B2

BIG PictureTheUPPER intERmEdiatE teacher's Book

www.richmondelt.com/thebigpicture

SHEILA DIGNEN

Series editor: Ben GoldSteIn

147283 _ 0001-0005.indd 1 04/06/12 12:25

Contents

58 St AldatesOxfordOX1 1STUnited Kingdom

© Richmond / Santillana Educación S.L., 2012

ISBN: 978-84-668-1066-1D.L.

Printed in Spain

All rights reserved.No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright holders.

Publisher: Deborah TrickerManaging Editor: Mary ToddEditorial Team: Eleanor Clements, Rachel EdgeProofreader: Brigit Viney

Cover Design: Lorna HeaslipDesign & Layout: Dave Kuzmicki, Lorna Heaslip

Cover Photo:Big apple at sunset, Fotolia © dell # 9950038

We would like to thank the following reviewers for their valuable feedback which has made The Big Picture possible. We extend our thanks to the many teachers and students not mentioned here.

(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil): Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps; (Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger, Sarah Stats; (Mexico): Emma Dominguez, Melissa Ferrin, Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams, Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo, Karen Dyer, Gabby Maguire, Fiona McClelland, Karin Rickatson, Eva Sabater, Almudena Verdugo Valcarce, Merce Vilarrubias, Andy Walsh; (UK): Cathy Ellis, Howard Smith, Jonathan Stoddart

Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased to make the necessary arrangements.

147283 _ 0001-0005.indd 2 17/05/12 16:03

Student's book contents page 4

Introduction page 6

1 Social networks page 14

2 Experts page 23

3 Survival page 31

Review a page 40

4 Reinvention page 42

5 Food for thought page 50

6 That's entertainment! page 59

Review b page 67

7 Society and you page 70

8 Crime and punishment page 78

9 Luck and fortune page 87

Review c page 96

10 Value for money page 99

11 Technology page 107

12 Out of the ordinary page 115

Review d page 123

Writing bank page 126

Grammar reference answer key page 128

Workbook answer key page 129

Track listing page 136

Contents

147283 _ 0001-0005.indd 3 17/05/12 16:03

Student's book contents

4

147283 _ 0001-0005.indd 4 17/05/12 16:03

Student's book contents

5

147283 _ 0001-0005.indd 5 17/05/12 16:03

6

Introduction

What’s the bIg Idea?

1 The Big Picture is... visual. Due to the growing importance of images in today’s digitalised world, we are all becoming more visually literate. This has important implications for language teaching: images used in the classroom should not be merely decorative or illustrative, but should play an active role in the learning process. In The Big Picture, visual material is used to engage learners, stimulate language and help cross language borders. Class activities develop students’ critical thinking skills by encouraging them not only to describe images, but also to interpret and discuss them.

2 The Big Picture is... international. As its name suggests, The Big Picture aims to take a broader view of the study of English in today’s world. The status of English as an international language means we need to consider cultural contexts not only from the traditional English-speaking world but from a variety of different global situations. The Big Picture is built around global topics and cultural material which are both stimulating and immediately relevant to learners’ lives and experiences.

3 The Big Picture is... about real lives. The course aims to make English language learning accessible by grounding tasks in real-life situations. Speaking and writing tasks are designed not only to practise key structures, but to simulate real-life contexts which learners may encounter outside the classroom. Similarly, The Big Picture challenges stereotyping and presents positive, sympathetic role models both in the voices heard in the audio material, and in the choice of cultural information made available to students.

4 The Big Picture is... about real language. Vocabulary panels at the start of each unit are designed to highlight the high-frequency words and expressions that students will need in the wider world. New structures are always presented and practised in context, facilitating language acquisition and encouraging students to see grammar as a natural and integral part of language learning. In addition, functional language sections promote the acquisition of phrases and conversation strategies to help students perform effectively in the real-life contexts they find themselves in when they leave the classroom.

Workbook

The Big Picture Workbook offers further practice of the vocabulary and grammar presented in each unit of the Student’s Book. Additional topic vocabulary is presented and practised in regular Vocabulary extension sections, which supplement the vocabulary building strand of the Student’s Book. Target language is combined in Bring it together activities, providing further, contextualised practice.

Each unit also contains a double-page Skills development section, with carefully staged activities to help students discover and develop strategies to improve their listening, reading and writing.

Four Progress tests give students the opportunity to review the language they have learnt, evaluate their progress and identify any areas of difficulty.

Student’s Audio, for use with the Workbook, is provided on CD and online, with full transcripts in the back of the Workbook.

For further information and sample material from the Workbook, please see page 13.

teacher’s book

The Big Picture Teacher’s Book provides full teaching notes with point-of-use answer keys and transcripts. Aims panels at the start of each unit contain a summary of the learning outcomes and language skills for that unit. Lead-in sections suggest activities and warmers to set contexts and elicit language, while Background notes offer extra information about the Student’s Book content.

Throughout the Teacher’s Book, Extra activity, Mixed ability and Alternative task sections provide additional ideas and activities to consolidate and extend Student’s Book material, as well as ideas for adapting lessons to suit different abilities and class profiles. Clearly signposted Grammar notes supply useful information on form, usage and pronunciation to aid grammar teaching.

Answer keys for the Student’s Book Grammar reference and the Workbook are included at the back of the book.

Class audio

The Class Audio CDs include all the listening material from the Student’s Book. A wide range of genres and accents keeps students engaged and helps them to develop their listening skills.

COURse COMPONeNts

student’s book

The Big Picture Student’s Book provides 90–120 hours of classroom material. The Student’s Book is divided into 12 topic-based units, each with six self-contained lessons and a unit review (approximately ten hours per unit).

The first lesson in each unit uses high-impact images to introduce the topic and present core vocabulary, engaging students from the outset. The following three lessons present and practise key vocabulary and grammar through integrated skills work. The final lessons focus on language output: functional language for practical, everyday situations and an extended speaking or writing task, which combines the language and skills from the unit in a final ‘big picture’ task.

The Student’s Book provides students with ample opportunity to review target language. The grammar syllabus is supplemented by an interactive Grammar reference, which can be used for additional practice in class, for homework or for self study.

Vocabulary, grammar and functional language are recycled in one Review section per unit, and in Bring it together sections which combine language from the previous three units in skills-based tasks. Self-assessment questions encourage students to reflect on what they have learnt and evaluate their knowledge and competencies.

The Writing bank provides additional writing tasks to ensure that there is one extended writing section per unit. The Communication bank contains material for a variety of interactive activities, including role plays and jigsaw readings.

To ensure full exploitation of listening material, selected transcripts are provided at the back of the Student’s Book, with full Class Audio transcripts available online at www.richmondelt.com/thebigpicture.

