Both the exercises on the cover page for Module 4 (p

Module4
Both the exercises on the cover page for Module 4
(p. 103) raise awareness about the concept and the
vocabulary of relationships by asking SS to choose
between topics or expressions that relate to it and
those that do not.
1 This can be done in pairs, with general feedback to
the class. Encourage SS to justify their choices and
talk about relationships.
Answers:
job applications, hosting a TV programme,
extreme sports
2 SS have to choose the expressions that do not fit the
topic of relationships. Some of the expressions could
give rise to disagreements. Encourage discussion of
the options and expression of views about them.
Answers:
1 government policy (the others refer to families/
family life)
2 artistic (the others refer to gender issues)
3 income tax (the others refer to international
affairs)
4 pop music (the others refer to immigration/
multicultural issues)
5 disapprove of (the others refer to loving, being
infatuated)
Module 4 151
16 Lifestyles
Articles are little words that can be tremendously
troublesome for language learners. Many languages
dispense with articles partly or completely, and this
makes the intricacies of the English use of articles
particularly tricky. The trouble, of course, is that they do
carry meaning and so it is always useful to expose SS to
as many oral or written texts as possible so that they can
internalise, not just the rules, but the ‘feel’ and rhythm of
the way articles are used.
16A Silent families?
(pages 104-105)
3 A Grammar activation and practice. This covers the
basic rules about the, a and no article, which is useful
revision; 4, 5 & 6 are extension of the work done at
the Intermediate level. SS re-read the text once again
in order to find the required expressions.
Answers:
1 e.g. the duvet, exactly the same thing, etc.
2 e.g. a silent world, slip in a message, etc.
3 the crucial messages I need to pass on; the 10
quid you owe me; the days when we tripped
over each other
4 the computer, the PlayStation
5 e.g. emails checked, message boards, phones,
etc. (plural nouns)
1 A discussion exercise sets the theme for this part of
the unit. The topic of relationships within families
can be a sensitive one with some members of the
class. Giving two possible but opposing views is a way
of distancing and ‘externalising’ the issues involved.
2 A Reading quickly for gist and comprehension. SS
read only Part I of the article at this point. The task is
a simple T/F set of statements.
Answers:
1 F She uses emails and texts herself.
2 F She emails them/sends instant messages by
computer.
3 T
4 T
5 F They don’t reply as quickly as when she texts
them or sends computer messages.
6 F She used to hang out and chat a lot more
with her friends.
B Continuing reading comprehension, combined with
grammar practice.
Answers:
1 the
2 no article
3 the
4 the
5 the
6 a
7 the (a would be possible but ‘put the genie back
in the bottle’ is a set expression)
8 the
9 a
10 no article
11 no article
12 the, but no article also acceptable
13 A
14 a
15 the
B A vocabulary puzzle, getting SS to reread carefully,
combing the text for specific words and expressions.
SS can work in pairs or small groups, with an element
of competition being introduced if appropriate.
C Further grammar activation, extending awareness
LANGUAGE NOTE
Answers:
2 march of progress, diet of TV games
3 the Guardian
4 e.g. I open my Mac (not I open Mac), and your
family can’t live (not family can’t)
Tell SS that in English, ‘y’ is often considered a vowel.
Answers:
1 b crafty peek
2 h face-to-face
3 g quid
4 f converse
5 c bashing away
6 i via
7 e courtesy of
8 a intercom
9 d urgency
10 j crushing
152
Module 4
of the functions of articles.
4 General discussion, rounding up the theme of this
section and encouraging SS to voice their own
opinions.
FOLLOW-UP ACTIVITIES
1 Get SS to write down on a slip of paper (in
English!) one sentence about the statements, A or B
(exercise 1, p. 104), beginning:
My own opinion is ... OR
My dad/mum/best friend, etc. thinks ...
Gather up the slips and re-distribute them to the
class. Each S studies the opinion they have been
given. In groups (or rapidly around the class) each S
reads out their sentence and continues the sentence,
saying: that’s what my friend (or my friend’s mum,
etc.) says ... but I think OR ... and I’m of the same
opinion, because ...)
2 Because the two statements in exercise 1 are
framed as opposites, they can be used as an option
for writing an essay of argument.
Alternatively:
The SS, in pairs, are divided into two groups. In
group A, each pair must choose one of the two
statements and write, in ten minutes, a convincing
introductory paragraph for an essay of argument
defending their chosen statement. In group B, each
pair must choose one of the two statements and
write, in ten minutes, a strong concluding paragraph
for an essay of argument defending their chosen
statement.
First feedback: each S in group A finds a partner in
group B. They read each other’s paragraph and tell
the other(s) what they like best about it. Is it clear?
Forceful? Does it make its points persuasively?
General class feedback: elicit from SS their reaction
to the exercise. Did the two paragraphs they read at
the end express similar views? Can they tell the class
about any amusing or interesting ideas they read in
the paragraphs?
Note: the aim of setting a rather short time limit for
the paragraph-writing is to encourage SS to draw on
the concepts and expressions they have encountered
in this section, and to produce a first draft quickly
(this can be useful practice for exams). Tell them
not to worry about the language at this point. If you
wish, you could ask SS to recover their introductory
or concluding paragraphs and revise them carefully
in order to produce a completed essay.
16B Blended families
(pages 106-107)
Answers:
1 to be defined: a family unit consisting of
mother, father and children only
2 f
3 b
4 c
5 d
6 e
7 to be defined: a family in which the mother is
dominant, because the father is absent or not
involved in decision-making
8 a
B Discussion, pulling out the themes of the section
and eliciting reasons for SS’ views. It is of course
important to allow different views, as long as SS can
give reasons. It may also be important to be aware
that some SS may be sensitive about the lifestyles that
are being described, for example if their own family
has recently experienced separation between the
parents.
2 A Quick reading for overall comprehension. The
questions are fairly easy ‘factual’ questions as a first
step, followed by inference questions in 2B.
If you feel that your SS might struggle with the texts,
pull out some of the vocabulary that might cause
problems. Write the words on the board and ask SS
to create sentences with them that make sense. Some
difficult words might be:
Equation = a mathematical formula (ask SS to give an
example, e.g. e = mc2)
Loads of children (easy to understand, but note the
informality of the expression)
Index ratings = tables comparing different items and
showing how good or bad they are
Traumatic = so upsetting as to result, possibly, in
mental or psychological problems
Short-term distress = being extremely upset for a
short period of time
Adverse effects = bad effects (understandable through
the context)
Fulfilment = complete satisfaction of one’s dreams,
ambitions
1 A Vocabulary work to set up the theme of this section.
The first step is to match the six definitions with the
right terms, then write a definition for the remaining
two.
LANGUAGE NOTE
‘Blended families’ often have other names:
stepfamilies, or patchwork families, the latter
focusing on diversity within the family, while
‘blended’ focuses on unifying the diverse elements.
Answers:
1 high rates of birth, divorce, and women
working
2 wealth, health, education
3 lower divorce rates after longer marriages
4 separate and risk harming the children, or stay
together
B An exercise in ‘reading between the lines’ and
making inferences. Inferences are very often
subjective and can even be controversial, and it is
possible that SS may have different interpretations
Module 4
153
of the text or the inference statements. This can
stimulate discussion about the inferences, but also
about the ideas in the paragraphs.
Answers:
1  This can be inferred by the structure and
tone of paragraph A.
2  − Paragraph A seems to imply the opposite.
3  This can be inferred from both paragraphs.
4  − It could be inferred that they are less
harmful because involving fewer younger
children.
5  − This is not supported by paragraph A and
paragraph B is inconclusive.
3 Grammar activation, extending awareness of
quantifiers and their functions. There is further
practice in the WB.
Answers:
1 uncountable
2 negative
3 any
4 beginning
5 both, neither
4 A A pre-watching prediction and vocabulary exercise,
ensuring that SS are familiar with the expressions
before they listen. SS ask classmates about unfamiliar
terms, but do not use a dictionary, as their guesses are
going to be checked in the exercise that follows.
Answers:
more common than ever, an intact family, sibling
rivalry, the exes on both sides, harmonious, loyalty
issues
B SS watch the first time to confirm their guesses
in 4A. The first activity asks them to work with the
structure of the programme, which is useful for essay
writing as well as watching, as it gets them to identify
the elements of the three main parts.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 16B – Exercise 4B.
videoscript
JA = Juli Auclair, BW = Betty S. Wong,
SW = Susan Wright
JA:
15 4
Becoming a blended family can be a joyful but
sometimes challenging experience. So, senior editor
of Family Circle Magazine, Betty Wong, has some
advice on how to merge two families harmoniously.
Module 4
BW: The blended families are actually more common
than ever as divorce rates and the number of
remarriages actually rise. Blended families account
for more than half of our families in the United
States and this year alone, one point three million
children will become members of a step-family.
SW: I’m Susan Wright, I’m the mother of a blended
family ages fifteen to twenty. Some of the issues
that we were faced with, I think, were that ... you
know ... having young children in an intact family
is difficult, but when you go through a divorce
it’s substantially more difficult. And you have the
typical issues that you would in an intact family.
You have discipline, you have scheduling, you have
sibling rivalry, you know, all those issues that you’re
faced with in an intact family you’re faced with in a
blended family but they become magnified, because
not only are you a mom and a dad here, or a mom
and a stepdad, or what have you, you have the
external forces, you have the exes on both sides.
BW: I think that term ‘blended family’ has kind of
more evolved and people like to think in terms
of ... you know ... two families blending together
harmoniously. But, you know, in reality, there’s no
such thing as kind of one big, you know, human
form of a smoothie.
SW: We had to remain unified and sort of pass that
down to the children. I think unfortunately it is a
very difficult thing to do because you have loyalty
issues, who’s loyal to who ... And the children learn
very early on how to play one against the other. So
when we created our blended family, we decided
that we were going to try to discipline all five
children the same way, and have the same rules for
all, across the board.
BW: It’s important to have those conversations early on,
before an issue arises, before your kid breaks curfew,
or disobeys a rule. It’s important to maintain that
level of conversation to have some family meetings
whenever possible, to work everything out.
SW: Holidays were big in our house, even though
we had our main house. My stepchildren are
being raised Jewish, my children are being raised
Christian, we sort of try to approach things from a
non-religious but traditional perspective ... a more
worldly perspective if you will.
BW: And if there are certain traditions that you each
must have, each side must have, taking turns
definitely is a perfect solution, but, you know, it’s
also important that now that you are a new family,
to develop certain celebrations of your own, even
new traditions and new celebrations that now are
identified with your new family.
SW: So really the best part I guess is just seeing the kids
get along, and having and treating each other as
true siblings. I mean, that’s what any parent would
love. And I think that ... you know ... to watch that
happen and to watch you know my stepson make
my son laugh uncontrollably to the point where he
can’t, you know ... he just is rolling on the floor, or
to watch when one of them is hurt run in and say
oh my God, you know come and help, I mean ...
those are really, really special moments.
BW: You know, it’s natural for kids to fight, even
you know all siblings will have some conflict at
one point or another so it’s probably even more
common for step-siblings to also have some
conflict. But no matter how they feel about each
other, it’s important that your children behave
respectfully to each other.
SW: To people starting this adventure, I would say: Just
be realistic. If you have everyone on board and
you’re fortunate enough to have that, I think that
you will be successful.
BW: Not every blended family is going to be exactly like
the Brady Bunch and get along 100% of the time.
But if you add into the blend a bit of humour,
flexibility, and planning, there are ways to make
your family much more harmonious and happy.
JA: So as you just saw, blending families requires a little
work on everyone’s part. But the results can lead
to a happy and satisfying new family environment.
I’m Juli Auclair. Thanks for watching Parents TV.
We’ll see you next time.
Answers:
1 c 2f 3 a
4e
5g
6b
7d
Answers:
Different choices are possible, and SS could be
asked to give reasons for their choices, as some of
them involve differences of opinion.
1 more common than
2 Generally speaking/For the most part; As a rule
also possible but slightly less appropriate
3 often/sometimes/occasionally
4 mostly is the most appropriate because of the
opposition in the two clauses
5 Could be: Occasionally, Sometimes, In a small
number of cases, often, or rarely
c A personalising exercise, asking SS to produce their
own sentences. These could be reviewed in small
groups, with interesting or amusing ones written on
the board.
6 A mini-debate to round off, recycling the ideas and
C A second viewing/listening to confirm answers and
to extend comprehension. Check the answers to 4B
before asking SS in pairs to work collaboratively to
complete the sentences.
Answers:
1 more than half of US families, 1.3 million
children
2 scheduling, sibling rivalry are magnified in
blended families, the exes on both sides
3 same discipline for all children
4 respect existing traditions but develop new
traditions and celebrations for the new family
5 being realistic, having everyone on board,
including humour, flexibility and planning
Work with it!
Specifying how frequent/common things are
5 A As well as providing examples of quantifiers, these
are expressions that are likely to be useful both in
speaking and writing about social issues. The first
activity raises awareness of the function of the
expressions within a sentence.
Answers:
1 F
5 C/F
2 C
6 F
3 C
7 C/F
4 F
8 C/F
9F
10 F
11 C
12 C
B This matching activity lets SS become more familiar
with the way the quantifiers are used.
vocabulary of the unit and providing practice to
improve speaking fluency. Limit the preparation
time so that the activity does not drag on. If SS enjoy
this kind of quick-fire debate, ask SS to prepare the
second topic as homework for production in the next
English class.
If it is appropriate for your class, either topic can of
course be set as an essay.
Workbook
1 Grammar practice with articles.
Answers:
1 Ø
2 Ø
3 the
4 a
5 Ø
6 The, the
7 Ø, a
8 the, the
9 Ø, Ø
10 the
11 Ø
12 the, Ø (the is also possible because the sentence
implies the shop’s computer games)
13 the, Ø
14 a, Ø
15 The, the
16 Ø
17 a, Ø
18 a, a, a
19 a, a
20 a, Ø
Module 4
155
2 More demanding, contextualised practice with
articles. Here SS have to spot the places where articles
are needed.
Answers:
Communication, the act of transmitting and
receiving information, is a vital component of all
interactions of family members. Communication
is an important part of a satisfying parent-child
relationship. The parent-child interaction affects
all family relationships: the relationship between
the parents, the relationships among children, and
the relationships among parents and children.
Family processes and patterns influence and are
influenced by parent-child interaction. Effective
communication is a basic building block for strong
families.
For working parents with children living in the
home, communication is a very important part
of daily life. Communication is a two-way process
involving verbal and nonverbal messages; positive
communication is effective and supportive to
family members; negative and critical messages
convey feelings of unworthiness and build anger
and resentment in children; reflective listening is
an important facet of communication.
3 Further practice, choosing the right option(s).
Answers:
1 any
2 some, too much, any
3 many, a lot of, a lot of, some
4 Much/A lot, some
5 Both, neither, too many
6 some, any, either
4 This grammar practice focuses on prepositions to
extend SS’ control over these difficult parts of speech.
Answers:
1 amongst
2 by
3 in, on to, with
4 from
5 via, throughout
6 of, under
7 over, to
8 with, for
5 A Vocabulary building with a word transformation
table.
