SHEILA DIGNEN

Series editor: ben goldstein

The

BIG Picture

B1+ intermediate Teacher's Book

www.richmondelt.com/thebigpicture

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C
58 St Aldates
Oxford
OX1 1ST
United Kingdom

All rights reserved.

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

Richmond / Santillana Educacin, S.L., 2012

ISBN: 978-84-668-1063-0
D.L.
Printed in Spain

Publisher: Deborah Tricker

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

We would like to thank the following reviewers for their valuable

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

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Contents
Student's book contents

page 4

Introduction

page 6

1 Communication

page 14

2 A good read

page 23

3 Art everywhere

page 32

Review a
4 Man and nature

page 42

5 Bridges, borders and barriers

page 50

6 Global and local

page 58

Review b

page 67

7 Is this yours?

page 69

8 Telling a different story

page 78

9 Rules and regulations

page 87

Review c

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page 40

page 96

10 Insights and innovations

page 99

11 A sense of identity

page 107

12 Memories

page 115

Review d

page 123

Writing bank

page 126

Grammar reference answer key

page 128

Workbook answer key

page 129

Track listing

page 136

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Student's book contents

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Student's book contents

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Introduction

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

Whats the big idea?

1 The Big Picture is... visual. Due to the growing

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

3 The Big Picture is... about real lives. The course

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

COURSE COMPONENTS
Students Book

The Big Picture Students Book provides 90120 hours of

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

Vocabulary, grammar and functional language are

recycled in one Review section per unit, and in Bring
it together sections which combine language from
the previous three units in skills-based tasks. Selfassessment questions encourage students to reflect on
what they have learnt and evaluate their knowledge and
competencies.
The Writing bank provides additional writing tasks to
ensure that there is one extended writing section per
unit. The Communication bank contains material for a
variety of interactive activities, including role plays and
jigsaw readings.
To ensure full exploitation of listening material, selected
transcripts are provided at the back of the Students
Book, with full Class Audio transcripts available online
at www.richmondelt.com/thebigpicture.
For further information and sample material from the
Students Book, please see pages 812.

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Introduction

Workbook

The Big Picture Workbook offers further practice of the

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

Learning Platform

Teachers Book

The Big Picture Teachers Book provides full teaching

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

Test Studio

Class Audio

The Class Audio CDs include all the listening material

from the Students Book. A wide range of genres and
accents keeps students engaged and helps them to
develop their listening skills.

An online Learning Platform is available to all users

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

The Big Picture Test Studio provides teachers with a

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

Digital Book

The Big Picture Digital Book offers a complete digital

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

COMMON EUROPEAN FRAMEWORK

Complete CEFR mapping documents listing objectives

and competencies by level and unit are available online.
See www.richmondelt.com/thebigpicture.

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Introduction

Spread 1

Each unit opens with one or more

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

Initial questions seek out a personal

response from students, inviting
them to find a link between the
images and their own experience.

Core lexical items from each

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

Notice boxes appear throughout

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

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Introduction

Spreads 2, 3 & 4

Reading texts explore a wide range

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

Clear aims introduce students to the

structures and learning outcomes
covered in each lesson.

Grammar sections are carefully

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

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

Vocabulary sections focus

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

A double-page spread usually

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

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Introduction

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

Grammar panels encourage

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

10

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Introduction

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

Functional language pages focus

on the practical English phrases and
expressions that students will need
in everyday situations.

Students listen to a common, realworld situation which provides the

context and acts as a model for their
output. Again, images are often used
to help learners relate to the topic.

This section highlights the

useful language students
need to complete the tasks.

Students make use of the

language focus and model
in practical, communicative
activities, creating their own
contextualised conversations.

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Intonation and stress

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

Well-staged preparation tasks guide

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

Students carry out the task and

listen to and/or read one anothers
work. Class discussion activities
allow students to compare their
approaches and provide feedback.

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Introduction

Every three units there is a Review

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

Looking back sections give students

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

Bring it together pages are

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

At the end of each Review, students

are invited to complete a Quick
check self-assessment section. They
are encouraged to think critically
about their learning strategies and
ways of developing or improving
them.

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Introduction

Vocabulary and grammar

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

Vocabulary extension sections

present and practise additional topic
vocabulary.