For further information and sample material from the Student’s Book, please see pages 8–12.

the big picture the overall perspective on a situation or issue; the whole situation, including all the things that are related to it: We need to think about the big picture here.

147283 _ 0006-0013.indd 6 17/05/12 16:03

7

Introduction

3 The Big Picture is... about real lives. The course aims to make English language learning accessible by grounding tasks in real-life situations. Speaking and writing tasks are designed not only to practise key structures, but to simulate real-life contexts which learners may encounter outside the classroom. Similarly, The Big Picture challenges stereotyping and presents positive, sympathetic role models both in the voices heard in the audio material, and in the choice of cultural information made available to students.

4 The Big Picture is... about real language. Vocabulary panels at the start of each unit are designed to highlight the high-frequency words and expressions that students will need in the wider world. New structures are always presented and practised in context, facilitating language acquisition and encouraging students to see grammar as a natural and integral part of language learning. In addition, functional language sections promote the acquisition of phrases and conversation strategies to help students perform effectively in the real-life contexts they find themselves in when they leave the classroom.

Workbook

The Big Picture Workbook offers further practice of the vocabulary and grammar presented in each unit of the Student’s Book. Additional topic vocabulary is presented and practised in regular Vocabulary extension sections, which supplement the vocabulary building strand of the Student’s Book. Target language is combined in Bring it together activities, providing further, contextualised practice.

Each unit also contains a double-page Skills development section, with carefully staged activities to help students discover and develop strategies to improve their listening, reading and writing.

Four Progress tests give students the opportunity to review the language they have learnt, evaluate their progress and identify any areas of difficulty.

Student’s Audio, for use with the Workbook, is provided on CD and online, with full transcripts in the back of the Workbook.

For further information and sample material from the Workbook, please see page 13.

teacher’s book

The Big Picture Teacher’s Book provides full teaching notes with point-of-use answer keys and transcripts. Aims panels at the start of each unit contain a summary of the learning outcomes and language skills for that unit. Lead-in sections suggest activities and warmers to set contexts and elicit language, while Background notes offer extra information about the Student’s Book content.

Throughout the Teacher’s Book, Extra activity, Mixed ability and Alternative task sections provide additional ideas and activities to consolidate and extend Student’s Book material, as well as ideas for adapting lessons to suit different abilities and class profiles. Clearly signposted Grammar notes supply useful information on form, usage and pronunciation to aid grammar teaching.

Answer keys for the Student’s Book Grammar reference and the Workbook are included at the back of the book.

Class audio

The Class Audio CDs include all the listening material from the Student’s Book. A wide range of genres and accents keeps students engaged and helps them to develop their listening skills.

Vocabulary, grammar and functional language are recycled in one Review section per unit, and in Bring it together sections which combine language from the previous three units in skills-based tasks. Self-assessment questions encourage students to reflect on what they have learnt and evaluate their knowledge and competencies.

The Writing bank provides additional writing tasks to ensure that there is one extended writing section per unit. The Communication bank contains material for a variety of interactive activities, including role plays and jigsaw readings.

To ensure full exploitation of listening material, selected transcripts are provided at the back of the Student’s Book, with full Class Audio transcripts available online at www.richmondelt.com/thebigpicture.

For further information and sample material from the Student’s Book, please see pages 8–12.

Learning Platform

An online Learning Platform is available to all users of The Big Picture. The platform brings together key elements of formal and informal learning. Extensive interactive activities give further practice of the grammar, vocabulary, pronunciation and functional language from each unit of the Student’s Book. Scores for these activities are tracked and recorded in a gradebook, allowing teachers to monitor their students’ progress.

The Learning Platform also includes informal learning features such as regularly updated games, a monthly podcast and The Big Picture Blog. Every month a picture is added to the blog, along with a description of the picture written by one of the course authors. Students are invited to participate in the Big Picture community by writing their own descriptions of each picture, an engaging activity which also provides valuable practice for writing and picture description tasks.

The Learning Platform offers total flexibility for teachers. Teachers can simply give their students access to the platform to practise English outside the classroom at their own pace. Other teachers may wish to use interactive features such as the forum or the library to communicate with their students. For teachers wishing to set online activities as homework, the gradebook provides information on when a student started and finished an activity, as well as activity scores. Teachers can see the scores of individual students and the class as a whole.

test studio

The Big Picture Test Studio provides teachers with a wealth of test items, allowing them to monitor their students’ learning as they work through the course. The Test Studio is highly flexible: teachers can select which blocks of units they want to test, as well as which of the four skills they would like to include. A choice of five different question types ensures that tests are easily adapted to suit students’ needs, from quick progress tests to exam preparation. In addition, teachers can decide how to output the test – on paper or online.

digital book

The Big Picture Digital Book offers a complete digital version of the course for use on any interactive whiteboard. An optional resource for language presentation and practice in class, the Digital Book provides one-click access to audio, keys, teaching notes and extra activities.

COMMON eUROPeaN FRaMeWORK

Complete CEFR mapping documents listing objectives and competencies by level and unit are available online. See www.richmondelt.com/thebigpicture.

147283 _ 0006-0013.indd 7 17/05/12 16:03

8

Introduction

Core lexical items from each topic are highlighted in the Key vocabulary panel. The language presented here forms the basis of the unit vocabulary and is recycled in extension tasks throughout the unit.

Each unit opens with one or more high-impact images which engage students with the topic from the outset. Students are encouraged to think critically, not only describing, but also interpreting images.

Notice boxes appear throughout each unit, highlighting key points that emerge from language analysis or skills work. They draw attention to language items which are of particular interest because they are frequent, problematic or have multiple meanings.

Initial questions seek out a personal response from students, inviting them to find a link between the images and their own experience.

spread 1 spreads 2, 3 & 4

147283 _ 0006-0013.indd 8 17/05/12 16:03

9

Introduction

Grammar sections are carefully staged. Students begin by reflecting on the target language and interacting with the Grammar panel. They then practice the grammar in contextualised tasks, before consolidating their knowledge by using the new structures to discuss relevant topics as a class.

Clear aims introduce students to the structures and learning outcomes covered in each lesson.

Reading texts explore a wide range of genres, including print and online texts such as blogs, emails, literary extracts and adverts. Most texts have been adapted from authentic sources. Students often read the text first for general information and then again to answer more specific questions.

A double-page spread usually finishes with a speaking task which rounds up the lesson with a personalised focus, allowing students to make use of the language they have learnt in a real-life context.

spreads 2, 3 & 4

Grammar panels encourage students to notice key aspects of a given structure and actively discover the rules for themselves. The panels are kept brief, with cross-references to further explanations and practice tasks in the interactive Grammar reference section.

