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ffi I'liEi'hrftb ry nryoost-Uitity for the content
rs rN: g? C o D G t l ,

Ihcpad*o a gfi s * relr! tadners and sarilents, wha read
@dpfoft i idp*fi*oHcfeatukVf'thryecialthonlctn
dtc foblpalctib t @nt { *e Solutionsseries:Zinta
Anfu, Lsir b Hi-, - lihoil Kati Elekes, Hungary; Danica
Go&ri' SHir rG h. mgrrF Natasha Koltko, Ulaaine;
Iteb r6h rHi-L- Hr $Fli- Dace Miska, latvia; Anna
llqrir Ik* h E rr.r lcloblk Zsuzsama Nyir6, Hungary:
Eve hlrrd. ara ts* E radiE , HuDgarf" Rita Rudiatiene,
IithuuE E E- E [n5forptrrt, Czrcl Republic
Thcffi dt*rdLDH &drrqfD56lexia: a guide for
'Ihe ptffizdlrtEtflr{jbfttFrrisbr to reprduce
ph,fag'di?srsr+prDF Erl
nlrr'tratim lte DthEE t rf+
lntr oduction 4
Unitr Oncamer a 10
foryoaraem | & 2
6a ready 18
Unit2 Memor ies 27
lanqaaqePara, and9tills Poand'upl-2 30
Unit3 Nineto five 37
6areadyfor@ara0m5&4 40
Unit4 Bodyandmind 42
lanquaqe PiltAv aildStt'llsPoand-up
5-4 50
Unit5 Ourfuture 52
6et readyfor Wara(dm5 A 6 67
Unit6 Telling tales 63
lanqaaqe Pawv and9tr'llsFoand-ap 5-6 72
Unit7 True[ove? 73
6et readyfor yoaraem 7 & I 82
Unit8 Travel 84
lanqaaqe Puav andStt'llsPoand-ap 7-8 93
Unit9 Spend, spend, spend! 94
6et reaAypr yoaraem I & lO 103
Unit10 Inspiration 105
lanqaaqe Pmar and9tr'llsPoand-ap 9-lO 774
6o readyfor 82 e,cansl-4 776
a guideforteachers
Dyslexia: 720
resourcebank' 723
A notefromthe authors ThethreeaudioCDscontainall the listeningmaterialfrom:-.r
Ourworkon Solutionsbeganin the springof 2005with a S tudent'B
s ook.
research trip.Wetravetled fromcityto citywith colleagues from
OxfordUniversity Press,visitingschools,watchinglessonsand TheWorkbook
tatkingto teachers and students. Theinformation we gathered TheWorkbook mirrorsand reinforces the contentof the
o n th a tt r ip,andm anysu b s e q u e ntrit p sa c ro s sC e n traal nd Student' offers:
EasternEurope,gaveus valuableinsightsintowhatsecondary r furtherpracti ce,
l esson-by-l essonof the materi alt aught -
studentsand teachers wantfroma newbook.Thesebecame class
o u rg u idingpr inc iples . s tp e o p l ew e
w h i l ew ri ti n gS o l u ti o n sMo o addi ti onal
examtasksw i thsupportfor students a nd
spoketo askedfor: teachers
r a clearfocuson examtooicsand tasks o Chollenge! exercises to stretchstrongerstudents
. easy-to-follow lessonswhichalwayshavea clearoutcome r writinSguidesto providea clearstructuraI framework fo'
. p l ent yof s upporftor s p e a k i n ag n dw ri ti n g writingtasks
r plentyof extrapracticematerial . regularSelf-checks with Condo statements to promote
consci ousl earner devel opment
In re spons e, d b o o kw h i c hh a sa c ry s ta l -c l ear
we des ign e a . cumulative reviewsto developstudents'awareness of t':
structure: one lessonin the boox= one lessonin the progresswith ExamChallenge!sectionsto practiceexan-
classroom. Weincludedthirfypagesof extravocabulary and typetasks
grammarpracticewithinihe Str,dentsBookitsetfto provide t a FunctionsBankand WritingBankfor quickreference
moreftexibility. Weincti,deda: ieastten specificlessonsto . an irregularverbs list
preparestudentsfor the sc;col-teaving exam,as wellas o a Wordlistwhichcontainsthe vocabulary activatedin the
ensuringthat the bookas a whoteconesponds to the syllabus S tudent'Bs ookuni ts
topicsrequiredin the exarl.Andwe recognised the difficulties
that studentsnaturalivFareridihspeakingandwriting,and
therefore ensuredtl.a:ti:esactivities areatwayswell prepared
andwell suDDoted.Ac-isracieactivities areessential for TheMuttiROM is an interactive self-study tool that hasbee.
desi gned to gi vegui dance, practi ce, supportandconsolida: :-
mo ti vat ionl
of the l anguage andski l tstaughti n the S tudent'Book. s The
Ourresearch tnip53i5oia-g.t js that no tvvoschoolsor classes Mul ti R OM i s di vi dedi nto uni tsandl essonscorresp onding r ""r -
areidenticat. Tt'atis why Solutions is designedto be flexible. thoseofthe S tudent' B s ook.
Therearefive ler,'Elerne.r:ary, Pre-intermediate, o vrygrammarlessonin the bookis extensively practise:
Intermediate, Upper-inte-e'diate,Advanced) so thatyour andi s accompani ed by a si mpl eexpl anati on
studentscanbeginand end the coursewith whichever is most . all targetvocabulary is consolidated with crossword, wo':
appropriate for them. search,and gap-filtactivities
Solutionshas be"efitedfrorncotlaboration with teacherswith . oneexam-type l i steni ngacti vi typeruni ti s i ncl u dedso t '=-
extensive expeienceof teaching14-19 yeatotdsand of studentsareableto practiselisteningat theirown pace
preparing studentsfor theirschool-leaving exams.Wewould . speakingandwritingsectionshelpstudentsimprovethe::
liketo thankAnitaOrrelanczuk for sharingherexpertise in ski l l soutsi deof the cl assroom
writingthe proced;al notesin the Teache/sBook.Themain . an audioCDelementis included, with all the examlisteni-i
lessonnotes,c.rii;zi and language notesas wellas the tasksfromthe Workbook, whichcanbe playedon a CDpia'e'
photocopiabte srppie'':entsin the Teache/sBookwere
providedby Ca:otineKrarrtz. Book
Weareconfidentthai Sorutions will be easyto use,bothfor TheTeacher's Bookgivesfull procedural notesfor the Stude--
studentsand for teac-es.Wehopeit wilt atsobe interesting, B ook,i nctudi ngi deasfortackl i ngmi xed-abi l iteaching.
ty In
engaging and stimtilatingl addition,it offers:
TimFallo and toul A Dovies . optionalactivities throughoutfor greaterflexibitity
r structured speakingtasksto get studentstalkingconfide-:
. usefultips and strategies to improvestudents'exam
of techni que
o a teacher'sguideto dystexiain the classroom
the course . 20 photocopiabte pagesto recycte and activatethe
l anguage of eachuni ti n a fun,communi cati co ve nt ext
Th e S t udent ' sB ook co n ta i n s : TestBankMultiROM
. 10 topic-based units,eachcovering7 lessons A seoarateresource MuttiROM contains:
. 5 Longuoge Review"Skills Round-up sections,providinga . A Placement test
language test of the previoustwo unitsand a cumulative r Shorttests:two for eachunit
skills-based review . Progress tests:an A and a B versionfor eachunit
r 10 6et reodyfor yourexomlessonsprovidingtypicaItasks o C umul ati ve
tests:onefor uni ts1-5 andonefor unit s5- i:
and preparation for the finalexam . Answerkeys
c 4 Getreodyfor 82 exomslessonsallowingIntermediate . R esul ts
tabl e
stu dent tso ex t endt h e i rs k i tl s o Audioand tapescripts
. 30 pagesofextn language material:10 pagesofVocabulary TheShorttests,Progress testsand Cumulative testscanbe
Builder pt
s us20 pag e so f Gra mmaBr u i l d e rs w i thg ra mmar adapted.Y oucanadd,removeandedi ttestsdepending upo-
reference and furtherexercises whatyou havetaught.Youcanevenpersonalise the testsifr: -
o ti p box est hr ougho ugti v i n ga d v i c eo n s p e c i fi cs k i l l sa nd
how bestto approachdifferenttasktypesin all four main
skit t s
Youwitl find moredetailson pages5-7 in the section'A tour of
the Student'sBook'. TheSolutionswebsitewith proceduraI
notesand keysfor the
Workbookis at
Solutionsandthe exam
SolutionsIntermediate not onlyconsolidates whatwasstudied Workbook
at Pre-lntermediate but extendsit, providingcomprehensive TheWorkbook providesfurtherpracticefor boththe oraland
coverage of B1 examrequirements and furtherdeveloping the writtenexam.Workin classcanbe followedup with
students'language Thislevelalsoaimsto
capabilities. W orkbooktasks doneas homew ork.
introducestrongerstudentsto the skillstheywilt needto ExamChallengeisectionspractiseexam-typetasks.
progress to the B2 level,layingthe foundations for candidates Thelisteningmaterialfor the Workbook listeningtasksis
who wittuseUpper-lntermediate andthengo on to sit examsat avai l ablon
e the Mul ti R OM.
a h i g h e rlev el.
Typicat examrequirements arereflected throughout the course
in the choiceof topics,task-types, textsand grammar
structures. ln additionto this,Solutionsoffers: Theexamlessonsin the Student'sBookareaccompanied by
noteswith adviceand tips for exampreparation.
full procedural
TheStudent'sBookincludesten exam-specific lessons
designedto familiarisestudentsnot onlywith the task-types
and requirementsof the exam.Thelessonsprovidestrategies
and examtechniques to givestudentsthe skittstheyneedto
tackleexamtaskswith confidence.
Fourextralessonsallowstudentsto getacquainted with B2

A tourof theStudent's
Thereareten mainunitsin the Student'sBook.Eachunit hassevenlessons(A-G).Eachlessonprovides
materiaIfor oneclassroomlessonof approximately
45 minutes.

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LessonA - Vocabulary
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taught. poi ntof the uni t.
Everylessonhasan explicittearning objective,beginning Thenew language is presented
in a shorttextor other
'l can. . . ' . meaningful context.
LessonA introduces the topicofthe unit,presents the a Therearecleargrammartables.
mainvocabulary set,and practises
it throughlistening a Lookout! boxesappearwherever necessary and hetp
and otheractivities. studentsto avoidcommonerrors.
Thislessonlinksto the VocobuloryBuilderat the backof Thislessonlinksto the Grammar Builderat the backof
the book,whichprovidesextrapracticeand extension. the bookwhichprovidesextrapracticeand grammar
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LessonF- Everyday
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G- Writing
a LessonF presentsa functionaIdialogue. LessonG focuseson writingand alwaysinvolvesone of
a Thelessonalwaysincludeslisteningpractice. the text typesrequiredfor the students'finalexam.
a Extravocabulary and structuresare presented,
if necessary. Thelessonalwaysbeginsby tookingat a modeltext or
o Studentsfollowa clearguidewhentheyproducetheir textsand studyingthe structureand format.
own dialogue. a Studentslearnand practiseusefulphrases.
a UsefuIfunctionalphrasesaretaughtand practised. a Thereis a clearwritingguidefor the studentsto produce
a Thestep-by-step approachof'presentation, practiceand theirown text.
production'is suitablefor mixed-abitity
classesand offers Thissupportedapproachto writingincreases students'
achievablegoals. l i ngui sticonfi
c dence.

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Getreadyfor yourexom Long uoge Review/S kills Round-up

Thereare ten Getreadyfor your examlessons(two after a Therearefivetwo-pagereviews(afterunits2,4,6,8 and 10).
unit s1, 3, 5, 7 a n d9 ) w h i c hfo c u so n e x a ms k i l l sand a Thefirst lessonof eachreviewis a LanguageReviewof the
preparation.ln addition,four Getreadyfor 82 exams preceding two units.
lessonsintroducestudentsto the reouirements of the Thereareexeicises focusingon vocabulary, grammarand
higherlevel. functi ons.
Thelessonsincludeexamtasksfor reading,speakingand Themarksalwaystotal 50, so it is easyto monitorprogress
listening(withwritingexamtasksin the Workbook). throughthe book.
Eachlessonincludesactivitiesto preparestudentsfor the Thesecondlessonof eachreviewis a Skil/sRound-up
examtasksand providethemwith the languageand skitls w hi chcoversal l the precedi ng uni tsof the bo ok.
they needto do them successfully. Thel essoni ncl udespracti ce of al l fourski l l s:list ening,
Theselessonsalso recyclethe language fromthe previous readi ng, w ri ti ngand speaki ng
t wo unit sand t i n kw i thth e to p i c s . Thematerialis centredarounda CzechboycatledMarek,
w ho i s ti vi ngandw orki ngi n B ri tai n.

Tipsandideas Deatingwith difficutt vocabulary
r Pre-teach vocabulary.Anticipate whichwordstheywill have
vocabulary difficuttywith.Putthemon the boardbeforeyou readthe
notebooks textwith the classand pre-teach them.Youcancombine
Encourage yourstudentsto recordnewwordsin a notebook. thiswith a predictionactivityby puttinga listof wordson
Theycangroupwordsaccording to the topicor by partof the boardand askingstudentsto guesswhichoneswill
speech.Tetlthemto writea translation and an example not appearin the text.Forexample,for the textaboutDoug
sentence that showsthe wordin context. B ruceon page19 ofthe S tudent'B s ook,l i stthesewor ds:
Vocabulary doesn'tjust appearon Vocabulary pages.Youcan subway specialist amnesio identity carnival
askstudentsto makea tistof atl the verbsthat appearin a strangers college
Grammar section,or to choosefiveusefulwordsfroma reading Askstudentsto lookat the picturesandtettyouwhichtwo
textand learnthem. wordsthey are not goingto find in the text (carnivaland
college).At the sametime,checkthat theyunderstand the
otherfive words.
Weoftenlearnwordsin isolation,but a vocabulary itemcan r Havingreadthroughthe textonce,tell studentsto write
be morethan one word, the lnternet,hovea shower.
downthreeor fourwordsfromthe textthattheVdon't
Makestudentsawareofthis and encourage themto record
understand. Thenaskthemto callout the words.Youcan
phrasesas wellas individualwords.
thenexplainor translatethem.
Revision r Ratherthan immediately explaining difficultvocabulary,
Regularlyrevisepreviously [earnedsetsof vocabulary.
Hereare askstudentsto identifythe partof speechofthe wordthey
two gamesyou couldtry in class: don'tknow.Knowing the partof speechsometimes helps
. Oddoneout.Givefourwords,eitherorallyor writtenon themto guessthe meaning.
the board.Studentssaywhichis the odd one out.Youcan . Afterworkingon a text,havestudentswritefouror five new
choosethreewordsfromonevocabulary setand oneword wordsfromthe textthattheywouldliketo learnin their
froma differentset (a relativelyeasytask)or four words vocabulary notebooks.
fromthe sameset, e.g.kind,confident,rude,friendly,where
rudeis the odd oneout as it's the onlywordwith negative Teaching
. Wordtennis.Thisgamecanbe playedto revisewordsets. Pre-listening
Thisis an importantstage.Listening to something'cold' is not
Callout wordsin the set,and nominatea studentto answer.
easy,so preparethe studentswel[.Focuson teachingrather
Thestudentmustresoondwith anotherwordin the set.
thanon testing.Herearesomethingsyou cando:
Cont inuer oundth e c l a s s . o Tellthe studentsin broadtermswhattheyaregoingto hear
Studentsmustnot repeatanyprevious words.Forexample, (e.g.a boyand girl makingarrangements to go out).
with clothes: r Predictthe content.lf there'sa picture,askstudentsto
T: T-shirt
lookat the pictureandtell youwhattheycanseeor whatis
S L: jeans
happeni ng.
T: sweatshirt r Pre-teach vocabulary. Putnewvocabulary on the boardand
52: t oD
pre-teach the wordsis perfectly
it. Translating acceptable.
. Readthroughthe exercise carefully and slowlybeforethe
Teaching both
studentslisten.Ensurethat the studentsunderstand
Conceptchecking the taskand all the vocabulary in the exercise.Uou can
Theconceptis important.Do not rushfromthe presentation checkthat theyunderstand the taskby askinga studentto
to the practicebeforethe studentshavefullyabsorbedthe explainit in theirown language.)
meaningof the newlanguage. Youcancheckthat theytruly Familiarprocedure
understand a newstructureby: It isn'teasyto [isten,readthe exerciseand writethe answers
r askinBthemto translateexamples intotheirown language. all at the sametime.Takesomepressure off the students
o talkingaboutthe practiceactivities as you do them,asking by tetlingthemyou'llplaythe recording a numberof times,
studentsto exptaintheiranswers. andthattheyshouldn'tworryif theydon'tgetthe answers
o lookingbeyondincorrect answers: theymaybe careless immediately. Tellstudentsnot to writeanythingthe firsttime
errorsor theymaybe the resultof a misunderstanding.
o contrasting newstructures
with language that theyalready
knowin Englishand in theirown language. Monitor
standat the backof the class
Whitethe studentsarelistening,
and checkthat theycanall hear.
Practice is not easy,
a newstructure
and studentsneedplentyof practice.
Usethe extraactivitiesin Teaching
lhe Grammor Buildersand on the MultiROM.
Use a model
Ensurethat the studentsunderstandthat the textin LessonG
Mechanical practiceshouldcomebeforepersonalised
seryesas a modelfor theirownwriting.
Thisallowsstudentsto masterthe basicformand usefirst,
withouthavingto thinkaboutwhattheyaretryingto expressat Preparation
th e s am et im e. Encourage yourstudentsto brainstorm ideasand make
notes,eitheraloneor in pairs,beforetheyattemptto writea
reading composi ti on.
Predictingcontent Draft
Beforereading to lookat thepicture
thetext,askstudents and Tellthemto preparea roughdraftof the composition
tellyouwhattheycanseeorwhatis happening. Youcanalso theywriteout the finalversion.

Ch e c k ing Projectwork
Encourage themto readthroughtheircomposition
carefully Provideon-going workfor strongerstudents. Youcangiveyour
and grammaticaI
and checkit for speltingmistakes errors. strongerstudentsextendedtasksthat theydo alonein spare
Correction moments.Forexample, you couldgivethemreaders, askthem
to keepa diaryin Engtishor workon a proiect.Theycanturn
Estabtisha setof marksthatyou useto correctstudents'
writtenwork.Forexample: to thesewhenever theyarewaitingfor the restof the classto
sp indic at es mi s ta k e . finishan activity.
a s p e l ti n g
w indicates a missingword
gr indicates a grammatical error
v indicates a lexicalerror H owmuchw e correct shoul ddependon the purp ose of t he
wo indicatesincorrect wordorder Thekeyquestionis: is the activitydesignedto improve
accuracy or fluency?
Self correction
Consider indicatingbut not correcting
and asking
studentsto try to correctthem. Withcontrolledgrammarandvocabulary activities,
the emphasisis on the accurate production of a particutar
speaKng language point,it's bestto correctall mistakes,and to do so
immediatelyyou hearthem.Youwantyourstudentsto master
Confidencebuitding the formsnowand not repeatthe mistakein laterwork.
Be awarethat speakingis a challenge for moststudents.Build
th e irc onf idencand
e th e yw i l ts p e a kmo re ;u n d e rm i ne
i t and
th e ywit tbe s ilentT Withactivities suchas role-play or freergrammarexercisesit
. h i sm e a n s :
o encourage maybe betternot to interruptand correcteverymistakeyou
and praiseyourstudentswhentheyspeak.
r do not over-correct hear.Theimoortantmistakes to correctin thesecasesare
or interrupt.
r askotherstudentsto be quietand attentivewhilea thosethatcausea breakdowinn communi cati on. Weshouldn't
classmate speaks. showinterestonlyin the language; we shouldalsobe asking
. listenand reactwhena studentspeaks,with phraseslike ourselves, 'Howwell did the studentscommunicate?'. During
'Reatty?' or'That'sinteresting'. the activity,you canmakea noteof anyseriousgrammatical
andl exi calerrorsand outthemon the boardatth e endof t he
Preparation Youcanthengo throughthemwith the wholeclass.
Allowstudentstimeto preparetheirideasbeforeaskingthem
Self correction
to speak.Thismeanstheywill not haveto searchfor ideasat
the sametimeas tryingto expressthem. beforeyou supply
Givestudentsa chanceto correctthemselves
the correctversion.
Su p por t
Helpstudentsto preparetheirideas:makesuggestions
and provideusefulwords.Allowthemto workin pairs,if Whenyou correctan individualstudentalwayshavehim or her
appropriate. repeatthe answerafteryou correctly.

Ch o r aldr illing Peercorrection

Listenand repeatactivities, Youcaninvolvethe restofthe classin the processof
whichthe classdoestogether,
canhelpto buitdconfidence cando this when
correction.Ask:ls thot answercorrect?You
becausethe studentsfeel[ess
exposed. Theyarealsoa goodchanceto practisewordstress the studenthasgivena correctansweras weltas whenthe
a n dint onat ion. answeris incorrect.

Teaching mixedabilityclassesis demandingand canbe very
frustrating. Thereareno easysolutions,but herearesome
i d e ast hatm ayhelp.
Tryto anticipateproblemsand preparein advance. Drawup
a list ofthe fivestrongest studentsin the classand the five
weakest. ThinkabouthowtheywilIcopein the nextlesson.
Whichgroupis tikelyto posemoreof a problem- the stronger
studentsbecause they'ltfinishquicktyand get bored,or the
slowerstudentsbecausetheywon'tbe ableto keepup?Think
howyouwill attemptto dealwith this.TheTeacher's Book
includesideasand suggestions for activities
and fillersfor
In dependentlear n i n g
Thereis the temptationin classto givemostof yourattention
to the higher-level studentsas theyaremoreresponsive and
theykeepthe lessonmoving.Butwhichofyourstudentscan
bestworkon theirown or in pairs?lt's oftenthe strongerones,
so c ons ider mo reti mei n c l a s sw i thth e w e a kerones,
s pendin g
and findingthingsto keepthe fast-finishers occupiedwhitethe
o th er sc at c huo.
lf you aredoingpairwork,considerpairingstrongerstudents
with weakerstudents.
ltcruDES 0 & i:
r cl othesr descri bi ngctoths. compoundadj ecti ves. nati onal i t,:,
. oresenttense contrasto state and dvnamicverc

ci i fferent . di scussi nsthe i ssueof s urv ei l l anc ,

nati onal i ti es

4-10 . S el fcheck1 page1 1

t E s so l{ sutM ARY .. } tw . Studentsmaketheirlistsin pairs.Goaroundgivinghetp
describingclothes with vocabulary as necessary.
Thiscouldbe doneas a
a fashion
showcommentary; forspecific
listening competition to seewhichpairof studentscancomeup with
the longestlist in two minutes.Askthe winningpair,and
oneother,to readout theirlists.
Speaking:describingclothes;'so kindof ... r Witha strcngerclasselicitmorewordsto addto the list.(E.g.
Topic:people silk suede,denim,collar,v-neckroll-necksleeveless,

3 page
Exercise + C) r.or
Todo the lessonin 30 minutes,keepthe lead- o Focuson the l i steni ng
task.l f studentsareunsu r eof t he
in brief, spend no more than 3-4 minuteson exercise2 ond meaningof outfit,explainthat it meansa setof clothesthat
set VocabularyBuilder and GrommarBuilder exercisesfor youweartogether.Playthe recording, checkthe answerand
homework. seei f students canremember the ohrasesthathelpedt hem
identifythe photo.
t Lead-in 3 minutes
. Doa quickclasssurveyby writingthesesentences on KEY
the board:I likewearingcomfortableclothes,Iikeboggy
Photo2 andtwo otheroutfits
trousersand loose tops. I like to look differentfrom other
people. lt's importantto me to look fashionable.I reallydon't
careaboutfashion. TRAISCRIPT 1.01
r Ask: Whichof thesestatementsdescribesyou best?Students
SpeakerOurfirstmodelhasan informal butstylishoutfit.He's
discussthe sentences with a partnerfor a minute.Findout wearing an attractiveplain,brownleather lacketanda
wi tha s howof han d sw h i c hi s th e mo s tp o p u l aar tti t ude. tight,'s long-sleeved,I think.I particularly
likethosecasual, baggy, blackieans.
Exercise1 page
4 Thenextmodelis wearing a shiny,grey,nyloniacketwith
. Ask students:Whatore thesepeopledoing and whereare matching trousers.She'salsogota large,spottyscarf
they?$hey aremodellingclothesat a fashionshow.) aroundherneck- a touchof humourfromthedesigner, I
. Beforestudentsdescribethe photos,checkthat they feel- anda spotty,long-sleeved, blouse. Andon herfeet,
understand the meaningof the wordsin the box,by givinga aresimplebutstylishblackteather shoes. A veryelegant
and elicitingthe Englishword. outfit,in myopinion.
r Tellstudentsto workin pairsto describethe photos,giving Nowwehavea moreunusual outfit.She'swearing a red,
theiropinions.Askoneor two of themto repeattheir stripytopanda long,dark,woolcoat.Belowthat,a short,
descriptionsto the restof the class. stripyskirtandblack,leather high-heeled shoes. lt'sa very
strange look- I'mnotsureI likeit,andI doubtit wittcatchonl
Forfurther practiceof Clothesvocabulary,go to:
Exercise4page+O r.or
r Students workin pairsto completethe phrasesfromthe
commentary then[istenagainto check.Witha weakerclass,
KEY allowthe studentsto listento the commentaryagainbefore
| 2 coat- alt the othersaresummerclothes theycompletethe phrases. Theycanthen listena thirdtime
3 shirt- all the othersarewornon legs to checkthe answersor you couldsimplygivethemto them.
4 tie - all the othersarewomen'sclothes
5 socks- all the othersaretops KEY
6 jeans- all the othersareformal 1 ptain,leather 4 shi ny,nyl on
2 a m inis k ir t e roll-neck 2 tight,cotton 5 spotty
b teggings f hoody 3 baggy,black 6 [ong,wool
c combattrousers g poloshirt
d fleece h v-neck Exercise5 page
r Studentscanworkin pairs.Attow2 minutesbeforechecking
3 Openanswers

Exercise2 page
4 KEY l shape 2col our 3materi al
o Askindividualstudentsto readout the wordsin each
category. Correct pronunciation errors.Listenout especially
for mispronunciation of the voweIsoundsin leather
/'le6e(r)/,fur lfe:(r)/,andfurry I'fz:ril.Drawattentionalsoto
the finaIconsonantlsl in looseand pointout how it differs
fromfinalconsonant lzl in lose.

U nit1.On r a mera
Forfurther procticeof Orderof adjectives,go to: Notesfor Photocopiable
KEY Language: fashi onandcl othes
1 2 That'sa smartstripycottonshirt. Materi al s: onecopyofthe w orksheet perstudent(Teacher 's
3 She'swearingan awfulflowerycottondress. B ookpage123)
4 L ookat t hat bea u ti fucl h e c kw o o lmi n i -s k i rt. H andout a copyof the questi onnai to re eachstudentG . o
5 I tikeyourstripybaggybtuehoody. throughthe i nstructi ons anddo the fi rstexamp t teoget her ,
6 T hisis a gr eats h i n yn y to nro l l -n e c k . thenl et students w orki n pai rsto fi l t i n the gaps.Tet t hem
7 She' swear ingr id i c u l o utisg h tfu rryl e g g i n g s . notto answ erthe questi ons at thi s stageso tha tyoucan
concentrate firston the collocations and newitems.
E l i ci or phrases
t expl ai nthe fol l ow i ng andsugg est t hat
L ANG UA G E T { O T E. L IK E studentswritethemin theirnote-books: foshionpages,item
of clothing,motch,second-hand shop,foshionsense.
Th ef ot lowing s ent e n c efros mth e l e s s o ni n c l u d eth e w ord
'l i k e'in it s 3 dif f er e nut s e s :
S tudents askandansw er the questi ons i n pai rsor sm all
groups.Encourage themdeveloptheirconversations by giving
I likewearingcomfortable clothes,tikebaggytrousersand reasons fortheiranswers andaskingfollow-up questions. lookslike a's a bit like a ... Moni torand hetpas students aretal ki ng,noti ngany
commonmi stakes andexampl es of gooduseof language
In the firstusage,likeis a verbexpressing preference,
andconducta bri effeedback sessi onat the end.
w her eas t he s ec on du s a g ei s n o ta re p e ti ti oonfth e v erb
b u t a pr epos it ionwh i c hm e a n s' fo re x a m p l eT' .h eo th er
tw o unf inis hed s ente n c ei sn c l u d eth e s a mep re p o s i ti on
wi thanot herm ean i n g(' s i m i tato r ' ).Stu d e n tsshould 1 enjoy 4 read 7 generati ons 10 judge
understand thesedifferences. 2 notice 5 dress I match 11 f ashion
3 spend 6 item 9 hand 12 buy

Exercise6 pase
. Fo c usat t ent ion g p . E m p h a s i sth
on t h e s p e a k i n ti e a tt hese
p h ras es
ar eex t r em e lfrey q u e nitn e v e ry d asyp o k e nE ngl i sh.
. Modelanddr illt he p h ra s e sc,o n c e n tra ti npga rti c u l a rlon y
pr on u n c i a ti oonf o f, h e rep ro n o u n c ed
th e uns t r es s ed si mpty
/r /. K eept he dr it lin gv e rys n a p p y ! contrast
Askstudents to describe andanswer
theoictures the Grammar:presenttensecontrast;stateand dynamicverbs
followinghvoquestionsin pairs:Arethesepeople Listening:a dialogueat a bus stop,a mobilephoneconversation
Speaking:talkingaboutfacts,habits,currentactionand plans
minutes. Bringthe classtogether. Findout by a showof
handswhothinksthe peoplein the pictures areprofessional
models/weshouldfollowfashion. Asksomestudents to
justifytheiropinions. Todo the lessonin 30 minutes,keepthe lead-in
Aska fewotherswhytheydisagree.
brief,do exercise1 togetheras a classond set the Grammor
Buildersas homework.
Forwork on Compoundadjectives,go to:
r Lead-in 3 minutes
. B eforestudents openthei rbooks,brai nstorm a listof t hings
thatyoucando w i tha mobi l ephone.E ncourage st udent tso
KEY comeup w i ththe correct verbsas w el las nouns.Wr it et he
t h i g h- heet edhar d-w o rk i n go l d -fa s h i o n e dg o o d -l ooki ng students' suggesti ons on the board.P ossi blanswer
e ar
s e:
b ad- t em per edwel [-k n o w ne a s y -g o i n gl o n g -h a i red sendand receivetexts,mokecalls,takephotos,sendphotos,
surf the lnternet,set an olorm,listento the radioor music,
2 2 eas y - going 6 g o o d -l o o k i n g
3 high- heet ed 7 w e l l -k n o w n o D i rectstudents to the pi ctureandaskw hi chof th e act ions
4 har d- wor k ing 8 l o n g -h a i re d
i n the ti stthe gi rli s doi ngw i thherphone.(Taking a phot o. )
5 bad-tempered
3 2 w ell- k nown 6 b a d -te mp e re d Exercise1 page5
3 old- f as hioned 7 hard-working P utthe students i ntopai rsto descri be w hat' sha ppening
4 good- look ing 8 easy-going i n the pi cture.
Y oucoul dencourage themto gi veas m uch
5 high- heet ed l possi bl e
detai as by tel l i ngthemyouaregoi ngto t im et hem
andthatbetw een the tw o of themtheymustnot st opt alking
before60 seconds areuo.
t Lessonoutcome S uggest thatas w el las usi ngal l the w ordsi n the boxt hey
Ask students:Whathaveyou learnedtoday?EliciI:I can shoul dgi vei nformati on aboutthe possi bl e rel a t ionship
describesomeone'sclothes,I can useadjectivesin the correct betw een the boyandthe gi rl ,howtheyarefeel ingand
order,I cangive 'vaguedescriptions'of things that are hard w hatthe w eather'lsi ke.R emi nd themal soto tryt o include
to describeexactly.Ask:Whotuseful wordshaveyou learned? descri pti vevocabul ary fromthe previ ous l esson .
t ewwor dsand ph ra s e fro
El i ci n s mth e c l a s s . Askonepairto repeattheirdescription to the restof the class.

Exercise2 pages Exercise5 pase5
e A s ks t udent tso r e a dth e d i a l o g u e
to th e ms e tv easndthen o Monitorstudentsas theyworkin pairs,checking for
asktwo studentsto readit aloud. useof the presentsi mpteandcon t inuous.
appropri ate Wit h
Ask:Whyis Louisannoyedwith Carol?Whois Caroltaking a weakerclassgivestudentsthinkingtime to notedown
the photofor? theiranswersbeforetheyspeak.Forfastfinisherswriteget
S uggest thats t ud e n ts u n d e rl i n e x a m p l eosf p re s entsi mpl e andmokeon the boardand askthemto makeaddit ional
and or es entc ont i n u o uisn tw o s e o a ra te c o l o u rs . sentencesw i ththeseverbs.

KEY Exercise6 pages

presentsimple:Ourfilm startsin fifteenminutes.Whatdo you o Directstudents'attentionto the Learnthis!box.lf studentsare
d o w it ht hemall?| us u a l l ys e n dth e mto my fri e n d sS. h el i ves unclearabouttheconcept ofa stateverb,explainthatit means
in NewYork. a 'nonaction'verb. Students willdevelooa naturalinstinct
asto whethera verbis a stateverbor an actionverb.In the
presentcontinuous: I'm takinga photoofyou.You'realways
meantime it is hetpfutforthemto learna listof stateof verbs.
ta ki ngphot osW . hoa rey o us e n d i n gth a tp h o toto ?Sh e' s
r S tudentsdo the exerci se ty i n pair s.
i ndi vi dual or
co m ingt o s t aywit hu s n e x tm o n th W. h ya rey o us e n d i nghera
p h o t oof m e?T hebusi s l e a v i n g .
1 bel ongs 5 know,mean
Exercise3 pages 2 prefer 6 D o,remember
. S t udent do
s t hise x e rc i soen th e i ro w n .C h e c ka s a cl ass. 3 wants 7 Do,tike
. In a weakerclassaskstudentsto readout the examplefrom
4 don' tunderstand
th e diat ogue
t hatsh o w sth e ru l e .
Forfurther practiceof Stoteond dynamicverbs,go to:
l s im pt e 3 c o n ti n u o u s 5 c o n ti nuous
2 co nt inuous 4 s i m p te 6 s i mp l e
Exercise4 page5 1 1 don' tremember 5 betong
. Givestudentstwo or threeminutesto completethe dialogue 2 needs 6 Do (you)know
i n oair s Rem
. t h e mto u s ec o n tra c ti o nra
ind s th e th
r anful l 3 doesn' lti ke 7 arew ai ti ng
forms.As you go throughthe answersaskstudentsto tell 4 i s rai ni ng I want
you whichofthe usesfromexercise 3 eachverbrepresents, 2 1 ' m enj oyi ng 4 feel
e.g.My phone'sringingis usenumber2 (something 2 thi nks 5 ' re consi deri ng
happeningnow),We'reseeingthe newSpielbergfilm this 3 ' s havi ng 6 forget
afternoonis usenumber5 (arrangements for the future).
3 1 a smel l s b ' s smel l i ng
KEY 2 a looks b ' m [ooki ng
3 a tastes b ' m tasti ng
1 's r inging 6 ' s s h es a y i n g
4 a feels b ' s feel i ng
2 'r e s eeing 7 's alwaysintenupting
3 'm look ing 8 oftengo
4 makes 9 a rey o ul a u g h i n g Exercise7 page5
5 l s s hephoning 10 fi n i s h e s . lf possible,askstudentsto workwith a newpartnerfor this
exercise. Demonstrate the exerciseyourselfby givingthe
Forfurther practiceof Presenttensecontrast,go to: answersto the firsttwo questions. Getstudentsto askone
or two follow-upquestionsfor eachanswertheirpartner
gi ves(al though
thi sw on' tbe possi bl e
for num ber2) .
Monitorand notedownany persistent mistakesand write
KEY themon the boardfor studentsto correct.
I 1 Theplanetakesoff tomorrowmorningat eighto'clock. o Conducta brieffeedbackaskingstudentsto reportbackto
2 lt's quitewarmtoday.I'm not takinga jacket. the cl assanythi ng theyhavefoundout about
i nteresti ng
3 W hatar ey ou r e a d i n ga t th e mo me n t? theirpartners.
4 I ' m liv ingwit ha fa mi l yi n l re l a n dfo r a mo n th .
5 She'sa writerso sheworksfromhome.
t Lessonoutcome
6 Theyaren'tgoingto the partyon Saturday night. Ask students:Whathaveyou learnedtoday?Whatcanyou do
now?and elicitanswers:I con usedifferentpresenttensesto
7 Doy ou us uallyw e a ri e a n sto s c h o o l ?
talkaboutthe presentand future.I understandstateverbs.
8, /
Ask;Whichstate verbscan vou remember?
2 1 a lives b i s v i s i ti n g
2 a does n'dr
t iv e b i s d ri v i n g
3 a Do (you)speak b are(you)speaking
4 a is hav ing b has
5 a are(you)meeting b does(thefitm)start
5 a is alwaysleaving b d o e s n 'w t ash

Elllilitt 1 l oanna 2 A mi r 3 l oanna 4 S am 5 A mi r 6 Sam
4 page
Exercise o 6) r.oz
. Focuson the i nstructi ons.Tel students
l thatw henthey
f-E S S OllSUMMARYa a& : . listenfor the firsttime theyonlyneedto try to geta general
Reading:a text about Londoners understandi ng of w hatthe teenagers aresayi ngandt o wr it e
Listening:descriptionsof nationatsstereotypes;
matching dow nthei rnati onati ti es.
Speaking:talkingaboutnationaland regionaIstereotypes
. Witha weakerclass,pre-teach a few keywordsor phrases
thatyouthi nkthe students y know .
areunl i kel to
1 Brazilian 2 A meri can 3 Japanese 4 S pa nish
Todo the lessonin 30 minutes,keepthe lead-in
brief, ask studentsto read the text beforethe lesson,allow ten TRAilSCRIPT 1.02
minutesfor the readingexercises(2 and 3) and do exercise6 as 1 Rosana | loveBrazilians - but maybethat'sbecauseI'm from
o wholeclassoctivity. Brazil!Thebestthingaboutthem is, they laugha lot and
theysmilea lot. lf you walk downthe street,you see lots of
f Lead-in 3 minutes smiles!Anotherthing is that they'realwayswitlingto share
. Beforestudentsopentheirbooks,writeLondonon the board whatthey'vegot with you; evenif they haven'tgot verymuch
andexplainto theclassthattheyaregoingto brainstorm themsetves ...They'renot at atl mean.
wordsassociatedwithLondon. Givethema topic,forexampte, 2 Ethan I'm from NewYorkin the's an enormous
Studentsnameas manyLondonbuildings asthey country,of course,and peopleare differentin differentparts
can.Continue andfamouspeopte.
withthetopicsof transport of the States.But I think thereare some characteristics that
are typicaland that are sharedby Americansacrossthe
country.Letme giveyou an example.In generat,Americans
IIOTES- tOl{DOTERS work hard - they startwork early,finish late,and they don't
Thetitle of the text; lkloybeit's becauseI'm a Lbndortelr h a v el o n g h o t i d a y sI.n m y o p i n i o n ,t h e y 'r ep r o u do f th e i r
comesfrom a famo.Us songwrittenby HubertGreggin country,and very proudto be American,whatevertheir ethnic
7947.lI hasbecomea kindof anthemfor London. background.
3 l u n k o I 'm n o t t y p i c a t l yJ a p a n e s -e I 'm p r o b a b l ym o r el i ke a n
ALondoneris a personfromLondon.In this case,adding Australian,becauseI've lived herein Australiaforyearsnow.
-er makesthe worddescribea isn'tthe same l a p a n e s ep e o p l eh a v eg o t g o o d m a n n e r sa n d s h o w r e sp e ct
for all cities.A personfromManchester,
for exampleis a t o o t h e rp e o p l e ,e s p e c i a l l yp e o p l et h e y d o n 't k n o w .In fa ct
Mancunianand a personfrom Liverpoolisa Liverpudlion. sometimesthey can be ratherformal.Personally, I'm not!
Anotherdifferencebetweenme and otherJapaneseis that I'm
veryopen,evenwith peopleI don't know.Japanesepeople
Exercise1 page
6 often hide their feetings.Theydon't like other peopleto know
. Beforeproceeding with the exercise, elicitor explainthe what they are thinkingor feeting.
meaningof the lessontitle,stereotypes (a fixedidea 4 Carlos I'm from Spain- from the south.nearSeville.I think
o r i m aget hatm anype o p l eh a v ea b o u ts o m e th i nogr S p a n i s hp e o p t e ,i n g e n e r a la, r e q u i t ew a r m - h e a r t eadn d
so mebodyes , pec ial layra c e n o r g e n d e r,
, a ti o n a l i ty w h i ch t h e y l i k e m e e t i n gn e w p e o p t ea n d m a k i n gn e w f r i e nd s.Th e
is oftennottrue.Forexample: the Frenchareveryromantic, S p a n i s hd o n 't l i k e t o s i t i n s i l e n c e- t h e y l i k et a t k i ng- th e y
th e B r it is honlydr inkt e a ,th e J a p a n e sweo rkv e ryh a rd ) . can chatawayfor hourson end.That'smy opinion,anyway.
. Focuson the photoandthetitleof the text.Askthe questions
to th e c las sas a wholeAs . ka d d i ti o n aqlu e s ti o nssu c ha s: 5 page
Exercise e f) r.oz
Howare theyfeeling?Whattime of yeoris it? Whereare they o Gothroughthe opi ni onsw i ththe cl assanddealwit hany
going?alwaysaskingthe studentsto iustifytheiranswers. vocabul aryquesti ons. agai nandpause
P l aythe recordi ng
aftereachansweris givento givestudentstimeto write
Exercise2 page6 thei ransw er.
Letstudents checkthei ransw ersw i tha
. Focuson the task.Askstudentsto readthroughthe text D artnerbeforechecki ne
as a cl ass.
lookingonlyfor information that answersthe question.
Tetlthemto hightightanythingin the textthat suggests a KEY
n e g at iv opinion,
e r e q u e s ti o n .
t o h e tpth e ma n s w eth al bE cC dE eR fl gR hC

KEY J oanna
Exercise6 page
o C heckunderstandi ng of the w ordsi n the box.A l to w
Exercise3 page
. Students students tw o to threemi nutesto di scussthei ri deasand
re-readthetext.Encouragethemto lookfor
notethemdown.Encourage themto recycle wordsfrom
synonyms forthewordsin thetask.Demonstrate thefirst
the texttoo andanyotheri deastheymi ghthavesuchas
question,showingthemhowto scanthetextuntittheyfind
punctual,romantic,formal, etc.
the appropriatesynonym or synonymousphrase(cotdand
Againencourage theanswer
themto underline in
o Witha weakerclassstudentsshouldreferto the wordlistas
th e vread.

Exercise7 page r D uri ngfeedback makesuretheyarecl earaboutt he
. Askstudentsto readouttheirideasand seeif otherstudents meaningof can'tface(notwantto do somethingbecause
in general, e.g.I can'tfacedoingmy
it's too difficuttor unpleasant,
agree.Youcouldhavea discussion on stereotypes
genttyguidingthemtowardsthe ideathat stereotypes usually homeworklthewashingup) andcon'thelp (not be ableto
containsometruthbutthatwe mustbe carefulnotto over- stopyourselffromdoingsomething, e.g.I couldn'thelp
Startthe discussionby asking:Doyouthink Iaughingwhenshe wastalking).
stereotypesare basedon truth?Howdo you feel whenpeople
makegeneralisotions aboutpeoplefromyourtown/ country? KEY
verb+ infinitive:agree expect fail hope manage pretend
i Lessonoutcome refuse seem want
Ask students:Whathaveyou learnedtoday?Whatcanyou do verb+ -ing form:avoid can'tface can'thelp enioy imagine
now?Elicit: I can talk obout differencesbetweennationalities. spend(time)
Ask:Whotuseful words,phrasesand ideas haveyou learned
from the lesson? Forfurther practiceof Verbpatterns,go to:

Itatil;ttliflit KEY
Verbpatterns) 1 1
not to spend
goi ng
eati ng
doi ng
3 not to see 7 notto arrive
4 to buy 8 dri vi ng
t E s so ll suM M A RY .. * "
Grammar/Vocabulary: verbpatterns
Reading:a shortarticle
Exercise3 page7
r Students canworkaloneor in pairs.Tellthemto referbackto
the verbsin the table,includingthosethat arealreadythere.
Todo the lessonin 30 minutes,do exercises2 t heari ng 4 to hate 7 tobe
and 6 as a classand set the GrommarBuilderas homework. 2 havi ng 5 taki ng 8 to see
3 togo 5 to co-operate 9 bei ng
r Lead-in 2 minutes
o lntroducethe topicof celebrities andpaparazzi by asking Exercise4 pagez
student tso nam es o m em a g a z i n eth
s a tc o n ta i nc e l e bri ty . Again,studentscanworkindividually or in pairs.Asyougo
gossipand photos.Ask:Whichmagazinesdo you read? throughthe answers, highlightthewordorderusedif the
Whichcelebritiesare you interestedin reading about and lpretendnotto be andNOT/pretendto
infinitiveis negative: not
seeingphotosof? Wouldyou like to be famousand seeyour be.ExplainalsothatI fail to understandis a fixedexpression and
photosin magazines? is a moreformalwayof sayingI don't understand.
o Askstudentsto put a tick nextto the statements theyagree
CUTTURE w i th.Thenaskthemto compare thei ropi ni onwit ht heir
. Thenamepaparazi comesfrom a chamctercalled partner's.Encourage themto developtheirarguments by
sayi ngw hytheyagreeandgi vi ngexampl es, i f possible.
Paparazzo in the Fellinifilm, ta DolceVita,who rode
aroundon a scootertakingphotosof richand famous
people.Thewordpaparwzooriginallymeans'a KEY
mosquito'. 1 readi ng 4 to understand
r Celebritieswho arewell-knownfor fightingback 2 to write 5 l eadi ng
physically or verballyagainstthe paparazzi include 3 not to be
OasissingersLiamand NoelGallagher, JayKay(lead
singerof .lamiroquai), EwanMcGregor, SeanPenn,Mel
Gibsonand PrinceHarry.
Exercise5pagez $ r.or
o Letstudentscomoareanswerswith a partnerbefore
checki ng themthattherei s oneopinion
as a cl ass.R emi nd
Exercise1 pase7 w hi chdoesn' match
t anyof the speakers.
Focuson the photoandelicitwhatis happening. Askstudents
to readthe textquicklyto decidewhichviewtheyagreewith. KEY
Findoutthrougha showof handswhatthe majority of students S peaker1: 3 Speaker2: 1 Speaker3: 2 Speaker4: 5
think .
Askif studentsknowof anyfamousincidents involving
paparazzi.Don'tencourage furtherdiscussion aboutthe rights
andwrongsof photographing at thisstageasthey
celebrities 1 Wett,if I'm honest,I do liketo knowaboutthe livesot
willhavea chance famouspeople.I don'tadmitit, of course! | mean,I neverbuv
to do thisin exercise
thosemagazines withphotosandstoriesaboutcelebrities
- you,know,Hello!magazine andtheothers.No,I neverbuy
Exercise2 pageT
them.ButwhenI'mwaitingto seethe dentist,or thedoctor,
r As ks t udent tso c o p yth e c h a rti n toth e i rn o te b o o ks
a nd add andI seethemagazi neson thetabl e,I havequ icklook-
the verbsfromthe text intothe correctcolumn.Dothe first I nevertellanyone,
ofcourse, - andI quiteenioyit, reatly.
e xam ple t oget hera n dth e nl e t s tu d e n ts w o rka l o n e . Well,richpeopleoreinteresting, aren'tthey?

Speaker2 Yes,I often buy magazinesaboutcelebrities- | tike
to readabouttheir's interesting. And I like to seethe
photos,too, but I don't agreewith the paparazziwho wait
outsidep eo ple 'sho us esand t hen f ollowt hem .Thatm u s t b e's importantfor famouspeopleto havea private
life, awayfrom the cameras- just tike normalpeople.
Speaker3 | don't readthosemagazines veryoften.I supposeI'm
quiteinterested in famouspeopte,but I get boredwith the same tEssol{ suillMARY.. a
namesand facesall the time.WhocaresaboutTomCruisethese Reading:an article;matching, multiple-choice
days?Or BritneySpears? Buteverytime I pickup a magazine, Listening:a song,Somebody'sWatchingMe
there'san articleaboutTomor's ridiculous! Theyneed Speaking:a discussionaboutsurveillance
to find somenew celebritiesto write about. Topic:scienceand technology
Speaker4 | buy all the celebritymagazinesas soon as they come
out. I want to know everythingabout thesepeopte-
| .iustcan'tget enoughinformationaboutthem! I'm not sure
w hy - | su pp oseit's t he glam ourand r om anc eof it . The Todo the lessonin 30 minutes,oskstudentsto
beautifuldressesand diamondjewellery.I oftenthink what it read the textfor the first time ot home.
must be tike,beingrich and famous,and havingan exciting,
glamoroustife.The magazineshelp me to dream,I guess! f Lead-in 2 minutes
r Writesurveillance/sgrverlans/on the board.Exolainthat
Exercise6 pagel if someoneis undersurveillance theyarebeingwatched
r Focuson the Learnthis!box.Givestudentstime to read veryclosely.Askl.Whois usuallykeptundersurveillance?
i t o n t heirownandt h e ng e tth e mto tra n s l a te (S omeone suspected of a cri me,a memberof a g ang,a wif e
th e p a i rsof
sentences with a partner.Seethe language notebelowfor or husbandsuspected of havingan affair,etc.)Whokeeps
a n e x pt anat ion themundersurveillanceT (Thepotice,privatedetectives,
of t he c h a n g ei n m e a n i n g .
KEY O penans wer s Exercise1 page
. Focuson the photograph. Ask:Whotcanyousee?Students
wilt probablysaycameraor videocamera.Directthem
towardsthe wordsClosed-Circuit Television
. Withremember,forget,stop andgo on the -ing form
and practisethe pronunciation /si: si: ti: vi:/. Ask:Whatis
refersto an actionthathappens beforethe remembering, a CCTV cameraT (lt is a televisionsystemusedfor security.
forgetting, etc.andthe infinitiverefersto thingsthat It i s cal l edcl osedci rcui because
t i t i s for a smal Inum berof
happenafter. viewersas opposedto broadcast ft)
. Try+ -ing meansto do somethingas an experiment to . E l i ciw
t hereC C Wcameras arenormal lfoundy (shopping
seewhatwill happen,whereaslry + infinitivemeansto centres,carparks,stations,airports,etc.).
makean effortto do something difficutt.
. Althoughnot listedin this exercise, studentswill atso Exercise2 page
haveheard/ikeusedwith -lng or infinitive. There . Focuson the taskandthenon the paragraph hea dings. Ask
is a subtledifference in meaningbetweenthe two.
students to underl i ne
the keyw ords.E mphasi sethat if t hey
Compare:I likegoingiogging = | enjoyit. I liketo go
readthemcareful liyt w i tthetpthempredi ctthe cont entof
iogging beforeschool: I think it's a good ideato do the text.
this (but I don'tnecessarity enioyit). . Gi vethe students about5 mi nutesto matchthe par agr aph
headi ngs. Makesuretheyunderstand thatonehe adingis
Exercise7 page
7 not necessary. E ncourage themto sharethei ri de asin pair s.
. Gi v es t udent a s m inu teto th i n ka n d m a k ea n o teo f th ei r
a n swer sA. s s t udents d o th e ta s k ,g o ro u n dm o n i to ri ng
and KEY A2 B6 c4 D1 E3
ch e c k ingf or c or r ecut s eo fv e rbp a tte rn sAfte
. rw a rdcsonduct
a b r ieff eedbacas k k i n ga fe ws tu d e n ts to re p o rtb a c kto the Exercise3 page
cl a s ss om eof t he t hi n g sth e i rp a rtn etar l k e da b o u t. o A skstudents to readthe questi ons anddeaIw i thany
vocabul aryprobtems thatari se.
Forfurtherpracticeof Verbsthat changetheirmeoning,go to: r Gi vestudents pl entyof ti meto readthe texti nte nsivelyto
answ erthe questi ons.Theyshoutdunderl i ne the par tof t he
textthatgi vesthemthe answ ers andal sonotethe num ber
of the questi onnextto w hatthey' veunderl i ned,so t hat
KEY duri ngfeedback, w henyouaskthemto gi veevi dence f or
l l ptaying 4 to make 5 to buy 7 d a n c i ng theiranswerstheywittbe ableto find it moreeasily.
2 to study 3 taking 6 to get 8 giving
KEY 1b 2d 3c 4d 5d 6d
t Lessonoutcome
Ask students:Whathaveyou learned?Whatcanyou do g
Exercise4 page
now?andelicitanswers:I can identifyand usedifferentverb . Gothroughthe definitions together.Dothe firstone or two
patterns.I can expressopinionsabout the paporazzi.Ask:What defi ni ti ons that manyof the c luesar ein
w i thcl assshow i ng
newverbsand phraseshaveyou leorned? the wordsthemselves (cashmochine,monitoring).

KEY studentsto usethe ideasandvocabulary fromexercise7
1 ca shm ac hine 4 i tl e g a l 7 download as well as theirown.Allow3-4 minutes.-
2 mo nit or ing 5 c i ti z e n s 8 software Whenthe groupsareready,chooseone personfromeach
3 passwords 5 tag 9 shoptifters group.Theclassnowformthe jury.Theirroleis to take
notesofthe arguments presented
by otherstudentsand
Exercise5 page
s f) r.o+ fi nal l ydeci dew ho - the opponentsor the proponent s
o Gothr ought he wor d si n th e b o x .Yo um a n yn e e dto e xpl ai n - aremoreconvi nci ng.
tricks- to ploya trickon someoneis to deliberatety try to Thefourgroupschoosetheirspeakers, who takeit in
ma k es om eonebeli e v es o m e th i nthg a t' sn o ttru e . turnsto presenttheirarguments. Theyhavea minute
. Witha strongerclassstudentscancompletethe gapsbefore each.Beforetheystart,explainthat everybody should
l i stening . e mi n dth e mto th i n ka b o u trh y meas
t o c hec kR listencarefullyto the othersas theywitthavea chance
we l las m eaning. to respondto the arguments ofthe othergroupseither
. Witha weakerclassaskstudentsto readthroughthe lyrics strengtheni ngthei rpoi ntor contradi cti ng
i t.
t he gapsan dth e np ta yth e re c o rd i nfo
i g nor ing g r th e mto fi tl
th e min. Whenthis roundis finished,allowgroupsto worktogether
againand decidewhatto sayin the secondround.Feed
phraseslike: ttle completelyagreewith our friends soying
that ..., Wetotally disagreewith the group who say thot ..
1 tife 3 home 5 ph o n e 7 h a i r 9 tri c k s After2-3 minuteslet the speakers talk again.Whenthey
2 price4 dream6 r y 8 s h o w e rs 1 0 n e i g h b ours havefinished,eachmemberof the iurywritesdownon a
pi eceof paper' for'or' agai nst'stati ngw hoseargum ent s
werethe mostappealing.
Somebody'sWatchingMe wasfirst sungby Rockwell,an of the i uryout to the cl ass.l f youwant
R eadthe deci si on
Americansinger,with MichaelJackson singingbacking to be certainthatthereisn'ta draw,addyourownvote.
vocals,in 7984.ln 2006,Beatfreakz,a Dutchgroup,made lf youwantto givefeedbackon students'mistakes,
a danceversionof it whichwasan international
success. considermakingnoteson the misuseof verbpatterns. At
the end of activityreadyournotesout to the class.Elicit
corrections;put correctexampleson the board.
Exercise6 page9
Doth i s ex er c isas
e a class.
t Lessonoutcome
KEY Askstudents:Whathaveyou learnedtodoy?Whotconyou d()
paranoidWhenpeopteareparanoid theyworrythatotherpeople now?andelicitanswerslcan understand on articleabout
don'ttikethem,aretryingto harmthemor thatpeopleare surveillance. I havegot tt
I cangive my viewson surveillance.
watching peoplereallyarewatching
them.Withsurveillance them. knowthesongS omebody Me.
W atchi ng

Exercise7 page
Gothr ought he s ente n c easn da n s w e ar n yq u e s ti o nas bout
vocabulary, e.g.deter(putoff,stop peoplewantingto do
so m et hing) eti messtu d e n ts a res h yto a s kw h e nthey
d o n' tk nowa wor do r th i n kth e yk n o wth e m e a n i n gl .t w outd
b e u s ef ul,t her ef oreto, c h e c kth e i ru n d e rs ta n d i nbgy a ski ng:
Whichwordmeans...? and givea definitionin Englishor a tE S S Ol t S U Mi l A R Y ..,
tra n s lat ion of t he wo rdy o u ra retry i n gto e ti c i t. Functional talkingaboutphotos
Stu dent wors kin oa i rsto d i v i d eth e s e n te n c e s . Grammar prepositions: looklike/lookas if/thouc,
Listening: dialogues;listening forspecificinformation
KEY F or : 2, 3, 7, 9 A g a i n s t:7 , 4 , 5 , 6 ,8
S peaki ng: w ho' sw hoi n a photo
descri bi ng
Exercise8 page9
. Yo uc ouldf indout t h ro u g ha s h o wo f h a n d sw h a ts tu dents'
vi e wsar ebef or et he ys ta rtth e a c ti v i tya n d p a i rth e mso Todo the lessonin 30 minutes,keepthe lead-i
th a ta s t udentwho is p ro -s u rv e i l l a nsci e
tsw i tha s tu dent brief, do exercise2 quicklyos a closs,keepto a limit of 3 or t
wh o is ant is o t hatd i s c u s s i oins m o rea n i m a te dG. oa round minutesfor exercise3 and keepthe performances in exercist
monit or ing andf eed i n gi n l a n g u a gaes n e c e s s a ry . brief.

