B2teach

SHEILA DIGNEN Series editor: Ben GoldSteIn

The

BIG Picture

B2 UPPER 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: 978-84-668-1066-1 D.L. Printed in Spain

Publisher: Deborah Tricker Managing Editor: Mary Todd Editorial Team: Eleanor Clements, Rachel Edge Proofreader: Brigit Viney Cover Design: Lorna Heaslip Design & Layout: Dave Kuzmicki, Lorna Heaslip Cover Photo: Big apple at sunset, Fotolia © dell # 9950038

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 Social networks

page 14

2 Experts

page 23

3 Survival

page 31

Review a

page 40

4 Reinvention

page 42

5 Food for thought

page 50

6 That's entertainment!

page 59

Review b 7 Society and you

page 70

8 Crime and punishment

page 78

9 Luck and fortune

page 87

Review c

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page 67

page 96

10 Value for money

page 99

11 Technology

page 107

12 Out of the ordinary

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.

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.

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.

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.

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.

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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 learners will need in everyday situations.

Learners 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 learners 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 learners to listen for intonation and stress patterns in spoken English.

Well-staged preparation tasks guide learners 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.

Learners 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 learners to recycle target language and structures. Varied tasks and an emphasis on classroom interaction make these sections dynamic and communicative.

Looking back sections give learners 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 learners a broader perspective and alternative contexts.

At the end of each Review, learners 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 learners’ 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.

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.

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

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1

Social networks

Students will practise... • auxiliary verbs • past participles • reflexive pronouns

Key vocabulary pages 4–5 Lead-in

Focus on photo a and ask students to describe what is happening. Build up a description as a class, and encourage students to use words other than person and people to refer to the people in the photo, e.g. players, team-mates, sportsmen. Put students into pairs to do the same with the remaining photos. Stop the activity after five minutes and ask pairs to share their descriptions with the class.

1 a Focus on the title of the unit and check that students understand it before they work in pairs to look at the photos and answer the questions. Ask pairs to report back to the class. Answers 1 Photo a – playing a team sport; Photo b – getting married; Photo c – meeting friends; Photo d – having a family meal; Photo e – playing in an orchestra; Photo f – working. 2 They all show different kinds of relationships.



b Refer students to A in the Key vocabulary panel. Students complete the task. Elicit a range of answers from the class and discuss any differences of opinion. Model pronunciation of acquaintance and colleague. Read the Notice box with the class. Possible answers 1 boss is a general word for anyone in charge of other people; a line manager is the person directly above you at work 2 your parents are your father and mother; your parents-in-law are the parents of your husband or wife 3 an acquaintance is someone you know, but not very well; a stranger is someone you have never met 4 a passenger is someone travelling on a bus, train, plane, etc.; a passer-by is someone walking past you in the street 5 a colleague is someone you work with; a team-mate is someone you play in a sports team with 6 a couple is two people who are married or who are having a romantic relationship; your partner is your husband, wife, boyfriend or girlfriend 7 a close friend is someone you know very well; your best friend is your closest friend 8 a flatmate is someone you share a flat with; a classmate is someone in the same class as you

and they will learn how to... • talk about profile pictures • talk about banning websites • talk about family & friends

Possible answers continued Images a team-mate b couple, partner, parents, parents-in-law, close friend, best friend (among the guests) c stranger, passenger, passer-by, close friend, best friend d parents, couple e colleague, classmate f boss, line manager, colleague

2 Use the photos to teach cello and handball, and pre-teach guy (man) and construction (building). Play the audio. Students listen and match the speakers to the photos. Answers 1 c  2  f  3  d  4  e  5  b  6  a 1.1 Speaker 1 This photo reminds me of me and my friends. We always meet up in the station when we go out because we all get the train into town. I’m not sure what’s happening here though... The girls look like close friends, but the guy might just be, er, a passer-by, asking for directions or something. Speaker 2 There’s a lot of building work in Nigeria at the moment, and my job is organising construction teams. I’m really busy all the time... so most of my friends are work colleagues. That’s true for a lot of people, isn’t it? The only time I see my other friends is when I run into them, you know, at the supermarket or places like that. Speaker 3 Ah yes, I love having a family meal like this. Looking after two young children is a lot of work, but it’s fun, too. I’m lucky because I get a lot of help from my husband’s family – although my mother-in-law’s always calling, you know, to ask about the children! Speaker 4 I’ve played the cello all my life and on Wednesdays I practise with a group of musicians. It’s pretty informal – you don’t have to come every week, you can just turn up when you like. Sometimes everybody comes and the hall’s really crowded! I get on well with the other players – there’s one guy in particular who I’ve been talking to a lot... I think he’d like to ask me out... but he’s a bit shy!

