Upstream_B2+_Teacher's Book_2nd Year

fEmperor of France, conquered several European countries

g first head of the People’s Republic of China

hlast Tsar to rule in Russia

i Queen of England, reigned in the 16th century

jdiscovered America

Suggested Answer Key

A:It was Mao Tse Tung who was the first head of the People’s RepublicofChina,wasn’tit?

B:Yes,Ithinkitwas.

A:TsarNickolasIIwasthelasttsartoruleinRussia,wasn’the?

B:Oh,Ican’tremember.

A:Galileodiscoveredradium,didn’the?

B:Noway!ItwasMarieCuriewhodiscoveredradium.

A:George Washington was the first elected president of the UnitedStates,wasn’the?

B:Icouldn’ttellyou.

A:Wasn’titMartinLutherKingwhodiscoveredAmerica?

B:Not at all. That was Christopher Columbus. Martin Luther King campaignedforequalrightsinAmerica.

A:It was Amadeus Mozart who composed music when he was six,wasn’tit?

B:Ihaven’taclue.

A:Napoleon Bonaparte conquered several European countries, didn’the?

B:Yes,that’sright.

A:Queen Elizabeth I was the queen of England who reigned in the16thCentury,wasn’tshe?

B:Yes,Ithinkshewas.

2a. Explain the task. Play the recording twice. Ss listen and complete the task. Check Ss' answers and ask them to identify what helped them.

Answer Key

Speaker 1: Cleopatra (Clues: queen of Egypt; Julius Caesar; Mark Anthony;asp;Shakespeare)

Speaker 2: Hitler (Clues: leader of National Socialist Party in Germany; Der Führer; Mein Kampf; Aryan race; defeated in World WarII)

Speaker 3: Ghandi (Clues: India; leader of Indian nationalist movement against British rule; nonviolence; pacifism; nonviolent protest;assassinated)

b.Explain the task. Allow Ss time to prepare notes, then ask individual Ss to talk about the person they have chosen while the other Ss try to guess who the person is.

Suggested Answer Key

A:ThispersonwasanEnglishplaywrightandpoetwhowasborn in Stratford-upon-Avon in 1564. He wrote many famous plays, including Macbeth and Romeo and Juliet. He married Anne Hathaway in 1582 and they had twins, Hamnet and Judith, in 1585. He moved to London in 1588, where he soon became very popular. He had his own theatrical company, called the Lord Chamberlain’s Men, and they performed his plays at the GlobeTheatre.Hediedin1616.

B:WilliamShakespeare.

A: Correct.

c.Explain the task. Ask Ss around the class to give their answers with reasons.

Suggested Answer Key

I think that Nelson Mandela will eventually become a part of history because he has done so much good work against racism. He even spent 28 years in prison for standing up for what he believed in. He was head of the African National Congress (ANC) and he was the first democratically elected president of South Africa.

3Explain the task. Read the quotations aloud. Explain/Elicit what they mean. Ss complete the task. Check Ss’ answers around the class.

Suggested Answer Key

ñOurhistoryiswhatmakesusthewayweare.

I only agree with the first statement up to a point, as it suggeststhatwearewhatourhistoryhasmadeus.Ithinkthat history plays a part in forming our characters, but in the end, weareallresponsibleforourowncharacterandbehaviour.

ñHistory shows that we make the same mistakes over and over again.

I think that there is some truth in the second statement, as it seems that we keep making the same mistakes again and again throughout history. For example, if we really learnt from history,therewouldbenomorewars.

Reading (pp. 122-123)

1a. Read out the quotation and elicit answers from various Ss around the class.

Suggested Answer Key

I think that the quotation means there are always several versions of how things happen, depending on who is telling the story. In order to have a definite version of events to write in the history books, people have had to find a compromise between the differentversions.

b.Read out the questions and elicit answers from various Ss. Ss read the first and last paragraphs of the article and say what they think the text is about. Allow Ss time to skim the text and check their answers.

Suggested Answer Key

The quotation is linked to the title of the text because both are abouthistory.

I think that the text is going to be about how versions of events, whichwereadinhistorybooks,arenotalwaysaccurate.

c.Explain the task and read out the sentences. Ss complete the task in pairs, then scan the text to find the information. Check Ss’ answers.

Answer Key

2Explain the task and allow Ss some time to read the questions and the text and complete the task. Check Ss' answers and elicit evidence from the text for each one.

3B(lines41-43)

3Explain the task and allow Ss some time to read the text again and complete the task. Check Ss' answers.

