3 What music does

GRAMMAR: could / was able to / managed to; past continuous; past perfect; past conclusions UNIT VOCABULARY: musical instruments; body metaphors; where to put things; saying what you like FOCUS FUNCTION: complimenting someone’s performance

Introduction p27 Tip: If students have difficulty guessing where the stress is (they often do), tell them to Aims just hum the word instead. It takes the The focus of this lesson is to introduce the topic of emphasis off the word and focuses on music and the effect that it has on people’s lives. the sound and rhythm, making the stress Students learn the names of musical instruments much easier to hear. and are encouraged to think about a wide variety of musical styles, not just mainstream types. Extra idea: Find out if anyone plays any of You first! the instruments listed. Do any students play Students discuss in pairs how important music is instruments that are not listed (eg clarinet, to them. Write extra questions on the board to oboe, French horn)? Expand the lexical set increase speaking and learner interaction (eg How to ensure that students can describe their often do you listen to music? Where do you listen own musical interests. Remind students to it? How do you listen to it? Do you use an mp3 that the collocation is play an instrument – player, CD player, laptop or listen to songs on your no preposition is needed. smartphone or tablet? Do you like listening to music on the radio? Do you ever go to concerts? 3 GUESS Students work in pairs and guess the Do you prefer live music?). answers to the questions. If possible, they can check their answers quickly online using their 1 Give students time to check they understand smartphones or tablets. all the words in the box. They then take turns acting out the instruments for their partner Answers and guessing the instruments. Yuja Wang: piano, China Courtney Pine: saxophone, England Extra idea: If there are any instruments Hilary Hahn: violin, the USA in the list that students haven’t heard of, Anoushka Shankar: sitar, England encourage them to research them online. Rodrigo y Gabriela: guitar, Mexico Toumani Diabaté: kora, Mali 2 1.19 Play the recording for students to mark the word stress in each word. If 4 1.20 Students listen and check their necessary, do the first one with them as an answers. You could also show them short clips example. Get feedback and do some repetition on YouTube of each musician. drilling to practise pronunciation. Ask students which words are very similar in their own Transcript language and which are very different. Yuja Wang plays the piano. She was born Answers in Beijing, China. She started playing the piano when she was six. She’s a really bagpipes, bass guitar, cello, double bass, brilliant pianist – but she says she loves drums, flute, guitar, harp, keyboard, fashion too! kora, piano, saxophone, sitar, trombone, trumpet, violin Courtney Pine plays the saxophone – and many other instruments. He was born in London. His parents are from Jamaica.

Unit 3 69 Hilary Hahn is a violinist. She was born in EXPLORE ONLINE Virginia, USA. She started to play the violin This activity can either be done in class or for when she was four years old. homework. Encourage students to look up the Rodrigo Sánchez and Gabriela Quintero musicians online using their smartphones or play guitars. They were both born in tablets. Get feedback (eg Which musicians did you Mexico City. They used to play in a rock like best? Why? What famous musicians are there band, but now they play their own special in your country?). kind of music. 6 EVERYBODY UP! Students walk around the Anoushka Shankar plays the sitar. She is room and find out more about each other’s the daughter of the great Indian sitar player musical skills, then report back in feedback Ravi Shankar. He started to give her music This is also a nice opportunity to practise the lessons when she was seven. She was born past simple and present perfect continuous, in London, England, and lives in London which were featured in Unit 2 (eg When did and New Delhi. you start? How long have you been playing the Toumani Diabaté plays the kora, a popular guitar? Have you been taking lessons?). West African instrument. He is a music superstar from Mali. He plays his kora all Lesson 1 Making music over the world. differently pp28–29 5 Give students a few seconds to read the questions so they know what to listen for. Play Aims and pause the recording as necessary. Remind The focus of this lesson is to practise could / them that they don’t need to write every word was able to / managed to to describe ability and when they make notes. things we have succeeded in doing. Students also read about two famous musicians, learn body Answers metaphors and share information about their own 1 Yuja Wang is from China. personal achievements. Courtney Pine is from England. Hilary Hahn is from the USA. You first! Rodrigo Sánchez and Gabriela Quintero Students work in pairs or small groups to tell each are from Mexico. other about special abilities they have. They should Anoushka Shankar is from England. report back in feedback. Toumani Diabaté is from Mali. 2 Yuja Wang was born in Beijing. Background notes Courtney Pine was born in London. • Evelyn Glennie was born on 19 Hilary Hahn was born in Virginia, USA. July, 1965, and is a famous Scottish Rodrigo Sánchez and Gabriela Quintero percussionist. She grew up in were born in Mexico City. Aberdeenshire and studied at Ellon Anoushka Shankar was born in London. Academy and the Royal Academy of Toumani Diabaté was born in Mali. Music. Glennie has been deaf since the 3 Courtney Pine’s parents came from age of 12. However, although her music Jamaica. teacher believed she would never be Anoushka Shankar is the daughter of the able to continue with her music career, great Indian sitar player Ravi Shankar. she went on to become a successful 4 Yuja started playing the piano when she international performer. She often plays was six. barefoot during her live performances Hilary started playing when she was four and studio recordings to feel the music years old. better. She has received many awards for Rodrigo and Gabriela used to play in a her music and work for charity and has rock band. been nominated for the Polar Music Prize Anoushka started playing when she was of 2015. seven years old. • Jean ‘Django’ Reinhardt was born on Toumani plays his kora all over the world. 23 January, 1910, in Liberchies, Pont-à-