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1.0–1.1 Speaker 5 When I split up with my last boyfriend I thought I’d never meet another nice guy. But a few months later, a friend introduced me to Roman. We got on so well and had so much in common that six months later we decided to get married. This is our big day. We invited everyone we knew – friends, family, in-laws, colleagues, er... ex-flatmates… It was the best party I’ve ever been to. Speaker 6 This is my favourite sport. I play for a, er, a handball team in Germany. It was a natural decision for me because my father was a handball player too, and he taught me about the sport... The thing I like best about it is my team-mates. We play together, we go out together… It’s great. I get on really well with all the guys in the team.



1 George always turns … late. (up)



2 I get … well with Liam. (on)



3 I … into Sam last week. (ran)



4 Jack … up with Mary last year. (split)



pages 6–7

Lead-in

Check that students understand social networking site. Ask: Do you use social networking sites? Which one(s)? Elicit a range of answers to the questions in open class.

1 a Students work in pairs to discuss the images. Take

definitions.

whole-class feedback and write their ideas on the board, e.g. photo a: sociable, enjoys having fun, has a lot of friends.



b Students discuss the questions in pairs. Ask students to report back on what they learnt about their partner.

2 Focus on photo b. Students discuss the questions in pairs.

4 a Students complete the sentences with the phrasal verbs. Answers 1 meet up  2  run into  3  turn up  4  ask (me) out 5 split up  6  get on

A window on your world

Speaking

3 Students work in pairs to match the phrasal verbs to the Answers 1 ask out  2  split up (with)  3  run into  4  get on (with) 5 turn up  6  meet up (with)

1.1

Ask students to report back.

Extra activity

Extra activity

If students are willing to share their own profile pictures, they could work in small groups and show each other their photos on their phones or computers. Students could explain why they chose that photo.



Write these sentences on the board:

Listening



1 He can remember when he first asked her out.



2 I ran into some friends after work.



3 Only five people turned up for practice.



Ask students to match the sentences to three of the photos (1 b, 2 c, 3 a/e). Focus on the sentences and ask: Which one doesn’t have an object? (3) Which has the object after the phrasal verb? (2) Which has the object in the middle of the phrasal verb? (1, ask (her) out). Point out that for phrasal verbs that have an object, students must learn whether the object goes after the verb or after the particle. Ask students to look at the remaining phrasal verbs in the Key vocabulary panel and decide which category they go in (object after the particle).





b Play the audio again for students to listen and check.

1 a Explain that students are going to listen to someone talking about photo b. Play the audio for students to listen and check their ideas. 1.2 Hi! My name’s Suzanne Green. I do a podcast every week as part of my webpage. This week I’m looking at profile photos. I love photography and, er, I noticed that my friends have an incredible variety of profile photos online. So I’ve asked them to send me their favourite photo and do a short interview with me to explain, you know, why they chose it. First, I’ll tell you about my photo. It’s my profile photo and it’s me inside an old tree! I chose it because it’s really unusual – it makes you wonder how the photo... how it was taken and whether it’s a real tree – it is, by the way! Also, I love the outdoors. This photo was taken on a long country walk.

