1 Connections

Connection (n) a relationship

Welcome
1
between people, groups of

CONNEC TIONS people, things or events

Synonyms: partnership (n),
tie (n), relationship (n)
Collocations and idioms:
close connection, establish a
connection, in connection with

Euripides is suggesting that

anyone who is around to offer
support when you’re going
Friends show their through a difficult experience
is a true friend; those that fade
love in times of away at this point are not.
trouble, not in
happiness. Euripides (480 BCE–406 BCE)
Euripides was one of the most famous
playwrights in ancient Greece.
He wrote over 90 plays,
at least 18 of which have
survived, and his innovative
Women in a minimalist photo shoot in Copenhagen, Denmark.
ideas have heavily influenced
European theatre.
OBJEC TIVES Work with a partner. Discuss the questions.
1 Read the quote. Do you agree with
talk about reactions and feelings Euripides? Why/Why not?
design and present a meet-up group 2 Can online relationships ever be as close as
face-to-face relationships? Why/Why not?
compare, contrast and summarise short biographies
3 What are the most important relationships
talk about people that have influenced you in your life? Why?
give your opinion on the role of inherited ability in success
write a formal letter asking for information

CONNEC TIONS 1

9781380017352_book.indb 1 08/05/2019 11:51

OBJECTIVES 3 Elicit a few examples of different types of relationship

(e.g. friends, family, colleagues, etc), then explain an important
Read the unit objectives to the class.
relationship in your life to demonstrate the task. Next, put
UNIT OPENER QUESTIONS students into pairs again to discuss their own relationships.
Monitor, taking notes of any useful emergent language to
1 Read the quote as a class and elicit its meaning (see above). cover later on.
Then, put students into pairs to discuss whether or not they
agree with it. Give feedback as a class and encourage students WORKSHEETS
to listen and respond to each other with their own ideas.
Lesson 1.1 Personality
2 Elicit the difference between online and face-to-face
Vocabulary: Feelings (W1)
relationships (online relationships are those formed and/or
maintained via social media, email, etc and face-to-face refers to Grammar: Question forms (W2)
people you have a relationship with in real life). Then, elicit one Lesson 1.2 Who we are
or two benefits of each, adding any useful emergent language
Grammar: Tense review (W3)
to the board. Next, put students back into pairs to think of
more ideas. Monitor and help with any new vocabulary before Vocabulary: Personality adjectives (W4)
bringing the class back together to continue the discussion. Vocabulary: Noun suffixes (W5)

CONNEC TIONS TB1

 1.2 Personality
1.1 Who we are
Compare,
Talk about
Talkand
Design about
contrast
reactions andand
people
present
summarise short biographies
feelings
that have
a meet-up influenced you
group 1.1 Personality
G tense review L listening for the main ideas
S
V
skimming for the main ideas V feelings
personality adjectives; noun suffixes
G question forms P intonation in yes/no and wh- questions
P connected speech: final consonant and initial vowel
LEAD-IN C Give students time to complete the exercise alone, before
checking their answers in pairs. Give feedback as a class.
Tell the class about three of your heroes (ideally displaying
pictures of them) and explain why they are so important to you. 1 The brake failed.
READING
READING Inspiring stories of
C SCAN Scan the article again and tick (✓) the person that each
sentence is about. Try to provide a good mix of people (e.g. famous people, family
members, characters, etc) as this will encourage students to think
2 He was able to pull himself up ‘… just in time to avoid the
oncoming train.’

EVERYDAY
A ASPEAK
SPEAKWork
Workin in groups.
groups. What the
Discuss do you know about
questions. 3 It spread quickly as ‘… the winds became stronger …’
Stephen Vera more creatively. Then, put students into pairs to discuss their own
the people in the article below? Which person …
4 They jumped from the top window.
1 What qualities make someone a hero? Hawking Wang heroes. Monitor and help with any new vocabulary. After a few
1 had an unusual childhood? minutes, bring the class back together to share their ideas. Add 5 Playing on the winning team in a local football tournament.

HEROES
What type
B2 READ FOR of people
GIST Readwould you describe
The long as ‘everyday
road to success and
choose any new or useful vocabulary to the board. 6 Nothing. The article says the driver was ‘devastated’ and ‘… could
heroes’?the sentence (1–3) that best describes the
Why? 2 didn’t meet their academic potential?
connection between the two people. do nothing as Becca screamed for help.’
3 Have you ever done anything heroic? 3 had a significant change in their career? READING 7 It was dragged out to sea by strong currents.
1 famous people that had difficult childhoods 4 was inspired to start a new business?
B SKIM FOR MAIN IDEAS Skim read Inspiring stories of A Write the names or show pictures of three people that could be 8 Because he's a confident swimmer. He says, 'I wouldn't
2 famous
everyday people
heroes. that overcame
Choose challenges(atoorsucceed
the best summary b) for each 5 lived much longer than people expected? considered heroes (e.g. a paramedic, a sports star and Superman) recommend swimming in such dangerous currents unless you're
story. Use thepeople
3 famous information in the
that failed at box to help you.
university 6 is very rich and successful today? on the board (or use the three people from the lead-in if you confident you can get back.'
used it). Elicit a few qualities that they all have in common D Put students into pairs to discuss the questions. Monitor and
Skimming for the main ideas (e.g. they are good under pressure; they have a good public image; encourage them to expand on their ideas and ask follow-up
etc). Then, put students into pairs to think of more qualities questions to extend their discussions.
Many modern articles, particularly those online, are presented
The long road to
It’s easy to think that the rich and famous have and discuss the other questions. Monitor and help with new
in multiple short paragraphs to make them easier to read in always lived aFISCHER
BY EMILY | OCT
privileged life, but
15, many
2018 have Suggested answer

success
a short amount of time. Often, we can understand the main vocabulary as necessary. Give feedback as a class, encouraging 3 There were lots of people around to help.
overcome great adversity to get to where they are students to expand on their ideas to generate discussion.
ideas in this kind of article by quickly skimming the text.
today.
In anWhen
agelife presents usbywith
dominated challenges,
films how
about superheroes, B Elicit why the writer has used subheadings (to make the article
we react can determine how successful we become.
1 a A man jumped onto the train tracks to save his baby. it’s good to know that we can all be heroes in easier to read ) and explain that we can often understand the
the right context. To inspire you to do something main ideas in articles like this, by reading them fairly quickly and
b A man jumped onto the train tracks to save a woman’s
next time you see someone in trouble, here that this is called ‘skimming’. Set a short time limit (one or two
baby.
are four real-life stories of normal people who minutes) for students to skim the article and choose the best
2 a A young couple were saved from a forest fire that broke summary for each story. Give them time to check their answers
Stephen Hawking
out in the fields they were driving through. Vera
jumpedWang into action without a second thought.
before giving feedback as a class. Encourage students to justify
b A young couple saved a family from a forest fire that BACK their answers with information from the article.
What was his early life like? Did sheON alwaysTRACKwant to work
Keeping spread
bees to in their house. of their
the basement Reactions
in fashion? vital in everyday situations. Mother-
are
A group of
crumbling St. Albans home,
3 a heroic pedestrians
making helped pull a schoolgirl of-one
From the Christine
age of eightThomas yearswas waiting on a crowded
out from under
fireworks in the greenhouse and the car that had just hit her. platform for her train
old, Wang wanted to become home,awhen her phone rang. METHODOLOGY HUB by Christine Nuttall TEACHING IDEA by David Seymour
and Maria Popova
driving Expecting
professional figure skater. call,
an important AfterChristine rooted through
b Aaround in a former
driver heroically London
pulled a young schoolgirl out from Scanning and skimming My hero
taxi, the Hawking family Ex C Q1 her bag, not noticing that the brake on her child’s
under his car after was certainly
an accident. years of training and competing,
buggy The idea that some parts of a text may be ignored or skipped is Use this activity to extend the theme of heroes.
a4little eccentric. In fact, they often ate
a Despite not being a strong swimmer, a young man was
she realised that no matter howrolling towards the
had failed and it was
platform edge. She lookednever up, horrified, to see the strange to some students, but efficient reading, and specifically What makes someone a hero? Who do you look up to in
dinnerablein silence
to rescue
1
while
hiseach of them
dog from readcurrents
strong a book.at sea. hard she trained, she would
buggy the techniques of scanning and skimming, requires it.
Was he always a gifted academic? make the Olympic team. She gaveonto
fall off the platform and the tracks
up figure skatingbelow. your family?
b A passer-by was able to rescue a dog that had been Everyone on the platform froze, too tense to move, By scanning we mean glancing rapidly through a text either to
At school, Hawking was thought of as bright but not brilliant. and moved to Paris to study Art History. It was there Did you have a hero at school? Tell us about him/her. Can you
swept out to sea. apart from Jonas Neff. Jonas jumped down quickly search for a specific piece of information (e.g. a name, a date) or think of any anti-heroes? Think of a famous hero and imagine
In his first year of secondary school, 2he was the third worst in the French capital that Wang realised she wanted to
and lifted the buggy and child onto the platform, to get an initial impression of whether the text is suitable for a you are that person. Stand at the front of the class and answer
C student
READ FOR in the class.
DETAILHe’s alsothe
Read admitted to being
article again anda lazy
answer the pursue a career in the fashion industry. After she had 3

Ex C Q2 before pulling himself up just in moved

time toback avoid the given purpose (e.g. whether a book on gardening deals with a the students’ questions. You can only answer ‘yes’ or ‘no’. They will
student
questions. at Oxford
Underline University, onlyofspending
the parts the text about an hour
that give you completed her year abroad, Wang to the
oncoming train. Interviewed later by local radio, particular plant disease). try to guess who you are. (Ask for volunteers, and if they can’t
the answers.
a day studying. USA where she worked as a sales assistant at Yves Saint
Jonas
Laurent. said, ‘I’matnot
It was this apoint
hero. sheAnyone
met Vogue elsefashion
would do the By skimming we mean glancing rapidly through a text to think of a hero, give them one of these: Mahatma Ghandi, James
When
1 What didcaused
his condition
the buggy develop?
to start rolling towards the same.’ Perhaps a little too modest
director Frances Stein, who told Wang to give her a callconsidering that determine its gist, for example, in order to decide whether a Bond, Nelson Mandela, Superman, Robin Hood, Bob Marley,
Hawking first
train tracks? recognised something was wrong when he research paper is relevant to our own work (not just to determine Neil Armstrong, Abraham Lincoln, Leonardo da Vinci, Martin
everyone else had been too shocked
when she graduated. A year and a half later she did, to move!
started to occasionally trip and fall while studying for a PhD
2 Was Jonas Neff in any real danger? its field which we can find out by scanning) or to keep ourselves Luther King.)
at Cambridge University. At 21 years old, he was diagnosed and spent theTHE
ESCAPING next 17BLAZEyears working as an editor at
3 How did the fire develop so rapidly? superficially informed about matters that are not of great
with amyotrophic lateral sclerosis (ALS), and given just two the magazine.
Everyone can be brave no matter how young or old importance to us; much of newspaper reading is skimming.
4 How
years did the children escape the burning building?
to live. Howare.
they did she
In thegetdry
intoheatfashion design? a fire started
of summer,
The distinction between the two is not particularly important. TEACHING IDEA by David Seymour
and Maria Popova
How
5 Whatdid this
had affect him? been doing before the accident?
Becca Edwards Wang leftslowly
burning Vogueinina1982 and lived
farmer’s field.inAsParis
theforwinds
several
Ex C Q3
years before
became taking the
stronger, up afire
position
spread as design
quickly,director
surrounding
In both, the reader forces his eye over print at a rate which Balloon debate
Hawking
6 How did hasthesaiddriver
that react
beforeafter
he was diagnosed with ALS,
the accident? permits him to take in only, perhaps, the beginnings and ends
at Ralph
the SanchezLauren in New
family York.Trapped
home. When planninginside her were a Use this activity to extend the theme of heroes.
he had been bored with life. Being told that he would not of paragraphs (where information is often summarised), chapter
7 Why couldn’t the dog get back to the beach? wedding in 1989,
live to complete his PhD encouraged the young physicist to grandmother andshe herwastwo soyoung
disappointed by the
grandchildren. headings and so on.
(Elicit the names of two historically important people. Then draw
8 Why
focus onwas the rescuer so sure they could help?
his studies. lack of fashionable
Spotting the danger wedding
as they dresses
were that she decided
driving past, local a picture of a balloon on the board, with someone jumping
to design her own. A year later, she opened her own Scanning and skimming are important techniques; they do not out of it.) Work in two groups. (Allocate one of the important
residents Maria and Javier Hernandez stopped
D What
SPEAK made Work himin famous?
pairs. Discuss the questions. remove the need for careful reading, but they enable the reader
Hawking is most famous for his research into black holes. bridal
and gotshop,
outfrom which
to help. 4
she has
Maria later built
tolda fashion empire
local reporters people to each group.) The balloon has a leak and it can only
1 How do you think you would react in the situations
to select texts, or parts of texts, that are worth spending time on. carry one person. Convince me that your person should be the
By his early thirties, he had won many awards and went on to worth millions.
‘… I was so impressed by the character of such
And skimming to get a top-down view is valuable as a way of one to survive. Why is he/she more useful to the human race
described in the article? Why? Ex C Q4 young
5
Today,children.
she is worth They over didn’t
$600 know
millionwho and we were but
is considered
publish numerous papers and books, including A brief history approaching difficult texts.
Do you agree trusted us to catch
one of America’s most them as they
successful jumpedmillionaires.
self-made from the than the other person? Discuss your arguments and take turns
2
of time. He was stillwith Jonas Neff
proposing that he isn’t aideas
groundbreaking hero about
because
Students need plenty of practice in these techniques; it is a good to present them. I’ll decide who has to jump. Work in groups of
‘anyone would do the same’? Why/Why
space and time until his death 50 fifty years later. not? top
Her window.
clothes are Once
wornthey were out,
by everyone from theMichelle
grandmother
Obama
idea to devise races to practise them, to ensure the necessary five for another balloon debate. Each choose a famous person
3 Why was Becca Edwards lucky that her accident
jumped too.’ The family
to Kim Kardashian. She remainswere heavily
clearly involved
upset toinloseher
pace. Many tasks can be done in groups, which makes the supply and prepare reasons why you should stay and the others should
Glossary
happened on a main road? their
companyhome andbut equallyfor
is known relieved
workingto allhours
long be alive.
and of materials more feasible. jump. When you have finished, vote for the winner.
ALS (n) amyotrophic lateral sclerosis is a serious disease that affects nerve
holding frequent meetings to ensure she knows 6exactly
cells and causes muscles to become smaller and weaker what’s happening.

