Pearson american speakout intermediate teachers book

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CONTENTS
LESSON

GRAMMAR/FUNCTION le VOCABULARY

UNIT 1 IDENTITY page 7
1.1 Me and My

PRONUNCIATION

Interviews | What does family mean to you?

question forms

language

intonation: wh- questions

1.2 Same or different? review of verb tenses

relationships;
collocations

word stress

1.3 Tell Me about

interview advice

intonation: sounding polite

Languages
page 8
page 11

talking about yourself

Yourself
page 14

READING
read about bilingualism

read tips on doing
successful interviews

1.4 The Blind Painter
page 16

UNIT 2 TALES page 19

Interviews | When is it OK to tell a lie?

2.1 Fact or fiction?

present perfect and

past simple

types of story;
prepositions

weak forms: have

2.2 What really

narrative tenses

the news

weak forms: had, was,
were

read an article about
conspiracy theories

2.3 I don’t believe it!

telling a story

say/tell

intonation: sounding
interested

read a text about lying

page 20

happened?
page 23
page 26

2.4 Hustle

page 28

UNIT 3 FUTURE page 31

Interviews | Can new technology help communication?

3.1 Making Plans

the future (plans)

organization

fast speech: going to

3.2 Tomorrow’s World

the future (predictions)

future time markers;
idioms

stress in time markers

3.3 In other words …

dealing with
misunderstandings

misunderstandings

linking in connected
speech

page 32
page 35
page 38

read an article about
the future

3.4 YouTube

page 40

UNIT 4 JOBS page 43

Interviews | Is your job a "dream job"?

4.1 Millionaires
page 44

must/have to/should

(obligation)

personal qualities;
confusing words

fast speech: have to

read an article about
millionaires

4.2 Dream Job

used to, would

extreme adjectives

intonation: emphasis;
linking: used to

read a cover letter

business

sentence stress

page 47

4.3 That’s a Good Idea reaching agreement
page 50

4.4 Gavin and Stacey
page 52

UNIT 5 SOLUTIONS page 55

Interviews | Are you good at solving problems?

5.1 Low-Tech
Solutions
page 56

comparatives and
superlatives

technology

syllable stress

read about some
low-tech solutions

5.2 Ask the Experts

question tags

information; word
building: adjectives

intonation: question tags

read a book review

5.3 It’s Out of Order

polite requests

problems and
solutions

intonation: polite requests

page 59
page 62

5.4 Man versus
Machine
page 64

DVD-ROM:

DVD CLIPS AND SCRIPTS

INTERVIEWS AND SCRIPTS

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LISTENING/DVD

SPEAKING

WRITING

talk about important dates in your life

write an email of introduction

listen to a set of instructions and do a test

talk about the differences beween
men and women

listen to three interviews

role-play an interview

The Blind Painter: watch a documentary
about a blind artist

speak about yourself for 60 seconds

listen to a radio program about films

talk about life stories

listen to news reports

talk about an important news event

listen to a woman telling a story

tell a true story or a lie

Hustle: watch a drama about an art thief

listen to people making plans

write a personal description

write a news report

tell a narrative

write a newspaper article

discuss your plans and arrangements

write a series of messages

talk about predictions
listen to a series of misunderstandings
YouTube: watch a documentary
about the rise of YouTube

explain misunderstandings
discuss how to create a video channel

write a proposal

discuss how important becoming a
millionaire is for you
listen to people describing dream jobs
gone wrong

talk about past habits

listen to people making decisions in a meeting

participate in a meeting

Gavin and Stacey: watch a comedy about a
man’s first day in a new job

describe a day in your life

write about your daily routine

talk about inventions over the last
100 years

write an advantages/disadvantages
essay

listen to people answering difficult questions

present and answer questions about

your area of expertise

listen to conversations about technical
problems

explain/solve problems

Top Gear: watch a program about
a race between a car and two people

write a cover letter

present a new machine

write an advertisement

CLASS AUDIO AND SCRIPTS

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CONTENTS
LESSON

GRAMMAR/FUNCTION le VOCABULARY

UNIT 6 EMOTION page 67

PRONUNCIATION

READING

Interviews | How are you feeling today?

6.1 Feeling stressed?

real conditionals

-ing/-ed adjectives;
multi-word verbs

weak forms: pronouns + ’ll read about basic
emotions

6.2 The People

hypothetical conditional:
present/future

verb-noun collocations

connected speech: would

life events

intonation: giving bad news read about good ways

to give bad news

page 68

Watchers
page 71

6.3 That’s great news! giving news
page 74

read about a program
The People Watchers

6.4 My Worst Week
page 76

UNIT 7 SUCCESS page 79

Interviews | What has been your greatest achievement to date?

7.1 The Secret

present perfect simple
versus continuous

success; verb phrases

weak forms: have

7.2 The Memory Men

present and past ability

ability

word stress

read a biographical text

7.3 Are you qualified?

clarifying opinions

qualifications

stress patterns: short
phrases

read about three
job candidates

of Success
page 80
page 83
page 86

7.4 Andy Murray
page 88

UNIT 8 COMMUNITIES page 91

Interviews | What makes a good neighbor?

8.1 Neighbors
page 92

articles and quantifiers

getting along;
compound nouns

stress patterns:
compound nouns

read an article
about neighbors

8.2 My Place in

relative clauses

the Internet

pausing for effect

read about the rise
of YouTube

8.3 Make Yourself

being a good guest

welcoming

linking words

Cyberspace
page 95
at Home
page 98

8.4 Tribe

page 100

UNIT 9 HISTORY page 103
Interviews | Do you think life is better now than in the past?
hypothetical conditional: history
word stress: contractions read about important
9.1 Giant Leaps
page 104

past

9.2

In Our Time
page 107

active versus passive

periods of time;
collocations

weak forms: are, has
been, was and were

read about time travel

9.3

I Have No Idea!
page 110

expressing uncertainty

describing people

intonation: showing
interest

read a quiz about famous
people in history

9.4

Michelangelo
page 112

UNIT 10 WORLD page 115

moments in history

Interviews | What are the biggest problems facing the world today?

10.1 Ethical Man
page 116

reported speech

the environment;
word building: prefixes

weak forms: auxiliary
verbs

10.2 World Food

verb patterns

reporting verbs

weak forms: to, for, that

airports

individual sounds: vowels

page 119

10.3 When you travel, … giving advice/warnings
page 122

read about a man
who tried to live
ethically for a year

read advice about what
not to do in an airport

10.4 The Great Melt
page 124

IRREGULAR VERBS page 127

LANGUAGE BANK page 128

VOCABULARY BANK page 148

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s

LISTENING/DVD

SPEAKING

listen to a radio show about therapies

talk about emotions
discuss what you would do in different
situations

WRITING

write an email of advice

listen to conversations where people hear news give/respond to news
My Worst Week: watch a program about
a man’s terrible day

talk about memorable moments

listen to a radio program about success

talk about success

listen to a conversation about memory

talk about your abilities

listen to a discussion about intelligence

give/clarify opinions

Andy Murray: watch a documentary
about Andy Murray

describe an achievement

write a website entry

write a summary

write an Internet post

describe your neighborhood
listen to descriptions of online communities

compare real-world and online activities write a website review

listen to people describing guest/host
experiences

discuss social situations

Tribe: Anuta: watch a documentary about a
remote community

design a community

write a web advertisement

talk about important events in history

write a short essay

listen to descriptions of past decades

talk about your own history

listen to people taking a quiz about famous
people in history

compile and take a quiz

The Divine Michelangelo: watch a
documentary about the life and work
of Michelangelo Buonarroti

describe a person who influenced you

write a wiki entry

discuss ideas for reducing plastic waste

listen to descriptions of the world’s best food
cities

recommend a city for food

listen to people giving advice/warnings

ask for/give travel advice

Nature’s Great Events: The Great Melt:
watch a documentary about the Arctic’s
melting ice caps

COMMUNICATION BANK page 158

talk about an endangered place

write a restaurant review

write an email campaigning for action

AUDIO SCRIPTS page 164
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TEACHER’S NOTES
LEAD-IN
INDEX
UNIT 1

25

UNIT 2

35

UNIT 3
UNIT 4

45
55

The activities on the Lead-in page are designed to provide review and communicative
practice in lexical sets and functional language that intermediate Ss should be familiar with. Use
the Lead-in page to assess your Ss’ existing knowledge and review/teach the target language in
each activity.

GRAMMAR
1 Focus attention on the text and look at the example together. Ss find the other examples
alone then check in pairs. Check answers with the whole class.
Answers: 1 looked, married, invited, sat down, heard, shot 2 was dining 3 have been
4 had been, had died 5 might 6 the best 7 who was also called Umberto
8 was also called, was born, was told

PRONUNCIATION
2A Focus attention on the example and elicit the common vowel sound (/u/). Ss match
the other pairs alone then check in pairs

UNIT 5

65

UNIT 6

75

UNIT 7

85

UNIT 8

95

UNIT 9

105

UNIT 10

115

B Ss listen and check their answers. Play the recording again for Ss to listen and repeat.
Check answers with the class and write the pairs of words in a row across the top of the
board.
Answers: through—shoe; sail—fake; bar—heart; white—shy; boil—toy; cheat—seen;
boat—flow; put—took

C Ss work in pairs to think of and write down more words with the same sounds as the
ones in Ex. 2A. After a few minutes, give out board pens and ask Ss to come to the board
to write the words in the correct columns. When they have finished, ask the class to check
that the words are in the correct places.

Optional Extra Activity
Put Ss into pairs and ask each pair to stand on opposite sides of the classroom, facing each

other. Ss take turns calling out one of the words from the board. Their partners then respond
with another word in the same group. To make it more challenging, you could play some
music in the background.

VOCABULARY
3A Go through the example with the class. Ss complete the phrases alone and then check
in pairs. Check answers with the class.

Answers: 1 have 2 check 3 go 4 play 5 meet 6 do 7 chat 8 take 9 watch 10 play

B Ss complete the word webs in pairs then check answers with the class.
C In pairs, Ss add more phrases to the word webs and then discuss which of the things they
do on a normal day.

COMMON ERRORS
4A Do the first one together as an example. Ss correct the mistakes alone and then check
in pairs. Check answers with the whole class.
Answers:
1 She likes listening to music.
2 I am an architect.
3 Are you feeling alright?
4 When can I visit your house?
5 Let’s discuss about this tomorrow.

6
7
8
9
10

He doesn’t come here often.
We come from Germany.
Where did you go yesterday?
I have lived in this town all my life.
My wife is a really good cook.

B Ss match the mistakes and the types in pairs and then check answers with the whole class.
Answers: a) 6 b) 3 c) 9 d) 7 e) 1 f) 2 g) 10 h) 4 i) 8 j) 5

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TEACHER’S NOTES
ME AND MY LANGUAGES

OVERVIEW

Introduction

1.1 ME AND MY LANGUAGES

and informal emails

1.2 SAME OR DIFFERENT?
VOCABULARY | relationships
PRONUNCIATION | word stress

LISTENING | listen to a set of instructions to do a test
SPEAKING | talk about the differences between men

and women
GRAMMAR | review of verb tenses
VOCABULARY PLUS | collocations
SPEAKING | talk about your classmates

1.3 TELL ME ABOUT YOURSELF
SPEAKING | talk about your interview experiences
VOCABULARY | interview advice
FUNCTION | talking about yourself
LEARN TO | use two-word responses
PRONUNCIATION | intonation: sounding polite
SPEAKING | role-play an interview

1.4 THE BLIND PAINTER

DVD

DVD | watch a documentary about a blind artist
American Speakout | 60 seconds about you
writeback | a personal description

1.5 LOOKBACK
Communicative review activities
INTERVIEWS
What does “family” mean to you?

This video extends discussion of the unit topic to family.

Ss can view people describing their families and what
“family” means to them. Use this video at the start or
end of Unit 1 or assign it as homework.

SUPPLEMENTARY MATERIALS
Resource Bank: p. 129

Warm Up
With new classes, it’s important to build rapport so that the
Ss feel comfortable with each other and with you. Write three
facts about yourself on the board, two true and one false.
Invite Ss to ask questions to find out further information about
the facts and then guess which one is false. Ss then write their
own sentences and ask and answer in pairs.

VOCABULARY LANGUAGE
1A Put Ss into pairs and give them 5 mins. to go through

the words in bold and check they understand what they
mean. Check understanding with the class and be prepared
to give further explanations or examples where necessary.
Give Ss another 2−3 mins. to think about their answers to
the questions alone.

