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A QUESTION OFTASTE Student's Book pages 8-9
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Speaking
Aim
to set the scene and introduce the theme with a photo; to get students talking about their reading habits and how they spend their free time; to preview students' ability to use present tenses to express habits
Preparation M . ■ 'the extra activity ■ suggested-below, bring in a pile of well-known ; book&fronrKhorne. or trio school library.
1 Start by telling the class that they're going to be getting to know each other, and that in this unit they're going to be learning how to talk about books, films and music better.
• Ask students to look at the photo on pages 6-7. Ask, What can you see? Organise the class into pairs. Ask students to discuss the questions. Set a time limit of three orfour minutes.
• As students speak, listen for errors, new or difficult language that students try to use, or any interesting ideas or experiences that you could use in feedback.
• After the activity, give some feedback by either sharing ideas you have heard with the whole class or by asking students to correct or fill in gaps in sentences on the board.
Culture notes
The photo was taken in the Torres del Paine National Park, Patagonia, Chile, and shows the Cordillera del Paine mountain range across Lake Pehoe.This national park was named the fifth most beautiful place in the world by National Geographic.
Optional extra activity If your class is new and students don't know each other well, ask students to change partners three or four times to maximise interaction and to enable students to get to know different people in the class.
2 Put students in new pairs, or ask each pair to join another pair to make a group of four.This works well in
a traditional classroom because one pair of students just needs to turn round to speak to another pair.
• Set a time limit of five minutes.Tell students in pairs or groups to find five things in common. For example, perhaps they both (or all) like watching detective programmes on TV, or go to the cinema on Fridays.
• It is a good idea to model the activity before starting, e.g. / often watch sport on TV, especially football, and I play a lot of tennis at the weekend. What about you?
• In feedback, ask a few pairs or groups to tell the class what they have in common. Then provide feedback on language used by students in the speaking activity, or reformulate what they say as necessary, e.g. Student: We both don't like studying! Teacher: OK, right. So neither of you like studying. Well, thanks for being so honest!
Teacher development:
feedback on language and errors_
After any speaking stage, it is good practice to highlight or teach new language based on what students have tried to say. This is especially important at the start of a new level. As a teacher, you want students to feel that they aren't just chatting away, but that the teacher has listened to them and understood them and given them some new language or useful feedback. Here are three feedback ideas:
1 Write up new or difficult words or phrases students used (or tried to use).
2 Write up sentences they said (correctly or incorrectly) with two or three words missing. Students must fill in the words.
3 Write up incorrect sentences and ask students to correct them in pairs.
Alternative Tell the class to close their eyes and imagine they are in a place they would love to be with a book they would love to read. Give students 30 seconds or so with eyes closed to imagine the scene. Then put them in pairs to tell their partner where they were and what they were reading. In feedback, elicit a few interesting places, books and reasons.
• Do this activity before doing Exercise 1, or as an alternative to it.
Optional extra activities Bring in a pile of well-known books from home or the school library. Ask students in pairs to choose one they would both like to read. Students have to negotiate with each other as to which book to choose, then tell the class why they have chosen that particular book.
• Brainstorm a list of varied book titles or book genres and write them on the board e.g. War and Peace, Bridget Jones'Diary, The Hound of the Baskervilles, or, a classic novel, a modern detective story, a graphic novel, a history book. Ask students in pairs where and when they would choose to read each of these novels or types of novel.
Teacher development:
using Outcomes pictures_
Outcomes aims to start each unit with a large, interesting picture to stimulate interest in the topic and to get students 'on board' with the theme and topics. You can often use the picture to do the following:
• to get students talking and to personalise the topic
• to get students interacting and sharing ideas and opinions
• to introduce key or useful vocabulary
• to preview language structures that will come up in the unit (here, expressing habits), and to find out how well students can already use them.
Communicative outcomes In this two-page spread, students will talk about their leisure activities using structures and lexis to express present and past habits; they will describe films, books and music using adverbs and adjectives, and will leam how to politely disagree with opinions about films, books and music.
