsomespecificexamplesof theseto give students
the idea.Getstudentsto suggesta very briefscenariofor
eachaim,includingthe answer,and write them on the
board,e.g.,invitation to party, my flat, Sat7 p.m.Answer:
not able to go - givereason- going to the dnema instead.
Toadd authenticity,allow studentsto usetheirphones
to write their text messages.So,for this activity,people
on differentsidesof the class,not sitting neareachother,
can be paired.MakeIt clearwho ls pairedwith whom.
Allocatea particulartype of text to eachpair,
e.g.,Inviting.
Getstudentsto preparetheir texts.Walkaroundthe class
to monitorand assistwherenecessary.

Travel experiences
Vocabulary
• Adjectives for describing life in different countries
• Sources of travel information
With the whole class,get students to look at and comment
Grammar on the photos in relation to the Talking point questions.
Encourage them to use ft could be ... , It may be ... , ft might be
• Present perfect ..., because... Ensure they give reasons for their choices and
say why the places are unique. (Thethreephotosareof Machu
Languageskills Picchuin Peru,Hagia Sophiain Istanbul,Turkey,and Stonehenge
in the UK.)
• Reading: Reading to identify main points Work on vocabulary, like exceptional,unusual,strange,
• Reading: Reading to understand opinions beautiful,curious,ere.
• Reading: Reading for specific information Then get students to talk about unique places in their own
• Speaking: Discussing and describing your country country/countries.
• Speaking: Describing photos
• Speaking: Sharing personal opinions and choices
• Listening: Listening for specific information
• Writing: Writing a review
life skills
• Avoiding national stereotypes
Study skills
• Key words
Critical thinking
• Facts and opinions

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as'empathy'{teach).Allow them to usebilingual and

English-Englishdictionariesfor this.
Get them to talkabout specialwords in their own
culture(s).Workon the languageof definitionsand
e@e Describinglife 1ndifferentcountries

explanations,for example,expressionssuch as
// means... , Ir'slike... , kindof,r:ypeof,etc.
D With the whole class,get studentsto match the If they find questionc difficult, move on to the next
countriesto the photos,giving their reasons. exercise,but studentsmight come up with cultures
that havewords for particularemotions,like saudode
Answers (Portuguese)and huzun(Turkish),both meaning
a South Korea
'a mixtureof nostalgia,sadnessand regretfor a
b Greece lost past'.
c Finland
d India D With the whole class,get studentsto look backat the
four postsand sayif the highlighted words are positive,
II Startby askingstudentswhat elsethey know about negativeor both. Asever,discussthe reasoningbehind
eachof the countriesin the photos in 1. their choices.
Get studentsto cover the four blog postsfrom the
Answers
websiteand to lookjust at the questions:Whatisspecial
noisy - negative.Comparewith 'loud: which is
aboutyourcountry?and Whatdoyou likeor dislikeaboutit?
more neutral.
Askstudentsto guesshow the peoplefrom eachofthe
crazy- usuallynegative,though sometimescrazyideas/
four countriesanswerthesequestions.Treatthis tactfully.
people arepositivelyviewed!
Forexample,they might anticipatethat the Finnish
simple - either,depending on context
personlikeslakesand forestsbut dislikeslong winters.
horrible - negative
Havea brief whole-classdiscussion,getting studentsto boring - negative
readthe postssilently to themselves.Walkaround the modern - usuallypositive
classandexplainanydifficulties. polite - positive
Then havea whole-classdiscussionabout whether
they correctlyguessedwhat peoplewould write in the
blog posts.
Elicitwhat is specialabout eachcountry.
Answers Discussthe concept of stereotypeswith students,using
India: jugaad - new and cleverway to make 'All Britishpeople likedr1nk1ng
tea,eatmg Oshand chips
or fix something and watching football'.as.anexample.Explainthat
Finland: sisu- deciding what they want and stereotypescan beunhelpful becausethey often aren't
fighting hard to get it true,and they can upset people.Workon pronuncrauon
Greece: meraki- makingsomethingwith love of stereotypeand explainthat the word is alsousedasa
South Korea: nunchi - understandingother verb,wfth the samepronunciation,Pointout the related
people'sfeelingsand moods form srereotyping.
Get studentsto complete the exerciseson page46
IJ Get studentsto discussthesequestionseither with the
whole class,or in simultaneouspairs.The nature of the
discussionwill depend on whether they come from the The teacher'snotes for the exercisesareon pages83-84
samelanguage/culturalbackgroundor not. of this book.
If discussingIn simultaneouspairs,walk aroundthe class Forextrasupport,askstudems If rhey can think of
to monitor and assistwhere necessary. stereotypesabout people from their countries,and
whether or nor they aretrue. rrearthis tactfully
Get individualstudentsor pairsto saywhat they came
up with. Askthem if they were able to translateJugoad,
etc.,into their own language(s)and alsoaskthem to
translatethe four words into English.Forexample,they
might translateJugaodas'skillat Improvisingthings to
Anda fix' (teach'improvise'),sisuas'determined'(teach
this word),merokias'making things with love'and nunchi
W///////////////////////////////////////////////////////////////////////U//////////////////H////////////////U English for the 21" Century• Unit 3 ~

Walkaround the class,monitoring and assisting
where necessary.
Antonyms
and work on any difficulties.Get studentsto repeat
Explainthat antonymsare more usuallycalled the exercise,incorporatingany correctionsand
'opposites'.Go through the informationwith improvementsthat you made.
the students.
Get membersof differentgroupsto saywhat they came
Get studentsto suggestdifferent prefixesfor up with, and havea tactful discussionwith the whole
oppositesin addition to the examplein the box - in- classabout the issuesraised.(Don'tshow agreement
inconvenient- for example,unhappy, impossible and with studentswhen they talk about negativethings in
illegal. Don't go into detail asto the reasonsfor the their own countries!)Ensurethat studentsincorporate
differentprefixes,but tell them that /m- and ii- take any correctionsand improvementsfrom the previous
into account the vowel that follows. step In this exercise.
CJ Referstudentsto the researchactivityon page 172of
IEI Explainthe taskand get studentsto work on It In the coursebook. 1rstudentshaveinternet accessin
simultaneouspairs.Asever,walk around the classto class,you can do this asa quick classroomtask.If not,
monitor and assistwhere necessary. set the researchfor homeworkand askstudentsto find
With the whole class,elicit the answers,explainingany out what eachof the words mean.Different sourceswill
difficulties.Workon the pronunciationand stressof haveslightlydifferent interpretations,so ft is usefulto
thesewords. collect ideaswith a brief whole-classdiscussion.
Possibleanswers
Answers
wa - a Japaneseterm usedto describeharmony,unity
a crazy sensible(Checkthat studentsdon't
and conformity
confusethis with 'sensitive'.)
b quiet noisy hygge - a Danishterm that describescoziness,suchas
c lovely horrible sitting together relaxedon a cold winter'snight
d complicated simple bulldog spirit- a Britishterm that describesthe
e boring interesting behaviourexemplifiedin the bulldog breed of dogs -
f modern traditional(Comparewith 'old- calmnessin adversity,determinationand defiance
fashioned'- negative.)
g rude polite
GI Get studentsto do this in simultaneouspairs,with each
studentworking at first individuallyand then comparing
their resultswith their partner's.
With the whole class,elicit the answersand get students
to saywhy they arecorrect. eale Presentperfect
Answers D With the whole class,go quickly through the words in
a noisy the box (which shouldn't presentanydifficulties)and get
b modern individualstudentsto usethem to talk about the photos.
c simple Remindthem about It could be ... , It might be ... , etc.
d polite Do not confirm answersat this stage.
e crazy
f horrible fJ ~ 3.1 Explainthe taskand playthe recordingonce.
Workon anydifficultiesand get studentsto sayif their
fJ Again,in simultaneouspairs,get studentsto say
earlierguesseswere correct or not.
which sentencesaretrue for them,explainingtheir
answers.Walkaround the classto monitor and assist
where necessary.
With the whole class,get membersof someof the pairs
to repeattheir sentences.Workon anydifficulties.
II Explainthe taskand get studentsto work in groupsof
three or four on the questions.(Tellthem that dis- in
dislikeis alsoa kind of negativeprefix.)

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c Hedoesn't usesafetyequipment.
Transcript~ 3.1 d Forthe viewsand to takeselfies.
Photoa Photob
A H,3Ve you seenthis photo? e A 'favela'is a very poor areaof cities in Brazil.
B Wow!Who'sthat? (Teachthe word slum.)
A Hisname is HansMuller.He'sclimbedsome of f Riode Janeiro
the most dangerousplacesin the world without g Becausethey noticed that the people living there
any safetyequipment. aregood at painting.
B What?Do you mean he doesn't useropes h The outsideof houses.
or anything?
A Exactly!And hetakesa photo of himselfatthe top.
0 Write the answerto the first questionon the board
and underlinethe presentprefecttense.
B That soundsvery dangerous.Hashe ever Had
an accident? Then,with the whole class,elicit the answersto the
A No,he hasn't He must be a very good climber. other questions.
B Burwhy does he do it? Answers
A He sayshe likesthe views! a hasclimbed
B Well,we all like taking selfies,but haveyou ever b A Has,had
takena selfielike that? B hasn't
A No,I haven't! c A have,painted
Photo b B havepainted
A Haveyou everpainted something7 d havehad
B Yes,I have.I painted my bedroom lastyear.Why'
A Well,there'sa good story here.Youknow those
reallypoor are.as of cities in Brazil?
ffi
B Yeah,they'recalled'favelas:aren'tthey?
A That'sright Well,these two artistswent to Rio Get studentsto complete the exerciseson page47
deJaneiroin Brazil. Theynoticedthat a lot of the of the coursebook now, or come backto Lhemlater.
people living In the favelaswereverygood al
The relatedteacher'snotes for the exercisesareon
painting.Sothey organizeda big pa1ntingproject.
page 84.
B Whathavethey painted?
A They'vepafntedthe outsideof the housesin the
favela.Youcan seein the photo.They'veusedall
sortsof coloursand shapes.
B They'reamazing.How manybulldingshavethey
81)------------'
paintedso far? Present perfect
A They'vedone one part of the FavelaButthey've Talkstudentsthrough the Information.Asthey
had someproblemsbecausethe Favela 1s a should know this already,elicit from studentsthat
bit dangerous. hasis usedwith he,sheand ir, and havewith /,you,
B Really? we and they.
A YeahButthey areplanningto carryon
Answers
a dangerous,mountain,selfie
b Brazil,housing,painr
~ 3.2 Playthe recording.Get studentsto listen to
8 ~ 3.1Playthe recordingagainand get studentsto the recordingagainand repeatthe exampleswith
answerthe questions.Theywill haveansweredsomeof the correctpronunciationof have.
them alreadyin 2, but gel them to confirm their answers.
Havea classvote on the favouritestory. Transcript~ 3.2
Answers a I'vemet the Queenof England.
Photoa b Johanhasn'tdriven a car before.
a HansMuller c A Haveyou ever lived in anothercountry?
b Not mentioned,but someof the most dangerous B No, I haven't
placesin the world.
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0 Getstudentsto workon the exerciseindividually. fJ Explainthe taskandget studentsto intervieweach
Walkaroundthe classto monitorandassistwhere other.Walkaroundthe classto monitorandassist
necessary.Encourage studentsto usecontractions wherenecessary.
wheneverpossible. With the whole class,praisegood points that you
With the wholeclass,elicit the answers. heardandwork on any difficulties.Get studentsto
Answers repeatthe exercise,Incorporatingany correctionsand
a haveyou travelled i Havetherebeen Improvementsthat you made.
b haveyou done j he hasn'tenjoyed Thenget membersof pairsto talk abouttheir partners,
C Wf!vedone k We'vestayed for example,Zoejumpedfroma bridgewhenshewason
d we'vebeen l he'sbeen holidaylostyear.
e we'veslept m Hashe missed
f We'veclimbed n he'smissed
9 we'veswum
h we'vemet
0 He'slearnt
~ 3.3 Playthe recording.Getstudentsto checktheir

)
0
answers,workingon anydifficulties.
Havea briefwhole-classdiscussionaboutShona
~-e Travelreviews
Mitchelland herson.Do yourstudentsapprove? 0 Introducethe subjectof travelandget studentsto
discussthe itemsin pairs.
Transcript~ 3.3 Then,with the wholeclass,askmembersof particular
pairsaboutwhat they cameup with and havea general
Interviewer Wherehaveyou travelledwith your
discussionaboutthe Items,e.g~Whichguidebooks
sonandwhat haveyou done?
do they recommend,In their own language(s)andIn
ShonaMitchell Wheredo I start?W~ done so
English?Dothey lookat the reviewson TripAdvisoror
manyamazingthingstogether.
other sites?,etc.
Sofar we'vebeento the Sahara
andwe'vesleptin the Amazon fJ Getstudentsto lookat the informationaboutthe Frida
Rainforest.We'veclimbed KahloMuseumin pairs.Pointout that theyshouldjust
mountainsandwe'veswumwith readthe museuminformation,not the two reviews
dolphins.And,of course,we'vemet belowit. Studentsshoulddiscussanddecidetogetherif
someamazingmenandwomen theywould liketo visitthe museum.(Theydon't haveto
from manydifferentcountries. agreeaboutthis.)
Interviewer Havetherebeenanyproblems? Walkaroundthe classto monitorand assistwhere
ShonaMltchell Well,he hasn'tenjoyedeverything. necessary. With the whole class,praisegood pointsthat
We'vestayedin someverybasic you heardandwork on anydifficulties.Get studentsto
accommodation. And he'sbeen repeatthe exercise, incorporatinganycorrectionsand
sicka fewtimes. improvementsthat you made.
Interviewer Andwhat about hiseducation?Has
Getseveralpairsto talk abouttheir reasonsfor wanting
he misseda lot of school?
to visitthe museum,or not.
ShonaMitchell Honestly,yes,he'smissedquite a
lot of school.ButI think schoolis 0 With the whole class,get studentsto readthe two
lessimportantthantravellingand reviewsto find which reviewerlikedthe museum
seeingthe world.He'slearntmore better,giving their reasons.
aboutthe worldfrom our travels Answers
thanat school.I planto takehim Travelglrl205 preferredthe museum.ShellkedIt because
on anothertrip soon. It'san'amazingmuseum'(evenIftherearen'tmanyof
Kahlo'sImportantpictures).It helpsyou understandthe
lifeof the artist,especiallyif you usean audioguide.
0 Explainthe task,emphasizingthat studentsshouldnot
just find the answers,but alsomakea noteof where
the relevantinformationcan be found in the reviews.
Studentsshouldthen work on it individually.

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Walkaroundthe classto monitorand assistwhere 0 Getstudentsto do this individuallyin classor for

necessary.
Withthe whole class,elicitthe answers. homework.Explainthe taskand ensurethat students
Answers understandthat theirwriting shoulddivideclearlyinto
a +52 55 55545999(museuminformation) threesections:Facts,Opinionsand Advice.
b travelgirl205(thedateof the review) If doing in class,walkaroundthe classto monitorand
c No - Mex$120for adultsand MexS40for students assistwherenecessary and ensurethat studentsare
(museuminformation) followingthe three-partformat.
d Tuesday-Sunday (museuminformation) Withthe whole class,evenif studentshaven'tfinished,
e 'It'sdifficult to find:(secondreview) workon anycommondifficulties.Getstudentsto finish
f Nerys459- 'It'sa beautifulhouse'. the taskfor homeworkand to alsomakea posterof
g Yes(firstreview- 'It'san amazingmuseum;so theirwork.Askstudentsto emailtheir workto you
presumablyinteresting,too) for checkingbeforethey do this.Don'ttry to correct
h Because'... it'sgreatto listento storiesof Frida's everythingin their work,but bring theirattentionto the
life .. .' (firstreview) mainproblems.
Questionsa-d areaskingfor factsand questionse-h In the nextclass,get studentsto put theirposterson the
areaskingabout opinions. wallsof the classroom. Studentsgo aroundand lookat
others'recommendations and discussthem together.
D Dothis in the next class,afterstudentshavehada
chanceto readall of the posters.
Explainthat factsarepiecesof Informationthat aretrue. Dividethe classinto groupsof threeand get them to
Factsareoften thingsyou canmeasureand can be explainto eachotherwhy they chosethe placethat
expressedin numbers,e.g.,There ore 1Sstudentsin this they did.
class.Opinionsarethings that somepeoplebelieve.They Walkaroundthe classto monitorand assistwhere
areusuallythingswhich you can'tmeasure, and often necessary.With the whole class,get membersfrom
containadjectives,e.g.,Thestudentsin thisclassore particulargroupsto explainwhat happenedin
hard-working. their groups.
Get studentsto completethe exercises on page48 now,
or come backto them later.
Theteacher'snotesfor the exercises areon page84.
Forextrasupport,askstudentsto find threefactsand
threeopinionsin the travelwebsiteon page44 of the
coursebook.
Poaibleanswers
Threefacts
The museumis in the Coyoadn areaof MexicoCity.
Theentrancefeefor studentsis Mex$40.
It'sclosedon Mondays.
Threeopinions
It canbe busylaterin the day.
It'sdifficult to find.
It'sa bit expensive for adults.
0 Doasa fast-pacedwhole-classactivity.
Answers
a Therecan be a queuefor ticketsat the museum.
b It canget quite busylaterin the day.
c It'sgreatto listento storiesofFrida'slife.
d TheCoyoacanareais reallybeautiful.
W////////H//////////////////////////////H/////////////////////////////H//////////////////,W///////////////H English for the 21st Century • Unit 3 ~

Farawayplaces
Vocabulary
• Types of holiday
Grammar With the whole class,get students to look at and comment

on the photo in relation to the Talking point questions. First,
• Verb phrases elicit some factors that students might like to consider for
• Present perfect and past simple both days out and holiday, for example who they are going
with, the cost, what sort of places they like to visit, how they
Languageskills get there, how far away it is, the purpose, and where they
choose to stay. They then discuss their individual choices
• Reading: Skimming and reflect on what that says about their values, for example
• Reading: Reading for detail luxury versus budget, and who they prefer to travel with.
• Speaking: Discussing holiday options
• Listening & Speaking: Completing and discussing
a survey
• Listening: Listening to identify false information
• Listening: Listening to order information
• Writing: Writing an advert
• Writing: Writing a diary entry
• Reading & Listening: Reading and listening to
complete graphs
ffi 11..--· ___.J
Critical thinking
• Evaluating
Studyskills
• Readingand describing graphs

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@(9CR)Verb phrases:Typesof holiday

D With the whole class,talk with studentsabout the fact
e Holidayadverts
that some verbs are used with prepositionsto make
verb phrases.(Stickto this expressionrather than 'phrasal
verb: which is mostly used when the meaning cannot be
D Introduce the subject by talking briefly about a holiday 'guessed'fromthe verb+ preposition combination.)
you went on recently,or makeone up! Explainthe task Then get students to look through the holiday adverts
and get students to talk in simultaneouspairsabout again to find verb phrasesto complete the information
where they have been on holiday and what they did. in the Focusbox.
With the whole class,get two or three students to talk
about their partner'sholiday,not their own. Do not work
on language improvement or correction yer.Thiscan
come at the next stage.
Verbs phrases
fJ With the whole class,get students ro look at the photos Go through the completed Focusbox and ask
and advertsand to answerthe question.(The Dubai studentsto suggestother prepositions(for example:
holiday is probably more expensive,becauseit describes up,nextto,along,on).
a luxury hotel experience.)
Answers
IJ Get students to read the adverts in simultaneous a go
pairsand complete the table.Walkaround the classto b ask
monitor and assistwhere necessary. c stay
Draw the table on the board and,with the whole class, d look
elicit the information to complete it. (Pointout that the
expressionsI5-dayholidayand five-starhorelare not
plurals- -shasnot beenaddedto holidayandstar- fJ Do this as a fast-pacedwhole-classactivity.
becausethey are used asadjectivesin theseexpressions, Answers
and adjectivesdo not change.) a at
Then havea whole-classdiscussionwith individual b for
students sayingwhich holiday they would like to go on c for
and why. d after
e about
Answers f with
Seetable below. g for
h to
I
ii
Transport JL Duration Accommodation Staff II Food
----
Cambodia 15 d..o..ys t ra.dito0ra.lWO£tl€l'lfo.11fromCo..rnbodiOJloca.1
mo..rkrls
~5€5
I
fl9ht/
helicopter fromo..rowic!-
Dubai -Hve-starhotel
sp€edboa.tcru.ise the u.x,rlci.
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If doing for homework,don't forget to collect it in when
you next seeyour students,and to provide feedback
when you havelooked at their work.
~ 4.1 Playthe recordingand askindividual students
to saywhich part of eachword is not stressed.The Cl Get studentsto readother students'advertsin
unstressedsyllablehasa neutral sound known as simultaneouspairsand provide brief descriptionsof the
photo(s)they would useif necessary.
schwa/<>/.
Write'/ wouldliketo go on X'sholidaybecause.. .'on che
Answers boardand get studentsto usethis expression,when you
Unstressedsyllablesare underlined. askwhich holiday they would preferto go on.
a scenfry e private
b suggest f waiters
c locg,[ g int~nalional (j(?) Asurvey
d villQges
D ~ 4.2 Tellstudentsthey will heara researcherasking
questionsabout people'sholidays.Get them to look
Transcript~ 4.1
through the four areasthat the researcherwill askabout,
a scenery and to anticipatewhat they think cheywill hear.For
b suggest example,in 1,studentsmight well anticipate that the
c local speakerwill say'I fly becauseit's the quickestway to get
d villages somewhere'.
e prlvate
Playthe recording,stopping after each section 1-4, and
f waiters
get studentsto see if they hearwhat they thought they
g international
were going to hear.
Answers
1 the quickestand the cheapest
8 Haveexchangeswith individualstudents to give
2 want to feelcomfortable
everyonethe idea.
3 I don't want to get ill
Thenget studentsto work in pairs.Walkaround the 4 don't need a guide
classto monitor and assistwhere necessary.Ensure
that 8 is using the correct presentperfect participles
if they answerwith never.Alsoensurethat they use the Transcript ~ 4.2
past simplewhen giving a specifictime, e.g.,I stayedat Interviewer Thankyou for agreeingto do this
the Ritzin Parislostyear.Thisanticipateswhat they will surveyTherearejust fovr questions.
seein section4B,so don't spend too much time on So,let'sstartwith the firstquestion.
it here. Howdo you traveI when you go on
With the whole class,work on any problems,for example, holiday?
the participlesand pastsimple formsjust mentioned. a Well,I usuallyfly becauseIt's the
quickestand the cheapestway to get
Thenget individual pairsto repeattheir exchanges,
somewhere.
ensuringthat they incorporateyour suggestions.
Interviewer Great.
a Havea whole-classdiscussionabout different types of b And I drive becauseI like to see
holidayand write the typesof holiday that students different placeson the way.The
mention on the board.Somepossibleideasmay include: Journeyis like a holiday,too.
cruiseholidays,camping,caravanning,touring (driving), Interviewer OK.
scubadiving and activity centre holidays. C Me?I go by train becauseit's better
IEIThiscan be done in classif there istime,or for homework for the environment.And it's quiet
and peacefuJ.
if not.Go rhrough the holiday-relatedvocabularychat
studentshaveseenin the unit, eliciting it from students Interviewer Thankyou. So let's move on to the
by giving 'clues'.Emphasizethat this is the sort of next question.Wheredo you usually
vocabularythat they should try to usein their advert. stayon holiday?
a Forme, I staywith a locai family.You
If doing in class,walk around the classto monitor and
can learnabout their llvesand they
assistwhere necessary.(If possible,get studentsto find
will get some money.
photos to go with their adverts.If this isn't possible,
Interviewer OK.
studentscan describerhe photos,etc.,they would use,
or sketchthem.)

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b And I stay at a five-starhotel. Possible

answers
It'sexpensive, but I want to feel 1a, 2c,3a,4b Economy/budgettraveller- not
comfortableon my holiday. muchtime
1b, 2a,3b,4a Curious(teachthis word)traveller
c Well,I stayat the cheapesthotel I can
1c, 2b,3c,4c Travellerwith money- not curious
find.ThenI canspendmy moneyon
moreInterestingthings.
Interviewer Greatanswers. OK Nextquestion.
Wheredo you normallyeat?
a I go to the localmarketsfor freshfood
andI eat streetfood. I learnthe names
of thingsin the locallanguage.
b I find a restaurantwhereallthe local e(j Q e) Presentperfectand pastsimple
peopleareeatingandI askthe waiter
to choosethe food for me. D Withthe wholeclass,get studentsto talk aboutthe
Interviewer I see. photos.Helpthem with vocabulary,if necessary:
c And I go to a restaurantI know boomingcity,roadconstruction,
etc.
likeMcDonald's. It'sprobablymore
fJ ~ 4.3 Getstudentsto readthroughthe statements
expensive, but I don'twant to get ill.
and playthe recordingonce.Ellcltthe answer.
Interviewer Brilliant.And lastquestion.Howdo
you find yourwayaround? Answer
a I uselocalguidesto tell me everything b
aboutthe cultureandI learnsome
wordsto speakto localpeople.
Transcript~ 4.3
b I walkaroundand lookat things,but I
don't needa guide. My nameis Daiyu.I wasborn in 1972and I am from
c I'm not interestedin visitingplaces the city of Shenzhenin SouthernChina.My city has
or learningaboutanything.I'm here changedsomuchin my lifetime,it'sincredible.When
to havefun andrelax.It'sa holiday, I wasa child it wasjust a fishingvillage,but Shenzhen
not school. hasbecomea veryimportantworld city.In 1980,the
Chinesegovernmentmadeit a'specialeconomic
zone'and It beganto changeveryquickly.The
fJ Topreparestudentsfor the task,askthe fourquestions populationhasgrownsomuch!In 1979,It wasabout
of the surveyto four individualstudentsandelicit 314,000. Now it is morethan ten million.Injust five
theiranswers. years,from 1990to 1995,the populationgrewfrom
Thenget studentsto workon the taskin simultaneous 1;2.14,000 to 4,491,000.
pairs.walkaroundthe classto monitorandassist Mostof the peoplein Shenzhenhavemovedfrom
wherenecessary. other partsof Chinaand millionsof them leavethe
Thenget one or two pairsto repeattheir exchangefor city at the weekendandgo backto seetheir families.
the wholeclass. But,of course,it's notjust the populationthat has
grown.Thirtyyearsagothereweren'tanytall buildings
In Shenzhen, but todaythereare23bulldlngsover
200metreshigh.MyfavouriteIsthe ShunHing
Square. Workersfinishedbuildingit in 1996andat that
Get studentsto completethe exerciseson page60 of time it wasthe tallestbuildingin Asia.
the coursebook now,or comebackto them later. It'sdifficultto sayif alI thesechangeshavebeen
Theteacher'snotesfor the exercises
areon page84 of positiveor negative.A lot of thingshaveimproved,
this book. of course.Wehavebetterroadsandan international
airport,andwe evenhavea metrosystem.It opened
in 2004.Andall the developmenthascreateda lot of
0 Workon this with the wholeclass.Getstudentsto group jobs.Butnot everythinghasbeengood.Pollution
the valuesthat emergefrom the survey. Thegroupsthey hasgot worseand,of course,the city is more
will find areprobablyasfollows,but studentsmaycome crowdednow.
up with otheradjectives.

