starlight_7

H C I

Suggested Answer Key

talk about parent's concerns - reassure them

make compromises - then you both get want you want remind them they were young once - they may realise all teenagers are similar in some ways

•Give Ss time to then use their notes to write their essay.

•Check Ss' answers.

Suggested Answer Key

How can you overcome conflict with your parents? Most teenagers have been in conflict with their parents at some point. It is normal. What can you do then, to overcome this conflict?

To begin with, it is important to talk to your parents about their concerns. As a result, you can reassure them about the things they are worried about.

Secondly, you should be prepared to make compromises. This way, you and your parents will both get what you want.

Finally, another helpful solution is to remind them that they were young once, too. This way they may realise all teenagers are similar in some ways and have to rebel against conformity a little.

All in all, I think conflict with parents can be a major problem. However, if you discuss things and make compromises, you can find a solution that everyone can be happy with.

Russia 4?

Reading & Listening

1[ A im ko introduce the topic and read and listen for gist

•Read the title and the quotation aloud and elicit Ss' answers to the questions in the rubric.

•Play the recording. Ss listen and follow the text in their books and check if their answers were correct.

Suggested Answer Key

Susan Glasee says that a hot bath can make you feel a bit better even if you're sad and the banya is a type of hot bath.

2Aim To read for specific information

•Ask Ss to read the text and complete the sentences.

•Allow Ss time to complete the task.

•Elicit answers from Ss around the class.

Answer Key

1 have elaborate and expensive bathhouses

2 popular

3has three rooms

4water

5circulation

•Explain/Elicit the meaning of the words in the Check these words box or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

bathe (v): to wash yourself

elaborate (adj): very detailed, decorated

steam (n): the vapour produced when water boils bath (n): a room or area used to wash yourself cabin (n): a small (wooden) house

row (n): things arranged in a straight line bench (n): a long wooden seat

stove (n): a piece of equipment used to provide heat for cooking or warmth

bucket (n): a container with a handle used for carrying water

bather (n): someone who is washing themselves ladle (n): a large, deep spoon with a long handle sweat (v): to perspire

pore (n): small opening in the skin

bunch (n): a number of similar things usually tied together dried (adj): having no moisture in it

white birch (n): a type of tree with white bark

blood circulation (n): the movement of the red liquid (blood) in your body

intense (adj): being extreme or great in quality (heat) toxin (n): a poisonous substance produced by living things relieve (v): to ease or make less painful

prevent (v): to stop sth from happening heal (v): to become healthy again

[Aim To consolidate vocabulary

•Ss work in pairs.

•Refer Ss to the Check these words box again and ask them to use the words to ask and answer questions based on the text.

•Monitor the activity around the class.

Suggested Answer Key

A:Did the ancient Greeks build simple bathhouses?

B:No, they didn't. They built elaborate and expensive bathhouses.

A:Are banyas only found in big cities in Russia?

B:No, they aren't. Almost every village and town in Russia has it own Banya.

A:Are banyas good for you?

B:Yes, they are. They remove toxins from the body and help relieve stress, etc

In this module, Ss will explore the topics of annoying habits, cultural differences, life changes, appearance and character.

Lesson objectives: Overview of the module, to listen for specific information

Vocabulary: Life events (move house, get a promotion, start a family, get married, get fired/lose yourjob, get divorced, move abroad, get a job, graduate from university, start your own business, have grandchildren, retire, buy your own house)

5a How annoying ] 80-81

Lesson objectives: To listen and read for gist, to read for specific information, to compare the present perfect and the past simple, to talk and write about an annoying situation

Vocabulary: Annoying habits (have bad body odour, gossip about others, talk in the cinema, talk loudly on a mobile phone, have bad table manners, be late for an appointment, take things without asking); Verbs (suffer from, complain, sneeze, cover, press against); Phrasal Verbs (deal with, pull into, break down); Nouns (usher, restaurant critic, rail); Adjectives (furious, polluted); Phrases (be someone's fault, be stuck); Quantifier (plenty)

5b Culture shock J 82-83

Lesson objectives: To listen and read for gist, to read for specific information, to learn the present perfect continuous, to learn the modal verbs must/can't/may/ might for making deductions, to talk and write about problems settling into a new country

Vocabulary: Difficulties abroad (struggle to get used to the weather, have difficulty understanding social etiquette, find it hard to make friends, try to get used to the food, struggle with the language); Verb (treat); Phrasal Verb (turn up); Nouns (host family, host); Adjectives (outgoing, overwhelming, foreign, rewarding, challenging, self-confident, patient); Phrase (go for it)