5 Students discuss the questions in pairs. Ask pairs to report back on how similar or different their answers were.

Mixed ability

You can do this activity with weaker classes, or with all classes at a later date, as revision. With books closed, write these gapped sentences on the board. Ask students to complete them (answers in brackets). Then ask students to change the names so that the sentences are true for them. Students can then compare their sentences with a partner and explain their answers.



b Focus on photo d and elicit that it is the Eiffel Tower. Model the English pronunciation of the name. Check that students understand field trip and privacy setting. Play the audio for students to listen and number the photos. Answers 1 d  2  c  3  a

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1.1 1.3 S = Suzanne J = Jacques D = Dave G = Gemma 1 S: OK, my first interview is with Jacques, my ex-flatmate. Jacques, this is an interesting photo – it’s your profile photo, isn’t it? But why didn’t you use one of yourself… you know, something more personal? J: Well, I did think about it, but I felt a bit shy, especially as I’ve changed a lot since university. I mean, the Eiffel Tower is more impersonal, but it’s special to me – I used to work there and I have great memories of it. S: I remember! You sold tickets one summer, didn’t you? J: Yeah, exactly. I worked with really great people – we got on really well and we’re all still friends. So, I guess I put this photo up to remind me of a happy time in my life. 2 S: OK, Dave. Thanks for being on my podcast. D: No problem, Suzanne. S: I haven’t seen this photo before… D: You have seen it – you’re in it! That’s you in the middle! Don’t you remember? S: Oh yeah, I do! We were on the umm... the Geography field trip just after our exams. Who’s the guy on the left though? The one in the blue T-shirt… I don’t remember him. D: I think he was a friend of Nina’s. S: And, um… didn’t something happen to him that day? D: Yes, something did happen! He climbed a tree for a dare and fell out on the way down. S: Oh, yes! He didn’t hurt himself though, did he? D: No, he didn’t break anything... but he ended up in hospital for an X-ray. S: I remember now… Poor thing, that was crazy! 3 S: This is typical of you and your friends, Gemma! G: Hey, no it’s not! I don’t always put up pictures like this. S: Yes, you do. I expected some nice artistic photos... and I get you and your friends on a night out. G: OK, OK, I guess it’s not artistic... but it’s funny, isn’t it? S: Well, everyone does look like they’re having fun. So... who took the photo? G: My sister-in-law did. S: And do you worry that people will see you out partying? What about, you know, your colleagues – or your boss? G: No, I don’t. They can’t see them! I’m very careful about the, er, the privacy settings on my account so you can only see my photos if you’re one of my close friends. S: So have you put more photos like this online? G: Yes, I have! But, like I say, I don’t let everyone see them – that could be dangerous!

Answers 1 He felt shy because he’d changed a lot since university. 2 He sold tickets there one summer. 3 They were on a geography field trip. 4 He climbed a tree and fell out. 5 Her sister-in-law. 6 Only her close friends.

Grammar 1 a&b Students work individually to complete the extracts. Check that students understand there is one gap they do not need to complete. Play the audio for them to check their answers. Answers 1 isn’t, didn’t, did, have/’ve 2 haven’t, have, Don’t, do 3 didn’t, did 4 does, are, (empty gap), did

1.4 See answer key for 1a.

2 Work through the Grammar panel as a class. Alternatively, with stronger classes, students could work through the Grammar panel in pairs. Check answers. Answers 1 I’ve changed a lot since university./I haven’t seen this photo before./You have seen it. 2 Don’t you remember? 3 But why didn’t you use one of yourself? 4 He didn’t hurt himself though, did he? 5 I did think about it./Well, everyone does look like they’re having fun.



The idea behind this lesson is to review the different auxiliary verbs and contrast them. Students often make mistakes with the choice of auxiliary verbs. They may use be instead of do for the present simple (Are you like horror movies?) or do instead of have for the present perfect (Did you seen that movie?) Students also often forget that do is always followed by the infinitive form of the verb, even when the question or negative sentence is in the past simple: Did you phone Harry? NOT Did you phoned Harry?



With weaker classes, you could introduce the idea of auxiliary verbs before you go through the Grammar panel. Write these sentences on the board:



1 They are having fun.



2 I don’t like horror movies.



3 Have you read this book?



Ask students to identify the tense and auxiliary verb. (1 present continuous, be; 2 present simple, do; 3 present perfect, have). Read through the Grammar panel.

2 a&b Students work in pairs to remember as many answers as they can. Play the audio again for them to listen and check.

Auxiliary verbs

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1.1–1.2

The information on the use of do/did for emphasis will probably be new to students. To give a fuller explanation, write these sentences on the board:



He likes Paris. He doesn’t like Paris.



