SHEILA DIGNEN

Series editor: Ben GoldSteIn

The BIG Picture

B2 UPPER intERmEdiatE teacher's Book

www.richmondelt.com/thebigpicture

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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Richmond / Santillana Educacin S.L., 2012
ISBN: 978-84-668-1066-1
D.L.
Printed in Spain
Publisher: Deborah Tricker
Managing Editor: Mary Todd
Editorial Team: Eleanor Clements, Rachel Edge
Proofreader: Brigit Viney
Cover Design: Lorna Heaslip
Design & Layout: Dave Kuzmicki, Lorna Heaslip
Cover Photo:
Big apple at sunset, Fotolia
dell # 9950038
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C
All rights reserved.
No part of this work may be reproduced, stored in a retrieval system
or transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the copyright
holders.
We would like to thank the following reviewers for their valuable
feedback which has made The Big Picture possible. We extend our
thanks to the many teachers and students not mentioned here.
(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil):
Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps;
(Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger,
Sarah Stats; (Mexico): Emma Dominguez, Melissa Ferrin,
Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams,
Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo,
Karen Dyer, Gabby Maguire, Fiona McClelland, Karin Rickatson,
Eva Sabater, Almudena Verdugo Valcarce, Merce Vilarrubias,
Andy Walsh; (UK): Cathy Ellis, Howard Smith, Jonathan Stoddart
Every effort has been made to trace the holders of copyright, but
if any omissions can be rectified, the publishers will be pleased to
make the necessary arrangements.
17/05/12 16:03
 Contents

Student's book contents page 4

Introduction page 6

1 Social networks page 14

2 Experts page 23

3 Survival page 31

Review a page 40

4 Reinvention page 42

5 Food for thought page 50

6 That's entertainment! page 59

Review b page 67

7 Society and you page 70

8 Crime and punishment page 78

9 Luck and fortune page 87

Review c page 96

10 Value for money page 99

11 Technology page 107

12 Out of the ordinary page 115

Review d page 123

Writing bank page 126

Grammar reference answer key page 128

Workbook answer key page 129

Track listing page 136

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 Student's book contents

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 Student's book contents

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 Introduction
the big picture the overall perspective on a situation or issue; the whole situation, including
all the things that are related to it: We need to think about the big picture here.
Whats the big idea?
1 The Big Picture is... visual. Due to the growing
importance of images in todays digitalised world,
we are all becoming more visually literate. This
has important implications for language teaching:
images used in the classroom should not be merely
decorative or illustrative, but should play an active
role in the learning process. In The Big Picture,
visual material is used to engage learners, stimulate
language and help cross language borders. Class
activities develop students critical thinking skills by
encouraging them not only to describe images, but
also to interpret and discuss them.
2 The Big Picture is... international. As its name
suggests, The Big Picture aims to take a broader view
of the study of English in todays world. The status
of English as an international language means we
need to consider cultural contexts not only from the
traditional English-speaking world but from a variety
of different global situations. The Big Picture is built
around global topics and cultural material which
are both stimulating and immediately relevant to
learners lives and experiences.
COURSE COMPONENTS
Students Book
The Big Picture Students Book provides 90120 hours of
classroom material. The Students Book is divided into 12
topic-based units, each with six self-contained lessons
and a unit review (approximately ten hours per unit).
The first lesson in each unit uses high-impact images
to introduce the topic and present core vocabulary,
engaging students from the outset. The following
three lessons present and practise key vocabulary and
grammar through integrated skills work. The final
lessons focus on language output: functional language
for practical, everyday situations and an extended
speaking or writing task, which combines the language
and skills from the unit in a final big picture task.
The Students Book provides students with ample
opportunity to review target language. The grammar
syllabus is supplemented by an interactive Grammar
reference, which can be used for additional practice in
class, for homework or for self study.
6
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3 The Big Picture is... about real lives. The course
aims to make English language learning accessible
by grounding tasks in real-life situations. Speaking
and writing tasks are designed not only to practise
key structures, but to simulate real-life contexts
which learners may encounter outside the classroom.
Similarly, The Big Picture challenges stereotyping and
presents positive, sympathetic role models both in the
voices heard in the audio material, and in the choice
of cultural information made available to students.
4 The Big Picture is... about real language. Vocabulary
panels at the start of each unit are designed to
highlight the high-frequency words and expressions
that students will need in the wider world. New
structures are always presented and practised
in context, facilitating language acquisition and
encouraging students to see grammar as a natural
and integral part of language learning. In addition,
functional language sections promote the acquisition
of phrases and conversation strategies to help students
perform effectively in the real-life contexts they find
themselves in when they leave the classroom.
Vocabulary, grammar and functional language are
recycled in one Review section per unit, and in Bring
it together sections which combine language from
the previous three units in skills-based tasks. Self-
assessment questions encourage students to reflect on
what they have learnt and evaluate their knowledge and
competencies.
The Writing bank provides additional writing tasks to
ensure that there is one extended writing section per
unit. The Communication bank contains material for a
variety of interactive activities, including role plays and
jigsaw readings.
To ensure full exploitation of listening material, selected
transcripts are provided at the back of the Students
Book, with full Class Audio transcripts available online
at www.richmondelt.com/thebigpicture.
For further information and sample material from the
Students Book, please see pages 812.
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Workbook
The Big Picture Workbook offers further practice of the
vocabulary and grammar presented in each unit of the
Students Book. Additional topic vocabulary is presented
and practised in regular Vocabulary extension sections,
which supplement the vocabulary building strand of the
Students Book. Target language is combined in Bring
it together activities, providing further, contextualised
practice.
Each unit also contains a double-page Skills development
section, with carefully staged activities to help students
discover and develop strategies to improve their
listening, reading and writing.
Four Progress tests give students the opportunity to
review the language they have learnt, evaluate their
progress and identify any areas of difficulty.
Students Audio, for use with the Workbook, is provided
e for writing and picture description tasks.
on CD and online, with full transcripts in the back of the
Workbook.
For further information and sample material from the
y to the platform to practise English outside the classroom
Workbook, please see page 13.
Teachers Book
The Big Picture Teachers Book provides full teaching
notes with point-of-use answer keys and transcripts.
Aims panels at the start of each unit contain a summary
of the learning outcomes and language skills for that
unit. Lead-in sections suggest activities and warmers
s to set contexts and elicit language, while Background
notes offer extra information about the Students Book
content.
Throughout the Teachers Book, Extra activity, Mixed
ability and Alternative task sections provide additional
ideas and activities to consolidate and extend Students
Book material, as well as ideas for adapting lessons
to suit different abilities and class profiles. Clearly
signposted Grammar notes supply useful information on
form, usage and pronunciation to aid grammar teaching.
Answer keys for the Students Book Grammar reference
and the Workbook are included at the back of the book.
Class Audio
The Class Audio CDs include all the listening material
from the Students Book. A wide range of genres and
accents keeps students engaged and helps them to
develop their listening skills.
d COMMON EUROPEAN FRAMEWORK
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Introduction
Learning Platform
An online Learning Platform is available to all users
of The Big Picture. The platform brings together key
elements of formal and informal learning. Extensive
interactive activities give further practice of the
grammar, vocabulary, pronunciation and functional
language from each unit of the Students Book. Scores for
these activities are tracked and recorded in a gradebook,
allowing teachers to monitor their students progress.
The Learning Platform also includes informal learning
features such as regularly updated games, a monthly
podcast and The Big Picture Blog. Every month a picture
is added to the blog, along with a description of the
picture written by one of the course authors. Students
are invited to participate in the Big Picture community
by writing their own descriptions of each picture, an
engaging activity which also provides valuable practice
The Learning Platform offers total flexibility for
teachers. Teachers can simply give their students access
at their own pace. Other teachers may wish to use
interactive features such as the forum or the library to
communicate with their students. For teachers wishing
to set online activities as homework, the gradebook
provides information on when a student started and
finished an activity, as well as activity scores. Teachers
can see the scores of individual students and the class as
a whole.
Test Studio
The Big Picture Test Studio provides teachers with a
wealth of test items, allowing them to monitor their
students learning as they work through the course. The
Test Studio is highly flexible: teachers can select which
blocks of units they want to test, as well as which of the
four skills they would like to include. A choice of five
different question types ensures that tests are easily
adapted to suit students needs, from quick progress
tests to exam preparation. In addition, teachers can
decide how to output the test on paper or online.
Digital Book
The Big Picture Digital Book offers a complete digital
version of the course for use on any interactive
whiteboard. An optional resource for language
presentation and practice in class, the Digital Book
provides one-click access to audio, keys, teaching notes
and extra activities.
Complete CEFR mapping documents listing objectives
and competencies by level and unit are available online.
See www.richmondelt.com/thebigpicture.
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 Introduction

