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Series editor: ben goldstein

The BIG Picture

B1+ intermediate Teacher's Book

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58 St Aldates All rights reserved.

Oxford No part of this work may be reproduced, stored in a retrieval system
OX1 1ST or transmitted in any form, electronic, mechanical, photocopying or
United Kingdom otherwise without the prior permission in writing of the copyright
Richmond / Santillana Educacin, S.L., 2012

ISBN: 978-84-668-1063-0

Printed in Spain

Publisher: Deborah Tricker We would like to thank the following reviewers for their valuable
Managing Editor: Mary Todd feedback which has made The Big Picture possible. We extend our
Editorial Team: Laura Miranda, Brigit Viney thanks to the many teachers and students not mentioned here.
Proofreaders: Hannah Champney, Rachel Edge
(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil):
Cover Design: Lorna Heaslip Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps;
Design & Layout: Dave Kuzmicki, Lorna Heaslip (Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger, Sarah
Stats; (Mexico): Emma Dominguez, Melissa Ferrin,
Cover Photo: Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams,
Shibuya crossing in the evening Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo,
Getty Images Sales Spain / Tom Bonaventure 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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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 page 40

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 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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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.

Whats the big idea?

1 The Big Picture is... visual. Due to the growing 3 The Big Picture is... about real lives. The course
importance of images in todays digitalised world, aims to make English language learning accessible
we are all becoming more visually literate. This by grounding tasks in real-life situations. Speaking
has important implications for language teaching: and writing tasks are designed not only to practise
images used in the classroom should not be merely key structures, but to simulate real-life contexts
decorative or illustrative, but should play an active which learners may encounter outside the classroom.
role in the learning process. In The Big Picture, Similarly, The Big Picture challenges stereotyping and
visual material is used to engage learners, stimulate presents positive, sympathetic role models both in the
language and help cross language borders. Class voices heard in the audio material, and in the choice
activities develop students critical thinking skills by of cultural information made available to students.

encouraging them not only to describe images, but 4 The Big Picture is... about real language. Vocabulary
also to interpret and discuss them. panels at the start of each unit are designed to
2 The Big Picture is... international. As its name highlight the high-frequency words and expressions
suggests, The Big Picture aims to take a broader view that students will need in the wider world. New
of the study of English in todays world. The status structures are always presented and practised
of English as an international language means we in context, facilitating language acquisition and
need to consider cultural contexts not only from the encouraging students to see grammar as a natural
traditional English-speaking world but from a variety and integral part of language learning. In addition,
of different global situations. The Big Picture is built functional language sections promote the acquisition
around global topics and cultural material which of phrases and conversation strategies to help students
are both stimulating and immediately relevant to perform effectively in the real-life contexts they find
learners lives and experiences. themselves in when they leave the classroom.


Students Book
The Big Picture Students Book provides 90120 hours of Vocabulary, grammar and functional language are
classroom material. The Students Book is divided into 12 recycled in one Review section per unit, and in Bring
topic-based units, each with six self-contained lessons it together sections which combine language from
and a unit review (approximately ten hours per unit). the previous three units in skills-based tasks. Self-
The first lesson in each unit uses high-impact images assessment questions encourage students to reflect on
to introduce the topic and present core vocabulary, what they have learnt and evaluate their knowledge and
engaging students from the outset. The following
three lessons present and practise key vocabulary and The Writing bank provides additional writing tasks to
grammar through integrated skills work. The final ensure that there is one extended writing section per
lessons focus on language output: functional language unit. The Communication bank contains material for a
for practical, everyday situations and an extended variety of interactive activities, including role plays and
speaking or writing task, which combines the language jigsaw readings.
and skills from the unit in a final big picture task. To ensure full exploitation of listening material, selected
The Students Book provides students with ample transcripts are provided at the back of the Students
opportunity to review target language. The grammar Book, with full Class Audio transcripts available online
syllabus is supplemented by an interactive Grammar at
reference, which can be used for additional practice in For further information and sample material from the
class, for homework or for self study. Students Book, please see pages 812.

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Workbook Learning Platform

The Big Picture Workbook offers further practice of the An online Learning Platform is available to all users
vocabulary and grammar presented in each unit of the of The Big Picture. The platform brings together key
Students Book. Additional topic vocabulary is presented elements of formal and informal learning. Extensive
and practised in regular Vocabulary extension sections, interactive activities give further practice of the
which supplement the vocabulary building strand of the grammar, vocabulary, pronunciation and functional
Students Book. Target language is combined in Bring language from each unit of the Students Book. Scores for
it together activities, providing further, contextualised these activities are tracked and recorded in a gradebook,
practice. allowing teachers to monitor their students progress.
Each unit also contains a double-page Skills development The Learning Platform also includes informal learning
section, with carefully staged activities to help students features such as regularly updated games, a monthly
discover and develop strategies to improve their podcast and The Big Picture Blog. Every month a picture
listening, reading and writing. is added to the blog, along with a description of the
Four Progress tests give students the opportunity to picture written by one of the course authors. Students
review the language they have learnt, evaluate their are invited to participate in the Big Picture community
progress and identify any areas of difficulty. by writing their own descriptions of each picture, an
engaging activity which also provides valuable practice
Students Audio, for use with the Workbook, is provided
e for writing and picture description tasks.
on CD and online, with full transcripts in the back of the
Workbook. The Learning Platform offers total flexibility for
teachers. Teachers can simply give their students access
For further information and sample material from the
y to the platform to practise English outside the classroom
Workbook, please see page 13.
at their own pace. Other teachers may wish to use
interactive features such as the forum or the library to
Teachers Book
communicate with their students. For teachers wishing
The Big Picture Teachers Book provides full teaching to set online activities as homework, the gradebook
notes with point-of-use answer keys and transcripts. provides information on when a student started and
Aims panels at the start of each unit contain a summary finished an activity, as well as activity scores. Teachers
of the learning outcomes and language skills for that can see the scores of individual students and the class as
unit. Lead-in sections suggest activities and warmers a whole.
s to set contexts and elicit language, while Background
notes offer extra information about the Students Book Test Studio
The Big Picture Test Studio provides teachers with a
Throughout the Teachers Book, Extra activity, Mixed wealth of test items, allowing them to monitor their
ability and Alternative task sections provide additional students learning as they work through the course. The
ideas and activities to consolidate and extend Students Test Studio is highly flexible: teachers can select which
Book material, as well as ideas for adapting lessons blocks of units they want to test, as well as which of the
to suit different abilities and class profiles. Clearly four skills they would like to include. A choice of five
signposted Grammar notes supply useful information on different question types ensures that tests are easily
form, usage and pronunciation to aid grammar teaching. adapted to suit students needs, from quick progress
Answer keys for the Students Book Grammar reference tests to exam preparation. In addition, teachers can
and the Workbook are included at the back of the book. decide how to output the test on paper or online.

