Joanne Collie Тања Лазовић 2 Intermediate 2

ПРИРУЧНИК ЗА ПРОФЕСОРЕ за енглески језик у другом разреду гимназије и средњих стручних школа

Десета година учења Joanne Collie Тања Лазовић 2 Intermediate 2

ПРИРУЧНИК ЗА ПРОФЕСОРЕ за енглески језик у другом разреду гимназије и средњих стручних школа

Прво издање

Лектура и коректура: Јелена Матић Прелом српског издања: Срђан Попадић

Издавач: Издавачка кућа ,,Klett'' д.о.о. Светозара Ћоровића 15/IV, 11000 Београд Тел. 011/3348-384, факс: 011/3348-385 [email protected], www.klett.rs

За издавача: Гордана Кнежевић Орлић Главни уредник: Александар Рајковић Уредник: Милан Пртењак

Way Up Intermediate was originally published by Rokus Klett © Rokus Klett 2010 Way up 3 Upper-Intermediate 1 (Serbian edition) © Klett Publishing House Ltd. 2013

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

CIP – Каталогизација у публикацији Народна библиотека Србије, Београд

ISBN 978-86-7762-445-3 COBISS.SR–ID 196295436 and weaknesses, and take responsibility for their own Foreword progress in becoming more effective communicators in Dear teachers English. Each section C focuses on two of the five skills areas (Reading, Writing, Listening, Speaking and Use of We hope you will enjoy using Way up and find that it Language). In this Intermediate level book, the focus is provides many hours of interesting and useful work with on how SS can improve their general language proficiency your classes. The Teacher’s Book is designed to clarify the and their reading, writing, listening and speaking skills. scope and aims of the exercises, as well as suggest a few options which vary or extend what SS are doing in their Student’s Book and Workbook. The ‘long units’ – section D, ‘Are you on your way up?’’ This section contains a progress test. The test helps SS assess their own progress in areas such as grammar and vocabulary. The answers to the tests are given in the The structure and different components Student’s book (pages 124 and 125). of the course

The structure of this book aims to provide overall systematic progress through the various stages of The ‘long units’ – section E, ‘Project’ language learning, while at the same time offering variety The projects are designed to extend work with some of in approach and activities within each unit. the topics of the module and provide ideas and tasks for students to collaborate with each other both in the classroom and outside. They usually include some research to be done, either by interviewing people (and The Student’s Book if necessary translating the results) or by working in the library or online to find information. The outcome The units of the project is some kind of presentation to the class, The book is divided into ten units. All the units have A or if circumstances allow, to the school or even the and B sections, which focus on and extend the overall community. topic as well as the grammatical and functional work Because the projects let SS develop their creative side of the unit. At the end of every second unit, there are in a freer, more independent mode, they are often very sections entitled: ‘Skills enhancement ‘, ‘Are you on your popular with SS, who can sometimes put a lot more way up? ’ and ‘Project’, which provide further practice and thought, energy, and time into them than they normally skills training for Reading, Writing, Speaking, Listening would in their class work. It is important for you to be and Use of Language, opportunity for students to assess supportive of their efforts and try to help them find the their own progress, and to do research on various topics. information or the materials that they need. It is not necessary to correct minor language errors too strictly, Each of the ten units lists its overall grammar and but rather make sure SS enjoy the experience so that they functional aims in bullet points under the title. The are eager to share with their classmates. odd-numbered units are short units, divided into three sections, A, B and C , while the even-numbered units are long units which have five spreads: A, B, C, D, and E. The ‘Get the hang of it!’ sections Each unit includes in one of its sections a Get the hang of The ‘short units’ – section C – comparing cultures it! panel, colour-coded light blue. In these, SS are given The ‘short units’ have a third spread, C, which is a written or listening examples of practical applications ‘comparative cultural section’ in which SS extend the topic related to the unit topic, and are invited to practise the of the unit to look at what happens in other countries. ‘real-life’ skills that they might need, for example making Sometimes the comparison is with other English- enquiries or booking by telephone in an English-speaking speaking countries, mainly the UK, the USA, Canada and country, buying clothes in an English-speaking country, Australia, sometimes it is with other countries in Europe and so on. or other parts of the world. The aim in the C units is not primarily to work with the grammatical focus of the unit, but to extend cultural The grammar box knowledge and give SS more fluency practice in English. There is a box at the end of each section, colour-coded yellow, which lists the grammar points covered in that The ‘long units’ – section C, ‘Skills enhancement’ section and offers the SS a few sample sentences to This spread aims to raise the awareness of SS about the illustrate each of them. In the box, there is a blue link way they approach their language learning tasks, think G to the Grammar Booklet, so that you can easily point about strategies to improve their language skills in a SS to a summary of the rules for the grammar points they systematic way, get them to reflect on their own strengths have learnt in that particular section. For example, in

3 Unit 1A, the link indicates: G 2, 3, 4, directing you and The course approach the SS to the Grammar Booklet sections 2, 3 and 4. The box also points SS to the relevant pages in the Workbook, The methodological principles on which this course where they will find additional practice with the grammar is based are eclectic and varied, but the emphasis and functional areas of each unit, as well as new reading, throughout the book is as follows: listening or watching texts to extend their knowledge personalising the work that SS are asked to do, getting of and control over the thematic areas they have been them to express their views, giving them frequent encountering in the Student’s Book. options, guiding them to greater learner independence and self-awareness of their individual learning styles; The grammar activation boxes focusing on pair and team co-operation in The units also include some ‘grammar activation’ boxes, communicative, task-based activities or games, where SS are invited to study example sentences in order puzzles and other creative classroom exercises, as well to work out the rules of use for the particular grammar as highlighting peer support in writing, editing or item highlighted in the unit. Inductive grammar work research tasks; is a key feature of the course, and these boxes are also using an inductive approach to grammar, thus letting highlighted via a light golden outline. SS work out, internalise and practise the rules that will give them greater control of their own communication; selecting unusual angles to familiar topics, which will, The Workbook we hope, be up-to-date and motivating for SS, and which will provide a wide spectrum of interesting The Workbook is structured so that it can be used situations for them to talk or write about; as homework for self-study, or in class. The Way Up providing a great deal of vocabulary work, including Student’s Book features a very prominent emphasis on exercises to internalise thematic word resources, word- guiding students towards taking greater responsibility for building tasks, focus on questions of register and levels their own learning, and this continues in the Workbook. of formality or politeness, and finally exposure to the Students are invited to do further basic exercises with the wonderful variety of English across the world; grammar and vocabulary they are learning, but they are also given extra reading or listening texts to extend their last but not least, increasing awareness of and respect knowledge and develop their language skills. for the diversity and richness of cultural patterns, The answers to the Workbook exercises are in the especially as they apply to the lives of young people in Teacher’s Book, which will also provide hints about different countries around the globe. getting SS to compare their answers and work with them in class (the next English lesson if SS are doing the tasks for homework) or about using follow-up activities in the classroom. Strong points

Any course book writer has to create a balance between a great many positive or negative factors when making Audio and Video, Interactive whiteboard a final selection of what to include on the actual pages. materials We hope that the book gives you an appropriate amount of material for you to work with, while at the same time The audio recordings for the Student’s Book are on the providing enough options so that you can choose what course CD set, while the videos can be accessed on the best suits your own agenda and your students’ tastes and Teacher’s websitee. needs. Scripts for both are given in this Teacher’s Book. It is our hope, as well, that you will appreciate the positive The Workbook also contains audio and video materials. aspects which we feel this course provides: An interactive whiteboard version for the course is in very systematic, sustained work, especially in preparation. language skills training, where the SS are asked to take responsibility for their work; opportunity for SS to reflect on their progress; attention to language registers, including some focus on slang expressions and current idioms; interesting and authentic work with videos; general study skills training in the Workbook;

4 a project suggestion for each unit , which can provide additional, motivating work in or out of the classroom; online support, including, of course, this Teacher’s Book.

Don’t forget that we welcome your feedback. It’s extremely valuable to us, and we would be happy to hear about your experience of using the class book and the workbook.

All the best of luck and good success as you work with Way up!

With best wishes,

Joanne

5 1 Healthy lifestyles Answers: 1 carbohydrates The topic is overall fitness, including eating and 2 fibre physical activity, while the language focuses on degrees 3 protein of certainty and a first presentation of the Future 4 fats Progressive. 5 trans fats 6 cholesterol 7 vitamins and minerals

1A We are what we eat c a c h o l e s t e r o l (pages 4–5) h o f i p r f f m a t p r i v a b o l e s i t i r n If you feel SS need it, go over the degrees of certainty v i t r e f g k n b l o w using will, may, could or might by getting them to give you sentences about some future event – e.g. the coming f t e i u b n x e z r t w weekend (I’ll go to the gym on Saturday.), holidays c a r b o h y d r a t e s (We may organise a school expedition to London.), a f m t e t u o p a l j i g sports event (Our team might just get through to the d i a s c b t d l w e n o championships.), etc. u n p c f p f y s v m h s p s c t r a n s f a t s e 1 This personalising entry into the unit is a set of activities asking SS to reflect on their own state of health. Media coverage nowadays has alerted most SS 3 A vocabulary exercise which sends SS back to re-read to the threats presented by current lifestyles, making the text once again. this familiar territory for them, but one which many SS are eager to discuss. Answers: a In this first exercise, SS are asked to think about a nutritional what they consider to be possible threats both to b digestive their own health and to those of young people their c immune age. It’s possible that some SS could feel that some d saturated; unsaturated questions, e.g. 8 and 9, smoking and drug use, are too e processed; unprocessed personal, and they may not wish to talk about their f healthy; unhealthy own experiences with others in the class. Let them g necessary; unnecessary consider those but keep their answers to themselves in the group work that follows. Before moving on to 1B, elicit any other dangers which SS may have thought 4 A SS discuss each prediction with a partner and decide about. whether they are likely to be true or false. This acts as a pre-listening activity, preparing 4B. B Individual work, a first practice with will for definite results, may or could for uncertain results, and might B Before they listen, SS try to match the six sentences for possible but less likely results. Go over the example with predictions in 4A. They then listen to confirm or box of sentences with the SS and then let them make correct their guesses. Check the answers, then let SS their choices and write their sentences by themselves. listen to the talk once again before they discuss their response to it, in groups or as a whole class discussion. c A group guessing game. SS go over the example in the box before they start, to make sure they Tapescript understand the procedure. They then listen to the sentences written in 1B and guess the danger that was JW = Judy Winthrop, GM = Grace MacAlpine being addressed. Circulate and help if necessary. JW: Hello again and thanks for joining us. You’re listening to “All the Answers” and I’m Judy Winthrop. Joining 2 This activity shifts the focus on nutrition, so that me in the studio today is Dr Grace MacAlpine, who is the Special Medical Advisor for the Leicestershire it becomes cross-disciplinary work, reinforcing Education Authority, and our topic today is healthy information SS may be encountering in their science diets for teens. Dr Grace, thanks for joining me today programmes. SS can work together to read the text on “All the Answers”. and find the nutrient that is being described in each GM: Thank you for inviting me. paragraph. The first letter of the nutrients is given, JW: Dr Grace, we’ve had lots of questions by text or email. plus the number of letters, to help them find the Shall we go over some of those to start with? words in the word square. GM: Good idea.

6 JW: Here’s one from Keith in Glasgow, and also from GM: Well, it will help of course, but it’s not enough. You Sharon in London. What they ask is: will eating eggs need calcium, which is in milk, but you also need raise my cholesterol? protein and vitamins. And just as important as diet GM: I’m so glad you asked that question, because it’s is weight-bearing exercise, such as walking briskly, one I’m forever being asked. Almost two-thirds of jogging, and weight training. teenagers think that the amount of cholesterol you eat JW: We’ve just got time for one more quick question, and is a major factor in your cholesterol level. So I have to here’s one that lots and lots of teens have asked us: say: cholesterol in foods – whether you get it from egg why can’t I just skip meals and lose weight that way? yolks, shrimp, meat, or high-fat dairy products – has GM: Sorry, the answer is definitely NO! Missing meals little or no impact on most people’s cholesterol level. to save calories can actually stop you from losing Yes, eggs are a concentrated source of cholesterol (one weight! If you do it regularly, your body thinks it’s yolk has 190 milligrams) but research has shown that starving, and burns fewer calories to compensate. eating one egg a day will not boost your risk of heart What’s more, teens who skip breakfast and lunch disease. often end up eating more calories later in the day. JW: So, Keith and Sharon, eggs are OK! A better approach to losing weight is to eat three GM: Right, but remember the golden words: in balanced meals and one or two snacks so you won’t moderation! Don’t eat too much of any food: that get too hungry. could be harmful. Instead of cutting down on eggs, JW: Dr Grace MacAlpine, thank you so much for your cut down on trans fats, which will definitely raise great advice. That’s it for now ... listen in next week, cholesterol. Choose lean meat, chicken and low-fat when our topic will be ... exercising for fun! dairy products. Cut out commercial cakes, snack foods, deep-fried food and be careful with some margarines that contain trans fat. Answers: JW: Now ... here’s another question, from Kim in a Prediction 4 d Prediction 1 Manchester. She says: my friends and I can’t agree: b Prediction 6 e Prediction 5 will eating carbohydrates make us fat, or what? c Prediction 2 f Prediction 3 GM: I know so many teens who won’t eat bread, cereal, pasta or rice! Let me say categorically: carbohydrates don’t make you fat. Too many calories make you fat. 5 The aim here is to enhance comprehension and check Don’t cut out carbohydrates! Your muscles and brain that students have understood the science of nutrition need them for energy. What’s more, plenty of research has found that a regular intake of whole grains may from the earlier exercises. They should see, for protect against heart disease and Type 2 diabetes. example, that cereal and pasta are carbohydrates and JW: That makes me feel better about pasta, which I just belong together, and so on. love. Here’s one from Rick, who’s in training for the football season: will a high-protein diet make my a The triangle or pyramid is a well-known guide to muscles stronger? the proportion of nutrients that should be eaten to GM: Well, Rick, it’s true that athletes need more protein produce a healthy diet. At the top of the pyramid, fats, than sedentary people, to build strong muscles. oils and sweets should be eaten very sparingly, while Exercising might result in muscle damage, and extra the bottom layers show foods that make up a larger protein can repair that. But studies show that most athletes can get all the protein they need from a proportion of a healthy diet. mixed diet. Increasing your protein intake beyond the recommended level won’t build bigger muscles, Answers: because there’s a limit to how much protein your body can turn into muscle. Your body can’t store protein. Your body will either burn off excess for energy, or fats tuck it away as fat. oils JW: So there you have it, Rick. A high-protein diet, but in sweets moderation. Now this is from Jill in Leeds. She says her mum is always nagging her to drink more water. meat chicken milk She drinks a glass every day. Isn’t that enough? fish GM: No, Gill, I’m afraid it isn’t. Water is an essential yogurt nutrient. Your body needs it to regulate its dry beans eggs temperature, transport nutrients to cells, keep your CHEESE NUTS skin moist and cushion your joints. And you must replace what your body loses every day – that’s about vegetables two and a half litres of water – just through breathing FRUIT and sweating. We usually say that boys need to drink about three litres of water each day, girls two litres. bread rice But remember: all drinks count: water, fruit juice, CEREAL PASTA milk, soy beverages, soft drinks, even coffee and tea help to keep you hydrated. JW: Ah, you mention milk. Now that’s what Clem from Bristol wants to know: will drinking milk give him B SS are asked to put their favourite foods – especially strong bones? ones they eat daily – into a similar triangle, and compare with a partner or in small groups.

7 6 A&B A pair activity that asks SS to apply the Answers for 2B: A, D, C, F, E, B knowledge about food and diet that they have acquired throughout this unit. SS can pin up their menu and compare it with what others have done. Additional activities WITH THE TEXT Elicit the response of SS to the text, and to wellness centres. Has anyone ever visited a wellness centre, 1B Wellness or have other members of their family? Are there (pages 6–7) any disadvantages to these centres (e.g. cost)? Get SS to read quickly through the text and The theme of fitness is extended from eating to other underline any words or expressions they found aspects of wellness in this section, and the Future difficult. They work through these in small groups. Progressive is introduced. In a whole class feedback session, a student from each group gives the words or expressions they 1 A This can be done as an individual activity, with worked with. Others in the class supply definitions, SS copying the two diagrams in their notebook and or guesses. adding the expressions given as negative influences or SS work in groups of three. Each one produces a as positive aspects of wellness. Or you can do it as a summary of one section of the text. After they’ve whole class activity. Reproduce the two diagrams on read and discussed each other’s summaries, they two sections of the board or on a PowerPoint slide, produce an overall summary of the whole text. and get SS to add expressions to each side. 3 A The first activity is gist listening. SS read through the Answers: expressions before they listen, then they simply have Negative influences: unhealthy lifestyle, poor diet, to indicate the ones that are mentioned. stressful relationships, disease Wellness: feel good, love of nature, exercise, healthy Tapescript nutrition, social well-being, fitness training Good morning, and welcome to the Sunshine Wellness Club. We’re pleased to have with us today a group of exchange students from Georgia, in the United States, who B A discussion follows, in pairs to start with, then join our own students from schools all across the city. with the whole class. SS add their own expressions Here’s our programme for the day. to the diagram on the board. You can get SS to show At 9:30 this morning, right after this talk, we’ll be showing you our video ‘Introducing the Sunshine Wellness Club’. It’s which side shows their own feelings by asking them only 10 minutes long, but it will give you all the information to stand near one or other side of the diagram, or you need about our facilities here and our main aims, which between them. are to help you improve your health both in body and mind, cope with all your school stresses, and get you into excellent 2 The task of sorting out the incorrect order of the shape for the exam season which is just about to begin. At 9:45, we’ll move to the gym, where our chief trainers, sections can be a confusing one for SS. For this Matjaž and Andreja, will be showing you how to use the reason, the exercise starts with a discussion of fitness machines. They’ll also be introducing you to some the various clues which give hints as to the right great ways of relaxing, both physically and psychologically. order and development of ideas. The aim is to And best of all, they’re techniques that you can take back provide valuable training in reading skills, because with you to help you cope when those hectic, stressful exam understanding the aspects of a text which give it both days roll round. coherence and cohesion facilitates reading generally From about 10:15 until 11, there’s quite a lot of activities for and improves overall comprehension. you to choose from. Some of you will be joining the group In pairs, SS first read through and discuss the four exercises including dance routines, that’s in the main gym, others may decide to go to the small studio on your own for clues and strategies and apply them to the text some weight training, and, especially for you girls, Andreja’ll together. They then apply these to decide the correct be in Room 6 where she’ll be showing you the latest in order of the three sections. beauty tips – from hair to cosmetics. Just bring her your problems, and she’ll have all the answers for you. After that, at 11, you’ll split up into two groups. Group 1: P ossible answers for 2A: you’ve made a choice between two gentle exercise routines ... how wellness concepts started in America and from the Orient: yoga or tai chi. Either way, you’ll be came to Europe and Serbia. stretching your muscles and improving your whole body ... how wellness is a concept that helps body and balance. Group 2: your choice was for massage or sauna. mind to be healthy. You’ll also be taking a dip in our pool and trying the Jacuzzi ... how wellness is not just one idea but a whole there, that wonderful hot tub. After that you should be feeling really fit and ready for anything! attitude to life that is being promoted more and more in the USA and Europe.

8 At noon, there’s a healthy lunch waiting for you in the LANGUAGE NOTE cafeteria! Don’t worry, guys, it won’t be salads only! But you can be sure it will be a healthy and balanced meal. It’s a good idea to emphasise that very often, there Our chef David will be meeting you there and giving you is a choice of ways of expressing the future, and advice about a proper nutrition programme for your own that different ways can have different meanings. individual needs. The Future Progressive is used for future events in And after that? Well, that’s the end of our half-day progress over a period of time, but also for other programme. But we hope it won’t be the end of your own functions, e.g. to say that something will happen as efforts to beat the stresses of school life and get into healthy a matter of course, as illustrated in 2. Sometimes routines for now and for life! there are two possibilities for one of the sentence beginnings, e.g. for 1, both endings are possible for Answers: sentence a, but only the first ending is possible for group exercises, weight training, beauty advice, sentence b. Jacuzzi, massage, sauna, swimming, yoga, advice on diet, tai chi, watching a video Answers: 1 a There’s a new Centre just opened which won’t be just for tourists. B Listening for details. This is done in pairs, to give b The new Centre will be offering group fitness SS time to fill in the blanks. After the first listening, classes. they can consult other pairs if they still have some 2 a The school has decided that it will offer gaps. They then listen a third time to confirm. They different kinds of sports. are going to use the completed sentences in 3C, so b During the afternoon, students will be doing check the answers as a class before moving on to that some new exercises. exercise. 3 a I can’t be at dance class today, I’ll be taking my exam at that time. Answers: b I have to see the school nurse and I’m going to 1 showing you go right after school. 2 will give you 4 a Exam times are stressful but they will soon be 3 to the gym over. 4 will be showing you b During the exam period you won’t be going 5 be introducing you out in the evenings. 6 will be joining 7 will be showing you 8 ’ll split up into Get the hang of it! 9 should be feeling Offering, refusing politely 10 will be meeting you 5 A involves listening for detail, to complete sentences. SS can fill in the blanks, check with a partner, then listen again for confirmation. c The SS can remain in their pairs or work individually for this exercise, which raises awareness Tapescript of the distinction between the Future Simple and the Future Progressive and how each tense is used. Conversation 1 A = Andy, C = Chris Answers: A: Hey Chris! Shall I get us some tickets for the game on Things that happen at one certain time in the Saturday? C: Hi, Andy! Oh, I’m really sorry, but I can’t go to the game future: 2, 3, 8, 9 this Saturday. My family’s spending the weekend at the Things that are in progress during a period of time Mountain Wellness Centre. On Saturday afternoon, in the future: 1, 4, 5, 6, 7, 10 I’ll be having a sauna ... or a swim in the pool. At least, that’s what I hope I’ll be doing. I put my foot down and said I’m only going if you don’t nag me to spend hours d Get SS to write the rule, which they can base on the in the lecture room instead of the pool! I won’t be trying grid in 3C. out weird yoga positions, thank you very much. And I definitely won’t be eating that healthy vegetarian stuff. 4 Here SS have to decide between various ways of Conversation 2 talking about the future. Mrs B = Mrs Bennett, A = Angie Mrs B: C’mon, Angie. Won’t you have another slice of this cake? Just a tiny piece? A: I’d love to Mrs Bennett, but I just couldn’t ... that

9 was such a nice big piece you gave me ... You see, the B SS read the score sheet on p. 122 to count up their school doctor’s got us keeping a food diary, and erm own scores, find out their mental and physical health ... we have to write down all the food we eat, like, profile, and see where there is room for improvement every single day. I’m a bit overweight as it is, and I’ll as far as their own fitness is concerned. They then get be seeing him tomorrow ... a total for the whole class in order to compare and Mrs B: OK, then, would you like another cup of tea? A: Thanks, Mrs B but I’d better not ... I’ve got to dash ... discuss ways of achieving better fitness.

Conversation 3 2 A & b Listening for details. Get SS to re-read the nine G = Guy, B = Bren questions in 1A and the task for this activity before G: Listen, Bren, how about coming to my yoga session they listen. They write their answers, then listen again with me? It’s really fun. to check. B: Thanks for asking me, Guy ... but erm ... when is it? G: It’s on Monday evening at 7 pm. I could drive you over Tapescript there? B: Oh, what a pity! I can’t manage that. I’ve promised to M = Male presenter, F = Female presenter babysit for my cousin on Monday. She’s going out to her M: Our next news item may be a bit of a surprise to evening class, and I’m looking after her two-year-old you! We often think our youngsters are super fit, but, twins. We call them the Terrifying Two! I guess I’ll be according to a new report from the Health Resources running around the house after them trying to get them and Services Administration, U.S. teens suffer more into bed, while you’re stretching and touching your common aches and pains, and have a harder time toes. We’ll both be getting plenty of exercise, I bet. sleeping than their European counterparts. F: Yes, the report, called Teens in Our World: Understanding the Health of U.S. Youth in Comparison Answers: to Youth in Other Countries, is the first comparison of 1 ... some tickets for the game on Saturday health and well-being among U.S. teens and European 2 ... another slice of cake teens; and the data for it came from the international 3 ... another cup of tea “Health Behaviour in School-aged Children” study, 4 ... coming to my yoga session with me which coordinated school-based surveys of teens 5 ... drive you over there ages 11, 13 and 15 in U.S. schools and in 29 locations throughout Europe. M: The report looks at the topics of general health and B–D Before SS do this activity, you can have a well-being, fitness, family and peer relationships, school class brainstorm for situations, so that SS have relationships, smoking, alcohol use and violence. plenty of options when they come to writing their F: And according to the report, not only are U.S. students more likely to have stomach aches, backaches, conversations. headaches and difficulty sleeping at least once a week, They then work with a partner, choose one of the they are also more likely to feel tired or “low” in the situations, and prepare a role-play of offers and polite morning. refusals, where they use the expressions given and at M: The good news is that they are less likely to smoke than least one future progressive verb. students in almost all other countries. If the classroom situation allows it, get the pairs to F: Yes, I noticed that when I was in Europe ... young perform (softly!) to other groups before some of them people over there are still smoking such a lot! present their role-play to the whole class. Listeners M: As far as drinking alcohol at least once a week, could be set the task of trying to invent a way for the American teenagers are in the middle range, so I guess that’s about the same as in Europe. person who offers to get round the excuse invoked by F: Surprisingly, around four out of five reported liking the refuser, so that the refuser has to think of another school “only a little”, “not very much” or “not at all”. excuse to prolong the conversation. That’s really much higher than results across Europe. M: Yes, but perhaps not all that surprising, when you consider they were ranked in about the middle range 1C Teenage health in our world among students bullied at school “at least sometimes”. F: And finally, the report suggested that American (pages 8–9) students’ feelings of fatigue may be associated with their fitness levels, and that this may well be related to diet A comparison of teenage fitness and health patterns in and exercise, since they eat so much high-fat or high- America and Europe. sugar foods ... that famous junk food that we seem to consume more than other people. 1 A A personalising quiz to set the theme of this M: And you have to consider also that the amount of exercising our teenagers do only ranks in the middle to section. Read the nine questions out, ensuring that lower range ... But that’s about the same as Europeans as the vocabulary is known to the SS (e.g. stomach ache, well ... backache can be mimed, the informal expression ‘to feel low’, to be bullied, junk food if this is unknown, and to exercise ‘briskly’).

10 Answers: 6 A Video work. SS listen for their specific moves and in Exercise 2A: their group, they re-constitute the instructions they a lower score for fitness than Europeans: 1, 2, 3, 6, 8 hear on the video. a better score than Europeans: 4 about the same score as Europeans: 5, 7, 9 VIDEO script Exercise 2B: This car is automatic Eat a more balanced diet and exercise more. It’s systematic It’s hydromatic 3 A vocabulary activity. SS first see how many of the Why, it’s greased lightning! eight items they can match. If there are some they We’ll get some overhead lifters and some four-barrel quads, aren’t sure about, let them listen to the recording again oh yeah. to get help from the context. Keep talking, whoa, keep talking Fuel injection cut-off and chrome-plated rods, oh yeah Answers: I’ll get the money I’ll kill to get the money 1e 2d 3a 4c 5f 6g 7 great tiredness 8b With a four-speed on the floor they’ll be waiting at the door You know without a doubt I’ll be really making out 4 Here, the cross-cultural emphasis moves from the Greased lightnin’, go, go, go, go ... USA to a comparison with the UK. SS are asked to Go, greased lightnin’, you’re burning up the quarter mile guess the numbers. Read the answers out, thus giving Go, greased lightnin’, you’re coasting through the heat lap more practice with listening for detail. trials If your class likes competitions, get them to guess in You are supreme, the chicks’ll scream for greased lightnin’ pairs. Pairs get 2 points for a correct guess, 1 point for Go, go ... a guess that’s only 1 off from a correct guess. We’ll get some purple French tail lamps Now it’s your turn to learn the moves from Greased Answers: Lightnin’. Only 3 out of 10 people do enough exercise, but 8 Point your finger in the air. out of 10 think they do. Turn your head to the front and swing your arm all the way If present habits continue, by 2020 one in four round backwards. people will not fit in a standard office chair. Then you take four steps forward, right leg first, and that’s 37% of coronary heart disease deaths are related move one. to inactivity, compared with 19% related to Song smoking. OK, the next step we’re going to do is really easy. You turn to the front. You put your left leg over your right, and you click, leaning 5 A A matching exercise to familiarise SS with the names forward. of some of the sports they are going to work with in 5B. That’s move two. Song Answers: karate – 10 football – 3 orienteering – 7 The next move is the main move of the chorus. climbing – 5 paintball – 6 dancing – 4 Start with your feet apart. basketball – 1 hockey – 2 skateboarding – 9 Push both hands out to the right-hand side, and then you mountain biking – 8 bring them all the way across to the other side. If you want to make it look really cool, you can tap your heel at the same time. B An information gap pair-work activity. Each partner Song reads a description of five sports for the other to guess. Encourage them to read as fluently as they can, Here’s another move. This one’s a little bit more tricky, so. with expression, and not worry too much at this point pay attention. about any expressions they may find difficult. When Starting off, your feet are apart and you go up onto your SS have carried out the guessing game and talked heels and flick your toes out. That’s the feet, but there’s arms as well. about the sports, ask them to tell the class about their You push your arms up to the left, up to the right, and then experiences with any of these sports. two to the left. Now let’s try it all together. Song OPTION If your SS find this kind of exercise difficult, get them working in groups of 4, two of them working together as A, two of them as B.

11 OK, now it’s time to learn the last move of the chorus. 4 A SS interpret the diaries and use the information to It’s in two sections and the first section is the jumps. write sentences about what each person is going to be Jump to the right, and then jump to the left. doing on Saturday. The next section is stepping. So you step your feet while moving your knees in together, P ossible answers: and then move your arms up and down. 1 On Saturday, Jasmine will be going to a group Let’s try it all together. exercise class in the morning; in the afternoon, First of all you jump ... the other side! And then move she’ll be going horse riding (she’ll be horse across. riding) and in the evening she’ll be going (she’ll Song go) to the school disco. 2 On Saturday, Liam’s going to go swimming in the morning. He’s going to play basketball in the afternoon, and in the evening he’ll be watching a B As an optional follow-up, SS are invited to try out video with Karen at her house. the moves they saw on the video. This may appeal to some SS in the class more than to others, so some flexibility may be required in allowing them to have a LANGUAGE NOTE go while others can leave if class time is nearly up, or turn to other tasks. A variety of tenses are possible here. When activities are scheduled, the Present Progressive or the going to Workbook future for scheduled plans are possible: e.g. ‘Jasmine is doing / is going to do exercises with her group from 1 This first activity gives more practice with will/won’t, 9:30 am ...’ Here the focus is on the plan to exercise may/might, can/could, while also getting SS to look with the class. But because the question asks SS what again at how these express degrees of certainty. the two teenagers are going to be doing, the Future Answers: Progressive is also possible: On Saturday morning, A Sure to happen: 1, 2, 5, 7 between 9:30 and 11:30, Jasmine will be doing / is B Possible, but not definite: 4, 6, 9, 10 going to be doing exercises with her class. Here, the C Possible, but even less definite: 3, 8, 11 focus is on what the person is actually going to be doing during a period of time. Using the different 2 Here SS are asked to produce their own certain or ways of expressing the future, once again, depends on uncertain predictions, using the verbs they’ve revised the focus you wish to convey. in exercise 1. A wide variety of sentences are possible When correcting the exercise, show SS the difference as answers. between these ways of expressing the future. Encourage SS to enjoy the play with language that now opens up for them, as they begin to move into P ossible answers: more advanced areas of learning English, where 1 She’ll get too tired to do her schoolwork. choices are not always governed by hard and fast 2 She could damage her health. rules, but by context, situation, focus. 3 He may take in too much protein and cause damage to his kidneys. B SS are given situations where the invitation by the 4 He won’t be fit at all. caller will clash with the listener’s plans as outlined 5 She could get fitter. in the diaries. This sets up an expectation that SS will 6 She might be doing too much exercise and she choose to decline the invitations politely. However, it may have to be more careful. is up to the SS to decide whether to accept or refuse 7 He definitely will be unhealthy, have high cholesterol, increase his risk of heart disease. – Liam and Jasmine could perhaps decide to change 8 He’ll be too sleepy at school the next day. their plans! 9 Her eyesight will get worse; she might not Get SS to compare their two conversations in pairs or recognise people. groups. Ask them to read out the most interesting or 10 She may/might have an accident. funniest one they heard in their group.

3 This puzzle-like activity tests comprehension of the 5 A vocabulary puzzle that revises the vocabulary SS sentences that outline the overall plan of the teenager’s have encountered in Unit 1 of the Student Book. They weekend at the spa resort. SS must also show their should try to have a go first before they resort to the understanding of how the various ways of expressing hints that are upside down on the page. If they still the future are used, as they begin to work with the can’t find the words, they will need to comb through Future Progressive. the unit carefully – and obviously getting them to Answers: 1d 2e 3f 4h 5g 6j 7i 8a 9b 10c re-read the unit is one of the aims of this Workbook activity!

12 Answers: Answers: Parts of the body: skin, bones, joints, kidneys 1 B, Reason 5 Nutrients in food: fats, acids, fibres, protein 2 A, Reason 4 Negative conditions: pain, hurts, stress, obesity 3 B, Reason 2 Ways to restore health: yoga, baths, saunas, massage 4 B, Reasons 1 and 4 5 A, Reason 3 (Other reasons could be added.) 6 Again, SS are sent back to the Student’s Book unit, but this time to a particular text. This activity refreshes c SS apply the criteria they’ve worked with to produce their memory about wellness centres, and prepares for their own short answers. Once again, comparing the next text on the same topic, which follows. answers with others in class can be helpful for SS.

Answers: P ossible answers: 1 (although) not unknown 1 Yes, if a person is happy with himself, he’s happy 2 taken its toll on with others. / Yes, a good personal attitude 3 pushing many up the wall means a productive member of society. 4 seek alternatives to 2 Yes, it offers help to change bad habits. 5 holistic way of life 3 Yes, the centre offers treatment for young and 6 redefined old /... for the problems of both teenagers and 7 expanded to include older people. 8 some 4 Give you a new, more positive, more energetic 9 prevention outlook on life. 10 that/an extra buck 5 No, it’s worth it. / No, it’s money well spent (an investment in your own life).