Answer Key

ñ1776–CongressapprovedtheDeclarationofIndependence

ñ1782–thefirstdraftofaTreatyofPeacewassigned

ñ1783 – the king officially announced that the war would be oversoon,andtheTreatyofPariswaslatersigned

ñ1492–ChristopherColumbusarrivedinAmerica

ñ1000AD–LeifErikssonlandedinAmerica

ñ3rdSeptember–theTreatyofPariswassigned

ñ15th Century – Columbus’ voyages opened up large-scale commercebetweenEuropeandAmerica

4a. Ss work in pairs and complete the task using their dictionaries if necessary. Check Ss’ answers.

Answer Key

The chances are: verylikely The thing is: Infact

was not willing to: didnotwantto comes to mind: occurstoyou

give him any credit at all: acknowledgehiscontribution "cut and dried": straightforward

a grain of truth: sometruth

take it with a pinch of salt: haveacriticalattitude

b.Ss work in pairs and complete the task using their dictionaries if necessary. Check Ss’ answers.

Suggested Answer Key

version: oneformofsth

Independence: (of a country) having its own government – not beingruledbyanothercountry

approved: formallyagreedto

struggle: alonganddifficultattempttoachievesth brutal: cruel,violent

grant: allowsth/sbtohave leaders: thepeopleincontrol draft: anearlyversionofadocument

Treaty: a written agreement between countries in which they agreetodoaparticularthing

accurate: precise,exact

Presumably: verylikely actual: real

voyages: journeys

conquered: defeatedandruledbyotherpeople objective: basedpurelyonfactsratherthanopinion biased: one-sided,prejudiced

conqueror: personwhotakescompletecontrolofacountry era: aperiodofhistory

subjective: based on personal opinions and feelings rather than facts

5Read out the quotation and explain the task. Allow Ss time to complete the task, then ask individual Ss to report back to the class.

Suggested Answer Key

The writer means that history is always written from the writer’s personal point of view, so any version of events will be slightly biased.Forexample,hewrites:

ñDid you ever think about who wrote down these facts? How canyoubesurethattheyaretrue?

ñmanyhistorical"truths"arehistoricalmyths

ñThe writing of history depends not only on the "side" the writer is on, but also on the culture and attitudes of the era it is writtenin.

ñwhenyoureadhistory,takeitwithapinchofsalt.

I agree with the writer because I think it is impossible for people to write objectively about events, as everyone has their own point of viewaboutthingsthathappen.

6Read out the questions. Ss complete the task in pairs. Ask individual pairs to report back to the class.

Suggested Answer Key

ñA: I enjoy reading history because I like to know what happenedinthepast.Whataboutyou?

B:Well, I am not really interested in past events, as I don’t thinktheyhaveanyrelevancetowhatishappeninginthe worldtoday.

A:Oh, no, I have to disagree with you there. World events today are often directly connected to what has happened in the past, so it is important to read and learn about history.

B:Hmm. Maybe you’re right. I suppose knowing what

happened in the past does give you a better insight into somethings,likepolitics.

A:Exactly, and it can also help us as a society to learn from ourmistakes.

ñA: I love reading about the Aztecs, as I think they had a fascinating history. Their lifestyles and culture were very interesting.

B:Yes, I see what you mean, but I much prefer to read about the history of my own country, particularly events in medieval times, as life was very dangerous and exciting then.

Language Focus (pp. 124-125)

1a. Explain the task. Allow Ss time to complete the task and compare answers in pairs. Ask individual pairs to report back to the class.

Suggested Answer Key

bomb, missile, fight, battle, army, navy, air force, win, lose, defeat, attack,surrender,tank,guns,kill,death,plane,uniform,helmet,etc

b.Explain the task and explain/elicit the meaning of any unknown words. Allow Ss time to complete the task, then check Ss' answers on the board.

Answer Key

War & Peace: ally

Military Actions: surrender,attack,conquer

Armed Forces: navy

Ranks: private,general,major,admiral

Anti-war: disarmament,treaty,pacifist

c.Explain the task. Allow Ss time to complete the task, then check Ss' answers.

d.Allow Ss time to complete the task, then ask individual Ss to read out their sentences.

Suggested Answer Key

1 Itispossibletohaveaverygoodcareerinthearmedforces.

2AmericaandBritainwerealliesinWorldWarII.

3The army was forced to surrender as they had lost too many mentocontinuefighting.

4MygrandfatherwasacaptainintheBritisharmy.

5 Thestudentsdecidedtocampaignfornucleardisarmament.

6IamapacifistandIamstronglyanti-war.

2 a. Explain the task and read out the words and expressions, explaining any unknown words. Ask Ss what they think the conversation will be about.