CONNEC
2 6 CONNEC TIONS
TIONS CONNEC TIONS TB2
 1.1
1.1 Personality
Personality
Talk about reactions and feelings
Design and present a meet-up group
1.1

VOCABULARY SPEAKING VOCABULARY

A Read the following sentence from the text as a class – She Put students into groups to discuss what to do in each of the Feelings
looked up, horrified, to see the buggy fall off the platform and onto situations. If necessary, give students time to read each scenario
A Scan the article again. Complete the definitions with the
the tracks below – and elicit synonyms of horrified (e.g. terrified, alone and make notes before starting their discussions. Monitor adjectives in bold.
shocked, frightened, etc). Then, elicit the matching definition in and help with grammar and vocabulary as necessary. Give
feedback as a class, encouraging further discussion. 1 relieved feeling happy because something
the exercise (5). Next, ask students to complete the rest of the
bad has stopped or hasn’t happened
definitions alone before checking their answers with a partner.
Give feedback as a class, providing further explanations or Extra activity 2 tense feeling nervous, worried and not able
examples for each word as necessary. Drill pronunciation for Play a game of Back to the Board with the class. Ask one student to relax because of what might happen
the new vocabulary, focusing on anything students may find to volunteer to sit in a chair at the front of the classroom 3 awkward feeling embarrassed and not relaxed
difficult (e.g. awkward). with their back to the board. Write one of the emotion words
4 devastated feeling very shocked and upset
B Give students time to complete the exercise alone, eliciting the from the lesson on the board behind them. Ask the class
to give the student clues about the word without saying it, 5 horrified feeling very shocked or frightened
answer to the first question if necessary. Ask them to compare
answers with a partner before giving feedback as a class. miming or translating the word. Allow 30 seconds for the 6 thrilled feeling very pleased and excited
student to guess the word. Repeat the activity with a new
C Direct students to the Vocabulary Hub (see TB121). Use the 7 impressed feeling admiration for someone
volunteer, and allow the first student to take on the role of
Vocabulary Worksheet on page W1 for extra practice. because of an unusually good achievement, quality
teacher and choose the word on the board. As a variation,
D Choose one of the adjectives from this section, and tell the or skill
you could put students into teams and award one point for
class about the last time you felt this way. Then, put students every correctly guessed word. You could also offer bonus 8 frustrated feeling annoyed or impatient
into pairs to do the same for all of the adjectives in the section. points if the team is able to use the word in a grammatically because you can’t do or achieve what you want
Monitor and encourage students to ask follow-up questions to correct sentence.
extend their discussions. Make a note of the most interesting B Complete the sentences with adjectives from Exercise A.
stories and call upon students to share these with the class 1 i felt a bit awkward at first because i wasn’t
if you have time. wearing a suit like everybody else.
2 i was just really frustrated because the police
wouldn’t let me help.
METHODOLOGY HUB by Jim Scrivener • During the last few minutes of a long task, go round the 3 it’d been a horrible flight and i was pretty
groups and warn them that each group will be asked to ‘report relieved when the plane finally landed.
Post-activity back’ to the whole class. Ask them to appoint a spokesperson
4 Firefighter Mark Cox was thrilled to receive
It is usually important to have some kind of feedback session on and to agree on the main message they want to say. You could THE STRENGTH OF MANY
the activity. This stage is vital and is typically under-planned by an award for bravery after the incident.
ask them to choose just one point from their discussion that Sometimes what you need is a whole group of
teachers! The students have worked hard on the task, and it has they think is worth sharing. heroes. Thrilled at having just won a local football Ex C Q5 5 You couldn’t help but be impressed by how
probably raised a number of ideas, comments and questions • When checking answers, ask for groups to exchange and tournament, 10-year-old Becca Edwards was cycling quickly he reacted to the danger.
about the topic and about language. Many teachers rely on an compare their answers across the room themselves … home from school one evening when she was hit 6 The crowd grew tense as they waited to
‘ask the class if there were any problems and field the answers on
the spot’ approach. While this will often get you through, it can
• … or get a student to come up front and manage the answer- by a car that had driven through a red light. The car see if firefighters would reach the child in time.
checking, rather than doing it all yourself (you could give this stopped, trapping Becca underneath. Devastated by 7 i was devastated to hear that my grandmother
also lead you down dark alleys of confusing explanations and
student the answer sheet!). what had happened, the driver could do nothing as Ex C Q6 had died as we were very close.
long-winded spontaneous teaching. It can also be rather dull
• Collect in all answer sheets, then redistribute them for Becca screamed for help. Luckily for her, the accident 8 We were all horrified as the lift fell 15 floors
simply to go over things that have already been done thoroughly
in small groups. So, for a number of reasons, it is worth careful ‘correcting’ by other students. When everything has been took place on a busy main road. Nine pedestrians towards the ground.
planning of this stage in advance – especially to think up checked, students pair up with those who marked their paper ran to help, working together to lift the car up just
alternatives to putting yourself in the spotlight answering a long and listen/explain/justify/argue, etc. enough for a tenth hero to pull the schoolgirl out C Go to the Vocabulary Hub on page 142.
list of questions. • Correct one student’s answers; that student then goes on to from underneath. Mark Benson, the first paramedic
at the scene, said Becca was lucky to be alive and D SPEAK Work in pairs. When was the last time you felt any
• Groups meet up with other groups and compare correct other answers, etc.
of these emotions? What happened?
praised the quick response of the passers-by.
answers/opinions. • Divide the board up into spaces for answers and throw pens
• Students check answers with the printed answers in the to different students who fill the board up with their answers DANGER AT THE BEACH
Teacher’s Book (which you pass around / leave at the front of (each answer written by a different student). The whole group Michael was happily throwing sticks into the sea for SPEAKING
the room / photocopy and hand out, etc). looks at the finished board and comments/corrects. his dog, Linus, when suddenly it all went wrong.
SPEAK Work in groups. Read the scenarios (1–3) and
• Before class, you anticipate what the main language problems Strong currents dragged poor Linus out to sea and he Ex C Q7 discuss what you would do in each and why.
will be and prepare a mini-presentation on these areas. wasn’t able to swim back to shore. Terrified that Linus
might die, but not a particularly strong swimmer, 1 You’re on a busy train when the woman in front of you
Michael stood helpless and frustrated on the beach. suddenly falls over. Her eyes are closed and she doesn’t
All of a sudden, a man came running past and dived appear to be breathing.
into the water. After a brief struggle, he managed to 2 You’re walking home late at night when you see a group
pull Linus back to the shore where he was met with a of men shouting at a terrified businessman. You think they
huge round of applause from the crowd of onlookers might attack him.
that had gathered. ‘Initially, I felt kind of awkward 3 A fire breaks out in the house across the street. The old
on the beach because I didn’t know what to do’ said woman that lives there has difficulty walking and has
the young hero. ‘But I’m pretty confident in the water, poor hearing.
so I just jumped in. I’m glad I could help out, but Ex C Q8
I wouldn’t recommend swimming in such dangerous
currents unless you’re confident you can get back.
A person’s life is much more important than a dog’s!’

TB3 CONNEC TIONS CONNEC TIONS 3

 1.1 1.1 Personality
a b
LISTENING B Give students time to complete the rules alone, using the
examples in Exercise A to help them. Then, ask them to
A–D Work through the exercises. Allow time for peer
check their answers in pairs before giving feedback as a class.
1.1 correction and encourage students to justify their
Consolidate understanding with further explanations and
answers with examples from the conversations.
examples of each of the points in the box as necessary.
1 To connect people around the world with similar interests.
C Direct students to the Grammar Hub (see TB5).
2 reading, triathlons, clubs for people changing careers, etc.
D–E Work through the first question as a class, adding the
GRAMMAR correct answer to the board. Then, give students time to
A Play the audio for students to complete the extracts, then complete the remaining questions alone before checking
1.2 give them time to compare their answers with a partner. Give their answers with a partner. Give feedback as a class. Next,
feedback as a class, but don’t go into the grammar of each put students into pairs to discuss the questions. Monitor and
question at this point. encourage students to ask follow-up question to extend
their discussions. Use the Grammar Worksheet on page W2
for extra practice.

AUDIOSCRIPT F: Well, one of them works night shifts so he always

comes home really late and the other just spends all
LISTENING D SPEAK Work in groups. Discuss the questions. 1.1 his time in his room. Maybe I should just look for a
1 What are the benefits of joining a group like this? place on my own.
A SPEAK Work in pairs. Read the information about Listening, Exercise B A: Maybe, although flat shares can be pretty fun if you
Get Together and discuss the questions. 2 Do you think this is the best way to meet new M = Mark S = Sarah F = Fyodor A = Alana can find the right people.
people in your area? Why/Why not? M = Martin Y = Yumi
1 What is the purpose of Get Together? F: I suppose so. Who do you live with?
3 What Get Together groups would you like to join in Conversation 1 A: A couple of friends I’ve known since university. They
2 What kind of groups are available?
your area? Why? M: Hello. I haven’t seen you here before. can definitely be annoying sometimes, but I wouldn’t
3 Do you think this is a good idea? Why/Why not? Ex C Q1a S: Er, no, I’ve just joined actually. This is my first want to live with anyone else.
Get Together. F: Sounds fun. Anyway, have you been running long?
GRAMMAR
Get Together Question forms
M: Oh, well, you chose a good group. Everyone here’s
pretty friendly and we all have a similar level of
A: Er, no, not long really. I just wanted to, you know, get
more into sports and I loved running at college, so I
ability, which helps. thought I’d give it a go.
Home About us Contact Login Sign up A Listen to extracts from the conversations again. Ex C Q1b S: That’s a relief. I’ve been learning for about a year or F: Fair enough. Are you planning to enter any races this
1.2 Complete the questions.
so now. How about you? Have you been summer or is it a bit too soon?
Get Together helps connect millions of people with similar Ex A Q1 1 Sarah: Yeah, same really. it just seemed like a fun playing long? A: Well, I was actually thinking of signing up for the 10K
interests around the world. The basic idea is simple – find people in your thing to do. Anyway, who’s leading M: Er, yeah a little bit longer … for about two and a half at the end of September.
local area that share your passion and form a group. Meet regularly to the years. I think I’m alright but I’m no expert. Ex C Q2b F: The one in Richmond? You definitely should.
play together, learn new skills or just make new friends. S: Yeah, me neither. Do you ever perform at all?
group tonight? Ten kilometres sounds like a long way, but it’s
Our members have rediscovered their passion for reading, trained for Ex A Q2 M: Me? Ha ha! No, no. I’m definitely not good enough actually not too bad. I just put in a lot of training and
triathlons, even changed their careers – the possibilities are endless.
Mark: Er, Lucy, i think. She’s actually a professional
for that. I’m just doing this for fun really. How was completely fine on the day.
Whatever you’re interested in, you’re sure to find a group that suits you. musician, so we’re in good hands.
about you? A: OK, good to know. Maybe we could do it together?
2 Fyodor: Well, i like Clapham, but my flat is a really S: Yeah, same really. It just seemed like a fun thing to F: Ha ha! Maybe. I’m doing a half marathon the week
Members Groups Countries long way from the station and i don’t really do. Anyway, who’s leading the group tonight? before though, so I might not have the energy for
25 million 185,967 148 get on with my flatmates. M: Er, Lucy, I think. She’s actually a professional musician, another race!
Alana: Oh, fair enough. Why don’t you so we’re in good hands. Conversation 3
B LISTEN FOR MAIN IDEAS Listen and match the like them? S: Well I certainly need all the help I can get! M: Excuse me, could you tell me where I sign in for the
conversations (1–3) to the pictures (a–c). Conversation 2 book club Get Together?
1.1 Fyodor: Well, one of them works night shifts so he
F: Excuse me, could you tell me where the changing Y: Er, yeah, right here actually. I’m running the group
Conversation 1 b Conversation 2 c Conversation 3 a always comes home really late and the
rooms are? tonight. Can I take your name, please?
other just spends all his time in his room.
C LISTEN FOR DETAIL Listen again. Are these sentences true A: Sure. I’m going there now if you want to come with M: It’s Martin Pajak.
3 Fyodor: i suppose so. Who do you live with me. I’m Alana by the way. You’re new to the Get
1.1 (T) or false (F)? Correct the false sentences. Y: Oh, yes. I remember your name from your emails.
? Together, aren’t you? Ex C Q3a Could I ask you to fill out this form when you get
1 a Both speakers at the ukulele group regularly F: Er, yeah I am. I’ve just moved to the area. I was a member
Alana: A couple of friends i’ve known since a chance? No rush to return it. Have you had time to
go to meet-ups. This is the woman’s first Get Together. T / F university. They can definitely be annoying of the running Get Together before I moved here. finish the book yet?
b They have played the ukulele for the same sometimes, but i wouldn’t want to live with A: Where were you living before? M: Er, just about! I really like Haruki Murakami.
amount of time. The woman has been playing for a T/F anyone else. F: I was living in Birmingham but I got a new job, so Y: Oh, really? Me too. Which is your favourite
year and the man has been playing for two and a half years. I moved to London. I’m living in Clapham at the Murakami novel?
2 a The man’s flat is in a convenient location. T/F 4 Martin: Excuse me, could you tell me
He says the flat is a really long way from the station. moment, but I might actually move. Ex C Q3b M: Um, probably Norwegian Wood, but I also loved
b The man has done a 10K race before. T/F where A: Oh, really? How come? After Dark.
3 a Martin needs to return the registration form i sign in for the book club Get Together? Ex C Q2a F: Well I like Clapham but my flat is a really long way Y: Norwegian Wood was the first Murakami book that
as soon as possible. There’s no rush to return it. T/F Yumi: Er, yeah, right here actually. i’m running from the station and I don’t really get on with I ever read. I thought it was amazing.
b Martin and Yumi both enjoyed the Haruki Murakami the group tonight. Can i take your name, my flatmates. M: Oh, well if you like Murakami, you’d probably like
novel Norwegian Wood. T/F please? A: Oh, fair enough. Why don’t you like them? Banana Yoshimoto. Especially her first novel, Kitchen.