156
Module 4
Answers:
1 belief, disbelieve
2 claim, disclaimer
3 connection, disconnect, disconnection
4 encourage, discourage, discouraged/ing
5 like, dislike
6 grace, disgrace, disgrace, disgracing, disgraceful
7 obedience, disobedience, disobedient
8 organise, disorganise, disorganisation
9 please, pleasure, displease, displeased/ing
10 trust, distrust, distrust, distrusted/ing
B Continuing to build vocabulary: a double exercise
which incorporates, first, a puzzle in which SS
unravel the verbs, then decide which two verbs have
corresponding opposites.
Answers:
1 discarded
2 disintegrate (integrate)
3 disconcerted (me)
4 discuss
5 disrupted
6 disputed
7 disparaged
8 discover (cover)
9 disgusted
10 disguise
6 A SS watch the first time for overall comprehension.
They complete a summary sentence before watching
a second time. If SS are working at home, ask them
to join a partner in the next English class to compare
their sentences. Nominate a volunteer to write their
sentence on the board (or, if SS do not like doing
this, write a summary yourself; not a perfect one, but
one that leaves some room for improvement). Can
the class suggest ways to make the summary more
complete, effective, interesting?
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Avdio in video gradivo (delovni zvezek) Unit 16 –
Exercise 6A.
videoscript
P = Presenter, GT = Gordon Taylor, CT = Carri
Taylor
P: Are children in step-families better off than children in
single-parent families?
G: Hi. The status of children in the stepfamily is very
interesting. As opposed to a single-parent family or a
single-parent child, he or she gets a very, very special
place in the single-parent family. Now it’s tough single
parenting, there’s no question about that. But by the
same token, the child is elevated to a status that is far
beyond what the normal family experience is. And
so when that child enters into a stepfamily he or she
actually loses power in that transition. Now the positive
side is that he or she can be a child again, but when
you’ve had power, it’s hard to give up. And you enter
into a stepfamily, and you look at that stepmom or dad
as the lightning rod – they get blamed, they get hit,
they get challenged … and so the reason is because that
person is taking my place with my mom or dad.
C Exactly. So it’s ... err … Statistics also say that they
don’t do better in a stepfamily. Now we’ve been
married over twenty-three years and we brought five
kids to the marriage. And we can tell you: stepfamilies
can be very successful and we’ve seen wonderful
things happen in our stepfamily. And we can fill roles
in each other’s childrens’ lives that are missing, that
can be extremely positive, but again it takes realistic
expectations; it takes education, understanding the
orange that’s not an apple and then building those
relationships slowly, firmly, continually, in a positive
manner. And then, the children can be better off.
But we’re talking way down the road. And ... back to
divorce. That wound doesn’t go away. We’ve seen it in
our own children, it’s been researched, we’ve seen it in
the multiple families and children we’ve talked to. Once
that divorce has taken place, there’s a crack, there’s a
wound, there’s a broken history ... that they can look
and appear very successful, in fact we hear people say:
ʻWell, the children are resilient.ʼ I don’t think so. I
think they’re survivors. And they’re going to survive in
whatever way they can.
G: And this is the reason for … once you get remarried,
staying remarried. Because you’re a foundational
couple here, and your job is to rebuild trust in
marriage, so that divorce will not be nearly the viable
option that it is in children of divorce as they’ve been
hurt, they lost trust in marriage and they just are really
scared, and unfortunately, children that have come out
of divorce and stepfamilies are very much more likely
to cohabit and one of the reasons is they don’t want
to make that commitment cause it’s going to blow up
anyway.
Answers:
Something like: Statistics say that children in
stepfamilies are no better off, but some parents
and children have experienced very successful
stepfamilies because they had realistic expectations
and tolerated differences in people.
8 realistic
9 different
10 doesn’t go away/stays with them
11 survivors
12 stay married
7 Reading comprehension. SS first read the text. If
setting the task as homework, suggest a time limit so
that SS read fairly quickly, without stopping in their
first reading. In the next exercise, they will be asked
to re-read the text to comb for particular items, thus
deepening their understanding at the same time.
When checking answers in class, elicit any difficulties
SS may have had in their reading of the text.
Answers:
1 c
2 e
3 i
4 a
5 h
6 b
7 d
8 f
9 g
10 e.g. in a sensible, cheerful way
8 Vocabulary extension, working with a text.
Answers:
1 pragmatic
2 inventive
3 complacent
4 enlightened
5 humaneness
6 wisdom
7 cant
8 taboo
9 Writing an informal letter or email to round off the
themes and the vocabulary of the unit.
B SS read the sentences before their second viewing/
listening, then complete the sentences.
Answers:
1 very special
2 power
3 him or her in their parent’s life
4 do better in stepfamilies
5 be successful
6 five children/kids to the marriage
7 important roles in their stepchildren’s lives
Module 4
157
17 Gender agendas
A unit which tackles an issue that has been at the
forefront of many people’s minds throughout the
centuries: the similarities and differences between the
two genders that constitute our social fabric.
There is a difference that is frequently made in English,
though not always, especially in speech or informal
writing, between ‘sex’ (biological disposition to be
male or female) and ‘gender’ (social expectations
of masculinity, femininity that result from society,
education, etc.). That is the way the terms are used in
this unit.
The language point of the unit focuses on the function
of expressing preferences, while at the same time revising
and extending control of the two forms of the Past
Perfect.
17A Are gender preferences hardwired?
(pages 108-109)
1 A & B This first awareness-raising activity is done
anonymously to promote frankness (if you think it
necessary to guarantee further anonymity, ask SS to
write in block letters). The aims are to set the theme
of the unit, elicit personal opinions and start to work
with the vocabulary. The choices given are obviously
based on very simplistic stereotypes, but the point is
to get SS to begin questioning those stereotypes. Do
the responses in the class fit those stereotypes, or not?
Encourage discussion of explanations, feeding in
useful terms if needed, e.g. hard-wired (are gender
differences ‘hard-wired’ in the brain, that is do
they result from genetics or biology?); ‘socially
conditioned’ (are gender differences the result of
social pressures, education, etc.?). The discussion can
be done in groups to start with or as a general class
feedback. At the end, ask SS to write down one or two
conclusions that the class has reached, if indeed there
were conclusions. If there was general disagreement,
ask them to note whether the differences in opinion
were gender based.
A miniature survey of this kind will produce a tiny
sample and is meant as a fun entry into the subject
rather than an important contribution to gender
science!
In addition, as one of the main purposes of this
book is to teach language, the sentences also contain
examples of the grammatical structure at the core of
the unit. J
2 Grammar activation based on the sentences used in
activity 1. SS re-read the statements carefully and use
the examples given to complete the rules.
158
Module 4
Answers:
1 prefer, rather
2 prefer, rather
3 have + preferred
4 rather + have + past participle
3 A Reading for overall gist and specific information;
working collaboratively to get information from the
two texts. Ask SS to read for meaning and answer the
questions, without worrying too much if there are
words/expressions they do not quite understand.
Answers:
1 A: probably a journalist
B: a scientist
2 A: some stereotypes noted, but most not
attributed to men or women: multitasking and
expressing emotion for women, map reading
and parking for men; some stereotypes are
stated more overtly: men like blue, can’t bear
pain; women can’t tell jokes but are better at
sympathising with people
B: there are no specific stereotypes mentioned,
but instead a systemising ‘brain type’ is said to
be more common – but not universal – in men.
3 A: ‘soft’ wiring in the brain, and predominantly:
learnt behaviour, parental/societal pressure,
experience
B: the interaction of biological (including brain
types) and social forces (including culture)
B The aim is to get SS to re-read and then ‘read
between the lines’; that is, find what is implied
rather than stated overtly within the texts. To some
extent, this asks SS to interpret the texts, and so there
could be differences of opinion as to the answers.
Encourage discussion.
Answers:
1 A says this, while B would say ‘is to some
extent’ rather than ‘largely’.
2 B suggests this, attributing it to brain type,
while A suggests this could be a stereotype or
result from upbringing
3 Both texts accept this possibility.
4 A says this, because the variations are small and
behaviour changes as children grow up. B is
more cautious and says we should not close our
minds to the possibility that ‘brain types’ are
quite significant.
5 A says this strongly, B suggests that it could be
a factor.
6 Both texts suggest this, B saying it is ‘abhorrent’.
4 A Vocabulary work with the texts, getting SS to
re-read and use the context to find meaning.
Answers:
1 purely culturally determined (Text B)
2 flexible, malleable and changeable (Text A)
3 your brain type, not your sex (Text B)
4 merely coating old-fashioned stereotypes with a
veneer of scientific credibility (Text A)
5 perpetuate social inequalities (Text B)
6 the mainstay of countless magazine and
newspaper features (Text A)
B & C Personalised vocabulary work requiring SS to
work with the text, drawing out their own difficulties,
using them for vocabulary work. With their partners,
SS re-read the text and help each other to write
definitions for words they found difficult or they
think might prove difficult for others. They then form
small groups to try their ‘puzzles’ on the others.
5 A & B Planning and writing an essay of argument.
5A asks SS to discuss the topic beforehand and give
personal opinions and examples. This could be done
in class with the essay assigned as homework. Essay
topic A paraphrases Simone de Beauvoir’s famous
quote: ‘One is not born a woman, one becomes one,’
which is also hinted at in text A: ‘Children don’t
inherit intellectual differences. They learn them.’
Remind SS to look again at the tips for writing formal
essays in their Workbook, p. 118. In the next English
class, they can join a partner to peer-edit their first
draft.
17B Work-life balance
(pages 110-111)
1 A discussion activity that personalises the issue,
making SS think about their own lives as well as the
lives of people just a bit older than them, at work or
at university, who are starting their own families.
2 A & B Listening for gist. The text they hear also gives
them a first presentation of grammar items. Get
the SS to read the eight sentences before they listen.
Because this is not a very exciting video visually, it
is first played as an audio only, giving SS listening
practice. They then view the video to confirm their
answers.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 17B – Exercise 6B.
AUDIO & VIDEOScript
When Lisa and I got engaged and started planning making
a family, we made a commitment to each other that we
would equally share the caring of the child. Well, when we
were pregnant with our first child, Lisa and I spent a lot of
time planning how we were going to manage financially
whilst also fulfilling our desire to share the caring of the
child. I’d just started out as an accountant with a firm and
Lisa, she was working for the university. When Anna was
born, Lisa was on maternity leave from the university and
I negotiated with the firm to be able to work three days a
week. The plan was that once Lisa’s maternity leave was up,
that I would continue working three days a week and then
she would work for two days of the week.
At first, we were meeting our needs using a combination
of our salaries, Centrelink benefits and also the baby bonus.
However, after a while we found ourselves getting into
more and more debt, so we had to ask friends and family
for help. So we had to make a tough decision, and we
decided that I would go back to work full-time. We tried
to find child care so that Lisa could continue working, but
we weren’t able to find anything that we could afford, so
Lisa couldn’t go back to work. It wasn’t ideal, or what we
had planned, what we had in mind for the future, but given
our financial situation it was the only choice. Although
my work did have flexible working arrangements, there
was just too much pressure on junior accountants to work
long hours. And there was this unsaid rule that if you did
take up flexible work arrangements, then you just weren’t
interested in getting ahead. I feel, well, really disappointed
that I haven’t spent any time with Anna like I’d planned
to. If I could change anything in my life, it would be that I
would spend more time with Anna, and for Lisa to be able
to go back to work.
Answers:
1a 2c
3b
4a
5b
6a
7b
8a
3 A Grammar activation.
LANGUAGE NOTE
In statement A, only ‘wish’ is presented here. There
is a difference between ‘wish’ and ‘would rather’,
which you can explain to SS if you feel it is needed.
We use the Past Perfect Simple after wish to indicate
a desired action that the speaker did not do, or
after would rather to indicate a desired action that
someone else did not do. ‘I wish I had done the
action myself,’ but ‘I would rather that she had done
the action.’
Answers:
A8 B7
C 1, 2, 5
D4
E 3, 6
B Grammar practice with the verb structures of 17A
and 17B.
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159
Answers:
1 had been
2 have gone (this sentence does not illustrate the
Past Perfect tenses, but the would rather past, so
is a revision of 17A)
3 had planned (planned possible in informal
speech/writing); didn’t work out
4 had tried
5 piled up, (a specific time is indicated by
‘until’), had been working out (more natural
because the time span of the previous action is
emphasised by ‘until they ...’)
4 Further grammar activation, raising awareness of
the way the two tenses function. The Past Perfect
Simple emphasises completion: ‘I’ve done that task
this morning (I’ve finished it).’ The Past Perfect
Continuous emphasises continuation or duration
of the action: ‘I’ve been doing that task all morning
(and I’m still doing it).’ It is good to make SS aware
of the surrounding phrases that can give clues to the
appropriate tense that should be used. They could
also be told to ask themselves the questions that
can guide their choice, for example: Is this action
completed? Is it still being done?
Answers:
Past Perfect Simple: completion
Past Perfect Continuous: continuation
Work with it!
Expressing belief/disbelief/doubt
5 A This first activity focuses on the form of the
expressions that can be used for belief, disbelief, or
doubt.
Answers:
1 a, d, f, k, l
2 b, i, n, p, r
3 c, e, g, h, j, m, o, q
B In this second exercise, SS have to concentrate on
the meaning of the expressions.
LANGUAGE NOTE
Some of the expressions are affirmative, others are
negative. Phrases that express doubt or disbelief
in the affirmative, but have the opposite meaning
(belief, certainty) in the negative are: very much
doubt, have my doubts, in two minds about, doubtful
about, incredible (in the meaning: unbelievable),
debatable, beyond question, dubious, problematic.
I’m amazed! and This is incredible! can be used as
exclamations and can express either belief
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or disbelief, depending on the context and the
intonation pattern of the uttered exclamations.
Answers:
1 I very much doubt (DO), I can’t believe (DI),
can’t imagine (DI), have my doubts (about)
(DO), strongly feel (B)
2 I’m amazed (could be B or DI), positive that
(B), in two minds about (DO), doubtful about
(DO), a firm believer in/that (B)
3 This is incredible (could be B, DI or DO),
plausible (B), debatable (DO), beyond question
(B or in negative sentences DI), unlikely (DI
or DO), dubious (DO), unconfirmed (DO),
problematic (DO)
c Practice with using the expressions.
d Getting SS to respond in their own personal way to
the expressions of belief, disbelief or doubt.
NOTE
This exercise is designed to raise awareness of
register. Make sure that SS understand that the
phrases listed in A are fairly formal and can be
used in speech or writing. The phrases given as
examples in D all belong to an informal, even slangy
register, to be used for reacting spontaneously while
speaking, but not appropriate in formal writing.
This exercise is designed to raise awareness of register.
Make sure that SS understand that the phrases listed in
A are fairly formal and can be used in speech or writing.
The phrases given as examples in D all belong to an
informal, even slangy register, to be used for reacting
spontaneously while speaking, but not appropriate in
formal writing.