Listening_
Aim
to give students practice in listening for general understanding; to introduce structures and lexis used to talk about present and past habits
1  ® 1 Lead in briefly by asking students a few Do you... much? questions, e.g. Doyou read much? Do you go to the cinema much? Doyou go out much? Doyou go away much? Elicit a few responses. Ask students to have a quick guess at what other Doyou... much? questions might be answered in the listening.
• Play the recording. Students listen.Tell them to make brief notes about the topic of each response, 1 to 8. After playing the recording, ask students to work in pairs to compare answers, and to complete Doyou ... much? questions,
• In feedback, elicit answers from the class. Ask students how they reached their decisions. Ask them what they heard on the recording that helped them work out the correct answers.
Answers '
1 Doyou go out much'
:2 Do youlisten to music much?.::: v>
3 Do you goto the theatre much?
4 Doyou go swimming much?
5 Doyou watch TV much?
6 Do you do sport / exercise much?
7 Doyou gotothecinema much?
8 Doyou play computer games / play games online / go online much?
1 Yeah, at I he weekends, of course. 1 go shopping, go to thee nema, go clubbing sometimes. I don't tend to during the week, though, because I've got to
■:; get up early for school ar mework, and
basically my parents prefer me to stay at home.
2 Yean, all the time My headphones are glued to my eats! I like all kinds of stuff as well - rock, pop, even some classical.
3 Not as much as ['d like to, because I really love it -
• especially musicals. I mean, I do go now and again, : >: buL the seals are so expensive I can't afford to go ■x-. more Ihan a couple of times a year     ., ■ :4: Very rarely, to be honest. I guess I might m the summer - if it's very hot. I find it a bit bonngjust.
going up and down the pool. It's not really my - - kind ofthiBg-and I'm not very good at iL either 5 Probablyfless-tbanl think I do, if you know what I mean. It's always on in the background, you know, buL I don'L pay muc li attention to it most of ihe time. I will wall h a big game if there's one on and the occasional film, but aparL from that, most of :'; jt's.ruobish. ■: ■
S.^eah, I guess so. I usually play football on a :'wWednesday and I go;runuiiig now and again I '• ^.'-generally cycle to college as well - unless it's raining. 7 No, not as a rule I lend to watch films on demand through my TV at home Oh, and I download quite
f:^f^^|f|af^|p;|S|^^ :'k^i$S^§$!Mi^M$0^^W^
8,;Ndt as much as I used to I was addicted to this ' • Mime game for a while until my parents banned me Id sometimes play for five hours a day! I play* other games now, but my parents control it a bit
Teacher development: bottom-up listening
Short listening extracts are an opportunity to take a bottom-up rather than a top-down approach to listening. Here are three ways of developing bottom-up skills:
1 After playing the recording once, and doing the general task set in the Student's Book, brainstorm as many phrases as students can rememberfrom the extracts.Tell them that you want phrases of at least three words. Write up any phrases students give you on the board.Then play the recording a second time. Ask students to correct or add to the phrases on the board. Ask them if this task helped them understand more the second time they listened.
2 Before playing the recording the second time, write a few carefully selected three-word chunks from the recording on the board e.g. not as much, glued to my, all kinds of, play for five, etc. Point out how the words are pronounced. Again, play the recording and ask students to see if they can expand the phrases when they hear them.
-i Hand out copies of the audio script with short two-, three- or four-word chunks of language blanked out. Ask students to guess (or remember) what words are missing, then listen and fill in the gaps.
Grammar Habits
Aim
to check and extend students' knowledge of structures and lexis used to talk about present and past habits, and to practise using the language
2  ® 2 Read through the information in the grammar box as a class.
• Play the recording. Students listen and fill in the gaps. Let students compare their answers in pairs.
• Elicit the answers, write them on the board and point out any useful phonological features, e.g. linking [tendjo; asjd like to; nowandjigain), and weak stress and contractions [used to /ju:sta/). Ask students to listen to and repeat any difficult phrases.