4 CONNEC TIONS CONNEC TIONS TB4

 1.1 Personality 1.1
c
PRONUNCIATION SPEAKING HUB PRONUNCIATION
A–B Work through the exercises, allowing time for peer correction A–D Put students into groups to work through the exercises. intonation in yes/no and wh- questions
1.3; as appropriate. Monitor and support as necessary. A Listen to the questions from the conversations.
1.4
1.3 Draw arrows to show whether the intonation rises ( )

Grammar Hub or falls ( ) at the end of each question.

1 Have you been playing long?
GRAMMAR HUB
2 Where were you living before?
1.1 Question forms 3 Who do you live with?
Questions with be, have and do
4 Have you had time to finish the book yet?
• We often use the auxiliary verbs be, have and do to form questions. These come before the main verb.
B Circle the arrows to predict which intonation will be used
Question word Auxiliary Subject Main verb
1.4 in each question. Then listen and check.
Is he coming this weekend?
1 is there an application fee? [ ]/[ ]
Have you seen her?
2 What kind of event could we run? [ ]/[ ]
When did they move in?
3 How often does the group meet? [ ]/[ ]
Subject questions Questions ending in a preposition 4 Do you need any special equipment? [ ]/[ ]
• When the question word (who, what, etc) is the subject, we • When a question word is the object of a preposition, the B WORK IT OUT Choose the correct options to complete
5 is everyone happy with that? [ ]/[ ]
don’t use an auxiliary. preposition usually comes at the end of the sentence. the rules.

Question word Main verb

Who did you brother live with?
What did you use it for? Question forms SPEAKING HUB
What happened to you?
Questions with negative auxiliaries Indirect questions
How are you? A PLAN Work in groups. Brainstorm a list of things
• When we ask negative wh- questions, we use the auxiliary We use indirect questions when we want to be more polite. you like doing or are interested in.
Indirect questions verb, even in subject questions. Negative wh- questions can be They often start with phrases like Could you tell me …?, Do you
used to confirm something you believe to be true, to express know …? and Would you mind …? in indirect questions, we
• indirect questions begin with phrases such as Can you tell B PREPARE Choose one of your ideas from Exercise A
an opinion in a more formal manner or to focus on a smaller use the same word order as a statement (i.e. 1verb + subject /
me …? After the phrase, we use the same word order as a to use as the focus of a new meet-up group.
number of answers. subject + verb) and we don’t use the auxiliary do.
sentence, not a question. Make notes about:
OK, who doesn’t want pizza? (= I think most people will Questions with prepositions
Do you think it will rain? NOT Do you think will want pizza) • what you’ll actually do at the meet-ups
it rain? if a verb is followed by a preposition, the preposition comes
• where / how often you’ll meet
Can you tell me where you live? NOT Can you tell me at the 2beginning / end of the sentence.
Grammar Hub • what special events you might organise
where do you live? Subject questions
When we ask about the subject of a sentence, we use the • how much members will need to pay and why
same word order as a statement, and the question word
1.1
1.2 Question forms
Tense review (e.g. when, who, what, which, etc) replaces the 3subject / object.
C PRESENT Present your ideas to the class. Ask other
A Correct the mistakes in each question. C Complete groups follow-up questions to get more information.
Present simplelive He enjoys parties.
• We usethethequestions in thesimple
present perfect interview.
to talk about a state or Negative questions
1 Does he lives near here? Interviewer: started in the past are
action thatWhere 1 andyou from
is still happening now.?
has she
Present continuous I’m watching the news. When we ask negative wh- questions, we 4use / don’t use the D DISCUSS As a class, discuss which meet-up groups
2 What she has done to her hair? Mia:We also usei’mit from
to announce news.
Seattle, Washington. would work best in your area and why.
auxiliary verb, even in subject questions.
Past
3 Where
do
simpleyou work? He got up early this morning. • We use theHow
Interviewer: pastlong
perfect
2 simple to talk about a past action
have you been / lived here (for) ? that
team is occurred before another past action. This tense is often used
Past continuous
4 Which is team winning? I was walking the dog. Mia: i’ve been here for about five years now.
been with the past simple. C Go to the Grammar Hub on page 122.
Haven’t you already
Present perfect simple
5 be on I’ve lived here for 12 years.
holiday? Interviewer: Who 3 and question
• With the negative do you liveofwith
forms ? use
these tenses, we
6 Who with do you live? with?I’d seen the film several Mia:an auxiliaryWith
verbfriends,
(be, do but i’m looking
or have, to find
depending onathe
flattense).
of D PRACTISE Reorder the words to make questions.
did he
Past perfect tell
simple my own.
7 When he told you that? times. She doesn’t feel well. did you decide to become 1 would / most like to meet / which / you / famous person
Interviewer: So when 4 an actor ?
• 8 What
We waspresent
use the happened next?
simple to talk about general truths or It didn’t cost a lot. Which famous person would you most like to meet ?
actions that always/usually/never happen as part of our daily Mia:I haven’t ifinished
guess i decided
yet. to become an actor when
B Rewrite the direct questions as indirect questions. i was about five! 2 is / can / ask / your earliest memory / i / what
routines. Had they been5 there
1 Where did you get your information?
do youbefore?
like doing / to do / do you do
• We use the present continuous for things that are happening Interviewer: What in your free time ? Can I ask what your earliest memory is ?
nowCan
or you
around me where you got your information ?
tell now. Be careful!
Mia: i don’t have much free time, but when i am 3 think / you / is more important / diet or exercise / do
• 2 isuse
We it going to snow
the past simplelater, do about
to talk you think?
past states or completed free, i like spending time with friends and
• Certain time words and expressions, such as now, at the Do you think diet or exercise is more important ?
actions
Do youin the past.
think it’s / it is going to snow later ? moment,family. you’ll /every
just, already, recently, you will
day,always beus to
etc, help
• We use the
3 What dopast
you continuous
think of the to
newdescribe thelaws?
recycling background to a Interviewer:
identify Do thinkwe need toan
youtense
which 6 actor
use. ? 4 English / you / why / are / studying
story or something that was in progress at a particular time Mia: I was travelling
Oh yes. i think i’ll always be an actor. i can’t Why are you studying English ?
Can i ask you what you think of the new recycling laws? across the country at the time.
in the past. We also use it with the past simple to describe an imagine doing anything
4 Where
action thatdoes
was Alejandro come from?
interrupted. I have just finished the last else!
series on Netflix. 5 your job / what / like about / you / don’t
➤ Go back to page 5.
WeDo youdriving
were know home wherewhenAlejandro
we hadcomes from
an unexpected ? Actually, I saw him at the gym yesterday. What don’t you like about your job ?
phone call.post arrived yet?
5 Has the
E SPEAK Work in pairs. Discuss the questions in Exercise D.
Could you see if the post has arrived yet ?

1.2 Tense review

A Choose the correct options to complete the sentences. C Complete the sentences with the correct form of the Talk about reactions and feelings
verbs in the box. Use contractions where possible.
1 i am / was watching television when i started to feel ill. Design and present a meet-up group
2 Joanna was ashamed because she has / had done forget have know meet
something wrong. snow think walk work
TB5 CONNEC TIONS CONNEC TIONS 5
3 i am never feeling / have never felt relaxed around him – 1 it heavily and i wasn’t
i don’t know why. wearing a winter coat.
 1.2 Who
1.2 Whowe
weare
are
Compare,
Compare,
Talk
Talk about
about
contrast
contrast
people
people
and
and
that
that
summarise
summarise
have
have
short
short
influenced
influenced you
biographies
biographies
you 1.2 Who we are
tense
G G tense review
review listening
L L listening forfor
thethe main
main ideas
ideas
personality
V V personality adjectives;
adjectives; noun
noun suffixes
suffixes connected
P P connected speech:
speech: final
final consonant
consonant andand initial
initial vowel
vowel
LEAD-IN B Elicit the meaning of overcome (to succeed in dealing with or
controlling a problem), then give students time to read the text
With books closed, tell students about a turning point in
and complete the exercise. Ask them to check their answers
your life. This could be real or made-up, but make sure to
READING
READING C CSCAN
SCANScan
Scan
sentence
sentence
thethe article
article
is about.
is about.
again
again and
and tick
tick (✓)(✓)
thethe person
person that
that each
each
include information about what you changed and why. Arrange
in pairs before giving feedback as class. Take this opportunity
to clarify any new or unfamiliar vocabulary in the article at this
students in pairs and ask them to discuss a turning point from
Grammar Hub
A ASPEAK
SPEAKWork
Workin in groups.
groups. What
What dodo you
you know
know about
about stage (drawing attention to the glossary box).
Stephen Vera
Stephen Vera their own lives.
thethe people
people in in
thethe article
article below?
below? Which
Which person
person ……
C Elicit the meaning of scan (to look over a text to find specific
Hawking Wang
Hawking Wang
B BREAD
READ
FORFOR GISTRead
GIST TheThe
Read long
long road
road to to success
success andand had
1 1had anan unusual
unusual childhood?
childhood? ✓ READING information), then give students time to read the article again to
choose
choose thethe sentence
sentence (1–3)
(1–3) that
that best
best describes
describes thethe A1.1
DirectQuestion
students’forms
attention to the pictures in the article and put complete the exercise. Ask them to check their answers in pairs
connection
connection between
between thethe
twotwo people.
people.
didn’t
2 2didn’t meet
meet their
their academic
academic potential?
potential? ✓ them intowith
groups before giving feedback as class. Encourage them to justify their
Questions be, to discuss
have what they know about the two
and do
had
3 3had a significant
a significant change
change in their
in their career?
career? ✓ answers with examples from the text.
famous
1 1famous people
people that
that had
had difficult
difficult childhoods
childhoods •celebrities. Remind them not to read the text at this stage. Give
We often use the auxiliary verbs be, have and do to form questions. These come before the main verb.
was
4 4was inspired
inspired to to start
start a new
a new business?
business? ✓ feedback as a class, eliciting a brief summary for each person
famous
2 2famous people
people that
that overcame
overcame challenges
challenges to to succeed
succeed lived
5 5lived much
much longer
longer than
than people
people expected?
expected? ✓ Question
(Stephen word wasAuxiliary
Hawking Subject
a famous British physicist, renowned for his Main verb
famous
3 3famous people
people that
that failed
failed at at university
university theories on black holes.IsVera Wang is a famous fashion designer, coming
is very
6 6is very rich
rich and
and successful
successful today?
today? ✓ he
who is best known for her line of wedding dresses).
this weekend?
Have you seen her?
When did they move in?