Spread 1

Each unit opens with one or more

high-impact images which engage
Core lexical items from each
students with the topic from the
topic are highlighted in the Key
outset. Students are encouraged to
vocabulary panel. The language
think critically, not only describing,
presented here forms the basis of the
but also interpreting images.
unit vocabulary and is recycled in
extension tasks throughout the unit.

Initial questions seek out a personal Notice boxes appear throughout

response from students, inviting
them to find a link between the
images and their own experience.
each unit, highlighting key points
that emerge from language analysis
or skills work. They draw attention
to language items which are of
particular interest because they
are frequent, problematic or have
multiple meanings.

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 Introduction

Spreads 2, 3 & 4 Clear aims introduce students to the

structures and learning outcomes
covered in each lesson.

Reading texts explore a wide range

Grammar sections are carefully
of genres, including print and online
staged. Students begin by reflecting
texts such as blogs, emails, literary
on the target language and interacting
extracts and adverts. Most texts
with the Grammar panel. They then
have been adapted from authentic
practice the grammar in contextualised
sources. Students often read the text
tasks, before consolidating their
first for general information and
knowledge by using the new structures
then again to answer more specific
to discuss relevant topics as a class.
questions.

Grammar panels encourage A double-page spread usually

students to notice key aspects of a
given structure and actively discover
the rules for themselves. The panels
are kept brief, with cross-references
to further explanations and practice
tasks in the interactive Grammar
reference section.
finishes with a speaking task
which rounds up the lesson with
a personalised focus, allowing
students to make use of the language
they have learnt in a real-life context.

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 Introduction
Spreads 2, 3 & 4
Listening texts are varied and
engaging, covering a range of genres
such as radio programmes, podcasts
and voxpop monologues. Students
listen for gist and then for more
detailed information. Students are
often asked to refer to the transcript
to check understanding.
10
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Vocabulary sections focus on
lexical sets as well as common
combinations of words such as
collocations, word families and
fixed expressions. New vocabulary
is presented in clear contexts,
often with visual aids to help
acquisition.
Integrated pronunciation
sections practise individual sounds
as well as stress and intonation
patterns. Native speaker models are
usually provided but international
intelligibility is the principal aim
throughout.
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 Introduction

Spread 5

Functional language pages focus Each unit culminates in an extended

on the practical English phrases and speaking or writing task. Language
expressions that learners will need and skills work from earlier lessons
in everyday situations. is brought together in a fun, big
picture activity.

Learners listen to a common, real-

world situation which provides the
context and acts as a model for their
output. Again, images are often used
to help learners relate to the topic.
Well-staged preparation tasks guide
learners towards the final outcome,
while developing micro-skills and
strategies. Students are encouraged
to work together to negotiate the task
goals, often looking back to topics
seen earlier in the unit for ideas.

