CU_TB_Inter

Change Up! Intermediate

Editorial Project Development: Sarah Howell

Editorial Coordinator: Monica GardenghiEli Editorial Dept: Pauline Carr

Art Director: Marco Mercatali Eli Design Dept: Sergio EliseiProduction Manager: Francesco Capitano

Cover Graphic Design: Paola Lorenzetti

Teacher’s Book Layout: Antonio Lepore

© 2009 ELI S.r.l.

P.O. Box 6

62019 Recanati

Italy

Tel. +39 071 750701

Fax. +39 071 977851

[email protected]

www.elionline.com

The Authors, the Publisher and the editorial team would like to

thank Laura Bonci for her contribution to the literature section,The Inward Eye, and Attilio Galimberti for his contribution to the

Pre-intermediate Workout section.

No unauthorised photocopying

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted, in anyform or by any means, electronic, mechanical, photocopying,

recording or otherwise, without the prior written permission of ELI.

This book is sold subject to the condition that it shall not, by wayof trade or otherwise, be lent, resold, hired out, or otherwisecirculated without the publisher’s prior consent in any form of

binding or cover than that in which it is published and without a

similar condition being imposed on the subsequent purchaser.

All websites referred to in Change Up! are in public domain and

whilst every effort has been made to check that the websiteswere current at the time of going to press ELI disclaims

responsibility for their content and/or possible changes.

While every effort has been made to trace all the copyright

holders, if any have been inadvertently overlooked the publisherwill be pleased to make the necessary arrangements at the first

opportunity.

Printed by Tecnostampa 09.83.130.0

ISBN 9788853604170 (Teacher’s Book)

Icons, links and abbreviations............................................................................................................................

In the Student’s Book, the asterisk beside the number of an activity is a reference to asuggestion or useful piece of information which can be found at the bottom of the page.Invite students to read the note before doing the activity.

C stands for Class CD. S stands for Student’s CD. The number before the full stop indicates either CD1 or CD2.The number after the full stop indicates the track number.

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C 1.01 - S 1.01

� links to other materials

SB Student’s BookGR Grammar Reference, at the back of the Student’s BookWB WorkbookTB Teacher’s BookTR Teacher’s Resource FolderBrE British EnglishAmE American English

Teacher’s Book – ContentsChange Up! Intermediate Student’s Book – Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 8

Student’s Book and Workbook – Teaching notes SB – Topic A Customs Unit 1 Everyday Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 20

SB – Topic A Customs Unit 2 Appearance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 36

SB – Topic A Customs Unit 3 Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 54

SB – Topic B Values Unit 4 The Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 72

SB – Topic B Values Unit 5 The Individual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 86

SB – Topic B Values Unit 6 Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 102

SB – Topic C Social Change Unit 7 Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 122

SB – Topic C Social Change Unit 8 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 140

SB – Topic C Social Change Unit 9 Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 158

SB and WB – Towards Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 174

SB and WB – The Inward Eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 190

WB – Writing File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 213

Pre-intermediate Workout Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 222

Teaching notes – Units 1-15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 224

Appendix Workbook – Scripts and Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 278

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Change Up! Intermediate Student’s Book – ContentsT

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Unit Grammar Vocabulary Spoken English, Spoken Grammar & Written English

1

Everyday Activities

p. 10

2

Appearance

p. 22

3

Celebrations

p. 34

Towards Certification, pp. 46-47Self Evaluation, p. 48

Present Simple and adverbs offrequency, p. 12

The Imperative, p. 16

get + adjective, p. 11

nouns and adjectives with thesame root, p. 14

good at + -ing / noun, p. 16how to + infinitive, p. 16

syllables and word stress in speech,p.12

filling pauses in speech, p. 12

Present Simple / PresentContinuous, p. 24

adjectives: types and order, p. 25

Modals: obligation and rules - must(and have to), p. 270-type Conditional, p. 28

words connected with ‘clothes’,p. 23

look + adjective, p. 24

words in context, p. 27

words with ‘silent’ letters in speech,p. 25

giving brief answers in conversation,p. 25

verbs + infinitive or -ing, p. 35

The Future: going to / will / Present Continuous (for predictions,intentions, arrangements), p. 40

common phrases with verbs,p. 36

words connected with‘celebrations’, p. 39

linking in speech, p. 40

contractions (noun + is) in speech, p. 40

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The Family

p. 50

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TheIndividual

p. 62

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Society

p. 74


multi-part verbs, p. 51

Past Simple, p. 55

would for past habits, p. 55

words connected with ‘thefamily’, p. 55

rhythm in speech, p. 53

set formulas in conversation, p. 52

note-form in writing, p. 52

comparative and superlative formsof adjectives, p. 64

linkers, p. 67

adjectives in context, p. 63 strong and weak forms in speech, p. 64

organising meaning in speech, p. 65

Modals: permission and ability(could), p. 76

The Passive: Present Simple,Present Continuous, Past Simple,the Infinitive, p. 80

words connected with ‘telling a story’, p. 75

multi-part verbs, p. 79

elision in speech, p. 79

question tags and intonation inconversation, p. 79

punctuation in writing, p. 77

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Reading Listening Communicating English Around Us

Experience B: Take The Pressure Off!leaflets, pp. 14-15

Experience B: Uniforms: Pros AndCons?school rules andmessages on aninternet forum, p. 26

Experience A: Get The Most Out Of Your Day!monologues, pp. 10-11

daily routines: sentencecompletion, p. 13

writing an email about a typical weekday, p. 13

preparing and presenting a leaflet, p. 17

asking for information, confirmingunderstanding, pp. 18-19

The Sunday Lunch, pp. 20-21

documents: a menu, a recipe, an excerpt from an article

activity: writing a menu andtalking about ingredients

Experience A: The Ever-Changing World of Fashioninterviews, pp. 22-23

jobs and uniforms: multiplematching, p. 28

a guessing game, p. 25

writing a message on an Internet forum, p. 28

describing: physical appearance, clothes,states and actions, pp. 30-31

Improve Your Appearance!, pp. 32-33

documents: a web page

activity: completing a questionnaire and carrying out a class survey

Experience A: A Day To Honour The Nationa web page, pp. 34-35

Experience B: Seeing The New Year Inradio broadcasts, pp. 38-39

St. Patrick’s Day: sentencecompletion, p. 36

planning and writing a pamphlet, p. 37

talking about plans and intentions, p. 41

persuading, objecting, conceding, pp. 42-43

Say It With A Card!, pp. 44-45

documents: greetings cards,excerpts from articles

activity: writing a greetings card

Experience B: Meet The VictorianFamilya school project, p. 54

Experience B: A ‘Special’ Individuala speech, p. 67

Experience A: Families Of All Sortsa three-way conversation, p. 50

family life today: multiplematching, p. 56

exchanging ideas and making a survey, p. 53

discussing ideas, p. 56

summarising information in note-form, p. 57

giving an opinion, asking for an opinion, pp. 58-59

Words! Words! Words!, pp. 60-61

documents: a dictionary entry,information from a website

activity: presenting research ona dictionary entry

Experience A: Make Your Choice!a documentary, p. 62

a young girl’s lifestyle:multiple choice, p. 65

describing a photo and inventing a story, p. 65

discussing ‘special’ people andorganisations, p. 68

writing a paragraph using linkers, p. 69

comparing: two things that are the same /two things that are different, pp. 70-71

Self-Expression, pp. 72-73

documents: diary entries

activity: writing a diary entry

Experience A: How It All Beganstories, pp. 74-75

Experience B: The Generation Gapa talk show, p. 78

taking a language exam:matching with pictures, p. 77

a story-circle game, p. 77

writing a plan for a story, p. 77

discussing views, p. 81

agreeing, disagreeing, admitting someone isright, pp. 82-83

Music to My Ears, pp. 84-85

documents: a song, a post on awebsite

activity: making up song lyrics

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Change Up! Intermediate Student’s Book – ContentsUnit Grammar Vocabulary Spoken English,

Spoken Grammar & Written English

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Roles

p. 90

8

People

p. 102

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Migration

p. 114


Past Simple / Present Perfect, p. 91

Present Perfect with for and since,p. 95

words connected with ‘theInternet’, p. 92

nouns used as adjectives, p. 96

contractions in speech, p. 96

active listening in conversation, p. 96

using symbols with note-form inwriting, p. 97

Present Perfect / Present PerfectContinuous and just, already, yet , p. 104

Past Perfect, p. 108

words connected with ‘change’,p. 104

liaison in speech, p. 105

‘false starts’ in speech, p. 105

reference in writing, p. 107

function of the paragraph in writing,p. 109

Modals: giving advice and stressingthe right thing to do (should / ought to), p. 116

1st-type Conditional, p. 116

2nd-type Conditional, p. 119

present participles and pastparticiples used as adjectives,p. 115

words connected with ‘the fivesenses’, p. 119

rhythm and weak forms in connectedspeech, p. 120

being vague in speech, p. 120

an informal email, p. 117

The Inward Eye – How literature sees and portrays life

William Wordsworth – Daffodils, p. 129Geoffrey Chaucer – The Wife of Bath, p. 130Charles Dickens – Miss Havisham, p. 131Seamus Heaney – Digging, p. 132James Joyce – Eveline, p. 133William Shakespeare – Romeo and Juliet, p. 134Jerome David Salinger – The Catcher in the Rye, p. 135Walt Whitman – O Captain! My Captain!, p. 136Daniel Defoe – Robinson Crusoe, p. 137

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Reading Listening Communicating English Around Us

Experience A: Rising To Fame On The Netan article, p. 90

Experience B: Power And Influencea book review, pp. 106-107

Experience B: A Million Different Peopleconversations, pp. 94-95

life experiences:understanding details, p. 93

writing a post for a blog, p. 93

planning a presentation using note-form andsymbols, p. 97

making a suggestion, accepting asuggestion, refusing a suggestion, pp. 98-99

Big Brother Is Watching You!,pp. 100-101

documents: a TV guide, aninterview

activity: writing a description ofa reality show and an imaginaryinterview

Experience A: Two Sides To Every Storyradio news items, p. 103

a famous pop star:understanding likes anddislikes, p. 109

writing captions for graphs, p. 105

discussing trends in society, p. 105

writing a title and topic sentences for areview, p. 109

apologising, making excuses, forgiving, pp. 110-111

English Humour??, pp. 112-113

documents: jokes, a book extract

activity: telling a joke or a funnystory

Experience A: Push And Pullletters to the editor, p. 114

Experience B: Missing Youa radio phone-in, p. 118

moving to a new country:understanding main points, p. 117

preparing a presentation on your country, p. 117

writing a reply to an informal email, p. 117

discussing ideas, p. 121

asking for an explanation, giving anexplanation, expressing understanding, pp. 122-123

A Question of Identity, pp. 124-125

documents: written commentsat an exhibition

activity: writing about youridentity

Grammar Reference

1 Present Simple, p. 1382 Adverbs of frequency, p. 1383 Present Continuous, p. 1394 The Imperative, p. 1405 The Future, p. 1406 Past Simple, p. 1417 Would / used to (past habits), p. 1428 Adjectives (types and order), p. 1429 Comparative and superlative forms, p. 143

10 Present Perfect, p. 14411 Present Perfect Continuous, p. 146

12 Past Perfect, p. 14613 Conditional sentences, p. 14714 Modals 1, p. 14815 Modals 2, p. 15016 The Passive, p. 15017 Linkers, p. 15118 Reported speech, p. 15219 Question tags, p. 15420 Verbs + infinitive or -ing, p. 15421 Multi-part verbs, p. 156

4 pagesExperience BDiscover Communicate

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Introduction to Change U

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Introduction to Change Up! IntermediateComponentsStudent’s Material

• Student’s Book + Pre-intermediate Workout

• Workbook + 2 audio CDs

Teacher’s Material

• Teacher’s Book + 2 audio CDs

• Teacher’s Resources: Ring binder, Intermediate Photocopiable Material, Introduction to CLIL with sampleprojects, audio CD and Test Maker CD Rom

Online Material

• www.changeuponline.com with downloadable worksheets, projects, audio material in MP3 format andChange Up! Magazines

Student’s Book structureChange up! Student’s Book contains 9 units divided into 3 Topics. This is the structure of each Topic:

3 Units following this structure:

At the end of each Topic:

At the back of the Student’s Book there are:

• The Inward Eye literature section

• Grammar Reference

Workbook unit structure

1 pageTopicContents

4 pagesExperience ADiscover Communicate

2 pagesTowards CertificationFocus on… Reading, Use of English, Speaking

1 pageSelfEvaluation

2 pagesHow to… Functions Vocabulary

2 pagesEnglish Around Usauthentic‘documents’

1 pageUnitWarm up

2 pagesRevision and consolidationof Experience A

2 pagesRevision and consolidationof Experience A

1 pageVocabularystrategyConsolidationof How to…section

1 pageTowardsCertificationFocus on…ListeningWriting

1 pageCheck Up

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INTRODUCTION TO CHANGE UP! INTERMEDIATE

The intermediate-level studentBeing a student of English at intermediate level isnot easy! While your students know enough to wantto start ‘really’ communicating, they may feelfrustrated because their command of the languageand their language skills are not quite up to it. Orelse, they may be trying hard but feel they are notmaking any progress. What is needed in order to getbeyond this so-called ‘plateau’ is the right amount ofguidance together with a new set of challenges.