1
identity

VOCABULARY | language
READING | read about bilingualism
GRAMMAR | question forms

PRONUNCIATION | intonation: wh-questions
SPEAKING | talk about important dates in your life
WRITING | emails of introduction; learn to write formal

Ss review/practice question forms ( yes/no questions, subject and
object questions and questions with a preposition) in the context
of talking about language and language learning. They also
practice writing formal and informal emails.

1.1

Suggested Answers:
mother tongue: the first language that you learn as a child
language learner: a person who is learning a foreign language
learning strategies: plans, activities and techniques that people use
to help them learn
foreign: from a country that is not your own
native speakers: people who learned a language as their first
language when they were a baby
slang: very informal language that sometimes uses new or rude words
jargon: words/phrases used by people in the same profession that
are difficult for others to understand
fluency: the ability to speak/write a language very well without
stopping frequently
accuracy: the quality of being correct
skill: an ability that needs to be learned and practiced, e.g.,
writing, playing the piano
bilingual: the ability to speak two languages fluently

B Arrange Ss into small groups and ask them to discuss the

questions together. In feedback, go through each question
and call on a student to share their answer with the class.

Alternative Approach
You could do this as a whole-class mingling activity instead.
Ask Ss to stand up and discuss the questions with as many
different classmates as possible.

Teaching Tip
In group discussions, monitor carefully and write down any
common errors and/or examples of good language. After
feedback, go through the errors as a class, without naming who
made them. Ask Ss to try and correct the errors themselves.
Drill any examples of good language.

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1.1

TEACHER’S NOTES
2 Write tongue on the board. Elicit which letters are silent (ue)

Check the answers with the class. Be prepared to clarify any points
Ss aren’t sure about, using examples.

and cross them out. Ss answer the questions in pairs. When they
have finished, check answers with the class.

Answers:
a) speak, use, talk, happened, talk, is
b) 1 Do (present) 2 Did (past) 3 did (past) 5 did (past)
c) 1 and 2 d) 3 and 5 e) 4 and 6

Answers:
1 Silent letters: ue in tongue; g in foreign; e in native
2 Silent letters: first c in science; l in talk; t in listen; k in know;
gh in right; w in wrong; h in hours; u in guess
3 b is true

American

out

Speak

TIP

w LANGUAGEBANK 1.1

Stronger classes could read the notes at home. Otherwise, check
the notes with Ss, especially the word order in questions and the
position of prepositions. In each exercise, elicit the first answer
as an example. Ss work alone to complete the exercises and then
check their answers in pairs. In feedback, elicit Ss’ answers and
drill the questions. Ss can refer to the notes to help them.

Read the tip with the class and elicit some words
that Ss often find difficult to spell. Explain that
it’s important to learn how words sound as well as
how to spell them.

Answers:
A 1 Where do you live?
2 Who won the game?
3 Does he eat meat?
4 What are they doing?
5 What are you writing about?
6 When did you arrive?
7 Who ate the chocolate?
8 Did you like the movie?
B 1 Who killed the President?
2 What were you thinking about?
3 What happened to the old theater?
4 Where did your great-grandparents come from?
5 Did your ancestors come from here?
6 Has she worked here for a long time?
7 Who is making all that noise?
8 Which house are you looking for?

READING
3A Focus attention on the title of the text and check

understanding. Ask Ss if they consider themselves to be bilingual.
Elicit ideas as to what the text will be about and write them on the
board. Give Ss 5 mins. to read the text quickly and check.

In feedback, go through the list on the board and check any
ideas mentioned.
Answer: The text is about some of the most common myths about
bilingualism.

Answers: 1 native 2 pick up (pick something up) 3 multilingual
4 persistent myths 5 acquire 6 gain insights

D Ss discuss the questions in small groups. When they have
finished, call on a student from each group to share their ideas
with the class.

GRAMMAR QUESTION FORMS
4A Ask Ss to look at the example questions 1–6. Check

the meaning of auxiliaries, prepositions and subject by eliciting
examples. Ss then read the grammar questions a)–e) and answer
them using the six example questions.
Teaching Tip
Stronger classes can work alone and then compare their answers in
pairs. You could also ask them to think of more examples for each
type of question. Weaker classes may need more support. Read the
notes with the Ss and check they understand how the word order
changes in question forms. In each exercise, elicit the first answer
as an example and check Ss can form the questions correctly before
they do the rest of the exercises. In mixed-ability classes, stronger
Ss could work with weaker Ss. This challenges the stronger Ss and
reinforces their knowledge by having to explain it.

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1.

1

C Give Ss 3–4 mins. to find the words and phrases in the text,
working alone and then checking with a partner. Elicit the
answers and check comprehension by using focused questions,
such as What is your native language? Is studying a language the
same as picking it up? etc. Drill the new vocabulary.

S

B Ss read the text again and answer the questions. They then
check in pairs before checking with the whole class.
Answers:
1 Danish, English, Portuguese, Spanish, Italian, German
2 Danish and English from his mother; Spanish from his father;
Portuguese, Italian and German from living in countries where
those languages are spoken
3 around fifty percent
4 pronunciation
5 protection against mental illnesses such as Alzheimer’s

pp. 128-129

B Ss listen to the questions from Ex. 4A and decide if the whquestion words are said in a higher or lower voice.
Answer: The question words are said in a higher voice.

C Play the recording again and ask Ss to imitate the questions
as they hear them. Repeat this until Ss feel comfortable
pronouncing the questions.
Watch out!
Intonation can be frustrating for Ss due to the lack of hard and
fast rules. But intonation is important for expressing meaning,
sometimes more so than the words we use. Reassure Ss that the
best way to learn it is by mimicking natural spoken language.

5A Do the first question together as an example and write it on

the board. Ss work alone to make questions and then check their
answers in pairs. Elicit the answers.
Answers:
1 Do you study every day?
2 Did your parents teach you any other languages?
3 Who is the best language learner you know?
4 Who was your first English teacher?
5 What do you do to remember words in English?
6 What languages do you like listening to?
7 What TV programs do you watch in English?
8 When did you first speak a foreign language?

B Drill the questions with the class. Ss choose three of the
questions and walk around asking other Ss the questions
in a mingling activity. Invite Ss to share with the class any
interesting answers they found out.
spelled / set the table
program / learned

spelt / lay the table
programme / learnt

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1.1

TEACHER’S NOTES
SPEAKING
6A Demonstrate the activity by writing two dates, two names

and two places that are important to you on the board and
explaining why they are important. Give Ss 5 mins. to write
their own dates, names and places and make notes about them.
Monitor carefully to help with vocabulary, especially with
weaker classes.
B Arrange Ss into groups of four and ask them to explain their
information to their group. Monitor and encourage Ss to ask
follow-up questions. Note any common errors for later feedback.
Call on Ss from each group to tell the class any interesting facts
they found out.
Teaching Tip
When calling on Ss to speak, do it randomly (rather than around
the class) to prevent Ss from switching off before their turn.

WRITING EMAILS OF INTRODUCTION; LEARN
TO WRITE FORMAL AND INFORMAL EMAILS

7A Ss discuss the question in pairs. In feedback, call on some Ss
to share their answers with the class.

Suggested Answers: applying for a job, applying for university or
college admission, applying for a course

B Focus attention on the subject lines of each email and ask Ss
why they think the people are writing. Ss read and check. When
eliciting the answers, ask them which lines tell us this.
Answers:
Julia is writing because she wants to join a class (“She said you’d be
happy to accept a few more people.”) and wants to introduce herself
(“My name’s …”; “My mother tongue is …”; “I was traveling …”; “I
really want to …”).
Talya is writing to introduce herself to her new colleagues (“I would
like to take this opportunity to introduce myself.”; “I have worked
…”; “I have been involved in …”; “I am married …”).

B Ss look back at the two emails and answer the questions in
pairs. In feedback, elicit Ss’ answers.
Answers: 1 F 2 I 3 I 4 F

C Do the first note together as an example. Ss refer back to the
emails to find the missing phrases and then check their answers
in pairs. Elicit Ss’ answers.
Answers:
1 Dear (name)
2 opportunity
3 Hope to hear from you soon
4 Sincerely

10 Give Ss 3–4 mins. to read the information and take notes.
Check that Ss are clear about what they need to write and
give them 10–15 mins. to write a draft of their emails. Monitor
carefully and help Ss with any vocabulary they need. Note any
common errors and go over them with the class at the end. Ss
exchange drafts with a partner and give each other suggestions
to improve their emails.

Alternative Approach
Ask Ss to write an email to you, introducing themselves and
explaining why they signed up for this course. You could
give Ss your email address or create a free one and ask them
to send their emails to you.

Homework Ideas
• Ex. 6A/B: write about your partner’s (or your) important
dates, names and places.
• Ex. 10: write a final draft of your email.
• Language Bank: 1.1 Ex. A–B, p. 129
• Workbook: Ex. 1–5, pp. 4–5

8 Ss read the five steps for good email writing and the emails

again. They then answer the question in pairs. In feedback, elicit
Ss’ answers.
Answer: Yes

9A Ss look back at the two emails in Ex. 7B and decide which
is formal and which is informal. Elicit the answers and ask Ss

how they can tell.

Answers:
The first is informal. It uses contractions (“My name’s,” “you’re”).
It leaves out words (“Hope to hear from you soon.”). It sounds more
like spoken English (“I really want to …”; “I’d love to …”).
The second is formal. It uses full forms of verbs (“I will,” “I would”).
It uses longer, more complex sentences (“I have been involved in a
number of … in eight countries.”).

Teaching Tip
Due to historical influences on English, longer, Latin-based words
tend to be more formal, while shorter, Germanic-based words tend
to be more informal. Because of this, Spanish, Italian, French and
Portuguese speakers tend to find formal words easier to understand.

whom / afterward / traveling

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In more formal emails, if you know the name
of the addressee, you close with “Sincerely,”
(American English) or “Yours sincerely,” (British
English); otherwise, “Yours faithfully” is used.

who / afterwards / travelling

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1.2

TEACHER’S NOTES
SAME OR DIFFERENT?

American

Introduction

out

Speak

TIP

Ss review and practice the present simple, present continuous, past
simple and past continuous in the context of talking about the
differences between men and women. They also learn and practice
common collocations with take, get, do and go.

2 Arrange Ss into small groups to discuss the questions. When
they have finished, call on Ss from each group to share their
ideas with the class.

SUPPLEMENTARY MATERIALS
Resource Bank: p. 127, p. 128 and p. 130
Ex. 1B: bring dictionaries for Ss to use.

LISTENING
3A Elicit/Check wired and navigating. Give Ss 3−4 mins. to read
the text. Then discuss the questions in pairs. In feedback, elicit
Ss’ answers and have a class discussion.

1.

3

Lead into the lesson via the website illustration. Ss work in pairs
and discuss stereotypes of men and women.

S

Warm Up

VOCABULARY RELATIONSHIPS

H=Host

board. Give Ss a few minutes to write their own lists. When they
are ready, ask them to compare and explain their lists in pairs.

Part 1
H: Is your brain male or female? Well, you might think it’s a strange
question, but some researchers have found that men’s and women’s
brains are actually wired differently. So, let’s do a test to see if your
brain is male or female. In a moment, we’re going to ask you to draw
a picture of a bicycle. So, make sure you have a pen or pencil ready.

B Check Ss understand boss and employee in the first example.
Ss work in pairs to match the rest of the words to the questions.
If you’ve brought in dictionaries, hand them out for Ss to use.
Elicit Ss’ answers and check comprehension, especially the
meaning of godfather and godmother to any non-Christian Ss.

Part 2
H: OK, so I want you to draw a picture of a bicycle. You have exactly
one minute, starting now …
Make it as beautiful or normal as you like. Include as much detail as
you can. You have forty-five seconds left …
You have another fifteen seconds …
You have five seconds left … four, three, two, one, zero, stop. Right,
stop drawing, please. Now, write down on your piece of paper
whether you, the artist, are male or female. That’s all we need to
know for the experiment. Now, turn to page 158 to see what a real
bike looks like.