ADDITIOl{AtSPEAKII{G r Lead-in 3 minutes
. Writethe foltowingquestionson the boardforstudents to
Tellstudentsthat CCWcamerasaregoingto be installed
discussin pairsor smallgroups:Doyouenjoylookingat oth,
in yourschool.Brainstorm and agreeon the placeswhere
people'sphotos?Whotsortof photosdo you enioylooking
the camerasmaybe put (classrooms, halls,toitets?)and
at?Are thereany thatyoufind not so interesting?Doyou likt'
who will haveaccessto the screensand recordedmaterial
(teachers, havingyourphototokenTHavea quickclassfeedback.
parents,the police?).
Dividethe classintofourgroups.Twogroupsprepare Exercise1 page
1o f) r.os
arguments fromthe pointof
for or againstthe cameras . Focusstudents on the photoandthe i nstructi o ns.
Pt ayt lr ,
viewof students.Twoothergroupsworkon arguments for recordi ng
for students to readand l i stenanddecidewho
or againstfromthe pointofviewofteachers.Encourage C onnor'si
s steri s.

unit1 . on camera
Exercise2 page
1o Sarah Fromschoo[?
o Stu dentdo Connor No, Mike and I ptayfor the samefootbaltteam on Saturday
s t he ex e rc i sien d i v i d u a lotvr d o i t a s a w h ol ecl ass.
S a r a h H e l o o k sa s t h o u g hh e f a n c i e sy o u r s i s t e r .
KEY 1 at 2on 3 with 4in C o n n o r Wh a t m a k e sy o u t h i n k t h a t ?
S a r a h T h ew a y h e 's s m i l i n ga n d l o o k i n ga t h e r .
Connor No, I don't think so. Anyway,he's got a girtfriend.
IAI{ G UA G E I { O T E - GU Y Sarah Really?Shame.
Studentswilt no doubtbe veryfamiliarwith the wordguy,
w hic his an inf or ma l w o rd
fo r ma n .l t c a nb e a v e ryu seful Exercise7 pase
wordto useat that'in betweenage'whenboy soundstoo . Studentswritetheirdialoguesin pairs.In a weakerclass
yo ungandm on s ou n d sto o o l d . theyshouldwritefull dialogues.In a strongerclassnotes
w i l l be suffi ci ent.
R emi ndthemto usethe expr essions f r om
the l esson.C i rcutate as theyw ri te,correcti ng
mist akes
Exercise3 page
1o hetpi ng.
. Got hr ought he inf o rm a ti oinn th e L e a rnth i s !b o xa n del i ci t
fu r t herex am ples e e p ro n unci ati on
on toth e b o a rd .Pra c ti sth Exercise8 page1o
o f l ook sos t hough.Th e na s ks tu d e n tsto fi n dth e . S tudentsactout thei rdi al ogues.R emi ndthemt o speak
e xp r es s ionsin t he d i a l o g u e toudl yand cl earl y,
to mai ntai neyecontactw i th eachot her ,
andto showi nteresti n w hatthe otherpersoni s saying.
KEY Evenif they havewrittenout the full dialogueencourage
1 Shelook sa bit lik ey o u . themto readas littleas possible.
2 He look snic e.
3 Youlookas t houghyo u ' reh a v i n ga g re a ti
t me . t Lessonoutcome
Ask students:Whathaveyou learnedtoday?Whotcanyou do
now?and elicit answers:I can talk oboutphotos.I con identify
tAl{ G UA G E I { O TE - L IK E who is who. I can say wherethey ore in a photo. I can talk about
Thepreposition /ikein looklike+ noun/personmeans'to how theylook.
resemble', in look/r'ke+ clausemeans'asiP.
Notesfor Photocopiabte
Thedifference maybe illustratedwith theseexamptes:
5he lookslikea fomousmodel(: Sheresembles a famous
Spotthe difference
personin herappearance). She lookslikeshe is a famous Painrvork
model(= I thinkshe is a famousmodet). Language: descri bi ng pi ctures,preposi ti ons,present
conti nuous, cl othes
Materi al s: onecopyof the w orksheet cut i n hal fpe r pairof
Exercise4 page
1o studentsOeacher's Bookpage124)
. Stu dent cs om plet e
th e e x e rc i sael o n eo r i n p a i rs C
. heckas a . Dividestudentsinto pairsand giveout the worksheets. Tell
cl a s s . studentsthat theymustnot lookat theirpartner'spicture.
Explainthat theyboth havea pictureof a classphotobut
KEY thereareten differences.
r R emi nd/ el i ci tfromstudentsthe l anguage of i d ent if ying
1 l o o k ed 4 to o kl i k e peoplein a photo: Theguy on the left/right, Thesecondguy
2 l o oklik e,look s 5 l o o k sa s th o u g h /a si fl l i ke on the left/righf, etc.
3 l o o kas t hough/ asif l l i k e S tudents descri be thei roi ctures
and askouest ions about
theirpartner'spicturein orderto find the differences. When
Exercise5 page
1o theyfi nd a di fference, theVmarki t w i tha cross.
. Doan exampletogetheras a classbeforestudentsworkin A skS tudentA to begi nby descri bi ng the fi rstper sonon
o a r r 5. the l eft.S tudentB l i stensandasksquesti ons to f ind out if
thereareanydifferences. Explainthat the differences relate
6 page
Exercise ro f) r.oe onl yto the peopl e,andthattheremaybe moret hanone
. Lookagainat the photoin exercise1. Playthe recording. di fference rel atedto eachoerson.
Student st abelt he p e o p l e . S topthe acti vi tyw henmostpai rshavefoundth e t en
di fferences and l etthemcompare the pi ctures to check.
TRAilSGRIPT1.05 E l i ci the
t di fferences fromthe ctass.D uri ngthi sf eedback
teachthe followingexpressions (Don'tpre-teach them as
Sarah Who'sthe guyon the left?
C o n norI nt hewhit es h i rt? it wilt spoitthe activity):to pull a (silly/funny)face,to leon
Sarah No,in thegreyandwhiteshirt. back, to fold your arms, to do a V sign, to put/have your arm
ConnorThat'sKim.He'sleffs brother. roundsomebodv.
Sarah Sohe'syourcousintoo.
ConnorYes. KEY
Sarah Theydon'tlooklikebrothers. Frontrow
ConnorOh,I thinktheydo.Butthey'vegotverydifferent In pi ctureA the guyon the l efti s w eari nga stri pyshir t .ln B he
personalities. Kim'sveryquietbutJeffs reallyoutgoing. i s w eari nga checkshi rt.In pi ctureA he i s l eani ngf ont a'Cir it h
Sarah Who'sthegirlon the rightin thewhitedress?
hi s el bowon hi s knee.In pi ctureB he i s l eani ngbackr , 'i- 'r is
C o n norI t hinks he' sa fri e n do f J e ffs .I c a n ' tre me mb ehre rname
. . .O h,it ' sS and ra . armsfolded.
Sarah Shelooksyounger thaneveryone etse. In pi ctureA the secondguyon the l efti s n' eari ng a ! aggi
C o n norY eah. s hedoes I. th i n ks h e ' sa b o u t7 4 o ( 7 5 . T-shi rt,i n pi ctureB he i s w eari nga ti ghtT-si ' ;i
Sa ra h T heguyin t hew h i tes h i rtl o o k sn i c e . In pi ctureA the guyi n the mi ddteof the f' o-:' .' " , s r , ea- ; - ga
C o n norHe' sa f r iendof m i n e . l ong-sl eeved i n pi ctureB i t' s go: s-31sre . es.
T-shi rt,

Unitl.Oncamera ( 17
In p ic t ur eA t he gir lin th e s k i rti s p u l l i n ga (s i tl yfa
) c e .I n pi cture
B sh eis s m iling. C U LTU N E i l OTE - B R ITIS H S C H OOTS
In p ic t ur eA t he gir to n th e ri g h ti s w e a ri n g l a s s e si n , pi cture Year11 is the lastyearof compulsory educationin British
B sheis n' t .I n pic t ureB s h ei s d o i n ga V -s i g nIn . p i c tureA schools.Studentspreparefor publicexams,GCSEs
sh eis n' t . (GeneralCertificate of SecondaryEducation)duringthis
Backrow: year.Studentscanchooseto stayon for anothertwo
In p ic t ur eB t he gir to n th e l e fth a sg o t h e ra rma ro u n dthe gi rl yearsafterthis to studyfor A-levels,
whicharethe British
n e x tt o her ,in pic t ureA s h eh a s n ' t. equivalent of school-[eavingexams.
In p i c t ur eA t he gir lin th e mi d d l eh a ss h o u l d e r-l e n ghth ai r.l n
p i ctur eB s hehass ho rth a i r.
Exercise4 page
In p i c t ur eB t he guyo n th e ri g h th a sh i s h a n do n th e s houl der . R eadthe w ri ti ngti p as a cl ass.Gothroughthe inst r uct ions
o f the gir tin t he m id d tei,n p i c tu reA h e d o e s n ' t.
forthe task.Thi sptanni ng stagecanbe donein pair s,
al thoughthe w ri ti ngstagew i Llneedto be don eindividuaLly.

Exercise5 page
. A l l owabout20 mi nutesforthi sstage.W al kar ound
correcti ng W henstudentshavefinished,get
and hel pi ng.
themto swapletterswith anotherstudentto checkfor
mi stakes beforetheyhandthei rcomposi ti ons in. Encour age
fastfinishersto writemoredetailedletters.

t Lessonoutcome
tEss oll s uillM A R Y .. &
Ask students:Whathoveyou studiedtoday?Whatcanyou do
Writing:a letterto an exchange student now?andelicit answers. I con writea letterintroducingmyself.,
Reading: letters; g topics,inserti
identifyin ng sentences can organisemy ideosinto topics.

Todo the lessonin 30 minutes,studentsfinish

the writing taskfor homework. TOPfC.e&
f Lead-in 2-3 minutes
. Writeexchange studenton the board.Elicitits meaning
and brainstorm reasonswhy peopletakepartin this kind t Lead-in 2-3 minutes
of exchange.(Toimprovetheirforeign[anguage and get . S tandi n frontofthecl ass,andaskstudents t o
to k nowanot herco u n try 'csu l tu rea n ds c h o osl y s te m,
to adjectives theywoutduseto describethe clothesyouwear
experiencethe independence of beingawayfromfamily.) (e.g.casual,formal,trendy,traditional,
Askstudentsif theywoutdliketo do it. Why/ Whynot? r Askstudentsto workin pairs,and describetheirpartner's
Wouldthey like to do it in the UK?lf not, which countryT ctotheswith threeor fouradiectives.
r Coltectsomeadiectives on the boardand check
Exercise1 page11 comorehensi on.
o Foc uson t he t wo l e tte rsa n dth e i n s tru c ti o nSe
s . ta ti me
ti m itf or s t udent tso re a dth e ma n da n s w ethr e q u e sti ons. ExerCiSe1 page12 2-3 minutes
. Checkthat studentsunderstand the adjectives.
KEY . S tudents
thi nkofctothestheyl i keto w ear(ra t her t han
t hose
L u c ,F r anc e G eor g eE, n g l a n d Gl o ri aSp
, a i n S a ra hW
, al es theyarewearingto class),and choosefouradjectives.
r Getfeedbackfroma few students.

Exercise2 page
tl Exercise2 paget2 f) r.oz 8-10minutes
o Focuson the topics.Givestudentsa few minutesto re-read
th e let t er sandide n ti fyth e to p i c s Ma
. k ei t c l e a rth a ta topi c
m aybe m ent ione m d o reth a no n c ea n d n o t a l l to p i c sw i l tbe Explainto studentstheyaregoingto hearsomeone
m ent ioned. describing howdifferenttypesof peopleusuallydress.
Allow1 minutefor studentsto readthroughthe instructions
and the taskitems.Tellstudentsto payparticular attention
to negativestatements as theymayoftenbe misleading.
George 1 e 2g 3b 4a Theymayfind it usefulto undertinenegativeexpressions
Gloria 1 e 2d 3c 4a as well as keywords.ldentifying keywordsis easierif you
analysewhat kindof information maybe false.
Exercise3 pagert Remindstudentsthat a pieceof information is onlycorrect
. Foc usat t ent ion on th e i n s tru c ti o nStu
s . d e n ts
w o rki n oai rs if it agreeswith the recordingtext,and is onlyfalseif the
to m at c ht he s ent e n c ewsi thth e g a p s . recording makesit clearthat it is untrue.lf thereis no
information in the textabouta statement, theyshouldmark
Notstatedratherthan usetheirown iudgement.
KEY 1e 2b 3g 4a 5f 6c 7d
Askstudentsto checktheircompleted answersafterthe
a Ptaythe recording twicewith a 3O-second pausein between.
a Checkanswers.Discussstudents'exoerience ofthe task.

KEY 1F 2I 3F 4N 5 5N S 6F 7F 8T

TRAilSCRIPT 7.07 Advisestudentsto readthe textcarefully andto try to
Sometimespeoptefeetthey shoulddressin a certainway because el i mi nate
answ ers thataredefi ni telw
y rongw he nt heyf ir st
it's fashionable,but they can end up feelinguncomfortable in the
go through. Theyshoul dthenre-read thetextan dm aket heir
clothesthey'vechosen.Youcan avoidthis by clarifyingwhat kind choi ces. R emi ndthemto checkthei rcompl eteadnswer s
of wardrobepersonality you are,and chooseand wearctothesthat at the end,and makesuretheydo not l eaveanyquest ions
suit you.Thereare four wardrobepersonalities: Dramatic,Classic, unansw ered. In the exam,therei s no penal tyfor m ar king
Romanticand Naturat.But it's certainlypossibleto be a mixtureof the wronganswer.
lifferent personalities or to changeovertime. C heckas a cl ass.
Jramaticwardrobepersonalities havea clearlydefinedstyleand
.rrenot afraidto standout from the crowd.A typicalDramaticwill KEY
re drawnto vivid,brightcotoursand shockingcombinations. They
:oveto dressup one day and be completelycasualthe next,but
1c 3c 5c 7c 9c
lheir main aim is to dra wat t ent iont o t hem s elv esSom
2b 4b 6c 8a 10a
. eenj o y
dressingin designertabelsbut manypreferexpressing their
individ ua lity
b y sh op pin gin s ec ond- hand s hops . Exercise5 page12 5 minutes
Classicwardrobepersonalities tend to be far more self-confident R eadthe i nstructi ons as a cl ass.E xpl ai that
n i n t heir
f han Dramatics. Theirchoiceof clothingis oftenconservative to descri pti ons
,eflecttheir reservedpersonalities.
students shoutdtry andfocuson ea chof t he
Classicshaveexcellenttaste threepointof viewmentioned. Encourage themto try to
,lnd often buy expensiveclothesthat witl last for years.Their
go beyondtheseto scoremorepointsin the examtask,by
,efinedtasteextendsto theirchoiceofiewelleryand eventheir.
speculating, for example, whathashappenedbefore/what
nair and make-upwhich is sophisticatedbut alwaysunderstated.
i s goi ngto happenafterw ards or by bri ngi ngi n theirown
Classics take pridein their appearance and wilt took spotlesseven
ivhend oin gthe ga rde ning!
Romanticwardrobepersonalities loveto look artisticand avoid
Focusstudentson the firstphotoon page12. Brainstorm
the ct eanline sa nd mini m aldet aitt hat Clas s icper s onalit ie s someusefulvocabulary and structures thattheycoulduse.
love.They'reattractedto anythingthat communicates luxury R eferthembackto l essons14 and 1F.
and expense.Theyloveexoticpefumes.Youcan often smella S tudents prepare somequesti ons theycoul daskaboutt he
Romanticbeforeyou can seethem, and onlyan expensiverangeof photoi ndi vi dual l y.
make-upwill do. However,too often Romantics overdothe detait, Theydo the taski n pai rs,aski ngandansw eri ng q uest ions
oerf umean d make-u o. aboutthe pi cture. A skthe threequesti ons aroundt he class
Thelastwardrobepersonality type is Natural.Forthem to followup.
comfortabte, practicalclothingis of the greatestimportance. They
often leadveryactivetifestylesand tend to seeformalclothesas ExefCiSe6 page72 8-l0minutes
too restrictive.Theirwardrobeis minimaland manydo not even
own a make-upbag. ExtremeNaturalsneedto be carefuInot to
presentthemselvespoorlyat formaloccasions. Readthe questionsas a class.Pre-teach off thepeg (buying
It is importantto be awareof your wardrobepersonalityand ready-made cl othesratherthanhavi ngcl othesm adet o
expresswho you reallyare. But remember,don't be afraidto measure), andaskstudentsi f therei s a w ordor expr ession
changeand reftectthe differentsidesofyour personality. w i tha si mi l armeani ngi n thei row n [anguage.
E xpl ai that
n i n thi stypeof taskthe focusi s on finding
Exercise3 page12 5 minutes similarities or differences betweenthe two situations, not
. Askstudentsto lookat the titteof the artictein exercise on descri bi ng the detai l sof eachi mage.Theyca nm ent ion
4 (Sizezero)andto try and predictwhatit witl be about speci fi detai
c anypoi ntstheyw an tt o m ake.
l sto i l l ustrate
(modelswho areextremety thin). A l l owa mi nuteor tw o for students to col l ectthe irt hought s
. Exptain thatthe keyto completing a gapfilt tasksuccessfully abouteachofthe questi ons.
i s u nder s t anding a n du n d e rs ta n d i nthge general
t he c o n te x t,
o Modelthe taskw i tha stronger student.
themeof the text.Tel[studentsthat this exercise will help
a S tudents i n pai rstakei t i n turnsto do the task.Encour age
with this,so it is importantnot to fitl in anygapsyet. themto noteanydi ffi cul ti es, goodor Jac poi nts,andgive
r Studentsskimreadthe textto decideon the answer. feedback to eachotherafterthevboi ni shed.
r Chec kt he ans werin p a i rsth, e nh a v ea q u i c kc l a s sfe e dback. C onduct a cl assfeedback bv aski neaboutthe di f f lcult ies
i ssuestheydi scussei .
+ Lessonoutcome
Ask students:Whothoveyou leorned,/prlctised todayT
ExerCiSe4 pagetZ 7}-Tzminutes
Elicil:I havepractisedcompletinga true/false/notstated
listeningtask.I havepractiseda multiple-choiceclozetask.I can
Exp t ain t hatin a Useo f En g l i s ta
h s kth e mi s s i n gw o rd stend comporeand contrastphotosand discussthe issuesinvolved.
to be grammarwords(e.g.prepositions, auxiliaries), verb
formsor partsof phrasalverbs,collocations or phrases.
lf theygetintothe habitof learningnewvocabulary with
wordsthattheyusuallygo with,it witl helpthemin this kind
o f tas k .
Otheritemstest students'knowledge of vocabulary,
theseoftenincludesynonyms or wordsthat havesimilar
meanings, falsefriendsandwordsoftenconfusedby
language learners.Encourage studentsto recordsuchnew
vocabulary with examplesillustrating the differences in
me aning.

TOPIC a & / . & Exefcise4 page13 5 minutes
freetime . S tudents r
canw orki n pai rsor smal lgroups.E nco ur age
to saywhattheyknowandthinkaboutthe starsas wel
thei rl ooks,the w aytheydress,thei rpersonal
descri be
t Lead-in 4 minutes and howtheyfeelaboutfame.
. Writefomousandpopularon the board.Elicitthe noun . Y oucanaskthemto bri ngi ntocl assphotosoftheirf av,
forms(fame,poputarity). stars,oryoucanbri ngi n somephotosfrompopular
. Ask: Whatcouldyou do to becomefomous?and notesome magazines or printedoff the Internetyourself.
of the students'ideason the board.
r Ask: Whichof thesethings broughtfame a hundredyears EXefCiSe 5 page13 8-10 minutes
ogo?Underline the appropriatenotes.
r Ask: Wosit easierto becomefamousin the past or is it
R eadthroughthe i nstructi ons andthe fourdescript ion"
easiertoday?Why?Conducta shortclassdiscussion.
as a class(NBthe filmsdescribed arefictitious).Check
ExerCiSe1 page13 5 minutes comprehension of keyvocabulary, or pre-teach epic,
o Studentsworkin pairs.Encourage subtitles.
themto expresstheir C heckthatstudents the concept of ci nem a
opinionsand supportthemwith at leasttwo different
certificates(agetimits).Ask:Is therea similarsystemit,
a rg u m entand
s ex am p te s .
country?Whatare the differentcertificates? Are you al[o
r Aska few pairsto reportbackto the class.
to seea 15 film if you are 14 butyou are occompanied i
EXefCiSe 2 page73 t5-76 minutes
A skstudents to thi nkaboutw hattypeof fi tmsthe yusu
tike.Aska few studentsaroundthe classfor examoles
Askstudentsto readthe wholetextandthe six headings S tudents w orki n pai rs,anddi scussthe fouropti ons.5'
carefu[[y beforetheystartcompleting the matching task. ti me[i mi tof 5 mi nutesforthe pai rsto agreeor compr or
R e m ind t hemt hatoneo fth e h e a d i n gw s i l l n o t b e n e e d ed. on a fi l m.R eferstudents to the Functi onsB anki n t he
Explainto studentsthat eachparagraph in a textis W orkbook for usefulphrases. W al karoundandmo nit oi
organised aroundone keyidea.Thefirstsentence of a activity,makinga noteof anyseriouserrors(mistakes i:
paragraph (thetopicsentence) usuallysetsup this key appropriacy as wellas grammatical ComebackI
idea,whichthe paragraph thenexploresin moredepth, theseerrorsin a laterlesson,but do not interruptthe cL
a n dt he las ts ent enceu s u a l l ys u m m a ri s eth s e to p i co f the activity,as it focuseson practising fluencynot accurac\'
paragraph. lf studentsunderstand this,it witl be easierfor A sksomepai rsto reportbackw i ththei rconcl usions, ar
themto completethe task.Theycanunderlinethoseparts expl ai nthe reasoni ng forthei rdeci si ons.
of the text (keywords,etc.)that identifythe keytopicof
Studentscompletethe taskindividuatty. Tellthemto check
TheBritishBoardof FilmClassification(BBFC),
th e i rans werwhen
s t h e yh a v efi n i s h e da, n dto ma k es ure
th e re m aining headin gc a n n o b t e m a tc h e to d a n yo fth e BritishBoardof FilmCensors,is the organisation
paragraphs. responsiblefor film,DVDand somevideogame
Checkas a class.Askstudentsto iustifytheirchoicesby withinthe UnitedKingdom.
supporting themwith examples fromthe text (forexample, Theycurrently issuethe foltowingcertificates: Uc (suitar
usingthe fragments theyundertined). for youngchildrento watchon theiror
for all, especially
Youcanaskfastfinishersto readthe textagain,and makea U (suitabte for atD,PG(atlagesadmitted,but parentsai
list ofthe advantages and disadvantages offamethe articte advisedthat certainscenesmaybe unsuitable for chili'
me nt ions . under7), 124 (suitabte for thoseaged12 andover.Thc
agedunder12 areonlyadmittedif accompanied by an
KEY 1B 2D 3C 4F 5A adul 0,15(onl yforthose aged15 andover,nobody
youngerthan 18 ( on
15 mayseea 15 fi l m i n a ci nema),
ExerCise3 page13 5 minutes forthoseaged18 and over,nobodyyoungerthan 18 nr,
. Studentsworkindividually, usingthe contextto matchthe seea 18 film in a cinema).
definitions to the wordsor expressions. Theyshoutdusethe In the UnitedStates,the MotionPictureAssociation
i n fo rm at ion
in t he ar ti c l eto d o th i s ra th e th
r a nd i c ti o n ari es America(MPM)issuesratingsfor movies,but this is no
o r th eirnot ebook s . compulsoryfor cinemasto enforce.
r Ch e c kt he ans wer as s a class.
Theycurrentlyusethe followingratings:G (general
KEY viewing:similarto U in the Ul0,PG(similarto PGin the
Ul0,PG-13(parentsstronglycautioned: somematerial
1 p u b l ic it y 4 c r iti c s 7 crew
maybe inappropriate for childrenunder13),R (restrictr
2 cheering 5 in t h e p u b ti ce y e 8 location parentor adull
viewersunder77 requireaccompanying
3 sn a p 6 gos s i p 9 premiere or ol derw i th photol D )andN C -17(noone17 or underi,

I Lessonoutcome
Ask students:Whathaveyou learned/practised today?Elic
hovepractisedusing key wordsand topic sentencesto mol
headingsto parographs.I haveproctisedworkingout the
meaningsof unfamiliorwordsfrom context.I hqve.learned
mokearrangements for on eveningout.
20 Getreadyforyourexam
, THts,uf,tr txcLUDEs a @
Vocabulary. feelings. nounformation
. adiective . adjectives
prefixes +
preposi .o <e
h r An n ci fi ^ n < ti ons sequenci
nrranrino u r nords.
ng dc - o i /- i n n ngadj
o -ed/-i e d i o r recti ro phrasaI
i r r a c ves n h r r cr l r r o r h cverbs

GrammaF past tensecontrast. usedto. excl amatory sentences

S peaki ng. tal ki ngaboutfeeti ngs. descri bi ngearl ymemori es
r di scussi ngi mportantdays. descri bi ngand reacti ngto a story
Writing . a narrative

nK E OO K pages72-78 .S el f checkpage19

LE S S O I { SUMMARY .. E KEY 1c 2b 3e 4f 5a
/ocabulary:adjectivesfor feelings
-istening:shortmonologues; listeningfor gistand specific TRAilSCRIPT 1.08
Speakert WhenI was ten, my parentsdecidedthat theywanted
S peakingta: lkin gab ou tme m or iesand f eelings me to go to St Martin'sSecondary school.Youneededto pass
T opic:peo ple a difficultexamto get in. So I tookthe exam- and I failedit.
WasI disappointed? Not really.I didn'twant to passthe exam,
becauseI didn'twantto go to St Martin's.I wantedto go to
Todo the lessonin 30 minutes,keep the lead-in WhiteStoneComprehensive, with all my friends.So for me,
-,'ief,set the Vocobulary failingwas betterthan passing!But I didn'ttell my parentsthat,
as homeworkand
of course.
'ep exercises 7 and I brief.
Speaker2 | remembermy best friendat primaryschoolwas
+ Lead-in 3-4 minutes caltedMandy.We werealwaystogether- we sat nextto each
other in class,we playedtogetherin the ptayground. Thenone
. Writethe followingadlectives on the board:irritated, day, I got to schootand Mandydidn't want to sit nextto me
disoppointed,scored,excited.Ask.Whatis the connection - she wantedto sit nextto Karen.Urgh!Karen!| still don't tike
betweenthesewords?(Theyareall adjectives which the name.At the time, I felt reattybad. I got angrywith Mandy
d e scribe f eet ingsA. )s ks tu d e n tsto w o rki n p a i rsto m a k ea a b o u t i t , a n d s h o u t e da t h e r - b u t o f c o u r s e ,t h a t d i d n 't h e tp l
l i sto f t hr eet hingst hat m a k eth e mfe e lth e s efe e l i n g sF. o r Speaker3 WhenI was six, I reallywanteda bike for my birthday.
example,scared:heights,spiders,rollercoaster rides.Ask a I remembergettingout of bed reallyearlythat morningand
fe wp air st o r eadout t h e i rl i s ts . g o i n gd o w n s t a i r sI.n t h e m i d d t eo f t h e l i v i n gr o o m ,wa s
a n e n o r m o u sp r e s e n t a , l l w r a p p e du p i n c o l o u r e dp ap e r .I
Exercise1 page
14 couldn'twait! | unwrappedit, and insidewas a fantasticnew
" C h e ckt hats t udent sund e rs ta nadn dc a no ro n o u n cth ee was the best presentever!I'll neverforgetthe feeling
in t he box .Th ew o rd sw h i c ho fte np re s e n t
a d j e ct iv es when I took the paperoff and saw it for the firsttime.
problemsof pronunciation areguilty l'grltil,jealous Speaker4 WhenI was aboutnine,my cousingot was
'cl;cles/,relievedlrr'litvdl,scaredlskeadlandembarrassed quitea big wedding- atl the familywerethere,and lots of
rn r'b r c lasM t / .odelandd ri ttth e mc h o ra l lay n d i n d i v i d u a l l y. friendsfrom our village,too. I was reattytookingforwardto it.
. Fo cu so n t he phot osan de ti c i th ThenI sawthe dress- the dressthat my parentswantedme to
t e fi rs ta n s w e br e fo rea s ki ng was awful- big and shinyand pink,and not the kind of
stu d ent tso c ont inuein o a i rs In. s i sot n fu l l s e n te n c e s .
thing I tikedwearingat al[.I alwaysworejeansand T-shirts.But
my parentsinsisted.I felt so uncomfortabte in that dress- and
I (EY when my friendssaw me, my facewent brightred!
I u p se t Speaker5 lwas fivewhenI startedschool.I remember my mum
2 e xci ted/ delight ed sayinggoodbyeat the schoolgate.I think shewas crying!|
3 b o re d/ c onf us ed/ nerv o u s /d e p re s s e d didn'tcry- but I didn'tfeetgood.Altthe otherchildrenseemed
4 fe d u p / ir r it at ed enormous!And I didn't was atl so strange
5 a mu se d/ pleas ed/ ex c i te d and new.I wantedto run!| wantedto openthe gateand run all the
way home.In fuct,I remembertryingto openthe gateand escape,
but I couldn't!
Exercise2 page
. Todemonstrate the activity,mimeoneof the adjectives Exercise5 page14 f) r.oa
yourselfandask:Howdo I feelTAskanothercoupleof o P l aythe recordi ng
agai n,stoppi ngaftereachrecor ding
stu d enttso do t he s amei n o o e nc l a s sb e fo reth e s tu d e n ts do for studentsto notedowntheiranswers. Witha weaker
y c los edpa i rsW
th e a ctiv it in . a tka ro u n dmo n i to ri n g
l i ,s te ni ng cl ass,stopaftereachspeaker andaskcomprehen sion
out especially for correctpronunciation of the adiectives. questi ons to gui dethemto the ri ghtansw er.
Forexam ple,
afterthe firstspeakerask:Whatwosthe examT(entrance to
Exercise3 page
14 St Martin'sschool)Did he passT(No)Did he wontto go to
. Stu d e ntwors kindiv idu a tlLy e . tth e mc o mp a re a n s w e rs
in St Martins?(No)5o how did he feel?(relieved).
p a i rsb ef or ec hec k ing
w i thth e re s to f th e c l a s s .
KEY 1b 2c 3a 4c 5b 6a 7b 8a 1 relieved 3 deti ghted 5 scared
2 j eal ous 4 embarrassed
Exercise4 page
t4 f) r.oa
. Explainthat studentsaregoingto hearfivedifferentpeople Exercise6 page14
tal ki n gaboutev ent sin th e i rti fe .Po i n o t u t o r e l i c i tth a tth ere r Youcouldkeepthis exercise briefor you coulduseit as an
a resi xev ent sandonlyf i v es p e a k e rs s o o n ew i tln o t ma tch opportunity for someextendedfluencypractice.
a n yo f t hem .P t ayt he r e c o rd i nogn c e .C h e c ka n s w e rs a sa . Focusattentionon the eventsin exercise 4. Startoff by
cl ass. gi vi ngyourow nmi nianecdote rel atedto oneof the event s.
Thengi vestudents ti meto l ookat the eventsandnot e
downsomedetails.Write:WhatTWhere? Who?When?Whv?

Un it 2 . Me m o r i eI s 2 1
on the boardas a prompt.Encouragethe studentsto ask o Focuson the instructions,
get studentsto readthe textand
questionsto helptheirpartnersexpandon theirstories. thenaskthe cl assto sayhowthe threepeopl emighthave
. Thiscouldalsobe treatedas a diagnostic
exerciseto see reacted.
Youmightneedto explainbounceandstare.
howwell studentsusenarrative tenses,whicharecovered
i n the nex tles s on. KEY
a scared b irritated c embarrassed
Exercise7 page
. Makesurestudentswritenotes,not full sentences.
ro u ndhelpings t ude n ts
w i thi d e a s . Exercise2 pase15
r Focuson the bluewordsin the text.Eticitthat had comeis
Exercise8 page14 pastperfect,werechattingis pastcontinuous and wentis
. Ag a in,enc our agef ol l o w -u q
p u e s ti o nisf th e rei s ti me . pastsi mpl e.Thengetstudents to w ri tep.s.,p.c.andp. p.
e not edo w na n yi m p o rta nm
Ci rc ulatand t i s ta k eto
s b e used nextto the otherverbs.Askstudentsto tell youwhichof th,
fo r a br ieff eedbacak t th e e n d .R e me mb etor i n c l u d es ome verbsareirregular(go,sit,throw,come,do).
positivefeedbackas weIt.
o Aska few studentsto reportbackon theirpartners. KEY
pastsimple:went sat threw bouncedlanded smashed
Forpracticeof Nounformation,go to: pastperfect:hadcome had done
pastcontinuous:werechattingwas rainingwasstaring

KEY Exercise3 page15

1 -ment :dis appointm e net, m b a rra s s m e e n xt,c i te m e n t . Givestudentsa few minutesto look atthe Learnfhisl box
-ion: confusion, frustration, irritation andcompl ete y, readi t as a cl ass.
i t i ndi vi dual lthen
-n es s :hom es ic k n e snse, ry o u s n e sssa, d n e s s
2 1 e m bar r as s m en t 4 excitement KEY
2 d is appoint m en t 5 h o me s i c k n e s s 1 past continuouslt wasrainingand the skywas grey
3 confusion 5 sadness 2 past simple / threwa stone,it bouncedoff a tree,londedon
3 pastsimple;pastcontinuousWhenmy auntcomeoutside
t Lessonoutcome wasstaringat the brokenwindscreen
Ask students:Whathaveyou learnedtoday?Whotconyou do 4 pastperfectI couldn'tbelievewhatI had done
nowTElicit: I can talk about differentfeelings. Ask:Whatuseful
wordsand phraseshoveyou learned? Forfurther practiceof Pasttenses,go to:

I 1 broke,was playing
Pasttensecontrast 2
as shi ni ng,deci ded
4 waswaiting,saw
tEsso il s uM ilA RY .. * *' 5 w asl i steni ng,
di dn' thear
pastsimple,pastcontinuous, 6 wasgetting
Grammar: contrast:
Reading: storiesaboutearlymemories 22 Katehada showeraftershe had ptayedfootbalt.
Speaking: tatkingaboutyourearliest
memory 3 Theplantsdiedbecausewe hadforgottento waterthem
4 Wewentout afterwehaddoneour homework.
5 I boughta newmobilephonebecauseI hadlostmyold one
Todo the lessonin 30 minutes,do exercises5 5 Theircarstoppedbecausetheyhadn'tboughtany petrol
and 6 as a classand set the GrammarBuilderas homework. 7 I lockedthe doorafterI had leftthe house.

t Lead-in 3 minutes
o Writethe headingchildhoodmemorieson the board,
Exercise4 page15
o Studentsdiscussthe difference betweenthe sentencesin
followedby this tistof important'firsts':
pairs.Gothroughthe answersas a class.
your first Englishlesson your first CD your first best
. In a weakerclassstudentsmayfind it difficuttto formulate
friend your first bedroom your first ... sentences explaining the differences.Askconceptquestion
. Askstudentsto thinkof moreimportantfirstsand add them
instead.E.g.ln numberone,did Kimopen thepresent
to the list (firstdayat primaryschool,firstexam,firsttrip
beforeI got to the partyT(No.)Alter? (Yes.)
abroad,firstdate,firstmobilephone...)Studentstakeit in
turnsto tell eachotherwhattheycan remember aboutthese
firsts.Encourage themto usethe feelingsadjectives from KEY
the previouslesson. 1 Kimopenedhis presentsafterI arrived.
2 Kimwasin the middteof openinghis presents
whenI arrived
Exercise1 page15 3 Kimopenedhis presentsbeforeI arrived.
o Focuson the photo.Askstudentsto describewhattheycan
t e i ri d e a s.Y ou
se eandwhatm ighth a v eh a p p e n e dE. l i c ith Exercise5 page15
may needto teachwindscreen. o Studentscando this exercisein pairs.Whenyou go througt
the answersaskthemto explainwhythe wronganswersar,
wrong(in the students'own [anguage if necessary).

g Unit2.Memories
R emi ndthemthatthe storyi s i n the pastandencour age
themto usea rangeof pasttenses. Thequesti ons in it alics
- 5 ro k e,wasdoing 5 h a dw o rk e ds, to p p e d arethereas prompts.Theydon'thaveto answeratl of them.
- L e ft,hadr ained 6 w a sd ri v i n gc, ra s h e d Tel them
l notto showthei rsentences to otherstudent s.
: ,,rasbr inging 7 g o t u p , h a d ,w e n t Whentheyhaveanswered the question, askstudentsto fold
- a rri v ed,
helped 8 h a d ,h a d n ' te a te n the paperbackso thatthetheiransweris on the reverse.
Theypasstheirpaperto the student(s) on theirleft.Tettthem
Exercise6 page15 notto lookat the answers theirneighbou(s) havewritten.
. ln a weakerclasspre-teachdoll, tap andceiling. Givethema minuteto answerthe nextquestion. Aftera
. Stu dentcsanwor kin p a i rs L . e tth e mc o m p a re th e i ra n sw ers minutetheyfotdthe paperoverand passit to the left.
wi thanot herpairbef o rec h e c k i nags a c l a s sF . o re x traf reer Theyrepeatthe processuntiltheyhaveanswered atl the
p ra c t ic e, questi onsandfi ni shedthe story.A t the endtheyu nf oldt he
bef or ey oum o v eo n toth e p e rs o n a l i s esdto ri esi n
paperandtakeit in turnsto readout the storiesto the class.
e xer c is7,e y ouc oulda s ks tu d e n tsto c l o s eth e i rb o o k sand
try to retetlSytvia's Therestofthe studentsl i stenandcheckthatthe language
is correct.
havea voteon whichis the funniest/ most
t had given 8 w a ss h i n i n g
i was p laying 9 w a sw a i ti n g
3 noticed 10 h e a rd
4 decid ed 11 looked
5 had washe d 12 w a sp o u rl n g
5 took 13 h a d n ' ttu rn e d
/ put 14 h a dd e c o ra te d

Exercise7 page
75 tEssol{ suMilARY o. * i:;
. Te l the
l s t udent tsheya reg o i n gto ta l ka b o u to n eo f th ei r Reading:
a textaboutPoppy
e a rliesmt em or iesG. oth ro u g hth e q u e s ti o ntos g e th e r.
Gi ve
Listening:3 shoft interviewsaboutPoppyDay;listeningfor specific
th e mt im et o c hoos ew h a tth e yw a n tto ta l ka b o u ta n dp l an
wh a tt heywantt o s a y .Mo n i to a r n dh e l pw i thv o c a b u l ary
wh i let hey ' r em ak ingn o te s . Speaking:talkingabout remembering
. Modelthe activityfirstby tetlingthemthe storyof oneof Topic:Engtish-speaking
vo u rear liesm . uc o u l dp a u s efro mti m eto t i me
t em ori e sYo
a n dges t ur e f ort hemto a s ky o uq u e s ti o n s .
Todo the lessonin 30 minutes,keepthe lead-in
Exercise8 page15 brief, set the VocabularyBuilderexercisesas homeworkond
. Stu d enttseltt heirs t o ri e sto th e w h o l ec l a s so r to a o a r tner. askstudentsto read the textfor the first time ot home.
Mo n it orwhilet heyar ete l ti n gth e i rs to ri e s(i f th e yd o i t i n
pairs)but don'tovercorrect at this stageas theyareunlikely t Lead-in 4 minutes
to getall the tensesrightstraightaway. r Beforestudentsopentheirbooks,writeWARon the board
andwritebattle,soldierunderneath. Givestudents,in
pairs,two minutesto writedownotherwordsor phrases
associ ated t phrases
w i ththe topi c.E ti cithe ontothe boar d.
Afterthe studentshavetold theirchitdhoodmemorystoryto
a partner,youcouldputtheminto newpairsand askthem Exercise1 page16
to recounttheirfirstpartne/sstoryto theirnewpartner.You Focuson the photoandel i ci tas muchi nformation as
mightneedto wamthemthattheywitlbe retelting the story possible:Whocanyou see?Whereis it? Whattime of year
so thattheypayfultattentionto altdetails. is it?
Focuson the taskand askstudentsto readthe textfairly
t Lessonoutcome qui ckl yto underl i ne
the rel evantsentences.Theyshouldnot
be distracted by sentences that arenot relevantto the task.
Ask students:Whotdid you learntoday?Whatcanyou do now?
and elicit:I condescribemy earliestmemoryusingdifferent
posttenses. KEY
P oppyD ay,11thN ovember...
Notesfor Photocopiabte
activity2.1 ThefirstPoppyDaywas...
Then,at 11 a.m.on 11thN ovember...
WhenAndymetSandy... Manypeopl estopandthi nk...
Thereareceremoni es...
I a n g u age: pas ts im ple,p a s tc o n ti n u o uasn dp a s tp e rfe c t
Themostimportantceremony ...
Ma te ri alsone : c opyof t h e w o rk s h e epte rs tu d e not r p e rp a i rof
stu d e nt (sT eac herB' soo kp a g e1 2 5 )
. WriteWhenAndymetSondyon the boardand explainthat Exercise2 paget6
stu dent ar s egoingt o w ri tea s to rya b o u th o wth e s ep eopl e . Studentsdo the exerciseon theirownwith a time limitof 5
me tandwhathappe n e d . mi nutes.E mphasi se
to students thatw hendoi ngm ult iple-
. Stu dentwor s kindiv i d u a l o l yr i n p a i rs H
. a n do u t a c o p yof choicequestionstheyshouldreadall the optionscarefully
th ew or k s heet t o eac hs tu d e not r p a i ro f s tu d e n tsR. e adj ust and not iumpto anyconclusions aboutthe correctanswer.
th e f ir s tques t ion G i v es tu d e n ts
t og e th e r. a b o u ta mi n u teto
w ri tet he ans wert o t h e fl rs tq u e s ti o nT. h e yc a nw ri temore
th a nones ent encan e dth e vmu s tw ri tes e n te n c ei sn fu l l .

Unit2 . Memories
KEY 1b 2a 3a 4b 5c KEY
1 impossibte,
3 pase
Exercise 16 f) r.oe 2 1 My mum'sveryimpatient.
o Focuson the instructions.
Makesurestudentsunderstand 2 My bedroom's quiteuntidy.
thatwhentheylistenfor the firsttimetheydon'tneedto do 3 Mywriting'salwaysitlegible.
anymorethantickthe peoplewho wearpoppies.
3 Openanswers
KEY 7/ 2X 3,/ 4 My tifeis quitedisorganised.
5 I eatat irregular
t 6 I thi nkI' m qui tei nsensi ti ve.
lnt. Doyoualways weara poppy?
Girl Yes,I do. i Lessonoutcome
l n t. whv? Ask students:Whathaveyou learnedtodoy?Whatcanyou
Girl I thinkit'sveryimportant to remember thesoldiers whodied
do nowTElicit:I have leornedabout how soldiers who have
In wars.
Int. Whydo youthinkthat? fought in wars ore rememberedin Eritain. I can discussthe
- theygavetheirlivesfor significanceof importantdoys. I have learnedhow to change
Girl Theymadethe ultimatesacrifice
otherpeople. Weshouldn't forgetthem. the meoningof adjectivesby adding prefixes.
Int. Doyoualwaysweara poppy?
Boy No,I don' t .
lnt. Whynot?
Boy Well,I suppose it's because
to me.I thinkwe needto stop usedto
thinkingaboutthe pastandthinkaboutthefuture.
lnt. Don'tyoufeelit's important to remember whogave
theirlives? tEssot s u MilA RY . . . e
Boy I justthinkwaris a horrible thing.Weshoutdtryto forget Grammar:usedto
wars,notremember them. Listening: of a ghosttown;multiple
description choice
lnt. Doyoualways weara poppy? tatkingaboutpasthabitsandsituations
Girl Yes,I do.Always.
lnt. whv?
Girl Because whenyoubuya poppy,the moneygoesto helpex- Todo the lessonin 30 minutes,keepthe leod-
sotdiersandtheirfamilies. lt'simportant to lookaftersoldiers in brief,set the GrammorBuilderas homeworkond limit the
whentheycomehome.Mybrother's in thearmy. performancesin exercise70.
lnt. Butshouldn't thegovernment do that?
Girl Well,yes.Butordinary peopleneedto help.Soldiers risktheir i Lead-in 2 minutes
livesto protect
thepeopleat home. o Askstudentsto brainstorm activitiesthattheydo in their
sparetime.Theythendecidewhichof thesethingstheir
Exercise4 paget6 f) r.oe grandparents coulddo whentheywerechildrenandwhat
. With a strongerclassstudentscompletethe sentences theymighthavedoneinstead.Don'texpectthemto comeup
a l o n eor in pair sandt h e nl i s te nto c h e c k . with usedfo at this stage.Thisis just a lead-into the topic.
r With a weakerclass,go throughthe sentencestogetheras a
classand predictor remember the wordsin the gap before t page
Exercise tr f)
listeningto check. r Focuson the photoofthe people,ask:Whot'sthe
relationshipbetvveenthe two people?Howold do you think
KEY she is?ln whichdecadewasshe a child ... the 40s ... the 50s
1 important,died 4 forget,remember ...the 60s?Thenlookat the photoof the villageask:What
2 made,gave 5 s o l d i e rs can you see?Wheredo you think it is? Whendo you think the
3 past,future 5 protect,home photo wostaken?Howdo you know?Focuson the task, ptay
the recordingand elicitanswersfromthe class.

Exercise5 pagero KEY 1 No 2 Yes 3N o

r Askstudentsto writea Yes,Noot Notsurenextto each
andthencompare answers in pairsor smallgroups.
Exercise2 pagetl
Exercise6 page16 Studentsworkalone.Checkanswers.
. Givestudentstimeto reflecton theirviewsaboutremembrance
andto pooltogethertheirknowledge ofspecialdaysdedicated KEY
to soldiers
theircountry, thendiscuss thequestions Whatdid you useto do?
in pairs. Weusedto sit and chat.
Didyou useto watchtelevision?
ForpracticeofAdjectiveprefixes,go to:
Wedidn'tuseto leavethe villageveryoften.

24 | Unit2.Memories
ixercise 3 page17 Exercise6 pagetT f) r.rz
=ccuson the leornthrslbox.Students cancompare with a r Writeghosttownon the boardand explainor elicitits
rartnerbeforeyoucheckanswers. At the end,askstudentsto meaning:a townthat usedto be busyand havea lot of
covertheboxand recapby asking:Do weuseusedto to tolk peopl eti vi ngi n i t, but i s nowempty.
aboutpresenthobitsor situations?(No)Whichtimeperiod? . Pre-teach the following vocabulary: prospectors- peoplewho
past)5o how do we talkaboutpresenthabits?(present searchan areaof [andfor gold,oit, etc; foothills- the low
simple,sometimeswith usually)Howdo youspellusein I hillsnextto a groupof highmountains; mine- a largeholein
d o n ' ta d da ' d ' (acommon
didn' tus et o7M ak es u res tu d e n ts the groundfromwhichpeopletakecoal,gold,etc.;gold rush
mistake). - a periodof intenseexcitement and migrationcausedby the
newsthata depositof goldhasbeenfound.
KEY . Tellstudentsthat theyaregoingto listento a description
: u[e 1 past,different of a ghosttowncaltedFairview. Theirtaskis to saywhy the
tow nw asabandoned. E ncourage themto makea f ew not es
- us edt o 3 did n ' tu s eto 5 u s eto 7 useto
as theyl i sten.Letthemcompare thei rnoteswit ha par t ner
- u s edt o 4 Di d 6 did
beforechecking with the wholeclass.
o Y oucoul daska few moregeneral comprehension quest ions,
Exercise4 pagetl f) r.rr e.g.:Whereis Foirview?(Colorado,USA)Whenwasit
. P layt he r ec or dinagn dd ri tlth e s e n te n c ecsh o ra ttyE.xpl ai n founded?(1859)
th aty ouar egoingto p l a yth e s e n te n c easg a i na n dthi sti me
youwantt he s t ud e n ts y h o wth e ' s' and
to l i s te nc a re fu l lto KEY
the ' t o' ar epr ono u n c e d Eti. c ith
t e a n s w e rs a n dth e npl aythe It becamea ghosttown becausethe goldrushfinishedaftera
s ent enc es a t hir dt i m eg e tti n gs tu d e n tsto re p e act h oral l y fewyearsand all the peopleleft.
th enindiv iduall y .
KEY the 's' is pronounced
/s/ the fo is pronounced
Fairviewis in Cotorado,USA,about 300 kilometresfrom the city
of Denver.Thereare housesin Fairview- woodenhouses- and
shopstoo. But they'reall empty.Fairviewis a ghosttown - nobody
P RO NUI { CI A T IO I{ ]{ O T E - U S ED T O
has lived herefor morethan a hundredyears.
Explainto students thatthe/s/ soundin usedto is what Fairviewwas foundedaround1859,when prospectors discovered
distinguishesit fromused,the pasttenseof fo use,e.g.I gotd in the foothittsof the grewquickly,as
usedmy bikeyesterdoy. ln the tatterthe 's' is pronounced
/z/. peoplecamefrom all aroundto look for gold.Soon,it had a
p o p u l a t i o no f 2 , 0 0 0 .T h e yw o r k e di n t h e g o t d m i n e si n th e h i tl s
lt is atsousefulto pointoutthatwith usedto, the final'd' in
everyday,and in the evenings,they ate and drankin the saloon
of usedis not pronounced as it is assimilated intothe 't' in
in the centreof town.Today,the saloonis empty,like all the other
fo. So, I usedto /lveis pronounced /ar ju:ste hv/. b u i t d i n g st,h e m i n e sa r e c l o s e d ,a n d n o b o d yw o r k si n th e h i tl s.
Thegold rush finishedaftera few years,and gradually,the people
teft.Today,touristsvisit Fairviewbecauseit's a pieceof American
5 page
Exercise 1z history.Theyanive by car or coachatongthe new road.(Because
. Readt hr ought he t a s kto g e th e r.
P o i n to u t o r e l i c i tthat therewere no carswhen Fairviewwas a busytown, therewas no
s t udent wit
s lk noww h e nth e yn e e dto w ri tea n e g ati ve road.)Theybuy drinksand snackat a coffeebar - the only new
bec aus of
e t hewo rdo n y .C h e c ka n s w e rs . buildingin the town - but they can't stayat the hotetbecauseit's
beenctosedfor a hundredyears.So they drinktheir coffeeand
KEY imaginewhat it was like to tive in a gold rushtown in the hills.
1 us edt o lik e 4 d i d n ' tu s es p e a k
2 did ( s he)us et o li v e 5 usedto work Exercise7 pagetl f) r.rz
3 didn' tus et o do 6 Did (she)useto be r Focuson the sentences. ag ain.St udent s
P l aythe recordi ng
comparew i tha partnerbeforeyoucheckw i tht he ct ass.
Forfurtherpracticeof usedto, go to:
1 doesn' have
t 3 don' teat 5 visit 7is
2 don' tw ork 4 buy 6 can' t
1 2 Whatdidyourgrandparents useto giveyouwhenit was
Exercise8 page
. andthe fi rstexamDle.
Focuson the i nstructi ons St udent s
3 Didthereuseto be a parknearyourhousewhereyoucould
cando the exerci seal oneor i n nai rs.
4 Wheredidyourparentsuseto livebeforetheygotmarried?
5 Didyouuseto watchW on Saturday mornings whenyougot
up? 1 l t usedto havea poputati on of 2,000.
6 Whodidyourfamilyuseto visitat theweekend? 2 P eopl eusedto w orki n the gol dmi nes.
Didyourmotheruseto readto youbeforeyouwentto bed? 3 P eool eusedto eati n the sal oon.
8 Didyou useto get up earlybeforeyoustartedschoot? 4 P eopl edi dn' tuseto buysnacksi n the coffeeshop.
5 Touristsdidn'tuseto visitthe town.
22 didn' tus et o be 5 didn'tuseto be 6 Peopleusedto stayat the hotel.
3 usedto work 6 didn'tuseto wear 7 Theredi dn' tusedto be a road.
4 usedto play 7 d i d n ' tu s e dto d ri n k

Unit2.Memories( 25
Exercise9 page
t7 KEY
. s top a i rs M
Di videt he s t udent in . a k es u reth e yu n d e rstand 1 False(hewaswearingT-shirt,shortsand flip-flops)
th a tt heyhav et o c ho o s eo n eti mep e ri o dGi . v eth e nti me 2 True
to mak enot es not, f u l l s e n te n c e o
s ,n th e i rto p i c s Go
. round 3 True
fe e d ingin ideas . 4 True
5 False(theyseemedlikestrangersto him)
Exercise10 page
17 6 True
. Re m inds t udent tsha tth e ys h o u tdu s eth e i rn o te sa s
p rom pt sT. heys houl d n 're t a dd i re c tl fro
y mth e m ,b u t shoul d
l o o kat t he ot hers t u d e n ts
a s th e ys p e a k . Exercise4 pagere
. S tudents
do the exerci se
on thei row n.R emi nd
th emt o
i Lessonoutcome analvsethe contextof the words.
Ask students:Whatdid you leorntodoy?Whatcanyou do now?
and elicitanswers:I cantalkaboutthingsthotweretruein the KEY
post but aren'tnow.I havelearnedhow to use usedto. th 3i 5r 7e 9 g 17i
2a 4c 5b 8k 10 d 72f

ilgll$Ilt tA l { GU A GE T{ OTE- P R E P OS ITIOI{ + VERBS

Lostin NewYork3 Pointout that prepositions
or pronoun.
needto be followedby a noun
l f a preposi ti on
i s fol tow edby a verb ,t hent he
verbwill be in the -ing formbecausethe -ing formof a
verbhasthe functi onof a noun..A exampl n ei n thet extis,
tESSO ll S UM T A RY .. & :., He wasworriedabout meetinghisfamilyandfriends.
a magazine events,
article;ordering questions
Grammar: tenses
Vocabulary: + prepositions Exercise5 page
Topic: . Gothroughthe Learnthisl boxas a class.Explainthat
therei s no l ogi cto w hya parti cutar preposi ti on
fo lt ows
a parti cutar adi ecti ve.
l t i s i mportant thereforeth att hey
Todo the lessonin 30 minutes,keepthe lead-in consi der the adi ecti ve and preposi ti ons as one' l exicaI
brief, set the VocabularyBuilder exercisesfor homeworkand do i tem'and recordadj ecti ves w i ththei rpreposi tionsin t heir
exercises3 and 4 as a class. vocabutarv note-book.

I Lead-in 2 minutes KEY 1 at 2 about 3of 4 w i th

r Askthe class:Doyou haveo good memory?Whotkind of
thingsdo you rememberbest?Names,faces,facts,songs, Forfurther practiceof Adiectives+ prepositions,go to:
jokes?Whatkind of thingsdo youfind hard to remember?What
doyou do if youhavesomethingimportanttoremember?

Exercise1 page18 KEY

. Toencourage the studentsto skimreadthe textand not get 11h 2g 3e 4f 5d 6c 7b 8a
distractedby wordstheydon'tknow,givethema time limit
o f 2 m inut es . Exercise6 page
o Moni toras studentsw ri teto checkthattheyarecont inuinr :
KEY 2 isn'ttrue the sentences especi al li yf theyareusingver bs
correctl y,

Exercise2 page18 P R Ol tU tC tA TtOl { - P R E P OS Ii l Ol {S

o Stu dentdo s t he ex e rc i soen th e i ro w nw i tha ti mel i m i t n preposi ti ons
E xptaithat thatcomei n the mi ddleof a
of 5 minutes.Letthemcompareanswersin pairsbefore sentence andnot at the endareoronounced as a weak
classfeedback. Witha weakerclass,givestudentsthe first form.E.g.scaredof /av/ spiders,surprisedat /eti his
a n s wer( e) .Y ouc oul da s kth e s tu d e n ts
to s p e c u l a te
w hy results.Forextrapracticemodeland drillthe foltowing
th e yt hinkhe los this m e m o ry . sentences, exaggeratingthe sentencestress:
l'm scoredof spiders.
KEY He'ssurprisedat his results.
1e 2b 3h 4c 5a 6i 7g 8d 9t 9he'sproud of her son.

Exercise3 page18
. Encouragestudents to readthroughthe statementsand
keywords.Theyshouldsearchforthe keywordsor
theirsynonymsin the textand underlineanswersin the text.
Wherethe answeris false,thevshoutdwritethetrueanswer.

Unit2 . Memories
TelIstudentsthat theyaregoingto inventa similarstory
aboutsomeonewho haslosttheirmemory.Writethe
followingscenario on the board:
A 22-year-oldman wakesup in the emergencydepartment
of a hospital. (Where?)
tE ssol l sui l i l A R Y a.8 tl
He hos a brokennoseand isn't corryinga wallet or lD,
FunctionalEnglish: sequencing phrases; showinginterest
He can'trememberwho he is.
Hismothertongueis Englishbut he canspeakanother exctamatory sentences
lang uage fluently.(Which?) Listening:dialogues; listening
forspecific information
Psychiatristsdiscoverhe has a specioltalent. (What?) Speaking: narrating events
Dividestudentsinto pairsor smallgroups.Theyinventthe Grammar: exclamatory sentenceswilh HowandWhat
detailsof the storyanddecidewhathad happened to the Topic:peopte
manandwhathappened to himin theend.Attow5-10
minutesfor studentsto plan,makenotesfor and rehearse
theirstory.Remindthemto thinkcarefutly aboutpasttenses. Todo the lessonin 30 minutes,set the Grammar
Students tell theirstoriesto the class. Builderas homeworkand keepthe performancesin exercise8
t Lessonoutcome + Lead-in 2 minutes
{sk students:Whathaveyou leornedtodoy?Whatconyou o With booksclosed,elicitthe worddate,by asking:Whot
1o now?and elicitanswersI canunderstond a magozine
is the wordwe useto talkoboutan orrongementto meet
trticle abouto man who lost hismemory.I havelearnedobout
a new boyfriendor girlfriend or somebodythat you'd Iike
: dj ectivesand p repositions.
to becomeyour boyfriend/girlfriend? Thenask students
to imaginewhatcouldgo wrongon a firstdate.Givethem
Notesfor Photocopiableactivity2.2 differentscenarios, a caf6,in a park,in a restaurant,
Adjectives questionnaire
+ prepositions at the oerson' house.
Pairwork . Askstudentsto ooentheirbooksand describewhatthev
-anguage area:adiectives + prepositions canseein the ohoto.
onecopyof the worksheet perstudent(Teacher's
So o kp a ge125) 1 pase
Exercise 2o f) r.rr
. H a n dout a c opyof t h e w o rk s h e eto t e a c hs tu d e n t.D i vi de . Focuson the instructions, playthe recording,
s opair san dg i v eth e ma ti mel i mi to f 1 -2
stu dent int to turnto theirpartnersto answerthe questionbefore
mi n ut est o c om plet th
e e s e n te n c ei sn e x e rc i s1e w i thth e checkingin openclass.Witha weakerclasspre-teach fray.
correctpreposition. . Witha strongerclass,askstudentsto closetheirbooksand
NBSomeof the adjectives + prepositions aretakenfrom2E do the exercisejust as a listeningtask.
andthe Vocabulary Builder,othersarenew.
. Ch e c kans werand s ex p l a i na n yn e ww o rd s Ex . p ta i nu,si ng KEY
n u m ber8 as an ex am p l eth , a ta fte ra p re p o s i ti owne n eeda
Martincouldn'tthinkof anythingto say.
n o unor a pr onoun. lf w e w a n tto u s ev e rb ,i t mu s tb e i n the
Hetrippedandthrewa glassof orangejuiceoverthe girt.
-ing f orm,whichis the nounformof the verb.
. Askstudentsto fold backsection1 and focuson section2.
Witha weakerclassstudentscanleaveit as it is so thatthev Exercise2 page
canreferto the prepositions in exercise 1. o Gothroughthe sequenci ng expressi ons.
S tudentsdo t he
. Stu dentwor l y m a k eq u e s ti o nfro
s kindiv i d u a l to s m exerciseindividuatty,
by findingthe answersin the text.
the stemsgiven.Forthis theyneedto writethe correct . As yougo throughthe answers,highlightthe factthatwhen
p re pos it ion th e q u e s ti o nT. h e ys h o u l dth inkof
andc ont i n u e thesesequencers arewritten,theyarealt (exceptthen)
questions whicharepersonally relevantto theirpartner. followedby a comma.
. Stu dentas s kandans w eth r e q u e s ti o nisn p a i rs C. i rc u l ate . Again,a strongerclasscoulddo this as a listening
and checkthattheyareusingthe prepositions correctly but exercise.Ptaythe recordingagainand askthemto tickthe
encourage themalsoto developthe conversations by asking expressionstheyhear.
foltow-up questions.
KEY at first then i n the end
1of 4at 7 with 1 0 to
2in 5 about 8 about 1 1 w i th TATfGUAGE
3bv 6 about 9 with 12 about Studentsmight haveheard 'nlAT
at the end before.Explainthat
at the end is usuallyfollowedby of, the end of the
film, ot the end of the day,at the end of the matchwhereas
with rn the end the emphasisis on the factthat something
has changed,e.g. Weweregoing to go to CafZuk but in
the end we stoyedin the park

Exercise3 page2o
. Studentsreadthe Learnthis!boxindividuatly. Check
understandi ng
of the rul esby w ri ti ngup the fottowing
and askif thevarecorrector not.
Whatbrilliant! Whato kind person! Howfantasticbook! Clare Awww.That'sreallysweet!
o Stu d entfsindt he ex c l a m a tosrye n te n c ei sn th e d i a l o g u e. P a t r i c k H m m m .We l l ,d o n 't t e l l a n y o f m y m a t e s ,t h o u g h.Th e y'l t
KEY Clare Oh, they'rejust sitty.But OK,I won't.

Ho w i n t er es t ing! How e m b a rra s s i n g !

Wh a ta dis as t er ! Howfu n n v !
5 pase
Exercise 2o $ r.r+
r Askstudents
to readthe multiple-choice
again.Studentscomptetethetask.Checkas a class
Forfurther practiceof Exclamatorysentences,go to:
KEY 1b 2c 3b 4c 5b 6c

KEY Exercise6 page2o

1 Wh at 2 How 3 What 4 How w orki n pai rsto ptana di al ogue
S tudents i n noteform.
5 How 6 W hat 7 What 8 How
Exercise7 page2o
. Gi vestudents5 mi nutesto w ri tethei rdi al ogues.
Rem ind
OPTI O l{ A t A CT I VIT Y themto useti mesequenci ng w ordsandexcl amat or y
Witha weakerclass,beforemovingon, providesomemore sentences. Afterfiveminutesaskstudentsto readtheir
controlled speakingpracticeof exclamatory sentences di al ogues ti mesi n orderto memorise
al oudseveral t hem .
ca l l i n gout t he f ollow i n w
g o rd sa n ds tu d e n tsh a v eto m a ke
th e mint oex c lam at i o nlst w . i l l a l s og i v eth e mv a l u a b l e Exercise8 page2o
p ra c t ic in
e dec iding wh e th ear w o rdn e e d sa n i n d e fi n i te . C hoose Rem ind
severaloai rsto actout thei rconversati ons.
a rti cle. students to speakl oudl yandcl earl y.
Tetlthemto maint ain
dancer brilliant terribleweather awful eyecontactas thi sshoul dprevent themfromreading t he
difficuttexercise fantasticshoes di al ogue
andencourage themto speakmorenatur ally.