In this course, guidance comes in the form of:

• a suitable proportion of ‘mechanical’ activities, asone of the tools for ensuring assimilation

• the widespread use of helpful ‘boxes’, whichprovide students with expressions, vocabulary andideas to use and fall back on when carrying outcommunicative activities

• scripts of the audio inputs on the page, to be usedas much as and when necessary

while being presented with new challenges means:

• extensive exposure to new and authentic language

• constant and systematic practice in reflecting onthe rules and behaviour of the language

• encouragement to achieve independence inlearning, and to develop the desire to extendlearning to outside of the classroom.

The topic-based syllabus inChange Up!There are two reasons why the title of this course isChange Up! One reason is that its goal is to giveintermediate-level students the necessary boost tomove up a gear or two in their language learningprocess. The other reason is that the idea of ‘change’,a many-faceted and key concept in our modernworld, is at the core of the topic-based syllabus onwhich the course is based.

The ability to use the systems of the language is vitalto effective communication, and is by no meansignored! Change Up! is constructed around a set ofparallel syllabuses: a grammar syllabus, a lexicalsyllabus, a spoken grammar syllabus, amongst others.The starting point, however, is content. It is onlymeaning that can motivate students to respond toand use the language not just as an artificial exercisefor its own sake, but as a way of finding out anddoing ‘other things’. In order to ‘really’ communicate,students must obviously want to say or writesomething and intrinsic motivation can only springfrom an interest in what is being communicated.

The choice of materialsYou will find that the theme of ‘change’ underlies thematerials in the nine units, which are groupedthematically into three Topics. This does not meanthat abstract concepts are dealt with; on thecontrary, materials deal extensively with personaland everyday life. They also deal, however, withbroader social and cultural topics and issues of aglobal nature, topics and issues there is no reasonwhy the English-language classroom should notembrace.

As much exposure as possible to authentic languagein a variety of forms is of the utmost importance inhelping your students make progress, thereforeauthentic and adapted authentic texts and audiomaterial are provided. This ensures that they becomeaccustomed to linguistic variety and a range of‘voices’, which is not the case when material iswritten ad hoc by a few. Care has also been taken toput across the differences between spoken andwritten forms of the language in the belief thatstudents are often confused about this, and lack ofawareness can result in poor ‘performance’ on theirpart. Other materials made available in each unit aredialogues revolving around useful language functions.In addition, through exposure to authenticdocuments, you can give your students theopportunity to learn about various aspects of life inEnglish-speaking countries.

The methodological approach(EDC) in Change Up!The main inputs in Change Up! are dealt withfollowing the methodological approach describedbelow:

Phase E: Experience languageIn this phase you engage your students inexperiencing real samples of the language, ratherthan artificial examples constructed in order toillustrate certain rules or features. These samples, orinputs, represent both the written and the spokenlanguage, they are varied in both type and contentand pertain to the unit theme. Accompanying focusactivities help you to draw your students’ attentionto the input, so that they can relate or react to it,and also provide practice in specific reading andlistening skills.

Phase D: Discover languageThis phase involves focusing students’ attention onthose rules, features and forms of behaviour of thelanguage that are particularly well-represented in theinput. In this process of discovery, your aim is to

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promote awareness and assimilation in the followingareas: Grammar / Vocabulary / Spoken English /Spoken Grammar / Written English. After theyhave actively ‘examined’ the language focused on,your students carry out guided activities whichreinforce assimilation.

Phase C: Communicate through languageIn this phase your students take part in a variety oftask-based activities involving communication inboth the spoken medium and the written medium.These activities cover the skills of writing, as well asoral production and oral interaction, and are basedon: Pair Work / Group Work / Presenting / Writing / Listening. As in phase E, your students’personal experience, opinions and ideas can be animportant contribution to classroom learning.

Change Up! IntermediateStudent’s BookUnit structureEach unit is made up of four distinct ‘sections’ whichare organised as follows:

Experience A

• a lead-in to introduce the theme of the input

• either a reading or a listening input to experience,together with focus activities

• discover activities

• communicate activities

Experience B

• a lead-in to introduce the theme of the input

• either a reading or a listening input to experience,together with focus activities

• discover activities

• communicate activities

In each unit there is one reading input and onelistening input.

How to…

• dialogues for coverage of important and usefulfunctions in the spoken language

• focus activities on the dialogues

• identification of typical constructions forexpressing the functions focused on

• activities to promote understanding andassimilation

• a simulation in which students are given theopportunity to use what they have learnt in aspontaneous way

English Around Us

• a lead-in as preparation for the theme, as well asinformation boxes where relevant

• authentic ‘documents’ connected with a specificaspect of life in English-speaking countries

• activities involving students reacting to andrelating to content

• a communicate activity involving reproducingthe same or a similar kind of ‘document’, or arelated spoken and / or written activity

The sections and activities in Change Up! IntermediateStudent’s BookExperience A and Experience BInputsEach unit presents a reading input illustrating acertain kind of text (for example, leaflets, stories,newspaper articles) and a listening inputillustrating various types of situations and contexts inwhich the spoken language is heard (for example, aconversation, a radio broadcast, a talk show).

You will find information on the inputs in theteaching notes for each unit in the Teacher’s Bookregarding:

• types of texts and audio material

• source, background and context

• types of accents that will be heard in the audioinputs

With regards to the description of accents, you willfind that the terms ‘neutral’ English accent and‘neutral’ American accent have been used amongstothers. This has been done with a view to simplifyingmatters. If you want to know more about Englishaccents and accents in general, you could read theinformation on the following web page www.linguistlist.org/ask-ling/accent.html

A word about the listening inputs: it is common forstudents to have good reading skills, but to havedifficulty when it comes to listening. Often, they havetrouble correlating written and spoken forms, forexample because of the spelling vs pronunciationissue in the English language. They may understanda written sample of the language perfectly well, butunderstand little of the same sample when they onlylisten to it. Constant practice and exposure, however,


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can improve matters significantly. In order to facilitatelearning, the scripts of the audio inputs have beentranscribed in the Student’s Book. It is up to you, theteacher, to decide how to adapt use of the scripts tothe level of your class and to the degree to which yourstudents are used to listening to ‘natural’ English. Youwill find detailed ideas on how to deal with eachlistening input in the teaching notes for each unit.

lead-in (e.g. Student’s Book Unit 1, p. 10)The lead-in serves to introduce the theme of theinput and start up the process of relating to andreacting to the content. Students are ‘asked’questions and you will find ideas in the teachingnotes on how to exploit them.

focus activities (e.g. Student’s Book Unit 1,pp. 10-11, activities 1-4)These activities have two aims:

• to continue the process of relating to and reactingto content

• to practise specific reading and writing skills whichwill be described, together with suitable classroomprocedures, in the teaching notes.

Discover Grammar (e.g. Student’s Book Unit 1,p. 12)This course includes all those grammar topics thatare generally covered at intermediate level. Yourstudents may be familiar with part of the groundcovered, in which case they will be bothencountering new grammar topics and revisingtopics, although from the different angle described inthe following paragraph.

An inductive approach to learning is used for theassimilation of rules. This approach is the opposite ofthe more traditional deductive approach, whichinvolves first learning the rules and then applyingthem. Students, in other words, are helped toformulate rules through the observation of examplestaken from the inputs. This is done mainly with theuse of Deductions boxes which contain a series ofsteps that guide students through this process ofreasoning and meaningful assimilation. Reachingunderstanding about the rules of the language isfollowed by traditional-type exercises which serve toreinforce learning. Notice that the word Deductionshas been used in the Student’s Book in order toassociate the process of induction in the students’minds with the idea of a detective using clues to findthings out and reach conclusions. The dictionarydefinition of ‘deduce’, in fact, is “to reach an answeror decision by thinking carefully about the knownfacts” (Cambridge Advanced Learner’s Dictionary).In addition to the work on grammar in the units, a

clear and thorough review of each grammar topic isprovided by the Grammar Reference section(Student’s Book pp. 138-158). This can be used forrefreshing memory, filling in gaps in knowledge andgetting an overall view of a particular topic.References to the relevant parts of the GrammarReference are made throughout the Student’s Book.

Discover Vocabulary (e.g. Student’s BookUnit 1, p. 11)Building up vocabulary is especially important for yourintermediate-level students as a means of making abreakthrough in linguistic competence. There areseveral ways in which expansion of vocabulary can takeplace. The mere exposure to inputs rich in lexis is anexcellent way of expanding passive knowledge ofvocabulary (as well as of reinforcing active knowledge).Ways, used in this course, of systematically increasingactive knowledge of lexical items include focusing on:words and phrases organised in lexical sets (e.g. wordsand phrases connected with ‘celebrations’ Unit 3,p. 39), common collocations in specific constructions(e.g. get + adjectives - angry / tired etc. Unit 1, p. 11),grammatical ‘behaviour’ (e.g. nouns functioning asadjectives Unit 7, p. 96). Realising the importance ofcontext for understanding the full meaning of wordsand expressions is another significant step forward yourstudents will take. As with grammar topics, an initialphase of discovery is followed by traditional-typeexercises to reinforce learning.

In addition, there are two valuable study skillsconnected with assimilating lexis it is worth helpingyour students develop. One is the use of suitabletechniques for recording new vocabulary. Tips on howto record vocabulary are given to students throughoutthe Student’s Book and there is a special section in theWorkbook on this important study skill (How to learnuseful vocabulary). The other regards the use ofmonolingual dictionaries. The English Around Ussection in Unit 4 (pp. 60-61) is entirely dedicated tothis study skill. You will find more details on bothstudy skills in the teaching notes.

Discover Spoken English (e.g. Student’s BookUnit 1, p. 12)It is assumed that students at this level are alreadyfamiliar with the individual ‘sounds’, or phonemes, ofthe English language. You will, nevertheless, find alist of phonetic symbols in Appendix 2 to which youcan refer students whenever suitable or necessary.

The Discover Spoken English activities deal,instead, with fundamental but often overlookedfeatures of the spoken language such as ‘weak forms’and ‘linking’. Awareness of these features on the part


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of students is vital in promoting understanding ofnatural speech. You will certainly find that as yourstudents become increasingly familiar with thesecharacteristics of the spoken language, their generallistening skills will improve considerably. A certaindegree of assimilation of some of these features canalso be a useful way of making their pronunciationmore comprehensible and natural-sounding. Thereare detailed notes about each feature in the teachingnotes, together with an indication as to which areuseful for active as well as passive knowledge.

Discover Spoken Grammar (e.g. Student’s BookUnit 1, p. 12)The aim of this set of activities is to focus onextremely common grammatical features which arefound exclusively in speech. Some awareness of thegrammar which is peculiar to the spoken language, atopic which is rarely covered in course books, willhelp your students get to know about the way nativespeakers really speak in authentic situations.Students are not expected to assimilate thesefeatures at this level, however, gradually increasingexposure to natural speech as the course progresseswill increase their confidence in dealing with the‘real’ spoken language. You will find informationabout each feature in the teaching notes.

