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English 2 (ENG 2)

Teacher Guide & Syllabus

Incorporating Answers, Transcripts & Teaching Notes (Book 1)

Contents PagePROGRAM OVERVIEW........................................................................................................................... 4

Course Structure................................................................................................................................... 4

Course Duration.................................................................................................................................... 4

Alignment with the Common European Framework..............................................................................4

Learner Outcomes for English 2...........................................................................................................4

Assessment in English 2....................................................................................................................... 5

METHODOLOGY..................................................................................................................................... 6

Education Philosophy........................................................................................................................... 6

The Role of the Learner........................................................................................................................ 6

The Role of the Teacher....................................................................................................................... 6

Teaching Processes............................................................................................................................. 6

Formative Assessment Process............................................................................................................7

Summative Assessment Process..........................................................................................................7

Teaching Grammar Across Levels........................................................................................................8

ASSESSMENT REQUIREMENTS...........................................................................................................9

Speaking Assessment Task S1: Non-Guided Exchange......................................................................9

Speaking Assessment Task S2: Individual or Paired Oral Presentation...............................................9

Listening Assessment Task L1: Listening Techniques........................................................................10

Reading Assessment Task R1: Reading Techniques.........................................................................10

Reading Assessment Task R2: Reading Comprehension..................................................................10

Reading Assessment Task R3: Language in Use: Vocabulary and Grammar....................................11

Writing Assessment Task W1: Series of Connected Simple and Compound Sentences....................11

Writing Assessment Task W2: Paragraph..........................................................................................12

Writing Assessment Task W3: Report................................................................................................13

PERFORMANCE DESCRIPTORS.........................................................................................................14

ENG1 Performance Descriptors for S1: Non-Guided Exchange.........................................................14

ENG1 Performance Descriptors for S2: Individual or Paired Oral Presentation..................................15

ENG1 Performance Descriptors for W1: Series of Connected Simple and Compound Sentences.....16

ENG1 Performance Descriptors for W2: Paragraph...........................................................................17

ENG1 Performance Descriptors for W3: Report.................................................................................18

SYLLABUS............................................................................................................................................ 19

Unit 1: Tales from the street................................................................................................................20

Unit 2: Pack your bags!.......................................................................................................................21

Unit 3: It’s a bargain!..........................................................................................................................22

Unit 4: Health..................................................................................................................................... 23

Unit 5: Who’s to blame?..................................................................................................................... 24

Unit 6: When we were very young......................................................................................................25

APPENDICES........................................................................................................................................ 26

APPENDIX 1: ERROR CORRECTION KEY..........................................................................................27

APPENDIX 2: ANSWERS AND TRANSCRIPTS – UNITS 1 - 7.............................................................28

UNIT 1 ANSWERS................................................................................................................................. 28

UNIT 1 TRANSCRIPTS.......................................................................................................................... 33

UNIT 2 ANSWERS................................................................................................................................. 39


UNIT 3 ANSWERS................................................................................................................................. 50


UNIT 4 ANSWERS................................................................................................................................. 61


UNIT 5 ANSWERS................................................................................................................................. 72


UNIT 6 ANSWERS................................................................................................................................. 85


READING TEXT 1.................................................................................................................................. 92

READING TEXT 2.................................................................................................................................. 92

LISTENING 1......................................................................................................................................... 92

WRITING 1............................................................................................................................................. 92

READING TEXT 3.................................................................................................................................. 92

LISTENING 2......................................................................................................................................... 92

READING TEXT 4.................................................................................................................................. 93

LISTENING 3......................................................................................................................................... 93

READING TEXT 5.................................................................................................................................. 93

WRITING 2............................................................................................................................................. 93


PROGRAM OVERVIEW

Course StructureThe English 2 (ENG 2) Course is an intensive program designed to equip students with the English language and academic skills required for future tertiary study.

It is a full-time course offered in seven week modules. The weekly study load consists of 18 hours in-class tuition. Each seven week module comprises 7 units.

Course DurationAn approximate minimum of 300 hours of teaching and learning at each level is required. To assist satisfactory progression, supplementary independent study, both guided and self-paced is recommended.

Alignment with the Common European Framework English 1 aligns with the Common European Framework

ENG 2 Pre-Intermediate level approx. IELTS 4.0 CEFR A2/B1

Learner Outcomes for English 2By the end of English 2, students who complete the level will be able to:

Speaking

S1 Participate in a non- guided exchange on general topics of at least 4 minutes.

S2 Give an individual or paired oral presentation of on a given topic where an individual turn is at least 3 minutes.

Listening

L1 Identify gist, main ideas and specific details and demonstrate comprehension of a general or academic listening text appropriate to pre-intermediate level.

Reading

R1 Apply appropriate reading techniques to identify gist, main ideas and specific details in written general or academic texts appropriate to pre-intermediate level.

R2 Show comprehension of written general or academic texts appropriate to pre-intermediate level.

R3 Demonstrate vocabulary and grammatical knowledge appropriate to pre-intermediate level

Writing

W1 Write a series of connected simple & compound sentences on selected topic.

W2 Write a paragraph of at least 150 words.

W3 Write a report of at least 150 words using factual information from given sources.

English 2: Teacher Guide v.1.0 of 96

Assessment in English 2To successfully complete ENG2 students must undertake a series of tasks that test their ability to use English for academic studies.

Students can be awarded one of two grades:

Grade Symbol

Meets Requirements MR

Does Not Meet Requirements DR

Students must achieve MR in each of the four macro-skill areas: Speaking, Listening, Reading and Writing in order to successfully complete the level and be eligible to move to the next level.

The grades allocated to outcomes are based on the results of assessment tasks. Students absent for a Formative Assessment, receive an N/A (Not Assessed).

Students absent for a Summative Assessment receive a DR, unless the relevant documentation is provided for special consideration.

Assessment ScheduleFormative assessment tasks for each skill Speaking, Listening, Reading and Writing need be provided in each unit.

Summative AssessmentSummative assessment will be in the form of a series of tests. Formal assessment will take place twice in English 1. Below is a table explaining which learner outcomes will be assessed in the mid-semester and end of semester exam.

While all outcomes will be tested in Speaking, Listening, Reading and Writing in both the mid-semester and end of semester exams, the degree of difficulty will reflect the stage of students’ learning.

ENG2

Outcomes Mid-Semester Exam End of Semester Exam

Speaking S1 Non-Guided exchange S2 Individual or Paired Oral Presentation

Listening L1 Listening techniques L1 Listening techniques

ReadingR1 Reading techniquesR2 Reading comprehensionR3 Language in Use: Grammar and Vocabulary

R1 Reading techniquesR2 Reading comprehensionR3 Language in Use: Grammar and Vocabulary

Writing

W1 Series of Connected Simple and Compound SentencesW2 Paragraph

W2 ParagraphW3 Report


METHODOLOGY

Education PhilosophyThe approach to English language pedagogy that underpins this syllabus is based on a social constructivist paradigm, which emphasises the individual needs of the learner and the importance of context to the process of learning. The dominant teaching method is Communicative Language Teaching (CLT), but multiple methods are used to adapt teaching to the needs of all learners in all contexts. This approach to methodology is best described as “eclectic pragmatism” which, to an extent, provides teachers and institutions with the philosophical basis for adapting methodology to suit the variety of situations in which English language teachers find themselves. We may refer to this as a reflexive approach to communicative language teaching.

The Role of the LearnerIn order to learn English well, students should aim for becoming an independent learner. They must try to:

- work alone when they can

- work with other students when the teacher asks them

- understand what they need to do to be successful

- give work to the teacher when asked

- study outside the English classroom – at home

- finish homework on time

- ask the teacher for help

The Role of the TeacherThe teachers need to provide supportive learning environment to maximise learning opportunities. Every teacher will:

- Help students when asked

- Give feedback to students on their work and mark homework to help learning

- Engage with students to make lessons as interesting as possible

Teaching ProcessesThe learner outcomes and elements will be taught through:

- awareness raising activities

- analysis of model texts

- controlled practice activities

- scaffolded assistance moving towards independent production

- a process of teaching-assessing-teaching

- a process of encouraging students to self-correct with teacher assistance.


Formative Assessment Process Effective formative assessment is at the heart of effective teaching. The intention is to enable students and teachers to make adjustments and modifications to the way they work.

Although formative assessment is more effective when delivered to individual students, in large classes formative assessment can be delivered in a collective way to the whole class or groups within the class.

Formative assessment

- can be immediate and on the spot or involve a delay of a day or two.

- designed to guide learning

- be regular and comprehensible to students.

Formative assessment with very large classes is challenging and requires a different approach. It may not be practical to provide constant ongoing feedback to individual students but it must be given to groups or teams and, through the use of technology or overhead projectors, to the entire class. It is possible for teachers to select both correct and incorrect examples of spoken and written language to deal with in this way.

In English 1 &2 four formative assessment tasks in each of macro skills (Speaking, Listening, Reading and Writing) are scheduled in every Unit of the Course Book.

Summative Assessment Process The intention of summative assessment is to inform the student, teacher and the Centre of a student’s readiness to progress. All summative assessment tasks are standardised, moderated and approved by Quality Unit.

In English 1 &2 assessment of Productive skills, Speaking and Writing, is completed using Performance Descriptors. These analytical descriptors are used to measure student's aptitude on a by matching the student's performance against a set of criteria.

Speaking Descriptors address the following criteria: Task Fulfilment, Fluency and Coherence, Grammatical Range and Accuracy, Lexical Range and Accuracy and Pronunciation and Intelligibility. Peer assessment is also strongly encouraged.

Writing Descriptors address the following criteria: Task Fulfilment, Coherence and Cohesion, Grammar Range and Accuracy and Lexical Range and Accuracy.

In English 1&2 the assessment of Receptive skills, Listening and Reading, are assessed summatively through Centre Achievement Tests.


Teaching Grammar Across LevelsThe English 1 & English 2 courses focuses on the tasks and activities which learners will engage in for communicating in English language/ academic contexts; therefore, this grammar syllabus is only given as a guide to be used where appropriate and where necessary. The teacher is not expected to cover all of the items, instead the teacher will need to conduct needs analysis with the class to determine which of these suggested functional language items the students most need to learn. Appropriate items should be chosen from the lists below for each level. It is recommended that the teacher look for opportunities in the listening and reading texts to teach these grammar points in context.

English 1 (ENG1)Am, are, is

Present Simple for questions and negatives

Countable and Uncountable: how much/many, some/any, much/many

Past simple: regular verbs

There is/was

Comparative and superlative adjectives

Prepositions of time and place

Pronouns: subject, demonstrative and possessive

Articles: a/an

Plural nouns

Modals of ability: can / could

Future with “going to” for making plans

Adverbs of frequency: always, often, never

Transition signals: first, then after that

English 2 (ENG2)Consolidation of grammar from the previous level and:

Modals of obligation (present): should/must/have to

Simple past questions and negatives

Present continuous vs. Present simple

Past simple (irregular verbs) questions and negatives

Present perfect with for and since

Adverbs

Future forms: will and will not for predictions and decisions

Articles: a/an, the

Countable and uncountable nouns with too much/many, too

Determiners: enough, both, neither and either


ASSESSMENT REQUIREMENTS

Speaking Assessment Task S1: Non-Guided Exchange

AimsThe purpose of the task is to demonstrate discussion skills in a non- guided exchange on general topics of at least 4 minutes.

OverviewStudents participate in an exchange of ideas and opinions in groups on a selected topic. Individual contribution of each student should be of at least 2 minutes in total. Discussions should take place in front of the class and practice discussions arise from course materials. Students are given the topics only one day before the discussion is due.

Task FulfilmentTask Requirements - Individual turn is at least 2 minutes in total

- Students find and prepare information on a selected topic- Responses are spontaneous , not memorised or read utterances, there

is little reading from notes

Genre Features Evidence of:- entering into discussion, taking turns, interrupting politely- giving and supporting an idea or opinion with relevant examples - responding relevantly and politely to another student’s opinion- asking another student for clarification and asking others to respond- maintaining some eye contact with group members

Speaking Assessment Task S2: Individual or Paired Oral Presentation

AimsThe purpose of the Oral Presentation Task is to assess student’s ability to outline, prepare and present a 3 minute oral presentation about a selected topic using visual aids.

OverviewStudents give a researched pair (weeks 1-5) or individual (weeks 6-10) oral presentation of at least 3 minutes on a selected topic and answer questions from a teacher. In weeks 6-10 the presentation should be individual and present on the same topic as the Report.

Task FulfilmentTask Requirements - Finding information on selected topic individually or in pairs by

collecting responses to own-designed survey of 8 about questions- Speaking about topic for at least 3 minutes- Speech is spontaneous , there is little reading from notes

Genre Features - Presenting findings in front of the class - Using PowerPoint (compulsory) - photographs, video, audio, realia are

optional

Possible Presentation Topics:1. University life (course name, study techniques, study advice, etc)

2. Everyday life (family, favourite foods, travel experiences, part time jobs, free time activities, etc)

Choose an issue in the media and ask other students’ opinions and views


Listening Assessment Task L1: Listening Techniques

Aims This task tests students’ ability to comprehend a general or academic listening text by demonstrating understanding of the gist of the topic, main ideas and specific details through a series of multiple-choice questions.

Task FulfilmentTask Requirements - Students can complete the test tasks related to unfamiliar listening texts

- The listening texts will be heard only once

Text Features - The text will be at a slow but fluent speed- Not all vocabulary is familiar- Questions- Several multiple choice options

Reading Assessment Task R1: Reading Techniques

Aims This task tests students’ ability to apply reading techniques to a text with some unfamiliar vocabulary.

Task FulfilmentTask Requirements - Students can identify the main ideas of a reading text

- Students can use reading techniques to answer specific questions about the text

- Students can manage their time efficiently to complete all sections of the reading assessment

Text Features - A pre-intermediate reading text that includes some unfamiliar vocabulary- Real world texts including maps, charts and timetables

Reading Assessment Task R2: Reading Comprehension

Aims This task tests students’ ability to demonstrate comprehension of a text with some unfamiliar vocabulary.

Task FulfilmentTask Requirements - Students can identify details in a reading text

- Students can show comprehension of a text by demonstrating general and specific understanding through multiple-choice questions

- Students can manage their time efficiently to complete all sections of the reading assessment

Text Features - A pre-intermediate text that includes some unfamiliar vocabulary- Simple diagrammatical text (maps, graphs, tables)


Reading Assessment Task R3: Language in Use: Vocabulary and Grammar

Aims This task tests students’ ability to demonstrate accurate knowledge of grammar structures covered in the course.

Task FulfilmentTask Requirements - Students can demonstrate a knowledge of grammatical structures in cloze

sentences where some vocabulary is unfamiliar - Students can manage their time efficiently to complete all sections of the

reading assessment

Text Features - A pre-intermediate text that includes some unfamiliar vocabulary

Writing Assessment Task W1: Series of Connected Simple and Compound Sentences

Aims The purpose of the writing a series of sentences task is to assess ability to narrate, compare, describe or instruct using correctly formed, punctuated and connected sentences on the same topic.

OverviewStudents write sentences on a topic provided by their teacher. Where possible the topic should relate to the work covered in the syllabus, either personal or familiar, or based on provided information in the form of notes or images.

Task Fulfilment

Task Requirements - The text must be approximately 100 words in 20 minutes- Information is presented in the student’s own words- Ideas presented can be followed with minimal strain on the reader

Genre Features Evidence of:- using grammar, sentence patterns and cohesive devices appropriate to

rhetorical pattern (narration, comparison, description, instruction)- combining two to three independent clauses with correct punctuation:

independent clause [,] + coordinating conjunction + independent clause [.]- using the coordinating conjunctions: and, but, or, so to logically connect

independent clauses


Writing Assessment Task W2: Paragraph

Aims The purpose of the task is to assess ability to compose a descriptive, narrative or process analysis paragraph on a given topic.

OverviewStudents write paragraphs on a topic provided by their teacher. Where possible the topic should be either personal or familiar, or based on provided information in the form of notes or images; it should also relate to the work covered in the syllabus

Task FulfilmentTime Allocation 40 minutes

Task Requirements - The text must be approximately 150 words- Information is presented in the student’s own words- Ideas presented can be followed with minimal strain on the reader- A topic sentence which includes a topic and a controlling idea must be

included- Three or four supporting sentences must be evident- The writing should demonstrate understanding of the writing principle of unity

i.e. one idea in each paragraph

Genre Features Evidence of using grammar, sentence patterns and cohesive devices appropriate to rhetorical pattern (narration, description, process analysis) e.g.1. time-order e.g.: in a narrative, biography, history, in instructions and

processes2. sequencing transition signals (first, after that, before, during, in the

morning etc)3. listing characteristics e.g. in a description

Narrative paragraphsA narrative paragraph tells a story: following a clear time sequence will make the information easier to follow for the reader. Students need to pay special attention to details that the reader needs to know in order to make sense of the story and focus only on the details of the story that prove the point.

Process Analysis paragraphs A process analysis paragraph explains a procedure or breaks down the steps of a process. Details are usually organized chronologically; sometimes process analysis can be a long chain of cause and effect relationships. The student needs to be sure to explain the significance of the order of the steps to the reader.

Descriptive paragraphsIn a descriptive paragraph, specific sensory details are used to create a clear image of a subject for the reader: sight, sound, touch, taste, and/or smell. Students should be taught to choose a pattern of organization; if they were to describe how something looks, for example, they might want to organize the description moving from top to bottom or perhaps from left to right.


Writing Assessment Task W3: ReportAims The purpose of this task is to assess ability to express and interpret factual information in the student’s own words using the formal structure of a basic report.

OverviewStudents write an individual report of at least 150 words from given sources: these could be information noted from a listening text, provided written notes and/or student’s own notes made from a reading text.

This task is done outside class as homework and students have 2 weeks to complete it. Students select a topic in consultation with their teacher. Please note that in weeks 6-10 the Oral Presentation should be on the same topic as the Report.

Task Fulfilment

Task Requirements - The text must be at least 150 words- Time allocation: 2 weeks- Ideas and arguments presented can be followed with minimal strain on the

reader

Genre Features - There must be at least 3 relevant sections- Headings outline the elements which the student has selected- Ideas are grouped. (e.g. sentences related to appearance are grouped

together)- At least one diagram or graph relevant to the topic is appropriately described- Researched information is presented in the student’s own words- An impersonal style is attempted- A cover sheet with a topic, name, ID number and due date- A list of sources is included


PERFORMANCE DESCRIPTORS

ENG1 Performance Descriptors for S1: Non-Guided ExchangeMR DR

1. Task FulfilmentTask Requirements

1.1 Individual turn is at least 2 minutes in total1.2 Students find and prepare information on a selected topic1.3 Responses are spontaneous, not memorised or read

utterances, there is little reading from notesGenre Features

1.4 entering into discussion, taking turns, interrupting politely1.5 giving and supporting an idea or opinion with relevant

examples 1.6 responding relevantly and politely to another student’s opinion1.7 asking another student for clarification and asking others to

respond1.8 maintaining some eye contact with group members

- Requirements of the tasks are mostly fulfilled.- Appropriate genre features are mostly used.

- Requirements of the tasks are not fulfilled.- Appropriate genre features are rarely used.

2. Fluency and Coherence - Ideas on a range of familiar topics are expressed clearly but with some strain on the listener.

- Most utterances are provided spontaneously and naturally with some unnecessary hesitations.

- Ideas on a range of familiar topics are not expressed clearly.

- Utterances are not provided spontaneously and naturally, are largely memorised with frequent hesitations.

3. Grammatical Range and Accuracy - Grammatical control of *level-appropriate structures is mostly maintained.

- Grammatical control of *level-appropriate structures is attempted but not maintained consistently.

4. Lexical Range and Accuracy - An adequate range of level-appropriate vocabulary is used but some errors occur in meaning.

- A limited range of level-appropriate vocabulary is used and many errors occur.

5. Pronunciation and Intelligibility - Pronunciation sometimes impedes communication.

- Word stress, sentence stress & intonation patterns are mostly correct though may put strain on the listener.

- Pronunciation frequently impedes communication.- Word stress, sentence stress & intonation patterns

put considerable strain on the listener.