Each Vocabulary and Grammar

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

3 Art

everywhere

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

he nineteenth-century artist
Henri de Toulouse-Lautrec
famously loved to spend time in
Parisian cafs. During the day he
might sit at a table near the window
and (1) watch
the world
go by, but he was most enthusiastic
about the cafs at night. ToulouseLautrec painted customers while
they were (2) g
about
their business, (3) p
the time of day with their friends, or
simply sitting and (4) s
into space. Sometimes Toulouse worked in silence. Perhaps he
(5)
l
in on other peoples conversations and
(6)
t
in to the parts he found most interesting, or
perhaps he simply concentrated on his work. However, he was
naturally a very sociable person, and he liked to be part of the crowd
himself. He often painted while he was sharing a table with friends!

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

1 drawing / photo / painting

Bring it together

2 graffiti / mural / installation

7 Complete the extract from a gallery

brochure. Use the correct form of the words

from the box. There is one word that you
dont need.
amaze disturb exhibit install
look photograph sculpt watch

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

Vocabulary extension

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

People in the arts

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

Room 2

architect architecture author composer director

film literature music painterpainting
photographer photography sculptor sculpture
3 street art / graffiti / exhibition

Art form
painting

4 sculpture / statue / street art

2 a Choose the correct words.

Person
painter

Art form

All in the Mind an (3)

by
local sculptor, Cassie McBride. Step inside
a huge, 10 metre-high (4)
of
a human head and explore our ideas of
mind and self.

Person

Room 3

Gradable & absolute adjectives

a I love this idea. It makes the room look so much more

(1)
interested / interesting. Plain walls are so (2)bored /
boring.
b Im (3)amazed / amazing that people spend so much time
creating these. They dont last very long! Personally, I
often feel (4)annoyed / annoying when I see yet another
one on the pavement. Its a pain to walk round when
youre in a hurry.
c I was very (5)surprised / surprising to see this on a walk. I
actually think its very (6)moved / moving. It reminds us all
of the importance of nature.
d I felt a little (7)disturbed / disturbing by this painting. It
isnt exactly cheerful, is it? Was the artist trying to be
(8)
shocked / shocking? I think its worked Id never hang
something like this in my home.

b Match the descriptions ad to the images in 1.

a
b
c
d

Tricks of the Light strange and

mysterious pictures by local
(5)
, Miles Brooks. Youll
be (6)
by his stunning
photography. The Evening Times.

3 a Give the sentences more emphasis. Replace the bold

adjective with an extreme adjective from the box. There

are two adjectives that you dont need.

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

delicious exhausted fascinating huge

impossible stunning terrible tiny unique

My top five artistic inspirations

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

1 The Mona Lisa is a special unique

portrait. Its the
greatest portrait in the world.
to take good photos.
2 I find it difficult
.
3 I think most graffiti looks bad
4 I think the Statue of Liberty in the USA is beautiful
.
.
5 I think my local art gallery is interesting
painting on the
6 Id rather have one big
wall of my sitting room than lots of small
ones.

b Which sentences do you agree with?

The stylish Art Caf is open from 9 a.m. to

5 p.m. every day. Come and
(7)
the world go by while
enjoying our delicious hot drinks, cakes
and sandwiches!

8 Read the extract again and find words

which mean
1 very interesting
2 very large
3 very beautiful

14

15

Skills development

Skills 3

Functional language Adding emphasis

Reading Identifying purpose & intention

1 a Tick () the three emphatic sentences.

1 Read the webpage quickly. Who do

2 Rewrite these sentences so that they are more emphatic.

1 What I like is that all the artists are

extremely talented.
2 The problem is that the paintings
arent very original.
3 The new display in this gallery is
the best exhibition Ive seen.
4 Im not keen on the lazy drawings
and bad painting.
5 The most disappointing thing is the
lack of variety here.

Each unit in the Workbook

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

1 I hate the confusing design.

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

you think it is for?

a people who take photographs
professionally
b people who are just starting to
learn photography
c people who are interested in
buying photographs
d people who have some
photography skills

Whose question cant you answer?

1 Ligaya Where can I find out more information?
On the Flickr help page. (paragraph 7)
2 Jimar What kind of photos are most successful?

3 Precious Why use Flickr rather than other photo-sharing websites?

4 Christian How much money will I make?
5 Keziah Is it a good idea to create some adverts?

5 I dont like the statues expression.

b How many speakers are enjoying the

exhibition?