Class Audio Digital Book

The Class Audio CDs include all the listening material The Big Picture Digital Book offers a complete digital
from the Students Book. A wide range of genres and version of the course for use on any interactive
accents keeps students engaged and helps them to whiteboard. An optional resource for language
develop their listening skills. presentation and practice in class, the Digital Book
provides one-click access to audio, keys, teaching notes
and extra activities.
Complete CEFR mapping documents listing objectives
and competencies by level and unit are available online.

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Spread 1

Each unit opens with one or more

high-impact images which engage
Core lexical items from each
students with the topic from the
topic are highlighted in the Key
outset. Students are encouraged to
vocabulary panel. The language
think critically, not only describing,
presented here forms the basis of the
but also interpreting images.
unit vocabulary and is recycled in
extension tasks throughout the unit.

Initial questions seek out a personal Notice boxes appear throughout

response from students, inviting each unit, highlighting key points
them to find a link between the that emerge from language analysis
images and their own experience. 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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Spreads 2, 3 & 4 Clear aims introduce students to the

Vocabulary sections focus
structures and learning outcomes
on lexical sets as well as
covered in each lesson.
common combinations of
words such as collocations,
Reading texts explore a wide range word families and fixed
of genres, including print and online Grammar sections are carefully expressions. New vocabulary
texts such as blogs, emails, literary staged. Students begin by reflecting is presented in clear contexts,
extracts and adverts. Most texts on the target language and interacting often with visual aids to help
have been adapted from authentic with the Grammar panel. They then acquisition.
sources. Students often read the text practice the grammar in contextualised
first for general information and tasks, before consolidating their
then again to answer more specific knowledge by using the new structures
questions. to discuss relevant topics as a class.

A double-page spread usually

Integrated pronunciation
finishes with a speaking task
sections practise individual sounds
which rounds up the lesson with
as well as stress and intonation
a personalised focus, allowing
patterns. Native speaker models are
students to make use of the language
usually provided but international
they have learnt in a real-life context.
intelligibility is the principal aim

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Spreads 2, 3 & 4

Listening texts are varied and

Grammar panels encourage
engaging, covering a range of genres
students to notice key aspects of a
such as radio programmes, podcasts
given structure and actively discover
and voxpop monologues. Students
the rules for themselves. The panels
listen for gist and then for more
are kept brief, with cross-references
detailed information. Students are
to further explanations and practice
often asked to refer to the transcript
tasks in the interactive Grammar
to check understanding.
reference section.


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Spread 5

Functional language pages focus Each unit culminates in an extended

on the practical English phrases and speaking or writing task. Language
expressions that students will need and skills work from earlier lessons
in everyday situations. is brought together in a fun, big
picture activity.

Students listen to a common, real-

world situation which provides the Well-staged preparation tasks guide
context and acts as a model for their students towards the final outcome,
output. Again, images are often used while developing micro-skills and
to help learners relate to the topic. strategies. Students are encouraged
to work together to negotiate the task
goals, often looking back to topics
seen earlier in the unit for ideas.

This section highlights the

useful language students Students carry out the task and
need to complete the tasks. listen to and/or read one anothers
work. Class discussion activities
Intonation and stress
allow students to compare their
panels encourage students
Students make use of the approaches and provide feedback.
to listen for intonation and
language focus and model stress patterns in spoken
in practical, communicative English.
activities, creating their own
contextualised conversations.

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Every three units there is a Review

section with a one-page review per
Bring it together pages are
unit, allowing students to recycle
characterised by a big picture
target language and structures. Varied
approach, with activities which bring
tasks and an emphasis on classroom
together language and skills work
interaction make these sections
seen over three units to give students
dynamic and communicative.
a broader perspective and alternative

At the end of each Review, students

Looking back sections give students
are invited to complete a Quick
an opportunity to reflect on what
check self-assessment section. They
they have looked at in the unit and
are encouraged to think critically
think about what else they would
about their learning strategies and
like to study in relation to the topic.
ways of developing or improving


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Vocabulary and grammar

presented in each unit of the Vocabulary extension sections
Students Book is reviewed and present and practise additional topic Each Vocabulary and Grammar
recycled in the Workbook. Staged vocabulary. section in the Workbook builds up
activities focus on both form and to a Bring it together section, a
usage, building students confidence big picture activity which offers
in using new language. contextualised practice of all target
language from the unit.

