1 SISTERS

BROTH ER S A N D

It’s in sentence 3; However in sentence 6). Secondly,

Objectives read the words around the gap in the text and look
FUNCTIONS using emotive language for connections between the text and the sentence in
GRAMMAR talking about habits; adverbs to express attitude the gap. Do the first one as an example in open class
VOCABULARY personality (1); personal conflict and clarify how the sentence in the gap is connected
to the text. For example, sentence 3 fits in gap A
Student’s Book pages 12–13 as it refers to the long list which precedes the gap.
Students read the article in more detail to complete
the exercise. Suggest that they underline the parts of
READING the text that helped them find their answers. Students
1 SPEAKING Books closed. As a lead-in, ask: What check their answers with a partner before whole-class
has the most important influence on your personality? feedback.
Is it your parents, your brothers/sisters, your friends,
your school? Students discuss the question in pairs Answers
and try to come to agreement on the most important A 3 B 6 C 8 D 4 E 2
influence. Elicit answers for feedback and make a list
on the board. 5 SPEAKING Divide the class into pairs or small
Books open. If there is an interactive whiteboard groups to answer the questions. Monitor to help with
(IWB) available in the classroom, the lead-in to this vocabulary and to prompt each individual to go into
activity would best be done as a heads-up activity detail for question 1. For question 2, tell students to
with the whole class. Display the pictures on the IWB. try to come to agreement as a group, as this focuses
Ask individuals to speculate about the relationship their speaking towards achievement of a goal and
between the people in the photos. Ask: What might therefore generates maximum speaking time. Listen
have happened before the photo? What might happen to some of their answers during whole-class feedback.
next? Ask students to work with a partner and discuss Have a quick hands-up to find out which position in
who might have said sentences 1–6. Tell them they the pecking order they think is the best and nominate
should give reasons for their answers. Listen to some individuals to give reasons for their answers.
of their ideas in open class as feedback.
Optional extension
2 Divide the class into pairs or small groups for
Divide the class into pairs for students to write 6 questions
students to make a list of more complaints. Ask them
about the text. The questions should begin with the words:
to categorise the complaints into serious complaints Which child…? For example, Which child enjoys their parents’
and minor complaints. Listen to some of their undivided attention? or Which child feels insecure?
answers in open class for feedback and write them When pairs have completed their questions re-pair students
on the board to refer to after Exercise 3. and ask students to test their new partner’s memory of the
3 Give students a minute to think about the question, article.
then elicit some answers in open class and write them
on the board. Give students a two-minute time limit
to encourage them to read the article quickly and
check their ideas. Tell them to focus on the task and
not to worry if they do not understand every word. Questioning widely accepted theories
Compare their findings with the ideas on the board 1 Books closed. To introduce the topic of accepting
as feedback. theories, ask: Do you believe everything you read on
4 1.05 This exercise is closely modelled on Reading the Internet? What if it is based on scientific research?
and Use of English part 2 of the Cambridge English: Students discuss the questions in pairs. Listen to some
Advanced exam. of their answers for feedback.
Give students time to read through the sentences Books open. Read the introduction in open class. Ask
and check/clarify: variables; by virtue of; sibling; students to work with a partner and decide which
controversy; offspring; strive. Suggest to students that of the examples contradicts claims in the article.
the best approach for this type of exercise is to firstly Nominate individuals to describe the contradictions
underline the key information in the sentences that as feedback.
will help them place the sentences in the text (e.g.

24
 1 B ROTH ER S A N D SISTER S
Answers 2 Give students time to read through the paragraph
1 and 3 quickly to get an overall understanding. Ask them
to work individually to choose the correct word
2 SPEAKING To prepare students for this discussion, to complete each gap and encourage them to refer
give them time to make a note of family and friends to the rule to check their answers. Allow them to
and their positions in the family. Ask them to think compare answers with a partner before feedback in
of adjectives to describe the people and to think open class.
about whether they contradict the article. Divide the
Answers
class into pairs for students to complete the exercise.
Listen to some of their answers in open class as 1 to 2 would 3 used 4 to 5 tends 6 will/’ll
feedback. 7 always 8 not

