Professional Documents
Culture Documents
3
Unit Lesson Title Pages In this lesson:
3 8 It has the best cheesecake in town 32 - 35 Tell people about good places to go in your area
5 14 Do you know...? 56 - 59 Find out what you remember about your classmates
19 I’ve been coming here for years 76 - 79 Discuss a place you know well
24 You’ve got a snake? 96 - 99 Discuss what pets are suitable for different kinds of people
25 People and places 100 - 103 Tell a story about your neighbourhood
9 26 Those were the days 104 - 107 Talk about when you were a child
27 What do we have to do? 108 - 111 Give advice about social ‘rules’
30 Where would you live? 120 - 123 Talk about homes and where you live
33 Getting through 132 - 135 Practise making and taking telephone calls
12 35 Love at first sight 140 - 143 Tell people about a conversation you had
Grammar Countable and uncountable nouns with much, many, a lot of/lots of, a few, a little Track 02 - 03
Grammar Past simple and past continuous in stories, with as and when Track 41 - 42
Grammar Present perfect (simple and continuous) with for and since Track 43
Function Giving advice: should, shouldn’t, it’s nice to, you don’t have to Track 46
Grammar will and will have for talking about the future Track 47 - 48
Grammar although, however, even though, and despite to contrast ideas Track 49
Grammar used to for repeated actions and states in the past Track 51 - 54
1Easy life
Easy life
UNIT 1
In this lesson - Discuss the things people do for you
Core activities - 2-8, 11
Grammar - Reflexive pronouns and have (something) Introduction
1 Match the pictures of the people with the jobs.
done
Example:
I have my hair styled every month by my stylist, Mandy
I hurt myself.
He’s only six years old, but he cooked dinner himself. a
Warmer
• As a class, choose the top three ‘dirty jobs’ and the top e butler f chauffeur g nanny
1 maid
butler
type letters
look after children
Learners match pictures of the people with the jobs. cook take care of the garden
Write the letters in the boxes.
4 lesson 1
1 answers
Clockwise from the top: a, g, f, b, d, c, e
2 Reading
Learners match the jobs with the responsibilities.
3
2 answers Tell learners they’re going to read a short article about
Secretary – type letters Lord Sebastian Fanshawe. Ask them which five people
Chauffeur – drive cars from activity 1 they think will be mentioned. Learners
Nanny – look after children read and check answers.
Groundsman – take care of the garden
Maid – clean the house 3 answers
Butler – serves food and look after clothes maid, chauffeur, groundsman, cook, butler
Cook – cook meals
4a-g
Learners read the article again and answer questions a-g.
Extension Read example and check learners understand activity.
Ask learners if they’ve ever done any of the jobs in the
pictures. Which jobs would they do? Which job would they
never do? Why? Give everybody a chance to respond. 4a-g answers
a) No, he doesn’t.
b) No, he doesn’t.
c) He serves and cuts his food.
d) He washes himself in the bath.
e) He brushes his teeth himself.
f) He chooses the servants himself.
g) His mother interviews his servants.
Reading
3 Read the article below about Lord Sebastian Fanshawe, the world’s laziest man.
Which five jobs from activity 1 are mentioned?
5 Would you like to have servants? If you had servants, what household jobs would they do for you?
lesson 1 5
In a private lesson
Do activity 3 and 4 as a scanning activity. Ask learner to
scan for the answers ignoring the other information. You
could give them a time limit for each question.
5
As a class discuss the questions in the activity. Ask
learners if they just had one servant, which one would it
be? Write learners responses on the whiteboard.
6
sentences.
• the subject and the object are the same.
Sometimes there is more than one
Go over the explanations and the example sentences Do you do anything for yourself?
mistake in a sentence.
under them with learners. • we want to stress that something is done by the a No, I won’t pay for your vacation.
Tell learners to write the reflexive pronouns below to subject of the sentence. Pay for it you.
No, I won’t pay for your
complete the table. Read example and check learners I always wash myself in the bath.
vacation. Pay for it yourself.
understand activity. 6 Write the reflexive pronouns below to complete the table. b She had her car repairing at the
garage when it broke down.
me myself
6 answers you yourself
me – myself him
c I didn’t decorate my living room me.
you – yourself her
I did it by a firm of decorators.
him – himself it
us
her – herself them d I had such a great time.
it – itself I really enjoyed me.
When we mention the person who does the job, we use by:
7 answers
Subject and object are the same: “I brush my teeth myself...”
Something done by the subject: “I choose all my servants
myself...”
Have/has + job + past participle form of the verb: “I have all
my cleaning done for me by my maid...”
6 lesson 1
When we mention the person who does the job, we use by: “I
have my food cooked for me by the cook”
Sounding natural
Practice 9
Learners match the words on the left with the sounds on
8a-g the right.
Learners work in pairs to correct the mistakes in the
sentences. Read example and check learners understand 9 answers
activity. secretary - sekrət(ə)ri
chauffeur - ʃəʊfə
8a-g answers nanny - næni
See CD script for Track 01. groundsman - ɡraʊndzmən
maid - meɪd
Track 01 Learners listen and check answers. butler - bʌtlə
cook - kʊk
Track 01 (page 148, Student book) 1:07
a) No, I won’t pay for your vacation. Pay for it yourself. Feedback in pairs, and then as a class.
b) She had her car repaired at the garage when it broke
Drill the words chorally, then individually using the
down. correct pronunciation.
c) I didn’t decorate my living room myself. I had it done by a
firm of decorators.
d) I had such a great time. I really enjoyed myself.
e) Where did you have your haircut?
f) It was too big to carry home, so I had it delivered. It came
this morning.
g) He’s so lazy. He has all his meals cooked.
10 Practise saying the words. for each thing you’ve written on the board.
Example:
Interact “I usually have my shirts dry cleaned.”
11 a What kind of things do you do for other people? What kind of things do you usually do for yourself?
What kind of things do you usually/sometimes have done? Who by? Make notes.
