Coursebook

Unit 4 Language Texts Communicative skills

Part 1 Vocabulary Reading Speaking
SB page 42 Adjectives and synonyms When I grow up ... Ranking importance of personal
Grammar qualities
Future hopes and plans Talking about childrens' hopes
Discussing hopes and plans for
the future
Part 2 Vocabulary Listening Speaking
SB page 44 Aid organisations Interview with two aid workers Talking about aid organisations
Pronunciation Reading Talking about personal plans
Word stress s
Pandora box and intentions
Grammar
Future plans and intentions - be
going to / present continuous

Part 3 Grammar Reading Speaking

SB page 46 Future prediction and ability- Famous dystopias in literature Speculating on the future
will/be able to Farenheit 451 Imagining a utopian world
Vocabulary Writing
Phrases and phrasal verbs with Writing predictions
get

Part 4 Vocabulary Listening Speaking

SB page 48 Geographical features Conversation about An Asking and talking about
Extend your vocabulary inconvenient truth reducing individual carbon
- -ed / -ing adjectives footprints
Grammar
Future time clauses with if,
when, after, before

Function globally Making offers and decisions

Roleplaying travel situations
Global voices Listening to reasons for learning English
Synonyms / words easily confused
Writing Emails: formal/informal styles
Writing an email invitation
Global review Grammar and vocabulary review
Extra speaking and writing practice
Study skills Students learn how to find the right dictionary entry

Additional resources .

eWorkbook Interactive and printable grammar, vocabulary, listening and pronunciation practice
Extra reading and writing practice
Additional downloadable listening and audio material
Teacher~ Resource Communication activity worksheets to print and photocopy
CD
Go global: ideas Hopes - Ask students to interview ten people and ask them about their hopes for the future. Make them
for further research into a form of word art (see [Link]
Fears - Ask students to find the trailer for An Inconvenient Truth. Visit the film's official website to find
out more: [Link]
 Hopes & Fears

Part 1
Extra words: awful, terrible
synonym: bad
Tellstudents about someone who you really admire and why.
Students do the same for themselves - give thinking time 4 Ask students: Do the things )IOU want from life change as
and allow them to make notes. Students talk in threes. Take
you get older? How? Give students a personal example to
brief class feedback and ask students to give reasons for
show how your own priorities have changed / will change,
their choice - did they choose X because of their personality,
talent, money, good-looks? This requires students to consider putting the examples on the board, using the target
their personal values and links to the next stage. phrases suggested.

Students do exercise 4. Monitor and assist as students are

Vocabulary (58 page 42) writing. Students then compare ideas with a partner. Pick
up on any areas of interest as a whole class.
1 Refer back to the reading on Dorian Gray page 33.
Students tell each other in pairs what they can remember
about the extract and the novel. Remind students that he
Reading (58 page 42)
made the choice to stay young and good-looking over This text is a random collection of thoughts about the
everything else. future, expressed by young children.

Students read the phrases in exercise 1 and work alone to 1 Ask students to look at the pictures and tell them they
order the qualities in order of importance. are going to read about different children's hopes, given
III a survey.

Mixed ability Elicit some suggestions about the kind of hopes these
Add extra phrases on the board, giving students time to think children might have. Ask students to read the statements
where they would position these in order of importance: being and make a choice of a, b or c. Take whole class feedback.
happy with yourself; living in a nice,comfortable home; having
good friends; having a loving family; having a secure job

After comparing answers, invite class feedback. Ask

Mixed ability
students to try and justify their responses if they feel
able to. For less strong students, ask them to provide examples from
the text of a) and b). In pairs they write down at least three
2 First ask students to quickly look through the examples for each category.
adjectives in the box and to tell you how many words are
new to them. If there are four new ones or more, then 2 Students re-read the text and choose the two most
elicit / clarify the meaning, so that the task is manageable. interesting quotes. At this stage, help individual students
Drill the students on the new items. with any vocabulary queries. Students compare choices in
paIrs.
Pronunciation note
Note the schwa; eg leksgl;mt/, lklevg/, lhrensgm/, 3 Students work in pairs or threes to discuss the
lWAndgfgl/, l~:fgl/. You could also highlight the silent 'd' in questions. Provide an additional question for early
'handsome' and the pronunciation of the first vowel in 'awful'. finishers: What age doyou think the children in the survey
were and how doyou know?
being good-looking: beautiful, handsome.
being intelligent: clever, smart.
Reading extra
Ask students to look back at the text and decide what the
being rich: wealthy, well-off.
hope tells us aboutthe child; his/her fears; his/her situation,
having good health: wonderful, excellent. eg I'd like to have less pollution in my city - she might live in a
very crowded city; I'd like my dad to understand me one day
- he probably has a poor relationship with his father. Students
language note choose [Link] that they think are interesting. They
Handsome is usually used for (adult) men, or for women with will be using modals such as might, mayor must; adverbials
a strong face. Beautiful is usually used for women and young such as maybe or perhaps, or simply verb phrases such as we
children. Good-looking is typically used for adult men and think .... Highlight these either before or after the activity, as
women. In spoken English, good-looking is more usual than appropriate.
handsome for describing men.
~4 Hopes & Fears

Grammar (58 page 43)

1 Students work in pairs to try to remember as many of
(9 Grammar focus
Show students the icon. Write page 138 on the board and
the children's hopes for the future as possible. First elicit
ask them to find it. Show students the language summary
an example and make sure students use full sentences and
on future hopes and plans.
talk in the first person, eg I want to have a nice house.
You can use exercise 1 on page 139 for:
As they talk, write up any of the target language they use
a) extra practice now
on the whiteboard in full sentences, eg I hope to ... ; I want
b) homework
to .... At the end, highlight the target phrases.
c) review a couple of lessons from now.
Refer students to the Grammar exaIIlples and The answers are on page 142 of the Teacher's Book.
information. Clarify the word 'definite' if necessary.

