Flash on English_Intermediate_Teacher's book

Flash on English Teacher’s Pack Intermediate Editorial coordination: Simona Franzoni Editorial department: Sabina Cedraro, Serena Polverino, Giorgia D’Angelo, Linda Pergolini Art Director: Marco Mercatali Page design: Airone Comunicazione: Sergio Elisei Production Manager: Francesco Capitano Page layout: Airone Comunicazione: Diletta Brutti Cover Cover design: Paola Lorenzetti Photo: Shutterstock © 2013 ELI S.r.l P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 [email protected] www.elionline.com Luke Prodromou is the author of the Teaching techniques for mixed-ability classes pages. The Publisher would like to thank Martha Huber for her precious contribution to this project. No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. Printed by Tecnostampa 13.83.164.0 ISBN 978-88-536-1554-1

Teacher’s Pack Intermediate – Contents Student’s Book Intermediate – Contents p. 4 Introduction p. 8 p. 17 p. 26 Teacher’s Guide p. 34 p. 43 Unit 1 p. 53 Unit 2 p. 61 Unit 3 p. 69 Unit 4 p. 77 Unit 5 p. 86 Unit 6 p. 95 Unit 7 p. 104 Unit 8 Unit 9 p. 105 Unit 10 Flash on CLIL p. 111 Teaching Techniques for Mixed-Ability Classes p. 124 p. 179 Workbook Answer Key and Transcripts p. 199 p. 219 Tests & Resources Unit Tests (A and B) and Skills Tests Revision Extension Tests and Resources Answer Key and Transcripts

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Introduction FLASH on English FLASH on English is an English course for Secondary Schools, specifically aimed at students in the 14 to 18 age range. It takes students from Elementary (A1) to Upper Intermediate (B2) level. The fundamental language objective is for them to learn English in a non-jargon form, as it is spoken today on a daily basis. Added to this, the aims are to help them acquire a greater sense of the historical, geographical, scientific and environmental background of the anglophone world, to offer an intensive exploration of the rich literary expression in Anglo-American culture and to provide a stimulating introduction to cross-curricular topics in the Culture, CLIL and Literature sections. FLASH on English offers an extremely coherent learning pathway subdivided into units. Each unit begins with two waves of content presentation on four pages. First, a descriptive or informative text introduces the new structures and the new vocabulary along with relative practice exercises. This is followed by a dialogue between the characters of a story which expands on the structure and lexis, develops the communicative functions and provides further opportunity for practice. There follows a vocabulary workshop or a listening workshop page in the Elementary, Pre-Intermediate and Intermediate levels, and a Use of English practice page in the Upper Intermediate level. A grammar focus page presents new structures and offers practical activities. The last two pages of each unit are skills pages that focus on reading, listening, speaking and writing through excerpts taken from novels, comedies, poems, history chapters, discussions about the environment, and so on. Components For the student Student’s Book Workbook with Audio CD For the teacher Teacher’s Pack (Teacher’s Guide with Tests & Resources, 2 Class CDs, Multi-ROM Test Maker) Teacher’s FLIP BOOK Each Teacher’s Pack includes: • Teacher’s guide with: – the course description and methodology – teaching notes for each unit with answer keys and transcripts – culture notes and extra activities – activities/suggestions for classes with mixed abilities – workbook answer keys and transcripts • Tests & Resources with units tests, skills test, extension and revision tests • 2 Class CDs with all of the audio recordings and pronunciation exercises • Multi-ROM Test Maker: the audio recording of the skills test and all the tests in Word format, in case the teacher needs to modify them to meet their class necessities • FLIP BOOK: contains the digital, interactive version of the Student’s Book, all of the audio material and the PDFs of the Workbook Supplementary material available on www.elionline.com 8

Introduction Course Description Presentations The target language (vocabulary and grammar structures) is presented through two different types of presentation texts: • A descriptive or informative text (article, blog, email, questionnaire…) on topics of interest to students in this age range • A dialogue (with photos) that describes a typical situation faced by native speakers of English The second part of the presentation section focuses attention on the grammar and lexical aspects that emerge in either the written text or, in a spontaneous form, in the dialogue. Presentation 1 Warm up The objective of the warm up phase is to introduce the topic of the presentation text. This can occur both by teaching the new lexis in the text and by encouraging the students to contribute in a personal way to the topic, putting into practice the knowledge they have already acquired. Students will explore the lexical area of the new vocabulary words they encounter in the texts and will also draw on previous lexical knowledge. All of this takes place through exercises matching words to pictures or through questions on the topic to encourage students’ personal responses and to check their passive knowledge of the language. This brief introduction should last no more than 5 minutes. The reading of the text allows students to check and expand on their knowledge expressed in the warm-up phase. Text In order to familiarise students with the various registers of the English language, a variety of texts are proposed, from descriptive to informative, taken from different sources such as magazine and newspaper articles, emails, messages and posts, advertisements, brochures, blogs, websites, questionnaires, interviews and quizzes. Each type of text has a dual function. On the one hand, it prepares the student to understand the various written forms (journalistic, advertising, bureaucratic, scientific…) and the different registers (formal, informal, objective, personal) in English; on the other hand, it serves as a vehicle for presenting the grammar and lexis for that unit. Comprehension First stage: this usually involves skimming the text for gist or scanning it for specific information, which could be tied into the warm up, relative to either lexis or general topic. The goal is to encourage the students to read a text quickly in order to grasp the overall sense or to pick out specific information. Second stage: this checks comprehension of the details of the text. Students complete a variety of exercises such as True or False, matching or answering Wh- questions (requiring answers that provide information). Presentation 2 Dialogue The second presentation text introduces the story of four teenagers who are attending a summer course at the fictional London Arts Centre (LAC) in London. These are usually dialogues (rarely other texts) and photographs. Of the four characters, three (Antonio, Michael and Robyn) are doing a course on Film Studies and one (Anna) who arrives later, is doing a drama course. The story begins, evolves and concludes in the first three volumes of FLASH on English. Anna lives in London with her parents who own a Bed & Breakfast. Her dream is to take a course in acting and dance at the London Arts Centre. Robyn comes from Scotland and has rented a room in a house in London so she can attend the LAC course. 9

Introduction Antonio comes from Liverpool. He has moved to London to attend the LAC course and has rented a room in the same house where Robyn lives. Michael is from Manchester but lives with his aunt and uncle in London. He has a great sense of humour and is always ready to joke and make fun of people. Mr and Mrs Harrison are Anna’s parents and the owners of the B&B. The father is strict and is constantly reprimanding Anna because she goes out often, comes home late and doesn’t do enough work at the hotel. Anna has to really struggle to win permission to attend LAC. The mother instead, is a little more understanding of her daughter. The centre for the arts offers a natural context in which to introduce topics in the cultural and literary fields that are often picked up again in the skills pages. Listen and read The story is first approached through a Listen-and-read exercise in which the students are asked to either answer a global comprehension question (by skimming) or to provide specific information (by scanning), based on the dialogue or the pictures. The students listen to the dialogue as they follow the text in the book. In a mixed-ability class, those students who feel more confident can close the book and simply listen (see the Teaching Techniques for mixed-ability classes sections in the Teacher’s Books). Comprehension Following the Listen-and-read exercise, there is a detailed comprehension exercise similar to that in the first presentation text. Features common to both presentations Flash Forward This section offers fast-finishers the opportunity to react to the text in a personal way. This usually involves a written activity, for example, answering questions, writing a brief description, expressing a personal opinion. This can be assigned to those students who have already completed the other exercises to keep them occupied while the rest of the class finishes the previous task or it can be given to the whole class. Grammar This section highlights the grammar elements of the presentation text. The examples are taken from the text and the grammar item is emphasised in bold. If necessary, a brief explanation may follow. Then, the students are asked to look for more examples of this particular grammar feature in the text. The morphology, structure and uses of the grammar point are further developed on the Flash on Grammar page and in the Workbook. Grammar exercise The follow-up exercise checks the student’s grasp of the form and meaning of the grammar point presented. The exercise usually consists of 6 or 7 sentences. Vocabulary Words taken from the presentation text or dialogue are the basis for presenting new vocabulary in lexical groups. These groups could be based on a lexical area connected to the unit theme (for instance, travel, transport, food, etc.), to parts of speech (adjectives, nouns, verbs, adverbs, etc.), on a semantic relationship (synonyms, antonyms) or on collocations, i.e. typical combinations of two or more words (e.g. verb + noun: to take a taxi, to catch a cold). The students are asked to do exercises that deal with a particular lexical area, for example, matching words and pictures, words and definitions, or classifying words into groups or diagrams, tables or mind maps. In order to activate the lexis that has been learned, an exercise is provided in which students personalise the lexical area; for example, in the area of Transport students might be asked to talk about which means of transport they use to come to school. Functions This section offers the student a chance to use the grammar and the lexis that has been highlighted in the lesson to express a range of communicative functions. 10