Discover Written English (e.g. Student’s BookUnit 4, p. 52)Students at intermediate level are often not familiarwith the differences that exist between spoken andwritten forms in English. This can lead to aninappropriate use of the language, such as that ofincluding contracted forms in a formal text. TheDiscover Written English activities help you focusyour students’ attention on the conventions andnorms which exist in English with regard to writing.Activities range from understanding how to usepunctuation to building up awareness of the functionof the paragraph and of the ways texts are plannedand structured. In this way the basis is laid for thedevelopment of the essential micro-skills needed inorder to write a text successfully. Attention is alsopaid to particular forms which are typical of thewritten language, for example note-form.

For classes with students who already have goodwriting skills, the Workbook includes a section whichexamines a range of text types in depth (WritingFile, pp. 75-91).

Communicate Activities After having related to content (phase E) and focusedon language (phase D), your students go on to putwhat they have learnt into practice in the various

types of Communicate activities. These involvewriting and listening, as well as speaking. If theexperience and discover phases have been carriedout effectively, you will find that this is the phase(phase C) in which your students will be making stepsforward in their ability to communicate successfully.The teaching notes provide suggestions on classroommanagement for the various types of activities.

Communicate Pair Work (e.g. Student’s BookUnit 1, p. 13)In this type of activity, students work in pairs in orderto carry out simple, guided tasks which involve a fairlycontrolled use of language linked to the contents of theinputs. Activities involve oral interaction based on theexchange of opinions and information (opinion- andinformation-gap tasks), as well as role-playing anddoing games and quizzes together. Useful Expressionsboxes and Suggestions boxes provide languageprompts and ideas for those students who might havedifficulty in expressing themselves or thinking of thingsto say. Your role during this type of activity is that ofproviding clear instructions, of ensuring adequatepreparation for the task, of providing assistance, ofmonitoring your students’ performances, and ofproviding final feedback, when relevant. It is importantto make your students feel they are free to interactspontaneously, since learning also takes place through aprocess of trial and error.

Communicate Group Work (e.g. Student’s BookUnit 2, p. 29)These activities take your students a step furtherwith respect to Pair Work. They are slightly morecomplex and less guided, in that they are mostlyorganised in steps which involve carrying out tasks ingroups using a variety of language skills. These tasksrelate to the contents of the inputs and involvereading texts, writing notes and lists, discussingopinions, collaborative decision-making andbrainstorming. Sometimes students are required tocome up with an ‘end-product’, such as a story or theresults of a survey. Useful Expressions boxes helpstudents to use appropriate language whenexpressing themselves. Your role during this type ofactivity is that of providing clear instructions, ofensuring adequate preparation for the task, ofproviding assistance, of monitoring your students’performances, and of providing final feedback, whenrelevant. It is important to make your students feelthey are free to interact spontaneously, since learningalso takes place through a process of trial and error.

Communicate Presenting (e.g. Student’s BookUnit 1, p. 17)Every so often, your students are given the


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opportunity for basic practice in the skill ofpresenting, the kind of oral production skill which isusually used when speaking to an audience. InCommunicate Presenting activities, students planand give simple presentations in order to illustrate a‘document’ they have drawn up together, or in orderto present ideas on topics related to the unit theme.In Unit 4 (English Around Us, p. 61), they alsolisten to a spoken model of the presentation they arerequired to prepare and give.

Communicate Writing (e.g. Student’s BookUnit 1, p. 13 and Unit 5, p. 69)Here students work individually on improving theirability to produce well-planned and well-written texts.Good writing skills are probably the most difficult toacquire and require willingness, on the part ofstudents, to be attentive and methodical when theywork. It is important for you to make your studentsaware of the fact that accuracy plays an important rolein writing, and that the habit of checking what theyhave written is vital if a communicatively effectivepiece of writing is to be produced.

All the writing tasks students are asked to carry outare either contextualised or involve an element ofinteraction. Students begin by practising writing verysimple texts (a leaflet, a pamphlet, a post on theInternet) restricted to very specific situations andlanguage. They go on to build up micro-skills, such asthe ability to write correct sentences, to write aparagraph correctly (based on the understanding ofthe function of the paragraph), to structure a textcorrectly (based on the knowledge of how textsshould be structured), to plan efficiently. Finally,after having learnt about the conventions involved,they practise writing an informal email.

Communicate Listening (Student’s BookUnit 1, p. 13)In this type of activity, students are the ‘receivers’rather than the ‘senders’ in the communicativeinteraction. The focus is on developing a range ofskills that are necessary in order to becomecompetent listeners, through the completion of tasksbased on a variety of question-types, such as ‘filling inblanks’ and different types of ‘matching’. In contrastwith the focus activities for the listening inputs,students do not have the scripts on the page, andtherefore have to concentrate entirely on listening fora purpose in order to complete the required task.Communicate Listening activities are often linkedto another, following Communicate activity.

Learning Tips (Student’s Book Unit 5, p. 64)The various Learning Tips, placed in strategic

positions within the units, draw your students’attention to techniques for making their learningprocess more efficient, thus encouraging them tobecome responsible and autonomous learners. Alsonotice the suggestions and useful pieces ofinformation for carrying out specific activities thatcan be found at the bottom of some pages (as inUnit 5, p. 64). The notes are marked with an asterisk(as are the activities they refer to) and should beread before the activity is carried out.

How to...In this section, your students start with work on ascripted conversation which serves to present languagefor expressing functions that are common in everydaysituations. An opening comment contextualises thefunctions which will be focused on, while a humorouscartoon illustrates the amusing aspects of the situationin which the conversations are set.

A focus activity is followed by activities aiming atidentifying and assimilating the target features in theconversations. In addition, Useful Vocabulary boxesare provided for students to ‘dip into’ when they dothe assimilation activities. Exposure to thematicallycategorised vocabulary in this way also helps yourstudents expand their command of the lexical system.

The section always finishes with an activity in whichstudents take part in a simulation set within asituation parallel to the one presented in theconversation. In this way students can spontaneouslyact out what they would say in circumstances thatwould require expressing the functions focused on. Itis important to remember that the purpose and aimof the How to... section is not that of memorising theconversations, but that of assimilating the languageneeded to express the functions focused on, and ofpractising using it spontaneously.

English Around UsThis section gives your students the opportunity toexpand direct contact with the real language,through exposure to authentic material related to theway of life, habits and attitudes of people who live inEnglish-speaking countries. Activities mostly involvestudents reacting to and relating to the ‘documents’and you should think of it as a moment in whichstudents ‘relax’ and just concentrate on respondingto content. A final Communicate task usuallyinvolves reproducing one of the types of ‘documents’looked at in some form or another, or a relatedspoken and /or written activity.

Towards CertificationThe aim of this section is to foster familiarity with the


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format of the Cambridge ESOL First Certificate inEnglish exam (FCE). Three of the five areas tested inthe exam (Reading - Use of English - Speaking) arecovered, while a parallel section in the Workbook dealswith the remaining two areas (Writing - Listening).Together they give the students a useful idea of whatto expect if they decide to take this exam at a laterdate. All the exercises provided have been modelledon FCE format questions but are obviously geared forstudents at intermediate level, since the FCE is anupper-intermediate level examination. The ChangeUp! Upper-Intermediate Workbook, in fact, includesa full-length FCE sample test.

Self EvaluationThis section appears at the end of each Topic. UnlikeCheck Up in the Workbook and the end of Unit Testsin the Teacher’s Resource Folder, which provide youwith tools for evaluating to what extent the languageand skills focused on have been assimilated, this sectionis intended to be a means of encouraging studentsthemselves to reflect on their progress. In fact, they areinvited to look back at the three units they have justcovered and make autonomous judgements on whatthey have learnt about, on what they have learnt to do,and to identify areas in which they are weak and theyneed to especially concentrate on.

It is up to you to decide how to exploit this section ina way that is suitable for your classes. On one end ofthe scale, it can be given to conscientious students asa kind of homework to do very privately. On theother end, it can be set as a kind of test in a situationin which you are in control.

Grammar ReferenceThe Grammar Reference at the end of the Student’sBook (pp. 138-158) deals with all the grammar topicsintroduced in the units from a deductive point of view,and can be considered a kind of ‘anchor’ which will beextremely useful for your students. Amongst otherthings, it contains thorough explanations of rules, tablesillustrating forms (e.g. the comparative and superlativeforms of adjectives), tables comparing different forms(e.g. the Present Simple and the Present Continuous),lists (e.g. of multi-part verbs), as well as extraLearning Tips. It can be used in a variety of ways,ranging from systematic use in the classroom everytime a new grammar topic in the units has been workedon, to self-study in order to expand and consolidateknowledge of the grammatical system.

The Inward EyeThis section has three main aims:

• to help students understand that literature isvery close to real life

• to broaden students’ knowledge of languagewith structures and words which are different fromthose that are common in ‘everyday’ language

• to generally stimulate an interest in literature

A short introduction to each topic can be used as abrief lead-in to the topic itself, while somebiographical notes about the author providebackground information and contextualisation of thetext. As reading literature may be a new activity foryour students, in the Workbook you can findexercises and tasks to guide them in a preliminary,overall stage of comprehension and analysis.

Once the text has been read and analysed, a fewlines of commentary sum up its central idea and toneand lead students on to the reading comprehensiontasks in the activity It’s your turn now! (questions 1and 2). Analysis of the text can also form the basis ofa writing activity, either as is proposed in theStudent’s Book (It’s your turn now! question 3) oras is proposed in the Workbook.

Change Up! IntermediateWorkbookThe Workbook gives students an opportunity toconsolidate what they have learnt in the Student’sBook and to practise using the language they havebeen exposed to. It is made up of nine eight-pageunits, which correspond to the nine units of theStudent’s Book, and is organised as follows:

Experience A and Experience BThese pages contain exercises which serve to reviseand recycle grammar topics and vocabulary. The firsttwo pages of every Workbook unit focus onExperience A and the second two pages onExperience B of the corresponding Student’s Bookunit. Students will find a Vocabulary section, aGrammar and Use section and a Reading andGrammar section. Work on the Experience thatcontains the reading input in the Student’s Book unitalso includes a Listening section.

How to...This page systematically deals with strategies forrecording vocabulary. In this way students get intothe habit of using this study skill with a view toefficiently assimilating lexis, and in order to have asystem for recalling useful lexis they have comeacross. As well as this, the functional languageintroduced in the How to… section of thecorresponding Student’s Book unit is consolidated.


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Check UpThe Check Up page is made up of two sections. Firstly,it contains tasks that help students learn to check forerrors and identify types of errors in a text. To do this acorrection key is provided. In this way students discoverwhat kind of errors they commonly make and learn tolook out for them when they check any written workthey have done. Each Check Up page also provides aLearning Tip to aid students in this process. Theexercises in the second section give students a chanceto verify what they have learnt in the correspondingStudent’s Book unit and to consolidate what they havelearnt in preceding Student’s Book units.

Towards CertificationThe Towards Certification page aims at developingwriting skills as well as providing practice in listening.Students are given a gradual introduction to micro-skills for writing and various features, such as linkingand paragraphing, are looked at. In the listeningsection, the use of exercise-types similar to those usedin the upper-intermediate level Cambridge ESOL FirstCertificate in English exam (FCE) allows students tobecome familiar with FCE format. Notice that theactual types of texts students are expected to be ableto write in the FCE exam are dealt with in the WritingFile section in the Workbook (see below). If used inconjunction with the parallel Towards Certificationsection in the Student’s Book, it is possible forstudents to get a useful idea of what to expect, shouldthey decide to take this exam at a later date.

Warm UpThe last page of every Workbook unit contains activitiesthat prepare students for the following Student’s Bookunit. These serve to activate the vocabulary theyalready know pertinent to some of the themes dealtwith in the Student’s Book unit they are about to startworking on in class. This is also a way to boost theirconfidence, as when they start the new unit in theStudent’s Book, they will realise they have some priorknowledge of the language they are being exposed to.

