Unit
6
Body matters Warm-up Personal response
Ask students to tell a partner about their experience of biking. Elicit some responses from the class.
1 Ask students to to work in pairs to write a snappy caption for the photo—one that captures the moment and the feelings the cyclist might have. Elicit some suggestions from the class, and discuss which the students like best and why. why. SAMPLE ANSWERS
for in
Natural high; Natural thrill; The open road; Adrenaline rush; The need for speed; Wheeeee!; Wild wheels
on out
to complete the 2 Ask students to expressions with a preposition individually,, and then compare individually answers with a partner partner.. Emphasize that only four phrases need a preposition; the other expressions are already complete. Check by eliciting the four items as complete phrases. to discuss their 3 Ask students to personal exercise regimes in groups, following the model dialogue and asking follow-up questions. Elicit responses from the class.
Unit 6 Body 6 Body matters
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6a Exercise around the world Warm-up Personal response
Ask students to discuss exercise around the world with a partner—which countries do the most? Why? Do any countries do very little or none? Elicit ideas from the class.
Y Y, RT Y, RT S S RT
Reading 1 Ask students to read the quotation and discuss its implications with a partner. Check that they understand what a treadmill is (an exercise machine where you walk in one place on a moving belt). Elicit ideas from the class. SAMPLE ANSWER
The point he is making is that if you do exercise that you enjoy, the time passes quickly, and it doesn’t feel as if you are making an effort.
2 Ask students to read the sentences in the list, then scan the article to match the sentences to the form of exercise they relate to. They should check with a partner before you elicit answers from the whole class. Note that some answers may vary slightly, based on students’ own background knowledge (for example, yoga has also been practiced for centuries, although this is not explicitly mentioned in the text). 3 Elicit suggestions from around the class, and discuss which are most suitable. SAMPLE ANSWERS
1 A positive start to your day 2 No pain, no gain 3 Relax and get fit
Language focus 6 ANSWERS
a 2 and 3 b In 2, it is after the phrasal verb, while in 3, it is between the verb and the preposition 70
Extra activity Ask students to find two more phrasal verbs in the second paragraph and a three-word phrasal verb (verb + two prepositions) in the third paragraph, and discuss the meanings with a partner. Answers: second paragraph: put...off ( deter) dry off ( dry with a towel or allow to dry) third paragraph: came up with ( thought of)
7 Read through the language focus box. Ask students to read the text and put the objects of the phrasal verbs into the correct positions. They should do this individually, and then compare answers with a partner before you elicit answers from the class as complete sentences.
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7 ANSWERS
1 2 3 4 5 6
get over this setting them up hit on it fell back on some Samba music getting out of dangerous situations carrying them out
8 ANSWERS
come out of
get over recover (from); set up start (a business or other organization); come about happen; hit on have (an idea); fall back on use as a substitute; take off become popular; get out of avoid or leave a difficult situation; carry out do �
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come across, join with
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Grammar note We can classify transitive (i.e., having an object) two-part phrasal verbs into three kinds: 1 always inseparable (i.e., the object must always follow the particle), for example: to look She looks after after sb her mother on the weekend.
(similar verbs: call for, look through, come after, count on, go into, look for, look through, make of, take after ) 2 separable or inseparable (i.e., the object can either be before or after the particle; however, when it is a pronoun it must come between the verb and the particle), for example: to put out
He put out the cat for the night. He put the cat out for the night. He put it out for the night.
(similar verbs: bring out, bring around, call off, drop off, get up, give up, look up, make up, pass around, pick up, put across) 3 always separable (i.e., the object must always come between the verb and the particle), for example:
Speaking
9 ANSWERS
1 2 3 4 5
I’m thinking of taking up Pilates. It took me forever to get over it. He set it up last year. We couldn’t get out of it. The doctor is going to carry out some tests on my knee. 6 How did you hit on that idea? 7 Don’t throw that away! 8 It takes me back to my childhood.
10 ANSWERS
Vocabulary notes
HOMEWORK Ask students to write a 150-word report about their classmates’ exercise habits.
take up
to start (usually a hobby)
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it takes me back it reminds me of a previous time or event �
1 2 3 4
set aside reserve go in for have an interest in doing take up start (to do) keep up with continue to know the newest information about something 5 join in be involved 6 put off delay doing �
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to call sb Can you call Peter back back this evening?
