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2 THE BIGGER THE BETTER?

Unit Overview Answers
1 Igor 6 Andy
TOPIC Where you live 2 Andy 7 Igor
VOCABULARY Cities; Buildings and places: idioms 3 Hannah and Beatriz 8 Hannah
READING How cities grow, and why this has to change 4 Lana 9 Beatriz
GRAMMAR Comparatives and superlatives 5 Beatriz 10 Lana
WRITING Informal emails of advice Words used:
1 high-rise 6 densely populated
EXAM TASKS Reading and Use of English Part 5; 2 green spaces 7 ring road
Writing Part 2 (informal emails of advice) 3 suburb; slums 8 urban sprawl
4 transport links 9 derelict
5 slums 10 pedestrianised
Digital Resources
Lesson Plus: Unit 2 2 Look at the first sentence with the class. Without looking at
Practice Extra: Unit 2 the text, the students try to remember or think of the correct
Test Generator: Unit test 2 word or phrase. Students then do the exercise alone and
compare answers in pairs.
Answers
Extra Resources
1 transport links
GRAMMAR REFERENCE AND PRACTICE: SB page 145; TB page 264 2 high-rise
WORKBOOK: pages 10–15 3 green spaces
VIDEO AND VIDEO WORKSHEET: The eternal city 4 suburb
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2; 5 densely populated
6 derelict
Vocabulary worksheet Unit 2
7 ring road
8 pedestrianised
9 urban sprawl
WARMER 10 slums
With books closed, tell students that you are going to say the
alphabet slowly to yourself. When someone shouts stop, tell 3 Look at the first question with the class. Elicit what they
them the letter you had reached (avoid difficult letters such learned in the speaking section from Unit 1 (that they
as J, X and Q). In pairs, students have 30 seconds to write should expand on answers and give more detail). Elicit the
as many cities as they can starting with that letter. Repeat sort of things they could say in answer to question 1, e.g.
with a different letter, then tell students to choose one of There are buses which run from 5am to midnight. Tickets
the cities they wrote and to write a sentence about it which aren’t cheap, but you can get a monthly pass. There are train
doesn’t include its name or country, e.g. This city is famous and bus links to other cities. Tell the students to do the same
for its canals and a house in which a girl hid for over two years for the other questions; one student asks the odd-numbered
(Amsterdam). Elicit some of the sentences for other students questions and the other asks the even-numbered questions.
to guess the cities. At the end, invite different students to answer one of the
questions each in front of the class.
Answers
02 You can begin the class and introduce the topic of the Students’ own answers
unit by showing the video and asking students to complete the
video worksheet. Then read the questions in the About you box 4 Look at the two photos with the class and elicit what they
with the students. Put students into groups of three or four to can see. If they know either of the places, ask them not
discuss the three questions. Set a time limit of three minutes to shout these out. Set a time limit of about two minutes
and then discuss the questions with the class. for students to scan the text for the places mentioned and
to try to decide on the writer’s opinion. Elicit the answers
and any evidence from the text to justify their views on the
VOCABULARY AND READING writer’s opinion.
CITIES Answers
1 Put students into pairs. Tell them to cover the text and to Photos: Barcelona (Spain) – positive (proud to call the city home);
Seoul (South Korea) – positive (successfully avoided urban sprawl,
look at the ten points in Exercise 1. Students guess what greener)
words they will find in the texts which mean the same as the Also mentioned in text: Brasilia, Shanghai (Pudong area); Atlanta
words in the questions, e.g. 1 skyscrapers, 2 parks. Students (USA) – negative (an example of urban sprawl); Addis Ababa
then do the matching. You may want to tell them that there (Ethiopia) – positive (remarkable achievement, ecological benefit)
is more than one person for some of the points. Elicit the
answers and the words in blue that linked to each one. CONTINUED ON PAGE 30

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The Reading text is recorded for students to listen, read and

BACKGROUND INFORMATION 07
check their answers.
Pudong is a new area of Shanghai. It covers 120,000 square
kilometres and has a population of over four million. It is 6 Give students one minute to read through the remaining
situated near the mouth of the Yangtze River and, until five questions so they know what they are looking for. While
recently, was a rural area of rice fields. It has now become a the students are reading the text, they should mark where
symbol of China’s modernisation. It has a new international the information for each question can be found. When
airport and a modern underground system including they have read the whole text, they then go back to these
magnetic levitation trains. Its most famous landmark is the sections to decide on the correct answers. They should be
Oriental Pearl Tower, and Shanghai is often called the Pearl able to identify why the other options are not correct, which
of the Orient, meaning a place of outstanding beauty. will enable them to be sure they have made the right choice.
Elicit the answers and the reasons for them.
Addis Ababa has been called the Dubai of Africa because of
its rapid growth. The African Union has its headquarters in MIXED ABILITY
the city and the population has grown to over three million,
Tell students to work in pairs. They should cover the options
more than double the population in 1984. It is estimated that
for each question and work together to try to think of their
85% of travel within the city is done on foot, bike or public
own answer to the question, e.g. 2 They are growing over a
transport and only 15% by private car.
large area; they are covering food-growing areas. They then
look at the four options together and see if any of them
5 C1 Advanced Reading and Use of English Part 5 are similar to their own answers. This method of tackling
In this part, students read a long text and answer six multiple-choice readings can sometimes be helpful for
four-option multiple-choice questions. The questions test students who become confused by the different options.
understanding of details and main ideas, opinions and
attitudes that are expressed, ideas that are implied, and
Answers
the writer’s overall view, purpose or attitude across the
2A 3C 4D 5A 6B
whole text. Some questions may test the ability to deduce
the meaning of specific words or phrases from the context,
as well as understanding of features of text organisation,
such as reference words and the use of examples. Students work in small groups. Give a time limit of one minute
Tips The questions follow the same order as the for students to think of ideas alone and then ask them to share
information in the text. Students should use scanning skills their ideas as a group. Students should give reasons for their
to find the parts of the text where the information can be views and examples if they can, for example for the second
found and then read that section of text more carefully question. Set a time limit and then invite groups to share their
to decide which option is correct. Some questions clearly ideas and reasons with the class.
indicate which paragraphs they refer to (e.g. question 2 in
Exercise 6). COOLER
Look at the question with the class and elicit the key Students look at the texts in Exercise 1 and think of a
words in the question (… Barcelona indicate …). Elicit similar short description that they could write about their
that this means that the example of Barcelona must tell own town. Set a time limit of about two minutes and then
us something about densely populated cities around the put students into small groups to share their ideas. Invite
world. When students think they have found the correct groups to read out the most interesting description that their
answer, allow them to compare answers in pairs to make group wrote.
sure they agree. If they don’t agree, they should work
together to decide who is correct. ALSO REFER TO WORKBOOK PAGES 10–11

FAST FINISHERS
Ask students to find reasons why the other three options
are wrong. When all the students have finished, elicit what
they think are the correct answers. If anyone has chosen
one of the wrong options, the other students explain why it
is wrong. (A The writer mentions other cities, but Barcelona
doesn’t indicate that they can be found anywhere else;
B People in Barcelona meet at café tables, but the writer only
mentions this as an aspect of Barcelona, not all large cities;
D Barcelona has excellent public transport, but the writer
doesn’t say this is essential for a large city.)

