Our mission is to make English learning and teaching a motivating, enriching and effective experience for both teachers and students. We are driven by a sincere desire to meet thediverse needs of our users. We involve authors, editors, teachers and students in a process of creative collaboration to develop materials which include the latest innovations of ourtime. We promote personal creativity. We put ideas and imagination at the service of teaching.

Framework is a multi-level English course for adults and young adults. It combines fresh, motivating topics with anemphasis on authentic skills work and real English. Framework provides the new generation of World English languagelearners with the tools to achieve true communicative competence.

• appealing topics and authentic communicative tasks which reflect real-world situations• high frequency vocabulary and expressions exemplified by The Real Thing feature• inductive approach to grammar with meaningful practice of new and recycled structures

S T U D E N T ’ S B O O K F A C T S

Core units with mixed skills work 11

Takeaway English sections 11

The Real Thing sections 11

Zoom in sections 7

Listening material 2.5 hours

Flashback review units 4

Pronunciation worksheets 11

R E F E R E N C E G U I D E F A C T S

Grammar Reference with activities

Vocabulary Reference

Audio transcripts

W O R K B O O K F A C T S

Core units 11

Guided writing sections 6

Reading texts 4

How to ... learning strategy sections 5

Language Passport sections 4

Resouce Sheets 22

Listening material 74 mins

T E A C H E R ’ S B O O K F A C T S

Step-by-step instructions and answer key

Mixed-ability suggestions

Making the most of it and Alternatively sections

Pronunciation worksheets and Resource Sheets guide

Audio transcriptsC O M P O N E N T S• Student’s Book with Reference Guide• Workbook• Teacher’s Book with Class CDs (4)• Workbook CD

S T U D E N T ’ S B O O K

B E N G O L D S T E I N

Framework LEVEL3

BE

N

GO

LD

ST

EI

NF

ramew

orkS

TU

DE

NT

’S

B

OO

K3

(00) FR3 Tapa SB 7/13/05 12:09 PM Page 1

a

32

The life of Riley4What subject?Speaking & Vocabulary School subjects

1 Look at these school subjects and answer thequestions below. Give reasons.

English Physical Education GeographyHistory Biology Music Chemistry

Information Technology Physics Maths Religion your language

Which of the subjects is / was …1 the most interesting / boring?2 the most difficult / easiest?3 the most / least useful?

2 In small groups, conduct a survey to find the mostfrequent answers. Report back to the class.

Our group thought that the most boring subject wasMaths because ...

3 Can you remember a particular teacher that you liked / hated? Why?

Listening

1 4.1 Listen to – Ulrike, Paul and Sylvia talking abouttheir schooldays. Match students and their professors.(One does not apply).

2 Listen again and complete the sentences with Ulrike,Paul or Sylvia.

1 Ulrike disliked the subject at school but now likes it.2 liked the subject so much that he / she

chose it as a career.3 complains that his / her teacher couldn’t

control the class.4 only liked part of the subject.5 always got good marks in that subject.6 said his / her teacher encouraged them to

practise it.7 was very well-behaved.

4 In pairs, ask and answer questions about your most /least favourite teacher. Report your partner’s answersto the class.

Sylvia’s favourite teacher was Mr Pietro, who taughtGeography, because ...

I used to hatemy Physics teacher,

Mr Brooke. He madeus study really hardand the subject was

so boring ...

Ulrike

Paul

Sylvia

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 32

a cb d

4The life of Riley

33

Vocabulary Education words (1)

1 Complete the gaps with the words below.

degree marks exams distance grantstate course attention arts

1 It is easy to get a grant to study abroad in mysubject.

“”

The Real Thing: anyway

1 4.2 Listen to these extracts (1-3) from therecording. Match them to the uses (a-c).1 Anyway, the funny thing is that now I’m really

interested in Chemistry.2 He certainly deserved it, anyway!3 Anyway, he got thrown out in the end.

