3

OBJECTIVES

THE NEXT
FUNCTIONS: emphasizing
GRAMMAR: quantifiers; so and such
(review); do and did for emphasis
VOCABULARY: costumes and
uniforms; bringing up children

GEN ER ATION

A B C

READING 4 Read the blog again and answer the questions.

1 Look at the photos and match 1 What did Rain’s parents do on his first day at high school?
them with the captions. 2 How many days did Rain’s dad, Dale, wave at the bus?
3 Which other family members got involved?
King for a day
4 What were the first and last costumes that Dale wore?
Go Chargers!
5 How much did Dale spend on the costumes?
Kiss the chef
6 How did he keep the cost so low?
Batman and Boy Wonder
7 What did Rain think about his dad dressing up at the beginning?
2 SPEAKING Work in pairs. These And at the end?
photos are all from a blog. What 8 What does Dale plan to do next year?
do you think the blog is about?
5 SPEAKING Work in pairs and answer the questions.
3 1.16 Read and listen and
1 Does Dale sound like a good dad? Explain your reasons.
check your answers.
2 How would you feel if your dad was like Dale? Why?
3 Why do you think Dale wanted to dress up?

30
3 READING
THE NEXT
GEN ER ATION
Answers
1 As a lead-in, show some photographs of people 1 They waved from the doorstep.
wearing party costumes. Ask students: Have you ever 2 180 days
worn any of these types of costumes to a party? What 3 Rain’s brother and his mom
was your favorite costume when you were little? What 4 A football player and a pirate
5 $50
costumes were the most popular? Students discuss the
6 He used the family’s own Halloween collection, and
questions in small groups. Listen to some of their friends and neighbors helped.
answers with the class as feedback. 7 He was embarrassed at the beginning but thought he
If there is an interactive whiteboard (IWB) available was pretty cool in the end.
in the classroom, this activity would best be done 8 He’s going to get more sleep each morning.
as a whole-class activity onscreen. Read the four
captions and ask a student to choose a caption for Mixed-ability idea
each picture, A–D. The rest of the class confirms Stronger students can attempt to complete the exercise from
or rejects answers. Alternatively, students do the memory before looking back at the text to find the answers.
matching activity in pairs before checking answers Weaker students can find the answers in the text.
with the whole class.
5 SPEAKING In pairs, students discuss the questions.
Answers
Monitor, helping with any difficulties, but because
C (King for a day) B (Go, Chargers!) this is a fluency activity, do not interrupt to
A (Kiss the chef) D (Batman and Boy Wonder)
correct errors unless they impede communication.
Listen to some of their ideas with the class as
2 SPEAKING Ask students to work with a partner
feedback, encouraging other students to express
to predict what the blog is about. Listen to some
their agreement or disagreement.
predictions, prompting students to expand on their
ideas as much as possible, and make notes about
them on the board to refer to after Exercise 3.
3 1.16 Tell students they are going to read and
listen to a blog. Play the audio while students listen
and read to check their ideas from Exercise 2. Tell
them not to worry about unfamiliar words but to
focus on getting an overall understanding of the
article and on checking their ideas. Check answers,
referring back to the ideas on the board. Did anyone
guess correctly?
4 Students read questions 1-8. Check/clarify: get
involved, keep the cost low. Elicit a definition in the
students’ own words or an example for each phrase
to illustrate its meaning. Encourage students to
identify and underline the parts of the article that
provide information about the answers. Students
compare answers in pairs before a whole-class check.
During feedback ask students to refer to the parts of
the article they underlined to justify their answers.

X      T-30

Changing your opinions
1 Read the introduction and sentences 1–3 with
students. Ask students to work individually and then
compare ideas with a partner. Check answers as
a class.

Answers
1 Rain 2 Rain’s friends 3 Rochelle

2 SPEAKING Look at the example with students. Point

out the use of Initially and with time. Ask students to
discuss in small groups how the opinions of the other
people changed. Encourage them to find evidence in
the article to justify their answers. Listen to some of
their thoughts with the class as feedback.
3 SPEAKING Give students a minute or two to think
about the question and write notes about their
experiences. Then students continue working in
their small groups, discussing their answers. Monitor
to help with vocabulary and to ensure all students
have an opportunity to speak. Avoid error correction
unless it really hinders comprehension. The focus of
this task is on fluency, not on practice of structures
or vocabulary. Ask each group to choose a secretary
to take notes on their answers (or, to encourage
participation). When students have some ideas, put
them into new groups and encourage them to share
information. Listen to some of the best ideas with the
class as feedback.

