01
One of the gang
Read, listen and talk about clubs, youth groups and lifestyles, clothes and accessories.
Practise the Present Simple and the Present Continuous, reflexive pronouns.
Focus on listening effectively, agreeing and disagreeing, describing appearance.
Write a simple description.
Matura topic: Family and social life; People
przygotowanie do matury
Temat: Życie rodzinne i towarzyskie; Człowiek
Mówienie Rozmowa wstępna: SB str. 6/ćw. 1, str. 9/ćw. 1,
str. 11/ćw. 1
Rozumienie słuchanego tekstu Dobieranie: SB str. 8/ćw. 2
Prawda/Fałsz: SB str. 8/ćw. 4
Rozumienie czytanego tekstu Dobieranie: SB str. 11/ćw. 2
Wielokrotny wybór: SB str. 11/ćw. 3
Struktury Czasowniki w nawiasach: SB str. 6/ćw. 6
leksykalno-gramatyczne
GRAMMAR AND Reading
This section revises the Present Simple and the
Present Continuous and looks at state verbs and
adverbs of frequency. Ss should be aware of the
grammar points and fairly competent at using them.
Special difficulties: The section assumes that Ss
are able to use the two tenses accurately. It may be
worth adding activities to ensure that they are able
to form negatives and questions in both written and
spoken activities.
Culture notes
Freshers’ Week is the period at the beginning of the
academic year when new students at the university
are given the chance to take part in a variety of social
activities to get to know people and the university
better.
A Debating Society is a club or society at university
where groups of students regularly come together
and participate in debates on topics of the day, e.g.
the importance of capital punishment, does this
society support the banning of smoking everywhere,
censorship on the Internet. The best debaters in these
societies may form teams to take part in national and
international competitions.
Warm-up Revision of Present Simple and Present
Continuous question forms. Find out! Each student
writes two questions, one using the Present Simple
and one using the Present Continuous. Ss mingle
and ask as many people as possible their questions.
Monitor carefully and note errors in form. Correct as
necessary at the end of the activity.
1 Elicit a description from the class of the photo
and what they think it may be about. Then give Ss
a minute to discuss the three questions. Elicit Ss’
ideas in open class.
18
Unit 1 Materials
Workbook Unit 1
Photocopiable resources 1, 2, 3
Testing and Evaluation Programme tests
DVD-ROM Unit 1
Suggested answers 1 Freshers are first-year students.
2 Ss get to know the university, have fun and make new
friends.
2 Ss read and discuss in pairs. Get feedback in an
open-class discussion and ask Ss what other clubs
would it be good to have.
Work it out
3 Allow Ss to try the matching without explaining the
terms used such as routines, generalisations, state
verbs. When eliciting answers, also elicit what things
such as generalisation and state mean.
Answers 1 b 2 d 3 f 4 c 5 a 6 e
4 Ss do the activity in groups of three or four. Write
1–6 down the left-hand side of the board and elicit
sentences for each point on the board or ask Ss to
come to the board and write them up.
Mind the trap!
Before Ss look at the Mind the trap! box, elicit what
an adverb of frequency is, i.e. it’s an adverb that
tells how often the action happens, and which ones
Ss know. Write them all on the board and ask Ss to
tell you the order of frequency (from always to
never). Add useful adverbs that you can’t elicit, e.g.
always, usually, often, sometimes, occasionally,
seldom/rarely, hardly ever, never. When Ss have
looked at the Mind the trap! information, elicit
sentences that are true for them.
5 Look at number 1 with the whole class and ask
which rule it corresponds to (6 – changes or possibly
4 – now) and which answer is correct. Then elicit from
Ss what adverbs of frequency could be added and
where they would go in the sentence. Ss work in pairs
and do the rest of the activity, choosing the correct
Students’ Book ➝ pages 6–7
One of the gang
01
answer. Get feedback from the whole class, making
sure Ss give reasons for their answer.
Answers 1 are going 2 often goes 3 doesn’t usually;
is studying 4 do you belong 5 is sleeping 6 work
6 Tell Ss to do the exercise alone. Ss listen ONCE
only and then can compare their answers with
a partner before you elicit the answers. This will
ensure that Ss are confident but will also be aware of
their own mistakes. Make sure Ss give reasons for
their answers.
Answers 1 are putting 2 belong 3 meet 4 are
giving 5 seem 6 don’t join 7 are becoming
7 Put Ss into pairs and then label them A and B. Tell
Ss A to turn to page 122 and read the text and B to do
the same with the text on page 123. Give Ss about
a minute to do this. Ss then ask each other questions
and find information about each other. As they do this,
move around the class monitoring and making note of
any errors. When the task has been completed, do
a quick class check.
8 Read through the different clubs and organisations
and check understanding. Ss think about one they do
belong to or decide to pretend to be a member of one.
Give Ss about a minute to think of answers to the
questions in Exercise 7. Then put Ss into pairs to ask
and answer questions to find out about each other’s
clubs or organisations. Get feedback from the whole
class and ask Ss what other clubs or organisations
they’d like to be members of and why.
Optional extension: Ss work in small groups. They
imagine that they are university Ss and it is the first
week of university. They are all members of the same
organisation and they have to try and ‘sell’ their club
to the rest of the class. Give Ss about five minutes
preparation time and then Ss give their presentations.
At the end elicit from Ss which club they most prefer.
Additional practice: Photocopiable resources.
Resource 1: Meeting friends
Students’ Book ➝ pages 6–7
19
LISTENING
2 Play the listening ONCE only. Let Ss compare their
This section gives Ss listening practice in working
out the context, predicting and using key words.
Warm-up Revision of the Present Simple, the Present
Continuous and adverbs of frequency. How well do you
know your friends? Choose one student to sit at the
front of the class. He or she has a pen and paper and
completes a sentence dictated by you with one word
or a short phrase so that it is true for them. Everyone
else then tries to guess what the word is. Elicit ideas
and then the student at the front reveals what they
actually wrote. Nominate a different student and
repeat the activity.
Sentence stem ideas:
On Saturdays I usually … ; I don’t often … ;
I never … ; At the moment I am … ; I hardly ever …
1 Read through the instructions with Ss. Then play
the listening ONCE only. Check the answers with the
whole class, making sure Ss give reasons for their
answers.
Tapescript answers with a partner but don’t check the answers at
this stage.
Answers 1 e 2 a 3 c
3 Refer Ss back to the list of clubs and organisations
in Exercise 8 on page 6. In pairs, ask Ss to match one
to each of the extracts they hear, in no more than
three minutes. Get feedback from the whole class but
do not confirm the answers.
Suggested answers 1 sport club 2 the fan club of
a group/singer 3 a charity
4 Ss listen ONCE and check their answers to
Exercises 2 and 3. As they listen, ask Ss to write down
key words that helped them to decide on the answers.
Check the answers for both exercises and key words
with the whole class.
For tapescript see page 129.
Suggested key words 1 level, player, school team, club
2 fan club, finishes really late, last bus before midnight
3 this year, charity, welcome to, Charity Dinner
CD1 Track 3
One
Tamsin: [Southern accent] … do you meet?
Sophie: [Southern accent] Well, it depends on your
MATURA TRAIN YOUR BRAIN
level, really. How would you rate yourself as a player?
Tamsin: I’m not sure what you mean.
Sophie: You know … are you beginner, intermediate or
advanced?
Tamsin: Well, I think I’m pretty good. I mean, my dad
taught me to play when I was a kid and I’m better
than him now. And I’ve got a program I play on my
computer but I usually beat it. And I played for my
school team for many years.
Sophie: OK. It sounds like you’re quite advanced then.
We have quite a lot of decent players in the club and
we usually …
what they had to do in each exercise. Refer Ss to the
Train Your Brain box and fill in the gaps with the
correct words. Ss check their answers with a partner
before doing a class check. Make sure Ss have
understood the skills in the box.
Two
Gemma: Are you free on Friday night?
Dad: Maybe. Don’t tell me you actually want to spend
the evening with your old mum and dad!
Gemma: Er, not really. It’s just that the fan club are
organising something at the Guildhall and I really
want to go. The thing is it finishes really late and the
last bus home is before midnight.
Three
Jean: [Scottish accent] What a lot of people this year!
Jan: [Scottish accent] Yes. But I think the food’s very
disappointing this time. My chicken’s disgusting! And
the tickets certainly aren’t cheap!
Jean: Och, I think the food’s fine, Jan. And anyway,
all the money goes to charity so you can’t complain
really.
Jan: I suppose so.
Bob: [Scottish accent] Er, can everybody hear me? OK.
Welcome to the 40th Methil and Buckhaven Rotary
Club Charity Dinner. I hope you’re all enjoying
a pleasant evening. Well …
5 Ask Ss to look at Exercises 1–4 again. Elicit from Ss
Answers 1 context 2 don’t worry 3 knowledge of the
world 4 check
6 Read through the instructions with Ss. Play the
recording ONCE only. Ss check their answers in pairs.
Play the listening again before checking as a whole
class. Make sure Ss provide the key words that helped
them find the answers.
Tapescript Mike: [urban US accent] OK! It’s time to go out there
and make some great memories for yourselves and
the team! Remember – we want 100 percent tonight!
Do not save anything for later, do not relax, do not
take a break, give us everything you’ve got from start
until finish! I want to see some great ice hockey from
you guys and you don’t need me to remind you that
I expect a lot of goals! OK, let’s get out there!
Answers Situation – before an ice hockey game/match.
The speaker (coach) is talking to his team. Key words
– team, 100 percent, ice hockey, goals
Answers 1 2 2 1 3 2
20
CD1 Track 5
Students’ Book ➝ pages 8–9
One of the gang
LISTENING AND SPEAKING
In this section Ss do matching and true/false listening
tasks, which then lead on to a speaking activity where
Ss use phrases to show agreement or disagreement.
Culture notes
EMO is a style of rock music, meaning emotional
hardcore music. Famous examples of Emo groups
are: Weezer, Jimmy Eat World and Dashboard
Confessional. It is also a style characterised by slim fit
jeans and tight t-shirts, usually in bright colours.
Hippie is a style characterised by home-made or
home-sewn clothes which are loose-fitting and in bright
colours. Hippies generally believe in the power of peace
and love. They are often involved in anti-governmental
protests but always in a peaceful fashion.
Goth is a style characterised by the colour black.
Goths will also have tattoos and piercings.
Punk style looks like the clothes have been made
or put together by the person wearing them. Punks
normally have piercings and tattoos and very short
hair which may be coloured. The image should reflect
a revolutionary mentality.
Warm-up Introduction to agreeing and disagreeing. Do
you agree? Write the following on separate slips of
paper, enough for each group of Ss.
Dogs are very clever.
Girls love pink.
Parents don’t understand children.
The Internet is unsafe.
Rock music is dead.
Put Ss into groups of four or five and hand out the
slips. One student turns over a slip and reads it out.
He or she then gives their opinion, another student
agrees or disagrees and then gives his or her opinion.
Go round each group until everyone has spoken
and then pick the next slip. When the activity is
completed, get feedback from the whole class, with
Ss using the phrases they used to agree or disagree.
Write these on the board to compare with later.
1 Look at the photo with the whole class and elicit
a description. Ss then answer the questions in pairs
before getting feedback from the whole class.
Suggested answers 1 In a radio studio. 2 It’s a talk
show. 3 The presenter looks a little surprised. The
guest on the right seems to be angry.
2 Matura Check that Ss understand the difference
between psychiatrist, psychologist and sociologist.
Ss then listen to the recording ONCE and complete
the activity. Check answers with the whole class.
Tapescript CD1 Track 6
Presenter: [RP accent] Welcome to another edition of
Hot Topic with me Nigel Hayes. Today we’re looking
at subcultures and in particular why young people
01
join gangs. With me in the studio to discuss this are
Dr Mark Mondale, professor of Sociology at Goodman
Browne University in West Virginia …
Mondale: [American accent] Hello!
Presenter: Dr Jane Webb, professor of Psychiatry at
Uxbridge University …
Webb: [RP accent] Psychology!
Presenter: I’m so sorry, Dr Webb! And our last guest is
Matt Hodges. Matt’s studying Psychiatry at Waterloo
College in Liverpool, where he’s also the head of the
Students Union.
Matt: [Liverpudlian accent] Hi!
Presenter: OK, first of all perhaps let’s look at why
people feel the need to belong to a group. Dr Webb?
Answers 1 D 2 C 3 A
3 Give Ss monolingual dictionaries if possible and try
to elicit definitions rather than translations. It is also
a good idea to elicit sentences which include the
words and which show that Ss understand the
meaning.
4 Matura Allow Ss about a minute to read through the
questions and to make sure they understand exactly
what they are listening out for. Play the recording
ONCE only. Ss compare their answers with a partner
before listening once again, this time taking note of
any key words that help them decide on the answer.
Get feedback from the whole class, making sure Ss
give reasons for their answers.
Tapescript CD1 Track 7
Presenter: OK, first of all perhaps let’s look at why
people feel the need to belong to a group. Dr Webb?
Webb: Well, it’s all a natural part of being human. We join
groups all our lives. It starts in the school playground,
where children learn which groups they want to
belong to and how to join them. Adults join gangs too
– you know, even in an office you can have a gang of
people who like the boss, and a gang who don’t.
Mondale: Yes, I couldn’t agree more. Another interesting
example of this is the Internet. People talk about
how the Internet is great for personal freedom with
millions of people offering their personal opinions
and writing about things that are important to them.
But in reality, the Internet is full of gangs and little
cliques.
Webb: Absolutely! In fact, the Internet is like one
enormous playground with groups of people
attacking each other or joining up with other groups.
Presenter: OK. What I’d really like to talk about today
are teenage cults and fashions. There seem to be so
many of them – hippies, punks, Goths, clubbers, the
list is endless. Let’s start with you, Dr Webb. What
makes a young person decide to become an Emo or
a skater?
Webb: Well, Nigel, there are all sorts of different reasons,
but it seems to me that it’s all part of becoming an
adult. The thing is, when young people are in their
teens, they start to question the adult world they
see around them. So parents, other adults or older
brothers and sisters often stop being role models for
teenagers for a time. Instead, young people look for
Students’ Book ➝ pages 8–9
21
new role models from people of the same age. Joining
a group of people who like the same music is an easy
way to find people who feel the same as you.
Presenter: Dr Mondale, do you agree that it’s a reaction
against the adult world?
Mondale: I’m afraid I have to disagree. Becoming an
Emo or a skater has absolutely nothing to do with
looking for role models from people your own age.
Look at young people sixty years ago, they looked
and behaved like younger versions of their parents.
No, it’s all about money. Every new youth fashion
makes millions of dollars for the fashion and music
industries. People invent these fashions to make
money, and young people are happy to buy them.
Presenter: Let’s bring in Matt at this point. Matt, do you
agree with Dr Webb’s ideas?
Matt: Well, I agree up to a point. Buying music and the
fashion that goes with it is the easiest way to belong
to a group. But I think it’s important to remember
that young people are looking for friendship
and tolerance. It’s only natural that you want to
spend your time with other people who enjoy and
understand the same kind of music. And then these
people become your friends – you have fun with
them, they help you if you have any problems and …
Webb: Which is exactly my theory about looking for
answers from people the same age …
Mondale: Oh, come off it! It shows that the music
industry has the most say in what …
Webb: You sociologists are all the same. You think
people can’t make up their own minds and …
Mondale: Well, the day that a psychologist gives me
a good explanation of how people behave is the day
that I personally …
Presenter: Well, we’ll have to leave it there. In next
week’s Hot Topic we’re talking about what can be
done to end the conflict between different groups.
I hope you can join me …
Answers 1 F 2 T 3 F 4 T 5 T 6 T
MATURA SPEAK OUT
5Read through the Speak Out box with Ss and check
understanding. Then look at phrases 1–4 and ask Ss to
predict where they go in the box. Then play the
recording ONCE only. Check the answers with the
whole class. Refer Ss back to the phrases you wrote on
the board in the warmer. Are they the same or different?
Tapescript CD1 Track 8
One
Presenter: Dr Mondale, do you agree that it’s a reaction
against the adult world?
Mondale: I’m afraid I have to disagree. Becoming an
Emo or a skater has absolutely nothing to do with …
Two
Presenter: Let’s bring in Matt at this point. Matt, do you
agree with Dr Webb’s ideas?
Three
Webb: Adults join gangs too – you know, even in an
office you can have a gang of people who like the
boss, and a gang who don’t.
Mondale: Yes, I couldn’t agree more. Another interesting
example of this is the Internet.
Four
Mondale: But in reality, the Internet is full of gangs and
little cliques.
Webb: Absolutely! In fact, the Internet is like one
enormous playground with groups of people
attacking each other or joining up with other groups.
Answers 1 I couldn’t agree more. 2 Absolutely!
3 I agree up to a point. 4 I’m afraid I have to disagree.
6 Play the recording ONCE, stopping after each
phrase. Ss listen and repeat, first as a whole class and
then individually. Check especially that Ss get the
intonation right.
Tapescript 1 Absolutely!
2 I couldn’t agree more!
3T
hat may be true, but I still think it’s important
that …
4 I agree up to a point.
5 I’m afraid I have to disagree.
6 Oh, come off it!
7 No way!
7 Ss complete the activity in pairs. Check the
answers with the whole class before they act out the
dialogues in pairs. Make sure Ss give reasons for their
answers. However, Ss need to be aware there is
probably more than one possible answer. Elicit why
That may be true, but … cannot be used in 1 (the
phrase is repeated) and why No way! and Come off
it! cannot be used in 2 (direct and rude).
Suggested answers 1 I agree up to a point. 2 I’m sorry
but I can’t agree with you. 3 That’s so true!/Exactly!/
Absolutely!
8 Put Ss into pairs. Pairs read each statement. After
each statement, Ss use the language in the Speak Out
box to express their agreement or disagreement.
Their partner should agree or disagree and explain
why. Tell Ss they should try and keep the discussion
on each statement going as long as possible before
going on to the next one. As Ss do this, go round the
class monitoring, taking note of any errors or any
issues that come up. When the task is completed, have
an open discussion on all four points.
Additional practice: Photocopiable resources.
Resource 2: What do you think?
Matt: Well, I agree up to a point. Buying music and the
fashion that goes with it is the easiest way to belong
to a group. But I think it’s important to remember
that young people are looking for friendship and
tolerance.
22
CD1 Track 9
Students’ Book ➝ pages 8–9
01
One of the gang
READING AND VOCABULARY
In this section Ss do matching and multiple-choice
reading tasks and learn some phrasal verbs.
Culture notes
3 Matura Give Ss time to read through the questions
and try and remember the right answers. Then give Ss
no more than five minutes to answer the questions by
re-reading the text. Ss then compare with a partner,
before checking with the whole class. Make sure Ss
give reasons for their answers.
Answers 1 c 2 a 3 d 4 b 5 c
Peterborough is a town in the east midlands of
England. It has a population of about 170,000 and
is 70 miles north of London. It is thought that about
10 percent of the population is made up of people
arriving from Eastern Europe since 2004 because
there is a lot of agricultural work in the area.
Chavs are a stereotype of certain people who live
in the UK. Generally considered to be aggressive
teenagers from a working class background who are
known for having anti-social behaviour and get in
trouble with the authorities. Usually characterised by
tracksuits, lots of jewellery and the wearing of caps or
hoods.
4 Phrasal verbs Ask Ss to find the phrasal verbs first
and, when one student has finished, stop everyone
and elicit where they are in the text. Ss then read
through the sentences in which they appear in pairs
and try to work out the meaning. They then look at
the choices and do the matching. Elicit some
personalised sentences from Ss using the phrasal
verbs given, e.g. I sometimes hang around the
centre of town with my friends on a Saturday
afternoon. Correct if any Ss are using the words
incorrectly and point out what is wrong.
Answers 1 e 2 c 3 b 4 a 5 f 6 d
Warm-up Revision of vocabulary from the last lesson.
Backs to the board. Two Ss come to the front of
the class and sit facing away from the board. Write
a word on the board and the Ss facing the board have
to define it. When one of the two Ss facing the class
guesses the word or you decide that they are not
going to guess it, swap Ss and write a new word on the
board.
Words to use: gang, clique, role model, fashion,
youth, psychiatrist, psychologist, sociologist
Note: This game could be played at the start of almost
all lessons. It is an excellent way to revise vocabulary
and it is just as important for the people trying to
define the words as for those trying to guess them.
1 When eliciting ideas, ask Ss to describe the picture
and ask how similar or different it is to a scene in their
own country, not just the people’s appearance and
clothes but the architecture. Elicit the ideas before Ss
read through to check so that they have more ideas to
compare with. Set a time limit of one minute and elicit
what Ss found out from their reading.
5 Ss work alone and then check in pairs. Elicit
answers and, if there are any mistakes with tenses,
elicit how Ss should have known which tense to use,
e.g. 4 – yesterday – it must be the Past Simple.
Answers 1 get on with 2 put up with 3 fool around
4 bumped into 5 calm down 6 hang around
6 Re-elicit the fact that, when having a discussion,
you need to show agreement, partial agreement or
disagreement. Refer Ss to the Speak Out box on page
9 for this. Allow five minutes for groups to discuss the
questions and then elicit ideas in open class.
Optional extension: Refer Ss to the cartoon at the
bottom of page 11. Read the strapline. Elicit from
Ss why it is funny and then elicit the similarities and
differences between the two characters, i.e. they both
have bags, one is tall but the other is short, etc.
Answers It is about finding something for the two
groups of teenagers to do which will keep them off the
streets and help them to get to know and understand
each other.