Introduction Functions are performed in written and oral activities; there is often a ‘write, then say’ sequence which gives the student a solid base on which to build the difficult art of oral expression in a foreign language. In the oral activities the student expresses opinions, solves problems, interacts with a partner in order to establish effective verbal communication. Linguistic segments to be used and examples of how to use them are a useful and necessary guide. Say it! In each Presentation the student is provided with an opportunity to use the language just learned (vocabulary, grammar, functions) in oral expression. Since the development of production skills requires a big effort, a variety of helpful means are provided to the student; the oral activity may be based on oral models just presented (e.g. in Unit 2 the students describe Robyn’s room after having read the description of Michael’s room in the dialogue) or it may follow a written exercise (e.g. in Unit 1 the students write about objects they’ve got before they talk about them with a partner). Write it! In each Presentation the student is guided through the writing of short texts based on the structures, functions and vocabulary learned in the presentation text. A fuller development of written composition, both guided and free-form, is carried out on the last double-page spread in the unit, in a wider context of cultural and extra-curricular discussions. Flashpoint This section highlights some of the problems encountered and most common errors made by people learning English. Vocabulary Workshop/Listen’n’speak/Use of English The Vocabulary Workshop page offers numerous exercises on the lexical area already explored in the first part of the unit. It also includes a Study Skills section with practical tips on learning/studying techniques to help students improve their performance in class and at home; a Pronunciation section and/or a Spoken English section. The Listen’n’speak page stimulates further development of listening and speaking skills, of the techniques associated with them (skimming, scanning, listening for gist, etc.) and of communication strategies. In order to see a parallel development of the two skills, the contents of the listening activity (oral comprehension) prepares for and facilitates the speaking activity (oral production). In addition, the audio text contains examples of words and phrases that will be the object of the pronunciation activity that follows. The Use of English page of the Upper Intermediate level focuses on usage and helps learners familiarise with the third paper of the Cambridge English: First (FCE) examination. Pronunciation The goal of this activity is to help students to not only pronounce English in a way that is fluid and natural-sounding, but also to understand spoken English from native as well as world speakers of English. English sounds are practised, both singly and in the context of a sentence or general discourse, with particular emphasis on intonation and stress. The examples are taken from the language material presented in the unit. Spoken English This section is aimed at helping students to express themselves in English more fluidly and naturally, but especially to teach them active listening. This means they will learn to develop their ability to listen and to interact in a conversation with the appropriate reactions and/or responses (listenership). Practice with spoken English is had through short dialogue exchanges. By the end of the third volume, the students will have had practice using the following types of communicative utterances, phraseology and grammatical forms. • U sing phrases or typical expressions rather than complete sentences • F requently using conjunctions and, but, or and because • Using ellipsis: (Do you) like ice cream? Fancy a walk? • Using phrases or questions to keep a conversation going: What about you? And you? By the way… • Using words to pause or gain time: you know, I know, I see, you see, so, well, kind of, sort of, a bit, really, actually… • U sing two consecutive questions: Do you like London? Is it your favourite city? • Using fillers: er…, um… 11

Introduction • Reacting with a comment using which as a linker: A: London’s huge… B: which makes it really interesting! • C onfirming by rephrasing what the other person has said • R epeating of part of what others in the conversation have said • R eacting to show interest: Really? Amazing! • Interrupting the person who is speaking • Taking short conversation turns between two people (adjacent couple mechanism) • U sing idiomatic expressions, locutions and ‘fixed collocations’ • Using informal lexis Flash on Grammar This section summarises the grammar learned in the unit, offering explanations and additional practice exercises. These include specific ones to address each single grammar item, followed by other exercises which cover all of the grammar points in the unit. The exercise format is either separate sentences or a short text. Flash on Skills (Culture/CLIL/Literature) The last two pages in each unit present material that is tied to Culture, CLIL and Literature. The topics were chosen in relation to the theme for each unit. The texts recycle the grammar and the vocabulary from the unit. They also present a limited number of new words, just for passive knowledge. In fact, the new words are not included in the oral exercises or in the listening comprehension questions. On these pages, emphasis is placed on developing the four skills (reading, listening, speaking, writing). A study skills section is included with practical tips on learning/studying techniques to help students improve their performance in class and at home. The Culture pages deal primarily with the United Kingdom in the lower levels, whereas in the higher levels socio- cultural topics pertaining to world are covered. The CLIL (Content and Language Integrated Learning) pages propose work on other subjects, both school- and work- related, presented in English. The students learn to absorb and deal with information from the real world, discussing it in English, at a level that matches the unit they are currently studying. The Literature pages present a few literary texts (prose, poetry or theatre) as vehicles to allow students to practise and expand on the language learned in the unit and also to acquire cultural notions through the English language. Flashback Every two units there is a double page of exercises to review the language objectives. The exercises cover the material from the previous two units, subdivided into three sections, Grammar, Vocabulary, and Functions, for a total score of 100 points. The teacher can use this revision to check what has been assimilated by the students, to identify any gaps or weak points, to recover and consolidate before moving on to the next two units. Course Methodology The FLASH on English course adopts an eclectic teaching methodology which combines well-known, tried and true traditional techniques with a balanced use of the most recent developments in language learning that are based on new discoveries in the field of foreign language acquisition. The course is solidly based on grammar and lexis but complements this with an emphasis on receptive skills in the four areas of listening, speaking, reading and writing. The course is designed around the conviction that students in this phase of their language study need a great deal of help in learning to speak and write (language production) and need constant training to hone their listening and reading skills (language comprehension). In the methodological approach adopted in the FLASH on English course the texts used in the presentation pages are essential for contextualising the language and for fostering student interest in the topic. Moreover, the course is built on the fundamental principle that language serves as the bridge to content and therefore, it encourages students to learn new things about the world around them through the medium of the language; this is 12