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4r 2 Lind (iniwurs,
1 I don't tend to during the week, though.
i all the time   1 i i
i   as I'd !i!(u lo      n I a Very rarely, to be honcsi I gucs& '■ rnignL in the
I will watch i
ill     i i ii nowjnddgam i1  not as a rule  l  i I ■ I
3   Ask students in pairs to look at the sentences in Exercise 2 again and discuss the questions, then check using the Grammar reference on page 166. • With some classes you may prefer to elicit answers from the class and clarify any issues, giving further explanations as necessary.
Answers
1 using used lo or wo'Ad (smitinc^ R)
2 tend Lo .scnicfcc 1 druJ 7}
3 the resent simple {play and go in sentence 6) ot wiii I in~ir<ii"vr {wiil watch in sentence r/<
A always: uli     Lime (smLo-it c J?!
rormal'y: most of the time (sentence 5), usaolly
(sentence1 6), iend io (senienc t1 7)
ncjl r\ri\ir\ii\\y:tJan'i iend io (si'".U'!Kr \),noi
as much as I'd iike to (sentence 3), not as o rule
(sonicnt v 7), not a* riiuch o\' vspcJ to {sc*ritfnex11 8)
someUmes: now and agtun (ser.Le'iu.e 6)
t Imost never: very rarely (sentence 4.)
Students complete Exercise 1 in the Grammar reference on page 166.
Answers to Exercise 1. Giammar reference
1 hardly ever go Lc Lhe
2 lo light jII '.he lime
3 don't tend to read on 1
4 again I will go
5 be fitter because he would
6 as much as I used
Background language notes for teachers: habits
The use of the present simple to describe habits, and the use of frequency adverbs such as usually and sometimes, should be very familiar to students at this level. So, concentrate on showing how other uses are similar or different. • When we use the present simple (/ watch sport on Saturdays), the sentence merely expresses a habit, but when we use will + infinitive (/ will watch sport if there's a big game on), the sentence expresses a habit that is typical or characteristic of that person.
• The simple past, used to + infinitive and would + infinitive can all be used to express past habits. In past narratives, we tend to use used to when we wish to emphasise that the habit is no longer true now, and we tend to use would to avoid repeating used to, and to describe a series of past habits, e.g. / used to get up really early when I was young. I'd be out ofbedand halfway to school before my parents woke up. I'd pick fruit from the fields as I walked along and I'd whistle tunes...
Form and pronunciation
. Note that used to conjugates like a regular verb, so Did you use to... ? and / didn't use to...
• When describing habit, would often contracts to'd.
• Point out the silent lál in the pronunciation of used to: /ju:sto/.
Teacher development: using background language notes for teachers_
• Outcomes Upper Intermediate encourages the teaching of grammar through a process of'guided discovery': instead of presenting a set of rules to students, they
are encouraged to draw their own conclusions about meaning and form. Questions in the Student's Book help to focus their attention on the key areas and prompt them to formulate the grammar rules themselves. They can then check their ideas using the Grammar reference at the back of the book.
• Alternatively, teachers can elicit ideas from the class and clarify or explain any issues, before students do the practice exercise in the Grammar reference.
• In Outcomes Upper Intermediate Teacher's Book, we have provided notes on difficult language explanations and areas of confusion students sometimes have. Note, however, that there is no need to give such detailed explanations to your class. Keep this information up your sleeve in case of query or errors.
4   Elicit a few examples for sentence 1 from the class to get students started. Then ask them to complete the rest of the sentences. Set a time limit of five minutes, and monitor what your students write. Use the monitoring stage to prompt students with ideas or to prompt them to self-correct. Gauge how well students have understood and can apply the rules.
• Ask students to share their ideas with a partner. Have
a brief feedback session and find out what students have in common.
• Write up errors on the board and ask students in pairs to correct them.
Grammar reference on page 166. ,
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Answers to Exercise 2, Crammar reference
1 I used:-t-e usually / tend to go and see films when .. they come out atthecinema because! prefer to
see them on the big screen.
2 Intend to stay in on Friday nights, as I'm generally too tired to do anything much.
.3.1 don't see heras.much kewas hused:to,:beeause. we're both so busy.