Forfurther practiceof -ed / -ing endings,go to:

Exercise4 page page
2o fC r.r+
. R e a dt he ins t r uc t ionass a c l a s s P
. l a yth e re c o rd i nogn ceand
e l i ci tans wer s . KEY
1 1 shocked 4 exciting
KEY b andd 2 embarrassi ng 5 irritating
3 di sappoi nted 6 confusi ng
I t Lessonoutcome
Zoe I remembermy tastbirthdayreatlywell. Ask students:Whatdid you learntoday?Whatcanyou do nowl
Kevin Why'sthat?Was it good? and elicitanswers:I candescribeand reactto a story.I con use
Zoe In the end it was fantastic.FirstI met my bestfriendand to respond
sequencingwords.I can use exclamotorysentences
went into London.becauseI wantedto see a film. But
to otherpeople'sstories.
two cinemaswerefull. Next,we went to Leicester Square.
We werestandingbehinda big crowdof people,when
suddenlywe realisedthat a fitm premierewas goingon.
Thena car droveup and JohnnyDeppgot out!
Kevin Ho wama zin g!
Zoe I kno w!He sa id'H elt o,ladies .W hatc an I do f or y ou? 'A n dI
said,'lt's my birthday- can we comeand seeyour film?'
Kevin Yo ud idn 't!
Zoe I did. Thenhe smiledand gaveus two tickets!He totd the
ma n b esidehim, ' Lookaf t ert hes ey oungladieswell. 'A f t e r tE 5S Ol { S U MTA R Y o..
that, we walkedup the red carpetand the man showedus Writing:a narrative
to two front seatsand gaveus drinksand popcorn. Reading: a storyof a nightout
Kevin How lucky!
Grammar: conlunctions
Zoe And finaltywe went backstageand met all the starsof the
Vocabulary: phrasalverbs
Kevin Whatan incrediblebirthday! Topic:freetime
Patrick My sister'sjust had her baby.
Clare Oh, how fantastic!Boyor girt? Todo the lessonin 30 minutes,set the Vocabulort
Patrick A tittlegirl calledEmilyRose. Builder exercisesand the writina task as homework.
Clare What a lovetyname!What is she tike?
Patrick Actually,I thoughtshe was beautiful. f Lead-in 3 minutes
Clare Yousoundsurorisedl o W i thbookscl osed,brai nstorm sometypi caIfree- t im e
Patrick Yeah,I was surprisedat how I felt.WhenI wentto seethem forteenagers.
acti vi ti es W ri tethe acti vi ti es
on the b oar d.
both in the hospitalI didn't knowwhatto expect.At first,
Ask:Whichof theseactivitiesdo you enjoy doing? Aska f ew'
I wasn'tveryinterested. I don't know muchaboutbabies,
students to repl yaroundthe ctass.
anyway.Butthen I saw my sistersittingtherelookingso . Studentscomparetheirfavouriteactivities(fromthe list)
incrediblyhappy,and I actuallyfettquiteemotional.And
with a partner.Conducta briefclassfeedback.
a few minuteslaterI held Emilyfor the firsttime.I thought
shewaswonderful,so gorgeousand tiny and cute.Finalty, I
th ou gh t,'l'm he r unc le' ,and I f elt s o pr oud.

28 Unit2.Memories
Exercise1 page
21 LA l {GU A GE t{ OTE - C OIU U T{C T| Ol {S
. Readt hr ough1- 10 q u i c k ty w i thth e c l a s sa, n dc h e c kt hei r c Since(whenit meansbecause)andwhereosareformal.
co m pr ehens ion. (l-ooformaIfor a storylikeJoe's.)
. Stu dentrseadt he s t o ryq u i c k l ya n dc o m p l e te th e ta s k
individualty.Makesuretheyunderstand the taskis to find . Thoughcanbe usedin can be used
o u twhic hac t iv it ies
Jo ed i d n o t d o . in the samewayas olthough.I'd like to go to the caf6,
. Witha weakerclass,telIthemtherearefouractivitieshe did though/althoughit's a bit expensive. Morecommonly
n o t do. i t i s put at the endof a sentence, w i ththe meaning
. Asks t udent tso c om p a re th e i ra n s w e rsi n p a i rs th
, e nc heck however.I lovemeat.I don't likepork, though.Thislast
th e ans wer in
s c las s . i s moreusuali n i nformal w ri ti ngor speech.

KEY 2, 6, 9, 70 Exercise5 page21

o S tudents cando the taski ndi vi dual and
l y checkwit ht heir
Exercise2 page2t partners, or do the taski n pai rs.Gooverthe ans werwit
s h
o Explainto studentsthat eachparagraph in a storyis the w hol ecl ass.
o rganis ed ar oundon ek e yi d e a .T h ep a ra g ra pphta ns how s
the bestwayto structure a storyso it is easyfor readers to KEY
fotlow. l while as, (since)
3 because, 5 so
. Stu dentm s th e p a ra g ra pphta n
s at c ht he p h ra s eto as,(since)
2 because, 4 eventhough
i n div idually .
. Ch e c kas a c las s .
Exercise6 page
KEY S tudents w orki n pai rs,andthi nkof thi ngsthatcango
w rongon a ni ghtout.
1 setting
thescene 3 whathappenedafterwards
lf theyhaveproblemsgettingstartedor with a weakerclass,
2 description
oftheevents 4 howyou feelaboutit now go throughthe firstfew activitiesin exercise 1 together
with the class,and collectideasof thingsthat cango wrong
Exercise3 page21 (forexample,go out with twoschoolfriends- one of your
. Rem ind s t udent tsha ta p h ra s avl e rbi s a v e rbp l u sa parti cl e friendsgetsitl,yourfriendsfall out; or havea fairlyquiet
o r p ar t ic les( a t it t lew o rdw h i c hc o u l db e a p re p o s i ti oor
n evening- the neighbours planneda big party,etc.).The
a n a dv er b)andt hatt h e m e a n i n g c a nb e l i te ra(e
[ .9 /ock
. pai rscanthenconti nue in t he list ,
w i ththe otheracti vi ti es
up, whereyou canguessthe meaningfromthe words)or thenaddthei row nacti vi tyi deasand probl ems.
idiomatic(e.grun out of,whereit moredifficultto guessthe
me aning) . Exercise7 pagezt
. Stu dent look s bac ka t th e s to ryto c o mp l e te th e p h ra sal o S tudentsconti nuew orki ngi n pai rs,to preparea par agr aph
VC T DS , ol anbasedon the modeli n exerci se 2 andthe i d easf r om
. Witha strongerclass,studentscancompletethe sentences exercise6. Teltthemto includeno morethanthreeor four
iirstand lookbackat the storyto check. plannedactivities and problemsfor the story.Askthemto
r Askfastfinishersto find anotherphrasalverbin the story putthe eventsi n chronol ogi calorderto hel pthe mt ellt he
(meetup). story.

KEY Exercise8 page21

1 out 3 down 5 o ff 7 away S tudents l f youde cidet o
w ri tethei rstori esi ndi vi dual ty.
2 out 4 out 6up 8 i n to do the w ri ti ngtaski n ctass,w al karoundandmonit ort he
acti vi ty,
hel pi ngi f needed.
A fterthe students havefi ni shedw ri ti ng,askthemt o check
'or further practiceof Phrasalverbs,go to: thattheyhavecovered everythi ng theypl annedto cover ,
andto checkfor mi stakes. A l ternati velasky, stud ent tso
w orkw i ththei rpartners fromthe previ ous and
acti vit ies,
checkeachother' sw ork.
17a/ 2a/ 3al 4b/ 5a/ 6 a ,/
2 1 We'verunout of food. A ITE R l { A Tl V E W R ITITIG TA S K
2 Y ou' dbet t erout o n a c o a tb e c a u s e i t' sc o l do u ts i d e. S tudents w ri tea storyof thei ri dealeveni ng
out,o r about
3 P leas e c any ouloo ka fte rm y p l a n ts ? the besteveni ng out theyhaveeverhad.
4 Theyarelookingfonruard to the holidays. Askthemto preparea paragraph
5 Theycalledoff the footballmatchbecauseof the rain.
6 She' slook ingf or h e rp u rs e . W hentheyhavefi ni shed,
theyshoul dchecktheirst or ies
7 l ' d lik ey ouput aw a yy o u rc l o th e s . the samewayas in exercise8.
8 Canyou calt(me)back?
t Lessonoutcome
Exercise4 page2t Ask students:Whathaveyou leornedtoday?Whatcanyou do
. Readthe writingtip together.Checkpronunciation of though now?Elicit:I can write a narrative,telling the story of an event.
i d ao/ .S t udentwor
s ka l o n eto h i g h ti g hth
t e e x a m p l es
i n the I havelearnedhowto use coniunctions. I havelearnedsome
storv. usefulphrasalverbs.

KEY while,and,s o,e v e nth o u g ha, s ,b e c a u s eb,u t

Unit2 . Memories
Marek Yes.
Sarah Look,I askedmymumanddadaboutfindingyoua iob.
theyworkfor a verysmalllawfirmandthere
11 stripy 3 shiny 5 cotton aren'tanyvacancies.
2 chec k 4 oaggy 6 m a tc h i n g Marek Oh,OK.I didn'treallyexpect...
Sarah Buttheycangiveyouthe namesandaddresses of some
27 relieved 3 guitty 5 embarrassed largercompaniesthat you couldwriteto.
2 fed up 4 bored Marek Great!
Sarah How long areyou planningto stayin England?
31 d oes n' lik
t e 3 am meeting 5 is alwaysborrowing
Marek A year.I'm planningto arrivein Septemberand stayfor
2 catches 4 is singing 5 arestaying
exactlya year.ThenI needto go backto universityand
47 had lost 3 went 5 had broken finish mv studies.
2 called 4 laughed 6 w a sd o i n g Sarah I see.Andhaveyoufoundsomewhere to stayin England?
Marek Notyet.ButI'msureI canlookfora room- or a flat- on
52 Did Mia useto watchcartoons? the Internet, beforeI come.
3 W edidn' tus et o g o a b ro a do n h o l i d a y . Sarah Maybe. it allfromanother
Butit isn'teasyto arrange countr'
4 I didn'tuseto wearflowerydresses. Marek H mm.
5 DidAtexuseto sleepin the sameroomas his brother? Sarah Myparents reallywantyouto comeandstaywithus - for ,
6 Didtheyuseto livein the citycentre? fewweeks,theysaid,whileyoufindsomewhere to live.
Marek Reatly?That'sverykind,but...
67 from 3 looks 5 nice Sarah Theylovehavingvisitors, so don'tworryaboutit
2 look like 4 back Andmybrotherhasjustlefthome,so there'sa spareroon
Marek Well,I don'tknowwhatto say!
7t d 2b 3c 4e 5a
Sarah Doyouremember the address?
Marek No,I don't.Wait- wasn'tit WoodLane,or something like
t-2 Sarah Nearly. Forest Gardens. Number 46.Vtastalivednextdoor
at number 48.
1 Openans wer s Sarah Anyway, I'd bettergo.Let'sspeakagainsoon.Maybeyou
2 Vlastaand Marekand two friends couldwriteto mymumanddad,justto letthemknow
31F 2F 3T 4F 5T 6T Marek Ofcourse!

Thlrscnrpr t.ts 4 At Sarah'shouse

Marek Hallo? 5 1 E ngti sh 3 September 5 brother
Sarah Hi,is thatMarek? Thisis Sarah...fromEngland. 2 smal t 4 Internet 6 Forest
Marek Sarah!Hi!Didyougetmyletter?
Sarah Yes,I wasgoodto hearfromyou. 6 Openanswers
Marek Didyouremember whoI was?
Sarah Yes,of course! AndVlasta.Howis she?What'ssheup to S![ for furtherexamtasksand practice,go to Workbook
thesedays? page20. ProceduraI and keysfor the
Marek She'san Engtish teacher now. Workbook Teacher's
can be foundon the So/utions Websiteat
Sarah That'sgreat.Andyou'rea lawstudent...

6) Reviewl-2
TH fs ul ttr ti l cLuD E s a@
V ocabul aryo j obs and genderr pl acesof w orke acti vi ti esat w ork . desc ri bi ng
w ork. expressi ng an opi ni on. agreei ngand di sagreei ng.agentnouns. phras al
verbs:separabl eand i nseparabl e
Gramrnarr definingrelativeclauses. non-definingrelativeclauses
S peakl ng. di scussi ng w orki ngabroad. di scussi ng
w orkandgender. a j ob

' Wri ti ng' a j ob aP P l i cati on

WOnX gOOf pages22-28 r S el fcheckpage29

Theworldof work
L ES S O N SUMIIARY a & 4' ) l expression meansberesponsibte for (bein chargeof),
Vocabulary:jobs,placesof work,activitiesat work,describingwork Whichword describeso job which involvesworkingwith
L i s t ening:a dia log uetiste
; nin gf or gis tand s pec if icinf or m at ion
yourhandsor requiresphysicalstrength? (manual),etc.
. Y oucoul daskstudents to conti nueaski ngthesedefinit ion
S p eaking: a skin gqu estion sab outjobs
ouesti onsw i tha partner.

Todo the lessonin 30 minutes,keepthe leod-in 1 bank 6 publ i c 11 chatl enging
'td exercise7 briefand set the Vocabulary
os 2 catl 7 own 12 ski l ted
.ntework. 3 si te 8 use 13 part-ti me
4 phone 9 team
r Lead-in 4 minutes 5 charge 10 customers
' Wri teIO B P RI O RI T onIES
th e b o a rda n d u n d e rn e a th
w ri te :
tongholidays,closeto home,opportunityto trovelabrood,o Exercise4 page
qoodsolary,opportunityto use Englishor onotherlonguage, r S tudents
compl ete the taski n pai rs.Thenaski ndi vi d uals
nicecoLleagues, interestingand challengingwork.
repeatthei rdescri pti ons.
" Asl <stu d ent tso t hinkabo u tth e i rfu tu rej o b sa n dra n kth e
of a job abov ein o rd e ro f i m p o rta n cto
a sp e cts e th e m.
Exercise! page24 A skstudents to descri beoneofthe ohotosandanswer
. Stu d e n twor
s kin pair sAfte . rtw o mi n u te sfi n d o u tw h i c hp ai r the fotlowingtwo questions:
h a sth e l0ngesttis t .A s kb o ths tu d e n ts to c o meto th e b o a rd 1 l s thi s personsati sfi ed w i thhi s/herj ob?W hati n the
a n dw ri t eup t heirwor ds( h a tfe a c h ).C h e c ks p e tl i n g and pi cturemakesyouthi nkso?
p ro n u n c iat ion.
I nv it eot h e rs tu d e n ts
to c a l lo u t i o b sw h i c h 2 W i l tthi sj ob be usefuli n the future?
a ren o t on t he boar d.

Exercise2 page24 OP TIOl { A t S P E A K II{ G P R A C TIC EFOR

' Writeon the boardsomelanguage for givingopinions:ln my S TR Ol {GE R S TU D E N TS
opinion,... I wouldsay... I think/reckon... . Studentslookat all four photos,the titteof the unit and
. Stu d e n tex opini o n si n g ro u p so r a s a c l a s s .
s c hange the iob adverts.
o Askthemto analysethe materialand prepareto
' practiceof Jobsond gender,go to: presentit with references to the followingtopics:
the mostimportantjobs
the time peoplespend working
r Explainthat studentsshouldreferto eachelementof
the materi alfi rstexpl ai ni ng i n thei rown
i ts meani ng
1 1 chef 5 travelagent
w ords.Thentheyshoul dmoveon to di scussi ng th e
2 nurse 6 nanny gi ventopi cs,usi ngthe materi al togi veexampl es,
3 mech an ic 7 su rg e o n Encourage themto useas muchtopicvocabulary as
4 architect 8 estateagent possi bl e,
as thi sw oul dhel pthemgai nmorepoi nt sin
2 1 Th epolic eof f ic erwasru n n i n gd o w nth e s tre e t. the exam.
2 Th eftightat t endant ga v eu s a d ri n k . . Studentspractisein pairs.Getfeedback.
3 Th em anager wasv er yfri e n d l y .
4 Th echair per s on open e dth e me e ti n g . Exercise5 page
24 fd
5 Sh e ' sa r eallygoodac to r. o P re-teach
contestantandtel lstudents theyaregoi ngto
6 Th espok es per s on ex p l a i n eth
d e c o mp a n y 'dse c i s i o n s. heartw o contestantstaki ngparti n a gameshow .P l a yt he
recordi ng,
stoppi ng
aftereachcontestant for student tso
Exercise3 page24 notedow nthei ransw ers.
. Pre -te a cshom eof t he wo rd sth a ta ren o t i n re db u t
maycausedifficutty:deal with,receptiondesk,queries, KEY l afi refi ghter 2 vet
opplicant,reportto, on thejob training,negotiable.
. Stu d e n tcsanwor kindivi d u a l ty Su. g g e sth
t a tth e yre fe rto
th ewo rdlisatt t he bac ko f th e b o o k .L e tth e mc o mo a re
a n swe rsin pair sbef or ec h e c k i nw
g i thth e re s to f th e c ta s s.
C h e cku nder s t anding b y a s k i n gq u e s ti ons
of t h ev o c a b u ta ry
suchas: Whichworddescribesa job whichis difficultin on
qterestingwayT(challenging), Whichworddescribeswork
:hot is unimportant,not skilledond usuallyveryboring?
menial),Wheredo you go to seeo doctor?(surgery),Which

Unit3 . Nineto five

Exercise6 page24 f) r.rz
I . Givestudentsa few minutesto completethe questions.
Host Welcome to 'What'smyiob?'Andourfirstcontestant is
Monitoras theydo the exercise. lf theyseemto be ableto
JakefromManchester. OK,letsstartthequestions!
fill in the gapsmoreor lesscorrecttyit maynot be necessary
Man1 Me?Oh,oK.HiJake.Doyouusually workoutside?
to playthe recording.
lake Yes.
Man1 Butyousometimes workinside.
Jake Yes. KEY
Ma n1 I see. 1 outside 4 clothes 7 travel 10 office
WomanDoyoubuyor sellanything? 2 sell 5 dangerous8 hands
lake No. 3 earn 6 homes 9 anythi ng
WomanDoyouearna lot of money?
lake No!
WomanDoyouwearspecialctothes foryourwork? Exercise7 page24
lake Yes. . Aska studentto cometo the frontofthe class.Students
WomanA uniform? takeit in turnsto asktheirquestions.
Jake Yes. . Youcouldsetthe gameup so that otherstudentshaveto yourjob dangerous? guessthe job beforethey'veaskedfifteenquestions. lf they
fake Yes. don'tguessit, the studentanswering the questionswinsa
WomanAreyoua policeofficer? point.Youcouldinstructthe studentto answerthe question
Jake No. onlyif it is correctly formedquestion
formed.An incorrectly
Ma n2 Doyouhelpin emergencies? alsocountsas a one of the fifteenquestions. Thisshoutd
Jake Yes! motivatestudentsto thinkbeforetheyask.
Ma n2 Areyouan ambulance driver? . Studentscontinuethe gamein groups.Monitorand check
Jake No.
the studentsareformingcorrectquestionsand using
Man1 Doyouvisitpeople's homes?
vocabulary fromexercise3.
Jake Yes.
Man1 In an emergency?
Jake Yes.
i Lessonoutcome
Man1 Whenthere'sa fire? Ask students:Whathaveyou learnedtodoy?Whotconyou do
Jake Yes! nowTElicit:I can describewhotjobs are like. I can tolk about
WomanYou'rea [beep]. placesof work. I can talk about what people do in theirjobs.
Jake Yes!
2 Notesfor Photocopiable
Host Thankyou,Jake!Andoursecondcontestant is Lucy,from
London. Let'sbegin! fobsCrossword
WomanHi,Lucy. Pairwork
Lucy Hello. Language: wordsrelatedto the topicof iobs (Attlanguage is
WomanDoyoutravela lot for work? takenfrom34 inctuding Vocabulary Builderexercises.)
Lucy No. Materials:one copyof the worksheet cut in halfper pairof
WomanDoyouworkwithyourhands? students(Teacher's Bookpage127)
Lucy Er...yes. . Dividethe classinto pairsand handout the worksheets.
WomanDoyoumakeanything? Tellstudentsnotto showtheirworksheets to theirpartner.
Lucy No. Explainthat theybothhavethe samecrossword but with
WomanHmm.Doyouworkoutside? differentwordsfilledin.
Lucy No. r Pre-teach acrossanddoran.Studentstake it in turnsto ask
Ma n1 Doyouworkin an office? eachotherfor clues,e.g.Whot's12 down?Theirpartner
Lucy No. mustdefinethe wordso that the firststudentcanfigureout
Man1 Doyouworkin a school? andwritein the answer.
Lucy No. . Whenstudentshavecompleted the crossword theylookat
Man1 In a hospital? theirpartner'scrossword to checkspelling.
Lucy Yes.
Man1 A ha!
Man2 Areyoua doctor?
Lucy No.
Man2 Areyoua nurse?
Lucy No.
Ma n2 Hmm.I don'tknow!Thisis difficutt.
Lucy Yes.
foryourwork? clauses
WomanA uniform? LE S S OIl S U mmA R Y oooF+
Lucy E r . . .no.
Grammar: definingrelativeclauses
WomanButyoualways wearthesameclothesforwork.
Lucy Yes. Reading:articlesaboutthe worstiobsin history
WomanAndyouworkin a hospital. Speaking:definingwords
Lucy Yes.
Man1 ls it a hospitat foranimals?
Lucy Yes! Todo the lessonin 30 minutes,keepthe lead-in
Man2 Aha!You'rea [beep] brief, skipexercise6 and set the GrammarBuilderas homework.
Lucy Yes!
i Lead-in 3 minutes
o Writethe followinglist of iobson the board:
traffic warden laundry worker productionIine worker
soldier nanny coll centreworker
g unit3.ilinetofive
, . re cl<t he m eaninga n dth e p ro n u n c i a ti oA n s. ks tu d entsto Formore practiceof Defining relativeclauses,go to:
.rn kt he lobsin or de ro f w h i c hth e y ' dl e a s tti k eto d o .They
o m par et heirlis twit h a p a rtn eer x p l a i n i nw g h yth e yw oul d
job s o m u c h .
-i stik et he
lxercise1 page
25 11w ho 3 w hi ch 5 w hose 7 where
. Asl <st udent tso des c ri b e
w h a tth e yc a ns e ei n th e p i cture. 2 w here 4 w ho 6 w ho 8 which
Stu dentwor
s kat oneto re a dth e te x ta n da n s w e th r e
2 2 w hosei ob i s si mi tartoa doctor' s
question.Askthemto guessthe meaningof barrel(Iarge
3 w hi chmakesfurni ture
co nt ainer
f or t iquids).
4 wherethereare a lot of oarks
5 who playiazz
K EY Thejob involvedcarryingenormousweights.
5 w ho repai rbi cycl es
7 w hosecl assesareso i nteresti ng
Exercise2 page25 8 wheremv brotherworks
. Ge ts t udent st o wor ki n d i v i d u a tty i n p a i rs .C h e c ka nsw ers.
Exercise8 page
i (EY l whic h 2 who 3 w h e re 4 whose o D emonstrate yourselasf an exam plet hen
the fi rstdefi ni ti on
askstudentsdo the acti vi tyi n pai rs.Moni torto checkt hat
Exercise3 page
25 theyareusi ngdefi ni ngrel ati ve cl ausescorrect ly.
" Stu dent cs ando t he e x e rc i s ien d i v i d u a l loyr i n p a i rs .Check
th e gr am m arbef or et h e s tu d e n tsa n s w eth r e q u e s ti ons. OP TIOl { A L R E V I S IOl { A C TIV ITY
gameas a meansof revi si ng
U sethi s defi ni ti on vocabular y
I(EY in futurelessons.Tryone of the followingmethods.
.l w h e r e,c inem a
1 Writeoutthe wordsyouwantto reviseon cards/pieces
-r w h o s e,ar c hit ec t
I w h o ,wait r es s of paper.(Ihe simptestwayto do this is to writethemin
largehandwriting on 44 paper,then photocopy and cut
- vrh ic h,v ideoc am er a /c a m c o rd e r up.)Givea pileto eachgroupof students, whichthey
', where,grocer's/supermarket placefacedown.Students takeit in turnsto pickup a
r w h o ,m anager
cardanddefinethe word.Thefirstpersonto guessthe
7 w h i c h,v ideoiDV Dr e c o rd e r
wordwinsthe card.Thepersonwith the mostcardsis the
$ rl h os e,doc t or winner,
2 Studentsplaya defininggamein the sameway.
Exercise4 page25 Butinsteadofyou providing the wordsthe students
. Readthe Lookout! boxtogether.Studentsdo the exercise generate themthemselves. Handout 5 littlepiecesof
a l o n eor in pair s . blankscrappaperto eachstudent.Askthe studentsto
thinkof recentlystudiedwords(ortheycanlookin their
KEY books).Collectin the cards,shuffle,divideinto pilesand
distributethemto the groups.Thisactivityrequires zero
'hotcanbeusedin sentences
3, 4, 6,7 preparation!

Exercise5 page
. Ask studentsto readquicktythroughthe text,ignoring t Lessonoutcome
th e gaps ,and c hec ku n k n o w nv o c a b u l a ry
Yo. uma yn eed Askstudents:Whatdid you leorntodoy?Whatcanyou do
to explain:muggers- criminalswho threatenyou with now?andelicit:/ candescribeo person,thingor placeusing
f ory ourv alu a b l e smu
vi o l enc e ; rd e re rs- c ri m i n a l w
s h o ki l t definingrelotiveclauses.
o e oole.
. Askthemt o do t he e x e rc i s ien o a i rs . Notesfor Photocopiableactivity3.2
Choosethe correctdefinition
KEY Game
1 where 3 whic h 5 who 7 which Language: defi ni ngrel ati ve
cl auses
2 which 4 whose 6 who 8 whose Materi al s:onecopyofthe w orksheet, cut up, pergr oupof
12-18 students(Teacher'Bsookpage128)
. D i vi destudentsi nto pai rsor groupsof three.
Exercise6 page25 o D emonstrate the acti vi ty,by w ri ti nga w ordon the boar d:a
. Askthe c t as swhic ht h e yth i n kw a sth e w o rs ti o b . B ra i nstorm
o th erunpleas antjob s .So mei d e a sa re :to i l e tc l e a n e r, . S aythatyouaregoi ngto gi vethreedefi ni ti ons un6 t 1uf lei: :
rubbishcollector, dog catcher,sewerworker. haveto guessw hi chi s correct.
. R eadout the fotl ow i ng defi ni ti ons,tw o or threet im esif
Exercise7 page
25 necessary.
. Readthe Leornfhisl boxtogetherthen ask studentsto look 1 l t' s a smal Ivegetablw e hi chhasa l ot of gree nleave;
b a c kat ex er c is es
1 a n d 5 to s e ew h e reth e c l a u s e sa re. 2 l t' s a oersonw ho dri vesa taxi .
3 l t' s a smal lcupboardi n the bathroomw herepeo: = . '.
KEY medi ci ne.
Inexercise1 therelative areattheend.Inexercise
clauses 5 . S tudents voteon the correctdefi ni ti on.
thevarein themiddte. r H andout the cardsto the pai rs/groups.E xpl aini- : ' - :
aretw o w ordson thei rcards.Foreachw ordther e . .
correctand an i ncorrect (Thecorrec:t=' - . '
defi ni ti on.

Unit3.Ni ner h ( F
hasa ticknextto it.)Theyhaveto inventtwo morefalse
definitions for eachword. tAl{GUAGE I{OTE - ALL IN A DAY'S WORK
Whentheyhavefinished,teamstakeit in turnsto readout AIIin a doy'sworkisan idiomwhichis usedto saythat
theirdefinitions. Theotherteamschoosethe definition which you' rehappyor w i l l i ngto do somethi ngotherpeopt em ight
theybetieveis correct. Askfor a showof handsfor each finddifflcuttor strangebecause it's partof yournormallob
definition. lf a teamgetsthe answerright,theywin a point. or duty.Forexample, if youthanka firemanfor rescuinga
Keepthe scoreon the board.lf a teamreadsout their catfroma treehe mightrepty,'Allin a day'swork.'lt's used
definitions and nobodyguessescorrectly, theywin two as a titteforthisarticlesinceit suggests thatimmigrant
p oint s( f orc onv inc i ndge fi n i ti o n s !). workershavebecomea normaloartof the Britishwork

@ Exercise3 page
. S tudents
w orki ndi vi dualfor
l v tw omi nutes.
C heck
as a cla:
1 admi ni strators 4 w arehouse 7 i mmi grant s
LESSON SUmitARY o. {| ,, 2 i ob opportuni ti es5 supervisors
a textaboutimmigrant
intheUK 3 empl oyees 6 employers
Listening:3 monologues;listeningfor specificinformation
Speaking:talkingaboutthe prosand consof livingabroad
Topic:work P R Otf U i l C tA TtOt{ - W OR D S TR E S S
r S omeof the hi ghl i ghted w ordsi n the textaredif f icultt c
pronounce correctlybecauseof theirwordstress.Ask
Todo the lessonin 30 minutes,keepthe lead-in students to copyoutthemout i ntothei rnote- books.
brief,set the Vocabulary Builderas homeworkand askstudents C opythemontothe boardas theyaredoi ngthis.
to read the textfor the first time at home. . R eadout the w ordsandaskstudents to markt he
stressed sytl abtes themor putt inga t it t le'
by underl i ni ng
i Lead-in 3-4 minutes boxabovethe syttable. Gothroughthe answersand
. Playhangmanwith the wordimmigration. markthe stresson the w ordson the board.Dr iltt hem
o Writeup the wordemigration and elicitthe differencein choral landy i ndi vi duatlY
y.oucoul demphasise t he
meaningbetweenthe two words.(Emigrafion is when stressby gettingstudentsto tap a pento the rhythm.
peoplego to tivein anothercountry;immigration is when KEy employeqg supervisorsadministrators
peoplecometo live in this country).Ask:.Whichcountriesdo immigrants emplolers iqb opportqnities
peoplefrom your countryemigroteto? Whichcountriesdo
people immigrateto your countryfrom?
o Askthe class;Forwhatreasonsdo peopleemigrate?(politicat Exercise4 page26fi r.ra
o Focusstudentson the task.P taythe recordi ng
o nce.Chect
reasons, career, money,unemployment, ioiningfamilyor
friends,betterclimate).Doesanybodyknowsomebodywho as a cl ass.
has gone to workabroad?Where?When?ls/Wasit a positive
experience? lf you couldgo to anothercountryto live and KEY Soeaker
work,whichcountrywouldyou choose?Why?
Exerciset page
26 Speaker1 | cameto Engtandnearlytwo yearsago.At first,
o Focuson the taskand askstudentsto readthe textquickty.
I workedin a factory.Theiob was 0K, but a bit boring.I
R em ind t hemt hatt h e i rta s ki s to a n s w eor n eo u e s ti o nand wantedto be a veterinarynurse- that'swhat I did at home
not to worryif theydon't understand someof the words in Slovakia- but my Englishwasn'tgood enough.Aftera
i n the t ex t .A s kt hemto u n d e rti nthe e s e n te n cien th e text year,my Englishhad improveda lot, so I apptiedfor a job
whic hgiv est hemt h e a n s w e r. at a veterinaryclinic- and I got it! My nationalitywasn'ta
p r o b l e ma t a l l . I n m y o p i n i o nm o s t E n g t i s hp e o p l ea r e h a p p y
KEY Mostarehappy to work with immigrants,if they can do their job properly.l've
only had a few negativecommentsfrom peoptesinceI've
beenhere- aboutstealingiobs from [ocalpeople.I realise
Exercise2 page
26 t h a t s o m eE n g l i s hp e o p l ea r e w o r r i e d- e s p e c i a ll py eople
r Stu dent do
s t he ex e rc i soen th e i ro w nw i tha ti m el i mi tof 5 w h o d o m e n i a ll o b s - b e c a u s et h e yt h i n k w o r k e r sfr o m o th e r
minut esChec
. kas a c l a s s . c o u n t r i e si n t h e E Ua r e c o m i n gt o t h e U Ka n d t a k i n ga l l th e
. Askfastfinishersto try to remember withoutlookingbackat i o b s . B u t I d o n 't a g r e e. . .
the textwhatthe followingnumbersreferto: Speaker2 I'vebeenin Englandfor aboutsix months.I came
185 300,000 2004 72o/" 99"/" to find a iob. lt was easyto get work as a cleaneror a factory
worker- but I didn'twantto do jobs likethat. I'm a manager
KEY apptiedfor somejobs,but I didn'tgetthem.That'sthe problen
with comingto the UKto work:it's easyto find menialiobs, br,
1 Because workerscomefroma lot of European countries. verydifficultto find somethingmoreinteresting. Peoplesaid
2 Twelve. that my Englishwasn'tgoodenough.In my view,Britishpeopl,
3 Po t is h,
Lit huanian a n dSl o v a k . don't understandhow difficultit is to learntheirlanguage
4 Because Britainis oneof onlythreeEUcountries that gave - theyiust get impatientwhenyou don't speakperfectly!I've
fult rightsto workto immigrants fromnewEUcountries. had enough.,l'm goingbackhomenextmonth.
5 Fouroerc ent .
6 Eighteen percent.
7 To returnto theirnativecountryat somepointin the future.

Unit3 . Nineto five

Speaker3 | cameto workin England threeyearsago.I hada job
as a nannywitha nicefamilynearLondon. I did extraworkin
theevenings andat weekends: babysitting,ironing,
that.Youcanearna lot of moneyif youdon'tmindworking
hard!Aftertwoyearswiththatfamity, I apptiedfora iobat a
I worktherefutltime.| lovelookingafter
thechitdren,andtheyrealtytikeme- lthink.I'd liketo stayin
England andonedaybuya flat,if I cansaveenoughmoney.
Rentingis expensive
t E s s o l{ s u ililA RY o )& : . ;
here,so I sharea flatwithfiveother
people.Wehavea greattimetogether. Grammar:non-definingretative
Reading: aboutpeopte's
shortarticles jobs
Exercise5 page
26 f) r.ra givingextrainformation
Speaking: aboutpeople
As ks t udent st o go th ro u g hth e q u e s ti o n a
s n d h i g h l i ghtthe
keywords.Tetlthemto listenout for thosekeywordsor
wor dst hat hav ea s i mi l a rme a n i n g . Todo the lessonin 30 minutes,keepthe lead-in
C hec kans wer sas a c l a s s . brief and set the GrammorBuilderexercisesas homework.

KEY 73 22 31 42 53 67 + Lead-in2 minutes

. Askstudents:Whatare the reasonswhypeopleuvorkT Brainstorm
someideasontothe board.(Io eammoney, to do something
Exercise6 page26 youlove/arepassionate
usefulfor society,because aboutthe
. St udent sc anwor ki n p a i rso r s ma tlg ro u p sR . e a dth rough areayouworkin, to avoidgettingbored,because you likebeing
th e language f or exp re s s i nogp i n i o n sto g e th e r. withyourcolleagues/want to meetnewpeople...)
. Witha weakerclass,givestudentstime to preparea list
of advantages and disadvantages beforethey beginthe Exerciset page27
d is c us s ion.
A t t he e n d fi n d o u t th ro u g ha s h o wo f h ands o S tudentsreadthe texti ndi vi duatl v. t a nswer .
E ti cithe
h o w m anypeoplew o u l dl i k eto g o a n d l i v ea b ro a d .
:or practiceof Agentnouns,go to: KEY
H edoesthe i ob becausehe loves
H e' sa trai nti cketi nspector.
I manager,
administrator, Exercise2 page27
employer . A ska studentto readout the fi rstsentence wit houtsaying
the w ordsi n red.A skthe cl assi f the senten ce
m akessense
2l m us ic ian 4 te a c h e r (Yes).To clarifythe conceptof whethera sentencemakes
2 s c ient is t 5 a c c o u n ta n t senseor notw ri teup an exampl eof a defi ningr elat ive
3 edit or 6 tra i n e e clausee.g.An architectis a personwho designsbuildingsor
Peoplewho drink and drive should lose their driving Iicence
and showhoww henyou removethe rel ati veclauset he
PRACTICE sentence no [ongermakessense.
To prepareto givean oral presentation, ask studentsto
notedowntwo advantages and two disadvantages of KEY A l l ofthe sentences
wor k ingabr oad .
P utan out lineo fth e o ra lo re s e n ta ti oonn th e b oard
ex pt ainingt hat i t a i msto h e l pth e mo rg a n i s th e ei rvi ew s: Exercise3 page27
. Explainthat the wordsin red are callednon-definingrelative
lntroduction:Peoplechooseto migratefor various
reosons.Somewont to ... Othersexpectto ... No matter clauses.Focuson the Learnfhlsl boxand readthroughthe
why theydo it, it is a decisionthat changestheir life rulestogether,eticitinganswersfromthe class.
o S eei f studentscanrecalwl hi chrel ati vepronouns
M ainbody :O n t h e p l u ss i d e ,i n a n o th e cr o u n try you replacedby that in a definingrelativeclause(whoand
can ...Anothergoodthing is that ...However, thereare which).Readthe Lookout! informationtogether.
dr awbac k s tl y...S e c o n d l...
Conclusion:In my view,immigrationis a tough KEY 1 after 2 makessense 3 starts,ends
experiencewhich... Personally,L..
A llows t udent s3 -4 mi n u te sto m a k en o te si n d i vi dual l v Exercise4 page
and r ehear s in
e o a i rs G . e tfe e d b a c k . . R eadthe i nstructi ons
and do the fi rstexamp leas a class.
S tudentsconti nueal oneor i n pai rs.C heckanswer s.
t Lessonoutcome
Ask students:Whothaveyou leornedtoday?Whatconyou KEY 1d 2a 3e 4t 5b 5c
do now?and try to elicit: I havelearnedobout workingas
on immigrantin the UK.I can discussthe advantagesand
disadvantagesof working abrood.

Unit3 . Nineto five ( ls
Forfurther practiceof Non-definingrelativeclauses,go to:
r Thisactivitycouldbe usedfor revisionof non-defining
KEY relativeclausesduringa laterlesson.
o Dictatethe fotlowingshortstory.Stopafterevery
t 2 My dog'svet,whosesurgeryis verynear,is verygood
sentence andgi vestudentsti meto adda relat ive
w it hanim als . clause.E.g.OnSaturdaynight I wentout with Will...
is t he c a p i taol f S w e d e nw, h i c hi s i n
3 S t oc k hot m who livesin the sameblockof flats os me.
S c andinav ia.
4 MartinScorsese, whosefilmsincludeToxiDriverand OnS aturday I w entshoppi ngi n London. I w entwit h m y
RagingBul/,received an Oscarin 2007. fri endP aulW. etookthe bus.Thebusdroppedus near
5 Nextmonthwe'regoingto Cardiff, wheremy unclelives. B ucki ngham P al ace.
Fi rstw e w entto hugemusicshop.
6 Theheadmaster, who I'veknownfor several years,is Wehad lunchin an ltaliancaf6.In the afternoon we
retiring. w entctothesshoppi ngi n OxfordS treet. A t the e ndof t he
eveni ng w e camehomeon the l astbus.
2 (Possibte answers)
2 S wit z er land,
whi c hi s fa mo u sfo r i tsw a tc h e s /c h eese/
choc olat e, is in C e n traEI u ro p e . t Lessonoutcome
3 F et ac hees e,whi c hi s p ro d u c e idn Gre e c ei s, d e l i ci ousin Askstudents:Whatdid you learntodoy?Whotconyou do not',,
salads . and elicitanswers.I canmakecomplexsentences withextro
4 Nic ot eK idm an, w h o s ee x -h u s b a ni sdT o mC ru i s ew, as information.I knowhow to mokenon-definingrelotiveclauses
bor nin Hawaii.
5 TheW hit eHous ew , h e reth eAme ri c a P n re s i d e nl itv es,
has132 r oom sa n d3 5 b a th ro o ms .
Lopezw, h o i s a s i n g e ar n da n a c tre s sw, a sborn
6 J ennif er
in NewYork. roles_e
Exercise5 page
. Readt he ins t r uc t io nasn da n a l y s the ee x a m p l e a s a cl ass. tESSOt{ SUMmARY .. e
Stu dentdo l yr i n p a i rs M
s t he ex e rc i sien d i v i d u a l o . a kesure Reading:an article;true/falsequestions
th e yunder s t andt ha ti t i s th e s e c o n ds e n te n cth e a ti s the jobs,phrasalverbs
'extra'information. Theyshouldwriteout theirsentences in Speaking:discussingmaleand femalejobs
fu ltin t heirnot ebo o k s . Topic:work

2 My s is t erwho, play sth e v i o l i n w
, a n tsto b e a m u s i c i an. Todo the lessonin 30 minutes,keepthe leod-in
3 I'd t ik et o v is itB uc k i n g h aP
ma l a c we h e reth e Qu e e nl i ves. brief, ond set the VocabularyBuilder exercisesand exercise5
4 | l e f tm y newphonew , h i c hI b o u g h tl a s tw e e k ,o n th e bus. for homework.
5 Martin,whosemumcomesfromWarsaw, speaksfluentPolish.
6 Lastmonth,I visitedJamaica, wheremygrandfather wasborn. r Lead-in 4 minutes
7 My unc le,whowor k sfo r a b a n k ,e a rn sa l o t o f mo n e y. o Writepuzzlestoryon the board.Tettthe studentsa puzzle
8 TheF enar550, i whi c hh a sa 5 .5l i tree n g i n ec, a ng o a t story,for examplethe following: A manwalksintoo bar
3 2 0k oh. and asksfor a glossof water.Thebarmanputs a gun to the
9 Ja k e,whos es is t eris i n m y c l a s si,s g o i n gto s tu d ym a thsat man'shead.A fewmomentslaterthe mansays'Thankyou'.
university. why?
. A nsw er:
Themanhashi ccups. H easkedfor a gl a ssof wat er
to curethe hi ccups. Insteadthe barmanput a gunt o his
Exercise6 page
27 headw hi chgavehi m a shockandcuredthe hi c cups.
. Givestudentsthreeminutesto writetheirsentences . Theseki ndof puzzl es arecal tedtateralthi nki ngquest ions.
Goroundfeedingin ideasif theyaregettingstuck.
individualty. A skthe students i f theyknowanyothers.

Exercise7 page27 Exercise1 page28

o Fo c uson t he ins t r u c ti o nasn dth e e x a m o l eD. oa n o therone o A ska studentto readout the puzzl e.E l i ci possibt
t reeason5
a s a dem ons t r at ioAs n . ka s tu d e ntot g i v ey o ua s e n t ence Gi vethemthe answ er(thesurgeon i s the boy' sm ot her ) .
a n dex pandon it y o u rs e l T f.h e na s ka n o th esr tu d e nto
g i v ea s ent encand
e a s ki f a n y b o d yc a ne x p a n do n i t. Then Exercise2 page2l
stu dent cs ont inue t h e ta s ki n o a i rs . o Askthe classwhy it is difficuttfor manypeopteto getthe
answerright.(Because therearecertainjobs,e.g.a surgeorr
w hi charetradi ti onatldone
y by menso peopl eassum et hat
al l surgeons

Exercise3 page28
. Focuson the photosandel i ci tw hattheyaredoingandt he
nameof the iobs.Witha strongerclassaskstudentsto
coverthe box.
. A skstudentshowtheythi nkpeopl ereactw hentheyf ind ot r t
aboutthesepeopl e' jsobs.

Unit3 . Nineto five

Exercise4 page
28 Exercise8 page29
. Studentdos t he ex e rc i soen th e i ro w n .R e m i n th
d e mthatthei r o Givestudents a coupleof minutes to thinkabouttheiropinions.
taskis simplyto findout aboutpeople'sreactions. Givethem Elicitlanguage usedforexpressing opinions(see3C)andwrite
a timelimitof two minutesto scanthe textforthe answers. it on the boardfor studentsto referto whentheydiscussthe
. Pre-teachhoover,delivera baby,instinctivelyand tough. questions. Circulate andmonitor astheydo thetask.

K EY i Lessonoutcome
Mi d w if e:S om ewom e na res u rp ri s eadt fi rs t,b u t h e h a sa good Ask students:Whathaveyou learnedtoday?Whatcanyou
. na rep l e a sed
andc ar esa b o u th i s p a ti e n tsMe
re p u t at ion to do now?and elicitanswers:I canunderstandond reacttoon
ra vea not herm anwithth e m. articleaboutgenderand work.I hoveleornedsomephrasal
Me ch anicCus : t om erms a yb e s u rp ri s eadt fi rs tb u t th e ytrust verbs.I cangive my opinionaboutmen and womenin the
'h e e m ploy ees andwo m e nc u s to me rs a rep l e a s e dn o tt o be
tre a tedas if t heydon' tu n d e rs ta nadn y th i n g .

Fastfinisherscando the foltowingverb-noun collocation
e x er c is e.
A s ks t ude n ts
to ma tc hth e v e rb sa n d n o u n sand
then checkthe answersin the text.
carryout a profession t E s s o t { s u MMA RY . e @
JO r n ^d
English:questionsandanswers fora jobinterview;
d eliv er a duty showinginterest
p tay the stereotype Listening:
cooK gotf job
Speaking: interview roleplay
fii a me a l
KEY Topic:work
carryout a duty join a profession delivera baby :a&ir,*c.ii.
ptaygotf cooka meal fit the stereotype
Todo the lessonin 30 minutes,keepthe timefor
the preporotionphasesin exercises7 and I brief, and limit the
Exercise5 page29 numberof performances in exercise9.
. R eadt he ins t r uc t i o nA
s .tl o wte n m i n u te sfo r s tu d e ntsto
readt he t ex tandan s w eth r e q u e s ti o n sR. e m i n dth e mto t Lead-in 2 minutes
t he r elev a nste n te n c ei sn th e te x tb e fo rethev
u n der line Focuson the photo. Ask:Whatis happeningin the photo?
d ec ideon t he ans w e r. Howis the boyfeeling?Whatkind of iob do you think he is
being interviewedfor?
KEY Askstudentsto imaginethata friendis goingfor an interview
1F 2T 3F 4F 5F 6T 7F 8T 9F 10T tomorrow. Whatadvicewouldtheygivetheirfriend?

Exercise6 page29 Exercise1 page

3o f)
r S tudents at the sam et im e.
readand l i stento the di al ogue
. St udent cs anwor ka l o n eo r i n p a i rs M
. a k es u reth e yrefer
Witha strongerclass,askstudentsto closethe bookand
backto the text so that theycanusethe contextto help
th emwor kout t he m e a n i n g . i ust l i sten.
r Focuson the j ob adverti sements. A skw hi chi ob Calt um
appl i edfor.
KEY 1d 2c 3b 4e 5a o Checkunderstanding of tips.

Forfurther practiceof Phrosalverbs,go to: KEY c part-ti me

shopassi stant

Exercise2 page3o
KEY r Students
do theexercise in pairs.
2 to lookafterthem 5 put it away
3 ma deit up 6 workedit out KEY 1 stackshelves 2 rel i abl e 3 be i n to uch
4 lookingfonryardto it 7 gavethemoul

Exercise3 page
3o f) r.zo
Exercise7 page
29 . Playthe recording oncefor studentsto repeatchorally.Then
. Chec ks t udent und
s e rs ta nadn dc a np ro n o u n cth e e j obs. anddeci dewhichof t he
askthemto l i stento the i ntonati on
Th eywor kin pair st o d e c i d ew h a tth e l o b si n v o l v e . questi onsgo up at the end.

KEY ( pos s ibtans e w e rs ) KEY

a beautytherapist,flightattendant,kindergarten teacher, Thevoi cegoesup at the endi n questi on2 because
t his is a
n u r s e,nannys, ec r e ta ry TheothersareW h- questi ons .
Y es/N oquesti on.
b l <inder gar tten eac h e r, nanny
c a i r c r afpilot
t ,as t r o n a u b
t,u i l d e r,c o a lmi n e r,l o rryd river
d b u ilderc. oalm iner

Unit3 . Nineto five

TRAilScRIPT 1.20 KEY a3 b2 c5 d6 e1 f4
1 Howdid you fin d ou t a bout t he job?
2 Haveyo u wo rke din a s hop bef or e?
3 W hatd id you do th ere ? Exercise6 page
3o f) r.zz
4 How to ngdid you wo rkt her e? o Gothroughthe speaki ng ti p together. Makesurest udent s
5 A nd why d o you thin ky ou' r et he r ightper s onf or t his job? understand the i mportance of usi ngthe correct i n t onat ion
andthat i f theyusea fl at pi tchtheyw i tlsoundbor ed.
. Playthe recording, pausingaftereachexpression for
PRO1{U l{ClATtOt{ - I ilTOI{ATION I l{ QU ESTIOI{S students to copyi ntonati on. Y oucoul ddi vi dethe mint o
. Int onat ion
goesup a t th e e n do fY e s /N oq u e s ti o nand
s pai rs- w i th partnersnextto themor on the othe rsideof t he
downat t he endo f Wh - q u e s ti o n(q
s u e s ti o nws h i c h room- andaskthemto l ookat thei rpartners as t heyspeak
containa questionwotd:when,where,who,etc.). Thi smethodtendsto makestudents soundmoreanim at ed
However, in bothtypesof question,the intonationwill thani f theyarei ustdi recti ng thei rw ordsto nobo dy.lf you
riseon stressedwordsin the sentence. encourage themto exaggerate the i ntonati on,i t shouldhet p
themto feell esssel f-consci ous.
Howlongdid y ouw o rkth e re ?
o E x plain t hat if y ous ta rtth e q u e s ti o nw i tha h i g h e rpi tch
Exercise7 page3o
i t' s eas iert o m ak eth e fa tli n i n to n a ti o n .
. Witha weakerclassaskstudentsto prepare5-6 questions
. lf yourstudentsarehavingdifficuttyhearingthe Witha strongerclassaskthemto prepare7-8 questions.
Encourage themto includework-retated
i n t onat ion, t r y hu m m i n gth e q u e s ti o ni n s te a d .

Exercise4 page
3o 6) r.zr Exercise8 page3o
. Fo c uson t he ins t r ucti o nGis . v eth e s tu d e n tsa fe w moments . W i tha w eakercl assstudents
canscri ptthei rdi aloguebut in
. h e np ta ythe
to m at c ht he def initi o nws i thth e i o b ti tte sT a strongerclasstheyshouldiustwritenotes.
re cor ding andc hec ka n s w e rs .
Exercise9 page3o
. Chooseseveraloairsto act out theirinterviews. Remind
students to useappropri ate to maket hemsound
i ntonati on
a marketresearcher
i nterestedandenthusi astiThec. otherstudentslist enand
b fruit picker
w i tha thumbsup or thumbsdow ngesture, voteon whet her
c g a rdener getsthe job.
the interviewee
d lifeguard
Theinterviewis for d t Lessonoutcome
Ask students:Whatdid you learntoday?Whatcanyou do
TRlrscnrpr t.zt now?andelicitanswers:I canaskond answerouestions of o
Int . Hello ,Man dy.Com ein and s it down. job interview.I canspeakwith the right intonationto sound
Mandy Th an kyou . interested.
Int. Now,haveyou got any experienceofthis type ofwork?
Mandy Yes,I have.I spentsix weeksworkingat a swimmingpool
las ts um m er .
Int. I see.Andareyouin goodphysical heatth?
Ma n d y Yes,I'mveryfit andheatthy.
lnt. W hatk indsof t h i n g sd 0 y o ud o ? Ajoba
Ma n d y llov eat [k indso f s p o rt.I p l a y v o tte y baanttdn e tb a tll go
runningandof courseI swima lot - mostevenings in fact.
l n t. That'sinteresting. So,whydo youwantthisiob,Mandy? tEssoll sutilARY o o a8 ''
Mandy W ell,as ls ay ,I ' v ed o n e th i sk i n do f j o b b e fo re
a n dl real l y
formal - a iobapptication;
letters a letter
enjoyed it. I thinkit's a veryimportant iobtoo- | take
safetyat the swimming pootvery seriously. Reading:a jobapplication;
Int. Uh,huh.Doy oul i v el o c a l l y ? Vocabulary:setphrases
forformaIlettersandlettersof application
Mandy Y esI, ' sab o u a t 1 5 -m i n u te w a l kfro mth ep o o t. Topic:work
l n t. Right.Whencanyoustartwork?
Mandy Well,termfinishesnextFriday, so anytimeafterthat.
In t. Well,thanksverymuchforcomingin Mandy. We'llbe in Todo the lessonin 30 minutes,do the
touchin thenextcoupleof days. preparotionwork in exercises7-4 os a class.Alternatively,set
the writing taskfor homework.
Exercise5 page
3o f) r.zr
o Gi v es t udent tsim et o re a dth ro u g hth e q u e s ti o n sPtay
. the i Lead-in 2-3 minutes
recording. Witha weakerclasspauseaftereachquestionfor . Writejob application letteron the board.Askstudentswhat
stu dent tso not edow nth e a n s w e r. C h e c kth e q u e s ti onorder theyremember aboutwritingformalletters.Ask:
th e nas kt hemt o t alkto a D a rtn ear b o u th o wmu c hth evcan How do you storto formal letter? (DearSir or Madam)
re mem ber aboutt he a n s w e rs . Howdo you end it? (Yoursfaithfullyif you don't knowth e
nameof the addressee, Yourssincerely if you do)
Wheredo you write the date?Howdo you write if? (write it
i n ful l underyouraddress)
Wheredo you writeyour address?(in the top right-hand
lf you type the letter, do you write your signaturebeforeor
afteryour typedfull nome?(before)

Unit3 . Nineto five

Exercise1 page31
. Focuson the questionsand askstudentsto readthe text
quicklyto answerthem.

1 ki tc henhelper
2 in herlocalcaf6
I 25thJuly,afterherexams

Exercise2 page31
. Askstudentsto do the exercise
answerswith the class.

KEY a3 b1 c4 d1 e3 l2

Exercise3 page31
o Drawstudents'attentionto the writingtip and askthemto
find the formalexpressions
in the lefter.Checkanswers.

1 applyfor,post
2 | haveconsiderable experience
3 My responsibilities
4 | considermyselfto be
5 su pply
6 | wouldbe gratefulfor the opportunity
7 discuss,in person
8 wittbe available
9 | a m enc los ing

Exercise4 page3r
. Studentscando the taskin pairs.Gooveranswerswith the
w holec las s .

Possible answers:enthusiastic,
hardworking, reliable,good
enjoydealingwith the public,can usea
levelof English,
computer, canworkwellon yourown or in a team

Exercise5 page31
. Gothroughthe instructions. Studentscanworkaloneor with
a partner.Tellthemthat theycaninventthe qualitiesand
workexperience. Remindthemto followthe suggested plan.
lf thereisn'ttimeto writethe letterin class,theycando it
for homework.
. Whetherthey do it in classor for homework,get studentsto
swaptheirletterswith anotherstudent/pair of studentsto
readand checkfor mistakesbeforeyou collectthemall in.

t Lesson
Askstudents:Whathovewe talkedabouttoday?and elicit
answers:I can write a formol letter of applicationfor a job. I
havelearnedhow to organisemy writing into paragraphs.I
havelearnedsomefixed expressionsfor applyingfor a iob.

Unlt3 . llineto five

o1 2 3 W*

TOPIC O o , . The ontyway to meet him is to go to Six Flags,which is a theme

school park betongingto one of Disney'smain competitors,Warner
So how couldthese peoplehavesuch memories? The answeris
simple- althoughpossiblydisturbing.Creatingfalsememories
r Lead-in 3 minutes is a commonprocessand not at att difficultto begins
o Askstudentsto listencarefullyand try to memorisethe
with a suggestionthat the potentialmemorymight possiblyhavc
followingten words.Readthe wordsslowly,but do not allow h a p p e n e dO . n c et h e m e n t a lp i c t u r eh a s b e e np l a n t e d ,i t l a te r
studentsto takenotes: environment clossroom becomesa memory.So if it is suggestedto you that you met Bugs
amnesia embarrossino relieved immigrant Bunny,and you haveno reasonto rejectthe suggestion, you crea'
challenging midwife supeMsor suoway a memoryof it. Thisphenomenonis used by the makersof so-
. Studentstry to writedownthe ten wordsin the correctorder called"nostalgicadvertisements". Theseportraya warm and cos,
i n d i v idualt y . i m a g eo f , f o r e x a m p l e c, h i l d h o o dw h i c h m a yo r m a y n o t b e si m i l .':
. C h e c kwho hasr em e mb e rethd e mo s tw o rd s .a n dw h o has to our own. The point is that the veryact ofwatchingtheseadverl
remembered the longestsequencein the correctorder. p l a n t sc e r t a i ni m a g e si n o u r m i n d s ,w h i c h c a n b e t r a n sfo r m e di n t,
r Ask: Wasit easyto rememberall the words?Howdid you try memories,eventhoughthey are not a genuinepart of our own
to memorisethem? past.
5o, haveyou beento McDonald'slatety?And did you havea goo
Exercise1 page32 5 minutes time?Yes?But wait a second!Thinkabouttheir advertisements
. Stu dentwor - a l l t h o s e s m i t e y ,h a p p yp e o p l es h a r i n ga m e a t .N o w ,th i n k a g a i l
s kin pai rs ta , k i n gi t i n tu rn sto a s ka n da n sw er
Maybeyour own visit wasn'tall that great.Maybeit's the nostalgi
th e q ues t ions .
o Co n ducat br iefc las sfe e d b a c k . advertisement that has transformedyour memoryinto a wonderfr

Exercise 2 page32 C) 7.2i to-72 minutes Exercise3 page32 5 minutes

. Ask:Do you rememberthe firstdoy of schoolthis year?Wlt,
o ln a weakerclass,pre-teachparticipontandcompetition(in wasthe weatherlikeTWhatwereyou wearing?Whodid yot,
th e bus inescsom pe ti tosre n s e ). talk to? Whatdid your teachertell you in the first class?etc
. Re a dt he t as kas a c l a s s Ex n a ty o uw i l t p l a yth e
. p l a i th Getsomefeedback.
recording twice,with a pausein between.Theinformation r Askstudentsto write2 questionsrelatedto eventsand
stu dent sneedwill be h e a rdi n th e o rd e ro f th e q u e s t i ons. situationsin schoolsstartingwith Doyou remember...? Pul
o Fo rt he f ir s tlis t enin g
s tu d e n tss h o u l dfo c u so n th e studentsi n groupsto askandansw erthesequest ions. Br ir
q u es t ionsm, ar k inga n s w e rs a s th e yh e a rth e m .Byth e ti me the classtogetheragain.Do students'memoriesdiffer?
th eyc om et o t he s ec o n dl i s te n i n gth, e ys h o u l de x p e ctto o R eadthe i nstructi ons.
A nsw erthe questi ons i n the St udenl
be fairlydefiniteaboutsomeanswers, whileotherswitl stilt B ookas a cl ass.
b e unc learI.n t he s e c o n dl i s te n i n th
g e ys h o u tdc o n c entrate . In a strongerclass,askfollow-upquestionsfor discussion
on confirming the answersthey haveand listeningfor the in openclassor in smallgroups,for exampleWhydo
answerstheystill need. differentpeople rememberthings differently,e.g. teachers
. Allow1 minutefor studentsto readthe questionsbefore and students,childrenand porents,boysond girls, etc.?
you playthe CD.Ptaythe recording twice,with a 30-second (differentinterests,relationships, pointsof view)Why
oausein between. do peopleadd made-updetailsto theirstories?(genuine
. Checkanswers.Discussstudents'exoerience of the task. mistake,desireto makethe storymoreinteresting, trying
to tell a betterstorythanthe previousperson,etc.)Why
KEY 1c 2A 3B 4A 5B 6c do peoplehavefalsememoriesTDophotographsor video
recordinghelp us rememberbetteror do theyreplaceour
Transcriptt.zl seeingpeopleaftera longtime)
Memories area veryimportant partof ouridentity. Theytellus
wherewe comefrom,wherewe'vebeenandwhowe are.Ordo Exercise 4 page32 1ominutes
they?Howreliabte areourmemories?
In a recentstudy,volunteers weredividedintofourgroupsand
wereaskedto watchandevaluate an advertisement for thetheme Remindstudentsto readthe wholetextfirstbeforetheyst,
park,Disneyland. Thefirstgroupwatched theadvertisement while filtingin anygaps.Ask:Whotis the textabout?Elicit:Abor,
sittingin a roomwithno pictures andno distractions aroundthem. an unusualjob, wherefurnituretestersare paid to be lozy
Thesecondgroupwereshownexactly the sameadvertisement but all day.Understanding the contextis the keyto completing
therewasa cardboard cut-outof thecartoon character BugsBunny clozetaskssuccessfully.
in the roomwheretheyweresitting.Thenextgroupsawa slightly a Explainthat contractions (likersn'f)countas oneword.
differentversion of theadvertisement, whichincluded an image a S tudents do the taski ndi vi dual ty.
R emi ndthemt o check
of BugsBunny. Andfinally,the lastgroupsawthesecondversion thei ransw ers w hentheyhavefi ni shed.
t he,o n ew h i c hi n c l u d eB
o fth eadv er t is em ent d u g sBu n n y,and Studentschecktheiranswersin pairsfirst,thencheckthc'
alsohada cardboard cut-outof thefamousrabbitin the roomwith answerswith the class.
th e m.
Sinceal[the participants hadalready beento Disneyland, they
wereaskedto talkaboutthesepastvisitsafterlookingat the KEY
advertisement. Over30 percentofthosewhowerein onewayor 1 aren't 3 w ho 5 For 7do 9whe
another exposed to BugsBunnywhilestudying the advertisement 2 not 4 w hose 6 w hi ch 8 how 10 for
remembered personatty meeting himat Disneyland. Sowhere's
the problem, youask?Well,there'sonlyone:BugsBunnyis nota
Di sn ecyhar ac t and
er c ou l dn e v ear p p e aar t D i s n e y l a n d .

xerGise5 page32 8-10minutes KEY
T'*:W I True,D 3 True,B 5 True,C 7 True,E
R e a dt hr ought he ins tru c ti o nasn dth e fo u rq u e s ti o nas s a 2 Fatse,E 4 False,C 6 True,B 8 True,A
r lass.Checkcomprehension of keyvocabulary, or pre-teach
i eUn l O n . V e n U e . Exercise3 page33 5-5 minutes
Ask:/s the classplanningto meetregulorlyofteryou leave r Focusstudents'attentionon the two photos.Askthe
scltool?Howoftendo you plan to meet? questionsfromthe exercise,and geta few studentsto reply.
Stu dentwor s kin pairs a , n dd i s c u s sth e fo u ro p ti o n sSet
. a o Writetwo headingson the board:open-airmarketand
ti met im itof 5 m inut e sfo rth e p a i rsto a g re eo r c o m p r omi se public library.
a n th e det ailsof t he re u n i o nR. e fesr tu d e n ts to th e F u ncti ons . Brainstorm somevocabularystudentscoulduseto describe
3 a nkin t he W or k boofo k r u s e fu o
[ h ra s e sWa . l ka ro u n dand eitherolace.Writethe mostusefuIideason the boardfor
n ro n it or
t he ac t iv it yma
, k i n ga n o teo f a n ys e ri o u se rrors themto referto.
rmi st ak es in appr op ri a cays w e l la s g ra mma ti c e a rro
l r s).
to m e bac kt o t hes ee rro rsi n a l a te rl e s s o nb, u t d o n o t EXefCiSe 4 page32 7l-T2minutes
interruptthe currentactivity,as it focuseson practising
tl u enc ynotac c ur ac y .
Asks om epair st o r ep o rtb a c kw i thth e i rc o n c l u s i o nas,ndto . Readthroughthe instructions and the questionswith the
c'xp t aint he r eas oninfo g rth e i rd e c i s i o n s . class.Makesuretheyunderstand the keyvocabulary.
. E xpl ai that
n i n thi stypeoftaskthe focusi s on fi nding
r Lessonoutcome similaritiesor differences
betweenthe two situationsshown
<students:Whathaveyou leorned/practised today? i n the photos,not on descri bi ng
the detai l sof eachim age.
' il: I hovepractisedcompletinga multiple-choice
stotements Theycanmentionspecificdetaitsto illustrateanypoints
.'cning task.I haveproctiseda clozetask.I havelearnedhow theywantto make.
,Jiscuss orrangements for an event. r Allowa minuteor two for studentsto collecttheirthoughts
abouteachof the questi ons.
r Modelthe taskwith a strongerstudent.
. Studentsin pairstakeit in turnsto do the task.Encourage
themto noteanydifficulties, goodor bad points,and give
o Pl C o l r : , , feedbackto eachotheraftertheybothfinished.
'k, shopping
ands er v i c e s . Conducta classfeedbackby askingaboutthe difficulties or
i ssuestheydi scussed.