Optional activity
Ask the class to stand up. Tell them you are going to give
them a series of two alternatives to choose from. Those who
agree with the first must walk to and stand on the right side
of the room; those who disagree should move to the left
side. Every student must make a decision to go with one of
the alternatives – there is no option to say “it depends” or
choose a third alternative. Repeat this with four or five topics
or until the class is roughly evenly divided between the two
opinions. Here are a few suggestions for topics, but feel
free to come up with your own, which may better suit your
students:
Which is better: summer or winter?
What do you prefer: staying up late or getting up early? (Or:
Are you a morning person or a night person?)
Which is more entertaining: soccer or baseball?
Do you drink tea or coffee?
Do you eat meat, or are you a vegetarian?
Do you like dogs or cats?
Form pairs (and some groups of three if the class isn’t
perfectly split into two camps) of students with opposing
views. Give them three minutes to present their arguments
and try to persuade their partner to change their opinions.
To wrap up, ask for a show of hands to identify any students
who have changed their opinions, and elicit their reasons for
doing so. Ask some students who didn’t change their views
to explain why.

T-31  
 3 TH E N E X T G EN ER ATIO N

An Embarrassing Dad

Changing your opinions

It can be a mistake to believe something just because it’s
based on an opinion you’ve formed. Becoming a critical
thinker means continually reflecting on opinions and
keeping them only if they are based on evidence that
is true.

1 Which people from the story may have had

these opinions at some point? Write their
names.
1 “My dad is the most embarrassing
person in the world.”
2 “Rain’s dad is really silly.”
3 “I don’t think Dale should do this;
it’s going to cost a lot of money.”

2 SPEAKING Discuss how the people’s opinions

in Exercise 1 have changed and why.

Initially, Rain thought that his dad was the most

embarrassing dad in the world. But with time, he
realized that maybe that wasn’t true. He learned
to appreciate his dad’s sense of humor.
3 SPEAKING Think of opinions that you or
family members have had and that have
changed. Think about music, school, fashion,
friends, etc. Discuss in groups.

31
 GRAMMAR VOCABULARY
Quantifiers Costumes and uniforms
1 Look back at the blog and complete the 1 Look back at the photos of Dale. Which of these things
sentences. Then read the rule and complete can you see? Write the letters of the photos next to
the table with a lot of, a little, all, several, the words. There are two things that aren’t in the
and none. photos. Check their meaning.
1 Like proud parents … sword and shield helmet
2 He could hear of his leather jacket cape
classmates laughing at something. wig mask
3 He got the costumes from belt apron
the family’s own Halloween collection. sunglasses football jersey
4 There were friends and 2 Look at the photos. Who is wearing a costume? Who is
neighbors happy to help. wearing a uniform?
5 of Rain’s friends didn’t find
it funny, but of them looked
forward to it.
6 He’s looking forward to getting
more sleep each morning.

RULE: Quantifiers are words and expressions

that we use to talk about amount.

0% 1

hardly any
a few / 2 , not many / much,
a small number of
some, 3
4 , lots of, plenty, much /
many, a good deal of A
most, almost all, the vast majority of
100% 5

2 Choose the correct options.

1 I’ve got a few / a lot of followers on my blog –
more than 200.
2 I spend a lot of / hardly any time with my
friends – we meet up every day after school
and most weekends, too.
3 I spend most / hardly any of my time on my
tablet. It’s the most important thing I have.
4 A small number / Most of my teachers are
really nice. I really like this school.
5 Most / All of my family lives near me, but I
have an uncle who lives in Australia.
B C
6 I spend almost all / hardly any of my money
on downloads. I don’t really care about
music. 3 SPEAKING Discuss in pairs.
1 Do you or does anybody you know wear a uniform?
3 SPEAKING Discuss the sentences in Exercise Describe it.
2 in pairs. Which of them are true for you? 2 What are five jobs in which people wear uniforms?
Workbook page 28 3 Describe a great costume to wear to a costume party.
Workbook page 30

