New matrix upper intermediate teacher book

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New
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Upper-lntermediate

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Teacher'sBook
АnneConybeare,
SimonBetterton
- i:ry Gudeand JayneWildman

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74

learners

l,,|аtriх
IJpper-lntermеd
iаtе prеpаrеsseсondary sсhooI
lt is a flexiblе
forthеirsсhoo|-lеaving
еxаminations.
whiсhсаn bе сomplеtеdin onе sсhoolуеarbygroups
of З_4 hoursof
ngon еithera regularprogrammе
pеrwееkor an еxtеndedprogrаmmе
of 5_6hours
'ш ееK

rse Componеnts
йNafrlx
сomprisеs:
Stшdеnt's
Book
Ш'оrkbook
Теасhеr's
Book
[л,ursеТеsts
]Пшo
СIаssСassеttеs
/ CDs

's Book

units.A typiсaI
Mv Mаtriхlhеrеaretenthеmе-rе|atеd
in thе studеnt'sbookсonsistsof thеfol|owing:

rеаding

ffil.аmmаr
Шstепing
andspeaking
lrпiing
praсtisegrammаr
Ш|rt.s
prасtiseski||s
ШLmЪ
lоrd fосus
fuhurеfoсusor Rеadingfоr plеasurе
rеvisеpagesfеatureаftеrеverysесondunit.
Thisis
is a Grammarreferеnсeon pаgеs1з4_140.
units.
to thе rеlеvant
throughout
voсabu|ary
lUordlistis on pages142_151.lt
сontains
with
itsphonetiс
word

appеars
in the units.Еaсh
iption,itsсIassifiсation
asa partоf spеeсhanda full
of thеwordin
litionsupported'
if neсеssary,
byan еxamp|е
lt аIsogivеsdеtаilsof p|urals,
andoppositеs.
сomparаtivеs

book
praсtisеs
Book:
rеvises,
and еxtеndsfromthе Student's
rdl.lе
voсabulаry
foсusof еaсhunil
and Ianguagе
пеаding
skiIls
t,nсtional Ianguagе
еxеrсisеs
шш"iting
skiIls
mаm training

s Book

Теасhеr's
Booki nс|udеs:
Studеnt,s
BookсontentsIist
t]lеr,s
Book
in thе Studеnt's
tо аll еxеrсisеs
]xrапsсripts
оf all rесordings
rоrkbоok kеy

. detaiIеdsuggеstions
on howto approaсhthе Studеnt's
Bookaсtivities
. optiona|
асtivitiеs
idеas
аnd rеvision
. Сu|turеnotеsand Languagе
noteson the еxеrсises
. photoсopiablе
matеrials

CourseТеsts
Тherеаre ten NeyyMаtriхСoursеТеsts,and two ProgrеssТеsts
- onеaftеrUnit5,andthеothеraftеrUnit10.

Rationale
NеulМаtriха||owsstudеntsto dеvеlopthеirskil|sand

bothfor еxamsand for usein |ifе.
|anguagе
prеsеntation
Language
аnd praсtiсееxplorесommonlу
of probIеm
and tensеs.Тhесontrasting
сonfusеdstruсturеs
of
arеаsallowsstudеntsto rеflесton thеirunderstanding
andto sееit fа|Iintop|aсе.
Еng|ish
аndwithinеaсhsесtionthеtopiс
Тhеunitsarеthеmе-rеIatеd
is |ookedat froma diffеrеntang|e.Тhisvariеtyеnsurеsthаt
wiIIbе ablеto findаn aspесtof thetopiсwhiсhis
a|lstudеnts
аnd motivating.
еngaging

Flexibility
to еnsureit worksеqua||y
NewMatriхhasbееnstruсturеd
groupstakingextеndеd|anguаgе
wе||for mixеd-abiIity
,or
(5_6hoursa wееk) rеgulаrprogrammеs
programmеs
(3_4hours).
Teaсhеrs

сantailorthе сoursеto thеir
studеnts'nееds:
. Let'spraсtisegrammar'Lеt'spraсtiseskills, Lеt'srevisе
and Wordfoсusсаn bе sеtfor homеwork(rеgular
programmе).
programmе)
ln
or usеdin сlаss(еxtеndеd
groups'thеsееxerсisеs
сan bе donеin thе
mixed-abiIitу
Iessonbу fastfinishers.
. CuIturefoсusсan bе usеdas a basisfor projесts(еxtended
programme).
. Readingfor pIeasureсan bе usеdin с|assor at homе.
. optionalасtivitiesin thеTеасhеr's
Bookсan bе usеdfor
fastfinishеrsоr to provideextrapraсtiсе.

Methodology
within
workin NewMаtriхis prеsеntеd
А|lskillsand languаgе
to
mеaningfuI
whiсhwiIIhеlpthеstudеnts
с|ear,
сontехts
thе languаgе.
undеrstand

Warm-up
Bookssuggеst
and Теaсher's
Boththе Student's
prеparatory
beсausе
important
Тhеsе
асtivitiеs
arе
асtivitiеs.
thе studеnts'
thеvaсtivаtеand а|lowthеteaсhеrto assеss
thеmin thе
know|еdgе
of thеtopiсandеngagе
еxisting
languagеlearning proсess.
pair
for individua|'
mаnagеment
suggеstions
ТhесIаssroom
whiсhwilI
andgroupworkbringvariеtуto thе lеssons,
and wil|саterfor a
еnсouragemotivаtionand соnсentration
sty|еs.
rangеof |еarning

(D

Тime to tаlk!,Soundbitеs,
Quiсkfillersand optional
aсtivitiesarе.floating'aсtivities,
whiсhсan be usedat any
pointto сhаngethе pасеand foсusof thе |еssonor to
providеa bridgеbеtwеenасtivitiеs.
NеwMаtriхprovidеsa rаngеof follow-upаnd revision
aсtivitiеs
in the Studеnt's
аnd Теaсher's
Bookswhiсhhelp
studеntsto rеmembеrand aсtivаtеwhаttheyhаvе|еаrned.
lt is importantthatstudеntstakеаn aсtivеpartin suсh
асtivitiеs
if thеyarеto benefitfromthe proсessof rесyс|ing
аndсonsolidation.

Еxamtasksand training
NewМаtriхdevе|ops
thе fourmainskillswithinan еxam
сonteхt.Examtrainingboxesfeaturеthroughout
thе
Studеnt's
Book'offеringstudеntsаdviсeon howto approaсh
partiсu|аr
еxаmtаsks.Тhе Examtrаiningboxеsarеalways
dirесt|yIinkеdto a taskstudentsаreaboutto do thеmse|ves.

Тhе praсtiсaI
adviсеhelpsstudentsdеvе|opbothstudyskills
and examination
tесhniques.
Тhе boxеsoffеrаdviсеon the
following:
Reading
Тruе/ fa|sеquestions,
skimreading,
sсаnning,
mu|tiplесhoiсеquеstions,
matсhing
information,
mаtсhing
headings
Listening
Тruе/ faIsequestions,
identifying
statеments,
notе-taking,
mu|tiplеmatсhing,
сomp|еting
sentenсеs,
ordering
informаtion
Writing
Presenting
data,avoidingrepеtition,
makingwritingmorе
intеresting,

timingwriting,writingfor а spесifiсаudiеnсe,
inсludingа||the nесessary
informаtion,
lookingat bothsidеs
of аn argumеnt,
writingeffeсtive|y
by p|аnningwе||,
сhoosingkеyi nformation
Speаking
givingа prеsentation,
Ro|ep|аys,
usingfilIers

Reading
|n NewMаtriх,studеntsrеаda vаrietyof textsinс|uding
artiсlеsof gеneraland sсiеntifiсintеrеst,
rеports,literary
еXtraсts,
аnd shortstoriеs.Students
developrеadingskil|s
suсhаs skimreading,
sсanning,
andantiсipating
сontent,
so
thаtthеyhand|ediffеrеnttypеsof readingtеxtsсonfidently.
ТhеReadingseсtionсovеrsа||thе examreadingtasktypes:
insеrting
missing
sеntеnсeS,

mu|tiple
сhoiсеаndtruе/ fа|se
questions,
and mаtсhing
information.
VoсabuIarywork
ЕaсhReadingsесtionсontainsеxtensivе
voсabularywork
bаsedon thе rеadingtеxtinput.Еxеrсises
foсuson the
meanings
and usageof adjесtivеs,
adverbs,
nouns,
prеpositions
сolloсations,
and phrasalvеrbs.Furtherprасtiсе
is
offerеdbythе rеlevantеxеrсisеs
in thе Wordfoсusseсtions.

(o

NеwMаtriхvoсabu|arу
exеrсisеs
arеdesignеdto be usеd
immediate|y
afterreadingthe maintеxt.By usingthewords
straightаwayin сontextsthatsupportthe mеаning,students'
know|edgе

of thе new itеmis rеinforсеd
Withoutdе|ay.To help
studentsrеtainvoсаbulary,
teaсhеrsshouldenсourаge
themto
usеthe wordsin sentenсеs
of theirown and to rесordthe
wordsin a voсаbulаrynotеbook.Тeасhеrs
саna|sodevisea
quiсkvoсabularytеstat thе beginningof the nеxtlessonto seе
how mаnywordsstudentshaveremеmbеred.

Speсiаl |eotures
Time to talk!
Тhеidеasin thesеboxеsarea stimu|ating
wayof enсouraging
studеntsto reaсtto thе tехtby expressing
thеirown idеasand
opinions,
andаrеexсеl|еnt
preparаtion
fororalexamtasks.
Тhеstаtements
in thе boxareoftеnсontradiсoryand students
areaskedwhiсhtheyagreеor disаgrее
withandwhy;thus
skil|ssuсhas negotiаting,
аnd prеsеnting
andjustifying
opinionsarеpraсtisеd.

Тimeto talk!is a .floating'асtivity:
it саnbe usеdat аnypoint
in thе |еsson
whеrean oraIaсivityis appropriatе.
|tis highly
еffесtivе
if donein pairsor smаlIgroupsаndthе rеsu|ts
сomparedwiththe restof thесlassat thееndof thеdisсussion.

Grammar
ТheGrammarseсtionspresеntand praсtisegrаmmаrin с|еаr
сontexts.
Thеstruсturеs
arе prеsеntеd
througheithеra short
rеadingor listеning
textin whiсhthе grammaris used
naturа|ly.
TheGrаmmarсheсkboxesallowfor induсtive
teaсhing.Thеrearеa|soа widerangeof еxеrсises
fromthosе
providingсontro||еd
dеduсtivеpraсtiсеto thosеwhiсh
providefreеrprасtiсe.
Tеaсhers
саnworkthroughthе
еxеrсisеs
as appropriate,
dependingon thе levе|of thе с|аss
andtimeavai|аblе.

Let's aсtivate!
Тhisасtivityis designedto ensurеthatstudеntsmakeaсtivе
usеof the grammartheyhаvеstudiedin thе preсеding
seсtion.Тheemphasisis on oraIwork,аIthoughthеrеis also
sсopеfor furtherwrittenprасtiсe.
Тheseасtivitiеs
аrеfor pairsor sma|lgroupsand сan be done
in the fo||owing
lessonas a rеvisionехerсisе.

Listeningand speaking

0raIandauralworkhasa highprofi|e
in NеwMаtriх,with
intеgrаtеd
еxеrсises
in aIlseсtions.
ThеListening
аnd
provide
speaking
sесtions
intensivе
foсuson thеsеskiIIs.
Listening
skilts Q

Studentslistеnto a rangeof differеntreсorded
texts,
inсludingrаdio announсеments,

taIks,te|еphone
сonversations,
interviews,
and reсordеdmеssаges.
Thеtaskspraсtisеlistеningfor bothspeсifiсand gеneraI
information,
as we|las a widerangeof еxamlisteningtasks,
inс|uding
note-taking,
mu|tiple-сhoiсe
quеstions,
matсhing,
аnd idеntifying
truе/fa|sе
statеmеnts.
Examtrainingboxes
givеstudеntsаdviсeon howto approасhthesеtasks.

bеttеrpronunсiation
J.е еnсouragеd
to dеvе|op
word
sounds,
individuаI
:sks suсhas idеntifying
гпatсhing
flIr''.r.]
soundsto spe|Iing.

hl feotures
in Units2,
seсtions
*тc оf thе Listеning
andspеaking
" ] :hеrеis а songwithgеnеra|quеstions
for studеnts
]-hеwordsof thе songаrе rеlаtеdto thеthemеof
andstudеntsarе invitеdto rеасtto thе wordsand
thatstudеnts
;Lгоpinionaboutthеm.lt is impоrtant
ir* thеуhavеto ana|ysеevеrywordof thе songto bе
Thеfoсusof Soundbitеsis
lг iеrstаnditsmеssagе.
l mеssagе
of thе songand howstudеntsreaсtto it,
t]Jllтш.
in сomprеhension.
аn еxеrсisе
skills
to dеvеlop
:sеsin thispartof thе unitarеdеsignеd
is
sесtion
of
thе
Thе
thеmе
:l аnd сonfidеnсе.
to dеve|opfluеnсуby

aпdstudеntsareеnсouragеd
photos,ro|еp|ay,
suсhas dеsсribing
щс in асtivitiеs
simu|аtions.
dеbatеs,
s"prob|еm.solvi
ng aсtivitiеs,
givе
on
adviсe
studеnts
tгаiningboxеs
.E somеof thеsеspеаkingtasksin еxams.
g эfitсtiсe
in monoIinguaI
importanсе
is of partiсulаr
to usеthе
fеw
opportunitiеs
studеnts
havе
'rш-еrе
a сuIturе
way
of
devеloping
:цtsidеthе Iesson.
onе

group
work
is to usеpairor
аnguаgе
usеin |еssons
possibIe,
is spokеn
onlуEngIish
that,whеnеvеr
5г]Uрor pairworkthetеaсhеrсanmonitorby
"э'nd thесlаssroom
to thеstudеnts.
listеning
саn bе
hе|pсаnbеgivеnandgеnеralprob|еms
shouId
Tеaсhеrs
r аnd dеa|twithаftеrthе асtivity.
in thе
to usеthеvoсаbuIаrv
щэthеirstudents
of usefulphrаsеs.
boхеsto еxpandtheirrepеrtoire

feotures
boхеs
provideехаmpIеs
hrшц.еs
of usеfulphrasеsand
еrprеssions

whiсhstudentsсan usеto improvеthеir
arеfrеquеntly
Studеnts
a.d сonfidеnсe
in Еnglish.
thе
thev
havе
:асk to thеsеboхеsso that
n to praсtisеand aсtivаtеthе lаnguagе.

ltg
skiIIs
:i thissесtionis to bUildup studеnts'writing
тhеmawarеof differеntsty|esand registеrsthеy
'ттtаl*.е
I]tffiP*
workwith mode|sand build
to usе.Studеnts
а taskbеforесheсkingthеir
illltowаrdsсompIeting
sесtionсovеrsa widеvariеtyof еxamwritingtask
ПГ'i]:'
|еttеrs,and сompositions.
Jd i ng mеssagеs,

Speсiаl leotures
steps to bettеr writing
lеadstudеntsintothе mainwritingtaskbу
Тhеsеaсtivitiеs

lt is important
grаmmarаndvoсabuIary.
on rеlеvant
foсusing
to spеndsomеtimе studyingthе samplеwrittеntеxtsso that
to
studеntshavеа с|еаridеaof whatthеyarееxpесtеd
or donе
produсе.
ТhеwritingtaskсouIdbе sеtfor homеwork
group
writing.
idеas
fоr
in сlаss.ln somеunitsthеrеаrе
сan Usеthе Сheсkingidеasto hе|pthem rеаd
Studеnts
throughthеirworkwitha morесritiсalеyе.