Thelong
The longroad
roadto
to
It’sIt’s
easyeasyto to think
think that
that thethe rich
rich and and famous
famous have
have
always
always lived
lived a privileged
a privileged life,
life, butbut many
many have
have METHODOLOGY
Subject questions
HUB by Scott Thornbury Questions as
knowledge, ending
well as inon
a preposition
immediate contextual information.

success
success
overcome
overcome great
great adversity
adversity to to
getgetto to where
where they
they areare • When the question word (who, what, etc) is the subject, we •
Discourse knowledge is knowing
When a question word how different
is the object text types
of a preposition, the – such
today.
today. WhenWhen lifelife presents
presents usus with
with challenges,
challenges, howhow Reading
don’t use an auxiliary. preposition
as news reports,usually
recipescomes at the end
or academic of the– sentence.
papers are organised.
wewe react
react cancan determine
determine how how successful
successful wewe become.
become. Reading is a receptive skill. But the fact that it is receptive Schematic
Who did knowledge
you brother is thelive
reader’s
with?existing knowledge of
Question word Main verb
does not mean that it is passive: reading is an active – even the topic. Reading involves
What did you use it for? an interaction between these
What happened to you? different levels of knowledge, where knowledge at one level can
interactive – process. Readers bring their own questions to the Questions with negative auxiliaries
How are
text – based on their own background knowledge you? – and they compensate for lack of knowledge at another.
• When we ask negative wh- questions, we use the auxiliary Research suggests,
use these to interrogate the text, modifying their questions though,
verb, even in subject questions. Negative wh- questionsand
that relying on top-down knowledge is unreliable canthat
be
StephenHawking
Stephen Hawking VeraWang
Vera Wang Indirect questions
and coming up with new ones according to the answers they fluent reading
used requires
to confirm rapid andyou
something automatic decoding
believe to be true, skills above
to express
• indirect questions begin with phrases such as Can you tell
get. In order to do this, they draw on a range of knowledge all. But
anperhaps
opinion thein a most
more important
formal mannerpredictor
or to of fluent
focus on reading
a smaller
me …? After the phrase, we use the same word order as a
WhatWhat was was hishis early
early lifelife
like?like? DidDidsheshe always
always want want to to
work work bases. They need ability, both inofthe
number first and second language, is having an extensive
answers.
sentence, not ato be able to decode the letters, words and
question.
Keeping
Keeping bees bees in the
in the basement
basement of of their
their in fashion?
in fashion? grammatical structures of the individual sentences – what is vocabulary:
OK, who thedoesn’t
more words
want you know,
pizza? (=the easier most
I think it is topeople
read. will
crumbling
crumbling St.St. Albans
Albans home,
home, making
making From
From thethe ageage of of
eighteight years
years Do you think it will rain? NOT Do you think will
called bottom-up processing. But they also enlist top-down want pizza)
fireworks
fireworks in the
in the greenhouse
greenhouse andand old,
old, WangWang wanted
wanted to to become
become a a it rain?
processes, such as drawing on discourse and schematic
driving
driving aroundaround in ainformer
a former London
London professional
professional figure
figure skater.
skater. After
After Can you tell me where you live? NOT Can you tell me
taxi,
taxi, thethe Hawking
Hawking family
family was was certainly
certainly Ex C Q1 years
years of of training
training and and competing,
competing, where do you live?
a little
a little eccentric.
eccentric. In In fact,
fact, they they often
often ateate sheshe realised
realised thatthat nono matter
matter how how GRAMMAR HUB
dinner
dinner in silence
in silence while
while each each of of
themthem readread a book.
a book. hard
hard sheshe trained,
trained, sheshe would
would nevernever 1.2
1 1
Tense review
Was Washehe alwaysalways a gifted
a gifted academic?
academic? make
make thethe Olympic
Olympic team.
team. SheShegavegave upup figure
figure skating
skating Ex C Q3 Ex C Q3 • We use the present perfect simple to talk about a state or
At At school,
school, Hawking
Hawking was was thought
thought of of
as as bright
bright butbut
notnot brilliant.
brilliant. and moved
and moved to to Paris
Paris to to study
study ArtArt History.
History. It was
It was there
there Present simple He enjoys parties.
action that started in the past and is still happening now.
In his
Ex C Q2 In his first
first year yearof of secondary
secondary school,
school, hehe
2 2
was wasthethe third
third worst
worst Ex C Q2 in in
thethe French
French capital
capital thatthatWangWang realised
realised sheshe wanted
wanted to to Present continuous I’m watching the news. We also use it to announce news.
student
student in the class.
in the class. He’sHe’s
also also admitted
admitted to to being
being a lazy
a lazy pursue
pursue a career
a career in inthethe fashion
fashion industry.
industry. After
After sheshe
3 3
hadhad Past simple He got up early this morning. • We use the past perfect simple to talk about a past action that
student
student at at Oxford
Oxford University,
University, only
only spending
spending about
about ananhour hour completed
completed herheryear year abroad,
abroad, Wang Wang moved
moved backback to to
thethe occurred before another past action. This tense is often used
Past continuous I was walking the dog.
a day
a day studying.
studying. USAUSA where
where sheshe worked
worked as as a sales
a sales assistant
assistant at Yves
at Yves Saint
Saint with the past simple.
Laurent.
Laurent. It was
It was at at
thisthis point
point sheshe met met Vogue
Vogue fashion
fashion Present perfect simple I’ve lived here for 12 years. • With the negative and question forms of these tenses, we use
WhenWhen diddid hishis condition
condition develop?
develop?
Hawking
Hawking firstfirst recognised
recognised something
something waswas wrong
wrong when when hehe director
director Frances
Frances Stein,
Stein, who whotold told
WangWang to to
give giveherher a call
a call I’d seen the film several an auxiliary verb (be, do or have, depending on the tense).
Past perfect simple
started
started to to occasionally
occasionally triptripand andfallfall while
while studying
studying forfor a PhD
a PhD when
when sheshe graduated.
graduated. A year
A year and and a half
a half later
later sheshe did,did, times. She doesn’t feel well.
at at Cambridge
Cambridge University.
University. At At 2121 years
years old,old,
hehe waswas diagnosed
diagnosed Ex C Q5 andandspentspent thethe nextnext 1717 years
years working
working as as
anan editor
editor at at • We use the present simple to talk about general truths or It didn’t cost a lot.
withwith amyotrophic
amyotrophic lateral
lateral sclerosis
sclerosis (ALS),
(ALS), andand given
given justjust
twotwo the magazine.
the magazine. actions that always/usually/never happen as part of our daily I haven’t finished yet.
years
years to tolive.live. HowHow diddid sheshe getget into into fashion
fashion design?
design? routines. Had they been there before?
How How diddid this this affect
affect him?him? Wang
Wang leftleft Vogue
Vogue in in19821982 and and lived
lived in in Paris
Paris forfor several
several • We use the present continuous for things that are happening
years
years before
before taking
taking upup a position
a position as as design
design director
director now or around now. Be careful!
Hawking
Hawking hashas saidsaidthatthat before
before hehe was was diagnosed
diagnosed withwithALS,ALS,
hehe hadhad been been bored
bored withwith life.life. Being
Being toldtold
thatthathehe would
would notnot at at Ralph
Ralph Lauren
Lauren in in
New New York.
York. When When planning
planning herher • We use the past simple to talk about past states or completed • Certain time words and expressions, such as now, at the
wedding
wedding in in 1989,
1989, sheshe was was so so disappointed
disappointed byby thetheEx C Q4 actions in the past.
livelive
to to complete
complete hishisPhD PhD encouraged
encouraged thethe young
young physicist
physicist to to Ex C Q4 moment, just, already, recently, every day, etc, help us to
focus
focus onon hishis studies.
studies. lack
lack of of fashionable
fashionable wedding
wedding dresses
dresses thatthatsheshe decided
decided • We use the past continuous to describe the background to a identify which tense we need to use.
to to design
design herher own.own. A year
A year later,
later, sheshe opened
opened herherown own story or something that was in progress at a particular time
WhatWhat mademade himhim famous?
famous? I was travelling across the country at the time.
in the past. We also use it with the past simple to describe an
Hawking
Hawking is most
is most famous
famous forfor hishis research
research intointo black
black holes.
holes. bridal
bridal shop,
shop, fromfrom whichwhich sheshe
4 4
hashas built
built a fashion
a fashion empire
empire I have just finished the last series on Netflix.
action that was interrupted.
By his
By his early
early thirties,
thirties, hehe had had won won manymany awards
awards andandwentwent ononto to worth millions.
worth millions. Actually, I saw him at the gym yesterday.
We were driving home when we had an unexpected
publish
publish numerous
numerous papers
papers and and books,
books, including
including A brief
A brief history
history Today,
Ex C Q6 5Today,
5
sheshe is worth
is worth overover $600
$600 million
million and and is considered
is considered Ex C Q6
phone call.
of time.
of time. HeHe was was
stillstill proposing
proposing groundbreaking
groundbreaking ideas
ideas about
about oneoneof of America’s
America’s most most successful
successful self-made
self-made millionaires.
millionaires.
space
space and and time timeuntiluntil
hishis death
death 5050 fifty
fifty years
years later.
later. HerHer clothes
clothes areare wornworn byby everyone
everyone fromfrom Michelle
Michelle Obama
Obama
to to
Kim Kim Kardashian.
Kardashian. SheShe remains
remains heavily
heavily involved
involved in in
herher
Glossary
Glossary company
company and and is known
is known forfor working
working longlonghourshours and and
ALSALS
(n)(n) amyotrophic
amyotrophic lateral
lateral sclerosis
sclerosis is aisserious
a serious disease
disease thatthat affects
affects nerve
nerve
holding
holding frequent
frequent meetings
meetings to to ensure
ensure sheshe knows
knows exactly
exactly
6 6

cells
cells andand causes
causes muscles
muscles to become
to become smaller
smaller andand weaker
weaker what’s
what’s happening.
happening.