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

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

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

7 Beatriz Where do I say what each photo costs?

Listening Completing summaries

1 a

3.2 Listen to an audio guide about Temple Newsam

House in the UK. In what order do you hear about the
rooms? Draw a route on the room map.

b Match photo b to one of the rooms.

Welcome to Temple Newsam

2 Listen again and complete the summaries

from the brochure. Write one word or date

in each gap.

In the sixteenth and seventeenth centuries

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

In the entrance to the Blue Room you can

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

Room Map
Library

Blue Room

Great Hall

Entrance to
the Blue Room

Strategy

Corridor

Whenyouhave
tocompletesummaries,dontadd
unnecessaryinformation.Doestherubric
tellyouhowmanywordsyouneedtowrite?
Dontwriteanymorewordsthanthis!

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

3 Read the start of another webpage on

the same topic. Underline two places

where the writer disagrees with the
writer in 2. Who do you agree with the
most?

Strategy

Identifyingthe
purposeofatextcanhelpyouto
understandit.Decidewhatkindof
textitisandwhoitiswrittenfor.What
ideasdoesthewriterincludeinthe
text?Doyouthinkotherwriterswould
havedifferentideasaboutthistopic?

What I like about Flickr is that you

dont have to pay the site any money
for the photos you sell. The bigger
photo-sharing websites usually ask
you to pay them a percentage of
your profits, so Id only recommend
these for serious professionals.

surprising. Good-quality action

shots of people or animals are often
popular. Bad-quality holiday photos
are not!

To improve your chances of

success, think of your photo albums
as exhibitions. Dont add too many
photos. The problem is that many
viewers find huge albums boring
and even annoying! A maximum of
20 pictures per album is ideal.
Think about which photos people
will find the most interesting or

Try to make yourself popular.

Advertising is expensive, and I
wouldnt recommend it. The easiest
and cheapest way I know to attract
more visitors to your page is simply
this: be friendly! Look at other
peoples photo albums and write
positive comments. Theyll probably
then visit your page and do the same.
The Flickr help page includes lots
more useful tips. Good luck, and
above all, have fun!

Art for sale

Flickr is an excellent site for photographers hoping to make a small
profit from their skills. Id recommend visiting their help page first.
In my opinion, the best way to make money is to upload as many
photos as possible to each album. However, dont add all your holiday
photos. Theyre interesting to you, but boring to other people!

Try not to visit other peoples photo albums, because youll spend too
much time making comparisons. Remember, theyll be better than
you at some things, and worse than you at others. Youre unique!

18

19

Strategy boxes highlight practical

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

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Communication

Students will practise...

and they will learn how to...

tenses
question forms
state and dynamic verbs

talk about communicating

talk about signs and their purpose
talk about the senses

the message much louder and more powerful.

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

Key vocabulary pages 45

Lead-in

With books closed, ask students to name some forms

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

1 a Students work in pairs to look at the images and answer

the questions. Ask some students to report back to the
class.

b Refer students to A in the Key vocabulary panel. Students

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

2 Play the audio. Students listen to the conversations and

match them to the images. Check answers, then ask
students which descriptions they agree with, and which
they dont agree with. Elicit a range of ideas, and encourage
students to express their own opinions.
Answers
1 e 2 d 3 f 4 a 5 b 6 c
1.1
1 Ah yes, this is a Kabuki dancer, isnt it? And each dance tells a
story, with the costume and the make-up and the movements
all communicating something different the only problem
is you have to know the language of Kabuki dance to
understand what hes saying!
2 Shes obviously angry about something and shes decided to
protest about it. Shes using a placard to communicate her
message and the strength of the crowd as well that makes

3 a Students complete the extracts individually. They can

then work in pairs to compare their ideas and match the
extracts to the images. Dont check answers at this stage.

b Refer students to the transcript on page 162 of the

Students Book to check their answers.
Answers
1 talking (a) 2 speaks (f) 3 communicate (d)
4 tells (e) 5 say (f) 6 communicating (c)

4 Refer students to B in the Key vocabulary panel. Point out

that say, tell and speak have very similar meanings but are
used in different contexts, with different collocations.
Students complete the exercise. Check answers and read
the Notice box with the class.
Answers
1 speak 2 say 3 tell

5 a Students work individually to complete the questions.