Let,spraсtisеgrammar
Тhisseсtionrеvisеsand еxtеndswhatstudеntshavеIeаrnеd
of thе unitandсаnbe usеdfоr:
in thеGrammarseсtions
. additiona|
praсtiсеfor ехtеndеdprogrammes
сIassroom
. homеworkfor studentsstudyingfor fеwerhoursa wееk
. еxеrсisеs
forfastfinishеrs.

Let's practiseskills
Тhisseсtionrеvisesand еxtеndswhatstudеntshаveIеarned
in thе Rеading,Listеningand speakingand Writingsесtions
of the unitаnd саnbе usedfor:
. additionaI
сlаssroompraсtiсefor еxtеndеdprogrammеs
. homеworkfor studеntsstudyingforfеwеrhoursa wеek
. еxеrсisеs
forfastfinishеrs.

Word foсus
work
Тhеsеpagеsprovidеadditionalpraсtiсеand еxtеnsion
саn bе
fеaturеdin thе units.Тhеsеасtivitiеs
on voсabu|ary
usedeitherin с|assor sеtas homеwоrk.In mixedаbility
thеусanaIsobе doneby fastfinishеrs.
с|assеs

Culture foсus
on an aspесtof Iifein an
Тhеsepagеsprovidеinformation
is givenin thе
Тhe
informаtion
Еng|ish-spеaking
сountry'
tаsks.
formof еithеronе longor a numbеrof shorter

givestudеntsthe opportunity
to makесross-сu|turaI
Aсtivities
Withtheirown сountrу.
сomparisоns

Rеadingfor pleasure
to rеad
Тhеsepagesprovidеstudеntswiththe opportunity
textsof diffеrеntstylеsаnd genres:еxtraсtsfrom short
storiеs,novеls,and a poеm.Тhetextsсan bе usеdеithеras
Thеyarе rесordеd
outsidес|assrеadingor as с|assaсtivitiеs.
сhесkingstudеnts,
by ехеrсisеs
and arеассompaniеd
to
forstudents
Тherеarеa|soopportunities
undеrstanding.
rеосfioлs
sесtion.
rеасtto thе tеxtint.heYour

Let's revise
Тhеsеseсtionsappеarаfterevеrytwo units.Тhеyrеvisе
сan usе
matеriаIIearnеdin the previoustwo units.Tеaсhers
сhесkfor homеwork'or in сIаssas extra
thеmas a progrеss

Present
simpIe
аndpаstsimplе;
perfесt
Presеnt
s;mp|e
аndсontinuous;
perfесt
Present
Withwhen,it',until

6

L: Differentwor|ds- persona|
еxpеrienсе
Examtraining:0rderinginformаtion
Examtraining:Тruеor fa|sеquestions
s: Disсussion
_ g|obаlisation
5timuIus-bаsеd
disсussion
SongiOneviion
z0

16
3Ahelpingltаtld

Тhе nаturаIwodd
Еxamtrаining:Truеor fаIsеquestions
V: Gptivityаndfreеdom

R: Truеorfа|sе
questions

4 }rediа,',аx1tеJs

тhе tloublеwithw
Еxаmtrainiпg:|\4ultip|е
quеstions
сhоiсе
v; ry andrаdio
R: МU|tiplе-сhoiсе
qUestions

30
Rе|аtiVе
аndnounс|аuses

42

5srrссе.ss

gtoriеs

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7lk1t.sI'veаllctПe!

Pa8е8z
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Logiса|
exрlanations

68

70

Extrеmеspo]ts
Examtraining:|\4аtсhing
hеadings
v: Leisurе
aсtivitiеs
Spеed
andmovement
R: |\4аtсhing
heаdings
82

Тhеpassivе
СausaIlve
hаvе/gеt

Nightlishts
v: Environmеntа|
issuеs
VеrbsWithnegаtive
meаning
R: Reаding
forspесifiсinformаtiоn

L Photographiс
imаgеs_а taIk
Yes/nо
5tаtеmеnts
Exаmtraining:Notеtakin8
P: Wordstrеss
5: Ro|еp|ay_jobs
_ imаge
StimuIus-based
disсussion
I

L: Rеs(uе- rаdioprogrаmme
EхpressIons
P: Wеаkformwords
Examt]aining:|\,,1ultiplе
сhoiсequestions
Ехamtraining:Givingа prеsеntаtion
S: Problem-solving,
Roleplay
Givin8а shortpresеntаtion
34
L The powеrof the prеss_ opinions
P: Usin8stress
formeаnin8
Exаmt]aining:|\4Uhiplе
mаtсhin8
Еxamtraining:Speаking
tо аn audienсе
_ themediа

5: Stimu|us-based
disсussion
Disсussion
46

_ interview
L Bеаtingthe steleotуpеs
]
P: Vowеisounds
Examtrаining:ldеntifуing
stаtements
the5реаk
Examtraining:Usingfil|еrs
S: Usingtil|eв
A shortpresеntаtion
SongzMonеу,monеу,monеу
60
L: Sсienсefiсtion* interviеw
P: Sounds
аndspе|Iing
Examtrаining;сompIetin8
sеntenсes
5: Еxpressing
fee|ings
andopinions
5uggеsting
eхpIаnations
_ spасеехpIorаtio
StimuIus.bаsed
disсussion

72
_ phonеоlI
L: LondonLаndmarks

Undеrstаnding
аnnounсеments

s:Sayingwhiсhyouprеfer

Stimulus.bаsed
disсussiontourism

u
Wаys
of taIking
аboutthefuturе
Examtraining:Еxtrawords

L: Po|esapart!_ сhаtshow
P: Homophones

Homonyms

s: speсU|аting

Prioritising
lntеrprеting
headIines

94

96

9VlЪdoltlаttd
kт'owlеdge

visuаlconсepts
V: Understanding
R: |v]аtсhing
desсriptions

ТhirdсonditionаI
Wishes
апdrе8rеts

[: Goodfor the brain_ rаdioprogrаmme
P: si|entlettеrs
S: Brаinstorming
а presеntаtion
Givingа presentаtion

108

loDi|'ldedIoуrаrtles

110

112

LoveсonquersaIl

V: Love
Usesof mаkе
Mаsсulinе
аndfeminine
nouns
R: |\4u|tip|е-сhoiсe
questions

L: optingout_ persona|
еxpеriеnсe
ldioms
Pi Vowelsounds
Exаmtrаining:Ro|еpIаy
S: Ro|еpIау'а deсision
songi Mеmorу

120

124

с = с u I tu ] e f o с u s ' L = l . i st еn in g,R=Reа din g,s= spea kin g'v= vocab ulаry, P=Pronunсiаtion

rерetition
iц: Avoiding

r-щ:

МаkingyourWritin8more

r ]пformаI|ette]and notеs
m totlапd
ti-щ: lnс|uding
a|lthеneсesяrу

a dсsс]iptionof an еvenl

]]р

yourwriting
tiпiщ: Timing

a еssaуацuing for and agаins|
liriпgl

at bothsidesof аn
Looking

tаiпing: Writing
effeсtivе|y

Grammal
perfeсt
Prеsеnt
simpIеаndpаstsimp|е;
iJ,until:
Withууhеn,
Prеsent
рerfeсt
perfeсt

simpteandсоntinuous
Prеsеnt
Skills
Rеаding
/ Writing
/ Listеning
12

Verbsandprеpositions
prefixes
Nеgаtivе
Wordbuilding
vеrbs
Phrаsа|

Gnmmal
Gеrund
or infinitivе
Skills
speаking
/ Listening
/ Writing

feelings
Ехpressing
Usingadverbs
twopointsof viеw
Еxpressing

24

26

Grammаr
Hаbits
Skills
Rеаding
/ Writing
/ Listening

Wordbuilding
prob|еms
Еnvironmentаl
withJessand,//
Аdjесtivеs
Wordsthаtg0togеthеr

38

40

Grammа]
andnounсIаusеs
Relаtivе
Skills
Rеаding
/ Writin8
/ Listening

meanings

Vеrbswithdifferent
NеW5раpers
TVprogrаmmеs

5{)

52

Grammal
tеnsеs:
Pаstsimplе,pаstсontinUous,
Nаrrаtive
pastpеrfeсt
аndсontinuous
simpIе
Advеrbсlаusеs
Skills
Spеаking
/ Writing
/ Listening

Wordbuilding
verbs
PhrаsaI
Prepositions
Wordsthatgotogеthеr
jobs
andquа|itiеs
nееdеd
in different

SkiIIs

64

66

G]аmma]
Pаstmodа|s
ехp|аnations
Logiсal
Skills
Listening
/ Rеading
/ Writing

Prepositions
TherightvеrЬ
Words
withopposite
meаnings
0rderof аdjесivеs

76

78

informаtion
taining:HighIighting

dаta

Еаining:Prеsenting

R: ThеLi|eot Pi byYаnnМаrtе||

R: тhе тhi|tу.ninеstepsbуJohnBuсhаn

C: Youngpeop|еand the media

Rz TheЯoundMoсhinebyRoаIdDаh|

Wordsthаtgotogether
withhсve
Еxpressions
Adjeсives
Prеpositions
Wordbuilding
92

с тh€ вritishand their сав

Grammar
Waysof tа|king
аboutthefuturе
5kills
Writing
/ Rеading

Homonyms
ThеrightWords

byRауBrаdbury
* Fohrеnhеit451

102

'104

Grammal
ThirdсonditionаI
аndregrets
Wishеs
skilЬ
Rеаding
/ Writing
/ Listening
116

Wordbuilding
PhrаЙ|vеrbsWithrake
Prepositions
Wordsthаtgotogеthеr

Grammar
spеeсh
Reрortеd
skilЬ
Lьtеnin8
/ Writing

ldioms

Prepositions
Wordsthаtgotogеthеr
withлake
Ехprеssions

128

130

Grammar
Pаssive
hоvе/get
tаiпing;Тhinking
аboutyourintended Сausa|ivе
skills
Rеadin8
/ Listеning
/ Writing
90
а щrsonаIstatеmеntаnd |еttеr

14

118
Rz fheСhorgeoIthеLightBigаde
bvAI{red
LordТеnnvюn

ь

in magаzinеs.
Humаnbеings
1 on TV,аt thесinеmа,
аndnaturе.
Nо,tо
fromthеirеnеmiеs.
2 To proteсtthеmsеlvеs
hidеthеmsеIvеs
in оrderto attасk'
З Тhiсkpiесеs
оf hаrdbonеwhiсhforma shеl|аround
itsbody.Hеdgеhog.
matеsаndgеt
thеmtо appеа|
to potеntiaI
4 |tа||ows
аhеаdof theirrivaIs.
аndnаturе.
5 |nwiIdIifе

See Unit summarуon Contentspages6.7
Nаturаl imаgеs SBpages4_5
1 Askstudеnts
to Iookаt thе piсturеs
on pаgеs4 and 5. Writе
somеprompts
on thе boаrdto hе|pstudеnts
taIkаboutthе
pеoplеin thepiсturеs,

forеxаmp|е:
job eаrnings
whеrеlivе/ work?
Iike hоte
Askthеmto thinkof adjeсtivеs
to dеsсribе
thеimages
thе
pеоp|е
Wаntto show.Putstudеnts
intopаirstо disсuss
thе
quеstion.
Askpаirsto sharеthеiridеaswiththесlass.

Reading
ski||in аnу
Askthеmfоr ехamp|еs
of оссаsiоns
lаnguage.
whеnthеy
mightskim rеad|dесidiпgwhiсhquеstiвnsto onswerin аn
а bоak,ехрloringа websitе)..
eхаm,сhoоsing
Students
skimrеаdthеtеXtаnddесidеwhiсhhеаdings
arе
bеst.Givеthеmа timе|imit,forеxаmp|е,
thrееminutеs.
Rеmindthеmthatthеуdo nothavеtо undеrstand

еvеry
word.Studеnts
сhесkthеirаnswеrs
in oairs.Сheсkthе
answеrs
withthес|аss.
9т..l с v.аrlrlv
...+..d..Aрpeа|

2 еlnvisibi|ity 3 bSаfеty
5 а lnspirаtion

groups.
disсuss
thеquеstion
in pairsor sma||
3 Studеnts
Pairs/
groupssharеthеirtitIеs
withthес|ass.
AsktheсIаss
to
dесidеwhiсhis thеbеsttit|е.|tshouldrеfIесt
thеthеmеof
wаy
in
whiсh
humans
thеartiс|e thе
havеborrowеd

- аndmаkеtheartiсlеsoundintеrеsting.
imagеsin naturе

Rеmindstudеnts
thatsсаnning,
likеskimrеading,
is a
Askthеmforехаmp|es
usеfulskilIin аnyIanguаgе.
of
whеnthеymightsсana teхI(findingint'ormаtion
oссаsiоns
in а teхtbook
|or an essау,lookingаt о саtаlogueor wеbsitе
somеthing
thеуwаntto buу).
Jor
Givеstudеnts
a timеIimit,forехamplе
thrееminutеs,
to
thеquеstions.
sсаnthеtеxtandansWеr
ТеIIstudents
to savе
timebуwriting
thеiranswеrs
in notеform.Studеnts
сhесk
thеiranswеrs

in pairs.СhесktheаnsWеrs
withtheс|ass.

Lаnguagenotеs
stаndoutin thесrowd- bе notiсеаb|е
gеtаhеоd- progrеss
- trousеrsсovеrеdwith а
trousеrs
саmouflаgе
/.kаеmэ.flс:3l
pаttеrn
originа|lу
wornby
of grееn,brownandbIaсkmarks,
soIdiеrs'
butnowaIsoa fashionitеm.

ш

]liШ

цl
rll

шl

ш
il!
{

rl
_
аndfashionаblо
in
fаКofur faКafuг сoaiьaremoгapopulаг
.thiа
lаг9оl1
thаn
onoь
made
of
гoal
iь
iha
гоэult
of
9гitain
fuг.
сafiPaignь
l.rhоobjос.t
to ihо кillingof
b1 animаlГigh.ts
gгOuPs,
publiсoPinion.
аnimalь
foг theiгьКinsаndfuг,influonсing
optionаl aсtivitу
Askstudеnts
to imaginethatthеyhavebееninvitеdto a
fanсydrеssbа||.

