Bringing the world to the classroom and the classroom to life

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N G L . C E N G A G E . C O M / E LT
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 6c Coming of age
Students’ own answers
Reading 1 In the UK, the following is true: drive a car (17); get
married (16); buy cigarettes (18); leave school (16);
1 Discuss these questions. buy fireworks (18); open a bank account (7 – to open
a savings account; 11 – to open a current account).
1 At what age can people legally do these things in your country?

2 At what age do you think teenagers become adults?

3 Do you have special celebrations in your country for young people as they
become adults?
2 Arguably, at 16 when you can get married and start work, or at 18
when you are fully treated as an adult by the law.
3 In the UK, there is no formal ‘coming of age’ rite – people often celebrate
their 18th and 21st birthdays as special occasions with a big party, and
it’s traditional to give a person a key (nowadays, usually, a large plastic
key) to symbolize having the key to adulthood.
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6c-p. 74
2 Look at the photos and the title of the web page on page 75. What do you
think the expression ‘coming of age’ means? Read the introduction and
check your ideas.

According to the introductory paragraph, coming-of-age means

different things in different cultures – ranging from getting
married or getting a job to celebrations to symbolize coming of age.
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6c-p. 74
 Track 50 For some people, the age when you
become an adult is the age you learn
to drive or leave your parents’ home. It
can also be when you get married, buy
a house and have children. Or perhaps
it’s when you leave school and get a
job. Different cultures have their own
ideas and their own celebrations to
symbolize coming of age.

Quinceañera
In Latin-American cultures, Quinceañera is a well-known celebration for girls around
their fifteenth birthday. Many people believe the celebration started when the
Spanish first came to parts of the Caribbean, Central America and South America. Of
course, ancient tribes like the Inca, Maya and the Aztecs probably had their own
coming-of-age ceremonies already, but the Spanish changed these to include
European features such as the Quinceañera waltz, which was introduced in the 19th
century by Emperor Maximilian and his wife Carlota. This waltz between the teenage
girl and her father symbolizes her coming of age.

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6c-p. 75
Cattle jumping Track 50
The whole economy of the Hamar tribe in southern Ethiopia is based on traditional
farming. The importance of farming is seen in the coming-of-age ceremony in Hamar
culture. As part of the celebration, young men must jump over a line of fifteen cows. They
have to do this before they can marry. After that, the man’s family chooses a wife and
they have to pay the bride’s family about thirty goats and twenty cows. Sometimes the
man will have to pay the family back over his whole life. Because of the costs involved,
Hamar men are usually in their mid-thirties and the women aged about seventeen when
they marry. As a result, the husband often dies many years before his wife, and
traditionally, she then gets financial control over the husband’s younger brothers’ money
(if the parents are also dead) and all their cattle.
Seijin-no-Hi
The second Monday of January is a public holiday in Japan. It’s a day when all twenty-
year-olds are supposed to celebrate their coming of age. It’s called Seijin-no-Hi and the
young men and women wear formal clothes and attend ceremonies. Twenty is an
important age in Japanese society because you get several adult legal rights, such as
voting in elections. However, in recent years, the number of young people celebrating
Seijin-no-Hi has decreased. This is partly because of Japan’s low birth rate, but maybe it’s
also because it’s too expensive and modern twenty year-olds are less interested in these
kinds of social traditions.

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6c-p. 75
3 Read the three posts about different coming-of-age ceremonies. Are these
sentences true (T) or false (F)?
1 The celebration of Quinceañera is common in many different countries.
2 The writer thinks the Spanish introduced coming-of-age celebrations to
South America.
3 The Hamar bridegroom’s family must pay money to the wife’s family.
4 In Hamar culture, when the husband dies, the wife gives her cows to the
younger brothers.
5 In Japan, you have more legal rights when you are twenty.
6 The attitudes of some young people to Seijin-no-Hi in Japan are changing.
1 T (parts of the Caribbean, Central America and South America)
2 F (the Inca, Maya and the Aztecs probably had their own coming-of-age
ceremonies already)
3 F (they have to pay the bride’s family about thirty goats and twenty
cows – not money)
4 F (she then gets financial control over the husband’s younger brothers’
money)
5 T (Twenty is an important age in Japanese society because you get
several adult legal rights, such as voting in elections)
6 T (in recent years, the number of young people celebrating Seijin-no-Hi
has decreased)
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6c-p. 74
4 These pairs of words are on the web page. Match the words with the
definitions (a–b).

