1. education
2. english as a second language

Welcome to Upbeat Intermediate. This is the final level
of a four-level course for teenage students of English.
Upbeat takes students from beginner or false beginner
level to intermediate level. Depending on their level,
students can start the course with Upbeat Starter or
Upbeat Elementary.
We chose the name Upbeat for the course because
we believe that language learning can and should be a
positive and rewarding experience for both students and
teachers. Our aim when writing Upbeat was to create a
course which would stimulate, educate and encourage
teenage students of all abilities whilst at the same time
providing extensive support and help for the teacher. We
hope that we have achieved our aim, and that you and
your students will enjoy using Upbeat.
Ingrid Freebairn Jonathan Bygrave Judy Copage
Components
Upbeat Intermediate has the following components:
As well as aiming for competence in the English
language, classroom materials should help students
explore and establish their own moral and ethical values.
What is right and wrong can be a challenging area for
teenagers and it is important that they have the chance
to hear the opinions of others as well as make their own
opinion heard.
The teaching situation
Motivation
Many students will have had several years of contact
with learning English before they start this course. These
experiences may not always have been successful or
enjoyable. Consequently, students may bring to the
classroom preconceived ideas about whether learning
English is fun or not, and whether they are ‘good’ at
languages or not. If their experience of learning English
has not been positive, their level of interest and motivation
may be low. On the other hand, their previous experience
of learning English may have been a positive one, in
which case their level of motivation when they join the
class may be quite high. In either case, it is essential
that their new English course contains topics which are
interesting to them, and exercises which are intellectually
challenging and which have ‘real-world’ value in their
eyes. The topics and tasks in Upbeat have all been
selected to interest, challenge and motivate students.
SA
M
PL
E
• a Students’ Book
• a Language Builder which contains both a
Workbook and a Grammar Bank with
extra grammar reference pages and additional
practice exercises
• this Teacher’s Book
• Class audio CDs
• a Students’ Multi-ROM
• a Test Book
• a Test Master Multi-ROM
• Interactive whiteboard software (Upbeat Digital)
• The course also has DVDs
Another pressure on today’s students is the increasing
need for qualifications which demonstrate their skills in
foreign languages, especially English. Given all of the
influences above, teenage students of English need
teaching materials which reflect their world and broaden
their skills to facilitate their goal of gaining qualifications.
N
IT
Welcome
New technology also gives teenagers increased contact
with their peer group – often the most influential group of
people in a teenager’s life. The need to appear cool and
be accepted by this group can often be the strongest
motivating force in a teenager’s life. These peer group
pressures, coupled with rapid mental and physical
changes, may from time to time lead to conflict with
family, friends and authority.
U
INTRODUCTION
Background to the course
The students
Today’s teenagers, just like previous generations, are
a varied and fascinating group of individuals. They are
changing physically, sometimes at astonishing speed,
and are often preoccupied with their appearance. They
are coping with new and strange emotions and at the
same time they are learning to think in a more abstract
way which allows them to discuss issues and ideas.
Through this whirlwind of change, teenagers are trying to
establish their identity and learn who they are.
Unlike previous generations, today’s teenagers are
surrounded by technology, which they can generally
use with ease and efficiency. They live in a world where
sounds, images, words and ideas come at them in a
constant stream from many different sources. They
usually think nothing of surfing the net, texting, listening to
music and watching TV at the same time.
Large classes
In a significant number of schools, large classes are the
norm rather than the exception. Large classes make
it difficult for teachers to ensure that all students have
sufficient practice in English to make significant progress.
Furthermore, teachers cannot always pay enough
individual attention to students, especially those in greater
need of help.
The use of pairwork and occasional groupwork in
Upbeat allows each student to have more practice
time in class and may enable stronger students to help
weaker ones. Once pairs or groups have been set up,
the teacher can then monitor them and provide more
individual attention to those students who need the most
help.
8
A02_UPB_TB_INTER_9636_PRE.indd 8
3/2/10 12:59:44
Not enough teaching hours
Upbeat achieves this by:
Students frequently have only three English lessons per
week, and it is sometimes difficult for teachers to feel that
they are achieving enough in the time available. They may
feel unable to cover the work as thoroughly as they would
wish, or to ensure that all students are making enough
progress. The structure of Upbeat, with one lesson on
every spread, helps teachers and students to have a
clear goal in the time available and a sense of progress
as they move through the book. Optional components
such as the Motivator, the Language Builder and
the Students’ Multi-ROM offer extra material for those
students who risk falling behind, and reinforcement and
revision for those students who are keeping up.
• using authentic location photography, magazine
articles, website articles and emails, as well as
material in puzzle formats
• introducing a group of teenage characters with whom
students can easily identify
• focusing on situations, topics and emotional issues
(see the Real-life issue lessons) which students will
recognise and respond to
• presenting authentic functional language and
everyday expressions which young British and
American people use in conversation with each other
(see the Phrases boxes and the Use your English
sections)
• including topics which expand students’ knowledge
of the world (see the Curriculum link and Across
cultures lessons)
Multi-level, multi-lingual and mixed ability classes
The learning tasks in the course must involve and
challenge students both linguistically and cognitively to
maintain their interest and ensure that learning is effective.
Upbeat achieves this by providing:
• cognitive stimulus through memory exercises and
puzzles (see the Solve it! exercises in the Students’
Book, the puzzle exercises in the Motivator and the
Students’ Multi-ROM exercises)
• interesting and varied language exercises to
encourage practice of key language (e.g. quizzes and
questionnaires)
• personalisation of the language to allow the students
to talk about themselves and their opinions
• real-life functional exchanges in the Use your
English sections to provide realistic communicative
practice of everyday language
• a drama DVD with a motivating storyline and effective
language consolidation
SA
M
PL
E
Many English classes today are multi-level. Some
members of the class will have studied English for many
years, some may have studied another foreign language
and a few are joining the class as complete beginners to
foreign language learning. Some classes are also
multi-lingual in that they contain students from different
ethnic and linguistic groups. Classes are invariably also
mixed ability. In one class, there will be students who
have a natural aptitude for learning languages with
excellent skills and strategies, and others whose natural
aptitude lies elsewhere. These students will need more
time to achieve the same level and a lot of teacher
patience and encouragement to make a relative success
of language learning. Upbeat provides plenty of practice
material in motivating formats to occupy faster learners,
as well as providing extra material for those who need
more practice.
2 Maintain interest
N
IT
Detailed monitoring of students’ progress is increasingly
a feature of teaching in schools today. This results in
a heavier workload, as teachers have to prepare and
mark tests, give assessments and write student profiles.
Upbeat provides plenty of revision and testing material to
help in the assessment of students’ progress.
U
Monitoring progress
Learning differences
As research makes more advances into the nature
of learning, more students are being diagnosed with
conditions known as Specific Learning Differences (SLDs)
(e.g. dyslexia). These learners need special attention. If
teachers feel that they have any students with an SLD,
they will find help and suggestions on page 22.
Principles behind the course
We believe that four key principles need to be followed if
language learning material is to be effective for teenagers.
1 Motivate
The design of the course, and the topics and issues it
deals with, must motivate the students from the start.
3 Enable all students to succeed
The course material should make it possible for every
student to achieve success at his or her level of ability.
Upbeat achieves this by providing:
• grammar in clear tables for easy processing of
information, and full grammar summaries in the
Grammar Bank section of the Language Builder
• clear signposting of the key language, which is
highlighted in red, in the presentation texts and
dialogues
• graded grammar practice tasks with simple language
manipulation exercises followed by more challenging
tasks
• Extra practice activities in the back of the Students’
Book for learners who need extra challenge or extra
support
• multi-level exercises in the Language Builder
• exercises in a variety of entertaining types in the
Motivator
9
A02_UPB_TB_INTER_9636_PRE.indd 9
3/2/10 12:59:44
The learning material should contain markers throughout
the course to enable students to monitor their progress,
gain a sense of achievement and develop independent
learning strategies.
Upbeat achieves this by providing:
• objectives boxes at the beginning of each lesson,
enabling students to know what their learning goals
are
• Skills tip boxes containing simple advice to help
students develop their learning skills
• Revision spreads at two-unit intervals throughout the
Students’ Book, and Review sections in each unit of
the Students’ Multi-ROM to provide opportunities
for students to monitor their own progress
• extensive photocopiable test materials in the Test
Book, the Test Master Multi-ROM and this
Teacher’s Book
Course components
Students’ Book
Language Builder
The Language Builder is a flexible and versatile
resource which offers self-access material for students
in a wide range of teaching situations. It can be used in
parallel with the Students’ Book units in class, or can be
used as a resource for homework exercises. It is divided
into two parts:
• a multi-level 96-page Workbook
• a 44-page Grammar Bank containing grammar
reference pages and extra grammar practice
exercises
The Workbook section of the Language Builder is
divided into units and lessons which correspond to those
in the Students’ Book. In the A, B and C input lessons,
the Workbook provides practice of phrases, grammar,
vocabulary and functions. It contains exercises at two
levels of difficulty, indicated by one or two stars, to cater
for mixed ability classes. This means that all students,
whatever their level of ability, can achieve success, and
therefore be motivated to achieve higher goals. Most
students will benefit from completing both levels of
difficulty in the exercises, but students with a good basic
knowledge may attempt just the higher level of task.
Additionally, each input lesson has a Roundup exercise
at the end of the page, bringing together all the language
taught in that lesson. Each unit also has at least one
Extra Challenge exercise which is more open-ended
than the others and is labelled with three stars.
SA
M
PL
E
The Students’ Book contains 12 units. Each unit is
divided into four two-page lessons, labelled A, B, C and
D. (The only exception is Lesson 1A, which extends
to four pages.) Each A, B and C lesson presents and
practises a mix of grammar, vocabulary and functional
language (Use your English). Lesson D is focused on skills
development. It consolidates and extends the language
presented in the preceding three lessons and provides
further reading, listening, speaking and writing practice.
There is a Revision lesson after every two units, making
a total of six revision lessons in the Students’ Book.
These contain accuracy exercises to revise grammar,
vocabulary and communication, and finish with a simple
self-assessment box to help students to monitor and
reflect on their own progress.