ID ~ 4.3 Get individual studentsto saythe yearscorrectly Possible answers
a (The population hasgone up by 480,000.)
- for yearsbeginning 19only accept nineteenseventy-
two, etc.,(not'one thousand nine hundred and seventy- b The world population has increasedby 2.3 billion.
two'). For2004, accept'twenty-oh-four' or'two thousand c The number of people over 65 in Japanhasgone up
and four'. from 11.6%to 26%since 1989.
d A loaf of bread in the UKhasgone up from 9 pence in
Then get students to look through the eventsa-e.
1970to 137pence today.
Explainany difficulties,e.g.,zone(= area).Point out the
e The averagelife expectancy in the UKhasgone up
correct form in sentenceb - Daiyuwasborn (not 'is born'
from 72 in 1970to 81 today.
or 'hasbeen born').
The number of murders In New YorkCity hasgone
Playthe recording again and elicit the answers.Work on down from 2,245in 1990to 318 in 2019.
any remaining difficulties.
Possiblereasons:
Answers a The types of jobs have changed.Somepeople have
a 1996 moved away,and other people have moved in.
b 1972 b Better healthcare,fewer children dying at birth or
C 2004 while young.
., _ d 1980
e 1979
Present perfect and past simple

____,,
c Better healthcare,Japanesediet (raw fish,etc.},fewer
people being born, increasingthe percentageof
older people.
d Increasedcosts,in line with inflation (teach this word).
e Better healthcare,fewer people who smoke,etc.
f Better policing.
Takestudents through the Information In the box GI Explainthe taskand get one student to talkabout their
and get them to complete the rules.Tell them that own city, to give other students the idea.
the rule given for the present perfect only coversone Get students to write their sentencesthen compare
useof thistense;thereareothers. answers
in simultaneous
pairs.Walkaroundtheclassto
Answers monitor and assistwhere necessary.
a past simple With the whole class,elicit sentencesfrom different
b present perfect students.
Model answers
0 Get students to work on this individually.Walkaround In the last 20 years,Bristolhas become more interesting.
the classto monitor and assistwhere necessary. No big projects have been built, despite many plans.
The traffic hasgot worse.
With the whole class,elicit the answersand work on
The number of cyclistshasgrown.
any difficulties.
The restaurantshave improved.
Askstudentswhich participlesare regular (a,d and e) The city has lost its character.
and which are irregular(b, c and f}. Askfor the Infinitive
(baseform) and past simple of theseverbs (become,
became;grow,grew;get,got).
Answers
a haschanged Get students to complete the exerciseson page 61 of
b hasbecome the coursebook now, or come back to them later.
c hasgrown
The teacher'snotes for the exercisesare on page 85 of
d have improved this book.
e hascreated
f hasgot (Accept the AmericanEnglish'gotten'
if a student mentions it.) g Draw the incomplete line graph on the board and get
IEI Explainthe taskand do this asa fast-paced individual students to readout sentencesin the text
and to come up and draw the line on the graph on
whole-classactivity.
the board.
Get studentsto briefly discussreasonsfor the
Get students to copy this into their own course
changes,bur don't get into complex economic/
books.Walkaround the classto check they have
demographic issues.
done this correctly.

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Answers
Studentsneedto plot the followingfigureson
their graphs:
1950-11 million
2000- 34 million
2005- 35 million (i)<E)ti)Slideshow
2020- 37.3million
Now playthe slideshowand do the relatedlistening,
Q ~ 4.4 Tellstudentsthat they aregoing to heara discussionand writing activities.Youwill find the slideshows
recordingabout the populationsofTokyo,NewYork in the interactivecoursebookor in the resourcessectionof
and MexicoCityoverthe last20+years.Tellthem that the website:www.garneteducation.com/c21.
they haveto drawin anotherlineon the graph,this time Formoreinformationon how to workwith the slideshows,
about the populationof NewYork.Ensurethat students seepage7 of this book.
arenot distractedby the Informationabout MexicoCity,
which they do not needto do this exercise.
Playthe recordingand get studentsto drawin the line.
Playthe recordingagainif necessary.Withthe whole
class,get one studentto cometo the boardanddraw
the linefor NewYorkon the graph.
Answers
Studentsneedto plot the followingfigureson
their line graphs:
1950-12 million
1975-16 million
2000- 18million
2005- 19million
2015- 20 million
Transcript~ 4.4
NewYorkhadthe biggestpopulationin the world in
1950.Thepopulationwasabout 12million- about
one million morethanTokyo.AsTokyo'spopulation
doubled,NewYork'spopulationwent from 12million
in 1950to just 16millionin 1975.Between1975and
2000,MexicoCitybecamethe secondlargestcity
and NewYorkmovedto third place.Its populationIn
the year2000wasnearly18 million.Between2000
and 2005,the populationgrew by about one million,
and averthe nextten yearsit went up by another
millionto over20 million.So,in 65 yearsNewYork's
populationincreasedby abouteight millionand
Tokyo'sincreasedby over24 million.
aI:JI Studentscan completethis for homeworkand

presenttheir graphsin the next class.

Changing times
Vocabulary
• Survival in dangerous situations
• Language learning
With the whole class,get students to look at and comment
Grammar on the photo in relation to the Talking point question. First,
elicit what the photo shows and implies; for example, the
• Using will and won't for predictions technological advances in smartphones. Then discuss what
the likely impacts will be.
Languageskills
• Reading: Reading to confirm predictions
• Reading: Reading for detail
• Reading: Reading for gist
• Speaking: Discussing facts, ideas and experiences
• Speaking: Ranking items and giving reasons
• Speaking: Speculating about the future
• Speaking: Ranking ideas based on personal
preference
• Listening: Listening to make notes
• Listening: Listening for specific information
• Listening: Listening to identify opinions
• Writing: Writing guidelines
Critical thinking
• Prioritizing
Creativity
• Giving a presentation
Critical thinking
• Readingbetween the lines

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Discussthe questionswith the whole class.(Don't

be surprisedby any unsentimentalattitudes towards
hunting.)Forquestion f.teach decisiveand indecisive.
IJ Discussthe objectswith the whole class.Answersshould
be fairlyself-explanatory(d is a rubber mat for sleeping
@e(E)(i Survival on) and studentswill listen to checkin 8.
D Get studentsto look at the photo. Get individual 8 ~ 5.1Playthe recording.Tellstudentsthat the letters
studentsto sayone sentenceeach,helping them with a-d referto the photos in 7.The recordingalsocontains
any vocabulary,e.g.,Wecan seea man cookingsomething detailsof other objects.Studentsonly need to take notes
on a stove(teachthis word) in front of a tent. Theplace on objectsa-d. Playthe recordingagain for studentsto
looksverywild and remote(teachthis word),etc. check their notes.
fJ Get studentsto readthe article.Pointout that survival/ Answers
surviveareexplainedin the first paragraph.Don't explain a water bottle - in a desert,it's important to have
any more vocabularyyet. enough water
IJ Get individualstudentsto talk about the rule of three b GPS- tellsyou whereyou areand givesyou directions
and how to avoid the relatedproblems. c lighter - good to be able to light a fire to keepwarm
and to cook
Answers
d rubber mat - lie down and restand not get wet
The rule of three refersto:
Threeminutes- the length of time most people can
hold their breath.Avoid this problem by corning up to Transcript~ 5.1
breathe!(Workon pronunciationof breathe(verb)and A Sowhat do you think is usefulin a survival
breath(noun).)
situation?
Threedays- the length of time you can survivewithout B What do you mean?Likebeing in the desert?
water.Avoid this problem by drinking water regularly, A Yes,or on a mountain in the snow.Tharsort
but ensurechatwater is clean.Boilit first if necessary. of thing.
Threeweeks- the length of time you can go without B Well,in the desert the mostimportantthing is to
food.Avoid this problem by eating,but be carefulnot to haveenough water.SoI think a water bottle is
eat anything poisonous. the most useful
A Yes,I agree.
D Get studentsto work on this in simultaneouspairs.Walk
B What about being lost?Youneed something to
around the classto monitor and assistwhere necessary.
find your way.
With the whole class,elicit the answers. A Definitely.The best thing is a GPS.
Answers B What'sthat?
a shelter A GPSis short for GlobalPositioningSystem.It'sa
b exhausted gadget that tells you where you are.It hasa map
c thirsty and you can askit for directions.
d hunt B Soundsgood.
e underwater A The only problem ,s when the batteriesrun out
f poisonous B Maybea map is better. I meana paper map.
g decisions A Youneed a compassaswell, though.
h breathe B That'strue.Ano they'rereallyhard to use.What
II Get studentsto work in pairsto choosethree Interesting about In the mountains?What do you need
when It's reallycold?
facts.Walkaround the classto monitor and assist
where necessary. A I think a lighter is reallyuseful.Youcan start a fire
and keepwarm.
With the whole class,askstudentsfor the facts they B Good idea.Youcan alsocook and boil water.
selected,and askwhy they selectedthem. Askthem A How about sleep[ng?
about other ideasfor survival(e.g.,good clothing B Yes.Ithink a mat ls important too.Youcan lie
and boots). down and restand not get wet
GI Get studentsto discussthe questionsin simultaneous A Youmean Hkea rubber mar?
pairs.Walkaroundthe classto monitor and assist B Yes,it rollsup and you can carry it with you.
where necessary. A Soundsgood.
and work on any difficulties.
W////////#//////////////////////////////#/////////////////////////////#//////////////////#////////////////# English for the 21" Century• Unit 5 -

Workon anydifficulties,especiallyrelatingto will and
won't.(Ifstudentsusegoingto - e.g.,Robotsoregoing
to besmarterthanhumansoneday,tell them that this is
possible,but get them to usewill for the purposesof
on page74of
Getstudentsto completetheexercises the exercise.)
thecoursebooknow,orcomebackto them later.
Theteacher's
notesfortheexercises
areon page85of
0 t}>5.2 Explainthe taskandget studentsto lookat the
questions.Playthe firsthalfof the recording{relatingto
thisbook.
questionsa-c) and,if necessary, explainanydifficulties
and playit a secondtime.Followthe sameprocedurefor
lmJ Explainthe taskandget studentsto work in the secondpart of the recording.
simultaneouspairson it. Onestudentin eachpair Answers
shouldworkon Situation1and the other on Situation2. e language
Forthe moment,they shouldJustmaketheir llstsof b Theywill readallour emailsandeverythingwe type.
priorities.Walkaroundthe classto monitorandassist c Yes,at leastaccordingto RaymondKurzweil.
wherenecessary. d sevenmonths
Whenmost studentshavefinished,get studentsto • NASAwill sendrobotsto investigatethe planet.
explaintheir prioritiesto their partnersand then add f Theywill be awayfrom homefor at leasttwo years.
their reasons.Again,walk aroundthe classto monitor
and assistwhere necessary. Transcript(D> 5.2
Thisweek.we arelookingat technologyand how it
heardandwork on any difficulties.Get studentsto will changethe waywe live.First,were going to look
repeatthe exercise,incorporatingany correctionsand at robotsandthen we'll lookat the possibilityof living
improvementsthat you made. on anotherplanetand the rolerobotsmight play.
In groups,or with the wholeclassIf the classIsrelatively Sotlrst,robots.Robotsarebasicallycomputersthat
small,get individualstudentsto explaintheir partner's act llkehumanbeings.Theyarealreadyquite clever,
priorities(nottheir own},givingtheir partner'sreasons.
andone manthinksthat one daytheserobotswill be
Groups(orthe wholeclass)then discussthesepriorities.
clevererthan humans.RaymondKurzweilis a director
at Google,andhe saysthat by 2029,computerswill
understandlanguage. Theywill makejokesandtell
] storiesbetterthanwe can.Theywill readallour

emailsandeverythingwe type.Thenthey will use
this informationto learnaboutusandthe waywe
think.Kurzweilsaysthesecomputerswill knowthe
Usingwilland won'tfor answerto yourquestionbeforeyou'veaskedit But
will theserobotsbe safe?Somepeoplearefrightened
predictions abouthavingverycleverrobots.ButKurzweilisn't
0 Introducethe topic andget studentsto work on it worried.Hesaysthe robotswon't be dangerous.
wlll be our bestfriends.
They
in simultaneouspairs.(Workon pronunciationand
meaningof frightenedif necessary.
Walkaroundthe class Sowhat aboutlivingon anotherplanet,andhow will
to monitorandassistwherenecessaryJ Praisegood robotshelp?Formanyyears,humanshavedreamed
pointsthat you hearandworkon anydifficulties. of goingto Mars.Butit's not beenpossible,for many
Get individualstudentsto sayhow theyfeelandwhy. reasons. Firstly,it'sa verylongjourney.Expertspredict
Tryto avoidtoo much'doomandgloom:{Youcouldalso it will takearoundsevenmonths.And,of course,
teachthis0 Marsisa dangerousplace.Forexample:thereis no
air to breathe;thereisa lot of radiationfromthe
fJ Startby revisingpronunciationof years:twenty-twenty, sun;and the redsandthat coversthe planetmay
twenty-thirty,etc.,throughto twenty-onehundred. be poisonousto humans.However,NASA-the US
Also,remindstudentsthat the negativeof will is won't NationalAeronautics andSpaceAdministration-
(= will not). thlnksthat therearesolutionsto theseproblems.
Getstudentsto usewill and won'tto talkaboutthe four NASAplansto sendastronautsto MarsIn the 2030s,
predictions,givingtheir reasons.
(Getthem to make andthinksthat maybe,in the future,peoplewill
links,whereappropriate,with anypredictionsthey made evenlivethere.Buthowwill they survive?First,NASA
in the previousexercise.) will sendrobotsto Marsto investigatethe planet.

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With the whole class,get individualstudentsto saywhat

One robot, the Curiosity,landed in 2012;another,
they wrote.Treatthis tactfully.
the Perseverance,landed In 202I. Other robotswill
follow. Sdentistshope that the robots will bring back GJModel the exampledialogueswith one or two individual
soll and Informationabout the weather.The robots students.Draw attention to the contraCLedform in the
will even usespecialequipment to makeoxygen replies.Studentswork in simultaneouspairsto practise
for people to breathe!All of this researchwill help dialoguesbasedon the items in 5. Walkaroundthe class
astronautstravel safely.BuLthe first astronautswill to monitor and assistwhere necessary.
makea very big decision:they will be awayfrom Choosepairsto practisea dialogue for the class,
home for at leasttwo years. incorporatingany correctionsand improvementsthat
you made.
0 Get studentsto discussthe questionsin simultaneous D Explainthe taskand get studentsto work on it in
pairs.Walkaround the classto monitor and assist simultaneousgroupsof three or,in bigger classes,five.
where necessary. Get studentsin eachgroup to vote on the predictions
With the whole class.praisegood points that you heard and when they think they may happen.(Anodd number
and work on any difficulties.Get studentsto repeat of students- three or five - will allow a majority
the exercise,incorporatinganycorrectionsand decisionin eachcase.)Walkaround the classto monitor
improvementsthat you made. and assistwhere necessary.
With the whole class,get representatives
of some of the With the whole class,praisegood points that you heard
pairsto summarizewhat they discussed,incorporating, and work on any difficulties.
where necessary, correctionsand improvementsthat Get a spokespersonfor eachgroup to saywhat the
you made in the previousstep. group'spredictionwas for eachpoint (and when they
think they will happen).
EJThenget studentsto work in the samegroupson the
sixareasmentioned here.Allocatethe first threeareasto
Usingwill and won'tfor predictions halfthegroups to work on andthe secondthreeareasto
Talkthe studentsthrough the informationand get the other half of the groups.
two studentsto readthe dialogue.Ensurethat Getthem to develop their ideasIn draft form before
SpeakerB pronouncesthe contractionswon'rand designingtheir posters.It's probablyeasierto haveone
don'rcorrectly. poster for eacharea,even if the poster isn'tcompletely
full.Walkaroundthe classto monitor and assistwhere
necessary.In this way,you can preventmajor language
errorsfrom appearingon the final posters.
~ 5.3 Playthe recordingand get studentsto repeat

the contractionsindividually.
Transcript~ 5.3 Tellstudentsthat when they aregiving a presentation,they

should think about what they wantto say,and how they
I'll
want to sayit. Theyshouldalsothinkabout what visuals
you'll
theywill use,and remind them that the more they practise,
he'll
the more comfortablecheywill feel.
we'll
they'll Getstudentsto completerheexerciseson pages74-75 of
I won't the coursebook now,or come backto them later
you won't The teacher'snotesfor the exercisesareon page85 of
he won't this book.
we won't
they won't
11 Get membersof eachgroup to presenteachposterto
the other groups.If the classIs large,keep someof the
presentationsuntil the next class.Discusswith the whole
9 Get studentsto completethe answerswith will or won't
classwhich presentationthey liked best and why.
individually,in relationto their own predictionsabout
themselves.
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for the 21" Century• Unit 5 -

mll Decidehow much time you want to spend on this task,
and set It for individualor group work. Referstudents Transcript[) 5.4
to page 172of the coursebook. Studentschooseone a I'm studyingFrench.Unfortunately,going to France
topic to researchonllne and Andseveralsourcesof Is too expensive,so I think it would be better for
information.Thiscan be done in classor for homework me to find anotherway of studying.Youcan learn
asa written or spokenpresentation.Remindthem to a lot from classesand watchingFrench1V.
uselanguagefrom the lesson.Setasidetime b I'm from the EmiraLes and I lived in Australiafor
for presentations. one year.When I wanted something,a coffeeor
a sandwich,I couldn't askin Arabic,of course.So
I wasalwaysspeakin9English,everyday.I had no
choice!And that'swhy my Englishhasimproved
so much.
c I lived in Argentihafor sixmonths.I wem there to
learnSpanish,but alsoto havefun. I made a lot of
friendsand I had an Argentinianboyfriend.It was
(i)Q) Realand virtual learning so interestingto learnabout a differentculture.It
was the best time of my life!
D Beginby askingstudentswhat they understandby d I went to Londonand trled to Improvemy
virtual(= describingsituations/activitiesthat are not 'real; English.It wasn'ta good experience.I'm quite shy
but aredone on a computer). and I found It reallydtfficultto speakto people.
Get studentsto individuallygrade the sevenoptions for I was nervousbecausethey often couldn't
languagelearning.Theywill hopefullychooseoption g understandme. In the end, I came h0me early.
asthe bestway,in which case,askthem to saywhat the
ideal mix is.Thiswill alsohelp you to understandtheir 11 Get studentsto readthe text, explainingany difficulties,
own prioritiesbetter. and discusswith the whole class.Workon I wouldlike
fJ [) 5.4 Explainthe taskand play the recordingonce to ... and I wouldn'tliketo ... To end the discussion,get
right through.Then play it again,stopping after each studentsto vote on whether they would like to learn
speakerto give studemstime to complete the table. Englishusingavatars.
Answers
Positive/Negative Reasons
a Negative too expensive [) 5.5 Playthe recordingand get individual
studentsto repeatthe positiveand negativeforms.
had to speakEnglishby living
b Positive
in Australia
Transcript~ 5.5
had fun in Argentina,had
a boyfriend,learnt about I do I don't
C Positive you do you don't
another culture,improved
her Spanish shedoes shedoesn't
wedo wedon'l
lonely in London,difficult they do they don't
d Negative to speakto people,came
home early
I
D Do this asa fast-pacedwhole-classactivity,with
Individualstudentssayingwhat they think will happen
in the future in the areaof learningin general,not just
languagelearning.Ensurestudentsusecontractionsand
pronouncethem correctly.

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0 Explainthe taskand get studentsto work in groupsof fJ Do this asan individualtask,either in classor for
threeor four,dependingon classsize. homework.Explainthat studentshavethe headings
walkaroundthe classto monitorand assistwhere in 6 to draw on, and the sentencesfrom 5.They
necessary.Ensurethat studentsdiscussthe lasttwo shouldadd an appropriateand clearheadingand
questionsin the exerciseinstruction.Getone personin add their own ideasundereachof the headings.Each
eachgroup to recordeachstudent'sanswer. point shouldbe bulleted'•'.Studentscan write their
guldellnesIn their notebooksor as postersfor the class.
Withthe whole class,elicitthe answersfrom eachgroup,
Allow classtime for studentsto compareIdeasand
and get them to talk aboutthe numberof studentsin
sharesuggestions.
their groupwho hadtried eachtip, and whichtip(s)they
approvedof most.
Answers
a 2
b 7
C 5
d 4
e 1
f 6
9 3
0 Do this asa fast-pacedwhole-classactivity.Get
studentsto developideasaroundtheir answers,
giving reasonsfor their choices.
Possibleanswers
Listening a (wherewebsiteshavevideo/audio),c
Reading (a},c, e,g
Speaking d
Vocabulary all,but particularlyb, c, e, f, g
Writing b, d (emailor chat exchanges), f
Explainreadingbetweenthelinesto students:usingthe
text and yourown experienceto understandsomething.
Sometimesyou mayunderstandsomethingdifferent
from other people.
Get studentsto completethe exerciseson pages75-76
of the coursebook now,or comebackto them later.
areon page85 of
this book.
Forextrasupport,get studentsto readbetweenthe
linesof the 'VirtualLearning'articleon page72 of the
coursebook,thinking aboutthe positivesand negatives
discussedin exercise2 on page71.Asa class,discusswhy
virtual languagelearningmight be popular.

Technology
Vocabulary
• Inventions and gadgets
Grammar With the whole class,get students to look at and comment

on the photo in relation to the Talking point questions.
• Will for offers of help First, elicit what the photo shows and implies, for example,
electronic networking. In simultaneous pairs, students
Languageskills discuss each of the questions. Allow time for students to
exchange ideas for the gadget they would like and how it
• Reading: Reading to match texts and pictures would change their lives. Then ask students to report back to
• Reading: Predicting from headlines the whole class.You could take a vote on the best idea.
• Reading: Reading for general ideas
• Reading: Reading to assessand speculate about
information
• Speaking: Describing pictures
• Speaking: Ranking items according to usefulness
• Speaking: Using photos to prompt discussion
• Listening: Listening to complete a table
• Writing: Writing a profile
• Writing: Writing a description
• Listening & Speaking: Offers of help
Critical thinking
• Evaluating usefulness
Life skills
• Promoting yourself

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Get studentsto complete the exerciseson page 89 of the

@e(ie Inventionsand gadgets coursebook now, or come backto them later.
The teacher'snotes for the exercisesareon page 86 of
D Explainthe task.clarifyinganything in the explanations this book,
that you think the studentsmight havedifficulty with,
and get studentsto readthrough the explanations
individually.(Explainthat the quadcopter is a drone- 0 With the whole class,get studentsto guesswhat
they may be familiarwith this word.) connectsthe photos.Youwill probably haveto give
them cluesin the form of vocabulary,like developing
With the whole class,elicit the answers,and get students
world,etc. (Asthe answersfor 5 show,they all relate
to sayif they haveany experienceof seeingor using
to inventionsthat will be particularlyusefulfor the
any of these.(QRcodes,for example,they will have
developingworld.)
usedin this course,and dronesare becoming quite
common, too.) El [) 6.1Playthe recording.Vocabularyshouldbe quite
straightforwardfor studentsat this level,but explainany
Answers
difficultiesif necessary.
Youmight haveto explainstraw,
a 2 QRcode
asthe strawsin the picture are ratherlarge!
b 1 quadcopter
c 3 3D printer Playthe recordingagain,stopping after eachinvention,
and get studentsto complete the table.
fJ Explainthe taskcarefully,using the exampleasa guide
to the sort of simple languagethat studentsshould Answers
useto describeeach invention.Then get studentsto Problem Solution
work on the exercisein simultaneouspairs.Get them to
write down their descriptions.Walkaroundthe classto Peoplehaveto Waterdrum that
monitor and assistwhere necessary. Qdrum walk milesfor you can pull along
water. on the ground.
With the whole class,get individualstudentsto say
what they wrote down foreach Invention.Workon No accessto Cheap,long-lasting
XO laptop
any difficulties. computers. laptop.
Possible answers Dirty water that 'Straw'-type device

a (Theygive information about a product.Theyare
LifeStraw causesdisease. that cleanswater
very usefulfor shopsand deliverycompanies.) beforeyou drink it.
b Theyprovidepower for all sortsof devices.
c Theyareneededto connecta mobile phone to
Transcript~ 6-1
a network.
d Theyconvert(= change)sunlight into electrical Welcomecothis year's'DevelopingWorld Invention
power. of the Year'awards.We havethree fantasticInventions
e They providelight. this yearand so ... let's remind you of each one.
II Get studentsto work in simultaneousgroupsto grade We start with the Q drum. In some partsof the world,
people walk milesto get their water for the day.And
the five inventionsfor their usefulness,and to add three
inventlonsof their own. Of course,students'ideasabout everyday,women and children haveto carryall this
the relativeusefulnessof eachproduct will depend on water Carryingbig pots of water is very difficult and
their own circumstances,interests,etc. bad for their IleaIth. But now there may be an answer.
TheQ drum Isa water containeryou pull with a rope.
With the whole class,get studentsto give andjustify
ThismakesIt much easierand safer.And it can carry
their answers.
50 litresof water!
Answers
Students'own answers.
Possibleadditionalinventions:self-drivingcars,robot
waitersin restaurants,superfasttrainstravellingin tubes
W////////U//////////////////////////////U/////////////////////////////U//////////////////,W///////////////U English for the 21" Century• Unit 6 ~