4 My parents never used to go out late at night, because we weu!4 lived in quite a rough area.
5 I used tomake my own comics and films when I was younger.
6 By and large I don't yse tend to watch TV much, There are too many ads, which annoys me.
5  Organise the class into pairs.Tell students to work with their partner to think of and write questions under the headings. Elicit one or two examples to get students started. Ifyoufeei students need pronunciation practice, do a brief repetition drill or substitution drill to focus on the weak sounds, stress and intonation in these questions (see Teacher development below).
• Ask students to work with a new partner to ask their questions. Monitor, listen and note errors,
• In feedback, look at good pieces of language that students used, and pieces of language students didn't quite use correctly during the activity. Show students , better ways of saying what they were trying to say. You could write some useful new phrases on the board with gaps and ask the whole class to complete the sentences.
Teacher development: using drills
Drills are a good way of getting students to focus on their pronunciation before doing speaking practice. Here are two ways of incorporating a drill:
1 Repetition: Say the sentence clearly and ask students to repeat, chorally (as a class) then individually. Make sure you point out pronunciation features. Here, for example, show the weak /a/ sounds in Do you /claja/, and the stress and rising intonation on much.
2 Substitution: Say prompts and ask students to make and say questions, e.g.Teacher: watch TV. Students: Do you watch TV much? Teacher: go swimming. Students: Do you go swimming much? Continue with other prompts and insist on good pronunciation. Nominate individuals around the class to produce sentences.
Don't forget to correct or get students to self-correct. Correct or remodel phrases when students could say it better. However, don't be too strict when correcting. Be positive and full of praise. After a student has had two or three attempts at getting it right, move on.
Optional extra activity A class survey is a good way of extending Exercise 5. Divide the class into groups of three or four and give each group a topic. Tell Group A that they want to find out how much sport and what type of sports people in the class do. Group B want to find out how much time they spend online, and what they do there. Group C want to find out about outdoor activities. Group D can find out about holiday destinations and activities....................
• Give students five to ten minutes to prepare their survey.Tell them to think of at least five questions, and to think of categories they could use to record the answers (e.g. never / hardly ever / sometimes / often).
• When students are ready, tell them to walk round the class and interview three people from different groups, and answer their questions, too. Encourage them to extend each conversation, and not just ask the questions and get short answers.
• Once students have interviewed three people, tell them to sit down in their group and collate their answers, then present their findings to the class.
Communicative activity worksheet
The photocopiable worksheet on page 253 can be used at this point or at the end of the unit for further practice.
Vocabulary
Describingfilms, music and books
to introduce and check adjectives and adverbs of degree to describe films, music and books
Background language notes for teachers: gradable and ungradable adjectives
• We use adverbs of degree such as quite, very and extreme/yto modify gradable adjectives.We use adverbs of degree such as absolutely and incredibly to modify non-gradable or extreme adjectives. So and really can be used with both types of adjectives.
• Sometimes it is easy to tell when an adjective is gradable or extreme (e.g. big is gradable, enormous is extreme). However, at other times, students find it confusing. Why should moving and uplifting be gradable when hilarious isn't? Studentsjust have to learn them.
• Note that quite is generally used with gradable adjectives and means'a little'. However, it can be used with extreme adjectives with a different meaning. In the sentence, It was quite awful, for example, quite is stressed and it means'completely'.
6   Read the examples and information in the box as a class.
• Tel! students they're going to learn how to talk more fluently about films, books and music.
• Ask students to circle any of the words in the box they're not sure of and to then compare what they've circled with a partner. If they know any words their partner doesn't, they should explain them. Alternatively, they could simply look up any new words in the vocabulary builder or in a dictionary.
• Give students a few minutes to complete the exercise. Monitor while they do so in order to get a sense of which words are causing most problems for the class. Prioritise these words when rounding up.
• Put students in pairs to compare answers.Then elicit answers from the whole class and write them on the board. Where you feel it's necessary, explain anything students seem unsure of. Give extra examples of
- problematic items. Ask extra questions where relevant.