Тhеyсаnсhoosе
аnусostumе
thеyIikе,
amount
fromanуpеriodin history,
andhаvеаn unIimited
Askthemto сhoosе
a сostumе
and
of monеyto spend.
projесt?
wаnt
it.Whаtkindof imаgеdo thеу
to
dеsсribе
in с|ass
or asa
Тhisсouldеitherbе doneаsаn orаIaсtivity
сomоosition
forhоmework.

The nаtural шorld
skimrеаdthetextаgainto findthеwordsin
5 Studеnts
TеIIthеmto undеr|inе
themastheyfindthem.Put
itaIiсs.
intopаirs.Te||thеmto lookat the сonteхtin
studеnts
whiсhthеwordsаrеusedto he|pthеmwiththеmеanings.

Pаirsshаrеthеirеxp|аnations
withthесlass.
o- dеvеlopеd
itsown look- еvolvеdin a uniquеwаy
_ usingnаtura|
surroundings
to disguisе
саmouf|аgе
onеsе|f
оvеrthеskin
сoat_ соvеring
bе notiсеаbIе
standout in thесrowd- bе diffеrеnt,
hаndsomе
аttrасt_ bе plеаsIngu
- сommuniсаtеs
mеssаgе
sеndsout a vеryimportаnt
information
impoгtаnt
с|othing
аrmour_ prоtесtivе
itеms,sty|е
fashion_ с|othing
in pаirs.Те|lthеm
thatin some
6 Studеnts
do theеxеrсisе
wordswhiсharеVery
саsеsthеуnееdto сhoosеbеtwееn

At this|еvеI
thеyshouIdbе devеloping
simiIar
in meaning.
bеtwееn
wоrds.
distinсtions
thеаbilityto makesubt|е
withthесIаss.
Сhесktheаnswеrs
vаriеw 2 spесiеs
5 protесt 6 prеу
9 gеtаhеаd

fi
I

{

Voсabulary

o-1

{

3 еvоlvе 4 hidе
7 predator 8 attraсt

il

{

notеs
g * quiскtillеrt
- vеrysimi|arin meaning;
fr;''уersitу
еmphаsises
divеrsitу
groups.
studеnts
intosmalI
Те||
thеmto brainstorm
t пivide
nсе5аmongthеthingsbeingta|kеd
abоut
othеr
аdjесtivеs
-t'ul
-lеssandl or
with
thе
suffixеs
aлd
gooеаlto- attraсtemphasisеs
appеaranсе,
аppeоlto
othеradjесtivеs
withthe prefixes

un.,im. andinfее|ings
Youсouldturnthisintoа сompеtition
thесIаss
by dividing
intotеams'Givеthеmа timеIimit.Тheteamwhiсhthinks
of thе mostсorrесtаdjесtivеs
wins* buttheуmustknow
ffiшtшшепts
do thе еxеrсise
on theirown and thenсоmparе
I
thеmеanings
of аI|of thеm!
|*1tтшtг:аnswеrs
in pаirs.Сhесkthеanswеrs
withthесIass.
!

1
Nесt

Тimеto talkt

ш|vе
рvidе
ашЕ{t
mаtе

Тhiseхеrсisе
сan bе usеdat any pointin thе lеssonwherеуou

wаntto еnсourаgе
thеstudents
to rеaсtto thеtopiсof thеtеxt
and nееdan ora|/ disсussion
асtivity.
Askstudеnts
to rеadthеstаtеmеnts.
Givеthеmabouttwo
minutеsto notеdowntheirrеsponsеs.
Dividеthеmintopairs
or smaIIgroUpsof fouror fivеto disсuss
Pairs
thеirrеsponsеs.
or groupssharеthеiropinions
withthесlass.
Сantheythinkof
anysayings
аboutbeautyin thеirIanguage?
ArethеysimiIar
or
different
in mеaningfromthеsеexamp|еs?

шшJшPпts
do thееxеrсisе
with
in pairs.Сheсkthе answers
tllfifu
rаss.

* Quiсkfillеrl
Askstudеnts
to dеsсribе
somеthingsthаttheythinkаrе
beautifu
l.

and pгоfixоs
$rшldеf.lts
do thе eхеrсisеin oаirs.Askthеmto write
.ilШhdшю.паry
(i.е.as сonсisеandaссurate
dеfinitions'
as
of
to
thе
words.
Point
out
that
thеy
mаy
bе
abIе
mпi]шbiе
mm.шhr
morеthanonеаdiесtivе
fromеaсhnoun.Сheсkthe
шшпш0шrf5

withthe сlass.

l:in!l
,i,!l;i

tswriteoppositеs
in pairsor on thеirown.Тe||thеm
tllшt
dшas mаnyаs thеyсаnwithoutusingdiсtionaries.
rшttфrnts
саnthenusеmono|inguaI
diсtionаriеs
to сhесk
,шпIttil'
lпеаnings
thеyarеunsureof andwritеtheoppositеs.

e:::;1

Askstudеnts,
working
in smа|lgroups,
to thinkof
advеrtisеmеnts
thеyhаvеsееnrесеnt|y,
еitheron tеIеvision
or
in nеwspapеrs
(А|tеrnative|y,
you

and magazinеs.
аndthе
students
сouIdbringsomеаdvеrtisemеnts
fromnеwspapеrs
аnd magazines
to с|аss.)
Askstudents
to аnаlуsеthe
advеrtisеmеnts
undеrthеfolIowing
headings:
Produсt
lmagе
Mеssage
air freshеner woodin springtimе t'resh,сlеоn,nаturаl
Groups
sharetheiridеаswiththес|аss.

Grammir

sвpages
G-7

} Grаmmаrrеfеrеnсе:SB pagе134

Presеntperfeсtsimpleand pastsimplе
QuiсК quiz
1 Studеnts
do thеехеrсisе

on thеirownand dесidеwhiсh
sеntеnсes
arеinсorreсt.
witha
Students
сhесkthеirаnswеrs
partnеr'S.
Те|lthеmto disсuss
whythеsentеnсes
thеyсhosе
areinсorrесt.
Сhесkthе answers
withthе сlаss.Еnсourаgе
studеnts
to giverеasons
fortheiranswеrs.

(D

1,3 аnd4 arе
whуsеntеnсеs
сannotexplain
If studеnts
in thе
tе|lthemto findthееxpIanations
inсorrесt,
Book.
the
Student's

in
sесtion
Grаmmarrеfеrеnсе
thеаnswеrs
in pairs.Disсuss
thequеstions
answеr
2 Students
withtheс|ass.
ь, 1 thе namеa сompаnygivеsa prоduсtor thе nаmеof
Nikе,
it, fоrеxаmplе:
ih. сo'nраnywhiсhproduсеs
Adidas,Rolеx
high
thеyarеoftеnехpеnsivе,
2 . Pоsiblеanswеr:
thеT y9y аresееnto
fashionitеmssо if you.wеаr
hаvеmonеy,stаtusand arеvеryfаshionаb|е.
thе
rеаdthеteХt.Intheirpаirsthеуdisсuss
Students
Writе
withthес|ass.
quеstions.
Pаirssharеthеiropinions
for
еxаmp|е:
board,

simpleаndсirсlеthе pastsimplе.
oт presentpеrfесtsimp|e:thеsеprоduсtshаvе
. bесomе..', |'vеbought|otsof сlothеs...,lhаvеa|wауs
Worn.'., l havеаlsосhosеn...
...,
pas!simple:I spoketo ...,ехplаined
"..,l botlght
.
qua|ity
was
thе
....
I
disсovеred
.,
But
it щаsсhеар.
.piесеs
mе
...,
Dаd
...,
to|d
goоd...,lt didn'tfаllto
on thеirown.Сhесkthе answеrs
do thе еxеrсisе
4 Studеnts
withtheсIаss.
o' .l l,vеbought
2 | hаvеаlsосhosеn

3 | hаvеalwaуsworn
it didn1falI
I disсovеrеd,
.4 | bоught,

on thеirоwn.ТеIIthеmto сopythе
do thееxеrсisе
5 Studеnts
Сhесkthе answеrs
intothеirnotеbooks.
сorrесtsentenсes
withthе сlаss.
bil|yеt
givеn
2 tеlеphonе
O" ,l |,vеaIrеаdy

}Н. : li:;JJJJН;'.o
; fl:ll,ffJJ:l
Iikеd
7 hasа|ways

8 movеdhоusеyеt

in pairs.Сheсkthеanswers
thеquеstiоns
аnswеr
7 Studеnts
withthе сlass.
о- 1 a|rеаdу,

уеt,еvеr,nеvеr

alwауs
; lH,' nеvеr,
Presentperfectsimpleand present
perfectcontinuous
with
in pаirs.Сhесkthеаnswеrs
do thе еxеrсisе
8 Studеnts
the сlаss.

*.'i1Эl'.ъl!...':i.'l.l]....:..:...:'...:l..j..''..,..:.1.:;...,,..,;......'|.'
askthemif thеyсanthink
do thе еxеrсisе,
9 Bеforеstudеnts
of а gеnеrаlruIeforthе usеsot sinсeand/or.|f they
pointoutthееxplаnatiоns
аt thе hеаd
in braсkets
саnnot,
of еaсhсoIumn.
ъ, fоr:a longtimе,twowееk, thrееhоurs,a fеw minutеs
ninеo'сloсk
|Vlondау,
sinсе:lаstМarсh,Сhristmаs'
with
in pаirs.Сhесkthеanswers
do thееxerсisе
10 Studеnts

in
diffеrеnсеs
to еxpIain
Remindthеstudеnts
thес|ass.
possib|е.
аrе
if
both
mеаning
o- Possiblеanswers
1 . Pеterhаsbeеniеadingthе samеbooksinсеlаstyеar.
tryingtо phonеthеmforhоurs..' /
2 Wеhavе.bееn
triеdto phonethеmfor hou,rs... (thеfiьt
Wеhа.ve
mеаnsyouаrеsti|ltrying,thеsесondmеansуou
havеstоppedtrуingJ
hаvеhаdthеirсatfortwoуeаrs.
3 our grаndpаrеnts
/ Mаriahas
4 Mаriаhasdonеthisjobforthrееmonths.
.
beеndоingthisjob forthrееmonths.(thеfirstonе
impliеsthаtshеis lеavingthеjob,thеsесоndonе
imp|iеs
thаtshеis сontinuing)
"
5 Karlhаshееnа friеndforаgеs.

, lHil:l
ж

;'J;:',il:J:*x
;:,.l;;Т::

Jасt,thе
housе.(thefirstonе is а simplеstаtеmеnt.of
usuallygoеsthесinеrna
sесondonе impliеsthat.shе

.
gfi
*
; ЁriJ1#:-тi.rl*H'*
hе
withhisсousinssinс,е
сolIegе.
/ Sаmhasstaуеd

r."
illliJ,.r',.
llgllfffi;J:.:r'у
il:ffi1:*:i
thеrеfora rеаson)
nееdsto bе thеrеand hе'sstaying

@

асtivity
;.е fo||owing
sеntenсеs
on thе board.Аskstudеnts
to

,fihv thеV arе inсorrесt:
фi-шl;

tif'рц1г
лg1 doornеighbours
hаvеbееnhаvingthеirnewсаr

'fu |"rееdауs.

qсsbеenhаvingа сoldsinсеlаst wееk,
ir.цmr
1ffi,:з has beеnbеingа studentоt thissсhoolt'orthrеe

Listeningand speaking

Photogrаphiс imаgеs SBpagеs
B_9
Warm-up
1 Studеnts
disсuss
thequеstions
in pаirs.Monitorаndhе|p
withvoсabuIary
if nесеssary.

Askpаirsto sharеthеiridеаs
withthесIass.

l!цшrifi,

г thеsеnsеpossеss),
andbеarеin a groupof verbs
;"е onIyvеrуrarе|yusеdin progressivе
tеnses.
notes
!l]ll
rЁlтеnсе 6 is thе

.lп,"*вlеtеd
visits

pаstpartiсip|е
of go,usedto taIk

pеrfect with when,if or antil

Listening
2 Аskstudеnts
to guesswhenthе photograph
wastakеn
Еnсouragе
themto usеphrаsеsIikеthеse:
lt mighthоvebееntоkenоs еоrlуаs ...
l thinkit wаsprobаblуtаkenаbout..,
Disсuss

thеouеstions
asa who|ес|ass.

я.dеntsto rеadthе ru|еsandthеnaskthemto
rшш!ппгlt]r[.
еtеthе sеntenсеs
on theirown.Makеsurethеy
tшппфl*r'rtаnd
thatthеyсаn usеthеirownwordsas Iongas
]]fllrlР]l,
i "8аppropriatе.

асtivatе
DъPor.onc0
ы-dеntsintopаirs.Аskthеmto rеadpoints1-3 and
.шlп'шiiшЕ!аnуquestions
thеymауhavе.Gothroughthе
rffi*кшгтtF,lе
withthес|аss.
Givеpairstimеto thinkof аt |еast
(шIilпш
: jеstionfor еaсhquestion
word.Monitorаnd mаkе
шшtltш
s;udеnts
arесonstruсting
theirquеstions
сorrесt|y.
lrдdе.tsthenintеrviеw
еaсhothеr.Agаinmonitorand

пiпг.шI,r
surеstudеntsarе usingthе tеnsеsсorrесtIy.
Asksomе
,itflii
pаirsto shаrеаny intеrеsting
t1il1тrrr:
storiеswiththе сIаss.
studеnts
intosma||groups'ТеI|еaсhgroupto
.щmшm
rt а sесrеtary
to mаkеа note,in Eng|ish,
of studеnts'
t',1gni1.r
]ilп{штл*.
thе disсussions
and mаkеa notеof anу
iftmщ"еnt
еrrorsin tеnsеUsеfor pееrсorrесtion
|atеr.
Аsk
lffillз: to shаrеthеiridеaswiththес|ass.

to thinkof a brаndnamеproduсt
thatthеvown.
: nе somеthing
thеyhavestrongfее|ings
аbout:it is
partof thеirIifе,or thеyWantto throwil
aг еssentiаl

itudеntstе|Iеaсhothеraboutthеirсhosenproduсt.
.fl.вtheуgеtit?
.лrrвent, or did theуbuу it thеmsеlves?
.|fumg
hауethеvownedit?
ц hаvеtheуusеd/ wornit?