CONNEC
6 6 CONNEC TIONS
TIONS CONNEC TIONS TB6
 1.2
1.2
1.2Who
Who we
Whowe are
weare
are
Compare,
TalkTalk
about
contrast
Compare,
people
about
andand
contrast summarise
thatthat
people
summarise
have
short
influenced
have
biographies
short biographies
youyou
influenced
Grammar Hub 1.21.2
D READ
D READFORFOR
DETAIL
DETAILRead again.
Read Complete
again. Complete D PRACTISE
D PRACTISE Complete the the
Complete texttext
withwith
the the
correct formform
correct of the verbs
of the verbs
D As this is a common activity type (both in the book and in C Direct students to the Grammar Hub (see TB6 and below).
the the
sentences withwith
sentences no more thanthan
no more twotwo
words
words in brackets.
in brackets.
1.1
variousQuestion
exams), take
formstime to clarify that students must complete D Direct students’ attention to the picture of Saroo Brierley, and fromfrom
the the
article.
article.
Aeach sentence
Correct with a maximum
the mistakes of two words and that these
in each question. CaskComplete the questions
students what they knowin the interview.
about him. Explain that he was
must come from the article itself; they cannot use synonyms 1 Stephen Hawking
1 Stephen waswas
Hawking considered a a
considered
1 Does he lives near here?
or change the form. If necessary, complete the first sentence as
theInterviewer:
inspiration forWhere
the film1 Lion, before giving students time to ?
lazy student at university.
student at university. Saroo Brierley
Saroo Brierley
2 What she has done to her hair?
complete
Mia: the texti’m alone.
fromAsk them Washington.
Seattle, to check their answers in pairs
an example, then give students time to complete the exercise before giving feedback as a class. 2 Before finding
2 Before out out
finding about his illness,
about he only
his illness, he only
3 Where
alone, beforeyou work? their answers with a partner. Give
checking Interviewer: How long 2 ? Saroo Brierley
Saroo Brierley
1 1
was (be)(be)
bornborn
E Model the exercise by giving some examples from your own studied for for
studied an hour eacheach
day.day.
feedback
4 Which as is
a class.
team winning? Mia: i’ve been here for about five years now. in Ganesh
in Ganesh Talai,Talai,
a suburb
a suburbin Khandwa,
in Khandwa, India. His family
India. His family waswas
life. Encourage students to ask you questions, adding any useful 3 He
3 was toldtold
He was he would live live
he would for just
for just poorpoorandandoften hadhad
often to begto begfor food andand
for food money.money.When Whenhe washe was
E Put5 students
Haven’t into pairs to be
you already discuss the question, explaining that
on holiday? Interviewer:
emergent languageWho 3
to the board. Then, put students into pairs to? two more years.
more years.
they
five,five,
SarooSaroo
2 2
took (take) a train
(take) a train
6 don’t havedo
Who with to choose
you live?someone famous – they can also talk Mia: their ownWith
discuss experiences.
friends, Monitor, focusingtoonfind
but i’m looking theaaccuracy
flat of 4 He
4 was given
He was a lotaof
given lot of awards
about people they know. Monitor and encourage students to withwith
his older brother,
his older brother,Ghuddu,Ghuddu, fromfromKhandwaKhandwa to the city city
to the of of
7 When he told you that? of the tenses covered in this section. Use the Grammar Worksheet
my own. for his earlyearly
for his work.work.
extend their discussions with follow-up questions. Burhanpur,
Burhanpur, where Ghuddu
where Ghuddu hadhada joba cleaning
job cleaning trains at night.
trains at night.
onInterviewer:
page W3 for extra practice.
So when 4 ?
8 What was happened next? 5 Vera Wang
5 Vera gavegave
Wang up her dream
up her of becoming
dream of becoming By the timetime
By the theytheyarrived, Saroo
arrived, waswas
Saroo so tired he fell
so tired he asleep
fell asleepon on
GRAMMAR
B Rewrite the direct questions as indirect questions. SPEAKING
Mia: i guess i decided to become an actor when a professional figure skaterafterafter
a professional the the
platform. Ghuddu
platform. Ghuddu toldtold
himhim to wait there
to wait but but
there when whenhe he
A Draw students’ attention to the first highlighted sentence and i was about five! realising she she
realising would never
would make
never the the
make
3 3
didn’t return (not(not
return), Saroo
return), grewgrew
Saroo impatient
impatient
1 Where did you get your information?
A–C Put students into A/B5 pairs. Direct students to the
elicit the name of the tense (past simple). Then, give students Interviewer: What ? Olympic team.
Olympic team. andandgot got
on aontrain thatthat
a train 4 4
was waiting (wait) at at
(wait)
Communication Hub (see TB121) and ask them to follow the
time toCan you tell the
complete me exercise alone before briefly checking their ? Mia: i don’t have much free time, but when i am sales assistantbefore
the the
platform. He fell
platform. He asleep
fell asleep andandwhen he woke
when he woke up, heup,realised
he realised thatthat
instructions. Next, give pairs time to share what they have 6 She worked
6 She as aas a
worked before
answers
2 is itin pairs.to
going Give feedback
snow as you
later, do a class, eliciting new examples
think? free,
learnt. Monitor andi like
helpspending
with newtime with friends
vocabulary and
as necessary. he 5he 5 had travelled (travel) to Kolkata
(travel) to Kolkata by mistake
by mistake – –
joining Vogue
joining shortly
Vogue afterafter
shortly graduation.
graduation.
of eachDotense and their structure and adding these to the board.?
you think family.
Finally, combine pairs into groups of four to discuss the 15001500km away
km away fromfromhome. home.
7 She left Vogue
7 She in 1982,
left Vogue afterafter
in 1982, 17 years
B Give
3 students
What do time to complete
you think the recycling
of the new rules alone, before checking
laws? questions. Monitor
Interviewer: Do youand 6
encourage
think students to justify ? AfterAfter
living on the
living streets
on the for three
streets weeks,
for three weeks,he got a place
he got in in
a place
working as an
working aseditor.
an editor.
their answers with a partner. Remind them to use the examples their
Mia: opinions with examples. If you have time, open
Oh yes. i think i’ll always be an actor. i can’tthe a local orphanage.
a local orphanage. An Australian
An Australian familyfamilyadopted
adopted himhim andand he he
Can i ask you ? 8 Her personal
8 Her fortune
personal is thought
fortune to be
is thought tomore
be more
in the text and those on the board to help them. Give feedback discussion upimagine
to the class.
doing anything else!
6 6
spent (spend)
(spend)the the
nextnext25 years
25 yearsliving in in
living
4 Where does Alejandro come from?
as a class, giving further explanation and examples for each thanthan $600 million. . Australia. Saroo
Australia. Saroowantedwanted to find his family.
to find his family. Using his memories
Using his memories andand
➤ Go back to page 5.
pointDo you know
as necessary. ? Google
GoogleEarth, Saroo
Earth, Sarooeventually
eventually 7 7
found (find)
(find)
E SPEAK
E SPEAKWork in pairs.
Work CanCan
in pairs. youyou
think of of
think
5 Has the post arrived yet? anyone elseelse
anyone thatthat
has has
overcome
overcomehugehuge his hometown
his hometown in India.
in India.
Could you see if ? challenges in order
challenges to succeed?
in order to succeed? Before his story
Before waswas
his story turned
turnedintointo
an an
GRAMMAR HUB internationally
internationally successful
successful book andand
book film,film,
Saroo Saroo
8 8
was helping / helped (help) (help)
1.2 Tense review GRAMMAR
GRAMMAR his dad run run
his dad a business.
a business. NowNow he he
A Choose the correct options to complete the sentences. C Complete the sentences with the correct form of the Tense review
Tense review 9 9
is working (work) as aas a
(work)
verbs in the box. Use contractions where possible.
1 i am / was watching television when i started to feel ill. motivational
motivational speaker
speaker untiluntil
he decides
he decides whatwhatto to
A Scan
A Scan
the the
article again.
article Match
again. the the
Match highlighted
highlighted
2 Joanna was ashamed because she has / had done forget have know meet
sentences (1–6)
sentences to the
(1–6) tenses
to the below.
tenses below. do next.
do next. Since living
Since in Australia,
living in Australia,
something wrong. snow think walk work Saroo Saroo
10 10
has had
present simple
5 present simple past continuous
1 past continuous (have)
(have)
3 i am never feeling / have never felt relaxed around him – 1 it was snowing heavily and i wasn’t
i don’t know why. wearing a winter coat. past simple
2 past simple present continuous
6 present continuous a happy
a happy life and always
life and always
4 We were taking / had taken the wrong turning and were 2 She ’s been working / ’s worked for the company past perfect
3 past perfect present perfect
4 present perfect feels lucky.
feels lucky.
now completely lost. for nearly five years now.
B WORK
B WORK IT OUT
IT OUT
Complete the the
Complete rulesrules
withwith
the the
5 i’m pretty sure i met / have met you at Jenna’s party last year. 3 it’s difficult because he doesn’t know tenses in Exercise
tenses A. A.
in Exercise
6 While i was walking / had walked home, i slipped on some many people in the area.
ice and broke my ankle. 4 We didn’t have much money back Tense review
Tense review
7 i live / have lived here for about a year and a half now. then, but we were happy. past simple
We use the 1the 1
We use
8 James studies / is studying French at Oxford next year. 5 i knew i ’d met her before, but to talk about
to talk pastpast
about states or completed
states actions
or completed actions
i couldn’t figure out where. in the
in past.
the past.
B Complete the sentences with the correct form of the verb in
6 i ’m thinking about starting my We use the 2the 2
We use present continuous
brackets.
own company. to talk about
to talk things
about happening
things nownow
happening or around
or around
1 Jochen is an anxious person who doesn’t / does not like now.now.
7 i was walking down the road in the
(not like) doing new things.
sunshine when out of nowhere, it suddenly started We use the 3the 3
We use present perfect E SPEAK
E SPEAK
Work in pairs.
Work Discuss
in pairs. the the
Discuss questions.
questions.
2 it wasn’t awkward at the party because i ’d/had already met pouring with rain. to talk about
to talk a state
about or action
a state thatthat
or action started in the
started in the 1 What challenges
1 What do you
challenges havehave
do you in your life at
in your lifethe
at moment?
the moment?
(already meet) everyone there. ’d forgotten pastpast
and and
is still
is happening now.now.
still happening
8 She only realised she 2 What is the
2 What is biggest challenge
the biggest you you
challenge havehave
everever
faced? HowHow
faced? did you dealdeal
did you
3 The question is: why was Tom there – who was he waiting her passport when she got to the airport. We use the 4the 4
We use present simple withwith
it? it?
(wait) for? ➤ Go back to page 7. to talk about
to talk something
about thatthat
something is generally true.true.
is generally
4 i’ve got some really exciting news – i ’ve/have got We use the 5the 5
We use past continuous
(get) a new job! to talk about
to talk an action
about in the
an action in past thatthat
the past was was
in in SPEAKING
SPEAKING
5 We ’re/are working (work) on a secret project progress when
progress something
when else else
something happened.
happened.
A PREPARE
A PREPARE Student A – Go
Student A –to
Gothe Communication
to the HubHub
Communication on page 149.149.
on page
these days. We use the 6the 6
We use past perfect Student B – Go
Student B –to
Gothe Communication
to the Communication HubHub
on page 152.152.
on page
6 Tell me about yourself. How long have you worked / to talk about
to talk a past
about action
a past thatthat
action occurred before
occurred before
have you been working (work) for this company? another pastpast
another action.
action. B SPEAK
B SPEAK
Tell Tell
youryour
partner about
partner the the
about person youyou
person readread
about.
about.

C DISCUSS
C DISCUSS
Work in groups.
Work Discuss
in groups. the the
Discuss questions.
questions.
C Go
C to
Gothe Grammar
to the HubHub
Grammar on page 122.122.
on page
1 What are the
1 What are similarities between
the similarities the two
between people
the two you you
people readread
about?
about?
GRAMMAR HUB 123
2 Who do you
2 Who thinkthink
do you hadhad
bigger challenges
bigger to overcome?
challenges Why?
to overcome? Why?