Nextwe havethe XOlaptop.At first it looksjust
likea normallaptop.Butthe XOisa laptopwith a
difference.It wascreatedby an organizationthat
)
wantsto helpchildrenallOW!rthe worldwho have
no accessto computers.Theycreateda cheap,long-
lastlnglaptop.It costs100dollarsand hasa camera, ~61) Networking
microphoneandwltl! It hasa long batterylife sothat
0 Getstudentsto talk aboutthe threediscussionpoints
countrieswith lessaccessto powercan useit This
andto developtheir answers.
helpschildrenget a bettereducation.
Walkaroundthe classto monitorandassistwhere
Finally,there isthe LifeStraw.
Weknowthat finding
necessary.
cleanwatercanbe a problemin the developing
world.In fact,a childdiesevery1S secondsfrom Praisegood pointsthatyou heard,workon any
drinkingdirty water.Oftenthereisa riveror a lake, difficulties,andget pairsto saywhat theycameup with.
but the waterisn'tclean.But now peoplecan drink Havea whole-classdiscussion,but don't pre-emptthe
anywaterthrougha LifeStrawandit will be safe.It lateractivities.
cleansthe waterbeforeyou drinkit EachUfeStraw fJ Getstudentsto saywhat they canseein the photo (two
canclean1,000litresof water- that'senoughwater peoplesittingon a plane}andthen readthe headline
for one personfor oneyear. with the wholeclass,askingthem to guesswhat the
articleisabout.
0 Dothis asa fast-pacedwhole-classactivity.Remember 0 Getstudentsto readthe articleindividuallyand then
to discussthe loglcof howto find the answers,
asmuch to find two advantages and two disadvantages of
asthe answersthemselves. the system.
Answe,s Walkaroundthe classto monitorandassistwhere
Qdrum b, d, e,a,c necessary, especiallywith the advantagesand
XOlaptop e, a, f, d, c, b disadvantages.
LifeStraw d,a,c,b Withthe wholeclass,get studentsfirst of allto vote
u Dividethe classinto groupsof threeor four and,for
homework,get them to research the inventionstheyare
on whetherthey likethe Meet& Seatsystem.Then
get them to readout someof the advantagesand
going to presentTellthem to look.for example,at the disadvantages anddiscussthem.
scienceand technologypagesof newspaperwebsites.
Possible
answers
Makeit clearhow manyof the inventionsfrom4 you Advantages: you canchoosewho to sit nextto;you can
wlll accept,andhow manyother InventionstheywllI choosewhat to talkabout.
needto find - judge how manyof eachareappropriate
Disadvantages:profilesdon't reflectyour moodon
for the particularclassin relationto their language
lndlvldualdays;you mightfind that you want to sit next
level,motivation,etc.Tellthem to producea posterfor
to someone,but they don't wantto sit nextto you.
eachinventionfor homework,listingon eachposter
the criteriathat haveledthem to selectit, aswell asa Q Withthe wholeclass,copythe tableon the boardand
drawing/diagramof the inventionitself.(Explaincriteria elicitwaysof completingit, to givestudentsthe idea
andgivethe forms:singularcriterion,pluralcriteria. (seesampletable opposite).
Encourage studentsby tellingthem that manynative Thenget individualstudentsto completethe tablewith
speakers mistakenlyusethe pluralforminsteadof the theirown peopleandcriteria.If theyarehesitant,allow
singularto talkaboutone criterionn them to keeptwo of the profilesfromthe sampletable,
In the next lesson,get eachgroupto presenttheir andto addtwo moreof their own,for example.For
Inventions, with othergroupsvoting on eachwinner. celebrities,
they couldsaywho theyarethinkingof In
Workon languageIssuesasusual. particular.Whichcelebritywould they Ideallyliketo sit
nextto?
- Englishfor the 21st Century • Unit 6 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

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Sampletable
Job/Business Age Interests Celebrity

(Yu/No) Country Mala/Female
Engineer 20-24 Travel No France Male
Medicine 25-29 Sport No us Female
Education 30-40 Shopping No Italy Male
0 Getstudentsto discussthe peoplethey choseandtheir fJ Explainthe task.StudentsreadOmar'sprofileagain

criteria,in pairs.Walkaroundthe classto monitorand and matchthe headingsto eachparagraph.Readeach
assistwherenecessary. headingout andaskstudentsto saywhich paragraphit
With the wholeclass,workon anydifficulties,andget matches. Workthroughanydifficulties.
individualstudentsto saywhich peopletheywould like Answers
to sit next to and why. • 2
0 Getstudentsto readthroughthe two profilesand b 5
answerthe questionsindividually. Walkaroundthe C 4
classto monitorandassistwherenecessary, explaining d 1
anydifficulties- both profilesshouldbe quite • 3
straightforward. Ql Explainthat the studentsaregoing to write a profile
Get individualstudentsto answerquestionsa-c, giving usingthe paragraphheadingsfrom 7 andthe ideasin
theirreasons. Omar'sprofileto helpthem organizetheir ideas.This
can be donefor homework.Decidehow you want to
Possible
answers
acceptstudents'written work- asa poster,a printout
• I likereadingnovels,so I would liketo sit next to
or in their notebooks.
Omarashe'san EnglishLiteraturegraduate.
b Probablynot - Omarlikeswriting andLeahdoesn't D Getstudentsto formgroupsof 4 or 6, dependingon
c Omar'sproflleIson JOBS.INC andIsdesignedfor a classsize.Get them to readoneanother'sprofilesand
possibleemployer.Leah'sproflleIsmorefor a social decidewho shouldsittogetherwithin their group.
networkingsite. Haveeachgroupreadaloudonefavouriteprofile.
e (S) Will for offersof help

0 With the wholeclass,talkabout the photos:problems
Get studentsto completethe exercises on page89 with a) checking in,b) badairlinefood,c) delayed
or lost
of the coursebook now,or comebackto them later. baggage andd) flightdelaysor cancellations.
Workon the
relevantvocabulary.
Theteachersnotesfor the exercises areon page86 of
this book. In pairs,without them lookingat 2,get studentsto
improviseveryshortdialogues(nomorethan sixlines)
Forextrasupport,discusswith the classthe strategies
betweena passenger anda memberof airlinestaffin
they might liketo usewhenwriting their profiles.Some
relationto eachof thesesituations,allocatingoneof the
examplesare:thinkingaboutwhat the readerwants
to know,highlightingyourstrengths(teachhighlight),
four situationsto eachpair.
gettingthe reader'sattention,andtalkingaboutyour Walkaroundthe classto monitorandassistwhere
experiences. Remindstudentsthat the formalitywill necessary. With the wholeclass,praisegood points
dependon whichindustrytheyareworkingin. thatyou heardandworkon anydifficulties. Thenget
individualpairsto repeattheirdialogues,incorporating
anyimprovementsthat you made.Don'tspendtoo long
on this asthey will comebackto similarexchangesIn S.
W////////H//////////////////////////////H/////////////////////////////H//////////////////,W///////////////H English for the 21•1 Century • Unit 6 ~

fJ With the whole class,go through the items in the box, e I'm sorry.I'll checkwith Accountsand get back to you.
pointing out and working on the contractions.Then get f I don't know. I'll askthe professorand let you know.
studentsto look through dialoguesa-d and tell them g i'II send you some details by email.
to find the answers,without eliciting them verballyat
this point.
a Work on the pronunciation,Including stressand
Intonation,with individual students repeating them
Answers after you. Forsentencesa-g, saythem in two ways.once
a 'IIjust check- d angrily and once neutrally,and get students to repeat
b 'llgetyou-b them in both ways.Saythe responsesusing a friendly/
c 'II let you know - c helpful intonation and get students to imitate it. Then
d 'II help-a get them to repeat with a bored/irritated intonation.
Get students to saythe conversationsin simultaneous
pairs,first with SpeakerA angry and SpeakerB bored/
irritated,then with SpeakerA neutral and SpeakerB
Will for offers of help friendly/helpful.
Youcan direct students back to their work on will for With the whole class,get individual pairsto repeal the
predictions on page 70.Although theseare different conversations.Other students must Judgewhich of the
functions, the grammar {will+ infinitive) is exactly two Intonation-typesthey are using (angry and bored/
the same. irritated,or neutral and friendly/helpful).
Then get students to suggest more situations before,
during and after a flight where passengersmight ask
IJ ~ 6.2 Playthe recordingonce or twice asstudentscheck for help, e.g.,at home asking someone for a lift to the
their answers.With the whole class,elicit the answers. airport when the taxi doesn't turn up, asking for help
with luggage, asking check-in staff for gate number, etc.
Transcript ~ 6.2 Get studentsto have brief conversationsabout each
of these situations.using offers of help with the'//
a A Myflight to Vancouverhas been cancelled.
contraction.They are free to choose the intonation-
Which night can I take?
type in each case.Monitor and assist,especiallywith
B I'm not sure.Could you wait a moment? I'll
contractions and intonation.Then,with the whole class,
just check with the airline.
get pairsto repeat their conversations,incorporating any
b A I don't haveany wat~r with my meal.
correctionsand improvementsthat you made.
B OK.I'll get you a glass.Would you like still
or sparkling7
c A My suitcasehasn'tcome through.
B I'm sorry,sir.There'sa problem with the
baggagecarouselat the moment We'll ler
you know when it's fixed.
d A Excuseme. the self-servicecheck-Inmachine
isn't working. (D®t) Shdeshow
B I see.Pleasego to the check-indeskover
there and they'll help you. Now play the slideshowand do the related listening,
discussionand writing activities.You will find the slideshows
a Get studentsto work on this in simultaneouspairs,
reminding them about the logic of eachconversation.
in the interactivecourse book or in the resourcessection of
the website:www.garneteducation.com/c21.
Walkaround the classto monitor and assistwhere For more information on how to work with the slideshows,
necessaryas usual. see page 7 of this book.
With the whole class,elicit the answersand work on any
difficulties (e.g.,meaning of due and get backto someone}.
Answers
a OK.I'll pick you up in the car.
b I'll get it.
c I'll go to the supermarketand get some.
d i'lldolt.
- English for the 21 1 Century • Unit 6 //////////////////U///////////////////////////////////////////////////////////////////////////////////////////-0

Teamwork
Vocabulary
• The workplace
Grammar Discussthe Talking point with the whole class.
• Zero conditional Students may talk about their own groups in relation
to pairwork or group work In class,of course.No doubt
they will mention sports clubs and teams.Studentswith
Languageskills work experience may mention teamsworking on
company projects.
• Listening: Listening to identify advantages
Among benefits, they might mention the idea that many
and disadvantages
people find it easierto be part of a group than to work
• Listening: Listening to complete sentences individually.Among challenges,they may mention the
• Reading: Reading problems to think of solutions importance of leadership (teach this word) and finding the
• Reading: Reading to identify different roles right leader.
within groups
• Reading: Reading to match headings with texts
• Reading: Reading for specific information
• Writing: Writing about a dream job
• Speaking: Discussing roles in a team
• Listening & Speaking: Brainstorming
Critical thinking
• Finding solutions
Collaboration
• Working in a team
Creativity
• Learning from mistakes
W///////////////////////////////////////////////////////////////////////////////////////////#////////////////// English for the 21'' Century• Unit 7 ~

) ~ 7.1
Tranacrfpt
a I workfrom home.I JustwalkIntomy llvlngroom
andswitchon my laptop.It'snicebecauseI spend
a lot of time with myfamily.ButsometimesI don't
@ee Theworkplace leavethe houseall day,and I don't likethat I'm
self-employed, soI don't havea boss.I likethat,
0 Withthe wholeclass,get individualstudentsto sayif they
of course!
preferworkingaloneor in a team,givingtheir reasons.
b I work in an open-planoffice.If I wantto speak
fJ Againwith the wholeclass,get studentsto saywhat to a colleague,Ijust walkto their desk.It'squite
they canseein the four photosandthen matchthem a smallcompany,but therearea lot of usin the
with the sentencesa-d andthink of examplesof ajob officeandit canget quite noisy.I'mglad that I
for eachone. onlywork part-time- from 9 a.m.to 1 p.m.
Possible
answers c I am a builderso I workoutsidemostof the time.
• 4 A writeroften worksfrom home. In the summer,it's greatgetting freshairevery
b 2 (Anoil workeroften worksoutside.) day,but It'snot sogood In the winter.I'mthe boss
c: 1 Officeworkersoften work In an open-planoffice. andI have12employees.I work long hours.I start
d 3 Seniormanagersoften havea privateoffice. at 8.00in the momingandfinishat about 7.00in
the evening.
0 Explainthe task.Tellstudentsthat they shouldfind one d I workfor a multinationalcompany,so I travela lot
advantageandonedisadvantage for eachworkplace, I havemy own privateofficeso I workon my own.
andget them to work on it in pairs.Walkaroundthe It'seasyfor me to do all my work becausenobody
classto monitorandassistwherenecessary asusual. disturbsme.But I do havea lot of meetingsin my
Possible
answers officeandoutside.
a Workingfrom homeallowsme to think without e I workfull-time in a callcentre.It'san easyjob.
interruptions,but it can be lonely. I usuallydo the dayshift.which is9.00to 5.00.
b Workingoutside,I breathefreshair,but when the Because our customerscallfrom aroundthe
weatheris bad it can be unpleasant world,I sometimeswork night shifts.It'shard
c In an open-planoffice,I feel part of the team,but workingduring the night andsleepingin the day.
there Isalsoa lackof privacy.
d (I canconcentratewhen I work In my own office.) 0 Discuss
the underlinedwordswith the wholeclass.
ButsometimesIt'shardto knowwhat'sgoing on Answers
in the restof the building. a not anemployeeof a company
CJ~ 7.1Explainthe taskand playthe recordingonceright b someonewho workswith you for the
through,explaininganydifficulties. sameorganization
Playthe recordingagain,this time stoppingafter c a companywith onlya few employees
eachspeaker. Elicitthe advantagesanddisadvantages d for only partof the normalworkingday
mentionedby eachspeaker,relatedto theirworking e peopleworkingfor a company,a government
situations,ratherthanother factors(e.g.,In c, the fact of organization, etc.
beinga bossandhaving12employeesis not relevant,as f for a long time eachday
this lstrue for peopleIn otherworkingsituations.It'sthe g acompanywith activitiesin severalcountries
fact of workingoutsidethat IsImportanthere.). h abouteight hoursa day(Askstudentswhat
'full-tlme'work meansIn their own countries.)
Answen workingat night
Advantages Disadvantages
a (spendtime with family) don't leavethe house
walkinto livingroomand all day
turn on computer,no boss
b easyto talkto colleagues noisy
C summer- freshair winter- not sogood
d nobodydisturbsthem a lot of meetings
--•
easyjob worksnight shift

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Get individualstudentsto give solutionsto the problems

that they studied,incorporatingyour language
improvements.Havea whole-classdiscussionabout
~ 7.2 Playthe recording,getting studentsto eachsituation,beforemoving on to the next one.
repeatand answerthe question.
8 Get eachpair to think of one situationwhere one of
Answers the studentsfaceda problem recently,and what
a home,show /~u/ solution he/shefound. Discusstwo or three of the
b office,spot /o/ most interestingsituationsand their solutionswith the
whole class.
Transcript~ 7.2
Get studentsto do this for homework.Emphasize
a open-plan don't that their work must follow the points given here.
b boss long Get studentsto email their work to you (give them a
deadline,of course),and email studentsbackto tell
them where to makecorrections,without telling them
a Studentswork individuallyand then comparetheir ideas
in pairsto complete the table.Checkanswerswith the
exactlywhat the correctionsare.Theythen email their
work to you a secondtime for you to check.
whole class.'Family'is implied by photo 4 in 2.
Answers
m Intheirthedream
next class,get someof the studentsto talkabout
jobs that they chose(or,beforethe class
meets,email about sixof the bestdreamjobs to each
Placeof Who you People Hours
member of the class),and havea whole-classdiscussion
work work for
abounhem.
home call centre fulHime- (family)
9 a.m.-5 p.m.
open-plan multinational colleague long hours-
office company 8 a.m.-7 p.m.
outside self-employed employees night shifts
private small boss part-time -
office company 9 a.m.-1 p.m.
SG)f)(i) Zerocond1t1onal
D Introducethe theme of this sectionand,in simultaneous
pairs,get studentsto come up with a list of five or six
leaders.Then discussthem with the whole class.Clearly,
Get students to complete the exerciseson page 102 the discussionwill depend on whether studentsare
of the course book now, or come back to them later. familiarwith eachothers'country backgrounds.If the
The teacher'snotes for the exercisesare on pages86-87 leadersare unfamiliarto other classmembers,get
ofth1s book studentsto saywhy they havechosenthe people that
they haveand what the leaders'qualitiesare.
ti Get studentsto read the text individually.Aska student fJ ReadcheTeamworkpodcasrrext with the whole class.
to summarizethe situationin their own words. Get studentsto saywhat the three typesof leadermight
Then get other studentsto sayif they agreewith the be.Thiswill partly depend on them knowing who the
solution,giving their reasons.What other solutionsare people in the photosareanticlockwisefrom top: Apple
available?(Sulemancould be given hisown office,etc.) founder SteveJobs,former SouthAfricanpresident
NelsonMandela,GermanChancellorAngelaMerkeland
Q Get studentsto work in smallgroupson thesesituations. footballersPeleand DavidBeckham.
Allocatea situationto each group and get them to find
The questionabout the three typesof leaderis quite
rwo or three possiblesolutionsfor it
difficult,so even if your studentsdon't know some
Walkaround the classto monitor and assistwhere of these people,askthem what different typesof
necessary. leadershiparerequiredin sport,businessand politics.
heard and work on any difficulties. Get scudentsto
repeat the exercise,incorporating any corrections and
improvements that you made.
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for the 21'' Century• Unit 7 ~

ID ~ 7.3Tellstudentsto listenout for the threetypesof
leader.Playthe recording,and get them to raisetheir
handswhen they hearthe namesof eachof the three
leader-types:partidpative,delegativeand authoritarian. Get studentsto complete the exerciseson page 103
Workon stressand pronunciationof thesewords. of the cour-sebook now, or come backto them later
The teacher'snotesfor the exercisesareon page 87 of
Transcript ~ 7.3 this book.
Imagineyou area leaderof a team and you are
startinga big project.How areyou going to leadyour
team?Well,there are three ma,n stylesof leadership,
First,there is the participativestyle.To'participate'
Zero conditional
meansto join In or be part of the t-eam,so you want
everyoneto Join In.If you makea decision,you ask Again,read through the information and emphasize
people in the team for their opinion first.Thishelps the useof the presentsimpleIn both partsof the
you makea good decis1onand people know that you sentence.
trust them.
Next,there is Lhedelegativestyle 'Delegate'meansto
give;mother personresponsibility.If there is a Jobto
U Get studentsto read the sentencesand do the exercise
individually.
do, you give It to a memberof the team.Youdon't do
Then askstudentsfor their responsesand havea whole-
it yourself.Thisgivesthe team memberconfidence
classdiscussionabout them. (Someof the possible
and they can learnabout makingdecisionsand taking
responsesare lessobviousthan they look at first sight.
responsibility.
Forexample,inc, it might be necessaryfor the leader
Finally,there is the authoritarianstyle.Thisis simple. to makea final decisionwhen there is a disagreement.
Youmakeall the decisions.If anyonedisagrees,they Theremayalso be differencesin students'cultural
arein troubli?.Everyone listensto youand doeswhat attitudes.In e, studentsfrom more authoritariancultures
you say.The advantageof this is that everyoneknows might saythat team membersmust not disagree,but in
what'shappening.The disadvantagersthat your other cultures,they may saythat team membershave
decisionsmay be unpopularor wrong. the right to disagree.)
Thereis something very Important to (emember.A
reallygood leaderwill useall three styles.The key to
Cl Get studentsto cover the text in 7 and brainstormother
roles.Write suggestionson the board.
good leadershfpis knowing when to useeachone.
Sotoday I've talkedabout leadershipand leaders.
fJ Readthrough the articlewith the whole classand
discuss/explainthe vocabularywhere necessary. For
But the leader IsJustone memberof the team.There
example,get studentsto think of an equivalentword for
are severalocherroles.And all of them areequally
argument,e.g.,disagreement.
important. If you want to readaboutthe other roles
in a team,visit my web~iteat teamwork,com.And Get individualstudentsto saywhich type they are,
that'sall we haveti me for today. Nextweek,we'll ... and to sayhow they perceivesomeof the other class
members.Treatthis tactfully.
0 ~ 7.3 Get studentsto readthrough the exercise,

EJ Get studentsto look at this exercisein pairsand
then report backto the whole classon their partner's
pointing out that eachsentencerelatesto one of the
attitudes,asrevealedby the way they finished
three leadershiptypes,before playingthe recording
the sentences.
again.Thenelicit the answers.
Workon any languageissuesasusual.
Answers
Leader type 1
make(tell studentsthat 'take'Isalsopossible),
ask('consult'is alsopossible)
Leader type 2
there is,give
Leader type 3
disagrees,are

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Transcript~7.4
A OK So,examsstart in two weeksand we need
to get some good gracies.
ee(i How to brainstorm1ngroups

B
A
B
Right.
Any ideas?
Just a moment.Cansomeonewrite some notes?
D Introducethe topic by getting studentsto look at the
C OK.lwill.
photo and discussthe questions.If they havenot heard
B And could someonebe the facilitator?
of brainstorming,move on to the next exercise.
A How about you?
El With the whole class,get studentsto look at the B Oh,OK.Solet'sget started.
headingsand readthe description.All the vocabulary c Well,how about studyingsome past papers?
hereshould be familiarto students.Explainany that is B Good Idea.How do we get those?
not. Ensurethat studentspronouncefeorurescorrectly C They'r~online and I'vegot some from lastyear.
(/fi :tJ:>s/).Checkthis. B Great.Thanks,Francis.Any more ideas?
Then get studentsto placethe headingscorrectly. D Well,I alwayswrite lots in my exams,but I get
low marksbecauseI don't answerthe question.
Elicitand discussthe answers.
B OK.So,readthe questioncarefully.
Answers A And makesome notes beforeyou start writing.
1 Featuresof brainstorming It'sa bi!d idea to startwriting wtthour a plan
2 The brainstormingprocess or outline.
3 Why brainstormingis useful B Thanks,Alana.What do you think,Jamie?
IJ Get studentsto work in simultaneouspairs.Walkaround E Me?Oh,I usuallygo to bed late,so the night
beforean examI go to bed early,likebefore12.00.
the classto monitor and assistwhere necessary.
B Soundsgood. Areyou getting all this,Francis?
With the whole class,elicit and discussthe answers.
C Yup.Sofar
Answers
a yes
b not at first- only at the end of the process
c yes
d at the end of the process How to brainstorm in a group
Takestudentsthrough the phrases,getting individual
studentsto pronouncethem correctly.Thiswill lead
In nicely to the next section.
Get studentsto completethe exeroseson page 104 of

the coursebook now,or come back to them later.
The teacher'snotes for the exercisesareon page87 of
this book. ~ 7.5 Get studentsto listenand repeat,paying
particularattention to intonation. Playthe recording.
Cl ~ 7.4Introducethe taskand get studentsto read
through the ideasand then play the recording,getting Transcript~ 7.5
studentsto identify the ideasthat they hear.
Any ideas?
Answers Any more ideas?
ideasmentioned,in this order: Karen?
Study past papers. Me?
Makenotes beforeyou write the answer.
Go to bed earlythe night before.
(Theother ideasarenot mentioned.)
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for the 21'' Century• Unit 7 ~

0 Write the three headingson the board.Get studentsto
brainstormin groupsof three or four.Ensurethat they
choosea facilitatorand a writer beforethey start.
Walkaround the classto monitor, but this time don't
intervene- allow studentsto brainstormfreely.
However,do ensurethat the facilitatorand writer are
doing their jobs in eachgroup.
GilWhen most groups havefinishedbrainstorming,get the
classto move on to the next phase.Eachgroup must
decidewhich points they want to keep and which to
delete.Getthem to write the points that they keep in
the form of a mind map.Referstudentsto page 173of
the coursebook for an exampleof a mind map.
Then get a representativeof one of the groups to write
their mind map on the board and havea whole-class
discussionabout it
U Referstudentsto the brainstormingactivity about'world
leaders'on page 174of the coursebook. Decidehow
long you want to spendon this task,and set the initial
researchtaskeither for classroomwork or homework.
In groups,studentsbrainstormwhich three leadersto
research.After their research,they brainstormthe Ideas
they havefound and organizetheir ideas.Allow time for
eachgroup cogive a mini-presentationto anothergroup.
Monitor and checkthat all group membersparticipate.
- English for the 21 1 Century • Unit 7 //////////////////U///////////////////////////////////////////////////////////////////////////////////////////M

□
Groups & communities
Vocabulary
• Types of groups
• City bike schemes
With the whole class,get students to brainstorm the groups
Grammar they can join at school or in the community. These can be
formal or informal groups such as friendship groups. Choose
• Discourse markers: anyway, right and so four or five suggestions and ask students what motivates
them to join groups? If the students are struggling, prompt
Languageskills them by asking what they get from joining or staying outside
groups. Ask for their ideas about any downsides. They may
• Reading: Reading to identify true/false suggest. for example, cost, rules, obligations, loss of freedom.
information Do not spend long on this, as the unit discusses groups in
• Reading: Reading to guess meaning from context more detail.
• Reading: Reading to decide and share opinions
• Reading: Reading to find advantages and
disadvantages
• Listening: Listening to identify reasons
• Listening: Listening for opinions
• Speaking: Using facts, opinions, causes and
effects in a discussion
• Writing: Writing a personal account
Study skills
• Guessing unknown words
Critical thinking
• Cause and effect
W///////////////////////////////////////////////////////////////////////////////////////////#////////////////// English for the 21'" Century• Unit 8 ~

)
Possible
answers
Word MHnlng
• interests thingsthat peoplelikedoing,

finding informationabout,etc~
@ee Typesof groups in additionto work
0 Introducethe task.Then,with the wholeclass,get b recognize identify
individualstudentsto saywhichgroupsthey belong C influence effect
to, if any.Askthemfor othertypesof groupandteach
d self-esteem positivefeellngsaboutyourself
vocabulary wherenecessary (e.g~politicalparty,residents'
association, parent-teacherassociation,etc}. • identity feelingofbelongingto a particular
group
fJ Getstudentsto lookthroughthe true/falsesentences
and,with the wholeclass,to saywhat theythink the f conflict arguments
answerswill be,beforethey readthe article.Thenget D conform think and behavelikeother people
them to readIt to seeIf their predictionsareconfirmed.
h problematic causingdlfflcultles
Getstudentsto correctthe falsestatements.
Answen
a true
b false- Weareborn into somegroups.
c true
d true Get studentsto completethe exerciseson page115
e false-We leavesomegroupsandjoin new ones. of the coursebook now,or comebackto them later.
0 Getstudentsto discussthesequestionsin smallgroups areon page87 of
and then reportbackto the wholeclass. this book.
Possible
answers
• Policeandarmy,of course,but alsopeoplelikebird eJ StudentsdiscussthesequestionsIn pairs.Get lndlllldual
watchersweara sortof'uniform~ studentsto shareinformationaboutthe groupsthey
b born Into:famlly;choose:clubs;cannotchoose: belongto for the wholeclass.
countrywherebom D Askstudentsindividuallyto readthe situation.Elicitwhat
c I am a studentat an Americanuniversity.Myfather the problemis (X isconfusedbecausehe belongsto two
isAmerican,my motheris French,so I feel partof groupswho dislikeeachother.).
both nationalitygroups.I vote in America- I'ma Studentsthen work in smallgroupsto brainstormideas
Democrat,so I'ma memberof that group.I prefer for the advicetheywould giveX.Remindstudentsof
soccerto Americanfootball- I supportParisSaint- usefullanguage,suchas:
Germain.I don'tseethem playveryoften,but I'm part
of that fan group,too. Xcoufd...
/fl were/was
X,rd ...
CJ Explainthe task.Studentscanworkon this in Xshould...
simultaneouspairsor individually.
Walkaroundthe class Havea whole-classdiscussion.
Groupssharethe ideas
to monitorandassistwherenecessary. they brainstormed.
Withthe wholeclass,elicitthe answers.
(i) e Discoursemarkersin conversations
D ~ 8.1Get studentsto lookat the sentences.
Playthe
recordingandelfcltthe answers.
Answers
a llbrarymember,tennisclub member,teacher
b friends
c community
d footballsupporter
- Englishfor the 21st Century • Unit 8 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

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Speaker 3 And I'm part of the communityhere.