3 Art everywhere
People-watching Bring it together
4 Complete the text. Use the correct form of suitable verbs.
7 Complete the extract from a gallery

Vocabulary T
he nineteenth-century artist
Henri de Toulouse-Lautrec
famously loved to spend time in
brochure. Use the correct form of the words
from the box. There is one word that you
dont need.
Works of art Parisian cafs. During the day he
might sit at a table near the window amaze disturb exhibit install
1 Choose the correct word for the photos. and (1) watch the world look photograph sculpt watch
go by, but he was most enthusiastic
about the cafs at night. Toulouse-
Lautrec painted customers while
they were (2) g about
their business, (3) p
the time of day with their friends, or MOORTOWN
simply sitting and (4) s
into space. Sometimes Toulouse worked in silence. Perhaps he
l in on other peoples conversations and GALLERY
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
1 drawing / photo / painting 2 graffiti / mural / installation himself. He often painted while he was sharing a table with friends! Whats on: displays and (1) exhibitions
at the Moortown Art Gallery.
Room 1
Vocabulary extension
Screams (2) paintings of
People in the arts unhappiness and anxiety inspired by the
5 Complete the chart with the people and art forms from the box. fascinating work of Edvard Munch.
Room 2
architect architecture author composer director
film literature music painterpainting All in the Mind an (3) by
photographer photography sculptor sculpture local sculptor, Cassie McBride. Step inside
a huge, 10 metre-high (4) of
Art form Person Art form Person a human head and explore our ideas of
3 street art / graffiti / exhibition 4 sculpture / statue / street art mind and self.
painting painter
2 a Choose the correct words. Gradable & absolute adjectives Room 3
a I love this idea. It makes the room look so much more Tricks of the Light strange and
interested / interesting. Plain walls are so (2)bored /
3 a Give the sentences more emphasis. Replace the bold
adjective with an extreme adjective from the box. There mysterious pictures by local
boring. (5)
, Miles Brooks. Youll
are two adjectives that you dont need. 6 Complete the list with words from 5. Do you agree with any of the
b Im (3)amazed / amazing that people spend so much time be (6) by his stunning
creating these. They dont last very long! Personally, I suggestions?
delicious exhausted fascinating huge photography. The Evening Times.
often feel (4)annoyed / annoying when I see yet another
impossible stunning terrible tiny unique My top five artistic inspirations
one on the pavement. Its a pain to walk round when The stylish Art Caf is open from 9 a.m. to
youre in a hurry. 1 Beethoven He wrote such wonderful music , and in my
1 The Mona Lisa is a special unique portrait. Its the opinion, he was the greatest ever. 5 p.m. every day. Come and
c I was very (5)surprised / surprising to see this on a walk. I greatest portrait in the world. (7)
the world go by while
actually think its very (6)moved / moving. It reminds us all 2 Dantes Divine Comedy Its easy to forget that this amazing piece
2 I find it difficult to take good photos. of was written by a medieval ! enjoying our delicious hot drinks, cakes
of the importance of nature.
3 I think most graffiti looks bad . 3 The Giza Pyramids The is absolutely stunning. and sandwiches!
d I felt a little (7)disturbed / disturbing by this painting. It
isnt exactly cheerful, is it? Was the artist trying to be 4 I think the Statue of Liberty in the USA is beautiful Sadly, well probably never know who the ancient s
shocked / shocking? I think its worked Id never hang . were.
something like this in my home. 5 I think my local art gallery is interesting . 4 Michelangelo An incredible painter and . 8 Read the extract again and find words
6 Id rather have one big painting on the The Piet he made out of cold stone moves me to which mean
b Match the descriptions ad to the images in 1. wall of my sitting room than lots of small tears every time I see it. 1 very interesting
a b c d ones. 5 Krzysztof Kieslowski Ill never get bored with watching the Three 2 very large
Colours films by this brilliant . 3 very beautiful
b Which sentences do you agree with?

14 15

Skills development Skills 3

Functional language Adding emphasis Reading Identifying purpose & intention

1 a Tick () the three emphatic sentences. 2 Rewrite these sentences so that they are more emphatic. 1 Read the webpage quickly. Who do 2 Read the text again and find the answers to the peoples questions.
1 What I like is that all the artists are 1 I hate the confusing design. you think it is for? Whose question cant you answer?
extremely talented. What I hate is the confusing design. a people who take photographs 1 Ligaya Where can I find out more information?
2 The problem is that the paintings 2 I love the strong political message. professionally On the Flickr help page. (paragraph 7)
arent very original. b people who are just starting to 2 Jimar What kind of photos are most successful?
3 The new display in this gallery is 3 This self-portrait is my favourite painting. learn photography
the best exhibition Ive seen. c people who are interested in 3 Precious Why use Flickr rather than other photo-sharing websites?
4 Im not keen on the lazy drawings buying photographs
4 The grey colour is the most disturbing thing about the
and bad painting. photo. d people who have some 4 Christian How much money will I make?
5 The most disappointing thing is the photography skills
lack of variety here. 5 Keziah Is it a good idea to create some adverts?

Each unit in the Workbook

5 I dont like the statues expression.
b How many speakers are enjoying the 6 Ren How many photos should I upload to my first collection?
exhibition? 6 The fact that the exhibition is so expensive is the problem.

includes a double-page Skills 7 Beatriz Where do I say what each photo costs?

Listening Completing summaries

development section. In 1 a 3.2 Listen to an audio guide about Temple Newsam
House in the UK. In what order do you hear about the Upload photos, What I like about Flickr is that you surprising. Good-quality action
2 Listen again and complete the summaries dont have to pay the site any money shots of people or animals are often
download sss?
addition to further practice of
rooms? Draw a route on the room map. from the brochure. Write one word or date for the photos you sell. The bigger popular. Bad-quality holiday photos

in each gap. If you enjoy sharing your photos with photo-sharing websites usually ask are not!
b Match photo b to one of the rooms.
friends and family, youre probably you to pay them a percentage of