Introduction especially true in the last lesson of each unit, in the Culture, CLIL and Literature pages. A cohesive development of language and content not only makes it easy to assimilate and retain what is being learned, but allows for an easy sequence of exercises, lessons and units characterised by a seamless continuity. Approach to grammar The approach to grammar is inductive and follows either of two paths: go from the example to the rule and practice or go from the structures to the rule and practice. In each unit the grammar in question appears in the presentation text before it is formally introduced. The students can observe the grammar in context so as to have an idea of the forms, the meaning and the use of grammatical elements and structures. Then, they look at the grammar box which provides examples taken from the text and highlights the morphology. At this point the students are asked to go back to the text to find other examples and to underline them. This search activates their awareness of the grammar seen in context. When the students have found more examples, the teacher asks questions to focus attention on the form, meaning and use of the structure, for example: What tense is this? What period of time does it refer to, past, present or future? Why is the speaker or writer using this form? Is he or she telling a story/talking about everyday activities? This encourages students to extrapolate the rule by themselves and thus, remember it more easily. It also prepares them to be more focused when they do the grammar exercise that follows. The exercises are a controlled manipulation of the forms, presented in such a way as to also illustrate the meaning. The students then have the opportunity to use the grammar in short exchanges in the Functions section. The Flash on Grammar page instead, uses a deductive approach; that is, students first observe the forms, the meaning and the use of the grammar to then move on to practise it in sentences and in texts. The grammar is presented through a deductive approach and delved into more deeply in the Workbook. Each Workbook unit starts with two pages that serve as a grammar reference to be used at home or when a comprehensive view of the grammar point is needed during the classroom lesson. The pages contain a thorough analysis of the grammatical elements in question, with verb tables, morphology, structure and explanations on usage, all with examples taken from the Student’s Book. The two explanatory pages are followed by two pages of exercises in the most common formats (gap fill, multiple choice, sentence formation with word prompts, matching sentence halves or matching answers and questions). Approach to lexis In both the Elementary and Pre-Intermediate levels much emphasis is placed on learning the lexis because it is the most important aspect of the language, essential for communication. In fact, a certain level of communication is possible even without knowing the grammar, but with no knowledge of the words, communication is impossible. Teaching lexis is the objective that pervades each unit, particularly in the Elementary level where building a strong lexical base is fundamental. To do this, the FLASH on English approach to teaching lexis is to gradually build up the student’s knowledge of how things are called, whether they are objects or ideas, feelings, and so on. Words are organised into semantic-lexical groups to facilitate the memorisation and recall process. The groups are presented through diagrams, images, tables and mind maps. For example, the students are asked to match words and pictures, to complete a lexical group or to choose the most appropriate word for a given situation. Sometimes the combination of words is tied to usage (e.g. collocation) and sometimes attention is focused on the grammatical form of the word or on derivatives (e.g. from verb to noun, from an adjective to its opposite). Just as with grammar, studying lexis also starts with the form and meaning and then looks at how the words are used in context. The lesson often begins with a warm-up exercise that introduces the lexical theme, for example matching words to pictures. Then, examples of the vocabulary being highlighted are used in the presentation texts on the first and third pages of the unit, allowing students to deduce the meaning from the context. A specific exercise follows which re- proposes the words from the text and adds others to build a lexical group (of anywhere from 8 to 20 elements). At this point the students are able to tackle a personalised exercise using the lexis they have learned or do another type of exercise in which the vocabulary is used in context and in a meaningful way. The study of the lexis is expanded on the Vocabulary Workshop page and reinforced in the Workbook where the students will find a glossary containing the lexical groups from the unit, placed after the grammar reference, along with a series of lexis-building exercises in the most common formats. 13

Introduction As the course progresses, teachers will notice that the language from one unit is recycled in the units that follow so as to reinforce the learning process. This helps the students’ long term memory and offers the opportunity to explore other contexts in which the same lexis is used. In the higher levels FLASH on English continues to expand the student’s lexical knowledge by concentrating on fixed phrases and idiomatic expressions (see Spoken English and Language development sections). Functions In each unit there are sections which highlight specific communicative functions. The students are thus given the chance to communicate in English, using a wide range of functions. Examples of these functions are to be found in the mini-dialogue format; the students then use them as models to guide their own production at the functional communication level. Approach to listening The four skills can be classified into oral comprehension (listening), written comprehension (reading), oral production (speaking) and written production (writing). In order to develop the listening skill, the course offers ample and varied opportunities for listening practice. New words are listened to for memory and for correct pronunciation. The dialogues of the story are heard and read, but according to the students’ listening ability, they may be only listened to without the script. It is recommended, however, that the comprehension exercise be done with the book open to the dialogue, so students can refer to it. In the Intermediate level of the course, on the Listen’n’speak pages, the two skills are coordinated in that the speaking activity can be used as an introduction to the listening activity and vice versa, it can follow and expand on the content. All of the sub-skills are also developed to promote effective listening (pre-listening, listening for gist, listening for specific details, deep listening to grasp all of the meanings and levels of communication). In other words, the listening activity begins with an exercise to familiarise the students with the topic before they hear about it, then the actual listening begins to catch the overall sense first, and then, the details. Finally, students are encouraged to then express their personal reactions to or their opinions on what they have heard. Approach to speaking The skills that require production from the students (speaking and writing) require more effort compared to those that call for comprehension (reading and listening). One of the fundamental guiding principles of FLASH on English is to provide students a detailed guide and all of the necessary support material for the speaking activities. Therefore, speaking activities are closely linked to other activities (lexis- and grammar-related, listening), but above all, students are encouraged to think about the topic and jot down a few notes, before they begin to talk about it. This preparatory step will be especially useful when they must begin to speak. This approach can be summarised in the formula, think, write and speak. A variety of oral activities are undertaken: brief monologues or speeches made to the class, work in pairs in which students talk to a partner and they share opinions, express agreement or disagreement, ask for and give information, offer suggestions to solve a problem and so forth. The speaking activities sometimes involve written (words, questions) or visual prompts (pictures) or a questionnaire to be answered. Spoken English/Language Development This section offers two types of language, one consists of words or expressions that are commonly used in daily spoken English and the other consists of useful interactive strategies. The information on the language and structure of discourse helps the student to improve his/her capacity to not only speak English more naturally, but also to listen more carefully. Approach to reading For an effective development of reading skills, activities must be broken down into three different moments – before reading, while reading, after reading. Before reading: during the preparatory step (pre-reading or warm-up) the students are asked to draw on previous knowledge of the topic or recall some language requirements. In some cases it may be necessary to provide new information, but wherever possible, it is recommended that teachers try to use what the students already know. It is good practice in teaching to build new knowledge on the basis of prior knowledge; this will give students 14

Introduction confidence, bolsters their self-esteem and makes it easier to approach the reading text. While reading: the students are asked to read the text a first time to check their answers to the warm-up questions or to grasp the gist. This first step of the while reading phase should not be presented as something difficult, because it is simply the first contact with the text. The second step of while reading instead, requires a more detailed reading and an exercise on more thorough comprehension. After reading: in the after reading phase, the students do the Flash Forward activity in which they can react to the text. This final phase requires as much personal input as possible, so as to help students commit to memory both the language and the content. While it is not necessary to insist that the students understand every word of the new text, the material is presented in such a way that by the end of the three reading phases the class should have understood almost everything. Approach to writing Writing is a useful preparatory activity for speaking and also serves to consolidate the language that has been learned, but it is also a skill in and of itself. In every unit of FLASH on English there are brief writing exercises to do, leading up to the speaking activities or following them as a conclusion. The main work on this skill is done in the Pre-Intermediate and Intermediate levels in the Skills sections where the students will find a variety of texts that serve as models for composition. In the Intermediate and Upper Intermediate levels students are taught to write a narrative, a summary, a book or film review; how to use linkers; how to put together two sentences; how to subdivide a text into paragraphs; how to write about problems and give advice or solutions; how to describe people and interpersonal relationships; talk about one’s favourite sport; how to organise a speech, a website, a biography or a magazine article. Approach to pronunciation In FLASH on English three main areas of English pronunciation are explored: • Individual sounds (vowels, consonants) • Stress (on the word, in the sentence) • P ronunciation within a discourse (e.g. importance of weak forms) The object is not to learn to speak like a native speaker of English, which is practically impossible (and probably not necessary), but to help students speak in the most natural and comprehensible way possible. There is nothing wrong with the listener being aware that the speaker is Italian, French or of any other nationality. The students who use the FLASH on English course are at a point in their development when they can imitate a good accent and achieve a good pronunciation. This is much more difficult later, after the age of adolescence when the way people articulate and language models used become fixed. At this stage, instead, student can be made aware of the importance of proper pronunciation and the basis is laid down for optimal pronunciation in the future. The course contextualises the pronunciation exercises and because they are based on the listening texts which the students have heard, the phonological elements are taken from the material already presented. Recycling The FLASH on English course recycles grammar and vocabulary in various ways: • In graded material: the new texts are based on pre-existing knowledge of both grammar and lexis; new structures are avoided if they are not in that unit’s grammar point; old and well-known language forms are incorporated throughout the book to create a sense of continuity and uninterrupted flow; • In the Skills pages: the final double-page spread in each unit recycles as much language as possible from the unit; • In the Flashback activities: after every two units the students can check what they have retained from the grammar, lexis and functions learned up to that point by doing check and review exercises; • In the Workbook. Mixed-ability classes Nearly all classes can be defined this way because students come from different linguistic experiences, they are motivated differently, have different interests, learn at different speeds and have different types of intelligence (kinesthetic, linguistic, logical-mathematical, musical, naturalistic, spatial-artistic, interpersonal). Therefore, it is useful to understand the problems facing a teacher and helpful to know how they can be solved by 15

