B1teach_1.pdf

SHEILA DIGNEN Series editor: ben goldstein

The

BIG Picture

B1+ intermediate Teacher's Book www.richmondelt.com/thebigpicture

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C 58 St Aldates Oxford OX1 1ST United Kingdom

All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright holders.

© Richmond / Santillana Educación, S.L., 2012 ISBN: 978-84-668-1063-0 D.L. Printed in Spain

Publisher: Deborah Tricker Managing Editor: Mary Todd Editorial Team: Laura Miranda, Brigit Viney Proofreaders: Hannah Champney, Rachel Edge Cover Design: Lorna Heaslip Design & Layout: Dave Kuzmicki, Lorna Heaslip Cover Photo: Shibuya crossing in the evening Getty Images Sales Spain / Tom Bonaventure

We would like to thank the following reviewers for their valuable feedback which has made The Big Picture possible. We extend our thanks to the many teachers and students not mentioned here. (Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil): Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps; (Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger, Sarah Stats; (Mexico): Emma Dominguez, Melissa Ferrin, Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams, Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo, Karen Dyer, Gabby Maguire, Fiona McClelland, Karin Rickatson, Eva Sabater, Almudena Verdugo Valcarce, Merce Vilarrubias, Andy Walsh; (UK): Cathy Ellis, Howard Smith, Jonathan Stoddart Every effort has been made to trace the holders of copyright, but if any omissions can be rectified, the publishers will be pleased to make the necessary arrangements.

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Contents Student's book contents

page 4

Introduction

page 6

1 Communication

page 14

2 A good read

page 23

3 Art everywhere

page 32

Review a 4 Man and nature

page 42

5 Bridges, borders and barriers

page 50

6 Global and local

page 58

Review b

page 67

7 Is this yours?

page 69

8 Telling a different story

page 78

9 Rules and regulations

page 87

Review c

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page 40

page 96

10 Insights and innovations

page 99

11 A sense of identity

page 107

12 Memories

page 115

Review d

page 123

Writing bank

page 126

Grammar reference answer key

page 128

Workbook answer key

page 129

Track listing

page 136

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Student's book contents

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Student's book contents

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Introduction



the big picture the overall perspective on a situation or issue; the whole situation, including all the things that are related to it: We need to think about the big picture here.

What’s the big idea?



1 The Big Picture is... visual. Due to the growing importance of images in today’s digitalised world, we are all becoming more visually literate. This has important implications for language teaching: images used in the classroom should not be merely decorative or illustrative, but should play an active role in the learning process. In The Big Picture, visual material is used to engage learners, stimulate language and help cross language borders. Class activities develop students’ critical thinking skills by encouraging them not only to describe images, but also to interpret and discuss them. 2 The Big Picture is... international. As its name suggests, The Big Picture aims to take a broader view of the study of English in today’s world. The status of English as an international language means we need to consider cultural contexts not only from the traditional English-speaking world but from a variety of different global situations. The Big Picture is built around global topics and cultural material which are both stimulating and immediately relevant to learners’ lives and experiences.

3 The Big Picture is... about real lives. The course aims to make English language learning accessible by grounding tasks in real-life situations. Speaking and writing tasks are designed not only to practise key structures, but to simulate real-life contexts which learners may encounter outside the classroom. Similarly, The Big Picture challenges stereotyping and presents positive, sympathetic role models both in the voices heard in the audio material, and in the choice of cultural information made available to students. 4 The Big Picture is... about real language. Vocabulary panels at the start of each unit are designed to highlight the high-frequency words and expressions that students will need in the wider world. New structures are always presented and practised in context, facilitating language acquisition and encouraging students to see grammar as a natural and integral part of language learning. In addition, functional language sections promote the acquisition of phrases and conversation strategies to help students perform effectively in the real-life contexts they find themselves in when they leave the classroom.











COURSE COMPONENTS Student’s Book

The Big Picture Student’s Book provides 90–120 hours of classroom material. The Student’s Book is divided into 12 topic-based units, each with six self-contained lessons and a unit review (approximately ten hours per unit). The first lesson in each unit uses high-impact images to introduce the topic and present core vocabulary, engaging students from the outset. The following three lessons present and practise key vocabulary and grammar through integrated skills work. The final lessons focus on language output: functional language for practical, everyday situations and an extended speaking or writing task, which combines the language and skills from the unit in a final ‘big picture’ task. The Student’s Book provides students with ample opportunity to review target language. The grammar syllabus is supplemented by an interactive Grammar reference, which can be used for additional practice in class, for homework or for self study.













Vocabulary, grammar and functional language are recycled in one Review section per unit, and in Bring it together sections which combine language from the previous three units in skills-based tasks. Selfassessment questions encourage students to reflect on what they have learnt and evaluate their knowledge and competencies. The Writing bank provides additional writing tasks to ensure that there is one extended writing section per unit. The Communication bank contains material for a variety of interactive activities, including role plays and jigsaw readings. To ensure full exploitation of listening material, selected transcripts are provided at the back of the Student’s Book, with full Class Audio transcripts available online at www.richmondelt.com/thebigpicture. For further information and sample material from the Student’s Book, please see pages 8–12.





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Introduction

Workbook









The Big Picture Workbook offers further practice of the vocabulary and grammar presented in each unit of the Student’s Book. Additional topic vocabulary is presented and practised in regular Vocabulary extension sections, which supplement the vocabulary building strand of the Student’s Book. Target language is combined in Bring it together activities, providing further, contextualised practice. Each unit also contains a double-page Skills development section, with carefully staged activities to help students discover and develop strategies to improve their listening, reading and writing. Four Progress tests give students the opportunity to review the language they have learnt, evaluate their progress and identify any areas of difficulty. Student’s Audio, for use with the Workbook, is provided on CD and online, with full transcripts in the back of the Workbook. For further information and sample material from the Workbook, please see page 13.

Learning Platform





Teacher’s Book

s





The Big Picture Teacher’s Book provides full teaching notes with point-of-use answer keys and transcripts. Aims panels at the start of each unit contain a summary of the learning outcomes and language skills for that unit. Lead-in sections suggest activities and warmers to set contexts and elicit language, while Background notes offer extra information about the Student’s Book content. Throughout the Teacher’s Book, Extra activity, Mixed ability and Alternative task sections provide additional ideas and activities to consolidate and extend Student’s Book material, as well as ideas for adapting lessons to suit different abilities and class profiles. Clearly signposted Grammar notes supply useful information on form, usage and pronunciation to aid grammar teaching. Answer keys for the Student’s Book Grammar reference and the Workbook are included at the back of the book.