functional language from the

Try to make yourself popular.
In the sixteenth and seventeenth centuries uploading your best shots to a site your profits, so Id only recommend
Advertising is expensive, and I
the Hall was used for dancing and like Flickr already. But why not make these for serious professionals.
wouldnt recommend it. The easiest
parties . On the east wall, theres a some money from your hobby, too?
Students Book, key skills for Welcome to Temple Newsam To improve your chances of and cheapest way I know to attract
very big (2) of a horse. Although you cant sell photos success, think of your photo albums more visitors to your page is simply
a b The desk in the Library was made in directly through Flickr, you can write as exhibitions. Dont add too many this: be friendly! Look at other
photos. The problem is that many peoples photo albums and write
listening, reading and writing around (3) . In 1912, the
room was used for playing games and
a comment on your page to say
that your work is for sale. People
who want to buy a photo can then
viewers find huge albums boring
and even annoying! A maximum of
positive comments. Theyll probably
then visit your page and do the same.
20 pictures per album is ideal.
are practised, using a variety of In the entrance to the Blue Room you can
see a (5) of Narcissus and an
contact you by email. In your reply,
you can give more information and
suggest a price for your images.
Think about which photos people
will find the most interesting or
The Flickr help page includes lots
more useful tips. Good luck, and
above all, have fun!
interesting ceiling. The ceiling was painted
engaging texts and genres. to look like a (6)
In around (7) , Lady

Room Map 3 Read the start of another webpage on

Hertford decorated the Blue Room with
Chinese wallpaper and pictures of the same topic. Underline two places Art for sale
Library Blue Room Great Hall (8)
birds. where the writer disagrees with the
writer in 2. Who do you agree with the Flickr is an excellent site for photographers hoping to make a small
profit from their skills. Id recommend visiting their help page first.
Entrance to
the Blue Room In my opinion, the best way to make money is to upload as many
Strategy photos as possible to each album. However, dont add all your holiday

Strategy Whenyouhave Identifyingthe
tocompletesummaries,dontadd purposeofatextcanhelpyouto photos. Theyre interesting to you, but boring to other people!
unnecessaryinformation.Doestherubric understandit.Decidewhatkindof Try not to visit other peoples photo albums, because youll spend too
much time making comparisons. Remember, theyll be better than
you at some things, and worse than you at others. Youre unique!

18 19

Strategy boxes highlight practical

strategies to help learners improve their
listening, reading and writing.


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1 Communication
Students will practise... and they will learn how to...
tenses talk about communicating
question forms talk about signs and their purpose
state and dynamic verbs talk about the senses

the message much louder and more powerful.

Key vocabulary pages 45 3 This gesture speaks a thousand words, doesnt it? So gentle,
so tender, its communicating love and protection its
Lead-in amazing how a hand gesture can say so much!
4 I love this photo, the way the two people are looking at each
With books closed, ask students to name some forms
other, the way they seem to be so deep in conversation.
of communication. Ask: What forms of communication
Theyre not just talking with words, the expressions on their
do you use every day? Elicit a few examples from the
faces, the gestures theyre making with their hands, its all
class, e.g. phoning, texting, emailing. Ask: Which form of
part of the conversation.
communication do you prefer? Why? Elicit a range of answers.
5 Mmm. There are two things going on in this photo I mean
1 a Students work in pairs to look at the images and answer first of all theres the keyboard, and thats so much part of
the questions. Ask some students to report back to the modern communication, isnt it? You know, people staying in
class. touch by email, or on social networks, or instant messaging
b Refer students to A in the Key vocabulary panel. Students services but its also the hands. Look, the henna on her
match the expressions to the images. Check answers hands, that tells a story, too. It communicates a lot about the
and model pronunciation of the expressions, then give person whos typing, dont you think?
students one or two minutes to brainstorm other forms 6 OK, this one is obviously showing sign language. I wonder
of communication in their pairs. Bring students ideas where they are. I wonder if theyre both deaf, or perhaps
together on the board as a class. theyre communicating with someone else?
a facial expressions, hand gestures, body language 3 a Students complete the extracts individually. They can
b social networks, instant messaging then work in pairs to compare their ideas and match the
c sign language, facial expressions extracts to the images. Dont check answers at this stage.
d placards & signs, hand gestures, facial expressions, the written
word b Refer students to the transcript on page 162 of the
e body language, facial expressions Students Book to check their answers.
f hand gestures, facial expressions
1 talking (a) 2 speaks (f) 3 communicate (d)
2 Play the audio. Students listen to the conversations and 4 tells (e) 5 say (f) 6 communicating (c)
match them to the images. Check answers, then ask
students which descriptions they agree with, and which 4 Refer students to B in the Key vocabulary panel. Point out
they dont agree with. Elicit a range of ideas, and encourage that say, tell and speak have very similar meanings but are
students to express their own opinions. used in different contexts, with different collocations.
Students complete the exercise. Check answers and read
1 e 2 d 3 f 4 a 5 b 6 c the Notice box with the class.

1 speak 2 say 3 tell
1 Ah yes, this is a Kabuki dancer, isnt it? And each dance tells a 5 a Students work individually to complete the questions.
story, with the costume and the make-up and the movements Point out that in some questions it is necessary to use a
all communicating something different the only problem different form of the verb. With weaker classes, briefly
is you have to know the language of Kabuki dance to revise the irregular forms of the verbs before students
understand what hes saying! complete the exercise, and do the first one or two as
2 Shes obviously angry about something and shes decided to examples with the whole class.
protest about it. Shes using a placard to communicate her
message and the strength of the crowd as well that makes


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Answers Reading
1 speak 2 speak 3 spoke 4 said 5 telling
6 telling 7 telling 8 spoken 1 a Discuss as a class what forms of communication the
images show. Encourage students to refer back to the
b Students choose three questions individually, then work expressions in Speaking 1a to help them. Elicit ideas, but
with a partner to ask the three questions they have chosen dont confirm or reject students ideas at this stage.
and answer their partners questions. Students can repeat
the activity with a new partner for extra practice. Monitor Answers
while students are working and correct any mistakes in a a using your body to express yourself
b communicating with/stroking a pet
short feedback session at the end.
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, b Students read the texts quickly and match them to the
using the verbs and collocations in B in the Key vocabulary images. Remind students that they should read the texts
panel, e.g. Have you ever told a lie? How often do you speak quite quickly at this stage and not worry if they dont
to friends on the phone? Students can ask and answer their understand everything. Check answers, and check the
questions in pairs. answers to 1a.