2 Matura Give Ss time to look through the statements
a–f and tell them to underline the key words. Give Ss
no more than five minutes to do the activity, then give
them another minute to check with a partner. Get
feedback from the whole class, making sure Ss give
reasons for their answers. When eliciting answers, also
elicit justifications.
Answers 1 f (key words – lipstick, eyeliner, piercings)
2 e (key words – problems, Peterborough) 3 c (key
words – fire, plastic balls, paint) 4 b (key words –
football, another organiser)
Students’ Book ➝ pages 10–11
23
GRAMMAR AND VOCABULARY
This section introduces reflexive pronouns.
Although Ss will have seen these before, they
may not have looked at the grammar behind them
previously.
Special difficulties: There may be different coverage
between English and Ss’ L1, e.g. Ss may have to use
a reflexive pronoun after wash whereas in English
this is only necessary if there may be confusion
without it. Point this out in the Mind the trap! box
and include other verbs which are different in the
two languages.
Warm-up Revision of vocabulary from the previous
lesson. Sausage. Put Ss into six groups and give each
group one of the phrasal verbs learned in the last
lesson (hang around, bump into, get on with, put
up with, calm down, fool around). Tell Ss to keep
their books closed so that they don’t see the other
verbs. Each group makes a sentence which includes
their verb and whose meaning is clear. They then
read their sentences out loud in turn but substitute
the word sausage for the phrasal verb, in the correct
tense. Note: Sausage is regular for the purposes of
this activity so the past form is sausaged. The other
groups have to guess what the correct verb was.
Mind the trap!
Look at the box with Ss and point out any other
differences between L1 and English.
5 Tell Ss that all the sentences need a reflexive
pronoun. Some are examples of verbs used with
reflexives, others are stressing the independence of
the action. Ss check with a partner before getting
feedback from the whole class.
Answers 1 himself 2 herself 3 3 yourself 4 myself 3
5 ourselves 3 6 yourselves 7 themselves
6 Remind Ss of when to use each other (when the
verb refers to another person). Ss work in pairs to
complete the activity. Get feedback from the whole
class. Then, Ss ask and answer the questions in the
same pairs. Monitor Ss and make notes of any errors.
Answers 1 yourself 2 each other 3 each other
4 themselves 5 yourselves 6 each other
1 Begin by eliciting what the questions would be to
go with the prompts. There are two possibilities for
the last prompt: Is shopping important to you? Why
is shopping important to you? Give Ss some time
(about three minutes) to prepare their answers to the
promoted questions. Give Ss three or four minutes to
discuss and then get feedback from the whole class.
2 Give Ss no more than two minutes to read the text
and answer the question. Get feedback from the whole
class, making sure Ss give reasons for their answers.
Suggested answer Claire and Omar take fashion seriously.
Work it out
3 Look at the table with Ss to make sure they
understand what kinds of words they are looking for.
Ss then work alone and complete the table.
Answers
Single: myself, yourself, herself
Plural: ourselves, themselves
4 Ss decide the answers in pairs. After eliciting the
answers, tell Ss that these are the two reasons for
using reflexive pronouns in English: either to show
that something has been done independently or with
certain verbs such as enjoy oneself, take oneself
seriously, etc.
Answers 1 Sentence 2. 2 It goes after the activity it
describes, not necessarily at the end of the sentence,
e.g. I did this homework by myself and I’m very pleased
with it. 3 b
24
Students’ Book ➝ pages 12–13
01
One of the gang
Vocabulary and writing
This section introduces the idea of adjective order
for describing clothes, make-up and jewellery and
gives Ss a writing task which practises this.
Special difficulties: There may be a danger that Ss
overuse adjectives when introduced to adjective
order. Tell Ss not to use more than three adjectives
before the noun in any one sentence.
Warm-up Revision of reflexive pronouns. Complete the
sentences. Tell Ss that you are going to dictate some
sentences and that Ss should complete them with
a reflexive pronoun or the words each other. Ss work
alone. To give Ss a permanent record of the sentences,
you could ask them to write what you say as well as
completing the sentences, but this is not necessary.
At the end of the activity, Ss check answers with
a partner. Elicit all the answers and elicit corrections
where necessary.
Ideas for sentence stems:
Jane was talking to _________ . (herself)
Paul’s homework was so well done that the teacher
didn’t believe he had done it _________ . (himself)
Claire and John have known _______ for three
years. (each other)
Do you and your sister get on well with _______ ?
(each other)
I looked at _______ in the mirror. (myself)
1 Go through the items in the list, getting Ss to
identify people wearing the items in the class. When
Ss have finished making their lists, choose four Ss to
come to the board and write words for one category
each. Other Ss tell them what to write and, by the end
of the activity, all the words written by the whole class
will be on the board. Go through any spelling mistakes
and elicit meanings of less obvious words. Repeat the
identification activity with all of the new words on the
board.
Answers clothes coat, tracksuit, polo shirt (t-shirt,
jeans, trousers) make-up eyeliner, lipstick
(foundation, blusher, nail polish) footwear boots,
trainers (sandals, slippers, flip flops) accessories/
jewellery bracelet, belt, earrings (watch, tie, necklace)
2 Read through the descriptions of Callum and
Hannah with the class and elicit meanings of words
such as baggy, hood, tight, chunky, bracelet, wide,
heels. Ss complete the table in their notebooks. When
eliciting the answers, point out that not every
category of adjective is used and that it is normal to
use three or fewer. You may also tell Ss that the order
of style/colour can sometimes be reversed, i.e. red
checked shirt – baggy black chinos, etc.
Answers
size/length – chunky, wide, short, long
style/cut – baggy, tight
colour /shade – dark blue, back,
material – metal, leather, silver (could also be colour)
noun – sweatshirt, jeans, bracelet, belt, boots, necklace
preposition +noun – with a hood, with high heels
3 Ss write the descriptions of the nouns given alone,
and then check their descriptions with a partner.
When eliciting the answers, also elicit the fact that
singular nouns must take an article whereas plurals
such as trousers don’t. Also, the adjectives are
separated by commas but the final adjective and the
noun don’t have a comma between them. Sometimes
commas are not used at all.
Answers 1 An old-fashioned, striped, cotton shirt
2 A large, blue, silk blouse 3 Beautiful, long, gold
earrings 4 A cheap, white, nylon tracksuit 5 Baggy,
beige cotton shorts 6 Bright, red lipstick 7 Horrible,
grey, woollen socks 8 A long T-shirt with a band logo
on it 9 Ripped, denim jeans with a patch
4 Allow Ss time to write a few sentences to describe
their chosen person. If the activity is done orally, Ss
may guess each other’s person very quickly and not
get much practice. Also encourage Ss to use an
opinion adjective so that there may be some
disagreement and discussion during feedback. Ss work
in groups of three or four. Ss take it in turns to read
out their descriptions and the rest of the group has to
guess. At the end, each group will choose one
description (preferably the hardest) to be read to the
whole class. During the activity walk around
monitoring, taking note of any errors to cover during
feedback.
5 Elicit different youth cults and styles that exist in
the Ss’ country and elicit vocabulary to the board
before they start writing, e.g. to describe certain
clothes, materials, items of jewellery. Ss make a note
of all the new vocabulary in class and then do the
writing in class or at home. If you are using the
optional extension, tell Ss that they should not name
the fashion or style in their writing.
Optional extension: Either when they have
completed writing or in the next lesson, put Ss into
groups of three or four. Collect in all the writing but
make sure each group gets another group’s texts.
Ss in their groups should read the texts they have
been given and (a) decide which styles or fashion the
writer is writing about and (b) say if they agree with
the description and why. Then have a class feedback
where groups will describe what they have read and
give their answers to (a) and (b).
Additional practice: Photocopiable resources.
Resource 3: Mixed objects
Students’ Book ➝ pages 12–13
25
02
Keep in touch
Read, listen and talk about modern communications.
Practise the Present Perfect Simple and the Present Perfect Continuous.
Focus on making polite requests.
Write a personal letter.
Matura topic: Science and technology
przygotowanie do matury
Temat: Nauka i technika
Mówienie Rozmowa wstępna: SB str. 15/ćw.1, str. 17/ćw.1,
str. 18/ćw. 1
Zadanie 2 (Ilustracja): SB str. 16/ćw. 1
Zadanie 1 (Odgrywanie roli): SB str. 16/ćw. 7
Rozumienie słuchanego tekstu Prawda/Fałsz: SB str. 16/ćw. 2
Rozumienie czytanego tekstu Dobieranie: SB str. 18/ćw. 3
Struktury Transformacje zdań: SB str. 16/ćw. 5
leksykalno-gramatyczne
Wypowiedź pisemna List prywatny: SB str. 21/ćw. 7
GRAMMAR AND READING
This section introduces the difference between the
Present Perfect Simple and the Present Perfect
Continuous.
Special difficulties: Ss may have been taught the
Present Perfect Simple with for and since and be
confused as to when to use the simple and when
the continuous. Tell Ss that, unless the verb is a
state verb, they should always use the continuous
form to show that the activity is unfinished.
Workbook Unit 2
Photocopiable resources 4, 5, 6
Testing and Evaluation Programme tests
DVD-ROM Unit 2
Ask Ss to look at Gabby. What can they say about her
by looking at the picture? Give Ss no more than two
minutes to answer the questions and then a further
minute to check with a partner. Then get feedback
from the whole class.
Answers 1 She’s an administration assistant, she likes
sound and smell of rain, finding money in her pocket,
Lily Allen and Mafia Wars, has lots of friends. 2 She is
being sacked. 3 She’s possibly lazy, not hard-working,
laid back, relaxed.
Work it out
Culture notes
2 As a whole class, look at the examples and elicit the
Lily Allen is an English singer, songwriter and talk
show host. Her first album and single, in 2006, were
No.1 in the UK charts. In 2008 she was voted Glamour
Woman of the Year.
Mafia Wars is a multiplayer social network game,
which is available on Yahoo and Facebook. It is also
available on iphones.
Common acronyms in social networking sites:
OMG is an abbreviation for ‘Oh my god’, ‘Oh my gosh’
or ‘Oh my goodness’. LOL – for ‘Laugh out loud’ or
‘Laughing out loud’. ROFL – for ‘Rolling on the floor
laughing’ and IMO – for ‘In my opinion’.
Warm-up Review of adjective order and clothes
vocabulary. Are you observant? Tell Ss to sit back to
back with their partner. Without looking round they
should try to describe their partner’s appearance in
as much detail as possible. Ss talk to each other over
their shoulders and then, without allowing them to
look round, elicit descriptions from some of the Ss.
1 Ask Ss to look at Gabby’s homepage. Elicit what they
can tell you about it (e.g. it shows her likes, dislikes,
etc.). What does it look similar to? (e.g. Facebook)
What other examples of this are there on the Internet?
26
Unit 2 Materials
answers to both questions.
Answers 1 Present Perfect – have/has + past
participle Present Perfect Continuous – have/has
+ been + past participle
2 Present Perfect Continuous = an activity that
started in the past and may be continuing
Present Perfect = a completed action
Check it out
Read through the Check it out box with Ss. Ss may
notice that periods of time, e.g. all afternoon, are
mentioned in the Present Perfect Continuous. Tell
Ss that these time phrases can also be used for the
Present Perfect, if the actions have been completed
but the time period has not, e.g. I have written three
messages this afternoon. Read through the section
on since and for. Elicit some time periods when for
and since would be used, e.g. for two hours/a long
time/hours; since Saturday/my birthday/last week.
3 Ss go through the text and underline further
examples of the Present Perfect Continuous. Ss
compare their answers with a partner. Then get
feedback from the whole class.
Students’ Book ➝ pages 14–15
Keep in touch
Answers I’ve been skiing, you’ve been trying, I’ve only
been working, I’ve been watching, You’ve obviously
been spending
and cons about using a social networking site. Discuss
why social networking sites are the best form of
communication on the Internet (or not the best) and
why.
4 Refer Ss to the first question and the answer in
bold. Tell Ss that these sentences show the present
result of a past activity which may or may not be
continuing. Look at the example and ask Ss what the
activity is (raining) and the result (Gabby’s pleased).
Remind Ss they also have to think of different time
adverbials. Elicit possible examples, e.g. since, for, all
day, lately, etc. Ss then do the activity and then
check with a partner. Get feedback from the whole
class.
Optional activity: Either in the same lesson or
for the next lesson, Ss prepare a report on a social
networking site, why it is good or bad. These can be
presented to the rest of the class to discuss or put on
the wall.
02
Additional practice: Photocopiable resources.
Resource 4: Find someone who …
Answers 2 He has been writing a report since 2 o’clock.
3 She’s been sitting at her computer for four hours.
4 They have been working long hours for the past few
weeks. 5 She hasn’t been eating much recently.
5 Read through the rubric and the information in the
box with the whole class. Look at the example
sentence and elicit which rules they correspond to
and why the different tenses have been used
(1 an action started in the past and still continuing,
2 a completed action). Ss then write their sentences
in full in their notebooks before comparing them with
a partner. Get feedback from the whole class, making
sure Ss give reasons for their answers.
Answers Ivy has delivered fifty leaflets so far. She has
been delivering leaflets all afternoon. Tim has been
running since six o’clock. He has run about five miles
already.
Optional extension: Ss write two sentences about
themselves, one using the Present Perfect and one
using the Present Perfect Continuous. They don’t
have to be about that day. They could be about that
week, that month or that year even. Put Ss into pairs.
Each student tells their partner the main verb and
their partner has to try and recreate the sentence that
their partner has written, e.g. eat – you have eaten
breakfast already? If Ss get it wrong, then their
partner can give another keyword from the sentence
to help, e.g. lunch.
6 Before Ss start, ask when they would use the Past
Simple (when the activity is finished and the time it
happened in is also finished). Ss work in pairs to
complete the text. Get feedback from the whole class,
making sure Ss give reasons for their answers.
Answers 1 have been trying 2 have been 3 have lost
4 Have you decided 5 have been talking 6 has decided
7 have been crying
7 Put Ss into pairs. Give them five minutes to discuss
all four questions. Then put pairs together into groups
of four to compare their information. While they are
doing this, walk around the class monitoring and
taking note of any errors to cover in feedback. Then
get feedback from the whole class. Elicit other pros
Students’ Book ➝ pages 14–15
27
SPEAKING AND LISTENING
Customer 2: I’m looking for a new flat screen TV and
I was wondering if you …
This section introduces the language of being
polite, in particular the use of indirect questions.
This is done through the topic of working in a shop.
Special difficulties: Ss have problems with indirect
questions, especially the difference between whquestions and yes/no questions. Make sure Ss
understand the use of if in yes/no questions and
the word order following.
Warm-up Review of the Present Perfect Continuous, for
and since. How long? Ss write three true sentences
about themselves using the Present Perfect
Continuous and either for or since. They then either
tell their partner an activity and their partner has to
guess how long they have been doing it for or they
give their partner a time period and their partner has
to guess the activity.
1 Matura Ss work in pairs. Tell them to describe the
photo in as much detail as possible. Then they answer
the questions. Make sure that both Ss contribute.
When they have finished, elicit the answers in open
class.
Suggested answers 1 He is working in an electrical
shop. He is worried, perhaps because it is his first day
at work or maybe he doesn’t know the answer to
a question. Maybe he has made a mistake.
2 Matura Tell Ss they are now going to listen to part of
Darren’s day in the shop. Give Ss about thirty seconds
to read the questions and then play the recording
ONCE only. Then get feedback from the whole class,
making sure Ss give reasons for their answers.
Tapescript CD1 Track 11
Customer 1: [RP accent] Excuse me, could you tell me
where the toilets are?
Darren: [Manchester accent] Em … The toilets, er …
No, I’m sorry, I don’t know. I haven’t been working
here very long. I only started this morning. I had
a training course last week, but …
Customer 1: Never mind, I’ll ask someone else.
Darren: Oh dear.
Customer 2: [slight northern accent] Pardon me, but
I was wondering if you could recommend one of
these TVs.
Darren: A TV? Well, this is a TV.
Customer 2: I can see it’s a TV. But is it a good one?
Darren: Yes, well, em … I like it a lot.
Customer 2: Why?
Darren: Em, well it’s got a flat screen and the colours
are lovely and …
Customer 2: Yes, but has it got P.I.P.?
Darren: Eh, sorry?
Customer 2: P.I.P. You know, a picture in the picture?
A split screen?
Darren: Em, Mr Harrison, do you think you could help
this gentleman, please?
Mr Harrison: [Manchester accent] Yes, of course,
Darren. How can I help you?
28
Darren: Oh, I don’t know anything! … Hi, mum. It’s me,
Darren … Yeah … Yeah, I know, but it’s been terrible
so far. I don’t know what to say when the customers
ask me for help … Oh! Got to go, bye!
Mr Harrison: Darren! Would you mind telling me why
you are talking on your telephone when you should
be working?
Darren: I’m sorry, Mr Harrison. I won’t do it again.
Mr Harrison: I hope not!
Customer 3: [neutral accent] Excuse me. I wonder if
you can help me?
Darren: Yes, well, I can try.
Customer 3: Have you any idea which of these phones is
the best buy?
Darren: Oh yes, this one here. It’s brilliant. Look, it’s the
same as mine and it’s definitely the best phone I’ve
ever had.
Customer 3: Do you happen to know how much it costs?
Darren: It’s on special offer this week, actually. Only
ninety-nine pounds.
Customer 3: Oh! I’d like to know what it can do. Could
you possibly …?
Darren: Of course … Look, it’s my coffee break now.
Would you like to go and get a drink and I’ll show you
my phone?
Customer 3: Oh, that’s very nice of you. Yes, I’d love
that … You’re very good at your job. Have you been
working here long?
Darren: Well, I just started today actually, but …
Answers 1 F 2 T 3 F 4 T 5 F
MATURA SPEAK OUT
3 Ss listen again ONCE only, then check in pairs,
before getting feedback from the whole class. Then
read through the Speak Out box with the whole class.
Once you have done this, ask Ss to make the direct
questions from the indirect ones from Exercise 3, i.e.
Where are the toilets? Can you recommend one of
these TVs? Can you help this gentleman? Why are
you talking on your telephone? Can you help me?
Which of these phones is the best buy? How much
does it cost? What can it do? Elicit from Ss which are
wh- questions and which are yes/no questions. Tell
them that some yes/no questions need a word added
after the phrase that begins an indirect question.
Elicit what that word is (if). Make sure Ss note that
only Do you think doesn’t use if for yes/no
questions.
Answers 1 Could you tell me 2 I was wondering 3 Do
you think 4 Would you mind telling me 5 I wonder
6 Have you any idea 7 Do you happen to know 8 I’d
like to know
4 Ss listen to the phrases from the Speak Out box
and drill them, first as a whole class and then
individually.
Students’ Book ➝ pages 16–17
02
Keep in touch
Tapescript VOCABULARY | Computers
CD1 Track 12
1 Could you possibly tell me how much it is?
2 I wonder if you could lend me £20?
3 Have you any idea where the toilets are?
4 Would you mind telling me how much it costs?
5 I’d like to know what it can do.
6 Do you know what time it is?
5 Ss do the activity and then check their answers in
pairs. Get feedback from the whole class.
Answers 1 how this works 2 if I could see a cheaper
model 3 how many gigabytes it has got 4 the price will
go down 5 how long you have been working here
6 when the first iPhone came out
6 Divide Ss into groups of three or four. Read through
the instructions with Ss and then give them three
minutes to prepare the questions. Make sure Ss realise
that you won’t answer any questions that are not
indirect and are not correct. Give a point for every
question correctly asked and the group that gets the
most points wins.
Optional procedure: Rather than asking the teacher,
each group chooses an object for another group to
ask about. Put groups together as two teams, who ask
and answer each other’s questions. Go round the class
monitoring, taking note of any errors for feedback.
7 Matura Ss work in pairs. Before they make the
dialogues, ask them to read the instructions and the
tasks carefully. You may need to provide them with
some useful words or expressions, writing them on
the board. After Ss have completed the task, nominate
two pairs to act out their conversations in open class.
Additional Practice: Photocopiable resources.
Resource 5: Gift shopping
This section introduces vocabulary on the topic of
the Internet.
Warm-up Review of indirect questions. Do you mind … ?
Write the following five situations on the board: at the
airport, in a café, at a ticket office, in a furniture shop,
on a railway platform. Divide Ss into groups of three
or four (but make sure you have an even number of
groups). For each situation Ss should write a direct
question that can be turned into an indirect question.
Make sure you have checked that the questions can
be made direct before going onto the next stage of
this activity. When Ss have completed this, pair up the
teams (A and B) and sit them opposite each other.
Tell team A that, one by one, they will read out their
questions, to which the other group must reply by
saying Do you mind … ? and repeat the question
now as an indirect question. They have a total of one
minute to complete as many of the five questions as
possible but they cannot move onto the next until
they have successfully completed the first. Then it is
the turn of B teams to read out their questions. The
group that finished the most indirect questions in
a minute is the winner. As they do this, go round the
class monitoring and taking note of any problems for
the class feedback.
1 Note: Ss need monolingual dictionaries for this activity.
After Ss have done the matching activity and you have
checked the answers as a whole class, put Ss into six
groups and give them two of the verbs each. They
have to define what their word means by explaining
when and why you might carry out the action.
Answers A 4 B 9 C 7 D 5 E 1 F 10
2 Note: Ss need monolingual dictionaries for this activity.
Some people may know more of the underlined words
than others so put Ss into groups of four or five to see
how many of the words they know between them.
