pre TALKS Keynote ADVANCED Teacher's Book . VI Bevo a Ue) nt=33[1g | 2 cence TEDTALKS eyn ole Advanced Teacher's BookChocearnic | «7% CENGAGE LEARNING ‘©* Learning Keynote Advanced (20 nator engaphe ean. par ene Leaing =a [ALL RIGHTS RESERVED. No part ofthis work covered by the copyright herein pho noanes toy rerun sed ord oye oy mea {raph eetonc or mechani nein but not Imtaat potocmpine, recoding, scanning eign, png We distin information networks, Publishing Constant Karen Siler ‘or ifotion storage nd reveal tems exept permite under Seton Project Manager: Karen White 107 or 18 the 1576 United States Cpyge Acc pple copyright nw of Development Ett Shona Rodser ‘other justo, without the prior wien permission ofthe pubs Edi Manager: Alon Burt Head of Suotegi Marketing LT Carte is forpmsio os mates foment or pod, Publisher Gavin Metean Senior Content Project Manage Nick Vertu Prodution nares ichatdion Manufacturing Manage:eyett Deis over desn Brenda Carmichael Test design MPS North America LIC National Geograph earning ‘Compositor MPS Noth America LLC Cherton Howse, oth iy. adver, Hampshire, SPIOSBE Navonl Geographic non Lela Hehe {nee Kingdors ‘ui: Tom Dice pd Debbie Productions sd IseNs978130557960.6 engr earning sa leading provider of customized learing solutions DVD: Tom Dick and Debbie Productions Ltd wth payee rsd gin ney 20 deren counties nd sles mere ae : than 125 counts around the wai. Fin yourloclrepesentstweat cover Phota Capi estnce Coron pening st kay = TebzoT: he Relscovery of Wonder, ebrnry 23 — engage Iarchas0i, tong GeschcA Phot james Duncan | CEng eating prot se represents in Canada by Nelon Education Lc Davidson TED, ist National Geographic Lesning online at Vist our corporate website st ccaeorrs The publishers would eto thank TE Sta forthe insightful edback nd expert uldance,aowing uso achieve cur ual ans of maintaining he rtgnty ofthese nspratonal TED Tks, we aumising thelr poten for teaching Engh Although evry fort has been made to contact copyght holders before publication. ths has aot ays been posse if coneaead the publisher will urate to recy ar ees omissions a the exist oppertunty Cover © james Duncan DavdsonTED. usteations:224, 21. MPS North ames LLG “ext:pp 197-198 Ezabath Richardson fe Stressustng et on peen spaces stronger on women The Cone, ftp thaconersation corustress busting effec of geen spaces stenger-on women I8872 Reproduced wth permission rita in Gree by BSA PrintNumber0) Pit Yan 205Introduction 1 10 " 2 Necessities Image and identity Harmony Challenges Inspiration Solutions Imagination Working together Stress and relaxation Risk Vision The future Photocopiable tests Tests answer key Photocopiable communicative activities Communicative activities teaching notes 1 24 95 408 123 137 153 166 180 205 213 237Introduction El What is Keynote? Keynote is @ sixlevel, mult-syllabus English course that takes learners from Elementary level (At) to Proficient (C2). It is suitable forall adults or young adults in higher education ‘of In work who need English in thelr professional or personal lives. Its sultable for all teachers, however experienced ~ extensive teaching notes will help the inexperienced teacher plan lessons, while valuable background information, teaching tips and extension activities willbe of great use to even the most experienced teacher. ‘The units in Keynote each take a TED Talk as thelr point of departure, These talks are given by speakers from all ‘walks of life, countries and fisids of work and provide a rich and varied basis forthe teaching and learning of authentic English. See section 2 for more about TED. Each level contains enough material for between 90 and +120 hours’ classroom work. Teachers can reduce this time by giving some preparation tasks to students to do at home (uch as watching the TED Talks) or extendit with the extra activities in the teaching notes and the photocopiable ‘communicative activites atthe back ofthis book. ‘What are the components of Keynote? ‘Student's Book + twelve units of five double-pagelassons each (See section 3 below for deta) ‘+ sx double-page Review lassons, one after every two units ‘+a grammar summary and extra exercises to accompany each unit ‘+ audioscripts and TED Talk transcripts ‘+ DVD-Rom with all TED Talks, Vocabulary in context ‘exercises, Presentation skills montages, and recordings for Istening and pronunciation exercises, Workbook + consoldation and extension of al the learning objectives in the Student's Book ‘+ aditional TED input via biographical information about the ‘speakers featured in the Student's Book, playlist related to the featured talks and audio of podcasts given by members of the Keynote team + sk two-page Whiting lessons that provide detaled practice ofthe kinds of texts that come up in the Cambridge exams. “These process-based lessons help students generate ideas, provide them with a model, give them useful language, and hop them plan, craft, revise and analyse. ‘+ six two-page Presentation lessons that allow students to practise the presentation sklls ftom the Student's Book and build up a bank of personalized presentation language Teacher's Book ‘+ full teaching notes for all the units and Review lessons, containing answers, TED Talk and audio transcripts, teaching tips, optional and alternative ways of dealing with the ‘Student's Book axercises, extension activities and background information ‘six photocopiable progress tests, with sections looking atthe grammar, vocabulary, reading, speaking, writing and Cften listening presented inthe previous two units, with answer key ‘+ twenty-four photocoplable communicative activities, 100 for each unit, with full teaching notes, containing a variety of actives such as information gap, interactive crosswords and mingling. While most of the worksheets are copied and given to the students, some are to be cut ito cards and given to the students. In these cases, it may be best to copy the page onto card (and possibly laminate i), so thatthe cards are sturdier and can be used several times if necessary. Website + video streaming ofthe TED Talks from the Student's Book, Vocabulary in context and Presentation skill montages ‘worksheets organized by industry (e.g. manufacturing, tourism, education) and business function (e.g. human resources, marketing, research and development) that provide highly targeted practice ofthe language speciic to the earners’ field of work They can be used in class or for self study. ‘+ mid- and end-of-year tests ‘+ two bonus grammar lessons (with infographics) to extend the grammar coverage ofthe C1 level ‘+ Word versions ofall the audio/video scripts and reading texts that can be ‘e-packaged” by teachers to create adaltional practice material or tests BA What is TED? TED is @ non-profit organization based on the idea that ‘many people trom all areas of Ife have ‘ideas worth ‘spreading’, and should be given a platform to spread those Ideas. There are currently more than two thousand TED Talks on the TED website, and now talks by leading thinkers and doers across a wide range of felds are constantly boing added. TED originated at a conference in 1984 centred on Technology, Entertainment and Design, but the talks now cover far more than those three areas, The talks 4 Introductionare given by speakers irom across the world, ranging from highly respected business leaders to school students, al of ‘whom have an idea worth spreading, The talks can last as long as eighteen minutes but are generally much shorter. By providing this platform, TED aims to 'make great ideas: accessible and spark corwersation’. For more on TED, see wwwTED.com, Why are TED Talks great for learning English? ‘TED Talks feature remarkable people communicating passionately and persuasively, and are a unique source ot engaging and often amusing real language. The talks are intrinsically interesting, and are watched by milions ‘of people around the world, In the ELT classroom they provide: ‘+ motivating content that learners choose to watchin thelr leisure time for entertainment and edification ‘educational content, i.e. students learn about the world as ‘well as learning English ‘+ authentic listening input + exposure to diferent language varieties: Keynote has a mix of talks given by British English, American English, Australian speakers and includes a glossary in each TED Tak lesson to ‘compare and contrast language (See Teaching tip 1 below) + exposure to diferent accents (native, such as Bish and Us, as well as non-native) ‘up-to-date language ‘+ ideal material for developing critical thinking sits ‘probably the best models in existance for presentation skis EX How do | teach with Keynote? Unit structure Each unt in the Student's Book contains five lessons around an overarching theme: ‘+ the ist provides an introduction to the TED Talk forthe nit including preparation by pre-teaching key vocabulary and practising skis that will help studants when listening to authentic English ‘the second Is the TED Talk lesson where students wateh and listan tothe talk both in its entirety and in short sections and do further vocabulary work (mining the talk for interesting vocabulary and colocations) as well as work on critical thinking and presentation sil (See Teaching tip 2 below.) + the third is the grammar lesson, with real input inthe form Cf an infographic that provides a context fr the presentation of the grammar and practice, and ends in a spoken output using the new language ‘the fourth lesson is based on a reading text, drawn from the theme of the unit and adcressing realife topics, with a variety of comprehension, reading sils and vocabulary + the last lesson in each unit focuses on functional language, and comprises istoning and speaking with accompanying ‘vocabulary work, as well as a section on writing, focusing on text type and writing skis ‘The grammar, reading and functional lessons in each unit have 21st century outcomes, Le. the lessons provide and practise the skills and knowledge needed by students to ‘succeed in the'r professional and personal Ives in the 21st century. ‘The grammar, vocabulary and skills presented in each unit are practised further in the Review lessons after every two units, (See Teaching tip 3 below) Grammar ‘Grammar is presented in @ natural and clear context using an infographic, which means that there is not a hhuge amount of reading forthe students to do in order to find the examples of the grammar. Students are led to understanding ofthe grammatical points through guided discovery, focusing on language from the infagraphic picked ‘out in one or two grammar boxes, and studied through the use of concept check questions. Students are then rected to the Grammar summary atthe back of the book to read about the grammar in more deta. The exercises accompanying the Grammar summaries focus mainly on fotm and can be done at this point before students tackle the exercises in the unit, which focus mare on meaning and se, or they can be done for homework. “The Workbook consolidates the grammar presented in the Student's Book and extends it (often looking at more idiomatic grammar) in the ‘Grammar Extra’ exercises. Vocabulary ‘There are three different categories of vocabulary presentation and practice in Keynote: Koy words ‘The Key words section always appears in the frst lesson. In this section some of the words and phrases that are central to the TED Talk are matched with definitions in order to ‘enable students to understand the talk more easily, Note that these words are sometimes above the relevant CEFR, level. (See Teaching tip 4 below) Vocabulary in contoxt ‘The Vocabulary in context section always appears in the ‘second lesson, after students have watched the TED Talk Hore, short excerpts which contain useful words, phrases or ‘collocations are repeated and the lexical tems are matched with synonyms and then practised ina personalization activity. Introduction 6Vocabulary development Further vocabulary work focuses on vocabulary relevant tothe theme taken from the reading and listening texts, building on itn the form of work on lexical sets, phrases ‘and collocation, “There is further work on vocabulary in context and the lexical sets of the units in the Workbook. Additionally the Workbook