ENG1 Performance Descriptors for S2: Individual or Paired Oral PresentationMR DR



1.1 Finding information on selected topic individually or in pairs by collecting responses to own-designed survey of 8 about questions

1.2 Speaking about topic for at least 3 minutes1.3 Speech is spontaneous , there is little reading from notes

Genre Features1.4 Presenting findings in front of the class 1.5 Using PowerPoint (compulsory) - photographs, video, audio,

realia are optional



2. Fluency and Coherence - Ideas on a range of familiar topics are expressed clearly but with some strain on the listener.

- Most utterances are provided spontaneously and naturally with some unnecessary hesitations.

- Ideas on a range of familiar topics are not expressed clearly.

- Utterances are not provided spontaneously and naturally, are largely memorised with frequent hesitations.


- Grammatical control of *level-appropriate structures is attempted but not maintained consistently.

4. Lexical Range and Accuracy - An adequate range of level-appropriate vocabulary is used but some errors occur in meaning.

- A limited range of level-appropriate vocabulary is used and many errors occur.

6. Pronunciation and Intelligibility - Pronunciation sometimes impedes communication.

- Word stress, sentence stress & intonation patterns are mostly correct though may put strain on the listener.

- Pronunciation frequently impedes communication.- Word stress, sentence stress & intonation patterns

put considerable strain on the listener.


ENG1 Performance Descriptors for W1: Series of Connected Simple and Compound SentencesMR DR


1.1 The text must be approximately 100 words in 20 minutes1.2 Information is presented in the student’s own words1.3 Ideas presented can be followed with minimal strain on the

reader



Genre Features1.4 using grammar, sentence patterns and cohesive devices

appropriate to rhetorical pattern (narration, comparison, description, instruction)

1.5 combining two to three independent clauses with correct punctuation: independent clause [,] + coordinating conjunction + independent clause [.]

1.6 using the coordinating conjunctions: and, but, or, so to logically connect independent clauses

2. Coherence and Cohesion - Ideas on general topics are mostly developed logically at a text level, although some errors occur.

- Paragraphs have main ideas and most supporting sentences are relevant.

- Discourse markers are used to connect ideas at a sentence, paragraph and a text level, although some errors occur.

- Ideas on general topics are not developed logically at a text level.

- Paragraphing not attempted OR Paragraphs do not have main ideas and lack relevant supporting sentences.

- Discourse markers are rarely used appropriately to connect ideas at a sentence, paragraph and a text level.


- Simple and compound structures are used accurately.

- Punctuation is used but some errors occur.

- Grammatical control of *level-appropriate structures is rarely maintained.

- Frequent errors with simple and compound structures cause significant strain on the reader.

- Punctuation errors occur frequently.

4. Lexical Range and Accuracy - An adequate range of level-appropriate general vocabulary is used but some errors occur.

- Spelling errors may occur which occasionally interfere with comprehension.

- A limited range of level-appropriate general vocabulary is used and many errors occur.

- Spelling errors occur consistently and significantly interfere with comprehension.


ENG1 Performance Descriptors for W2: ParagraphMR DR


1.1 The text must be approximately 150 words1.2 Information is presented in the student’s own words1.3 Ideas presented can be followed with minimal strain on the

reader1.4 A topic sentence which includes a topic and a controlling idea

must be included1.5 Three or four supporting sentences must be evident1.6 The writing should demonstrate understanding of the writing

principle of unity i.e. one idea in each paragraph



Genre Features1.7 Evidence of using grammar, sentence patterns and cohesive

devices appropriate to rhetorical pattern (narration, description, process analysis) e.g.a) time-order e.g.: in a narrative, biography, history, in

instructions and processesb) sequencing transition signals (first, after that, before,

during, in the morning etc)c) listing characteristics e.g. in a description


















ENG1 Performance Descriptors for W3: ReportMR DR


1.1 The text must be at least 150 words1.2 Time allocation: 2 weeks1.3 Ideas and arguments presented can be followed with minimal

strain on the reader



Genre Features1.4 There must be at least 3 relevant sections1.5 Headings outline the elements which the student has selected1.6 Ideas are grouped. (e.g. sentences related to appearance

are grouped together)1.7 At least one diagram or graph relevant to the topic is

appropriately described1.8 Researched information is presented in the student’s own

words1.9 An impersonal style is attempted1.10 A cover sheet with a topic, name, ID number and due date1.11 A list of sources is included


















Syllabus


Unit 1: Tales from the street

Outcomes

Reading Understand sequence of events in a text

Writing Use appropriate tenses to describe a photograph/picture.

Listening Understand and follow a set of directions on a mapDistinguish between routine and temporary activities

Speaking Explain a set of directionsDescribe what is happening in a picture/photographTalk about invitations and party plans

Content

1. Grammar - Present continuous (& present simple)- Directions including prepositions of movement- Punctuation (commas in lists)

2. Vocabulary - (Present continuous) verbs for activities- Prepositions of time in sequenced events- Giving directions- Clothes- Invitations/party plans

3. Reading Tasks - Reading for topic and main ideas with short answer questions from texts- Formative Assessment: read to understand a sequence and read for

details

4. Writing Tasks - Make sentences that accurately differentiate between the use of the present continuous and the present simple

- Formative Assessment: write a paragraph to describe a photograph/picture [80-100 words]

5. Listening Tasks - Listen for directions and make notes- Formal Assessment: distinguish between routine activities and

temporary states in short listening

6. Speaking Tasks - Describe what is happening in a series of pictures - Formative Assessment: explain directions and share information

about location in an information gap exercise

7. Pronunciation - Review: discrimination of sounds/ minimal pairs. Focus on sound set ‘f/v’ egg. ‘leaf’ ‘life’ ‘leave’ could also focus on vowel sounds engaged by this language set.


Unit 2: Pack your bags!

Outcomes

Reading Understand the main ideas in a letterIdentify the topic sentences and main ideas of a letter

Writing Organise details into basic paragraph structure

Listening Listen for information about travel experiencesUnderstand advice about travel to make decisions

Speaking Make requests and complaints about travel related experiencesGive someone advice about their travel preparations/plans in a presentation

Content

1. Grammar - Determiners (enough, not enough, both, neither)- ‘Should’ for advice (including negative structure)

2. Vocabulary - Countable & uncountable nouns - ‘Containers’ egg. a bar of soap- Phrases to express complaints/requests

3. Reading Tasks - Locate the topic sentence and determine the main idea in a paragraph- Formative Assessment: Find specific information in a longer text

with reference to topic sentences and main ideas

4. Writing Tasks - Introduction to series of connected sentences (paragraph structure)- Writing simple topic sentences that include a main idea- Formative Assessment: Write about a travel experience including

two separate paragraphs demonstrating a topic sentence about two different topics [100 words]

5. Listening Tasks - Listen for the main ideas in a short listening- Match an extended idea to the main topic- Formative Assessment: Listen to people give advice about travel in

their country

6. Speaking Tasks - Discuss what you are packing for a holiday using determiners - Formative Assessment: Give people advice about a holiday in your

country in a group presentation- Make requests/complaints to staff in a hotel or aeroplane

7. Pronunciation - Stress patterns in short phrases- Sounding polite


Unit 3: It’s a bargain!

Outcomes

Reading Read for specific detail in texts about shopping habits and in advertising textsSynthesise information from two texts and complete notes

Writing Write a report about shopping customs in your country

Listening Take guided notes from an interviewListen for specific information in a shopping exchange

Speaking Participate in a shopping exchange

Content

1. Grammar - Will for spontaneous decisions- Might- Quantifiers (too much/too many) with countable & uncountable nouns- Comparative adjectives

2. Vocabulary - Shopping- Quantifiers/ language of degrees- Matching and categorizing vocabulary

3. Reading Tasks - Read about shopping customs in different cultures - Read for details in advertisements - Reading prices- Recognising topics of paragraphs- Formative Assessment: synthesise information from two texts and

complete notes

4. Writing Tasks - Creating advocacy materials on a given topic - Formative Assessment: Use relevant notes from the reading and

listening tasks to write a short report about shopping customs in a foreign country (120-140 words)

5. Listening Tasks - Listen for specific information in a shopping exchange- Formative Assessment: take guided notes reflecting the key

information in an interview

6. Speaking Tasks - Discussing shopping habits- Prepare a debate about the advantages and disadvantages of Internet

shopping- Formative Assessment: participate in a role-play about

shopping/bargaining

7. Pronunciation - Pronunciation of letters ‘gh’


Unit 4: Health

Outcomes

Reading Read for specific informationFind details to support the main idea

Writing Create an information posterWrite an email describing your/another’s health problems

Listening Recognise the context of a spoken exchangeListen for specific information in administrative contexts Listen for specific information in a conversation

Speaking Participate in a discussion about possible treatment for medical conditions Role play a doctor’s appointment

Content

1. Grammar - Imperatives for advice

2. Vocabulary - Health language- Parts of the body- Describing illness- Reporting results of a survey- Doctors surgery

3. Reading Tasks - Formative Assessment: scan a medical brochure for specific information - Find details to support the main idea

4. Writing Tasks - Formative Assessment: write an email of apology in which you describe a health problem and the treatment recommended, and rearrange the event you are cancelling [100 words]

5. Listening Tasks - Formative Assessment: listen for specific information to complete a form- Listen for specific information in a conversation to complete information in a

note table

6. Speaking Tasks - Participate in a discussion about health treatments- Give reasons for your opinion using information from a listening/reading task- Formative Assessment: role play at a doctor’s surgery

7. Pronunciation - Minimal pairs /i/ and /i:/

TUELC Book 3: Teacher Guide v.1.0 of 96

Unit 5: Who’s to blame?

Outcomes

Reading Understand the events in a news report/storyFind details to support the main ideas in a text

Writing Write detailed descriptions of people and situations related to a crimeWrite a short narrative about a crime

Listening Identify information about particular people in a crime storyTake simple notes from a listening

Speaking Enquire about past events and arrange them in a time sequenceTell a dramatic narrative and participate in a crime related role-play

Content

1. Grammar - Adverbs - Relative Clauses (who/which)- Adjectives with –ing and -ed- Past continuous (& past simple)

2. Vocabulary - Crime (nouns & verbs)- Time sequencing words (while, when)

3. Reading Tasks - Read for specific detail - Formative Assessment: demonstrate comprehension of a crime story by

reading for supporting detail on order of events

4. Writing Tasks - Write a description of people related to a crime, including additional information through relative clauses, adverbs and adjectives

- Formative Assessment: write an invented narrative about a crime [100-120 words]

5. Listening Tasks - Identify specific information- Formative Assessment: listen to a news report to identify particular

information about a person and take simple structured notes

6. Speaking Tasks - Find out about past events- Discuss a ‘who done it’ scenario giving reasons for your preferred suspects- Formative Assessment: role play with a police officer and

witness/suspect

7. Pronunciation - Intonation on ‘Wh’ questions


Unit 6: When we were very young

Outcomes

Reading Read about ways of life in the past and how they have changed and make inferences about a word, situation, thing or person

Writing Write about the differences in your lifestyle or beliefs between your childhood and now

Listening Listen to someone describe their childhood and identify a range of ideas/information related to a main idea and make inferencesListen and take notes to support main ideas related to past and present events

Speaking Compare information on a variety of lifestyle subjects between two different time periods

Content

1. Grammar - ‘Used to’ and ‘would’- Time sequencing (for, during, until)- Reference links

2. Vocabulary - Conjunctions- Past time phrases- Childhood- Technology- none, all, one - a few, a couple, half, most

3. Reading Tasks - Read about ways of life in the past and how they have changed and make inferences

- Organise and make notes from a text- Formative Assessment: skim and scan a text on technology, identify main

ideas and specific information and infer meaning of new words

4. Writing Tasks - Formative Assessment: write one paragraph about what you used to do when you were a child and one paragraph about what you do now (140 words)

5. Listening Tasks - Listen to someone describe their childhood and identify a range of ideas/information related to a main idea

- Make inferences about a word, situation, thing or person- Attribute information to the correct time frame- Formative Assessment: listen and take notes to support main ideas

related to past and present events

6. Speaking Tasks - Compare information on a variety of subjects between two different time periods

- Talk about your childhood- Formative Assessment: report/explain results from a class survey

comparing past and present events

7. Pronunciation - Intonation: the effect of stress on meaning


Appendices


APPENDIX 1: ERROR CORRECTION KEY

Symbol Type of error Example of error Corrected example

P punctuation Who is it.I live in taif.

Who is it?I live in Taif.

sp spelling My neam is Sara. My name is Sara.

^ missing word or words

She is student. ^They went hotel. ^^

She is a student.

They went to a hotel.

wo word order woHow you are? How are you?

gr grammar

grShe have a cat. She has a cat.

gr How much students are in the class?

How many students are in the class?

ww wrong word wwCan you drive a horse? Can you ride a horse?

sv subject/verb

svShe walk to school She walks to school.

sv

He are in Semester 1. He is in Semester 1.

vt verb tense vtI go to Jedda yesterday.

I went to Jedda yesterday.

/ word not needed

I live in the Taif.I live in Taif.


APPENDIX 2: ANSWERS AND TRANSCRIPTS – UNITS 1 - 7

Unit 1 AnswersSECTION 1Activity 1

(answers will vary)

Adjectives: angry, furious, irritated, surprised

The man is shouting.

Activity 2

a. are smiling

b. am watching

c. are staying

d. is having

e. is sleeping

f. am doing

g. are standing

h. is playing

Activity 3

i. She isn’t having dinner. She’s having breakfast

j. They aren’t watching TV. They’re reading a book.

k. She isn’t sleeping. She’s studying.

l. They aren’t playing soccer. They’re doing exercise.

m. He isn’t writing an email. He’s playing computer games.

n. He isn’t swimming. (many possibilities here). He is playing tennis.

o. They aren’t watching TV. (many possibilities here). They’re cooking.

p. She isn’t talking to friends. (many possibilities here). She’s shopping.

Activity 4

a. Where are you sitting?

b. What are you doing?

c. What is your teacher reading at the moment?

d. Why are you smiling?

Activity 5

a. What do you drink every day?

b. What are you drinking?

c. Everyday I take the bus.

d. Today I am / I’m not taking the bus.

e. I am /I’m phoning my mother.

f. On Mondays I phone my mother.

Activity 7

a. The first street parties were in July 1919.

b. They celebrated the signing of the Versailles peace treaty.

c. Because the weather is good.

d. 5500 streets had parties to celebrate the recent Royal Wedding.

e. People play party games.

Activity 8

a. False

b. False

c. True

d. True

e. False

f. False

g. True

Activity 9

If possible, show student the Tug of War game on this link:http://www.youtube.com/watch?v=ADMtCfmJY0s&feature=related

http://www.youtube.com/watch?v=5x0N5KG_6Gw&feature=relate

Activity 10

Possible questions for the Tug of War Grammar game:

What is the past tense of swim?

Can you spell.......?

Prepare a list of questions prior to class. You could focus on recurrent grammar problems in your classroom, or use the game for review.

Activity 11-13

Students can do for homework – bring in photo and description next day. Warmer – show a partner your picture – describe it/ask questions about partner’s picture

Point out the grammar in each section- simple past/present continuous/present simple


http://www.youtube.com/watch?v=5x0N5KG_6Gw&feature=relate

http://www.youtube.com/watch?v=ADMtCfmJY0s&feature=related

Paragraph 1: Events that happened in the past.

Paragraph 2: Events that are happening right now.

Paragraph 3: Events that happen always/often.

SECTION 2Activity 1

a. trousers

b. jeans

c. shorts

d. a skirt

e. a dress

f. a shirt

g. a T- shirt

h. boots

i. shoes

j. trainers

k. a coat

l. a jacket

m. socks

n. a jumper

o. a scarf

p. baseball cap

q. a hat

r. a tie

s. a belt

t. a suit

Activity 2

a. trousers, shirt , hat

b. skirt, tights, shoes, jumper

c. shorts, T- shirt

d. shirt, tie, jacket

e. trousers, shirt , shoes

f. jeans, jumper, boots

Activity 3

a. Today she’s wearing her blue jeans (,) a red shirt and new trainers.

b. Everyday I brush my teeth (,) have a shower and then have breakfast.

c. On Fridays I go to university by bus (,) have class (,) go out for lunch with friends and don’t get home before 7pm.

d. Look at that boy! He’s playing soccer (,) eating an ice cream and listening to his iPod all at the same time!

e. There are so many things I like eating but my favourite fruits are apples(,) bananas (,) grapes and melons.

Activity 5

Sarah – picture c

James- picture b

Melanie- picture a

Callum - picture d

Activity 6

Q1. b

Q2.c

Q3.d

Q4.d

Q5.d

Q6.b

Q7.c

Q8.d

Q9.b

Q10.d

Activity 9

a. a tailor

b. a miner

c. a label

d. heat

e. a rivet

f. a pocket

g. a trade fair

h. a partnership

i. to emigrate

j. to sew

Activity 10

Description of picture (answers vary)

The horses are trying to pull apart a pair of jeans.

Activity 11

a-3

b-1


c-4

d-5

e-2

Activity 13

a. false

b. false

c. false

d. true

e. true

f. false

g. false

h. true

SECTION 3Activity 2

Places you can see:

museum, sports centre, market, school and park

Activity 3

Number 2

Number 6

Number 8

Activity 6

Before the activity, explain ‘at’, ‘on’ and ‘by’ in time phrases. ‘At’ is used for time, e.g. at five pm. ‘On’ is used for dates and days of the week, e.g. on the 5th of November, on Saturday. ‘By’ is used to indicate something to be done on or before that date or time, e.g. by Friday, by 5pm.

a. 14th February

b. 28th February

c. 24th April

d. 10am

e. 12 noon

Activity 8

a. West

b. South

c. East

d. North

Activity 9

a. distance marker

b. tram route

c. golf course

d. tram stop

e. train station

Activity 10

a. Firstly,

b. run

c. follow

d. After that

e. Next

f. head

g. Finally

h. cross

Activity 11

SECTION 4Activity 2

Ask students to put their pens down, turn to page 35 and study the picture for two minutes. Then ask them to return to the picture on page 30 and identify the three missing objects in this second picture (answers below).

Three things missing are:

a. chocolates

b. a watch

c. a gift/ present

All items

keys lipstick handbag watch

present/ gift cake coke iPod

mobile hairbrush tissues hat

balloons purse/wallet camera chocolates

Activity 3

a. gifts- present


b. donated- gave

c. criticised-disagreed with

d. siblings- brothers and sisters

e. finest- best

f. staff – employees

g. throw a party- have a party

h. posted – put

Activity 4

1. c

2. a

3. b

Activity 5

a. He’s a rapper/singer.

b. He received a car and a cheque.

c. People thought that the present was a lot/too expensive for a 16-year-old.

d. The party was in a stately home in England.

e. Twelve people worked on the flowers.

f. ... because there was a lot of damage at the party.

g. He posted an open invitation on the MySpace website.

Activity 6

If possible,watch the YouTube site for pronunciation. Otherwise, listen to the track.

http://www.engvid.com/english-pronunciation-f-v/

Activity 7

Instructions for bingo game.

Students choose nine of the words from the list in Activity 6 and write them in the table. They listen to the track for the words and cross them out if the words are in their table. When they have a complete line, call out Eureka!

Activity 8

a. Hi Paul. Would you like to go to lunch to tomorrow?

That sounds lovely, thank you.

b. Hi Katy. How about going shopping this afternoon?

I’m really sorry but I’ve got something else on.

Activity 9

a. go to a restaurant

b. He’s working.

c. 7 o’clock

d. in front of Angelo’s restaurant

Activity 10

a. about going

b. I’m sorry

c. going this

d. sounds good

e. would you like

f. I’ll see you

Activity 11

Teachers notes. Set up students in rows. One row stays in position. The other row moves one space each time an invitation is made.

Activity 13

a. false

b. false

c. true

d. false

e. false

f. true

Activity 14

a. Sally was the last person to arrive.

b. Jill’s sister is studying in Paris.

c. True

d. Jill’s Italian teacher works at the City Centre Language School.

e. Jill is learning Italian because she’s going to go on holiday to Rome next year.

f. True

Activity 15

a. Hi Sally, I’m really pleased you could come.

b. Wow, thanks for inviting me Jill.

c. I’d like you to meet my sister.

d. Anyway, let me introduce you to them both.

