7a moving - macmillan straightforward · 2011-12-06 · • a moving experience: if something moves...

What the lesson is aboutTheme Changing your life and moving houseSpeaking Pairwork: discussing important life

eventsReading Redundancy was the best thing that

ever happened to me. Magazine article about a woman who changes her lifestyle when she moves from the city to the country

Vocabulary Phrasal verbs with liveGrammar Present perfect continuous 1

If you want a lead-in …Discussionstarters

Methodology guidelines: Discussion starters, page xxi

• Imagine that your life so far divides up into a number of ‘stages’ or ‘periods’. How many are there? What name would you give to each stage?

• What are the times when people’s lives change in important ways (eg leaving school)?

• What do you think is the biggest change in a human’s life: Your first girl/boyfriend? Losing your job? Getting married? Getting divorced? Having a baby? Retiring? Something else?

Vocabulary: phrasal verbs with live1 2.1•Studentscompletethesentenceswithwordsfromthebox.•Playtherecording.Studentslistenandcheck.

1outof 2on 3for 4through 5upto 6off

2.1

1 A:IlovetravellingandI’mquitehappylivingoutofa

suitcase.2 B:Idon’tneedmuchmoneytoliveon–justenoughfor

foodandbasics.3C:Ican’tunderstandpeoplewholivefortheirwork–there

aremoreimportantthingsinlife.4 D:Youhaven’treallylivedifyouhaven’tlivedthrough

difficulttimes.5E:Iwanttolivemyownlife.I’mnotinterestedinlivingup

tomyparents’expectations.6 F:There’snopointworkingifyoucanliveoffsocial

security.

Languagenotes:phrasalverbswithlive•Someofthesephrasalverbsareusedonlyincertain

fixedexpressions.•Ifyou liveuptosomeone’sexpectations youareasgood

astheyexpectyoutobe.Youcanalsotalkaboutthingslivinguptoyourownexpectations,egThe last StarWars film didn’t really live up to my expectations.Expectationsisbyfarthemostlikelycollocationwiththisphrasalverb.Itisunusualtouseothernouns–thoughhopes ispossible.

•Ifyoulivethroughaperiodoftime,youmanagetosurviveadifficulttime(maybeadangeroustimelikeawar,oratimewithotherproblemssuchaspoorhealthorlackofmoney,etc).

•Whenyouliveoutofasuitcase, youtravelalotfromplacetoplace,andhardlyevergetthechancetocompletelyunpackandsettledowninalocation.Thisisanotherphrasalverbthatisn’toftenusedwithanyothernouns–thoughyoucouldsayothercontainers,eg cardboard box,rucksack,carrier bag,etc.

•Peoplewholiveoffsocialsecuritydependongovernmentfinancialhelp.Youcanalsoliveoffotherpeople–thismeansyoudependonthemformoney,food,etc,egHe’s 25 years old, but still lives off his parents.

•Themoneyyouhaveto liveon isthemoneyavailableforuseonessentialthingslikefood,rent,bills,heating,etc.Thisphrasalverbisusuallyusedwhenthemoneyisasmallorlimitedamount,egI don’t have a lot to live on.

•Whenyou liveforsomething itisthemostimportantthinginyourlife–almostanobsession.

2•Pairwork.Studentsdiscusswhethertheyagreeornotwith

thesentencesinexercise1.

Extratask:phrasalverbswithlive•Pairwork.Thisisaparticularlyinterestinglanguage

areafortheclassictaskofaskingstudentstomaketruesentencesaboutthemselves,andtheirfriendsandfamilies,usingthetargetlanguage.Discussionaboutwhoseexpectationstheyliveupto(ordon’t),whattheylivefor,etccanproveveryinteresting.

ReadingThisarticleisaboutasuccessfulPRconsultant,wholivedinabeautifulflatincentralLondonandwassuddenlymaderedundant.Sheexplainshowdifficultlifewastobeginwith,thenshewasinvitedtostayatafriend’sfarminWales,whereherlifechangeddramatically.Shenowleadsacompletelydifferentlife,livingandworkingonthefarm.Shefeelsmuchhealthierandlessstressedandwouldnevergobacktothecity.

1•Askstudentstoreadthearticleandanswerthequestions.

1 ShewasaPRconsultant.2 Shelostherjob.3 Sheishappywithherdecisionbecauseshefeels

muchbetternow.

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Straightforward_TB_01_inter_ p003-170-2p.indd 87 14/11/2011 15:54

Languagenotes:reading•Redundancy iswhenyouloseyourjobbecausethe

companydoesn’tneedanyonetodoyourworkanymoreorbecauseitneedstoemployfewerpeopleortosavemoney.

NBThisisdifferentfrombeingsacked(whichismaybebecauseofpoorworkorbadbehaviour).

•PRconsultant:PRstandsforPublicRelations,iethepartofacompanythatworkstomakesurethatthepublicandthecompanyhavegoodrelations,andthatthepublichasgoodopinionsofthecompany’sworkandproducts.Aconsultantissomeonewhogivesadvice.

•Theunthinkablehappenedmeans‘somethinghappenedwhichwassoawfulthatitwasimpossibletopredictit’.

•Ifsomethingissuperficial,itmayberealandattractivewhenyoulookatit,buthasnorealhonestyordepth,ieitisn’tconnectedwithanygenuinelyseriousorimportantthings.

•Afarmhandisamanualworkeremployedonafarm.•Amovingexperience:ifsomethingmovesyou,youfeel

affectedemotionallybyit,egitmakesyoufeelsadorhappyorseriousorexcited,etc.Amovingexperienceissomethingthatmovesyou.

2•Studentsreadthearticleagainandcompletethetextwith

thephrases.

1b 2a 3d 4c 5f 6e 7g

3•Pairwork.Studentsdiscussthequestions.

Grammar: present perfect continuous 1Grammar box

Language reference, Student’s Book page 74 Methodology guidelines: Grammar boxes, page xxi

Extratask:introducingthepresentperfectcontinuousinacontext•Beforeyoufocusonthetenseordoexercise1,drawa

sketchofMarkwaitingoutsideacinema.•Drawathoughtbubbleoverhisheadwiththeword

Maryinsideit.Drawaclockonthecinemashowing5.30.Establishwithstudentswhereheisandthetime.Askwhytheythinkheisthereandestablishthatheiswaitingforhisgirlfriend,Mary.

Changetheclockto6.30.Mimewaitingimpatiently.Changeitto7.30.Establishthatheisveryannoyed!AddMaryarrivingatthecinema.

MimeMarkbeingveryupsetand(a)askingaquestiontoher,then(b)pointingtotheclock.AddanemptywordballoonaboveMark’spicture.