This section highlights the

useful language learners
need to complete the tasks.
Students make use of the
language focus and model
in practical, communicative
activities, creating their own
contextualised conversations.
Learners carry out the task and
listen to and/or read one anothers
work. Class discussion activities
Intonation and stress
allow students to compare their
panels encourage learners
approaches and provide feedback.
to listen for intonation and
stress patterns in spoken
English.
11

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 Introduction

Every three units there is a Review

section with a one-page review per
Bring it together pages are
unit, allowing learners to recycle
characterised by a big picture
target language and structures. Varied
approach, with activities which bring
tasks and an emphasis on classroom
together language and skills work
interaction make these sections
seen over three units to give learners
dynamic and communicative.
a broader perspective and alternative
contexts.

At the end of each Review, learners

Looking back sections give learners
are invited to complete a Quick
an opportunity to reflect on what
check self-assessment section. They
they have looked at in the unit and
are encouraged to think critically
think about what else they would
about their learning strategies and
like to study in relation to the topic.
ways of developing or improving
them.

12

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 Introduction

Vocabulary and grammar

presented in each unit of the
Students Book is reviewed and
recycled in the Workbook. Staged
activities focus on both form and
usage, building learners confidence
in using new language.
Vocabulary extension sections
present and practise additional topic
vocabulary.
Each Vocabulary and Grammar
section in the Workbook builds up
to a Bring it together section, a
big picture activity which offers
contextualised practice of all target
language from the unit.

Each unit in the Workbook

includes a double-page Skills
development section. In
addition to further practice of
functional language from the
Students Book, key skills for
listening, reading and writing
are practised, using a variety of
engaging texts and genres.

Strategy boxes highlight practical

strategies to help learners improve their
listening, reading and writing.