7 A This is the first in a linked set of reading activities with a new text. SS practise using the right 8 This extends the comparative work on teenagers in prepositions or conjunctions. In finding the right the USA, Europe and the UK done in Unit 1C, but gap for each word, they read and re-read the text, so shifting the topic to the issues. that they are familiar with it before they get on to the This first activity gets SS reading for gist, to detect the comprehension exercises in 7B and 7C. topic in each section so that they are able to find the right titles for each one. Answers: 1 of 5 as 9 about Answers: 1B 2C 3D 4A 2 by 6 but 10 if 3 with 7 on 11 since 4 for 8 to 12 in 9 A more detailed comprehension exercise. SS go over the article once again to decide whether the statements are true. B The aim here is a double one: first to get SS to work on reading comprehension for a text they tackle Answers: by themselves, thus improving their reading skills, 1 T then to give them further practice with writing short 2 F – they don’t do as much homework as answers, thus improving their writing skills. You previous generations can remind SS that writing concise, comprehensive 3 F – from thousands of students over thirty years answers is a skill which will stand them in good stead 4 F – they were also about what teens think of not only for language work in the course or in exams, their future but also in many real life situations, e.g. in business, 5 T where brevity and precision are qualities that are 6 F – 15.6% only strongly valued in any written communication. 7 F – despite some good aspects, they thought the Here, SS are given some criteria in judging a short results were on the whole negative answer, which they apply in making their choice 8 F – it also came from teachers between the two answers to each question. 9 T, to be inferred from the fact that they thought If there is time in your class schedule, incorporate this they had good grades although they didn’t do activity into the classroom, either for SS to do in pairs, much homework or for checking the answers with others if they have 10 F – some other experts think otherwise done it as homework. Discussing their answers gives 11 T SS an opportunity to internalise the criteria they are 12 F – there are reasons: better IQ, better training, given. learning new skills

13 10 A scanning activity, reading to extract particular numbers. SS have worked with bar graphs before, but if the activity is being done in class and you think they need it, check the answers and talk about the format of the graph before they start designing it. Discuss what they need to have on the vertical axis. How many points will there be on the horizontal axis? (Four – one for each set of figures). How many bars for each point on the horizontal axis? (Two – one for each of the years being compared).

Answers: 1975 2006 1 good spouses: under 37% 56% 2 good parents: under 36% above 54% 3 excellent workers: about half almost 2/3 4 top students: 7.7% 15.6%

11 A vocabulary-building exercise.

Answers: 1 parent-instilled, self-reported, well-intentioned, starry-eyed, decades-long 2 self-views 3 necessarily, periodically, dramatically 4 moments in time, a period of time 5 findings, pored over, solicited, polled 6 unreasonable, modest, blameless, unrealistic

14 Part of the 2 Adrenalin times Other part of sentence that the sentence starts with if or An exciting topic, extreme sports and accidents that can (main clause) unless result, is paired in this unit with quite a lot of language Zero Present Simple/ work: wishes for the present or future, revision of the Present Simple Zero and First Conditionals, plus an introduction to the Conditional can Second Conditional if SS have not been exposed to that First Present Simple will/won’t form in their previous courses. Because of this heavy Conditional grammar load, the unit doesn’t include the usual longer reading passage, but there is a reading text with exercises When they have completed Unit 2B they can add a third in the Workbook, and this can of course be exploited in row for the Second Conditional: class time. Second Past Simple would/could Conditional 2A Rushing white water (pages 10–11) If SS need reminding of these two structures, write the schematic form (as above) on the board. 1 A introduces SS to the theme of the unit and d Emphasise that this is not really a guessing game – personalises it. there is no need for B to guess the way A has continued his/her sentence. The aim is to try to B asks SS to underline the verbs and notice tenses invent as creative or funny a completion as possible. in three model sentences that express wishes for the At the end of the activity, ask SS to tell the class the present or future. SS then use the grammatical models surprising or amusing endings they heard. given to write two sentences about the sports they would like to try. 3 SS have to choose the right verb form from the list given, thus practising the wishes and conditional Answers: forms they’ve been working with. Sentence 1: wish + could Sentences 2 & 3: wish(es) + Past Simple Answers: 1 could 5 can 8 won’t 2 is 6 ’ll (will) 9 wouldn’t 3 is 7 can’t 10 can 2 The first three parts are done with a partner, while in 4 can’t 2D, SS change partners for a game of invention.

a Pair-work discussion, to prepare some of the 4 A A matching activity that uses the context of the ideas and vocabulary that SS will use to write their email that SS read in exercise 3, providing extra sentences. The expressions under the grid are there to comprehension work and also shows SS examples of help but SS should be encouraged to go beyond these the Zero Conditional and the First Conditional. and add their own ideas. They can also copy the grid into their notebooks and add other rows if they wish to include other extreme sports, or don’t agree on the Answers: 1e 2f 3c 4b 5a 6d ones they prefer. B Grammar activation work, raising awareness of the B SS revise the Zero and First Conditional structures way the two conditional tenses are used. SS identify by writing sentences. the tenses in the six sentences in exercise 4A. c Grammar work. SS are asked to write the tenses for the First Conditional. This is a simplified grid, to act Answers: 1A 2A 3B 4B 5A 6B as a first reminder – it uses the expression ‘second part of the sentence’ (= the main clause) because in 2B, SS have been asked to write 6 sentences starting 5 A A fairly complex listening about canyoning in two the sentences with If or Unless. As a follow-up activity, different countries. However, the first activity is a it would be good to get them to extend the grid and simple one based on gist understanding. modify it, as follows, using ‘other part’ or ‘main clause’ rather than ‘second part’, because this main clause can sometimes be at the beginning of the sentence, preceding the if/unless clause.

15 Tapescript Answers: I = Interviewer, JS = Jovana Savić, a wetsuit, a helmet, a flotation device, a first aid kit RW = Robert Watson I: With me in the studio today are an experienced B Pairing the SS reduces the stress of listening and mountain leader, Robert Watson, from Wales, and a taking notes at the same time. They can try to fill Serbian journalist, Jovana Savić, who are here to tell in whatever details they remember from the first us all about canyoning. Jovana, I’ll start with you: is canyoning a popular sport in Serbia? listening, consulting each other, then listen a second JS: It is growing in popularity all the time! There are many time to fill in the missing details. sport centres in different parts of the country that organise water sport tours. Our guides speak many Answers: languages, including English, of course, and even if 1 a growing all the time tourists or families are completely inexperienced, our b northwest of the country experts will help them get that adrenaline rush. c best in early spring or autumn I: And when is the best time to book a tour? d mountain peaks, green pastures, waterfalls, JS: When the snow is melting in the mountains, that’s the deep chasms best time of the year to enjoy water sports in Serbia – 2 a walking, sliding, jumping, making your way so I would say early spring or autumn. down a mountain in the best and safest way I: Now, turning to you, Robert, some people in Britain aren’t too sure what this sport is, exactly. Can you tell possible us something about it? b adrenalin rush, beautiful scenery, never RW: When people ask me about it, I tell them: canyoning is boring basically walking, sliding, jumping and making your c spare footwear, swimwear, and some warm way down a mountainous river or ravine. You try to clothes to put over the wetsuit get down it the best and safest way possible. d love of excitement, ability not to panic and I: And what would you say is the main attraction of the stay calm, fit, ability to swim not necessary sport? but helpful RW: The adrenalin rush that Jovana just mentioned – that has to be high on the list. But another very important thing, and I’m sure Jovana will agree, is that the sport 6 This can be done as homework. Next lesson, SS sit is set in some of the world’s most beautiful scenery. In with a partner and read each other’s advertisements. Wales, the rivers and canyons are absolutely stunning. As usual when SS read written work, they should be So if you find exercising in a gym boring, canyoning is instructed to comment in this way: truly the sport for you! JS: Yes, that’s very true for us as well. Serbia is rich in First, say what you particularly liked about the advert. natural treasures: it’s a paradise for nature lovers! You Is it attractive/lively/persuasive? can’t imagine the magical creations you’ll find during a Then, make any positive suggestions you can think of canyoning tour. I: What clothing and equipment do you need for this to help your partner improve their advert. sport? If SS enjoy creating posters and other visual displays, RW: If you decide to go canyoning, you definitely won’t go ask them to do further research to find pictures, by yourself. You must always do it with a group. You’ll photos, etc. They rewrite their advert, taking into need a wetsuit, waterproof top, helmet, buoyancy aid account the positive comments made by their partner, – that’s to keep you afloat in the water – and a first aid and add their visuals. kit. If you go on an organised canyoning trip, though, the company will usually provide the equipment. But Have an exhibition of the adverts in the classroom. even then, you should always bring spare footwear, Encourage SS to comment positively on the adverts swimwear and some warm clothes to put over your they find attractive or most persuasive. wetsuit. I: Jovana, would you say it’s a very difficult sport? JS: Well, in Serbia, you can do it at different levels. There are places for absolute beginners, but you can also find 2B Emergencies something for yourself if you're really fit and have a bit of climbing experience. (pages 12–13) I: And finally, Robert, can anyone do it? RW: I think basically most people are able to do it, unless The focus now shifts to the Second Conditional, and the you really can’t stand the excitement and tend to topic to accidents of all kinds and how to deal with them. panic. It does involve a lot of height and water, but if you can stay calm and are fit, you’ll be OK. Also, you 1 A Grammar work. SS identify the tense used in each of don’t need to be able to swim, though it does help. the conditionals. But when you go with a group, flotation devices are usually provided. I: Thank you both very much!

16 discussing what they would do in one of the situations Answers: SS talked about in 2A. They have a gist question to F irst part of the Second part of the begin with, simply to say which situation each speaker sentence, with if sentence is addressing. Next, SS have to add more details. Ask If the winter is the cross-country ski SS to fill in as many as they can remember, then listen a second time and try to complete all the details. 0 poor, tour is cancelled. Present Simple Present Simple Tapescript If there’s a lot of the ski tour will go 1 snow next winter, ahead. Extract 1 I’ve done a first aid course, so I would know what to do. Of Present Simple will or modal verb course I’d call an ambulance, but after that I’d go over to the If I were a better I’d try the cross-country guy, make sure he was sitting down or lying comfortably, put my jacket gently around him to keep him warm until skier, tracks around Snežnik. 2 the ambulance comes. If I had my water bottle in my Past Simple would/’d/could + verb pocket, I’d get him to have a drink.

Extract 2 If I couldn’t use a mobile, I’d have to try to attract the B Continuing the work of identifying the conditionals, attention of someone else very quickly ... you know, wave this time in the context of sentences. my jacket about, shout ... I would get my friend to stay sitting down, I’d try to keep her warm. If she was still feeling Answers: dizzy or looking dazed, I wouldn’t let her get back on her 1 2 2 0 3 0 4 2 5 1 6 2 7 2 skis, that’s for sure. I’d wait with her, keeping her still and calm, and trying to keep her warm, until the rescue team got there. c Choosing the right verb form for each conditional sentence. Extract 3 Of course, the first thing I’d do is go over, ask gently whether she’s OK – is she in pain? If she’s basically OK but Answers: just feeling shocked, I’d stay with her, talk to her, ring her 1 could 5 could parents ... But if she seems hurt in any way, I wouldn’t know 2 would 6 wouldn’t what to do exactly ... I’d be really nervous ... 3 twisted 7 were 4 treat 8 knew Answers: Speaker 1 – situation 5 d Producing the right verb form for each conditional Speaker 2 – situation 1 sentence. Speaker 3 – situation 2 Question 1 Answers: 1 I’d call for an ambulance. 1 will arrive 5 had 2 Go over to the guy, make sure he’s sitting down 2 wouldn’t let 6 practise or lying comfortably. 3 wears 7 wouldn’t go 3 Put my jacket around him. 4 would fall 4 If I had my bottle of water, I’d get him to have a drink. Question 2 1 Try to attract attention by waving and shouting. 2 A A pair-work discussion activity, which sets up the 2 Get her to stay sitting down. situations and pulls out vocabulary for the listening 3 Try to keep her warm, still and calm. exercise which follows. In a whole class feedback 4 I wouldn’t let her get back on her skis. session, ask as many pairs as possible to tell the class what they would do in one of the situations. Get Question 3 others to compare with their own conclusions and if 1 Go over and ask whether she’s OK. there are different opinions, debate the pros and cons 2 Stay with her. of each. 3 Talk with her. 4 Ring her parents. B SS work in groups of three. Each student is responsible for filling in the details for one question. They then compare, and complete all the notes. c Here SS listen to the whole programme. They have a The first listening in this case is an extract from a longer listening, but need only catch three new details longer programme. SS listen to three speakers, each to jot down.

17 Tapescript Get the hang of it! Coping with minor injuries I = Interviewer, G = Girl, B = Boy These activities build up awareness in SS of procedures I: Here we are in the Centre Mall, and I’m going to that can be followed in emergencies, and they thus interview some of the teenagers that are hanging about present quite useful ‘real-life’ information supplementing here. Hi, guys. I’m from Lifton High School, we’re doing a programme on emergencies and I’d like to their language work. record some of your views. Would you answer some 3 A A pre-listening, pulling out some of the key words questions for me? in the recordings and ensuring that SS are familiar All: Oh, OK ... why not ... Yeah, OK ... with them before they listen. Ticking words SS expect I: Tell me: what would you do if you were skateboarding to hear makes them process the relevant words before and someone ahead of you had a spectacular crash and they listen and helps facilitate understanding of what broke his arm? G1: I don’t know. I think I’d panic! No, wait, I’d call the they hear. emergency services. I know that ... it’s 999 ... B SS have a first go at finding the wrong word, before I: Yes, it is, or you can dial 112 ... that works anywhere in listening again to check. As soon as SS have confirmed Europe. But what would you do then? they have got the right word, ask them to write the B1: I’ve done a first aid course, so I’d know what to do. Of correct sentence on the board. course I’d call an ambulance, but after that I’d go over to the guy, make sure he was sitting down or lying Tapescript comfortably, put my jacket gently around him to keep him warm until the ambulance comes. If I had my Call 1 water bottle in my pocket, I’d get him to have a drink. G = Grandmother, K = Keith I: That’s great ... thanks! Now supposing you were skiing G: Birmingham 046 534? in the mountains with a friend, and she had a bad fall. K: Oh, hello, Gran! Listen, can you help? Anna was slicing You know in some places the mobile reception isn’t some tomatoes on the chopping board and the knife very good, so you couldn’t use your mobile. What slipped and she cut her hand ... Yikes, it’s quite bad, it’s would you do? bleeding, what do I do? B2: If I couldn’t use a mobile, I’d have to try to attract the G: Stay calm, Keith. Has she got something wrapped attention of someone else very quickly ... you know, around her hand? wave my jacket about, shout ... I would get my friend K: Yes, I wrapped the tea towel around it ... but it’s still to stay sitting down, I’d try to keep her warm. If she bleeding. was still feeling dizzy or looking dazed, I wouldn’t let G: Right, unwrap the towel for a minute and check that her get back on her skis, that’s for sure. I’d wait with there’s nothing stuck in the cut, you know, she could her, keeping her still and calm, and trying to keep her have a bit of wood from the chopping board imbedded warm, until the rescue team got there. in the wound ... I: Well, that’s very sensible advice. Keep calm – that’s the K: OK, I’m doing that ... No, I can’t see anything ... golden rule for emergencies, isn’t it? Now what about G: Good, now get a clean tea towel ... I know you’ve got this situation: you’re cycling, and you come across some in that drawer just under the counter. a kid who’s cycled off the path and is sitting there, K: Yeah ... crying. G: Now wrap the towel around the cut, and apply pressure G2: Of course, the first thing I’d do is go over, ask gently ... you know, get her to press hard on the spot where it’s whether she’s OK – is she in pain? If she’s basically cut, and lift her hand up high ... OK but just feeling shocked, I’d stay with her, talk to K: Lift her hand? her, ring her parents ... But if she seems hurt in any G: Yes, they always say elevate an injury, and it’s got to be way, I wouldn’t know what to do exactly ... I’d be really above the level of her heart. Is she doing that? nervous ... K: Yep. B1: That’s where a first aid training course really comes in G: Now, you have a look: is there a clean pair of kitchen handy. The main thing to do is not to panic. I’d ring gloves in that drawer? the emergency services right away. But I wouldn’t K: Mmmm ... Found some! move the child at all, because there could be severe G: Good! Now put the gloves on, get a bandage from the head injuries or spine injuries ... so I’d just keep her bathroom cupboard, cover the wound, and bandage it warm, talk to her, keep her calm ... firmly. Call me back when you’ve done that. I’ll get over I: Thanks a lot, everybody ... it’s good to know what to there as soon as I can ... do in emergencies ... K: OK, Gran, thanks a million ... Call 2 A = Alan, E = Emma Answers: 1 999, 112 A: Hello, Alan here. E: Hi Alan, look, can you get over here? I’ve poured boiling 2 Keep calm water from the kettle all over my left hand and ... ow it 3 Don’t move the injured person, keep him/her really hurts! Should I put some butter or like ... oil on it? warm and calm A: No, Emma, definitely not! Get over to the sink right away, and put your hand under cold running water ... and keep it there.

18 E: OK, I’m doing that, Alan ... and yeah ... beginning to feel a bit better. 3 Wear gloves if you can, cover the wound, A: Now keep your hand there ... have you got that? Just stay bandage it firmly/tightly. there, like, for ten minutes. 4 Check that it’s not too tight by pushing on the E: Ten minutes, are you joking? This water’s pretty cold ... nail. A: Yeah well, that’s what you need, so ... ten minutes at least. For burns and scalds: E: OK, whatever ... 1 Cool the affected area with cold running water A: Then after that, you can cover it with a sterile dressing ... for at least 10 minutes. you know, a clean cloth – not a fluffy one, ‘cause the fluff 2 Cover with a sterile dressing, a clean non-fluffy tends to stick! Or, let’s think ... have you got any cling film there? That’s good for scalds. cloth, or cling film. E: Hm ... don’t know. A: Right ... I’ll try to get home as soon as I can, and I’ll find something for you, so just you stay there and keep your c A second listening of the procedures for dealing hand under that running water. with sprains and strains. SS work in pairs to write the words represented by the acronym, and complete the Call 3 emergency procedures for sprains and strains. R = Robbie, K = Kim R: Hi, Kim. Answers: K: Oh, hi, Robbie. Look, can you help me? I’m babysitting R = Rest 1 to rest. at the Clark’s ... I = Ice 2 something similar. R: Great ... I’ll be right over! K: No, no, no ... Mrs Clark would have a fit ... no, I just C = Compress 3 a bandage. wanted to ask you a question about my homework. E = Elevate 4 elevated. R: Fire away, I’m a walking encyclopaedia, I am! K: Well we’re supposed to write a short paragraph about what to do if we’re with a friend who has a fall and 4 If you have access to video facilities, this could be sprains her ankle ... and I can’t remember exactly what quite an enjoyable activity for SS to prepare and the nurse said in our first aid lesson. film. But even just presenting the ‘video’ as a role- R: Easy peasy! Just remember RICE. play to others or to the class can be interesting K: What? I don’t remember anything about eating ... R: Don’t be silly! That’s just to remember what to do. OK, and motivating for groups. The preparation and I’ve got this up on my computer now and I’ll tell you presentation recycle the information they’ve been what it says ... ‘First, you get the casualty to rest ...’ learning and make it more memorable for SS. K: The casualty? R: Yeah, you know, the injured person. Of course, if you’re by the roadside or whatever you have to make sure that you get yourself and the injured person to a safe place 2C Skills enhancement ... you don’t want to be hit by a passing car while you’re (pages 14–15) looking after your friend! K: Course not! Part I Listening R: Now if you can, you cool the affected area with an ice pack or something like that ... ice is really good but This is a staged set of exercises which invite SS to take anything cool, like if you’re at home you might have a responsibility for their own listening skills. bag of frozen peas ... K: Got that ... 1 Recapitulation. It is important for SS to realise that R: The next thing it says here is ‘Compress the injury with learning a skill implies continuous practice and padding and a bandage.’ reflection on their strengths and weaknesses. Unless K: Wait, wait, I’m taking notes ... did you say ‘compress’? they are aware of these, they are unlikely to be able to R: Yep, compress, as in wrap it tightly, pressure on it ... move forward. K: OK, got that ... is that it? R: No, one last thing: ‘Keep the injury elevated.’ 2 Having been reminded of the particular strategies, SS K: Keep ... mmm ... elevated? now do the listening test. Allow SS a few minutes to R: Yeah, put a cushion or something under the ankle, it read the seven statements carefully. Notice whether SS has to be up, not down ... right, that’s it! are underlining key words. Play the recording twice. K: Thanks, Robbie, you’re a real mate! R: Well, you can help me with my French if you like ... Tapescript

Answers: LK = Linda Kurtz, JM = Judy Macaluso The first two conversations answer questions 3 & 4. You will hear an interview with Judy Macaluso, Teens Services Co-Ordinator for the Ocean County Library To stop bleeding: in New Jersey, USA. The interviewer is Linda Kurtz, of 1 Check that there’s nothing stuck in the wound. Comcast Newsmakers, and she wants to know about the 2 Apply pressure to the wound, and place it above Teen Health and Wellness Programme that the Library is starting. the level of the heart.

91 JM: Right. Right. It’s not a blog. It’s a database of As you listen to the recording decide whether the following information, but there are polls and there’s a way statements are true or false. You will hear the recording for them to email in questions and get answers from twice. Now read through statements 1–7. an adolescent expert. They can also read stories of Bringing you the news and information you need from the real life teens, their own stories of going through a people making a difference, this is Comcast Newsmakers. depression, or an eating disorder so they not only get LK: From bullying to braces, it must be so difficult to be a the facts but they get experiences of other teens. teenager these days. But if teens have questions, we’ve LK: Great. They don’t feel so alone. got answers. JM: No, that’s important. Hello again and thanks for joining us. You’re watching Comcast Newsmakers and I’m Linda Kurtz. Joining LK: Cause it is such a rough time being a teenager – I me in the studio this hour is Judy Macaluso, and remember those days too. So tell us more information she’s the Teens Services Co-Ordinator for the Ocean about how, you know, we can all access the County Library, and we’re talking about teen health information. and wellness. Thanks for joining us today. Great to JM: Well, one important thing that I want to point out, have you on Newsmakers. is that the Library is going to be giving classes in JM: I’m happy to be here. the database for educators. They’ll get professional LK: So, you’re starting this programme here for Teen development hours, and we’re going to be offering health and wellness. Tell us about it. those in the fall at a number of locations; and as well, JM: This is a wonderful resource that the Ocean County schools and agencies can give us a call and we’ll be Library and the Ocean County Health Department happy to come out and show them how to use the have now available. It is a one-stop place where teens resource. can get information about all kinds of topics. They can LK: Now, why did the Library take this initiative on? Why also connect to local teens and crisis hotline numbers was it important for you? and national teens and crisis hotline numbers; as well JM: Because we have a special commitment to serving as being able to connect to all the agencies in Ocean teens at the Ocean County Library. I’m the teen County that might be able to provide them with help services coordinator. Our vision is: we empower teens when they’re experiencing a problem or need advice and one way we can do that is to give them good and LK: This is a really valuable resource. What are some of the accurate information. questions that teens can ask? JM: Oh, teens have questions on everything from LK: Right. What are some other initiatives at the library, depression to friendships and dating, sexuality, where you’re reaching out to teens? nutrition, fitness, eating disorders, emotions, safety, JM: Oh, we have programmes. In fact, this summer alcohol, drugs, grief, loss. They’re going through we have amazing teen volunteer programmes: we everything and they really need reliable information have the SALE programme, which is Service and and not just stuff that they’re going to hear about on Achievement in the Library, and we probably have the school bus or in the halls – they need to get it from up to 700 teens that are going to be volunteering as experts. well as being reading buddies, where they’re reading LK: Right. So how do they do that? They go online ... How to young children. So the library is really hooked into is the site set up? teens at Ocean County. JM: Well, they would go to www.theoceancountylibrary. LK: What a wonderful resource. Thank you so much for org and click on the Teen Zone and it’s right there, the joining us today. first hit that they’ll be able to see and they’re able to go JM: Thank you for having me. right in. If they go to any branch of the Ocean County Library, they can just go up to any internet computer LK: I’m Linda Kurtz for Comcast Newsmakers, seen and be able to get right in, for free and confidential exclusively on Comcast Cable. For more information information. If they’re home or in school or at a join us on the web at cn8.tv. friend’s house they can also access the database and all the resources: they just need to have a library card number. Answers: LK: Right. And we have a flyer here that we’re going to 1 T 2 F 3 F 4 F 5 T 6 F 7 T show and maybe you can describe to us what this says and what you’re trying to accomplish here with this flyer. 3 First, the group checks and discusses their answers. JM: Well, it says ‘Teen Health and Wellness. Real Life, The group discussion about the text itself and their Real Answers’. And teens have questions ... they have experience of listening to it is important in getting SS questions about everything that’s going on, and we’ve got answers. So this is a great reliable database that has to find their own ways of improving their listening experts providing the information. They can also email skills. Have a round-up of views at the end – both in questions to Dr Jan. views about the test, and also the library resources LK: I was wondering – do you, you know, type in a described in the interview. How do those resources question? Is this a blog type of thing? I guess it’s not, if compare with the ones SS regularly use? this is confidential. 4 SS think about their experiences of doing the listening exercise. It is not necessary to correct their answers or even inspect them.

20 Part II Writing strengths, and make them aware of any weakness that they can try to improve. The role-play here involves Again, a staged set of activities that serve here as three people, unlike the usual role-play with only two warm-up exercises to get SS to gather the information students. The observer’s role is a very important one and the vocabulary they will need for the actual because listening/observing silently is a remarkably writing task. efficient way of seeing exactly what is happening in 5 Pre-writing research. SS work in small groups to find a conversational situation, the dynamics at work in out as much as they can about the particular wellness the interplay of oral exchanges, and the strategies that centre they are going to write about. Allow time in both the ‘student’ and ‘the English speaker’ can use class for SS to compare the information they found to ensure that interplay works well and keeps a good out and to consult each other about it, help each other conversation going. Three visuals are given so that find appropriate English equivalents, organise their you can, if you wish, have SS do three sets of speaking material, etc. practice, rotating the roles that they take each time. 6&7 SS can prepare their poster with a partner, or The second and third role-play can follow one another in the small groups they worked with in the if there is time in the period, or can happen within previous activity. Encourage SS to aim for a lively, another class period. colourful and informative poster. Some of the work can be done in class and continued after OPTION hours as homework. The exhibition can be very An alternative procedure which gives the teacher rewarding for SS who have put quite a lot of effort greater control over the activity, if that is your wish, is into producing a striking poster. It helps SS to the following: scan the photos and show them via the accumulate more vocabulary about their topic and computer/ projector, so that all the students can see gives them further ideas which they can use in the them and together take the part of the observer. letter they will write. They take notes while A – the ‘student’ and B – ‘the 8 The oral report can be an optional extra if you are English speaker’ role-play the speaking test. running short of time, but if you have time, it does allow SS to put across the aims that they tried to A Attribute roles, make sure SS understand exactly embody in their posters and recycle vocabulary on the what they are supposed to be doing. topic. Encourage other SS to ask questions. 9 The short writing paper asks SS to produce an B Vocabulary and concept preparation for describing informal letter to a friend. Remind SS that they should the visuals. Encourage students to talk about the read the instructions very carefully before beginning. particular details of the photos, and also about their They should make a rough plan of their letter, which personal reactions to the situations portrayed. shows the ideas they are going to put into each of the three paragraphs, and some of the words and C Students carry out the speaking activity. Circulate expressions they might need. and note any problems, which you can bring up Before you begin, go over the letter format (which later, but at this point, it is best not to interrupt the shows one possible model for an English informal conversations. letter). The previous activities have familiarized SS with the whole topic of the letter, and so the time D Reflection and discussion on the experience of allowed should be sufficient. doing the practice. The ‘students’ have the opportunity 10 A pair-work process writing activity. The aim is as of talking about how they felt, a valuable kind of usual to make SS realize that they are writing for a feedback for all SS, especially those who are shy or reader, not just as an empty task. Encourage SS to be very inhibited in any speaking situation. The ‘English positive in their response. SS can be asked either to speakers’ are instructed to give positive feedback only. rewrite their letter, taking into account their partner’s The ‘observers’, on the other hand, have the advantage comments, or simply jot down a few of the suggestion of having seen and heard both sides, and although so that they can act on them next time they have this they should always start with what went well, they type of writing assignment. could also mention areas where more work is needed. In assessing the letters, consider Content, Structure, This then leads to a more general discussion about Language and Style. how to improve those particular areas. 11 SS discuss their experience of writing the letter in This last discussion leads to a whole class feedback. exam conditions. Ask them to write some of their tips SS should share their views on the role-play itself, on the board. their feelings about the role they performed, and any Part II Speaking strategies which emerged and could be useful to other SS in improving their performances. 12 This staged exercise is not meant to be a test itself but to train students for conversational speaking, get them E The role-play can be done once or twice again in to reflect on how they can prepare, build on their later sessions, with SS taking on new roles each time.

21 13 This writing activity acts as a personal round-up for 2 SS sort out the different conditional forms as they the SS, drawing out their feeling about the activities choose the right verb. they have engaged in, and their views of its usefulness or otherwise. Pinning up the ‘letters’ for the class to Answers: read can be useful in eliciting more discussion and 1 If Helen wanted to go skateboarding, she would exchange of opinions. have to wear elbow guards. 2 When you go canyoning, you see waterfalls and deep chasms. 2D Are you on your way up? 3 Unless you want to make the raft capsize, don’t (page 16 ) panic. 4 If you really love danger, white water rafting is Test 1 the sport for you! / If you really loved danger, Further practice with grammar and vocabulary covered white water rafting would be the sport for you! in the previous two units. SS check the answers on 5 If you use a snorkel for scuba diving, you will page 124. Alternatively, ask SS to swap books with their see incredible fish. partner and assess each other's work. 6 My sister doesn’t go ice skating unless she is wearing a helmet. / My sister wouldn’t go ice skating unless she was wearing a helmet. 2 E Project 7 If you learnt to ski properly, you wouldn’t fall so often. / If you learn to ski properly, you don’t fall (page 17) so often. 8 When my brother does extreme skiing, he goes Health Food Fair right off the cliff. A guided step-by-step activity. The project is designed to 9 If I did Alpine free style skiing in the States, I recycle vocabulary and grammar structures, as well as to would be ‘hotdogging’. extend work with some of the topics of the units. 10 If my mum let me, I would love to be a The project is done in groups. SS think of a slogan, make hotdogger. (NB for teachers: Many Americans posters for their stalls and make a list of the items they (especially in the mid-West) use would in both will buy for the stall. They collect samples of healthy parts of the sentence as in this example, but in snacks from local health food stores, and/or prepare some British English – here indicated by the spelling healthy snacks at home. At the fair, they offer the snacks of mum – it is considered incorrect.) to the visitors, explaining to them why they are healthy and give them the recipes. After the fair, SS discuss their 3 More practice with the conditionals. Note that impressions, and think of other activities to further occasionally two tenses are possible, because the promote a healthy lifestyle. sentence could be thought to indicate what always happens (Zero Conditional) or what happens in Workbook this particular case (First Conditional). Sentence 2 starts with an imperative, and a variation on the Zero 1 Working with wishes in the present and future. Conditional.

P ossible answers: Answers: 2 I wish you could/would choose a safer sport! / 1 ... you’ll have a fall. I wish you played tennis instead of these 2 ... you really want to get wet. extreme sports! 3 ... you’ll have a fall. / ... you might have a fall. 3 I wish I could join you next time. 4 ... you’ll hurt your elbow when/if you fall. 4 I wish he would let me go! / I wish he would 5 ... you’ll get a penalty. / ... the game will be stop treating me like a child. stopped. 5 I wish it opened on Sunday. / I wish we could go biking on Sunday! 6 We wish it would stop raining! 4 SS choose one of the pictures, imagine what 7 We wish we could do it all over again. happened, and describe it in their email. If SS need 8 I wish you could lend/give me some money to more support for this writing task, ask them to go scuba diving. describe one or two of the accidents orally in class. 9 I wish I didn’t have all this homework. One student can act as ‘scribe’ and write key words on 10 I wish you could be more careful. / I wish you the blackboard. were a better rider. If you have a class website, get SS to post their 11 I wish you could be a better friend / more emails on it. Otherwise they can pin them up in the sympathetic. classroom for others to look at.