147283 _ 0006-0013.indd 9 17/05/12 16:03

10

Introduction

Listening texts are varied and engaging, covering a range of genres such as radio programmes, podcasts and voxpop monologues. Students listen for gist and then for more detailed information. Students are often asked to refer to the transcript to check understanding.

spreads 2, 3 & 4 spread 5

Vocabulary sections focus on lexical sets as well as common combinations of words such as collocations, word families and fixed expressions. New vocabulary is presented in clear contexts, often with visual aids to help acquisition.

Integrated pronunciation sections practise individual sounds as well as stress and intonation patterns. Native speaker models are usually provided but international intelligibility is the principal aim throughout.

147283 _ 0006-0013.indd 10 17/05/12 16:03

11

Introduction

Well-staged preparation tasks guide learners towards the final outcome, while developing micro-skills and strategies. Students are encouraged to work together to negotiate the task goals, often looking back to topics seen earlier in the unit for ideas.

Functional language pages focus on the practical English phrases and expressions that learners will need in everyday situations.

This section highlights the useful language learners need to complete the tasks.

Learners listen to a common, real-world situation which provides the context and acts as a model for their output. Again, images are often used to help learners relate to the topic.

Each unit culminates in an extended speaking or writing task. Language and skills work from earlier lessons is brought together in a fun, ‘big picture’ activity.

Learners carry out the task and listen to and/or read one another’s work. Class discussion activities allow students to compare their approaches and provide feedback.

spread 5

Intonation and stress panels encourage learners to listen for intonation and stress patterns in spoken English.

Students make use of the language focus and model in practical, communicative activities, creating their own contextualised conversations.

147283 _ 0006-0013.indd 11 17/05/12 16:03

12

Introduction

Bring it together pages are characterised by a ‘big picture’ approach, with activities which bring together language and skills work seen over three units to give learners a broader perspective and alternative contexts.

Every three units there is a Review section with a one-page review per unit, allowing learners to recycle target language and structures. Varied tasks and an emphasis on classroom interaction make these sections dynamic and communicative.

At the end of each Review, learners are invited to complete a Quick check self-assessment section. They are encouraged to think critically about their learning strategies and ways of developing or improving them.

Looking back sections give learners an opportunity to reflect on what they have looked at in the unit and think about what else they would like to study in relation to the topic.

147283 _ 0006-0013.indd 12 17/05/12 16:03

13

Introduction

Vocabulary extension sections present and practise additional topic vocabulary.

Vocabulary and grammar presented in each unit of the Student’s Book is reviewed and recycled in the Workbook. Staged activities focus on both form and usage, building learners’ confidence in using new language.

Strategy boxes highlight practical strategies to help learners improve their listening, reading and writing.

Each unit in the Workbook includes a double-page Skills development section. In addition to further practice of functional language from the Student’s Book, key skills for listening, reading and writing are practised, using a variety of engaging texts and genres.

Each Vocabulary and Grammar section in the Workbook builds up to a Bring it together section, a ‘big picture’ activity which offers contextualised practice of all target language from the unit.

147283 _ 0006-0013.indd 13 17/05/12 16:03

14

Social networks1

Keyvocabularypages4–5

Lead-in

Focusonphotoaandaskstudentstodescribewhatishappening.Buildupadescriptionasaclass,andencouragestudentstousewordsotherthanperson andpeople torefertothepeopleinthephoto,e.g.players, team-mates, sportsmen. Putstudentsintopairstodothesamewiththeremainingphotos.Stoptheactivityafterfiveminutesandaskpairstosharetheirdescriptionswiththeclass.

1 aFocusonthetitleoftheunitandcheckthatstudentsunderstanditbeforetheyworkinpairstolookatthephotosandanswerthequestions.Askpairstoreportbacktotheclass.

Answers1 Photo a – playing a team sport; Photo b – getting married;

Photo c – meeting friends; Photo d – having a family meal; Photo e – playing in an orchestra; Photo f – working.

2They all show different kinds of relationships.

bReferstudentstoAintheKeyvocabularypanel.Studentscompletethetask.Elicitarangeofanswersfromtheclassanddiscussanydifferencesofopinion.Modelpronunciationofacquaintanceandcolleague.ReadtheNoticeboxwiththeclass.

Possibleanswers1 boss is a general word for anyone in charge of other people;

a line manager is the person directly above you at work2your parents are your father and mother; your parents-in-law

are the parents of your husband or wife3an acquaintance is someone you know, but not very well; a

stranger is someone you have never met4a passenger is someone travelling on a bus, train, plane, etc.; a

passer-by is someone walking past you in the street5a colleague is someone you work with; a team-mate is someone

you play in a sports team with6a couple is two people who are married or who are having a

romantic relationship; your partner is your husband, wife, boyfriend or girlfriend

7a close friend is someone you know very well; your best friend is your closest friend

8a flatmate is someone you share a flat with; a classmate is someone in the same class as you

Studentswillpractise...• auxiliary verbs• past participles• reflexive pronouns

andtheywilllearnhowto...• talk about profile pictures• talk about banning websites• talk about family & friends

PossibleanswerscontinuedImagesateam-matebcouple, partner, parents, parents-in-law, close friend, best

friend (among the guests)cstranger, passenger, passer-by, close friend, best frienddparents, coupleecolleague, classmatef boss, line manager, colleague

2 Usethephotostoteachcelloandhandball,andpre-teachguy(man)andconstruction(building).Playtheaudio.Studentslistenandmatchthespeakerstothephotos.

Answers1 c 2 f 3 d 4 e 5 b 6 a

1.1 Speaker1This photo reminds me of me and my friends. We always meet up in the station when we go out because we all get the train into town. I’m not sure what’s happening here though... The girls look like close friends, but the guy might just be, er, a passer-by, asking for directions or something.Speaker2There’s a lot of building work in Nigeria at the moment, and my job is organising construction teams. I’m really busy all the time... so most of my friends are work colleagues. That’s true for a lot of people, isn’t it? The only time I see my other friends is when I run into them, you know, at the supermarket or places like that.Speaker3Ah yes, I love having a family meal like this. Looking after two young children is a lot of work, but it’s fun, too. I’m lucky because I get a lot of help from my husband’s family – although my mother-in-law’s always calling, you know, to ask about the children!Speaker4I’ve played the cello all my life and on Wednesdays I practise with a group of musicians. It’s pretty informal – you don’t have to come every week, you can just turn up when you like. Sometimes everybody comes and the hall’s really crowded! I get on well with the other players – there’s one guy in particular who I’ve been talking to a lot... I think he’d like to ask me out... but he’s a bit shy!

147283 _ 0014-0022.indd 14 17/05/12 16:17

15

Speaker5When I split up with my last boyfriend I thought I’d never meet another nice guy. But a few months later, a friend introduced me to Roman. We got on so well and had so much in common that six months later we decided to get married. This is our big day. We invited everyone we knew – friends, family, in-laws, colleagues, er... ex-flatmates… It was the best party I’ve ever been to.Speaker6This is my favourite sport. I play for a, er, a handball team in Germany. It was a natural decision for me because my father was a handball player too, and he taught me about the sport... The thing I like best about it is my team-mates. We play together, we go out together… It’s great. I get on really well with all the guys in the team.