They will then only have to look up words that no one
knows. In feedback, elicit the meanings of all the
underlined words as well as the missing words.
Answers 1 Sign up 2 click 3 download 4 install
5 delete 6 post/attach/paste/upload 7 save
3 Check understanding of the dangers mentioned in
question 3 and then let Ss discuss the questions in
pairs for up to five minutes. Then get feedback from
the whole class.
Students’ Book ➝ pages 16–17
29
LISTENING AND VOCABULARY
This section includes two listening tasks and
focuses on vocabulary related to mobile phones.
1 As a whole class, elicit a description of the cartoon
and the reason why the boy is unhappy. Ask Ss if they
have been in a similar situation before, or what other
problems they have experienced with mobile phones.
Write these on the board as they will help with
Exercise 3.
4 Ss read through the text and try to remember what
should go in the blanks. Play the recording again, then
Ss check with a partner. Then check the answers as
a whole class.
Answers 1 terrible ring tone 2 a message 3 money/
credits 4 send 5 battery 6 a sweater 7 no signal
5 Ss discuss the questions in pairs for about two
minutes. Then get feedback.
Additional Practice: Photocopiable resources.
Resource 6: You've got my words!
2 Ss do the matching in pairs. Elicit the answers and
the meanings of new words. Encourage Ss to make
a note of useful collocations, e.g. to charge a battery.
Answers 1 e 2 f 3 c 4 b 5 d 6 a
3 Ss listen ONCE only, then check their answers in
READING AND VOCABULARY
This section gives Ss open-ended and matching
reading tasks and presents some new, phonerelated vocabulary from the text.
pairs before doing whole-class feedback.
Tapescript Culture notes
CD1 Track 13
Suzy: [American accent] Oh my God! That is a terrible
ring tone!
Lynne: [southern English accent] That’s the problem
with you, Suzy! You’ve got no culture …
Suzy: No seriously, it’s awful. Do me a favour, and put it
on vibrating alert, will you?
Lynne: Oh there’s a message in my voicemail box … Oh!
Suzy: What’s up?
Lynne: I’ve got no money left in my phone and I’ve just
remembered I promised to call Fiona.
Suzy: Well, send her a text message then.
Lynne: No, I can’t. I’ve got no money at all.
Suzy: It’s OK, you can use mine. What’s her number?
Lynne: Hold on a sec till I open my phonebook … It’s
664 785 422.
Suzy: Oh no! It’s not working.
Lynne: What? Is the signal strength too low?
Suzy: No, the battery has run out.
Lynne: Oh brilliant! What do I do now?
Suzy: You could try shouting.
Lynne: Oh, thanks a lot, Suzy. You’re a great help. Oh!
I’ve got to talk to her. It’s really important.
Suzy: Hold on a second.
Lynne: What are you doing?
Suzy: If you rub the battery on your sweater, you can
recharge it a little. … Here, it’s working, dial the
number.
Lynne: It’s ringing … Hi, Fiona, it’s me, Lynne. I’m
sorry I didn’t call earlier but I had no money in my
phone … What? … What are you saying? … No,
I can’t hear you … Say it again! … Oh no!
Suzy: What is it?
Lynne: We’re in a tunnel and there’s no signal! … Oh no!
And now the battery’s gone dead again!
Answers No money/credits on her phone and when she
borrows the phone from Suzy, it’s not working because
the battery is low.
Robert Heinlein (1907–1988) is considered to be
one of the three fathers of modern science fiction
writing, with Isaac Asimov and Arthur C. Clarke.
His most famous novels are Starship Troopers,
Red Planet and Stranger in a Strange Land. One
of his novels was The Puppet Masters (1951), in
which American agents fight against alien invaders
who inhabit human bodies. The scripts for the films
Invasion of the Bodysnatchers and The Faculty
were heavily influenced by this novel.
Warm-up Review of vocabulary for the Internet. What’s
the problem? Before the lesson, prepare bits of paper
with the following problems on:
My computer is not working! (You haven’t turned
it on.)
I’ve downloaded a programme but something is
wrong. (You don’t know how to open it.)
I want to download a new antivirus programme
but I have a problem. (I don’t know where to look.)
I’ve just bought the new ‘Warcraft’ game but I have
a problem. (I don’t know how to play it.)
I received an email an hour ago but something is
wrong. (I think it has a virus in it.)
I’ve uploaded my latest holiday photos of me and
my friends to my computer but I have a problem.
(I don’t know how to send them to my friends.)
Pairs of Ss get one of the problems. The pair stands
up and reads out the sentence. By asking yes/no
questions the class has to work out what the problem
is in brackets and then suggest ways of solving it. For
bigger classes, Ss will need to work in groups of three
pairs and each pair gets two slips. One pair reads out
one of their slips and the other two pairs work out the
problem and suggest solutions.
1 Put Ss into pairs to answer the questions and have
a whole-class discussion afterwards.
30
Students’ Book ➝ pages 17–18
02
Keep in touch
2 Give Ss only two minutes to answer the questions
so that Ss have to skim read rather than reading in
detail. Get feedback from the whole class
Answers 1 science magazine 2 2018 3 c
3 Matura Ss work alone. Set a time limit of two
minutes again and ask Ss to mark words or phrases in
each paragraph which help them to find the answer.
Elicit answers and key words, e.g. 1 problem,
solution; 2 touch screen, doesn’t need batteries,
power; 3 risk, radiation, human health; 4 userfriendly, simple; 5 drawbacks, not very convenient.
For paragraph matching, explain that e cannot be the
right answer as the problem of not receiving a signal is
an example. It is not the main idea.
Answers 1 g 2 c 3 f 4 a 5 d
4 Tell Ss that it is important to identify the key words
in a question before attempting to answer this
question. By finding words that are the same or similar
in meaning in the text, it makes it easier to find the
answer. Do question 1 as an example. As a class, Ss
identify the key words (three problems, making
phone calls). Then elicit where these words or similar
are used or even an antonym (e.g. problem and
solution in paragraph 1). Then give Ss two minutes to
underline the key words in the other questions, i.e.
1 three problems, making phone calls; 2 parts of the
body, Permaphone go; 3 Where, power, from; 4 Who
first wrote, idea, phone implant; 5 How, feel, have
Permaphone; 6 two situations, problems,
Permaphone. Then allow six minutes to answer the
questions. Give Ss a further three minutes to check
with a partner before doing feedback with the whole
class. For each question, check the key words and
where Ss found the same words or words with
a similar meaning.
6 Vocabulary Tell Ss to find the words in the text and
to work out the meaning from the context if they
aren’t sure. Ss work in pairs and then complete the
gap fill. Warn Ss that they may have to change the
form of the verbs. Elicit the answers and meanings
of each word in the context of phones, e.g. bring out
– launch/introduce, make available to buy; come up
with – have the idea of, create; go dead – suddenly
to stop working; run out of – empty, finish; switch
off – close, turn off; turn up – make louder.
Answers 1 switched off 2 turn up 3 went dead
4 brought out 5 run out of 6 come up with
7 Put Ss into groups of three or four and give them
about five minutes to discuss the questions. Then get
feedback from the whole class. When getting feedback
on question 3, write up all the suggested applications
on the board.
Optional activity: In groups of three or four, Ss
create a phone of the future, considering some of the
applications on the board. Ss prepare a presentation
with visuals, e.g. drawings, pictures or maybe
printouts from the Internet. They should use at
least three of the phrasal verbs in Exercise 6 in the
presentation. Groups give presentations to the whole
class and then the class votes on the most wanted
mobile phone of the future.
Answers 1 no signal, battery dead, not receiving
a signal in the middle of the country (key words –
phone call, couldn’t, because) 2 ear, nose, wrist (key
words – implant, under your skin) 3 the body’s kinetic
energy (key words – power from) 4 Robert Heinlein in
The Puppet Masters (key words – idea, since, sciencefiction writer ) 5 perfectly natural (key word – feels)
6 having a cold, swimming (key words – some
drawbacks)
MATURA TRAIN YOUR BRAIN
5 First, check that Ss understand the meaning of
skimming and scanning. Ss then read through the
Train Your Brain box and answer the questions. Ss
compare their answers with a partner. Get feedback
from the whole class. Elicit which of the skills went
with each exercise, i.e. 1 – Exercise 2, 2 – Exercise 3,
3 – Exercise 4. Tell Ss that as well as these being three
of the most important skills, they are the most
common skills to be tested in exams.
Answers 1 c 2 a 3 b
Students’ Book ➝ pages 18–19
31
WRITING | Personal letter
This section introduces Ss to personal/informal
letter writing.
Special difficulties: Unlike most writing tasks, this
is something that Ss probably do in their own lives.
Although this should make it easier, it may also
lead to more resistance to using the vocabulary and
layout necessary in the exam, especially as most
informal writing nowadays is done on the Internet,
where there is no strict format or style. Ss need to
be told that, although in their own letters they can
write in any way they like, this is an exam task the
same as any other and they should learn to adapt
their normal style of writing in class and homework
exercises.
Warm-up Review of inventions and the Present Perfect.
Perfect technology. Tell Ss to think of an item of
technology that other students are likely to have.
They should then write five questions about the
object, e.g. How long have you had it? How much
did it cost? Have you ever … ? Have you been
using it a lot recently? etc. When Ss are ready, they
mingle and ask as many Ss as possible their questions.
Monitor and note errors in question formation and
have a correction slot at the end of the activity.
1 Put Ss into groups of three or four. Ss look at the
paragraph, i.e. first: saying sorry for not writing;
second: his new job and how it is affecting his sleep;
third: news about his new phone; fourth: making
arrangements for their meeting. Ss do the exercise
alone and compare answers in pairs.
Answers 1 d 2 g 3 e 4 h 5 b 6 f 7 c 8 a
4 If Ss are unsure about this, they should try saying
the sentences with the alternative phrases to see if
they sound right.
Answers before I forget – by the way
guess what? – The big news is
it seems that – apparently well – Anyway
5 Tell Ss that the five sentences go together to form
one letter so they should read the whole thing before
trying to choose the best answers. Ss work alone and
compare ideas in pairs. Elicit answers and reasons
why they are correct, e.g. 4 By the way tends to go at
the end of a letter and is used before a question or
reminder, not to introduce important news; 5 Cheers
is an informal way of saying goodbye and this is an
informal letter.
Answers 1 Have you heard 2 Apparently 3 Anyway
4 By the way 5 Cheers
6 Again, encourage Ss to read through the letter
example question. Elicit more ideas in open class but
don’t write them down, e.g. Who do you send
postcards to when you are on holiday? Ss may not
remember them exactly but will have heard ideas
from other Ss to help get them started. Each student
in the group writes their own questions and then asks
the others in their group and notes their answers.
Elicit questions asked and information found in the
class feedback. Put the best questions and ideas on
the board.
quickly and decide what each paragraph is about. This
is a useful reading skill but also keeps reminding Ss of
the need to separate information with paragraphing.
In pairs they check what they think each paragraph is
about and decide on the final order. When you have
finished getting feedback, you might like to tell Ss that
the order of a letter does not always have to be the
same as this, i.e. you can order information in
different ways as long as the linkers work. This is
worth mentioning so that Ss don’t think they have to
follow this as a template.
2 Tell Ss to read the letter and do the exercise alone,
Answers 1 g 2 c 3 b 4 a 5 h 6 e 7 f 8 d
marking the sections of the letter which give the
answers. Ss then compare answers in pairs and justify
their answers where necessary, e.g. 1 she tells Hanif
where she is and how long she is staying for. Even
though she doesn’t say what she is doing this is still
her news. When eliciting the answer to question 2, ask
Ss what each paragraph talks about, i.e. first: asking
why Hanif hasn’t written; second: telling her news;
third: talking about how quiet and peaceful it is where
she is; fourth: suggesting Hanif visits with Neil; fifth:
asking about Hanif’s new phone; sixth: saying
goodbye.
Answers 1 3 2 3 3 3 4 7 5 3 6 7
3 Tell Ss to read through the letter from Hanif quickly
to find out what it is about (he has a new job, he’s
been working hard, he has a new mobile phone, they
are coming to the country at the weekend and he is
meeting Neil) and what information is given in each
32
MATURA TRAIN YOUR BRAIN
7Matura Tell Ss to look through the Matura Train Your
Brain box and to find examples of the different rules in
the three letters, e.g. 1 – the first letter used Dear and
the other two use Hi to start. You can also finish with
Love as Neil did in the third letter. 2 Daria’s news is
that she is in the country with her uncle and aunt;
Hanif has got a new job and a new phone; Neil has
a new girlfriend. 3 Daria asks Hanif why he hasn’t been
in touch and Hanif says that life in the country sounds
great (although it’s more about himself than her).
4 Each paragraph in each letter starts with a new idea.
5 Daria: Where have you been recently? Write me
a letter. Hanif: Stop worrying! Neil: What about you?
Come on! 6 Daria’s uncle is going into town and can
post the letter; Hanif is meeting Neil; Neil has to do his
trigonometry revision. 7 Short sentences, exclamation
marks, phrases such as Anyway, before I forget.
Students’ Book ➝ pages 20–21
Keep in touch
02
Tell Ss that they should always plan their writing with
notes, as in the exercise. Set a time limit for making
notes and, before Ss start writing the letter itself, elicit
ideas of who Ss are writing to, what they are going to
tell the other person about, what they are going to ask
the other person, what information will go in each of
their paragraphs and what phrases they are going to
use from Exercise 5.
Set a time limit of fifteen minutes for the actual letter
writing and make Ss do it under exam conditions so
that it is their own work and they get used to writing
under pressure. Remind Ss that the letter should
include all the necessary information and that there is
a word limit of 120–150 words. When Ss swap letters,
ask them to identify the purpose of each paragraph
in their partner’s letter as well as checking for
grammatical and vocabulary errors. They could also
point out extra information that they would like to
know if they were the recipient of the letter.
Monitor and help if there are disagreements over what
is correct or not. The finished letter could then be
written for homework.
Example answer
Hi Paulo!
Sorry I haven’t written for so long, I’ve been really busy
with school. I had six exams to take but I’ve finished
them all now so I can relax until I get the results next
month.
It’s been a busy few months. We (my family and I) had
a short holiday in the mountains, which was fantastic,
and then when we got back, we moved house! We
haven’t moved far but we have a bigger house now with
a garden. It’s great.
How are things with you? Did you have a holiday this
year? And how are your parents? They were so nice to
me when I stayed last year, give them my love.
I’d better finish because we’re going out soon and
I want to send the letter today before we go. Write back
soon – don’t wait as long as I did!
All the best,
Maria
Optional activity: In order to make the task as
realistic as possible, Ss should respond to each other’s
letters as there are questions in them. Put Ss into
pairs and tell them to give each other their letters.
They have to imagine that the letter has been written
to them – whatever the name on the letter, that is who
they are. If there are questions, e.g. about an event
they have been to, they have to imagine that they
really did go to it and answer the questions. If the
person has written an invitation, they should respond
with an acceptance or a polite rejection with a reason
for it. In order for the activity to come to a natural
end, this second letter shouldn’t include any questions
or the first student may feel they have to reply again.
Students’ Book ➝ pages 20–21
33
03
Outside the law?
Read, listen and talk about crime and punishment.
Practise the Past Simple, the Past Continuous and the Past Perfect; used to and would.
Focus on giving and justifying opinions.
Matura topic: Country and society: crime
przygotowanie do matury
Temat: Państwo i społeczeństwo: przestępczość
Mówienie Rozmowa wstępna: SB str. 30/ćw. 1
Zadanie 1 (Odgrywanie roli): SB str. 25/ćw. 9
Zadanie 2 (Ilustracja): SB str. 27/ćw. 1
Rozumienie słuchanego tekstu Wielokrotny wybór: SB str. 30/ćw. 2
Dobieranie: SB str. 31/ćw. 3 i ćw. 4
Rozumienie czytanego tekstu Prawda/Fałsz: SB str. 27/ćw. 7
Struktury Transformacje zdań: SB str. 25/ćw. 6
leksykalno-gramatyczne Czasowniki w nawiasach: SB str. 25/ćw. 7
GRAMMAR AND READING
This section introduces the narrative tenses: the
Past Simple, Continuous and Perfect. It doesn’t
include the Past Perfect Continuous.
Special difficulties: Ss can feel overwhelmed by
having so many past tenses presented. Where
possible, time lines can be used to show why the
different tenses are needed.
Warm-up Review of vocabulary from Unit 2. Get rid
of the word. Each student looks back at Unit 2 and
finds a word that they can define but they think
others might not remember. On one side of a piece
of paper, they write the word and on the other they
write a definition. Ss then mingle and show each
other their word. If the person they are showing can’t
define the word (the definition doesn’t have to be
exactly the same as the original student has written),
they have to take the word. If they can define it, the
original student has to keep it. This ensures that Ss
are reminded of several different words and may
meet more difficult words more than once as they
are passed from one student to another. With fewer
than ten Ss, Ss could write two words with definitions
rather than one to keep the activity going for longer
and to revise more words.
1 Elicit a description of the picture from the whole
class, saying what is happening and where, writing the
main information on the board. Give Ss one minute to
read the texts and then elicit answers from the whole
class.
Suggested answers Perhaps it is a kidnapping or
a robbery. It might also be blackmail.
2 Set a time limit of one minute for Ss to find the
answers to the questions. Then check the answers
with the whole class.
36
Unit 3 Materials
Workbook Unit 3
Photocopiable resources 7, 8, 9
Testing and Evaluation Programme tests
DVD-ROM Unit 3
Answers 1 On the day before Christmas/December 24.
2 Three: two men and one woman, dressed up as clowns.
3 Bank robbery.
3 Give Ss no more than two minutes to do this
activity. Ss compare with a partner. Get feedback from
the whole class with Ss giving justification for their
answers from the texts.
Answers 1 Eve Alika 3 Bill Smith 4 Sol Cole 5 Tracey
Evans 6 Chris Dobson
Work it out
Note: We generally use the Past Simple, not the Past
Continuous, to talk about finished actions, even if they
lasted for a long time or were repeated.
He spent 45 days in jail. NOT was spending
They planned the robbery for several years. NOT
were planning
4 Put Ss into pairs to discuss the sentences. When
they have finished, tell Ss to read through the texts
and find other examples of the three tenses. Use time
lines to show why the three tenses have been used.
1 _______x______________x_________
We had just
finished lunch
2
We saw them
We were looking
________^^^^^^^^^^^_________
x
We saw them
3 _______x______________x_________
We heard
some music
I turned around
Answers 1 Past Perfect; before 2 Past Continuous;
at the same time as 3 Past Simple; after
Students’ Book ➝ pages 24–25
Outside the law?
Check it out
03
8 Look at question 1 together as an example. Elicit
Go through the Check it out box with Ss and refer to
the sentences they found in the texts as well as the
examples given. Ask Ss to represent the sentences
from the texts using time lines and nominate Ss to
draw them on the board.
5 Ss answer the questions without looking at the
texts (you can either have the questions on the board
or a projector and books closed). Ss then check with
a partner. They can then check with the texts. Get
feedback from the class, paying close attention to
their use of the correct structures.
Answers 1 She read it. 2 She was shopping in the city
centre. 3 He was doing his boss’s job. 4 They were
dancing. 5 They stopped and told people to put their
hands up. 6 He had asked the clown with big shoes to
stop the music. 7 The clowns had cut the line.
6 Use the first question as an example. Ask Ss to read
the sentence. Elicit what the two activities are (read
a book, bought some clown costumes). Then elicit
which comes first or do they happen at the same time
(read a book comes first). Refer Ss to the prompt.
Elicit the tense they will need (the Past Perfect).
Then give Ss one minute to write the answer. Elicit
the answer and put it on the board for Ss to see. Then
Ss do the activity individually. Next they compare
their answers with a partner. Finally, check the
answers with the whole class by going through the
same procedure that was used for the example.
correct constructions if the Past Continuous or Past
Perfect was required and write these on the board. Ss
then do questions 2–5. Ss listen ONCE to check the
answers and then get the answers from the whole
class.
Answers 2 What were you doing? 3 What happened
then? 4 Why? What had he done? 5 What did you do?
9 Matura Ss work in pairs. Before they make the
dialogues, ask them to read their tasks carefully.
Brainstorm the useful words or expressions they may
need and write them on the board. After Ss have
completed the task, ask one student to report back
the dialogue in open class.
Optional extension: Ss write a fictional crime story
for a newspaper.
Additional practice: Photocopiable resources.
Resource 7: Surprising story
Answers 1 After the gang leader had read a book
about how to distract people, he bought some clown
costumes. 2 After the robbers had parked their van
near the bank, they changed into clown costumes.
3 While they were walking to the bank, they put on
the music. 4 When the robber with big shoes was
trying to leave the bank, he got stuck in the revolving
door. 5 The robbers were still trying to open the
door when the police arrived. 6 When the police had
managed to open the door, they arrested the
robbers.
7 Read through the instructions with Ss, explain that
a, b, and c are the second half of the sentence. When
Ss have completed the activity, they should compare
with a partner. Check the answers with the whole
class, with Ss giving reasons for their choice of tense.
Answers 1a it was travelling at 160 kph. 1b he had
driven over 300 km. 1c he was lucky to survive.
2a everyone immediately stood up. 2b she had come
to a decision. 2c the journalists were still writing their
reports. 3a she had learnt her lesson. 3b her husband
was waiting there for her. 3c she kissed her husband
and went home.
Optional extension: As a whole class, go through
the sentences in Exercise 7 again, but this time
eliciting the answers in the negative, e.g. It wasn’t
travelling at 160 kph.