3 SPEAKING Before students discuss their ideas,

Fast finishers
elicit one or two examples in open class to get them
Ask students to find further examples of the structures will
started. Divide the class into small groups. Students
and tend to in the article on page 13.
discuss their answers and make notes. Monitor to
help with vocabulary and to ensure quieter students
have an opportunity to speak. Avoid error correction
3 WRITING If you’re short on time, set this exercise
for homework.
unless it really hinders comprehension. The focus of
this task is on fluency, not on practice of structures Ask students to work in pairs and complete the
or lexis. Ask each group to nominate a secretary to exercise. Remind them to check if the sentence
make notes of their answers (this could be one of the requires a positive or negative form. Check
quieter students, to encourage participation). When answers with the whole class, checking students’
students have some ideas, regroup students into new pronunciation of used to and tend to. Draw attention
groups and encourage them to share information. to the elision of the d and t. If necessary, refer back
Listen to some of the best comments in open class to the rule to clarify understanding.
as feedback. Workbook page 10 and page 122

Optional extension
Ask students to work in pairs to create a new personality Be aware of common errors related to talking about
theory. Give them an example of your own to get them habits in the present. Go to Get it right! on Student’s
started. For example, assign different personality Book page 122.
characteristics according to which month people are born in
– people born in January tend to be self-centred etc.  
When pairs have completed their theories regroup students
into small groups and ask students to try out their theories
on their new partners. Ask students to make a note of the
VOCABULARY
results to report back to their original partner. Personality (1)
1 Books closed. As a lead-in, brainstorm personality
adjectives in open class and write any correct
Student’s Book pages 14–15
answers on the board.
Books open. Have a reading race for students to find
GRAMMAR adjectives 1–8 in the article. Ask students to work
Talking about habits with a partner to discuss which child they refer
to. During whole-class feedback, say the words for
1 Read the title and give students time to read through students to repeat. When checking pronunciation,
sentences 1–4. Ask: Which words in the sentences refer
you may like to write the words on the board and
to habits? (’ll typically look at; ’s always telling; used to
elicit and mark the stress for clarification.
give; tend to be). Elicit/point out that in sentence 1,
will refers to a repeated activity and does not refer Answers
to the future. Ask students to work with partner to
1 eldest 2 eldest 3 second 4 youngest 5 second
complete the exercise. Check answers.
6 eldest 7 youngest 8 youngest
Answers
Optional extension
1 c 2 b 3 a 4 d
As a further check of understanding, ask students to work
in pairs to decide if the adjectives are positive or negative.
Students work with a partner to complete the rule. Check answers.
Encourage them to refer to the example sentences to
Positive: respectful; outgoing
help them. Check answers. Refer to the examples and
Negative: insecure; inconsiderate; rebellious; self-centred
give further examples of your own to clarify the rule.
Neutral: traditional; unconventional
Rule
1 to 2 continuous 3 will (’ll) 4 tend 2 Ask students to cover the eight definitions and read
through the words. Students work with a partner to
try to define the words. Students can then uncover