•Pairwork.Askstudentstotelltheirpartner(andwritedown)exactlywhattheythinkheissaying,ietheyaretryingtoguesstheprecisewords.Aftertwominutes’thinkingcollectideasandthentellstudentsyouwillgivethemtherealanswer.ModelMarkangrilysayingWhat on earth have you been doing? I’ve been waiting here for two hours!Congratulatestudentswhogotclosest.

•NowaskpairstothinkofthebestpossiblereplyfromMary.Collectandacceptanygoodpossibleanswers.ModelMary’srealansweryourself:Sorry! I forgot! I’ve been working at the café since 3.00.

•YoucannowuseMarkandMary’ssentencesasexampleswhenyoutalkaboutthepresentperfectcontinuous.

1•Studentscompletethetextbyputtingtheverbsinbrackets

intothepresentperfectcontinuous.

1 hasbeenstudying 2 hasbeenliving 3 hasbeenworking 4 hasalsobeenlooking

5 havebeenplaying 6 havebeengetting7 havebeenreceiving

Languagenotes:presentperfectcontinuous1•Weusethepresentperfectcontinuous ratherthanthe

present perfect simple whenwewanttoemphasizethedurationofsomething–howlongitlasted.Thisiswhyitregularlygoeswiththeverbswait,liveandwork–whenwearetalkingaboutthelengthoftimewehavebeendoingthings.

•Oneinterestingthingaboutthepresentperfectcontinuousisthat(a)itisn’tusedverymuch(comparedwithothertensesstudentshavestudied)and(b)whenitisuseditismostoftenwithalimitednumberofverbs(working,waiting,living,studying,doing)inafewtypicalsentencesandquestions,eg:

How long have you been waiting/living here/working here/doing that?

Have you been waiting/living here/working here/doing that long?

What have you been doing? I’ve been studying/waiting/living here/working here/

doing this since nine o’clock/last week/month/year.•Othercommonverbsare:studying,getting,making

(especially making progress/enquiries/plans),thinking,trying,expecting(especially:I’ve been expecting you).

•Thissuggeststhatitmaybemostproductiveforstudentstolearnsomeofthetypicalsentencesasfixedphrases,ieasiftheywerevocabulary.Theycanthengeneralizethegrammarfromthesetomakedifferentsentenceswhennecessary.

•Thepresentperfectcontinuousisquitehardtopractiseinafluent,realisticway,becausewejustdon’tsayitveryoften–andrarelysentenceaftersentenceinconversations.

2•Studentsdividethelistintotimeexpressionsusedwith

for(F)andthoseusedwithsince (S).

F: alongtime;aboutthreehours;thelasttwoweeks;aslongasIcanremember;ages

S: Ileftschool;lastsummer;1996;Istartedwork

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7a Moving


Languagenotes:presentperfectcontinuous1•Evenatintermediatelevelforandsincecanbeconfusing

forstudents.•Forindicatesaperiodoftimewithabeginningandend.

Afterthewordfor,wesaythelengthoftime,egfor six months, for six years, for six minutes. Inthepresentperfectcontinuoustense,theperiodlastsuptothemomentnow.

•Since tellsuswhensomethingstartedandisalmostalwaysusedwithaperfecttense.Wesaythestartingmomentortime,egsince two o’clock, since January, since the first time we met.Theactionoreventisstillcontinuingnowandmay(ormaynot)continueintothefuture.

•Amnemonicmayhelpanystudentswhoarestillpuzzled:

•Remembertheuseofsimpletimelinediagramstohelpclarifyongoingproblemswiththebasicmeaning:

•However,themainstudentproblematthislevelisn’tthebasicideaofforversussince,butit’srecognizingwhentousesinceandwhentousefor.

•Studentsneedtobeabletotellwhicharedurations(iethingsthatlast)andwhichareconceivedofasstarting points.Theproblemcomesbecausesomestartingpointsareactuallyquitelong,egsince 1966referstoawholeyear–butwearethinkingoftheyearasasinglestartpoint;wearenotimaginingtheyearasaneventwithlength.Exerciseslikeexercise2areinvaluableforpractisingthisrecognition.Tryaskingmorequestionsasquickfirechecks.

•Howdoyoupronounceforinpresentperfectcontinuoussentences?Well,ofcourseitisn’t/fɔː/!It’salmostalways/fǝ/.Trytohelpyourstudentsnoticethisanduseit.Ifstudentshaveaproblem,encouragethemtoreadthewordasifitisonlyanf,egShe’s been living there ften years.

•Studentstendtomakeerrorsbyconfusingvariousitemsandusingthemwronglytogether,eg:

✗I’ve been living here since two weeks.•Sometimesasentencehasacovert(hidden)errorin

it.Astudentmaysaysomethingthatisgrammaticallycorrect,butissaidwiththewrongmeaning.Forexample,whentalkingaboutpasttime,I’veoftenheardstudentssaysomethinglike:

✗I am living here for two weeks.•Thisisanentirelygrammaticallycorrectsentence,butit

hasapresentandfuturemeaning(ie I will be here for a total period of two weeks)ratherthanapastone–whichisoftentheintendedmeaningofthespeaker,ietheyshouldhavesaid: I’ve been living here for two weeks.

Extratask:repeatingthefor&since exercise•WhenstudentshavedoneGrammarexercise2,askthem

toclosebooksandrepeatitasanoraldrill.Calloutarandomtime,egI left schoolandthestudentsmustsaythephraseincludingfororsince.Forexample:

Teacher: I left schoolStudents: since I left schoolTeacher: about three hoursStudents: for about three hours

•Nowcontinuetheexercisewithnewtimes: two weeks ago,last July,New Year’s Day,I arrived in this

town,ages,I met you,the whole summer,last winter,months and months,I was born,many years.

3•Studentsworkontheirownandfindfourmistakesinthe

sentencesandcorrectthem.Theycanthencheckwithapartneranddiscusswhytheverbsareincorrect,beforeyoucheckwiththeclass.

1 Ihaven’tunderstoodanyofyourexplanation.3 Howlonghaveyouknownyourbestfriend?4 Howlonghaveyoubeenintheclassroom?6 Howlonghaveyouhadyourmobilephone? Becausetheyarestativeverbssotheyaren’tusedin

continuoustenses.

4•Pairwork.Studentsreadthequestions2–6inexercise3

toeachotherandanswerthemaboutthemselves.Theyshouldusetheexpressionsforandsinceintheiranswers.

5•Studentsnowchoosefivetimeexpressionsinexercise2

andwritetruesentencesaboutthemselvesoramemberoftheirfamily,usingthepresentperfectcontinuous(withforandsince).