Suggested Answer Key

I think that the conversation will be about the British suffrage movement,inwhichwomencampaignedfortherighttovote.

b.Explain the task. Play the recording twice. Ss complete the task. Check Ss’ answers by playing the recording again, pausing after each piece of information is given. Ask Ss to say which words/phrases helped them to deduce their answers.

Answer Key

1F(fighthardforit)

2F(greatgrandmother)

3 T(prison,hungerstrikes,dyingforthecause)

4 F(womanovertheageof30)

5F(America,ahead,No,1920)

c.Explain the task and read out the example. Allow Ss time to complete the task in pairs, then ask individual pairs to report back to the class.

Suggested Answer Key

A:Whatwasasuffragette?

B:A woman who campaigned for women to have the right to

vote.

A:Whydidtheygoonhungerstrike?

B:Tomakeapoint.

A:Whatwasthepointtheyweretryingtomake?

B:Thattheywerewillingtodieforthecause.

A:Whydidsomesuffragettesdieforthecause?

B:Becausethingsgotoutofcontrol.

A:Didtheygetenoughattention?

B:Yes,intheendtheygotthevoteandmadehistory.

d.Read out the question and elicit answers from Ss around the class.

Suggested Answer Key

In my country, both men and women can vote when they are 18 yearsold.Everybodyoverthisagecanvote.

3Explain the task and elicit/explain the meaning of the expressions. Ss complete the task, using their dictionaries if necessary. Check Ss' answers around the class.

4lostcontrolof

4Explain the task and do item 1 with Ss. Allow Ss time to complete the exercise. Check Ss' answers, then ask Ss to explain the difference between each set of words.

Answer Key

1 classical (relates to ancient civilizations; classic = typical/wellknown/traditionalNBClassics=studyofancientcivilizations)

2defeated (= to be beaten in a battle or game; arrested = taken intocustodybythepolice/stopped)

3historic (= important in history; historical = part of history/

describeorrepresenthistory/relatedtothestudyofhistory)

4attack (= hurt, damage sb or sth using physical force or violence;invade=enteracountrybyforcewithanarmy/enter aplaceinlargenumbers)

5(be in) power (= in charge of a country’s affairs; strength = physicalenergy/confidenceorcourage/powerorinfluence)

5Explain the task. Do item 1 with Ss, then Ss complete the task. Check Ss' answers.

6Explain that each set of adjectives collocates with one of the nouns. Do item 1 with Ss then Ss complete the task. Check Ss' answers. As an extension, Ss write sentences using some of the collocations.

Answer Key

7Explain the task. Do item 1 with Ss then Ss complete the task. Check Ss' answers, eliciting/explaining meanings where necessary.

8Elicit/Explain the meaning of the phrasal verbs given, or ask Ss to look them up in Appendix 2 at the back of the book. Do item 1 with Ss then Ss complete the task. Check Ss' answers. Ss should then memorise the phrasal verbs.

4carryingout

9Ss fill in the prepositions, then check their answers in Appendix 1 at the back of the book. Then Ss work in pairs and write sentences. Check Ss' answers by asking individual Ss to read out their sentences.

Answer Key

Suggested Answer Key

1Guy Fawkes and four other conspirators were involved in the plottoblowupKingJamesIandparliamentin1605.

2EmmelinePankhurstdedicatedherlifeto fighting for women’s righttovote.

3Thomas Paine, the philosopher, strongly believed in independenceforAmerica.

4Rupert Brooke, the famous poet, died of blood poisoning in 1915,andwasburiedontheislandofSkyros.

5It has been said that Britain acquired its empire by pure accident.

Listening & Speaking (pp. 126-127)

1a. Explain the task. Point out that Ss will shortly hear eight unrelated extracts and that there is one question related to each one. Allow Ss some time to read through the questions and underline the key words. Ask Ss to say what information they have to listen for to answer each question.

Answer Key

1I am going to listen to find out when Germany and Andorra signedthepeacetreaty.

2I am going to listen to find out what kind of person the boy

thinksCaligulawas.

3I am going to listen to find out how many days Julius Caesar addedtotheyear46BC.

4I am going to listen to find out what King Ludwig thought of Wagner’smusic.

5I am going to listen to find out what the teacher wants her studentstodo.

6I am going to listen to find out what kind of issue slavery was, accordingtothespeaker.

7 Iamgoingtolistentofindoutwhattheratswereaccusedof.

8Iamgoingtolistentofindoutwhatsortofhistoricalfigurethe peoplearetalkingabout.

b.Explain the task. Play the recording twice. Ss complete the task. Check Ss’ answers by playing the recording again, pausing after each piece of information is given.

c.Ask Ss to say which words/phrases helped them to deduce their answers in 1b.