Then students complete exercise 1 alone, writing the

Extra activity
examples down. Monitor and assist, referring students This exercise focuses on ways to talk about numbers and
back to the Grammar rules. Students compare sentences. statistics. Write the following on the board: Elicitthe full
phrases. Note that only sOme of them are in the text in
I hope to get a good job. exercise 2:
2 I'm going to get a good job. a T m o the children hope
to go to university or college.(the majority of)
3 I'm looking forward to getting a good job.
b M o . the children were optimistic.
4 I'm planning to get a good job. (most of)
5 I want to get a good job. c A s. n (of ...) were pessimistic.
(a small number)
6 I would like to get a good job.
d Af (a few) were pessimistic.
Students work in pairs to use the phrases to describe their
'. Extra activity classmates, ega large number of students come to English
classes on foot.
As a preparation for the text in exercise 2, dictate these:
a More English boys than girls hope to pass their driving test
when young. Speaking (58 page 43)
b More boys than girls are looking forward to having children.
c All children say they want to live in a peaceful world. 1 First ask students to look at the list in the box and
d Only a small number of children think of the developing to select two areas for you their teacher to talk about.
world. By discussing the ideas that they choose, this serves as a
Students decide in pairs if these are true or false before model. Give students two minutes to choose three ideas
reading. for themselves and think about what to say.
(a T b F c F d F)
2 and 3
Pair students. Tell them that the listener should ask at
2 This text summarises findings from research in which least one question after each idea. Students need to keep
schoolchildren were questioned about their future.
talking until you make a signal, eg ring a bell or clap.
Ask students to work alone initially. Wait at least thirty seconds in each case. As students talk,
monitor and focus on accuracy of the target language,
1 to go
noting details for later.
2 to get
3 to pass Extra activity
4 having
Write the names of different people familiar to your students
5 to have on separate pieces of paper, eg Usain Bolt (the fastest male
6 living 100m and 200m runner). Give each pair two different names.
They write at least three hopes that each person might have
7 to get
for a) the immediate future b) the longer-term future, eg for
Bolt a) I'm looking forward to the Olympic Games. b) I'd like
to be a good example to young black Americans. Write up
the different names on the board. Students then read out
their secret person's hopes and see if others can guess their
person.
:i: A Hopes & Fears

Part 2 Helle: I fell in love with Guatemala when I was there

on a holiday two years ago. The people
are friendly and the country is beautiful. I
Speaking and listening (5B page 44) remember thinking: "I'm coming back here one
day."
Josh: It's going to be my first time in Guatemala. I'm
looking forward to going on this trip very much.
To stimulate interest and to introduce the word 'aid', show Helle: Yeah, me too.
students pictures by doing an image search on the web using Interviewer:
the key words: aid organisations, or charity names such as
Josh: Good question. I guess I would say that hope
Oxfam or Save the Children. Discuss asa class: What do
is the most important thing. If you don't have
these organisations do? Where do they work? How do they hope, you don't have anything.
raIse money?
Helle: Yes, this is especially true when you're working
with people who have, really, lost hope. If you
This listening is an interview with two aid workers
have hope, well that helps you keep going.
discussing their next post.
Interviewer:
1 Students look at the graph and discuss the questions in Josh: Thanks. We'll let you know how it goes.
paIrs. Helle: Thank you.

2 ~ 1.48 To help students get a more global

understanding first, write these two questions on the 3 Students work in pairs to share suggestions about these
board: Do you think Josh and Helle~ new job with an aid words before they listen again.
organisation sounds a) difficult b) a positive or negative
The aid organisation is Danish.
experience? (it sounds quite difficult, but a positive
Guatemala is where they are going to do volunteer work.
experience).
Helle came to Guatemala on holiday two years ago.
Then ask students to listen again to order the
They are starting a project in a village.
interviewer's questions / comments in exercise 2.

1 So, tell us about yourselves. 4 Put students in groups of three to answer the question
2 What are you going to do there?
and think of any positive or negative aspects of the job.
3 How did you become aid workers? After the discussion, ask for feedback open class. (Possible
4 What is the most important thing in your job? suggestions are: Positive -job satisfaction; an interesting
5 Thanks for your time.
expe7'ience;the chance to improve things; usually short
term contracts; good team work; probably nice, like-minded
~1.48
colleagues. Negative - difficult living conditions; poor pay;
Interviewer:
frustrating because of insufficient money/politics; being an
OK, well. My name's Josh Gross and this is outsider; living away from family / friends.)
Helle Hansen.
Helle: Hi. Finally, ask students again whether they would like to do
Josh: And ... well, we're aid workers with the Danish such a job and why / why not.
organisation Milene Nielsen Foundation. Helle,
do you want to ... say something about it?
Listeningextra
It's starting a new project in Guatemala next
month. We're going to be in a small village ... Students look at the audioscript and find examples of the
Josh: In the mountains. target language for plans and hopes, eg I'm going to ...