32
 GRAMMAR The winner is the student with the most words correctly
classified. As you check their answers, ask the class to
Quantifiers decide together if the answer is correct and is listed in the
1 Although students should have encountered most of appropriate column.
the quantifiers in these exercises, it is still an area in
which students make a lot of errors, and so it is well Workbook page 28
worth reviewing.
Ask students to try to complete sentences 1–6 before Be aware of common errors related to much vs. many,
looking back at the blog to check their answers. and much vs. most. Go to Get it right! on page 123.
Check answers with the class. Elicit what other
quantifiers could logically complete each blank.
Write these suggestions on the board, for reference.
VOCABULARY
Answers Costumes and uniforms
1 many 2 all 3 a lot of 4 several 5 Some, most
6 a little
1 Ask students to look at the photos on pages 30–31
and work with a partner to find the items.
Ask students to work with a partner to complete the If there is an IWB available in the classroom, this
rule. Check answers. Use the sentences in Exercise 1 activity could also be done as a whole-class activity
and other examples from the board to clarify the rule. onscreen. Say the items, and for each one choose an
individual to say in which picture the object appears.
Rule Check answers with the class. Say the words again
1 none 2 a little 3 several 4 a lot of 5 all for students to repeat, and check pronunciation. Pay
attention to the silent w in sword.
Language note Answers
Elicit or point out that of is used when it is followed by a
sword and shield – C leather jacket – no picture
possessive adjective (all of his classmates), a definite article
wig – no picture belt – D sunglasses – B, C
(many of the costumes), or a pronoun (most of them). We don’t
helmet – B, C cape – D mask – D apron – A
use of if the quantifier is immediately before a noun phrase
football jersey – B
(many proud parents). Remind students that we always use of in
the phrase a lot of as well as in those quantifiers that include a
noun (majority of, a good deal of, etc). Optional activity
Ask students to make a list of classic costume party outfits or
2 Students work with a partner and complete the popular Halloween costumes and what they consist of (e.g.,
exercise. Refer them to the rule to help them decide Captain America: blue helmet with the letter A; red, white, and
on the answers. Check answers with the class. blue costume; red, white, and blue shield with white star). Ask
a number of students to describe their costumes to the class
Answers for other students to guess and write down the name of the
1 a lot of 2 a lot of 3 most 4 Most 5 Most character. Check answers: Who guessed them all correctly?
6 hardly any
2 Students work with a partner to answer the
questions. Check answers. Give students two minutes
Fast finishers to discuss the difference between a costume and a
Ask students to write sentences to illustrate the meaning of uniform (a costume is worn to create the appearance
the unused quantifiers from sentences 1–6. of a particular period or character, e.g., a cowboy
costume; a uniform is worn by members of an
3 SPEAKING In pairs or small groups, students discuss organization while doing a specific job, e.g., an army
the sentences. Monitor, encouraging students to uniform or a sports team uniform). Students in pairs
answer in full sentences. Make a note of any nice brainstorm and make a list of other people who wear
expressions in English that students use during the costumes or uniforms. Elicit ideas from the class.
activity. At the end write them on the board for the
whole class to copy, and praise the student who used Answers
them. As feedback, ask for volunteers to report back A, C: uniform B: costume
to the class on their discussion.
3 SPEAKING Give students time to read the questions
Optional activity and check understanding. Ask them to work
Draw a blank table with four columns on the board, with individually for a few minutes to make notes on their
the headings: answers. Divide the class into pairs or small groups
none hardly any several too much / too many to discuss the questions. Monitor, making a note of
Ask students to copy this and then, as you name a category, any errors in the use of the new vocabulary to go
write as many examples from the classroom as they can over with the class at the end of the activity. Listen
see – writing each in the appropriate column. Allow around to some of their answers with the class as feedback.
30 seconds for each round. Examples might include: objects
with the letter S, red things, items of furniture, electronic Workbook page 30
devices, or your own ideas.

X      T-32

LISTENING 2 SPEAKING Divide the class into small groups.
1 1.17 Books closed. As a lead-in, write the Students compare their answers. Monitor to
following questions on the board: encourage students to give reasons to support their
answers. Ask each group to appoint a secretary to
How often do you go out to eat with your family?
take notes and report the group’s conclusions to
How often do you try new types of food? How varied the class. During whole-class feedback, find out
do you think your diet is? which questions the majority of the class agree or
Do you have a fixed bedtime? disagree on.
When are you allowed to talk during class in school?
Optional activity
In pairs, students discuss the questions. Ask some
Tell students they are going to prepare a survey about
individuals to report back on their conversation to teenagers and parents. Ask students to work in small groups
the class. and write questions like those in Exercise 1, which will then
Books open. Focus on the pictures and ask a different be rated on a scale of 1 to 5, with 1 for strongly agree and 5
student to describe each one. Ask them also to for strongly disagree.
speculate on what the quotes below them may mean. When students have completed at least three questions,
Tell students they are going to listen to a radio show regroup them for students to ask each other their questions
about parents and children in different countries. and then discuss what these tell them about teenager–
parent relationships. Listen to some of their findings with
Elicit predictions as to which place will go in each the class.
blank. Play the audio while students listen and match
the countries to the pictures. Students check answers
with a partner before whole-class feedback.

Answers
No time for bedtime – Argentina
Let them solve their own problems – Japan
Introduce them early – France
Keep it in the family – Poland
Children only – Polynesian islands

2 1.17 This exercise is closely modeled on

Listening part 4 of the Cambridge English: First exam.
Read the questions with students. Check/clarify:
guilty, bring up, attention, strict, argue. Play the audio
twice and ask students to complete the exercise.
Remind them that the questions follow the order of
information in the recording. Suggest that on the
first listening they choose the answers they are sure
about and then on the second listening confirm these
answers and listen more carefully to information
about the more challenging questions. Allow students
to compare answers with a partner and encourage
them to explain their choices as they do this. Then
check answers with the class. If necessary, play the
audio again, pausing to clarify answers.