Introduction adopting appropriate strategies and techniques. For effective teaching that can reach all students, even the weakest ones, it is recommended that you: • Make frequent use of visual materials that will attract students of all levels and of all types of intelligence; • Be prepared for all situations, for example, have an extra exercise ready to give to those who finish sooner, such as the Flash Forward exercises proposed in FLASH on English; • Not assign a whole activity to all of the students, but assign different parts so as to graduate the activity according to ability; • Assign open-ended exercises, for example, write a letter, finish the story, describe a picture, so each student can do the task according to his/her level seeing as there is no one right answer to this type of exercise; • Personalise the exercises to adapt them to the students’ interests; • Do role-play and drama activities, lexis or grammar contests; • D ivide the class into groups or pairs with strong and weak students to work together or make groups of the same level and then assign tasks of varying difficulty. Specific suggestions for the FLASH on English course are to be found on page 105 of this guide. Tests & Resources The Tests & Resources volume of FLASH on English course contains the following materials: • 10 Unit Tests (one for each unit, in versions A and B) • 5 Skills Tests (one for every two units) • 1 0 double-sided Revision sheets • 1 6 double-sided Extension sheets Unit Tests (A and B) The series of tests, in versions A and B, provide a written test of the grammatical and lexical elements presented in each unit of the Student’s Book, as well as the language functions and the lexis presented in the relative Vocabulary Builder sections of the Workbook. In the A and B versions of the tests, the grammar structures, the lexis and the functions being tested are equivalent, but there may be some slight differences in vocabulary, single items or information asked. In both versions, the exercises are of a controlled structure such that the students are required to manipulate single linguistic components or compose short sentences. Skills Tests Each Skills Tests section checks students’ abilities, using the topics and language material presented in the previous two units. The Reading and Listening sheets consist in two activities each, for a total of 30 points for each sheet. The texts use authentic language used in real contexts and the comprehension activities usually require short but precise answers. Students’ writing skills are enhanced in the activities offered on the Writing sheets (20 points each) that cover the topics and structures presented in the units. The Speaking sheets present three different activities, a semi-structured dialogue that gives students an opportunity to practise their oral production in a controlled situation, and two questions to which students must give a longer and more complex answer, using the lexis and structures from the relative units. Revision and Extension worksheets Each Revision worksheet offers recovery and consolidation exercises for the grammar and lexis from each unit. In order to achieve greater consolidation, the activities are organised in a controlled structure and offer a high degree of support to the student. These worksheets are especially useful for students that need extra reinforcement or that need to catch up. The Extension sheets are for students who have already assimilated the contents of the unit and who are now ready for consolidation and enhancement of the competences acquired. The activities presented on these pages are primarily summative in nature and they present a series of authentic texts of different kinds (article, email, brochure, blog, quiz, etc.) and dialogues. Students will need a greater degree of autonomy and the ability to orient themselves in less guided contexts that offer greater linguistic variety. 16

1 Fair Play Topic: sport. Play the recording while the students follow in their Grammar: Present perfect continuous; purpose book. Have the students write the names of the sports from and reason. exercise 1 in the blanks in the texts. Vocabulary: sports equipment; sporting locations; Transcript [Track 1.02] vedi Student’s Book p. 8 football phrases. Answers Interview 1: skiing Functions: talking about sport; expressing Interview 2: water polo Interview 3: motor racing purpose. Interview 4: basketball Reading: read interviews with some athletes; 3 1.02 p. 8 read comments on a televised football game; read Have the class read the sentences a-f and assign the an article about the Olympic Games. task. Ask different students to say which words helped Listening: listen to an interview about a charitable them to identify the correct place for each sentence. organisation that has to do with football; listen to Answers the description of an organisation that promotes 1d 2f 3a 4c 5e 6b the Olympics. FLASH FORWARD Speaking: ask and answer questions about a Assign the activity to any students who quickly finish sport; ask and answer personal questions; make exercise 3 or do it with the whole class. a short speech about a charity and about an international sporting event. Vocabulary: Sports equipment 4 1.03 p. 9 Writing: a brief biography of an athlete; describe Now have the students match the pictures to the an international sporting event. words. Play the recording to check their answers. Pronunciation/Spoken English: /T/ vs /f/; so. Play it again for repetition. Study Skills: extensive reading on an interesting Transcript and answers [Track 1.03] topic to grasp the main ideas. 01 J – surfboard 02 A – racket It’s a sporting life! pp. 8-9 03 D – whistle 04 F – basket 1 p. 8 05 E – skis 06 G – net Read and translate the title of the lesson. 07 C – rugby ball Assign the matching task. Tell the students that 08 B – boxing gloves the four sports illustrated will be the object of the 09 H – golf ball interviews in exercise 2. 10 I – golf club Answers 17 1B 2C 3D 4A Presentation text 2 1.02 p. 8 Tell the students they will now read and listen to interviews with some athletes and a sports manager. They are to identify the sport being discussed in each interview.

1 2 Interviewer Have you been playing water polo Vocabulary: Sporting locations long? 5 1.04 p. 9 Sportsman We’ve been playing for ten years. Interviewer You’ve won the Cup many times: how Have the students form compound nouns with a did you do that? word for each box. Sportsman We get the most balls into the net! And we’ve been practising water polo Play the recording to check their answers. for years, you know, we train in a pool every day. We’re good swimmers! It’s Play it again for repetition. been an Olympic sport for over 100 years. It started in England in 1900. Transcript and answers [Track 1.04] 3 Interviewer Why is motor racing so popular in golf course France? racing car circuit Sportsman Well, we’ve been organising motor football pitch racing competitions since 1894. It basketball court has been getting more popular but boxing ring competition has also been getting ice-skating rink tougher. sports stadium Interviewer Has the sport been getting faster? ski slope Sportsman Yes, speeds now reach over 300 km an hour at some circuits. This GRAMMAR makes it more dangerous. 4 Present perfect continuous Interviewer How long have you been managing basketball teams? Have the class read and translate the examples. Trainer Well, I retired as a player ten years Explain that often the Present perfect simple and ago and I’ve been training teams continuous can be used interchangeably. However, since then… the Present perfect continuous is generally used to Interviewer What do you look for in a good place emphasis on the action itself (I have been basketball player? studying really hard lately), whereas the Present Trainer Well, height is important; basketball perfect simple highlights the result (I’ve passed all players have been getting taller and of my exams). The Present perfect continuous is taller. used especially if the action is very recent and the Interviewer And faster? results are still visible (You are soaking wet! Have Trainer Yes, of course, speed on the court is you been walking in the rain?). important: players have been getting faster and they are better at getting Now go to p. 13 and go through the rules and the ball in the basket – scores have additional examples. been getting higher and higher… Assign the task. 6 p. 9 Answers Have the students do the written task individually or in pairs. 1 Interviewer How long have you been skiing? If you think it would be useful, have them do some Sportsman I’ve been skiing ever since I was 12. research on the origins of the game of tennis in the My mum and dad taught me. 15th century and/or on the origins of football. Interviewer Do you also enjoy watching skiing competitions? Answers Sportsman Yeah, I’ve just been watching the final on TV, but I prefer to do it, you 2 have been playing football know, to get on the slopes and feel 3 have been skiing the wind in my face. 4 have been playing tennis Interviewer When did people in Norway begin the 5 have been playing tennis/learning sport? 6 have been watching Sportsman Well, people in Norway have been skiing for centuries, because of the snow. 18