Helle: In the mountains. It's a very poor place.

Interviewer:
Vocabulary and Pronunciation
Helle: We're going to work with the children there.
Josh: Basically, we're going to be responsible for the
(58 page 44)
children during the day. Playing, cooking ... 1 Ask students to work in pairs to complete exercise 1
Helle: Cleaning ... and then check any words in a monolingual dictionary.
Interviewer:
Josh: I'm a teacher originally, and Helle has a
background in child psychology. We both
wanted to help people.
 ::.A
~>:Hopes & Fears

~~ Mixed ability
Early finishers work on word families in pairs: predicting the Language note
adjective (except for war and natural disaster). Students
The two structures are sometimes interchangeable in use.
work together and then check their predictions with you I the
They are both used for future plans, but where the situation
dictionary. Encourage students to make logical guesses, eg to
is more fixed, the present continuous tends to be used, eg
add 'ed' or 'ful' suffixes.
where you know details such as when, who with, where.
When talking about plans which you have limited control
disease 4 pollution 7 over and do not know the details of, it is unnatural to use the
homelessness 2 poverty 1 present continuous: l'ffl buying a big i'iouse when l'ffl older.
See example 3, exercise 2, SB page 45.
hunger 3 war 5
Typically students at this level prefer to use 'will' or possibly
natural disasters 6
'going to'. Students sometimes find it hard to use present
continuous for future reference, having initially learnt it for the
2 Ask students how many syllables are in 'war' and present (see Unit 1).
'natural' and show on the board how to represent word
stress with small and large circles. Then ask them to Students complete this exercise alone first, then compare
complete the chart by writing a word on each line. Let answers in pairs. In feedback, zoom in on the present
students compare answers in pairs. continuous example: the organisation is starting a project
next month. Ask students why this is in the present
3 ~ 1.49 Students listen to the words and check the
continuous, asking concept questions, eg Is it certain?
stress, then repeat each word after the recording.
Where? Do they know exactly where in this country? When?

t§9 1.49 1 Incorrect - is starting

war 0
2 Incorrect - is going to work
natural 00
3 Correct
hunger 00
4 Correct
disease 00
poverty 000 5 Incorrect - It's going to be

homelessness 000

disasters 000 2 Ask students to choose the correct form to complete

pollution 000
each question. Elicit the first one as an example,
reminding students that sometimes both options are
possible. Then students work individually.

If students need help with the question form, elicit the

Ask students to re-read the audioscript of the interview with
forms onto the board.
Helle and Josh. Imagine that the interviewer then asked: Can I
ask why you both became aid workers? What are the negative
1 are you doing 4 Are you working
and positive sides to the job? What's the hardest thing about
your job? Students continue the interview. Give a minimum 2 Are you going 5 Are you going to study
word count, eg 80 words. 3 Are you going to read

3 Ask students to ask you the questions first, and focus in

Grammar (58 page 45) on the features of natural speech, eg contractions, linking
1 Ask students to remember at least five facts from the and the schwa (see Language note below). Then pairs
listening about the aid workers, eg they worked for a work together.
Danish organisation.

Write up these two gapped sentences and elicit the o Grammar focus
missing words: Show students the icon. Write page 138 on the board and
We work with the children. (mregoing to) ask them to find it. Show students the language summary
The organisation a new project in Guatemala. on future plans and intentions.
(is starting) You can use exercises 1 and 2 on page 139 for:
Elicit the meaning of the target structures by asking a) extra practice now
concept questions, eg going to: When did they decide? b) homework
Just now or some time ago? and pnsent continuous: Is this a c) review a couple of lessons from now.
possibility, or is this sure? Has the organisation already made
The answers are on page 142 of the Teacher's Book.
arrangements?
 Hopes & Fears

language note Part 3

In terms of pronunciation, the auxiliaries are reduced or
contracted in fluid speech, eg They're going to work with the
Mixed ability
children there. This unit focuses on will for future predictions. Decide if
What are /g/ you going to do after class? your particular students would benefit from having a break
'Going to' becomes: /ggUIl]tg/, or even/ggng/ with the 'to' between this and the work on the present continuous / going
pronounced as a weak form. to in this unit, or if they are ready to cope with this focus now.

In exercise 2, S8 page 45, in the short answer 'meeting a

friend' the subject and auxiliary' are omitted via ellipsis, a
common feature of spoken ~nglish. Learners tend to give
a full answer where fluent speakers might not. You could This aeti~ityvyillwork best ifstudentshave the same or
highlight this to students. similar backgr~undf' Put authors' first and. last names on two
sep?r?[Link] paper, eg William + Shakespeare; Leo +
Tolstoy, choosing .writers your students will be familiar with .
Reading and Speaking (S8 page 45) .Give out the halves of the names to different students. They
mingle t~ find their other ~alf,then together try to name any
This is a text summarising the story of Pandora's box works written byt~e author. They may need help fromyou to
from ancient Greek mythology. Your approach to this text translate their titles into English. Take whole class feedback.
will depend on how much your students already know.

Put the words Pandora's box on the board and see if Reading (58 page 46)
students know anything about this story, pointing to the
picture. Pre-teach trouble (in the text trouble is similar to· The three texts are summaries of the three novels, 1984,
problem) and despair. Brave New TiViwld,and A Handmaid's Tale.