The Writing bank section gives detailed guidance on
writing a variety of text types. Each bank is linked to
a specific lesson in the Students’ Book and to the
relevant language content in that unit. The Writing banks
can also be used independently if the teacher wishes.
N
IT
4 Set goals and monitor progress
bank, Pronunciation exercises, a unit-by-unit Word list
and an Irregular Verb list. The Extra practice exercises
give further practice of the grammar, vocabulary or Use
your English phrases presented in the A, B and C input
lessons. These exercises can be used both for faster
learners and for those who need further consolidation.
U
• a Students’ Multi-ROM to enable students to
practise at their own pace in an alternative format
The 12 skills lessons (Lesson D) are divided into three
different rotating types: Across cultures, Curriculum
link and Real-life issue. The Across cultures lessons
feature the English-speaking world, viewed from a teen
perspective (e.g. food, school, lifestyle). They contain
a particular emphasis on writing. The Curriculum link
lessons deal with the sort of topics which students might
encounter in their other subjects at school (e.g. Science,
Geography). They contain a particular emphasis on
reading. The Real-life issue lessons are designed to
highlight the moral dilemmas which today’s teenagers
may encounter in their everyday lives (e.g. honesty, loyalty
to friends, family relationships). They provide material for
discussion and contain a particular emphasis on listening
and speaking.
At the end of the Intermediate Students’ Book, there
are Extra practice exercises, a Writing bank, a Word
In the skills (D) lessons, the Workbook provides
exercises to practise the three skills of reading, writing
and listening. All Workbook skills lessons begin with a
reading text. Each lesson has a similar theme and skills
focus to the corresponding page in the Students’ Book.
The exercises linked to the skills focus have two levels
of difficulty. The audio CD material for the Workbook
exercises is located on the Students’ Multi-ROM.
The Grammar Bank section of the Language Builder
is divided into units which correspond to the units in
the Students’ Book. Each unit begins with a Grammar
summary which contains example boxes and simple
rules. This is followed by exercises to provide further
practice of the individual grammar items in that unit.
Teacher’s Book
In addition to this introduction, the Teacher’s Book
10
A02_UPB_TB_INTER_9636_PRE.indd 10
3/2/10 12:59:45
•
•
•
•
•
•
•
•
•
Students’ Book Extra practice exercises and keys
The Students’ Book Word bank
The Students’ Book Pronunciation exercises
An alphabetical word list
An irregular verb list
The Students’ Book Audio Script
The Language Builder keys
The Language Builder Audio Script
36 photocopiable Quick Tests (in 2 versions,
Student A and Student B, one for each input lesson)
• The Quick Tests Answer Key
Quick Tests
Test Book
The Test Book provides 12 two-page photocopiable
tests, one for each unit. These test the language
contained in the input lessons (i.e. lessons A, B and C)
of the relevant Students’ Book unit. They test Grammar,
Vocabulary and Use your English, and phrases from
the Phrases box where possible. The skills of Reading,
Writing and Listening are tested after every two units
(i.e. there are six skills tests in all). Speaking skills are
dealt with in a separate section of the Test Book. Six
speaking activities are included. They are a mix of photo
description, roleplay and pairwork information gap. Each
speaking activity relates to two Students’ Book units.
With the exception of the speaking tests, all of the tests
in the Test Book are offered in both A and B versions
to prevent copying. The Student A and Student B tests
contain the same exercise types, the same overall target
language and are at the same level. However, the detailed
content differs to discourage cheating.
PL
E
The photocopiable Quick Tests in the Teacher’s Book
are short tests which provide a quick check on students’
grasp of individual language points. There is one for
each input lesson (i.e. 36 in all). They are designed to
test specific Grammar, Vocabulary and Use your English
points in the relevant lesson of the Students’ Book. Each
test should last fifteen minutes and has a Student A and
Student B version. Answer Keys are provided at the back
of the Teacher’s Book.
Each unit finishes with two Review exercises, revising the
key grammar and vocabulary content of the unit.
N
IT
At the back of this Teacher’s Book are the following:
each student to use on a computer either at home or in
school. It is an amusing and motivating way to practise
language and may be especially useful for those students
with learning differences. It contains 12 units to practise
the material in the corresponding 12 Students’ Book
units. There are approximately 10 practice exercises in
each unit, covering Grammar, Vocabulary and Use your
English.
U
contains step-by-step teaching notes arranged around
reduced-size Students’ Book pages. In addition to
the teaching notes, there are boxed Answer Keys
for the Students’ Book exercises where relevant, and
Background notes for cultural or linguistic points.
Suggestions for optional extra activities and further work
are also included.
Motivator
SA
M
The Motivator is divided into units which correspond
to those in the Students’ Book. Each unit contains
photocopiable activities for every A, B and C lesson in the
Students’ Book, plus two Roundup activities which revise
the language from these three lessons. The purpose of
the Motivator is to provide extra, lively, stimulating material
for students to use in class, possibly towards the end
of a lesson. The material is a mix of puzzles, problemsolving exercises and information-gap activities. Some
are designed for the student to do individually and some
for pairwork. The exercises are highly visual and include
authentic text types (e.g. maps, menus, notices and
signs). In addition, at the back, there is a collection of pop
songs, each with one or two activities. Teaching notes
with integrated Answer Keys are to be found at the back
of the Motivator.
Class audio CDs
The Class audio CDs contain all the recorded material
from the Students’ Book, plus the songs from the
Motivator.
Students’ Multi-ROM
The Students’ Multi-ROM is a self-access resource for
The introduction to the Test Book contains information
and guidance on the general value of testing, a list of
the various types of tests written for the Upbeat course,
an explanation of the marking scheme and grids for
recording test results. A placement test at the beginning
of the Test Book is designed to give the teacher an idea
of the level of the class before he/she starts to teach.
Test Master Multi-ROM
The material in the Test Book is also available in electronic
form on the Test Master Multi-ROM. The audio material
for the listening section of each Test Book skills test is
also provided on this Test Master Multi-ROM.
DVDs
A DVD accompanies Upbeat: it’s a drama DVD called
Five Days which features a group of teenagers who make
their own TV programme.
Interactive whiteboard
Interactive whiteboard software (Upbeat Digital) is
available for each level of Upbeat. The software is for use
by the teacher in class. It contains electronic versions of
each page in the Students’ Book. Using this software,
teachers are able to:
–zoom in on any part of the page
11
A02_UPB_TB_INTER_9636_PRE.indd 11
3/2/10 12:59:45
–play audio material and display the tapescript while the
audio is playing
relatively short space of time. Some pairwork patterns
are:
–view the related course video material and display the
video script
Closed pairs: Student A talks to Student B next to him/
her, or turns round to talk to the student behind.
–do related Multi-ROM exercises
Open pairs: Student A talks to Student B chosen from
anywhere in the class.
Teaching techniques
Most teachers find it useful to have a ‘toolkit’ of different
teaching techniques that they can call on depending
on whether they are presenting new language, getting
students to practise a grammar point or encouraging
discussion. Choice of technique may also depend on the
mood of the students. For example, if the students are
lacking in energy, the teacher can change the pace by
getting students out of their chairs and working in groups.
If the students have too much energy, the teacher can
quieten the mood with some dictation. The following is a
selection of core teaching techniques that every teacher
should have at their disposal.
Repetition and choral practice
Groupwork
For certain kinds of activities (e.g. roleplays, discussions
and questionnaires), students can work together
in groups. Groupwork can provide an opportunity
for weak or shy students to practise without fear or
embarrassment. Groups can also be used for
cooperative work.
Groupwork needs to be set up and organised carefully.
Give clear instructions, check that students understand
what to do and train students to move into groups quickly
and with as little fuss as possible.
SA
M
PL
E
Repetition can help to reinforce pronunciation,
grammatical patterns, vocabulary and functional
phrases. It is essential for all students when meeting new
language. Repeating chorally can help students increase
their confidence before they are asked to perform
individually. Choral work can be carried out with the whole
class, with half the class at a time, in groups, in seating
rows and with selected individuals.
Cooperative pairwork can also be used. Students
can be asked to work together on the answers to
comprehension questions and practice exercises,
and to prepare speaking tasks together. This helps to
build confidence in weaker learners as well as allowing
rehearsal before giving answers in front of the whole
class.
N
IT
The software also contains guidance for teachers in
a ‘Show me’ section which explains how to use the
different features of the software.
Pairwork chain: Student A talks to Student B next to
him/her; Student B talks to Student C, and so on.
U
–click on a button to make the red highlighted words in
the presentation dialogues and texts disappear
Questioning patterns
Different question and answer patterns give the teacher
the opportunity to demonstrate the language and give
students the opportunity to practise it. A variety of
patterns is possible:
Teacher to self (to give a model)
Teacher to one student (to give a model/to elicit and
demonstrate before pairwork)
Teacher to class (to elicit a choral response)
Student to teacher (to allow students to ask as well as
answer)
Student to student (in pairwork)
Allocate roles in the group as necessary or appropriate to
the task. One student might be the note-taker, another
might be the spokesperson to report back to the class,
another might be a time-keeper and tell the group how
much time is left.
Always set a time limit and warn students when there is
one minute left.
Monitor the students, spending a few minutes listening to
each group before moving to the next. Take notes on any
language errors to give feedback at the end of the activity.
Don’t interrupt unless the students ask for help.
Oral correction
Most students believe that their teachers should always
correct them. However, oral correction should be carefully
judged. When students are doing controlled practice,
the teacher can correct immediately after the end of
the utterance. When students are speaking to develop
fluency (in discussions and roleplays, for example), they
should not be interrupted. The teacher can listen and
make notes of errors to give feedback later.
Student to student to student (in a chain)
Pairwork
Many of the language exercises in Upbeat can be
done in pairs working simultaneously. This means that
students’ talking time is increased dramatically and
extensive practice can be done by all students in a
Course features and procedures
Photographs
The photographs which accompany the presentation
material in each lesson in the Upbeat Students’ Book
are an important teaching resource. They can be used for
setting the scene, for presentation or revision of grammar
12
A02_UPB_TB_INTER_9636_PRE.indd 12
3/2/10 12:59:45
The learning objectives box at the beginning of each
input lesson of the Students’ Book contains a list of the
main areas of Grammar, Vocabulary and Functions in that
lesson. The list is designed to make students aware of
the language they are going to learn. It is often helpful to
discuss the learning objectives in the students’ L1 (first
language).