Answer
C (The writer says that residents are proud to call the city their
home, the city has a first-class public transport system, visitors
are charmed by the pedestrianised streets and people sit in
squares. These all indicate that a high quality of life is possible in
a densely populated city.)

30 UNIT 2

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07

HOW CITIES , AND WHY THIS HAS TO

I have just spent two days in Barcelona, one of the most land use is permitted, don’t have
densely populated urban settlements on Earth. There are 103 this additional influence. With
road intersections per square kilometre – high compared with urban sprawl being blamed for
Brasilia’s 41, or Shanghai’s Pudong area, which has no more increased energy use, pollution,
than 17. And despite this high density, residents are proud to and a decline in community
call the city home, walking or cycling short distances to work, cohesion, legislation needs to
or using the city’s first-class public transport network. Visitors change sooner rather than later.
are charmed by the maze of pedestrianised streets that thread But this kind of destructive urban
their way through the assortment of four to seven-storey spread is not inevitable. Take one
buildings constructed over the centuries, leading to squares of Africa’s most exciting cities, the
where people sit at café tables under the shade of large trees. Ethiopian capital Addis Ababa, where
But Barcelona is the exception, rather than the rule. The urbanisation is occurring more quickly
dominant trend now is actually for cities to spread outwards than anyone thought possible. Government
into the surrounding countryside, rather than to become investment has transformed the city into a vast
more and more densely populated. This has disturbing building site. Towering cranes are silhouetted against
consequences. The total area occupied by all the cement, the African sky as the skeletons of high-rise buildings emerge 55
concrete, asphalt and green spaces of all the world’s urban in the urban core. And with funds and expertise brought in by 56
areas is roughly 1.5 million square kilometres. As the global Chinese companies, a light-rail system has been built that runs 57
urban population is expected to grow by some 50% over across the city, a remarkable achievement in a place where 80%
the next thirty years, a not unreasonable expectation is that of the population live in slums. This enables residents to commute
the area occupied by the world’s cities will increase by the easily from their high-density apartment blocks that have been
same amount. And as by far the most productive farmland shooting up across the city, and it has the added ecological 61
is typically located close to where the bulk of the produce is benefit of lessening people’s reliance on the car and thus
consumed, it is these areas which, rather than increasing their reducing their individual footprint.
harvest yield to feed growing populations, will be replaced by Even urban areas designed very much with cars in mind are being
concrete. This is simply not sustainable. transformed. Perhaps the megacity that has most successfully
Urban sprawl is particularly common in North American avoided urban sprawl is Seoul, South Korea. When the mayor
cities, such as Atlanta. Economic growth is often cited as the decided to dismantle an eight-lane highway that used to run
principal cause of this. However, the attraction of cheaper through the centre, he said, ‘Seoul is for people, not cars.’ In its
land in suburban areas, which allows for larger and larger place is a new canal and pedestrianised walkway. No alternative
properties, plays an equally significant role, with many road was built, and although it may seem counterintuitive, this
citizens keen to escape the congestion, crime, and noise does seem to have prompted people to abandon their cars
of the city. Many of those involved in urban development, in favour of much greener modes of mass transit. This in turn
however, claim that planning laws which limit an area to one has made further government investment in transport links
particular use such as residential, commercial or institutional, more viable.
are a major reason for urban spread in the States since The world’s urban population will continue to grow. The more it
they discourage the development of walkable communities grows, the more homes we will need. Housing large numbers of
because homes have to be built away from shops, schools, people in multi-centred, low-carbon, high-density cities must be
and employment areas. Other countries, where more diverse a global commitment.

TALKING POINTS
Would you prefer to live in a high-rise city like Seoul,
or somewhere with a low population density? Why?
Do you think it is always true that larger cities are
more dangerous places to live than smaller ones?
4 Which word or phrase suggests the high speed of change
in Addis Ababa? 6 An idea recurring in the text is that cities of the future
A emerge (line 55) C runs (line 57) A must encourage cleaner forms of transport.
B brought in (line 56) D shooting up (line 61) B will need to develop infrastructure and avoid covering
5 The removal of the highway in Seoul demonstrates too large an area.
A a surprising way to reduce vehicle numbers. C may become difficult to live in if their populations
B a method of lowering the cost of public transport. become too high.
C how politicians do not always fulfil their promises. D should discourage people from building sub-standard
D that attempts to minimise traffic do not always succeed. housing and from driving.

THE BIGGER THE BETTER? 15

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GRAMMAR 3 Choose the correct word or phrase to modify the

PERLATIVES comparatives and superlatives. Then decide which
COMPARATIVES AND SU statements are true.
1 The Pyramid of Khafre at Giza was far / by far the tallest
1 Look at sentences 1–6 and find examples of the building in the world for 3,800 years.
structures in the box. Some sentences have more than 2 A concrete beam can be made incredibly / considerably
one example. stronger if steel rods are placed inside it.
comparative adjective 3 On its completion in 2019, the Tianjin CTF Finance
comparative adverb Centre became easily / substantially the world’s tallest
qualifier used with comparatives skyscraper.
superlative adjective 4 Adding solar panels to your home can make your energy
qualifier used with superlatives bills significantly / largely lower.
superlative adverb 5 In the UK, it’s often substantially / by far more expensive
double comparative adjective (with and) to buy an old home than a new one.
double comparative adverb (with the)
4 Complete the sentences with the most suitable double
1 By far the most productive farmland is typically located comparative phrase from the box.
close to cities. busier and busier less and less efficiently
2 Cheaper land in suburban areas allows for larger and less and less frequently louder and louder
larger properties. more and more polluted
3 Urbanisation is occurring even more quickly than
anyone thought possible. 1 As we got closer to the nightclub, we could hear the
4 Perhaps the megacity that has most successfully music getting .
avoided urban sprawl is Seoul. 2 My parents decided to replace their boiler because it’d
5 People are abandoning their cars in favour of much been working and costing too much.
greener modes of mass transit. 3 The growth of budget airlines has made tourist hotspots
6 The more the population grows, the more homes we like Venice become in recent years.
will need. 4 Cuts to public transport mean that trains are running
nowadays.
GRAMMAR REFERENCE AND PRACTICE PAGE 145 5 Air quality monitoring has shown that the city centre is
becoming .
2 Put the word in capitals into a suitable comparative or
superlative form, adding another word or an ending if 5 Complete the sentences so that the meaning is the same.
necessary. 1 If you live further from the centre, your journey takes
1 Jack’s family have got flat I’ve ever longer.
seen. AMAZING The further you live from the centre, the .
2 I noticed that the streets were 2 English gets easier when you use it more.
than usual, probably because everyone was at home The , the easier it gets.
watching the match on TV. CROWDED 3 The chance of having a traffic accident increases if you’re
3 The historic building I’ve visited is travelling quickly.
Chatsworth House, in central England. I was there just The quicker you are to have an
last month. RECENT accident.
4 The town’s new ring road was constructed far 4 I get sleepier and sleepier when I stay up late.
than anyone expected. QUICK The later I get.
5 The Pencil Museum in Keswick, England sounds like it 5 When the metro gets more crowded, I use it less
will be museum in the world, but my frequently.
young cousins loved it. INTERESTING The the metro gets,
6 The multi-storey house of telecoms magnate Mukesh I use it.
Ambani is by far private residence
in the world. LARGE 6 Correct any mistakes in these sentences. One is correct.
1 The building was actually completed quicklier than
expected.
2 The city is more crowded during the weekends it is
in the week.
3 Istanbul has far the largest population of any city in
Turkey.
4 The cities currently growing the most rapidly are located
in Asia and Africa.
5 The more insulation a building has inside its walls and
roof, it will be warmer.
6 Simon’s behaviour is becoming more and also more
juvenile as he gets older.