22 B 5 A slightly more challenging version of crossword Reading for greater detail, and to provide more puzzle. Here SS have to figure out the words described practice with the vocabulary of the body and fitness. by the clues, first of all, then see where they could Answers: possibly fit in the pattern. If SS enjoy working bones: fractures, stress fractures together, you can ask them to do this with a partner skin: abrasions, lacerations either as homework or in class. tendons: strains, tendinitis Answers: muscles: contusions, strains Across Down ligaments: sprains 2 BMX biking 1 skateboarding 4 unfit 2 base jumping c A vocabulary-building exercise that encourages 5 excitement 3 fun more scanning of the text. 10 parachuting 6 wetsuit 13 skydiving 7 cycling Answers: 14 rafting 8 snorkel 1 prevention 9 shattering 9 canyoning 2 beginning 10 swelling 11 adventure 3 injury 11 laceration 12 helmet 4 competition 12 inflammation 13 surfing 5 application 13 a cut 6 training 14 a strain 7 equipment 15 a scrape 6 A vocabulary-building exercise. 8 growth 16 a fracture Answers: 1 make your way 6 call an ambulance 9 Here SS produce the conditionals that are the 2 lose control 7 attract attention language focus of the unit, while also working once 3 have a fall 8 sterile dressing again with the content of the article they’ve read. 4 stay calm 9 experienced guide 5 sprain an ankle 10 rescue team P ossible answers: 1 ... you know the rules of the game you’re playing / use the right equipment / play it safe, etc. 7 A reading text which extends the work done on 2 ... can sustain an injury. injuries and how to cope with them that SS have 3 ... healing process. encountered in the SB unit. The first activity gets SS to 4 ... will have an injury / break a bone, etc. read for comprehension cohesion, adding expressions 5 ... sprains his ankle. to the right place in the text. 6 ... won’t let her go climbing. Answers: 7 ... received a direct blow in football. 1 Worried about 5 The first type 8 ... would/could lacerate her arm / have a 2 That’s because 6 The second type laceration. 3 healing process 7 These include 9 ... didn’t jump on the basketball court so much. 4 organised sports 8 If left untreated 10 ... don’t practise too much / don’t serve too much, etc. 11 ... he didn’t listen to his coach / didn’t practise so 8 A This gets SS scanning the text for specific much, etc. expressions. The text has a high density of 12 ... we’ll lose the tournament / we won’t win any information, and scanning encourages fairly quick more games, etc. re-reading so that SS gradually achieve a better understanding of the overall text. 10 A vocabulary-building exercise that extends the Answers: knowledge of the medical terms SS have encountered 1 Don’t sweat it. (slang expression) in the unit. 2 are playing it safe Answers: 3 acute traumatic injury 1 b 2 e 3 f 4 g 5 h 6 a 7 c 8 d 4 chronic injury 5 dramatic, won’t go away on its own

23 3 Lifestyles now Answers: 1 1 – they are already doing so and coming soon 2 could be 2 or 3 3 2 The language focus here moves to modals of possibility 4 1 – this is already happening and probability; if and unless, used with will/won’t, can/ 5 2 can’t in the previous unit, are examined again, this time 6 2 with may/might/could, showing meanings that are less 7 2 or 3 certain and more nuanced. The modals for deduction also 8 2 express different degrees of possibility or probability. The theme is lifestyles: in Unit 3A, how lifestyles are evolving right now under the pressure of modern technology, in c This extends the work on possibility and probability Unit 3B, how lifestyle, appearance and health are linked, that was started in 1B. One of the aims of the and in Unit 3C how teenage lifestyles compare across discussion activity is to show SS that reading is a two- Europe. way activity, that is, in many texts it is possible to have different interpretations of the points that the text 3A Technology is changing our world puts across, as well as different opinions as to whether (pages 18–19) those points are right or, on the other hand, debatable. The exercise thus provides training in reading Before SS tackle this unit, you might like to set the critically, which is a skill that SS will increasingly scene by having a class discussion on their views about need both in any further education they undertake technology and its influence on lives today. Ask them and in their careers. It is staged as pair work to begin to think of and jot down one way in which they use with, followed by comparison of views in small technology today in ways that were not available to groups. Have a class feedback session to round off the them five years ago – e.g. using mobile phones to text; discussions and bring out the views that SS have been using social networks like Facebook; being able to access expressing. more information on computers than people used to do in the past; doing more shopping online; downloading 2 A This provides more structured practice with if and music and videos from internet sites, and so on. They unless + verbs of possibility/probability. Here SS re- can compare their notes in groups before a general class read the text to find information that completes the feedback session. four sentences. 1 A The unit opens with a comprehension exercise that invites SS to read quickly for gist. Encourage them Answers: to try to read right through, focussing on getting 1 If we are slaves to 1 Unless travel and the overall theme of each section even if they come the mighty screen, tourism stop growing, across unknown words or expressions. The first task we might become there might be is simple: SS just have to match titles with the five mere operators of precious few places sections, identifying the superfluous title. The text computers, whether left which do not bear introduces the idea that modern technology is already we’re working or the tourist’s footprints. exerting strong pressures upon the way we run our playing. lives, pressures that are bound to increase as today’s SS 2 If the wired world 2 Unless teenagers reach maturity and make their entry onto job markets. comes to dominate ignore all the our leisure choices, warnings against Answers: 1e 2d 3a 4f 5b c is the extra title it could bring us too smoking and diet, much mass culture. they could have a healthy future. B After SS have checked the modal verbs in the Grammar booklet they re-read the text more carefully for deeper comprehension of each part of the text. The B More work with the language structure, this time in nine sentences get them working with the language a personalised way. SS here write only the first part of focus, degrees of possibility and probability expressed the sentences, which will be completed by others in through the various modal verbs. The exercise allows 2C. for different interpretations as students read the article, for example in numbers 2, 4, or 8. c Encourage SS to devise as many different ways as Encourage students to decide for themselves. They possible of ending the sentences, however strange or will then be asked to discuss their interpretations and improbable. give reasons for their choices in 1C.

24 3 A So far, SS have worked mainly with the text’s gist or when you really, really fancy someone, you know? What does the sentence say?” And she says: “... virtual reality detailed meanings. Now the focus shifts to vocabulary could ease the tourist crush ...” “Oh, that kind of crush. and strategies for reading when there are difficult or Well that means a big crowd, you know, lots of people unknown words in a text. In 3A, they are asked to all together, maybe pushing, like ...” look through the text again, thinking about words or OK well, the next day, when I was in class, I thought, expressions that they found difficult on first reading. mmm ... maybe that kid’s got a technique going there. It’s a lot quicker than the dictionary, that’s for sure. So B SS work with a partner to work out the meanings when we were working in groups and I came across a from the context or from a dictionary. This leads on word I didn’t know, I just said: “Hey, guys, what’s this?” to a discussion of how SS cope with difficult words And you know what? Mostly there was somebody in the group who could tell me what the meaning was ... in reading. As a listening task on this subject follows, there is no need for a full feedback session. Simply elicit one or two ideas from the pair before moving on Answers: to 3C. Any variation that has the word strategy in it is acceptable, e.g.: c Listening for gist. SS can work in groups of four, What strategy do you use when you’re reading a each one of them responsible for writing one speaker’s text that’s got words you don’t know? strategy. What is your strategy when you don’t know the meaning of a word in a text? Tapescript Have you got a strategy for when you’re reading a text with difficult words? G = Girl, B = Boy G1: If I’ve got lots of time, I might read the sentence again Which strategy does each speaker use? and again. I try to put in another word that could make Girl 1: c, d, f, g sense in that sentence. I read the whole paragraph and see whether that helps me to get the overall meaning. Boy 1: a You know, sometimes there are clues ... you can pick Boy 2: e, h up the general meaning from other words in that Girl 2: b paragraph ... If I haven’t got much time, like if it’s a test or something, I’ll just keep on reading and hope that the meaning of the whole paragraph becomes clear as I d A general class discussion to pull out and highlight read. the strategies they’ve heard about or discussed. Get SS to write the strategies on the blackboard, and then B1: My strategy? I’ve never thought about it, actually ... I’ve their own, if they have found other ways of coping got a strategy when I’m playing football ... but reading? Do I need a strategy for that? I just read the stuff and I with difficulties, e.g.: try to get it over with, know what I mean? OK, I suppose looking at the stem of some words if I come across a word I don’t know, and if I’ve got a thinking about prefixes or suffixes to help with dictionary handy, I might look the word up. That’s the meaning easiest way isn’t it? Is that what you mean by a strategy? determining what part of speech the word belongs I don’t really like looking up words, though, because it to (helps with understanding the word’s function in takes so much time ... you know, you have to find the the sentence) word itself, figure out which meaning is right for this using another word with the same function (noun, sentence, well ... but I guess it’s a good way if you’ve got verb, etc.) in the sentence to see whether this helps bags of time. in getting some meaning B2: I don’t worry too much about words. I just concentrate looking at the overall context of the whole text, its on the general meaning of the whole sentence or type, what the function is (this can help with overall paragraph. Most writers use too many words anyway, gist meaning into which the difficult word fits), etc. don’t they! I always think of that emperor guy – can’t It is important for them to realise that there are remember who it was, exactly, but he said to Mozart: different ways of coping with difficult words. “Too many notes, Mr Mozart, too many notes!” Yeah, that’s me, we have to read these whacking great novels and I’m going, like: “Too many words, Mr Dickens, too OPTION many words!” Alternatively, vary the reporting feedback. Divide the G2: I was babysitting our neighbour’s little girl – she’s only board into two sections, Do and Don’t, under the eight but she’s already reading these massive books, you general title: Coping with difficult words. know, Harry Potter and that lot ... and I’m trying to do my maths homework, and she’s reading this magazine and she just keeps interrupting and saying things like: SS have discussed the advice they’ve heard or “What’s ‘disposable’ Kathy?” And I’m like: “well, it discussed for the Do side, and now they have to means you can just throw it away.” And two minutes think about what SS should NOT do when they are later “Kathy, what’s a crush?” and I say: “Well, it’s like reading and come across difficult words. SS discuss this in their groups and write advice for what to do,

52 and what to avoid. If SS can’t think of any advice for myths around about it. Many people say that eating the Don’t side, which may be a new perspective for chocolate or greasy foods can cause it, but this isn’t them, start them off with one tip, e.g. Don’t panic. true. Some people believe that it’s caused by bad Ask SS for reasons why this could hinder readers personal hygiene, but that’s wrong too. Too much from understanding the text they are reading. Other cleaning, in fact can make the condition worse. possibilities could be: Don’t give up, keep going. Extract 3 Don’t stop reading when you get to the difficult BG: Don’t be fooled when you hear that everybody’s doing word, but read on to the end of the sentence. it. Statistics show that’s definitely not the case in the Don’t let the difficult word distract you from UK or the US. Is it dangerous? Well, it affects your thinking about the overall meaning. co-ordination, and that’s just one of the many negative effects. It affects your memory, your judgment, your Don’t let the difficult word stop you from looking at perception. You could fail to remember things you the rest of the paragraph. just learned and get poor exam results, or make bad decisions about your relationships. 4 A–C Word-building exercises, in a puzzle format. In 4A, SS comb the article to find the words that fit the Extract 4 clues. In 4B, they create a similar type of puzzle and, JW: Well, this must be a confusing issue, because there’s in 4C, they join another pair to work out each other’s a definite increase in products that are targeted puzzle. If time is short, 4B can be set as homework. especially to this age group. Many are endorsed by celebrities, so teenagers use them to be like the stars. But are there certain kinds that are more acceptable Answers: than others, Dr Brent? 1 technology 5 reality BG: What you say is very true, Judy. The celebrity culture is 2 fluidity 6 healthy a key driver here. Some celebrities have in fact created 3 humanity 7 disability organic and natural ranges for both men and women, 4 mighty and these are of course better both for your health and the environment.

b SS discuss their notes and their ideas with a partner. 3B Lifestyle and appearance They then write what they think the subject of each (pages 20–21) of the four extracts was, and give their reasons. Have a class feedback to see if all pairs came to the same SS are exposed and produce deductions, becoming aware conclusion, as well as to check on how well SS have of the distinction between fairly certain and much less produced the target structures. certain conjectures and guesses. The listening and reading materials assess the relationships between lifestyle, 2 A Extended listening, for gist and detail. SS remain in appearance and health. pairs for the extended listening, each partner being responsible for two of the four sections. They then 1 A A listening for the overall topic. To start with, SS compare their notes and try to complete them. listen on their own. They hear extracts from a longer Alternatively, they can sit in small groups at this point programme and start thinking about what the subject and help each other fill in as many of the missing of each extract could be, and what other information details as they can. they would like to know. After that, play the recording a second time for SS to check their answers and complete them.

Tapescript Tapescript JW = Judy Winthrop, BG = Brent Gilmore JW = Judy Winthrop, BG = Brent Gilmore, J = Jodi, Extract 1 D = Derek, C = Callum, I = Imogen JW: This has grown so much in popularity in recent years amongst teens that it has become almost mainstream, JW: Welcome once again to “All the Answers”. I’m Judy but I kind of agree with your mum, I can’t see the sense Winthrop, and with me in the studio today is our of it at all. What do you say, Dr Brent? special guest, Dr Brent Gilmore, from the Youth Trust BG: First, does it hurt? Most people will tell you, “No, not Hospital in Slough. Welcome, Dr Brent. really.” It’s usually more like a pinching or a popping BG: Thanks, Judy. Good to be here. sensation than anything. The adrenalin rush usually JW: Today we’re taking your questions on lifestyle and means the pain is minimal. Tongues can hurt a bit appearance. Two subjects that a lot of you have been more: your tongue may swell and be sensitive for a few worried about, if we can believe your emails. And as days. usual, we’ve got all the answers. First, here’s a call from Jodi. Extract 2 J: Hi, Judy. I’d like to get a erm ... a nose piercing ... or BG: Well, this is something that affects a lot of teenagers – maybe my tongue ... but my mum is well vexed. She says around 80% of you, in fact, and there are lots of it could be dangerous. My question is: Does it hurt?

26 JW: This has grown so much in popularity in recent years I: Hi Judy and Dr Gilmore. What is your opinion amongst teens that it has become almost mainstream, about cosmetics and personal care products? Some but I kind of agree with your mum, I can’t see the sense of my friends say they’re bad for you and bad for the of it at all. What do you say, Dr Brent? environment. Others say that’s nonsense, you can get BG: First, does it hurt? Most people will tell you, “No, not organic, natural products that are just fine. really.” It’s usually more like a pinching or a popping JW: Well, this must be a confusing issue, because there’s sensation than anything. The adrenalin rush usually a definite increase in products that are targeted means the pain is minimal. Tongues can hurt a bit especially to this age group. Many are endorsed by more: your tongue may swell and be sensitive for a few celebrities, so teenagers use them to be like the stars. days. Ice cubes can help soothe the pain. And could But are there certain kinds that are more acceptable it be dangerous? It certainly could be if it’s not done than others, Dr Brent? properly. For goodness sake, don’t try to do it yourself. BG: What you say is very true, Judy. The celebrity culture is Make sure you find a reputable professional studio, a key driver here. Some celebrities have in fact created check it out first to make sure the studio and all the organic and natural ranges for both men and women, equipment is very, very clean. And it’s really important and these are of course better both for your health to keep the piercing clean afterwards, with just water and the environment. But my advice to young people and a mild antibacterial soap. If the area gets infected, would be: go easy on personal care products like see a doctor right away. make-up, perfumes, soaps, or after shave lotions. Don’t JW: There you have it, Jodi. Now Derek is on the line. believe the advertisements! A good diet and exercise Derek, what is your question? will give you much more of a healthy glow than any D: Hi there, Judy. My question is about acne. I know most stuff you put on your skin. kids get it on their face, but I’ve got it on my chest and JW: Well, I guess you may have heard similar thoughts back too! It’s awful when I go swimming ... Is it because from your parents, guys ... And that’s all we’ve got time of what I eat? What’s the best way to deal with it? for today, so get texting and send in your question for JW: I guess this is one for you, Dr Brent. next week, when my guests will be Dr John and Dr Jill, BG: Well, this is something that affects a lot of teenagers – who’ll be answering your questions on all your sexual around 80% of you, in fact, and there are lots of myths problems. around about it. Many people say that eating chocolate or greasy foods can cause it, but this isn’t true. Some people believe that it’s caused by bad personal hygiene, Answers: but that’s wrong too. Too much cleaning, in fact can 1 The question is about body piercing. make the condition worse. And what should you do about it? Wash gently with a mild cleanser and use Possible Problems an oil-free moisturiser. Acne will usually go away on Your tongue could swell and be sensitive. its own, but it can take many years. Over-the-counter The area could become infected. treatments can help with mild acne. Ask a pharmacist to advise you on which treatment might help. If over- Advice if this happens the-counter treatments don’t help, there are treatments Use ice cubes to soothe the pain. available on prescription. Your GP can assess how bad See your doctor right away. your acne is and discuss the options with you. In fact if you’re at all worried about it, I’d recommend that you 2 The question is about acne. see your GP. JW: Some good advice, there, Derek. Now let’s go to Callum Myths about what causes it in Harlow. Callum, have you got a question for us? It’s not caused by chocolate or greasy foods. C: My mate smokes joints, and he’s always saying ‘Cmon, It’s not caused by bad personal hygiene. mate, this weed’s the best!’ It’s hard to keep saying no. My dad would skin me if he knew. But everyone’s doing Advice it. Can it really be so dangerous? If it’s mild, ask the pharmacist for advice and BG: Don’t be fooled when you hear that everybody’s doing get an over-the-counter treatment. it. Statistics show that’s definitely not the case in the If it’s severe, see your GP (doctor, general UK or the US. Is it dangerous? Well, it affects your practitioner). co-ordination, and that’s just one of the many negative effects. It affects your memory, your judgment, your perception. You could fail to remember things you 3 The question is about taking marijuana. just learned and get poor exam results, or make bad Negative effects decisions about your relationships. It affects co-ordination. JW: That’s a bit scary, Dr Brent, isn’t it? It also affects memory, judgment, and BG: Well, people don’t realize that marijuana increases your perception. heart rate and also disrupts the normal functioning of your brain. Yes, you may feel good when you first take It increases the heart rate and disrupts the it, but is it worth the risk of long-term brain damage? I normal functioning of the brain. don’t think so. Advice JW: So there’s your answer, Derek. Let’s go to something a Don’t take the risk of having long-term brain bit lighter to finish on. Imogen has a question that lots of girls might like your opinion on. Imogen, over to damage. you.

27 4 The question is about cosmetics and personal Get SS working in pairs, ask them to choose one of care products. the dialogues and add two or more exchanges to it. What further questions would the doctor be likely Problems to ask? What advice would be appropriate? They The manufacturers target teenagers. present their role-plays to another pair or the class. Teenagers are influenced by the celebrity SS work in groups of three. They add one more culture (celebrities endorsing the products). character to the situation they’ve chosen: an older Advice sister, brother or friend of the patient’s, a parent (or Use organic and natural products. the child in dialogue 2), a nurse who gives further Go easy on make-up, perfumes, soaps or after advice, etc. They continue the conversation with shave lotions. the doctor, imagining the reactions of the other Don’t believe the advertisements. characters (parents, for example, might interrupt the conversation with their own comments, e.g. ‘I’ve told him/her so many times ... s/he just won’t Check the answers and elicit the reaction of SS to the listen ... etc. programme they’ve heard. Did they find it interesting? A diary writing exercise, which can be set after Did they find Dr Brent convincing? Was the advice the language exercise on its own, or the language given sound, in their opinion? Why or why not? How exercise followed by a role-play. SS imagine that do the problems they heard about on the programme they are the young person in one of the dialogues, compare with their own or those of young people and write a diary entry for the evening after around them? Has anyone in the class heard similar they’ve seen the doctor. What did they think of the programmes on radio or television? What other doctor’s advice? Did they find it convincing? What problems would they like to ask about if they were to happened next? etc. phone in to this kind of a programme?

B A production activity and guessing game. SS use the 4 A A vocabulary-building exercise, extending the information from the recording or they can decide to vocabulary on health, disease, medical conditions, etc. use another problem of their own. Encourage the pair that SS have learnt in previous units. If there is time, guessing to use the structures: must be or could be/ get the students to write their extra medical terms on can’t be the board in the three columns.

3 A grammar activity which gets SS to discriminate Answers: between quite certain deductions (must be/will be) Medical condition: h, j, k and deductions which are less certain, though possible Symptoms: a, c, e, f, m (may be/might be/could be). Remedies: b, d, g, i, l

Answers: 1 must be (it’s very clear); will be is possible, but B Group discussion, followed by a whole class would be more unusual, because the infection is feedback. This can be structured as a mini-project. clearly visible Students choose one medical or lifestyle condition. 2 could be/may be/might be – all possible (not They engage in research at home, in the library or certain) online to find out causes, treatment, etc. They can 3 may/might/could be – one possibility amongst then report back the next lesson or make posters to many illustrate. 4 may/might/could be – one possibility amongst many Get the hang of it! 5 will be/must be Writing a ‘formal’ email requesting information 6 could be is the most likely – uncertain, may well 5 A SS have written quite a few informal emails and here be/might be are also possible they are asked to reflect on the difference between 7 may, might, could be those and more formal emails of enquiry: quite a 8 may be is likely, could be/might be also possible useful skill to perfect, as nowadays so much enquiry is in fact done online. The purpose of the two emails is to give good examples of the kind of language and Additional FOLLOW-UP activities format to be used for formal situations. The task is therefore a very simple one. This set of dialogues can easily give rise to a series of role-plays or more extended drama situations in the Answers: email no. 1 classroom.

28 B SS distinguish between formal and informal emails. getting the meaning of particular words or of overall sentences. Answers: ü OPTION be brief and to the point Give SS a list of 15 words/expressions on the board or if required, give your full name and address PowerPoint or a worksheet: be polite write a short, clear subject in the subject line illicit, widespread, stable conclude with thanks unenviable, binge drinking, intoxication use proper grammar and spelling consensus, a track record, cost effective taxation, affordable, absenteeism û public disorder, hazardous, empowerment use informal slang Divide the class into five groups. Each group works use set abbreviations like the ones you use for out the meaning of three of the words/expressions. texting, like LOL They try to get the meaning from the context first, add a lot of details about yourself except in the case of the last word, empowerment, J add smileys which is not in the text (they will hear it in the include a few jokes, everybody likes those recording). If they cannot, they ask someone else in don’t worry about punctuation in a formal email the class or use a dictionary. Each group then writes use long paragraphs (on the board or PowerPoint) either a synonym, a USE CAPITALS TO MAKE YOUR POINT paraphrased meaning, or a sentence showing the (Capitals are like shouting.) meaning of their words.

6 A & b A set of process writing tasks. SS use the 2 A The news report recorded starts with a version of models given as examples for their own production. the article that SS have read, but extends it and adds Emphasize once again that feedback given in the pair more detail. SS first try to guess the right answers discussion should be positive and help the partner before listening. improve the email written. Answers: 1 just over 2000 4 54% 3C School survey 2 80% 5 decreased (pages 22–23) 3 88% 6 decreased

The focus in this cultural section is on cross-European B SS first listen to check their answers. They then read surveys of the lifestyle of 15- and 16-year-olds. the six gapped sentences and fill in the details they can remember before listening the second time to 1 A gist comprehension exercise. SS read the text and complete the notes. choose the right answer from three. Tapescript Answers: The latest findings on teenage drinking, smoking and drug 1 an Informative article use across Europe were released today. The European Survey 2 in Europe Project on Alcohol and other Drugs was carried out in 3 very common in most European countries 35 countries across Europe, including Austria, the Czech 4 as much as Republic, Denmark, France, Germany, Lithuania, Slovenia, 5 a high number Sweden, and the UK. The UK sample included 2,179 6 not improving teenagers (1004 boys and 1175 girls). 7 two ways The consumption of alcohol at least once in the past year 8 fewer among European teenagers (including those in the UK) 9 have to be older to drink legally has remained fairly stable since 1995 at about 80% of all students. The survey indicated a small fall in the UK overall total from 91% to 88% in 2007. The text introduces some of the vocabulary and ideas Once more UK teenagers reported high levels of binge drinking, intoxication and alcohol-related problems. The that SS will need to understand the news report they UK ranked 7th in relation to the percentage of teens who listen to next. For this reason, it may be useful to do had ‘binged’ (consumed five or more drinks on at least a bit more work in the class with the text itself before one occasion) in the past 30 days. A total of 54% of UK going on to exercise 2. teenagers had reportedly done this. Get SS to underline parts that they found especially It was revealed that teen girls in the UK were more likely difficult, and ask a group or the class for help in than boys to have binged in the previous 30 days. The 2007

29 survey shows that girls were more likely than boys to be binge drinkers in the UK, Iceland, Norway and Sweden. V ideo 2 The fact that some teenage girls are ‘binge’ drinking even You savour the first sip and the multiple sips after that. But more than boys suggests that in the UK and elsewhere, it is what does your body think of that alcohol fix? clearly no longer socially unacceptable for females to drink Coach Kendra: Your body reacts to alcohol as if it would to heavily or to become intoxicated. This may reflect factors poison. In other words, it works as hard to get it out as such as greater female social and economic empowerment you work to get it in. and changing social roles as well as the marketing practices First the liver changes alcohol into acetaldehyde, a of the alcohol industry. highly toxic substance. This then turns into acetate, a Cigarette Use harmless substance that is passed out of your body in Overall, cigarette use by European teenagers has fallen your urine, and more minutely in your breath and sweat. since 1999. Smoking in the past 30 days ranged from 7% in This process is hard work and it means that your liver Armenia to 45% in Austria. Altogether 22% of UK teens (17% can’t focus on its other job, which is sending energising of boys and 25% of girls) have smoked in the past 30 days. glucose to other areas of your body. That’s why you feel tired, weak and disoriented following a booze binge. Illicit drugs And take note: it takes the liver of a 150 lb person 2 Illicit drug use among teenagers across Europe had risen hours to metabolise one beer. The bottom line is that between 1995 and 2003, but it has fallen since then. The alcohol does a number on your body. So drink smart. highest use of any illicit drug was reported by teenagers in the Czech Republic (46%). UK teens ranked 9th in this respect (29%). 4 A Focus here shifts from the content to the language of the two videos. The first question is a simple one, to bring out the difference in language, tone and register Answers: of the two. 1 the Czech Republic, France, Slovenia 2 5 Answers: 3 Norway, Sweden Which uses more technical words? Video 1. 4 (socially) acceptable Which uses informal, slang language? Video 2. 5 economically 6 the alcohol industry 7 Armenia, Austria B More detailed work with some of the specialised 8 29% vocabulary SS have heard. SS do the matching exercise, then listen again to check their answers. c General discussion and personalisation of the topic. Encourage SS to give their opinions about the survey Answers: 1g 2c 3j 4a 5k 6i 7e 8h 9d 10f, b and bring in their own experiences as well.

3 SS watch two short videos and indicate their 5 A & b A mini-debating activity. SS first prepare their responses visually. They are asked to compare the two reasons for and against the proposal they have chosen. videos in terms of how appealing each one was, how They then join another pair – if the two pairs have clearly they put their message across, how interesting chosen the same proposal, it will be easy for them to SS found them, and how useful they would be for reply with opposing reasons. When they have chosen teenagers generally. SS should compare their lines different proposals, they will have to think more with as many other SS as possible to get a sense of quickly on their feet. For this reason, it’s a good idea what their classmates thought about the videos before to get SS doing the task in 5B quickly, and change discussing them in a general class round-up of views. partners to do it again once or twice. VIDEO script

V ideo 1 OPTION Smoking and drinking cause stressful changes to the body Exercise 5B can be done as a whole class game and its organs and tissues. When smoking, the brain is stimulated and sends signals to the adrenal glands to activity. One pair reads out a reason. Any other pair release norphenephrine which raises the heart rate. Carbon that can give a good opposing reason gets a point. monoxide enters the blood in place of oxygen. The nicotine present in the smoke of the cigarette raises the body’s blood c pressure. Atheroma builds up and blocks the arteries, which, A guided report writing exercise. The format given if totally blocked, increases the heart’s work load, sometimes is that of a formal report. SS use the mini-debating with fatal consequences. The consumption of alcohol causes activity they’ve just done as the base for their report. intoxication. Alcohol makes the heart beat abnormally and This can be set for homework. In the next class, get SS decreases the force of heart muscle contraction. Cirrhosis to work with a different partner from the one they had of the liver is caused by excess alcohol, and alcohol also in 5A and 5B. They read each other’s reports, say what inflames the stomach lining. Increased water loss from the is most interesting in it, and make positive suggestions kidney leading to dehydration is also an effect of alcohol. about any possible improvements.

30 Workbook deduction they have been exposed to in the unit. In both 2A and 2B, but perhaps especially 2B, it might 1 A linked set of activities based on the story of a young be fun for SS to exchange their sentences with a couple’s outing. partner and see what ideas have come up – next class if they are doing the activity as homework. a An ordering exercise, working with the visuals. SS work out the likely order of the day’s events. 3 The format is a puzzle, with the aim of getting SS to re-read the unit and extract vocabulary from it.

Answers: 1C 2F 3D 4E 5B 6A Answers: 1 prosper B SS match each sentence with one of the visuals, and 2 retrain decide the degree of possibility or probability that is 3 change beyond recognition shown visually. 4 spell the end of 5 unforeseen reason 6 ocean depths Answers: 7 tourist crush 1 Picture F, Likely 8 genetic make-up 2 Picture D, Possible 9 bad personal hygiene 3 Picture E, Likely 10 a poor track record 4 Picture B, Possible 5 Picture C, Uncertain 6 Picture A, Possible 4 A A vocabulary-building exercise, which aims to show SS the relationships between nouns, verbs, and their c Here SS read the girl’s account of the day’s outing. past participles which can act as adjectives. They use the visuals and the context to work out what is missing in each gap. This offers more practice with Answers: the expression of possibility or probability, but it also 1 disable, disabled 6 piercing, pierced makes SS read closely and for meaning. 2 renew, renewed 7 infect, infection 3 danger, endangered 8 damage, damaged P ossible answers: 4 inflame, inflammation 9 dehydrate, 1 happened 5 employ, employed dehydrated 2 be quicker 3 will (’ll) B The SS’s understanding of the meaning and function 4 had a long hot walk down to the beach of the past participles is reinforced in this matching 5 can’t be/couldn’t be exercise. 6 you’ll 7 you may/might Answers: 1 dehydrated 6 inflamed/infected d A similar exercise to 1C, with the same language 2 employed 7 renewed and reading skills aims, but here SS get the boy’s 3 disabled 8 damaged account, which puts quite a different spin on the 4 pierced 9 endangered whole story. Once again, they have to use visuals and 5 infected/inflamed context to help them fill the gaps.

5 Vocabulary-building exercises. P ossible answers: 1 you do 6 might/may/could a Although some words can be combined with more 2 must be 7 is than one other word (e.g. alcohol-free, alcohol- 3 must be 8 could related) they have to make a choice so that each 4 can’t 9 could/might is paired with the one that fits the meaning of the 5 could be sentences that follow.

2 A Personalisation and more practice with the target Answers: structures. SS are asked to write whole sentences, not 1 c 4 e just short answers, so that they have to use the modal 2 d (a) 5 a verbs they are learning. 3 b 6 self-employed

B SS produce their own sentences, using the verbs of

31 7 cost-effective 9 after-shave 8 oil-free 10 alcohol-related

B More practice with hyphenated compound words.

Answers: 1 drugs-related 6 self-explanatory 2 self-doubt 7 after-sales service 3 fat-free 8 sugar-free 4 after-dinner speech 9 self-interest 5 cost-cutting 10 self-deluded

6 A matching exercise that recycles deduction and some of the health vocabulary of the unit.

Answers: 1e 2b 3h 4a 5d 6g 7c 8f

7 Guided writing. More practice with writing formal emails. SS are given information to include and questions to ask. You can get SS to compare their emails next class, if they are doing the task as homework.

8 A Practice with using context to guess the meaning of unfamiliar or difficult words/phrases.

Answers: 1B 2A 3B 4A 5C 6B 7A 8A 9B

B A comprehension exercise that also gets SS to practise writing short answers.

Answers: 1 They are trying to gain more control over themselves. 2 The friend gets thinner, doesn’t feel like eating, has weak muscles or heart, or other internal body problems. 3 Too much eating, too little physical activity. 4 Otherwise they could become ill and catch diseases. 5 They don’t have driving training or enough practice, they take too many friends in their cars, they don’t wear seat belts, or pay attention to driving laws. 6 Both teenagers, because they overdo it, and coaches if they are not careful.

9 This asks SS to respond to the text and apply the ideas in it to themselves and their circle of friends. If you have a class website facility, get SS to post their blogs on it. Otherwise, ‘post’ the blogs next lesson by pinning them up and getting SS to circulate and read them. Allow class time for feedback and discussion of the article.

32 4 Where does it all go? Answers: 1 Can you tell me whether teenagers can open a Register plays a large part in this unit, as SS revisit the bank account? theme of indirect, polite speech, this time specifically 2 Could you tell me if/whether you’ve got a part- considering question forms. The language work also time job? revises and extends practice with some/any/every/no and 3 May I ask whether you get pocket money? their compounds. The theme is income and expenditure, 4 Do you know if there are any jobs available in both of which are continuing concerns for a fair the town? proportion of the student population! 5 Can I ask whether you’ve ever had a bank account in any other bank? 4A Managing money 6 Could you tell me where you live? 7 Could I ask how long you’ve been living at this (pages 24–25) address? 8 I need to know what kind of account you’d like. Warm-up activity An optional warm-up to the theme, appropriate for classes where SS are friendly and supportive towards each B The next dialogue is between two young friends, other. The aim is to get SS talking and use the language so obviously a more relaxed style is indicated, and in a situation away from textbooks and exercises! Get SS indirect, extremely polite questions are inappropriate, to sit in small groups of three or four. They try to guess indeed faintly ridiculous. the total sum of all the loose change they’ve got in their pockets or wallets, then pull it out to confirm and count it Answers: up. They then have to make a decision: if they wanted to 1 Did you manage to open a bank account? spend the money, what would they do with it? Buy some 2 What questions did she ask you? treats for the group, e.g. a box of chocolates ... or if the 3 Did you need any references? sum is slightly higher, get a book, a colourful poster or 4 Do these people have to be family members? something else for the classroom? If the sum is very small, 5 What kind of account have you opened? they could donate it to a favourite charity ... which one would they choose? SS can compare their choices with those of other groups, or write them on the board. OPTION 1 A & b SS prepare their answers individually for the A useful follow-up to these two grammar exercises, questions in 1A, then join a small group to compare which also recycles the vocabulary, is a role-play. and discuss. SS work in groups of three: the Customer Services Manager, the student Guy and his friend Judy. 2 Grammar activation work. SS study the examples and SS read through the two dialogues once or twice deduce the procedure for transforming direct into and then put them aside. They then role-play the indirect questions. conversations. It is not necessary for SS to remember them word for word: they try to recreate the general Answers: gist as much as they can. What is important is for 1 Do you know …? / Can you say …? / Do you SS to put across the tone and register of the two think that …? etc. conversations in their intonation patterns and 2 subject and verb/auxiliary verb body language. They should be friendly but polite 3 did and formal for the first conversation, student and 4 whether Customer Services Manager, friendly and informal for the second, the two friends.

3 A The first transformation activity requires SS to C A game to round off practice with direct or transform direct, rather blunt questions into more indirect questions. This can be played in a supportive polite indirect questions. The dialogue between a manner, with students helping each other when they Customer Services Manager at a bank and a student make mistakes, or competitively, in classes where offers a fairly formal context where bluntness would competitions are popular. As always with chain games, be inappropriate. speed is important so try to encourage SS to produce their questions as quickly as they can.

33 4 This bilingual activity aims to raise the awareness of Now particularly for those kids who say: “I have to have those hundred fifty dollar sneakers or my social SS to the particular expressions used for financial life’s just going to crumble.” You’ve got to get them a transactions in Serbia, the UK and America. Talking spending plan. Create a spending plan and say this is about their own experiences with credit cards and how much you can spend quarterly and once you’re money personalises the topic and prepares them for done, you’re done. Next is, get your child a job because the listening/watching activity which follows. if you get them a job, they will learn some responsibility and they’ll learn that part of every dollar goes to taxes. And finally teach them how to save. And kids have an LANGUAGE NOTE advantage that adults don’t, and that’s time. If a child Draw SS’s attention to number 5. Here, to prepare puts away just 2000 dollars a year for 5 years between 15 and 19, and they put it into something like a Roth SS for the American video they are about to watch, IRA (*a Roth Individual Retirement Account), they’ll the American terms are given: a checking account have close to a million dollars by the time they’re sixty- with checks, as opposed to the UK terminology and five. So that’s a huge advantage that we just don’t get ... spelling they met in activity 3. In the UK, you have a compounding interest. current account, an account that allows you to pay by I: OK. But typically, aren’t these pretty difficult lessons for cheque. kids to learn at that age? Number 3: In the UK, a minimum payment of about G: They are, they are, and particularly ‘cause of credit cards 10% of the total is imposed by credit card companies and things like that. Kids going to college are going to every month. This is usually more than the monthly get a slew of credit card offers and things you need to teach kids about credit cards are: Number one, it’s a interest. loan. Number two, if you take a thousand dollar loan from your credit card company and make the minimum payments, it will take you up to eight years to pay off. Answers: And number 3: the only way to avoid that interest 1 Kad pozajmite novac, vi se zadužujete. payment is to pay off the credit card at the end of every 2 Plaćate kamatu na svoj dug. cycle ... end of every month and that’s the way credit 3 Ako koristite kreditnu karticu, svakog meseca cards can be managed. morate da uplatite minimalni iznos za uplatu. I: OK. I had a friend in college who couldn’t understand 4 Mudro je isplatiti dug u najkraćem mogućem that she overdrew her checking account, because she roku. still had checks! So I think it’s a very tough question, or 5 Ako imate tekući račun, možete plaćati at least a tough concept for the kids. čekovima. G: All the more reason to get them a checking account early and teach them how to balance it. 6 Kad podignete previše novca sa računa, I: Teach them the right things. OK ... Great stuff ... prekoračujete ograničenje.