7 p. 9 Have someone read and translate the title He’s given 1 away a penalty! Assign the task. Correct it by calling on a few students to read their Play the recording while the students follow in their questions. Point out how the question spontaneously books. follows the statement that precedes it. Tell the students to skim the text quickly, as they Answers listen, so they can answer the questions. 2 Have you been waiting a long time? Transcript [Track 1.05] see Student’s Book p. 10 3 How long have you been working? 4 How long have you been having classes? Answer 5 Have you been going out for a long time? 6 Have you been eating chocolate? The referee is an idiot, according to Antonio, because he’s given away a penalty. Say it! 8 p. 9 2 p. 10 Make sure that everyone understands the task Have four students read the parts for Michael, Robyn, assignment. Have the students copy the table on Anna and Antonio in the dialogue. Comment on their notebook and fill it in with information on at words and expressions that might be more difficult, least three sports (a, b, c). If they don’t do any sport, like offside, what’s the point?, take the throw-in. then they can refer to a sport they have seen played or that they’ve seen televised. Assign the true/false task. It is important that the students don’t write in the name Answers of the sport in the table in order to do exercise 9. 1T 9 p. 9 2T 3T This can be used as a preparatory exercise for Trinity 4 F She has googled words about football. Grade 4 (hobbies/sports). 5 F He gives away a penalty. 6T Have the students work in pairs and encourage them to follow the sample dialogue to guess their partner’s 3 p. 10 sport. Have the students practise making questions then Monitor the activity to ensure that the students can assign the task in pairs. formulate at least one question and answer in the Present perfect continuous form. Answers He’s given away a penalty! 1 How many goals have United scored? pp. 10-11 None. Presentation dialogue 2 Who is United’s best player? 1 1.05 p. 10 Robinson. Have the students look at the photo and elicit 3 Who has been having a bad game? responses to some questions, like: Robinson. – Who are the characters? (Michael, Anna, Robyn 4 Why did Robyn learn the offside rules? and Antonio.) So that she could understand the game. – Where are they? (In a sitting room.) 5 Who has been trying to score? – What are they doing? (They’re watching TV and Robinson. having crisps and some juice.) 6 Who did the referee send off? – What do you think they are watching? (A football Robinson. match.) FLASH FORWARD Assign the task to students who have already finished exercises 2 and 3, or assign it to the whole class for homework. 19

1 Antonio So he can score. He’s United’s best player. (…) Vocabulary: Football phrases Michael W ow, I’m impressed! How do you know 4 p. 11 that? Make sure the students have understood the sports Robyn I’ve been reading the rules so I can expressions in the dialogue, then have them complete understand the game… the table. Michael Really? Robyn No, I just googled ‘offside…’ Answers Anna But what’s the point? Verbs: score, pass, lose, take, get, give away, send A ntonio It’s to make it more difficult to score… a off, lose, check Nouns: player, game, ball, rules, team, pitch, goal, corner… no, it’s out… offside, corner, throw-in, foul, penalty, referee, (…) match, video, decision Anna Why don’t they use video to check the referee’s decisions? 5 p. 11 7 p. 11 Make sure the students understand the sentences. Either assign the oral task to be done in pairs, then Assign the task individually or in pairs. have the students report back to the class or, as an alternative, have them do this exercise as a written Possible answers task. 2 To make it more difficult for the opposing team to score a goal. 6 1.06 p. 11 3 So she could understand the game. 4 To pass the ball to Robinson. The exercise consists in formulating sports 5 To check the referee’s decisions. expressions using a verb + a noun. If necessary, translate expressions like take a corner, make a FUNCTIONS tackle or hit the post/bar. Assign the task individually or in pairs. Expressing purpose Play the recording to check the answers. Have different students read the examples and Transcript and answers [Track 1.06] extrapolate the conjunctions used in English to 1 e – take a corner express purpose. 2 f – lose the match Move on to exercises 8 and 9 to practise this 3 g – make a tackle function. 4 a – score a goal 5 d – hit the post/hit the bar Say it! 6 b – commit a foul 8 p. 11 7 c – pass the ball This can be used as a preparatory exercise for the GRAMMAR Trinity Grade 6 (expressing intention and purpose). Now assign the task in pairs, so the students can Purpose and reason practise using the Present perfect continuous and the infinitive of purpose. Have the class read and translate the examples. Go to p. 13 and read through the rules and 9 p. 11 additional examples. Now have the students practise using the infinitive of Assign the task. purpose as they work in pairs. Answers Possible answers Anna It hasn’t been a very good game… – Why do people go to school? Robyn Nobody’s scored… They go to school to learn to read, write and do Anna Why are they passing the ball to Robinson sum. all the time? 20

1 – Why do people go out with friends? Listening They go out with friends to relax and enjoy 2 1.07 p. 12 themselves. – Why do people have cars? Explain to the class that they are now going to hear So they can travel faster without relying on public an interview that Michael conducted with a charity transport. that promotes the game of football. – Why do people sleep? To renew their bodies and energies. To prepare for the listening activity, have the students – Why do people read books? read the sentences in exercise 1 again. To learn, to relax and to pass the time. – Why do people shake hands? Play the recording twice: once for general gist and To greet others or to seal a contract. once for the task assignment. – Why do people use mobile phones? To be in touch with other people from wherever Transcript [Track 1.07] they go. – Why do people play video games? Michael What is streetfootballworld and To enjoy themselves and to challenge their technological abilities. what does it do? – Why do people get married? Because they love each other and they want to Spokesperson Well, we created streetfootballworld have children. – Why do people learn English? in 2002, because we believe that To be able to understand most people in the world. football can change the world. – Why do people go on a diet? To lose weight and to get healthier. Michael How big is the organisation? Write it! Spokesperson We’ve now got more than 80 10 p. 11 members all over the world. This can be used as a preparatory exercise for the Trinity ISE I Factual writing. Michael So what do you do exactly? Have the students write a short paragraph. Now have Spokesperson Well, football is a beautiful game, them swap papers with a classmate to correct it. but we believe it is more than just The more advanced students can then read their work to the class. a game. We can use football to Listen’n’speak change the world; for example, Street football p. 12 to protect the rights of children or 1 p. 12 to improve opportunities for kids all Have the class read the sentences and make sure everyone understands them. Allow a few minutes for around the world… the students to collect their thoughts. Michael But how does football help? Now have them work in pairs to express their opinions and justify them. Spokesperson Well, football brings kids together Call on a few pairs to report back to the class. to play but it’s also an opportunity for kids to talk about their problems so they can understand them and find solutions. Michael So kids play football and learn other things at the same time? Spokesperson Yes, that’s right. Michael And you’ve been doing this since 2002? Spokesperson Correct. In 2006 we celebrated the streetfootballworld festival 06 in Berlin, Germany. Michael Streetfootballworld festival 06?? Spokesperson Yes! Let me give you an example of what we’ve been doing. In 2006, during the football World Cup in Germany 24 teams of young people from all over the world took part in a festival of education, culture – and football. The boys and girls were all participants of organisations using football to solve problems… Michael Were all these kids football players? Spokesperson They played football – but we 21

1 didn’t choose them because they are both known as ‘fricatives’ but that the position of the teeth and tongue is what distinguishes them. were the best football players… all Have the students practise pronouncing the /T/ sound with the tip of their tongue against their teeth and the the kids want to solve social /f/ sound with their upper incisors ‘biting’ down on their lower lip. problems. And… er… at the Play the recording several times and have the class repeat the words in the box. festival, there was a competition Transcript [Track 1.08] see Student’s Book p. 12 with mixed teams of boys and girls 5 1.09 p. 12 – and no referees! The players Check that everyone understands the meaning of the solved problems through dialogue words in the box. Play the recording and have the students put the between the players. words in the correct column. Michael No referees! It sounds great, really Transcript [Track 1.09] see Student’s Book p. 12 cool… 6 1.10 p. 12 Answers Play the recording to check the students’ answers The speaker mentions 1, 2, 3. and for repetition. 3 1.07 p. 12 Transcript and answers [Track 1.10] /I/ thin, thought, mouth, theft, thick, south, This can be used as a preparatory exercise of the PET throw, athlete Listening Part 2. /f/ fin, fought, fill, theft Have the students read the questions and multiple- Spoken English: so choice answers. Have the class read the explanations and translate Play the recording again for the task assignment. the examples. Answers 7 p. 12 1b 2c 3a 4c 5b Assign this task in pairs, asking the students to try Extra out the dialogue and find places where they could insert so to make it sound more natural. More advanced students could do a kind of dictation- translation. Play the recording once more. Then have 8 1.11 p. 12 them close their books and dictate a summary of the text in the native language while they write the equivalent in Play the recording to check their answers and have English. You can either write the summary beforehand the students repeat, if necessary. or assign it as a group activity before you proceed with Have the students work in pairs to practise the the dictation and translation. dialogue and remind them to swap roles. Then play the recording again and compare with the students’ English version of the summary. For Transcript and answers [Track 1.11] example: A It was a great game today. We created this organisation, because we believe B So, do you think we’re going to win the cup? that football can change the world. We can use football to protect the rights of children, to give them an opportunity to talk about their problems and find solutions. For example, in 2006, during the football World Cup in Germany, 24 teams of young people took part in a festival of education, culture, and football and solved their social problems through dialogue. Pronunciation: /I/ vs /f/ 4 1.08 p. 12 Explain that these two sounds are often difficult to pronounce and often confused. Point out that they 22