SECTION 5Activity 1

a. are having

b. are ... wearing

c. is listening

d. do ... do

e. are ... drinking

f. is sleeping


http://www.engvid.com/english-pronunciation-f-v/

g. do ... read

h. is waving

Activity 3

Some possible sentences are:

The little boy is kicking a soccer ball.

The man is wearing a white shirt, a blue denim jacket and black trousers.

Go straight on Market Street and turn left at the roundabout.

Activity 4

b

Activity 5

Q1 a

Q2.c

Q3.c

Q4.a

Q5.d

Q6.b

Q7.d

Q8.d

Activity 6

Likes/Dislikes Reason

Teenager 1 Likes Likes the colour and all students are the same.

Teenager 2 Likes It’s easy to put on, and you don’t have to think.

Teenager 3 Dislikes They’re horrible, ugly and uncomfortable.

Activity 7

Destination

Speaker 1 9

Speaker 2 11

Speaker 3 1

Speaker 4 5

Activity 9

a. 3

b. 1

c. 5

d. 4

e. 7

f. 6

g. 2


Unit 1 Transcripts Track 1.1

Instructor: In Pictures one and two the sun is shining and the weather is warm. In Pictures one and two, little flags are flying in the wind. People are having fun because it’s a street party in celebration of the Royal wedding. It’s a big street party and there are people of all ages.

In Picture one a little girl with long dark hair is running down the street looking for her parents. A man and woman are sitting talking. The woman is wearing a crown on her head. There are a lot of people standing and talking.

In Picture two there are no tables and no chairs. A line of people are pulling a rope very hard. A little boy is trying to help. There are some people standing who aren’t playing the game. They are watching and supporting.

Track 1.2

a. trousers b. jeans c. shorts d. a skirt

e. a dress f. a shirt g. a T- shirt h. boots

i. shoes j. trainers k. a coat l. a jacket

m. socks n. a jumper o. a scarf p. baseball cap

q. a hat r. a tie s. a belt t. a suit

Track 1.3

Instructor: a. John is wearing long, black trousers with a white shirt and a black hat.

b. Joanne is wearing a blue skirt and blue tights with new blue shoes and a red jumper.

c. Sam is wearing summer clothes because it’s hot. He’s wearing shorts and a T- shirt.

d. Fred is having an interview. He looks very nervous. He’s wearing a shirt and tie with a smart black jacket.

e. Eric and Phil are walking in the mountains. They are wearing trousers, a light shirt and walking shoes.

f. Jenni is going to a party. She’s wearing jeans and a jumper with lovely black boots.

Track 1.4

Sarah: Hello, I’m Sarah and I love my uniform. It’s comfortable and practical. I wear a white shirt and black trousers. I also wear a back bow tie which I think looks smart.

James: Hi, my name’s James. I hate my uniform. I wear a red and white striped shirt, red trousers and a red and white cap.

Melanie: Hi, my name’s Melanie. Every day at work I wear blue trousers and a blue shirt. Over this I wear a long white coat. Sometimes I wear a white hat.

Callum: Hi, I’m Callum. I’m proud to wear my uniform. It’s green and black for camouflage. The shirt and the trousers are made of the same material. I wear a cap and big black boots which are great when it’s cold outside.


Track 1.5

Sarah: Tonight’s a very special night because it’s our wedding anniversary. My husband and I got married five years ago. He’s taking me to a very expensive restaurant with beautiful sea views. I’m wearing a long black dress with black shoes. I’m also wearing a green scarf to add some colour. My husband likes the colour green. He says it matches the colour of my eyes.

James: Today’s a very special day because I’m graduating from university. I studied engineering for five years and now I’m a qualified engineer. I’m wearing a long black gown with a special flat hat that all the students will throw in the air at the end of the presentation ceremony. Under the black gown I’m wearing black trousers and a white shirt so I’m ready to go to the student party afterwards.

Melanie: I’m so excited because today it’s my birthday. This afternoon my friends are taking me on a special picnic so I’m wearing casual clothes. I’m wearing a purple shirt with my new pair of jeans that I bought last week. We will be walking so I’m also wearing a comfortable pair of trainers. I love wearing purple because it’s a colour that always makes me feel happy.

Callum: This morning I’m not wearing my uniform because I’m going for a job interview. I have to look very smart so I’m wearing a suit and tie. I don’t usually wear a tie so it’s feeling a bit uncomfortable. This morning I woke up early to get everything ready. It took me ten minutes to polish my black shoes and now they are lovely and shiny. I know that I’m looking good now. I just hope that I can answer the questions they ask me. I’ve always wanted to be a policeman.

Track 1.6

Instructor: a. A tailor is a person who makes clothes.

b. A miner is someone who works underground to get coal and minerals.

c. A label is a small piece of paper or cloth attached to an article to show its origin, owner or contents.

d. Heat can also mean temperature.

e. A rivet is a metal piece that holds two things together.

f. A pocket is a small attachment on clothes to put things in.

g. A trade fair is an event where manufacturers from a particular industry show their new products.

h. A partnership is two people working together.

i. To emigrate is to go and live in another country.

j. To sew is to use a needle and cotton to make something.

Track 1.7

Conversation 1

Mary: Excuse me!

Passer – by: Yes?

Mary: Where is the post office, please?

Passer – by: It’s in North street. Go straight on London Street past the intersection and the roundabout. Turn left at the next intersection and it’s just after the pedestrian crossing on the right.

Mary: Thank you.

Passer – by: That’s all right.


Conversation 2

John: Excuse me!

Passer – by: Yes?

John: Can you tell me the way to the bank, please?

Passer – by: Erm ... let me see. Yes, go straight on and turn left at the intersection. Then take the first road on the right. The bank is on your left. It’s not far.

John: So, down here, left at the intersection and first road on the right.

Passer – by: That’s right.

John: Thanks a lot.

Conversation 3

Lisa: Excuse me!

Passer – by: Yes?

Lisa: Can you tell me the way to the hospital, please?

Passer – by: Yes, of course. Go straight on, turn right at the intersection and then left at the traffic lights. Go past the market on the right. Then take the second road on your right. The hospital is on your left.

Lisa: Thank you.

Passer – by: No problem.

Track 1.8

Instructor: If you are planning to enter the Smithton Fun Run, there are a number of things you should do. First, you must register your interest with the Smithton Fun Run hotline. You must do that before the 14th February.

After you have registered your interest, a fun run package will be mailed to you. This includes details of the run and includes an application form. Once you receive your fun run package, you must complete the application form. Application forms must be completed by the 28th February. If your application is not received by the 28th, you will not be allowed to enter the run. You then need to prepare yourself for the run and it’s important that you are fit enough and train regularly.

Between the time of completing your application and the day of the race, you should have a regular training programme. The date of the race is the 24th April. You must arrive at 10am to register your name and collect a race number. You will begin the line up at 11.30am and at 12 noon exactly the race will begin.

Track 1.9

Samantha: Hello, I’d like some information about the route the Smithton Fun Run is going to take.

Man: Ok. What would you like to know?

Samantha: Well, I’ve got the map here, but I can’t understand everything. First of all, where is the run going to start?

Man: That’s easy. It will start in exactly the same place as it’ll finish on Polar Road.

Samantha: Good. Ok. Well, can you tell me, what is that place on the top of the map that says Royal Park? There’s a sort of black egg shape next to it. Is that the train station?

Man: Yes, that is the symbol for a train station, so you are right. That is Royal Park train station.


Samantha: Ok, and look, near to the train station there are some triangles with numbers next to them. What are they?

Man: The triangles are tram stops and each tram stop has a number.

Samantha: Oh,yes. I can see tram stops numbers 25 and 26 close to the station, oh, and also tram stop number 22 on the west side of the map but this triangle has another symbol next to it that looks a bit like a tram and there are some numbers as well, 55 and 68. What are they?

Man: Yes, the picture of the tram is the symbol for a tram route. The numbers 55 and 68 next to it are the numbers of the trams that follow that route. As you can see, trams 55 and 68 follow the tram route that goes south towards Montpellier Parade.

Samantha: Yes, I can see the tram route. Thanks. Now look near the tram route on the west side of the map. There’s a number one inside a circle. What does that mean?

Man: The circles with the numbers inside are the distance markers. Number one is the first distance marker. It means competitors have completed 1 km of the run. At each distance marker there will also be a drinks stop.

Samantha: Great! Thanks. Oh, and just one more thing. If I look at the eastern side of the map I can see the name Parkways and then there is a symbol of a ball with a flag on top of it.

Man: A ball with a flag on top of it. That’s the symbol for a golf course.

Samantha: A golf course. Oh, yes. Well, thanks for your help.

Track 1.10

Speaker A: Welcome to the Smithton Fun Run Route Finder. This is a recorded message of the route giving full details of the route that the Smithton Fun run will take. The start and finish of the race will be at exactly the same place which is on Poplar Road close to the zoological gardens. For the first one and a half kilometres the route follows the boundary of the zoo. From the start the run will head north up towards Royal Park station and just before reaching the station will turn off in a westerly direction. The route will continue to tram stop number 25 and then it will follow the numbers 55 and 68 tram route down to the one kilometre marker. Here you will be able to stop for a quick drink break. From the one kilometre marker the route continues along the boundary of the zoo for about 150 metres before turning north-east and heading towards the zoo main entrance. From the main entrance the run will enter the zoo and follow a path around the cages until it exits by the same main gate. It then continues north-east still following the zoo boundary. It crosses Poplar Road and joins the walking track before it heads south-east towards the three kilometre marker. From the three kilometre marker the route follows the walking track east towards Poplar Road Junction. It then heads north along McCarty Avenue until reaching Griggs street. The route turns left into Griggs Street which it follows until it comes to the walking track. It then heads south-east following the walking track for about 300 metres when it turns back into the north-easterly direction and again follows the zoo boundary till it arrives at the finish.

Track 1.11

/f/ /v/

few view

ferry very

fine vine

fail veil

fan van

leaf leave

safe save


Track 1.12

save few leaf fan

fine leave veil view

fail ferry van vine

very safe

Track 1.13

a. Peter: Hi, Paul. Would you like to go to lunch to tomorrow?

Paul: That sounds lovely, thank you.

b. Katy: Hi, Katy. How about going shopping this afternoon?

Julia: I’m really sorry, but I’ve got something else on.

Track 1.14

Josh: Hi, David. How about going to a restaurant on Monday evening?

David: Hi, Josh. I’m sorry I can't. I have to work on Monday.

Josh: How about going this evening?

David: That sounds good, thank you. What time would you like to meet?

Josh: Is seven o’clock ok?

David: That’s great. Where would you like to meet?

Josh: In front of Angelo’s restaurant.

David: OK, I’ll see you then.

Track 1.15

Jill: Hi, Sally. I’m really pleased you could come. Come on in.

Sally: Wow, thanks for inviting me, Jill. It looks like I’m the last one to arrive.

Jill: Yeah. Everyone is having fun. Oh, I'd like you to meet my sister, Renai. She’s studying in Paris at the moment but she’s visiting me this weekend because it’s the holidays.

Sally: Oh. Which one is she?

Jill: She’s the tall girl wearing a black dress and a red scarf. She’s talking to my mother.

Sally: Oh, yes, I see her. And who is the other woman she is talking to, the one wearing a green jumper?

Jill: That’s my Italian teacher. She lives near here and works at the City Centre Language School.

Sally: I didn’t know you are learning Italian.

Jill: Yes, I started about six months ago. I’m thinking of going on holiday to Rome next year. The class is really fun. She’s an excellent teacher.

Sally: Where is the school?


Jill: You know the park? Well, after the park you turn left at the intersection and it’s on your right, opposite the new supermarket.

Sally: Oh, yes, I see where it is. I drive past there when I go to tennis on Monday evenings.

Jill: Anyway, let me introduce you to them both. I know that you will have lots of things to talk about.

Track 1.16

Speaker A: Hi, Sally. I’m really pleased you could come.

Wow, thanks for inviting me, Jill.

I’d like you to meet my sister.

Anyway, let me introduce you to them both.

Track 1.17

Teenager 1: In my school the uniform is a lovely blue colour. I love the colour blue. I think that school uniforms are a good idea because everyone is the same.

Teenager 2: I wear a school uniform every day and in general I’m happy about it. It is good for me because it’s easy to put on a school uniform in the morning because you don’t have to think when you wake up in the morning, you just put it on.

Teenager 3: I can’t understand why we have to wear school uniforms. They are horrible. They are ugly and uncomfortable. I would much prefer to wear jeans and a T-shirt.

Track 1.18

Speaker 1: To get to work I go straight on down London Street. At the intersection I turn right, then at the traffic lights I turn right again. My office is immediately on the left.

Speaker 2: Every morning I go straight on after the pedestrian crossing. I take the first road on the left and my work place is the first building on the left.

Speaker 3: I walk a long way to work. First, I go straight on at the intersection. At the roundabout I turn left and continue for five minutes .Then at the traffic lights I turn right. At the next intersection I turn left and my office is just past the museum on the right.

Speaker 4: My work place is ten minutes from my house. I go straight up London Street and then after the roundabout it’s the first building on the right.



a. perfume

b. make-up

c. clothes

d. deodorant

e. towels

f. a suitcase

g. a credit card

h. sunglasses

i. a backpack

j. shampoo and conditioner

k. soap

l. toothbrush and toothpaste

m. tissues

n. sunscreen

o. moisturizer

p. shoes

Activity 3

Countable singular Countable plural Uncountable

credit cardbackpacksuitcase

clothessunglasses

tissuesshoestowels

deodorantmoisturizer

soaptoothpastemake-up

sunscreenshampooperfume

Activity 5

a. a box of tissues

b. a tube of sunscreen

c. a bottle of perfume

d. a can of deodorant

e. a folder of documents

f. a packet of chewing gum

g. a carton of milk

h. a cup of coffee

i. a jar of sweets

Activity 6

Richard

I am a very hardworking businessman. I work in the city five days a week and sometimes on weekends. I don’t have much time to relax so when I go on holidays, I always go to a sunny beach. I try to do nothing on holidays, but I never travel without a folder of important documents. I usually go for a swim in the morning and then I check my messages just in case I need to do an hour or two of work before lunch. I think it’s better to take a folder with me on holidays so I can handle urgent problems quickly. I don’t find it relaxing if I am worrying about problems I will need to fix later. I never take any hair products on holidays. In fact, I never even use them because I don’t have much hair. It makes my life very easy although I have to remember to wear sunscreen or a hat. What I do take, however, is a sports bag of gym gear.

Mel

When I travel, especially overseas, I always take shampoo. I usually take a bottle of it because I don’t like using hair products in other countries. It always dries my hair. I also take my own can of deodorant. This makes my suitcase heavier, but I like to look my best everywhere I go. I also always carry a box of tissues with me on the plane. One thing I never take when I travel abroad, however, is perfume. I always buy a bottle of perfume when I go through customs because it’s cheaper than in the department stores in Australia. Magazines are also a very important thing for me to take when I travel, especially on a plane because I don’t like flying so reading helps me relax. Oh, and I always take a packet of chewing gum as well because I have problems with my ears when I fly so chewing gum stops the pain.

Sandra

When I go on holidays, I always take two suitcases; one for my clothes and one for my shoes. I never know what the weather is going to be like, what I’m going to do or who I’m going to meet so I like being prepared for all occasions. I also never forget to take my toothbrush and a tube of toothpaste. I hate the taste of the toothpaste in hotels and the tubes are always very small. I always take a tube of sunscreen as well because it can be very expensive to buy in other countries. I never forget to take my credit card as well. When I go on holidays, I never carry cash because I don’t want to look like a tourist. Someone may try to steal my bag. It’s easier for me to use my credit card and many places all over the world accept them nowadays. I have to be careful, however, that I budget and don’t buy too many souvenirs. I love shopping.

Fred

I am a teacher so I get lots of holidays during the year. When I go on holidays, I always go to the same place. My wife and I have a small house in the country. It’s very quiet and there are no shops, restaurants or roads. In fact, when we go there we rarely see other people because the closest house to ours is 1km away. We love going to the country because the air is fresher and it’s more peaceful than the city. The problem is when we go there we must take everything with us. We usually buy three cups of coffee every day. However, when we go to the country, we always have to take a jar of coffee, a carton of milk, a tube of toothpaste, a box of cereal, a packet of toilet paper, a bar of soap, a can of deodorant and my wife always takes a bottle of shampoo and conditioner. We also take cans of soup and packets of noodles to eat for lunch and dinner.


Activity 7

a. true

b. false

c. true

d. false

e. true

f. false

g. true

h. false

i. true

j. true

k. false

l. false

Activity 8

(Possible answers)

a. Canada (could be another place with snow)

b. Hawaii (could be another place with beaches)

c. Italy

d. Australia

e. Japan

f. England

g. Mexico

h. Cairo

Activity 9

a. Jack - Canada

b. Sarah – Australia

c. Rex – England

d. Mel – Hawaii

Activity 10

should shouldn’t

Jacktake a big jacket and warm boots wear woollen clotheswear a pair of sunglasses in the snow go shopping in Torontogo on a bus tour to Niagara Falls

wear cotton clothes

Sarahgo to the zoo take a lot of different clothes with youtake some winter clothes and some summer clothes

forget to take your cameracarry a lot of cashwalk around at night alone

Rexhave a cup of coffee try some pancakes visit the chocolate festival

go there in Decembervisit the London Eye

Tilly stay in a hotel on the beach take a lot of sunscreen give a tip to the waiter or waitress

order room servicego when it’s hot

Activity 11

Q1. a

Q2. d

Q3. d

Q4. c

Q5. d

Q6. d

Q7. b

Q8. d

Q9. c

Q10. d

Q11.a

Q12. d

Activity 12

Ask students to cover their partner’s page for this activity.

SECTION 2Activity 1

If the noun is plural, the verb can be singular or (in an informal style) plural.

a. Sushi and salad are both healthy.

Both sushi and salad are healthy.

Neither of them is unhealthy.

b. A turtle and an elephant are both slow.

Both a turtle and an elephant are slow.

Neither of them is fast. / Neither is fast.

c. Mr and Mrs Tanaka are both Japanese.

Both Mr and Mrs Tanaka are Japanese.

Neither of them is Australian. / Neither is Australian.

d. The pyramids and the Parthenon are both old.

Both the pyramids and the Parthenon are old.

Neither of them is new. / Neither is new.

e. Riding a motorbike and skiing are both dangerous.

Both riding a motorbike and skiing are dangerous.

Neither of them is safe. / Neither is safe.

f. The Bellevue Bay Resort and the Alpine Village Resort are both big.

Both the Bellevue Bay Resort and the Alpine Village Resort are big.

Neither of them is small. / Neither is small.


Activity 2

a. Both resorts are in Australia.

b. Neither of them is cheap.

c. Both resorts are 5 stars.

d. Neither of them has a tennis court.

e. Neither of them has a golf course.

f. Both resorts have a gym.

g. Neither of them is close to the airport.

h. Neither resort has an indoor pool.

i. Both of them have less than 50 rooms.

j. Neither resort has 24-hour room service.

Activity 3

(Some possible answers)

1. Both / Both of them have a/one restaurant.

2. Both / Both of them have a beach view from all the rooms.

3. Neither / Neither of them has free Internet access or movie channels.

4. Both / Both of them have small rooms.

5. Neither / Neither of them has big rooms.

Activity 4

Both Harry and Tim are Economics students and come from Australia. Both of them are going to graduate next year and go on a holiday. Neither of them is going to travel alone. Both of them are going with friends. Neither however is going to travel in Australia. Both of them are going to go abroad. Both of them are going overseas for three weeks, but neither of them is going to stay in a hotel because both think hotels are expensive. In addition, when they are on holidays, both want to meet new people from other countries so both of them are going to stay in hostels. Both of them are very excited about their holiday, but neither like flying. When they come back from their holiday, both of them are going to get a job and move out of home. Both are going to live in the city in an apartment. In the future, both want to travel abroad again.