3 Studentsworkinpairstomatchthephrasalverbstothedefinitions.

Answers1 ask out 2 split up (with) 3 run into 4 get on (with) 5turn up 6 meet up (with)

4 aStudentscompletethesentenceswiththephrasalverbs.

Answers1 meet up 2 run into 3 turn up 4 ask (me) out 5split up 6 get on

bPlaytheaudioagainforstudentstolistenandcheck.

Extraactivity

Writethesesentencesontheboard:

1 He can remember when he first asked her out.

2 I ran into some friends after work.

3 Only five people turned up for practice.

Askstudentstomatchthesentencestothreeofthephotos(1b,2c,3a/e).Focusonthesentencesandask:Which one doesn’t have an object?(3)Which has the object after the phrasal verb?(2)Which has the object in the middle of the phrasal verb?(1,ask(her)out).Pointoutthatforphrasalverbsthathaveanobject,studentsmustlearnwhethertheobjectgoesaftertheverboraftertheparticle.AskstudentstolookattheremainingphrasalverbsintheKeyvocabularypanelanddecidewhichcategorytheygoin(objectaftertheparticle).

5 Studentsdiscussthequestionsinpairs.Askpairstoreportbackonhowsimilarordifferenttheiranswerswere.

Mixedability

Youcandothisactivitywithweakerclasses,orwithallclassesatalaterdate,asrevision.Withbooksclosed,writethesegappedsentencesontheboard.Askstudentstocompletethem(answersinbrackets).Thenaskstudentstochangethenamessothatthesentencesaretrueforthem.Studentscanthencomparetheirsentenceswithapartnerandexplaintheiranswers.

1 George always turns … late. (up)

2 I get … well with Liam. (on)

3 I … into Sam last week. (ran)

4 Jack … up with Mary last year. (split)

1.1 Awindowonyourworld pages6–7

Speaking

Lead-in

Checkthatstudentsunderstandsocial networking site. Ask:Do you use social networking sites? Which one(s)? Elicitarangeofanswerstothequestionsinopenclass.

1 aStudentsworkinpairstodiscusstheimages.Takewhole-classfeedbackandwritetheirideasontheboard,e.g.photoa:sociable, enjoys having fun, has a lot of friends.

bStudentsdiscussthequestionsinpairs.Askstudentstoreportbackonwhattheylearntabouttheirpartner.

2 Focusonphotob.Studentsdiscussthequestionsinpairs.Askstudentstoreportback.

Extraactivity

Ifstudentsarewillingtosharetheirownprofilepictures,theycouldworkinsmallgroupsandshoweachothertheirphotosontheirphonesorcomputers.Studentscouldexplainwhytheychosethatphoto.

Listening

1 aExplainthatstudentsaregoingtolistentosomeonetalkingaboutphotob.Playtheaudioforstudentstolistenandchecktheirideas.

1.2 Hi! My name’s Suzanne Green. I do a podcast every week as part of my webpage. This week I’m looking at profile photos. I love photography and, er, I noticed that my friends have an incredible variety of profile photos online. So I’ve asked them to send me their favourite photo and do a short interview with me to explain, you know, why they chose it. First, I’ll tell you about my photo. It’s my profile photo and it’s me inside an old tree! I chose it because it’s really unusual – it makes you wonder how the photo... how it was taken and whether it’s a real tree – it is, by the way! Also, I love the outdoors. This photo was taken on a long country walk.

bFocusonphotodandelicitthatitistheEiffelTower.ModeltheEnglishpronunciationofthename.Checkthatstudentsunderstandfield trip andprivacy setting. Playtheaudioforstudentstolistenandnumberthephotos.

Answers1 d 2 c 3 a

1.0–1.1

147283 _ 0014-0022.indd 15 17/05/12 16:17

16

Answers1 He felt shy because he’d changed a lot since university.2He sold tickets there one summer.3They were on a geography field trip.4He climbed a tree and fell out.5Her sister-in-law.6Only her close friends.

Grammar

1 a&bStudentsworkindividuallytocompletetheextracts.Checkthatstudentsunderstandthereisonegaptheydonotneedtocomplete.Playtheaudioforthemtochecktheiranswers.

Answers1 isn’t, didn’t, did, have/’ve 2haven’t, have, Don’t, do3didn’t, did4does, are, (empty gap), did

1.4 See answer key for 1a.

2 WorkthroughtheGrammarpanelasaclass.Alternatively,withstrongerclasses,studentscouldworkthroughtheGrammarpanelinpairs.Checkanswers.

Answers1 I’ve changed a lot since university./I haven’t seen this photo

before./You have seen it.2Don’t you remember?3But why didn’t you use one of yourself?4He didn’t hurt himself though, did he?5I did think about it./Well, everyone does look like they’re

having fun.

Auxiliary verbs

Theideabehindthislessonistoreviewthedifferentauxiliaryverbsandcontrastthem.Studentsoftenmakemistakeswiththechoiceofauxiliaryverbs.Theymayusebe insteadofdo forthepresentsimple(Are you like horror movies?)ordo insteadofhave forthepresentperfect(Did you seen that movie?) Studentsalsooftenforgetthatdo isalwaysfollowedbytheinfinitiveformoftheverb,evenwhenthequestionornegativesentenceisinthepastsimple:Did you phone Harry? NOTDid you phoned Harry?

Withweakerclasses,youcouldintroducetheideaofauxiliaryverbsbeforeyougothroughtheGrammarpanel.Writethesesentencesontheboard:

1 They are having fun.

2 I don’t like horror movies.

3 Have you read this book?

Askstudentstoidentifythetenseandauxiliaryverb.(1presentcontinuous,be;2presentsimple,do;3presentperfect,have).ReadthroughtheGrammarpanel.

1.3 S=SuzanneJ=JacquesD=DaveG=Gemma1 S: OK, my first interview is with Jacques, my ex-flatmate.

Jacques, this is an interesting photo – it’s your profile photo, isn’t it? But why didn’t you use one of yourself… you know, something more personal?

J: Well, I did think about it, but I felt a bit shy, especially as I’ve changed a lot since university. I mean, the Eiffel Tower is more impersonal, but it’s special to me – I used to work there and I have great memories of it.

S: I remember! You sold tickets one summer, didn’t you? J: Yeah, exactly. I worked with really great people – we got

on really well and we’re all still friends. So, I guess I put this photo up to remind me of a happy time in my life.