1 A We may do. It depends. Workbook p. 5 B Well, do you fancy going out for coffee? A Yeah, let’s go to that new place in town. 3 p. 13 B OK, it’s not very expensive. Friends went and Answers they really liked it. A So, are you ready? 1 because 4 in order to Flash on Grammar p. 13 2 so 5 to Present perfect continuous 3 to Have the class read the usage rules and translate 4 p. 13 the examples; remind them that we use the Present perfect continuous when an action has just finished Answers 16 taking and we can see the results: It’s been raining, look at 17 spending the road! 1 been 18 that 2 to 19 to Workbook p. 4 3 in 10 been 4 have FLASHPOINT 5 long Have the class read the explanations and the 5 1.12 p. 13 examples. Point out that the Present perfect continuous underlines the duration and importance Transcript [Track 1.12] of the action. Interviewer Tony, when did you get your first 1 p. 13 skateboard? Answers 1 have been learning Tony I was 4 years old. 2 have been waiting 3 hasn’t been going out Interviewer So you’ve been skateboarding for 16 4 you been waiting 5 have you been doing years! 6 have you been sitting 7 have been surfing Tony Yeah, my mum and dad bought me 8 haven’t been feeling the skateboard to get me out of the 2 p. 13 house. Answers 2 have finished Interviewer And did it work? 3 have been trying, have won 4 have been playing Tony Well, they did it in order to keep me 5 has existed 6 has won quiet but I have been skateboarding 7 have been playing, haven’t scored 8 has been snowing ever since. Purpose and reason Interviewer How long have you been Have the students read the rules and translate the skateboarding professionally? examples. Tony Since I was 14 years old. Interviewer And you’ve been taking part in competitions all that time? Tony Yes, but I’ve been spending more time at home in the last few months... Interviewer Why, so that you can get on with school? Tony No, not really, you see, I want to stay home to spend more time on the business. Interviewer The business? Tony Yeah, you see, I’ve been running my own skateboarding company, with my mum and dad. 23

1 Transcript [Track 1.13] Flash on Skills / Culture What is International Inspiration? The Olympic Games International Inspiration uses the power of sport to pp. 14-15 improve the lives of millions of children and young people in schools and communities across the Before you read world, particularly in developing countries, through 1 p. 14 the power of physical education, sport and play. The programme aims to ‘reach young people In this lesson the students will acquire some all around the world and connect them to the information about the Olympics and about a charity. inspirational power of the Games so they are Have the class do the reading preparation exercise to inspired to choose sport.’ check their knowledge of the topic. Where is it taking place? International Inspiration is already changing the lives Answers of young people in twelve countries – Azerbaijan, 1b 2b 3a 4b 5b Brazil, Bangladesh, Jordan, India, Mozambique, 6 b 7 a 8 a 9 b 10 b Nigeria, Palau, Trinidad & Tobago and Zambia, and work is now beginning in South Africa, Malaysia, Reading Turkey and Indonesia. The aspiration is to reach 2 p. 14 12 million children in 20 countries by the London 2012 Games. Have the students skim the text to check their The UK is also involved in the International answers to the quiz. Inspiration programme, with over 160 schools in the UK linked with schools in the participating 3 p. 15 countries so far. The aim is for 300 schools in the UK to link with 300 schools across the 20 countries Have different students read out loud and check for by 2012. comprehension. International Inspiration ambassadors Assign the task, having the students answer either Some of the UK’s top sport stars are representing orally or in writing. International Inspiration as ambassadors, helping to spread the message about the impact of the Answers programme on millions of young people worldwide. 1 A Greek soldier from Marathon in order to tell There are currently five International Inspiration ambassadors – David Beckham, Sir Chris Hoy, the Greeks that they had won the war against Tanni Grey-Thompson, Denise Lewis and Colin Persia. Jackson. 2 There were no Olympics because of World War II. 3 Saudia Arabia has been competing since 1972. Answers 4 The USA missed the 1980 games. 5 The UK hosted the Olympic Games in 1908, 1a 2b 3b 4a 5b 6c 7a 1948 and 2012. Speaking Listening 5 p. 15 4 1.13 p. 15 Help the students to collect their ideas by providing This can be used as a preparatory exercise for the some examples, following the prompts given. PET Listening Part 2. Tell the class they are going to hear about a charity Assign the task in pairs and give them time to that promotes the Olympics. prepare a short speech that they can then present to Play the recording at least twice, once for gist and the class. once for the task assignment. Study Skills – Extensive reading Go through the explanation with the class and help them to understand the concept of extensive reading. Read the tips and point out that they can also be 24

applied to research on topics related to other school The topic will be used for a written composition in 1 subjects. exercise 7. Tell the students they will be able to use this technique Writing in exercise 6. 7 p. 15 6 p. 15 This can be used as a preparatory exercise for the Trinity ISE I Factual writing. Have the students do some research on the Internet about an international sporting event; tell them to Assign the writing task; tell the students to follow the take notes by following the outline given. outline given in exercise 6 and their notes from their reading to write their composition. Suggest that the students prepare a short speech and then practise it with a partner. Then call on a few students to present it to the class. 25

2 A Better World Topic: current world problems. but the statistics are proportional to a sample of 100 Grammar: Second conditional; too/enough. people. Vocabulary: global problems; word building. Functions: talking about global problems; Play the recording while the students follow in their book. expressing ideas. Ask them to answer the question. Reading: read statistics on current world Transcript [Track 1.14] see Student’s Book p. 16 problems; read the solutions proposed by some students; read and understand a text about the Answers Great Depression. pollution, hunger Listening: listen to an interview with a rock star 3 1.14 p. 16 who offers strategies for solving global issues; Have the class read the text again for details this listen to three Americans talking about their life time and comment on the more difficult words like during the Depression era. health system, wealth, grateful. Have them translate it for a more detailed comprehension. Speaking: propose solutions to some of the If necessary, play the recording again and have the world’s problems; discuss them with a partner; class repeat the geographical names, numbers and new make a short speech about the Great Depression. words like wealth, disease, malnutrition, illiterate. Writing: write a short article on world problems Answers 4 own 5 illiterate and possible solutions; prepare a political 1 South 6 internet manifesto. 2 men 3 cities Pronunciation / Spoken English: Second FLASH FORWARD conditional – stress and intonation; giving examples. Assign the written activity and ask the students to answer then read and/or discuss their answers with Study Skills: tips for speaking, both to sustain a the class. conversation and to make a speech. GRAMMAR The world we live in pp. 16-17 Second conditional 1 p. 16 Remind the class that conditional sentences are made up of two parts: an if clause that states Have the students read and translate the title of the the hypothesis and a main clause that states the lesson. consequence. Ask the students to look at the illustrations and have In Second conditional sentences we use the Past them match the words to the pictures, showing that simple in the if clause and would + base form of they have understood the meaning of the problems the verb in the main clause. being showcased. Read and translate the examples, then go to p. Answers 21 and go through the additional examples and explanations. 1B 2A 3D 4C Have the class do the task. Presentation text 2 1.14 p. 16 Tell the class that they will now listen to some statistics relative to the current situation of life on this planet which is referred to here as a ‘global village’. At present world population stands at nearly 7 billion, 26