Anyway is used for …a) saying something that contrasts with

something previously said.b) telling what happened next in a story.c) ending a conversation.

2 4.3 Insert anyway into the correct place in thesespoken fragments. Listen and check your answers.1 Although it was difficult she tried, anyway.2 I didn’t know what to do ... So, I decided to

phone the police.3 That’s about the whole story. What do you

think?4 ... so be careful next time as I was saying,

there are two important things to consider …

3 How would you translate anyway and anyhow intoyour language?

2 I’m going to uni next year, but I don’t know whatI’m going to study yet.

3 I went to a school, not a private one.4 I was very bad at subjects at school.

I’ve always preferred Science.5 I never paid in class; I was a terrible

student!6 I don’t want to go to a university; I’d like to do a

in something more practical.7 I got excellent in my .8 I haven't got time to study at college, so I'm going

to do a course.

2 Which of the above sentences are true for you?If they are not true, say why.

It’s not easy to get a grant. There is always a lot ofdemand and very few places ...

3 Easily confused words. Complete the gaps with eitherdegree, career or course.

1 We use to describe your profession or job.2 We use to refer to your university studies.3 We use to describe a specific programme

of studies.

Speaking

1 Discuss in groups. Which of these degrees do youthink is the most useful when looking for a job?

English Computer Science Physics Law Media Studies Economics Sociology Education

2 What jobs could you do after getting these degrees?Give reasons.

English ➝ teacher, writer, journalist, …

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 33

34

Reading

1 Look at the website for ‘Friends Reunited’.

2 What do you think you can do on this website?

3 How do you think it works?

4 Read the text below it and check your answers.

5 Are these statements true or false? If false, explain why.

1 Half of the UK’s population is connected to the site.2 You have to search a list to get information about

your old schoolmates.3 The information on this site is confidential.4 It doesn’t cost much to connect.

What people have saidabout Friends Reunited …

‘I couldn't believe it.15 minutes after

registering,I received an e-mail from

my childhood best friend whom I hadn't

heard from for nearly 40 years!’

July 2003

6 Find synonyms in the text for the following words.

1 lose contact 4 charge2 put information into a computer 5 colleagues3 with access to Internet

Speaking

Discuss in pairs.

1 Why has ‘Friends Reunited’ been so successful?2 Do you think it is a good way to keep in touch?3 Is there a particular schoolmate you have lost

touch with and are curious about?4 Think about your current classmates. What do you

think they will be doing in 10 years’ time?

Friends reunited

why? You’ve lost touch with your old schoolmates and you’re dying to know

what’s happened to them all – what can you do?

how? Just key in the details of your old school(s), register yourself under

the year you left and wait …

how many? Almost half of the UK’s online population has now

connected – nearly 8.5 million people! And that’s growing

by 15,000 a day! Make sure you’re the next!

how much? To connect to ‘Friends Reunited’ you need only pay a small

fee. Click here to find out!

what’s next? Find neighbours who used to live on your street … or ex-

workmates … or ex-members of a team or club …

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 34

4The life of Riley

35

Listening & Speaking Language focusPresent Perfect Simple & Continuous

1 4.4 Listen to Jonathan and Erika talk about theirexperiences on ‘Friends Reunited’. Complete the tableabout the people they met.

2 Listen again and answer these questions for a) Jonathan and b) Erika.

1 What is their opinion of ‘Friends Reunited’?a) Jonathan is a big fan ...

2 How many friends have they met?3 What relationship did they have with their two

friends at school?4 Do they think that their friends have changed?5 What is their attitude to Carrie and Barry now?

3 Work in pairs. Follow the instructions.

• Student A: Read Carrie’s version of her meetingwith Jonathan on page 103.

• Student B: Read Barry’s version of his meetingwith Erika on page 112.

• Answer the same questions in Exercise 2 withreference to Carrie and Barry. Tell your partnerthe answers.