Mixed ability 1 b 2 a 3 c
If some weaker students need further practice of say/tell,
ask them to work in pairs to correct these sentences:
2 Students read the texts again and match them to the types
of communication in Speaking & vocabulary 1a.
1 She said me that he wasnt hungry. (She said that /
She told me that...) Answers
1 talk to pets 2 use my body to express myself
2 They told to me that the flight was full. (They told me...)
3 text, tweet or email friends
3 You must say me the truth. (tell me the truth)
4 He told that he didnt have any money. (He told me/ 3 Students work in pairs to match the texts to the problems.
us that / He said that...) Check answers and ask the class which statement ac they
agree with the most strongly.

1.1 Communication breakdown Answers

page 6 a 3 b 2 c 1

4 Students read the texts again and answer the questions.

Speaking & Vocabulary
Lead-in Person 1 prefers talking to animals because he/she has a lot
of trouble talking to people. Person 2 prefers using her body to
Ask: Do you sometimes find it difficult to speak to people? express herself because she can say a lot with her body and now
In what situations? Do you sometimes prefer other forms of has real problems with speaking.
communication, for example writing? When? Elicit a range of
answers. Feed in ideas if students are struggling to think of 5 Allow students time to prepare their ideas individually
any, e.g. discussing a sensitive issue, expressing feelings or before they discuss the questions in small groups. Monitor
making a complaint might be easier in writing. and help while students are speaking. Ask groups to report
1 a Students work individually to match the communication back to the class.
expressions to the categories. Encourage students to use
dictionaries to look up words and expressions they are Grammar
not familiar with. Monitor and help as necessary. Model
1 a Students work in pairs to match the extracts to the
pronunciation of any words that students might find
images. Encourage them to work from memory, without
difficult, e.g. lectures, Skype.
looking back at the texts.
b Students think of an example from their own life for each
of the communication expressions. Give a few examples Answers
from your own life to help, e.g. I sometimes speak to members 1 image b 2 image a 3 image c 4 image b
of my family on Skype. I discuss politics a lot with my family. 5 image c 6 image c

2 Students work in pairs to compare their answers and b Students work individually to underline the verbs and
discuss the differences between them. Ask each pair to decide if they refer to the present, past or future. Check
report back to the class on similarities and differences they answers.


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Answers Answers
1 have the present 2 started the past 1 g 2 d 3 c 4 h 5 f 6 i
3 will separate the future 4 ve had the past and present
5 re speaking the present 6 m going to try the future
Extra activity
2 Students complete 16 in the Grammar panel with the For extra practice of the present simple and present
sentences. Check answers with the whole class and read
continuous, refer students back to the images on pages 4
through the explanations in the Grammar panel with the
and 5. Students can work in pairs and describe who the
class. With weaker classes, you may also like to revise the
people are and what they are doing.
forms of the past simple and present perfect, and remind
students that a lot of common verbs are irregular in these Extra activity
Play a game to give further practice of the tenses. Write ten
1 I have a lot of trouble talking to people. or fifteen familiar verbs on the board, e.g. come, go, buy,
2 Theyre speaking, texting or tweeting on their phones. see, give, spend, talk, have. You can brainstorm the verbs
3 When I first started dancing. with the class. Divide the class into teams of three or four
4 Ive had a lot of dogs. students. Tell each team to nominate one student as their
5 this technology will separate us writer, and make sure they have a pen and paper. Point to a
6 Im going to try and meet a friend every week. 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
Tense review happy with their sentence, they bring it to you at the front
Many languages only have one present tense, so many of the class. Read out the first sentence that is given to you,
students find the distinction between present simple and and if it is correct, the team gets a point. If it is not correct,
present continuous quite tricky. The present simple is used read out the next sentence that is given to you, and award
for habits and routines: I get up at seven oclock every day. a point if that is correct. If a sentence is incorrect, discuss
NOT Im getting up at seven oclock every day. The present with the class why it is incorrect.
continuous is used for things that are happening now:
Look, its raining. NOT Look, it rains. Hey, where are you going? Pronunciation
NOT Where do you go?
1 a Students work in pairs to complete the chart. Draw the
Many languages do not have an equivalent of the present
chart on the board and check answers by asking students
perfect, so students often find this a difficult tense to use
to come out and complete it. Dont model pronunciation of
correctly. The past simple is used for completed actions
the forms at this stage.
in the past, often with a specific time reference: I saw
John yesterday. NOT Ive seen John yesterday. The present Answers
perfect is used without a past time reference, as it refers Present Past
to experiences you have had at some time in your life. start starts started
Compare: Ive been to Paris (at some time in my life) and watch watches watched
I went to Paris last year (a completed action at a specified text texts texted
time in the past). dance dances danced

The difference between will and going to depends on the

attitude of the speaker. To express a plan or intention, we b If students are unclear about what a syllable is, write two
use going to: Im going to join a gym. To express a prediction, or three words on the board, e.g. book, problem, telephone,
we can use will or going to: I think the gym will/is going to be communicate. Say the words, clapping for each syllable, and
good for me. get students to copy you. Students then work in pairs to
read the verb forms out loud and underline the ones that
3 a Students choose the correct verb forms in the sentences.
have two syllables.
Check answers. With weaker classes, do this with the
whole class, matching the sentences to the uses in the 2 Play the audio for students to listen and check their
Grammar panel as you do the exercise. answers. Students then discuss the questions in pairs.