+ Lead-in 2 minutes
- Recallthe iob you readaboutin Getreadyfor yourexam3 (a . Withstrongerclasses,you maylike to extendthe
f urnituretester)on page32. Ask:Wouldyou liketo do this
picture-based discussion with a role-ptay
i o b ?S t udent put r e q u e s tion
s up th e i rh a n d sto a n s w eth yes
or no.Ask:Why?Whynot?- dependingon the answersthey to 20 minutesfor this activity.
gavebefore. r Putthe studentsin two groups,A and B. GroupA witl
be the employers at an open-airmarket,GroupB the
lxerCise 1 page33 5 minutes employers in a publiclibrary.Askeachgroupto draw
, Asks t udent tso t hinka b o u tth e i ri d e a ti o b .Al l o wh a tfa up a list of thosequalitiestheywouldrequiresomeone
mi n ut ef ort hemt o c o l l e cth
t e i ri d e a s . apptyingfor a job with themshouldhave.Walkaround
. Stu dentwor s kin pai rs a , n dta k ei t i n tu rn sto a s ka n d the cl ass,moni tori ng the di scussi on
andhel p ingwit h
answerthe questions.Referthemto page24 for useful any language theyneed.
. Formsmallergroups,eachof them containing two
vo cabular y .
studentsfromGroupA, andtwo fromGroupB.
r First,the two peoplefromGroupA shouldinterview
lxerCise 2 page33 75-20minutes
the two otherstudents,who will eachplaythe roleof
H '.'"' a personapptyingfor a iob.Theinterviewers askthe
' Re a dt he ins t r uc t iontos g e th eirn c l a s s Ex
. p l a i th
n a t i n t hi s questionstheyprepared, whilethe candidates both
typeof task,studentshaveto do two differentthings.They givetrueor inventedanswers.
h a v et o f indwhic hpa ra g ra pihn c l u d e si n fo rma ti oanb out o Whenthe interviewers haveinterviewed both
eachstatement, then decideif the information confirms candidates, theyshoulddecideaftera briefdiscussion
the statement(true)or contradicts it (fatse).lt is usually (altowhalfa minute),which,if either,candidatethey
e a si ert o do t het wo ste p si n th i so rd e r.P o i n o t u t th a tthi s wouldchooseto employandwhy.
alsomeansthat,differently frommostotherreadingtask r Studentsthen swaproles,and repeatthe activity.
tvpes,the orderof statements doesnot followthe orderof
i n for m at ionin t he t ex t.
. Re m inds t udent tshatth e ta s ki s s u p p o s e to d b e a c h al l enge
t Lessonoutcome
so i t will c ont ainunf a mi l a rv o c a b u l aTry h e. yd o n o t n e edto Ask students:Whathaveyou learned/practised today?
understand everywordin the textto be ableto completethe Elicit: I havepractisedfrnding specificinformationin a text to
task.lf theyencounter unfamiliar words,theyshouldtry to decideif statementsabout it ore true or false. I havepractised
workout whattheymeanroughly(theyusuatlydo not need describingdifferentplaceswherepeople work or shop.
to l<nowthe exactmeaningof the word)fromthe context.
. Stu dentcsom par tehe i ra n s w e rs i n p a i rs .
. Ch e c kt he ans wer as s a c l a s sD
. i s c u s stu d e n tse' x p e r i ence
of the task. Ask:Whatdid you find mostdifficultaboutthis

Getreadyforyourexam3 & 4
TH Is U f,IT IxC LU D E S O *
V orabul ary. partsofthe body . l nri 6uthe body . l egaIterms. homophones
. achesand pai ns. symptoms. i l l nesses
Grammalo past si mpl eand presentperfectcontrast. presentperfe c ct onti nuor
S peakl ng. tal ki ngaboutdi et and l i festyte. at the doctor's
Wrl tl ng' an i nformall etter:gi vi ngnew s
R K B OO K pages3O-j 6 . S etfcheckpage

Thehuma nbodv
tEs5()1{ suililARY .. e Formorepracticeof Partsof the body,go to:
Vocabulary: withpartsofthebody
Listening:dialogues- listeningfor gist and specificinformation
Speaking:Talkingaboutiniuriesand illness,conversations and KEY
monologuesillustratingidioms 1 1 knee 5 reg 9 mout h
Topics:people,health 2 chest 6 stomach 10 nos e
3 toe 7 back
4 finger I eye
Todo the lessonin 3o minutes,keepthe lead-in
21teg 3 arm 5 che st
brief, set the VocabularyBuilderexercisesas homework,limit
2 heel s 4 foot 6 hai rs
exercise4 to 3-4 minutesand askstudentsto preporeonly one
diologueor monologuein exercise7.
fuercise 3 page
t Lead-in 3 minutes o D emonstrate or i n openpair
tw o or threeexampl es
o Tellstudents thatthetopicof today'slessonis Thehumon acrossthe cl assbeforestudents the act ivit vin
conti nue
body.Wifi a weakerclass,givestudents2 minutesto write cl osedpai rs.
downas manywordsfor partsof the bodyastheycan.Elicit
themontothe board.Nowtellstudentsthattheyaregoing
to startby doinga mini-quiz to find out howmuchtheyknow
. Playa gameof Simonsoysto revisethe body
aboutthe humanbody.Readoutthe questions andstudents
writedownthe answers. Theconectanswers areunderlined. vocabulary.
. Explainthatyouaregoingto playa gamet0 practise
1 Whichpartof the humanbodyneverstopsgrowing?
a m out h b eyes c nose the bodyvocabulary. Everybody muststandup.You
2 A babyhasf ewerb o n e sth a na n a d u l t.T ru eo r fa l se? givethe classinstructions e.g.Simonsays...touch
( F als e
- a babyha smo reb o n e sth a na n a d u l t) your heel,Simonsays... touchyourcalf,Simonsays...
3 Howmuchblooddoesthe averagemanhave? touchyour chin with your ryrisf.Whenyou givean
a 2-3 litres b 5-6 litres c 7-8 litres instruction preceded by Simonsaysthe studentsmust
4 Whatpercentage of the humanbodyis water? l f youdon' tbegi nthe i n st r uct ion
fol l owthe i nstructi on.
a about50% b about 66% c abouIT5o/o with Simonsays...theyshoulddo nothing.lf a student
5 Howm anvm us c l e as reth e rei n th e h u m a nb o d v ? doesthe wrongactionor doesanyactionwhenyou
a 650 b 750 c 850 don'tsaySimonsoys...,theyareout of the gameand
mustsi t dow n.Thel aststudentstandi ng i s the winner .
Exercise1 page
34 Youcoutdaskstudentsto cometo the frontand give
. Studentwor l yr i n p a i rs .
s kindiv i d u a l o i nstructi ons.

KEY Exercise4 page

a e ye las h f c hin k wrist p th i g h . S tudents readnumbers1-6. A skthemto tryto guesst he
b nostril g s c al p I th u mb q c a tf meani ng of the i nj uryvocabul ary.
c eyebrow h nec k m stomach r heel . S etthe taskandremi ndstudents thatthi si s a ftu ency
d eyelid i throat n waist s shin andyouw antthemto gi veas muchi nfor m at ion
acti vi ty
e lip i chest o hip t ankle as possi bte. Toensurethattheyl i stencareful lto y t heir
partners, w arnthemthattheyw i l Ibe askedto te llt he ct ass
afterwa rds abouttheir partner'sexperien ces.
Exercise2 page34 f) r.zs . C hoose a fewstudents to feedbackto the cl ass.
. Pl ayt he r ec or ding . rth e y ' v el i s te n e d
Afte to th e a n s w ers
yo uc ouldas kt hemt o m a k ea ro u g hb u t [a rg esr k e tc hof Exercise5 page
th e per s onin t he ph o toa n da s kth e mto l a b e th l e p a rtsof o W ri teID IOMon the boardandel i ci t/exptaithat n a n idiomis
th e body .Dr awy ouro w ns k e tc ho n th e b o a rda n du s ei t to
an expressi on w i tha meani ng thatyoucannotgue ssf r omt hr
ch ec kans werwit s hth e c l a s s . meanings to hit therooi
of the individual words.Forexample:
r Ei therm odelt he pr o n u n c i a ti oonf j u s tth e p o te n ti a l ly : to be extremely angry.Eticitmoreidiomsfromthe class.
p roblem atwor ic ds( s e ep ro n u n c i a ti onno te )o r re p ta ythe . W i tha w eakercl ass,el i ci tsomei di omsi n the st udent s'
re c or ding,s t oppinga fte re v e ryw o rdto d ri tti t. l anguage.
. A skstudents to w orkw i tha partner to compl ete the t ask.
PR O ] I UI { CI A T I O N - 5 IL EI{ T T ET T E R S o E mphasi se to students thattheyshoul dtry to l ea r nidiom s
ThislexicalsetcontainsseveraIexamples of wordswith as compl ete chunks. Theyshoul drecordthemw it ha cont ex'
silentletters:calf/kc:f/,stomachist,rmak/, thighiOarl, so thattheycanusethemappropri atel y.
thumb/0nm/andwrist/rrst/.Writethe wordson the board
and askstudentsto tellyouwhichlettersaresitent.
calf stomach thigh thumb wrist

Penny Hi,Anthony. Whatis it?
cheste 3 a rmb 5 foot c AnthonyI don'tsuppose youcouldlendmesomemoney?
- hairsf 4 h e e l sa 6legd Penny No,I coutdn't. lt tookyouagesto payit backthelasttime.
AnthonyI'm sorryaboutthat.I'll payyoubackstraightaway this
time,I promise.
Exercise6 page
34 f) r.ze Penny No.
. Explainto studentsthat theyaregoingto listento
co n v er s at ions th e m e a n i n gosf th e i d i o ms
whic hi l l u s tra te tomorrow andI wantto buyhera present. Please.Please.
in exercise 5. Playthe recording and pauseaftereach Penny Oh,OK,then,hereyouare.That'sall I have.
conversation to elicitthe answerfromthe class. AnthonyThanks, Penny. That'sreallygoodofyou.
. Witha weakerclassstudentsmayneedto hearthe 6
re co r dinga s ec ondt im e . Sue Look,Simon,I haveto tellyousomething.
Simon Sue,whatever is the matter?
KEY Sue I'vewantedto saythisforages.
I Th em anis t ellingt he w o ma nth a th e ' sh e a do v e rh e e ls. Simon Well,go on then.
Sue Promise methatyouwon'tbe angrywithme.
I Rachel's put herfoot in it.
Simon lt depends whatit is!
I Cherytis splittinghairs.
Sue Erm,please,please willyougeta haircut?
| hateyour
. Ro s ieis pullingRob' sl e g . hairlikethat.
; Anthonyis twistingPenny'sarm. Simon Oh,wett,if it meansthatmuchto you- | suppose so.
r Sueis gettingsomething off herchest. Sue Oh,thankyou!| wishI'd toldyoubefore.
S i mon H mm.
Exercise7 page34
o Tel[studentsthattheyaregoingto writetwo shortdialogues
Jan Jill,I h op eyou d on' t m ind what I want t o t elty ou.
ilt Wha tis it, Dan ? or monologues similarto the oneson the recording.Monitor
Jan I am so in lovewith you. and helpand correctas studentscompletethe task.
itt . Witha weakerclasshelpstudentspreparefor the taskby
Wh at?
Dan I've lovedyou for as long as I can remember. choosingan idiomand asking,e.g.lf you twistsomeone's
Go sh ,Da n,I ha d no idea. arm, you want them to do it an eosything, or
],, somethingtheywouldprefernot to do? Brainstormexamples
Rachel Gra ha m,I th ink I ' v eius t goneand s aidt he wr ongt h i n g . of thingsyou mightwantsomeoneto do, and arguments you
'lraham Whatareyou tatkingabout,Rachel? coulduseto makethemdo it.
Rachel Remember you told me that you didn't tikeJeff,Amy's
new boyfriend? Exercise8 page34
Craham Oh no, what haveyou said? . S tudents
reador actout thei rdi al ogues
andmono logues.
Qachel Well,it's iust that Amywas goingto ask you to meetJeff Remindthemto lookup and speakclearlyand encourage
for a drink.Youknow,becausehe doesn'tknow many themto showthe emotionsofthe situation. Theother
peoplehere. studentslistenand guesswhatthe idiomis.
G raham And ?
lachel Well,I sort of said that I didn't think it was a good idea. Forpracticeofvocabuloryfor lnside the body,go to:
And Amy said,Why?And so l, wett,I tried to explain
- nicelyof course- that you didn't tike him. And now I
think she's a bit upset.
Graham Ohforheaven's Youandyourbigmouth!
\4artin Areyoulistening, Cheryl?SoI saidto,im yesterday... l7 skull 6 spi ne 11 l ungs
Cheryl lt can'thavebeenyesterday,Martin. 2 skin 7 brain 12 liver
l\4artin Whatdo youmean? 3 ribs 8 vein 13 stomach
Cheryl lt musthavebeenthedaybefore. Youdidn'tgoout 4 muscle 9 artery
yesterday.Orit couldhavebeenattheweekend, I suppose. 5 bone 10 heart
Martin What?
Cheryl Whenyousawlim.
Martin Look,doesit matter? Doyouwantto hearthe storyor not? t Lessonoutcome
Cheryt Yes,sorry.Dogo on. Askstudents:Whathaveyou learnedtodoy?Whatconyou do
Martin As I wassaying... now?andelicit:/ cantalk aboutparts of the humanbodyand
4 injuries. I can understandond use idioms with parts of the body.
Rosie Oh, Rob,what'sthat on your face?
Rob What?
Rosie Thatbig greenmark.
Rob What is it?
Rosie I don't know.
Rob Canyou rub it off?
Rosie I'm trying.No, it won't comeoff. Oh dear.Youdo look
Rob Oh, no. I'tt haveto go home.
Rosie I was joking!There'snothingon your face!
Rob Oh, Rosie!| wish you wouldn'tdo that atl the time!

Unit4 . Bodyandmind
Formorepracticeof Postsimpleand presentperfect,go to:

1 t haven'seen
t 4 've come 7 've changed
2 havemoved 5 hasi ustgot
3 haven'tfound 6 haveyou lost
2 1 moved 5 broke
L ESSO l{ S UM M A RY O I& .: 2 haveknown 6 di dn' tgo
Grammar: pastsimpleandpresent
contrast: perfect,
time 3 haven'fai
t ted 7 Have(you)finished
exDressrons 4 wasborn 8 w ent
an articleandinterview
Reading: aboutextremesports
Speaking: thisweek
3 pase
Exercise 3r {b rzt
. R eadthe i ntroducti on to the textfi rstanddealw it hany
vocabul ary questi ons. N extfocuson the taskandgive
Todo the lessonin 30 minutes,keepthe lead-in
students tw o mi nutesto compl ete i n dividuall
the di al ogue
brief,set the GrammarBuilderos homeworkand do exercise4
or i n pai rs.P l aythe recordi ngfor students to checkt heir
anS w ers.
t Lead-in 2-3 minutes
. WriteEXTREME SPORTS on the board.Askl.Whatextreme
sportsconyou think oft Elicitas manyas possibleand 1 di d, start 4 havebeen 7 have,broken
wri t et hemon t he bo a rd P. o s s i b te
a n s w e rss:k y d i v i n g, 2 made 5 found 8 H ave had
sn o wboar ding, bung e ej u m p i n gmo
, u n ta i nb i k i n g , 3 di d, di scover 6 have,broken 9 sw am,wer en'i
p a ragliding, s ur f ing .
. Askif any bodyhasdo n ea n yo f th e s p o rtsa n dg e tth e mto
Exercise4 page35
te ttthe c las saboutit. r S tudents y i n pai rs.
canw orki ndi vi dual lor
Exercise1 page35
. Askques t ions KEY
in ope nc l a s sto e l i c i ta s ma n yd e ta i l sa s
possible.Whatcanyou seein the photo?What'sthe man pastsimple:in (2001),later,on oneoccasion
doing?Whyis he doing it? What'she wearing?Howis he presentperfect:since,so far
feeling?Whereis he?
o Fo c uss t udent on
s t h e q u e s ti o nas n dg i v eth e mti meto read Exercise5 page35
th e t ex tandans werth e o u e s ti o n s . . R eadthroughthe i nstructi ons together.
E l i cithe
t t enses
usedi n the exampl e(present perfectandthenpa stsim ple
KEY 1 France 2 CosinoRoyale andw hythesetensesareused.(Thefi rstquestionis t at kir ;
aboutanyti mew i thi nthe l astw eek;the secondis nar r owr
Exercise2 page
35 downto a specificevent.)
r Studentsfirstunderlinethe two differenttenses.Remind Witha weakerclass,do altof the conversations in openpai
first.Aska studentto askthe firstquestion:Haveyoubeent
them if necessary that the presentperfectis formedwith
the cinemathis week?Afterthey'veaskedthe questionthey
have+ paslparticipte. Suggestthat theyusedifferent
nomi nate anotherstudentto answ erthe questi on andt hen
colours.ReadthroughIhe Learnthisl box,askingdifferent
aska followup questionin the pastsimple.
studentsto readout the examplesentences. Suggest
becometoo l ong.Foc usinst ear
D on' tl etthe conversati ons
theywrite7,2 and3 nextto the presentperfectverbsto
on accuracy andgi vi ngstudentspracti ce
i n sw i tching
f r onr
sh o wt he us es .
the presentperfectto pastsi mpte.
pastsimple: began,gave,came,appeared OP TIOX A L A C TIV ITY - GA ME
presentperfectuse 1: Sebastien Foucanhastakenpart... Inegularverb participtesgameDividethe classinto two
, eru n n i n gh a s
si n ce .. f, r eer unningha sa l w a y se x i s te dfre teams,A and B, andwriteA and B on the board.Callout
alwaysbeenthere verbfrombelow.Askthe class
the infinitiveof an irregular
presentperfectuse2: Sebastien hasappearedon W a number to shoutout the pastparticiple.lfthe firststudentgetsit
o f ti me s righttheywin a pointfor theirteam.lf theyget it wrong
p re se ntper f ecus t e3: s i n c eth e n ,fre eru n n i n gh a sb e c ome the teamlosesa pointandthe otherteamhasanother
attemptat the sameverb.Insiston goodpronunciation.
ve ryp oput arhe' , sius ta n n o u n c ehdi s ta te s ct h a l te n g e
Keepthe scoreon the board.
bite (bitten),steal(stolen),swim (swum),wear(worn),
eat {eaten),fight (fought),fly (flown),shine (shone),rise
(risen),tet (tet),tose(lost),show (shown),keep(kept),
shut (shut),teach(taughD,bring(brough0,buy (boueh0,
think fthought),come(come),hide(hidden)

t Lessonoutcome
Ask students:Whotdid you learntoday?Whatcanyou do not
and elicit:I havelearnedwhento usepresentperfectand wltt
to usepast simple.
Unit4 . Bodyandmind
Exercise5 page36
r Studentsworkindividually or in pairs.Explainthat for
Fastfoodaddicts questions2-4 thewordsformpartof phrasesand that part
of the phraseis alreadygiven.Theyneedto scanthe text
to find thosewords.Tellthemthat theyneedto checkthe
sentences 3 as wetlas the mainbodvof the text.
in exercise
.ESS O ll S Ut ilA R Y o o ..e l
: eading: a textaboutobesity;matching KEY 1 sue 2 sui t 3 di smi ss 4 bi l t
- stening: 3 interviews
for specific
':r m at ion
6 pase
Exercise 36 f) r.ze
' ocabulary:
food o Readthe instructions
with the class.Remindthemto focus
-:pics:health,lifestyte on the questionsand not to worryif therearewordsthey
areunfamiliarwith.Ptaythe recording. Witha strongerctass
pauseaftereachinterviewfor studentsto writethe answers.
Witha weakerclassoauseaftereachanswer.
Todo the lessonin 30 minutes,keepthe lead-in
ef and oskstudentsto read the textfor the first time at home. KEY
r Lead-in 3 minutes 1 Tony4 or 5; everyday;quitehealthily
. D iv ides t udent in 2 Karen2;2 days:not heatthily
s tos m a l g
[ ro u p sAs
. kth e mto te l l each
3 Chris3; 4-5 days;healthily
othereverything they'veeatenand drunkin the last24
h our sanddec idew h o h a sth e h e a l th i e sdti e ti n th e group.
. Drawstudentsattentionto the lessontitte.Check Tmrscnrprt.zg
understanding of the wordsaddict,oddiction,be addictedto. Speaker1 Tony
Askstudents whetherit is heatthyto be a 'fastfoodaddict'. Int. CanI askyoua fewquestions aboutyourtifestyte?
)Jowlookat the titleofthe text.Askstudentsto lookat the Tony Sure.Goahead.
iessonandtexttitleandthe photoandtry to guesswhatthe Int. Onaverage, howmuchtimedo youspendeachday
:extwill be about.Checkunderstanding of obesityandblome. watching W?
Tony Eachday.Aboutfouror fivehours,I depends
Exercise1 page what'son.I watcha moviemostevenings,
36 Int. Andhowoftendo youexercise?
. Chec kt he m eani n g a n dth e p ro n u n c i a ti oonf th e w ords Tony WettI watkto schooleveryday.AndI playfootballon
ln the box,especia[[y corbohydrate /,kq:beu'hardrert/ and Saturdays andI usually go swimming on Sundays, so every
protein/'preoti:n/.NB vitaminis pronounced/'vrtamrn/in day,I suppose.
BritishEnglishand/'vartamrn/ in AmericanEnglish. Students Int. Woutdyousaythatyoueatheatthity?
d es c r ibe . h e c k th ea n s w e rs
t he ohot o si n o a i rs C a s a cl ass. Tony Prettyhealthily, yes.
Int. Doyouevereatiunkfood?
Exercise2 page36 Tony Notveryoften.I sometimes havea burgerandfrieswhen
. Focuson the instructions I'm in townwithmvfriends.
and tell the classto readthe text
Int. Thankyou.
quickty,ignoringthe gaps.Letthemcomparetheiranswers Tony You're welcome.
with a partnerbeforeyou checkthe answerstogether. Speaker2 Karen
Int. CanI askyoua fewquestions aboutyourlifestyle?
Exercise3 page
36 Karen Yes,OK.
. Givestudents 10 minutesto complete thetask.Thenaskthem Int. Onaverage, howmuchtimedo youspendeachday
to compare theiranswers witha partner justifying theirchoice. watching TV?
. U nlik eot herr ead i n gc o m p re h e n s i o
tans k s s, u c ha s Karen Well,I don'twatchW everyday.Sometimes there'snothing
com pr ehens ion q u e s ti o ns,
qu e s ti o nasn dtru e /fa l s e w here goodon - so I do something else.Orif I'vegota lot of
the bestapproachis to usethe questionsas a startingpoint homework I don'twatchTV.ButI watchit mostdays.
andthenscanthe textfor the answers, with this kindof task Int. Sohowmanyhours,on average, do youthink?
it is betterto startwith the gapsin the text.Thefirststep Karen Maybetwo.
is to readthe textas a wholefirst.Nexttheyshouldread
Int. OK.Andhowoftendo youexercise?
Karen Hardlyever.I don'ttikesports.Wehaveto do sportsat
the textbeforeand aftereachgap and predictthe missing
schooltwicea week,butthat'saboutit.
information. Thentheylookfor a sentence that fits the topic.
Int. Anddo youeatheatthily, do youthink?
Thenextstepis to lookfor grammatical andvocabulary Karen Mmm.I'm notsure.I eata lot of potatochipsand
l lnk s ,e. onou n ste, n s e sa n ds y n o n y msl fth
. e ya renot chocotate.
sureof the answer,theyshouldgo on to the nextgap. Int. DoyoueatTVdinnersat home?
. Remindstudentsthat thereis one sentence that doesnot fit Karen Yes,sometimes. Momdoesn'tcomein fromworktill lateso
a nyof t he gaps . sheleaves themin thefridgefor us.Weiustheatthemup.
Int. OK.Thankyou verymuch.
KEY 1c 2a 3e 4b Karen That's0K.
Speaker3 Chris
Int. CanI askyoua fewquestions aboutyourlifestyle?
Exercise4 page36 Chris Sure.
. S t udentdis
s c us st h e q u e s ti o ni n p a i rsfo r a mi n u teA
. skfor Int. 0n average, howmuchtimedo youspendeachday
a showof handsto find out whatthe majoritythink. watching W?
Chris Wett,I watchTVbeforebreakfast, foraboutan hour.Thenin
theevening I watchit in mybedroom, fora coupleof hours
Int. 5o aboutthreehoursa dav.
Chris Yes,aboutthat.

Unit4 . Bodyandmind
lnt. OK.Andhowoftendo youexercise?
Chris I do gymandbasketbatl at school.Sothat'sthreetimes
a week.AndI usuatty go rotterblading
Saturday or Sunday.
Int. Andwouldyousaythatyoueathealthity?
Chris Yes,I thinkso.I try notto eattoo manyfoodsthathavelots
of f atands ugarin th e m .
In t. Doy oueatW din n e rs athome? tEssoil SUMMARY o | & ,1,
Chris No,butwe sometimes geta take-outfora treat- Chinese
Grammar: perfect
continuous, present
contrast: perfect
or lt alian.
In t. T hank y ouf ory ou rti m e . s i m p l ea n d c o n t i n u o u s
Chris You're welcome. Reading:shortarticleaboutthe effectof musicon studying
Speaking:talkingaboutactionsthat haverecentlystopped
Exercise7 page36 f)
o Al to ws t udent a
s m in u teto re a dth e q u e s ti o n sP. l a yth e
re co r dingagain. Todo the lessonin 30 minutes,keepthe leod-ir
short,set the GrammarBuilderas homeworkand do exercise'
KEY 1T 2F 3F 41 5T 6F 7 I8 F 9T 3 and 5 as a class.

f Lead-in 3 minutes
OPTI O I { A t S P E AK II{ G P R A C T IC E . W ri tethe fol l ow i ng
questi onson the boardfor st udent st o
r Theactivityis an exercisein presentingargumentsfor discussin pairsor smallgroups:Whenyou do homework,
one'sideaand contradicting otherpointsof view. revision,etc.wheredo you find is the bestplaceto study?
. As a class,brainstorm populardietsandtheirtypicat Whatis the besttime of dayfor you study?Howlong cony,
ingredients (Mediterranean : oliveoil, tomatoes; studybeforeyou needa break?Do you needtotalsilencet,
japanese:fish,rice;vegetarian; vegan,etc.).Put concentrate or do you like to listento music?Whatkind ol
studentsin groupsand allocatedifferentdiets.Groups musi c?S harei deasas a cl ass.
have3 minutesto poolarguments for theirdiet as the
healthiestone and againstatl the otherones,Remind Exerciset page37
studentsof the usefulvocabulary in exercise1. Ask o Focuson the photoandel i ci tw hatthe subi ecti s . G ivet hc
groupsto presenttheirideas.Decideas a classwhich studentsa mi nuteto readthe textandansw erthe quest io
groupis the mostconvincing. with a oartner.

Exercise8 page36 i t hel psst udeni
H eusesmusi ci n hi s mathsl essonsbecause
r Allowfiveminutesfor the pairinterviews. In a strongerclass to concentrate.
or if therearefast finishersaskstudentsto thinkof more
q u es t ions r s th e yd o th e ta s ka n d n o tedow n
t o as k .M o n i to a
i mpor t ant a n d e x a mp l eosf g o o du s eo f l a n g uage.
m is t ak es Exercise2 page
o Focuson the verbsi n bl ue.E l i ci or
t gi vethe nam eof t he
Exercise9 page35 tense:present perfectcontinuous.
. Asksomestudentsto reportbackto the class.Askthe class
who hasthe heatthiest andwho hasthe unhealthiest.
lifestyle KEY has,been

t Lessonoutcome Exercise3 page37

Ask students:Whathaveyou leornedtoday?Whatconyou do
Readthe Learnthis!boxtogetheror askstudentsto read
nowTand try to elicit:I con understandand reactto an article
i t si l entty
on thei row n.C heckunderstandi ng by ref er r ing
aboutobesityand diet. I can discussdietsand lifestyle.
backto the textandaski ngconceptquesti ons: l s M ar kst i
Notesfor Photocopiabte
activity4.1 teachingatthe school?Nes)Didlulia listento lamesBlur:
long time ago?(No,recently.)Doeslisteningto JamesBlur
HeatthQuiz haveon effecton her now?Nes)
Pairwork S tudents comol ete the taskal oneor i n pai rs.
L a n g u age:healt hv oc ab u l a ry
Materials: one copyof the worksheetperstudent(Teacher's KEY
Bo o kpage129) t have,beenl i steni ng
to 4 hashe beenptaying
. D i vides t udent sint o o a i rsa n d h a n do u t th e w o rk s h eets.
2 hasMarkbeenteachi ng 5 she' sbeenl i stening
Fo c uson t he t abt ein p a rt1 . Ex p ta i a
n n yu n k n o w n
3 hashe beenpl ayi ng
vocabulary,e.g.caffeine,aerobic,diet (2 meanings-1 the
food we eat regularlyand 2 weight lossprogromme).
Student dis s c us st he q u e s ti o nas n dw ri teth e i ra n s w e irn the
Ou rons werc olum nG . i v ea ti mel i m i to f 5 mi n u te sfo rt hi s.
cutTUREltorE - fAf,lEsBLul{T
Explainthat studentsaregoingto reada doctor'sanswersto who shot
JamesBluntis an Englishsinger-songwriter,
th e oues t ionsF.oc u so n th e o u e s ti o na n da n s w ete r x t .A sk to famewith his numberone single,You'reBeautiful,in
StudentA t o r eadt he fi rs tp a rta n dS tu d e nB t th e s e c ond 2005.Hisstyleis a mixof pop,rockand folk.
p a rt .M onit orandex p l a i na n yu n k n o w nv o c a b u l a ry
e ,. g.
In p air ss t udent spoo l th ei n fo rm a ti othn e y ' v ere a da nd
completethe Expert's answercolumn.
Checkanswersandaskstudentsto compare theiranswers
with the Expert'sanswers.Ask Whatdid you find surprising?

unit4' Bodv
Exercise4 pageiT
. R eadt he ins t r uc t i o nasn dd o th e fi rs ts e n te n caes a cl ass. tit+Ig$tt
St udentcsont inue a l o n eo r i n o a i rs C
. h e c ka n s w e rs
- 've beens it t inge 4 haven'tbeenfeelingf
TE S S ON S U Mi l IA R Y .. &
I 've beenpaint ingd 5 've beenworkinga
Reading:an article; questions
I 've beeneat ingb 5 ' s b e e nra i n i n gc
Speaking:playinga memory game
Exercise5 page37 Topic:people
. R eadt hr ought he in s tru c ti o ntos g e th ear n da s ks tu dents
re adt hr ought he lo o k o u t!b o xa n dd o th e ta s ka l o ne.
Todo the lessonin 30 minutes,keepthe lead-in
KEY brief,askstudentsto readthe textot homebeforethe class,
haveimproved and do exercise3 togetheras o class.
larl<h as d iscovere d
t Lead-in 4 minutes
. Askthe class:Doyouhavea goodmemory?Whatkindof
Exercise6 page37
. St udentcsanwor ka l o n eo r i n o a i rs . thingsdo youfind hard to remember?Whatdo you do if you
hovesomethingimportontto remember?Elicitony techniques
for remembering, e.g.mnemonics,associltion,etc.
- havebeenlearning 5 have...seen Exercise1 page39
- ha ve rea d 6 ' v e b e e nl o o k i n gh; a v e n 'found
t . Aska studentto readthe textquickly.Tohelpthemdo it
,l 've known 7 ' s b e e ns h o p p i n g ;' sb o u ght qui ckl ygi vethema ti mel i mi tof tw o mi nutesandt et lt hem ,
- Ha ve... be en crying 8 ' s b e e nd o i n g ;h a s n ' fi
t n i shed as theyread,to keepthei reyesmovi ngqui cktyfr om[ inet o
l i neandnotto stopi f theydon' tknowa w ord.
''' moreon Presentperfectsimpleand presentperfect . With a weakerclasspre-teachpackof cardsandsundial.
go to:
KEY S entence
1 i s fal se.

Exercise2 page
KEY . S tudents cando the taskatone.R emi nd themto under line
1 1 a has c ut b h a sb e e nc u tti n g the relevantpartof the text beforetheydecideon the
2 a hav ebeenwa tc h i n g b have(you)watched answer.Getthemto referbackto the textduringfeedback.
3 a hav ebeent id y i n g b h a sti d i e d o A skfurthercomprehensi on questi ons:W hatcanAndi
4 a hasread b h a v eb e e nre a d i n g do with a packof cords?Whatkind of eventsshouldyou
6 a has(never)run b h a sb e e nru n n i n g visualisenearthe door of a room?
7 a hass t udied b h a sb e e ns tu d y i n g o Askfastfinishersto write2 morecomorehension ouestions
(notmutti pte-choi ce)
to askthe cl ass.
2 t hav e,c r as hed 5 haveb , e e nc o o k i n g
2 hasbeenr ainin g 6 h a v e n 'fit n i s h e d
3 Hav e,m et 7 have,wanted KEY 1b 2a 3b 4c 5c
4 hav e,under s t o o d 8 h a v e n 'dt o n e
Exercise7 page37 Thew orl dmemorychampi onshi ps i s an organised
. Foc uson t he ins t r u c ti o nasn dth e e x a mp l eD. oth e fi rst
competi ti on of mentaIsportsi n w hi chpeopl emem or ise
i wo in openpair s t, h e na s ks tu d e n ts to c o m p l e te
th e task as muchi nformati on (i nctudi ngpl ayi ngcards,spoken
in closedpairs.In a weakerclassgo throughall the items numbers, photosof faces)as possi bl w e i thi na cer t ain
;n openpair sA . s ka s tu d e nto t m a k ea c o mme nat n dthen peri odof ti me.Thechampi onshi ps havetakenplace
n o m inat seom ebo diyn th e c l a s sto a n s w eirt. T h es e cond v nceL990.In 2006therew ere40 con t est ant s.
annual l si
studentr epeattshe p ro c e d u re .
. Writethe followingon the boardfor fastfinishersto
commenton: Yourhair's wet. Yourfinger's Exercise3 page
bleeding. Youlook bored. o A skstudents
to l ookat the hi ghti ghted w ordsandelicitt he
connecti on
betw een them.(Theyareal l rel atedt o m em or y) .
r Lessonoutcome l y i n pai rs.
Theycando thetaski ndi vi dual or
. < students:Whotdid you leorntodoy?Whotcanyou do
:,v? andelicitanswers.I concorrectlyusethe presentperfect KEY
'tinuoustense.Ask: Whichusefulwordsand phrosescanyou 1 forget 3 remember 5 i magine
. -tember?
2 memori se 4 remi nd 5 associat e

Exercise4 page39
. ReadtheLearnthrslboxtogether.
the meani ng youcoul dexplaint hat
of thew ordhomophone,
homo meanssameandphonemeanssoundin ancientGreek.

Unit4 . Bodyandmind
KEY . Omi tthe fi rststagei f youthi nkyourstudents
ca ngo st r aig
1 th e ir 3be 5 for intothe gameof pelmanism.
2 week 4 won 6 read

Exercise5 page39
Checkthe meaning of thewordsfirst.Youmayneedto explain: ry@
rvare:usualtyusedin with anotherword,obiectsmadeof
the materiaI mentioned kitchen ware, g lossware, silverwore;
At the doctofsj
h a r e:an anim allik ea ra b b i tw i th l a rg es tro n gb a c kl egs;
howl:to cryveryloudly,or the longloud noisemadeby
a wolf or dog;rite:a ceremony performedby a particutar LE S S OII S U MMA R Y .. @
groupof people,oftenfor retigiouspurposese.g.the last FunctionalEngtish:
at thedoctor's
rites. listening:dialogues; forgistandspecific
listening words
In pair ss t udent s a yth e w o rd sa l o u da n dd e c i d ew h i chare Vocabulary:symptoms andillnesses
h o moohones . Speaking:conversation betweenpatientanddoctor
I a ,b andc 4 aan d b 7 bandc 1 0 a a n dc
2 a ,b andc 5 aan d c 8 a ,b a n d c Todo the lessonin 30 minutes,keepthe timef,'
3 a a ndb 6 aan d c 9 a ,b a n d c the preparationphasein exercises5 brief,and limitthe numJ
of performancesin exercise6.
6 page
Exercise 3e f) r.zr t Lead-in 2 minutes
. Pl a yt he r ec or ding to c h e c ka n s w e rsWi
f o r s tu d e n ts . t ha o S tudentsw orki n pai rsto askandansw erthesequest ions
weakerclass,pauseaftereachset of threewords.Eticitthe Whenwosthe last time you wereill? Whotwosthe matter
a n s werand as kt he mto re o e a t. with you?Did you see a doctor?Did you tokeany medicinr
Did you havetime off school?
Exercise7 page3e
. Gi v et he s t udent on
s emi n u teto fi n dth e w o rd si n th e text.
m o rep l a c e si n a h o use.
Gi v et hema m inut eto b ra i n s to rm OP TIOTIA L S P E A K Il {G TA S K
Putstudentsin smallgroupsto describethe photoand
KEY , t o mo f th e s ta i rsk, i tc h e nd, i n i n groom
bedr oombot answerthe questionsl. Are theyin hospitalor in the
doctor's office?ls being a doctor o tough or eosyjob? Whv

Exercise8 page39
. Fo c uson t he ins t r u c ti o nW try to
s . h e nth e s tu d e n ts Exercise1 page
4o f)
re mem ber t he wor d sma k es u reth e yta tkth e i rp a rtn er o S tudentsusethe phrases to compl ete PlayI
the di al o gue.
th rought he r out et h a tth e yh a v em a d ei n th e i rh e a d .A t the recordi ngforthemto check.
e n dof t he ac t iv it yas kth e mh o ws u c c e s s fu thl e yfo u ndthe . Y oucoul daskstudents to practi se readi ngthe dialogue w
strategy. a partner.P ayparti cul ar
attenti on to thei rpronunciat ion
of temperoture /'tempretJe(r) l, cough/kof/ and antibiotics
I Lessonoutcome /,entibar'otrks/.
Ask students:Whathaveyou leornedtoday?Whatcanyou do . Askhst finishersto locatetwo phrasatverbs andguesswl
now?andelicitanswers:I canunderstand an articleabouthow theymean(goingon = happening, clearup = go away).
to improveyour memory.I havelearnedabout homophones.
Notesfor Photocopiable
activity4.2 1 I' vegot a temperature
anda badcough.
Homophones pelmanism 2 Forabouta w eek.
Game 3 l i stento yourchest
L a n g uage: hom ophon e s 4 threeti mesa dayaftermeal s
Ma ter ialsone : c opyof t h e w o rk s h e ectu t u p p e rp a i ro r groupof 5 keepwarmand get plentyof rest
threeto fourstudents(Teacher's Bookpage130)
. Gi v eeac hpairor gr o u pa s e to f c a rd sa n da s kth e mto
sp r eadt hemout on th e d e s kfa c eu p . Ex p l a i n a n yu n know n C U LTU R E I{OTE - P R E S C R IP TIOl IS
w or ds ,giv ingpt ent yo f e x a m p l eass s tu d e n ts w i l l n e edto Therearetwo kindsof medicinethat you canbuyfroma
oroducesentences with themlater. chemist'sin the UK:medicinethat you canbuyoverthe
. Asks t udent tso put th e w o rd si n to p a i rso f h o m o p h ones, counterwithout a doctor'spermission,or prescription
e.g.boardandboard.Gothroughthe answersas classand medi ci ne andyoucanonl ybu yit if t he
w hi chi s stronger
then playa memorygame(pelmanism) of as foltows. doctorprescribesit to you.A prescriptionis the pieceof
. Stu dent s huf f let he c a rd sa n d s o re a dth e mo u t fa c edow n. paperthat the doctorgivesyou to taketo the chemist's.
Studentstakeit turnsto turn overanytwo cards.lf they It te[[syouwhichmedicineand how muchof it you can
mat c h,t he s t udentm a k e sa s e n te n cw e i the a c hw o rd,keeps have.Somegroupsof people(peoptewho areold, who ar
th e c ar dsand hasa n o th etu r rn .l f th e c a rd sd o n ' tm a tch, sufferingfroma long-term conditionor unemployed) don'
h e / s he m us tt ur nt h e mb a c ko v e r.T h ec a rd smu s ts tayi n haveto payfor prescribed medicine.
e xac t lyt he s am epl a c eT. h eg a mec o n ti n u eus n ti la l l the
ca rdshav ebeenm a tc h e dT. h es tu d e nw t i thth e mo stcards
i s the winner . Forfurtherpracticeof Achesand pains,go to:

u n it4 'Bo dv andmi nd

Doctor Wetl,I think it coutdbe food poisoning.Haveyou eaten
i EY
anythingwhich might havedisagreedwith you?
3 H e' sgota s t om ac ha c h e . 7 H e ' sg o ta p a i ni n h i sk nee. Patient I had someseafoodlast night.
4 H e' sgota painin hi sa rm . 8 H e ' sg o te a ra c h e . Doctor Thatcould be it. Drinktots of tiquid.Whenthe dianhoea
5 H e' sgota painin hi s l e g . 9 H i sn e c ka c h e s . stops,you can eat a littledry bread- but avoid mitk and
6 H e' sgott oot hac he . 10 H i sb a c ka c h e s . cneese.
Patient Oh dear ... ls therea toitethere?
Doctor Yes,there'sone just alongthe corridor...
xerCise2 page40
i o cu son t he ins t r uc t i o nasn dth e s y mp to msC. h e c kth e 4 page
Exercise 4o fi r.rz
,,ocabulary. Wordsthat arelikelyto causedifficultyare: . S tudents the gapsand l i stento the recording
compl ete to
>hivery, dizzyandswollen.Studentscanworkin pairs. check.Witha weakerclassstudentslistenthenfittin thegaps.

EY 1d 2a 3f 4e 5b 6c KEY
1 dri nk,stay 5 prescribe,
xercise3 page
4o O r.rr 2 work,plentyof 6 i ce
te l lstudent tshatt heya reg o i n gto h e a rth re ep a ti e n ts 3 feel,see 7 ti qui d
ta l ki ngt o t heirdoc t orTh
. e yl i s te na n ds a yw h i c hi l l n e s ses 4 rest,walk 8 di arrhoea,
avoi d
l h e yh av e.Rem ind t hemto l i s te no u t fo rth ew o rd si n
e xe rcis2. e G iv et hemt i m eto c o m D a re i d e a sw i tha o a rtner
b e fo rec las sf eedbac k. tA l { GU A GE I{ OTE . ID IOMA TIC E X P R E SSI O I I S
o Thetisteningtextscontainseveralfixedand idiomatic
EY expressions whichyou mightwantto hightight.
LU 2 twistedankle 3 fo o dp o i s o n i n g I'm achingoll over.
You'vegot a touch of flu.
Haveyou eatenanything which has disaoreedwith you?
R A N S CRIPT1 .31 r Y oucoul dgapthe underl i ned w ordsandaskstu dent s
to thi nkof anotherw avto savthe sentences.
, ct or Hello ,Mr lon es.Co m ein and s it down.Howc an I help ?
.tient Goodafternoon,Doctor.I haven'tbeenfeetingverywet[.In
fact I feelterrible. Exercise5 page
)ct or I see.Do you feel shivery? . Gi vestudents aboutfi vemi nutesto prepare and reh ear se
rr:rentYe s,an d I'm achin gal[ ov er .
thei rdi al ogues.R emi nd
themto usethe l anguage fromt he
,ctor How long havebeenfeetinglikethis?
prevrous exercrS eS .
lirent Sinceyesterday. . In a stronger
,)ctor OK,l'll justtakeyourtemperature. cl assstudentsneedn'w t ri tethe ful l se nt ences,
...39 degrees. j ustnotesas prompts.
got quite a hightemperature. You'vegot a touch of flu.
rt rent Canyou pre scribesom eant ibiot ic s ?
ilctor No,the ywo n't he lp.Fluis a v ir us .Yous houlddr inkas
Exercise6 page
muchas po ssiblea, nd s t ayin bed.
. C hoose several pai rsto actout thei rconversati
rt ient But I ha veto wo rk. havea l argecl assor areshortof ti me,di vi dethe cl a ssint o2
Dctor I do n'tth inkyo ushouldgot owor k . Youneedplent y o f groups.S tudents actoutthei rdi al ogue i n frontof the gr oup.
rest.lf you don't feel betterin threeor four days,come
backan d see me a gain. t Lessonoutcome
rtient OK.Th an kvou . Ask students:Whatdid you learntoday?Whotcanyou do now?
I cantolkaboutillnesses,
and elicitanswers: theirsymptons
rt ient Goo dmo rnin gDr Bens on. ond treatment.
oct or Goo dmo rnin gMis s Dav iesW . hatc an I do f or y ou?
rt ient My an ktehu rts.I th ink l t wis t edit while I was play ing
votte yb attthis mo rning.
,rctor CanI see it olease?...Yesit's a bit swollenand there'sa
bruise.Do esth at hur t ?
, rt ient Ow!
r)ctor Yes,you'vetwistedit. Youmust restyourfoot for a couple
An informalletter
of days.Trynot to walk on it.
, rt ient 5o I sho utdsta va t hom e?
octor Yes.I'tl giveyou an elasticatedbandageto put on it. tE S S Ol { S U tmA R Y .. W
rtient lt re altyhu rts.Cany ou do any t hingaboutt hat ? Writing:an informallettergivingnews
,octor I'll prescribesome painkillers. Youcan take them every Reading: informal givingnews
fou r h ou rs. Vocabulary: informalphrases
'atient Tha nkyo u. Topic:health
)octor Youcan also put ice on it to keepit coot.But don't keep
th e iceon it for mo r et han 10 or 15 m inut esat a t im e.

) oct or Comein. Takea se at .Howc an I helo? Todo the lessonin 30 minutes,set the writing
'atient I do n'tfe elverywell.I ' v egot a s t om ac hac he. tosk os homework.lf you feel studentsneed to write the letter in
class,spendno morethan 15 minuteson exercises7-4.
'octor How long haveyou had it?
:tient lt sta rtedin th e middleof t he night .I k ept r unningt oth e
to ilet.
t Lead-in 2-3 minutes
, octor I se e.Haveyo u be ens ic k ? r lntroduce the topicby asking:Howoftendo you write
'atient No. bu t I fee lterrib le. Ietters?Howoften do you receivethem?Doyou prefer writing
Iettersor e-mailsTWhichdo you prefer to receive?Whydo
people write letters?

Unit4 . Bodyandmind
Exercise1 page
41 t Lessonoutcome
o Focuson the lettersand askstudentshowtheywouldknow, Ask students:Whathaveyou learnedtoday?I havelearned
in two seconds, whetherthe lettersareformaIor informal? informalphrasesusedin letter writing. I con write a letter to a
(theendings:Ioadsof love,love,the exclamation marks, friend giving news.
th e r ear eno addr e s s e s ).
r Focuson the instructions and askstudentsto readthe letter
quicklyto find the answers. 3-4
KEY t7 workinghours 3 earns 5 Iea m
Emi l yhasbr ok enhera rm . 2 part-time 4 l abourer 6 cha llenging
Julie'sgot a temperatureand an upsetstomach.
2t heel 3 lip 5 scarp
2 thi gh 4 nostri l 6 thu m b
btercise 2 page
r Asks t udent tso loo ka g a i na t th e te x tsa n da n s w ethe 31 w ho 3 w ho 5 w hich
q uestions. 2 w here 4 w hose 6 w hich
42 My brother,who doesresearch intotropicaldiseases,
KEY worksas a lecturer.
1 Sh e' sbeenhav inge x a msa n dre h e a rs i nfo
g rth e C h ri stmas 3 My studi o,w hereI spendmostof myti me,i s ver ycheap
5 n ow. 4 My computer, whichI takeeverywhere with me,is a laptop
2 She'sbeenworkingreallyhard. 5 My boss,whosesecretary is hiswife,spendsverylittle
3 Herdad' sboughta c a ra n dh e rb ro th e r' bs o u g ha
t new time in the office.
computer. 5 My office,whichhasa marvellous viewof the river,is
4 They'vebeengoingout togethersinceHalloween. neverw armenougn.
5 Sh ef anc ieshim . 51 havebeenw atchi ng
6 Hegoesto schoolin London. 2 haveyoubeenl i vi ng
3 hasn' tbeenl i steni ng
Exercise3 page
41 4 H aveyou beensl eepi ng
. Stu dent cs anwor ki n d i v i d u a l o
tyr i n p a i rs C
. h e c ka n sw ers. 5 hasbeenseei ng
r Afteryou've checked theanswers, youcoulddriltthe phrases. 6r e 2a 3c 4d 5b
Atthoughtheyareusedfor writing,it wouldbe usefulfor
to be ableto 'hearthemin theirhead'as theywrite.
students 7 7 dizzy 3 ftu 5 tablets
2 temperature 4 better
1a 2b 3a 4b 5b 6a 7b 8b 9a
Exercise4 page
o Stu dent cs ando t he ta s ki n d i v i d u a tlayn dc h e c kw i ththei r TnArscRrPT
partners,or do it in pairs.Gooveranswersas a class. Narrator Marekis now in England.He'sstayingwith Sarahand h
parents- the Grangers. He needsto find a job and alsr
KEY somewhereto live.
Sarah The healthand fitnesscentrein town is lookingfor new
1e 2b 3a 4d 5c 5t 7g
staff.Why don't you apply?
Marek Sure.
Sarah Theadvertisement'
is in thelocalnewspaper.
Aswithformalletters,atthoughto a lesserextent,there Marek Ohh...
arecertainfixedphrases whichpeopletendto use Sarah James,myboyfriend, is themanagerthere!He
in informalletters.
Theitemsin exercises3 and4 all mentionedit yesterday...
examples of suchfixedlanguage.Encourage stu&ntsto Marek Great!I'tlwriteto them.
learnthembyheart. Sarah ShatlI speakto lamesand makesurethat you get a n
Marek No, don't sayanything.I'll just applyfor a iob, like
Exercise5 page
41 anybodyelse.I don't want any specialhelp ...thankyo
. Focuson the instructions
and the suggestedstructure.
Studentscanworkin pairsto planthe letter. i.r"r Hi!So,you're...MarekZeman.
Marek That'sright.
Exercise6 pase41 James Whereareyoufrom?
r Studentswritethe letterindividually or in pairs.Tellthemto
Marek I'mfromtheCzech Republic. iustla
I arrivedin England
WE E K .
w ri t ebet ween120a n d 1 5 0w o rd sa n dto i n c l u d ea s m any
James Oh,right.Welcome to Engtand. Haveyoueverworkedi:
o fthe newex pr es si o nass p o s s i b l eR. e m i n d
th e mth atthey
a healthandfitnessclubbefore?
needto writeclearlyand leavea spacebetweenlinesfor Marek Notreally.I'ma Lawstudentin theCzech Republic.I've
correction. donea fewholidayjobs,butthat'sall.
o lf time allows,askstudentsto swapletterswith anotherpair
James Doyoudo muchexercise?
who s houldc om m e not n th e u s eo f i n fo rm al[a n g u a ge and Marek I usedto go running fouror fivetimesa week,but now,
the organisation. don'tdo verymuch.I'd tiketo do more.
lames Well,of course,if youworkat theclub,youcanusethe

u n i t4 .Bo dy andmi nd
',4arek Great!I'm sureI'd usethema [ot.
ames So,in thisjob,youwouldspendmostof yourtime
tatkingto members - welcoming themto the club,
answering questions, bookingaerobics classesforthem,
thatkindof thing.Doyouthinkyou'regoodat dealing
with people?
r4arek Yes,I thinkso.I'm pollte,and I'm a goodlistener.
ames Whatlanguages canyouspeak?
Varek Czech, ofcourse, English, andGerman.
ames Ah!Deutsch!
Ja,ichhabeDeutsch dreiJahrelangin derSchule
"4arek studiert.
ames Hmm.Yes,well...anyway... lt's goodto speak
languages. Wehavequitea fewmembers at the club
fromothercountries. I'm surewe'vegotsomeCzech
members, in fact.Anyway, that'sall I needto know.
I cantell younowthatyou'reperfectfor the iob.
',4arek Fantastic!
ames ButI'lt alsosenda letterof confirmation. What'syour
'4arek lt's number46 ForestGardens.
ames 46 ...Forest...Waita moment.That'smygirtfriend's
r4arek Yes,Sarah. Shesuggested thatI apptyforthejob!
ames Andyou'reliving...
I'm livingwithher,yes.I mean,I'mstaying at herhouse
for a fewdays.I'm old friendof the family,
I suppose.
ames Oh,OK.I see.

1 receptionist
2 7 c 2a 3e 4d 5b
I b a public it y leaf le t
4 1c 2d 3a 4d 5b
5-6 Openanswers

ffi for furtherexamtasksand practice,go to Workbook

rage38. Proceduralnotes,transcriptsand keysfor the
'Jorkbookcan be found on the SolufronsTeachefsWebsiteat
f tf ctuDEs a &
. computing I nounprefixes
a compound
coltolations. making,acceptingand decliningsuggestions
ro conditionalo speculatingand predicting:will, moy, might, etc.
o futufeperfectandfuturecontinuous . will,goingto and
. vurbsfoltowedbyan infinitive. futuretimeclauses
i ssues. m ak i ngpl a,
aboutthe futurer di scussi ngenvi ronmental
for and against
40-46 . S el fcheckpage4Z

t E s s o lt SutttARY .a& A flashdriveis a smallplasticmemorystickthat stores
Vocabulary:computing Y ouconnecti t to a computer
i nformati on. w henyo uwant
a dialogue;
information l t performs
to usethe i nformati on. the samefunc t iont hat
Grammar: zeroconditional a fl oppydi scusedto perform, but i s muchsmal l erand
carri esconsi derablmore
y data.
Speaking:talkingaboutcomputer usinghabits
Exercise3 page
. S tudents w orki ndi vi dual lory i n pai rs.Focusfi rsto n
Todo the lessonin 30 minutes,keepthe lead-in the vocabul ary aspectandthenaftergoi ngthrought he
briefand set Vocabulary Builderond GrammarBuilderexercises answ ers, expl ai nor eti ci tthattheseareexampl es of zer o
for homework. condi ti onal

i Lead-in 3-4 minutes KEY 1d 2e 3a 4c 5f 6b

r Wri t eon t he boar d:
word e-mails
Forfurther practiceof Zeroconditionalgo to:
playing the lnternet
sending processing
surfing gomes
. Askst udent tso m at chth e c o l l o c a ti o nasn da s kw h a tthe KEY
expressions all relateto (Computers). Key:wordprocessing, 1 1 l f youdon' tusesuncream,yougetburnt.
p l a y inggam ess, end i n ge m a i l ss, u rfi n gth e In te rn e t 2 Thebeaches areful l i fyou go on hol i dayi n A u gust .
o Studentsthendiscussthesequestions: Howarecomputers | understand my Engtish teacherif she speaksstowty.
good for society?ln whot wayscantheybe bod? 4 lf I don't put my clothesaway,my mumgetsangry.
5 l f I eattoo much,my stomachhurts.
Exerciset page
44 6 l f Matttakeshi s medi ci ne, he doesn' cough.
r Stu d ent rseadt he t extsa n dd i s c u s sth e i ra n s w e rs
pairs.Tetlthemthat theywittexplorethe vocabulary in the 2 1 crashes 4 use
foltowingexercise. 2 discovers 5 give
3 switchesoff 6 don'thave
Exercise2 page
. Stu d ent do o r i n p a i rs R
s t het as ki n d i v i d u a tty . e mi n dthem Exercise4 page
44 f) r.r+
s e n te n c ewsh i c hw i l l hel p
to l o okf or c luesin t he d e fi n i ti o n . Focuson the photosandaska studentto readou t t he
themfind the answersin the text. pronunciation
items.Correct if necessary.
andpl aythe recordi ng.
i nstructi ons
KEY r With a weakerclasspre-teachgadget.
1 Links 7 CD-writer, burn
2 Bro a dband 8 Net KEY a mouseand a pairof speakers
c a keyboard,
3 wirelessrouter,getonline 9 v i d e oc h a t
4 w e b c am 10 download
5 laptop 11 to go n to
6 blog 12 flashdrive , i r .C a nI h e t py o u ?
AssistantG o o dm o r n i n g S
CustomerAh, yes. I needto buy somethingfor my son. lt's his
birthdayat the weekend.
AssistantOK.So what exactlyareyou lookingfor?
CustomerWett,I'm not sure,really.But I know he likescomputerr
Blog is shortfor weblog.Theactivityof updatinga b/og and gadgets,and things tikethat.
is calledbloggingand a personwho keepsa blog is a AssistantHashe atreadygot a computer?
blogger.Blogsaremaintained usingsoftwarethat can CustomerY e s ,h e h a s .B u t h e 's a l w a y sc o m p l a i n i n ga b o u t i t! H e
be usedby peoplewith littleor no technicalbackground. says'it's tikeyou, dad - too otd, and too stow'.
Blogsusuatlycontaintext,photos,videos,musicand AssistantWell,maybehe'd like a new laptop.
linksto otherwebsites.Someblogsare[ikepersonal CustomerYes,maybe.How much is this one?
diarieswhilstothersprovidenewsand commentary on a AssistantActuatly,that's a can hold 50,sport,politicalissues. sheetsof's only f35 - or freewith any new L(
Broadband is a typeof connection to the Internetthat CustomerO h , I s e e .I d o n 't w a n t a p r i n t e r .I t h i n k h e 'sg o t o n e .
allowsyou to receiveor senda lot of information, AssistantWhatdoes he use his comouterfor?
pic t ur esm, u s i ca n dv i d e o ,v e ryq u i c k l y .
i n cl uding CustomerMosttyfor computergames,I think.
A wirelessrouteris a machinewhichsendsinformation to AssistantWett,this is a good one - and lessthan f 500. lt's got
partof a allowsyou 512 megabfes of RAM.
the appropriate
to receivean lnternetconnection
withoutneedinga cable.