Suggested procedure
Get started
SA
M
Some lessons contain a Get started task to orient
students to the topic of the lesson. Encourage students
to use English as far as possible. The tasks can be
conducted as a whole class or in pairs. It may be useful
to write any ideas or vocabulary on the board when
students respond.
Dialogue
•
•
Suggested further work on the dialogue
• Students read the dialogue aloud in pairs or groups.
• Some pairs or groups can act out the dialogue in front
of the class.
• Write a skeleton version of the dialogue on the board.
Students try to remember the missing parts. Slowly
increase the number of gaps until students can recite
the whole dialogue from memory. Students can then
act out the dialogue without help from the book.
Read
PL
E
• Draw students’ attention to the Grammar
objective(s), and tell them that this language is
highlighted in the presentation dialogue or text.
• Ask students to look at the Vocabulary objective(s)
and elicit any words they may already know.
• Finally, ask students to look at the Functional
objective and elicit any language they already know,
or ask them what language they might expect to find
in this part of the lesson.
• When the lesson has been completed, ask the
students to go back to the learning objectives and
give examples for each objective. Then get them to
say which areas they found easy, and which ones
they feel they need to practise more.
•
•
N
IT
Learning objectives
•
ability, you could ask them to cover the dialogue in
their books and look at the photo while they listen for
the first time.
Play the dialogue and ask for the answer to the focus
question.
Students look at the dialogue to check the answer.
Students look at the comprehension questions.
Check they understand all the questions. Play the
dialogue again, then check the answers to the
questions. You may need to play the dialogue several
times.
If necessary, pause the CD to give students time to
check and record their answers.
Ask students to look at the phrases in the Phrases
box. Play the dialogue. Students find the phrases
in the dialogue, then give other example sentences
using the phrases.
U
and vocabulary, and for presenting other new language.
In the Teacher’s Book lesson notes, there are specific
suggestions for exploiting the photographs in each
lesson. In addition, photographs provide useful cultural
information.
The dialogues in Upbeat feature recurring teenage
characters in different situations, and present the new
language in context. All dialogues contain examples
of the key grammar, vocabulary and functions of the
relevant lesson. The key grammar is usually printed in
red, and can be used later in the lesson to draw students’
attention to the language. In the Teacher’s Book lesson
notes, there are specific suggestions for exploiting each
dialogue. The following guidelines are for exploiting
dialogues in general.
Suggested procedure
• Check the teacher’s notes for ideas to exploit the
photo and introduce the situation. Present any
language you think may cause problems, but don’t
focus explicitly on the grammar yet.
• All dialogues are preceded by a focus question in the
instructions. Depending on students’ confidence and
Two types of reading texts are found in Upbeat. The first,
shorter type is used to present new language in the A,
B and C lessons. The key grammar is usually printed in
red and can be used to practise the language later in the
lesson. The second, longer type of reading text is used
to develop reading skills in the D lessons. These texts are
often adapted from authentic sources and cover a range
of topics which are of interest to teenagers. They are
presented in a variety of realistic formats such as website
pages, magazine or newspaper articles, etc. Specific
suggestions for each text are given in the teacher’s notes.
The following guidelines are for exploiting reading texts
which are used for language presentation in the A, B and
C lessons. (For guidelines on developing reading skills
in the D lessons, see the Skills development section on
page 15.)
Suggested procedure
• Check the Teacher’s Book lesson notes for ideas to
introduce the topic and exploit any photos. Present
any language you think may cause problems, but
don’t focus explicitly on the grammar yet.
• Students look at the focus question in the
instructions. This provides a purpose for reading.
• Students read the text silently. Encourage students to
skim it quickly first to get a general idea, and then to
scan for the answer to the focus question. Check the
answer to the focus question.
• Students look at the comprehension questions.
Check they understand all the questions. Students
13
A02_UPB_TB_INTER_9636_PRE.indd 13
3/2/10 12:59:45
Vocabulary is presented in lexical sets, word-building
groups and in groups of phrasal verbs. It is practised
through exercises linked to the grammatical or functional
goals of the lesson. At intermediate level, new words can
be taught using a variety of different techniques:
•• explain or paraphrase in simple English
• use L1 to translate certain words which are hard to
explain in English
• ask the students to use dictionaries
• elicit meaning from the students themselves
Suggested procedure
• For Recall exercises, elicit or give a few examples
of the words which students are expected to recall.
They then work in pairs or individually to complete the
exercise.
• Ask them to look at the relevant Word bank at the
back of the book to see how many of the words they
have managed to recall.
• Alternatively, or as a revision activity, dictate the words
in the Word bank and ask students to write them with
the L1 translation.
• Students look at the Extension vocabulary in the box.
Ask them to find some of the words in the text or
dialogue.
• Play the vocabulary CD. Students listen.
(See Suggested procedure for Vocabulary.)
Solve it!
The Solve it! tasks are designed to engage students
cognitively through problem-solving questions and
activities as a way of maintaining motivation and
providing a change of focus between the presentation
materials and the language practice. They invite students
to exercise their thinking skills and use English to
solve problems. The exercise is usually based on the
presentation dialogue or text. It often involves looking
at a photo for clues as well as interpreting the written
information. Specific suggestions for each Solve it! are
given in the Teacher’s Book lesson notes.
SA
Recall
M
PL
E
• Students look at the vocabulary in the box. Ask them
to find some of the words in the text or dialogue.
• Play the CD and ask the students to mark the stress
in longer words.
• Students complete the practice exercise.
• Ask the students to use the words in sentences that
are personal to them.
• Encourage students to keep a vocabulary notebook.
After completing the vocabulary section in a
lesson, students may record the vocabulary in their
notebooks with an English explanation, an L1
translation if desired and an example sentence.
• Ask students to revise the vocabulary for each lesson
as part of their homework. You can start the following
lesson with a quick recall of the previous lesson’s
words.
Suggested procedure
N
IT
Vocabulary
the same topic area. Some of these words occur in the
presentation text or dialogue. The exercise which follows
is designed to give active practice of these new words.
U
read the text silently again to find the answers. If
desired, the text can be played on the Class audio CD
so that students can read and listen.
• Students can compare their answers in pairs before
you ask the class to give the answers.
Some lexical sets in Upbeat Intermediate are recycled
from the previous levels, e.g. Unit 1A Clothes, Unit 2C
Transport. When this occurs, the vocabulary section
starts with a Recall exercise, designed to jog students’
memory and prompt the recall of previously learnt
vocabulary. It may simply be an instruction to try and
remember as many words as possible under a given
heading or headings, or it may be more structured to
prompt specific words. Occasionally, students are asked
to go directly to the words in the Word bank and use
them in an exercise to consolidate their recall.
Word bank
After doing a Recall exercise, students are asked to
check the Word bank at the back of the book where the
recycled words are listed. The Word bank is arranged
in vocabulary sets corresponding to the lesson in which
they occur.
Suggested procedure
• Students read the Solve it! question.
• Ask all the students to work silently for one or two
minutes. Do not allow anyone to shout out the
answer. Allow all the students time to find the answer.
• Students can compare their answers in pairs before
you check with the whole class.
Grammar
The grammar boxes focus on the main grammar point
in a lesson and are presented in tabular form for easy
understanding by the student. The grammar boxes are
followed by Practice exercises. Some teachers in certain
teaching situations may wish to start a lesson with the
main grammar point, and then continue with the dialogue
or text. However, it can be demotivating for students
if this is always the case, and it is important to see the
language in a natural context like a presentation dialogue
or text before doing any analytical work on the grammar.
Therefore we recommend that the Grammar section is
exploited after the presentation.
Extension
After a Recall exercise, there is frequently an Extension
exercise, which presents a collection of new words in
14
A02_UPB_TB_INTER_9636_PRE.indd 14
3/2/10 12:59:45
Practice
Practice exercises generally follow the Grammar
box and are focused on accuracy. They can be done
individually or in pairs where students can cooperate
in finding the answers. Many of these exercises are
personalised so that students can talk or write about their
own lives and opinions, an important factor in maintaining
motivation. Specific suggestions for each exercise and
ideas for extension activities are given in the Teacher’s
Book lesson notes.
Further practice exercises are to be found in the Extra
practice section at the back of the Students’ Book, in
the Language Builder and in the Students’ MultiROM.
Speak, Listen, Write
Pronunciation
The Pronunciation exercises are found in the back of the
Students’ Book, cross-referenced to the relevant lesson.
The exercises isolate and practise specific sounds, or
stress and intonation patterns. The particular pronunciation
point selected for the lesson occurs in the presentation
dialogue. Each Pronunciation section contains example
sentences to repeat, and a further exercise to identify the
point being practised.
Suggested procedure
• Focus the students on the point to be practised.
• Play the CD of the Pronunciation exercise and ask the
students to listen and repeat. Help students to produce
the sounds if they are having difficulty.
• Play the next part of the CD and ask the students to
complete the task.
The presentation dialogues and vocabulary exercises
can also be used for additional pronunciation practice
through straightforward repetition and chaining repetition
techniques. In addition, take the opportunity to correct
students’ pronunciation whenever possible.
Extra practice
SA
M
PL
E
Further practice of the main language goals is provided
in the Speak, Listen and Write exercises of the input
lessons (A, B and C). Whilst grammar exercises are
extremely valuable for initial accuracy practice, these
skills-based exercises provide the opportunity to listen to
and produce the key grammar and vocabulary in realistic
and personalised contexts. Specific suggestions for each
exercise are given in the Teacher’s Book lesson notes, as
well as ideas for extension activities.
Correct any pronunciation problems.
• Students practise the conversation in pairs.
• Demonstrate the practice exercise(s) with a volunteer.
• Students do the exercise(s) in pairs or groups.
N
IT
• Students look at the grammar box and read the
example sentences aloud.
• Students make more example sentences using the
relevant grammar structure.
• Draw students’ attention to the highlighted words in
the presentation text or dialogue.
• If necessary, use the L1 to point out any significant
differences between the grammar of the L1 and
English.