The Workbook also contains the following two specialsections.

Writing FileThis section introduces students to a variety ofcommon text types, such as emails, stories, reviews.Students learn about the typical layout, structureand language used for each type of text, and thecontexts in which they are usually written. TheWriting File can be used as a reference beforeengaging in a writing activity, or else the exercisescan be done in class, should there be a need to workon how to write a specific kind of text.

The Inward EyeThis section relates to the Inward Eye literaturesection in the Student’s Book. It provides simpleexercises and tasks to guide students in apreliminary, overall comprehension and analysis ofthe literary texts presented in the Student’s Book.

Change Up! IntermediateTeacher’s BookThe main characteristic of the Teacher’s Book is thatof being ‘teacher-friendly’! You will find the followingfeatures:

• detailed unit per unit teaching notes for easyclassroom management containing a description of theaim of each activity and ideas on how to carry it out

• a summary of the language items and skills focusedon, as well as an illustration of the unit themes, onthe opening page of the teaching notes for each unit

• information on the sources and types of inputs

• easy navigation, because notes on each sectionstart on a new page

• full, easy-to-see answers, including models foropen-ended questions where suitable

• scripts which do not appear in the Student’s Bookpositioned with the notes on the relevant activity

• help boxes with ideas on how to use materials andcarry out activities with weaker classes

• extension boxes with ideas on how to extendactivities in various ways with students who areparticularly motivated or linguistically morecompetent

• info boxes with useful information and tips on pointsof language and methodology, as well as backgroundinformation on the contents of the inputs

• challenging words boxes which help you to getthe meaning of particular words that may beunknown to your students across to them

Change Up! IntermediateTeacher’s Resource FolderIn your Teacher’s Resource Folder, you will find theuseful material listed and described below. You canalso use your folder to update course material andkeep any relevant material you have prepared orcollected yourself.


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Testing and Assessment Material• a full range of photocopiable material including an

Intermediate Diagnostic Test and Unit Tests

• audio CDs with material for the listening sectionsof the tests

• Test Maker CD Rom with all the tests incustomisable format

Extra Photocopiable MaterialFactsheets A and BThe Factsheets provide additional material for eachunit, connected with the unit themes. In general, theaim of Factsheet A is to provide ‘facts and figures’,while Factsheet B contains material for intensive orextensive reading which is more conceptually and / orlinguistically challenging, and possibly deals withcontroversial issues which could lead to discussion andexchange of opinions. All the Factsheets provide anincorporated activity. You will find detailed notes onthe content of each Factsheet and suggestions on howto exploit them in the Teacher’s Resource Folder.

Project WorksheetYou can use this type of worksheet to set upcommunicative task-based projects on a topic linkedto the unit theme. A combination of work in theclassroom and work at home with feedback in class isusually appropriate, also depending on whethersuitable equipment and support exists on the schoolpremises (for example dictionaries / computers /internet link). Ideas will be given on how to set upeach project in the Teacher’s Resource Folder.

Activity WorksheetThis set of extra material for each unit providesstudents with an opportunity to ‘take a break fromhard work’ and try their hand at doing games,puzzles, and take part in other amusing activities.These Activity Worksheets are more suitable forclassroom use. You will find suggestions for use, aswell as answers to puzzles and quizzes etc., in theTeacher’s Resource Folder.

Introduction to CLILThe Introduction to CLIL booklet in the Teacher’sResource Folder contains:

• A Warm Up to CLIL for teachers

• Sample projects containing teaching notes,photocopiable student material and answer keysfor the following subjects: Science, Physics,Geography, Art, Economics

Extra introduction to CLIL is on the Change Up!website.

Change Up! Pre-intermediateWorkoutChange Up! Pre-intermediate Workout is aimed atstudents who have not reached B1 level of theCommon European Framework of Reference forLanguages yet, and need quick but thoroughlanguage revision before starting Change Up!Intermediate. Its main features are flexibility andmodularity. Teachers can choose to use the varioussections of each unit in the Workout for whole classrevision and consolidation before starting theintermediate-level course, or with individual studentsor groups of students.

Change Up! website:www.changeuponline.comThe Change Up! website has been created with boththe teacher and the student in mind. The mainfunction of the teacher area is to provide you withconstantly updated, flexible and customised material,which is of such importance when using a modernlanguage course. On the site, you will find a variety of materials tosupport your teaching with Change Up! including:

• for the Pre-intermediate Workout: MP3 audio fileswith extra listening activities and 15 single unitExit Tests

• for the Introduction to CLIL section: AudioMaterial in MP3 format, full colour downloadablestudent material and a special area for teachers toshare their own CLIL materials and experiences(Teacher’s Exchange)

Your students will find the following, amongst otherthings, in the area specially dedicated to them:

• audio material from the Student’s Book in MP3format

• constantly updated downloadable student materialin full colour.

In addition to this, the Change Up! Magazines,which are published twice a year, can be downloadedfrom the site.


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The Common European Framework (CEF)The Common European Framework, developed by the Council of Europe, was published in 1996 andupdated in 2001. It establishes a uniform framework of reference for ‘measuring’ language proficiency in anyEuropean language at various stages in the language learning process. The so-called ‘descriptors’, whichspecify the various competences corresponding to each stage, are grouped into three levels (A, B and C), eachof which is further subdivided into two (A1, A2, B1, B2, C1, C2) as follows:

A Basic UserA1 BreakthroughA2 Waystage

B Independent UserB1 ThresholdB2 Vantage

C Proficient UserC1 Effective Operational ProficiencyC2 Mastery

The table of levels and descriptors below is taken from the following source, which you can refer to if youwant more detailed information about the Common European Framework.http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf

Table 1 – Common Reference Levels: global scale


ProficientUser

Can understand with ease virtually everything heard or read. Can summarise information fromdifferent spoken and written sources, reconstructing arguments and accounts in a coherentpresentation. Can express him / herself spontaneously, very fluently and precisely, differentiating finershades of meaning even in more complex situations.

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Canexpress him / herself fluently and spontaneously without much obvious searching for expressions. Canuse language flexibly and effectively for social, academic and professional purposes. Can produceclear, well-structured, detailed text on complex subjects, showing controlled use of organisationalpatterns, connectors and cohesive devices.

Can understand the main ideas of complex text on both concrete and abstract topics, includingtechnical discussions in his / her field of specialisation. Can interact with a degree of fluency andspontaneity that makes regular interaction with native speakers quite possible without strain foreither party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on atopical issue giving the advantages and disadvantages of various options.

Can understand the main points of clear standard input on familiar matters regularly encountered inwork, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an areawhere the language is spoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly givereasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediaterelevance (e.g. very basic personal and family information, shopping, local geography, employment).Can communicate in simple and routine tasks requiring a simple and direct exchange of informationon familiar and routine matters. Can describe in simple terms aspects of his / her background,immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at thesatisfaction of needs of a concrete type. Can introduce him / herself and others and can ask andanswer questions about personal details such as where he / she lives, people he / she knows andthings he / she has. Can interact in a simple way provided the other person talks slowly and clearlyand is prepared to help.

C2

C1

B2

B1

A2

A1

IndependentUser

BasicUser

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How the CEF corresponds to Change Up!In tune with the aims of the CEF, Change Up! focuses on communication, on developing the ‘ability to dothings’ in the language as well as ‘knowledge about’ the language. The two levels of Change Up! (Intermediate and Upper Intermediate) cover levels B1 to B2 of the CEF. Inaddition, Change Up! Pre-intermediate Workout is aimed at students who have not reached B1 level of theCEF yet, and need quick but thorough language revision for level A2. There is, however, some degree ofoverlapping of levels, in order to avoid abrupt changeovers from one text book to another. Notice, also, thatlevels can be further refined, as you can see in the table below.


A2.2 B1.1 B1.2 B2.1 B2.2

Pre-intermediate Workout

Intermediate

Upper Intermediate

External CertificationsUniversity of Cambridge ESOL ExaminationsThe Cambridge ESOL examinations are designed to assess the ability of native speakers of languages other thanEnglish to communicate effectively in the English language. They span five levels and cover all four languageskills (reading, writing, listening and speaking). As you can see in the table below, the examinations are alsolinked to the levels of the Common European Framework, the First Certificate in English (FCE) corresponding toCEF Level B2. One of the underlying objectives of Change Up! is to familiarise students with FCE requirementsand format. CEF Level B2 is the final target level of the course, which students reach when they have completedChange Up! Upper-Intermediate.

CEF Cambridge ESOLC2 Certificate of Proficiency in English (CPE)

CPE is Cambridge ESOL’s most advanced exam. It is aimed at people who use English for professional or study purposes and can use the language at a similar level to that of a native speaker.

C1 Certificate in Advanced English (CAE)CAE is an exam for advanced users of English. This exam is aimed at people who can use written and spoken English for most professional and social purposes. It is widely recognised for work or study purposes.

B2 First Certificate in English (FCE)FCE is an exam for people who can use everyday written and spoken English at an upper-intermediate level. It is an ideal exam for people who want to use English for work or study purposes.

B1 Preliminary English Test (PET)PET is an exam for people who can use everyday written and spoken English at an intermediate level.

A2 Key English Test (KET)KET is an exam which recognises the ability to deal with everyday written and spoken English at a basic level.

FCE Content: An Overview

Paper 1READING(text types: articles,reports, fiction,advertisements,correspondence,messages,informationalmaterial)

1 hour

Part 1

Part 2

Part 3

a text followed by 4-option multiple-choice questions: 8 questions

a text from which sentences have been removed andplaced in a jumbled order after the text: 7 questions

a text or several short texts preceded by multiple-matching questions: 15 questions

detail, opinion, gist, attitude, tone,purpose, main idea, meaning fromcontext, text organisation features

text structure, cohesion, coherence

specific information, detail, opinion,attitude

Paper / Timing Parts Format Test focus

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If you want further information about the Cambridge ESOL examinations, you can visit the following website:http://www.cambridgeesol.org/index.html

Trinity College ExaminationsThe Trinity Graded Examinations in Spoken English (GESE) are available at 12 progressive grades, orlevels, divided into four stages: Initial (Grades 1–3) - Elementary (Grades 4–6) - Intermediate (Grades 7–9) -Advanced (Grades 10–12). The GESE focus on the skills of speaking and listening and are one-to-one oralassessments with a Trinity examiner. The 12 grades are linked to the Common European Framework as follows: A1 – Grades 1 and 2, A2 – Grades 3and 4, B1 – Grades 5 and 6, B2 – Grades 7, 8 and 9, C1 – Grades 10 and 11, C2 – Grade 12.Numerous types of activities in Change Up! provide suitable practice for the oral interaction and listeningskills needed for GESE, in particular, Communicate Pair Work, Communicate Listening, Discover SpokenEnglish, Discover Spoken Grammar.If you want further information about the Trinity Graded Examinations in Spoken English, you can visit thefollowing website: http://www.trinitycollege.co.uk

Paper 2WRITING

1 hour 20 minutes

Part 1

Part 2

a compulsory task with input material: 120-150 words

one situationally based task from a choice of fivequestions (including a question on prescribed readingtexts with two options): 120-180 words

writing a letter or email

writing an article, an essay, a letter,a report, a review, a story

Paper 3USE OF ENGLISH

45 minutes

a modified cloze test containing 12 gaps and followedby 4-option multiple-choice items: 12 questions

a modified open cloze test containing 12 gaps: 12questions

a text containing 10 gaps - each gap corresponds to aword - the stems of the missing words are given besidethe text and must be changed to form the missing word:10 questions

lead-in sentences and a gapped second sentence to becompleted in two to five words, one of which is a given‘key word’: 8 questions

lexical / lexico-grammatical featuresof the language

grammatical / lexico-grammaticalfeatures of the language

word formation. lexical / lexico-grammatical

key word transformations. lexical andgrammatical

Paper / Timing Parts Format Test focus

Part 1

Part 2

Part 3

Part 4

Paper 4LISTENING(text types: range ofspoken material,including newsprogrammes,speeches, stories andanecdotes and publicannouncements)

approximately40 minutes

a series of short unrelated extracts from monologues orexchanges between interacting speakers. There is onemultiple-choice question per extract, each with threeoptions: 8 questions

a monologue or text involving interacting speakers, witha sentence completion task: 10 questions

five short related monologues, with multiple-matchingquestions requiring the selection of the correct optionfrom a list of six: 5 questions

a monologue or text involving interacting speakers, withmultiple-choice questions, each with three options: 7 questions

general gist, detail, function,purpose, attitude, opinion,relationship, topic, place, situation,genre, agreement etc:

detail, specific information, statedopinion

general gist, detail, function, purpose,attitude, opinion, relationship, topic,place, situation, genre, agreement etc.