Answers
1 C 2 C 3 A 4 B 5 B

Developing independence
1 Check that students are clear about the scale
(1 = highest). Students read the statements and
choose the numbers. Remind them that there is no
correct answer and that they should give their own
opinions. Allow up to two minutes for this.

T-33
 3 TH E N E X T G EN ER ATIO N

LISTENING
1 1.17 Listen and match the names of the
places with the pictures. There is one extra.
France | Poland | Britain | Japan
Polynesian islands | Argentina

L t them sol
Le o ve
N tim
No ime
me fo
forr be
bed
dtim
dt ime
e their own prrob
o lems
Chililild
Ch dren
dren
dren onl
nlyy

2 1.17 Listen again and choose the correct answers.

1 Why do many parents feel guilty about the way they bring up
their children?
A They don’t give their children enough attention.
B They feel they are too strict.
C They don’t always do what they think they
should do.

2 What did Dr. Keating notice about Argentinian children?

A They are often more tired. Developing independence
B They often sleep too much.
1 Read each sentence and choose a
C They begin developing social skills when they
number from 1 to 5 (1 = I strongly
are very young. agree, 5 = I strongly disagree).
3 Why does Dr. Keating feel French children are better eaters? 1 Teenagers should set their
A Their parents encourage them to try all sorts of food. own bedtimes. 1 2 3 4 5
B They are expected to like all foods from an early age. 2 Teenagers should have a
C French cooking is better than British cooking. part-time job to earn their
own spending money. 1 2 3 4 5
4 What surprised Dr. Keating in the Japanese school? 3 Teenagers should choose
A The children weren’t always well-behaved. what they eat. 1 2 3 4 5
B The teacher was happy to let the children argue in class. 4 Teenagers should spend
C How good the teacher was at helping the children sort out weekends with parents /
their problems. family. 1 2 3 4 5
5 Teenagers should help
5 What does Dr. Keating feel is the most important thing we can
around the house. 1 2 3 4 5
learn from Bringing Up Babies?
A Parents in some cultures aren’t bringing up their children as 2 SPEAKING Discuss your answers in
well as parents are in others. small groups. Which question(s) do
B We can learn a lot about parenting from people in other almost all of you agree on? And which
cultures. one(s) do almost all of you disagree
C Bringing up children isn’t easy. on? Why?

33
 READING
1 Look at the book cover. What kind of book do you think it is? Read the introduction to find out.

Many people wonder how Chinese parents bring up such successful

children. They wonder what Chinese parents do to produce so many
mathematical and musical geniuses, what it’s like inside the family, and if
they could do it, too. Well, Amy Chua can tell them because she’s done it.

Her daughters Sophia and Lulu were polite, intelligent, and helpful.
They were two years ahead of their classmates in math and had
amazing musical abilities. But Sophia and Lulu weren’t allowed
to have sleepovers, be in a school play, choose what
they wanted to do after school, or get any grade lower than an A.

In Battle Hymn of the Tiger Mother, Amy Chua tells about her experiences
raising her children the “Chinese way.” It is a story about a mother
and two daughters and two very different cultures. Funny, entertaining,
and provocative, this is an important book that will change your
ideas about parenting forever.

2 Read these two opinions from readers of Amy Chua’s book. Which one is “for” and which one is
“against” the tiger mother style of parenting? What reasons do they give?

For and Against – Tiger Moms

This is an interesting book, but Amy Chua’s parenting I think Amy Chua’s ideas are fantastic. Yes, she was hard
ideas are too strict for me. For example, tiger moms don’t on her children at times, but she did raise two amazing
let their children watch any TV or play any computer children. Her daughters are so confident; they’ll definitely
games. How can any child in the 21st century grow up do well in life.
without playing on a computer? What is she trying to
Too many parents are too soft on their children these days.
do, take away their childhoods?
They use the TV as a way of keeping them quiet. They don’t
I do understand that she feels she was only doing the have enough time for their children. My mom and dad are
best for her children and trying to help them get ahead strict, and they don’t let me do a lot of things my friends
in life. But there are lots of kids who spend hours in do. It’s hard at times, but they are always there when I need
front of the TV and still do well. help with my homework or have a problem with other kids
Stephanie, 15 at school. They are just trying to do their best for me.
Cesar, 16
<a/w: 3.18> realia magazine feature (recurring)

3 Read the texts again. Who might say these things? Write SPEAKING
Amy Chua, Stephanie, or Cesar.
Work in pairs and answer the questions.
1 I talk to my parents about my problems.
1 Who do you agree with most, Cesar or
2 No, you can’t sleep at Chloe’s house. Stephanie? Why?
3 Children need to be free to make some of 2 Can you think of any other examples of
their own decisions. rules that strict parents have?
4 My parents don’t let me watch much TV,
but that’s OK.
5 You’ll thank me one day.
6 You can’t make kids be what you want
them to be.

