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Please note that worksheets and teacher’s notesfor the Messages can be found at http://www.cambridge.org/elt/messages/teacherquest

© Cambridge University Press www.cambridge.org

Cambridge University Press978-0-521-61441-2 - Messages Teacher’s Book 4Meredith Levy and Diana GoodeyFrontmatterMore information

http://www.cambridge.org/0521614414

http://www.cambridge.org


CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University PressThe Edinburgh Building, Cambridge CB2 2RU, UK

www.cambridge.orgInformation on this title: www.cambridge.org/9780521614412

© Cambridge University Press 2006

This book is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place withoutthe written permission of Cambridge University Press.

First published 2006

Printed in the United Kingdom at the University Press, Cambridge

A catalogue record for this book is available from the British Library

ISBN-13 978-0-521-61441-2 Teacher’s BookISBN-10 0-521-61441-4 Teacher’s Book

ISBN-13 978-0-521-61439-9 Student’s BookISBN-10 0-521-61439-2 Student’s Book

ISBN-13 978-0-521-61440-5 Workbook with Audio CD / CD-ROMISBN-10 0-521-61440-6 Workbook with Audio CD / CD-ROM

ISBN-13 978-0-521-61442-9 Teacher’s Resource PackISBN-10 0-521-61442-2 Teacher’s Resource Pack

ISBN-13 978-0-521-61443-6 Class CassettesISBN-10 0-521-61443-0 Class Cassettes

ISBN-13 978-0-521-61444-3 Class Audio CDsISBN-10 0-521-61444-9 Class Audio CDs

ISBN-13 978-0-521-68000-4 Messages Level 3 and 4 Video VHS PALISBN-10 0-521-68000-X Messages Level 3 and 4 Video VHS PAL

ISBN-13 978-0-521-69677-7 Messages Level 3 and 4 Video VHS NTSCISBN-10 0-521-69677-1 Messages Level 3 and 4 Video VHS NTSC

ISBN-13 978-0-521-67999-2 Messages Level 3 and 4 Video DVD PAL/NTSCISBN-10 0-521-67999-0 Messages Level 3 and 4 Video DVD PAL/NTSC






Map of the Student’s Book 4

Introduction 6

Teacher’s notes and keys

Module 1 People and places

1 Getting together 102 Friends and neighbours 17

Module 1 Review 24

Module 2 New horizons

3 All in the mind 274 Journeys 34

Module 2 Review 40

Module 3 Changes

5 In the news 436 Attachments 50

Module 3 Review 57

Module 4 Talking points

7 Celebrations 608 Secrets and lies 67

Module 4 Review 74

Module 5 Living together

9 Groups 7710 Food for thought 85

Module 5 Review 92

Module 6 Just imagine!

11 Challenges 9512 Happy endings 102

Module 6 Review 108

Games 110

Workbook key and tapescripts 111

Acknowledgements 120

3Contents






4 Map of the Student’s Book

Modul

e 3

Chan

ges

Modul

e 2

New

ho

rizo

ns

REVISION● Describing the present and

the past● Verbs + prepositions in Wh-

questions● Present continuous

● Expressions: contradictions

● Relative clauses with who, that,which

● Present simple● Pronoun one/ones

● Expressions: asking forclarification

● Past continuous and pastsimple

● used to

● Expressions: expressing surprise

● must/mustn’t, have to/don’thave to

● Comparative adjectives● Passive (present simple and

past simple)

● Expressions: making travelarrangements

Unit 1Gettingtogether

Unit 2Friends andneighbours

Review

Review

Unit 4Journeys

Unit 3All in themind

Unit 5In the news

Unit 6Attachments

Review Grammar check Study skills: Homophones How’s it going?: Progress check Coursework: Reviews

● Verbs + prepositions● Postcards● Words with some

and every

● Pronunciation: stressand intonation

● Listen to biographies offamous people

● Read holiday postcards● Skim and scan a text

● Life and culture: Welcome toLiverpool!

● Talk about a picture● Write about famous people

in the past● Make a conversation at

a café● Write a postcard

● Flats and houses● Friendship● Nouns and adjectives

describing personalqualities

● Pronunciation: /ə/

● Listen to a guessing game● Read a questionnaire about

friendship● Understand new words

● Life and culture: Poem

● Talk about where you live● Tell the class about yourself

and your neighbourhood● Play a guessing game● Write about yourself and

friendships in your life

Grammar and Expressions Vocabulary andPronunciation

Listening and Reading skills Communicative tasks

Modul

e 1

Peo

ple

an

d p

lace

s

● Fears and fantasies● Dreams● Link words

● Pronunciation: /j/

● Listen to three conversationsabout coincidences

● Read a magazine articleabout dreams

● Identify the topic of a text

● Life and culture : HauntedBritain

● Talk and write aboutcoincidences in the past

● Describe yourself when youwere younger and comparewith a friend

● Describe things that youimagine or worry about

● Write a description of a dream

● On the road● Travelling ● Prepositions of

movement

● Pronunciation :stress in sentences

● Listen to a song● Read an account of a journey

around the world● Scan a text for information

● Life and culture : Journey intoslavery

● Write and act aconversation at a travelagent’s

● Describe where thingsare/were made or produced

● Write a journal about ajourney

● Present perfect + just, yet,already

● been and gone● Present perfect and past simple● its : possessive adjective● so ... that ... ; such a/an ... that ...

● Expressions: offers andsuggestions

● Topics in the news● Yellowstone Park

● Pronunciation: /s/ +consonant

● Write an email to a friend orrelative with your news

● Discuss what you have andhaven’t done

● Write a radio report● Write about recent events

for a school newsletter

● Present perfect with for andsince

● Present perfect with superlativeadjective + ever

● Superlative adjectives● give + direct and indirect

object

● Expressions: time expressions

● Personalpossessions

● Living abroad● still, any more

● Pronunciation: /��//ɔ�/

● Give details about yourbackground

● Talk about your favouritepossessions

● Describe important thingsand events

● Write an account ofpersonal experiences

● Listen to an interview with asurfing champion

● Read an interview with a boywho has lived all over theworld

● Skim a text for the generalidea

● Life and culture: New Zealand

● Listen to news headlines onthe radio

● Read a magazine articleabout a volcano

● Understand the main idea ofa text

● Life and culture: Non-stopnews

Grammar check Study skills: Guessing what words mean How’s it going?: Progress check Coursework: Conversation with Grace Lawson

Grammar check Study skills: Spelling How’s it going? : Progress check Coursework: Who’s who at Greenside?