“How often do you have them cleaned?”
“About every two weeks.”
Wash hair – usually myself, sometimes hairdresser
Change roles.
Is there anything you do that you’d like to have done by someone else?
Is there anything you’d never have done by someone else? Why? Make notes.
example What kind of things do you usually have done by someone else?
Is there anything you’d never have done by someone else?
lesson 1 7
Interact
10a
Explain to learners they’re going to discuss things that
they do for themselves or other people.
Demonstrate activity by writing some brief notes about
yourself on the whiteboard.
Learners make brief notes about questions in the activity.
Monitor and assist with vocabulary where necessary.
10b
In pairs, learners ask and answer questions about the
notes they made in activity 10a. Tell them to make brief
notes about their partner’s answers. Read example and
check learners understand activity.
10c
Learners tell the class about their partner’s answers.
Monitor the learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
Feedback as a class.
UNIT 1
In this lesson - Discuss your diet
Core activities - 1-8, 11
Grammar - Countable and uncountable nouns with Introduction
1 What is a traditional breakfast in your country?
much, many, a lot of/lots of, a few, a little Do you usually have a traditional breakfast? Why?
Example:
2 Look at these different kinds of breakfast.
I don’t have much money/How many eggs do we need?
What can you see?
I met a lot people on my trip to Europe. Which do you think are healthy and which
are unhealthy?
I have a few questions for you/There’s only a little milk left. Why?
Warmer
• Ask the learners what food they think of when they hear
the word ‘breakfast’.
• Write their ideas on the whiteboard.
• Do the same for the following:
Christmas
Special family dinner
Grandmother’s cooking
• Ask the class what they are going to have for their next
meal. Do they think it’s healthy?
Introduction 3 Think of one more healthy and one more unhealthy kind of breakfast food.
Share your ideas with the class.
1
Ask the learners what a healthy breakfast in their country 8 lesson 2
2 Reading
Ask the learners to look at the pictures of breakfasts and
elicit the types of food in each. Ask them which they Refer the learners to the title of the interview. Ask them
think are healthy or unhealthy foods. what they think the article is about. Write their ideas on
the whiteboard. Don’t give the correct answer at this
Food in the pictures from top to bottom: stage.
Top picture: orange juice, strawberries, milk, yoghurt, coffee, Learners read article quickly and check guesses. Set a
croissant, toast and marmalade, time limit – 1-2 minutes.
Middle picture: bacon, sausage, fried mushrooms, toast,
fried tomato, baked beans, fried egg Teaching tip - skim reading
Bottom picture: natto, pickled vegetables, rice, miso soup, Skimming a text, also known as ‘reading for gist’ is where
grilled salmon, tea we cast our eyes over a text to get the main ideas – what
kind of text it is (advertisement, article, etc.) what it is
3 about, and so on. It’s the kind of reading we do when
In pairs, ask the learners to think of one more healthy and we flicking through a magazine to decide what to read.
unhealthy kind of breakfast food. Asking learners to guess what a text is about by looking
Feedback as a class. at pictures, layout and headlines, and then setting a time
limit for them to check is a good way to train them in this
skill
Reading
Track 02 (page 148, Student book) 1:15
4 Read the interview from a magazine. Interviewer - How would you describe your diet?
There are seven mistakes in the interview.
Work with a partner. Find the mistakes and correct them.
I don’t eat many fried or fast food.
much John - My diet? Well, I think it’s quite healthy, but I imagine
it could be healthier. I don’t eat much fried or fast food. I
Life and Lifestyles - February always eat something before I leave for the office as I have a
4 answers
How would you describe your diet?
My diet? Well I think it’s quite healthy, but I imagine it could
be healthier. I don’t eat many (much) fried or fast food. I
always eat something before I leave for the office as I have a
long commute and I can’t wait for lunch.
Do you eat much (many) snacks?
Not really. But I sometimes have a little (a few) biscuits with
my tea. I try to eat fruit if I get hungry between lunch and
dinner. That’s usually enough. I always take a packed lunch
that I make the night before. Not much (many) people seem
to do that anymore. I guess it’s because the canteen is so
handy. When I get home I have dinner with my wife, if she’s
finished work on time, of course. It’s usually healthy and we
always have many (lots of) salad.
Do you eat many (a lot of) sugary food?
The only really unhealthy things I eat are cake or ice cream
after dinner, but I do get a few (a little) exercise at the gym,
so I guess that’s OK
Practice
8a-e
Learners complete sentences using rules from activity
7a. Read example and check learners understand activity.
8a-e answers 10 lesson 2
11b
Feedback as a class.
Sounding Natural Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
9a-d
Track 03 Learners listen to the recording. Direct 11c
them to listen to what happens to the ‘t’ in ‘don’t ‘ (it tends As a class decide who has the healthiest diet.
to disappear).
Extension – Tell your learner that a sumo wrestler
Track 03 (page 148, Student book) 0:32 is about to retire. First, elicit what they think a sumo
a) I don’t have many friends. wrestler usually has for breakfast, lunch and dinner. Then,
b) I don’t usually eat much fried or fast food. together come up with a new healthier diet for him.
c) I don’t often cook at home. Example: “He could try eating lots of vegetables instead
d) I don’t eat at home very often. of meat”.
10
Learners listen and copy pronunciation.
Interact
11 Think about what you or your family usually have for breakfast, lunch and dinner.
a Read the questions below. Make notes of your answers.
lesson 2 11
UNIT 1
In this lesson - Get to know your classmates better
Core activities - 2-3, 5
Grammar - Review of questions
Examples:
Do you live in London?
Is she English?
When is the meeting?
Introduction
1a
Draw attention to the sentences in the table and the
prompts in the brackets next to them. Learners use these
to make ‘get to know’ questions for their classmates. Go
over an example to make sure learners understand what
to do. Monitor and assist as necessary.
Introduction
N.B. This mingle activity is a good chance to gauge 1a Make questions, from the prompts in the table, to ask your classmates.