Answer Key

1notuntil,fightingGermanyinWorldWarII

2 can’thavetakenanythingveryseriously,enjoyedagoodjoke

3addsixty-sevendaystooneyear

4thought very highly of Wagner, wanted somewhere to stage Wagner’soperas

5look at your history textbook, go to the library, look in encyclopaedias,theInternet,detailsfromthefilmonColumbus

6alltodowithmoney,bigbusiness

7 takingfoodthatdidn’tbelongtothem

8battles,win,defeated,retreat,troops

2a. Explain that this is a note-taking task and that Ss need to listen carefully for key points. Ask Ss to read through the gapped text and work out what they can about the story, and then guess what information is missing.

Suggested Answer Key

1 anounusedwith‘without’toexplain‘mystery’

2theyearwhentheMarieCelestewasfound

3 somepeopleconnectedtothecaptainwhowereontheship

4somethingthattherewasalotofontheship

5something possibly used to escape from the ship – maybe a boat

6 somethingsthatwerenottakenfromtheship

7whoFosdykewas

8somethingthatsavedFosdykefromdrowning

9 somethingorsomeonethatConanDoylewrotestoriesabout

10some things that were not true in Conan Doyle’s account eg facts,elements

b.Explain that the gapped text paraphrases what Ss will hear but the information they need for the gaps is clearly given in the recording. Remind Ss that they should not write more than three words in each gap. Play the recording twice. Ss listen and fill in the gaps. Check Ss answers by playing the recording again with pauses.

c.Read out the question and elicit answers from Ss around the class.

(Ss’ownanswers)

3a. Divide the class into pairs and each pair into Ss A and B. Ask all Ss to look at the pictures and elicit/provide key vocabulary items if necessary (e.g. snake, exercise book, whiteboard). Remind Ss that SAs must talk about similarities and differences between the pictures, not just describe them and also answer the second part of the question. Then SAs complete the speaking task. SBs listen to their partner and keep time, making sure SAs talk for about one minute uninterrupted. Go around the class and monitor Ss’ performance, then ask individual Ss to report back to the class.

Suggested Answer Key

Student A: Well, the first picture shows a man outdoors, handling some sort of snake, while a boy is watching and listening and taking notes on an exercise book. He might be asking the man questionsaboutthesnake,andnotingdowntheman’sreplies.The second picture is quite different: there’s a group of students sitting at their desks in the classroom and a teacher standing in front of them. He seems to be explaining something to them and is about to write something on the whiteboard. I’d say learning through experienceasinthefirstpicture,ismuchmoreeffectivebecauseit’s morememorableandenjoyabletoo.Werememberfarmoreabout things we’ve actually experienced than when we’re are just told aboutitinaclassroom.

b.Read out the question and elicit answers from SBs around the class.

Suggested Answer Key

Student B: I don’t think that difficult subjects such as Economics or Medicine should be taught at school, as these are subjects which should be learnt by adults, not children. Complicated and specialist subjects should only be taught at university so that peoplecandecidewhethertostudythemornot.

c.Ask Ss to look at the pictures and help them with vocabulary if necessary (e.g. protest, court house, banner, signs). Remind Ss that SBs must talk about similarities and differences between the pictures, not just describe them, and answer the second part of the question. Ss work in the same pairs; SBs are allowed about one minute to complete the speaking task, while SAs listen and keep time. Go around the class and monitor Ss’ performance, then ask individual Ss to report back to the class.

Suggested Answer Key

Student B: Inthefirstpicturewecanseeagroupofpeoplesittingon the steps of what looks like a court house or a parliament building. Theyhavegotalargebannerwhichsays‘peacenow’.Inthesecond picture, on the other hand, there are two people standing on a street corner holding signs which are protesting against circuses. I think that the first kind of protest is more likely to be heard and to havesomeresults,thanthesecondkind,asitisaprotestonamuch larger scale and is taking place somewhere where a lot of people will be noticed, whereas the second kind of protest only consists of twopeopletryingtomaketheiropinionsheard.

d.Read out the question and elicit answers from SAs around the class.

Suggested Answer Key

Student A: Ihavetakenpartinademonstrationoncebefore.Itwasa march to protest against the war in Iraq. People all over the world were taking part in similar marches to show that they disapproved ofthewar.Themarcheswerepeacefulandwereshownontelevision in several different countries around the world. Unfortunately, the war still went ahead, but at least the world leaders knew that thousandsofpeopledidnotsupporttheirdecisiontogotowar.

4Explain the task. Play the recording. Ss listen and make notes. Elicit answers from Ss around the class. Discuss Ss' answers.

Suggested Answer Key

StudentAisaverygoodfluentspeakerwhomanagestosayalotin the time allowance with almost no hesitation, and uses a wide range of language appropriately and accurately. Student B is also good, but hesitates more and so doesn’t manage to say quite so much, and uses a more limited range of vocabulary. Both students respond well to the questions, but Student A’s response to the picturesismorepersonal.