5Map of the Student’s Book

Modul

e 6

Just

imag

ine!

Modul

e 5

Livi

ng

to

get

her

Modul

e 4

Talk

ing

po

ints ● Special occasions

● Invitations andreplies

● Verbs with look

● Pronunciation: final/s/ and /z/

● Describe special occasions● Talk about superstitions● Write about and discuss

plans for a celebration● Write and reply to an

invitation

Grammar and Expressions Vocabulary andPronunciation

Listening and Reading skills Communicative tasks

Unit 7Celebrations

Unit 8Secrets and lies

● Verbs and nounsthat go together

● ‘Sales talk’● because, so

● Pronunciation: /ai//ei/

● Listen to a discussion on the radio

● Read an article about a ‘con man’

● Predict the topic of a text

● Life and culture: The codetalkers

● Talk about events in thefuture and when they mighthappen

● Talk about what’s right and wrong

● Write an imaginary ‘sales talk’

Unit 11Challenges

● Past perfect● must, can’t, might, could

for speculation

● Expressions: Neither do I. So am I.

● Adjectivesdescribing feelings

● In the mountains ● Adverbs

● Pronunciation:stress in sentences,weak forms

● Describe a situation in thepast and how you felt

● Imagine what differentsituations are like

● Write a short story

Unit 12Happyendings

● Reported speech● say and tell● whose

● Expressions: everydayexpressions

● Words connectedwith money

● Sending messages● Phrasal verbs

● Pronunciation:vowel sounds

● Report what people say● Make a conversation at

a party● Write and reply to a

message

● Food● The fast food

industry● Adjectives ending

in -ed/-ing

● Pronunciation:silent vowels

● Listen to a TV quizprogramme

● Read a review of a book● Recognise facts and opinions

● Life and culture: MakePoverty History

● Talk about things you’d liketo change

● Prepare and ask questionsfor a quiz

● Write a review for a schoolmagazine

● Verb/preposition + -ing form● -ing form and to + verb● want/ask/tell someone to do

something

● Expressions: requests andresponses

● People in groups● A wildlife

commentary● too and enough

● Pronunciation: /ŋ//n/

● Listen to phone calls makingrequests

● Read a commentary for a TVwildlife programme

● Use pronouns and possessiveadjectives

● Life and culture: Romeo andJuliet

● Describe people’s likes anddislikes

● Interview a friend for a TV show

● Write and act a telephoneconversation askingsomeone to do something

● Write a description ofteenagers in your country

Review Grammar check Study skills: Preparing for tests and exams How’s it going? : Progress check Coursework: Letters

Unit 9Groups

Unit 10Food forthought

Review Grammar check Study skills: Preparing and giving a talk How’s it going? : Progress check Coursework: The ads page

● Listen to a story about aterrible night

● Read a story about anextraordinary experience

● Guess meaning from context

● Life and culture: Gandhi

Review Grammar check Study skills: Learning English on your own How’s it going? : Progress check Coursework: Sports news

● Listen to a song● Read three jumbled stories● Follow the sequence of a

story

● Life and culture: Keeping in touch

● Listen to a song● Read invitations and replies● Scan a text for information

● Life and culture: The number13

● First conditional with ifand unless

● The future with will and going to

● Expressions: I hope so/not. I guess so/not.

● might and may● when in future sentences● should/shouldn’t● Second conditional

● Expressions: responding toopinions

● Grammar index ● Communicative functions index ● Wordlist ● Phonetic symbols ● Verb forms and irregular verbs ● Songs

● Expressions of quantity● Question words● Subject and object questions

● Expressions: expressingpreferences






6 Introduction

Welcome to Messages, a lower-secondary course providing80–90 hours of classwork per level. Messages is designed tomeet the needs of you and your students by making bothlearning and teaching simple and effective. It has a clearlystructured progression in both grammar and vocabulary, and awealth of opportunities for students to practise the languagethey are learning.

We hope that students will find Messages an enjoyable,engaging course, with its clear signposting of aims, interestingand motivating themes, and a wide range of rich resources,while teachers will find it offers practical, easy-to-use materialthat can be adapted to mixed-ability classes. Messages 4 isdesigned for students who have studied English for three years atsecondary level, and includes revision of many basic structures.

Course componentsStudent’s Book● Six modules of two units each● Module opening pages● Extra exercises page with KET and PET-style activities● Extra readings on Life and Culture● Review sections at the end of every module, containing

grammar ‘work it out’ tasks and consolidation exercises,vocabulary summaries, study skills and a progress check

● Coursework● Reference section containing:

– Grammar index– Communicative functions index– Wordlist– Phonetic symbols– Verb forms and irregular verbs– Song lyrics

Workbook● Full range of exercises, including more KET and PET-style

activities● Extension activities for stronger learners● Learning diary● Comprehensive grammar notes● CD-ROM Extra with a range of fun interactive activities

practising grammar, vocabulary and reading. Also includesWorkbook audio and animated tour of the Infoquests

Teacher’s Book● Step-by-step, easy-to-follow instructions● Student’s Book answers● Background information on texts● Guidelines for how and when to include supplementary

material● Ideas for language games in the classroom● Tapescript for the Student’s Book audio● Workbook answer key and tapescript for the Listening

exercises

Teacher's Resource Pack● Photocopiable activities:

– Entry test– Communicative activities– Grammar worksheets– Module tests– Final test

● Pattern drills● Teaching notes and answer key

Audio CDs/Cassettes● Student’s Book audio● Pattern drills● Tests audio

Messages DVD/VHS videos for Levels 3 and 4● a collection of eight documentary-style programmes based

around a teenage TV series, Get The Message!● activity booklet including worksheets, teacher’s notes and

key, plus full video scripts

Web material● Infoquests at www.cambridge.org/elt/messages/infoquest● Downloadable worksheets and Teacher’s guides for

Infoquests at www.cambridge.org/elt/messages/teacherquest● Downloadable grammar worksheets for weaker learners at

www.cambridge.org/elt/messages

About Messages 4A sense of purpose and achievement

In Messages, there are three levels at which students focus onwhat they can do in English:● The 12 units are divided into three steps. Each step opens

with a summary of the target language and thecommunicative task(s) (Use what you know) which studentswill be able to do, using that language. Each step takesstudents through a series of related activities, which leadthem quickly from ‘input’ to meaningful, communicative‘output’. Short, carefully prepared and guided tasks ensurethat even weaker students can enjoy a sense of success.