25
 the definitions and match them to the words. Check
Audio Script Track 1.06
answers in open class.
Shreya Dad! You’re home.
Answers Rahul Yes, I left the office early. I wanted to … What’s that?
1 respectful  2 unconventional  3 self-centred Shreya Er … Um … Umm … What?
4 rebellious  5 traditional  6 outgoing  7 demanding Rahul That – that bag. What’s going on, Shreya?
8 insecure Shreya Umm …
Rahul What’s going on? Where are you going?
Fast finishers Shreya I’m leaving. I’m leaving home for a while.
Ask students to write a list of things that someone who is Rahul What?
each adjective does. For example, an unconventional person Shreya I said I’m leaving home, Dad. I’m going to stay with
might dress strangely, etc. Maya in London.
Rahul Your sister?! But you haven’t spoken to her since …
3 WRITING   Read through the example sentences in Shreya Since she stole my boyfriend. You can say it. I know,
open class. Tell students that they should use five Dad, but that was six months ago. We’ve been talking
different personality adjectives and try to include and she wants to make amends.
four different ways of talking about habits. For Rahul Make amends. She can’t make amends. I mean …
more extensive writing practice, ask students to give after what she did …
examples of each person’s habits. Shreya I want to know why it happened and I want to forgive
4 SPEAKING   In pairs, students take turns to read their her. I want my sister back and for us to move on.
sentences and guess adjectives. If they have both Rahul But, but … how long are you planning on going for,
chosen the same adjective (e.g. rebellious), ask them Shreya?
to discuss which of the people is more rebellious. Shreya I don’t know.
They could also discuss whether the personality Rahul But what about your job? You can’t just walk out on
traits of the people they describe fit the theory in that.
the article. Listen to some examples in open class Shreya I already have, Dad. And Maya says she can get a job
as feedback. for me where she works.
Rahul What? You mean you’re leaving for good? But you
Workbook page 12
can’t leave us. You belong here. What about me and
Samir? You can’t leave him. Ever since Mum … Well,
he sees you as his mother.
LISTENING Shreya Dad, Samir’s 15. He’s not a baby. He’s my brother and I
1 SPEAKING   Books closed. As an introduction to the love him, but I can’t live my life around him or you. Of
topic, ask: Do you ever watch soap operas? What type course I’m going to miss him.
of things happen in soap operas? Give students time to Rahul You haven’t told him, have you? Tell me you haven’t
discuss the questions in pairs, then listen to some of done that.
their ideas in open class. Shreya I have, and he’s totally cool about it. I’ll still see you
both. I’m only going to London – not the other side of
Books open. Ask students to work with a partner the world. It’s only an hour away.
to discuss the questions. Monitor and encourage
Rahul I don’t understand, Shreya. Why didn’t you tell me?
students to speculate and expand on their ideas. Were you just going to leave and say nothing?
Listen to some of their ideas in open class as feedback
Shreya No, Dad. I was going to phone you later, once I got
and write answers on the board to refer to after the there. I was worried. I was worried you’d try and stop
audio. me. You’ve got to understand, I’m not leaving because
2 1.06   Play the audio for students to listen and of you. I’m sick of this place. I’m sick of my dead-end
check their predictions in Exercise 1. Ask students to job. I want to do something with my life. I’m 18. And I
miss my sister, Dad. She was my best friend. I need to
check answers with a partner before referring to their
understand what happened and I need to put things
ideas on the board during whole-class feedback. right between us before it’s too late.
3 1.06   Give students time to read through the Rahul It’s that boy, isn’t it?
sentences and check understanding. Check/clarify: Shreya No, Dad. It’s got nothing to do with him. It’s about me.
make amends. Ask students to underline the key It’s about me making something of my life. That’s not
information they will need to listen for and to try to so difficult to understand, is it?
answer the questions based on their first listening. Rahul But I’ve always given you what you want, haven’t I?
Play the audio while students answer the questions. Shreya You have, Dad. You have. Maybe that’s part of the
Let students compare answers with a partner before problem. I need to learn to make decisions for myself.
feedback in open class. I need the space to be able to do that. I need to work
out what it is that I want from life.
Answers Rahul Oh come on, Shreya, you don’t need to move out to
1 T  2 F  3 F  4 T  5 F  6 F  7 T  8 F work these things out. Don’t you think you’re being a
bit selfish?
Shreya I’m not being selfish. And I do need to move out, Dad.
I really do. This is exactly why I didn’t say anything to
you, Dad. I knew you wouldn’t get it.

26  
 1   B ROTH ER S A N D SISTER S
Rahul But you never even tried. use adjectives of personality in their discussions if
Shreya Look, that’s my taxi. I’ve got to go. I’m sorry. possible. To aid students when giving advice, you
Rahul Shreya, you can’t just go. You can’t leave us. might like to quickly elicit some expressions used
Shreya Why, Dad? Why can’t I go? when making suggestions and write them on the
board (for example: Have you thought about…?; It
Rahul Shreya, it’s Samir. It’s your brother. He’s …
might be a good idea to … etc. Listen to some of their
opinions in open class as feedback.