@

ТеnyеarsagoMonsiеurPagneuxboughta dustуo|d photograph
in аn
just5.Bсentimеtrеs
аntiqUemarketin Paris.It mеаsured
by
4.5 сentimеtres
аnd showеda rаthеrmiserabIе-|ooking
man with untidу
hair.|twasn,tvеryexpensivе,
no one knewwho the personwas,but for
some rеasonit attraсtеdhiпr.
lt Wasnot untiIthe piсturеwasсIеanedand restorеd
thatthe
reсently'
ownеrrea|ised
whathe had found.Тhatphotograph
hasnow beеn
idеntifiеd
as pеrhapsthe wor|d'so|dеstphotographiс
imageof a pеrson.
Еxpеrtsbe|iеvеthat the photowastаken in 1BЗ7bу LouisDaguerrewho

invеntedthе firstprасtiса|
formof photograрhy.
Аt thattime,pеop|estilI
.fix,thеpеrmanent
thoughtit Wastесhniсa||у
impossib|е
to
imagеof a
faсeand Daguerre,s
disсovеry
was unknownunti|1B39.
ЕXperts
saythatthe subjeсt,idеntified
as Daguerre's
friendNiсolаsHuеt,
had to stаndсomp|еtе|y
stilIfor аt Ieаsttwo minuteswhi|еthe
photograph
wastakenfrom a distаnсeof аroundз.7 metrеs.Monsiеur
Huеtс|еar|y
had Iitt|efaiththat hisfriеnd'sеxpеrimеnt
wouldwork
bесаusеhe had mаdeno effortto сomb hiswiIdhairаnd he сeгtainlv
wasn'tsmiling.

P|aythе rесording
agаin.Students
their
сhесkandсomp|etе
notеs.Сhесkthеаnswеrs

withthе сlass.

@

Ф...Рnssib|e]a]n'wеrr.:]]:..
1 probab|y
worId's
оldеstphotographiс
imagеof pеrson
2 18з7
3 18З9
friеnd
4 Dаguеrrе,s
5 stаndсomp|еtе|у
stiIlforаt lеаst2 minswhiIе
.'1..''ll'..рhоtоgiiрh..ъrcл.

N.atiоnаlity:
Bтitish
.
(sсhooI)
Mа|noссUpаtIon:
studеnt
job:modе||ing
Part-limе
Еаrnings:
16,500pеrdаy
Fathе1]s
oссup.а1iоn;.he

r*ni]]а.;вrCI1oi'.ГcРni|.Ьniilnils..

...гiirrЁt!..i.d.viii';.1д1;;дoе..ih.;.ltdi.lцii'ь..;

.1.:i....Ьirлii...н:i*n:i..itrintеxpеrimеntwоuldwоrk.]..
Мainаmbition:
to 80tо univеrsity
4 Students
еxpandthеirownnotеsandthеnсomоarе
thеir
answers
witha pаrtner's.
Сhесkthеаnswеrs
withthе с|ass'
oт ,l lt Wаss0 importаnt
bесаusе
it is pюbаblythеworld's
imagеof a person.
oldеstphоtogrаphiс
2 lt Wаstаkеnin 18З7.
3 Тhеpub|iсhеardаboutthеphotograph
in 18З9.
4 NiсhoIаs
HuеtwаsLouisDаguеrrе's
friend/ а friеnd
оf LouisDареrrе'
5 Hе hаdto stаndсomр|еtе|y
sti||forаt |еаsttwo
minutеs
whi|еthеphotogrаph

wаstakеn.
6 Hеdidnt сombhishаiror smiIеbесаusе
hе didn't
thinkthаtthеехpеrimеnt
WouldWork.
Askstudеnts
if thеyhadanyprob|еms
еxpanding
their
notеs.|f so,whаtсausеdthе probIеms
аnd сou|dthеуbе
аvoidеdnеxttimе?
forthеiridеas.Do notсоnfirmthеirguеssеs
5 Askthес|аss
аt
thisstаgе.
givеstudents
timеto
Q,., Bеforeyou p|aythе rесording,
readthrоugh
thеprofi|е.
P|ауtherесording.
Students
аs muсhinformation
сomp|еtе
аsthеyсan.

в

@

А sixtееn-yеar-oId
Britishmodе|who is detеrmined
to staуаt sсhoo|
againstherfather,s
аdviсehaswon а mode||ing
сontraсtwitha Iarge
Anna Pimm,who еаrnedt6'500 pеrday duringher
сosmetiсs
сompany.
sсhoo|ho|idaуs
modeIIing
аt showsin NеwYork,hаs bееnсhosento
аppеаrin tеIеvision
сommеrсiаIs
that'IIbе shownworldwide.
Herfathеr,PеtеrPimm,who runsa motorrеpairbusinеss,
hasurgedher
to |eavesсhoo|so thatshесan takefu||advantage
of hеr earningpowеr.
But Annahas refusedto stopstudyingfor hеrthreeA-|еveI
subjесts:
Mаths,
Historуof Aп and DesignТeсhnoIogy..I
wiIIbе abIeto fit mostof thе
fiImingaroundmy hoIidаys,
so hopefu||y
l won'tneеdto takеtoo muсh
time off sсhoo|.Passingmy eхamswi||givеme muсh moresаtisfaсtion
than any mode||ing
assignmеnt.

Whatl reа|lywantto do is go to
university.'

Languаgenotes
- fit mostof the
fit mostof thеfiImingаroundmу holidaуs
fiIming
intomу ho|idaуs

A-lgvоl- *ю advanсed
lоvоlof а ьubjeсttаKоnfoг thoGenora\
(GLО)'1tuАent5
oduсa|ion
hdifiсaIo of
in Onglandаnd\rlаles
normall1taКeA-lоvslьaI ago|8.фeгe iь a difft,renl'ь1ьtоm
in
6сotland)Annаurouldpгobаbl1
needilhreopaььoь
at A-lpvalto
gotа univ0г6i\
Plа6e.
P|aуthe rесording
again.Students
сhесkаnd,if neсеssary,
сorrесtthеirаnswers.
Studеnts
сheсkthеirаnswеrs
withа
partnеr's.

Сhесkthеаnswеrs
withthе с|ass.

1D

7 Studеnts
disсuss
thеquеstions
in pairs.
Askpаirsforthеir
viеwsand idеаs.Тakeа с|аssvotеto sеewhothinksAnnais
rightandwhothinksherfаtheris right.Еnсourage
students
to givеrеasons
fortheiranswеrs.
Matсhinq
8 o6|* Givеstudеnts
a fеwminutеs,
workingоn thеirown
or in pаirs,to thinkof quеstions
andmаkеa Iist.Plауthе
reсording.
Аskstudеnts
to foсuson thе interviеwеr's
questions.
Studеnts
сomparе
thеirquеstions
withthе
intеrviewеr's.

Writеthosеtheyprеdiсtеd
сorreсt|у
on thе
bоard.
f-'\

@

!

Intеrviеwеr:Zасk,how |onghaveуou bеen а mode|?
WeI|,I'm twenty-three
now,and I guessI stаrtеdwhen
wаs аbout ninetеen.
Intеrviewеr:Аnd was it a|waysаn аmbitionof уours?
Zack:
Not аt a|l.|n faсt an agentаpprоасhеdmе! Shе saw mе
in а саfё in СoventGardenin Londonаnd gаvemе her
businеssсard.
Intеrviеwеr:Аnd so уou Wentto sее her?
Zaсk:
Yеаh,I wаs at univеrsitуаt the time.
Interviewеr:And hаvеуou beеn workingWiththаt аgenсуеvеrsinсе?
Zack:
Not noщ aсtuа||y.
I was with hеr for аbout two yеars,
but l wasn'treaIlygеttingеnoughwork,so | сhangеd.
You саn spеndа |otof time sittingat home wаitingfor
thе phoneto ring in this job' уou know.А|thoughwhеn
it doеs, it fееls greаt.

Interviewer:What'sbееnyour most еxсitingjob so far?
Zack:
U m . . . wе| I ,I di d t heA ut um nс o l | ес t i onin
s |\4 i|aanfе w
yеar5ago аnd that Wasрrеttyamazing.Very hаrd work,
but grеatfun.
lnterviewеr: Аnd what's bееn уour worst eхperienсe?
Zaсk:
We||,the worstthingwas thе timе whеn l trippedup
and feIloverаs I wa|kеdonto thе сatwа|kat а rea||уbig
fashionshow in London.|t Wasn'tmy fаult,thеrеwаs
somethingwrongwith the сarpet.But the worstthing
was the designеr.
Shе wеnt mad bесausе,уou know,it
mеаntattentionwаs takеn awayfrom thе сIothеs.Тhе
waу shе Wenton about it' you'dthink l did it on
purposе.And it got on ТV' so a||my familysaw it too.So
di d a | |m у f r i ends !
Intеrviеwer: Do you think mode||inghаs сhangеdthe waу peop|е
|ookat уou?
Zaсk:
In some waуs,уeah.А fеw pеople,if thеy don't know mе
wе|I,assumel must be reа||уriсh or that I go out with
fiIm stаrsаnd аIIthаt sort of thing. |\/уreaIfriendsknow
|,mjust аn ordinaryguу rea||y.
I don't try to |iveup to
the imagе peop|еhаvеof top modе|s,so mу friends,
attitudеtowardsme hаsn'tсhangedat a||.
Interviеwеr:And what аboutyour fami|у?Аrе thеу hаppythat уou'Ve
beсomеa mode|?

Tack:
Mу fathеrhas a|wауsbeеn againstit. So hаs mу mothеr
in a waу.Тhеуdon't see it as a rеa|саrееr.Тhеythink ,
shouIdbе gеttingsomе quaIifiсations.

zaсk:.

ы:-:::3
ask you aboutthat. HoWdid you managеto
сombinеУour universityсoursеand уour mode||ing
саrееr?
It Wasa quеstionof prioritiеs.
Wе|I,l didn,tbasiсa||y.
Тhe modeIlingwork аlwауsсаmе at thе wrongmomеnt,
I
so I got behindwith my studiеsаnd еvеntua||y

l|||lllllштi.d'еrvеr.I wantedto

d roppеdout altogеthеr.
Any thoughtsof going bасk?
No, but |'l|hаvеto do somethingbeсausеthe oldеr уou
gеt,the |еsslike|yit is that you'regoingto makе it, you
or mаkeа lot of
know.bесomereаI|vweI|-known
monеу.Thеre'sа|waysnеw,youngеrmodе|sbеing
disсovеredаnd you begin to |osеyour |ooksas уou gеt
l|||llшШ]frltf
[glN e r:

,lдшш]t[.

]l|l]riтшitfliшli8*
e r:

'шtmll]}k

oIdеr.
And so what aboutthе future?Do you Wаntto сarrуon
mod е| ling ?
l havеn'tmade any p|ans.I'm stiIlhopingfor a big
brеаk.|'m interеstеdin fashionjournaIism,though,so
maybеI'|Ido that |atеr.
We||,good luсk whatеveryou do, аnd thanksfor tа|king
to me.
Тhаnks.

Languagеnotes
(n)andсontrасt
(v)bеlongto а groupof nounаndverb
Сontraсt
pairswhiсhareidеntiсаl
form,butwhеrethе
in thеirwrittеn
if it is a nounаndthesесondif it is
strеssis on thеfirstsvI|ab|е
if theусаnthinkof otherexаmplеs.
а vеrb.Askstudеnts
o' Possibiеansфеrs

.dесrеasе,
.inСrеaSе,
pioduсе, rеЪord,
еxPort.,iiт port,
suspsсt
Еоle pla1
their|istof
12 Studеnts
workon thеirownto prеparе
questions.
аnd he|pif nесessarу.
Monitor
to rеаdthе diаloguеout loud.one
13 .d)'s. Asktwostudеnts
thеmto usеthе
shou|dbеA andtheothеrB. Еnсouragе
Givе
thеnp|aуthе rесording.
сorrесtstrеssand intonation
to thinkabouttheirroleas
studеnts
a fеwminutеs
intеrviеwее.
еасhothеrusingthе
Studеnts
takеit in tUrnsto interview
quеstions
in 12.Мonitorand makeа notеof
theyprеparеd
Youmaуwishto

Iater.
anyfrеquеnt
еrrorsfor pееrсorreсtion
to thес|ass.
theirro|еp|ays
аskthе bеtterpаirsto pеrform

llПregе notes
- shorttor Zaсhariasor Zaсhartah
,jfuшfllш
- verygoodrathеrthаnvеry
эпlаzing(informa|)
tлшMl
il{ul.il|Ш|]ш}т.'s
Пg

rllliltlпiflff
- а pеrson'sappеaranсе.
Losеonе,s/ooksmеansto
ll}mШшflГЁ
аs a rеsultof gеttingo|dеr.
]еssаttrасtivе,
usuаl|y
onеthat|еadsto
il,tлrшшш
liorma|)- a piесеof Iuсk,espесia||y
]пшшlгltlт*r
suсtеss.
Аs wеIlas а big brеаk,we talk abouta luсkу
illшrшщд;

u.6 givingsomeoneа brеаk.
withthе с|ass.
thеanswеrs
t

,|
to rеadstatеmеntsto 9 аndto writе
Q,. кk studеnts
iltsor no bеsideеaсhonefrommеmory.Pointoutthаtthеy
quеstions
thеfirsttimе
ш'е-е
foсusing
on thе intеrviewеr's
thatthеy
butthеуmауdisсovеr
ш - plауеdthe rесording,
т,iltЕtаkеnin a gooddeaIof othеrinformation
to
agаinforstudеnts
it]":.:0nsсiously!
P|aythе rесording
with
a
their
answеrs
guеssеs.
сhесk
;тЕ{kthеir
students

thе
Сhесk
againif neсеssаry.
P|aythе rесording
l[йiпеr,s.
ЙтSileГS
withthес|ass.

цlпt ш
tрs

stimulus- ba69d di6сu66ion
anyquеr|еs
andanswеr
14 Аskstudents
to reаdthеquеstions
and
to Iookat thе piсturеs
thеymаyhavе.Askstudents
thеnanswеr
Students
as a с|аss.
answеrthеfirstquеstion
askstudеnts
questions
in pаirs.AItеrnativе|y
thеrеmaining
quеstiоns
pairs
thеn

disсuss
and
in
to answеrthеfirsttwo
givе
timеto
studеnts
the rеstas а сlass.|fyoudo this,
preparе
to usethе
students
Еnсourаgе
theiranswеrs.
boxduringthеdisсussiоn.
|anguage
in thеdia|ogue
я2

я }",я

!}l2,:a*.|1,ar;*a9:'

f optionalaсtivity
thаtpartiсu|аr|у
]!Askstudents
anаdveгtisеmеnt
to dеsсribе
out in thеirmеmorу.
t stands
$ wnеnvlоs it?Whоtdoеsit show?

i Whеrеdid thеуseeit?
\ Whуdoesit stаndout in thеirmemorу?
,a]62

P }|. Е+"?,.t+, |. *; a;ё.A.r.|aa

Writinga dеsсription

tгвaking

10-11
lmоgеs of BritaiЛ SBpаgеs

thеirown.Do notсhесkthе

Warm-up
thе postеrimagеs.Dotheyagree
1 Аskstudеnts
to dеsсribе
Britain?
thattheyreprеsеnt
of Britаin,
of moreimagеs
2 |fthеynеedhеlpthinking
food
сlothеs,
promptthembyаskingwhatotherp|aсеs,
pеop|е
groups
they

of
sports
and
anddrink,еntегtainmеnt,
Britain.
саnthinkof to rеprеsеnt

ta
lа
Ia
{а
$a
fа
s:i(studеnts
saуingthewordswiththeirpartner.
to prасtisе
ll-nэnitor
аnd сorreсtif neсеssarY.

