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m ^ ^ ^ m

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Answers1 No. He did landscapes, still life (which he s till loves) and

portraits in the beginning - they were part ofhisdevelopment. He did collages inhis free time when helived inParis - they were his first abstract work and thefoundation ofhis whole painter's life. He didn't aim to bean abstract painter, but what he did naturally took him inthat direction - in that way, he followed his bent.

2 He worked asasecretary foran American law firm.3 Though his style is developing, all his work has somethingin common which you can see ineverything he does.4 The desire tocreate.5 They look similar - green, velvety, and beautiful.

joe painted little landscapes on pieces ofgreen lasagne ata dinner party, and gave them to the guests. The next dayhis hostess was upset because the lasagne had dried andcracked, so he promised tomake another painting onsomething that looks like green lasagne. He eventuallyfound some pale green leather that is used formakinggardener's gloves.

See SB Tapescripts pl40GLOSSARYlandscape picture of, for example, a country scenestill life =painting of, for example, a vase of fruitportrait - painting of a personcollage=a picture made by, for example, sticking lots ofpieces of material together

Play part three of the interview. Ask students tolisten and answer the questions. Let them check theiranswers in pairs before checking with the whole class.Answers1 Itchanges forthe worse - in other words, itbecomes

developed for tourism.2 It's a long way south ofParis. It's anagricultural village that

produces wonderful fruit and vegetables.3 Because he wants the place tohimself - he doesn't want

to share itwith tourists.4 A friend, because J oe can't drive, and therefore she had to

do all the driving.Lugging means carrying somethingheavy, like a suitcase.

5 He went forawalk in the village and followed a dog. it ledhim to the house.

6 Because itwas in ruins; 'RUINS FOR SALE'7 He is back in a rural setting. Menerbes has the samenumber ofpeople as Horse Cave, Kentucky, and the peopleeven look the same.

8 No. Except forhaving to fight in the war.SeeSB Tapescripts pl40

What do you think?Sample answerFate has played a large part in Joe's lite. He was taken toseeLa Grande Jatte by Seurat inamuseum, and that made himwant to paint, A friend insisted on stopping in a small Frenchvillage because she was tired ofdriving. Next morning he saw'ruins forsale', and this became the house where he has spentmuch ofhis life.

Talking about a work ofartThis is best done in the form of a presentation. Ask studentsto think of a favourite work of art, and give them a fewminutes to make notes in response to the questions andprompts. Then, ask students to stand up and tell the classabout their work of art. In a large class, ask students to makepresentations in groups. Listen carefully and note any keyerrors, which you can discuss at the end of eachpresentation. Encourage students to ask the speakerquestions at the end of each presentation.Alternatively, you could set this as a homework task. Askstudents to bring in a picture of the work of art they like themost, and to prepare a short presentation, which they canmake to the rest of the class.

V O C A B U L A R Y (SB P74)Metaphors and idioms1 Ask students to read conversation A. Ask What's the

situation? (two old friends meeting up and catching upon news).

Play the recording. Ask students to listen toconversation B and notice in what way it is differentfrom A.

Ask students to look at the tapescript on SB pi40. Askthem in pairs to find and underline the metaphors,explain their literal meaning, and then find theparaphrases of the metaphorical meanings inconversation A.Answers and tapescr ip tMetap ho r Liter al meaning Paraphrase of l i tera l

meaningTime flies itgoes through

the airtime goes so fast I

slavingaway working like aslave forhis /her owner

working extremely hard

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snowedunderkeeping ourheads abovewatertighten ourbeltspicked upsleepytied up

unable toget outbecause ofheavysnowmanaging toavoiddrowning in deepwaterfastening your belttighterretrieved fromthe floorhaving difficultystaying awakeunable tomovebecause you'vebeen tied with rope

have an awful lot ofworkto dojust about coping

make a lot ofeconomies

improvedwhere not much happensvery busy

bitten offmore thanwe can chew

taken such a bigmouthful offoodthat you can'tchew it

given ourselves morework than we canmanage

must dash have to run fast must goConversation BA Hi, Annie! Ihaven't seen you for ages.B I know. Time f l ies, doesn't it?A It's true. Work as busy as ever, is it?B Yes, I'mslaving away asusual, but we're a bitsnowed

under at the moment. We're just about keeping ou r headsabove water, but it isn't easy. How about you?

A OK. Business was bad this time last year,and we really hadto t ighten our bel ts , but things have picked up since then.You've moved, haven't you? Where are you living now?

B We've bought anold house in a sleepy little village. Youmust come and visit us.A I'd love to, but we're a bitt ied up atthe moment. Does itneed much doing to it?

B Everything. Ihope we haven't bi t ten off more than wecan chew.