2

S

Answers: 1 boss and employee 2 godfather and godmother
3 fiancé 4 mentor 5 teammates 6 classmates 7 member
8 partner

C Ss listen to the sentences and number the words in the box in
Ex. 1B in the order they hear them. Elicit the correct order.
Answers: 1 employee 2 mentor 3 godmother 4 boss
5 fiancé 6 member

S

1 I think I’m a good employee because I always do my best at work.
2 At my school, we have a system of mentors who help the younger
students, and I’m one of the mentors.
3 My news is that I recently became godmother to my best friend’s
little girl.
4 I’m the boss of a small company that sells sports clothes.
5 I’ll introduce you to my fiancé later. We got engaged two
weeks ago.
6 I took up judo six months ago, and I’m a member of a local club.

D Check Ss understand syllable in the instructions. Ss work
alone to find the words with two syllables and underline the
stressed syllable. They then check their answers in pairs. Elicit
Ss’ answers.

1.

4

Unit 1 Recording S1.2

B Explain that Ss have to listen and follow the instructions and
draw a picture.
Unit 1 Recording S1.3

1A Demonstrate the activity by writing your own list on the

1.

Read the tip with the class and practice saying
the two-syllable words using the technique
described.

C Ss listen and compare their pictures with the one on p. 158
Check comprehension.
Unit 1 Recording S1.4
H = Host

Part 3
H: Now, count up the parts on your drawing. Did you include wheels?
A handlebar? A seat? A chain? A crossbar? Pedals? Did your bike
have at least five parts? And could it work? Now for the difference
between the men’s drawings of a bicycle and the women’s: women’s
drawings often include a person riding the bike; men’s drawings
don’t usually include a person. This is a clear indication that
women think people are important. Men, on the other hand, are
more interested in getting the machine right. So, how did you do?
Is your brain male or female?

Answers: Two syllable words: classmates, partner, teammates,
member, mentor, mentee

Teaching Tip

w VOCABULARYBANK

In listening activities, don’t play the recording too many times, since
that wouldn’t be like real-life listening. Before playing the recording

again, let Ss check their answers in pairs, since they may be able to
get the answers they didn’t hear.

p. 148 Relationships

Focus attention on the family tree. Read the example with the
class. Then Ss complete the family tree with the words in the
box. In feedback, elicit Ss’ answers. Stronger classes can do the
exercise at home.

D Ss discuss the questions in pairs. When they have finished,
call on a few Ss to share their ideas with the class.

Answers: (from left to right, top to bottom) grandparents on
my mother’s side, stepfather, in-laws, ex-husband, sister-in-law,
stepdaughter, nephew, niece

28

mentee / on the same sports team / Check / that

M01 American Speakout TB Interm Mexico 40574.indd 28

pupil / in the same sports team / Tick / which

14/12/16 4:14 p.m.


1.2

TEACHER’S NOTES
SPEAKING

VOCABULARY PLUS COLLOCATIONS

4A Give Ss 2–3 mins. to read the comments and decide which

7A Introduce the topic and focus attention on the quiz. In

they agree/disagree with and why. Monitor and help where
necessary. When they are ready, arrange Ss into small groups to
compare their ideas.

B Ss discuss the questions in the same groups. In feedback, call
on Ss to share their ideas with the class.

GRAMMAR REVIEW OF VERB TENSES
5A Focus attention on the underlined verbs in the examples.

Ss work alone to match them to the names of the tenses and
then check their answers in pairs. In feedback, elicit Ss’ answers
and check they know how to form the continuous tenses
correctly.
Answers: 1 c) 2 d) 3 a) 4 b)

B Do the first rule together as an example. Then Ss complete
the rest in pairs. Check answers and clarify if necessary.
Answers: 1 c) 2 b) 3 a) 4 d)

C Go through the rules with the class. Then give Ss 2–3 mins.

to underline three examples in the comments in Ex. 4A. Elicit
the answers and other examples of “state verbs” (verbs that
are not usually used in the continuous) and write them on the
board.
Answers: Women don’t know how to read maps.; Women
remember every outfit …; Women like to take three weeks.

w LANGUAGEBANK 1.2

pairs, Ss complete the quiz.

B Ss turn to p. 158 and check their answers. Call on Ss to tell
the class how many they got correct.
Answers: 1 c) 2 a) 3 c) 4 b) 5 a) 6 b) 7 b) 8 c)

8A Ss work alone to find five expressions in the quiz and then
check their answers in pairs. In feedback, elicit Ss’ answers.

Answers: doing exercise, get married, take (more) responsibility for,
doing the housework, gone on a diet

B Check Ss understand the expressions in italics. They then
work alone to put the expressions in the word webs and then
check their answers in pairs. Elicit Ss’ answers in feedback and
elicit or give example sentences, e.g., I’m going on a diet starting
tomorrow. We get along really well. Could you do me a favor?
Answers: (in correct order)
1 go: on a diet, for broke, for a drink/a walk/a meal, along with
2 take: a taxi, part in something, after someone, responsibility for
3 get: married, a job/degree, here, along with someone

4 do: homework, housework, research, someone a favor

w VOCABULARYBANK p. 148
Collocations with take, get, do and go
With weaker classes, elicit one or two examples with the class
first. Then Ss complete the word webs in pairs. Stronger classes
can do the exercise at home.

pp. 128–129

Answers: (in correct order)
1 do: someone a favor, your best, the dishes, nothing for you
2 get: a prize, fired, food poisoning, excited
3 take: a sip, ages, a look, the blame
4 go: crazy, badly, on vacation, together

1A Teach/Elicit translator and conference before Ss do the
exercise.
B Elicit the first answer with the class as an example and check
Ss are forming the tense correctly. Ss complete the sentences and
then check their answers in pairs.
Answers:
A 1 speak 2 ’m attending 3 was doing 4 heard
5 arrived 6 don’t speak 7 met 8 was looking
9 do you know 10 found
B 1 ’re winning 2 was traveling 3 died 4 wasn’t listening
5 don’t work 6 is burning 7 Did you see 8 causes

6A Go through the first sentence together as a class. Stronger

classes can do the exercise alone and then check their answers
in pairs. But, weaker classes could work in pairs. Elicit Ss’
answers.
Answers: 1 ’m 2 grew up 3 ’m learning 4 got 5 seemed
6 ’m enjoying 7 met 8 was looking 9 are 10 sing

B Arrange Ss into pairs and elicit the questions they need to ask
to find out the information, e.g, What do you do? What are you
doing at the moment? etc. With weaker classes, you could write
these on the board. Ss then ask the questions and write their
partner’s profile.

parentheses / college / get along with
someone / favor / organizing / vacation

M01 American Speakout TB Interm Mexico 40574.indd 29

SPEAKING
9A Elicit Ss’ ideas for the first phrase as an example. Ss work
alone and write their classmates’ names next to the phrases.
Teaching Tip
With large classes and/or multilingual classes, it can be difficult
for Ss to remember the names of their classmates. For this activity,
write all the Ss’ names in a list on the board.

B Ss discuss their ideas in small groups. When they have
finished, call on Ss to tell the class their ideas and check if other
Ss agree.

Homework Ideas

•
•
•
•
•

Ex. 4A: write some more opinions for men and women.
Ex. 8B: write a short story using the collocations.
Language Bank: 1.2 Ex. A–B, p. 129
Vocabulary Bank: p. 148
Workbook: Ex. 1–6, pp. 6–7

brackets / university / get on with
someone / favour / organising / holidays

29

14/12/16 4:14 p.m.


1.3

TEACHER’S NOTES
TELL ME ABOUT YOURSELF

Culture Notes
Harvard is a prestigious university in the U.S., particularly
in the fields of business and law. Competition for admission is
very tough.

Introduction
Ss learn and practice ways of talking about themselves in interviews.
They also learn to use formal and informal two-word responses.

Warm Up
Lead in to the topic by telling Ss about an interview experience
you’ve had, whether it was for a job or another reason. Encourage Ss
to ask you follow-up questions to find out more information.

SPEAKING
1A Check Ss understand the types of interview listed and elicit

S

FUNCTION TALKING ABOUT YOURSELF
1.

5

SUPPLEMENTARY MATERIALS
Resource Bank: p. 131

4A Go through the questions and check Ss know what they

need to listen for. Ss listen to the extracts and then check their
answers in pairs. In feedback, elicit Ss’ answers.
Answers:
1 Interview 1 = placement interview for a language course
Interview 2 = job interview
Interview 3 = interview for college admission

2 Interviewee 2 doesn’t show enthusiasm or give full answers.

which of the interviews Ss can see in the pictures. Encourage Ss
to give reasons for their choices.

Unit 1 Recording S1.5

Suggested Answers: top picture—job interview, interview for
university admission or a placement interview for a language course;
bottom picture—interview for a talk show/radio program

T = Teacher S = Student

B Arrange Ss into small groups and ask them to discuss the
questions. Monitor and help with vocabulary. In feedback, call
on Ss from each group to share their ideas with the class.
Teaching Tip
When conducting feedback after discussion activities, going through
every question with every student wastes valuable class time. Instead,
ask Ss to decide on the most interesting piece of information they
found out about and share this with the class. This will also give Ss
an opportunity to process/think about what they heard during the
discussion.

VOCABULARY INTERVIEW ADVICE
2A Elicit one or two ideas as an example. Then put Ss into

pairs to brainstorm their own ideas. When they have finished,
invite Ss to write their ideas on the board.
Teaching Tip

Ss could do brainstorming activities as a race. Set a strict time limit
and ask Ss to write down as many ideas as they can. The pair with
the most relevant ideas wins.

B In pairs, Ss categorize the expressions. Stronger Ss can work
alone, but weaker Ss may need more help. Elicit Ss’ answers and
check comprehension using examples, e.g., If you dress appropriately,
what clothes will you wear? What kind of research can you do? etc.
Answers:
1 Should do during an interview: speak clearly, shake hands firmly,
show enthusiasm
2 Shouldn’t do during an interview: answer briefly, avoid eye contact
3 Might do before an interview: dress fashionably, send references,
arrive on time, do some research, be prepared

3 Ss read the text, answer the questions alone and then check

in pairs. Check answers with the whole class.

Answers:
1 They send flowers, chocolates and other things to get noticed.
2 Before an interview: be prepared, do some research about the
college/company, dress appropriately, arrive on time or
15 minutes early
During an interview: shake hands firmly, make eye contact,
speak clearly, offer full answers, show enthusiasm
30

M01 American Speakout TB Interm Mexico 40574.indd 30

Conversation 1
T: And what about your expectations of the course?
S: Well, as I said, I’ve studied English for many years and spent
time in U.S. But, that was a few years ago. So, for me, the most
important thing is to just refresh … and try to remember my
English and practice speaking and listening.
T: OK. You’ve got a very good level of English, so we’d put you in the
advanced class. Is there anything else?
S: Could I ask a question?
T: Of course.
S: I can take the morning class from 9:00 to 12:00. Is that right?
T: Yes, that’s right.
S: And, in the afternoon, there are options? Optional classes?
T: Yes, err … these are special classes with a special focus, like English
idioms, conversation, pronunciation. We have the full list here.
S: I see. Thank you.
T: No problem. OK, well, thank you very much.
Conversation 2
I = Interviewer A = Applicant

I: There are a couple of things I’d like to ask about, Jade. Your résumé
says you have some experience looking after children?
A: Yes, I was a counselor at a summer camp last year.
I: Can I ask you about that? What kinds of things did you do?
A: Um, well, I organized games.
I: Games for?
A: The children.
I: OK. And what age were the children?
A: Um … seven to ten.
I: OK. And you enjoyed it?

A: Yes.
I: What aspect, what part did you enjoy, would you say?
A: I suppose I’d have to say I liked the games most.
I: And any problems?
A: Um … no.
I: What about the different ages? We often find that different ages
together can be difficult.
A: It depends. In my opinion, you can usually get the older children to
help the younger ones.
Conversation 3
I = Interviewer S = Student

I think that’s about it. Do you have any questions?
Um, yes, actually I do have a question.
Yes, go ahead.
It’s about online classes at the college.
Right.
If I’m accepted, I saw that there are … urm, that it’s possible to take
some courses online.
I: That’s right.
S: So I wouldn’t need to attend classes?
I:
S:
I:
S:
I:
S:

to get into college / fashionably,
in the latest fashions / jewelry

for a place at university
smartly / jewellery

14/12/16 4:14 p.m.


1.3

TEACHER’S NOTES
I: Not for the online courses. But, er … well, one thing I’d like to say
is that the online courses are, in many ways, more difficult than
face-to-face courses. Certainly in terms of reading and writing,
they’re really quite demanding.