opinion, attitude, gist, main idea,specific information

Part 1

Part 2

Part 3

Part 4

Paper 5SPEAKING

14 minutes

a conversation between the interlocutor and eachcandidate – spoken questions

an individual ‘long turn’ for each candidate, with a briefresponse from the second candidate – in turn,candidates are given a pair of photographs to talk about

a decision-making task – a two-way conversationbetween candidates with spoken instructions, andvisual and written stimuli

a discussion on topics related to the collaborative task(Part 3) – spoken questions

general interactional and sociallanguage

organising a larger unit of discourse:comparing, describing, expressingopinions

sustaining an interaction: exchangingideas, expressing and justifying opinions,agreeing and/or disagreeing, suggesting,speculating, evaluating, reaching adecision through negotiation, etc.

expressing and justifying opinions,agreeing and/or disagreeing

Part 1

Part 2

Part 3

Part 4

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Topic A Customs – Unit 1 Everyday Activities

Teaching notesSB - Unit 1 Everyday Activities

ContentThemes:young people and their daily routines (Experience A)different kinds of hobbies and leisure activities(Experience B)

Aspect of ‘change’ focused on:changes that can be made at a personal level to cope witha stressful daily routine and to use leisure time to the bestadvantage

LanguageGrammar:Present Simple (habitual actions) and adverbs offrequency, p. 12The Imperative, p.16

Vocabulary:get + adjective, p. 11nouns and adjectives with the same root, p. 14good at + -ing / noun - how to + infinitive, p. 16

Spoken English:syllables and word stress, p. 12

Spoken Grammar:pause fillers, p. 12

Functions:asking for informationconfirming understanding(pp. 18-19)

SkillsReading:reading for gist (Experience B, pp. 14-15, focus activity (Experience B, pp. 14-15, focusactivity 2) + specific information

Listening:listening for purpose (Experience A, p. 10, focus activity 1)+ gist (Experience A, p. 11, focus activity 3)listening for specific information – sentence completion(Communicate Listening, p. 13)

Speaking:comparing ideas (Communicate Pair Work, p. 15)presenting the content of a leaflet (Communicate Presenting, p. 17)

Writing:writing an email (Communicate Writing, p. 13)writing an advert (Communicate Presenting, p. 17)

Links to other materials� SB Grammar Reference: Present Simple and adverbs of frequency p. 138, The Imperative, p. 140� WB Getting to know your Workbook p. 3� WB Unit 1 pp. 4-10� TR Unit 1 Factsheet A� TR Unit 1 Factsheet B� TR Unit 1 Project Worksheet� TR Unit 1 Activity Worksheet� TR Unit 1 Test 1 English in Use, Test 2 Skills (Reading, Writing, Listening, Spoken English

Spoken Grammar),Test 3 Skills (Spoken Interaction)

� TB p. 35 Test 4 Skills (Spoken Production)

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inputThis is the listening input for Unit 1. In this first unitof the course, students are ‘eased into’ theexperience of listening to spoken English with a‘listen and read’ approach. In other words, the focusactivities involve listening to the audio while readingthe script at the same time. Note that this is normallythe final phase in listening practice, used to promotethe establishing of correspondences between thespoken and written forms of words and phrases.As a general rule, remember that it is not necessaryfor students to understand everything in the input. Itis more important for them to concentrate oncarrying out the tasks and practising the micro skillsrequired of them in the focus activities. In otherwords, it is essential to have a clear purpose whencarrying out a listening activity. There are two otherreasons why students are not expected tounderstand all of the input at this stage. One is thatsome of the language features will be focused on indetail in the Discover activities. The other is that thelistening inputs also perform the important functionof providing ‘the ear’ with regular hearing (asopposed to listening) practice which, in itself, canlead to dramatic improvement in the ability tounderstand speech. Of course, if your students arealready particularly accustomed to listening tonatural spoken English, you can adopt an approachwhich relies less on the support of the script, forexample by turning the ‘listen and read’ activitiesinto ‘just listen’ activities.type of audio material: monologues in which fouryoung people talk about their strategies for gettingup in the morning (activity 1), and a further fourmonologues in which four other students talk abouttheir strategies for dealing with a stressful day(activity 3)source: the input is are based on facts, ideas andopinions associated with self-help literatureaccents: Brian has an Australian accent – Jane has aScottish accent – Darren has a ‘neutral’ English accent– Sue has a ‘neutral’ English accent (activity 1)Sharon has an educated south-east English accent –Megan has a ‘neutral’ US accent – Josh has a ‘neutral’US accent – Oliver has a ‘neutral’ English accent(activity 3)

lead-in p. 10Suggestions for exploiting the lead-in questions:

Do you have difficulty getting up in the morning?• This could be done as a brief whole-class activity,

like a survey, and you could write the results onthe board.

When the alarm clock goes off, do you groanand put your head under the covers or do youget out of bed immediately?

• This question is better discussed in pairs, as acontinuation of the survey, so that students cancompare their experiences of getting up in themorning and decide whether they are ‘early birds’(wake up easily in the morning) or ‘night owls’(more active at night and sleepy in the morning).

focus activities pp. 10-111 Students approach this listening input by first

reading the script and matching the strategiesfour students use for getting up in the morningwith the purpose of each strategy. This is inpreparation for a ‘listen and read’ phase in whichstudents check their answers. Ask students tolook at the example, Brian’s strategy, and see howit is connected to purpose C (deep breath …stretching exercises relates to helps mycirculation and releases any tension). Theyneed to find similar kinds of connections in orderto match the other strategies and purposes.

Play the audio once and ask students tocheck their answers by reading the script as theylisten. Then play it again so that students canconcentrate on each complete monologue nowthat they have established the answers. It is notnecessary to look at language in depth here, sincethis will be done in the Discover activities.

2 In preparation for the input in activity 3, studentsare asked to relate to the theme of dealing with astressful day by thinking about what strategiesthey themselves adopt. This activity can be doneindividually, with students comparing theiranswers with a partner; alternatively you couldask students to put up their hands as you call outeach strategy in order to discover which one isthe most popular.

3 In this activity, students are asked to listen to andread four more monologues, and to pick outwhich strategy each student uses from thoselisted in activity 2. They are asked to understandthe gist of what is being said. Do not explain theexpressions with get + adjective, as these will befocused on subsequently in Discover Vocabulary.

TOPIC A CUSTOMS – UNIT 1 EVERYDAY ACTIVITIES

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Experience A: Get the Most Out Of Your Day! pp. 10-13

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Play the audio once and allow students toread and listen, then give them a few minutes tomatch the strategies. Check answers, then playthe audio again so students can just concentrateon listening to what each student is saying. Thissecond listening can be done with or withoutreading the script.

4 Students answer questions on the scripts andlook in more detail at the strategies used by thestudents (question 1). Questions 2 and 3, instead,are personal questions which could be discussedin pairs. If you think it is suitable, you couldapproach this activity as a pure listening activityby asking your students to cover up the scriptand playing the audio of both inputs again as theyanswer question 1. Students could then comparetheir answers in pairs and discuss questions 2 and3 before you check answers with the class.

know by completing sentences with other suitableadjectives to combine with get (activity 6). Strongerstudents can do this activity individually, whileweaker students could do it in pairs.



1 1 C – 2 D – 3 A – 4 B3 1 B – 2 G – 3 D – 4 C4 1a) Brian and Oliver – 1b) Megan –

1c) Darren and Sharon – 1d) Josh

5 Sharon get stressed – Megan get (so) irritated –Josh getting enthusiastic – Oliver get fit

6 1 bored – 2 excited – 3 hungry – 4 mad – 5 depressed – 6 cold

Help 1Pre-teach the following word, i.e. explain it before lookingat the lead-in questions: to groan (to make a long lowsound that shows you are in pain or unhappy).

HelpMake sure your students do not confuse the structure get +adjective in activity 3 with the three examples of get in thescript in activity 1: get up – get used to – get (out of).

Help 2Revise the difference in meaning between wake up and getup. Write wake up on the board and underneath that writeget up to convey the idea that you wake up before you getup. Ask students: At what time do you wake up? Then: Atwhat time do you get up?

ExtensionAsk students to establish what kind of strategies Jane(thinking positive) and Sue (being practical) use for gettingup (activity 1).

ExtensionWrite these book titles on the board and ask students todecide what kind of books they are (see genre in bold) andwhat the titles mean. How to Get Rich by Felix Dennis – self-helpDo Polar Bears Get Lonely? (New Scientist) – scientificThe Paleo Diet: Lose Weight and Get Healthy by Eating theFood You Were Designed to Eat by Loren Cordain – foodand drinkWhen Sophie Gets Angry-Really, Really Angry by MollyGarrett Bang – children's booksGet Lost!: The Cool Guide to Amsterdam by Joe Pauker andLisa Kristensen – travel guide

Discover Grammar p. 11These activities focus on expressions with get +adjective (where get means become, as indicated inthe note at the bottom of p. 11 in the Student’s Book(notice the other examples of use of notes in thisunit, on p. 16 and p. 19). This is a very commonstructure, especially in spoken English, and it istherefore important for students to recognise it andto learn to use it themselves. For activity 5, askstudents to read the script in activity 3 again, findany expressions with get + adjective and underlinethem. After this, they reinforce assimilation of thestructure and expand the range of expressions they

Communicate Pair Work p. 12Students practise using the structure get + adjectivein relation to their own daily routines. Put studentsinto pairs and ask them to decide which of them willbe Student A and which Student B. Ask them to readthe instructions for Student A or B as appropriate, andto take a few minutes to think of their three situations.It is better if they do not write anything down, sincethere is very little to be remembered in this activityand, as a general rule, it is important that students donot read things out when they do interactive oralactivities. Tell students they can use the language inthe Useful Expressions box if they find it of use forwhat they want to say. Then ask them to tell eachother about their experiences. While students carryout the task, go round and help them with vocabularythey might need in order to express what they want tosay. Make a note of common errors, which you canillustrate on the board at the end of the activity.

Discover Spoken English p. 12You will find that this section in Units 1 and 2 dealswith features of the spoken language at word level,while in Units 3-9 it covers features at the level ofconnected speech. One of the first simple and useful

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things your students can learn about is word stress.In all English words with more that one syllable, oneparticular syllable is emphasised more than theothers. A stressed syllable has increased volume,longer duration, a clearer articulation, as well as achange in pitch (usually high to low). This issomething you, the teacher, can look out for, butstudents will not be asked to focus on these detailedcharacteristics, as it would involve an overly‘technical’ approach. Besides, these features tend toappear naturally when a particular syllable in a wordis stressed. It is, however, extremely useful for yourstudents to record and study not only the spellingand meaning of a new word they encounter, as wellas the sounds it is made up of, but also its wordstress. Mistakes, for example, are typically made withthe following words: secretary – management –photograph – photographer - photographic.(vowel in stressed syllable in bold)In activity 8, students work individually and decidehow many syllables there are in the words listed. Ifstudents are having great difficulty, you can checkanswers to this activity immediately. However, it isprobably more useful to first do activity 9, wherestudents listen to the words being pronounced.

In activity 9, students listen to the words theylooked at in activity 8 and decide which syllable isstressed in each one. If you have not already lookedat the answers to activity 8, they can check theiranswers here. Also give them a chance to repeat thewords with correct pronunciation, either in pairs oras a class activity with a few volunteers.