52 ) Unit5.Ou r future
rstant lt's a type of memory- you need it for ptayingcomputer For work on Noun prefixes,go to:
g ame s.An d th is week only ,y ou get t he f r ees c an n e r
with it.
-tom er And ho w mu ch is it , ex ac t ly ? KEY
, rst ant f4 95 .
. t ome r Th at'sq uite a [ot . Hav ey ou got any t hingt hat ' sius t f o r 1 1 mul ti mi l l i onai re 5 pseudo-sci ence
play ing gam e s ? 2 mi crochi p 6 autobi ography
.lst ant A gam ing c on s o l ey,o um e a n ? 3 semi ci rcl e 7 ex-girlfriend
:tomer E r y, es . 4 monotone 8 subti tl es
; istant Hashe gotXbox?
\ t omer Eggbox?
. istant No.X box- X b o x3 6 0 .Ori s h e a fa no f Wi i ?
i Lessonoutcome
\ t omer l'm sorry,I'veno ideawhatyou'retatkingabout. Ask students:Whathaveyou leornedtoday?Whotcanyou
:ist dn t Thisnewconsole is verypopular. lt's gota 20 gigabyte do now?Elicit:/ can tolk obout computersand computing.
harddrive.Andit comeswitha freegame. I can talk obout the role of computersin my life. I can usezero
l to mer B utI wouldn're t a tty k n o ww h a th ew a n tsMa . y b eI' d conditionalsentencesto talk aboutfoctsand situationsthat ore
bet t erbuyhims o m e th i nfo g r h i sc o mp u te- ry o uknow , alwovstrue,
an extra.
sistant Thisnewkeyboard andmouseareverypoputar. They
workwithanycomputer. Thekeyboard is wireless. There
ar eeightm ulti m e d ikae y sT. h em o u s ei s w i re l e ss
too.l t
hastwo buttons,so youcanleft-click or right-click. And
we'vegota speciaI offerthisweek. Talkin
sto m erReallyW ? hatis i t?
si stantI c anlety ouha v eth e k e y b o a rd th, e m o u s ea n da pai rof
s peak erf soriu s tf1 2 0 .
sto m erHm m . 0KI.' llb u y th e m . IE S S Ol l S U MMA R Y aa* ,,'
Grammar: talkingaboutthe future(may,might andcould;will;
xercise5 page
44 f) r.r+ firstconditional)
(;i vet he s t udent sa f e w mo me n tsto re a dth ro u g hth e
Listening: aboutthefutureof the planet
a dialogue
d e sc r ipt ions P.t ayt he re c o rd i nagg a i n S
. tu d e n tsl i s te nand
,vri t et heirans wer s .
Speaking: andmakingpredictions
speculating aboutthe future;
Yo uc ouldas kt hemt o o re d i cw t h i c hn u mb e rsfi t th e agreei nganddi sagreei ng
d e sc r ipt ions and r em i n dth a t s tu d e n tsth a tth i s i s a u seful
,vayto preparefor the listening. Afterthe recording has
fi n i s hedgiv et hemt imeto ma tc hth e i te msi n e x e rc i se 4 to Todo the lessonin i0 minutes,keepthe lead-in
th e d es c r ipt ions and co mp a reth e i ra n s w e rs w i th a p a rtner brief, do exercise3 together as a classand set the Grammor
b e fo r ec las sf eedbac k . Builderas homework.

(EY t 20
i Lead-in 3-4 minutes
28 32 450 5 5t2
r Askstudentsto imaginethat the yearis 2020. Ask:Whot
developmentsdo you expectto see in mobilephones,
t AI {G U AG E
TIO T E computersand gaming consoles?
TE RTITIOT O G Y . Letthemdi scussthe questi oni n pai rsor smal lgr oupsf or
A byte is a unit of storagespaceon the hard drive of a
2 mi nutesandthenaska few studentsto feedb ackt heir
computer,gamingconsole,etc.A gigabyteis about1
i deasto the cl ass.
biltionbytesand a megabyteis about1 millionbytes.
LCDstandsfor's the kind of display Exercise1 page45
usedin digitalwatches,calcutators
and someflat screen o Drawattentionto the photoand ask: Whatdo you think
as well as computermonitors(screens).
televisions this man'sjob is7 Whatis he holdingond why?Elicita few
i deasandthenaskstudentsto readthe textandanswert he
A multimediakeyboardcontainskeyslhatare usedto
q uesti on
controlthe mediaplayer(CD,DVD,radio)built into the
computer. Youcan usethe keysto play,pause,fast
forward,increasevolume,etc.On computerswithoutthese KEY
keys,the mediais controtled
on screen. of C asi o.H e i s goodat hi sl ob because
H e i s the presi dent can
tetlw hi chgadgets w i tlsel lw el landw hi chw on' t.

Exercise6 page
. Al L o ws t udent sa m in u teto th i n ka b o u tth e i ra n s w e rsbefore Exercise2 page
r Eitherreadthe Learnthis!boxtogetheror askthe students
th e yint er v iewt heirpa rtn e r.En c o u ra gth e e mto g i v ed etai l ed
a n sw er sG. o r oundm o n i to ri nagn d p a rti c i p a ti ni g
n th e to readi t si l entl y. by aski n gquest ions
C heckunderstandi ng
con v er s at ions . suchas: Whichwordsdo we use to talk aboutpossibility
. Writeup the followingquestionsforfastfinishersto discuss: in the future?(may,might and could)Do theyhaveexactly
Canyou imaginelife withouta computer? thesamemeaningT(No,might is lessprobablethan mayor
Howwouldyour life changeif you didn't havea computerT could) How do we moke a positive prediction?(with wil\ And
a negativepredictionT(with won't)
r Studentsfind examolesin the text.

unit5. ourfuture(}t"
M a r t i n l f w e d o n 't r e d u c ec a r b o ne m i s s i o n st,h e w o r l d's
KEY c l i m a t ew i l l c h a n g eA . n d t h e r e s u t to f t h a t w i t t be te n i b l e
may:theremaybe a worldmarketfor fivecomputers; Kazuo - d r o u g h t sa n d f a m i n e ,f l o o d s .A n d i t c o u l da l l h a p p e ni n
believesthat watchesmaybe the future the next 50 yearsl
might:he mightbe right Bryony Well,maybepeoplewill reducecarbonemissions.lf petro
co u l d t: heyc ouldbe m o b i tep h o n e s becomesveryexpensive,peoplemay use their carsless.
wi l l :th er ewill be m or ec o m p u te rsth a np e o p l eI; c a nte tl... T h a tw i l l h e t o .
wh i chg adget wit s ts et lw e l l...;w h a tw i l l b e th e b e s t-s e l l i ng Martin Yes,I supposeso. But it might be too late already.
gadgets...?lt will be the ultimategadget... Bryony You'reso negativelWhatabout all the excitingthings
that might happenin the future?Lifecoutdbe great.lf we
probably:lf youtry to predictthe futureof technology, you'll
programrobotsto do a lot of menialjobs, everybodywill
probabty get it horriblywrong.
havemoretime for hobbiesand relaxation. And everybod'.
w i l [ b e h e a l t h i e tro o .
Martin Really? Why do you think that?
L AI{ G UA G E I { O TE - EX PR ES SION S Bryony lf scientistsfind curesfor al[ maiordiseases,peoplewitt
to be the future - to be extremelyimportantin the future l i v e m u c hl o n g e r M . a y b e1 2 0 w i l l b e a n o r m a lag e .
ultimote- mostextreme;the best,the worst,the greatest, etc. Martin Great!A world fult of old people.
Bryony Wetl,/ want to live to be 100 even if you don't. I think the
world wit[ be a greatptaceby then.
Martin lf it stit[exists.
PRO NUl{ CI A T I O I{ - S EI{ T E T C E S T R E SS Bryony What do you mean?
wf TH MAY, ttcHr AilD COULD Martin Thereare millionsof meteoritesin the solarsystem.lf a
We usesentence stressto showdifferentdegreesof hugemeteoritehits the earth,it could destroyeverything
possibility. Forexample, if we say:he mightberioht!we
a res ay ingt hatt her ei s a h i g hc h a n c eh e i s ri g h t.l f w e Exercise6 page
45 f) r.rl
sayhe miohtbe right and put the stresson the modal . Lookat the instructions together.Witha weakerclass
ve rb,t henwe s oundl e s ss u re T . h i si s a n e x a m p l e of students cantry to compl etethe sentences fi rst,a ndt hen
how sentencestresscanhavea veryimportanteffecton listento check.Witha strongerclass studentscancomplete
me aning. the sentencesand l i stenagai nontyi f necessar y.

Exercise3 page
45 1 don' treduce, w i l l change4 fi nd,w i l tti ve
. El i c itt he ans wertso t h e fi rs ttw o s e n te n c eosn toth e
2 becomes, mayuse 5 hi ts,coul ddestroy
b o ar das ex am ples. Th e ns tu d e n ts w ri teth e i rs e n te n ces
3 program, w i l l have
ly in pai rs .
i n d iv iduat or

KEY Exercise7 page45

1 H e ' lllear nt o dr iv e. . Aska studentto readout the information
in the speaking
2 Hemayget married. workin pairsor smatlgroupsto discussthe
tip. Students
3 Hem ayhav ec hildr e n . predictions.
Encouragethemto usea rangeof expressions for
4 H ewon' thav ef ouro r mo rec h i l d re n . agreeing andto expandon theiranswers.
and disagreeing
5 H e m ight/ c out dm o v ea b ro a d .
6 He'ttstavfit.
Exercise8 page
. Studentscanworkindividuatly or in pairs.Askfastfinishers
to thi nkof tw o morepredi cti ons.
Exercise4 page
r Focuson the instructions.
Witha weakerclassdo the activity Forfurther procticeof Speculotingand predicting,go to:
in openpairsacrosstheclassbeforedoingit in closedpairs.
Havea classfeedback to makesentences
abouttheirpartner,e.g.Marekdoesn'tthinkhe'lllearnto drive. KEY
1 2 Wewon'twin the matchtonight.
5 pase
Exercise 45 f) 3 C hri smi ghtnot be at homeri ghtnow .
o Student s houldbe f a mi ti aw r i thth e g ra m m a ti cfoa l rmati on
4 Abigaitmayknowthe answerto the homework.
o f a f ir s tc ondit ionaTl .h ee mp h a s ihs e rei s o n i ts fu n c ti onal
5 | wilt passmy drivingtestfirsttime.
u seof m ak ingpr edi c ti o n s .
. Focuson the instructions 5 Meganmightnot cometo our party.
for the listeningexercise and play
7 My parentswill payfor my holiday.
th e rec or ding t hr oug ho n c e A
. s ks tu d e n ts
to ta l ka b o utthei r
a n s werin pair sbef o rec h e c k i nags a c l a s s . 2 1 doesn' t,w i tlbe 5 get,wilt moveout
. Pre-teach: global warming,carbonemissions,drought, 2 w i ttgo,doesn' rai
t n 6 w on' tw i n,don' tpl a y
flood, famine and meteorite. 3 w i l lget,don' tpass 7 won'tbuy,loses
4 won'tgo, don'tget 8 w i tlmake,sends
KEY Bryony
is moreoptimistic.
t Lessonoutcome
Tmrscnrprt.3s Ask students:Whothaveyou learnedtoday?Whatcanyou do
BryonyHi,Martin.Areyou0K?Youlookwonied. now?andelicitanswers:I canmakepredictions
Martin I'vebeenreading an articleaboutthefutureof ourplanet. aboutthe future.
BryonyOh.Whatdid it say?
Martin lt iustmadelotsof predictions
aboutglobaIwarming, the


ener rry TheHouseof Commons
is knownas the lowerhouseof
but it is the consists
of 646 el ectedMembers of P arl i ament
or MP s,who
represent an areaofthe countrycalteda constituency.
E S 50 l{SUMMARYo o&r : : :
TheHouseof Lordsis the upperhouseof the British
ieading:a text aboutthe potiticalsystemin the UK consists of 731 members, noneof whom
stening:monologues- teenagers talkingaboutenvironmentaI areelected.In March2007the Houseof Commons voted,
reS;matchin g in principle,
to replace the Houseof Lordswithan elected
.oeaking:talkingaboutenvironmental issues chamber. Theroleof the Houseof Lordsis to examine and
, cabulary:politics makechanges to Billsfromthe Houseof Commons and
-rpic:society, discussissuesthatthe HouseofCommons doesnothave
en viro nm ent
timeto discuss.

Todo the lessonin 30 minutes,keepthe lead- Exercise5 page

46 f)
srief, allow ten minutesfor the reading exercises(2 and 3)
r lf necessary, pre-teachmonufocturers, coal,turbines,corrier
.1do exercise5 as a wholeclassactivity.Alternatively,ask
bogs,to messup.
,dentsto readthe textfor thefirst time beforethe lesson.
. Gi vestudents ti meto readthe opi ni onscarefully. Checkt hey
r Lead-in 3-4 minutes understand l te- a pl acew hererubbi shis bur ied
l and-fi lsi
. Writeenvironment underl aversof earth.
on the boardas an anagramfor students . Gothrougheachopi ni onel i ci ti ng w hi charethe keywor ds,
to rear r ange. to d i s c u s sth e fo l l o w i n g
A s ks tu d e n ts
w hi chstudents shoul dhi ghl i ght.
R emi nd themto list enout
questionsin pairs.Howworriedareyou oboutthefutureof
forthosew ordsor synonyms astheyl i stento th e r ecor ding.
our plonet?Whatpracticaleveryday thingsdo youdo to help . In a weakerclassstudentsmayneedto [istento the
theenvironmentT Howgreendo you consideryourselftobe?
recordi nga secondti me.
- Very,quite,not very,not at all?

:xercise 1 page46 KEY

. Foc us t e n a m eo f th e p a rtya n doneor
on t he pos t e r.E ti c ith a2 b5 c3 d5 e1 f 4 g1 h3 i4 i2
:wogreenpartyissuesbeforeaskingthe studentsto make
a L isof
t m or eis s ue si n o a i rsW. ri teth e i ri d e a so n th e board TRAilSCRIPT1.36
a nddeaIwit hanyv o c a b u ta ry q u e s ti o n s . I thinktrafficis the biggestprobtem.Thereare fartoo manycars
and lorrieson the roads.Peoptejump into their carsiust to go
ixercise 2 page
46 a hundredmetresto the localshops,which is tenible really,
. Askstudentsto readthe textin two minutesto find out if and they causelots of pollution.Big carsare muchworsethan
a nyof t he ideason th e b o a rda reme n ti o n e dA.s ka s tudent smaltercars- but peoplekeepon buyingbig carsbecausethey
i o c om et o t he boarda n d ,w i thth e h e l po f th e c l a s s,put a want to show how much moneythey'vegot.Well,I think the
ti ckor c r os sagainsth
t e i d e a si n th e l i s t. governmentshouldstop car manufacturers makingbig cars.
We needto changethe waywe think about energy.We can't
[xercise 3 page46 keepburningcoaland gas to makeelectricity- we needto
. Readt hr ought he qu e s ti o n sM. a k es u res tu d e n ts u n derstand think about other,renewableforms- like wind and solarpower.
the meaningof in favourof (agreewith).Studentsanswer Thegovernmentneedsto build big wind farms- maybein the
th e ques t ions
indiv i d u a l layn dth e nc h e c kth e i ra n s wers
w i th sea aroundthe coast.But individualsneedto hetptoo. People
s h o u l dh a v ew i n d t u r b i n e si n t h e i rg a r d e n sa t h o m e- a n d so l a r
a p ar t nerRem
. ind
t h e mto u n d e rl i nthe e k e yw o rd si n the
panelson the roofto heattheir waterfor showersand baths.
sent enc es andt he re l e v a not a rtso f th e te x t.
Carscausea lot of pollution,but aeroplanes areworse- and
peopleareflyingmoreand more,becauseticketsaregetting
KEY 1F 2I 3T 4F 5T 6F cheaper.Foreignhotidayshavebecomeverycheapand very
popular.Miltionsof peoplefly to the southof Europeevery
[xercise4 page46 summer.I think peopleshouldthink abouttakingholidaysin
. Focuson the instructions. theirown countries.But if they mustgo abroad,thereareother
Students canworkindividually or in
waysof travelling- boats,for example,don't causeas much
p a ir s Chec
. kans we rs b e fo rea s k i n gth e mto d i s c u s swhether poltution,and trainsare brilliant.Peopleshouldthinkabout
th e B r it is hpolit ic ast y s te mi s s i m i l a to
r th e s y s te mi n thei r thesethings- and shouldn'tftytoo much.
c0unt r y . In our society,we loveshopping- and we buythingswe don't
reallyneed.Lotsof peoplechangetheir mobilephone,or their
KEY computer,lust becausetheysee a newer,betterone in the
elections 4 p o l i c i e s 7 H o u s eo f C o mmons shops.Butwhat happenswhentheythrowawaythe old one?lt
vote 5 c a mp a i g n 8 Pa rl i a me n t iust createsrubbish.Peopleshouldn'tchangethingsif they aren't
6 s e a ts broken.And whenwe buy somethingin the shops,it oftencomes
car tie s 9 c o u n c i l l o rs
in a big box,then the shopassistantwrapsit up and put it in a
carrierbag.Whata wasteof paperand plastic!
Everybody worriesaboutthe amountof rubbishwe'recreating
- p l a s t i c ,m e t a l ,n y l o n .M o s to f t h e t i m e w e d u m p t h e r u b b i shi n
enormoustand-fitlsites,but they saywe're runningout of space
and we't[ haveto find an alternative verysoon.Well,I'vegot
an idea.Why not sendthe rubbishinto spaceon a rocket?That
way,it won't messup the earth,or causepollutionin our rivers.
lf we send it into space,we'll neversee it again.

Un it 5 . Ou r f u t u r(e 5 5
Exercise6 page
e Askstudentsto go backto the opinionsin exercise5 and
put a tick,a crossor a questionmarknextto eachsentence.
Studentsdiscusstheiropinionswith a partner.
Exercise7 page46
o Focuson the instructions,
brainstorm oneor two ideasonto
the board(e.g.makepedestrianised areas,providemore t E s s o lt s u t t A RY ... e
recycling Grammar:futureperfectandfuturecontinuous
moretrees)and thengivestudentsa few minutesto do the Reading:
taskin pairs.Shareideasas a class. Speaking:
speaking aboutyourlifein the future

Forpracticeof Compoundnouns,go to:

Todo the lessonin 30 minutes,do exercises3
and 4 as a classand set the GrammarBuilderas homework.
I W shows,generalelections,potiticalparties,local i Lead-in 1 minute
o Elicitlanguage (studiedin unit 1) that we usewhenit isn't
councillors, wind farms,solar
power,renewable possibleto givean exactdescription. Writethe phraseson
the boardw i thgapsandaskstudents to supp lyt he m issing
2 ti 4i 7b 109 words.Tellthemthereis morethanone oossibilitvfor I-3:
2h 5a 8e 1 lt'sa - of machine.(kindisort)
3f 6c 9d 2 lt's_ of metallic.(kind/sort)
3 lt looksos- it's moving.(if / though)
3 1 ac idr ain 5 ozonelayer
4 lt looksa bit - an aeroplane.(like)
2 greenhouse effect 6 c a rb o ne mi s s i o n s o Studentsusethis language to describethe picturein exercisei
3 gtobalwarming 7 endangered species
4 rainforest 8 solarpower Exercise7 page47
o Focuson the pictureand askstudentsto describe
i Lessonoutcome canseein pairs(usinglanguage Eticitsome
fromthe tead-in).
Ask students:Whathaveyou learnedtodoy?Whatcanyou ideasandthenaskstudentsto readthe textto find out.
do now?Elicit;/ con understandand reactto on articleabout
politics ond the environment.I have learnedabout the British KEY lt's a hotelon the moon.
political system.

Notesfor Photocopiable
activity5.1 Exercise2 page
r Eitherreadthroughthe Learnthlsl boxtogetheror ask
Don'tsaythe word! studentsto readit quiettyto themselves.
Checkthe rules.
Language: vocabulary from54 and 5CandVocabulary Builder KEY
Materials: one cut up copyof the worksheetper pairor small
1 oerfect
groupofstudents(Teacher's Bookpage131)
o Dividestudentsinto pairsor smal[groups.Giveeachgroup 2 conti nuous haverun out of; theywill
a set of cardswhichtheyplacefacedownon the desk.
o Demonstrate havebeeneverywhere; the company will havefinishedits desig'
the activityby takinga cardand describing the
wordon the top of the carduntilsomeonesaysthe word futurecontinuous: They'llbe lookingfor newadventures; they'l
i n vour
on t he c ar d.Don' ti n c l u d eth e w o rdu n d e rn e a th be startingthe buildingwork
. Explainto studentsthat theyarenot allowedto sayanypart Exercise3 page
of the wordtheyaretryingto define.Noraretheyallowedto o Focuson the instructions and the timetable.Dothe first
saythe wordunderneath it. two sentences togetheras an example.Studentscontinue
Students takeit in tumsto takea cardanddescribethe word(s). y i n pai rs.R emi nd
i ndi vi duatlor themto useco nt r act ions.
Theymustn'ttettheirpartnersseethewordon the cards.
lf studentsaredoingthe activityin groups,theycan playit
as a competitive game.Thefirstplayerto guessthe word
1 w i l l be bui l di ng 5 'll be advertising
correctly keepsthe card.Thepersonwith the mostcardsis
2 'll havebuiltthe hotel 6 'lt havetrainedthe staff
the winner .
lf youdon'thavethetimeto cutup thecards,cuttheworksheet 3 'lt be lookingfor staff 7 wittbe staying
in hatfandgivehalfeachto studentsworkingin pairs.Theytake 4 ' l l be trai ni ng 8 will havefinished
it in turnsto describea wordfortheirpartnerto guess.
Forfurtherpracticeof Futureperfectand future continuous,go tc

'-t6) unit5.ourtuture
1 2 will havebe startingwork
3 will hav em ov edh o u s e
4 w ill be goingon h o ti d a y Visions
of thefuture
5 wilt be landingin NewYork
5 will havefinishedmy exams
7 witl havegot married t E s s o lls u Mt A RY o o & f "
Reading:an articleon life in 50 years'time;matching
2 I witl haveread 4 will be wearing
Vocabulary:verb + noun collocations
2 witl havefinished 5 wilt be waiting
Speaking:discussingpredictions, makingpredictions
3 witl be sitting 6 will havefound
Topics:scienceand technology,

Exercise4 page
. Asks t udent tso do t h e ta s ki n d i v i d u a l layn dc h e c ka nsw ers Todo the lessonin 30 minutes,ask studentsto
In o ar r 5. read the textfor the first time at home and set the Vocabulory
Builderas homework.
1 'lt haveteft 4 'll be earning 7 ' tt b e s h a ri n g t Lead-in 4 minutes
2 'l l h av edone 5 ' ll b e d ri v i n g 8 ' l l b e g o i n go u t o WriteSCIENCE FICTION on the board.Elicitthe namesof
3 'l l h av ef ound 6 wo n ' tb e l i v i n g 9 won'thavegot married somesciencefictionfilms (lndependence Day,TheMatrix,
Robocop,Star Trek,TheFifrhElement,Men in Block,A.1.,
Gattaca, etc.)andwritethemon the board.
Exercise5 page
47 o Writeup the fotlowingquestionsfor studentsto discuss
. Gi v es t udent a
s m in u teto ti c ko r c ro s sth e i te msi n the l i st. in pairs:Whataspectsof life in thefuturedo thesefilms
show?(ourneysinto spaceand time,aliens,technological
Exercise6 page
47 progress,robots,differentclimates,etc.)Wiillife in the
. Dothe firsttwo questionsin openpairsthenaskstudentsto
future reallybe like this?
comptete the taskin closedpairs.lf the answeris affirmative,
encourage themto aska follow-upquestion.In a weaker Exercise1 page
classaskall the questionsin openpairsfirst.Aska student r Focuson the pictures.Students,in pairs,describethe
to a s ka ques t ion
an dth e nn o m i n a te
s o m e b o diyn th e cl ass pi ctures l possi bl e.
i n as muchdetai as Thenaskindividuat
to answerit. Thesecondstudentrepeatsthe procedure. studentsto describethe oicturesto the class.
. Askfastfinishersto thinkof two moreouestions to askand
answer. Exercise2 page
r S tudents
di scuss
w hi chtheythi nki s mostl i kel yto com e
Exercise7 page
47 true.Encouragethemto usethe language of speculation
. Again,do the firsttwo questionsas a classbeforeasking
and prediction
from5B (l think/don'tthink...will, may,
i n p a i rs Go
th e s t udenttso c on ti n u e . ro u n dm o n i to ri ng
and might,etc.)Askthemto givereasonsfor theirchoice.
Exercise3 page
t Lessonoutcome r Focuson the readingtip. Askstudentsto readthe opinions
isk students:Whathoveyou learned?Whatcanyou do now? and underlinekeylanguage. Youmayneedto explain:
:nd elicitanswers:I cantalkaboutoctionsin the futuureand lifespan- how [onga personlives;/imbs- armsor legs.
,vhentheywill happen. r Withweakerctassespre-teachthe foltowingwordsfromthe
text: carbonemissions,melt, prevent,smart.
Notesfor Photocopiabte
activity5.2 . Toprovethe pointmadein the readingtip aboutthe
Whoam l? importance you couldaskstudentsto
of the firstsentence,
A questionnaire seeif theycananswerthe questionswithoutreadingmore
-anguage: futuretime thanthe firstsentence of eachparagraph. Oheywitl be able
'v4aterials: one copyof halfthe worksheetperstudent to do the taskas they'tlbe abteto identifythe topic,but
Teacher's Bookpage132) they'llneedto readon to understand the details.)
. Beforethe activity,makecopiesof the worksheetfor each
stu dentin t he c las sa n dn u m b e th r e mi n th e s p a c ep r ovi ded KEY
o n the t op of t he wo rk s h e eat,c c o rd i ntog th e n u mb erof a3 b5 c- d2 e1 f4 g5
stu dent in s t he gr ou p .
. Handout a copyof the worksheet to eachstudentin
ra n domor derA . s kt h e mto c o m p l e teth e q u e s ti o n n a iw
rei th Exercise4 page
r Studentsworkindividually to matchthe verbsand nouns
fu l ls ent enc es us, in gth e s a mete n s e sa s a reu s e di n the
q u es t ionsT.heym us tn 'w t ri teth e i rn a meb u tth e yn e e dto beforechecking theiranswersin the text.Studentsmight
re m em ber t heirnum b e r. askwhy you can't saysufferillnesses.
Wh ent heyhav ef ini s h e dc, o l l e citn th e q u e s ti o n n a i res, woutdbe sufferfrom illnesses.
or aska studentto, and redistribute themso that each
studenthassomebody else'squestionnaire. Askthe student KEY
w i thques t ionnairneu m b e 1 r to re a do u tth e a n s w e rs and 1e 2g 3a 4f 5c 5b 7d
the studentshaveto guesswho wroteit. Theywritetheir
answerson a separatepieceof paper.Continue with student
2 . et c .
Exercise5 page
r Studentscompletethe taskalone.Letthemcomparetheir
Chec kans wer as s a class.
answerswith a oartnerbeforeclassfeedback

Un it 5 . Ou r f u t u r e
KEY t Lessonoutcome
1 re plac e
dam aged pa rts 5 re d u c ec a rb o ne m i ssi ons Ask students:Whathaveyou learnedtodoyTWhotcon v: - -
2 treatillnesses 6 suffera catastrophe now?andelicitanswers: I canunderstond and reactto e,:- '
3 provideinformation 7 starta colony predictionsfor thefuture. I have leornedsome verb + nour
4 ma k eim por t ant
dis c o v e ri e s collocotions.

Forfurther practiceofVerb + noun collocations,go to:

K EY aboutplans
1 1 avo id 3 im p ro v e 5 ban 7 prevent
2 promote 4 dis c u s s 6 i n c re a s e 8 achieve
rE s s o lt s u t MA RY o o . , ,
Functional English:talkingabout plans;making,acceptingand
Exercise6 page
49 d e c l i n i n gs u g g e s t i o n s
. Gi v es t udent tsim et o th i n ka b o u tth e i ro p i n i o n sa n d
Grammar: will, present continuous and going to
h i ghlight par t sof t he te x tw h i c hs e e mo p ti mi s ti c ,
Listening:dialogues;listeningfor specificinformation
p e s s im is t ic , er es ti nogr [i k e l ya n dto ma k en o te sto back
u p theiropinions . Speaking:makingplansfor the weekend
. Be for et heyc om par e i d e a sw i tha p a rtn e r, re mi n ds tu dents Topic:free time
o f p hr as esf orex pr e s s i nogp i n i o n sW . ri teth e mo n th e board
fo rt hemt o r ef ert o a s th e vd o th e ta s k .
Todo the lessonin 30 minutes,keepthe lead-in
Exercise7 page
49 short,do the GrammarBuilderexercises as homeworkand kee;
. Studentm s ak enot e sa b o u tth e i ro re d i c ti o nasb o u tth ew orl d the preparotionstagefor the dialoguebrief.
in fiftyyears'time.Weakerstudentsshouldwriteout full
sentences. Fastfinisherscanwriteanothertwo predictions. t Lead-in 3 minutes
o Writethe foltowingdiaryentryon the board:Monday,
Exercise8 page
49 football; Tuesdoy,homework;Wednesday,cinemawith Beth
. Asks ev er al pair st o g i v eth e i rp re d i c ti o nT
s .h eo th e r Thursday,housework;Friday,dinner at restourant.
student dec s ideif t h e ya reo p ti mi s ti cp,e s s i mi s tiocr . Explain/elicitthat this is a diarypage.Ask:Whattensedo
ti ke t yA. t t he end,ge tth e c l a s sto d e c i d ew h i c hth e m o st we use to talkaboutarrangements in thefuture?(Present
i n te r es t ingpr edic t i ownas. continuous)
r A skstudents howtheyw outdtel lsomeone abou t heir
arrangements. Forthistheyneedto supplythe correctverb
AD DI T I O l{ A L S P E AK Il { G AC T IVIT Y and usethe presentcontinuous, e.g.Whatareyou doingor,
Dividestudentsinto pairsor smal[groups.Writethe Monday?l'm playing football.
fo tl owingt opic son t h e b o a rd : . S tudents takei t i n turnsto tel leachotherthe arrangem ent s
holidays shops transport fashion
learninglanguoges homes medicine entertainment Exercise1 page
5o f) r.rz
Thepairs/groups chooseonetopicandbrainstorm o Focusstudentson the i nstructi ons
andthe l i stof act ivit ies.
developments thattherewiltbe in thatareaoverthe nextten Ptaythe recording
for studentsto read,listenandwritethe
years. correctnamesnextto the activities.
Th e yt hendes igna n e wp ro d u cto t l a u n c hi n te ny e a r s'
ti m ewhic hwill m ee tth e fu tu rem a rk ent e e d sG . oa ro und KEY
h e tpingt hemwit hid e a sa n d[a n g u a g e .
do somehomework (Frank) havelunchat a restaurant (Kirsty)
Th e ypr epar e a 2- m i n u tep re s e n ta ti oenx, p l a i n i nth
g eir
predictions so someshopping (Kirsty) go to the cinema(Kirsty,
for the futureand describing theirnew
Remindthemto usethe futuretenses. playtennis(Frank)
Students givetheirpresentations to theclass.At the endask
themto voteon whichwasthe mostexciting newproduct. Exercise2 page5o
. Readthe Learnfhrslboxtogetheror askstudentsto readit
qui etl yon thei row nandthenfi ndexampl es
i n the t ext .
OP T I O T { A t I ilRI TIi l G T A SK
Writeon the board:Howwill holidayschangeoverthe KEY
next50 years?andthe followinglist:1 may/might,2 w i l l :I' tlfi ndout,I' l lcal l you
pas ts im ple/ c on ti n u o u3sfi, rs t/s e c o ncdo n d i ti o nal4, goingto: I'm goingto stay,I'm goingto do
futureperfect/continuous. presentconti nuous: l ' m pl ayi ngtenni s,I' m havi ngl unch,M y
E t ic itwhic honep a i ro f th e s tru c tu rel si s te do n th e parentsaregoingout
boar dis notgoin gto b e u s e fu iIn th i s c o m p o s i ti on. A sk
for examples of the useof the otherstructures.
Askstudentsto write200-250wordsin answer Forfurtherpracticeofwill, goingto and presentcontinuous,go to:
to t he ques t ion. S u g g e swt ri ti n g3 -4 p a ra g ra p h s
a boutdif f er ent as p e c tso fth e to p i c ,th e na d d i n gth e
c onc lus ion andf in a l l y- th e i n tro d u c ti o nEx. p l a i th
n at
w r it ingt he begin n i nagt th e e n dma ys a v eth e ma l ot of
tim eandis us ua l l ye a s i eth r a nw ri ti n gi t fi rs t.

Un it5.Ou r future
1 1 I' m going 5 's goingto get up Makingsuggestions: Shallwe ...?;Doyou fancy...;Maybewe
2 we'regoingto buy 5 I' tlc a l t coul d...;W hydon' tyou...
3 I' ll m eet 7 they'reftying Accepting: That'sa goodidea;Sure
4 I' m pt ay ing 8 I' mg o i n g Declining: I'm afraidI can't;Thanks,but I'vealreadygot plans
for ...
Exercise3 page
. Beforestudentsdo the substitution dialoguelet themread Exercise6 page5o
o u tt he dialogue as i t i s . R e m i n d
th e mto s o u n di n te rested . Readthe instructions as a class.Do an exampletogether
a n dent hus ias t ic . as a classbeforestudentsworkin pairs.Remindthemto
. Aska strongpairof studentsto readout the dialogueacross concentrate and maki ngthei rvoicesgo
on thei ri ntonati on
th e c las sc hanging t h e w o rd si n re d ,b e fo reg e tti n gth e hi ghandl owso thattheysoundi nterested.
o ther st o do it in c lo s e dp a i rs .
Exercise7 pageso
4 page
so O r.ra o Gothroughthe chartw i ththe cl ass.Gi vethe stu dent s3- 5
. Readthe instructions. Playthe recordingand getthe classto mi nutesto prepare and rehearse thei rdi al ogueEncour
. age
a n s wert he ques t io n s . themto makenotesratherthanwriteout a full dialogue.
. Youcouldaskfurthercomprehension questions,
e.g.What's . Askfastfinishersto talkabouttheirreaIolansfor the break-
Damiendoingon Saturday? (tunchwith grandparents)
tllhotb ti me,thi seveni ng
andthi sw eekend.
he doing on Saturdayevening?@ivingthema lift home)Whot's
Mikedoingon Sunday?(ptayingbasketbalt)Whyis Paulagoing Exercise8 page5o
to go to bedearlyon Saturday? (she'smeetingherfriendat . Studentsact out theirconversations.
Remindthemto speak
the stationat7.3Oon Sunday)Howis Richard goingto find out loudlyand clearly,to maintaineyecontactwith eachother,
what'son at thetheatre?(he'sgoingto tookon the Internet) and to showinterestin whatthe otheris saying.

KEY t Lessonoutcome
I Theyaregoingto watcha DVDat Mike'shouse. Askstudents:Whathaveyou learnedtoday?Whatcanyou do
goingto goto thetheatre
3 They're onSunday evening. now?and elicit:I cansuggestand agreeon plonsfor the weekend.


'''1il(e Haveyou got any plansfor the weekend?

lamien Not,really.My grandparents are comingfor lunchon
Oh, right.Shattwe do somethingin the evening?
"'like I'm afraidI can't.We'regoingto givethem a tift home in
the afternoon.We might not be backuntil late.But what tE ssol { S uti l l A R Y .. Q ,,;:,,
are you doingon Sunday? Writing:an essay:for or against
'nike I'm ptayingbasketbaltat the gym in the afternoon. Grammar: I think+ won't;futuretimeclauses
lamien Wh attime witl that f inis h? Vocabulary: talkingaboutfuturepredictions
I'm not sure.I'll callyou when I get home.Youcould come
"'1ike overand maybewe couldwatcha DVD. Topic:environment, science
lamien That'sa good idea.I haven'tseena goodfilm for ages.

RichardAre you busyat the weekend?Do you fancygoingout? Todo the lessonin 30 minutes,keepthe lead-in
)aula Sure.But not on Saturday.I'm goingto havean eartynight brief, setthe GrammarBuilder exercisesand the writing task as
on Saturday. homework.
lichard Really?
)auta Because I haveto getup earlyon Sunday.
I'm meeting
my t Lead-in 3 minutes
friendBeckyat thestationat7:30.We'regoingto London r Writethe datetwentyyearsin the futurefromthe dayof the
fortheday. classon the board.Askstudentsto imaginewhattheirlife
i ichar dThatsounds fun.
)aula Whydon'tyoucometoo? w oul dbe ti kei n 20 years' ti me.
o Ask: Whatverbforms do you need to use to talk obout (the
?ichardThanks, butI'vealreadygotplansforSunday morning.
Butmaybecouldmeetin London date on the board)?Elicit:Futureforms likewitl or goingto.
in theevening.
raula Great . Allowstudentsthirtysecondsor so to cotlecttheirideas.
idea.Wecoutdgoto thetheatre.
R ichardOK.I'tltookon the Internet
. Collectsomeideas,and writebriefnoteson the board.
nowto seewhat'son.
rauta Let'sspeaklater,then,I'mgoingto be at homeall
evening.Callme any time before11. Exercise1 page51
RichardSure.Speakto you later. o Explainthat theyaregoingto readan essaywhichanswers
the statement at the top, whichis connected
to the
5 page
Exercise so $ r.ra discussionyou havejust had.Readthe statement together.
. Askdifferentstudentsto readout the expressionsin the . Studentsreadthe essayquicklyto decideif the writer
Learnthis!box.Thenfocuson the instructions
for the task. agreesor disagrees with the statement.
Askthemto find out
playthe recording
and checkas a class. whichparagraph makesthis clearto them.
r Askstudentsto comparetheiranswerin pairs,thencheck
the answersin class.

KEY Thewriteragrees.(Paragraph

Un it 5 . O ur f u t u r e

Exercise2 page51 Forfurther practiceof Futuretime clauses,go to:

Explainto studentsthat eachparagraph in a storyis
organised aroundone keyidea.A goodparagraph plan
showsthe bestwayto structure an essayso it presentsthe
i ssueandt he ar gum e n tsc l e a rl y .
Studentsreadthe essayagain,and matchits structure to 1 2 W henLi zarri ves,she' tttetlus hernew s.
the paragraph planthat bestrepresents it. 3 I' tlsendyoua postcard w henI go on hol i day.
Ch e c kas a c las s . 4 Whenhe getsup, he'llhavea shower.
5 W e' tlpi ckup somebreadw henw e go shoppi n g.
KEY c 6 W henI getpai d,I' l tgi veyouthe money.
7 We'ttgo out whenit stopsraining.
Exercise3 pagesr 2 1 'll close,leave 2 will tell,arrives 3 won'tstart,gets
Focuson the Lookout! box.Readthe explanation together. 4 'lt get,get 5 wilt miss,is 6 'll leave,am
Pointout thatthis ruleappliesto al[ modalverbs, e.g.ffffir
#t shoutdbe I don't thinkI can,1-tffitisM#t should Studentswritetheiressaysindividually. lf youdecideto
be I don't thinkI should. do the w ri ti ngtaski n cl ass,w al karoundandmon it ort he
Studentsscanthe textquicklyto find an examplefor I don't activity,hetpingif needed.
think + will. A fterthe studentshavefi ni shedw ri ti ng,askthemt o check
thattheyhavecoveredeverything theyplannedto cover,
KEY andto checkfor mistakes. Alternatively,askstudentsto
(Paragraph workwith theirpartnersfromthe previousactivities, and
I don'tthinkthatthesituation 4)
. Pointout that I don'tthink+ will is usedto talkaboutthe
writer'sown opinionratherthanaboutfacts,so its natural
placeis in the paragraph
whichsumsup the writer'sviews.
Studentsimaginethat they are peopletiving50 yearsago,
Exercise4 page51 who haveto writeabouttheir own future- our present.
o Askstudentsto readthroughthe statements. Howwould peoplein the mid-2Othcenturyimaginethe
pre-teach early21stcentury?
comprehension of vocabulary. lf necessary,
unfamiliar vocabulary. Amendthe datethatyouwroteon the Putstudentsin pairsor smallgroupsto brainstormsome
boardin the lead-inby movingthe yearforwardby another good ideasfor an essaywrittenfromthe pastgeneration's
3 0 y ear sand
, c alls t u d e n ts ' a tte n ti o n th i s . perspective.Encourage them to be imaginative,
. Studentscompletethe taskindividuatty, usingthe structure disregardthe factualworldwe livein.
to e x pr estsheirowno o i n i o n .
o Studentscomparetheiranswers with a partnertoseeif they Studentswritethe essaysindividuallyas homework.
agreeor disagree. Conducta briefclassfeedback. Readout the essaysin class,and vote on the best one.
r Pointout thattherearetwo sentences for eachpointthat are
grammatically correct:
I think robots will replacefactoryworkers.or I don't think i Lessonoutcome
robots will replacefactory workers. Ask students:Whathaveyou learnedtoday?Whatconyou do
now?Elicit:I can write an essay,presentingmy opinionfor
KEY 0penanswers or againsto statement.I havelearnedhow to usefuturetime
clauses,and modalverbswith I think.
Exercise5 pagesr
r Studentsreadthe statementand decideifthey agreeor
disagree. 4 shouldhelpthem.
Theiranswersin exercise

Exercise6 page51
r Askstudentsto copyparagraph planc fromexercise2 into
theirnotebooks leavingspacefor notesunder
as headings,
e a c hheading.
. Allowfiveminutesfor studentsto makenotesfor each
paragraph, usingtheirideasfromthe previousexercises.

Exercise7 page5t
. Readthe writingtip together,and makesurestudents
understandhowfuturetime clausesareused.

60 I Un it5.Ou r future

cPlc a & ,' Exercise4 page52 10-12minutes


.t:a:lTWi%&;l;.,{l;r-;'1,:,ta:t :,::,.::... :.
. W ri tetheseheadi ngs on the board:
* Lead-in 2 minutes verb noun adiective adverb
\NriteAncientEgyptI'etnlanL Focusstudents'attentionon the wordsin brackets. Ask
,r:d5rpt/on the board.Ask
uvhere Egyptis situated(thenorth-east of Africa),whatthe studentsto saywhatpartof speechtheyare.Writeeach
r a p i t alc it yis c alled( C a i ro w
), h a ti ts m a i nri v e ri s (th eNi l e), w ordunderthe correctheadi ng.
,rn dw hatt im esin his to rya rere fe rreto d a s a n c i e n(BCt - S tudents shoul dfi tli n the mi ssi ngformsi n the tab t e.I n a
i re fo r e t he beginninogf th e C h ri s ti acna l e n d a tra r, d i ti o nal l y weakerclass,do thistogetherin class.In a strongerclass,
ca L c ulat ed f r omt he bi rtho f J e s u sC h ri s t). students cancompl ete the tabl ei ndi vi duatlR y.em ind
t hem
i i i ci tanyideast hats tu d e n ts w i thEg y p (e
a s s o c i a te t .g. thatsomew ordsmayhavemorethanoneformfor a colum n
(forexample,a nounfor an activityor for a persondoing
ryra m idsphar , aohsm, u m m i e sth , e Sp h i n xh, i e ro g l y phi cs).
e l l s t udent tsheyar eg o i n gt0 re a da b o u tth e h i s to ryo f that activitylikegardeningandgardener).
,'co r tin A nc ientE gy p t. E xpl ai that
n i n a w ordformati on task,i t i s a goodideat o
readthe wholetextfirst,and usecluesfromthe textto
,{erCise1 page52 3 minutes deci dew hatpartof speechi s mi ssi ng.
;ocusstudentson the sports.Ask:Doyouknowthehistory o S tudents compl ete the taski ndi vi duatty.
o Theycompare thei ransw ers i n pai rs.
tf any of thesesports?
'rVo r k ing a C heckthe answ ers i n cl ass.
in pair s s, t ud e n tsu n d e rl i nthe e s p o rtsth e y
,i ssoc iatwit
e hA nc ie nE t g y p t.El i c i at n s w e rsEn
. c o u ra ge
,tu dent st o t r y andju s ti fyth e i ra n s w e rs . KEY
1 strength 5 l onger 8 pl aye r
iY 2 concentrati on 6 w i nni ng 9 stead ily
n the [ is t ,onlyc r ic k e t,
c u rl i n ga n dru g b yw e ren o t k n o wni n 3 differences 7 deci si on 10 name d
i e n tE gy pt . 4 competitors

,(erCiSe 2 page52 3 minutes Exercise5 page52 5 minutes

. Readthe statement together.
Ixp l a int hats c annin igs re a d i n gq u i c k tyto fi n d s p e c i fi c
i n [or m at ion. . S tudentsw orki n pai rsto col l ectarguments
for andagainst
P ointout th a tw h e ny o us c a n y, o uo n l yfo c uson
y oune e d .
rh ei nf or m at ion the statement.
. C onducta bri efcl assfeedback.
Stu d entrseadt he t ex tq u i c k l yto s e ew h i c hs p o rtsa re
n re n t ioned.Rem ind t h e mth a ts o meo f th e w o rd sma y
a p p earin t he m is s in gs e n te n c eAs-G . Exercise 6 pagesz 5 minutes
C h e c l<
t he ans wer ins class. W
. R eferstudents to the Functi ons B anki n theW orkb ook
. EY box in gy, o g a s, w i mmi n gh,o rs eri d i n g
wr es t ling, for usefulphrases for presenti ng an argument, agr eeing/
disagreeing, etc.
o Askstudentsif theyagreeor disagree with the statement.
-xerCise3 page52 15minutes
P ai rup students so theyw orkw i thsomeone w ho repr esent s
j.."'/W the otherpoi ntof vi ew .(l f the cl assi s unevenlsp y lit ,ask
Re a dt he ins t r uc t ionto s g e th ewr i thth e c l a s s . somestrongerstudentsto switchsidesin the discussion.)
Exp lain t hatin t hist y p eo f ta s kth e ys h o u l dfi rs tre a dthe . S tudents di scuss the statement i n pai rs.W al karo undand
r,vh ole t ex tc ar ef ullya,n dtrya n d i d e n ti fyth e m a i ni d e aof moni torthe acti vi ty,focusi ng especi al lon y the fun ct ional
e a chpar agr aph. T henth e ys h o u l dre a dth e s e n te n c ebefores pnra5e5.
a n daf t ereac hgapt o s e ew h a ti n fo rma ti oins m i s s i n g .
Th ek eyt o c om plet inth g e ta s ki s to fi n dth e l i n k i n gw o rds t Lessonoutcome
a n d r elat iv e pr onounth s a tl o g i c a tlcyo n n e cth
t e te x tto the Ask students:Whathaveyou learned/practised today?Elicit:I
mi ss ings ent enc e. havepractisedcompletinga text with missingsentences.I have
Readsentence A together.Elicitthe meaningof therefore. practisedword formationgapfill. I havelearnedhow to present
l xp l a int hat t her ef o ree x p re s s easc o n c tu s i o wn ,h i c hm eans my opinionon o stotement.
th e p r ev ious s ent encseh o u l do ffe ra n a rg u m e nto t s u p port
th e s t at em ent .
Stu d entcsom plet teh e e x e rc i sien d i v i d u a tl y .
Ch e c kt he ans wer in s c ta s sAs . ks tu d e n ts to re a dth o s eparts
o f the t ex tt hat r ef ert o i n fo rm a ti oinn th e m i s s i n gs e n t ence.

IEY 1 D ZL 3C 4A 5G 6B

TOP I C . & * Anna Oh,I thinka lot of peoplewould.ft wouldlookgreatin
work the kitchen. AndI'd loveto haveonein thekindergarten
whereI work.
lon I don' takesup morespacethannecessary, it
EXerCiSe1 page53 3 minutes costsa lotto run,andisn'tatlthatbeautiful either.I doI
r Workas a class.Focusstudents'attentionon the picture thinkit'sworthit. Mark,whatdo youthink?
Mark Oh,it is so tomorrow! lt'soriginal,
it'sdifferent,a bit ove'
and readthe two examoles. thetop butthat'swhyit'sgreat!Weneedto change the
. Encourage studentsto usemay,might,couldor can'tto waywethinkaboutthings.I thinkthisfridgeis for peopLt
spec ulatabout
e t he p i c tu re . whotikethingsthatarea bit outof theordinary. I would
happilyhavea treeor a colourful pyramid instead of a blr
Exercise 2 page53 3-5 minutes coldrectangle. Only...I always forgetthings,youknow,
. Readt hr ought he t i s to f a p p l i a n c eass a c l a s sEti
. c ithet andso I needto havehundreds of thoselittlevetlow
me aningof wor dsb y a s k i n ga b o u tth e i rfu n c ti o n s . notesstuckon myfridge... There's nowhere on thetreef
. Studentsworkin pairs.Theydiscussthe futureof the those...
appliances. Theymight[iketo drawthe futureappliances on
p a perA
. s kt he pair sto p re s e nth t e i ri d e a sto th e c l a ss. Exercise4 page53 5 minutes
. Voteon the bestidea. . S tudents
w orki n oai rs.W al karoundand moni t ort he act iv
as theydi scussthei ri deas.
Exercise3 page53 O 1.38 8-10minutes . Conducta briefclassfeedback.

Exercise5 page53 1ominutes

. Readthe instructions as a class.Ask:Howmanyspeakers e Studentscontinueto workin pairsto discusstheirideas
areyou going to hear?(fhree.)Whatare theygoing to talk aboutrobotsor machines. Continuemonitoring the
about?(A specialfridge.)Willyou hearanswersin the same di scussi on.
orderin whichthe questionsare on the poge?(No.) . Askstudentsto feedbackto the class,and encourage ther.-
o Explain t hatin t histy p eo f ta s kth e o p i n i o n sth e yre a dw i l l to respondto the ideastheyhear,and sayif theyagreeor
be phraseddifferently on the recording, that is, theyshould disagree Askthernto justirytheir
with theirpredictions.
listenfor ideas,not for the exactwords.Undertining the key views.
wordsin eachstatement will hetostudentsto comparewhat
th eyhearand r ead .l t i s a l s oa g o o di d e ato try a n dt hi nkof ExerCiSe6 page53 10minutes
differentwaysof sayingwhatthe opinionssay.
Ptaythe recording twice,with a 3O-second pausein
between. r R eadthroughthe i nstructi ons
andthe questi ons wit ht he
C hec k t heans wer isn c l a s s . class.Makesuretheyunderstand the keyvocabulary.
. Explainthat in thistypeof taskthe focusis on finding
KEY similarities betweenthe two situationsshow
or differences
1 Jo n 3 Mark 5 An n a 7 )o n i n the photos,noton descri bi ng
the detai l sof e achim age
2 Ma r k 4 lon 6 Ma rk 8 Ma rk Theycanmentionspecificdetailsto illustrateanypoints
theywantto make.
o Allowa minuteor two for studentsto collecttheirthoughts
Transcript abouteachof the questi ons.
Anna Wow,lookwhatI foundon the Internet! A TreeFridgel A o ModeIthe task with a strongerstudent.
refrigeratorshapedlikea treewithseparate'branches' . Studentsin pairstakeit in turnsto do the task.Encourage
for storingmeat,cheese andothertypesof foods.You themto noteanydifficutties, goodor bad points,and give
canpickfruitfroma tree.Coot!Anda birdhouse,soyou feedback to eachotheraftertheybothfinished.
cantakean eggstraight froma bird'snest.Jon,isn'tthat . Conducta ctassfeedbackby askingaboutthe difficulties or
amazing? i ssuestheydi scussed.
Jon Tobe honest, Anna,I'm notso sure.Maybeit'sthe
engineer in mespeaking butthistookstikeseveral single t Lessonoutcome
fridgesputtogether. Sucha largesurface areameansyour
'tree'canneverbe energy wiltconsume huge Ask students:Whathaveyou leorned/proctised todoy?
amounts of energy
and,of course, costyoua fortunein Elicit I hovepractisedmatchingspeakersto stotements.I hovr
the process. Anddon'tyouthinkit woutdbe difficultto discussedthe role oftechnologyin our lives. I havepractised
putyourgroceries away?| meanthosecompartments look comporingand controstingphotos.
prettytinyto me.Youwon'tbe ableto getmuchin them.
Mark I agree,Jon- theyaretiny.Andanother thing- imagine
reaching all thosehiddencorners - whoever designed it
obviously hasneverhadto cleanouta fridgein theirtife.
Butasfor puttingthe shopping away- welt,it mightbe
funforthechildren to decidewhatgoeswhere.Andthey
couldlearnaboutdifferent typesof food,too.
Jon Theycanlearnthatfrombooksor W. Speaking of which
- | keeptheW in mykitchen on topof myfridge.Where
wouldI putit ?H a n gi t o n o n eo fth eb ra n c h e sButthere
is onethingthatI definitety likeaboutthistree- thefoot-
controlted doorhandle. Youiuststepon it andthe door
slidesto oneside.Noeffort.Now,thatis practical. But
stitt,thatwouldn'tbe enough to makemebuyit. In fact,I
honestly cannotimagine whowouldbuyit.

u 1 {t T l l {c L u D E s o r*
. hgggeand garden. cornpogndnounso phrasalverbs
. must have,might have,can't hove. reportedspeech(statements)
tel/. reportedspech(questions). verbswith two objects
decidingwho committeda crime . rote-playinga TVinterview
I compromrsrng
. a formaI letter:makinga reservation

K B oOK pages48-54 . S etfcheckpage55

Murderin thetibrary
rE s s o i lsutM ARYoo*','' KEY
/ocabulary:in the houseand garden 1d 2a 3c 4b
I rammar:past modats- must hove,might have,con't hove
-istening:interviews;listeningfor specificinformation Tmrscnrprz.ot
Soeaking:speculatingaboutwho committeda murder InspectorMayI askyoua fewquestions, Martha?
-opic:hom e Martha l f youmust.
InspectorYou're the cookhere,aren'tyou?
Martha That'sright.
Todo the lessonin 30 minutes,keepthe lead-in InspectorHaveyouworkedherefor [ong?
ief and set the Grommorand Vocabulary Builderexercisesas Martha Thirtyyears,nearly.
lneworK. InspectorH mm.W here w ereyouat 5 o' cl ockthi seveni ng?
Martha I w asdoi ngw hatI usual ldoy at thatti me- prepar ing
r Lead-in 3-4 minutes dinner.I wascuttingup vegetables.
. L e a di n t o t he t opicwit ha h o u s ea n dg a rd e nv o c a b u l a ry InspectorD i dyouhearthegunshot?
Martha Ofcoursenot.Don'tyouknowthatthe kitchenis a long
q u i z.P uts t udent in s pai rso r s ma l Ig ro u p sR
. e a do u t th e s e
wayfromthe library?
quizquestions: Canyou nome...?tvvopiecesof furniture lnspectorWheredidthevegetabtes comefrom?
whichyou find in the bedroom;tvvopiecesof furniture in the Martha Thegarden, of course.Harold, thegardener, brought
kitchenbeginningwith c; tvvothingsin or parts of a garden; themi n forme.
two thingsyou sit on. InspectorW hatti me?
. Ch e cka ns wer sm, ak ingsu res tu d e n ts c a ns p e l la n d Martha 5.30.
pronounce the wordscorrectly. Youcouldawardpoints: InspectorI see.Youdidn'ttikeLordSnodbury, didyou?
1 pointfor a correctanswer,and 2 pointsfor a correct Martha Whotoldyouthat?...Well,it's no secret. Nobody likes
a n sw ert hatnobodyels eh a sg o t. hi m.
Exercise1 page
54 Martha W ett, yes,I di d.
. Stu d e ntdo s t he ac t iv ityi n p a i rs C
. h e c kth e a n s w e rsb y g oi ng InspectorW hatabout?
th ro u gheac hr oomande l i c i ti n g w h i c ho b i e c tsth e yc a ns ee. Martha Thesameasal w ays. lt 's
I needhel pi n theki tche n.
Ch e ckcom or ehens ioofns o meo f th e l e s sc o m m o nw o rd s al w aysbusyandI' mgetti ng letm e
ol d.B uthew oul d n't
b y sa yi ngt hemin t he s tu d e n tsl 'a n g u a gaen da s k i n gfo r a n havea ki tchen mai dto hel pme.H e' smeanandunkind.
En g ti sthr ans lat ion. AfterattI'vedonefor him!
. Mo d e la nddr illwor dsw i thp ro b l e ma tipcro n u n c i a ti o n , InspectorThankyou, Martha. You'vebeenveryhelpful.
Martha H uh.
especially: chandelier l,[ende'he(r)/ wherethe stressfalls
on the finalsytlabte, drawersldrc:zlwhichis pronounced as
InspectorD oyoumi ndi f I askyoua fewquesti ons, H aro ld?
onlyone syltable, cupboard/'k,tbed/whichhasseveralsilent Harold N o,Inspector.
letters,voselvo:zlwhichhasan unusualsound/spelling InspectorWherewereyouwhenLordSnodbury wasmurdered?
re ta ti o ns hip.
NBin A m e ri c aEn n g ti s iht i s p ro n o u n c el d
v e rzl . Harold I wascuttinghedges in thegarden.
InspectorDidn'tyoutakethevegetables intothe kitchen?
Harotd Thatwasbefore, abouthatfpastfive.
- DEflXlilOtS
InspectorD i dyouhearthegunshot?
o Writeon the board:What'sthe differencebefuteen...?
Harold Yes.I thoughtLordSnodbury wasshooting rabbits.He
abasin/ osink achair/ astool a lawn/ grass wasalways doingthat.
. Studentsdiscussthe differencebetweenthe pairsof
InspectorSoyoudidn'trushto the library?
words. Harold No.I iustwenton cuttingthe hedges, see.Didn'teven
Key:A basrnis i,nthe bathroomand a slnk is in the lookuo.
kitchen.A chairhas a backand sometimesarms.A stool InspectorYoudidn'tlikeLordSnodbury, didyou,Harold? Youhad
has neither.Alawn is an areaof groundcoveredin grass. an argument w i thhi m,di dn' you?
Harold I askedhimfor moremoney. Hehasn'tincreased my
Lawnis countablegrassis uncountable.
wagesin 10 years!Buthejustgotangry.
InspectorButI understand youpaidf500 intothe banktwodays
Exercise2 page
54 $ z.or ago.
. R e a dth e ins t r uc t ions
an dth e d e s c ri p ti o ntos g e th e r.
Ex p l ai n Harotd Yes,wett.Algernon gavemesomemoney. Heknew
rhatheir (pronounced lee(r)l- a homophone of oir) is the aboutmyargument withhisfather,andhefeltsorryfor
personwho hasthe tegalrightto receivesomeone's money me,I suppose. He'sa goodboyis Algernon.
InspectorThanks, Harotd.
a n d /o rpr oper twhen
y t h e yd i e .
. Beforeyou playthe recording, pre-teach moid,to rush,
InspectorLordAlgernon,wherewereyouat 5.00?
woges,to kneel,engagement, to shave.
. Pl a yth e r ec or ding AlgernonIn myroom.I wasgettingdressed fordinner.
onc ea n dc h e c ka n s w e rs . InspectorDidyouhearthegunshot?
AlgernonOfcourse,but I thoughtit wasFather
shooting rabbits
again.Then,I wentdownstairs andfoundMother
on thefloorbesideFather's
kneeting bodyin the tibrary.