1 country / culture
a the way a group of people do things
culture
b an area of land with its own government
country
2 celebration / ceremony
a a social event such as a party celebration
b a traditional and formal event on a special day ceremony
3 bride / groom
a the man at a wedding groom
b the woman at a wedding bride
4 legal rights / social traditions
a what the law allows you to do legal rights
b activities based on the past social traditions

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6c-p. 74
Critical thinking analysing the writer’s view
5 The three posts on the web page are by different writers. Match the posts
with these three ways of looking at the topic (a–c). Underline the words that
help you decide.

a Historical view: The writer includes information about the past.

b Social view: The writer includes information about society and how it is
changing.
c Economic view: The writer includes information about money.

6 Work in pairs and compare your ideas.

See next slide for answers

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6c-p. 74
Exercise 5

a Historical view: Quinceanera (the celebration started when the

Spanish first came to …; ancient tribes … probably had their own
coming-of-age ceremonies already; the Quinceañera waltz, which
was introduced in the 19th century)
b Social view: Seijin-no-Hi (the number of young people celebrating
Seijin-no-Hi has decreased …; … partly because of Japan’s low
birth rate; it’s too expensive and … modern twenty-year-olds are
less interested in these kinds of social traditions)
c Economic view: cattle jumping (they have to pay the bride’s
family about thirty goats and twenty cows; the man will have to
pay the family back over his whole life; Because of the costs
involved, Hamar men are usually in their mid-thirties … when
they marry; his wife … gets financial control over the husband’s
younger brothers’ money)

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6c-p. 74
Word focus get
7 Look at the web page again and find four examples of the word get. Match
them with these meanings. get married (line 3) – become
get a job (line 5) – start
gets financial control (line 32) – receive
get legal rights (line 40) – receive
8 Read the description of a wedding. Match the uses of get (1–7) with the
meanings (a–g).
Once the couple 1 get engaged, people start to 2 get ready for the big day! On
the morning of the wedding, everyone 3 gets up early. Family and friends
sometimes have to travel long distances but it’s always a great chance for
everyone to 4 get together again. After the main ceremony, the couple 5 get a
lot of presents. Nowadays, many couples go abroad on their honeymoon so
they leave to 6 get their plane. When they 7 get back, they move into their
new home.
a become c meet and socialize e receive g start the day
b catch d prepare f return
1 a 2 d 3g 4 c 5 e 6 b 7 f
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6c-p. 74
 - When/where does it take place?
- Who are invited?
- Food/ drink?
- Clothes?
- Expenses?
- Gifts?
- Ceremony?
- Modern/ traditional/ changing?

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Speaking
9 Work in pairs. Choose one of these events and make notes about what
happens in your country on this day. Then work in pairs. Describe the day to
your partner. Try to use the word get three times in your description.

EXAMPLE ANSWER
There are no fixed answers as this depends on your students’
experiences. However, here are some useful phrases you could use to
prompt students: get up early, get a present, get a card, get
flowers, get to a restaurant/party, get dinner, get a kiss.

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6c-p. 74
 6d An invitation
Speaking
1 Which of these events are very formal? Which are less formal?