13

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 1 Social networks
Students will practise...
auxiliary verbs
past participles
reflexive pronouns
Key vocabulary pages 45
Lead-in
Focus on photo a and ask students to describe what is
happening. Build up a description as a class, and encourage
students to use words other than person and people to
refer to the people in the photo, e.g. players, team-mates,
sportsmen. Put students into pairs to do the same with the
remaining photos. Stop the activity after five minutes and
ask pairs to share their descriptions with the class.
1 a Focus on the title of the unit and check that students
understand it before they work in pairs to look at the photos
and answer the questions. Ask pairs to report back to the class.
Answers
1 Photo a playing a team sport; Photo b getting married;
Photo c meeting friends; Photo d having a family meal;
Photo e playing in an orchestra; Photo f working.
2 They all show different kinds of relationships.
b Refer students to A in the Key vocabulary panel.
Students complete the task. Elicit a range of answers from
the class and discuss any differences of opinion. Model
pronunciation of acquaintance and colleague. Read the
Notice box with the class.
Possible answers
1 boss is a general word for anyone in charge of other people;
a line manager is the person directly above you at work
2 your parents are your father and mother; your parents-in-law
are the parents of your husband or wife
3 an acquaintance is someone you know, but not very well; a
stranger is someone you have never met
4 a passenger is someone travelling on a bus, train, plane, etc.; a
passer-by is someone walking past you in the street
5 a colleague is someone you work with; a team-mate is someone
you play in a sports team with
6 a couple is two people who are married or who are having a
romantic relationship; your partner is your husband, wife,
boyfriend or girlfriend
7 a close friend is someone you know very well; your best friend
is your closest friend
8 a flatmate is someone you share a flat with; a classmate is
someone in the same class as you
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and they will learn how to...
talk about profile pictures
talk about banning websites
talk about family & friends
Possible answers continued
Images
a team-mate
b couple, partner, parents, parents-in-law, close friend, best
friend (among the guests)
c stranger, passenger, passer-by, close friend, best friend
d parents, couple
e colleague, classmate
f boss, line manager, colleague
2 Use the photos to teach cello and handball, and pre-teach
guy (man) and construction (building). Play the audio.
Students listen and match the speakers to the photos.
Answers
1 c 2 f 3 d 4 e 5 b 6 a
1.1
Speaker 1
This photo reminds me of me and my friends. We always meet
up in the station when we go out because we all get the train
into town. Im not sure whats happening here though... The girls
look like close friends, but the guy might just be, er, a passer-by,
asking for directions or something.
Speaker 2
Theres a lot of building work in Nigeria at the moment, and
my job is organising construction teams. Im really busy all the
time... so most of my friends are work colleagues. Thats true for
a lot of people, isnt it? The only time I see my other friends is
when I run into them, you know, at the supermarket or places
like that.
Speaker 3
Ah yes, I love having a family meal like this. Looking after
two young children is a lot of work, but its fun, too. Im lucky
because I get a lot of help from my husbands family although
my mother-in-laws always calling, you know, to ask about the
children!
Speaker 4
Ive played the cello all my life and on Wednesdays I practise
with a group of musicians. Its pretty informal you dont
have to come every week, you can just turn up when you like.
Sometimes everybody comes and the halls really crowded! I get
on well with the other players theres one guy in particular who
Ive been talking to a lot... I think hed like to ask me out... but
hes a bit shy!
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Speaker 5 1 George always turns late. (up)
When I split up with my last boyfriend I thought Id never meet
another nice guy. But a few months later, a friend introduced
me to Roman. We got on so well and had so much in common
that six months later we decided to get married. This is our big
day. We invited everyone we knew friends, family, in-laws,
colleagues, er... ex-flatmates It was the best party Ive ever been
to.
Speaker 6
This is my favourite sport. I play for a, er, a handball team in
Germany. It was a natural decision for me because my father was
a handball player too, and he taught me about the sport... The
thing I like best about it is my team-mates. We play together, we
go out together Its great. I get on really well with all the guys
in the team.
3 Students work in pairs to match the phrasal verbs to the
definitions.
Answers
1 ask out 2 split up (with) 3 run into 4 get on (with)
5 turn up 6 meet up (with)
4 a Students complete the sentences with the phrasal verbs.
Answers
1 meet up 2 run into 3 turn up 4 ask (me) out
5 split up 6 get on
b Play the audio again for students to listen and check.
Extra activity
Write these sentences on the board:
1 He can remember when he first asked her out.
2 I ran into some friends after work.
3 Only five people turned up for practice.
Ask students to match the sentences to three of the photos
(1 b, 2 c, 3 a/e). Focus on the sentences and ask: Which one
doesnt have an object? (3) Which has the object after the
phrasal verb? (2) Which has the object in the middle of the
phrasal verb? (1, ask (her) out). Point out that for phrasal
verbs that have an object, students must learn whether
the object goes after the verb or after the particle. Ask
students to look at the remaining phrasal verbs in the Key
vocabulary panel and decide which category they go in
(object after the particle).
5 Students discuss the questions in pairs. Ask pairs to report
back on how similar or different their answers were.
Mixed ability
You can do this activity with weaker classes, or with all
classes at a later date, as revision. With books closed, write
these gapped sentences on the board. Ask students to
complete them (answers in brackets). Then ask students to
change the names so that the sentences are true for them.
Students can then compare their sentences with a partner