Students’ Book ➝ pages 24–25
37
READING AND VOCABULARY
This section gives Ss a true/false reading task and
introduces some courtroom terminology. It leads on
to a speaking task discussing creative punishments.
Culture notes
Judge Cicconetti (born 1951) is an American judge
who is famous for his creative justice. As a result
of his approach, he was elected as president of The
American Judges Association. Unusual punishments
include: during heavy blizzards, he ordered
defendants to clear snow at a retirement home; a man
caught with a loaded gun was sent to a morgue to see
corpses; teenagers who flattened tires on school buses
were ordered to throw a picnic for primary school
children; a man who shouted ‘pigs’ at police officers
was made to stand on a street corner with a pig and
a sign that said ‘This is not a police officer’; a man
who stole a red collection kettle with about $250 from
the Salvation Army had to spend 24 hours homeless;
a woman who was convicted of stealing from a church
was ordered to spell out the sentence ‘I stole coins
from this church and apologize to each worshipper as
they enter the church.’ entirely in coins.
In a British courtroom there is only one judge.
There is a solicitor (lawyer) to represent the
defendant and the State and then there is a jury of
people, which usually is made up of twelve eligible
people.
Warm-up Review of the Past Perfect. Guess why?
Put Ss into pairs. Each pair thinks of a situation,
e.g. At four o’clock this morning, I was awake and
walking downstairs. The other Ss have to guess
what had happened to cause this situation and they
have to use the Past Simple to say what happened
next. Either do this in groups of four or as a wholeclass guessing game. It is very difficult to guess the
right answer so there should be a lot of practice of the
tenses each time.
1 Matura Ss describe the photo in pairs and then
answer the three questions. Make sure that both Ss in
a pair equally contribute to the description. When
they have finished, elicit answers from the class.
Model answers
1
A: Well, it’s two young people wearing dark clothes with
hoods and they’re walking down a road with a donkey!
There are police cars all around. The two people don’t
look very happy.
B: You’re right, I suppose they’re feeling very silly.
2
A: Perhaps they’ve done something wrong, something
to the donkey for example. Maybe they were cruel to it
and so now they have to take it for a walk.
38
B: Could be. Or maybe they were dangerous on the
road – it could be that they knocked somebody down,
so now they have to walk very slowly along the road
with the donkey.
A: It might be something else, though. They could be
thieves who stole something and now they have to
parade through their town like that so everybody can
see them.
3
A: I saw a car knock a man down on a crossing once.
The man was OK but the car didn’t even stop to check,
he just carried on driving. I think somebody wrote the
registration number down but I’m not sure.
B: I haven’t seen a crime but my brother saw some
hooligans smashing shop windows once after a football
game. They were just running down the street and
smashing windows, it was amazing nobody got hurt to
be honest.
2 Matura Set a time limit of one minute for Ss to find
the answers to the questions.
Answers 1 They are in Ohio, USA; they are walking
with the donkey as a punishment. 2 They stole a statue
from a church and damaged it.
3 Make sure Ss know that this is a true/false task and
this is a common exam task. Tell Ss that identifying
key words in the questions is a very useful technique
for true/false questions. Give Ss one minute to
underline key words in the questions. Check or
pre-teach the meaning of all the words in the
questions, e.g. consequences, offenders,
humiliation. Then give Ss five minutes
to answer the questions. Give Ss an extra two minutes
to check the answers with a partner and make sure
they can give reasons for the false answers. Then get
feedback from the whole class.
Answers 1 F 2 T 3 T 4 T 5 F 6 F
4 Some of the highlighted words were in Exercise 3
so re-elicit the meaning of those. For the others, tell
Ss to read around them in the text to understand what
they mean and then they should be able to do the gap
fill. Ss work in pairs to complete the task. Give them
about ten minutes to do this.
Answers 1 guilty 2 anti-social 3 vandalised 4 trial
5 sentence 6 fine 7 jail 8 punishment 9 committed
5 Some of the words have been covered previously in
the lesson (court, judge). Try and elicit the meaning
of jury, accused and witnesses from the class but
have dictionaries available in case they're needed.
When Ss have completed the activity, they should
compare their answers with a partner. Then put pairs
together to create groups of four. Ss look at the notes
on a British courtroom and prepare four sentences
about their own courtroom. This can be increased to
more sentences if necessary when there is more than
Students’ Book ➝ pages 26–27
Outside the law?
03
one nationality in each group. Get feedback from the
whole class, writing about differences from the British
courtroom on the board. Then discuss with the whole
class which characteristics they think are a good thing
and which are not, and why.
Answers 1 court 2 judge 3 jury 4 accused
5 witnesses
6 Read through the instructions and check
understanding with the whole class. Look at number 1
as an example and then refer to the example dialogue
given. Tell Ss that they should come up with two
possibilities for all three punishments (therefore six
punishments in total). Give them about three minutes
to do this and then get class feedback.
Optional extension: Staying in pairs, Ss come up
with three of their own creative punishments for
crimes. Then put pairs together. Each pair tells the
other a punishment and the other pair has to guess
what the crime is. Get feedback from the whole class
and choose the best creative punishments.
7 Read through the instructions with Ss and check
the understanding of all the words in the box. Then
elicit all the punishments mentioned in the reading
text and put them on the board. Give Ss six minutes
to discuss the question in groups of three or four.
During the activity, walk around the class monitoring
and taking note of any errors for the feedback.
Optional procedure: After checking the words in
the box, divide the class into the same number of
groups as each creative punishment and assign one
punishment per group. Tell Ss that they should make
a list of the advantages and disadvantages of the
punishment and then present to the rest of the class,
giving their opinion of this punishment and, possibly,
recommendations. Give Ss about five minutes to
do this. During the activity, walk around the class
monitoring and taking note of any errors for the
feedback. Ss then present their arguments to the rest
of the class and vote on the class opinion.
Optional activity: In pairs, think of suitable creative
punishments for these crimes. Compare your ideas
with other pairs.
Vince stole a classmate’s mobile phone.
Wendy copied from Oliver in an exam and then
said Oliver had copied from her.
Logan vandalised the lockers in his school.
Jane wrote lies about her teacher on her blog.
Students’ Book ➝ pages 26–27
39
GRAMMAR AND VOCABULARY
This section introduces used to and would to talk
about past habits and states. Ss may have met used
to before but would with this meaning will probably
be new to them.
Special difficulties: Ss may be confused as to when
to use and when not to use these structures. Tell Ss
that, unless they are really confident about using
them correctly, it may be better to stick to normal
narrative tenses (Past Simple, Past Continuous,
Past Perfect).
Warm-up Review of vocabulary from the last lesson.
Mixed-up words. Put Ss into pairs. In the meantime
put the words given below on one slip each, but with
the letters mixed up (see below). Give each pair three
slips. Ss work out what the word is and then make
an example sentence with it. As Ss are doing this,
write the jumbled up words on the board. Then put
two pairs together. Each pair reads out their three
sentences with the mixed-up word missing. By looking
at the board, Ss have to guess what the word is that
should go in the blank. The pair that gets the most
words right is the winner.
Words to use: accused (sucedac), judge (edgju),
jury (ryuj), lawyer (wayerl), witness (sewints),
injury (rinjuy), court (trocu), guilty (lutigy), sue
(use), compensation (mapsotennioc).
1 Write: handcuffs, help yourself, grapes, arrest,
hero and check understanding. Make sure Ss know
that they only have to read text A in thirty seconds
and then elicit answers from the whole class.
3 Ss work in pairs to identify the verb which can’t be
changed, then write the paragraph in full in their
notebooks. Ss listen ONCE to check that they are
correct. Then elicit why said can’t be changed to used
to (because it was on one occasion, not every
occasion/not repeatedly).
Tapescript CD1 Track 18
I used to be really naive. I used to believe everything
my sister told me. One time she said, ‘It’s illegal to play
a board game if you’re not old enough.’ I used to play
games with my family anyway, but anytime I heard
a police siren, I didn’t use to hesitate. I used to hide in
case they arrested me.
Answers was – used to be believed – used to believe
played – used to play didn’t hesitate – didn’t use to
hesitate hid – used to hide
4 Repeat the process in Exercise 3 (be and believed
are states so can’t use would).
Tapescript CD1 Track 19
I used to be really naive. I used to believe everything
my sister told me. One time she said, ‘It’s illegal to play
a board game if you’re not old enough.’ I would play
games with my family anyway, but anytime I heard
a police siren, I wouldn’t hesitate. I would hide in case
they arrested me.
Answers used to be, used to believe – can’t change
used to play – would play didn’t use to hesitate
– wouldn’t hesitate used to hide – would hide
Suggested answers The little boy’s mum stopped him
taking his handcuffs outside because he tried to arrest
someone with them. The woman in the shop was
embarrassed, maybe also annoyed or a little scared.
5 Read through the rubric with the whole class and
Work it out
Answers 1 had 2 had 3 3 4 was (refers back to three
years ago) 5 broke 6 3
2 Ss discuss why sometimes used to can be used, but
not would and why sometimes either is possible.
Elicit ideas and then Ss look at the grammar box and,
if they can find an example of each type of sentence in
the texts, they can tick the relevant box.
Answers habitual/repeated actions in the past
used to 3 e.g. I used to take with me everywhere.
would 3 e.g. I would take with me everywhere. past
states used to 3 e.g. I used to have. would 7
6 Vocabulary Tell Ss to look through the four words
given and elicit what they mean. Ss then read through
the four sentences and complete them alone. After
eliciting the answers, check that everyone
understands mug.
Answers 1 shoplifters 2 burglars 3 muggers
4 blackmailers
7 Ss know what the four words mean from the
Mind the trap!
Elicit an example of this use of the Past Simple
from the texts, e.g. One time she said. After going
through the box with Ss, re-elicit that you can use
the Past Simple for single actions, past habits and
past states, used to for past habits and past states
and would just for past habits.
40
make sure Ss understand the context. Ss then
complete the activity and then check their answers
with a partner. Get feedback from the whole class,
making sure Ss give reasons for their answers.
introduction to Exercise 6 so ask them to work alone
and write the sentences in their notebooks. Point out
that the sentences in Exercise 6 are written in the
past but in Exercise 7 we need the Present Simple.
Students’ Book ➝ pages 28–29
03
Outside the law?
Answers 2 Burglars aren’t people who steal burgers,
they’re people who steal from houses. 3 Muggers aren’t
people who hit you on the head with a mug, they’re
people who hit you on the head and steal your money in
the street. 4 Blackmailers aren’t people who send black
envelopes to people, they’re people who ask for money
to keep a secret.
8 Read through the instructions with Ss and look at
the example. Give Ss three minutes to discuss the
questions. During the activity, go round the class
monitoring and taking note of anything interesting to
discuss in the feedback. Finally, have a classroom
feedback and discussion.
9 This activity can either be done in class or given for
homework. First check that Ss understand the
meaning of anecdote. Tell Ss they are going to write
an anecdote about something they talked about in
Exercise 8. Refer Ss back to the texts in Exercises 1
and 3. Tell them that these are good models for what
you want them to write. When Ss have completed
their anecdotes, put Ss into groups of four. In the
groups, Ss share their anecdotes so that another
student is reading their anecdote. Once all of the
anecdotes have been read out, the group nominates
the most interesting. Then, as a whole class, each
group reads out their best anecdote.
VOCABULARY | Crime
This section reviews and introduces vocabulary for
crimes, punishments and the court process.
Warm-up Review of used to. Who wrote it? Ss write
a true sentence about themselves using used to on
a slip of paper. Encourage them to talk about habits
or tastes that are amusing, if possible. Collect in the
sentences and read some of the most interesting out.
The class have to guess who wrote them.
Suggested answers noise nuisance – disturbing other
people because of making noise, e.g. playing loud
music, shouting, loud television, etc. vandalism
– deliberate destruction or damaging of buildings and
objects graffiti – painting on public buildings and
places dropping litter – throwing rubbish on the
ground racial abuse – insulting people because of
their race or skin colour speeding – driving faster than
is allowed swearing in public – using language that is
liable to cause offence bullying – hurting, threatening
or frightening someone who is smaller or less powerful
than you
3 Ss should use dictionaries for this. Check that Ss
can define each punishment in their own words before
they decide on punishments for the offences in
Exercise 2. Following the pairwork, have a discussion
with the whole class.
Suggested answers a rehabilitation programme
– a criminal is given help to become a normal member
of society again; this can be done through things such
as counselling or work training a prison sentence
– the criminal is sent to prison for a certain length of
time community service – is a punishment whereby
a criminal does unpaid work for the community, such as
picking up litter, helping in a hospital, etc. electronic
tagging – a criminal wears something round their ankle
or wrist that they cannot remove; it enables people to
see where they are at all times a fine – the criminal
has to pay a certain amount of money
4 Tell Ss to read through the text quickly to get an
idea of what it is about and elicit ideas (a failed
criminal). Ss work in pairs to do the gap fill.
Answers 1 robbery 2 fine 3 shoplifter 4 trial
5 lawyer 6 rehabilitation 7 community 8 judge
9 sentence 10 speeding 11 mugger 12 nuisance
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 8: Match up
1 Think Back! Ss complete the activity and then check
their answers in pairs. Get feedback from the whole
class and elicit definitions for each word.
Answers bank robber, blackmailer, burglar, criminal,
mugger, offender, shoplifter, thief
Optional follow up: Ss work in pairs to create
a sentence that uses at least three words from the
box. Pairs read out their sentences to the whole class
in the feedback. The pair with a sentence that uses
the most words correctly wins.
2 Ask Ss to work in pairs and guess the meanings of
the words, even if they haven’t heard of the offences
before. After the pairwork activity, elicit definitions of
all the words in open class. If necessary, allow Ss to
check in a dictionary.
Students’ Book ➝ pages 28–29
41
Speaking and listening
Tapescript This section gives Ss a listening which leads on to
an exam speaking task and a roleplay, where Ss
practise how to give and justify opinions.
Culture notes
Gift cards are usually cards that include a token or
certificate for a certain amount of money that the
recipient can use at a specific place to buy something
they want, e.g. an iTunes gift card for 30 euros would
allow the recipient to buy music in the iTunes Store
up to the total of 30 euros. This type of gift is useful
when you really don’t know what to buy someone.
Warm-up Review of crime and justice vocabulary.
Does the punishment fit the crime? Put Ss into
three groups. One group is labelled ‘criminals’, one
group is labelled ‘crimes’ and one group is labelled
‘punishments’. Each group chooses three vocabulary
items and decides how to show (without speaking)
what their words are. When they are ready, each
group in turn mimes and the rest of the class guesses
what the words are. However, they don’t call out the
answer, rather they write down a sentence which
either shows the word or the punishment it deserves
(if it is a criminal or a crime), e.g. Vandalism should
get community service, or the name of the crime
or criminal (that is suited to the punishment), e.g.
A long prison sentence is good for bank robbers.
When doing the class feedback, elicit sentences
that the groups have made. Discuss whether the
punishments fit the crime/criminals.
1 Initially, pairs describe the picture and the cartoon
to each other. Get feedback from the whole class.
Then elicit from Ss the difference between earphones
and headphones (earphones go inside your ear while
headphones wrap around your head) and definitions
for MP3, CD and vinyl (MP3 is a file that plays music
on a computer or an MP3 player, CD is a round metal
disc on which music can be stored and played on
a computer or a CD player, Vinyl is a large round
object on which music is cut and can be played on
a record player). Ss then discuss the questions in the
same pairs. Give Ss about five minutes to do this and
then have a discussion with the whole class.
2 Matura In pairs, Ss read through the questions and
predict the answers. Get feedback from the whole
class, getting Ss to give reasons for their answers.
Ss then listen ONCE only and check their answers.
Get feedback from the whole class. For questions 1
and 2 ask Ss to compare the answers with their own
country. Do they think it would be more or less?
For question 3, ask Ss whether they have a larger,
smaller, or similar amount of music.
42
CD1 Track 21
Chris: … so please keep those mails coming in. Well,
tonight we’re talking about the music business
and in particular how it’s been changed by people
downloading music from the Internet. There was
an interesting article in The Herald this morning –
I don’t know if you saw it. Apparently the average
young person in Britain in 2009 had roughly seventy
to a hundred CDs but also had about 8,000 music
files on his or her computer hard drive, or in other
words enough music for thirty whole days of
continuous listening. Isn’t that incredible? That’s,
what, like having 800 records. Well, I definitely didn’t
have 800 albums when I was a teenager! So the big
question, how much of this music was bought legally?
We’re interested in your opinion here. Do you still
buy CDs? Do you pay for the music you download
from the Internet? Is it wrong not to pay for music?
We’re waiting for your calls, emails and texts.
Answers 1 c 2 a 3 b 4 a
3 Ss read through the statements a–h. Check Ss’
understanding and check the meaning of worth, rare,
in return, effort and talent. Elicit from Ss which
statements they agree with and why. Ss listen ONCE
only and then check their answers with a partner.
Then get feedback from the whole class. Make sure Ss
give reasons for their answers.
Tapescript CD1 Track 22
Chris: [Mockney accent] … interested in your opinion
here. Do you still buy CDs? Do you pay for the music
you download from the Internet? Is it wrong not to
pay for music? We’re waiting for your calls, emails
and texts. … And I believe we have our first caller,
Lisa from Windsor in Berkshire. What’s your point,
Lisa?
Lisa: [southern English accent] Well, I just wanted to
say I still buy CDs pretty regularly. In fact, I wouldn’t
dream of not paying for music. It seems to me that
it takes a lot of time, money and hard work to make
a record. It’s only natural that musicians get money
for what they do. It’s how they make a living.
Chris: OK, thanks for that, Lisa. Next up, we’ve got,
Kieran from Margate in Kent. Welcome to the
programme, mate.
Kieran: [slightly Estuarine accent] Oh, right, er, hi
Chris. Well, frankly I think musicians nowadays have
become too greedy. Look at the price of concert
tickets! Or CDs! I mean, a new CD costs about £12
or something, and it will probably only have two or
three good songs on it! It’s not surprising that young
people don’t want to waste their money on music
now. You know, there were musicians long before
there were CDs and record companies. In those
days musicians just made music for pleasure. They
certainly didn’t expect to become millionaires.
Chris: OK, thanks for that, Kieran. Let’s take another
call. Who’s that on line 1?
Dan: [posh northern accent] Hi, it’s Dan from
Congleton in Cheshire.
Chris: Go ahead, Dan.
Students’ Book ➝ pages 30–31
03
Outside the law?
Dan: Well, I listened to the last caller and I think it’s
totally wrong not to pay for music at all. As far as
I’m concerned, downloading is immoral. I mean, you
wouldn’t walk into a shop and steal a CD, would you?
And it’s already killing music. Studios are closing
down, sound engineers are losing their jobs, talented
new artists can’t make records because record
companies don’t want to risk their money, budgets
for promotion and marketing …
Chris: Sorry, Dan, I think we’ll have to leave it there.
Next up, we’ve got Yvonne from Keighley in West
Yorkshire. Welcome to the programme, Yvonne.
Yvonne: [slight Yorkshire accent] All right, Chris, how
are you doing? Well I totally disagree with what Dan
was saying about downloading from the Internet
killing music. It’s actually a really great way to find
new music and test it out before you buy it.
Chris: That’s an interesting way of looking at it. So
would you walk into a bookshop, help yourself to
a few books and take them home to ‘test’ them?
Yvonne: I don’t think that’s a helpful comparison. If you
ask me, downloading music is sharing music, not
stealing it. If you think about it, it’s just like bringing
a new CD over to a friend’s house and playing it on
their stereo. If they like it, they might buy it too.
Or go to a concert and spend money on the band’s
T-shirt.
Chris: Yeah, OK, thanks Yvonne. Next up, we have Dave
from Lincoln, who I believe is actually a musician
himself …
Answers 1 d 2 b, f 3 a, h 4 e
6 Ss read through the text and predict what the
answers will be. Play the recording ONCE only and
then Ss check with their partners. Get feedback from
the whole class. Then Ss listen once again. Stop the
recording after each sentence. Ss repeat, first as
a whole class and then individually.
Tapescript CD1 Track 24
Speaker A [slight Manchester accent]
It seems to me that it’s impossible to stop piracy.
The thing is, it’s human nature to want something for
free.
Speaker B [neutral southern accent]
To be honest, I don’t think bands are losing much
money because of piracy. I mean, people who really
like an artist always buy the official CDs anyway.
Speaker C [light Scottish accent]
In my opinion, musicians expect too much nowadays.
If you think about it, it’s absurd that somebody earns
a fortune just for playing the drums.
Answers 1 seems to 2 thing is 3 To be 4 I
5 my opinion 6 think about
7 In pairs, Ss re-read the statements in Exercise 6,
replacing the phrases for giving and justifying opinions
with others from the Speak Out box. Check Ss’
answers with the whole class, making sure that Ss
have made the right structural changes to the
sentence, e.g. The reason why it is absurd is that
somebody …
4 In pairs, Ss read through the speakers’ opinions and
try to remember which arguments they go with. Check
with the whole class. Then play the recording once
again. Get feedback from the whole class. Ask Ss if
they agree or disagree with arguments given here.
Why?/Why not? Refer Ss to the underlined words in
the questions. Elicit why they think these phrases
have been underlined (they are phrases to show you
are giving an opinion or justifying an opinion).
Alternative procedure: Put Ss into groups of three
and label them A, B and C. Each student reads out
the different statement, substituting the phrases for
giving and justifying opinions, concentrating not only
on using the words but using the correct intonation.