provides more practice of wordbuilding and ‘common collocations of a tople word Skills Reading Each unit has a reading lesson based on a contemporary ‘and real-world text. The accompanying exercises cover reading comprehension, reading skils and vocabulary work, but also elicit a personal response to the content ofthe text Writing ‘There isa focus on writing n each fina lesson, covering a text type and writing sill, such as using linking words. “There are on-page models for students to analyse and {olow in their own writing. Writing is further practised in the Workbook where there are six process-based, double-page lessons that provide detailed practice ofthe kinds of texts that come up in the Cambridge exams (matched to the level of the book) Ustening Listening is a key component of the course and is dealt with in various ways. To help students deal with the authentic, native speaker-level language of the TED Talks, Keynote hhas a comprehensive authentic listening skils syllabus, that ~ together with a focus on key words from the Talk and background information ~ allows students to understand listening material which is usually well above the'r productive level, (Gee Teaching tip 5 below) There is often listening in the grammar lessons, consolidating the new language, and there is also graded listening material in the final lesson of ‘each unit, using a wide variety of listening comprehension task types, Speaking Each unit has a lesson that focuses specially on {functional and situational language that is relevant to working adults. This is supported by a useful language box ‘containing a number of expressions relevant tothe function ‘or situation. There are also speaking activities throughout the units, Pronunciation ‘There is @ pronunciation syllabus, integrated with the ‘grammar and speaking lessons where there isa relevant pronunciation area, El Teaching tips ‘The following teaching tips apply throughout the course. ‘There are lesson-specttic teaching tips through the unis. Teaching tip 1 Which variety of English? This deals with the notes comparing North American and British English in the TED Talk lesson. Find out whether ‘your students are interested in learning about the diferent pronunciation and vocabulary of these two varieties. Ask them what varieties of English they prefer to listen to native ‘and non-native) and why. Explore any prejudices the class may have around variety. Discuss students’ long-term pronunciation goals and whether they hope to sound ike native speakers or whether Its better to aim for a clear accent that reflects thir identities more accurately The ‘conclusions to this discussion will determine what you do withthe footnotes. Ifyour students are very interested in the two varieties, you may decide to get them practising saying the words in the afferent accents. Similarly, where the spoling or vocabulary Is diferent, you could encourage ‘students to use the variety they feel most comfortable ‘ith in their learning, but ensure that they use one varlety ‘consistently Where students are interested, you could spend some time Investigating the differences further. For example, with ‘speling differences, you could ask the students to look {or patterns (in the glossaries in the book or using online is the mathematical symbol for greater than or more: 6 +All Hil's examples come from the USA so open up the (ess equals more) isa really useful equation, PRESENTATION SKILLS Using props Presentations If this isthe ist time that you have discussed presentation skills with your class, ask students to talk about the types of presentations they give. For example, students who are in business probably have to present information in thelr workplace ot those at university may have to give academic presentations. You could ask questions such as: When do you have to give presentations? What «are they about? What type of audience do you talk to? How large are your audiences? Where do your presentations normally take place? What was the aim ofthe last presentation you gave? Errno 1 ‘+ Ask students to read tha lst of reasons for using a prop Inthe Presentation sklis box. Help with any unknown vocabulary. + Invite students to say what kind of props they sometimes sein their presentations. Ifyou think they might not use ‘many props, you could also ask them to talk about visual aids and equipment that they use to help their presentation, for ‘example, they probably use projectors with PowerPoint sides (oF video. ‘+ CIEED Play the clips from the talk of Hilusng the. ‘cardboard box, then discuss the three questions as a class. ‘Transcript 1 What's inthe box? Whatever tis, it must be pretty Important, because I've moved it from apartment to apartment fo apartment. 2 (Stands up and moves to his postion infront ofthe box.) 9 What's in the box? It doesn't relly matter. know I don't need it. What's in yours? Maybe, just maybe, ess might equal ‘more, So let's make room for the good stu. Possible answers + Hillasks us what's init, 50 we assume he’s going to show us. This arouses curiosity and reminds everyone of the useless stuf they don’t need that they may have stored away. 2 The box isn't clistracting because it’s small. People notice it when he refers toi, but net otherwise, 3 Students will have thelr own ideas for this question ‘but you could suggest that he might show a photo of a packing case instead or perhaps he could show some stuff he wants to get rid of such asthe shirt he mentions. 12 ‘+ Explain to students that they are going to give a short (two- minute) presentation on the topic of thei choice from the lst ‘50 they should keep their notes brit ‘+ As guldanee for thelr planning, explaln that they should decide what their position will be with regard to the topic cf the tak. For example If they choose ‘air pollution’, presumably they will tak about ways to prevent it. They vill peed to think of two or three supporting arguments for their talk, ++ Ifyou think some students will find the task of choosing @ prop challenging, you could lead into this task by discussing ‘each topic and brainstorming possible props for each topic ‘with everyone in the class. That way, individual students can draw on the ideas of others. Another option is to put ‘students into pairs so that they can cheose one of the topies together and help each ather to prepare. Then when they are both ready to present, they will separate and work with a new partner. 13 ‘+ As students will need a prop, the best way to crganize these presentations is to ask students to prepare them at home and then bring the prop to the next lesson, ‘+ Put students into pairs to give their presentations. Encourage students to become familiar with giving each ‘other peer feedback after their presentations as you want to encourage this approach throughout the cours. In this case, the listening partner could give feedback on how the presenter used the prop based on the tips in the Presentation skils box. [a Set Workbook pages 4-5 for homework. 16EFA Luxury or necessity? GRAMMAR The perfect aspect 1 ‘+ Books closed, Bring in some objects from your own ite or use any objects you have with you such as car keys, a pen, a ‘smartphone. Hold one ofthe objects up to te class and ask ‘students to say if they thnk it isa lutury object ora necessity When a student answers ether ‘luxury’ or ‘necessity’, get them ‘to explain why. If students disagree, then allow time for them to debate and try to reach an agreement on the object. Repeat ‘his witha few of your own objects before staring this section of the unit ‘+ Books open. Read the questions together and then give students tine to think of examples from their own lives. They cen tell ther partner about their choices and find out if their partner has similar objects, Extra activity Guess the luxury ‘As an extension task, you could ask students to wre down two ‘things in their fe which are absolutely necessities and one thing thats important to them, buts a luxury rather than anecessiy Put students into pais to read out thelist. Their partner guesses which one isthe inary out ofthe three choices, 2 ‘+ Students look at each iter and write N (for necessity) orL {for kxury) next to each one, ‘Note that in each case there are arguments forthe tern being a necessity ora kxury 30 allow plenty of te for students to explain their reasons either to a partner or the rest ofthe class. ‘+The exercise should generate plenty of discussion and ‘some disagreement. For example, a car might be a necessity if you live in the countryside, butt could also be considered a luxury if you have access to good public transport. 3 + Give students some time to look at the graph andl tink about the questions, ‘+ Put students into small groups to discuss thelr answers to the questions. Answers 1 They consider it a necessity 2 Ahealthy economy because more and more people start to regard the items as necessities, presumably because they can afford them. 3 The graph shows that n 2005 many people suddenly changed their minds about certain tems. This was probably brought about by the global financial crisis that, ‘occured during that period ‘+ As a follow-up to students reading the graph and answering the questions, you could ask them to speculate on the reasons for the changes in trends, for example, Why do ‘you think the fallin cars vas less dramatic n 2006 than for ‘ther items? Why dia home computers continue to rise and ‘remain steady regardless ofthe fallin 2005? i you were to ‘add trend fines on the graph after the year 2010, which items do they think would rise? Which would fall? Background information Pew Research Center The graph shown comes from the Pew Research Center. Its an American organization that regularly carries out polling and questionnaires on a wide variety of topics related to public opinion. You can see more examples of its data on thelr website; it's often a useful resource for classroom materials or student research projects. 4 ‘+The text relates back to the graph and explains some of the reasons fr the ree and fall + Optional step. Ask students to read the toxt and identity the names of the verb forms (1 present perfect, 2 past perfect continuous, 3 past perfect, 4 present perfect continuous, 5 future perfect). ‘+ Than ack students to match the verbs in bold tothe letters (@2}on the tine line. ‘+ Students can check their answers and overall understanding of the perfect aspect by tuming tothe Grammar ‘summary on page 140. Answers had been increasing b has changed had fallen has been continuing « will probably have changed + Ityou feel thatthe students need more controlled practice before continuing, you could complete some or allof the ‘exercises in the Grammar summary. Otherwise, you could Continue on to Exercise inthe unit and set the Grammar ‘summary exercises for homework, Answers to Grammar summary exercises 1 1 had, just 2 owned, for 3 seen, recently 4 lived / been living, for 5 Are you stil working, already 6 been arriving, all week 7 been trying, for Bused, since 1 Necessities 172 11 My sister has been repairing bicycles since she was aki. 2 James has been using the washing machine all week, 3 We've already been flying for fve hours, 4 They've bean working since nine o'clock 5 I've been living in tis apartment all year 3 used 24tarted Stumed on 4 You'd bean working Shadh't seen 6 haven't finished 4 +1 will we have been driving 2 won't have completed 3 won't have had 4 won't have arived 5 wilhave been talking 6 Wil you have been studying 7 wllhave finished 8 won't have seen 5 1 have justdecided 2 willhave sold 3 have lived / have been living 4 will have been sailing 5 hadnever done 6 had been talking 7 have been having 8 won't have completed 6 1 lve known Simon for six years 2 Fheyite They've been working In this office since 2072. 8 Have Had you been talking for long before your phone. died? 4 I had already posted the letter before | realized the address was wrong. 5 By this tine tomorrow, | nish will have finished my final exam, 6 By the end of September, | will have been walking to work every day for ten years. 