Write the names in the table next to the questions.
learners’ ability to form questions. Try not to be too strict example Are you an only child?
at this stage. Learners will have a more in-depth review find someone in your class who… name
later on in the lesson.
is an only child (Are...)
1b
likes chocolate (Do...)
2a
b Feedback as a class.
Track 04 Explain to learners that they’re going
to listen to Sally and Jim meet for the first time in the
12 lesson 3
company canteen. You may want to pre-teach ‘canteen’.
Learners listen and number the questions in the order
they hear them. Monitor and assist as necessary.
Track 04 (page 148, Student book) 0:58
Feedback in pairs and then as a class. Sally - Excuse me, is this seat free?
Jim - Yes, it is. Please… Are you the new office manager?
2a answers Sally - Yes. I’m Sally. Pleased to meet you.
3 How long have you worked here? Jim - Nice to meet you, too. I’m Jim. I’m the company
2 What floor do you work on? accountant.
7 What’s she like? Sally - Oh, I see. What floor do you work on?
1 Is this seat free? Jim - The eighth.
6 Have you met the company president yet? Sally - Oh, that’s why I haven’t seen you yet. I’m on the sixth.
5 What did you do before you came here? How long have you worked here?
4 Do you enjoy it? Jim - About six years.
Sally - Do you enjoy it?
Jim - It’s alright. What did you do before you came here?
Sally - I was a university student. I studied business.
Jim - I see. Have you met the company president yet?
Sally - No, I haven’t. What’s she like?
Jim - She’s very friendly.
Sally - Good. I’m looking forward to meeting her.
Listening
2a Track 04 Listen to Sally and Jim meet for the first time
in the company canteen.
Number the questions in the order you hear them.
lesson 3 13
2b
Learners match the answers with questions in activity
2a. Go over an example to make sure learners understand
what to do. Monitor and assist as necessary.
2b answers
5 I was a university student.
2 The eighth.
1 Yes, it is.
3 About six years.
4 It’s alright.
7 She’s very friendly.
6 No, I haven’t.
2c
Track 04 Learners listen again and check their
answers.
auxiliary or
subject main verb
Direct attention to the language focus box. Go over modal verb
Do you live in London?
explanations and examples and check understanding. Are you enjoying the party?
Have you met my brother?
3a wh- questions
auxiliary or
Learners write the words in the correct order to make question word
modal verb
subject main verb
understand what to do. Monitor and assist as necessary. When can you come?
3a answers wh- questions begin with what, when, where, who, whom, which, whose, why and how.
3b 4
5
3 your / is / what / colour / favourite
Learners look at the questions in activity 3a and write
answers that are true for them. Write an example on the 4 good / you / are / maths / at
whiteboard and check learners understand the activity.
5 people / there / in / are / your family
/ how many
Feedback as a class. Ask learners to read out one or two
of their answers. Give everybody a chance to respond.
3b answers
Learner’s own answers. 14 lesson 3
Sounding Natural 4b
Track 06 Play the CD. Ask learners if the intonation
4a goes up or down at the end. Play again if necessary.
Track 05 Play the CD. Ask learners if the intonation
goes up or down at the end. Play again if necessary. 4b answers
wh- questions: intonation goes down.
4a answers
yes/no questions: intonation goes up.
Track 06 (page 148, Student book) 0:17
Where do you live?
Track 05 (page 148, Student book) 0:16 When does the film start?
Do you get up early? What sports do you like?
Are you happy?
Does he work here?
Track 06 Learners listen again and copy the
intonation.
Track 05 Learners listen again and copy the
intonation.
Interact
5aYou are going to get to know your classmates better.
Read the questions below. Make a note of your answers.
5.
6.
7.
8.
lesson 3 15
Interact
5a
Explain to learners they’re going to get to know their
classmates better.
Read through the questions and check understanding.
You may like to make notes of your own answers to the
questions as a model, and to illustrate how to make notes
in English. Allow learners time to think and make a note
of their own answers. Monitor and assist as necessary.
5b
Learners write four more questions and add them to the
list of questions in activity 5a. You may like to first elicit
some possible questions from the class as a whole. Allow
learners time to think and write. Monitor and assist as
necessary.
6a
In pairs, learners ask and answer the questions from their
lists. Highlight the example and encourage learners to
give additional information in their answers. Monitor,
but stay in the background as much as possible in this
activity.
4He’s gorgeous
He’s gorgeous
UNIT 2
In this lesson - Describe someone you know
Core activities - 1-5, 7, 9
Grammar - have / has got Introduction
1a Work with a partner.
Adjective order Write the adjectives from the box under the nouns they can describe.
Some adjectives can go with more than one noun.
Examples:
attractive blonde good-looking permed
I’ve got long, black, curly hair.
bald curly gorgeous red
He’s got beautiful, big, blue eyes
beautiful dark green short
Have you got a photo?
big fair grey slim
Has she got a boyfriend?
a person
attractive
Introduction
1a
In pairs, learners write the adjectives from the box below eyes
1a answers Listening
a person:
attractive, bald, beautiful, big, blonde, dark, fair, good- 3a-c
looking, gorgeous, short, slim Track 07 Play the CD. Learners listen and check their
eyes: answers.
attractive, beautiful, big, dark, gorgeous, green, grey, red
hair: 3a-c answers
attractive, beautiful, blonde, dark, fair, curly, gorgeous, a) Picture 3
green, grey, permed, red, short b) Yes
c) No
1b
In the same pairs, learners write two more adjectives they
can use with the nouns in activity 1a. Monitor and assist
as necessary.
Feedback as a class.
2
Learners use the words from activity 1 to describe
themselves and one or two of their classmates. Use a few
adjectives to describe yourself as an example to show
learners what to do. Give everybody a chance to respond.
Monitor and assist as necessary.
5
Round off the activity by asking learners if they think Len
is attractive.