5c" CultureCorner ] 34

Lesson objectives: To listen and read for gist, to read for general comprehension, to compare social etiquette in the UK with your country

Vocabulary: Verb (extend); Nouns (firm handshake, hug, greeting, crowded place, token, elbow); Adjectives (rare, typical, second rate); Phrases (make eye contact, in public, be aware)

learn the pronunciation of linking sounds

Vocabulary: Un-neighbourly behaviour (rubbish, damage property, litter, bark, park, driveway); Sentences (Could I talk to you fora minute?, What can Ido for you?, I'm afraid I have a complaint., Oh, I'm really sorry about that., I'll make sure it doesn't happen again., Thanks, I'd really appreciate that.)

Lesson objectives: To listen and read for gist, to read for specific information, to talk and write about who you admire from the text

Vocabulary: Life changes (win a scholarship to a top university, move into a caravan in the countryside, adopt a child from abroad, start your own business, set up a charity, grow your own food, have cosmetic surgery); Verb (win, shave, achieve); Phrasal Verb (throw away); Nouns (drug addict, shelter, dedication, determination, scholarship, social issue, solar panel, profits, community); Adjectives (homeless, passionate, home-grown, award-winning, starving); Phrases (share the stage, reach your goals)

Lesson objectives: To listen and read for gist, to read for key information, to learn/revise the to-infinitive and -ing forms, to compare a wedding in your country to an Indian wedding

Vocabulary: Stages in life (infant, toddler, child, teenager, adult, middle-aged, elderly); Verbs (signify, greet, last); Nouns (tradition, nickname, stick, dye, prosperity, silk, groom, marching band, entrance, ceremony); Adjective (stunning); Phrases (leap at the chance, steaming hot, hustle and bustle, embarrass oneself, fairytale wedding)

[5g S k ills _________ ) go

Lesson objectives: To describe friends and family members, to listen for specific information, to comment on changes in appearance

Vocabulary: Appearance (middle-aged, fat, short, old, well-built, in her early twenties, tattoo, curly, skinny, wrinkles, moustache, freckles, long, round, of medium height, small, oval, tall, overweight, thin, beard, young, wavy, straight, in her early forties, in his mid-thirties, plump, dark/pale skin, pierced ears, glasses, blond(e), dark, bald, in her late teens.); Character (patient, cheerful, honest, lazy, outgoing, rude, shy, generous, selfish, popular); Commenting on changes in appearance (I didn't recognise you! Have you changed something?; You look nice! Is something different?; You've changedl/You look different.; What have you changed?)

5h Writing ] 91

Lesson objectives: To listen for specific information, to write a for-and-against essay

5i Curricular: Science

_________________________________ 92

Lesson objectives: To read for gist and specific information, to give a presentation on bodily functions Vocabulary: Verbs (stretch, increase, release, flow, irritate, vibrate); Nouns (muscle, lung, airways, throat, vocal cords, adrenalin, voice box, dust, pollen, virus, brain, allergy);

Adjective (jerky)

Lesson objectives: To learn/practise phrasal verbs with take & turn, to learn/practise prepositional phrases, to form negative adjectives, to practise collocations, to do a quiz, to write a quiz

Lesson objectives: To read for detailed comprehension, to listen for specific information, to practise word formation, to describe a picture, to talk about a personal experience, to write a for-and-against essay

Russia 5

Lesson objectives: To listen and read for gist, to read for specific information, to talk and write about Ivan Kupala Day/Midsummer Day

Vocabulary: Nouns (summer solstice, rite, ceremony, fern flower, prosperity, bonfire, spirit); Verbs (wander, bloom, blossom); Adjective (ancient)

odule 15

►► What's in this module?

Read the title of the module (Life experiences) and ask Ss to suggest what they think the module will be about (the module is about annoying habits, cultural difficulties, bodily functions, appearance and character). Go through the topic list and initiate a discussion to prompt Ss' interest in the module.

Vocabulary

1 A i m To present vocabulary for life events

•Ask Ss to look at the pictures.

•Play the recording. Ss listen and repeat chorally or individually.

2 a) [Aim To match pictures to vocabulary

Explain the task and ask various Ss to identify which life event each picture shows.

b) lA i m j To describe a picture

•Explain the task and ask various Ss to describe a picture. Point out that Ss should think about the place, the weather, what the person/people is/are doing, what they are wearing and how they feel.

•Continue until all pictures are described satisfactorily.