7 WORK IN PAIRS. TURN TO PAGE 128.

16 UNIT 2

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GRAMMAR Answers
PERLATI VES
COMPARATIVES AND SU
1 louder and louder
2 less and less efficiently
3 busier and busier
4 less and less frequently
WARMER 5 more and more polluted
Think of a city, e.g. Miami. Ask students to guess the city
and use a comparison to give them a clue, for example if 5 Before students look at the exercise, ask them to look at
they guess London, say My city is warmer than London. Keep sentence 6 of Exercise 1 again. Elicit how else we could
going with a different comparative adjective each time until complete the stem: The more the population grows, … Elicit
students guess correctly. You can use geographical clues that all the endings start either the + more + noun or the +
to help, e.g. My city is further south than New York, or more comparative adjective. Students then look at Exercise 5. Tell
+ noun, e.g. There are more Cubans in my city than in Los them that all the sentences follow the same form. Elicit the
Angeles. Students then choose a city in pairs and join up with answers when the students have finished.
a second pair to do the same thing.
FAST FINISHERS
1 Look at the first sentence with the class. Ask if most Fast finishers think of different ways of completing the
productive is a comparative or superlative (superlative) gapped sentences so that they use the same structure but
and if it is an adjective or adverb (an adjective describing have a different meaning, e.g. The further you live from the
farmland). That gives them one structure from the box centre, the cheaper houses become / the cleaner the air is.
(superlative adjective). Elicit what by far means (a lot more) When all the students have finished the exercise, invite them
and ask if they know what kind of phrase this is. Elicit or to share their ideas with the class.
tell them it is a qualifier and elicit the second structure
from the box that this is an example of (qualifier used with
superlatives). Students then complete the exercise in pairs. Answers
1 longer your journey takes
Answers 2 more you use English
1 by far – qualifier used with superlatives; the most productive – 3 you’re travelling, the more likely
superlative adjective 4 I stay up, the sleepier
2 larger and larger – double comparative adjective (with and) 5 more crowded; the less frequently
3 even – qualifier used with comparatives; more quickly –
comparative adverb 6 Look at the first sentence with the students. Ask if it is
4 most successfully – superlative adverb correct and, if not, why not. (The comparatives of -ly adverbs
5 much – qualifier used with comparatives; greener – comparative are formed by using more + adverb.) Elicit the correct form
adjective
and then ask students to complete the exercise in pairs.
6 The more … the more – double comparative adverb (with the)
Answers
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 264 1 The building was actually completed quicker / more quickly
2 Students work in pairs. Elicit the answers and what the than expected.
2 The city is more crowded during the weekends than it is in
adjectives or adverbs are describing (amazing – flat; the week.
crowded – streets; recently – visited; quickly – constructed; 3 Istanbul has by far the largest population of any city in Turkey.
interesting – museum; large – residence). When looking at 2 4 correct
and 5, ask the students how they knew whether to use more 5 The more insulation a building has inside its walls and roof, the
or less and the most or the least. warmer it will be.
6 Simon’s behaviour is becoming more and more juvenile as he
Answers gets older.
1 the most amazing
2 less crowded 7 Look at the first sentence stem on page 128 with the
3 (the) most recently students. Give them some examples of how you could
4 more quickly / quicker finish the sentence, e.g. The older I get, the wiser I get. The
5 the least interesting older I get, the more my knees hurt. Set a time limit of two
6 the largest
or three minutes for students to complete the sentences.
When students have discussed their ideas in pairs, tell them
3 Students do the exercise alone and compare answers in
to choose the best endings and write these on a piece of
pairs. Elicit the answers and have a class vote on whether
paper, but not in the same order. They then swap with a
each statement is true or false. (1 is false, as the Pyramid
different pair and have to guess which sentence beginning
of Khufu or Great Pyramid is actually taller, although the
matches each of their endings. The students get together in
Pyramid of Khafre looks taller because it is built on higher
groups of four to tell each other their guesses and see if they
ground; 3 is false, as the Burj Khalifa in Dubai has been the
are correct.
tallest since 2010.)
Answers Answers
Students’ own answers
1 by far (false)
2 considerably (true)
3 easily (false) PRACTICE EXTRA: UNIT 2 – GRAMMAR – COMPARATIVES AND SUPERLATIVES
4 significantly (true) GRAMMAR WORKSHEET: UNIT 2
5 substantially (true)
ALSO REFER TO WORKBOOK PAGE 12
4 Students work alone. When they have finished, elicit other
things that could be described with the same phrases,
e.g. The students were getting louder and louder during the
lesson. Students work in pairs and share their ideas with
the class.

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4 Put students into groups of three if possible. They work

VOCABULARY S together to identify the three people and then work alone
BUILD INGS AND PLACES: IDIOM
to write advice for one person each. When they have
finished, they tell each other their advice and comment on
1 Students look through the six situations before they listen.
08 each other’s ideas. Invite groups to share their advice with
Elicit what they might hear, e.g. a – someone in a queue and
the class.
someone else goes in front of them. When they have listened,
elicit the answers and then divide the class into six groups Answers
(a–f). Each group discusses what they can remember from Joe, Samantha and Tina are the three with problems.
the conversation with their group’s letter. Set a time limit of Students’ own answers
about one to two minutes and then invite each group to tell
the class what they remember. 5 Students read through the text. When they have finished,
they cover the text and, in pairs, discuss what the situation
Answers is. They then work together to think of good advice to give
a Conversation 3 Rupert. When they are ready, change the pairs. One student
b Conversation 4
in each pair plays the role of Rupert and explains their
c Conversation 5
d Conversation 2 problem. The other student gives advice. Invite students
e Conversation 1 who played Rupert to tell the class what advice they were
f Conversation 6 given and whether they think it was useful or not.