EXAMPLE ANSWER
From least formal to most formal:
☺ a barbecue with family and friends
☺ your grandfather’s ninetieth birthday party
☺ an end-of-course party
☺ a leaving party for a work colleague
☺ an engagement party
☺ going out for dinner with a work client

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6d-p. 76
Real life inviting, accepting and declining
2 Listen to two conversations. Answer the questions. Track 51

Conversation 1 1 a barbecue at his

1 What event does Ian invite Abdullah to? house
2 Why does Abdullah decline the invitation at first? 2 Because he has
things to do, and
3 How does Ian convince Abdullah to come?
he thinks it’s a
4 Does Abdullah need to get anything? family affair.
Conversation 2 3 He tells him he’s
5 When is Sally leaving? inviting others from
their class.
6 Where does Joanna invite Sally?
4 No, he doesn’t.
7 Does Sally accept the invitation?
8 Do you think this conversation is more or less formal than conversation 1?
Why? 5 on Saturday
6 to dinner at her favourite restaurant
7 Yes, she does.
8 more formal, because the speakers don’t know each
other very well
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6d-p. 76
3 Look at the expressions for inviting, accepting and declining. Listen to the
conversations again. Tick the expressions the speakers use. Track 51

Would you like to come …?

I’d like to take you to …
Why don’t you …?
I’d like that very much.
Thanks, that would be
great.
That would be wonderful.
OK.
I’d love to.
Thanks, but …

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6d-p. 76
Script Track 51

I = Ian, A = Abdullah
1
I: Hi Abdullah. How’s it going?
A: Good. I finished all my courses today so I can relax.
I: Great. Maybe you’ll have time for some travelling and sightseeing now.
A: Maybe. But I think I’ll take it easy this weekend.
I: Oh! Well, why don’t you come to my house? My family is coming over. We’re having
a barbecue in the back garden. It’ll be fun.
A: Thanks, but I have a few things to do at home and it’s with your family so you
probably don’t want other people there …
I: No, really. Don’t worry because I’m inviting a few people from our class as well. So
you’ll know people. I’d really like you to come.
A: OK. Thanks, that would be great. Is it a special occasion?
I: Well, my oldest sister has a new baby girl, so it’s a bit of a celebration for that.
A: Oh! So I should bring something.
I: No, please don’t. It isn’t like that. There’s no need …

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Script Track 51

J = Joanna, S = Sally
2
J: Hello Sally. How are you?
S: Fine, thanks. It’s been a busy week.
J: Yes, I imagine. When do you finish?
S: Tomorrow.
J: Oh, really. I didn’t realize it was so soon.
S: Well actually, my flight home is on Saturday.
J: But you’re staying for another week?
S: No.
J: Oh. Well, what are doing tonight?
S: Nothing at the moment. I’ll be at my hotel.
J: Well, would you like to come out for dinner? Let’s go somewhere this evening.
S: Really? I’d love to.
J: Of course. I’d like to take you to my favourite restaurant.
S: That would be wonderful. I’d like that very much.
J: Great. Let’s go straight after work. I’ll meet you downstairs in reception.
S: OK. What time?
J: I finish at six. Is that OK for you?
S: Sure. I’ll see you then. Bye.
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4 Pronunciation emphasizing words

a Listen to these sentences. Underline the word with the main stress.

1 I’d love to. Track 52

2 That would be wonderful.
3 It’s very nice of you to ask.
4 I’d like to, but I’m afraid I’m busy.

b Listen again and repeat the sentences with the same sentence stress.
Track 52

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6d-p. 76
 Script Track 52

1 I’d love to.

2 That would be wonderful.
3 It’s very nice of you to ask.
4 I’d like to, but I’m afraid I’m busy.

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5 Work in pairs. Take turns to invite each other to different formal and
informal events from Exercise 1. Think about how formal you need to be.
Practise accepting and declining.