Answers:
1 I have a question.
2 Could I ask a question?
3 There are a couple of things I’d like to ask about.
4 Can I ask you about that?
5 In my opinion, this isn’t true.
6 I’d have to say I agree.
7 One thing I’d like to say is that the course is difficult.
8 The most important thing for me is to study.

B In pairs, Ss answer the questions with what they can
remember from the first listening. Play the recording again for Ss
to check their answers. Weaker classes may need to listen again.
Elicit Ss’ answers.
Answers:

1 speaking and listening
2 special classes with a special focus like English idioms,
conversation, pronunciation
3 games
4 different ages together
5 if it’s possible to take some courses online
6 There’s a lot of reading and writing.

LEARN TO USE TWO-WORD RESPONSES

Watch out!

B Elicit which expressions in Ex. 7A are more formal. Refer
Ss to audio script S1.5 on p. 164 and ask them to find the
expressions. Elicit what is said before each response.

7A Focus attention on the example. Then give Ss 2 mins. to

match the other expressions alone and then check their answers
in pairs. Elicit Ss’ answers and drill the expressions chorally and
individually. Check comprehension of I see. = I understand.
Answers: 1 d) 2 b) 3 e) 4 c) 5 a)

In Conversation 3, the student says … actually, I do have a
question. Point out to Ss that, when we emphasize things, we often
add an auxiliary and stress it in the sentence.

the function of the expression (to introduce a question). Ss
underline three more expressions and check their answers in
pairs. In feedback, elicit Ss’ answers.

Answers:
Extract 1: Could I ask a question?
Extract 2: (1) There are a couple of things I’d like to ask about.
(2) Can I ask you about that?
Extract 3: I do have a question.

B Focus attention on the underlined example and elicit
the function of the expression (to introduce an opinion). Ss
underline three more expressions and check their answers in
pairs. In feedback, elicit Ss’ answers.
Answers:
Extract 1: So, for me, the most important thing is to just refresh …
Extract 2: (1) I suppose I’d have to say … (2) In my opinion, …
Extract 3: one thing I’d like to say is that …

w LANGUAGEBANK 1.3

pp. 128–129

Ss can refer to the notes on p. 128 when they do the exercise.
Weaker classes should do the exercises in class before continuing
with the lesson. Drill the expressions in the table with the class.
Answers:
A: There are a couple of things I’d like to ask about.
B: I’d have to say Millennium Dreamer.
A: Can I ask you about that?
A: Could I ask a question about your image?
B: No. One thing I’d like to say is that these images are invented
by the media. In my opinion, good actors …

6 Do the first sentence together as an example and write it on the
board. Ss work alone to put the words in order to make sentences
or questions and then check their answers in pairs. Elicit Ss’
answers. Fast-finishers could write the answers up on the board.
In the United States, you usually submit your
résumé for a job application. In some cases and
in other parts of the world, you might submit
your CV, or curriculum vitae.
practice / counselor / at summer camp / question(s)

M01 American Speakout TB Interm Mexico 40574.indd 31

S

1.

6

5A Focus attention on the underlined example and elicit

Answer: Expressions a)–e) are more formal.

C Play the recording, pausing after each expression to highlight
the intonation. Ask Ss to repeat each phrase, imitating the
intonation patterns.
Teaching Tip
Two-word responses are relatively easy for Ss to learn and help them
sound more natural when they speak. Encourage Ss to use them
whenever they can.

SPEAKING
8 Divide the class in half, into Student As and Student Bs.
Student As read the information on p. 158 and prepare their
questions. Student Bs read the information on p. 162 and prepare
for the interview. Monitor and help with language and ideas.
When they are ready, put Ss into A/B pairs and ask them to roleplay the interview. Encourage Ss to use the functional language
from the unit. Monitor and note any common errors and good
language for later feedback. When they have finished, ask if the
candidates were successful. If you have time, Ss can change roles
and role-play the interview again. When they have finished, ask if
the candidates were successful and go over any common errors and
drill examples of good language.
Teaching Tip
When practicing functional language, encourage Ss to use the phrases
by asking one student in each pair to note every time their partner uses
one of the phrases. In feedback, elicit how many times they used them.

Alternative Approach
If you think Ss would find it more interesting, they could role-play
an interview with a celebrity. One student chooses a celebrity to
be and the other interviews them. Give some examples to help
get them started, e.g., How did you start your career as a XXX? Did
anyone help you before you were famous? What has been your most
memorable moment? What do you plan to do in the future? etc.

Homework Ideas
• Ex. 7B: write a conversation using the expressions.
• Language Bank: 1.3 Ex. A, p. 129
• Workbook: Ex. 1–3 p. 8

practise / tutor / on the summer camp / query(ies)

31

14/12/16 4:14 p.m.


1.4

TEACHER’S NOTES
THE BLIND PAINTER
Introduction
Ss watch an extract from a news report about the blind painter Sargy
Mann, who talks about his life and how he paints blind. Ss learn and
practice how to talk about themselves for 60 seconds and to write a
personal description of a classmate.
SUPPLEMENTARY MATERIALS
Warm Up: bring in/download photos of Sargy Mann’s paintings
to show the class.

Warm Up
Before class, find some of Sargy Mann’s paintings on the Internet
and either print them out and put them on the walls or show them
on a screen. Ask: What do you think of when you see each painting?
Which is your favorite? Do you know the artist? Ss look at the paintings
and discuss the questions in pairs. When they have finished, elicit
some answers and have a class discussion. Don’t say who the artist
is yet.

DVD PREVIEW

1A Check/Elicit: blind. Ss discuss the questions in pairs. When
they have finished, call on Ss to share their ideas with the class
and find out if there are any common answers, especially for
question 1.

B If you did the Warm Up and nobody knew Sargy Mann, then
ask if anyone has heard of him. Explain that he was the person
who painted the pictures in the Warm Up if necessary. Ss read
the information in the box, answer the questions and then check
in pairs. Check answers with the whole class.
Answers: Cataracts caused him to go blind. After he went blind, he
continued to paint, and his work sells for a lot of money.

DVD VIEW
2 Tell Ss they are going to watch a clip about Sargy and his
paintings and not to worry if they don’t understand everything
at this stage; they’ll be able to watch it again afterward. Go
through the questions with the class and make sure Ss know
what they’re watching for.
Answer: He uses a cardboard tube and Blu-Tack to help him paint.

Teaching Tip
The first time Ss watch a video clip, it’s unlikely that they’ll be able
or willing to do much writing while they watch because they’ll be
more interested in the visual aspect of the clip. Therefore it’s a good
idea for the first viewing exercise to be a more general, “heads-up”
task (like in Ex. 2) that involves watching the video rather than
one that focuses on language details.
DVD 1 The Blind Painter
SM = Sargy Mann F = Frances CB = Christopher Burness

SM: My name is Sargy Mann, and I’m a painter. I now live in a little
town in North Suffolk with my wife Frances. For twenty-five
years, I’ve been registered blind.
F: “Duck!”
SM: My desire has always been to make paintings, to make visual
metaphors for my experience of reality. In the early seventies,
when I was thirty-four, thirty-five, I got cataracts in both my eyes.
With each operation, my sight was getting worse and worse,
until the eye sort of exploded, and that was the total blindness
which I had been trying to prepare myself for, for years.

32

nonsense / at the moment / color

M01 American Speakout TB Interm Mexico 40574.indd 32

The idea of painting when you were totally blind seemed a nonsense
to me, and, so, when I came back from hospital, I remember
standing in my studio and thinking, you know, “now what?”
I thought, “Well, I’ve got this canvas stretched, ready to go, and
I’ve got all this paint, and my brushes, ” and I thought, “I wonder
what would happen if I give that a go.” So I brush ultramarine
up there where the sky was, and I had the most extraordinary
sensation. I saw the canvas go blue. I painted for about an hour,
and then my daughter was sort of walking by, and she said, “God,
Dad, that’s beautiful.” So I thought, “Well, there you go. There is
painting after blindness,” and I’ve been doing it ever since.
Pre total blindness, I would say I was a landscape painter, and as I

got blinder, figures at touching distance became more important.
Now, what I had from painting previous paintings with standing
figures in, was this cardboard tube. It’s the height of my wife,
and that bit of Blu-Tack™ marks her chin, that marks her waist,
that marks her knees. And I then mark down this standing figure
on my canvas, the different heights, which correspond to those
positions; so I begin to build up a drawing in Blu-Tack.
OK. Now the first thing is to find myself. Now the thing about
these bits of TM Blu-Tack, of course, is that what they are
actually is coordinates. They’re not all the same size, and that
helps me to find myself because in certain places I put bigger bits.
CB: Well, I’m Christopher Burness, and this is Cadogan Contemporary
Art Gallery, in London. And on the wall at the minute, we have
paintings by Sargy Mann. Since he lost his sight, we’ve had three
exhibitions of his work, and they’ve all been wonderful. We
have a lot of really well-known collectors who have his work.
Extraordinary people like Stephen Spielberg and Daniel Day
Lewis. Bruce Springsteen was in the gallery last week. Beyond
that, we obviously have major serious art collectors who collect
Sargy. This painting is actually now sold, and I suppose prices
of this size of painting is now around the area of about £50,000.
They’re not cozy, little conventional paintings. They are edgy,
dangerous. They tell stories; they’re full of impact through color. I
think they’re very individual. It is astonishing, and he is brilliant.
SM: I had to sort of reinvent painting for myself. It seems, sort of,
more or less impossible. But, if you’re just determined to keep
going, you know, you don’t need to give up. Because, if your
subject is your own experience, then, as long as you’re having an
experience, you’ve got a subject. And that has turned out to be
true even into total blindness.

3A Ss discuss the questions in pairs from what they can

remember about the DVD. Elicit their answers but don’t confirm
any answers yet.
Answers:
1 (suggested answers) His name is Sargy Mann, he’s an artist and he
lives in a little town in North Suffolk with his wife Frances.
For twenty-five years, he’s been registered blind; he manages to
paint even though he’s blind; he paints large colorful paintings of
landscapes and figures; his work sells for thousands of pounds.
2 He didn’t know what else to do.
3 He uses it as reference points for different parts of the body that
he’s painting.
4 Well-known collectors and celebrities, including Stephen
Spielberg, Daniel Day Lewis and Bruce Springsteen.

B Ss complete the sentences alone and then check in pairs.
Don’t give any answers yet.
Answers: 1 nonsense 2 go 3 sensation 4 landscape
5 coordinates 6 edgy

C Play the DVD again for Ss to watch and check their answers,
then check answers for Ex. 3A and 3B with the whole class.
The symbol for dollars, as well as some other
currencies, is $. The symbol £ is used for pounds,
the currency of the U.K.

a nonsense / at the minute / colour

14/12/16 4:14 p.m.


1.4

TEACHER’S NOTES
D Do the first one together as a class and point out that the
expressions may include other words from the listening, not just
those that fill the blanks in Ex. 3B (e.g., extraordinary in a). Ss
match the words alone and then check in pairs. Check answers
with the whole class.
Answers: a) extraordinary sensation b) landscape painter
c) edgy d) coordinates e) seem a nonsense f) give that a go

*Note: “Extraordinary ” is more commonly used in Britain
than in the U.S.
4 Arrange Ss into small groups to discuss the questions.
Monitor and help with vocabulary if needed. When they have
finished, call on Ss from each group to tell the class their ideas.

1.

7

S

American Speakout 60 seconds
about you
5A Focus attention on the questions and give Ss a minute to

read through and check they understand each one. Ss listen
to the recording and note which questions Monica answers.
Ss check answers in pairs and discuss what she says about each
question. Check answers with the class.
Answers:
Question 1: happy, talkative and hardworking
Question 5: She likes the house where she lives, but she doesn’t like
that it’s quite small.
Question 6: Her favorite smell is the smell of the ocean.
Question 10: She would bring her grandmother back.

Alternative Approach
With weaker classes, play the recording twice. The first time
Ss listen, they check the questions she answers. The second time
they listen, they note her answers.