The Ss are then relabelled, i.e. As become Cs, Bs
become As and Cs become Bs and repeat the activity.
However, Ss can not use any phrases that have already
been used for that statement.
Answers 1 b 2 c 3 a 4 d
8 Check understanding of stall. Remind Ss that they
MATURA SPEAK OUT
5 Ss have already seen the correct answers for this
task in Exercise 4. Ss fill in the table alone and then
check in pairs. Get feedback from the whole class,
making sure Ss understand how these phrases are
used. Elicit from Ss what they think the difference is
between personally and frankly (we usually use
frankly when we wish to be more direct, rude, or
controversial).
Answers Giving opinions As far as I’m concerned, If
you ask me, It seems to me, frankly Justifying
opinions It’s only natural that …, I mean, If you think
about it, Look at …
are expected to use the phrases in the Speak Out box.
Give Ss five minutes to discuss the situations and give
their opinion on the punishments. While they do this,
walk around the class monitoring and taking note of
usage and any errors. Then have a class discussion on
the situations and give feedback on anything that
came up while you were monitoring.
Optional activity: Look back at the t-shirt design on
page 30. In groups, ask Ss to create their own t-shirt
design to support illegal downloading or to fight illegal
downloading.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 9: Bad to good? Bad to bad?
Students’ Book ➝ pages 30–31
43
04
His and hers
Read, listen and talk about gender differences, family life, personality.
Practise modal verbs.
Focus on asking for and refusing permission.
Write a letter to the editor.
Matura topic: Family and social life; People; School and Education
przygotowanie do matury
Temat: Człowiek; Życie rodzinne i towarzyskie; Szkoła
Mówienie Rozmowa wstępna: SB str. 33/ćw. 1
Zadanie 3 (Materiał stymulujący): SB str. 36/ćw. 1,
str. 39/ćw. 8
Zadanie 1 (Odgrywanie roli): SB str. 37/ćw. 7
Rozumienie czytanego tekstu Dobieranie: SB str. 34/ćw. 3
Prawda/Fałsz: SB str. 34/ćw. 4
Wypowiedź pisemna Opis postaci: SB str. 37/ćw. 6
List formalny: SB str. 39/ćw. 7
Grammar and LISTENING
Workbook Unit 4
Photocopiable resources 10, 11, 12
Testing and Evaluation Programme tests
DVD-ROM Unit 4
Possible answers Women insecure, sensible, thoughtful
Men decisive, predictable, self-centred
This section introduces modal verbs being used for
a variety of different functions. Ss should have met
them all before but probably not all at once as they
do here.
Special difficulties: There may be some fossilised
errors that Ss still have despite having learned
these verbs before, such as following the verbs with
to. It is important to correct or elicit self-correction
of such errors thoroughly. Ss may also be confused
by be able to as an alternative for can and could
for ability. It would be good to extend the Mind the
trap! box with some extra examples.
Warm-up Preview of adjectives to describe people. What
are you like? Write the adjectives in Exercise 1 on
the board. Ss don’t open their books yet. Elicit or give
the meanings of all the adjectives to Ss and ask them
to choose, alone, the best three for themselves. After
Ss have finished Exercise 1, see if the adjectives they
chose correspond with the stereotype for the gender,
i.e. did more boys choose decisive, predictable,
self-centred, etc. and more girls choose insecure,
sensible, thoughtful?
1 Try to make sure the pairs are made up of either
two boys or two girls. Before Ss look at the adjectives,
the boys look at the men in the cartoons and discuss
together whether they act or would act similarly in the
same situations. The girls look at the women in the
cartoons and decide whether they act or would act
similarly. Elicit ideas in open class and then Ss look at
the words in the box. Tell Ss that there may be more
than one possible answer for the cartoons which is
why they must justify their answers. Elicit ideas and
then check the meanings of all the adjectives with the
whole class. Discuss the validity of the stereotypes as
a whole class.
44
Unit 4 Materials
Work it out
2 Ss do the activity individually and check their
answers with a partner. Then get feedback from the
whole class.
Answers 2 I have to go. 3 You mustn’t take it
personally. 4 Perhaps I should look for another one?
5 Don’t you think you ought to try them on first?
6 It can go from 0–100. 7 Can we join you?
Check it out
Go through the Check it out box with Ss one point at
a time. They should have met all these verbs before
but may be confused when seeing them all at once.
After each point, elicit examples to make sure Ss
understand, e.g. elicit things they must and have to do
in their lives.
Mind the trap!
Before Ss look at the Mind the trap! box, ask
questions to see if they know this already, e.g. What
is the past of ‘must’? How do we talk about
ability in the Present Perfect? Ss discuss ideas in
pairs and then look at the box to check or find out
the answers.
3 Ss work in pairs. Tell Ss to match each sentence
with the functions in the Check it out box to make
sure they are correct. Elicit both answers and function
of each, i.e. 1 prohibition, 2 external obligation,
3 ability, 4 obligation (in question form), 5 duty, 6 past
ability, 7 personal preference, 8 possibility.
Students’ Book ➝ pages 32–33
His and hers
Answers 1 mustn’t 2 have to 3 hasn’t been able to
4 do men have to 5 ought to 6 couldn’t 7 must 8 can
and report back to the class. Ss can add more ideas
to each other’s lists after each group has given their
ideas.
4 Tell Ss to look at the question and work in pairs to
predict what the conversation might be about and
what the answer could be using modals from the
lesson, e.g. He can’t cook and wants to learn. He
has to make dinner for his family. To ask if he can
have a cake. etc. Elicit ideas before listening. Play the
recording ONCE only. Ss note down who the
characters are (two boys, Jerry and Dave and two
girls, Michelle and Lisa), and what they are talking
about (women’s roles – whether women should look
after their boyfriends and make food for them, but
they also mention men helping women with technical
problems). Ss compare notes in pairs and answer the
question.
Optional follow up: Ss work in three groups. Each
group looks at one of the three questions in Exercise
6 and thinks of follow-up questions to ask about the
topic, e.g. 1 How often do you have to tidy your
room? Are there any differences between what
you have to do and what your brother/sister has
to do? 2 When did you learn how to swim? Is
there anything you wish you could do now that
you can’t? 3 Do you think the school should have
more or fewer rules? Ss then discuss their questions
together and present their ideas to the class, asking
the other Ss the same questions.
Tapescript 04
Additional practice: Photocopiable resources.
Resource 10: Sad stories
CD2 Track 1
Jerry: Mmm … I don’t know about you but I must have
something to eat. Hey girls, can you make us some
sandwiches?
Michelle: Oh get lost! Even men can put some cheese
between two bits of bread.
Dave: Oh don’t be like that. Women love looking after
men really …
Lisa: Well, OK. How many sandwiches?
Michelle: No Lisa, you mustn’t listen to them. Dave! You
shouldn’t be so lazy!
Jerry: Michelle … remember when you couldn’t
understand why your printer wasn’t working and
I had to fix it for you?
Michelle: Yes. And?
Lisa: Yes Jerry, but you’re her boyfriend …
Jerry: Ah hah! So men ought to help women with
technical problems but when I ask you to make me
a sandwich it’s not fair …
Michelle: It’s completely different. You love being able
to show how much you know about computers …
But I absolutely hate making sandwiches!
Dave: Here you are folks. Four cheese and ketchup
sandwiches …
Lisa/Michelle: Oh … er … thanks Dave.
Jerry: I can’t eat this rubbish! Look … give me a minute
and I’ll show you the best sandwiches you’ve ever
tasted!
Answer Because the girls don’t want to make
sandwiches for the boys and he doesn’t like the
sandwiches that Dave made.
5 Ss work in pairs and use the Check it out box to see
what verbs are possible for each function. Elicit
answers after the listening.
Answers 1 can 2 can 3 mustn’t; shouldn’t 4 couldn’t;
had to 5 ought to 6 being able to 7 can’t
6 Set a time limit of five minutes for Ss to discuss the
three questions and then elicit ideas in open class.
Alternative procedure: Split the class into three
groups and give each group one of the questions.
They then spend five minutes brainstorming ideas
Students’ Book ➝ pages 32–33
45
READING AND VOCABULARY
This section gives Ss a multiple-choice, multiplematching and true/false reading tasks on the topic
of colour and gender.
Culture notes
The Vikings were Scandinavian explorers, warriors
and merchants. They explored, raided and invaded
large parts of Europe and, possibly, America between
the 8th and 11th centuries. They were particularly
known for their horned helmets and longships.
Warm-up Review of modal verbs. Chain whispers.
Have some prepared sentences written on pieces
of paper. Put Ss into two groups. Show one student
from each group the first sentence (make sure both
groups have the same one). They have to whisper
it to the student next to them. This continues until
the sentence is whispered to the last student in each
group, who has to write the sentence on the board.
Ss then compare what has been written with the
original sentence to see how accurately it has been
passed. Choose a different student to start and finish
for the next sentence and repeat the process. Possible
sentences to use:
Do you have to do any housework before you go to
school?
I must start working harder because I want to do
well in my test.
You ought to be more careful when you’re cycling
home.
I’ve been able to cook since my father taught me
three years ago.
Can I ask you for some help with this project,
please?
1 Tell Ss to look at the coloured T-shirts and quickly
choose their favourite colour. In pairs, Ss then do the
activities and discuss for about three minutes. Get
feedback from the whole class. Divide the board into
two columns, the one on the right for boys and the
one on the left for girls, and write down all the colours
mentioned. When completed, ask Ss if the information
on the board tells us anything about boys and girls and
elicit what each colour might tell us about our
personalities. Ss then turn to page 120 and compare
the information given with their own ideas. Have
a class discussion on this. Are Ss surprised by the
information? Why?/Why not?
3 Matura Give Ss a minute to read the statements a–f
and underline the key words. Check with the whole
class. Elicit from Ss that when they are matching
sentences with the text they are looking for the same
key words, synonyms, antonyms or other words
connected with the key words. Give Ss four minutes
to do this activity and then another two minutes to
check with a partner. Get feedback from the whole
class, making sure Ss give reasons for their answers.
Answers 1 d 2 f 3 a 4 b
4 Matura Ss work alone. Allow five minutes for Ss to
find the answers and also to mark the relevant
sections in the text. Check the answers with the whole
class and ask Ss to explain them by referring to the
text, e.g. 1 ‘(…) the results were very similar’; 2 ‘They
argued that women perhaps preferred pink colours
because in the past they had to be good at identifying
red berries and other fruits (…)’; 3 ‘It’s a nice theory,
but (…) it isn’t very convincing.’; 4 ‘(…) in 1914 an
American newspaper, advised that mothers should
“use pink for the boy (…)”’; 5 ‘She believes that “our
total obsession” with pink has a negative effect on
girls’ personalities because it limits their choices and
decisions in life’. 6 ‘(…) the love of pink is a harmless
phase that girls soon grow out of (…)’. When this is
completed, ask Ss to re-read the text in groups of
three or four and discuss whether they agree or
disagree that pink is for girls and blue is for boys and
that there is nothing wrong with this idea. Encourage
Ss to use the language for giving and justifying
opinions from Unit 3.
Answers 1 T 2 F 3 T 4 F 5 F 6 T
5 Vocabulary Refer Ss to the words in the box and give
Ss a minute to find them in the text and underline
them. Get feedback from Ss, making sure they take
note of the words around the words they have
underlined in the text. Elicit the difference between
born and brought up, grow up and grow out of and
baby and toddler. Ss then do the activity on their
own. Check answers with the whole class.
Answer 1 born 2 grew 3 brought 4 childhood 5 grew
6 teenager 7 toddler
6 Ss discuss the questions in pairs. Then have a class
discussion.
2 Set a time limit of two minutes to do this activity as
you wish Ss to read quickly and not intensively. Give
Ss an extra minute to check with a partner and
underline any key passages or words that made them
choose the answer. Check the answers with the whole
class, making sure Ss give reasons for their answer.
Answer a
46
Students’ Book ➝ pages 34–35
His and hers
SPEAKING AND LISTENING
This section introduces ways of asking for, giving
and refusing permission. This was introduced in
the first grammar section (with can) but is now
extended to include other structures.
Special difficulties: Ss should have met Do you
mind if I before but should be reminded that this
requires the answer No if permission is granted and
Yes if not.
minutes. Get feedback from the whole class, taking
note of the most common answers. For the things
they have to ask permission for, ask Ss whether they
think it is right to have to ask for permission. Why?/
Why not?
3 Give Ss time to read through the instructions. Ss
listen ONCE only and answer the questions. Then
they compare their answers with a partner. Finally,
check the answers with the whole class.
Tapescript CD2 Track 3
Culture notes
Aunt Victoria: [southern English accent] Charlie!
UK eating habits vary. Generally many people eat
food while sitting on the sofa or armchairs and will
watch TV. However, families will still tend to eat at the
table. English people generally don’t eat meals with
their hands (i.e. finger food, eating chicken by hand,
etc.) and prefer to use a knife and a fork. People in
the UK seem to have no trouble with food from other
countries and are generally keen to try something new.
Charlie: Oh, sorry, Aunt Victoria. Em … May I leave the
Warm-up Review of vocabulary related to growing up.
My story. Hand out small sheets of paper to the
class. Elicit all the words from Exercise 5 on page
34 and write them on the board. Tell Ss they should
now write a short paragraph about their life so far
using at least three of the new vocabulary items, e.g.
I was born in 1993. I grew up in Berlin and spent
most of my childhood playing on the streets. I was
brought up by my grandmother as my parents
worked. etc. Tell them they should not use their
name. Give Ss about five minutes to do this. Then
collect all the pieces of paper in a bag, including your
own paragraph. Divide Ss into groups of three or four.
Each group picks out the same amount of pieces of
paper from the bag. They then read the pieces of
paper and guess who wrote them. Get feedback from
the whole class, with the groups giving reasons why
they chose a particular student for that paragraph.
1 Matura Ss work in groups of three. They take turns
to answer the questions. After they have finished, you
may ask some of them to report what their group
mates said doing the task, e.g. Tomek says he’d
rather have his supper in front of TV today
because there’s his favourite TV show on at 7 p.m.
He wouldn’t like to eat supper in the kitchen
because he has no TV set there.
Model answers 1 I think I’d prefer to eat supper in the
kitchen. It’s nice to eat together as a family, talking to
each other instead of just staring at the screen. Besides,
if I don’t have a table, then I usually make a big mess!
2 Eating in front of the television stops conversation
and makes everybody just pay attention to the film or
programme. People eat more quickly as well, which isn’t
healthy, because they want to concentrate on the
television instead of their food.
04
Where do you think you’re going?
table?
Aunt Victoria: If you must. Where are you going?
Charlie: I’m going round to Matt’s … we want to, er, do
something on his computer. Is it OK if I come back
late? About ten o’clock.
Aunt Victoria: Yes, of course. Have fun.
Charlie: Bye.
Sam: Auntie, can I leave the table? There’s
a programme I want to watch on TV.
Aunt Victoria: No, Sam. I’m afraid you can’t, you haven’t
finished your meal.
Sam: I’m not hungry.
Aunt Victoria: Anyway, you have to help me clear the
table and do the dishes, don’t you?
Sam: Auntie, do you mind if I go to a concert tonight?
My friend Sandra has got tickets.
Aunt Victoria: Well, I suppose so, as long as it doesn’t
finish too late.
Sam: No, I’m sure it won’t. Er … actually, I was
wondering if I could spend the night at Sandra’s.
Aunt Victoria: I don’t think that’s a very good idea.
I mean …
Sam: Oh go on, please let me stay over.
Aunt Victoria: No, Sam. I’m sorry, but you’ve got to help
me do the vacuuming in the morning.
Sam: Auntie, do you mind if I ask you a question?
Aunt Victoria: No, I don’t. What is it?
Sam: Why did you let Charlie spend the night with his
friends last week, but you don’t let me spend the
night at Sandra’s? It’s not fair.
Aunt Victoria: Yes, well it’s not the same. He’s almost
a year older than you.
Sam: And I have to help you do the shopping and the
cooking, but Charlie doesn’t have to do anything.
Aunt Victoria: Well, Charlie’s a boy, isn’t he?
Sam: So what? At home Mum and Dad treat us the
same. We both have to do the dishes and make our
beds, and they let me do everything that Charlie does.
Aunt Victoria: Well, that’s all very well, but you’re not
at home now, you’re in my house. And I like doing
things the traditional way. When I was a girl …
Answers 1 leave the table – B, come back late – C, go
out with a friend – S, ask a question – S 2 Because she
is not allowed to spend the night at a friend’s but her
brother is.
2 Check understanding of permission. Read through
the instructions and the example. Ss ask and answer
the questions in groups of three or four for about four
Students’ Book ➝ pages 36–37
47
MATURA SPEAK OUT
4 Ss read through the table. Check understanding of
refusing and unwillingly. Check the answers with
the whole class. Draw Ss’ attention to the more formal
ways of asking for permission and go over the possible
problems with Do you mind if.
Answers 1 d 2 a 3 c 4 b
Optional activity: Go back to the four options
to question 1 in Exercise 3 and drill asking for
permission using Do you mind if.
Mind the trap!
Read through the box with Ss and elicit some
requests you may make and how you could refuse
them politely, e.g. Can I borrow your pen? No,
sorry, I need it.
of three or four. Using dictionaries, they match the
verbs with the chores. Check the answers with the
whole class. Then, give groups three or four minutes
to discuss the three questions. Finally get class
feedback.
Answers
change a light bulb
clear the dishes
do the cooking, the dishes, the shopping, the table,
the washing-up, the vacuuming
hang up a picture, your clothes
iron your clothes
make your bed
mop the floor
set the table
sweep the floor
take out the rubbish
wash the dishes, the floor, your clothes
5 Ss listen to conversations one by one. After each
conversation, drill them as a whole class and then in
pairs. Ss then practise saying the dialogues, again
using different phrases from the Speak Out box. As
they do this, go round the class monitoring and taking
note of any errors to cover in the feedback.
6 As a class, elicit predictions of what Aunt Victoria
says to Sam. Then play the recording ONCE. Check
the answers. Ask Ss if they think Aunt Victoria is
right? Why?/Why not? Ask if their opinions would
change if Sam was under twelve?
Tapescript CD2 Track 5
Aunt Victoria: Sam? Could I have a word?
Sam: Yes, Auntie, what is it?
Aunt Victoria: I’ve been thinking about our conversation
at dinner, and well, I think I’ve been unfair, rather
old-fashioned. So, I just want to say you can spend
the night at your friend’s house … as long as you call
me when you get there.
Sam: Thanks, Auntie, that’s brilliant!
Aunt Victoria: And tomorrow it’s Charlie’s turn to do the
dishes.
Sam: Great!
Answer Aunt Victoria will now let her stay at her
friend’s providing she phones when she gets there.
7 Put Ss into pairs. Ss A turn to page 122 and read
their roles. Ss B turn to page 123 and read theirs.
Make sure they both understand what is happening.
Tell Ss that they must follow the instructions exactly
(especially student B) or the other student won’t be
able to continue following his/her instructions. As they
do this, go round the class monitoring for any errors
to go over in the feedback. Nominate two or three
pairs to act out their roleplays in open class.
8 Note: Ss need monolingual dictionaries for this
activity.
Check understanding of chores. Elicit some examples
of chores that Ss do at home. Ss then work in groups
48
Students’ Book ➝ pages 36–37
04
His and hers
VOCABULARY | Personality
Luke: Um … to the er … , what’s it called, you know
with all the books. Er … library.
This section introduces adjectives of personality
and also teaches Ss some negative prefixes that are
used to make the adjectives negative.
Warm-up Review of asking for permission. I’m sorry,
but … Ss each decide on one thing that they are
going to ask permission for. Ss then mingle but have
to refuse permission to everyone, thinking up a valid
excuse spontaneously for each request. If they can’t,
they have to give permission. At the end of the
activity, elicit requests and reasons for refusing which
were given by Ss in the class.
1 Think Back! Ss work individually, then check in pairs.
In class, elicit the meaning of each word and whether
they are negative or not.
Feargal: You’ve got an essay to write?
Luke: Essay? Er, no, um … I’ve lost my thing … my
card, library card. … I think I left it inside one of the,
er … , books I gave back last time. Anyway, I’ve got
to go. Nice to see you again, Fergus.
Feargal: Feargal. Hey Luke … you’re going the wrong
way, the library’s down there!
Four
Lynne: Are you sure you’re comfortable sitting like
that? And look, your cup of tea’s gone cold. Can I get
you a fresh one? Are you sure? Well listen, I’ve got
a class now so I’ll be out for a couple of hours. But
ring me on my mobile if there’s a problem. And I’ll
stop at the chemist’s and get your medicine on my
way back from college. OK? Have you got enough
tissues there?
Answers bossy, forgetful, self-centred, stubborn
(possibly also proud, shy)
Answers 1 stubborn 2 sociable 3 forgetful
4 considerate
2 Note: Ss will need monolingual dictionaries for this
activity.
Explain that there is no specific rule to the use of
suffixes and Ss will need to check in a dictionary. They
work alone, then check their answers with a partner.
With the whole class elicit example situations where
these adjectives might be used, e.g. It is impolite if
you don’t say please and thank you.
4 Ss use their dictionaries to check the meanings of
Answers inconsiderate, impolite, impractical,
unpredictable, unreliable, insensitive, unsociable,
intolerant
3 Ss work alone. As they listen, they make notes and
decide the best adjective for each person. Ss compare
in pairs and then as a whole class.
Tapescript the words in bold. They then match adjectives from
Exercises 1–3 to describe the person and compare in
pairs. Get feedback from the whole class, checking the
meaning of the phrasal verbs and getting reasons for
the Ss’ answers.