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Moving 7a


What the lesson is aboutTheme Life-changing eventsSpeaking Discussing life-changing eventsListening Dialogue: interview with a

househusbandVocabulary MetaphorDid you know? Legal ages in England & Wales

If you want a lead-in …Introducingthetheme:life-changingevents• Brainstormphrasesconnectedwithlife-changing:birth,

death, getting engaged/married, having children, moving house, leaving school, going to university, getting a job, changing jobs, passing exams/driving test

•Ask students to say which of these life events they have experienced. Tell them to describe what they remember of one of these events to a partner.

Discussionstarters Methodology guidelines: Discussion starters, page xxi

• If you could change one of the following, which would it be: Where you were born; When you were born; Where you went to school; The subjects you studied at school?

Testbeforeyouteach:presentperfectcontinuous/metaphors

Methodology guidelines: Test before you teach, page xxi

•Tellstudentstolistenandmakenoteswhileyoutellastory.Warnthemthattheywillneedtoretellitafterwards.

•Drawa‘roadofmylife’ontheboardanddescribeyourlife(oranimaginarycharacter’slife)intermsofajourney,addingmoredetailstotheroadasyoutellthestory.Usebrieflabelstomarkplacesalongtheroad.SeethematerialsontheResource Discactivities7A(1)and7A(2)forexamples.IncludesomepresentperfectcontinuousandphrasesthatwillcomeupinVocabulary:metaphorexercise2.

•Examplestartforastory:I was born in Rio and I lived there for the first fifteen years of my life. Then I came to a crossroads. My parents moved to Recife and I had to decide whether to go with them or to stay. Well, I wanted to finish my education so I stayed on in Rio with my aunt …

Vocabulary: metaphor1 2.2•Tellstudentsthattheyaregoingtolistentoapoemfrom

The Lord of the RingsbyJRRTolkien.Drawtheirattentionfirsttotheglossaryunderneaththepoemandaskstudentstofindthewordstheyrefertointhepoem.

•Askstudentstoreadthepoemastheylistentotherecording.Elicitideasfromstudentsaboutthemeaningofthepoem.

•Youcouldthenaskstudentstoclosetheireyesandlistentothepoemasecondtime,beforeaskingthemtoreadthepoemoutaloudalongwiththerecording.

Ononelevel,thepoemisaboutajourneythatsomeonemusttake.However,itisalsoclearthatthejourneyisametaphorforlife.

2.2

TheRoadgoeseveronandonDownfromthedoorwhereitbegan.NowfaraheadtheRoadhasgone,AndImustfollow,ifIcan,Pursuingitwitheagerfeet,UntilitjoinssomelargerwayWheremanypathsanderrandsmeet.

Languagenotes:metaphor•Whenwecomparesomethingtosomethingelse,we

cansayX is like Y,egThat cloud is like a fish.Metaphorworksinasimilarway–butratherthansayingX is like Y,wesayX is Y,egTV is a drug.ThissectionoftheStudent’sBookfocussesonthemetaphorLife is a journey.

•Metaphorisaveryimportantwayofcreatingmeaning.Ineverydayconversation,weusemanymetaphorsandtheyaresocommonthatoftenwedon’texplicitlystatewhatthemetaphoris.Thesentencesinexercise2areexamplesofthis.Forexample,Her life was at a crossroads.onlymakessenseifyouaccepttheunstatedunderlyingmetaphorofLife is a journey.

•Studentsoftenmissmetaphoricalmeaningsandneedtohavetheirattentiondrawntoit.

•Youcouldaskstudentstothinkiftheyhaveanymetaphorsintheirownlanguage.(Butbearinmindthatitmaybehardforthemtorememberany.)

Culturalnotes:The Hobbit•ThissongappearsatvariousplacesthroughThe Hobbit

andThe Lord of the Rings,thefamousfantasybooksbyJRRTolkienaboutsmallcreaturescalledhobbitswholiveinMiddle Earth.BilboBagginssangthesongashelefttownonhis111thbirthday.

•TolkienwasaprofessorofEnglishLiteratureandAncientLanguages,suchasAnglo-Saxon,atOxfordUniversityfromthe1920sto1950s.Oneday,hemadeanoteonastudent’sexampaper:In a hole in the ground there lived a hobbit.Tolkiendidn’thaveanyideawhatahobbitwas,orwhatthewordsmeant!Butthiswasthestartofthemostfamousseriesoffantasybookseverwritten.Thefirstone,The Hobbit,waspublishedin1937.Thestoriesareveryinfluencedbyclassicalmythology.BecauseTolkienwasaprofessoroflanguage,heinventedfantasylanguagesforthedifferentracesinhisbooks.

2•Studentscanworkwithapartnerandtranslatethe

metaphorsintotheirownlanguage.•Alternatively,formultilingualclasses,theycouldtryto

expressthemeaningofthemetaphorsintheirownwords.

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7b Life changes


3 & 4 2.3•TellstudentsthattheyaregoingtoreadatextaboutViggo

Mortensen.Askthemiftheyknowwhoheis,whattheyknowabouthimandthefilmshehasbeenin,andiftheylikethem.

•StudentscompletethetextonViggoMortensenwiththephrasesinboldinexercise2.

•Studentsthenlistentotherecordingandchecktheiranswers.

1 tookanunexpectedturn2 theirseparateways3 atacrossroads4 moveon5 embarkedonanewstageofhislife6 noturningback7 tookoff8 anewdirection

2.3

ViggoMortensenspenthisearlychildhoodonafarminArgentina,but,attheageofeleven,hislifetookanunexpectedturn.HisparentsdecidedtogotheirseparatewaysandViggowenttoNewYorkwithhismother.Aftergraduatingfromuniversity,Viggo’slifewasatacrossroads.HechosetogotoEurope,butaftertwoyears,hedecideditwastimetomoveonagain.HereturnedtoNewYorkwhereheembarkedonanewstageofhislifeandbecameanactor.Hesoongotrolesinfilmswithtopdirectorsanditbecameclearthattherewasnoturningback.HiscareerreallytookoffwhenhestarredinThe Lord of the Rings. Ataboutthesametime,Mortensen’slifetookanewdirectionwhenhefoundedapublishingcompany.


ListeningThislisteningisaboutamanwhoisexperiencingalife-changingexperience,whenhegivesuphisjobtolookafterhisyoungson.Hetalksaboutthedisadvantagesandbenefitsofhischangeoflife.

1 2.4•Studentslistentotheinterviewandanswerthequestions.

1 Hehasgivenuphisjobtolookafterhisyoungson.2 Totally.Hedoesn’tgotoworkandcaresforhisson

allday.