1 2
Listening
3 Track 07 Look at the pictures and listen to Julie
and Kim talk about Kim’s new boyfriend, Len.
Answer the questions below.
a Which picture is Len?
b Does Kim think Len is attractive?
c Does Julie think Len is attractive?
lesson 4 17
4a
Learners underline the phrases Kim uses to describe Len.
Monitor and assist as necessary.
4b answers
1) he’s got beautiful, long, curly hair.
2) he’s got lovely, big, blue eyes.
Go over explanations and examples with learners and He’s got blue eyes. = He has blue eyes.
I’ve got long hair. = I have long hair. he’s = he has I’ve = I have
answer any questions they may have.
Questions and answers
Have you got a photo? Yes, I have. = Do you have a photo? Yes, I do.
No, I haven’t. No, I don’t.
Practice Has she got a boyfriend? Yes, she has.
No, she hasn’t.
= Does she have a boyfriend? Yes, she does.
No, she doesn’t.
6 Have got is more common in spoken English. It is also more common in British English.
Learners rewrite the sentences in the table using have / 2. Adjectives usually come in a set order before nouns.
6 answers Practice
a) He’s got an interesting face. =He has an interesting 6 Rewrite the sentences below using have / has got or have / has.
face. a He’s got an interesting face. = He has an interesting face.
b) They’ve got blue eyes. = They have blue eyes. b They’ve got blue eyes. =
c) What colour eyes has she got? = What colour eyes does c = What colour eyes does she have?
Feedback in pairs and then as a class. b She’s got big, brown, lovely eyes.
7a
c I saw a black and white, old, boring movie last night.
Learners rewrite sentences 1-5 with the correct adjective d We met an interesting, Japanese, old man on our holiday.
7b
Track 08 Learners listen and check their answers. Sounding natural
Track 08 (page 148, Student book) 0:47 8a
a) He’s got long, blonde hair.
Track 09 Ask learners what happens to the
b) She’s got lovely, big, brown eyes.
underlined sounds in the sentences.
c) I saw a boring, old, black and white movie last night.
d) We met an interesting, old, Japanese man on our holiday. 8a answer
e) He invited that beautiful, young lady to dinner. The /t/ isn’t pronounced.
8b
Track 09 Learners listen again and copy the
pronunciation.
Interact
9a Work on your own.
Think of a friend or someone in your family.
Write adjectives in the table below to describe the person you choose.
general appearance
lovely, little
eyes
hair
b Work with a partner. Use your notes to describe the person to your partner.
example My daughter’s a lovely, little girl. She’s got…
lesson 4 19
Interact
9a
Go over the instructions and the example with learners to
check understanding. You may like to model the activity
first by writing notes about a friend of your own on the
whiteboard.
Allow learners time to think and make notes. Monitor and
assist as necessary, especially with vocabulary.
9b
Go over the instructions and example with learners to
check understanding. Highlight the fact that learners
will be making a note of what their partner says in this
activity.
In pairs, learners describe the people they chose to each
other and make a note of what their partners say.
9c
Learners tell the class about the person their partner
described.
5Feelings
Feelings
UNIT 2
In this lesson - Talk about how you feel about things
Core activities - 1-8, 10
Vocabulary - Using –ed and –ing verb forms as
Introduction
adjectives 1 Work with a partner.
Match the words with the pictures.
Example:
She was frightened / The film was frightening a punk rock f fishing
‘frighten’.
Which things are similar? Why?
You have one minute to make a list.
example
• Next write three words on the whiteboard: B: I like punk rock, heavy metal and
stuff like that.
e.g. sport, Niagara Falls, work, things like that
= similar things
• Ask learners what ‘feeling’ adjectives they associate with stuff like that
1 20 lesson 5
Listening
4 Lucy and John are on their first date.
Track 10 Listen to their conversation and
answer these questions.
lesson 5 21
5
Discuss questions as a class.
6
Underline the verbs. complete the sentences below.
2) We use the –ed/-ing form of the verb to describe the I find + (something) + verb + -ing
9a-c answers
a) down
b) up
c) down
10c
Learners tell the class about their partners. Monitor
learners’ use of vocabulary and language. Widen
discussion where possible.
Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
c Tell the class about your partner. Did anyone have similar feelings about things?
lesson 5 23
Extension
Play Track 12 again, pausing after each sentence and
have learners copy the intonation.
Interact
10a
Explain to the learners they’re going to discuss how
things make them feel.
UNIT 2
In this lesson - Talk about sleep and dreams.
Core activities - 2, 3, 6, 7.
Skills - Extended speaking and vocabulary
Introduction
1 How much sleep do you think you need?
How often do you dream?
Warmer Do you ever remember your dreams?
As a class, choose the best ‘made up’ definition. 3 Drugs that help us sleep are called sleeping tablets / sleeping policemen.
4 An informal phrase for ‘go to sleep’ is drop out / drop off.
5 Someone who wakes up easily is a light sleeper / heavy sleeper.
Introduction b Complete the sentence with the correct words or phrases from activity 2a.
and mistakes.
Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
Interact 1
2a 3a
In pairs. Learners underline the correct options to Ask the class what they do when they can’t sleep.
complete the sentences. Learners work in pairs and look at the ideas in the box for
Feedback as a class. getting to sleeping and add two more of their own.
Monitor and assist where necessary.
2a answers
1. night cap Suggestions
2. difficulty going to sleep Have a bath
3. sleeping tablets Do some homework
4. drop off
5. light sleeper
Teaching tip – ranking activities
This activity encourages learners to use language
2b interactively. They have to compare, explain or defend
Learners complete the sentence with words from activity
their choices. Asking learners to add items to the list
2a
of things to be ranked makes the second stage of the
2b answers activity (when learners change partners) fresh, since
If I have insomnia and really can’t get to sleep, I take some learners will not know what their new partners may have
sleeping tablets and soon drop off. chosen to add to the list.