6 A Going over the issues presented in this part of the
unit, SS are asked to think constructively about ways
of improving work-life balance; e.g. for students,
restricting class hours and allowing more time for
other activities or research/reading/further work on
their own; for employees, shorter or more flexible
working hours, more subsidised day-care facilities, etc.
b Practice in making oral presentations to improve
spoken fluency. This prepares SS for speaking in
public situations. Remind SS of work done on this
at the Intermediate Level and previous Speaking
exercises in the Skills enhancement sections. Go over
the main elements of good public speaking with
them, such as eye contact, clarity of speech, and good
structure in the presentation. You can set a time limit
for the presentations, e.g. 2 minutes.
17C Gender issues in education
(pages 112-113)
There is little doubt that gender expectations are
influenced by education. This section explores views
about that in different countries of the world.
1 A A matching exercise to promote quick first reading
for overall gist.
Answers:
1C 2A
3D
4B
Answers:
1 a: A,C
b: B,D
2 girls outperform boys in exams and reading;
boys drop out of school but are better at
mathematics
3 (1) the exclusion of girls from education
(2) lack of ICT training
4 re-focus equal opportunities towards boys
5 educational policies, EU funding
6 provide quality education for girls; provide
better IT education for girls
7 less poverty and disease, better economies
2 This exercise practises reading comprehension and
also raises awareness of the text markers that link one
paragraph to the other in a logical sequence (thus
helping to enhance reading/writing skills). Ask SS to
say what clues led them to finding the right order –
e.g. text A mentions ‘whatever’, so must come after
E; in B, the expression seems to think so is answering
a question, so could come after D; C is definitely the
last paragraph because of ends with; D is introducing
the topic with a question, a very frequent kind of
introduction, so it is probably the first paragraph, to
be followed by B. SS now have the order: D, B, and
then E, which has to come before A, and C at the end.
3E
4A
4 A discussion which starts off in small groups. The
conclusions from their first discussion, the reasons
behind gender differences, are written on the board
and can elicit further discussion. For the second issue,
ask the groups to report on the possible measures
they have discussed and get SS to say which of the
measures they think is most feasible and/or beneficial.
5 The round-up writing task is an informal one,
B Reading for gist and extracting content details.
Answers:
1D 2B
6 cutting across
7 slide
5C
prepared by some research. SS can work in pairs to
peer-edit their first drafts, then rewrite the final copy.
Follow-up: pin the short letters up and let SS
circulate to read them. Follow this with general class
feedback: which ideas expressed in the letters did they
find interesting? Did they agree with the opinions
expressed in the comparison of Slovenia to other
European countries?
17D Skills enhancement
(pages 114-115)
Part I Listening
1 SS write their own assessment of their performance
this year so far. This is for themselves only, to get
them to look at their own strengths and weaknesses
and think about ways they could improve.
2 A A pre-listening task. Getting SS to look carefully at
the diagrams helps them to manage the listening task
later.
Answers:
Diagram 1
Spain: 48%
Finland: 44%
Austria: 29%
Turkey: 26%
Japan: 24%
India: 23%
Diagram 2
Bar 2: Norway
Bar 3: Turkey
Bar 4: 11%
Bar 5: Brazil
3 Vocabulary work with the text.
Answers:
1 widening
2 citing
3 fall by the wayside
4 pinned the fall
5 feminization (feminisation in British English)
B Predicting the subject helps SS to identify specific
items more quickly when they listen.
Answer: b
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161
c SS listen to the interview twice and then complete
the diagrams they looked at in 2A.
audioscript
TJ = Tony Judson, LS = Dr Livia Stephenson
TJ: Good morning and welcome once again to Business
Today. With me today is Dr Livia Stephenson, Professor
of Business Studies at the University of Birmingham.
LS: Good morning, Tony.
TJ: Dr Stephenson, I know that the latest Corporate
Gender Gap Report has just been released by the
international business school INSEAD, which has
campuses in France, Singapore and Abu Dhabi. I hope
you can tell our listeners, and especially the sixth
formers who tune in at school, that the findings finally
show a narrowing of gender gaps in business.
LS: Oh, I wish I could say yes they do. But on the whole,
the picture is not quite so rosy. The global report’s
overall conclusions are that top companies are just not
making the best use of the talents of women in the
workforce.
TJ: Is this the case all over the world?
LS: Well, the report surveyed 600 companies in 20
countries, so that did give its result some global
credibility.
TJ: And how exactly were the companies assessed?
LS: They were asked about the proportion of women
within their businesses, and how they used genderequality practices, for example setting and measuring
targets, work-life balance policies and training
possibilities. The survey also aimed to find out
the factors that stop women getting to the top in
business, as well as the effects of our current economic
downturn on women at work.
TJ: Take us through some of the more striking findings in
the report. Is the main problem the lack of women in
employment?
LS: Well, that is certainly the case in some countries, but
not others. The United States is the only country where
women are in the majority – that is, women make up
52% of the workforce. The other countries that have a
high percentage of women employees are Spain with
48%, Canada, 46%, and Finland, 44%.
TJ: Dare I ask: what countries have a lower percentage?
LS: The lowest is India with 23%, and then Japan, 24%,
Turkey, 26%, and Austria, 29%.
TJ: I guess that employment just by itself isn’t the whole
story, though, is it? What about the so-called ‘glass
ceiling’, that is the fact that few women in organisations
actually make it to the top in their business?
LS: You’re right about that: women are usually in lower
or middle level management, and not very visible in
senior management or on the company boards.
TJ: I imagine that the number of women who get to
be Chief Executive Officers is pretty low in most
countries.
LS: Sadly, that is indeed the case. The average for women
CEOs is under 5% for the 600 companies questioned.
Finland comes out on top, with 13%, followed closely
by Norway and Turkey at 12%, and then Italy and
Brazil with 11%.
TJ: And did they identify the causes for that low
percentage of women in top positions? Are labour laws
and regulations just not up to the job?
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Module 4
LS: That of course is a factor, but certainly not the major
one. Much more important in the view of most
companies were the general cultural attitudes in the
country, and the fact that women don’t have many role
models in this respect.
TJ: So, all in all, do we have to conclude that businesses as
a whole could do better?
LS: Yes, we do. Despite advances in Scandinavia, the US
and the UK, most corporations across the world still
have a lot to do to become more gender-balanced.
TJ: Thank you very much for that. And please send in
your emails or texts to tell us about your experiences
in industry. But for now, it’s goodbye from us, until
next week.
3 A A third listening to give practice with another type
of exam question. In this first part, SS simply read
the questions and underline the key words that they
must attend to when they are writing their short
answers. At this point, because they’ve already heard
the recording, they can jot down a few notes to help
them complete their answers in the next part. Remind
them that this is what they would do in an exam after
the first listening.
B SS listen a third and final time. SS write their
answers in note form. If you wish to give practice
with writing exams, set an appropriate time limit.
Answers:
1 600
2 training (possibilities)
3 its effects on women’s employment
4 the general culture
5 6 negative
4 A final feedback discussion, in which SS share any
strategies that they may have to facilitate listening
effectively, for example the kind of ‘shorthand’ notes
they take.
Part II Writing
5 A & B & C Revision of previous advice, raising
awareness about the SS’ own weaknesses, and
encouraging them to take responsibility for
improving their performance. Ask SS to write on
the board any tips they found useful in their group
discussion.
6 A & B & C Preparatory steps to writing the essay. A is
the first choice of a subject; B is making a plan and
preparing the structure of the essay; C is the first
stage of peer-editing, a collaborative look at the first
plan. Several topics are given to provide more practice
with essay writing, if appropriate. In Units 19 and 20,
there will be further practice to prepare for writing a
literary essay.
7 You can choose to specify a length of 180–220 words
or 220–250 depending on the level of the students.
The essay can be done in a timed session in class, or
as homework.
8 The grid is provided to help SS give effective feedback
in peer-editing. SS could copy it into their notebooks
and use it for future peer-editing tasks as well.
9 SS write their essays. It is now up to you to read, and
comment on content, structure and language!
Workbook
1 A First listening for specific items. SS read the
question beginnings before they listen. While
listening, SS jot down only key words to complete the
sentences, so that they do not miss too much of the
following part on the audio. They then complete the
questions after they have finished the first listening.
To play the audio go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Avdio in video gradivo (delovni zvezek) Unit 17 –
Exercise 1A.
audioscript
I = Interviewer, Dr A = Dr Assand
I:
Dr A:
I:
Dr A:
I:
Dr A:
I:
Dr A:
Doctor Assand, can I ask you how you came to be a
doctor. Were you one of those kids that liked to play
at being doctors and nurses?
No, not at all. When I was a child, I would rather
have become a writer. I was a real bookworm.
My mum used to scold me for reading under the
bedclothes at night ... with a torch.
So you conformed to gender stereotypes?
Well, those stereotypes aren’t very reliable, are they?
Later on, as a teenager, I was mad about acting. At
that point, I would have preferred to go to drama
school and become an actor or a stage manager.
What made you change your mind?
I had an inspirational science teacher. He didn’t just
rush his lessons: he would rather spend more time
with each student and make sure we understood the
importance of what we were doing. And he had a
very keen social conscience. He would rather have
gone out to work with the underprivileged children
of Africa, but he had to look after his disabled dad.
So, he did the next best thing and worked with the
underprivileged children of London!
And you were one of those?
Only in the sense that we were very poor. But in
other ways, I was very privileged. I had two loving
parents, and when my dad died, my mum had to
go out to clean offices, but she still kept the family
together. She would rather have starved than let her
two children lack anything, and she wanted us to
have a good education. And of course in my turn,
I would prefer to die rather than let her down. She
was delighted when I became a doctor.
I:
Dr Assand, you said that stereotypes weren’t very
reliable. What did you mean?
Dr A: I think that rather than consider those old
stereotypes, I’d much rather just look at individuals.
Nowadays, many boys prefer to follow their own
personalities and be artistic ... and I see many
loving, caring dads. And of course, girls have a
choice and can do pretty much what they would
prefer to do in life ... There’s always a problem with
work-life balance, but that affects men as well as
women.
I:
Dr Assand, thank you so much. I have to write an
article for my school newspaper, and I prefer to
write about a real person rather than just read up
on the Internet ...
Answers:
1 being doctors and nurses
2 gender stereotypes
3 change your mind
4 one of those (underprivileged children)
5 reliable; What did you mean?
B A further listening for comprehension and gap
filling. SS read the incomplete notes before beginning.
They can listen a third time to check and confirm
their answers.
Answers:
1 rather have become a writer
2 rather have gone to drama school and become
an actor or a stage manager
3 an inspirational science teacher; he didn’t just
rush his lessons: he would rather spend time
with each student; would rather have gone
out to work with underprivileged children in
Africa; the underprivileged children of London
4 underprivileged; two loving parents; clean
offices to keep the family together; rather die
than let them lack anything; well educated,
rather die than let her down; become a doctor
5 would rather look at individuals; prefer to
follow their own personalities; good, caring
dads; would prefer to do in life; affect both men
and women.
2 Personalised exercises to get SS to apply the target
structures about themselves in sentences.
CLASS FOLLOW-UP
Either: ask one S to read out their answer to question
1, another to question 2, etc. After each, find out
how many others made the same choice.
Or: ask SS to write down on a slip of paper one of
the questions in this exercise, and their own answer.
Read out the slips and get the class to guess who
made this choice.
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163
3 A Grammar practice, spotting verb tense errors
and correcting them. As the right answers will be
confirmed in the next activity, this also acts as a prelistening task, familiarising SS with the ideas and
vocabulary of the interview.
Answer:
1 had been designing
2 had been intending, had been/was really
committed
3 has been building
4 had built buildings
5 they had started
6 he had been interested
7 hadn’t even thought
8 did more
9 she hadn’t even been taught
10 had ever shown
B First listening for overall gist and for SS to confirm
their answers in 3A.
To play the audio go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Avdio in video gradivo (delovni zvezek) Unit 17 –
Exercise 3B.
I:
So developing the software programmes that allow
this must be a dream come true for you. Was this
your ambition when you were in secondary school?
DN: Well, to be honest, as a teenager I spent all my time
thinking about other things, like girls, and sports. I
was on the football team, and I’d always been really
interested in skiing, though I was never any good at
it. I hadn’t thought much about the future by the
time I graduated. But of course, I was always dead
keen on IT ... I think it’s the fundamental skill for
the future, and I wish schools did more to encourage
young people to develop their actual skills and not
just fool around on the Internet.
I:
So you feel, as an IT specialist, that schools aren’t
doing enough to teach young people IT skills?
DN: Well I have to admit they’re doing more now than
when I was a student. But there’s still a terrible
gender gap. Girls love Facebook and all that, but
they’re not encouraged to specialise in IT. My wife’s
an economist now, and she’s even better than I am
on the computer, but she’d never even been taught
the basics when she got to university. She’d been
doing email and all that stuff, of course, but no one
had ever shown her how the system actually works.
That’s got to change.
I:
Mr Nordvik, thanks ever so much for your time. I’ll
show you the article before I send it in to our student
newspaper.
c SS first write short answers from memory. Remind
them that short answers do not need to be complete
sentences and should usually be no longer than 5 or 6
words. They then listen again to check their answers.
audioscript
I = Interviewer, DN = Dan Nordvik
I:
DN:
I:
DN:
I:
DN:
I:
DN:
16 4
Mr Nordvik, thanks for seeing me today. I’d like to
ask you a few questions for an article I’m writing for
my school newspaper.
Glad to meet you, Ruby. What would you like to
know?
I’d like to know what made you want to be an
architect.
Ah ... well, actually, I’m not an architect. I do work
for an architectural firm, and all my colleagues here
are architects ... but I’m an IT specialist. I work out
the software programmes for their designs.
How interesting. And how long have you been
working here?
I joined the firm three years ago. Before that, I’d
been designing websites on a freelance basis for a
couple of years. But I’d always intended to get into
working with the built environment. I’d been really
committed to environmental issues for a long time,
so when I saw an opportunity to work for these green
architects, I immediately took it up.
Green architects ... hmm ... I take it you mean they
are concerned about the environment?
Yes, indeed ... passionately committed, I would say.
When I joined them, they had been building ecohousing for over a decade and they had developed
many revolutionary ideas. In our area, it was the first
time that anyone had constructed buildings with this
specific intention of reducing their carbon footprint.
I wish that we had started doing this a long time ago,
but at least we’re now building houses where people
can live in a totally green way.
Module 4
Answers:
1 works out their software programmes
2 revolutionary ideas
3 girls and sports
4 No
5 IT
6 fool around on computers
7 Yes
8 No, she’s better than him
9 the gender gap in IT skills in schools
10 show her article to Don before printing it
4 An opportunity for SS to use the language focus of
the unit to express their own wishes.
Feedback: if SS are comfortable with talking about
their own wishes and preferences, you could get them
in pairs to read each other’s wishes and talk about
them.
5 A crossword puzzle to solve, recycling vocabulary
from the unit.
Answers:
ACROSS:
2 counter 4 trump 7 dubious 8 abhorrent
12 navigating 13 disparate 14 differences
DOWN:
1 cognitive 3 empathising 5 mounting
6 multitasking 8 apparent 9 resurgence
10 mainstay 11 credibility
6 Revision of vocabulary from the unit.
Answers A:
1 evolutionary
2 hard-wired
3 neurological
4 genetic/biological
5 intellectual
6 behavioural
Answers B:
1 crisis
2 equality
3 quality
4 brain
5 computer
6 education
7 A Vocabulary building, transforming verbs and nouns
into adjectives ending in either -able or -eable.