(similar verbs: call over, invite out, tell apart ) Students can find out the word order of a new phrasal verb by checking in a dictionary. Most dictionaries will give the information like this: look after sb / sth (object must follow the particle, as in 1) call sb back (object must come before the particle, as in 3)
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6b No pain, no gain Warm-up Personal response
Ask students to tell a partner about the most strenuous, exhausting, and demanding physical activity they have ever done. It might not have anything to do with sports. Elicit some experiences from the class.
Vocabulary
exhaustion nauseous
1 SAMPLE ANSWERS
strains twinges
He might pull a muscle, twist/sprain an ankle, strain his back, suffer from exhaustion/dehydration/nausea (altitude sickness)/sunstroke/ hypothermia, damage his knees, break a leg/ankle/arm in a fall, get hit by falling rocks, get blisters and cuts on his feet.
severe sprains
back
runner’s
seriously injured or sick
Vocabulary note Point out the difference between these two similar verbs: sprain an injury in a joint, e.g., ankle or wrist, caused by too much stress strain an injury in a muscle caused by overstretching; it can include torn muscle fibers. This is also called a pulled muscle in informal English. Strain can also be used as a general word for stress or pressure, either physical stress on the body or mental stress. �
in
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Other common injuries: to graze your knee to take the top layer of skin off to bump your head to knock your head against something (e.g., the door) to lose your voice to be unable to speak because of a throat inflammation to stub your toe to hit your toe to chip a tooth to hit a tooth on something hard so that a corner breaks off to bruise your ribs you can actually bruise any part of the body, i.e., hit the body and cause a purple mark to form to break your arm to break the bone in the arm (or any other part of the body)
up out on under
off down
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3 When checking, encourage groups to explain their rankings.
Listening 4 ANSWERS
1 Ultrarunning is running further than a normal marathon. 2 The fear of failure. 3 They continue when they have an injury rather than resting. 4 Listen to your body and do the right kind of preparation.
Background notes The Ultra-Trail du Mont-Blanc is a singlestage mountain ultramarathon, and considered the most difficult foot race in Europe. It mostly follows the Tour du Mont-Blanc hiking path, through the Alps in France, Italy, and Switzerland. The fastest runners complete the race in about 20 hours, but most participants finish in 30–45 hours. There are food and drink points at regular intervals, and four “life bases” along the course. A maximum of 2,000 participants can take part, and they have to prove their ability beforehand.
on using to have to warm from occurring
Idioms 8 ANSWERS
on bending to raise
d b e c a
in a bad way: suffering shaken up: distressed passed out: fainted on the mend: getting better off color: pale under the weather: unwell run down: lacking in energy
Language focus f
Ask students to find the other examples in the audioscript on page 177. Elicit the answers from the class. See also highlighting in the audioscript. 10
ANSWERS
a like to turn; wanted to take; had to get; try to go; afford to rest; used to suffer b warning you to be c let me run d mean running; avoid getting e succeed in overcoming f prevent me from getting
Read through the box about verb patterns with the class and discuss the contents. Ask students to use the patterns from the box to complete the sentences. They should do this individually, and then check with a partner. Elicit the answers from the class as complete sentences. 11
about suffering to be damaging getting
12 ANSWERS
Extra activity Ask students to write three sentences telling someone how to avoid injuries, using a different verb pattern for each sentence.
HOMEWORK Ask students to write in greater detail about the incident they discussed in Exercise 14.
1 2 3 4 5
swimmers runners tennis players soccer players cyclists
13 Point out that the verbs in the box are in the infinitive form, and a different form may be needed in the sentences.
ANSWERS
1 2 3 4 5 6 7 8
stop blame mean decide appear postpone expect convince
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6c The enigma of beauty Warm-up Personal response
Ask students to say which famous person they think is very handsome or beautiful, and why. Discuss the choices as a class.
Reading 1 Ask students to work in groups of three and discuss how beautiful they find the six faces in the photos, and why. Elicit responses from the whole class. You may want to mention that Huli Wigmen in Papua New Guinea (picture 4) paint their faces to make themselves more attractive, as do geisha in Japan (picture 5). 2 Ask students to work in pairs to discuss the statements. Elicit some responses from the class. Then ask them to read the text to find out what the author thinks. ANSWERS
1 2 3 4
False True True False
Extra activity In pairs, have students correct the false items in Exercise 2.