Answers Answers
1 ve never been 2 m speaking 3 communicate started, watches, texted, dances
4 both are correct 5 did 6 m going to study 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
b Students work individually or in pairs to match the or -d.
sentences to the uses in the Grammar panel. Check
answers with the class and deal with any queries or issues 3 a Play the audio for students to listen and write the ten
that arise. verbs that they hear. Elicit answers from the class and write


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them on the board. Play the audio again for students to and in line means in a queue. Students look at the images
check. and answer the questions in pairs.
2 a Students read the sentences and match them to the
texted, tweeted, emailed, skyped, talked, chatted, discussed, photos. Check answers with the class. Focus on sentence
watched, used, communicated 4 and write on the board: theyre simply speaking their mind.
Underline their and point out to students that when we
dont know if a person is male or female, we can use they or
1.3 their.
Today Ive texted friends, tweeted with colleagues at work,
Ive emailed work contacts, Ive skyped with my partner, Ive Suggested answers
talked on the phone to a few people, Ive chatted to people 1 a, d 2 b, c 3 b, c 4 b 5 d 6 b, c
in the street. In fact Ive discussed all kinds of things and Ive
watched lots of people speak on their phones, and Im sure Ive b Students match the words and expressions to the
used my body to say things but Im not sure if any of us have definitions. Check answers with the class.
communicated very much with each other! Answers
a speak (your) mind b stand up for c put across
b Refer students to the transcript on page 162 of the d change somebodys mind e make a point
Students Book. Students work in pairs to read it aloud. f pay attention
Monitor while students are working. If necessary, stop the
activity and drill the pronunciation of the verb forms with 3 a&b Students work individually or in pairs to complete
the whole class before students continue. 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
1 Elicit a few ideas from the whole class and discuss the
4 mak(ing) point 5 put across 6 speak mind
experiences before you put students into pairs. Students
discuss their experiences in pairs and add ideas to the list.
2 a Read the situations with the class and explain take 1.4
offence, distracted and hurt if necessary. Give students one 1 Which sign do you think makes people pay the most
or two minutes to think of their ideas. With weaker classes, attention? Why?
give students some sentence beginnings to add their ideas 2 What rights is the man in the mask standing up for?
to, e.g. I think it would be best to..., I think a good idea would 3 Do you think any of these signs can actually change peoples
be to... minds? If yes, which?
b Ask individual students to tell the class their ideas. The 4 Which sign do you think is making the most important point?
class could vote for the best solution to each problem. 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
1.2 Sign of the times page 8 not?

Lead-in 4 Allow students a little time to prepare their answers before

they ask and answer the questions in pairs. Monitor and
With books closed, draw a few common signs on the check that students are using the expressions correctly.
board, e.g. a no-entry sign or a Stop sign. Elicit the word
sign, then ask: Where do you see signs? Brainstorm ideas Extra activity
as a class, e.g. showing directions in towns and cities, in
buildings, advertising things in the street. Ask: When do For homework, ask students to search online for more
people carry signs? Elicit a range of ideas. pictures of protests. They can bring their favourites to the
next class and show and describe them to their classmates.
Background notes The class can discuss which they think are effective.

David Beckham is a British football player who has played Listening

for many international teams and for the England national
team. 1 a Focus on the images again and use them to pre-teach
NYC is an abbreviation for New York City. economic recession, crisis, polar bear and global warming. Play
the audio for students to listen and match the interviews to
Speaking & Vocabulary 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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Answers And for the TV cameras and reporters. Quite a few people
1 a 2 d 3 b 4 c have taken photos, and others have stopped to talk to me.
b Allow students time to read the statements, then play
the audio again for them to match the statements to the
I = Interviewer S1, 2, 3, 4 = Speaker 1, 2, 3, 4
1 I: Hello, now tell me, why are you holding this sign? Answers
S1: Well, we need change... Im hoping that this economic 1 d 2 b, d 3 a 4 c
recession will end.
I: Why do you need a sign to do that? 2 Students work in small groups to discuss the questions.
S1: Because I want people to know there are other people like Monitor and help as necessary. Ask each group to report
me. Im desperate, we dont have work, we dont have a back to the class on their discussions.
I: Do you think the sign will work? Extra activity
S1: I hope so but I just dont know, but we have to do
Ask students to choose one of the signs and imagine that
something... this crisis is killing us... if it makes people
they are holding it. Put students into pairs to ask each
change their mind and join us, that would be good.
other questions about why they are holding the sign and
I: How long will you stay here for?
what they want to achieve. Students can then guess which
S1: It doesnt matter, as long as necessary... as I said I dont
sign their partner is holding.
have a job to go to so I really dont mind.
2 I: Hi, just a couple of questions. Youre holding a sign. What
exactly does that sign mean? I mean what is it saying?
S2: Well, of course, its a protest. 1 a&b Students match the questions to the answers. Play the
I: What sort of protest? audio again for students to check their answers.
S2: About climate change.
I: Why did you decide to dress like this animal? I mean, what Answers
made you want to dress like a polar bear? 1 e 2 a 3 c 4 h 5 b 6 f 7 g 8 d
S2: Its a powerful symbol of whats happening as a
consequence of global warming. Polar bears are losing
2 a Write the first question on the board. Elicit the question
their habitat the ice in the North Pole is quickly
words (How long) and underline them. Focus on the
disappearing we need to do something now, before its
pronoun you and ask: Is it a subject pronoun? Elicit that you
too late.
is the subject of the verb stay, and so is a subject pronoun.
I: Why did you use those particular words, though?
Circle it on the board. Ask: Is there an auxiliary verb in
S2: Because normally we write save the animals on our signs.
this question? Elicit that will is the auxiliary verb in this
I thought it was effective to change that round. Sometimes
question. Highlight it on the board. Students continue
you get more attention if you make a serious point but you
underlining, circling and highlighting the items in the
have a sense of humour.
questions. Check answers by writing the remaining
3 I: How long did it take to make the sign? Was it difficult to
questions on the board and asking students to come to the
front of the class and mark them up.
S3: Well, about an hour, I think. No, it was easy. I made it with Answers
a friend. 1 How long will you stay here for?
I: Who gave you the idea? 2 What made you want to dress like a polar bear?
S3: Nobody. I just love this footballer. I thought how I can 3 How long did it take to make the sign? Was it difficult to make?
show that? I thought the TV cameras might spot me and 4 How long have you been here?
5 What gave you the idea?
they did! But I didnt want England to win this match and
6 Do you think the sign will work?
of course, he wasnt playing... but he was there in the
7 Did he say anything to you?
crowd. 8 Who is the sign for?
I: And what happened after the match? Did he say anything
to you? b Look at the questions on the board and elicit answers
S3: No, unfortunately not. to the questions. Dont confirm or reject students ideas at
4 I: So, tell me, why are you here, sir? this stage.
S4: Because I want to be the first, the first in line to get one of
these things. Answers
I: How long have you been here? a) Questions 6 and 7 dont have question words.
S4: Twenty-four hours, I slept here overnight. b) Questions 2, 5 and 8 dont have subject pronouns.
c) Questions 2, 5 and 8 dont have auxiliary verbs.
I: Who is the sign for?
S4: Well, for nobody really it was just a joke. But its for other
people in the line really, to let them know I got here first! 3 Read through the explanations in the Grammar panel
with the class and check the answers to the questions in