FUNCTIONS Optional extension

Using emotive language For further speaking practice, regroup students into small
groups and ask them to report back their conversations to
1 Books closed. Elicit/explain that there was a lot of their new partners. Ask students to work as a group and
emotive language used in the recording. Ask students decide which suggestions were most useful.
if they can remember any of it, or any other phrases
used to express emotions. Write any correct answers
on the board. Student’s Book pages 16–17
Books open. Look at sentences a–f with students.
Play the recording again for students to listen and READING
decide who says each one. Pause after each phrase 1 Books closed. To introduce the topic of going to the
and ask students to repeat the phrase using suitable same school as siblings, ask students: What are the
intonation. Encourage students to sound emotive! benefits of going to the same school as your brother or
Repeat the phrases several times chorally and sister? Ask students to work with a partner and make
individually. a list of at least three benefits. Listen to some of their
ideas in open class.
Answers
Books open. Ask students to work individually and
a Shreya  b Rahul  c Rahul  d Shreya  e Rahul
think of at least three drawbacks of going to the same
f Rahul
school as your brother or sister. Divide the class into
2 Students work in pairs to complete the exercise. pairs or small groups for students to compare their
Check answers. Ask students to work in pairs to think ideas. Listen to some of their ideas in open class as
of further examples of each emotive technique and feedback.
listen to some of their ideas in open class as feedback. 2 Students read the web page to answer the question
and see if any of their ideas are mentioned. Tell them
Answers not to worry about unknown words, but to focus on
1 f  2 a, d  3 b  4 d  5 c, e getting an overall understanding of the article and
on checking their ideas. Students compare answers
3 WRITING   Divide the class into AB pairs to create with a partner. Check answers, referring back to the
dialogues. Monitor to help with vocabulary and ideas on the board. Did anyone think of the same
to make sure students are using emotive language problems?
where possible. When students have created their
dialogues, give them time to practise, then ask them Answers
to regroup into groups of four for students to act out A younger brother embarrassing his older brother at school;
their dialogues. Listen to some of the best examples a younger sister not making friends with other girls and not
in open class as feedback. showing any interest in typical ‘girl-things’.

3 This exercise requires a deeper understanding of

PRONUNCIATION the texts. Check/clarify: pester; tomboy. Working
For practice of intonation when showing individually, students re-read the web page and
emotions go to Student’s Book page 120. underline the different pieces of advice, then rank
the advice for each problem in order of usefulness.
Divide the class into pairs for students to compare
their rankings. Tell students to refer to the text when
Relationships giving reasons for their answers. Check answers in
open class and have a quick vote to decide which
1 Give students time to read through the sentences. advice the class thought was most useful.
Check/clarify: most/least in common with. Ask
students to write about an example of each
relationship. Depending on time and the needs of the SPEAKING
class, you could ask students either to make notes Give students time to read through the instructions.
or to write full sentences. Monitor and help with You may also like to give students time to make notes
vocabulary as required. on their answers before the discussion stage. In groups
2 SPEAKING   Divide the class into pairs or small of four, students complete the exercise. Monitor and
groups for students to describe their choices. Monitor answer any questions about vocabulary, but as this
and help with vocabulary as necessary. Encourage is a fluency practice activity, do not interrupt the
students to give reasons for their choices and to conversations unless inaccuracy hinders comprehension.

   27
Ask some of the groups to report back on their Suggested answers
conversations in open class for feedback.
1 Annoyingly, my sister’s always using my hair
straighteners.
Optional extension 2  Hopefully, my brother will lend me his jacket.
Divide the class into pairs and ask students to make a list 3 Regrettably, I didn’t learn a musical instrument when I
of reasons that the younger siblings on the web page might was younger.
act as they do. When students have at least three reasons, 4 I’m good at languages, but, admittedly, my sister is better
this could lead into a role play with younger and older than me at Maths.
siblings discussing the situations. Assigning roles and giving 5 Surely my brother could spare half an hour to help me
preparation time in this way often leads quieter students with my homework if he really wanted to.
to interact more and voice their opinions. Monitor and 6  Honestly, I would never hurt my sister.
encourage all students to speak. Develop the conversations 7  Obviously, my brother is jealous of me.
into a whole-group discussion. 8 Understandably, you’re angry with me for being mean to
my sister.