Transcript~ 8.1
Whensomeonenew movesInto the
1 Interviewer Excuseme? street,I makethem feelwelcome.
Speaker 1 Hi. I Invitethem for lunchor something.
Interviewer I'm from Radio210and we're Anyway,why areyou askingall these
a5klngpeople about the groups questions?
they belong to. Wouldyou mind Interviewer We'rejust makinga programme
answeringsomequestionsfor us? about belongingto groups.
Speaker 1 Sure,no problem. Speaker 3 Oh.
Interviewer Right,my first questionis:which Interviewer And why is this community so
groupsdo you belong to? Important?
Speaker 1 Well,I belong to lots of different Speaker3 That'sa good ques:tlon.Becauseit
groups.I belongto my local library, makesme feelsafeI suppose,and
I'm a memberof the tennisclub, I like to know what's happening
and I belong c0 a school- I'm where I hve.
a teacher. 4 Interviewer So,which groupsdo you belong
Interviewer And which group Isthe most to?And which group Isthe most
Important to you? important to you?
Speaker1 Well,I ceachseven-year-old children. Speaker4 That'san easyquestion.I'm a
And it's hard work,of course,but It's football supporterand the England
a brilllantjob and reallyimportant, supportersclub is the most
you know? important group in my life.I've
Interviewer Of course. watchedeverygame for the lastfive
Speaker 1 And I think all the teachersin the years.I haven'tmissedone match.
world, we'relikea group,you know7 lhterviewer So,football isvery Important to you.
And I'm reallyproud to be a part of Why is that?
that group. Speaker4 Becausewhen rm with all the other
Interviewer Thankyou for talking to us. supporters,I feel .. like,strong,
Speaker 1 No problem you know?We standtogetherand
2 Interviewer So.which groupsdo you belong we clap our hands ... and we sing
to?And which group is the most songs.I mean... I feel like I'm part
important coyou? of something big and important
Speaker 2 I don't. like,belong to anygroups Anyway,there'sa match startingin
reallyapartfrom the people I hang five minutes.
out with . . like,my friends. Interviewer Oh,yes ... of course.Well,thankyou
Interviewer Sofriends are Important to you? for your time.
Speaker 2 Yeah,of comse!
Interviewer Why?
Speaker 2 Becausewe do everythingtogether. fJ ~ 8.1 Playthe recordingagain,stopping after each
And we, like,listento the same speakerto elicit the answer.
musicand stuff. And we all havethe Answers
samesenseof humour. 1 asa teacher,proud to belong to the worldwide group
Interviewer Soyou'reall similar. of teachers
Speaker 2 Yeah.We haveloadsof Jokes 2 doing everythingtogether,sharedjokes,etc
that we makeand nobody else 3 safetyand knowingwhat is happening
understandstheml 4 strength,feelingpart of somethingthat is big
3 Interviewer Thankyou for talkingto us.Now,my and important
questionsare:Whichgroupsdo you
belong to?And which group isthe
mostImportantto you?
Speaker 3 Oh,well, I'velived on this streeLall
Discourse markers: anyway, right and so
my lifeand that'sa long rime,isn'tit?
Interviewer Right. Takestudentsthrough the informationand moveon
to the next exercise,which illustratesand practises
the ideashere.
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for the 21'" Century • Unit 8 ~

0 Withthe wholeclass,get individualpairsto readthe f Speaker1 I can'tbuy a newcomputer
conversations
- helpthem with pauses, intonation becausethey'rereallyexpensive,
andstress. aren'tthey?
Aftereachdialoguehasbeenread,elicitthe answer Speaker2 Right.Soyou'regoingto buya
aboutthe type of highlighteddiscoursemarker. second-handlaptop?
Answers Speaker1 Yeah,exactly.
• starta conversation
b summarizewhat the speakerJustsaid 0 [;}>8.2 Playthe recordingagain,if necessary,
andelicit
c agreewith the speaker anddiscussthe answers.Don'tjust go straightthrough
d finisha conversation them - discusstheir logic.
D [;}>&2 Explainthe taskandplaythe recording,stopping Answers
aftereachsectionto elicitthe answer. a changea topic or starta conversation
Playthe recordingagainif studentsdid not get all the b starta conversation
answersthe firsttime.Notethat therearetwo discourse c changethe subject
markersin conversationf. d summarizewhat the speakerjust said
e finisha conversation
Answers f agreewith the speaker,starta conversation
a Right d So
b So e Anyway
c An'f'N3Y f Rlght,So
Transcript[;}>
a Bass
8.2
Goodmorning,everyone.
)
Sevenalvoices Hello... morning ... good
morning ... @0@>6 A bikesharescheme
Bass Right,we needto discusslast
month'ssalesfigures... II Getstudentsto intervieweachother in simultaneous
b Phlllp Erica,this is Karl.Karl,this is Erica. pairs.Walkaroundthe classto monitorandassistwhere
Youtwo shouldtalk ... you have necessary.
a lot In common!And I'moff to Withthe wholeclass,praisegood pointsthat you heard
get anotherdrink ... andworkon anydifficulties.Getstudentsto repeat
Karl Um ... niceto meetyou. the exercise,
Incorporatinganycorrectionsand
Erica You,too.So,howdo you know improvements that you made.
Philip?
c Speaker1 ... and he'sreallyannoyingme Getindividualstudentsto reporton whattheir
becausehe'salwaysaskingme partnersaid.
the samequestion,you know. fJ Withthe wholeclass,get studentsto saywhatthey think
Speaker2 Uhuh. of eachof the threebikeschemes, perhapsin relation
Speaker1 And I'vehadenoughof it! to theirown towns/cities.Ensurethat they pronounce
Anyway,how areyou?Howare scheme correctly(/s.kiiml). Wouldthe schemesworkin
the kids? theirtown/city?Why/Whynot?
d Speaker1 I'vedecidedto changejobs
0 Readthe articlewith the wholeclassandthen get
becauseI'mJustnot enjoying
studentsto brainstormthe advantagesand
my currentposition.And I think
disadvantages in smallgroups.
I'denjoydoing somethingmore
exciting.
Speaker2 So,you'regoingto lookfora new
job.Whereareyou goingto look?
e Mother Didyou havea good time?
Daughter Yeah,it wasfun.Anyway,Mum,
it'sgetting late.I'llcallyou in the
moming,01<7
Mother OKlove,we'll chattomorrow.

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Possible
answers
Advantagu Dlsadvantaaes
{peopleget fitter) (roadsaredangerous}
Getstudentsto completethe exercises on page115of
pollutionfrom cars the coursebooknow,or comebackto them later.
reducesuseof cars- whenyou arrive Theteacher'snotesfor the exercises
areon pages87--88
trafficjams,pollution,etc. somewhere,you needa of this book.
shower
morespaceon public cyclingin rainis not nice fJ With the wholeclass,get studentsto identifythe cause
transportfor non-cyclists andeffectin eachof the sentencesfrom the recording.
makescity morepleasant cyclistsdo not respect Answers
to live in pedestrians andother
roadusers I Cause Effect
0 With the wholeclass,roundup the conclusionsof

• I usethe bikescheme, I'vediscoveredlotsof
I can go anywhere. new places.
differentgroupsandwrite them on the boardin the I
b Thebikestationwas I couldn'tget a bikeand

formof a mind map- seethe exampleon page173
not working. I waslatefor work.
of the coursebook.Leavethis mind mapon the board
for 6. c I Theyhaven'triddena Theycycledangerously.
0 ~ 8.3 Explainthe task.Playthe recordingonce bikefor years.
andthen again,stoppingaftereachspeaker.
Elicit d ' I havea lot of examsat I don't havetime to go
the answers. the moment to the gym.
Answers
a infavour QI Getstudentsto work on this individually.Walkaround
b in favourOnprinciple) the classto monitorandassistwherenecessary.
c against With the wholeclass,elicit the answers.
d infavour Answers
• so/andasa result
Transcript~ 8.3
b because
a I'velivedin this city all my life,but thereareparts C: so
I'venevervisited.It'snot easyto go to someplaces d because
becausethereareno trainsor buses.Butnow, • so/andasa result
becauseI usethe bikescheme,I cango anywhere.
Andasa result,I'vediscoveredlotsof new places. 0 Getstudentsto work individuallyon the advantages
b I likethe idea,but thereareproblemswith it anddisadvantages that they found in 4. Elicitideas
Thebikestationnearmy housewasn'tworking from individualstudents.
lastweek.SoI couldn'tget a bikeand I waslate Possible
answers
for work. {Therearemorebikeson the roadsothereare
c I driveeverydayand I'venoticeda lot more moreaccidents.)
cyclistson the roadsrecently.A lot of peoplehire Therearefewercarson the roads,sothere Is
thesebikesbecausetheythink cyclingis fun.But lesspollution.
they cycledangerouslybecausethey haven't
Cyclistsdo not respectothers,sootherroadusers
riddena bikefor years.
dislikethem.
d Thebikeschemehasbeenreallyusefulfor me.
I liketo exercise,but it'snot easybecauseI'mvery m) Thisisa role-playfor groupsof threeto six,dependingon
busy.I havea lot of examsat the momentsoI the sizeof the overallclass.Appointa chairanda writer
don't havetime to go to the gym.Butnow I cycle for eachgroup.Theformercontrolsthe discussion, and
to universityeveryday.Problemsolved! the lattermakesnotessothat theywill be ableto report
on the discussion laterto the wholeclass.
0 ~ 8.3 Playthe recordingagain.With the whole Whenthe rolesareclearfor eachgroup,startthe parallel
class,askfndfvldualstudentsto addthe Ideasfrom the discussions. Walkaroundthe classto monitorandassist
recordingto the mind mapIn 4. wherenecessary. Monitorespeclallythe languageof
advantagesanddisadvantages andcauseandeffect.

When most groups have finished, with the whole class,
praise good points that you heard and work on any
difficulties, getting individual students to listen
and repeat
Then get the writers from some of the groups to
summarize its conclusions, giving reasons,applying any
corrections and improvements you made.
Ask for a show of hands from writers from each group
to see how many groups voted for continuing and how
many voted for abandoning the scheme.
{i6@) Slideshow
Now play the slideshow and do the related listening,
discussion and writing activities. You will find the slideshows
in the interactive course book or in the resources section of
the website: www.garneteducation.com/c21.
For more information on how to work with the slideshows,
see page 7 of this book.

Healthy lifestyle
Vocabulary
• Healthy habits
• Working conditions
Discussthe Talking point questions with the whole class.
Grammar Students will probably mention diet, exercise,smoking, etc.
Work on vocabulary and structures - these can be tricky
• Gerund as subject and object of a sentence when talking about this subject, but don't pre-empt later
• can, can't;have to, don't have to content in the unit. However, do ensure that they stick to
correct idiomatic language, e.g.,/ don't get enoughexercise.
Languageskills Rather than strange-sounding things, such as 'I practise
sports', get students to say go running,play football,doyoga,
• Speaking: Rating and discussing healthy habits etc. Also introduce gerfit, keepfit and fitness.
• Reading: Reading for specific information
• Reading: Understanding a graph
• Listening: Listening for detail
• Listening: Listening to make notes
• Writing: Writing to complete sentences with your
own ideas
• Reading & Speaking: Reading and discussing the
differences in health and lifestyle (now and 50
years ago)
Critical thinking
• Questioning opinions
Life skills
• Rules
Critical thinking
• Making assumptions
W///////////////////////////////////////////////////////////////////////////////////////////#////////////////// English for the 21" Century • Unit 9 ~

probably anticipate that drinking more than six cups of
coffee givesyou headaches- teach this word.)
Get students to read the article and answer the
questions In simultaneouspairs.Walkaround the classto
@es~ Healthyhabits monitor and assistwhere necessary.
With the whole class,work on any vocabularyor
D Leadingin from the Talkingpoint discussion,get pronunciation issuesthat you noticed (for example,the
studentsto discussthe questionsin simultaneouspairs. pronunciationof stomach,heart and musclesand the
Ensurestudents are using I drink threecupsof ceaQday. meaning of depressed and upsets).
I go running twiceQweek,etc. Then elicit the answers,discussingwith students
Walkaround the classto monitor and assistwhere whether their initial responseswere confirmed or not.
necessary,checking that students are incorporating the
Answers
vocabularyand structuresyou highlighted during the
a It can give you headaches,stomach upsetsand you
Talking point.
may not sleepwell.
With the whole class,get students to report on their b It can make you overweight if you eat a lot, but it can
partner'shabits,rather than their own. make you feel happy if you'redepressed.
If.I) Elicit the answersand discussthem with the whole class c It contains protein and vitamins.
or in simultaneouspairs. d Youcan damage your heart and muscles.
e It can causeexhaustion,stressand lossof sleep.
If discussingin pairs,round up key discussionpoints
f The main point of the article is that you shouldn't
with the whole classby asking some of the pairsif they
jump to conclusions(teach this expression)about
disagreedabout anything.
whether something is good or bad for you. Findout
Answers more about it before deciding.
a bad (but might not be unusualin some places) g Students'own answers.
b good (except if you take a route with heavytraffic)
c good
d bad
e good
f good Explainto the classthat there arethree keyquestionsthey
g bad can usewhen they questiona statementor opinion:Isthe
statementbiased? Isthestatementsupportedbyevidence?
Isthereasoningclear?
Workon the pronunciationof biasedand introduceIts
Gerund as subject and object of a sentence opposite - balanced.
Go through the informationand examples.Although With the whole class,determinewhether the articleon
gerundsmay be familiarto many students,stressthe page 121of the coursebook is biasedor balanced(It is
way that they can be usedasthe subjector the object balancedand unbiasedfn its approl)ch.].
of a sentenceand elicit one or two other examples.
Get studentsto complete the exerciseson page 128of
the coursebook now,or come backto them later.
0 Explainthe taskand get students to work on ft fn The teacher'snotesfor the exercisesare on page88 of
simultaneouspairs.Explainthat cheyshould geeinto thisbook.
more complex discussionsabout exerciseand diet, for
example,Runningis good for rheheart,but can bebad for
theJoints(teach this word), for example,your knees.Walk
Cl ~ 9.1lmroduce the exercise.play the recordingonce or
around the classto monitor and assistwhere necessary. twice and elicit the answers.
With the whole class,get severalpairsto talk about some Answers

of their argumentsfor and against particular activities a cycling
and foods. b lose weight
c going to the gym, cakes
El With the whole class,go through the questionsand, d run a marathon,get fit
before they read the article,get students to guesswhat
it will sayabout each of the items.(Forexample,they will

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Transcript~ 9.1
Jack Howdo you keepfit Jodie?
Jodie I likecyclingat the weekend.Howabout you?
)
Jack I likegoingto thegymanddoinga fewweights.
Jodie I don't likegoing to the gym.It'stoo crowded.
@S(ie) can.can't,haveto,don'thaveto
Jack I knowwhat you mean.Howaboutyour diet?
Jodie Well,I want to loseweight,so I'm not eating
0 Withthe whole class,discussthe alternativesand,above
all,yourstudents'reasonsfor choosingthem. (Their
meatat the moment.
viewswill partlydependon whetherthey haveactual
Jack Good Idea.I want to stopeatingso much
workexperienceor not. If yourstudentsdo havework
sugar,but I loveeatingcakes.
experience,get them to talk about it of course.)
Jodie Oh,dear.
Jack I know.I want to run a marathonnext month, fJ ~ 9.2 Preparestudentsfor the task.then playthe
so I reallymustget fit. recordingonceor twice.
Ellettthe answers.
U Explainthe exercise
andget studentsto writesentences Linkingbackto 1, askstudentswhich companythey
aboutthemselves. Emphasize that they shouldmaketheir would preferto workfor,and why.
own sentences aswell asusethe ideasin the exercise. Workon anyremainingdifficulties,playingthe recording
Possible answers stoppingto explainand workon
again,if necessary,
I don't likewatchingTY.I want to watchlessTV. anythingthat studentshavenot understood.
I likegoing to the gym. Answers
I want to startrunning. 1 a,b, d (Phonesarealsomentioned,but not the issue
I don't want to stop eatingfastfood. of a companysmartphonevs personal.}
I want to drinklesscoffee.I want to cut down from five 2 b,c (Hoursarementioned,but not salary.)
cupsto two cupsa day.
I enjoyeatinghealthyfood. I nevereatfastfood.
I don't needto get moresleep.I sleepeight hoursa night Transcript~ 9.2
I likeswimmingand cycling.I go swimmingon 1 Interviewer SoMrscarter,how do you liketo
Wednesdays and cyclingon Sundays. manageyourstaff?
I don't want to loseweight.I don't needto. Boss Rulesareimportant.My staff have
I don't want to watch lessTY,asI don't watch much to startwork veryearlyand work
anyway.In the evenings,I only watch the news,and I hard.And they haveto look
neverwatchTVduringthe day. smart too.
0 Referstudentsto page174of the coursebook.Students Interviewer Dothey haveto wearsuits?
choosea topic and usetheir onllne researchto help Boss Yes,the mendo.Theyhaveto wear
them decidewhat questionsto ask.Seta time limit for trousers,a shirtand a tie. And they
this research,and checkthat they haveall prepared can'tgrow beards.Womenhaveto
five~no questionsfor their survey.Studentsthen go wearskirtsor dresses. Theycan't
roundthe classand interviewotherstudents.Allowtime weartrousers.
for them to write up their surveyresults.Reviseuseful Interviewer Whatabout the weekends? Do
vocabulary,suchas: they everhaveto work
Sixtypercentsaid... on Saturdays?
Fiveout of 14peoplesaid... Boss Yes,of coursethey do! And
Mostpeopleprefer... they haveto keeptheir phones
switchedon 24 hoursa dayso I can
contactthem in an emergency.If I
sendsomeonean emailat 3 a.m.,
they haveto replyimmediately.
Interviewer Really? Thatseemsa bit unfair.
Boss I'm not interestedin beingfair.
And I'm not interestedin people
being happyor enjoyingthejob.
I'm interestedin makinga lot of
W////////H//////////////////////////////H/////////////////////////////H//////////////////,W///////////////H Englishfor the 21•1 Century • Unit 9 ~

money.And if my staffwork hard Possibleanswers
and obey the rules,they will make Company1 Company2
a lot of money here.The average
(Staffhaveto start (Staffdon't haveto work
salaryIs$100,000!And Lherearea
lot of Interestingparts to the job. ~kearly.) __weekendsor evenings.}
-
Employeesoften haveto travel to Men have to wear suits; Men don't haveto wear
different countries. women haveto wear suits;men and women
Interviewer Really? That soundsgood. Canthey skiresor dresses. can wearwhat they like.
bring their partnersor children Staffhave to keeptheir Staffdon't haveto come
with them? phonesswitchedon. into the office on Fridays.
Boss No,they can't!They are there to
Employeesoften haveto Staffcan leavechildrenin
work, not for a holiday!
travelabroad. the office nursery.
Interviewer Of course.But can your employees
taketime off work if they'reill? If they are ill and take Staffcan use the gym to
Boss Yes,they can.BuLthey can't hav~ time off work, they have stayAtand healthy.
more than a week off work. to return after a week.
2 Farouk I don't believeIn having a lot of
rulesIn the office. I believehappy
workersare productive workers
Therefore,I treat my stafflike adults
can, can't; have to, don't have to
and I let them spend time with
their families.Staffdon't haveto Go through the information,which should be clear
work at the weekendsor in the after previousexercises.(Ensurestudentsunderstand
evenings,and on Fridaysthey don't the differenceIn grammaticalfunction between
haveto come Into the office al all! choice(noun)and choose(verb}.)
Instead,they can work from home
and be with their families.
Theycan alsoleavetheir young
Cl Explainthe task,emphasizingthe idea of a logical link
between the two partsof the conversations.and get
childrenat rhe office nursery.
studentsto work in simultaneouspairs.Walkaround the
Consequently,they can spend time
classto monitor and assistwhere necessary.
with their kidsin their breaksand
at lunchtime. Don't elicit the answersyet.
ThereIs alsoa gym on the top floor B ~ 9.3 Playthe recordingand get studentsto check
ofthe building and employeescan their answersfrom 4 individually.
use1t between the hoursof7 a.m.
With the whole class,elicit the answers,againworking
and 7 p.m I believethat a healthy
on the logic of the conversations.
body meansa healthymind.
And there aren'tany rulesabout Get studentsto read the conversationsin simultaneous
the clothespeople wear.Somen pairs.Walkaround the classto monitor and assist
don't haveto wear a shirt and tie. where necessary. Ensurethat studentsare pronouncing
Theycan wear shortsahd a T-shirtIf contractionscorrectly.
they want to! Get individual pairsto readout the exchangesfor the
whole class.
IJ ~ 9.2 Explainthe task,get studentsto look at the Answers
examples,and play the recordingagain.stopping at key a I'm afraidnot. It's booked for a meeting.
points to give studentstime to write notes. b No,you don't haveto hand them in till Monday.
c We haveto start work by 10.00.The core hoursare
10.00to 4.00.
d Yes.you can.Justaskthe driver.
e Oh!Where'sthe nearestcar park?
f No,I don't. Do you want to go out?
g She'slucky.Doessheonly work four daysa week?
h Yes.It'sfive eurosfifty.

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(m Explainthe taskand get one or two individualstudents

Transcript~ 9.3 to suggestresponsesso asto give everyonethe idea.
a A CanI work in this room? Divide the classinto groupsof three or four,depending
B I'm afraidnot. It's bookedfor a meeting. on classsize,and get one personin the group to write
b A Do we haveto finish our reportstonight? down what their group agreesare the best suggestions
B No,you don't haveto hand them in till Monday. for each prompt.Walkaroundthe classto monitor and
C A What areyour working hours? assistwhere necessary. Concentrateon the correct use
B We haveto start work by 10.00Thecore of languagefrom chissection.
hoursare 10.00to 4.00.
Then get the writer from eachgroup to Joinanother
d A Canwe buy our ticketson the bus?
group. Membersof the new group askquestionsabout
B Yes,you can.Justaskthe driver.
the opinionsof the writer'sgroup.Thewriter can read
e A I'm sorry,but you can't park here_ out the sentencesthey wrote to the new group,or they
B Ohl Where'sthe nearestcar park? can improviseanswersbasedon their group'sdiscussion.
f A Do you haveto work tonight? Again,walk aroundthe classto monitor and assistwhere
B No,I don't. Do you wantto go out? necessary.
9 A My sisterhasa greatjob. Shedoesn'thaveto
work on Mondays. With the whole class,compare,contrastand discussthe
B She'slucky.Doessheonly work four days opinionsof eachgroup.
a week? End by having a vote on key issuesof clothes,salaries,
h A CanI pay In euros? worktime flexibility,etc.Write the resultsup on the board
B Yes.It's five eurosfifty. to give studentsan overviewof their choices.
Get students to complete the exerciseson page 129

of the coursebook now, or come back to them later.
The teacher'snotes for the exercisesare on page 88 of Ee(i)<f) Healthand lifestyle
this book.
D With the whole class,get studentsto give/guessthe
meaningof lifeexpectancy- how long, on average,
someonein a particularcountry can expect to live.
Go through the topics,working on pronunciation,stress
~ 9.4 Tellstudentsto listenout for the different and possiblerelatedadjectives,for example:
pronunciationsof the can and can't sounds.Play Standardof living:high,medium,low
the recordingand elicit the answers.Pointout the Climate:cold,mild,hot,tropical
AmericanEnglishpronunciationof can'r,which is Environment:polluted,unpolluced
more similarto can than in BritishEnglish. Diet:healthy,unhealthy
Healthcare:good,poor
Answers
Safety:safe/secure,
unsafe/insecure,
dangerous
Threedifferent 'a' sounds:
1 The sound of canas the first word in questions, Workalsoon the pronunciationof the namesof the
like/re/. eight countries.
2 The sound of can'rin b /a:/. Divide the classinto groupsof three or four.Get half
3 The neutral (schwa)sound inc and d /a/. the groupsto work on Japan,China,Pakistanand South
Sudan,and the other half to work on the other countries.
Transcript~ 9.4 Dependingon time and facilitiesavailable,tell students
whether they should researchthe countrieson the
a CanI work In here?
internet,or whether they shouldjust makenoteson
b Yes,you can/No, you can't.
what they know/guess,even if it's not very much.Walk
c Wherecan I work?
d Youcan work In the library.
With the whole class,get representativesof different
groupsto saywhat they came up with for eachcountry.

fJ With the whole class,illustratewhat is required by II With the whole class,draw the matrix for question b
writing up thought bubbles on the board and getting on the board and get individual students to make
individual students to suggestwhat should go in them, suggestionsas to how to complete it - see the answers
relating to how the factors from 1 affect life expectancy for further suggestionsto help give everyone some
in the four countries they are working on. Initial ideas.
Then get students to work in simultaneousgroups of Thenget studentsto work in groupsof three or four
three or four to continue entering information into on both questions.Walkaround the classto monitor
the bubbles. and assistwhere necessary,
for example,with related
vocabulary,such aspublichealth,housing,llfestyle,diet.etc.
II ~ 9.5 Go through the questionsand check students
understand the terms,such as healthinsurance,which With the whole class,work again on vocabularyand get
occur in the recording.Playthe recording.Elicitthe represencatives of each group to saywhat their answers
answersto each question in turn. are.Fora, the answerIs'yes:but get any studentswith
the opposite view to expresstheir opinion as well.
Answers
Forb, get representativesto suggestadditions to the box
a Hitoshi hasa nice apartment. He eats healthy food
you drew on the board earlier.(Strongerstudents will
and he exercisesin the park.He livesin a safecountry.
point out that something In the top left box can also go
b He hasto commute a long way. It gets very hot in the
in the bottom right box, and something in the top right
summer,and the city can get polluted.
box will alsogo in the bottom left box, e.g.,community
c Everyonepayshealth Insuranceand the health
life was positive 50 yearsago, but it is negative now.
serviceis good. Peoplehavea lot of check-upsand
However,do not write in repetitions like these.)
life expectancyis high.
With the whole class,discussthe findings of the different
groups asyou put them in the matrix.
Transcript~ 9.5
Possibleanswers
My name is Hltosh1.I live and work in Tokyo.I live
in a nice apartment, but I have to commute about
90 minutes every day.I eat healthy food and exercise 0
01 strong community life
in the local park.
JapanIsa safecountry, ..
"'
"' lesstravel
"' lots of physical
CII
few holidaysat work
poor health facilities
It'svery hot in chesummer - about 40 degrees,and >,, industrial pollution
0
the city can get quite polluted. in
Everyonepays health Insuranceand we havea good

health servicBThe government makessure that
medical feesare cheap,and In Japan,we go for more good car safety
check-upsthan 1nmany other countries.That'swhy too much fast food
better diet choice
life expectancyis<1bout84. more traffic and noise
available
pollution
health and safetyrules
a Studentswork in simultaneouspairsto discusstheir ideas. at work
lessphysicalexercise
Then havea whole-classdiscussion.
Treatthis tactfully.
Positive Negative
ffi)
Cl Get studentsto readthe article individually.Assistwith
any vocabularyproblems.
Get students to complete the exerciseson page 130of With the whole class,work on any difficulties,especially
the course book now, or come back to them later ones encountered by more than one student.
Theteacher'snotes for the exercisesare on page 88 of Then get students to work in groups of three or four,
this book. comparing the article with the information in the matrix
PorexLrasupport, explainassumptionsand Lherelated on the board.
verb assumeGet students to shareexamplesof when With the whole class,collect opinions from different
they have made af'I assumptionand It has turned out not groups in the usualway.
to be correct.