1 Students work alone and write down three titles of

Write these questions on the board for students to answer
novels or plays that they studied at school. Discuss in
on a first reading: TiVbat was Pandora's box? TiVhat was the
threes a) what sort of books they were b) briefly what they
one trouble she did not let out? U7as this a good thing? Why /
were about and c) if they liked studying them.
why not? How do you think people felt when she cbanged ber
mind? Check these open class. Then students continue the discussion by talking about
the two points in exercise 1. Take some whole class
Students then discuss the three more general questions in
feedback on points of interest.
paIrs.
2 Elicit any details that students know about the three
Background note books on page 46 or their film adaptations. If possible
Greek myths are the stories of the Ancient Greeks and they show tlle film posters, by doing a web search and typing
are about heroes, gods, mythological creatures, the world and in the name of the book, and then film.
culture. This myth of Pandora is mentioned in many different
stories and is interpreted in different ways. It tries to give one
Tell students that the books all have similar themes, as
explanation as to why evil exists. they are all 'dystopias', referring them to the glossary on
SB page 46.
Hope was considered to be negative by the Greeks: it gives
you the false idea that you can control the future and does not
3 ~ 1.50 The three texts are summaries of the three
let you live properly as it distracts you from the present.
novels, and all describe oppressive regimes.

Pre-teach the words 'government' and 'control' from

statement b, exercise 3.

Students complete the reading task and compare answers

III paIrs.

a tick
b tick
 ~4 Hopes & Fears

4 First of all, write these words on the board and let

students discuss the meaning in groups of three: enemy
(n), nuclear accident / disaster (n), pregnant (adj); slave To focus students on prepositions, write the following on the
(n) and fact01Y (n). If necessary, let students refer to board:
dictionaries. a The novel is set the future, in London. (in)
b Winston works .... the government. (for)
Check understanding by asking concept questions, eg c He is getting tired .. life. (of)
How long are women usually 'p1'egnant'for? What happens d They fall love. (in)
in a 'nuclear disaster'? What sort of things are made in a e Adults are divided . five social groups. (into)
'factory'? f He has to choose _ _ joining them or dying.
(between)
Remind students that they do not need to understand
g Offred learns an underground resistance
every word to complete the comprehension task.
group. (about)
Monitor closely to see how challenging they find the task. Students fill in the gaps alone, without looking at the texts.
Students compare answers in pairs. Check answers.
Students close their books and test each other in pairs,
When taking class feedback, ask students to refer to
making sure that the student being tested does not see
specific lines from the summaries to support their
the board. The other reads the first half of each sentence
answers.
up to the preposition, eg The novel is set .... Their partner
completes the sentence from memory, using the correct
1 HT (many women are infertile - line 4)
preposition. Swap roles and repeat. Encourage students to
2 1984 (line 3) record the new language.
3 HT (nuclear accident - line 3)
4 BNW (people don't know war - line 2)
5 BNW (create babies in factories -line 5) Grammar (S8 page 47)
6 1984 (even people's thoughts -line 6) Using your fingers to represent each word, elicit the
7 1984 (fall in love - a crime - line 9) missing words in these two sentences, taken from the
Grammar section:
8 BNW (line 3)
There _only 3 countries in the world.
/iVOmen __ _ _
5 Divide students into pairs and elicit their reaction to ____ have babies. Ask students concept questions: Is
statement 1 in exercise 4, referring them to the Useful this talking about the present orfuture? (Future);
phrases box.
Are they talking about plans? (No); What are these?
Monitor and note down any linguistic points that you (Predictions).
would like to highlight afterwards. Students read the two bullet points about usage under
Grammar.
Take whole class feedback and pick up on any interesting
views or comments.
Language note
Background note Students often find the different choices of future forms
confusing. Indeed, in many languages there is only one form
1984 was written in 1948. It has political, social and sexual used to convey the notion of futurity.
themes. The book hasananti-totalitarianism message and is .
Will has many different uses as it is a modal auxiliary verb,
in many ways a description of post-war Britain. The novel has
but is often seen by learners as 'the future tense', leading to
been translated into 62 different languages.
unnatural sentences such as: I'm sorry I can't come, I will go
Brave New World was written in 1932. Huxley gave a to the dentist this afternoon. Usually the choice is determined
frightening view of thefuture, when other novels were by the context and the speaker's perception of the event, eg
describing 'utopias': Huxley was describing the fear of losing
She's going to bake a cake.
one's individual identity in an increasingly scientific world.
This is a plan.
A Handmaid's Tale was written in 1985. Atwood was heavily She'll make a cake.
influenced by Orwell. It explores the themes of women, This could be a prediction (based on knowledge of her
politics and power and though frequently a school text, is behaviour), a warning, a promise, etc. These functional
considered by many to be anti-religious and over-explicit headings often help learners to understand 'will'.
sexually.
All of these novels have been adapted for the cinema, TV,
radio and stage.
Will is usually contracted to 'II, the so-called 'dark I' which
learners find difficult to hear or produce, so drilling this may
help.