Test Studio

Class Audio

The Class Audio CDs include all the listening material from the Student’s Book. A wide range of genres and accents keeps students engaged and helps them to develop their listening skills.

An online Learning Platform is available to all users of The Big Picture. The platform brings together key elements of formal and informal learning. Extensive interactive activities give further practice of the grammar, vocabulary, pronunciation and functional language from each unit of the Student’s Book. Scores for these activities are tracked and recorded in a gradebook, allowing teachers to monitor their students’ progress. The Learning Platform also includes informal learning features such as regularly updated games, a monthly podcast and The Big Picture Blog. Every month a picture is added to the blog, along with a description of the picture written by one of the course authors. Students are invited to participate in the Big Picture community by writing their own descriptions of each picture, an engaging activity which also provides valuable practice for writing and picture description tasks. The Learning Platform offers total flexibility for teachers. Teachers can simply give their students access to the platform to practise English outside the classroom at their own pace. Other teachers may wish to use interactive features such as the forum or the library to communicate with their students. For teachers wishing to set online activities as homework, the gradebook provides information on when a student started and finished an activity, as well as activity scores. Teachers can see the scores of individual students and the class as a whole.

The Big Picture Test Studio provides teachers with a wealth of test items, allowing them to monitor their students’ learning as they work through the course. The Test Studio is highly flexible: teachers can select which blocks of units they want to test, as well as which of the four skills they would like to include. A choice of five different question types ensures that tests are easily adapted to suit students’ needs, from quick progress tests to exam preparation. In addition, teachers can decide how to output the test – on paper or online.

Digital Book

d

The Big Picture Digital Book offers a complete digital version of the course for use on any interactive whiteboard. An optional resource for language presentation and practice in class, the Digital Book provides one-click access to audio, keys, teaching notes and extra activities.

COMMON EUROPEAN FRAMEWORK

Complete CEFR mapping documents listing objectives and competencies by level and unit are available online. See www.richmondelt.com/thebigpicture.

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Introduction

Spread 1

Each unit opens with one or more high-impact images which engage students with the topic from the outset. Students are encouraged to think critically, not only describing, but also interpreting images.

Initial questions seek out a personal response from students, inviting them to find a link between the images and their own experience.

Core lexical items from each topic are highlighted in the Key vocabulary panel. The language presented here forms the basis of the unit vocabulary and is recycled in extension tasks throughout the unit.

Notice boxes appear throughout each unit, highlighting key points that emerge from language analysis or skills work. They draw attention to language items which are of particular interest because they are frequent, problematic or have multiple meanings.

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Introduction

Spreads 2, 3 & 4

Reading texts explore a wide range of genres, including print and online texts such as blogs, emails, literary extracts and adverts. Most texts have been adapted from authentic sources. Students often read the text first for general information and then again to answer more specific questions.

Clear aims introduce students to the structures and learning outcomes covered in each lesson.

Grammar sections are carefully staged. Students begin by reflecting on the target language and interacting with the Grammar panel. They then practice the grammar in contextualised tasks, before consolidating their knowledge by using the new structures to discuss relevant topics as a class.

Integrated pronunciation sections practise individual sounds as well as stress and intonation patterns. Native speaker models are usually provided but international intelligibility is the principal aim throughout.

Vocabulary sections focus on lexical sets as well as common combinations of words such as collocations, word families and fixed expressions. New vocabulary is presented in clear contexts, often with visual aids to help acquisition.

A double-page spread usually finishes with a speaking task which rounds up the lesson with a personalised focus, allowing students to make use of the language they have learnt in a real-life context.

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Introduction

Spreads 2, 3 & 4 Listening texts are varied and engaging, covering a range of genres such as radio programmes, podcasts and voxpop monologues. Students listen for gist and then for more detailed information. Students are often asked to refer to the transcript to check understanding.

Grammar panels encourage students to notice key aspects of a given structure and actively discover the rules for themselves. The panels are kept brief, with cross-references to further explanations and practice tasks in the interactive Grammar reference section.

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Introduction

Spread 5 Each unit culminates in an extended speaking or writing task. Language and skills work from earlier lessons is brought together in a fun, ‘big picture’ activity.

Functional language pages focus on the practical English phrases and expressions that students will need in everyday situations.

Students listen to a common, realworld situation which provides the context and acts as a model for their output. Again, images are often used to help learners relate to the topic.

This section highlights the useful language students need to complete the tasks.

Students make use of the language focus and model in practical, communicative activities, creating their own contextualised conversations.

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Intonation and stress panels encourage students to listen for intonation and stress patterns in spoken English.

Well-staged preparation tasks guide students towards the final outcome, while developing micro-skills and strategies. Students are encouraged to work together to negotiate the task goals, often looking back to topics seen earlier in the unit for ideas.

Students carry out the task and listen to and/or read one another’s work. Class discussion activities allow students to compare their approaches and provide feedback.

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Introduction

Every three units there is a Review section with a one-page review per unit, allowing students to recycle target language and structures. Varied tasks and an emphasis on classroom interaction make these sections dynamic and communicative.

Looking back sections give students an opportunity to reflect on what they have looked at in the unit and think about what else they would like to study in relation to the topic.

Bring it together pages are characterised by a ‘big picture’ approach, with activities which bring together language and skills work seen over three units to give students a broader perspective and alternative contexts.

At the end of each Review, students are invited to complete a Quick check self-assessment section. They are encouraged to think critically about their learning strategies and ways of developing or improving them.

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Introduction

Vocabulary and grammar presented in each unit of the Student’s Book is reviewed and recycled in the Workbook. Staged activities focus on both form and usage, building students’ confidence in using new language.

Vocabulary extension sections present and practise additional topic vocabulary.

Each Vocabulary and Grammar section in the Workbook builds up to a Bring it together section, a ‘big picture’ activity which offers contextualised practice of all target language from the unit. 3

3 Art

everywhere

People-watching 4 Complete the text. Use the correct form of suitable verbs.

T

he nineteenth-century artist Henri de Toulouse-Lautrec famously loved to spend time in Parisian cafés. During the day he might sit at a table near the window and (1) watch the world go by, but he was most enthusiastic about the cafés at night. ToulouseLautrec painted customers while they were (2) g about their business, (3) p the time of day with their friends, or simply sitting and (4) s into space. Sometimes Toulouse worked in silence. Perhaps he (5) l in on other peoples’ conversations and (6) t in to the parts he found most interesting, or perhaps he simply concentrated on his work. However, he was naturally a very sociable person, and he liked to be part of the crowd himself. He often painted while he was sharing a table with friends!