70 Unit 3 Celles, Belgium. Django (which means ‘I awake’ in Romani) was attracted to DJANGO music at an early age and quickly learnt 1 He was burned in a fire. to play the violin, banjo and guitar. 2 The doctors said he wouldn’t play music But at the age of 18, in 1928, he was again. injured in a fire and received first- and 3 He learnt to play the guitar in a second-degree burns over half his body; different style using only his index and two of the fingers of his left hand were middle fingers and played with jazz also badly burned. Doctors believed violinist Stéphane Grappelli in the Hot that he would never play guitar again, Club in Paris, France. but with rehabilitation and practice, he learnt to play in a completely new way. Tip: Ask students to read the instructions out He is regarded as one of the greatest loud sometimes. This involves them more guitar players of all time and created an in the lesson and keeps them on their entirely new style of jazz guitar technique toes – they’ll be listening in case you ask (sometimes called ‘hot’ jazz guitar). them! It also involves different learning Django died in Fontainebleau at the styles – some students will understand age of 43. Since his death, many guitar more quickly this way than if they just players and musicians (including Jeff Beck listen to you read the instruction. and Paul McCartney) have expressed their admiration for Django Reinhardt, or have 3 Give students time to make questions about cited him as a major influence. the article. Walk around, help and correct as needed. Then put them in pairs for them to ask Reading and answer each other’s questions. 1 Students look at the photos and the title of the MA Stronger students can be left to write article and write down five things they expect questions individually, whereas weaker to read about. They then read the article and students will find it easier to do this in pairs. If check to see if their predictions were right. they do, ensure they do the second half of the activity (answering the questions) with a new Students re-read the article and answer the partner. questions. Check answers in feedback. Extra idea: Students find words or phrases Answers in the text that mean: 1 Evelyn Glennie played clarinet, but now level of sound (pitch) she plays drums and percussion. unable to hear (deaf) Django Reinhardt played the banjo, the succeed or do something difficult violin and the guitar. (manage to) 2 They both overcame disabilities. a position (a place) get enough money to pay bills and buy 2 Put students in pairs for the jigsaw reading food (earn a living) activity, asking and answering each other’s think or have an opinion about someone questions about the musicians. or something (consider)

Answers EXPLORE ONLINE EVELYN This activity can either be done in class or for 1 She lost her hearing. homework. Encourage students to look up the 2 Her teacher thought it was impossible musicians online using their smartphones or for Evelyn to become a musician. tablets and share their information. 3 She realised that she could ‘hear’ music with other parts of her body and went on to get a place at the Royal College of Music in London.