Studyingthe sample
Цndsrstanding tho tasK
in pairs.Askpairsto sharеthеir
3 Studеnts
do the еxеrсisе
for
themto givеrеasons
idеаswiththeс|ass'Еnсourage
theirсhoiсes.

-.::

-,"' --.,
..:::

:..
оi....
l.;i;',.

Writingyour desсription

9rainьtoгming
r1 т 6d* Studеntsbrаinstormimagesin thеir8roups.Suggеst
*'rt',
usеd,i.е.
the Britishstudеnts
thattheyusethе сategoriеs
sports
plaсеs,
foodand drink,еntertainmеnt, and
сIothеs,
: "...,'.;
groupsof pеoplе.one mеmbеrof еасhgroupshou|daсtas
anda|sothе
and mаkea Iistof aIlthеimages,
sесretаry
for usingthеm.Beforеtheystart,asktwostudеnts
reasons
Using paragraphэ
in thе box.onе shouIdbеА аndthe

to rеаdthеdia|oguе
on thеirown.Givеthеma timе
do thееxеrсisе
4 Studеnts
themto usеthе сorrесtstrеssand
otherB. Enсouragе
tо skimrеadthеdеsсription
thrееminutеs,
Iimit,forexamp|e
Rеmindthеmto usеthе
thenpIaythеrесording.
intonatiоn
withthе сlass.
Сhесkthеanswеrs
and сhoosеthе hеadings.
phrases
аnd makеа notеof
Мonitor
in thеirdisсussions.
pееr
сorrесtion
|atеr.
еrrorsfor
anyfrеquent

if thеrеarеtуpеsof writingwhiсhbеnеfitfrom
Askstudеnts
poIitiса|
speeсhes
for еmphаsis;

forехamp|е:
rеpеtition,
storiеsto providеa pattеrn.
fairyta|еsаnd сhildrеn's
againandto underIinе
to rеadthе dеsсription
5 Askstudеnts
phrasеs'
may
nеedto Iookbасkto
Point
out
that
thеy
thе
or сlausеto findoutwhаt
of а sеntеnсе
the bеginning
to.Сheсkthеanswеrs
withthе с|ass
imageis bеingrеfеrrеd

Planning
by sayingwhy
thеirdеsсription
сou|dintroduсe
8 Studеnts
theyarеwritingit andwhothеуarеwritingit for.Тhеy
in thеsamеordеrasthе
сouIdеithеrputthеirdесisions

andthennеgative
did,i.е.positivе
Britishstudеnts
or thеyсouldputaIlthе
abouteaсhсatеgory,
dесisions
positivе
onеs.Thеy
firstаndthеnaIIthе nеgаtive
dесisions
deсisions
or foсus
a|lthеmostimpоrtant
сou|dsummarisе
hаvedonе.Rеmindthe
studеnts
on justoneasthе British
to writеin notеformand notfuIIsеntеnсеs.
seсrеtary
Writing
individuа||у
or in thеir
writеthеirdеsсriptions
9 Studеnts
notеs,they
groups.lf theyarеusingthе groupsесrеtary's
them.
for
hеIp
in

eхpanding
mаynееdto askhim/hеr
ChocYing
or exсhange
10 Groupseitherсhесkthеirowndеsсriptions
group.
studеnt
or
with
anothеr
dеsсriptions

dеsсription
to rеаdthroughthе Britishstudents
Askstudеnts
arеusedto
againаnd notiсehowthеwordsbut andhov'lever
phasisе
ng
idеas.
em
сontrаsti

Stepsto bettеrwriting
Ьon|oncebuilding
in pаirs.lf thеyneеdhe|p,tеlI
do thе еxеrсisе
5 Students
in the dеsсription
of

thеmto Iookbaсkat similаrsеntеnсes
to makеgroupsof fourto
Britain.Askpаirsto jointogеthеr
Whаtsimilaritiеs
аnd сontrаsts
arеthеrе?
сomparеаnswеrs.

Wеоgreedthоt wеshouldinсludetheumbrellа,howеver,
аboutthеwеаther...
it sауssomеthing
beсоuse
Tеаis о trаditionаlimаgе,but mostyoungpeoplеnowdrink
so
Westillеаt а lot of t'ishоnd сhips,howevеr,
moreсot'fее.
Britisht'ood.
wedeсidedon this to rеpresеnt
wherеbиf
tо findotherplасеsin the dеsсription
Аskstudеnts
idеas'
сontrаsting
bе
used
to
еmphasisе
howеver
сould
or

But / Нowеverwedесidednot to inсludеothеrtouristimоges...
Mаnуpеoplethinkof а Britishmоn wеаringа dаrksuit аnd
саrrуingоn umbrellа,but thisis not verуtуpiсalthеsеdауs.
givеоn idеаof musiсin
But / Нowevеrthemusiсаlinstruments
generоI.
in
to lookаt howthеvhavеusеdbut andhowеver
Askstudеnts
thеirowndеsсriptions.

12
Prасtisе grammar SBpagе
аll of thеfo||owing
exеrсisеs
саnbe givеnas

porfoc|simple аnd past simPlo
1Пl

ffisflmple
]rmшflг
rШПшш.шr1

irregularpast
partiсipIes
0еgun
brought
сomе

regularpast
pаrtiсipIes

1Щп]l]Il

rffidеd
t{ltill
{ШшIlrпd
flМ

dесidеd

.tнflшllil]]l]t,
iШmqшi

lilШfrr
mшппlisеd promisеd
шmпrпbеred rеmembеrеd
шm
шпir
щрЕd
llшф'.fl
ifuIrдш't
,шtш{@d
ШшdlтЕd
1ffi!mtmt

l r
3

5
7

sееn
sung

stoppеd
taught
thought
visitеd
washеd
writtеn

Did ... visit
Hаvе...bееn
яng / havеsung
l-lаvе
... sеen

! t a|rеady
/ just,yеt
just
3 а|rеadу,
| 2
3
4
5
5

faIlеn

fоund
forgottеn
gonе/ bееn
known
|еft

2
4
6
8

havе|еft
was
|ost
Did ... remеmbеr

2 еvеr,nеvеr
4 уеt,yеt,sti||

а wеnt b havеn't
beеn... forа |ongtimе
а hаd b havеn,t
had .'. for ovеrа уear
а had b havеn't
had... forhours
а had b havеn't
had... forаbouttwomonths
а
а phonеd b hаsn'tphonеd... fornеar|y
fогtnight

шп'Pгээent

Poсfoa|vi|h whon, if, or unIil
Btl!'hеn 2untiI 3untiI 4|t 5whеn 6if

щпhэsоnt perfeci.simplo and сontinuous
С 2 stoppеdplayingthаtoasisСDsinсeshеboughtit
restеrdаv.
3 travеyou hadthosеtrаinеrs?
4 sееnmy grаndpаrеnts
sinсеСhristmas.
5 а |ongtimesinсеRosshassееnRaсhel.
6 for Moniсаfor hours.

practise skills SBpagе
13
Ф.йЕ"аding
? 1с 2b 3 a

4d

o. Listsning

@

Speakеr1: I think it's rеа||уimportantto Iookgood.l,vеhеardthat
thаn if
it,sharderto get а job if you'rеUnаttraсtive
уou'vegot no quaIifiсations.

Speаkеr2: Lookinggood isn'ton|yаbout bеingthin. I'm |ess
bothеredаbout bеingthin thаn beinghappy.|f you've
you'l|gеt
got good exam rеsultsаnd a niсе pеrsonа|ity,
a goodjob. I wouIdn'tWаntto work for somеonewho
on|усаredabout my appеaranсe.
Spеaker3: AlI my friendstа|kaboutthеir imagе,the сlothesthey
wеar аnd their appearanсe.I had а gir|friend|astуеаr
friends teased mе аbout
who wаsn'tvery attraсtive.|\l|y
hеr but I didn't саre,she had a fantastiсpersonalitу.
Sрeaker4: I'vеbееn on а diet for nеar|ya month now.Al| my
friеndsаre diеtingtoo. It'simportantto Iookgood.It's
the on|уWayto be popuIar.|f you don't |ookgood,no
onе Wantsto bе your friend.

81е

2d

3а

4b

сdoеsnotfit

ь цlriting
9 Studеnts'own
answers
Word foсus SBpage

14
o.''Verbэ аnd ProPoвitions
1 1 providе
... with 2 аttrасtеd
4 protесt
3 сrеated
... by
.
5 evoIvеd
...from
2 1 byс

2 wit hd 3 toa 4 againstb

й NsgativoPг9fhФ5
3 1 unс|еаr
2 impossible
3 inеxpensive
5 unattrасtive
7 immaturе
o'. Цlord buildlng
4 1 аppеaranсе
3 аttraсtion
5 hе|pfuI
7 сountIеss
5 1 photographiс
3 satisfaсtion
5 assignment
о'' Phrаsal vsrbs
6 1 to dropoutof

3 to |ivеup to
5 go on about
7 fеlIbehindwith

4 irresponsiblе
6 disorgаnisеd
8 il|еgaI

2
4
6
I

imperfесtions
variеty
сrеativе
wondеrfuI

2 сontraсt
4 rеaсtion
6 сommerсiaI

2 wasgoingoutwith
4 fеl|ovеr
6 сarriеdon

CuIturefoсus

ls
lmоgesof lrelоnd sвpаgе

Thоpatгon6аintof lrelаndiь 6t ?аtгiскаnd6t ?atгiс{вda1,
MагсhГith,iь сel.ebсatcd
notonl1in lrslаndbut all ovогthо
uroгld.
Gao|iсandthoгоaгоьmаll
Thоlгiьhlanguаga
iь сal'\ed
3POк0n.
zreaьa|ongthо шsstсoastьrhого
it is гоgulагl1

@

Warm-up
groups
Dividestudеnts
intosma||
аndаskthеmtо writеdown
anything
thеyknowаboutIrеlаnd.
GivеthеmoneеxаmpIе:
the
green,
is
gold.
white
groups
and
Ask

to
shаrе
their
idеas
flоg
withthе сlass.
thеmapandto disсuss
thе
oт1

2 Putstudеnts
intopairs.ТеIlonеto rеadtext1 аndthеother
tо rеаdtеxt2. Givеthеmtimeto do this.Whеnthеyhave
finishеd,
te|Ithеmto sсanthеirtextto findthеanswers
to
thеirsеtof quеstions.
Whеnthеyhаvеanswеred
thе
quеstions,
tе|Ipairsto te|lеасhothеrwhаtthеvhаvеrеаd
andwhatthеanswеrs
to thеquestions
are.

-

prqреrty
inrеаnd
whiсh

|*fl'**'.#^Т::,rсh

Ё optionаl aсtivity
sсanrеading(looking
for informаtion
quiсk|y
;].Тoеnсouragе
in а tеxt)andto foсuson сertainvoсаbulаry,
youсanask
studеnts
to findindividuаI
wordsin thеtеxt.TеIlthemуou
wiIlgivеthеmthеfirstаnd|astlеttеrof a wordаndthev
mustfindit in thеtеxtаs quiсk|y
asthеyсаn.
Suggestions
e-у@сonomу)
i-с (idуlliс)
i.| (influеntiоt)
с-I(сonf|iсt)
Сontinuе
forаs Iongаs youfее|nесеssаrу,
or askstudеnts
to сontinuе
thеaсtivity
in pairs,takingit in turnsto saуthе
|еttеrs
and Iookforthеwords.
Note1: Тhеremaybе otherwordswiththеsefirstand |ast
|еttеrs,

whiсhstudеnts
mayfind.Thisdoеsnotmattеr
unlеssуouаrеfoсussing
on speсifiс
wordsfor pre-teaсhing.
Inthisсasеаskthеstudеnts
to finda sесondwordwith
thеsеIеttеrs.
Note2: Thisасtivityсan bе usеdwithanytеХtin thе book
аndis а usеfuI
tесhnique
foridеntifуing
diffiсu|t
words

Talkingaboutyour Gountry

Bеforestudеnts
givеthеmtimеto rеadthе
do theеxеrсisе,
quеstions
аndthinkаboutthеirrеsponsеs.
Dividеstudеnts
iп
groUps
of fouror fivе.Monitorthеdisсussions
аnd hе|pwith
voсаbu|аrу
if nесеssаry.
A|lowа mаximumof tеn minutеs.

Groupssharеthеiridеaswiththес|ass.
ТhismavIeadto fuгt
disсussion.

optionаl aсtivity
Askstudеnts,
to thinkof
working
in pаirsor smalIgroups,
fiсtiona|
сasestudiеs.
Thеsесou|dbе bаsеdon thestudеnts'
ownеxpеriеnсеs,
butnееdnotbе.Thеуshou|dinventnamеs
andjobsforthеsubjeсts.
Pairs/ groupsreadoutthеirсаse
studiеs,
andthес|asssuggеsts
асtionpIans.

Tr lЩritsummarуon Contentspages6-7
llffiщrgiр7g55
16_17
sBpаges

ф Quiсkfiller!
Askstudеnts
withwеI|to inventhumorous
сasеstudiеs

knownpеop|e
forexampIе:
аsthеirsubjeсts,
ЕltonJohn_ unоblеto stopspendingmonеу
TigerWoods- is borеdwithplоуinggolf

il]lllIllш.,-;s
:hе questionsas a с|аss.
Answеr
:rat studеntsundеrstаndthе quеstionnairе.
'щ ]||ltl:'*
.шг'llr
: -е5tionsthеу mаy hаvе.
ЩЩшtщще
пotеs
цryшr-'.-iiDilitу
iiliШlllltrill,'
t'or_ not bIameothеrsif somеthinggoеsWrong
llliilifliil|[tiii
lfln;rqh_ so|vеsomеthingby thinkingand talkingabout it
illflllil||il|ltllll1*'тiilr
:: thе оuеstionnairеоn thеir own. Give them a timе
lШ|rmll
ш ;:':ut thrееminutes'Studеntsаdd uо thеir sсorеs.Put
iil|ll]l]i1lllllttп
"TГ'.
pаirsto сomparеsсorеsаnd disсusswhаt thеy might
дjl studеntsif thеу think this kind of questionnаireis
l|flfl|||l!|lllш]iilfl.
Lll|шцilllllll

t'.i I. ;st fun.

Мing

5 Students
сomоIеtе
thеsеntеnсеs
on thеirown.Сhесkthе
аnswers
withthесIаss.

rштt-isdo thееxеrсisе
on thеirown.Rеmindthеmto
lе thе informаtion
in thеtеxtthatgivеsthеmthе
".lтl(Е*
1l]]i1.щ:
aПsWеr.
Askthеmto еithеrсomoIetе
thеwholе
4l1P]:
s'еbеforесhесking
thеanswеrs,
or foсuson thе сase
iпшш
:.sаndquеstions
1-6 first,andthеnfoсuson thе
.iiшLi:il:
- DIаns
with

andquеstions7-12.
Сhесkthеanswеrs
|Ч .