GRAMMAR Workbook page 11

Adverbs to express attitude

1 Ask students to work with a partner to choose the VOCABULARY
correct option to complete each sentence before Personal conflict
checking answers by referring back to the web page.
Check answers in open class.
1 Working in pairs, students discuss the meaning of the
various forms and match the sentence halves. During
Answers whole-class feedback, elicit the form/phrase for
describing personal conflict in the sentences and ask
1 Admittedly  2 Annoyingly  3 Hopefully
students to explain their answers by explaining the
4 Regrettably
meaning of the target forms.
2 Working individually, students find further examples Answers
of adverbs to express attitude in the web page. Divide
the class into pairs and ask students to complete the 1 g  2 a  3 h  4 b  5 f  6 c  7 d  8 e
rule. Check answers in open class. Use the examples
in Exercise 1 to clarify the rules. 2 Students complete the exercise individually, then
check answers in pairs before feedback in open class.
Answers
Answers
honestly, obviously, certainly, understandably, surely
1 life  2 with  3 say  4 gets  5 on  6 made
Rule 7 be  8 turned
(in any order)
1 honestly  2 obviously  3 surely  4 certainly Fast finishers
5 understandably Ask students to imagine a reason for each of the sentences.
For example: Mr Johnson is always picking on me because he’s
a bully/because he doesn’t like the way I speak to him.
Fast finishers
Ask students to work in pairs and decide which of the
adverbs is used when a speaker is not pleased with a Optional extension
situation. (annoyingly, regrettably, surely) Test how well students remember the collocations. Call out
either the verb or the noun, and nominate a student to say
the whole phrase. For example, you say either gets on or my
3 If you’re short on time, you can set this exercise for
nerves, students say the complete phrase: gets on my nerves.
homework. Alternatively, you could put students in pairs to take turns to
Students work individually to complete the exercise. test each other in the same way.
Let them compare answers with a partner before
checking answers in open class. During feedback, 3 SPEAKING   Ask students to work individually to
refer to the rule for clarification if necessary. complete the sentences and make a note of their
answers to the questions. In pairs, students discuss
their answers. To encourage students to tell their
stories in detail, tell the listener to keep asking
questions to get further information. Encourage
them to use the vocabulary items from Exercise 1
as they speak.

Answers
1 nerves  2 regretted  3 word  4 worse  5 miserable

28  
 1   B ROTH ER S A N D SISTER S
Optional extension Answers
For further speaking practice, regroup students and ask them 1 She was the link between Jane and Mr Bingley so
to retell their stories while their partners make a note of any whenever they were apart, she provided a connection to
expressions referring to personal conflict. The speaker using the other.
the most expressions is the winner. As feedback, nominate 2  She didn’t approve of it.
individual students to tell the class their story. 3 She hopes that they will have a better relationship in time
though she doesn’t imagine they’ll be as close as they
were previously.
Workbook page 12
4 She is pleased and relieved that Jane doesn’t think she
will be as close to her as before and will be more cautious
Student’s Book pages 18–19 around her.
5  She thinks it could have made Jane think badly of Darcy.
6 Jane wishes that Elizabeth could find someone and be
LITERATURE equally as happy as her.
7 Other people now see the Bennet family as extremely
Pride and Prejudice by Jane Austen lucky since Jane and Bingley got engaged. This contrasts
1 Books closed. As a lead-in, brainstorm a list of films with a few weeks before when there was a lot of gossip
and scandal around one of the other sisters, Lydia,
about families or brothers and sisters and write titles running away.
on the board. Divide the class into pairs for students
to take turns describing a film for their partners to 4 VOCABULARY   Students work individually to
guess the title. Listen to some examples in open class complete the exercise, then check their answers with
and write any repeated themes on the board. a partner before feedback in open class.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would Mixed-ability
best be done as a heads-up activity with the whole Stronger students can attempt to complete the exercise from
class. Ask students to look at the photo and read memory before checking in the extract.
the introduction. Ask students to quickly discuss the Weaker students can find the answers in the extract. If
question with a partner. Listen to some of their ideas students need clarification of the meaning of the words, give
in open class and write them on the board to refer to further examples of your own to explain.
during feedback on Exercise 2.
2 1.08   Play the audio for students to listen and Answers
read to check their answer to Exercise 1. Tell them
1 account for  2 singled out  3 acquaintance
to concentrate on answering the question and not
4 disposition  5 sought  6 indifferent  7 on good terms
to worry about understanding every word. Allow 8  was totally ignorant
students to check their answer with a partner before
feedback in open class. Nominate individuals to give 5 SPEAKING   In pairs or small groups, students discuss
reasons for their answer. the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
Suggested answers
expressions or lexical errors to refer to during
Jane rarely speaks badly of other people. Elizabeth feedback. At the end write them on the board to
describes this as her ‘goodness’ which she (Elizabeth) feels discuss the problems with the lexical errors and to
she doesn’t possess. When Jane does talk about Bingley’s praise students who used language well. As feedback,
sisters in a slightly less than favourable light, Elizabeth is
surprised and delighted to see her sister being assertive.
ask for volunteers to report back to the class on
This also shows a closeness between the two sisters, as does their discussion.
Jane’s wish that her sister could be as happy as her.