Set a time limit on the first stage of the activity (ranking)
because learners often vary in the time they need to
decide on a ranking. This will also force them to keep
Interact 1
5a-g answers
3a What do you do when you can’t sleep? Lie in bed without moving
a) catnap
Work with a partner. Look at the ideas in the box.
Go for a walk
b) nightmare
Write two more ideas of your own.
Drink some warm milk
c) have
b Are they all good ideas?
Rank them from 1 (the best idea) to 8 (the worst idea). Watch TV
d) deep
c Change partners. Share and explain your choices.
Read a book
e) snoring
Choose the two best ideas to help you to drop off. f) get
Have a night cap
g) daydream
4 Discuss these questions with the class:
a Why do you think people sometimes can’t sleep?
b Do you think it makes a difference if you are old or young?
c Does it make a difference if you’re a man or a woman?
Useful language
asking for opinions giving opinions disagreeing agreeing
Yes, possibly, but...
I agree.
What do you think Personally, I think... Yes, perhaps/maybe, but...
I think so too.
about...? because...
I’m not sure, how/what
Definitely.
How about...? In my opinion... about...?
You could be right, but...
lesson 6 25
3b
In same pairs. Learners rank the ideas from 1 (the best) to
8 (the worst).
3c
Learners change partners. Share their ideas from their
first partners. And choose the top 2 ideas from both of
their lists.
Refer the learners to the useful language box at the
bottom of the page. Monitor learners’ use of vocabulary
and language.
Note interesting ideas; good use of vocabulary and
language; and/or errors and mistakes.
Feedback as a class.
Highlight good use of vocabulary and language.
Encourage sharing and comparison of ideas.
Elicit correction of errors/mistakes.
4a-c
Discuss questions as a class.
8
Feedback as a class.
26 lesson 6
How much
sleep do you get
each night?
Well, I
guess about seven or
eight hours.
Do you ever
get more than eight
hours?
Maybe at the
weekend. Sometimes
I don’t set an alarm,
so I don’t wake up
until lunchtime.
If you don’t want to answer a personal question, you can say: “I’d rather not answer that!”
lesson 6 27
UNIT 3
In this lesson - Compare yourself to someone you know
Core activities - 1, 3, 4, 6, 8
Grammar - Comparatives adjectives and not as... as Introduction
1a Write numbers to match the adjectives on the
Examples: left with their opposites on the right.
Which column has mostly positive meanings?
Tina is kinder than her sister. Which has mostly negative meanings?
4 polite stupid
good better
bad worse 5 tidy mean
6 talkative messy
7 considerate shy
1b
Learners underline the correct option to complete the Listening
sentences.
3
Feedback as a class.
Track 13 Learners listen to the conversation and tick
1b possible answers the adjectives in activity 1a they hear.
1) Tom is really stupid. He didn’t know he needed a passport
to fly to America. 3 answers
2) Mika gets nervous talking to new people because she’s See activity 1 answers.
really shy.
3) A phone call to my sister always lasts so long because
she’s so talkative.
Feedback as a class.
4a answers
Feedback as a class.
Patricia
4b answers
1) Patricia is smarter than Alison.
2) But Patricia’s not as outgoing as Alison.
not not not
3) Alison is more talkative than Patricia.
smart outgoing talkative
Note:
b Look at the lines in activity 4a and underline the correct option to complete the sentences below.
Depending on the level of the class, this activity can be done
1 Patricia is smarter than / not as smart as Alison.
2 But Patricia’s more outgoing / not as outgoing as Alison.
together with activity 4a.
3 Alison is more talkative / quieter than Patricia.
5 Do you think Stuart will introduce his sister to Tony? Why or why not? 5
Round off the activity by asking learners if they think
lesson 7 29
Stuart will introduce his sister to Tony and why.
Interact
8a Write your best friend’s name below.
b Think about how you compare to your best friend, then read the questions below and make a note of your answers.
4. Who is kinder?
5.
6.
lesson 7 31
9a
In pairs, learners ask and answer the questions on their
lists. Highlight the example and encourage learners to
give additional information in their answers. Monitor,
but stay in the background as much as possible in this
activity.
9b
Feedback. Learners tell the class about their partner.
8
It has the best cheesecake in town
UNIT 3
In this lesson - Tell people about good places to go in
It has the best cheesecake
your area in town
Core activities - 1-4, 6, 8 Introduction
1a Work with a partner.
Grammar - Superlative adjectives Write S (similar) or D (different) next to the pairs of adjectives to say if they
have a similar or different meaning.
Examples:
1 big large
They make the tastiest breakfast in my area. S
Paris is one of the most romantic cities in the world. 2 good bad D
3 fashionable trendy
4 famous well-known
Introduction
5 exciting boring
1a 6 international cosmopolitan
3 That shop has all the latest fashions. It’s really famous / trendy.
1a answers
4 It’s a very down-to-earth / well-known museum. It’s always on TV.
big large S 5 Low lights, soft music and candles on the tables. It’s a really
good bad D international / romantic little restaurant.
fashionable trendy S 6 I live in a very cosmopolitan / famous part of town. There are
famous well-known S people and shops from all over the world.
exciting boring D 2 Describe two places you know with adjectives from activity 1.
international cosmopolitan S example The park near the station is very peaceful in
the evening.
peaceful lively D
down-to-earth romantic D 32 lesson 8
1b
Go over the instructions and example to check 2 answers
understanding. In pairs, learners underline the correct Accept any reasonable answers.
option to complete the sentences. Monitor and assist
as necessary.
3a answers
2 From top to bottom – London, Paris, Barcelona
As a class, have learners describe two places they
know with adjectives from activity 1.
4
4 Is there a livelier street in Spain than Las Ramblas? ..................................... Yes / No
4 Which city break would you like to go on? Why?
Take brief responses to the question as a way to
lesson 8 33
round off the listening section.
3b
Go over the instructions and example to check
understanding. In pairs, learners read the brochure
again to find the answers to the questions and
underline the places where they found the answers in
the text. Monitor and assist as necessary.