2 S: OK, Dave. Thanks for being on my podcast. D: No problem, Suzanne. S: I haven’t seen this photo before… D: You have seen it – you’re in it! That’s you in the middle!

Don’t you remember? S:Oh yeah, I do! We were on the umm... the Geography

field trip just after our exams. Who’s the guy on the left though? The one in the blue T-shirt… I don’t remember him.

D: I think he was a friend of Nina’s. S: And, um… didn’t something happen to him that day? D: Yes, something did happen! He climbed a tree for a dare

and fell out on the way down. S: Oh, yes! He didn’t hurt himself though, did he? D: No, he didn’t break anything... but he ended up in hospital

for an X-ray. S: I remember now… Poor thing, that was crazy!3 S: This is typical of you and your friends, Gemma! G: Hey, no it’s not! I don’t always put up pictures like this. S: Yes, you do. I expected some nice artistic photos... and I

get you and your friends on a night out. G: OK, OK, I guess it’s not artistic... but it’s funny, isn’t it? S: Well, everyone does look like they’re having fun. So... who

took the photo? G: My sister-in-law did. S: And do you worry that people will see you out partying?

What about, you know, your colleagues – or your boss? G: No, I don’t. They can’t see them! I’m very careful about

the, er, the privacy settings on my account so you can only see my photos if you’re one of my close friends.

S: So have you put more photos like this online? G: Yes, I have! But, like I say, I don’t let everyone see them –

that could be dangerous!

2 a&bStudentsworkinpairstorememberasmanyanswersastheycan.Playtheaudioagainforthemtolistenandcheck.

1.1

147283 _ 0014-0022.indd 16 17/05/12 16:17

17

Theinformationontheuseofdo/did foremphasiswillprobablybenewtostudents.Togiveafullerexplanation,writethesesentencesontheboard:

He likes Paris. He doesn’t like Paris.

Elicitthatthesearethestandardformsofthepresentsimple.Writeathirdsentence:

He does like Paris.

Explainthatthisformisusedforemphasis,whenwewanttosaysomethingmorestrongly.Pointouttheuseoftheinfinitiveformafterdoes intheemphaticsentence.Askstudentstochangethethreesentencesintothepastsimple,topractisetheuseofdid foremphasis(He liked Paris./He didn’t like Paris./He did like Paris.).

3 aDothefirstonewiththeclass,thenstudentscompletethetaskindividuallyorinpairs.

Answers1 (first question correct) How long have you been on it for?2You’ve met all your online friends, haven’t you?3(first question correct) How do you feel about this?4(correct)5You don’t worry about who sees your online photos, do you?6(correct)Questions that don’t need an auxiliary: Which of your friends puts the most photos online? What happens if I ‘google’ your name?

bStudentsworkinpairstoaskandanswerthequestions.Monitorwhilestudentsareworkingandnotedownanyerrorstocorrectinafeedbacksessionattheend.Askstudentstoreportback.

Extraactivity

Togivemorepracticeofquestiontags,writethesestatementsontheboard,andaskstudentstoturnthemintoquestionsbyaddingquestiontags(answersinbrackets).Askthefirstquestiontotwoorthreestudentsandelicitresponses.Thenputstudentsintopairstoaskandanswerthequestions.

1 You spend a lot of time online, (don’tyou?)

2 He didn’t go out last night, (didhe?)

3 Social networks are becoming more popular, (aren’tthey?)

4 You haven’t told anyone your password, (haveyou?)

Pronunciation

1 aPlaythefirstsentenceandelicitthatdid isstressed.Playtheremainingsentencesforstudentstolistenanddecideiftheauxiliaryverbsarestressed.

AnswersAll three verbs are stressed.

bReadthroughquestions1–3andexplaincontradicts andconfirms ifnecessary.Referstudentstothetranscriptonpage162.Studentsworkinpairstofindthesentencesandmatchthemtothefunctions.

AnswersSentence 1 says that the speaker changed his/her mind.Sentence 2 contradicts something that was said before.Sentence 3 confirms that something is true.

2 Playtheaudioagainforstudentstolistenandrepeat.

3 aStudentswritetheirstatementsandresponses.Elicitafewideasfirstifnecessary,e.g.Social networking sites don’t help you to make friends.

bStudentspractisetheirexchangesinpairs.Monitorandhelpwithintonationandstress.Asksomepairstoreadtheirexchangestotheclass.

Speaking

1 Allowstudentstimetopreparetheirideasindividuallybeforediscussingthequestionsingroups.Askgroupstoreportbackonwhosechoiceofphotoswasthemostsurprising.

1.2 Broadbanned!pages8–9

Lead-in

Focusonthetitleofthelessonandseeifstudentscanexplainthepun(broadband isasystemofinternetaccess,andchangingthespellingtobanned focusesontheissueofinternetsitesthatarebanned).Putstudentsintopairsandaskthemtobrainstormfiveadvantagesofsocialnetworkingsitesandfivedisadvantages,forindividuals,businessesandgovernments.Afterafewminutes,bringstudents’ideastogetherontheboard.Decideasaclasswhethertherearemoreadvantagesordisadvantages.

Backgroundnotes

MySpacewasfoundedin2003,andfrom2005to2008itwasthemostvisitedsocialnetworkingsiteworldwide.In2008itwasovertakenbyFacebook.

Facebookisthebiggestworldwidesocialnetworkingsite.Itwasfoundedin2004byMarkZuckerberg,andmembershipwasinitiallylimitedtostudentsatHarvardUniversityintheUSA.

YouTubeisavideo-sharingwebsitecreatedin2005.Ithasprovedimmenselypopular,withmanyvideosgoing‘viral’(gettingmillionsofviews).

Twitterisasocialnetworkandmicrobloggingservicethatallowsuserstopostmessagesofupto140characters.Itwascreatedin2006andby2011washandlingover200milliontweetsaday.Althoughmanytweetsareconversationalincontent,Twitterisalsousedasadiscussionforum,andithasbeenusedtoorganisesocialprotests,asintheEgyptianrevolutionof2011.

Flickrisaphoto-sharingwebsitecreatedin2004.Itisusedtoshowcasetheworkofindependentphotographers,andalsobyindividualstosharephotoswithfamilyandfriends.

1.1–1.2

147283 _ 0014-0022.indd 17 17/05/12 16:17

18

Answers1 It had learnt that they were using the site…2The popular photo-sharing website is used by…3The number of uploaded tracks on the site…4Another website has had its activities stopped…

Past participles Studentswillbefamiliarwithpastparticiplesusedtoform

thepresentperfectandpassive.Theuseofpastparticiplesasadjectiveswillprobablybenewtothem,aswilltheuseofhave +object+pastparticiple.Withweakerclasses,youcouldstartwithageneralrevisionoftheformofpastparticiples,focusingonthefactthatforregularverbsthepastparticipleisthesameasthepastsimpleform(work, worked, worked),butforirregularverbsitmaybedifferent(eat, ate, eaten).