Answers:
1 debate
2 love, lovable
3 mistake, mistakable
4 argument, arguable
5 attribution/attribute, attributable
6 trace, traceable
7 enforcement, enforceable
8 charge, chargeable
9 change, changeable
10 malleable
B Practice with the adjectives created in 7A.
Answers:
1 unusable
2 unavailable, unobtainable
3 unbreakable
4 unacceptable
5 unjustifiable
6 undeniable
7 unanswerable
8 unreasonable
9 unbearable
10 inconceivable
11 incapable
12 intolerable
c More practice with adjectives, error spotting and
correction.
Answers:
1 it’s still usable
2 it was very mistakable
3 it was debatable
4 no longer obtainable
5 too breakable
6 just conceivable
7 is so changeable
8 found the heat tolerable
9 wrongly attributed
10 strictly enforced
11 well loved
12 could not be endured
13 marketed
8 A A pre-reading exercise to pull out the words that
might cause difficulties when reading the text. SS are
asked to guess. They can consult others in the class or
use their dictionaries.
Answers:
1 FT 100
2 glass ceiling
3 board of directors
4 quotas
5 the City
6 anti-discrimination laws
B A dual exercise, first quick reading to confirm the
terms described in 8A. The second part of the activity
asks for careful re-reading to replace each of the seven
expressions into the places in the text from which
they were taken.
Answers:
1e 2c
3a
4d
5g
6b
7f
9 SS can read the questions to start with, jotting down
preliminary notes from their previous readings of the
text. They then re-read for the purpose of confirming
and completing their notes. They should give short
answers and need not write complete sentences.
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165
Answers:
1 at home (in women’s attitudes/expectations,
etc.)
2 a small or medium-sized company
3 policies favouring a good work-life balance
4 they’re more important than lives
5 not wanting to fly to Brussels every day
6 drop everything else
7 sacrifice her home life/her children to her
company
8 men want to do more parenting (want a more
hands-on role in parenting)
9 set up good work-life balances for men as well
as women
10 have anti-discrimination laws but not quotas
11 the bigger picture (e.g. motives, work-life
balance, etc. as well as profits)
12 they don’t work/they’re too simplistic a
solution
10 Practice with passive verbs in the right tense.
Follow-up: if you are checking answers in class, you
could provide further practice with the
transformations involved in active/passive structures
by asking SS to turn the passive sentences into active
ones. They will have to use their imagination and
knowledge to supply appropriate subjects. Remind SS
that the passive voice often provides this advantage of
not naming the agent of the activity signified by the
verb. This is very frequently done in journalism, but
is it really an advantage? Get them to think of times
when it could be a disadvantage.
Answers:
1 are being stopped/are stopped also possible but
not so natural after ‘nowadays’
2 are sometimes accused
3 were expected
4 are occasionally required
5 are often scheduled
6 are increasingly being taken into account
7 have gradually been recruited
8 will soon be broken
11 Writing a letter of enquiry. Remind SS of the tips
for writing formal letters on pp. 116-117 of their
Workbook. SS can peer-edit their first drafts, then pin
up their fair copy for others to read.
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Module 4
18 Languages in the world
The unit approaches a theme that all SS are involved in,
learning a language, and that is becoming increasingly
important as communication becomes ever more rapid
amongst people all over the world.
The language theme revises and extends modal verbs of
ability and possibility.
18A Learning languages
(pages 116-117)
1 A Listening for gist to start the unit and set the theme.
This is a puzzle-like activity that asks SS to listen to
answers to questions, then deduce the questions that
were asked. No need for feedback yet, as SS will hear
the whole interview in the next recording and check
their answers at that point.
AUDIscript
G = girl, B = boy
G: I like learning languages. You can do so much, learn so
much about other cultures.
B: Don’t know, really. I guess it’s good when you travel. I
like it when I watch a video and I can understand the
dialogue without looking at the subtitles.
G: I can’t speak well enough now, but I’m trying hard and
by the end of the course I’ll be able to speak more ...
fluently ... I hope. But I do help my mum a bit when
tourists come into her shop ... I can just about give
them directions to the town square!
B: I can manage to communicate in most conversations
with English speakers, you know like when I go to visit
my email pal in Birmingham, and I’m confident I can
do well in the oral. But I can’t write very well at all.
G: The tests and exams. I get so nervous. Last year I didn’t
manage to get a good grade on my oral, even though
I tried so hard. I was so nervous I could hardly string
two words together.
B: All that grammar. I could never see the point of
studying grammar. All my mates are the same: we
could always speak more easily than we could write.
G: I’d really like to work in international relations. You
need English for that. My marks aren’t quite good
enough yet, but I’m working hard and if I get a good
degree, I’ll be able to train as an interpreter or a
translator.
B: I want to go into business. I guess English is still
important for trade. At least for now.
Answers:
1 you learning English?
2 can you do with your language skills?
3 you found most difficult?
4 plans for the future?
B SS listen to the complete interview, simply to
confirm the questions they wrote in 1A.
AUDIscript
I = Interviewer, G = girl, B = boy
I: Why are you learning English?
G: I like learning languages. You can do so much, learn so
much about other cultures.
B: Don’t know, really. I guess it’s good when you travel. I
like it when I watch a video and I can understand the
dialogue without looking at the subtitles.
I: Right now, what can you do with your language skills
now?
G: I can’t speak well enough now, but I’m trying hard and
by the end of the course I’ll be able to speak more ...
fluently … I hope. But I do help my mum a bit when
tourists come into her shop ... I can just about give
them directions to the town square!
B: I can manage to communicate in most conversations
with English speakers, you know like when I go to visit
my email pal in Birmingham, and I’m confident I can
do well in the oral. But I can’t write very well at all.
I: What have you found most difficult?
G: The tests and exams. I get so nervous. Last year I didn’t
manage to get a good grade on my oral, even though
I tried so hard. I was so nervous I could hardly string
two words together.
B: All that grammar. I could never see the point of
studying grammar. All my mates are the same: we
could always speak more easily than we could write.
I: What are your plans for the future?
G: I’d really like to work in international relations. You
need English for that. My marks aren’t quite good
enough yet, but I’m working hard and if I get a good
degree, I’ll be able to train as an interpreter or a
translator.
B: I want to go into business. I guess English is still
important for trade. At least for now.
c Memory game: SS try to complete the sentences,
then listen a third time to confirm. This gets SS to
work with sentences that illustrate the grammar rules
they are going to read in the next activity.
Answers:
1 other cultures
2 the dialogues (without subtitles)
3 able to speak more fluently
4 directions to the town square
5 with English speakers (with his email pal in
Birmingham)
6 well in the oral
7 two words together
8 the point of studying grammar
9 more easily than we could write
10 able to train as an interpreter or a translator
2 A Grammar activation. SS read the grammar
statements, which they will use in the next activity.
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B Grammar practice in the form of guided
personalised writing to illustrate each one of the
statements in 2A. SS can write their own sentences,
or use the questions if they need inspiration: they are
added simply to help SS who might otherwise take
some time thinking of possible answers.
Feedback: get SS to compare their sentences in pairs
or small groups. Ask them to tell the class about any
interesting or amusing sentences they read, or write
them on the board. You can also ask the class the
questions, eliciting several answers for each.
Answers:
To illustrate the statements, SS should write
sentences that use:
1 can (+ bare infinitive)
2 will be able (+ to-infinitive)
3 (i) could/couldn’t understand (or see, hear,
etc.)
(ii) could hardly or could only (+ bare
infinitive)
(iii) could/couldn’t (+bare infinitive)
4 was/were able (+ to-infinitive), managed (+
to-infinitive), succeeded in (+ -ing form)
3 Reading comprehension. Encourage SS to read the
entire paragraph containing the gaps so that the
context can help to provide the missing word. The
first five act as an example for the more challenging
next five gaps, where SS must supply their own word,
according to both meaning and the syntax of the
gapped sentences.
Feedback: after checking the answers, elicit SS’
response to doing the activity. What did they find
most difficult? Were there any language difficulties in
the text?
Answers:
1 opportunities
2 functions
3 living
4 boost
5 required
6 customer/quality
7 native
8 importantly
9 not
10 able (other possibilities might be eager, keen ...)
4 Discussion, going over the text and the theme, which
requires SS to respond personally to the text and
extend it into their own lives.
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NOTE
Point out that the reasons given in the text are
mainly to do with jobs and careers – other reasons
could include the pleasure of learning a language
(some people do find it a pleasure! J); the personal
expansion of knowledge, understanding of other
cultures, etc.; the ability to communicate when you
are travelling, or to people of other cultures in your
own country, and to understand them better; the
ability to read other newspapers, literature, etc. for
pleasure as well as for a job, etc.
Other career fields could include media,
international sectors like finance, business, law,
journalism, etc.
FOLLOW-UP ACTIVITY
Ask SS in pairs or small groups to interview
someone who uses a second language in their job.
Obviously, every S will know at least one such
person: their language teacher! Others may have
friends or family acquaintances who use more than
one language in their work, in any of the fields
mentioned in 4. If there are groups who do not
know anyone using languages in their work, suggest
that they research e.g. the university or translation
agencies in your area, legal firms (many of whom
use interpreters as the need arises), import-export
companies, national headquarters for international
organisations, etc.
The interviews can be conducted in person or via
email. As a first step, ask SS to write at least three
questions they are going to ask. They could find out,
for example, how the person interviewed actually
uses the second language: daily, or only occasionally?
What languages are most useful for people in
business and industry? What is the most interesting
thing about using languages in business, what are
the advantages, and what is the hardest? Where did
they learn the language/train for their career? SS can
either present their findings orally or in poster form.
18B An international language?
(pages 118-119)
1 A The aim is to practise watching/listening for key
information, to complete a diagram or chart. This
activity also sets the theme for this section of the
unit. Ask SS to move on to do 1B before checking the
answers.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 18B – Exercise 1A.
videoscript
So why learn English?
It’s the widespread use of English which makes it an
international language.
There are three kinds of English speaker – those who
speak it as a first language, those who use it as a second
or additional language and those who learn it as a foreign
language. Native speakers may feel the language belongs to
them, but it will be those who speak English as a second
language or those who learn it as a foreign language who
will determine its world future. English is the language of
international trade and is spoken in virtually every trade
centre of the world. English is the language most widely
used on the internet, because the internet is the creation of
English-speaking countries and because at the beginning
of the 21st century, English is the world’s most popular
second language. The fact that the internet has evolved into
a mainly English language medium is not by design but by
sheer circumstance. Some major industry and government
departments require English as a compulsory language
and in some cases have placed the full English work
environment rule in their everyday workplace. English is
seen as a valuable skill that can lead to future employment
or promotion within current employment. Also, degrees
from English-speaking universities are recognised
internationally. This is the reason that there has been a
major rise in international student intakes in the TAFE
colleges and universities across the country.
Answers:
English: 22%
Chinese 17%
Spanish: 8%
C C provocative in England, where the expansion
is often attributed to the empire (which
contributed to the number of speakers of
English as a second language in, e.g. India and
Africa) but likely to be thought true in the USA
and perhaps other parts of the world, since the
rise of English in trade and internet may be due
to American influence
D D very much open to discussion
E E open to discussion
F F open to discussion
B Grammar activation, using the sentences SS have
been working with in 2A.
Answers:
1B 2E
3D
4a C
4b F
4c A
3 A A pre-watching activity that elicits ideas from SS
before they see the video. Encourage SS to discuss the
question in small groups and write their ideas on the
board.
Answers:
Possible reasons: interest, wanting to learn about
the culture + reasons from the video: China’s
expanding global influence, China trying to extend,
promote its language and culture, people thinking
it will advance their careers, considering China as
the country of the future
B SS recollect details from the video to complete the
sentences, then watch a second time to confirm.
B The programme having been prepared by 3A, the
Answers:
1 speakers of English as a second or foreign
language
2 trade centres
3 the internet
4 major industries and government departments
5 degrees from English-speaking universities are
recognised internationally
next step is simply to watch the video, tick the ideas
on the board that SS hear, and add any new ideas.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 18B – Exercise 3B.
videoscript
2 A Discussion, giving SS a first exposure to the modal
verbs of possibility. There are no absolute right or
wrong answers here: encourage debate and ask SS to
give reasons for their opinions.
Answers:
No right/wrong answers, but:
A A probably true of most western nations
B B doubtful possibility, different opinions
possible
Andrea Garrett: These pre-school kindergarten students in
Washington DC take the same classes as thousands of
other students nationwide. The big difference? When
the boys and girls at the Yu Ying Charter school finish
eighth grade, they will be fluent in Mandarin Chinese
as well as English.
Sarah Harris: One day, they’re learning everything through
English, and the next day they’re learning everything
through Chinese. So it’s a very compelling model for a
lot of parents.
Andrea Garrett: Principal Sarah Harris says there are many
advantages to learning Chinese at an early age.
Sarah Harris: Children really do soak up languages when
they’re young. They don’t have a lot of pre-conceived
ideas about language, and so they really come to it in a
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very kind of open way. Children we’ve seen – we’ve
been open for the past six weeks – and we’ve seen
children just soaking up the language and applying it
in more and more contexts.
Andrea Garrett: Mary Shaffner, the school’s founder,
says that it’s not just the students who want to learn
Chinese.
Mary Shaffner: We’re going to start Chinese classes for
our parents ... which many, many parents have been
chomping at the bit for.
Andrea Garrett: With China’s expanding global influence,
millions are eager to learn the language. In 2004, only
about 5,000 US students between kindergarten and
12th grade took Chinese. Last year, that number had
grown to nearly 50,000. And it’s not just happening
here. By 2010, it’s estimated more than 100 million
people worldwide will be studying Chinese as a
second language. Many are learning at one of the
more than 200 Confucius Institutes, established by the
Chinese government, now in 66 countries. The goal
of these institutes is to spread the Chinese language
and culture. In Manila, director Ellen Palanka says
the popularity of these institutes is a sign of China’s
development.
Dr Ellen Palanka: Once a country becomes more
developed, then it tries to promote its culture and
language through such an arm.
Andrea Garrett: More than 2000 students have gone
through the programme since it started two years ago.
Pia Lim Castillo uses Chinese in her job as a food and
travel writer and says the learning experience helped
her connect with her Chinese heritage.
Pia Lim Castillo: It’s my identity. I have to find my identity
not only as a person but the culture that I belong to.
Andrea Garrett: Many believe the ability to speak Chinese
will advance their careers.
Kenneth Chua: Basically (being) bilingual, being able to
converse in Mandarin to Chinese clients. So, since
there are more Chinese coming into the Philippines,
I see there’s - you know - (a) market for a Chinese
lawyer, or a lawyer who can speak Chinese.
Paula Leal, Spanish news agency: It is the country of the
future, also. Because of that, I think it is so important
to learn Chinese because it is a lot of people talking
Chinese right now.
Andrea Garrett: Pearl Parel started learning the language at
8 years old, while on a business trip with her father in
Taiwan.
Pearl Parel, student: He don’t have an interpreter. So he
asked me if I could study so I could be his interpreter.