Possible answers 1 considerate, reliable, conscientious,
sensitive 2 bossy, proud, insensitive, rude 3 sociable,
fun-loving, outgoing 4 proud, stubborn, impolite,
intolerant
TRAIN YOUR BRAIN
First ask Ss what a synonym is and then ask them to
read the Train Your Brain box.
5 Ask Ss if they know of any synonyms for the
CD2 Track 6
One
Friends: Come on Ann!/Oh Ann!/Please come!
Ann: No! For the last time, I AM NOT GOING TO YOUR
PARTY, OK?
Two
Sylvie: Yeah, Steve. Yes, I’d love to come! Maybe I’ll ask
Tamsin and Fiona too. … Wait a minute, Steve, that’s
my other phone. … Hi Trace! Where are you? Well
listen, why don’t you come round to my place? I’m
going to a party at Steve’s and I’m bringing Tamsin
and Fiona. Wait a minute, Steve’s on the other line …
Are you still there Steve? Trace has just phoned
to say she’s coming round … Hang on – that’s the
doorbell.
Friends: Hi, Silvie.
Sylvie: Amy! Tom! Vicki! Come in!
Three
Feargal: Oh hi Luke!
Luke: Oh, hi … er …
Feargal: … Feargal …
Luke: Yeah, Feargal. Hi!
Feargal: So where are you going in such a hurry?
adjectives given and elicit ideas to the board. Hand
out dictionaries and set Ss the task without any other
clues or hints to see how easily they are able to find
synonyms. Elicit answers. Ask Ss how they were able
to find the synonyms in their dictionary (they are
often given as part of the definition of a word). Be
careful as different dictionaries may give different
synonyms.
Possible answers 1 amusing 2 shy 3 clever 4 helpful
5 sad 6 impolite
6 Matura Tell Ss to choose the adjectives they want to
use and give reasons for their choice. Ss read out their
descriptions and the rest of the class can comment.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 11: Are you the most popular?
Students’ Book ➝ pages 36–37
49
WRITING | Letter to an editor
This section introduces Ss to writing a letter to an
editor and through this context gives Ss training in
writing a more formal letter.
Warm-up Review of adjectives of personality. No vowels.
Tell Ss to keep their books closed. You are going to
write some vocabulary from the previous lesson on
the board and they must guess what it is. The words
will be written in the correct order (not anagrams),
but there won’t be any vowels. If someone guesses the
word, they have to tell you what the missing vowels
are and where they should go.
Examples to use:
plt (polite), glm (gloomy), rd (rude), ntllgnt
(intelligent), nsnstv (insensitive), dcsv (decisive),
scbl (sociable), cnsdrt (considerate).
Culture notes
Comprehensive schools are schools run by the
State and are free to children. They are mostly
coeducational and you will rarely find a single-sex
comprehensive school. They are nearly always dayschools as well, although there are occasionally state
schools which have a boarding house for children, for
example, whose parents are in the services abroad.
However, these are very rare.
High schools are generally independent schools
which are fee-paying. They will be coeducational or
single-sex although in recent years single-sex schools
are becoming rarer. They could be boarding schools
or day schools. Most commonly independent schools
will be day schools with a small boarding house for
a minority of students.
1 Check meaning of all the pairs of words in the box.
Focus Ss’ attention on question 1. Then, in pairs, Ss
compare and contrast the photos using the words in
the box. Give Ss about three minutes to do this.
Meanwhile, walk around the class monitoring and
taking note of any issues. Get feedback from random
Ss. Discuss question 2 as a whole class. Then refer Ss
to question 3. Give pairs a couple of minutes to decide
on their answers and their reasons and then get
feedback from the whole class.
Suggested answers to Question 1 Picture 1 is
a comprehensive day school which is coeducational. It
is free and run by the State. Picture 2 is an independent
high school which may also be a boarding school (it
may also be both boarding and day). It is single-sex and
fee-paying.
2 Ss read through the letter and answer the first two
questions. Ss compare their answers with a partner.
Get feedback from the whole class. Make sure Ss
apply reasons for their answer to question 2, i.e. the
world has changed and maybe girls don’t want to
study Home Economics, both sexes can behave badly,
Ss are more mature today and can handle with the
opposite sex, kids can have a better idea of being
50
a boy or a girl and coeducational schools are more fun.
Elicit from Ss whether they agree or disagree with the
writer’s opinions and why. Finally check question 3
with the whole class.
Answers 1 She is a teacher. 2 She believes that
coeducational schools are better than single-sex
schools.
3 First, ask Ss to underline the four things the writer
does in 1–4 in the text. Before looking at a–d, elicit
why Ss think the writer did these things. Ss then
match 1–4 with a–d.
Answers 1 c 2 d 3 a 4 b
4 Read through the instructions with Ss. Before
looking at the text, try and elicit examples of phrases
that can be used to disagree with something or give an
opinion. Then give Ss a few minutes to find them in
the text.
Answers Disagreeing I must say I strongly disagree,
I totally disagree with this Opinion In my experience,
in my opinion
MATURA TRAIN YOUR BRAIN
5 Read through the Train Your Brain box with the
whole class. Then, get feedback from the whole class
for Exercise 3. For questions 2 and 3 try and elicit
other possible answers, i.e. 2 secondly, thirdly, lastly,
another thing, etc.; 3 Dear Sir/Madam. Explain that
these are all elements of a more formal type of letter,
particularly a letter where you are responding to
another person’s opinion or ideas. Then, turn to
Exercise 4. Check the answers with the whole class.
For each one, elicit different ways of saying the same
thing, e.g. I am in complete disagreement with him.
Optional activity: As a way of drilling agreement/
disagreement and giving opinion, make a list of
statements and go round the class saying the
statement and eliciting responses, e.g. (you) All
students are lazy. (student) I completely disagree.
I feel that some students are lazy, but not all.
Possible statements:
All Ss are lazy.
Smoking is a bad thing.
Internet downloading is bad.
Public transport should be free.
Add some class specific ones to make it more fun.
6 In pairs, Ss read the four sentences and choose the
correct linker. Get feedback from the whole class and
elicit reasons for their answers, i.e. 1 Although comes
at the beginning of the sentence. 2 What’s more is
used to show we are adding extra information that
agrees with the previous sentence. 3 However is used
in the second sentences to show we disagree with the
previous sentence. 4 On the other hand is used in the
same way as However.
Answers 1 Although 2 What’s more 3 However 4 on
the other hand
Students’ Book ➝ pages 38–39
His and hers
04
7 Matura Ss study the instructions and the task
carefully. Elicit from them what kind of a letter they
are supposed to write, how long it should be and what
information should be included. Encourage them to
use the tips in the Matura Train Your Brain above.
Model answer
Dear Editor,
I read an article in yesterday’s newspaper about
children helping their parents. I could not agree with its
conclusions, namely that only girls should help at home.
Firstly, the author says that boys have other things to
do, such as fixing things or looking after the car.
However, as many women drive cars as men these days
and so there is no reason why girls shouldn’t look after
the car. In addition, many women live by themselves
and have to know how to fix things.
Next, the author argued that boys should not have to
help out at home because they are not very good at it.
But surely, if boys are not good at something, they
should practise more!
In my experience boys should help at home as often as
girls. My three brothers do; as a result, they can all cook
and clean.
In my opinion boys and girls should share the work at
home. They should not be taught that some jobs are
only for girls and others only for boys.
Yours faithfully,
Emilia Majewska
8 Matura Refer Ss to the photos again and elicit what
types of schools they show. Then ask Ss to work in
pairs and do the task, listening to each other carefully.
When Ss have finished the task, ask one or two Ss
from different pairs to say in open class how their
partners would answer the questions.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 12: Who is who?
Students’ Book ➝ pages 38–39
51
05
What a disaster!
Read, listen and talk about the future, natural disasters.
Practise future forms.
Focus on giving presentations.
Write a leaflet.
Matura topic: Nature and environment
przygotowanie do matury
Temat: Świat przyrody
Mówienie Rozmowa wstępna: SB str. 44/ćw. 1
Zadanie 2 (Ilustracja): SB str. 48/ćw. 1
Zadanie 1 (Odgrywanie roli): SB str. 49/str. 2
Rozumienie słuchanego tekstu Prawda/Fałsz: SB str. 48/ćw. 3
Rozumienie czytanego tekstu Prawda/Fałsz: SB str. 44/ćw. 3
Struktury Transformacje zdań: SB str. 43/ćw. 5
leksykalno-gramatyczne Czasowniki w nawiasach: SB str. 47/ćw. 5
GRAMMAR AND READING
This section introduces using will and to be in
the Present Simple in conjunction with adverbs to
make predictions.
Special difficulties: Ss may be confused by the
word order with adverbs coming after will but
before won’t. After looking at the Mind the trap!
box, give Ss extra practice to make sure they have
understood this and can write sentences accurately.
Ss may also have difficulty understand why we use
the present tense to make predictions. Explain that
to be is a state verb that is talking about the present
possibility that something will happen.
Culture notes
HIV refers to Human Immunodeficiency Virus and is
the virus that causes AIDS. The result of this is the
human’s immune system stops working and the body
is unable to defend itself from any viruses or diseases.
SARS refers to Severe Acute Respiratory Syndrome,
which is a very serious form of pneumonia. In 2003–
2004, more than 900 people died but since then SARS
has been controlled.
Swine flu is an infection from any of the swine flu
viruses (at this time there are about five). The virus
is common in pigs and does not normally transmit to
humans. By the end of 2010, this virus seems to have
been controlled.
The 1918 influenza epidemic was the result of
the Spanish influenza virus. Between June 1918 and
August 1920 it is thought that more than 50 million
people died of this virus.
Unit 5 Materials
Workbook Unit 5
Photocopiable resources 13, 14, 15
Testing and Evaluation Programme tests
DVD-ROM Unit 5
Warm-up Review of for and against arguments.
Unfinished letter. Before the lesson, write the
following up on the board:
a) Secondly, in my opinion …
b) Yours faithfully,
c) I am writing about your article in yesterday’s
paper that said that all students are lazy. I totally …
d) To begin with, I believe …
e) Finally, I am sure …
f) Dear Sir,
Put Ss into groups of four. First, Ss should order the
phrases on the board, i.e. 1f, 2c, 3d, 4a, 5e, 6b. Check
these with the whole class. Ss then write notes for the
letter quickly, i.e. the three points you want to make
to show you agree or disagree. Form the class then
into two or four teams. One student from each team
comes to the board and the rest of the team dictates
the perfect letter. Then go over the letters with the
whole class
1 Focus Ss’ attention on the title of the unit. Elicit
from Ss all different forms of disaster, then focus on
different forms of natural disaster. Give Ss no more
than two minutes to read the article. Get feedback
from the whole class, makings sure Ss give reasons for
their answers.
Answer 1 Viral Pandemic
Work it out
2 Check understanding of prediction. Ss do the task
alone. They then compare their answers with
a partner. Check the answers with the whole class.
Elicit meanings for the adverbs but don’t worry at this
stage if Ss are not sure.
Answers 1 will, might 2 certainly, probably 3 unlikely,
sure to
54
Students’ Book ➝ pages 42–43
What a disaster!
3 Refer Ss back to the text and underline all the
adverbs used. Give them a minute to do this. Ss then
use the sentences with the adverbs to fill in the table.
Elicit that it is the adverbs that show how sure the
prediction is. Get feedback from the whole class.
Answers 100% 4 75% 5 50% 3 25% 2 0% 1
Check it out
Go through the Check it out box with the class and
make sure Ss notice that some adverbs go with will
and some adverbs go with to be, yet both forms are
predicting the future. Make sure Ss note that with
will the adverb comes between the auxiliary and the
main verb, e.g. It will definitely happen. However,
with won’t it will come before, e.g. It definitely won’t
happen, whilst with to be the adverb comes after the
verb. Elicit which forms do not need an adverb (may,
might) and why (because the form shows how sure
the prediction is). Ask Ss which form has to be, an
adverb, and will (It’s possible X will …). Ask Ss to
give possible example sentences for each point in the
Check it out box.
Mind the trap!
Go through the box with Ss and ask them to think
of things which they believe probably will or
probably won’t happen. Ss think of ideas in pairs
and write them in full sentences. Elicit ideas and
correct sentence order where necessary.
05
Answers 1 The Earth certainly won’t disappear into
a black hole. 2 Intelligent robots are likely to take over
most teaching jobs. 3 There probably won’t be
a nuclear war. 4 The world might be a better place.
5 There will definitely be another terrorist attack.
6 Ss start by doing the activity alone. Ss write their
sentences in their notebooks. Check these carefully.
Then, put Ss into pairs and Ss now form questions
related to the sentences they have written and then
answer their partner’s. Monitor and check that Ss are
able to form the questions correctly. Elicit feedback
by putting new pairs together to ask and answer in
front of the rest of the class.
7 Read through the example sentence with Ss first.
Give Ss five minutes to make predictions about things
in their life or country using the prompts in the box.
Get class feedback by asking pairs what they talked
about and discuss with the whole class each point.
Optional variation: This is an ideal opportunity
to revise giving and justifying opinions and agreeing
and disagreeing. Revise these before starting the
discussion.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 13: The future possibilities game
4 Do the first question as an example with the whole
class. Refer Ss to 75% example in the Check it out
box. Write one of the sentences on the board and then
ask Ss to replace the words in the sentences using the
words given in question 1, so e.g. It will probably
happen becomes The quantity of greenhouse gases
will probably double. Ss then do the remaining
questions alone before comparing their answers with
a partner. Get feedback from the whole class.
Answers 1 The quantity of greenhouse gases will
probably double./The quantity of greenhouse gases is
likely to double. 2 The average global temperature will
definitely rise by at least 2ºC./The average global
temperature is sure to rise by at least 2ºC. 3 There
probably won’t be food shortages everywhere in the
world./There is unlikely to be food shortages
everywhere in the world. 4 Scientists may/might find
a new clean energy source./It’s possible scientists will
find a new clean energy source. 5 We certainly won’t
use as much petrol as we do today./We are sure not to
use as much petrol as we do today./It is sure we won’t
use as much petrol as we do today.
5 Ss do the activity alone before checking their
answers with a partner. Get feedback from the whole
class.
Students’ Book ➝ pages 42–43
55
Reading and vocabulary
This section gives Ss a chance to practise scanning
to find specific information and true/false questions.
It also introduces new vocabulary related to
recycling and new phrasal verbs. For the reading,
to ensure Ss get the most out of Exercise 2, use
a strict time limit to try to show Ss what they
should be able to do.
Culture notes
Ecology Action is an environmental agency, founded
in 1970, that is based in California. Their main focus is
energy saving, water, waste and emission reduction. It
is famous for its sponsorship of the international Bike
To Work Week.
Midway Island is in fact not an island but an atoll,
that is a chain of volcanic islands in the Northern
Pacific Ocean, about halfway between the USA and
Eastern Asia. Although there are very few people
living there, it has its own National Wildlife Refuge.
For many years the Atoll was closed to the outside
world to protect wildlife and the environment
there. Today, there is a special visitor programme
and tourists can visit with travel companies or,
alternatively, people can volunteer to work there for
a time. Midway was also the site of one of the most
important battles of the Second World War.
Other non-biodegradable materials that last a long
time include tin cans which can last up to 100 years
and Styrofoam cups that can last 400–500 years.
Warm-up Review of future predictions. Twenty
questions. Ss think of a prediction that they believe
will happen. They don’t tell anyone else their
prediction. Their partner must try to guess what the
prediction is by asking questions, but the student can
only answer yes or no. Do one as an example and
write the questions on the board to show Ss what is
expected, e.g.:_____ _____ _____ _____ _____ _____
_____ _____ in the next fifty years.
Ss may ask: Is it something about our town? (no)
Is it something about your personal life? (no) Is
it something bad? (yes) Is it a meteor crashing?
(no) Will lots of people die? (yes) Is it a war? (yes
– what kind of war?) Is it a nuclear war? (yes) How
sure are you? (50%) Ss must then say the original
sentence you thought of, i.e. It’s possible there will
be a nuclear war in the next fifty years. Ss then do
the same in pairs.
expressions in the text and finally read around the key
words or expressions). Write these rules on the board
as you elicit them. Give Ss one minute to underline
the key words in the four sentences, i.e. 1 Bottled
drinks, fall out, fashion; 2 plastic rubbish, oceans,
increase; 3 species, sea bird, extinct; 4 People,
eating food, contaminated, plastic. Get feedback on
these. Give an extra three minutes to read the text
and find the answers, and an extra minute to compare
their answers and the reasons with a partner. Then
get feedback from the whole class, with Ss providing
their reasons for the answer.
Answers 2 (key words – areas of plastic soup in oceans,
will definitely get worse) and 4 (key words – people
soon consuming own rubbish)
3Matura Again elicit from Ss what they should do
(look for key words, etc.). As this is a true/false
exercise, they should also look for antonyms or
phrases that mean the opposite. Tell Ss that, as well as
the answers, you want key words or phrases that
helped them decide. Give Ss six minutes to do the
questions alone and then a further two minutes to
compare their answers with a partner. Then get
feedback from the whole class, including the key words
and phrases they identified that helped them find the
answer i.e.1 ‘in the UK we spend one million pounds’; 2
‘only one plastic bottle in five gets recycled. The rest
end up on rubbish dumps.’; 3 ‘Over the past decade
…’; 4 ‘most of it comes from the land’; 5 ‘whose parents
had fed them bottle tops’; 6 ‘dozens of other species’;
7 ‘something as huge as the ocean cannot cope.’.
Answers 1 F 2 F 3 T 4 F 5 T 6 F 7 T
4 Vocabulary Note: Ss will need monolingual
dictionaries for this task.
Give Ss a minute to find the words in the text and
underline them. Then elicit from Ss that they should
read around the word to try and work out the meaning.
Ss do the activity alone before comparing answers with
a partner. Get feedback from the whole class. When you
have checked the answers, elicit definitions from Ss for
each word and write them on the board. Then encourage
Ss to check the definitions in their dictionaries. Finally,
you can elicit example sentences using the words.
Answers 1 recycled 2 contaminated 3 rubbish
4 disposable 5 environment 6 waste 7 destroys
the questions. Give them about four minutes to do
this. Then get feedback from the whole class. You can
follow up with the following questions: What other
things can we do instead of using plastic bottles?
What other materials do you think are harmful to
the environment?
Optional activity: In groups of three or four, Ss
try to make a sentence that uses as many of the
new vocabulary in Exercise 4 as they can. The
minimum number of words that can be used is three.
The sentence has to be grammatically correct and
meaningful, e.g. Disposable rubbish that is not
recycled, especially contaminated waste, destroys
the environment.
2 Tell Ss that in this activity they are going to be
5 Phrasal verbs Give Ss a couple of minutes to match
1 Ss describe the picture in pairs and then answer
scanning for specific information. Elicit what they
should do for a scanning task (underline the key
words in questions, find synonyms or similar
56
the phrasal verbs with their meanings and then check
the answers with a partner. Get feedback from the
whole class.
Students’ Book ➝ pages 44–45
What a disaster!
05
Answers 1 come across 2 look into 3 get through
4 make up 5 throw away 6 end up
6 Phrasal verbs Ss do this activity on their own. Make
sure Ss use the right tense and form. Get feedback
from the whole class and then elicit more sentences
from Ss to make sure that they have understood the
meaning.
Answers 1 throw it away 2 gets through 3 end up
4 are looking into 5 came across 6 makes up
7 Check understanding of linen, carrier bags,
low-energy light bulbs, appliances. Tell Ss to read
the statements. Put Ss into pairs to discuss the
questions. After about five minutes, make the pairs
into groups of four and continue. While doing this,
walk around the class monitoring and taking note of
any errors for feedback. Then do a whole-class
discussion, followed by feedback.
Optional activity: Ss write a promotional brochure,
with pictures, giving information about one of the
seven points in Exercise 7. Put these on the wall for
Ss to view and decide which is the most effective
brochure.
Students’ Book ➝ pages 44–45
57
GRAMMAR AND LISTENING
Teacher: We’re going to find out all about renewable
This section introduces Ss to more uses of future
structures, i.e. going to for plans and predictions,
the Present Continuous for arrangements and will
for decisions and offers. None of these should be
new to Ss but they may be confused by seeing them
used all at the same time.
Special difficulties: There may be some confusion
as to when a plan becomes an arrangement. There
may be times when both going to and the Present
Continuous are grammatically possible so it is
important to show Ss which sounds more natural
and why.
Warm-up Review of phrasal verbs. What’s my word?
Put Ss into groups of three. Ss decide on something
that they want to talk about – it can be any topic they
like. Each student is now given two phrasal verbs
from the last lesson (get through, end up, make
up, throw away, look into, come across) and has to
somehow lead the conversation around so that they
can use their verbs without the others realising that
it is their verb. Stop the conversations after three
minutes and see if anyone was able to use both or one
of their verbs and whether the others spotted it.
1 Ss read the leaflet. In pairs, they then discuss the
leaflet and the picture and answer the questions. Give
them about four minutes to do this. Then get feedback
from the whole class.
Answers 1 To an ecology exhibition 2 Bored,
uninterested
answers they can predict. Get quick feedback, but do
not confirm any answers. Then play the recording
ONCE only. Give Ss a minute to compare answers with
their partners. Then get feedback from the whole
class. If Ss are struggling, play the recording ONCE
again.
3 Read the questions and elicit possible answers. Play
the recording ONCE only. Ss listen and answer the
questions. Get feedback from the whole class.