4 4.5 Listen to these sentences from the recording andcomplete the gaps.

person age they school character present present met activity home

Carrie lab technicianBarry 16

Jonathan:1 Anyway, after I for a few hours and I’m

really tired, I log on ...2 Although 30 years , deep down, there are

some things about her that are still the same …

Erika:3 To be honest, I only about three times …4 … and it turns out he’s around the world

for years …

To make the Present Perfect Simple, we use have / has +past participle. To make the Present Perfect Continuous, we use have /has + been + -ing.

Match the sentences (1-4) in Exercise 4, Listening &Speaking with these uses.a) completed actions, activities or processes b) unfinished or developing activities (with

emphasis on length of time)

Look at Transcript 4.4 in the Reference Guide. Find 3 otherexamples of the Present Perfect Simple / Continuous?Which use (a-b) do they match with?

Sometimes, we can use both tenses indiscriminately.I’ve lived in Cape Town for five years. I’ve been living in Cape Town for five years.However, the Present Perfect Simple can be used toemphasise very long, permanent situations , while the Present Perfect Continuous suggests temporaryactions or activities .I’ve lived in Hong Kong since I was born .I’ve been living in Hong Kong for a couple of months .

Stative verbsI’ve been a big fan of the website since the start.We don’t use the Continuous with be, have (meaning‘possess’), know and other stative verbs.

See Reference Guide, pp. 12-13. See Workbook, p. 32, ex. 1.

Speaking

Choose the correct form (PPS or PPC) and then ask eachother the questions. In some cases, both tenses are correct.

1 How long have you lived / have you been livingin this town?

2 How many English teachers have you had / haveyou been having?

3 How many schools have you studied / have youbeen studying at?

4 How long have you worn / have you beenwearing those shoes?

5 How long have you known / have you beenknowing your best friend?

Pronunciation Modals & Auxiliaries

Do Pronunciation Worksheet 4, page 124.

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 35

36

Text Astate degrees lecture fees graduate faculty drop out

Text B undergraduates tutorials

higher education qualifications school leavers income campuses

Reading & Vocabulary

1 Look at the pictures. What is the difference?

2 What types of universities do you think they represent?Why?

3 Student A: Read Text A on page 104. Student B: Read Text B on page 115. Use the vocabulary in the boxes below. What countryis each text about?

World class

Vocabulary Education words (2)

1 Work in pairs. Student A: Look at the words for Text A.Student B: Look at the words for Text B.

Explain the meanings to each other.

2 What differences can you find? Use dictionaries ifnecessary.

1 graduate / undergraduate / post-graduate2 school leaver / drop-out3 secondary education / higher education4 fees / income5 lecture / seminar / tutorial6 term / year7 degree / doctorate8 marks / qualifications

Speaking

1 Look at the texts again. What is the differencebetween these university systems?

2 Work in small groups. What are the advantages anddisadvantages of each?

3 Which model do you prefer? Why? Does your countryfollow one of these models?

4 Report back your opinions to the class.

Most of us think that A is a better system because ...

Reading Three schools

1 What is the difference between these schools?

primary secondary nursery (US: pre-school)kindergarten boarding school

2 Think of a film or TV show set in a school in anothercountry (US, UK or elsewhere). How was that schoolsimilar to / different from yours? Why?

3 Match photos (1-3) and descriptions (a-c) on page 37.

4 Read the texts (a-c) again and answer.Which of the schools is …1 the strictest? 4 the most original?2 the most competitive? 5 the most demanding?3 the fussiest? 6 the most mixed?

5 How many words connected with education can youfind in the texts?

schedule, …

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 36

4The life of Riley

37

A Religion is everywhere at the Sepehr School in Teheran.Girls are given points for every tenth visit to the prayerroom and the pupils with the most points at the end ofthe month can sleep over in the school. But, you losepoints if your headdress is loose or not properly in place,if your uniform is dirty, for lateness, answering back ortalking in class. Teachers don’t let students bringchewing gum to school or have dirty fingernails.