Vocabulary Works of art 1 Choose the correct word for the photos.

1 drawing / photo / painting

Bring it together

2 graffiti / mural / installation

7 Complete the extract from a gallery

brochure. Use the correct form of the words from the box. There is one word that you don’t need. amaze  disturb  exhibit  install  look  photograph   sculpt  watch

MOORTOWN ART GALLERY What’s on: displays and (1) exhibitions at the Moortown Art Gallery. Room 1

Vocabulary extension

Screams – (2) paintings of unhappiness and anxiety inspired by the fascinating work of Edvard Munch.

People in the arts 5 Complete the chart with the people and art forms from the box.

Room 2

architect  architecture  author  composer  director    film  literature  music  painter    painting  photographer  photography  sculptor  sculpture 3 street art / graffiti / exhibition

Art form painting

4 sculpture / statue / street art

2 a Choose the correct words.

Person painter

Art form

All in the Mind – an (3) by local sculptor, Cassie McBride. Step inside a huge, 10 metre-high (4) of a human head and explore our ideas of mind and self.

Person

Room 3

Gradable & absolute adjectives

a I love this idea. It makes the room look so much more (1) interested / interesting. Plain walls are so (2)bored / boring. b I’m (3)amazed / amazing that people spend so much time creating these. They don’t last very long! Personally, I often feel (4)annoyed / annoying when I see yet another one on the pavement. It’s a pain to walk round when you’re in a hurry. c I was very (5)surprised / surprising to see this on a walk. I actually think it’s very (6)moved / moving. It reminds us all of the importance of nature. d I felt a little (7)disturbed / disturbing by this painting. It isn’t exactly cheerful, is it? Was the artist trying to be (8) shocked / shocking? I think it’s worked – I’d never hang something like this in my home.

b Match the descriptions a–d to the images in 1. a b c d

Tricks of the Light – strange and mysterious pictures by local (5) , Miles Brooks. ‘You’ll be (6) by his stunning photography.’ – The Evening Times.

3 a Give the sentences more emphasis. Replace the bold

adjective with an extreme adjective from the box. There are two adjectives that you don’t need.

6 Complete the list with words from 5. Do you agree with any of the suggestions?

delicious  exhausted  fascinating  huge    impossible  stunning  terrible  tiny  unique

My top five artistic inspirations 1 Beethoven He wrote such wonderful music , and in my opinion, he was the greatest ever. 2 Dante’s Divine Comedy It’s easy to forget that this amazing piece was written by a medieval ! of is absolutely stunning. 3 The Giza Pyramids The Sadly, we’ll probably never know who the ancient s were. . 4 Michelangelo An incredible painter and The Pietà he made out of cold stone moves me to tears every time I see it. 5 Krzysztof Kieslowski I’ll never get bored with watching the Three . Colours films by this brilliant

1 The Mona Lisa is a special unique portrait. It’s the greatest portrait in the world. to take good photos. 2 I find it difficult . 3 I think most graffiti looks bad 4 I think the Statue of Liberty in the USA is beautiful . . 5 I think my local art gallery is interesting painting on the 6 I’d rather have one big wall of my sitting room than lots of small ones.

b Which sentences do you agree with?

The stylish Art Café is open from 9 a.m. to 5 p.m. every day. Come and (7) the world go by while enjoying our delicious hot drinks, cakes and sandwiches!

8 Read the extract again and find words which mean 1 very interesting 2 very large 3 very beautiful

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Skills development

Skills 3

Functional language Adding emphasis

Reading Identifying purpose & intention

1 a Tick (✓) the three emphatic sentences.

1 Read the webpage quickly. Who do

2 Rewrite these sentences so that they are more emphatic.

1 What I like is that all the artists are extremely talented. 2 The problem is that the paintings aren’t very original. 3 The new display in this gallery is the best exhibition I’ve seen. 4 I’m not keen on the lazy drawings and bad painting. 5 The most disappointing thing is the lack of variety here.

Each unit in the Workbook includes a double-page Skills development section. In addition to further practice of functional language from the Student’s Book, key skills for listening, reading and writing are practised, using a variety of engaging texts and genres.

1 I hate the confusing design. What I hate is the confusing design. 2 I love the strong political message. 3 This self-portrait is my favourite painting. 4 The grey colour is the most disturbing thing about the photo.

you think it is for? a people who take photographs professionally b people who are just starting to learn photography c people who are interested in buying photographs d people who have some photography skills

Whose question can’t you answer? 1 Ligaya – Where can I find out more information? On the Flickr help page. (paragraph 7) 2 Jimar – What kind of photos are most successful?

3 Precious – Why use Flickr rather than other photo-sharing websites? 4 Christian – How much money will I make? 5 Keziah – Is it a good idea to create some adverts?

5 I don’t like the statue’s expression.

b How many speakers are enjoying the exhibition?

2 Read the text again and find the answers to the peopleʼs questions.

6 Ren – How many photos should I upload to my first collection?

6 The fact that the exhibition is so expensive is the problem.

7 Beatriz – Where do I say what each photo costs?

Listening Completing summaries 1 a

3.2 Listen to an audio guide about Temple Newsam House in the UK. In what order do you hear about the rooms? Draw a route on the room map.

b Match photo b to one of the rooms.

•

Welcome to Temple Newsam

a

•

2 Listen again and complete the summaries

from the brochure. Write one word or date in each gap.

In the sixteenth and seventeenth centuries the Hall was used for dancing and (1) parties . On the east wall, there’s a of a horse. very big (2) The desk in the Library was made in around (3) . In 1912, the room was used for playing games and (4) .

b

In the entrance to the Blue Room you can see a (5) of Narcissus and an interesting ceiling. The ceiling was painted . to look like a (6) In around (7) , Lady Hertford decorated the Blue Room with Chinese wallpaper and pictures of (8) birds.

Room Map Library

Blue Room

•

Great Hall

Entrance to the Blue Room

Strategy

Corridor

•

•

When you have  to complete summaries, don’t add  unnecessary information. Does the rubric  tell you how many words you need to write?  Don’t write any more words than this!