C Give Ss plenty of time to choose their questions and plan
their answers. Go around and help with new vocabulary, writing
any new words/phrases on the board. Ss then practice giving
their mini-presentations and timing them. Encourage them to
practice them several times until they are confident with them.
D When they are ready, put Ss into pairs to give their minipresentations to each other. Encourage other Ss to listen and
write down the main points and anything they have in common,
since they will need this information later. While they are
speaking, note any common errors or examples of good language
use for later class feedback.

writeback a personal description
6A Elicit/Check: achievements, pharmacology, to code and

a computer platform. Give Ss 3–4 mins. to read the text and write
down what they think are his achievements.
Suggested Answers: he finished college; he taught English in
Thailand; he taught himself how to code; he set up a business;
he won a big contract

B Give Ss a few minutes to check their notes from Ex. 5D and
ask their partners for any more information they need. Ss then
write their own texts about their partners. When they have
finished, Ss swap texts in their pairs and make any suggestions
for changes they’d like as well as for any mistakes they notice. If
they’re not sure if something is correct, ask them to call you over
to check.

Optional Extra Activity
Ask Ss to write their texts on pieces of paper and not to write the
name of the person the text describes. When they have finished,
collect them and display them around the classroom. Ask Ss to
walk around and guess whom each text describes.

Homework Ideas

Unit 1 Recording S1.7
OK, so I’m going to tell you something about myself. My name is
Monica Nielson, and I live in a small town near Bologna, in Italy.
Umm, I think three words that describe me would be happy, talkative
and hardworking. One of the things I love about my lifestyle is that
I love the house where I live. I live in an apartment with my boyfriend,
and it’s an old apartment in the historical part of town. So, it’s very
beautiful. It’s quite small, so I suppose that’s one thing I don’t like.

My favorite smell is … the smell of the ocean. We live quite far from
the ocean here. But, in the summer, I love to drive to the coast and
breathe the ocean air. It makes me feel good. And, finally … if I could
change one thing about the past, um, I would bring my grandmother
back. She was a nice lady, and I miss her a lot.

Ex. 6B: write a final draft of the text or write a personal
description of yourself.

B Go through the key phrases and ask Ss if they can remember
the missing words. Ss listen again and complete the phrases.
They then check in pairs. Elicit the answers and drill the phrases
chorally and individually.
Answers:
I’m going to tell you something about myself.
I think three words that describe me would be happy, talkative and
hardworking.
One of the things I love about my lifestyle …
I suppose that’s one thing I don’t like.
In the summer, I love to drive to the coast …
It makes me feel good.

favorite

M01 American Speakout TB Interm Mexico 40574.indd 33

favourite

33

14/12/16 4:14 p.m.


1.5

TEACHER’S NOTES
LOOKBACK

Alternative Approach

Introduction
Ss review and practice the language of Unit 1. The notes below
provide ideas for exploiting the exercises and activities, but
your approach will depend on your aim, e.g., whether you use
the activities as a diagnostic or progress test or as review/fluency
practice. If done as a test, then it would not be appropriate to
monitor or help Ss.

LANGUAGE

You could do this as a team game. Arrange Ss into small groups
and ask them to do the exercise orally, making sure they don’t
write any answers down. When they have finished, ask each
group to think of a team name. Write the names on the board.
Each turn, call out one of the numbers randomly. Each team
must call out the correct answer or Correct! The first team to
answer correctly gets a point, which you mark on the board next
to their team name. Make sure Ss still don’t write the answers at
this stage. The team with the most points wins. After the game,
ask Ss to work alone to do the exercise in their books.

1A Ss complete the sentences using the words in the box and

then check their answers in pairs. In feedback, elicit Ss’ answers.
Answers: 1 fluency 2 native speakers 3 accuracy
4 mother tongue 5 strategy 6 jargon 7 bilingual 8 slang
9 skill 10 foreign

B Remind Ss that the advice comes from a 1950s course
book and ask them to check which sentences they think are
still useful advice. They then compare their answers in pairs.
Monitor and encourage them to ask follow-up questions. Elicit
any interesting answers.

QUESTION FORMS
2A Ss correct the mistakes alone and then check their answers
in pairs. Elicit the correct answers.

Answers:
1 When did you start studying English?
2 Who helped you to learn English?
3 correct
4 Did you learn anything important at school?
5 Do you enjoy learning languages?
6 correct
7 correct
8 correct

B In pairs, Ss choose four of the questions and ask their partner.
While they are speaking, monitor and note any errors and

examples of good language. In feedback, elicit any interesting
answers and give Ss feedback on their language use.

RELATIONSHIPS
3A Do the first word together as an example. Then Ss reorder
the letters. Elicit Ss’ answers. Fast-finishers could write the
words up on the board.
Answers: 1 godmother 2 fiancé 3 mentee 4 partner
5 fiancée 6 member 7 classmate 8 godfather 9 boss
10 employee 11 mentor 12 teammate

B This can be done in class or as homework. Ss write their own
diary entries. Monitor and help with vocabulary, writing any new
words/phrases on the board.

TALKING ABOUT YOURSELF
5A Focus attention on the example. Ss work alone to complete
the conversations with the pairs of words and then check their
answers in pairs. Elicit Ss’ answers and ask them what situations
they think the conversations take place in.
Answers:
1 A: I have a question about the class. Do I have to bring a pen?
2 A: Could I ask a question? Where does the tennis class meet?
3 A: I’d have to say I’m not sure you’re qualified. Why should we
employ you for the library position?
4 A: There are a couple of things I’d like to ask. First can you work
on Saturdays?
5 A: One thing I’d like to say is that you look good for your age.
How old are you?
6 A: Can I ask you about your latest movie, Philadelphia? Where is

it set?

B In pairs, Ss use the expressions on p. 15 to write an interview.
Monitor and help with vocabulary. When they are ready, pairs
show their interviews to another pair to guess the situation.
C In groups, Ss role-play their interviews. Monitor and note
any errors and examples of good language. In feedback, call on
some pairs to perform their interviews for the class. In feedback,
correct any common errors and drill examples of any good
language.

Interviews and Worksheet
What does “family” mean to you?
This video extends discussion of the unit topic to family. Ss can
view people describing their family and what “family” means
to them.

B Give Ss 2–3 mins. to prepare and make notes on any
additional information they can give. Monitor and help with
vocabulary if necessary. In pairs, Ss share their information and
ask questions. In feedback, elicit any interesting answers.

REVIEW OF VERB TENSES
4A Ss find and correct the five mistakes and then check their

answers in pairs. Elicit the answers and ask Ss if they or anyone
they know is in a band.
Answers: 1 correct 2 saw 3 correct 4 asked 5 ’m going
6 correct 7 correct 8 started 9 correct 10 like
11 correct 12 correct

34

M01 American Speakout TB Interm Mexico 40574.indd 34

Mr. / on the weekend

Mr / at the weekend

14/12/16 4:14 p.m.


TEACHER’S NOTES
OVERVIEW
2.1 FACT OR FICTION?

2.2 WHAT REALLY HAPPENED?
SPEAKING | keep up with the news
READING | read an article about conspiracy theories
GRAMMAR | narrative tenses
PRONUNCIATION | weak forms: had, was, were
VOCABULARY | the news
SPEAKING | talk about an important news event
WRITING | a news report; learn to use time linkers

2.3 I DON’T BELIEVE IT!
VOCABULARY | say/tell
FUNCTION | telling a story
LEARN TO | show interest
PRONUNCIATION | intonation: sounding interested

SPEAKING | tell a true story or a lie

2.4 HUSTLE

DVD

DVD | watch a drama about an art thief
American Speakout | a narrative
writeback | a newspaper article

2.5 LOOKBACK
Communicative review activities
INTERVIEWS
When is it OK to tell a lie?

This video extends discussion of the unit topic to telling
lies. Ss can view people discussing whether they would
ever tell a lie, what lies they’ve been told and who told
them. Use this video at the start or end of Unit 2 or
assign it as homework.

Introduction
Ss review and practice the present perfect simple, past simple
and vocabulary to describe types of stories in the context
of life stories. They also learn and practice common uses of
prepositions.
SUPPLEMENTARY MATERIALS
Resource Bank: p. 133 and p. 134
Warm Up: bring in a trailer for a movie about a famous
person’s life (a biopic).

Warm Up
To start the lesson and contextualize the topic in a motivating
way, show Ss a trailer for a movie about a famous person’s life.
It could be one of the movies in Ex. 1B or a similar one. Show
the trailer and ask Ss if they can identify the movie and if they
have seen it.

2
tales

SPEAKING | talk about Hollywood versus history
VOCABULARY | types of story
LISTENING | listen to a radio program about movies
GRAMMAR | present perfect and past simple
PRONUNCIATION | weak forms: have
SPEAKING | talk about life stories
VOCABULARY PLUS | prepositions

FACT OR FICTION?

2.1

SPEAKING
1A Introduce the activity by giving Ss an example of a

movie that has taught you about history. Ss then work in
small groups to share their own experiences.
B Focus on the quiz and discuss the first question with
the class as an example. Ss do the quiz in pairs. Elicit some

answers. Then direct Ss to p. 158 to check their answers.
Answers: 1 Fiction 2 Fiction 3 Partly true 4 Partly true

C Discuss the questions as a class.

VOCABULARY TYPES OF STORIES
Teaching Tip
When introducing topic vocabulary, first gauge how much the
Ss already know. Write types of stories on the board and give an
example, e.g., action/adventure. Elicit further examples and write
them on the board.

2A Do the first one together as an example. Ss match the

words in the box to the correct definitions and then compare
their answers in pairs. In feedback, check Ss’ answers, drilling
each word with the class.
Answers: a) an action/adventure movie
b) a psychological thriller c) a science fiction movie
d) a biopic e) a crime movie f) a period drama
g) a romantic comedy h) a disaster movie i) a docudrama
j) a fantasy movie k) a mystery

B Give Ss 2−3 mins. to read the opinion and answer the
questions. Make sure you elicit the writer’s reason, too.
Answer: The writer enjoys romantic comedies because they are
relaxing.

C Ss discuss the questions in pairs. In feedback, call on Ss to
share their partner’s answers with the class.

35

M02 American Speakout TB Interm Mexico 40574.indd 35

14/12/16 4:28 p.m.


2.1

TEACHER’S NOTES

1

S

LISTENING
2.

R: Yes, it’s funny actually. When you’re playing a character people
recognize, you have to work really hard at getting the voice right.
Josh Brolin played George Bush. And, when he was preparing
for the movie, he talked to himself all day in a Texas accent.
He even phoned hotels in Texas, just so he could listen to their
accent.
H1: Really? That’s funny. What about actors who can’t meet the
character in person? What do they do?
R: Well, there are other ways to prepare. Audrey Tautou, for
example. She played Coco Chanel. So, she couldn’t meet her
in person, but she watched hours and hours of film footage. She

watched her in interviews, and she looked at photographs. Tautou
wanted to look like Coco Chanel when she was on screen so that
we would recognize her image.
H2: That’s right. And it was a beautiful movie.
R: It was, and you know one of the things …

3A Introduce the topic of the listening and check Ss

understand what they have to do. Explain that they don’t have
to understand every word and that they will have a chance to
listen again later. Ss listen and answer the questions and then
compare answers in pairs before class feedback.
Answers:
1 Hollywood biopics
2 People like watching movies that give them more information
about a person or event they already know something
about. People can learn about history in an entertaining way.

Unit 2 Recording S2.1

2.

2

S

B Put Ss into pairs and focus attention on the photos. Ask which
people Ss are familiar with and if they have seen the movies.
Ss discuss the question in pairs. In feedback, elicit Ss’ ideas.
C Ss listen to the second part of the program and decide if the

sentences are true or false. They then check their answers in
pairs. In feedback, elicit Ss’ answers.
Answers: 1 T 2 F 3 T 4 T

Unit 2 Recording S2.2
H1 = 1st host H2 = 2nd host R = Rosie (A film historian)

H2: But, what about the actors, Rosie? I mean, many of the actors have
won Oscars for their roles in these movies. What’s it like for them?
R: Well, I think actors just love these roles. It’s very exciting to be
asked to play a character everyone already knows. Look at Helen
Mirren. She won an Oscar for her role playing the Queen, and it’s
probably one of her greatest successes.
H1: Oh, absolutely! So, how do they do it? How does an actor prepare
for a role like this? Do they meet the person they’re going to play?
R: Well, yes, obviously, if that person is still alive, then that’s a great
way for the actor to study the character, to see how they move
and how they talk. In fact, I know that Helen Mirren met the
Queen for tea, you know, very English. And that really helped
her to understand her character. And Will Smith, who played
Muhammad Ali … Well, when they met, they got along really
well, and … and they became friends.
H2: But what about playing a character everyone knows, like George
Bush, for example?