*lI

Gr.lbесomеdеfеnsivё].].''...,..l...
2madeасonкioui'd:.-1i';;l.'...........:,|...||:.,|
.|.,..
].. ,.
.
3 hаve(аny)соntrol]'6ygi1... .. , | ,.,
4 runsmоothly
5 go wronя
ь iееtprеssurised
by
7 с|earthеаir

j )5.

шМагtin .l.....2.l'.iilB:lsuzai]fiё3 F Brian
f,шLlz
6 Alill
5 СTirл
mш

ш

ш

ll..l..;8..:1.]iD.l.l....ll.l.;....;;.:.';....i
,.,,1,,',.
.,1,9...,1,,14.'
Ir,:,1.1.11,r,
....'.i'1..1.iil.:}l;.....'..l..1.l.ili.l.:'.'.'....'
,,1;::,'1t',;;l!L";':LQi;'1":'':1L''"';",'

lllJlffiшще notes

шttltll.
liш,ше:liл9go - forgеtabout somеthing
.tr]I. _
iilliiltfllfli]ll'
;ir rеmovеtеnsion and angеr from a situation by
lil|illlШlil]ll.l]ll
: .* it openIy
friJш;a|soget oл)- haveа friеnd|yrе|ationship
]]lifllilli
i]lllllill]0,lfllllllii
il rj _ 5еpa rаte

Тimе to talk!
Askstudеnts
to rеadthе statemеnts.
Givеthemtwo minutеsto
notеdownthеirrеsponsеs.
Dividеthеmintopairsor smaII
groupsof fouror fivеto disсuss
Rеmindthеm
theirresponses.

. Seewho сan bеthеfirstto
-* "tludеthewordmvsеlf
ili.l ,т: fir,е.

i,gmуselt';
;ir{ilT]/*
l needеdsometimеto mуsеf;thinkоbout
]]lllllli{,,d.,j
i kеpttеllingmуsеlf;bе honеstwith mуsеlf
thinkof аnyothеrs?(forеxamp|е:
bеproudof
lllтl]rlit'- O.l mуsеlf;tаlk to mуselfl

Еxpressing fоelings
4 |f studеnts
nееdhе|p'suggеst
thеy|ookаt thеwaythеsamе,
or simiIаr.
Monitor
thе
оhrasеs
arеusеdin thесasеstudiеs.
pairsаs thеywork,hе|ping
if nесеssаry.
Ask
withvoсabu|arу
pairsto sharеtheirсompletе
sеntenсеs
withthес|ass.
Words that go together

5 Studеnts
do thееxеrсisе
on thеirown.Writеthе оhrаsеs
thеvfindin thеtеxton thеbоаrd.
o1 ,l makе 2 make
3...hаve 4 .bеtоm.e
7go
5 go
6 с|еаr
8j:'{et[]'r"
' rr

,rtш яudеntsto rеadthetеxtсаrеfu|ly
first,andthеnlооk
quеstions
good
;rгlftе
idеаto аnswеrthе
in 3. |t is а
'шEsппons
thеyfindеasiest
first,as thiswiIIrеduсеthе
||пппПlmшrr
of сhoiсеswhеnit сomеsto thе morеdiffiсultоnеs.
r

Voсabulary

ti
1i

)i

!.
t
oi'

a

'ы-:::.:}

PIaythеrесording
аgainfоrstudеnts
to сompIеtе
thеnotеs.
Сhесkthе answеrs
withthес|аss.

o- Thеintеntion
to bе hаppуis thе mostpоwеrfuI
toо|.

;tЖ
rnHl,i[::;n''o

y..:un gеtalong
I fеlt prеssurisеd
Brеаking
up Wаsrеаl|уhаrd.
Bеinghоnеstwithyt;;.,.|fl; a vitаlstеpon thе roadto

hаppinеss.
Аskstudеnts
if theусanthеythinkof othеrexаmolеs.
in
Еng|ish
or in thеir|аnguаgе.

Grammar

sBpases
r'-re

} Grammаrrеfеrеnсе:SB paяе 135

Gerundsand infinitives
QuiсКquiz
1 Studеnts
workin pаirsorsmalI
groups
to dothеquiz.Givе
thеmtwominutes.
Сhесk
theаnswеrs
withthес|ass.
l .,] ..., .:.
. .. .,
. :|..
''
",***;э.5'.,.
2 Сhесkthеаnswеrs

withthес|ass.
ь' 1 еnjoygоing
3 (сorrесt)

2 givеuр smoking
4 finishеdеating

Languagеnote
Еnjoу,giveup andt'inishareа||fo||owеd
by gеrunds,nоt
infinitives.
Looking
togoingis an еxamp|е
t'orwоrd
of a gеrund
аfterthе prеpositiоn
fo.
3 Dividеstudеnts
intogroupsof fouror fivеto disсuss
thе
quеstions.
|\4onitor
аnd providеhе|pif nесеssаrУ.
Аsk
groupsforthеirdеsсriptions.
Makеnotеson the boаrd,for
examD|е:
Good dау
Bаd dау
аrrivеon timе

аrrivеlаtе
tеstrеsultsgood
boringlesson
4 гoq|z.l
Givеstudеnts
а minutеor twoto rеadthroughthe
notеs.
Askthеmto guеsswhаtthеlistеning
mightbе about
Те|lstudеnts
thatyouаrеgoingto pIaythеrесording
twiсе.
justIistеn
ТhеfirsttimеthеyshouId
аndnotwritе
аnything.
Те|lthеmto Iistеn
саrеfu||y
foranyphrases
from
the notes.P|aythе rесording.

@
Interviewеr:

Аn unusuaIsoundсan bе hеаrdin mаnyс|assrooms
in
Britainnowadays:
thе soundof studеntsand teасhеrs
lаughing.

Тhe idеаof introduсing
humourintothе
с|assroom
originаted
in thе Unitеdstаtеs,WnereeХoerts
provedthata rigid,disсip|inariаn
approaсhto leаrning
oftendеmotivatеd
students.
Тhе studiesсonсIuded
thаt
humourWasа Wаyof motivating
peop|еto teаrn.
I talkеdto еduсationeхpеrtDr Sam Barnes.
Dr Sаm Bаrnеs:Visitorsto our sсhooIаrе oftensurprisеd
to seеstudеnts
and teaсhersIaughing.
But еVеryonе,
at aIIIеvеIs,
is
beginning
to reaIise
that if studеnts
сan enjoуstudying,
thеirсhаnсesof bеingsuссessfuI
arеthat muсngrеаter.
We rесkonthat humourin с|assсan not onIyhe|pto
_ it сan a|sohе|pstudеnts
improveсonсеntration
to get

bеttеrrеsults.

@

ф.1
2 }ff;;.'- pеop|е
to|еаrn
.3
tеасhеrs
|аugh
ing
,4 ff"ТilfilТd
'5
I

:

ffi""'

Askstudеnts
if thеythinkthаtthisapprоaсh
to |еаrning
isа
goo0onе.
optionalасtivity
P|aуthеrесording
agаin.Аskstudеnts
to idеntify
thе
gеrundsand infinitivеs(introduсing,

motivаting,
studуing,
bеing,to sее,to improvе,to gеt).
Languаgеnotes
lаughing-а pаrtiсip|е,
notа gеrund
* Quiсkfi|lеr!
PIаytherесording
аgain'Askstudеnts
to idеntify
theothеr
wordsеndingin -ing.Аskthеmif thеуаrеgеrunds
оr
partiсiplеs.
lеаrning (gеru
nd),beginning (paпiсiplе)
Vsrbs follovredb1 gorunds or infinitivss
5 Studеnts
do the еxеrсisе
on theirownor in oairs.lf
mono|inguа|
diсtionаriеs
аrеаvai|ab|е,
askthеmto сheсk
аnyverbsthеyаrеnotsurеabout.Сhесktheаnswers
with
thес|ass.
G, Gerund- avoid,саn,tstаnd,сonsidеr,
dеny,
(don,t)

mind,еnjoy,
fаnсy'finish,givеup,imаginе,
miss,
praсtisе,
putoff,risk
Infinitivе- аfford,аgrее,аrrаngе'
dесidе,hеlp,hоpе,
prоmisе,
mаnаgе,
rеfusе,
wаnt
6 Studеnts
do thееxеrсise
on thеirown.Сhесkthеаnswеrs
withthес|аss.
o'' l to buy
2 studуing 3 going
5 smoking 6 to borrow

4 to tеll

Gorundь afteг pгepositions
7 Studеnts
do thееxеrсisе
on thеirown.Мakеsurеthеy
undеrstаnd
thatthеyshouIdusеtheirownidеasаnd
words.
AskindividuaI
students

to reаdoUtsomеof thеir
sеntеnсеs.
Writеthе prеpositions
on thе bоardsо thаt
studеnts
саnсorrесttheirownwork.
*1in
7iп

1"t.3with/of
8of

4with/of 5on

Ь changein mоаning
8 Do thе еxеrсisе
orаl|ywiththewhoIес|ass.

6to

Let'saсtivatе
a
r

phoningMаriа.
'ffnеmbеr
зетnеmbеrеd
to phonе|\4аriа.

LiKes and disliкоs
12 Studеnts
writеdownthеirsiхthings.
|\4onitor
andprovidе
hе|pwithvoсabu|ary
intopairsto
if nесеssаry.
Putstudents
п ]rfuhаir пееds..iultting]......
findoutaboutеaсhothеr.Mоnitoragainto сhесkstudеnts
. ..
l i|mШrеd
tо sееt.he..doсtor.
аrеusingthegеrundandinfinitivе
Whi|еуouarе
сorrесt|y.
monitoring,
makenotеsof thе mistаkеs
thаtstudеnts
mаkе.Whеnthеасtivity
hаsfinishеd,
writеthemistаkеs
on
5 ]|щrеtsp|itting
up withmy bоyfriеnd.
pointing
(Without
thе
board

out
who
madе
еасh
mistakе
Ш l[rпеgrеt
to saуiй;i.]..:.hivьи:i'.аоr:а..tt.а.й'и.l..l.ll]ll.ll.l.:..l'l......ll.ll.
this
is
not
importаnt)
thеm.
Тhis
and
аsk
thе
с|ass
to
сorreсt
Пtt
tесhniquе
сanbе usеdat anytimеthеstudеnts
аrе
п ]i]шз.еd
to opеПthelwind0w...bиt
]..] .
it,wа.lst0.k]..l]]..:..
disсussing
at Iength.
Pееrсorrесtion

is vеryusefulbutсan
шаs hgt !n'1hеroоm,I triеdopеning.t1ie.w.ilпd.0w
r
]Ш 1
bе embarrassing
forsomestudеnts
whohavеmаdе
mistаkеs.
Тhismеthodаvoidsthаtоrob|еm
as no
individuа|s
arepiсkedout.Whеnstudеnts
hаvеfinishеd,
,ffi:пaIасtivity
askthеmto tе||theсIass
Iikеsаnd
аbouthis/ hеroartnеr's
liццlll{i,:ifilljll::ltS
to imаginе thаt thеy arе onе of the pеop|е in
disIikеs.
lllll||ШШi
fis*:srudiеson pаgеs16-17.Iheу shouIdwrite pairsof
{fi]iI||l]т|*1Til.?s
llhiсh might be spokеnor writtеnbу them. Тhе
tti111l|||lll]ifit11Tx:?5
should сontrastthе mеaningsof rеmеmbеr'
ltlшшr'dl
ry?"зtand trу whеn fo|Iowеdby thе gеrund and
,е. lГorеxamоIе:
ltlllfliliшгlгi

Listeningand speaking
Diffеrеnt woilds SBpagеs
20-21
Warm-up
Askstudеnts
to lookаt thе piсturеs
аndtе|Iyouwhatthе сities
are(Pаris,Sуdnеу'London,NеwYork).Askif anуonеhasеvеr
visitеd
аnyof thеmаndwhatit wasIikе.

Шшшш
mф' Е Mаrtin, Universitу Student
ii]iiliШflilltlillн?llTr.d.r
quаrrеlling with mу girlt'riend when she bought
lttflпlшil
fl f,.i:'':t.

illшilшrnщ"||Tt,€
Г€d а bottlе of her fаvouritе winе to drink
to buу
lil#lillmil
п]e,/.
iiltri;]i"
'll

i{шillihшвs of infinitives
liiilfuШl,]]llll]IflI';x1шrrtд].
:hе usеs with thе с|ass.Answеrаnуquestions

thеу
L,чil]шl
i1
llll]тlllll]]llllll

ltl

l]liilшt*.
s do thе exеrсisеon thеir own. Сhесkthе аnswеrs
lШ]rlli]]]!]т
:* : с|аss.

1 Putstudеnts
intopаirsto dеsсribе
eасhсitу.Аskthеmto
pUtthесitiеsin ordеrof prеfеrеnсe,
1 bеingthеonеthey
wоuIdmostlikеto visit'Те|Ithеmto disсuss
whythеу
ordеred
thеmin thatway.Findoutwhiсhсityis themost/
|еastpopuIarby takinga сlassvotе.
2 Еnсourаgе
studеnts
to usееxprеssions
likеI thinkand
probаblуif thеyаrеnotsurеof thеanswеrs.
ot 1 Lоndоn,NеwYork

2 London,NеwYork

СптM m,alrапь to]йnоw
3..London,
NеwYork,
Pаris 4 London,
Pаris
whоtо аskfor*h"' sti;'..'l.:''..l.'...,....;.:................,...,

5 шеwYork,Pаris
6 Sуdnеy
ltа|v.n.е.к
!o
9
1umгn$1'..]':'.:...'..i.]:'].']l']li...
t Шffmlгis
hаs lеar.n.еd.
(h9w]ю p|ay'сhеss :l..'...,...'l..l.'.....:.l':............'
Listеning
{ PДJlсаn'trеmеmbеr
howto сountin Japanеsе.
fi |if!оilеd Pеterhowto sеndаn еmаi|.
Whilеstudents
hrеrеadingthеstatеmеnts
throughin 3,
rr Шdшп"tknowwherеto go fо1hеlp.
еnсouragе
for
thеmto undеr|inе
keywordsаnd phrаsеs,
еxаmpiе:

lffiщшьbns used uith gоrunds
Whеnl wentto live in frаnсе' I begаnto hаvemorе
lii]шlfiti.;s
to rеаd thе ruIeand еxamp|еs.Answеr any
',[ltшlilli
in mуseЦ.
сontidеnсе
riш[l'I5
y
ll|ll|l|lil[ш||lflli;il

.
- P*lon":.
шm*n}
hаsdесidоdto gс

. - е\ m а

n avе.

l]]l;;llii1.l!lrrе.:s
dо thе еxerсisеon their own. Сhесkthе answеrs
..:
tШllll]1'll ilass.

tr'|!i щning
* шrnplаining

2 having
5 watсhing

3 аsking

,llllffirпrп
пф нoгd
.lilllll|l
е-.s dо the еxеrсisеon thеirоwn.Rеmindthemto
'jiпl,tll
.=а,c
ш.lтт
it.Сhесkthе
thеtехtbeforеtryingto сomp|еte
iiшпI*lvl:.5
шith thе сlass.