2.4

I = Interviewer J = JeffI: Jeff,tellusaboutthechangeyou’vemadetoyourlife.J: Well,lastyear,Idecidedtogiveupmyjobandstayat

hometolookaftermylittleboy,Ben.I: Whydidyoudecidetoleaveyourjob?J: Mywifewentbacktoworkafterhermaternityleave,

sowehadtoputBenintoanurseryallday.Itwasreallyexpensiveandafterawhilewerealizedthataftertaxandtravelexpenses,wewerepayingmoremoneyinchildcarethanIwasearning.Itdidn’tmakemuchsense!Mywifeearnsalmosttwiceasmuchasme,soitwaseasytodecidewhoshouldstayathomeandlookafterBen.

I: Sobasically,itwasafinancialdecision…

J: …andapersonaldecision,too.Wefeltreallyguiltyaboutleavinghimforsomanyhourseveryday.Hewaschangingandlearningsomuchandweweremissingoutonitall.Andthenwhenhetookhisfirststepsatthenursery,andneitherofuswastheretoseeit–thatalmostbrokeourheartsandIdecidedthatsomethingsinlifeweremoreimportantthanwork.

I: SohowlonghaveyoubeenlookingafterBen?J: I’vebeenlookingafterhimforaboutsixmonthsnow.

Sincehisfirstbirthday–andhisfirststeps!I: Howhasitchangedyourlife?J: Oh,completely.Totally.Nomoretravelling,nomore

argumentswiththeboss.Inolongerhavetotravel40minuteseverymorningtogetintotheoffice,Idon’thavetoarguewithmybossorwastetimewithdifficultclients.Generally,I’vebeenfeelingmuchmorerelaxedsinceIgaveupmyjobandalthoughlookingafterasmallchildcanbeabsolutelyexhausting,Idon’tgetasstressedasIdidatwork.

I: So,youenjoybeingastayathomedad?J: Yes,Ido.Fromtheoutsideitcanseemlikeaveryboring

life.Thedaysarefullofwhatappeartobeboringjobs:shopping,cleaning,nappychanging!Butwithalittletoddleraround,itallturnsintoagame.Andhe’sgreatfuntobewith–he’sbeenlearningtotalkforthelasttwoorthreemonths,andit’sabsolutelyfascinatingwatchinghimpickupnewwords.

I: Don’tyoumissadultcompanyattimes?J: Ohyes,definitely!Itcanbereallytiringbeingwith

asmallchild,butthereareplentyofplaygroupsandtoddlersclubs.Thekidsgetonwiththeiractivitiesandthemumsanddads–muchmoremumsthandads,ofcourse–getachancetositdown,haveacupofcoffee,catchuponsomeadultconversation...I’vebeengoingtooneclubforaboutamonth,andI’vemadesomereallygoodfriendsthere.

I: Itcan’tallbegood,whataboutthebadtimes?J: Well,Bencanbedifficultattimes–whenhedecides

thathewantssomething,it’svery,verydifficulttochangehismind.Andtherearetimeswhenitcanbeverystressful,whenhe’sill,forexample.Andit’sverydifficulttogettimetomyselfduringtheday.MostdaysBensleepsforanhourorsoafterlunch–andthat’sgreat.Buttherearedayswhenhedoesn’tandhehastentimesmoreenergythanme.OnthosedaysI’mexhaustedbythetimemywifegetshomeandIfeellikeI’vereallybeenworkinghard–muchharderthanIeverdidattheoffice!AndIsupposethat,yes,Idomissmyjob.I’dreallyliketodomoreworkfromhome.ThelastcoupleofweeksI’vebeendoingsomeconsultancyworkintheeveningsandattheweekends,andI’vereallybeenenjoyingit.

I: Sodoyouthinkyou’llgobacktoworkonceBenstartsschool?

J: IimaginethatonceBenstartsschoolI’llwanttodosomething.ButIcan’timaginegoingbacktoafull-timeninetofiveofficejobagain.IwanttobetherewhenBengetshomefromschool.Idon’twanttomissoutonhischildhood.IhardlyeversawmyfatherwhenIwasachild.Idon’twantittobethesameforBen.

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Life changes 7b


Culturalnotes:listening•Childcareisageneraltermforlookingafterchildren,

maybebyaparent,anursery,achildminder,etc.•Adultcompanymeans‘otheradultsyouspendtime

with’(NBThereisnobusinessmeaninghere).•Anappyistheclothorpaperpantsachildwearsbefore

he/shelearnstouseatoilet.•Consultancyworkisgivingexpertadvicetoother

peopleorcompanies.•Maternityleaveisthetimethatawomancanstayaway

fromherjobwhenshehasababy.•Nurseryistheplacethataveryyoungchildcango

beforetheycangotoschool.Sometimesthewordalsoreferstoapartofahospitalfornewbornbabies.

2 2.4•Allowstudentsashorttimeforthemtoreadthequestions

firstbeforeyouplaytherecordingagain.•Theycouldthenchecktheiranswerswithapartnerbefore

youcheckwiththewholeclass.

1 Becauseitcostmoreinchildcarethanhewasearninginhisjob.

2 Becausesheearnedtwiceasmuchashim.3 Becausehehadtoleavehissonforsomanyhours

everyday.4 Foraboutsixmonths.5 Yes,mostofthetime,becausehissonisfuntobe

with.6 No,becauseitcanbetiringanddifficultattimes.7 Yes,hewould,whenhissonstartsschool,butnota

fulltimeofficejob.

3•Askstudentstofindtheexpressionsinaudioscript2.4

onpages140–141andunderlinethem.Tellthemtoreadsentencesimmediatelybeforetheexpressionssothattheycanfindoutwhichnounsthewordsinitalicsreferto.

1 it=spendingmoremoneyonchildcarethanhewasearning

2 it=theprocessoftheirson’sgrowingup(changingandlearning)

3 it =theirson’sfirststeps4 it =alltheboringjobs(shopping,cleaning,nappy

changing)5 that=whenBensleepsforanhourorsoafterlunch

4•Studentscandiscussthequestionswithapartner.

Speaking1•Pairwork.Studentslookatthelistoflife-changingevents

anddiscussthequestions.

2•Studentsimaginethattheyhavejustmadeabiglife

change,oriftheycan’tthinkofonetheycanuseoneoftheideasonpage127.Drawtheirattentiontothelistofquestionsandallowthemsometimetothinkcarefullyaboutthem.Theythenanswerthequestionsinnoteformaboutthelifechangetheyhavejustmade.

3•Pairwork.Studentsnowinterviewtheirpartnerabouttheir

lifechange.ReferthemtotheUseful languageboxtohelpthem.

•Youcouldthenaskstudentstoreportbacktotheclassanythinginterestingtheyfoundoutabouttheirpartner’snewlifestyle.

Did you know?1•Pairwork.Studentsreadtheinformationanddiscussthe

questions.