Unit 3 71 Grammar could / was able to / managed to 8 Elicit what a metaphor is; students then guess and complete the sentences with the words 4 Students match the sentences and meanings. in the box in 7. Tell them that often there’s no They can also look back at the article to help logical explanation for metaphors of this type; them. Ask personalised questions and ask they’re just phrases we say! students to think of something they could / couldn’t do, managed to do / didn’t manage to Answers do, were able to do / weren’t able to do. 1 hand 2 leg 3 finger 4 face 5 fingers 6 shoulder 7 chin 8 arm; leg Answers 1 b 2 c 3 a Extra idea: Students write the isolated 5 Students complete the sentence and compare metaphors in their vocabulary notebooks, with a partner. After checking answers, elicit eg to lend (someone) a hand, to pull why could is wrong (it requires a conditional someone’s leg. clause, eg He could finish his essay in time if he didn’t have to go to football practice). 9 Ask students if they have similar phrases in their language(s) or whether they are Answers completely different (eg in Germany, they don’t was able to, managed to keep their fingers crossed for luck, they press their thumbs!).

6 Look at the two examples as a class, then tell 10 Students could look up metaphors in students to write sentences about the pictures. a dictionary or search online on their They then compare with a partner. smartphones. Get feedback and vote on the MA Stronger students could write two or three most interesting, funny or strange metaphors. sentences for each picture, or even build them into a short story. Speaking and writing 11 YOUR STORY Ask students to think about Extra idea: To practise the grammar in a personal achievement, something they a fun way, show a video clip of someone managed to do that they found difficult. Give trying to do something difficult (maybe an example (eg running a marathon, learning something like James Bond or Mr Bean in a language, etc) and tell them to write notes Mr Bean’s Holiday). Students watch the clip about it. They then work their notes into a and write down as many sentences as they story. Set a time limit and monitor, to offer help can using could / couldn’t, managed to / and gentle correction. didn’t manage to, were able to / weren’t able to. 12 Students work in pairs and tell each other their stories from 11. They should take notes and write a summary of their partner’s story. Vocabulary Body metaphors (1) Students then report back on their partner’s 7 Read out the body parts one at a time (or ask story in class feedback. students to read them out) and ask students to point to the photo. You could also tell them to Extra idea: Students tell each other point to the relevant parts of their own bodies. their stories, then ask their partner Change the order and say them more quickly comprehension questions about it (Where to make it challenging and fun. was I when I did the bungee jump?, Who was I with?, Where did I go afterwards?, etc). Their partner has to listen, try to remember the story and answer the questions correctly.

72 Unit 3 Lesson 2 Music and rubbish 2 PREDICT Students look at the photos and pp30–31 the title of the article and guess what the story is about. Brainstorm as a class.

Aims 3 Set a short time limit for students to check The focus of this lesson is to practise the past their predictions so they read quickly for gist continuous and the past perfect to describe and don’t worry too much about unknown background actions and sequences of events. vocabulary (they will focus on it in the next Students also read about recycling and music, activity). What things were interesting or learn about different containers and role-play an surprising about the story? interview about the article. 4 THINK Have a student read the question Warm-up aloud and check that everyone understands Write a long world on the board (eg unbelievable). what it refers to (Is it a good thing that the kids Students work in two teams to make as many of Cateura don’t have to play with rubbish any words as they can out of the letters. Give an more?). Students then discuss the question in example, then set a short time limit (about two pairs and give their opinions in feedback. minutes). The winner is the team with the most words. Extra idea: Ask students if they know how much instruments cost. What are Background note the cheapest instruments and the most The Recycled Orchestra is a group of young expensive? Students look at the Did you musicians from Cateura, Paraguay. The know? spot. Do they think an instrument orchestra is renowned for their instruments, can ever be worth so much money? which are crafted from recycled materials gathered from a landfill site that the 5 Students read the text again and find the community is built upon and around. words that match the definitions. Check Nicolás ‘Cola’ Gómez, a garbage picker, together in feedback. collaborated with Favio Chávez, a musician doing volunteer work, and together they Answers built instruments for over 100 different 1 rubbish dump 2 garbage 3 recycle students in 2006. Favio’s maxim is ‘Having 4 measured 5 rewind 6 conductor nothing is not an excuse for doing nothing’. The orchestra has performed 6 Students read all six questions, then choose concerts all over the world, and have two to do a mini-presentation to the class made a film entitled Landfill Harmonic. about. Encourage them to give as much With the money they have earned from information as possible. If students feel their concerts, the children of the Recycled uncomfortable addressing the whole class, Orchestra have been able to buy a property allow them to work in groups and present to near Cateura, where a huge music school their group instead. and concert hall is being built. There will also be free craft classes for all the residents MA Encourage stronger students to talk about of Cateura. more questions. 7 TAKEAWAY LANGUAGE Explain that a Reading ‘brainwave’ can also be a sudden, inspired idea for solving a problem. Students discuss their 1 Split the class into two or three teams and own ‘brainwaves’, then report back and vote tell students to write down as many musical for the best stories. instruments as they can. Tell them it’s a race. The first team to get 15 instruments wins the game. MA Weaker students can have a quick look at the list in 1 on page 27 before they start.