and explain their answers.
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1.01.1
2 I get well with Liam. (on)
3 I into Sam last week. (ran)
4 Jack up with Mary last year. (split)
1.1 A window on your world
pages 67
Speaking
Lead-in
Check that students understand social networking site. Ask:
Do you use social networking sites? Which one(s)? Elicit a
range of answers to the questions in open class.
1 a Students work in pairs to discuss the images. Take
whole-class feedback and write their ideas on the board,
e.g. photo a: sociable, enjoys having fun, has a lot of friends.
b Students discuss the questions in pairs. Ask students to
report back on what they learnt about their partner.
2 Focus on photo b. Students discuss the questions in pairs.
Ask students to report back.
Extra activity
If students are willing to share their own profile pictures,
they could work in small groups and show each other
their photos on their phones or computers. Students could
explain why they chose that photo.
Listening
1 a Explain that students are going to listen to someone
talking about photo b. Play the audio for students to listen
and check their ideas.
1.2
Hi! My names Suzanne Green. I do a podcast every week as
part of my webpage. This week Im looking at profile photos.
I love photography and, er, I noticed that my friends have an
incredible variety of profile photos online. So Ive asked them to
send me their favourite photo and do a short interview with me
to explain, you know, why they chose it. First, Ill tell you about
my photo. Its my profile photo and its me inside an old tree! I
chose it because its really unusual it makes you wonder how
the photo... how it was taken and whether its a real tree it is,
by the way! Also, I love the outdoors. This photo was taken on a
long country walk.
b Focus on photo d and elicit that it is the Eiffel Tower.
Model the English pronunciation of the name. Check that
students understand field trip and privacy setting. Play the
audio for students to listen and number the photos.
Answers
1 d 2 c 3 a
15
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 1.1
1.3
S = Suzanne J = Jacques D = Dave G = Gemma
1 S: OK, my first interview is with Jacques, my ex-flatmate.
Jacques, this is an interesting photo its your profile
photo, isnt it? But why didnt you use one of yourself
you know, something more personal?
J: Well, I did think about it, but I felt a bit shy, especially as
Ive changed a lot since university. I mean, the Eiffel Tower
is more impersonal, but its special to me I used to work
there and I have great memories of it.
S: I remember! You sold tickets one summer, didnt you?
J: Yeah, exactly. I worked with really great people we got
on really well and were all still friends. So, I guess I put
this photo up to remind me of a happy time in my life.
2 S: OK, Dave. Thanks for being on my podcast.
D: No problem, Suzanne.
S: I havent seen this photo before
D: You have seen it youre in it! Thats you in the middle!
Dont you remember?
S: Oh yeah, I do! We were on the umm... the Geography
field trip just after our exams. Whos the guy on the left
though? The one in the blue T-shirt I dont remember
him.
D: I think he was a friend of Ninas.
S: And, um didnt something happen to him that day?
D: Yes, something did happen! He climbed a tree for a dare
and fell out on the way down.
S: Oh, yes! He didnt hurt himself though, did he?
D: No, he didnt break anything... but he ended up in hospital
for an X-ray.
S: I remember now Poor thing, that was crazy!
3 S: This is typical of you and your friends, Gemma!
G: Hey, no its not! I dont always put up pictures like this.
S: Yes, you do. I expected some nice artistic photos... and I
get you and your friends on a night out.
G: OK, OK, I guess its not artistic... but its funny, isnt it?
S: Well, everyone does look like theyre having fun. So... who
took the photo?
G: My sister-in-law did.
S: And do you worry that people will see you out partying?
What about, you know, your colleagues or your boss?
G: No, I dont. They cant see them! Im very careful about
the, er, the privacy settings on my account so you can only
see my photos if youre one of my close friends.
S: So have you put more photos like this online?
G: Yes, I have! But, like I say, I dont let everyone see them
that could be dangerous!
2 a&b Students work in pairs to remember as many answers
as they can. Play the audio again for them to listen and
check.
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Answers
1 He felt shy because hed changed a lot since university.
2 He sold tickets there one summer.
3 They were on a geography field trip.
4 He climbed a tree and fell out.
5 Her sister-in-law.
6 Only her close friends.
Grammar
1 a&b Students work individually to complete the extracts.
Check that students understand there is one gap they do
not need to complete. Play the audio for them to check
their answers.
Answers
1 isnt, didnt, did, have/ve
2 havent, have, Dont, do
3 didnt, did
4 does, are, (empty gap), did
1.4
See answer key for 1a.
2 Work through the Grammar panel as a class. Alternatively,
with stronger classes, students could work through the
Grammar panel in pairs. Check answers.
Answers
1 Ive changed a lot since university./I havent seen this photo
before./You have seen it.
2 Dont you remember?
3 But why didnt you use one of yourself?
4 He didnt hurt himself though, did he?
5 I did think about it./Well, everyone does look like theyre
having fun.
Auxiliary verbs
The idea behind this lesson is to review the different
auxiliary verbs and contrast them. Students often make
mistakes with the choice of auxiliary verbs. They may use
be instead of do for the present simple (Are you like horror
movies?) or do instead of have for the present perfect (Did
you seen that movie?) Students also often forget that do is
always followed by the infinitive form of the verb, even
when the question or negative sentence is in the past
simple: Did you phone Harry? NOT Did you phoned Harry?
With weaker classes, you could introduce the idea of
auxiliary verbs before you go through the Grammar panel.
Write these sentences on the board:
1 They are having fun.
2 I dont like horror movies.
3 Have you read this book?
Ask students to identify the tense and auxiliary verb.
(1 present continuous, be; 2 present simple, do; 3 present
perfect, have). Read through the Grammar panel.
17/05/12 16:17