InspectorWhattimedidyougo downstairs? Forpracticeof must have,might have,can't have,go to:
Algernonlt wasabouttwominutes afterI heardtheshot.
InspectorHadyouhadan argument withyourfather?
lnspectorButthiswasa bigargument, wasn'tit?Aboutyour KEY
engagement to EmmaJones. I 2 Hecan'thavehad a key.
AlgernonYes.Hewantedmeto marryVictoria Fawcett-Smith 3 H emi ghthavefoundan openw i ndow .
because she'srich.ButI don'tcareaboutmoney,I 4 Hemusthavebeenveryquick.
onlycareabout[ove.AndI loveEmmaJones, Inspector. 5 Thenei ghbourscan' thaveseenhi m.
She'spoor- that'swhyFather wasso angryaboutthe 6 Thefamilymusthavegoneout.
engagement. 7 He mighthaveescapedthroughthe garden.
InspectorI know.AnddidyougiveHaroldmoney?
AlgernonYes,I did,Inspector.Thatwasanother argumentwith 2 2 Elizabethmighthavegoneto the doctor's.
Hewouldn'tincrease the poorman'swages. 3 Ametiacan'thaveforgottenaboutthe party.
That'showmeanhewas.ButI did lovehim,Inspector. 4 Tylermighthavegoneon holiday.
Hewasmyfather,afteralt. 5 A rchi emusthavemi ssedthe trai n.
InspectorOfcourse, LordAlgernon.Thankyou.You've beenvery 6 Alexmighthavefatlenoff his bike.
...You'vecutyourhand,I see.
7 Amycan'thavegot lost.
AlgernonOhthat?Yes,I did it whileI wasshaving.Goodbye,
Exercise5 page54
InspectorLadySnodbury, coutdI possiblyaskyoua fewquestions? . Studentsdiscussthe evidencein pairs.lf theyseemto be
Lady5. Certainly, Inspector. struggling
to remember the details,playthe recording
InspectorThankyou.Couldyoutellme,MyLady,whereyouwere moretime.Remindthemto usethe pictures,too.
LadyS. I wasin thediningroom,arranging theflowersfordinner.
Exercise6 page54 $ z.oz
InspectorWeretheflowers fromthegarden?
r Askfor a showof handsto seewho studentsthinkkitted
Lady5. Yes,I pickedthemmyselfthis afternoon.
InspectorAndwhatdidyoudo whenyouheardthegunshot? LordSnodbury.Ptaythe recording
for studentsto find out
LadyS. I rushedto thelibraryto findmyhusband lyingon the the answer.
InspectorDidAlgernon joinyou? KEY Algernon
LadyS. Yes,he did.Abouttenminuteslater,I think.I wasiust
sittingtherein shock.Hesaidthatat firsthethought
thatit wasiusthisfathershooting rabbits.Poorboy,he
wasveryupset. InspectorLadies andgentlemen. Thankyou verymuchfor
InspectorWasyourmaniage a happyone? coming. I'mafraidI knowwhothemurderer is.YoualIha'
LadyS. Inspector! Sucha question! ...Well,I suppose it'strue reason to hateLordSnodbury, buttheontypersonwho
thatmyhusband couldbe a verydifficultman.Hegot couldhavedoneit was...LordAlgernon!
upseta lot aboutmoney. Hewasveryhardon poor Yes,LordAlgernon, youhatedyourfatherforpreventing
Algernon at times. youfrommarrying EmmaJones. Youclimbeddownthe
lnspectorHadyouarguedwithhimrecently? drainpipe fromyourroom,shotyourfatherin the tibrary,
LadyS. Well,if youmustknow- we arguedlastnight,about thenescaped backup the drainpipe thesameway.You
Algernon. gotyourbootsmuddyfromthegardenandyoucutyour
InspectorI see.Thankyouverymuch,LadySnodbury. handon the brokendrainpipe. Yousaidthatyouwere
in yourroomdressing for dinnerat sixo'clockwhenyou
Exercise3 page54 fl z.or heardthegunshot, butweonlyhaveyourwordforthat.
. Youdidn'tcomedownstairs untiltenpastsix,whichgave
Focuson the Inspector'snotes.Gothrougheachgapand
youiustenough timeto committhecrime.However,
get studentsto predictwhatkindof information
wiltfit in the
Haroldthegardener musthaveseenyou.Yougavehim
gap.Emphasise that predicting
wordsin thisway is a useful moneyto keepquiet,whichhewashappyto do.Now,
wayto approacha listeningtask. LordAlgernon, whathaveyougotto sayforyoursetf ...?
. Playthe recordinga secondtime.Pauseaftereachwitness
statement. Forfurther practiceof Houseand garden vocabulory,go to:

1 d i n n er 6 money/ wages 11 e n g a g e m ent KEY
2 kitchen 7 f500 12 flowers 1 (Possibleanswers)
3 u n ki nd 8 wasgettingdressed 13 d i n i n gro om garden:flowerbed,hedge,path,stepladder
4 hedges 9 bedroom 14 library kitchen:dishwasher,
fridge,microwave, washingmachine
5 garoen 10 two minutes 15 te n livingroom:armchair,
bookcase, coffeetable,desk,fireplace
bedroom:bedsidetable,chestof drawers, wardrobe
Exercise4 page54 bathroom: basin,bath,mirror,shower
. Studentsworkindividualty
to matchthe sentences
and then 2 Ooenanswers
compareanswerswith a partner.

KEY 1b 2c 3a

. Putstudentsin oairsand askeachoneto describeone 1 ...sai dthattheyhadcometo di scussi mportant business
o f the pic t ur es
in exe rc i s1e. w i th hi m.
. Explainthat by usingmustlmightlcon'thovethey can 2 A rnol dtol d R obertsthati t contai ned
di amonds.
expressdifferentideasand interpretations of the scene 3 Theysai dthattheyhadfoundthe di amonds i n a secr et
ma k ingt heirans we rs fu l l e r.R e m i n ds tu d e n ts
th a t locationthe weekbefore.
we usethe structure to talk aboutthe eventswhich 4 Theysaid...thattheywerelookingfor businessmen to
h a ppened , tth e a c ti o nw e c a ns e ei n th e
ear lierno i nvesti n the mi ne.
pIcrure. 5 Roberts told the menthat he was happyto investthere
. Usethe top pictureas an example:Themanmusthave andthen.
beenmurdered.He musthavebeenshot. Themurderer 6 A rnol dandS l acksai dthevw oul dtakethemtherethe
might havehad dirty can'thavehappeneda nextday.
long time before. etc. 7 A rnol dtol dthemtheycoul ddi g for di amonds them selves.

+ Lesson
outcome Exercise3 page55
,;k students:Whathaveyou learnedtoday?Whotconyou do . Beforecompleting the tablegivestudentsan opportunity to
':rw?Elicit:I candecidewhocommitted
o crime.I understond tell youwhatoveralldifferences theycanseebetweendirect
.t/ to usemusthave,mighthaveond can'thave. and reportedspeech.(Sentences beginwithsayltell,the
tenseschange, pronouns andti meexpressi ons cha nge) .
. Askstudentsto do the exercise in pairsor individuatly.Do
the firsttwo as examoles.
. C heckansw ers as a cl ass.A skstudents w hat,i n gen er at ,

Reported happensto the tenseswhentheyarereported.(Theymove
(statementb) ,/ KEY
1 pastsimpte 3 pastperfect 5 coutd
L ESSOI{ S UilI M A RY .. * .
2 present
continuous4 presentperfect 6 wilt
Grammar: reportedspeech(statements);sayandtel/
Re a d i n tex
g: tabouta diam o nhdo a x
Speaking: talkingaboutuntruestories
Exercise4 page
. Studentsworkaloneto
Readthe Leornthrslboxtogether.
of pronouns
fi ndexampl es thatchange.
Todo the lessonin 30 minutes,set the Grammar
3uilderos homeworkand do exercises3 and 5 tooetheras a class. KEY
t you changestohim
I Lead-in 3 minutes 2 it staysthe same
. Writethe foltowingwordsin a wordpoolon the board: 3 we changeslothey
outhentic fact fiction foke hoax pull someone'sleg 4 we changesto they
joke lie real pretend myth genuine valid false true 5 / changes to he
. Askstudentsto arrangethe wordsintotwo groups- words 6 Wechangestothey;you changesto them
relatedto truthandwordsrelatedto 'untruth'. 7 Youchangesto they;yourselveschangeslo themselves
. KeyTruth:authentic,fact,real,genuine,valid,true Untruth:
fiction, fake, hoax,pull someone'sleg, ioke, lie, pretend,
myth,folse Exercise5 page55
. Exp tain o S tudents or i n pai r s.
i ndi vi duatty
cando the exerci se
anyv oc abula ry a reu n s u reo f a n dfi n a tly
s tu d e n ts
fo cu son hoax- an ac ti n w h i c hs o me b o dtri y e sto ma k e
o th e rp eoplebeliev es o me th i nw g h i c hi s u n tru ee, .g .h o a x KEY 1c 2d 3a 4e 5b
b o mb,hoaxphonec al l s e , tc .
Forfurther practiceof Reportedspeech(statements),go to:
Exercise1 page
. Fo cu son t he ins t r uc t i o nths e na s ks tu d e n ts
to re a dth e text
a n da n s wert he oues t i o n .
. Pre-teach KEY
dig andburyif necessary.
11 theyhadseen 5 shew oul dcal l
K EY L o ndon 2 theyhadneverseen 6 that he coul dexplain
3 theyhadn'tgoneout 7 he oftenforgot
4 theyw erethi nki ng 8 he hadcti mbed
Exercise2 page
. Exp l a in or elic itt hat' r e p o rte ds p e e c hi's w h e nw e s a y 27 that ni ght 4 the daybefore
o r w ri t ewhatanot herp e rs o ns a y sa n d' d i re c st p e e c hi's 2 thatday 5 the monthbefore
th e a c t uaIwor dst hata res o o k e nG . i v es tu d e n ts1 mi n u t e 3 the nextweek
to mat c ht he s ent enc e S s .u g g e sth
t a tth e yu n d e rl i nth
ee 37 E mmasai dthattheyhadnearl ymovedhousetheyear
re p o rt ed s peec hs ent e n cien th e te x ta n dw ri teth e n u mber before.
o f th e dir ec st oeec hs e n te n cnee x tto i t. 2 E mmasai dthattheyhadboughta newhouseth e m ont h
3 S hesai dthattheyhadpackedthei rbooksi nto boxest he

4 Shesaidthattheyweremovingthe furniturethat day. Todo the lessonin 30 minutes,keepthe lead-in
5 S hes aidt hatt ha t n i g h tth e yw o u l db e s l e e p i n g
i n thei r brief, limit the preparationand performancetime of the role-
newbedroom. ploy in exercises7 and 8 ond askstudentsto read the textfor
Shesaidthat theywerehavinga house-warming party the first time ot home.
the nextweek.
i Lead-in 3 minutes
4 1 to l d 2t ot d 3said 4 to td 5 to l d 6 sai d r Writeon the board:STRANGE PHENOMENA /fe'nomrne/
andexpl ai nor el i ci tthati t meansthi ngsthatcannotbe
Exercise6 page55 explainedby scienceand reasonand that seemto involve
. Studentscanworkindividually
or in pairs. mysterious forces.(NBPhenomena is plural,the singular
form is phenomenon.)
KEY Brainstorm someexamples togetherandwritethemon the
lastweek- the weekbefore
creotures,cropcircles,miracles.lf studentsmentionthe
h e reand now- t her ea n dth e n
LochNessMonsteror Bigfoot(Sasquatch), writethemon tl
tomorrow- the nextday boardbut don'tgo into anydetailaboutthemat this stage
Ask students:Doyou knowof anyfamousstoriesrelatedto
Exercise7 page55 thesesubjects?Haveyou or anyoneyou know experienced
e Aska studentto readout the informationin the Lookout! any of these?Do you believein thesekinds of stories?How
box.Askstudentsto find out how manyexamples ofsayand do you thinktheyare explained?
felltherearein the text.Youcouldsetthis as raceto find Studentsmightfeelmorecomfortable speakingin pairso,
the correctanswer. smallgroupsthan in openclass.

KEY 5 ( 3x s aidand 3 x to l d )
Exercise1 pase56
o Focus on the photos.Writeup some[anguage fordescribing
thingswhichareunclear:lt looksa bit likea.../ lt lookslikea
Exercise8 page55 kind/sortof ...andaskstudentsto describewhattheycanse(
. Givestudentsa minuteto comoletethe sentences with
said or fold.Checkanswersand thenaskthemto write Exercise2 page56
the sentences in reportedspeechin theirexercise
books. . lf necessarypre-teach:highlandsl'hailendzl,scenery
Remindthemto changethe pronounsand time expressions. /'si:neri/,surgeon /'ss:d3en/and creature /' kri:tJe(r)/.
. Focuson the instructions and questions. Givestudents2-:'
KEY minutesto readthe textand thena further2 minutesto
1 said;Jacksaidto his sister(that)he didn'tbelieveherstory discussthe questions with a partner.Havea classfeedbacl,
2 said;Hismothersaid(that)she had spentall her money.
3 told;Shetotdherfriend(tha$they'dbe in Londonthe nextday. Exercise3 page56
4 said;Marysaid(that)she'darrivedthe day before. Gothroughthe instructions. Remindstudentsthat the best
5 told;Jacktold his sister(that)shealwaysspoiledhis fun. wayto approachthe taskis to startfromthe gapin the text
6 totd;Suzietold herdad (that)shewasn'tlisteningto him. readthe information beforeand afterthe gapand predict
7 told;Theytold me (that)theycouldn'tseeme untilthe next the missinginformation. Nexttheyfind a sentencewhichfit
the topic.Theyshoutdthen lookfor grammatical links(e.9.
tensesand pronouns) to confirmtheirchoice.
Studentsdo the exercise individualty
and compareanswer!
Exercise9 page55 with a partner.Askthemto iustifytheirchoices.
r Readthetaskandtheexample together.lf possible,
thinkof an
exampleof yourownto tell.Givestudentstimeto thinkof an KEY 1c 2a 3e 4b
occasionwhentheythoughtsomeone wasn'tte[[ingthetruth.
. Aska few studentsto tell theirstoriesto the classor divide
the studentsintogroupsand askthemto tetlthe othersin Exercise4 pase56
the group. o Referstudentsto the functionallanguagethatyou wroteon
the boardin exercise1. Theydescribethe photoand answe
I Lessonoutcome the questi ons.
Ask students: Whatdid you learn todayTWhatcanyou do now?
and elicit: I can reportwhat otherpeoplehavesoid. I understond Exercise5 page56 f) z.or
the rulesof reportedspeech. o Tellstudentstheyaregoingto listento a radioprogramme
aboutanothermysterious creature,Sasquatch.
r Pre-teachape,settlersandhumanbeing.
o Gothroughthe instructionsandtell studentsto put their
pensdownand listento getthe overallgist (andanswerone
Mythor reality?
KEY 3 sightingsaredescribed

t Es s olt suttAR Y.. e@ TnArscRtPT2.03

Reading:a textaboutthe LochNessMonster;matching
TheNativeAmericanswhotivedin the north-westof thecountry
a radioprogramme
Listening: aboutSasquatch;
for hadalwaystoldstoriesaboutSasquatch,a largeandmysterious
soecific creature
ofa Sasquatch settlers
theybeganto recordthesestories

ln the nineteenth century, newspapers reported manyencounters t Lead-in 2 minutes
between Sasquatch andthe settlers. In 1884,somemencaptured
. Writeon the board:CRIME SUSPECT (noun) WITNESS
a creature thattheysaidwas'halfman,hatfanima['. Theysaidthat
o Checkstudentsunderstand thesewordsand can pronounce
it tookedtikea humanbeing,but hadbtackhairall overits body.
Theyalsosaidthatit wasshorterbut muchstronger thana human. them correctly.(NBsuspectas a nounis pronounced with
Theygavethecreature a name- 'Jacko' - anddecidedto takeit to As a verb,it is pronounced
the stresson the firstsyttabte.
but ' lac k o'dis a p p e a reddu ri n gth ej o u rn e y .
L o n d on, with stresson the secondsyltable.)
. Underneath, writeup the followingverbs:commit
A mancalledAlbertOstmanmetoneof thesecreatures in 7924, investigate catch orrest question interview witness
althoughhe didn'ttellanybodyhisstoryforyearsbecause he r Ask: Whichverbsgo with which nouns?
d i d n ' t hinkt heywouldb e l i e v eh i m.l t h a p p e n ew d h i l eh ew as
Key: commit, investigate,witnessa crimei cotch,arrest,
ca mping in t he m ount a i n H
s .ew a sa s l e e pa t n i g h tw h e na l arge
question (interview)a suspect interviewa witness
Sa sq uat cpic h k edhimu p a n dto o kh i mo v e rth em o u n ta ito n a
o Ask: Hasanybodyeverwitnesseda crimeor an accident?
valley.Hewasthe prisoner of the Sasquatch famity(father, mother,
sonanddaughter) for sixdaysbeforehe managed to escape. He Wereyou interviewedby the police?
didn'ttellanybody aboutit until1957- 33 yearslater!
Exercise! page57
n thesummer of 1988,a 12-year-old boywasfishingin a riverin . Focuson the oicture.Askstudentsto workwith a Dartner
Washington State.Helookedup andsawa whiteSasquatch looking
for abouta minutetakingit turnsto saysentences.
at himfromtheopposite bankof theriver,about6 metresaway.The
them to usemight and might hayeto speculate.
creature wasabout2 metres hadblueeyesanda
wascovered in whitehair.It waswalkingslowly, as if it hadinjured
its rightfoot.Theboyjumpedontohismotorbike androdeaway.He
Exercise2 page
5T f) z.o+
didn'teventakehisfishingequipment withhim- hewasso scared. . y i n pai rsto com plet et he
S tudentscanw orki ndi vi duatlor
Hetoldhisfatheraboutthesighting, buthisfatherdidn'tbelieve di al ogue.
him.Eventually, he persuaded hisfatherto go backto the riverwith
him.Thecreature hadgone,buttheyfoundlargefootprints in the KEY
mud.Therightfootprintwasdifferent, as if the footwasiniured. 1 H aveyou hada cup oftea?
2 W hatdi d you see?
Exercise6 pase
s6 S) z.or 3 H owmanymendi d you see?
o Givestudentstime to readthroughthe sentences
and ask 4 C anyou descri behi m?
a n yv oc abularque
y s ti o n s . 5 Wiltyou havea lookat thesephotos?
o Playthe recordinga secondtime.Studentscompare
6 D oyou recogni seanyofthesemen?
answersand correctthe sentenceswhicharefalse.
7 Areyou sure?
8 W hyareyou smi l i ng,Inspector?
KEY 1T 2F 3F 4F 5T 6T 7F

Exercise3 pase57
Exercise7 pase56 r Focuson the i nstructi ons.
S tudents
w orki ndividuat ly
o Givestudentsa few minutesto preparetheir notesin pairs.
checkin pairs.Witha weakerclasspointout or elicitthat a
reportedquestionstartswith asked.
Exercise8 page56
. Focuson the instructions. Studentsrole-play theirdialogues KEY
i n p air s G
. o ar oundl i s te n i n ga n d h e tp i n gi f n e c e s sary.
the i nspector
askedme i f I' d hada cup of tea
thereis time at the end,ask a few pairsto performtheir
rote-plays in frontof the class. sheaskedme w hatI' d seen
sheaskedme i f I coul ddescri behi m
t Lesson
outcome she askedme if I would havea look at somephotos
Ask students:Whathaveyou learnedtoday?Whatcanyou do sheaskedme i f I recogni sed anyof the meni n them
now? Elicit: I con understanda magazinearticle and a radio she askedme if I was sure
report about a mysteriouscreature.I can talk about myths. I askedherw hy shew assmi l i ng
Ask: Whichuseful words and phraseshave you learned?
Exercise4 page57
r Studentsworkindividually
to completethe rules.

KEY lask 2are 3 before 4 don' tu se 5if

Forfurtherpracticeof Reported go to:

L ESS O il S Uit t A RY .. a @
Grammar: reportedspeech(questions)
11 They,us,we 3 S he,hi m,he 5 He, him, t
Reading:a policeinterview
2 He,me,I 4 We,her,he 6 We, ther.:nq
Speaking: a memorygamewith reportedquestions
27 JohnaskedE mmaw hatshe hadseen.
2 S eanaskedhi s mum i f shew oul dcl eanhis r oo- .
Todo the lesson in 30 minutes, keep the lead-in 3 Amy'sdad askedher if she had doneher hommcrc-
brief and set the GrammarBuilderand exercise6 os homework. 4 MeganaskedJoewherehe was going.
5 LityaskedRobertif he likediazz.
6 OscaraskedK ati ei f shecoul dhel phi m.

unit6.Tetsrr (-
Exercise5 page57
o Studentcsom plet teh e te x ti n d i v i d u a l a
l yn dth e nc h e c k
answerswith a partner.Teltthemto payparticular
to the wordorderas the sentences area combination
of Washewhohe
reportedstatements and questions. he
tE ssol l sumMA R Y a. e i
t h i s m umif he c ouldg o o u t
Reading: an articleaboutan impostor;
2 wherehe was planningto go
her he wantedto seethe newBradPittfilm muttiole-choice
4 askedhim if he'dgot muchhomework Vocabulary: compound nouns
5 h a d n' tgiv ent heman y Topic:people
6 if he wantedto eat beforehe went
7 if therewasanypasta
Todo the lessonin 30 minutes,keepthe lead-in
brief and setthe VocabularyBuilderexercisesfor homework.
Exercise6 page
o Focuson the instructions andthe example.Students work + Lead-in2 minutes
on theirownto writesix questions to asktheirpartner. r Askthe classto lookat the titteof the lesson.Askthem
C i rc ulatand
e m onit o a
r s th e yd o th i s ,c h e c k i nth
g a tth ei r to predictwhatthe articleis goingto be about.Ask:Why
sentences arecorrectand thatthey'reusingdifferenttenses. wouldsomebodypretendto be somebodyelse?Whatwould
r Witha weakerclassgo throughthe itemsin the boxand you haveto do to pretendto be someoneelse?Wouldit be
the questions
elicitthe structures will contain.E.g.a possibleto do that thesedoysT
questionwith do, a questionwith an -ing form,a question
with did, a questionwith haveand pastparticipte,etc. Exercise1 page59
r Focuson the instructionsandthe topics.Makesure
Exercise7 page
57 studentsunderstand that onetopicis extra.
. Readthroughthe instructions and exampletogether.Divide o Don'texplainthe meaningof impostor,tell studentsthey
the classintotwo teamsand startthe game. canworkit out whentheyreadthe text.
. Youcouldmakethe memoryelementmorechallenging by o Allowstudents2 minutesto skimreadthe text.Tellthem
a sk ing4 or 5 pair sin o n ete a mto a s ka n da n s w eqr u e sti ons thattheywill havean opportunityto readthe text in more
andthengettingthe otherteamto remember and reportthe detailin the nextexercise.
questionand answer.Awarda pointfor eachfactuallyand
grammatically correctanswer. KEY A2 B5 c3 D1
t Lessonoutcome
Askstudents:Whotdid you learntoday?Whatconyou do now? Exercise2 page59
and elicit answers:I canreportquestionswhichotherpeople o Tel[studentsthat an effectivemethodof answering the
haveasked. multiple-choice questionsis to underlinethe keywordsin
the questions, thentry to predictthe answer.Nexttheylook
Notesfor Photocopiable
activity6.1 at the opti onsanddeci dew hi chfi tsthei rpredi ct ion.
Finalt y,
question? theygo backto the textto check.
Whoaskedthe r Studentsdo the exercise on theirownwith a time limitof 5
Game minutes.Letthemcompareanswersin pairs,iustifyingtheir
Language: reportedspeech(statements and questions) answers,beforeclassfeedback.
Materials: onecut up copyof the worksheetperclass
(maximum20 students)(Teacher's Bookpage133)
Part r
KEY 1c 2b 3a 4b 5d 6c 7a
. Giveeachstudenta ouestiona card.Askstudentsto
me m or isteheirques ti o n . Exercise3 pase59
Askstudents to takea blankpieceof paperor theirnote- o Readthe Learnfhisl boxtogether.Studentsfind examplesot
booksand mingleaskingtheirquestionto the otherstudents. compounds nounswithfomilyin the text.
Theyshouldmakea verybriefnoteofthe answer.(fheydo
not needto notedownwhichstudentgavewhichanswer). KEY
Whenthe studentshaveaskedtheirquestionto everyone,
theysit down.Dividethem into pairsor groupsof three.
In theirpairsor groupstheywritethe namesof everybody in
the classin the left-handmarginof a blankpieceof paper.
Givethemten minutesto try to remember andwritedownin Forfurther practiceof Compoundnouns,go to:
reportedspeechthe questionthat eachpersonasked.
Checkanswersby eliciting.Ask:Whatdid (Barbara)askyou?
Givea oointfor eachcorrectanswer.
Partz (lf time allows)
o Askeachstudentto writeonesentence in reportedspeech
whichsummarizes the resultof theirsurvey,e.g.Most
peoplesaid that they sentmore thon 5 text messagesa day.
or Hardlyanybodysaid that they had written a letter this
year.Studentsreadtheirsentences out.Youcouldcollect
the sentences in and producea classposter.

l l ta ble 3 room 5 p ta y e r 7 game
2 d oo r 4 tamp 6 pan 8 b ru sh
2 1 s auc epan 5 frontdoor
2 diningt able 6 guestroom
3 h air br us h 7 c o mp u tegr a me s t E s s o lt s u Mit A RY o o * u , " '
4 DVDplayer 8 d e s kl a mp FunctionalEnglish:negotiating and compromisin g
Listening:dialogues;listeningfor specificinformation
Exercise4 pase59 Speaking:narratingevents
Stu dentdo s t he ex e rc i soen th e i ro w no r i n o a i rs R
. e f er Grammar:exclamatorysentenceswith How and What
weakerstudentsto the wordtist. Topic:freetime
Afterfeedback you coutdaskstudentsto testtheirpartners.
Ones t udentc los est h e b o o kw h i l eth e i rp a rtn egr i v e sa
d e finit ion n e l i c i tth e w o rd .
or a t r ansl a ti oto Todo the lessonin 30 minutes,set the Vocabulary
Builderas homeworkond keepthepreparationand performonces
KEY in exercises10 ond 11 brief.
1 tri a l 4 innocent 7 guitty
2 [awyers 5 witnesses 8 s e n te n ced t Lead-in 2 minutes
r Focuson the photo.A skstudents w hattheycanseeand
3 prove 6 iury 9 p ri s o n
w hattheythi nkthe couptearetatki ngabout.
o Writethe followingquestionon the board:
C ULT URE I { O T E . T H E B R IT IS H IU R Y S YS TE M Whenyou are negotiating,oreyou good ot qettinevourown
wav or do you aive in easily?
o f 1 2 o rd i n a ryp e o p tew h oa r e
In the UKa T ur yc on s i s ts
o E l i cithe
t meani ng of the underl i ned phrasesandask
n o tc onnec t edwit hth e l a wa n dw h o d e c i d ea n dv o teon
students to answ erthe questi oni n pai rs.
whethera personis guiltyor notguilty.Ihejudge decides
on the sentence. Theadvantage of this systemis that it is
c . n yp e o p l ep re feto
se e nas dem oc r at i Ma r b e j u d g e dby 1 pase
Exercise 6o $ z.os
r Focuson the i nstructi ons andthe questi ons, pl a yt he
p e oplewhoar elik eth e ma n d n o t b y re p re s e n ta ti vof es
the government. Thedisadvantage ofthe systemis that recordi ng, askstudents to turnto thei rpartnerst o answer
o rd inar people
y don ' ta l w a y su n d e rs ta nthd e c o m p te x the ouesti ons.
r Witha weakerclasspre-teach fetch(goto wheresomething
andm a yb e b i a s e db y p e rs o n apl re i u d i ce.
i n for m at ion
i s and bri ngi t back).

Exercise5 page59 Exercise2 page

. Te lls t udent tso wr ites e n te n c easb o u tth i n g sth a ta requi te . S tudents i ndi vi dual to
readthe di atogue l y checkt heir
i n ter es t ing
or unusu a lfo , re x a mp l e a b o u tu n u s u apl l aces anSwer5.
th ey ' v ebeent o, c el e b ri ti eth
s e y ' v eme t,c o m p e ti ti o ns
th ey ' v ewon,s om eth i negmb a rra s s i n thge y ' v ed o n e ,etc. KEY
It s houldn'be t t oo e a s yto g u e s sw h i c ho n ei s fa ts e . Shewantsto stayin andwatchW
H ew antsto seea fi [m.
ATT E RI { A T I V ES PE AK I l IG AC T IVIT Y lessicawil[ cooka meaIand they'tlwatcha DVD.
Turnexercise 5 into a [ shouldbe
d o n eins t eadof ex e rc i s5e. Exercise3 page
r Writeon the board3 sentences aboutyourself,two true . andexpl ai nthe meanings
Focuson the i nstructi ons of t he
andonef als e.G e ts tu d e n ts to a s k y o uq u e s ti o nasbout functionsif necessary.Pointout thatthe stressis on the
eachsentence. Pretendthat atl threesentences aretrue secondsyttabte in obkc'!.Compare this with the nounq1fecf
andinv entans w e rs to th e i ro u e s ti o nasb o u tth e fal se wherethe stressis on the firstsyllabte.
statement. Aftera few minutesaskthe classto voteon o C heckansw ers thenaskstudents to readthe di alogue in
whic hs ent encteh e yth i n ki s th e fa l s eo n e . exercise
1 aloudin oairs.
. Givestudentstwo minutesto writethreesentences
aboutt hem s elv e D s .i v i d es tu d e n tsi n top a i rs A
, and
B.T hengiv eS t ud e nAt th re emi n u te sto a s kq u e s ti ons
Greensuggesting R ed compromi si ng
or agr eeing
aboutS t udentB ' s s e n te n c eto s tryto d e te rm i n e
whetherthe sentence is trueor false,Repeatfor Blue objecting Orangepersuading
S t udentB t o as kq u e s ti o n s .
r At the end of the activityaskwhatinteresting Exercise4 page
t heyfo u n do u t a b o u tth e i rp a rtn e rs .
inf or m at ion . Readthroughthe Learnfhisl boxtogetheror askstudentsto
readit to themselves. lt mightbe hetpfulto showhowthese
phrasal verbscontrast phrasal ve r bs
w i thtransi ti ve suchas
t Lessonoutcome lookafter,Iookfor, run out of andpick up, all of which must
Askstudents:Whothoveyoulearnedtoday?Whotconyou do be followedby an oblect.
'tow?andelicitanswers:I canunderstond an accountof a famous
legolcase.I cantalkoboutlegalsystems.
KEY goout stayin

Unit6.Tellingtales( 69
Forfurther practiceof lntransitivephrosal verbs,go to: Exercise6 page
6o f) z.oe
. P l aythe recordi ng agai n,pausi ng to gi vestudentst im et o
w ri tethei ransw ers.
KEY Witha strongerclassyou couldgo throughthe sentences
I 1 growsup 5 g i v eu p w hatmi ghtgo i n the gaps.D on' tconf ir mor
fi rst,eti ci ti ng
2 g oingout 6 stayedin denythe answ ers at thi sstage.
3 holdon 7 stoodup C heckthe answ ers.
4 ca m ebac k 8 fetlthrough
2 1 Hes atdownandb e g a nto re a dh i s b o o k . Tanyaand Peter
2 ,/ 1 W hydon' tw e 3 W hatabout 5 tal ke dm e int o
3 Theygrewup in a villagein Sicily. 2 | don' treal ty 4 come
4 JayandM iagot up a n dw e n tto s c h o o t.
5 ./ A nnand D avi d
6 Madis ons t oodup a n ds ta rte dto s p e a k . 6 w e coul dgo 8 H owabout 10 W hy
7/ 7 enjoyit 9 not reallyinto
8 Theplanedidn' tt a k eo ff u n ti lm i d n i g h t
Exercise7 page
6o f) z.oz
Exercise5 page
6o f) z.oe . P l aythe recordi ng anddri l lthe sentences choral ly and
. Gi ves t udent tsim et o re a dth ro u g hth e s e n te n c e Su s . ggest i ndi vi dual ty.
Tokeepal l the students together w i tht he
th a ttheywr it ein lus tth e p e rs o n ' isn i ti a t.Pta yth e re c ordi ng choraldri l l i ngsaythe sentence yourselwf i ththe s t udent s
o n c es t oppingbet we e n d i a to g u easn dc h e c ka n s w e rs. afterthe model otherw
, i se
somestudents mayl agbehind.
r R emi ndstudents to copythe hi ghsand l ow sof the
KEY i ntonati onso thattheydon' tsoundbored.
1 1 Peter 2 fanya 3 Peter 4 Tanya 5 Peter Exercise8 page
2 6 Da vid 7 A nn 8 David 9 An n 10 David S tudentsw orkal oneto categori se
the expressi o nsundert hr
functi ons
i n exerci se
3 andthenchecki n oai rs.
TRATSCRIPT 2.05 Afterchecking the answersaskstudentsto practisesaying
the sentences thatrefl ects
usi ngi ntonati on the fu nct ion.
Tanya I'm so bored.What shaltwe do?
Peter Why don't we go out for a walk? KEY
Tanya I don't reallyfancyit. lt's too hot. 7,3,6,8- suggesti ng
Peter What abouta bike ride then? 2,9- obj ecti ng
Tanya Evenworse!Whatcan we do to keepcoo[? 4,7 - persuadi ng
Peter We couldgo swimming.Theoutdoorpootwill be lovelyand 5,10- compromi si ng
or agreei ng
c oo t.
Tanya That'strue, but we sti[[ haveto watkthere.
Peter Yes,but it'tl be worth it in the end. Oh, comeon! Exercise9 page
Tanya OK,you'vetalked me into it. But only if you buy me an ice . R eadthe i nstructi ons
andexampte P oi n toutt hat
creamon the way. Doyou fancy... ? andHow/Whatabout....?are followedby
Peter Goodidea!I'tt buy us both one! eithera nounor a verbplus-ing whilstWhydon'twe....?
2 andWecould....arefollowedby an infinitive.Studentsdo
A nn Wha tsh atlwe do this ev ening? the taski n oai rs.
David We couldgo to the cinema.There'sa good film on. o In a weakerclassdo the taskin openpairsacrossthe class
Ann I don't want to go to the cinemaagain.We wentyesterday. beforedoingit in closedpairs.
David But Piratesof the Caribbean4 is reallygood. Please!You'll
enjoyit when you get there. Exercise10 page
Ann Yes,I know,but I haven'tgot enoughmoneyto see another o A l l owstudents 3-5 mi nutesto prepare
thei rdi al ogues
f ilm. Ho wab ou ta g am eof badm int on?
in noteformor, if you havea weakerclass,usingfull
David I'm not reallyinto badminton.
Ann OK,then.Why don't we stayin and playa game?
sentences. Go roundhetpi ngandcorrecti ng.E nco ur age
David What kind of game? students to usethe newphrases.
Ann Whataboutchess?Do you like chess?
David Not really.But do you fancyplayingcards? Exercise11 page
Ann Do you know any good cardgames? . S tudentsactout thei rdi al ogues
to the cl ass.R em ind
t hem
David Yes,tots!I'll teachyou. to mai ntai n
eyecontact, speakcl earl yand not readdir ect ly
Ann OK,Why not? fromtheirnotes.

lLesson outcome
Ask students:Whatdid you learntoday?Whatcanyou do now
with 'to +
Studentstendto usesuggestincorrectly and eticitanswers: I connegotiate
and compromise.
I canuse
oatternsare: i ntransitive phrosal verbs.
Hesuggestedplayingchess.suggest+ -ing
Hesuggestedthatwe (should)buy herflowers.suggest+
thot (+should)+ bareinfinitive

70 / Unit6.Tellingtales
Notesfor Photocopiableactivity6.2 Exercise1 page
Activatingphrasalverbs o Focuson the advertisement. Askstudentsto readit quickly,
Pairwork i gnori ng
the notes,andthenel i ci tthe answ ers
to the
questi ons as an opencl ass.
-a n g u age: int r ans it ivphra
e s avte rb s
',4aterials: onecopyof the worksheet perstudent(Teacher's
3o o kp a ge134) Exercise2 page
. Mo stof t he phr as al o S tudents
canw orkatoneor i n oai rs.
v e rb sa reta k e nfro m5 Fa n dth e
Vo cabularByuilderex e rc i s eT.h e rea rea l s o4 n e wi te ms.
. lf necessary, pre-teach the 'new'phrasalverbs:gef on (e.9. KEY Heforgetsto sendsizesfor the costumes.
Howdid you get on at schooltoday?),split up, wind down
(to relaxafterbeingtiredor stressed), dressup (to dressin Exercise3 page
sma r t / f or m al
c t ot hes ). r S tudents
. Gi vest udent tsim et o q u i c k l yre a dth e v e rb sa n dw ri tei n the w orkal oneor i n pai rsto fi ndthe phrases
in t he
l etter.C heckansw ersas a cl ass.R emi ndstudents th att hese
p re p o s it ionsG.ot hr ou g hth e a n s w e rs .
. Stu d e nttsak eit in t ur n sto a s ka n da n s w eth arefixedohrasesfor a formalletterand needto be learned
r e q u e s ti o ns.
by heart.
Th e yc anans wert he qu e s ti o nisn a n yo rd e ra n dth e ys h outd
g i vea s m uc hinf or m a ti oans p o s s i b l eD. e mo n s trath
a cti vit yby as k inga s t u d e ntot a s ky o uo n eo f th e q u e s tions
a n dg iv inga det aileda n s w e r. 1 Further to our recenttel ephoneconversati on,
2 | w i sh
KEY 3 a twin room
I up 4 out 4 a I woutdbe verygratefulif you could b Woutdit be
7 t h ro u g h1 0 i n 13 up
possi bl e coutdyou... d W outdyoum ind. . .
to ... c P l ease
-l up 5 down 8 b a c k 11 up 74 on
I d o w n 6up 72up 5 | tookforwardto hearingfromyou in due course.
9 up
6 Yourssincerely

Exercise4 page
o Readthe Learnfhrslboxas a classor askstudentsto read
it silentlyon theirown.Theylookfor threeverbswith two
obiectsin the letter.

LE S S O ilSUtmARYo o* ,:, ' grveu5 rooms
Writing:formalletter- makinga reservation sendme di recti ons
/ sendme a recei pt
Reading:a letter e-maime
t the di recti ons
Grammar:verbswith two objects
Vocabulary:set phrasesusedin formatletters Exercise5 page61
Topics:freetime,travel . S tudents
canw orkal oneorw i tha oartner.
. Witha weakerclass,do the firsttwo sentences
all together.

Todo the lessonin 30 minutes,setthe Grammar KEY

tuilder exercises
and writinoos homework. 1 Canyou do me a favour?
2 W outdyoumi ndshow i ngusyourpi ctures?
f Lead-in 2 minutes
3 S hereadthe cl assherpoem.
. Writeon the board:DRAMA and brainstorm wordsrelated 4 H ecookedhi sfri endsdi nner.
to the topic (role,play,character,
act, costume,perform,
5 I'm goingto telt my brotherthat story.
. Ask students:Whenwasthe last timeyou actedin a play? 5 Theydidn'toffertheirguestsanyfood.
Did you enjoyit? Howdid you feel?Do you like dressingup
in costumes? Forfurther practiceof Verbswith tvvoobjects,go to:

Organisedmurdermysteryweekends(or evenings)have
becomepopularin the UKand othercountries in recent 1 2 Tom' smumboughthi ma newshi rt.
years.Theyareattendedby individuals and couplesbut 3 D ai syow esherdadf50.
areparticularly popularwith groupsof friendsor work 4 B eth' snei ghbour
sol dherhi scar.
Theyusuallytakeplacein hotelsand the
colleagues. 5 Patrickwrotehis sistera letter.
guestsaregivenrolesto play.Sometimesactorsare 6 ScottsentJuliea text message.
employedas well.Oneof the guestsor actorssecretly 7 Dadbookedus a flightto Paris.
playsa murderer andthe othershaveto guesswho
the criminalis. Thismayinvolvethe 'murder'of guests
throughoutthe weekendor the guestsmaybe told about
Exercise6 pase61
o Readthe instructions
andthe olanfor the letteras a class.
the deathwhentheyarriveandthe restof the weekendis
spentinvestigating canpl anthei rl ettersi n oai rs.
S tudents

Exercise7 page6t 5-6
o Allow15-20 minutesfor the writing.Studentswrite
Remindthemto usethe fixedphrasesand
1 Openanswers
of the letterin exercise
2 as a model.
2 Openanswers
I Lessonoutcome
31D 2C 3B 4- 5A
Ask students:Whotyou learnedtoday?Whatcanyou do
now?and elicitanswers:I can writeo formallettermakingo TRATSGRTPT 2.08
reservation.I con use verbswith tvvoobiects.
Narrator lt's Fridayafternoon,and Marekis leavingwork. He say.
goodbyeto James,the managerof SportechHealthand
5-6 Marek Bye!Seeyou Monday.
James Yes,seeyou. Haveyou got any plansfor the weekendT
Marek Yes,I'm goingto look at flats.I needto find somewherr'
11 web cam 3 wirelessrouter 5 blog to live!
2 lapt op 4 website 6 flashdrive lames Good!Goodtuck!
27 a r m c hair 3 carpet 5 mirror
2 cupboar d 4 bookcase 6 wardrobe Agent MrZeman?
Marek Yes,that'sme.I'm hereto lookat theflat.
31 I don' tt hinkI wil tg e tm a rri e du n ti lI' m 3 0 . Agent Yes,of course.Comein. lt'sdownstairs.
2 Reecemightbuya flat if he earnsenoughmoney. Marek Downstairs?
3 lf Erinpassesherdrivingtest,she'llbuya car. Agent Yes,that'sright.
4 Tobymightnot go to university becausehe doesn'tlike Marek Buttheadvertisement saidit wason thegroundfloor.
studying. Agent Yes,butthegroundflooris slightlylowerthanthestreel
5 lsabellewiltgo to university if she passesherexams.
Marek Right.
47 'll havefinished 4 'lt havegot married Agent Anyway,I think you'll seethat the ftat isn't too dark
2 'll havesaved 5 'lt havegrownup - there'sptentyof light,in fact.Fotlowme.
3 'l[ be goingout Agent Thedooris a bit stiff - ljust needto - a stightkick
Marek Hmm.
51 she hadn'tfinishedthe reportthe daybefore Agent Thisis the hatl.lfyou go throughthe door on the left,
2 shewas havingproblems with hercomputer you'll see the main room.Afteryou ...
3 him s hehadn' tbe e na b l eto l o go n toth e In te rn ethat
t Marek lookssmalterthan I imagined.The
week advertisement saidthat this was a big room.
4 herhe wouldloo ka t i t fo r h e rs o m eti meth a td a y Agent Well,it is big - but it lookssmatlbecausethere'squite
5 thatif he c ouldm e n dh e rc o mp u te sr,h ew o u l dc o o khi m lot of furniturein it... the bed,the table,the sofa ...
d inner Marek Yes.I see.
Agent Now,ifyou go throughthe door overthere,you'll get to
6 that soundedfine by him
the kitchen.Theftat has a seoaratekitchen.
67 e 2a 3d 4 b 5c Marek I see.Oh yes.Thereare no windows.
Agent Not in the kitchen,no. But there'sa fan for ventilation
77 I ' m not r eallyin t h e mo o dfo r p l a y i n gte n n i s . Listen.
2 There'snothingworthwatchingon TV. Marek Ohyes.
3 I ' m not r eallyint og o i n gto s h o p p i n g
c e n tre s . Agent AndtheshowerroomandWCareoverhere.
4 You'tlenioyit whenyou getthere. Marek CanI see?
5 You'vetalkedme into goingout for dinner. Agent lfyouwant.Yes.They're behindthesetwodoors.
Marek Hmm.Theydon'tlookvery...clean.
Agent No,thewholeflatneedsa goodclean.Butoncethat's
Youhaveto useyour
beendone,it witlbe lovely!
imagination though.
Marek Yes.Lotsof imagination.

Sarah Hi Marekl
Marek Hi.
Sarah How was the ftat?
Marek Honible!Reallysmatt,dark and dirty.
Sarah Oh dear.Haveyou got any othersto look at?
Marek Yes,threeothers.I'm seeingone this afternoonand the
othertwo tomorrowmorning.
Sarah I'm sureone of them will be OK!

{ FlatC
5 1 below 4 they'redirty
2 smal l er 5 three
3 therewereno windows
6 Openanswers

EM for furtherexamtasksand practice,go to Workbook

page56. Proceduralnotes,transcripts
and keysfor the
Workbook can be foundon the So/ufions
ftctuoes(.W ,'
and relationships . three-part
. timeexpressions phrasalverbs
andsuperlative adiectivesandadverbso secondconditional
. questiontagso ;, ot andon withtimeexpressions
storyof a relationship. makingconversation
letter:replyto an invitation
58'64 . Selfcheckpage55

t E sso l l sullilA RY O O & k ; Man Yes,I thinkifs timeto ...talkaboutthatnow.Mary...we'veknown
Vocabulary: datingandrelationships, timeexpressions,
three-part eachotherfora longtime.Andwe'vebeentogether formorethan
ph ra save I rbs
WomanYes.Twelve years,in hct.
Listening: dialogues; listeningforgist Man ls it thatmany?Realty? Anyruay, whatI wantto sayisthis:Mary,
Speaking: tettingthe storyof a relationship willyoumanyme?
Topics: peopte, relationships Woman Oh,Roger. I thoughtyou'dneverask.Yes,I willmanyyou.
Girl I haven'tseenyouherebefore. Areyounewto thearea?
Todo the lesson in 3o minutes, keep the leod-in Boy Yes.lam.Wemovedherelastweek
brief, do exercise2 as a class ond set the VocobuloryBuilder Girt Oh,right.Whereareyoufrom?
exercises os homework. Boy London.
Girt London! Thisvillagemustseemtiny!Doyoumissthebigcity?
+ Lead-in3 minutes Boy A bit...maybe.
Girt Butthepeoptein London aren'tveryfriendly,
o WriteFamouscoupleson the board.Caltout the names
Boy Well,someofthemare,but...
b e l o w,th e s t udent shav eto s a yth e n a meo fth e p a rtn e r Girl You'llfindpeoplemuchftiendlier here.
and who they are. ChrisMartin (GwynethPaltrow),Madonna Boy Goodl
(GuyRitchie),HomerSimpson(Marge),ClarkKent(Lois Girl So...what'syourname?
Lane),Bil/ Clinton(HittaryClinton),Adam (Eve). Scene3
. Fi n do u t if t he c las sc ant h i n ko f a n yo th e rfa mo u sc o u p l es. MinisterThevowsyouareaboutto takeareto bemadeinthepresence of
Askwhy we areso interestedin celebritycouptes. God,whoisjudgeof allandknowsallthesecrebof ourhearts;
thereforeif eitherofyouknowsa reasonwhyyoumaynotlawfully
Exerciset page64 many, youmustdectare it now....JutianSandy Hanruood,willyou
. Re fe student
r st o t he bo xa n d e x p l a i nth e me a n i n go f a n y takeLuryGloriaWitherspoon to beyourwife?Willyouloveher,
u n kn o w nwor ds .T oc hec kc o mp re h e n s i oans, kq u e s ti o ns comforther,honourandprotecther,and,forsaking allothers,be
such as: Whydo couplesfoll out? Whatis a good way of hithfulto heraslongasyoubothshalllive?
making up? Do you think o boy should ask a girl out or Julian lwilt.
doesn'tit matterwho askswho out? MinisterLuryGloria Wtherspoon, willyoutakeJutian SandyHarwood to
. Stu d e n t sor dert he ohr a s e sAs . kth e mto re a do u t th e i r beyourhusband?
orderto anotherpair.Theremaywell be somedisagreement Scene4
Tyler Holly!lfs you!
- e n co ur age t hemt o ex p l a i nth e i rc h o i c e s .
Holly I didn'tknowyouweregoingto behere.
Tyler No,I wasn'texpecting youeither.Jackdidn'ttellmeyouwere
Exercise2 page64 comrng.
. Stu d e n t sc anwor kindiv i d u a tloyr i n p a i rs T
. e l [th e mto d o Holly Jacktold meyouwerenlcoming. I askedhim.
th e ta skwit houtt ook inga t th e p h ra s e si n e x e rc i s 1 e . C h eck Tyler Didn'tyouwantto seeme?
a n swe rsas a c las s . Holly No!I'mstillreally angrywith you.
Tyler Sowhyareyousmiting?
KEY Holly I'mnotsmiting.
7- 3 on 5 with Tout 9in 1 1 up 13- Tyler Wetl,I'mhappyyou're here- in a way.I'vemissedyou.
2u p 4 out with 6 with 8 out 10 out 12 - 74- Hotly Yes,I've...
Tyler You've what?
Holly Well,I suppose I'vemissed youtoo...a bit.
Exercise3 page64 f) z.or Tyler I can'teven rememberwhatwe argued about,orwhywefellout!
. Focuson the instructions. Remindstudentsto focuson the Holly Oh,I can.
generalgist and not to worryaboutany unknownwords. Tyler Butit wassilly,wasn'tit?
. Pauseaftereachdialoguefor studentsto writethe answers. Holty Yes,I suppose so.
C h e cka n s wer sas a c lass . Tyler So,shallweforgetit everhappened?
Holty Well,OK.
KEY Harvey Hetlo?
1 They'regettingengaged. 4 They'remakingup. Grace Hi!lfs Grace.
2 Sh e 'sch at t inghim up. 5 S h e ' sa s k i n gh i m o u t. Harvey Er...right.Gmce?
3 They'regettingmarried. Gnce Abigail's ftiend.WemetlastSaturday, atthecinema.
Harvey Oh,yes.I remembed DidAbigitgiveyoumynumber?
Gnce Yes,shedid.
TnlHscntpr2.09 Harvey oh,oK.
Scene1 Gnce Harvey, I waswondering. Areyoudoinganything tonight?
Waiter Yourchampagne. Haruey No,notreally. Why?
M a n Thanky ou. Grace I waswondering ...doyouftncygoingto a party?
Man Here'sto us. Haruey Yes,whynot?Whosepafi is it?
WomanTous.So,areyougoingto tell mewhyyouwantedto Gnce A friendof minefromschool. So,you'llcome, then?
comeoutfor a specialmealtonight? Harvey Yes.
Gnce Great!
UnitT.Truelove? tt
Exercise4 page
64 Todo the lessonin 30 minutes,keepthe leod-
. Foc uson t he ins t ru c ti o nasn d l o o ka t th e fi rs to i c tu r e in brief, set the GrammarBuilder as homework,do exercise2
toget herE. lic itwha ti s h a p p e n i nign th e p i c tu rea n dthen togetherand skip the listeningpart of exercise3.
whichexpression fromexercise 1 bestdescribes it. Students
cont inue t he t as kin p a i rs . t Lead-in 2-3 minutes
e D ur ingf eedbacus k eth e p i c tu retos e l i c i tmo rev o c abul ary . Writethe followingquestionson the boardfor studentsto
by askingstudentsto describewhattheycanseebefore discuss:Howdo peopleusuallymeettheirfuturehusbands
theychoosea phrasefromexercise 7, e.g.They're holding wives?(in a barlcafllnightclub, at a party,at work,through
hands,They'rehugging,He'sgivenher an engagementring. fri ends,
throughfami l y,on the Internet, througha dat ing
agency)Wouldyou everusea datingagency?
o Writespeeddatingon the boardand askstudentsto
suggest w hati t mi ghtbe.D on' tconfi rmor denyt heirideas,
1 ch atup 3 go out 5 m a k eu p
but onceyou'veeliciteda few,askstudentsto opentheir
2 a s kout 4 fallout 6 getengaged
booksandl ookat the ohoto.

Exercise1 page65
CULTURE r Focuson the photo.Askstudents:Wherearethepeople?
Doyou comehereoftenis the mostfamousexampleof Whatdo you thinkthey'retalkingabout?Whatkind of peopl,
a chat-up/rne.Likemostchat-uplinesit is only used are they?Whyare they there?
becauseit is so ctichEd.
Peopleenioymaking . S hareansw ers
as a ctass.
jokesaboutchat-uplinesbut theyareveryrarelyused.
Exercise2 page
. S tudents l y i n pai rs.W i tha w eakerclass,
w orki ndi vi dual or
Exercise5 page
r Fo c uson t he s pea k i n ti el i ci tthe rul esfor maki ngcomparati ve andsup er lat ive
g p a n da s ks tu d e n ts
to w ri tethe
adi ecti ves andw ri tethemon the board.
answersto the ouestionsin noteform.

Exercise6 page
64 KEY
o Got hr ought he instru c ti o ntos g e th ear n da s ks tu d e nts
to 1 faster 6 better
readthroughthe time expressions beforetheytetlthe story 2 busi er 7 mostattractive
in pairs.Suggest thattheytaketurnsfor eachnewpicture. 3 moreisolated 8 as romanti c
Gor oundlis t ening a n dh e l p i n ga s th e yd o th i s . 4 moredifficult 9 easiest
5 smal l er 10 mostsensi bl e
ForpracticeofThree-partphrasalverbs,go to:

Exercise3 page
65 f)
. P l aythe recordi ng
so thatstudents
canchecktheiranswer s
KEY A skthemw hattheythi nkof speeddati ngandwhy.
I 1 geton with c 5 l o o kd o w no n b
2 f allout wit hf 6 c o m eu p w i the Exercise4 page
3 getawaywith d 7 l o o ku p to h o Eithergo throughthe Leornfhisl boxtogetheras a class,
4 put up wit hg 8 go out with a askingdifferentstudentsto readthe differentsentences
or askstudents to readthe i nformati on
si l entl ya ndcheck
2 1 look sup t o 5 b e e ng o i n go u tw i th
comprehension afterwards e.g.Arecomporalives and
2 fallenout with 6 looksdownon
superlativesadverbsusuallyformed with -er? What'sthe
3 c am eup wit h 7 got awaywith
oppositeof more/ most?
4 geton with I p u t u p w i th . Studentsmatchthe wordsin the textwith 1-5.
o Duringfeedbackhighlightthe factthathardcanbe an
t Lessonoutcome adi ecti ve
but i n thi scasei s an adverbandel i citwhich
Ask students:Whathaveyou leornedtoday?Whotcanyou adverbbesfcomesfrom (wel[).
do now?and elicit:I cantalk aboutdatingond relationships.
I havelearnedsomethree-portphrasolverbs.Ask:Whatuseful KEY
wordsor phraseshaveyou learned? 1 lessstressful 3 morequi ckl y 5 t he best
2 leastunattractive 4 harder


As mentionedin the Student'sBook,comparative
superlative adverbsareusuallymadewith moreandmost.
However, a fewadverbshavecomparative and superlative
L ESSO I l S UM M AR Y O a @ :,' formswith -er and-esf. Themostcommononesarefast,
Grammar: comparative
andadverbs, soon, early,Iate,hard, long, well andfar.
comparisonswithclauses, withpresent
superlatives perfect
an articte
aboutspeeddating Exercise5 page
55 6) z.rr
shortmonologues forgist
aboutspeeddating;listening . Tel [students
theyaregoi ngto hearaboutfi vepeople's
Speaking: past
describing'superlative'experiences experi ence
of speeddati ng.Gi vestudents ti meto r ead
throughthe sentences. P l aythe recordi ng
forth emt o m at ch
the speakersw i ththe sentences.

,-rD Unit7 . True

Witha weakerclasspauseaftereachspeakerand askthem Exercise8 pase65
to comparetheirthoughtswith a partnerbeforechecking r Gi vethe studentsometi meto thi nkaboutand no t e
to g e t her . downthe answersto the questions.In a weakerclassask
Witha strongerclass,ask studentsto notedownwords students to askandansw erthe questi ons
i n openpair s
whichshowthe speaker'sopinion.Pauseaftereachspeaker beforetheydo the taskwith theirpartner.
to allowtime to write.(1 quitea goodtime,wasn't...bad ..., o Askfast finishersto think of threemorequestionsto ask
a bit frustrating, 2 reallyenioyedit, a greatwayto ...,great and answ er.
atmosphere, 3 lt wasn'tthat {eat, it wasOK4 neveragain, o lf thereis time,encourage
studentsto expandon theiranswers.
I can'tthink of anythinglessenioyable5 | enjoyedit ...I
su p pos e) . Formore practiceof Comparison,go to:

a Sp e a k er
5 c Speaker3 e Speaker2 KEY
r Sp e ak er4 d S pe a k e1r 1 1 | think my friendis prettierthan me.
2 B ut I' m tal l erthanshei s.
TRAilSCnIPT2.11 3 S he' sgot l ongerhai rthanme.
Speaker 1 | hadquitea goodtimewhenI 4 My eyesaremorebeautifulthough.
',asn'ta badwayto spendthe evening, butcertainthingsweren't 5 I' m not as sl i mas her.
Oneproblemis thatyouhaveto spendexactly
, erysatisfying. 6 My tegsarelongerthan hers.
'rreeminutestalkingto eachperson. Buttimepassedso quickly 7 She'sthe beststudentin the class.
,'rhenI wasspeaking withthe mostinterestingpeopleandreally
8 I'm the funniestpersonin the class.
;lowlywithpeopleI didn'ttikeso much.I wantedto spendmore
:hanthreeminutes withthe peopleI liked- andlesstimewiththe 27 the leastpopular 4 the leastconfident
roringpeople. Thatwasa bit frustrating. 2 lessintelligent 5 lesspolite
Speaker 2 I reallyenjoyedit whenI wentspeeddating.I think 3 lesshard-working 6 the leastgenerous
t's a greatwayto meetpeople,andit's so easyto ,7 E[[iearrivesearlierthanJessica.
sn'tlikegoingup to somebody in a baror clubandtryingto chat 2 Vickywritesmore/lessneatlythan Lewis.
:1emup - thatcanbe reallystressful, because theymightnotwant
3 Alexdoesthe scienceexperiments better/worse
:o talk.Everybody at a speeddateis thereto meetsomebody, so
Isabel l a.
:verybody wantsto's a greatatmosphere.
4 Michaetsits more/lessquiettythan Brandon.
5peaker 3 | wentspeeddatingforthefirsttimelastweekend. My 5 Abigailspeaksmore/lesssoftlythan Lauren.
'riendshadtotdmeaboutit, andtheysaidit wasbrilliant. I didn't 6 Ellashoutsmore/lessloudlythan Grace.
:hinkit wasthatgreat,but it's a goodwayto meetpeople,
suppose. I'mnotsureI'd do it again,though. 47 the hardest 4 the latest
2 the quickest 5 the mostclearly
4 I'veonlybeenspeeddatingoncein mylife- never
again!lt wasa terrible
experience- so embarrassing.I can'tthink 3 the fastest 6 the mostbeautifully
rf anythinglessenjoyable,
in fact!You'rein a roomwith lotsof 57 She'smoreconfidentthan she usedto be.
:therpeoplewhoareallsingle,alttooking fora partner.
lt'siust 2 Thatshirtis cheaoernowthan it was lastweek.
-eallyuncomfortable.I muchpreferclubsandbars,placeslikethat.
)eoplegoto havea goodtime,notjustto meetsomebody. 3 He'snot as fat as he waswhenhe was little.
'elaxed. 4 Youdrivefasternowthanyou usedto.
5 We livefurtherfromthe centrethanwe did before.
Speaker 5 | thoughtit wasa goodwayto meetsomebody, so I 6 Wearriveat schoolearlierthanour friendsdo.
:riedit. I enloyedthe experience, I suppose- onceI'd
'elta bit strangeat first,a bit likedoing25 job interviewsin one
1ay.I foundit difficultto talkto people- | didn'tknowwhatto talk t Lesson
about.Butaftera whileit goteasierandI wasableto chatmore Askstudents:Whatdid you leorntoday?Whatcanyou do now?
:onfidently. Bytheend,I thoughtit wasa nicewayto spendthe and elicit: I con makecomparisonswith adiectives,adverbsond
evening. Themainproblem wasthatI didn'tmeetanybody! | made clauses.Ask:Whatusefulwordsand phraseshaveyou learned?
a list,butthe peopteon mylistweren'texactlyperfect- theylust
Cidn'thaveas manybadpointsas someofthe others! Notesfor Photocopiable
Exercise6 page65 Thebesttime you'veeverhad
Referstudents Game
' tothe Learnfhisl boxandaskthemto
Pointout that not all of
completethe exerciseindividuatly. Language: superlativeswith presentperfect
Materials:one copyof the boardpergroupof threeto four
the sentencescontainan example.
students,enlargedto 43 sizeif possiblefieacher'sBook
page135).D i ceand counters.
KEY 1 cande 2b o Makesurestudentsarefamiliarwiththe language for
ptayinga board game:Throwthe dice. lt's my/yourturn.
Exercise7 page
65 Whoseturn is it? Goforward. Goback.
. Studentsworkthroughthe sentences individually
or in o Dividestudentsinto groupsofthreeto four.Handout a copy
pairs.Dothe firstonetogetheras an example. of the boardand a set of diceand countersto eachgroup.
(lfyou do not havedice,studentscan usea coininstead.
KEY Forheadstheymoveforwardone square,for tailstheymove
forwardthree.)Explainthat studentsaregoingto talk about
1 is lesscrowdedthan 4 the leastdifficult
experiences and peoplein theirlivesusingsuperlativeswith
2 is the nicestpersonI'veever 5 worksmorequicklythan presentperfect.
3 mo reloudlyt han

Studenttsak eit in t u rn sto th ro wth e d i c ea n d mo v ea l ong Yeatswrote manyplaysand poems.The most importantinfluences
th e s quar esW . henth e yl a n do n a s q u a reth e yd e s c r i be the on his work wereearlierRomanticpoets,and his own interest
si tuat ionin br iefTh . eo th e rs tu d e n ts e a c ha s ka q u e sti onso i n l r i s hN a t i o n a l i s m . i s e a r l yp o e m sar e m o stl y
a n d m y s t i c i s mH
th a tt he f ir s ts t ude nct a ng i v emo red e ta i lT . h ew i n n e ri s the about love,beautyand lrishfotk tales;his laterworkshavea less
firststudentto reachFinrsh. dreamlikestyleand are often morepolitical.ln 1.923,he received
Goar oundlis t enin a g n d h e tp i n gw i thv o c a b u l a ry
and the NobetPrizefor Literature. He died at the age of 73, a few
chec k ing t hatt he lis te n i n gs tu d e n tsa rea s k i n gq u e sti ons. monthsbeforethe startof the SecondWorldWar.He was buriedir'
France,but in 1948 his remainswere movedto lretand.