Upload photos, download sss? If you enjoy sharing your photos with friends and family, you’re probably uploading your best shots to a site like Flickr already. But why not make some money from your hobby, too? Although you can’t sell photos directly through Flickr, you can write a comment on your page to say that your work is for sale. People who want to buy a photo can then contact you by email. In your reply, you can give more information and suggest a price for your images.

3 Read the start of another webpage on

the same topic. Underline two places where the writer disagrees with the writer in 2. Who do you agree with the most?

Strategy

Identifying the  purpose of a text can help you to  understand it. Decide what kind of  text it is and who it is written for. What  ideas does the writer include in the  text? Do you think other writers would  have different ideas about this topic?

What I like about Flickr is that you don’t have to pay the site any money for the photos you sell. The bigger photo-sharing websites usually ask you to pay them a percentage of your profits, so I’d only recommend these for serious professionals.

surprising. Good-quality ‘action’ shots of people or animals are often popular. Bad-quality holiday photos are not!

s

To improve your chances of success, think of your photo albums as exhibitions. Don’t add too many photos. The problem is that many viewers find huge albums boring and even annoying! A maximum of 20 pictures per album is ideal. Think about which photos people will find the most interesting or

Try to make yourself popular. Advertising is expensive, and I wouldn’t recommend it. The easiest and cheapest way I know to attract more visitors to your page is simply this: be friendly! Look at other people’s photo albums and write positive comments. They’ll probably then visit your page and do the same. The Flickr help page includes lots more useful tips. Good luck, and above all, have fun!

Art for sale Flickr is an excellent site for photographers hoping to make a small profit from their skills. I’d recommend visiting their help page first. In my opinion, the best way to make money is to upload as many photos as possible to each album. However, don’t add all your holiday photos. They’re interesting to you, but boring to other people!

%

Try not to visit other people’s photo albums, because you’ll spend too much time making comparisons. Remember, they’ll be better than you at some things, and worse than you at others. You’re unique!

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Strategy boxes highlight practical strategies to help learners improve their listening, reading and writing.

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Communication

Students will practise...

and they will learn how to...

• tenses • question forms • state and dynamic verbs

• talk about communicating • talk about signs and their purpose • talk about the senses

the message much louder and more powerful. 3 This gesture speaks a thousand words, doesn’t it? So gentle, so tender, it’s communicating love and protection – it’s amazing how a hand gesture can say so much! 4 I love this photo, the way the two people are looking at each other, the way they seem to be so deep in conversation. They’re not just talking with words, the expressions on their faces, the gestures they’re making with their hands, it’s all part of the conversation. 5 Mmm. There are two things going on in this photo – I mean first of all there’s the keyboard, and that’s so much part of modern communication, isn’t it? You know, people staying in touch by email, or on social networks, or instant messaging services – but it’s also the hands. Look, the henna on her hands, that tells a story, too. It communicates a lot about the person who’s typing, don’t you think? 6 OK, this one is obviously showing sign language. I wonder where they are. I wonder if they’re both deaf, or perhaps they’re communicating with someone else?

Key vocabulary pages 4–5 Lead-in

With books closed, ask students to name some forms of communication. Ask: What forms of communication do you use every day? Elicit a few examples from the class, e.g. phoning, texting, emailing. Ask: Which form of communication do you prefer? Why? Elicit a range of answers.

1 a Students work in pairs to look at the images and answer the questions. Ask some students to report back to the class.



b Refer students to A in the Key vocabulary panel. Students match the expressions to the images. Check answers and model pronunciation of the expressions, then give students one or two minutes to brainstorm other forms of communication in their pairs. Bring students’ ideas together on the board as a class. Answers a facial expressions, hand gestures, body language b social networks, instant messaging c sign language, facial expressions d placards & signs, hand gestures, facial expressions, the written word e body language, facial expressions f hand gestures, facial expressions

2 Play the audio. Students listen to the conversations and match them to the images. Check answers, then ask students which descriptions they agree with, and which they don’t agree with. Elicit a range of ideas, and encourage students to express their own opinions. Answers 1 e  2  d  3  f  4  a  5  b  6  c 1.1 1 Ah yes, this is a Kabuki dancer, isn’t it? And each dance tells a story, with the costume and the make-up and the movements all communicating something different – the only problem is… you have to know the language of Kabuki dance to understand what he’s saying! 2 She’s obviously angry about something and she’s decided to protest about it. She’s using a placard to communicate her message – and the strength of the crowd as well – that makes

3 a Students complete the extracts individually. They can then work in pairs to compare their ideas and match the extracts to the images. Don’t check answers at this stage.



b Refer students to the transcript on page 162 of the Student’s Book to check their answers. Answers 1 talking (a)  2  speaks (f)  3  communicate (d) 4 tells (e)  5  say (f)  6  communicating (c)

4 Refer students to B in the Key vocabulary panel. Point out that say, tell and speak have very similar meanings but are used in different contexts, with different collocations. Students complete the exercise. Check answers and read the Notice box with the class. Answers 1 speak  2  say  3  tell

5 a Students work individually to complete the questions. Point out that in some questions it is necessary to use a different form of the verb. With weaker classes, briefly revise the irregular forms of the verbs before students complete the exercise, and do the first one or two as examples with the whole class.

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1.0–1.1 Answers 1 speak  2  speak  3  spoke  4  said  5  telling 6 telling  7  telling  8  spoken



Reading 1 a Discuss as a class what forms of communication the images show. Encourage students to refer back to the expressions in Speaking 1a to help them. Elicit ideas, but don’t confirm or reject students’ ideas at this stage.

b Students choose three questions individually, then work with a partner to ask the three questions they have chosen and answer their partner’s questions. Students can repeat the activity with a new partner for extra practice. Monitor while students are working and correct any mistakes in a short feedback session at the end.

Answers a using your body to express yourself b communicating with/stroking a pet c speaking on a mobile phone, not communicating with the person in the room

Extra activity

Ask students to write three more questions of their own, using the verbs and collocations in B in the Key vocabulary panel, e.g. Have you ever told a lie? How often do you speak to friends on the phone? Students can ask and answer their questions in pairs.



images. Remind students that they should read the texts quite quickly at this stage and not worry if they don’t understand everything. Check answers, and check the answers to 1a. Answers 1 b  2  a  3  c

Mixed ability

If some weaker students need further practice of say/tell, ask them to work in pairs to correct these sentences:



1 She said me that he wasn’t hungry. (She said that / She told me that...)



2 They told to me that the flight was full. (They told me...)



3 You must say me the truth. (…tell me the truth)



4 He told that he didn’t have any money. (He told me/ us that / He said that...)



1.1

2 Students read the texts again and match them to the types of communication in Speaking & vocabulary 1a. Answers 1 talk to pets  2  use my body to express myself 3 text, tweet or email friends

3 Students work in pairs to match the texts to the problems. Check answers and ask the class which statement a–c they agree with the most strongly.