Extra activity Ask students to find and discuss the universal characteristics of beauty mentioned in the article with a partner. Did they refer to any of these when they were discussing the faces in Exercise 1? Elicit some responses from the class. Universal characteristics mentioned: symmetry, averageness, indications of strength and good health
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3 Ask students to read through the phrases, then find them in the article and choose the correct meaning. They can check with a partner before you elicit the answers from the class.
Vocabulary note to diminish to become less to dissect to cut up in order to examine foot-binding breaking and wrapping the foot in tight bandages to keep it from growing a trait a characteristic to preoccupy to be thought about very often to fuss over to give someone a lot of attention in an excited way �
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Critical thinking Ask students to read the statements, discuss them with a partner, and decide on the best reason for writing the article. Do not check answers at this stage. 4
5 ANSWER
Number 4 bes fis he aricle (facs abou differen culures are presened; hisorical perspecive is presened; Is it a shallow quest? invies reflecion; he auhor presens an anecdoe).
Word focus Ask students to find the two expressions with face. Elicit answers from the class. 6
ANSWERS
a le’s face i b here are long faces
Ask students to match the meaning of face in each expression to one of the words in the box, then discuss the meaning of the whole expression with a partner. Elicit the answers from the whole class. 7
ANSWERS
1 credibiliy: he didn’ wan o look foolish 2 atiude/expression: didn’ show her disappoinmen 3 surface: for wha i seemed o be 4 atiude/expression: looking serious, no laughing 5 confron: accep he consequences 6 surface: on he surface, wihou looking a he deails
Speaking After pairs act out the situation, ask them to discuss their ideas with another pair and find out the similarities and differences in their ideas. 8
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6d A bold initiative Warm-up Personal response
Ask students to discuss the attitude toward sports and fitness at the schools they attended. How much physical education did they have to do? What did it consist of? Were there sports teams?
Real life 1 Ask students to read the information about what the six countries do to encourage a healthy society. They should then work with a partner to discuss the questions. Elicit ideas from the class. 2 Ask students to read the questions to focus their listening; then play the audio. Elicit answers from the class. ANSWERS
1 The company wants to lead the way in encouraging health and fitness, improving productivity. 2 Encourage health and fitness, build a gym, offer fun sports or group exercise, personal incentives (loans for bikes) 3 Qatar encourages companies to build gyms. 4 B’s bike idea is approved by A and C; A’s group exercise idea is rejected by B.
Speaking skill 3 Read through the instructions and the phrases in the box. Ask students to listen again and complete the phrases.
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ANSWERS
1 there may not be a budget for that 2 a lot of people may do these things anyway 3 original idea, it might be fun 4 that isn’t the intention, it could look that way 5 exactly what proportion of the cost, I think that that kind of individual incentive probably works much better 6 easy to monitor whether they used the bikes to commute to work or for leisure, you’d probably just have to accept that risk
Pronunciation 4a Ask students to read the two sentences and underline the words which are most strongly stressed. Elicit the answers from the class. 4b Ask students to practice saying the sentences in pairs; then play the audio. 5 Ask students to each come up with another idea to promote health, then discuss the ideas in their group.
6e A controversial plan Warm-up Personal response
Ask students to say what they think about smoking and the smoking laws and regulations in their countries, towns, and workplaces. Initiate a discussion. Everything except bullet points
Writing 2 ANSWERS
1 To decide on the viability of a public health initiative 2 30 percent objected, 55 percent were in favor, 90 percent thought smokers should be given help to quit 3 A pilot program in which smokers are given help to quit within a six-month period
Extra activity Ask students to discuss their personal views of the report and its findings with a partner. Elicit some opinions from the class.