Activity 5

a. Can you give me some advice, please?

b. Where should I stay?

c. How much do both the hostels cost?

d. Are both the hostels near the beach?

e. Is there a kitchen in both the hostels?

f. When should I go?

g. Should I take many winter clothes?

h. What should I do in California?

i. Should I take a credit card?

Activity 8

a. Of course.

b. hostel

c. $40 and $50

d. No, they aren’t.

e. Yes, there is.

f. September

g. No, you shouldn’t.

h. The Golden Gate Bridge

i. Yes, you should.

Activity 9

a. false

b. false

c. true

d. true

e. true

f. false

g. false

h. true

i. false

j. true

Activity 10

1. Where could you stay?

a. hotels

b. hostels

c. homestay

2. What should you do?

a. go to Melbourne zoo

b. visit Eureka Tower

c. go to Queen Victoria Market

3. When should you go?

a. between September and November

b. between December and March

c. shouldn’t go between May and August

4. What should you eat?

a. Asian food (Thai, Chinese, Japanese and Korean)

b. Italian

c. barbecue

What shouldn’t you do?

a. walk around city alone at night

b. catch taxis in the city


SECTION 3Activity 3

disgusting terrible horrible awful

tasteless bland unhelpful lazy

rude slow unfriendly

Activity 4

Susy: Good morning sir, how can I help you?

Dino: I’d like to make a complaint about this hotel.

Susy: Oh, I’m sorry sir, what seems to be the problem?

Dino: Well, the rooms weren’t clean enough, the food wasn’t cooked enough and the people who deliver room service weren’t polite enough.

Susy: I’m very sorry, sir. I can give you a free night of accommodation. Would you like that?

Dino: No thank you! I’d like to get my money back, please.

Susy: I’m not sure I can do that for you but I hope you do decide to come back sir. I promise this won’t happen again.

Dino: I’d like to speak to the manager, please.

Susy: Of course. Just one moment, please.

Activity 8

I’d like to make a complaint about the service, the food and my bill.

Activity 9

a. the service

b. the food

c. the bill

Activity 10

a. She arrived at the hotel last Friday morning.

b. There weren’t enough receptionists at the desk.

c. (Because) She couldn’t see the beach and there weren’t enough windows.

d. (Because) There weren’t any rooms left.

e. (Because) Every night her food was cold / food was terrible / meals not big enough.

f. She paid $480.

g. She asked for a refund.

h. It takes fifteen minutes.

i. No, she wasn’t.

j. Yes, she would.

Activity 11

/ə/ /ə/ /ə/

a. Excuse me, there seems to be a problem with

/ə/ /ə/

the heater.

/ə/ /ə/

b. I’d like potatoes and carrots with that, please.

/ə/ /ə/ /ə/ /ə/

c. I’m sorry. I can give you a refund and a free meal next time.

/ə/ /ə/ /ə/ /ə/

d. The shop assistant was so rude. Could I see

/ə/ /ə/

the manager, please?

/ə/ /ə/ /ə/ /ə/ /ə/

e. The waiter in the restaurant was terrible. I’d like my money back, please.

Activity 12

The words that join together are underlined here.

a. Excuse me , there seems to be a problem with the heater.


c. I’m sorry, I can give you a refund and a free meal next time.

d. The shop assistant was so rude. Could I see the manager, please?


SECTION 4Activity 1

Q1. b

Q2. a

Q3.

a. She was very confused about how to buy a ticket.

b. There was a group of very noisy young teenagersnext to her.

c. The train was delayed.


d. She got lost and couldn’t get out of the station.

Activity 2

a. 2

b. 5

c. 3

d. 1

e. 6

f. 4

g. 7

h. 8

Activity 3

Today I went shopping in the city and spent $500.

(topic) (main idea)

Activity 4

a. $250 (on ) black leather boots

b. $35 (on a) dress

c. $65 (on) Australian gifts/souvenirs

d. $150 (on a) necklace

Activity 5

Q1. b

Q2. d

Q3. (We usually look for main ideas in the body paragraphs. Therefore, paragraph 1 here refers to the second paragraph in the letter.)

Topic sentences:

Pargraph 1: Firstly, we went to London for six days.

Pargraph 2: After London, we went to France to see

some friends and visited Paris.

Pargraph 3: Then we went to Italy but we didn’t stay long

enough there.

Pargraph 4: Egypt was the next stop for us.

Pargraph 5: We are in Singapore at the moment.

Pargraph 6: ... I do have two important things to ask you.

Q4.

a. London

b. France

c. Italy

d. Egypt

e. Singapore

f. (Judy has two) important things to ask (Mark).

Activity 6

a. False

b. True

c. False

d. True

e. False

f. False

SECTION 5Activity 2

Neither the city of Melbourne nor the city of Dubai is new. Both were settled over two hundred years ago in the 1830’s. Neither of them is the largest city in their country but both of them are the second biggest cities in their country. Many tourists visit both Melbourne and Dubai every year. Shopping and horse racing are both popular activities in both Melbourne and Dubai. Trains, buses and taxis are popular in both Melbourne and Dubai. However, taxis can be expensive. Neither trains nor buses, however, are expensive in both countries. Neither Melbourne city nor Dubai city is far from the airport. It takes less than twenty minutes to travel from the airport to both of them.

Activity 3

Q1. b

Q2. b

Q3. c

Q4. b

Q5. a

Activity 4

a. True

b. False

c. False

d. False

e. True

f. True

Activity 5

Q1. c

Q2. Topic sentences

Paragraph 1: As you know, my first destination was

Venice so I could attend the Art Biennale.

Paragraph 2: After Venice, I flew over to the UK where

I had many friends to visit.

Paragraph 3: Probably the most worrying part of the

trip was when I nearly missed my plane

from Oxford to Paris.

Paragraph 4: I made a sudden decision, while I was in


Paris, to catch a flight to Berlin.

Q3. b

Q4. a

Q5. d

Q6. a

Activity 6

b. Finally, you can carry a lot of things in the back seat and the boot.

a. Firstly, trains are cheaper than other public transport.

a. You can relax and read a book or have a sleep.

b. Firstly, it is a convenient way to travel because you can go anywhere at any time.

a. However, sometimes they are very crowded and there are long delays.

a. Secondly, you do not have to concentrate on them.

b. In addition, you can listen to loud music and sing your favourite songs.

a. In addition, they are often faster because there are no traffic jams or traffic lights.

b. However, it can be annoying when the traffic is very busy.

b. Also, it is safer to use at night than public transport.



a. perfume b. make-up c. clothes d. deodorant

e. towels f. a suitcase g. a credit card h. sunglasses

i. a backpack j. shampoo k. soap l. toothbrush and toothpaste

m. tissues n. sunscreen o. moisturizer p. shoes

Track 2.2

a. a box of tissues f. a pack of chewing gum

b. a tube of sunscreen g. a carton of milk

c. a bottle of perfume h. a cup of coffee

d. a can of deodorant i. a jar of sweets

e. a folder of documents

Track 2.3

Jack: My last holiday was last January. I went to Toronto in Canada for two weeks.

Sarah: My trip to Victoria in Australia two months ago was the last holiday I had.

Rex: The last time I had a holiday was a year ago. I had a month off work and I travelled to London in England.

Tilly: I just arrived home yesterday from the best holiday on Waikiki Island in Hawaii.

Track 2.4

Jack: My last holiday was last January. I went to Toronto in Canada for two weeks. I had a fantastic time but the weather was freezing cold. The temperature was below 10°C every day and silly me, I didn’t pack many warm clothes. When you go to Canada in January, you should always take a big jacket and warm boots. You shouldn’t wear cotton clothes because cotton gets wet easily and doesn’t dry quickly so you feel colder. Therefore, you should wear woollen clothes. You should also wear sunglasses in the snow because fresh white snow is very bright and can burn your skin. You should go shopping in Toronto. There are many sales and winter clothes are cheap. You should also go on a bus tour to Niagara Falls. The tour costs $70 per person. It’s expensive but it’s such a beautiful place to see.

Sarah: My trip to Victoria in Australia 2 months ago was the last holiday I had. It was such a beautiful place to visit and there are so many things you can do there. When you go to Australia, you should go to the zoo. You can see over 200 Australian animals there including kangaroos, koalas, wombats and beautiful wild birds so you shouldn’t forget to take your camera. When you go to Victoria you should take a lot of different clothes with you. You should take some winter clothes and some summer clothes because the weather changes a lot every day. It can be sunny and warm in the morning but then cold and wet in the afternoon. Victoria is usually very safe but sometimes it can be unsafe so you shouldn’t carry a lot of cash and you shouldn’t walk around at night alone.

Rex: The last time I had a holiday was a year ago. I had a month off work and I travelled to London in England. I stayed with friends of mine so I had cheap accommodation. I went to London in December so the weather was really cold. It often rained and it even snowed one day. I ate some delicious food there. When you go to London, you should have a cup of coffee. I think it’s the strongest, sweetest and hottest coffee in the world. You should also try some pancakes. They are delicious. You should also visit the chocolate festival. I loved this festival but I ate too much chocolate cake. After that, I felt sick. I had a really good time in London but I don’t


think you should go there in December because it is cold and there isn’t much sunlight. The sun usually comes up at 9am and goes down at 4pm so the days are very short. You shouldn’t forget to visit the London Eye. It is a famous amusement ride and when you reach the top you can see all of London city. It’s open every day and costs about $25.

Tilly: I just arrived home yesterday from the best holiday on Waikiki Island in Hawaii. I went there with my best friend and we stayed on the 21st floor in a hotel for seven days. It had a lovely view. When you go to Hawaii you should stay in a hotel on the beach but you shouldn’t order room service because it is very expensive. You should also take a lot of sunscreen because in summer it is very hot. The temperature every day was about 35°C so we were very lazy on holiday. We relaxed by the pool every day and swam, read a book and slept. We didn’t go shopping or go on a tour or walk around the town because it was too hot. One thing that you should do in America is give a tip to the waiter or waitress when you go to a restaurant. I didn’t like doing that and it made our holiday more expensive. Overall however, we had a great time and I would like to go back to Hawaii but I don’t think I should go when it’s hot. Maybe next time I’ll go when it’s cooler. Then I can do more tours around the island.

Track 2.5

Travel agent: Good morning, Fun Escape Travel, Jenny speaking, how can I help you?

Harry: Yes hello, my name’s Harry. I’m going to California in America next year but I don’t know where to go or what to do. Can you give me some advice, please?

Travel agent: Of course. What would you like to know?

Harry: Mmmmm, I am a student and I don’t have a lot of money so I don’t want to stay in very expensive hotels. Where should I stay?

Travel agent: Well, there are many cheap places to stay in California. You don’t have to stay in a hotel. Many people, especially students, stay in a hostel. There are two hostels I’d recommend. They are the Sydneysider Hostel and the Hot Spot Hostel and both are a lot cheaper than a hotel.

Harry: How much do both the hostels cost?

Travel agent: Neither the Sydneysider Hostel nor the Hot Spot Hostel is over $50. The Sydneysider Hostel is $40 per night and the Hot Spot Hostel is exactly $50.

Harry: Oh, they both sound perfect. Now my next question is, are both the hostels on the beach?

Travel agent: No, neither of them is on the beach. They are both in the city centre. But both of them are near a bus station and it only takes 10 minutes on the bus to get to the beach. Oh, and the bus is free if you have a student card.

Harry: Ok, no problem. Is there a kitchen in both the hostels?

Travel agent: Yes, both of them have a kitchen so you can cook your own food. Both of them also have free Internet access and a TV room. However, neither has small private rooms. They are all big rooms and you have to share a room with five or six other people.

Harry: Oh really? Free Internet! That means I can email my parents every day. They are very worried about me travelling abroad so that’s great news. About the room, I don’t mind sharing with other people because it’s a really good way for me to meet new people. When should I go?

Travel agent: Well, if you want warm weather, I don’t think you should go in May because you never see the sun in May. It is always foggy and it is the coldest month of the year in California. The best time to go is in September because it is usually warm and sunny every day. However, at night it can get cold.

Harry: Ok, should I take many winter clothes?

Travel agent: No, you shouldn’t but you should take a warm jacket to wear at night.

Harry: OK. And what should I do in California?

Travel agent: Well, there are many things you should do in California. Do you like history and adventure?

Harry: Yes, I do.


Travel agent: Ok, then well I think you should visit the Golden Gate Bridge and Disneyland. Both are very historical places to visit in California. The Golden Gate Bridge especially is very famous. It was built in 1937 and it is the longest bridge in the world. It is also free. Disneyland is also very old and it was built in 1955. It is, however, very expensive so I don’t think you should go there because you don’t have much money.

Harry: Thanks for the advice. Finally, should I get a credit card?

Travel agent: Yes, you should. Don’t you have one now?

Harry: No, I don’t.

Travel agent: Well, neither the Sydneysider Hostel nor the Hot Spot Hostel carries cash so you do need to get a credit card. Also California is quite safe, but I don’t think you should carry a lot of cash with you because sometimes it can be dangerous, especially at night.

Harry: Thanks so much for your help. I’d like to book five nights at the Sydneysider Hostel, please.

Track 2.6

Renai: Good morning, everyone. My name is Renai and today I am going to talk about why you should visit Melbourne.

There are five parts to my presentation. First, I will talk about where you should stay. Then I will talk about what you should do. After that, I will talk about when you should go and what you should eat. Finally, I will talk about what you shouldn’t do in Melbourne.

Firstly, where could you stay?

You can stay in different types of accommodation in Melbourne. There are more than 400 hotels and more than 30 hostels in Melbourne. Hostels are cheaper than hotels but hotels are more comfortable and luxurious than hostels. You can also stay in a homestay house. This is good because you can stay with a local family, meet local people, eat homemade food and practise your English more. Homestay houses are also safer than hostels and more comfortable than hotels.

Next, what should you do?

The first thing I think you should do is go to the Melbourne Zoo. You can see many Australian animals at the zoo including koalas, kangaroos, birds and reptiles. You should also visit Eureka Tower. Eureka Tower is the tallest building in Melbourne. It is 300 metres tall. You can go to the top and take pictures of Melbourne city. Finally, you should go the Queen Victoria Market. At the market, you can buy souvenirs, clothes, jewellery, handbags, fresh fruit and vegetables and try many different local foods. It’s the most popular and the cheapest market in Melbourne.

Next, when should you go?

People who like warm weather, horse racing and Australian Rules Football should go to Melbourne between September and November. People who like hot weather should go to Melbourne between December and March because the beaches are beautiful. I don’t think you should go to Melbourne between May and August because it’s usually cold and wet. You can’t go to the beach and it’s difficult to go sightseeing.

Next, what should you eat?

There are many different types of food in Melbourne from different countries. I think you should go to Chinatown and try different Asian foods including Thai, Chinese, Japanese or Korean. You should also go to Lygon Street. You can eat lots of Italian food there. Finally, you should have a barbecue. Barbecues are very popular in Melbourne and many families have a barbecue in their backyard. In summer they often cook a barbecue and eat together outside. The most popular food to cook on a barbecue is sausages. Many people in Melbourne eat barbecued sausages in bread with tomato sauce.

Finally, what shouldn’t you do?

Melbourne is very safe but sometimes bad things happen so you shouldn’t walk around the city alone at night. Also, you shouldn’t catch taxis in the city because they are very expensive. Trains, trams and buses are cheaper and more convenient.

In conclusion, Melbourne is a great city and there are many things to see and do so you should go there because it is a fun and exciting city. However, you should also be careful. That is the end of my presentation


today. Thank you for listening.

Track 2.7

Customer: Excuse me, there seems to be a problem with my food. It’s cold.

Waiter: I’m sorry, sir. Would you like another meal?

Customer: Yes, please. Thank you.

Track 2.8

disgusting terrible horrible awful

tasteless bland unhelpful lazy

rude slow unfriendly

Track 2.9

Susy: Good morning sir, how can I help you?

Dino: I’d like to make a complaint about this hotel.

Susy: Oh, I’m sorry sir, what seems to be the problem?

Dino: Well, the rooms weren’t clean enough, the food wasn’t cooked enough and the people who deliver room service weren’t polite enough.

Susy: I’m very sorry, sir. I can give you a free night of accommodation. Would you like that?

Dino: No, thank you! I’d like to check out and get my money back, please.

Susy: I’m not sure I can do that for you, but I hope you do decide to come back, sir. I promise this won’t happen again.

Dino: I’d like to speak to the manager, please.

Susy: Of course. Just one moment, please.

Track 2.10

Instructor: a. Excuse me, there seems to be a problem with the heater.


c. I’m sorry, I can give you a refund and a free meal next time.

d. The shop assistant was so rude. Could I see the manager, please?


Track 2.11

Daniel: Good morning Fantastic Foods Restaurant, Daniel speaking.

Joe: Yes, good morning, my name’s Joe and I’d like to speak to the manager, please.

Daniel: Yes, I’m the manager. How can I help you, Joe?

Joe: I’m sorry to trouble you, but I’d like to make a complaint about your restaurant.

Daniel: OK, what seems to be the problem?


Joe: Well, I actually want to talk to you about three problems.

Daniel: Oh dear. Please continue.

Joe: OK, the first problem was the service. Last Monday I rang your restaurant and spoke to a waiter about reserving a table for 15 people for last Thursday at 1pm. I had to organise a lunch for the managers in my company. However, when we arrived at the restaurant, there were only 12 seats at the table. The restaurant was very busy so there wasn’t enough room to make a bigger table for us so we had to sit outside. Then we waited for over an hour before the waiters brought us our lunch. My guests were very hungry and annoyed.

The second problem I had was with the food. I ordered 15 sandwiches, 15 pies and 10 pizzas but there weren’t enough sandwiches or pies served. The chef only made 10 sandwiches and 10 pies. Also, the sandwiches were very dry and the pies weren’t hot enough.

Finally, the coffee was terrible. It was neither hot nor sweet enough. Also the milk tasted strange. I don’t think it was fresh enough. Overall, I was very embarrassed and upset because everyone had an awful time and didn’t enjoy their lunch.

Daniel: Oh I’m so very sorry to hear that. What can I do, Joe? Would you like a free meal next time?

Joe: No, I wouldn’t. In fact, I don’t think I’ll come to your restaurant again.

Daniel: I understand. Would you like your money back instead?

Joe: Yes, please. The lunch cost $320 and I paid with my credit card.

Daniel: No problems, sir. What is your credit card number and I will refund the total cost for you today.

Joe: Thank you. My credit card number is 0099 6565 2323 4441.

Daniel: Sorry, was that 0099 6565 2332 4411?

Joe: No, it’s 0099 6565 2323 4441.

Daniel: Ok sorry, sir. No problems. I’m going to refund the money to you when I get off the phone, but I hope you do visit us again. I promise the problems won’t happen again.



a. buy

b. try on

c. pay

d. spend

e. browsing

Activity 5

a. a pharmacy

b. a bank

c. a clothes shop

d. a post office

Activity 6

a. help

b. have

c. three

d. change

e. Canada

f. five hundred

g. browsing

h. jumpers

i. try

j. four

k. $1.20

Activity 7

a. too young

b. too many

c. too much

d. too many

Activity 9

a. What size are you? Normally I’m a size ten.

b. Can I try these on, please?

Of course, the changing room is over there.

c. Do you have these in a bigger size?

I’m sorry, that’s the last pair.

d. Do you have this in a smaller size?

Yes, we have a size ten and a size twelve.

e. Do they fit? Yes, they’re really comfortable.

f. Where do I pay? Over there at the counter.

g. How do you want to pay?

By credit card, please.

Activity 10

Shop assistant: a, e, g

Customer: b, c, d, f

Activity 12

It’s a charity shop. It sells clothing, books, toys, kitchenware, DVDs, CDs, furnishings, furniture etc.

Activity 13

a. three

b. noun

c. countable

Activity 14

a. 2

b. 3

c. 4

d. 1

e. 6

f. 5

Activity 15

a. charity

b. sick

c. disabled

d. kitchenware

e. furnishings

f. donate

g. staff

h. volunteers

i. used

j. outfit

Activity 17

a. RSPCA

b. Oxfam

c. British Heart Foundation

d. Cancer Research UK

e. Barnardos


Activity 18

For this activity you will need to provide the groups with a large piece of paper to draw a poster on. When the students have drawn their charity posters, put them on the walls of the classroom with a collection box underneath. Then give each student an imaginary piece of paper with £100 on it. They choose which collection box they are going to put their money into, but they can’t put it in their own! The group with the most money is the winning charity.