The information on the use of do/did for emphasis will
probably be new to students. To give a fuller explanation,
write these sentences on the board:
He likes Paris. He doesnt like Paris.
Elicit that these are the standard forms of the present
simple. Write a third sentence:
He does like Paris.
Explain that this form is used for emphasis, when we
want to say something more strongly. Point out the use
of the infinitive form after does in the emphatic sentence.
Ask students to change the three sentences into the past
simple, to practise the use of did for emphasis (He liked
Paris./He didnt like Paris./He did like Paris.).
3 a Do the first one with the class, then students complete
the task individually or in pairs.
Answers
1 (first question correct) How long have you been on it for?
2 Youve met all your online friends, havent you?
3 (first question correct) How do you feel about this?
4 (correct)
5 You dont worry about who sees your online photos, do you?
6 (correct)
Questions that dont need an auxiliary: Which of your friends
puts the most photos online? What happens if I google your
name?
b Students work in pairs to ask and answer the questions.
Monitor while students are working and note down any
errors to correct in a feedback session at the end. Ask
students to report back.
Extra activity
To give more practice of question tags, write these
statements on the board, and ask students to turn them
into questions by adding question tags (answers in
brackets). Ask the first question to two or three students
and elicit responses. Then put students into pairs to ask
and answer the questions.
1 You spend a lot of time online, (dont you?)
2 He didnt go out last night, (did he?)
3 Social networks are becoming more popular, (arent they?)
4 You havent told anyone your password, (have you?)
Pronunciation
1 a Play the first sentence and elicit that did is stressed. Play
the remaining sentences for students to listen and decide
if the auxiliary verbs are stressed.
Answers
All three verbs are stressed.
b Read through questions 13 and explain contradicts and
confirms if necessary. Refer students to the transcript on
page 162. Students work in pairs to find the sentences and
match them to the functions.
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1.11.2
Answers
Sentence 1 says that the speaker changed his/her mind.
Sentence 2 contradicts something that was said before.
Sentence 3 confirms that something is true.
2 Play the audio again for students to listen and repeat.
3 a Students write their statements and responses. Elicit a
few ideas first if necessary, e.g. Social networking sites dont
help you to make friends.
b Students practise their exchanges in pairs. Monitor and
help with intonation and stress. Ask some pairs to read
their exchanges to the class.
Speaking
1 Allow students time to prepare their ideas individually
before discussing the questions in groups. Ask groups
to report back on whose choice of photos was the most
surprising.
1.2 Broad banned! pages 89
Lead-in
Focus on the title of the lesson and see if students can
explain the pun (broadband is a system of internet access,
and changing the spelling to banned focuses on the issue
of internet sites that are banned). Put students into pairs
and ask them to brainstorm five advantages of social
networking sites and five disadvantages, for individuals,
businesses and governments. After a few minutes, bring
students ideas together on the board. Decide as a class
whether there are more advantages or disadvantages.
Background notes
MySpace was founded in 2003, and from 2005 to 2008 it
was the most visited social networking site worldwide. In
2008 it was overtaken by Facebook.
Facebook is the biggest worldwide social networking site. It
was founded in 2004 by Mark Zuckerberg, and membership
was initially limited to students at Harvard University in
the USA.
YouTube is a video-sharing website created in 2005. It has
proved immensely popular, with many videos going viral
(getting millions of views).
Twitter is a social network and microblogging service
that allows users to post messages of up to 140 characters.
It was created in 2006 and by 2011 was handling over
200 million tweets a day. Although many tweets are
conversational in content, Twitter is also used as a
discussion forum, and it has been used to organise social
protests, as in the Egyptian revolution of 2011.
Flickr is a photo-sharing website created in 2004. It is used
to showcase the work of independent photographers, and
also by individuals to share photos with family and friends.
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 1.2
Speaking
1 Put students into groups to discuss the questions. Ask each
group to report back on why they think each website has
been banned. Do not confirm or reject students ideas at
this stage.
Reading
1 a Students read the article to check their answers to the
question. You could set a time limit for this to encourage
students to read quickly. Remind them that they shouldnt
worry if they dont understand every word of the article.
Answers
Twitter may be banned to prevent people from avoiding
police traps for motorists. Flickr was banned to prevent people
from seeing inappropriate images. MySpace was banned to
prevent people from sharing music online. YouTube was banned
for showing extreme right-wing political videos. Facebook was
banned to stop employees spending too much time on it.
b Students answer the questions from memory. Allow
students time to compare their answers in pairs before you
do a class check.
Answers
1 the UK 2 the United Arab Emirates 3 Turkey 4 Russia
2 Students read the text again and answer the questions.
Answers
1 drunk drivers
2 because local musicians protested about the ban
3 because the site was banned in 2010 although the ex-president
had a channel on the site
4 more than 400 hours a month
3 Students work in small groups to discuss the questions.
Monitor and help as necessary. Ask each group to report
back.
Grammar
1 a Students work in pairs to find the sentences and identify
the website each one refers to.
Answers
a Facebook b Flickr c Facebook d MySpace
b Make sure that students understand the term past
participle. Elicit that the past participle is used in some
tenses, e.g. the present perfect, and also in the passive.
Answers
a had, stopped b used c learnt d uploaded
2 Read through the Grammar panel with the class and elicit
the missing sentences. Check answers, then read the Notice
box with the class.
18
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Answers
1 It had learnt that they were using the site
2 The popular photo-sharing website is used by
3 The number of uploaded tracks on the site
4 Another website has had its activities stopped
Past participles
Students will be familiar with past participles used to form
the present perfect and passive. The use of past participles
as adjectives will probably be new to them, as will the use
of have + object + past participle. With weaker classes,
you could start with a general revision of the form of past
participles, focusing on the fact that for regular verbs the
past participle is the same as the past simple form (work,
worked, worked), but for irregular verbs it may be different
(eat, ate, eaten).
3 Students work individually or in pairs to find three more
past participles, match them to the uses and decide if they
are regular or irregular.
Answers
have run out of patience (1, irregular)
drunk drivers (3, irregular) United Arab Emirates (3, regular)
were forbidden (2, irregular)
has been a huge problem (1, irregular)
have never even bought (1, irregular)
news of the ban had spread (1, irregular)
discussions were held (2, irregular)
has been banned (2, regular)
was eventually banned (2, regular)
have decided (1, regular)
Extra activity
For some simple controlled practice of have + object + past
participle, write these sentences on the board and ask
students to complete them with the correct form of the verbs.
1 I need to my hair (cut)
2 We our TV last week. (repair)
3 Were our flat at the moment. (paint)
4 I must go to the dentist to my teeth (check)
5 He his bike yesterday. (steal)
Check answers and use the sentences to check that
students understand the meaning of the structure (i.e.
someone else does something for you or to you). Ask
students if any of the sentences are true for them or for
someone they know.
Answers
1 have cut 2 had repaired 3 having painted
4 have checked 5 had stolen
4 a Students complete the sentences. Check answers, and
get students to match the sentences to the uses in the
Grammar panel.
17/05/12 16:17