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6d-p. 76
 6e A wedding in Madagascar
Writing a description
1 Read this post from a travel blog. Which of the things in the box does the
writer describe?

food and meals, clothes, people, festivals and ceremonies

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6e-p. 77
 I was staying in Madagascar with a family and
they invited me to their daughter’s wedding. On
the big day, I arrived outside an enormous tent.
There was a zebu (a type of cow) at the
entrance and it looked miserable. Inside the
tent, there were beautiful decorations and over
300 excited relatives and guests were waiting
for the bride and groom to arrive. The women
wore colourful dresses. The older men wore
smart suits but the younger men were less
formally dressed. I even saw jeans and T-shirts.
Finally, the ceremony began with some very
long and sometimes dull speeches. But the
crowd listened politely and sometimes they
laughed and applauded. Finally, it was dinner
and I suddenly realized what the zebu was for.
We ate from massive plates of meat. I felt sad
for the zebu but the meat was the best part of
the ceremony! It was delicious!
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6e-p. 77
2 Writing skill descriptive adjectives
a When you write about places or special events, it’s important to use
interesting and very descriptive adjectives. Match the highlighted adjectives
in the travel blog with these less descriptive adjectives (1–4).

1 big _________________
enormous massive
, _________________
miserable
2 unhappy _________________
3 nice _________________
beautiful colourful
, _________________ smart
, _________________ ,
delicious
_________________
dull
4 boring _________________

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6e-p. 77
b Work in pairs. Improve these sentences with more descriptive adjectives.
You can use words from Exercise 2 or your own ideas.
beautiful ancient
1 Venice is a nice city with lots of old buildings.
2 In the USA, you can buy big burgers.
3 The parade was a bit boring after a while.
4 The crowd was happy because the nice fireworks started.
5 All the costumes were nice.
6 I was very sad to leave Paris.
7 I tried sushi for the first time and it was really good.
8 The view of the mountains was nice.
EXAMPLE ANSWERS
2 In the USA, you can buy enormous / huge / giant / gigantic / colossal
burgers.
3 The parade was a bit dull / tedious after a while.
4 The crowd was delighted because the exciting / colourful fireworks started.
5 All the costumes were beautiful / gorgeous / lovely.
6 I was miserable / upset to leave Paris.
7 I tried sushi for the first time and it was delicious / really tasty.
8 The view of the mountains was beautiful / stunning / wonderful.
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6e-p. 77
c Work in pairs. Look at the topics in Exercise 1. Think of two or three
interesting adjectives for each one. Use a dictionary to help you. Then work
with another pair and compare your adjectives.

food and meals – delicious, tasty, disgusting

EXAMPLE ANSWERS
clothes: pretty, smart, attractive, (un)fashionable, expensive
festivals and ceremonies: interesting, exciting, amusing, enjoyable
nature and geographic features: beautiful, attractive, dramatic,
interesting
people: happy, sad, (un)friendly, kind, annoying
towns, cities, buildings: large, busy, attractive, ancient, historic
transport: efficient, cheap, expensive, clean, dirty, fast, slow, old,
modern

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6e-p. 77
3 Choose one of these topics and write a short description (one paragraph) for
the travel blog.

• a day you remember from a holiday

• your favourite place in the world
• a special occasion in your life
• a festival or celebration

4 Work in pairs. Read your partner’s description. Does he/she use interesting
adjectives?

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6e-p. 77
 6f Steel drums
Before you watch
1 Look at the photo on page 78 and
discuss the questions.
1 What kind of musical instrument
is the woman playing?
2 How important is music in your
country?
3 Does your country have a
traditional type of music and
musical instrument?
Steel drumming competition in Port of Spain
1 She’s playing steel drums. during Trinidad’s Carnival celebrations.
2 Varied answers
3 Varied answers

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6f-p. 78-79
2 Key vocabulary
Read the sentences. The words in bold are used in the video. Match the
words with the definitions (a–e).

e 1 Before you can play a guitar, you a comes from

have to tune it. b affected or changed
b 2 Young children are influenced c round metal containers
by their parents. d stopped (by law)
c 3 Oil companies store and e change the sound of the
transport the oil in drums. instrument so it sounds nice
d 4 In some countries, smoking is
banned in public places.
a 5 The didgeridoo is a long
wooden musical instrument and
it’s native to the aboriginal
people in Australia.