B The schedule at the Fenglou School in Hebei Province,China, is from 6am until 7.30pm, Monday to Saturday,and includes jogging, stretching and basic gymnasticexercises as well as Maths classes. Even on Sundays, thestudents (aged between 8 and 15) are made to practiseacrobatics in the morning. ‘We don’t let students bringany toys to the school,’ says Zhang Fenglou, 60, theschool’s founder, because they don’t need them – theyhave no time for toys.‘When we find toys in school wemake the kids throw them out,’ he says.

CThe 68 children and four teachers at the schoolare equally divided between Jewish andMuslim; all lessons are conducted in bothlanguages – Hebrew and Arabic; and allreligious festivals are observed. All of this makesGan HaShalom unique in Israel, where Jewishand Muslim schoolchildren attend segregatedschools. For parents and teachers the key tothe school’s success lies in the town of Jaffaitself – a town in which two cultures at war areallowed to live together.

Language focusmake, let, be allowed to, be made to

Look at the following sentence from the texts. When we find toys at school we make the kidsthrow them out.

Find 3 sentences with let, be allowed to and bemade to in the texts.

Match the expressions with their definitions.1 they (don’t) let you2 they are (not)

allowed to3 they (don’t) make

them4 they are made to

Complete the gaps in the rules with the fourstructures.

and take an object + infinitivewithout to.

and take to + infinitive.

Translate the sentences you found in the texts intoyour language.

See Reference Guide, p. 13. See Workbook, p. 32, ex. 2.

Speaking

1 Work in small groups. Conduct a 10 question surveyabout schools and interview your clasmates.

‘Were you happy at school? Give reasons.’‘I wasn't happy at school because it was too strict.’

2 Report your results back to the class.

Most people in our class were happy at school.

1

2

3

a) they have to / don’thave to

b) they can / can’tc) they are obliged tod) they give / don't

give permission

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 37

Speaking

Discuss in pairs.

1 What was the last exam you took? Did you pass orfail it?

2 How many exams do / did you have to do in a year?3 Why do exams exist? What are the alternatives?4 Are exams the most effective way to test a

student’s knowledge?5 What was your worst / best exam experience?6 What advice would you give someone who had

trouble taking exams?

Reading

1 Tick the appropriate box. (*If you’re not currentlytaking exams, talk about your past experience.)

38

Tidy your desk before revising

Make an exam schedule

Set yourself goals and deadlines

Study with a friend to aid motivation

Exam fever

2 How similar or different are you to your partner? Report back to class.Patricia never worries about exams, but I always do.

3 Can you think of any other suggestions?

at home I do I don’t I sometimes do(*did) (*didn't) (*did)

Give yourself regular breaks and some free time

Make sure you don’t study too much at the last minute (cram)

Keep the last day free before the exam to relax

Eat well while you’re revising

Stay up all night drinking coffee

Give up on your social life – exams are the most important

Avoid stress – arrive early for the exam

Calculate how much time you have for each part

Read all the questions before you start writing

Worry about the results for ages

Talk about the exam with your mates

Keep things in proportion – it’s only an exam!

study strategies

the exam

afterwards

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 38

4The life of Riley

39

Collocations: Education

1 Which of these verbs in box A collocate with thenouns in box B?A B1 revise for 6 retake a) an exam2 take 7 have b) a question3 pass 8 cheat in c) a test4 fail 9 tackle d) a lesson5 answer

2 Complete with the correct collocation (use thecorrect verb form).1 I hate exams. I can never concentrate

at home and I never know how much to study.2 I think it’s a good idea to the easy

questions first and give yourself more timefor the difficult ones.

3 Last week, I my driving test at theeighth attempt. I was so relieved.

4 We a really boring lesson yesterdayabout statistics.

5 I my exams in June, so I had tothem in September.

Personal Details

Danny NorrisFlat 2, 59 Hope StreetManchestERM29 9LKTel: 01229 980303 Mobile (it’s the new Nokia!): 044 210485 email: dannyboy@imthebest.com

Nationality: British

Date of Birth: 6.4.83Marital Status: Single (unfortunately!)