Tapescript CD2 Track 11
Teacher: OK, we’re ready to go. Is everybody here?
Kay: No sir, Jay isn’t here yet.
Teacher: Oh, where is he? We’ll wait two minutes and
that’s all.
Kay: Here he is, sir!
Teacher: Where have you been?
Jay: Sorry, sir. … Er, Kay, is everything OK? You don’t
Kay: I think I’m going to be sick.
Jay: I’ll ask the driver to stop the coach if you like.
Kay: No, it’s alright. Don’t worry about it. Is it far?
Jay: No, we’re almost there.
Answers 1 Because Jay is late. 2 Because Kay is
feeling sick.
Work it out
CD2 Track 10
[All speakers have slight East Midlands accents]
Teacher: Listen kids, great news! We’re going on an
excursion on Friday the thirtieth of April.
Student 1: Where are we going, sir?
Teacher: We’re going to Eco-Ex! I’m going to give you all
a letter with the details to take home to your parents,
but I’ll tell you something about it now if you like,
OK? … Em … We’re leaving at 8 a.m. precisely, so
don’t go to bed late next Thursday night, OK? And …
oh, where are they? Em …
Jay: Kay? What’s Eco-Ex?
Kay: I don’t know.
Teacher: Eco-Ex, Jay, is a wonderful exhibition all about
ecology.
Jay: Thank you, sir. Oh no, not ecology! It’s going to be
so boring!
Kay: I know.
Student 2: What are we going to do at Eco-Ex, sir?
58
Answers 1 30 April 2 8 a.m. 3 ecology/renewable
energies 4 climate change 5 an eco-home 6 free
7 £3.50 8 Vegetarian Café
look very well.
2 Ask Ss to read through the text and fill in the
Tapescript energies, we’re going to see a film about climate
change, we’re going to visit an eco-home and there’s
a recreation of the Amazonian rain forest!
Student 1: How much does it cost, sir?
Teacher: The exhibition is free, but you have to pay
three pounds fifty for the excursion … Oh and …
at one o’clock we’re having lunch at the Vegetarian
Café! I’m sure we’re all going to have a great time and
you’re going to learn so much!
Kay: Oh no! Are you going to go on this excursion?
Jay: I’ll go if you go.
Kay: Ok, but I’m not going to enjoy it.
Teacher: Oh no! I’ve left the letters in the staff room! I’ll
go and get them now and you have a look at the text
on solar power on page 43. I’ll be back in a minute.
4 Elicit what the different rules mean, e.g. an
arrangement is a plan usually made with someone
else. Ss work alone to match the rules to the
sentences. Elicit answers from the whole class.
Answers 1 c, e 2 a 3 d, b
Check it out
Go through the Check it out box with Ss. Point out
that sometimes both the Present Continuous and
going to are possible when we are talking about
plans/arrangements, but that the more definite
the arrangement, the more likely that the Present
Continuous will be used. For example, I’m going to
watch the football on TV tonight would be normal
because it sounds like a plan or intention. However, if
someone is really keen on football and never misses
Students’ Book ➝ pages 46–47
05
What a disaster!
it they might say: I’m watching the football on TV
tonight. Also point out that for spontaneous decisions
we always use ’ll and not the full form will.
5 Ss try to fill in the gaps alone. Let them then
compare their answers with a partner. Get feedback
from the whole class but do not confirm the answers.
Play the recording ONCE only and then check again,
this time confirming answers. Make sure Ss give
reasons why a particular structure has been used, e.g.
1 – it is a spontaneous decision.
Tapescript CD2 Track 12
One
Student 1: Do you want to sit here? I’ll move my bag if
you like.
Student 2: No, it’s alright. I’ll sit here behind you.
Two
Jay: I thought Eco-Ex was brilliant.
Kay: Yeah, I’m going to tell all my friends to go and see
it.
Jay: I’m going to study climate science when I leave
school.
Kay: Really? Yeah, it could be interesting.
Three
Teacher: We’re stopping at the motorway services in
about ten minutes.
Four
Jay: What does he want now?
Kay: He’s going to ask us to write a report on the
exhibition. I’m sure of it.
Jay: No, he isn’t going to make us do any work. He’s
going to tell us we can come in late tomorrow.
Five
Teacher: OK, thank you. Now, listen. This is very
important. Tomorrow at 11 o’clock, we’re having
a test on ecology and renewable energies! And I want
you to write a report on Eco-Ex. Write between 300
and 500 words, alright? Thank you.
Kay: I told you so.
7 Put Ss into three groups: 1, 2 and 3. If you have
a large class, you can have more than one group of
each. However, you must have the same number of
each group, e.g. two groups 1, two groups 2, etc.
Group/s 1 will discuss the first question, group/s 2 the
second, etc. Appoint one student as head. Their job is
to ask the question and take notes on what people
said. Give Ss four minutes to discuss. Then, heads stay
where they are but 1s go to 2, 2s go to 3 and 3s go to
1, and repeat the process. This will be done again until
all three groups have answered all three questions.
While Ss are doing this, walk around the class taking
notes of any errors for feedback. The heads of each
group will then feed back what people said and the
rest of the class can comment.
8 Ask the class as a whole to think about school
excursions. Elicit from the class as many different
excursions as the school could do and write them up
on the board. Then, still as a whole class, consider the
things you need to think about for the excursion, e.g.
the date, time of departure, time of return, food and
drink, tickets, etc. Put Ss into pairs, labelling them
A and B. Make sure Ss know that they have to decide
on an excursion and then decide on all the details.
Give them about five minutes to do this. Then make
new pairs of As together and Bs together. Look at the
example dialogue in Exercise 8. Following this
example, the new pairs ask each other about their
excursions and their arrangements. Go round the
class monitoring and taking note of errors to check
after feedback. Then ask Ss to report on their
partner’s excursion to the rest of the class. Finally get
Ss to vote for the most interesting excursion.
Optional activity: Ss follow this up by turning the
planned excursion into a brochure to go with the
planned excursion, using picture and language similar
to the leaflet on page 46.
Answers 1A ’ll move 1B ’ll sit 2A ’m going to tell
2B ’m going to study 3 ’re stopping 4A ’s going to ask
us 4B isn’t going to make; ’s going to tell 5 ’re having
Optional activity: Ask Ss to use the sentences in
Exercise 5 and to write similar statements that are
true for them, e.g. I’m going to tell all my friends to
go and see ‘Kung-Fu Panda 2’ at the cinema. They
can then share their sentences in pairs. As they do
this, go round the class, monitoring and checking for
any errors. Then, in feedback, pick out some examples
to share with the class.
6 Ss do the activity alone. They can check their
answers with a partner, making sure they know why
a certain structure must be used. Then check the
answers with the whole class.
Answers 1 ’ll lend (offer) 2 3 3 3 4 ’s going to do
(plan) 5 3 6 3 7 ’ll have (decision)
Students’ Book ➝ pages 46–47
59
speaking and listening
Simon: … and I finish with a conclusion, you know
This section introduces the idea of giving
presentations. Ss listen to someone giving
a presentation and use highlighted vocabulary to
prepare one of their own.
Warm-up Review of future forms. Match up. Ss work
in pairs to write five sentences using five future forms
(’ll for spontaneous decisions and offers, the Present
Continuous for an arrangement, going to for a plan
and intention). Ss now rewrite the sentences so that
the verbs are on one piece of paper and the rest of the
sentence on the other, e.g. The train leaves at four
o’clock. = 1 The train at four o’clock 2 leaves. Ss
give their ten pieces of paper to a second pair who try
to recreate the original sentences.
1 Matura Ss discuss the picture and the first question
in pairs. Elicit ideas. Then ask the second and third
question to the class. If anyone has done
a presentation, ask what it was about and encourage
other Ss to ask questions, e.g. How did you feel?
Answers 1 The boy in the tie is giving a presentation to
the class. 2 To show people your ideas, give a report on
work or research you have done, sell something or an
idea, etc.
2 Tell Ss there is no right answer for this so they
could make the presentation on any aspect they wish,
only should be able to justify their choices.
Possible answers The least likely topics would be art,
history and religion but, if Ss want to choose these and
justify them, they can, e.g. history may be revised if we
invent a time machine and travel back to see for
ourselves how people live.
3 Matura Tell Ss to make notes. Ss listen ONCE only
and then compare what they wrote in pairs. Only then
should they attempt to answer the questions.
Tapescript CD2 Track 13
Meg: Hello?
Simon: Hi Meg, it’s me, Simon!
Meg: Hi Simon! What’s up?
Simon: Oh, it’s this presentation I’ve got to do for
school. I don’t know what to …
Meg: What’s it about?
Simon: How will technology change in the next twenty
years? And we’ve got to speak for three minutes!
I don’t know what to say!
Meg: Don’t worry, Simon. Presentations are a piece
of cake. Remember it’s just like writing an opinion
essay. You need a plan.
Simon: I’ve got a plan … I start with an introduction
about how long twenty years is and how fast
technology is changing, and …
Meg: That sounds good.
60
summarising my arguments and giving my point
of view, but I’m not sure what to say in the middle!
We’ve got to talk about different aspects of life, but
which ones?
Meg: Well, how about education? That’s relevant, isn’t it?
Simon: That’s a good idea. I could start by talking about
schools in the future.
Meg: Right. And then you could go on to talk about
work or the environment or something …
Simon: No, I think I’ll talk about transport, you know
traffic and so on and how that will change.
Meg: Good idea, and then you could finish by talking
about leisure, you know TV and computer games and
sport and …
Simon: Yeah, that sounds like a good idea. Thanks a lot
Meg, you’re a pal. Hey, what are you doing …
Answers 1 F 2 F 3 T 4 T
4 Before listening, Ss decide if they think each piece
of advice is good or not. If any Ss have given
a presentation, ask if they did any of these things. Ss
then listen ONCE only and compare answers in pairs.
Get feedback from the whole class.
Tapescript CD2 Track 14
Rhona: OK, 1, 2, 3 Go!
Simon: Twenty years is a long time and technology is …
Meg: Hey! Don’t read it! Give me that! Use your notes!
Simon: OK … ready?
Rhona: Yeah. Go!
Simon: Twenty years is a long time and technology is
changing very fast. I mean, just think of all the things
that have happened in …
Meg: Hold on! Stop the watch! You’re going too fast,
Simon! Speak more slowly.
Simon: OK. Just think of all the things that have
happened in the last twenty years! Twenty years
ago mobile phones were as big as bricks. How many
people had a personal computer? Only a few.
Rhona: Stop! You should pause after a question …
Meg: That’s right … give them time to think about it!
Simon: OK. … How many people had a personal
computer? Only a few. And nobody had ever heard of
DVDs or MP3s! So, obviously, it’s not easy to predict
how technology will change our lives in the next
twenty years. But, anyway, that’s what I’m going to
try to do. I’m going to talk about three aspects of life:
education, transport and leisure.
Meg: That’s better, but look up from your notes
sometimes to check that your audience is following
you.
Simon: Right … First of all, education. Some people
say that in the future we will only have virtual
schools. The students will stay at home and follow
their lessons on the Internet. What do you think of
that? Does it sound good? Well, it probably won’t
happen, and I certainly hope it doesn’t. Education is
about more than reading texts and doing exercises.
It’s about learning to get on with other people.
So, although I’m sure that computers will be more
important in the schools of the future, I don’t believe
that technology will replace schools.
Students’ Book ➝ pages 48–49
05
What a disaster!
Rhona: Good! Keep going.
Simon: Secondly, moving on to transport, some bad
news … our streets will still be full of cars. In fact,
there will be even more cars than before. However,
because of the danger of global warming, we will
have cars that don’t pollute the air. We will still
spend hours and hours sitting in … in … traffic jams,
I know it’s traffic jams, but what kind of traffic jams?
Meg: Take it easy, Simon. It’s enormous traffic jams.
But it doesn’t matter. If you can’t remember a word,
just change it for another one – huge or very big, or
whatever … OK?
Simon: Yeah, sorry … ready? We will still spend hours
and hours sitting in huge traffic jams, but at least
the air will be cleaner. Because of the traffic, a lot of
people will choose to stay at home to work. Right,
turning to leisure, I don’t think TV will be very
different from today. There will just be more of it.
What I mean is that there will be more channels,
more adverts and probably more programmes that
you have to pay to watch. However, I’m not sure
that we will watch as much television as we do
today. Computer games will become so good, and so
realistic that they will be the most popular leisure
activity – and not just for young people. So, to sum
up, on the one hand, technology won’t change our
lives much in some aspects such as education and
transport. But on the other hand, new technology
will help solve the problem of global warming.
I suppose I’m quite optimistic about the future.
Actually, there’s only one thing that really worries
me. It worries me a lot! In twenty years time, I will be
thirty-seven years old!
Meg: OK! That’s good.
Rhona: Brilliant! But let’s try again, and I’m not sure
you should finish with that personal information, you
know, about being thirty-seven years old …
Meg: Yeah, and it was maybe a little bit too long, you
need to stick to the time limit.
VOCABULARY AND WRITING
This section gives Ss more vocabulary on the topic
of disasters. Some of these are technical words
which may be known in L1 such as Richter scale
but others are a mixture of phrasal verbs, nouns
and other words. It then gives Ss practice in writing
their own leaflet.
Culture notes
The Richter scale is used to measure the size of
earthquakes. It was developed by Charles Richter in
1935. The biggest earthquake measured had a scale of
9.5. That was in Chile in 1960.
Florida is a state in the far southeast of the USA and
its name is Spanish for Flowery Easter. Its nickname
is The Sunshine State but it suffers from extreme
weather such as hurricanes.
The River Thames flows from the village of Kemble
to the sea east of London. Its total length is 346 km.
Warm-up Presentations from the last lesson. Global
warming. As suggested in the last section, in groups of
four or five each student gives their presentation in turn
while the others look at the Speak Out box to see how
many phrases are used. Nominate one student to give
their presentation to the class after the group work.
1 Note: Ss need monolingual dictionaries for this
activity. Ss work alone and then compare their
answers with a partner. In class, drill all the words.
Check all the meanings when eliciting answers and
talk to students about disasters they know about.
Answers 1 b 2 g 3 e 4 c 5 a 6 d 7 f
2 Matura Before Ss start the dialogue, you may ask
Answers Advice given 1, 2, 4, 5, 7, 8, 9
MATURA SPEAK OUT
5 Again allow Ss time to read through the box before
playing the recording. Ss listen ONCE only before
getting feedback from the whole class.
Answers 1 going to talk 2 Turning 3 In fact 4 What
5 sum up
6 Ss work in pairs or small groups. Allow five to ten
minutes of planning time. After Ss have brainstormed
ideas as a group, they work alone, either in class or at
home, to write both a full presentation and notes
which they will later use.
7 Put Ss into groups of four or five so there wouldn’t
be too many presentations. As Ss give their
presentation, the other Ss note any words or phrases
that are used from the Speak Out box.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 14: Disaster experts
them if they have ever taken part in a charity event.
Try to anticipate the language problems Ss may have
and provide them with some useful language. Then Ss
work in pairs and make the dialogues.
3 Ss look at the small leaflet for the concert and then
check with the guidelines on page 120. Elicit the
guidelines followed or ignored. Ask Ss to look back at
the leaflet. Do they think it is a good one? Why?/Why
not? What other advice would they give?
Answers It’s often a good idea to add a drawing or
a photo. Start with a clear heading. Put key information
such as dates, time and price. Finish with a good slogan
to persuade people to come.
4 In pairs, Ss choose a fundraising activity from
Exercise 2 and design a leaflet. When completed, Ss
can hang their leaflets on the wall. The rest of the
class walk around and sign up for the most interesting
activities. Get feedback from the whole class on why
they chose a particular activity.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 15: Explorers
Students’ Book ➝ pages 48–49
61
06
Animal magic
Read, listen and talk about the animal world.
Practise Zero, First and Second Conditionals; phrases used instead of if.
Focus on asking for and giving advice; completing notes when listening.
Write a for-and-against essay; clauses of addition and contrast.
EXAM FOCUS Topic: Natural environment
Speaking Describing a photo: SB p.55, ex.1, SB p.57, ex.1
Making recommendations: SB p.55, ex.5
Listening True/False: SB p.52, ex.2
Multiple choice: SB p.54, ex.1
Completing notes: SB p.54, ex.3
Multiple
choice: SB p.52, ex.3 and ex.4
Reading
Grammar and Verbs in brackets: SB p.51, ex.6
Unit 6 Materials
Workbook Unit 6
Photocopiable resources 16, 17, 18
Testing and Evaluation Programme tests
DVD-ROM Unit 6
vocabulary
Writing A for-and-against essay: SB p.57, ex.8
GRAMMAR AND READING
2 Ss read alone and note down words and phrases
This section introduces Zero, First and Second
Conditionals as well as other words and phrases
that can be used in place of if (when, as soon as,
as long as, provided that, unless).
Special difficulties: Ss should have met conditionals
before but still may find them difficult. Make
sure they are able to form simple conditional
sentences before introducing the alternative
phrases, especially unless which can cause a lot of
problems.
which help them to reach their conclusion. Cat says:
‘Luckily mine goes out quite often.’ ‘Humans are lazy
(…).’ ‘They’re not very clean (…).’ ‘I’m afraid that
Gavin is going to be here forever.’ Dog says:
‘I absolutely adore Lucy (…).’ ‘I start missing her
terribly.’ ‘I’m always pleased to see her again.’ ‘Humans
are loveable creatures (…).’
Answer The dog
Work it out
3 Ss work in pairs. Tell Ss to find the sentences in the
text so that they know what it refers to in 1 and 3. Ss
then do the matching.
Culture notes
Tabby is a description of the colouring of a cat’s fur,
not a breed of cat. It describes striped, dotted or other
patterns and can be seen on many different breeds of
cats. The word comes from the French tabis.
Golden retriever – the name comes from its role as
a hunting dog used to retrieve birds after they had been
shot. They were first recognised as a breed in 1911.
Warm-up Review of vocabulary. Disaster mime. Write
the name of all the disasters from Exercise 1 on
page 49 on pieces of paper. Put Ss into two groups.
Choose two people from each group to come to the
front. Give them one of the disasters. Give them about
twenty seconds to think. Then they have to mime
the disaster. The first team to guess the disaster from
their pair’s mime wins a point. The team that gets the
most points wins.
1 First Ss work alone and tick the words that they
understand. They then compare with their partner
and look up the ones that neither of them knows.
After discussing the questions in pairs, have a wholeclass debate between cat lovers and dog lovers.
62
Answers 1 b 2 c 3 a
4 Some Ss may know the names of the conditionals,
others may not. Allow Ss to work in groups of four to
make it more likely that at least one person will know
in each group. Get feedback from the whole class.
Answers Zero Conditional if + Present Simple,
Present Simple (c) First Conditional if + Present
Simple, will + infinitive (a) Second Conditional if +
Past Simple, would + infinitive (b)
5 Do this task as a whole-class activity. The use of
unless may confuse Ss, especially if there isn’t a direct
equivalent in their language. Write a First Conditional
sentence on the board and elicit how to write it using
the other phrases in the exercise and how each
changes the meaning.
Example:
If I finish my work, I’ll go out. (I’m not sure that
I will finish, but it’s quite likely.)
As long as I finish my work, I’ll go out. (It’s likely
that I will finish my work.)
Students’ Book ➝ pages 50–51
Animal magic
As soon as I finish my work, I’ll go out. (It’s certain
that I will finish my work and I will go out immediately
after I finish it.)
I won’t go out unless I finish my work. (I’m not sure
that I will finish, but it’s quite likely.)
Provided that I finish my work, I’ll go out. (I’m not
sure that I will finish, but it’s quite likely.)
When I finish my work, I’ll go out. (It’s certain that
I will finish my work.)
06
unless. Elicit ideas in open class and correct where
necessary.
Additional practice: Photocopiable resources.
Resource 16: We want a pet
Then ask Ss to provide equivalent phrases in the Ss’
own language to see if they are formed in the same
way or differently.
Check it out
Go through the box with Ss and elicit other examples
of each structure. Point out that, with the Zero
Conditional, if and when have the same meaning
(whenever). It might be useful to show how you can
use conditionals to show your opinion of a situation,
e.g. If you work hard, you’ll be fine is a positive
statement because it is quite likely. If you worked
hard you would be fine shows that a student is clever
but lazy as it is unlikely that they will work hard.
Mind the trap!
Tell Ss that while If I was is not incorrect, they
should try to always use were. Even in informal
spoken English it doesn’t sound strange so it can be
used in all situations.
6 Tell Ss to read through all seven sentences first to
decide if they are always true, likely futures or
unlikely/impossible present or futures, i.e.
1 impossible, 2 likely, 3 hypothetical but possible,
4 likely, 5 always true, 6 always true, 7 as in 3 –
hypothetical but possible. Elicit ideas and then tell Ss
to complete the sentences alone. Ss can then compare
their answers with a partner before getting feedback
from the whole class.
Answers 1 were 2 look 3 will call 4 didn’t have
5 don’t find 6 lick 7 will die
7 This could be turned into a whole-class activity.
After Ss have written their sentences and compared
them with a partner, put Ss into two groups. Each
group writes the eight sentences so that each one is
true of just one person in their group, choosing the
most interesting or funniest sentences written earlier.
Each group in turn then reads out one of their
sentences and the other group has to guess whose
sentence it was. The group who guesses the most
correctly is the winner.