A You'll be fine. Anyway, I must dash. Lovely tosee you again.B And you. Bye.Ask students in pairs to find and underline themetaphors in each sentence, and to work out themetaphorical meaning from context. Go roundmonitoring and helping as necessary.You may wish to let students do the first ten, thenfeedback on die answers, before doing the second ten.A NOTE ONDICTIONARY USEYou may wish to use this exercise (and the next one) asa way of developing students' ability to usemonolingual language learner's dictionaries. Bring in aclass set, or make sure all students have the same or asimlar dictionary. Ask students to decide which keyword in each idiom would be best to look up. For

example, you are more likely to find the meaning of thefirst metaphor by looking uppoint rather than finger.(Indeed, if you look upfinger in the Oxford AdvancedLearner's Dictionary, it refers you topoint in order tofind this expression). Make sure students guess fromcontext, then use dictionaries to check their ideas.

Answers

I Literal meaning Metaphoric almeaning1 to point the to indicate with to put the blame onfinger at your finger2 ha d a fewhiccups a hiccup is asudden,involuntarygulp-like soundin your throat had a few smallproblems3 broke his stopped his heart hurt him very deeplyheart functioning

4 takes yourbreath away gives youdifficultybreathing

to leave you stunnedand unable tospeak5 scarred he r a scar is the

for life physical markleft by a cutorburn

caused her permanentpsychological damage

6 came to me a flash of lightin a flash

it suddenly occurredtome

7 glowing with toglow like apride fire or light

visibly very, veryproud

8 sparked myinterest a spark is a tinyflame that canstart a fire

awakened my interest

9 being blocked fromovershadowed the tight by

something biggerthan you

appearing inferior incomparison to

10 it dawnedon me

dawn is whenthe sun rises

I realized11 stormy

relationshipblazing rows

with frequentrain, thunder, andlightninga blazing fireburns strongly

a relationship inwhichpeople row a lotvery angry rowswith lots ofshouting

12 blossomed flowers blossomwhen they beginto open up

developedsuccessfully

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_ _ __-13 in floods oftears

there are floodswhen itrains somuch that therivers burst theirbanks

ig a lot,mtrollably

crying a lot,uncontrollably

14 the root of the undergroundbase ofaplantor tree

the fundamentalcause of

15 haven't thefoggiest idea

on a foggy dayyou can't seeanything clearly

really don't knowor understand

16 reach acrossroads

come to ajunction offourroads

reach a point in lifewhen an importantchoice has to be made

17 followed inhis father'sfootsteps

walked behind hisfather

did what hisfather did(professionally)

18 ramblingspeech

you ramble whenyou walk with noplanned direction

long-winded andpoorly-plannedspeech

19 going roundin circles

following thesame circularpath

making no progressat all

20 great strides very big stepsforward

very significant andrapid progress

Play the recording. Ask students to listen andanswer the questions. Conduct a brief whole-classfeedback. Find out how many idioms students canremember, but don't teach them at this point.Answers and tap escr iptTwo friends are talking about Pete - his inheritance, hisgirlfriends, his life.

A I hear Pete's aunt left him everything.B Absolutely right, he inherited a fortune out of the blue.A He knew nothing about itthen? How exciting!B You bet! When he heard about it, he was over the mo on.A So what's his problem now?B Well, he's in deep water because he spent the whole lot in

a month and then his girlfriend walked outon him.A You're kidding. I thought he'd asked her tomarry him?B He was goingtoask her, and then he got cold feet .A So what next?B Looks like he'll have to pull his socks up and get a job.

A And a new girlfriend. W hat about that girl he used towork with? Mm... Miranda, Marilyn - no, that's notit, erm, hername's on the t ip of my tongue.B You mean Melissa. Whatever you do, don't mention Melissa

She told him he was a waste o f space, money orno money.A Oh dear, I'mglad you told me, otherwise I might have pi

my foot in it .5 Ask students to replace the words in italics with idioms

from the recording. Let them check their answers inpairs.

ut

Play the recording again. You may need to playand pause if students have problems catching the idiomAnswers1 Itcame out ofthe blue2 over the moon3 in deep water4 got cold feet5 pull his socks up

678

Her name is on the tip ofmy tonguea waste ofspaceput my foot in it

Ask students in pairs to use phrases from exercises 3,4,and 5 to replace the words.Answers

1 followed in my mother's footsteps2 hiccups3 have a stormy relationship4 over the moon5 'd reached a crossroads inlife6 going round incircles7 took his breath away8 blossomed9 got cold feet

10 the foggiest idea11 glowing review12 in deep water

READING AND SPEAKING (SBP75)The man behind the mouseThe reading is a biographical article about the maker ofanimated films, Walt Disney. The tasks involve predictionand reading for specific information. There is also a lot ofwork on developing passive vocabulary, and a pre-view ofthe use of would in structures expressing hypothesis.1 Lead in by asking students about Disney films and

Disneyland You could put students in groups and seewhich group can name the most Disney films.

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