Discover Spoken Grammar p. 12Remember that the objective of the activities in thissection is simply to foster awareness of someextremely common aspects of the grammar that ischaracteristic of speech, so as to facilitateunderstanding of natural spoken English. It wouldprobably be unnatural, on the other hand, to expectstudents to produce these features in their ownspeech in a non-spontaneous way. Your students aregiven a very easy task as regards spoken grammar inthis first unit. The activity focuses on a feature called‘pause fillers’, which are sounds the speaker uses tofill gaps in the flow of conversation while thinking ofwhat to say. Ask your students to read theinstructions to activity 10 carefully, and then identifythe ‘pause fillers’ in the script in activity 3 on page11. There is one for each of speakers 1-4. After this,as a way of reinforcing understanding of the functionof ‘pause fillers’, ask your students to think of anyequivalent feature in their own language. In order toprovide even further reinforcement, you could playthe whole of track again, or ask students tolisten to it themselves at home on their Student’sAudio CD (track )


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8 1: 2 syllables – 2: 2 syllables – 3: 3 syllables –4: 3 syllables – 5: 4 syllables – 6: 4 syllables

9 1 alarm – 2 tension – 3 releases – 4 positive –5 circulation – 6 exercises

ExtensionAsk students to think of some common two-syllable wordswhich are both nouns and verbs but change word classdepending on word stress. Some examples are (nouns withstress on the first syllable, verbs with stress on the secondsyllable): contract - export – import – increase – object –permit.

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Info 1If you want to find out more about syllables, you could havea look at this web page:http://english.glendale.cc.ca.us/syllables.html

Info 2There are no simple, reliable rules with regard to wordstress. In nouns and adjectives of two syllables, thetendency is for word stress to be on the first syllable (e.g.China, clever), but in verbs of two syllables it tends to beon the second (e.g. begin). Some words adopted intoEnglish from the French language have kept the stress onthe last syllable (e.g. routine, connoisseur), while thetendency for words ending in -ic, -sion, -tion, is for wordstress to be on the last syllable but one (e.g. geographic,conclusion, presentation).

Info 3Secondary stress also exists, however it will not be focusedon. The symbols for primary and secondary stress in the IPA(International Phonetic Alphabet) are /'/ and /Æ/ respectively,as in the following example: /'pÅz.´.ÆtIv/ (positive)(example taken from the Cambridge Advanced Learner’sDictionary 2005)If you would like further information on the IPA, you canvisit the following site:/www.langsci.ucl.ac.uk/ipa/

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Discover Grammar p. 12The aim of these activities is to review the use of thePresent Simple for describing habitual actions, inconjunction with the use of adverbs of frequency. Inactivity 11, students examine some extracts from theinputs in activities 1 and 3 on pages 10-11 in order toformulate correct rules in the Deductions box. Inactivity 12, they apply these rules by putting thejumbled up words in the sentences into the correctorder. Notice that one of the jumbled up wordsbegins with a capital letter and is therefore the firstword in the sentence (including the word I). If yourstudents are not used to ‘working out’ rules forthemselves, in this first unit you can either gothrough the example deduction (a) with them first,or ask them to do activity 11 in pairs, or do activity11 as a whole class activity, so that they can get usedto the approach. Generally speaking, however, it ismore useful for students to do Discover Grammaractivities individually. Students are asked to crossout the incorrect options in the Deductions box sothat they will then have a legible version of the rulesthey have worked out through induction when theyuse their books for revision. Reading the Deductionsagain, at a later date, is a means for students ofrecalling the process they went through in coming totheir conclusions on the grammar topic in question,and therefore of promoting genuine assimilation.Remember that you can use the appropriate sectionsof the Grammar Reference (which are indicated inthe Student’s Book) in order to have an overall viewof any of the grammar topics covered.

Communicate Listening p. 13This is the activity in each unit in which studentsdevelop and practise their listening skills. The formatof the activities is often modelled on the CambridgeESOL FCE format for Paper 4 (there are furtherdetails on the FCE examination in the Introduction,see pp. 18-19), however the questions and thelanguage of the listening passages are obviouslygeared for a lower level of linguistic competence. It is useful to get students accustomed to carryingout the activities with only two listenings, the first forfinding answers and the second for checkinganswers, as this is the procedure in Cambridge ESOLlanguage examinations. This means that it is of vitalimportance for students to get into the habit ofreading instructions carefully and of concentratingsolely on completing the task, without beingdistracted by parts of the passage that are notrelevant. There is always time, later, to look at thelistening passage in more detail. In this unit, students listen to an interviewer asking ayoung person about his daily routine. They arerequired to do a simple task, which involves pickingout specific information and writing it in theblanks in the text in their books. No interpretation of information is required.Suggestions for procedure are:• Give your students ample time to carefully read the

instructions and then carefully read the text withthe blanks and try to work out what kind ofinformation is missing.

• Allow your students two listenings, the firstto decide on answers and the second to checkanswers. Remind them to concentrate on theinformation that is necessary for the task and notget distracted with other information in the audio.



10 Sharon: On the days I don’t do this …um… Ialmost always forget one or two things…Megan: I always try to find the time to stopand look at the beauty of something …uh… atree, a flower, the sky …Josh: If …er… you’re positive, you attractpositive people.Oliver: I don’t always have time to preparegood meals …er… but there are two or threepeople in my family who cook…

HelpLook at the adverbs in the box with your students beforedoing activity 11 to make sure they are familiar with them.They are presented in order, from always to never.

11 Deductions: correct options:a Allb a habitual actionc how frequentlyd beforee verb

12 1 Y1 The alarm clock always rings at 7.00.2 I’m usually happy when I wake up.3 I seldom have a big breakfast.4 I hardly ever go to school by bus.5 That’s because the bus is sometimes late.6 On Sundays I can often sleep all morning. / I can often sleep all morning on Sundays.

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Communicate Writing p. 13In the Communicate Writing section of the first threeunits, your students will be asked to write verysimple texts, of the kind they are probably alreadyused to writing, and using language and models fromthe relevant Experience. Starting from Unit 4,however, they will gradually build up awareness ofthe conventions connected with writing texts inEnglish, as well as those micro skills which will makethem capable of writing correct and appropriatetexts in the English language. In this unit (activity14) students use the grammar and vocabulary theylooked at in Experience A in order to write aninformal email where they describe their typicalweekday. As models, they can use the sentences inactivity 12, the completed text in activity 13 and theexample of email format in this activity. One of the micro-skills which you can startdeveloping in your students immediately, is the habit


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13 Mick wakes up at six o’clock. From 7.00 to 8.00 heusually tries to finish off any homework he has orstudies a bit. At 8.00 he gets the bus to school /leaves for school . The journey from his home toschool takes about an hour . School is from nine tofour . If he has no homework, at about seven inthe evening he goes out with friends but heusually goes to bed at ten pm during the week.(the underlined parts of the script indicatewhere relevant information is to be found)

Script(the Interviewer has a slight northern English accent– Mick has a ‘neutral’ English accent) Interviewer Tell me about your typical day.Mick Well, I always get up early, unfortunately.

My dog wakes me up at about six in themorning and I take him for a long walk.There’s no traffic and it gives me time tothink about the day ahead.

Interviewer Then do you go back to bed?Mick No, of course not.Interviewer But what time do you leave for school?Mick Oh, at eight.Interviewer Well, what do you do for two hours,

apart from taking your dog for a walk?Mick You see, in the morning I usually have

more energy, so from seven to eight Itry to finish off any homework I have todo or study a bit. [PAUSE]

Interviewer Then it’s off to school.Mick That’s right. I get the bus at eight

o’clock. My home is quite far and ittakes about an hour to get there.[PAUSE]

Interviewer An hour! You’re probably exhausted bythat time.

Mick No, I’m used to it. I don’t even thinkabout it.

Interviewer At what time do you finish school?Mick School is from nine to four with a lunch

break at one. [PAUSE]Interviewer Then you have to take the long trip back

home.Mick That’s right. I get home at about five pm

and have my dinner at six. When Ihaven’t got any homework, I go out withfriends at around seven. Nothingspecial, but I’m normally in bed by tenpm on a weekday.

Interviewer Well that’s quite a busy life you have.Mick Yeah, talking about it like this makes me

realise you’re right!

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HelpFor weaker classes, you could allow three listenings, to getthem accustomed to listening without the script. In the firstlistening they should just listen to get a generalunderstanding of the dialogue, in the second they shoulddecide what to put in the blanks, and in the third they cancheck their answers. In addition, during the secondlistening you can pause the CD to allow them more time towrite their answers. Indications as to where to pause aregiven in the script.

Extension 1Make copies of the script for your students. When the taskhas been completed and answers have been checked, playthe audio again as they read the script. In this way theywill have a better understanding of any answers they gotwrong, as well as getting practice in making associationsbetween the spoken and written forms of words andexpressions.

Extension 2Activity 13 is a good opportunity to revise ways of sayingthe time of day in English, for example: o’clock with‘whole’ numbers, e.g. 6 / six o’clock – six thirty / six thirty-five (only with multiples of five) - half past or a quarter /twenty / thirty-seven minutes to or past (use the wordminutes if there is not a multiple of five) - six / six thirty /six twenty-seven (in letters) - 16:00 / 16:20 / 16:27 (infigures) – six am / 6.30 pm – with the expressions in themorning / in the afternoon / at night – 18:00 (the 24-hourclock, pronounced eighteen hundred hours – not used incolloquial English but, for example, in official timetables).

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of leaving and taking time to revise and check whatthey have written carefully before considering thewriting task completed.

Communicate Pair Work p. 13This is a role-playing activity. Put students in pairsand ask them to choose one of the young people theylistened to in activity 3 speaking about theirstrategies for dealing with a stressful day. Make sureeach student in the pairs chooses a different person.Then ask them to read the script corresponding tothe person they have chosen and prepare forpossible questions they will be asked, as well as thinkof questions they can ask their partner. Students canprepare mentally, or make notes, but they must notread out when they interact orally. Remember thatthis is the phase in which students practisecommunicating spontaneously, therefore do monitorthem but do not correct them continuously or makethem feel they are being observed closely. Whilestudents carry out the task, go round and help themwith vocabulary they might need in order to expresswhat they want to say and make a note of commonerrors, which you can illustrate on the board at theend of the activity.

Homework � WB Unit 1 pp. 4-5



14 Model answer:

Hi!This is my typical weekday. I always wake up at7.00 and I usually have breakfast at 7.15. I haveto leave my house at 7.30 and walk to the busstop, which takes about five minutes. Then I getthe bus to school at 7.40 and the journey takesabout 20 minutes. School is from 8.10 to 13.30.If I have no homework I go out with friends atabout 4 pm, then I have my dinner at 8 pm. Inormally go to bed at about 10 pm on aweekday.Bye for now[name]

ExtensionWhen students have finished the role-play, discuss whatthe pictures in the cartoon strip on p. 13 depict with thewhole class. Compare the different strategies, and decidewhich of the two characters individual students are similarto and which strategies students consider useful.

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Singer Wanted) - apply now while there are stillplaces free (text D – Hilary Close Film School)(4) work very hard (question) – Practice will beat least twice a week and it will be intense. / akiller work ethic (text A – Lead Singer Wanted)(5) financial incentives (question) – the firstmonth’s membership is completely free ofcharge (text B – Join Our Squash Club) – the firstten successful entrants will be given a 10%discount (text D – Hilary Close Film School)(6) entirely on the Internet (question) – onlinecomputer courses / personal online tutor (textC – Computer Buff)

Discover Vocabulary p. 14In these Discover activities, students are introducedto the idea that items of vocabulary often belong to a‘family’ having the same root. In activity 3, they lookat seven adjectives and nouns used in the leafletsand decide to which of these two word classes eachword belongs. The words are in bold in the texts, sothat students can easily find them and use thecontext to help them come to their decisions. Inactivity 4, they put the words they have looked at inactivity 3 into the correct place in the table, and thengo on to complete the table with the missingadjectives and nouns, so as to have a completeclassification of corresponding nouns and adjectives.