SECTION 2Activity 4

a. bakery

b. household products

c. shopping trolley

d. aisle

e. basket

f. dairy products

g. checkout

h. meat counter

i. shelves

j. fish counter

k. deli

l. frozen food

Activity 5

a. trolley

b. bakery

c. deli

d. dairy products

e. aisle

f. checkout

g. frozen food

Activity 6

a. eggs

b. aisle seven

c. two

d. middle shelf

e. Do you have a self-service checkout?

f. near the exit door

Activity 7

a. ’ll try on

b. ’ll go

c. ’ll open

d. ’ll call

Activity 8

a. is going to have

b. ’ll help

c. is going to have

d. I’m not going out

e. ’ll open

Activity 9

Ask students to cover their partner’s page so they can’t look at the prices on their partner’s page.

Five products are cheaper in Stone’s Supermarket.

Six products are cheaper in Rocky’s Supermarket.

(Tea is cheaper in Rocky’s Supermarket.)

Activity 10

d

Activity 11

b

Activity 12

a. False

b. True

c. False

d. True

e. False

f. False

g. False

h. True

Activity 13

Mystery shopper = Shadow shopper

a. What does a mystery shopper do?

- go to shops, test service

- write a report

b. Why be a mystery shopper?

- great way to earn money

- good to get paid to shop

c. How often?

- 4-6 jobs a week.

d. Dress:

- casual clothes/dress smartly

e. Examples of jobs/assignments:

- test drive Porsche


- go to restaurant

- go to hairdresser

Activity 14

List of possible words:

trolley

shopping basket

checkout

aisle

shelf

shopping bag

food

shampoo

drinks

queue

Activity 15

a. grey

b. blue

c. no

d. 3

e. 5

f. red and white

g. two

h. melons/apples/peaches/pears (any three)

SECTION 3Activity 1

a. How often do you use the Internet?

b. What is your favourite Internet site?

c. Do you know the Internet site eBay?

Activity 2

a. started

b. changed

c. wanted

d. was

e. bought

f. is

g. is growing

h. make

i. buy

j. was

k. put

Activity 3

Q1. b

Q2. d

Q3. c

Q4. d

Activity 4

Q1. b, d, a, c

Q2. at a red light

Q3. half an hour ago

Q4. nothing

Q5. by cash

Q6. his car and $1000

Activity 5

A variety of answers are acceptable here.

a. An example of a good use of eBay is people who sell things and then donate the money to charity.

b. An example of a bad use of eBay is a man who sold a stolen car on eBay.

c. Police advice to people who use eBay is to be very careful and to pay electronically, not by cash.

Activity 6

a. daughter

b. hated

c. sell

d. donated

e. lunch

f. stories

g. surprised

h. bought

i. $1000

j. easier

Activity 7

Before this activity, teach students how to spell ‘Paypal’.

Reading 1: Another example is an American man who sold his motorbike for $80,000. He donated the money to Oxfam.

Reading 2: And remember to use Paypal to make payments. It’s safe, fast and global.

Activity 8

a. I might go

b. might win


c. might not go

d. might rain

e. might be

f. might come

Activity 10

Silent gh /f/

eight rough

fought laugh

fight enough

right

Activity 12

a. $40

b. $450

c. $7500

d. $80

e. $6000

f. $1250

g. $1010

h. $1200

Activity 13

Students can have an informal debate or small group discussions about the topic.

SECTION 4Activity 1

a. 37

b. 9am

c. 5.30pm

d. 10am

e. 4pm

f. Sundays

g. 10am

h. 4pm

i. January 1st

Activity 2

j. 2700

k. 14

l. 30%

m. 150,000

Activity 3

a. false

b. false

c. true

d. false

e. true

f. true

g. true

Activity 4

It attracts around 30 million visitors each year.

SECTION 5Activity 1

a. 6

b. 1

c. 3

d. 2

e. 5

f. 9

g. 7

h. 8

i. 12

j. 4

k. 11

l. 10

Activity 3

a. There are too many people.

b. He is too tired.

c. There are too many people on the horse/the man is too big.

d. The spoon is too big/The bowl is too small.

e. There is too much water.

Activity 4

Play this as a whole class activity first. Teacher thinks of a word. If it is a five-letter-word, e.g. drink, the teacher writes 5 dashes on the board _ _ _ _ _. Ask the students to guess any of the 5 missing letters by calling one letter out at a time. If the letter is in the word, write it down e.g. (_ _ i _ _). If the letter isn’t in the word, the teacher draws one line on the sad man following the numbers on the sad man. If the sad man is finished before the students guess all the five letters, the teacher wins. After the first round, students can play the game with their partner.

Activity 5

1. Traditional shops in India

2. Millions using the Internet


3. Young adults spend time online

4. Favourite websites

5. Payment difficulty in India

Activity 6

1. b

2. d

3. b

4. c

5. a

6. c

Activity 7

You will need to play this listening at least three times for students to get all the information. Pause after each section to give students time to write their notes.

Title

Shopping in Australia

a. Introduction

Australians like to shop!

b. Shopping Times

9am to 5:30pm weekdays

9am to 4 or 5pm Saturday and Sundays

Banks closed Saturdays and Sundays

c. Special Days

shops closed New Year’s Day (1st January)

d. Supermarkets

supermarkets in every town

two main supermarkets

open between 6am and midnight seven days a

week

can shop online

e. Markets

most towns have a market

can buy fresh fruit ,meat, fish and beautiful cheeses

most markets open at weekend but close two days in week

f. Online shopping

Australian consumers shop online

save time, money and energy

g. Things you should know when shopping in Australia

can’t bargain

can’t smoke in any shops

take own shopping bag

Australians friendly and helpful, ask for help



Conversation 1

Assistant: Good morning. Can I help you?

Customer: Yes. I need some toothpaste, please.

Assistant: We have two flavours, mint and strawberry.

Customer: I’ll have the mint one, please.

Assistant: Here you are. That’s three dollars, please.

Conversation 2

Customer: Can you help me? I’m going abroad and I need to change some money.

Assistant: Certainly, where are you going?

Customer: Canada.

Assistant: How much do you want to change?

Customer: Five hundred dollars, please.

Conversation 3

Assistant: Good morning, madam. Can I help you?

Customer: No, I’m just browsing, thanks.

Assistant: We have some lovely new jumpers in store. They just arrived from our shop in Milan.

Customer: Really? Oh well, maybe I’ll try one on then!

Conversation 4

Customer: Good morning. Can I have four stamps for postcards to England, please?

Assistant: Here you are. They’re one dollar twenty each, so that’s a total of $4.80.

Customer: Thank you.


Track 3.2

a.

Assistant: What size are you?

Customer: Normally I’m a size ten.

b.

Customer: Can I try these on, please?

Assistant: Of course, the changing room is over there.

c.

Customer: Do you have these in a bigger size?

Assistant: I’m sorry, that’s the last pair.

d.

Customer: Do you have this in a smaller size?

Assistant: Yes, we have a size ten and a size twelve.

e.

Assistant: Do they fit?

Customer: Yes, they’re really comfortable.

f.

Customer: Where do I pay?

Assistant: Over there at the counter.

g.

Assistant: How do you want to pay?

Customer: By credit card, please.

Track 3.3

a. bakery b. household products c. shopping trolley d. aisle

e. basket f. dairy products g. checkout h. meat counter

i. shelves j. fish counter k. deli l. frozen food


Track 3.4

Customer: Excuse me, I’m looking for eggs.

Shop assistant: They are in aisle seven next to the meat counter.

Customer: Thank you. I also need to buy some shampoo.

Shop assistant: You will find shampoo in aisle two just after the household products on the middle shelf.

Customer: Great! And one final question, do you have a self service checkout?

Shop assistant: Yes, we do. It’s the last checkout near the exit door.

Customer: Thank you for your help.

Shop assistant: It’s a pleasure. Happy shopping!

Track 3.5

Radio presenter: And today’s guest is Pete Hermshaw, who has a very surprising job - he’s a mystery shopper.

Good morning, Pete. First of all, can you explain to our audience, what exactly is a mystery shopper?

Pete: Hi Kate. Well, it’s a question a lot of people ask me. Another name for a mystery shopper is a shadow shopper. What we do is really divided into two parts. First, we go to shops to test the service that we get and then we write a report so the shop can get better.

Radio presenter: When did you start being a mystery shopper?

Pete: Well, I started 15 years ago when I was a student because I didn’t have a lot of money, and I didn’t have much time to work because I was studying. It’s a great way to earn money when you don’t have a lot of time. Many people do this job because they love shopping, and it’s good to get paid to do something you love doing. Often this is the case for women.

Radio presenter: Isn’t it usually girls who do this job?

Pete: Many people think that, but it’s not actually true. In the company I work for, Undercover Testers, there are 450 mystery shoppers and 200 of them are male.

Radio presenter: How many jobs do you do in a week?

Pete: It depends, but normally between four and six a week. This is a normal rhythm for most mystery shoppers.

Radio presenter: Do you wear a uniform?

Pete: No, we wear casual clothes, but we must dress smartly.

Radio presenter: What is the best mystery shopper job that you did?

Pete: I was very excited when Undercover Testers asked me to go and test drive a Porsche. I always dreamed of having a Porsche and it was fun to drive one.

Radio presenter: Did you give them a good report?

Pete: Yes, I did. The service was excellent and very friendly.

Radio presenter: What was the worst mystery shopper job that you did?

Pete:Well, I had not one but two bad experiences. Two years ago I had to go to a new Greek restaurant and have dinner. The food was awful and the waiter was very rude. I didn’t give them a good report!! Last year I went to a hairdresser and asked to have a little cut, but they cut my hair really, really short. It was terrible!


Track 3.6

Instructor: a. How often do you use the Internet?

b. What is your favourite Internet site?

c. Do you know the Internet site eBay?

Track 3.7

Instructor: Reading 1

a. Princess Beatrice is the oldest beep of Prince Andrew.

b. Some people liked her hat, but others beep it.

c. Princess Beatrice decided to beep the hat on eBay.

d. She beep the money to two charities.

e. A Chinese businessman bid $2.1 million in June 2008 to have beep with a billionaire.

Reading 2

f. EBay isn’t always about beep with a happy ending.

g. Steven was beep because he was wearing his seatbelt.

h. Steven replied, “Yes, I beep it half an hour ago on eBay.”

i. Steven lost two things that day: his car and beep.

j. It is beep to recover any losses if you pay using a credit card.

Track 3.8

Instructor: Reading 1: Another example / is an American man / who sold his motorbike / for $800,000. / He donated the money / to Oxfam.

Reading 2: And remember to / use Paypal / to make payments. / It’s safe, / fast and global.

Track 3.9

Instructor: eight fought rough fight right laugh enough

Track 3.10

Man: My brother is an eBay fan. He started in 2010 and he has bought and sold many things. The first item he bought was a magnifying glass. He wanted to give it to my father for his birthday. It cost him $40, which was quite a lot of money because he was a student at that time. The second thing he bought was an antique mug. This was a real bargain because he paid $450 and then a year later sold it for $600. When he was 21, my brother bought his first car from eBay. Everyone thought he was crazy because it was pink, but he loved it. It was $7500, which I think was quite expensive for a very small pink car! For my mother’s birthday, he found a lovely Swiss pen on eBay. In the shops they are normally $100 or more, but he only paid $80. Five years ago my brother got married and he even bought his wife’s wedding ring on eBay. It cost $6000 and fortunately she loves it. When his pink car finally broke down for good, he needed transport to go to work so he decided to buy a moped as it is easy to park. What a bargain! He only paid $1250 for it and he uses it everyday!

Last year he sold his grand piano because he never plays it. He bought it for $1010, but he sold it for $4000 and he was very happy. The last thing he bought was six months ago. My grandfather was 90 years old and he bought him a beautiful waistcoat watch to celebrate his birthday. It cost him $1200. As you can see, my brother loves shopping on eBay!!


Track 3.11

Instructor: A. Introduction

Shopping is the number one leisure activity in England. Did you know that 37% of all money spent in England is on shopping? The main shopping street in many towns is called the High Street. Most shops in the High Street are owned by national 'chains' of stores. This makes many town centres in England look the same.

B. Shopping times

In England, most shops are generally open six or seven days a week. The busiest shopping days are Saturdays and Sundays.

Typical opening times are:

Mondays - Saturdays 9am to 5.30pmSunday - 10am to 4pm Large supermarkets are open for 24 hours except for Sundays.

C. Special days

On public holidays some shops open and some shops do not open. As a general rule, banks will close and most supermarkets and large stores will open. Shop opening times are often shorter, from 10am to 4pm.

In the New Year period, all shops close on New Year's Day (January 1st). After New Year’s Day is a great time to go shopping because many shops start their sales.

Track 3.12

Instructor: D. Supermarkets

Tesco supermarket is Britain's largest supermarket chain. There are more than 2700 Tesco stores in England. It has stores in 14 countries across Asia, Europe and North America, and is the grocery market leader in the UK. It has 30 % of the British food market. Online shopping at Tesco is also popular and now more than 150,000 people shop a week with Tesco.com. Tesco doesn’t just sell food; it also sells clothes, electrical appliances, mobile phones, DVDs and books.

Track 3.13

Instructor: It attracts around 30 million visitors each year.

Track 3.14

Assistant: Good morning. Can I help you?

Customer: Yes, I’m looking for a new pair of jeans.

Assistant: We have many styles of jeans. What size are you?

Customer: I’m a size ten.

Assistant: These are size ten.

Customer: Can I try them on?

Assistant: Of course, the changing room is over there.

Assistant: Do they fit?

Customer: No, they are too tight.

Assistant: Try a size twelve.

Customer: Thanks. These are great. Where do I pay?

Assistant: Over there at the counter.


http://www.tescodirect.com/

http://www.woodlands-junior.kent.sch.uk/customs/questions/shops.htm

http://www.woodlands-junior.kent.sch.uk/customs/questions/weekends.htm

Track 3.15

Instructor: Title: Shopping in Australia

Introduction: One of the best Australian facts that's good to know is that Australians like to shop!

Shopping times: Australian shopping hours are usually 9am to 5.30pm weekdays and 9am to 4 or 5pm on Saturdays and Sundays.

Banks are closed on Saturdays and Sundays.

Special Days: All shops are closed on New Year’s Day (January 1st).

Supermarkets: There are supermarkets in every town in Australia. The two main supermarkets are Coles and Woolworths. They are generally open between 6am and midnight seven days a week. You can shop online at both these supermarkets.

Markets: Most towns have a market where you can buy fresh fruit, meat and fish and beautiful cheeses from the deli. Most markets are open at the weekend, but close two days in the week.

Online shopping: Nowadays many Australian consumers shop online to save time, money and energy.

Things you should know when shopping in Australia:

1. In general you cannot bargain.

2. You cannot smoke in any shops or shopping centres.

3. Some shops ask you to pay for a shopping bag so take your own.

4. Australians are friendly and helpful so if you have a problem, ask for help.



a. head

b. ear

c. eye

d. nose

e. mouth

f. neck

g. shoulder

h. arm

i. elbow

j. wrist

k. hand

l. finger

m. leg

n. knee

o. ankle

p. foot

q. toe

r. chest

s. stomach

Activity 2

a. nose

b. mouth

c. ears

d. hands/fingers

e. neck

f. elbow

g. ankle

Activity 3

a. To bang your head against a brick wall.

b. To have an old head on young shoulders.

c. To have your head in the clouds.

Activity 4

If technology is available, click on the picture to watch the video.

a. to do something very difficult or impossible = to bang your head against a brick wall

b. a young person who talks and thinks like an old person= to have an old head on young shoulders

c. to dream= to have your head in the clouds

Activity 5

a. an old head on young shoulders.

b. her head in the clouds.

c. banging my head against a brick wall.

Activity 8

(any two of b, c, & d will be acceptable)

a. People can find medical information online to assist

their GP with a diagnosis.

b. People can use Twitter to ask other patients for

advice.

c. People can join Facebook groups with common

illness interests.

d. Doctors can use social media to help get

information to patients and the wider community.

Activity 9

a. rare

b. access

c. traditionally

d. reputable

e. beneficial

f. promoting

g. diagnosis

h. effectively

i. conditions

Activity 10

The room needs to be set up so each corner has a piece of paper with one of the statements below clear to see:

I strongly agree

I agree

I disagree

I strongly disagree

Teacher then reads out sentences below one at a time. When students have gone to their corner choose one student from each group to explain his/her decision.

Suggested sentences

Feet are more important than hands.

Fat people are happy people.

Calorie control is the key to losing weight.

Appearance is more important than intelligence.

Of the five senses, hearing is the most important.


Activity 11

Conversation 1

Name: Penny Spencer

Date of Birth: 02/05/1990

Profession: Works in a bank

Surgery wanted: Smaller nose

Reason for surgery: She thinks her nose is big and ugly

Date and Time of surgery: Next Monday at 8 o’clock

Place of surgery: London hospital on the second floor.

Special needs: Don’t eat or drink 12 hours before the operation.

Conversation 2

Name: Jeremy Guscott

Date of Birth: 23 /2/1955

Profession: Pilot

Surgery wanted: Wrinkle removal

Reason for surgery: feels old, wants to look young

Time of surgery: Tuesday 16th September at 9.30am

Place of surgery: London Hospital on the third floor

Special needs: Bring your own pyjamas

SECTION 2Activity 1

Allow time and dictionaries to brainstorm.

When going through the suggestions as a group make sure the following are included as needed later: sleepwalk, nap and fatigue

Activity 2

a. pillow

b. snores

c. nap

d. sleep

e. tired

Activity 4

Get students to watch the Youtube link if possible. Then they can listen to the recording.

You tube link http://www.engvid.com/english-pronunciation-i-ee/

Activity 5

After doing the game with the recording, a number of students could be callers for the class.

Activity 8

a. True

b. True

c. True

d. False

e. False

f. True

g. True

h. False

Activity 9

Encourage students to use vocabulary from the brainstorming activity in Activity1.

Activity 12

a. No

b. around 18° C

c. morning and afternoon

d. coffee, tea, coke and chocolate

e. up to 12 hours

f. egg whites, cod (a type of fish), soybeans, cheddar cheese, turkey, and wheat

g. 30 minutes

h. No

Activity 13

a. a small amount of light

b. around 18° C (65° F)

c. at the same time each day

d. regularly

e. morning and afternoon, 3-4 hours before bed

f. Nicotine in cigarettes is a stimulant and will keep you awake, caffeine also keeps you awake

g. coke, chocolate, tea and coffee

h. It can help you to sleep better.

i. egg whites, cod, soybeans, cheddar cheese, turkey and wheat

j. 30 minutes

k. at least four hours

l. television, computers and other distractions

m. It can make you anxious about not sleeping

n. if you have problems over a period of time


http://www.engvid.com/english-pronunciation-i-ee/

http://www.engvid.com/english-pronunciation-i-ee/

Activity 14

Give each group a different poster to work on. You will need to provide butcher paper/A3 paper for this exercise and have something (blue tack/pins) to attach the posters to the wall at the end of the written part.

SECTION 3Activity 1

a. finger

b. spoon

Activity 3

a. He has a toothache.

b. He has a cold.

c. She feels sick.

d. He has a broken leg.

e. He has a headache.

f. He has a broken arm.

Activity 4

a. feeling

b. cold

c. two

d. sore throat

e. better

f. matter

g. backache

h. temperature

i. bend

Activity 6

a. A heart transplant surgeon/Australian of the century

b. He saved her life/gave her a heart transplant operation.

c. a few years after 1983

d. Sydney

e. He wanted to save people’s lives because his mother died of cancer.