5 ‘+ Put students into pats to read the pairs of sentences and discuss the difference in meaning caused by use of the perfect aspect, ‘+ Next, ask one pair of students to work with another pair ‘and present their answers and reasons. This process of ‘explaining the ciference wil help students to remember how the particular language structures are used to express different meanings. Possible answers 11 The decision was made before the breakdown. b The decision wae a result of the breakdown. 2.a The action will be complete in a year. The action wil happen in a year. 8 a The thinking is happening now. The thinking happened inthe past 4.8 The action continues now. The action took place in the past. 5.a The ‘trying to think’ happened before something else. The ‘trying to think’ may be going on now. 6 ‘+ Ask students to match the two sentence halves. ‘+ Thay can compare their answers with a partner before you check withthe class as a whole, Answers 1¢ 2f 30 4a 5d 6b ‘+ Optional step. Students could also take the sentence ‘stems in 1-6 and complete them with ther own personal ‘sentences. So instead of saying 've been spending a ot of time reading about how to ive more simpy, they might wrts ve been spending alot of time going out to parties and ‘seeing old trends recently. ? ‘+ Ask students to choose the correct vatb forms to completa the sentences. ‘+ Ask students to say if any ofthe five sentences are in any ‘way similar or tre for them. For example, for sentance 1, Has the phone become a necessity for them? For sentence 2, Do any of them play the guitar or any other musical instrument? Do they think ofthis 2s a uxury? Answers ‘beable 2hadn'tplayed Siverun 4 spend S hadn't ever used 8 ‘+ Ask students to complete the sentences with the correct perfect form of the verbs. ‘+ They can compare their answers with a partner before you check answers as a class. + Invwhole class feecback, you could ask students to read the eight sentences aloud and remind them to use the ‘alaxed Pronunciation’ that they worked on inthe opening part ofthis Unit. They should remember that we normally contract verbs ‘forms when speaking informally, for example, He has -> He's, We wil have > We'l have. Answers 1 'snever owned 2'dbeen driving 3 ve been tying 4"llhave saved Shadn'tinstalled 6 'llhave been ving 7's used 6 ve been working 18 1 Nocossitios[Ea Phetocopiable communicative activity 11: Go to page 213 {or further practice of describing graphs using the present Perfect, The teaching notes are on page 237. SPEAKING Luxury and necessity 9 ‘+ Bofore starting this exercise, refer students to the 21st CENTURY OUTCOME at the foot a the page which Is Respond ‘open-mindedly to oferent ideas and values. Ask students ‘wy this s important in any kind of discussion especially when people's values are under discussion: in other words, We ‘shouldn't make judgements on the person or their views when ‘expressing opinions. This kind of ability to be ‘open-minded wil be important throughout this course as ‘students wil be requited to discuss a varity of ideas and Issues, ‘+ Ask students to spend a few minutes working on their ‘own to choose a luxury and a necessity. Ten put students into small groups of te or four to tell each other their choices. 10 ‘Students ask and answer each other's questions about their luxury and necessity. Encourage them to be detalled In their description of each item, ‘+ As students ask and answer, make a note of any ‘good examples of use ofthe perfect aspect and also any Incorrect usage. Give feedback afterwards on these language points. + Optional step. Aver a few minutes, stop the sctvty and invite volunteers to share some intersting things that they leamt about students in thir group withthe whole clas. or ‘+ Students compare ther responses and tel the rest of the class if any members ofthe group chose similar kxuries or acassities, Students can algo challenge each other as to whether something is a kur or necessity as they did atthe beginning ofthis saction, Feedback on speaking tasks During speaking tasks such as the ane above, ‘students should be focussing on fluency practice, but they should also be trying to.use vocabulary ‘and grammar presented in the unit so far. As you ‘monitor ther speaking, make a note of any good se of target language by students and mention these atthe end of the lesson. Equally, if students have said something which has an error or could be Improved upon by using the new language taught, ‘writ the sentence on the board at the end and ‘show them how to reword it Errno male [Ed Set Workbook pages 6-7 for homework. EE] I’m wide awake READING Why do we sleep? 1 + Books closed, Tell students you are going to read out three ‘questions and they should write down their answers. Read ‘out the three questions from the coursebook and give time for ‘students to make notes oftheir three answers. ‘+ Books open. Ask students to read the questions in Exercise 1 and check that they heard correctly and that their answers make sense. + Putstudents into pars to tell each other about the answers. they wrote for each question. Alternatively, discuss the three ‘questions as a class, but maks sure each student comments Con at least one ofthe questions. 2 ‘+ Students wil read the article twice go sata time init for tis fist task of tree to four minutes. Ths will encourage students toread quite quickly and not read for too much deta + Ask students to underline of citcle parts of the text which they feel relate to the sentence and therefore indcats that it's Included. This will help them te suppart thei opinions when ‘ving answers. ie eee The text incudes 1, 4and 3 ‘+ For this next reading task, students will have to read the article more thoroughiy to find a sentence wich supports or contradicts each statement, ‘+ Put students into pars to find the corresponding sentences in the article. Then let them compare their answers in the hole clase afterwards. Answers 1 Contradicts (Gardner's record has been broken several times since...) 2 Supports (On day four, he began to hallucinate, Imagining that he was a famous American football player.) 8 Contradiots (Research has found that as we sleep, our minds are able to continue working...) 4 Contradicts (But there's no ‘magic number’ of hours ‘you need to sleep each night) 5 Supports (Soldiers have ban kept awake and focuses — by wearing special goggles that shine light the colour of sunrise into their eyes, keeping thelr brains in ‘wake-up’ mode} 6 Supports (Chronic sleep deprivation can increase the risk of heart disease and other serious health problems) 1 Necessities 197 Contradicts (As part of her training, a sleep expert trained Macarthur to take ten hal-hour naps each day, resulting in a total of flve hours sleep in every twenty-four. Judging by her successes, this approach appears to have worked well for Macarthur.) 8 Contradicts (The 2001 TV game show Touch the trick The winner... was Jerry Middleton who stayed awake for 81 hours, 43 minutes and'21 seconds without lating go ot the tuck) 4 + Explain that students are going to look closer at some ‘expressions from the atile. The expressions are all ways of roferting to falling asleep or being awake, + Put students into pats and ask them to find the ‘expressions inthe article and ty to guess the meaning from the context. Then ask pairs to mach the expression withthe definitions, Answers if 2d 3a 4b Se Ge Extra activity ‘Summarizing a reading text ‘As a useful follow-up to the reading and vocabulary work, put students into A/B pairs. Student A has the book open ‘and reads out the six questions which appear in the reading text. They are: How long can 3 human go without sleeping? What happens when you stay awake for eleven days? How much sleep do we need? What tricks do people use to stay awake? (Can sleep deprivation cause any problems? Why do we steep? ‘Student B has the book closed and has to answer the ‘questions in. as much detal as they can by trying to recall the key information from the reading text and ssummmarizing it Alternatively, to make it fer so that both students try summarizing parts ofthe text, Student A could ask the frst three questions with B answering, and then Student B asks the next three questions with A answering. VOCABULARY The prefixes over- and under- 5 ‘Students should be familar with other words that use these two prefixes so ask the class to suggest two or three that they know, for example, overworked and underpaid. + Put students into pats to quess the meaning of the words In bol. + Let them compare thelr ansyiers with the whole class afterwards. ‘+ Note that we often taach students that as a general rule the prefix in a word is unstressed, However, with certain prefixes, ‘such 88 over- and under, the prefix is stressed. You could cil the fve words here in order to demonstrate this, 1 not thought of as belng as good or necessary as itis (adjective) 2 guessed to be lower than they really are (verb) 8 In the condition of doing too much work (adjective) 4 being done more than is good (verb) 5 not getting enough sleep (vert) 6 ‘+ Ask students to read the fist sentence and decide which ‘word can be re-used with a prefic inthe second sentence I necessary, do the frst item as an example with the whole class ‘+ Students can compare answers with a partner bafore you take feedback as a class. ‘+ As you check answers, monitor students’ pronunciation of these words and give remedial help where necessary Answers 1 understaffed 2 overused 9 overspend 4 underdeveloped 6 overcrowded 6 overestimated T underrated 8 overpriced fe ‘+ Optional step. Ask students to look a th five questions and clcle the word with the prefix over or under. ‘+ Putstudents into pats to take tums to ask and answer the questions. Remind students that as well as answering the ‘abestions, they should also give reasons fr thelr answers, for example, The place in my area which is frequently overcrowded isthe city centre because that’s where all the ‘shops are and in the evening people go there forthe night. ‘The partner student can also ask supplementary questions following their answer such as Do you often go there? ‘SPEAKING Talking about things we need 8 + Before starting this exercise, refer students to the 21st CENTURY OUTCOME at the foot of page 18 which is. Effectively analyse and evaiuate claims and beliefs. Ask ‘students to say what they think it means to be able to analyse claims and belies. When do they have to be able to do this either at work or in ther studios? + Students can work alone to creat alist or they could work witha partner. If students are slow to stat thinking of Items, make a few suggestions such as food, wate, shelter, ‘eproduction, ar and clothing. As students thik of them, they ‘should write them dow in preparation for the next stage. 20 1 Nocossitios9 ‘Put students into groups of four or five to compare their Ist, If possible, they could write al their eas onto one page cor onto a fipehart ‘+ Now they discuss which ofthe five necessities are the ‘most important. ‘+ Atthe end, each group can present thelr top five and find cout ifthe rest ofthe class agree, [Ba Set Workbook pages 8-9 for homework. EE Keep it to the bare minimum LISTENING Planning a trip 4 ‘+ Asa leadsin to this lesson, ask students to look atthe photo ofthe people on a canoe and camping tip. Ask ‘students if they (would) enjoy this kind of holiday. Ifyou have ‘some students who have bean on a canoe or camping trip, 29k them to tall the class about it and whether they enjoyed it. + Discuss the question as a class and brainstorm the nocessities for such a trp. Write students’ ideas on the board. 