2 If you used the follow-up activity in Exercise 1, students Answers

08 Rupert moved into a flat with people he didn’t know and signed a
could stay in the same groups to try to make the idioms.
contract. Now he wants to move out, but he doesn’t want to lose
When they have listened, they decide the meaning of the
the money he has already paid.
idiom in their conversation using the context to help them.
Elicit the idioms and their meanings. 6 Students work alone. Elicit the answers and discuss
Answers whether the students have similar idioms in their own
hit a brick wall: come up against something that prevents you language. Follow up by asking students to work in pairs
doing something and try to use the idioms in different sentences. Elicit
break the glass ceiling: get beyond a point which usually ideas from different pairs.
prevents certain groups of people, especially women and minority
groups, from getting a more important position (often in a work Answers
situation) 1a 2b 3b 4a
hit the roof: become extremely angry
go to town (on something): put a lot of effort and enthusiasm 7 Tell students to look at page 128 and elicit which idiom
into doing or making something, usually by spending a lot of from page 17 fits sentence 1. Ask students if they know what
time or money
feel at home: feel comfortable and relaxed
they could do to avoid losing their work. (Programs such
burn your bridges: do something which makes it impossible for as Word automatically save work and, when you next switch
you to go back to the situation you were in before on the computer and use the program, it should ask you if
you want to return to that version.) Students then complete
AUDIOSCRIPT TB PAGES 282–283 the exercise alone and compare answers in pairs. Elicit the
answers and what the sentences mean if it isn’t obvious. Set
3 Look at the first text with the class. When they have read it, a time limit of about four minutes for students to discuss the
students cover it. Elicit what happened to Rose and then questions. When they have finished, invite students to share
elicit the idiom which best describes her (break a glass their ideas in each case.
ceiling). Ask in what way she has done this (to be successful
in a previously male-dominated profession). Students then Answers
complete the exercise alone. Elicit the answers and why 1 going down the drain
those idioms refer to the situation in each text. 2 break the glass ceiling
3 feel at home
MIXED ABILITY 4 got on like a house on fire
5 go to town
Put students into pairs or groups of three. They divide the 6 set in stone
texts between them. When they have read their texts and 7 a roof over their head
done the matching, they get together to tell each other what 8 burned your bridges
their texts were about and which idioms they think match
them. If they have used one idiom more than once, they look
at the relevant texts and try to decide who is correct and COOLER
which idiom matches the other text. Students work in pairs or small groups. They choose one of
the idioms from the lesson and decide on a situation which
could illustrate it, similar to the texts in Exercise 3. They write
Answers their own situation. Invite groups to read out their situation
1 Samantha and ask other groups to guess the idiom that matches it.
2 Sho
3 Joe
4 Tina PRACTICE EXTRA: UNIT 2 – VOCABULARY – BUILDINGS AND
5 Mario PLACES: IDIOMS
6 Rose VOCABULARY WORKSHEET: UNIT 2
ALSO REFER TO WORKBOOK PAGE 13

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VOCABULARY EP 5 Read Rupert’s post. What’s his problem, and what

: would you suggest?
BUILDINGS AND PLACES
IDIOMS
1 Listen to six conversations. Which conversation is about
THE HOUSING BLOG
08
a getting very angry? A safe space where you can share any accommodation
b doing something to a high standard by spending lots of issues you have with our community of users
money?
Hi,
c feeling confident and comfortable?
d overcoming prejudice which stops someone from A few months ago, I had to move out of the place where I was
advancing in their career? living. I desperately needed a roof over my head because I
e meeting an obstacle and being unable to decide what didn’t want to move back in with my parents. So I was pleased
when I found a flatshare with three guys, and moved in that
to do?
very day. The others have known each other for ages and get
f making it impossible to go back to a situation which
on like a house on fire. But I feel left out, and I’d like to move
existed before?
out. I signed a contract with them for a year, but I’m not sure
if it’s set in stone or whether I can give notice and move out
EP 2 Match the words to make the idioms you heard. Then early. I don’t want all the money I’ve paid in advance to go
listen again and check. Try to work out the meaning of
down the drain because I’ll need it back to find another place.
08 each idiom.
Any suggestions?
hit your bridges
Rupert
break at home
hit to town
go the glass ceiling 6 Choose the correct definition of the idioms in
feel the roof Rupert’s post.
burn a brick wall 1 a roof over your head
a a place to live b a top-floor flat
3 Read the information about the six people below, then 2 get on like a house on fire
answer the questions. a argue loudly b have a great relationship
1 Who has hit a brick wall? 3 set in stone
2 Who is really going to town? a old-fashioned b impossible to change
3 Who has burned their bridges?
4 go down the drain
4 Who might be about to hit the roof?
a be wasted b be spent on bills
5 Who feels at home in their new role?
6 Who has managed to break a glass ceiling?
7 WORK IN PAIRS. TURN TO PAGE 128.
4 Which three people most need help and advice? What
advice would you give them?

When Rose started work with an Mario used to be his team’s

engineering firm, she was the only top goal scorer. Now aged 33
female employee. But her career he’s started to lack the speed
took off, and she has become the to keep up with younger
first female managing director of players. But rather than
the company. quit, he’s started playing as
goalkeeper, which involves
Sho and his fiancée are less running. And you know
planning their wedding. Sho what? He absolutely loves it!
has decided to have several
costumes made at a cost of Samantha is writing
several thousand dollars for her first novel, but the
both of them to wear during story is getting very
the wedding. It’s the most complicated and she
important day of his life and he can’t work out how
wants everything to be perfect. it’s going to end. She’s
run out of ideas.
Joe was offered a new job by a
rival company, but he turned Tina’s brother borrowed
it down because the salary her new phone without
was too low. He’s now been asking, and when she got
made redundant by his current it back, the screen was
employer but thinks it’s too late smashed.
to try to get the position with the
other firm.