Unit 3 73 EXPLORE ONLINE Tip: Encourage students to notice the This can be done as homework or in class. grammar of sentences, especially Students look up information online using their things like pronouns, conjunctions and smartphones and tablets. You could also direct transition signals like contrast, result and them to a website where they can see the movie reason clauses. This helps them to see trailer: http://www.landfillharmonicmovie.com. sequences of events and tell their own Ask for a few opinions. stories and anecdotes. Grammar Past continuous; past perfect 10 Students retell the story from 9 in pairs 8 Students complete the sentences in the table from memory. Alternatively, you could tell and look back at the article if they need help. students the story but add in false information They then answer the questions below the and things that didn’t happen. Students have table in pairs. to listen and correct you when they hear a MA For weaker students, ask extra concept- mistake. checking questions and draw timelines on the board to check understanding. Tip: When asking students to interrupt and point out mistakes, encourage them to Answers do it politely, eg I’m sorry, but I think 1 was working 2 was carrying that’s wrong. 3 had never seen 4 had made a) had never seen, had made Vocabulary Where to put things b) was working, was carrying 11 Do the first one with the class as an example. 9 1.21 Students work in pairs to put the Students then match the words and containers. sentences in order, then listen to the recording to check. Answers garbage dump, landfill site, laundry basket, Extra idea: Write the sentences on slips of recycling bin, rubbish dump, trash can, paper to appeal to different learning styles waste paper bin and introduce a kinaesthetic focus.

Extra idea: Some of these terms are more Answers and transcript common in American English. Students do f) Ali was taking the rubbish out some research to find out which ones, and k) when he suddenly remembered what their British English equivalents are. something. h) The day before he had taken his car to 12 Write the names of the containers on the the garage. board and produce a mind map with students’ b) He had left it there, ideas. a) and he had forgotten all about it. g) He went back into his flat and put on Speaking his coat. 13 ROLE-PLAY Students choose a role, then e) He called a cab and went to the garage, read the article again and think of what they’d c) but he couldn’t see his car there. like to say. j) The men at the garage were having coffee. 14 Students work in pairs to interview each other d) He asked them about his car. in the role they chose in 13. Interviewers i) They had sent it to the recycling centre should ask questions to cover the four bullet because it was so old! points. Remind students to answer in the first person. Walk around, listen and note down good sentences and any mistakes you hear to highlight afterwards in feedback.