2 ‘+ Explain that students are going to listen to four fiends planning a canoeing tip, ‘+ BIEI Play the recording and students note down what the {our friends decide and decide not to bring, ‘+ Altematvaly, you could make the listening task into an Information gap exercise by puting students into AB pars. ‘Student As in charge of noting down what they decide to bring and Student 8 notes down what they decide net to bing. Then afterwards, the two students tell each ether what they noted don, + Alter students have compared their answers with a partner, nominate people to share thelr answers withthe class. ‘+ Compare the list of things inthe recording withthe ideas ‘that the class brainstormed on the board in Exercise 1. Transcript Paul So we've sot the date, wo've got the time off work. We ‘need to talk about what we're going to pack. Definitely. We'll have two canoes, and with the tents and sleeping bags, 'm guessing we probably won't have a huge amount of extra space, so we might want to keep it to the bare minimum. Ella: It might not be a bad idea to have a couple of phones with us, n case we get separated. Fred: ('m no exper, but | don’ think that we can expect to have @ phone signal, especially as we" be n a canyon ‘most ofthe time. Loa: Good point. Personal, | feel that we don't want to bbe weighed down with too much stuff, so maybe we should just bring one phone, in case of emergency. aut Right. We only need one phone, no more. Ella: I don't know about you, but I don't think we'll want a lot of devices on this tp, Can I just suggest we leave ‘our other electronics at home? Pau OK, s0 we shouldn't bring any tablets or MP3 players. Frod: Since it’s summer, | think i's reasonable to assume that we're not going to need a lot of warm clothing ~ ‘maybe just a jumper each, for night time? Sounds good. we get cold or wet, we should be able to bulld a fre and we can dy things that way. IIL know is that I'm going to want atleast three pairs of socks. | can't stand having wet feat! Pauk_ So ie’s agree, everyone should bring three pairs of socks and a spare pair of shoes. Fred: Fine. Andit seems to me that we should probably take ‘along 2 few torches and some spare batteries, I wil ‘be dark out there afer the sun goes down. Definitely. | wonder if we should consider leaving the camping stove behind? We'll be able to cook over the fre, won't we? Fred: | don't think there's a law against fres, but we should check the rules. | can co that Thanks, As forthe camping stove, we might possibly want tif we have rainy weather. At least then, we Could cook in the tent, right? Pau Let's bring the stove. But speaking of cooking ~ what about food? ve actually made a menu already, butt might not be ‘a bad idea fora of us to look at it together Ea: Ena: Ela: Answers Decide to bring: two canoes, tents, sleeping bag, one: phone, a jumper, three pairs of socks, spare pair of shoes, a few torches and spare batteries, a stove, food Decide not to bring: mare than one phone, electronies such as tablets and MP3 players, not too much warm clothing 2 ‘+ Explain that students are going to iston to statements from the conversation and decide if they ae vety polite or more iret and tothe point ‘+ As an example, write the first statement from the ‘conversation on the board (We need to talk about what were going to pack) Ask the class if they think this staternent is very polite or does it sound very direct. The answer Is that it’s direct and to the point. Note that this doesn't mean i's, impolite in any way, but that it doesn't include any polte forms cor distancing language (known as hedging} ‘+ IE Pay the recording once for students to circle P or D, then play it again fr them to check and discuss thelr answers. 1 Necessities 24‘Transcript 1 We need to talk about what wo'e going to pack 2 I'm guessing we probably won't have @ huge amount of entra space, 3 Itmight not be a bad idea to have & couple of phones with us. 4 Ifaybe we shouldjust bring one phone, in ease ofemergency? 5 We only need one phone, no more. 5 We shouldn't bring any tablets or MPS players. 7 | think it’s reasonable to assume that we're not going to need a lot of warm clothing. 8 Everyone should bring three pairs of socks and a spare pair of shoes, 9 It s8ems to me that we should probably take along a few torches and some spare batteries. 10 Let's bring the stove. Answers 1D 2P 3P 4P 5D 6D 7P 8D OP 10D ‘+ Optional stop. As an extension acthity (if you have tne), {You could treat the listening Ike a dictation and ask students to listen and write out the tan staternents la fll 4 ‘Explain tothe class that the more polte expressions from Exercise 3 all include some kind of distancing expression. ‘+ Ask students to look the list of statements in the transcript ‘on page 164 of thei coursebook and underline the words ‘which make the staterants more pot, Answers 2 1'm quessing we probably won't have a huge amount of extra space. 2 Itmight not be a hed idea to have a couple of phones vith us “4 Maybe we should just bring one phone, in case of emergency? 7 think i's reasonable to assume that we're not going to need a lot of warm clothing, 9 It seems to me that we should probably take along a few torches and some spare batteries. 5 + To.chack students’ understanding and use ofthe polite forms, ask students to compete the sentences. + BI Play the recorcing for students to listen and check: their answers Answers ‘1 noexpert 2 Personally 3 don't know 4 just suggest 5 know 6 wonder 7 might possibly want 8 might not be Pronunciation Vowel sounds at word boundaries ‘Connected speech ‘This following set of exercises draw students’ attention to an important feature of connected ‘speech in pronunciation. in isolation, some words ‘end with a vowel sound. However, when they are ‘spoken with another word in a sentence, the end ‘sound of the word becomes a consonant sound. boro md 6a + BIED Play the recording for students to listen to the three ‘words and decide If they end with a consonant sound or a ‘vowel sound, + You could also write the words in phonemes on the board ifyour students are familar with phonemic script, ke this, to point out the end vowal phonemes: 1 know Ind 2 wonder Mwadal personally jpxsanah! Answers They end with a vowel seund, 6b + Explain that students are going to isten out fora new (or intrusive) sound when one word ends with a vowel sound and therext werd also begins wit a vowel sound, + BI Play the recording ofthe three phrases. Students should notes theta consonant sound is added when the ‘words are folowed by another word with a vowel sur. In this case the consonant scunds fu, and ae added to the word + Again, it might be helpful o its the words in bokd in phonemic script to ilustrate exactly what i happening between the words in ole 1 know i... inauwis! 2 wonder if. dont! 3 Personal. xsaraian! 6c + Explain that students ar gong toate to what happens ‘nen one word ends with a vowel sound and the next begins witha vowel sound, + BED Play the recording. Students should notice how consonant sounds wf, and // appear between the two words: 11m no tw expert 2tmight be fa bec idea to 31 don't think there's a law (against fies. 6d + Ask studons to practise reading the sentonces in Exercise § lou. 22 1 Nocossitios‘+ Don't be atraid to dril stuconts a ite necessary by saying the phrases and asking ther to repeat the words with the consonant sounds added. Even students at higher levels will appreciate a quick iston and repeat’ drilling on an area of pronunciation tke this. [Ea Phetocopiable communicative activity 1.2: Go to page 214 {or further practice ofthe sounds /w), ft! and / using pronunciation snap. The teaching notes are on page 237 SPEAKING Hedging Background information Hedging Ityou haven't introduced the term ‘hedging’ already in this| ‘section ofthe unit, explain that it means using language to add cistance and politeness when expressing your ‘opinion. Quite often we uss hedging language when we don’t want to come across as too direct. ‘Hedging! Is Particularly useful in workplace situations where you are lscussing a dalicate matter cr expressing an opinion with people you don't know very well 7 1EZ_Optional step. In the speaking exercise the aim is for students to practise using the hedging expressions inthe Useful ‘expressions box. In Exercise 5, students’ attontion was drawn to these through the listening tsk. However, i you tink they ‘nged to review the expressions, you could play the recording again and ask students to tick any expressions that they hear. ‘This wil help to review the target language before speaking, + Putstudents into small groups of three or four, Explain that they are going to have a similar dscussion to the one about the ‘canoeing tip in the recording, but this time they are planning a two-week stay on a tropical desert Isiand. Read through the Instruction, the hedging expressions in the Useful expressions box and make sure everyone understands what todo. ‘Sota time limit of about ton minutes for the discussion. ‘You could also insist that students come up with alstof ten necessities for the tp + One way to ensure that they are using the hedging ‘expressions Isto ask students to tick an expression inthe Useful language box every time they use It. Their almn should be to have used and teked evary phrase in the ist by the end Cf thelr group eiscussion, ‘+ Atte end, students can compare their lists with the other groups. WRITING A statement of opinion 8 ‘+ Ask students to read the two statements of opinion. + Invite students to tell the class it they agree or disagree, ‘Yeu could also invite students to give reasons for their ‘opinions though the alm fs only to introduce the topic in preparation forthe writing skill sation. Writing skill Hedging expressions ga ‘+ ead through the list withthe class, then ask students to find the hedging language for the firstitem in the fst ‘statement of opinion text in Exercise 8 ‘+ ‘Then put studants into pairs to find andl underin the other hedging language ‘Answers 1 Arguably, potentially 2 amost certainy 3 In ll ikelinood, It's not unreasonable to imagine 4 This suggests 9b + Ask students to read the second statement of opinion in Exercise @ again and underline the six hedging expressions + They can compare their list with a partner before you check answers as a class. Check that everyone understands the meaning and use of these hedging expressions, Answers While... may seem its worth considering Its widely accepted It could be said would be very likely We can probably conclude Ey + Before starting this exercise, refer students tothe 27st CENTURY OUTCOME atthe foot of the page which Is Interpret information and draw conclusions. Brey ask students why they think these skis are Important and whet types of problems thay have to solve in their werk/studies and everyday ite. ‘+ Explain the problem to be solved inthis exercise is to decide who they might take on a one-year desert island adventure, Students write @ paragraph about either a farmer or fisherman, using hedging expressions. 1" ‘+ Students swap their paragraphs and identiy the hedging ‘expressions ther partner used ‘+ Ifyou have any extra time, students could also comment ‘on the content of the paragraph, for example, do they agree vith ther partner's views as to who they might take. ‘+ As this isthe fist unit ofthe coursebook, it ight be your frst opportunity o see your students’ writing. So i's ‘worthwhile collecting in everyone's paragraphs for marking and assessing future areas to Work on, [Set Workbook pages 10-11 for homework. [Ea Set Workbook Presentation 1 on pages 12-13 for homework. 