Andrea Garrett: She and many of her classmates at the
Caisson City Christian Academy in Manila say that
knowing Chinese will be essential after they graduate.
Pearl Parel: I think learning Chinese will help me in my
future career ‘cause my father wants me to be an
interpreter and I want to learn more about Chinese
culture.
Ardenne Chuat: Learning Chinese now would be a
great help for me when applying (for) jobs in other
countries or here in the Philippines because China is
now, like I said, expanding.
Andrea Garrett: Halfway around the world in Panama, one
legislator even proposed mandating Mandarin Chinese
in public schools, but Firman Tomas Chan, principal
of a school where all students study Chinese, doesn’t
think the legislation will pass.
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Module 4
Firman Tomas Chan: It’s so hard to get teachers to teach
Chinese outside of China. If you want to make it
nationwide, it’s going to be almost impossible to get
enough teachers to teach. We have problems even with
English here in Panama, so you know, what about
Chinese.
Andrea Garrett: Despite the difficulty finding qualified
teachers, the school has a long wait list since so many
Panamanians want to learn Chinese.
Firman Tomas Chan: We all feel that in ten years
Mandarin will be as important worldwide as English.
Andrea Garrett: Others doubt that Chinese speakers will
outnumber English speakers anytime soon.
Ellen Palanka: It will most likely not replace English,
but can be at par with the English language as an
international language.
Andrea Garrett: Whether or not Chinese does become the
main international language, people worldwide are
excited to learn. Andrea Garrett, CBN news.
4 A Grammar practice, producing the target structures
by transforming the sentences, and, at the same time,
working with the ideas of the video.
Answers:
1 Children may/can soak up languages very
easily.
2 Soon, many millions of people may/might/
could be studying Chinese.
3 Chinese may/might/could enhance the career
prospects of students.
4 Chinese people born abroad may/might have
started to learn the language to connect with
their heritage.
5 However, schools may/might have found it
difficult to find teachers of Chinese.
6 For this reason, the director says that a law
making Chinese compulsory can’t be passed.
B A memory vocabulary game. As some of the
expressions may have been previously unknown, this
could be done as a group or whole class exercise.
Write the answer words/expressions on the board,
then let SS watch/listen again to check.
Answers:
1 compelling
2 pre-conceived
3 champing at the bit (a well-known metaphor =
as impatient to start as a horse with the bridle
and bit on, ready to go)
4 mandating it, legislation
5 at par with (from parity = equality, also used as
‘on a par with’)
5 A A way of eliciting responses to the issues raised
about English and Chinese as international languages
in the two videos. SS should jot down their own
answers and read all five to their partner. The partner
then matches the answers to the questions s/he thinks
were being answered. There are no right/wrong
answers, so encourage discussion of any differences of
opinion.
B Grammar activation, but this time SS have to work
out the rules, inductively, by studying the examples,
rather than being given them.
Feedback: get one or two of the pairs who finish early
to put their rules on the board.
Answers:
We don’t usually use may for direct questions
about possibility. Instead, we use likely. However,
we can use may in indirect questions.
Work with it!
Giving advice/opinions
6 A Activity 6A is a categorising exercise, asking SS to
decide on both the function and the strength of the
examples of advice or opinion that they are working
with. SS first copy the grid into their notebooks to
give them a bit more space to write in, and also to
allow them to have a completed copy that they can
later refer to.
You can get SS to work through on their own to start
with, giving them a short time limit so that they don’t
dither over their decisions. Then get them into small
groups to compare their grids.
Feedback: ask for any differences of opinion that
were revealed in the comparison.
Answers:
Advice, neutral: b, d, f, g, s
Advice, strong: a, e, m, p, t
Opinion, neutral: c, h, i, k, l, n
Opinion, strong: j, o, q, r
B A pair exercise to elicit production of the target
expressions. In this kind of ‘think of ... imagine ...’
activity, many SS tend to say they are unable to
remember any situation, and there can result an
unproductive ʻthinking, but getting nowhere time.
For this reason, SS are given suggestions on p. 138.
The suggestions also help to release SS from having to
reveal their real problems, which they may not wish to
do in class. Walk around while SS are writing and help
with the questions. No feedback required at this stage.
c A mingling activity that elicits production of the
target structures of opinion and/or advice. SS walk
around, and for each S they meet, ask their questions
and answer the other’s questions. If you like, you
could ask SS to take their sheets of paper with the
two questions on them, and quickly jot down the
expression they hear when the other S answers. In the
general feedback, they could tell the class how many
different expressions they heard. Were the answers
varied? Did one expression recur more than the
others?
Alternative procedure: some teachers do not like
mingling activities, which do tend to raise the noise
level in the classroom somewhat. In that case, you
could get the SS sitting in small groups to ask and
answer each other’s questions.
Workbook
1 Contextualised grammar practice with modals of
ability/possibility.
Answers:
1 Can/could
2 can’t, could, won’t be able
3 could
4 can’t, managed to, was able, wasn’t able
5 will be able
6 Can/could
7 could, could, succeeded in
8 couldn’t, could
9 could, could, didn’t manage
10 will be able, can/could, can/could/ can/could
2 A selection exercise, which asks SS to decide whether
one or more choices are possible.
Answers:
1 can, will be able to/can also possible (future
based on present ability)
2 was able to
3 both possible
4 could, couldn’t
5 can’t, will be able to
6 was able to, both possible
7 managed to, could
8 will be able to
3 Personalised practice with the modal verbs. The
answers are personal. If SS do not mind sharing their
experiences with a friend, they can compare and
discuss their answers in pairs.
Answers:
Verbs that could possibly be used in the sentences:
1 can
2 can’t
3 haven’t managed to
4 could
5 will be able
6 couldn’t (possibly)
7 wasn’t able to
8 succeeded in
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4 Practice with a range of modal verbs.
Answers:
1e 2i 3c
9 f 10 b
4j
5h
6g
7a
8d
4 held (me) back
5 holding forth
6 held out
7 held on
8 held (him) to
9 held up
10 hold out for
5 A A vocabulary puzzle that gets SS to comb the unit
once again to find the right expressions.
Answers:
1 liaise
2 compelling
3 overtake
4 prospects
5 cross-section
6 expansion
7 compulsory
8 complex
9 dominant
10 displace
11 agency
12 bilingual
The career is: INTERPRETING
B Transformation exercise, turning statements into
questions that include the modal verb ‘may’. This
cannot be done unthinkingly: the statements have to
be read with care to provide the right questions, using
‘likely’ or an expression such as ‘Do you think ...’,
‘Would you say/did you say ...’, etc. at the beginning of
the sentence. There are a variety of questions that can
be asked to produce the answers given. Encourage SS
to choose as many different ways of formulating the
questions as they can find.
Answers:
1 Is the number of Chinese speakers likely to rise
dramatically in the next ten years?
2 Did you say that speaking Chinese may
improve my chances of getting a job?
3 Is Chinese likely to push aside English as a
world language?
4 Is it your opinion that interpreting may be a
difficult career?
5 Is the internet likely to increase the importance
of some languages?
6 Vocabulary building, working with phrasal verbs and
crystallised verbal expressions.
Answers:
1 holding down
2 hold off
3 held (it) against
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7 A A translation exercise, to highlight the ways that
polite statements and requests are used in English
and Slovenian.
Answers:
1 Excuse me, do you speak English?
2 My car’s broken down.
3 Can you tell me where I could find a garage?
4 Sorry, I can’t understand you at all.
5 Sorry we can’t help.
B A more creative dialogue-writing activity. This
can be more fun done in small groups in class.
Alternatively, get SS to write the dialogue as
homework; then, in the next English class, put them
into small groups to read each other’s work. Each
group chooses a dialogue, which can be an original
one or one that has been put together from elements
of various dialogues in the group. They perform their
dialogue to the class.
8 This pre-reading activity pulls out some of the words
or expressions likely to cause difficulty when SS read
the text. SS can use their dictionary or work in groups
if this is being done in class.
Feedback: if you are checking the answers in class, get
SS to produce a sentence of their own using the new
words/expressions.
Answers:
1c 2f 3e
9 a 10 g
4i
5b
6h
7j
8d
9 A Overall quick reading for gist. SS think of a title and
compare it with others. Ask them to give reasons for
their decision.
Answers:
Because of the beginning of the text, the title has
to be a question, e.g.: What is the importance of
learning a language?
B Practice with writing summaries of paragraphs.
First, SS have to match four paragraphs with the
right summary, then they have to produce the two
missing summary sentences. This makes them re-read
purposefully and compress their ideas into a single
sentence.
Answers:
1 D
2 A
3 E
4 B
5 Paragraph C: Learning a language improves
your mental skills and your abilities to use your
own language.
6 Paragraph F: It is easier than ever to learn a
language.
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19 A rainbow world
The movement of people to new countries, and the
multi-ethnic patterns of life resulting from it in nearly all
European countries, is a fact that we are all increasingly
aware of, though it continues to be a contentious
subject for many. The object in this unit is to elicit
discussion, while at the same time raising awareness of
the many beneficial aspects of immigration as well as the
challenges it presents. The language focus is on different
sentence structures followed by -ing forms.
19A A debated concept
(pages 120-121)
1 A discussion to set the scene. Because the topic can
be a sensitive one, it is probably best to do this as a
rapid warm-up. If SS have difficulty coming up with
advantages, move on to the text, which will provide
more opportunity for airing opinions. There will be
more opportunity for discussion after SS have read
and watched the print, audio and video texts in this
section.
2 A First, reading to compare with previous ideas; then,
reading to get the gist of each section and write a title.
SS have often matched titles to sections; this is a more
difficult task, demanding gist understanding of the
sections and ability to compress ideas into a title.
Answers:
The original titles are:
1 Economic gains
2 Increase in cultural diversity
3 Increase in standard of living for immigrants
4 A younger workforce
5 Skilled workers in much-needed sectors
Any variation that gives these meanings is
acceptable.
B Re-reading with further comprehension work with
the text, as well as vocabulary work with it.
Answers:
1 Immigrants are a source of low-cost labour.
2 ... immigrants draining too much tax money
through social services.
3 They offer skills that are very scarce in the
country.
4 ... immigrants lighten the load of producers
and consumers.
5 The ratio of retired people to workers is
expected to increase dramatically ...
3 A Grammar activation, focusing on verb + object or
possessive + -ing form.
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Module 4
Answers:
1 -ing form
2 possessive (form)
3 see, possessive (form)
B This combines re-reading the text, as well as
grammar practice with the target forms.
Answers:
1 Critics don’t like immigrants taking on jobs, ...;
Immigrants wouldn’t move if they didn’t look
forward to (phrasal verb) their families having
better standard of living.
2 People resent their filling up all these jobs ...
3 The host citizen watches them (the object
pronoun is used instead of their, the possessive
form) significantly improving their quality of
life ...
c Further, more personal grammar practice, with
directed sentence writing. SS use the prompts given
to produce their own statements. It is also an
opportunity for SS to express their opinions: get SS
in pairs or small groups to compare and thus
stimulate discussion.
Ask each group to write one interesting/provocative/
amusing sentence on the board.
Answers:
Wide variety of sentences possible, e.g.:
1 Some students can’t stand immigrants joining
their class/can’t stand people complaining
when immigrants join ....
2 I don’t mind our government imposing rules
about immigration. A more formal sentence
might use the possessive: ‘our government’s’
OR ‘Many citizens do mind their imposing
these rules’ – but the noun or object pronoun
form is now more usual.
3 I understand them wanting to move from wartorn areas./I don’t understand anyone wanting
to move away from their own country.
4 We can’t imagine immigrants not wanting to
work in their new country./We can imagine
immigrants wanting to find work.
5 Governments sometimes try to stop people
crossing boundaries.
4 A A writing exercise. SS can be referred to the tips
given for concluding in Unit 10 Work with it!
B Ask SS to give positive feedback on their partner’s
conclusion, using the tips as criteria. They can also
suggest ways of improving the clarity or content of
the conclusion.
c SS then listen to the original conclusion of the
article. The aim here is to promote critical thinking
about the article’s conclusion. Encourage discussion/
disagreement about points made or about the
quality of the conclusion. Have SS themselves made
interesting points that are not mentioned in the
conclusion they heard?
AUdioscript
Immigration does have its disadvantages: greater poverty,
increased crime, lower unskilled wages, education costs, and
a few others. However, the positive benefits of immigration
far outweigh the disadvantages in many ways. So, let
us welcome change and welcome the benefits that
immigration provides the country.
OPTIONAL ACTIVITY
If you feel your SS can use more practice with
conclusions, get them in pairs to listen again and
identify what each of the three sentences is actually
doing (not what each is saying) in the conclusion.
For example:
Sentence 1: Lists possible disadvantages of
immigration (hinted at in the article, but not its
main point)
Sentence 2: Points back to the advantages mentioned
in the article, but, without repeating them, concludes
that advantages are superior
Sentence 3: The true ‘conclusion’ – invites forward,
positive thinking about immigration.
An analytical exercise of this kind also shows SS a
good ‘movement’ for any conclusion: look back at
the main ideas of the text without simply repeating,
then look forward to say something conclusive, and
if possible positive, about the theme.
5 A This pulls out some words or expressions which
may be unfamiliar to SS, as a pre-watching task to
facilitate understanding. It also familiarises SS with
some of the material they are going to hear/watch in
the video.
Ask SS to write the words they underline on the
board and ask others in the class to define them or
provide new sentences to illustrate how they are used.
B Listening/watching, with a general T/F
comprehension task. SS can choose the four sentences
as they listen/watch, then write notes to correct them,
and then listen again to confirm/complete their
sentences.
There is more work with the vocabulary heard on this
video in the Workbook, p. 104.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 19A – Exercise 5B.
videoscript
TV = TV host, IO = Igor Ogorodnev, JH = Jussi
Halla-Aho, PN = Pekka Nuutinen, OK = Olli
Koskipirtti
TV: Finland has one of the highest influxes of immigrants
and asylum seekers in Europe, and not everyone there
is welcoming that with open arms. Some fear that
immigrants attracted by Finland’s generous welfare
package and high living standards will overrun their
country.
IO: Finland used to think immigration problems only
happened to other European countries. Not any
longer.
We’re in an area of Helsinki dominated by immigrant
shops and housing. Now twenty years ago, such places
simply did not exist. But last year, Finland recorded
the highest level of net immigration since World War
II.
The number of foreigners in the country has risen
six-fold since 1990. Although they still constitute only
3% of the population, that growth rate is one of the
highest in the world.
Jussi Halla-Aho’s anti-immigration blog has attracted
hundreds of thousands of followers. He was sued for
defamation in a high profile free-speech trial and his
views are ignored by mainstream parties.
JH: We see what’s happening in most Western European
countries and we are faithfully repeating every
mistake Sweden, for example, has made before us.
Most Finnish cities will be surrounded by a ring of
burning ghettos.
IO: While other European countries have tightened up
conditions for asylum seekers, Finland still offers
them a generous welfare package. But polls show the
population is finding the newcomers hard to accept.
OK: We are doing a very good job, but we’re always like
‘their enemy’, whatever happens.
IO: Those who travel to Finland seeking asylum are
initially housed in facilities like this one. They can
go outside to look for housing but most speak no
Finnish and can’t find their way around.