74 Unit 3 MA Go through the four bullet points first 3 1.22 Play the recording for students to listen and elicit the questions needed (How did and check if their predictions were correct. the Recycled Orchestra start? What was your Elicit personal responses from the class. Were role? What has happened to the Recycled they surprised by the story? Do they agree Orchestra? Are you happy that you’re getting about how important context is? new instruments?). Answers Extra idea: Students think of an 1 Joshua Bell, the world-famous classical embarrassing story (something that violinist, earned $32 for playing the happened to them or to someone they violin in a Washington metro station. know). Give them time to write a few 2 About an hour notes and encourage them to sequence the things that happened using the past simple, past continuous and past perfect Transcript simple. They then walk around the room woman You aren’t listening! in a class mingle and tell each other their man Yes, I am. I mean, I was. Anyway – you stories. When the laughter has died down, were talking about a busker? get feedback and vote for the funniest woman Yes, I was, but he wasn’t an ordinary stories. busker. man OK, OK. Start from the beginning. Again. If you must. What was so Lesson 3 The busker pp32–33 special about this incident? It’s just a story about a busker, right? Aims woman Well, yes. And no. The focus of this lesson is the use of modal man I think you’d better explain, ’cause auxiliary verbs to make deductions and conclusions I don’t get it. about past events. Students also listen to a story woman OK. This is the situation. Imagine that about a classical violinist who became a busker for you are in the Washington metro a day in the Washington subway and offer their station and this guy comes along and opinions about different types of music in the he gets out his violin. Then he starts to Vocabulary section. play. man He starts to play. And? You first! woman He plays classical music. Students look at the photo. Elicit what’s happening man He plays classical music. So what? That by asking questions: Where are they? What are isn’t a story. they doing? Have you ever done this? Would you woman Hold on! He plays classical music for like to do it? at least an hour. And a lot of people come past. Speaking man How many? I mean, more or less. woman I can tell you exactly. It was 1,079 1 Students work in groups to discuss the people. questions, then compare with another group. man Somebody counted? Check their ideas and opinions in feedback. woman Yes. The Washington Post. Listening 1 man The Washington Post? The newspaper? 2 PREDICT Students guess the answers to woman Yes. the questions. Get a few suggestions from the man Well, at least he must have made a lot class, but don’t confirm if they’re correct or not. of money, right? MA Allow weaker students to make guesses in woman Wrong. He made just over 32 dollars. pairs. And only seven people stopped to listen. man That isn’t great, is it? He can’t have been very good.

Unit 3 75 Grammar Past conclusions Listening 2

4 Students match the sentences and meanings of 6 1.23 Give students a moment to read the the modal verbs. Ask extra concept-checking questions so they know what to listen for. Play questions if needed: the recording and pause as necessary. When are the sentences about? (the past) Are we completely sure about what Answers happened? (no) 1 Joshua Bell Why do we use words like ‘can’t have’, ‘could 2 Because of a conversation he had with have’, ‘must have’ and ‘might have’? (to guess a journalist about context. about the past) 3 Does it matter where you hear Which modal verbs show more certainty? something or see something? (must have, can’t have) 4 Where and when you see or hear something Answers a) 1, 3 Transcript b) 2, 4 woman Oh, he was good, he was very good. His name is Joshua Bell, one of the 5 Look at the examples in the box, then best violinists in the whole world. brainstorm with the class a list of other man Joshua Bell! Why was he playing in a possible reasons why Joshua Bell earned so metro station, then? little money when he busked. Students work woman It was because of a conversation in pairs and formulate conclusions using the he had with a reporter from The modal verbs. Walk around and correct any Washington Post. They were talking grammar mistakes. about context. man Context? What do you mean? Suggested answers woman Well, their question was: Does it He can’t have played very well. matter where you hear something He can’t have played loudly. or see something? For example, if The people might / could have been in a the Mona Lisa was on the wall in hurry. someone’s bedroom, would people He might / could / must have played very say ‘It’s beautiful’? If you hear hip-hop quietly. music in a concert hall, is it exciting? People might not have liked his music. man Oh, I see and if you hear beautiful He can’t have been very good. classical music in the wrong place – like a metro station – is it still beautiful? Tip: When students make mistakes, indicate woman Yes, that’s it, exactly. Joshua Bell said something is wrong and try to elicit self- it’s all about context. correction or peer correction rather than man Mm, I guess he was right. just telling them. You could do this by woman Looks like it. When he plays in asking questions (When was it? Are you a concert hall, people pay him sure?) or echoing the sentence back and thousands of dollars. But in the metro pausing at the word they got wrong (He station, he got exactly 32 dollars. can’t have play?). This gets them more involved in the learning process, helps Background note them analyse things, is more memorable Joshua David Bell is an American violinist and gives you the opportunity to praise and conductor. He was born on 9 them for their correction. December, 1967, in Bloomington, Indiana. He started taking violin lessons at the age of four and by the age of 14, he had played with the Philadelphia Orchestra.