Suggested Answer Key

In picture 1, there are two young women and a young man in black graduation robes and caps. One of them is holding a certificate. They are smiling and happy. It looks like they have just graduated from university.

In picture 2, there is a woman in an office sitting behind a desk and shaking hands with a young man on the other side of the desk. She is smiling and happy and I think she has just offered the young man a job or a promotion.

In picture 3, there is a young couple sitting on the floor in front of a box. They are either wrapping things and putting them into the box or unwrapping things and taking them out of the box. They are moving out of their home or have just moved into their new home.

In picture 4, there is a woman and two young girls. They are wearing white dresses and smiling. The girls look like bridesmaids. The woman is probably about to get to married.

In picture 5, there is a couple standing on the lawn of a house with a 'for sale' sign in front of it. A woman is giving them a set of keys and the couple seems happy. They must havejust bought the house.

3 ( A im To present vocabulary for life events

•Play the recording. Ss listen and answer the question.

•Elicit from various Ss what experience Andy is talking about.

Answer Key

Andy is talking about his graduation day.

OVER TO YOU!

(Aim To personalise the topic

Elicit answers to the question from various Ss.

Suggested Answer Key

I have experienced moving house. It was quite upsetting to leave my old home and my friends behind.

My older sister has experienced graduating from university. I felt happy and proud.

How annoying!

Vocabulary

1 a) (Aim)To present new vocabulary related to other people's annoying/bad habits

•Direct Ss' attention to the pictures (1-7) and the phrases (A-G).

•Explain/Elicit the meaning of any unknown words and then elicit which habits match which pictures.

b) (Aim To talk about annoying things that other people do

•Explain the task and read out the example exchange.

•Ask Ss to talk in pairs about which habits they find the most annoying.

•Monitor the activity around the class and then ask some pairs to tell the class.

Suggested Answer Key

B: ... people talk loudly on a mobile phone.

A:Yes, I agree. I hate it when people talk in the cinema.

B:Me too. Also, I can't stand it when people have bad table manners, etc

Reading

2 a) (Aim ITO listen and read for gist

•Explain the task and read the questions in the rubric aloud.

•Play the recording. Ss listen and follow the text in their books to find out.

Answer Key

Suzy and her family felt really sorry for the waiter.

Liam was told to leave the cinema because he shouted at some people who were talking all through the film. Chris found himself next to a man with terrible body odour on a train.

b)(Aim To read for specific information

•Give Ss time to read the text again and mark the sentences.

•Check Ss' answers. Ss should justify their answers.

Answer Key

1F (a group of teenagers behind us didn't stop talking and laughing)

2T -lo st my temper

3NS

4F (the man in the restaurant with the bad manners)

5F (saw bodies pressed against the door)

6T - stuck for an hour

•Refer Ss to the Check these words box and explain/elicit the meanings of the words, or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

usher (n): person who shows you where to sit in a

be someone's fault (phr): be responsible for sth bad that happens

suffer (from) (v): to be badly affected by sth

complain (v): to say you are not satisfied or happy with sth

sneeze (v): to force air quickly out of your mouth and nose in a way you cannot control

cover (v): to put sth over sth else

deal with (phr v): to solve a problem or help a situation restaurant critic (n): person who evaluates a restaurant's food or service

plenty (qu): a lot of

pull into (phr v): (of a vehicle) to move into an area and stop

press (against) (v): to push firmly or lean on sth or sb else rail (n): bar used for support

break down (phr v): to stop working

be stuck (phr): to be in a place that you want to get away from but can't

polluted (adj): dirty and full of poisonous chemicals

зAim)To match titles to stories

•Read the rubric aloud and explain/elicit the meanings of any unknown words.

•Elicit answers and possible alternatives from various Ss.

Answer Key/Suggested Answer Key

A THROWN OUT (TALKING AT THE CINEMA) В HEALTH WARNING (NASTY CUSTOMER) C HOLD YOUR NOSE (PUBLIC NUISANCE)

4 A im ITO learn consolidate new vocabulary (idioms)

•Read the Study Skills box aloud and direct Ss' attention to the words in bold in the text and the list of words in the rubric.

•Give Ss time to match them, and then check Ss' answers around the class.

Answer Key

gets on my nerves: annoys me lost my temper: got angry

laughing their heads off: laughing a lot letting o ff steam: releasing my anger felt really sorry for: sympathised with

The final straw: the thing that made me feel unable to accept a situation any more

my heart sank: I started to feel sad/worried

Grammar

5 (Aim]TO compare the present perfect and the past simple

•Revise how we form the present perfect

(personal pronoun + has/have + past participle) and what we use the present perfect tense for (to talk about actions which happened at an unstated time in the past, actions which started in the past and continue to the present and for actions which have recently finished with visible results in the present).