Activity 7

a. 8

b. 1

c. 3

d. 2

e. 7

f. 4

g. 5

h. 6

Activity 8

Who is talking? Where are they?

a. a doctor Sydney

b. a patient/Fiona Coote London

c. a policeman Police station/prison

d. murderer/man who killed Dr Chang

Prison

e. Fiona’s mother London

f. Prime Minister Australia

SECTION 4Activity 1

a. herbal medicine

b. massage

c. acupuncture

d. meditation

Activity 2

Q1. b

Q2. a

Q3. c

Q4. b

Q5. d

Activity 3

Who? What for? Remedy When?

a. mother a cold garlic with a spoon of honey

morning and evening

b. grandmother

a toothache cold teabag when it hurts

c. teacher a headache a pencil in between teeth

when it starts

d.aunt sore leg sleep with soap under your knee

at night

e. husband’s grandmother

a high temperature

half an onion on the back of her neck and one on the bottom of her foot

X

Activity 6

a. Pete

b. Alex


Activity 7

a. I’m really sorry / Sorry again.

b. I’m very sorry.

Activity 8

a. He has a headache and a bad cold.

b. He broke his leg on holiday.

Activity 9

a. hope

b. Let’s

c. hope

d. How

e. Would

f. Thanks

g. Could

SECTION 5Activity 1

A

Friday August 30 – Sunday September 1

B

Surname: Long

First name: Allen

Address: 80 North Road

Suburb: Springvale

Postcode: 3171

Phone (home): 95473021

Mobile: none

Date of birth: 12th May 1983

Email: [email protected]

Student ID number: 091842

Campus departing from: Caulfield

Special dietary requirements: none

C

Knee problems - yes

Back problems – no

Heart disease – no

Allergies – no

Other – no

Medicine - painkillers

Activity 2

a. head

b. mouth

c. shoulder

d. elbow

e. stomach

f. knee

g. neck

h. ear

i. wrist

j. nose

k. foot

Activity 3

Ask students not to look at their partner’s page.

Activity 5

a. feel

b. have

c. have

d. have

e. feel

Activity 6

a. Sarah

b. She has a headache and sore throat and a high temperature.

c. yesterday

d. a prescription

e. She has an important meeting.

f. Stay at home in bed, drink fruit juice and water.

g. chicken soup

Activity 7

a. false

b. false

c. false

d. true

e. true

f. false

g. true

h. false



a. head b. ear c. eye d. nose

e. mouth f. neck g. shoulder h. arm

i. elbow j. wrist k. hand l. finger

m. leg n. knee o. ankle p. foot

q. toe r. chest s. stomach

Track 4.2

Jason: Mary is very clever. She found the solution to the problem immediately and she’s only seventeen.

Hugh: Yes, she certainly has an old head on young shoulders.

Karen: Look at Susan. She’s not listening to the teacher. She’s looking out the window.

Micaela: That’s typical of Susan. She always has her head in the clouds.

Karen: I’m not surprised. This lesson is very difficult. I feel like I’m banging my head against a brick wall.

Track 4.3

Conversation 1

Secretary: Good morning. Is that Miss Spencer?

Patient: Yes, speaking.

Secretary: Miss Spencer, I’m Dr William’s secretary and I’m ringing because I believe you want to have nose surgery.

Patient: Yes, that’s right.

Secretary: Miss Spencer, before having the operation, I need to ask you a few questions.

Patient: Sure, go ahead.

Secretary: Can you spell your full name, please?

Patient: It’s Penny Spencer, that’s P – E - double N – Y. Spencer S – P - E – N – C - E- R

Secretary: Penny, can you give me your date of birth?

Patient: It’s the second of May 1990.

Secretary: Penny, do you work?

Patient: Yes, I work in a bank.

Secretary: You want to make your nose smaller. Is that right?

Patient: Yes, I hate my nose. It is big and ugly.

Secretary: Ok, are you available next Monday at 8 o’clock to come in for surgery?

Patient: Yes, but where do I have to go?


Secretary: Dr Medhi is based in London Hospital on the second floor.

Patient: Ok,no problems, I’ll be there.

Secretary: Oh, and don’t forget no drink and no food 12 hours before the operation.

Patient: I won’t. Thank you. Bye.

Conversation 2

Secretary: Good morning, this is Mary Nicholls from Dr Watson’s clinic.

Woman: Good morning.

Secretary: Can I speak to Mr Guscott, please?

Woman: Yes, I’ll get him for you. (Jeremy, it’s the phone for you.)

Patient: Hello, Jeremy speaking.

Secretary: Good morning, this is Mary Nicholls from Dr Watson’s clinic. I’m just ringing to make an appointment for you to come and see Dr Watson.

Patient: Great!

Secretary: First of all, I have to confirm a few details. Jeremy, can you spell your full name, please?

Patient: Yes, it’s Jeremy J – E – R – E – M – Y. Guscott G – U – S – C – O – T – T.

Secretary: J – E – R – E – M – Y. G – U – S – C – O – T – T.

Patient: That’s right.

Secretary: And Jeremy, when were you born?

Patient: 23 /2/1955.

Secretary: And Jeremy, what do you do?

Patient: I’m a pilot. I work for Qantas.

Secretary: Now, what surgery do you want to have?

Patient: I want to remove my wrinkles because I feel old and in my profession it’s important to look attractive.

Secretary: I see, err... are you free to come in next Monday?

Patient: No, I’m sorry, I’m in Egypt then.

Secretary: How about next Tuesday at 9.30am?

Patient: Yes, that’s fine. I’m on holiday then.

Secretary: Can you come to London Hospital Tuesday 16th September? You will find Dr Watson’s clinic on the third floor.

Patient: Do I need to bring anything special?

Secretary: If you want, you can bring your own pyjamas. The hospital ones aren’t very comfortable.

Patient: Fine, thanks. See you there.


Track 4.4

/i:/ /i/

sleep slip

sheep ship

heat hit

beat bit

feet fit

leave live

eel ill

Track 4.5

Speaker A: Ship - Ship - Hit - Hit – Sleep – Sleep - Fit – Fit – Heat – Heat – Leave – Leave – Ill - Ill

Track 4.6

Speaker A: Six sheep sip thick shakes.

Speaker B: Fit feet hit sleepy sheep.

Track 4.7

Radio programme speaker:

Everyone knows how important sleep is to our health, but not all of us get a good night’s sleep. If you’re lucky, you sleep when your head hits the pillow. The unlucky ones count sheep for hours. Our body and mind need a lot of rest.

A worrying fact is we sleep about three hours less than we did 100 years ago.

Did you know humans sleep on average around three hours less than other primates like chimps, monkeys, squirrels, monkeys and baboons, all of whom sleep for 10 hours?

Ducks are amazing animals and to stop being attacked, they keep one half of the brain awake while the other slips into sleep.

The record for the longest period without sleep is 18 days, 21 hours and 40 minutes. The record holder had difficulty with his memory, sight and speech.

Obviously, sleep is important for our health. Doctors say teenagers should sleep 9 hours and adults 7- 8 hours. Some studies suggest women need up to one hour's extra sleep a night compared to men.

What’s more, a new study has found that people who do not sleep well eat more. The research from Colombia University in the U.S. found that people who had problems sleeping ate an average of 300 calories per day more than those who got enough sleep. The researchers said women were worst affected by a lack of rest as they ate 329 more calories a day, compared to 263 for men.

Another sad fact is the NRMA estimates fatigue is involved in one in six fatal road accidents.

So we all need to get a good night’s sleep. Good night, sleep tight!


http://www.newsenglishlessons.com/1103/110328-lack_of_sleep.html

Track 4.8

Patient: Doctor, when I touch my shoulder, it really hurts. When I touch my knee - OUCH! When I touch my forehead, it really, really hurts.

Doctor: I know what’s wrong with you – you’ve broken your finger!

Patient: Doctor, I have a pain in my eye when I drink tea.

Doctor: Take the spoon out of the cup before you drink.

Track 4.9

Conversation 1

Doctor : Good morning, Mr. Smith. How are you feeling today?

Mr Smith: Not too good. I have a cold.

Doctor : When did it start?

Mr Smith: Two days ago.

Doctor : Do you have any other symptoms?

Mr Smith: I have a sore throat.

Doctor: Ok, let me look at your throat. Say ‘ah’.

Mr Smith: Ah...

Doctor: I’m going to give you a prescription for some medicine. You’ll start to feel better in a day or two.

Mr Smith: Thank you, doctor.

Conversation 2

Doctor: Good afternoon, Mr Parker. Take a seat. What’s the matter today?

Mr Parker: I have backache.

Doctor: When did it start?

Mr Parker: Last night.

Doctor: Do you have any other symptoms?

Mr Parker: Yes, I have a temperature.

Doctor: Show me how far you can bend over.

Mr Parker: Oh! No... hardly at all!

Doctor: I’m going to give you a prescription for a painkiller. You will feel better in a couple of days.

Mr Parker: Thank you, doctor.


Track 4.10

Doctor: I worked with Dr Chang. He taught me a lot about surgery. I still work in the Sydney hospital where we met.

Fiona Coote: Dr Chang saved my life when I was a young girl. I had a rare disease and he gave me a new heart. I now live and work here in London.

Policeman: I want to ask you a few questions. Firstly, can you tell me, “Why did you kill Dr Chang?”

Murderer/man: My friend and I wanted to get rich quickly and Dr Chang was a rich man. We didn’t want to kill him. We just wanted the money. Unfortunately, we will be in this prison for twenty years and we will never be rich.

Mother: Dr Chang saved my daughter Fiona’s life. We are so thankful. I now live with my husband in London to live near Fiona.

Prime Minister: As Prime Minister of this country, I am very proud to announce Dr Chang as Australian of the Century.

Track 4.11

Speaker A: When my mother has a cold, she believes garlic is the best remedy. She eats garlic with a spoonful of honey in the morning and in the evening.

Speaker B: When my grandmother has a toothache, she uses a tea bag. She doesn’t drink the tea. She puts a cold, wet teabag on the tooth when it hurts for ten minutes and after that she says there is no more pain.

Speaker C: My teacher says that is a good remedy for headache. She believes that if you put a pencil between your teeth when it starts, the headache stops. She says don’t bite it, just hold the pencil in your teeth and relax.

Speaker D: My aunt has a good tip for a sore leg. She believes if your leg aches, you should sleep with soap under your knee and when you wake up in the morning, the pain will be gone and your bed will smell nice!!

Speaker E: My husband’s grandmother had a crazy remedy for a high temperature. When she has a high temperature, she cuts an onion in half. Then she puts one half on the back of her neck and one on the bottom of her foot. How it works I don’t know but she says it’s great!

Track 4.12

Receptionist: Hello, Milestone University ski trips. How can I help you?

Allen: Yes, hello. I want to go on a ski trip.

Receptionist: Well, you need to fill out an application form. Do you have access to the Internet?

Allen: No, I don’t, sorry.

Receptionist: Well, we don’t usually complete forms on the phone, but I’m not very busy at the moment. Let’s see. Which trip do you want to go on?

Allen: The one starting Friday August 16th.

Receptionist: I’m sorry, that’s not possible. How about Friday August 30th?

Allen: Yes, that’s Ok. I’ll tick that box.

Receptionist: Now, I just need your personal details. Can I have your surname, please?

Allen: Yes, it’s Long.

Receptionist: Wong?

Allen: No, Long L – O – N – G.

Receptionist: And what’s your first name?


Allen: Allen A – L – L – E – N.

Receptionist: And your address?

Allen: 80 North Road, Springvale.

Receptionist: North N – O – R – T – H?

Allen: Yes, that‘s right.

Receptionist: Could you spell Springvale for me, please?

Allen: Yes. S – P – R – I – N – G – V – A – L – E.

Receptionist: And what’s your postcode?

Allen: 3171

Receptionist: Home phone number?

Allen: 95473021

Receptionist: 95473021. Thank you. Do you have a mobile phone?

Allen: No, I don’t.

Receptionist: Date of birth?

Allen: 12th May 1983.

Receptionist: 12th May 1983.

Allen: Yes, that’s right.

Receptionist: Do you have an email address, Allen?

Allen: Yes, I do but I don’t use it very often. [email protected] That’s Snow S – N – O – W.

Receptionist: Do you have a student ID number?

Allen: Yes, it’s 091842.

Receptionist: Now, which campus do you want to depart from?

Allen: Caulfield.

Receptionist: Ok, I’ll circle that. Do you have any special dietary requirements?

Allen: No, I eat everything.

Receptionist: All right, that’s easy. Nearly finished. I just need to complete the medical section. Do you suffer from any of the problems below? Knee pain or backache?

Allen: Yes, I broke my leg last year.

Receptionist: Ok, I’ll circle that. What about heart disease or allergies?

Allen: No problems there.

Receptionist: Are you taking any medicine at the moment?

Allen: Just painkillers for my leg.


mailto:[email protected]

Receptionist: Well, that’s everything. Ok, I’ve made a booking for Friday August 30th to Sunday September 1st. I’ll send your payment details by email.

Allen: Thanks for your help.

Receptionist: That’s Ok. Enjoy your trip and be careful of your leg!

Track 4.13

Doctor: Good afternoon, Sarah. How are you feeling today?

Sarah: Not very well, actually. I have a terrible headache.

Doctor: When did it start?

Sarah: Yesterday.

Doctor: Hmm... anything else? Does your throat hurt?

Sarah: Yes, it hurts a little.

Doctor: Do you have a temperature?

Sarah: Yes, I have a high temperature.

Doctor: Can you open your mouth and say agh ...

Sarah: Agh!

Doctor: It looks like you may have the flu. Don’t worry, I’ll give you a prescription for some medicine and you should feel better in one or two days.

Sarah: Ok. Can I go to work tomorrow? I have a very important meeting.

Doctor: No, stay at home in bed tomorrow. Drink a lot of fruit juice and water.

Sarah: Thank you, doctor. I’ll ask my mother to make me some chicken soup. I always have it when I am sick.

Doctor: Ok. Take care of yourself and I hope you feel better soon.

Sarah: Thank you, doctor.



a. He was playing soccer.

b. He was studying.

c. They were watching TV. / They were watching soccer.

d. He was talking on the phone. / He was talking on his mobile phone.

Activity 2

a. He was holding flowers.

b. He wasn’t holding a mobile phone.

c. He was wearing sunglasses.

d. He wasn’t wearing a jacket.

e. He wasn’t standing inside.

f. He was waiting for his wife.

Activity 3

a. She was sleeping when the teacher woke her up.

b. She was talking on the phone when her/the manager arrived.

c. She was eating lunch when she started choking.

d. She was using the computer when the power went out.

e. She was walking to the bus station when she met her friend.

Activity 4

a. Renai was using the computer while Janet was talking on the phone.

b. Janet was writing while Renai was reading.

c. Renai was drinking while Ros was eating.

d. The women were reading and writing while the man was watching.

e. Janet was smiling while Renai was frowning.

Activity 5

Once a student asks another group member a question and gets a response, they need to write the sentence about that group member immediately. They should not write all sentences after all questions have been asked as it will be too difficult to remember information.

Activity 6

a. arrest

b. a gun

c. jail

d. tie hands

e. a mask

f. taped mouth

g. a car yard

Activity 7

Make sure students understand the word ‘accident’.

c

Activity 8

2 Harry bought a new red car.

6 Harry started crying.

7 Harry found the real salesman.

1 Harry turned eighteen.

10 The police took the men to the police station.

8 The gunman crashed Harry’s car.

4 A gunman hit Harry over the head.

3 Harry tried to call the police.

5 Two men drove away in Harry’s car.

9 Harry ran out onto the street.

Activity 9

Q1. c

Q2. c

Q3. d

Q4. d

Q5. c

Q6. c

Q7. b

Q8. a

Q9. b

Q10. d

SECTION 2Activity 1

Verb Crime people (noun) Crime (noun)

robburgleescape

stealargue

break intoshoot

robberburglar

thiefcriminal

murderersuspectwitnessvictim

robberyburglary

theftcrime

murder

Activity 2

a. witness, suspect


b. burglar

c. robbery, robber

d. escaped

e. steal

f. murderer, witnesses

g. victim

Activity 3

a. What

b. What

c. Where

d. Who

e. What time

f. What

g. What

h. What

i. Who

j. What

k. What

l. What

m. What

Activity 4

a. False

b. True

c. False

d. True

e. True

f. True

g. False

h. True

i. False

Activity 6

a.

Q1. What were you doing at 7 o’clock last night?

Q2. What were you watching?

Q3. What happened while you were watching the news?

Q4. Where did the car accident happen?

Q5. What did the driver crash into?

Q6. What colour car did he have?

b.

Q1. What were you doing yesterday morning?

Q2. Where were you drinking coffee?

Q3. Who were you drinking coffee with?

Q4. Who walked into the café?

Q5. What was the man holding?

Q6. Was he young or old?

c.

Q1. What were you doing at 7am this morning?

Q2. Who were you walking on the beach with?

Q3. What happened while you were walking on the beach?

Q4. What colour was the bag?

Q5. What was the man wearing?

Q6. Was he wearing shoes?

d.

Q1. What were you doing yesterday afternoon?

Q2. Where were you working?

Q3. Who walked into the bank at 2.30pm?

Q4. What was the woman wearing?

Q5. Were her boots new or old?

Q6. What was she carrying?

Activity 7

Make sure students are aware that relative clauses on their own are not sentences. Use the first answer before you get students to do this activity. E.g. We don’t say “Who crashed into a tree.” This is not a sentence. The ‘who’ refers to the woman..the subject of the sentence.

a. The driver who crashed into a tree had a yellow car.

b. The man who walked into a café was holding a gun.

c. A man stole my friend’s bag which was a big black leather bag.

d. The man who was wearing a pair of red shorts and a white t-shirt wasn’t wearing shoes.

e. The woman was wearing a red dress and black boots which were old.

Activity 8

It should be emphasised to students before preparing their alibi that the details of the shared story should be exactly the same.

Additionally, the questions asked of each pair member and of each set of pairs should be uniform. The class could agree on a list of set investigative questions together or to expedite this task, the teacher may want to pre-prepare a list for distribution.


SECTION 3Activity 2

Before students do this activity explain that the formation of adverbs and adjectives is something they must learn over time through reading and dictionaries. There is no specific way to learn which adverbs end in ‘ly’ and which ones don’t.

a. angrily

b. heavily

c. dangerously

d. carefully

e. quickly

f. loudly

g. slowly

h. Suddenly, clearly

Activity 3

Before students do this activity explain that the formation of adverbs and adjectives is something they must learn over time through reading and dictionaries. There is no specific way to learn which adjectives have ‘ed’ or ‘ing’ and which ones don’t.

a. surprised

b. worried

c. terrified

d. excited

Activity 4

(Answers may vary)

a. frightening / terrifying

b. disappointing

c. confusing

d. exciting

Activity 5

(Adverbs are underlined and adjectives are in bold.)

Mr Antonio is an elderly man who lives with his daughter and her husband. They enjoy entertaining and Mr. Antonio is an excellent cook. There are always freshly cooked sweets to serve guests, and Mr Antonio is happiest at the stove, busily making extra cups of coffee.

Since his wife died, Mr Antonio has kept himself busy with his passion for food. He drives all over Melbourne to buy the best ingredients in his shiny old Volvo. Mr Antonio enjoys driving. He finds it calming, relaxing on the comfortable leather seats, and admiring the gleaming walnut wood of the dashboard, which he polishes regularly.

Mr Antonio doesn’t sleep very well, so he gets up early to start his grocery shopping before the family has stirred. On Thursday mornings he drives to the Victoria market for fresh fruit and vegetables. Last Thursday, Mr Antonio was hoping to find baby okra and Japanese eggplants for an Indian recipe he had recently learnt. On the way, Mr Antonio stopped for a take-away breakfast.

The waiters in the French cafe are excited to greet Mr Antonio when he arrives; they expect him on Thursdays. He always leaves the Volvo’s engine running out the front of the shop and his order is always ready when he gets to the

counter to pay. However last Thursday something unexpected happened. As he was joking with the waiters, one of them suddenly yelled ‘hey, Mr Antonio, who’s that getting into your car?’

Mr Antonio turned sharply to see a young man jumping into the driver’s seat. Mr Antonio dropped his breakfast and hastily ran back to his car. He grabbed the passenger side door and it swung heavily towards him. The young man in the driver seat looked panicked and slammed his foot on the accelerator. Mr Antonio was still holding the open door, and he desperately threw his right leg into the car, trying to get inside. Half of his body was inside the car and half of it was outside as the car took off down the street. Mr Antonio was yelling at the man in the driver’s seat as he was dragged a kilometer down the road before he had to let go. Mr Antonio rolled into the curb, watching as his beautiful old Volvo sped away with the thief.