● At the end of each module, students complete one part of aportfolio of work entitled ‘Our school magazine’. This is acontinuous Coursework project, based on different aspects of the overall theme of the book (see below) and on thelanguage of the preceding units. In Book 4, the Courseworkinvites students to write a range of pieces for a schoolmagazine. Language is recycled and revised in the modulesthemselves and in the reviews, tests and additional material.

● There is an overall purpose to each year's work. Each bookhas its own theme, exemplified in the six Coursework tasks.In Book 4, the theme is ‘today’s world’. By the end of theyear, students should be able to express and discuss theiropinions in English and to produce a greater variety ofwritten ‘genres’: for example, an interview, advertisements,reviews, letters and reports.






7Introduction

Authentic and meaningful language learning

As in previous levels of Messages, the language is carefullycontrolled but is as natural and realistic as possible, presentedand practised in authentic contexts. Students will continue tolearn about their English-speaking counterparts, and about theworld around them.

Active, responsible learners

In the units, students engage actively with the material and use a range of cognitive skills such as guessing, deducing, comparing,matching, sequencing. Students are asked to discover sentencepatterns and grammar rules for themselves, to make their ownexercises and to ‘test a friend’. There are frequent opportunitiesfor students to talk about themselves, their interests and theiropinions.

In the reviews, a series of exercises and tasks help learners tomonitor what they can do. In How’s it going? they make theirown assessment of their grasp of the language points covered.This is reinforced when they complete the Learning diary inthe Workbook.

Using Messages 4Module openers

These two pages allow teachers to ‘set the scene’ for theirstudents and help to motivate them by creating interest. Thepages contain a list of what students will study in the module,the communication tasks they will carry out, a selection ofvisuals from the coming units and a brief matching exercise.Encourage all students to say as much as they can about thepictures before they do the matching exercise.

With stronger classes, you may want to ask students to identifywhich language point each of the sentences relates to, or tosupply similar sentences.

Presentation

In Steps 1 and 2 of each unit, there is a variety of grammarpresentation texts and dialogues. They each present the newgrammar point in a context which illustrates its concept andmeaning, as well as providing plenty of natural examples of it.

In some cases, students listen first with their books closed (orthe text covered). This will enable them to focus on the soundsof the language without being distracted – and sometimesconfused – by its written equivalent.

Ask plenty of comprehension questions, and get students torepeat the key sentences. They should listen to / read theconversation/text at least twice during this phase of the lesson.

Share your ideas

The presentation is often preceded by this preparatory discussion,which reactivates and revises known language and sets thescene for the students, so that they can anticipate what they areabout to hear or read.

Key grammar

Key grammar activities follow on from the presentations andfocus on the target language within them. Give students a few

moments to look at the grammar box and reflect before theydiscuss and complete the examples and explanations orally. Theycan then copy the completed sentences into their notebooks. Insome cases, students translate the examples and compare themwith the mother tongue equivalent.

Practice

The controlled practice exercises which always follow Keygrammar sections can be done orally with the whole class, andthen individually in writing.

Students are then often asked to make their own ‘exercise’ andTest a friend. Look at the example in the book with the wholeclass first, adding further examples on the board if necessary.This is an excellent opportunity for students to focus actively onthe new grammar and test their understanding. It also gives youa chance to monitor and deal with any difficulties they may havebefore you move on.

For additional oral practice, there is a set of pattern drills in theTeacher’s Resource Pack, with the corresponding audio on theclass CDs/cassettes. Recommendations for when to use thepattern drills are given in the unit notes of the Teacher’s Book.We suggest you play the complete drill through at least once,before pausing for the students to respond each time. You mayprefer to do the drills yourself, without the recorded version.

Key vocabulary

In Book 4 there is more emphasis on using words in context, aswell as exercises based on matching words and pictures. Some ofthe lexical groups recycle items which students should know, aswell as introducing new words. Students can work alone or inpairs, and use their dictionaries for words they don't know.

The core vocabulary of each unit is practised further in theWorkbook. Encourage students to start their own vocabularynotebooks and to record new vocabulary in them.

Key expressions

In each unit, students learn a set of practical, functionalexpressions that they can use in everyday situations (forexample, asking for clarification, making travel arrangements,responding to other people’s opinions). These expressions arefirst encountered in the presentation dialogues, and studentsthen practise them further through pairwork. There is additionalpractice of the expressions in the Workbook.

Key pronunciation

Messages 4 further develops basic areas, such as stress andintonation in sentences and contrasting vowel sounds. Thepronunciation activities are always linked to the language ofthe unit.

Use what you know

The Use what you know tasks at the end of each step enablestudents to use what they have learnt for an authentic,communicative purpose. Many of these tasks can be prepared inwriting and then done orally, or vice versa. Students are alwaysgiven examples to follow, and you will find a model answerwhere applicable in the notes that follow in this Teacher’s Book.






8 Introduction

Speaking

Students are encouraged to repeat key vocabulary/expressionsand the key sentences of each presentation. New language ispractised in meaningful contexts that involve an element ofcreativity on the part of the learner, with an emphasis onmoving from accuracy to fluency. Students ask questions, shareopinions, talk about themselves, their country and the worldaround them.