34
 READING Answers
1 If there is an IWB available in the classroom, this 1 Cesar 2 Amy Chua 3 Stephanie 4 Cesar
activity would best be done as a whole-class activity. 5 Amy Chua 6 Stephanie
Show the book cover and ask: What kind of book
do you think this is? Elicit ideas from the class, but
Mixed-ability idea
do not comment at this stage. Ask students to read
Stronger classes: Ask students to try to complete the exercise
the introduction. Tell them not to worry if they
from memory without looking back at the texts.
do not understand every word, but rather to focus
Weaker classes: Students refer to the texts to complete the
on getting a general understanding of the topic of
exercise.
the book. Allow them to discuss their ideas with a
partner before checking answers with the class. Ask:
Would you like to read the book? Check if students
understand what Chua means by the “Chinese way” SPEAKING
(no sleepovers or school plays, no choice in after-school In pairs or small groups, students discuss the questions
activities, only A grades). You might also like to elicit and make notes on their answers. Monitor and answer
how they feel about this approach to parenting. any questions about vocabulary, but because this
is a fluency practice activity, do not interrupt the
Answer conversations unless inaccuracy hinders comprehension.
A story about bringing up children the “Chinese way” Listen to some of their ideas with the class as feedback.

Optional activity
Background information This topic is likely to lead to quite a lot of discussion. It
Amy Chua (born 1962) is an American lawyer and writer. She is will be even more productive if you divide the group into
professor of law at Yale Law School in the U.S. She published “teenagers” and “strict parents.” Ask them to work initially
her parenting book, Battle Hymn of the Tiger Mother, in 2011. with members of the same group and make notes on
The book explains the strict methods she used to bring up their opinions on Amy Chua’s parenting methods. Then
her children. She describes these methods as typical for rearrange them into groups of four, with two parents and
Chinese immigrant parents. The book was a bestseller in many two teenagers in each, to discuss their contrasting opinions.
countries, but the child-rearing methods described received a Assigning roles and giving preparation time in this way often
lot of criticism for being too strict and focusing on academic encourages quieter students to interact more and voice their
achievement rather than self-esteem. Other critics agreed with opinions. Monitor, making a note of the more interesting
the sentiments of the book and welcomed a more disciplinary ideas to elicit during follow-up. Develop the conversation
approach to parenting. Chua maintains that her book was ironic into a whole-class discussion, eliciting the ideas you noted
and should not be taken too seriously. during groupwork.

2 Tell students they are going to read two different

opinions of the book. Students read the two opinions
and answer the questions. Ask them to underline any
phrases that support their answers. Students compare
answers with a partner before whole class feedback.
Encourage students to refer to the texts when giving
their answers.

Answers
Stephanie’s opinion is “against.” She believes that children
should be able to enjoy their childhoods, watch TV, and
play computer games.
Cesar’s opinion is “for.” He thinks parents are too soft on
their children and let them do what they want.

3 This exercise requires a deeper understanding of the

texts. Give students time to read the sentences; check
that they understand them. Working individually,
students reread the texts to complete the exercise.
Divide the class into pairs for students to compare
their answers. Tell students to refer to the text when
giving reasons for their answers. Check answers with
the class.

X      T-34

GRAMMAR Answers
so and such (review) 1 weren’t enough chairs 2 doesn’t save enough
3 too boring to 4 did like 5 do think we shouldn’t
1 Ask students to complete the sentences before finding
them in the text to check their answers.
Workbook page 28
Answers
1 so 2 such PRONUNCIATION 1.18 1.19

Ask students in pairs to cover the Rule box and try to For pronunciation practice in adding emphasis
explain the use of so and such in their own words to with so, such, do, or did, go to page 120.
each other. Monitor their discussions to check they
are all on the right track with their explanations.
Students can then check their explanations and
VOCABULARY
complete the rule together. Check answers with Bringing up children
the class.
1 Ask students to read the text to get a general sense
Rule of the topic before starting to complete the task
individually. Ask them to compare answers in pairs
1 such 2 so
before you check answers as a class.
2 Students fill in the blanks and finish the sentences Answers
with their ideas. Listen to some examples with the
1 do 2 get 3 bring 4 childhood 5 grow
class as feedback. Ask the rest of the class to check
6 do 7 strict 8 soft
and correct sentences as necessary. If you’re short on
time, you can assign this exercise for homework. 2 Read the definitions and check that students
understand the language used. Students work with
Answers
a partner to match the expressions in the text with
1 so 2 such 3 so 4 such their meanings.

Answers
do and did for emphasis
a get ahead in life b childhood c grow up d do well
3 Ask students to complete the sentences before finding e strict f do your best g soft h bring up
them in the text to check their answers.