U
Suggested procedure
Use your English
The Use your English sections provide communicative
language practice in functional/situational contexts, e.g.
shopping, inviting, etc. This language is introduced in
the presentation dialogues to provide a realistic context.
Each Use your English section sets out the key functional
language in tabular form. This is followed by a recorded
extract from the presentation dialogue. Practice exercises
follow.
Suggested procedure
• Introduce the function/situation in the heading and
refer back to the presentation dialogue. Ask students
to find examples there.
• Ask the students to look at the box containing the
functional phrases.
• If you wish, get the students to repeat the phrases in
the box.
• Draw the students’ attention to the short example
extract taken from the dialogue. Play the CD and,
if you wish, get the students to listen and repeat.
The Extra practice exercises are a bank of extra activities
positioned at the back of the Students’ Book and crossreferenced to the relevant lesson. There are one or two
Extra practice exercises for each input lesson. They give
further practice of the grammar, vocabulary or functional
language in the lesson. At the end of each input lesson,
students can be directed to these exercises. They are
designed for use both by fast finishers and by those
students who need more language consolidation.
Skills development
The Students’ Book contains 12 skills development
lessons. These are the fourth lesson (lesson D) in
each unit. They are divided into three main categories:
Curriculum link, Real-life issue and Across cultures. The
categories rotate throughout the Students’ Book. Each D
lesson contains practice in all four language skills but, in
addition, each type of lesson concentrates on a specific
skill or skills and includes a special ‘tip’ related to this skill,
with an accompanying practice activity.
Curriculum link: Reading skills
development
The Curriculum link skills lessons reflect the sort of topics
which students might encounter in their other subjects
at school. The Curriculum links are Geography, Science,
History and Citizenship.
15
A02_UPB_TB_INTER_9636_PRE.indd 15
3/2/10 12:59:45
Suggested procedure (Reading)
It is important to treat the reading texts in all the D
lessons as opportunities for students to improve their
reading comprehension and expand their vocabulary
rather than to treat them as opportunities for language
analysis. (Lessons A, B and C serve this purpose.)
Real-life issue: Listening and speaking
skills development
The Real-life issue texts are designed to highlight issues
which are relevant to teenagers, and which contain
moral dilemmas, such as honesty, family relationships,
etc. They are presented as, and based on, real incidents
taken from life, and are illustrated with photographs. The
Real-life issue sections contain a particular emphasis on
developing listening and speaking skills.
Listen
In the Real-life issue lessons, tips for listening and
speaking are given special emphasis. These tips offer
different strategies for training students to be more
efficient, confident listeners and speakers. Specific
suggestions for each lesson are given in the Teacher’s
Book lesson notes. The following guidelines are for
exploiting listening texts in general in all the D lessons.
Suggested procedure (Listening)
It is important to treat the listening texts in the D lessons
as opportunities for students to improve their listening
comprehension and to listen for important information,
rather than to treat them as opportunities for language
analysis. (Lessons A, B and C serve this purpose.) The
listening texts are related to the theme of the lesson.
They may provide a continuation of the story or topic, or
another angle on it.
SA
M
PL
E
• Get students to look at any accompanying
photographs or illustrations. Ask some questions
about them to activate students’ background
knowledge of the topic, and to establish the context
of the text.
• Point out the New words box and ask students if
they know any of the words. Tell the students they will
meet these words when they read. Explain any new
words that are essential to the comprehension tasks
or ask students to look up the words in a dictionary
before they read.
• Sometimes new words can be guessed from context,
so it is useful to encourage students to try and get
the general idea of the text in the first reading and to
guess the meaning of any new words they encounter.
Students can be told the exact meanings of the
words after the first reading. Guessing meaning is one
of the most important skills when reading in a foreign
language, and it can help develop autonomous
reading skills if the students are given the confidence
to guess through class activities.
• Use the Get started activity (if provided), or ask some
simple questions of your own to focus students’
attention on the topic of the text.
• Check that students understand the Reading tip.
Give more explanation or examples as needed.
• Ask students to look at the focus question in the
instructions and read the text silently. Check the
answer to the focus question with the class.
• Students read the comprehension questions and
then read the text again, focusing only on finding the
information to answer the questions.
• Students can work together in pairs to compare and
discuss their answers. Check the answers with the
class.
• Students read the text again to ensure they
understand it. Ask for any comments which students
might have about what they have read. Ask them if
they found it easy or difficult, and if they managed to
use the Reading tip strategy.
The texts are recorded, and the CD can be played for the
students to follow in their books. This is useful in the early
stages of training reading skills. However, students should
be encouraged to read silently as soon as they have built
enough confidence.
N
IT
In the Curriculum link lessons, the skill of reading is given
special emphasis. Reading tip boxes offer strategies for
training students to be more efficient, confident readers
of different kinds of text. Specific suggestions for each
lesson are given in the Teacher’s Book lesson notes. The
following guidelines are for exploiting reading texts in
general in all the D lessons.
U
Read
• Ask the students to predict what they think will
happen in the text they are going to listen to. You can
prompt students by writing some questions on the
board for discussion. Make notes on the board of any
predictions they make to provide focus for the first
listening.
• Explain any new words which may discourage
students from listening. There are usually very few
new words in the listening texts.
• Ask the students to read the Listening tip. Check that
the students understand the tip, and discuss it with
the class, giving more explanation as needed.
• Play the CD for students to listen to grasp the gist.
Discuss students’ original predictions and what they
actually heard.
• Students read the comprehension questions and
listen again, keeping the Listening tip in mind.
• Students can discuss their answers in pairs. Play
the CD again, pausing if necessary for students to
complete and check their answers.
• Ask for any comments students might have about
what they have heard. Ask them if they found it easy
or difficult, and if they managed to use the Listening
tip strategy.
16
A02_UPB_TB_INTER_9636_PRE.indd 16
3/2/10 12:59:45
• Ask students to read the Writing tip. Check that
students understand the tip, and discuss it with
the class, giving more explanation or examples as
needed.
• Students do the practice task. Check the answers.
• Ask students to look at the writing task, and get them
to brainstorm a list of vocabulary that might be useful
for the task. Write a list of these words on the board.
• Students look back at the text which serves as a
model. Point out or elicit the sentences that can be
used as a guide for students’ own writing. Write the
guide on the board.
• Students can then write in class or at home. If
students write in class, they can exchange their work
and check for errors before giving it to the teacher.
• If the writing is done for homework, when you check
it you can indicate errors using a series of symbols,
and students can be encouraged to correct their own
work. It can be a good idea to allow students to revisit
their work in this way before giving the work a grade.
Suggested symbols:
SP = spelling
GR = grammar
WO = word order
V= vocabulary
P= punctuation
PL
E
• Ask the students to read the Speaking tip. Check that
students understand the tip, and discuss it with the
class, giving more explanation as needed.
• Students read the task. Check that they understand
what to do.
• Perform the first part of the task with the class, or use
a confident student to demonstrate.
• If possible, put students into pairs or groups to carry
out the task. Monitor and make notes for feedback
later.
• Ask some students to report back what they said.
• Write any errors that you heard on the board and ask
students if they can correct them. Praise students for
their achievement of the task, and, if appropriate, ask
if they managed to use the Speaking tip to help them
speak.
organisation, and so on. The writing tasks first provide
controlled practice, and then ask students to produce
a paragraph or short text. It is always a good idea to
allow preparation time in class before the students do
any writing tasks for homework, in order to increase
confidence and improve performance.
N
IT
Students often find speaking at length difficult, and can
be reticent because they are afraid of making mistakes.
They need plenty of encouragement to ‘have a go’
and try to express themselves even if they make some
accuracy errors. The Speak and Speak your mind!
sections provide students with the opportunity to give
their own opinions on the theme of the lesson. It is helpful
to use pair and groupwork as much as possible so that
all students have the chance to practise speaking at the
same time. You can walk around the class to listen and
note any errors and difficulties in order to give feedback
after the task has been completed. Specific suggestions
for each lesson are given in the Teacher’s Book lesson
notes. The following guidelines are for exploiting speaking
tasks in general in all D lessons.
U
Speak/Speak your mind!
M
Across cultures: Writing skills development
SA
The Across cultures lessons feature cultural aspects
of the English-speaking world. They cover such topics
as fashion and social customs, and are written from a
teen perspective. The Across cultures sections contain a
particular emphasis on developing writing skills.
Write
In the Across cultures lessons, tips for writing are given
special emphasis. The tips offer different strategies for
training students to be more efficient and more confident
writers of different kinds of text. Specific suggestions for
each lesson are given in the Teacher’s Book lesson notes.
The following guidelines are for exploiting writing tasks in
general in all the D lessons.
Suggested procedure (Writing)
The writing sections in the D lessons are designed to
recycle the language taught in the previous three input
lessons and to provide specific tips and tasks for writing
different kinds of text. The writing tasks are usually linked
to reading so that the students can use the reading text
as a model. In Upbeat Intermediate, the writing tips
focus on structure elements of writing, such as planning,
Writing bank
As well as the writing focus in the Across cultures
lessons, there is also a separate Writing bank section
at the back of the Students’ Book. The Writing bank
contains examples of a variety of text types, namely
biographies, book reviews, informal and formal letters,
stories (narrative) and discursive essays. An important
part of the Writing bank is the development of linkers.
These include and expand on those introduced in the
writing tips in the Across cultures lessons.
Each Writing bank page follows a similar pattern:
(i) a Writing tip box
(ii) a list of special linking words or special phrases
appropriate for the text type
(iii) an example text with an exercise on the language,
content or structure of the text
(iv) a parallel writing task with guidance on paragraph
division and content
The Writing bank tasks are carefully linked to the
language syllabus, e.g. biography writing is linked to
Lesson 2B, where the past simple and continuous
are the main focus. In the lesson itself, there is a
cross‑reference to the Writing bank.
17
A02_UPB_TB_INTER_9636_PRE.indd 17
3/2/10 12:59:45
Current teaching issues
Tips
–Avoid asking teenagers to do something which may
embarrass them in front of their peers, unless you know
that they have a particular talent for performance.