TB7 CONNEC 123

9781380017352_book.indb TIONS 08/05/2019 12:00 CONNEC TIONS
CONNEC TIONS 7 7
 1.2
1.2 1.2 Who we are
LISTENING
LISTENING D DSPEAK
SPEAKWork
Workin in
groups.
groups.
Discuss
Discuss
the
the
questions.
questions.
LISTENING C Give students time to read the questions and answer options
1 1What
Whatpositive
positive
and
and
negative
negative
effects
effects
does
does
social
social
media
media 1.5 before playing the audio again for them to complete the
A ASPEAK
SPEAKWork Workin in
pairs.
pairs.
TellTell
your
your
partner
partner
about
about your
your
closest
closest A Describe a close friend to the class, explaining how you know
have
have
onon
ourour
relationships?
relationships? exercise. Ask them to compare answers with a partner before
friends.
friends.
How
Howarearethey
they similar/different?
similar/different?
Is it
Is important
it importanttoto them and how you are similar or different. Then, put students
have
havedifferent
differenttypes
types
ofof friends?
friends?
Why/Why
Why/Why not?
not? 2 2How
Howwell
welldodo
you
you
know
know
your
your
neighbours/colleagues/
neighbours/colleagues/ giving feedback as a class. Encourage students to justify their
into pairs to talk about their own friends. Monitor, helping with
classmates?
classmates?
DoDo
you
you
consider
consider
any
any
of of
them
them
friends?
friends? answers with examples from the interview, referring to the
any new or unfamiliar vocabulary as necessary. Bring the class
B BLISTEN
LISTEN FORFORMAIN
MAIN IDEAS
IDEASListen
Listen
totoanan
interview
interview audioscript below if necessary.
back together and nominate one or two pairs to share the main
1.51.5 about
aboutfriendship,
friendship, personality
personality
and
andsuccess.
success.
Put
Put
the
the D Put students into groups to discuss the questions.
following
following topics
topicsin in
the
the
order
order
they
theyareare
discussed.
discussed.
Use
Use
the
the VOCABULARY
VOCABULARY points from their discussion. Add any useful emergent language
to the board.
information
information in in
thethe
boxbox
toto
help
help
you.
you. Personality
Personalityadjectives
adjectives VOCABULARY
B Talk through the skills box as a class, clarifying anything
A Give students time to complete the sentences alone, before
Listening
Listening
forfor
the
the
main
main
ideas
ideas A AComplete
Complete the
the
extracts
extracts
with
with
the
the
personality
personality
adjectives
adjectives
in in 1.5 students don’t understand. Next, play the audio for students
1.6 playing the audio for them to check their answers. Give
1.61.6 thethe
box.
box.
Then
Thenlisten
listen
and
and
check.
check. to complete the exercise, then give them time to check their
Talks,
Talks,
speeches
speeches andandinterviews
interviews usually
usually
contain
containmultiple
multiple feedback as a class, giving further examples of each adjective
answers in pairs. Give feedback as a class.
main
main ideas,
ideas,
based
basedaround
around oneone central
centraltheme.
theme.Speakers
Speakers often
often arrogant
arrogant down-to-earth
down-to-earth easy-going
easy-going loyal
loyal if necessary and drilling good pronunciation.
introduce
introduce each
each newnewideaideaor or
point
point with
withphrases
phrasessuch
suchas as
thethe open-minded
open-minded self-centred
self-centred stubborn
stubborn witty
witty
next
next
is, is,
another
anotheroneone
is, is,
thethe
lastlast etc.etc.
is, is, identifying
identifying
these
thesephrases
phrases
cancan
helphelp you
youfocus
focusonon thethe
keykey information
informationthat
that
follows.
follows. 1 1WeWe
allall
need
need
a a loyal best
best
friend.
friend.
Someone
Someone
who
whowillwill
support
support
usus
nono
matter
matter
what
what
happens.
happens. AUDIOSCRIPT P: Are you saying I’m arrogant?
R: No, these people aren’t arrogant. They just have a lot
6 a work
a work
colleague
colleague
who
who
makes
makes
you
you
laugh
laugh 2 2This
This
person
person is an open-minded
is an adventurer.
adventurer.They
They 1.5 of self-belief. Other people probably love it as they are
4 a complete
a complete
opposite
opposite
toto
you
you always
always
force
force
usus
into
into
new
new
and
and
different
different
situations.
situations. much more cautious than you. You add a bit of spice
3 3They areare easy-going
They and
andopen
open
toto
new
newideas,
ideas, Listening, Exercise B Ex B to their life! Another type of friend that people need, is
1 a best
a best
friend
friend
you
you
can
can
rely
rely
onon P = Presenter R = Richard Bonnel
cultures
cultures
and
and
activities.
activities.
None
None
of of
these
these
things
things
stress
stress one they probably don’t always like or want. That’s
3 a very
a very
honest
honest
friend
friend
who
who
tells
tells
you
you
thethe
truth
truth P: Now, we all know that friends are important, but someone who is really honest even when it upsets you.
them out.
them out.
5 a neighbour
a neighbour
in in
your
your
community
community according to our next guest, the type of friends we P: How is that useful?
4 4No,
No,these
these
people
people
aren’t
aren’t arrogant . They
. They
just
just
choose can have a dramatic impact on how successful Ex C Q3 R: Well, this person will tell you when your hair looks awful
2 a friend
a friend
who
who
is not
is not
afraid
afraid have
have
a lot
a lot
of of
self-belief.
self-belief. we are. Here to explain why, is the psychologist Richard or your clothes look terrible. They’ll tell you when you’re
C CLISTEN
LISTEN
FOR
FOR DETAIL
DETAILListen
Listen
totothe
the
interview
interview
again.
again. 5 5They’ll
They’ll
telltell
youyou
when
when
you’re
you’re
being
being self-centred Bonnel. Richard, welcome to the show. being self-centred and should think about others more.
1.51.5 Choose
Choose
the
the
correct
correct
options
options
(a,(a,
b or
b or
c) c)
toto
complete
complete
the
the and
and
should
should
think
think
about
about
others
others
more.
more. R: Thanks for having me. Or they’ll tell you you are being stubborn and need to
sentences.
sentences. 6 6OrOr
they’ll
they’ll
telltell
youyou
you
you
areare
being
being stubborn and
and P: So Richard, we all have hundreds of friends be more flexible. It’s tough to hear, but it’s usually true.
need
need
toto
bebe
more
more
flexible.
flexible. nowadays … P: I do have a friend like that. She’s very down-to-earth. She
1 1According
According
toto
research,
research,
wewe
can
can
only
only
maintain
maintain
a friendship
a friendship
R: Well, we all know hundreds of people on Facebook, just does everything in this very sensible, practical way.
group
group
of of
…… 7 7She’s
She’s
very
very down-to-earth . She
. She
just
just
does
does
everything
everything
Twitter and other social media sites but how many I guess she is a helpful person to have around!
a aseveral
several
hundred
hundred
people.
people. in in
this
this
very
very
sensible,
sensible,
practical
practical
way.
way.
i guess
i guess
sheshe
is ais helpful
a helpful Ex C Q1 are actually our friends is debatable. Realistically, R: Right, exactly. Equally, it’s important to not just surround
person
persontoto
have
havearound!
around! research tells us that we can’t maintain a friendship Ex B ourselves with like-minded people. We should have
b bnono
more
more
than
than
5050
people.
people.
8 8Having
Having
nono witty people
peopletoto
have
have
a laugh
a laugh group of more than 50 people and, you know, in fact some friends who are the complete opposite to us.
c cnono
more
more
than
than
2020
people.
people.
with
with
would
would
make
make
work
workvery
very
boring.
boring. it’s probably much smaller if we consider just the P: Why would you want to do that? Surely, you’d
2 2Open-minded
Open-mindedadventurers
adventurers
areare
people
people
whowho
…… people we regularly communicate with. just argue?
a aareare
always
always
making
making
new
new
friends.
friends. P: So what type of friends are important to have in R: Perhaps, but it opens your mind to different ways of
b bdon’t
don’t
find
find
new
new
situations
situations
stressful.
stressful. your life? seeing the world. It makes you a more accepting person.
R: Well, our research shows that very successful people P: True. So, are there any other types of people we
c clike
like
habit
habit
and
and
routine.
routine.
surround themselves with six different types of should surround ourselves with?
3 3it’sit’s
important
important
toto
have
have
a friend
a friend
who
who
…… Ex B friend. Not six friends but six types. We all need a R: Well, the last two are not really types of people but
a awill
will
constantly
constantly
praise
praise
you.
you. loyal best friend. Someone who will support us no friends we should try to make because of our
matter what happens. Someone who knows Ex C Q4 circumstances. We all move around much more
b bis very
is very
flexible.
flexible.
everything about you. They know all of your secrets nowadays and often have no idea who our neighbours
c cwill
will
bebe
brutally
brutally
honest
honest
with
with
you.
you. but they still love you anyway. Ex B are, but they are important to know. Dependable
4 4Moving
Movinga lot
a lot
affects
affects
ourour
relationships
relationships
with
with
…… P: I definitely have one of those. There’s no way I’d ever neighbours can help in difficult situations and make you
a aour
our
neighbours.
neighbours. let them on this show. They have far too many stories feel happier about where you live.
about me! P: Oh, that is so true. I’m really happy where I live now
b bour
our
colleagues.
colleagues. R: You probably don’t need to worry. You can trust and it’s mainly because of the people living near me.
c cour
our
relations.
relations. them to keep any embarrassing secrets private! Well, R: How about work? Are you happy at work?
5 5Successful
Successful
people
people
…… they might let one or two things out just for P: Well, I think I’m pretty lucky. I actually love my job.
Ex B fun … The next type is really important to make your Ex C Q5 R: It’s vital that you do. Successful people always work
a aprioritise
prioritise
work
work
over
over
life more interesting. This person is an open-minded with people they like. Most people spend at least
everything
everything
else.
else.
adventurer. They always force us into new and 50% of their waking hours at work. On top of that,
b bwork
worklonger
longer
hours
hours
than
than different situations. They challenge us. They push us people commute to work, work overtime, think
their
their
colleagues.
colleagues. to try new things. They are easy-going and open to about work. It can take over your life. Imagine feeling
c cfeel
feel
part
part
of of
a group.
a group. Ex C Q2 new ideas, cultures and activities. None of these Ex B isolated at work. No one to chat to. Having no witty
things stress them out. Basically, they break us people to have a laugh with would make work very
out of our normal routine. boring. A depressing thought, isn’t it?
P: I actually think I’m that friend to a lot of people. I’m P: Now you put it like that, I think I might need to find
always taking people to new places and making them a new job!
do new things.
R: I don’t doubt it. These people, they’re usually great with
people, self-confident and like the attention of others.

8 8 CONNEC
CONNECTIONS
TIONS CONNEC TIONS TB8
 1.2 Who we are 1.21.2
1.2
BB Choose
B Choose
Choose the
thecorrect
the
correctadjectives
correct
adjectivestotocomplete
adjectives completethe
thesentences.
to complete the
sentences.
sentences. C CRead
CRead
thethe
Read sentences. Draw
thesentences.
sentences. ()()
Draw
Draw to
()predict which
totopredict
predict words
which
which are are
words
words are
B Give students time to complete the sentences alone before VOCABULARY 1.81.81.8 connected. Then
connected.
connected. listen
Then
Then andand
listen
listen check.
andcheck.
check.
checking their answers with a partner. Remind them to use 11 My
1 neighbour
My My
neighbour isisreally
neighbour reallyeasy-going
easy-going
is really / open-minded.
easy-going
/ open-minded.
/ open-minded.
He’s
He’s
He’s
Write the following sentence on the board, setting ambitious in a 1 1They areare
1They
They open-minded andand
areopen-minded
open-minded friendly.
and friendly.
friendly.
the examples in Exercise A to help. Give feedback as a class. always
always willing
always
willing totoconsider
willing considernew
to consider
new ideas
newideasororopinions.
ideas opinions.
or opinions.
different colour – To be successful in business, you need to be really

)
C Direct students to the Vocabulary Hub (see TB121). Use the 22 in2 aadifficult
in in
difficultsituation,
a difficult
situation,she
shestays
situation, she calm.
stays
stays She’s
calm.
calm. sosoloyal
She’s
She’s loyal
so loyal
// / 2 2She achieved
2She
She a lot
achieved
achieved despite
a alot having
lotdespite
despite a difficult
having
having childhood.
aadifficult
difficultchildhood.
childhood.
ambitious. Next, elicit what part of speech ambitious is (an adjective)

)
Vocabulary Worksheet on page W4 for extra practice. and how to change it into a noun (adding -ion). Then, elicit an down-to-earth
down-to-earth
down-to-earth
and knows
andand
knowsexactly
knows
exactlywhat
exactly
whattotodo.
what to
do.do. 3 3He built
3He a successful
Hebuilt
built business
a asuccessful
successful at aatyoung
business
business age.age.
ataayoung
young age.

)
)

)
D–E Give students time to complete the quiz alone, then put example sentence that has the same meaning as the first, using a 33 She
She never
3 She
never gets
never stressed.
getsgets
stressed.She’s
stressed.
She’ssosoeasy-going
She’s easy-going
so / witty.
easy-going
/ witty.
/ witty. 4 4We spent
4We a lot
Wespent
spent oflotour
a alot time
ofofour together
ourtime
time going
together
together for walks
going
going for in in
forwalks
walks in
them into pairs to describe each other’s personalities. Model

)
noun (e.g. You need to have a lot of ambition to succeed in business),

)
44 iifind
4find her
herreally
i find her
reallyarrogant
arrogant
really / /self-centred.
arrogant self-centred.
/ self-centred.
it’sit’slike
likeshe
it’s shethinks
like she
thinks
thinks thethe
countryside.
thecountryside.
countryside.
the activity with a stronger student if necessary. If you have setting the suffix in a different colour. Explain that -ion is an example she
sheis
isbetter
shebetter than
is better
than everyone.
than
everyone.
everyone. 5 5We hung
5We outout
Wehung
hung at
outthe beach,
atatthe went
thebeach,
beach, outout
went
went at
outnight andand
atatnight
night played
and played
played
time, bring the class back together and nominate pairs to of a suffix and that being able to manipulate words in this way will

)
explain their reaction to their partner’s description. 55 Even
Even when
5 Even
when i’ve
wheni’vedone
i’ve
done stupid
done
stupidthings,
stupid
things,she
shehas
things, hasalways
she has been
always
always
been
been games online
games
games together.
online
online
together.
together.
help improve your vocabulary. Now, give students time to complete