Go over the explanations and examples with learners. London is the largest city in Europe.
= No city in Europe is larger than London.
bad worst
Paris is the most romantic city. We normally use the before superlative
Learners work with a partner to look at the brochure in We form superlatives in this way: place, and of with a period of time.
activity 3 and find one example of each kind of regular Adjectives with one syllable
add -est
The most romantic city in the world.
The most romantic holiday of your life.
superlative adjective. fast fastest We can also use one of the / some of the
slow slowest before superlatives.
most + adjective: numerous examples, e.g. most beautiful They make some of the best cars in
the world.
(LONDON, para 2, sentence 1) most romantic (PARIS: para 1 Other adjectives
use most
= They may not be the best, but not many
cars are better.
sentence 2) popular most popular
romantic most romantic
6a Practice
Go over the instructions and example to check 6 Work with a partner.
Use the prompts to write sentences with one of the / some of the, a superlative, and of or in.
understanding. In pairs, learners use the prompts to write a My wedding was a very happy day.
sentences with one of the/some of the, a superlative It was one of the happiest days of my life.
and of or in. Monitor and assist as necessary. b That’s a really beautiful park.
It’s my area.
c August is a very hot month.
Feedback as a class. It’s the year.
d That restaurant makes delicious fish and chips.
It makes town.
6a-f answers e That stall sells cheap clothes.
a) My wedding was a very happy day. They sell the market.
It was one of the happiest days of my life. f Six o’clock is a very busy time.
It’s the day.
b) That’s a really beautiful park.
It’s one of the most beautiful parks in my area. 34 lesson 8
3 They make some of the most delicious fish and chips in town.
Interact
8a Work with a partner.
Think of three places in your town that you can recommend to visitors.
Use the table below to make notes about the places and why you recommend them.
Try to use at least one superlative for each place.
Why you recommend it: Why you recommend it: Why you recommend it:
best cheesecake in town
friendliest staff
b Change partners.
Tell your new partner about the places you want to recommend.
Ask questions to get more information.
example - I recommend Marwood’s cafe, near the park.
It has the best cheesecake in town.
- Is it cheap?
- No, but it’s delicious.
c Tell the class about the places you talked about.
Did anyone choose the same place to recommend?
lesson 8 35
8b
Go over the instructions and example to check
understanding. Highlight the fact that learners should
ask follow-up questions to get more information.
8c
Feedback. Learners tell the class about the places their
partner recommended.
Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
9Opinions
Opinions
UNIT 3
In this lesson - Guess who is lying about their opinions
Core activities - 1-2, 4-5, 7
Function - Asking for and giving opinions
Introduction
1a
Direct attention to the boy and girl on the page. Elicit
what they are wearing (school uniforms).
1b
Feedback. Learners tell the class about their partner.
Introduction
Listening 1a Work with a partner. Ask and answer the questions below.
1 Did you wear a school uniform when you were at school?
2a 2 If you wore a uniform, did you like it? Did you change it in any way?
3 If you didn’t wear a uniform, what did you wear?
Go over the instructions and example to check
b Tell the class about your partner.
understanding.
Ask learners to look at the people in the pictures and
speculate on what each is likely to say on the topic of
school uniforms.
Track 16 Track 17 Track 18 Track 19 36 lesson 9
Teaching tip - listening for main ideas Feedback as a class. Don’t give any definite answers at
This is also called ‘gist listening’. It is the kind of listening this stage – learners will listen to check for themselves in
we do when we listen to ‘get the drift’ of what someone the next activity.
is saying. Encourage learners to develop this essential
listening skill by explaining that they don’t have to 2b answers
See 2c answers.
understand every word to get a picture of what someone
is saying. One way to prepare listeners at lower levels for
2c
a gist listening task is by using pictures of speakers and
eliciting the kind of things they are likely to say about a Track 16 Track 17 Track 18 Track 19
particular topic. Learners can then listen to check their Track 20 Track 21 Learners listen to check their
ideas. answers to activity 2b.
Feedback in pairs and then as a class.
3
2c answers Take brief responses to the question as a way to round off
1) What’s your opinion on school uniforms? the listening section.
- Personally, I think that they’re a bad idea / a good idea. I
wore a uniform at school and I hated it! Picture E
2) Do you think that wearing school uniforms is a good idea
/ thought?
- Yes. I like my uniform. I think it’s pretty. Picture A
3) How do you feel / think about school uniforms?
- I think they’re all right. I wear a suit to the office. It’s not so
different. Picture C
4) What do you think about / on wearing school uniforms?
- In my opinion / thought… they’re stupid. I want to wear
my own clothes. Picture B
5) Do you think that school uniforms are a good idea?
- Yes, definitely / No, not at all. I think that the children
look
so nice in them. Picture F
6) Do you agree that school uniforms are a good idea?
- I’m not so sure / Yes, definitely. They’re expensive and
uncomfortable. Kids can’t relax. Picture D
4 Be careful:
3 What do you think about politicians?
disagreeing in the box. Have learners, in pairs, use them What do you think about school uniforms? of year?
How do you feel about school uniforms? 5 Do you think that living in the country is a
to complete the diagram in their books. X How do you think about school uniforms?
good idea?
Monitor and assist as necessary. Yes/No questions
Do you agree that women are smarter than men? The responses:
Do you think that doing exercise is a good idea?
Feedback as a class. a Personally, I love wearing them.
Giving an opinion
b In my opinion, they get too much money.
Alternative procedure In my opinion, school uniforms are a great idea.
c Personally, I think it’s very romantic.
I think that young people are very polite.
You may like to draw the diagram on the board and have Personally, I think that eating meat is bad for you. d I think that they are too expensive.
learners come up to complete it, before making a record of e No, not at all. There are no shops and
Agreeing and disagreeing
the correct answers in their books. there’s nothing to do.
4 Use the expressions for agreeing and disagreeing
f I suppose so. The city is quite dirty.
from the box to complete the diagram below.
g Yes, definitely. I love hot weather.