Elicit that these are the standard forms of the present simple. Write a third sentence:



He does like Paris.



Explain that this form is used for emphasis, when we want to say something more strongly. Point out the use of the infinitive form after does in the emphatic sentence. Ask students to change the three sentences into the past simple, to practise the use of did for emphasis (He liked Paris./He didn’t like Paris./He did like Paris.).

Answers Sentence 1 says that the speaker changed his/her mind. Sentence 2 contradicts something that was said before. Sentence 3 confirms that something is true.

2 Play the audio again for students to listen and repeat. 3 a Students write their statements and responses. Elicit a few ideas first if necessary, e.g. Social networking sites don’t help you to make friends.



help with intonation and stress. Ask some pairs to read their exchanges to the class.

Speaking

3 a Do the first one with the class, then students complete

1 Allow students time to prepare their ideas individually

the task individually or in pairs. Answers 1 (first question correct) How long have you been on it for? 2 You’ve met all your online friends, haven’t you? 3 (first question correct) How do you feel about this? 4 (correct) 5 You don’t worry about who sees your online photos, do you? 6 (correct) Questions that don’t need an auxiliary: Which of your friends puts the most photos online? What happens if I ‘google’ your name?



before discussing the questions in groups. Ask groups to report back on whose choice of photos was the most surprising.

1.2



b Students work in pairs to ask and answer the questions.

Extra activity To give more practice of question tags, write these statements on the board, and ask students to turn them into questions by adding question tags (answers in brackets). Ask the first question to two or three students and elicit responses. Then put students into pairs to ask and answer the questions.



1 You spend a lot of time online, (don’t you?)



2 He didn’t go out last night, (did he?)



3 Social networks are becoming more popular, (aren’t they?)



4 You haven’t told anyone your password, (have you?)



MySpace was founded in 2003, and from 2005 to 2008 it was the most visited social networking site worldwide. In 2008 it was overtaken by Facebook.



Facebook is the biggest worldwide social networking site. It was founded in 2004 by Mark Zuckerberg, and membership was initially limited to students at Harvard University in the USA.



YouTube is a video-sharing website created in 2005. It has proved immensely popular, with many videos going ‘viral’ (getting millions of views).



Twitter is a social network and microblogging service that allows users to post messages of up to 140 characters. It was created in 2006 and by 2011 was handling over 200 million tweets a day. Although many tweets are conversational in content, Twitter is also used as a discussion forum, and it has been used to organise social protests, as in the Egyptian revolution of 2011.



Flickr is a photo-sharing website created in 2004. It is used to showcase the work of independent photographers, and also by individuals to share photos with family and friends.

the remaining sentences for students to listen and decide if the auxiliary verbs are stressed. Answers All three verbs are stressed.



b Read through questions 1–3 and explain contradicts and confirms if necessary. Refer students to the transcript on page 162. Students work in pairs to find the sentences and match them to the functions.

Focus on the title of the lesson and see if students can explain the pun (broadband is a system of internet access, and changing the spelling to banned focuses on the issue of internet sites that are banned). Put students into pairs and ask them to brainstorm five advantages of social networking sites and five disadvantages, for individuals, businesses and governments. After a few minutes, bring students’ ideas together on the board. Decide as a class whether there are more advantages or disadvantages.

Background notes

Pronunciation 1 a Play the first sentence and elicit that did is stressed. Play

Broad banned! pages 8–9

Lead-in

Monitor while students are working and note down any errors to correct in a feedback session at the end. Ask students to report back.



b Students practise their exchanges in pairs. Monitor and

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1.2 Speaking

Answers 1 It had learnt that they were using the site… 2 The popular photo-sharing website is used by… 3 The number of uploaded tracks on the site… 4 Another website has had its activities stopped…

1 Put students into groups to discuss the questions. Ask each group to report back on why they think each website has been banned. Do not confirm or reject students’ ideas at this stage.