Health & safety
Vocabulary
• Abbreviations and symbols for note-taking
Grammar With the whole class,elicit ideas about why people might
cover areas in cities and towns with graffiti. Students may
• should and shouldn't for advice make suggestions that refer to creating art, expressing
themselves, making urban places look brighter, or because
Languageskills it's Just something that certain groups of people do. See what
students think the health and safety risks are.They should
• Speaking: Giving advice mention the fact that spray paint is toxic and it is not healthy
• Reading: Reading to assessideas to keep on breathing in the fumes; some graffiti artists go
• Reading: Predicting content from photos to dangerous places to create graffiti, for example, along the
side of railway lines, high up on walls, etc. They could fall or
• Reading: Reading and assessing problems
be injured. Elicit the general views of studenrs on graffrti.
and solutions
• Listening: Listening to match opinions to ideas
• Listening: Listening to take notes
• Writing: Using notes to write an email
• Writing: Writing an email with a recommendation
Creativity
• Thinking creatively
Study skills
• Note-taking
W///////////////////////////////////////////////////////////////////////////////////////////#////////////////// English for the 21" Century• Unit 10 ~

~ 10.2 Playthe recordingand get studentsto listen
and repeatthe unstressedform of should.
(De)S G1v1ng
advice
Transcript~ 10.2
D Lookthrough the itemsand get individual students
a Youshould eat five typesof fruit and
to saywhat you shouldand shouldn'tdo. Workon the
pronunciationof shouldn't. vegetablesa day.
b Youshould wear a helmet when you cycle.
Write the resultsup on the board.If there are c Youshould havea breakevery30 minutes
disagreements,write the number of votes up on when you usea computer.
eachside. d Youshould drink a litre o( water a day.
Don't elicit answersat this point.
fJ ~ 10.1Playthe recording and get students to check
their answersfrom the previousexercise.
With the whole class,discussand elaborateon their
answers.Remindstudentsof the expressionIt depends...
Using should/shouldn't to give advice
Forexample,on coffee consumption,they maysaythat
it dependson how strong the coffee is.Differentcultures Readthrough the information and get individual
will havediffering ideasabout what is reasonable. studentsto repeatthe examples.Havingdone the
earlierexercises.everything should be clear.
Answers
a shouldn't
b should 0 Get students to work in simultaneouspairs.Walkaround
c should the classto monitor and assistwhere necessary.
d shouldn't With the whole class,work on any common problems.
e shouldn't Elicitsome piecesof advicefrom different pairs,
f should repeatingexchangesfor the whole class.
g shouldn't
h should Possible answers
a Youshould reador study until you go back to sleep.
b Youshould try to relaxby ___ ,ing.
Transcript ~ 10.1 (Teachthis structure.)
a Youshouldn't drink more than three cupsof c Youshould get more sleepat night.
coffeea day. d Youshould study harder.
b Youshoulo eat five typesof fruit and vegetables e Youshould visit them.
a day. f You should try to concentrateon Economics,
c Youshould wear a helmet when you cycle. rather than the person.
d You shouldn'tsleepten hoursa night. g Youshould tell the canteen manager.
e Youshouldn'twatch TVfor morethan two hours
a night.
f Youshould havea breakevery30 mlhuteswhen
~(j<:) Nudging
you use a computer. D Referstudents to the ideas.Askthe studentsto suggest
g You shoulon'tdrink fizzydrinks. reasonswhy the ideasare organizedin the way they are.
h Youshoulddrink a litre of water a day. (Largerprinted ideasare more popular - similarto the
way'wordles'work In cloud storagesoftware.)
ID Do this asa fast-pacedwhole-classactivity. With the whole class,get studentsto saywhich course
of action they would chooseand why.

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0 Getindividualstudentsto saywhatthey seein the two

photos.Top:a devicetelling drivershow fastthey are Transcript~ 10.3
going.Bottom:footstepsleadingto a litter bin (teachthis Man Haveyou seenthis?
expression).Getstudentsto guesswhat the two photos Woman Yeah,it's a good idea,isn'tit7
might havein common- waysof encouraging/nudging Man What?It'sa terribleidea!
(teachthis word)peopleto do something. Woman Why?I thinkeveryoneshouldwash
Thenget studentsto readthe articlelndlvldually.Answer theirhands.
anyquestionsaboutvocabulary. Man Well,of coursetheyshould.Butthis
Isn'tthe wayto do It. I shouldn'thave
Withthe wholeclass,get studentsto talkaboutthe two
to lfstento a loud alarmeverytime I
photosagainanddiscussanyother ideasthey have
usethe bathroom!
heardabout in this area.(Thereisan articleon Wikipedia
Woman Sowhat do you think they shoulddo?
entitled'Nudgetheory'that theycould lookat for
Man It'sabout education.Theyshouldteach
homework.)
childrenabout hygieneandthereshould
0 Discussthe questionwith the wholeclass.(Themain be informationon bathroomwalls,and ...
problemmight be peoplewho don't want to be Woman Butthey do allthat already.It doesn't
nudged.Somemayconsiderthat It Isnot the businessof work.That'swhythey'retrying something
governmentto nudgeIn the first place.) different.
0 Withthe wholeclass,get studentsto makesuggestions Man Well,it's too much.Thegovernment
aboutthe four problems. shouldn'ttell peoplewhat to do.
Woman Hmm ...
Makenoteson the boardaboutthe possiblesolutions
for eachone.
fJ Referstudentsto the photoand readthe question.Have
a briefwhole-classdiscussion
on this point.(Somesigns
arelocatedcloseto cameras, or wheremobllepollce
radarsareused.Othersaremoregeneralwamlngs.They
havesomeimpact,but regularroadusersget to know
Getstudentsto completethe exercises
on page140 wherethe fixedcamerasare,andwheremobilepolice
of the coursebooknow,or comebackto them later. unitsoften park.)
areon page88of Referstudentsto page 174of the coursebook.Explain
this book. the exercise.
Studentsworkin groupsto brainstormand
then agreeon the mosteffectivesolution.Allowtime
0 Getstudentsto readthe solutionsin pairsor smalI for eachgroup to reportbackon the alternativesthey
groups.Walkaroundthe classto monitorandassist discussed,andtheir preferredsolution.
wherenecessary.
Withthe wholeclass,praisegood pointsthat you heard
andworkon anydifficulties.Getstudentsto repeat
the exercise,incorporatinganycorrectionsand
improvementsthat you made.
Elicitsomeof the groups'reactionsto the solutionsand
relatethem to the Ideasfrom the previousexercisethat
you put on the board.Encourage whole-classdiscussion. @(i)Ci) Daysoff work
(J ~ 10.3Preparestudentsfor the taskand playthe 0 Explainthe exerciseandget studentsto work in groups
recordingonce,then again,if necessary, workingon of threeor four,appointinga reporterfor eachgroup,
anydifficulties.Getindividualstudentsto saywhether who will recorditsfindingsandreportbacklaterto
theyapproveof the governmenttryingto influence the wholeclass.Walkaroundthe classto monitorand
behaviourlikethis. assistwherenecessary. Youwill probablyhaveto help
individualgroupswith accident-and illness-related
Answer vocabulary,suchastrip,foll,strain,stress,
ache,pain,etc.
problemd
Teachalsosick,offs/ck,sickpay.
Workonthe mcabularywith thewholeclass, getting
studentsto incorporateit intotheirfeedbackontheir
group'sdiscussions.

fJ ~ 10.4Playthe recordingonceandseehow much
studentscan rememberby gettingthem to taketurnsto
recountwhat they heard.
Get studentsto completethe exerciseon page141
Transcript~ 10.4 of the coursebook now,or comebackto It later.
Let'sstartwith somefactsabout time off work Theteacher'snotesfor the exerciseareon page89 of this
for illnessin the UnitedKingdom.Thesefactsand book.
figuresarefrom 2013.So,in 2020,therewere 118 Forextra support,takestudentsthroughthe following
milliondayslost to sickness.That might soundlike tips to help improvetheir note-takingskills:
a lot, but it's muchlessthan25yearsago,when • Don'twrite down everyword.
recordsbegan. • Usesymbolsandabbreviations. Createyourown.
Now,what do we knowabout who Istakingthis • Don'tworryaboutspellingandgrammar.{Remind
time off work?Well,we knowthat government studentsthat their notesareonly for themselves,
not
organizationsreportthe mostsickdaysamong for the teacher!}
staff.Muchmorethan privatecompanies.Perhaps • Lookat your notessoonaftertakingthem.Organize
unsurprisingly,
peopleworkingin healthcaretake them by themeandusedifferentcoloursto separate
the most sickdays. them Intogroups.
Weknowthat women havemoretime off work than
men.And we knowthat aspeopleget older,there 0 Getstudentsto workin pairs,andthen elicitthe
isan increasein the numberof sickdaysthey take. answerswith the wholeclass.(Don'tassumethat the
Wealsoknowthat the lowestratesof sicknessare abbreviationsareall international.Forexample,i.e.will
amongmanagers. probablybe unfamiliarto moststudents.)
And what arethe mainreasonsfor takingtime off
Answers
work?Well,you might think stresswasthe biggest
• government
problem,but actuallyit's onlythe third most
b morning
commonreason.Secondis muscularproblemslike
c three mllllondollars(Pointout that the dollarsign,
neckachesand backaches. The problemthat causes pound sign,etc.,comesbeforethe amount,not after.)
the mosttime to be takenoff work is minor illnesses,
d UnitedKingdom
thingslikecoldsandflu. • that is (Don'tget into Latinid estunlessstudentsask.)
Furtherdown the list.we havevariousother health f important
conditions.Interestingly,
aroundsixper centof 9 dateof birth
sicknessabsencesarefor undisclosedreasons. That h near
could meana veryseriousIllness,of course- or It I per annum(year)(= peryear)
could meantakinga dayoff to watchthe football! l reference
Q ~ 10.4Playthe recordingagainwithout stopping
0 Dothis asa fast-pacedwhole-classactivityandwork on andget studentsto takenotesindividually.Playthe
anydlfficultles. recordingagainif necessary.
Answen Withthe wholeclass,write oneversionup on the board,
•b •
C
..
>
f =
D
h ?
getting individualstudentsto makesuggestions
Possible
answers
UK2020- 118m dayslost but from 25yearsago +
.
d < {
Govt> privatecos.Mostin healthcare.
e accidentsat work
Women> men,older> younger,managersleast
0 Again,do thisasa fast-pacedwhole-classactivityand Reasons - 1.coldsandflu, 2. neckachesand backaches,
workon anydlfflcultles. 3.stress
Thenother conditions
Answen
6%undisclosed
• !
b ?
f =
fJ Explainthe taskand readthe emailwith the wholeclass.
..
D
C ... h > Ellcltthe answerto the question:Thethingsto llstenfor
area)the problemandb) what they want Jeremyto do
d < {
• s!1WQrk
5!g;lg~n1~ about It

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Q ~ 10.5Playthe recordingandget studentsto write Of course,anotherreasonfor headaches could be

noteson what is important stress.Andthis isanotherbig problemwith our staff.
Withthe wholeclass,havea round-upof the answers Soit'sa good ideato lookfor signsof stressin allyour
andwrite notesaboutthe meetingon the board. employees. Youshouldhaveregularmeetingswith
eachmemberof staffto discussany problemsthey're
Possible
answers having,or anythingthey'reworriedabout.Andcan
+
12% staffillness/sickdaysin lastyear :. co.loses you alsobe carefulhowyou speakto employees,
money{$1 m p.a.)incl.payto thoseoff sick.
please? We'vehada coupleof complaintsrecently
Problems
andsolu1lons: aboutmanagersshoutingat staff... andI will remind
1 Badbacks you that shoutingis neveracceptable.
Managersto checksitting positionof peoplein dept. Finally,we havehadsomestafftakedaysoff work
In relationto screenand keyboard. becausethey can'tsleepat night Again,this isoften
2 Headaches causedby stress,but alsoby overworking.Canyou
a Getemployeesto takeregularbreaks.(not > 1 hr checkyour staffarenot workinglong hours?Nobody
at screen). shouldbe workingpast7 p.m.
b Reducestress- regularmeetingswith staffand
OK,that'sabout it, I think.Arethereanyquestions?...
don't shoutat them.
3 Sleepless nights
Stressandoverwork.Nooneto be in office 0 Getstudentsto discussproblemsandtheirsolutionsin
after7 p.m. pairs.Walkaroundthe classto monitorandassistwhere
necessary.
Withthe wholeclass,get representatives
of pairsto say
Transcript~ 10.5 what theydiscussed.
Helloandwelcome,everyone.Thankyou for coming;
I knowI didn't giveyou muchwarning... SoI've Answers
askedyou herebecauseI want to talkto you about Possiblediscussionpoints:
the healthof our staff.Morespecifically,
therehas 1 It might not bethe sittingposition,but designof
furniture(heightof chairsanddesks).
beenan increasein staffillnessoverthe past12
2 It might be a widerquestionof staffmorale{teach
months.In fact,there hasbeena 1296IncreaseIn sick
this word)asa whole.Regularmeetingsnot enough
daysthis yearcomparedto lastyear.Obviously, this
- mustlookat waypeoplearemanaged.
causesseveralproblems.Perhapsmostimportantly,
3 Mustalsoensurepeopledon't takework home.
the companylosesmoney.Wecalculatethat staff
illnesshasalreadycostusmorethan one million mJlGetstudentsto writetheir emailslndlvlduallyfor
dollarsthis year.Because,of course,we haveto pay homeworkandto emailthem to you.Tellthem that
the wagesof the ill employee,but, in addition,we Shamihasa verygood relationshipwith herboss,
often haveto payfor someoneto replacethem. Jeremy,andfeelsfreeto makeallsortsof suggestions!
So,whatarethe mainproblemsandhowcanwe try Answeranyquestionsstudentsmayhavebeforethe
andimprovethe situation? Well,in termsof physical endof the lesson.
illness,the mostcommoncomplaintis badbacks.
Possible
answer
Clearly, thereIsa problemIn howemployeesare To:[email protected]
sittingat theirdesks.Couldyou allcheckthe desksand From:[email protected]
chairsInyourofficesandmakesureeverymemberof Date:2nd Sept2020
staff issittingproperlywith the computerscreenand SubjectRe:managers' meeting
keyboardin the correctposition?
Hi Jeremy,
A lot of time off work isalsocausedby headaches.
Couldyou pleasemakesurestaffarenot spending Thekeypointsto comeout of the managers'meeting
morethanan hour in front of a computerscreen yesterdaywereasfollows:
without a break? Therehasbeena 12%increasein staffillness/sick days
in the lastyear,meaningthat the companylosesmoney
{$1 m p.a.)incl.payto thosewho areoff sick.Thereare
three mainproblems.

Problem1 - bad backs.We were told that managers
should check sitting position of people in dept in
relation to screenand keyboard,but it seemsto me that
this might be more relatedto the design of the furniture
- the desksand chairsare uncomfortable to use.
Problem2 - headaches.At the meeting,we were told
that managersare to makesureemployeestake regular
breaksso that they don't spend more than an hour
in front of the screen.They arealsocohaveregular
meetingswith staff,and avoid shouting at them(!).
Relationsbetween you and the staff arevery good,
but perhapsthere aremore basicproblemsof staff
managementin other departments?
Problem3 - sleeplessnights.Wewere told that the
causesarestressand overwork.Again,this is not a
problem in our department,but the new rule is that no
one should be in the office after 7 p.m.But how to avoid
people taking work home?
I hope all this helps,
Shami
m Beforethe nextclass,give studentsfeedbackon their
emails,especiallyin relationto the languageof health
and illnessat work.Get studentsto incorporateyour
feedbackin a correctedversionof their work that they
then email to you.
Sendfive or sixof the emailsto eachstudent.Tell them
to readand think about the emailsbefore the next class.
In the next class,spend time comparing and contrasting
the emails,discussingthe languageand the ideasfor
improving the health situationat the company.
@)6@ Slideshow
Now play the slideshowand do the relatedlistening,
discussionand writing activities.Youwill find the slideshows
in the interactivecoursebook or in the resourcessectionof
the website:www.garneteducacion.com/c21.
Formore information on how to work with the slideshows,
seepage 7 of this book.

Preparingfor work
Vocabulary
• Describing jobs and salaries
• Positive and negative personal qualities
Discuss the questions with the whole class.General note
Grammar (also applying to the whole unit): discussion will largely
depend on whether your students have work experience -
• be going to bear this in mind.
Languageskills
• Listening: Listening to complete a table
• Listening: Listening to assessjob
interview responses
• Reading: Reading for detail
• Reading: Reading to check predictions
• Reading: Reading to match information
• Reading: Reading to categorize tips
• Speaking: Discussing future plans
• Speaking: Talking about job interviews
• Speaking: Role-playing a job interview
• Writing: Writing guidelines
~ IL..___.._J
Critical thinking
• Long-term and short-term aims
Life skills
• Networking
Communication
• Why we communicate
W///////////////////////////////////////////////////////////////////////////////////////////,W///////////////// English for the 21 1 Century• Unit 11 -

~ 11.1Remindstudents about the concept of
syllablesand play the recording.
@(i)<=)e DescribingJobsand salaries Elicitthe answersand work on anydifficulties.
D Explainthe taskand get studentsto match the job Get students to repeat rhejobs again,with
sectorsto the photos. the correct stressand correct pronunciationof
unstressedsyllables.
With the whole class,elicit the answers.
Answers
Answers
a 3
a financialservices
b 3
b ITservices
C 2
c energy
d 4
d healthcare
e 2
e human resources
f 4
construction
9 3
Other possiblesectorsinclude:
aerospace
cars(automotive} Transcript~ 11.1
food processing a surveyor
consumergoods b advisor
steel c dentist
textiles d developer
telecommunications e banker
media f paramedic
property g engineer
retail
tourism
El With the whole class,give studentstime to think about IJ Get students to work in groups of three or four,
the sectorsfor the jobs and then elicit the answers. appointing a reporter for eachgroup, who takesnotes
Answers on the discussions.Walkaround the classto monitor and
financialservices- charteredaccountant,investment assistwhere necessary.
banker With the whole class,praisegood points that you heard
fTservices- gamesdeveloper,web designer and work on any difficulties, especiallyones relatedto
energy- petroleum engineer,power plant manager the topic of this unit. Get students to repeat the exercise,
healthcare- dentist, paramedic incorporatinganycorrectionsand improvementsthat
human resources- careersadvisor,recruiting manager you made.
construction- architect,building surveyor Get the reporter from eachgroup to saywhat its
findingswere,and havea whole-classdiscussionabout
them, with studentsincorporatingyour correctionsfrom
the previousstage.(Don't be surprisedif jobs havea
different statusin different countries.)
D ~ 11.2 Explainthe taskand playthe first part of the

recording.Write the table from the coursebook on the
board.Elicitthe answersfor the first one or two jobs
and write them on the board.Pointout that a bill/onis a
thousandmillion, and that a trill/onis a thousand billion.
(Theseare now generallyaccepted in global English;in
the past,BritishEnglishusedbillion to meana million
million, but do not get into this unlessstudentsask
about it.)

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Thenplaythe restof the recordingonceor twice,as 0 Getstudentsto work in pairs.In eachpair,onestudent

necessary, andget studentsto completethe otherjobs readsoneof the profilesandthe other studentreadsthe
andsalariesindividually. other.Walkaroundthe classto monitorandassistwhere
Elicitthe answersandwork on anydifficulties. necessary with vocabulary.
Answers Thenget studentsto askeachotherabouttheirtextsin
simultaneouspairs.
Sector Ravenue Salary
Withthe whole class,workon anydifficultiesandget
Construction $1.7trillion $33,000 differentpairsto askandanswerthe questionsfor the
Humanresources $123 billion $28,000 wholeclass.
Financialservices $1.26trillion $65,000 Discussthe skiIIsrequiredfor eachjob with the whole
class,notjust the onesmentionedhere.(Forexample,
Energy $175 billion $36,000
beinggood with numbersisa usefulskillfora chartered
If services $193 billion $45,000 accountant.}Also,extendthe discussionabout
Healthcare $21.8billion $33,000 advantages anddisadvantages of eachjob.
Answers
Transcript~ 11.2 Charteredaccountant
• A charteredaccountantgivesfinancialadvice
Thisprogrammeisfor young peoplewho are to peopleand businesses.
thinkingabout the futureand the kindof business b From£30,000up to £60Kafterfive years.
theywant to work in.Youneedto thinkabout lots (TeachK abbreviation.)
of things,for example,What am I good at?'or What c weekdaysandsomeevenings
do I likedoing?'.Youalsoneedto thinkabout money. d a CAqualification
Therearetwo questionsyou needto answer.One,Is e willstudylaw,businessmanagement, finance*
Andtwo, will
the sectorI want to work In successful? Possible
advantage:well paid
I earna good salary?Let'slookat someof the most Possible
disadvantage:eveningwork (unsocialhours)
popularsectorsfor graduatesat the moment
Paramedic
Firstof all,oneof the biggestsectorsisconstruction. a A paramedicrespondsto emergencycalIs,treats
Theconstructionindustrymade$1.7trillion last patientsanddrivesthem to hospital.
year.Graduates canexpecta startingsalaryof b £21Kto £34K
about $33,000. c 37 hours/weekIncludingnight shiftsandweekends
Whatabouta sectorthat focuseson people?Well, d StudyParamedic Scienceat university
the humanresources sectormade$12.3billionlast e helpfulpersonalltles, rapiddecision-making,
year,whichiswell belowconstructionbut is still excellentdrilling skiIIs'"
successful. Startingsalariesarearound$28,000. Possible
advantage:pleasureof helpingpeople
Andtalkingof money,how aboutfinance?You Possible
disadvantage: relativelylow pay
probablywon't be surprisedto hearthat the financial *Discusswith studentswhat they understandbyskiffs:
servicesindustrymakesa lot of money- $1.26trillion Forexample,with the paramedic, the needto befit is
to be precise.Salariesdependon whichareayou not reallya skill,but it isessential.
work in.Togivean example,investmentbanking
offersa verygenerous$65,000a year.A verygood
0 Remindstudentsof the questionstheyaskedeachother
in 5. Explainthat theywill be askingeachother similar
startfor a career.
questionsabouttwo newJobs.DfvldestudentsInto pairs
Nowgas,oil,solar,wind,all the differenttypesof (StudentA andStudentB).ReferA studentsto page175,
energy,makeup the energybusiness. Lastyear,it and Bstudentsto page176of the coursebook.Explain
made$17.5bllllonand newrecruitsget $36,000. the task.Studentsreadtheir respectivejob profiles,and
That'sa lot lessthanwasmadeon computers, then intervieweachother andmakenotes.Withthe
though.TheITservicesindustrymade$19.3billion wholeclass,askseveralstudentsto reportbackon their
andgraduatesearned$45,000. notesfrom their interview.Studentsthen checktheir
Butwhat isthe mostimportantthing in the world? answersby readingtheir partner'sjob profile.
Whatdo we careabout most?It'sour health,of
course!Andthat'swhythe healthcareindustrymade
an incredible$21.8billionlastyear.Butthe payisn't
that great;a doctoronly gets around$33,000in their
firstyear.

Answers
Job title: A Buildingsurveyor B Games developer
Role: give adviceon design and
building projects program games
Salary: graduates:£22,000-
£26,000
starting: under
£20,000
ee@> be going to
£50,000in five years £40,000in five years D Introduce the subject and get students to answerthe
Hours: 9 a.m.-5 p.m.,some long but fiexible question as a fast-pacedwhole-classactivity.
evenings hours Encourageuse of haveto as an alternative to must.
Entry graduate,but good graduate,but fJ Work on stressand pronunciation of challenges
requirements: to havea degree in usefulto havea /tJrela<t31z/
and get students to read the article silently,
Building Surveying, degree In Graphic bearing in mind the points that came up in discussionin
experiencein Design,Computer the previousexercise.Walkaround the classto monitor
construction Scienceor Software
and assistwhere necessary.
Engineering
good excellent IT With the whole class,work on any generaldifficulties
Necessary
skills: communicators, skills,able to use and askstudents If they had anticipated any of the
able to analyzeand different programs, points in the article.
solve problems, creative,use time
report-writing and well ffi)
presentationskills
fJ As In many other parts of this unit, discussionhere

Get students to complete the exerciseson pages
will largelydepend on whether your students have
155-156of the course book now, or come back to
work experience. them later.
Get students to work in groups of three and explain that
Theteacher's
notesfor theexercises
areon page89
a group reporter will later talk about the expectationsof
of this book.
each member of the group.
necessary. IJ Explainthe task,get studentsto look at each of the plans
and the text in 2 again individually.Elicit the answersand
heard and work on any difficulties. Get students to discussthem with the whole class.
repeat the exercise,incorporating any corrections and Answers
improvements that you made. Henrik- Networking
Then,with the whole class,get the reporter from each Fatima- Dailyschedules
group to summarizewhat each member said. Joe - Professionalism
Rachel- Teamwork
Havea whole-classdiscussionwith students.
Samir- Appearance
ffi)
be going to
Get students to complete the exerciseson page 155 Talkstudents through the information and the
of the coursebook now, or come back to chemlater. examples.The tensewill alreadybe familiar to them
The teacher'snotes for the exercisesare on page 89 of at this level,so use this as an opportunity to reviseit.
chisbook.
for extra support, ask students cowrite listsof five long- Cl Do this with studentswriting the answersindividually.
term and five short term goals.Get them to work in It should not be difficult for studentsat this level.
simultaneouspairs.Walkround the classto monitor and
assistwhere necessary.
With the whole class,get some of the pairs to talk about
their two different lists.