{~~; i)',' Hopes & Fears

~ 4. Hopes & Fears

1 Do the first example together (The government will the list if possible, as a class, eg become: get angry, get
control society through the media), then students work alone. hungry, get sick; receive: get the post, get his present;
This is a transformation exercise: the aim is to focus on arrive: get to your destination, get home.
manipulation of form rather than focusing on meaning.
become: getting tired; get pregnant; get interested
People won't be able to read or own books. receive: get their information
The population will get all their information from the arrive: get to
television.
They won't know their history.
Alternative procedure
Firemen won't stop fires, they will start them.
This approach contextualises the target lexis. Draw a stick
figure of a man called Charlie, with a sad face. Tell the story
Background note about him. Every time you pause, elicit suggestions silently
(raise eyebrows / use a hand gesture, etc, to signal). It does
Fahrenheit 451 was first published in 1953 and was
not mat~er if students do not give the correct suggestions.
Bradbury's most popular novel. The novel is a critique of
American society. It describes ?- world where people live for Charlie was very, veiybored with his life. He wanted to get
pleasure, one where reading is forbidden. Bradbury felt that away from his humdrum life, his job as a (pause) ... bank·
television destroys literature. 451 degrees fahrenheit is the clerk, r:Jealingwith difficult customers and non-stop counting.
temperature at which a book starts to burn independently. The He had no (pause) .... fun any more. That night, he decided
book has been made into a film. to change his life. He (pause) ... packed his (pause) ... bag
and had an early night. In the morning he (pause) .. , got up
with the birds and set out on a round the world trip. After two
2 Ask students if they know the word which means the .
weeks of getting around mainly on foot, he had only travelled
opposite of dystopia. Write utopia on the board and try to about 150 km andhe felt very (pause) ... ,tired. He realised
elicit what this might be. Let them read the definition in that he was actually missing even his (pause).,. job! That
their books. night, when sleeping in a cheap hotel, all his things - his bags
and his money - (pause) ... were stolen. He decided to (pause)
Elicit a couple of examples from students and then let .. , return home. When he got back, he got together with
them work on their five predictions in pairs. If necessary, (pause) ... some old friends in the local pub. He also started to
put some prompts on the board: family life; health; work; talk to the pretty (pause) ... barmaid. He decided that (pause)
lifestyle; money; happiness,food, travel etc. ... his life back home wasn't so bad after all!
Re-read the text without pausing. Students re-tell the story in
Then re-group students into fours, and let them decide
pairs. Then elicit the target phrases with 'get', eg He wanted
on the six best ideas. to ....
Let students read other groups' ideas at the end, by
sticking the lists up around the room. Finally, they should 2 If you did not use the alternative procedure above,
vote for the best utopia. put the words on the right in exercise 2 on the board, eg
return (v). Students in pairs try to think of a synonym with

o Grammar focus
get for each of the five verbs, then complete the exercise.

4 e
Show students the icon. Write page 138 on the board and
ask them to find it. Show students the language summary 5 c
on prediction and ability.

You can use exercises 1 and 2 on page 139 for:

a) extra practice now 3 Clarify the situation: this is a perfect world. Ask the
b) homework first two questions to confident students. Give a minute's
c) review a couple of lessons from now. thinking time. Ask students to work in pairs to ask and
answer the questions.
The answers are on page 142 of the Teacher's Book.

Vocabulary (58 page 47)

Students write a single diary entry, from a utopian world.
1 Tell students that they are going to look at one of the Start like this (put on the board and elicit ideas): I woke up
most common words in the English language: one of the at 9.30 am, with the sun shining through the window onto
top five most commonly used verbs. Students guess what my (describe) bed. I got up and had _
for breakfast (What?), then went to (place) to
it is (top five: be, have, do, say, get).
____ (why?). Students continue it.
Students read exercise 1 and complete the table. Then
encourage students to think of other examples to add to
 Hopes & Fears

Do a web search using the key words: An Inconvenient

Part 4 Trutb film or go to [Link]
~~ml
~~l
" -" 're,:' eod'-In The film is about future problems related to global
Before class do an image search online with the key words: warming.
polar bear and coral reefs and show students selected ~ 1.52
images. Elicit why we should be worried: the polar bear's 1: An Inconvenient Truth? Isn't that a documentary from a
habitat I survival is threatened by melting ice; 60% of the few years ago about global warming? No. I haven't seen it,
world's coral is predicted to have died by 2030, due largely to no. I heard it was interesting.
warming waters. Elicit the global problem: climate change or 2: Well, of course I knew about global warming a bit before
global warming. Write these up on the board. Ask students if I saw the film ... but, well .... wow. I mean, it really makes
they can give other examples of climate change. me think about what I'm going to do. If we don't do
something now, we'll have serious problems in the future.
3: All I want to say is that I saw this film. It was a great
Vocabulary (S8 page 48) documentary, and it's very very important.

] Students complete the missing words, alone initially, 4: Oh, yes I remember this film. I saw it after AI Gore won the
Nobel peace prize. I learned a lot. It was different from a
without a dictionary. Then they work together in pairs.
usual Hollywood film.

2 ~ 1.51 Ask students to listen and check their answers, 5: I didn't like it. These kinds of documentary films are
always frightening. And anyway, when this climate change
then repeat the words after the recording. Drill any tricky
happens, I'll be dead. So I don't want to worry about it
words, egfiood /flAd!, ocean huSgni and desert I'dezgt!. now.
6: I haven't, but my son saw this film at school, in his
~~ 1.51 geography class. He was talking about it all evening. He
1 Europe - stronger storms and increased chance of floods said: "You'll think differently after you see it." I think it's
2 Africa - lakes and rivers disappearing good that he learns about this kind of thing at school.