Reading 1 a Students read the article to check their answers to the



question. You could set a time limit for this to encourage students to read quickly. Remind them that they shouldn’t worry if they don’t understand every word of the article. Answers Twitter may be banned to prevent people from avoiding police traps for motorists. Flickr was banned to prevent people from seeing inappropriate images. MySpace was banned to prevent people from sharing music online. YouTube was banned for showing extreme right-wing political videos. Facebook was banned to stop employees spending too much time on it.



past participles, match them to the uses and decide if they are regular or irregular. Answers have run out of patience (1, irregular) drunk drivers (3, irregular) United Arab Emirates (3, regular) were forbidden (2, irregular) has been a huge problem (1, irregular) have never even bought (1, irregular) news of the ban had spread (1, irregular) discussions were held (2, irregular) has been banned (2, regular) was eventually banned (2, regular) have decided (1, regular)

students time to compare their answers in pairs before you do a class check. Answers 1 the UK  2  the United Arab Emirates  3  Turkey  4  Russia

2 Students read the text again and answer the questions.

Extra activity

For some simple controlled practice of have + object + past participle, write these sentences on the board and ask students to complete them with the correct form of the verbs.



1 I need to … my hair … (cut)



2 We … our TV … last week. (repair)



3 We’re … our flat … at the moment. (paint)



4 I must go to the dentist to … my teeth … (check)

the website each one refers to.



5 He … his bike … yesterday. (steal)

Answers a Facebook  b  Flickr  c  Facebook  d  MySpace



Check answers and use the sentences to check that students understand the meaning of the structure (i.e. someone else does something for you or to you). Ask students if any of the sentences are true for them or for someone they know.

3 Students work in small groups to discuss the questions. Monitor and help as necessary. Ask each group to report back.

Grammar 1 a Students work in pairs to find the sentences and identify



Students will be familiar with past participles used to form the present perfect and passive. The use of past participles as adjectives will probably be new to them, as will the use of have + object + past participle. With weaker classes, you could start with a general revision of the form of past participles, focusing on the fact that for regular verbs the past participle is the same as the past simple form (work, worked, worked), but for irregular verbs it may be different (eat, ate, eaten).

3 Students work individually or in pairs to find three more

b Students answer the questions from memory. Allow

Answers 1 drunk drivers 2 because local musicians protested about the ban 3 because the site was banned in 2010 although the ex-president had a channel on the site 4 more than 400 hours a month

Past participles

b Make sure that students understand the term past participle. Elicit that the past participle is used in some tenses, e.g. the present perfect, and also in the passive. Answers a had, stopped  b  used  c  learnt  d  uploaded

2 Read through the Grammar panel with the class and elicit the missing sentences. Check answers, then read the Notice box with the class.

Answers 1 have… cut  2  had… repaired  3  having… painted 4 have… checked  5  had… stolen

4 a Students complete the sentences. Check answers, and get students to match the sentences to the uses in the Grammar panel.

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1.2–1.3 Answers 1 had, stolen  2  ’ve never had  3  is/was visited 4 downloaded



b Students discuss the sentences in pairs. Ask pairs to report back on their discussions.

Speaking 1 a Read through the opinions with the class and elicit one reason for and against each one. Students work in their groups to think of reasons for and against the opinions. Monitor and help, feeding in ideas and vocabulary.



b Ask groups to report back on their ideas, and encourage other groups to agree and disagree.

Alternative task

You could ask half the groups in the class to prepare reasons for the opinions, and the other half to prepare arguments against. You could then bring their ideas together in a debate. Students could then vote at the end to say whether they agree or disagree with the opinions.



1.3

Friends: the new family? pages 10–11

Lead-in

Tell students that you are going to write a word on the board and they must write down the first three words that come into their head associated with this word. Write Friends on the board and give students a minute to write their three words. Put students into small groups to compare their lists and see if any words are shared. Elicit shared words from each group and discuss what this says about how students think of their friends.

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

2 a Students work individually or in pairs to match the statements to the images. Answers 1 c  2  b  3  a  4  d



b Allow students time to prepare their ideas individually, then put them into pairs to compare and discuss.

Mixed ability

With stronger classes, or for fast finishers, ask students to write a short conversation to go with one of the images.