In addition, students can engage in role plays and act out roughor reduced versions of some of the presentation dialogues. Theaim here should be to reproduce the situation rather than theoriginal conversation word for word. Stronger students can workin groups and write a slightly different conversation.

Writing

Writing is involved in many of the Use what you knowactivities, where students write sentences, paragraphs or shortdialogues. In Messages 4, a more extended writing task comesat the end of Step 3 in each unit. Here students are asked towrite a variety of text types, for example, a postcard, a journal,invitations and replies, a short story. To help them to organisetheir work and choose appropriate language, a step-by-stepWriting guide is provided, with practical advice and examplesthat they can use or adapt. These writing tasks can be preparedin class and done for homework.

For longer writing tasks, encourage students to first write arough draft, then read through and check their work beforewriting a final version. They could also check each other’s work.

Listening

Messages 4 provides plenty of practice of this skill. Studentslisten to presentation and reading texts, and in each unit thereis a specific listening task, covering a variety of text types, forexample, conversations, the news on the radio, an interview, a TV quiz programme.

Three authentic songs are included for listening comprehension.The words are given on page 144 of the Student’s Book.

The listening texts may include language which is slightlybeyond the students' productive level. However, they are notexpected to understand or reproduce everything they haveheard. You should focus on the key sentences only. Rememberthat learners may need to listen more than twice during theseactivities.

Reading

Step 3 of each unit opens with a reading text connected withthe unit theme, with a ‘warm-up’ Share your ideas exercise. Thetexts are recorded, but students are asked to read the textquickly themselves before they listen and read as a second step.

Tasks provide practice in specific reading skills (for example,identifying the topic, skimming, scanning, guessing meaningfrom context), and there are also questions to checkcomprehension. A Word work section highlights certain wordpatterns or grammatical forms, based on language used inthe text.

Additional reading practice is provided through an extra reading

text with each unit, dealing with Life and culture in the English-speaking world.

Consolidation and testing

At the end of each unit, there is a page of extra exercises on thelanguage of the unit, providing practice of KET and PET-styletasks.

At the end of every module, preceding work is pulled together inthe Review. For each language point, students work through asimple analysis of the grammar and complete one or two tasksshowing how they can use the language.

In addition, the Review section includes work on study skills tohelp students become more independent and effective learners,and a chance for students to assess their own progress.

Each Coursework provides a model, based on the schoolmagazine produced by two of the characters in the book, for youto study with the whole class. Individual coursework can then bedone at home over a period of a couple of weeks or so. At theend of the year, the student’s coursework portfolio comprises a series of different pages for a school magazine in English.

For further consolidation of the language you can use thecommunicative activities and grammar worksheets from theTeacher’s Resource Pack, and the accompanying Infoquests onthe web (see below). These should be done at the end of eachunit when all the work has been covered.

Students’ progress can be more formally tested through the useof the photocopiable module tests in the Teacher’s ResourcePack, which examine grammar, vocabulary, reading, writing,listening and speaking, often through KET and PET-styleactivities. The audio for the listening element of the tests can befound on the class CDs/cassettes.

Workbook

Workbook activities should, in the main, be done for homework,though they can be prepared in class with weaker students ifnecessary, and you can also give stronger students theExtension exercises if they finish earlier than their classmates.Make sure you have covered the relevant part of the step beforestudents begin the corresponding Workbook exercises.Sentences for translation are included in Step 3.

At the end of the unit, students complete their Learning diary.

The Workbook answer key and tapescripts can be found onpages 111–120 of the Teacher’s Book.

Infoquests

Each module of the course is accompanied by an Infoquest, inwhich students are encouraged to find information on speciallydesigned websites and to work co-operatively. The websites arehoused at http://www.cambridge.org/elt/messages/infoquestand are designed to reinforce the language of each module, andshould therefore be done at the end of the module.






Free accompanying worksheets and clear Teacher’s guidescan be found at http://www.cambridge.org/elt/messages/teacherquest. You will need to complete a simple form toregister and then get access to these items, and will need to login with your user name and password each time you want touse them.

Classroom managementCreating an ‘English’ atmosphere

Use every opportunity to bring ‘the real world’ into theclassroom: maps, posters, magazines etc. Encourage students to look for examples of English ‘text’ outside the classroom:words from pop songs, instructions for a machine, English foodpackaging in a supermarket etc.

Use classroom instructions in English from the beginning, andget students to address you in English as much as possible.

Making good progress

A wide variety of task types ensures regular changes of pace andactivity, with frequent opportunities for students to work at theirown level. Work at a lively pace and have the courage to moveon even though students may not have learnt everything in a lesson perfectly. Some of the activities include a time limit, to encourage students to work quickly and to introduce a ‘game’ element.

Dealing with classes of mixed ability

There are a large number of personalised and open-endedactivities which allow students to respond in different ways,depending on their ability. The rubric do at least … also enablesstudents to work at their own level. Other activities (If you havetime, Try this! and the Extension exercises in the Workbook)can be used by students who finish early.

Try to find ways to involve all the students. For example, askweaker students to suggest single words to describe a photo,while stronger students might think of a question to ask aboutit. When you ask a question, give everyone the chance to thinkof the answer before calling on individuals to do so. When doingindividual repetition, ask stronger students first, but be carefulnot to make this too obvious by always varying the order, andwho you call on.

Use the different skills of the students in as many ways as youcan. The student who hates speaking may enjoy writingvocabulary on the board, while another student may be good atdrawing, or making posters.

Try to build an atmosphere in which students communicate withyou and with each other in a respectful, courteous and good-humoured manner. Never underestimate the importance ofpraise and encouragement: That’s great! Well done! Good!

Explaining new words

New vocabulary which arises other than in the Key vocabularysection can be explained using visual aids, pictures on theboard, mime, contextualised examples or, if necessary,translation. Encourage students to guess the meaning of newwords as well as using their dictionaries.

Controlled oral repetition

Key vocabulary and expressions and key sentences inpresentations can be reinforced through choral and individualrepetition. This helps students ‘get their tongues round’ thesounds of the new language. When two or three individuals have responded, finish by getting the whole class to repeat.