•Revise the past simple (usually with personal pronoun + verb + -ed) and its uses (to talk about completed actions in the past).

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

Answer Key

6 [Aim ITO practise the present perfect and the past simple

•Explain the task. Give Ss time to complete it.

•Check Ss' answers.

1 1 odu

Answer Key

1 gossiped, haven't spoken

2Has anyone seen, put, came, ate

3Have you visited, went

4arrived, has been

Speaking & Writing

7 ! A i m !To consolidate information in a text

•Explain the task and give Ss three minutes to write down their answers.

•Ask various Ss to read their answers aloud.

Suggested Answer Key

I find when people talk during a film to be the most annoying. When I have paid to see a film, I want to enjoy it without other people spoiling it by making noise. I would tell the usher to throw them out.

I find when people have bad table manners to be the most annoying. If they cannot eat quietly, I don’t think they should eat at restaurants. It puts other people off their meals.

I find when people have bad body odour to be the most annoying. Nasty odours make me feel ill. I would get off the train and get in another carriage. I don’t understand why people are not aware of their bad body odour.

(Aim To personalise the topic

•Explain the task and give Ss time to think of a situation that has happened to them.

•Give Ss time to write their posts and then ask various Ss to read them aloud.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

It really annoys me when people take things without asking. My sister is always doing this. Last week I had an appointment with some friends and planned to wear my favourite red shirt. I spent ages looking for it, but I couldn't find it anywhere. I gave up in the end and wore my purple one instead. Just as I was leaving the house to meet my friends, my sister came home. Guess what she was wearing - my favourite red shirt! I was so angry with her for taking it without asking.

Culture shock

Vocabulary

1 a) A im jTo introduce topic-related vocabulary

•Direct Ss' attention to the pictures (1-5).

•Play the recording. Ss listen and repeat chorally or individually.

•Explain/Elicit the meanings of any unknown words.

b)(AimjTo consolidate new vocabulary

•Explain the situation and read the example aloud. Point out that the sentence uses the present perfect continuous tense.

•Elicit similar sentences from various Ss for the remaining pictures.

Suggested Answer Key

2Tony has been having difficulty understanding social etiquette.

3Rachel has been finding it hard to make new friends.

4Laura has been trying to get used to the food.

5Peter has been struggling with the language.

Reading

2 a) ( A i m j To predict the content of a text and listen and read for gist

•Read the questions in the text aloud and elicit what Ss think the interview is about.

•Play the recording. Ss listen and follow the text in their books to check if their guesses were correct.

Answer Key

The interview is about Steven's experiences during his year spent studying abroad.

b)(AimJTo read for specific information

•Ask Ss to read the text again and mark the statements T (true) or F (false).

•Check Ss' answers.

Answer Key

•Refer Ss to the Check these words box and explain/elicit the meanings of the words, or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

host family (n): group of relatives who have invited sb to live with them in their home

outgoing (adj): (of a person) very friendly and enjoying meeting people and talking

host (n): person who invited guests

treat (v): to behave towards someone in a certain way overwhelming (adj): affecting someone very strongly foreign (adj): coming from a country that is not your own rewarding (adj): giving you satisfaction

challenging (adj): difficult and requiring effort turn up (phr v): to arrive

go for it (phr): to encourage sb to do sth self-confident (adj): sure ofyour own abilities patient (adj): calm; not getting angry easily

3A i m To consolidate new vocabulary

•Give Ss time to complete the phrases and write their sentences.

•Check Ss' answers.

Suggested Answer Key

Studying abroad is a great learning opportunity.

You can take extra lessons to improve your language skills.

Steve's host family live in Mexico.

It feels good when you know the answer to someone's question.

I don't like spicy food; it's too hot.

Social etiquette is important when travelling abroad. I hope to study abroad one day.

I don't often get lost because I use a street map.

Grammar

4 (Aim)To present the present perfect continuous

•Explain that we use the present perfect continuous to put emphasis on the duration of an action that started in the past and continues to the present and for an action that has recently finished but whose results we can see in the present.

•Explain that we form it with have been + -ing form and that we use time adverbs such as for, since and so far.

•Elicit examples from the text in Ex. 2.