If you want something extra … Straightforward Teacher’s Resource Disc

at the back of this book

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7b Life changes


What the lesson is aboutTheme Stages in life; ageSpeaking Pairwork: discussing different stages

of life Groupwork: talking about changes in

students’ lifetimesReading Florrie prepares to celebrate her 113th

birthday. Newspaper article about an elderly lady looking forward to her birthday and talking about the past

Vocabulary Life stagesGrammar Present perfect continuous 2

If you want a lead-in …Discussionstarters

Methodology guidelines: Discussion starters, page xxi

• Are birthdays important?• Do you like celebrating your birthday or do you prefer to

keep it quiet?• What’s the best birthday you’ve ever had?• How will you/did you celebrate your 21st birthday? Your 50th

birthday? Your 100th birthday?• Do you hope to live to be very old?• ‘Life begins at 40’. Do you agree?

Pre-teachkeywords:introducingvocabulary–lifestages•(TodobeforeSpeaking & vocabularyexercise1.)•Writedownthelifestages(seeLanguage notes: life stages

below)onseparatecardsandthenmixuptheirorder.Pairwork.Studentsreorderthecardstomakealifestory.

•Alternatively,writethemontheboardinmixed-uporderandaskstudentstorearrangethem.

Speaking & vocabulary: life stages1•Studentsmatchthesentencestothepictures.

1E 2B 3D 4C 5G 6A 7F

Languagenotes:lifestages•Thelistbelowarrangesthevocabularyintypical

chronologicalorder(andaddsafewmore): new-born baby infant toddler child/schoolchild/youngster adolescent/teenager young adult parent thirty-something middle-aged person retired person/pensioner/senior citizen•A toddlerisachildwhotoddles,iehasjustlearntto

walk,withshortstepsandmanyfalls.•Aninfant isababyorquiteyoungchild.

2•Pairwork.Studentsusethewordsinboldinexercise1to

talkaboutpeopletheyknow.Theythentalkaboutthesepeoplewiththeirpartner.

3•Pairwork.Studentsdiscussthequestionswiththesame

partnerasinexercise2.

ReadingThearticleisabouttheoldestwomaninEngland,whoisabouttocelebrateher113thbirthday.Thearticletalksaboutherfamily,theexperiencesshe’shadinthedifferentstagesofherlife,andnewinventionsthatshe’sseeninherlifetime.

1•Tellstudentsthattheyaregoingtoreadanarticleabouta

womanwhoiscelebratingher113thbirthday.•Theydiscussthequestionsasaclass.Itmayhelpifyou

askthemtoimaginethattheyareherage,howtheywouldwishtocelebratetheir113thbirthdayandtothinkbacktothemajorinventionsofthelastcentury.

1 Therewillbeapartyathernursinghomewithfourgenerationsofherfamilytoastingherwithbuck'sfizz.

2 Shewasbornbeforetelephones,televisionsandwashingmachineswereinvented,andcarswereveryrarewhenshewasyoung.

2•Studentsreadthearticleandcomparethechangesthey

thoughtofwiththeonesinthearticle.TheythensaywhethertheythinkFlorriehadledahappylife.

Yes,shehasledahappylife.

3•Studentsworkontheirown,readthearticleagainandput

thetopicsintheorderinwhichtheyarementioned.

4 Florrie’schildhood5 herhusband1 Florrie’ssecretforalonglife2 Florrie’shealth6 thechangesthatFlorriehasseen3 preparationsforherbirthdayparty

4 Communication activities, Student’s Book pages 128 &

131•Pairwork.Studentsturntotheirrespectivepagesandask

andanswereachother’squestionsaboutFlorrie.Remindthemthatthisisamemorytestandthattheyshouldnotlookbackatthetextwhiletheyareansweringthequestions.

•Studentstakenotesoftheirpartner’sanswerstocheckthemagainstthearticlewhentheyhavefinished.

5•Studentsdiscussthequestions.

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7c Happy birthday


Methodology Builder 19The teacher reads aloud

• When students have done all the Reading exercises, say that you are now going to read the story aloud to them. Explain that the main purpose is just to listen and enjoy hearing a story read aloud – so they can relax, close their eyes or whatever they want to do, but add that you will make three small changes in your story – can they spot them?

• Let the room settle down and then read the story. Don’t rush it. Read in an interesting way, as if you were telling a good story to some friends. Keep your intonation lively and ‘punch’ some of the stressed syllables.

• Change three small details – including one near the start and one near the end, for example: 1 doesnotneedmedication>>>needsmedication 2 …wasborninLeeds…>>>wasbornin

London…3 …andsixgreatgrandchildren>>>…and

sixteengreatgrandchildren• At the end, check if students spotted the changes – but

don’t make a big thing out of them!Rationale• The reason for setting the ‘find three changes’ listening

task is just to keep them alert and not falling asleep! But the main reason for doing this teaching idea is just to let students hear an extended example of real English being spoken in class. Training courses may have made teachers wary of speaking too much in class – but when it’s ‘quality’ teacher talk – like reading a story in an interesting way, there’s nothing wrong with it at all. Students will subconsciously notice pronunciation features, grammatical patterns, etc, which will all help their own language. Many students have happy memories of having stories told to them when they were young. This may remind them of that a little.

Applying the idea• Use this idea with any texts with an interesting story.

Grammar: present perfect continuous 2Grammar box

Language reference, Student’s Book page 74 Methodology guidelines: Grammar boxes, page xxi

1•Studentscompletethetextwiththeverbsinthebrackets

inthepresentperfectsimpleorcontinuous.

Possible alternative answer is shown in brackets.1 havebeenarranging 2 havebooked 3 haveordered4 havebeenworking(haveworked) 5 havereceived6 havebeenplanning 7 hasbeenthinking 8 hasbought 9 haspersuaded

2•Pairwork.Tellstudentstolookatthepicture.Explainthat

thepeopleinitarepreparingforaparty.Theyhavefiveminutestowritedownasmanysentencesastheycanaboutwhatthepeoplehavebeendoingtopreparefortheparty.

•Elicitsentencesfromthestudentsandwritetheseupontheboard.Tellstudentsthattheyhaveonepointforeachcorrectsentenceandfindoutwhichpairhaswrittenthemostsentences.

Suggested answers (from left to right):1 He’sbeendoingthewashingup.2 She’sbeensettingoutthedrinks.3 She’sbeenarrangingtheflowers.4 He’sbeenorganizingthelights.5 He’sbeenchoosingthemusic.6 She’sbeensweepingthefloor.

Speaking1

Communication activities, Student’s Book pages 128 & 131•Groupwork.Dividetheclassintotwogroups(preferably

sixineachgroup).Forlargergroups,dividetheclassintotwoGroupAsandtwoGroupBs.GroupAturnstopage128andGroupBtopage131.