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Answers
• 1 dulh(Roint out thephraseMdoesnothing for me = I get no feelings from it. Explain dull means basically the same as boring.)
2 catchy (Explain that a catchy song is one th sticks in your mind - even if you don't reall; ■ Askthe class to suggest any songs they think are catchy, and ask if this is in a good ora bad way!) -
3 hilarious (= very, very funny. Point out it's an extreme adjective, so we say absolutely or -really hilarious but NOT very hilarious Ask for any films oi anyone on '[V fheytnink is hilarious)
'■]■ commercial (-■- madejust to make money, noL out of any artistic amnions, lis often negative)
5 weird (= very strange. Ask what else could be weird,Rg. people, things that happen, weather.)
6 over-the-top (Ask what the problem is if a film is over-the-top, or OTTas we often'Say, e:g. there's too much crazy anci'unbelievable action oi
plot is just utterly ridiculous and unbelievable.)
7 gripping (Ask how you feel when you wat< ■ gripping film -you're gripped, and on the edge of your seal I he whole way througn.)
8 disturbing (A him or book you find disturbing might give you nightmares or make you f< anxious and uncomfortable.Askwhat kind of things^ou might find disturbing, e.g. horror movies or documentaries about awful things.)
9 uplifting (Point out that uplifting films lift your mood, they make you fee! positive and ha|
Ask what the opposite is  dishnbing I upieiUnrj /heavy I harrowing ■ ail possible answeis) 10 awful (= really, really bad. Again, point out it's ungradable / extreme, so we say absolutely / really awful, NOT very Ask what else ■ could bedescribed asawful, e.g/weather^places; experiences, people, results, etc.)
Teacher development: checking words
When you feed back on a vocabulary task, don't assume that students know all the words simply from doing the task. Use or ask for examples, or synonyms and antonyms, to check the words. Here are suggested ways of checking the words in Exercise 6:
1 Which word means 'very bad' [awful), 'very funny' (hilarious)!
2 Which word is the opposite of'exciting' (dull), 'normal' (weird)}
3 Can you name a gripping book you have read, a catchy song that you know, or a very commercial film you have seen?
4 Who is the most hilarious comedian you know? An over-the-top TV presenter? A weird TV programme?
Optional extra activity Use the type of questions in the checking words box above to create a competitive task. Ask students in pairs to writedown an awful TV programme, a commercial singer, a dull play, a gripping novel, a disturbing film, a catchy song, an over-the-top celebrity, a weird actor, a hilarious comedian, an uplifting
song. Make it a race. The team that completes their list first, shouts 'finished'. Everybody stops and the team reads out their list. They win if the rest of the class thinks they have come up with good examples for each category.
Pronunciation_
Aim
to practise the stress in adjectives and adverbs of degree
7  S3 Ask students in pairs to find and underline all the adverbs and adjectives in the sentences in Exercise 6. • Play the recording. Students listen and note which adverbs and adjectives are stressed. Check the answers in feedback. Then ask students to practise saying the sentences in their pairs. Monitor and correct pronunciation.
Listening
4> 3 and dnsweis
1 It does notlrngfor me It's quite boring, quite dull 7 It's one of those tunes mats very easy to
3 It's h'larrous-|Ust realiy, really funny 1 It didn't do much for me It's typical • I ve        mei ■
i       ■ i: r rea I strange  rc.i . weiirf
6 It's just too much for my liking - really lp^v£f|ttj!f|^
7 You can'! stop reading, ,1's so exciting, so .gripping'
H It's good, but it's quite upsetting-q.iite Iffi'aistiBofnp^
I    i rea     spit     <   ■ ica lift. I ■ i 1 .: dread . ab ■
Background language notes for teachers
Note that we can emphasise adjectives by stressing the adverb (It's very weird) as well as by repeating it (It's very, very weird). Speakers choose to really emphasise adverbs when they want to really make their strong feelings known.
8 and 9 Read through the example as a class.Then ask students to think of words they associate with adjectives. Give them three or four minutes to think of ideas.