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Answers 0 Get studentsto havesimultaneousexchangesin

• areyou goingto do pairs.Startby workingwith one student,askingthem
b I'm goingto sleep questionswith Areyou going to ... and getting them to
c Areyou goingto apply elaborateon their answersto give everyonethe idea.
d I'm not goingto do Walkaroundthe classto monitorandassistwhere
e I'm goingto get necessary.
f areyou goingto get
Withthe wholeclass,workon anydifficultiesandget
9 I'm goingto work
somepairsto repeatsomeof their exchanges.
h I'm goingto do
I aretheygoing to pay
J They'regoing to pay
k theyaren'tgoing to pay
l areyougoing to live
m Isyourfathergoingto help
n he'sgoingto give
)
Q ~ 11.3Playthe recording,getting studentsto check
their answers,
stoppingaftereachlineof dialoguethat
(9 0 (i) Preparation
and practice
containsan answer. 0 Getstudentsto talk aboutthe questionsIn simultaneous
Withthe wholeclass,workon any remainingdifficulties. pairs.Walkaroundthe classto monitorandassistwhere
necessary,for example,with the vocabulary.(Ifthey have
Discussthe advantages anddisadvantages of internships
not beenin interviewsituations,get studentsto imagine
with the wholeclass.(Possible
advantage: allowsyoung
howthey wouldfeel beforeoneJ
peopleto gainworkexperience. Possibledisadvantage:
companiescanemploypeoplewithout payingthem,or Withthe wholeclass,get severalpairsto talkabouttheir
payingthem verylfttle.) partner'sexperienceof interviews,if any,or of howthey
thinktheywould reactin the situation.(Forquestiond,
get studentsto talkaboutschoolreports,references, etc.)
Transcript~ 11.3
A Howwasyourgraduation?
fJ Getstudentsto workin groupsof threeor four.Walk
aroundthe classto monitorandassistwherenecessary.
B It wasgreat,thanks.My parentscameand I think
Withthe wholeclass,ellcltthe answersandvote on
theywerereallyproud.
whichtip theyfind most useful.
A Of coursetheywere!Sowhat areyou going to
do now? Answers
B Well,I'm going to sleepfor a while! before - a, b, c, i
during-d,g
A Haha!But I meanafterthe summer.Areyou going
after- e,f, h
to applyfor somejobs?
B No,I'm not going to do thatyet. I'm going to get 0 Dothis asa whole-classactivity,with individualstudents
someexperiencefirst. givingthe correctword order.Workon anydifficulties,
for example,pronunciationof strengths.
A But how areyou going to get experienceif you're
not working? Answers
B Oh,I'm going to work.I'm going to do an • Whydid you choosethiscompany?
internship. b Whyareyou interestedin this position?
A What'sthat? c Whatdo you knowaboutthe company?
B It'swhena companyemploysa newgraduatefor
d Whatareyour mainstrengths?
e Whatareyourcareergoals?
a few monthsor a yearandthe graduategetsreal
work experience. Q ~ 11.4Explainthe taskandplaythe recordinguntil
A OK.Butarethey goingto payyou? the endof the candidate's secondanswerto the first
B No.They'regoingto payfor mytravel,but they question.Askstudentswhichansweris'better'- probably
aren'tgoingto pay me a salary. the firstone,but it couldbe arguedthat if the candidate
A Sohow areyou goingto live?Isyourfathergoing saysmoreaboutwhythe companyisconsidered 'nice:
the secondonecouldbe a betteranswer.
to helpyou7
B Yeah,he'sgoingto give me somemoney
eachweek.
W////////H//////////////////////////////H/////////////////////////////H//////////////////,W///////////////H English for the 21•1 Century • Unit 11 ~

Playthe restof the recordingand get studentsto note
the other answers.Stop after eachanswerto give them
time to choosethe bestanswer.
~ 11.5 Remindstudentsabout intonation:the
With the whole class,dlscussthe answers.Youmay
way the voice goes up and down in different ways
wish to introduce the differencebetween answersthat
for different purposes,e.g.,statements,questions,
aremodest(not much substanceto them) and replies
exclamations,etc.
that incorporatethe Ideaof modesry(confident,but
not boastful). Playthe recordingand elicit the answer.
Answers Explainthat the voice usuallygoesdown at the end
of Wh· questions.
Answer1 Answer 2
Answer
a v'
f-- The intonation for all the questionsgoesdown at
b v' the end.
C v'
--
d v' Transcript~ 11.5
a Why did you choosethis company?
e v'
b Why areyou Interestedin rhis position?
c Whardo you know abounhe company?
d What areyour main strengths?
Transcript~ 11.4
e Wharareyour careergoals-?
a Why did you choosethis company?
1 BecauseIt's the leadingcompanyin
its sector.
2 Becauseit's a nice company.
b Why areyou interestedin this position?
1 It soundsInteresting.
2 BecauseIt will give me an opportunlty to Get studentsto complete the exerciseson page 156
usemy experienceand qualifications. of the coursebook now, or come back to them later.
c What do you know about the company?
The teacher'snotes for the exercisesare on page 90 of
1 It'sa very largecompany.
thlSbook.
2 It hasa very strong brand and a unique
rangeof products.
d What areyour main strengths? II Get studentsto work on this in pairs.Walkaround
1 I'm good at lots of things. the classto monitor and assistwith meaningand
2 t think my greateststrengthsare that I'm pronunciationif necessary.
nexlbleand I'm a fast learner. With the whole class,'test' the meaningand
e What areyour careergoats? pronunciationof previouslyunfamiliarwords,by
1 I would like to continue to developand quizzingindividualstudents,e.g.,by asking,'Giveme a
learn Finally,I would like to lead my word/expressionthat means .. .'
own department.
2 I want a promotion assoon aspossible.

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Answers
Polltlvefeedbadc Negattve
feedback ~@ Bodylanguagein interviews
r .., r
a can-doattitude a loner D If you havecoveredthe C21skillssectionin Unit 1A then
a teamplayer dishonest this will be revision.If not,this maybe an opportunityto
focuson these(seepage22of the coursebook).
easy-going good at onething only
With the wholeclass,askwhy body languageis
good at multitasking lackingconfidence
importantin interviews.Getstudentsto givesome
hard-working lackingmotivation examples.(Situp straight,engageeyecontactwith the
honest lazy Interviewer,but not too much- askstudentswhat they
polite negative think Isappropriate- don't run yourfingersthrough
your hair,etc.)Theremaybe culturalvariationsabout
positive rude
what isacceptable,of course.
"" self-motivated ,J ""stubborn ,J
fJ Withthe wholeclass,get studentsto commenton
the photo.
0 Getstudentsto think of ajob that they would liketo
Possible
answers
have.Tellthem they will do interviewsin simultaneous
pairs.First,onestudentinterviews,andthen the other, (Theinterviewersaresmiling.)
in relationto anotherjob. Emphasize that they should Theyaremakingeyecontact.
usethe languageof this unit,notjust the vocabularyof Twopeopleareshakinghands.
the previousexercise. (Quicklytakestudentsthrough 0 Getstudentsto workin simultaneouspairs.Walkaround
previoussectionsof this unit againto remindthem of the classto monitorandassistwherenecessary.
the areascovered.)Alsoremindstudentsof the ideaof
Withthe wholeclass,workon waysof talkingabout
body language(firsttouchedupon in Unit 1AC21skills)
body language. Then,get individualstudentsto talk
- posture,amountof eyecontact,amountof smiling,
aboutthe tips they cameup with, incorporatingyour
etc.Get studentsto saywhat would be appropriateIn
improvements.
their own countries.
Whenthey areready,get studentsto starttheir 0 Tellstudentsthat the articlecoversmorethanjust body
language.Getthem to readit, bearingin mindthe
interviews,gettingstudentsto sit oppositeeachother,
advicetheygave.Walkaroundthe classto monitorand
hopefullyat a distanceappropriatefor ajob interview.
assistwherenecessary, for example,with vocabularylike
Walkaroundthe classto monitorandassistwhere
necessary.
interact,
approach,
rucksack,
pacearound,nervous,
lap,
leanforward.
Whenmost pairshavefinishedtheir two interviews,
endthe activity.With the wholeclass,praisegood points Withthe wholeclass,workfurtheron anyvocabulary
thatyou heardandworkon languagerelevantto this questionsthat you wereasked.Askindividualstudentsif
unit that requiresattention.Get lndlvldualstudents they sawthe sameadvicethat they gavein the previous
to repeatpoints,Incorporatinganycorrectionsand section.Thendiscussthe otheradvicegivenin the
Improvements that you made. article.Bearin mind culturaldifferences.Talkalsoabout
the right sortof clothes,for example,for men- isa tie
u for
Getthreeor four pairsto repeatoneof their interviews
the wholeclass.
necessary?
Aftereachpair,get studentsto 'score'them on the

0 Remindstudentsthat for this tasktheyneedto
incorporateguidanceon body languageand the more
languagethey usedandtheir body language. Treatthis generaladviceincludedin the article.Thiscan be setfor
tactfully,and remindstudentsthat you,the teacher,are homeworkor In class.Theyshouldmakenotesunder
the finaljudge andarbiterof performance! eachheading,andwrite a seriesof guidelinesto help
candidatesIn their countries.
Maketime for studentsto sharetheir ideaswith other
studentsin classandto suggestimprovements. Go
roundandmonitor.Askindividualstudentsto readout
someof their points.Youmaywishthem to redrafttheir
guidelinesand presentthem asposters.

Future plans
Vocabulary
• Adverts
• Job adverts and applications
Demonstratethe taskwith the whole class.Brainstormfour
Grammar or five obstaclesto someone getting the job they want Put
these on one side of the board. Divide the rest of the board
• First conditional into two columns:lnside your control, and outside your
control. Discusseach obstacle with the classand put it into
Languageskills the correct column. Studentswork in simultaneouspairs
and make new lists.ShareIdeaswith the whole class.Discuss
• Reading: Reading to check opinions possibleways in which students can increasetheir chances
• Reading: Reading for detail of success.
• Listening: Listening for positive opinions
• Speaking: Giving speculative answers
• Reading & Writing: Reading and writing cover
letters for job applications
• Writing: Writing a personal account
Critical thinking
• Preparing for the future
Communication
• Register

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Transcript~ 12.1
Amira Sohaveyou thought any more about
studying abroad?
eeale Firstconditional
Jasmine
Amira
Yeah,but l don't know.
I think you should do It. If you study in
England,your Englishwill reallyimprove.
D Introducethe subjectby askingquestiona to the
It'sa great opportunity.
whole classand elicit a list of reasons,which you write on
Jasmine Yeah,maybe.
the board.
Amira Butyou'll haveto speakto English
Get studenrsto work on the remainingquestionsin people,of course.Youwon't learnmuch
pairs Walkaround the classto monitor and assist If you only makefriendswith other
where necessary. foreignstudents.
With the whole class,work on anydifficulties, especially Jasmine But whaLwill I do if I don't understand
ones relatedto the languageof studying abroad.Then my teachers?
get studentsto talk about their partner'sanswers,not Amira Well,it will be difficult when you arrive,
their own. but ft will get easier.
Jasmine Yeah,I supposeso.But England's
fJ Get studentsto readthe advert.Walkaround the classto
expensive,Isn'trt?If I don't get aJobafter
monitor and assistwhere necessary.
graduating,ltwlll be a wasteof money.
With the whole class,elicit the answersand write them And what will I do ifI run out of money?
on the board. Amira Youwon't run out of money.YouJust
Answers need to be careful.Don't go out for meals
1 Theyare lookfngfor adventure. - cook at home. And don't go shopping
2 They waneto see the world and experiencea everyweek! Yourparentswill sendyou
different culture. money each month.
3 Theywant to continue their educationwhile abroad. Jasmine Yeah,rnyparents.If I do this,I'll be away
4 Internationalemployersare looking for self-motivated from home for six months.It's a long time!
peoplewith real-worldexperience. Amira Of courseil is.But you'll makenew
5 Theylearnimportant socialskills. friendsquickly.
Jasmine But I'll missmy old friends!Likeyou!
IJ Discussthe first questionwith the whole class.Their
Amira Don't worry. If you feel homesick,you can
answerswill depend on where they are in relationto
video-call me!
studiesand work, of course.Thenget studentsto discuss
the secondquestion in simultaneouspairs.Walkaround
the classto monitor and assistwhere necessary.
With the whole class,elicit the answers.
Possibleanswers ~ 12.2 Remindstudentsabout stress,explain the
Feelingsof lonelinessand isolation,especiallyat first. taskand play the recordingonce right through.
Qualityof educationvarieswidely around the world. Playthe recordingagain,stopping after eachitem to
It can be difficult to understandthe educational/study elicit the answers.
methodsof other countries.
If you staytoo long abroad,you may loseyour network Answers
and possiblejob contactsin your home country. a ]f you study fn England,your Englishwill really
improve.
0 ~ 12.1Playthe recording,work on any difficulties and b Burwhat will I do if I don't understandmy
elicit the answers. teachers?
Answers c If I don't get a jQQafter graduating,i! will be a
If you study in England,your Englishwill reallyimprove. wasteof money.
It'sa great opportunity. d If I do this, I'll be awayfrom home for sixmonths.
It will be difficult to understandyour teacherswhen you e If you feel homesick,you can video-callme!
arrive,but it will get easier.
Youwon't run out of money.Youjust need to be careful.
You'llmakenew friendsquickly.
W////////U//////////////////////////////U/////////////////////////////U//////////////////H////////////////U English for rhe 21 • Century • Unit 12 -

Transcript ~ 12.2
a If you study in England,your Englishwill
reallyImprove. Get studentscocomplete the exerciseson page 166of
b Butwhat will I do If I don't understand the coursebook now, or come backto them later
my teachers? The teacher'snotesfor the exercisesareon page 90
c If I don'r get a Jobafter graduating,it will be of this book.
a wasteof money. Forextra support,suggestthat studentscan prepare
d If I do this, I'll be awayfrom home for for the future by askingthemselvesa few quesnons:
six months. 'Isit possiblethat X will happen in the future?''lfX
e If you feel homesick,you canvideo-callmel happens,what does that mea11 for me?''Whatare the
consequences?' 'How can I preparefor X?'.
In simultaneouspairs,askstudents to think of some
a Askstudentsto complete the sentencesindividually,
basedon the conversationin the recordingfrom 4.
possiblefuture scenarioslike those In 6, and discusswhat
they think the possibleconsequencesare.Do students
(If necessary,
play the recordingagainand stop to elicit agreewith their partners?Walkaround the classto
the answers.) monitor useof the first conditional.
Answers
With lhe whole class,work on any remainingdifficulties.
a study,will
b won't
c will I do, don't
d will, run
e feel,can
1 The speakersaretalking about events in the future.
2 The highlighted things arepossiblygoing to happen.
., _ ____,i ~e i) A cover letter

D Readthrough the advert with the whole class,explaining
First conditional any difficulties.
Talkthe studentsthrough the Informationand Askstudentsif they would likethisjob. Ensurethat they
the examples. usecorrectjob-relatedvocabularyin giving their reasons.
Write one exampleof eachform on the board and
underline the verb tenses.Pointout that will is never
fJ Get studentsto read the advert againand to discussthe
questionsin groups.Walkaround the classto monitor
used in the sameclauseasif. and assistwhere necessary.
With the whole class,elicit the answersfrom membersof
GI Explainthe taskand do one or two of the itemswith you, differentgroups.
the teacher,asA and a student asB,to give everyone Answers
the idea. a high-quality graduate,self-motivated
Then get studentsto havethe exchangesin b excellentITskills
simultaneouspairs.Walkaround the classto monitor c working in teamsand busyenvironments
correctuseof tenses. IJ Get studentsto read the cover letter silentlyand askif
With the whole class,work on any remaining difficulties the candidatewill be invited for an interview.(It looks
and get different pairs to repeat the exchangesfor the a pretty good match with the recruitingcompany's
whole class. requirements.)
II Get studentsto work on this individuallyor in
simultaneouspairs.Walkaround the classto monitor and
assistwhere necessary.
With the whole class.elicit the answers.

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Answers GI Eitherin this classor a laterone,get studentsto compare

a 6 their completed letterswith a partner's.
b 7 Then,with the whole class,get Individualstudentsto
C 1 talkabout their letter in relationto their partner's.
d 10
Write a model letter on the board,gerting individual
e 3
studentsto suggestpossibilities.
4
g 5 When correcting,bear in mind that the sample
h 9 answergiven hereisjust one model - thereareother
2 possibilities,of course.
8
1)
A cover letter Get studentsto complete the exerciseson page 167

Talkstudentsthrough the information and key of the coursebook now, or come backto them later.
phrases.Thenget studentsto closetheir booksand The teacher'snotesfor the exercisesare on page 90 of
'test'them on the phrases,for example,by asklng this book.
'Whatare three possiblewaysof expressingthe
reasonfor writing?'.
Youmay wish to point out the greeting convention
that DearSir/Madam,goeswith Yoursfaithfully,and
Dear+ name,goeswith Yourssincerely,.
ID Explainthe taskand get studentsto work on it

individually.Walkaround the classto monitor and assist (j<E)I) St1deshow
where necessary. Ensurethat studentsare using the key
phrasesof cover letters. Now play the slideshowand do the relatedlistening,
discussionand writing activities.Youwill find the slideshows
If necessary,
get studentsto complete their letters in the interactivecoursebook or in the resourcessectionof
for homework. the website:www.garneteducation.com/c2 l.
Possible answer Formore informationon how to work with the slideshows,
DearMr Yasin, seepage 7 of this book.
I am writing to apply for a place in the Graduate
ManagementProgrammeasadvertisedon the Skills
Spacewebsite.Pleasefind my CVenclosed.
I am currentlystudying Businessand Management
Studiesat the LondonSchoolof Economics,and I havea
good levelof English- my IELTS scoreIs8.0.I believethis
coursehaspreparedme for a programmelikeyours in a
number of ways.I alsohaveexperienceof working In car
salesrooms.I had a part-timejob in a salesroom
lastsummer.
I havea very positive,can-do attitude. I would like the
opportunity to meet you and show you my passionfor
car salesmanagement.
Thankyou for taking the time to considermy
application.I look forward to hearingfrom you in the
nearfuture.
Yourssincerely,
W////////#//////////////////////////////#/////////////////////////////#//////////////////,W///////////////# English for rhe 21 • Century • Unit 12 ~

C21skills
COMMUNICATION:CHOOSING
THE BESTWAYTO COMMUNICATE
D Go through the communication methodsin the
introduction and get studentsto saywhich is
COMMUNICATION:BODYLANGUAGE appropriatefor each item. Note that your students'
choicesmay not be yours.Forexample,askthem if
D Get studentsto tick the examplesindividuallyand then they still useemail at all.Ger them to give a reasonfor
discusseachexamplein pairs.Tellthem notto just go their answers.
straightthrough them.
Possibleanswers
Answers a Facebook/Twitter/lnstagram
Positive Negative b email
c text/email/phonecall
Smile (v')
d invitation (card)
Bowyour head v' e faceto face
Raiseyour eyebrows v' email
g phone call/text/email
Leanbackin your chair v'
h Facebook/lnstagram/blog
Wave v'
Makeeyecontact II
fJ Get studentsto work on this in pairsand then discuss
with the whole class.
Biteyour nails v'
Possibleanswers
Foldyour arms v'
- - Advantages of spoken Advantages of written
Frown v'
communication communication
Yawn v'
(Youcan include body (Youdon't haveto be
Shakehands v' languageaspart of your with the personyou are
Pointat someone v' I message.) writing to.)
The messagearrives Youcan think about
II Discussanswerswith the whole class.Sometimesthe Immediately. what you want to say.
answeris'It depends'.Forexample,bowing your head The personcan respond Thereis a recordof the
may show respectin Asia,but it may show desperation immediately. 'conversation'.
at someone'scomments In a Europeanmeeting.
Wavingto an intervieweron leavinga job interview is
probablynegativein all cultures!Smilingtoo much or
COMMUNICATION:DISCUSSIONS
at inappropriatemoments is probablyunacceptable
everywhere,too.
D Do this in smallgroupsand then discusswith the whole
ID Do asa fast-pacedwhole-classactivity.Discuss classin a light-heartedway.
eachphrase.
fJ ~ 1.8 Explainthe task,play the recordingand do the
Answers exercisewith the whole class.Discusswith students
a Makean effort. whether they arefamiliarwith this sort of situation.
b I am listeningcarefully.
c Persuadehim to do something. Answers
d Don't do anything risky. a keepingthe kitchenclean
e Thank/Congratulatehim. b Haveyou got a minute?;Well,...
It wasvery expensive. c Lastnight, he spent half an hour cleaningup before
he could eat.
- English for the 21 1 Century• C21 skills ///////////////////////////////////////////////////////////////////////////////////////////////////////////A

d Theystayedcalm.
e Apologies:I'm so sorry.
Offeringsolutions:Look,let's try to cleanup In Future.
And we need to talk to Jim ...
f both try to clean up in future,and talk to Jim
CRITICALTHINKING:INFERRING
Transcript[:) 1.8 INFORMATIONFROMPICTURES
Chris Oh,hi, Gemma.Haveyou got a minute?
Gemma Yes,sure.Why? D With the whole class,get studentsto talk about the
Chris Well,it'sjust about the kitchen.It wasa bit father and son shopping.Get them to describethe visual
of a messlastnight, I had to spend half an cluesin the photo and to makenotes.
hour washingthe dishesand cleaningup
before I could eat. fJ Get studentsto usetheir notes to write individual
Gemma Really?I'm so sorry.But actuallymost of the stories.Walkaround the classto monitor and assist
messhasbeen there for two or three days. where necessary.Studentscan complete their storiesfor
Chris Right Yes,I seeyour point, but some of the homework if there is not enough time in class.
messwasyours.
Gemma Yes,OK.Look,let's both try to cleanup In
11 Repeatthe aboveprocedurewith studentstalking and
future.And we need to talk to Jim He never writing about the photo, or finding their own photo to
washesup. bring to talkabout next time.
Chris You'rerighl Thanks,Gemma.
STUDYSKILLS:UNDERSTANDING
IJ Allocaterole-playsto different pairs,walk aroundthe class
to monitorand assistwherenecessary. Thenget individual THE PURPOSEOF WRITING
pairsto repeattheir discussionfor the whole class.
D Go through the reasonsfor Wfiting,explainingany
difficulties.Then do the exercisewith the whole class.
PLANNINGAHEAD Answers
Progress a thanking
b arranging
l&Get studentsto look through the unit and make
c sympathizing(Pointout to any Latin-basedlanguage
their listsindividually.Givethem plenty of time.
speakersthe specificuseof this in English- it doesn't
When they areready,get themto comparetheir list
just mean being nice.)
with their partner'sand discusssomeof them with
d suggesting
the whole class.
e informing
My learningplan for next week f warning
g requesting
IBGet studentsto maketheir plansand compare
them Withtheir partner's.(Pointoutthat it may not
be possibleto haveexacttimings for somethings.)
IJ Don't forget to come back to the action points

next week to seeIf studentshavekept their good
resolutions.(No need coactuallyuseor teach this
word at this level!)
Communicationin class LIFESKILLS:AVOIDING

IIIJGet studentsto ratethemselvesand then to share NATIONALSTEREOTYPES
their answersin pairs.Treatthis tactfully.
Get them to wme three ideasabout how they can D Do this asa fast-pacedwhole-dassactivity and don't
be more active and sharetheir IdeasIn pairs. forget to discussthe numbers.At this level,students'
Then get them codiscusstheir ideaswith the handling of numbersshould be very good. Workon
whole class. any difficulties.
W////////////////////////////////////////////////////////////////////////////////////////////////////////// English for the 2r Century • C21 skills ~

Answers
a 300
CRITICALTHINKING:FACTS
b four (Askstudents which ones:German,French, AND OPINIONS
Italianand Romansh.)
C 81% D Discussthe differencebetween factsand opinions
d 37% with the whole class.Then do the exercise.This is more
e quarter subjective than it looks,for example,some students
f 1.7 might argue that what constitutes earlyand smallare
basedon opinion. Evenwarm and convenienrareopen
fJIIDiscussthe photos with the whole class,working on to interpretation.Teachthe expression'Youcall that
the relatedvocabulary.All the photos are of the United early/warm!;etc.
Kingdom.The point of the exerciseis that the ima.gesall
Possibleanswers
representdifferent featuresof one country, even though
a F e 0
they are very different.
b F 0
For4, get students to find images(for example on the c F g F
internet) of their country to bring to talk about in the d 8
next class.
fJ Get students to work on this in small groups and then
presenttheir advert to the whole class.
STUDYSKILLS:KEYWORDS
PLANNINGAHEAD
IJB~3.4 Explainthe task,play the recordingonce or Repeatthe procedureoutlined on page 83.
twice as necessary.Elicftthe answerafter each speaker,
askingstudents to saythe key words that helped them
to understand.
Answers
a commentator - stadium, teams,players'
b station announcer - First-class,
c chef - stirring,added
train Unit~
Transcript~ 3.4
a The level of noise In the stadium is growing
CRITICALTHINKING:EVALUATING
steadily.The two teamsarecoming out of the
players'tunnel.The crowd are clapping and waving. D Get students to read the text for themselves,then
Thisisa very important match for both teams. answerthe questions.Askstudents about their own
b The rrain now approaching platform six is the bus-takingbehaviour and preferences.
13.26servicefor GatwickAirport, calling at Answers
Reigate,Redhilland Gatwick Airport. First-class a willingnessof people to take the bus under
accommodation is arthe front of the train. different conditions
c ... and now you need to make the sauce.I've b more than I km, £2
used a mix of bwtter,nour,milk and cheeseand c time, cost,weather,existenceof bus shelteror not
I'veadded a little salt and pepper. Now I'm stirring (for comfort), knowledge of when bus would arrive
them together ... I've alsoadded some garlic to
Increasethe flavour.Heatthe mix until the sauceis EIJIGet students to absorb the Information.Then discuss
nice and thick. There ... a perfect white sauce. the options with the whole class,after they have
discussedthem in small groups and presentedtheir
ID Get studentsto find a text for homework and bring it 'findings'.Work on the languageof evaluation.
with them next time to present to the whole class.Don't
forget to follow this up.