Listening 1 a Read the opinions and make sure students understand

the second opinion and make sure students understand its meaning (friends are becoming more important than family). Pre-teach dispersed (spread out). Play the audio for students to listen and match the speakers with the opinions. Answers 1 Marcela  2  Craig 1.6 I = Interviewer C = Craig M = Marcela I: Today we’re discussing this question: What’s more important to you, friends or family? These days families are more dispersed – family members often live far away from each other. More women go out to work, children leave home earlier and people in some countries are having fewer children. As a result of all this, friends have become more important than family in many people’s lives. We have two students from the university with us today to discuss this question – Craig from New Zealand and Marcela from Mexico. Thanks for coming on the show. So, Craig, what’s more important, friends or family? C: Er… That’s a difficult question. I have a good relationship with my family, but they live in Auckland and I’ve lived here in Sydney for three years now – I left home when I was 18. I don’t see much of my parents these days as the flights to New Zealand are expensive. I hang out much more with friends and probably feel closer to them. I’d share any problems with them first – I know I can always count on my good friends. When I decided to split up with my girlfriend last year, I talked it over with a couple of friends first – I didn’t tell my parents until… I don’t know, until much later. I: So, are you saying your friends are more important than your family? C: Well, I guess so. I’m an only child, so friends have always been important. I get on well with my mum and dad, but my friends and I share the same interests and experiences, you know, and have some great times together. We really enjoy ourselves, going to the beach and parties and stuff. When I go away… for the weekend, or on holiday, it’s usually with friends. They’re the people I feel closest to. I: Thanks, Craig. So, Marcela – do you think friends are the new family? M: Well… my family is also dispersed, like Craig’s, as my parents live in Mexico City, but I have relatives living in Brazil and the USA. But erm… I still think family is very important. I have a big family and we socialise a lot together. I mean, I often fight with my brother but we always make up and he’s a great guy. He can look after himself, but when he has a problem, he asks my parents for advice. I had problems at university and I dropped out for a while, but my parents were really supportive and gave me good advice. I’m studying in Sydney for a year, but when I go back I’ll live with my parents – it’s common in my country for children to live at home until they get married. It’s quite unusual for young single adults to live by themselves. Sometimes I ask myself if my relationship with my family has changed now that I’m older and I’ve moved

social unit (a group of people within a society). Focus on

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1.3–1.4 away for a bit. I think it has but I’m still very close to my parents and my brother. I: But how important are your friends? M: I have four or five close friends, and they’re really important to me. I love socialising with them. I took up Pilates recently and I go with one of my best friends. But friends come and go, you know? Your family is always there for you, which is why they’re more important than anyone, I think. My parents were injured in a car accident recently and my brother immediately flew all the way from Chicago to be with us.





class. Students then complete the missing words. Check answers, then read the information in the Notice box with the class. Answers 1 myself  2  himself  3  ourselves 4/5/6 enjoy/look after/ask



Answers Craig mentions points 1, 3, 4, 5 and 6.

2 a Students complete the sentences with the correct

2 Allow students time to read the questions. Play the second

reflexive pronouns. Check answers and point out the use of the reflexive pronoun for emphasis in sentences 3 and 4.

part of the audio again for students to listen and answer the questions.

Answers 1 yourself  2  myself  3  ourselves  4  itself  5  herself



Answers 1 welcoming someone to a house  2  talking with a friend 3 tidying up after a party  4  sorting out a computer problem 5 learning a language

experience match their own. Ask pairs to report back.

Extra activity

3 Students discuss the questions in pairs. Ask pairs to report

You could bring in some images of friends to stimulate more discussion about friendship. You could ask students which image captures for them the idea of friendship. Alternatively, ask students to look online to find an image that captures the idea of friendship for them. Students could compare their images in the next lesson.

Vocabulary

back on what they learnt about their partner.

Speaking 1 a Allow students time to prepare their own answers first, then put them into pairs to ask and answer questions and take notes on their partner’s opinions and experiences.



1 Students match the phrasal verbs to their meanings.

Monitor and help, feeding in ideas and vocabulary.



b Ask students in turn to report their findings to the class and say what similarities and differences there are.

Answers 1 b  2  g  3  e  4  f  5  h  6  c  7  a  8  d

2 a Students work individually to write their sentences.

b Students work in pairs to speculate about the context of the sentences in 2a. Ask groups to report back.

