Table Of Content

INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM -, EMMA SZLACHTA PEARSON ALWAYS LEARNING . INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM CONTENTS Introduction ii Students' Book Contents 2 Teacher's Notes Module 1: Identity 5 Module 2: Big Events 13 Module 3: Taste 21 Module 4: Houses 29 Module 5: Image 37 Module 6: Heroes 45 Module 7: Adventure 53 Module 8: Habitat 61 Module 9: learning 69 Module 10: Careers 77 Module 11: Inspiration 85 Module 12: Innovation 93 Culture Choice 102 Skills Builders 114 Student A and B Activities 121 Word list 122 Irregular Verbs 125 language Choice 126 Students' Book Audioscript 132 Workbook Audioscript 145 Workbook Answer Key 152 INTRODUCTION 1 THE COURSE • Learning Links: There are references throughout the book to extra activities which provide a further element of choice. At the end of Choices is a five-level course for secondary students, taking each module, students are directed to further cultural input (Culture learners from Elementary to Advanced level. Choices Choice at the back of the book), plus extra revision, practice and Intermediate offers ninety-six lessons of core material self assessment (in the Workbook!MyLab). but because of the in-built flexibility of the course, this could • Culture Choice: These optional lessons at the back of the book be extended considerably. include cultural input, literature, songs and projects. They are related to pairs of modules but can be done at any time. The 2 WHY CHOICE? extensive reading can also be done by students on their own and is a good way of introducing students to guided readers (see the Penguin Readers collection). When you have an element of choice in what you do, you are more likely to be motivated, and motivation is fundamental for teenage • Online Skills (Workbook): These activities, developed by ELT learners. technology specialists, develop information-handling skills and critical thinking within the context of the internet. People have different learning styles and need to work in ways best-suited to them. • Sound Choice (Workbook): Different language learners have different problems according to their own language and according The ability to make choices when learning is an important strategy to their own personal difficulties. A short diagnostic exercise is in itself and is a crucial element of life-long learning skills which will followed by a choice of exercises on problem sounds. become more and more important in the 21 SI century as technology and jobs change rapidly. 4 APPROACH In addition to the learner-development features of Choices that are Teachers work in very different contexts (e.g. number of hours, related to the central concept of choice, the course contains other facilities, equipment) with very different groups of learners key elements: (e.g. numbers in classes, previous learning experience, interests). Every teacher has his!her own ideas aboutlearning and teaching. The strong content syllabus covers the key areas in the Common 3 CHOICE IN CHOICES European Framework of Reference (CEFR), has systematic cross curricular input and includes up-to-date and challenging topics. Each In an educational context, choice must be guided to avoid chaos in topic-based module is introduced in the Topic Talk, then the lessons the classroom. Choices introduces these elements of guided choice: include input on different thematic strands related to the main topic. In reading lessons, there are Learning Links to Online Skills in the • Topic Talk Networks: Using a language is a creative activity and Workbook that enable learners to find out more about the topic. involves constant choice and options. Vocabulary networks provide guided choice by marrying functional exponents with lexical items. • Your Choice: These exercises give students the opportunity to Choices not only provides systematic cultural input about English choose between different topics to discuss. speaking and other cultures but gives frequent opportunities for • Grammar Practice: Grammatical structures are first compared and students to talk and write about their own culture, thus strengthening contrasted, then students are trained in choosing forms that best their own cultural identity. In main lessons, Your Culture spots relate express given meanings or intentions. the topics to the students' own culture. The six Culture Choices at the end of the coursebook have input about English-speaking culture and • DVD Choice: This is an optional section with authentic video cultural awareness, literature (poems and stories) and songs, and My material that extends the lesson topic. Culture Projects allow students to research information about their • Listen or Watch: Target functional language is presented through own culture and then talk or write about it. dialogues which can be watchedt!l!l!ll or listened to depending on the equipment available. • Listening Choice: The teacher can choose between two levels of Rather than establish a false dichotomy between vocabulary on the difficulty in the listening COs. One is slower ( ), without accents. one hand and grammar on the other, the language syllabus in Choices The other is faster and more natural ((11)}, with different regional integrates different strands of linguistic input in both grammar accents. This feature gives the teacher a choice, depending on and skills lessons through a comprehensive focus on morphology, the level of the students, and the option of listening to the more syntax, word grammar, lexical features, text grammar, functions, difficult version after students have listened to the easier level. conversational grammar and phonology. Features in Choices that enable the course to cover this broad scope of language are: • Language Choice: This booklet, which provides options for extra practice related to new language and language reference, comes in a • Vocabulary Networks: They combine key functional language with convenient, fold-out section at the back of the book. useful lexical sets and enable students to talk about common exam topics in a personal way. • Skills Builders: Teachers and learners have the choice of using this section while doing communicative tasks and when revising: it gives • Sentence Builders: They focus on difficult areas of syntax which support in terms of both strategies and language, with examples of often cause students problems and systematically cover written linkers, explained text models and model dialogues. linkers. • Language Review/Self Assessment: Students do language • Word Builders: They look at lexical features such as prefixes! revision exercises, listen and check their answers and use a suffixes and mUlti-part verbs. feedback guide to choose what they need to practise more. • Text Builders: They cover text organisation and style in written language. ii • Skills Builder (a section of support strategies and model language As in real life, where communication usually involves more than one and texts) channel at a time, skills in Choices are always developed together, For • Culture Choice (optional lessons which present reading texts, example, in the main skills lesson, there are always at least three out poems and a song with projects related to the students' own of four of the main skills: culture) • Oral Production: Every Topic Talk has an activity in which learners • Language Choice booklet (which provides further language can talk about their own lives, There are other such tasks in the practice of both vocabulary and grammar and also has a reference main skills lessons and Speaking Workshops, section for each language point that is presented) • Oral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and the Speaking Workshops, The Workbook gives further practice of the language introduced in the Students' Book, Each module directly reflects the content of the • listening (Watching): There are four or five listening tasks in corresponding module of the Students' Book, Every module contains each module with a wide variety of text types: monologues, stories, a Remember section which revises basic grammar points from the dialogues, interviews and radio documentaries, Watching tasks previous level. At the end of each module, there is a revision section include TV documentaries, interviews, dialogues and a situation followed by a Module Diary where students assess their progress, comedy TV programme, Pronunciation activities involve intensive listening with tasks to develop learners' ability to distinguish After every second module, there is an extensive exam practice zone sounds, words and expressions, There is further listening in the with practice tests for reading, listening, speaking and writing, The Culture Choices and there is a song, Sound Choice section allows students to work on their pronunciation, Finally, at the end of the book, there is a section called Online Skills, • Reading: There is one major reading text per module and other which develops information-handling skills in the context of the internet. shorter ones in the grammar lessons and the workshops, Text types include articles, book reviews, adverts, letters, notes, a postcard, websites, magazine interviews, a magazine letter page and blogs, There are also further reading texts in the Culture Choice sections This online resource allows teachers and students to interact beyond (stories, poems and a song), the classroom, It has all the practice exercises of the Workbook, which can be automatically graded, and instant feedback can be sent to the • Writing: There is writing in every module, In odd-numbered student, Teachers can use MyLab to assign homework and see their modules, there is a focus on written syntax, reference and linking students' progress in the gradebook, followed by a short writing task: descriptions, advert, blog post and instructions, In even-numbered modules, there are more text types in the Writing Workshops: an email, a book review, a report, a letter The Teacher's Handbook contains reduced pages from the Students' of complaint, a CV and covering letter and an essay, Clear models are Book, along with teaching notes, answers, teaching tips, suggestions provided and there are staged tasks, plus work on text organisation for extra exercises and