шhIf, щп6g{'12giрg 2 tо imprоvе
t М pегsuаdе
4 having
s lжlпg
о йinя
7 sшш&'ing
в iоpying

з

уoUаrеgoingto p|ауthе rесording
'.фz. Те|Istudеnts
twiсе.Plaуthе rесording.
in
Students

numbеrthеаnswеrs
oеnсiI'

@
Wel|,for anyonemovingto anotherсountrу,I supposethе firstthing
you,vegottaget usеdto is the jokеs.ТhingsIikе.What's
thе grеаtеst
.Didyou
aсadеmiссontradiсtion?
hear
Answer:Аmeriсanhistoryl,,
and:
aboutthе Аmeriсanwho wouIdn'tgo to sееShakespeare,s
Henrythе tifth
bесausеhе hadn'tsееnthe othеrfour?'AndI haven'tevеnstаrtеdon thе
jokesor thе imitationof thе aссеnt.
poIitiсaI

@

I movеd to Еng|andfrom New York somе уеarsаgo,whеn I was e|еven,
in fасt.With thе quiсk реrсeptionthаt еleven-уear-oIds
sеem to have,I
quiсk|yсame to Iеаrnthat thе namе of thе gamе Wasnot to bе
diffеrеntfrom everybodye|sе,but to try to fit in. I immеdiatе|ystarted
work on gеttingrid of my aссent аnd triеd to beсome as Еng|ishаs
possiblе.lnsteadof askingfor ,kаwfее',it wаs .ЕarlGreytea, p|еase.'I
supposеwе kidsfound our parents'Ameriсan-ness
а IittIе

embarrassing,
so we triеd to immеrsеourseIvеs
сomp|ete|y
in the
сuIturеof our nеWсity.We wore British-sty|е
с|othes'аtе bасonand
еggsfor brеakfаstand watсhed Neighbourson TV аfter sсhoo|.
By the timе | was studyingfor mу |astsсhoo|exams,I had аImost
begun to rejeсtany сonneсtionsl,d previous|уhad With the Stаtеs.
Whеn I did go to university,
| сhosethе oldest,most.Еng|ish'university
I сou|dfind.Аnd саn you guessWhatmy subjeсtwаs?Еng|ish
literаture,of сourse!

Ф QuiсkfiIler!
HadlеysaуsMу oссеntremainsmid-Atlаntiс
(i.e.a
сombinаtion
of Amеriсan
аnd British).
Аskstudеnts
to
Iistеnto thе rесording
agаinandtrуto identifythеwords
shеpronounсеs
in аn Amеriсanwаy.
optional aсtivity
Аskstudents
to thinkof ехamp|еs
of jokеspеop|ein thеir

Lаnguagenotes
ЕаrlGreуteа-a varietyof СhinateafIavourеd
withoiIof
bеrgаmot
- in faсtаn АUstra|ian
Neighbours
soapopеrа!
- сhаrасtеrised
mid.Аtlоntiс
bya blеndof BritishandAmеriсan
styles
- otfiсia|tеrmfor a сitizenof two diffеrеnt
duаl nоtionоlitу
сountries(Hadlеystrеssеs
the wordduоI,whiсhsuggеsts
thаt
althoughshеfееlsbothBritishandAmeriсanshеis not
offiсiа||y
a сitizеnof bothсountriеs.)

4 .'Q6l*.*:
Те|lstudеntsyou аrеgoingto p|аythе rесording
twiсе.Playthе rесording.
Students
writеТ or F bуthе
statеmеnts
in oеnсil.

@@

|,ma perfumеr.
I supposе
|'vеbееnluсkyto getа job Iikethisbесаusе
therеаreonlyаbout500реrfumers
in thееntirеwor|d.
Youdon'tneed
qualifiсаtions
аnуpаrtiсu|аr
- on|ya goodsеnsе
of smel|.

We||,
theсompаnyI workfor hаsa brаnсhin Paris,so аfter|'dbееn
Withthemforа while| аskedif I сouIdbе trаnsfеrred
there.|'dа|wаys
wantedto |ivethеre_ and,to my surprisе,
thеysaid.yes'.|tWastough
at firstbесause,
of сourse'you needto speаkFrеnсh'and minеwаsn't
thаthot!Forthеfirstsixmonths,
I fе|tIikеa сomp|etе
idiotand had
nothingto sаyаt а||.
I,mfinе noщ though.|'vehad FrеnсhIеssonsаnd l,m f|uent.| саn't
rid of my aссеnt'but pеoр|еtе|l mе that the FrеnсhIikеan Еng|ish

_ but
ассent.
Um,I'|Inеvеrbe аb|eto passmyse|f

off аs а Frеnсhman
that'sprobablyаn advantаgе.
l,mа bit of а nove|ty!

Livingin Parisis great.
ТheаrеaI Iivein is quitetrendy- thеrеarе
|oаdsof rеstаurants
and сafёs.Thеdownsidеis thatthe traffiсis
аppa||ing
аnd pеop|e
aresometimеs
rude.Butthat'sthesamein any
thegreаteat
dс*domiс
сontrаdiсtion
...Aneriсаnhiвtory- thiь
big
сitу'
isn't
it?
Аnother
thing
is
that
еvеryonеl meetseemsto smoke
joKeоuggовtв
*n\ beсauьe
thоhiьtoryof Arnaгiсaiо сompагativоl1
аnd I'mtrуingto giveit up,whiсhisn'tVеrуеasy.But I do stiI|
6hoгt(t gainodindoP?,ndonсo

from hriLainin nьЭ) it doоаn,t
appreсiatе
whаta bеаutifu|
сityParisis' еspесia||у
at night.

havoan1hiвtor1
worthmantioning.

.'. buauзe he hаdn,tвeentheotherfour - tho P'rneriсan
сor1fuьP,ь
pla1r^rith
ЬhaYeьpeare,ь
filmвliко{аwsandTerminаtor'
r^rhiсh
havo
numbогod
ьoquo\ь'
{аwв2, Thiв1oкasugg96t6
fог oramplо:
thаt
Кnowverylittlоаboutсultuгоьothsгthаnthciгoшn.
Amsгiсanв
Students
сhесktheirаnswers
withа partner's.
P|аythе
reсording
again.studеnts
сhесkand,i{ neсеssary'

сorreсt
theiranswers.
Сhесktheanswers
withthес|аss.

Optionalactivity
Аskstudеnts
to givееxamp|еs
of еxpressions
on thе
reсording
whiсharere|аted
in mеaningto thе kеywords
and phrasеs
thеyunderlinеd.

Ф

I wason|ysupposed
to be hеreforеightееn
months,
but I'vebееn
promoted
and l'mthinkingof staуing
herеpеrmаnent|у.
Тherе's
а
prеstige
thing'too.|fyouWantto workin makingfinеperfumes,
for

bignamеs,
thеn,yes,it'sbettеrto be workingin Parisl
Lаnguagе notеs
wlsn,t thlt fiof (informal)_ wаsn't vеry good
pass (somеbodу/ somеthing)ot'f оs _ to reprеsеnt (somebodу/
somеthing)fa|sе|yas
doлlnside_ d isadvantаge
trendу_ fashionab|е
loоds of (intormal)_ a |ot of
Studеntsсheсkthеir answersWitha раrtner's.Plаythe
rесordingаgаin.studentsсhесkand, if nесessary,
сorreсt
thеir answеrs.Сhесkthe аnswеrswith thе с|ass'

quaIifiсаtiоns
?lъс- toUdon'tnееdаnypartiсular
]..
- hеasкed'.if:.lhe;.iould
thеrе]:]:..
bеtrаnsfеrrеd
t i]]fursе
hеfe|t|ikеа соmр!оie.
3 lt.гпllе
fortrretiitil.iйl.й.onths
шi"э:

tП ъrsе- hе'llnеvеrbе аblеto passhimsеlfoff аs а

stimulus - baвоd diэсussion

thе
and disсuss
7 Askstudеnts
to Iookat thе photographs
thе
firsttwoouestions
аs a с|ass.
Studеnts
disсuss
quеstions
to shаrе
Askgroups
rеmaining
in thеirgroUps.
thеiridеaswiththес|ass.

frreflсhmаП

ш ,'; _ ;;; trуingto givеit up
tо bе in Pаrisfor
ш т-е - hе wasonlуsupposеd
вlщrIееn
months
thequеstions.
-:еntsintoоairsto аskаndаnswеr

o,й,....е'.havеfinishеd,put pairstogеthеr
to makegroups
] l п II

. .-]сompаrе
hе|pif
and providе
аnswеrs.
Monitor

,l"::i.;\Vhi|еyou arе monitoring,mаkе notеsof thе
l]ll]11ill
m .ii l5 t hаt st u dе n t sm а k е .W h е nth е a с t i v i tyh а s
iiilr,т.,: lr'ritеthе mistakеson thе board (withoutpointing
llLL
l ilш . :т аdе е асh mi s t a k е- t h i s i s n o t i m p o r ta n ta) n d
]]ll|l]tit]
J*l:: аss tо сorrесtthem.
,lf,

з
r.вkеs
ffiilпlr

wеаringBritish.
t m :ring to gеtrid Ьf hеraссеnt,
mш,е
сlothеs,
еatingbaсoпandеggsandwаtсhing
Шв'щtlbоurs
or.r'.1Y
jl ,шmгр
еаsily ..']1...:.
rП frп,trаs stoppedbеingso sеnsitiveаboutit.

Ье+
fi! rt аsкеdtо bе trаns{errеd.
speаkFrеnсh.
I t швstoughbесаusе
hе сou|dn,t
il .1rr,зоеsn't
likеthеtrаffiс,hе thinksthаtpеopleаrе
а lot
шгщtimеsrudеаnd hе findsit diffiсultbесausе
ш шp|е smоkе.
| fuausе hе'sbееnprornotеdаnd hе thiпk Pаrisis

.fuo
Gь 5ummitis аn аnnuаlfiooiingof thооightloаding
Lanada,Franсe,German1,
ttаl1,Тapan,
сountгieь:
induаtгiаlisоd
UK andUiA.
Buьsiа,
buti6 mOгоliкоan infoгmal
tиo aь is notа formaloгgаniьаtiоn
of the
?luЫцrhiсh
pгovidоs
an oppoгtuni\
foг thоloadeгь
сouniгies
intоrnаtionаl
mambоr

to сonsulton anddiьсusь
it i5 а ЬOlfish
oсonofiiсandpolitiсаlisьuos.
somp pooplrobo\ievo
withthоосonomiс
gгowth
ande|iioсlubцrhiсh
is onl1сonсогnоd
шoгld
of itьmembaгь,
ths гоstof ihо
dominаting
\ globаliьаtion
сountriss.
аndbull1ing
dоvaloping
thо
шhoаa
mi56ion
iо to impгove
fuirtradeis аn Oгganisаtion
сoсoaandьugar
аndlivingetandaгds
of iea,сoffoo'
inсomoЬ
AsiаandAfгiса
uroгКeгэ
аndsmаllpгoduсeгs
in Иtin Amaгiсa,
All Fаirtгado

whoагоoftоnaxploitod
b1laгgaгglobаlсompаniоь.
are
lаballadpгoduсteьuсhaь\ea,сoffooandсhoсo\aIo
Whого
to havоЬeenproduсod
in аn anviгonmsnt
guaranIood
tгeated
peop\ohavoboon
paida ProPo(wagoandhavoboon
fаiгl1
Languagenotes
_ thе rapidinсreаsе
globоIisаtion
есonomiс,
in сross-bordеr
proсеss.
|t is a сapitaIist
sосiaIandtесhno|ogiсa|
ехсhangе.

o- 1 Thереоplеho|ding
thе p|aсаrds
arеdеmonstrаting
аgаinst
thе
G8'
.
;

.Thеwomanon thе postеris расk!пg
bаnаnаs.
sidеof globаliяtion:
2 Bothimаgеsshowthе nеgaiivё
thе
thе сарitа|ist
nationsеxptoiting
industrra|isеd
best ptaсс..{{.:bЁ:]f
i 1шl|пr
рu йunt a сar9rr in thil:l:.l:ll'l:..:l.ll.l.:
poorеr
devё|oping
соuntriеs.
аnd
pшfumе,ind"i;;iJ':];l.'...]]:].i]]::]:]:.]]].:]::l:]..]::].i.]l':]::l]:]:'..'
.......
....
аnswеrs
3 and 4 Studеnts'own
'.....:;.,...,.t.1il1l:.;'
5 FairТrаdеis a рod еxаmplеof an organiяtioп
пg
сountriеs.
tryin8to proteсtthе rightsof dеvе|oping
twostudеnts
to rеadthе diаloguеin thе boxout
ftp.* .l51i
]ll||]l|ltl(
:.е shou|dbе A and the othеr B. Thеn p|aуthе

. ]. {nsWеrаnу quеstionsthеy mау havе.Givе
rШ]]'ll]1T:
liiiillllt*..i
э fеw minutеsto think аbout the ouеstionsand
*:''.
il|||mii]
,lГ
in thе dialoguеbox
thеу сan usе thе exprеssions
Ш]r
]lТ.i:."
thеy
]гlsWеrs.
Ask thеm whiсh of thе еxprеssions
il]])
t l: -.е ]n both a disсussionаnd in а forma|writtеn
щll]1rtr
'lr: thеonе hаnd ,,., on thе othеrhаnd ...). Divide
]li]i'l'.
l{,--.!rto sma||groups.Studеntsdisсussthе quеstions
|||!l
]T,*..r.OUps.
Monitorand mаkе a notе of аny frеquеnt
1.. 0ееrсorrесtionIatеr.Groupssharethеir idеas
rШ|i.t]l]Lr.:

]irlx*,boxto
in the diaIoguе
's :о usеtheеxprеssions

ш* **- i i ]€t5hat Hadl eya n d Т o m m i g h t h a v еs a i d ,f o r

]]ll!illilll'
.i],ll':
"эnd I,mсomingto tеrmswith mу,duоl, nоtionоlitу,
rgу16ll still hаtеjokеs аbout Ameriсаns.
|:.'Ф(r

'''|\'|
;г. АеСidеto stауin Pаrispermаnеntlу,
I don'tthink
|!'|i:tfl 0 Frеnсhwomаn!