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

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1.01.1
Answers
1 speak 2 speak 3 spoke 4 said 5 telling
6 telling 7 telling 8 spoken

Reading
1 a Discuss as a class what forms of communication the
images show. Encourage students to refer back to the
expressions in Speaking 1a to help them. Elicit ideas, but
dont confirm or reject students ideas at this stage.

b Students choose three questions individually, then work

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

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

Extra activity

Ask students to write three more questions of their own,

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

images. Remind students that they should read the texts

quite quickly at this stage and not worry if they dont
understand everything. Check answers, and check the
answers to 1a.
Answers
1 b 2 a 3 c

Mixed ability

If some weaker students need further practice of say/tell,

ask them to work in pairs to correct these sentences:

1 She said me that he wasnt hungry. (She said that /

She told me that...)

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

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

4 He told that he didnt have any money. (He told me/

us that / He said that...)

1.1

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

3 Students work in pairs to match the texts to the problems.

Check answers and ask the class which statement ac they
agree with the most strongly.

Communication breakdown

Answers
a 3 b 2 c 1

page 6

Speaking & Vocabulary

4 Students read the texts again and answer the questions.

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

Lead-in

Ask: Do you sometimes find it difficult to speak to people?

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

5 Allow students time to prepare their ideas individually

before they discuss the questions in small groups. Monitor
and help while students are speaking. Ask groups to report
back to the class.

1 a Students work individually to match the communication

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

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

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

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

of the communication expressions. Give a few examples

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

2 Students work in pairs to compare their answers and

discuss the differences between them. Ask each pair to
report back to the class on similarities and differences they
found.

b Students read the texts quickly and match them to the

b Students work individually to underline the verbs and

decide if they refer to the present, past or future. Check
answers.

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

2 Students complete 16 in the Grammar panel with the

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

Many languages do not have an equivalent of the present

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

The difference between will and going to depends on the

attitude of the speaker. To express a plan or intention, we
use going to: Im going to join a gym. To express a prediction,
we can use will or going to: I think the gym will/is going to be
good for me.

3 a Students choose the correct verb forms in the sentences.

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

Extra activity

For extra practice of the present simple and present

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

Extra activity

Play a game to give further practice of the tenses. Write ten

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

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

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

b Students work individually or in pairs to match the

sentences to the uses in the Grammar panel. Check
answers with the class and deal with any queries or issues
that arise.

Pronunciation
1 a Students work in pairs to complete the chart. Draw the
chart on the board and check answers by asking students
to come out and complete it. Dont model pronunciation of
the forms at this stage.
Answers
start
watch
text
dance

Present
starts
watches
texts
dances

Past
started
watched
texted
danced

b If students are unclear about what a syllable is, write two

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

2 Play the audio for students to listen and check their

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

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

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1.11.2
them on the board. Play the audio again for students to
check.

and in line means in a queue. Students look at the images

and answer the questions in pairs.

2 a Students read the sentences and match them to the

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

photos. Check answers with the class. Focus on sentence

4 and write on the board: theyre simply speaking their mind.
Underline their and point out to students that when we
dont know if a person is male or female, we can use they or
their.
Suggested answers
1 a, d 2 b, c 3 b, c 4 b 5 d 6 b, c

definitions. Check answers with the class.

Answers
a speak (your) mind b stand up for c put across
d change somebodys mind e make a point
f pay attention

b Refer students to the transcript on page 162 of the

Students Book. Students work in pairs to read it aloud.
Monitor while students are working. If necessary, stop the
activity and drill the pronunciation of the verb forms with
the whole class before students continue.

3 a&b Students work individually or in pairs to complete

the questions with the expressions. Play the audio for
students to check their answers.

Speaking

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

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

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

2 a Read the situations with the class and explain take

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

b Ask individual students to tell the class their ideas. The

class could vote for the best solution to each problem.

1.2

Sign of the times page 8

Lead-in

With books closed, draw a few common signs on the

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

Background notes

David Beckham is a British football player who has played

for many international teams and for the England national
team.

NYC is an abbreviation for New York City.

Speaking & Vocabulary

b Students match the words and expressions to the

4 Allow students a little time to prepare their answers before

they ask and answer the questions in pairs. Monitor and
check that students are using the expressions correctly.