background information about the contents and style, Further models of text types are given in the Skills of each spread, It also contains the Students' Book audioscript, the Builder, which illustrates target features and language, Workbook audioscript and the answer key, Elements of critical thinking are introduced in reading and listening This DVD-ROM is a teaching resource, providing everything needed tasks: inference of non-explicit information, analysis of textual both for the classroom and for preparation, It contains: elements such as author's style or context, evaluation of content or arguments in the text, application and discussion of knowledge or • an interactive whiteboard of the Students' Book with integrated ideas from texts, The information-handling activities in the Online audio and DVD, interactive activities and zoomable areas Skills in the Workbook provide further activities to develop learners' • photocopiable activities to use in the classroom skills in selecting, evaluating and processing information in the context • teacher development workshops on different elements of language of the internet. teaching • the Test Master, so teachers can create their own versions of tests There is a systematic focus on communication strategies in the • a comprehensive mapping of Choices to the CEFR, Skills Builders for both receptive and productive skills, For reading and listening, there are both general processing strategies such as working out the meanings of new words, plus exam task strategies The Class Audio COs contain all the listening activities recorded in the such as doing matching or multiple-choice tasks, Writing strategies are two levels of difficulty, plus recordings of all the reading texts, embedded in the tasks in the Writing Workshops and explicit speaking strategies appear in the Speaking Workshops, 6 CHOICES AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE Both shorter and longer productive tasks are guided in Choices, Choices covers most of the descriptors of the Common European For example, in main skills lessons Your Choice tasks contain brief Framework of Reference (CEFR) at each level, except some of those preparation stages, In the longer Writing Workshop and Speaking related to work and other adult contexts: Workshop, there are explicit stages followed by feedback activities to Choices CeFR UCleS enable students to reflect on or react to their partners' writing or what they have said, The Skills Builder acts as a back-up when learners are Elementary A1-A2 doing these tasks, providing model texts and dialogues, Pre-Intermediate A2-81 KET Intermediate Bl-82 PET 5 COMPONENTS Upper-Intermediate 82 PET The components of the course are as follows: Advanced 82-Cl FeE For a complete breakdown of the descriptors covered at this level, The Students' Book consists of twelve thematic modules, Each module see the Teacher Development Workshop entitled Evaluation: European s clearly divided into sections: Topic Talk (opening page of the module), Framework of Reference on the Choices ActiveTeoch, Grammar, Skills, Writing Workshop, Speaking Workshop, There is a one oage Language Review after Modules L 3, 5, 7, 9 and 11. At the back of ihe Students' Book, there are the following: iii TOPIC TALK These boxes contain the learning objectives IDENTIT The Topic Talk of each module. introduces the module topic. Systematic practice of pronunciation (e.g. Vocabulary unstressed words, word networks present stress, contractions). key lexical sets and functional language to talk The Language Choice about the topic. booklet provides extra practice and reference. PRACTICE o Talking about identity Complete the description. Il~I'm quite an idealistic type of 2_ _ . I'm passionate about politics and I'm keen )_ _ photography· I'm •_ _ going to photoeraphy Students have exhibitions. I suppose I'm a bit s_ _ laid-back the chance to sometimes because I'm , __ into studying very much. I live in Brussels but my ' _ _ roots are in personalise the England and my parents come from London. I am not very nationalistic but I'm , __ of London -I think it's a topic and talk great city. about themselves. 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'<_ <t" _le.'.iu ,~.g.1.!.!t <I_I ooR e (IRS'~a/feOtulddO<H.S~_~~rtfo.lSl<wioa,,h ">.Iinr;foItIubef_ht'IINt'Ig~'"K",h"'"e_fh"w.""I 't<"C,Y1"".UM o";R·'.'-.ln "" lo.'~_'e Cr-I,>u"-bvr~:,tele.oe aiO<'q\a·efIui1no:wl; s_N.1>moIO.t':f"ttIlI ~.e lr'."1tll>Id.$".."' n"'_.'l_ ~5"t".II~".''Yod.-"'l":" 'e" .Yu-I1.er'""'.I '":e .1'"!""',tI,"'ht' MpOIu"~t"=ot""tl;'ttl_It'l' I' .n":';I U.i .,t..'M.nI:_(.-.U_: l''..U,'t1l'. n,~f ~.,f"'1O,u"- thU.~ '"'t'fl"IfIr It"u ~~.O \, ·If > .5TAf."OThs.";WFl~ttAs~.I:r.f,oopfl'uh,no ";.he,n.ao\;.6I.mettIdm.. rhe,iod',tlw~gKU.; S..gaYcd[oo\.>lkS'·Imnsioue>.h'lO u hnto.ls., puI.~t~~nlcmd kw.lfMC.l'l t'lff\m. .t "s~.lI..V."m;thoiWo.."a'atyy"l9lan, lYtlt\."t.g.~lsi(Ilf'lIp"l'> ~r':"li\op boD.t-lf:tl{nh~>rf~t"prm"oOdiotlc!!tmte1U\!e..l<uT.h'hfI(lfrlb~thnYtoty,hehil,.i,co:!-nluUa!ls."l·o1.e·!obrptg,wdlMs•rc1 "dglWl. ontlbg n• P•oeN.k i"gt".t• !<il.lpdli.tde; y;Il. oll".nel.<,ln/ lhi>·.Hu "fd.g.~lJ"0.ll'eTu>T fl"wmg.p'~e~.~'Jlt.tsfed~hKhti'."\.a elJd'ldh.hj. i"e";l<o'M<..·HdO~bo t~u'""<.mI.kn',iu,o.g""t ehpbNes.".o. hmoII)Hlarf.ulwSoUn.'h!'f'~~lfi"td'a :dofol"t Oy.mJtI.nwh~d!.tvt.I't\".t.~ J_la~lS ttr'oli nn y'·.h~IHdlor~.vI'dmooIU) lit.to9_.{eM,rotl'.trtolh.Wrleo.w.lnhSI_y.J..-tdoig of>AIlmr~"M.lt.s ?!luorouo lR·u lJ.."~hdpw rr/"ki,iI 'uuslil"i,lo*o"n'ctwo$.ltf l.>f''·o.-IOldrn.lfdiilnwlaW f..a.!'leItU.lt.dbw.o"'.otslIh\ n~h.frenIct<g ,~" tce;1djurdiIi-aOi.ulU.ItudM~',b~r,tl 'enoMfl..~ttl1)Utteod.IS'MlW'd\r'\ fa;toonOd.OaM1l n .h_tU(_UtI.fdrnl' INl:oo'efIKNJlmowUittflnfsoleOhl1y I{.ilgecObmt(Tm_lhf1ll null~g ht!t ea._n \t d rn·d1 d I . ,III1li)~IW·•C'-p:N_ Iwa~laI.tr.M:_or.et. lol.y:~.c.>.Hol.t -o:OOpn.e·.SI·.uC:> y_iO'n>l'o.:OUOtOptll;II.-Iilf<t__Pn~f"rlrl'Ii-.o=tn',Alr,.lCyl-i ,~, t,.,lk.n..n_Io,.,re¥.nftW .l.aI1.Ii..t.-I t.o>l.,le.,J rlO.4. t.n.iUW_n.W.~cIr--iI 'l,or~ fs t: ·-nd 264S32 MisTWIIMban oalhhtlyh hmnaeuf heibv nokeanpler kdtt roor h oI istl tmghipbighecnoebeeanlgore atett'd Sh rthayr oat uof. wicv u tgmeoeenehba xendy.ato,t d r a)Iirmsii' enmnc edags e smg tgews ooaada(i zng ssttigoen hpi grntbteoo.cee e rdhme c.ma dyivife befinrlc ei ef oanrnd dt.h waet Before you listen. read the Questions carefully. Try to guess answers to the questions where possible. Use your knowledge of Skills Builders at There is a variety 1 Mmaaitnc htoinpgi c()i dentifying the Othfete wno trhlde ainnfdo rumsea taionny pini ctthuer etse xtht eisr e are. the back of the book of reading texts expressed In a different way from the have useful listening (e .g. articles, Blisetf oorf et oypouic sli.s Utesne. p lohookt ocsa arenfdu lalyn ya to lthhee r qfourmes:t ion. Sometimes It Is in a different strategies. adverts, websites). information to make guesses about what Question = Apartheid was bad for black lthiset etenx atn ids cgOheincgk tyoo uber gaubeosust.. Remember STeouxft h= A BflrO/cCaKn Ss.o uth Africons hod no rights. that all the topics can be mentioned but When you listen again, try to get the rest the main topic is the one that sums up the of the information. text best. When you don't know an answer. make a guess. v SKILLS LlSTENINCi/SPEAKINCi Students can listen to or watch everyday The DVD Choice functional dialogues. section provides optional authentic video footage. O\l."l(hO!ce o "W"'~ ___" "___,' _''h, __"_,, ==':':'~'\o"9)I Warm Up llslenlnll :...: '":' ...:......:...=" ........ "-"_=00\.6- ........ ... .. :::::"..::,~~- Vkpnereooytcwv vaioodbrecuk alfasbur urylta hreyr. -----_-"--- ...-...- ------_..- - ..-..-.... -__.. _..- - o .",'",:.~,-.'.. ...:.-............~ -"-~,~.~.. .:" ..- ._....:...'_.... ..._- .-.-.-. -.:"~.-·. .._... . .".._ ..-_. _.-: .!...o. --~.~-..I... =..- .._...:....... .--.: ...._.. : .. --.. .-:..;. ~..n . o :...-___:....._...,:: -,___- -.. .. ...'._..·_.._.i..I..:._ ~. .-._...._ -... ._. .'__..",.-.'..-.' .-,-. -.. _.--v.-... .(_.... .1 ' " ..... -SI .. - sYapcoteuiavrk iCtiinehgso iphcraeav cet ice ~~~-.;.:: _.,.,._", ....< iou. ( of functional :::r.:...-.-...... --~ Wo.lf,--...,!...-'.,..",-,. "...- .,., •.I., . .,... .." ._ .,n..",...'d" "-. - pSp -e i• l,k, ..'.".. \1" "l ,. -~ ,'.1t" ... . ....-"... .".~.....~...'." , "I""_)"'.', o.." '.'_"..- . ".".". ,.."",.e "..".., ..- ,"....- . ,..,.....~ .._ .... .-,.. ,. -. ..r.. .. ..... ' ''''~ language. ..J....'.I ..OO...I ,;. ".." -"'.h,.._...U."' .\...".,. ......... ... __ - . (_ -.......- '.. ... Listening texts ."."..' -"''-'''..·.• .• .O ...f _ 40 Agreeing and disagreeing (1) give input about A: I think punks look a bit slily. the lesson topic. S~1<o-..,"-.\ ....... _.. .. ,.._. _' - 8:Sodol. -, (: I don't. I think they're quite cool. ~- ...... A: I don't think piercinss look very nice. ~-,-- B: Me neither. They're horriblel A: t don't like heavy metal. 8: Neither do I. It's too loud. e: Ido.1 think it's great! A: I love clothes with desisner labels. B: Me, too. But they're so expensive. Pronunciation Talk Builders present functional A: I'm not into tattoos. 8: Neither am I. activities focus language. Skills Builders provide C:lam.l'dliketohaveone, on intonation. further reference. A: I'm really into hip hop and rap. S: Soam I C: I'm not. I prefer rock WRITINCi/SPEAKINCi WORKSHOPS ______________ Skills Builders SK lU provide model texts Writing Workshop 1 with explanations. Text Builder o o ._n<dd1<0u'''p'.'1. l .\.'jd. l _uoeOno.lrI tI~Wlb'~.~\', .(.I1i',In·1n'61t01hc" eh,"0"1l1'h1. ljll" .'O.h "I'"1,>,e'_ fh :'~1"" ""'""' "l"d T'""''. '' '+';"'0' ",.' ~.0.~,.! < ",_'. .,j_~;,_ ;~.:'."-Jf,.' ,'"N~" ' "'t'.''"'1 . . 41 Telling stories 1(k0ll ~ 10000ye ~ .10'0' o I.Dot.IIheSel\te(K.Bu~~ ... Aew",.'h. A: Well, it happened the other day. I'd just finished ,Mtencu(a-tljbelooo classes and I was ridins my bike down the street. B: And then? OOlUR_otlWoIw~!l.h<"~IIt.D,n.'h_rI li"<t,l,I","t-Ws ,n1"iR1!e;"~Ql(Ic'.4Il_ a)oWcaln.,nOI...ts.yUI. V• e o•cb urnoUl"oi""ImbN t_t l¥ o_Il OlO'I~.'w't'Ii<'"'elOI:I O<=~nO.'"\I"/.IbtUty!OI"~I .'<.l=.Ul__ IlI"II4'-d"UU"I~J"_.'_:bUIolS!!;)\ejtIt""~~O""t!(NDbflt _I.w.eWI. I.l.Hf.a. k! k .se.Ie nl&&- M..rce t.,~_. .._" ~i,<,,.j ,..'~1. ,J. ..".&..