Answers Fast finishers

1 do 2 did Ask students to write sentences about themselves using
some of the expressions.
Ask students to cover the Rule box. Then ask: Is
sentence 1 correct without do or did? (Yes.) How does it
change the sentence? (It makes the statement stronger Optional activity
or expresses contrast with what someone said This exercise can be made into a matching activity. Before
earlier.) Students uncover the Rule and check their the lesson, write each expression and each meaning on
different cards. Create enough sets of cards to allow for
ideas.
one set per four students. Mix up all the expressions and
4 Before students begin Exercise 4, read the meanings and distribute one set to each group of students.
information in the Look! box with the whole class. Either ask students to match the expressions and meanings
Check that students are clear about the different or ask them to turn all the pieces of paper face down
usage of so/such and too/(not) enough. Write these and play a game of Memory, taking turns trying to find a
matching pair.
examples on the board, and ask students to complete
each with so, such, too, or not:
Workbook page 30
It was a cold day that we didn’t go to the beach.
It was cold that we didn’t go to the beach.
It was warm enough, so we didn’t go to the beach.
It was cold to go to the beach.
This exercise is closely modeled on Reading and Use
of English part 4 of the Cambridge English: First
exam. Students work individually to complete the
exercise then check their answers with a partner
before whole-class feedback. During feedback refer
to the rules and the Look! box for clarification.

T-35
 3 TH E N E X T G EN ER ATIO N

GRAMMAR 4 Complete the second sentence so it has a similar

meaning to the first sentence, using the word in
so and such (review) parentheses and so / such, do / did for emphasis,
1 Write the correct words to complete the or too / (not) enough. Write between two and
sentences. Check in the texts. Then complete five words.
the rule with so and such. 1 There were too many people at the meeting.
1 Her daughters are confident; they’ll do Some people had to stand.
really well in life. There at the meeting, so
2 Many people wonder how Chinese parents some people had to stand. (chairs)
bring up successful children. 2 He spends too much money.
He money. (save)
RULE: We use so and such for emphasis. 3 This book isn’t interesting enough. I’m not going to
1 (a/an) + (adjective) + noun finish it.
2 This book is finish. (boring)
+ adjective
4 You’re wrong. I thought the book was really,
We often follow these with a that clause to talk really good.
about consequences.
I the book. (like)
It was such a difficult question that I didn’t know
5 I really think we should leave now.
what to say.
I stay. (shouldn’t)
It was so hot that I couldn’t sunbathe.
Workbook page 28

2 Complete with so or such and then complete Pronunciation

the sentences with your own ideas.
Adding emphasis with so, such, do, or did
0 It was such a hot day that we stopped Go to page 120.
working and went to the beach.
1 The homework was difficult that …
2 He’s a good friend that … VOCABULARY
3 The bus was late that … Bringing up children
4 It was an exciting book that …
1 Complete the text with the words in the list.
do and did for emphasis bring | strict | do | soft | childhood
do | get | grow
3 Complete the sentences from the texts with
The toughest job in the world
the missing word. Then read the rule.
Most parents want to 1 their best for their
1 I understand that she feels she was only children and help them 2 ahead in life. They
doing the best for her children. try to 3 their children up well and give them a
2 She was hard on her children at times, but she happy 4 . But it’s not always so easy. Children
5 up so fast these days, and it can be difficult
raise two amazing children.
to get it right all the time. Of course, parents know the
importance of school, and they want their children to
RULE: We can use the auxiliaries do, does, and 6 well, but what happens when the child
did to add emphasis to what we want to say, doesn’t want to try? If parents are too 7 , their
often when we’re contradicting someone. children might rebel. If they are too 8 , then the
You didn’t like the film, did you? I did like the film! children might only do the things they want to do. It’s a
She doesn’t want to go to the party. She does difficult balancing act and, of course, parents get it wrong
want to go – she’s just shy. sometimes. After all, they’re only human, too.

2 Match the expressions a–h in the text from

LOOK! too and (not) enough Exercise 1 with their meanings.
To say something is more than we need, we use a make advances in life e have lots of rules
too, and to say that it’s less, we use not enough. b the time of being a child f be as good as you can
too + adjective
c get older g have few (or no) rules
too + many + countable noun
too + much + uncountable noun d be a success h raise
not + adjective + enough Workbook page 30

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 Literature
1 Look at the photo and then read the introduction to the extract. How do you think Marcus feels
about his relationship with his mom?

2 1.20 Read and listen to the extract and check your ideas.

About a Boy by Nick Hornby

Marcus is a schoolboy who lives with his mom, who is depressed. Marcus has a difficult time at school –
he gets bullied a lot, especially because of the clothes his mom makes him wear. Marcus has met Will, a
rich, lazy man who makes friends with Marcus and buys him new sneakers.
Here, Marcus and his mom are going home after visiting Will at his apartment.