• Divide the class into pairs. Students read out their associations.Their partners guess which words.
Teacher development: word association
By getting students to associate words with other words or phrases, we are getting them to personalise the words, play with words, and, ultimately to remember and acquire the words.
• You could extend the task in Exercise 8 by getting students to write the words in their vocabulary books along with their associations, or by getting them to write even more personalised associations (e.g. the name of a dull film they saw, a weird moment in their life, a hilarious joke).
to give students practice in listening for general understanding and specific information; to introduce expressions for disagreeing politely
10  ©4 Play the recording. Students listen and decide
which statement is correct.
• Take brief feedback from the class.
Answer
3
*4
A- So what kind of things doyou do in yourfree time? B:.-I;.guess filmSrare-the mam/thing, A- -Really? Doyou go to the cinema much tnen? B: Oh, all-the time, I mean, I go at least once 3 week,
but I'll often go two hi Lhree times: A: Wowl I hat is a lot! B: Yeah. I mean it depends what s on A: Right.
B "What abouLycu> Doyou'go much?
A- Now and again, ifttrere's something I rea 11/want
-tosee; butjl^mihappyyust'4p;;watch at home B 'Really? But if you're watching an action movie wiLh
all the special effects, dbmtyou wanl lo see it on
the big screen? A: Yeah, I guess, but, to oe honest, I'm noi that Veen l|Peijt|j|ti^
B: Really? I mean, what about X-Afm? Or The Hunger
Gomes, stuff like that? Ai'-Yeah, TheHungemBamesmssOK, I suppose but I'd ^rather see other things;.-^r*-. B::'Actually there was this great Korean film on TV lasL ■'.':■' inright- Oldboy.
A. Oh yeah, I started watching it, but I turned over BiYbUtlidn't like it'
A: Not really It was so over-', he-top. That scene where he eats Lhe live octopus! I don't know. It was all 'rabbit too weiro lor my liking Didn't you nnci h
. .>5trange1^^!iiSf§l^ * Br-Jqguess it is a bit. but that's what I like about it. . ■■■They actually did an American'rernake'of it, but I
prefer the original - I've seen it'loads of times. A. Really? As I say, it's not really my kind of thing I prefer
a good drams. So what other-films are you into? B: Oh, all so'ts. I mean, I'm really .nto action films and
stuff liKe tnat, but I'll watch most things really. As I
say, I go most weeks, so you 'know.. .AfeHaveyou seen Long Walk lof-reedom?
jBsSfeab Have you?    ,      ,.....■      . .....-
At =Noi;but I've heard it's good: I was actually thinking . sof going to see it - '
B You should, I was in tears by the end. A Really? I thought it was supposed to be a feel-good
rB: "No,tit is, it is It's »ea!ly inspiring, really uplifting --  -he'sjust such an inciedible'character. Honestly, ', iTt'Svb'illiant. i ^::<l'tichecK it out then.
11  ®4 Ask students in pairs to discuss the questions briefly. Find out, in a brief class feedback session, what students think they already know.
• Play the recording again. Students listen and check their answers, fet them compare their answers in pairs before discussing as a class.
• in feedback, use the opportunity to ask students how they reached their answers and what they heard on the recording. Write up any phrases that students heard but weren't clear about. Point out the use of stuff'in the audio script. It has a similar meaning to'things', but It is uncountable.
Answers
1 A no, B yes
2 A drama, B action films
3 They both started watching a Korean film. Old Boy. ,4:.A-thought it was too weird andaver-the-topand-
• ■ stoppediwatching it: B enjoyedvit and.has seen it-: lots of times.
Developing conversations
Disagreeing politely
Aim
to consolidate and practise expressions for disagreeing politely
Background language notes for teachers
Disagreeing politely is all about making sure you do not offend the person you are talking to by expressing an opinion too strongly, or contradicting that person's opinion too forcefully.
• By using phrases to emphasise that it is only your opinion, you avoid saying that someone is wrong. So, It was too long for my liking is less strident than It was too long.