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6f-p. 79
While you watch
3 Watch the video. Number these things in the order you see them.

5a Beverley and Dove learn to play the drums.

3b A steel band with children and adults playing together.
1 c A person runs into the sea.
4d Honey Boy with a drum.
2e People sell food in the market.

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6f-p. 79
4 Watch the video again and answer the questions.

1 What are the islands of the Caribbean region famous for?

2 When did people invent this musical instrument?
3 Why did Trinidad have many oil drums?
4 Where did the music come from?
5 Do most people here play by reading music?
6 What is the name of the person who tunes the drums?
7 Who do you find in a ‘panyard’?
1 relaxing beaches and lively music
2 in the 20th century
3 It’s an oil-producing nation.
4 the rhythms came from the early Africans centuries ago
5 No, most musicians play by ear.
6 a tuner
7 musicians who play steelband

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6f-p. 79
Videoscript Steel drums
W = woman in market, P = Tony Poyer, B = Beverley, D = Dove
0.00–0.48 The islands of the Caribbean region are famous for their relaxing beaches and lively music.
But the music of the instrument known as ‘steelband’, or ‘pan’, is native to only one island nation …
Trinidad and Tobago … home of the steelband. Steelband music is a popular part of life here. From
the small fishing villages to the hills, the whole population knows and loves the national instrument.
0.49–0.53 W Whoo, yeah, you got that, ha ha.
0.54–1.17 P Pan is most important to Trinidad and Tobago. It’s part of our culture. It was invented in
Trinidad and Tobago. It is the only musical instrument that was invented in the 20th century.
1.18–1.31 The special sound brings happiness to children and to adults, and to musicians from many
different places and backgrounds. Through the islands’ streets and markets, you can’t escape the
music.
1.32–2.06 Where does steelband music come from?
Trinidad is an oil-producing nation. During World War II, the island’s old oil drums became useful for
something else – as musical instruments. The drums produced sounds that have heavily influenced
the music of the region, and you can now hear in everything from island calypso to classical music. In
fact, the music goes back several centuries to early Africans who were not allowed to use their own
drums.
2.07–2.12 P They were banned from beating the Congo drums because people thought they were
communicating.

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Videoscript Steel drums
2.13–2.35 At first, people played these African rhythms by hitting old tin cans. Later, people played
on the tops of the steel drums, and over time that’s how the steelband sound was formed. Steel
drum musicians usually play by ear. Most players don’t use music written on paper.
2.36–2.49 P In fact, in the early days, they knew nothing about music. They played by sound, they
even tuned the pan by sound… tonk, tonk, tonk, and they listened until they got it right.
2.50–3.33 The steelband sound starts with the man who tunes the drums – the tuner. This tuner is
called Honey Boy. He’s been tuning pans for many years. It takes a long time to tune the drums. But
these instruments are used by some of the region’s top performers. But the steelband is more than
just music to Trinidad. It’s part of the local culture, and shows the world the creativity of
the island’s people. Every night, places called ‘panyards’ are full of musicians who come to learn the
instrument. People like Beverley and Dove.
3.34–3.39 B Well, it’s the music of my country, so I should learn it, you know. I should know a little
bit about it.
3.40–3.50 D Pan is to Trinidad part of our main culture. This is ours. We made it, we created it.
3.51–end Dove says that steelband belongs to the people of Trinidad and Tobago. But it is something
which they are happy to share with audiences and musicians around the world.

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After you watch
5 Vocabulary in context
a Watch the clips from the video. Choose the correct meaning of the words and
phrases.

b Complete the information about the Australian didgeridoo with these words.