3 New Zealand - oceans getting warmer

4 Mexico, US ~ Numerous forest fires 3 Give students time to read the statements for each
5 Africa - Area of desert increasing speaker first. Write the name Al Gore up, explaining who
6 Greenland - Glacial ice melting
he is. Play the recording and monitor - play the recording
twice at this stage, if necessary.

Students have a group discussion on climate change. Tell 1 F 4 F

them you will ask groups for their opinions and comments in
2 F 5 F
seven minutes (give less or more, as appropriate). Students
choose a representative to take notes and report back. 3 T 6 T
Dictate these:
Have you feit or seen any signs of climate change yourself?
Background note
Can you remember any other examples of climate change
Albert Gore (born 1948) is an American politician. He was the
which you have heard of?
Vice-President under President Bill Clinton from 1993-2003.
Are we causing climate change or is it a natural thing?
He is also a businessman and environmentalist. He wrote An
What do you think is going to happen? Inconvenient Truth and starred in the Academy-award winning
documentary based on the book, although some of the claims
made are not universally accepted. He won the Nobel Peace
listening (58 page 48) prize (2007) for his work on climate change.

This listening comprises different people giving their

opinions about the film and its message. 4 Students respond to the question as a whole class.
Encourage students to give reasons. If one of the students
1 Students write down the name of the most terrifying
uses an -ing or -ed adjective, write the sentence on the
film they have seen, then discuss in threes.
board in preparation for the next stage.
Ask students to look at the poster on page 49 and respond
to the two questions. Explain this is not a typical 'horror
movie'.

:2 ~;il 1.52 Students listen and compare ideas in pairs

before feedback. If you have the technology, you could
also watch a clip of this film on video sharing websites.
 ~~,{[
Hopes & Fears

-ed / -ing
Extend your vocabulary -
adjectives (58 page 48)
CD Grammar focus
Show students the icon. Write page 138 on the board and
Students read the explanation and choose the correct ask them to find it. Show students the language summary
words individually. Monitor to check that students have on future time clauses.
grasped the difference between the two types of adjective.
Take feedback. You can use exercise 1 on page 139 for:
a) extra practice now
1 boring
b) homework
2 relaxed, surprised
c) review a couple of lessons from now.
The answers are on page 142 of the Teacher's Book.
Extra activity
Students think of a film / book which rnade them feel: Extra activity
surprised, tired, interested, bored,·amused,excited,scared / Write the following onthe board:
frightened, depressed, relaxed (clarify as necessary). Write up:
1 When / if I meet the love of my life, ...
After / whife watching / read~ng / doing X, J felt _
2 When I if I become rich, ...
(adj). it was (a) really (adj) (fifm, book)
3 When I retire, ...
Provide an example yourself. Students write three full
sentences about themselves, then compare notes. 4 When I speak perfect English, ...
5 When / if J become a successful X, ...
6 When J pass all my exams, ...
Grammar (5B page 49) Students work in twos or threes with a dice. They take it in
1 Elicit an example of the target language first, eg when turns to throw the dice and after each throw, one student
I next (go) on-line, I (try)to buy the completes a correct sentence of that number.
DVD ofAn Inconvenient Truth. Check students know 'main
clause' versus 'if/when' clause - students need this to do
Speaking (58 page 49)
exercise 1.

As students are completing the gap-fill alone, monitor Extra activity

and note or point out errors relating to form. Take class
Students close books. Write the words To stop climate
feedback and point out the different order of the clauses change, we have to ... on the board, eliciting examples before
in 4 (the main clause is first). students work in threes to brainstorm more ideas in two
minutes. If your students need prompts, write words on the
1 don't do, will have 3 happens, will be
board eg plastic food packaging; a packet of seeds; a light-
2 look, will see 4 will think, see bulb; car-keys, a bin, etc. Listen to suggestions as a whole
class, inviting students to give reasons.

Language note 1 As a lead-in to the questionnaire, introduce the task,

The 'if' clause (subordinate clause) takes a present structure then write up the first question on the board: Elicit
and for students this can seem odd when referring to the two more possible questions. Students then read the six
future. They might say, when " ~~iHrefilm home tonight, ,''Ii questions and think about their own answers.
cook dinner.
2 Focus attention on the follow-up question in each case,
which should be asked if their partner gives a 'yes' answer.
2 Students work in pairs, both writing full sentences.
Students work in pairs to ask and answer the questions.
Monitor.
They should note down their parmer's answers.
In feedback encourage students to contract the auxiliary,
3 Students may find they still need to ask more detailed
eg If the weather is good tomorrow, I'll probably gofor a walk. questions to their partner to complete this task.
If you feel your students could manage, input some Take whole class feedback to find out who is the most
examples of 'tentative language' eg I think + I'll ... ,.I'll environmentally aware.
probably ...
Background note
Your 'carbon footprint' is a measure of the amount you as
an individual/group affect global warming and therefore the
environment. It is a way of conceptualizing the damage we do
by measuring the carbon dioxide produced in units.
~ Lt Hopes & Fears

Function globally: making B: No, don't worry. I ... I won't take the train. I'll take a
taxi.

offers and decisions A: A taxi? They're quite expensive. Let me drive you to
the airport.
These lessons in Global are designed to provide students B: Really? That would be great. Thanks.
with immediately useful functional language. They all A: No problem. We can continue our conversation in the
follow a similar format. car.
3 A: Can I help you?