8 Ss choose an animal in pairs and then write three
conditional sentences about that animal using the
Zero, First and Second Conditionals. To give Ss
practice with unless, you could tell them that the
First Conditional sentence has to be written twice:
once using if and once, with the same meaning, using
Students’ Book ➝ pages 50–51
63
READING AND LISTENING
This section gives Ss a true/false listening and
multiple-choice reading on the topic of octopuses.
It also revises and extends Ss’ knowledge of animal
vocabulary.
Culture notes
Octopuses have two eyes and four pairs of arms.
They also have no skeleton, the only hard part of
their body being the beak. They are also considered
to be one of the most intelligent animals in the sea.
Although they are venomous, only the blue-ringed
octopus is dangerous to humans. The Oxford English
Dictionary states three possible plural forms. As well
as octopuses (the most common), it is possible to say
octopi and octopodes.
Hawaii is the newest US state, joining the US in 1959.
It is the only US state made up of island. Hawaii is
part of Polynesia and the indigenous people are closer
to other Polynesians than Caucasians. It is, however,
influenced by both American and Asian cultures.
Hawaii is particularly famous for its natural beauty.
Hawaiian folklore is a mixture of Hawaiian
mythology and urban legends. One is that our universe
is the latest universe to be created. Every universe
is created from another and the only survivor of the
previous universe is the octopus, particularly the
octopus god, Kanaloa.
Warm-up Review of conditionals. If I were a … Write
the sentence If I were an animal, which animal
would I be? on the board. Ask Ss to write down the
animal they think they would be and the reason why,
e.g. I’d be a dog because I’m loyal and friendly. I’d
be a cat because I’m independent. Ss then mingle
and ask each other the question. The other person has
to say what they think and why. Ss ask as many people
as possible in a set time (e.g. two minutes). Then
elicit what Ss think about themselves and what others
told them during the activity.
1 Note: Ss may need monolingual dictionaries for
this activity.
Give Ss about a minute to think about what they
know about octopuses. Then get feedback from the
whole class. Give Ss an extra few minutes to check
the adjectives in the box. If they cannot remember the
meaning, they can look in their dictionaries. Ss decide
together which adjectives best describe octopuses.
Ss then listen ONCE only and check their answers.
Then check the answers with the whole class.
Tapescript Answers badly-behaved, intelligent, playful
2 Remind Ss that we can use the same tactics we
used for reading true/false questions for listening true/
false questions. Elicit the tactics (underline the key
words in the questions and then listen for synonyms,
antonyms or other words or phrases connected to the
underlined key words). Give Ss two minutes to read
through the questions and underline the key words.
Then, play the recording ONCE only. Ss check their
answers with a partner and then get feedback from
the whole class. Finally, elicit what Ss now know about
octopuses that they didn’t know before and ask for
their opinions about octopuses. Have their opinions
changed?
Answers 1 T 2 F 3 T 4 F 5 F 6 T 7 F
3 Set a time limit of one minute for the quick read.
CD2 Track 16
Zookeeper: [slight Yorkshire accent] Here in the zoo’s
Aquatic Centre, we look after every example of sea
life you can think of: fish, crabs, jellyfish, turtles,
sharks, sea lions. Dozens of different species.
But I’ve always had a soft spot for the octopuses.
They’re surprisingly intelligent and each one seems
to have its own personality. Some of them are shy,
64
others are confident, and sometimes they can be very
badly-behaved! Actually, they’re the only animals
here that we zookeepers give names to, which I think
says a lot, doesn’t it?
My favourite octopus, who we all call Milly, lives
in this aquarium over here. You can’t see her at the
moment – I think she’s hiding from us! I’ve known
Milly all her life, and I suppose you could say we’ve
built up quite a relationship over time. When I open
the lid of her aquarium to feed her, Milly usually
seems quite pleased to see me. She often wraps one
of her arms around my arm and it feels like she’s
giving me lots of big, cold kisses! She seems to be
a friendly little thing!
But sometimes she’s annoyed with me. I know she’s
angry because she changes colour from a light brown
to an intense, red colour and I can see that big eye of
hers looking at me angrily.
Milly loves playing, just like a puppy or a kitten,
which I always think is a sure sign of intelligence. She’s
got a yellow plastic duck and she has fun shooting
water at it. In fact, she often takes her duck with her
when she goes looking for food. Just like how a human
toddler takes her newest toy with her everywhere!
I think what I find most fascinating about Milly, and
probably the reason why she’s my favourite creature
in the marine centre, is the fact that she can be quite
badly-behaved. She seems to enjoy being the centre
of attention. Occasionally she pushes open the lid
of her aquarium and throws things out of it onto the
floor! And one morning, I came into work to find that
she’d escaped from her aquarium. We spent a good
couple of hours looking for her. I was sure we’d lost
her. And then finally I noticed that she was sitting in
another aquarium, where we keep the seahorses and
pipefish. She had let herself into their aquarium and
was busy eating everything she could get her arms on!
Ask Ss what reading skill they will use (skimming for
overall understanding). After one minute stop the
activity and tell Ss to close their books and check the
answer with the whole class. Elicit reasons for their
answer, i.e. ‘some people find it harder to believe that
octopuses too are among the most intelligent animals’.
Answer D
Students’ Book ➝ pages 52–53
Animal magic
06
4 Remind Ss of how to tackle multiple-choice
exercises, thinking about not only why one answer is
correct but why the other three are false. Set
a realistic time limit of nine minutes and tell Ss that, if
they finish early, they should go back and check their
answers, finding extracts from the text to justify their
answers. Elicit answers and write them on the board.
If all Ss have got the same answer for one question
and they are correct, don’t ask for justifications but,
where there are differences of opinion, ask Ss to
justify their answers to see if they can discover the
correct answer for themselves before you tell them
who is correct.
Answers 1 d 2 d 3 d 4 c
5 Note: Ss may need access to monolingual
dictionaries.
Put Ss into pairs. Tell Ss to first work together to
check they understand what animal each one is.
They can use dictionaries to do this. Then they can
identify which is the odd-one-out. Pairs then check
their answers with another pair. Finally, check that Ss
understand all the animals mentioned here. Then get
feedback on which ones are the odd-ones-out and the
reasons why. Note that Ss may find different answers.
Answers 1 snail (others live in water) / jellyfish (the
other two are molluscs) 2 lion (others live in water) /
shark (others are mammals) 3 elephant (not part of
the monkey family) 4 bat (not a bird) 5 dolphin
(doesn’t have a shell) 6 mussel (is not a bird)
Optional activity: In pairs, Ss create another four
odd-one-out questions, using animals, to test other
pairs with.
6 Ss discuss the sentences in pairs and, if they think
it is wrong, they should try to say why, e.g.
1 Elephants are really heavy. If they jumped they
would probably break their legs. Elicit ideas before
Ss check their answers and then Ss can see who in the
class was right and who wrong.
Optional activity 1: Put Ss into groups. Ss share
with their group members any interesting facts about
animals they know and list them like in Exercise 6.
They then add three or four false ones. Groups then
ask other groups to work out which of the sentences
are false.
Optional activity 2: Write: Which creature has
eight legs and makes silk? Elicit the answer form the
class (spider). Divide Ss into groups to make five or
six similar questions that they can ask other groups
to find out who in the class knows most about the
world of nature. Questions should start with Which
creature … ?
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 17: Animal life crossword
Students’ Book ➝ pages 52–53
65
LISTENING AND VOCABULARY
This section gives Ss a listening task which focuses
on the skill of taking notes. It also further extends
animal vocabulary.
Warm-up Review of animal vocabulary. A–Z. Put Ss into
two groups and split the board into two halves. On
one side of the board, write the letters A–L, vertically
down the left hand side. On the other side, write the
letters M–Z (without Q or X). Each group finds one
animal which starts with each letter on their side of
the board. One student from each group goes to the
board and writes one animal, then swaps places with
a second person. The first group to complete their
side of the board, wins.
1 Tell Ss to look at the clock. As a whole class, elicit
a description, what they think it is and why it is
designed in this way. In groups of three or four, Ss
then answer the questions. Play the recording ONCE
only for Ss to check before getting feedback from the
whole class. How many did Ss get right? Ask if they
were surprised by any of the answers.
Tapescript TRAIN YOUR BRAIN
2 Give Ss a minute to read the notes. Ask Ss if it
looks like how they take notes. Why?/Why not? Ss
listen again ONCE and answer the questions. They
then compare their answers with a partner by reading
through the Train Your Brain box. Get feedback from
the whole class. Ask Ss if they use the tips in the Train
Your Brain box.
Answers no, key words, yes, yes
3 Tell Ss they are going to listen to the second part of
the lecture again. Give them a few minutes to read the
notes and try and remember what goes in the gaps.
Play the recording ONCE and then check answers
with the whole class. If they are struggling, do not
confirm the answers but play the recording again.
When the answers are confirmed, check that Ss
followed the tips in the Train Your Brain box.
Answers 1 fish 2 10 p.m. 3 forests 4 flying 5 11
o’clock 6 become extinct 7 giraffes, horses 8 a few
seconds
CD2 Tracks 18–20
[Edinburgh accent] Good morning. I want you to
imagine something. I want you to imagine the entire
history of the world, its four and a half billion years of
existence, as just one day, twenty-four hours. OK?
Life on Earth begins very early. It’s still dark at four
o’clock in the morning when the first single-celled
organisms appear. But then nothing changes for more
than sixteen hours! From four o’clock in the morning
until almost half past eight in the evening there is
nothing living on our planet except microbes.
Then the first sea plants are born and they are
followed at about ten to nine in the evening by the
first jellyfish. About a quarter of an hour later they
are joined by trilobites – the ancestors of the insects,
spiders and crabs we know today. [end of Part 1]
At about twenty past nine the first fish start swimming
around in the sea.
Just before 10 p.m. life comes to Earth at last and
the first plants start to grow on land. By 10.25 the
Earth is covered with enormous forests full of reptiles,
amphibians and flying insects.
And then as the day is almost over, just a few minutes
before eleven o’clock the leaves tremble and the
ground shakes. The dinosaurs have arrived! They
dominate the world for the next forty minutes or so,
but then at 11.39 precisely the dinosaurs become
extinct. Now it is the age of mammals! One by one
the species we know today arrive on earth: bats,
cats, giraffes, horses, kangaroos … Now our planet is
starting to look really familiar. There are even birds in
the trees, but still there are no people.
At last the first humans appear! What’s the time? It’s
one minute and seventeen seconds before midnight.
And then just a few seconds before midnight, the age of
pre-historic man ends and human civilisation begins.
So as you can see, we haven’t been here for very long,
have we? Now, first I want you to …
66
Answers 1 a 2 b 3 c 4 c
4 Ask Ss to look at the table. Elicit the meaning of:
insects, birds, reptiles and amphibians, fish and
mammals. Give Ss about three minutes to add as
many other animals as they can to each category.
Check understanding of hunted, extinction, pests.
Ss compare their lists in pairs and answer the
questions. Get feedback from the whole class.
Suggested answers
Insects ant, spider, wasp, fly, mosquito
Birds pigeon, hawk, seagull, sparrow, canary
Reptiles and amphibians snake, turtle, lizard, frog,
crocodile
Fish goldfish, trout, shark, tuna, sardine
Mammals whale, lion, cat, dog, monkey
5 In groups of three or four Ss look at their lists in
Exercise 4. Ask, e.g.: Will some of these animals
become extinct? Why? Will some become more
common? Ask Ss what they think the future is for
these creatures. Give Ss about three minutes to
discuss it. Then ask Ss to think about the future for
humans. How will it be similar or different? In their
discussions, encourage Ss to use future forms,
especially the forms they learnt to make predictions.
As they speak, walk around the class monitoring and
taking note of any errors to cover during feedback.
Students’ Book ➝ pages 54–55
06
Animal magic
SPEAKING AND LISTENING
Mary: Ah! That might be the problem. Generally, you
This section gives Ss a speaking task involving
giving advice. They hear the key phrases in a text
and then use them to give advice for different
situations.
Warm-up Review of abbreviations. Creature Full
House. Divide Ss into six teams. Each team will
represent one of the categories in Exercise 4 on page
54. Tell Ss they will hear descriptions of a creature.
If they know what it is and if it is from their category,
they should write it down. When they have got five
creatures in their category, they should shout FULL
HOUSE and if they are correct, they are the winners.
To do this activity correctly, make sure that you make
a list of the creatures listed in Exercise 4 by Ss in the
previous lesson. If Ss are quite strong, one student
can be chosen to describe each creature. If not, the
teacher should describe.
1Allow Ss about thirty seconds to look at the photo.
Put Ss into pairs and nominate one person in each
pair to describe what they can see. Ss then discuss the
three questions together. Get feedback from the whole
class. Follow up by asking: Have you ever taken
animals to the vets? What happened? How did you
feel?
2 Refer Ss to the extract from a radio schedule.
Check Ss understand the problems and elicit advice
that a vet might give for each problem. Write the most
interesting on the board. Play the recording ONCE
only and ask Ss to take notes. Get feedback from the
class. Ask Ss if it is good advice or is there better
advice already on the board? Why?
Tapescript CD2 Track 21
Robin: Hello. Em … My dog has got really smelly feet.
They smell like a packet of cheese and onion crisps.
I’m at a loss as to what to do. I’ve tried washing them,
but the smell just comes back again. It’s awful. I’d
really appreciate your advice.
Mary: This is not unusual. It’s caused by bacteria
growing between the toes. It’s unpleasant but it
probably isn’t dangerous. However, if I were you,
I’d take your dog to see a vet because he may have
a skin problem. Oh, and in the meantime you might
find it useful to spray some deodorant on his feet.
Cathy: Hi Mary. I’ve got a problem with Morag, my
pet rabbit. Every time I go to feed her she tries to
bite me. I don’t understand why she’s so aggressive
with me, because I’m always very gentle with her.
Sometimes she growls at me like this … What do you
think I should do?
Mary: You know, sometimes it’s a surprise to people
when ‘cute’ animals like rabbits or hamsters are
aggressive. Do you ever try to pick your rabbit up?
Rabbits generally don’t like that.
Cathy: No, never.
Mary: Hmm. Do you wear perfume, Cathy?
Cathy: Yes, I do.
shouldn’t wear strong perfume if you’ve got a nervous
pet. Why don’t you try wearing a perfume with a more
neutral smell and see if that helps. Alright?
Jessie: She was in the garden. Someone must have
abandoned her so I took her in. She’s a lovely cat,
but the problem is she loves scratching the furniture:
especially the sofa and the kitchen table and I’ve no
idea how to get her to stop. I keep telling her not
to do it, but she doesn’t listen. I’ve never had a pet
before. I’m at my wits’ end!
Mary: You ought to buy a scratching post; in fact, it’s
worth buying more than one. They’re not expensive.
It’s a good idea to have one in every room where your
cat spends a lot of time.
Henry: I’ve just bought a snake, and I think he’s ill. He’s
stopped moving. He just lies there doing nothing.
The thing is I’ve got a bad cold and I think the snake
has caught it from me. What can I do?
Mary: The first thing you should do, Henry, is to buy
a good book about snakes and study it carefully.
Snakes can’t catch colds from humans, in fact,
probably no animals can. Is your snake eating well?
Henry: No. I gave him a can of dog food and he didn’t
even touch it.
Mary: What? Snakes don’t eat dog food! They like live
animals! Listen Henry, you’d better learn how to look
after your snake pretty quickly or it won’t survive for
very long. Now …
Answers 1 go to a vet (skin problem), spray some
deodorant 2 don’t wear strong perfume 3 buy
a scratching post 4 read a book, learn about snakes
SPEAK OUT
3 Look at the Speak Out box with Ss and tell them
that these are phrases you can use to ask for advice
and give advice. Make sure Ss note that some phrases
are only to be used for giving strong advice. Ss listen
to the recording and identify the one phrase that isn’t
used. Check with the whole class.
Answer Remember to
4 Ss work alone to complete the sentences. They
then listen ONCE to check their answers. Get
feedback from the whole class. Then play the
recording again, stopping after each phrase to drill
with the whole class and then individually.
Answers 1 at a loss 2 your advice 3 I were you 4 it
useful 5 I should 6 wit’s end 7 to; worth 8 better
5 Pick an A and a B student to read out the example
exchange for number one. Ss then continue in pairs.
Go round the class, monitoring and taking note of any
errors to cover in the feedback. Get feedback from the
whole class with Ss giving you advice for each
situation. Discuss which advice the whole class thinks
is best.
ADDITIONAL PRACTICE: Photocopiable resources.
Resource 18: Ask your friends
Students’ Book ➝ pages 54–55
67
WRITING
Answers Paragraph 1 – b Paragraph 4 – a and c
This section introduces for-and-against essays,
showing Ss how to organise their writing and giving
them some useful vocabulary to use in their own
essays.
Culture notes
Zoos have been in existence since about 1500 BC
when Queen Hatshepsut of Egypt decided to build
one. The name zoo was first used in 1826 when the
Zoological Society of London was formed and London
zoo opened. Zoos should not be confused with safari
parks. Zoos are usually places where the animals are
kept in cages. In safari parks the animals are generally
allowed to run wild, although the area where they run
wild may be caged. The cages will not be apparent as
the area is so large.
4 Tell Ss that there are certain words and phrases
that are used in essays to help the reader understand
what it going on. Read through the five categories
with Ss and elicit other examples, without looking at
the text. Then give Ss a couple of minutes to add the
underlined phrases from the text. Get feedback from
the whole class.
Answers Introducing a new argument: Firstly,
Secondly, Finally, What’s more Giving
examples/a reason to support an argument: For
example Introducing a contrast: However
Introducing a conclusion: In conclusion
Introducing your own opinion: In my opinion
TRAIN YOUR BRAIN
5 Ss read through the Train Your Brain box and fill in
Warm-up Review of giving advice. Guess the situation.
Before the class, write on slips of paper a variety of
situations needing advice, similar to those in Exercise
5 on page 55. Divide the class into two teams (or four
teams in a very large class). Give each team a slip.
Three players of each team will then give advice
for this situation, to the other team, who get three
chances to guess what the situation is. They get three
points if they get it right on the first guess, two points
on the second guess and 1 point if they get it on the
last guess. Then teams swap roles and continue. You
can play this as long as you want, depending on how
many situations you prepare.
1 Elicit answers for the first question from the whole
class. Then give Ss two or three minutes to discuss
the remaining questions in pairs. Then get feedback
from the whole class and, for the final question, list
the advantages and disadvantages on the board. Ask if
any Ss have been to zoos, what they saw there and
how they felt about them. Ask Ss what the difference
is between a zoo and a safari park.
2 Tell Ss to read alone and mark any arguments for or
against zoos and the conclusion. Ss then compare
what they understood in pairs and decide together if
they think it is a good essay that provides a good
balance of advantages and disadvantages. Elicit ideas
in open class.
Answers The writer is generally not in favour of zoos
but believes they will continue to exist whilst man hunts
animals for profit and destroys their environments.
3 Before Ss look at the task, elicit the number of
paragraphs in the essay (four) and see if they can tell
you the function of each paragraph. Ss then look at
sentences a–c in Exercise 3 and complete the table.
Ask Ss what the most obvious difference in
organisation is for a for-and-against essay in
comparison with a normal essay (the middle two
paragraphs – the first outlines the arguments for, the
second outlines the arguments against).
68
the gaps with information from Exercises 3 and 4.
Ss then compare with a partner before getting
feedback. Check that Ss have understood each point
by identifying the point with a part of the text on page 56,
e.g. a general point that everyone can agree with:
Modern zoos have existed for more than 250 years.
Make sure Ss take note of the final sentence in Train
Your Train. Check understanding of emotional and
personal.
Answers 1 everyone 2 support 3 summary 4 opinion
6 Read through the essay question with the whole
class. Check understanding. Give pairs three or four
minutes to add more ideas to the table. Give Ss a few
minutes more to think of examples. Then give Ss an
extra two minutes to tell each other their own opinion,
using the information on the board to support their
opinions. Remind Ss that they can use the phrases in
the Speak Out boxes on pages 9 and 31 to help them.
7 Ss work alone and read the different statements
and decide which could be used in an introduction.
Ss then compare their answers with a partner, making
sure they give reasons for their answer. Get feedback
from the whole class, referring back to the Train Your
Brain box when necessary.
8 Ss can either do this alone in class or for
homework. At the beginning of the following lesson,
Ss can work in pairs to read each other’s essays and
check them.
Suggested answers
Animals have been our companions for thousands of
years. Dogs, for example, have been ‘man’s best friend’
for almost 12,000 years. But pets aren’t for everyone
and the decision about whether or not to buy a pet
needs careful consideration.
There are several advantages of owning a pet. Firstly,
an animal can be your friend. Whenever you feel
lonely or need someone to talk to, a pet can be there
for you. For example some doctors suggest that
Students’ Book ➝ pages 56–57
Animal magic
06
people get pets when they are depressed. The
second advantage is that looking after a pet teaches
discipline. This is especially important for children.
It also teaches responsibility as children learn to look
after and love their pet.
However, there are also disadvantages to owning
a pet. For example, a pet generally does not live as
long as a human being. One day that pet is going
to die. Then the owners are sad. In this way, a pet
can actually cause more depression and sadness,
indirectly. There are people who have refused
to have another pet after the first one has died.
A second disadvantage is that many pets require
a lot of work and change the way you live. For
example, it may be difficult for you to go on holiday
if you have a pet because you don’t have anyone who
can look after your pet.
In conclusion, there are both good and bad sides to
having a pet. In my opinion, a pet is really only for
children and then only if the child is looking after the
pet, not the parents.
Students’ Book ➝ pages 56–57
69