Communication breakdown

Answers a 3  b  2  c  1

page 6

Speaking & Vocabulary

4 Students read the texts again and answer the questions. Answers Person 1 prefers talking to animals because he/she has a lot of trouble talking to people. Person 2 prefers using her body to express herself because she can say a lot with her body and now has real problems with speaking.

Lead-in

Ask: Do you sometimes find it difficult to speak to people? In what situations? Do you sometimes prefer other forms of communication, for example writing? When? Elicit a range of answers. Feed in ideas if students are struggling to think of any, e.g. discussing a sensitive issue, expressing feelings or making a complaint might be easier in writing.

5 Allow students time to prepare their ideas individually before they discuss the questions in small groups. Monitor and help while students are speaking. Ask groups to report back to the class.

1 a Students work individually to match the communication expressions to the categories. Encourage students to use dictionaries to look up words and expressions they are not familiar with. Monitor and help as necessary. Model pronunciation of any words that students might find difficult, e.g. lectures, Skype.



Grammar 1 a Students work in pairs to match the extracts to the images. Encourage them to work from memory, without looking back at the texts.

b Students think of an example from their own life for each

Answers 1 image b  2  image a  3  image c  4  image b  5 image c  6  image c

of the communication expressions. Give a few examples from your own life to help, e.g. I sometimes speak to members of my family on Skype. I discuss politics a lot with my family.

2 Students work in pairs to compare their answers and discuss the differences between them. Ask each pair to report back to the class on similarities and differences they found.

b Students read the texts quickly and match them to the



b Students work individually to underline the verbs and decide if they refer to the present, past or future. Check answers.

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1.1 Answers 1 have – the present  2  started – the past 3 will separate – the future  4  ’ve had – the past and present 5 ’re speaking – the present  6  ’m going to try – the future

2 Students complete 1–6 in the Grammar panel with the sentences. Check answers with the whole class and read through the explanations in the Grammar panel with the class. With weaker classes, you may also like to revise the forms of the past simple and present perfect, and remind students that a lot of common verbs are irregular in these tenses. Answers 1 I have a lot of trouble talking to people. 2 They’re speaking, texting or tweeting on their phones. 3 When I first started dancing. 4 I’ve had a lot of dogs. 5 …this technology will separate us… 6 I’m going to try and meet a friend every week.



Many languages do not have an equivalent of the present perfect, so students often find this a difficult tense to use correctly. The past simple is used for completed actions in the past, often with a specific time reference: I saw John yesterday. NOT I’ve seen John yesterday. The present perfect is used without a past time reference, as it refers to experiences you have had at some time in your life. Compare: I’ve been to Paris (at some time in my life) and I went to Paris last year (a completed action at a specified time in the past).



The difference between will and going to depends on the attitude of the speaker. To express a plan or intention, we use going to: I’m going to join a gym. To express a prediction, we can use will or going to: I think the gym will/is going to be good for me.

3 a Students choose the correct verb forms in the sentences. Check answers. With weaker classes, do this with the whole class, matching the sentences to the uses in the Grammar panel as you do the exercise. Answers 1 ’ve never been  2  ’m speaking  3  communicate 4 both are correct  5  did  6  ’m going to study



Extra activity

For extra practice of the present simple and present continuous, refer students back to the images on pages 4 and 5. Students can work in pairs and describe who the people are and what they are doing.

Extra activity

Play a game to give further practice of the tenses. Write ten or fifteen familiar verbs on the board, e.g. come, go, buy, see, give, spend, talk, have. You can brainstorm the verbs with the class. Divide the class into teams of three or four students. Tell each team to nominate one student as their writer, and make sure they have a pen and paper. Point to a verb and call out a tense, e.g. present perfect. Students work in their teams to come up with a correct sentence using the verb in that tense as quickly as they can. When they are happy with their sentence, they bring it to you at the front of the class. Read out the first sentence that is given to you, and if it is correct, the team gets a point. If it is not correct, read out the next sentence that is given to you, and award a point if that is correct. If a sentence is incorrect, discuss with the class why it is incorrect.

Tense review Many languages only have one present tense, so many students find the distinction between present simple and present continuous quite tricky. The present simple is used for habits and routines: I get up at seven o’clock every day. NOT I’m getting up at seven o’clock every day. The present continuous is used for things that are happening now: Look, it’s raining. NOT Look, it rains. Hey, where are you going? NOT Where do you go?



Answers 1 g  2  d  3  c  4  h  5  f  6  i

b Students work individually or in pairs to match the sentences to the uses in the Grammar panel. Check answers with the class and deal with any queries or issues that arise.

Pronunciation 1 a Students work in pairs to complete the chart. Draw the chart on the board and check answers by asking students to come out and complete it. Don’t model pronunciation of the forms at this stage. Answers start watch text dance



Present starts watches texts dances

Past started watched texted danced

b If students are unclear about what a syllable is, write two or three words on the board, e.g. book, problem, telephone, communicate. Say the words, clapping for each syllable, and get students to copy you. Students then work in pairs to read the verb forms out loud and underline the ones that have two syllables.

2 Play the audio for students to listen and check their answers. Students then discuss the questions in pairs. Answers started, watches, texted, dances 1 We add -es for verbs ending in -s, -sh, -tch,-ch ,-h or -x. 2 We pronounce -ed as an extra syllable for verbs ending in -t or -d.

3 a Play the audio for students to listen and write the ten verbs that they hear. Elicit answers from the class and write

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1.1–1.2 them on the board. Play the audio again for students to check.

and in line means ‘in a queue’. Students look at the images and answer the questions in pairs.

2 a Students read the sentences and match them to the

Answers texted, tweeted, emailed, skyped, talked, chatted, discussed, watched, used, communicated 1.3 Today I’ve texted friends, tweeted with colleagues at work, I’ve emailed work contacts, I’ve skyped with my partner, I’ve talked on the phone to a few people, I’ve chatted to people in the street. In fact I’ve discussed all kinds of things and I’ve watched lots of people speak on their phones, and I’m sure I’ve used my body to say things – but I’m not sure if any of us have communicated very much with each other!



photos. Check answers with the class. Focus on sentence 4 and write on the board: they’re simply speaking their mind. Underline their and point out to students that when we don’t know if a person is male or female, we can use they or their. Suggested answers 1 a, d  2  b, c  3  b, c  4  b  5  d  6  b, c



definitions. Check answers with the class. Answers a speak (your) mind  b  stand up for  c  put across d change somebody’s mind  e  make a point f pay attention

b Refer students to the transcript on page 162 of the Student’s Book. Students work in pairs to read it aloud. Monitor while students are working. If necessary, stop the activity and drill the pronunciation of the verb forms with the whole class before students continue.