Answers: 5 A SS watch and take notes in pairs. 1 What should parents be teaching their kids about money? VIDEO script 2 Get your kid a checking account. I = Interviewer, G = Dr Gustavo 3 Get them a spending plan. 4 Get them a job. I: I think at an early age a lot of us learn how to manage 5 Teach them how to save. money, potentially the hard way. I think a lot of us 6 Typically, aren’t these pretty difficult lessons for are still paying off debt that we incurred back from your college days. There’s a lot of teenagers that’ll start kids to learn at that age? college this fall and want to open a credit card or get a B A group or whole class discussion to round off the job or try to get some more money than usual. We’re talking about teens and how to manage their money, video activity and get responses to it. The video is and how they should get started on the right foot this aimed at American parents, and SS are invited to give morning. Dr Gustavo joined us once again today. First their reaction and say whether they feel it is – or is of all, tell us: What should parents be teaching their not – appropriate for them, and for situations in their kids about money? own country. G: Good morning, Brian. First of all, let’s take a look at the fact that teens spend a hundred billion dollars a year on stuff ... and some of it may be their own but it’s primarily 4B Income and expenditure their parents’ money. So several steps I think parents (pages 26–27) need to take. Number one is, get your kid a checking account. Get your child a checking account early and The language focus shifts to the use of some/any/every/no teach them how to balance it every month. and their compounds. Now particularly for those kids who say: “I have to have 1 A skimming exercise to get SS to read quickly those hundred fifty dollar sneakers or my social life’s just through the three replies to a survey about income going to crumble.” You’ve got to get them a spending and expenditure. There is also a first exposure to plan. Create a spending plan and say this is how much any, anybody, everybody and some of them used in you can spend quarterly and once you’re questions.

34 Get the hang of it! Answers: 1 Tom, Paul 5 Tom, Paul, Sanna Describing income and expenditure 2 Tom, Paul, Sanna 6 Tom, Sanna 5 A Listening practice for gist and for language 3 Tom, Paul 7 Tom, Sanna structures. SS check their answers to the statements 4 Tom, Paul, Sanna 8 Tom in 4B.

Tapescript Check answers with the class before they go on to do activity 2, to provide them with an opportunity to talk I = Interviewer, N = Ned, J = Judy, F = Freya, about the patterns of income and expenditure they see G = Garth in the lives of other SS living in England, France and I: I’m here at Barkway High School, and I’m interviewing Finland. students about their income and their spending habits. First, I’ll ask you all a question. Is there anyone here who doesn’t have a bank account? 2 A re-reading and personalising activity which asks N: I haven’t got one. I’m Ned. I just get an allowance every SS to pull out details about each person and compare week, and I mostly spend it. with themselves. It’s a good idea to get SS to copy the I: Right, so you’re not saving any money, then. grids onto a piece of paper so that they can write in N: Well yeah, actually, I get some money for Christmas and more information, and carry the paper with them as my birthday from my grandparents, and I save that for they go into group work in the next activity. when I want to buy something more expensive. I: But you don’t have a bank account. N: No, I just put the money away in a drawer. 3 A SS work in groups of three rather than pairs here, to I: Does anybody else here have a current or a savings allow for a more detailed comparison of their grids. account? They have to collect information from the three grids J: Yes, I do. to write their sentences – a first production of the I: You’re ...? target language items. J: I’m Judy. I’ve got a current account that I use for my wages ... I work on Saturday mornings. I’d like to open B A pyramid-style combining of information, plus a savings account too. Somebody recommended that ... a recycling of the target language items, including I think it was my mum, but nobody gave me any advice questions with anybody, some of you and everybody. about the best kind. I: So you’d like some help or advice with that. I’ll jot that down for my article. Now ... do any of you use a credit C A class feedback, which can be written up on the card? board. All: Yes, I do. No, I don’t. No way, my mum won’t let me ... I: OK, let’s see, one at a time. I think someone said they do 4 A Grammar activation. SS read the rules and use a credit card. Who was that? examples, then produce another example to illustrate F: That’s me. I’m Freya. I do use a credit card ... not always, the way the target language is used. SS can compare just sometimes. their sentences with a partner before a class feedback. I: And what do you use it for? F: I use it any time I want to put money on my mobile phone. I always use a credit card for that, because you B More practice with some, any, no, all, every and their know it’s easier. compounds. This also provides some preparation for I: That’s right, it is easier with a credit card. Anybody else? the listening activity in 5A. SS listen to the recording No? Let’s move on to expenditure. What are the main before checking their answers. things you spend your money on, guys? ... C’mon, I won’t put any names in my article, so you can tell me ... Well, maybe I can just ask you: do any of you spend a lot LANGUAGE NOTE of money on ... music? Like CDs? ‘skint’ in number 12 is a British slang word for G: Yeah, I spend nearly all my allowance on CDs and ‘without money’. DVDs ... and I pay for my own guitar lessons, as well. I never have any money left at the end of the week. None of us do. Ask anybody. Answers: I: I’ll do just that. Do you all have that problem? N: I would say we do. Everybody’s always moaning they’re 1 anyone 7 sometimes skint. 2 any 8 any time I: OK! Well, we’d better talk about what you do to earn 3 some 9 any some more cash, then ... 4 Somebody, nobody 10 any 5 some 11 anybody B Guided, personalised practice. SS have to write three 6 somebody 12 Everybody statements about their own income and expenditure.

C A group activity. In the class feedback session, elicit any interesting or amusing things that came up in the conversations. You can also ask the SS from each

35 group to reproduce one of their sentences and the Answers: questions they asked about it. 1 a yellowish b boyish 2 a responsive/unresponsive 4C Skills enhancement b festive (pages 28–29) 3 a excitable (unexcitable is possible but unusual) b charitable/uncharitable 4 a emotional/unemotional Part I Reading b comical 1 Once again, SS are directed to remember their 5 a weekly experience of doing this kind of exercise, and to be b yearly aware of the problems they had with the reading test. 6 a surprising/unsurprising Before they start, they think of a strategy that they b caring/uncaring will use to help them. The two given strategies are 7 a limited/unlimited examples only. b shortened/unshortened 2 SS do the exercise. The text is on a topic they worked with in Unit 4, so the vocabulary should be known. LANGUAGE NOTE

Answers: 1 G 2 D 3 B 4 F 5 K 6 A 7 I 8 L Number 1a is slightly different from the other items, 9 E 10 H 11 C because ‘yellow’ is an adjective, not a noun or a verb. The redundant clause is J Draw the attention of SS to this, and explain that -ish is an ending that can be added to adjectives, especially colours, to weaken or soften the meaning. 3 SS compare and discuss their answers, and the clues ‘Yellowish’ is a colour that is lighter than ‘yellow’, that they used to find the right places. has a tint of yellow rather than being a strong colour, ‘brownish’ means similar to brown or slightly brown Part II Use of Language in colour, etc. 4 SS focus on the formation of adjectives and how B Written production of the adjectives established in they can be derived from other parts of speech. The activity 7A, followed by a guessing game in pairs. multiple-choice questions raise awareness of the function of adjectives in modifying nouns, their position in the sentence, the way they are related to 4D Are you on your way up? other parts of speech, and finally the way they can be (pages 30) combined to form two-part adjectives. Test 2 Answers: Further practice with grammar and vocabulary covered 1 nouns 4 -ing in the previous two units. SS check the answers on 2 verbs like be, seem, look 5 -ed page 124. Alternatively, ask SS to swap books with their 3 nouns and verbs 6 hyphen partner and assess each other's work.

5 SS then do the task, using the list of endings given. This gives practice in word building, and applying the 4E Project rules they have looked at in 4. (page 31)

Answers: 8 innovative Managing money 1 9 marketing 2 creative 10 fluctuating A guided step-by-step activity. In groups SS design 3 varied 11 commercial a questionnaire on the ways their classmates (other 4 customary 12 timely groups) spend their money. After SS have completed the 5 stylish 13 financial questionnaire, they analyse the results and make a graph 6 monthly 14 sustainable or a chart. 7 affordable 15 tailored The second part of the project is vocabulary revision. SS make the PowerPoint presentation / poster on key terms in managing money and explain them. This activity can 6 Comparison of answers, reflection and discussion. be done in pairs or in groups. 7 A Extending the work on adjectives done in 4. Here SS use different endings to transform nouns or verbs into adjectives.

36 Workbook 5 Further practice with no, some, any and their compounds. 1 More practice with politeness registers. The activity involves deciding first if the questions are appropriate, Answers: and if not rewriting them. 1 any 2 any Answers: 3 some 1 TF – too formal for a best friend. “Can/could 4 someone/somebody you lend me some money?” Or, slightly more 5 anyone/anybody formally, “I wonder/Can I ask whether you 6 some could lend me some money?” 7 anyone/anybody 2 A 8 nobody/no one 3 NP – in the UK, this would be considered too 9 anything direct and impolite for someone you’ve just 10 someone/somebody met. “Would you mind telling me if you get pocket money?” / “Do you mind if I ask you ...?” 6 An exercise in collocation, reviewing the financial 4 NP – “Excuse me, can/could you tell me how terms SS have worked with in the unit. much this iPod costs?” / “Can I ask how much ...?” Answers: 5 A – direct but OK between brother and sister Open: a bank account, the window, an envelope 6 NP – too direct. “Do you know what jobs are Fill in: paperwork, the blanks, for a missing friend ...?” / “Can/Could you tell me ...?” Provide: a reference, a clue, an alibi 7 NP – too direct. Again, “Excuse me” is often Incur: interest, a debt, your parents’ anger used in formal situations: “Excuse me, but do Save up for: a holiday, a rainy day, a purchase you know/Can you tell me ...?” Keep in: touch with friends, contact with someone, 8 A – polite when requesting information from with someone an older relative.

7 2 SS have to use the visuals to work out the two This is a variation on the usual ‘odd word out’ conversations. The first four questions relate to exercise. Here, SS have to pick out the two words or James’ interview for the job, the next four relate to his expressions which are not in the same category as girlfriend’s reaction when she sees him working at the the other four. This is an activity which extends SS’s café. knowledge of financial vocabulary, and because they may not know all the words in each number, they are directed to use their dictionary. Answers: 1c 2f 3b 4e 5g 6a 7h 8d Answers: 3 SS are asked to put themselves into the role of one of 2 play, enjoy the two characters in the visuals, imagine how their 3 writing, reading character felt about the situation and the conversation 4 run through, use up in the café, and how they feel after the conversation. If 5 loathe, despise written as homework, the diary entries can be pinned 6 phone card, monthly contract up next lesson for other SS to read, or SS can be asked 7 warn, dissuade to read them to the class. 8 A This activity pulls out the specialised financial 4 More practice with some, any and their compounds. vocabulary and concepts SS are going to encounter when they watch the video. Number 1 is given as an Answers: example as a way of providing the information which 2 something: anything SS will not have beforehand. 3 a: some / work: job 4 something: anything Answers: 2b 3c 4f 5a 6e 5 the: any 6 something: anything 7 Are: Is B SS read the sentence beginnings before they watch. 8 there’s: there are They can watch more than once if they need to. 9 anybody: somebody 10 is: are 11 anyone: someone

73 VIDEO script C Written response to the video. If this is done as homework, get SS to read out their reasons next SW = Sadie Williams, NA = Dr Nelson Aguila lesson, or pin them up for others to read. SW: W elcome back to Get Ahead in Finance, the programme where we answer all your financial questions. And with me here in the studio is Dr Nelson 9 A crossword puzzle which highlights vocabulary from Aguila, Financial Adviser for Morton Investments. Dr the unit. Aguila, our first question comes from Casey, in New York City. His question is this: Is financial education at school really useful? Answers: NA Th at’s a good question, Sadie. The Treasury Across Down Department conducted research into that very question 3 trainers 1 cash last year, and the results showed a clear difference 5 joinery 2 independent between people who took financial courses in high 8 income 4 alongside school, and people who didn’t. When students had taken practical financial courses, they had a higher 9 loads 6 allowance savings rate later on, which is good. And secondly, 11 unlimited 7 posh they paid more into savings accounts, to save for their 12 expenditure 10 barber retirement, so they made better provision for their future. And finally, overall, they just had a higher net worth. 10 A reading activity, providing more work on the theme SW W ell, that gives a pretty clear answer to the question, doesn’t it! of teenagers and money as well as the vocabulary NA A bsolutely. But it’s important to realize that practical associated with it. financial education can give us more than a bigger bank account ... you know, money in our wallet. If a SS read the text and find the right gap in the you’ve taken a financial course, you k now your way text for the words extracted. Practice with reading around money questions much better, and you can be more confident when you start making investments. comprehension and language awareness. SW S o that’s another great benefit for students in later life. NA Th at’s right. And that’s not all. We have to think about Answers: stress. There’s no doubt that one thing that causes stress 1i 2g 3j 4a 5d 6h 7c 8e 9b 10f is needing money. If you’ve learned how to manage your money, you’re not so likely to have that stress. SW S o having a handle on your budget can reduce personal stress! B Reading for gist, tone of the article, detail. NA Th at’s certainly the case. But not only do you have less stress, you also have better relationships. It’s well known that money causes a lot of the tension and Answers: fighting that we so often see between partners in a 1b 2a 3a 4a 5b 6c 7a 8c 9b 10c relationship. And, of course, if you’re not stressed, you’re healthier, aren’t you! SW Th at’s true. And would you say that not having to c A vocabulary building exercise, which also gives worry about money means people are calmer and more practice with sentence transformations. SS change the relaxed in their everyday lives? nouns underlined to verbs and rewrite the sentences. The verbs are all in the text, although in various forms. NA Of course. People who don’t have to worry about money are free to spend time on other things, for the greater good, you might say. They can spend more Answers: time on things they really like doing, build up their 1 I pocketed a wad of cash. skills, ... develop their personalities. And of course, 2 MTV surveyed a group of teenagers. they can spend more time with their families. 3 They washed the cars with many products they SW S o overall, Casey, the answer to your question is: bought. / They bought many products to wash financial education is really very useful. NA Y es, learning about finances will help you in later the cars. life, and not just to make you richer. It is sure to help 4 His grandmother topped up his allowance as a improve every aspect of your life. birthday gift. 5 Younger teenagers can garden. 6 She displayed beautiful products in the shop Answers: window. 1 their financial futures / their savings for the future 2 more confident about their financial affairs 3 stress, because not having money causes stress 4 people quarrel about money a lot 5 spend with family and friends and become a better person

38 5 All about fashion followed by either without a change of meaning.

LANGUAGE NOTE The distinction in form and function between -ing verb forms and infinitives seems relatively simple, but using Like, love, hate and prefer are verbs that can be used the verb forms correctly in sentences is more difficult. with either an -ing form or an infinitive, without SS have to be guided to acquiring a ‘feeling’ through much change in meaning. Americans tend to use all exposure and practice for the verbs which are usually these verbs with the infinitive to a greater extent than followed by one or other form. The unit also looks at people in the UK – e.g. I like/love to shop is probably -ing forms as subjects, or the ‘dummy’ subject it and the the most common, unmarked form in America, infinitive of purpose. The theme is fashion and design. while English people would tend to say I like/love shopping. LANGUAGE NOTE With like, there can be a slight distinction in meaning, especially in UK usage: In this unit, the term ‘-ing verb form’ is used as an I like swimming. = I enjoy swimming. umbrella term for all such forms, whether they are I like to visit the dentist once a year. = I think it’s a present participles (that is with verbal functions) good idea to visit the dentist once a year, that’s why I or gerunds (that is functioning as nouns). The term do, but I don’t necessarily enjoy doing it. ‘gerund’ (and gerundial phrase) is used when the focus is on the use of the -ing forms as subjects in Answers: sentences, where they obviously function as nouns. verbs + infinitive: adapt, (don’t) want, need, forget, refuse, decide verbs + -ing form: (don’t) mind, dislike, go, stop, 5A What influences spend (time), finish, (can’t) help, keep (on) your choice of clothing? verbs + either (without a change of meaning): love, (pages 32–33) hate, prefer

1 The section opens with reading. Encourage SS to read B An exercise to show SS verbs which have different quickly through the articles, simply to get the gist of meanings when they are followed by an -ing form each, and to say whether they can identify with any or by an infinitive. Go over the examples in the box of the fashion profiles described. If SS can’t identify to make sure that SS understand that here they are with any of the four styles (for example some boys completing the sentences to show the meanings of may not wish to be seen to be even thinking about each. clothes!) ask them to try to describe their own tastes and preferences in clothes. Answers: 1 a b 3 a h OPTION b g b d 2 a f 4 a e Put this chart up on the board. In groups of four, b a b c SS discuss their preferences and complete the chart, then compare with the class. Elicit discussion from the class about the advantages and disadvantages of 3 Two vocabulary activities with the fashion profiles. each profile. a SS read through the articles to find the appropriate Student Student Student ME words or expressions. 1 2 3 1 Confident Answers: Fashionista 1 make an impression, make a fuss, make a choice 2 Chic and 2 create a stir, set the trends, leave the field understated 3 combo, ensemble, outfit 3 Cool and casual B A word puzzle that again asks SS to find expressions 4 Sports star in the text. These describe trendy clothes and are themselves trendy, striking expressions.

2 A Grammar activation. SS comb through the profiles Answers: and add to the list of verbs that are followed by 1 right-off-the-runway an infinitive or an -ing form, or verbs that can be 2 ultra-trendy 3 effortlessly hip

39 A: I’m here at one of the factories that War on Want 4 attention-grabbing investigated for its report. Many workers say they begin 5 co-ordinated work at 7 am. Even with overtime payments of around 6 killer ensembles £3 a month, some workers are receiving just £8 to £11 a month for a seven-day week. That comes to just 3.1 Overall theme: fashion pence an hour. J: Those wages sound extremely low. But living may be less expensive too. What is the cost of living in Bangladesh, 4 There is a shift in the theme here. The first three Anna? activities focus on what individuals wear, their A: I was told that a living wage is about £22 a month. personal fashion styles, while in activities 4 and 5, The Bangladeshi minimum wage has remained at £7 a the spotlight moves to how clothes are produced and month since 1994. bought. J: It’s quite disturbing to hear all this, Anna. Are most British supermarkets not members of the Ethical Trade Initiative, which imposes a 48-hour week for workers a A pre-listening discussion, pulling out some of and says specifically that they should have one day off? the ideas and concerns that are going to feature A: Yes, that is certainly true. But our investigation shows in the listening activity that follows. This can be that, in reality, working hours in factories far exceed this done as a whole class activity, with advantages and maximum. Most workers say that they work from 12 to disadvantages of the different types of shopping listed 16 hours per day and regularly work 80 hours a week. on the board. J: Thanks for that, Anna. Back in the UK, Peter Lygard To raise awareness of where clothes come from, get SS is sales manager for one of the supermarkets involved. in groups to look at the clothes they are wearing, and Peter, thank you for agreeing to join us. This report is quite shocking, isn’t it? their accessories, and make a list of brand names and P: Yes, it is. We are indeed members of the Ethical Trade origins. Initiative, and we don’t believe that these conditions apply in any of our factories. But we have responded B Listening for particular details. SS read the to War on Want and other charities by organising new, statements and try to guess which numbers fit into stricter supervising arrangements and by encouraging the slots before they listen. If SS are likely to find the workers to report any complaints that they may have vocabulary difficult, go over the six statements with directly to us. them, and get them to explain: J: You sell clothes that are sometimes half the price of overtime = working extra hours, above an average clothes in the main street shops. How do you achieve day’s working time that? P: It’s important to stress that yes, we do provide affordable the Ethical Trade Initiative = a group of companies, clothing, but our low prices are the result of technology, organisations and trade unions that have decided efficient distribution and supply, bulk-buying and on a code of practice to ensure that the goods the fact that we spend almost nothing on advertising. they sell are produced under decent, reasonable Most of our clothes carry the Fair Trade logo. Buying conditions. Ethical consumerism is the practice Fair Trade clothes actually helps workers in poorer of buying articles that are made in conditions that countries, because they depend on that work to provide do not exploit humans or animals or harm the a decent life for their families. Customers who are environment. concerned, please look for the logo when you buy, then minimum wage = the lowest hourly, weekly or you’ll be sure your clothes haven’t been produced in the kind of sweat shops described in the report. monthly wage that it is legal for employers to pay J: Thank you Peter. There we must leave it, but please text their employees. us your comments or email us at newstoday.com.

Tapescript Answers: J = James, A = Anna Jamil, P = Peter Lygard 1 e, c 2 d, a 3 g 4 b 5 f 6 h J: Our next news item concerns a report entitled “Fashion Victims” which has just been issued by the charity organisation War on Want. According to the report, c Listening again for comprehension. The last making cheap clothes in Bangladesh is a job that is still question asks for the expression of an opinion. very much underpaid, despite recent campaigns by Remind SS that answers in note form should be short! charities like War on Want. Workers supplying three Get SS to compare their answers in groups, in order British supermarkets are paid as little as 3 pence an to provide a first opportunity to discuss the theme of hour. Basic pay in factories that cut and sew fabric for budget chains could be just £8 a month for an 80-hour the news programme they’ve just heard. Elicit their week. reactions as a class afterwards when checking answers. Well many of our listeners in Britain say they’re wondering whether to buy the cheap clothes they find on supermarket shelves, so we sent our special reporter Anna Jamil to investigate.

40 c Answers: Here SS replace the infinitive with the ‘dummy’ 1 They wonder whether to buy cheap clothes in subject it or with a gerundial phrase. supermarkets. 2 (They have) organised new, stricter supervising Answers: arrangements and encouraged workers to report 1 It’s fair to say that workers need jobs. any complaints that they may have directly to 2 It’s unnecessary to look for Fair Trade labels. the supermarkets. 3 It’s ridiculous to claim that workers are treated 3 Technology, efficient distribution and supply, fairly. bulk-buying and the fact that they spend almost 4 Trying to change international arrangements is a nothing on advertising. waste of time. 4 Workers in poor countries depend on the jobs 5 Choosing clothes shouldn’t be a political act. to provide a decent life for their families. 6 However, buying clothes regardless of how they 5 Personal answers, e.g. I believe the topic is are produced isn’t cool. interesting/educational/sad ...

5 Grammar activities, working with -ing forms as 5B All about design subjects or the ‘dummy’ subject it. (pages 34–35) a SS underline the subjects in the six sentences. These sentences will provide the models for SS to reflect 1 First reading for specific information. SS comb upon the subjects in activity 5B. through the three texts about fashion designers to find the information required about each one. Answers: Elicit the reaction of SS to the texts – do they think 1 It’s important to stress that we do provide that fashion design is an exciting or glamorous job? affordable clothing. If they could, which designer would they choose for 2 Bulk-buying makes clothing cheaper. their own clothes? 3 It’s quite disturbing to hear all this. 4 Living may be less expensive in Bangladesh. Answers: 5 Making cheap clothes in Bangladesh is a job that 1A 2C 3A 4B 5C 6B 7C 8B 9A is still underpaid. 6 Buying Fair Trade clothes actually helps workers 2 Grammar activation. in poor countries. a SS study the three sentences and have to discriminate between to as part of an infinitive of LANGUAGE NOTE purpose, and to as a preposition of movement or direction. Point out to SS that in numbers 5 & 6, the whole gerundial phrase is the subject rather than the Answers: Sentence number two. gerund on its own. These give examples of a phrase She regularly goes to fashion shows ...; to here is a headed by a gerund, the whole phrase being in the preposition of movement or direction subject position. In English, the gerundial phrase is more often used as a subject than the infinitive, so that ‘Making cheap clothes in Bangladesh is a job that B SS look through the texts to find more infinitives of is still underpaid’ is a more usual construction than purpose. ‘To make cheap clothes in Bangladesh is a job that is still underpaid.’ Some other European languages, e.g. Answers: French, use the infinitive as subject to a far greater Techno effects include airplane mechanics to reflect extent than English. Mr Chalayan’s travel ...... he moved to the United States to be apprenticed ... B Grammar activation. SS study the model sentences ... he went on to launch his own ... to help them make the right choices. ... he uses beading, mirrors, and embroidery techniques to create... Answers: The handmade fabrics ... are employed to produce 1 can 4 unusual designs ... 2 a gerund 5 It 3 a subject 6 does not have c The aim is to get SS to re-read the texts and also to produce infinitives of purpose in their answers to why questions. They first write their questions in pairs, then ask and answer them with another pair.

41 3 Vocabulary puzzle work with the texts. Answers: 1 The models are not on a catwalk but on sports Answers: equipment like trampolines, parallel bars, etc. 1 impermanence 6 extravagant, edgy 2 Sportswear. 2 unfurls 7 catwalk 3 An urban (city) environment, working out on 3 empowered, exploited, 8 impeccably tailored concrete. twinkling 9 hallmark 4 Pop-up colours and black. 4 silkscreen printing 10 timeless 5 Their little details, like lacy trims, they are 5 witty, humorous feminine and pretty, though meant for exercising in. 6 Bring fashion to sportswear. 4 A A short interview with a well-known designer. SS make notes as they watch the video for the first time. They can then compare and check with a partner B Response and discussion: a whole class exercise or before watching a second time to complete their preparation in groups before a class feedback. Get SS answers in note form. to write some of their reasons on the board. This can also be organised as a conventional or line debate. VIDEO script

SM cC = Stella McCartney, HA = Hilary Alexander, Get the hang of it! AP = Allyson Felix, VP = Victoria Pendleton Buying clothes. SMcC: I think in this collection, we were looking more at sort of urban influences this season and really 5 A Ordering the sentences of the conversation gives taking into account that the majority of women that SS the opportunity of working with the vocabulary wear these clothes are living in the city or working before they hear it. out on concrete or you know, it’s a different kind of environment. So we wanted to really bring that into the collection and bring a sort of slightly ... Tapescript I guess a harder edge to some pieces with using pop-up colours and black. There’s more black in S A = Sales assistant, J = Jed the collection than we normally have. But then also SA: Hello, there. Can I help you? there’s the sort of the nudes and the very sort of J: Erm, hi. I ... er ... I’m looking for a tracksuit ... delicate, softer palette that I tend to be drawn to. SA: Oh, this is the women’s section. We haven’t got any HA: I was really impressed with the pieces she brought tracksuits for men, I’m afraid. But we’ve got some to this show. I think Stella is doing a brilliant job. super T-shirts ... And what I love most is the way that it’s functional J: Oh no, I mean, it’s not for me. I’m here to get a but it’s also feminine, and you see these little details tracksuit for my girlfriend Linda. It’s for her birthday. like a little kind of lacy trim or a pretty drawstring. SA: That’s a great idea for a gift. Now, what size is Linda? I think the colours are really flattering. And it just J: Size? Oh, mmm ... I don’t know, really, she’s like ... looks great! And I don’t see any reason why, you average, I guess. know, if you’re doing exercise, I mean your hair SA: Is she tall, short? Slim or well built? Is she like, about might be also damp and sweaty, your face might my height and size? be streaming with perspiration, but your clothes J: Yeah, just about ... maybe a little bit shorter. can still look feminine and pretty. And I think SA: OK, well now, I take a size 12. Do you think that’s that that’s what she’s brought to the whole kind of about right for Linda? concept of sportswear. J: Yeah, she’s really slim, you know ... she works out every AP: They know that I love the Stella line and any chance day in the gym. I get to be around it, I’m there. So I really love SA: That’s great. I’m sure she looks just lovely. I’ll show coming here. you some size 10s and 12s, and you can see which you VP: I loved it! I was absolutely entranced watching the think is right. What colour do you think she’d like? trampoline there. That’s so amazing. I didn’t know J: I don’t like these colours at all ... they’re too bright, in- which way to look, there’s so many things going on, your-face, like. so I really ... I love, I absolutely love the clothes. SA: Yes, they’re this season’s colours, you know. They’re pop- SMcC: For us, it’s really important and for up colours! Very trendy, you know, vibrant! But look, me, I’m really, really obsessed with keeping that black’s really in this season too ... element of sports performance present at all J: Definitely not black ... her mum’s got a black tracksuit times, and I know that Adidas are too. So, you ... that’s a no starter. SA: Oh, I understand. Well, here’s know, I think we have a like-minded mission, something in a more delicate, like ... a softer palette. which I think is quite rare. We’re not trying to take It’s kind of a really soft sea-green. Is Linda fair or dark- sportswear to fashion. We’re trying to take fashion haired? to sportswear, which I think if quite novel within J: She’s a brunette. that arena. It’s normally the other way round. We’re SA: Well, this shade will be perfect for her. And feel the trying to stay quite tuned to what we set out to do. fabric. Isn’t that a wonderful silky touch? J: Yeah, what is it made of?

42 SA: It’s 100% brushed cotton, and look, here’s the Fair Answers: Trade Logo ... made in an environmentally friendly 1 It’s difficult to judge how much attention way. It’s reduced, too, end of season ... a really sharp bargain. students should pay to fashion. / Judging how J: Yeah, looks good ... How much is it? Oh, here’s the much attention students should pay to fashion is price tag ... OK, that’s within my price range ... I’ll take difficult. it. 2 Having your own dress style may be connected SA: We can gift wrap it for you, if you like? No extra to your personality. charge. And what about something for yourself? Look 3 Being stylish is not the same as being at these tees we’ve got, also on sale. Aren’t they just fashionable. (here the two infinitives should be great? I think you’d wow Linda in one of these cool changed) designs. 4 Having a personal style means opposing the J: No, no, no ... no way. That’s all my savings splashed out for the time being ... ever-changing trends. 5 It’s rather shallow to think of appearance as simply driven by convention. / Thinking of appearance as simply driven by convention is B & c Two linked role-plays. First SS use the model rather shallow. they’ve heard to prepare their role-play, preparing the 6 It would be truer to say that it influences your sales assistant’s questions. They then switch partners relation to the world. / Saying that it influences and play the sales assistant and the customer in turn. your relation to the world would be truer. The sales person is given the task of trying to persuade 7 Ignoring that influence is perhaps more the customer to buy an item other than the one they common in male students. / It is perhaps first chose. more common in male students to ignore that influence. 8 Well, it is obviously useful for both men and Workbook women to make an impression. / Well, making an impression is obviously useful for both men and women. 1 More practice with -ing forms and infinitives.

Answers: 4 A First, language work with the text. SS have to detect 1 wearing, lounging places where infinitives of purpose could make the 2 to go, to buy sentence shorter and less unwieldy. 3 to drive, writing 4 nagging, to get, waiting 5 trying, to cause Answers: 6 to go, to make I wake up at 6:45 every day. I don’t need a clock to 7 feeling, to control, to do wake me up. My oldest child is on a gap year and 8 going for, looking my daughter is at boarding school, so it’s just my youngest, Jake, that I get up to get him to school every morning. 2 SS work with verbs that have different meanings when Once I’ve done the school run I drive into town used as -ing forms or infinitives. about three times a week to carry out my charity work. I have set up two charities to give something Answers: back to society. One is Hope HIV, which helps 1 Right: I’ll remember to change before we go. young people affected by HIV, to get fashion skills, 2 Let’s stop to ask this passer-by the way. and the other is Teens Unite, a charity set up to 3 I won’t forget to bring the map next time. improve the lives of young adults with life-limiting 4 But I regretted missing the opening. diseases. 5 I’ll never forget seeing that cool jumpsuit in Part of the work of Teens Unite is taking teenagers pop-up colours. out to go to a football match or a concert. As I am 6 Yeah, but I’ll just go on wearing the same old also involved in the fashion week at De Montfort tracksuits. University and the University of the Creative Arts, I 7 Yes, he’ll go on to become a great designer. often have meetings with them to plan the selection 8 I must stop teasing her about clothes, then! process. I hire someone to pick up Jake after school and that means I don’t have to rush back. My function in the charities is to raise funds. I meet 3 Changing sentences with infinitives as subjects (which up and lunch with people to get money from them, often seem unnatural in English) to sentences where and I enjoy that. I’d like to go back into the business the subject is a gerund, a gerundial phrase or it as a arena but not to spend long hours as I did when I ‘dummy’ subject. ran my own shop.

43 B A straightforward comprehension exercise with the Answers: 1C 2D 3E 4B 5A text.

B SS have to supply one word to complete the Answers: summaries. These give them a model for the summary 1 F – Two are still at school, and one has just writing they are next asked to do. finished secondary school. 2 F – She has to travel to town. 3 F – Her charities help young adults with health Answers: problems. 1 right/best/appropriate, etc; unusual/quirky; 4 T price, supplier 5 F – She gets someone to pick up her son from 2 hours, travelling, sales school, so she doesn’t have to rush back herself. 3 successful/credible, unusual, expectations 6 T 4 way, unemotional 7 F – She didn’t like the long hours connected with running a design shop. c Writing a summary of a paragraph. 8 F – She’d like to get back to design but not to the long hours it involved. Example answer: Although a fashion degree like hers is a good start, 5 Further work with the vocabulary of the interview, a buyer needs to have experience selling, be keen to this time focusing on collocation. SS first match the do the job, able to analyse and organise, imaginative, two parts of the expressions, then use them in the and good with numbers. sentences that illustrate their meaning.

Answers: 9 A & B Vocabulary work with the interview. In 9A, SS 1 boarding school 5 life-limiting diseases find single words to fit the descriptions. In 9B they 2 school run 6 business arena find whole expressions. 3 gap year 7 selection process 4 charity work 8 fashion skills Answers: Activity 9A: 1 suppliers 6 drop 6 A vocabulary-building exercise. 2 stock 7 motivated 3 key 8 strategic Answers: 4 monitoring 9 analytical Types of clothing: tracksuit, waistcoat, tie, tailored 5 bestselling 10 numerate suit, jumpsuit (+, jeans, jumper, cardigan, jacket, shirt, underclothes, etc.) Activity 9B: Jobs in the fashion industry: model, tailor, retailer, 1 gross profit 6 a working relationship seamstress (+ designer, photographer, buyer (for, 2 keep an eye on 7 apparel management e.g. a department store), boutique sales person/ 3 take a gamble 8 retail experience manager, etc.) 4 take off 9 shop floor Places to buy clothes: market, second-hand shops, 5 stay on top of 10 creative vision boutique, online, stylist catalogue (+ department stores, supermarkets, etc.) Adjectives or expressions that describe clothes: trendy, casual, conservative, comfortable, sloppy, smart (+ chic, elegant, understated, sporty, glamorous, untidy, etc.)