Extra activity

For homework, ask students to search online for more

pictures of protests. They can bring their favourites to the
next class and show and describe them to their classmates.
The class can discuss which they think are effective.

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

1 Check that students understand queue and protest. Tell

students that the usual American word for queue is line,

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

Answers
1 a 2 d 3 b 4 c

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

b Allow students time to read the statements, then play

the audio again for them to match the statements to the
photos.
Answers
1 d 2 b, d 3 a 4 c

2 Students work in small groups to discuss the questions.

Monitor and help as necessary. Ask each group to report
back to the class on their discussions.

Extra activity

Ask students to choose one of the signs and imagine that

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

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

2 a Write the first question on the board. Elicit the question

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

b Look at the questions on the board and elicit answers

to the questions. Dont confirm or reject students ideas at
this stage.
Answers
a) Questions 6 and 7 dont have question words.
b) Questions 2, 5 and 8 dont have subject pronouns.
c) Questions 2, 5 and 8 dont have auxiliary verbs.

3 Read through the explanations in the Grammar panel

with the class and check the answers to the questions in

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1.21.3
2b. Students then complete 14 in the Grammar panel.
Check answers, and read the Notice box with the class. Ask
students to find an example of a question ending with a
preposition in 1 (questions 1 and 8).

3 Students work in pairs to show their signs to each other

and answer questions about them. Students can repeat the
activity with other partners for more practice.

1.3

Answers
1 before 2 long 3 before 4 dont need

Question forms

Students need reminding that we put the auxiliary do/did

before the subject pronoun, not after it: Who did you talk to?
NOT Who you did talk to?

Students may also forget that we dont use the auxiliary

verbs do/did in subject questions: What caused the explosion?
NOT What did cause the explosion?

Lead-in

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

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

Students may find it difficult to remember that we put

prepositions at the end of questions: Who did you buy the
present for? NOT Who for did you buy the present?

Reading

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

Background notes

first one with the class as an example if necessary.

Answers
1 When was the last protest held in your town?
2 What was it about?
3 When did your local football team play their last game?
4 Who won?
5 Have you ever queued to buy something?
6 What did you want to buy?

Austin Seraphin is a real person and the blog is genuine.

Students can visit his site at http://behindthecurtain.us
and read more of his blogs.

Austin Seraphin is an American, and some words and

spellings in the text are typical of American English, e.g.
mom (British English mum), color (British English colour)
and gray (British English grey).

1 a Students read the headline and the description of the

b Students ask and answer the questions in pairs. Make

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

When colours speak page 10

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

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

Extra activity

2 a Students discuss the question in pairs. Ask pairs to

report back to the class.

To give more practice of questions ending in prepositions,

read out these sentences and question words to the class or
write them on the board. Ask students to form questions.

Im waiting for Sam. Who? (Who are you waiting for?)

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

to the cinema with?)

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

email from?)

Allow students time to compare their answers in pairs

before you do a class check.

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

Shes saving up for a new car. What? (What is she saving up

for?)

Answers
1 It has helped him to do things that he couldnt do before
because he is blind.
2 He can receive text messages and he can see colours.
3 A voice-over program that reads the text that is on his screen,
and an app uses the phones camera and speaks the names of
colours in the pictures.
4 He can now receive text messages from his mother.
5 He can enhance his visual experience using the colouridentifying app.
6 He is most impressed with the app that identifies colours
and reads their names, because it enhances his visual
experience.

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

2 Students work individually to write their own sign.

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

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

b Students read the post again and answer the questions.

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1.31.4
Grammar

3 a Explain that the words and phrases appear in the blog

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

1 a Ask students to read the sentences and decide which

ones are true for them. If necessary, explain see something
out of the corner of your eye (see something although it is not
directly in front of you).

answer the questions.

Ask individual students to tell the class the adjective they

have chosen and why. See if the class can agree on the three
best adjectives to describe it.

Answers
1 Sentences 1 and 4 2 Sentences 2 and 3

2 Read the explanation of state and dynamic verbs in the

Extra activity

b Students work in pairs to compare their answers and

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

Grammar panel with the class. Students complete 14 with

the correct sentences.

With books closed, write the words from 3a on the board.