1 Necessities 232 Image and identity UNIT AT A GLANCE THEMES: How we see ourselves, how others view us and the importance of personal identity TED TALK: Who am I? Think again. Hetan Patel and Yuyu Rau combine performance and movement with a talk about how outward appearance limits our understanding of person's identity AUTHENTIC LISTENING SKILLS: Dealing with accents: \olced and unvoiced sounds CRITICAL THINKING: Constructing an argument PRESENTATION SKILLS: Using humour LEAD IN ‘+ Books closed. Ask students to suggest some words for describing people's image and identity. Their suggestions might reer to outward appaarancs (2.9, beautiful, handsome) cr personality (eg. fiendly, unsociable). As students suogest words, write them on the board untllyou have a good collation. Discuss which anes rafar to appearance and personality. You could also dscuss which words are postive, ngative or neutral .9. meafium-height) “+ Now ask students to write two sentences. Sentence 1 Isa ‘sentence about how they think other people view them when they fst mest them. Sentence 2 is about how they think a ‘lose fiend would describe ther. Then students work with @ partner and read out thelr two sentences, explaining why they are similar or diferent. + Follow up by asking students How much do you think people's intial perceptions of a person are affected by what they soe? How much does this affect people's ves? Alow time for some discussion and explain that these issues are looked at in this unit. Handling classroom discussions [At level, most students will have the level of English to confidently discuss a wide range of challenging issues. However, as with any group of people, some people willbe very vocal and others With sit back and listen, Early on this course, you will ne to bring in some quieter students to the discussion by asking them directly for thetr opinion, Sometimes, just a gentle prompt lke this will ‘encourage people to feel confident about speaking Up. Note that students are required to give a short clasercom presentation n avery unit of Keynata so it's Important to create an ervironment early on In the course where everyone feels that they can speak out and express their opinions freely. Broad GRAMMAR: Amounts and comparisons VOCABULARY: Describing dress PRONUNCIATION: Weak of, Sounding encouraging READING: Image, identity and clothing LISTENING: Preparing for a job interview ‘SPEAKING: Evaluating data, Talking about image, Making ‘suggestions WRITING: Giving feedback WAITING SKILL: Being diplomatic + Ask students to opan their books at page 18 and look at the photo, Discuss with the class what kind of event is going ‘en and wy people change thelr appearance for this kind cf festival. ASk students Do you have similar events in your country? How do people change their appearance? BACKGROUND a + Ask students to read the paragraph about Hetain Patel and ‘Yuyu Rau and their talk hen discuss the three questions. This ‘can be done by putting students into small groups and then ask each group to summarize ther main thoughts about the tile, accents anc what is important toa person's identity. Possible answers 1 The TED Talks asking people to Think again about a person when they see them without knowing them, 2 Students can comment on how accents vary in theit ‘own country; often the difference in accent tells people Where you are trom originally and in some cases people will make judgements about your class or 3 Students’ opinions on this question will vary, even within € group of students from the same country, region or city. ound, KEY WORDS 2 ‘+ Remind students that the folowing words and phrases will be used in the tak so i's important that they ae familiar with the meaning ‘= Ask students to match the werds a bold with their Rafore yeu ply he ak rend tues hat tht hy fave ra cpprnny wa tapos ey sha Way ihe al eincermere siren wis sae, + EM Pay whos tak Studer udrns he covet rr ras sera Nota al fe puses is ref oo peremance ae ore ak cso ul Slovene ata Bn hve duct yf wach eerie ‘eran ate oae te re nsbethy woth he wh carey hata ten tn ars tcc Gem srnc ereea er eecenihs psn reeves 2 Image andidentity 25‘Transcript LHP = Hoan Patel, YR = Yuyu Pau 0.11 HP: in Chinese) (0.22 YR: Hi 'm Hetain.’m an artist. And ths is Yuyu, who Is a dancer | have been working with. | have asked her to translate for me. HP: fn Chinese) YR: If] may, | would lke to tell you a ite bit about myself and my artwork. HP: fn Chinese) YR: was born and raised near Manchester, in England, but I'm not going to say it in English to you, because I’m trying to avoid any assumptions that ‘might be made from my northern accent, HP: fn Chinese) YR: The only problem with masking It with Chinese Manderin is! can only speak this paragraph, which | have learned by heart when Iwas visiting in China. So ail can do is keep repeating itn offerent fones and hope you won't notice, HP: fn Chinese) YR: Neediess to say, I would lke to apologize to any [Mendrin speakers in the audience. Asa chil, ! would hate being made to wear the Indian kurta pyjama, because | did't think it was very cool. It felt abit gity to me, ike a dress, and it had this bagay trouser part you had to te realy tht to avid the embarrassment of them fling down. My dad never wore I, $0 dln’ see why I had to. Also, it makes ‘me foe! a bit uncomfortable, that people assume | represent something genuinely Indian when | wear because that's not how! feel HP: fn Chinese) YR: Actual, the only way ! fee! comfortable wearing itis by pretending they are the robes of a kung fu warrior like Li Mu Bal from that fim, ‘Crouching Tigo, Hideen Dragon’ (OK. So my artwork is about identity and language, challenging common assumptions based on how we [ook tke or where we come from, gender, race, class. What mekes us wiho we are anyway? AP: fn Chinese) YR: | used to read Spider-Man comics, watch kung fu ‘movies, take philosophy lessons from Bruce Lee. He would say things tke HP: Empty your mind. Be formless, shapetess, like water. Now you put water into a cup. It becomes the cup. You put water into a bottle, It becomes the bottle. Put itn a teapot, it becomes the teapot. Now, water can flow orit can crash. Be water, my tnd, YR: This year, | am 92 years old, the same age Bruce Lee was when he ded. | have been wondering recently, he were alive today, what advice he would give me about making this TED Talk 038 038 080 1.08 1.15 138 143 153 229 235 334 357 408 412 4at 459 5.07 24 546 5.56 ent ers 629 649 7.08 74 748 7.19 7.21 7.42 aar LHP: Don't imitate my voice. It offends me. YR: Good advice, but | stil think thet we leam who we are by copying others. Who here hasn't imitsted their Childhood hero inthe playground, or mum or father? Ihave. HIP: A fow years a0, in order to make this video for ‘my artwork, | shaved off all my hair so that | could ‘grow it back as my father had ft when he frst ‘emigrated from Inca to the UK inthe 1960s. He had a side parting and a neet moustache. At fist, itwas going very well leven started to get clscounts in Indian shops. But then very quicky, I started to underestimate my ‘moustache growing ability, and it got way too big. Itdidint look incian anymore. instead, people from 201055 the road, they would shout things ike. LHP and YR: Arribal Ariba! Andale! Andale! HP: Actually, | don't know why | am even talking lke this. My dad doesn't even have an Indian accent anymore. He talks lke this now. 0, it's not just my father that I've imitated. A tow ‘years ago I went to China fora few months, and | Couldn't speak Chinese, and this frustrated me, so! ‘wrote about this and fad i translated into Chinese, ‘and then | learned this by heart, lke music, | guess. YR: This phrase is now etched into my mind clearer than the pin number to my bank card, s0 I can pretend | speak Chinese fluently. When | had leamed this phrase, | had an artist over there hear me out to see hhow accurate it sounded. | spoke the phrase, and then he laughed and told me, ‘Oh yeah, that's great, only it kind of sounds ike a I said, What?" He said, ‘Yeah, you leamed from a woman?” | said, Yes. So?" He then explained the tonal differences between male ‘and female voices are very different and distinct, and that | had learned it very well, but na woman's voce. HP: OK. So, this imitation business does come with risk. It doesn’t always go as you plan it, even with a talented translator. But | am going to stick with ‘because contrary to what we might usually assume, Imitating somebody can reveal something unique. So, everytime | fll to become more ike my father, ‘become more like myself. Every time | fall to become Brvee Lee, | become more authenticaly me. This fs my art. | strive for authenticity, even fit comes in a shape that we might net usually expect. I's only recenty that 've started to understand that I didn't lea to st ie this through being Indian. [learned this from Sper Man, Thank you. 26 2 Image and identityAnswers Answers ‘ hearhis accent 2 doesn’t speak S dosen'tusually wear 4 helps shape our identity as an art project 6 aBrsh 7 correct buta bit strange & trough Imitation ‘+ Before playing the tak again, ask students to give their reaction tothe TED Talk. Ask Do you agree with Pater’ point about being who we are through Iitation? 2 + Look at the seven words and phrases in the box with the class and make sure everyone knows what they refer to ‘Ask Which are items of clothing? fa dress, pajama, robes, trousers}, Which refers to language and speech? (Chinese ‘Mandarin, tones), Which word describes a feeling of being nervous or ashamed because of what people might think about you? (embarrassment). ‘+ Note that students who have studied British English in the past may query the speling ofthe word pajama. Refer students tothe glossary atthe foot of the page where the US. ‘peling diference is pointed out (Le. pajama (US) and pyjama (Uki). See Teaching tip 1 on page 6 of the introduction for Ideas on how to present and practise these differences. ‘+ Students read the extracts from the TED Talk and try to complete it with the words and phrases in the box. Background information ‘Crouching Tiger, Hidden Dragon The fm Crouching Tiger, Hidden Dragon was made in 2000. Itwas a relatively low-budget martial arts flm with the dialogue in Mandarin; however it went on to become ‘global success, won many awards and made milions (of dollars. I's especially famous for its action sequences. ‘One ofthe film's central characters is a swordsman called Li Mu Bal. You could ask if any students have ever ‘seen the fim and to briefly summarize the plot for those that haven't ‘+ BEBE Play the first pat of th talk from 0.00-8.93 ‘Students watch and check their answers, Answers 1 Chinese Mandarin 2 different tones 3 the Indian urta pajama 4 adress 5 this baggy trouser part 6 the embarrassment 7 the robes 3 + Give students time to read the five questions frst and Clarity any unknown words, + CIE Pay the second part ofthe talk ftom 8.24-6.14. ‘Students watch and note down short answers in 14 and ‘choose an answer nS. 1 identity and language 2 where we come ftom, race, class 3 English 4 He started to get discounts in Indian shops, People yelled at him 5b 4 ‘+ Ask students to read the sentences before watching the third part ofthe tak. They could even try to predict which are true or false witha partner, based on what they remember ‘om the frst viewing or through guesswork. ‘+ [IEG Play the talk from 6.15 tothe end, Students watch and write T or Fnext to each sentence. ‘+ When checking answers with the class afterwards, ask ‘students to explain the reasons why a sentence Is fas. Answers VT aT 2 F (He discovars who he himself really is) at 5 F (He leamed it rom Spider-Man) Background information Spider-Man Many students willbe familiar with the influence ot the comic-book hero Spider-Man en children's lives. However, students from certain parts ofthe world will not necessarily have read the comics. Explain to the ‘lass that Spider-Man fs a comic about a young man ‘who receives superpowers from spiders in a scientific ‘experiment and as a result can climb up walls and Collings and is able to ly from building to building using ‘a wab fired trom his writs. The storias about him involve fighting 2 variety of criminals who also have superpowers. ‘The positon that Hetain Patel assumes at the end of his talk when he says "learned this from Spider-Man’ is the position that Spider-Man often crouches in. 5 ‘+ Ask students to Ista few ofthe childhood heroes before ansuring this question. Point cut thatthe heroes can be fletional or real (ag. comic-book super-hero er a grandparent ‘+ Students can either tel the whole class about ther cholees cr they can work in small groups and share their answers. If your students all come from the same country, they can see if they had similar childhood heroes. If they come from diferent counties and cultures, then you may need to set aside time {or students to explain what type of character the heroes ‘were and wy they were famous. During the discussion, make 2 Image andidentity 27sure students also explain what it was about the heroes that ‘made them look up too imitate them, VOCABULARY IN CONTEXT 6 + if students have completed Unit 1, then they wil now be {amllar wth the format ofthis exereisa and the fact that they ‘watch and answer questions on the screen. ‘+ REET Play the clips trom the talk. When each muttip ‘choice question appears, pause the tak so that students can choose the correct definition You could elther have them write the answers down and then chack before continuing of irvite students to cal cut the answer as you go along ‘Transcript and subtitles 1 J wrote about this and had it translated ino Chinese, and then [Jearned this by heart, ke musi, | quess. 