36

M02 American Speakout TB Interm Mexico 40574.indd 36

U.S. / learned / recognize

2.

3

H1: Hi, and welcome to The Movie Show, where today we’re looking
at the Hollywood biopic and why it’s become so popular. Now,
Hollywood has always used true stories in its movies. In fact, it
began making successful movies in the 1920s, and, since then,
there have been thousands of movies based on true stories.
H2: That’s right. But, in recent years, there’ve been more and more
biopics. Directors have turned to the lives of famous people as a
source of material. So, why is it that some of the best movies in
recent years have been based on real events or inspired by real
people?
H1: Today, we’re talking to Rosie Truman, an actor and a movie
historian. Rosie, why do you think Hollywood is doing so many
biopics?
R: Well, one reason is that audiences really enjoy movies about
people they already know something about, but they want to
know more. So, from these movies, we’ve learned something.
We’ve learned about the difficult lives of some of the biggest
music legends, like Ray Charles and Johnny Cash. And we’ve
learned about the lives of politicians, like George Bush, or
sporting heroes, like Muhammad Ali. It’s a way in which
Hollywood can actually teach us about history in an entertaining
way. And it’s interesting.
H2: Yes, I think that’s right.

S

H1 = 1st host H2 = 2nd host R = Rosie (A film historian)

4A Play the whole recording and ask Ss to complete the
sentences, then check in pairs.

Unit 2 Recording S2.3
Recording 3 is Recording 1 and Recording 2 combined.
See above for audio scripts.

B Ss check their answers with the audio script on p. 164
Answers: 1 true stories 2 1920s 3 real events 4 difficult
5 Oscars 6 tea 7 accent 8 image

GRAMMAR PRESENT PERFECT AND PAST
SIMPLE

5A Elicit the examples from the first two sentences. Give Ss

2–3 mins. to underline the other examples alone and then check
their answers in pairs. In feedback, elicit Ss’ answers.
Answers:
Present perfect:
1 has always used 3 have been based 4 ’ve learned 5 have won
Past simple:
2 began 6 met 7 phoned 8 wanted

B Ss complete the rules with present perfect or past simple.
Check Ss’ answers.
Answers:

Rule 1: present perfect
Rule 2: present perfect
Rule 3: past simple
Rule 4: past simple

C Do the first sentence as an example. In pairs, Ss match
the other sentences to one of the rules. Elicit Ss’ answers and
be prepared to give more examples and provide timelines to
illustrate the present perfect/past simple contrast if necessary.
Answers:
Rule 1: sentences 4, 5
Rule 2: sentences 1, 3
Rule 3: sentences 2, 6
Rule 4: sentences 7, 8

In American English, you almost always say
you’re going to the movies (not the cinema)
or to see a movie (not a film).

US / learnt / recognise

14/12/16 4:28 p.m.


2.1

TEACHER’S NOTES
w LANGUAGEBANK 2.1

pp. 130–131

Point out that we often use the present perfect to introduce a
story and then switch to the past simple to give details.
1A Elicit the first answer as an example. Ss then check the
correct sentences in pairs.
B Elicit the first conversation as an example. Ss write the
conversations, check their answers in pairs and practice them.
Answers:
A 1 b) 2 a) 3 b) 4 b) 5 a) 6 a)
B 1 A: Have you ever been here before? B: No, I haven’t.
2 A: Have you seen the movie The Reader?
B: No, I haven’t seen it yet.
3 A: Has he been to Budapest?
B: Yes, he went (there) last summer.
4 A: Have you finished that book yet?
B: Yes, I’ve already started the next one.
5 A: Have you seen Maria? B: Yes, she left a message for you.
6 A: Has he decided what job he wants to do yet?
B: No, he hasn’t.

6A Give Ss 1 min. to read the text and answer the question.
Tell them not to worry about the blanks at the moment.

Answer: Meeting a stockbroker and asking him out to lunch
changed Gardner’s life.

B Do the first sentence together as an example. Ss complete the
text with the correct forms of the verbs in parentheses alone and
then check their answers in pairs. In feedback, elicit Ss’ answers.

7A Ss listen to the pairs of phrases and repeat them. Draw

2.

5

S

attention to the differences.

B Ss listen and write the sentences they hear. Pause the
recording after each sentence to give Ss enough time to write it.
When they have finished, Ss compare their sentences in pairs.
Teaching Tip
Make feedback more student-centered by asking Ss to come to
the board to write their answers, especially if some Ss finish early.
If possible, have several Ss come to the board at the same time to
avoid putting one student on the spot.

C If they need to, Ss listen once more to check their sentences.
Drill the sentences with the class.
Answers: 1 I lived there for ten years. 2 We’ve never met before.
3 He won an Oscar. 4 They’ve spent all the money.
5 Have you decided to go? 6 I’ve never seen that movie.

8A Elicit Student A’s first question and write it on the board.

Divide the class in half. One half writes Student A’s questions
and the other half turns to p. 158 and writes Student B’s
questions. Monitor and help where necessary. Stronger classes

can do the exercise orally.
Answers Student A:
Have you ever been on TV/in a newspaper?
Have you ever watched a movie at an outdoor movie theater?
Have you ever done something embarrassing in public?
Have you ever written a poem/story?
Have you ever been to a country on a different continent?
Have you ever collected something as a hobby?
Have you ever seen someone commit a crime?
on the weekend
memorize / bus

M02 American Speakout TB Interm Mexico 40574.indd 37

at the weekend
memorise / coach

B Arrange Ss into pairs and explain the activity. Ss take turns
asking their questions and trying to find five things they have done
that their partners haven’t. In feedback, elicit any unusual answers.

SPEAKING
9A Demonstrate the activity by giving some of your own

details. Give Ss 10 mins. to make notes and think of ideas.
Monitor and help with ideas if necessary.
B Put Ss into pairs. They take turns explaining the movies of
their lives. Monitor and help with vocabulary where necessary.
C Elicit some additional questions from Ss to help them
complete the task, e.g., What genre did you choose for your movie?

Which actor did you choose to play you in it? Ss take iturns asking
questions about their partners’ movies. In feedback, call on Ss to
share any interesting facts.

VOCABULARY PLUS PREPOSITIONS
10 Do the first example together. Ss complete the word webs
alone and then check their answers in pairs. In feedback, elicit
Ss’ answers.
Answers: 1–2 quarter to one / lunchtime
3–5 July / the winter/the summer / the twenty-first century
6–8 Saturday / the weekend / New Year’s Day

American

Speak

out

2.

4

S

Answers: 1 haven’t (always) been 2 didn’t meet 3 experienced
4 left 5 lost 6 slept 7 ’s come 8 met 9 ’s spent
10 ’s (also) written

Student B:
Have you ever won a competition/some money?

Have you ever eaten something very unusual?
Have you ever broken a bone in your body?
Have you ever locked yourself out of the house?
Have you ever ridden a horse/motorcycle?
Have you ever climbed a mountain/run more than two kilometers?

TIP

Read the tip with the class and drill the phrases.

w VOCABULARYBANK

p. 149

Prepositions of Place
Use the pictures to teach/elicit highway, bridge, city center and
cathedral. Match the first description to the correct picture as an
example. Then Ss match the rest in pairs.
Answers: 1 C 2 A 3 E 4 B 5 D

11 Explain that in each sentence one preposition will fit all the
blanks. Ss work alone to complete the sentences and then check
their answers in pairs. In feedback, elicit Ss’ answers.
Answers: 1 by 2 on 3 for 4 by

12A In pairs, Ss match the expressions with their meanings. In
feedback, elicit Ss’ answers and give further examples.
Answers: 1 j) 2 e) 3 i) 4 h) 5 c) 6 a) 7 d) 8 f)
9 g) 10 b)

B Give Ss 10 mins. to write questions using the expressions.
Monitor and help where necessary.
C Then, pairs ask and answer their questions. In feedback, call
on Ss to share their partners’ answers with the class.

Homework Ideas
• Language Bank: 2.1 Ex. A–B, p. 131
• Vocabulary Bank: p. 149
• Workbook: Ex. 1–6, pp. 9–10
37

14/12/16 4:28 p.m.


2.2

TEACHER’S NOTES

WHAT REALLY HAPPENED?

B In this exercise, Ss check their predictions from Ex. 2A. Ss
read the articles and check their answers.

Introduction

Answers:
1 Man on the moon: the astronauts didn’t land on the moon,
photographs were taken in a studio.; Elvis: Elvis Presley didn’t
die at home in his bathroom, and he is still alive today.; Death of
Kennedy: Lee Harvey Oswald was not acting alone when he killed

J. F. K. Suspects include the CIA, the FBI and Fidel Castro.
2 Official reports have concluded that President Kennedy was killed
“as the result of a conspiracy.”

Ss review and practice narrative tenses in the context of conspiracy
theories and talking about important events. They also practice
using time linkers in writing a news report.
SUPPLEMENTARY MATERIALS
Resource Bank: p. 132 and p. 135
Warm Up and Ex. 6A: bring in a range of tabloid/broadsheet
newspapers or articles from news websites.

3A Elicit what Ss can remember, but don’t give any answers

yet. Give Ss 3–4 mins. to read the texts again and check their
answers. In feedback, elicit Ss’ answers.

Warm Up
Discuss recent major news stories with the Ss. Ask What stories have
been in the news recently in your country? How have they affected you? If
possible, bring in articles for Ss to discuss.

Answers: 1 Elvis Presley 2 President Kennedy 3 Lee Harvey
Oswald 4 Lee Harvey Oswald, President Kennedy 5 the CIA, the
FBI, Fidel Castro 6 the astronauts Buzz Aldrin and Neil Armstrong

SPEAKING

B Demonstrate the activity using the first word as an example,
eliciting what Ss can remember about shadows. In pairs, Ss

discuss what they can remember about the words and phrases. In
feedback, call on Ss from each pair to give their answers.

1A Read and check the questions with the class. Put Ss into
2.

6

S

groups of three or four to discuss their answers. In feedback, call
on Ss to give the answers for their groups to the class.

Answers:
shadows: in the photos of the moon landing there were strange shadows.
fans: fans of Elvis still believe that he didn’t die.
stars: there are no stars visible in the photos of the moon landing.
painkillers: Elvis had taken painkillers for a toothache. It’s possible he
took too many, and this is why he died.
photographs: some people doubt the photos of the moon landing.
a studio: conspiracy theorists believe the photos of the moon landing
were taken in a studio, not on the moon.
hospital: Elvis was taken to a special room in the hospital, but he was
already dead when he got there.
the FBI: the FBI is suspect in the conspiracy theory and may have
been involved in the assassination of President Kennedy.
a man with a gun: President Kennedy was shot by a man with a gun.
a flag: the flag in the photos looks like it’s waving, but there is no wind
on the moon.

B Elicit what Ss can see in each photo. Play the recording for Ss
to identify which stories are mentioned. Check answers as a class.
Answer: Moon landing, Elvis Presley, the shooting of President John
F. Kennedy (J. F. K.)

Unit 2 Recording S2.6
H = Host N1 = 1st news clip N2 = 2nd news clip
N3 = 3rd news clip N4 = 4th news clip

H: Hello. I know what I was doing. Do you?
N1: Buckingham Palace has announced the death of Diana, Princess
of Wales. The Princess, who was thirty-six, died late last night in
a car crash in central Paris.
N2: It’s one small step for man, one giant leap for mankind.
N3: Breaking news in here at five live. There are reports that a plane
has crashed into the World Trade Center in New York. That is, a
plane has reportedly crashed into the World Trade Center in New
York, setting it on fire …
N4: President Kennedy and Governor John Connally of Texas were
shot today from an ambush as President Kennedy’s motorcade
left the center of Dallas …

C Ss discuss the questions in pairs. Monitor and provide any
vocabulary Ss need. In feedback, elicit Ss’ opinions.

GRAMMAR NARRATIVE TENSES
4A Give Ss 2–3 mins. to find the examples and answer the

questions. In pairs, Ss compare their answers. In feedback, check
Ss’ answers and provide further examples if necessary.

Optional Extra Activity
Ask Ss if they were alive at the time of the events in the listening
and if they can remember what they were doing. If you can
remember what you were doing during any of these events, share
it with the class as an example. Ss discuss in pairs. When they have
finished, call on Ss to share their partners’ answers with the class.