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inputThis is the reading input for Unit 1. As with thelistening inputs, in their first approach students shouldconcentrate on carrying out the tasks indicated in thefocus activities, because the inputs will be looked atmore closely in the Discover activities. Throughcarrying out the focus activity tasks, students will alsobuild up a series of reading skills which will graduallyincrease their ability to read longer and / or moredifficult texts with greater ease.type of text: leaflets advertising leisure activitiessource: adverts on the Internet (adapted)


After a busy day how do you like to relax andspend your free time? Do you like to dosomething energetic or something relaxing?

• Ask students to answer the questions in pairs.

• After students have answered the questions in pairs,pairs report back to the class to see how manystudents have spoken about the same activities.

focus activities p. 14 Before doing the focus activities, make sure allstudents know the word leisure (free time) in case itis a new word for some of them.

1 Students are required to read for gist (in otherwords the general meaning of the text) in orderto decide which of the four activities advertised ismost suitable for them. Tell students to read fairlyrapidly, without worrying about unfamiliar words,in order to just get a general idea of the content.When they have finished, you can briefly ask afew students what activity they have chosen.

2 Here students are asked to read for specificinformation. This does not involve understandingeverything, but rather scanning the texts for theequivalent of key words in the questions asindicated below. The texts should be read fairlyrapidly until those parts which contain the answersare identified, after which these parts must be readcarefully to discover if the required information isthere, in order to extract it.(1) beginners (question) – starter course (textB – Join Our Squash Club)(2) age restriction (question) – in his 20s (textA – Lead Singer Wanted)(3) be selected (question) – a new lead singer(i.e. one person), applicants (text A – Lead

Experience B: Take The Pressure Off! pp. 14-17

2 1 squash – 2 singing in a band – 3 singing in aband / film making – 4 singing in a band –5 squash / film making – 6 doing a computercourse

3 1 adjective – 2 adjective – 3 noun – 4 noun –5 noun – 6 adjective – 7 adjective

4 ambition / ambitious - confidence / confident –energy / energetic – patience / patient –professionalism / professional - creativity /creative – motivation / motivated

InfoThe word buff is used to refer to a person who knows a lotabout and is very interested in a particular subject, as in acomputer buff, an opera buff, a film buff.

Extension 1Ask students if they can think of any other noun / adjectivepairs, for example: anger / angry – depth / deep – freedom /free – music / musical – silence / silent – space / spacious

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Communicate Pair Work p. 15In this activity students are given the opportunity totalk in pairs about their views on what qualities arenecessary, or not necessary, to get the most out ofthe four different hobbies mentioned. On this page,students also have an example of all three types of‘boxes’ that they will encounter in the Experiences(apart from the Deductions box, which is only foundin Discover Grammar activities) These are the UsefulExpressions box, which provides them with avariety of structures to use while they areinteracting, the Suggestions box which providesideas for what to talk about in case they cannotthink of things to say, and the Learning Tips boxwhich suggests techniques students can use to maketheir learning process more efficient. As this is thefirst unit, it would be a good idea to point out thefunction of these boxes to your students and gothrough them together.

Discover Grammar p. 16The aim of these Discover activities is to review therules for the formation of the imperative. In activity6, students first distinguish between affirmative andnegative imperative forms by writing do or do notnext to each of the extracts from the leaflets on pp.14-15. In other words, they decide which of thesesuggestions are inviting people to do something andwhich are inviting people not to do something.Then, in activity 7, they insert the correct formof an appropriate verb in the blank spaces in eightadvertising slogans. Notice that it is pointed out tostudents, in the note at the bottom of the page, thatthe imperative form is a typical structure inadvertisements and slogans.



Extension 2Discuss the meaning of word class with students andgive them examples. (see Info)

Extension 1Ask students to find other examples of verbs in theimperative in the leaflets on pp. 14-15.text B: come and join our friendly squash clubtext C: Sign up for one of our online computer coursestext D: be creative and make a film / apply now

Extension 2See if students recognise any of the slogans in activity 7and can identify the relevant company (see Info). Then askthem if they can think of any other current or well-knownslogans from advertising campaigns, even if they do notinclude the imperative form. For example, Apple Macintosh:Think different – Burger King: Have it your way –McDonald’s: I’m lovin’ it – Vodafone: Life is Now – Nokia:Connecting people.

InfoWord classes are categories which words belong to on thebasis of their grammatical function within sentences. Themain word classes are often listed as follows:noun: e.g. mother, bus, Mickadjective: e.g. small, happy, intelligentverb: e.g. be, drive, thinkadverb: e.g. happily, frequently, theredeterminer: e.g. the, my, somepronoun: e.g. he, anyone, whichpreposition: e.g. in, of, withconjunction: e.g. and, because, butNouns, adjectives, verbs and adverbs, sometimes calledcontent words, belong to ‘open systems’ where words arebeing added all the time. Determiners, pronouns, prepositionsand conjunctions; sometimes called function words, belongto ‘closed systems’ to which items are not usually added.

InfoThe slogans in activity 7 were used by: 1 Interflora – 2 Nike –3 Esso campaign in 1964 – 4 campaign to promote eggs,no specific company – 5 CNN – 6 American Express – 7 United Airlines – 8 ELI

InfoIf you think your students often get these two wordsconfused, point out that sensitive means ‘easily influenced’,or ‘understanding of other people’s feelings and needs’ andsensible means ‘reasonable and practical’.

Suggested answers:painting: creativity / imagination / sensitivitydoing puzzles: patience / creativity / determination/ precisionswimming: energy / determination / motivationdrama: confidence / imagination / ambition

6 1 do not – 2 do – 3 do not – 4 do – 5 do – 6 do not

7 1 say – 2 do – 3 put – 4 go – 5 be – 6 don’t leave – 7 fly – 8 don’t get

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Discover Vocabulary p. 16The focus in these activities is on the threeconstructions used to refer to ability in the leafletson pp. 14-15: good at + -ing form of the verb, goodat + noun and how to + bare infinitive. First studentsidentify and underline these constructions in theextracts (activity 8). With a stronger class, you canask students to tell you what elements theconstructions are made up of, while with a weakerclass, you can point this out by writing theconstructions up on the board and circling the -ingform, noun, and bare infinitive. Students then fill inthe blanks in the sentences (activity 9) with theappropriate construction. Tell students to workindividually and focus particularly on the wordswhich follow the blanks in order to decide whichconstruction to use in each case. Weaker classescould do this activity in pairs. Students then practiseusing the three constructions in a less controlledsetting (activity 10). In other word they are asked towrite simple statements about things they dothemselves. This activity is best done individually.You can go round the class, helping students withany vocabulary they may need.

Communicate Presenting p. 17Now that students have looked at leisure activitiesand discussed them in detail, they work together ingroups to produce advertisements similar to the onesin the leaflets on pp. 14-15, which will then bepresented to the class by a spokesperson for eachgroup. This is a chance for students to thinkpositively about themselves and their abilities.

11 Divide students into groups of four to six andask each group to discuss their commoninterests and abilities and decide on a leisureactivity they can do together. The statementseach student wrote in activity 10 should helpthem do this.

12 Now ask students to write an advertisement fortheir leisure activity similar to the ones in theleaflet, following the guidelines in their books. Ifany of the students are good at artwork, theycould also draw a picture to illustrate theadvertisement. Make sure that there is onestudent in each group who will be the ‘scribe’and write up the final version.

13 Ask students to nominate a spokesperson foreach group who will present the group’s


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8 1 good at interacting – 2 good at sports –3 how to use

9 1 good at – 2 good at – 3 good at / how to –4 how to / good at

12 Model answer - activity: swimming:Join us at the Swimming Club!Do you want to get fit and meet friends at thesame time? Come and join us at our friendlyswimming club at the Notting Hill LeisureCentre.Not very good at swimming?Don’t worry, we welcome all levels and havebeginner courses too, and our instructors arethe best!Come and see us at our club night everyTuesday evening where you can meet othermembers of the club. Why not have a go?If you are still in doubt, the first month’smembership is completely free of charge.

13 Model answer based on answer for activity 12:Our leaflet advertises the Swimming Club atthe Notting Hill Leisure Centre. It is a goodway to get fit and meet friends at the sametime. Even if you are not very good atswimming, the club welcomes all levels andhas beginner courses too, and the instructorsare very good. To do this leisure activity youneed to become a member, but the firstmonth’s membership is completely free, so itdoesn’t cost anything to have a go. The clubnight is every Tuesday evening, when it ispossible to meet other members.Our slogan is: Be in the swim of things! (seeExtension)

Help 1Before students work in their groups, write some broadcategories for abilities on the board and brainstorm ideas.These categories could be, for example, creative skills,numerical skills, practical skills, social skills. Then askstudents to suggest ideas for interests as well, as they mayhave interests which are different from those already looked at.

Help 2With a weaker class, students could just read out theadvertisement they have prepared.

advertisement to the rest of the class. This willinvolve explaining what the leaflet says and notjust reading it out (see Help 2 for weakerclasses). There are expressions in the UsefulExpressions box to help them do this. Once allthe spokespeople have given their presentations,you can ask the whole class to discuss whichleisure activity is the most interesting.

Homework � WB Unit 1 pp. 6-7

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Communicate Pair Work p. 17Having dealt with the theme of getting up in themorning at the beginning of Experience A, studentsnow deal with the theme of sleep and dreams, thelast phase of the daily cycle, at the end ofExperience B. In activity 14, students are asked todo a quiz in pairs based on interesting and intriguingfacts which should provoke a great deal ofdiscussion. Before beginning the activity, directstudents’ attention to the Did you know? fact at thetop of the page. Teach the meaning of catnap (ashort sleep, especially during the day), and askstudents if they had been aware of this fact. You canlook at the Challenging Words with students eitherafter or before they do the quiz, depending onwhether you think it is useful for them to try tounderstand the meaning of these words from thecontext, or whether you think the words would betoo great an obstacle to general understanding.



Help 3If you think students will have trouble transforming theiradvertisement (which addresses the reader directly anduses the imperative form) into a presentation (where thethird person and impersonal forms are used) give thespokesperson time to practise the presentation in his / hergroup. Also point out the impersonal ‘you’ form (whichrefers to people in general) which is used in the leafletsand can be used in the presentation, too.

ExtensionYou could ask students to think of a slogan for theiradvertisement. This will be a reinforcement of theimperative form, and is generally the kind of activitystudents particularly enjoy. The expression be in the swimof things is an idiom which means ‘be involved in orparticipate in events or happenings’.

Extension 1After having looked at the Did you know? fact and beforestudents do the quiz, you could have a follow-up discussionwith the class. Ask students if they take catnaps, or ifanyone in their family does, as well as other questions,such as how many hours they sleep at night, whether theydream and remember their dreams, at what time they go tobed, what their sleep patterns are etc.

Extension 2When students have finished doing the quiz, ask them tolook at the cartoon at the bottom of the page and see ifthey understand the humour. The two sentences create aparadox, as the patient is suffering from insomnia but thedoctor uses the expression do not lose any sleep over it(which means ‘don’t worry about it’). The patient’s problem,however, is precisely that she has problems sleeping!

Extension 3Since all the answers to the quiz are in numerical form, thisactivity could be an opportunity to revise numbers,including how to express percentages and how to read outnumbers with thousands, of which there are examples inthe quiz.

14 1 35 years – 2 10 hours / 65 / 6 hours – 3 19days – 4 3 hours / 10 hours – 5 7 dreams – 62,100 days – 7 90% - 8 3 / 4

Help Give your students some tips for doing the quiz, e.g. puttingthe most obvious answers first and trying to work outanswers they do not know by reasoning about them.