Put students into pairs and ask them to use the words as
prompts to recall the main events described in the blog
post. Ask students in turn to recall part of the blog post and
build up the whole blog post as a class.

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

Mixed ability

Stronger students could use the blog post as a model to

write a blog post of their own about a piece of technology
that has helped them to communicate.

As well as verbs of the senses, state verbs also include verbs

of thinking and opinion such as think, believe, like and
agree. Students often forget that we dont use these verbs
in continuous tenses, even when we are talking about a
thought or opinion at the moment: I agree with you. NOT
Im agreeing with you.

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

3 Students choose the correct verbs to complete the

sentences. Remind them to think about whether each verb
describes an ability or a conscious action to help them
choose.

Answers
a 3 b 1 c 2

Answers
1 I cant smell 2 Im seeing 3 Im tasting
4 I can feel, Im burning

b Refer students to the example sentences in a. Point out

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

4 a Students write their sentences individually. Monitor and

help as necessary while students are working.

1.4

1 Refer students to the title Breaking the ice and explain that
it means beginning a conversation with someone you dont
know very well.

3 a Students choose the correct verbs to complete the

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

Ask pairs to report back to the class and see if the class can
agree which sense is most important to them and why.

Functional language page 12

Tune in

Answers
1 touch 2 hear 3 looks, smells 4 sounds

Answers
1 see 2 listen 3 feel 4 tastes

b Students work in pairs to compare their sentences. Ask

some students to read out their sentences and see if other
members of the class had the same or similar sentences.

2 Students complete the sentences with the correct verbs.

questions.

State & dynamic verbs

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

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1.4
5

2 Students work in pairs to match the verbs to the nouns.

Point out that sometimes more than one option is possible.
Answers
1 d 2 c, d, e 3 a, b 4 f 5 b 6 e

3 a&b Students think of a conversation opener for each

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

5 Play the audio again for students to listen and answer

the question. Discuss as a class what this says about
conversation starters.
Answers
Conversations 1, 2 and 4 change topic.

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

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

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

b Students work in pairs and decide which questions

would be useful for breaking the ice. Discuss the answers
with the class and ask students to justify their choices.
Play the first sentence on the audio and point out the
main stress. Play the rest of the audio for students to listen
and underline the main stress. Play the audio again for
students to listen and repeat. Encourage students to use
the correct stress. Drill individual questions chorally and
individually if necessary.
Answers
Questions 1, 2, 4, 6 and 10 might be useful for breaking the ice.
Main stress:
1 Your face is really familiar.
2 Excuse me, can I give you a hand with that?
3 How are you feeling today?
4 So, how do you know Sergio, then?
5 Whats the problem? You look terrible.
6 What did you say your name was again?
7 Hi, what are you up to?
8 Did you sleep OK?
9 Hi, what brings you here at this time?
10 You dont know me, but

Over to you
7 a Read through the situations with the class and make
sure that students understand them. With weaker classes,
brainstorm potential first sentences or questions for each
situation, e.g. Excuse me, do you know what time the bus is
due? This rain is terrible isnt it? Put students into pairs to
choose a situation and practise a conversation. You might
like to allocate different situations to different pairs, to
give a spread across the class. Monitor and help while
students are working.

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1.41.5

Task

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

6 a Students work in small groups to prepare an outline

of their campaign. Monitor and help while students are
working, and feed in ideas and vocabulary.

Extra activity

If you have filming equipment, you could film the students

doing their role plays. Playing the film back to the class can
be a good way for students to assess how they are doing
and learn to improve their fluency and confidence.

Students Book. Students work in their groups and discuss

ideas for their strategy.

Report back

8 Put students into small groups to discuss the questions.

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

If possible, put students with classmates that they did not

work with in 7b. Ask groups to report back to the class and
discuss as a class the best strategies for breaking the ice.

1.5

rest of the class. Encourage all students to take part in the

presentations. Ask students to give feedback to each other
and decide on the best campaign overall.

Speaking task page 13

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

b Refer students to the strategies on page 158 of the

Alternative task

With stronger classes, allow groups to come up with their

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

Answers
a 3 b 1 c 4 d 2

2 Students read the article again and underline the different

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

Prepare for task

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

4 Students work in pairs to discuss the best marketing

strategies for the products.

5 Brainstorm as a class, or put students into small groups to

brainstorm, then collect ideas together as a class.

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