“You’re not going round there again,” she said on the way home.e.
Marcus knew she’d say it, and he also knew that he’d takee
no notice, but he argued anyway.
“Why not?”
“If you’ve got anything to say, you say it to me. If you want
new clothes, I’ll get them.”
“But you don’t know what I need.”
“So tell me.”
“I don’t know what I need. Only Will knows what I need.”
“Don’t be ridiculous.”
“It’s true. He knows what things kids wear.”
“Kids wear what they put on in the mornings.”
“You know what I mean.”
“You mean that he thinks he’s trendy, and that even though h he’s
h ’ […]
[ ] old
ld he
h knows
k hi h trainers
which i are
fashionable, even though he doesn’t know the first thing about anything else.”
That was exactly what he meant. That was what Will was good at, and Marcus thought he was lucky to
have found him.
“We don’t need that kind of person. We’re doing all right our way.”
Marcus looked out of the bus window and thought about whether this was true, and decided it wasn’t,
that neither of them was doing all right, whichever way you looked at it.
“If you are having trouble it’s nothing to do with what shoes you wear, I can tell you that for nothing.”
“No, I know, but –”
“Marcus, trust me, OK? I’ve been your mother for twelve years. I haven’t made too bad a job of it. I do
think about it. I know what I’m doing.”
Marcus had never thought of his mother in that way before, as someone who knew what she was doing.
He had never thought that she didn’t have a clue either; it was just that what she did with him (for him? to
him?) didn’t appear to be anything like that. He had always looked on being a mother as straightforward,
something like, say, driving: most people could do it, and you could mess it up by doing something really
obvious, by driving your car into a bus, or not telling your kid to say please and thank you and sorry (there
were loads of kids at school, he reckoned, kids who stole and swore too much and bullied other kids, whose
mums and dads had a lot to answer for). If you looked at it that way, there wasn’t an awful lot to think
about. But his mum seemed to be saying that there was more to it than that. She was telling him she had
a plan.
If she had a plan, then he had a choice. He could trust her, believe her when she said she knew what
she was doing […] Or he could decide that, actually, she was off her head […] Either way it was scary. He
didn’t want to put up with things as they were, but the other choice meant he’d have to be his own mother,
and how could you be your own mother when you were only twelve? He could tell himself to say please
and thank you and sorry, that was easy, but he didn’t know where to start with the rest of it. He didn’t even
know what the rest of it was. He hadn’t even known until today that there was a rest of it.

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 LITERATURE
About a Boy by Nick Hornby

Background information
Nick Hornby (born 1957) is a British novelist and screenwriter.
His novels include Fever Pitch (1992), High Fidelity (1995), About a
Boy (1998), and A Long Way Down (2005), all of which have been
made into movies. His novels mainly focus on music, sports, and
the difficulties of human relationships.
About a Boy was made into a movie in 2002, directed by Chris
and Paul Weitz and starring Hugh Grant as a rich, lazy man who
lives off the royalties from his father’s music. Nicholas Hoult
plays a young boy who is bullied at school and brought up by
his single mother (Toni Collette). The movie focuses on the
difficulties of growing up, both for the young boy and the man. It
is an excellent movie to show to teenagers in the classroom, and
it can lead to a lot of discussion about relationships, bullying,
parenthood, life as a teenager, and other common concerns.

1 Books closed. As a lead-in, ask: Can you think of

any movies about teenagers? What happens in the
movies? Students work with a partner to discuss the
questions. Listen to some of their ideas with the class
and write any repeated themes on the board.
Books open. Look at the photo and read the
introduction with the whole class. If you use an IWB,
you could do this onscreen. Check/clarify: depressed,
bullied. You could give some additional background
information about the author and the story (see
above). Ask students to quickly discuss the question
with a partner and take notes on their suggestions.
2 1.20 Play the audio for students to listen and
read to check their ideas from Exercise 1. Tell them
to concentrate on answering the question and not
to worry about understanding every word. Allow
students to check their answer with a partner before
feedback from the class. Ask some students to give
reasons for their answer.