Suggested Answer Key

Examples in the text: I have been learning Spanish for three years now - my hosts have been treating me like part of their family. I’ve also been learning to slow down and relax - I've been struggling a bit to get used to the hot weather.

We use the present perfect continuous to put emphasis on the duration of an action that started in the past and continues to the present and for an action that has recently finished with visible results in the present. We use the time adverbs for and since with this tense.

5 a) A i m To practise the present perfect continuous

•Explain the task. Give Ss time to complete the task.

•Check Ss' answers.

Answer Key

1 has been studying

2 has been working

3has your brother been living

4have been learning

5have you been doing

6has been snowing

b) Aim, To practise the present perfect continuous interrogative

•Explain the task and read the example aloud.

•Give Ss time to complete the task, and then check Ss' answers.

Suggested Answer Key

2Has it been raining?

3Has he been digging in the garden ?

4Have they been waiting long?

5Have you been walking a lot?

6 Aim To practise the present perfect, the present perfect continuous and the past simple

•Explain the task and remind Ss that they have three tenses to choose from to make correct sentences.

•Give Ss time to complete the sentences, then check Ss' answers.

Answer Key

1 have you been studying, started

2Have you ever been, went

3have been waiting, got

4Has Dave been studying, went

5got back, had

6Have you finished, have been working, haven't finished

7 A i m l lo present modals for making deductions (must/can't/may/might)

•Read the table aloud and explain that we use must/can't + bare infinitive to talk about sth we are sure about and we use may/might + bare infinitive to talk about sth we aren't sure about.

•Elicit the L1 equivalents for the examples.

(Ss' own answers)

8 A i m To practise modals for making deductions

•Explain the task.

•Give Ss time to complete it.

•Check Ss' answers.

B C

Speaking & Writing

9Aim)To consolidate information in a text

•Ask Ss to look through the text once more and think about Steven's problems in Mexico.

•Give Ss time to make sentences, and then ask various Ss to tell the class.

Suggested Answer Key

He found it a bit overwhelming at first, trying to answer everyone’s questions in Spanish, but he has improved his language skills and now he enjoys it.

He wasn't used to the pace of life, but now he has learned to slow down and have an afternoon siesta after lunch. He was struggling with the hot weather. Now he wears a hat. It was difficult for him to get used to the spicy food, but now he's really enjoying it. Steven also had difficulty understanding social etiquette; he showed up exactly on time to a dinner invitation. He has learnt that Mexicans usually turn up at least half an hour late.

Culture Corner

•Read the rubric aloud and elicit whether Ss know any dos and don'ts of British social etiquette.

•Play the recording. Ss listen and follow the text in their books to find out.

Suggested Answer Key

In Britain, people shake hands when they meet someone for the first time. When they ask how you are they are only being polite. You should always say 'please' and 'thank you'. Brits use a variety of hand gestures, but pointing is rude. You should take a gift to someone's house if you are invited to dinner.

2 [Aim)To read for general comprehension

•Explain the task and read the headings aloud.

•Explain/Elicit the meanings of any unknown words and ask Ss to read the text again and match the headings to the paragraphs.

•Check Ss' answers. Ss should justify their answers.

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key extend (v): to reach out

firm handshake (n): holding sb's hand with your own with a strong grip and moving it up and down

rare (adj): not common

hug (n): putting your arms around a person and holding them tightly to show affection

make eye contact (phr): to look sb straight in the eye when they look at you

typical (adj): usual

greeting (n): way of saying hello

in public (phr): in front of a group of people

be aware (phr): to make sure you know about sth crowded place (n): area full ofpeople

token (n): sth that you do for or give sb elbow (n): the joint in the middle of the arm second-rate (adj): not the best

зa) (AimJTo consolidate new vocabulary

•Explain the task. Give Ss time to complete the task, referring back to the text if necessary.

•Check Ss' answers.

b)(AimJTo learn/consolidate new vocabulary

•Give Ss time to write sentences giving advice to sb visiting the UK, using the phrases in Ex. 3a.

•Elicit answers from various Ss.

Suggested Answer Key

1When you are eating, you shouldn't talk with your mouth full.

2You should give some flowers to your host as a token of thanks.

3You should remember a few things when sharing a meal with Britons.

4Kissing on the cheek is a typical greeting between British friends and relatives.

5You should extend a hand when you first meet Brit.

6You shouldn't point with your index finger; use your whole hand instead.

7If someone smiles at you, return the gesture.

8You mustn't talk loudly on your mobile phone. It's rude.

9Hugs are unusual between friends.

10A kiss on the cheek is typical between friends.