76 Unit 3 Joshua made his Carnegie Hall debut in 9 Write the word music in the middle of the 1985, at the age of 17, with the St Louis board and make a vocabulary network or a Symphony. He has since performed with word fountain with the class. Elicit as many many of the world’s major orchestras different types of music as you can. Repeat the and conductors and he won a Grammy words with the class to practise pronunciation. Award in 1993. He also performed the solo Try and find at least one person for every type part on John Corigliano’s Oscar-winning of music on the board. soundtrack for the film The Red Violin and was also featured in Ladies in Lavender. 10 Draw a scale from 1 to 10 on the board and Joshua is also well known for the elicit the extremes from the list to go at either ‘Washington Post experiment’, when end (ie I’m crazy about at 1, I can’t stand at he put on a baseball cap and played as 10). You could also draw emoticons to indicate an incognito busker in a metro subway ‘like’ or ‘dislike’. Students should arrange station, L’Enfant Plaza, in Washington, the phrases on the scale. There are some in DC, on 12 January, 2007. The experiment the middle of the scale (eg I don’t really like was videotaped on a hidden camera; of and I’m not really into) that are very similar in over 1,000 people who passed by, only a meaning, so as long as students put them in handful stopped to listen to him, and only roughly the correct order, accept their answers. one recognised him. For his performance, Bell collected $32.17 from 27 passers-by Suggested answers (excluding $20 from the passer-by who 1 f 2 j 3 e 4 d 5 i 6 g 7 h 8 c recognised him). Three days before, he had 9 b 10 a earned considerably more playing the same repertoire at a concert. The Washington 11 Students talk in groups about music using Post posted the video on YouTube and a the phrases from 10. Encourage them to give feature-length documentary, Find Your reasons for their opinions. Way: A Busker’s Documentary, chronicled Bell’s experience at https://www.youtube. Extra idea: Play a game of ‘Juke Box Jury’ com/watch?v=1arAYoKE2VY. with the class. Play different styles of music and have the class vote for their favourites. 7 VIDEO OPTION Students record themselves telling the story of Joshua Bell busking. When Speaking they’ve finished, they can upload the clip to YouTube or just walk around the class and 12 Read the four statements together as a class show each other their video clips. and tell students to look at the example. They then rewrite the sentences in a personalised Tip: Sometimes retelling a story several times way. Encourage them to use the phrases from is a very effective way of improving. 10 and to add an explanatory sentence for When we do things for the first time, we each one, as in the example. often make mistakes, so tell students to 13 Put students in pairs to compare their answers watch their videos, pick up any mistakes to 12 and tell each other what they like or and make little changes the next time. dislike. They should explain why and ask extra questions. Vocabulary Saying what you like 14 MINI-TALK This could be done for 8 Students talk in pairs or small groups about the homework or in class. Give students time to different types of music in the box. Do a quick find out background information online about survey afterwards to find out which is the most their chosen song. Remind them to use the popular. ideas in the box; ideally, they should give their MA Pair a weaker student with a stronger talk using just brief notes. Monitor and choose student to encourage discussion. two or three students to give their talk to the whole class.