3 a&b Students work individually or in pairs to complete the questions with the expressions. Play the audio for students to check their answers.

Speaking

Answers 1 pay… attention  2  stand… up  3  change… minds 4 mak(ing)… point  5  put… across  6  speak… mind

1 Elicit a few ideas from the whole class and discuss the experiences before you put students into pairs. Students discuss their experiences in pairs and add ideas to the list.

1.4 1 Which sign do you think makes people pay the most attention? Why? 2 What rights is the man in the mask standing up for? 3 Do you think any of these signs can actually change people’s minds? If yes, which? 4 Which sign do you think is making the most important point? 5 Do you think making a sign is the best way to put a message across? Why/Why not? What other ways are there? 6 Do you ever speak your mind in public like this? Why/Why not?

2 a Read the situations with the class and explain take offence, distracted and hurt if necessary. Give students one or two minutes to think of their ideas. With weaker classes, give students some sentence beginnings to add their ideas to, e.g. I think it would be best to..., I think a good idea would be to...



b Ask individual students to tell the class their ideas. The class could vote for the best solution to each problem.

1.2

Sign of the times page 8

Lead-in

With books closed, draw a few common signs on the board, e.g. a no-entry sign or a ‘Stop’ sign. Elicit the word sign, then ask: Where do you see signs? Brainstorm ideas as a class, e.g. showing directions in towns and cities, in buildings, advertising things in the street. Ask: When do people carry signs? Elicit a range of ideas.

Background notes

David Beckham is a British football player who has played for many international teams and for the England national team.



NYC is an abbreviation for New York City.

Speaking & Vocabulary

b Students match the words and expressions to the

4 Allow students a little time to prepare their answers before they ask and answer the questions in pairs. Monitor and check that students are using the expressions correctly.

Extra activity

For homework, ask students to search online for more pictures of protests. They can bring their favourites to the next class and show and describe them to their classmates. The class can discuss which they think are effective.

Listening 1 a Focus on the images again and use them to pre-teach economic recession, crisis, polar bear and global warming. Play the audio for students to listen and match the interviews to the photos.

1 Check that students understand queue and protest. Tell students that the usual American word for queue is line,

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1.2 And for the TV cameras and reporters. Quite a few people have taken photos, and others have stopped to talk to me.

Answers 1 a  2  d  3  b  4  c

1.5 I = Interviewer S1, 2, 3, 4 = Speaker 1, 2, 3, 4 1 I: Hello, now tell me, why are you holding this sign? S1: Well, we need change... I’m hoping that this economic recession will end. I: Why do you need a sign to do that? S1: Because I want people to know there are other people like me. I’m desperate, we don’t have work, we don’t have a future. I: Do you think the sign will work? S1: I hope so but I just don’t know, but we have to do something... this crisis is killing us... if it makes people change their mind and join us, that would be good. I: How long will you stay here for? S1: It doesn’t matter, as long as necessary... as I said I don’t have a job to go to so I really don’t mind. 2 I: Hi, just a couple of questions. You’re holding a sign. What exactly does that sign mean? I mean what is it saying? S2: Well, of course, it’s a protest. I: What sort of protest? S2: About climate change. I: Why did you decide to dress like this animal? I mean, what made you want to dress like a polar bear? S2: It’s a powerful symbol of what’s happening as a consequence of global warming. Polar bears are losing their habitat – the ice in the North Pole is quickly disappearing – we need to do something now, before it’s too late. I: Why did you use those particular words, though? S2: Because normally we write ‘save the animals’ on our signs. I thought it was effective to change that round. Sometimes you get more attention if you make a serious point but you have a sense of humour. 3 I: How long did it take to make the sign? Was it difficult to make? S3: Well, about an hour, I think. No, it was easy. I made it with a friend. I: Who gave you the idea? S3: Nobody. I just love this footballer. I thought how I can show that? I thought the TV cameras might spot me and they did! But I didn’t want England to win this match and of course, he wasn’t playing... but he was there in the crowd. I: And what happened after the match? Did he say anything to you? S3: No, unfortunately not. 4 I: So, tell me, why are you here, sir? S4: Because I want to be the first, the first in line to get one of these things. I: How long have you been here? S4: Twenty-four hours, I slept here overnight. I: Who is the sign for? S4: Well, for nobody really… it was just a joke. But it’s for other people in the line really, to let them know I got here first!

b Allow students time to read the statements, then play the audio again for them to match the statements to the photos. Answers 1 d  2  b, d  3  a  4  c

2 Students work in small groups to discuss the questions. Monitor and help as necessary. Ask each group to report back to the class on their discussions.

Extra activity

Ask students to choose one of the signs and imagine that they are holding it. Put students into pairs to ask each other questions about why they are holding the sign and what they want to achieve. Students can then guess which sign their partner is holding.

Grammar 1 a&b Students match the questions to the answers. Play the audio again for students to check their answers. Answers 1 e  2  a  3  c  4  h  5  b  6  f  7  g  8  d

2 a Write the first question on the board. Elicit the question words (How long) and underline them. Focus on the pronoun you and ask: Is it a subject pronoun? Elicit that you is the subject of the verb stay, and so is a subject pronoun. Circle it on the board. Ask: Is there an auxiliary verb in this question? Elicit that will is the auxiliary verb in this question. Highlight it on the board. Students continue underlining, circling and highlighting the items in the questions. Check answers by writing the remaining questions on the board and asking students to come to the front of the class and mark them up. Answers 1 How long will you stay here for? 2 What made you want to dress like a polar bear? 3 How long did it take to make the sign? Was it difficult to make? 4 How long have you been here? 5 What gave you the idea? 6 Do you think the sign will work? 7 Did he say anything to you? 8 Who is the sign for?



b Look at the questions on the board and elicit answers to the questions. Don’t confirm or reject students’ ideas at this stage. Answers a)  Questions 6 and 7 don’t have question words. b)  Questions 2, 5 and 8 don’t have subject pronouns. c)  Questions 2, 5 and 8 don’t have auxiliary verbs.