3 Studentsworkindividuallyorinpairstofindthreemorepastparticiples,matchthemtotheusesanddecideiftheyareregularorirregular.

Answershave run out of patience (1, irregular)drunk drivers (3, irregular) United Arab Emirates (3, regular)were forbidden (2, irregular)has been a huge problem (1, irregular)have never even bought (1, irregular)news of the ban had spread (1, irregular)discussions were held (2, irregular)has been banned (2, regular)was eventually banned (2, regular)have decided (1, regular)

Extraactivity

Forsomesimplecontrolledpracticeofhave +object+pastparticiple,writethesesentencesontheboardandaskstudentstocompletethemwiththecorrectformoftheverbs.

1 I need to … my hair … (cut)

2 We … our TV … last week. (repair)

3 We’re … our flat … at the moment. (paint)

4 I must go to the dentist to … my teeth … (check)

5 He … his bike … yesterday. (steal)

Checkanswersandusethesentencestocheckthatstudentsunderstandthemeaningofthestructure(i.e.someoneelsedoessomethingforyouortoyou).Askstudentsifanyofthesentencesaretrueforthemorforsomeonetheyknow.

Answers1 have… cut 2 had… repaired 3 having… painted 4have… checked 5 had… stolen

4 aStudentscompletethesentences.Checkanswers,andgetstudentstomatchthesentencestotheusesintheGrammarpanel.

Speaking

1 Putstudentsintogroupstodiscussthequestions.Askeachgrouptoreportbackonwhytheythinkeachwebsitehasbeenbanned.Donotconfirmorrejectstudents’ideasatthisstage.

Reading

1 aStudentsreadthearticletochecktheiranswerstothequestion.Youcouldsetatimelimitforthistoencouragestudentstoreadquickly.Remindthemthattheyshouldn’tworryiftheydon’tunderstandeverywordofthearticle.

AnswersTwitter may be banned to prevent people from avoiding police traps for motorists. Flickr was banned to prevent people from seeing inappropriate images. MySpace was banned to prevent people from sharing music online. YouTube was banned for showing extreme right-wing political videos. Facebook was banned to stop employees spending too much time on it.

bStudentsanswerthequestionsfrommemory.Allowstudentstimetocomparetheiranswersinpairsbeforeyoudoaclasscheck.

Answers1 the UK 2 the United Arab Emirates 3 Turkey 4 Russia

2 Studentsreadthetextagainandanswerthequestions.

Answers1 drunk drivers2because local musicians protested about the ban3because the site was banned in 2010 although the ex-president

had a channel on the site 4more than 400 hours a month

3 Studentsworkinsmallgroupstodiscussthequestions.Monitorandhelpasnecessary.Askeachgrouptoreportback.

Grammar

1 aStudentsworkinpairstofindthesentencesandidentifythewebsiteeachonerefersto.

AnswersaFacebook b Flickr c Facebook d MySpace

bMakesurethatstudentsunderstandthetermpast participle. Elicitthatthepastparticipleisusedinsometenses,e.g.thepresentperfect,andalsointhepassive.

Answersahad, stopped b used c learnt d uploaded

2 ReadthroughtheGrammarpanelwiththeclassandelicitthemissingsentences.Checkanswers,thenreadtheNoticeboxwiththeclass.

1.2

147283 _ 0014-0022.indd 18 17/05/12 16:17

19

Answers1 had, stolen 2 ’ve never had 3 is/was visited 4downloaded

bStudentsdiscussthesentencesinpairs.Askpairstoreportbackontheirdiscussions.

Speaking

1 aReadthroughtheopinionswiththeclassandelicitonereasonforandagainsteachone.Studentsworkintheirgroupstothinkofreasonsforandagainsttheopinions.Monitorandhelp,feedinginideasandvocabulary.

bAskgroupstoreportbackontheirideas,andencourageothergroupstoagreeanddisagree.

Alternativetask

Youcouldaskhalfthegroupsintheclasstopreparereasonsfortheopinions,andtheotherhalftoprepareargumentsagainst.Youcouldthenbringtheirideastogetherinadebate.Studentscouldthenvoteattheendtosaywhethertheyagreeordisagreewiththeopinions.

1.3 Friends:thenewfamily? pages10–11

Lead-in

Tellstudentsthatyouaregoingtowriteawordontheboardandtheymustwritedownthefirstthreewordsthatcomeintotheirheadassociatedwiththisword.WriteFriends ontheboardandgivestudentsaminutetowritetheirthreewords.Putstudentsintosmallgroupstocomparetheirlistsandseeifanywordsareshared.Elicitsharedwordsfromeachgroupanddiscusswhatthissaysabouthowstudentsthinkoftheirfriends.

Speaking

1 Studentsdiscussthequestionsinpairs.Asksomepairstoreportbacktotheclass.

2 aStudentsworkindividuallyorinpairstomatchthestatementstotheimages.

Answers1 c 2 b 3 a 4 d

bAllowstudentstimetopreparetheirideasindividually,thenputthemintopairstocompareanddiscuss.

Mixedability

Withstrongerclasses,orforfastfinishers,askstudentstowriteashortconversationtogowithoneoftheimages.

Listening

1 aReadtheopinionsandmakesurestudentsunderstandsocial unit (agroupofpeoplewithinasociety).Focuson

thesecondopinionandmakesurestudentsunderstanditsmeaning(friendsarebecomingmoreimportantthanfamily). Pre-teachdispersed (spreadout).Playtheaudioforstudentstolistenandmatchthespeakerswiththeopinions.

Answers1 Marcela 2 Craig

1.6 I=InterviewerC=CraigM=MarcelaI: Today we’re discussing this question: What’s more important

to you, friends or family? These days families are more dispersed – family members often live far away from each other. More women go out to work, children leave home earlier and people in some countries are having fewer children. As a result of all this, friends have become more important than family in many people’s lives. We have two students from the university with us today to discuss this question – Craig from New Zealand and Marcela from Mexico. Thanks for coming on the show. So, Craig, what’s more important, friends or family?

C:Er… That’s a difficult question. I have a good relationship with my family, but they live in Auckland and I’ve lived here in Sydney for three years now – I left home when I was 18. I don’t see much of my parents these days as the flights to New Zealand are expensive. I hang out much more with friends and probably feel closer to them. I’d share any problems with them first – I know I can always count on my good friends. When I decided to split up with my girlfriend last year, I talked it over with a couple of friends first – I didn’t tell my parents until… I don’t know, until much later.

I: So, are you saying your friends are more important than your family?