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STUDYSKILLS:READINGAND CREATIVITY:
GIVINGA PRESENTATION
DESCRIBINGGRAPHS
D Discusswith the whole class.Don't be surprisedif
D Get studentsto identify the chartsand graphs. studentssaythat there are no speechesat weddings in
their culture.e.g.,in Franceor India.
Answers
a Figure2 m1 Get studentsto preparetheir presentationsbasedon
b Figure3 the ideas.If you havethe time and equipment,get them
c Figure1 to preparePowerPointpresentationswith photosor
illustrations.Otherwise,go for more low-techalternatives.
fJ Discusswith the whole classwhich chart or graph is best
for eachtype of information.
Answers CRITICALTHINKING:READING
a Figure3 BETWEENTHE LINES
b Figure2
c Figure1 D AskstudentsIf they havea similarexpressionto 'reading
fJ Get studentsto choosean ideaor their own subject. between the lines'in their own language(s).Get students
Ensurethat they select the best type of chart or graph to to look at a, band c in simultaneouspairsand then
illustrateit. discusswith the whole class.
Studentsshould give mini-presentationsof their graphs Answers

to the whole class. a Someoneis planning to stealsomething.
b Someonecalculatingif it's worth running for the bus.
c The personis suggestingthat therearetoo many
adjectivesin the first paragraph,that therearespelling
mistakesand that the handwritingis difficult to read.
Unitl a Workon this with the whole class.Discussthe logic of
the answers.
Answers
CRITICALTHINKING:PRIORITIZING a Couldyou be a little quieter,please?
b Could you turn the air conditioning on, please'
D Get studentsto look at the diagramand get Individual c Canyou do the washing-up?
studentsto saywhat it shows,e.g.,Thetop left-hand d Canyou do your work now?
corneris for tasksthat ... Then get them individuallyto e Could you get me somethingto eat?
put one of their own tasksin eachcategory. f Could you turn the light on, please?
fJ Get studentsto discussin smallgroupsand then with the II Get studentsto suggestthree more situationswhere we
whole class.Pointout that in somebusinessmeetings makeunstatedrequests.
now,thereis a ten-minutebreakeveryhour for employees Possibleanswers
to consulttheir smartphones,which they leaveat the 1 Carpassengerto driver:I'm feeling sick,(requestto
door when theyarrivefor the meeting.Askstudentsif slow down/stop)
they think this is a good way to avoiddistractions. 2 Guestto host: It'svery hot in here.(requestto turn
heatingdown/off)
3 Flatmateto fiatmate:The rubbish bin is full. (request
to empty it)
PLANNINGAHEAD
Repeatthe procedureoutlined on page 83.
W/////////////////#//////////////////////////////#////////////////////////#//////////////#//#/H////// English for the 21 Century• C21 skills ~

were reallyhappy,too. And that's my second
point. All the schoolswere different, and the
studentswere,too. We had a smallteam, but
we planned the project reallycarefullyto meet
individual needs.I think working well with other
CRITICALTHINKING: people is one of my strengths.We won an award
for the best local project, too.The final point Is
EVALUATINGUSEFULNESS that I know how to use the planning software
here,and that will makethe project much easier
llfJGet studentsto ratethe reasonsIn relation to the tasks to manage.f can send you more detaflsby email.
for which they would buy the new laptop,whether they A That would be good.Thanks,Ben.
will needto carry it around a lot, etc. Insteadof rating
the reasons,another possibilityIs to prioritize their top
five reasonsin relation to their needs. II Get studentsto preparetheir elevatorpitches,reminding
them of the 45-secondlimit. Ensurethat they each have
Thenget them to look at the reviewin simultaneous something they want to apply for (for the purposesof
pairsand report backon whether it would be a'good buy' this exercise!).
for them.
Tell them to make noteson which they will basetheir
pitches.If time allows,get them to rehearseat home and
LIFESKILLS:PROMOTINGYOURSELF listen to a few of the pitches next time.
D Workon the meaningof promotionand promoting

yourselfand then get studentsto look at the exercise.
Tell them there can be overlap(teachthis word)
between strengths,experienceand skills,e.g.,skills
are,by their nature,strengths(but then again may be
irrelevantbecausethey are not requiredfor a particular
job). No answersare given hereasthe exerciseis
designedto encouragediscussionand the answersare
CRITICALTHINKING:FINDING
quite subjective. SOLUTIONS
Then get studentsto talk about their own skiffsand
experiences,not necessarilysuccessfulones! IEJ(D'7.6 Explainthe task,play the recordingonce and get
studentsto complete the table.
fJ [D'6.3 Playthe recordingtwo or three times and get Playthe recordingagainand get students to fist
studentsto takenotes,using abbreviations,symbols,etc. solutions,e.g.,buy a fan and split the cost.
Answers Get students to choosesolutionsand then discussthem
project mgt exp@ CamdaleLeisureCentre- with the whole class.Get students to vote for different
use ~ 30%,schoolshappy solutionsbeforeand after discussion.
difft schools,difft needs-+smallteam met them.
Answers
work well with other people (teamwork)
award for best local project Lucy Mark
-
planning software- prjt easierto manage Problem office too cold office too hot
Working hours_ 8 till 4.30 10 till 6
Transcript[D' 6.3 -
Lunch hours 12 till l 1 till 2
A Oh, hello,Ben.I seeyou'reinterestedIn running
the new sports project.Tell me,why should we
chooseyou? Transcript[D'7.6
8 Oh, right Well,three reasonsactually.The first One of the problemsin sharedofficesIs how warm
is that I'm experiencedin this area.Youknow or cool people want the office to be.Lucy'smain
about my project managemenrexperienceat problem is that shegets cold in her office.Sheworks
CamdaleLeisureCentre.I manageda project with from 8 a.m.until 4.30p.m.Shesharesa largeoffice
local schoolsthere.The resultwas that use of the with Mark.He sits nearthe window. During the day,he
leisurecentre increasedby 30%,and the schools gets hot and he finds it difficult to concentrate.

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He likesthe window open. Hisworking hoursare

10a.m.to 6 p.m.They both havea lunch break.Lucy
takesher lunch from 12 to 1,and Marktakeshis lunch
breakfrom I to 2,Thereis a shop that sellsdeskfans
100metresfrom the office.Thefans cost $15each.
STUDYSKILLS:GUESSING
UNKNOWNWORDS
COLLABORATION:
WORKINGIN A TEAM
llfJ Do this with the whole classand askfor actualwords to
D Studentsreadthe text individually.Workon any fill the gaps.Workon the logic of students'choices,e.g.,
difficulties.Thenthey answerthe questions.Discusswith the must be followed by a noun.
the whole class. Possibleanswers
Answers a Mariapicked up the notepad/Qfil and began to
a how people relateto eachother makenotes.(noun}
b parent-child and adult-adult b HisJapanesewas not very good so shespokeEnglish.
c assertiveadult-adult exchanges (noun)./HisJapanesewas not very good so she spoke
slowly.(adverb}
fJ Discussthe possibilitieswith the whole class,bearingin c At the end of the match,Samsent a text message
mind students'differentculturalattitudes. to Alex.'You should havebeen here.It wasamazing!'
(adjective)
Possibleanswers
a X aggressive
d At the end of eachday sailing,Karljumps into the
water,and swims to the other sideof the river.(verb)
b v' assertive
e Readingthe final report made him feel really
c X aggressive
annoyed.Therewere so many mistakes.(adjective}
d v' assertive
f Lotsof people are buying our new smartphones.
e 1' aggressiveand unhelpful
Theyarereallyfantastic/popular.(adjective)
f X too weakto conveythe impact not having the
report has
IJ Setthis ashomeworkand get studentsto email it to you CRITICALTHINKING:CAUSEAND EFFECT

before the next class.
1BDo with the whole class.Thisshouldbe familiarto your
studentsby now.Then get studentsto work on their
CREATIVITY:
LEARNINGFROMMISTAKES own causeand effect issues.
Possibleanswers
IIJ Emphasizethe importanceof risk-takingin language a Manyyoung familiescan't afford to buy a house
learningand do the exercises. becausethe cost of buying a house hasincreased.
Answers The cost of buying a househasincreased,so many
a I am from Spain.6 young familiescan't afford to buy a house.
b I think that thesearegood ideas.4 The cost of buying a househasincreased.As a result,
c Lastnight, I wrote down some ideasfor my project.5 manyyoung familiescan't afford to buy a house.
d NextSaturday,I'm lookingafter my baby sister.1 b Thisyear,house-buildingclubsare helping people to
e I can't study at home.I preferreading build their own homesbecauselastyear therewere
(or'to read'}in the library.3 238,000new householdsin the UK,but only 133,000
Thereis i1new member in our group. 2 new houseswere built.
Lastyear,there were 238,000new householdsin
11 Don'tforget to do this,but remind studentsthat you are the UK,but only 133,000new housesbuilt, sothis
the finaljudge of what is acceptable. yearhouse-buildingclubs are helping people to build
their own homes.
Lastyear,there were 238,000new householdsin the
PLANNINGAHEAD UK,but only 133,000new housesbuilt. Asa result,
Repeatthe procedureoutlined on page83. this yearhouse-buildingclubsare helping peopleto
build their own homes.

c (Note that the final item is lessstraightforward.) haveto and can ... bur ... Get someof the groupsto
Lotsof new people are moving into the areabecause readout their rulesfor the whole class.Thendiscusswho
they havebuilt more homes. would makethese rules,e.g.,transportauthoritiesfor
They havebuilt more homesbecauselots of new travellingto work, sports body (teach this word for this
peopleare moving into the area. context) in playinga sport, etc
Lotsof new people are moving into the areaso they
havebuilt more homes.
They havebuilt more homesso lots of new people CRITICALTHINKING:
are moving Into the area. MAKINGASSUMPTIONS
Lotsof new people are moving into the area.Asa
result,they havebuilt more homes. D Get studentsto discussthe sloganand answerthe
They havebuilt more homes.Asa result,lots of new questionsin smallgroups.
people are moving into the area.
Answers
a 46
b We don't know.
c anything from Oto 20%
Unitii d (CalculateIn relationto May-September2020.)

e We don't know.
f We don't know.
g DoesCleanrightreducetooth decay?
CRITICALTHINKING: h The slogandoesn't,but perhapsthe actualsurvey
resultsdo/We don't know.
QUESTIONINGOPINIONS We don't know.
We don't know.
D Get studentsto readthe texts individuallyand complete
the table.Discusswith the whole class.Thereis a lot of fJ Discusswith the whole class.Perhapswe can trust the
potential for discussion! advert asfarasit goes (teachthisexpression),which isn't
Answers very far!
Opinion Biased? Supported Clear

byevidence? reasoning? PLANNINGAHEAD
a yes no yes Repeatthe procedureoutlined on page83.
b no yes yes
C no no no
fJ Get the studentsto think about the opinions in l and

decide what their own opinions are.They should also
think of someevidence,possiblyfacts,they can find
online.They then discusstheir opinionswith another
llrnu
student.Checkthat the swdentsareawareof the
conceptsof being biased,supporting their opinions, CREATIVITY:
THINKINGCREATIVELY
and giving clearreasons.
D Discusswith the whole class.Thereare no right answers
here.Get studentsto talk about their preferences.For
LIFESKILLS:RULES example,some people preferlistsfor everything.
U Do this asa fast-pacedwhole-classactivity.The rules

fJ Get studentsto work on this in smallgroupsand then to
report backto the whole classwith their solutions.One
arefor children.The benefitsaremainly for the children possibleideawould be for Carolto do an eveningcourse
so that they learngood behaviourand habits.Students
in web design.
should discusstheir own ideasfor c.
f.lBGet studentsto work on thesein smallgroups.Allocate

an aspectof life to eachgroup, and get studentsto write
three rulesaboUTit. Tellstudentsto usethe structures

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Answers
STUDYSKILLS:NOTE-TAKING a get married,starta family
b finish marketingreport,visit parents,saveup for a
D ~ 10.6 Remindstudentsabout note-taking- keypoints, mini-breakfor them
usingabbreviations,etc.Explainthe task,get them to look c John travellingso much, her own work
at the two setsof notesand playthe recording. d Students'own ideas.
Answer
b is better - more concise,informative,with nothing Transcript~ 11.6
irrelevant(teachthesewords) HI,I'm Rachel.I'm getting mi'!rriedto John sometime
next year.But there'sa lot to do before then.We
Transcript~ 10.6 haven'tAxeda date yet becausewe'reboth so busy.
Hello.My name'sSimonWorthy,and I'm from the John'sjob meanshe travelsabroadonce or twice a
Council.Thankyou for inviting me here today to talk to month, and my manageroften needsme to work late
you about health at work. Did you know that lastyear to write reports.In fact. I haveto finisha marketing
there were 630,000injuriesat work?It's a big problem, report by Wednesday. That meanswe haven'thad
isn't it, both for employersand for employees?I wa-s enough time to start makingarrangements.My dad
surprisedby that number,and that'swhy today I'm hasn'tbeen well,either,so It'sbeen hard on my mum.
going to talkabout two things.Firstly,how to avoid I visit my parentseveryweekend.I wantto buythem
accidents,and secondly,what to do If there is one. I'm a nice mini-break,so I'm savingup for thatJohn and
alsohappy to takeany of your questions,but we've I hope to start a familyafter we get married,but first
got a lot to get through,so let'sdo that at the end of we need to makea bit more money.I'm hoping John's
my talk.OK? going to get promoted soon.He deservesit!
Anyway,startingWithavoiding accidents,I'm going
to cover ,:iccldentswith hot water and food, and fJ Makesureeachstudent hasa long-term aim,or has
accidentsfrom furniture.So,I'd like to askyou, how imaginedone, before they start completing the
many of you use hot water to makeyourselfa drink diagram.Walkaroundthe classto monitor and assist
at work?And how often do you carryhot drinks up where necessary.
and down steps,or carryyour books,laptopsand Thenget a few studentsto presenttheirdiagrams,
hot drinksat the sametime astrying to open a door drawingthem quicklyon the board.
between differentrooms?Thesearedangerousthings
to do.That'swhy I'm encouragingemployersto put
safewater he;:icers on eachfloor. LIFESKILLS:NETWORKING
Ill Explainwhat networking is and do the quiz with the

whole class,getting studentsto raisetheir handsfor
eachanswer.The answerwill often be'It depends'.The
main point of the quiz is to stimulatediscussion,but
get studentsto scorethemselves,and tactfullycompare
scoreswith the whole class.
Get studentsto think of and discusswaysto improve
CRITICALTHINKING:LONG-TERM
their networking,In smallgroups,and then discusswith
AND SHORT-TERM AIMS the whole class.
Get studentsto discussthe Peterquotation in the II Discussthesepoints quicklywith the whole class.
introduction.Also mention the YogiBerraquote:'If you come Answers
to a fork in the road,takeit!' The sentencesare polite waysof ...
D ~ 11.6Explainthe task,get studentsto look at the a Introducingyourselfto someoneyou don't know.
b leavinga conversationto talkto someoneelse.
questions,play the recordingonce or twice.Workon any
difficulties.Elicitthe answers. c talking to someonewho may or may not remember
you from a previousmeeting.
d askingfor sensitive{teach thisword) information.
e askingfor someone'sdetails.

Answers
COMMUNICATION:WHY
WE COMMUNICATE Informal -+---li----li----1...,_.., Formal
__Q.. ...9... .-2-
D OC,,
11.7Get studentsto listen to the recordingonce
fJ Get studentsto give concreteexamplesof using
or twice and elicit the answers.Then get individual
studentsto replicatethe stressand tone of the eachgreeting.
sentences.Concentrateon the polite ones. Possibleanswers
Answers a and d - letter from tax authorities.electricity
a and d sound polite and friendly. company,etc.
band c - betweenfriends.But tell studentsthat some
TranscriptOC,,
11.7 companiesin the UKaddresslettersto customers,etc.,like
this,much to the annoyanceof older people,especially.
a Canyou closethe door, please?
b Canyou closethe door. Please! U Discusswith the whole class.Languagegets more
c Canyou closethe door? Pleeeaase. complexas it gets more formal and alsomakesmore use
d Canyou closethe door, please. of the past tenses
fJ Discussthiswith the whole class.The correctansweris 0 Get studentsto work on these individuallyand then
probablyc. discusswith the whole class.Talkabout the possible
addition of pleaseto eachof thesewith no pausebefore
the please.
PLANNINGAHEAD Possibleanswers
Repeatthe procedureoutlined on page 83. a I wonder if you could give me a lift.
b I was wondering if you could lend me your
coursenotes.
c Couldyousendmeyourcontactdetails?
d I hope you don't
mind me asking,but canyou tell me
what the salaryis?
e Could you show me what the right answerIs?
CRITICALTHINKING:PREPARING
FOR
THE FUTURE
11B
Explainthe meaningof'likelihood' as'probability'and
givean exampleof how to fill In the matrix basedon
the template in the course book.Get studentsto draw
matrixesof their own and to complete them. Walk
Thenget a few studentsto presenttheir matrixes,drawing
them quicklyon the board,and presentingthem.
Askquestions2 and 3 to individualstudentsafter they
havepresentedtheir matrixesindividually.
COMMUNICATION:REGISTER
U Tellstudentsthat they aregetting to a point in their

learningwhere they should be able to uselanguage
appropriateto the levelof formality/politeness.Pointout
the differencebetween formalityand politeness.
Askstudentsto look at the four formsof addressand
decideon their formality.
- English for the 21 1 Century• C21 skills ////////////////////////////////////////////////////////////////////////////////////////////////////////////.

Progresstest answers
B
a What
b right
D C point
a send d about
b get e sure
c make
d
e
say
speak a
f talk a doyouwork
g tell b Do you want
c do you know
d areyou doing
a -
e she is talking
Present Present Past

simple continuous simple a
Possibleanswer
la He watches (Heis watching He watched Hi Jasminda,
plays. a play.) a play.
Thanksfor the Invitation.I'm afraidI'm busy.I'm meeting
b I eatmy I'm eatingmy I atemy someonelaterthis evening.
breakfa5t. breakfast. breakfast. Havea great evening.
Bob
C Theygo to Theyaregoing Theywent to
college. to college. college.
d Donna makesa Donna is making Donna made a
quick phone call. a quick phone quick phone call.
call.
e Do you get Areyou getting Did you get
D
a historic
bored? bored? bored? b best
f I buy my food I am buying my I bought my c interesting
from the market. food from the food from the d lovely
market. market. e quiet
9 Shedoesn't play She'snot playing Shedidn't play fantastic
g noisy
video games. video games. video games.
h busy
h Do you live in Areyou living in Did you live In easy
Beirut? Beirut? Beirut? polite
i Shedoesn't Sheisn't sending Shedidn't send
sendany any postcards. any postcards.
postcards. fJ
a modern
b slow
c rude
d simple
e clever
f sensible
~'//////////////////////////////////////////////////////////////////////////////////////// English for the 21" Century• Progress test answers --

~....___________ i~///////////////////////////////////#//////////////////////////////////////////////////////////////////////////////,W///////////n.
B
a He hasn'tstayedin a five-starhotel.
b He hasswum in the sea.
c He hasmet local people for a meal. D
d He hasn'tslept under the stars. a thirsty
e He hasbeen to the capitalcity. b boil,ill
f He hastakena selfieon the beach. c hunt
g He hasn'tclimbed to the top of the castle. d poisonous
e shelter
f sleep
a
a Themuseumcontainsthe largestcollectionof exhibits
b
from ancient historyin Turkey.
It is in the old part of Ankara.
a
Students'own answers.
c Thebest waysto get thereare to walk or to takethe metro.
d No,you can't book ticketsin advance.
e Youshouldvisit earlyor late in the day to avoid the crowds. a
f Theexhibitsareclearlylaid out and the jewelleryand a virtual
artworkare beautiful. b avatar
g Youcan buy souvenirs. C experience
d nervous
e order
a f running
Possible answers 9 improve
Fact h dictionary
a It issituatedin the old part of Ankara. abroad
b Someof theoldestexhibitsarefrom8000BCE. cheaper
c The museumbuilding was usedasthe bazaaruntil 1921.
Opinion
d Coachtourscan be expensive. a
e Entranceticketsarecheap. a accurate
f It's a good idea to go earlyor late. b quick
c remote
d exact
m e useful
f difficult
a about
b with g safe
C for
d at
e for a
f after Possible
answers
a Smartwatches are usefulfor telling the time.
9 to
b Solarpanelsare usefulfor makingelectricity.
c A SIMcard is usefulfor identifyinga mobile phone.
a d CCTVcamerasareusefulfor identifyingcriminals.
e 3D printersare usefulfor making3D modelsof things.
a haschanged
b grew f A quadcopteris usefulfor taking photos in the air.
c havegot
d
e
hasbecome
developed a
f attracted a hard-working
g built b organized
h started c interested
hasnot lost d experienced
e satisfied
talented
- English for the 21 1 Century • Progress test answers /////////////////////////////////////////////////////////////////////////////////////////n.

W//,W///////////////////////,W///,W///////////H///////#////////////////////////////////H//////////H///////,W,W///////////4 ...___________ ~
GI
"
a I'll turn up the heating.
b I'll take you in the car.
c I'll go to the supermarket.
a ... because she has always had an interest in singing.
b ... because the leader of the choir said nice things
about her singing.
d I'll help you. c Some members said her singing style was different.
e I'll turn it down. As a result ...
d Her singing improved because she took singing lessons.
D
a self-employed D
b multinational a revise
c employees b studying
d colleague c getting
e call centre d going
night shift e doing
f cycling
g swimming
fJ h lose
a time drinking
b behind, deadlines, stressed j eating
c frustrated k eat
d identify
e concentrate. open
fJ
a Earning a high salary isn't very important for me.
fJ b He has to start work at 9 a.m. every day.
a the leader helps to build everyone's confidence. c You can't park here - move your car!
b share it with your colleagues. d You should get a good night's sleep.
c the'doctor'in the group can help identify and solve it. e You must wear a seat belt. It's the rule.
d expressyour opinion in a positive way. f I can't work late tonight Sorry!
e the planner will plan the next stage of your project. g Can we pay in dollars?
f they should celebrate. h IFyou want to keep fit. you shouId exercise every week.
a a
Possibleanswers C
a (If I'm not free during the day,)
b lfl can't remember something,
c If a colleague looks stressed,
d If I can't talk to anyone about my work,
a
a no
e If my boss lets me, b no
c yes
d no
I (Brainstorm) I- I Organize I- I Prioritize
W//#//////////////////////////////////////////////////////////////#//////////////////// English for the 21" Century• Progress test answers ~

~....___________ i~W/////////////////////////////////.,W////////////////////////////////////////////////////////////////////////////////////////////
Evaluate each alternative. 4

~ine the problem. 1
-
Choose the most effective solution. s
State your goal. 2
Think of possible alternatives. 3
D
a financiaI services
b human resources
c energy
d construction
e IT services
f healthcare
fJ
a am going to apply
b is going to help
c am going to send
d am going to do
e is going to lend
f are going to let
g am going to move
e
a work abroad
b write your CV
c apply for a job
d do an internship
e search online
f join an employment agency
Cl
a bad
b good
c bad
d good
e bad
f good
9 bad
h good
- English for the 21 1 Century • Progress test answers /////////////////////////////////////////////////////////////////////////////////////////#

Workbook answers
1 Communicat,on
D
H s A p
V Q p s
N K p A
D
a internet E K E V
b pencil
M C C X
C paper
d write M F N J
e call
z
~
C p
p F L
fJ
1 e T D T
2 C
3 b E D z C z T V E s
4 d a said
5 a b ate
6 f c watched
d bought
aa My sister speaks Italian.
e
f
went
had
b Tell me all about your holiday! g spoke
c In England, people often talk about the weather. h told
d Don't tell him I broke the window'
e When I meet new people, I never talk about money. fJ
f Do you know how to say'thank you'in Spanish? a wrote
g Pleasespeak slowly so I can understand. b went
c had
aa tell
d sent
e was
b speaks f bought
C says
d tell II
e talks a He listened to the radio.
f Tell b He didn't play computer games.
9 says c He made a video call.
d He wrote an email.
e He didn't read an eBook.
f He didn't receive a text.
W//////////////////////////////////////////////////////////////////////////////////////////// English for the 21" Century • Workbook answers ~

Workbookanswers
D fJ
a What 1 (d) Across 3 seeing
b Was 2 C 4 texting
C Why 3 f 6 writing
d Did 4 a 7 growing
e What 5 b Down 1 sending
Did 6 g 2 following
g Did 7 e 3 sitting
5 going
0
a He'srunning.
a b
c
He'spointing.
He'sclapping.
a argument (football) d He'swaving.
b lecture (kite surfing) e He'spushing.
c discussion(chess) He'sthinking.
d argument Uudo)
e discussion(badminton)
f lecture (running/gym)
Cl
a 'm writing
b catch
fJ c leaves
I
Give an Ask Agree Disagree Not d arrives
opinion for an decided e 'm standing
opinion is
g makes
a b d C 9
e i f j h
B
a 2
b 8
D
a LMK
C 6
b LI
d 3
e 4
C NP
(1)
d gr8
f
e OFC
g 7
f IMS
h 5
g CU 18r
h IMO
2 Arrangements
fJ
a
b
C
d
rrue
false
true
false
e true
f false
a g true
a Mum
b Evie a
c Evie a coming
d Jack b warchfng
e Dad c visiting
f Dad d having
- English for the 21 1 Century • Workbook answers ////////////////////////////////////////////////////////////////,W//////////////////////////~

W//,W///////////////////////,W///,W///////////H///////#////////////////////////////////H//////////H///////,W,W/////////////////#/4 Workbookanswers
e
f
getting
ordering
a
a Whatis the languageof businessand science?
9 taking
English- that'swhy so manypeople studyit.
b Isit easyto work out the tone of emails?
Cl Not always.Emojisor emoticonscan help.
a (askingfor help) c Whatdoes this gesturemean?
(Hi.How do I get to your housetonight?) Bequiet!
b apologizing d Isnon-verbalcommunicationimportant?
Stuckin trafficjam. Will be late.I'm sorry. Yes,mainly in face-to-faceconversations.
c thanking
e Whatdo we do when we areannoyed?
Thanksfor the lift! Seeyou later! We hunch our shouldersand leanforward.
d thanking How manymusclesarethere in the face?
It was nice to seeyou.Thanksfor the coffee. Thereare43.
e inviting g WhatdoesAmy Cuddybelieve?
Canyou come for dinner tonight? Our body languageshapeswho we are.
apologizing h Do great paintersunderstandbody language?
I can't meet later.To be honest,I'm too tired.I'm sorry. Yes,especiallyportrait painters.
g askingfor help
Haveyou startedthe assignment?What booksare useful?
a
a thinking their own thoughts.
b is too bright.
c havegone therelate at night becausethey want
company.
D d somedetail,so we know that this is in NewYorkin the
a experts mid-20th century.
b convey e lonelyAmericawas in the 1940s,
c unspoken
d winking
e tone
f emphasize
9 divided
h upset
3 Travelexperiences
fJ
a Breatheslowlyand deeply.
b Don't laugh.
c Finda quiet corner.
D
d Getcomfortable. adjectives
e Hold the pose. a tradition
f Hold your headhigh. b taste
g Keepyour backstraight. c culture
h Putyour handson your hips. d happily
e time
e f feeling
Wecan tell a lot about other people from their body language.
Butwe can alsouseour own body languageto our advantage. fJ
Thisis Amy Cuddy.She'sa socialscientist.Her theory is:'Our a b
body languageshapeswho we are.'Her researchshowsthat, b d
if we @illlf our posture,we can completelychangethe way C C
other~ seeus. d f
e (a)
But her researchhasalsofQ.u.DQ somethingevenmore
f e
interesting.And very useful!Shehasfound that, if we strike
a positiveposefor a few minuteseveryday,we can actually
changethe chemisrrvin our bodies.
W///////////////////////////////////////////////////////////H//////////H///H////////////// English for the 21" Century • Workbook answers ~

Workbookanswers
e
a dirty
a
a havehad
b boring b havetried
C crazy C hasread
d rude d hasswum
e high e hasbroken
f quiet f havewritten
9 simple 9 havedone
h lovely h havebeen
wrong have ... eaten
j easy have ... held
k old
Mysteryadjective:traditional a
a w C E M w D y w D
~
im-: Impossible,impolite, impatient M E V E 0 G X R T
un-: unhappy,unnecessary, unkind L E w A N H M N
in-: inaccurate,invisible,inactive
p a y T E M X T A
a delicious D y A E R G 0 y T H
a
A y 0 K E N
b strong
C busy I N a p N X
d modern
e cheap
V 0 A u N K
f polite E A B E E N
9 cool N L A E A D F H D
h boring
ancient
a
a Royand I havespent two months in Asia.
b We havevisited 13capital cities.
c We havemet thousandsof amazingpeople.
D d It hasn'tbeen easy!
e Someof the roadshavebeen very challenging.
a It's the Acropolisin Athens.
b It's the EiffelTowerin Paris. Our bike hashad 36 punctures!
c It's the RedFort in Agra. g We haverun out of petrol nine times.
d It's the Kremlinin Moscow.
a
fJ a havejumped
a Yes,I've lived in AustraliaandThailand. b havedriven
b Yes,I'vedone a parachutejump. c haven'teaten
c No,but I've seenthem. d haveseen
d No,but someonestole my wallet once. e hasn'tswum
e No,but I haveslept in a cave. haven'tslept
f Yes,I'vevisited the FoxGlacier.
g No,I've neverhad enough money!

a
a at
b about
D C up
a opinion d after
b fact e through
C fact f across
d opinion g for
e fact
f opinion
9 opinion
fJ D
a Kaididn't enjoy the jeep safari. a haschanged
b An elephanttakesfour people. b hasrisen
c Mandydidn't like the insects. c were
d Kairecommendsthe ElephantBreedingCentre. d was
e Hanssuggestsgoing early. e hasimproved
f An elephantsafaricosts 1,500rupees. f hasfallen
g Mandy thinks the safariis cheap. 9 was
h Hanssawa crocodile.
The ElephantBreedingCentrecostsSOrupees. fJ
a been
4 Faraway
places
b changed
C risen
d was
e dropped
f visited
9 were
h stayed
D a
a false
a Luca
b false
b Sofiaand Lorenzo
C true
c Jenand Ian
d true
d Miguel
e true
e Gregand Alison
false
f Flo
fJ a
a August
a I need to find out when the museumopens.
b January
b He doesn'tknow about the opening times.
c December
c We went for a swim after breakfast.
d February
d We arestayingat the hotel in Prince'sRoad
e June
e Who will look after the cat, when we'reaway?
f October
f The bus broke down so we were late arriving.
g September... October
g it's a good idea to shop aroundfor a good deal.
W///////////////////////////////////////////////////////////H//////////H///H////////////// English for the 21" Century • Workbook answers --

Workbookanswers
a
a both
b a travelwebsite
D c both
a opinions d a guidebook
b remember e both
c biased f a travelwebsite
d online 9 both
e rude h a guidebook
f negative both
g award a guidebook
h helpful
You'veseenall there Is to seeIn Istanbul.Home time! But wait!