–Avoid activities which the students might see as
‘childish’ or patronising, such as miming or answering
very obvious questions. Upbeat aims always to provide
an appropriate level of challenge for teenage learners.
–Take the opportunity to put students into pairs or
groups. This allows them to work in English with a
reduced risk of embarrassment and also allows shyer
students to make their voices heard. Upbeat contains
a wide range of pairwork activities that facilitate
speaking.
–Learn as much as possible about your students as
individuals and as learners. A successful class is often
one which allows students to achieve the goal in
whichever way suits them best.
Discipline
PL
E
Though most teachers are busy with planning,
preparation, teaching and marking, it can be useful for
a teacher to pause from time to time to consider any
ongoing teaching issues and problems which they may
have, and to try different approaches in the classroom
to find out which ideas work best. This can refresh and
renew teaching techniques and keep lessons alive for
teachers and students alike. Below is a brief review of
some current issues with suggestions for modifying
teaching techniques.
of knowledge about particular subjects and they are often
happy to share this in pairs or small groups. Tapping into
this knowledge and openly acknowledging those areas
where students know more than the teacher can help
to create mutual respect in the classroom. The topics
within Upbeat have been carefully selected to meet these
needs.
N
IT
• Read aloud the Writing tips and refer to the example
text to illustrate the points.
• Ask students to look at the example text. Raise
interest by asking a few focus questions, e.g.
(Lesson 2B Biographies) Who is the text about?
What films has he been in? What do you know about
his life so far?
• Pre-teach any difficult words.
• Ask students to read the text and complete the
exploitation exercise(s).
• Check the answers and ask a few more
comprehension questions.
• Draw students’ attention to the text structure and
any special language points.
• Introduce the guided writing task and draw attention
to any guided paragraph notes. Students can
discuss in pairs or small groups what they are going
to write.
• If you wish, start constructing a joint text on the
board with the students contributing different
sentences.
• Students complete the task for homework.
U
Suggested procedure
A typical class of teenagers will contain students with a
wide range of physical development, emotional maturity
and cognitive ability – wider than any class of young
children. Indeed, some students will appear to be one
or two years older than other students. This is because
teenagers develop at different rates. Girls tend to develop
faster than boys but there are also different rates of
maturity among girls and boys.
When dealing with discipline problems, it is vital that
the teacher does not take the behaviour personally.
The teacher is the professional in the classroom and all
students, consciously or otherwise, want the teacher
to fulfil that role in a fair and consistent manner. By
responding to poor behaviour on a personal level, the
teacher becomes a part of the cycle of indiscipline and
the aim is always to break the cycle.
Although teenage behaviour can be erratic, most
teenagers, given the right classroom environment,
genuinely want to learn. However, there are certain
conditions that turn teenagers off. Most of them dislike
being seen as different. Acceptance by their peer group
is very important. If asked a question in class, they may
not want to answer in case they are seen by their friends
as not clever enough, or alternatively, too clever. They
are often shy and self-conscious and feel embarrassed if
asked to do activities like miming or performing. They also
dislike being patronised. Many teenagers have a wealth
Although there are many reasons for discipline problems,
there are some common themes. Firstly, problems
outside the classroom with friends and family can be
a reason. In this event it is useful to build a relationship
with the student that allows him or her to express this.
You may not be able to solve the problem but at least
by listening, you will let the student know that you
acknowledge them as an individual and not merely as a
problem. In some cases you may be the only adult in the
student’s life who does this.
SA
M
Teaching teenagers
It is unusual for teachers to experience no discipline
problems whatsoever with a class of teenagers over an
academic year. It is in the nature of teenagers to explore
boundaries and almost all teachers will be familiar with
this. Sometimes, however, discipline problems will start
to interfere with learning in the classroom. This can occur
when, for example, students start chatting too much in
their own language, refuse to speak English, fool around,
fail to participate, speak rudely to the teacher, and so on.
18
A02_UPB_TB_INTER_9636_PRE.indd 18
3/2/10 12:59:45
One area that all students will benefit from is some
guidance on how best to learn vocabulary. Talk to
students about the different ways in which they can learn
new words. Some students may prefer to keep a special
vocabulary notebook which they can learn from by heart;
others may prefer to record the words on their MP3
player, or even write them on notes and put them around
their bedroom.
Revising language regularly is helpful for every learner, but
essential for weaker learners. Any new language that is
not revised will inevitably be forgotten. Revision sections
in Upbeat after every two units help with this process.
The better students in a class tend to finish activities
before the weaker students. For these fast finishers it can
help to have some extra activities so that the teacher can
devote more time to helping the weaker students. Extra
practice activities for each Students’ Book lesson in
Upbeat serve this purpose. The same activities can be
done by the weaker students for homework.
Tips
M
PL
E
If punishment is necessary in a class, it should be done
according to the policy of the school. All students should
know what the punishments are and what behaviour
will trigger those sanctions. Teenagers are very quick to
recognise and respond to injustice so it can be useful
to agree with students what is expected from them in
class. If you wish to take this further, you can draw up
a contract with your students and allow them to say
what they expect from you. All parties can then sign the
contract and you are more likely to have the class on your
side if and when discipline problems arise.
There are a variety of techniques and resources that can
help the teacher with mixed ability classes. The first aim
should be to maximise the potential of all students in a
class regardless of ability. To this end, it is important to
improve and develop students’ language learning skills.
N
IT
Thirdly, students may learn in a different way to the way in
which the lesson is being taught. For more information on
learning styles and action to take, see the Learning styles
section on page 20.
a result, they will learn faster and more effectively. Other
students will have an advantage because they learnt
more English before joining your class. Alternatively, some
students may be disadvantaged because they have a
different L1 from the rest of the class and find it harder to
understand the teacher’s explanations and instructions.
U
Secondly, students may be bored in class. They may
find the pace of the lesson too slow or the topic not
relevant to them. Even the most popular of topics will
not reach every student. If you suspect that boredom is
affecting some of the students in your class, remember
to use frequent changes of pace and activity during the
lesson. Teenagers are generally used to a rapid pace of
information and changing the pace and activity can help
to keep them occupied. Upbeat Students’ Book has
a wide range of activities within a single lesson in order
to keep students engaged and the topics are selected
to maximise the appeal of the lesson to teenagers. The
Language Builder and the Motivator are also a useful
source of extra exercises. You can involve students by
building on the personalisation activities within Upbeat
and asking students wherever possible to relate the
content of the lesson to their own lives, even if it means
occasionally reverting to their L1.
SA
–Be fair and consistent all the time.
–Don’t take poor behaviour personally.
–Get to know your students and try to build a
relationship, even with the most difficult ones.
–Vary the pace and focus of the lesson to keep students
engaged.
–Personalise as much as possible so that students feel
involved in the class.
–Vary your teaching style to cover different learning
styles.
–Agree with your students early on what is acceptable
behaviour.
–Focus on praising and rewarding appropriate behaviour
rather than punishing bad behaviour.
Mixed ability/Mixed level classes
All classes are, in some way or another, mixed ability
classes. Differences in language ability can result from
different factors. Some students are simply better
language learners than others and have better skills. As
The work that a student does as homework before
or after the lesson is also important in helping weaker
students to achieve similar results to stronger students.
Teachers can ask weaker students to prepare a dialogue
or text by looking up the meaning of new words and
phrases before they come to the lesson. They then
have a head start when it comes to reading or listening
to the text and can even explain the meanings to other
students, which can give a struggling student a real sense
of achievement.
During a lesson, it may be helpful to grade certain tasks
to show that you expect more from some students
than from others. After the lesson, it is useful to have
homework activities at more than one level of difficulty to
allow all students to succeed. Graded activities at two
levels in the Language Builder allow this ‘differentiation’.
Tips
–Make students aware of the different techniques for
recording vocabulary.
–Help students with revision and offer them different
memorisation techniques.
–Use Extra practice activities and differentiation to
allow all students to achieve success in a lesson.
19
A02_UPB_TB_INTER_9636_PRE.indd 19
3/2/10 12:59:45
–Make use of homework before a lesson (preparation)
and after a lesson (consolidation) to help weaker
students to get up to speed and reinforce their
knowledge.
details and memorising. They often dislike complications
and surprises.
–Put learners into groups and pairs so that some
learners can help other learners. Mix up the groups and
pairs so that roles are also changed sometimes.
Intuitive learners often prefer to discover rules and like
guessing meanings of new words. They can be good at
understanding new concepts. They like innovation and
dislike repetition and memorisation exercises.
One way to understand individual learning styles is to
focus on the senses: seeing (the visual sense), hearing
(the auditory sense) or doing (the kinaesthetic sense).
Visual
Visual learners prefer to learn new language when it is
contextualised in pictures, graphs, diagrams and charts.
When recording vocabulary they will benefit from word
maps rather than lists. These students can also be helped
if the teacher uses expressive gestures in class. They
enjoy acting and learning language which allows them to
imagine a scene in their minds.
Verbal learners
Verbal learners get more out of words and respond
well to written and spoken explanations. They like to
see words written on the board and enjoy reading and
listening.
Sequential learners
Sequential learners understand new information in logical
steps. They perceive the details well but may not see the
overall idea quickly. They respond well to clearly laid out
pages with numbered sequencing of exercises.
N
IT
Every student has an individual way of understanding,
processing and memorising new information. Teachers
should be aware of different learning styles and try to
include different teaching techniques to appeal to each
style.
Global learners
Global learners tend to learn in large chunks, getting the
‘big picture’ first before they see the details. The details
may not be clear in their minds even after understanding
the general idea.
U
Learning styles
Intuitive learners
Tips
PL
E
Auditory
SA
M
Auditory learners need to hear new language as part of
the process of learning it. They respond well to stories,
poems, anecdotes and jokes told by the teacher and like
hearing dialogues and texts rather than reading them.
Discussion with other students and teachers is important
for these students and they will also enjoy songs and
music in the class as well as frequent use of recorded
material.
Kinaesthetic learners
Kinaesthetic learners process new information best
by doing something active with it rather than learning
through an academic approach. They enjoy repetition,
discussing, applying new language to real life situations
and explaining it to others. They tend to like pair and
groupwork. They also like to get up and move around
rather than stay still in their seats. The emphasis for these
students should be on ‘heads-up’ doing and using, rather
than ‘heads-down’ studying.