3 Check/clarify involvement. Ask students to underline

WRITING
the key information they will need to read for. An email
You could encourage students to try to answer the
1 Students read the email to answer the questions. Set
questions before reading again. Students read the text
a two-minute time limit to encourage them to read
again to check their answers. Let students compare
quickly and focus on the questions. Allow them to
answers with a partner before feedback in open class.
compare answers with a partner before checking in
During feedback, ask students to refer to the parts of
open class.
the text that support their answers.
Answers
1  Sam is the writer’s great-uncle.
2 His siblings felt he was spoilt because he was their
parents’ favourite and the youngest.
3  He refused to fight in World War II.
4 He became a policeman, won a medal for bravery and
had five children.
5 The writer is determined to find some of their missing
Scottish relatives.

   29
2 Students read the email again and order the
information.

Answers
what she plans to do with this information – 6
what the scandal was – 3
how she made the discovery about her great-uncle – 2
the consequence of the scandal – 4
the little she already knew about her great-uncle – 1
the evidence she found about his life – 5

3 Divide the class into pairs for students to complete

the exercise. Monitor and help with any difficulties.
Students look for the answers in the email,
then discuss the effect of the missing words and
expressions. Check answers in open class.

Answers
1  I think  2  I believe  3  there was a rumour
4  never really; for sure  5  apparently  6  it seems

4 Give students time to read through sentences 1–6.

Point out that there are various ways to make each
sentence less certain. Students work with a partner to
complete the exercise. Listen to some of their answers
in open class as feedback.

Answers
1 Apparently,/It seems he wasn’t very well liked by other
members of the family.
2 Apparently,/I think/I believe he was a hero in the First
World War.
3 Apparently,/I think/I believe I met my great-aunt when I
was very young, but I don’t really remember it.
4 Apparently,/I think/I believe he’d spent some years in
prison.
5 I never found out if it was true for sure. / I never really
found out if it was true.
6 Apparently, (it turns out that) he never knew he had a
twin brother.

5 If you’re short on time, you can set this exercise for

homework.
Students write the email. This can be done
individually or as a collaborative writing activity
in class with pairs of students working together to
complete the exercise. On completion, you could
ask students to exchange their emails with another
pair. If students have access to the Internet in the
classroom, this could be done electronically for added
authenticity. Ask them to read and evaluate on the
basis of content (how interesting were the ideas?);
organisation (did each paragraph include a clear and
distinct idea like the model answer?); communicative
purpose (were you convinced by it?); and language.
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy
their writing is to follow and whether they wrote
about relevant details. Avoid focusing too much on
accuracy, as a heavily marked piece of writing is
more likely to de-motivate learners than to make
them try harder next time.

30