32 Answers Transcript and answers [Track 1.15] If the world were a village… Environment: climate change The last century was a century of war, disease, Education: bullying, illiteracy natural disasters, poverty and pollution. What can Social problems: loneliness, racism, unemployment we do to make this century better? Would you Health: disease, drugs manage if you had fewer possessions? Would you Political problems: terrorism, human rights be happy if you didn’t have a roof over your head? Crime: robbery Let’s think about our global village. Today, if the earth were a village with only 100 people in it, the Say it! village would look something like this: 7 p. 17 (…) Start a class discussion about problems that the FLASHPOINT students are currently aware of in their own country and encourage them to cite some examples. Assign a The form were for all grammatical persons is the research activity on the Internet, or in a public library, only past subjunctive that remains in modern for the next lesson. English. It is used after if (I wouldn’t do that if I were you) and after wish (I wish he were my 8 p. 17 teacher). The present subjunctive which has the same form as the base form of the verb, is only Have the students read the phrases in the box and tell ever used in fixed expressions such as: God save them they are to use these ideas to have a discussion the Queen, God bless you, long live the Queen, about possible solutions to some of the problems Heaven forbid, so be it, come what may… and already brought up previously. only a few others. To help them warm up for the exercise, you might 4 p. 17 have the students practise saying a few sentences or you may want to write them on the board. Assign the task individually or in pairs. Assign the task in pairs. Monitor the activity to make Answers sure they are using the second conditional. 12 were Possible answers 13 ’d be 14 had, ’d stop If we created jobs, there would be less unemployment. 15 had, ’d surf If we built new hospitals, people would receive 16 wasn’t/weren’t, wouldn’t eat better treatment when they are ill. 17 would, do, had If we made electric cars cheaper, we would help 18 Would, have, had reducing climate change. 19 ’d play, were If we had more police officers, there would be less 10 wouldn’t live, married crime on our streets and fewer robberies. If there were more doctors, more patients would Vocabulary: Global problems receive treatment. 5 p. 17 If we had stricter laws, there would be less crime, bullying and terrorism. Help the class to understand the meaning of the If we punished drug traffickers, there would be words so they can then classify them correctly. Tell fewer drug addicts. them they will hear the correct answers in exercise 6. Write it! 6 1.15 p. 17 9 p. 17 Play the recording so the students can check their This can be used as a preparatory exercise for the answers to exercise 5. Trinity ISE I Factual writing (article). Play it again for repetition. Assign the composition as a written homework task. Remind the students to use the vocabulary learnt in exercises 5 and 8 and encourage them to do further research on the Internet. 27

2 Answers If I ruled the world pp. 18-19 Anna We don’t do enough to help students. Antonio (…) That’s not enough to live on. They are Presentation texts too poor to buy food and clothes for their 1 1.16 p. 18 children. I would also reduce the birth- rate. We have too many people to feed. Have the students look at the photo and elicit (…) there are not enough jobs for school responses to the question: leavers. – What do you see in the photos? (A boy being Michael (…) Medicines now are too expensive for a lot of people (…) treated for a wound, lots of children at school, sitting on chairs but with no desks, books or FLASHPOINT writing material, a slum with very crowded living conditions.) Point out the position of enough in the sentences: Have someone read and translate the title If I ruled before the noun but after the adjective. Compare the world. with the native language. Play the recording while the students follow in their books. 3 p. 19 Have the students quickly skim the three answers given by Anna, Antonio and Michael in the interview Have the students work individually or in pairs to do conducted by Robyn. the task. Transcript [Track 1.16] see Student’s Book p. 18 Answers 2 p. 18 2 I was too tired to get up. 3 Chinese is too difficult to learn. Have three students read the parts for Anna, Michael 4 I didn’t have enough time to do the shopping. and Antonio in the dialogue. Comment on words and 5 O ur team wasn’t good enough to beat Manchester expressions that might be more difficult, like beggar, birth-rate, school leavers, afford, health system, United. education system. 6 You aren’t talented enough to be a star. Assign the gap fill task. Vocabulary: Word building Answers 4 p. 19 1 people (also: poor countries) 2 food (also: clothes, jobs) Make sure that everyone understands the words, 3 houses then have them go back to the texts on p. 16 and p. 4 beggars 18 for reference. 5 Medicines 6 tax Now have the students complete the table. Tell them they will hear the answers in the recording for FLASH FORWARD exercise 5. Assign the task to students who have already 5 1.17 p. 19 finished exercise 2, or assign it to the whole class for homework. Play the recording to check the answers to exercise 4. GRAMMAR Transcript and answers [Track 1.17] too/enough nature – natural pollution pollute polluted Have the class read the examples, then go to p. 21 peace – peaceful and go through the rules and additional examples. health – healthy Now assign the task. politics politicise political influence influence influential unemployment – unemployed homelessness – homeless 28

creation create created 2 education educate educational/educated Listen’n’speak We are the world p. 20 system systematise systematic 1 p. 20 6 p. 19 Read through the task assignment questions and the Point out to the students that the phrases in this examples. Give the students a few minutes to gather exercise are definitions for the words in exercise 4. their ideas, then have them work first in pairs to talk Have them match a noun to each definition. about different types of protests. Let them work individually or in pairs. Alternatively, you can open up the discussion to the whole class, noting down their ideas on the Answers board, with these expressions regarding how people protest: with a march, with a concert, by presenting 1 pollution a petition to the government, by marching on 2 unemployment government buildings with placards, by going on 3 peace strike and doing a sit-in or by setting up camp in 4 homelessness controversial areas (universities, nuclear plants, 5 health factories, in front of parliament buildings, across 6 education from the White House). 7 politics 8 system FUNCTIONS 2 1.18 p. 20 EGxRpAreMsMsiAngR ideas Explain that the class will now listen to a rock star being interviewed about his ideas for strategies to Have the class read the introductory phrases that solve global problems. can be used to express ideas for the future or for unlikely hypotheses. Play the recording twice so the class can grasp the gist and then answer the question. Transcript [Track 1.18] Say it! Interviewer For many years, you have used your 7 p. 19 celebrity to fight poverty. You’ve Read through the dialogue orally with the class, then have the students choose one or two of the world organised a lot of concerts – why do problems mentioned in exercise 6 and have them work with a partner to practise asking and answering you do it? questions using the Second conditional. Polo Well, when I was a kid in Ireland, Write it! 8 p. 19 my family was very poor and I always This can be used as a preparatory exercise for the wanted to do something about it. I Trinity ISE I Factual writing (article). wanted to become a rock musician to Assign the task for homework. Tell the students they are to write five paragraphs on five problems help the poor, yes, to make money, and possible solutions; encourage them to follow the examples given. but also to use my influence to help At the next lesson, have the students correct each other people. other’s compositions. Interviewer If you weren’t in a rock band, what would you like to be? Polo If I gave up singing, I’d be a politician… Interviewer Why? Polo … so I could change things, like I’d fight for justice for the poor nations. Interviewer So if you were Prime Minister, what would you do? Polo Well, I’d spend less on weapons, for a start; if we spent less on weapons, there’d be more money for poor countries… I’d also buy things from poor countries at good prices… 29