3 Students work in pairs to discuss whose views and



Reflexive pronouns Students will be familiar with reflexive pronouns, but they may make mistakes with them due to interference from their own language. Common errors include using a personal pronoun instead of a reflexive pronoun: We enjoyed us at the party and using a reflexive pronoun where one is not necessary in English: I shower myself every morning.

b Allow students time to read the points, then play the first part of the audio again for students to listen and tick the points he mentions.

Answers 1 In Mexico City, Brazil and the USA. 2 Until they get married. 3 Four or five.

b Read the information in the Grammar panel with the

Alternative task

As an alternative, you could get students to interview three of their classmates and find the one whose opinions and experiences are closest to their own.

b Students work in pairs to read out their sentences and guess which are true or false.

Grammar 1 a Students cross out the incorrect word in each sentence. Answers 1 We really enjoy us ourselves going to the beach and parties. 2 He can look him after himself. 3 Sometimes I ask to myself….

1.4

Functional language page 12

Tune in 1 Refer students to the title small talk and read the definition with the class. Elicit that the people in the image are making small talk because they don’t know each other. Ask: When was the last time you made small talk? Who with? What did you talk about? Elicit a range of answers.

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1.4 2 Students work individually to make lists of topics. Ask



some students to share some of their topics with the class.

Answer Conversation 4

Extra activity

If you have a multinational class, ask students to compare their lists in small groups. With teenagers, you could ask them what they think their parents’ answers might be.

Focus on language 4 a Students work individually or in pairs to complete the sentences. Play the audio again for them to check their answers. Read the completed sentences through with the class, and deal with any vocabulary issues.

3 a Play the audio for students to listen and number the topics. Answers 1 sport  2  holidays  3  food  4  the weather 5 people they know  6  family 1.7 1 A: So, where are you from, Luigi? B: Milan. A: Ah, Milan. Home of AC and Inter! That was a great game last night, wasn’t it? B: Er, well, I’m not really a big fan of football, to be honest. 2 A: Hi, I’m Mick. You’re Claudia, aren’t you? B: That’s right. Hi, Mick. A: Where are you from, Claudia? B: Austria. A: Really! I went on holiday to Austria once. We went walking in the mountains and visited some friends, er, near Innsbruck. B: Wow! That’s very close to my home town. A: Really? You don’t come from Watten, do you? B: Yes, I do! 3 A: ... then I became the managing director of the company. I’d been the sales director in the Crisps Division for a few years. B: Crisps? Talking of food, I think I’ll get something to eat. You don’t know where the canteen is, do you? A: Oh, er, yes. It’s down the corridor. 4 A: Hi, Neil! Welcome to Senso-Ji! It’s a really old part of town. And today you’re going to see the oldest temple in Japan. B: Fantastic! I’m really looking forward to it. We don’t have anything like this in Australia. … So, er... It’s really hot today, isn’t it? A: Yeah, it’s not normal for this time of year. I think you’ve brought the sun with you! 5 A: Where are you from, Sara? B: A city called Zamora in Spain. A: Really? There’s another student here from Spain. Have you met her – Vera? B: Vera? She’s the girl with the red hair, isn’t she? A: That’s right. B: Yeah, I met her this morning. She’s from Cadiz. 6 A: Do you live on your own, Jamila? B: No… I live with my children. A: Oh, you’ve got children! Are they boys or girls? B: A boy and a girl. A: And how old are they? B: I have a photo of them, actually. Would you like to see it? A: Of course. Oh... that’s a lovely picture.

b Ask the class which conversation the photo shows.

Answers 1 fan, football  2  holiday, Austria  3  brought, sun 4 food, eat  5  red hair  6  photo, actually



b Check that students understand find something in common (find something you share with someone) and reject (not accept). Students work individually or in pairs to match the sentences to the functions. Answers 1 e  2  d  3  f  4  a  5  c  6  b

Mixed ability

With weaker classes, revise the formation of question tags before you read the information about them. Remind students of the work they did on auxiliary verbs in question tags on page 7. Then read out some statements using different tenses, and get students to add the question tags, e.g. They talked about the weather, (didn’t they)? It isn’t very warm today, (is it)?