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WRITING
VICE
INFORMAL EMAILS OF AD
1 Read the extracts from the beginning and end of emails
written to friends in other countries. Which ones sound
suitably friendly and which ones don’t? How could the
unfriendly ones be improved?
Opening an email
1 Hi Dave,
Great to hear from you – it’s brilliant that you’re coming to
Mumbai.
2 Dear Frankie, 4 Which of these versions of the same sentence
There are loads of cool places to hang out in Brisbane. would be acceptable in an informal mail?
3 Dear Joanne, 1 a It’s fantastic news that you’re coming to Jakarta!
Thank you for your email. I am delighted to hear of your plans b Fantastic news that you’re coming to Jakarta!
to relocate to Moscow in the near future. c Fantastic that you’re coming to Jakarta!
4 Hi Lucinda, d Fantastic coming to Jakarta!
Moving to Porto, then? Nice one! Best town in the world,
2 a I’m not sure if I’ll still be here though, as I’m
by the way!
hoping to go and study in Salamanca.
Closing an email b Not sure if I’ll still be here though, as I’m hoping
5 I trust the suggestions outlined above will enable you to get to go and study in Salamanca.
the most out of your time visiting London. c Not sure if I’ll still be here though, as hoping to go
6 Anyway, I’m sure that whatever you do, you’ll have an and study in Salamanca.
amazing time when you come to Milan. d I’m not sure I’ll still be here though, as I’m hoping
7 All being well, we’ll meet up before long, and I’ll be happy to to go and study in Salamanca.
show you some of the coolest places to hang out in Warsaw! 3 a Anyway, I’ll speak to you soon.
8 That’s all I have to say about visiting São Paolo. b Anyway, I’ll speak soon.
c Anyway, speak soon.
2 Would the following phrases be more suitable for opening d Anyway, speak.
or closing an email to a friend? Write O or C.
4 a I’m looking forward to seeing you soon.
1 Say ‘hi’ to your parents from me.
b I’m looking forward to soon.
2 Haven’t heard from you in ages!
c Looking forward to seeing you soon.
3 Anyway, looking forward to catching up properly soon.
d Look forward to seeing you soon.
4 Thanks for getting back in touch.
5 Don’t forget to bring waterproof clothing, just in case!
6 It was a lovely surprise to get your email.
5 Complete the Prepare to write box with phrases
from Exercises 1–4.
7 I was thinking about you just the other day!
8 And next time we meet, we’ll be on holiday! Can’t wait!
PREPARE TO WRITE
3 Some of the phrases in these messages to friends are too An informal email
formal. Replace them with an informal phrase from the box.
• When you are writing a message such as an email
catch them in the next day or two loads of us to a friend, remember to sound friendly.
really amazing time Shame you couldn’t try and get us • Start the email with a comment addressed to your
’ve got to let you know well worth going to reader, such as (It was) 1 .
• Use informal language, such as
2
for getting in touch.
Hi Jake, how’s it going? It was disappointing that you • End the email with a friendly comment about
were unable to Shame you couldn’t get to the gig what you expect to happen next, such as
the other evening. There were a substantial number 3
.
of people there, and we all had a most delightful • Consider using ellipsis (missing out words), e.g.
evening. The band were unbelievable, and you 4
to seeing you soon.
should definitely try and attend a performance when
they play again! I’ll endeavour to purchase tickets
next time. 6 Discuss the questions with a partner.
1 Moving home is thought to be one of life’s most
stressful experiences. Why do you think this is?
Hi Marta, I wish to inform you about this new shop 2 What do you think a family from another country
that’s just opened on Howarth Avenue. They have would find easiest and hardest about moving to
some amazing stuff – easily the best in town, I’d say! your town or city?
The prices are pretty reasonable too. It’s advisable to 3 How easy would it be to make friends when you
visit it, so what about us going together after school move to a new place, and what are the best ways of
in the near future? Love, Sandrine XX doing this?

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WRITING Answers
VICE
INFORMAL EMAILS OF AD
Hi Jake, how’s it going? It was disappointing that you were unable
to Shame you couldn’t get to the gig the other evening. There
were a substantial number of people loads of us there, and we
WARMER all had a most delightful evening really amazing time. The band
Put students into small groups. Ask them to think about the were unbelievable, and you should definitely try and attend a
performance catch them when they play again! I’ll endeavour to
last time they sent an email to a friend or family member –
purchase try and get us tickets next time.
not a text or a social media message. They tell each other Hi Marta, I wish to inform you ’ve got to let you know about this
who they wrote to and why. If they can’t remember writing new shop that’s just opened on Howarth Avenue. They have some
any, ask if they ever receive emails and, if so, to tell the amazing stuff – easily the best in town, I’d say! The prices are
other students about one they have had. When they have pretty reasonable too. It’s advisable to visit it well worth going to,
all shared their ideas, invite students to say how often they so what about us going together after school in the near future in
write emails and when they last sent one. the next day or two? Love, Sandrine XX

1 Students look at Exercise 1 alone. When they have identified 4 Look at the first question with the class. For each option,
the extracts they think don’t sound friendly, they work in elicit whether it is acceptable or not and why. Tell students
pairs to improve them. that more than one answer can be chosen. Elicit that in
question 1, option d is unacceptable and ask why (It has
Answers been shortened so much that it is unclear whether the
1 This sounds friendly and appropriate. writer is pleased their friend is coming to Jakarta or whether
2 This sounds fairly friendly, but it lacks an introductory the writer is pleased to be going to Jakarta themselves).
comment, and Dear is a little formal for an email to a friend. Students look at the other sentences alone. Elicit ideas and
3 The use of formal language sounds distant and unfriendly.
4 This sounds friendly, but the very short sentences make it more
reasons for them. (In 2c, hoping on its own is a little unclear.
suited to a short message than a full email. It is probably the writer who is hoping, but it is best to add
5 This is too formal in a message to a friend, which makes it seem I’m to clarify. In 3b, it is unclear who the person will speak
slightly unfriendly. to; 3d sounds like an order for the other person to carry
6 This sounds friendly and appropriate. out. In 4b, we don’t know what the writer is looking forward
7 This sounds friendly and appropriate. to doing.)
8 This isn’t very friendly. It suggests a reluctance to
communicate. Answers
The following are acceptable: 1 a, b, c 2 a, b, d 3 a, c 4 a, c, d
2 Students work alone and then compare ideas in pairs. Go
through the phrases one by one and ask the students if they 5 Look at the Prepare to write box with the class. Ask students
have ever written anything similar in their emails or texts (in how many of the tips are also true of different forms of
their own language). For each phrase, elicit any alternative writing, e.g. In a text to someone I often send texts to, I don’t
phrases they could use, e.g. 1 Say hello to your family. bother to start with a friendly comment. When students have
Remember me to your family. 2 I haven’t heard from you since finished, elicit the answers.
January. It’s been a long time since I heard from you.
Possible answers
Answers 1 great to hear from you
1C 2O 3C 4O 5C 6O 7O 8C 2 Thanks
3 Anyway, I’ll speak to you soon.
3 Look through the phrases in the box. Elicit what they mean. 4 Looking forward
Students then work alone and compare ideas in pairs.
Elicit the answers and ask which of the words in the box, if 6 Put students into groups of three. Each student looks at
any, had a different meaning to what they expected. (They a different question. Set a time limit of about a minute
may have thought of the literal meaning of to catch, as in for them to think of ideas. Student 1 starts by giving their
to catch a ball, rather than the meaning in the text to go to opinions about question 1. The other two students then
see them while you can.) Discuss how important it is when give their opinions about the same question. The students
writing to get the style of language correct as well as being repeat the process for the other two questions, a different
grammatically correct. In emails, idioms, phrasal verbs and student leading the conversation each time. When students
colloquial expressions are more important than words such have finished, discuss each question as a class. If any
as substantial and endeavour. students’ families have moved home and / or moved town,
ask them to tell the class how they felt.
FAST FINISHERS Answers
Students try to use the informal phrases in the box in Students’ own answers
different contexts, e.g. I saw a great programme on TV
last night. You should try to catch it next time it’s on. When
everyone has finished, elicit some of the sentences that
students wrote.