The didgeridoo is an important symbol and a musical instrument which

goes back about 1,500 years. The instrument is made from a long piece
1 __________
of wood with a hole down the middle. Aborigines of different tribes and
backgrounds play the didgeridoo; they don’t read from music but
2 ____________
play
3 __________ by ear. As you travel around Australia, you can’t
escape its famous sound and you’ll often see 5 ____________
4 __________ performers
playing the instrument at special Aboriginal celebrations because it’s an
important symbol of their culture.
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6f-p. 79
 Videoscript Steel drums
b 1 … musicians from many different places and backgrounds.
a what is behind you
b your family and experience of living, education, etc.
c your skills and abilities
a2 … you can’t escape the music.
a go somewhere so you can’t hear
b go somewhere to hear
c go somewhere to record
c 3 … the music goes back several centuries to early Africans …
a repeats parts of the music
b is different to a time in the past
c exists since a time in the past
c 4 Steel drum musicians usually play by ear.
a learn to play by reading music
b play with their ears, not their hands
c learn to play by listening to music
c 5 … these instruments are used by some of the region’s top performers.
a people who make the instruments for other people to play
b people who listen to other people playing the instruments
c people who play the instruments for other people to listen to

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6 Work in pairs and discuss these questions.

1 Musical instruments can be important national and cultural symbols.

What are some other important symbols of your country or culture? (e.g.
your country’s flag)
2 Plan a short two-minute video about your country’s symbols. Which ones
will you show in the video? What will you say about them? (e.g. their
history, how they are made, how people use them)
3 Present your idea for the video to the class.

EXAMPLE ANSWERS
1 flag, national anthem, iconic building (e.g. Big Ben in
London, Eiffel Tower in Paris), a type of food or drink (e.g.
whisky in Scotland), a sport (e.g. cricket in Australia), a car
(e.g. a Ferrari in Italy), a type of building

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6f-p. 79
 UNIT 6 REVIEW AND
MEMORY BOOSTER
Grammar
1 Work in pairs. Look at these sentences about the future. Can you explain the
difference in meaning between the different verb forms?
1 I’m going to study English at university.
2 I think I’ll study for my English test next.
3 I’m meeting my friend to study English together.
4 I plan to study English at university.

1 this is a plan or intention

2 this is a decision you have just made
3 this is an arrangement
4 this is a plan

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U6 Review-p. 80
2 Choose the correct option to complete the sentences.

1 We hope to / ’re going to visit my family this weekend, but we aren’t sure
yet.
2 A: I need someone to carry these books for me.
B: I ’m helping / ’ll help you!
3 It isn’t easy win / to win the lottery.
4 A: When are you going to / will you bring the cake?
B: In a few minutes.
5 Rachel will have / is having a party tonight. She arranged it months ago.

3 Work in pairs. Tell each other about:

• your plans for this weekend.
• your future career intentions.

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U6 Review-p. 80
Vocabulary
4 Match the verbs in A with the words in B to make phrases
get your first job
go to school
buy your own clothes
learn to drive
start a family
5 Work in pairs. Look at the phrases in Exercise 4 and answer these questions.

1 What order do these things normally happen in life?

2 Which things have you done?
3 What age were you when you did them? (e.g. thirteen or early teens)
4 How did you feel at the time?
5 When do you plan to do the other ones?
Students’ own answers

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U6 Review-p. 80
6 Complete the text about the Notting Hill Carnival with these words.

Every year at the end of August, the London neighbourhood of Notting Hill
parades
is full of colourful 1 _________________ for the biggest carnival in Europe.
decorations
Over 40,000 volunteers help by putting up 2 _________________ along the
streets of West London and welcoming over one million visitors to the party.
costumes
Many of them make and wear their own 3 _________________. The
Caribbean community of London started the event in 1966. You’ll see many
floats
decorated 4 _________________ and hear loud music and traditional steel
drums
5 _________________.

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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U6 Review-p. 80
Real life
7 Look at the sentences (1–4). Replace the words in bold with these phrases.

1 Do you want to go for a coffee? Would you like

2 Why don’t you come with me to the cinema? I’d like you to
3 It’s nice of you to ask, but I’m out this evening. I’d like to
4 Thanks. That’d be great. That sounds

8 Work in pairs. Invite each other to do something this week. Accept or decline
the invitation.

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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U6 Review-p. 80