Get students to ask as well as answer questions. Questions andanswers can be drilled by dividing the class in two and gettingthe groups to take it in turns to ask and answer, before movingon to drilling with two individual students.

When drilling words or sentences, you can beat the stress ofwords and sentences with your hand to show where the mainstress is – exaggerate slightly if necessary. You can also use yourhand to show whether the sentence goes up or down at the end.

With longer sentences, use ‘back-chaining’:

… outside the cinema.… meeting us outside the cinema.He’s meeting us outside the cinema.

Pairwork and group work

Getting students to work in pairs will greatly increase theamount of English spoken in the classroom, even if somestudents may use the mother tongue at times. Walk round andlisten whilst students are speaking. Vary the pairings so thatstudents do not always work with the same partner. Always giveexamples of what you want students to do and check that theyunderstand the activity clearly.

Some of the activities in Messages 4 can be done in groups ifyou wish. Ensure first that everyone is clear about what they aredoing, then monitor their work and don’t let the activity drag onfor too long. Use mixed-ability groups and appoint a group leader.

Correcting oral mistakes

When correcting students, be sensitive and realistic about whatyou can expect at their level. Give them an opportunity tocorrect their own or each other’s mistakes whenever possible.

Focus on fluency rather than on accuracy when students areengaging in communicative activities such as pairwork andtalking about themselves. You can note down any important and recurring errors and go over them with the whole class atthe end of the lesson.

Remember to focus on content as well as on accuracy, andrespond accordingly to students’ stories and points of view.

Correcting written work

Make your corrections clear by indicating the type of error, forexample, vocabulary, grammar, spelling etc. Comment positivelyon content where applicable, e.g. This is very interesting, Carlos.Again, bear in mind the student’s level and the focus of theactivity, as you may not want to correct every mistake.

Enjoy it

We hope that the material in Messages 4 will motivate thestudents and facilitate their learning, making your job asstraightforward and effective as possible. Most of all, we hope itproves a rewarding experience for you and your students.

9Introduction







Cambridge University Press978-0-521-61441-2 - Messages Teacher’s Book 4Meredith Levy and Diana GoodeyExcerptMore information

10

1

People and placesSee page 7 of the Introduction for ideas on how to use the Module opening pages.

Answers

1 b 2 d 3 a 4 c

Revision:

Present simple

Present continuous

Past simple

Communicative tasks:

Talking about a picture

Writing about famous people in the past

STEP

1

● Draw attention to the title of the painting and explainthat a nighthawk is a person who normally stays up lateat night. Ask students to suggest what the ‘brokendreams’ could be. For example, perhaps they are dreamsof happiness, fame and success that never came true.

● Ask students to read the text all the way through first,and then to find examples of the verbs. Explain thatthere are many more than three examples of each typein the text.

● Check that the meanings of all the verbs are known. Forquestion 2, ask students to pick out irregular past formsand to say them in the infinitive form.

a

1 Share your ideas

● Give students a few moments to look at the paintingbefore asking them to describe it.

● If necessary, prompt them with questions, for example:

– Where are the people?

– What’s the woman / the man on the right doing?

– What’s she wearing?

– How do you think he’s feeling?

Encourage students to answer in sentences, using thepresent simple form of be and the present continuousform of other verbs.

● (Note that the verb to look can be used in the presentsimple or the present continuous here: He doesn'tlook/isn't looking very happy.)

● Write key words on the board and use the discussion tointroduce new vocabulary (for example, diner, counter,suit, tie). You may also want to introduce the word furto help describe the woman’s clothing.

● If students recognise any of the four celebrities depictedin the painting, ask them to say what they know aboutthem. Make it clear that these people were among theworld’s most successful popular stars, known to millionsof people. Help students to see the contrast between theglamour of their public lives and the appearance ofloneliness and failure in the painting.

Unit 1

2 Reading Idols of the 20th century

Gottfried Helnwein was born in 1948 in Vienna. Thetitle of this painting, Nighthawks, refers to a famouspainting of the same name by the American artistEdward Hopper. Helnwein based his work on Hopper’s,but substituted the four celebrities for the lonely andisolated people in the original painting.

Humphrey Bogart’s early film roles were mostlygangsters and villains, but he was later cast as astrong, heroic individual. Other famous films includeThe Maltese Falcon, To Have and Have Not, Key Largoand The Big Sleep.

James Dean became an instant celebrity with his firstfilm, East of Eden, followed by Rebel Without a Causeand Giant. In his roles in these films, he representedthe troubled and rebellious youth of modern America.He died in his speeding sports car at the age of 24.

By the late 1950s, Elvis Presley was the world’s mostfamous entertainer and his songs are still tremendouslypopular. Over 1 billion of his records have been soldaround the world.

Marilyn Monroe’s other film titles include How toMarry a Millionaire, Gentlemen Prefer Blondes andThe Misfits. She died in 1962 from an overdose ofsleeping pills.

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11Getting together

Answers1 is, shows, are sitting, is standing, is wearing, doesn’t

look, is laughing, (is) talking, isn’t listening, are

2 was born, acted, wasn’t, started, became, made,were, died

● Play the recording of the first paragraph. Studentslisten and follow in their books.

● Ask students to find the listed items in the text.

Answers1 Austrian 2 the USA 3 painter, waiter 4 suit, tie

● Ask students to look at the fact file on HumphreyBogart. Play the recording of the second paragraph.

● Before students write, you could ask questions to checkcomprehension, for example:

– What was Humphrey Bogart’s nationality? (American.)

– Where was he born? (In New York.)

– What was his job when he was young? (He was anactor in the theatre.)

– How old was he when he became successful? (40.)

– Where was Bogart living when he died? (InHollywood.)

● Students copy and complete the fact file.

Answers1 1957 2 New York 3 Warner film studio4 The African Queen, Casablanca

3 RevisionDescribing the present and the past

● In the first paragraph of the text, point out that we usethe present continuous to describe paintings or photos.However, we almost never use the verb be in the presentcontinuous.