7 An email writing exercise. Once again, SS can work with a partner in the next class, read each other’s emails and help improve them if they can. The emails can also be pinned up for others to read, which might provoke discussion if the advice given to the online pal differs!

8 A Reading for gist comprehension and to match the heading questions with the answers in the interview.

44 a classified section (sometimes called ‘small ads’) 6 All the news – advertising or notices from private individuals, that’s fit to print listing for jobs, items on sale, etc. puzzles, cartoons, etc. The unit focuses on the print media, and newspapers 2 The language/register of the newspaper: formal? in particular, with the grammar fitting in to this topic Varied, sometimes formal, sometimes informal by examining and practising reported statements and depending on the topic? questions. The functional aspect we look at can often be 3 The comprehensiveness or otherwise of the news quite useful: making complaints, and coping with them. reporting: Are the topics fully explored or just touched upon? Are readers given enough details about the topics? 6A Reporting for newspapers 4 Is the news predominantly Serbian or are there a lot of (pages 36–37) articles about wider global issues? 5 What is the political ‘complexion’ of the newspaper An introduction to the verb shifts and sentence patterns – to the right, the left or the centre of the political of reported speech. Here, SS are invited to practise spectrum? working with the transformations that are necessary when direct statements are reported, or vice versa, and Have students prepare a short report on their newspaper. to make their reporting more interesting by varying the One student reports on one of the above sections. reporting verbs that they use. Depending on timing and your own class aims, the reports can be prepared to be given orally (in English, Warm-up of course, so that they code-switch between the Serbian This sets the scene for the unit, and, having been started newspapers and their own assessment of them), or in class, could be done as a homework research project written up and pinned up in class for others to read. before SS start working with activity 1. Increasingly, people get their news from television or OPTION online bulletins. As preparation for this unit, you could ask SS to talk about the newspapers they read (if any), the It is always motivating for SS to meet ‘real’ reporters newspapers their parents or other family members read or editors: consider asking a local journalist – a (if any), and then to make a list of all the newspapers they reporter, photographer or editor from your local know of in Serbia or their part of Serbia. One function paper to come and talk to your SS (if possible in of this warm-up is to create a comparison for the English English, but otherwise they can talk to the class in types of newspapers that they encounter in the next Unit, Serbian, with SS writing a short report of the talk 6B. Have some Serbian examples ready for them if that’s in English afterwards). In some situations it’s also at all possible. In groups of about five, SS choose one possible to organise visits to the local newspapers newspaper to analyse under these headings (and others, if where SS can be shown editing and production they wish to add any). processes. 1 The sections, e.g.: local news: what kind of news? Political, social, etc. 1 The first exposure to reported speech. The five world news: what kind? Political, social, natural sentences are given in direct speech first, framed disasters, economic, etc. by quotation marks, then in reported speech (in bylines – recurring columns by a named journalist: blue). The first activity focuses simply on gist What topics? comprehension. SS simply have to match what the an editorial page: How many editorials or op-eds journalists say with the summaries of the jobs they do. (articles of opinion or editorials) are there? What are they about? letters to the editor: How many? What are they Answers: about? Editor: c, h a sports section: Results? Analysis of games? Reporter: b, d, g, h a lifestyle section: Health? Recipes? Fashion? Special Photographer: a, e, f, h pages for men/women/children? sections about science, technology, the 2 These three are grammar activation activities to get environment, etc. SS to be aware of the tense changes as well as other an entertainment section: Listings? Reviews? changes (time markers, pronouns and possessive Celebrity stories? adjectives) that have to be made when active speech is obituaries – short articles about people who have reported. just died advertisements: Where? How large?

45 a Verb tense shifts. I: For about a month and a half we rehearsed five afternoons a week. This was really good fun, but schoolwork was hard to catch up with. Answers: E: Were all the rehearsals worthwhile? a Past Simple (1, 6) I: Definitely! The show’s going really well. I’ve been in b Past Progressive (5, 6, 7) seven performances so far. I haven’t forgotten any lines c Past Perfect (4, 7) – yet! Once, I said my lines and then Connie (Maria) d Past Perfect (2) didn’t come on stage. I didn’t know whether to make up e would (3) some random lines, or just wait. I was on my own on f modal could (6) stage, not knowing what to do!

B Other shifts. Answers: 1b 2b 3b 4a 5a 6b

Answers: B a next week  the following week Once again, exposure to reported speech. Get SS to b I think  she thought; we’re all  they were all read through the nine answers carefully and write the c our jobs  their jobs questions in direct speech. SS can work together, with different groups being asked to write up the questions they’ve guessed before they listen. Then they can c This gets SS to look more closely at the example correct any differences after they’ve listened the first sentences and notice other aspects of the change from time. direct to reported speech. In particular, it is important for SS to become aware of, and try to internalise, the Tapescript difference in the way say and tell are used. This is a mistake which many learners make and although it R = Ryan, I = Isabella, E = Ellie doesn’t usually impede communication, it is one of Part 2 of the interview the language features which need to be mastered if the R: What’s the best thing you’ve ever done? student is to become a more fluent speaker of English. I: Acting in The Sound of Music. E: What are your favourite subjects at school? Answers: I: I enjoy Art, English, Drama and Design Technology, but a used hate Physical Education, because you have to get cold, b think, add, mention, insist, suggest wet and muddy! c somebody something E: What would you like to do if you didn’t act? I: I would like to do something to do with art. R: What do you do when you’re not in a show? 3 A Listening for gist and detailed comprehension. I: I play the piano, I do tap dancing and ballet and I love to The questions provide alternatives that support read. R: Who is your favourite actor or actress? comprehension but also give more examples of I: Catherine Zeta Jones. She’s brilliant! reported speech. Make sure SS read the six questions E: How do you fit your education in with the shows? and possible answers before they listen to the I: The teachers fill in a sheet of class work and homework interview. Let SS compare their answers in pairs and and I just do the work whenever I can. talk about the interview before continuing on to part E: Have you got any pets? B. They can also listen a second time if they wish. I: I have a big, fat, lazy, old cat called Jemima. R: What’s your favourite book? I: I love the Harry Potter books. Tapescript E: What’s your favourite film? R = Ryan, I = Isabella, E = Ellie I: The Sound of Music. R: What television programmes do you like to watch? Part 1 of the interview I: I really like watching The Simpsons. R: Who do you play in The Sound of Music? I: I play Brigitta – the third youngest child. R: How did you get the part? Answers: I: I went to a two-week Summer Theatre School. After the 1 Q: What’s the best thing you’ve ever done? first week I was sent to audition. After three auditions I A: Acting in The Sound of Music. received the part. 2 Q: What are your favourite subjects at school? E: How did you feel when you were told you had got the A: I enjoy Art, English, Drama and Design part as Brigitta? Technology, but I hate Physical Education. I: I was overwhelmed. I just couldn’t believe it. It was 3 Q: What would you like to do if you didn’t act? absolutely amazing! A: I would like to do something to do with art. E: Is your character similar to Brigitta’s? 4 Q: What do you do when you’re not in a show? I: I think so. We both read a lot, and we both like to learn. R: How often did you rehearse before the show went on A: I play the piano, I do tap dancing and ballet stage? and I love to read.

46 Mr L: Lambert, Bill Lambert. 5 Q: How do you fit your education in with the P: You know Mr Lambert, these things sometimes shows? take time ... I would recommend taking out another A: The teachers fill in a sheet of class work and ad, maybe a bit bigger this time ... homework and I just do the work whenever Mr L: OK, I’ll think about it. I can. P: Goodbye, Mr Lambert. Thanks for calling. 6 Q: Have you got any pets? M: Now you record it in the log, like this. Date and A: I have a big, fat, lazy, old cat called Jemima. time. The Complaints column: Mr Lambert called 7 Q: What’s your favourite book? to say his ad had not received any response. Then the Response column: We recommended blah A: I love the Harry Potter books. blah ... Oh, oh, here comes trouble. That’s Mrs 8 Q: What’s your favourite film? Plunkett, she comes in every Saturday morning. A: The Sound of Music. And she always complains there’s too much sex and 9 Q: What television programmes do you like to rock’n’roll in this paper ... watch? Mrs P: Hello there. Are you new here? A: I really like watching The Simpsons. P: Yes, I am. Marge is training me to do the job. Mrs P: Well, I certainly hope you can clean up this paper. There’s too much sex in it. And all this rock’n’roll Get the hang of it! stuff. I don’t like it. Complaining, responding to complaints P: Oh I don’t think there’s any sex in it at all, Mrs P. Mrs P: Oh how can you say that, there is, there is, far too 4 A The task is a listening one, with notes from it to much! be completed by the SS. To start with, work with M: Hi there, Mrs Plunkett. Thanks for coming in. Yes, the first two complaints only. Get SS to read the two I agree, there’s too much sex everywhere. I’ll pass complaints and try to guess what the response to the your complaint on to the Managing Editor, don’t two complaints is going to be. They can jot down their worry. You read The Messenger next week ... you’ll guesses in note form in their notebooks before they see we will’ve cleaned it up beautifully. listen. When they’ve completed the two responses, Mrs P: Oh thank you, Marge ... and erm ... you, young lady. elicit feedback on the job that Phoebe is being trained See you next week. to do, and the kind of complaints she received. Is this M: OK, record it in the log please. Mrs P. complained that ... blah blah. We assured her that ... blah, blah, a job SS would like to do? What qualities are needed blah ... And Phoebe, listen, don’t argue with the to cope with complaints over the phone? clients, please. Remember the golden rule: The customer’s always right ... Tapescript P: Yeah, but there isn’t any sex at all in this newspaper, and as for rock’n’roll ... is this the Sixties or what! M = Marge, P = Phoebe, Mr L = Mr Lambert, M: Oh, there’s the phone again ... over to you ... Mrs P = Mrs Plunkett P: Good morning, the Weekly Messenger, Phoebe M: Well, Phoebe, you’re going to manage the speaking. How can I help you? Complaints desk on Saturday mornings. I’ll be here today if you have any questions. P: Thanks, Marge. Answers: M: This notebook is the log. You record all the 9:15 Response: We recommended taking out a complaints, and all the calls – see, in note form, like bigger ad. this. Oh, there’s the first call ... you’re on! 9:45 Complaint: Mrs Plunkett came in to P: Oh ... oh ... I’m nervous ... complain that there is too much sex and M: Well go on, answer it. rock’n’roll in the paper. P: Hello, good morning I mean, this is the Weekly 9:45 Response: We said we would pass her Messenger. Can I help you? complaint over to the Managing Editor. Mr L: Hello. I want to complain about the ad I put into your paper two weeks ago. P: Yes, I see ... and what was your complaint? B This is a more creative continuation to activity 4A. Mr L: Well, I paid for this ad ... for my exercise bicycle ... and I haven’t sold it yet. Here SS are given both complaints and response, P: Oh, you mean no one has replied to your ad? and they have to imagine the conversation that gave Mr L: Yeah, what do I do now? rise to these two entries in the Complaints log. The P: Just one moment please, I’ll put you on hold and performance of the telephone conversations obviously come right back ... Marge, what do I say? provides an opportunity for SS to exploit the dramatic M: Make sure you get the person’s name! Say it possibilities of each situation. Make sure they try to sometimes takes time, and maybe he’d like to put in use the right emotional tone in performing the roles another ad, but bigger this time. both of the person complaining, and Phoebe. P: Oh hello there. Yes, I’ve looked it up, the ad went in two weeks ago. You know, Mr ... I didn’t catch your name?

47 c SS now move from a guided dialogue (4B) to a 1 A If you have done the warm-up option suggested for much freer one. Unit 6A, this will provide recycling and reinforcement for the vocabulary introduced. Get SS to work in pairs OPTION 1 or work individually and then check their answers in pairs. If there is time, a whole role-play can be constructed around this core dialogue. Phoebe might have Answers: to refer the complaint to the Editor in Chief (as a 1 – First section suggested in the previous complaint from Mrs b 3 – International news section Beamish). Encourage SS to be as ‘wild’ as they like in c 5 – Lifestyle section imagining the kinds of complaints received. d 2 – Editorial page e 5 – Lifestyle section OPTION 2 B A group or class discussion. It is often fruitful to Sequential activities. Can be done in pairs, with one get SS to have a first discussion of the questions in student responding to the partner’s first blog. pairs or groups and then ask them to report their 1 Writing Phoebe’s web diary or blog. That evening, conclusions, opening the discussion up to the whole she ‘reports’ the complaints she had to deal with class. The questions are staged, from eliciting personal in her new job on her blog. Get SS to imagine preferences to widening the discussion to discuss how she feels at the end of the day and whether broader value judgments. she feels she can continue coping with these many List the alternative ways of obtaining information on complaints! the board. 2 Writing a response: an informal email or letter. A friend of Phoebe’s reads her blog and sends a response to reassure her or to congratulate her on OPTION coping, etc. If your SS tend to treat ‘discussions’ rather perfunctorily, simply giving short answers to the questions and not going into deeper details, play a OPTION 3 ‘devil’s advocate’ game. Get the SS to report their Again, a sequential set of activities. Can be done answers, then at random (e.g. you can put all the in pairs. Alternatively, ask for all the letters to be SS’s names into a hat and pull one out at a time) handed in, folded. Put them in a hat or bag. SS then ask a student to stand up and QUICKLY deliver an draw out a letter and respond to it. opposite opinion. For example, if a student reports 1 Writing a formal complaint to the editor. You (first set of questions) that s/he only reads the are one of the people who complained to Phoebe headlines, the ‘devil’s advocate’ has to say quickly why and are not satisfied with the way your complaint this is a bad idea. For example, ‘Well, that’s just silly. was handled. Write a short letter to the editor, You won’t ever get to know all the details if you explaining the cause of your dissatisfaction. only look at the headlines!’ Or: if a student says that 2 Writing a formal response – the editor replies. SS their group doesn’t think it’s important for people of can decide whether the editor will try to placate their age to read newspapers, the ‘devil’s advocate’ the letter writer, that is, try to smooth over the retorts that they are living in cloud-cuckoo-land (a difficulty and pacify him/her. Alternatively, they false fantasy world) because they think they are still could decide that the editor will support Phoebe kids rather than adults, etc. Try to get the ‘devil’s and explain the policy of the newspaper in this advocates’ to think quickly of surprising or amusing respect. replies!

2 A Getting SS to look more closely at the process of 6B Can newspapers survive? writing an article in such a way that it will appeal to (pages 38–39) readers.

Unit 6B moves on, from looking at particular newspapers Answers: and the jobs of journalists, to the wider question of 1 Is the print media able to survive? whether or not the print media can possibly survive in 2 People are losing their jobs, so it’s important. our increasingly digital world, where so much is done 3 The hook might be the two questions in electronically rather than in print. There is some recycling paragraph 3, readers might want to read on to of reported speech, with the focus now shifting to find answers. reporting questions: another quite complex set of patterns for SS to cope with.

48 B An information-gap activity. SS work in groups of This model could take the form of in-depth analyses, four in Step 1. Ask them to take notes about their including articles on politics, economics, business and world discussion, and what they decided they would put in events. Such analyses don’t have to be time sensitive. In fact, their imagined continuations. they are more effective if they are not time sensitive. In Steps 2 & 3, SS in pairs read one of the two My idea of a print media model is one that takes a “slice” paragraphs, either part II or part III of the article, out of media information, then goes into great detail about make notes about it and write four short summary a particular subject, appealing to a specific audience. Only sentences. This obviously is quite a challenging then, I believe, can print media sustain itself with adequate reading activity, and this may take up some class time. advertising revenues. Alternatively, you could set the summary writing task This new model might mean that major daily newspapers as homework, especially if SS can work together out of limit their publications to as little as one day per week. class hours, either face to face, or via email or instant This would permit them to reduce staff to match their new messaging. mission. The fact is, hundreds of writers have been laid off In Step 4, SS share their reading of their own text in the last few years with no end to this trend in sight. As more and more younger people get their news online, there by dictating their titles and summary sentences. will be less and less of a need for daily newspapers. Encourage them to help each other while they are dictating and to discuss the content of the texts This transition will likely not happen in the next year or so. they’ve read. But happen it will, I believe. It would be fun to be able to look ten years into the future and observe how many daily newspapers and weekly magazines are still in existence. OPTION My feeling is that e-media, including all the bloggers, will be When the whole exercise is completed, you might taking a larger and larger chunk out of print-media’s “pie”. wish to go over the summarising step with SS, asking Print media is certainly on the defensive. But I personally them to tell you what key words or expressions in feel that it will always be around, in some form or another. the texts give a clue about each of the four aspects The big question for print-media is what that form will take. they have to pull out and summarise. For example, in Partner A’s text, the key words are: brand recognition, readability, friendliness, familiarity (the four print Answers: 1 1, 2, 3 2 b, d, f media strengths discussed). In Partner B’s text, the four key expressions might be: current contents (or updated in minutes), an open source and greater 3 The eight questions are a pre-watching set of numbers of young readers, capability to connect sentences that bring out the ideas and vocabulary SS (wherever you are), and increasing advertising are going to encounter in the video. Get SS to read the revenue for e-media. sentences in pairs and try to guess the answers. Then play the video. SS answer the questions in note form. If SS find this kind of listening/watching exercise c A discussion task, which exposes SS to the concepts difficult, get them to listen in pairs the first time, with and some of the vocabulary they will hear in the A being responsible for questions 1, 3, 5 and 7, and B listening exercise in 2D. There are no right and wrong being responsible for questions 2, 4, 6 and 8. answers: encourage SS to talk about their choices with other pairs and give their reasons. VIDEO script d Having made their choices, SS then listen to the EM = Erica Mihok, LH = Lugene Hudson, conclusion of the article and decide which ideas from LS = Laurel Sprague 2C the conclusion conveys. They then choose the ways LS: Erica Mihok is here on the Sunday family farm that the article says print media must change. Again, taking pictures of peacocks. It’s part of her story for encourage discussion and any dissenting views. the Newcastle News. There’s a reporter here too. But Erica isn’t here just to take pictures. She’s shooting Tapescript video. It’s all part of the new trend at the Newcastle News to turn their staff into one person multi-media P rint Media’s Future journalists. EM: All our jobs are meshing into one job. I’ve been doing Of course, it is quite difficult and perhaps unwise to make writing as a blog and also the reporters have been any definitive predictions about the future of print media. doing stills and video themselves and editing them. So My feeling is that it has to redesign its business model, thus we just think that digital is ... is the future. fully redesigning its content. LS: These days, Erica takes pictures, writes stories, keeps Obviously, there is absolutely no way that print media can a weblog and is armed with a video camera. But for achieve the timeliness of e-media. Since they can’t compete some reason the peacocks aren’t co-operating. in real time, they have to look at another model that will sustain them and hopefully attract more readers in the future.

49 EM: Getting the peacocks to ... er ... preen has been 6C Skills enhancement very difficult. Also, um, a lot of subjects when you take their pictures, they actually walk towards you (pages 40–41) when you want to take their pictures and video, you know, if you’re doing a human feature story. But Part I Listening when you deal with the animals you’ve got to kind 1 A&B These two activities continue the practice of of understand their mind set and their nature to run consolidating the progress that SS make as they work away, as a natural instinct. LS: Reporter Lugene Hudson has also had to take the through the enhancement exercises, by getting SS to digital track. look back at what they have done and reflect on their LH: And again, it’s another dimension and it’s also called own strengths and weaknesses. Teachers sometimes job security. The more you can do, the better off you report that SS want to do an exercise quickly, and not are ... for sure. go back to it or reflect on their own performance. EH: There are a lot of older generations that I know of If your SS get restless with the requirement for self- other papers who say, I’m photo only. Well, with assessment, compare the process to the one which is that attitude, eventually you will be gone. Because adopted by a coach if anyone wants to progress from a they want the people who will do video, who will do beginner’s to a more advanced level in a sport. In any audio, who will do stills and who will write. LS: Who knew out here in the countryside of Lawrence serious training programme, athletes or sports people County you’d find the future of digital journalism, will be encouraged to analyse their past performance alive and well. Reporting from Hickory Township, and to visualise, discuss and then try out strategies I’m Laurel Sprague. for improving their techniques. This is essentially the process SS are invited to carry out in these exercises. 2 Having discussed their strategies and chosen ones Answers: which could be useful for them, SS apply them as they 1 No, she’s also shooting video. listen to the interview. 2 No, they’re meshing. 3 Digital. Tapescript 4 She writes stories, keeps a weblog. I = Interviewer, GH = Gretta Hinkley 5 No. 6 Their instinct is to run away. You will hear an interview with Gretta Hinkley, the director of Media Studio, a company that works with teachers to help 7 Take the digital track (do different jobs). promote media literacy in schools. 8 Do video, audio, stills, and write. As you listen to the recording decide whether the following statements are TRUE or FALSE. You will hear the recording 4 A SS read the reported questions and work out the twice. Now read through statements 1–7. rules for changing a direct question into a reported I: Good morning, Gretta. And thanks for coming in to question. the studio to talk to our listeners about Media Studio. Now as I understand it, this is a company which Answers: you’ve just started, and its aim is to encourage media a whether d do literacy in upper secondary school students. Let me b change e a question mark start by asking: what do you mean exactly by ‘media c pronouns f statements literacy’? GH: Well, you know that our schools teach literacy – they teach their students to read and write. Traditionally, B SS complete the reported questions. The beginnings we wouldn’t say a student is literate if they could read given serve as examples of different verbs they can use but not write. So media literacy is the same. By media to report questions. literacy, I mean not just being able to interpret the images and stories that circulate in our culture, but also being able to produce media (and to understand Answers: all of the factors that shape the production of media). 1 The reporter enquired what else Erica did. Indeed, to have some insight into media, really 2 The viewer wondered whether the peacocks co- understand media, we have to be able to step into the operated with the photographer. role of media producer and understand the choices 3 We asked her why working with animals was that shape the media that we consume. more difficult than working with people. I: In my days, teaching meant that old saying, you know, 4 They wanted to know what reporters had to do ‘chalk and talk’. Is media really so important in the these days. classroom? GH: It certainly is. Many teachers, and especially younger teachers, are aware that popular film, when it’s used skilfully in the classroom, can promote rich learning experiences. These teachers are already using materials they have obtained from the Internet, and they recognize the need for critical thinking skills about images, media, popular culture and technology.

50 I: So this is something teachers are already doing? 3 Group comparison of the answers and discussion. GH: Yes, but there are great challenges as well. Lots of teachers are using media and technology in the Encourage them to report their experiences to the classroom, but not always in ways that promote class. critical thinking and communication skills. Many 4 The personal log. This is left to the student to teachers use audio-visual media as a reward or complete. a treat. Other teachers send their students to the computer lab, but they don’t create assignments that are structured to provide rich learning experiences. Part II Writing As a result, a lot of what is happening with media and technology in education is not building the kinds 5 An awareness-raising activity, encouraging SS to look of skills that are important for success in the world back, reflect on their experience, and build on it. outside the classroom. 6 A This activity is a preparation for the writing task, I: What you’re saying is that audio-visual media isn’t giving SS a fund of vocabulary for both the format – really used in educational ways ... writing a formal letter of enquiry – and the content of GH: Absolutely. Over half the classroom teachers we work with say that film and television is used in their letter. Get SS to consult each other and compare non-educational ways in schools. This includes as a answers, especially for the additional expression they substitute teacher, for “downtime”, as a reward, or to add to each category. fill time. That’s a problem that must be addressed, because educational leaders will never accept media Answers: literacy as fully legitimate until the problem of misuse 1 Expressions for teaching media literacy: b, e, i, m of media and technology is confronted head-on. 2 Expressions for ‘behind-the-scenes’ media I: So your main task is to change the perception of training: c, f, j, k media use in the classroom? 3 Expressions for requesting (information, etc.): GH: That’s right. And another important challenge is this: we have to keep media literacy relevant to the a, d, l, (other expressions: We’d like to know ... / continually changing media environments of the We’d like to ask you about ... etc.) 21st century. Some students nowadays are learning 4 Expressions for ending the letter and thanking about how to analyse news and advertising critically, the receiver in advance: g, h, n (other using examples from the early 1990s. Sometimes expressions: Thank you for your time / We’ll be this works, but often it means students don’t see how grateful for any information you can send us ..., media literacy bridges the gap between the classroom etc.) and the culture. This problem is challenging, because it’s hard for teachers to keep on adapting their B Brainstorming with a partner is an extra way materials to match the changing media environment. of preparing for the task of enquiring about the Few have the training, knowledge, resources, time or seminars. Get SS to write their extra questions on the tools to do this. I: How do you balance entertainment and education board. goals in teaching media literacy? 7 SS read the instructions for the letter. The stimulus GH: Well, the materials we use have to be entertaining, provides the framework and purpose of the letter they or the students won’t be interested. But we try to are about to write, and corresponds to the purpose build educational goals into the activities we use. We think these can be used to promote rich dialogue, you would normally have in real life where you have reading, writing, and discussion, and also strengthen read or heard about something and wish to get further critical thinking and communication skills. And details about it. finally, we offer a “behind-the-scenes” perspective to This is an opportunity to work with the SS so that they provide information about issues in media industries. can use the stimulus effectively when they meet this We try to show students how media messages are kind of requirement on a test. Ensure that they pay constructed, not just to lecture them about it. attention to these questions: I: Thank you so much, Gretta – and teachers and boys What parts of the stimulus would they underline and girls, watch out for the Media Studio seminars quickly so that they can be sure to include them in coming to your schools ... soon! their letter? (e.g. the address) How would they use the list of details to be included Answers: that is given in the stimulus? (e.g. use them to 1 F – It also focuses on producing media. structure the body of the letter, transfer them to their 2 T plan, write questions relating to them ...) 3 T 8&9 Planning and writing the letter. 4 F – This is not really educational. 10&11 These are part of the process writing procedures 5 F – It’s only valuable if it is related. SS have worked with before. Because they have 6 F – They don’t have the training or the time to already done it with writing tasks, it may be do this. useful to get SS working with a new partner – e.g. 7 F – It makes them more critical. by drawing names from a hat – so that they have a chance to see the work of a new member of the class and work with him or her.

51 12 In this feedback session, you could first focus on what 6 Harvey explained that that was not exactly right. the SS observed when they read their partner’s letter. He added that last year they had only made it to What persuasive reasons did SS come up with for the quarter finals. making the seminars available to SS at your school? 7 Millie reminded listeners that the auditions for Then, move on to their second experience of writing a the school plays would not be held that day but formal letter. Ask SS to write particular difficulties or would be held in the auditorium the next day, tips to make the process easier on the board. starting at 4 pm. 8 And finally, Harvey denied that there was any 6D Are you on your way up? truth in rumours that the half-term holiday was (page 42) going to be extended by a fortnight this year. 9 Millie enquired whether/if that was all he was Test 3 going to say about that. Further practice with grammar and vocabulary covered 10 Harvey exclaimed that he didn’t know a thing in the previous two units. SS check the answers on about it. He promised that if he heard anything, page 124. Alternatively, ask SS to swap books with their he would let everybody know. partner and assess each other's work. 2 SS use their knowledge of the reported speech shifts to 6E Project detect the mistakes in eight of the sentences. Fashion magazine (page 43) Answers: 1 Correct A guided step-by-step activity. While making the project 2 The reporter mentioned that the day before, she SS will revise the new vocabulary and at the same time had covered the sports day at their school. use their imagination and creativity. In groups of four 3 She had enjoyed the long jump the best, because SS create a fashion magazine. It is important that each the athletes had tried so hard in the competition. member of a group participates. One student can design 4 The photographer told the students that he had a cover, the other can write articles, or maybe do the taken many photographs of all their school’s best interviews. If SS opt to do print form, they should provide races. enough copies for all groups. In the end, they choose the 5 The photos would be published in his weekly best fashion magazine. blog, he assured the students. 6 The students told the class/the school/the other students that the reporter was going to write an Workbook article about the school’s play. / The students said that the reporter was going ... 1 Grammar practice that asks SS to transform direct 7 She complained that that day she was quotations into reported speech and gets them to overworked because she had spent time out of revise and use the different reporting verbs they have the office, and she still had to write her report. learned in the unit. 8 The editor told the students that he had the overall responsibility for the paper. / The editor Answers: said to the students that he had the overall Some variations in the reporting verbs are possible responsibility for the paper. here, as long as each verb is used only once. For 9 Correct example, reported and said are interchangeable, as 10 He explained that the next day the staff meeting are: asked and enquired, went on to say and added. would decide on the final selection of material for publication. 1 ... reported that they had won their third match in a row on Saturday. 2 ... said that the basketball team had not been so 3 A & B More practice with reported speech. This time, lucky, as they had lost their game and he wished SS transform reported into direct speech. them better luck next time. 3 Millie claimed that the swimming team was Answers: going from strength to strength, and had placed Activity 3A: second in the national heats. She went on to say 1 What sports do you like best? that this was great going for the girls. 2 Do you prefer individual or team sports? 4 Harvey suggested that the cyclists could learn 3 Can any student opt out of sports altogether? from the swimmers, because they had almost 4 Will you be going on to the national made it to the finals of the championships. championships? 5 Millie asked whether/if that wasn’t the second 5 How many days do you spend training every time they had been in the semi-finals. week?

52 6 What do students these days think about team 5 A & B Using make and do correctly in idiomatic sports? expressions is usually a bit of a nightmare for learners 7 Are any of the team going to try out for the of English! In 5A, SS write the expressions, using Olympics? their dictionaries if they need to. In 5B, they use the 8 Is the coach strict with team members? expressions in appropriate sentences. 9 Are there any penalties for students who miss practice? / What penalties are there for students Answers: who miss practice? Activity 5A: 10 Do you have enough time to keep really fit? do: the washing up, exercises, the shopping, the cooking, badly, (me) a favour, (any) good, well, Activity 3B: harm make: a mistake, a complaint, the beds, an attempt, (there is a variation in the choice of reporting verbs) an exception, an effort, an excuse, (some) changes, 1 We asked her whether she remembered what it a decision was like to have to train so hard. 2 She asked whether we thought she had an easier Activity 5B: life than ours. 1 effort, make some changes 3 She wanted to know if we had ever had to get up 2 make the beds, do the washing up, do the at 4:30 am and go out in the pouring rain. shopping, do the cooking (in any order) 4 She enquired whether we could watch the police 3 a favour, decisions, make an excuse dealing with a car crash and take notes about it. 4 complaints, do harm, do any good 5 She asked if we would remain calm when we 5 making a mistake, make an attempt, doing well, were interviewing someone really rude. done badly, do exercises, make an exception 6 She wondered if we knew how lucky we were. 7 She enquired whether any of us had ever aspired to be reporters. c SS write sentences to show the meanings of the 8 She wondered if we were going to get through new expressions, using their dictionaries to check the tough interviews to land a job. the meanings first, if they need to. You can get SS 9 She wondered whether we would have the to compare their sentences in pairs next class to see stamina for that kind of life. whether they can offer any suggestions for improving 10 She asked who would like to work with her on them. Saturdays. OPTION 4 A matching activity for the first seven sentences. Follow-up activity in class. A game of ‘make or do There is a puzzle element as some sentences could tennis’. Divide the class into two teams. Each team be matched with more than one ending, e.g. ending prepares a list of ten expressions using either make (a) could be used with the first five sentences. As SS or do. They can use the ones they’ve worked with or work on, however, they have to think about each one find new ones in the dictionary. In turn, they ‘serve’ of the sentences and they can see that there is only an expression to the other team, who have 20 seconds one really appropriate continuation for each sentence. to come up with an appropriate sentence to illustrate The seven sentences build up the story of Connie’s the meaning. Points can be given for correctness and job application. SS are asked to imagine and write her also for the most amusing sentences. friend Jake’s opinion when he finally gets to have his say in sentences 8, 9 and 10. 6 A & B Two exercises to help SS develop quick reading Answers: for gist and overall gist understanding. 1 f 2 g Answers: 3 e Activity 6A: 1D 2C 3A 4B 4 b Activity 6B: c 5 a 6 d c SS have to produce short answers to comprehension 7 c questions. Checking the answers could be done by SS 8 e.g. ... he’s right, you’re not really ready to take a in pairs (next lesson if done as homework). Get them job, etc. Something that leads to her question 9. to comment on whether the short answer is: 9 e.g. Well, he wasn’t very impressed, anyway. / 1 short – it is not necessary to write complete Maybe you need to reconsider your attitude to sentences the job, etc. 2 comprehensive – all elements of the questions 10 e.g. A truthful one. You asked the question! A answered real friend doesn’t conceal the truth. 3 to the point – no unnecessary elements added

35 Answers: 1 Chatty people give too many answers, silent people not enough. 2 Manipulate them to give you what you want. 3 To get your subject to relax and talk to you. 4 They think they might not say the right thing (tip 2) or come across as unintelligent (say something that makes them look stupid) (tip 4). 5 Put your subject at ease, ask them easy questions about themselves, reassure them, make jokes. 6 To make the subject feel more confident and willing to talk.

7 Vocabulary-building tasks, getting SS to work with the language of the text they’ve read. a SS transform adjectives from the text into nouns, using their dictionaries if they need to.

Answers: 1 reluctance 6 clue 2 talk 7 confidence 3 safety 8 eagerness 4 security 9 relaxation 5 possibility

B Work with verbs from the text.