In addition to the sensory preferences of learners,
individuals also have preferences related to the way they
think (cognitive style):
Reflective learners
Reflective learners prefer to think about new information
quietly first. They often prefer to work alone and can
dislike pair and groupwork.
Sensing learners
–You may be in the habit of teaching according to your
own learning preferences. It can be useful to think
about the way you communicate with your students
and vary it from time to time.
–Engage students’ visual senses, for example, by using
the visual material in the Students’ Book and also by
asking students to sit back and imagine a scene as you
describe it. Upbeat appeals to visual learners through
strong situational photographs, entertaining artwork
and attractively laid out pages.
–Use music for auditory learners. There is a bank
of songs in the back of the Motivator. These are
recorded on the Class audio CD. Also encourage
students to bring in their own favourite songs to use
in class. Upbeat appeals to auditory learners through
the Class audio CD which contains recordings of all
the dialogues and texts in the Students’ Book, frequent
listening comprehension and work on pronunciation in
every unit. New vocabulary is also recorded. Students
will find listening material for the Language Builder on
the Students’ Multi-ROM.
–Get students to change places and do speaking
activities in pairs as much as possible. This will help
kinaesthetic learners to feel that they are using the
language. Upbeat appeals to kinaesthetic learners
through personalised speaking activities and pairwork
that allow them to use the new language in a
meaningful way. Components such as the Students’
Multi-ROM, which contains interactive practice
Sensing learners like learning facts, are good at getting
20
A02_UPB_TB_INTER_9636_PRE.indd 20
3/2/10 12:59:45
–Sensing learners will appreciate the way the grammar
tables are laid out in Upbeat, but occasionally vary
the way you present new grammar and vocabulary to
accommodate both sensing and intuitive learners. Allow
intuitive learners to guess meanings of new words, or
work out a grammar rule for themselves.
–Make use of personal stories and anecdotes for verbal
learners and encourage students to tell their own
stories occasionally.
–Explain the lesson objectives and the sequencing of the
lesson for the benefit of sequential learners. The clearly
numbered exercises and simple layout of Upbeat
will appeal to sequential learners. Global learners will
respond well to the overall impact of each lesson on the
page, aided by motivating visuals and clearly labelled
headings.
Multiple intelligences
Linguistic: an aptitude for language
Musical: an aptitude for music
–Make use of pairwork and groupwork, which appeals to
students with higher levels of interpersonal intelligence.
Assessment
Assessment of students’ language abilities is often
required by school or government policy, expected
by parents and sometimes dreaded by students!
Assessment is therefore important. Test results can show
the teacher where remedial work is needed and which
students need extra help. From the students’ point of
view, tests can give them a sense of achievement as well
as focus their minds on areas which require improvement.
There are different types of test. A proficiency test
assesses a student’s current language competence, and
is not related to a course of study. Most schools use this
type of test as an entry test to determine which class a
student should be placed in. A progress test assesses
the student’s retention of language taught during a
course, and is based strictly on the syllabus taught in
a course or the language taught in a series of lessons.
Progress tests are usually divided according to language
areas and test grammar, vocabulary, functional language
and skills in separate sections. In this way, students and
teachers can build an accurate profile of the students’
abilities.
PL
E
Recent work on the concept of intelligence has focused
on a multiple view. According to this theory, students
have a range of intelligences rather than just one
measurement of IQ (intelligence quotient). Intelligences
can be stimulated and developed through a varied and
motivating syllabus. The intelligences are:
–Encourage students to develop their intrapersonal
intelligence by asking them to reflect on their learning.
(See the tip on self-assessment in the Assessment
section below.)
N
IT
–Do not always press reflective learners to speak. Allow
them time to mentally process and rehearse what they
are going to say first.
for example, to appeal to students with different
intelligences. Visual intelligence can be stimulated by
the many and varied types of photos and illustrations
throughout the book, and musical intelligence is
stimulated by all the audio materials as well as the
songs in the Motivator.
U
activities, and the DVD will also engage kinaesthetic
learners.
M
Kinaesthetic/Spatial: an aptitude for physical activity
and spatial orientation
SA
Intrapersonal: an aptitude for personal reflection and a
high degree of self-awareness
Interpersonal: an aptitude for interacting socially and
professionally with others
Mathematical/Logical: an aptitude for mathematics
and logical analysis
Visual: an aptitude for visual appreciation and expression
such as art, photography, etc.
Naturalistic: an aptitude for understanding and
working with the natural world, such as animals and the
environment
Tips
–Recognise that you may teach according to your
own intelligences. If you are high in mathematical
intelligence, and lower in kinaesthetic intelligence, you
may find that you spend more time teaching grammar
and allow less classroom time for active tasks. Be
aware of this and try to vary your approach in class.
–Upbeat acknowledges multiple intelligences through
a wide variety of topics and tasks. There are lessons
based on musical themes, the environment and sport,
Upbeat provides a wide variety of assessment tools:
• a placement test at the beginning of the Test Book
• 12 two-page photocopiable progress tests in the Test
Book, one for each unit, with an A and B version for
each. These test Grammar, Vocabulary and Use your
English, and phrases from the Phrases box where
possible
• Six two-page skills tests in the Test Book. These test
reading, writing and listening
• Six speaking tests in the Test Book
• Regular Revision pages after every two units in the
Students’ Book. These not only give a numerical
indicator of how well a student is doing, but also
encourage students to assess their own progress by
means of a simple self-assessment box
• Review sections in each unit of the Students’
Multi-ROM provide opportunities for students to
monitor their own progress
• 36 photocopiable Quick tests in the Teacher’s
Book provide a quick check on students’ grasp of
individual language points
21
A02_UPB_TB_INTER_9636_PRE.indd 21
3/2/10 12:59:46
–Make sure that assessment does not take up too much
class time. Too much testing can be demotivating.
–Give the students warning of a test so that they have
time to revise and learn any new words.
–If you take the tests in, mark them as quickly as
possible and return them to the students.
–Encourage self-assessment after a test by asking
questions like: ‘Was that exercise difficult?’ ‘Do you
want some more practice of this grammar point?’
–Assess productive skills through classroom activities.
Develop a set of criteria for the students’ performance
while they are writing or speaking in class. (e.g. How
successful were they at communicating the message?
How accurate were they in their use of grammar and
vocabulary? How fluent were they? How intelligible?)
Give the students feedback after the activity.
–Talk to students about their test results. By doing this,
you can show them where they are strong and help
them see in which areas they need to study more.
Specific Learning Differences (SLDs)
Tips
–Identify students who might be dyslexic and modify
what you expect from them accordingly.
–Ask them to prepare classroom texts before the lesson
in their own time. Dyslexic students usually read much
more slowly than other students.
–Write a brief numbered outline of the day’s lesson on
the board. Check off each stage as it is completed,
so that they always know at what point you are in the
lesson.
–Make sure you give very clear instructions. It is
important that students understand exactly what to do.
For this reason, instructions in the Upbeat Students’
Book are kept as clear and simple as possible.
–Give students extra time to complete a task. While
they are taking their time, you can keep faster
students occupied by setting them the Extra practice
exercises. These can be done by dyslexic students at
their own speed at home.
SA
M
PL
E
Specific learning differences are conditions which make
understanding and producing information difficult. SLDs
are not indicative of low intelligence. In fact, students who
have a learning difference are often very bright. However,
their performance in class may hide their true potential
and they may fail in formal assessments. Many of these
students find it particularly difficult to learn in a formal
classroom setting, but learn very well in more informal,
individualised settings. Not all schools are able to provide
additional support and it is often left to the class teacher
to deal with these students and support their learning.
they leave off the beginnings and endings of words as
they rush their way through reading. They invariably
make mistakes with small words, for example replacing
the article ‘a’ with ‘the’. In many cases, students read
from right to left, or sequence the letters from right to
left. Sound-spelling rules are always a problem, and the
complicated sound-spelling relationships in English make
this very difficult. Dyslexic students also often experience
visual stress from reading text printed on a white
background.
N
IT
–Plan progress tests to occur at regular intervals.
U
Tips
Most class teachers are familiar with the classroom
behaviour of SLD students. They will be the students
who don’t speak at all in the lesson, refuse to do written
exercises, refuse to cooperate with peers in pairwork
and rarely do homework. These students are labelled
variously as: ‘difficult’, ‘lazy’, ‘spoiled’, ‘poorly disciplined’,
‘a slow learner’, ‘disturbed’ or ‘stupid’. This labelling
implies that there is nothing the teacher can do and if
the students pick up on this message they may feel bad
about themselves and develop low self-esteem. However,
identifying the problem, taking a positive attitude towards
it and helping SLD students to develop appropriate
strategies can make a huge difference.
Types of SLDs
Dyslexia
Dyslexia is characterised by difficulties in reading and
spelling. Dyslexic students have problems with both
phonic and whole word recognition skills. The initial,
middle and end sounds of words are incorrectly identified,
and sequencing of sounds is confused because they
have collected them in the wrong order. At other times
–As there are exercises at two levels of difficulty in the
Language Builder, students can concentrate on the
easy exercise first to gain confidence.
–Make sure that students have access to the Students’
Multi-ROM. This can be a motivating and accessible
way for dyslexic students to do some extra practice in
their own time.
–Avoid using small handwriting and make sure any extra
material you use is clear and legible. The simple layout
and clear signposting of Upbeat makes it especially
appropriate to use with dyslexic students.
–Note that the D lessons texts are printed on a pale
beige background, which can help when dyslexic
students have to read longer passages.
–Avoid giving complicated feedback on written work.
A discussion with the student about the content and
errors may be more helpful than a lot of red marks and
a correction code.
–Allow extra time in tests and examinations. An extra
15 minutes per hour may be appropriate. Make sure a
teacher is available to help with instructions.
–Share with other teachers your diagnosis of a dyslexic
student and discuss with other teachers how you can
best help them.
22
A02_UPB_TB_INTER_9636_PRE.indd 22
3/2/10 12:59:46
Dysgraphia
Tips
Dysgraphia refers to specific problems in writing. You
will often see a dysgraphic student gripping the pen
very tightly, and trying to fix the pen to the page in order
to gain control. There is a lack of fluency in moving the
pen over the page and the writing is stilted and uneven.