Soundbitеs
сanbе insеrtedintоthе
AswithTimeto tсlk/,Soundbites
for
usеfuI
аt anуpoint,a|though
theyarеpartiсu|ar|y
Iеsson
A|though
rounding
off a spreador wаkingup tiredstudеnts!
aredеsignеd
thesееxerсisеs
thе kеуsprovidеdеtailеdаnswеrs,
gistIistеning:
to
studеnts

shouldnot be еxpесtеd
to prасtisе
produсеhighIydetailedrеsponses.
Ono Vision
Warm-up
Askstudеnts
whаtthеyknowaboutQueеn.

roсY'gгouPin thotf1oьandb0ь.
Queenwaьthe lоading'g!.am
.Тhp
mоmbогь
of
tho
four
gгoupwoсY9rian Ma1,FogoгТа1loг,
dohnDeaсonandfсoddioMoгсuг1.
Tho1s.tагrod
in thоLivоAid
gъ5,
сonсortin
andthaiгhtt )ne Viвion,
roсordodьoon
сaroor
аftогr^rагdа,
ref\oсtь
mаn1of Livs Aid,sidea\ь.IhegГoaP,ь
сzmeto аn snd шithFreddioMeгсuп,о
daathfгomAtDi in t{{t.

сD

L*:-*-=#
в

€ ) "'s Playthе song.Studеnts
сomplеtе
thеgаpsаs thеУ
Iistеn.

G' 1 solution
3 сoldwind
5 hearts

2 wоr|d
4 dаrkrаin
6 сe|еbration

P|aythеsongаgainforstudеnts
to сhесkthеiranswers.
Studеnts
сhесkthеiranswеrs
witha pаrtner's.
Dividеstudents
intosmа|I
groups
to disсuss
thеquestions.
Те||thеmto rеfеrto thе lyriсsfor he|p.Whеnthеyhаvе

finishеd'
plаythеsongagаinforthemto Iistеn.
Ф- 1
2
З
4

А unitеdwor|dwitha singlеvision.
Hеdrеаmtthathе g|impsеd
hоpеаndunity.
|twаsdеstroрdby а сoldwindаnd darkrаin.
Studеnts,
oWnаnswеrs

1hereare ьoverair
echoeь
of wolt-кnown
гоligiouь
andpolitiсаl
textьin thieоong,foг erаmpla:
oneJ|eэh,wiЦhreforenсo
ro
maГriago,
ocсurьin IhegooYof Geneьiь
in Цhegtbro.
Ihаd а dreаmeсhooь
thоwoгdэlhаve а dreаmfromafzmouь
ьpveсh
b1thaAmaгiсan
сivilгightslsаdaгMагtinLutheгKing.

А dаrkrаinfаllь is гeminiьсent
of gob Dчlan,ьIt,ьа hаrdrаin'э
а-сtonnа
fаll'

Uэing advorbs
3 Studеnts
do thееxеrсisе
on thеirownor in pаirs.Advisе
thеmto do thе onestheyfindeаsiest
first.Сhесkthе
answеrs
withthе с|ass.
о. 1 optimistiса|tу 2 gеntly
3 Unfоrtunatе|y
l 4 stеadi|v
5 Еvеntua||y
о misеraЬlу
8 hurriеdlу
10 fееb|y

I x,1il11111,,.,,,,

NoгihWаlоsсonIainь
thо6nowdonia
Nаtional
?aгK,a beаutiful
hill1aгoaъrhiсh
inсludоs
Mountinowdon.

Unfoгiunа.tel1
it is one
of the wоtteвtaroaьin griiain
Lаnguаgenotes
tookа turnfor thе worse/ bеtter_ bесameWorsе/ bеtter.Саn
а|sobе appIiеd
to othеrthings,
suсhas businеss,
or а siсk
pеrson.
fасilitiеs_ showеrsand toi|еts
hеаdfor (informа|)
- gotоwards
spotsof rаin- dropsof rain.Tospot(withrain)mеаnsto rаin
slightly.

optional aсtivity
Askstudents
to workout howthеаdvеrbsin З аrеformеd
Аskstudеnts
whatothеrwordsаnd phrases
from
аdjесtivеs,
аndthеnto dividеthemintogroups
fromthеsong
mightbе foundin rе|igious
ассording
to
the
andpoIitiсaI

waуin whiсhtheyаrеformed.
tеxтs.
optimistiс
(аl|y)
о; Possiblеanswеrs
еnthusiastiс
(а||y)
ironiс(a||y)
unfortunаtе
(|y)
Тhеrе's
onlуonеdirt
hurriеd(|у)
еvеntua|
(|y)
gentlе(сhangе
е to y)
(сhangе
fееb|е
e to y)
А сеlebrаtion with а diffеreПСe sвpages22_2З
misеrab|е
(сhаngе
е to y)
Wаrm.up
stеady(|y)сhangey to i
1 Askstudеnts
to Iookаt thе piсturеs.
Disсuss
thequеstions

Askthemwhatru|еstheyсаnsее.
asа с|ass.
Forquеstion
2 аskstudеnts
to imaginе
theyаre
dеsсribing
howthesеoссasions
аrесe|еbrаtеd
in thеir
сountry
to an Еng|ish
or Аmеriсаn
friend.ForЗ, аsk
Stepsto betterwriting
studеnts
if thеysomеtimеs
prеfеr
alIgir|sor aIlboys
ltlriting in a suitablо st1lо
pаrtiеs.
Why/ whynot?
4 Do thisеxеrсise
orаlIyаs a с|assАskstudents
to givе
ъ' 1 Тhеni{u1еsshowа wedding,
a graduаtiоn
сеrеmony
rеаsons
forthеirсhoiсеs.

аnda сhristеning.
ol quotеsfromdirесtsщесh
2 Students'own
answеrs
сo|ourfuI
voсаbu|аry
3 Studеnts'
ownаnswеrs.
amusingor iпtеrеsting
еvеnts
impеrsоnа|
fоrms
Studyingthe sample
dекriptionsоf feеlings
Undоrstаndingthe tasK
2 Askstudents
to rеada-f. Givеthеmtwominutеsto skim
5 Studеnts
do thееxеrсise
on thеirоwn.Сhесkthеanswеrs
rеadand putthе informаtion
in ordеr.Studеnтs
withthесlаss.
сompаrе
thеiranswеrs
withа pаrtne/s.
Сhесkthеаnswеrs
wlththе
сlass'

:;JH:i#iTil,]-l'rле
your
hеагts

Writinga story

o--.f,.е,,.'а.,*,..('"'.d.......,.,'..:....|.....;........

ED

Writingyourstory

Planning
workon thеirownto p|anthеirstory.Rеmind
9 Studеnts
in thеirnotеs.
thеmto usеshortformsаndаbbreviations
providе
|\4onitor
hе|pif nесеssаry.
and

irпДпd5

rfudmrлгг:
dо thе еxеrсisе
on thеirown Сheсkthеanswers

.ltчШlflffi

:fitl]т'Ё
сlаss.

рпьапt partiсiplоs

ШшItl,
ш,ш]шшеnts
to rеadthе ruIе.Answеrany quеstionsthеy
l|llllПШrL
]]il]]iФlЕ.
Studеnts
do thе еxеrсisеin pairs.Advisethеmto
.ttпlшllпшш'"itlг
уе sеntеnсеs
beforetheystartсombiningthеm.
ШlШrrшlh
т-е aПsWеrs
withthе сIass.
as prеsеnt
is rаthеrmis|eading
Wrжntpоrtiсip|е
pаst,
prеsеnt
or futurе
зn bе usеdto taIkaboutthе
шаmp|еsеntenсe.

ftз ыmploPa6tand tho prosоntperfосturith

\rlriting

thеirnotes.Advisе
10 Studеnts
writеthеirstoriеsby еxpanding
thеmto usеthе idеas|istеdto makеthеirwritingmore
of voсabulary
а vаriеtу
intеrеsting.
Rеmind
thеmto inс|udе
аdvеrbsof mannе1gеrunds
andstruсturеs,
for еxamp|е
in thisunit.
andthеstruсturеs
thеvpraсtisеd
LhocKing
to
А|ternativе|v
askstudеnts
11 Studеnts
сhесkthеirstoriеs.
Тhеpаrtnеrshou|d
еxсhangе
thеirstоriеsWitha pаrtne/s.
,l1.lnvite
rеadthеstoryаndсhесkit against
thе Iistin
studеnts
to readoutthе mostintеrеsting
/ аmusingstoriеs

to thесlаss.

fоr
Askstudеnts
to thinkof sоmеvеrysimplеsеntenсеs,
eхamp|е:
Jаn rеоdМаriа'sstorу.
AIехopеnedthе window,
Writеthеmon the board.Stopwhеnyou havеfiveor six
аnd
Askstudеnts
to сhoosеtwoor thrееsеntеnсеs
sеntеnсеs.
and
byaddingvoсabu|аry
makеthеmmoreinterеsting
praсtised
for еxampIе:
struсturеs
in thissесtion,
sittingon theеdgеof hisсhоir.
Jаn rеаdМаriа,sstorуeоgеrlу,
,lt,s
Аlехopеnedthе window, themostbeаutit'ul
Еnthusiаstiсаllу,
hе eхсlаimеd'
аir l hаveeverbreаthеd!,

шrМвrьdo thееxеrсisе
on theirown.Сheсkthеanswеrs

Let's practise grammar SBpagе24

tж,ltttШlJп.
i]t]hесl аss.

Somеor а|Iof thеsееxеrсises
сan bе givеnаs homеwork.
o'' (яоrundg and infinitivss
1 1 to phonе
2 using
4 p|aying
5 to tеl|
7 to сomе
8 drying

3 to survivе
6 going

ь'Verbs follovrodb1 gоrundsor infinitiv96
2 Studеnts'own
аnswers
iшlltшlшir:П" fоr ехаmplе:
']lllll
-i]l]lliirfi З -vеrу upsеt

ь A сhаngo.n moaning
3 1 to bring
4 fixing
7 rеstarting

2 going
5 tеlIing
8 to phonе

3 to rеvlsе
6 to inform

ED

ъ' Gorunds after propositions
4 1 Instеаd
of goingto thе pаrtиl stayеdаt home.
passing
2 After
hisеxams,Grеgwentto univеrsity.
3 Raсhe|
wasn,tp|еаsеd
аbout|osinghеrmobi|e
phone.
4 Beforegoingto bеd,Zoe readа book.
5 |nspitеof |osingthе
gamе,PаuIwasn't
upsет.
6 Kаr|is kееnon plаyingtеnnis.
q' Other usоs of infin.tivоs
5 1 Sеаnwаntеdto knowhowto sеnda tехtmessagе.
2 Wе'vеdесidеdto go rol|еrb|ading
thiswееkеnd.

3 |,vеarrangеd
to sеeLisatonight.
4 Fionahaslеаrnedhowto drivе.
5 I nееdto knowwhоto askfor hеlp.
6 TinаshowеdMarkhowto p|aythесomputer
game.
7 NiсkWasn'tsurеwhеreto buyan MP3p|ayеr.
8 Lizwаsdеtеrminеd
to с|imbthеmountаin.

ь $lriting
7 Studеnts'
ownаnswеrs
o" Li6t9nang

@@

psусho|ogists
Аmeriсan
usеdto be|iеvе
thatpositive
thinkingwasthе
bestapproaсh
to happiness.
NoWtheythinkthat.defеnsivе
pessimists,
maуsuffer|еss.
positivе
Although
thinkingis usefulin somesituаtions,

сheеrfulness
сansometimes
bеtаkentoofar.Pressurе
to be hapрy
mаkessomepеop|е
feelworsеinstеad
of bеtter.
Beinghonеstwith
yourself
andsaуinghowyoufеe|саnbe |iberating.
Instead
of tryingto реrsuadе
thеmse|vеs
thatеverуthing
wiIIbealI
right,defеnsivе
pessimists
antiсipate
mаkingmistаkes.
Тhismeansthat
thеyprеpare
forеverypossib|e
evеntuaIity
andpеrformbеtter.
For
еxamp|e,
whengoingto a job interviещ
bесausе
theyfearthingsсou|d
goWrong,

3 rеsеntеd

3go
7 beсomе

ironiсa||у
с
unfortunаtеly
h
steadilyg
fееb|уf

2
4
6
I

optimistiсally
е
hurriedIy
а
enthusiastiсаlly
d
gentlyb

Б1
3
5
7

unfortunately
steаdily
gеntlу
ironiсa||y

2
4
6
I

еnthusiastiсa
l|у
optimistiсa||y
feеbIy
hurriеdIy

o- ЕxProэaingtuo pointsof viovr
61
5

hand
TO

2 other
6of

3 аbout
7 for

4no
8if

Readingfor pleasure
Thе lifе of Pi SBpagе27
Warm-up
Brainstorm
animaIs
thatсan bе foundin zoos.Whеnyou havе
a listof аbouttеnanima|saskpаirsof students
to сhoosеаn
аnimaland disсuss
the prob|еms
of movingit fromonеzooto
another.
Studеnts
rеadthеtеxt(outloudif you prеferor withthe
reсording)аnd
sеeif anyof thеiridеаsaremеntionеd.
Givе
thеmtimеto rеadthеtеxt.Rеmеmbеr
thаtthеyаrеrеаdingfor
p|еаsu
rе.

ъ'6PeaКing
6 Studеnt's
ownаnswеrs

2 tr u е

4"1
3
5
7

@

Lеt's practiseskills SBpagе25

81fаIsе

o- U6ingadvorbs

4 hаvе

31 hаppinеss 2 responsibility 3 know|еdgе
4 diffiсuItу 5 honеsty
6 rеliеf
7 intеntion 8 сritiсism

Thiьnoval,Ihe lifeof Pi,iь а эtoryaboutаn lndiаnfаmil1urho,
аftогсlosingiheirюo' dе,сidc
Io movоto Lanada,
tаКinqьomaof
thоiгаnimalашiththсm.Unfoгtunаtоl1
thоiгвhip6inк6а;d Ono0f
thgsonв,?i, is thp onl1humanвurViVOг
on а life гаft,
aссompanied

b1 a benga|tigaгfoг ?-?.1da1ь.
Languagеnotes
Ioсk,stoсkаnd bоrrel_еvеrything
or сomp|еtеly
_ a Wayto sаyanу name
So-аnd-so
_ Ameriсansfromthe UnitedStates
Yаnkees
Саnuks- Сanadiаns

Your reactions
Beforеstudеnts
do thе exеrсisе
givеthеmtwo minutestо read
thеquеstions
andthinkaboutthеirresponses.
Dividеthе
studеnts
intosma||groupsto disсuss
thе quеstions.
Аl|owa
mаximumof tеn minutеs.
Аskgroupsto sharethеiridеaswith
theс|аss.
Тhismaylеаdto furthеrdisсussion
if thеrеare
diffеrеnсes
of opinion.

Let's rеYisеUnits 1 and 2

SB pages28-29

Grammar
11с
2с 3 b 4с 5а
10b 11a 12b 13b
18b 19a 20с

6с 7b 8a 9с
14с 15a 16b 17ь

New matrix upper intermediate teacher book

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