Exercise3 page
66 6l
. Gi vestudents ti meto l ookat thequesti onsandu nder line
the keywords(inthe questions only).Exptainthatwhenthey
W BYeatsj tistentheymaynot hearexactlythe samewordsas those
i n thequesti ons.Theyshoul dl i stenoutforsi milarwor dsor
ideas.Playthe recording again.Checkanswers as a ctass.
TESS O N S UM M AR Y .. & :.::,
a poembyW B Yeats
Reading: KEY 1b 2a 3c 4c 5a 6b
a documentaryaboutW B vats;muttiple
fromWhenyouareold byW B Yeats
Vocabulary: Exercise4 page
W B Yeats
withanother poet . andthe w ordsi n the b ox.Explain
Focuson the i nstructi ons
culture anyunfamiliar vocabulary. Complete the firsttwo lines
together,drawingattentionto the ABBArhymingpattern.
. Letstudents i n oai rs.Gi vea ti melim it .lt
do the exerci se
Todo the lessonin 30 minutes,keepthelead-inbrief, doesn' matter
t i f theyhaven'fit tl edi n atlof the gaps.
givea timelimitfor exercise
4 andsetexercise7 for homework
t Lead-in 3 minutes 1 steep 4 eyes 7 face 10 stars
r WritePOETRY on the board. 2 fire 5 beauty 8 bars
r As kt he f ollowingqu e s ti o nto
s th e c l a s so r w ri teth e mon 3 book 5 sorrows 9 mountai ns
the boardfor studentsto discussin pairs.Whattopics are
yourfavouritepoem?Didyou enjoywritingpoemsas a child? LA N GU A GE I{OTE S - V OC A B U TA R Y
Doyou everwritepoemsnow?Howarepoemsdifferentfrom nodding- lettingyourheadfatlforwardwhenyou are
prose?Somepeopledescribethe lyricsof rapperslike Eminem sl eepi ng
i n a chai r
as poetry.Doyou ogree? groce- kind and pleasantbehaviour(old-fashionefi
bors- barsof an electricfire
Exercise1 page
65 murmur- to speakin a quietvoice
. Yo uc oulds ett hisa s a c o m p e ti ti o nP.u ts tu d e n ts
i n pai rs pace- walk backwardsand foruvards
and askthemto writedownas manypoetsas theycanfrom
theirown countryand fromothercountriesin two minutes
(onem inut ef or eac h ). Exercise5 page
56 f) z.r
. ln a weakerctassaskstudentsto callout as manvnamesas . P l aythe recordi ng
for students
to checkthei ran swer s.
th eyc ant hinkof .
KEY a romanti poem
Exercise2 page
65 $l
r Tellstudentstheyaregoingto listento a documentary about
a famouslrishpoet,WiltiamButlerYeats/jerts/. Askthem Exercise6 page
to jus t lis t enf ort he g i s ta n dn o tew h i c ho f th eto p i csthe S tudents
w orkal oneandsthencompare wit ha
answ ers
speak er m ent ions . partner.Encouragethemto explaintheiranswers.

KEY gr owingup, r e ta ti o n s h i ptra

s , v e lw
, ri ti n g KEY Firstversec Secondverse a Thirdverse b

TRAilSCRIPT 2.12 Exercise7 page

A famouslrish writer
. Studentsworkin pairsor groups. Askeachpairor groupto
Thelrishpoetand ptaywright WilliamButterYeatsis one of the most choosea famouspoetfromthestudents'own country.
famouswritersin the Engtishlanguage. Hewas bornin Dublinin 1865, themaboutthe namesyoubrainstormed in exercise
but the familymovedfrom lrelandto Englandwhen he was two years stimulatestudents,ask:Whendid he/sheliveond work?Did
old. Hismotherusedto telt herchitdrenlrishfotktalesto remindthem he/sheonly writepoems,or novelsor playstooTDid he live in
all oftheirhomeland,and whenYeatsgrewup and becamea poet,he (yourcountry)all his/her lifeTWhatdo you knowabouthis/her
oftenincludedcharactersand eventsfrom thesestoriesin his poetry. views,opinionsor beliefs?Whatdid he/shewriteobout?
Thefamilyreturnedto DubtinwhenYeatswas 15. r Witha weakerclasssetthe preparation stageas homework.
In 1889,Yeatsmeta richyoungwomancalledMaudGonne.Shewasa . Studentsdrawup a tistof keyfactsabouttheirchosenpoet,
politicalactivistwho wasfightingfor lrishindependence fromEngland. thencompare themto whattheylearned aboutYeats.
Yeatsfell in lovewith her,and in 1891askedherto marryhim.She . Askstudents to findsomesimilarities. thenconducta class
refused.Heaskedheragainin 1899,1900and 1901,and she refused feedback.
allthreetimes.In 191.7,Yeats askedMaudGonne'sdaughtertomarry
him, but she refusedtoo! Laterthat year,at the ageof 52, he finally
got manied;his wifewas 26-year-old GeorgieHyde-Lees.
KEY Openanswers

Unit7 . Truelove?
r Lessonoutcome Formoreprocticeof the Secondconditionol,go to:
students:Whathaveyou learnedtoday?Whatcanyou do
.ow?and try to elicit: I havelearnedabout the life of W B Yeats.
can understanda poem.I can talk about the life of a famous KEY
,oef.Ask: Whotusefulwordsor phraseshaveyou learnedT
1 w entout,w oul dn' tal t k 5 wouldtry, knew
2 w oul dn' tchatup, di dn' tfancy 6 spl i tup, wouldbe
3 di dn' tl i ke,w oul dstop 7 wouldbe, got engaged
4 w oul dn' go t out,asked I got,wouldgo

Talkilgabout Exercise4 page

situation e Readthe Learnthis! boxas a classor ask studentsto read
it silenttyon theirown.Afterpoints1 and 4 ask:Doesthis
meonnow or in thepasf?(Althoughthe answeris now,
LE SSON SUililARY o t o &. ; : studentsmi ghtthi nki t' sthe pastbecause
of t he pastt ense. )
Grammar:secondconditional,I wish, lf only, I'd rather,
Listening:dialogue;listeningfor gist
Speaking:talkingabout imaginarysituations 1 l w i sh w e coul dafford...; i f ontyw ehad3, 000. . .
2 | w i shyou' dbe moreromanti c...
3 I' d rathergo ski i ng...
Todo the lessonin 30 minutes, keep the lead-in 4 Wouldvou ratherI wore...?
srief and set the GrammorBuilder exercisesfor homework.
Exercise5 page
r Lead-in 2 minutes r S tudentscanw orki ndi vi duatty
or i n pai rs.Checkanswer s
. Writeon the board:lf you have/had3,000and you have/had w i ththe cl ass.
to spend it today,how would/willyou spendit?
. E t ic itt he c or r ecat l te rn a ti v easn dg i v es tu d e n tsa mi nuteto
a ns wert he ques t i o ni n p a i rs T . h e na s ks o m es tu d e ntsto tel l
1 | w i sh/ l f onl y 4 I' d rather
yo uwhatt heywou l dd o . M a k es u reth e yu s eth e c o ntracted
2 I' d rather 5 I' d rather
form I'd.
3 l w i sh / l f onty 6 | w i sh/l f onl y
Exercise7 page
67 f) z.r+
. Foc uson t he pho toa n d a s kw h o th e yc a ns e e ,w h attheyare
doingandwhatt h e re l a ti o n s h iips b e tw e e nth e m.Focuson
the ins t r uc t ions
an d p l a yth e re c o rd i nogn c e . 1wish and lf only aremoreor lesssynonymo us but lf only is
. Witha weakerclassgivestudentstime to readthe dialogue lesscommonand expresses a deepersenseof longingfor
throughbeforethey listen. somethi ng w hi chi s a remotepossi bi ti ty
everything,for example,lf onlyhe waswith me ... . However,
lf onlyyou didn't tap yourpen likethat soundsa little over
the top.I wish,on the otherhand,is a simplestatement of
1 co ut d 4 we' ds p e n d 7 you'd be 10 wore desire,e.g.Iwish he wouldcollmoreoften.
2 had 5 wouldn ' tb e 8 d i d n ' t
3 was 6 were 9 we'd have Both/ wlsh andif onlycan be usedto expressideasthat
They'refaltingout (b). areveryfar fromthe presentsituation,whereasl'd rather
is usedmorefor possiblechoices,e.g.I'd rathertheycame
at sixo'clocknot seveno'clock.
Exercise2 page
. Readthe Leornfhisl boxtogether.Studentsdo the exercise
a lone.Chec kansw e rs to g e th e r. Exercise6 page
. Hightightthe factthat the rf clausecango firstor second.lf . E l i ci tw
t o or threeexampl esentences andw r it et hemon t he
it is the first partof the sentence, a commais needed.lf it is board.S tudents v i n p air s.
conti nuei ndi vi duatlor
the secondpart,no commais needed.E.9,. lf I wasrich,we'd
... but /f wouldn'tbe boring if you .... KEY
KEY I wish ...she'ddo betterin herexams/ she hada iob / | didn't
p a s ts im ple,would haveto work/ we livedin the USA/ our parentswouldn'tworry.
Th e r ear et hr eeex am p l e s . lf only ...she'ddo betterin herexams/ shehada job / | didn':
haveto work/ we tivedin the USA/ our parentswouldn'twor,-
Exercise3 page
67 I'd rather...she hada job / stayin bed / we livedin the USA.
. S t udent cs om ple te lf sheworkedharder...she'ddo betterin herexams/ our
th e ta s ka l o n eo r i n p a i rs .
. Youcouldgo throughthe answersby askinga studentto parentswouldn'tworry.
forma questionfromnumberone:Whatwouldyou do if you She'dhavemoremoneyif ...she hada iob / we livedin tl'e
hod 3,000for a holiday?and then nominatinga student USA.
to ans werT. hes e c o n ds tu d e n a t s k sth e n e x tq u e sti onand
nom inat es a t hir dp e rs o nto a n s w e r.e tc .

Formorepracticeof I wish, lf onty,I'd ralher,go to: Exercise2 page68
Focus on the readingtip andelicitideasaboutwhatkindof
information eachtypeof textmightcontain. Thenaskstudent:
KEY to lookveryquicktyat the textandsaywhichtypeit is.
2 | tived 5 y o uw o u l d 8 y o uw o ul dn' t A skw hatcl uesl edthemto thei ransw er(thetit t e,t he web
3 couldf ind 5 h ew a s n ' t 9 w e h a ddi nner pageformat,the informalstyle).
4 yo udidn' t 7 y o ud i d n ' t
Exercise7 page
o Fo c uson t he ins t ru c ti o nasn dth e e x a m o l eD. o a n o therone Exercise3 page
o r t wo wit ht he wh o l ec l a s sT. h e ns tu d e n tsc o n ti n u e
the task e Askstudentsto readthe textand hightightthe advantages
i n oair s . anddi sadvantages. D on' tansw eranyquesti o ns
at thi s stage.Instead,
vocabul ary remi ndthemt hatt heyca
I Lessonoutcome do manyexerci ses w i thoutunderstandi ngeve r yt hing.
Askstudents:Whatdid you learntoday?Whatconyou do now?
and eticitanswers:I cantalkaboutimaginarysituations.I KEY
understandhow to usesecondconditionalsand I wish,lf onlyond Theauthor thandisadvantage'
l'd rather.Ask:Whotusefulwordond phraseshaveyou learned?
Exercise4 page68
. S tudents w orki ndi vi dual lthen w i tha par t ner ,
y compare
thei ransw ers.
i usti fyi ng

Internet relationsh KEY
1 False.Theyarewoniedthatshespendstoo muchtimeon line
2 True. 3 Fal se.Theydon' tfatlout w i th heri f sheis lat e.
tEssolt SUMMARY .. w 4 True 5 Fal se. S hehasa j ob. 6 True 7 False. She
Reading: questions
an onlinearticle;true/false fri endsandtheyaredeart o her .
feel ssheknow sherInternet
Listening:asong- Hero 8 True
Speaking:discussingInternet friendships
Topics: relationships Exercise5 page58
o Askstudentsto lookat the wordsin contextin orderto
guessthe meani ng.
C heckansw ers together.
Todo the lessonin 30 minutes,keepthe lead-in
brief,askstudentsto readthe textat homebeforethe class, KEY
and do exercise3 togetheras a class.
1 cl oseto yourheart 5 nothi ngi n common
2 an obl i gati on 6 i nterrupt
r Lead-in 4 minutes
. 3 runni ngi n ci rcl es 7 i udge
w o rd so n th e b o a rda n d a s kth e s t udents
Putt he f ollowing
4 futfi tl i ng
w hic har ec onnectew d i th In te rn ere
t l a ti o n s h i p s .
sociolnetworkingsite chatroom meeting hacking
colleaguepublic relations e-pal forums MySpace Exercise6 page59
Facebookpersonalp rofile o S tudents thi nkaboutthei ropi ni onsal oneandt hencom par
Key:socialnetvvorking site, chotroom,e-pal,MySpace, i deasi n pai rsor smal lgroups.
Focebook, p ersonaI p rofile
Ask: Doyou chatwith yourfriendson the lnternet?Haveyou
madeony newfriendson the lnternet?Doyou knowanyone
who hasTDoyou havea page on a socialnetworkingsite? 'IERO
ThesongHerowasreleased by Enriquelglesiasin
Wouldyou like to? reachednumberonein 10 countries.

CULTURE SITES Exercise7 page
Socialnetworkingsitesareplaceson the Internetwhere . Tellstudentstheyaregoingto listento a songcalledHero
peoplemeetin cyberspace to chat,socialise,debateand Y oucoul daskthemto l ookqui cktyat the l yri csof t he song
meetnewfriends.A memberhastheirown website,on andsayw hatsortof songi t ts.
whichtheyput a personalprofile,writeblogsand can . Theyworkin pairsto completethelyrics,remembering to chang
posf photos,music,videosfor other peopleto look at, someof theverbsintothe past.Dothe firstlinetogether. Withr
Socialnetworkingis immensely popularwith teenagers weakerclass,pre-teachsweor,soul andtremble.
andyoungadults,muchmoreso than onlinechatting. . A s therei s morethanonepl ausi bl answ
e erfor som eof t he
Themostpopularinternational socialnetworking sitesare gaps,tetlstudentsto writein pencilat this stage.
Myspoce,Friendster,and Facebook.
I dance 6 touched 11 hide
Exercise1 page68
2 asked 7 taugh 72 care
e Foc uson t he photoa n d a s kw h a ti s h a p p e n i n g .
. As kt he s t udent tso d i s c u s sth e q u e s ti o n isn p a i rsa nd smal l 3 run 8 l ove 13 hold
4 saw 9 stand 14 hot d
g roupsandt henop e nu p th e d i s c u s s i oto n th e w h ol ecl ass.
5 save 10 be 15 ca r e

U nitT.Tr u etove?
lxercise8 page
6e f] KEY
. Playthe recordingso that studentscanchecktheiranswers. 1 Connorplaysvolleyball
. As ks t udent what 2 Theyboth tikefitms.
s t h e yth o u g h ot fth e s o n g .
3 Hehasto go backto his friends.
Exercise9 page69
. Fo c us
on t he ins t r u c ti o nasn da s ks tu d e n ts
to d i s c u ssthe Exercise2 pageTo
answerin pairs,explaining whythe otheroptionsarewrong. . Readthroughthe information in the Learnthis!boxtogether
and askstudentsto find two examples of questiontagsin
KEY d exercise1.

Exercise10 pase KEY

. Givestudentstwo minutesto brainstorm You'reBenWilson'ssister,aren'tyou?
songsin pairs.
Askstudentsto readout theirsongs.Encourage Therearesomegoodfilmson at the cinemanowaren'tthere?
i f ther eis anydis pu tea b o u tth e m e a n i n g
o f th e s o n gs.A sk
whic hs ongt heyt hi n ki s th e b e s t,th e s a d d e s t,
e tc . Forfurther practiceof Questiontogs,go to:

r Lessonoutcome
;k students:Whathaveyou learnedtoday?Whatcanyou do KEY
tw? andelicitanswers:I canunderstandan articleabout
'ternetrelationships. I 1 aren'tyou? 5 doesn' he?t
I con understandthe song Hero.Ask:
'.hot usefulwordsand phraseshaveyou learned? 2 haven'tthey? 6 don' tyou?
3 di dn' the? 7 w i l tyou?
4 wouldyou? 8 canhe?

Exercise3 pagezo
Making r Studentsworkindividuallyor in pairscheckas a class.
. Modelanddri l tthe oronunci ati on.
conversation KEY
L ESS O il S UM T A R Y o . o 4 1 I'vemetyourfriendbefore,haven'tl?
English: initiating, 2 Youcameto my party,didn'tyou?
'unctional sustainingandendinga conversation
gist 3 You'rethe girtwho worksin the supermarket,
-istening: listening
for and words
4 Youusedto be at my school,didn'tyou?
Grammar: question tags
5 Youwereat the concertlastweekendweren'tvou?
5peaking:a socialconversation
Exer cise4pageTo
. Focuson the instructions and ptaythe recording
Todo the lessonin 30 minutes,set the Grammar the studentsto recallas muchofthe conversationsas thev
,:uilder exercisesfor homework,keepthe time for the canwith a oartner.Elicitthe answer.
'reporotionphasesin exercises7 and 8 brief, ond limit the
'umberof performances in exercise9. KEY 1 B enandS ue

+ Lead-in 2 minutes
. Writeon the board:Makingconversation
. Dictateor writeup the following5 sentences:. 7
I feelperfectly yourcoffee.
Sue Here's
confidentobout starting conversationswith people I don't Ben Thanks. We'vemetsomewhere before,haven't
know.l'm shy about storting conversationswith newpeople Sue I'm thiscaf6?
but if theystart the conversotion,l'm happy to chat. I hate Ben No,thisis thefirsttimeI'vebeenin here!Oh,I know.Doyou
hoving conversationswith people I don't know.Makingsmall goto a dancectasson Saturdays?
tolk is embarrassingond annoying. Sue Yes,I do!Howdo youknow?
. Askstudents to workin pairsor smallgroupsand saywhich Ben Because I goto a martialartsclassat thesameplace.
description fitsthembest.Encourage themto giveexamples. alwaysleaving as I arrive.
. Explainthat in this lessontheyaregoingto be lookingat Sue Yes!Nowthatyoumentionit, yourfaceis famitiar. What's
differentwaysof makingconversation in Engtish. yourname?
Ben B en.
Exercise1 page7o f) 5ue I'mSue.Niceto meetyou.
. Referstudentsto the photoandthe instructions. Ptaythe Ben A ndyou.
recording and elicitanswers. Sue So...Whatelsedo youlikedoingat weekends.
. Witha strongerclassaskstudentsto coverthe dialogue. Ben I'm reallyintorunning at the moment.
. Youcouldaskstudentsto guessthe meaningof Areyou 5ue Really? Soam l!
reollyinto sportT,l'd better...,Seeyou around,elicitinga
Ben Hey,do youwantto gofora runwithmeonedaysoon?
5ue I'd loveto.Whydon'tI giveyoumymobitenumber? Youcan
translation for eachexDression.
calIme.I'llwriteit downforvou.
Ben Great!I'ttcallyousoon.
Sue I hopeso.Anyway, it'stimeI gotbackto work,
Ed H i ,I' mE d.

Jo M y nam e' s . lo . . In a stronger
Ed Youwereat the gig lastweek,weren'tyou? iustnotesasprompts.
Jo Yes,I was.Whatdid youthinkof it?
Ed I thoughtit wasOK. Exercise9 page7o
Jo Metoo. . Chooseseveralpairsto act out theirconversations. lfyou
Ed Theygetsomegoodbandsat thisctub. havea [argeclassor areshortof time,dividethe classinto -
Jo I know.I singwitha band- we'replayingherenextmonth. groups.S tudentsactout thei rdi al oguei n fro ntof t he gr oup
Ed Rea[[y? That'sgreat!
Jo Yes,it is. i Lessonoutcome
Ed So ...Tettmemoreaboutyourband.
Wedo dancemusic- techno,thatkindof thing. Ask students:Whatdid you learntoday?Whotcanyou do
Ed Really? I'm not reallyintotechno.I likeheavymetal. now?and elicit answers:I canstart, continueand finish a
Jo Doyou?Anyway, I'd bettergetbackto myfriends. conversation.I can use question togs. Ask: Whichuseful word
Ed Well,I'm sureI'll seeyouaround. and phrasescan you remember?
Jo Yes,I'm sure.
Notesfor Photocopiableactivity7.2
Zoe Hello!| sawyouat Rebecca's party,didn'tl? Yourbirthday'sin May,isn't it?
Matt Yes,maybe.lwas there,but I don'trememberyou. Painryork
Zoe I waswearing a brightredtop anda short,leatherskirt. Language: questi ontags
High-heeled boots. Materials:one copyof the worksheetper studentOeacher's
Matt Oh,yes.I remember. Youlookdifferent now. B ookpage136)
Zoe Welt,I don'tdresslikethatattthetime!lt wasa fancydress . Dividethe classinto pairsand giveeachstudenta workshee
party. Exptain thattheyaregoingto asktheirpartnerthe questions
Matt That'sright.Hotlywood wasthetheme.Whodid yougo as? on the worksheet andtheyneedto makefull questionsfronr
Zoe JuliaRobertsfromPrettyWoman- you know,the onewith the prompts.Students writethe questionsout in full.
RichardGere. . N ext,theythi nkaboutthei row nansw ers to t he quest ions
Matt Oh,yes.I thoughtyoulookedbit likea ...a bit likelulia
and writethem downas a full sentence.E.g.My favourite
7oe Thanks! film is Spiderman.(Theywrite it out in futl in orderto hetp
them formtag questionsin the nextstageand also so that
Matt Buta bit fatter.
Zoe Yes,well...she'sveryskinny,isn'tshe. they havea recordof theiranswersfor the finalstage.)
o S tudents takei t i n turnsto askand answ erthe quest ions.
Matt Anyway, I'd bettergo.I'msurewe'llbumpintoeachother
agar n. Theymustanswereveryquestionand they mustn'twriteth
Zoe Yeah,right. answersdown.
r Explainthat studentsare now goingto see how muchthey
Exercise5 pase
7o {l canremember aboutthei rpartnerby aski nga t ag quest ion.
. Givestudentstime to readthe sentences e.g. Yourbirthdoy'sin May,isn't it? Theycan look at their
playingthe recordinga secondtime. own statements as a reference to helpthemformthe
lf studentsneedto be remindedof the formof question
KEY tags,writea shortsentences on the board,elicitingthe
1 tell 3 sure 5 somewhere 7 weren't questi ontag andthendri l lthem.
2 d i dn' t 4 bump 6 else 8 Anyway Studentsget a pointfor eachcorrectlyremembered fact.
Theytickyesot no in the columnDid you remember?
Exercise6 pageTo a Thestudentwith the mostoointsis the winner.
. Explainthat initiating meansstartingand susfoinrngmeans
a With a strongerclass,studentsdon't needto writetheir
continuing. Studentscanworkaloneor with a partner. statements downbut can makequestiontagsspontaneou.
Duringfeedbackhightightthe followinglanguage: iust by looking at the questions.
to bump into - informalphrasalverb meaningto meet
accidentally; I'll seeyou around- a non-committal phraseto
say'l mightmeetyou again';a gig - an informalwordfor a
concert(oftena smallconcertbut also largeconcerts);
it's time I got - after it's time the past tense is needed. An informalletter:
KEY replyto an invitation
7 fnitiating2,5,7 plusYou'reBenWilson's sister,aren'tyou?
2 Sustaining 1, 6 plusAreyoureallyintosport?
Whatkindof t E s s o t f s u t mA RY . . e @, . '
Writing:an informalletter:replyto an invitation
Ending3, 4, 8 ptusI'd bettergetbackto myfriends.
Reading: invitations
to specialoccasions
Grammar: prepositionsof time
Topic people,society
Exercise7 pageto
o Readthroughthe instructions and givestudentsone or two
minutesto inventthe details. Todo the lessonin 30 minutes,setthe Grammo
Builder exercisesand the writino task as homework.
Exercise8 page7o
o Givestudentsaboutfive minutesto prepareand rehearse
theirdialogues.Remindthemto usethe [anguage fromthe

'-*) unitT.Truelove?
+ Lead-in 2 minutes Forfurtherpracticeof in, at and on with time,go to:
. WriteSoecialoccasions on the board.Elicit3 or 4
of s pec ialoc c a s i o n se ,.g .w e d d i n g sb, i rth d a ys,
e xa m ples
. Askor writeon the board:Whatwasthe lastspecialoccosion KEY
you went to? Where/whenwas it? Did you enjoy it? Itat 3at 5at 7i n 9on
2on 4at 5i n 8i n 10 in
Exercise1 page
o Fo cuson t he s pec ialocc a s i o ni sn th e b o xa n de x p l a i nthe
me a ningof anyunf am i l avro c a b u l a ry .
Exercise6 pageTt
. Stu d ent rseadandc om o te te r Focuson the instructions andthe suggested structurefor
th e tw o i n v i ta ti o n s .
the letter.Remindstudentsthattheyshouldwritea replyto
the firstinvitationto the Valentine's Dayparty.
S tudents brai nstorm i deasi n pai rs,and makenotesf or each
1 Valentine's
Day 2 Halloween ofthe paragraphs.
o Moni tor the di scussi on, andofferhetpi f needed.
Exercise2 page77 a S tudents w ri tethei rl ettersi ndi vi dual l R
y.emi ndthemt o
. Stu d ent rseadt he let t e r.A s kth e mto u n d e rl i ncel u e sw hi ch checkthattheyhaveusedappropri ate i nformall an guage,
h e l pth emdec idewhic hs p e c i aoI c c a s i oint i s a b o u t. andthatthereareno grammar, vocabul ary er r or s.
or spetling
. C h e c kans wer sA. s ks t u d e n ts
to re a dth e o a rtso fth e te x t Alternatively, askstudentsto workwith theirpartnersagain,
wh i chs upporttheiran s w e r. andcheckeachother' sw ork.


t's a replyto the secondinvitation(thewritermentions'great Askstudentsto chooseanotherspecialoccasion fromthe
ou tfi ts'a nd' Luc y ' wit fro ml a s ty e a r'i n th e fi n a t
s c hc o s tu me boxin exercise 1 and writean invitation,
raragraphwhichsuggesta fancy-dress party). Putthe studentsin pairs,and askthemto exchange
la n n a h ,M egan. invitations.Eachstudentnowdecidesif theywantto
acceptor decl i nethe i nvi tati on,
thenw ri tethei rreplyt o
Exercise3 pagetl
. Exp ta in t hat in wr it inga re p l yto a n i n v i ta ti oth
n emost
i mp o r t antpiec eof inf o rm a ti oton i n c l u d ei s w h e th eyr o u t Lessonoutcome
a cce ptor dec linet he in v i ta ti o nl f. y o uc a n n oat tte n da Askstudents:Whathoveyou learnedtoday?Whotcanyou
specialoccasion, it is potiteto givea reasonfor not going. do now?Elicit:I can write on informal letter,replyingto an
As in otherformsof letters,eachparagraph is organised invitation.I havelearnedoboutspecialoccasions. I hove
a ro u ndoneor t wo k eyp o i n ts . learnedto useprepositionsof time.
. Stu d e ntwors kin pair sa n dd i s c u s sth e i ri d e a sto g e th e r.
. Ch e c kans wertsoget h ewr i thth e c l a s s .

1 th i rdpar agr aph 4 lastparagraph
2 firstparagraph 5 s e c o n dp a ra g ra p h
3 l a stp a r agr aph 6 lastparagraph

Exercise4 page
r Focusattentionon the Learnfhisl box.Studentscomplete
th e ruleson t heirowno r i n o a rrs .

I d-+t 2in 3on

Exercise5 pagezr
. Stu d entcsom plet tehe e x e rc i sien d i v i d u a l l y .
. C h e c kans wer s .

1 a t, i n 4 a t, i n
2 a t, i n , on, at , on 5 o n ,i n ,i n
3 a t, a t, in


TOP I C . ) & C o m p u t egr a m e st h a t a i m t o b o o s ty o u r b r a i n p o w eha
r veb e co m ,
tifestyte extremelypopular,and are promotedin advertisements by
internationaI celebrities. But the big questionis: do they work?A
the moment,the evidenceis not verystrong.Therehavebeena
few smallscientificstudiesto try to provethat thesegamesreall'
t Lead-in 2 minutes
do improveyour brain,but most of thesehavebeenpaid for by
r Ask:Do you likeplayingcomputergames?lf not, whynot?
the gamescompaniesthemselves.Perhapsthe bestway to look
Whatareyourfavouritecomputergames?Why? it is this: the gamesmay or may not havea big effecton your bra
power,but they are fun to ptayand they certaintycannotdo your
ExefCiSet page72 3 minutes b r a i na n y h a r m .
' Foc uss t udent s ' a tte n ti o n th e p i c tu reas n da s k th emto
d e s r ibet hem . ExefCiSe 3 page72 2-3 minutes
r Readthe questions together, and discussthe answersin . R eadthe di cti onary ,
entrytogether.C heckcomp r ehension
clas s . genetically of the phrasr
modifiedby elicitinga translation
i n the students'l anguage.
KEY o Ask:Areyou worriedabouteatingGMfood?Why?Whynot
A b r aint r aininggam e l.t i s s u p p o s eto
d i m p ro v el o g i c aski
t l ts, o Ask: Whydo you thinksomepeopleare worried?
me m or yandot herm e n tast k i tl s .
4 pagetz 12-15minutes
Exercise2 page72 f) to-t2minutes W
. Remindstudentsto readthe wholetextfirstbeforetheyst,
fi l l i ngi n anygaps,andthat understandi ng the cont extis t '
. Readthe instructions and the statements. Check keyto completing clozetaskssuccessfully.
comprehension of (or,if necessary,pre-teach)effecf, . Explainthat contractions (tikersn'f)countas oneword.
addiction, claim, permanently, effectiveness. . Studentsdo the taskindividualty. Remindthemto check
. Explainthat in this tasktheycanonlyuseonewordto
thei ransw ers w hentheyhavefl ni shed.
completeeachgap.Contractions (likersn't)countas one . Studentschecktheiranswersin pairsfirst,thencheckthe
word. answ ers w i ththe cl ass.
Askstudentsto readthe statements carefullyand decide
whatinformation is missingfromeachstatement, and
whatpartof the speechthe missingwordcouldbe.This
wilt hetpthemfocuson the correctinformation whenthey 1 same 3 ti ke 5i t 7i s 9whi'
listen.Remindthemthatthe information theyare looking 2 than 4 much 6 the/those/agai nst 8 to 10 lf
for maybe phraseddifferently fromthe formrequiredby the
statement. Theinformation theyhearfollowsthe sameorder ExerCiSe5 page72 3-5 minutes
as the statements. . Askstudentsto lookat the two ohotosat the bottomof
a Ptaythe recording twicewith a 3O-second pausein between. page72. Ask:Whatis the womandoing in eachpicture?
a At the end,allowanotherthirtysecondsfor the studentsto Elicit:5he3 doingyoga (on the beach).She'sworkingout,
readthe completed statements again,andto checkthat the exercisingfliftingweights(in a gym).
statements aregrammatically correct. . C heckcomprehensi ofthe
on adj ecti ves i n the box.
Checkthe answersin class. . Studentsmatchthe adjectives with the photos.

t health 4 puzzles 7 companies(orindustry) Possibleanswers: firstpicture:elegant,exhausting,
2 sport 5 memory 8 fun relaxed,supple,strong;secondpicture;challenging,
(ortraining)6 people
3 exercise exhausting,heavy,muscutar, painful,strong,sweaty. Exercise6 page72 1orninutes

Foryears, peoplehaveassumed thatcomputer gamesarea
wasteof time,andthatmostof theplayers areboredteenagers.
Scientists haveevenwarnedthatcomputer gamesaredamaging . Readthroughthe instructions and the fourquestions with
thehealthof ouryoungpeople,because theiraddiction to the class.Makesuretheyunderstand the keyvocabulary
Playstation,Wii,Xboxandothergamesconsoles causes themto . E xpl ai that
n i n thi stypeof taskthe focusi s on f inding
spendlesstimedoingsportor otherphysical activities. However, a similarities or differences betweenthe two situationsshor^,
newtypeof computer gamehasmadescientists thinkagain.These i n the photos,noton descri bi ng the detai l sof e achim age
aregameswhicharespecificatty designed to maketheptayer's Theycanmentionspecificdetailsto iltustrate anypoints
brainworkbetterandfaster. theywantto make.
Theconcept is simple. Themakers ofthesegamesarguethatthe . A l l owa mi nuteor tw o for students to col l ectthe irt hought s
brainneedsexercise, iusttikethebody.lfyougothegymevery abouteachofthe ouesti ons.
dayandtiftweights, yourmuscles getstronger. Simitarly,youcan . Modelthe taskwith a strongerstudent.
makeyourbrainmorepowerful by performing'brain exercises' on . S tudents i n pai rstakei t i n turnsto do the task.Encour age
a regutar basis.Thecomputer gamesinctude a rangeof different themto noteanydifficutties, goodor bad points,and give
p u zz les
whic h,t heyc la i mc, a nl e a dto a g e n u i niemp ro v e ment
in feedback to eachotheraftertheybothfinished.
thebrain'sperformance. Thisimprovement doesnotjustmeanthat o Conducta ctassfeedbackby askingaboutthe difficulties o
the braingetsbetterat ptaying thesespecific games;it alsogets
i ssuestheydi scussed.
betterat manyother,everyday taskswhichrequire goodmemory

+ Lesson
outcome Exercise3 page73 1ominutes
\sJ<students:Whothoveyou learned/practisedtoday?Elicil:I
'tavepractisedcompletingstatementsbasedon a listeningtext.
. In a weakerclass,readthroughthe seventaskitems
hovepractisedcompletingon openclozetask.I havepractised
together andmakesurestudents understand eachquest ion.
,;rnpari ng ond contrasti
ng p i ctures.
In a strongerclass,studentsworkindividuatly.
E xpl ai n
thati n thi stypeoftask,theydo not havet o
. -,- :: ', ' understand everyw ordto be abteto matchthe quest ions
Eram C'a to the paragraphs. Theyshoul dl earnto i gnoreunknown
'{oPlc . ,e vocabul ary andfocusonl yon the keypoi ntsi n ea ch
paragraph. U nderl i ni ngthe mosti mportant i nform at ion can
)cople,so cie ty,En gtish- s peak ing
c ount r iesf,r eet im e and c u t t u r e be hel pfuli n tryi ngto matchthe paragraph to a q uest ion.
P oi ntoutthatreadi ngcomprehensi on tasksofte ninvolve
questi ons thatstudents maybe abl eto answ eru singt heir
+ Lead-in 3-4 minutes generalknow l edge. H ow ever,theyshoutdal w aysr eadt he
" Writ es om eadjec t iv eosn th e b o a rd e
, .g .c a ri n gg, o o d- textcareful lto y seei f the i nformati oni s menti on ed in t he
looking,intelligent,rich, relioble,generous,ambitious, text,othenrvi se theyshoul ddi sregard i t. l t i s not a t estof
hard-working. howmuchtheyknowaboutthe w orl d,but a testo f howwell
* Ask: Whatcharacteristics areyou lookingfor in o boy/girl? theyusethei rreadi ngski l ts.
Whotwouldyou likeyour boyfriend/girlfriend to be like? C heckthe answ ers w i ththe cl ass,aski ngstuden t tso r ead
the rel evant bi tsof i nformati on supporti ng thei rchoices.
L:xefCiSe 1 page 73 5 minutes
" Asks t udent tso looka t th e p h o to sa n d i d e n ti fvth e fa mous KEY 1B 2A 3C 4C )D 6A 7C
co uples .
" El i citwhats t udent kn
s o wa b o u tth e i rl i v e sa n d
Exefcise4 page73 5 minutes
re l a t ions hips .
o S tudents readthe pl acesi n the box.A skthe quest ion f r om
I{EY the S tudent'Bs ool <and
, askstudents to gi vereasons f or
thei ransw ers.
BradPittandAngelina o Invi teotherstudents to agreeor di sagree w i ththeir
o Lt e
suggesti ons.
. A skstudents to makea l i stof at l eastonearsum ent f or each
DavidBeckhamis an Englishfootballstarwho hasplayed Exercise5 page73 5 minutes
mo r et han100t im e sfo r E n g l a n dH. i sma j o rc l u b si n cl ude . W orki ng i n pai rs,studentsthi nkof formsof ente r t ainm ent
Ma nc hes t er
Unit ed,R e aM I a d ri da n dL o sAn g e l e Ga s l axy. in a big city.(lf theylivein a big city,theycanreferto
VictoriaBeckham(bornAdams)is a pop star,who gained actuaIexampl es.) Theyshoul dal sodeci dew hi chact ivit ies
fa m eas a m em ber othf e g i rlb a n dSp i c eGi rtsi n th e l ate theyw oul dprefer. A skeachpai rto agreeon a top 3 t istof
1 9 90s 5he
. hasals ob e e ni n v o l v e d
i n fa s h i o na n dh a s acti vi ti es.
p u bt is hed
s om eboo k s a
, sw e tl .
KEY Ooenansw ers
Th e yhav ebeenm ar ri e ds i n c e1 9 9 9 ,a n dh a v eth re e
chi ldr en.
Exercise6 page72 1ominutes
BradPitt is a Hollywood fitmstar,who was nominated
for an Oscarfor a rolein the film Twelve Monkeys. Hewas W
ma r r ied
t o W s t arJ e n n i feAn . R eadthroughthe i nstructi ons andthe fi vedescr ipt ions as a
r i s to nfro m2 0 0 0to 2 0 0 5 .
Afte rt heirdiv or c e,
P i ttb e c a mei n v o tv e w
d i thA n g e ti na cl ass.C heckcomprehensi on of keyvocabul ary o r, pr e- t each
Jolie,his co-starin the film Mr andMrs Smith. g ig, i n advance,perform/ performance.
A skstudents to thi nkaboutw hattypeof acti vi ty theyusually
An gelina J olieis als oa H o l l y w o oadc to ra n ds h e ' sa l so enj oy.
a ctiv eas UNG oodw i A tt m b a s s a d ocr,a m p a i g n i nfo
gr S tudents w orki n pai rs,anddi scussthe fi veoptions.Seta
h u m anit ar ian
c aus e sS. h ew o n a n Os c a fo r ra ro l ei n the ti meti mi tof 5 mi nutesforthe pai rsto agreeor co m pr om ise
film Girl,Interrupted. on thei rpl ansforthe eveni ng out.R eferstudent tso
the Functi ons B anki n the W orkbook for usefuIoh r ases.
Jo tieandP it tar er ais i n g
th re ea d o p te dc h i l d re n
a n da
W al karoundand moni torthe acti vi ty, maki nga not eof
d a u ght er
of t heirow n .
anyseri ouserrors(mi stakes i n appropri acyas w e llas
grammati cal errors). C omebackto theseerrorsi n a lat er
Exe rCiS e 2 page73 5 -6 m i n u te s l esson,but do not i ntenuptthe currentacti vi ty, as it f ocuses
. Studentwor s kindiv i d u a tl y . on practi si ng fl uencynot accuracy.
. C h e c kt he ans wer bs y a s k i n gd i ffe re nsttu d e n ts A sksomepai rsto reportbackw i ththei rconctusions, andt o
to re adthe
expl ai nthe reasoni ng forthei rdeci si ons.
a n swerand , s aywhe th eth r e c o u p l ei s fi c ti o n aol r h i stori cal ,
a n dadds om ef ac t sa b o u te a c hc o u o l e .
t Lessonoutcome
Ask students:Whothaveyou learned/practised today?
l (EY 1 b 2a 3t 4c 5d 5e
Elicit:I hovepractisedmultiplematching.l hovediscussed
formsof entertainment. I havepractisedhow to make
orrangements for an eveningout.

,fr\ I
Getreadyforyourexam7 & I [. t3
U X IT II{C LU D E S . &
. traveland transpoft. traveland transpodadj ecti ves
. tourismandtravet. verbs+ Dreoositions
o indefinitepronouns:some-,any-, no-
. introductory
di fferentmodesoftravel. pl anni ngan i dealhol i day

. Self checkpage 73

GettingfromA to B
tEsso ll s ut llA RY a . a .r'
Exercise4 page74 6l z.zt
r Tellstudentsthattheyaregoingto heareight
Reading andlistening:a travelstory
announcements anddi al ogues.Focuson the i nstr uct ions
Speaking: discussing advantages
of different andpl aythe recordi ng,
pausi ngaftereachonefor st udent s
meansof transport to writethe numbersin the boxes.Remindstudentsto
Topic:travel ignoreany unfamiliarvocabulary as it wilt not preventtherr
fromcompleting the task.
. Checkanswersas a class.
Todo the lessonin 30 minutes,keepthe lead-in
brief,do exercise3 as a classand set the Vocabulary
Builder KEY
exercisesas homework. 1 Recording
4 4 Recording
2 1
7 R eco r ding
2 Recording
6 5- 8 R eco r ding
+ Lead-in 4 minutes
3 Recording
8 6 Recording
3 9 Recording 5
. s op a i rsa n da s kth e mto w ri tea s m a ny
Di vides t udent int
me ansof t r ans porast th e yc a ni n tw o mi n u te sT. e l lth e mto
th i nkof m or eunus u a l tra n s p oarts w e l la s n o rmatra
l n sport. Tmrscnrprz.zr
o C o l lecans
t wer on s t h e b o a rd . 7
o Fi n dout who in t he c l a s sh a sta k e nth e m o s tu n u s u aform
l Neit Ohdear.Thatlookslikea nastytrafficjam.
of transoort. C abbi e Mmm.I thi nkthere' been
s an acci dentuoahead.
Neit Howfaris it to the stationfromhere?
Cabbie Onlya coupleof hundred'sup aheadon the le-
TOTE- FROMA TOB You'tlbe quicker walking, youknow.
Thisis anidiomwhichmeans fromoneptace to another. Neil OK.Let'sgetout here.Howmuchdo weoweyou?'siust an old corbut it getsmefromA to B. Cabbie Um,f9.80.
Melanie Here's f 1L.Keepthechange.
Cabbie Thanks verymuch.
Exerciset page74 2
r Referstudents to the photosandaskthemto describe
them SpeakerLadies andgentlemen. CouldI haveyourattention
in pairsin as muchdetailas possible.
to please? Thisservice wi[[terminate heredueto a fault
repeattheirdescriptions to theclass. withthetrackbetween hereandthe nextstation.Pleast
getoffthetrainhereandcontinue youriourneyby bus
Exercise2 page74 f) z.zo or taxi.Makesureyoutakeattyourbelongings with
o Witha weakerclassyou couldeithergetstudentsto youwhenyouteavethetrain.Weapologise forany
i nconveni encethi sw i tIcause.
readthroughthe textquicklybeforetheyreadand listen
si mu lt aneousor lyletth e ms i t b a c ka n dl i s te nfi rs ta n dthen Hi.Canyoutakeusto KingsCross
Neit Stationptease?
re a dand lis t ens im u l ta n e o u s l y . Cabbie Haveyougotanyluggage?
Neil Yes.A coupleof rucksacks andbags.
KEY 1A 2C 3B Cabbie Canyoumanage?
Neil Yes,it's OK,thanks.
Melanie Howlongwiltit take?
Exercise3 page74 Cabbie Depends on thetraffic. Maybetenminutes, maybefifteer
r Stu dent cs om plet teh e d e fi n i ti o nasl o n eo r i n p a i rs R
. e mi nd Melanie Ourtraingoesin fifteenminutes. Canyougo as quickly
studentsthattheyshouldfirsttry to guessthe definitions as possible, please?
fromthe contextbut theycanreferto the Wordlistat the Cabbie I'lldo mybest.
backofthe Workbook to check. 4
. Checkanswersas a class.Modeland dritlanywordswhich HostessWetcome to Heathrow's6.45p.m.localtime
are difficultto pronounce,notablycarriageI'krlrd!, Pteaseremainin yourseatsuntitthe planehascome
Iuggage l'lrgrd3l and trolley I'trolil. to a complete standstitl andthecaptainhasturnedoff
thefastenseatbelts sign.Thanks forflyingwithBritish
KEY Ainarays today.....
1 ch a n ge 6 luggage 11 trolley
Melanie Excuse me.We'retryingto getto Cambridge. Wegoton
2 rucksack 7 carriage 12 track
thewrongtrainat KingsCross.
3 platform 8 Customs 13 Cab Clerk Ohdear.Youdidn'twantto cometo Stevenage.
4 trafficlam 9 passportcontrol Melanie No,we didn't.
5 land 10 backpacking Cterk Youcangeta directtrainfromKingsCross to Cambridge
Melanie Yes,that'swhatwewantedto do.Butwecangeta train
to Cambridge fromhere,can'twe?
Clerk Yes,there'sa trainat 11.30.
Mel ani e 11.30!
N eil ls therea caf6in the station? t Lessonoutcome
Cterk s p u bh a l fa mi l ed ow n
Caf 6c los edat n i n e .B u tth e re ' a Ask students:Whathaveyou learnedtoday?Whatcanyou do
the road.
now? and elicit: / can talk about travel.Ask:Whichusefulwords
and phrasesconyou rememberT
Me l a n ie Don' rt un!
Neit W hynot ?
Me l a n ieY oulooks us pic i o u s !
Neit Butwe'relate!
O ffi ci a t E x c usme e,m ad a m.
Me l a n ieW ho?M e?
O ffi ci a t Y esm , adamW . o u l dy o umi n do p e n i nygo u rru c k s ack?
Me l a n ie O h. . .0K .W illit ta k el o n g ?
Official No,it shouldn't taketoo long.
7 LE S S OtI S U i | MA R Y oC * ' l
Guard Welcome to the 8.45service to Peterborough, calling Grammar: the passive
at Welwyn Garden City,Stevenage, Hitchin, St Neots, Reading:articles
Hunt ingdon ... Speaking:transport quiz
Me l a n i e Hangon a s ec o n dD. i dh e s a yth i stra i ni s g o i n gto
Peterborough ?
Neit Did he ?
G uard ... and Peterborough. Todo the lessonin 30 minutes,keepthe lead-in
Neit Oh , n o. We 'reon t he wr ongt r ain! brief, set the GrommarBuilder as homeworkand do exercise5
Melanie We'llhaveto changeat Stevenage. together.
Neil Nevermind. Let'sgo and get a cup oftea from the buffet
car.I'm reallythirsty. t Lead-in 2-3 minutes
Guard Wearesorryto announce thatdueto staffshortages o Writethe foltowingquestionson the boardfor studentsto
thereis no buffetservice
on thistrain. discussin pairsor smal[groups:Whatmakeand modelis
Neil O h,gr eat . your ideol cor?(e.9.FiatPunto,Peugeot308, etc.)What
8 colourwouldit be?
Melanie CouldI havetwoticketsto King'sCrossStation?
Cterk Sorry, did yousayKing'sCrossor Charing Cross? Exercise! page75
Me ta n i eK ing' sCr os s . . Focuson the ouesti ons.A skstudentsto readthe t extand
Cl e rk T hat ' sf 8, plea s e ...T h a n yk o u .A n df2 c h a n g e . el i ci tthe answ ers.
Me ta n i eT hank sW. hic hli n ei s i t fo rK i n g ' sC ro s s ?
Clerk lt'sthe PiccadittyLine.
Me l a n i e Dowe hav et o c h a n g e ? KEY 1 Germany 2 BerthaBenz 3 America
Cterk's a directservice.
Me l a n i e O K T
. hank s . Exercise2 page75
r S tudentsw orki ndi vi dual lto
y compl ete
the tabl e.Wit ha
Formore practiceof Troveland transport,go to:
weakerclass,elicitthe rulesfor makinga passive:We use
the verbto be andthe pastparticiple.

1 (Possible answers) presentsimple: is celebrated, are built
p l a n e :a i s le,ar r iv e,c abin ,c h e c k -i d
n e s k ,d e p a rtu re
l o u n g e, pastsimple: was built,werefirst produced
tlightattendant,gate,journey,land,leave,overheadlockers, presentperfect: havebeenmanufactured
pitot,runway,takeoff pastperfect: had beendesigned
train:aisle,arrive,carriage, driver,journey,leave,luggagerack, futurewith will: will be developed
platform,ticketinspector, track,waitingroom
motorway, waitingroom LA I{ GU A GE I{OTE - TH E P A S S IV E
2 7 bay 4 flightattendant 7 motorway . E xpl ai n
to studentsthat manysentences canbe
2 departurelounge 5 carriage 8 ticketinspector expressed i n the acti veandthe passi ve.
3 luggagerack 6 aisle i s the samebut the emphasi iss di fferent. Fore xam ple
in the activesentenceKorlBenzbuilt the first motor cor
the emphasi si s on K arlB enz.In the passi vesent ence
Exercise5 page74 Thefirst motor car was built by KarlBenzthe emphasis
. Gothr ought he ins t r u c ti o nasn dth e e x a m p te to g e th e rG. i ve i s on the motorcar.
stu d ent st wo or t hr eem i n u te sto d i s c u s sth e a d v a n ta ges . Passivesentences are mostlyusedwhenwe aremore
a n d dis adv ant ages E n. c o u ra gth
e e mto u s eo th e ra d j e cti ves i nterested i n w hathappensthani n w ho makesit
too,environmentally friendly.Monitor,help and happen,(theagent).
correctas theydo the task.

Exercise6 page74 Exercise3 page

. Writelanguage of disagreement on the boardfor studentsto . R eadthe questi ontogether
and el i ci tthe answ erand
referto duringthe discussion. E.g.That'strue,but ...;I ogree examptes fromthe cl ass.
withyou, but ...; Doyou reollythinkso?
by:Thefi rstcarw asbui ttby K ar[B enz....overabi l l ioncar s
havebeenmanufactured by compani es al l overthe wor ld.

Formorepracticeof Thepassive,go to: Exercise7 page75{l z.zz
. P l aythe recordi ng
so thatstudentscanchecktheiranswer .
Youcoutdmakeit competitive by givinga pointfor each
KEY correctanswer.
I 2 W howast hat pi c tu rep a i n te db y ?
3 Howwill trainsbe drivenin the future? KEY
4 Whataretrafficjamscausedby? 7 1,829 2 England
andFrance 3 1.91.5
5 W her ehasy ourc a rb e e nta k e n ? 4 Cologne
andBonnin Germany 5 Romania
5 W hywast he t r a i nc a n c e l l e d ?
7 W hohadt he r o o mb e e nc l e a n e db y ? i Lessonoutcome
2 1 wasc hanged 4 waspainted Ask students:Whatdid you leorntoday?Whatconyou do nov,
2 arenot eaten 5 w i ttb e o p e n e d and eticit:I canmokepassivesentences. I hovelearnedabout
3 hadnot beens to l e n 6 werenotwritten the first car and the first poweredflight. Ask:Whichuseful
wordsand phrasescanyou remember?
3 1 areused 5 ma d e
2 weretheyinvented 6 h a v eb e c o m e Notesfor Photocopiable
3 wasfirstdeveloped 7 areowned
4 is c ons ider ed 8 is spent
Language: passives, transport
Exercise4 page75 Materi al s: onecopyof the w orksheet cut i n hal fperpairof
. Warnstudentsto lookcarefully at the construction of the students(Teacher's Bookpage137)
o r iginals ent encteo d e c i d ew h i c hte n s eth e yn e e d . r D i vi destudents tw o groupsof A and B . i ntopair sandgive
. St udentwor s kind i v i d u a l ty
a n dth e nc o mp a re a n s w ersw i th outw orksheets. E xpl ai that
n theyhavesomesent ences
a partnerbeforeclassfeedback. containing transporttriviobut with someinformation
. Highlightthe factthat in 3, 6 and7, the by isn'tneeded mi ssi ng. Tel them
l thatthe peopl ei n the otherg r ouphave
b e c aus tehe agen it s e i th e ro b v i o u so r u n k n o w n . the i nformati on thati s mi ssi ng.
S tudents readthroughthe sentences andaska ny
KEY vocabul ary questi ons. Thentheyw orkw i tha pa r t ner
1 Thefirstmotorcarwas builtby KarlBenzin 1885. fromthei rgroupto makequesti ons to fi ndthe m issing
2 A tot of delayshavebeencausedby engineeringworks. i nformati on. Goroundmoni tori ng andcorrecting.
3 Yourbagswitl probabtybe searched at customs. A skstudents to changeseatsandformA /B pair s.Theyt akr
4 We hadalreadybeendirectedto platform4 by the guard. i t i n turnsto askeachotherthe ouesti ons andc om Dlet e
5 Thistrainis usedby a lot of commuters. thei rsentences.
6 Thepriceof raiIticketshasrecently
7 Thisbagwas lefton the plane. KEY
1 W herew asthew orl d' sfi rstsubmari ne l aunch ed?
Exercise5 page75 3 Whatwereusedbeforethe carwasinvented?
o Fo c uson t he Dhotoa n de l i c i tw h a ts tu d e n tsk n o wa b outthe
5 Whatwasthe world'sfirstboatdiscovered nextto?
Wrightbrothers. Askthemto completethe textatoneor in
7 Whichpartof criminals who attackedtravelters wascut ofi
pairs.Emphasise that theyonlyneedto useby if the agent
i n anci entC hi na?
o f t he ac t ionis m e n ti o n e d .
r Witha weakerclassaskstudentsto go throughthe textand 9 W herei s the shortest
scheduted fl i ghtmade?
decidewhichtenseis requiredfor eachgap.Checkanswers StudentB
beforeaskingstudentsto continuewith the task. 2 W hi chcountryi s vi si tedby morethan50 mi l l ionpeople
r Pre-teach angle,propeller,thoroughlyandingenuity. annual l y?
4 W hyw erevehi cl es bannedi n R ome?
KEY 6 Whatwas usedto testthe firstparachute?
1 is remembered 5 had beentested 8 Whenwereetectriccarsinvented?
2 was madeby 7 werewitnessedby 10 Whichwasthe wortd'sfirstairline?
3 wasmade 8 wastaken
4 waspoweredby 9 werereported
5 wascontrolled
by 10 h a sb e c o m e

Exercise6 pasell
r St udentcsom plete th e s e n te n c ei sn d i v i d u a tlcyh, e ckthe
g ram m arwit ht hei rp a rtn ear n dth e nd e c i d eo n th e correct
answers. Gothroughthe passiveformsand askstudents
to c allout whatt he yth i n kth e a n s w eto r th e q u e s ti o ns are. LE S S Ol { S U i l i l A R Y O O *
Reading: ":
Don'tconfirmor denytheiranswersat this stage. an articleabouttheBritishon holiday
Listening:peopte talkingaboutholidays
KEY Vocabulary: travelandtourism
1 wasinvented 3 w a sfi n i s h e d 5 a rema d e Speaking: discussing popular
2 wasopened 4 w a sb u i l t Topic:travel
Todo the lessonin 30 minutes,keepthe lead-in
trief,oskstudentsto readthe textbeforethe lessonand set the OP TIOI{ A t S P E A K II{G P R A C TIC E
'ocobuloryBuilderexercisesfor homework. . Focusstudents on the' Topten hol i daydesti n at ions
for UKhotiday-makers'. Dictatethe followingquestions
r Lead-in 4 minutes putti ngthe underl i nedkeyphrases on the boa r dand
. Asks t udenttso s it ba c ka n dth i n ka b o u tth e i rl a s th o t i day. explaining, if necessary:
Gi v et hema m om enot r tw o to re me mb ewr h a ti t w a sbefore
- Vtlheredoesone in four British holiday-makersgo?
re adingoutt he f ollo w i n g q u e s ti o n sStu
. d e n ts j u s t[i s ten
- Why,in your opinion, do almosthalf of them go to Spain
to th e ques t ionsT.h e ya rei n te n d e da s me mo ryp ro m ptsto
and France?
h e l pt hemdes c r ibeth e i rh o l i d a y . - Whereare therefive times more British holiday-makers
Wheredid yougo7 Howdid yougetthere?Howlong did you
thanin Greece?
stoy?Whodid yougo with? Whatwasthe weatherlike? Whot
- Whydo you think only 5 per centaf holiday-makersgo
did you do in theday? Whatdid you do in theevening?Whatdid
to Greece?
you eat? Whotdid you enjoymost?Whotdid you enjoyleost?
. Stu dentdes - Whichcountriesare the leastpopular holiday
s c r ibe t h e i rh o ti d a yto th e i rp a rtn eirn a s m uch (theonesnot tisted!)
d e tailas oos s ibt e.
- Whyis the percentooeof British holiday-makersin
Germany,Belgiumond the Netherlands so low?
Exercise 7 page76
. Fo cuson t he ins t r u c ti o nasn dth e o h o to sS
. tu d e n ts
d escri be r Studentsaskand answerin pairs.Getfeedbackby
th e phot osin pair s R. e mi n d th e mto u s e[a n g u a gfoer eticitingas manysentences
the dataas
describing photos(in the bockground/foreground, the possible.
peoplelook/ look like/ lookas if / though/ like ... etc.).