● In the second paragraph, remind students of the regular -ed ending and the irregular forms of past simple verbs.

● Students complete the text with the correct verbs.

Answers1 ’s 2 ’s wearing 3 isn’t talking 4 ’s 5 was6 acted 7 became 8 made 9 died

c

b

4 Listening Biographies

● Elicit or explain the meaning of biography.

● Give students a few moments to read the fact files.Explain the meaning of suede and help with thepronunciation: /sweid/.

● Ask students to write the numbers 1–10 in theirnotebooks.

● Play the recording several times. Students listen,look at the fact files in the Student’s Book and write theinformation in their notebooks.

Answers1 1962 2 Real 3 20th 4 Hot 5 35 6 guitar7 eleven 8 Records 9 Don’t 10 Blue

TapescriptMarilyn Monroe was born in 1926 and she died in 1962.She was born in Los Angeles and her real name wasNorma Jean Baker. She was one of Hollywood's mostfamous actresses. For much of her career, she worked forthe film studio 20th Century Fox. Her most famous filmwas called Some Like it Hot.

Elvis Presley was born in 1935 and he died in 1977. Hewas born in Tupelo, Mississippi and he started to playthe guitar when he was eleven. He was one of America'smost famous singers. For much of his career, he workedfor RCA Records. His most famous hit records were: Don'tBe Cruel, Jailhouse Rock and Blue Suede Shoes.

5 Writing Elvis or Marilyn

● Students should choose one of the two stars and writetwo short paragraphs. Tell them that they don’t need toinclude all the information in the fact file if they don’twant to.

Example answerIn the painting, Marilyn Monroe is sitting at thecounter next to Humphrey Bogart. She’s wearing abeautiful red dress. She’s laughing, but the otherpeople aren’t looking at her.

Marilyn Monroe was a famous actress. She was born in Los Angeles in 1926 and she died in 1962. Sheworked for 20th Century Fox and her most famous filmwas Some Like It Hot.

You may want to do some quick revision of otherirregular past verbs here. Choose verbs from thelist on page 143 of the Student’s Book. Say eachone in the infinitive and ask students to give thepast simple.

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12 Unit 1

● As you will see, the main characters in Messages 4live in Liverpool, and you will find that on therecordings Danny, Beth, Mr and Mrs Gray and Nadiaspeak with a Liverpool accent. In addition, Karim has a Pakistani accent, and Winston and Lorina haveJamaican accents. This is to give students practice inlistening to a variety of spoken English. Althoughthese accents are not strong, it means that certainphonemes are pronounced differently. Where this isparticularly noticeable, we point it out in the teachingnotes. We suggest that, when you repeat keysentences for the students to practise orally, you maywant to modify these different accents.

● Play the recording again. Pause from time to timeand refer back to the photos. Ask students to identify thepeople and describe what they are doing, for example:

– Who’s sitting at the table? (Danny and Nadia.)

– Who’s coming into the café? (Clare.)

– Who’s Nadia talking to on the phone? (Luke.)

– Why did she ring him? (Because he’s late, and theymust leave soon to go to the cinema.)

– Is Luke coming to the café? (No.)

– Where are they meeting him? (Outside the cinema.)

– Who’s got the tickets? (Clare.)

● Drill the questions containing the target language:

– Who are we waiting for?

– Who’s Nadia talking to?

– What are you looking for?

Give special attention to the unstressed prepositions atthe end of the sentences.

● Check that students understand the ‘disagreements’between the three speakers.

● Read out sentences 1–6 or choose students to do so.Ask students to say the full form of the contracted forms(Luke is, Danny is, are not).

● Students look back at the dialogue to find the answers.Remind them to correct the false sentences.

Answers1 False. Clare and Luke are late.

2 False. Danny and Nadia are waiting for Luke.

3 False. Luke’s talking to Nadia on the phone.

4 False. Clare has got them.

5 True.

6 True.

c

1 Key vocabulary Verbs + prepositions

● Look at the example in sentence 1. Draw attention tothe other verbs in bold type and explain that they are allfollowed by a preposition + an object.

● Set the time limit and ask students to choose the correctprepositions. They can work on this individually or in pairs.

● Play the recording. Students listen and check theiranswers.

● Make sure that students understand the differencebetween look for and look at, and between talk to andtalk about. Ask them to translate these verbs into theirown language.

● You may want to tell the class that the verb argue canbe followed by with + person. For example, sentence 8could be expressed as: I often argue with my fatherabout football.

Answers2 at 3 about 4 from 5 about 6 for 7 to8 about

● You could demonstrate this activity by choosing two or three of the sentences and telling the class aboutyourself, for example: I don’t like waiting for peoplewhen they’re late. I get angry! My friends and Isometimes argue, but we don’t argue about football.

● In pairs, students make sentences about themselves.Encourage them to add extra information if they can.

● You could ask some students to report to the class atleast one thing that their partner told them.

2 Presentation Who are we waiting for?

● Look at the two photos and ask students to say whatthey can see. Establish that the larger photo shows acafé scene.

● Ask the question and then play the recording. With books closed, students listen for the answer to the question. Check that students understand thedisagreements by drawing attention to:

– He’s always late.

– No, he isn’t!

– Yes, he is! etc.

AnswerThey’re going to the cinema.

b

a

b

a

You can ask students to practise the conversationin groups of three. However, you may choose notto organise this activity here, as the writing andspeaking task in Exercise 7 is also based on thisdialogue.

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Grammar: Present continuous

Verbs + prepositions in Wh- questions

Vocabulary: Verbs + prepositions

Expressions: Contradictions

Communicative tasks:

Contradicting someone

Making a conversation about going out with friends

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13Getting together

● Focus on the second dialogue. Remind students of theuse of have for short answers in the present simple formof have got – the form is the same for contradictions.Give a statement in the affirmative (for example, He’sgot a guitar ) and elicit the contradictory replies (No, hehasn’t! Yes, he has! ).

● Focus on the third dialogue. Remind students of the useof do for short answers in the present simple – the formis the same for contradictions. Give a statement in theaffirmative (for example, He plays the guitar ) and elicitthe contradictory replies (No, he doesn’t! Yes, he does! ).