This couple came from Togo with their daughter
several weeks ago. Whether the authorities believe
their story will determine whether they will be
allowed to remain here.
PN: My husband was imprisoned back at home for his
political views. He escaped, and God knows how
we came here. We’re happy with the conditions in
Finland and we want to stay.
IO: Regardless of whether their asylum application will
be successful, they’re likely to face a life of relative
poverty, and the attitudes of a country that has seen
the face of mass migration and appears to be turning
against it.
Igor Ogorodnev, RT, Helsinki
Answers:
1 F: ... one of the highest ...
2 F: … does offer generous packages ...
3 F: … has risen sixfold …
4 T
5 F: They ignore his views.
6 T
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175
6 General discussion to round off this part of the unit.
If there is time and SS enjoy debating, organise a
debate on the topic. This is going to be picked up as
an essay topic in 19D.
19B War minus the shooting?
(pages 122-123)
The topic shifts slightly to another kind of activity that
can unite or divide human beings: competitive sport.
While section A focuses on -ing forms that follow verbs,
this second part of the unit focuses on -ing forms that
can follow nouns, adjectives (including deciding which
need infinitives rather than -ing forms) and prepositions.
1 A Preliminary quick reading for gist, to set the scene
and elicit opinions. SS in small groups read the
five quotations, help each other with any language
problems, then discuss their views. This activity
promotes a first response, and it is not necessary to
do more thorough comprehension at this point: this
will be the point of subsequent activities.
SS can attempt to find one quotation they all like
best, and together find as many reasons as they can
to justify their choice. If they can’t all agree, they can
propose alternative choices and give their reasons.
B Re-reading the five texts to pick out the main points
conveyed by each one.
Answers:
1 implied by A, B, C
2C
3A
4 D, E
5D
2 Phrases from the texts are used for grammar
activation, first to select the right choice in the three
statements, then to match each one with one or more
appropriate illustrations.
Answers:
1 -ing form
2 adjectives, infinitive
3 -ing form
Statement 1 is illustrated by B (noun + infinitive),
C (noun + preposition + -ing form), E (noun +
preposition + -ing form)
Statement 2 is illustrated by A (adjective +
infinitive) and F (adjective + preposition + -ing
form)
Statement 3 is illustrated by D (by + -ing form)
3 Practice with the grammar focus of the section.
176
Module 4
Answers:
1 of producing
2 enabling
3 to understand
4 in/at attracting
5 to add
6 at interacting
7 of trying
8 to respond
9 producing
10 developing
Work with it!
Expressing approval/disapproval
4 A This first part presents SS with a range of
expressions that can be used to express approval or
disapproval, and asks them to detect the register.
Some of them are obviously informal and should
only be used in spoken situations or very informal
pieces of writing, for example an email to a friend.
The others are more acceptable in all situations.
Answers:
1 A
2 A
3 D
4 D
5 A
6 A but can be used ironically for D
7 D
8 usually D, in slang = sometimes A
9 A
10 A
11 D
12 A but as ironic expression Great! can be D
13 D
14 A
15 D
Ordinary speech/writing: 1, 3 (but it’s a strong
expression so to be used with care) 4, 5, 7, 9, 10,
11, 12, 13, 15
Only informally: 2, 3, 6 (mostly informal, e.g. in
speech and chatty journalism), 8, 14 (mostly used
informally as an independent expression, can be
used more formally as a descriptive adjective)
B A gap-filling exercise to practise using the
expressions.
Answers:
Different possibilities, e.g.:
1 dreadful/terrible/awful; unsatisfactory/woeful/
dismal; useful/beneficial
2 unpleasant/dreadful; most annoying/horrible;
awesome/great/brilliant (brill in UK slang);
first-rate; cool
c The aim of this activity is to get SS to personalise
and internalise some of the expressions they have
encountered. Sometimes, to get SS started, as well as
to take the sting out of revealing something personal,
it is easier if you do the activity as a whole group
one, starting off with a situation of your own (real
or invented), then asking SS once you’ve outlined the
situation: What would you have done in my place?,
What would you have said ...?
5 A & b Rounding off the theme of the unit. Depending
on the time you have available and the enthusiasm
of the SS, this can be a simple activity, resulting in
an informal type of presentation, or a longer one,
involving research and a more formal presentation
with OHP, PP, etc.
If you feel that SS may have difficulty thinking up
projects, set a preliminary homework task for them
the previous day: they are to research cases where
sportspeople have banded together against racism,
such as SARI in Ireland, or the action of footballers
in the UK, or the UNESCO ‘Youth Voices against
Racism’ initiative. They will then have examples
which they can more easily apply to their own school
sports teams. In the next class, they prepare the oral
presentation in small groups or pairs. Listeners/
watchers have a grid to grade both the content and
the style of the presentation.
ADDITIONAL ACTIVITY
Optional extra activity to round off the theme of the
unit: creating a dramatic sketch.
Step 1 In small groups, choose one of these three
situations.
Situation 1
Some people are alarmed by a group of travellers
setting up camp in a field close to the town centre.
There is a meeting of the town council to discuss the
situation. Dramatise your school’s representation
to the council. You can support the worried
townspeople, or try to calm their fears and argue for
acceptance.
Situation 2
The campaign manager asks your class to help a
black doctor campaigning to be elected as mayor
in your town. There is a meeting to launch the
campaign. Organise a campaign slogan, and a plan
of activities to support the campaign.
Situation 3
You are asked to help devise a campaign to promote
peace and understanding of other cultures through
sports activities. There is a mass rally planned. Plan
your school’s contribution to the rally: you could
write a song, organise a slogan, propose activities,
etc.
Step 2
Plan and rehearse a short sketch about the situation.
Step 3
Present your sketch to the class. Give positive
feedback to other sketches.
19C That’s what it’s about
(pages 124-125)
1 Setting/personalising the theme. Encourage
discussion; list challenges on the board, elicit the SS’
own reactions and what they think their parents’
reactions might be.
2 A Pre-watching guessing/predicting exercise, to get
SS thinking about the topic and provide some of the
vocabulary needed.
Answers:
1 d, c 2 a
3 e, g
4 b, f
B First watching, to confirm answers.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 19C – Exercise 2B.
videoscript
Biologically, in terms of DNA and these types of things, we
are 99.9999999 the same.
Michelle Bogue: Certainly we deal with stereotypes, racism,
prejudice.
Stephanie: When you see, when you see people dating of
different cultures, there are going to be tensions.
How do other people view your relationship?
Diego: Yeah, she’s white, but she’s Hispanic also. And
they’re like ‘Ah!’ And they kind of get surprised.
How did that happen? And I’m like ‘Well, I mean it’s
normal.’
Jerome: When I used to live in Colorado, a lot of people
didn’t like me simply because of the colour of my skin
... If they see me dating outside my race, they might
have problems with that too.
Did you imagine yourself being with someone of a different
race or culture?
Diego: It was hard to believe that. I’ve always expected that
I was going to be with a(n) Asian girl, cause that is
what is expected.
Ya Hong: I don’t know, in my case, I grew up with my
family, who (were) married to people from other
cultures, so I grew ... I just don’t feel the difference in
that case.
How does your family feel?
Sara: This is the hardest thing for me, like, dealing with
my family. My parents accept him as a person and
as someone that I hang out with and as a friend, but
I’m not sure how they entirely feel about me actually
dating him.
Paola: Seeing my parents, they have these old bad
stereotypes about black people, they are scared of what
is going to be.
How do you feel about interracial dating and relationships?
Sara: I think interracial dating is great. It gives you a
different perspective.
Module 4
177
Agustin: It’s such a great combination of things that allows
you to get the best from different ... from the other,
basically.
Ya Hong: With him, I learn how to listen to other people,
to him and because of him I became more mature.
Bongani: I’ve learnt a lot from Paola’s culture. Her ... the
Hispanic side of her culture is very affectionate and
they hug people, they kiss people when they greet and
all that was kind of new and weird for me.
Agustin: I got lucky to have an Asian girlfriend here and
learn from her also about her culture and from other
people also here.
Michelle Bogue: You have somebody you care about and
they care about you, that’s what it’s about. If people
can’t deal with that, then whose problem is that?
3 A Vocabulary/memory work, extending
comprehension. SS fill in the answers before watching
a second time to check.
B This encourages re-reading the text more carefully,
combing through it to find the necessary words,
combined with vocabulary-building work. The
adjectives from the text are to be transformed into
adverbs, reviewing the various rules for the change (1
dropping e before ly; 2, 4 & 5 adding ly, thus doubling
the final consonant; 6 adding ly to a past participle
-ed).
Answers:
1 noticeable – noticeably
2 interracial – interracially
3 overwhelming – overwhelmingly
4 illegal – illegally
5 unconstitutional – unconstitutionally
6 unprecedented – unprecedentedly
6 The writing options are either an informal or a more
Answers:
1 tensions
2 normal
3 problems, colour
4 friend, dating
5 affectionate
6 lucky
formal piece of writing. SS can show their plans and
drafts to a partner and peer-edit their first drafts
before submitting the essay.
19D Skills enhancement
(pages 126-127)
Part I Speaking
B General discussion, eliciting response to the
American situation as portrayed in the video, and
personalising the issues by comparing them to the
SS’ own country. Other factors that might influence
attitudes towards interracial/interethnic relationships
could include religion, class, history...
4 Reading for gist, working with sentence structures (as
well as practice for this kind of exam question). SS
should read the eight phrases carefully before starting
to read the text.
Answers:
1d 2
3g
4c
5h
6f
7a
8e
1 A This simple activity requires SS simply to make
their choice and talk about it with a partner. Set a
fairly short time limit.
B This is obviously an extensive and time-consuming
vocabulary-gathering preparation to talking (or
writing, in Part II) about a book or a film. The
various sections could be done in different classes
or partly in class and partly at home as homework.
It is important to emphasise that the answers to the
many questions should be related to the film or novel
that SS chose, so that the notes they jot down then
constitute prompts for the oral activity that follows.
2 A Preparation for speaking.
5 A Re-reading for gist and detail; writing short answers
(again, preparation for this type of exam question).
Answers:
1 Thanksgiving dinner
2 Acceptance of her husband
3 higher
4 politicians and film stars
5 they were wrong or illegal
6 getting married illegally (or getting married
against state laws)
7 interracial marriages became legal
8 an unprecedented level of immigration
178
Module 4
B SS join a partner to have a conversation about the
book or film they chose. They repeat the exercise
a few times, so that they should have a chance to
be Student A, who starts the conversation, and at
other times Student B. Circulate and monitor the
conversations without stepping in, taking notes so
that you can comment in general terms after the
activity.
3 This post-exercise discussion raises self-awareness
and ability to take the initiative in achieving a better
performance. If you wish to prepare SS for the oral
exam, you can repeat the exercise using some of the
set books or poems that they might be called upon to
talk about.
Part II Writing
4 A Revising the tips SS have worked with for writing
essays as well as reflecting individually on their
own strengths and weaknesses could be tasks set as
homework preparatory to writing the essay.
B A first choice of the kind of essay SS are going to
write. If you feel they need practice in one type rather
than the other, simply direct them to that choice.
5 A & B Choosing a topic or beginning to think about
an essay about a film or book.
6 A Planning the essay.
Answers:
1 being
2 face
3 be allied
4 thinking
5 admire
6 feeling
7 to make
8 protesting
9 to implement/for implementing
10 finding
11 living
B Re-reading and vocabulary expansion.
B Peer-editing the essay.
7 Finally, revising and rewriting the draft.
Workbook
1 Grammar practice with -ing forms.
Answers:
1e 2b 3g
9 f 10 c
4j
5h
6d
7a
8i
Answers:
1 fanaticism
2 root
3 startling
4 our inner darkness
5 characteristics
6 pull
7 undergirds
8 less than oneself
9 justification, negative stereotype
10 interaction
11 discomfort, primal response
12 generates
2 An exercise that requires SS to decide when a
possessive or object pronoun is needed before the
-ing form.
Answers:
1 our/us is also possible in informal speech
2 neither needed
3 them
4 neither needed
5 them
6 our/us also possible in informal speech
7 us
8 neither needed
9 neither needed
10 our
11 them
12 our
13 our
14 them/their is possible but very formal
15 our possible but not needed
16 our /us possible in informal speech
3 A Reading combined with grammar practice.
4 This exercise practises reading for comprehension,
while recycling a text that was heard in the unit. It
could be done in class following the viewing, or set
as homework. SS do not really need to remember the
actual word used on the video – the multiple choice
options can be found by careful reading of the text.
Answers:
1c 2a 3b 4a 5b 6b 7c
9 a 10 b 11 c 12 b 13 a 14 b
16 b 17 a
8b
15 a
5 Practice with adjectives and adverbs.
Answers:
1 generously, welcomed
2 willingly
3 sudden, dramatically
4 popularly
5 visibly; fearful
6 inevitably, simmering
7 isolated, effectively
8 uncertain, successful, rapidly
Module 4
179
6 A This is a guessing game to familiarise SS with the
words of the song they are going to hear. If you are
doing this in class, help the SS get the idea by doing
the first one with them: sometimes the clue will be
in a crystallised phrase that goes with the last word
of the first line. ‘Black and white’ is such a set phrase,
and ‘white’ rhymes with ‘night’. This happens to some
extent again with ‘sweat and tears’ (‘tears’ offering a
partial rhyme with ‘prayers’), ‘steel and wheels’, and
‘skin and bones’, though here the phrase is reversed.
Answers:
white, tears, immigrants, wheels, skin, immigrants
B SS listen to the video and check their guesses.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Avdio in video gradivo (delovni zvezek) Unit 19 –
Exercise 6B.
videoscript
City of Immigrants by Steve Earle
Livin’ in a city of immigrants
I don’t need to go travelin’
Open my door and the world walks in
Livin’ in a city of immigrants
Livin’ in a city that never sleeps
My heart keepin’ time to a thousand beats
In languages I don’t speak
Livin’ in a city of immigrants
City of black
City of white
City of light
City of innocents
City of sweat
City of tears
City of prayers
City of immigrants
Livin’ in a city where the dreams of men
Reach up to touch the sky and then
Tumble back down to earth again
Livin’ in a city that never quits
Livin’ in a city where the streets are paved
With good intentions and a people’s faith
In the sacred promise a statue made
Livin’ in a city of immigrants
City of stone
City of steel
City of wheels
Constantly spinnin’
City of bone
City of skin
City of pain
City of immigrants
180
Module 4
All of us are immigrants
Every daughter, every son
Everyone is everyone
All of us are immigrants - everyone
Livin’ in a city of immigrants
River flows out and the sea rolls in
Washin’ away nearly all of my sins
Livin’ in a city of immigrants
City of black
City of white
City of light
Livin’ in a city of immigrants
City of sweat
City of tears
City of prayers
Livin’ in a city of immigrants
City of stone
City of steel
City of wheels
Livin’ in a city of immigrants
City of bone
City of skin
City of pain
City of immigrants
All of us are immigrants
All of us are immigrants
c A simple T/F comprehension exercise. SS can listen
again if they wish.