•Intheirgroups,studentsdiscussthequestions.Youcouldaskstudentstochooseonequestioneachandmakenotesoftheirgroup’sanswers.

2•Studentstaketurnstousetheirnotes.Referthemtothe

Useful languageboxtohelpthemandreportbacktotheclassontheirgroup’sdiscussion.



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7c Happy birthday


What the lesson is aboutTheme Problems, dilemmas and adviceSpeaking Pairwork: discussing three people’s

dilemmas Roleplay: giving advice about a

problemListening Dialogue: Lynn talks to Carl about

a dilemma at workVocabulary Exclamations with whatFunctional Giving advicelanguagePronunciation Intonation (feelings)

If you want a lead-in …Introducingakeyword:dilemma•DrawaquicksketchofJaneontheboard.Explainthat

shehasbeenofferedafantasticjobinNewYork–butoneweekbeforesheleaves,shemeetsthemanofherdreamsinEngland(youcouldaddasimplesketchoftheStatueofLibertyonherrightandagorgeousmanonherleft–andbigquestionmarksaboveherhead).Shethinksthat,finally,heistheonemanshewants.ButhewasrefusedaUSvisatwoyearsago–sohecouldn’tgotoliveintheStateswithher.

•Pointouttotheclassthatshehasaverydifficult,almostimpossibledecisiontomake:takethejobandlosethemanortakethemanandlosethejob!Bothchoicesareveryimportanttoher.Tellclassthatthisiscalledadilemma.

•Youcouldthenaskthemwhatadvicethey’dgivetoJane.

Discussionstarters Methodology guidelines: Discussion starters, page xxi

• Have you ever been in a position where you had to decide between two really good things … and you could only have one, not both? What did you do?

• How do you make difficult decisions? Do you think about them for a long time and choose the most logical option? Or do you make instant decision based on your feelings?

• When you have a difficult decision to make do you find it helpful to get advice from other people – or does that just confuse you?

• Are women better at giving and accepting good advice than men?

Testbeforeyouteach:givingadvice Methodology guidelines: Test before you teach, page xxi

•Prepareanumberofcards(enoughforonetoeachpairofstudents),eachwithoneoftheseproblemsonit:

1 You can’t decide whether to watch TV tonight or to go out and meet some friends. Ask for advice.

2 You are thinking of inviting friends for a party in your home, but you don’t know what you should do to organize it. Ask for advice.

3 You can’t decide whether to spend a lot of money on a second-hand car. It looks good, but you aren’t sure it’s working. Ask for advice.

4 You don’t know whether you should take an international English exam. Ask for advice.

5 You arranged to meet your friend at the cinema last night at 8pm, but you forgot to go! It’s the next day and you’ve just remembered. Ask for advice about what to do now.

6 Your friend has recently stopped coming round to see you. You are worried that you may have said something (or done something) wrong. What should you do? Ask for advice.

7 You want to buy a new music system – but you are a bit confused with all these CDs, mp3s, etc. You don’t know what’s best. Ask for advice.

•Pairwork,studentsAandB.GiveeachStudentAacard.StudentAnowtellshis/herproblemtoStudentBwhoshouldgivesomeadvice.Continuethedialoguealittle;everytimeStudentAsayssomething,StudentBshouldtrytooffermoreideas.

•Youmightwanttoelicitoneortwowaysforgivingadvicebeforestudentsdotheactivity(butavoidteachinganythingindetail).

•Whenstudentshavehadaminuteorsoroleplayingtheproblemontheirfirstcard,theycanhandthemonroundtheroom.StudentBnowhasagowithanewcard.

Introducingthetheme:dilemmas•Definitelyagoodtopicforapersonalanecdotetostart

thingsoff!Youcould(a)tellatruestoryaboutatimeinyourlifewhenyouhadtomakeadifficultchoicebetweentwothings;(b)telloneofthestoriesintheStudent’sBook,page72asifitwasyourownstory(studentswillbeamusedwhentheyseeitintheirbooklater);(c)telltheexamplestorybelowasifithappenedtoyou,thenletstudentsdiscussit.

When I was walking to school this morning, I saw an old man, he must have been about 70 or more, looking very confused at the side of the road. I asked him what was wrong and he said that he was lost. He was on holiday with his family and somehow he’d got separated from them. I asked him where he needed to go and he showed me a hotel key with an address. I told him how to get there – it wasn’t very complicated though it was a long way away – about 25 minutes’ journey there and he needed to change buses once. He said that it was a bit hard to remember and asked me if I could take him there. But school was going to start in 20 minutes and it would take me at least 50 minutes to go there and back. I asked a policeman nearby if he could help, but he said it wasn’t really police business and just suggested that I take him to the hotel. I didn’t know what to do. Should I help him or not?

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7d Dilemmas


Speaking1•Tellstudentsthattheyaregoingtoreadaboutthreepeople

whohavetomakesomedifficultdecisions.Allowstudentsplentyoftimetoreadandthinkaboutthesituations.

•Theycoulddiscussthesituationswithapartnerbeforedecidingasaclasswhichpersonhasthemostdifficultdecisiontomake.Tellthemthatthereisnoonecorrectanswer,buttheyshouldgivereasonsfortheiropinions.


Extratask:dilemmas•Ifyourstudentsenjoyedtalkingaboutthethreedilemmas,

youmightwanttosetthemanotheroneortwotodiscussinpairsorsmallgroups.Youcouldreadthestoriesaloud,orcopythemanddistributetextstostudents.

1 Luis works for a company that wants to open a small factory in Grito. It’s a very poor area and the factory will provide work for eighteen local people who are currently unemployed and very poor. ● But on the proposed factory site there are currently 25 shacks (very simple buildings made from old scraps of wood and metal) where about 80–90 people live.● If they have to move, they will have nowhere to live and will need to find a new location miles away. Should Luis recommend that they build the factory or not?

2 Branka works in the research laboratories of a large lighting company. Last week, she made a major discovery. She invented a light bulb that needs almost no electricity and never dies. It lasts forever! ● She knows that this would save money for millions of people around the world and would dramatically reduce power use, and help to save the world from global warming.● But, if she announces this discovery, her company could lose all its profits (because no one would ever need to buy light bulbs again). ● She is worried that the company will refuse to produce the product, and that, instead of being a hero, she will lose her job. What should she do?

Alternativetask•Distributethetexttoonlyonestudentineachsmall

group.Thisstudentshouldreadthestoryaloudonesectionatatime(pausingatthe ● marks).Aftereachpausestudentsshouldcommentonorreacttothestorysofar.Theirideasmaychangeasmoreofthestoryisrevealed.