2 partly understood enjoyed studying © rememberad exactly 2 Needless to say, | would lke to apologize to any Mandirin speakers inthe audience, 2 unfortunately b iien't tue © ofcourse {8 But then very uicky, | started to underestimate my ‘moustache growing abil 2 {0 think that something is smaller or loss important than itactually is b 10 improve or get better at © doubt or not believe 4 But | am going to stick with i, because contrary to what we might usually assume, imitating somebody can reveal ‘something unique. 2 going against b asproven by © unrelated to 65 | strive for authenticity, even if comes in a shape that we ‘might not usually expect. don't fly understand ty hard to achieve © think lot about Answers te 2c Sa da 8b 7 ‘+ Students wil ned time on ther own to think of ways to end these sentences in ther own words, + Put students into pais to tel their pariner their endings. ‘You could also give your own endings to these sentences as ‘students willbe interested in your answers to this task. as well CRITICAL THINKING Constructing an argument 8 ‘+ An important part of thinking crtioaly sto recognize @ person's main argument and their supporting arguments. All three ofthe arguments listen hs exercise appear in Pals talk, but oni one is the overall ergument or message he wants to the aucionce to take away, Students can wrk in pais to agree which answer is comect. I necessary, they could refer to the transcript ofthe TED Talk on page 173 o the coursebook in oder to make final decision. Answer Sentence 3 9 ‘+ The comments that always appear in this part of unit are ‘designed to resemble the type of online comments that appear afer online videos. You could ask students if they ever post ‘comments after a video on, for example, YouTube. Ask What ‘makes people leave comments after a video? Have you ever posted a comment? What was the video? What ald you say? ‘+ Stusents read the two comments which both describe the ‘way in which Patel organized and constructed his talk. As well as explaining which one is best, students should support their choice by explaining what is wrong withthe other post. Answer Helena's post best summarizes the construction of the talk. Malcolm's post isn't entirely accurate, Background information Structuring a presentation ‘Some of your students might have been on training ‘courses in presentation skills (ether in English or in thelr own language) and they will probably have been taught to include a clear introduction, a body with three or four main points, and then a conclusion to sum their presentation up. For many presenters, this provides a safe structure and enly very experienced presenters (such as those in TED Talks) will venture away trom it TED Talks can vary greatly in terms of structure and the talk in this unit is one such example, At the beginning Itisn’t entraly clear what Is going to happen or what the main message willbe. The main ideas emerge gradually ‘+ Optional step. We on the board Do you think the construction of the TED Talk is effective? Does the conciusion| ollow naturaly from the main part of the talk? Why? / Why not? ‘Open the questions up for general classroom discussion and ‘tres that there are no wreng oF right answers. Alow students 28 2. Image and identitytime to give their opinions and suppert them with reasons. necessary, play certain parts ofthe tak again to ilustrate how the talks constructed. in particular, the beginning of the tak is ficult to understand and it isnt clear what his aim isso it may be worth watching it again, PRESENTATION SKILLS Using humour 10 ‘+ Ask students if they have attended presentations which hhave been humorous. If yes, ask What di the speaker do (e.g tell a story or joke, show a funny picture}? How did humour help the presentation? 1+ Ask students to read thelist of tips for using humour in the Presentation skils box and compare it to ther suggestions in the questions above. Then ask if they think the TED Talk ‘was humorous and in what ways? You could extend the discussion by asking How easy or dificult itis to understand humour in another language? De you ever watch TV comedy programmes from English-speaking countries? Do you find the humour funny or dltficult to follow? ‘+ Students read the ways in which Patel and Rau use ‘humour in a-d, ‘+ [BEES Play the clips trom the talk. Students watch and ‘match the four lips with the descriptions Transcript 1 J was bom and raised near Manchester, in England, but 'm not going to say itn English to you, because I'm tying to avoid any assumptions that might be made from ‘my northem accent. 2 Empty your mind. Be forms, shapeless, ike water. Now you ‘put water into a cup. It becomes the cup. You put water into a bottle it becomes he bottle. Putitin a tagpot,t becomes the teapot. Now, water can flow oritcan crash. Bo water, my fend, 8 Actual, | don't now why lam even talking like this. My dad doesn’t even have an indian accent anymore. He tals ke this now. 4 I said, What?" He said, "Yeah, you leamed from a woman?’ | said, "Yes. So?” He then explained the tonal diferences between male anc female voices are very cifferent and distinct and that I hac leamed it very wel, but ina woman’s voice. ‘Answers 1d 2c 3b 4a 4 “+ Optional step. You will need to allow plenty of time for students to prepare this presentation. So you could sat the preparation stages for homework necessary ‘Students work in pairs to prepare thelr presentation. They ‘could plana jont presentation inthe same way that Hetain Patel and Yuyu Rau work together. ‘+ fstudents are having ditfeulty thinking of ways to make the three presentations unexpected, you could make the {following suggestions: Presentation 1: Pay/Height This could be introduced with a short sketchvrole play: Person A arrives home, Person 8 says, ‘Hey, you're alot, taller than you were when you left for work this morning.” Person B responds, ‘Yes, | got a big pay increase today” ‘The talk could then discuss the research that shows that ‘on average, a man who is 182 om tall will eam far more in his working career than a man who is 162 om tall Presentation 2: School uniform ‘To introduce the idea ofthe importance of clothing, both (on self-perception and on the way others percelve people, students could present two images, one showing a student ina neat school uniform and the other showing a very sloppily dressed, rebelious-ooking student, Without indicating which picture is which, a speaker could say: “This is Adam and Joe. Adam gets great marks in school, sings inthe choir, ands very triendly, Joe i faling most Cf his classes, often skips classes, ands a bully" At this Point, the speaker then reveals that Adam isthe boy not in uniform, and Joo, in uniform, iste fang child, This ‘would then lead to a discussion about why we react the ‘way we do, and the possible benefits of school uniform. Presentation 3: Accents Following the example of Patel and Rau’s ‘transiation, students could ‘translate’ what one speaker says, by repeating the exact same words. This may be easier ‘or more obvious in a class where speakers are trom a variety of countries. ‘Speaker A: This is (Speaker B}. will translate hisiher ‘message, 80 that everyone can understand, ‘Speaker B: Research shows that a speaker's accent affects the way people perceive the speaker's inteligence ‘and reliability. ‘Speaker A: (Pretending to translate, repeats word for word What Student B said) ‘The talk could then discuss the research that shows that people often perceive certain accents as being more or less rellable or intelligent than other accents 12 ‘+ Two pairs work together and present each other their Ioas, They should note how similar or diferent ther ideas ‘were for making the presentation unexpected or highly visual ‘+ The pairs can give each other feedback with reference to the lst of tips inthe Presentation skills box, ‘+ Attor all the pairs have presented, you could ask any pals with very imaginative idsas and effective use of humour to present to the whole class, [Ea Set Workbook pages 14-15 for homework. 2 Image andidentity 292A Cyber crime GRAMMAR Amounts and comparisons 1 ‘Books closed, Brainstorm different types of er with the students and write them on the board. Make sure that the terms ‘identity theft’ (the crime of using another person's ‘name and personal information in order to get credit, a loan, etc.) and ‘fraud’ (the crime of cheating to get money ‘or goods) are included in the ist, Elicit them it necessary, ‘Then ask students Which do you think are some of the most ‘common day-to-day crimes in your country? Note that, Identity thefts currenty one of the fastest growing crimes in ‘many countries. ‘+ Books open. Students answer the questions asa class. ‘Allow plenty of time for students to tell any stories about identity theft: even if they haven't known someone personally ‘who has suffered ftom it, they have probably read or heard about iin the news, a ‘+ Ask students to look at bar gteph A. To ensure everyone understands the meaning of each category, you could ask for ‘examples ora definition of each type of fraud, for example, benefits fraud is when someone receives money from the ‘government but they don’t need it. (Students wil also be able ‘to compare and check the exact definition inthe grammar text In exercise 2) ‘+ Ask students to study the graph and answer the questions. ‘+ Asa follow-up to studying the graph, encourage students ‘to comment on the information in the graph. Ask Do you find the information inthe greph surprising or ist what you would expect? Answers 1 The most common type is fraud with government documents and benefits fraud, The least commen is loan frau 2 Utilities fraud 3 Employment fraud 3 ‘+ The text summarizes the information inthe graph and Includes defitions and examples of the crimes. Students study the expressions in bold which describe ammount. Note thatthe expressions answer more than one ofthe ‘questions, ‘+ Students can check thelr answers and overall understanding af amounts and comparigons by turning to the ‘Grammar summary on page 142. Answers 1 Alte over, About| 2 a sizeable portion of, Asmall minority of 3 about the same 4 plural verbs ‘Ifyou feel thatthe students nead more controlled practice before continuing, you could complete some or all ofthe ‘exercises in the Grammar summary. Otherwise, you could continue on to Exercise 4 inthe unit and set the Grammar ‘summary exercises for homework Answers to Grammar summary exercises 1 Tis 2comes 3seems 4are Sinvolves 6isn't Tare Battend 2 1e 2¢ 3a 41 5b 64 2 ‘many 2 The vast majority 4 handful many 5 the same 4 ‘percent 2majorty 3 portion none 5 similar 6 quarter 5 1 Nearly three quarters 2 A great deal of fraud 23 There were twice the number 4 half as 4 This month's crime figures are similar to last month's, 5 Ahandful of passports wae were stolen in February. 6 We had half as many cases of credit car fraud 4 ‘+ This exercise provides controlled practice with the ‘grammar for taking about amounts and comparison. As an ‘extension to the task, ask students to note whether the noun | that follows the options in italics Is countable or uncountable ‘noun (shown in bracksts below}. Answers. 