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2b. Students then complete 14 in the Grammar panel. 3 Students work in pairs to show their signs to each other
Check answers, and read the Notice box with the class. Ask and answer questions about them. Students can repeat the
students to find an example of a question ending with a activity with other partners for more practice.
preposition in 1 (questions 1 and 8).

Answers 1.3 When colours speak page 10

1 before 2 long 3 before 4 dont need

Question forms
Ask: Do you read blogs? Which ones? Do you write a blog? Ask
Students need reminding that we put the auxiliary do/did students to discuss the questions in pairs. Ask pairs to
before the subject pronoun, not after it: Who did you talk to? report back to the class.
NOT Who you did talk to?
Students may also forget that we dont use the auxiliary Speaking
verbs do/did in subject questions: What caused the explosion?
NOT What did cause the explosion? 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?
4 a Students correct the mistakes in the questions. Do the Background notes
first one with the class as an example if necessary.
Austin Seraphin is a real person and the blog is genuine.
Students can visit his site at
1 When was the last protest held in your town?
and read more of his blogs.
2 What was it about?
3 When did your local football team play their last game? Austin Seraphin is an American, and some words and
4 Who won? spellings in the text are typical of American English, e.g.
5 Have you ever queued to buy something? mom (British English mum), color (British English colour)
6 What did you want to buy? 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 blogger. Ask the class what they think the blog is going to
sure that students say the questions to each other, rather be about. Elicit a range of ideas.
than just looking at them in their book. Ask some students
b Students read the blog post and check their answers. Ask
to report back on what they learned about their partner.
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 Answers
write them on the board. Ask students to form questions. The images are of an iPhone and a pumpkin. Austin describes
how his iPhone helped him find his pumpkin plants by telling him
Im waiting for Sam. Who? (Who are you waiting for?) what colours things were.
I went to the cinema with my friends. Who? (Who did you go
to the cinema with?) b Students read the post again and answer the questions.
I got an email from my uncle. Who? (Who did you get an Allow students time to compare their answers in pairs
email from?) before you do a class check.
They are sheltering from the rain. What? (What are they Answers
sheltering from?) 1 It has helped him to do things that he couldnt do before
because he is blind.
Shes saving up for a new car. What? (What is she saving up
2 He can receive text messages and he can see colours.
for?) 3 A voice-over program that reads the text that is on his screen,
and an app uses the phones camera and speaks the names of
Speaking colours in the pictures.
4 He can now receive text messages from his mother.
1 Students work in pairs to discuss their own experiences. 5 He can enhance his visual experience using the colour-
Ask some pairs to report back to the class. identifying app.
2 Students work individually to write their own sign. 6 He is most impressed with the app that identifies colours
Monitor and help as necessary. Point out that students and reads their names, because it enhances his visual
should also prepare their ideas about the purpose of their experience.
sign, where they would like to show it and who to.


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3 a Explain that the words and phrases appear in the blog Grammar
post in the same order as the definitions. Students find the
words and phrases in the blog post. 1 a Ask students to read the sentences and decide which
ones are true for them. If necessary, explain see something
Answers out of the corner of your eye (see something although it is not
1 activate 2 alerted 3 swiped 4 blurs directly in front of you).
5 roamed 6 enhances
b Students work in pairs to compare their answers and
b Students think of an adjective to describe the blog post. answer the questions.
Ask individual students to tell the class the adjective they Answers
have chosen and why. See if the class can agree on the three 1 Sentences 1 and 4 2 Sentences 2 and 3
best adjectives to describe it.
2 Read the explanation of state and dynamic verbs in the
Extra activity Grammar panel with the class. Students complete 14 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 Answers
prompts to recall the main events described in the blog 1 I can see something strange out of the corner of my eye!
post. Ask students in turn to recall part of the blog post and 2 I can hear the sound of children playing in the distance.
build up the whole blog post as a class. 3 Im looking out of the window.
4 Im thinking about this exercise.
Mixed ability
Stronger students could use the blog post as a model to State & dynamic verbs
write a blog post of their own about a piece of technology As well as verbs of the senses, state verbs also include verbs
that has helped them to communicate. of thinking and opinion such as think, believe, like and
agree. Students often forget that we dont use these verbs
Vocabulary in continuous tenses, even when we are talking about a
thought or opinion at the moment: I agree with you. NOT
1 a Students read the sentences and underline the verbs
Im agreeing with you.
(looked, looked, can see). Explain that the verbs refer to the
sense of seeing, but they have different meanings. Students 3 Students choose the correct verbs to complete the
match the meanings of the verbs to ac. sentences. Remind them to think about whether each verb
describes an ability or a conscious action to help them
Answers choose.
a 3 b 1 c 2
b Refer students to the example sentences in a. Point out 1 I cant smell 2 Im seeing 3 Im tasting
that I can refers to an ability and It + adjective refers to 4 I can feel, Im burning
a description. Students can work individually or in pairs
to complete the chart. Encourage students to use their 4 a Students write their sentences individually. Monitor and
dictionaries to help them. help as necessary while students are working.
b Students work in pairs to compare their sentences. Ask
Answers some students to read out their sentences and see if other
Ability: feel, hear, see, smell, taste members of the class had the same or similar sentences.
Conscious action: feel, listen, look, smell, taste, touch, watch
Description: feel, look, smell, sound, taste
1.4 Functional language page 12
2 Students complete the sentences with the correct verbs.
Answers Tune in
1 touch 2 hear 3 looks, smells 4 sounds
1 Refer students to the title Breaking the ice and explain that
it means beginning a conversation with someone you dont
3 a Students choose the correct verbs to complete the
know very well.
Ask students to look at the images. Ask: Who are the people?
Answers What are they doing? Students work in pairs to discuss the
1 see 2 listen 3 feel 4 tastes questions. Ask some pairs to report back to the class. With
multinational classes, you could see if there are preferred
b Students work in pairs to ask and answer the questions.
topics used in some countries but not others.
Ask pairs to report back to the class and see if the class can
agree which sense is most important to them and why.