--'.C.;A . .t'.." .. ,.1., "r ..".t,'.. . ". .,..."a"..... ". -. ,-,,{. _. .~~.~'_ f·__,_J.,I _~:,":,""~~.r .." ~,U;".".." ;.,~.Etr.I:H. . '." .,.' ,..~. :.•.- . .•.' , '~ .,,,;,,• ., .' AB:: aWAnnoddw asl uyoddunesn lsyu, yI s ina wje tahness we ittwh oa skunyifse.. An old BUY, ,- ~'..'. ':''~~~-' Staged speaking ""H~ O w".,'~~l wt'wjW{~lomycouton --.W:.'It:I_~l:tIlIl~IX!IiUO!~/WIII"~ '__~ .._ .t~I. ._.~ _..~o." ~rt ~.c..w I~OI''-I .t.." _ o ~::: ~'::Viboul"'Upef_' fO<I aarned p wrorivtiidnegd t. asks ~"KC<AwNS(AlI1P~UbJMnh''hkl"t'lhIht.rnfC~"CSl\e.'aklioo¥lofv'frbh.;Ou"ru";oc~"TMor M.Ih.tWO.e"\IM.f'lW\"-'.."Urh~ .~llI.«d"tt<.I! "lU,N.lIrdH,I.tI.-_lk<.I$W,nIISI.".~P.fl.tfQw( ~\IOWwhlhhIIs".tW9I'fm';ty"I"uhIolf9W.eTHo~If"\ttJ.l'I n/by~~'.lfe~~~n~.1.h r9Icf.1lso1!.n.nl'e>I"')-o . _oli[IdhIo_D~ •.mr(dntI.il<olhJWnm9Itd1I(l( ~.wo"olhMhPI.O.kod.I') l<Iwl.")t'oyrlQn1.ln~l!rv«(o .hQ..Vdck.I.y~'II.O.·UM.eI. f,.1tlnn 'to(fI.o.-dItIIWI"~J.!LttI t.I~"shI>l,An_.QWe"t'I_old".l,~an;>\~ll&5LlIOI-l~"go'Oo.I~tIlnicr\{tl .tIoUt:tt~o>n.holnadIIhllru.r e" eymTy'r"''lo,<lca :pW.'oodSI.tle(l,dInc<phlUdI.rtUlNb!p.S.e'fe¥"isnPleckimp"n'Ir: l.lrntKCOod"ol<..~ _d)<"'" .ro'hk. ."e.".w.h'~~r ...:tJ."J! ae y!.." '5e 'tJ~. .!~l ) I ; I1OOI II \'_W0l I·•••'.o\{lU~ , 'utifl~ S'e.'wti""=I.OtO.t:vlfl '.~c~"ICl"l ono~r"o\""lO."-.lIu.tW')tlCl:lfU~I.wrl_nfnh.p"JtW":iO \r.Stl".l'r- .l.'' .fn~.l.l,.fU U'....'I\C.e. . t.. .~f..( de<t..lI..I ;'IO '.l.t/I.~.l.lM t Wl"W<rI"t""H=ilr"It..lWM l.I ~Ml..c,l.Ok.n»t....«.",eI.I ,.: ,'l1..Ob_u..!Ol~.,o'I.,e('"e:O, Q<~u'',"l.lII.I~rt' tU.t .•I_( , I'.l.I /'N.•t~"OO~ . ~.S'l." " !th 'o."~'..n"' 'h. t.1.t.~ t" . ln l"t. . ot•If ~.""1""I11SSrs~BAk~!_W"ff'~"U. I~.u8.~'jIe..lfO.O1tlu..rt1I~ M~l1l''<jhT:«~I'M"j\'"hltlIflt'"h-hel _Itt'a".W>"nI/I"r~>f,u.<l.~ly\l,'t:.y, .."y~"w o,,'(', .,. .""tIlI~'<"O." -(tIUlt''t\.I .h!'t"'f-)1nt '.~('MI.'i~(;;< ll'~hQ;'tn'.~llD<~tI.ef/""JIlnlt'~MllC~!<!""Idt,eUle,I"':> t.' ',ll!-M\JVU\W',c"'I''\<d,Ytl > e;1Iwln"I~o>f.'i<~ynl. ~OIl-ll;i.~'WonlI."=n< YQ .ti)lp~..Il'\.ol>."~dl r),~ &et t ._t-.nW_.. < ""l"',"tJ"'t" <V.".'>Tl."l.), lp ",_lj~'" It. Ct'. ,n, .l,'I.,t"UI(.IaI.oIcIOhn·I''_'l'W.l b'. I .Ol . O \1oJl>•.•(1·"w)ht.'~ 1uo e arG.tlr.l"'eW~I'l.lt~"'.W ..~o'l<. '.'·I"\tInol'I ""'l.'.c"e'>"lo')".':lls·,t Y_''I·k >."tel'pttl.b'~o./e"t-IP, "INtM,~~~O"lI.'Sl_. OIIb~ttrlPtpC,,o'oI,_'..ytI,_elh. o;aIi!D.~urty '" '..rt .8.nu.i .t . "t..e'.nt. o tn~ or'lrI o,' .•d .l·It·.te'o .wltd!' ··Ie1. e . _..0~II..! ,.' I~e.· ",lT.,l l·t W saLtneudad rWenniontrsgk oTg tbLonraoa i lCncomkokku mBn slat vuaudceirirtlr.ried sve eaiCcrtttisih eo ofsnio.ca celu ss R<!~ .. _~· ..... to~_ 26 An informal email Listening input Key There are reading and focus on sotnoforry linkerysle - activities with pronunciation model texts. are provided. Hi Andy, How's it gOing? I VP Just come back from my sister'S weddins.lt was really (DOL III Skills Builders give communication It was in ~unu kind ,f Scottish castle and we arrived late the night before. The next day, after having strategies. breakfast. we went out for a walk and then we sot chansed for the ceremony. vi LANGUAGE REVIEW ___________________ Exercises test knowledge of language from the previous Language Review module (Modules 1 and 12) or Module 1 Revision of from the previous two modules. o Grammar P,U"II,lonusComplo, • .,,,pIlOntConverutlon mrElmy\ ~i,)I~I1Ip(s"hrS~oIlOul,h dWe'b~i~_J URIo"obIe8m'tlyltshluntSOr(nrlla.K~btu, r8.n.'ni LnoK d1 •e3•l 1b,4fat ,la\elin<lO!. 't ~ 1W81·: lHOlhrn. y'A C..tw.lo.. 'II,If. ,rH,M,ObWul~nlflrt)mt ~uINbhlnItgSl\bL?e lo'lblehct.toOu$/fftlCIf"I.~!'tH. thirlll't.lIlyIo\HI'_'j{Q'Iand'~OUtllol(\l~ (~)IWO.lWII"loc1ay (O'Slumt. '''elill &l'ICIlsOffletlmrswta,lIIlniI!on "~'·_IOOI·llht_nl1 Revision of the sIlO!OflO(llilom~):ewedding\.''m&·_too 9:1" ,""'I.)I(II"1'(OU5ll'lE./I( ,1I!btI1Iou'1I\d.!.O/IIetl!l'l6 ........ PI'oole!M.IKhooI /I.; Thr_lflm8ltl&,,,,,,lt"" _{r'.!:_mH"lhlm Vocabulary network t~m1lN""S, ._.,.1. 1·f_ I''omnIo:lm~_ us_ic w."e.,,"r'ImI1wtond: «l'_ a·hHte'"'.~'l\\&II(Iti I~~I"_",,(~\."H"o"lE,"1"f'IMB;I''~S.OI~l_OO Cl Revision of the I t/tlfl~ tlwtptOl)leolttn"_(\tW1tIMi\E'II)st> Talk Builder o A:lU(tl'tw'lL" (W;1l\t)to'tlln!l~bulwe .(.oo mnpn ill >bdr ~o~d.:'!Sf' t1I0_ (,oAmddpOIotMet.' eT.hte r!alllw!note,nd clHot whltl/ 'I (U,v"'Hdyoret. .". '''(''I'''1IrG. .o..I 'I('"I._-bfif\''Itt~ J1ft_hIOl tlle(O"Kt~lut' S.Wel.t _,m.lllt.olYHCIlIfIIe'oIIJJ!Ifi~1 HWyN~lttIilnSYSC'.'_I'"Y, eWl~((fitSoh.toinIlIPlnlll 'l\floliu I._JnCw~~ 'I ..d l~botoln.wn ~II'Nl' 10 Revision of the ,(1 I".'.'«I.O s"I)o\ tt)n'I1'OYI'·( _lo_t llft(bu"l'l.~,'pwo~Sl!_TY'IlO!aIael~'m ul'l o "deJ'rI. .o.I n~S. . dl ~'e .UJ(om;llet,,,. Word Builder R_ ~IrPtill~t',. .'w _nli'f!o{1IIIQyO"< _I)-_~ 'I~'n(onw)ll'(llotr. .. 8BAA:'SII"~o'Ik '"eI iCn_O_tmp(uln__o.mtlIllS__uI.C-I+__S{IQ'nUi_I_l·!-'+"_l)_a grf_f_) ____ _ Students listen, O/laP"'llIt';"'I'I'(Ofrt(tll~.lnln.Hnlll!!\(tJ A8::,.~mn'1o _lllll_opler_('IIfS_. .._. (.&_r~' ____ check their answers Wl\at~syOUltO\lS'n}e'lnyJook? A:ldontla..'kateHTotl'les-+CdiHereej and decide on further SlIeIOOh~MmetJul'Ol'leis ~1\er;JndWnme, 8:1". Sl\t1~,,"US~·g(lll1ii/ld!ald·b~d:IYCtolperson BA.:IM'm.l l"ll_ourb_3ntl_lOe,- "{,i-IS-'e,.-) _ ___ practice. Revision of the SI1II'rIDer~O,luliltIlTJ O..Il t'(Il dolnc\OOl'l5l'1cKkeyAl'l<l OA:' NI (e\0l(l1l 1tf ~1"l ' ta_llOO_\ -+_!otHl_ff) ____ b,astelb.lW A;l'mf'OClll'llollyedbl.JOlIak.-+{0Ufll'H) Sentence Builder o PrflWtInW1t't~<~tS/IyJoUu\~t;lhtt!ItUyHsloorw,r"1,tlt q~nlom.. 89A:::1Srm oI .'.l _IOC_lu_bll_ln C~\_Iloc_oIn&"_'(oJi_I~1. ._..,t-_ - - \.III1I\¥1I~IYOUlNrnlM'JGI' " ..n.11Ine~/w""'lll1~"n7 IIowIl'lolnVUllmVOl'5/you \IU.It so la,? you~6D.~t{OUIw""'o.idl Self A. ssment 1(orels! nUe!IInI! .IIMIet t~.'/)OI~" t"~ 'h'fl'd 'II''I'K''~IIrUt. W.<ulIl''['d~oon<o. . nlnt Learning links direct eI ...rclu IlIlJ"'llOuI.l.lI~Mt{4l,'"IOlo(:.lj1( ~.IOIO students to the Revision of ~l :f:l.nn:~ t..... :,.~-(~h~Oi~~, 1h nd_S:-:-~ Workbook. Grammar \!oo.n(SOIJOol.{!>D}l>lle.ll Sound Choice focuses on problem sounds. CULl URE CHOICES Culture Choices are Reading tasks include optional lessons at the inference (reading between back of the coursebook. the lines) and evaluation. Texts include r' ... • ...,..- ¥ poems, stories, .. OfPCl(rC C~f)"(cc 1 novel extracts and songs. ---..-.- -~ .-... - 0.=.--.. -_-_~ ._. -, -_"-' ......... ......... -".. ..... ....... -... -- - :r. .:.. _=:._.:~" . . . _ Your Culture o _"~=-="".":;"""-"':': _:':"_t::: 1:Io:oV: ---.-------_--_--.-_- -- :aocptiivc ittoie tsh ree slatuted ethnets ' 0..-._... :.:,,::::_-.;:-*--_. ~... o =.=:..:.~."._..;.;. '..:-.'.. -:-:"_;~' ".."_.".. ..... ...... .. ... ---... ...- - -~-............ ::rwn culture. ---_-_"'. ""--.w..'-"...." .,'_ _ .-'". . .. .._..... ~_"....- .. ..1,..".. .."...-.._ . . . _ ........... ...- .. ._.. ..; .- ,..- 1_- .,-... ..,-.- ,,. -. ... 0--::1:.,)...,; .:1:_ ,.0:. "..: ...;'_ ..:.;......'.., . : "-.:_.".."'!. _.'.".:. ~.._".._'. ...!'.."_ ...._... _. ! -'. :--_:_-:- -....'...•.'....' ..,. '.. .. O-",__ ...'..'. ..".I... .." f._,lI.W•n~' -o.~ I"l..Ii"o ,,._ ,."_,,.I..t.'. ,; ~~.. .~-_..:'..·"..o, . ~..._J . ,.."l, .._I" o_ "i "".".I .,.r.... . •... . .."..... 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A.r..""~,b.."" !-.."_ ,I..."w-._ ,."I.w_ . l...M..~....r....oI....~.1.1 .'.... .C. ." ... \:"".t.o" . .t . , :1-_. _....._..... .. ... .-.-,--' ::~ -:..;.:..."":.:~ _~P" Projects get students writing and talking about their own culture. vii CONTENTS Language Skills 1 IDENTITY Topic Talk Vocabulary network: Identity listening: Three interviews (p.5) Pronunciation: Contractions Speaking: Talking about your identity 1 Avatars Word Builder: Compound adjectives Reading: Article about avatars (pp. 6-7) Sentence Builder: Uses of like (Matching, T/ F/No information) Writing: Personal description 2 languages Grammar: Present tenses Reading: Article about saving languages (pp. 8-9) Grammar Alive: Personal information listening: Dialogue about languages 3 Tribes Vocabulary: Urban tribes listening: Interview with a sociologist (T /F) (pp. 10-11) Talk Builder: Agreeing and disagreeing (1) DVD Choice: Documentary about goth weekend (Matching) Pronunciation: Intonation (replies) Watching/Speaking: Two interviews (Matching) language Review (p. 12) Revision: (Gap fill) Self Assessment ------------------------------~----------------------------~ Topic Talk Vocabulary network: Memories listening: Two interviews (p.13) Pronunciation: Emphatic stress Speaking: Talking about memories 4 The Wall Grammar: Past Perfect Reading: Personal accounts of a historical event (pp. 14-15) Grammar Alive: Excuses and explanations listening: Short dialogues 5 The Big Game Word Builder: Multi-part verbs (1) listening: Dialogue (Multiple choice) (pp. 16-17) Sentence Builder: Uses of just Reading: Newspaper interview (T/ F) 6 Birthdays and Funerals Grammar: used to and would Reading: Personal memory (p.18) Writing Workshop 1 Text Builder: Informal style Reading/Writing: Email with a personal anecdote (p.19) Sentence Builder: Time linkers: after, before, while + -ing Speaking Workshop 1 Pronunciation: Intonation (reactions) listening: A story (ordering pictures) (p.20) Talk Builder: Telling stories Speaking: Telling stories Culture Choice 1 Story: Fever Pitch by Nick Hornby Project: A sporting event (pp. 102-103) 3 TASTE Topic Talk Vocabulary network: Food listening: Dialogue about food habitsllikes (p.21) Pronunciation: Word boundaries Speaking: Talking about food habits/likes 7 Cooking Word Builder: Verbs + prepositions Reading: Magazine profile (Matching, Multiple choice) (pp. 22-23) Sentence Builder: Reason linkers: because, (just) Writing: Invitation in case, as Slce Cream Grammar: The Passive Reading: The history of ice cream (pp. 24-25) Grammar Alive: Describing a process listening: Tour guide presentation 9 Restaurants Vocabulary network: Eating out listening: Review of a TV programme (Gap fill) (pp. 26-27) Talk Builder: Eating out (requests/replies) DVD Choice: Documentary about Fifteen restaurants (T IF) Pronunciation: Polite requests Watching/Speaking: Dialogue in a restaurant (Matching, Role-play) language Review (p. 28) Revision: (Gap fill, Sentence transformation) Self Assessment Topic Talk Vocabulary network: Houses listening: Three descriptions of homes (p.29) Pronunciation: Unstressed function words Speaking: Talking about your home 10 An African Village Grammar: Present Perfect Continuous Reading: Interview with anthropologists (pp. 30-31) Grammar Alive: Explanations listening: Dialogues 11 Floating Homes Sentence Builder: Modifiers and comparatives: Reading: Magazine article about a new isLand (Gap fill) (pp. 32-33) much, a bit, even more, slightly more listening: Description of a house Word Builder: Prepositions and adverbs (e.g. downstairs, go downstairs) 12 Makeovers (p. 34) Grammar: have/get something done Reading: Magazine article about a makeover Writing Workshop 2 (p. 35) Text Builder: Language for reports Reading/Writing: Report and graph Speaking Workshop 2 Talk Builder: Asking about accommodation/ listening: Hostel dialogue (p.36) Making offers Speaking: Hostel roleplay (Role-play) Pronunciation: Intonation (offers) Culture Choice 2 Story: Dracula by Bram Stoker Project: A famous building (pp. 104-105) 2 Language Skills 5 IMAGE Topic Talk Vocabulary network: Appearances listening: Descriptions of celebrities (p.37) Pronunciation: Word boundaries Speaking: Describing a celebrity 13 looking Good Word Builder: Word pairs (e.g. black and white) Reading: Magazine article about clothes shopping (Matching) (pp.3S-39) Sentence Builder: Verb patterns (e.g. want Writing: Note to a friend somebody to do something) 14 Fashion Contest Grammar: Speculating about the present Reading: Dialogues about a fashion competition (pp. 40-41) Grammar Alive: Gossiping listening: Dialogue for speculating 15 Celebrity Culture Vocabulary network: Celebrity listening: Talk about celebrity (Matching) (pp. 42-43) Talk Builder: Complaining and apologising DVD Choice: Documentary about celebrity (Matching) (in shops) Watching/Speaking: Dialogues in a shop (Matching, Role-play) Pronunciation: Intonation Revision: Revision (Gap fill, Sentence transformation) Self Asse-s-s-m-e-nt- ----------------------1 Topic Talk Vocabulary network: Biography listening: Descriptions of life stories (p.45) Pronunciation: Dates Speaking: Describing a hero/heroine 16 little Hero Grammar: Speculating about the past Reading: Newspaper article about child labour (pp. 46-47) Grammar Alive: Making guesses listening: Dialogue with guesses 17 Action Heroes Sentence Builder: Prepositions at the end of Reading: Dialogue about a film (Multiple choice) (pp.4S-49) sentences (questions/relative clauses) listening: Novel extracts: The Boume Identity Word Builder: Prefixes 18 local Hero (p. 50) Grammar: Question tags Reading: TV Interview Writing Workshop 3 Text Builder: Organisation and style Reading/Writing: Book review (p.51) Sentence Builder: Addition linkers Speaking Workshop 3 Talk Builder: Talking about photos (vague listening: Describing a photo (p.52) language, speCUlation, additions) Speaking: Describing a photo Pronunciation: Intonation (end of sentences) Culture Choice 3 Story: Jane Eyre by Charlotte Bronte Project A fictional hero/heroine (pp. 106-107) 7 ADVENTURE Topic Talk Vocabulary network: Adventure listening: Dialogue about extreme sports (p.53) Pronunciation: Emphatic stress Speaking: Talking about adventure 19 Risk Word Builder: Confusing nouns Reading: Adverts for extreme sports (Matching) (pp. 54-55) Sentence Builder: Prepositions + -ing forms Writing: Personal email about holiday 20 Expedition Grammar: Predictions, intentions, Reading: Diary of an expedition (pp. 56-57) arrangements listening: Dialogues with plans and predictions Grammar Alive: Plans and predictions 21 Adventure Holidays Vocabulary network: Adventure sports listening: Radio adverts (pp. SS-59) Talk Builder: Asking for information DVD choice: BBC documentary about adventure holidays Pronunciation: Polite intonation listening/Watching: Dialogue in a tourist information centre (Multiple choice, Role-play) language Review (p. 60) Revision: (Gap fill, Sentence Transformation) Self Assessment 8 HABITAT " ~. ~------~--------------------~------------------------------~------~ TopiC Talk Vocabulary network: My environment listening: Dialogue about environment (p.61) Pronunciation: Word stress Speaking: Talking about your environment 22 Into the Wild Grammar: Future Continuous Reading: Dialogue about survival tips (pp. 62-63) Grammar Alive: Requests listening: Dialogues with requests 23 The Sun Word Builder: Uses of take listening: Interview with a scientist (pp. 64-65) Sentence Builder: Reduced relative clauses Reading: Article about Longyearbyen (Multiple choice) (e.g. tourists coming to the island) 24 Going Green Grammar: myself, yourself, ourselves; Reading: Newspaper article about green living (p.66) each other Writing Workshop 4 Text Builder: Formal style Reading/Writing: Formal letter of complaint (p.67) Sentence Builder: Cause linkers Speaking Workshop 4 Text Builder: Agreeing and disagreeing (2) listening: Dialogue about traffic (p.6S) Pronunciation: Intonation Speaking: Discussing visual material Culture Choice 4 Story: A Walk in the Woods by Bill Bryson Project A beautiful natural area (pp.lOS-109) 3

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Choices Russia. Intermediate Teacher's Book PDF

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INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM -, EMMA SZLACHTA PEARSON ALWAYS LEARNING . INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM CONTENTS Introduction ii Students' Book Contents 2 Teacher's Notes Module 1: Identity 5 Module 2: Big Events 13 Module 3: Taste 21 Module 4: Houses 29 Module 5: Image 37 Module 6: Heroes 45 Module 7: Adventure 53 Module 8: Habitat 61 Module 9: learning 69 Module 10: Careers 77 Module 11: Inspiration 85 Module 12: Innovation 93 Culture Choice 102 Skills Builders 114 Student A and B Activities 121 Word list 122 Irregular Verbs 125 language Choice 126 Students' Book Audioscript 132 Workbook Audioscript 145 Workbook Answer Key 152 INTRODUCTION 1 THE COURSE • Learning Links: There are references throughout the book to extra activities which provide a further element of choice. At the end of Choices is a five-level course for secondary students, taking each module, students are directed to further cultural input (Culture learners from Elementary to Advanced level. Choices Choice at the back of the book), plus extra revision, practice and Intermediate offers ninety-six lessons of core material self assessment (in the Workbook!MyLab). but because of the in-built flexibility of the course, this could • Culture Choice: These optional lessons at the back of the book be extended considerably. include cultural input, literature, songs and projects. They are related to pairs of modules but can be done at any time. The 2 WHY CHOICE? extensive reading can also be done by students on their own and is a good way of introducing students to guided readers (see the Penguin Readers collection). When you have an element of choice in what you do, you are more likely to be motivated, and motivation is fundamental for teenage • Online Skills (Workbook): These activities, developed by ELT learners. technology specialists, develop information-handling skills and critical thinking within the context of the internet. People have different learning styles and need to work in ways best-suited to them. • Sound Choice (Workbook): Different language learners have different problems according to their own language and according The ability to make choices when learning is an important strategy to their own personal difficulties. A short diagnostic exercise is in itself and is a crucial element of life-long learning skills which will followed by a choice of exercises on problem sounds. become more and more important in the 21 SI century as technology and jobs change rapidly. 4 APPROACH In addition to the learner-development features of Choices that are Teachers work in very different contexts (e.g. number of hours, related to the central concept of choice, the course contains other facilities, equipment) with very different groups of learners key elements: (e.g. numbers in classes, previous learning experience, interests). Every teacher has his!her own ideas aboutlearning and teaching. The strong content syllabus covers the key areas in the Common 3 CHOICE IN CHOICES European Framework of Reference (CEFR), has systematic cross curricular input and includes up-to-date and challenging topics. Each In an educational context, choice must be guided to avoid chaos in topic-based module is introduced in the Topic Talk, then the lessons the classroom. Choices introduces these elements of guided choice: include input on different thematic strands related to the main topic. In reading lessons, there are Learning Links to Online Skills in the • Topic Talk Networks: Using a language is a creative activity and Workbook that enable learners to find out more about the topic. involves constant choice and options. Vocabulary networks provide guided choice by marrying functional exponents with lexical items. • Your Choice: These exercises give students the opportunity to Choices not only provides systematic cultural input about English choose between different topics to discuss. speaking and other cultures but gives frequent opportunities for • Grammar Practice: Grammatical structures are first compared and students to talk and write about their own culture, thus strengthening contrasted, then students are trained in choosing forms that best their own cultural identity. In main lessons, Your Culture spots relate express given meanings or intentions. the topics to the students' own culture. The six Culture Choices at the end of the coursebook have input about English-speaking culture and • DVD Choice: This is an optional section with authentic video cultural awareness, literature (poems and stories) and songs, and My material that extends the lesson topic. Culture Projects allow students to research information about their • Listen or Watch: Target functional language is presented through own culture and then talk or write about it. dialogues which can be watchedt!l!l!ll or listened to depending on the equipment available. • Listening Choice: The teacher can choose between two levels of Rather than establish a false dichotomy between vocabulary on the difficulty in the listening COs. One is slower ( ), without accents. one hand and grammar on the other, the language syllabus in Choices The other is faster and more natural ((11)}, with different regional integrates different strands of linguistic input in both grammar accents. This feature gives the teacher a choice, depending on and skills lessons through a comprehensive focus on morphology, the level of the students, and the option of listening to the more syntax, word grammar, lexical features, text grammar, functions, difficult version after students have listened to the easier level. conversational grammar and phonology. Features in Choices that enable the course to cover this broad scope of language are: • Language Choice: This booklet, which provides options for extra practice related to new language and language reference, comes in a • Vocabulary Networks: They combine key functional language with convenient, fold-out section at the back of the book. useful lexical sets and enable students to talk about common exam topics in a personal way. • Skills Builders: Teachers and learners have the choice of using this section while doing communicative tasks and when revising: it gives • Sentence Builders: They focus on difficult areas of syntax which support in terms of both strategies and language, with examples of often cause students problems and systematically cover written linkers, explained text models and model dialogues. linkers. • Language Review/Self Assessment: Students do language • Word Builders: They look at lexical features such as prefixes! revision exercises, listen and check their answers and use a suffixes and mUlti-part verbs. feedback guide to choose what they need to practise more. • Text Builders: They cover text organisation and style in written language. ii • Skills Builder (a section of support strategies and model language As in real life, where communication usually involves more than one and texts) channel at a time, skills in Choices are always developed together, For • Culture Choice (optional lessons which present reading texts, example, in the main skills lesson, there are always at least three out poems and a song with projects related to the students' own of four of the main skills: culture) • Oral Production: Every Topic Talk has an activity in which learners • Language Choice booklet (which provides further language can talk about their own lives, There are other such tasks in the practice of both vocabulary and grammar and also has a reference main skills lessons and Speaking Workshops, section for each language point that is presented) • Oral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and the Speaking Workshops, The Workbook gives further practice of the language introduced in the Students' Book, Each module directly reflects the content of the • listening (Watching): There are four or five listening tasks in corresponding module of the Students' Book, Every module contains each module with a wide variety of text types: monologues, stories, a Remember section which revises basic grammar points from the dialogues, interviews and radio documentaries, Watching tasks previous level. At the end of each module, there is a revision section include TV documentaries, interviews, dialogues and a situation followed by a Module Diary where students assess their progress, comedy TV programme, Pronunciation activities involve intensive listening with tasks to develop learners' ability to distinguish After every second module, there is an extensive exam practice zone sounds, words and expressions, There is further listening in the with practice tests for reading, listening, speaking and writing, The Culture Choices and there is a song, Sound Choice section allows students to work on their pronunciation, Finally, at the end of the book, there is a section called Online Skills, • Reading: There is one major reading text per module and other which develops information-handling skills in the context of the internet. shorter ones in the grammar lessons and the workshops, Text types include articles, book reviews, adverts, letters, notes, a postcard, websites, magazine interviews, a magazine letter page and blogs, There are also further reading texts in the Culture Choice sections This online resource allows teachers and students to interact beyond (stories, poems and a song), the classroom, It has all the practice exercises of the Workbook, which can be automatically graded, and instant feedback can be sent to the • Writing: There is writing in every module, In odd-numbered student, Teachers can use MyLab to assign homework and see their modules, there is a focus on written syntax, reference and linking students' progress in the gradebook, followed by a short writing task: descriptions, advert, blog post and instructions, In even-numbered modules, there are more text types in the Writing Workshops: an email, a book review, a report, a letter The Teacher's Handbook contains reduced pages from the Students' of complaint, a CV and covering letter and an essay, Clear models are Book, along with teaching notes, answers, teaching tips, suggestions provided and there are staged tasks, plus work on text organisation for extra exercises and background information about the contents and style, Further models of text types are given in the Skills of each spread, It also contains the Students' Book audioscript, the Builder, which illustrates target features and language, Workbook audioscript and the answer key, Elements of critical thinking are introduced in reading and listening This DVD-ROM is a teaching resource, providing everything needed tasks: inference of non-explicit information, analysis of textual both for the classroom and for preparation, It contains: elements such as author's style or context, evaluation of content or arguments in the text, application and discussion of knowledge or • an interactive whiteboard of the Students' Book with integrated ideas from texts, The information-handling activities in the Online audio and DVD, interactive activities and zoomable areas Skills in the Workbook provide further activities to develop learners' • photocopiable activities to use in the classroom skills in selecting, evaluating and processing information in the context • teacher development workshops on different elements of language of the internet. teaching • the Test Master, so teachers can create their own versions of tests There is a systematic focus on communication strategies in the • a comprehensive mapping of Choices to the CEFR, Skills Builders for both receptive and productive skills, For reading and listening, there are both general processing strategies such as working out the meanings of new words, plus exam task strategies The Class Audio COs contain all the listening activities recorded in the such as doing matching or multiple-choice tasks, Writing strategies are two levels of difficulty, plus recordings of all the reading texts, embedded in the tasks in the Writing Workshops and explicit speaking strategies appear in the Speaking Workshops, 6 CHOICES AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE Both shorter and longer productive tasks are guided in Choices, Choices covers most of the descriptors of the Common European For example, in main skills lessons Your Choice tasks contain brief Framework of Reference (CEFR) at each level, except some of those preparation stages, In the longer Writing Workshop and Speaking related to work and other adult contexts: Workshop, there are explicit stages followed by feedback activities to Choices CeFR UCleS enable students to reflect on or react to their partners' writing or what they have said, The Skills Builder acts as a back-up when learners are Elementary A1-A2 doing these tasks, providing model texts and dialogues, Pre-Intermediate A2-81 KET Intermediate Bl-82 PET 5 COMPONENTS Upper-Intermediate 82 PET The components of the course are as follows: Advanced 82-Cl FeE For a complete breakdown of the descriptors covered at this level, The Students' Book consists of twelve thematic modules, Each module see the Teacher Development Workshop entitled Evaluation: European s clearly divided into sections: Topic Talk (opening page of the module), Framework of Reference on the Choices ActiveTeoch, Grammar, Skills, Writing Workshop, Speaking Workshop, There is a one oage Language Review after Modules L 3, 5, 7, 9 and 11. At the back of ihe Students' Book, there are the following: iii TOPIC TALK These boxes contain the learning objectives IDENTIT The Topic Talk of each module. introduces the module topic. Systematic practice of pronunciation (e.g. Vocabulary unstressed words, word networks present stress, contractions). key lexical sets and functional language to talk The Language Choice about the topic. booklet provides extra practice and reference. PRACTICE o Talking about identity Complete the description. Il~I'm quite an idealistic type of 2_ _ . I'm passionate about politics and I'm keen )_ _ photography· I'm •_ _ going to photoeraphy Students have exhibitions. I suppose I'm a bit s_ _ laid-back the chance to sometimes because I'm , __ into studying very much. I live in Brussels but my ' _ _ roots are in personalise the England and my parents come from London. I am not very nationalistic but I'm , __ of London -I think it's a topic and talk great city. about themselves. GRAMMAR Presentations encourage Grammar Alive students to work out rules Warm Up sections sections link in a guided way. introduce the lesson topic. grammar with functional areas and provide practice in everyday contexts. --_ - W,umUp o ..--_. u..-.-_. ..--.-... _-....-.,-.._ - --... o :.:::.:::::.~ . =-- ..... 0_ -....._..-._... ._.. ....... _ Itl~ ..... __ .. _ "~"".. -.......- ..-~ SAVE i.AtfGUAGES - -. itsttSnaeiatm sxrucgktdpoessel nt.ecn t goetrrsnexa attrma edaiainmnnddig na dgro oOPf l_~:_l:-:..- .:."..U....... .""....:.'..·t ....~-_. . t-_._.._~.....(O..:..~ .I. lc- .- _..."..._~ .-."~.__' ."-."_.---", " -W"_" ".,"."". r -".." 0..l.. _.,.0....J.1_0..,l ,_~_l"I'.~ -" .", .' " ,.ol~b1"S~t·_'sI.b.<..to.1..o.r<u...ra._~lti..O...<rWht II..,.y.0i.Oo.oIl..n"..,!. .d\o..,~i>.lt1o..!I.d."-"o_.1-...iM".I.o.O..i.'.l..lJ IfI_,o..fr..od.,_w..to.I.!I_..."i.td1·...nogfIio.· -.' ~I<.eI._"tSe ·~o,.I i<..<.mO..~"I .l(io~.. il""nI"rJ..