Answers: 1 to struggle 5 to manipulate 2 to derail 6 to drill 3 to crave 7 to clam up 4 to overwhelm

54 7 Television insights Answers: Activity 3A: 1 Different microphones pick up sounds which A step-by-step approach to working with and have to be balanced and mixed by the Sound distinguishing between defining and non-defining relative Supervisor. clauses is linked in this unit to further awareness-raising 2 The person whose skills make people look good exercises on politeness registers. The topic is television, under bright lights is the Make-up Artist. first a look at the many professionals and technicians 3 Deciding which camera to use is a job that is working behind the scenes to create programmes, and shared by the Producer & the Director. secondly audience reactions to Reality TV programmes. 4 The people that work together to produce a fine visual quality are the Camera Operators, the Producer, the Director, the Vision Mixer. 7A Behind the scenes 5 The person who gets everyone working together (pages 44–45) smoothly during studio filming is the Floor Manager. The grammar focus here is on defining relative clauses. 6 A story set in the past requires costumes the Wardrobe Team have created. 1 A personalising warm-up to the theme of all the 7 A programme’s funny or serious mood is many people whose combined work produces the something that can be controlled by the programmes which we watch on television. Lighting Director. OPTION 1 8 Sometimes shots that come from previous films are put into a programme by the Vision Mixer. Before SS start looking at the questions, explore the 9 What is needed to project an effective visuals on this page with them. What are the three performance is a good relationship between the people doing in the visual on p. 44? What is the two presenters. purpose of the bank of screens they are looking at? Have any of the SS ever visited the control rooms Activity 3B: of a television studio? Ask them to tell the class of 1 already 5 can their experience. What other jobs can they see in 2 who 6 the thing(s) which the photo on p. 45? (camera operator, script girl, 3 which 7 whose perhaps a lighting supervisor checking lighting, 4 that 8 never sound technician (the man behind the presenters in the photo ...) 4 Having worked out the rules, SS now apply them. The exercise also recycles the vocabulary they have OPTION 2 encountered in the text. It is possible that it would be good in some classes P ossible answers: to reverse the order of activities 1 and 2. Start with 1 The actors who/that are on standby are waiting looking at the visuals, as in Option 1, then go straight to perform. / The actors who/that are waiting to into activity 2, where they have to work with all the perform are on standby. different types of behind-the-scenes jobs and become 2 The safety regulations which/that are imposed familiar with the vocabulary and the concepts by the government are the responsibility of the involved. Then, when they’ve been able to assess Floor Manager. the jobs, get them to work through the questions in 3 The Lighting Director changes the lighting activity 1, exchanging their ideas in groups or with to create a mood that/which suits the type of the whole class. programme being filmed. 4 To achieve a satisfying result, the Sound 2 This is a fairly long text, and SS are encouraged to Supervisor mixes sounds that/which come from read it right through in pairs first, before starting to different directions. answer questions about it. They can help each other 5 The Camera Operators whose responsibility is with any difficulties. The aim is obviously to get SS to projecting good quality images work under the realise that even if they don’t understand some words, orders of the team in the control room. / The they can still extract quite a lot of gist meaning from Camera Operators who/that work under the a text. Once again, get SS to ask each other if there are orders of the team in the control room have the difficulties they can’t solve themselves in the text. responsibility of projecting good quality images. 6 The many screens in the control room provide Answers: 1c 2f 3h 4d 5a 6g 7b 8i 9e pictures of what’s happening on the studio floor. / The many screens in the control room provide 3 A grammar activation exercise. SS use the sentences pictures of things that/which are happening on in activity 2 to work out the rules behind defining the studio floor. clauses.

55 5 A This is quite a complex video, and it is therefore Tim: There’s a lot of news going on. What I’m looking at here at KDFW, it’s Fox in Dallas. They’re just important for SS to read the sentence beginnings to living a major house fire so we’re still gathering gain some idea of the content and vocabulary before details. They’re pulling out of there. We’ll get some watching. SS in pairs read the sentences and try to information and the latest pictures as it goes on. guess the answers. Play the video once, then let SS Fortunately nobody hurt there. have a few minutes to complete their answers before TG: Tim Gunn, thanks very much and Tim, and his playing it a second time. associates down here, Doug Jacklin we’ve got Chris and I want to swing over here and show you the intakes section. This is kind of I guess the bridge of VIDEO script the Starship Enterprise. This is where all the videos MM = Martha MacCallum, TG = Trace Gallagher, and the transmissions come into ... and everything HF = Harris Faulkner that comes into here is disseminated throughout the building and if you can swing back over here, Chris, MM: That is right! This is the New Live Desk, everybody, you’re doing such a great job, you can see Martha ... we’re very excited about it. I’m Martha MacCallum. MM: He can swing everywhere, he’s so good at it. TG: Indeed we are. I’m Trace Gallagher. Welcome to the TG: And Martha can tell you about what’s going on on the Fox News Nerve Centre, the newsroom where it all flip side of the news. happens. Throughout this broadcast we’re going to MM: Alright, thanks, Trace. So over here we’ve got the give you a behind-the-scenes look at how we do what Media Desk and behind us is the Live Desk, where we do, bringing the news from our headquarters into the show originally got its name and that’s where all your living room. the remotes come in from across the country so when MM: Yeah, which is sometimes a messy process. We’ll we’re waiting to find out if video is ready we can check show you a lot of it here. Keep an eye out on the three in there at the Live Desk. And behind that is the ‘war remotes on the right-hand portion of your screen. room’ – a couple of very big important meetings with These boxes are going to keep you updated on some all the important folks at Fox News gather there twice of the satellite feeds that we have coming into the a day to kind of go over what we’re looking at for the newsroom at all times. And Trace is over here in the day. But of course everybody rushes in there if there’s newsroom. Tell us a little bit about what’s going on some big news breaking. You’ll see everybody kind behind me. of piling in there to get ready to figure out how we’re TG: Because the reason we’re in the newsroom, Martha, going to tackle it, how we’re going to handle that is because this really is where it’s all happening. I strategy. So there’s just a lot of ... you know, it’s fun mean, you know if we want information fast, the being down here, isn’t it, Trace? ... where all those best best place to get it fast is right here in the newsroom. people are. I’m going to give you a quick little tour around here, TG: Yeah, we talked about the site, so there’s also the beginning with the O ‘n’ O desk. It stands for owned sound. You’ll hear beep ... Remember the old days and operated and we’ve got Mike here and Chris in television news you heard click, click, click of the over there and if something happens in one of the typewriters? Well now it’s beep beep beep ... those are News Corp’s owned affiliates, you know Chicago, wires crossing and those will give us an idea of what LA or New York, these guys will know about it first. is happening in the world; and of course everything We could walk over to them, find out when video’s that comes out of here is kind of funnelled up to coming in, when correspondents are about to be up Control Room 4, and that’s where Harris Faulkner is and ready to go. standing by ... Harris. If you flip back here – Chris is going to follow me HF: Actually, this is where all the producers are and where down here – this is the foreign desk. Welcome down the decisions are made about what will go on the air. here, to Tony and Anastasia. The thing we have here is As all that information is coming in to the remotes everything that happens outside of the United States here in the Control Room 4 and all the urgent wires is their territory ... Today, we’re talking about the and everything are hitting, the producers behind threat level being raised in the United Arab Emirates me make the decisions about what you will watch so they are in contact constantly with our bureaus from home. Right now, back to you guys down in the around the world, whether it’s the Middle East or newsroom. Rome or London, etc. If we need information from TG: Harris, thanks very much. them we can walk over here, talk to them, or they can kind of give us a shout out. I mean that’s the reason we’re down here is because we’re all trying to get Answers: involved. This big part here, this is the national desk. It’s the 1 it all happens biggest part of the newsroom because this is where the 2 is sometimes messy most manpower is, and womanpower, this is where 3 some of the satellite news that they have coming all the information from the national desk comes in. I in to the newsroom at all times want to kind of take you around here. I’ll show you the 4 the various affiliates – ‘sister’ companies across big star of the assignment world. Tim Gunn. I’m sure the USA you all recognise him, he’s been assignment manager 5 that happens outside of the United States here for a long time. Tim, who by the way is just back 6 from the nation – from the USA from back surgery ... Tim, welcome back. 7 the control bridge of the Starship Enterprise MM: Welcome back. TG: Tim, what are we quickly watching here? Give me 5 (from Star Trek) seconds of what the biggest story is ...

56 8 the Live Desk (where all the remotes come in Tapescript from across the country) P = Presenter, L = Lisa, W = Wendy, K = Kirsten, 9 the ‘war room’ – a reference to rooms where D = Derek, J = Jasmine important strategic or military decisions are P: A new study has shown that reality shows are the made, either in times of war (e.g. the Churchill most successfully exported European television war room) or in political campaigns (e.g. programmes, notably to the United States. Programmes Clinton’s campaign for the US presidency, which such as Survivor, which is produced by a British- is examined in a film called ‘The War Room’) Swedish company and has contestants competing in 10 will go out on the air the wilderness for cash prizes, Big Brother from the Netherlands, where a group of people live together in a B To round off the unit’s work, SS compare answers house isolated from the outside world while constantly and discuss their reactions to the video they’ve seen. watched by cameras, and Dancing with the Stars, a show Ask them to list their reasons for liking – or not liking that pairs celebrities with professional dancers for weekly dancing competitions – all these have become the jobs they’ve seen people doing in the video. massively popular with American viewers. But surveys also show that the viewing public either loves them or 7B Reality TV – love it or hate it! hates them. Our reporter Lisa Pensay went out into the centre of London to conduct our own mini-survey (pages 46–47) about reality TV. Lisa? It’s the turn of non-defining relative clauses to come L: Hi, good morning, listeners. I’m here on Regent Street, under the spotlight! with people all around me, many of them tourists eager to find bargains in the summer sales. With me is Wendy – Wendy, you’ve come all the way from Virginia in the 1 A & B These two activities set the scene for the USA. Tell me, is it true that reality TV is hugely popular topic. SS work in groups to list all the Reality TV in the United States? programmes they know or have watched, and reasons W: Oh for sure, Lisa, all these shows are tremendous hits. for thinking that this kind of programme is great – or You know people say they’re garbage, oh, erm, wait a terrible. Get SS to write the reasons down in their minute, someone told me yesterday you say ‘rubbish’ notebooks, at least in note form, as they will be asked in this country ... Yeah, OK, well people say they’re to refer to them in activity 2. rubbish, but I think that’s just kind of a snobbish reaction ... For some people, these shows are good ... they help people realize that their lives are not all that FOLLOW-UP OPTION bad after all. People see that they are not the only ones with problems and dysfunctional lives and families. Quickfire opinions. In activities 1A and 1B, get SS to L: Thank you, Wendy. That’s certainly an interesting point list as many Reality TV programmes as they can on of view ... the reality show as social therapy ... Now I’ll the board. Divide the class into two groups, tell them turn to Kirsten, from Sweden. Kirsten, let me ask you, the rules of the game, and let them exchange ideas. what’s your opinion of reality TV? In turn, one student from each group gets up, selects K: I think it’s terrible. I agree with our King you know, one of the programmes, and challenges the other King Carl Gustaf. He gave an interview to one of our group to say either a positive or negative thing about newspapers ... and he said he thought this kind of programme was bad for society. They show people it. SS from the other group take their turn to give one trying to ... crush each other, instead of acting in a positive reason for watching it (e.g. it’s interesting, cooperative way. He said that’s not how it should be in very amusing, educational; it lets you see different society. We should try to help each other. People who people whom you can admire, etc.) or one negative are weaker should be helped, and taken care of ... That’s reason (e.g. it’s a waste of time, silly, poorly made; it what he said, and I totally agree. reinforces negative class stereotypes; it just pretends L: How interesting. You’ve got an outspoken monarch in to be ‘reality’ but is really very staged, etc.). The rules Sweden! Thanks for that, Kirsten. Now here are Derek are that each speaker has a maximum of thirty and Jasmine, from South London ... Hi there. You’ve just heard quite different opinions about reality TV. What’s seconds and must not repeat anything already said. If your take on this question? a speaker cannot think of anything or fails to speak D: Hi, Lisa. Well Jasmine and I don’t agree at all on this within the time limit, they are out. The group with one. It’s entertainment, innit? As long as it’s just fun, what’s the problem? If people want to watch, let them the largest number of SS still ‘in’ at the end of a set watch. If they don’t like it, there’s an easy solution, you period (e.g. 8–10 minutes) wins. know. Just switch it off. J: Yeah, but it’s not so simple, is it? Look at all the kids watching this junk. My little sister watches Big Brother, 2 A Listening for gist. The topic has been set by activities and they’re always quarrelling and nasty to each other in 1A and 1B. there. And well, it’s like voyeuristic, you know? We get After the first listening, get SS from the groups to our kicks peeking in at someone else’s private life ... isn’t write on the board one reason that they had written that like ... a bit tacky? in their lists and that has come up in the programme. They can then add new reasons from the programme.

57 D: Oh, c’mon, it’s pretty naïve to think it’s actually 4 A Grammar activation. SS have to study the sentences someone’s private life. That stuff is all edited ... the clashes and all the conflict between the stars, that’s all and work out which of them contain defining, and constructed and whipped up by the director ... From which non-defining, relative clauses. The sentences the time the participants go on camera until the end of recycle the vocabulary of Reality TV. the show, it’s all edited. Parts are cut out or re-arranged so what we see in the final show is manipulated, yeah? Answers: Maybe it should be called unreality TV. 1 Sentence B 4 Sentence A J: So what? Even if it’s not so real, it’s still harmful for the 2 Sentence A 5 Sentence A kids. 3 Sentence C D: Yeah, but it’s great business! Millions watch, so those programmes must be doing something right. And at least it’s European, and not stuff we get from America. B Here SS apply the insights gained from 4A to find L: Well thanks, guys, and there you have it, the views from the mistakes in the six sentences. the streets of London ... Back to you in the studio, Greg. Answers: 1 The show that/which the Swedish King disliked showed contestants crushing each other. Answers: 2 Big Brother, which came originally from the For: it’s snobbish to dismiss it as rubbish; it makes Netherlands, became hugely popular. people feel better about their own lives, they see 3 The conflicts that we see on screen are whipped others have problems too; it’s just entertainment, up by the director. (no commas) if you don’t like it, switch it off; it’s great business, 4 People realize that their lives, which they think millions watch, and so it must be doing something are terrible, are not all that bad. right; it’s European, not imported from the States 5 The viewers are the ones who are responsible for Against: it shows people crushing each other what they watch. instead of helping each other, which is not what we 6 Derek, who is from South London, thinks should do in society; it’s not good for children to Reality TV is just entertainment. see so much conflict; it’s ‘voyeuristic’, ‘tacky’; 5 A A scanning exercise. SS read through the six Note: ‘It’s all edited and manipulated’ to be replies quickly, to find the aspects highlighted in the discussed. It could be seen as a reason for looking at questions. It’s useful to tell SS that more than one it just as entertainment, not serious, or a reason for reply might show the features they are looking for. thinking it’s false and manipulative. If you feel SS might find this difficult, go over the six questions, asking if there are any difficulties, e.g. B A general discussion and airing of opinions. SS can what is the meaning of ‘for political aims’ or ‘just discuss the ideas in groups and then report back to exercising their right ...’? You can also do number 1 the class, or you can structure this as a whole-class with the whole class before getting the SS to do the discussion. other five. Encourage SS to read quickly, trying to get the gist even if there are words or expressions that are 3 A & B Vocabulary work based on the programme. unfamiliar to them. Get SS to fill in as many of the adjectives in 3A, and Answers: expressions in 3B, as they can, in pairs if they like, 1 Replies 1, 2, 6, 7 4 Replies 4, 6 before they listen again. 2 Replies 1, 7 5 Replies 2, 5 If SS like competitions, get them to try to work out as 3 Reply 3 6 Reply 4 many as they can from memory and keep scores when they listen again. Get the hang of it!

Answers: Politeness registers Activity 3A: Activity 3B: 1 professional 1 garbage (US), junk B This functional panel works with the text SS have 2 dancing 2 massively, hugely read in activity 5A to raise awareness of politeness 3 viewing 3 isolated from the registers. Although it is usually quite easy to 4 snobbish outside world distinguish between an expression that is so rude 5 dysfunctional 4 taken care of it is a downright insult and one which is extremely 6 social 5 get our kicks polite, the ‘in-between’ registers – informal, slangy or 7 cooperative 6 peeking in at ironical expressions – are often harder to spot, and are 8 outspoken 7 tacky indeed often matters of interpretation. For this reason, 9 voyeuristic 8 clashes SS are given an example, number 1. You can go over 9 whipped up this quickly with the SS, then ask pairs to decide about the remaining numbers and report their reasons to the class.

58 c Answers: The first reading of the text necessarily focuses on 2 a N & I b S c IR & DI d S matching the seven extracted expressions. In this e IR & DI f S g IR & DI second reading, SS are asked to think specifically 3 S about the issues that have been raised in 1A, and 4 S, DI decide whether the statements apply to teens in 5 IR the US. This is obviously an opportunity for a first comparison of television habits in Serbia and the USA. The cultural comparison will then be widened c The task is in two parts. First, SS write a more polite in subsequent activities. There is no right or wrong version of comment 6. Get them to compare their answer here – in class feedback, encourage SS to give results with those of others in the class. reasons for their decisions. Secondly, SS write their own reply to the newspaper’s question, giving their own opinion. The task is an 2 A vocabulary exercise. SS locate the opposite word, open one: SS should write a comment about the same then try to define it from the context. They could then length as the ones they’ve read, and they are free to look the word up in their dictionary to check. express their own views about Reality TV. If you’ve got a class website, they can post the comments on that, Answers: or otherwise pin them up for others to read. 1 knock your socks off something that really surprises you 2 eye-openers 7C Teens and television facts that are not known, interesting, amazing across the world 3 against all the odds (pages 48–49) This is unexpected (we would not have bet on it). 4 non-connected media any media not connected with the internet Having thought about television in their own country, SS 5 far from abandoning TV now broaden their views to consider surveys of television We are definitely not going to stop using TV. habits among young people in many parts of the world. 6 countering the myth This disproves a generally accepted opinion. 1 A A discussion activity which sets the scene and It shows the generally accepted opinion to be personalises the topic for SS. They tick the statements untrue. they think are true for them. In the class feedback, get 7 an outlying teenager SS to give reasons for their choices. This is a teenager who is not typical, who is unconventional, who doesn’t behave like OPTION everyone else of her/his age. Alternatively, when pairs have ticked the five sentences, go through them: ask SS who thought 3 A comparison of the average daily viewing figures in sentence 1 was true for Serbia to stand up. They give the US and in your own class. This is a content and their reasons, and the people still sitting give theirs language integrated training activity, which gets SS to as well. use the averaging techniques they learn in their maths courses to produce an average viewing figure for their B A cloze-type reading exercise. This is an ‘objective’ class and compare it with that given in the survey cloze, where the choices, all adjectives in this case, they’ve just read about. are given and have to be slotted into the appropriate places in the text. The multiple aims of the exercise 4 A A prediction exercise, following on from 3, but are to develop reading skills by getting SS to engage preparing SS for the listening exercise they are about with the text on the level of meaning and vocabulary, to do. to show them that they can make appropriate choices B by drawing on their background knowledge of the The first task is a fairly easy ordering one: SS listen topic (here the topic extends work done in the unit), and put the countries they hear in the right order, and finally to expand their reservoir of adjectives, starting from the lowest to the highest viewing figures. especially compound or two-word adjectives. They then decide where in the list to put the US, whose figures they have been given in 3, and Serbia, where they extrapolate their own class figures as Answers: 1d 2b 3f 4a 5e 6g 7c representative of their whole country.

59 Tapescript Answers: P = Presenter, L = Dr Ludlow 1 F – The survey was carried out in over 50 countries. P: In other developments, an American survey of teen 2 F – It showed that teenagers still read books. habits across their country and the rest of the world has 3 F – The teens who watch TV the most are not revealed that the commonly held view that teens are too busy texting and Twittering to read or watch television the Americans. is not correct. Dr Ludlow, you’ve also conducted surveys 4 T in Europe. What does this tell us about teens generally? 5 T L: Well, Jane, this was a comprehensive study across 6 F – Italian teens watched more than American 50 different countries. It shows that teens still watch teens. television, even though the next favourite medium, the 7 F – American teens don’t like violence or horror internet, runs it a close second ... and some teenagers movies. even read newspapers or magazines, or books! 8 F – Young Americans watch recorded videos P: Well, I guess this survey was done primarily in the USA. less than live TV. The general stereotype of the American teenager over here is that they’re mostly couch potatoes. Doesn’t the report confirm that? D Another exercise which gets SS to practise in L: Oh no, not at all. American teenagers actually watch less English what they’ve learnt in their maths lessons. than those in most other countries. P: Really? I’m amazed. Can you give us some examples? They work in pairs, first noting down the figures as L: Well, the biggest couch potatoes are the South African, they listen to the recording again, then creating a bar the Venezuelan and the Indonesian teenagers. South graph to illustrate them. Africans watch just over 5 hours a day, Venezuelans just under 5 hours, and Indonesians 4 hours and a half. 5 A A translation exercise that aims to show SS that P: That is unexpected. I didn’t think European teenagers meaning resides in the overall context, not necessarily watched that much ... in the words. Number 1 gives a metaphor to consider, L: There again, that’s not what the survey shows, and SS have to consider whether or not there is a surprisingly enough. Contrary to what you might expect, Ireland, Poland and Italy all come in with higher similar colourful expression in their own language to figures than the Americans: Ireland with 4 hours and 20 convey the idea of someone who passively watches minutes, Poland with 3 hours and 50 minutes, Italy with a lot of television from their position on the couch just under 3 hours and a half. or sofa. Number 2 has an adverb at the start of the P: And how many hours do Americans watch every day? sentence, and SS have to think about usual practice L: On average, about 3 hours and 20 minutes. Australia’s in Slovenian in this respect. Number 3 again gives a figure is 3 hours and 7 minutes, and Taiwan is the lowest crystallised, metaphorical expression: ‘to knock an of all with just under 3 hours. image on the head’ which SS may have to ‘decode’ first P: Well, that knocks my stereotyped image of the in order to find an equivalent in Serbian. American teenager on the head, right enough! Now what about my other stereotype, which is that young Americans are really into all those gory horror movies B A discussion activity. The aims are to raise and they watch those non-stop on DVDs? awareness of the fact that there are many ways of L: Sorry, Jane, wrong again. American teenagers do watch translating between languages and that there are very movies either on DVDs or recorded on their television, often gains or losses in the process. In their groups, SS but on the whole they don’t go for the violent ones could choose one version that they think particularly or the horror movies. And, again it’s perhaps against effective, and write it on the board. expectation, but they watch live TV more than they watch videos either recorded or online ... P: Well, thank you for that! Now to some other news ... Workbook

1 Answers: A A fairly easy matching exercise to open with. It gets from highest to lowest: South Africa, Venezuela, SS to revise the topic and vocabulary of the unit, as Indonesia, Ireland, Poland, Italy, USA, Australia, well as the grammar item: defining relative clauses. Taiwan Answers: 1e 2g 3f 4c 5h 6b 7d 8a

C Get SS to tick the True or False boxes from memory, then they can listen again a second time to check. B SS have to use the rules they learnt for relative clauses, both defining and non-defining, to find the mistakes.

60 Answers: The student who got the part of the presenter was 1 Correct Jem. He had prepared well and had the kind of 2 The producer who/that was responsible didn’t personality that projects well on screen. While Jem get on with the presenters. was interviewing the students, the rest of us were 3 The director contradicted the producer, with in the control room, which was the nerve centre who/whom (more formal) he was supposed to of the whole operation. The pictures from the work. cameras, which were positioned at three corners 4 The floor manager and crew all had of the set, were edited or switched live during the headphones, which they switched off. recording. The director, who had been taking a 5 The vision control mixer didn’t listen to the course in advanced graphics, wanted us to add director, who was calling the shots. extra graphics during the recording session but 6 Correct the team, who were technically not experienced, 7 Correct disagreed. We preferred to add the graphics during postproduction, which was easier for us. We had c Grammar activation: a review in grid form of prepared some PowerPoint slides, which didn’t the distinction between defining and non-defining transfer well to video. Luckily the graphics unit at relative clauses. the studio, who were expert at re-drawing slides, were able to help. At school assembly the next week, we showed our video, which was a great success. Answers: Referring Referring P ronouns to people to things other 4 A SS watch a video made by SS. It is sometimes not who, that, which, where, obvious at first that this is a spoof, made by the SS for Defining whom that when, what fun and to satirise the ‘big celebrity’ TV host who is followed everywhere by adoring fans. 4A pulls out who, which where, Non- whom when, some of the concepts and terms that SS will encounter defining what in the video.

VIDEO script 2 This gets SS working with relative clauses while personalising the sentences that they write. It would Mark: Thanks, Katie. Oftentimes I’m approached in be useful to get SS to pin up their sentences next class, the hall and asked a variety of questions. So here and talk about them with others. at BHS TV we decided to give you the viewer a holiday gift and answer one of them. I have here a letter from Tom O’Day and Will Clancy who Answers: write: “Hey Mark, what really goes on behind Personal sentences, e.g. My friend X is the person the scenes at BHS TV?” Simple enough, right? who keeps me cheerful. Well Tom and Will to answer your question, I 2, 3 & 5 need that or which, 4 & 6 need who or that. had a camera crew follow me around behind the scenes at BHS TV. OFF: Each morning at 6 am sharp I am chauffeured to BHS and greeted by my assistant Miranda. 3 This activity is a bit complex, and if you think SS may Mark: How are you, Belinda? find it difficult, make sure they understand the step- Assistant: It’s ... Melissa. by-step procedure before they are set the task, perhaps OFF: After bonding with each and every one of my for homework. The first step is to match the additional fans, I check in to see how the anchors are information (A–M) with each one of the sentences prepping for the show. in the account. Note that there are twelve sentences Anchor 1: Where d’you get this lip gloss Lydia? and thirteen bits of additional information: you can Anchor 2: Oh I got it at Max ... warn the SS that one sentence has two additional Anchor 1: It’s really cute. I really like it. parts added to it. The second step is to re-write the OFF: My work is done here. After the anchors are squared away, I head into the control room to sentences, incorporating the additional information in lend a hand. the form of relative clauses. Student: Hey, Mark. As I’m sure I’ve already told you, you know I’ve been on ER and in movies and stuff, Answers: you think I could maybe get in the show this We made a video about our teacher, who had won week? the Teacher of the Year award. The video included Mark: Really? Personally I don’t ... I don’t … interviews with her students and footage from the Student: Fine. Mark: Richard, how’s it going, buddy? school play, which she had directed. We recorded Richard: It’s going good. our interviews in the studio, which was in London.

16 Mark: What’re you doing with that orange? Richard: My orange. It’s going to be very cold ... Answers: Mark: Good weather came under? Personal choice, but could be: Richard: Yes, Sir. ‘After bonding with each and every one’ (because Assistant: Just a minute. What should I do with all these he doesn’t ‘bond’ but brushes past them). cables? ‘My work is done here’ (because he hasn’t actually Mark: Get to untangle them first, organise them done any work with the anchors) alphabetically, and hang them with the others ‘After the anchors are squared away’ (because the one that look just like them. C’mon Mercia, let’s anchors haven’t been shown as doing anything to go ... do your job. complete their preparation). OFF: Before I go on air for millions of households to view me my executive producer Mr Pagetini ‘... to lend a hand ...’ (he doesn’t really lend a hand preps me to deliver the news. at all) Intruder: I’d just like to say it’s a great honour to be ‘Before I go on air for millions of households to working with ... view me’ (because a high school programme isn’t Mr P: Hey, great honour? Who are you? What’s likely to be seen by millions of households). your name? Hey, listen … Nobody’s here to see Mitter. I made Mitter who he is. I’m the director. I’m the professional. What in God’s 5 Vocabulary work stemming from the video, which has name do you think you’re doing interrupting a lot of ‘trendy’ teenage and media expressions. our set? Intruder: I don’t really know. Mr P: He’s a professional, I’m a professional! How old Answers: 1a 2c 3b 4a 5b 6c 7c are you, son? Intruder: I’m 16. Mr P: I’ve got shoes older than you, son. Who are you 6 A Intensive work on writing summaries. This develops to jerk about our programmes ... Hey, get that the ability of SS to understand the main points of a camera out of my face. written passage and pick out what is important and what is secondary or illustrative. The first step is to read the text in sections, then read and assess two Answers: They are all seen except a mobile TV unit different summaries. If you are doing this in class, get and a car crash. SS working in pairs and discussing the reasons for their choices. If they are doing it as homework, it’s a good idea to set aside some class time in the next class B SS order the scenes from memory after the first session, to go over the choices SS made and ask them viewing, then watch again, if they like, to check. to give reasons.

Answers: Answers: 1C 2G 3E 4J 5F 6A 7I 8D 9B 10H Section A – 2 (more complete) Section B – 2 (more complete and accurate) c There could be a difference of opinion on this Section D – 1 (more complete, ideas only, not the one. Some viewers will spot the spoof element examples like gorillas, etc.) immediately, since a young student is not usually a Section E – 2 (gives more of the main ideas) TV celebrity host. Some viewers will only pick this up Section F – 1 (more complete, gives the central as the programme goes on. If you are viewing in class, question) get SS to outline their reasons to the class.

Answers: G, because it’s not likely that a high OPTION school presenter would arrive in a chauffeured car. Ask SS in pairs or groups to decide on three words which characterise a good summary, e.g.: clear, concise, complete. They write their list on the board d There are quite a few ironical phrases to choose and discuss any differences. This serves as a reminder from, but the point is to make SS aware that ironical when they write their own summaries in 6B. utterances often say the opposite of what is really meant! Detecting irony is quite a difficult task for any learner of a language, so you may wish to go over B SS now write their own summaries. If they are doing these with SS in class. it as homework, they can compare in groups during the next English class, or they could compare with others via the internet.

62 Answers: Answers: Personal answers, but something like: 1 that/which 8 that/which Section C: There are so many reality shows that 2 who 9 who viewers get bored and producers use 3 which 10 for whom more shocking situations to grab their 4 in which/where 11 that/which attention. 5 which 12 whose Section G: Reality TV shows that life, like fictional 6 which 13 that/which drama, is most interesting when it 7 who 14 that/which portrays terrible situations.

B A comprehension exercise which also recycles some 7 Vocabulary work with the text, getting SS to comb it of the vocabulary encountered in the video. If SS are for words or phrases. doing it as homework, you can check the answers in your next English class and get them to talk about the Answers: programme. 1 premium-rate phone numbers 2 stylised, angled framing Answers: 3 prevailing 1 documentary 4 an annual feature 2 age-related 5 unchanging core concept 3 three weeks 6 terminally ill 4 understand themselves and their parents 7 shortage of organ donors 5 kept in touch with the teens 8 a bemusing phenomenon 6 none of their usual gadgets 9 fundamental human interests 7 far from towns 10 the macabre 8 time out from their usual lives 9 communicating 10 a higher opinion of themselves 8 A crossword puzzle – more vocabulary work, which 11 not valuing yourself this time gets SS to revisit the Student’s Book unit 12 better performance at school and gives them some practice in manipulating words, 13 intellectual and physical abilities transforming them as necessary to fit the puzzle. 14 challenge and fun

Answers: Across Down 10 A writing task which follows the pattern of process 2 upbeat 1 bank writing exercises but in this case asks SS to self-edit 4 period 3 project their work before ‘submitting’ it to an editor. Set a 8 chemistry 5 insert word limit appropriate to your own SS’s level at this 11 output 6 transmission point. 12 select 7 variety 13 wig 9 ensure OPTION 15 essential 10 subdued 14 via It is always motivating for SS to have a specific purpose for writing, as well as a specific audience for whom they are writing. There are different outcomes 9 A Work on reviews of programmes builds on the work possible after SS have written their pieces. They could SS have done with summaries. A review is a special gather the reviews into a special ‘journal’ edition, or kind of summary – it has to give the reader some idea booklet of ‘Collected Reviews’ from their class. The about the programme, as well as why it was interesting class can be divided into two or four groups to serve (or otherwise, of course, if the review is a negative as editors for the reviews submitted to them by other one!). A positive review aims to make the reader want groups. They fine-tune the reviews, correct any errors to see the programme when it becomes possible again. or typos (as editors do!) cut the length if any are However, to start with, this first exercise gets SS to too long, make comments about the structure, etc. do some language work with the text, inserting the The revised reviews are then bound together and an relative pronouns that are the grammar items in attractive cover produced, perhaps by another group this unit. The language work requires SS to read the acting as the designers for the collection. text closely, thus preparing them for the exercises in comprehension and production that follow.

63 T: That’s excellent feedback for you, Milica. You’re taking 8 Disasters notes, aren’t you? I agree that you had a very good subject, and I also think you could have made more of it. So, SS examine the past forms of modals ought to and maybe next time ... Now, panel, what about Anja? should to talk about disasters of various kinds, especially N: Well, Anja, you had prepared an excellent Power Point when giving oral presentations, auditioning, or being presentation about ways that our class could have an impact on the environment. The pictures you chose from interviewed. This fits in well with the functional focus the Internet were really striking. But you ought to have on ways of apologizing. The unit then moves to making said more about them yourself. You shouldn’t just read deductions both in the present, and about the past. the Power Point slides, you know. We can read them ourselves. 8A Speak up! M: Yes, Anja, that meant you were turning your back on the people listening. You should always face them, look at (pages 50–51) them, speak to them, not to the slides. And you should have spoken up a bit, much more clearly. You shouldn’t 1 A Speaking in front of people is nerve-wracking have mumbled, and rushed through the slides without enough even when you do it in your own language, any pauses. I think we didn’t hear everything you said. but having to perform in another language is even A: Well I was very nervous, you know. My legs were shaking! more difficult. This first personalising warm-up T: Yes, giving a presentation is really nerve-wracking. Well simply asks SS to remember and compare their own done for overcoming your nerves. Panel, have you got any tips about that? experiences. M: Oh yeah, I know it’s hard. But you should have taken a deep breath before you began, to calm you down ... B SS read the list of tips on public speaking, both what N: Well, I thought you did really well. You had prepared speakers should do, and what they should not do! SS very well, and that’s the main thing. You can’t help being can fill in the missing ‘Don’ts’ with a partner. If they shaky! You’ll get over it with more practice. don’t notice, point out a clue to them for this task: the T: Once again, a lot of things to think about, Anja. You had ‘Dos’ and the ‘Don’ts’ are matched, so that number such good points to make, we wanted to be able to hear 1 about preparing well matches A about not leaving them all ... So you can work on that before our next round their preparation until the last minute. of presentations, right? Now, what about Stefan? M: Well, Stefan, that really was a good presentation. It was a very nice, organised report about student representation Answers: on the school council. You introduced your subject at C Turn your back on listeners the beginning, then you made your three points in a D Look at the ground/floor neat, logical order ... so that was all good. But you know, E Mumble or speak too fast you should have paid attention when you got the three F Look bored minute warning. You went on and on ... I Go on and on / Speak for too long N: Yes, keeping time is very important. You definitely should plan carefully so that you don’t go over the allotted time. And you should always plan to have a strong conclusion. We listeners should have known that you had finished. 2 A Listening to confirm answers and to detect the And you should have thanked us for listening. topics they hear the SS on the recording talking about. T: Right, let’s move on. The next panel will be Aleksandar and Marija. Now, whose turn is it to present? Let’s see ... Tapescript who hasn’t had a turn yet?

T = Teacher , M = Miloš , N = Neda , A = Anja T: Thank you, Milica, Anja, and Stefan. Now the panel, Miloš and Neda, will tell us what they thought. First you, Miloš. Answers: M: Right. Milica, we thought the subject you chose was very Milica: a book he’d read interesting. You should have given us more information Anja: ways that the class could have an impact on about it, though. And you described the plot of the book, the environment but we didn’t find out what you thought about it. You Stefan: student representation on the school should have given us more of your own opinions. And council you ought to have structured the points you made more logically. Maybe it’s not a good idea to start with the way the book ends. We shouldn’t have got to know the end B A second listening for detail. before you had even introduced the subject. N: The good thing about your presentation was that you faced the class and you made some eye contact, and you Answers: didn’t speak too rapidly. But it was a bit flat. You ought Milica to have shown a bit more feeling about the book. You Tips followed: 4, 5 shouldn’t have looked so bored when you were talking to Tips not followed: 7, 8 us. And we were bored a bit as well, because you spoke Should have avoided: F, H all the time in one tone of voice. You should have varied your delivery a little bit more.