Listening & functional language: giving adviceInthislistening, LynnisaskingherfriendCarltoadviseheraboutadilemma.Herbosswantshertogoonabusinesstriponthedaysheisduetogetmarriedandsheisn’tsurewhattodo.

1 2.5•Playtherecording.Studentslistenandanswerthe

questions.

1 Sheisworriedbecauseshehasbeenofferedapromotionatwork.Ifsheacceptsit,shewillhavetotravelonthedayofherwedding.Sheisworriedaboutherfiancé’sreaction.

2 Hesuggeststhat(1)shechangesthedateofherwedding,(2)shebreaksthenewstoherfiancégently,(3)shespeakstoherfiancé’sparents,(4)shespeakstoherboss

3 Sheacceptsallhissuggestions.

2.5

L = Lynn C = CarlL:Thanksforcoming,Carl.Ireallyneededsomeoneto

talkto.C:That’sallright.It’saboutyourpromotion,Isuppose.L:Howdidyouknowaboutthat?C:Well,Iknewyou’dapplied.Thebosswassmilingat

youallday.So,itdidn’ttakemuchtoputtwoandtwotogether.

L:No,Isupposeyou’reright.C:Well,anyway,congratulations,eh?L:Erm,thethingis,Ihaven’tdecidedifI’mgoingto

takeityet.C:What!Oh,comeon,Lynn.You’vegottobejoking.L: IknowIwantedthepromotionandallthat,butI’m

worriedaboutwhatTonywillsay.Youknowwhathe’slike.

C:Sowhat!Ithinkyoushouldtakeit!Imean,obviously!L:Well,yes,maybe,butit’snotsoeasy,youknow.The

firsttriptheywantmetogoonisthesamedayasourwedding.Andtheysayitcan’tbechanged.

C:So,whydon’tyouchangethedateofthewedding?L:Ohno,Icouldn’t.He’llgoballistic!C:No,hewon’t.Notifyoubreakthenewsinaniceway.

Whatyouneedtodoisexplaintohimhowimportantthisistoyou.Youknow,niceandgently.

L: IsupposeIcouldgiveitago.C:Hmm,Itellyouwhat.Haveyouthoughtaboutspeaking

tohisparentsfirst?Getthemonyourside–thatwon’tbedifficult.Andthen,whenbothyouandTonyarewithhisparentsattheweekend,mentionitthen.

L:Oh,yeah.Ihadn’tthoughtofthat.Whatagoodidea!C:Youknowhowhealwaysagreeswithhisfather.So.

Thereyougo.Problemsorted.AndifIwereyou,I’dcallthemrightnow.

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7d Dilemmas


L:Now?C:Yes,whynot.Notimelikethepresent.L:Yes,ofcourse,you’reright.Butnotrightnow,OK.Ina

bit.C:Yeah,OK.Hey,youknowwhat?I’vejusthadanother

idea.Haveyoutoldthebossaboutthedateofyourwedding?Imean,maybe,justmaybe,theycouldchangethedatesforthattrip.

L:No.Ididn’ttellhim.It’snothisproblem,isit?C:Well,maybeitis.Imean,there’snoharmintellinghim,

isthere?Heishuman.L:Doyoureallythinkthat’sagoodidea?Itdoesn’tsound

veryprofessional,doesit?C:Ofcourseit’sagoodidea!Youdon’tgetmarriedevery

dayofyourlife!Tellhim!Whynotgoandseehiminthemorning?

L:Ohno,Iwouldn’twanttodothat.Inthemorning?Definitelynotagoodidea.Youknowwhathe’slikeinthemorning.

C:Yeah,maybeyou’reright.Butafterhe’shadafewcoffees,then.

L:Allright,you’vetalkedmeintoit.I’llgiveitago.

2 2.5•Studentslistentothedialogueagainandcompletethe

sentencesincolumnAwithaphrasefromcolumnB.

1f 2b 3c 4e 5a 6g 7d

3•Askstudentstofindthephrasesinaudioscript2.5on

page141.Tellthemtousethecontexttoexplainwhatthephrasesmeanintheirownwords.

1 Well,yes,maybe,but…2 Ohno,Icouldn’t.3 IsupposeIcouldgiveitago.4 Ihadn’tthoughtofthat.5 Yes,ofcourse,you’reright.6 Doyoureallythinkthat’sagoodidea?7 Iwouldn’twanttodothat.

4•Studentsrearrangethewordstomakepiecesofadvice.

1 Whydon’tyoutakeherouttodinner?2 There’snoharminaskingherwhatshewants.3 IfIwereyou,I’dgethersomeflowers./I’dgether

someflowersifIwereyou.4 Whatyouneedtodoistakeherawayforthe

weekend.5 Ithinkyoushouldgethersometicketsforthetheatre.6 Haveyouthoughtaboutgivingheragiftvoucher?

Languagenotes:givingadvice•Thesentenceheadsinthislessoncanbeorganizedinto

strongerandweakerones.Thisisshowninthetablebelow(togetherwithtwomoreexponentsnotintheexercises).

stronger

weaker

1 You should/shouldn’t … 2 I (don’t) think you should … 3 What you need to do is … 4 If I were you, I’d … 5 Why don’t you …?6 Have you tried …?7 What about … ing?8 Have you thought about …?9 There’s no harm in …

•Thethreeexponentstowardsthetopofthetablesuggestastrongopinionfromthespeakerthatthelistenershoulddoorneedstodowhattheyaretold.Thespeakeristalkingwithcertaintythattheyknowthebestthingtodo.

•Inexample2inthetableabove,theverbthink hassomesofteningeffectonshould.

•Inexample4,thespeakerisimaginingwhattheywoulddoiftheyfoundthemselvesinthesamesituation.

•Examples5–9inthelowerpartofthetablearelessstrongandareclosertosuggestions.Thespeakerisofferingpossibleideas,butwithoutsuggestingthatthelistenermustdothem.Infact,thearrowsmarkingstrongerandweakercouldperhapsalsobelabelledadvice andsuggestions respectively.

•Whenspeaking,advicecanbemadetosoundstrongerorweakerbyusingintonation,volume,eyecontact,facialexpression,etc.Withstudentsyoucouldpractiseshortdialoguesusingthesameexponents,butvaryingtheamountofstrengthintheadvicebyvaryingtheotherfactors.

•Aswithallfunctionalareas,therearemanyotherpossiblewaysthatthefunctioncanbeachieved.Ineverydaylife,muchadviceisgiveninquiteobliqueways,forexample,byusingstatementsofinformation,forexample:

A:I need a really peaceful holiday. I don’t want to be above a disco like last time.

B:The north shore of Lake Balaton is much quieter than the south one.

5•Studentsworkinpairstodiscusswhatthesituationis

aboutinexercise4.Theysaywhathashappenedandwhythepersonisgivingtheadvice.