1 much (credit card fraud (UD) 2 as last week's figures (CD) 8 number (credit cards (C) 4 handful passports) [C) 5 none (police otticers (C) 68 eal of (our work {U) 90 2 Image and identity5 ‘Books closed, Ask students to predict the answers (nt Percentages) to these two questions about the age of identity theft victims: What percentage of victims are aged between 20 to 28? What percentage are 70 and over? + Books open, Stucents compare ther guesses to the actual figures shown in bar graph 8. Ask How accurate were your ‘guesses tothe two questions? Do any ofthe results in the bar ‘graph surprise you? Students might have expected people ‘aged 20-29 to be most aware of identity theft, especialy oni, but the figures don't show that. On the other hand, may be ‘caused by the fact that this generation is online more than older generations and therefore mere prone to enti theft + Students study the bar graph and complete the sentences with the correct age group. Answers 4 70and over 4 19 andunder 220-28 3 40-49, 60-60 5 30.09 6 + Ask students if they have ever lost their mobile phone of hhad it stolen. If y8s, ask them what happened? ‘+ Students study bar graph C and complete the sentences with the expressions given Answers 1 The vast majority 2 Nearly twice the number 3 Thenumber 4 Nearlyhalf 5 About a quarter Pronunciation Weak of Extra activity How many words? IEEE One feature of weak forms such as weak of is that they often link or assimilate into other words so it makes it harder for students to hear them as separate words, For ‘ex practice and to help develop awareness, ask students to close their books. Then play the five sentences in exercise a, For each sentence, ask students to say how many words they hear. This wil make them isten closely for any weak {forms Treat contracted words such as n't as one word. (Answers: 1 10 words, 2 8 words, $ 13 words, 4 15 words, 59 words) Alternatively, treat the activity ikea dictation and ask students to listen and write down the sentences. Then they ‘open thelr books and check their answers. Ta ‘+ IRIE Play the recording. Students listen to each sentence ‘and notice that of pronounced fav. ‘Draw students! attention to the fact off inked to the ‘sound before I In sentences 1, 3 and §, the word betere of ‘ends in a consonant sound so there is obvious linking: half_ot, portion_of, amount_of ‘+ Thelinking in sentences 2 and 4 relates back to the work that students did on the intrusive sounds /r and in Unit 1 In sentence 2, because minority ends with an ft vowel before (of, a// sound appears between them, ke this: majority j/_of In sentence 4, the letter in number would normally be sent, but because itis folowed a vowel sound, tis now said like this: umber tof. 7b + Play the recording again if necessary, then ask students to listen and repeat the sentences in thelr pais ‘+ Tohalp students with the production of the weak of, it may also be helpful to isolate and repeat of withthe Word prior to it Say the folowing pairs of words and ask students to repeat them first before attempting the whole ‘sentence: half of, majority of, portion of, number of, amount of. SPEAKING Evaluating data Background information With so much data being generated these days, being able to read and then evaluate it (ether now or in the future) is @ key skill for many students. n particular, they will ned to deal and interpret data for their academic studies and in the workplace, 8 «Gf sath xn ofr ulna otha 2 GexTUny OUTCOME at he fot ofa pope ich» iiemation teacy Eat hiomaton ettcey and coupetaty. xia fal oon Hany rns ha (dn at then day orton peering many cent ‘eso wo ned’ be alo rnd end undenan¢atay ost pen spent wen Xone ot dla mount wreconparvoe,Silortoed elute fe dla ender newer te tree enone, * Put suerte smal group io ders be tee qustora Possible answers. 1 Answers and views might vary. On the one hand, it ‘could be because 18-25 year olds are less careful with thei belongings than people aged 65 or over, Or maybe they are more likely to be in situations (e.g. traveling) here thelr phone could be lost. On the other hand, the data might be affected if a higher proportion of 18-25, year-olds own a mobile phone in comparison to people ver 65. Unfortunately, the figures in the graph do not provide us with any information on this. 2 Students’ own answers ‘+ Optional step, You could extend question 2 by putting ‘students into groups and teling them to imagine that they ‘work for an advertising agency. Give groups 10 to 15 minutes 2 Image andidentity 34to develop a marketing campaign where they decide what type Cf customer itis aimed at and what the main message willbe, “They then present their ideas to the class, 9 + Putstudnts into groups of rae of four, lad through the instctions withthe class and make sure everyone understands what they have to do ‘+ Groups each prepare a short questionnaire with five ‘questions. For ideas, they could refer back tothe graph Ain Exercise 2 and think about the type of questions that would have been asked to create that data. Point out that everyone: In the group should make a note ofthe questions as they wil aed to refer to them ln the next stage, ‘+ When exch group is ready, the students stand and move around the oom inteviing each other wath ther questions ‘Students should interview at last two different students and _make sure that everyone in their group interviews diffrent people. ‘+ The groups sit back together and report and analyse their ata. + For the final presentation, you could ask groups to create ‘a.bar graph, similar to those on the page, This might mean ‘setting the task for homework to give time for preparation and then having presentations of the data as bar graphs at the beginning of next lesson, [By Set Workbook pages 16-17 for homework EI You are what you wear READING Image, identity and clothing 1 + Books closed. Write the expression You are what you wear cn the board, Ask students i hey have ever heard his ‘expression and what they thnk it means. The expression refers to te idea thatthe clothes you wear say something about who you ate. Ask students ow rue they think his + Books open. Put students int pas. They look atthe two people in the photos and compare them by discussing the {tree questions. You could also ask students to reflect on the reasons why they gave the answers they di, Note that the actual answers are given in the article (see next exercise) 2 + There are two stages to this reacng exercise. Fist of al, students need to find out if the atc agraes with ther anawers in exercise 1. They ean do this by reading the frst ‘section ofthe ate about the resaarcher Francesca Gino and journalist Randi Newton whe both discovered that people eating casual or randy clothes Francesca Gino tended to receive better service and were oered more expensive terns than people intentionally dressing to look weal ‘+ ‘Thenext stage ofthe reading exercise isto match the three headings to each section, Answers ‘¢ Reverse psychology 2b Dangerous prejudices 38 You ate what you wear 3 + Students read the article again and answer the questions ‘+ Students can compare their answers with a partner before feeding back to the whole class. Answers 1 The frst section (paragraph 3) 2 Ina way the experiments contradict each other because in the first experiment, less formal clothing gots you a more posite response, whereas in the second experiment it doesn't. However, is important to note thatthe two tuations were very aiffeent so it’s hard to say exactly 3 The business sult mada the man ‘safe’. The sorutty clothes made him possibly dangerous, or pethaps just not worth the trouble, 4 We view doctors as being more inteligent than painters and ourselves. 4 ‘+ Students read the article in more detail and undertine parts Cf the text which support or contradic the statements. + Students can compare their answers with a partner before {feeding back to the whole class, ‘Suggested answers (with extracts from the article) Yes, The fst two experiments have possibly opposite findings. ‘When her researchers, wearing sportswear, visited specialty shops selling luxury brands in Milan, they found that shop assistants usually assumed they were wealthier and more important than ones who visited the shops ‘properly’ dressed in furs and designer clothes.” “In a second video, the acter comes back to the samo ‘crowded location and repeats the actions in the exact same way, But this time not one single person comes to holp him, even when he repeatedly calls out for help. The dliference? In the second version ofthe experiment, he's Wearing scruffy clothes and old trainers and looks lke @ poor or homeless person. 2 No. Allthree experiments show the opposite “According to the Harvard Business School research, it the relatively strange style of dress looks as though I's Intentional, or trendy, many people will believe you'r wealthy or Important. 92 2 Image and identityIna situation euch as this, the clothes you're wearing could mean the difference between lfa and death,” "The researchers belave that the test subjects ‘basic abies’ wore improved as a direct result of the clothing they wore. 8 Yes. Experiments 1 and 2 prove ths, Facebook founder Mark Zuckerberg was once a hoodie Jeans-andetrainers-wearing university student with a {good idea fora social network. Now he's a bilionaire businessman — who Wears a hoodle, jeans and trainers to work, including important meetings.” Ina second video, the actor comes back to the same crowded location and repeats the actions in the exact same way. But this time not one single person comes to help him, even when he repeatedly calls out for help." 4 No, Experiment 2 showed otherwise, "But this time not one single person comes to help him, leven when he repeatedly calls out for help.” 5 No. It's clearly hugely important based cn the studies. “According to the Harvard Business School research, if the relatively strange style of dress looks as though I's Intentional, or trendy, many people wil believe you're wealthy or important. na situation such as this, the clothes you're wearing Could mean the difference between life and death, "The researchers baleve thatthe test subjects ‘basic abil’ wore improved as a direct result of the clothing they wore. 6 Yes. Experiment 3 might suppor this idea “The researchers bellave thatthe test subjects ‘basle abies’ Were Improved as a direct raul f the lothing they were. Dealing with the dynamics of discussion groups ‘Thenext exercise is a common type of activity inthis coursebook, Students work in groups and discuss questions relating toa text. Early on in the course, it's wise to start mixing students up so that they don't always work in the same groups you have some students who tend to dominate discussion, then put them in a group together so that quieter students can work together and have the chance to express themselves. 5 + Putetudents into emall groups and allow about +0 minutes for this discussion task, Note that there are no right or wrong answers and all members of each group should be encouraged to contubute. You could also nominate one Person in each group to take notes on the key points oftheir discussion and then report back atthe end on what was, discussed and agreed ‘+ As the groups discuss, monitor ther language use and Conly intervene if they need help or prompting with any key language. VOCABULARY Describing dress Extra activity Reading for vocabulary As a leadin to the next exercise, ask students to scan the main article for any words referring to clothes and. appearance, and then make alist of them. Answers include: Clothes: hoodle, jeans, trainers, sportswear, furs, designer clothes, hiking Boots, track sult Bottoms, a T-shirt, jacket, ‘woolly hat, well-cut sult te, polished shoes, white coat ‘Appearance: casual, messy hair, glamorous, trendy, (ls) formal, smart, tasteful, scruty, poor, everyday, normal, intetigent Make sure that students understand all the words and know hhow to use ther in sentences, especialy ones related to appearance such as casual, messy, glamorous. 6 ‘+ Ask students to choose the correct adjective in sentences 1105. Answers 1 inappropriate 2 tasteful & imaginative 4 wellcut 5 eccentric 7 + Put students into pats to do this exercise. They categorize the ten adjectives in italics trom Exercise 6 into the three ‘groups, Answers 1 clashing, inappropriate, scruffy 2 unconventional, eccentric 8 tasteful, trendy, imaginative, well cut, clamorous + Ifyou also did the Extra activity above, students can also fit any ofthe adjectives trom the reading into the three categories, for example, messy is generally negative, whereas ccasvalis neutral 8 ‘+ Putstudents into pats to clscuss the clothes and appearance Cf ferent people using actives from Exercise 6. ‘+ You could bring ina selection of photos of people from newspapers, magazines and websites. Give each pair some Photos to choose trom and they can ty to describe the person's appearance, ‘+ Another variation isto spread out seven or eight images on the desk. A student describes the person in one of them and their partner has to guess which photo is being described. 