Unit 3 77 Music link Everyday English p34 Ask students if any of them know either of these pieces of music. Try to choose the piece that Complimenting someone’s performance fewest students are familiar with so that as many 1 GUESS Students make guesses about the of them as possible hear it for the first time. If any photo and compare ideas with a partner. students play the violin, ask them if they’ve ever played either of these pieces. Answers Encourage students to give their honest opinions of the music. For those who said they didn’t like 1 A guitar classical music, has listening to this changed their 2 People have given money to a busker. mind? 2 1.24 6 Play the video or recording for Culture note students to check if their predictions in 1 were • Méditation de Thaïs is a piece for solo right. Try to avoid pausing at this stage, as violin and orchestra written by French students only need to get the gist first time composer Jules Massenet (1842–1912) around. as part of his opera Thaïs in 1894. The eponymous heroine is reflecting Transcript on advice given to her by a monk and marianne I’m really enjoying your music. Thank deciding to leave her life of luxury and you so much for letting me listen to pleasure to find salvation. It is in the key you. of D major and is around five minutes charlie My pleasure. I’m glad you’re enjoying long. it. • Jean Sibelius (1865–1957) was a Finnish marianne Absolutely! Your last song was great. violinist and composer. He wrote his You’re great. Violin Concerto in 1904, but was charlie Oh, really? Do you think so? unhappy with its first performance marianne Yeah. I mean, like, you’re amazing! and revised it substantially. The new charlie Well, it’s kind of you to say that, but ... version premiered in October 1905 marianne Honestly, you rock. You really rock! and is the only concerto that Sibelius charlie I’m grateful for that. Thank you. wrote. It was originally dedicated to marianne No, really! I mean you’re just incredible the noted violinist Willy Burmester, – I mean you’ve made my day. but he was unable to attend either of charlie Have I? Wow. the premieres and was so offended marianne Yeah, you deserve a real pat on the that the performances still went ahead back. without him that he refused to play the charlie Right. OK. Well, thank you again. I concerto ever again. It is written in the appreciate that. key of D minor and is considered a very marianne Yeah. You were good. Really good. challenging solo violin piece. High five! charlie High five? OK, well, thank you, that’s Take a break enough. Try to find a piece of music to play that everyone marianne Oh, come on. You’re honestly the wants to hear. If they can’t reach consensus, go best musician I … with the majority, but make a list of other songs charlie OK. Hold it, Mrs ... uh? Look, thank to play in the next few classes. Encourage them to you for the kind words, but that’s choose a wide variety of music styles. Alternatively, enough. I can’t take any more give them five minutes to listen to a song of their compliments. choice on their mp3 players or phones, providing marianne Oh, you’re just being modest. OK, they have headphones! it’s just I’ve never heard anyone as … charlie No more compliments, OK? I can’t take it any more. marianne OK, I’m sorry. I tend to get a bit over- enthusiastic. But you’re just so good! 78 Unit 3 charlie Yes, well … MA Give weaker students a minute or two to marianne And I feel very emotional. But that’s read the transcript of the conversation first. because you are … 7 Show the video or play the recording again charlie OK, stop! so students can compare their conversations. marianne OK. I’ve stopped. I think. Yes, I have Were they similar or really different? charlie Well, that’s good. marianne OK. Sorry, don’t mind me. I’m just 8 1.25 Encourage students to guess what going to listen. the woman did next. Elicit their ideas, then charlie Thanks again. play the recording so they can see if their 3 Students do the activity, then watch or listen predictions were correct. again to check their answers. Encourage them to correct the false ones. Answer She started calling people to listen to him. Answers 1 True Transcript 2 False (He doesn’t like too many compliments.) woman How long have you been busking? 3 Don’t know man A few months. 4 Don’t know woman And you do it because you love it? 5 True man Because I love it? Because it’s fun to stand out in the cold weather? Because it’s great when people walk past and Tip: Give students control of the audio / video don’t even listen? Because … ? player from time to time so they can pause woman So if you don’t like it so much, why do and replay the parts they’d like to listen you do it? to. This creates learner autonomy and gets man ’Cause I’m a student. In college. I have them more involved in the lesson. to eat. I have to earn money to eat, you know. 4 Students write the sentences in the correct woman Oh, but you were great, you were just column. You could also ask them to come up so good. and write the answers on the board. man Please, don’t start again. woman Hey, I have an idea. I said I have an Answers idea. man Yeah? Compliments: b, g, h, i, j, k, l woman Why don’t I tell everyone how great Responses: a, c, d, e, f you are? Start playing again. Come on over, everyone! Come and listen 5 Students discuss in pairs which statements are to this amazing young singer. He’s more formal / informal. amazing, the best around, he’s … hey, what’s your name, anyway? Answers man Charlie. Expressions b, j and k are more informal woman He’s Charlie! (especially b and k, which are very colloquial). Extra idea: Have a class discussion about the situation. Do students think the woman 6 Students act the conversation out with was over-the-top in her compliments? Was a partner. Encourage them to mimic the the busker being over-sensitive? Who do intonation from the recording. Let them they identify most with? have several attempts at it, to see if they can remember a bit more each time. Ask one or two stronger pairs to perform their version for the class.