● You may also want to mention the past simple form here,for example, We saw you. No, you didn’t! Yes, we did!

● Students complete the dialogues.

● Play the recording. Students listen and check theiranswers.

Answers2 have 3 you don’t 4 is, No, it isn’t

● Students practise the dialogues in pairs.

● If you have time, supply some more statements, forexample: Your room’s a mess. I haven’t got time. Theydon’t speak English. Ask pairs to make dialogues.

● Pattern drill: TRP page 11 (Unit 1, Step 2, drill 2)

b

3 Key grammarVerbs + prepositions in Wh- questions

● Students complete the example. Emphasise the positionof the prepositions in these questions.

● Point out that the example sentences given here are in thepresent continuous, but the rule about the prepositionsapplies to verbs in other tenses as well. For example: Whatdid you talk about? Who was she looking for?

Answer to

4 Practice

● Students use the cues to form questions. They can dothis orally and/or in writing.

● Look at the Remember! box and remind students of theuses of the present continuous. You could makecomparisons with the present simple, for example:

– Nadia’s phoning Luke. (= She’s doing it now.)

– She often phones her friends. (= She does it regularly,as a normal habit.)

– Clare’s sister is working in Japan. (= She’s there atthe moment.)

– She works for an international company. (= This is herpermanent job.)

● Note that there is further practice work on verbs +prepositions in Wh- questions in the Module 1 Review at the end of Unit 2.

Answers2 What’s Danny looking at?

3 What’s Clare listening to?

4 What’s Luke looking for?

5 Who’s Nadia talking to?

6 Who are you waiting for?

7 What are Nadia and Danny arguing about?

● Pattern drill: TRP page 11 (Unit 1, Step 2, drill 1)

For further revision of the present continuous,you could use a ‘Miming’ activity (see Games,page 110 in the Teacher’s Book).

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As a light-hearted activity to give further practicewith contradictions, you could make some falsestatements about things/people in the class –the more absurd, the better. Invite students tocontradict you, and prolong the argument a little.For example:

Teacher: That’s a crocodile.

Student: No, it isn’t! It’s a desk.

Teacher: No, it isn’t!

Student: Yes, it is!

Teacher: Karel’s got green hair.

Student: No, he hasn’t! He’s got brown hair.

Teacher: No, he hasn’t!

Student: Yes, he has!

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5 Key expressions Contradictions

● Begin by referring students back to the presentationdialogue (Exercise 2). Ask them to find examples ofdisagreements.

● Look at the first dialogue. Point out that contradictionshave the same form as short answers to questions.Emphasise the connection between the verb in the firststatement (’re = are) and the verbs in the contradictions(’m not, are).

a

6 Key pronunciation Stress and intonation

● Ask students to read the four dialogues. Then playthe recording while they listen and read.

● Emphasise the stress, especially on the final word in thereplies. Also use your hand to show the intonation in thereplies, often starting on a high note and with a fall–risepattern at the end of the sentence. You could point outthat our voices often make sharp rises and falls when weare expressing strong feelings.

● Play the recording again and ask students torepeat.






14 Unit 1

1 Share your ideas Keeping in touch

● Explain the meaning of keep in touch. Note that we canuse this phrase on its own (Let’s keep in touch) orfollowed by with + person (I want to keep in touchwith you).

● Ask the questions and invite students to discuss them.You may want to focus particularly on postcards – ask:

– When do you usually write a postcard?

– What sort of things do people talk about in postcards?

2 Reading Hi there!

Reading skills Skimming and scanning● Focus on the three photos. Ask students to say what they

can see and to offer ideas about where the places are.

● Point out that the aim of the first reading is to get ageneral sense of the texts as a whole, not to take in allthe details. Set the time limit and ask students to readvery quickly through to the end. If there’s something theydon’t understand, they should ignore it and keep going.

● Students match the texts with the photos.

Answers1 b 2 c 3 a

● Read through questions 1 and 2 with the class and pointout that the aim here is to find particular information.Students aren’t expected to deal with the whole of thetexts. Instead, they should look for the part whichcontains each piece of information and then readcarefully to extract it.

● Students read the texts again and answer the questions.

a

Answers1 Nick’s (in the Shimba Hills) in Africa. Sara’s (in

a café) in Moscow. Jared’s (in a plane) between Atlanta and Los Angeles.

2 b

Comprehension check● Play the recording while students listen and read.

Pause after each text to help with new vocabulary, forexample, butterfly, sunset, halfway, low, headphones, I wonder.

● Ask questions about each text, for example:

– Is Nick outside or inside? (Outside.)

– What’s he looking at? (The sunset and lots ofbutterflies.)

– Who’s with Sara in the café? (Natasha.)

– Are Sara and Natasha good friends? How do youknow? (No. Sara says ‘Natasha seems nice’ – shedoesn’t know her very well yet.)

– What do you think the relationship is? (Perhapsthey’re pen friends.)

– Why are the lights low in the plane? (Because it’s lateand nearly everyone’s asleep.)

– Is Jared listening to music? (No.)

– What does he mean when he says ‘I miss you’?(Students’ translation.)

● You might like to ask students to pick out examples ofthe present continuous in the three texts. Point out thatwe often use this tense in postcards to describe whatwe’re doing and what’s happening around us at the timeof writing.

● Ask students to read the questions and to look carefullyat the text to find the answers.

Answers1 Example answers

Nick: someone at work / at his office / he works with

Sara: her family

Jared: his girlfriend or wife

2 At the end of the day.

3 No, he doesn’t.

4 It’s really cold.

5 Yes, she is.

6 The USA.

7 A full moon.

8 No, they aren’t.

3 Word work someone, everywhere

● Look at the examples. Make sure it’s clear that wordswith -one refer to people, while words with -where referto places.

● Ask students to make the other words with some- andevery-.

a

b

Reading skills: Skimming and scanning

Word work: Words with some and every

Communicative task: Writing a postcardSTEP

3

7 Writing and speaking At the café

● Explain to the students that they don’t have to use thewhole of the dialogue in Exercise 2, and that they canadd different information as well as different names.