I suppose so. Yes.
4 answers I’m not (so) sure. No, not at all. h In my opinion, it’s rude.
No, I completely disagree. Yes, definitely.
i I think that they do a great job.
Yes, definitely. stronger j No, I completely disagree. I like the spring.
stronger
Yes.
Yes. agree
b Tell your partner which of the responses are closest
to your own opinions.
disagree
38 lesson 9
b Work with a partner. Ask and answer the questions in activity 7a.
example - Do you agree that steak is tastier than fish?
- Yes, definitely. How about you?
- I’m not so sure - personally, I love tuna. Why do you like steak?
Listen to your partner and make a note of their answers.
c Tell the class about your partner. Say which opinions you think were not true.
example Jem said steak is tastier than fish,
but I think he really likes fish.
lesson 9 39
Interact
7a
Explain to learners that they are going to lie about their
opinions.
Model the activity: choose two of the topics and give
your own real opinion on one, and lie about what you
think about the other. Ask learners to guess which
opinion you expressed is genuinely yours.
Alternative procedure
With less confident learners, you may like to indicate to
learners which questions to lie about – by passing them slips
of paper with numbers written on, for example.
UNIT 4
In this lesson - Tell people about a typical day in your life
Core activities - 1-2a, 3-5, 7-8
Grammar - Adverbs of frequency and almost Introduction
1 Work with a partner.
Examples: Write the words from the box in the correct places to complete the diagram below.
He’s always late for meetings. never always hardly ever sometimes usually often
read reports
1 get up late
a barman
Go over the instructions and example to check have meetings with staff
have business lunches
understanding. In pairs, learners write the words from the get ready for work in the morning
box in the correct places to complete the diagram.
get ready for work in the evening
go on business trips
Feedback as a class. Teach, drill and board any unfamiliar the CEO of
a company
items.
b Tell your partner which things from activity 2a you do.
example I have meetings with staff, but I don’t have business lunches.
You may like to take feedback by drawing the diagram on c Tell the class about your partner.
the whiteboard and having learners coming up to fill it in. example Zena has meetings with staff, but…
Reading
1 answers 3a You are going to read a magazine article on page 41 about a typical day in the life of Damien, a club DJ.
0% 100% Which things from activity 2 do you think the article will talk about?
never hardly ever sometimes often usually always b Read the article quickly and check your ideas.
40 lesson 10
2a
Go over the instructions and phrases in the box to check
understanding. In pairs, learners write the activities from
the box under the correct picture to match them to the Reading
occupations.
3a
Feedback as a class. Accept any reasonable answers. Draw attention to the reading text and picture. Elicit
what the man’s occupation is (a DJ) and explain that this
2a answers is a magazine article about a typical day in his life.
a barman: As a class, take suggestions as to which things from
leave work at 3 a.m.; get up late; have meetings with staff; activity 2 learners think the article will mention and
get ready for work in the evening write these on the whiteboard.
the CEO of a company:
have business lunches; read reports; make business 3b answers
decisions; have meetings with staff; get ready for work in The article mentions the following:
the morning; go on business trips leaving work at 3 a.m. (para 1); getting up late (para 1);
having business lunches (para 2); getting ready for work in
2b the evening (para 3)
Learners tell their partners which things from activity 2a
they do themselves. 3b
Learners work on their own to read the article and
2c check their ideas from activity 3a. Set a time limit of 1-2
Feedback. Learners tell the class about their partner. minutes for this.
4b
food, so we often / hardly ever have a curry, or
is important. I almost always have toast, cereal, fruit
Chinese food, or something like that.
and yoghurt, but I sometimes / never make a big
bacon sandwich because I just love bacon. When I get to the club, I check who the other DJs
Go over the instructions and example to check
After breakfast, I look at my emails, and then I go
are and see who is on the guest list. The club opens understanding. In pairs, learners write T (true) or F (false)
into town and look around the music shops. It’s a
at eleven, but I don’t play until about two because I’m
next to each statement. Monitor and assist as necessary.
quite popular now. The popular DJs sometimes /
good thing to do because I can never / often nd
always play late. At the end of the night almost all
interesting records and CDs that I can use when I
play. I almost never have lunch, because I’m hardly
the DJs go to an after-club party, but I don’t. I’m quite Feedback as a class.
old now (I’m 26, but I’m almost 27 – my birthday is
ever / always hungry in the afternoon, but I
next month!), so I never / often just go home.
sometimes / always meet my accountant and 4b answers
have a business lunch with him in a cafe.
1) Damien finishes work in the morning. T
(paragraph 1)
4a Work with a partner.
Read the article again and underline the correct
c Find the highlighted words in the article and read
the sentences they are in.
2) Damien always has toast, cereal, fruit and yoghurt for
options in bold to complete each paragraph. Does each pair of words below have the same (S) breakfast. F
or a different (D) meaning? Circle S or D.
b Write T (true) or F (false) next to each
statement below.
(He sometimes has a bacon sandwich - paragraph 1)
1 Damien finishes work in the morning. T 1 almost always always S / D 3) Damien hardly ever has lunch. T
2 Damien always has toast, cereal, fruit and 2 almost never hardly ever S / D (paragraph 2)
yoghurt for breakfast.
3 Damien hardly ever has lunch. 3 almost all all S / D
4) Not all the DJs go to a party after the club. T
4 Not all the DJs go to a party after (Damien often goes home - paragraph 4)
4 almost 27 27 S / D
the club.
5) Damien is 27 years old. F
5 Damien is 27 years old.
5 Would you like to do Damien’s job? Why or why not? (He says he is 26 - paragraph 4)
lesson 10 41
4c
Do this activity as a class. Go over the instructions and
example to check understanding.
4a Have learners find the highlighted words in the article
Go over the instructions and example to check and read the sentences they are in one more time. Elicit
understanding. the answer to each question from the class and have
In pairs, learners read the article again and underline learners circle the correct options in their books.
the correct options in bold to complete each paragraph.