)
the sentences alone, before checking their answers in pairs. Give loyal
loyal//down-to-earth
loyaldown-to-earth
/ down-to-earth
and supported
andand
supportedme.
supported
me.me.
PRONUNCIATION feedback as a class, eliciting further examples of nouns that take each 66 There’s
There’s no
nopoint
6 There’s pointarguing
no point
arguingwith
arguing
withhim.
with
him.He’s
him.
He’sjust
justso
He’s sostubborn
just stubborn
so stubborn
/ / / VOCABULARY
VOCABULARY
VOCABULARY
A Explain that in natural, spoken English, words can often sound suffix. Use the Vocabulary Worksheet on page W5 for extra practice. arrogant
arrogant
arrogant
and won’t
andand
won’tchange
won’t
changehis
hismind.
change his
mind.
mind.
1.7 like they are joined together. If necessary, give an example of 77 iithink
7think she’s
i think
she’sreally
she’s
reallyeasy-going
easy-going
really / /witty
easy-going witty
/ witty
actually. She’s
actually.
actually. always
She’s
She’s
always
always Noun
Nounsuffixes
Nounsuffixes
suffixes
a sentence said in a slow, deliberate manner and the same SPEAKING HUB making
making clever
making
cleverjokes.
clever
jokes.
jokes. WeWe
use
We the
use following
usethe suffixes
thefollowing
following to change
suffixes
suffixes adjectives
totochange
change to nouns:
adjectives
adjectives to
tonouns:
nouns:
sentence said more naturally as an example. Then, play the A–D Give some examples of people that have had a big influence on
audio for students to complete the exercise. Give feedback as a your life, briefly explaining why they are important to you. Then, 88 Stop
Stop being
8 Stop
being soself-centred
so
being self-centred/ /stubborn.
so self-centred stubborn.
/ stubborn.
Try
Trytotothink
Try to about
think
think
about
about -ion
-ion
-ion
(e.g. ambitious
(e.g.
(e.g. > ambition)
ambitious
ambitious
>>ambition)
ambition)
class, but don’t explain why the sounds are linked at this stage. give students time to make their own lists. Next, ask students other
other people
other
people for
foronce!
people for
once!
once! -ity/-ty
-ity/-ty
-ity/-ty
(e.g. flexible
(e.g.
(e.g. > flexibility)
flexible
flexible
>>flexibility)
flexibility)
B Put students into pairs to discuss the questions, then give to focus on one of the people on their lists and to use the CC Go
C to
Go to Vocabulary
Gothe
to the Vocabulary
the Hub
Vocabulary
Hub onpage
Hub
on page
on 143.
page
143.
143. -ence
-ence
-ence
(e.g. different
(e.g.
(e.g. > difference)
different
different
>>difference)
difference)
feedback as a class. Drill natural pronunciation of the example in questions to help them make notes. Monitor and help with new -ness
-ness
-ness
(e.g. stubborn
(e.g.
(e.g. > stubbornness)
stubborn
stubborn
>>stubbornness)
stubbornness)
Exercise A and provide other examples to drill if necessary. vocabulary as necessary. Now put students into pairs to discuss D
D Complete
D Complete
Complete the
thepersonality
the
personalityquiz.
personality
quiz.
quiz. -ism
-ism
-ism
(e.g. pessimistic
(e.g.
(e.g. > pessimism)
pessimistic
pessimistic
>>pessimism)
pessimism)
their ideas. Finally, bring the class back together to discuss
C Give students time to make predictions before playing the
similarities between the people that have influenced them,
1.8 audio for them to check. Play the recording again for students
adding any useful emergent language to the board. What
What
Whatkind
kind of
kind person
ofof
person are
personareyou?
areyou?
you? Complete
Complete thethe
Complete sentences
thesentences
sentenceswith thethe
with
with noun
thenoun form
noun of the
form
form of adjectives
ofthe
theadjectives
adjectives
to repeat the sentences.
Rate
Rate yourself
Rate
yourselfon
onaon
yourself ascale
scaleofof1–5.
a scale of
1–5.
1–5. in in
brackets.
in UseUse
brackets.
brackets. thethe
Use information
theinformationin the
information box
ininthe to help
thebox
box to you.you.
tohelp
help you.
11 ==1Strongly
Strongly disagree
= Strongly
disagree 55==5Strongly
disagree Strongly agree
= Strongly
agree
agree 1 1i think what
1i think
i think i value
what
what most
i value
i value in ainfriend
most
most is isis
inaafriend
friend loyalty
(loyal).
(loyal).
(loyal).
TEACHING IDEA by David Seymour
and Maria Popova METHODOLOGY HUB by Adrian Underhill You find
YouYou ititeasy
findfind easy to
tostay
it easy stayfocused
to stay
focused
focused
2 22 Optimism (optimistic) is aisgreat
(optimistic)
(optimistic) quality
isaagreat
great for afor
quality
quality close
foraaclose
close
Someone who … Liaison even
even when
even
when you
when are
areunder
youyou are
under pressure.
under
pressure.
pressure.1 1 212 323 434 54 5 5
friend
friendto to
friendhave.
tohave.
have.
Use this activity to revise and build on personality adjectives. Liaison refers to the smooth linking or joining together of words You usually
YouYou
usually start
usually
startconversations.
start
conversations.
conversations. 1 1 212 323 434 54 5 5
3 3Her Her determination(determined)
3Her to succeed
(determined)
(determined) hadhad
totosucceed
succeed a great
had aagreat
great
Listen to this list of 20 descriptions of people. For each one, shout in connected speech. Of course two words can have a silence You rarely
YouYou
rarely do
dosomething
rarely do
somethingjust
something out
justjust
outout influence onon
influence
influenceme.
onme.
me.
out an adjective that describes the person, then write down the between them, but liaison is concerned with the way sounds are of
of curiosity.
curiosity.
of curiosity. 1 1 212 323 434 54 5 5
4 4Frankly, i was
4Frankly,
Frankly, amazed
i was
i was by by
amazed
amazedhis
byhis
his arrogance (arrogant).
(arrogant).
(arrogant).
number and name of someone you know who is like that. Don’t fused together at word boundaries.
You feel
YouYou more
feelfeel
more important
more
importantthan
important
than
than 5 5She took
5She
She took responsibility(responsible)
took for her
(responsible)
(responsible)for actions.
forher
heractions.
actions.
write the adjective. Say each of the following phrases and notice how you join the
other
other people.
other
people.
people. 1 1 212 323 434 54 5 5
Someone who … words together: 6 6He always
6He gave
Healways
always meme
gave
gave the
methe
the confidence (confident) to try
(confident)
(confident) to
to try
try
in English my uncle far away go away Getting
Gettingwhat
Getting
what you
what want
youyou
wantisismore
want more
is more new things.
new
new things.
things.
1 keeps losing things (careless, forgetful, absent-minded)
important
importantthan
important
than keeping
than
keeping others
keepingothershappy.
others
happy.
happy.
11 212 323 434 54 5 5
2 always drops/breaks things (clumsy) Now say each one without joining to words together. Notice
3 thinks bad things will happen (pessimistic, negative)
the difference. Making
Making other
Making
other people
other
people laugh
people
laughisis is
laugh
SPEAKING
SPEAKINGHUB
SPEAKING HUB
HUB
Fully liaised speech is characterised by a seamless, continuous important
importantto
toyou.
important you.
to you. 1 1 212 323 434 54 5 5
4 goes to a lot of parties (outgoing, sociable, gregarious) A APREPARE
APREPARE
PREPAREMake
Makea list
Make of
listpeople
a alist thatthat
ofofpeople
people have
that hadhad
have
have a big
had aabig
big
quality, where final consonants are linked to following initial vowel You try
tryto
YouYou trywin
to win arguments
to win
argumentseven
arguments
evenwhen
even
when
when
5 keeps to himself (introverted, unsociable, withdrawn, closed) sounds and initial consonants to preceding final vowel sounds. It is influence onon
influence
influenceyou (e.g.
onyou
you a teacher,
(e.g.
(e.g. your
aateacher, bestbest
your
teacher, your friend,
best a aa
friend,
friend,
you might
youyou
might be wrong.
might
be wrong.
be wrong. 11 212 323 434 54 5 5
6 never smiles (moody, grumpy, bad-tempered, miserable) also an essential ingredient of both rhythm and intonation. grandparent,
grandparent,etc).
grandparent, etc).
etc).
You don’t
YouYou
don’tbelieve
don’t
believeininhiding
believe hiding your
in hiding
your
your
7 makes you yawn (boring, uninteresting, dull) Poorly linked speech is typically rather jerky, perhaps staccato, B BPLAN
BPLAN
PLANChoose
Chooseoneone
Choose of the
one people
ofofthe in Exercise
thepeople
people A toAAtell
ininExercise
Exercise to
totell
tell
feelings
feelingsto
tokeep
feelings keep people
to keep
people happy.
peoplehappy.
happy. 1 1 212 323 434 54 5 5
8 likes making things (creative, artistic) and the resulting lack of flow makes it more difficult for the your partner
your
your about.
partner UseUse
about.
partner about. thethe
Use following
thefollowing questions
following to to
questions
questions to
speaker to take advantage of the stress system and so for the make
makenotes:
make notes:
notes:
9 keeps things tidy (neat, organised, efficient) EE SPEAK
E SPEAK
SPEAK Work
Work ininpairs.
Work pairs. Describe
in pairs.
Describe your
Describe yourpartner’s
your
partner’s personality
partner’s
personality
personality
listener to focus on the content of the message.
10 never thinks about others’ feelings (uncaring, insensitive, selfish) using
using their
using
theiranswers
their
answers totothe
answers to quiz
thethe
quiz ininExercise
quiz ExerciseD.D.Do
in Exercise Doyou
D. Do
you
you 1 1What was
1 What
What their
was
was personality
their
their like?like?
personality
personality like?
11 always arrives late for meetings, etc (unpunctual, unreliable) agree
agree with
agree their
withwith
their description
their
description ofofyou?
description you?
of you? 2 2Why diddid
2 Why
Why they have
didthey
they such
have
have an influence
such
suchan on you?
aninfluence
influenceon
onyou?
you?
12 makes you laugh all the time (funny, humorous, silly) METHODOLOGY HUB by Scott Thornbury 3 3What things
3 What
What diddid
things
things you do do
didyou
youtogether?
dotogether?
together?
13 thinks good things will happen (optimistic, positive) Affixation PRONUNCIATION
PRONUNCIATION
PRONUNCIATION C CSPEAK
CSPEAK
SPEAK Work
Work in pairs.
Work UseUse
ininpairs.
pairs. your
Use notes
your
your from
notes
notes Exercise B
from
from Exercise B
Exercise B
14 hurts people or animals (cruel, sadistic, mean) In English, there are two main word-formation processes: Connected
Connected
Connected speech:
speech:final
speech:
final consonant
final
consonantand
consonant
and
and to to
talk about
totalk
talk
aboutthethe
about person
theperson youyou
person chose.
you AskAsk
chose.
chose. follow-up
Ask follow-up
follow-up
15 doesn’t like talking about her achievements (modest,
affixation and compounding. Affixation is the process of adding initial
initial vowel
initial
vowel
vowel questions
questions
questionsto to
find
tofindoutout
find more
outmoreabout
more them.
about
about them.
them.
unassuming) affixes (either prefixes or suffixes) to the root word. It is an
extremely productive way of forming new words. Affixes may AA Listen
A Listen
Listen to
tothe
to sentence
the the
sentenceand
sentence draw
andand
draw()
()between
draw ()
betweenany
between
anywords
any
words
words D DDISCUSS
DDISCUSS
DISCUSSAs As
aAs
class, discuss
a aclass,
class, thethe
discuss
discuss types
thetypesof people that
types of
ofpeople that
people that
16 is easy to get on with (friendly, affable, easy-going) 1.7 1.7 that
1.7 link
thatthat together.
linklink
together.
together. influenced you.
influenced
influenced What
you.
you. Whatpersonality
What traits
personality
personality do they share?
traits
traitsdo
dothey share?
they share?
be grammatical, as are -ing, -ed, -s in caring, cared and cares, in
17 brags about himself a lot (conceited, arrogant, big-headed) which case they are known as inflections. Inflections belong Most
Most people
Most
people spend
people
spendatatleast
spend least5050per
at least percent
50 per
centofoftheir
cent waking
their
of their
waking
waking
to the same word class. Or affixes may be lexical, as in careful, )

)
18 never changes her mind even when she knows she’s wrong hours
hours at
atwork.
hours work.
at work.
uncaring, carefree, carelessness. Such words – usually belonging
)

(stubborn, obstinate)
to a different word class – are called derivations. The following BB Work
B Work
Work in
inpairs. Look
pairs.
in pairs.
Look atatthe
Look at example
the the
exampleininExercise
example ExerciseA Aand
in Exercise and
A and
19 never gives presents (mean, tight-fisted) Compare,
Compare,contrast
Compare,contrastand
contrast summarise
and
andsummarise
summarise short
short
short
relatively recent words were formed by affixation (the affixes are discuss
discuss the
thequestions.
discuss the
questions.
questions.
20 always cries at weddings, in the cinema, etc (emotional, biographies
biographies
biographies
underlined): cybercrime, autocorrect, superbug and shareware. 11 Does
Does the
thefirst
1 Does firstword
the first
word end
word ininaaconsonant
endend inconsonantorora or
a consonant avowel
vowelsound?
a vowel
sound?
sound?
sentimental, hysterical) a consonant sound Talk about
Talk
Talk people
about
aboutpeoplethat
people have
that
that influenced
have
have youyou
influenced
influenced you
22 What
What sound
2 What
sounddoes
sound
doesthe
thenext
does the
nextword
next
wordbegin
word
beginwith?
begin
with?
with?
a vowel sound
TB9 CONNEC TIONS CONNEC TIONS
CONNEC
CONNEC TIONS
TIONS9 99
 1.3 Keeping
1.3 Keeping
it in theitfamily
in the family 1.3

Café Café
Hub Hub A idioms: family
A idioms:
S developing
family Sanddeveloping
introducing
and
new
introducing
topics new topics