>I tn.I_".i".!_.. _ .~1' "....~.I .. o..t. ".... t..". . .".._... ... ..i. 'u.. .~t..'. b.r_ e.t.. . f._ .._._.m~....l,I.. ".oo.&. ."L._!f_-Ho.~_.I"r..f".<_o .t. .I"o.. c.> ..-;....t.~_i... "II .t.._J.II_r' I...u b.o. . >"t -~ _..t"'.n< - ' 1 "l~It V i .-.11-f'!~1(~~__v.i. .oC.<rI~..I.. . "1, ;1.'-uho.._.~Io"I .o..' "_...".I -...."'...".I." ~.O.i.I_." _.~I. .I.Io..o. ~.o ." "PIO. . o.o".('" .o.,!~_..fI..,.. A, 'I u"o"._..,oO_.Il.." o-._tI._, .I.rIIu,,.. ..tO.yo..I. .. ..__d.I.. "f,.,. >~6.. '..\.Y_"1g...o.n.O..'.."""' t'.o..',..I'_ ."_t"..t~l.·. or'_ .~,-._.\ .~ont..."- ,.l. - .o_,_.,.. a.,"v.! .'_., _.l. _.-_N. .~ ~. -I.,.: -•II,__ ! .~.o_qt.o . ,<.I .'. .l ...o.. ., o. -§:~__.-SD,=.-<..-: .:_.-.!." .;--" .: '-."_' ". Pwpchrrroaeivcctttikedi cnece op oanrrccaatecli ptvaiitcntseid e.a sn d ·-W:.:.._.:. ... .-.. _.=.5Ii:oI.~M :..t:.M....t- :_: .-. -_-."-" .. - .-t. .. _... .._. 0=:..:;""10'<1.-.... ..,_ __ ~ =:-:.~-:;..:- ":::.. .. ::...,'-::.-. ..-._ ... GI_ .... """' .......... __ O=--.A-..w-.~.. .•......•...t-.,-.. -"_ _ ._._..--._,.~*_. ...--_... __.__-. .- .. ._-.- -_.__..- .... _.-. I. _ I, ~ -~_ -, .....".:.1,... -,.> .-_._t...- _ "--:.-...>...- -=._.:~. _.=..-..". :.".- _'I_. =....0 .~t.1. " .-':.-". ._-': .". ~. - ~...~. ~-~---.-.- 1tI=_------.-._.'...-....."...,_....... ~-......- '.~. ..-.- .._..--._._-._._.-..-..-\. ... '"_-~. - "_'-'-- ' o Present tenses Complete the sentences with the Present tenses Present Simple. Present Continuous and Present Perfect. Present Simple 1 My granny ~ (not speak) any foreign We uascet itvhiteie Psr ethsaetn ht aSpimpepnle r teog tualalkr lay.b houabt:i ts and routines. 2 lTaanlkg utaog heims. now! He ___ (not do) anything The Language Choice Most children start school ot the age of six. important. booklet provides more I buy 0 lot of books. 34 _I _____ (y (onue v'elikr'e b) eli)s atebnroinagd .t o French songs? grammar practice and fSeoemlien glasn. goupaigneiosn hsa. vpee rnmo awnreitntet ns iftouramt.i ons. 5 This week the students ___ (learn) to write reference. I like learning languages. letters in English. We think that 'small' languages will disappear. 6 ___ (you' ever try) to learn Arabic? iv SKillS READING/WRITING Word Builders systematically present lexical features (e.g. Warm Up activities prefixes/multi-part verbs). Sentence Builders introduce the topic focus on linkers and of the lesson. sentence structure. --_ -. !P£NT1TY ..... _....._. _ O."..'. "'_.~ot ~=:::-=~: Skills Builders at the back of the book provide useful SWimModnf&fl'uo_,lww)eo'UOrldllI UoIIfK.r.t_i.gua .lMe.lO. ...th ._t.'b" fI.nW_.i td,tn.d. .-®, . reading strategies. 0wa_rm" 'U..p. ,.,._ ............. 1,,\..I..I..t..oc .oo.. o... I b,.r. ._._ .._.... )_OOIIC. . ... ." .". _ ....~ . 12 Multiple choice (choosing a title) o :'-";.".~-,:1~:'0:::".":~':~'':'I._;-<=:::-:::--::--~.'..'=. -' I "'TO-atInl"1locO."I"lw'oo.""h'll''<'Io-n"ItIn-"loIn.. I t.I.,dtJt...la.tI~. ..lt.o.OW .l--.1Op,."oU....l <., "_.._.l_h..."~,..o..~-..y " _.._. .".~.I..n' IC.I ...,oW-..._n· ..I.dI, _-_PO.y".I".Il·'iIlYct-d.1 o."ou.'Mha. . ...o "...o-.. ."...o....h ..._ f.1.t..tI t.I ,o. I .,. ., ,.. . 0_ -~..- _ ~-.".. _:"_, :~...I. _ .)... _.".. . 0_ ~_. ......~.. w.. "o"~.u _-.,~__I.,~.; .,.,./ __: ._. 'f:_O'O _: .... • dFriraswt,i nlogosk w qiuthic kitl.y T arty tthoe g tueexsts a tnhde atnoyp ipc.h otos or .c,..s,..w,..1.l,.o. ..o...\ .t t,_O .. w. ,.. ..o. ._.. ...r .r., . .. J .1cQ_uaM1nJ-Il!tll.tyMJCn' I.I·..1I.'I-.fnn.Ii.d0 D~l.l0I6a,0a_r0_<'10,_a.0. .0Io..d.._..f "bW,._uI1Io,OII.,J.o. I...i.U.bt. . .,.s~....,.....0..--. ....<M.l .. ...... .c<t .,u,aI_...tn.I.,1n~a...O,-_.., .'. . " .~. _ =.:... _~)'O~ON~,I' ~ ltttWRRhrioeeytheloaa ei tckddtso he .t tt xhuhhtrniteet odlr uQeetee ulgrsaxeshutttse ma tqtdhisnuo e dtiun oc tpa k eatll hltxny hted tht e motl eoig t ocowlehrekneoe se rac.sd rgklaosa y.lw i ontlou yapr.t iF gctiuh noeedf s tdpsh.ia feDfr ettoser e noxnotf? tt 0 :.' •..•..i=rIW..". .:..~...".<..-. ..M'..c._.. .l ' .._ .1·.1...o.. ..o~ . .,o., _. ..I. ..._. t .~ •. "I... . . ,..T."._..." - .' 'U..~ . _ I.I- ..._"_-.. w. \"1-.tII ,t".. ,." , ' 4. .1o=pS.~N__..o~".r.u"1..I.o'_'.n.IO·~.I .r.- fO._O"..,y"Jt' .. . ofIu.•_~...o . ._.n.w I.I.I. ."u-..-.M"'..W.U.d.". .IIl".,y>Iu. Jo_'..'lI,..T.al....P.bI..Mr-,f..~or.b Il. ".IfII.I."aw"ohf" .M.Irt."""Iyn_p.H"~.~C.~'JId".lrl',.'O~ l.""·" twI.r " U.om.-..w~.ip'.Ir ".odO.Ill.~hCrn,t.-'h.n <tubl..w"lOaw.oot' nd'ci _l1ldD_.0_tl1IlW1t' pdo_I."ol.o:·i.-tzI'bVD_..t._pD_.to>t 'tolot_I o 1. d_ .lo . I. c . 13 M•• CRRsaeheeontaaoctdde shneae lacilt enchoh awfg ptth hao(iercnhah etg ee.ur xasatpu dhaql ulicyniac ikrgnelytfsru ot/loldpy ug, aceeestrs pat ehthgceei arg lateloynpp etihhcrae osl ffi i)drt ehsaet . 1.t.O.:.._'.-.f ..:...t..-'.. T.f' .1.l,.'l ..Jl_,'.. .0.:."..:.... .'o .-._y:.... .:_..l-r :-.f -y. 'j"..'o., .'..."o..."....o..", .-.:-.'. ".I._'o- "'_,-,' ":.-"_.: ...:.-.. ... .. . ·=..t:-.h,1.mh..o. .oa1.OI."rn.>.1 d~. ... .o"....:.,..."..~ I. _ ._b ..- ".u:-.~.•. "I..ln...-"$ dN&".nomI.:.l.Il&ai.'.• :u .:.j..•~a...u ~..-:. .._o.c..e t_..-wn~,,I~,..e..-..I=o..... ._.tn.o.s..=t.e....o... ..-.=..:• p..I,_..• :,e-~~ "_,..g.."1..p't-_:R, -_ _"•-: N.It,~.~;1.~.-=._.t,·hb_-. o d o.r.J. paragraph. • Underline important words in each paragraph and select a heading for each paragraph. • Make sure one of the headings does not match a --------------~-----~ para8raph. No Comment boxes Your Choice activities include quotes about give students an the lesson topic. element of choice. ) SKillS READING/LISTENING ________________ Your Culture activities relate the lesson topic to " u, the students' o _• _•u Ctl" ..." I. . ... ... WOftl~'''''.A. . _,nI_'h. own context. WI\,I1"1/It~_II .. ,.,..COU'"'I1''/l' IWIh.lll.lc~n~I'I_-,l.!,.II• o•" t'_tl.lo fyouoere~~t Whll_ ..... ,.,. .. 'oun"J'$"""lt_ oltS p''/ ~"slI_.onO"oo.l"I.<m~...."tl'.'_ll~gIIA' AIH h'I,','"e~."l Cu'UI.cI'ni~'>Cn .'~IC.4,'. .1.<<. 'Ia.,lY r~r ' yc_I "r_c,._\7 O_(c~tIoM "rI,,y."v .,u. O.c.o..,yb ooYl~l t~ o ..'....".-f.. _.~r.V.t._ uMtoo...C-,<_<. I>.CK.~~(.I h_'.~l8 d. 1..;1.r.'o.,' < o'"u';"'Oto''lUeI M!_,N.hlt Uw"l_ll,e ....ntlC _ 'l• Iole·ut u n./".lO.' l't,htt.e. !C\,I',''1Il.O"I.Ir M I'Il 1WyytnhIo <.o".hIu..P nla"S'''gI,'o_'.I'b'uth'"totttiI 't.htd.r<'A.IW.'X~'.' ''op.e'l lu'nindbid.Iolow!yl'ldcotli. (owl.lgd·.I oJM·'_uo1f'd'itr "o"~.to"O'tp''UIW j.IO.n: . 9oIt.Iaf_ bL'·wIpud~oltiirt!l'lrlc''Il,9>nt_''"g'.""',','.,~'.hw.'b'1'oa> lolG\l.noa_rbmtItg\_ufau odon.ti J'hofl O l~owoWH1!lfI<tI1Itt J.;Nih>!.'Vveo lt .ll"/f.su"ldlS"i0tlI"IffSIC"fl~.ye ."t.l .n.l"o..tlf' I"Iet_.W\.ttrl ~.rft.K)1O. .flt .''K0.i.'~Kr.5 o..a"nf"1e"""ci.ll'""ia,t.L tltlf Irl' ->)e) ._ fLrauecafrtneitvgrheiuetniarec gpsee r p aaCrcnohtdivoc iiedc.ee o .t.H tnf'lt:t_US;~d)K.l tl~luO:itk,ll. :• .•: o _.:;t;:s~,'.._Y,IOI •I.~ . v.S...: _.:~:I'\~~J """ .'....".. .1lHrTM1~IItI.I._y..r-e.y<o,_'>t<.' .U_>~. U.I.'." .I .I'.lp.I...' p. ..N..t,.l ion_1l9!w9 10l ll\*1 !UI~.T/·hltwi"enwi!'nr,<.lrj.roofIg.gpiJ1 hrKiaIoybbty.toL>o.ru!Yuc~.tort~,!uh~IDU.,e:lI~wg~lI.~IahI"Itren".."nl:t'."_~_~lnWplgl-rnoodhetute"tbon "lu.- ."lnlo.l'w O'r t.tlf.o' .l.iks... o .g we".r.tru.,oh wph~ult.o .l-t.~nul'. h_(ndl.gd-.lal-utm .n.pqt.ISo.l-"t.loo..tlHu l._"bt9'"otO'"oolN'A.hl1t_othd'guki0or._1--"lA t'ty1l. inn' !dg1d­ o .W"I1te slit SMtM<,.._lfOUlflewhlo ~ just Add justlO the sentences below. .~~..1.~..' "ff"t<"eI''~'l''"t _'9I_SI S io'u:tr>eArin~Q"ft«l..~ hl~-br"o<y",'Ol-"M~l'"j,o'-iDM~It!Ih Iein<. _CMtof.a4 .fiN.:lly~lIDt1_. .~.lQf'IeOUlol.moone.t' ...d lgoodlO 1 rI jtuosotk [moayk b magy abnadg wanadlk ewdo lokuetd o of utht eo fr othoem . ..o\9'..o..t1..'II!$*"1~s___".._·I1l~..Il.t "..'l.'l.Il' .oItI9I_I". "t,JIOr".I'·.>O(I,M1v'A -.1nu-fd>S~eIn'Sl"l9td_1;.wIIo1II1OI_lO"*twI"1lOlI.'.On'tN-lUl'I~ul9.S"~a~~Pj1AcUlt'y' mo''_"lo9bU.l.1 l \bul'_'$<'StA.l0o!11"o'AInl'.OO_'IGI=' li'I>h.Q 'l"Tt'0.c{.lM_f'l.KSb't'OO c>1t01.."'wG~l' .l.!"9J_I£I e\1ml~P!'"(M1eInCI"l,9oD"n 'l""I 1d .-/I.'"~a~l1r~.-.~C"l-.O'1~I.,O 1" d~.fi. ~1t"_'lItt .On"II>9'tM7" I_".fW·i' 'Ot.9" <.r!'t J C: ~Ct, '5"..! Ih.'N.UI.. er.·'\C'. -toI ',_lI"c'\."~"l'e'. '<_ <t" _le.'.iu ,~.g.1.!.!t <I_I ooR e (IRS'~a/feOtulddO<H.S~_~~rtfo.lSl<wioa,,h ">.Iinr;foItIubef_ht'IINt'Ig~'"K",h"'"e_fh"w.""I 't<"C,Y1"".UM o";R·'.'-.ln "" lo.'~_'e Cr-I,>u"-bvr~:,tele.oe aiO<'q\a·efIui1no:wl; s_N.1>moIO.t':f"ttIlI ~.e lr'."1tll>Id.$".."' n"'_.'l_ ~5"t".II~".''Yod.-"'l":" 'e" .Yu-I1.er'""'.I '":e .1'"!""',tI,"'ht' MpOIu"~t"=ot""tl;'ttl_It'l' I' .n":';I U.i .,t..'M.nI:_(.-.U_: l''..U,'t1l'. n,~f ~.,f"'1O,u"- thU.~ '"'t'fl"IfIr It"u ~~.O \, ·If > .5TAf."OThs.";WFl~ttAs~.I:r.f,oopfl'uh,no ";.he,n.ao\;.6I.mettIdm.. rhe,iod',tlw~gKU.; S..gaYcd[oo\.>lkS'·Imnsioue>.h'lO u hnto.ls., puI.~t~~nlcmd kw.lfMC.l'l t'lff\m. .t "s~.lI..V."m;thoiWo.."a'atyy"l9lan, lYtlt\."t.g.~lsi(Ilf'lIp"l'> ~r':"li\op boD.t-lf:tl{nh~>rf~t"prm"oOdiotlc!!tmte1U\!e..l<uT.h'hfI(lfrlb~thnYtoty,hehil,.i,co:!-nluUa!ls."l·o1.e·!obrptg,wdlMs•rc1 "dglWl. ontlbg n• P•oeN.k i"gt".t• !<il.lpdli.tde; y;Il. oll".nel.<,ln/ lhi>·.Hu "fd.g.~lJ"0.ll'eTu>T fl"wmg.p'~e~.~'Jlt.tsfed~hKhti'."\.a elJd'ldh.hj. i"e";l<o'M<..·HdO~bo t~u'""<.mI.kn',iu,o.g""t ehpbNes.".o. hmoII)Hlarf.ulwSoUn.'h!'f'~~lfi"td'a :dofol"t Oy.mJtI.nwh~d!.tvt.I't\".t.~ J_la~lS ttr'oli nn y'·.h~IHdlor~.vI'dmooIU) lit.to9_.{eM,rotl'.trtolh.Wrleo.w.lnhSI_y.J..-tdoig of>AIlmr~"M.lt.s ?!luorouo lR·u lJ.."~hdpw rr/"ki,iI 'uuslil"i,lo*o"n'ctwo$.ltf l.>f''·o.-IOldrn.lfdiilnwlaW f..a.!'leItU.lt.dbw.o"'.otslIh\ n~h.frenIct<g ,~" tce;1djurdiIi-aOi.ulU.ItudM~',b~r,tl 'enoMfl..~ttl1)Utteod.IS'MlW'd\r'\ fa;toonOd.OaM1l n .h_tU(_UtI.fdrnl' INl:oo'efIKNJlmowUittflnfsoleOhl1y I{.ilgecObmt(Tm_lhf1ll null~g ht!t ea._n \t d rn·d1 d I . ,III1li)~IW·•C'-p:N_ Iwa~laI.tr.M:_or.et. lol.y:~.c.>.Hol.t -o:OOpn.e·.SI·.uC:> y_iO'n>l'o.:OUOtOptll;II.-Iilf<t__Pn~f"rlrl'Ii-.o=tn',Alr,.lCyl-i ,~, t,.,lk.n..n_Io,.,re¥.nftW .l.aI1.Ii..t.-I t.o>l.,le.,J rlO.4. t.n.iUW_n.W.