Challenging Wordsquestion 3 hallucinations = the experience of seeing

or hearing something that is not really thereparanoia = a state in which people believethat other people do not like them and wantto harm themimpaired vision = eyesight which isweakened or less effectivememory loss = the state of having lessmemory than before

question 4 primates = animals belonging to the samegroup as humans, which includes monkeyschimps = informal version of chimpanzees –chimpanzees, rhesus monkeys and baboonsare all species of monkeys

InfoYou may find some interesting information about sleep,based on the findings of The National Sleep ResearchProject in Australia, on the following web page:http://www.abc.net.au/science/sleep/facts.htm

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this a real information-gap task, make surestudent A does not look at students B’sinformation and vice versa. Tell them to usetheir own names, as this helps to give theimpression that they are carrying out a ‘real’conversation. If the class is weak, students can,individually, write their questions out andpractise them before carrying out thesimulation. Strong students can improvisecompletely without any preparation of anykind. Whichever way you decide to set up thisactivity, it is very important to make sure thatstudents do not read anything out, so tell themto put down their pens and pencils and turnover any notes they might have made.Remember that the aim of this section is thatof assimilating the language needed to expressthe functions focused on, and of practisingusing it spontaneously. The first modelsimulation in the answers below is based on theconversation in activity 1. Of course, it is notnecessary for students to follow theconversation so closely and use the sameexpressions; it is more important for them tocommunicate spontaneously.

Begin by thinking about the functions focused on inthis unit (asking for information and confirmingunderstanding). Elicit any language students mightalready know which is suitable for expressing thesefunctions before reading the comment in the box.Then ask them to tell you in what kind of situationspeople ask for information and whether they haveever had to ask for information in English. You canwrite some of their examples on the board. Now askstudents to look at the cartoon and give a preliminaryinterpretation. In this way they will be makingpredictions about the conversation they are about toread. Now proceed with the activities as follows:

1 Ask students to carefully read, first theinstructions, and then Vikram’s questions andthe receptionist’s answers. Students then matchthe questions to the answers before listening tothe conversation. In this unit, in fact, studentsread the conversation and do an activity on itbefore listening to it, in order to give them amore guided first approach to this kind ofactivity. In subsequent units students willusually be asked to listen to the conversationand carry out a task before reading the script.

2 Students listen to and read the script ofthe conversation to check their answers.Students could now re-interpret the cartoon inthe light of what they now know about thesituation and the conversation.

3 + 4 This is where students concentrate onidentifying the language used in theconversation for the functions focused on.Make sure your students understand that theyare supposed to underline and circleexpressions in the script, and not in theFunctions box.

5 The aim of this activity is to help studentsassimilate the language focused on. Students,in their pairs, first think of three pieces ofinformation they might want to find out abouteach of the following: a film, Canada, a rockconcert. They then decide what questions theycould ask in order to obtain that information.They can both refer to the Functions box and‘dip into’ the Useful Vocabulary box for helpin carrying out the task. Your role is to monitorand make sure pairs are using expressionscorrectly.

6 Students read the instructions carefully anddecide who is going to be A and who is going tobe B in this information-gap activity. To make

How to ask for information pp. 18-19

C 1.05

1 5 – 3 – 6 – 2 – 4 (order of the questions –also see 3 + 4 below)

3 + 4 Underlined expressions are for asking forinformation, boxed expressions are forconfirming understanding.Vikram (1) Could you give me some

information about your keep-fitclasses?

Receptionist Well, we offer classes fordifferent levels. The groups arequite small.

Vikram (5) Why are the classes small?Receptionist So that the trainer can follow the

progress of all of the students.Vikram (3) Oh, I see. Do you have any

personal trainers?Receptionist Yes, but that costs a little more.Vikram Oh ... OK. Well I think I’ll start

with the group.Receptionist No problem.Vikram (6) How many times a week is

the course?Receptionist Twice a week, on Monday and

Homework � WB Unit 1 p. 8

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Friday. But you can come andwork out any time you want.

Vikram I get the picture . 2 How muchdo the lessons cost?

Receptionist 320 dollars for a ten-weekcourse, but this includes extras.

Vikram (4) What extras?Receptionist You have free access to the

swimming pool and a free keep-fit handbook to use at home.

Vikram Well, thanks very much for theinformation. I'll be in touch.

5 Suggested questions:- a film:Can / Could you tell me what kind of film it is?Can / Could you give some information aboutthe plot?Who’s starring in the film?Who’s the director?Where’s the film set?How many famous actors /actresses arethere in the film?How long does the film last?Why do you think this film is a box officesuccess?- Canada:Can / Could you tell me what the best timeof year to go to Canada is?Can / Could you tell me if I need a visa to goto Canada?Can / Could you give me some informationabout accommodation in Canada? / touristattractions in Canada?How much does it cost to travel to Canada?What historical monuments can I go to seein Canada?What’s the scenery like in Canada?Which is the best way to travel round Canada?- a rock concert:Can / Could you tell me the date of X’s nextconcert?Can / Could you give me some informationabout X’s next European tour?Where’s the next venue that X will be playing?How can we get tickets for X’s next concert?What’s the best way to get tickets for theconcert?How much do the tickets cost?Who’s the drummer / guitarist / keyboardplayer?Which of the musicians is the best?

6 Model simulations:A Could you give me some information

about your courses on Raja Yoga andmeditation techniques?

B Well, we offer courses for all levels. Thegroups are quite small.

A Why are the groups small?B So that the instructor can follow the

progress of all of the students.A Oh, I see. How many times a week is the

course?B Once a week.A I get the picture. How much do the

lessons cost?B 125 pounds for a three-month course,

payment in advance. We have a Yogainstructor with 20 years of experience.

A Well, thanks very much for theinformation. I'll be in touch.

B Can you tell me about learning to dance?A You can learn Latin American, Modern

Dance or Classical Dance with qualifiedinstructors.

B What levels?A There are courses from beginner to

advanced.B How many times a week are the courses?A Twice a week, on Monday and Friday.B I get the picture. How much do the

lessons cost?A 200 dollars for 10 weeks.B That’s very clear. Thanks very much.

ExtensionAfter completing the task in activity 5, students could askeach other the questions they have thought of and giveimpromptu answers, as well as practise using expressionsfor confirming understanding.

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The theme of the English Around Us section in thisunit is the Sunday lunch, menus and eating habits.Students take a look at a typical Sunday lunch menu from a British restaurant, a recipe for YorkshirePudding, and an extract from an article on popularfood in Britain.


Is there a particular day when you eat a specialkind of meal? Do you look forward to eatingthis food?

• First draw students’ attention to the informationbox about Sunday lunch in Britain, and ask them ifthis is different from what happens in theircountry. Then encourage a whole-class discussionof the questions, perhaps focusing on any of thedifferences students have come up with. Ask themif there are any particular festivals or holidayswhen they have special meals.

1 In this activity students look at a typical Sundaylunch menu and are asked to decide which dishesthey think are typically British, and which aremore ‘international’. This can be done in pairs,and then ideas can be pooled with the wholeclass. You can also ask students to identify whichcountries the ‘international’ dishes come from(see Info).

2 Students are now asked to put the different kindsof food into five categories. This activity can bedone individually or in pairs.

3 In this activity students look in detail at therecipe for Yorkshire Pudding, which features onthe menu they looked at on p. 20. The recipe isset out in a typical fashion, with the list ofingredients, followed by the instructions formaking the dish. The photograph shows YorkshirePudding which, in this case, has been cooked in asmall round individual portion, together withother vegetables on a plate. First ask students tolook at the information at the top of page 21. Youcan then ask students if there is an equivalenttype of food in their country (examples could berice or pasta). Then ask students to read therecipe and find the verbs that correspond to thepictures. Ask them what form the verbs are in,and having done the work in activities 6 and 7 p.16, they should be able to recognise that they arein the imperative (the usual form forinstructions). Other imperatives in the recipe are:put – wait – take…out – cook.

English Around Uspp. 20-21

HelpExplain the difference between beat and stir to yourstudents: the difference is in the speed at which the actionis carried out (generally beat is a faster action) and theinstrument used (beat - a whisk or a fork is used to beatand introduce air into the mixture; stir - a spoon or moresolid tool is used to move the mixture around).

1 Typically British dishes:StartersHomemade Tomato SoupPrawn cocktailMain CourseRoast beef with onion gravyYorkshire puddingLeg of lamb with mint sauceGreen beans / steamed carrots / minted peas(choice of vegetables also typical)DessertsOld English apple pieZesty lemon meringueRhubarb crumble with custard

‘International’ dishes:StartersChicken liver pâté with freshly baked garlicbreadSlices of melon with Parma hamMain CourseSeafood paellaRavioli with sun-dried tomatoes and mozzarellaBroccoli with sesame seedsDessertsCrème caramel

2 Meat: chicken liver – ham – beef – lamb Fish: prawn – seafoodVegetables: tomato – garlic – onion – greenbeans – carrots – peas – broccoli Fruit: melon – apple – lemon – rhubarb Herbs and spices: sesame seeds – mint

3 1 preheat – 2 pour – 3 beat – 4 stir – 5 sift

Communicate Pair Work p. 214 Your students work individually in this activity.

Ask them to think of a meal they often have withtheir family and write a menu for it. They canfollow the model on p. 20. The discussion thatwas held in the lead-in could help them withideas. They are also asked to decide if any of thedishes I their menu are ‘traditional’ (i.e. typical

Homework � WB Unit 1 p. 9 Check Up –p. 10 Towards Certification –p. 11 Warm Up for Unit 2

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Info 2Oven temperature in the recipe in activity 3 is given usingthe Fahrenheit scale (abbreviation: F). Also notice thesymbol for degree(s): °. 450° F is equivalent to 230°Centigrade.

Info 3You can find a lot more information about typical Britishfood at the following UK Junior School website:www.woodlands-junior.kent.sch.uk(type British Traditional Foods in the search box, then clickon the link Traditional British Food)

Info 1You may need to explain what some of the dishes are ifstudents are not familiar with them:prawn cocktail = cooked prawns that are served cold with asauce made with mayonnaisepâté = a soft food made from meat, fish or vegetables thatyou spread on bread (in this case made from chicken liverand typical of France) Parma ham = aged, dry-cured, spiced Italian hamyorkshire pudding: see page 21 of the Student’s Bookpaella = a Spanish dish made from rice cooked withvegetables, chicken, shellfish etc.ravioli = a type of pasta made in small squares with meat,cheese or vegetable inside, typical of Italymozzarella = a semi-soft Italian cheesebroccoli = a plant of the cabbage family , it is not atraditional British vegetablesesame seeds = seeds rich in oil used in various parts ofthe world and in a variety of ways in both sweet andsavoury foodpie = meat, vegetable or fruit cooked inside a case ofpastry or below a layer of itmeringue = a sweet food made from a mixture of sugar andegg whitesrhubarb = a plant with long red or pink stems that peoplecook and eat as fruitcrumble = a sweet food made from pieces of fruit coveredwith a mixture of flour, butter and sugar and baked in anovencrème caramel = a rich custard dessert with a layer of softcaramel on top which probably originated in the south ofFrance but spread to many parts of the world

dishes from their country) or ‘international’ (i.e.from other countries).

5 Now students work in pairs and look at eachother’s menus. Ask them to choose one item oneach of the menus, and discuss what they thinkthe ingredients are. Go round and help withvocabulary students might not know.

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Unit 1 Test 4 Skills Spoken Production As well as testing your students’ spoken interactive abilities in a structured exchange (see Teacher’sResources Folder – Photocopiable Material p. 14), you may also wish to use the following ideas to evaluatetheir progress in spoken production, through a “long-turn” activity where they can speak about some of thethemes that have been dealt with in the unit.

ProcedureWrite the first question or prompt on the board. Select a student to speak about the subject for a minute.Then select another student to speak about the same subject, and continue until about 25% of the class hasspoken. Do the same with the other three questions. Students should not be given time to prepare theirtalk.1 In which kinds of situations do you get bored, and in which do you get stressed?2 Talk about what you do when you get up in the morning.3 Talk about a hobby that you have or would like to take up.4 Talk about what you do on a typical Sunday.

MarkingA mark out of ten is given for this part of the Unit Test. Use the grid on p. 9 of the Teacher’s ResourceFolder Photocopiable Material when evaluating your students’ performance.

CU_TB_Inter

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