The Special
The Special
Olympics
Olympics Family matters SAM MALCOLM AMANDA HARRY EMILY
COMPREHENSION
COMPREHENSION AUTHENTIC
AUTHENTIC
ENGLISH ENGLISH
A Work in pairs. Successful
A Work inathletes
pairs. Successful
are often athletes
not the only A only
are often not the A Work
Work in pairs. Read the extract
in pairs.from
Readthe
thereport.
extractWhat
fromdothe report. What do B Work in pairs. Discuss the questions. Then read the
person in their family
person
to compete
in their family
at theto
highest
competelevel.
at the highest level.
you think the expression
you think in bold
the expression
means? in bold means? information in the box to check your answers.
Why do you think Why
this is?
do you think this is?
Daniel Wolff crossesDaniel
the line
Wolff
to win
crosses
the the
400line
metres
to win
andthe 400 metres and 1 What is the function of the phrases you wrote in
B Watch a news B report
Watch
about
a news
a competitor
report about a competitor at the shows that athleticshows
at the successthat
really can run
athletic in the family.
success really can run in the family. Exercise A? The phrases are used to introduce an idea
If an ability, quality, disease, etc runs in the family, many family members have it. related or relevant to what’s just been said.
Special Olympics. The
Special Olympics.
report focusesTheon report
this person
focuses on this person 2 What is different about anyway? It introduces a completely
B Read the information
B Readinthe theinformation
box and checkin the
yourbox
answer
and check your answer new and unrelated topic.
because … because …
to Exercise A. Whytois Exercise
this idiomA.appropriate
Why is this idiom
for theappropriate for the
1 he is competing1athe
theishighest
competing
levelatinthe sport. level in his sport. report? This expression
his highest is appropriate as the report focuses on
report? Developing and introducing new topics
sporting ability that runs in the Wolff family. Developing topics
2 his great grandfather
2 hiswas
great
also
grandfather
a successful
wasathlete.
also a successful athlete.
Idioms: family Idioms: family During a conversation, a speaker may say something
3 he is competing3inhe
multiple
is competing
events. in multiple events.
idioms are a group of
idioms
wordsare
whose
a group
meaning
of words
is different
whose meaning
from is different from that reminds us of relevant information or a related topic.
C Watch again.CComplete
Watchthe
again.
sentences
Complete
withthe
nosentences
more with no more
the meaning of the the
individual
meaning words.
of the
Asindividual
this can make
words. them
As this can make them To introduce our idea, we can use the following expressions:
than three words from
than the
three
report.
words from the report. difficult to remember,
difficult
one way
to remember,
to record new
oneidioms
way to isrecord
to new idioms is to Speaking/Talking of which …, Talking of [topic] …, Actually, that
four hundred / 400 metres
1 Daniel Wolff won
1 the
Daniel Wolff won the event at the eventgroup
at thethem by topic.
group
Somethem
common
by topic.
idioms
Somein English
common areidioms in English are reminds me of …, Strange you should mention that (because) …
connected to the topic
connected
of family:
to the topic of family: Introducing new topics
Special Olympics inSpecial
2015. Olympics in 2015.
You have to choose your
You brother.
have to choose
Remember blood isRemember
your–brother. thicker – blood is thicker We use anyway to introduce a completely unrelated topic.
2 His great grandfather
2 Hiswon gold medal
greata grandfather won a
than water! (= used than
to saywater!
that family
(= used
relationships
to say that family
are always
relationships are always
at the Berlin Olympics
at the
in 1936.
Berlin Olympics in 1936. Anyway, I think we should …
more important than more
any important
others) than any others)
3 Daniel’s grandfather
3 Daniel’s
describes
grandfather
his achievement
describesashis achievement asAthletic ability runs inAthletic
the family
ability runs he
– both in the
andfamily
his father
– both
played
he and his father played
‘ ‘ ’. something really ’.special / special for their country. (= iffor
antheir
ability, quality,
country. (= disease,
if an ability,
etc runs
quality,
in the
disease, etc runs in the C Work in pairs. Student A – Talk about one of the topics
4 This year’s Special
4 Olympics
This year’shas
Special
drawnOlympics of drawn crowds of family, many family members
crowds has family, many
have
family
it) members have it) below. Student B – Listen and either develop or change
half a million / 500,000 people. people. the topic. Then swap roles.
5 Thirteen / 13
5 people in Daniel’s family
peoplehave
in Daniel’s family Chave C Read
Read the sentences (1–3)
the
and
sentences
try to guess
(1–3)the
andmeaning
try to guess
of the meaning of A Work in pairs. What job do you have now or want to have • a film that you saw recently
come to watch himcome
compete.
to watch him compete. the idioms in bold.the idioms in bold. in the future? What makes you particularly suitable for it? • a news item you read recently
D D
Are these sentences
Aretrue
these
(T)sentences
or false (F)?
true
Correct
(T) orthe 1 His grandfather 1was
false (F)? Correct the His
alsograndfather
a famous authorwas also– awriting
famous must
author – writing must B Watch the video. What runs in Harry’s family? What runs • a restaurant you went to recently
false sentences. Then
falsewatch
sentences.
the report
Thenagain
watchtothe
check.
report again to check. be in the blood. If an
be ability,
in the skill,
blood. quality, etc is
it is natural for you because it already exists in your family.
in your blood, in Sam’s family? Untidiness runs in Harry’s family; working • an interesting thing that happened to you recently
in catering runs in Sam’s family.
1 Daniel’s grandfather
1 Daniel’s
believes
grandfather
that sporting abilitythat sporting ability 2 She followed in2her
believes She followed
mother’s footsteps
in her mother’s
and trainedfootsteps
to and trained to • a journey you went on recently
become a doctor. To do the asame
become doctor.thing as someone else did
is genetic. is genetic. T/F T/F
in the past (especially someone in your family). SPEAKING SKILL • a sporting event you saw recently
2 Daniel was confident
2 Daniel
before
wasthe
confident
event that
before
he the event that he 3 He is the spitting
3 image
He is the
of his
spitting
fatherimage
at thatofage.
his father at that age.
To look extremely similar to someone. A Watch the video again and complete the extracts from
would win. He said he was
would feeling amazed and
win. T/F T / Fin pairs. Discuss
a bit surprised that he had won. D Work D Workthe in questions.
pairs. Discuss the questions. the conversation. SPEAKING HUB
3 The reporter believes
3 TheDaniel
reporter
hadbelieves
a good Daniel
level ofhad a good level of
1 Do you think any 1 ofDo
your
youskills,
thinkabilities,
any of your
etc are
skills,
in abilities, etc are in Sam: And I must remember to get the
support at the event.
support at the event. T/F T/F A PREPARE Work in pairs. Brainstorm a list of factors that
your blood? your blood? paper towels for the toilets. affect our abilities and skills.
4 His father didn’t4think
His itfather
was fair
didn’t
to leave
think his
it was
children
fair to leave his children 1
Speaking of which , did the hand
2 Have you followed 2 Have
in theyou
footsteps
followed
of in
anyone
the footsteps
in of anyone in
at home. at home. T/F T/F soap arrive in the delivery? B PLAN Work in two groups. You are going to debate the
your family? your family?
5 The 400 metres 5is the
Theonly400 event
metresDaniel
is theisonly
taking
event Daniel is taking following:
3 Have you ever been 3 Havetoldyou
youever
are the
been
spitting
told you
imageare the spitting image
part in. The reporter
part
says in.Daniel is going ‘for more T / F T/F Sam: I’m just so excited about getting this new Practice has no effect on ability – we inherit our abilities from
of someone? of someone?
gold later in the week’. café off the ground – I don’t want to forget our parents.
anything. Anyway, how are you getting on?
Group A – You agree with the idea above.
Sam: Oh really? You’re not going to blame your Group B – You disagree with the idea above.
upbringing are you?
Plan your arguments. Think about how to support your
Harry: 2
Strange you should mention that because position, as well as what the other group might say.
untidiness really does run in my family.
I mean, you should have seen the state of C SPEAK Hold your debate.
our house when I was growing up!
Sam: 3
Talking of things that D REFLECT Which group put forward the more persuasive
run in the family, I actually saw this really argument? Which side do you agree with?
heartwarming story on the news …

Give your opinion on the role of inherited

ability in success
➤ Turn to page 154 to learn how to write a formal letter
asking for information.

10 CONNEC TIONS
10 CONNEC TIONS CONNEC TIONS 11
 1.3 Keeping it in the family Unit 1 Writing
The Special Olympics Family matters
1 Writing Write a formal letter asking for information
LEAD-IN A Explain to the class why you chose to go into teaching and
W structuring formal letters
what makes you suitable for the job. Then, put students into
With books closed, tell the class about a member of your family
pairs to do the same for their jobs (or those they would like to
that you are similar to. Then, put students into pairs to do the A Read the letter and answer the questions. C Complete the box with sentences from the letter.
have). Monitor and help with new vocabulary as necessary. 1 What is the purpose of the letter?To find out more
same. Monitor, helping with new vocabulary as necessary. Give information about a French language club. Structuring formal letters

feedback as a class, nominating individual students to share one or B Tell students they are going to watch the first episode of 2 Who will read it?
The organiser of the club.
3 Why does the writer use a formal register?
Saying why you’re writing

two things they have learnt about their partner. a video series about the characters at the top of the page. Because they are writing to someone they don’t know.
B Match the parts of the letter (1–5) with their
I am writing to apply for … I am writing to enquire about joining
the French language club you organise.
1

Then, play the video for students to answer the questions. Give function (a–e).
Organising information

COMPREHENSION feedback as a class, encouraging students to give examples a expected response

b reason for writing
4
2
Could you let me know …?
I was wondering whether you could tell me …
2

A Ask students if they can think of any famous sporting families from the conversation to justify their answers. You can find the c sign-off 5 Asking for a response

(e.g. the Andretti family, the Williams sisters, etc). Next, put students videoscript for Family matters on the Teacher’s Resource Centre. d salutation or greeting 1 If you could …
e information required 3 I would be grateful if you could …
3

into pairs to discuss the question. Monitor and assist as necessary,

then open the discussion up to the class.
SPEAKING SKILL To: French language club
Sign-off
Yours faithfully …
From: John
A Play the video again for students to complete the extracts. 4 Kind regards
B Tell students they are going to watch a news report about Dear Sir / Madam,
1

Give them time to check their answers with a partner, before I am writing to enquire about the French language
the Special Olympics and elicit what it is (a multi-sport event for
2

giving feedback as a class. Don’t explain the function of the club you organise to find out whether the club is WRITING
athletes with intellectual disabilities, e.g. autism, Down’s syndrome, suitable for me or not.
phrases at this point. A PREPARE Read the task below and make notes about who you
etc). Then, play the video for students to complete the exercise. Firstly, I was wondering if you could tell me how
3
are writing to, what you need to know and what action you

Ask them to briefly check their answers in pairs before giving B Put students into pairs to discuss the question, then read the many members there are. Also, could you tell me
when you meet and how often? I want to make sure
expect them to take.

feedback as a class. box to check their answers. Give feedback as a class. it’s possible for me to attend regularly. Could you You are keen to join the hiking club in your area.
also tell me how much it costs? Is there a joining Write a letter of enquiry and find out: Refer students to this letter as a
C Revise the instructions for this type of exercise (e.g. students C Model the activity with a strong student. Then, put students fee and then a weekly fee to pay? Lastly, would it
be possible to tell me the approximate level of the
• how many members there are in the club
model for the writing task.
can only use a maximum of three words, these must come from into pairs to do the same. Monitor, focusing on how accurately group members and whether we have any formal • how often they organise walks and where they go
lessons as well? • ask whether there are any fees involved in joining
the video itself, etc), before playing the video again for students students use the phrases. Give feedback, highlighting any • what specialist equipment you need.
4
I would be grateful if you could let me know by

to complete the sentences. Give them time to check their common errors. email before the next meeting. Hopefully, I will
be able to join before then. Thanks in advance for
B PLAN Organise your notes into an appropriate structure for a
answers with a partner before giving feedback as a class.
SPEAKING HUB your help.
5
Kind regards
letter of enquiry.

D Play the video one last time, giving students time to correct C WRITE Write your letter of enquiry. Use your plan to help you.
A Write the following question as the title of a spider diagram on John
the false sentences once it’s finished. Ask them to check their D EDIT Work in pairs. Edit your partner’s essay. Check:
the board – What affects our abilities and skills? Then, elicit one •
answers in pairs, then give feedback as a class. spelling and punctuation
Refer students to this checklist
or two ideas and add them to the spider diagram. Next, give • all information in the task has been covered
• when editing their partner’s work.
AUTHENTIC ENGLISH students time to note down other factors. an appropriate structure/tone has been used

A–B Put students into pairs to discuss the question before B Tell the class that they are going to have a debate and read the
reading the box to check their answers. In feedback, clarify statement. Then put students into A/B groups. Tell the As to
any misunderstanding and encourage students to share make notes about why they agree with the statement and Bs to
similar idioms from their own languages. make notes about why they disagree.
C Give students time to guess the meanings of the idioms alone C Set a time limit for students to discuss their arguments for and
before discussing their ideas with a partner. Give feedback as a against the statement. Monitor, encouraging debate by asking
class, giving further explanations and examples as necessary. students to explain why they agree or disagree with each other.
D Put students into pairs to discuss the questions. Monitor and D As a class, discuss which group they thought was the most
encourage them to extend their discussions by asking follow-up persuasive and why. Encourage students to share their own
questions. If you have time, nominate individual students to opinions on the subject as they discuss the debate. Finish the 154 WRITING

explain what they found out about their partners to the class. activity with a class vote on which side won the argument.
9781380017352_book.indb 154 08/05/2019 12:00

VIDEOSCRIPT Ex C Q4 P: Half a million spectators are attending events at LEAD-IN WRITING TASK
the Special Olympics venues like here, where the With books closed, write kind regards, bye, best wishes, see ya, catch A Read the task as a class and give students time to make notes
The Special Olympics Ex D Q3 athletics is being held, and Daniel hasn’t been you later, I hope to hear from you soon on the board and elicit what about what they will include in their letters.
P = Presenter Dg = Daniel’s grandfather Ex C Q5 short of support either. No fewer than 13 family they have in common (ways of saying goodbye) and how they are
Df = Daniel’s father D = Daniel members were cheering him on. B Give students time to organise their notes into a plan. Monitor
different (level of formality). Ask students to work with a partner to and help with structure as necessary.
PAA = PA Announcement Df: It was only going to be me and my wife originally, put the phrases into two groups: formal or informal writing, then
Ex C Q1 P: Daniel Wolff crosses the line to win the 400 metres Ex D Q4 er, but, er, we thought, ‘We can’t leave the kids at C Tell students to write their letters. Monitor, providing support
try to add three more phrases to each list. Give feedback as a class.
and shows that athletic success really can ‘run in home and … and then two of the aunties and with structure and vocabulary as necessary.
the family’. one of the uncles and my mum and dad, a cousin WRITING D Put students into pairs to edit each other’s work. Encourage
Ex C Q2 Dg: My father won a gold medal in Berlin and, and his wife and kids from Seattle came down students to give each other feedback by sharing one aspect of
A Give students time to read the letter and answer the questions.
I’ve seen his race many times on film, and this as well. the letter they were particularly impressed by and one element
Give feedback as a class.
was, just, you know, er, altogether very thrilling. Dg: Well done, Daniel! I nearly had a heart attack; it that could be improved. Students can then edit and rewrite
was so exciting. B Ask students to complete the exercise alone, before checking
Ex D Q1 It’s obviously the genes have come through. And their letters in class or for homework.
P: They’re the best family you could … you could with a partner. Give feedback as a class.
Ex C Q3 with his autism it’s great that he can achieve
something really special, you know? ask for? C Read the skills box as a class, giving further explanation and
PAA: [Daniel John Wolff!] D: Yeah. The most helpful and supportive. examples as necessary. Then, give students time to complete
Df: How are you feeling, Daniel? Ex D Q5 P: And Daniel will have all that support behind him the exercise alone before giving feedback as a class.
Ex D Q2 D: Amazed. And a bit surprised for winning. when he goes for more gold later in the week.
Stuart Pollitt, BBC London News, Los Angeles.

TB10–11 CONNEC TIONS CONNEC TIONS TB12