Exercise2 page76 Exercise3 page

. Asks t udenttso und e rl i nth o S tudents canw orkal oneor i n pai rs.D uri ngfeedback dr ilt
e e k e yw o rd si n th e s e n te nces
a n dt hens ear c hf ort h e a n s w e rs i n th e te x t,i n c tu d i n the
g the pronuncialion of cruiselkrutzl,packageI'prktd3l
l i sto f holidaydes t in a ti o nast th e e n d .Wh e nth e yfi n dthe holidayandexcursion/ik'ska:Jn/if necessary.
. S tudents w i l tprobabty approach f r om
thi staski ni ti atly
a n s werin t he t ex t ,t h e ys h o u l du n d e rl i nth
e e re l e v a nchunk
a n dwr it et he num b e o r f th e s e n te n c ne e x tto i t. L e tthem memoryandthentheyw i ttneedto scanthetextto check
co m par e ans wer in s p a i rs c, o rre c ti nthg e fa l s es e n te nces theyhaveremembered correctl y.
P oi ntoutthats canning
a n dt henc hec kas a c l a s s . passi ng
i nvol ves youreyesveryqui ckl yovera tex tunt ilyou
find the wordyou arelookingfor.Toencourage themto do it
quicktyyou coutdtreatit as a race.
l True 3 Fatse 5 True 7 frue
4 True 5 F a ts e 8 False
hotiday, holiday,
caravan citybreak,
p a c k a g eh o l i d a y
Askfast ffnlshersto find wordsin the text that mean: Exercise4 page76
7 madeavoilableto thepublic (Paragraph 2) . Elicita goodexplanation
forthefirstphraseandwriteit on the
2 to stop doing something(Paragraph2) board.Students or in pairsto writethe restof
3 cheapenough(Paragraph 3) Alternatively,
thedefinitions. theexercise couldbe doneoratly.
4 becamesmql/er(Paragraph 3)
5 beingrich enoughto buy thingsfor pleasure(Paragraph4) KEY (Possible answers)
6 peoplewhogo on holiday(Paragraph 4) 7 a seasidetownis a town by the sea,especially
Ke y llaunc hed 2 a b a n d o n 3 a ffo rd a b l e 4 d e cl i ne peopl ego fora dayor a hol i day
5 afftuence 6 holidaymakers 2 a budgetairlineis a companythat providescheapftights
3 slashedthe costmeansreducedthe costby a largeamount
4 long-houlflightsarelongdistanceflights
CUT T URE I { O T E S - R E F ER EI{ C ES 5 exoticdestinotionsareexcitingand unusualplacesto go on
hoti day
A Punchandf udy showis a gpical Britishpuppetplay.Punch
with a longcuryednoseanda bigchin,who
is a character 6 longweekends areholidaysof threeor fourdaysfromFriday
argueswith hiswifeludy (andothercharacters)shoutingin a or S aturday
to S undayor Monday
highvoiceand hittingthemwith hisstick.Thecharactersare 7 the bestdeolsareflights(andotherthings)thatyou buyfor
glovepuppetswomoverthehandandmovedbythefingers. the bestori ce
Theshowis popularat the seaside parties.
andat children's
Formorepracticeof Tourismond trovel,go to:
Eirewasthe officialnamefor lrelandbetween1937 and
1949whenit became of lreland.
the Republic Thenameis
I 1 apartment 4 hoti day 7 trip
2 ski resort 5 flight 8 break
3 tour 6 w eekend

Unit8 . Travel
5 pase
Exercise rc fl z.ze KEY 1 D anandJi l l 2 Tony 3 C hri s 4 Karen
e Focuson the taskand makeit clearthatthe firsttime
studentstistentheyonlyneedto writedownthe countries.
Pointout thatsomespeakers mentionmorethanonecountry.
Exercise7 pagete
. S tudents i n pai rsor sma [ gr
candi scussthe questi ons [ oups
Altow4 or 5 minutesandthengetfeedback.
1 England 3 Austria,Switzerland t Lessonoutcome
2 Portugal,
Spain 4 Britain,France,
Ask students:Whathaveyou learnedtoday?Whatcanyou do
now?andtry to elicit:I havelearnedabouthow the British
TRAISCRIPT 2.23 spend their holidoys. Ask:Whichusefulwordsond phrasescan
1 Tony Welivein London, butwe havefamityin Devon whichis you remember?
in thesouth-west of England.Devonis reatlybeautifulwith
lotsof lovelycountryside andbeaches. Myauntanduncle
havelivedin an oldfarmhouse thereforovertenyearsnow,
andeverysummer wego andstaywiththemfora fewweeks.
Beingin London in summeris notverypleasant,so mysister
and I reallylookforwardto goingthere.Therearelotsof ite pronouns
Indefin _,
thingsto do,andwegeton reallywellwithourcousins. We
cycleto the beach,or goforwalks,andsometimes we goout
in myuncle'sboat.There's a surfingbeachnearby, so we have
beenpractising oursurfing- I'm notverygood,butit'sgreat tE ssol t S U MMA R Y ... &
fun!I wouldn'tliketo livetherein winter,though- it'stoo Grammar: indefinitepronouns:some-,any-,no-
b o ring
t hen.
Reading: a ghoststory
2 Karen My mumusedto livein Portugal, so we oftengo there Speaking: discussion abouttravel
forourholidays, iustthetwoof us.Weneverstayin thesame
place.Wealwayshirea caranddriveto different ptaces.
visitLisbon,thecapitatcity,forexample, or visitmymum's
Todo the lessonin 30 minutes,keepthe lead-in
friendson thewestcoast.Nowandthenwe crossover
brief, do exercises2, 4 ond 5 togetherond set the Grammar
the borderandgoto the southofSpain.Oncewewentto
Builderexercisesfor homework.
Gibraltar- thattinypartof Spainwhichis stillBritish.
wasinteresting, thoughI wouldn'tliketo livethere!Portugal
lovely,though,andthe peopleareveryfriendly andkind.My
r Lead-in 2 minutes
mumspeaksPortuguese fluently,
of course, andI canspeaka o Writegiveo lift on the boardand elicitthe meaning.Then
bit,too,thoughit's notan easylanguage to pronounce. And usinga thumb gestureelicitor teachhitcha lift/ride and
it'salways warmandsunnythere- sucha niceplacefora hitchhike(NBhifcha ride is AmericanEngtish).
holiday. . Ask: Haveyou everhitcheda lifr? Wherefrom ond to?
Wouldyou everhitch a liftT Why/Whynot?
3 Dan Webothhavequitebusyiobs,so holidays areimportant
to us.Wetiketo getawayfromit all anddo something
completely different.
Wesavesomeof ourmoneyeverymonth
Exerciset page77
. Studentsreadthe textquicklyand answerthe questions.
andputit awayforournexthotiday. We'verecently found
something we lovedoing- skiing!Wetriedit forthefirsttime Checkthe answersas a classand elicitstudents'reactions
twoyearsago,andthoughtit waswonderful! to the story. Ask:Howdoes it makeyou feel?
Jill Yes,I didn'tthinkI woutdenjoyit thatmuch,as I don't
tikethecold.Buton a beautiful whitemountain witha blue KEY 1 True 2 False 3 True 4 False
sunnysky,it doesn'tfeelcoldat alt.Skiing's expensive
though,sowetryto arrange something at the lastminute,so
we cangetthehotiday Sofar,we'vebeento Austria.
cheaper. Exercise2 page77
ThisyearI thinkwe'regoingto Switzerland. Wecan'twait! . Studentscompletethe tablewith indefinitepronounsfrom
the text.Explainthat the pairsof wordsarecompletely
4 Chris I'm 17 now,andI usedto go on holiday withmyparents
interchangeable. Highlightthe factthat no oneis writtenas
andlittlesisters. ButI neverenjoyed it verymuch.Wherever
wewent,eitherin Britain, or sometimes France
or ltaty,my
Dadwouldhaveto lookat allthechurches andhistorical
buildings. Theoccasional oldplacecanbe interesting, I KEY
suppose, butI usedto getso bored.Mymumwoutdtakemy 1 nobody 3 nothi ng 5 anywhere
to a caf6foryetanother icecream,andtherewas 2 anything 4 somewhere
I stuckbetween old churches andpinkicecreams. Solastyear
I decided to do something Now,whenmyfamily
goeson holiday, I go somewhere on myownin theUK.Sofar Exercise3 page77
I'vebeencanoeing andkayaking,mountain-climbing, and r Checkstudentsunderstand the meaningof affirmativeand
camping, andit's beeniustgreat.Therearelotsof peoplemy interrogativeand then ask them to completethe rules.
age,andweall learnsomething new,andgetto knoweach . As you checkanswersaskstudentsto find examplesin the
otherat thesametime.I'vedoneso manynewthingsandmet textwhichillustratethe fourooints.
so manypeople- | wishI hadthoughtof it sooner!
Exercise6 page76 f) z.zr 1 affirmative 2 negative,interrogative 3 affirmative
Givestudentstimeto readthe opinionsand playthe
Witha strongerclassaskstudentsto matchthe opinions Exercise4 page77
and alsopauseaftereachrecording for themto talkto a o S tudents l y i n pai rs.D uri ngfeedback
w orki ndi vi dual or elicit
partnerand recapon whattheyheard. an exolanationfor eachanswer.

88 Unit8. Travel
K EY t Lead-in 4 minutes
1 a n ything 4 nowhere,somewhere 7 n o th i ng o S etthefol l ow i ngw i tdl imi
fe ni -quias
z a l ead-i nto the t opic.
2 n o -o n e 5 anywhere Dividestudentsinto pairs.Readout the questionsand give
3 so met hing 6 any b o d y thema few momentsto writedownthe answer.Awarda
pointfor eachcorrectanswer.
:or more procticeof lndefinitepronouns,go to: 1 Whichanimal doesn't live in Africa?
o lion b tiger c cheetoh
2 Whichonimal spendsmost of the day living up a tree?
o leopard b lion c tiger
K EY j A leopardand o pontherare the sameanimal.
1 1 a anybody b nobody c somebody o True b False
2 a not hing b anything c something 4 Howlong can a giraffe go without water?
3 a somewhere b nowhere c anywhere o overa day b overa week c overa month
5 Whichanimal is famousfor hoving bad eyesight?
2 1 Thereisn'tanybodyon the train./ Thereis nobodyon the a alligator b crocodile c rhinoceros
train. K eyl b 2 a 3 a(a pantheri sal eopardw i th exce ss
2 | haven'tgot anythingto wear. pi gmentati on) 4c 5c
3 Freyadoesn'twantanybodyto seehercrying.
4 CanI havesomething to drink? Exercise1 page79
5 ,/ o Referstudentsto the photosand elicitanswersto the
6 Pleasesit anywhere. questionsopenclass.Checkpronunciation of leopard
7 Hasanybodyseenmy sunglasses? l'lepedl.
Exercise2 pase79
r Focuson the readingtip and elicitthe answer.
Exercise5 page77
o Studentscanworkindividualty or in pairs.Checkanswers
KEY present
with the class.Again,askstudentsto explaintheiranswers.

KEY Exercise3 page79

1 something 3 Nobody 5 anything o Focuson the instructions
and givestudentsthreeminutesto
2 nothing 4 Anywhere 6 anyone completethe taskin pairs.

Exercise6 page77
o Students 1 Theplanelandedin Mfuwe.
or in pairs.Checkanswers
workindividually as a class.
2 Theytravelledby ieepto theircamp.
3 Daisysawbaboons.
4 Daisysawsomelions.
1 anywhere 3 somewhere:
somewhere 5 Daisygotverycloseto someelephants.
2 no-one 4 anyone 6 Twootherguestssawa leopardess and hercub.
7 Thejeepgotstuckin the mud.
Exercise7 page77 8 Daisysawa leopard.
r Gi vest udent tsim et o t h i n ka b o u ta n d n o ted o w nth e i r
answers. Goroundlistening, helpingand makinga noteof Exercise4 page
persistenterrorsfor studentsto correctat the end. r Remindstudentsthatwhenanswering multiple-choice
questions, the keywordsin the
it is usefulto underline
t Lessonoutcome questions,thentryto predictthe answerbeforelookingat
Ask students:Whatdid you leorntodoy?Whatcanyou do now? the optionsanddecidingwhichfitsthe prediction. go
and elicitanswers:I can useindefinitepronouns.Ask:What backto the textto check.
usefulwordsor phraseshaveyou learned?
KEY 1b 2a 3b 4a 5d 6b 7a

Exercise5 pase79
o Askstudentsto lookat the wordsin contextin orderto
guessthe meaning.Checkanswerstogether.

tE5 SOi l S Um ilA RY Oo o & ,:
1 stroll 2 dart,hurtle,tear 3 trundl e 4 spri n g
Reading:a hotidaydiaryentry;ordering
Vocabulary:verbs+ prepositions
Speaking:planning andpresentingan idealholiday Exercise6 page
r Aska studentto readout the information in the Learnthis!
box.Checkstudentsunderstand the verbsbeforeasking
themto findthe prepositionsin the text.Encourage the
studentsto makea pagein theirvocabulary notebooks on
Todo the lessonin 30 minutes,keepthe lead-in
whichto recordverbs+ prepositions.
brief,askstudentsto readthe textat homebeforethe closs,skip
exercise3 and setthe VocobularyBuilderexercisesas homework

Unit8 . Travel
KEY i Lessonoutcome
dreamoflabout worryabout payfor arriveat listento Ask students:Whothoveyou leornedtoday?Whatcanyou do
now?andelicitanswers:. I canunderstondan articleabouta
b o a s tabout lookat h o p efo r c o mp l a i na b o u t s ta reat
sofori trip. I have learnedsome verbs+ prepositions.Ask:Who
ca rea bout headf or
usefulwordsor phraseshaveyou learnedT
dreamof is to reatly,reallywantto do somethinge.g.dreamof
seeingo leopard
dreomaboutis to havea dreamaboutsomething whiteyou are
asleepe.g.I dreamaboutleopords

Exercise7 page79
At the airport
. Student cs om plete th e q u e s ti o nas n dth e na n s w ethem r in
p a ir s A
. sy ougo t hro u g hth e a n s w e rs h i g h l i s hth
t e fa ctthat LE S S Ol I S U MMA R Y .. &
p repos it ions ar eei th e rfo l l o w e db y n o u n s(o rp ro n o uns) or Functional askingquestions
English: politely
by verbsin the -rng form(whichactuallyfunctionas nouns).
Listening:dialogues; forgistandspecific
listening words
Grammar: questions
Speaking: role-play
at an airportinformation
1 a bout Hewor r iesa b o u tn o t s e e i n ga l e o p a rd .
2 for Theypayfor theirpostcards.
3 to Theylistento the baboons'alarmcalls.
4 a bout T heyboasta b o u th a v i n gs e e na l e o p a rda n d hercub.
Todo the lessonin 30 minutes,keepthe leod-
5 a bout Hec om pt a i nasb o u tth e ra i n .
in brief, set the GrommarBuilder exercisesfor homework,do
6 for Theyheadfor camp.
exercise6 as a classand limit the preporationtime in exercisei
ond numberof performances in exercise8.
Formorepracticeof Verbs+ prepositions,go to:
+ Lead-in 3 minutes
r Brainstorm andwriteuo the differentareasin an airportanc:
KEY 1 for 2 with 3 about 4on 5at 5to elicitwhathappensat eacharea(check-in area,departure
customs, duty-free
shopping area,baggage reclaim,
r Focuson the ohotoandaskwhichoftheseareasis shown
o F oc uss t udent o (passportcontrol).Ask:Whichcountrydo you thinkit is?
s n th e re a d i n g ti p a g a i n E
. x p l a i that
(USA)and: Whatkind of questionsdo theynormallyosk?
bothwaysof writinga story;in pasttensesor present
t ens esis appr o p ri a te a s, l o n ga s i t i s u s e dc o n s i stentl y.
r Putthe foltowingon the board:I hod alwayswantedto do Exercise1 pase
8o Sl z.z+
r R eferstudentsto the di atogue. Gi vethema few m om ent st o
it. I felt great whenwe werewolkinginto the cave.Elicit
the tenses(pastperfect,pastsimple,pastcontinuous). readi t throughandto l ookat the phrases Playt he
bene at h.
Askstudentsto underline the following3 sentences in recordi ng andel i ci tansw ers.
the'Big CatDiary':Mfuweairportis thesmallestI hqve
everseen.Straightoway,we'redriving acrossa plain KEY
full af impalaand baboons.Thenextmorning,wego on 1 MayI ask 4 W oul dyou mi ndt ellingm e
a driveandspot baboonscrossingthe rood.Elicitthe 2 C anyoutel l me 5 D oyouknowi f
tenses(present perfect,presentcontinuous, present 3 C outdyoutel l me
s im ple)hight, ig htht ea n a l o g i ei sn th e u s eo f p a s tand
oresenttensesin narration.
. Booksclosed.Askstudentsto rewritethe'BigCatDiary' tAl{GUAGE NOTE . CA}l, COULD AIID MAY
entryin 2OO-250 wordsusingpasttenses. Encourage c Canandcouldareusedfor makingrequestsand asking
themto addtheirownideasand usenewvocabulary Dermission. Couldis morehesitantand thereforemore
fromtheirnotebooks. Students canworkin pairsand respectfulthancan.However, in the caseof Canyou
us edic t ionar ie s . tellme ...? andCouldyou tellme...?the difference is
i mpercepti bl e.
. Mayis usedfor permission MayI ask...? but not for
Exercise8 page
79 requests 4fraryffi fu... 7l t i s moreform alt hancan
. Gi v es t udent a s f ew mi n u te sto ma k en o te si n a n s werto the
and could.
q ues t ionsE. nc oura gthe e mto i n c l u d ea s mu c hd e ta i as
p o s s ible.
F as ft inish e rsc a nth i n ko f mo rea s p e c tss uchas:
Howlong wouldyou stoy?Whatwouldyou eotand drink? Exercise2 page
Whotwouldyou do in the evenings? o S tudents
matchthe di rectquesti ons
w i ththe i n dir ect
questi ons.
C heckansw ers.
Exercise9 pase
o St udent pr
s es entt h e i ri d e a sto th e c l a s s R
. emind
th em KEY
lo usewould.Youcouldaskthe classto voteon the most
W i l tyoube vi si ti nganyotherci ti esduri ngyourstay?5
a p pealing/ ex otei ctc, .h o l i d a y .
Whichflightdid you arriveon?1
Wherewill you be staying? 4
Whatis the purposeof yourvisit?3
H owl ongw i l tyoube stayi ngi n the S tates? 2

Unit8 . Travel
:xerCiSe3 page80 3
. Askstudent tso c om p a re Clerk Goodmorning, madam.
t n d i n d i re cqt u e s ti ons
th e d i re c a
Woman Goodmorning.
. u ri n gfe e d b a cpk o i n to u t
i n o rdert o c om plet teh e ru l e s D
Clerk Whereareyoutravelling to?
that indirectquestionsarealmostthe sameas reported Woman Madrid.
q u e s t ionswhic
, hwer es tu d i e di n u n i t6 , e x c e pth
t a ti n Clerk MayI haveyourticketandpassport, ptease?
i n d i recques
t t ionst he te n s eo fth e v e rbd o e s n ' ct h a n g e. Woman Hereyouare.
Clerk Thankyou.Canyoutellmeif youhaveanybagsto check
KEY 1 if 2 directstatement i n?
Woman Yes,onesuitcase.
:r further practiceof lndirect questions,go to: Clerk Didyoupackthesuitcase yourself?
Woman Yes,I did.CouldI havea windowseat,please?
Clerk Certainly,
madam. Wehave1.0A foryou.That'sa window
KEY W omanThankyou.
I I wonderif you coulddescribethe robbersfor me? fromgatenumber10 at 12.30.
Cterk Theftightis boarding
3 Canyou remember whattheywerewearing? W omanThankyou.
Clerk Thankyou.Havea pleasant flight.
+ Wo uldy ou m indt elt in gm e w h a tth e yd i d w i thth e b a g sthey
i Didyou noticewherethe carwent?
Exercise5 pase
8o Sl z.zs
. S tudents canw orki ndi vi dual ty or i n pai rs.Makesur et hey
5 Ca ny out ell m ewheny o u p h o n e dth e p o l i c e ?
arecl earthat not al l ofthe questi ons arei ndi rectq uest ions,
' I wo n derif y ouc out dc o m eb a c kto m o rro w a n da n s w esome
Remindstudentsthat prepositions (thatgo with verbs)will
mo reoues t ions ?
be at the endof the questi ons.
Whitstchecking answersyou couldaskstudentswherethey
Exercise4 page
8o $ z.zs w oul dheareachquesti on.
. Tetlstudentstheyaregoingto hearthreeconversations in A skstudentsi ftheynoti ceanythi ngunusualaboutnum ber
differentpartsof an airport.Focuson the instructions and 4. (lt is not a questionbut it needsa questionmark.This
the places.Askstudentsto predictwhatkindsof questions is becausefunctionally it is a question,eventhough
th e ym ighthearin eac hp l a c eT. h i sw i l l a l s oh e l ps tu d ents grammati caii ltyi sn' t.)
withoutair travelexperience to do the task. Pointout that Haveyou ony idea ...?is differentfrom the
. Pta ythe r ec or ding;
eli c i ta n s w e rsa,s k i n gs tu d e n ts
to e xpl ai n otherindirectquestionsin that it is usedwhenyou arenot
wh i c hc luesledt hemto th e i ra n s w e rs . sureif the otheroersonwill knowthe answeror not.

1 airportinformationdesk 1 C anyoutel l mew hereI shoul dchecki n?
2 touristinformationdesk 2 Doyou knowwhichairlineyouareflyingwith?
I ch e c k - in
des k 3 H aveyouanyi deai f the fl i ghti s on ti me?
4 | w onderi f youcoul dhel pme?
5 Couldyoutell me how manynightsyou'llbe staying?
6 MayI haveyourticketand passportplease?
1 7 Canyou tell me ifyou haveanybagsto checkin?
Cterk Goodafternoon. CanI hetpyou?
8 CoutdI havea windowseatplease?
WomanYes,I'mftyingto Warsaw Canyoute[[me
wher eI s houldc h e c ki n ? 1,2,3,5and 7 arei ndi rectquesti ons.
Cterk Doyouknowwhichairtineyouareflyingwith?
WomanYes,I thinkit's LOT. Exercise6 page
Clerk LOT.Letmesee.Youcancheckin at desks31 to 35. . Dothe first
Focuson the speakingtip and the instructions.
Woman Haveyouanyideaif theflightis on time? oneon the boardandthenstudents al on eor in
conti nue
Cterk Yes,no delaysareexpected. pairs.Tellthemto usea rangeof structures.
Woman Thankyou verymuch.
Cterk You'rewelcome.
itun Hetlo,I wonderif youcouldhelpme? 1 Can/Coutd you tetl me/Doyou know/Have you anyidea
Cterk Whatwouldyouliketo know? wherethe nearestpostofficeis?
Man I'vejustarrivedfromDublinandI needto finda hotel. 2 C an/C oulyou
d tel l me/D oyouknow /H ave youanyideaif
Cterk Areyoutooking fora hotelnearthe airportor downtown? run
the buses al l ni ght?
Man Downtown. 3 Can/Could youtell me how old you are?
Cterk Well,here'sa listof recommended hotels.Thecheapest
4 C an/C oulyou
d tel l me w hatyourfri end' snamei s?
areat thetop,the mostexpensive at thebottom.I can
5 Can/Coutd youtell me if you'refromthe CzechRepublic?
makea reservation forvoufromhere.
HotelnearCentral 5 Can/Coutd youtell me whyyou'rehere?
Man OK.Um,let mesee.TheWashington
anyvacancies? Exercise7 page
Cterk Certainly,sir.Couldyoutell mehowmanynightsyou'llbe r Readthroughthe instructions Givestudentsabout
fiveminutesto prepareand rehearsetheirdialogues. Remind
Man lus tt heone.
themto usethe language fromthe previousexercises.
Clerk OK....0h, goodevening. I havea gentleman herewho's
. In a strongerclassstudentsneedn'twritethe full sentences,
lookingfora roomfor...
iust notesas prompts.
Exercise8 pageso KEY
o Chooseseveralpairsto act out theirconversations.lfyou 1 Theptanewasdelayed.
havea largeclassor areshortof time,dividethe classinto 2 2 Theyate somesandwiches fromthe journey.
groups.Studentsactout theirdialoguein frontof the group.
3 lt's too noisy.
4 lt took agesto find the hotel.
I Lessonoutcome Hehad lost hiswaltet.
Ask students:Whotdid you learntoday?Whatcanyou do now?
6 They'regoingto FortWilliamfirstthingtomorrow.
and elicit answers:I canaskand answerquestionswith officials
at an airport. I con askpolite questions.Ask:Whichwordsor
phrasescanyou remember? Exercise3 page
o Eticitthe answersin openclass.
Notesfor Photocopiable
activity8.2 r Focuson someofthe usefulphrasesin the textby asking
48 hoursin Manhattan students to fi nd ohrasesw hi chmean:
Painrvork Postcard7 it wasverylucky(it was a goodjob) we left (we
Language: indirectquestions set ofO it's a wasteof time (it isn't worth)
Materials:onecopyof the worksheet cut in halfperpairof Postcard2 there'sno point in complaining(it'sno use
students(Teacher's Bookpage138) moaning)andveryearlyin the morning(firstthingtomorrow
Explainto studentsthat theyaregoingto role-play being
touristsin Manhattan. Putstudentsinto pairsand handout KEY
the worksheets. Makesurestudentscan'tseethe other's Bothpostcards beginby statingwheretheyareand thatthey'r'
worksheet. havinga bad timeand end by sayingwhatthey'reaboutto do
lf necessary,revise[anguage for askingindirectquestions:
Can/Could you tell me...?(NBDoyou know... wouldn'tbe
Exercise4 page
appropriate hereas it is expectedthat otherstudentwill . Referstudentsto the leorn fhislbox.Eitherreadit as a
knowthe answer.)
classor askstudentsto readit silentlyon theirown.Before
StudentA playsthe roleof touristfirstand asksfor the
studentsdo the exercise, showan exampleon the board
information thattheyneed,e.g.Couldyou tellme howmuch
contrasting Introductory lf and ir as a normalpronoun,e.g.
an adultticketcosfs?Thenthey swaproles.Monitorand
It's my birthday.I saw a film was brilliont.
checkthat the studentsareaskingquestionscorrectly. o In the secondsentence if refersbackto somethingbeforelt

In the firstpostcardall areexamples of introductoryit apart

A postcard from it isn't much better and it's better.

In the secondpostcardall areexamples of introductorylf apar
fromit had all my money... .

t E ssolt suttARY ... * Forfurtherpracticeof lntroductoryit,

go to:
Writing:a postcard
Reading: postcards holidays
Grammar: introductory
t t It'sa goodiob we checkedour departuretime.
2 It's a shamethere'snowhereto sit.
3 It isn'tworthgettinga trolley.
Todo the lessonin 30 minutes,keepthe lead-in
brief, do exercise2 os a classand set the GrammorBuilder 4 It's no usechanging trainsif the track'sblocked.
exercisesfor homework. 5 It took us agesto find the rightptatform.
6 It's impossibleto getto the centrein the rushhour.
t Lead-in 2 minutes 22 It is impossibteto repairmy bike.
. WriteHOLIDAY FROMHELLon the board.Elicitthe meaning 3 It's a shamethatyou failedyourdrivingtest.
of the expression(disastrousholiday)and askstudentsto 4 It doesn'tmatterwhatyou get me for my birthday.
brainstorm in pairsthingsthatcango wrongon a holiday. 5 It wasa goodideato bringsomesandwiches.
. Writetheirideason the board.Thesecanbe usedin 6 It's isn'tworthtakingthe carto the centre.
additionto the ideasin exercise5.
Exercise5 page
Exercise1 page
81 o Focuson the instructions.Referstudentsto the list of
r Givestudentsone minuteto readthe oostcards
and match problemsandthoseon the board(if theydid the lead-in
themwith the photo. Givethemtwo or threeminutesto planthe content
Theycando this in pairs.
KEY DearPatricia
Exercise6 page
Exercise2 page81 o Studentswritethe postcards individualty.
r Studentsworkin pairs.Theycananswerthe questions to followthe structure
ofthe oostcardsin exercise
1 and
orally.Checkanswers. beginby sayingwheretheyareandwhata terribletime
they'rehavingandto end by sayingwhatthey'redoingnext
Atlow10 minutes.lf there'stimeaskstudentsto exchange
postcards with anotherstudentto readand checkfor
i Lessonoutcome Marek Hetto,I'm MarekZeman. I'vebookeda roomfortwo
\sk students:Whathoveyou learnedtoday?and elicit:/ con nights.Youmustbe MrsCrevice.
,rrite a postcordabout a disostrousholiday.I have learned MrsCreviceOhyes.MarekZeman. Couldyousignthe register,
please? ThenI'll showyouto yourroom.
tbout Introductory'it'. Ask:Whatuseful wordsand expressions
Marek OK.Canyoutellmewhereto sign?
lave vou learned?
MrsC lusthere.Now,wit[yoube havingdinnerwithus at
the hotetthisevening?
Marek N o,thankyou. I thi nkI' tthavea showerandt hengo
outandl ookaround.
MrsC'sa beautiful evening!
t7 as k ed 3 going 5 ma d e m.r"t Excuse me.Wouldyoumindtellingmewherethe
2 chatting 4 fell 6 fallen Princes StreetGardens are?
27 trotley Suzanne Yes,here.You'restanding in the middleof them.
3 tracks 5 rucksack
Marek Oh,hello!You'rethegirlfromthetrain,aren'tyou?
2 platform 4 trafficiam 6 c u s to ms
Suzanne Yes!Whata coincidence! Wedidn'treallyintroduce
37 drove,wouldn'thave 4 wouldgive ourselves, didwe?Myname'sSuzanne.
2 c ould 5 was,wouldhave Marek I'm Marek.
3 chatted 6 d i d n ' th a v e Suzanne ls thisyourfirsttimein Edinburgh?
Marek Yes,it is.
47 Portuguese is spokenin Portugaland Brazi[. Suzanne Well,whydon'tI showyousomeof thesights?
2 My tuggage was stolenwhileI waswaitingfor the train. Marek Thanks verymuch!
3 Ourflighthasbeencancelled so we arewaitingfor the
4 Hemeetsthe girtfromthe trainagain
nex tone.
4 Themotonrvay had beenclosedso the coachesweren't 5 1 f 2 b 3 d 4 c (aandearen ot hear d)
r unning. 6 Openansw ers
5 AlI the passengers
will be transferred
to anotherairport.
57 s om ebody 3 s o m e th i n g 5 n o th i ng S![l ror furtherexamtasksand practice,go to Workbook
2 any t hing 4 anywhere page14. ProceduraInotes,transcripts
and keysfor the
Workbook canbe foundon the So/ufionsTeacher'sWebsiteat
67 b 2 e 3 c 4 d 5a
77 t et t 3 mi n d 5 w o n d er
2 Know 4 idea

1a E dinbur gh
Z oo c DynamicEarth
b Edinburgh Castle d M u s e u mo f C h i l d h ood
2t 2T 3 F 4 5T
3 O oenans wer s

Narrator Marekhasa fewdaysoffwork,andhasdecided
to visitEdinburgh on hisown.He'sat King'sCross
railway stationin London.
Marek Hello.I'd tikea ticketto Edinburgh, please.
Clerk Singleor return?
Marek Return, please.
Cterk That'sf85. Howwouldyouliketo pay?
Marek Bydebitcard.
Cterk Fine.
Marek DoI needto change trainsanywhere?
Cterk No,it'sa directtrainto Waverly Station. from
lt leaves
plat f orm
3 i n 1 5 m i n u te s .
Marek oK.
Cterk yourcardandyourticket.
Marek Thanks!

Marek ls thisseatfree?
S uza nn e Er...yes,it is. I'll movemybag.
Marek Thanks.
S uza nn e Ow!
Marek Sorry!
S uza nn e I'vespittmycoffeenow.
Marek Don'tworry,I'll buyyouanother one.I'mgoingto the
Suzanne OK.Milk,no sugar.

S peaki ngr di scussi ngadverti si ngi n school s
r argui ngyour cage
Wri ti ngo a formall etter:aski ngfor i nformati on
f R K B OOK pagesT6-82 . S el fcheckpage83

L ESS O l{ S UM M A R Y .. @ theydon' tknowand oftenthi nktheyknoww or dswhicht l^.
Vocabulary:moneyandpayment, prepositions
andnounphrases don't,so the bestwayto checkis by asking:Whichword
monologues aboutmoney meons...or gi vi nga transl ati on.
Reading: Wordswhichwitl probabtyneedcheckingaredebtldetl,
a bookextract,a shorttext
bargoinlbo:ganl,sole and overcharge.
Speaking: discussing
experiences relatedto money
Playthe recording. Witha weakerclass,pauseaftereach
Topic:shopping andservices speakerand l et studentsdeci dethe answ erwit h a par t ne,
i!&t; :t:':

Todo the lessonin 30 minutes,keepthe lead-in
1 speaker3 3 speaker1 5-
and exercises5 and 6 brief, do exercise3 os a classand set the
VocabularyBuilderexercisesos homework. 2 speaker5 4 speaker4 5 speaker2

t Lead-in 4 minutes Tmlscnrpr 2.27

o D i vides t udent sinto p a i rsa n d a s kth e mto w ri tea s many 1 B oy I' vebeensavi ngup foragesforanewpai rof t r ainerbs,
verbsthat collocatewith moneyas they can in two minutes. they'requiteexpensive andI haven'tsavedenoughyet.My m-
o Collecanst wer son th e b o a rd .E x p l a i na n yw o rd sth a t are saysshe' l l endmethe money. l t' sreal l yki ndof herbut I don'
unfamiliar.Possible answers: spend,save,invest,borrow,lose, liketo borrowmoneyfrommyfamily.In factI reattydon'tlike
lend, woste,inherit, win, bet, give away,earn,change,donate, bei ngi n debtto anyone. S o,I guessI' l lhaveto i ustkeepsavir
poy,maKe. untiII'vegotenough.
2 Girl Theotherdaysomething really initating happened. I wasin :
Exercise1 page84 clothesshopin townandI sawthisgreatT-shirt in thesale.Luckilv
r Pre-teach prettymuch (a lot), concernedwith (two meanings: theyhadmysizeso I wentupto thetitlto payforit. lt wasf4.99 ar
1 relatedto and 2 worried.Perhapsthereis a playon words I paidin cash.I gavethesalesassistant f10 butsheonlygaveme
change. I wasso pleased withmybargain, thatI didn'tnoticeuntil
here.),odd (strange) and on the whole(generatly). Focuson
wason thebushome- bywhichtimeof courseit wastoo[ate.
S.tu d e n tsd i s c u s sth e q u e s ti o n si n p ai rs.
th e ins t r uc t ions j ustcom eout .lt 's
3 B oy I w anttogetacomputergamethat' s
reallybrilliant,but it's quiteexpensive. Theprobtemis, I'veju.
KEY spentall mysavings on a newbike,so I'm reallybroke.Anywa
Th ep lanetis E ar t h. I askedmyparents to lendmesomemoneybut mydadreacte,
Thegreenpiecesof paperare money. reatl ybadl yw hen l tol d hi mw hatl w antedi t for.HesaidI
Th ea u t hordoes n' t hi n kp e o p l es h o u l db e s o c o n c e rn ed
about shoul dn'wt astemoneyon computer games. ' l ' l ttendyousom ,
monev. moneyto buybooks,'he sai d,' butnotcomputer gam es.Huhl
4 Girl I wantto getmymumsomething reallynicefor Christma
something to wearmaybe.I haven'tgotmuchmoneynow,but
CULT URE T { O T E - D O U G L A S A D A M S C hri stmas i s sti tla coupl eof monthsaw ay,andl g et f 4 a week
pocketmoney.I'm payingf2 a weekintomysavings account,
Theextractis takenfroma bookby DougtasAdamscalled so I shouldbe abteto affordsomething nice,likea nicetop or
TheHitchhiker'sGuideto the Galaxy,publishedin 1.979.ltis somegtovesanda scarf.
aboutthe adventures of an Englishman,ArthurDent,and a 5 Boy I boughta pairof ieanslastweekend. Theyweref20, butr
. smallalienwho is conducting researchto writea bookcalled theywerein thesaleI gotf 5 off.I tookthemhome,butwhenI tr ,
TheHitchhiker'sGuideto the Galaxy. Thestorywas originally themontheydidn'tfit.Thesalesassistant didn'tgivemea recei;
broadcast on the radioand hassinceappeared in many andI forgottoaskforone, so I can'ttake'sa realpa
formatsincludingplays,comicbooks,a television
different - I'vegota pairof ieansthatdon'tfit meandI'mf 15 poorer.
seriesandwasreleased as a Holivwood-backed film in 2005.
Exercise4 page84 $l z.zt
. P l aythe recordi ng agai n,pausi ngto al l owstu dent st o wr it i
Exercise2 page
84 dow nthei ransw ers. A l ternati velyou
y coul daskt hemt o t n
. Student wors kalon eo r i n p a i rsto c o m p l e teth e te x t.W i tha to fi l t i n the preposi ti ons
andthenl i stento ch eck.
w eak erc las sr ef ers tu d e n tsto th e W o rd l i sat t th e b ackof the . C heckansw ersandthencheckunderstanding of t ill,sovint
Wor k bookChec
. kan s w e rs . and broke.Ask fast finishers/strongerstudentsto listen
and deci dew ho theyagreew i ththe most.
1 ca s h 4 PINn u mb e r 7 d e b i tc a rd /c re dicard
2 ch eque 5 notes 8 creditcard/debitcard 1 for 3 for 5on 7 i nto
3 ca s hm ac hine 5 c o i n s 9 currency 2 from 4in 6on 8 in, off

Exercise3 pase
84 $i z.zt Exercise5 page84
o Fo c uson t he ins t r u c ti o nasn dth e s e n te n c e sM. a k esure . Gi vestudentsa mi nuteortw o to readand no t edownt hei
stu dent sunder s t a nth i n th e s e n te n ces.
d e v o c a b u l a ry B ear answ ersto the questi onsbeforeaski ngthemt o askand
i n m y m indt hat s t u d e n tso fte nd o n ' tl i k eto a s ka b o utw ords answ erthe questi ons
i n pai rs.R emi ndthemt o uset he

unit9. spend,
presentperfectin shortanswersandthe pastsimpleto talk theirstoryto B but firstof all B shouldlookat the wordson
a b o utt he det ailsof th e s i tu a ti o n . the boardand try and predictthe story.StudentA thentells
. Goroundlistening, helpingandgenerally in
showinginterest the storyfrommemorybut can usethe textas a prompt.
the conversations. Conduct a brieffeedback aftenruards,
asking . Thentheydi scussthe questi oni n 3.
if anybody foundoutanything interestingabouttheirpartner. . Revese the rolesfor StudentB to do the same.
. Getsomefeedbackfromthe classabouttheirreactions to
for Moneyand payment,go to:
Formorepracticeof vocabulary eachstory.lf thereis time at the end,studentscanteach
theiroartnernewvocabularv fromthe text.

1 1 saveup for a laptop4 afforda newcar 7 payin cash A 1 lost 4 banks 7 eaten
2 be broke 5 buya bargain 8 askfor a loan 2 cash 5 robbed 8 pay
3 be overcharged 6 a wasteof money 3 tax 6 notes 9 hatf

2 1 s av ingup 4 waste 7 discount I 1 cheque 4 emproyees 7 money

2 lend 5 bargain 2 make 5 deposi t I give
3 debt 5 afford 3 encl osed 6 speno 9 earned

Exercise6 page84
. Dothis in two stages.Studentsdiscussthe meaningsfirst.
Eticittheirideasand givethemthe correctanswersand then
askthemto decidewhethertheyagreewith them.
1 Beingrichdoesn'tnecessarily makepeoplehappy.
2 Bankswiltonlylendmoneyif you canprovethatyou have
Grammar: to havesomething pronouns
a reliable s our c eof i n c o mea n dw i l tb e a b teto p a yi t b ack
Reading:an articleaboutAshleeSimpson
. hequot epoi n tso u t th e i ro n yo f th i s .
l a terT
Speaking:talkingaboutthingsthathavehappenedto you
3 Pe oplewhot hinkt h a t h a v i n gm o n e yw i l l s o l v ea l l p robl ems
will act iltegattyto get it.

Todo the lessonin 30 minutes,keepthe lead'in

Formorepracticeof Prepositionsand noun phrases,go to: briefand set the GrammorBuilderas homework.

i Lead-in 2 minutes
K EY o Writeon the board:Doyoujudgepeopleby theirappearonce?
l 1 fo r 3on 5 at 7 o u to f Whatis/wouldbe yourreactionto someonewho:(choosefrom
2bv 4in 6 under 8 from the followingas appropriate)neverironstheirclothes,has large
tottoos,wearsdesignerclothes,has had theirheodshaved,is
2 1 at his own expense 5 i n a me s s wearinga suitand tie, has blue hair, is wearinga uniform,
2 u nderherbr eat h 6 out of touch weorsa lot of makeup, wearsblacknail varnish,drivesan
3 on holiday 7 fromscratch es<pensivecar,has o piercedeyebrow,has obviouslyhad a moior
4 by chance 8 for fun / for a change facelifr.
. In pairsstudentsfind out howtheirpartnerrespondto
+ Lessonoutcome these.
Ask students:Whothaveyou learnedtoday?Whotcanyou do
Exercise1 pase85
nowTand elicit:/ can talk aboutdifferenttypesof moneyand
r Focuson the photosand askstudentsif theyknowwho it is
finance.I can discussattitudesto money.I have leornedsome
verbs+ prepositions.Ask Whatuseful wordsand phraseshave and if theyknowanythingabouther.Referstudentsto the
question.Givethema few minutesto answerin pairsbefore
you learned?
elicitinganswersfromthe class.
Notesfor Photocopiable
KEY herhai r,nose,teethand herchi n
L a n g uage:
m oney Exercise2 page85
o Askstudentsto readthe textand thenelicitanswersto the
Ma te r ialsone
: c opyof . t h e w o rk s h e ectu t i n h a l fp e r p a i rof
students(Teacher's Bookpage139) question.(Possibte
reasonsarethat shewas unhappywith
. DividestudentsintoAs and Bs and giveout the worksheets. her looksand possiblyjealousof hersister,shewas under
Explainthat theyeachhavea true storyaboutmoney. pressurefromsociety/her agent.)
o Focuson question1. Givestudentsa few minutesto read
the storyand fill in the gaps.Dealwith anyvocabulary
questions. lf possible,dividethe classintotwo groupsA
and B and getstudentsto workwith a partnerfromwithin
theirgroup(Aswith As, Bswith Bsfor the moment).
. Checkanswersby copyingthe keyontothe board.
. Studentsreadtheirstoryagainand memoriseit so that they
cantell it to a studentfromthe othergroup.Askstudentsto
get intoA/B pairs.Tellthemthat StudentA is goingto tell

Formore practiceof Reflexivepronouns,go to:
Bomin 1984,AshleeSimpson, is a singer-songwriter
Shebecame famousin 2004withhernumber-one
albumAutobiogrophy.She 'starred'in a television
TheAshleeSimosonShowaboutherown life on MW.The 1 2 N o,shedyesi t hersel f.
showappeared in theW slotstraightafterhersistefsshow. 3 N o,theycl eanthemthemsel ves.
4 N o,he shavesi t hi msetf.
wasb o rni n 1 9 8 0a n d ro s eto fa m ei n the
.l e s s icSaim ps on 5 N o,I pai ntthemmysel f.
l a te1990swit h hera l b u mS w e e tK rs s eSh s . eth e nb e came 6 N o,w e repai them
r oursel ves.
a h ous ehold t f h e rte l e v i s i ore
nam eas a re s u l o n a l i tv 7 N o.w e cookthemoursetves.
2 t hurthi msetf 4 cut mysel f
2 burnthemsel ves 5 get herself
Exercise3 page
85 3 lookafterourselves 6 turni tsel f
Readthroughthe LeornthisJboxtogetherand check
by ask i n gc o n c e pqt u e s ti o n su c ha s :Di d/
co m pr ehens ion
cut my hair?(No)Did I arrangefor someoneto cut it? Ues)
Exercise6 pases5
. Focuson the i nstructi ons
andthe exampl e. D oonem or e
Did I arrangefor my car to be stolen?(No).
Askstudents to underline examoles of the structure in thetext. sentenceon the boardas an exampte. S tudents wor k
throughthe sentences or i n pai rs.
i ndi vi dual ty
Sh eh adherhairdy edb l o n d e . s h eh a dh e rte e thw h i te ned
d o s h e ' sh a dh e rc h i nre d u ced
...h a vi ngherf ac ec han g e to too 1 S hehadhermake-uo done.S hedi dn' tdo i t herself .
sh eh a dhernos ealt er e d 2 S hehadhertattooremoved. S hedi dn' tremovei t her set f .
3 W ehadourcarrepai red. W edi dn' trepai ri t ourselves.
4 H e hadhi steethexami ned. H edi dn' texami ne th emhim sel;
Exercise4 page85 5 | had my eyestested.I didn'ttestthem myself.
. Stu d entwor
s kindiv i d u a tlayn dth e nc o mp a re a n s w e rs
w i th 6 Theyhadthei rcarcl eaned. Theydi dn' tcl eani t th em selves
a Dartnerbeforeclassfeedback. 7 Y ouhadyourhousedecorated. Y oudi dn' tdecor at it
. Asks t udent why
s nu mb e 6 (l t' ss o m e th ing
r i s d i ffe re n t. yourself.
u n pleas ant d h e rth a tw a s n ' ta rra n g e d.)
t hathapp e n e to 8 Y ouhadyourbacksw ashed. Y oudi dn' tw ashthe m
t h a dm y hairc ut 4 h a dmy ma k eu p d o n e
2 Didyou haveit dyed
Exercise7 page
5 h a dm yte e thw h i te n e d
R eadthe i nstructi ons andthe exampl e di al ogue.St udent s
3 h a dm y nailspaint e d 6 had my bagstolen
askandansw erthe questi ons i n pai rs.E ncourage t hemt o
askfol tow -up questi onsi f the answ eri s yesand be pr epar e,
Formoreprocticeof havesomethingdone,go to: the i nformati on
to reD ort backto the cl ass.
Witha weakerclassaskstudentsto writeout their
questi ons i n futtbeforetheyaskthei rpartner.
KEY o A skstudents to reportto the ctassanythi ng i nter est ing
1 2 | hav ehadm y hai rd y e d . they'vefoundout abouttheirpartner.
3 T heyhadt heirhou s ep a i n te dl a s ty e a r.
4 Tomis hav inghis ca rre p a i re d .
t Lessonoutcome
Ask students:Whatdid you learntodoy?Whatcanyou do
5 M y neighbourare s h a v i n gth e i rw i n d o w sc h a n g e d.
now?and elicit:/ cantalk aboutthingsthot I havearranged
5 | a m goingt o hav em y p h o to g ra pta h ken.
Oliviahad hereyestestedlastweek. for somebodyto do. I can tolk aboutunpleasantthingsthat
havehappenedto me. I can usereflexivepronouns.Ask:Whicl'
8 Harveyhashad his coatdry-cleaned.
usefulwordsand phrasesconyou remember?
9 W ear egoingt o ha v ea n e ws h o w e irn s ta tl e d .
2 1 Hass hehadherh a i rc u t?
2 she' shadit dy ed
3 S hehas n' thadhe rn o s ere d u c e d
Hass hehadhert e e thw h i te n e d ?
Hass hehadit m a d e in schools
5 shehadherm ak e -u p done

IESSOl{ SUMTARY a a *', , , , ,

Exercise5 page85 Reading:an articleaboutadvertisingin schools;questions
o Referstudentstothe Learnthisl box.Askdifferentstudents
Listening:peopletatkingadvertisingin schools
to readoutthetwosections. Students findan exampte of a
Vocabulary:smalland [argenumbers
pronounin 4 anddecidewhetherit is use1 or 2. Elicit
in schoots
the otherreflexive
Dronounsandwritethemon the board.
Topic:shoppingand services

I d i d th atm y s elfat hom e .(U s e2 )
Todo the lessonin 3Ominutes,keepthe lead'in
mysetf,yourself,himself,herself,itself,ourselves, brief,askstudentsto readthe textbeforethe lessonond set tht
th e ms elv es VocobularvBuilder exercisesfor homework.

+ Lead-in 3 minutes KEY
. Wri teM E DI A on t he bo a rda n d b ra i n s to rm a [i s to f m e d i a 1 i ncome 4 consumers 7 brands
(e.g.television, newspapers) that advertisers useto 2 vouchers 5 sponsors 8 supp ly
a d ver t isteheirpr odu c ts a n ds e rv i c e s . 3 purchase 6 firm 9 prom ot e
. Po ssible ans wer inc
s l u d ete : l e v i s i o nra
, d i o c, i n e m a ,
n e ws paperm s ,agaz i n e p
s ,o s te rs i te s/ b i l tb o a rd sb,u s
m o b i l ep h o n e s .
, I nt er ne t,
sh e lt er st he Exercise6 page
86 f)
. Ask: Whichof thesemediodo you think are the most . Askstudentsto readthroughthe opinionscarefullyand
effectivefor advertising?Why? underlinethe keywords.Tellthemto listenout for words
P l aythe recordi ng
thatarethe sameor si mi tar. onceand
Exercise1 page
86 thencheckansw ersor fi nd out i f thevneedto l i stenone
o Fo cuson t he ins t r ucti o nasn dth e 4 i te ms E
. l i c ia
t n s w ers moreti me.
fromthe class.Practise the pronunciation of advertisements
andadvertising - as in the lessontitte (seenote). KEY
a S peaker c S peaker
1 e S pea ker
I.A1 { G UA G EA I I D P R O IIU T C IA T IO T 1 { OT E b S peaker
5 2
d S peaker
TRAilSCRtPT 2.28
Advertisinglar,dvelavrql is the activityand industryof
advertisingthingsto people,e.g.Cigaretteadvertising S p e a k e r1 | d o n 't s e e a n y t h i n gw r o n gw i t h v e n d i n gm a ch i n e si n
is not allowed.Advertisingis an uncountablenoun. An schools.Yes,I guessit's advertising - in a way.Butstudentsbuy
advertisemenf /ed'vs:trsmenV (BritishEnglish)or this foodand drinkoutsideschool,so havingit insideschoolisn't
goingto makeany difference.
/,iedver'tarzment/(American Engtish),often shortenedto
Speaker2 | think it's dangerousto allow largecompaniesto
odvertor ad, is a notice,pictureor film which advertises
providethingsfor schools.Theysaythey'reinterestedin
a product,serviceor iob, e.g.Doyou like the new Renault
education,but they'reonly reatlyinterestedin sellingthings.
advertisemenf? lt is a countablenoun.
Thisis just anotherway of gettinginsidethe headsof young
Exercise2 page
86 Speaker3 | think sponsorshipby big companiesis a greatidea,
. Askst udent tso s c anth e a rti c l eq u i c k tyl o o k i n gfo r a n sw ers becauseeverybodywins - the schooland the studentswin
b e c a u s et h e y g e t b o o k sa n d e q u i p m e n tf o r f r e e .T h eco m p a n i e s
to th e oues t ion.
A llow3 m i n u te s . win becausethey get their namesand logosinto the schools.
Speaker4 | thinka littlebit of advertising in schoolsis OK-you
KEY know,logoson vendingmachines,that kind ofthing. But I
equipment bylarge
supplied companies woutdn'tliketo see big advertisements in corridors, or logosin
the classroom. Thatwould be too much.A schoolshouldbe a
placefor education,not business.
Exercise3 page86 Speaker5 | think businessesget involvedin educationbecause
. Te tlst udent tso unde rl i nth
e e k e yw o rd si n th e q u e s ti o ns the governmentdoesn'tgive schoolsenoughmoney.That'swhy
a n dthengo bac kt o f i n dth e s a m eo r s i mi taw
r o rd si n headteacherscan't say no to big business.lf the government
the text.(Forexamplein number3 benefitis similarto providedmore money,they wouldn't haveto acceptadvertising.
odvantagesin the text.)
o Witha weakerclasscheckstudentsunderstand the meaning Exercise7 page86
of chargeandagainst. o D i vi destudentsi ntopai rsor smal [groups.R eadthr ought he
phrases thatareusefuli n a di scussi on.
KEY o lf theVaregoingto workin groups,elicitsomelanguage for
1 Ab o u t$190bit t ion. invitingotherpeopleto givetheiropinion:Whotaboutyou,
2 lt is the powerto getwhatyouwantby repeatedly askingfor it. Adam?What'syour opinion,Ania?Whatdo you think?
. S tudents A t the end,fi nd o ut which
di scussthei ropi ni ons.
3 Th e ybenef itf inanc ia l l y .
4 Mo ret han50, 000. opinionin exercise 5 the majorityagreewith.
5 Theydon'tchargeanything- theyarefree. Formorepracticeof Smallond largenumbers,go to:
6 Be caus it e does n' en
t c o u ra gfre
e eth i n k i n g .
7 Be causteheypr om o teu n h e a l thfo
y o da n dd ri n k .
8 Pupilswouldhaveto purchase5,440barsof chocolate to
geta freevolleyballset. KEY
I Open answers
Exercise4 page
86 2 2 1lq, 25"/o 4 31r,75I" 6 1ln, 7Oo/"
. Stu d ent under
s t h e w o rd si n th e te x t.
line 3 rf:o,30"/" 5 1ls,20"/" 7 1lzo,5"/"

Exercise5 page85 i Lessonoutcome

o Pre-teach goods.Studentsdo the exercise aloneor in pairs. Ask students:Whothaveyou learnedtoday?Whatcanyou
Tetlthemto lookcloselyat the contextsof the wordsbefore do now?and try to elicit: I hovelearnedaboutadvertisingin
ch o os ing
t he ans wer s . schoolsin Britoin.I cansay largeand small numbers.Ask:
. Afterchecking the answersmodeland drillpurchase Whichuseful wordsand phrasescan you remember?
/pa:tJes/andfirm lfz:ml.
. Askfastfinishersto find and guessthe meaningof loyol,

Exercise4 page
87 f)
S tudentsdo the exerci se y i n pai rs Rem
i ndi vi dual lor . ind

Thirdconditionary themto usecontracti ons

thatcontracti ons
(shortforms).Thegene r aI
r ut eis
but not nouns
(N Bthe ful lformi s usedi n 8 to addemphasi s)Pt . ayt he
recordi ngforthemto checkansw ers.
t E s s o ll suM tARY .. e A syoucheckthe fi rstfewansw ers askconcept q uest ions,
Grammar:third conditionaI e.g.Did she becomea singeror an actress?Is this in the
Listening:a dialogue past,presentor future?
Speaking:talkingabout imaginarysituations
Pronunciation: sentencestressin third conditionalsentences
t hadn' tbecome 5 w oul dn' have
t fai l ed;she'dwor ked
2 ' d havepai d 6 w oul dn' have
t eaten;' d seen
Todo the lessonin 30 minutes,keepthe leod- 3 'd havewon 7 w oul dn' have
t l eft:hadn' tbeen
in brief,do exercises2 and 4 togetherand set the Grammar 4 hadbeen 8 w oul dhavebeen;hadn' ts pent
Builder exercisesfor homework.
Exercise5 page
87 f)
t Lead-in 3-4 minutes . Playthe firsttwo sentences andaskstudentsto lust listen
Pu tt he f ot lowingque s ti o nosn th e b o a rdfo r s tu d e n t to
s ask
to howhaveis pronounced. Eticitthatit is pronounced
a n dans werin oair s : andthenptaythe recording for studentsto repeatchorally
Whenyou go on holiday:Doyou do yourpackingwell and is importantnotto omitthe choralstage
in advanceor do you leaveit to the last minute?Do you otherwise students won'tgetsufficient practice.
usually/ sometimes/ neverleavesomethingimportant
behind?Giveon example.Haveyou evermissedan
importanttrain,planeor otherappointmentbecouseyou got IA]IGUAGE TIOTE. PROTIUI{CIATIOTIOT HAVE
the time wrong? Althoughhoveis pronounced /evlit shouldbe writtenin its
C o n ducat br iefc t as sfe e d b a c k . full formand notas a contraction.

Exercise1 page
87 f) z.zs
Tellstudentsthat theyaregoingto readand listento a Exercise6 pagesl
d i aloguebet ween t w o p e o p l ew h o h a v el u s ta rri v e da t thei r o Focuson the i nstructi ons andthe exampl e. S tudentwors k
h o l idaydes t inat ionF.o c u so n th e p h o toa n da s k :Wh ereore y i n pai rs.Tel them
i ndi vi dual lor l thattheycanpu t t he t f
thepeople?(Manhattan / NewYork) cl auseat the begi nni ng or endof the sentence. Rem ind
Student liss t enandc o mp l e te th e d i a l o g u e . themto useshortforms.C heckansw ers as a cl a ss.

1 would 3 hadn't 5 hadn't 1 W ecoul dhavepai dfordi nneri f you' dbrought yourcr editca'
2 wo u ldn' t 4 known 2 W e' dhavegoneski i ngi f i t hadsnow ed.
3 I' d havei nvi tedyouto my partyi f I' d hadyournu m ber .
4 S he' dhaveboughtyoua presenti f she' dknow nit wasyou
Exercise2 pase
87 birthday.
s t he ex e rc i sael o n eo r i n p a i rs C
. Student do . h e c ka n s w ers.
5 I' d havemadepi zzai f I' d hadsomefl our.
6 l f i t hadbeensunny,they' dhavegoneto the bea ch.
Amyto bringit
1 No 2 Tyler 3 No 4 Because
Exercise7 pagelT
. Focusof the i nstructi ons
andthe exampl es. D oth e f ir st
Exercise3 page
8z exampl etogether, thenstudents conti nuei n pai r s.
. Readthroughthe information in the Learnthis!boxtogether, r Alternatively,you couldget studentsto askeachother
sto ppingaf t ereac hp o i n t. the questi ons acrossthe cl assbeforestudents repeatt he
To highlightthe difference betweenthe secondand exercisein pairs.
th i r dc ondit ional, g o i u mb l e ds e n te n c e s,
t r y d i c ta ti n tw
a sk ings t udent tso p u tth e mto g e th ear n dth e ne ti c i th t e Formorepracticeof Thirdconditional,go to:
difference (the3rd conditional formrefersto the imaginary
p a st ,wher eas t he 2n dc o n d i ti o n arel fe rsto th e i ma g i nary
present). Forexample: KEY
lf/ boughtfl / enough/ had/ money/,/ hod/. / have/I/ it/wouId
(l f I hadhadenoug hm o n e yI, w o u tdh a v eb o u g h itt.) t 2 l f H otl yhadn' tforgottenhercredi card,
t shewouldhave
boughta newW.
enoug hlf/ buyl / money/, /wo uId/ i t/. I / had
(l f I hadenoughm on e yI, w o u l db u yi t.) 3 W ew oul dn' havet boughta newcari f w e had n'taskedf,
Po i ntout t hatif t he ifc l a u s ei s a t th e e n do fth e s e n tence, a bankl oan.
n o c om m ais neede d . 4 l f A myhadn' tgoneto the sal es,shew oul dn'thavef oun,
Askstudentsto readout the dialoguein exercise 1 to give a bargai n.
th e mm ec hanic al pra c ti c ien ' g e tti n gth e i rmo u th sa ro und 5 S amuelw oul dn' havet the moneyfo rt he
borrow ed
the structure' withoutthe extrastressof havingto formulate presenti f he hadsavedup.
th e s ent enc es t hem s e l v e s . 6 l f D ai syhadn' thadenoughmoney,shew oul dn'thave
tentB eni ami fn 50.
KEY Therearefourexamples 7 Joseph w oul dhavefounda cheapl eatheri acketif he h. r
l ookedi n the sal es.

2 Whatwou\dyou havedoneif you hadn'tfett itt this i Lead-in 3 minutes
mo rn ing? . Ask:Howmanywoyscanyou think of to get veryrichZ(make
3 Wherewoutdyou havegoneif todayhadbeenSunday? moneythoughbusiness/good investments, inheritmoney,
4 Wherewouldyou havestayedif you hadgoneawaylast win the lottery/winWhowantsto be a millionaire,saveup
w e e k end? for a longtime,etc.)
5 Whichfilm wouldyou haveseenif you had goneto the . Thenfocuson the lotterytheme.Ask:Doyou think lotteries
cinematastnight? are a good idea?Hasanyoneyou knoweverwon moneyin
6 Whowoutdyou havevisitedlastnightif you had had the the lottery?lmagineyou won a lot of moneyin the lottery?
ti me ? Whatwouldyou changeand what wouldyou keepthe some
7 Wh a tw ouldy ou hav eb o u g hyt e s te rd aiyfy o u h a dh a d in your life?
the money?
Exercise1 page
3 Openanswers . Togivesomefocusyou couldbrainstorm differentgpes of
charity charities
to supportchildren,endangered species,
t Lessonoutcome suwivors medicaI
of naturaldisasters, etc.).Write
Ask students:Whatdid you learntoday?Whatconyou do now? themon the boardforstudents to refertoin theirdiscussion.
. Aska few studentsto feedback to the class.
and eticitanswer:I cantalkoboutan imaginaryeventin the
past using the third conditional.I understandthat it's important
to useshortforms whenI wantto soundnatural.
Exercise2 page
o A skstudents to ski mthe textqui ckl yi n orderto fi ndthe
Notesfor Photocopiabte
activity9.2 answ ertothe questi on. Tel them
l theydon' tneedto readall
ofthe textto find the answer.
Whatwouldhavehappened if ...?
Game KEY
La n g u a g e : dc ondit iona t
H ehada new spapercol umnanda radi oshow .R eaderand
Materials: one copyof the boardpergroupof threeto four
students(Teacher's Bookpage140),enlarged to A3 sizeif wrotein and askedfor money.Hereadthe lettersand
po ssi b l eA. c oinandc ount e rsfo r e a c hg ro u p . deci dedw ho neededthe monev.
o Ma kesu r es t udent ar th e l a n g u a gfo
s ef a m i l i a rw i th er
playinga boardgame:Ioss the's my/yourturn. Exercise3 page
Whoseturn is it7 Goforward. Go back. . Explain,if necessary that the bestwayto approachthis task
o Dividestudents intosmatlgroups.Exptain the rulesof the is to readthe text beforeand afterthe gapand to predict
game.Students tossthe coinandmoveforwardonesquarefor andthenl ookfor a sentenc in
the mi ssi ngi nformati on, e
heodsandtwo for fails.Whentheylandon a square,theymust exercise 3 whichfits the topic.Nexttheycheckby looking
finishthesentence on the souareso thatit makessenseandis for l anguage [i nks,suchas pronouns or l i nkersti kebuf .
grammatically correct.Theotherstudents iudgethe sentence. lf r Remindstudentsthat thereis an extrasentence.
theydon'tthinkit makessense,theycanchatlenge it butif the . As you go throughthe answers,askstudentsto tell youthe
firststudentcanjustifuit, it shoutdbe accepted. Theteacher language links.Forexample,in 1 fhis refersto oll, in 3 that
actsas referee in caseof disagreement. refersto give it oll owoy,etc.
lf the sentenceis correct(grammaticalty and logicalty), the
studentcanstayon the square,if not,theyftip the coin
KEY 1c 2e 3f 4d 5a
againand movebackonesquarefor headsand two for tails.
lfa player[andson a squarethatanotherplayerhasalready
landedon,theymustcomptete the sentence in a different way. Exercise4 page
Thegamecontinuesuntila playerreaches Finish. . Lookat the readingtip together. Exptainthatthis kindof