Answers:
1 T
2 F: everything remains lively as the city never
sleeps
3 F: you tune into people although you can’t
speak their language
4 F: can rise and fall again
5 F: the plans and intentions may not be realised
or carried out.
6 T: because everyone is an immigrant
7 F: wash away nearly all wrongdoings
7 A sentence transformation exercise, practising
syntactical manipulation, particularly with adjectives
and adverbs.
Answers:
1 We can only understand our need ... with
difficulty
2 Sport is potentially a slippery ...
3 ... pleasure, sadistically, in witnessing ...
4 ... in an infuriated way at the ...
5 ... run faster.
6 ... their team in a friendly way.
7 ... happily and in a lively way.
8 ... in a lovely way, sport’s catalytic role ...
9 ... significantly in improving ...
10 ... peacefully and not brutally or fanatically.
8 A Word transformation, practising the shifts from
positive adjectives to negative adjectives, positive and
negative nouns.
Answers:
1 moderation, immoderate, immoderation
(formal)
2 plausibility, implausible, implausibility
3 permanence, impermanent, impermanence
4 practicality, impractical, impracticality
5 patience, impatient; impatience
6 perceptibility, imperceptible, imperceptibility
7 mortality, immortal, immortality
8 balance, unbalanced, imbalance
9 justice, unjust, injustice
10 ability, unable, inability
10 This email-writing activity extends the work that
SS did in activity 8B. SS have to imagine that they
have an English e-pal with whom they are usually in
contact, and to whom they are going to write about
the friend they have already described in 8B.
If you are setting the task as homework, you might
like to go over the situation in class beforehand, to
make sure SS understand it thoroughly. Get them
to write a few key words as notes to prepare for the
five aspects that they are required to cover in their
email. They could then compare their key words with
a partner and talk about what they are intending to
write to their ‘English e-pal’.
B SS write four short paragraphs, thus incorporating
practice with the words in their forms as adjectives
or nouns. In the next class, they could compare their
work and peer-edit them before revising and writing
a final copy. The first two paragraphs will feature
again in activity 10.
9 A Quick first reading for gist. SS should read to get an
overall sense of the article so that they can produce a
title for it.
Answers:
Possible titles: How to make an interethnic
relationship work/Making an interracial
relationship work
B This gets SS to re-read more carefully and
understand the main point made in each of the eight
main paragraphs of the text. They then summarise
and transform those points into a negative form.
Answers:
Sample answers:
2 your partner to change
3 ethnocentric/unaware of cultural differences
4 discussing your different beliefs
5 reach out and embrace your partner’s culture
6 impatient as your partner learns a new culture
7 others may disapprove of your relationship
8 unrealistic expectations
Module 4
181
20 Relationships
After looking through various social issues in this
module, from family lifestyles to immigration and race
issues, the theme shifts here to a more individualistic
topic that is bound to be at the forefront of many
teenagers’ minds: relationships, love, and marriage.
The language revises and extends determiners and verbs
with two objects, while the functional aim focuses,
appropriately enough, on describing feelings.
20A Is marriage a threatened
institution?
(pages 128-129)
1 A A preliminary activity, to be discussed in activity
2. This is done anonymously: remind SS simply to
write the number 1 or 2, and their answer, but not
to include their name. It is intended to provide a
comparison with the paragraph that SS are to read in
1B. The results can be computed after the listening
activity in 1C.
B SS read a short paragraph that sets the theme for
this part of the unit. The figures that SS jot down
are of course pure guesses, but it may be interesting
to see how many of them can roughly guess the
percentages.
c SS listen to confirm/correct their guesses. Get SS in
groups of 5 or 10, distribute slips from 1A, and get
them to add up the YES or NO answers. One student
can be the ‘recorder’ and add up the total for the
class on the board. Ask SS to find the corresponding
percentages, rounded up or down, for their class
(useful maths skills come into play here!).
audioscript
Most young Americans do expect to get married. A report
based on a survey of 2,300 high school seniors across the
USA found that 80 % say they will marry and believe
they’ll stay married to the same person for life. 4 % say
they won’t marry. The rest aren’t sure.
Answers:
1 80%
2 4%
2 SS can now compare and discuss their own results,
followed by an airing of their views on issues
concerning the ideal age for marriage. The discussion
prepares some of the ideas and vocabulary for the
texts SS are about to read.
3 A Information gap reading and collective building
up of information. The class is divided into three,
182
Module 4
and each group reads its own text, as indicated in
the rubric. Set a fairly short time limit to encourage
SS to read quickly through their text, scanning for
the specific items needed to complete the part of the
graph that they can from the information in their
text.
Answers:
UK: men just over 36, around 33; women 33.6,
around 30.6; removal of tax advantages for
married couples; single people getting more in
benefits than married couples
US: men 28, early 20s; women 26, early twenties;
education, money problems, ability to have sex
before marriage
Slovenia: men over 30; around 25; women over
28, around 22.5; finishing schooling, getting a
permanent job, travel or explore, have their own
apartment, be able to afford their wedding
B Draw the grid on the board or on an OHP slide,
then ask each group to fill in the information they
have gleaned from their text. Amongst the teachers
who piloted this section and amongst their classes,
there was often disagreement about the Slovenian
answers, especially the reasons given for current
trends. Encourage discussion between SS in the class
and ask them to justify their views.
4 A Grammar activation. This constitutes revision and
extension of some items previously learnt.
Answers:
1 singular
2 plural
3 pronoun
4 subject
5 noun
6 determiner
LANGUAGE NOTE
The term ‘determiner’ is used here because it can
mean an article like the, or possessives like my, your,
or demonstratives like those.
B Grammar practice with the target forms.
Answers:
1 is
2 has lived, feels (feel also possible)
3 wish (wishes also possible)
4 have, has (have also possible)
5 show
6 seem
c Further grammar activation, and personalised
practice. SS can get together in pairs or small groups
to compare and check their sentences. Ask them to
read out any amusing/interesting sentences.
Work with it!
Describing feelings
5 A The main aim of this activity is to help expand the
vocabulary SS have at their disposal when they wish
to describe feelings, emotions, or reactions. In this
first part, SS simply choose appropriate expressions to
match the situations. There are no absolutely right or
wrong answers here, although some words obviously
convey certain emotions rather than others.
Feedback: ask SS to create sentences using the
expressions appropriately.
Answers:
1 absurd, ludicrous (+ ridiculous, comical, etc.)
2 astounding, Incredible! (+ surprising,
unexpected, I’m gobsmacked (informal, UK),
etc.)
3 distressing, heart-rending (+ grievous,
disgraceful, appalling, etc.)
4 outrageous; How dare he/she/they! (+
shocking, traumatic, etc.)
5 exhilarating, joyful (+ couldn’t be better, heartwarming, very satisfying, delightful, etc.)
6 menacing, ominous (+ alarming, intimidating,
dangerous, etc.)
e happy, blissful
3 a be very angry
b very delighted
c with sudden emotion, e.g. fear, nervous
dread, etc.
3 Round-up and consolidation of reactions to the unit
theme. Dramatisations and role-play can both help
SS to externalise and express their feelings about the
topics approached in this section. They also give an
opportunity to use some of the expressions from the
preceding Work with it! section.
While SS are preparing their scene or interview,
circulate and help as needed. Performances of the
works prepared can be done before the whole class if
there is time, or for another group. The latter takes
less time and is especially appropriate if there are
spaces where two groups can move to in order to
perform for each other.
7 A & b Planning is an incredibly important part of
writing essays, never more so than in exams. It is
therefore the focus here. SS work in pairs to peer-edit
their plans and make positive suggestions about ways
of fruitfully continuing the essay.
If appropriate, you could ask SS to write the
introduction, or the whole essay.
20B I’ll do anything for you
B Further vocabulary expansion, this time using set
phrases that incorporate the time-honoured images
or metaphors that are such a part of ordinary speech,
in English and in other languages.
OPTIONAL FOLLOW-UP ACTIVITY
Ask SS to compile a similar list of Slovenian set
phrases that express feelings, and to match them
with as many of the English ones as they can.
Answers:
1 a strong intuition
bnervousness, anticipation
c fear, nervous anticipation
da very strong feeling, e.g. upon receiving
unexpected bad news
e to reject something
f (slang) a day you’d rather forget
g usually used of instant love, fall head over
heels in love
hfeeling moved, touched, emotional
2 a amazement, great surprise
brelationship with ups and downs
c calm after strong emotions
dstrong, confusing, bewildering emotions,
contradictory emotions
(pages 130-131)
1 A An ordering exercise. The details of the story, and
therefore the order of events, may not be known, so
encourage SS to treat this as a puzzle, making guesses
and consulting others. The sentences give examples
of the grammar focus for this part of the unit, and
also provide a background to the modern Romeo and
Juliet version SS encounter later. In the feedback, SS
reconstruct the plot. If appropriate, get SS to discuss
the elements of tragedy that feature in the play: does
an accident of fate or misadventure necessarily or
often feature in classical tragedy?
Answers:
1D 2G
9 J 10 F
3I
4A
5C
6B
7H
8E
B A writing activity. It is time for SS to create their
own jumbled puzzle. They should write at least 4
or 5 events, giving enough detail for the story to be
recognised.
Encourage the SS to use films, TV programmes, or
books that they think are sufficiently interesting or
complicated to produce an intriguing puzzle, and yet
at the same time well-known enough for others to be
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able to guess. This part can be done as homework,
with the guessing part done in the next English class.
2 A Grammar activation, exploring verbs with two
objects.
ROMEO:
Juliet, the dice was loaded from the start
And I bet when you exploded into my heart
And I forget I forget the movie song.
When you gonna realize it was just that the time was
wrong, Juliet?
Answers:
1 an indirect object
2 direct object
3 a preposition
4 indirect object
5 dropped/omitted/left out ...
Come up on different streets, they’re both the streets of
shame.
Both dirty, both mean, yes, in the dream it was just the
same
And I dreamed your dream for you and now your dream is
real.
How can you look at me as if I was just another one of your
deals?
B Grammar practice.
When you can fall for chains of silver,
You can fall for chains of gold,
You can fall for pretty strangers
And the promises they hold.
You promised me everything, you promised me thick and
thin, yeah!
Now you just say, ”Oh Romeo? Yeah, you know I used to
have a scene with him.”
Answers:
1 read me the story/read the story to me
2 buy us the play and the DVD; also buy the play
and the DVD for us
3 them to me (bring them me is rather
unnatural)
4 my sister a copy or a copy for my sister
5 ours to her (in informal speech, lend her ours is
also possible)
6 it to my brother (‘it’ and ‘them’ often not used
last)
3 A Pre-watching, preparing to watch/listen by
predicting the missing words. If necessary, point
out the rhyme scheme that is a clue to guessing the
missing words.
B Watching and listening for detail, and to confirm
answers.
To play the video go to www.srednja.net/gradiva/
anglescina and click Way up Upper-Intermediate,
Video gradivo (učbenik) Unit 20B – Exercise 3B.
videoscript
NARRATOR:
A love-struck Romeo sings the streets a serenade
Laying everybody low with a love song that he made.
Finds a streetlight, steps out of the shade
Says something like, ʻYou and me babe, how about it?ʼ
Juliet says, ʻHey, it’s Romeo! You nearly gave me a heart
attack!ʼ
He’s underneath the window, she’s singing, ʻHey la, my
boyfriend’s back.
You shouldn’t come around here singing up to people like
that ...
Anyway, what you gonna do about it?ʼ
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Module 4
Juliet, when we made love, you used to cry.
I said, ʻI love you like the stars above, I’ll love you ‘til I die.
There’s a place for us, you know the movie song.
When you gonna realize it was just that the time was
wrong, Juliet?
I can’t do the talk, like the talk on the TV
And I can’t do a love song, like the way it’s meant to be.
I can’t do everything, but I’ll do anything for you.
I can’t do anything, ‘cept be in love with you!
And all I do is miss you and the way we used to be.
All I do is keep the beat ... and bad company.
Now all I do is kiss you through the bars of a rhyme,
Juliet, I’d do the stars with you any time!
Juliet, when we made love you used to cry.
I said, ʻI love you like the stars above, I’ll love you ‘til I die.ʼ
There’s a place for us, you know the movie song.
When you gonna realize it was just that the time was
wrong, Juliet?
NARRATOR:
And a love-struck Romeo sings a street-suss serenade
Laying everybody low with a love song that he made
Finds a convenient streetlight, steps out of the shade
He says something like, ʻYou and me babe, how about it?ʼ
ROMEO:
You and me babe, how about it?
Answers:
1 made
2 attack
3 heart
4 same
5 deals
6 gold
4 A Comprehension work with the video. It is probably
a good idea to go on to the next activity before
checking answers here, as SS will watch again after
completing 4B.
Answers:
1a 2c
3c
4a
5a
6b
B Vocabulary work with the song lyrics.
Answers:
1 laying everybody low
2 the dice was loaded from the start
3 fall for
4 the beat and bad company
5 a street-suss serenade
5 A Discussion to elicit responses to the song and
to prepare the activity which follows. Encourage
SS to discuss which aspects of the song mirror the
Shakespeare’s play, and which ones depart from it.
Answers:
Open to debate, but other versions are, e.g., very
famously, the musical West Side Story. The film
Titanic could be considered a version in some ways
as well.
B & C A mini-project to round off the unit. SS first
of all decide on a central plot, the characters and
the main elements of the plot. They then write the
opening scene. If possible, SS should video their
opening scenes (e.g. on a smart phone). You can
remind SS that the opening scene of Shakespeare’s
play is a dramatic street brawl between the two
feuding families. They should try to imagine a
situation that will catch the attention of the viewer.
General class discussion after the performance of
any group’s opening scene
Ask SS to comment on:
•the content of the story as revealed in this first
scene. How much about the central conflict has
the scene shown spectators? Was it clear? Did
the conflict seem realistic and forceful? Were
the spectators made aware of the reasons for the
conflict?
•the vividness and interest of the scene. Was the
scene full of excitement, gripping?
•the structure of the scene. Was it clearly organised
and logical? Was it just the right length, overlong,
too short?
•the characters. Was there sufficient characterisation
in this first scene? Were the characters believable,
would they incite spectators to sympathise with
their plight?
OPTIONAL FOLLOW-UP ACTIVITY
If there is time and enthusiasm, it can be motivating
for SS to continue writing their story as a full-blown
‘play’.
Workbook
1 Contextualised grammar practice.
Answers:
2 is
3 wants
4 has
5 are
6 thinks/feels (think/feel more informal)
7 disapprove
8 decides
9 is, agree
10 found/decided, feels/is
11 has
12 wishes/wants, moves
13 would
14 find
2 A A sentence transformation exercise, practising verbs
with two objects. To make it more interesting, the
sentences build up into a story.
Answers:
1 He offered Lisa/her an onion as a Valentine Day
gift./He offered an onion to Lisa/his girlfriend
as a ...
2 Lisa asked him for an explanation.
3 In reply, he sent her a poem/he sent a poem to
her.
4 With the onion, she made him a risotto .../she
made a risotto for him ...
5 ... she gave him the risotto (which she had
made for him)/gave the risotto to him ...
6 Brad lent her his handkerchief to dry ...
7 She passed it back to him ... (not she passed
him it back ... – with it and them, the direct
object usually comes first)
8 ‘Don’t bring me an onion again!’ she said,
because it made ...