5a. Explain the task and read out the dialogues. Elicit answers from Ss around the class.

Suggested Answer Key

In the first dialogue, the second speaker makes it clear that he/she does not believe the first speaker, whereas in the second dialogue, thesecondspeakerisinterestedinwhatthefirstspeakerhastosay andwantstoknowmoreaboutwhathappened.

b.Go through the phrases in the useful language box and the situations. Ss work in pairs and complete the task. Ask some pairs to act out their dialogues in front of the class.

Suggested Answer Key

ñA: Listentothis.Mybestfriendisgettingmarried.

B:That’samazing!

A:Iknow,andthat’snotall.She’smovingtoAustralia.

B:Idon’tbelieveit!

ñA: You’llneverbelievewhathappenedtomelastnight.

B:What?

A:I took Sophie out to dinner, but I forgot my wallet, and I didn’thaveenoughmoneytopaythebill.

B:Ohno!Howawful!

ñA: I had a terrible weekend. Wait till you hear this. The bank machineatemycard.

B:You’renotserious,areyou?

A: Ohyes,Iam.Ihadnomoneyfortheweekend.

B: Howterribleforyou.

6Explain the task, read out the expressions and elicit/explain the meaning of any unknown vocabulary. Draw Ss’ attention to the example. Ss work in pairs and complete the task. Check Ss' answers.

Suggested Answer Key

2A: I’ve just won a thousand pounds in a crossword competition.

B:Ican’tbelieveyourluck!

3A: Ididn’twintheprize.

B: Betterlucknexttime!

4A: I’mgoingonholidayonSaturday.

B:Oh,youluckything!

5A: I’vegottoworkthisweekend.

B: Hardluck!

6A: The boss wants to see you in her office. She looks very angry.

B:Justmyluck!

Reading: Culture Clip (pp. 128-129)

1a. Explain the task. Focus first on the picture, the title of the text and the quotation, and then on the list of words, explaining the meaning of any unknown vocabulary where necessary. Elicit answers from Ss as to what they think the text is about.

Suggested Answer Key

I think the text is about a famous female pilot called Amelia, who wentmissingduringaflightandhasneverbeenseenagain.

b.Explain the task. Allow Ss time to write three questions in pairs, then read the text quickly to find answers. Check Ss' questions and answers around the class.

Suggested Answer Key

Questions:

HowdidAmeliadecidetobecomeapilot? Whendidshegomissing?

Whathavepeopledonetotryandfindher?

Answers:

Amelia decided to become a pilot when she took a ten-minute planerideatanairshowinthe1920s.

Shewentmissingin1937.

The United States Navy searched for days but there was no sign of theplane.

2a. Explain the task. Help Ss with the first two paragraphs, then allow Ss time to complete the task in pairs. Check Ss' answers around the class.

Suggested Answer Key

0 ThisparagraphisaboutAmelia’schildhood.TheheadingisI.

1This paragraph is about Amelia’s early career and her first experience of flying. I think the best heading to match the first sentenceofthisparagraphisH.

2This paragraph is about the beginning of Amelia’s career as a pilot.Ithinkthebestheadingtomatchthefirstsentenceofthis paragraphisA.

3ThisparagraphisaboutaccidentsAmeliahadduringherearly career as a pilot. I think the best heading to match the first sentenceofthisparagraphisF.

4This paragraph is about Amelia’s trans-atlantic flight. I think the best heading to match the first sentence of this paragraph isB.

ñwent to air shows in her free time in the 1920s – had a 10minuteplanerideanddecidedtolearntofly

ñhadflyinglessonsandboughtherownplane

ñin 1922, took part in record-breaking stunts and organised cross-countryairraces–promotedflyingforwomen

ñin1928,wasfirstwomanevertoflyacrosstheAtlantic

ñmarriedGeorgePutman

ñin1932,madesoloflightacrossAtlantic

ñin 1937, final flight – flew from Miami to South America to Africa and to Australia – disappeared mysteriously – never seenagain

Amelia Earhart was born in 1897 in Kansas, America. Her family travelled a great deal, so she often missed school, but she was very bright academically. When she graduated from high school, she became a nurse. She worked as a military nurse during the First World War. After the war, she became a social worker in America and taught English to immigrants. She went to air shows inherfreetimeinthe1920s.Shehada10-minuteplanerideatone oftheseshowsanddecidedtolearntofly.