MIXED ABILITY
Put weaker students into pairs. They look at one of the two
emails and try to rewrite it with the correct phrases. They
then get together with a different pair which looked at the
other message. They tell each other how they rewrote their
text and check to make sure that between them they used all
the phrases in the box and only once each.

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BACKGROUND INFORMATION 11 C1 Advanced Writing Part 2: Informal emails of advice

In Polish, the letters sz- are pronounced as sh- in English. In this part, students have a range of possible task types to
Cz- is pronounced ch- and yr is pronounced ur, so the word choose from, e.g. an email, a letter, a proposal, a report, a
Szczyrk is actually pronounced shchurk. Szczyrk is a small review. They have a word limit of 220–260 words. Each task
resort town in the mountains south-west of Kraków. It has gives students a clear context of why they are writing, the
about 40km of ski runs and 27 ski lifts, as well as routes for topic and the target reader. It is important that they use a
cross-country skiing. suitable style of language for the task they choose to write.
Tips If writing an email, students should read the task
7 Ask the class to read the first email and elicit why the friend carefully and note who they are writing to, why and what
is writing and what questions they want answers to (what specific questions the other person has asked. They should
the city is like for a newcomer; suggestions for making take some time to note ideas and useful language before
friends). When students have completed the email, elicit the they start writing and identify which functions they’re being
answers and ask what the missing words are in each phrase, asked to produce for the task, e.g. suggesting / advising /
e.g. 1 It was / It’s great to hear from you. Follow up by asking giving information / expressing agreement / offering
students to cover the email. In pairs, they discuss what sympathy or to do something, etc. This specific task is giving
they learned about Kraków from the email, e.g. gorgeous advice with supporting detail / reasons.
architecture, big student population. Students have 45 minutes for each writing task in the exam,
which includes planning time. Tell them that they shouldn’t
Answers rush their writing. They could even allow themselves
1 Great to hear from you. 15 minutes to plan, note down vocabulary and organise
2 New jobs here
their ideas. If they do this effectively, it will make their
3 No wonder really,
4 plenty of English speakers writing much easier to do well. The students could do the
5 An international one presumably writing in class or at home. Whichever you decide, set some
6 One tip for you time during the lesson for them to plan their email. Before
7 no idea why, though they start planning, put them into pairs. One of them reads
8 Might just be out the task as if it were their own problem. The other
9 Anyway, fantastic news student then gives them advice. This will give them more
10 Looking forward to
All the phrases feature ellipsis (words omitted).
ideas for their emails later on.
Model answer
8 Elicit the meaning of pay someone a compliment and Hi Oscar,
exaggeration. When students have found the examples, ask Great to hear from you. Thanks for bringing me up to date with all
them to find an example of an idiom (a piece of cake) and your news.
what it means (very easy). Ask students if they know what That’s a big step, moving out of your family home. I totally get that
ex-pats are (expatriate – a person who is temporarily or you’re undecided, and I think you’re right to talk it over with a few
permanently living in a country other than their native one). people and get their take on what you should do. If I was in your
shoes, I’d be feeling and doing exactly the same.
Answers I suppose it all depends on the relationship you have with your
1 paying Jason compliments – Great to hear from you; Brilliant friends. If you all get on like a house on fire now, when you’re
that you’re coming to live in Kraków; Anyway, fantastic news that hanging out with them during the day, would that still be the
you’re coming! case if you were in the same flat as them 24/7? I think you need
2 asking questions / checking details – New jobs here, I guess? An to know what they’re like to be with non-stop. There’d be nothing
international one presumably, with the teaching in English, right? more annoying than moving in with someone, and then finding
And why not come out with some of my friends …? that they never want to tidy up or contribute to bills, or that they
3 using exclamation marks – … gorgeous architecture of the Old play music loud at night when you’re trying to get to sleep.
Town! … it’ll be a piece of cake for you! Anyway, fantastic news Know what I reckon you should do? How about this: why not
that you’re coming! Looking forward to seeing you soon! arrange for the lot of you to go away on a trip that involves being
4 exaggeration – … millions of students from overseas. … it’ll be a together without a break? Like a camping trip! And do this before
piece of cake for you! you commit yourself and sign a contract. If you come back from
the trip knowing you don’t want to move in with your friends,
you’ll have done yourself a favour. And you won’t be burning your
9 Tell students to work alone or in pairs to find the advice and bridges, because you can still remain friends, even if you don’t
do the matching. Elicit what the sentences are (see Answers become flatmates.
below). Point out that the use of do before a positive Hope that helps!
imperative adds emphasis; it isn’t needed. All the best,
Luisa
Answers
a (I think you’ll feel more at home here if you start learning the
language.) COOLER
c ((do) take the initiative) Students work alone. They think of something they could ask
d (don’t let that put you off)
advice about, similar to the ideas in the task in Exercises 7
e (… why not come out with some of my friends …?)
or 11 – it doesn’t have to be a real problem. Students then
10 Put students into pairs and set a time limit of about four get into groups of four. They take it in turns to ask the other
minutes for them to discuss the four quotations. When they students for advice and tell them which of the structures
have finished, ask the class who agreed or disagreed with in Exercise 9 they should use, e.g. Give me advice using a
each one and invite students to give reasons for their ideas. negative imperative. Each of the other students should use
a different structure. When all three students have given
Answers advice, a different student repeats the process until they
Students’ own answers have all received three pieces of advice. Invite students to
say what their question was and what the best advice was.