9 He promised Lisa/her a rose next time.
10 He read her a poem/read a poem to her.
11 The poem showed her the reason for ...
12 ... built stronger trust between them.
B Grammar practice with questions, referring to the
story built up in activity 2A. Some of the sentences
give a first word prompt.
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Answers:
1 What was Lisa given?
2 Who bought the onion?
3 Who did he buy the onion/it for?
4 What did she do with the onion?
5 Who did she give the risotto to?
6 What did she use the handkerchief for?
7 Who lent it to her?
8 What did Brad promise to Lisa?
9 What did he read to her?
3 A Practice in detecting correct or incorrect order of
objects.
Answers:
1 ... was describing a film he had seen to us.
2 ... pushing a trolley to the front.
3 Correct
4 She explained the reason for trying to raise
money to us.
5 ... donate the money to the campaign ...
6 We carried the cakes to all the other ...
7 She took the funds to the campaign manager.
8 He suggested a competition to highlight ... to
her.
9 Correct
B Grammar activation, raising awareness of some
verbs that do not follow the usual verb + two objects
structure.
Answers:
describe, push, explain, donate, carry, take, suggest
4 A Reading comprehension, combined with grammar
practice, getting SS to recognise the part of speech
needed and transforming the gapped words
accordingly.
Answers:
1 smiling
2 revelation
3 happiness
4 intensity
5 successful
6 hesitatingly
7 separations
8 confirmation
9 psychologists
10 satisfaction
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11 brightly/most brightly
12 hardships
13 confidence
14 speculation
15 tendency
16 behavioural
17 disposition
18 response
19 situations
20 cynical
21 assumption
B Vocabulary work with the text, getting SS to re-read
and find appropriate words or expressions.
Answers:
1 young adulthood
2 track
3 well-being
4 follow-up
5 underlying
6 hardship
7 promote
8 put up with
c Comprehension work with the text.
Answers:
1 F: Photos reveal personality and may predict
the future
2 F: One in four people …
3 F: Nineteen out of twenty who smiled ...
4 F: studied women up to their early 50s
5 T
6 F: Smilers often became happily married people
7 T
8 F: ... a smiling person is more likely/eager to
find ...
9 T
10 F: ... because they want to conceal/hide …
11 F: …that could be explained in different ways
5 A crossword puzzle for SS to solve, with words that
describe emotional states.
Answers:
ACROSS:
1 heartbreaking 7 ominous 9 distressing
10 outrageous 11 astounding joyful
DOWN:
2 exhilarating 3 menacing 4 ludicrous
5 obnoxious 6 conciliatory 8 absurd
6 This refers SS back to the notes they wrote in 19D
Skills enhancement, giving them another opportunity
to write about a film or book. This time, however, the
task is to write a review article rather than an essay.
Remind SS that a review article has a purpose, which
is to tell readers about a book, pointing out its good
qualities and sometimes its weaknesses, in order to
persuade others to read it, or sometimes to read it
critically or avoid it altogether.
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Module 4 Read this!
‘Gifts’
of the story.
Feedback: in each case, make sure SS identify the part
of the text which supports their choice of answer.
(pages 132-134)
In the final Read this! section, the story SS are presented
with is one of the classics of American literature, dating
from the early years of the twentieth century. It features
a young married couple who are too poor to buy the
Christmas present they would passionately want to give
each other. Without telling the other, each one takes
drastic steps to secure the money they need for the gift.
The ending is simultaneously ironical, since each of them
ends up with a gift they cannot use, and also touching,
because this brings home to them very vividly how much
they love each other.
The title of the story refers to the Biblical story of the
Nativity, in which three wise men from the East bring
gifts to the baby Jesus. If there are SS in your class from
non-Christian backgrounds, you could explain that
although the Nativity story is the origin of the Christian
habit of giving gifts on December 25th, the ‘Magi’ are
from ‘the East’, from other cultures. In its last section,
this particular story refers to the use of the term ‘Magi’
to signify a universally wise person, conveying ideas of
wisdom and love that seem to be part of the lives of most
human beings.
O. Henry was the pen name of the American writer
William Sydney Porter (1862-1910).
1 A A personalising warm-up to the theme, relating it
to SS’ own lives and experience. The two sayings leave
room for interpretation and discussion/disagreement.
B The discussion of gifts moves from personal
experience to the commercialisation of special
gift-giving days, thus raising awareness of issues
connected with advertising and the promotion of
sales, as well as the advantages or disadvantages
of the commercialisation of personal or religious
celebrations such as Christmas.
2 Pre-reading vocabulary exercise. The story is written
in a literary style, with some expressions that come
from the period of its writing, the first decade of the
twentieth century. Some of these may be unfamiliar
to SS (they might well be unfamiliar to English SS of
the same age!). The words are given in a form that is
not always identical to the way they are used in the
text, but they should aid comprehension as SS read.
Answers:
1d 2f
3b
4g
5e
6a
7h
8c
3 A First gist reading for comprehension. Ask SS to read
the text as quickly as they can. The comprehension
statements to be completed are deliberately not too
difficult to support this first reading and set the scene
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Module 4
Answers:
1 America, because the currency is in dollars
2 young newlyweds, because they are married,
and she isn’t in business
3 recession, because his income has been reduced
4 ashamed, because it makes her seem mean/
stingy
5 poverty, obvious from many details, the low
rent, the fact that it’s a furnished flat, the
shabby couch ...
B Continuing to work with the text, drawing out the
details and the style of writing.
Answers:
1 Della goes out shopping for food, with
the implication that she is a stay-at-home
housewife (as would mostly have been the case
in the USA in 1906), while Jim goes out to
work.
2 The author reflects that sniffles predominate
– the state in between sobs (unhappiness) and
smiles (happiness).
3 The letter-box is useless, and the doorbell
doesn’t work, the back yard is grey.
4 He used his whole name on the doorbell label,
as a sign of prosperity, but it’s become blurred
as his income shrinks.
5 She cries at her predicament, but she’s been
scrimping and saving, penny by penny, for
months, and after crying, she dries her tears
and seems to be thinking about what to do
next.
6 Della is described as ‘the mistress of the house’
and Jim is introduced as Mr James Dillingham
Young, a style of address suited to a prosperous
person. The style may seem inflated and
pompous at first reading, but it is suggested
that this is done deliberately, for humour and
gentle irony. It connects ordinary people with
the ‘Wise Kings,’ the Magi of the title.
4 A The aims here are to personalise the situation of
the story and help SS make predictions about how it
continues. Encourage SS to tell any family anecdotes
they might have heard about hard times when people
in the past (parents, grandparents) were unable to
give gifts, or had to make their own. Ask them to
speculate about Della’s options, and if need be, offer
some suggestions: e.g. could Della simply say to Jim:
‘My love is my gift to you. Do you need anything
else?’ Could she try to get a loan? Could she sell a
possession?
B SS listen to the next part of the story, simply to get
the main point. Della’s decision is not revealed overtly
but it is pretty clear that she has decided to sell her
hair.
Answers:
She has decided to cut and sell her beautiful hair.
audioscript
Suddenly she whirled from the window and stood before
the glass. Her eyes were shining brilliantly, but her face had
lost its colour within twenty seconds. Rapidly, she pulled
down her hair and let it fall to its full length.
Now, there were two possessions of the James Dillingham
Youngs in which they both took a mighty pride. One
was Jim’s gold watch that had been his father’s and his
grandfather’s. The other was Della’s hair. Had the Queen
of Sheba lived in the flat across the airshaft, Della would
have let her hair hang out of the window some day to dry
just to depreciate Her Majesty’s jewels and gifts. Had King
Solomon been the janitor, with all his treasures piled up in
the basement, Jim would have pulled out his watch every
time he passed, just to see him pluck at his beard from envy.
So now Della’s beautiful hair fell about her, rippling and
shining like a cascade of brown waters. It reached below
her knee and made itself almost a garment for her. And
then she did it up again nervously and quickly. Once she
faltered for a minute and stood still while a tear or two
splashed on the worn red carpet.
On went her old brown jacket; on went her old brown hat.
With a whirl of skirts and with the brilliant sparkle still in
her eyes, she fluttered out the door and down the stairs to
the street.
c More detailed listening, with gap-filling
comprehension exercise.
Answers:
1 its colour (she was fearful)
2 Jim’s gold watch and Della’s hair
3 Sheba and King Solomon (Biblical examples of
wealthy, opulent monarchs)
4 splashed onto their carpet
5 ran down the stairs into the street
5 A & b A collaborative task. SS read for gist, so that
they can tell their partner the plot in the part of
the story they’ve read. Encourage the SS to read as
quickly as they can, to continue training in quick
first reading for overall meaning. Re-telling the story
is also good training in fluency and in the skill of
summarising.
to note them down for the moment, to return to
afterwards.
6 Comprehension work and practice in writing short
answers. SS complete their questions, then compare
with their partner and help each other reduce their
answers if necessary.
Answers:
1 Della sells her hair.
2 A (fob) chain for his watch.
3 She’s very apprehensive/fearful.
4 He will think her ugly/He’ll stop loving her.
5 Nothing/He just stands and stares.
6 He hugs her/embraces her.
7 No/nothing would.
8 A set of ornamental combs/combs for her long
hair.
7 A The final part of the story is revealed. The question
here is a simple gist one.
audioscript
And then Della leaped up like a little singed cat and cried,
‘Oh, oh!’
Jim had not yet seen his beautiful present. She held it out to
him eagerly upon her open palm. The dull precious metal
seemed to flash with a reflection of her bright and ardent
spirit.
‘Isn’t it a dandy, Jim? I hunted all over town to find it. You’ll
have to look at the time a hundred times a day now. Give
me your watch. I want to see how it looks on it.’
Instead of obeying, Jim tumbled down on the couch and
put his hands under the back of his head and smiled.
‘Dell, said he, let’s put our Christmas presents away and
keep’em a while. They’re too nice to use just at present. I
sold the watch to get the money to buy your combs. And
now suppose you put the chops on.’
The Magi, as you know, were wise men – wonderfully wise
men – who brought gifts to the Babe in the manger. They
invented the art of giving Christmas presents. Being wise,
their gifts were no doubt wise ones, possibly bearing the
privilege of exchange in case of duplication. And here I
have lamely related to you the uneventful chronicle of two
foolish children in a flat who most unwisely sacrificed for
each other the greatest treasures of their house. But in a last
word to the wise of these days, let it be said that of all who
give gifts, these two were the wisest. Of all who give and
receive gifts, such as they are wisest. Everywhere they are
wisest. They are the Magi.
Answers:
Jim has sold his watch to buy the present for Della.
c Finally, SS read the part of the story they’ve been
told about. They extract some of the words they’ve
found difficult.
Feedback: SS can list the words on the board as they
work, or, if you prefer not to break the momentum
of finding out how the story ends, simply ask them
B Going over the last part once again, for more
detailed comprehension.
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Answers:
1 F: She hunted all over town for it.
2 F: He can’t, because he’s sold his watch.
3 Probably F: Jim says this, but perhaps he
doesn’t really feel it, it is something he says to
soften the blow for Della
4 F: Neither of them can.
5 T
6 T but obviously ironic
7 T & F: He does think they were unwise to sell
their treasured possessions, but he then goes
on to say that their gifts, from love, show them
to be amongst the wisest of people, in other
words, this kind of foolishness is true wisdom.
8 A This discussion elicits reactions to the story. The
comments give some ideas and vocabulary to help
with talking about the story, but encourage SS to
give their own honest responses. Both positive and
negative responses are included to allow a variety of
reactions.
SS are then asked to write their own short assessment.
B Practice in talking about a work of literature.
9 An option for writing is given. You can choose one of
the two if you like, according to the level and needs
of your particular SS. You could even set both tasks
sequentially! The first is a more informal, creative
task, which asks SS to place themselves ‘inside’ the
characters and extend their imaginative appreciation
of the story by writing within that role. The second is
a formal essay of argument. Peer editing can be used
for both.
Workbook
Module 4 Skills enhancement
Part I Reading
1 A gap-filling exercise that practises reading for
attention to both meaning and syntax, and finding an
appropriate word to complete the sentences.
Answers:
2 consenting (also possible but less likely:
agreeing)
3 Contrary
4 appreciate/understand
5 cared
6 matched/paired
7 class/group/background/conditions
8 understand/appreciate/realise
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Module 4
9 disparities/differences
10 similar/parallel/common
11 strong/great
12 negative/unfavourable/bad
13 refuse/reject
14 difficulty/hardships/problems/troubles
15 adequate/satisfactory/ good/useful/reliable
16 supervised/watched/nurtured
17 atmosphere/ambience/environment
18 arguments/disagreements
Part II Use of Language
2 Again, a reading task, but this time one where the
focus is understanding the syntax of the sentences,
so that the given words can be transformed
appropriately.
Answers:
2 documented
3 unrecognisable
4 derivatives
5 discernible (also, US discernable)
6 athletic
7 training
8 relatively
9 emergence
10 transcendence
11 inequality
12 guardians
13 foundation
14 journalist
15 unwritten
16 accredited
17 competitive
18 unlikely
Part III Listening
3 Listening with T/F comprehension work. As usual, SS
are directed to read the statements before beginning,
and previous work has suggested that they should
underline key words in them. As further practice, the
false statements have to be corrected.
Answers:
1 F: It was a small-scale survey.
2 T
3 F: Much more than twice – girls only 14%.
4 F: Girls contribute 70%.
5 F: Boys and girls felt equally confident.
6 T
7 F: They are more confident in online
discussions for that reason.
8 F: Girls are more able to do this than boys.
9 T
10 F: This does benefit students.
11 F: It may increase the gap between girls’ higher
achievements and boys’.
12 T
Part IV Writing
4 SS are given two choices here. You can direct SS to
one or the other if you feel that it is more suitable
for your particular class. The first gives more guided
directions to writing an essay of argument. The
second allows a freer choice between two different
subjects. It is possible to ask SS to do more than one
essay, of course, if that is the practice they need most!
SS could, for example, write one essay in class under
exam conditions, and another one as homework. If
there is time, set SS in pairs to peer edit their drafts.
Blogs and Logs
The page is intended as usual to provide an opportunity
for students to express their reactions (forwarding them
as invited to the publishers and author, if they wish), and
to keep a log of their own progress, including a review of
their own strengths and weaknesses.
Writing and editing skills
Throughout the book, SS are referred to these tips for
writing and editing.
I Peer editing
There is no doubt that the dual benefits of writing for a
reader (other than the teacher) and discussing what they
have written are beneficial for SS, providing a way of
improving their performance in writing.
The reasons for each step are explained to SS so that they
can feel the whole process is not simply a mechanical
routine, and can take control of their own attempts to
improve.
II Tips on writing a formal letter
The tips are followed by a model letter of thanks. There
are different formats for formal letters, English usage
being slightly different from the American. The model
given follows one type of formal letter in current use in
the UK.
III Tips on writing a formal essay
These tips complement the work done on writing essays
in Module 2 and SS re-read them at any time when they
are asked to write a formal essay.
An example of an essay of argument is given, with an
analysis of the part each paragraph plays in the overall
building up of the essay.
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