Warm up (58 page 50) B: Yes, thanks. Erm, I ... I've missed my train. Can I use
this ticket for the next train?
Aim: to introduce the topic via a quick speaking task or A: Yes, you can. The next train is the six o'clock fast train.
picture work. You'll need to pay an extra ten euros for that. Or you
can take the six fifty train and you don't have to pay
Tips: anything extra.
• Do not over-correct here, especially in speaking B: Okay, I'll take the six fifty train then. Thank you.
activities. A: You're welcome.
" Encourage students to use what language they can at
this stage.
Language Focus: offers and decisions
Listening (58 page 50) (S8 page 50)
Aim: to present the functional language in context via a Aim: to draw students' attention to the items of
conversation or series of conversations. functional language.
Tips: Tips:
• Ask students to read the questions first before listening. " Make sure students have time to understand the form
" Play the recording all the way through for each task and meaning of the phrases, but you needn't translate
(there are always two tasks). them word for word.
• For multiple conversations pause the audio after each " Students should be able to pronounce these phrases
one. intelligibly, so drill them.
o If students find it very difficult, play the audio a final

time and allow them to read the audioscript at the back 1 will
of the book.
2 and 3
~ 1.56
Conversation 1: situation 3. The bill is £2.75 1 A: Are you ready to order?
Conversation 2: situation 1. His friend is going to drive him. B: Yes. I'll have a salad.

Conversation 3: situation 4. She is going to take the 6.50 2 A: I don't understand this.

train. B: That's all right. I'll help you.

3 A: The next train is in twenty minutes.
~ 1.53-1.55 B: Shall we take it or wait?
1 A: Oh. Look at the time. My train's leaving soon. 4 A: Here, let me take those bags.
B: Shall I pay for these? B: Thanks, but it's OK. I'll carry them.
A: That would be great.
B: OK. Wait. I don't have enough for both of them.
A: Hold on. How much is it? Speaking (58 page 50)
B: 2.75. Aim: to allow students an opportunity to use this
A: I'll pay for it. Here's five. I really have to go now language in a meaningful, real-world context.
though.
B: Thanks again. Have a good trip, and see you next
Tips:
Monday! o There are sometimes a choice of tasks. Any task
A: Bye! See you Monday. involving reading a script will be easier than a task
2 A: Hey! What time do you need to get to the airport? involving making students' own scripts. This gives you
B: I'm planning to be there two hours before the flight. flexibility for mixed ability classes.
Why? .• Give students time to prepare this activity, and
A: Well, look at the time. The airport train leaves in five circulate and monitor carefully.
minutes. " Correct sensitively, paying attention to the target
B: Oh no. language especially.
A: I'm sorry, we were talking and I didn't see the time ... " If time allows, ask students to repeat the task, but with
a new partner.
 Hopes & Fears

Global voices ~ 1.57-1.62

1 I'm learning English because it willbe helpful for my
These lessons in Global are designed to provide students
career. (5)
with exposure to authentic speakers of English from both
2 I am learning English because first of all I want to be a
native and non-native English backgrounds. They all teacher of English in my country. (4)
follow a similar format. 3 I would like to work for some companies who work in
Canada and USA and they need really good English skills
Warm up (58 page 51) and I have to speak English very well and to work for
them. (3)
Aim: to introduce the topic and highlight potentially 4 Well I believe that English is very important nowadays
difficult vocabulary the students will encounter. as you cannot continue studying without using English
because it's the international language nowadays. (8)
Tips:
5 I am learning English because I love it. I love the English
" Be generous in helping students with the vocabulary culture, the American culture, its movie, its music. (10)
here, but let them try and work it out first. 6 English is a world language so we need to study English.
• Circulate and monitor any speaking task, but be It is essential. And personally I want to be a politician or I
careful not to overcorrect. want to be a diplomat, which my father wants. So I think
•• Follow up any short discussion pairwork with an open English is the most important thing for a politician or a
diplomat so that is why I am studying English in Britain
class discussion, asking students to report back what
now. (9)
they said.

2 Other reasons might include: I'd like to travel; I need to

speak English with my relatives / my colleagues; I want
language focus: synonyms
to read English books in the original; my boss has told Aim: to raise students' awareness of a particular piece of
me to; I need it to get into university; I love the sound language present in the listening.
of the language, etc.
Tips:
•• This language is not included in tests or reviews, it is
listening (58 page 51) here to help students understand international English.
•• Don't expect students to produce this language in an
Aim: to expose students to English spoken with a variety
exercise or in conversation immediately.
of accents.
actually
Tips:
2 university studies
•• The first time students listen, tell them you don't
expect them to understand every word; some of it will 3 obvious
be hard. This is because the text has not been scripted
or graded in any way. It's what they would hear in "the·
real world".
Speaking (58 page 51)
,. Pause after each speaker on the second listening, and Aim: for students to discuss the same or similar
don't be afraid to replay the whole thing if students questions as the speakers in the listening.
appear to need it. Tips:
•• Students can read the audioscript at the back of the
•• The speaking tasks here are slightly more open to
book if you / they wish.
allow for students to explore the subject. Give them
.• Try to avoid hunting for specific pronunciation or
time to do this.
language errors. In real world communication not
•• If students are working in pairs, circulate and monitor.
everyone speaks perfect English all the time, not even
Make notes of incorrect language use to correct
native speakers.
afterwards (or in a future class).
g 4· Hopes & Fears