X      T-36

3 Check/clarify think highly of. Ask students to and formal language, then praise those students who
underline the key information they will need to look used them.
for. You could encourage students to try to answer
the questions before reading again. Students read
the text again to check their answers. Let students FUNCTIONS
compare answers with a partner before feedback Emphasizing
from the class. During feedback, ask students to refer
1 Books closed. As a lead-in, ask students: Which words
to the parts of the text that support their answers.
can we use to make sentences more emphatic? (Check
Answers that they understand emphatic.) If they need help,
remind them that they have all been covered in Unit
1 I’ve been your mother for twelve years.
2 neither of them was doing all right 3. Elicit answers from the class and write so, such, do,
3 Marcus had never thought of his mother in that way and did on the board.
before Books open. Students work with a partner to
4 (there were loads of kids at school, he guessed, kids who complete the exercise. During whole-class feedback,
stole and swore too much and bullied other kids, whose say the sentences aloud for students to repeat,
moms and dads had a lot to answer for)
5 Marcus thought he was lucky to have found him. / Only
and check pronunciation. Encourage them to be
Will knows what I need. emphatic, that is, to put a clearly audible extra stress
on the emphasized words.
4 Students work individually to complete the exercise
then check their answers with a partner before Answers
feedback from the class. 1 He’s such a good father.
2 She gets along so well with children. / She does get
Answers along well with children.
3 She’s so patient.
1 trendy 2 mess it up 3 doesn’t know the first thing 4 My dad did try his best.
4 straightforward 5 tell you that for nothing 6 swore 5 My parents did make some mistakes.
7 off her head 8 whichever way 6 She’s so soft on her children.
7 He’s such a strict father.
5 SPEAKING In pairs or small groups, students 8 Parents do get it wrong sometimes.
discuss the questions. Monitor, encouraging
students to express their own ideas. Provide help 2 Students discuss the question in pairs. Monitor to
with challenging language. Make a note of the deal with any questions and to help with ideas.
most interesting ideas to elicit during feedback. As Listen to some of their ideas with the class, and
feedback, ask some students to report back to the invite comments from the others.
class on their discussions, and invite comments from 3 Students work in pairs and develop one of the
the rest of the class. sentences into a dialogue. Students then practice
their dialogues. Monitor and encourage fluency. Do
WRITING not correct errors unless they hinder comprehension.
You could write down any repeated errors to discuss
An essay later as a class. Ask a few pairs to perform their
The planning for this exercise can be done in class and dialogue for the rest of the class.
the writing can be assigned as homework. 4 Give an example of your own to get students
Before writing, remind students that they should plan started. Use emphasis when describing the person’s
their essay first. The four bullet points provide a useful personality and anecdotes to show how the person is
structure for paragraphing, so students can use these good with children. Ask students to work individually
as a guide. For each of the paragraphs, ask students to make notes. Provide help if any students are stuck
first to brainstorm possible ideas in pairs (if possible, for ideas.
more than three arguments for each side of the debate) 5 In pairs or small groups, students talk about the
and take notes. At this stage, it doesn’t matter whether people. Monitor to encourage students to use phrases
all these ideas would be included in the essay later. for emphasis where possible. Listen to some examples
Then suggest that they choose the best two or three with the class as feedback.
arguments both for and against the statement and
expand these into statements.
Students then work individually to expand their notes
and their key statements into logical, connected essays.
When students have completed their essays, ask them
to exchange papers with a partner and read each other’s
writing. Ask them to write comments on: content (How
convincing are the arguments? How representative are
they of the two sides of the debate?) and clarity (Is the
writer’s opinion communicated clearly?). You should
also read the essays yourself, checking for language and
making a note of any good uses of organizing phrases

T-37  
 3 TH E N E X T G EN ER ATIO N

3 Read the extract again. Find the part of the text FUNCTIONS
that tells us that Marcus …
Emphasizing
1 is 12 years old.
2 thinks that both he and his mother have problems.
1 Add so, such, do, or did to the sentences to
make them more emphatic and make any other
3 begins to see his mother differently. necessary changes.
4 doesn’t think very highly of some of the kids at his
school. 1 He’s a good father.
5 is happy that he has met Will. 2 She gets along well with children.
3 She’s patient.
4 Match the highlighted words in the extract with 4 My dad tried his best.
the definitions. 5 My parents made some mistakes.
1 up-to-date 6 She’s soft on her children.
2 do it in a really bad way 7 He’s a strict father.
3 knows nothing at all 8 Parents get it wrong sometimes.
4 simple; not complicated
2 Work in pairs. Who might be talking to whom
5 give advice for free in each of the sentences in Exercise 1? What was
6 used bad words said before? Discuss.
7 crazy
3 Choose one of the sentences and develop it into
8 no matter how
a six-line dialogue. The sentence you choose from
5 SPEAKING Work in pairs. Discuss the questions. Exercise 1 could appear at the beginning, middle,
or end of your dialogue.
1 What do you think Marcus means when he talks
about “the rest of it” in the last two sentences?
2 Do you think that being a mother or father is
straightforward? Why or why not?

4 Think about someone you know who is really

good with children or teenagers. Make notes.
WRITING
Think about:
An essay ● their personality
Choose one of the titles and ● ways in which they are good with children
write an essay.
● Parents always know best 5 Work in pairs. Talk about the person. Give
examples and use emphasis when you can.
● Children need rules
Remember:
● write a short introduction to
the topic
● give two or three points with
examples to support the
statement
● give two or three points with
examples to argue against the
statement
● conclude, giving your opinion
Write your essay in 160–200
words.

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