Answers:
past simple: shot; past continuous: were preparing, was riding
1 past simple 2 past continuous

B Give Ss 2–3 mins. to read the conclusion and answer the
questions in pairs. In feedback, elicit Ss’ answers and provide
further examples if necessary.

READING
2A Read the definition with the class and check Ss understand it.

Answers: 1 agreed, concluded 2 had killed, had been
3 past perfect

Focus attention on the photos and make sure Ss cover the texts.
Ss discuss the questions in pairs. In feedback, elicit Ss’ answers.

C Read the rule. Ss underline the correct alternative.

Alternative Approach

38

to the hospital / had a toothache

M02 American Speakout TB Interm Mexico 40574.indd 38

S

Answer: before the past time event we are talking about
2.

7

For teenage Ss who may not be so familiar with the events in
the photos, provide background questions to encourage them to
talk, e.g., What is happening in the pictures? Do you know what might
link these three stories? Then ask them to read the text to find out
before asking them Do you think it’s possible that there was a secret
plan behind the stories?

D Play the recording, pausing after each weak form to focus
attention on it. Then play it again without pausing and
encourage Ss to shadow read.

to hospital / had toothache

14/12/16 4:28 p.m.


2.2

TEACHER’S NOTES
w LANGUAGEBANK 2.2

pp. 130–131

Stronger classes could read the notes and do the exercises
at home. Weaker classes can do the exercises in class. Focus
attention on the timelines to help Ss understand the tenses and
read the notes with the class, paying particular attention to when
we don’t need to use the past perfect.
1A Ss choose the correct alternatives and then check their
answers in pairs.
B Focus attention on the first sentence and elicit the mistake. Ss
correct the remaining sentences and then check their answers in
pairs. In feedback, elicit reasons the sentences are wrong.
Answers:
A 1 died 2 had been 3 hadn’t played 4 was living
5 was studying 6 came 7 replied 8 turned
B 1 … when I heard … 2 … I had left my keys at home.
3 We were driving through the tunnel …
4 … I realized I’d seen it before.
5 I’d never been to Egypt before …
6 … everybody else was leaving. 7 correct
8 I was looking through …

5 Do the first sentence with the class as an example. Ss work
alone to complete the text with the rest of the phrases and then
compare answers in pairs. In feedback, elicit Ss’ answers and
encourage them to say why they chose each answer.
Answers: 1 d) 2 a) 3 c) 4 g) 5 h) 6 b) 7 f) 8 e)

VOCABULARY THE NEWS
6A Introduce the topic of newspaper headlines and discuss

some typical features used in headlines, e.g., present tenses used,
prepositions often dropped, dramatic language, etc. If you have
brought in newspapers/articles from news websites, pass them around
the class for Ss to look at and elicit some common features. Match
the first headline with the correct explanation as an example.
Ss work alone to match the rest of the headlines with the correct
explanations and then compare their answers in pairs. In feedback,
elicit Ss’ answers and check they understand the words in bold.
Answers: 1 e) 2 a) 3 h) 4 g) 5 d) 6 c) 7 f) 8 b)

B Demonstrate the activity by describing some news stories you
have read/heard recently using the vocabulary in bold from Ex.
6A. Put Ss into pairs to discuss other stories. In feedback, call on
Ss to tell you any interesting stories they have heard.
American

out

Speak

TIP

Read the tip with the class. Look at the first
headline together as an example. Ss then find
more examples alone and check in pairs.

w VOCABULARYBANK

p. 149 The News

Teach/Elicit held hostage, security depot, hand over and truck. Give
Ss 3–4 mins. to read the text. Elicit the first definition with the
class as an example. Then Ss match the phrases and definitions in
pairs. Stronger classes can do the exercise at home.
Answers:
A 1 gang 2 armed robbers 3 raid 4 at gunpoint
5 security guards 6 escape 7 eye witnesses 8 arrested
9 sound the alarm 10 forced
B People: security guards, gang, armed robbers, eye witnesses
Actions: raid, forced, sound the alarm, arrested, escape
Doesn’t fit either group: at gunpoint
town square

M02 American Speakout TB Interm Mexico 40574.indd 39

SPEAKING
7A Give Ss 5–10 mins. to think about their stories and write notes.
B Put Ss into groups of three to share their stories. Monitor and
check their use of narrative tenses, noting any common errors for
later feedback. In feedback, call on a student from each group to
summarize their stories for the class.

WRITING A NEWS REPORT; LEARN TO USE
TIME LINKERS

8A Focus attention on the title and the photo and ask Ss to predict

what the news report is about. Then give Ss 5–10 mins. to answer
the questions and underline the parts of the text that helped them.
Answers:
1 Maxi Sopo
2 He was wanted for fraud in the United States. He escaped to
Mexico, but was found when he talked about his life on Facebook.
3 He made a friend, who was a former police officer (justice official),
through Facebook. When the man discovered where Sopo
was living, he told the police.
4 Mexico
5 last month (according to the report)
6 The man is in custody in Mexico City.

B Go through the sentences with the class and check Ss know
what they are looking for. Ss work in pairs to find the examples
in the text. In feedback, elicit Ss’ answers.
Answers: 1 line 12, lines 13–14, lines 15–16 2 line 24
3 lines 1–4 4 lines 5–9

9A Ss find examples of the time linkers in the news report and
underline them. Check Ss’ answer.

Answers: as soon as (line 21) while (line 6) during (line 18)
until (line 10) by the time (line 7)

B Ss match the time linkers to the questions. Demonstrate by
using the sentences in the text to illustrate the meaning.
Answers: 1 by the time 2 until 3 while 4 during 5 as soon as

C Do the first sentence together as an example. Ss then

complete the rest of the sentences alone and compare their
answers in pairs. In feedback, elicit Ss’ answers.
Answers: 1 as soon as 2 while 3 during 4 until 5 By the time

10A Elicit questions for the first headline, e.g., How was she
traveling? Where was she traveling to? What happened? In pairs,
Ss write their questions on a piece of paper.
B Each pair passes paper to another pair.
C Ss look at the questions they have been given and write
notes. Focus attention on the ideas in Ex. 8B. Give Ss 10–15
mins. to write their news reports.
D Display the finished reports and ask Ss to read the stories and
choose which story they like best.

Homework Ideas
• Ex. 7A: write your news story as a news report following the
example in Ex. 8A.
• Ex. 10C: write a final draft of your news report.
• Language Bank: 2.2 Ex. A–B, p. 131
• Vocabulary Bank: p. 149
• Workbook: Ex. 1–5, pp. 11–12
parade

39

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2.3

TEACHER’S NOTES

I DON’T BELIEVE IT!

Teaching Tip
When drilling new language, vary your drilling techniques. You can
mix choral and individual drilling, substitute words in the phrase
being drilled, or backchain. Backchaining is when you isolate
the end of a phrase and then gradually build it up again, working
backwards. This ensures you use natural stress patterns.

Introduction
Ss learn and practice ways of telling a story in the context of
telling lies. They also learn how to keep a story going by responding
with interest.
SUPPLEMENTARY MATERIALS
Resource Bank: p. 136
Ex. 5A: write the sequencers on sets of cards for Ss to use.

C Read the statements with the class and check they understand
them. Put Ss into groups of three to discuss if they agree or
disagree with the statements and why. In feedback, call on a
student from each group to share their opinions with the class.

Warm Up

FUNCTION TELLING A STORY

Think of something interesting that happened to you recently
and prepare to tell the story to the class, but with one false detail.

Explain what you are going to do. Ss listen to your story and then
ask questions to discover the false detail.

3A Focus attention on the pictures and elicit what Ss can see in

VOCABULARY SAY/TELL
1A Ss discuss the questions in pairs. In feedback, build up a list
on the board of ways in which you can tell if someone is lying,
e.g., they touch their nose, they look uncomfortable.
Teaching Tip
When we read texts in our own language, we use different subskills
depending on why we are reading, e.g., for pleasure, to extract
specific information, etc. Set a clear task to ensure Ss practice
reading in the same way.

B Ss read the text and identify if any of their ideas in the list in
Ex. 1A are in the text. In feedback, ask Ss to tell you which ideas
are mentioned in the text and cross them off the list on the board.
Check comprehension of any new vocabulary from the text.
Answers:
When someone is lying they:
keep their hands still
don’t look at you straight in the eyes
don’t use “me” words

Teaching Tip
Reading texts is an excellent way for Ss to build their vocabulary.
However, after Ss have read a text, avoid asking Are there any words
you don’t understand? because the word understand has powerful
connotations. A better question is Are there any new words you’d like

to check?

2A Match the first sentence halves together as an example. Ss

match the rest of the sentence halves alone and then compare
their answers in pairs. In feedback, elicit Ss’ answers and check a
white lie and the punch line.
Answers: 1 f) 2 d) 3 e) 4 b) 5 c) 6 a)

B Go over the examples with the class. Ss then write the
phrases in the table. In feedback, elicit Ss’ answers and drill the
phrases chorally and individually, paying attention to the linking
in the phrases.
Answers:
Say: hello, what you mean, sorry
Tell: a story, a (white) lie, jokes

40

M02 American Speakout TB Interm Mexico 40574.indd 40

behavior

2.

8

S

each one. Put Ss into pairs and give them 2–3 mins. to discuss what

they think happened in the story. In feedback, elicit Ss’ ideas.
B With weaker classes, teach/check pills, subway, swollen up,
blotches, spots and an allergic reaction using the pictures to help.
Ss listen to the story, check their ideas from Ex. 3A and put the
pictures in the correct order. In feedback, elicit Ss’ answers.
Answers: 1 B 2 A 3 C 4 D

Unit 2 Recording S2.8
M = Man W = Woman

M: OK, so, tell me all about it …
W: Well, in the beginning, I was at home, and … um … this was just
one morning before a very important interview …
M: Uh-huh.
W: And … um … I didn’t feel well, so my mother had given me some
pills, and um … then I didn’t think anything more about it. So,
anyway, I then got on to the subway to go for my interview.
M: Right and what happened then?
W: Well, clearly I must have fallen asleep because I wasn’t feeling great
by this time. And um, I’m starting to feel sleepy, so I’m thinking
I must have fallen asleep. Anyway, I was getting some funny
looks, even before I fell asleep, but anyway. I fell asleep and then
I realized, before long, um … I must have been having a dream, I
suppose, about my mother. And, all of a sudden, I woke up. But, I
didn’t just wake up, I woke up shouting the word, “Mom!”
M: No! You’re joking!
W: At the top of my voice, in a packed, quiet subway car.
M: Oh, no!
W: Yes, and everybody’s staring at me, and that did not help matters.
Anyway, I got off the subway, and then arrived at my interview, put

all that behind me. I’m not, I’m still not feeling a hundred percent
perfect, but nevertheless arrived at my interview on time. And, I go
in and think, actually “This is going pretty well. They’re not saying
an awful lot, and, come to think of it, they’re looking at me in a
really strange way.”
M: Then what?
W: Well, the next thing I knew, I’d left the interview and said, “Thank
you very much for seeing me, blah-blah-blah” … and gone to the
ladies’ room. And there in the mirror, I could see what everyone
was looking at and why they couldn’t say anything,
M: What was it?
W: My face had swollen up!
M: Ah! No way!
W: It was bright red and …
M: No!
W: … and covered in blotches, spots …
M: Oh! You’re kidding!
W: No, and the pills that my mother had given me were so out-of-date
that they had caused an allergic reaction …
M: Oh! How embarrassing!
W: I know.

behaviour

14/12/16 4:28 p.m.


2.3

TEACHER’S NOTES

table. In feedback, elicit Ss’ answers and drill the phrases.

2.

8

S

Answers:
beginning: This happened when
describing what happened: The next thing I knew; Anyway,;
Before long,; And then, all of a sudden
ending: In the end,

B Play the story again, but explain that, this time, Ss have to
listen for the sequencers and check them as they hear them.