3 Ask students to work in pairs. Note that some of

Writing an email to a friend these answers may differ depending on context, age and
personality of the reader / writer.
Reading (5B page 52)
1 and 2 Hello Laura (I) Yours sincerely (F)
Find out if students know anything about Edith Piaf, Dear Laura (F) Bye for now (I)
show them a picture or play her music. Then students Hi Laura (I) Regards (F)
read the two emails. Ask open class if they have seen or
Best wishes (Q) Yours (Q)
would like to see the film and encourage them to give
their opinions. Cheers (I)

Language focus: making invitations and

Background note arrangements (58 page 52)
1 Ask students to choose whether the .expressions
Edith Piaf is a well-known French singer and songwriter
(1915-63), a French icon. Two of her most famous songs are: are formal or informal. Students work with a different
'La vie en rose' and 'Non, je ne regrette rien'. She had a rather partner from the previous exercise.
tragic life and this was dramatized in the film 'La vie en rose',
released in 2007.
1 F 5 F 9 F
2 I 6 I 10 I
3 I 7 I 11 F
Writing skills: informal style
4 F 8 F 12 I
(58 page 52)
1 Point out that these em ails are very like informal 2 Students can work in pairs if they wish. Encourage
letters. Check the meaning of salutation and contraction. them to use informal expressions from exercise 1 to help
Students check what they know about informal writing to them.
friends.

c T
Preparing to write (5B page 52)
I ab F
T d F Introduce this by describing a film that you have recently
seen, using some of the phrases under Describing a film.
2 Students work independently initially, then check Give students time to read the useful phrases. Focus
their answers in pairs. You could write the changes on the students briefly on the use of star as a verb.
board.
Write up any new words on the board and drill them, eg
I'm writing ... 8 ... acting's brilliant thriller (n) 1'8n1::l/; documentary (n) /dnkjg'mentgri/ and
2 I'd like to see ... 9 I'd love to ... review (n/v) /dvju:/. Students then describe their films in
paIrs.
3 It's a drama ... 10 I'd really like to ...
4 It's had very good .,. 11 My sister's ...
Writing (58 page 52)
5 It's the true story ... 12 ... it's great
Remind students that the tone should be informal and to
6 I've heard ... 13 I'll see you ...
refer to Laura's text and to the Language focus (exercise
7 ... music's beautiful ...
1 and 2) for support. If appropriate, use a local cinema
guide, or the internet. Encourage students to develop
Language note the central paragraph, and give brief details of the film.
Remind students this paragraph should encourage their
This raises students' awareness of how audience affects
friend to join them.
choice of language. Students tend to either overuse or
underuse contractions in both formal and informal writing. Monitor as students are writing, focusing on issues of
Informal written style is closer to spoken English, using style and clarity. Ideally, write and send the em ails on
different, higher frequency vocabulary, contractions and computer. Take in the finished emails for diagnostic
ellipsis (when the 'grammar' words are omitted, eg (I'll) See purposes.
you (on) Friday).
--- fJ
:::.J
:'~,i,
t Hopes & Fears

Global review Study skills

These lessons in Global are intended to review some of
the language and topics covered in the unit. They follow a Using your didionary~ finding the right
similar format. entry (SB page 53)
1 Familiarise yourself with the entries in the learners'
Grammar and Vocabulary (S8 page 53) dictionaries beforehand. If possible, to aid feedback,
Aim: to review the main grammar and vocabulary in the project the relevant entries for exercises 1-5 onto the
unit. board.

Tips: 2 Students check in a monolingual dictionary. In

•• Students can do these exercises alone or in pairs, in feedback, clarify the purpose of the exercise. Read the
class or at home, depending on their learning style and comments under Exercise 2 aloud. Ask students if they
your teaching situation. can think of other examples like 'orange'.
o Ask students to read the questions first to establish the
grammar and vocabulary areas which are focused on. 3 Elicit from students the typical word classes for
o Encourage students to check their own answers by these three words, before searching in the dictionary.
looking back through the unit. Ask students to check the meaning too (sometimes the
meaning is related, eg heat (n) and (v), but pretty (adj) and
(adv) and fair are not connected). In these three cases
1 are you doing the pronunciation remains the same, despite changes in
2 to get 6 going meamng.

3 to learn 7 am starting
1 heat: noun, verb
4 'm going to buy 8 gets / will melt
2 pretty: adjective, adverb
Vocabulary
3 fair: noun, adjective
Natural disasters: storm, flood, forest fire
People with a lot of money: wealthy, well-off 4 Remind students that there may be several meanings
People helped by aid organisations: poor, homeless
for one class of the word in the dictionary. Be prepared to
help students unused to reading phonemic script.
Geographical features: ocean, lake, desert

tear (verb) Ite'Jl to pull something so that it separates

Speaking and Writing (5Bpage 53) into pieces; tear (noun) ItI'J1 a drop of liquid that comes
from your eye when you cry.
Aim:
to provide extra speaking and writing practice that will 2 close (verb) Ikl'Juzl to move something to cover an

review and consolidate language presented in the unit. open area; close (adj) Ikl'Jusl only a short distance
away.
Tips:
5 First students cover the menu of meanings 1-6. They
•• Before speaking encourage students to think first
then read the example sentences in pairs and decide
about what language they need to focus on from the
what 'green' means in each case. Students then find the
unit, and a good way to start their conversation.
relevant meanings from the list.
•• Before they do the writing practice, ask students to
either make notes or discuss ideas with a partner to
activate useful language.
II Monitor as students are working and note any points
for feedback at the end.