3 Read through the explanations in the Grammar panel with the class and check the answers to the questions in

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1.2–1.3 2b. Students then complete 1–4 in the Grammar panel. Check answers, and read the Notice box with the class. Ask students to find an example of a question ending with a preposition in 1 (questions 1 and 8).

3 Students work in pairs to show their signs to each other and answer questions about them. Students can repeat the activity with other partners for more practice.

1.3

Answers 1 before  2  long  3  before  4  don’t need



Question forms



Students need reminding that we put the auxiliary do/did before the subject pronoun, not after it: Who did you talk to? NOT Who you did talk to?



Students may also forget that we don’t use the auxiliary verbs do/did in subject questions: What caused the explosion? NOT What did cause the explosion?



Lead-in

Ask: Do you read blogs? Which ones? Do you write a blog? Ask students to discuss the questions in pairs. Ask pairs to report back to the class.

Speaking 1 Students discuss the questions in pairs. Ask some pairs to report back to the class.

Students may find it difficult to remember that we put prepositions at the end of questions: Who did you buy the present for? NOT Who for did you buy the present?

Reading

4 a Students correct the mistakes in the questions. Do the

Background notes

first one with the class as an example if necessary. Answers 1 When was the last protest held in your town? 2 What was it about? 3 When did your local football team play their last game? 4 Who won? 5 Have you ever queued to buy something? 6 What did you want to buy?





Austin Seraphin is a real person and the blog is genuine. Students can visit his site at http://behindthecurtain.us and read more of his blogs.



Austin Seraphin is an American, and some words and spellings in the text are typical of American English, e.g. mom (British English mum), color (British English colour) and gray (British English grey).

1 a Students read the headline and the description of the

b Students ask and answer the questions in pairs. Make sure that students say the questions to each other, rather than just looking at them in their book. Ask some students to report back on what they learned about their partner.

When colours speak page 10

blogger. Ask the class what they think the blog is going to be about. Elicit a range of ideas.



b Students read the blog post and check their answers. Ask who predicted correctly.

Extra activity

2 a Students discuss the question in pairs. Ask pairs to report back to the class.



To give more practice of questions ending in prepositions, read out these sentences and question words to the class or write them on the board. Ask students to form questions.



I’m waiting for Sam. Who? (Who are you waiting for?)



I went to the cinema with my friends. Who? (Who did you go to the cinema with?)



I got an email from my uncle. Who? (Who did you get an email from?)

Allow students time to compare their answers in pairs before you do a class check.



They are sheltering from the rain. What? (What are they sheltering from?)



She’s saving up for a new car. What? (What is she saving up for?)

Answers 1 It has helped him to do things that he couldn’t do before because he is blind. 2 He can receive text messages and he can ‘see’ colours. 3 A voice-over program that reads the text that is on his screen, and an app uses the phone’s camera and speaks the names of colours in the pictures. 4 He can now receive text messages from his mother. 5 He can enhance his visual experience using the colouridentifying app. 6 He is most impressed with the app that identifies colours and reads their names, because it enhances his visual experience.

Speaking 1 Students work in pairs to discuss their own experiences. Ask some pairs to report back to the class.

2 Students work individually to write their own sign. Monitor and help as necessary. Point out that students should also prepare their ideas about the purpose of their sign, where they would like to show it and who to.

Answers The images are of an iPhone and a pumpkin. Austin describes how his iPhone helped him find his pumpkin plants by telling him what colours things were.



b Students read the post again and answer the questions.

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1.3–1.4 Grammar

3 a Explain that the words and phrases appear in the blog post in the same order as the definitions. Students find the words and phrases in the blog post. Answers 1 activate  2  alerted  3  swiped  4  blurs 5 roamed  6  enhances



1 a Ask students to read the sentences and decide which ones are true for them. If necessary, explain see something out of the corner of your eye (see something although it is not directly in front of you).



answer the questions.

Ask individual students to tell the class the adjective they have chosen and why. See if the class can agree on the three best adjectives to describe it.

Answers 1 Sentences 1 and 4  2  Sentences 2 and 3

2 Read the explanation of state and dynamic verbs in the

Extra activity

b Students work in pairs to compare their answers and

b Students think of an adjective to describe the blog post.

Grammar panel with the class. Students complete 1–4 with the correct sentences.

With books closed, write the words from 3a on the board. Put students into pairs and ask them to use the words as prompts to recall the main events described in the blog post. Ask students in turn to recall part of the blog post and build up the whole blog post as a class.

Answers 1 I can see something strange out of the corner of my eye! 2 I can hear the sound of children playing in the distance. 3 I’m looking out of the window. 4 I’m thinking about this exercise.

Mixed ability

Stronger students could use the blog post as a model to write a blog post of their own about a piece of technology that has helped them to communicate.



As well as verbs of the senses, state verbs also include verbs of thinking and opinion such as think, believe, like and agree. Students often forget that we don’t use these verbs in continuous tenses, even when we are talking about a thought or opinion at the moment: I agree with you. NOT I’m agreeing with you.

Vocabulary 1 a Students read the sentences and underline the verbs (looked, looked, can see). Explain that the verbs refer to the sense of seeing, but they have different meanings. Students match the meanings of the verbs to a–c.

3 Students choose the correct verbs to complete the sentences. Remind them to think about whether each verb describes an ability or a conscious action to help them choose.

Answers a 3  b  1  c  2



Answers 1 I can’t smell  2  I’m seeing  3  I’m tasting 4 I can feel, I’m burning

b Refer students to the example sentences in a. Point out that I can… refers to an ability and It… + adjective refers to a description. Students can work individually or in pairs to complete the chart. Encourage students to use their dictionaries to help them. Answers Ability: feel, hear, see, smell, taste Conscious action: feel, listen, look, smell, taste, touch, watch Description: feel, look, smell, sound, taste

4 a Students write their sentences individually. Monitor and help as necessary while students are working.



1.4

1 Refer students to the title Breaking the ice and explain that it means beginning a conversation with someone you don’t know very well.

3 a Students choose the correct verbs to complete the



b Students work in pairs to ask and answer the questions. Ask pairs to report back to the class and see if the class can agree which sense is most important to them and why.

Functional language page 12

Tune in

Answers 1 touch  2  hear  3  looks, smells  4  sounds

Answers 1 see  2  listen  3  feel  4  tastes

b Students work in pairs to compare their sentences. Ask some students to read out their sentences and see if other members of the class had the same or similar sentences.