2 Now play the recording so they can complete the task. Interviewer And concerts. Why concerts? How Answers do they help? 1b 2b 3c 4a 5a 6b Polo Well, for one thing, concerts are Pronunciation: Second conditional – stress and intonation a good way to reach a lot of people 4 1.19 p. 20 quickly; you can tell thousands of Ask a student to read the explanation. Point out the rising intonation in the if clause and the falling people about a problem like poverty; intonation in the main clause, even when it is a question. if people knew what it was like to be Have the class translate the sentences, then play the recording so they can repeat the sentences with the poor, they would help… and another correct stress and intonation. thing: songs are a great way to get a Transcript [Track 1.19] see Student’s Book p. 20 message across, aren’t they? 5 1.20 p. 20 Interviewer But do young people have any real Make sure the students understand the sentences. Assign the task. power to change things? Play the recording to correct it. Polo Good question. If kids knew what Transcript [Track 1.20] see Student’s Book p. 20 power they had, they could change Spoken English: Giving examples the world. Of course, politicians have Ask different students to read the examples of how to give an example when speaking or writing. got the power, but if politicians knew 6 p. 20 that people are angry they would do Have the students work in pairs to read the dialogue somethink about it, I think they’re just and add expressions to make it sound more natural. Now have them practise the dialogue with their worried about losing power. partner and then have them recite it for the class. Interviewer Is going to concerts the only thing Possible answer A There are so many problems in the world. For young people can do to fight poverty? example, there’s poverty. B But what can we do to help? We can’t do What more can they do? anything. A Yes, we can. For a start, we can create Polo Well, let’s take petitions. We’ve got more jobs. B But there are millions unemployed. There’s a petition about world poverty on the nothing we can do. A Yes, there is! For one thing, if we built more Internet right now. If we got a roads, there would be more jobs. million signatures, that would be great, wonderful, fantastic… It would persuade governments… They’d sit up and listen. Interviewer I see. Polo Another thing. Kids could organise a Hunger Day to fight poverty, like kids in Canada – there are 100,000 teenagers going hungry for 30 hours to raise money to fight hunger and poverty. These teenagers raise money by going without food for 30 hours. If you didn’t eat for 30 hours, you would know what it feels like to be poor! Interviewer Do you have a message for our listeners? Polo Yes, you teens can make a difference. Stand up and fight. If we made our leaders promise to reduce world poverty and if we… Answers They could go to special concerts, sign a petition on the Internet, organise a Hunger Day. 3 1.18 p. 20 This can be used as a preparatory exercise for the PET Listening Part 2. Have the students read through the questions and answers. 30

2 Flash on Grammar p. 21 Workbook p. 13 Second conditional 4 p. 21 Read the explanation and the examples. Remind the Answers students that with the verb to be in the if clause we use were for all persons in formal written English, but 2 enough was and were in spoken English. 3 too 4 enough Workbook p. 12 5 too 6 too 1 p. 21 7 enough Answers 5 p. 21 1 had, would do Answers 2 weren’t, would go 3 wouldn’t lose, put 11 were 4 found, would take 12 would 5 would invite, liked 13 would 6 would go, were 14 would 15 had 2 p. 21 16 too 17 enough Answers 18 too 19 if 2 School would be more fun if we had fewer 10 would lessons. And if we did more sports. 11 broke 3 You’ll be late for school if you don’t get up now. 12 would It’s already eight o’clock. 4 If you leave me, I’ll be very unhappy. Promise Flash on Skills / CLIL you’ll love me forever. What was the Great 5 I’d go bungee jumping if it wasn’t so dangerous. Depression? pp. 22-23 It frightens me. 6 If I were more musical, I’d play the piano. But History, Economics: the crash of the I can’t even sing. stock market and the 1929 crisis 7 If you kick the ball, you’ll break a window. Why don’t you play outside? Before you listen 1 p. 22 3 p. 21 Tell the class that in this lesson they will learn about Possible answers the economic crisis that affected not only the USA but the whole industrialised world, following the New If I had a plane, I would fly to the South Pole. York stock market crash in 1929. If I had a lot of free time, I would visit all the Do the preparatory exercise with the whole class. countries in the world. If I had the power, I would heal all the sick people. Answers If I lived on my own, I would enjoy doing what I 1A 2C 3B 4D like. If I were rich, I would help the poor. Listening If I were a genius, I would find a cure for cancer. 2 1.21 p. 22 too/enough Tell the students they are about to hear three people talking about their experience of living in poverty Have the students read the rules and find examples during the Depression. throughout the unit. 31

2 8 Since when hasn’t he eaten? (He hasn’t eaten since Play the recording at least twice – for overall gist and yesterday.) for the task. 9 What is he hoping for? (He’s hoping for someone to give him the money for some food and a coffee.) Transcript [Track 1.21] Reading 1 3 p. 22 Why am I standing here? Well, I am not asking for charity; I don’t want something for nothing. All I want Have the class skim the text for gist and then elicit is a job. If somebody offered me a job, any job, I’d answers to the question. take it. I’ve been unemployed for two years and I have a young wife waiting for me at home. If I don’t, we 4 p. 23 won’t have enough food to eat. Protesting like this on the street is all I can do now; I hope somebody can This exercise serves as preparation for the PET help. Reading Part 3. 2 Have different students read parts of the text out loud I lost my job at the garage; I used to repair cars, now and check for comprehension. I have nothing to do; I just stay at home all day while my wife goes out to work; it’s very depressing but she Assign the true/false task and have the students doesn’t make enough money to feed us all, we’ve got correct the false statements. two kids, and they’re hungry. I stay home, sit around and look after them, but if I found a job, we’d leave Answers them with mum and dad. 01 T 3 02 T I work in a soup kitchen – we get hundreds of 03 F One in four workers was unemployed. hungry people every day; they wait for ages to get 04 F Most women did not work. free food. They can’t afford to pay for the food, they 05 T don’t have enough money; if we didn’t feed them, 06 F Teenagers travelleded from place to place. they’d starve. But we can’t manage, there are too 07 F It was Franklin D. Roosevelt. many hungry people and we can only give them 08 F European countries had a great depression some soup and a little bread. It’s sad seeing all in the 1930s. these hungry people waiting for free food… sad. 09 F It ended with the Second World War. 10 T Answers 5 p. 23 Speaker 1 C Speaker 2 A As an additional reading comprehension activity, Speaker 3 B have the students translate the words in bold in the text into their native language. If necessary, write Extra them on the board and have the students copy them in their notebook. As an additional listening comprehension exercise, ask the following questions: Answers 1 Can speaker 1 and his friend find work? Why/Why Personal answers not? (No, they can’t, because there are no jobs at all.) Study Skills – Tips for speaking 2 What have they decided to do? (They’ve decided to go west.) Go through the suggestions with the class. Tell the students they will apply these techniques in 3 How are they going to travel? (They’re going to walk.) exercise 6. 4 What is speaker 2 afraid of? (She is afraid of losing their home.) 5 Why are her children crying? (Because they miss their father and they are hungry.) 6 Why don’t they want to go to school? (Because they haven’t got nice clothes to wear.) 7 How long has speaker 3 been waiting? (Since the morning.) 32

5 p. 24 2 Speaking 1 will have 5 were 6 p. 23 2 will drive 6 will visit 3 had 7 won Have the students prepare an outline for a speech, 4 finish by answering the questions with the information they have gleaned from the text. 6 p. 24 4 enough 5 too Now have them work in pairs to prepare a short 1 too 6 enough speech on the 1929 crisis. 2 enough 3 too Finally, call on several students to make their speech in front of the class. 7 p. 25 Writing 1 Have, have been 7 p. 23 2 How long, living 3 Have you, been Have the students follow the example given to write 4 How long, for their own election manifesto. Allow them to work 5 you been, started feeling individually, in pairs or small groups. Remind them to refer back to the list of world problems and solutions 8 p. 25 5 be from exercises 5 and 8 on p. 17 and the texts from 6 so p. 18. 1 to 7 enough 2 have 8 too When the students have finished the task, their 3 that manifestos could be hung up and voted on, perhaps 4 of even assigning prizes for the ‘most politically valid’ or the ‘most effective communication style’, etc. Flashback 1-2 pp. 24-25 Vocabulary 9 p. 25 Grammar 1a 2c 3c 4b 5a 6c 1 p. 24 6 has been raining 10 p. 25 1 have never been 7 have been watching 2 have been writing 8 has existed 1 S 6 E 11 L 3 has fallen 9 have been learning 2 E 7 L 12 E 4 have lost 3 L 8 S 13 L 5 have been working 4 S 9 L 14 L 5 S 10 S 15 L 2 p. 24 1 because 4 so that 11 p. 25 2 to 5 because 3 in order to 1 disasters 6 hunger 2 pollution 7 loneliness 3 p. 24 3 homelessness 8 illiteracy 4 poverty 9 climate change 5 unemployment 1c 2d 3e 4f 5a 4 p. 24 Functions 12 p. 25 1 were/was, would play 2 would go, were 1 the music was too loud 3 would be, practised 2 the sound was terrible 4 would have, hadn’t wasted 3 they weren’t good enough 5 lived, would get 4 His voice was too loud 6 would move, didn’t have / wouldn’t move, had 5 the microphone was too close to his mouth 7 would make, went 6 It was too long and boring 33