C:Well, I guess so. I’m an only child, so friends have always been important. I get on well with my mum and dad, but my friends and I share the same interests and experiences, you know, and have some great times together. We really enjoy ourselves, going to the beach and parties and stuff. When I go away… for the weekend, or on holiday, it’s usually with friends. They’re the people I feel closest to.

I: Thanks, Craig. So, Marcela – do you think friends are the new family?

M:Well… my family is also dispersed, like Craig’s, as my parents live in Mexico City, but I have relatives living in Brazil and the USA. But erm… I still think family is very important. I have a big family and we socialise a lot together. I mean, I often fight with my brother but we always make up and he’s a great guy. He can look after himself, but when he has a problem, he asks my parents for advice. I had problems at university and I dropped out for a while, but my parents were really supportive and gave me good advice. I’m studying in Sydney for a year, but when I go back I’ll live with my parents – it’s common in my country for children to live at home until they get married. It’s quite unusual for young single adults to live by themselves. Sometimes I ask myself if my relationship with my family has changed now that I’m older and I’ve moved

1.2–1.3

147283 _ 0014-0022.indd 19 17/05/12 16:17

20

away for a bit. I think it has but I’m still very close to my parents and my brother.

I: But how important are your friends? M: I have four or five close friends, and they’re really important

to me. I love socialising with them. I took up Pilates recently and I go with one of my best friends. But friends come and go, you know? Your family is always there for you, which is why they’re more important than anyone, I think. My parents were injured in a car accident recently and my brother immediately flew all the way from Chicago to be with us.

bAllowstudentstimetoreadthepoints,thenplaythefirstpartoftheaudioagainforstudentstolistenandtickthepointshementions.

AnswersCraig mentions points 1, 3, 4, 5 and 6.

2 Allowstudentstimetoreadthequestions.Playthesecondpartoftheaudioagainforstudentstolistenandanswerthequestions.

Answers1 In Mexico City, Brazil and the USA.2Until they get married.3Four or five.

3 Studentsworkinpairstodiscusswhoseviewsandexperiencematchtheirown.Askpairstoreportback.

Extraactivity

Youcouldbringinsomeimagesoffriendstostimulatemorediscussionaboutfriendship.Youcouldaskstudentswhichimagecapturesforthemtheideaoffriendship.Alternatively,askstudentstolookonlinetofindanimagethatcapturestheideaoffriendshipforthem.Studentscouldcomparetheirimagesinthenextlesson.

Vocabulary

1 Studentsmatchthephrasalverbstotheirmeanings.

Answers1 b 2 g 3 e 4 f 5 h 6 c 7 a 8 d

2 aStudentsworkindividuallytowritetheirsentences.Monitorandhelp,feedinginideasandvocabulary.

bStudentsworkinpairstoreadouttheirsentencesandguesswhicharetrueorfalse.

Grammar

1 a Studentscrossouttheincorrectwordineachsentence.

Answers1 We really enjoy us ourselves going to the beach and parties.2He can look him after himself.3Sometimes I ask to myself….

bReadtheinformationintheGrammarpanelwiththeclass.Studentsthencompletethemissingwords.Checkanswers,thenreadtheinformationintheNoticeboxwiththeclass.

Answers1 myself 2 himself 3 ourselves 4/5/6 enjoy/look after/ask

Reflexive pronouns

Studentswillbefamiliarwithreflexivepronouns,buttheymaymakemistakeswiththemduetointerferencefromtheirownlanguage.Commonerrorsincludeusingapersonalpronouninsteadofareflexivepronoun:We enjoyed us at the party andusingareflexivepronounwhereoneisnotnecessaryinEnglish:I shower myself every morning.

2 aStudentscompletethesentenceswiththecorrectreflexivepronouns.Checkanswersandpointouttheuseofthereflexivepronounforemphasisinsentences3and4.

Answers1 yourself 2 myself 3 ourselves 4 itself 5 herself

bStudentsworkinpairstospeculateaboutthecontextofthesentencesin2a.Askgroupstoreportback.

Answers1 welcoming someone to a house 2 talking with a friend 3tidying up after a party 4 sorting out a computer problem 5learning a language

3 Studentsdiscussthequestionsinpairs.Askpairstoreportbackonwhattheylearntabouttheirpartner.

Speaking

1 aAllowstudentstimetopreparetheirownanswersfirst,thenputthemintopairstoaskandanswerquestionsandtakenotesontheirpartner’sopinionsandexperiences.

bAskstudentsinturntoreporttheirfindingstotheclassandsaywhatsimilaritiesanddifferencesthereare.

Alternativetask

Asanalternative,youcouldgetstudentstointerviewthreeoftheirclassmatesandfindtheonewhoseopinionsandexperiencesareclosesttotheirown.

1.4 Functionallanguagepage12

Tune in

1 Referstudentstothetitlesmall talk andreadthedefinitionwiththeclass.Elicitthatthepeopleintheimagearemakingsmalltalkbecausetheydon’tknoweachother.Ask:When was the last time you made small talk? Who with? What did you talk about? Elicitarangeofanswers.

1.3–1.4

147283 _ 0014-0022.indd 20 17/05/12 16:17

21

bAsktheclasswhichconversationthephotoshows.

AnswerConversation 4

Focus on language

4 aStudentsworkindividuallyorinpairstocompletethesentences.Playtheaudioagainforthemtochecktheiranswers.Readthecompletedsentencesthroughwiththeclass,anddealwithanyvocabularyissues.

Answers1 fan, football 2 holiday, Austria 3 brought, sun 4food, eat 5 red hair 6 photo, actually

bCheckthatstudentsunderstandfind something in common(findsomethingyousharewithsomeone)andreject(notaccept).Studentsworkindividuallyorinpairstomatchthesentencestothefunctions.

Answers1 e 2 d 3 f 4 a 5 c 6 b

Mixedability

Withweakerclasses,revisetheformationofquestiontagsbeforeyoureadtheinformationaboutthem.Remindstudentsoftheworktheydidonauxiliaryverbsinquestiontagsonpage7.Thenreadoutsomestatementsusingdifferenttenses,andgetstudentstoaddthequestiontags,e.g.They talked about the weather, (didn’t they)? It isn’t very warm today, (is it)?

FocusontheQuestion tags.Allowstudentstimetoreadthesentences,thenplaytheaudioandaskwhethertheintonationrisesorfalls.Completetheruleswiththeclass,thenplaytheaudioagainforstudentstolistenandrepeatuntiltheycanapproximatethemodelledintonation.

Answersgoes down, goes up

Over to you

5 Studentspreparetheirideasindividually.Monitorandhelp.Studentsthenpractisetheirsmalltalkwithapartner.

6 aStudentschangepartnersandroleplaytwooftheconversations.

bStudentsreturntotheirfirstpartneranddiscusswhichconversationwasmoresuccessfulforthem,andwhy.