You may notice uneven sizes of letters and the spacing
between words is not consistent or clear. Some students
move the pen more naturally from right to left across
the paper. For students with dysgraphia, writing is not a
helpful activity. It can actually interfere with learning.
–Identify students who may have ADHD and adjust
expectations accordingly.
–Identify students who may have dysgraphia and adjust
expectations accordingly.
–Students may not be able to write long texts but it
is still important that they learn to write. Writing is an
important life skill and a teacher will not be helping a
dysgraphia student if he or she allows the student to do
no writing at all.
–Praise acceptable behaviour as much as possible.
–Avoid long and complicated instructions. Keep things
short and understandable and don’t spend too long on
one activity.
–Keep an ADHD student close to your desk and make
frequent eye contact in order to keep him or her on
task.
–Avoid getting into long discussions with the student
in front of the whole class. Make time to discuss the
student’s concerns during the breaks or after school.
–Keep things simple but motivating. Making a game
out of activities can be helpful. The use of the Solve
it! puzzles in Upbeat can help to make dialogue work
more engaging.
N
IT
Tips
–Have a clear routine. Warn the student if you are going
to change this routine.
–End the lesson occasionally by using a photocopied
puzzle exercise from the Motivator.
–Allow students extra time to complete writing tasks.
–If possible, vary the pace and activity by using the
Interactive whiteboard software (Upbeat Digital).
Sections of the coursebook page can be highlighted
and enlarged to provide focus and to minimise
distraction.
PL
E
–Break down the process of writing into stages. Start
from copying and writing words and phrases, to
producing whole sentences, and eventually short
paragraphs.
U
–Encourage students to use a lighter grip on their pencil
or pen if they seem to be holding it too hard.
–Make sure students make full use of the support
provided for writing in Upbeat. For any writing exercise,
there are always prompts and clear examples of
sentences or model paragraphs for students to follow.
SA
M
–In the Across cultures D lessons, the writing skill is
given special emphasis. There are special tips and
tasks to help students with accuracy (punctuation,
linkers, etc.) in writing.
–As ADHD students are highly kinaesthetic, the
Students’ Multi-ROM is a useful learning resource.
Encourage the students to use it at home or, if the
class has access to computers, provide time for
students to use the Multi-ROM in class instead of
doing a coursebook exercise.
Attention Deficit Hyperactivity Disorder (ADHD)
Students who behave consistently badly in class, beyond
what one might normally expect in a class of teenagers,
may be suffering from ADHD. If there is the possibility of a
formal assessment, speak with the parents to encourage
them to have the child assessed.
ADHD is marked by three areas: inattention, hyperactivity
and impulsivity.
Inattention: Students fail to give close attention to details
and make careless mistakes in work. Their work is usually
untidy, and they often lose things. They have difficulty
concentrating on tasks and they often fail to finish work.
Hyperactivity: Students are restless and fidget a lot.
They are often very noisy and talk incessantly.
Impulsivity: Students often blurt out answers before
questions have been completed, have difficulty waiting for
their turn, and often interrupt or butt into conversations or
games.
23
A02_UPB_TB_INTER_9636_PRE.indd 23
3/2/10 12:59:46
Mini-revision
Revise the present simple passive
and the past simple passive. Ask
Ss about their town and things
they are interested in, e.g. When
was your house/the sports centre
built? (It was built in ... .) Where
do you think the best cars/mobile
phones are made? (I think they’re
made in … .)
Vocabulary: The
media
1 4.11 Ss listen and repeat the
words. Ss match the words
in the box to their meanings.
Check Ss’ pronunciation
when checking answers.
ANSWER KEY
N
IT
2 podcast 3 tabloid
(newspaper) 4 editor 5 blog
6 broadsheet (newspaper)
7 report 8 headline
9 magazine
Speak
BACKGROUND NOTES
SA
The paparazzi: The term
developed from a character,
Signor Paparazzo, in the 1960
film La Dolce Vita by Federico
Fellini. Fellini described this
character as ‘a buzzing insect,
hovering, darting, stinging’.
The word paparazzo sounds
very much like the Sicilian
word for an oversize mosquito
(papataceo).
PL
E
Read
M
or as a class, asking and
answering the questions. If
appropriate, bring in some of
the day’s newspapers for Ss
to translate the headlines.
U
2 Ss work in small groups
Catherine Zeta-Jones (born
1969) and Michael Douglas
(born 1944): Married on
18 November 2000.
Diana, Princess of Wales
(born 1961): Died in a car
crash in Paris on 31 August
1997. She was the first wife of
Charles, Prince of Wales, and
the mother of Princes William
and Harry.
3 4.12 Ss say what is
happening in the photo.
Check that Ss understand
the meaning of paparazzi and
vote in the poll.
Play the recording for Ss to listen and read
and then vote in the ‘Your opinion’ poll. Ss
tell the class how they voted, and why.
Play the recording again. Explain or
encourage Ss to guess the meaning of any
new vocabulary.
Comprehension
4 When checking answers, ask Ss to correct
the false sentences. If Ss disagree about
any of the answers, ask them to refer back
to the article to support their answer.
ANSWER KEY
1 T 2 DK 3 T 4 DK (Wedding guests
weren’t allowed to have cameras. The couple
didn’t invite the paparazzi. We are told that
one photographer ‘managed to take photos’
and sell them, but we are not told if they
invited one or more ‘official’ photographers.)
5 DK (We are not told how the guests
received the original invitation, but special
tickets were delivered by hand the day before
the wedding.) 6 DK 7 F (A photographer
managed to take photos of the wedding.)
8T
116
M11_UPB_TB_INTER_9636_U11.indd 116
3/2/10 20:30:33
ANSWER KEY
2 Parking is not/isn’t allowed.
3 When was the first computer
invented? 4 The watch didn’t
work because it had been
dropped. 5 It hasn’t been
decided yet. 6 Millions of
mobile phones have been sold
since 1990. 7 The stories that
were written about Madonna
last week were not all true.
8 The cat was very hungry
because it had not been fed.
6 Check answers by asking
individuals to read aloud the
sentences.
ANSWER KEY
M
PL
E
U
N
IT
2 were read 3 are read
4 are written 5 are often sent
6 have been downloaded
Read through the sentences with the class.
Ss work individually or in pairs, matching the
sentences to the tenses.
ANSWER KEY
1 b) 2 c) 3 d) 4 a)
Ss work individually, completing the rules.
ANSWER KEY
a) be, past
b) by
7 4.13 Ss turn to page 133.
Ss listen and repeat the
compound nouns.
Listen
8a 4.14 Play the recording once
for Ss to listen and complete
the information.
ANSWER KEY
1 Yes 2 No 3 No
4 Sometimes
b Play the recording, pausing
it appropriately for Ss to
answer the questions.
SA
Grammar
Pronunciation: Word
stress in compound
nouns
ANSWER KEY
After checking answers, ask Ss to look back at
the article and find and identify more examples
of the passive, e.g. children have been followed
(present perfect), a plan was made (past
simple).
Practice
5 Look at the example sentence with the
class. Ss complete the exercise, working
individually. When checking answers, ask
Ss to identify the passive tense used in
each sentence.
1 Because if they aren’t
photographed, they aren’t
famous. 2 their talent
3 Accidents can happen when
celebrities drive faster to get
away from the paparazzi.
4 Because they don’t have a
private life. 5 At special events
like film premières and the
Oscars.
In groups of three or four,
Ss discuss the question Do
celebrities need the paparazzi?
Extra practice
See page 127 in the SB.
117
M11_UPB_TB_INTER_9636_U11.indd 117
3/2/10 20:30:36
Mini-revision
Revise passive forms from
Lesson 11A. Ask Ss to make
sentences about the paparazzi
(e.g. They are accused of putting
celebrities’ lives in danger), and
Catherine Zeta-Jones and
Michael Douglas’s wedding (e.g.
Guests weren’t given the location
in advance).
Dialogue
BACKGROUND NOTES
Regent Street: At the heart
of London’s West End, famous
for its high-quality stores such
as Liberty. It runs from Oxford
Street at the north end to
Piccadilly Circus at the south
end.
N
IT
Daniel Craig: An English
actor, born in 1968. His films
include Lara Croft: Tomb
Raider (2001) and the James
Bond films Casino Royale
(2006) and Quantum of
Solace (2008).
U
1 4.15 Ss say what they can
Play the recording for Ss to
listen and read and answer
the question.
ANSWER KEY
Daniel Craig
SA
Phrases
M
Play the recording again.
PL
E
see in the photo, e.g. a
double-decker bus.
Explain or encourage Ss to guess
the meaning of the phrases and
any other new vocabulary, e.g. an
assassin, roof tops. Ask Ss what
they say in L1 for Dream on!
Comprehension
2 Ss work individually,
referring to the dialogue and
answering the questions.
After checking answers, ask
Ss if they like James Bond
films. Why?/Why not?
Grammar
Read through the sentences in the box with the
class. Ask Ss to make the rule.
ANSWER KEY
ANSWER KEY
1 a scene for a new James
Bond film 2 behind a
(department) store 3 an
assassin 4 It was boring. 5 He
never smiles and she doesn’t
think he’s particularly goodlooking. 6 He’s cool and he’s
tough. 7 a Bond girl
The word being is always used in the
continuous passive forms.
Write two sets of cues (A and B) on the
board. Ss make sentences using the present
continuous passive in the A sentences and the
past continuous passive in the B sentences, e.g.
A Oh dear! I think I/you/we/Susan/the children/
our car … (follow).
B I/You/We/My friend/The men … (questioned)
at the police station yesterday.
Practice
3 Look at the example sentence with the
class. Remind Ss to choose the correct
form of the verb.
118
M11_UPB_TB_INTER_9636_U11.indd 118
3/2/10 20:30:40
(I think you’re right) and
disagreement (I’m not sure I
agree). Point out the informal
expressions. Check that Ss
understand that these are
appropriate in conversations
with close friends, but not in
conversations with strangers
or with older people.
M
PL
E
U
N
IT
Elicit example conversations
about current popular films
and film stars and encourage
Ss to use the expressions
in the box. Pay attention
to stress and intonation
patterns.