• Similarly, by using vague, negative phrases such as I'm not keen on... or I'm not sure about..., or by softening strong, negative adjectives with a bit or a little, we avoid expressing ourselves in a strident, confrontational way.
12   Read the information in the box as a class.
• Ask students to soften the replies with phrases from the box. Elicit a few examples for the first conversation to get students started. Let students compare their answers in pairs before discussing as a class.
• The recording in Exercise 13 (audio script 5) gives examples of'softened' replies.
Optional extra activity Show the following sentences on the board and ask students to notice the pattern used to give a general opinion with kind of. Ask them to translate the sentences into their own language and compare theirtranslations.
It's not the kind of music you can dance to. It's not the kind of film you'd take your kids to see. it's not the kind of thing you'd like. It's the kind of music my dad listens to.
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IN THE PICTURE
Student's Book pages 10-11
Pronunciation
Conversation practice
to practise the stress and intonation when disagreeing politely
13  ®5 Ask students to listen to the dialogues and notice stress and intonation. Tell them to listen to the first dialogue once and underline the words that are very strongly stressed. In feedback, ask where the speakers' voices went up or down. Do the same for the second and third dialogues.
• Play the recording again. Students listen and repeat. Follow up by putting students in pairs to practise reading the dialogues.
1» 5 and nn&wuit
1 A I'm really into 60s'music Trie Beat'es The B YeanMt's not'rvallyfny'kind oFthing ItVmoTe
I guess I     i     i . keen
i ...   Paul . eh
are fantastic
that        Foi lion 1
Background language notes for teachers
Note the following intonation features:
1 in a list, a speaker's intonation goes up on each item in the list, then goes down on the last item:
The Beatles, The Stones, stuff like that.
2 inyes/no questions the intonation always rises:
Do you like Tarantkio}
3 The intonation rises sharply to show surprise or to query what's been said:
Yeah?
14  Ask students in pairs to prepare responses to the sentences. When theyare readyaskthem to practise the dialogues, paying attention to the stress and intonation of the phrases they choose.
• In feedback, correct any errors you heard.
Optional extra activity Ask everyone in the class to think of and write a controversial opinion about films, music or books, it should be something that they think is true, but which they think most other people in the class will disagree with. When students are ready, ask them to walk round the class, and share their opinion with as many people as they can in five minutes. Students must agree or disagree politely with their classmates' opinions, and must say why.
• At the end, ask students to say who disagreed most politely with their opinions.
to practise language from the lesson in a free, communicative, personalised speaking activity
15 Give students one or two minutes to think of what questions they are going to use in the conversation.Then ask students to practise conversations with their partner, usingthe prompts.
• Monitor the students and note errors and good uses of language. At the end, ask a couple of students to say what they found out about their partner.
t In feedback, look at good pieces of language that students used, and pieces of language students didn't quite use correctly during the activity. Show students better ways of saying what they were trying to say. You could write some useful new phrases on the board with gaps and ask the whole class to complete the sentences.
Optional extra activity Play Just a minute. Write the following list of topics on the board: My favourite films; Things I used to do; Programmes I'll watch on TV at the weekend; The most gripping book I've read; My hobby; Why I love / hate reality TV shows
• Organise the class into groups of four. Tell each group to choose one person to start.That person must try
to talk for one minute about the first topic on the list without stopping or repeating information. Say Start and make sure you time the students talking. Use the stopwatch on your watch or phone if you can.
• If one of the students talking pauses significantly, or starts repeating information, another student in the group can shout Stop or Repeat. If the rest of the group agrees, then the person who interrupted must continue talking about the topic.
• After exactly one minute, say Stop. The person in each group who is talking at that moment gets one point.
• Move on to the next topic and play the game again. Once students have got the hang of the game, they will be very competitive. It is a good way of developing students'ability to keep talking in English!
1 Refer students to the video and activities on the DVD-ROM.
Teacher development; using the video
The video and activities on the DVD-ROM can be used in various ways:
1 as an alternative to the conversation practice
2 instead of the listening activity in some units, particularly with weaker groups. Students can first practise reading out the dialogues and work on some of the key phrases or structures in a controlled way before having a go themselves.