2 Image andidentity 33SPEAKING Talking about image 9 1+ Before stating this exercise refer students tothe 21st CENTURY OUTCOME at the foot af page 25 which is Make {Judgements and decisions: Make connections between Information and arguments. Check students’ understanding of the tarms judgements and decisions. Ask when they have to ‘make these in Ke. ‘+ Put students into small eroups to discuss the three ‘questions. Note that in order to make thelr judgements and decisions they should make connections betwesn the Information from the reading text and their own arguments in each case. Ask one student in each group to take notes on their answers. Afterwards, ask each group to report back 10 the class before opening up the questions fora final ganeral class discussion. ‘+ While students are talking, monitor the discussions and focus on their use of any vocabulary from the unit so far which ters to image, identify and clothing. in particular, note down if students are having any difficulties with pronunciation of a ‘word and Its use. Set aside a few minutes at the end of the lesson to talk through and correct any mistakes. [Ea Photocopiable communicative activity 2:1: Go to page 215 for further strategies for building vocabulary. ‘The teaching notes are on page 237. [Ea Set Workbook pages 16-19 for homework E24 | need to work on my image LISTENING Preparing for a job interview 1 ‘+ Books closed. Ask students if they have attended many job Interviews or if they have ever interviewed people. Ask What would be your best advice for someone preparing ora job Interview? Invite various answers ftom the class before asking them to open their books and look at Exercise 1 on page 26. ‘Students can discuss this question in pas and then tall the class thelr views. Some students might say that what to wear depends on what kind of jb the interview is fr “Therefore, as an extension, ask students to ist some diferent types of ob and what might be appropriate forthe diferent Interviews, for example, a job as a manager ina bank might, require a dark sut and te whereas a jacket and te might be ‘suitable fora job as a teacher. Listening for main ideas IEEE As an alternative to playing the listening and having students choose the best words in Exercise 2, tell students to close their books. Play the recording and ask students to take short notes on the following questions: 1 What isthe man’s problem? (His interviews for jobs are rot going well) 2 What advice does the woman give? (She suggests fining ‘out about the ‘unspoken dress code’, asking for feedback after the interviews, paying an interview coach and not to lose heart) 2 ‘+ IEE Ask studonts to read the six sentences. If they have aeady Istoned once because you did the Extra activity (above), then they can ty and answer some ofthe sentences betore listening again. + Ifyou didn't do the Extra actiuity, then ask students to ead the six sentences and to predict who attended the Interviews and whois giving he advice. (Answer: The man has the interview and the woman is giving him advice.) Then play the recording, Students listen and choose the best words to ‘complete each sentence. How was the job interview? 1 guess it was OK. [Not so great, huh? | don't know. Maybe I'm ks getting ted of Interviews, but none of them seem to be going all hat well think need to work on my image. (On paper, everything looks great, but I don't think | stand out face-to-face very much, arm Just not comfortable. The other day | showed Lup ina sult for an interview with a software ‘company, and the people who interviewed me were all wearing jeans and T-shirts. So obviously J did't look ike 1 would fit. It reelly knocked ‘my conficence and by the end ofthe interview, | Just wanted to diseppeer. That's a tough one. Have you considered asking about the ‘unspoken dress code’ atthe office? Every company has one. Unspoken dress code? Sure. In every office everywhere, there's @ usual way of dressing — Ike the obvious ‘jeans rule’ at your software interview. | would seriously ‘consider asking about how people usually crass, and then going to interviews dressed just a litle bit more formally then the unspoken dress code, That's an interesting dea. ‘Another thing. Have you asked for feeaback from the interviews? ft doesn't always helo, Woman: Man: Woman: Man: Woman: 842 Image and identity‘but someone might come up with something {you could really improve on. You just might be ‘bing something that you're not aware of that's putting people off sighty. Man: Yeah Woman: You might want fo pay for an interview coach, 00, ‘Man: Aninterview coach? Woman: Yeah, That's someone who you can do practice interviews with. They're great at spotting details {you can change to really improve your image. You can definitely improve these things with ‘some practice. Man: That might be worth a try. Could be expensive, though Woman: if you don’t want to spend the money on a ‘coach, why not ty getting @ book? I'm sure you ‘could flad something atthe library. Could be a ‘good place to stat, anyway. ‘Man: {like that idea. Thanks! Woman: You know, most people go for 10 or 15 or even 20 jobs before they find something that’s right You mustn't lose heart. Remember, i's all practice for the one that finaly works out! ‘Man; That's .good way of looking at it. Thanks a ot! Answers 1 onis GV 2inappropriate 3 unspoken 4 feedback 5 get traning and practice 6 discouraged ++ Asafolow-up to the ist listening, ask students Do you agree withthe woman's advice? What other advice would you give? s (REI. Before students listen again they could ty reading 1-6 and 2-f and matching them beforehand. Then play the recording for them to listen and check their answers. Answers 1c 2a 3d 4b St 60 Pronunciation Sounding encouraging 4a ‘+ IST Books closed. Play the recording and ask students, to comment on any general difference they hear between the three versions ofthe same sentence. ‘+ Find outif students are aready aware that we use Intonation to sound more o less encouraging. Explain that we foften try to sound encouraging when making suggestions. This can be achieved thought effective use of intonation. Students listen to the same sentence said in three different ways and decide how it sounds. Answers 1 lat (no words are stressed) 2 rising (You might want to try doing some practice Interviews.) 2 falling (You might want to try doing some practice Interviews.) 4b ‘+ Point out that the diferences inthe intonation may lead listener to interpret a suggestion in different ways. In particular, flat intonation can often sound bored. Language leamers whose frst language uses fatter intonation patterns than English offen transfer this when speaking English so, ‘heir intonation can sound dull and uninterested to some listeners, Explain to students that when you'e offering advice or suggestions to a fiend, it's helpful for your voice to sound encouraging. This shoves that you're happy to help, and it may make your message sound more postive. You'll ‘sound encouraging it you avoid speaking in a monotone and ‘emphasize key words in the sentence, and start speaking at ‘shghtly higher tone, allowing the tone to drop as the sentence progresses. + IES Play the recording again. Students listen and match the sentences to how thay sound, 1b 2a ge 4c ‘+ BEES To understand how intonation affects the way in ‘hich allstener might interpret the suggestion or advice, play the recording of five mare sentences spoken in two diffrent ‘ways. Students listen and identfy the intonation and then whether it sounds encouraging er not. '+ Optional step. To make this exerciee litle more active and visual, ask students to take a plece of paper and draw a large azrow on It. Then play aach sentance and students hold their rows up and turn them to point up, down or sideways according to what they hear, This technique is especially t’tfective because it allows you to instantly see what students are hearing Transcript 1 Doing some relaxation exercises might be @ good idea. 2 I would seriously consider gotting some new shoes. 8 One thing to consider: it's good for you to ask questions, too. 4 Remember, it's not unusual to go to 80 interviews before you get a job 5 Itcan seem realy cificut, but don't give up 2 Image andidentity 38Answers 18 (Ais rising and uncertain, Bs fang and encouraging.) 2A (A\s fling and encouraging. B is monotone and bored) 8 (Ais sing and uncertain, Bis falling and encouraging.) 48 (Ais ting and uncertain. Bis falling and encouraging.) 5A (A\is falling and encouraging. B is monotone and bored) Humming the intonation without words When modelling intonation patterns for students, it's often useful to hum the intonation; in other words, Instead of saying the sentence with words, hur the sentence. Removing the words, allows students to focus directly on which words are stressed and \whether the intonation is rising or falling. I's also a Useful way to correct students if their intonation is not moving appropriately. 4a ‘+ IEE Optional stop. Because students have to listen and repeat the sentences, you could play the recording once for studants to listen and waite down what they hear, so is a dictation ‘+ BIER Play the recording, Students listen and repeat, tying to sound encouraging SPEAKING Making suggestions 8 ‘+ Before starting this exercise about searching for ajc, refer students to the 218t CENTURY OUTCOME at the foot ef the page which is Demonstrate originality and inventiveness in ‘obtaining work. Ask students vy an employer might look for an ‘employee who can demonstrate originally and inventiveness? Why are these important fora job? ‘+ Students read the post on a chat forum about the person's dlifcuties with geting a jb. + Put students into pats to brainstorm ideas using the prompts given. They should each write own their ideas as ‘they will need them forthe next exercise. If studants are slow to think of ideas, you could start them off with some of the following suggestions: = She could search for jobs which require language skis, in English and Polish (.9. something using translation pethaps). = A degree in English language studies is quite general so ‘maybe she needs to do some evening courses in areas ‘such as IT. She could approach employers wiho do business between Poland and countries such as the UK where they are likely to need bilingual speakers. = With an English degree maybe she could consider using her language skils In careers such as teaching, publishing or journalism, 6 ‘+ Optional step. Before students start to make suggestions, ‘you might need to review the language for making suagestions in the Useful expressions bor. Students should read through and, in particular, note that diferent expressions can be followed with a gerund or infinitive form. ‘+ Having prepared a lst of suggestions in Exercise 5, ‘students should change partners and work with someone new. ‘One student is Nadia and the other isa friend giving advice. Nadia should begin the conversation by outining what she has {done so far to try and get ajob. The student giving advice can refer to ther notes from Exercise 5 and uses the expressions for making suggestions, ‘+ tthe end, students can swap roles and repeat the roleplay so both students have practice with describing their ‘current situation and using the language of suggestions. ‘+ As youmenitor the oleplays, pay particular attention to the grammar used in the expressions; this is highlighted in thelist of expressions for making suggestions (e.9. there are ‘notes on when to use gerunds and when to use infinitives in an expression) Give feedback on this after the roleplay if you hear any ficulties withthe structures WRITING Giving feedback #: ‘+ Students read the ltter and identity that its main purpose Is to eta candidate know he has not been successful in a job application; nevertheless, It does give some reasons why and the overall tone is quite encouraging. ‘+ Ask students Have you ever received a lotr witha similar purpose? How did you feel about recelving the letter? Did it Include any positive feedback or try fo sound encouraging? ‘Some of your students might also have to write and send such letters in their work so ask them to deseribe how to approach this type of eter. Writing skill Being diplomatic 8a ‘+ Aska student to try and define what ‘being diplomatic means, Then, askif anyone inthe clas often has to be be