Extraactivity

Tellstudentsitistheirfirstdayonacourseonmodernfilmstudies(oranothertopicyouthinkmightinterestthem).Getthemtomingle,makingsmalltalk.Monitor,andfeedbackonwhichconversationsweresuccessful.

2 Studentsworkindividuallytomakelistsoftopics.Asksomestudentstosharesomeoftheirtopicswiththeclass.

Extraactivity

Ifyouhaveamultinationalclass,askstudentstocomparetheirlistsinsmallgroups.Withteenagers,youcouldaskthemwhattheythinktheirparents’answersmightbe.

3 aPlaytheaudioforstudentstolistenandnumberthetopics.

Answers1 sport 2 holidays 3 food 4 the weather 5people they know 6 family

1.7 1 A: So, where are you from, Luigi? B: Milan. A: Ah, Milan. Home of AC and Inter! That was a great game

last night, wasn’t it? B: Er, well, I’m not really a big fan of football, to be honest.2 A:Hi, I’m Mick. You’re Claudia, aren’t you? B: That’s right. Hi, Mick. A: Where are you from, Claudia? B: Austria. A: Really! I went on holiday to Austria once. We went walking

in the mountains and visited some friends, er, near Innsbruck.

B: Wow! That’s very close to my home town. A: Really? You don’t come from Watten, do you? B: Yes, I do!3 A: ... then I became the managing director of the company.

I’d been the sales director in the Crisps Division for a few years.

B: Crisps? Talking of food, I think I’ll get something to eat. You don’t know where the canteen is, do you?

A: Oh, er, yes. It’s down the corridor.4 A: Hi, Neil! Welcome to Senso-Ji! It’s a really old part of town.

And today you’re going to see the oldest temple in Japan. B: Fantastic! I’m really looking forward to it. We don’t have

anything like this in Australia. … So, er... It’s really hot today, isn’t it?

A: Yeah, it’s not normal for this time of year. I think you’ve brought the sun with you!

5 A: Where are you from, Sara? B: A city called Zamora in Spain. A: Really? There’s another student here from Spain. Have you

met her – Vera? B: Vera? She’s the girl with the red hair, isn’t she? A: That’s right. B: Yeah, I met her this morning. She’s from Cadiz.6 A: Do you live on your own, Jamila? B: No… I live with my children. A: Oh, you’ve got children! Are they boys or girls? B: A boy and a girl. A: And how old are they? B: I have a photo of them, actually. Would you like to see it? A: Of course. Oh... that’s a lovely picture.

1.4

147283 _ 0014-0022.indd 21 17/05/12 16:17

22

1.5 Speakingtaskpage13

Tune in

1 Leadinbyaskingwhichstudentsshareaflatoriftheyknowanyonewhodoes.Ask:How many people do you share with/would you like to share with? Do you enjoy sharing/Do you think you would enjoy sharing? Studentslookattheimageanddiscussthequestionsinpairs.Askpairstoreportback.

2 aPlaytheaudioforstudentstolistenandcomparetheirideas.Asktheclasswhichoftheirideaswerementioned.

1.10 C=CarlD=DeniseC: So … I’m thinking of moving out of the flat.D: Why? I thought you loved it! C: I do, the location’s great, but Lydia’s becoming really difficult

to live with.D: Why? What’s the problem?C: Well, the thing is, she’s really forgetful. She’s always leaving

the iron on when she goes out. Or when she goes to the shops, she forgets to buy things like milk or bread, even when I ask her to.

D: Have you talked to her about it?C: Yes, but... every time I try to talk to her, she just changes the

subject.D: Hmm... that is a problem.C: And it’s not just that. She never does any housework either.

She won’t do anything unless I ask her.D: Oh.C: She’s a good friend, but she’s awful to live with. I just don’t

know what to do!

bAllowstudentstimetoreadthesentencesbeforeyouplaytheaudioagainforthemtolistenandcorrectthesentences.Allowstudentstimetocomparetheiranswersinpairsbeforeyoudoaclasscheck.

Answers1 forgetful 2 leaving the iron on 3 milk or bread4 changes the subject 5 do anything

3 a&bElicitideasforDenise’ssuggestionsfromtheclass,thenplaytheaudioforthemtolistenandcheck.

Answerstalk to her, get angry with her, do your shopping separately, put a list of jobs on the fridge door, complain about her on Facebook

1.11 C: She’s a good friend, but she’s awful to live with. I just don’t

know what to do!D: Hmm... I’m not sure, but I think talking always helps.C: But like I said, it hasn’t worked. D: Well, I think in that case, you have to get angry with her.

Shout at her. Otherwise she won’t do anything.C: But that’s not me. I never get angry about anything, do I?

D: That’s true. What else could you do?C: Well, I’m waiting for ideas.D: Erm... I suppose you could do your shopping separately –

buy your own bread and milk, and write your name on it or something. Then she’ll have to buy her own.

C: Well, at least there would be food in the fridge then, but it wouldn’t help with the other problems.

D: Right. Well... one other thing you could do is put a list of jobs on the fridge door, with your name or Lydia’s name next to each one. Cross off all the jobs when they’re done.

C: We’ve tried that – it didn’t work either.D: Well, you could always try complaining about her on

Facebook. She’s obsessed with it so she’s bound to see it. Then she’ll know how angry you are.

C: Denise! Yes! That’s it! That’s what I’ll do. She’ll see that, for sure!

Prepare for task

4 a&bStudentsworkindividuallyorinpairstocompletethesuggestions.Playtheaudioagainforthemtolistenandcheck.

Answers1 I’m not sure 2 I think in that case 3 I suppose 4One other thing you could do 5 You could always

5 Studentsdiscussthesuggestionsinpairs.Askpairstoreportback,givingreasonsfortheiranswers.

6 aReadthroughthesituationswiththeclass.Studentsworkindividuallytomakesuggestions.

bStudentscomparetheirsuggestionsinpairs.Askpairstoreportback.

Task

7 aReadthesituationswiththeclass.Studentsworkinpairstochoosetheirsituationandtheirrole.

bStudentsworkindividuallytoplanwhattheywillsay.

8 Studentsworkintheirpairstoactouttheirroleplay.

Report back

9 Studentscanpresenttheirideasbytellingtheclass,orbyactingouttheirroleplayfortheclass.Gettheclasstovoteforthebestsolution.

Alternativetask

Studentsmayprefertothinkoftheirownsituations.Youcouldbrainstormtheseasaclassandstudentscanchoosewhichonetoroleplay.Withstrongerclasses,youcouldmaketheroleplaysspontaneousbyallowingstudentstochoosetheirsituationandthenmingle,explainingtheirsituationtodifferentstudentsandgettingdifferentsuggestions.Theycouldreportbackonthebestsuggestions.

1.5

147283 _ 0014-0022.indd 22 17/05/12 16:17