64 B A grammar activation exercise. SS deduce the rules Anja from the sentences they have worked with. Tips followed: 1 Tips not followed: 2, 4, 5 Should have avoided: B, C, E Answers: 1 to Stefan 2 oughtn’t to + the infinitive Tips followed: 7 3 have Tips not followed: 1, 10 4 oughtn’t to + have + the past participle Should have avoided: I

4 A This task focuses on the past forms but SS have to c A round-up discussion to draw out the problems write their own sentences to say how the disastrous and advice for overcoming them which they’ve heard results could have been avoided. on the recording or have experienced themselves. Ask SS to write the tips for overcoming nervousness on the board, as they can be useful in many situations in life. Example answers: 1 They should have tried harder. / They should have practised more. 3 A This verb exercise can be used to highlight how 2 She should have spoken more clearly. / She the modals should or ought to can be used to express should have prepared more thoroughly. a present meaning (which often = a general rule) or 3 He shouldn’t have been rude in the interview. / a past meaning (about a particular thing that has He ought to have dressed more neatly. happened). 4 She should have been more careful. / She In sentence 1 the answer is: You should take a deep shouldn’t have sat on them. breath before speaking. = I am giving my sister a 5 They ought to have got up earlier. / They ought general rule which applies to the present and the to have set their alarm clock. future. I could say: You should always take a deep breath before speaking. You can point out to SS that if the sentence had been: B The situation is reversed, with SS being asked to You should have taken a deep breath before speaking, think of disastrous or amusing results that could that would change the meaning: I am talking about possibly happen. what happened to my sister at the audition, not giving her a general rule. Example answers: In sentence 2, the answer is: You ought to handle 1 She landed the Saturday job as a translator at the situation more politely. The teacher is giving the the German embassy, and this was a disaster as speaker a general rule about what s/he should always she didn’t speak any German at all. do. 2 The shopkeeper reported them for trying to buy You can point out to SS that if the sentence had been: alcohol. / They were drafted into the volunteer You ought to have handled the situation more politely, programme. the teacher would be reprimanding the speaker about 3 We wouldn’t have seen our sister and her what s/he did just then. boyfriend in each other’s arms. / We would have In sentence 3, the speaker is obviously referring to the stayed out of trouble. / We wouldn’t have been friend’s rude giggling, not to a general rule, so the past tempted to join the party. is necessary: ... my friend should not have been so rude. 4 They wouldn’t have called the ambulance (s/he In sentence 4, the teacher is giving a general rule: You lied about being sick). / They would have helped ought to come better prepared. me to repay the money I owed. We know that this is the case because the sentence 5 I wouldn’t have got locked out. / I wouldn’t have doesn’t include have, which would be necessary for been reported to the police for trying to climb the past. into my bedroom window. In sentence 5, Mum is obviously talking about the incident that happened in the classroom, so the past is necessary: She just said that I should not have lost FOLLOW-UP OPTION my cool. We know that this is the case because the sentence includes have. Get SS to play the ‘I should have ...’ game, sitting in groups of four. These are the instructions to SS Answers: Student 1: write a disastrous result at the top of a 1 should piece of paper. Don’t show it to others. Fold the paper 2 ought so that your sentence is not visible. 3 shouldn’t (some people may say oughtn’t to) 4 ought 5 shouldn’t

65 B Play the video again, this time with the sound. SS Student 2: write one sentence beginning: I should/ watch and confirm their answers. shouldn’t have or I ought to/oughtn’t to have ... Fold the paper again so that neither sentence is visible. Student 3: follow the instructions for student 1. c Get SS to try to rewrite the sentences, discussing Student 4: follow the instructions for student 2. their choices with others. They can then watch a third Student 1: unfold the paper and read the four time to see how close they got to the original script. sentences. The purpose here is both increase comprehension and vocabulary work. 5 A Video watching with a slight difference. First, get SS to look at the questions and try to fill in the answers before they see the video. They discuss what emotions Answers: they think someone waiting for an interview would 1 exhibit 5 physical be likely to feel, and the features of his body language 2 terror 6 clenched that would reveal those emotions. Then show SS the 3 subconsciously 7 jerky video with the sound turned off. There are subtitles 4 fear 8 gasping to the video, which will of course help SS to check their answers. Nevertheless, if the sound is turned off, the SS can concentrate more particularly on the body 6 This role-play activity uses the video SS have just language of the person who is shown waiting for his watched. SS give advice to the man in the video, who interview. was obviously extremely nervous and not likely to get the job he wanted. SS who are ready first can present VIDEO script their role-play to another pair, if they can do so softly, You may not want to exhibit the body behaviour of fear. And without disturbing others still preparing. fear can be shown in many different ways from mild fear to sudden or sheer terror. Some people close up: they do all sorts of behaviours because, subconsciously, they’re really OPTION fearful of the situation. So again if you’re on an important job interview or meeting someone or trying to make a really Ask one pair to present their role-play to the class. good impression for the first time and you are uncomfortable, Others in the class comment on their performance. watch for these signs that you may be projecting. As actor They can use some of the tips they worked with Mark will show you, many of the bodily changes caused by earlier in the unit if these are appropriate, e.g. fear make it really easy to detect. If you watch for things speaking clearly and slowly enough is obviously like dry mouth it may be indicated by licking the lips, if important in presenting a role-play as well as in someone’s with you and they’re constantly drinking water, public speaking. Ask the class to start with positive and you’ll see this a lot of times in courtrooms where people are on the stand they always provide water, they’re constantly comments, e.g. You spoke clearly ... / Your advice was taking drinks of water because they’re really scared, they’re very useful ... / You represented the character of the fearful. Also rubbing of the throat, it’s kind of a message that: man in the video very well ... ‘I can hardly breathe, I’m so scared.’ Of course, when you’re with someone else, sometimes you don’t look at that other person. You may have a trembling lip, varying speech tone. Sweating is another really important cue you can pick up from people. They’re frequently wiping themselves because 8B It can’t have been my fault! they are sweating or they may not be, but they’re really hot (pages 52–53) and uncomfortable, which, of course, is a physical symptom of feeling really fearful. Also, tension in the muscles, you may have clenched hands or arms, jerky movements, legs The grammar work of the unit is extended in this section wrapped around things. You may find legs wrapped around by a focus on deduction in the present and the past. table chairs or your chair that you’re sitting in. Gasping and holding breath is another big one. Someone who is trying to get breath or breathing deeply shows that they’re trying 1 An oral deduction puzzle to start the section. Working to take control of their fear. Fidgeting is another big one, of in pairs, SS transfer the grid into their notebooks so course. And as I said, drawing in of the limbs, crossing of the that they can jot down notes as they hear the clues, legs and the arms, that means they’re protecting themselves. and discuss each one. This task lets them practise They are showing fear, anxiety, and nervousness as Mark is deduction in the present. exhibiting.

Answers: OPTION 1 fear, anxiety, nervousness, discomfort 2 licking his lips, not looking at the interviewer, Get a pair of SS to transfer the grid onto the closing up his arms and legs, fidgeting, taking blackboard, and do the deduction activity with the drinks of water, rubbing his throat, clenching his whole class, ensuring that they try to deduce the hands sender of the Valentine after each clue.

66 Tapescript B SS now fill in the right forms of deduction in the sentences. Oh how exciting to receive this card! I’d really like to know who sent it! I’ll have to try to work out the clues on the card. Mmmm ... First, he says we’re the same age ... hmmm ... Answers: everybody in my section of the swimming club is exactly 1 must the same age ... but they’re all girls, except for Harrison ... 2 must have knocked it over Ah, and I’m sure Jake is the same age as me, but I’m not sure 3 could/might have been about Ned ... 4 couldn’t have lost 5 must turn Let’s see. What’s the second clue? I’m in your club. Oh, that’s a good clue. I’m in the swimming club, the art club and the 6 must/could have missed chess club. So who are the boys in those clubs with me? Harrison’s in the swimming club, of course, Alan’s in chess ... mmm ... Ned and Jake are in art with me. 3 A A reading comprehension combined with a deduction activity. The three stories are about Oh, wait a minute, I’ve just remembered. All the boys in ‘disastrous results’, and SS are invited to make chess are older than the boys in swimming or the boys in deductions as to the events that could possibly have the art club. led to them. Encourage SS to read through the stories Right ... now let’s see, the note also says something about quickly with their partners, trying to guess the subjects. This boy takes two subjects with me. Well, the two overall meaning of sentences even if they encounter boys in the art club are in history and English with me, I’m any unknown words. There are quite a few slangy also in English with my partners in swimming and chess, expressions which SS will work with later in 3C, and I’m in maths with Alan. Let me work that out. and there are also set expressions, e.g. ‘it turned out that’ (= we found out later that, it emerged that), Well, Ned is definitely younger than Harrison or Alan. Ah, ‘to apologize profusely’ (= an expression that is I’ve got it! crystallized, so it often has an ironic twist to it), ‘no Ooooohhh ... what a shame ... I never looked at him harm done’ (= a crystallized expression which could because I was afraid of showing I fancied him. Now he’s be considered rather flippant in the circumstances). going away! Oh, what a disaster! I should have told him how I felt! B Encourage SS to imagine as many situations as they can to lead to these disastrous results. These are Answers: based on the many embarrassing situations posted Clue 1: At this point, it could be any of the four. by teens online. The first story is about two teenagers Three names can now be put in the grid, who went into a house they thought was empty; the plus, for Jake, ‘same’ in the age column and second is about a boy who was disturbed taking away for Harrison ‘swimming’ in the club section a basketball from the school gym and climbed up the and ‘same’ for age. tree to hide; the third is about a school outing where Clue 2: At this point, it could still be any of the four. the teen inadvertently pushes a friend into the water. Add the fourth name Alan in the name column, and fill in the club sections. c Further vocabulary work with the expressions Clue 3: We now know it can’t be Alan. used in 3A. Point out that these are informal or Clue 4: When the subjects are filled in, only one slangy and not appropriate for more formal written shares one subject, not two, so it can’t be communication. him: Harrison. It could still be Jake or Ned. Clue 5: We now know it can’t be Ned. So it must be Jake. Answers: 1 b, i, j, l 4 h, k 7 f 2 a 5 c, n 8 e 2 A Grammar activation. Having worked with 3 d, o 6 g, m deductions in the present, using the forms might be, could be, can’t be and must be, SS now look at deductions in the past, and contrast with deductions 4 in the present. From the example sentences, they work A general discussion. You can ‘prime the pump’ if out the rules for both. need be by recalling an anecdote of your own, real or imagined. Elicit the use of the past modals: we ought Answers: to have ... they should not have ..., etc. 1 For deduction in the present, use modal verb + infinitive verb (‘short infinitive’ or infinitive Get the hang of it! without to). Apologizing 2 For deduction in the past, use modal verb + have + past participle. 5 Levels of politeness depend to some extent on the context in which the apology is offered.

67 CW: Ah ... yeah, yeah, I am. Answers: P: You don’t sound very sorry. Sorry. – 1, could be 2, but if ‘sorry’ is used on its CW: Well I can’t be exactly blamed for everything that own, it’s often interpreted by English-speaking happened, because it wasn’t in the house, it was out in people as being insincere and unconvincing – or the street, and I didn’t do it. Like, the police said you if said in a sullen way, as in the video students stay inside so you don’t get into trouble so I did what will see, it’s almost rude. he said, so ... I’m very sorry. – 2 P: Why don’t you take this opportunity now to apologize I apologize, OK? – 1 to your parents, and to your neighbours, who have I apologize most sincerely. – 3 & 4 said today that they were frightened. CW: Well, I’ve already offered to say sorry to them and I’m very sorry, I should have ... – 3 stuff when I see them, so ... I will say sorry now, for Please forgive me, I didn’t mean to ... – 4 everything that happened, erm. Please accept my heartfelt apology. – 4 P: Why don’t you take your glasses off so we can see you ... and then apologize to your neighbours for frightening them. OPTION CW: Nah ... nah, I’ll leave these one. Nah, I like them. P: They might be fined twenty thousand dollars. Are you When SS have labelled the expressions, ask them going to try and pay that for them? in pairs to imagine a situation which requires an CW: Yeah, but I don’t think it’s fair that I’ll be fined, because apology. They create a very short role-play (e.g. ... what happened, it was my party, but it could have two exchanges only) which they present to another just been any random person walking in the street group or the class, who have to guess the situation doing it. It happens all the time. portrayed. P: Your parents were out of town, you put out the invitation, you started it, why don’t you make a grown-up decision now and accept responsibility, take off those glasses and apologize to everybody 6 A Ask SS to read the sentences, guess the endings, that you frightened, to the police, who were forced to and talk about the situation. Have they ever known or retreat, and whose cars have been damaged, and to the heard about a young person who had a party in his/ community who have had to pay for this. Take off your her home when the parents were absent? Then play glasses and apologize to us. the video. It’s from an Australian TV company, and so CW: I’ll say sorry but I’m not taking off my glasses. SS have the opportunity of hearing another variety of P: Why not? English. CW: Cause ... they’re famous. P: Because your glasses are famous. CW: Yeah. VIDEO Script P: Why are your glasses famous? P = Presenter, CW = Corey Worthington CW: I dunno ... everyone likes them, so I’m not taking them off. P: Well, it’s the real life risky business! A teenager holds P: You’re pretty happy with the way you look and the an alcohol-fuelled party for hundreds of kids while his attitude you’ve got, are you? unsuspecting parents are on holiday. Sixteen-year-old CW: Yeah. My parents aren’t, but I am. Corey Worthington is now facing not only the wrath P: OK, Corey, we’ve got to wrap this up. What would you of mum and dad, but a $20,000 fine from police. I say to other kids who were thinking of partying when spoke to him a short time ago. their parents are out of town? Corey, thanks for joining us. The only question that I CW: Get me to do it for you. can think to ask is: what were you thinking? P: Get you to do it for you. Not: don’t do it! CW: erm ... I wasn’t, really. CW: Nah ... get me to do it for you. Best party ever so far. P: Did your parents say you could have a party? That’s what everyone’s been saying, so ... CW: erm ... no ... They didn’t. P: We’ve got to go but I suggest you go away and take a P: So ... why did you? good long hard look at yourself. CW: I don’t know. It was just a get-together with a couple of CW: I have. Everyone has. They love it. mates, at first, and then we thought we might as well just have a bit of a party, and then it sort of just got out of hand, and ... yeah. Answers: P: Well, five hundred people turned up, the air wing of 1 a fine of $20,000 the police force, the dog squad, your neighbours’ cars 2 he wasn’t thinking were being destroyed, what have your parents had to 3 the air wing of the police, the dog squad, the say, Corey? neighbours whose cars were being destroyed CW: erm I haven’t really talked to them because every time they call I don’t answer. Cause ... yeah ... they’ll 4 he stayed indoors while people were destroying probably try to kill me. cars outdoors P: So, that’s a short-term strategy. You’re going to have to 5 because every time they ring he refuses to talk to them eventually. What are you going to say? answer CW: erm ... Sorry? 6 they’re famous – he’s become a celebrity on P: Are you sorry? television

68 7 is get him to organise the party 8 because it’s made him famous, other people Answers: 7 ADV have seen him on TV and they love him and his 1 ADV 8 ADV attitude. 2 ADJ 9 ADJ 3 ADV 10 ADV B The second viewing of the video targets listening for 4 ADV 11 ADJ vocabulary detail. SS should read the sentences that give the meaning first. They can then work in pairs to 5 ADJ 12 ADV find alternate expressions as they listen and watch the 6 ADJ 13 ADV video again. Answers: 2 SS now do the transformation exercise. 1 risky 2 an alcohol-fuelled (party) Answers: 7 amazingly 3 unsuspecting (parents) 1 8 luckily 4 a got out of hand b get the blame 2 wonderful 9 damaging c get-together d get in trouble 3 hugely 10 extremely 4 acutely 11 finished 7 A SS respond to the video, either in groups at first or as a whole class. Encourage SS to show their 5 cinematic 12 really own opinion, e.g. by asking them to stand if they 6 lucky 13 Fortunately think approvingly of Corey (he acquired a large fan audience after the broadcasts). The questions 3 As usual, SS are invited to compare their answers and obviously elicit the use of the past modal verbs. discuss their experience of doing the task. The rubric B A short, personal response in writing. SS can do this also gives them a reason for deciding in advance in groups and pin up their emails for others to read. It which part of speech is needed. could also be set as homework, with feedback in the next class session, or via the class website. Part II Speaking

4 Looking back and bringing to mind any conclusions 8 C Skills enhancement or strategies reached after previous skills training in (pages 54–55) speaking. 5 A Before starting the speaking exercise, SS look at Part I Use of Language the stimulus text and work together to accumulate useful vocabulary for the task. The categories overlap 1 A As usual SS are referred back to their work in to some extent, and categorising the expressions is previous units, where training in grammatical less important than trying to get a good variety of transformation has ranged over verbs, nouns, or expressions to use in the role-play. Encourage SS to adjectives. Because Skills enhancement has not dealt try to think of other expressions which might come in specifically with adverbs, SS are invited to reflect upon handy and add them to the categories. them: their function, the way they are formed, and their position in sentences. Answers: Answers: Describing films: interesting location, amazing, 1 While adjectives add information to nouns, subtle, lighting effects, casting, acting, exciting adverbs can add information to adjectives, verbs or dull, excellent/poor performances, wonderful or other adverbs. fantasy story, very realistic settings, special effects 2 Many adverbs are formed by adding -ly to Other expressions: (genre vocabulary) drama, adjectives. science fiction, romantic comedy, etc.; the director is famous for ...; fast-paced, has a very complicated 3 Adverbs can go in different parts of the plot, uses flash-backs, etc. sentence, though they never come between the verb and its object. Describing reactions to films/opinions: (the film was) amazing, subtle, exciting, dull, connected with B Work with the text in stages. First, SS read it quickly my own life, (a) wonderful fantasy story, (it) made and talk about whether an adjective or an adverb is me see the past more vividly, fascinating insights required. The main clue to differentiating between into life in another country/historical period adjectives and adverbs obviously concerns the part Other expressions: (I was) surprised, very moved, of speech that is being modified: if it is a noun, the in tears at the end ...; I found it interesting but a bit modifier is an adjective; if a verb or an adjective, the too long/extremely mannered (the technique was modifier is an adverb. obtrusive); too slow-moving, etc.

69 B Continuing the preparation for the role-play, SS then think of ideas, concepts, or opinions which they 6 should have/ought to have looked could use for their conversation. 7 shouldn’t have read 8 should have/ought to have written/made 6 A The role-play. Each of the three SS should read 9 shouldn’t have started the description of their task carefully. While SS are 10 should have started performing, go round, listen, make notes for later 11 shouldn’t have chosen/spoken on ... comments. However, it is always advisable not to 12 should have been / should be (also acceptable) interfere or correct at this point as this would create a very artificial break in what SS are trying to make as 2 A The cartoons show a disastrous visit to the pizza natural a conversation as possible. parlour. The four sentences are three past modals B The feedback session is a very important awareness about what the young couple should have done to raising part of the whole training process. Let the SS avoid getting into this situation, and one present compare notes in their groups of three to start with, modal about what they can expect now. then open up the discussion to the class. Encourage them to tell the class about their experiences, either Answers: 1C 2A 3B 4C positive or negative. B SS write one further sentence about each cartoon. FOLLOW-UP OPTION P ossible answers: After the three SS have completed their role-plays A She should have watched where she was going. and feedback discussions, ask for (or nominate!) two B He shouldn’t have eaten in such a messy way. volunteers to perform their role-play to the class. C They should have checked their wallets before This time, the rest of the class has the task of being they went in. the observers, making notes and giving positive feedback at the end. c A writing task that is still guided, but more open to creative interpretation.

OPTION 8 D Are you on your way up? As a follow-up task, ask SS to write their ‘emails’ on (page 56) a piece of paper. Next class, they pick an email from a hat, then, adopting the role of the friend, write Test 4 a message back to Henry or Sophia on the same Further practice with grammar and vocabulary covered piece of paper. They can choose to send a consoling, in the previous two units. SS check the answers on supportive email, a message of advice, or a slightly page 125. Alternatively, ask SS to swap books with their sarcastic one. Pin up the papers so that the class can partner and assess each other's work. read the messages.

3 Practice with modals of deduction. 8 E Project P ossible answers: (page 57) 2 & 3 We think that perhaps it’s her. It’s possible that it’s her. We’re not sure it’s her. A guided step-by-step activity. The aim is to raise 3 This is slightly less certain than 1 or 2. awareness of the popularity of reality TV. Remind SS 4 We’re sure/certain it’s her. It isn’t anyone else. that they can use www.surveymonkey.com for making 5 We’re sure/certain it’s not her. questionnaires. 4 More practice with modals of deduction, this time Workbook with a matching exercise.

1 SS fill in the right verb forms in this contextualised Answers: 1d 2f 3e 4a 5c 6b dialogue.

OPTION Answers: 1 should have/ought to have prepared Ask SS to write the note that the student in the 2 shouldn’t have written dialogue sends to her/his teacher to explain the lack 3 should have remembered / you shouldn’t have of homework. forgotten 4 should have/ought to have spoken (clearly and 5 This asks for some imagination on the part of SS. slowly) There is no set order for using the verbs, and variation 5 should have/ought to have taken in interpretation is likely. Getting SS to compare their answers might bring out amusing divergences.

70 P ossible answers: 8 A Quick reading for gist. The topic is one that they’ve There is no set order for using the given verbs. They worked with in the Student’s Book. can be used in different answers. P ossible answers: 1 (most likely, given number 2, but others Presentation skills / How to become a good possible) He must have forgotten his map. / He presenter / Tips for oral presentations, etc. must have gone out without a map. The title should include the two key concepts: 2 But he mightn’t have known how to read it. / He Presenting, and advice about it mightn’t have brought his compass. 3 They couldn’t have been very worried. / They couldn’t have thought that he was really lost. B Comprehension work with the article. 4 They could have thought the situation was not serious. / They could have been confident they P ossible answers: could find him themselves. 1 first, practise a lot and secondly, use gestures 5 She can’t/couldn’t have seen the cliff. / She can’t/ effectively couldn’t have had a powerful enough torch. 2 giving an uninteresting talk, being nervous, and 6 The ambulance might have met Jamie walking getting a poor mark along the road. / Jamie might have stopped the 3 practised more beforehand in front of a mirror ambulance as it was going for Keira. 4 you don’t use good body language 5 listen more carefully and understand better 6 were talking to one person only 6 More practice with past modals. 7 they can’t gesture

Answers: 1 can’t 9 shouldn’t c Vocabulary work with the article. 2 should have had 10 could have been 3 could have 11 could Answers: 4 ought to have 12 must be 1 to boot 5 could 13 should 2 the key to (their) success 6 must have been 14 could be 3 ahead of time 7 have been 15 has to be 4 overflowing with data 8 have sung 5 miss large chunks 6 talking one-on-one

7 A–C Building vocabulary by transforming nouns to adjectives. First, SS write the adjectives, using their 9 To round off the Workbook unit, SS are sent back to dictionaries if necessary. Then they choose the right the Student’s Book to work with the vocabulary they adjectives for gaps in given sentences, and finally they learnt about body gestures. write their own sentences to illustrate the meaning of some remaining adjectives. Answers: Picture A: Stroking a cat Picture B: Shrugging her shoulders Answers: Picture C: Coughing Activity 7A: Picture D: Clenching a fist -less: homeless, friendless, spotless, ageless, cordless -able: changeable, loveable, moveable, pitiable, 1 a clench b rub c clap d grab e cling transferable 2 a squawk b mumble c splutter d cough -ful: beautiful, playful, plentiful, boastful, peaceful e gasp -ful & -less: helpful, helpless; careful, careless; 3 a shrug b fidget colourful, colourless; harmful, harmless; artful, artless

Activity 7B: 1 cordless, moveable 2 boastful, friendless 3 colourful, changeable 4 plentiful, homeless, pitiable 5 beautiful, careless

71 9 Books and movies 3 A Before looking specifically at the third conditional, SS revise the three conditionals they’ve learnt so far, The third conditional and past wishes or regrets provide the Zero conditional, the first and the second. SS fill the grammatical substance of the unit, in which SS in the answers and their sentences in their notebooks, also consider sentence structures and, appropriately then compare with others. enough for the topic of books and movies, the nature of narratives. Answers: 1 like 2 will like 3 adapted, would like 9A Are you a bookworm or a film buff? B Grammar activation. SS study the sentences (pages 58–59) and work out the rules for the new form, the third conditional. 1 A To set the scene for the topic, SS answer a quiz for themselves and find their profiles. Profiles are always Answers: generalisations, so SS might like to say whether they 1 Past Perfect think theirs is an accurate one, and what they are 2 + have + past participle really like if it is not. 3 a comma B A pair work discussion that explores the experience 4 of reading a book either before you see the film Vocabulary work, this time on collocations, from the adaptation, or afterwards. SS then discuss their text SS have read. preferences for books or films. Have a brief feedback Answers: on the questions discussed in 1, then divide the board 1 horse-drawn carriages into two sections and get SS to list their reasons for 2 intrinsically better preferring either books or films. Leave the notes on 3 curl up with a book the board for exercise 2B. 4 open-ended 2 A This is the type of reading exercise which gets SS 5 time-consuming to find the right place for clauses that have been 6 special effects extracted from a text. In this case, comprehension is 7 spoon feed being practised as usual, but the clauses also provide examples of the third conditional, the grammar focus 5 SS write a paragraph, using the model in the text of this section. they’ve read. The writing task is a short one and has been prepared by the work previously done in Answers: 1c 2e 3a 4d 5b 6f the unit. It could be set as homework, and SS asked to compare their paragraphs with a partner, giving B SS revisit the list of reasons they wrote on the board positive feedback and making suggestions before they in activity 1B and add to them if they can. Elicit revise their paragraph and hand it in. the SS’s responses to the texts they’ve examined. Is there one which is closer to their own views than the others? Are there any with which they really disagree? 9B I wish I had known that! Ask them to give reasons. (pages 60–61)

Answers: How to express (unfulfilled) wishes or regrets about the Reasons for preferring books: better description past. of how character feels, more subtle elements, more detail, more emotions, easier to revisit, good for 1 A The section starts with SS studying examples of times you just want to curl up with a book, better the target structure: sentences that express regret for vocabulary building, open-ended, help you to about the past. They have to identify the verb tenses imagine, have more than one perspective, (unlike associated with that structure. movies) don’t limit the creativity of the viewer, don’t Answers: limit your mental image of the characters 1 Past Simple Reasons for preferring movies: help you to see 2 Past Perfect the historical settings, make you want to read 3 Past Perfect the books, better: faster, more exciting, less time- consuming, don’t spoon feed the viewer, you come to your own conclusions instead of being told by B More work with the texts in unit 9A. Scanning the the author, quicker texts to find the structures that are the focus of this section.

72 Answers: Answers: I wish they had kept the part where she meets 1 ... known then that you know now (about him in the forest. everything that would happen)? I wish I had read the books before seeing the film. 2 ... I’d known that when I was thirteen. I wish I had lived in that time period. 3 ... I could tell my thirteen year old self. I wish I’d gone to that school. 4 Making an idiot of himself/oneself. 5 Wearing his shoes on the wrong feet for an c Practice with writing sentences of wishes about the important scene he was filming. past. SS can decide whether to write something that is true and personal, or whether to invent a wish, which 3 A Grammar activation – focus on the structure of would make the guessing game that follows slightly English sentences. First, SS study a pattern that is more unexpected, and perhaps more amusing. Ask unmarked linguistically and frequently used. Write SS from the groups to tell the class about any funny the four categories as headings on the board. When wishes they had to guess. SS have studied the structure, they unscramble the 2 Before watching, SS read the sentences and offer sentences and place the components in the right order guesses as to how they will be completed in the in their notebooks and on the board. interview. They then watch and complete the sentences. LANGUAGE NOTE

video script Number 2 offers an opportunity to show that with phrasal verbs, the object can often (not always or GH = Gerrad Hall, DR = Daniel Radcliffe necessarily) be placed in between the two parts of a GH: Nice to meet you. phrasal verb. The sentence could be I took off the DR: Is it Gerry or Gerrad? bags ... or I took the bags off ... GH: Gerrad. DR: Gerrad. Answers: GH: What do you wish you had known then that you know now about everything that would happen? S ubject Verb Object Other DR: When I started doing the films? Erm ... I don’t know, phrase informa­ really. I mean ... I suppose every teenager, looking tion back when they get to ... you know ... I’m almost 1 I ’ve made an idiot of a few eighteen now, when you get to that stage you probably ... everyone turns round and thinks probably I wish myself times. I’d known that when I was thirteen or whatever, so you know, nothing particularly that’s relevant to 2 I took off the bags when Harry Potter particularly ... I think. Erm ... certainly we were I’ve got things that I wish I could tell my thirteen year old self. But I don’t really ... I don’t really regret too ready. much of what I’ve done, I mean I’ve made an idiot of 3 A big was being in front myself a few times, but I think everybody does that. scene filmed of forty That’s not to be regretted, that’s fine. people. GH: An idiot of yourself on set ... ever? DR: I did once, actually. Oh in this film we have ... we have, this is a story that is going to come back to B Having worked with the ‘usual’ order of haunt me I’m sure, but ... erm ... we had to have, because the floor was a certain type of material and components, SS repeat the exercise, but this time our shoes would scuff it very badly very quickly, looking at ways of varying the sentence structure to we put ... erm ... blue sort of plastic bag type things make their writing more interesting. over our shoes and one day I put the shoes on and Again, in example 1, the object can be placed between the plastic bags were already on them, I didn’t look the two parts of the phrasal verb. The sentence could closely enough and I then when I got on to set, I took be: One day I put on the shoes ... or One day I put the the bags off when we were ready and actually in there shoes on ... and they were just ... erm ... they were the wrong way round. I had my right shoe on my left foot and my Answers: left shoe on my right. And it was a big scene, in front O ther Subject Verb Object of sort of about probably ... thirty or forty people, informa­ phrase and I was doing a big speech and was supposed to be tion really commanding respect ... and somebody ... just started laughing. Actually a friend of mine Afshan 1 One day I put on the shoes. who plays Padma Patil ... erm ... she started laughing 2 At that my friend started and then she later told me why and then told point laughing. everybody else and everybody else suddenly knew ... so ... 3 In my everybody makes mistakes. GH: Word spreads quickly ... opinion

73 c This reminds SS of the fact that unplanned, the same length, but the total story should have a total unscripted oral communication doesn’t always follow of about eight sentences. the structures laid down in grammar books! SS look There is no feedback at this point, because that at one unusual pattern from the Daniel Radcliffe happens in the next activity. interview. Daniel uttered the sentence spontaneously and the result was an unusual structure. However, in 5 A Each group now works with the story created by written communication, it is usually best to follow the another group. They have to imagine the process standard patterns, until, that is, you become a gifted of turning the narrative into a film, writing notes poet or novelist! In this activity, SS work in pairs to about the four components of the film that need to detect and correct the written sentences that have an be planned before filming starts: location, casting, incorrect structure. costumes, and special effects. This anticipates some of the vocabulary SS will encounter in Unit 20B. Answers: 1 Correct – Other information, subject, verb B Each group now joins the group whose story they group, object worked with and report how they would film it. Elicit 2 Because the shoes were already in the bags from the class a description of any interesting plots (other information), I put on the wrong ones. they worked with. 3 For his part in the movies (other information), Daniel had to learn a lot of new things. OPTION 1 4 Correct 5 People shouldn’t regret mistakes, because If you have filming facilities, SS might be given everybody makes them. the option of creating a short film with a story 6 Correct they found particularly interesting. The project 7 We all have a lot to tell our younger selves. can be very short or more elaborate depending on motivation and time available.