Amelia had flying lessons and bought her own plane. In 1922, she started taking part in record-breaking stunts and organised cross-country air races. She promoted flying for women. In 1928, she was first woman ever to fly across the Atlantic, although she was only a passenger. She married George Putman after this flight and they decided together that she should make a solo flight acrosstheAtlantic,whichshedidin1932.

In 1937, Amelia took her final flight. After flying from Miami to Australia, she and her plane disappeared mysteriously and were neverseenagain.

Alternative title: TheLifeandDeathofAmeliaEarhart

5Explain the task. Allow Ss time to complete the task in pairs, then ask individual pairs to act out their dialogues in front of the class.

Suggested Answer Key

ñGeorge: Hello, Amelia. I’ve heard a lot about you. I’m George Putman.

Amelia: Nicetomeetyou,George.

George: Areyoulookingforwardtotheflight?

Amelia: Of course I am, but I’d rather be the pilot than the passenger.

George: Ha ha. Maybe you will be able to make your own flightacrosstheAtlanticoneday.

Amelia: Icertainlyhopeso.

ñGeorge: I’ve been thinking. Why don’t you make a solo flight acrosstheAtlantic?You’vealwayswantedtodothat,andnow wouldbetheperfecttime.

Amelia: Yes, I think you’re right. It’s something I’ve been thinkingabout,too.

George: You could fly from here to Britain and you would be thefirstwomantoflytheAtlanticsolo.

Amelia: I know. I’d be the first person to have flown across the Atlantictwice,too.

George: You never know, you might even set a record for speed.

Amelia: I’llcertainlygiveitatry!

ñAmelia: Well, Fred, we’ve got a long way to go. I hope you feel readyforthistrip!

Fred: Of course I’m ready! We’re going to make history on this journey!

Amelia: I know – I’m so excited. When we get to South America, we’ll fly on to Africa and then to Thailand. It’s going tobewonderfultoseesomanyfantasticplaces.

Fred: You’reright.Ican’twaittoseeAustralia.We’resoluckyto havethechancetoseethesecountries.

Amelia: Some people never even have the chance to leave the countrytheywerebornin.

Fred: That’strue.Thankgoodnesswe’renotlikethosepeople. Amelia: Youcansaythatagain!

6Read out the list of adjectives, explaining the meaning of any unknown words. Elicit answers and justifications from Ss around the class.

Suggested Answer Key

IthinkthatAmeliawasoptimistic,asshecarriedoutdeathdefying feats and always believed that she would survive. I also think that she was stubborn, as very few women would have persevered in becomingapilotinthosedays.Shemusthavebeendetermined to succeed in her chosen career, as she worked very hard to become a famousandsuccessfulpilot.Shewasverydaring,too,becauseshe did many dangerous tricks in her plane. I think that she was a bit rebellious, because she chose a career which she knew would shocksomepeopleinthosedays.

7Explain the task and allow Ss time to make notes. Then, ask individual Ss around the class to talk about two women who featured in their country's history.

(Ss’ownanswers)

Examples from English history:

ElizabethIwasbornin1533.Atthattime,womenwereconsidered to be inferior to men, and nobody thought that such a young womanwouldmakeasuccessofbeingtherulerofEngland.Queen Elizabeth’s advisors constantly tried to persuade her to marry so that there would be a king in power, but she refused. She never married or had children, but she was a strong and powerful monarch and improved the country in many ways during her reign. She became known as Good Queen Bess.She died in 1603 at seventyyearsofageafteraverysuccessfulforty-fouryearreign.

Emmeline Pankhurst was born on 14 July 1858 in Manchester, England. She helped found the Women's Franchise League in 1889 and she founded the Women's Social and Political Union (WSPU) in Manchester in 1903. She campaigned strongly for women’s right to vote and led the Suffragette movement. At that time, women were not allowed to vote at all, as they were not considered to be knowledgeable about politics. Emmeline Pankhurst died on 14 June 1928 in London, a few weeks after women were granted the vote in Britain.

8Explain the task and allow Ss time to prepare a dialogue in pairs. Then ask individual pairs to act out their dialogues in front of the class.

Suggested Answer Key

Reporter: Amelia Earhart, can you tell us a little about your childhood.Wherewereyouborn?

Amelia: IwasborninKansas,USA,in1897. Reporter: Isee.Didyouhaveahappychildhood?

Amelia: Well, it was rather difficult and unsettled. My family travelled a great deal so that my father could find work, you see. I often missed school, but I was considered to be quite bright academically.

Reporter: Whatdidyouenjoydoingwhenyouwereyoung? Amelia: Oh,allsortsofthings.Ilovedreadingandpoetry,aswellas sports.Iparticularlyenjoyedbasketballandtennis.

Reporter: Amelia,thankyoufortellingusaboutyourself. Amelia: Oh,itwasmypleasure.