3 at the end of the unit as a revision exercise.
Communicative outcomes
In this two-page spread, students will talk about their impressions of and feelings about paintings and art using descriptive adjectives and expressions, and adverbs.
Preparation Optionally.print out and bring in,fiv&;;or . six A4 size prints of well-known .paintings -o help with additionai practice activities.
Speaking
Aim
to introduce students to the topic (art); to give students practice in expressing opinions in a pairwork discussion
1   Ask students to read through the quotes. Answer any vocabulary queries.Then ask students in pairs to discuss the quotes. Set a time limit of five minutes orthis activity may go on for a long time.
• In feedback, look at good pieces of language that students used, and pieces of language students didn't quite use correctly during the activity. Show students better ways of saying what they were trying to say.
Background language notes for teachers
You may wish to check the meaning of these words:
• get away with: if you get away with doing something bad,you are not punished or criticised for it, e.g. His brother is a policeman, so although he is always getting caught for speeding he gets away with it and doesn't have to pay the fines.
• urge = strong feeling of wanting or needing
• undergo = go through; experience
Culture notes
Art is the lie that enables us to realise the truth. This quote is by Pablo Picasso, the great Spanish artist. He is saying that although a piece of art is not true in itself (it's fabricated by the artist), it conveys a truth about life or humanity (a truth that the artist has found). Modem art = I could do that + Yeah, but you didn't. This tongue-in-cheek quote is by artist Craig Damrauer who, since 2002, has been attempting to quantify the world using words and basic maths. This quote is one of his pieces of art.
Advertising is the greatest art form of the 20th century.
This quote is by Herbert Marshall McLuhan, (21 July, 1911
- 31 December, 1980), who was a Canadian philosopher
of communication theory.
Art is what you can get away with.
This quote has been attributed to Marshall McLuhan and
Andy Warhol. Cynicaily, one explanation is that it means
that if you say something is art, and people accept it,
then it is art.
The urge to destroy is also a creative urge. This quote is by nineteenth-century anarchist Mikhail Bakunin. He believed that a new, positive society could only be created by destroying the old one. Picasso appropriated the quote, using it to say that we should get rid of accepted views of art in order to create new art. The more minimal the art, the longer the explanation. This quote was made by New York art critic Hilton Kramer. Sarcastically, he was saying that minimal art (a cubist painting, for example) needs a long title or explanation because, otherwise, nobody knows what it is supposed to be.
Art never responds to the wish to make it democratic; It is not for everybody; it is only for those who are wilting to undergo the effort needed to understand it. This quote was made by Mary Flannery O'Connor, an American.writer.She was criticising superficial responses to art, saying that we should try to understand what a piece of art is trying to do, what influences it, and why the artist produced it, ratherthan just responding to it in a personal, unsophisticated way.
Optional extra activity You could use the questions
below either as a lead-in to the theme at the start of this section or as a personalised follow-up activity. Ask students to discuss the questions in pairs before sharing any interesting information with the class. What do you think of when you hear the word 'art'? Do you have a favourite artist or a favourite piece of art? Who are the most famous artists from your country? What do you think of their work? Do you ever go to art galleries or exhibitions? What was the last one you went to? What was it like?
vocabulary Talking about pictures
Aim
to introduce adjectives and expressions students can use to describe pictures and paintings
2  Ask students in pairs to describe the character and the action in the painting to each other. • Take brief feedback from the ciass. Ask students to share their speculations with the ciass, but don't reveal any answers at this stage.
Culture notes
The painting is called Wanderer above the sea of fog and was painted by the German Romantic artist Caspar David Friedrich in 1818. It shows a man standing on a rock high in the mountains, looking down over the foggy scene below. Unusually, he has his back to the viewer, which creates a sense of mystery. He is contemplating the view as if deep in thought.
3   Ask students to read through the definitions and check any new or difficult words with a partner. • Briefly drill the words, asking students to listen and repeat, paying attention to the strong stress in each word.
14 OUTCOMES
1 ENTERTAINMENT 15