~cIr--iI 'l,or~ fs t: ·-nd 264S32 MisTWIIMban oalhhtlyh hmnaeuf heibv nokeanpler kdtt roor h oI istl tmghipbighecnoebeeanlgore atett'd Sh rthayr oat uof. wicv u tgmeoeenehba xendy.ato,t d r a)Iirmsii' enmnc edags e smg tgews ooaada(i zng ssttigoen hpi grntbteoo.cee e rdhme c.ma dyivife befinrlc ei ef oanrnd dt.h waet Before you listen. read the Questions carefully. Try to guess answers to the questions where possible. Use your knowledge of Skills Builders at There is a variety 1 Mmaaitnc htoinpgi c()i dentifying the Othfete wno trhlde ainnfdo rumsea taionny pini ctthuer etse xtht eisr e are. the back of the book of reading texts expressed In a different way from the have useful listening (e .g. articles, Blisetf oorf et oypouic sli.s Utesne. p lohookt ocsa arenfdu lalyn ya to lthhee r qfourmes:t ion. Sometimes It Is in a different strategies. adverts, websites). information to make guesses about what Question = Apartheid was bad for black lthiset etenx atn ids cgOheincgk tyoo uber gaubeosust.. Remember STeouxft h= A BflrO/cCaKn Ss.o uth Africons hod no rights. that all the topics can be mentioned but When you listen again, try to get the rest the main topic is the one that sums up the of the information. text best. When you don't know an answer. make a guess. v SKILLS LlSTENINCi/SPEAKINCi Students can listen to or watch everyday The DVD Choice functional dialogues. section provides optional authentic video footage. O\l."l(hO!ce o "W"'~ ___" "___,' _''h, __"_,, ==':':'~'\o"9)I Warm Up llslenlnll :...: '":' ...:......:...=" ........ "-"_=00\.6- ........ ... .. :::::"..::,~~- Vkpnereooytcwv vaioodbrecuk alfasbur urylta hreyr. -----_-"--- ...-...- ------_..- - ..-..-.... -__.. _..- - o .",'",:.~,-.'.. ...:.-............~ -"-~,~.~.. .:" ..- ._....:...'_.... ..._- .-.-.-. -.:"~.-·. .._... . .".._ ..-_. _.-: .!...o. --~.~-..I... =..- .._...:....... .--.: ...._.. : .. --.. .-:..;. ~..n . o :...-___:....._...,:: -,___- -.. .. ...'._..·_.._.i..I..:._ ~. .-._...._ -... ._. .'__..",.-.'..-.' .-,-. -.. _.--v.-... .(_.... .1 ' " ..... -SI .. - sYapcoteuiavrk iCtiinehgso iphcraeav cet ice ~~~-.;.:: _.,.,._", ....< iou. ( of functional :::r.:...-.-...... --~ Wo.lf,--...,!...-'.,..",-,. "...- .,., •.I., . .,... .." ._ .,n..",...'d" "-. - pSp -e i• l,k, ..'.".. \1" "l ,. -~ ,'.1t" ... . ....-"... .".~.....~...'." , "I""_)"'.', o.." '.'_"..- . ".".". ,.."",.e "..".., ..- ,"....- . ,..,.....~ .._ .... .-,.. ,. -. ..r.. .. ..... ' ''''~ language. ..J....'.I ..OO...I ,;. ".." -"'.h,.._...U."' .\...".,. ......... ... __ - . (_ -.......- '.. ... Listening texts ."."..' -"''-'''..·.• .• .O ...f _ 40 Agreeing and disagreeing (1) give input about A: I think punks look a bit slily. the lesson topic. S~1<o-..,"-.\ ....... _.. .. ,.._. _' - 8:Sodol. -, (: I don't. I think they're quite cool. ~- ...... A: I don't think piercinss look very nice. ~-,-- B: Me neither. They're horriblel A: t don't like heavy metal. 8: Neither do I. It's too loud. e: Ido.1 think it's great! A: I love clothes with desisner labels. B: Me, too. But they're so expensive. Pronunciation Talk Builders present functional A: I'm not into tattoos. 8: Neither am I. activities focus language. Skills Builders provide C:lam.l'dliketohaveone, on intonation. further reference. A: I'm really into hip hop and rap. S: Soam I C: I'm not. I prefer rock WRITINCi/SPEAKINCi WORKSHOPS ______________ Skills Builders SK lU provide model texts Writing Workshop 1 with explanations. Text Builder o o ._n<dd1<0u'''p'.'1. l .\.'jd. l _uoeOno.lrI tI~Wlb'~.~\', .(.I1i',In·1n'61t01hc" eh,"0"1l1'h1. ljll" .'O.h "I'"1,>,e'_ fh :'~1"" ""'""' "l"d T'""''. '' '+';"'0' ",.' ~.0.~,.! < ",_'. .,j_~;,_ ;~.:'."-Jf,.' ,'"N~" ' "'t'.''"'1 . . 41 Telling stories 1(k0ll ~ 10000ye ~ .10'0' o I.Dot.IIheSel\te(K.Bu~~ ... Aew",.'h. A: Well, it happened the other day. I'd just finished ,Mtencu(a-tljbelooo classes and I was ridins my bike down the street. B: And then? OOlUR_otlWoIw~!l.h<"~IIt.D,n.'h_rI li"<t,l,I","t-Ws ,n1"iR1!e;"~Ql(Ic'.4Il_ a)oWcaln.,nOI...ts.yUI. V• e o•cb urnoUl"oi""ImbN t_t l¥ o_Il OlO'I~.'w't'Ii<'"'elOI:I O<=~nO.'"\I"/.IbtUty!OI"~I .'<.l=.Ul__ IlI"II4'-d"UU"I~J"_.'_:bUIolS!!;)\ejtIt""~~O""t!(NDbflt _I.w.eWI. I.l.Hf.a. k! k .se.Ie nl&&- M..rce t.,~_. .._" ~i,<,,.j ,..'~1. ,J. ..".&..--'.C.;A . .t'.." .. ,.1., "r ..".t,'.. . ". .,..."a"..... ". -. ,-,,{. _. .~~.~'_ f·__,_J.,I _~:,":,""~~.r .." ~,U;".".." ;.,~.Etr.I:H. . '." .,.' ,..~. :.•.- . .•.' , '~ .,,,;,,• ., .' AB:: aWAnnoddw asl uyoddunesn lsyu, yI s ina wje tahness we ittwh oa skunyifse.. An old BUY, ,- ~'..'. ':''~~~-' Staged speaking ""H~ O w".,'~~l wt'wjW{~lomycouton --.W:.'It:I_~l:tIlIl~IX!IiUO!~/WIII"~ '__~ .._ .t~I. ._.~ _..~o." ~rt ~.c..w I~OI''-I .t.." _ o ~::: ~'::Viboul"'Upef_' fO<I aarned p wrorivtiidnegd t. asks ~"KC<AwNS(AlI1P~UbJMnh''hkl"t'lhIht.rnfC~"CSl\e.'aklioo¥lofv'frbh.;Ou"ru";oc~"TMor M.Ih.tWO.e"\IM.f'lW\"-'.."Urh~ .~llI.«d"tt<.I! "lU,N.lIrdH,I.tI.-_lk<.I$W,nIISI.".~P.fl.tfQw( ~\IOWwhlhhIIs".tW9I'fm';ty"I"uhIolf9W.eTHo~If"\ttJ.l'I n/by~~'.lfe~~~n~.1.h r9Icf.1lso1!.n.nl'e>I"')-o . _oli[IdhIo_D~ •.mr(dntI.il<olhJWnm9Itd1I(l( ~.wo"olhMhPI.O.kod.I') l<Iwl.")t'oyrlQn1.ln~l!rv«(o .hQ..Vdck.I.y~'II.O.·UM.eI. f,.1tlnn 'to(fI.o.-dItIIWI"~J.!LttI t.I~"shI>l,An_.QWe"t'I_old".l,~an;>\~ll&5LlIOI-l~"go'Oo.I~tIlnicr\{tl .tIoUt:tt~o>n.holnadIIhllru.r e" eymTy'r"''lo,<lca :pW.'oodSI.tle(l,dInc<phlUdI.rtUlNb!p.S.e'fe¥"isnPleckimp"n'Ir: l.lrntKCOod"ol<..~ _d)<"'" .ro'hk. ."e.".w.h'~~r ...:tJ."J! ae y!.." '5e 'tJ~. .!~l ) I ; I1OOI II \'_W0l I·•••'.o\{lU~ , 'utifl~ S'e.'wti""=I.OtO.t:vlfl '.~c~"ICl"l ono~r"o\""lO."-.lIu.tW')tlCl:lfU~I.wrl_nfnh.p"JtW":iO \r.Stl".l'r- .l.'' .fn~.l.l,.fU U'....'I\C.e. . t.. .~f..( de<t..lI..I ;'IO '.l.t/I.~.l.lM t Wl"W<rI"t""H=ilr"It..lWM l.I ~Ml..c,l.Ok.n»t....«.",eI.I ,.: ,'l1..Ob_u..!Ol~.,o'I.,e('"e:O, Q<~u'',"l.lII.I~rt' tU.t .•I_( , I'.l.I /'N.•t~"OO~ . ~.S'l." " !th 'o."~'..n"' 'h. t.1.t.~ t" . ln l"t. . ot•If ~.""1""I11SSrs~BAk~!_W"ff'~"U. I~.u8.~'jIe..lfO.O1tlu..rt1I~ M~l1l''<jhT:«~I'M"j\'"hltlIflt'"h-hel _Itt'a".W>"nI/I"r~>f,u.<l.~ly\l,'t:.y, .."y~"w o,,'(', .,. .""tIlI~'<"O." -(tIUlt''t\.I .h!'t"'f-)1nt '.~('MI.'i~(;;< ll'~hQ;'tn'.~llD<~tI.ef/""JIlnlt'~MllC~!<!""Idt,eUle,I"':> t.' ',ll!-M\JVU\W',c"'I''\<d,Ytl > e;1Iwln"I~o>f.'i<~ynl. ~OIl-ll;i.~'WonlI."=n< YQ .ti)lp~..Il'\.ol>."~dl r),~ &et t ._t-.nW_.. < ""l"',"tJ"'t" <V.".'>Tl."l.), lp ",_lj~'" It. Ct'. ,n, .l,'I.,t"UI(.IaI.oIcIOhn·I''_'l'W.l b'. I .Ol . O \1oJl>•.•(1·"w)ht.'~ 1uo e arG.tlr.l"'eW~I'l.lt~"'.W ..~o'l<. '.'·I"\tInol'I ""'l.'.c"e'>"lo')".':lls·,t Y_''I·k >."tel'pttl.b'~o./e"t-IP, "INtM,~~~O"lI.'Sl_. OIIb~ttrlPtpC,,o'oI,_'..ytI,_elh. o;aIi!D.~urty '" '..rt .8.nu.i .t . "t..e'.nt. o tn~ or'lrI o,' .•d .l·It·.te'o .wltd!' ··Ie1. e . _..0~II..! ,.' I~e.· ",lT.,l l·t W saLtneudad rWenniontrsgk oTg tbLonraoa i lCncomkokku mBn slat vuaudceirirtlr.ried sve eaiCcrtttisih eo ofsnio.ca celu ss R<!~ .. _~· ..... to~_ 26 An informal email Listening input Key There are reading and focus on sotnoforry linkerysle - activities with pronunciation model texts. are provided. Hi Andy, How's it gOing? I VP Just come back from my sister'S weddins.lt was really (DOL III Skills Builders give communication It was in ~unu kind ,f Scottish castle and we arrived late the night before. The next day, after having strategies. breakfast. we went out for a walk and then we sot chansed for the ceremony. vi LANGUAGE REVIEW ___________________ Exercises test knowledge of language from the previous Language Review module (Modules 1 and 12) or Module 1 Revision of from the previous two modules. o Grammar P,U"II,lonusComplo, • .,,,pIlOntConverutlon mrElmy\ ~i,)I~I1Ip(s"hrS~oIlOul,h dWe'b~i~_J URIo"obIe8m'tlyltshluntSOr(nrlla.K~btu, r8.n.'ni LnoK d1 •e3•l 1b,4fat ,la\elin<lO!. 't ~ 1W81·: lHOlhrn. y'A C..tw.lo.. 'II,If. ,rH,M,ObWul~nlflrt)mt ~uINbhlnItgSl\bL?e lo'lblehct.toOu$/fftlCIf"I.~!'tH. thirlll't.lIlyIo\HI'_'j{Q'Iand'~OUtllol(\l~ (~)IWO.lWII"loc1ay (O'Slumt. '''elill &l'ICIlsOffletlmrswta,lIIlniI!on "~'·_IOOI·llht_nl1 Revision of the sIlO!OflO(llilom~):ewedding\.''m&·_too 9:1" ,""'I.)I(II"1'(OU5ll'lE./I( ,1I!btI1Iou'1I\d.!.O/IIetl!l'l6 ........ PI'oole!M.IKhooI /I.; Thr_lflm8ltl&,,,,,,lt"" _{r'.!:_mH"lhlm Vocabulary network t~m1lN""S, ._.,.1. 1·f_ I''omnIo:lm~_ us_ic w."e.,,"r'ImI1wtond: «l'_ a·hHte'"'.~'l\\&II(Iti I~~I"_",,(~\."H"o"lE,"1"f'IMB;I''~S.OI~l_OO Cl Revision of the I t/tlfl~ tlwtptOl)leolttn"_(\tW1tIMi\E'II)st> Talk Builder o A:lU(tl'tw'lL" (W;1l\t)to'tlln!l~bulwe .(.oo mnpn ill >bdr ~o~d.:'!Sf' t1I0_ (,oAmddpOIotMet.' eT.hte r!alllw!note,nd clHot whltl/ 'I (U,v"'Hdyoret. .". '''(''I'''1IrG. .o..I 'I('"I._-bfif\''Itt~ J1ft_hIOl tlle(O"Kt~lut' S.Wel.t _,m.lllt.olYHCIlIfIIe'oIIJJ!Ifi~1 HWyN~lttIilnSYSC'.'_I'"Y, eWl~((fitSoh.toinIlIPlnlll 'l\floliu I._JnCw~~ 'I ..d l~botoln.wn ~II'Nl' 10 Revision of the ,(1 I".'.'«I.O s"I)o\ tt)n'I1'OYI'·( _lo_t llft(bu"l'l.~,'pwo~Sl!_TY'IlO!aIael~'m ul'l o "deJ'rI. .o.I n~S. . dl ~'e .UJ(om;llet,,,. Word Builder R_ ~IrPtill~t',. .'w _nli'f!o{1IIIQyO"< _I)-_~ 'I~'n(onw)ll'(llotr. .. 8BAA:'SII"~o'Ik '"eI iCn_O_tmp(uln__o.mtlIllS__uI.C-I+__S{IQ'nUi_I_l·!-'+"_l)_a grf_f_) ____ _ Students listen, O/laP"'llIt';"'I'I'(Ofrt(tll~.lnln.Hnlll!!\(tJ A8::,.~mn'1o _lllll_opler_('IIfS_. .._. (.&_r~' ____ check their answers Wl\at~syOUltO\lS'n}e'lnyJook? A:ldontla..'kateHTotl'les-+CdiHereej and decide on further SlIeIOOh~MmetJul'Ol'leis ~1\er;JndWnme, 8:1". Sl\t1~,,"US~·g(lll1ii/ld!ald·b~d:IYCtolperson BA.:IM'm.l l"ll_ourb_3ntl_lOe,- "{,i-IS-'e,.-) _ ___ practice. Revision of the SI1II'rIDer~O,luliltIlTJ O..Il t'(Il dolnc\OOl'l5l'1cKkeyAl'l<l OA:' NI (e\0l(l1l 1tf ~1"l ' ta_llOO_\ -+_!otHl_ff) ____ b,astelb.lW A;l'mf'OClll'llollyedbl.JOlIak.-+{0Ufll'H) Sentence Builder o PrflWtInW1t't~<~tS/IyJoUu\~t;lhtt!ItUyHsloorw,r"1,tlt q~nlom.. 89A:::1Srm oI .'.l _IOC_lu_bll_ln C~\_Iloc_oIn&"_'(oJi_I~1. ._..,t-_ - - \.III1I\¥1I~IYOUlNrnlM'JGI' " ..n.11Ine~/w""'lll1~"n7 IIowIl'lolnVUllmVOl'5/you \IU.It so la,? you~6D.~t{OUIw""'o.idl Self A. ssment 1(orels! nUe!IInI! .IIMIet t~.'/)OI~" t"~ 'h'fl'd 'II''I'K''~IIrUt. W.<ulIl''['d~oon<o. . nlnt Learning links direct eI ...rclu IlIlJ"'llOuI.l.lI~Mt{4l,'"IOlo(:.lj1( ~.IOIO students to the Revision of ~l :f:l.nn:~ t..... :,.~-(~h~Oi~~, 1h nd_S:-:-~ Workbook. Grammar \!oo.n(SOIJOol.{!>D}l>lle.ll Sound Choice focuses on problem sounds. CULl URE CHOICES Culture Choices are Reading tasks include optional lessons at the inference (reading between back of the coursebook. the lines) and evaluation. Texts include r' ... • ...,..- ¥ poems, stories, .. OfPCl(rC C~f)"(cc 1 novel extracts and songs. ---..-.- -~ .-... - 0.=.--.. -_-_~ ._. -, -_"-' ......... ......... -".. ..... ....... -... -- - :r. .:.. _=:._.:~" . . . _ Your Culture o _"~=-="".":;"""-"':': _:':"_t::: 1:Io:oV: ---.