English in Use (pp. 130-131)

1Quickly revise past forms. Refer Ss to the Grammar Reference section for more detail. Do item 1 with Ss, then Ss complete the task. Check Ss' answers.

2Explain the task and work through the example with Ss. Ss work in pairs and complete the exercise. Check Ss' answers.

Suggested Answer Key

2 Paulleftwhen/beforeTinaarrived.

3 Pauldidn’tleaveuntilafterTinahadarrived.

4 PaulwasjustleavingwhenTinaarrived.

5 PaulhadjustleftwhenTinaarrived.

6 PaulwasleavingasTinawasarriving.

3Quickly revise past modals. Refer Ss to the Grammar Reference section for more detail. Do item 1 with Ss, then Ss complete the task. Check Ss' answers.

Answer Key

2 Iexpectedthemtohavearrivedbynow.

3 It’sunlikelythattheyreceivedmymessage. 4 Itwaswrongofthemtomentionthesurprise. 5 I’mnotsurethattheyknewhowtogethere.

6 There’sachancethattheywereluckyandgotin. 7 Iamsuretheydidn’tknowwewerecoming.

8 It’sapitytheydidn’tcomewithus.It’slovelyhere.

4Explain the task and do item 1 with Ss. Ss work in pairs and complete the exercise. Check Ss' answers.

Suggested Answer Key

1 may/might/couldhavewrittendownthewrongnumber.

2 shouldhave/oughttohavebroughtsomewarmclothes.

3 may/might/couldhaveleftmyglassesatwork.

4 musthaveborrowedthecar.

5 shouldhave/oughttohaverememberedherbirthday.

5Explain the task and do item 1 with Ss. Ss work in pairs and complete the exercise. Check Ss' answers.

6Explain the task and do item 1 with Ss. Ss work in pairs and complete the exercise. Check Ss' answers.

Suggested Answer Key

2 A: DidyouhearthatTonywasdrivingaBMWyesterday?

B:Oh,hecan’thavebeen!Hehatesbigcars.

3A: Did you hear that Ann bought a really expensive designer outfit?

B:Oh,shemayhavegotapayrise,then.

4A: DidyouhearthatKathrynwasn’tacceptedatOxford?

B:Well,sheshouldhavebeen.She’sverybright.

5A: DidyouhearthatLydiahadahardtimefindingaflat?

B:Oh,shecouldhaveaskedforhelp.

7Explain the task and do item 1 with Ss. Ss work in pairs and complete the exercise. Check Ss' answers.

Suggested Answer Key

Bill

Hemusthavesleptbadlylastnight. Hecan’thavesleptwelllastnight.

Hecouldhavebeenworkinglatelastnight.

Hemighthaveeatensomethingthatdisagreedwithhim.

John

Hemusthavegotstuckintraffic. Hemighthaveoverslept.

Hecouldhaveforgottentocallataxi. Hecan’thavebeenattheairportontime.

Tina

Shemighthaveforgottenaboutit.

Shemusthavehadsomethingmoreimportanttodo. Shecan’thaveknownitwasthismorning.

Shecouldhavemissedthebus.

8Explain the task. Explain that the suffixes -ise and -en can be added to the end of some nouns or adjectives and the prefix encan be added to the beginning of some nouns or adjectives to form verbs. Do item 1 with Ss, then Ss complete the exercise. Check Ss' answers and write the verbs on the board.

As an extension, Ss write sentences using the verbs.

9Explain the task and point out that the second sentence should have the same meaning as the first sentence. Remind Ss that they must not change the word given. Do item 1 with Ss. Elicit the grammar structure tested. Ss complete the exercise. Check Ss' answers.

Answer Key

1 ...shouldnothaveput...(pastmodalshould)

2 ... by the time I got ... (adverbial phrase ‘by the line + past simple)

3 ...willhavetobedone...(futureobligation+passive) 4 ...mightnothaverecognised...(pastmodalmight) 5 ...didnotsucceedinimpressing...(succeedin+-ing) 6 ...couldshehaveknownabout...(pastmodalcould) 7 ...couldhavebeendelayed...(pastmodalcould)

8...oughttosaygoodbyebefore...(futureobligationoughtto+ inf)

9...hasn’theardfromGlen...(presentperfect+for)

10... should have/might have let us know ... (past obligation should/might+inf)

10Ask Ss to look at the title, then read through the text quickly to get the gist. Read the example. Elicit why out is the correct answer (‘find out’ is a phrasal verb meaning discover). Do item 1 with Ss. Advise Ss to focus on whole sentences at a time, and to look very carefully at the words before and after each gap to help them decide on the missing word. Ss work in pairs and complete the exercise. Check Ss' answers on the board.