Focus on the Question tags. Allow students time to read the sentences, then play the audio and ask whether the intonation rises or falls. Complete the rules with the class, then play the audio again for students to listen and repeat until they can approximate the modelled intonation. Answers goes down, goes up

Over to you 5 Students prepare their ideas individually. Monitor and help. Students then practise their small talk with a partner.

6 a Students change partners and role play two of the conversations.



b Students return to their first partner and discuss which conversation was more successful for them, and why.

Extra activity

Tell students it is their first day on a course on modern film studies (or another topic you think might interest them). Get them to mingle, making small talk. Monitor, and feed back on which conversations were successful.

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1.5 1.5

D: That’s true. What else could you do? C: Well, I’m waiting for ideas. D: Erm... I suppose you could do your shopping separately – buy your own bread and milk, and write your name on it or something. Then she’ll have to buy her own. C: Well, at least there would be food in the fridge then, but it wouldn’t help with the other problems. D: Right. Well... one other thing you could do is put a list of jobs on the fridge door, with your name or Lydia’s name next to each one. Cross off all the jobs when they’re done. C: We’ve tried that – it didn’t work either. D: Well, you could always try complaining about her on Facebook. She’s obsessed with it so she’s bound to see it. Then she’ll know how angry you are. C: Denise! Yes! That’s it! That’s what I’ll do. She’ll see that, for sure!

Speaking task page 13

Tune in 1 Lead in by asking which students share a flat or if they know anyone who does. Ask: How many people do you share with/ would you like to share with? Do you enjoy sharing/Do you think you would enjoy sharing? Students look at the image and discuss the questions in pairs. Ask pairs to report back.

2 a Play the audio for students to listen and compare their ideas. Ask the class which of their ideas were mentioned. 1.10 C = Carl D = Denise C: So … I’m thinking of moving out of the flat. D: Why? I thought you loved it! C: I do, the location’s great, but Lydia’s becoming really difficult to live with. D: Why? What’s the problem? C: Well, the thing is, she’s really forgetful. She’s always leaving the iron on when she goes out. Or when she goes to the shops, she forgets to buy things like milk or bread, even when I ask her to. D: Have you talked to her about it? C: Yes, but... every time I try to talk to her, she just changes the subject. D: Hmm... that is a problem. C: And it’s not just that. She never does any housework either. She won’t do anything unless I ask her. D: Oh. C: She’s a good friend, but she’s awful to live with. I just don’t know what to do!



Prepare for task 4 a&b Students work individually or in pairs to complete the suggestions. Play the audio again for them to listen and check. Answers 1 I’m not sure  2  I think in that case  3  I suppose 4 One other thing you could do  5  You could always

5 Students discuss the suggestions in pairs. Ask pairs to report back, giving reasons for their answers.

6 a Read through the situations with the class. Students work individually to make suggestions.



report back.

b Allow students time to read the sentences before you

Task

play the audio again for them to listen and correct the sentences. Allow students time to compare their answers in pairs before you do a class check. Answers 1 forgetful  2  leaving the iron on  3  milk or bread  4 changes the subject  5  do anything

7 a Read the situations with the class. Students work in pairs to choose their situation and their role.

b Students work individually to plan what they will say. 8 Students work in their pairs to act out their role play.

Report back

3 a&b Elicit ideas for Denise’s suggestions from the class,

9 Students can present their ideas by telling the class, or by

then play the audio for them to listen and check.

acting out their role play for the class. Get the class to vote for the best solution.

Answers talk to her, get angry with her, do your shopping separately, put a list of jobs on the fridge door, complain about her on Facebook 1.11 C: She’s a good friend, but she’s awful to live with. I just don’t know what to do! D: Hmm... I’m not sure, but I think talking always helps. C: But like I said, it hasn’t worked. D: Well, I think in that case, you have to get angry with her. Shout at her. Otherwise she won’t do anything. C: But that’s not me. I never get angry about anything, do I?

b Students compare their suggestions in pairs. Ask pairs to

Alternative task

Students may prefer to think of their own situations. You could brainstorm these as a class and students can choose which one to role play. With stronger classes, you could make the role plays spontaneous by allowing students to choose their situation and then mingle, explaining their situation to different students and getting different suggestions. They could report back on the best suggestions.

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