● Students write and practise their dialogue in pairs. Walkround the class, giving help where necessary.

● Ask some pairs to act out their dialogue for the class.

Example answerA: Who are we waiting for?

B: Teresa. I’ll phone her …

Hi, Teresa. Where are you? … Are you coming to thecafé? We’re waiting for you … OK, bye.

A: Is she coming?

B: No, she’s meeting us later at the station.






15Getting together

● Point out that someone refers to a particular person (butwe don’t know who it is). Everyone means ‘all people’. Ineach case, the word is singular. The same pattern appliesto the other words with some- and every-.

● Draw attention to the Remember! box. Demonstrate thepoint by substituting in the example: Somebody’slistening to music. Make it clear that everybody andsomebody are singular, like everyone and someone.

● With stronger students, you could also mention the useof the negative forms: no one / nobody, nothing andnowhere. Note that these are always used with verbs inthe affirmative, for example: No one was at home.There’s nowhere for us to sit.

Answerseveryone, everything, something, somewhere

● Students read and complete the sentences.

Answers1 something 2 somewhere 3 everywhere4 someone 5 everything 6 everywhere7 someone 8 Everyone

4 Writing A postcard

● This exercise can be started in class and finished forhomework.

● Read out the instructions for the writing task. Explain tostudents that the situation they choose can be one thatthey have really experienced or an imaginary one. Askfor some examples of possible situations.

● Read through the Writing guide with the class. Remindstudents of the use of the present continuous to describewhat they and other people are doing and what they’vearranged to do in the future.

● Draw special attention to the different ways of greetingand saying goodbye to someone. Point out that Dear …can be formal or informal, but Hi! is informal, normallyused for someone we know well. Best wishes and All thebest are more formal ways of signing off than the otherexpressions listed.

● Students use the Writing guide and the models inExercise 2 to write their postcard.

Example answerHi Jana!

I’m in Rome now and I’m waiting for Helena in myhotel room in the Piazza della Rotonda. We’re goingto the Colosseum this afternoon. Outside there arepeople everywhere. They’re sitting at the café tablesand the waiters are bringing drinks and amazing icecreams. The sun’s shining and I’m feeling great!

Say hello to your family from me.

Love,

Elise

b

The Extra exercises can be used as consolidation at the end ofthe unit. The teaching notes explain how they can be exploitedin class, but they can also be given as homework, depending ontime available.

1 ● Go through the exercise with the class. Ask students tosay whether the questions are in the present or the past,and elicit possible answers.

● Students write their own answers to the questions.

● Choose pairs of students to ask and answer thequestions across the class.

Example answers1 Yes, I do.

2 Three.

3 Mr Gordon.

4 Yes, I did. I met an American girl called Josie and we talked in English.

5 Yes, I’m learning German.

2 ● Students read the sentences and choose the right words.

Answers1 c 2 b 3 a 4 b 5 b 6 b

3 ● Ask students to read through the text before choosingthe right words. Remind them to look for timeexpressions to help with the verb tenses.

Answers1 b 2 a 3 c 4 c 5 b 6 c 7 a

4 ● Students complete the sentences with prepositions.

Answers2 for 3 to 4 for 5 about 6 at

5 ● Make it clear that the replies (a–f) are all contradictingthe sentences in 1–6.

● Students match the sentences with the replies.

Answers1 e 2 d 3 a 4 c 5 f 6 b

6 ● Ask students to work on the translations in pairs or smallgroups, and then discuss with the whole class.






16 Unit 1

Lead in

● If possible, show the location of Liverpool on a map ofBritain. Point out its important position on the coast withaccess to the Atlantic Ocean, and its closeness to Irelandand to Manchester.

● Ask the question. Students will probably knowsomething about Liverpool Football Club and may beaware that the Beatles came from Liverpool. Write noteson the board as they suggest ideas.

Task

● Look at the photo of the boy and ask: Who is he? (Danny.)

● Look at the photos of Liverpool and ask students to saywhat they can see. Use the photos to revise key wordsand to introduce new ones (for example, port, dock,Chinatown). Add these words to the notes on the board.

● Give students time to read the text themselves. Then askthem to add any information they found to the notes onthe board.

● Read the text aloud and help with vocabulary. Askstudents to guess the meaning of Liverpudlian, proud,passionate, musician and tour.

● Ask some questions to check comprehension, forexample:

– What’s Danny’s surname? (Gray.)

– How many people are there in Liverpool? (450,000.)

– Who were ‘the Fab Four’? (The Beatles.)

– Where did they start playing their music? (At theCavern Club.)

– What can you find at the Albert Dock? (Shops, cafés,museums and galleries.)

– Who do you think ‘we’ are in the last paragraph?(Danny and his family.)

● Ask students to complete the matching task.

Answers1 b 2 d 3 e 4 c 5 a

Liverpudlian /�livə�pdliən / is the word for a personfrom Liverpool (another word is Merseysider, from theMersey River) and it also refers to the distinctiveLiverpool accent.

Liverpool /�livə�pu�l/ expanded as a city during the 18th century, when it became a great centre forshipping to and from Britain’s colonies abroad,especially those in North America and the Caribbean(see Background notes on the slave trade on page 39).In the 19th century, it was the country’s most importantport after London and had one of the greatest systemsof docks in the world.

The Albert Dock was opened in 1846. Over sevenacres of water are enclosed by large warehouses withiron colonnades. The dock was redeveloped in the1980s and is now a major tourist attraction. TheBeatles Museum, the Maritime Museum and a branchof the Tate Gallery are located here.

The Beatles – John Lennon, Paul McCartney, GeorgeHarrison and Ringo Starr (Richard Starkey) – were allfrom Liverpool. The band was formed in 1960 andbroke up in 1970. The original Cavern Club wasdemolished but has been rebuilt on its former site.

The Liverpool Football Club is the larger of the city’s twogreat clubs. At the time of writing, it has won the EnglishLeague 18 times and the European Cup five times.

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Life and culture Welcome to Liverpool!




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