11Ask Ss to look at the title, then skim the text to get the gist and say what it is about. Then tell Ss to read the first sentence more carefully and ask Ss to explain why very in the first line is an error (‘very’doesnotcollocatewith‘amazing’). Next focus on the second line and establish that this line is correct. Ask Ss to read the second sentence and focus on each of the next three lines in turn (items 1, 2 and 3). Elicit that of (1) is an error, (we say ‘a hundred years’ with no preposition), that the next line (2) is correct, and that it (3) is an error, (we cannot put an object after a passive verb). Remind Ss that they should always look at whole sentences before focusing on each line, since some errors depend on the grammar and meaning of the whole sentence and Ss might mistakenly think they are correct in the smaller context of the line. Ss complete the task individually or in pairs. Encourage Ss to reread the whole text afterwards to check that it is correct. Check Ss’ answers, asking for a justification for each error found.

Answer Key

1of(unnecessarypreposition)

3 it(noobjectusedafterapassiveverb)

4 the(‘becamepresident’noarticle)

5 of(afew+noun–nopreposition)

6one(unnecessaryextradeterminer)

7 more(unnecessaryextracomparative)

8 is(‘whatabout’–phrase–noverb)

9

11of(both+noun–nopreposition)

12were(unnecessaryverbwithoutsubject)

14far(passedaway–phrasalverb)

15by(called+noun–nopreposition)

Writing: Narratives (2) (pp. 132-136)

1a. Go through the theory box and explain any points Ss have difficulty with. Read out the rubric. Go through the questions and elicit answers around the class.

Suggested Answer Key

1 magazinereaders

2thirdperson

3ñ John/Paul/Mark/George,etc

ñhecouldbeleavinghisjob/country/hometown/family,etc he could have been sent to prison/been fired from his job/ decidedtoleavethecountry,etc

ñhemightfeelexcited/frightened/relieved,etc

4Points to tick:

ñavarietyofpasttenses

ñanexplanationofwhyhe"wouldneverreturn"

ñaninterestingandbelievableplot

ñthegivenlastsentence

b.Explain the task. Allow Ss some time to read the article and complete the task. Check Ss’ answers.

Suggested Answer Key

The story fits the ending given in the rubric because the events of theplotexplainwhy"Heknew…thathewouldneverreturn".

c.Explain the task. Allow Ss some time to read the article again and complete the task. Check Ss’ answers around the class.

Suggested Answer Key

Size: small

Opinion: beautiful

Material: wooden

Colour: white,pink

d.Explain the task and point out that the writer has not written about the events in chronological order. Allow Ss some time to read the article again and complete the task. Check Ss’ answers around the class.

Answer Key

1 Johnwonfirstprizeinashortstorycompetition.

3Johnstartedwritinganovel.

5Johnputhisbelongingsinacardboardbox.

2 JohnwentonholidayintheFrenchcountryside.

6Johnlefthisoffice.

4John’snovelbecameabestseller.

The writer chooses to begin at point 5, as John is preparing to leave theofficeforthelasttime.Therestofthestoryistoldasaflashback, explaining why he was leaving. In the last paragraph (point 6) the storyreachesthepointwhereitbegan,andJohnleaves.

2Explain the task and point out that Ss are meant to tell the story using the flashback technique, as in the model. Allow Ss time to complete the task in pairs, then ask individual Ss to tell their stories to the class.

Suggested Answer Key

1 Margaret didn’t waste a moment. She rushed round the flat, gathering together her few belongings, and then sat drinking coffee and watching the clock. After all she had been through, shecouldn’twaittoleave.

2It had all started very differently. Margaret had been full of hopes and expectations when she left the sleepy village where she had been brought up. "Things will be great in the city" she hadthought.

3But things had started to go wrong right from the start. The only flat she could afford was a cheap, filthy place which was dark and unpleasant. She was also convinced there were rats; shehadn’tseenthem,butatnightshewassureshecouldhear themrunningaround.

4Shehadtriedhardtofindajob,butwithnoluck.Everythingshe hadheardaboutthebigcityturnedouttobewrong.Shehadno friends,shelivedinterribleconditionsandshefeltmiserable.

5Things got really bad when she realised that she couldn’t afford the rent. At first, the landlady was very understanding. But soon, even she seemed to turn against Margaret. "If you don’tpaymebyFriday,you’llhavetoleave"shehadsaid.

6One night, Margaret was almost asleep when she heard a noise. "Who is it?" she shouted, but there was no reply. In the darkness, she saw a figure trying to open her bedroom window. She screamed, and the man ran away. That was the laststraw.Shedecidedthereandthentoreturnhome.