The waiters in the French café had thought quickly, and as he walked back sadly towards the shop Mr Antonio saw the police had already arrived. The police took a statement from Mr Antonio. They were surprised to find that although most people would find the experience terrifying, Mr Antonio wasn’t shocked at all. He was quite calm and able to give a clear description of the thief.

When the ambulance arrived, they insisted that Mr Antonio go to the hospital as he had several grazes on his legs and hands and a large bruise on his hip. His family arrived at the hospital and he was glad to see their concerned faces. But he was surprised and delighted to get a call from the police who had found his beautiful shiny Volvo abandoned a few blocks from the French café. The thief had vanished, but Mr Antonio didn’t mind. He was just pleased to have his car back.

Activity 6

Breakfast at the French cafe d

Good news at the hospital g

Mr Antonio’s passions b

The police interview f

Mr Antonio’s life a

The car thief e

Thursdays at the market c

Activity 7

(variations supported by the text are acceptable)

a. When he is busily making extra cups of coffee.

b. (Because) He doesn’t sleep very well.

c. To make an Indian recipe he recently learnt/ For a recipe he recently learnt.

d. He always leaves the Volvo’s engine running.

e. He ran hastily back to his car.

f. He was (desperately) trying to get inside his car/ He was half inside, half outside his car.

g. Because the waiters had thought quickly.

h. They had concerned faces.

i. Because he was pleased to have his car back.


Activity 8

Student A must write Student B’s responses in note form after each question is asked. Student A must ask all their questions and take notes before Student B asks their questions. Student B will then follow the same process as Student A.

SECTION 4Activity 2

Topic: Note-taking

a. Where do people take notes?

at school or university

e.g. listen for topic and main ideas

at work

e.g. secretary in meeting

waiter in restaurant

at home

e.g. shopping list

b. Why do people take notes?

helps them to:

remember important

things

study for exams

write an essay

concentrate on topics and

main ideas

c. Important things to remember when note-taking:

do not write everything you hear

do not write complete sentences

write the important words only

usually nouns, verbs, adjectives and adverbs

do not write articles a and the

listen for firstly, secondly, finally

Activity 3

Topic: Police report 101

a. Crime

burglary on Smith Street

witness – Tara Bitner

date – 22/04/2011

b. Description of what happened

last Saturday

9.30pm

studying alone in her room

windy and raining outside

heard loud noise in living room

walked downstairs

turned lights on

saw burglar looking in father’s desk

burglar ran out back door

rang police

police found burglar’s mask

c. Description of the criminal

male

around 25 years old

short and plump

dark brown curly hair

wearing blue denim jacket, black shorts, leather gloves

holding big red backpack

Activity 4

Adverbs Adjectives (-ed) Adjectives (-ing)

quicklyheavily

suddenlyslowlyquietly

immediately

terrifiedfrightenedsurprised

interesting

Activity 5

Suddenly

loudly

slowly

quickly

Activity 6

frightened

shocked

Activity 7


d. The crime

burglary

witness - Hally Jackson

date – 08/12/2010

e. Description of what happened

11.30 pm last night

closing restaurant

heard loud noise in kitchen

screamed loudly “Who is

there?”

no one answered

walked slowly

was frightened

got to kitchen was shocked

burglar was female


standing on table holding knife

I ran quickly to front door

locked door behind me

rang police

police arrested burglar

found money in her pockets

f. Description of criminal

teenager

very tall and thin

wearing black jeans, white shirt

Activity 8(model answer)

Firstly, this is a description of what happened. At 11.30 last Friday night, I was closing my restaurant. Suddenly, I heard a loud noise in the kitchen. I screamed loudly, “Who is there?” No one answered so I walked slowly to see what the noise was. I was very frightened. When I got to the kitchen, I was shocked. The burglar was a female and she was standing on the table holding a knife. I ran quickly to the front door and locked the door behind me. Then I rang the police. When the police arrived, they arrested the burglar and they found a lot of money in the burglar’s pockets.

Secondly, this is a description of the burglar. The burglar was a teenager and she was very tall and thin. She was wearing blue jeans and a black leather jacket.

SECTION 5Activity 1

a. (He was) using a/his computer.

b. (He was) eating dinner.

c. (He was) studying

Activity 2

Note that neither Joe Dewey or Mike Maloney have a watertight alibi, as at the relevant time they are alone at home and have no one to corroborate their story.

a. Joe Dewey

2 went into the kitchen

3 made a coffee

5 watched the news

1 turned the computer off

4 sat on the sofa

b. Mike Maloney

3 made a phone call

2 washed the dishes

5 went to sleep

4 played video games

1 read a newspaper

c. Slippery Granger

4 had a shower

3 cooked dinner

1 went to the supermarket

2 drove home

5 went to bed

Activity 3

Hi Jo,

How are you? I’m so angry. Someone crashed into my car this morning. I was turning into the university when another driver, who was driving out of the university, crashed into my car. The woman driver, who was a teacher at the university, didn’t stop at the red light because she wasn’t looking where she was going. She was writing a text message on her mobile phone. After she crashed into me, she didn’t stop. She drove away so I called the police. While I was waiting for the police, I called my father. When I told him about my accident, he started screaming at me. I told him it wasn’t my fault, it was my teacher’s fault. When the police arrived, they asked me some questions. They asked me about the driver’s car and about what the driver was wearing when the accident happened. But I couldn’t remember so they told me they couldn’t help catch the other driver. Now I am going to have to pay for my car. That’s why I am angry. What do you think I should do?

From

Andrew

Activity 4

Students need to be aware that these are words they have covered in section 2 of the unit. They should not look back at these words however. They should try and remember spelling.

a. burglar

b. robbery

c. steal

d. witness

e. criminal

f. murder

g. victim

h. shoot

i. suspect

Activity 5

Verb Noun (person) Noun (crime)

stealshoot

burglarwitnesscriminalvictim

suspect

robberymurder

Activity 6


a. who

b. which

c. which

d. who

e. who

f. which

Activity 7

Students need to ask each other Wh-questions to create the story. They also need to use their imagination to decide what happened in the story. They also need to use past continuous and past simple forms to create their story. They can use Activity 8 in section 3 as a model.

Activity 11

Answers may vary depending on what students see as important details.


a. The crime

Car accident

witness – Damien Mash

date – 12/04/2010


2.30pm last Saturday

driving in city

waiting at traffic lights

man crashed into my car

he was talking on phone

wasn’t watching road

got out of car

man started yelling at me

frightened

ran back to car

locked doors

rang police

man started knocking on

window

police arrived

arrested man

c. Description of criminal

male

in his 30’s

medium build

dark skin

wearing red hat, shorts, blue

sandals, black sunglasses

Activity 12

Answers may vary depending on what students see as important details.


a. The crime

robbery

witness – Samantha Newman

date – 02/11/2011


10am last Monday

working in jewellery shop

helping customer

man walked in

looking at diamond rings

finished helping customer

said hello to man

took a gun out of jacket

said give me diamond rings

put diamond rings in bag

man ran out jumped in green

car

rang police

c. Description of criminal

male

around 40

tall and slim

bald

wearing grey suit, black leather

shoes, silver watch



Verb A person (noun) Crime (noun)

rob

burgle

escape

steal

argue

break into

shoot

robber

burglar

thief

criminal

murderer

suspect

witness

victim

robbery

burglary

theft

crime

murder

Track 5.2

Instructor: a. Police found a dead man in the street last night. A witness saw the murder happen and the police have the suspect.

b. Last week, a burglar broke into my house. They stole money and jewellery.

c. There was a robbery at the bank yesterday. The robber had a gun.

d. Last night, a burglar was trying to break into a house across the street. I called the police, but the man escaped before the police arrived.

e. I was walking down the street this morning when I saw a thief steal a woman’s bag.

f. Fortunately police found the murderer because there were many witnesses.

g. Police found a young woman dead in her home. The victim was 25 years old.

Track 5.3

Policeman: What’s your name, sir?

Jack: My name is Jack Dorset.

Policeman: OK Jack, what were you doing yesterday afternoon at 2.00?

Jack: I was driving my car.

Policeman: Where were you driving?

Jack: I was driving to my friend’s house. He was having a party.

Policeman: Who were you driving with?

Jack: I was driving alone.

Policeman: What time did you stop at the traffic lights on Smith Street?

Jack: I can’t remember. Maybe about 2.15.

Policeman: What happened while you were waiting at the traffic lights?

Jack: Well, a young man jumped into my car and told me to GO GO GO… DRIVE!


Policeman: What was the man holding?

Jack: He was holding a gun.

Policeman: So what did you do?

Jack: I drove, of course. But while I was driving, the gunman’s phone started ringing. He answered the phone and was talking to someone for about 10 minutes.

Policeman: Who was he talking to?

Jack: I think it was his mother. They were arguing about something. She sounded very angry with him.

Policeman: What happened next?

Jack: Well, when the gunman stopped talking on the phone, he told me to stop the car. When I stopped the car, the gunman said sorry and got out. He told me his mother called and she was very angry because she knew he was not at school. His mother’s friend was driving to work when she saw him standing on the corner of Smith Street and then jump into a strange car. The woman called his mother.

Policeman: What did the gunman steal from you?

Jack: He stole my wallet when he got out of the car.

Policeman: OK, what was in your wallet?

Jack: There was about $500 in my wallet.

Policeman: What was the gunman wearing?

Jack: Well, I don’t think he was a man. He looked very young. Maybe around 17 years old. He was wearing a red cap, a green T-shirt and blue jeans.

Policeman: OK, thank you for your time, Jack. You are a good witness. We know who the suspect is now and we are going to arrest him for theft.

Track 5.4

Instructor: a. What’s your name, sir?

b. What were you doing yesterday afternoon at 2 o’clock?

c. Where were you driving?

d. Who were you driving with?

e. What time were you at the traffic lights on Smith Street?

f. What happened when you stopped at the lights?

g. What was the man holding?

h. What did you do?

i. Who was he talking to?

j. What happened next?

k. What was the man wearing?


Track 5.5

Policeman: What were you doing at 7 o’clock last night?

Witness: I was watching TV at 7 o’clock last night.

Policeman: What were you watching?

Witness: I was watching the news.

Policeman: What happened while you were watching the news?

Witness: While I was watching the news, I heard a car accident.

Policeman: Where did the car accident happen?

Witness: The accident happened in front of my house.

Policeman: What did the driver crash into?

Witness: The driver crashed into a tree.

Policeman: What colour car did he have?

Witness: He had a yellow car.

Track 5.6

Policeman: What were you doing yesterday morning?

Witness: I was drinking a coffee yesterday morning.

Policeman: Where were you drinking a coffee?

Witness: I was drinking a coffee in a café.

Policeman: Who were you drinking a coffee with?

Witness: I was drinking a coffee with my wife.

Policeman: Who walked into the cafe?

Witness: A man walked into the café.

Policeman: What was the man holding?

Witness: The man was holding a gun.

Policeman: Was he young or old?

Witness: He was young.


Track 5.7

Policeman: What were you doing at 7 o’clock this morning?

Witness: I was walking on the beach at 7 o’clock this morning.

Policeman: Who were you walking on the beach with?

Witness: I was walking on the beach with a friend.

Policeman: What happened while you were walking on the beach?

Witness: While I was walking on the beach, a man stole my friend’s bag.

Policeman: What colour was the bag?

Witness: It was a black bag.

Policeman: What was the man wearing?

Witness: The man was wearing a pair of red shorts and a white T-shirt.

Policeman: Was he wearing shoes?

Witness: He wasn’t wearing shoes.

Track 5.8

Policeman: What were you doing yesterday afternoon?

Witness: I was working yesterday afternoon.

Policeman: Where were you working?

Witness: I was working in a bank.

Policeman: Who walked into the bank at 2.30pm?

Witness: A woman walked into the bank at 2.30pm.

Policeman: What was the woman wearing?

Witness: She was wearing a red dress and black leather boots.

Policeman: Were her boots new or old?

Witness: The boots were very old.

Policeman: What was she carrying?

Witness: She was carrying a bag.

Track 5.9

quickly badly heavily loudly

slowly angrily dangerously slowly

carefully sadly quietly Suddenly

clearly happily


Track 5.10

Instructor: a. The man wasn’t happy because someone crashed into his car. He was shouting angrily.

b. While they were waiting for the bus, the weather was terrible. It was raining heavily.

c. A man was taking photographs while he was driving his car. He was driving dangerously.

d. She was trying to remember where she lost her keys. She was thinking carefully.

e. The girl bought a hotdog for lunch. She was very hungry so she ate it quickly.

f. I couldn’t hear my friend talking to me at the concert because the singer was singing loudly.

g. The man is very old. He can’t walk fast so he walks slowly.

h. I felt very tired while I was driving to work yesterday morning. Suddenly I crashed into a tree because I wasn’t thinking clearly.

Track 5.11

excited exciting interested interesting

confused confusing disappointed disappointing

worried worrying surprised surprising

frightened frightening terrified terrifying

shocked shocking

Track 5.12

Instructor: Good morning, everyone. Today I’m going to talk about note-taking. Firstly, I’m going to talk about when people take notes. Secondly, I’m going to talk about why people take notes. Finally, I’m going to talk about important things to remember when note-taking.

Firstly, where do people take notes? Well, many people take notes at school or university. For example, students may listen to a lecture for the topic and main ideas. Many people also take notes at work. For example, a secretary may take notes in a meeting or a waiter may take notes in a restaurant. Or many people take notes at home. For example, some people may write a shopping list.

Secondly, why do people take notes? People take notes because they help them to remember important things, study for exams, write an essay and concentrate on topics and main ideas.

Finally, what are the important things to remember when note-taking? The most important thing is do not write everything you hear. Do not write complete sentences. You should write the important words only which are usually nouns, verbs, adjectives and adverbs. You shouldn’t write articles such as, ‘a’ and ‘the’. Another important thing to remember is listen for firstly, secondly and finally. These linking words help you understand when a new main idea is starting.

That’s the end of my presentation today. Thank you for listening.

Track 5.13

Instructor:

Hally:

This is Police report 102 about a burglary. The witness was Hally Jackson and the crime happened on the 8th December 2010.

Firstly, this is a description of what happened. At 11.30pm last Friday night, I was closing my restaurant. Suddenly, I heard a loud noise in the kitchen. I screamed loudly, “Who is there?” No one answered so I walked slowly to see what the noise was. I was very frightened. When I got to the kitchen, I was shocked. The burglar was a female and she was standing on the table holding a knife. I ran quickly to the front door and locked the door behind me. Then I rang the police. When the police arrived, they arrested the burglar and they found a lot of money in the burglar’s pockets.

Secondly, this is a description of the burglar. The burglar was a teenager and she was very tall and thin. She was wearing black jeans and a white shirt.


Track 5.14a.

Policeman: Joe what were you doing at 7pm last night?

Joe: I was using my computer at home.

Policeman: What were you doing on your computer?

Joe: I was writing an email to my boss.

Policeman: Do you have a copy of the email?

Joe: No, sorry I don’t.

Policeman: What time did you finish emailing?

Joe: I finished at around 7.15pm.


Joe: Well, I turned my computer off, went into the kitchen and made myself a cup of coffee. Then I sat on the sofa and watched the news.

Policeman: Who did you watch the late night news with?

Joe: I was alone.

b.

Policeman: Mike, what were you doing at 7pm last night?

Mike: I was eating dinner.

Policeman: What were you eating?

Mike: I was eating pizza and fries.

Policeman: What time did you finish eating?

Mike: I finished at around 7.30pm.


Mike: Well, I read the newspaper, washed the dishes, made a phone call and then played video games in my room. I went to sleep at 10.45pm.

Policeman: Who did you call?

Mike: My mother.

c.

Policeman: Slippery, what were you doing at 7pm last night?

Slippery: I was studying.

Policeman: Where were you studying?

Slippery: I was studying in the library.

Policeman: Who were you studying with?


Slippery: I was studying with my brother.

Policeman: What time did you finish studying?

Slippery: I finished at around 9.00pm.


Slippery: Well, I went to the supermarket. Then I drove home and cooked dinner. After dinner I had a shower and then went to bed.

Policeman: What time did you go to bed?

Slippery: 11.30.

Track 5.15

Instructor: Hi Jo,

How are you? I’m so angry. Someone crashed into my car this morning. I was turning into the university when another driver, who was driving out of the university, crashed into my car. The woman driver, who was a teacher at the university, didn’t stop at the red light because she wasn’t looking where she was going. She was writing a text message on her mobile phone. After she crashed into me, she didn’t stop. She drove away so I called the police. While I was waiting for the police, I called my father. When I told him about my accident, he started screaming at me. I told him it wasn’t my fault, it was my teacher’s fault. When the police arrived, they asked me some questions. They asked me about the driver’s car and about what the driver was wearing when the accident happened. But I couldn’t remember so they told me they couldn’t help catch the other driver. Now I am going to have to pay for my car. That’s why I am angry. What do you think I should do?

From

Andrew



d

Activity 4

Have you heard of the ‘slow food’ movement? It was started in 1986 in Italy. The idea of the movement is that it is an alternative to fast food and it has become very popular around the world because of the negative effects that fast food has had on people’s health, culture and the environment. Instead of eating imported foods from chain restaurants, the slow food movement encourages people to cook with local ingredients and to use traditional methods. When I told my father about the slow food movement and my ideas about cooking, he laughed and told me a story about his own childhood and mine.

When my father was a child in the 1950s there were few take-away food places and even fewer fast food chains. His parents used to drive him and his little sister across Melbourne, to visit his eldest sister who was already married. On the way home, he and his little sister used to pester their parents to stop at a hamburger shop to get a snack. His father never stopped however, and his mother used to promise to make them a hamburger when they returned home. Dad and his little sister always used to complain, because a fresh hamburger was not what they really wanted. What they wanted was a hamburger from the shop – greasy, fatty and a delicious treat!

However, when my father grew up and had his own children to look after, he changed his mind about the hamburgers his mother used to cook. When my brother and I were young there were many more fast food chains in Melbourne, but Dad never used to allow us to eat fast food there either. He said that fast food was not only a waste of money but bad for our health. Then he used to tell us the story about his own mother and the hamburgers. Of course, the message of the story had changed. As a child he remembers wanting the fast food. But as a father, he said, he wanted to teach his children that food cooked at home is much better than any fast food you can buy.

We have similar ideas about food, my grandmother, Dad and I. But when my father was young, slow food wasn’t really something you chose to do. It was just the way things were. It is sad that now we need the ‘slow food’ movement to protect our health and our traditions.

Activity 5

a. didn’t use to

b. used to

c. never used to

d. always used to

e. never used to

f. never used to

Activity 6

b

Activity 10

a. 1816

b. used to

c. powder form

d. about 200

e. 1864

f. chocolate

g. refrigeration

h. 1874

i. 2000

j. houses

k. school

l. workers and their families

m. kindness

n. other

o. USA

p. chocolate museum

Activity 10

a. About 200 people used to live in Noisiel.

b. In the early 19th century people used chocolate for sweetening bitter tasting drugs. Now chocolate is a sweet.

c. It made pharmacy goods.

d. They were used for making chocolate. They are now a chocolate museum.

e. It was famous for modern production and kindness to their employees.

SECTION 2Activity 1

They are advertisements for World’s Fair.

Activity 2

Many tourists who visit Paris say that the Eiffel Tower is one of the highlights of their trip. Today it is a well known site, and it can be seen from many different locations around Paris. But did you know that until quite recently, the Eiffel Tower caused a lot of argument?

Originally, the Eiffel Tower was built as an entrance arch for the 1889 World’s Fair. The enormous structure marked a special World’s Fair for the French. For most of the 19th century, World’s Fairs were designed to showcase new scientific inventions from all over the world. This World’s Fair was also an enormous public exhibition of French culture and the 100 year anniversary of the French Revolution.

