Unit 7, Speaking and Listening, Exercise 7, page 80. Student B, roleplay a conversation with Student A. You think there should be less control of the press in terms of people's privacy. Newspapers should be allowed to print stories about the private lives of public figures and famous celebrities because: role models: need to set good example justice: should not be treated differently to
anybody else the price of fame! y'our ideas
Unit 8, Grammar and Listening, Exercise 12, page 84. Student B Complete eight clues about a familiar household object and read them to your partner. How quickly can he/she guess what the object is? Then write eight clues of your own for another object and test your partner again! 1 They first (produce) in the
1890s. 2 They usually (make) of metal
or plastic. 3 Their basic design never __ _
(improve). 4 They (wear) by Norwegians in World
War II as a symbol of unity. 5 They (know) as 'gems' in Swedish. 6 Only 1 in 10 (use) for its intended purpose. 7 They can (unfold) and (use) to
reset computerised devices. 8 They are supposed (use) to hold papers
together. Answer: paper clips
Unit 9, Grammar, Exercise 9, page 95. Student B, read the notes and think of answers to the questions. Then listen 'actively' to Student A's situation (ask questions, show sympathy, etc). Afterwards, tell Student A about your situation. A friend of yours is not happy with hislher university course (why?), but he/she doesn't want to talk to anyone about it. You don't know what to do to help himlher. What do you wish your friend would do or you could do? What do you think your friend should(n't) have done/ could've done before he/she started the course?
Unit 9, Vocabulary, Exercise 6, page 97. Student B On a piece of paper, write down the name of someone who: used to be well-off but isn't any more donates a lot of money to charity inherited a lot of money from a relative is worth at least 1 million
Close your book. Show the names to Student A and explain why you wrote them.
Unit 10, Speaking and Listening, Exercise 6, page 111. Student A Situation One You've been sharing a flat with Student A for a couple of months. Although you get on very well , you think he/she's too neat and tidy. You hate doing housework and as he/she seems happy to do it, you let him! her. Respond to Student Ns suggestions by either agreeing, apologising or making excuses.
Situation Two Although Student A is neat and tidy, he/she is also a party lover. You're finding it difficult to study and his/ her behaviour has begun to irritate you. You don't like confrontation but need to make some suggestions for changes, otherwise you'll have to move out. Talk to Student B, using the prompts below, and your own ideas. turn the music down after midnight clean up after parties don't invite gangs of friends round every night ask before borrowing my clothes don't eat all my food in the fridge put back CDslbooks you borrow
Unit 11, Grammar and Listening, Exercise 12, page 117. Riddle 1 Student B Read riddle 1, and the solution below. Students A and C will try to solve' the riddle. They can ask you for help using questions with Yes/No answers. They lose one point for each question, from a total of 10. Solution: Romeo and Juliet were goldfish. Their bowl was knocked over and broken by a clumsy dog, and they died.
Unit 11, Speaking and Listening, Exercise 5, page 124. Student B Bill Gates Founder of Microsoft, he is one of the richest men in world and an ambitious, innovative businessman who likes reading, playing bridge and golf. Since 1995, he has become one of the world's top philanthropists , donating over $7bn to good causes. His long-term vision is to improve the lives of millions of people across the globe. Napoleon Napoleon was a self-made, charismatic man whose strength of character and military genius made history. He had an impressive intellect and was a charming conversationalist. He was also arrogant, manipulative and authoritarian. He believed in the rights of man, but this did not extend to women: he thought their main purpose in life was to marry. Madonna Madonna is famous for being able to endlessly recreate herself and her image. She's also known to be tough and inscrutable, so it is difficult to know what she is really thinking. She is said to have an IQ of 140. She is also a great supporter of charities and human rights , especially those of women.
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Unit 1 Page 7
Present and past tenses Present tenses We use the Present Simple to talk about: a habits and routines.
He always wears suits. b permanent situations around the present time.
He now shares a flat with a friend. c states (verbs not usually used in the continuous form),
for example, love, like, believe, think (opinion), know, look (appearance). He still loves his leather jacket. He looks very fit.
Some verbs change their meaning and can be used in the continuous form, For example, think of/about, see (go out with), look at. We use the Present Continuous to talk about: a actions in progress at the time of speaking.
He is talking on his mobile. b temporary actions in progress around now.
He's thinking of buying his own flat. c changes and developments.
The effects are already beginning to show.
Perfect tenses Present Perfect tenses link the past and the present. We use the Present Perfect Simple to talk about: a actions or b states that began in the past and continue up to now.
Mark's worked for a large company for three months. [action] I've known him for five years. [state]
c completed past actions that happened at an unspecified time. He has bought some smart clothes.
d recent actions with a present relevance/result. He's changed dramatically. (He looks very different now.)
We use the Present Perfect Continuous to emphasise the continuity of actions that began in the past and continue to the present. The Present Perfect could often be used in examples like this. He's been working out since July. He's worked out since July.
Past tenses We use the Past Simple to talk about actions or events completed at a specific time in the past. He sold his motorbike two months ago. We use the Past Continuous to talk about actions that were: a in progress at a specific time in the past (this often
provides background to other past events) Last May, Mark was studying business administration.
b interrupted by a shorter past action. I was having a coffee when he walked in.
We use the Past Perfect to make it clear which was the first of two past actions. Before Colin changed, he hadn't been to the hairdresser's for two years.
Unit 1 Page 11 Articles - indefinite, definite and zero article - " (no article) The indefinite article - a/an We use alan with a singular countable noun when we don't know what it refers to, or it doesn't matter which one. This is because: a it is one of many of the same class.
I am a descendant of an Irish family. b we mention a person or thing for the first time.
Mum was working in a local restaurant. We also use alan with phrases to talk about frequency. 158,000 people a day/month/year The definite article - the We use the (with any noun) when both speakers know what they are talking about. This might be because the thing or person: a was mentioned before.
She's working in a restaurant. The restaurant belonged to her family.
b is unique. There is only one. Half of the population live in the capital, Buenos Aires.
c is defined specifically by the words that follow. My grandmother is still the head of the family.
We also use the with: superlatives The largest Japanese population in the world outside Japan is in Sao Paulo. ordinal numbers The second largest Oktoberfest in the world takes place in Blumenau. decades, centuries in the 1950s; in the eighteenth century o (no article) We use no article with plural and uncountable nouns when we make general statements about people and things. But we still observe Polish customs at home. Life was very hard and over one million people left Ireland. We also use 0 with: most place names, for example, countries, continents, cities, towns, states. Australia, North America, New York, Blumenau, California. Exceptions: the USA, the UK, the Czech Republic. months, years in August; in 1849
Unit 2 Page 17 Future forms We use will: a to make predictions based on our opinions or
expectations. We often use will with phrases like I think, I'm sure, I expect, or adverbs like probably, definitely. I'll probably have to go to the park with him. I'm sure Professor Evans won't notice.
b to express a decision made at the moment of speaking. I think I'll give it a miss.
We use going to: a to talk about plans or intentions for the future.
I'm going to look at that flat for rent. b to make a prediction based on evidence you have now.
You are going to have a busy weekend! (I know all the things my friend has to do at the weekend.)