Personal Profile

I am reliable, hardworking and good at working todeadlines. I am also a really nice, friendly guy and geton with everybody. but I don’t have much experience inthis particular field, though I really want to learn fast.

Key Skills

Familiar with some computer programmes I can drive a carI can speak OK germanA good knowledge of business administration

Work experience

2002- 2003: Worked in my father’s shop, on the cashtill and cleaned the floors during the summer.2001 June- 2002 january: Marketing assistant,McVities. Duties included planning promotion andadvertising of bread and cakes products.Summer 1999-Volunteer on summer camp, USA

Education

1997 - 2000: Leeds unviersity. BA in Economics(Pass)1990 - 1997: Camden Secondary School, London8 GCSes, 2 A levels Economics (C), Maths (A), French(fail)

Courses

January 1999: Attended Symposium in‘New Marketing Strategies’, Leeds Uni.

Personal Interests

Football (I go to see Man Utd everyweek)ReadingListening to Music

References

Mr David Norris, Norris’Supermarket, 78 Merton Ave,Manchester M8 pKL

CURRICULUM VITAE

unnecessary / too colloquial

Writing CVs

1 When do you need to write a CV? What should it (not)include?

2 Look at the following CV. What is wrong with it? Makea list of mistakes.

3 Match sentences (a-e) from Danny’s CV with the moreelaborate versions (1-5).

4 Write a new version of Daniel’s CV. Use the tips to helpyou. Check the model on page 104 and compare yourversions.

5 Write your own CV or that of your parents. Consult tipson CV writing on page 105.

1 Clean driving licence2 Fully computer literate3 Voluntary work on children’s summer camp, Colorado4 Retail experience5 Intermediate spoken / written German

a) Familiar with some computer programmesb) I can drive a carc) I can speak Germand) Worked in my father’s shope) Volunteer on summer camp, USA

(032-039) FR3 U04.qxd 7/13/05 12:49 PM Page 39

Our mission is to make English learning and teaching a motivating, enriching and effective experience for both teachers and students. We are driven by a sincere desire to meet thediverse needs of our users. We involve authors, editors, teachers and students in a process of creative collaboration to develop materials which include the latest innovations of ourtime. We promote personal creativity. We put ideas and imagination at the service of teaching.

Framework is a multi-level English course for adults and young adults. It combines fresh, motivating topics with anemphasis on authentic skills work and real English. Framework provides the new generation of World English languagelearners with the tools to achieve true communicative competence.

• appealing topics and authentic communicative tasks which reflect real-world situations• high frequency vocabulary and expressions exemplified by The Real Thing feature• inductive approach to grammar with meaningful practice of new and recycled structures

S T U D E N T ’ S B O O K F A C T S

Core units with mixed skills work 11

Takeaway English sections 11

The Real Thing sections 11

Zoom in sections 7

Listening material 2.5 hours

Flashback review units 4

Pronunciation worksheets 11

R E F E R E N C E G U I D E F A C T S

Grammar Reference with activities

Vocabulary Reference

Audio transcripts

W O R K B O O K F A C T S

Core units 11

Guided writing sections 6

Reading texts 4

How to ... learning strategy sections 5

Language Passport sections 4

Resouce Sheets 22

Listening material 74 mins

T E A C H E R ’ S B O O K F A C T S

Step-by-step instructions and answer key

Mixed-ability suggestions

Making the most of it and Alternatively sections

Pronunciation worksheets and Resource Sheets guide

Audio transcriptsC O M P O N E N T S• Student’s Book with Reference Guide• Workbook• Teacher’s Book with Class CDs (4)• Workbook CD

S T U D E N T ’ S B O O K

B E N G O L D S T E I N

Framework LEVEL3

BE

N

GO

LD

ST

EI

NF

ramew

orkS

TU

DE

NT

’S

B

OO

K3

(00) FR3 Tapa SB 7/13/05 12:09 PM Page 1