Possible answer:Someoneisgivingadvicetoafriendaboutwhattodoforaspecialoccasionforanotherfriend.

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Dilemmas 7d


6•Pairwork.PutstudentsintoAandBpairsandtellthem

toturntotheirrespectivepagesandreadtheinformationabouttheirroles.

•StudentBthengiveshisorherpartneradviceabouttheproblem.

7•StudentskeeptothesameA/Bpairing,butthistime

StudentAgivestheadvice.Tellthemtoturntotheirrespectivepages,readthenewinformationanddotheroleplay.

Extratask•Ifyoudidn’tusetheTest before you teachactivityatthe

startofthislesson,itwouldmakeagoodextrapracticeactivityaftertheroleplay.

Vocabulary: exclamations with what1•Studentsmatchthecommentstoanappropriateresponse.

Possible alternative answers are shown in brackets.1e 2h 3g 4b 5c(f) 6f(c) 7d 8a

Languagenotes:exclamationswithwhat•Theseexpressionsfollowthestructure:

•Notehowaandanareonlyusedwithsingularcountablenouns,thuswehaveWhat a shame!(not✗What shame!)andWhat bad luck!(not✗What a bad luck!).

Whatarelief!meansthatyouthoughtsomethingwasgoingtobebad,butitisn’tandyoufeelrelieved.

Whatanightmare!means‘somethingis/wasterribleorextremelyunpleasant!’

Whatanuisance!means‘Itwasannoying’. Whatashame!means‘Thatwasunfortunate’. Whataday!/Whatanight!means‘Thatwasareally

greatday/night!’Theseareusuallybothverypositiveexpressions–thoughtheycanbeusedtosaythatsomethingwasterribleorawful(forexampleadoctorendingastressfulfourteen-hourovernightshiftmightsay‘Whatanight!’)NBUnlikealltheotherexpressions,thewordWhatisusuallythemoststressedwordinthese.

•Aswellasbeingusedwithinsomeone’sstory,theseexpressionsalsoworkwellasdialogue‘oilers’,ietheyhelpalistenertoshowinterestandunderstandingofaspeaker,andencouragehimtocontinuetellingastory,eg:

A:So after six hours we finally arrived at the airport! B:What a relief! A:But the travel rep had given up waiting for us and

driven back to Granada! B:Oh – what a nuisance! A:So there we were – no money, no directions, no mobile

phones … B:What a nightmare!•Youcoulduseshortdialogueslikethistoprovide

studentswithmorepracticeinintonation.Modelthedialogueyourselfandaskstudentstorepeatit.

•What a mess! canalsobeused(withtherightcontextandintonation)asifgivinganorder,egmeaning‘Tidythisupnow!’.

Methodology Builder 20Instant oral repeat of written exercise

• Get students to do Vocabulary exercise 1 as in the Student’s Book. Check that students have got it right.

• Once the checking is over, ask students to close books. Immediately repeat the exercise as a quick oral exercise by randomly calling out cues, saying them with appropriate intonation, as if you are the speaker, eg: Soshe’slostherjob,herhusband’sleftherandnowshe’sbrokenherleg.

• Students must then call out the correct response – again with good believable intonation. When you’ve got a reply from the whole class, you could try repeating just a short piece of the cue to single students to get some individual practice, eg Nowshe’sbrokenherleg!

• When you’ve used up all the questions from the exercise, go on and spontaneously invent a few more yourself, eg Ohno–I’veleftallmybooksathome!Let’shaveamealouttogethertonight!etc.

Rationale• Often doing an exercise once just isn’t enough for

students to really learn something. The first time is just that – a first meeting. To become comfortable with new items students need to see these items again and again – so it can be very useful to repeat a task in a slightly different way.

Applying the idea• Use this idea with most other vocabulary and

grammar exercises.

2•Pairwork.Tellstudentstoreadtheexclamationsand

discussinwhatkindofsituationssomebodywouldsaythesethings.

•Youcouldaskthemtowriteupcommentsandresponsesasinexercise1,andthenelicitexamplesfromtheclass.

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7d Dilemmas


Pronunciation: intonation (feelings)1 2.6•Studentslistentotheextractandchoosethebest

explanationforthewordwhatinCarl’sresponse.

3 I’mreallysurprised.

2.6

L = Lynn C = CarlL:Erm,thethingis,Ihaven’tdecidedifI’mgoingtotakeit

yet.C: What!Oh,comeon,Lynn.You'vegottobejoking.

2 2.7•Tellstudentsthattheywillhearthethreewordssaidwith

feeling.Theythenmatcheachofthesewordstoafeelingfromthebox.

1surprise 2interest 3anger

2.7

1 hello2 right3 yes

3•Studentspractisesayingeachofthethreewordsin

exercise2withasmanydifferentfeelingsastheycan.



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Dilemmas 7d


7 Review Student’s Book page 154

1

1 known2 beengoing3 had4 beenworking5 beenthinking6 spoken7 beenwaiting

2

Possible alternative answer is shown in brackets.1 havebeen2 havebeenpreparing3 havebeenbuilding(havebuilt)4 ’vefinished5 havebeenpolishing6 havearrived7 havebeenworking8 hasreturned

3

1 since2 for3 since4 since5 for6 for

4

Possible alternative answer is shown in brackets.1 thought2 been3 should4 were5 harm6 have(need)7 Why

5

Students’ own answers

6

1upto 2for 3off 4through 5on

7

1d 2e 3f 4a 5c 6b

8

Students’ own answers

7 Writing Workbook, page 77

Sample answer:

Useful phrases are underlined below.

DearSarah,Ithinkit’sgreatthatyou’vestartedyourownbusinessandthatthingsaregoingsowellandIunderstandthatitmustbedifficulttobalanceeverythingwhenyouhavetwoyoungchildren.ThefirstthingIwoulddowouldbetotryandfindanassistantwhocanhelpyouwithyourbusiness.I’msuretherearelotsofpeoplewhowouldlovetoworkwithyou.However,ifthisisn’tpossible,thenI’dthinkaboutputtingyourbusinessonholduntilyourchildrenareolder.Remember,yourchildrenwillonlybeyoungonceandyoureallydon’twanttomissoutonthisspecialtime.Ithinkyoumightfindthatasyourchildrengrowupyouwillhavemoretimeandyouwon’thavetowaittoolong,youmayevenfindthatyourchildrenwanttohelpyoumakingthejewellery.

Finally,whateveryoudecide,discussitwithyourhusbandandmakesureheunderstandsyourdecision,itwillmakeiteasierforhimtogiveyouanysupportyouneed.Goodluck!Danni

Answer key

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7a moving - macmillan straightforward · 2011-12-06 · • a moving experience: if something moves...

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