S

B Play the recording once for Ss to listen and check their
answers. Check answers with the class. Check understanding of
the phrases they didn’t hear, too. Play the recording again for Ss
to listen and notice how the intonation is used.
Answers: 1 a) 2 i) 3 d) 4 c) 5 j) 6 f)

C Play the recording again, but pause after each phrase for Ss
to repeat, mimicking the intonation used. Play the recording a
third time and pause after each phrase again, but, this time, ask
Ss to try to sound bored. Ask them if they notice the difference.
American

Speak

out

Answers: Well,; In the beginning,; So,; Anyway,; And then, all of a
sudden; The next thing I knew,

2.1

0

4A Focus on the example. Ss then add the sequencers to the

TIP

w LANGUAGEBANK 2.3

pp. 130–131

Stronger classes could read the notes and do the exercise at
home. Weaker classes can do the exercise in class. Go through
the phrases in the table and elicit possible continuations before
doing the exercise.
Answers: 1 this happened when 2 So, what happened
3 Well 4 Anyway 5 The next thing I knew 6 So
7 You must be joking 8 don’t believe it 9 In the end
10 really funny

5A Focus attention on the opening sentence. In pairs, Ss

practice retelling the story. Monitor and check they are using the
sequencers correctly.
Teaching Tip

2.

9

S

To ensure Ss practice the target language, write the sequencers on
cards, one set for each pair. Each time Ss use one of the sequencers,
they lay the card down on the desk. Ask Ss to try to use all of the
sequencers when telling their stories.

Read the tip with the class. Then say the phrase
How amazing! for them to repeat, sounding
interested.

Optional Extra Activity
Write on the board:
1 So, I got on the bus to work and saw an old school friend
I hadn’t seen for years.
2 I sat down next to her and said; “Hi. How are things with you?”
3 She looked at me a bit strangely, but replied, “Fine, thanks!”
4 I asked her, “How’s your brother these days?”
5 She said, “Fine thanks, but do I know you?”
6 I realized I’d made a mistake and didn’t know her!
Ss take turns saying the sentences from the board to their

partners who choose a phrase from Ex. 6A in the Students’ Book
to react in a bored or interested way. When they have finished,
Ss swap roles and repeat the activity. In feedback, call on one or
two pairs to perform their conversations for the class.

SPEAKING
7A Check Ss understand the situations, especially got stuck and
valuable. Give Ss 2–3 mins. to choose a situation.

B Ask Ss if they think it was a true story or a lie and why they
think so. Play the recording and elicit the answer.
Answer: It was false.

UNIT 2 Recording S2.9
M = Man W1 = 1st woman W2 = 2nd woman

M: OK. What do we think? True or false?
W1: Erm … I don’t know. I think it might be false because … I don’t
know …
M: Yeah, she was a little bit slow in telling the story …
W1: I don’t know if your mom would give you out-of-date pills …
M: Yeah, would a mother give her daughter out-of-date pills?
W1: I think false.
M: And it sounded like she was trying to think of what to say next,
so … you think false? I think false, too.
W2: Yes, it was false!

LEARN TO SHOW INTEREST

B Ss work alone to prepare their stories, using the questions and

any other ideas they have. Monitor and help with vocabulary
and write any new words/phrases on the board. Remind Ss to use
the sequencers from Ex. 4A.
C Ss tell each other their stories in groups of four and the other
Ss in the group respond using the language from Ex. 6A and
intonation to sound interested. When they have finished, the
other Ss in the group guess if the story is true or a lie. Monitor
and note any common errors for later feedback.
D Ss reveal to their group if they told a true story or a lie. In
feedback, call on Ss from each group to share any interesting facts
they discovered and correct any common errors with the class.

Homework Ideas
• Write the story you told in Ex. 7C or choose a different
situation from Ex. 7A and write a story.
• Language Bank: 2.3 Ex. A, p. 131
• Workbook: Ex. 1–3, p. 13

6A Introduce the topic by asking Ss how they feel when they are

talking to an unresponsive person (e.g., irritated). Go through the
example with the class. Ss then complete the extracts with the
correct phrases and compare their answers in pairs.

subway (train) / “Mom!” / elevator

M02 American Speakout TB Interm Mexico 40574.indd 41

tube / ‘Mum!’ / lift

41

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2.4

TEACHER’S NOTES

HUSTLE

Teaching Tip

Introduction
Ss watch an extract from the drama Hustle, in which a burglar steals
a painting and tries to take it through customs. Ss learn and practice
how to tell a story and write it up as a newspaper article.
SUPPLEMENTARY MATERIALS
Warm Up: bring in/download some pictures of the following
paintings: The Mona Lisa by Leonardo da Vinci, Sunflowers by
Van Gogh, The Scream by Edvard Munch, Le pigeon aux petits pois
by Picasso, La Pastorale by Matisse and Portrait of Suzanne Bloch
by Picasso.
Ex. 7: find a real story from a newspaper or news website about a
theft for Ss to look at first.

DVD VIEW
3A Ss watch the DVD and note all the problems Finch

encounters and then check in pairs. Check answers with the class.

Answers: a monkey screams; an alarm goes off; he is searched when
he arrives in the U.K.

DVD 2 Hustle
CM = Custom’s man T = Thief D = Detective

Warm Up
Show the pictures you brought in (see Supplementary materials)
and ask What do these paintings have in common? (They have all been
stolen at some point.) Write the following questions on the board:
Do you know who painted the pictures? Do you know how/why they
were stolen? Why do people steal works of art? If you were going to steal
a painting, how would you do it? Ss discuss the questions in pairs. In
feedback, elicit Ss’ answers and share some of the information from
the Culture Notes below.

CM: Excuse me, sir, could you follow me, please?
T: Can I just … ?
D: I want him followed.

B Focus attention on the example and check Ss know the
meaning of all the words before they start. Give Ss 2–3 mins. to
match the other words alone and then compare their answers in
pairs. In feedback, elicit Ss’ answers and write them on the board.
Answers: 1 e) 2 a) 3 g) 4 f) 5 d) 6 c) 7 b)

Culture Notes
The Mona Lisa was stolen from The Louvre in Paris by Vincenzo
Peruggia, an Italian workman who was angered by the number of
Italian pieces in the French museum. The painting was missing

for two years.
Sunflowers was one of twenty paintings taken from the Van Gogh
Museum in 1991 in an armed raid. The painting was found hours
later, abandoned in a car.
The Scream was stolen in 2004 from the Munch Museum in Oslo
by two masked gunmen. They were arrested several months later,
but the painting wasn’t recovered until 2006.
Le pigeon aux petits pois was stolen in 2007 from the Musée d’Art
Moderne in Paris, along with La Pastorale by Matisse and three
other artworks. They have yet to be recovered.
Portrait of Suzanne Bloch was stolen from the São Paulo Museum
of Art in 2007. The whole theft took three minutes. The
paintings were recovered from a town outside São Paulo in 2008.

Teaching Tip
Collocations are difficult for Ss to learn because of the lack of
common rules regarding which words go together, e.g., a heavy
smoker, make the bed. Encourage Ss to learn the collocation as a
single item, as they would a single word. This makes it easier to
remember and use it.

C Play the DVD for Ss to check which of the collocations from
Ex. 3A they don’t see. Give Ss a chance to compare their
answers. Then go through the collocations you wrote on the
board in Ex. 3B, checking the ones that appeared and crossing
out the ones that didn’t.
Answers:
6 c) (loaded weapon) does not appear in the clip.
4 f) (burglar alarm) is also not seen, but one is heard.

4A Go through the questions and check breaks into. In pairs,

DVD PREVIEW
1 Check Ss understand the questions. In pairs, Ss discuss them.

Monitor and help with any vocabulary they need. In feedback,
call on Ss to share their ideas with the class.

Culture Notes
The drama Hustle was first screened in 2004. It’s about a group of
con artists who specialize in “long cons”—extended deceptions
that require greater commitment, but that return a higher reward
than simple confidence tricks. It stars several well-known British
actors: Adrian Lester (Mickey Stone), Robert Glenister (Ash
Morgan), Matt Di Angelo (Sean Kennedy) and Kelly Adams
(Emma Kennedy).

2 Ss cover the program information and look at the photos.

Elicit their predictions about who the man is and what they
think he has done/is going to do. Give Ss 1 min. to read the
information and check their predictions. Elicit what problems
the Ss think Finch had when he stole the painting.

42

When we read a text in our own language, it is usually because the
title and/or photos have aroused our interest and we subconsciously
activate our background knowledge of the subject so that new
information in the text connects with our existing knowledge. Ss

need to practice and use this skill with texts in English, too.

Customs, which believes
into the grounds / does Customs plan

M02 American Speakout TB Interm Mexico 40574.indd 42

Ss discuss their answers to the questions from what they can
remember.
B Play the DVD again for Ss to check their answers.
Answers:
1 He climbs over the wall.
2 Walking around the outside of the house.
3 He steals the painting.
4 Because the monkey wakes up the house owner.
5 He climbs back over the wall.
6 The customs officers stop Finch and search his bags.
7 They are looking for the painting, but they don’t find it.
8 They plan to follow Finch.

C Ss discuss what they think will happen in pairs. Elicit their
answers and then tell them the answer from the program below.
Answer: Finch leaves the painting in a locker in Rio airport and
swallows the key before traveling back to the U.K. The hustle team
then tries to smuggle the painting to the U.K.
Customs, who believe
onto the grounds / do customs plan

14/12/16 4:28 p.m.

2.4

TEACHER’S NOTES
American Speakout a narrative

writeback a newspaper article

5A Focus attention on the pictures and elicit ideas for the first

7A If you brought a real news story with you, show it to the

one as a class. Ss then discuss their ideas about what happened in
groups of three and write them down.
Teaching Tip
Ask each group to appoint a secretary. Their job is to write the
group’s answers and report back to the class during feedback.
Stronger Ss as secretaries could also be asked to make sure everyone
in the group has a chance to speak.

When they have finished, call on one student from each group
to tell its story to the class. The other Ss in the class listen to the
stories and vote for their favorite one.

Alternative Approach
Rather than sharing their stories with the class in feedback,
arrange Ss into A/B pairs. Student B tells Student A their story.
After 2–3 mins., clap your hands and ask Student Bs to move
to the next Student A. Continue until Ss are back with their
original partner. Student A then tells Student B everything they

can remember about the stories they heard, and, together, they
choose their favorite one. This will take longer, but Ss will be
much more active throughout.
S

1

2.1

class. Ask Ss to read the headline and guess what the story is
about. Teach/Elicit poet and evidence. Focus attention on the
headline and elicit Ss’ predictions/what they know about this
story. Ss work alone to read the text and answer the questions
and then check their answers in pairs. In feedback, elicit Ss’
answers.
Answers: The painting was stolen by Vincenzo Peruggia because
he was angry at how many Italian paintings were being displayed in
France. In the end, the painting was shown throughout Italy before
finally being returned to France in 1913.

B Remind Ss of the vocabulary for news stories in Ex. 6A on
p. 24 and the key phrases in Ex. 5C on p. 29. Ss write their
newspaper stories alone. Monitor and help with vocabulary,
writing any new words/phrases on the board. When they have
finished, Ss show their stories to other Ss and suggest changes.

Homework Ideas
• Ex. 5A: write the story you invented.
• Ex. 7B: write a final draft of your newspaper article.

B Ss listen to the story and then discuss whether they think
it’s true in pairs. In feedback, elicit Ss’ answers and feed in the
information from the audio script where necessary. Compare the
story to Ss’ ideas in Ex. 5A.
Answers: See audio script 2.11 below for details of the story.
The story is true.

Unit 2 Recording S2.11
OK. This story is about a man called Radu Dogaru, who stole famous
paintings from a museum in Rotterdam. In fact, he stole paintings by
Picasso, Matisse and Monet. The paintings were worth millions of
dollars. What Radu didn’t realize was that, because the paintings were
so famous, he had difficulty selling them. So, he tried to hide them at
home. Later, the police thought they had caught Radu. However, the
problem was that, when they went to search for the paintings, they
couldn’t find them. It seems that, when Radu’s mother, Olga, found
out what Radu had done, she destroyed the paintings by burning them
in her oven in order to protect her son. In the end, Radu was arrested
for the theft.

C Give Ss 1 min. to read the key phrases. Then play the
recording again for them to check which phrases they hear. In
feedback, elicit Ss’ answers and drill the key phrases.
Answers: This story is about …; The problem was that …;
In fact, …; What he didn’t realize/know was that …; However, …;
Later, …; In the end, …

6A In pairs, Ss tell the story again, using the key phrases in Ex. 5C.
Monitor and encourage Ss to use the key phrases. In feedback, call
on one or two Ss to tell the story to the class.

B Ss work in the same pairs and turn to their respective pages.
Give them 4–5 mins. to prepare their stories. Monitor and help
with vocabulary, writing any new words/phrases on the board.
When they are ready, Ss tell their stories in pairs.

realize

M02 American Speakout TB Interm Mexico 40574.indd 43

realise

43

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