2 Students complete the sentences with the correct verbs.

questions.

State & dynamic verbs



Ask students to look at the images. Ask: Who are the people? What are they doing? Students work in pairs to discuss the questions. Ask some pairs to report back to the class. With multinational classes, you could see if there are preferred topics used in some countries but not others.

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1.4 5

2 Students work in pairs to match the verbs to the nouns. Point out that sometimes more than one option is possible. Answers 1 d  2  c, d, e  3  a, b  4  f  5  b  6  e

3 a&b Students think of a conversation opener for each expression in 2. Ask some students to read theirs to the class. Play the audio for students to listen and compare with their own ideas. Ask students which conversation openers they are likely to use themselves. 1.6 1 Hi! Have you heard the news about Jenny? 2 Did you watch the match, then? 3 Hello... erm… I see you got a bit wet there... 4 Do you have any plans for the weekend, then? 5 Hi, Joe. Are you feeling any better? 6 How many people do you know here?

5 Play the audio again for students to listen and answer the question. Discuss as a class what this says about conversation starters. Answers Conversations 1, 2 and 4 change topic.

Focus on language 6 a Ask students to read the questions and decide who they would use each one with. Check answers and make sure that students understand the meaning of the questions. Answers 1 a  2  a  3  b  4  c  5  b  6  a  7  b  8  b  9  b  10  a

4 Read the Notice box with the class. Allow students time to read the situations, then play the audio for them to match the conversations to the situations. Answers 1 e  2  b  3  c  4  a  5  d 1.7 S = Sonia M = Makoto S: Hi, how are you? M: Fine, thanks... S: I’m Sonia, Sonia Cruz. M: I’m Makoto. How many people do you know here? I don’t know anyone... S: Well, not many people, just the hosts really... and you now... M: How did you meet Cathy and Craig? S: We were at university together... M: Wow, long time ago... 2 A: Hi. So...erm... Do you have any plans for the weekend, then? B: Not really. Just need to relax a bit, that’s all. A: Me too. B: Do you want sugar with yours? I can’t remember... A: No, thanks. 3 A: Morning, Goran. How’s it going? B: Good morning. A: Ah, did you watch the match then? B: Yeah, just reading about it. Five nil, amazing! A: Absolutely, oh... this is me! See ya. 4 A: Hello... erm, I see you got a bit wet there... B: Yeah, forgot my umbrella. I’m totally soaked. Oh well... A: English weather, eh? B: So, it seems... Sorry, I’m going to try and dry off a bit. Is there a toilet on this train? A: Yes, just go to the end of the carriage and you’ll find it. B: Thanks, bye. A: Bye. 1

A: Hi! B: Hi! Did you hear the news? A: No. What happened? B: The flight’s been cancelled, air traffic control strike. A: You’re joking! B: I just got an email. Did they send one to you?



b Students work in pairs and decide which questions would be useful for breaking the ice. Discuss the answers with the class and ask students to justify their choices. Play the first sentence on the audio and point out the main stress. Play the rest of the audio for students to listen and underline the main stress. Play the audio again for students to listen and repeat. Encourage students to use the correct stress. Drill individual questions chorally and individually if necessary. Answers Questions 1, 2, 4, 6 and 10 might be useful for breaking the ice. Main stress: 1 Your face is really familiar. 2 Excuse me, can I give you a hand with that? 3 How are you feeling today? 4 So, how do you know Sergio, then? 5 What’s the problem? You look terrible. 6 What did you say your name was again? 7 Hi, what are you up to? 8 Did you sleep OK? 9 Hi, what brings you here at this time? 10 You don’t know me, but…

Over to you 7 a Read through the situations with the class and make sure that students understand them. With weaker classes, brainstorm potential first sentences or questions for each situation, e.g. Excuse me, do you know what time the bus is due? This rain is terrible isn’t it? Put students into pairs to choose a situation and practise a conversation. You might like to allocate different situations to different pairs, to give a spread across the class. Monitor and help while students are working.

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1.4–1.5

Task

b Ask pairs in turn to act out their situation for the class. The class must guess where the people are and can decide how successfully they break the ice.

6 a Students work in small groups to prepare an outline of their campaign. Monitor and help while students are working, and feed in ideas and vocabulary.

Extra activity

If you have filming equipment, you could film the students doing their role plays. Playing the film back to the class can be a good way for students to assess how they are doing and learn to improve their fluency and confidence.



Student’s Book. Students work in their groups and discuss ideas for their strategy.

Report back

8 Put students into small groups to discuss the questions.

7 Ask each group in turn to present their campaign to the

If possible, put students with classmates that they did not work with in 7b. Ask groups to report back to the class and discuss as a class the best strategies for breaking the ice.

1.5

rest of the class. Encourage all students to take part in the presentations. Ask students to give feedback to each other and decide on the best campaign overall.

Speaking task page 13

Tune in 1 Focus on the task and elicit or teach the meaning of promotional campaign (a campaign to make people aware of something). Students read the article and choose the best heading for each section. If students are struggling, do the activity with the whole class, using examples in the text to explain the difference between promotion, public relations and direct selling.

b Refer students to the strategies on page 158 of the

Alternative task

With stronger classes, allow groups to come up with their own idea of a new product to promote. They can work in their groups to prepare details of the product and the campaign. Monitor and help as necessary. Groups can then present their campaigns to the class. The class can vote for the best overall product and campaign. If you have filming equipment available, students might like to plan and produce a TV advert for their product.

Answers a 3  b  1  c  4  d  2

2 Students read the article again and underline the different marketing strategies in the text. Do the first few with the whole class before students work individually. Check answers and write the strategies on the board. Check that students understand them by asking them to explain what each one involves. Answers advertising on radio, TV, print flyers, online sites, billboards or social networking sites; product displays, product samples, discounts, free trials, sponsoring events, product launches, press conferences, stands at trade shows, one-on-one meetings

Prepare for task 3 Read through the strategies as a class and make sure that students understand them all. If necessary, explain merchandising (selling T-shirts and other goods with a company logo), cold-calling (phoning people or knocking on doors to advertise products) and word of mouth (making a product known by encouraging people to tell each other about it). Students work in pairs to discuss the pros and cons of each strategy. Ask pairs to report back, and encourage students to agree and disagree with each other.

4 Students work in pairs to discuss the best marketing strategies for the products.

5 Brainstorm as a class, or put students into small groups to brainstorm, then collect ideas together as a class.

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