Answers
1 had, stolen 2 ve never had 3 is/was visited its meaning (friends are becoming more important than
4 downloaded
b Students discuss the sentences in pairs. Ask pairs to
report back on their discussions.
Speaking
1 a Read through the opinions with the class and elicit one
reason for and against each one. Students work in their
groups to think of reasons for and against the opinions.
Monitor and help, feeding in ideas and vocabulary.
b Ask groups to report back on their ideas, and encourage
other groups to agree and disagree.
Alternative task
You could ask half the groups in the class to prepare reasons
for the opinions, and the other half to prepare arguments
against. You could then bring their ideas together in a
debate. Students could then vote at the end to say whether
they agree or disagree with the opinions.
1.3 Friends: the new family?
pages 1011
Lead-in
Tell students that you are going to write a word on the
board and they must write down the first three words
that come into their head associated with this word.
Write Friends on the board and give students a minute to
write their three words. Put students into small groups to
compare their lists and see if any words are shared. Elicit
shared words from each group and discuss what this says
about how students think of their friends.
Speaking
1 Students discuss the questions in pairs. Ask some pairs to
report back to the class.
2 a Students work individually or in pairs to match the
statements to the images.
Answers
1 c 2 b 3 a 4 d
b Allow students time to prepare their ideas individually,
then put them into pairs to compare and discuss.
Mixed ability
With stronger classes, or for fast finishers, ask students to
write a short conversation to go with one of the images.
Listening
1 a Read the opinions and make sure students understand
social unit (a group of people within a society). Focus on
147283 _ 0014-0022.indd 19
1.21.3
the second opinion and make sure students understand
family). Pre-teach dispersed (spread out). Play the audio
for students to listen and match the speakers with the
opinions.
Answers
1 Marcela 2 Craig
1.6
I = Interviewer C = Craig M = Marcela
I: Today were discussing this question: Whats more important
to you, friends or family? These days families are more
dispersed family members often live far away from each
other. More women go out to work, children leave home
earlier and people in some countries are having fewer
children. As a result of all this, friends have become more
important than family in many peoples lives. We have two
students from the university with us today to discuss this
question Craig from New Zealand and Marcela from Mexico.
Thanks for coming on the show. So, Craig, whats more
important, friends or family?
C: Er Thats a difficult question. I have a good relationship
with my family, but they live in Auckland and Ive lived here
in Sydney for three years now I left home when I was 18. I
dont see much of my parents these days as the flights to New
Zealand are expensive. I hang out much more with friends
and probably feel closer to them. Id share any problems with
them first I know I can always count on my good friends.
When I decided to split up with my girlfriend last year, I talked
it over with a couple of friends first I didnt tell my parents
until I dont know, until much later.
I: So, are you saying your friends are more important than your
family?
C: Well, I guess so. Im an only child, so friends have always
been important. I get on well with my mum and dad, but my
friends and I share the same interests and experiences, you
know, and have some great times together. We really enjoy
ourselves, going to the beach and parties and stuff. When I
go away for the weekend, or on holiday, its usually with
friends. Theyre the people I feel closest to.
I: Thanks, Craig. So, Marcela do you think friends are the new
family?
M: Well my family is also dispersed, like Craigs, as my parents
live in Mexico City, but I have relatives living in Brazil and the
USA. But erm I still think family is very important. I have
a big family and we socialise a lot together. I mean, I often
fight with my brother but we always make up and hes a great
guy. He can look after himself, but when he has a problem,
he asks my parents for advice. I had problems at university
and I dropped out for a while, but my parents were really
supportive and gave me good advice. Im studying in Sydney
for a year, but when I go back Ill live with my parents its
common in my country for children to live at home until they
get married. Its quite unusual for young single adults to live
by themselves. Sometimes I ask myself if my relationship with
my family has changed now that Im older and Ive moved
19
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 1.31.4
away for a bit. I think it has but Im still very close to my
parents and my brother.
I: But how important are your friends?
M: I have four or five close friends, and theyre really important
to me. I love socialising with them. I took up Pilates recently
and I go with one of my best friends. But friends come and
go, you know? Your family is always there for you, which is
why theyre more important than anyone, I think. My parents
were injured in a car accident recently and my brother
immediately flew all the way from Chicago to be with us.
b Allow students time to read the points, then play the first
part of the audio again for students to listen and tick the
points he mentions.
Answers
Craig mentions points 1, 3, 4, 5 and 6.
2 Allow students time to read the questions. Play the second
part of the audio again for students to listen and answer
the questions.
Answers
1 In Mexico City, Brazil and the USA.
2 Until they get married.
3 Four or five.
3 Students work in pairs to discuss whose views and
experience match their own. Ask pairs to report back.
Extra activity
You could bring in some images of friends to stimulate
more discussion about friendship. You could ask students
which image captures for them the idea of friendship.
Alternatively, ask students to look online to find an image
that captures the idea of friendship for them. Students
could compare their images in the next lesson.
Vocabulary
1 Students match the phrasal verbs to their meanings.
Answers
1 b 2 g 3 e 4 f 5 h 6 c 7 a 8 d
2 a Students work individually to write their sentences.
Monitor and help, feeding in ideas and vocabulary.
b Students work in pairs to read out their sentences and
guess which are true or false.
Grammar
1 a Students cross out the incorrect word in each sentence.
Answers
1 We really enjoy us ourselves going to the beach and parties.
2 He can look him after himself.
3 Sometimes I ask to myself.
20
147283 _ 0014-0022.indd 20
b Read the information in the Grammar panel with the
class. Students then complete the missing words. Check
answers, then read the information in the Notice box with
the class.
Answers
1 myself 2 himself 3 ourselves 4/5/6 enjoy/look after/ask
Reflexive pronouns
Students will be familiar with reflexive pronouns, but
they may make mistakes with them due to interference
from their own language. Common errors include using
a personal pronoun instead of a reflexive pronoun: We
enjoyed us at the party and using a reflexive pronoun where
one is not necessary in English: I shower myself every
morning.
2 a Students complete the sentences with the correct
reflexive pronouns. Check answers and point out the use of
the reflexive pronoun for emphasis in sentences 3 and 4.
Answers
1 yourself 2 myself 3 ourselves 4 itself 5 herself
b Students work in pairs to speculate about the context of
the sentences in 2a. Ask groups to report back.
Answers
1 welcoming someone to a house 2 talking with a friend
3 tidying up after a party 4 sorting out a computer problem
5 learning a language
3 Students discuss the questions in pairs. Ask pairs to report
back on what they learnt about their partner.
Speaking
1 a Allow students time to prepare their own answers first,
then put them into pairs to ask and answer questions and
take notes on their partners opinions and experiences.
b Ask students in turn to report their findings to the class
and say what similarities and differences there are.
Alternative task
As an alternative, you could get students to interview three
of their classmates and find the one whose opinions and
experiences are closest to their own.
1.4 Functional language page 12
Tune in
1 Refer students to the title small talk and read the definition
with the class. Elicit that the people in the image are
making small talk because they dont know each other.
Ask: When was the last time you made small talk? Who with?
What did you talk about? Elicit a range of answers.
17/05/12 16:17