2 A new scene was being written for Daniel
Craig. 3 Some of the roads were being
closed. 4 People are being told to be
quiet. 5 Special lights are being turned on.
6 A scene is being shot behind the store.
7 The scenes will be edited. 8 The film won’t
be released until next March. 9 Daniel Craig
will be photographed by a woman from
Hello! magazine.
Ss work in groups of three,
making conversations
between strangers and
between friends about the
school rules. Monitor, but
do not interrupt Ss’ fluency.
Make a note of any common
errors to go over with the
class afterwards.
Ask each group to act out
one of their conversations for
the class.
Optional Extra
Discussion
SA
ANSWER KEY
Read through the New
school rules. Ask three Ss
to read aloud the example
conversation between
strangers and complete
the sentences with their
own ideas. Elicit from the
class a similar conversation
between three friends, using
some of the more informal
expressions.
Write questions on the board to
prompt a discussion of ‘rules’ in
the Ss’ own school, e.g.
Use your English: Give
opinions, agree and disagree
4 4.16 Play the recording of part of the
dialogue from Exercise 1. Tell Ss to listen
carefully to the speakers’ stress and
intonation patterns as they agree and
disagree with each other.
Read through the example sentences (Give
an opinion, Agree, Disagree, Concede).
Check that Ss understand the meaning
of concede. Ask Ss which expressions
‘strongly agree’ (I agree) and ‘strongly
disagree’ (That’s rubbish). Ask them which
are ‘weaker expressions’ of agreement
1 Which rule(s) do you
think should be dropped
completely?
2 Which rule(s) do you think
should be changed? Write the
new version of the rule(s).
3 Are there any completely
‘new’ rules you think would be
good? Write the new rule(s).
In groups of four or five, Ss
discuss the questions and agree
the new rules. Monitor and help
with vocabulary as necessary.
The groups feedback to the
class.
Extra practice
See page 128 in the SB.
119
M11_UPB_TB_INTER_9636_U11.indd 119
3/2/10 20:30:42
Get started
1 Ss read the question and
example answer. In groups
of three or four, Ss list their
suggestions of the changes
they would make. Remind
them to think what they
would do for the whole world,
not just for their own country.
Monitor and help with
vocabulary as necessary.
The groups read out their
lists to the class. The class
can vote for the three ‘best’
suggestions.
Read
2 4.17 Play the recording
for Ss to listen and read
the website. Explain or
encourage Ss to guess
the meaning of any new
vocabulary.
N
IT
Ss work individually,
matching the statements
with the topics.
ANSWER KEY
SA
individually. Tell them to write
down their answer (A, B, C or
D) for each statement.
PL
E
3 Ss do the quiz, working
M
After checking answers, ask
Ss what they think of Billy
Wilson’s suggestion (Be nicer to
strangers!) and the examples he
gives. Encourage Ss to use some
of the expressions from Lesson
11B to agree and disagree with
each other.
U
2 e) 3 f) 4 b) 5 d) 6 a)
In pairs, Ss compare their
answers. Ss add up their
points, using the key at the
end of the quiz and say if
they think the description is
true for them.
Grammar
Read through the sentences
containing modals with the
class. Ask Ss to find a sentence
containing negative modal
verbs in the website: Teenagers
shouldn’t be asked to do so
many exams.
Ss read the gerund and infinitive
sentences. Write on the board:
No one likes/I don’t like/My friend
doesn’t like being … .
Elicit suggestions to complete the sentence,
e.g. bullied/criticised/punished/laughed at.
Practice
4 Read the example sentence. Elicit the
second sentence from the class. Ss
complete the exercise, working individually.
ANSWER KEY
2 should be created 3 ought to be
welcomed 4 shouldn’t be cut down
5 should be given 6 mustn’t be killed
7 can be damaged 8 hate being called
9 don’t like being shouted at
Speak
5 Give Ss time to choose one of the
statements and think about why they
strongly agree or disagree with it.
As a class or in groups, Ss read out their
statement and explain why they strongly
agree or disagree with it.
Vocabulary: Adjective and
noun formation
6a Ss refer to the website and complete the
table. Check pronunciation and word stress
when checking Ss’ answers.
120
M11_UPB_TB_INTER_9636_U11.indd 120
3/2/10 20:30:44
Elicit suggestions of issues
that are not on the website
and write them on the
board, e.g. issues relating
to rainforests, pollution of
the sea, food production,
population, (drugs).
Read through Billy Wilson’s
text with the Ss. Point out
the use of But, For example,
and So to join ideas in the
paragraph.
Ss work individually, writing
their own paragraph. Monitor
and check Ss’ writing.
In groups of three or four,
Ss exchange and read each
other’s paragraphs.
Optional Extra
M
PL
E
U
N
IT
Discussion
Tell Ss they are going to work in
small groups to discuss in detail
what they think should be done in
one of the situations mentioned
in this lesson. Write three or four
suitable topics on the board and
elicit more suggestions from the
class, e.g. online-bullying, the
content of magazines, illegal
downloading of music.
In groups of four or five, Ss
choose a topic and discuss what
they think should/must be done
to change the situation. Each
group makes notes of what they
have agreed.
Monitor and help with vocabulary
as necessary, but do not interrupt
Ss’ fluency.
SA
In turn, each group presents their
suggestions to the class. The
rest of the class listen and ask
questions, if they wish, at the end
of the talk.
Extra practice
See page 128 in the SB.
ANSWER KEY
Adjective: stressful, greedy
Noun: youth, beauty, confidence, difference
b 4.18 Ss work individually or in pairs, adding
the words to the table and writing the
missing forms.
Play the recording for Ss to listen and
repeat the words.
ANSWER KEY
2 poverty 3 pride 4 hope 5 bravery
6 wisdom 7 strong 8 true 9 successful
10 courageous 11 lucky 12 angry
Ss then work in pairs, writing six to eight
sentences using some of the adjectives and
nouns.
Monitor and check Ss’ writing. In turn,
individuals read aloud one or two of their
sentences to the class.
Write
7 Ask Ss to look at the photo and guess
where it is and what is happening. Find out
if any of them have ever seen or joined in a
(peaceful) ‘protest’. If so, encourage them
to tell the class about it.
121
M11_UPB_TB_INTER_9636_U11.indd 121
3/2/10 20:30:47
Read
1 4.19 Play the recording of
the first section of the article
(Factfile: Nanotechnology).
Encourage Ss to say
what they know about
nanotechnology.
Play the recording of the
complete article for Ss to
read and listen and answer
the question.
ANSWER KEY
Four main uses are mentioned:
1 materials (e.g. sunscreen,
paint, clothes) 2 transport
(e.g. aircraft, cars) 3 energy
(a nanotech coating on glass
to collect and store energy
from the sun) 4 medicine
(microscopic nanorobots to
diagnose illness)
New words
U
N
IT
Ss read through the new
words in the box. Check Ss’
understanding. Play the recording
again for Ss to focus on the new
words used in context.
Comprehension
ANSWER KEY
1 b) 2 b) 3 a) 4 c) 5 b) 6 b)
SA
After checking answers, develop
a freer discussion with the class.
Ask Ss which of the present uses
of nanotechnology they think
are most useful, which of the
future applications they think will
happen soon and which of the
future developments will be most
important.
M
back to the text and circling
the correct answers. If Ss
disagree about any of the
answers, ask them to read
out the section of the text
that supports their answer.
PL
E
2 Ss work individually, referring
Reading tip: Dictionary
skills (4)
Read the tip with Ss. Work
through an example with the
class. Ss look up the word
material in their dictionaries to
find out what parts of speech
material can be (adjective and
noun, both countable and
uncountable), the different
meanings and related words, e.g. materialism
and materialise (British spelling)/materialize
(American spelling).
3 Ss work individually or in pairs, looking up
the words and answering the questions.
Check Ss’ answers with the class.
Ss then work individually, writing an
example sentence for each word.
Listen
4 4.20 Give Ss time to read through the
questions. Play the recording, twice if
necessary, for Ss to listen and answer the
questions.
Check answers by playing the recording
again, leaving a pause after each answer.
Check Ss’ sentences. Ss then read out
some of their sentences.
122
M11_UPB_TB_INTER_9636_U11.indd 122
3/2/10 20:30:49
Speak
5 Ss work in pairs or groups,
discussing and ordering the
six nanotechnology ‘benefits’
in the list. Each pair should
agree an order that both Ss
can accept. Remind Ss to
give their reasons for the final
order.
SA
M
PL
E
U
N
IT
Each pair of Ss then works
with another pair or group,
discussing their ordering of
the benefits and explaining
the reasons for their choice.
Monitor, but do not interrupt
Ss’ fluency. Make a note
of any common language
problems to go over with the
class afterwards.
ANSWER KEY
1 100,000 kilometres 2 a base station,
probably somewhere in the Pacific Ocean
3 Because the other end of the cable will be
attached to an object in space, e.g. a space
station, which orbits in space at the same
speed as the Earth. That will keep the cable
tight. 4 satellites and vehicles 5 It will be
cheaper and more environmentally friendly. 6
Nanotechnology can help to create materials
for the cable which are very strong and
flexible.
The groups feedback to the
class and see how much
general agreement there
is about the ‘benefits’ that
come at the top and those
that come at the bottom of
the order.
Write
6 Read through the sentence
prompts with the class.
Draw Ss’ attention to the
use of sequencing linkers,
e.g. Another exciting idea
is … . And finally … . Elicit
suggestions for completing
the sentences.
Ss work individually, writing
their article. Monitor and
point out any errors for Ss to
correct.
In pairs or groups of three,
Ss exchange and read each
other’s articles.
After checking answers, play the recording
again for Ss to check the meaning of any new
vocabulary and answer these questions:
1 What area of nanotechnology did the teacher
look at last week? (How nanotechnology can
help in medicine.)
2 Does the teacher think the space elevator
will ever be built? (Yes, he does.)
3 Does the teacher think it will take a very, very
long time before the space elevator is built?
(No. He thinks it’s not many years away.)
123
M11_UPB_TB_INTER_9636_U11.indd 123
3/2/10 20:30:52