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7 Read this task and complete Tomek’s answer with the 8 Find examples of the following strategies used in
phrases in the box. What do all the phrases have in Tomek’s email to create a friendly tone.
common? 1 paying Jason compliments
2 asking questions / checking details
You have received this email from a friend overseas. 3 using exclamation marks
4 exaggeration
… and so, for various reasons, my family have
decided to move to your city, where I’ll be starting
a new school next year. What’s your city like for a
9 Which of the following ways of giving advice are used
in Tomek’s email?
newcomer from another country, like me? And what
can you suggest I do in order to make friends and a first conditional
settle in? b second conditional
c positive imperative
Write your email in reply. d negative imperative
e Why not + infinitive
f You might want to …
An international one presumably g You could consider -ing
Anyway, fantastic news Great to hear from you h How about -ing?
Looking forward to Might just be New jobs here i What I’d do is …
no idea why, though No wonder really,
One tip for you plenty of English speakers 10 Discuss the following quotations, saying whether
you agree with them and why.
1 ‘I’d have the time of my life if I moved into a flat with
a few of my mates.’
Hi Jason, 2 ‘It’s best to live at home until you get married.’
1
. Brilliant that you’re coming to 3 ‘The whole point of moving out of home is to gain
live in Kraków with your parents. 2 , independence, and so it makes more sense to live on
I guess? Anyway, you can fill me in on all that once your own than to share a flat with friends.’
you’re here. 4 ‘The cost of renting a flat is so high that moving out of
As for what it’s going to be like, well, Kraków’s the family home is simply unaffordable for most young
one of those places that people from all over people.’
the world are drawn to, whether to visit or live
in. 3 considering the gorgeous
architecture of the Old Town! Plus, it’s got a massive
student population, and that includes millions of
students from overseas. So 4 ,
which means you’ll probably find it quite easy to
make friends with other ex-pats, including those at
your school. 5 , with the teaching
in English, right? 6 – do take the
initiative and suggest exchanging phone numbers
with people, even if you don’t know them all that well.
Also, I think you’ll feel more at home here if you start
learning the language. People often say Polish is a
difficult language to learn – 7 , as
it’s no harder than English really. 8
because people feel intimidated when they see all
11 Read this task and reply to the email.
the consonants in words like ‘Szczyrk’, but don’t let You have received this email from a friend overseas.
that put you off, it’ll be a piece of cake for you!
And why not come out with some of my friends who … I’m thinking of moving out of my family home and
speak English? Once you get to know a few people, into an apartment with my university friends, but I’m
you’ll feel at home. not sure if it’d be a wise move. What would you do?
9
And how should I decide whether it’s the right thing
that you’re coming! to do?
10
seeing you soon!
Tomek Write your email in reply.

• Use friendly language.

• Consider using ellipsis.
• Use a range of different structures to give advice.
• Make your email friendly and interactive.
• End some sentences with exclamation marks and
question marks.
• Make sure that you answer any questions in your friend’s
email.

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LIFE SKILLS COMMUNICATION

NEGOTIATING CONFLICT
LIFE SKILLS
Dealing with conflict
Throughout our lives, we may find ourselves in conflict with friends, family or
others. In order to maintain and deepen good relationships, it’s important to be
able to resolve conflicts in a way that is calm, respectful and acceptable to both
sides. Learning how to negotiate conflict constructively can help us to do this.

1 Read three situations where people are in conflict.

With a partner, answer the question in bold at the end
of each one.
A James is getting angry with his friends Tom and Mark WE CAN 10

because they keep dictating what to do at the weekend.

Tom and Mark think they have to take the initiative
because James only ever wants to hang out at home and
watch TV, which can get tedious. The situation is making
everyone frustrated. We’ve all had arguments with people we care
How can the three boys avoid falling out permanently? about, sometimes about important issues, but
B Adam and his sister Lucy both have to help with the also over things that later seem trivial. We’ve all
household chores as their parents work long hours. been in situations where we feel the other person
Adam thinks he should do less because he’s revising doesn’t understand our point of view. Conflict is
for his final exams and doesn’t have much time. Lucy a part of life, and conflict with friends or siblings
thinks she should do less because she’s training for an is especially common during our teenage years.
important basketball tournament and isn’t at home very It can make us feel uncomfortable, let down,
much. This is causing them to quarrel. isolated, or even unloved. If we don’t handle
conflict well, it can damage the relationship
How can they resolve the issue?
we have with the other person, sometimes
C Alesha and her brother Jamal share a laptop to do their permanently. On the other hand, if we work
school projects, but they each think they should have together to resolve the issue in a healthy way,
priority. What’s more, Alesha knows Jamal often plays it can strengthen that relationship by increasing
games instead of doing schoolwork, while Jamal is sure our understanding of one another and building
Alesha wastes time chatting with her friends online. They mutual trust. What, then, are the key strategies
are both getting angry but neither has said anything yet. for negotiating conflict constructively?
How should they deal with the problem?

2 Have you experienced anything similar? If so, how did 1 TALK, BUT DON’T SHOUT
you deal with the conflict?

3 Read the article about negotiating conflict When conflict arises, it’s important not to ignore it.
constructively. Does it mention any of your ideas from Unless you confront it, things will only get worse,
Exercise 1? especially if both sides feel angry about the situation
but don’t say anything. More than likely, one of you will
4 Read the text again. In your own words, why should eventually snap, but remember: conflict can never be
you avoid doing these things when you’re in conflict resolved by shouting. Instead, find a good time and a
with someone? quiet spot to sit down with the other person and say,
1 losing your temper with the other person ‘Listen, can we talk about …’ That way, you start a
2 interrupting the other person conversation rather than an argument.
3 mentioning something that the other person did or
said before
4 using phrases like ‘hate’ or ‘can’t stand’
5 trying to get exactly what you want

09
5 Listen to two conversations. Which conversation is
from one of the situations in Exercise 1?

09
6 Listen again. Based on the advice in the article
1 what did Petra and Tamsin do right?
2 what did Adam and Lucy do wrong?