2 Students work individually to make lists of topics. Ask
some students to share some of their topics with the class.
Extra activity
If you have a multinational class, ask students to compare
their lists in small groups. With teenagers, you could ask
them what they think their parents answers might be.
3 a Play the audio for students to listen and number the
topics.
Answers
1 sport 2 holidays 3 food 4 the weather
5 people they know 6 family
1.7
1 A: So, where are you from, Luigi?
B: Milan.
A: Ah, Milan. Home of AC and Inter! That was a great game
last night, wasnt it?
B: Er, well, Im not really a big fan of football, to be honest.
2 A: Hi, Im Mick. Youre Claudia, arent you?
B: Thats right. Hi, Mick.
A: Where are you from, Claudia?
B: Austria.
A: Really! I went on holiday to Austria once. We went walking
in the mountains and visited some friends, er, near
Innsbruck.
B: Wow! Thats very close to my home town.
A: Really? You dont come from Watten, do you?
B: Yes, I do!
3 A: ... then I became the managing director of the company.
Id been the sales director in the Crisps Division for a few
years.
B: Crisps? Talking of food, I think Ill get something to eat.
You dont know where the canteen is, do you?
A: Oh, er, yes. Its down the corridor.
4 A: Hi, Neil! Welcome to Senso-Ji! Its a really old part of town.
And today youre going to see the oldest temple in Japan.
B: Fantastic! Im really looking forward to it. We dont have
anything like this in Australia. So, er... Its really hot
today, isnt it?
A: Yeah, its not normal for this time of year. I think youve
brought the sun with you!
5 A: Where are you from, Sara?
B: A city called Zamora in Spain.
A: Really? Theres another student here from Spain. Have you
met her Vera?
B: Vera? Shes the girl with the red hair, isnt she?
A: Thats right.
B: Yeah, I met her this morning. Shes from Cadiz.
6 A: Do you live on your own, Jamila?
B: No I live with my children.
A: Oh, youve got children! Are they boys or girls?
B: A boy and a girl.
A: And how old are they?
B: I have a photo of them, actually. Would you like to see it?
A: Of course. Oh... thats a lovely picture.
147283 _ 0014-0022.indd 21
1.4
b Ask the class which conversation the photo shows.
Answer
Conversation 4
Focus on language
4 a Students work individually or in pairs to complete the
sentences. Play the audio again for them to check their
answers. Read the completed sentences through with the
class, and deal with any vocabulary issues.
Answers
1 fan, football 2 holiday, Austria 3 brought, sun
4 food, eat 5 red hair 6 photo, actually
b Check that students understand find something in
common (find something you share with someone) and
reject (not accept). Students work individually or in pairs to
match the sentences to the functions.
Answers
1 e 2 d 3 f 4 a 5 c 6 b
Mixed ability
With weaker classes, revise the formation of question
tags before you read the information about them. Remind
students of the work they did on auxiliary verbs in
question tags on page 7. Then read out some statements
using different tenses, and get students to add the question
tags, e.g. They talked about the weather, (didnt they)? It isnt
very warm today, (is it)?
Focus on the Question tags. Allow students time to read
the sentences, then play the audio and ask whether the
intonation rises or falls. Complete the rules with the class,
then play the audio again for students to listen and repeat
until they can approximate the modelled intonation.
Answers
goes down, goes up
Over to you
5 Students prepare their ideas individually. Monitor and
help. Students then practise their small talk with a partner.
6 a Students change partners and role play two of the
conversations.
b Students return to their first partner and discuss which
conversation was more successful for them, and why.
Extra activity
Tell students it is their first day on a course on modern film
studies (or another topic you think might interest them).
Get them to mingle, making small talk. Monitor, and feed
back on which conversations were successful.
21
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 1.5
1.5
Speaking task page 13
Tune in
1 Lead in by asking which students share a flat or if they know
anyone who does. Ask: How many people do you share with/
would you like to share with? Do you enjoy sharing/Do you
think you would enjoy sharing? Students look at the image
and discuss the questions in pairs. Ask pairs to report back.
2 a Play the audio for students to listen and compare their
ideas. Ask the class which of their ideas were mentioned.
1.10
C = Carl D = Denise
C: So Im thinking of moving out of the flat.
D: Why? I thought you loved it!
C: I do, the locations great, but Lydias becoming really difficult
to live with.
D: Why? Whats the problem?
C: Well, the thing is, shes really forgetful. Shes always leaving
the iron on when she goes out. Or when she goes to the
shops, she forgets to buy things like milk or bread, even when
I ask her to.
D: Have you talked to her about it?
C: Yes, but... every time I try to talk to her, she just changes the
subject.
D: Hmm... that is a problem.
C: And its not just that. She never does any housework either.
She wont do anything unless I ask her.
D: Oh.
C: Shes a good friend, but shes awful to live with. I just dont
know what to do!
b Allow students time to read the sentences before you
play the audio again for them to listen and correct the
sentences. Allow students time to compare their answers
in pairs before you do a class check.
Answers
1 forgetful 2 leaving the iron on 3 milk or bread
4 changes the subject 5 do anything
3 a&b Elicit ideas for Denises suggestions from the class,
then play the audio for them to listen and check.
Answers
talk to her, get angry with her, do your shopping separately, put a
list of jobs on the fridge door, complain about her on Facebook
1.11
C: Shes a good friend, but shes awful to live with. I just dont
know what to do!
D: Hmm... Im not sure, but I think talking always helps.
C: But like I said, it hasnt worked.
D: Well, I think in that case, you have to get angry with her.
Shout at her. Otherwise she wont do anything.
C: But thats not me. I never get angry about anything, do I?
22
147283 _ 0014-0022.indd 22
D: Thats true. What else could you do?
C: Well, Im waiting for ideas.
D: Erm... I suppose you could do your shopping separately
buy your own bread and milk, and write your name on it or
something. Then shell have to buy her own.
C: Well, at least there would be food in the fridge then, but it
wouldnt help with the other problems.
D: Right. Well... one other thing you could do is put a list of jobs
on the fridge door, with your name or Lydias name next to
each one. Cross off all the jobs when theyre done.
C: Weve tried that it didnt work either.
D: Well, you could always try complaining about her on
Facebook. Shes obsessed with it so shes bound to see it.
Then shell know how angry you are.
C: Denise! Yes! Thats it! Thats what Ill do. Shell see that, for
sure!
Prepare for task
4 a&b Students work individually or in pairs to complete
the suggestions. Play the audio again for them to listen and
check.
Answers
1 Im not sure 2 I think in that case 3 I suppose
4 One other thing you could do 5 You could always
5 Students discuss the suggestions in pairs. Ask pairs to
report back, giving reasons for their answers.
6 a Read through the situations with the class. Students
work individually to make suggestions.
b Students compare their suggestions in pairs. Ask pairs to
report back.
Task
7 a Read the situations with the class. Students work in
pairs to choose their situation and their role.
b Students work individually to plan what they will say.
8 Students work in their pairs to act out their role play.
Report back
9 Students can present their ideas by telling the class, or by
acting out their role play for the class. Get the class to vote
for the best solution.
Alternative task
Students may prefer to think of their own situations.
You could brainstorm these as a class and students can
choose which one to role play. With stronger classes,
you could make the role plays spontaneous by allowing
students to choose their situation and then mingle,
explaining their situation to different students and getting
different suggestions. They could report back on the best
suggestions.
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