-------_--_--.-_- -- :aocptiivc ittoie tsh ree slatuted ethnets ' 0..-._... :.:,,::::_-.;:-*--_. ~... o =.=:..:.~."._..;.;. '..:-.'.. -:-:"_;~' ".."_.".. ..... ...... .. ... ---... ...- - -~-............ ::rwn culture. ---_-_"'. ""--.w..'-"...." .,'_ _ .-'". . .. .._..... ~_"....- .. ..1,..".. .."...-.._ . . . _ ........... ...- .. ._.. ..; .- ,..- 1_- .,-... ..,-.- ,,. -. ... 0--::1:.,)...,; .:1:_ ,.0:. "..: ...;'_ ..:.;......'.., . : "-.:_.".."'!. _.'.".:. ~.._".._'. ...!'.."_ ...._... _. ! -'. :--_:_-:- -....'...•.'....' ..,. '.. .. O-",__ ...'..'. ..".I... .." f._,lI.W•n~' -o.~ I"l..Ii"o ,,._ ,."_,,.I..t.'. ,; ~~.. .~-_..:'..·"..o, . ~..._J . ,.."l, .._I" o_ "i "".".I .,.r.... . •... . .."..... " . . d"I.",J 'r»",f1..<t ·."I.'l ,"-.fp '.'o',.'o''..!.o' J".'l._. '.O .d"H..'.~~..,..~"..n.." ." .,....._. .'o." " .(.-.II.,t',.kJ""o.'o'".f.ao.tI. "l.r-_..O~ -" ''-" -.----_....-.-.-- .---..-_ -._. --. -... ....,._.,. . ". --~ '--,..&.".,.-" ..._' --..-~. --" - ...... . .. Gprloovsisdaer ies S9Lirasoctvkeigndrieon ucgun tdlet.ux rtsa l ). ~-E~:=~~= ..-=. =~~;:::'~:=::~.::~-_=:'I.-"=*.u : ==~; '~"""'N!I'"" ~:,•'"t».' '• .,!.' ·., .•,. .." ...P..". "o...!."..k. '_-' ."_'":.',.''.:'_...:':.':,.I":.~_-I...'"'. :~.I;,,.I.., _-I...::r.. P.. 1... ..~ .," .. ~__ '.:...:,- ,,.."~:.. "'..">_.,." ..t..."~....-.. ."&_ _.r :.'o= _=.., •i.".lo.., ".". W"..." ;.." :' ! ., .~: ....(.....Y.,,.t .. ' ;' .N.,..'~~,.=,;....,U ;= ......',U...~;, !· nh:..:_.vo.:I_...-.=. .,,. ." ..;.....=-....I.. .:~._.t.-. .f_,.;:' . . I,.. ."'...~"....tl.. ... .' .~ "I M;:t)_-,. .C, <l.t"Y.. t_1._. .u..'_ "_ -"'P -__r",l_-" .d. -_ mneewa nwinogrdss o. f --,.--.J .-_.._ --_. .- --..1._-_-.' _. _, -.- _..-...._. -_ _ .-t .. .-.. - ·_·-...-. ... .-,"=.M;."... -_.."."....'..':...._...•. ._.;.•... '.. ..,~ .". ~I .."..I,r -. =._ ..."<..,.:. 1..' .'.O .....,..,. .,.- ',:. o,.......,.... l.... ..N.-,...'....,_.,"I" w/~..( ~...-,.,_.,,.l..,..l _.._..d...-:... .I ..., e.._.....I "o. .M,.".o.:.- ,.,.-.S.__.:". ..".-l -.IO_ !o.~.'- o.._ <:..I f... 1_I ....I~. ..<o.. _. 1o._~" ~. A.r..""~,b.."" !-.."_ ,I..."w-._ ,."I.w_ . l...M..~....r....oI....~.1.1 .'.... .C. ." ... \:"".t.o" . .t . , :1-_. _....._..... .. ... .-.-,--' ::~ -:..;.:..."":.:~ _~P" Projects get students writing and talking about their own culture. vii CONTENTS Language Skills 1 IDENTITY Topic Talk Vocabulary network: Identity listening: Three interviews (p.5) Pronunciation: Contractions Speaking: Talking about your identity 1 Avatars Word Builder: Compound adjectives Reading: Article about avatars (pp. 6-7) Sentence Builder: Uses of like (Matching, T/ F/No information) Writing: Personal description 2 languages Grammar: Present tenses Reading: Article about saving languages (pp. 8-9) Grammar Alive: Personal information listening: Dialogue about languages 3 Tribes Vocabulary: Urban tribes listening: Interview with a sociologist (T /F) (pp. 10-11) Talk Builder: Agreeing and disagreeing (1) DVD Choice: Documentary about goth weekend (Matching) Pronunciation: Intonation (replies) Watching/Speaking: Two interviews (Matching) language Review (p. 12) Revision: (Gap fill) Self Assessment ------------------------------~----------------------------~ Topic Talk Vocabulary network: Memories listening: Two interviews (p.13) Pronunciation: Emphatic stress Speaking: Talking about memories 4 The Wall Grammar: Past Perfect Reading: Personal accounts of a historical event (pp. 14-15) Grammar Alive: Excuses and explanations listening: Short dialogues 5 The Big Game Word Builder: Multi-part verbs (1) listening: Dialogue (Multiple choice) (pp. 16-17) Sentence Builder: Uses of just Reading: Newspaper interview (T/ F) 6 Birthdays and Funerals Grammar: used to and would Reading: Personal memory (p.18) Writing Workshop 1 Text Builder: Informal style Reading/Writing: Email with a personal anecdote (p.19) Sentence Builder: Time linkers: after, before, while + -ing Speaking Workshop 1 Pronunciation: Intonation (reactions) listening: A story (ordering pictures) (p.20) Talk Builder: Telling stories Speaking: Telling stories Culture Choice 1 Story: Fever Pitch by Nick Hornby Project: A sporting event (pp. 102-103) 3 TASTE Topic Talk Vocabulary network: Food listening: Dialogue about food habitsllikes (p.21) Pronunciation: Word boundaries Speaking: Talking about food habits/likes 7 Cooking Word Builder: Verbs + prepositions Reading: Magazine profile (Matching, Multiple choice) (pp. 22-23) Sentence Builder: Reason linkers: because, (just) Writing: Invitation in case, as Slce Cream Grammar: The Passive Reading: The history of ice cream (pp. 24-25) Grammar Alive: Describing a process listening: Tour guide presentation 9 Restaurants Vocabulary network: Eating out listening: Review of a TV programme (Gap fill) (pp. 26-27) Talk Builder: Eating out (requests/replies) DVD Choice: Documentary about Fifteen restaurants (T IF) Pronunciation: Polite requests Watching/Speaking: Dialogue in a restaurant (Matching, Role-play) language Review (p. 28) Revision: (Gap fill, Sentence transformation) Self Assessment Topic Talk Vocabulary network: Houses listening: Three descriptions of homes (p.29) Pronunciation: Unstressed function words Speaking: Talking about your home 10 An African Village Grammar: Present Perfect Continuous Reading: Interview with anthropologists (pp. 30-31) Grammar Alive: Explanations listening: Dialogues 11 Floating Homes Sentence Builder: Modifiers and comparatives: Reading: Magazine article about a new isLand (Gap fill) (pp. 32-33) much, a bit, even more, slightly more listening: Description of a house Word Builder: Prepositions and adverbs (e.g. downstairs, go downstairs) 12 Makeovers (p. 34) Grammar: have/get something done Reading: Magazine article about a makeover Writing Workshop 2 (p. 35) Text Builder: Language for reports Reading/Writing: Report and graph Speaking Workshop 2 Talk Builder: Asking about accommodation/ listening: Hostel dialogue (p.36) Making offers Speaking: Hostel roleplay (Role-play) Pronunciation: Intonation (offers) Culture Choice 2 Story: Dracula by Bram Stoker Project: A famous building (pp. 104-105) 2 Language Skills 5 IMAGE Topic Talk Vocabulary network: Appearances listening: Descriptions of celebrities (p.37) Pronunciation: Word boundaries Speaking: Describing a celebrity 13 looking Good Word Builder: Word pairs (e.g. black and white) Reading: Magazine article about clothes shopping (Matching) (pp.3S-39) Sentence Builder: Verb patterns (e.g. want Writing: Note to a friend somebody to do something) 14 Fashion Contest Grammar: Speculating about the present Reading: Dialogues about a fashion competition (pp. 40-41) Grammar Alive: Gossiping listening: Dialogue for speculating 15 Celebrity Culture Vocabulary network: Celebrity listening: Talk about celebrity (Matching) (pp. 42-43) Talk Builder: Complaining and apologising DVD Choice: Documentary about celebrity (Matching) (in shops) Watching/Speaking: Dialogues in a shop (Matching, Role-play) Pronunciation: Intonation Revision: Revision (Gap fill, Sentence transformation) Self Asse-s-s-m-e-nt- ----------------------1 Topic Talk Vocabulary network: Biography listening: Descriptions of life stories (p.45) Pronunciation: Dates Speaking: Describing a hero/heroine 16 little Hero Grammar: Speculating about the past Reading: Newspaper article about child labour (pp. 46-47) Grammar Alive: Making guesses listening: Dialogue with guesses 17 Action Heroes Sentence Builder: Prepositions at the end of Reading: Dialogue about a film (Multiple choice) (pp.4S-49) sentences (questions/relative clauses) listening: Novel extracts: The Boume Identity Word Builder: Prefixes 18 local Hero (p. 50) Grammar: Question tags Reading: TV Interview Writing Workshop 3 Text Builder: Organisation and style Reading/Writing: Book review (p.51) Sentence Builder: Addition linkers Speaking Workshop 3 Talk Builder: Talking about photos (vague listening: Describing a photo (p.52) language, speCUlation, additions) Speaking: Describing a photo Pronunciation: Intonation (end of sentences) Culture Choice 3 Story: Jane Eyre by Charlotte Bronte Project A fictional hero/heroine (pp. 106-107) 7 ADVENTURE Topic Talk Vocabulary network: Adventure listening: Dialogue about extreme sports (p.53) Pronunciation: Emphatic stress Speaking: Talking about adventure 19 Risk Word Builder: Confusing nouns Reading: Adverts for extreme sports (Matching) (pp. 54-55) Sentence Builder: Prepositions + -ing forms Writing: Personal email about holiday 20 Expedition Grammar: Predictions, intentions, Reading: Diary of an expedition (pp. 56-57) arrangements listening: Dialogues with plans and predictions Grammar Alive: Plans and predictions 21 Adventure Holidays Vocabulary network: Adventure sports listening: Radio adverts (pp. SS-59) Talk Builder: Asking for information DVD choice: BBC documentary about adventure holidays Pronunciation: Polite intonation listening/Watching: Dialogue in a tourist information centre (Multiple choice, Role-play) language Review (p. 60) Revision: (Gap fill, Sentence Transformation) Self Assessment 8 HABITAT " ~. ~------~--------------------~------------------------------~------~ TopiC Talk Vocabulary network: My environment listening: Dialogue about environment (p.61) Pronunciation: Word stress Speaking: Talking about your environment 22 Into the Wild Grammar: Future Continuous Reading: Dialogue about survival tips (pp. 62-63) Grammar Alive: Requests listening: Dialogues with requests 23 The Sun Word Builder: Uses of take listening: Interview with a scientist (pp. 64-65) Sentence Builder: Reduced relative clauses Reading: Article about Longyearbyen (Multiple choice) (e.g. tourists coming to the island) 24 Going Green Grammar: myself, yourself, ourselves; Reading: Newspaper article about green living (p.66) each other Writing Workshop 4 Text Builder: Formal style Reading/Writing: Formal letter of complaint (p.67) Sentence Builder: Cause linkers Speaking Workshop 4 Text Builder: Agreeing and disagreeing (2) listening: Dialogue about traffic (p.6S) Pronunciation: Intonation Speaking: Discussing visual material Culture Choice 4 Story: A Walk in the Woods by Bill Bryson Project A beautiful natural area (pp.lOS-109) 3

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