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2 Students work in pairs to match the verbs to the nouns. 5 A: Hi!
Point out that sometimes more than one option is possible. B: Hi! Did you hear the news?
A: No. What happened?
Answers B: The flights been cancelled, air traffic control strike.
1 d 2 c, d, e 3 a, b 4 f 5 b 6 e A: Youre joking!
B: I just got an email. Did they send one to you?
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 5 Play the audio again for students to listen and answer
with their own ideas. Ask students which conversation the question. Discuss as a class what this says about
openers they are likely to use themselves. conversation starters.

1.6 Conversations 1, 2 and 4 change topic.
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... Focus on language
4 Do you have any plans for the weekend, then?
6 a Ask students to read the questions and decide who they
5 Hi, Joe. Are you feeling any better?
would use each one with. Check answers and make sure
6 How many people do you know here?
that students understand the meaning of the questions.

4 Read the Notice box with the class. Allow students time to Answers
read the situations, then play the audio for them to match 1 a 2 a 3 b 4 c 5 b 6 a 7 b 8 b 9 b 10 a
the conversations to the situations.
b Students work in pairs and decide which questions
Answers would be useful for breaking the ice. Discuss the answers
1 e 2 b 3 c 4 a 5 d 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
1 S = Sonia M = Makoto
students to listen and repeat. Encourage students to use
S: Hi, how are you?
the correct stress. Drill individual questions chorally and
M: Fine, thanks...
individually if necessary.
S: Im Sonia, Sonia Cruz.
M: Im Makoto. How many people do you know here? I dont Answers
know anyone... Questions 1, 2, 4, 6 and 10 might be useful for breaking the ice.
S: Well, not many people, just the hosts really... and you Main stress:
now... 1 Your face is really familiar.
2 Excuse me, can I give you a hand with that?
M: How did you meet Cathy and Craig?
3 How are you feeling today?
S: We were at university together...
4 So, how do you know Sergio, then?
M: Wow, long time ago... 5 Whats the problem? You look terrible.
2 A: Hi. So...erm... Do you have any plans for the weekend, 6 What did you say your name was again?
then? 7 Hi, what are you up to?
B: Not really. Just need to relax a bit, thats all. 8 Did you sleep OK?
A: Me too. 9 Hi, what brings you here at this time?
B: Do you want sugar with yours? I cant remember... 10 You dont know me, but
A: No, thanks.
3 A: Morning, Goran. Hows it going?
B: Good morning. Over to you
A: Ah, did you watch the match then?
7 a Read through the situations with the class and make
B: Yeah, just reading about it. Five nil, amazing!
sure that students understand them. With weaker classes,
A: Absolutely, oh... this is me! See ya.
brainstorm potential first sentences or questions for each
4 A: Hello... erm, I see you got a bit wet there...
situation, e.g. Excuse me, do you know what time the bus is
B: Yeah, forgot my umbrella. Im totally soaked. Oh well...
due? This rain is terrible isnt it? Put students into pairs to
A: English weather, eh?
choose a situation and practise a conversation. You might
B: So, it seems... Sorry, Im going to try and dry off a bit. Is
like to allocate different situations to different pairs, to
there a toilet on this train?
give a spread across the class. Monitor and help while
A: Yes, just go to the end of the carriage and youll find it.
students are working.
B: Thanks, bye.
A: Bye.


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b Ask pairs in turn to act out their situation for the class. Task
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
Extra activity working, and feed in ideas and vocabulary.
b Refer students to the strategies on page 158 of the
If you have filming equipment, you could film the students
Students Book. Students work in their groups and discuss
doing their role plays. Playing the film back to the class can
ideas for their strategy.
be a good way for students to assess how they are doing
and learn to improve their fluency and confidence.
Report back
8 Put students into small groups to discuss the questions.
If possible, put students with classmates that they did not 7 Ask each group in turn to present their campaign to the
work with in 7b. Ask groups to report back to the class and rest of the class. Encourage all students to take part in the
discuss as a class the best strategies for breaking the ice. presentations. Ask students to give feedback to each other
and decide on the best campaign overall.

1.5 Speaking task page 13 Alternative task

Tune in With stronger classes, allow groups to come up with their
own idea of a new product to promote. They can work
1 Focus on the task and elicit or teach the meaning of in their groups to prepare details of the product and the
promotional campaign (a campaign to make people aware of campaign. Monitor and help as necessary. Groups can then
something). Students read the article and choose the best present their campaigns to the class. The class can vote for
heading for each section. If students are struggling, do the the best overall product and campaign. If you have filming
activity with the whole class, using examples in the text to equipment available, students might like to plan and
explain the difference between promotion, public relations produce a TV advert for their product.
and direct selling.

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.

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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