11A first greeting involves a firm handshake.

12You should make eye contact when you talk to someone.

4 [Aim To write a list of dos and don'ts for social etiquette in your country

•Explain the task and give Ss some time to make a list of dos and don'ts.

•Ask Ss to compare the social etiquette in the UK to etiquette in their country.

•Ask various Ss to tell the class.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

In my country, when you greet someone, most people shake hands. We also call each other by our title or full name, like in the UK and it is very rude to call someone by their first name until they invite you to.

In the UK, there are a lot of positive hand gestures, but we don't really use them. It is very rude. Also, in the UK people have lots of personal space; in my country people stand very close to you. Don't be shocked if people are almost touching you when they speak to you and don't move back, because this will insult the person you are speaking with.

If you are invited to someone's home for dinner, it is polite to take a small gift, the same as in the UK. Also, in my country it is rude if you arrive exactly on time. It is always best to arrive about 15 minutes late but no more. Britons don't like elbows on the table and we have something similar; you must always keep your wrists on the table. You should try a little of everything and if offered, accept second helpings.

Everyday English

1Aim To present new vocabulary

•Play the recording, with pauses for Ss to listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

•Elicit whether any Ss have/have had any of these problems with bad neighbours.

(Ss'own answers)

2 a) (A im To present situational language

•Play the recording. Ss listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

b)AimJTo listen and read for gist

•Explain the task.

•Play the recording. Ss listen and follow the dialogue in their books to find out.

Answer Key

The problem is that Alan's neighbour is playing very loud music and Alan can't study.

3 A i m To identify synonymous phrases in a dialogue

•Read out the phrases, and give Ss time to find alternative phrases in the dialogue that have a similar meaning.

•Check Ss' answers.

Answer Key

How can I help you? - What can I do for you? I apologise. - I'm really sorry about that.

Can I discuss something with you? - Could I talk to you for a minute?

I didn't know it was a problem. - I didn't realise it was bothering anyone.

That would be great. - I'd really appreciate that.

Pronunciation

Aim)To learn about linking sounds

•Read the theory aloud and then play the recording, with pauses for Ss to repeat chorally or individually.

•Pay attention to Ss' intonation.

Speaking

5 lA i m b o practise role playing

•Explain the situation.

•Tell Ss that they can use the sentences in Ex. 2a and the un-neighbourly behaviour from Ex. 1 to help them complete the task.

•Ss complete the task in pairs, using the plan.

•Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class.

SuggestedAnswer Key

A:Hello. I’m Tina Brown, I've just moved in next door.

B:Oh, hello. Pleased to meet you, Tina. I'm Tom Bird.

A:Pleased to meet you, Tom. Could I talk to you for a minute?

B:Sure. What can I do for you?

A:Well, I'm afraid I have a complaint. It's just that you've been parking in front of my driveway, and it's difficult for me to get in and out.

B:Oh, I'm sorry about that. I didn't realise it was a

problem.

A:That’s OK, it's just that I'd like the driveway to be clear so I can come and go easily.

В: I understand. Don't worry I’ll make sure it doesn't happen again.

A:Thanks - I'd really appreciate that.

B:You're welcome. And sorry again.

A:Don't worry about it. Have a nice day.

9 Be the Change

Vocabulary

1 a) I A i m !To introduce the topic and stimulate interest in the text

•Play the recording, with pauses for Ss to repeat chorally or individually.

•Pay attention to Ss' intonation.

b)Aim To practise new vocabulary

•Explain the task and read the examples aloud.

•Ask various Ss to say sentences about the life changes, using the adjectives in the list.

SuggestedAnswer Key

I'd like to win a scholarship to a top university. It would be very exciting.

I wouldn't like to move into a caravan in the countryside. It's too difficult.

I'd like to start my own business. It would be very challenging.

I wouldn't like to grow my own food. It's too tiring.

I would(n't) like to adopt a child from abroad. It's challenging/risky.

Aim To predict the content of the text and to listen and read for gist

•Ask Ss to read the title, the introduction and the first and last sentences in each text.

•Elicit Ss' guesses as to what changes each person made in their lives.

•Play the recording. Ss listen and follow the text in their books to find out if their guesses were correct.

SuggestedAnswerKey

I think Liz Murray won a scholarship to a top university. I think Mark Boyle lives without money.

I think Narayanan Krishnan set up a charity.

3(Aim To read for specific information

•Give Ss time to read the text again and mark the sentences.

•Check Ss' answers. Ss should justify their answers.

Answer Key

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.