Haveyou sampledeverythingIstanbulhasto offer?B.e.al.!y?
Rememberthat travelis about people,aswell asplaces.It's
5 Changingtimes
about meetingother travellers.And it's about mixing with

local people and absorbingtheir culture.
a D
a How about you? a water
b Whatwill you see? b shelter
c Wherewill you stay? c food
d Areyou readyfor an adventure? d air
e How much money areyou going to need? e plants
f Haveyou sampledeverything Istanbulhasto offer? sleep
g Who knowswho you'll meet or what you'll discover?
h What about the markets.squares,cafesand restaurants?
Will you leaveyour guidebook in the hotel?
a
a nashdrive
a b GPS
c lighter
a Soyou buy a guidebook and read all about the city. d penknife
Theverbsdon't match the subject. e torch
b All online reviewsarebasedon opinions. electricfan
A prepositionis missing.
c Youcan spendweekshereand neverget bored.
An adjectiveending is wrong.
II
a relatingto money
d Imagineyou are planninga city breakin Istanbul. b an amount of money to be spent over a period of time
Thereis a mistakewith an article. c an electricalwave that carriesinformation
e Youvisit the BlueMosque,with its blue tilesand d the act of stealing,or taking,something
sixminarets. e softwarefor a phone, tablet or computer
Thereis a mistakewith an apostrophe. f Itemshaving a high monetaryprice
An amazing experienceis waiting for you. g someone,or a company,that givesa serviceto a customer
The word order is wrong.
g Somepeoplecan't usecomputersvery well.
An adverbis wrong. a
a restaurants
h Youwalk acrossthe stunning Ataturk Bridge.
The wrong form of the verb is used. b home
c buildings
d provider
e phone
f charger

g valuables a dictionary
h GPS b translate
app C tutor
d grammar
e memory
f notes
9 audio
h thesaurus
D write
a false e true
definition
b true f true
c true
d false
g
h
False
true
a
a do
b don't
fJ C don't
a will give e will recycle d do
b will throw f will takeapart e do
c willgo g will disappear don't
d will soak
9 do
h doesn't
a
a How will children learnin 2030? j
Does
does
b Will there be classrooms? k don't
c Will teachersget replacedwith phones?
d Will childrenusecomputers?
e How will teachersassess children?
II
a 2
How will schoolshelp poorer children? b 1
a
a f d e
C
d
e
2
1
1
b b e C 2
C a f d
D
6 Techrlology
S A U R
D
a selfiestick
b smokealarm
C nashdrive/memorystick
0 y d zip
N
A V
w V
N
a
Bathroom: toothbrush,waterproof radio,safetyrazor
Office: ballpoint pen, stapler,flashdrive
A T u T
Kitchen: blender,can opener,toaster
y L 8 E

Workbookanswers
e Cl
a Kettlesboil water. a Yes,I'll email my CV to you.
b In 2004,therewere more televisionsthan people. b I'll get some!
c A microwavecookswith radiation. c I'll arriveat about midday.
d A light bulb is made out of glass. d I'll do it!
e Umbrellasprotect people from rain/sunand sun/rain. e I don't know! I'll look in the kitchen.
f A mirror reflects4% of the light. f I'm not sure.I'll checkthe map.
g A freezerpreservesfood with very low temperatures. g I'll come!
h More than 200 million people listen to the radio
eachweek.
A torch is called a flashlightIn America./ln America,
a
a I'vefilled
a torch is calleda flashlight. b We'll help
Most Britishpeople heat their homeswith radiators. c I'll check
d I'll hold
Cl e I'vechecked
a television f radio f I'vesent
b umbrella 9 bulb g they'll be
C microwave h radiator
d kettle torch
e freezer mirror
Mysteryinvention:smokealarm
D
a radiation noun
b helmet noun
C right adjective
D d adapt verb
a social e diameter noun
b message f survive verb
C letters 9 basic adjective
d post h microbial adjective
e million generate verb
f private robot noun
9 program
fJ
fJ a averagetemperature
a webcam b breathableatmosphere
b monitor c humancivilization
c tower d human body
d mouse e main goals
e keyboard night sky
f speaker g protectivesuits
h usefulfacts
e a
a graduated
b studied Curiosiryhasfound out lots of new, usefulfactsabout the
c volunteered planet It hastakenmeasurementsof temperatureand
d helped pressure.It'slooked for signsof water and microbiallife.It has
e taught sampledsoil and rocks.And it hassent thousandsof amazing
f haveworked photographsbackto Earthfor us all to enjoy.
g havedeveloped
h havetravelled
havelearnt

Cl a
u L T
Shelter/Protection Air to breathe l (M
E y p D
A T
z
0
P J
N A L)
L C M
Peoplewill live underground Oxygenwill be used
F y G G P t< L Y
to protectthemselves to createa breathable
L p y L
atmosphereinsidethe life-
support units. w
C
Z~HO T
Peoplewill wearprotective TI1eair on Marsis poisonous,
suitswhen they go outside. so peoplewill live in special F S F
'life-supportunits'. I S Z
L L E A G U C L
Solarpanelswill generate
electricityfor heating. I W W R O P C M Y
Q I B A C U S T 0
_______
T
---------
___;.....,_
E
p
s
S D T A y
Food Drink I A E J X A I E
Fruitand vegetableswill Machineswill removesalt

(E M P L O Y E E S)N T E D
grow in specialgreenhouses. from the water and makeit a colleagues

drinkable. b boss
Specialmachineswill take c employees
water from the soil. I d company
e customers
a office
g multinational
a How will we get there? h shift
b Marsis more than 50 million kilometresaway!
c
d
Lotsof differentcompanieshavedrawn up detailed plans.
Don't worry if you find it hard to understand. a
e We can'tall be rocketscientists!
Story1• (a),e, I
StoryL (b),d, g
f Will humansever liveon Mars?
Story3 (c),f, h
g Will anyonereallywant to live on Mars?
h A companycalledMarsOne askedfor volunteers.
7 Teamwork D
a AngelaMerkel
b BillClinton
c IndraNooyi
d RichardBranson
e NelsonMandela
JacindaArdern
D
a
b
from
in
fJ
a If everyonemovesforwardtogether,then successtakes
C at careof itself.
d for b If thereis no communication,the teamwill fail.
e by c The team wlll work best If eachpersonknows their role.
f with d If people in the group think only about themselves,the
teamwill not succeed.
fJ e A team is more likelyto succeedifthe obJectiveis made
a nurse clearfrom the start.
b builder f A teamis effectiveif it hasa mixtureor peoplewith
c teacher differentexperiencesand skills.
d tax advisor g If a team hasa good leader,conflictsand disagreements
e Illustrator aresolvedquickly.
W///////////////////////////////////////////////////////////H//////////H///H////////////// Englishfor the 21" Century • Workbook answers ~

Workbookanswers
e
a
b
c
d
e
has
fails
challenge
deals
talks
8 0 Groups& commun1t1es
f leaves
g is
h focus
wins
D
a A sportsteam Isa type of group.
a
a If I havea good idea.I tell my group.
b Neighboursare part of a community group.
c Somepeople belong to the sameblood group.
d Membersof a book club meeLto discussnovelsand poetry.
b If a team memberstayssilent,I invite them to speak. e If you'rein a fan club,you support a famousperson.
c If I don't understand,I askthe speakerto repeat. f Teenagersare in the sameagegroup.
d If everyonesharestheir ideas,the team workseffectively.
e If a team member feelsangry,the project suffers.
f If peopleknow their roles,the team works well.
a
a sports
b friendship
c club
d family
e community
D f age
a writer Mysteryword: online
b individual
c appearance
d correct
B
a adjective
e problem
b noun
f old
c verb
d verb
fJ e adjective
a true f adjective
b false g noun
c true h verb
d false
e
f
false
true
a
a collections
g false
b kept alive
e c
d
usual
not usually
a The subjectdoesn't match the verb (the verb should e same
be are). f not working
b The pronoun should be I.
c The word order is wrong.
d The punctuation is wrong.
e The tenseis wrong.
f The prepositionshould be on.
g The article is wrong. D
a because
b so
c because
d because
e asa result
f so

W//,W///////////////////////,W///,W///////////H///////#////////////////////////////////H//////////H///////,W,W/////////////////#/4 Workbook answers
g asa result d Overwork can be a real problem.

h so The article is missing.
e Getting to the top first is the goal.
a
a (4)
The preposition is wrong.
They like to 'lead by example'.
b 7 The subject doesn't match the verb.
C 6 g What do you think?
d 2 The question word is wrong.
e 3 h What style of leaderdo you prefer?
f 5 The verb do is missing.
g 8
h
a true
b true
c false
d true
D e
f
true
false
a proportion noun
g true
b huge adjective
h false
C role noun
d demonstrate verb
e
f
9
h
extrovert
smoothly
common
community
hire
noun
adverb
adjective
noun
verb
9 Healthylifestyle
vital adjective
a
a Cooperationis key to a team'ssuccess. D
b Somerolesare more difficult than others. a sugar
c 'Neverleaveyour wingman: b studying
d Extrovertslove to demonstratetheir skills. c carrot
e Problem-solvingis alsoa big part of teamwork. d water
f Teamleadersplay a vital role. e sleep
g Are you a strong team player? f drive
h What style of leaderdo you prefer?
a fJ
a trainers
PlayersIn a football team,doctors and nurses,membersof b running machine
a spaceshipcrew and firefighters,areall examplesof team c tennis racket
memberswho cooperate.Eachteam member hasa role. d bike
Some rolesare more difficult than others.In a restaurant e skipping rope
kitchen.one personchops,another person mixesand another f skis
cooks.They need to coordinate so that the processmoves
smoothly from one person to another.
II
a a
b
Is running healthy?/Runningis healthy.
Walkingevery day keepsyou healthy.
a Someleaderscan be pretty bossy. c Isdoing yoga good for you?/Doing yoga is good for you.
The word order is wrong. d Doing yoga 1srelaxing/ls doing yoga relaxing?
b Thiscan lead to some team membersgetting stressed. e Iseating fruit good for you?/Eatingfruit is good for you.
The verb phraseis wrong. f Eatinglots of sugar is bad for youJfs eating lots of sugar
c So,leadersmust know when to stop pushing. bad for you?
The final verb is in the wrong form.

Workbookanswers
D
a drinking
b mixing
c
d
containing
replacing
D
a exercisesto improvestrength,flexibilityand posture
e drinking b Aneneedlesare insertedin the skinat specificpoints
f Adding c creatinga relaxedstateof mind open to suggestion
g eating d usinga handrailto do exercises
h drinking e the act of quiet reflection
f food eaten by earlyhumans
a
a Bob wants to sleepfor eight hours. fJ
b Jo likesjogging in the park.
c He likesdrinking fizzydrinks.
d Theywant to go on a diet.
e We like swimming in the sea.
f Shewants to do yoga.
D
a sleep
b meals
c employer
d limit
e work
f emails a stress
g time b obesity
h perfect c exercise
d diet
fJ e sleep
a No,you can wearany smartclothes. pollution
b No,you haveto stayuntil the end of the day. g lifestyle
c Youusuallyhaveto work on Saturdaysand Sundays. h chemicals
d Youcan't useit in the classroom.
e
f
Yes,and you haveto do a teachingcourse.
No,you have to eat in the staffroom.
a
a true
g No,but you haveto be fit and enthusiastic! b false
c true
e d false
a Youcan't useyour computer (here). e false
b Youcan't drink the tap water. f rrue
c Youcan't take pictures. g true
d Youcan't useyour phone.
e Youcan't makefireshere.
Positive: smokeless,more physicalactivity,fewervehicle
Cl deaths,accessto doctors,accessto fitness
can: active,have,that,and, began,fatty opportunities,not lonely,lower suiciderate
can't heart,aher,started,tomato,halfvvay,calm Negative: crime rates,air quality,fast-foodrestaurants,
more cancer,more heart disease

a
10 Health& safety
a
b
C
d
e
D.O.B.
p.m.
asap
CEO
e.g.
f we
D B
a more a If you are stressedour, you will probably get sick.
b more b Sitting down all day is bad for you.
C less c You should do half an hour of exerciseevery day.
d less d Eatlots of tomatoes,vegetables.fish and grains.
e less e Keeplearning and trying new things.
f You shouldn't smoke,it causescancerand lung disease.
a Youshould cook at home.
a D
b Youshould eat more vegetables. a around 400,000
c Youshouldn't watch TV every evening. b World Health Organization
d You should take the stairs. c Thereare no cures.
e Youshould cycle to work. d insecticidekills mosquitoes,nets stop mosquitoes biting
f You shouldn't drink so much coffee. e spraywith pesticide
Sub-SaharanAfrica
g workerstake daysoff sick
B
a disadvantage
b problem
c alternative
d evaluate
e efficiently D
idea a toxin noun
g goal b reliable adjective
h advantage C daily adjective
Mysteryword: solution d evidence noun
e digest verb
f gram noun
9 syrup noun
h celebrities noun
D a
a false- Pencilsdid not become common until the
191h century. a up
b rrue b to
c true C back
d true d down
e false- UKemployeescan claim Statutory SickPayfor up e up
to 28 weeks,but it is usuallylessthan salary. f to
false-About 40%of workersin Australla are not Australians. 9 on
g true h about
W///////////////////////////////////////////////////////////H//////////H///H////////////// English for the 21" Century• Workbook answers ~

Workbookanswers
e h paramedic
I demist
The'grapefruitdiet'was popular In Hollywood In the 1930s-
and it still hasfanstoday.Followersof the diet believethat if Mysteryjob: architect
you eat a grapefruittogether with fatty foods,you won't put
on weight The acid in the grapefruit breaksdown the fat. fJ
Nice try! But there Is no evidencethat this diet makes a true
people healthier. b false
c false
a d true
e false
a In fact,90%of the cellsin our bodiesare not humanl
true
One of the nouns is singularnot plural.
g true
b Imaginethe varietyof microorganismsinside
your stomach.
Therels a spellingmistake. a
c Eatsensiblyand listen to health advicefrom a 2
reliablesources. b 1
An adjectiveis usedwhere an adverbis needed. C 3
d Don't go crazyworrying about your diet. d 4
A verb Is in the wrong form. e 3
e Know your body. f 1
The possessivepronoun is wrong. 9 2
Listento it. h
A prepositionis wrong.
g Finda diet that makesyou feel happy and healthy. a
An article is missing. Short-termgoals:(a),d, g, h
h Yourhealthis the mostimportantthingyou have. Long-termgoals:b,c,e,f
The superlativeadjectiveis wrong.
B
a havechangeda lot.
b often try new diets.
c difficult to stayup to date with science.
D
a Are you going to work abroad?
d unsurprisingthat everyonedigestsfood differently. b No,I'm going to stayin Spain.
e not worry about eating healthyfood too much. c Areyou going to apply to any internationalcompanies?
f it's important to find the right diet for you. d Yes,I'm going to sendan applicationto Repsolin Madrid.
e Areyou going to join any networking groups?
11 Preparingfor work fJ
a
b
I'm going to add my profile ro Linkedln.
working
had
C went
d made
e doing
f enjoys
D 9 said
a banker
b surveyor
c doctor a
d teacher a are
e designer b are
accountant C is
g engineer d am

e
f
are
am
a
a showing
g is
b nod
h is
c ohen
a
a He is going to apply for a job.
d mirroring
e knowing
f backwards
b He is going to buy a new suit. g still
c He is going to finish his degree.
d He is going to do an MBAcourse.
12
e He Is going to develop his skills.
He is going to earn more than $80,000.
g He is going to set up his own website.
Futureplans
D D
a I mer one of your colleaguesat a careersconference.
b This is a respected,internationalcompany. a HarvardUniversity,USA
c I have a degree in Maths. b Universityof Cambridge,UK
d Yes,I'm fiuent in Frenchand English. c The UniversityofTokyo,Japan
e Yes,I spent three months as an intern at Sparx. d The Universityof Hong Kong
f I would like to move into a position of responsibility. e King FahdUniversity,SaudiArabia
g Right now, I simply want more experiencein the field. Universityof Melbourne,Australia
h I was part of our universityteam,which won UKIEPC.
fJ
fJ a I'll pay lessfor tuition fees.
b if I study in America.
B K R
c when you graduate.
M N R d if you go overseas.
0 T L e I'm not going to buy my ticket.
T H V f I'm in my secondyear.
g you graduate next year.
u T
V
A
s
I
D
D
a
a destination
T A b desirable
E s c commit
d spare
~
D T T :~
e familiarize
F K X
----""-----~ f register
J T u B 8 R N)Q N g homesick
a
b polite
honest
D
a If I go abroad,I'll take spareglasses.
C rude b If I'm homesick,I'll video-call my family.
d boring c If shevisits on holiday,she'lllearn more about the country.
e stubborn
d If they savemoney, they'll be preparedfor emergencies.
f motivated e He'llregisterwith the embassyif he movesto the
9 confident Middle East.
h dishonest
f If we use the internet, we'll find desirableplacesto work.
enthusiastic

Workbookanswers
fJ
Researchshows that people who can think long term are
more successfulin achieving their goals.But how can we
D measurethis?
a,d,e,g,h One way Is the marshmallowtest. A child is Q!!1in a room with
a marshmallow.Sheis told: 'Go ahead,eat the marshmallow.
fJ But if you can wait for 15minutes,you can have two.'
a I would like to take on a position of responsibility. Canyou guesswhat usuallyhappens?Themarshmallowtest
b DearSir/Madam, ~howshow much self-control someone has.Or doesn't have.
c Yoursfaithfully, Childrenand adults aren't that different.
d Currently,I am PublicSpacesOfficer for RutlandCouncil.
e
f
I'vedesigned a sensorygarden for the local hospital.
I'm well organizedand I enjoy solving practicalproblems.
a
a Set a stopwatch or kitchen timer to 25 minutes.
e b Start working on your assignment.

c Bestrict with yourself.
Function Formal register Informal register d For 25 minutes,do nothing but work.
e Takefive minutes off.
Letter signing off j d f Returnthat call,or check your emails.
Greeting a f g When the alarm rings,it's back to businessfor 25 minutes.
Finishinga conversation i h h Everyfour rounds you should take a longer break.
Requestinglessnoise b
I
C
Cl
Wishing someone luck g e a Generally,animalsdon't plan ahead much.
The word order Iswrong.
D b Squirrelshide food to eat in the winter.
One of the nouns is plural not singular.
Order Figures Words c On the other hand,chimpanzeescan think ahead.
1 (highest) €2,500,000 two million, five hundred A preposition is wrong.
thousand euros d If you offer a chimp a banana,he will eat It.
2 >€250,000 two hundred and fifty-five The first verb is in the wrong tense.
thousand euros e The chimp chooses the stick.
There is a spelling mistake.
3 €250,000 two hundred and fifty
The chimp has self-control.
thousand euros
The subject doesn't match the verb.
4 €25,000 twenty-five thousand euros g He can imagine a better result.
5 <€25,000 twenty thousand euros The comparativeadjective is wrong.
h What a cleverchimp'
6 <€20,000 eighteen thousand euros
An article is missing.
7 (lowest) €2,500 two thousand,five
hundred euros
a true
b false
c true
d false
e false
D f rrue
a instinct g true
b strict h false
c episode
d obstacle
e concentrate
ignore
g outcome
h overcome
- English for the 21 1 Century • Workbook answers /////////////////////////////////////////////////////////////////////////////////////////////A:

~///#///#/////////////////////#////////////#///////#nW///#/////////////////////#/////////////////,W/#///#/////////////////////
W///////////#/////////////////////#////////////#/#//////////////////#//////////////////nW//////////////// Englishfor the 21ttCentury • Notes ~

~////////#////////////,W////////////////////#////////////////////////////////////////#/////////////////////#////////////,W//,W////
~ Englishfor the 21st Century • Notes //////////////////#/#//////////////////////////////////////////////#//////////////////////////////////////////.

PubUllhed17J
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electronic,mechanica~ photocopying, recordingor otherwise,
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ISBN:978-1-78260-789-2
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C21is a five-levelskill-andtask-basedcoursedesignedto preparethe 21st centurylearnerto useEnglisheffectivelyin

socia~educationaland professionalcontexts.C21is a uniqueresearch-based programmethat hasbeendevelopedin Une
with the latesteducationaltrendsand strategies.Theseinclude:
~ a strongfocuson independentlearning,whileat the sametime activelyhighlightingthe centralroleof
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~ essential21st centuryskillshighlightedin the 21st centuryframework,includingthoserelatedto communication,
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Language
skills: Vocabulary 21-1centuryskills: Collaboration, Communication,
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t> sklU-andtask-based
course t> Idealfor studentswishingto Improvetheir
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arnet
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2 nd Edition

ENGLISHFOR THE 21st CENTURY

Level3 Teacher's Book

///////////////////////////////////////////////////////////////////////////////////////////////////////////// English for the 21 'Century• Contents -

The course Coursecomponents

- English for the 21 1 Century• Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~

The target section is divided into:

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~ English for the 21st Century • Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~

C21 skills Slideshows

As an additional activity for Levels4 and 5, encourage

Practice act1vit1esfrom the C21 skills

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- English for the 21 1 Century• Introduction ////////////////////////////////////////////////////////////////////////////////////////////////////////~

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Vocabulary Asthis 1sthe first unit of this levelof the course,makesure

- English for the 21 1 Century • Unit 1 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

0 Explainthe taskand get studentsto continue to work

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- English for the 21 1 Century • Unit 1 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

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1E1Preparestudentsfor the exerciseby getting individual

- English for the 21 1 Century • Unit 1 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

Walkaround the classto monitor and assistwhere

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II (D>1.6 Explainthe taskand play the recording- it

Answers With the whole class,praisegood points that you heard

- English for the 21 1 Century • Unit 1 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

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Grammar With the whole class,get studentsto look at and comment

• Speaking: Hypothesizing about pictures

- English for the 21 1 Century • Unit 2 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

a With the whole class,elicit the answers- all the

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Get studentsto completethe exerciseson page 35 (i(:)S Makingarrangements

Present continuous for future arrangements

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'' , , ' 'I

Yes,I'dloveto. J ·-- Oh,OK.~owabouttomorrow

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Get studentsto completethe exerciseon page35

Q Dothis asa fast-pacedwhole-classactivity,explaining

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- English for the 21 1 Century • Unit 3 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

as'empathy'{teach).Allow them to usebilingual and

e@e Describinglife 1ndifferentcountries

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~ 3.3 Playthe recording.Getstudentsto checktheir

~ Englishfor the 21st Century • Unit 3 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

Walkaroundthe classto monitorand assistwhere 0 Getstudentsto do this individuallyin classor for

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Grammar With the whole class,get students to look at and comment

ffi 11..--· ___.J

- English for the 21 1 Century • Unit 4 //////////////////#////////////////////////////////////////////////////////////////////////////////////////////h

@(9CR)Verb phrases:Typesof holiday

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