The tower’s designer, Gustave Eiffel, had a permit for the tower to stand for 20 years after the World’s Fair. Building started in 1887 and wasn’t finished until 1889. It was a


colossal job: three hundred workers joined together nearly twenty thousand pieces of iron. After 20 years it should have been taken down again by the City of Paris. However the height of the tower made it a very useful structure for radio communication so it was allowed to stay. In fact the Eiffel Tower was a very tall tower. For 41 years it was the world’s tallest structure, until 1930 when the Chrysler Building in New York was finished.

For many years, both Parisians and visitors complained that the Eiffel Tower was a very ugly construction. One famous French writer who hated the Eiffel Tower, used to eat lunch inside the tower everyday. This confused people until he told them it was the only place in Paris where he didn’t have to look at the Eiffel Tower.

It is interesting how taste’s change. Nowadays, the Eiffel Tower has the most visitors to a paid monument in the world. It is also the most famous symbol of both Paris and France.

Activity 3

Noun Verb

showcase

inventions

exhibition

culture

Activity 4

showcase – to exhibit, to display

invention – a new design or creation

exhibition - a public display of works of art or items of interest, held in an art gallery or museum or at a trade fair

culture - the ideas, customs, and social behaviour of a group of people or society

Activity 5

Synonyms of ‘huge’: enormous, colossal

Activity 6

a. The Eiffel Tower caused a lot of argument until quite recently.

b. World’s Fairs showcased new scientific inventions from all over the world.

c. The building of the Eiffel Tower wasn’t completed until 1889.

d. The Eiffel Tower was the tallest building in the world until 1930.

e. Parisians complained about the Eiffel Tower for many years.

Activity 7

a. 1938

b. industrialization/trade

c. telephone

d. 1938-1988

e. culture

f. 1988

g. Expos

h. national promotion or ‘nation branding’

i. Brisbane, Australia

Activity 8

a. Until 1938 the focus of World’s Fair was on industrialisation.

b. The invention of the telephone was not displayed until 1876.

c. For fifty years the focus of the World’s Fair was on culture.

d. Until 1988, international exhibitions were called World’s Fair.

Note: in the time synonyms vocabulary box, students may come up with words such as epoch and age.

Activity 9

The short talk separates World’s Fairs into three eras because their purposes changed over the years/their focus changed.

SECTION 3Activity 1

During his last year of school, Omar studied very hard. He woke early and practised Chinese vocabulary while he ate breakfast. During the train ride to school, he repeated Shakespeare. At lunchtime, while other people played games, he finished some maths problems. After school he read history while he waited for his sisters to finish their art class. By the time he arrived home every day he was exhausted. But the exam period was close. So every evening he put his grandmother’s cake mould on the desk in front of him. His grandmother had been a hard working woman. Although she was always busy, she could always find time for everything and everyone. The memories in the mould helped Omar to keep working hard during his final year of school.

Activity 2

a. Omar studied very hard during his last year of school.

b. Omar ate breakfast while he practised Chinese vocabulary.

c. Omar repeated Shakespeare during the train ride to school.

d. At lunchtime, other students played games while he finished some maths problems.

e. Omar read history while he waited for his sisters to finish their art class.

Activity 3


It belonged to his grandmother.

Activity 4

It was special to Omar because his grandmother had been a hardworking woman and always found time for everything and everyone.

Activity 8

Picture a – coffee grinder

It was used for grinding coffee beans.

Picture b – spinning top

It used to be a popular children’s toy.

Activity 9

Three reasons why people still like it today: it is quiet, it doesn’t overheat the coffee beans, and it is easy to grind the perfect amount.

Activity 10

Two different materials the spinning top was made from: tin and wood.

Activity 13

a. Visitors to the time capsule exhibit - 5

b. Contents of the time capsule - 4

c. New York’s World’s Fair - 1

d. Purpose of the time capsule - 3

e. Definition of a time capsule - 2

f. Burying the time capsule - 6

Activity 14

a. A time capsule is a collection of goods and information used to try and communicate with people in the future.

b. No, they didn’t because they included a code called ‘a key to the English language’ and some dictionaries.

c. A variety of everyday objects such as a camera, a lady’s hat, a man’s electric razor, a baseball and seeds for common foods, and a code to the English language and some dictionaries.

d. Visitors signed their names in a book that would be buried in the time capsule.

e. It was buried in the field where the World’s Fair was held.

SECTION 4Activity 1

Yellow tram – description b

Green tram – description a

Activity 2

service Kind of word Noun

Clues from sentence

follows a verb ‘started’

Meaning a system of supplying a public transport need

iconic Kind of word Adjective

Clues from sentence

connected to a noun ‘part’

Meaning representing a symbol

carriage Kind of word Noun

Clues from sentence

follows 2 adjectives ‘green painted’

Meaning a section of the tram for carrying passengers

trim Kind of word Noun

Clues from sentence

follows an adjective ‘yellow’

Meaning a decorative edge in a different colour

Activity 3

a. No, they aren’t.

b. Fleet – a number of trams

c. They have a low floor to make it easy for wheelchair access.

d. Facilitate – to make easy or easier

e. They are sometimes called ‘Bumblebees’ because they are painted bright yellow with black windows.

f. Resemble – to look like

Activity 4

Paragraph 1 – b

Paragraph 2 - c

Paragraph 3 - f

Paragraph 4 - h


Activity 5

a.

factories – a group of buildings where goods are made by machines

industry – economic activity concerned with the making of goods in factories

skyline – an outline of buildings against the sky

lights up – provides with light, illuminate

logo – a symbol used by an organisation to identify its products

b.

original - first

raised – collected

copy – something made similar to another

lobbied – tried to influence an issue

sponsored –provided money for

Activity 8

Q1. c

Q2. a

Q3. d

Q4. a

Q5. c

Q6. d

Q7. c

Activity 9

L1 – b

L2 – a

L3 - c

SECTION 5Activity 2

Giving old buildings a new purpose has become popular around the world. People used to pull down old buildings and build new ones in their place without much thought. But these days people have more respect for some of the great buildings of the past. One example of this is the Fiat factory in Turin, Italy. The factory took seven years to build, and when it was opened in 1923, it was one of the most impressive factories ever built. Car production used to start at the ground floor, and the car was moved from the bottom floor to the top of the building during production. At the top of the building,

employees used to check each new car worked, by driving it around a racing track on the roof of the factory. Sadly, the way people used to make cars has changed. The factory was

no longer a useful facility and the Fiat factory was closed down. However, the building had such a big historical value to Turin that the city held an architecture competition to re-design the factory for a new purpose. Now, inside the building where there used to be a car factory, there is a huge complex that provides the city with a conventions centre, a hotel, a concert hall, theatres and a shopping centre. But the biggest tourist attraction is the roof top racing track, which people from all over the world come to visit every year.

Activity 3

Topic sentence: Giving old buildings a new purpose has become popular around the world.

Activity 4

Finding a new use for an old building is becoming more popular.

Activity 5

a. Finding a new use for old buildings is becoming more popular.

b. After each car was finished, employees drove them around a racing track on the roof of the factory.

c. The Fiat factory was opened in 1923.

d. The Fiat factory had a big historical value to Turin.

e. The car factory now houses a conventions centre, a hotel, a concert hall, theatres and a shopping centre.

Activity 7

a. For

b. Until

c. While

d. during

Activity 9

a. the future

b. eyes

c. travelling to the future

d. famous

e. hundreds

f. 1963

g. 700

h. possible

i. amongst us in everyday life

j. dreamers

Activity 10

a. ‘To see something with your own eyes means to see or experience something yourself.

b. Authors started writing books about Time Travel in the 18th century.


c. It is popular because over 700 episodes have been made.

d. Some scientists think Time Travellers could be amongst us in everyday life.

e. The idea of Time Travel is interesting to scientists and dreamers.

Activity 11

‘Panorama’ means a picture or photograph with a wide view.

Activity 16

Phrases that describe the layout of the apartments in the factory:

next to my apartment, with their front door facing the street, a small courtyard at the back, behind the apartments are five more apartments, between the five apartments at the front and the five apartments at the back



Presenter: Welcome listeners to another edition of ‘History Now’, a program that likes to ask questions about how our ancestors have shaped the world we live in. At this time of year we anticipate the announcement of new additions to UNESCO’s World Heritage Site list. One community eagerly awaiting the list is a little town in France, Noisiel. The people of Noisiel are hoping that the great Menier Chocolate factory complex, and with it the history of their town, will be protected in the future by the UNESCO listing. So, why should Noisel and the Menier Chocolate factory be put on the map? Actually, the history of this place is pretty remarkable, and I hope you’ll think so too.

The Menier company began in 1816. Originally, they were a pharmacy goods company in Paris. So what do pharmacy goods and chocolate have in common you ask? Well, back in the 19th century, people used to think chocolate was a medicinal product. Chocolate powder was prescribed as a cure on its own, but it was also used for sweetening bitter tasting drugs. In 1816, no one knew how to make solid chocolate and people used to buy it as a powder. But about ten years later solid chocolate was developed, and the Menier chocolate empire was born.

Once solid chocolate was developed, the company decided to expand. They bought some land in Noisel, a small village outside Paris. When the Menier company moved to Noisel it was a very small village. Less than 200 people used to live there. In 1864, the chocolate business had become so successful that the Menier family sold the pharmacy goods part of the business. After this, they became the largest chocolate manufacturer in France.

But by the late 19th century, the Menier chocolate company had a problem. Noisel had only 200 villagers, but the company needed more and more employees to keep up with the demand for their chocolate. This situation meant that in the 1870s the Menier family became pioneers of both manufacturing standards and taking responsibility for the well-being of their employees. In 1872 they built a new factory which had all the latest equipment for modern production including refrigeration. Then in 1874 as their workforce grew to 2000 people, they started building hundreds of houses, a school and a retirement home for their workers and their families. Nearly the entire population of Noisel used to be the workers at the Menier Chocolate Company. This extraordinary situation meant the Menier Chocolate Company used to win prizes at international fairs for both their modern production and their kindness to their employees.

Sadly in the twentieth century the Menier Chocolate Company slowly declined. The two world wars created a lot of financial trouble for the company, and other chocolate companies in Switzerland and the USA became more popular. However the beautiful Menier Chocolate factory was saved. Since the company was bought by the famous Swiss company Nestle, also a producer of chocolate, Nestle decided to protect the historic Menier factory as an important part of chocolate history. In 1996, Nestle opened a chocolate museum in the Noisiel factory, where anyone can book a tour and step back in time to see the way things were.

Track 6.2

Speaker: For over a century, World’s Fairs have been held all over the world. World’s Fairs are large public exhibitions. Their purpose has changed several times since they began. Today you will hear a short history of World’s Fairs.

The idea for the World’s Fair started in France. Originally the purpose was to hold a large exhibition to show off national achievements. In 1844 France held an industrial exhibition to show other European countries the industrial inventions and improvements made in France. Until 1938, the focus of World’s Fairs was industrialization. These fairs focused on trade, and showcased new technologies. It was an exciting opportunity for countries to share new knowledge. Important inventions such as the telephone were displayed for the first time at World’s Fair during this time. In fact you might be surprised to hear that the telephone was first displayed in 1876.

For the next fifty years, the focus of World’s Fairs changed. Instead of showcasing new scientific inventions, the focus was culture. World’s Fairs were used to exchange cultural ideas between countries. They became more interested in the future and ideas to create a perfect world. This main purpose of World’s Fairs lasted until 1988, when a new focus emerged. At this time the World’s Fairs even changed their name, and are now known as Expos, a shortened name for Exposition. These Expos, the first in Brisbane, Australia in 1988, started to develop a focus on national promotion or ‘nation branding’. For example, in 1992 Spain used its’ World Expo as well as the fact that it hosted the Summer Olympics in Barcelona, to make a strong statement to the world that Spain was both modern and an important member of the newly forming European Union.


Track 6.3.

Speaker: This is an antique coffee grinder. Coffee grinders were used for grinding coffee beans. A person had to turn the big handle at the top to grind the beans. The ground coffee would be collected from the drawer at the bottom. Nowadays people usually have an electric coffee grinder instead, or they buy their coffee ready-ground. But some people who really love coffee still think the antique coffee grinder is the best way to grind coffee. Why? Because it is quiet, it doesn’t overheat the coffee beans and it is easy to grind the perfect amount.

This is an old spinning top. Spinning tops used to be a popular children’s toy. Sometimes they were made from tin and sometimes they were made from wood. Children would hold one end of the top to the ground and then spin it. The goal was to keep the top spinning as long as possible. It sounds simple but it could entertain children for hours: children found the different patterns in the wood or colours on the tin tops fascinating as they spun around and around.

Track 6.4

1. Melbourne’s trams used to be powered by horses.2. Melbourne’s trams used to be powered by horses.3. Melbourne’s trams used to be powered by horses.

Track 6.5

Speaker: For centuries people have been fascinated by their societies’ past and by the possibilities of the future. Some people have even fantasized about seeing the past or the future with their own eyes. This is the idea we know as Time Travel.

The idea of Time Travel may be as ancient as civilization, but it wasn’t until the seventeen and eighteen hundreds that it became a popular subject in literature. During the eighteenth and nineteenth centuries, a lot of books were written about travelling to the future. Many of them are still popular with children today and their authors are still famous too. Some of these concepts have been adapted into films and television series which explore questions like ‘would time travel change history? Or the future?’ In the world of fiction, time travel has produced hundreds of new ideas for plots and story lines. It is such a flexible concept that the television series, Dr Who, has been in production since 1963 and over seven hundred episodes have been made.

Scientists in the twentieth century have developed several theories about Time Travel. Some scientists argue that it isn’t possible, while others argue that there may be time travellers amongst us in everyday life but we just don’t recognize them. Whatever the truth, Time Travel remains an interesting area of thought for scientists and dreamers.


Unit 7 AnswersREADING TEXT 1

Part 1

1. b

2. e

3. d

Part 2

Q1. c

Q2. a

Q3. b

Q4. c

Q5. a

Q6. a

Q7. b

Q8. c

Q9. d

Q10. a

READING TEXT 2

1. writing

2. guide

3. enough

4. was

5. art

6. attractions

7. stayed

8. were

9. pool

10. very

11. agent

12. buy

13. money

LISTENING 1

What is the event? a. Melbourne Poetry Festival

Where? b. Melbourne

Year Started? c. 2002

Month? d. September

Where are the poets from?

e. from Melbourne (local poets)f. from other states in Australia

g. from overseas

WRITING 1

Well, I think it was around nine thirty in the morning. I was gardening at the front of my house, when I saw something strange happening in the neighbour’s house. In the morning I saw the family leaving so I knew no one was home. I heard lots of strange noises in their house and then the sound of glass breaking. I thought someone was breaking a window. I called the police and then I ran to their house. I ran into the house just as the burglar was running away. Luckily, I saw his face clearly. I can describe him to the police when I go to the police station.

READING TEXT 3

Part 1

1. c

2. d

3. a

Part 2

Q1. c

Q2. a

Q3. d

Q4. c

Q5. d

Q6. d

Q7. d

Q8. a

Q9. b

Q10. d

LISTENING 2

Part 1

a. 100

b. teacher

c. play games

d. class

e. hand

f. turns it off

g. meeting

Part 2

a. the Internet

b. every day

c. cooking

d. the supermarket

e. food


f. her house

g. convenient

READING TEXT 4

a. 9

b. 2

c. 11

d. 3

e. 5

f. 12

g. 4

h. 6

i. 1

j. 7

k. 8

l. 10

LISTENING 3

Part 1

a. 10

b. 6

c. 7

d. 1

e. 2

f. 3

g. 5

h. 9

i. 4

j. 8

Part 2

1. a

2. c

3. b

4. d

5. a

6. d

7. c

8. d

9. b

10. a

READING TEXT 5

Dear Ceci,

Thank you for your letter. Now I am visiting my sister, Leyal in Aleppo. She came here six months ago and is learning Arabic. I think her Arabic is fantastic. Leyal asked me to stay with her, but her apartment is very small so I am staying at a hotel.

The weather is very hot here during the day so I usually get up early before the sun is too strong and walk into the city centre. There are many tourist attractions there.

Yesterday Leyal took me to the souk, which is a very old building made of very thick stones. It is much cooler inside than outside. You can buy everything there, and it is easy to get lost. I didn’t buy anything, but Leyal bought some T-shirts.

Then we went to a cafe. We sat in the shade, drank tea and watched the sunset. And then we walked to an Arabic restaurant and had dinner. I am leaving tomorrow, but I will have wonderful memories of my time in Aleppo. Next stop, Damascus!

Write soon,

Fatima

WRITING 2

The Salvation Army makes life better for people who can’t afford to celebrate public holidays. It organises many events around major cities both in Australia and the UK to provide meals to the homeless and hungry. The soup van is one way the Salvation Army reaches many people who need its help. It can drive anywhere and visit lots of different locations in one day. The food is very high quality: it is from expensive restaurants. The homeless are happy to meet other people and share a meal with the volunteers on public holidays when most people get together with their family and friends.



Steve: Hello. I wanted some information, please.

Ashlee: Oh yes, how can I help you?

Steve: I am in Melbourne for a week. Are there any special events happening now?

Ashlee: Ok, just a moment … oh yes! There’s the Melbourne Poetry Festival.

Steve: A poetry festival?

Ashlee: Yes. It’s quite famous. It started in 2002 and takes place every year in September.

Steve: That sounds interesting. What can I see at the festival?

Ashlee: There’re lots of different events actually. Some are outdoors and some are indoors.

Steve: How can I find these events?

Ashlee: We have a special festival map. This map shows all the events and their times.

Steve: Sounds like a great way to see the city! How much does it cost?

Ashlee: Well, the map is free. You can get one from me, or from other tourist information centres in the city. But you need to buy a ticket for some of the other events.

Steve: Sounds great!

Ashlee: Yes. They also provide free food and drinks. So you can enjoy a snack while you listen to the poetry.

Steve: So are all the poets in the festival from Melbourne?

Ashlee: No, there are lots of poets from other states in Australia and from overseas as well.

Steve: Well, thanks for your help. And I might get one of those Melbourne Poetry Maps from you too so I can start on the poetry walk!

Track 7.2

Phillip: When I was a teenager, I used to love my mobile phone. I used to send more than 100 text messages a day to my friends. I used to get into trouble from my teachers because I would play games on my phone during class. At night I also used to fall asleep with my mobile phone in my hand. However, now I don’t send any text messages and I turn my phone off at night and when I am in a meeting at work.

Track 7.3

Jan: When I was young, I didn’t use to use the Internet, but now I use it every day. Before I used the Internet, I used to hate cooking, but now I love it because I can find easy recipes to make and I don’t need a cookbook. I also love cooking now because I can do the supermarket shopping online. I used to hate going to the supermarket to buy food, but now I don’t have to. I can buy the food I need online and it gets delivered to my house. It’s so convenient.


Track 7.4

Narrator: This is an unusual story about two men and a lion. It started near London in 1969 when four lion cubs were born in a small zoo. The famous department store, Harrods of London, bought two of the cubs. Harrods liked to say that you could buy anything and everything from their store. Two Australians, Ace and John, wanted to see if this was really true. They were surprised to see the two cubs there, and they fell in love with the male cub. They bought it, took it home and named it Christian.

Ace and John lived in an apartment above a furniture shop. The apartment was too small for a cub, but they couldn’t find anywhere bigger to live. Christian enjoyed living there. He was growing quickly, but he was very gentle and careful. Many people went to their shop, and actually the shop sold more furniture than ever because people were very interested in Christian.

However, as Christian got bigger and bigger, Ace and John were worried about his future. What would happen when he became too big? His food bills also became more expensive. They put Christian on TV programmes and advertisements. This helped to pay the food bills, but it was not enough.

Finally, it was time to find Christian a proper home. Ace and John found a place for him in Kenya, Africa. They took him there by plane. Christian was introduced to some wild lions, and at first he was very nervous! After Ace and John left Kenya, they thought about Christian all the time. A year later they went to visit him. Christian recognised them immediately and was very excited to see them. They were also happy and excited to see him.

In 2007 a man put a video clip of Christian the lion on YouTube. Many people liked it because it showed the happy moment when Ace and John saw Christian again. Now you too can watch that moment. People around the world were amazed when they saw Christian hugging Ace and John.


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