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LIFE SKILLS
Overview
Dealing with conflict
TOPIC Communication: Negotiating conflict
Look at the Life skills box with the class. Ask students how good
VOCABULARY Conflict: quarrel, lose one’s temper, interrupt, make
or bad they think they are at resolving conflicts without losing
matters worse, argument, ignore, snap; Negotiating
their temper. Elicit examples of when they have done this and
conflict: find a solution, find a middle ground,
ask whether it depends on who the conflict is with. You could
handle conflict, resolve the issue, build mutual
also ask students to think of times when they have helped to
trust, acknowledge how someone feels, diplomatic
resolve someone else’s conflict, e.g. if two friends are arguing
language, (seek) compromise
with each other.
READING We can work it out
PROJECT Role play: resolving conflict 1 Ask students to read the first situation only. When they have
In the project stage, the students create a role-play read it, elicit what the problem is and then set a time limit of
dialogue and act it out in front of another pair. one or two minutes for students to discuss the situation and
their ideas. Invite students to share their ideas with the class
and, if there are differences of opinion, ask students to try to
BACKGROUND INFORMATION persuade each other that their idea is better.
There are other models about resolving conflict. The Repeat the process with the other two situations so that the
Thomas–Kilmann Model identifies five different ways of class are all working at the same speed. When they have
dealing with conflict rather than five tips to use. These are: finished, ask the class which they think is the most difficult
problem to solve and why.
1 avoiding – doing or saying nothing at all and hoping things
will go back to normal. Answers
2 accommodating – trying to make the other person happy, Students’ own answers
even if it makes our own position worse or fails to address
our own feelings. 2 If you did the Warmer, ask the students to try to think of
3 compromise – trying to come up with something that will different situations to talk about here. Put them into small
satisfy everyone, even if not completely. groups of three or four. First allow students to think alone
4 competing – the opposite of accommodating. It aims to about their own conflicts and then ask them to take turns
resolve the problem in our favour, even if others are left to tell each other what happened. Other group members
should ask questions to find out more details where
feeling unhappy.
appropriate. Invite groups to tell the class about one of the
5 collaborating – trying to find a solution that will
situations and ask how well they think the person who had
completely resolve the problem for everyone. It is like
the problem dealt with it.
compromising, but trying to find an even better outcome.
You could discuss these different approaches when the Answers
students look at the Life skills box and ask which they Students’ own answers
usually adopt and why.
3 Set quite a strict time limit for students to read the text to
encourage them to skim-read it. When they have finished,
WARMER they discuss in pairs what each paragraph was about and
With books closed, put the students into pairs. Ask them to whether they followed the suggestions made in the text in
think of a time they have had an argument with someone their own conflict situations or in their suggestions for the
at home or at school. When the students are ready, they tell situations in Exercise 1. Ask students to cover the text and
each other their arguments, explain what it was about, why read out each heading in turn, eliciting what the writer said
it happened and how it finished. Students then choose one in each paragraph, e.g. 1 You have to talk about the problem,
of the two arguments and work together to make a dialogue but do it quietly and calmly.
– one of them playing themselves. Allow the students to
practise their dialogues in pairs and then invite them to act MIXED ABILITY
them out in front of the class. Put students into groups of five. Each student reads one of
the paragraphs (1–5) from the text to see what it is about.
They then tell each other what they read and discuss which
of these they did or didn’t do when they had their own
conflict situation.

Answers
Students’ own answers

CONTINUED ON PAGE 42

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The Reading text is recorded for students to listen, read and

10
check their answers.
PROJECT Role play: resolving conflict
Look at the project stages with the class. Make sure they read
4 Tell students read the text carefully and to mark the sections
the introduction carefully, so that they realise that their role
of the text in which the answers to the questions can be
play should show a positive example of resolving conflict,
found. Sometimes they will find the same key word in
not a negative one. To keep them working at a similar speed,
the text as in the questions (e.g. interrupt in sentence 2).
ask them to look at stage 1 first and set a time limit of about
Sometimes the students will have to find words and phrases
one minute for the students to agree on a situation to role-
in the text which paraphrase the key words in the questions.
play. Students then move on to stage 2. This time, set a
When students have read the whole text, they can look
time limit of about two or three minutes. Faster students
back at the sections where the answers to the questions
can think of more ideas rather than moving on to the next
were given and make sure they understand what the text
stage. For stage 3, tell the students to spend about five
says. They then cover the text and write the answers to
minutes planning the dialogue and then one or two minutes
the questions without looking at it, so that they use their
practising it, first while looking at their notes and then trying
own words as much as possible. Elicit the answers and also
to do it without looking. Students shouldn’t write out the
the key words in the text which helped them to find the
whole dialogue, just notes.
answers, e.g. 1 losing your temper – shouting; 3 mentioning –
bring something up, before – past experiences; 5 trying to get Look at stages 4 and 5 at the same time with the students.
exactly what you want – getting your own way completely. The listeners can share the tasks: one listening out for
Note that sentences 2 and 4 both contain the key words phrases from the article and the other listening for the extra
from the text: 2 interrupt(ing); 4 hate, can’t stand. details. When they have finished, invite one or two pairs to
act out their dialogues for the class.
FAST FINISHERS
Ask fast finishers to look at the text to find useful collocations
PROJECT EXTENSION
and other topic vocabulary, e.g. in the introduction: seem
trivial, our point of view, handle conflict (well/badly), damage Either play the recording of Adam and Lucy again or give
a relationship, resolve an issue, build mutual trust. When students a copy of the transcript. Ask them to listen for or
everyone has finished, elicit some of the vocabulary items find all the things they did wrong. Elicit what they might
and their meanings. say if they were a friend of Adam and Lucy and heard them
arguing, e.g. Lucy: ‘You’re not going out anywhere.’ Hey, Lucy,
that’s a bit rude. You know why Adam isn’t going out. They
Possible answers might even agree with one of them sometimes, e.g. Adam:
1 Conflict can’t be solved by shouting. ‘I took him out on Monday, Tuesday and on Wednesday.’
2 You won’t understand their point of view. He’s got a point, Lucy. It is your turn really. Students now
3 It’s unfair; you’ll probably end up insulting one another. create a dialogue in which they handle the conflict badly.
4 They can create more anger.
5 The conflict will continue or you’ll end up falling out.
When they have finished, they practise it together as before.
This time, when one pair act out their dialogue, the second
5 Put the students into groups. Give each group a letter: A, B pair listen as if they were friends and can interrupt the
09
or C. The groups look at the situation with their letter in conversation to give advice or comment on what the other
Exercise 1. They think of key words they might hear in the pair are saying. When the students have finished, ask if the
conversation which aren’t written in the situation, e.g. A friends’ advice was helpful or made the situation even worse.
forcing me, stay in, boring.
Elicit words from the groups and write them on the board.
When they listen to the recording, they note down any of the COOLER
words on the board that they hear, as well as listening for Look at situation A in Exercise 1 with the class and elicit one
what the problem in the other conversation was. (One girl piece of advice that the students could give to either James
posts photos of her friend online without asking. The other or his friends, e.g. James – explain why you don’t really want
girl didn’t realise it was a problem.) to go out; Tom and Mark – leave James at home and go out
together. Put students into groups of three or four. They
Answer think of a different situation and write a short description
Conversation 2 (Situation B) like the ones in Exercise 1. When they are ready, the groups
pass their problems to the group on their left. Students read
6 When students have listened again, put them in pairs to the problem and write one piece of advice. The students
09
discuss their opinions of the way the people dealt with the then pass it on to the left again. The next group has to write a
conflict. Elicit ideas from different students and ask them different piece of advice. Continue until the situations return
what they would be most annoyed about if they were Lucy to the group who wrote them. They read the advice and say
or Adam, e.g. The worst thing would be him trying to copy which they think was the best and worst.
my voice!
Answers
1 They talked but didn’t shout. Tamsin listened actively. Petra
used moderate language and they sought compromise.
2 They handled the situation badly, lost their temper,
interrupted. Adam mentioned something Lucy did before; they
used hate and can’t stand.

AUDIOSCRIPT TB PAGE 283

42 LIFE SKILLS

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