4 A Here the focus shifts from order within the sentence OPTION 2 to order within the larger discourse of the narrative. This is a two-part activity. First, SS are given a Change the activity in 5A to adapting the narrative frequently-used order of events within the telling into a stage play. (Or give SS the choice of whether of a story. They have to match each part to the right they wish to imagine making a film or a play.) definition (a–d). The first category, location, will change to ‘setting/ Next, SS have to put each of the four summaries of scenery/props’, but costumes and special effects events in the story Daniel told (i–iv) into the right remain as categories to be planned. SS can then, if category. Show the video again if SS would like to hear they wish, cast the short play and put it on for the the story again. This gives them the idea that although class or the school. the four plot elements are often in any anecdote or story, the order, like the order within sentences, can sometimes be varied to make the story different or interesting. 9C Pizza and Pages (pages 62–63) Answers: 1 Introduction: c, iii The comparative work here is between Serbia, the USA 2 Conflict or Crisis: d, ii and the UK, with emphasis on book circles and reading 3 Climax: a, i clubs for young people. 4 Resolution: b, iv 1 Discussion activities that serve as warm-ups to Get the hang of it! the topic of attitudes to reading and to book clubs. Writing a narrative, ordering the parts of a sentence These are really to draw out the responses of SS and familiarize them with some of the vocabulary B In groups, SS create a story, either one that is surrounding books, e.g. book genres. familiar to them, or a completely new narrative. 1 Get SS to tell their anecdotes of being criticized for They work together, taking it in turns to use one reading the ‘wrong’ books to the class. of the sentence beginnings given (or, for two of 2 Ask SS to organise a survey of the most popular the sentences, their own) to contribute a sentence genres in the class, and write a ‘Top Five’ list on each. They can of course be helped by other group your board. Refer back to it when SS write their members. Their story should be clearly divided into mini-review in activity 4B. the four parts of the plot, the Introduction, followed 3 Did the books reviewed fit into the ‘Top Five’ list? by the Conflict or Crisis, followed by the Climax, and 4 For the moment, as this is an introductory finally the Resolution. The parts do not have to be of discussion, SS simply list the reasons in their

74 notebooks or on the board. The reasons can be A: Well, that’s not right for a start. Lots of those awards referred to later when SS come to activity 5. are really international. They can’t know all the writers all over the world! O: Yeah but they turn literature into an industry rather 2 In the programme SS listen to, they will hear a than an art, don’t you think. People just read those wide range of topics ranging from personal reading books cause they got a prize ... big deal. If you’re preferences to ways of finding out about books, to going to read, you should read for pleasure. opinions about book prizes and the literary ‘industry’. A: C’mon, literature’s an industry just like anything else The activity here involves listening for both overall ... movies, videos ... they all have to be sold. And how gist and detail. SS can work in pairs, focusing on would you know about them in the first place? The alternative questions and comparing their answers in prizes tell you about writers you would otherwise between the first and the second listening. never have heard of ... writers from all around the world. P: I think you’ll have to agree to disagree on that one. Tapescript But going back to that survey, one result was that a P = Presenter, A = Amber, O = Owen surprising number of 16 to 18-year-olds – and this was the same in America and in the UK – almost a P: Good morning, and welcome to today’s Book special. third said they had read something just for pleasure Today’s programme is rather special, because instead the night before. So maybe literature’s an industry of our usual critics we’ve got two students from ... and a pleasure at the same time! Now let’s look at Gradewell High, who have come in to talk to us some of your recommendations for happy vacation about their favourite books. Amber Marathi and time reading ... Owen Pendleton, welcome to you both. A&O: Thank you. Pleased to be here. P: Before we start talking about the particular books Answers: you’ve read or films you’ve seen, tell me, are you both 1 Two guests from secondary school. avid readers? 2 She goes to her room and reads a trashy novel. A: Yeah, I am. I love sneaking off to my room for a quiet 3 Being told off for reading the wrong kind of time and then I just lose myself in a good story. I have to confess, though, I read a lot of pretty trashy book. novels. My mum’s always ticking me off for reading 4 Adventures, thrillers, historical novels, what she calls ‘bodice rippers’. magazines about sports, articles about P: Well, it may interest you to know that you’re in good computers. company there. A recent study found that almost half 5 Through a book club and through reviews. the teenagers questioned reported being told off by 6 They are given by panels to friends and they adults for enjoying something that was not deemed turn literature into an industry, not an art. to be ‘proper reading’. How discouraging. I say pay 7 Maybe literature is an industry and an art as no attention and read what you like. What about you, well. Owen? O: Well I like reading too, but not those romantic stories, they’re not for me. I like adventure, I mean 3 Listening again for further details. Get SS to read thrillers you know, things like that, or erm ... the questions before the second listening. Number historical novels, I like those, but I also read a lot of magazines about my favourite sports – football 1 asks SS to apply their extra-curricular knowledge especially, or articles, like ... to help me with the about romantic novels ... the ‘bodice’ is historically computer. part of women’s clothing; so apart from indicating the P: And how do you find the books you want to read? Do you browse the bookshops, or do you read violence of the sex scene, the expression encapsulates reviews, or ... ? a nuance of something that is historical or old- O: I get tips from my friends, mostly. fashioned. Number 4 is one that invites SS to give A: I belong to a book circle. That’s like a book club. their own opinions and justify them. There are about six or seven of us and we decide on one book a month, then we all read it and meet to 4 A talk about it. It’s great. We can go online too and join A scanning exercise. SS should read the nine parts other book clubs, mostly in the States. They’ve got of the questions before quickly reading through the good reading lists, you know stuff that their members text to search for answers. really liked. And we exchange views with them. But When checking the answers, elicit the responses erm ... I like to read reviews too. There’s always a book section in the Saturday paper. I read the short of SS to the books described. It does not matter if lists for literary prizes, you know and then I look for they don’t know the books – they can say whether those books in the library ... the description given by the teenage writers would O: I tried reading a prize winning novel once. There was a lot of hype about it and I thought ‘well, give it a try’ make them want to read the books. The visual on ... I couldn’t get through the first chapter ... I reckon p.63 shows an illustration by Banksy, which is the maybe the publishers pay the panel who give those pseudonym of a UK street artist whose pictures, awards. Or maybe they just give the prizes to their painted on walls, have earned him an international buddies. reputation.

75 Answers: 6 no ending; possible answers: wouldn’t have 1 2, 4 4 1, 3 7 3 understood the book / wouldn’t have been able 2 2, 3, 4 5 1 8 2 to imagine the clothes people wore, etc. 3 1 6 2, 3, 4 9 2, 4 7 d 8 b B SS should use the format of the mini-reviews they’ve read, that is, using the same headings and rating the books from 1 to 5. Organise an exhibition of mini- 3 Practice with wishes, both present and past. reviews in the classroom to get SS to talk about books they are familiar with as well as explore the ones they haven’t yet read. Answers: 5 Structured as a discussion activity, this could actually 1 I wish I had enough money to make a film of serve as a planning blueprint if any of the SS were my favourite book. interested in setting up a book club. Get SS from the 2 In only I had asked the school for some funding. groups to report to the class. Do they think a scheme 3 How I wish my best friend hadn’t moved to of this kind would work in their school? Ask them to Australia, so she could star in my film. give reasons. 4 I do wish that the directors had retained the ending that was in the book. Workbook 5 How she wishes that she had read the book before she saw the film. 1 Practice with the verbs in conditional structures, and 6 If only he had sent his application on time. / If especially the third conditional. SS have to read for only he hadn’t missed the deadline. comprehension as well, since the negative form is 7 I wish I/How I wish I/If only I had written a required in some sentences. better essay.

Answers: 4 SS read the sentence beginnings first, then watch the 1 gets interview. The task is an exercise in comprehension, 2 will take and also practises some past conditional structures. 3 are 4 will you come video script 5 is called away 6 will drive I = Interviewer, EW = Emma Watson 7 will get I: ... up until this one ... 8 won’t/wouldn’t be EW: Same here, yeah ... (high five) we’re on the same wave 9 can’t/couldn’t length ... 10 made I: It’s so wonderful and it’s ... I was just thinking ... and 11 wouldn’t arrive ... It’s the first Harry Potter film that actually made me 12 finished (finish also possible) cry. 13 could (can also possible) EW: Yeah. 14 hadn’t got I: Very emotional rollercoaster going on in this film. 15 wouldn’t have got What was it like approaching that? 16 had been EW: Well I have to tell you as well, even though I knew 17 could still have left what was going to happen, I was there when it 18 hadn’t broken down happened, and I’ve seen the whole film being made, I 19 would have made it back cried too. I’m not just saying that, I really cried. Erm ... I just think Dan did such a good job ... well I don’t know if it’s the same bit for you but the bit that really 2 More practice with conditionals. A matching task, made me cry was obviously when Sirius dies. And with two of the sentences requiring SS to write their it’s just Dan’s face, just like ... big, just popping eyes. own endings. I absolutely, just like just can’t believe it’s happened. And er, just so awful but anyway I’m not going to Answers: ruin it for you. Erm, yeah. Erm, yeah, it was good, I 1 e mean the set had a different feeling to it this time. It 2 f was quite an intense film to make ... erm, a lot darker, 3 no ending; possible answers: wouldn’t have got erm ... I just think they progressively keep kind of maturing and growing with us, which is nice. such poor marks in writing / would have had a I: Exactly, cause I was going to say that, this is the film, larger vocabulary, etc. I mean as we’ve seen you growing up on screen since 4 c you were eleven years old ... but this, I think that 5 a personally just watching it, it seemed to me that you really related to these characters the most of all of them.

76 EW: Yeah ... erm ... yeah, I think so. I mean, David really 7 The vocabulary work in this case comes from the wanted to ... like ... not forget the other films we’ve made, he wanted us to take everything that we’d Student’s Book, and so invites SS to go over the work learnt, all of our experiences from that and bring it they did in class. The puzzle is made a bit more all together in this one. Which ... you can kind of see challenging because the definitions give the opposites why he used like all of the flashbacks from the other of the words SS are seeking for. ones, which is so weird, cause ... there’s a shot of me, Answers: like I’m eleven, and now now, it’s really weird but erm 1 early 5 sustained yeah, he really wanted the relationship between Dan, Rupert and I which obviously is a real relationship – 2 exciting 6 social there is a real friendship between us – and he really 3 subtle 7 vivid wanted it to come across on screen and I think it does 4 explicit 8 superb and it feels really genuine because it is, kind of ... yeah ... so ... m s s u b t l e I: For sure. I was saying that, you know Harry is going through such turmoil and, as you said, to watch Dan e u u n f h k x do it I think he just did a brilliant job in this movie ... How hard was it for you, you know, not just as x s s p o r t c his fellow actor but as his friend, to watch him go p t o v e v n i through that kind of stuff? EW: Erm, I guess, you know, I think it was, you know, l a c i b r i t it’s emotionally exhausting doing that kind of acting i i i v n c b i every day and I think, I mean Dan never let it show, which I really admire. He’s so ... he’s really, erm ... c n a i k e m n he never says he’s tired. Erm, he’s really, he works so i e l d d l p g hard ... and he did a really good job and ... yeah, I guess, you just kind of try to support him, really ... t d M e a r l y

8 A This goes over and raises awareness of several P ossible answers: mistakes that English learners often make either in 1 made her cry speaking or writing: confusion between adjectives 2 hadn’t done such a good job / hadn’t acted so formed from verbs with either an -ed or an -ing well ending, adjectives or adverbs used incorrectly, or 3 wouldn’t have been so emotional / wouldn’t wrong sentence order. If correcting in class, ask SS have been so dark to give reasons for their choices, to make sure they 4 shown the characters growing and maturing understand these underlying principles. 5 relates most to the other two main characters Answers: 6 the film wouldn’t have been as genuine / they 1 I found this film extremely annoying. couldn’t have portrayed the relationship on 2 The setting was boring, even though I was screen as effectively interested in the story. 7 to bring what they’d learnt in the previous films 3 The main actress looked beautiful, but her into this one acting was wooden. 8 he did such a good job of conveying Harry 4 The director had worked so hard, yet the results Potter’s turmoil but never said he was tired were dismal. 5 When I left, there were hardly any other viewers 5 The interview lets SS listen to what communication still there! often sounds like, away from grammar lessons! The 6 I quickly read the book form cover to cover. young star uses a great many ‘fillers’, and this provides 7 Surprisingly, the book was so much more vivid SS with an opportunity to become acquainted with than the film! this recurring conversational feature. 8 The plot moved fast from one event to another. 9 Sadly, the main character lived a lonely life (in a Answers: lonely way is possible, but more usual) like, I mean, kind of, I guess, you know, so ... 10 Then he finally discovered his true love.

B A vocabulary-building exercise asks SS to derive 6 Vocabulary work with phrases from the interview. SS adjectives and adverbs from nouns. It extends the can listen to it as often as they need to. work done on adverbs by raising awareness about adverbial phrases which are necessary in some cases, Answers: e.g. with ‘difficult’, or with adjectives ending in -ly, 1 popping 5 weird e.g. lovely, where deriving the adverb in the usual way 2 intense 6 genuine by adding -ly would produce ‘lovelyly’. SS use their 3 progressively 7 turmoil dictionaries if they need to. 4 flashbacks

77 B A quick reading exercise that combines skimming Answers: for general ideas and scanning for particular details. 1 subtle, subtly 2 excitement, excitingly 3 intrinsically Answers: 4 actuality, actual 1 thrillers 5 trashy, trashily 2 realistic fiction 6 grip, grippingly 3 vampire stories and dark fantasy 7 friendly, in a friendly way/manner 4 retelling classic stories 8 happiness, happy 5 b) death (the morbid) and 9 difficulty, with difficulty e) frightening mysteries (the gothic) 10 possibility, possible 6 a reflection of their own lives 11 angry, angrily 7 it’s fun, free, can be done anywhere, and 12 loveliness, in a lovely way/manner improves reading test scores

c Practice with the nouns, adjectives and adverbs of 11 Vocabulary work with the text. the previous activity. Answers: Answers: 1 perspective of/on 6 perennial 1 subtly, subtlety 2 mirror 7 legions 2 subtle, exciting/gripping, gripping/exciting 3 blended 8 broody 3 trashy 4 manga 9 geared towards 4 possible, excitingly/grippingly, possibly 5 diverse 10 bearing in mind 5 difficulty, friend 6 angrily, difficult 12 7 loveliness, happy Step-by-step instructions for writing a short article for 8 intrinsic, excitement a student newspaper. This includes every phase from preliminary research through planning, drafting, and self-editing. 9 SS write an email to an English friend, reading the questions carefully before they start. OPTION Once again, gathering the articles into a ‘Collected follow-up OPTION Articles about Library Facilities’ can be motivating An easy follow-up option would be for SS to for SS. exchange emails and, adopting the role of the English-speaking friend, reply!

10 A A pre-reading and vocabulary exercise, continuing the work done on book genres in the Student’s Book. Encourage SS to use their dictionaries for unknown words, if they are doing it as homework, or ask others if they are working in the classroom.

Answers: 1 Vampire stories are books with characters that come out at night and bite people. 2 Historical novels tell stories about people and events in the past. 3 Graphic novels are books showing the plot in pictures and speech bubbles. 4 Series are sets of linked stories that continue from one book to the next. 5 Fantasy novels are stories set in imaginary, alternative worlds. 6 Chick lit means novels written for and about young women, usually involving romance. 7 Thrillers are stories of crime and murder, usually solved by detectives.

78 B A scanning exercise which practises both reading 10 Visual projects skills and grammatical awareness, because SS have to find the right causative structures to replicate the meaning of the five sentences. This unit is all about making things happen, with the causatives have and get in present, past, active and passive Answers: forms. To make new opportunities happen, you often 1 She got him to write the book. have to fill in applications including a well-written CV, 2 In fact, he had nearly 10,000 teen photographers and, as SS will very soon have to start thinking about this from around the world send him more than if they haven’t already, the unit gets them practising. 135,000 images. 3 The publishers got him to put together this ambitious work. 10A Getting people 4 The publishers who got Charlie to write the to recognize your talent book were Amphoto Books. 5 Charlie managed to have the photographers (pages 64–65) provide him with page after page of works of 1 A warm-up activity for the topic of the unit, which intelligence. is how some young people manage to communicate their particular skills and get their talents recognized. c Having worked with examples from the text, SS now SS think about ways in which it’s possible these days produce causative sentences, using get, that are similar to connect with people who have similar interests or in meaning to the sentences. hobbies.

OPTION 1 Answers: 1 A publisher got Charlie to write the book. A small research project arising from this 2 His mother got him to complete the book by preliminary discussion activity. Get SS who have nagging him about it. / (more informally) His similar interests or hobbies to work together to mother’s nagging got him to complete the book. compile a list of links to associations, websites, or 3 The editor got photographers to send in their other social networking sites where they can share images. their ideas and enthusiasm with others. Put the list 4 Parents often get teenagers to wash up after on your class website, if you have one, or create a meals. small leaflet so that others in the school have the 5 Teenagers can get a publisher to collect their information available as well. works.

OPTION 2 4 A The mistakes in the sentences are distortions of If SS do communicate with others using these meaning. SS read them before they listen to the networks, ask them to write a short report for the interview, then correct the inaccuracies. If you think class website or to pin up for others to see. You could it is helpful, get SS to work in pairs with alternate offer SS the option of writing this report instead of sentences. the writing activity at the end of Unit 10A, activity 5. SS always write with greater motivation if they have a Tapescript real reason for doing so! I = Interviewer, EH = Eleanor Hardwick 2 A cloze-type reading exercise, with one word being I: Eleanor Hardwick is only sixteen years old but has chosen from three options to fill the gaps. SS have to already photographed some top fashion models and determine the meaning of the sentence in which the held an exhibition of her work. She has come in to talk gap occurs, so these are choices guided by semantic to us about her experiences. Eleanor, welcome. EH: Thank you. It’s a pleasure to be here. rather than syntactic or other more purely linguistic I: Tell us, to start with: what kind of ‘feel’ do you try and considerations. create in your photos? EH: My photos are dreamscapes. In fact, ‘Dreamscapes’ is Answers: 2c 3a 4b 5c 6c 7a 8c 9c the title of my exhibition in Bristol early next year. I like to play with what I see. I love using natural light. 3 A Grammar activation. SS study the examples and I have the light create something serene, something circle the right option to complete the rule. out of reality. I: When did you start taking photos and how long have Answers: you been posting photos on flickr? EH: I started taking photos when I was twelve. I began 1 for someone else to do something for us taking general snapshots, especially of toys, with a 2 get + infinitive with to, have + infinitive without to

79 simple 4 megapixel point and shoot. About a year ago I developed a particular interest in fashion portraiture, 7 Photography is her number one passion in life, however. but she works very hard, at least one photo I: When did things start to take off for you? shoot a week. EH: I got flickr to show my photos, and people started 8 She’d like to photograph all kinds of people for noticing them. Then the BBC wanted to use my image top fashion magazines. for a slideshow, so they had me send them a lot of photos. Then, a small gallery in Bristol got me to B Using the context of the interview, SS now complete exhibit with them. I had an interview on the website the causative sentences. for Dazed & Confused Magazine, which caught the attention of The Independent, as well as a couple of Answers: musicians and smaller magazines. After my feature 1 something serene, out of reality with The Independent, I began to receive many more offers from magazines and clients. Dazed & Confused 2 show her photos Magazine is getting their reporter to interview me for 3 exhibit with them a feature coming out soon, as well as an interview with 4 their reporter to interview her a Brazilian newspaper set to come out early next year. 5 keep on producing photos Without the help of the internet, this could never have 6 take part in a project she was organising happened. Not only because I have been approached 7 had her photograph different things for them via the World Wide Web, but also because it’s the 8 designers and stylists to work with her support of flickr members that got me to keep on producing photos. I: Tell us a little about your exhibition in Lisbon, OPTION Portugal. EH: The organiser, Sara, got me to take part in a project Before asking SS to continue and write their short she was organising based around the word 'home'. description in activity 5, elicit their responses to the The exhibition in Lisbon is hopefully one of the first two stories about young photographers they’ve heard of many. or read about. What spurred each one on to work I: You’ve already worked with some top fashion models. hard and achieve the recognition that they did? What What was it like? qualities do SS think are the most important for a EH: As much as I love taking photographs of my sister and friends, it is wonderful to work with professional photographer? Would they agree with the adage that models. They’re so skilful, they get you to see just how success is 5% inspiration and 95% perspiration? This fluidly they can pose, and they really understand what also sets the scene for the writing task that follows, you’re trying to achieve in the photograph. whether it is the one described in the book or the one I: I think it’s amazing that you’ve achieved so much at a proposed above as Option 2 for activity 1. young age. What’s the secret to your success? EH: I guess I’ve been very lucky that people have had me photograph so many different things for them, but I 5 A writing task which can be set as homework . Set a have been working hard. Photography is my number word limit appropriate to your own SS’s level at this one passion in life, and I usually do at least one photo point. If they are doing it as homework, they can shoot a week. I’ve learnt that the more effort I put into compare in groups during the next English class, or an idea, the more it will pay off. they could compare with others via the internet. I: Finally, what are your plans for the future? What are your dreams? Where do you see yourself in ten years’ time? EH: I’d ultimately love to work with the top fashion 10B Learning to make films magazines, travelling the world to photograph all (pages 66–67) kinds of people, I’d get a whole team of set designers and stylists to work with me. Who knows what will happen! Having worked with active causative structures in Unit 10A, SS now go on to study passive causative structures.

1 A A pre-watching exercise to draw out some of the Answers: vocabulary SS will need for the work in this section. 1 Eleanor’s photos are out of reality. SS can use their dictionaries and compare their 2 She developed the interest a year ago. guesses with others. 3 She put her photographs on flickr, then worked Answers: All the expression are in the video. for the BBC, then exhibited in a gallery. 4 A reporter for a magazine interviewed her and the interview is coming out soon. B & c A first viewing to confirm guesses. SS then try 5 Her exhibition in Lisbon focuses on the theme to remember the tips given in the video, and the shot Home. types introduced. They then go on to try to supply the 6 She likes professional models because they pose expressions Jeremy used, from memory. Get them to very fluently. compare answers with the class to see whether they can fill in any gaps.

80 video script Answers: Hey what’s up guys? I’m going to show you some of the Activity 1B: Activity 1C: elements I’ve learned in my video production classes. That Tip 1: Use a Tripod 1 sweet, awesome, cool means that I’ll be giving you some tips that you’ll be able Tip 2: Shot Types 2 yikes to use with your own movie making. So that you can learn Tip 3: Rule of thirds 3 a ton of stores some sweet things that you might not have known before ... Shot types: 4 keep in mind and that can help you in recording video at its finest. 1 Extreme long shot 5 trust me Filmmaking Tips with Jeremy Cathey 2 Regular long shot [ Tip 1: Use a Tripod!] 3 Medium shot A tripod is probably the most important piece of video 4 Medium close up equipment. Instead of holding the camera with your hands, 5 Close up you let the tripod do all the work. Imagine if you held a 6 Extreme close up camera like this all the time. You’d probably make people sick. Here’s some shots recorded out of tripod. d A discussion activity which directs the attention And here are some shots recorded with a tripod. Amazing how much a tripod can make a difference, huh? of SS first to their own response to the content and Where can I buy one? presentation style of the video, then to the way the A ton of stores sell tripods. And personally, I get mine video was structured and filmed. Encourage SS to at Wall-Mart, because they’re pretty cheap there. But be provide details to support their views. careful, because tripods can break. Trust me. They can break. But you can get loads of different camera shots with 2 A reading exercise, combined with the first regular household items ... like a stool. A desk. Or even a presentation of the passive causative structure. skateboard. Having steady shots in your video can really The email tells the story of Roseanne’s experiences really make a difference. when the students enlisted the help of a professional [Tip 2: Shot Types!] director to make a video interview of their Shooting video. Shooting video. Shooting video. Shooting headteacher. The first task is to read the email and video at random is how I used to make my movies. But answer three questions of detail. Encourage SS to random shots usually don’t look that good, when compared to real well-defined shots. There are six main shots you remember the work they’ve done with writing short should remember while filming. Six. answers! The extreme long shot is more focused on the location. The regular long shot also deals with location but the subject Answers: too. 1 lines mixed up, pictures not properly balanced, The medium shot is used to focus a lot more on the subject. shots centred and stiff, some too dark Medium close-ups are even more focused on the subject. 2 pre-prepared questions, two video cameras Close-ups are pretty close all right and really good for placed in opposite corners, lights positioned for showing emotion. good effect, the interviewer sitting alongside the And extreme close-ups show absolute concentration on the interviewee subject. Those six basic shots can really help define your video. 3 a question-and-answer session with him after [Tip 3: Rule of thirds!] the shoot, an opportunity to send in CVs and The rule of thirds is the final rule I’m going to talk about. apply for a scholarship with his company It’s definitely another one you might want to keep in mind while making a video. 3 A When the subject of your shot is right in the centre, it Grammar activation. SS have to apply their sometimes can look a little funny. Now if your shot was like knowledge of active and passive structures to this, or this, it usually looks a lot more natural. And this is distinguish between these active and passive causative the rule of thirds. sentences. Don’t get me wrong. Shots with things centred in the centre usually don’t look that bad. But putting things into the rule Answers: 1P 2A 3A 4P of thirds really adds some element to your video and it can really add some flavour. B SS complete the rules for the two patterns and find Say you had two people who are talking to each other. If an example from the email for each. They do this in you had both of them in the centre when they talk they’d probably end up in the same spot. Yikes. That didn’t look their notebooks, thus giving them the rules to refer to too good. But what does it look like if we put in the rule of easily when revising. thirds? One person is on the right, and one person is on the left. Look, they’re still on the same sides of the shot. Cool, Answers: huh? The rule of thirds is another thing you should try to 1 infinitive with or without to (short or long remember while making a video, if you want to make it infinitive) look smoother and more well shot. That’s all the tips I have Example: He had us write out the questions we for this video. Thank you for watching it. ... erm ... You’re wanted to ask. awesome ... and I hope these tips are helpful for you. See 2 past participle you later. Example: He got the interview done and dusted in an hour.

81 c Finally, SS examine the two ways in which the new 10C Skills enhancement structure, the passive causative, is used, with get or (pages 68–69) have for arranging for someone to do something for us, but usually only get to describe an unfortunate event. They find examples of each in the email. Part I Reading 1 A A combination of practise with both reading and Answers: writing skills. The first step is for SS to read the first a He had the two video cameras positioned in three paragraphs of the text quickly, with a partner, opposite corners. helping each other to find the right meaning through b We didn’t get the pictures balanced properly. context. This trains SS to get meaning from context and prepares them for test situations, where they must do just that with reading texts. 4 A Roseanne’s story provides the context for the B SS then work through the four questions and short functional work of the unit, which is understanding answers, discussing the strengths and weaknesses how to write an effective CV. First there is a reading of each option, and giving reasons for their choice. and vocabulary exercise. Working with a partner, When checking, ask SS to give their reasons. Remind SS are invited to read through the leaflet and extract SS of the three Cs of good short answers: Clear, the words or expressions that they feel are unknown, Concise, Complete. difficult, or interesting (for example collocations or set expressions). They then find the meaning by working with the context or using a dictionary and they create Answers: a vocabulary task for other SS. The sentence in the light blue box gives them an example with the word Question 1 ‘crucial’ in the first sentence of the text. 1 Obviously unsatisfactory. Too long. What is required is a short answer, not a summary. B Armed with their four descriptions, SS join another 2 Not the right answer. These are not the things pair and get them to find the words in the text. Get that had to be done. Don’t parrot words. SS to write the word or expression they found most 3 The best answer. Short and complete. interesting or most difficult on the board. Question 2 1 Unsatisfactory. Incomplete. Try not to use the OPTION same words as in the text. This is a fairly long article, and as a follow-up and 2 Complete and succinct. preparation for the production exercises which they 3 Unsatisfactory – too wordy, doesn’t really will do next, you could ask SS in pairs or groups answer the question. to summarise the whole article, using 4 or 5 bullet Question 3 points, e.g. 1 Good answer – short and to the point. Keep it short and striking 2 Not so satisfactory, because although true, it Use clear headings doesn’t answer the question. Highlight your particular strengths 3 Good answer but too long and not in note form. Don’t leave careless mistakes in your CV A full sentence is not required here. Be honest Set a short time limit, after which the groups have to Question 4 write their tips on the board. 1 Too wordy and not precise. No need to write a complete sentence.

Get the hang of it! 2 Not really the point – doesn’t say why she spent the money. Writing a CV 3 Short, complete. 5 A–C To start with, SS re-read the advice in the article or the summary tips they’ve put on the board. In the 2 first step, they discuss and begin to gather the details Having seen models of good and poor short answers, that they will need to include. They are then given a it is the SS’s turn to write their own. Once again, they choice of writing a CV for themselves or for a fictional must try to read fairly quickly, and get meaning from character. This option is to lessen the pressure on SS context. who may feel they haven’t yet done enough to put on Answers: their CVs. SS then write the CV and continue with the 1 All kinds, from great heat in dry conditions to peer editing techniques that they are familiar with by heavy rain. now. 2 A team of porters helped them. There is more work with writing a CV in the 3 Lack of refrigeration and having food sent to Workbook, including a format that SS can use. remote areas.

82 GC: I would divide up TV audiences into three 4 Camped two hours away and kept moving with generations, with the second now controlling and the explorers. making our TV entertainment. I really believe that 5 No, she worked out shoot details first. audiences now demand a great deal more than in 6 Not just the surface story, but its deeper the past. Expectations have grown so much that meaning (or its meaning and implications). viewers now expect a degree of control over their programming. This has gone as far as exercising control over the 3 As usual, completion of the task is followed by group final outcome of a show. TV producers now have comparison of the answers. SS can assess the quality interactivity and the convergence of new technologies of the answers by using the three Cs criteria. They at their disposal to facilitate this expectation, and part then discuss their experience of doing the exercise. If of the huge success of reality TV can be attributed to any of the SS found the task easy, they could pass on this. their tips to others. Elicit any advice that has emerged I: But can everybody really be part of this revolution in in the group discussions. technology? GC: I do believe they can. Rapid change in society has Part II Listening meant that people can access information and 4 The rubric reminds SS to read through the statements entertainment almost anywhere. Being a media- literate society means that this is an expected part of before they listen. They could also use some of the everyday life, and the ability to be seen anywhere and strategies they discussed earlier, for example quickly by almost anyone is now a reality. underlining the key words in each statement. They I: Many people we’ve spoken to wonder why people then listen to the interview and decide on their want to go on these programmes. answers. GC: Well, being famous is now an ultimate goal in itself. People are marketing themselves as brands. Being seen Tapescript equates to being famous, and being on a set for eight weeks amongst strangers can now assure you fame for I = Interviewer, GC = Gary Carter at least 15 minutes. It might be an exaggeration to say You will hear an interview with Gary Carter of Endemol, that we are witnessing a revolution, but in terms of a key figure in the global distribution of Reality TV conventional TV we are definitely experiencing a sea programmes. change. As you listen to the recording decide whether the following I: So the big draw is becoming famous ... statements are TRUE or FALSE. You will hear the recording GC: Yes. Because of Reality TV, normal members of the twice. Now read through statements 1–8. public, regardless of talent, can appear in hugely I: If you were to take a glance at the huge success successful TV programmes. Many contestants have generated by shows such as Big Brother and gone on to carve out careers based on the fame Survivor you might think that we were entering an generated by the programmes. These programmes entertainment revolution. Global viewing figures are always non-scripted and generally take place suggest that reality television is ready to take over our in a non-studio environment. Audiences are not television sets. We asked Gary Carter of Endemol, a demanding linear programming, instead they want key figure in the global distribution of Big Brother and the unexpected. Who Wants To Be A Millionaire, about the causes of The more predictable a message, the less information these recent developments. it contains. Another instance of change is that GC: I would say there are many different causes: changing this programming is available in a multi-platform audience expectations, new technologies, and how far format. Television is no longer the primary form of producers are willing to go in their attempt to sustain transmission, instead it has become a mere medium of and increase viewing figures. transmission and it shares this value with many other I: But whatever its successes or causes, Reality TV is an such devices. idea that also alarms many people, isn’t it? Aren’t there I: Very thought-provoking, Gary. Thank you for sharing people who object to it as a voyeuristic, mindless and your views with us today. an often harmful form of entertainment? GC Well, that’s true, but Reality TV is becoming a normalised and integrated part of life – one that we Answers: can access at will from our work stations, mobile 1 T phones, TV sets and many other receiver devices. So I firmly believe the market is ripe to receive more and 2 F – it also depends on changing audience more of it. Reality TV is a response to change. This expectations and new technologies change exists in the market – which is the audience – 3 F – some people think it’s voyeuristic or harmful technology and within the people who make the TV 4 T shows. We no longer exist in an environment where a 5 F – this is no longer the case public broadcasting agenda takes precedence over the 6 F – it also allows viewers more control commercial world. 7 T I: And do you think that reality TV appeals to all 8 F – the programmes are unscripted and filmed generations? outside.

83 B 5 Comparison of answers, discussion of experiences and This continues the story of Cheryl’s interview, strategies used. when she is asked to show her photographs and also position the light and cameras to photograph a 6 Finally, a vocabulary activity to round off the listening member of the panel. The exercise offers a different practice. SS try to remember the words or expressions kind of practice with causative sentences, both from the recording, then listen again to confirm. present and past. SS have to detect the one word that is missing in nine of the sentences as well as discover Answers: the sentence that is correct and doesn’t need an extra 1 generated word (sentence 10). 2 sustain, viewing figures 3 ultimate goal 4 marketing, brands Answers: 5 carved out, regardless of talent 1 Gwen had got 6 and had 6 linear programming 2 I had had 7 then got 7 in a multi-platform format 3 nails done 8 panel had/got 4 me to 9 got me 5 had me 10 correct 10D Are you on your way up? (page 70) 2 Straightforward transformation of sentences into either active or passive causative sentences. Test 5

Further practice with grammar and vocabulary covered Answers: in the previous two units. SS check the answers on 1 The producer got the sound mixer to work more page 125. Alternatively, ask SS to swap books with their efficiently. partner and assess each other's work. 2 The producer got the director to limit herself to two more takes. 3 The director got the lead actor to make smaller 10E Project gestures. An oral presentation 4 The director had the light repositioned (by the assistants) where she wanted it. (page 71) 5 The producer had the cable buried (by the assistants). A guided step-by-step activity. SS choose one of the 6 The timetable hadn’t had any re-shooting time two topics given. In groups of two or three they prepare scheduled into it (by the director). for their presentation, think of possible words and expressions they might need. After they have practiced in private, they give presentation to their groups first, 3 Reading for gist comprehension. SS read through the and then to the class. Remind SS to mind the time when article and write short answers to the questions. giving presentation - it must not be longer than the time allocated. P ossible answers: 1 The example of the crew filming – it adds Workbook human interest to the beginning of the article, 1 A More practice with producing causative sentences. which then becomes more abstract. The context is a phone call in which Cheryl asks Sam 2 The sound mixer makes repeated mistakes and for advice about applying for a photography course. the director is reshooting the takes too many times. Answers: 3 Because he’s used to acting on stage, where an 1 Get a friend to (more usual) / Have a friend actor needs larger gestures. (more formal) 4 She gets the grip to hold the board in the right 2 have/get a new one/photo (‘the photographer’s’ way, she corrects the lighting angle. is a more formal business situation, so get and 5 They are all under 18 years of age. have both possible) 6 ‘Moviemaking is finding its way into high 3 Get her to advise (because Gwen is named, have schools.’ is too formal) 7 Teenagers watch a lot of films at the cinema 4 get/have it cut and TV at home; the ‘extra material’ on DVDs 5 have them tidied up / get someone to tidy them shows them how films are made; they imitate up movie celebrities; filmmakers are as popular as 6 Have the bus driver tell you ... / Get the bus sports stars; filmmaking is still seen as a rather driver to tell you when you get to the right stop. unconventional teen occupation and technology 7 Get your brother to go along and help. has made filming easier.

84 4 Vocabulary work with the text. This pulls out some of the technical or more informal language used in the text.

Answers: 1 the grip 6 a flicker 2 the bounce board 7 mystique 3 the dolly track 8 running the show 4 a take 9 rolls her eyes 5 an independent short 10 an outlaw form

5 An exercise which combines vocabulary work and practice with reading skills, since SS re-read the article and indicate comprehension by choosing the right word.

Answers: 1 frustrated 9 determined 2 precious 10 wide-ranging 3 dramatic 11 frequently 4 effective 12 knowledgeable 5 embarrassed 13 attractive 6 youthful 14 popular 7 bossy 15 easier 8 obedient

6 More contextualised practice with writing CVs. SS first read the advice given by Janice and, adopting the format given, rewrite Andrew’s CV. They can add imagined details if they like. The format can obviously be used for any number of CVs, and so is a useful one for SS to examine closely. SS can pin up their CVs in class in the next English lesson and compare them.

7 One final practice task with causative sentences. Using the context of activity 6, SS rewrite the sentences.

Answers: 2 She gets him to write his address in one line. 3 She has him put in the dialling code to his phone number. / She gets him to put ... 4 She has him mention his ambition to make films. / She gets him to mention ... 5 She gets him to use reverse chronological order for his education. 6 She gets him to add more details to his work experience. 7 She gets him to omit swimming and football from his list of interests. 8 She gets him to mention his experience as a director.

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