Unit 3 79 ROLE-PLAY 9 Students think of other -phy biography, geography, philosophy, compliments and do their best to embarrass photography each other. You could also make it into a -gy biology, futurology, psychology game. One student pays compliments; the -ous jealous other student has to respond politely without laughing! 13 P 1.27 Play the recording so students 10 P 1.26 Play the recording for students to can check their answers. Then elicit the links underline the stressed syllable in each word. between the spelling and the stress tendencies. To make it more visual, do word-stress drilling Check together and do some repetition drilling and show the pronunciation by tapping out to practise pronunciation. If necessary, elicit or the beat and raising your hand on stressed explain the meanings of the words. syllables. Answers Answers a) penultimate syllable emotional, enthusiastic, famous grateful, b) penultimate syllable incredible c) syllable before the -able or -ible ending d) two syllables before the end 11 P Students work out the answers in pairs, then think of two more words for each Tip: Although word stress is often fairly category. predictable because of the part of MA Challenge stronger students or early speech, number of syllables and type of finishers to think of a two-syllable word with suffix, try not to tell students they are the stress on the second syllable (eg invest, rules! There are often exceptions, and career). students might overgeneralise. Instead, it’s best to talk about ‘strong tendencies’ Answers and tell students to approach every new 1 grateful word on its own terms. 2 decisive, enthusiastic 3 emotional, incredible Extra idea: To review and reinforce the new vocabulary, students choose five of the 12 P Students work in pairs or groups of three words and write definitions for them. They to work out where the word stress is in each then describe their words to a partner, who of the words. You could also make word cards has to listen to the definition and guess the and cards with stress patterns. Give each correct word. group a set of cards and ask them to match the words to the correct stress pattern. This offers variety, is easy to correct (just by moving Vocabulary plus p120 the card into another place) and is a visual, auditory and kinaesthetic activity. Encourage Household tasks students to group the words according to their 1 Write do and make as column headings on the endings. board. Divide the class into two teams and ask a student from each team alternately to come Answers to the board. Read out one of the words / -ic academic, altruistic, energetic, phrases from the box and ask the student pathetic, to write it in the correct column. They win 2 -ve aggressive points if they do it without help and 1 point -ble amiable, disagreeable, horrible, if they need to ask their team’s advice or be dislikeable, likeable, loveable, reliable corrected by their team. The team with the -gry angry most points at the end is the winner. -cy bankruptcy, efficiency -ty insensitivity, legibility

80 Unit 3 Answers Answer do: the dusting, the ironing, the washing music up, the laundry, the cleaning, the dishes, the hoovering / vacuuming 6 Students classify the collocations shown on the make: a cup of coffee, a mess, board. arrangements, breakfast*, a mistake, the bed Answers You may sometimes hear breakfast used 1 live music, background music with do, as in Let’s do breakfast tomorrow, 2 listen to music, compose music, play especially in the USA, but this is generally music, face the music confined to businesspeople arranging 3 music industry meetings. 4 music to my ears

2 Quickly elicit the verbs to fill the gaps, then 7 Students work in pairs to write their ask three students to read the completed definitions. They then work with another pair, sentences aloud. reading out their definitions for the other pair to guess the phrases. Answers MA Stronger students could write definitions 1 Put 2 take 3 collect for all eight phrases.

3 Ask students which words are more common Phrasal verbs make in which variety of English. 8 3.29 Give pairs five minutes to match the Answers phrases to the correct gaps in the conversation, then play the recording for them to check. a) trash, garbage b) rubbish Answers 1 c 2 a 3 d 4 b 4 Students work in pairs to discuss how household tasks are shared out in their homes. 9 Elicit the phrases with make from 8 and write Do a class survey and ask if students think that them on the board – make off with, make it up domestic chores are distributed fairly or not. to, make it out, make do with. Students then Collocations work in pairs to write their story, following the instructions. Their final story should include 5 Explain that a concordance is a list produced one sentence for each phrase. by a computer that shows every example of a particular word used a body of writing. The featured word is usually printed in a different colour or aligned in the middle of the line (as in this activity). Tell students that they need to look on either side of the gap to find the words that the missing word collocates with. Elicit the collocations for the gaps and write them on the board (ie listen to _____ , compose _____ , live _____ , background _____ , play _____ , _____ industry, _____ to my ears, face the _____). Students identify the word that’s missing from all the collocations.

Unit 3 81