Writing skill 4a ANSWERS
5 You may want to assign this writing task as homework. 6 Students should exchange reports with a partner, and use the bullet points in the Student Book to analyze their partner’s work and give feedback.
as might be expected = not surprisingly clearly = evidently in view of this = accordingly on the face of it = ostensibly on the other hand = conversely whatever the justification = right or wrong Subjective: not surprisingly, rightly or wrongly, ostensibly
4b Point out that the phrases used in the sentences are less formal than the adverbs that replace them. ANSWERS
1 Apparently 2 Interestingly 3 Specifically 4 Overall 5 Ultimately 6 Alternatively
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6f
Video
Palestinian free running Videoscript Narrator:
The camps of Gaza are rich with the performance arts of the underprivileged. So it’s not surprising that a sport that first found expression in the poorer suburbs of Paris, before spreading to other urban settings such as London and New York, should catch on among the youth of the Gaza Strip in Palestine. Abed: My name is Abed Allah Neshi, 22 years old from Khan Younis in southern Gaza Strip. Narrator:
The beauty of parkour is that you don’t need any equipment; you just improvise with the environment around you. Mohammed:
[words translated] I am Mohammed Jamal Jakeer, 21, from Khan Younis in southern Gaza Strip. We practice a sport called parkour, which means the art of moving from one part to another as fast and easy as possible by using physical strength and ability. This is the definition of parkour that we’ve been practicing for five years. Narrator:
With unemployment around 40 percent, and 35 percent of the population living below the poverty line, opportunities are limited here. But there is no sense of apathy among these youngsters who are highly focused on staying fit and active...and enjoy expressing themselves at the same time. Abed:
If I don’t practice this sport I feel something away from me so I can’t leave it. I love it. It became part of my life. Mother:
I’m very proud of him. I encourage him and I’m happy for him, although he finds some obstacles in this game. His tooth was broken, once he came to me and his mouth was all like this and I was very sad. But now it’s fine. Here he is. I’m proud of him and I encourage him and his friends. 78
Narrator:
Injuries—sprains, broken limbs, or worse—are an ever-present risk. Landing awkwardly on concrete is a very different matter from landing on a rubber practice mat. So one of the first lessons these parkour artists learn is how to fall. Mohammed: [words translated] At the beginning, they opposed me a little bit, because it’s dangerous and it requires high abilities and skills. But after a period of time, I convinced them and I convinced all the people around me about this sport. I thank God that we have reached this very high level in this sport.
Narrator:
In addition to giving them a sense of personal achievement, parkour gives practitioners of this obviously cool sport hope that they may one day be asked to perform their art in a competition, a movie, or even as professional stuntmen.
Before you watch Students work in pairs. Ask them to look at the sports and say whether they are usually done in the street, or only sometimes. Check answers as a class. 1
Ask students to look at the photo and say what they see, and then answer the questions. Accept any answers at this stage. 2
While you watch Give students time to read the words in the glossary. Play the video for students to check their answers from Exercise 2. Check answers as a class. 3
ANSWERS
1 Moving from place to place as quickly and easily as possible 2 It appeals to young people because it is exciting and good exercise.
Give students time to read the sentences. Then play the first part of the video (to 01:45) for them to choose the correct options. 4
Give students time to read the sentences; then play the second part of the video (1:46 to end) for them to write the missing words. 5
ANSWERS
1 proud 2 sprains 3 fall/land 4 opposing 5 cool
After you watch Students work in pairs to act out planning a sports campaign, according to the instructions. 7
Students work in groups to discuss the questions about sports. 8
Students work in pairs to read and complete the summary. Play the video again for them to check their answers. 6
ANSWERS
1 spread 2 caught 3 improvise 4 express 5 stay 6 land 7 perform
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UNIT 6 REVIEW down On
Grammar 1 Ask students to complete the blog with the correct verb forms.
down up
ANSWERS
aside
1 from working 2 to become 3 for thinking 4 to suffer 5 sitting 6 working
Ask students to read the blog and answer the questions. 2
ANSWER
People all around the world. Exercise classes, medicine, and manipulation can help.
Ask students to replace the noun objects with pronouns. 3
ANSWERS
go in for it; look into them; turn it around; put up with it
Vocabulary Students complete the sentences with prepositions. 4
Students work in pairs to discuss the statements in Exercise 4. 5
Real life Ask students to read and complete the proposal. 6
ANSWERS
1 particularly 2 grant 3 through 4 Admittedly 5 head 6 out
Students work in pairs to prepare and present their proposal. 7
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Speaking Students work in groups to discuss health and exercise in their country. 8
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