Monitor and assist as necessary. 4c answers
almost always – always D
Feedback as a class. almost never – hardly ever S
almost all – all D
4a answers almost 27 – 27 D
A day in the life of a DJ
We asked DJ Damien to tell us about a typical day in his life. 5
I leave work at three or four in the morning so I usually Take brief responses to this from class as a way to round
wake up late. I always have a good breakfast because I off the reading section.
think breakfast is important. I almost always have toast,
cereal, fruit and yoghurt, but I sometimes make a big
bacon sandwich because I just love bacon.
After breakfast, I look at my emails, and then I go into town
and look around the music shops. It’s a good thing to do
because I can often find interesting records and CDs that
I can use when I play. I almost never have lunch, because
I’m hardly ever hungry in the afternoon, but I sometimes
meet my accountant and have a business lunch with him in
a cafe.
I get ready for work at about five o’clock in the evening.
Go over the explanations and examples with learners. Adverbs of frequency usually go after be, but in front of other main verbs.
2. We can use almost in front of words like always, never, all, every, everyone and no one.
You will be aware that almost can also be used with We can also use it in front of numbers.
many more types of word than are covered in the almost never = not never but very close (hardly ever)
Language focus (for example with verbs: I’m almost almost all = not all, but very close (maybe 99%)
almost no one = not no one, but very close (maybe one or two people)
finished; and adjectives: That’s so stupid, it’s almost brilliant!) almost 27 = less than 27, but very close (maybe birthday is next month)
but it’s probably best not to go into this here unless it is I almost always have breakfast.
She almost never eats meat, but sometimes she has a bacon sandwich.
raised by a learner. Almost everyone went for a drink after work, but I went home.
He won almost every time. We played ten games and I beat him only once.
There were almost 30 people at the party - maybe 27 or 28.
Practice
X Almost people in my office are American.
Almost all the people in my office are American.
Almost everyone in my office is American.
6a Practice
6a
Go over the instructions and example to check Work with a partner. Write the words in the correct order to make sentences.
1 almost / it’s / five o’clock It’s almost five o’clock.
understanding. In pairs, learners write the words in the
2 usually / mornings / the / tired / she’s / in
correct order to make sentences. Monitor and assist as 3 I / TV / almost / watch / never
necessary. 4 always / office / work / almost / we / late / in / our
7b
Track 24 Learners listen again and copy the
pronunciation.
Interact
8a Work on your own.
Make a note of two or more things you do on a typical day in each part of the table below.
Try to use almost and three or more different adverbs of frequency.
in the morning
lunch
Listen to your partner, ask questions to get more information and make a note of what they say.
example - What do you usually have for breakfast?
Notes:
lesson 10 43
Interact
8a
Go over the instructions to check understanding.
Highlight the fact that learners should try to use almost
and three or more different adverbs of frequency.
You may like to make brief notes of your own on the
whiteboard as a model.
Learners work on their own to make a note of two or
more things they do on a typical day in each part of
the table. Allow learners time to think and make notes.
Monitor and assist as necessary.
8b
Go over the instructions and example to check
understanding. Highlight the fact that learners should ask
follow-up questions to get more information, and should
make a note of what their partner says in the space
provided.
You may like to model the activity briefly by speaking
from the notes you made for yourself on the whiteboard.
In pairs, learners use their notes to tell their partners
about a typical day in their life. Monitor. Note good use of
vocabulary and language and/or errors and mistakes.
UNIT 4
In this lesson - Talk about travel problems
Core activities - 1-9, 11
Grammar - Phrasal verbs
A phrasal verb is made from two or more words. Together
they have a different meaning to the verb on it’s own.
Example:
The bus is broken down.
I picked John up at the station.
ask – ‘go back’ and ‘go back to’ are normally counted as
different phrasal verbs. ‘Go back to’ has a specific and
separate meaning’ ‘He did some work, then went back to
staring into space.’)
Warmer
• Do they often travel during rush hour? blue box with the pictures above.
Introduction 44 lesson 11
1
Learners work in pairs to match the problems with the
words in the box. Reading
1 answers
Top left: b
3
Tell learners they’re going to read about Jonathan, who
Top right: e
had a lot of problems on a journey home from Germany.
Bottom left: a
The story is not in the correct order.
Centre: f
Scan reading. Learners read the paragraphs quickly and
Bottom: d
circle all the kinds of transports he mentions.
Bottom right: c
3 answers
2 train, bicycle, bus, taxi, plane
Elicit other travel problems from learners.
Extension
4a
Learners work in pairs to read and order the paragraphs
Refer learners to lesson 15, activity 2. Tell them to use the
from a – e. Phrasal verbs are highlighted in the reading.
words to describe how they feel about the travel problems in
Ask learners to ignore these for now.
activity 1 and 2.
Reading
You are going to read about Jonathan, who had a lot of problems on a
journey home from Germany.
His story is not in the correct order.
I got off the train and ran into the airport. When I
nally got to the check-in desk they told me the
plane had already taken off!
lesson 11 45
4b
Ask learners how many problems from activity 1 are
mentioned by Jonathan.
4b answers
He mentions: signal failure and traffic jam
5a+b
Learners work in pairs. Tell them to read the story again
and answer the questions.
5a+b answers
a) The bus broke down.
b) Signal failure stopped the train.
6
Discuss question as a class.
8 Practice
Refer learners to the yellow box. As a class look at the 9 Work with a partner. Complete the sentences with a phrasal verb from activity 7 in the correct form.
different types of phrasal verbs. a I’ve had enough of our old car. It’s always breaking down .
b Can you at seven and drive me to the station?
c Oh no, we’ve missed the plane. Look - it’s just .
8 answers d Can you in front of the station, please?
Type 3 – hold (me) up, pick (me) up, drop (me) off h OK, everybody, the bus please. We’re about to leave.
i Let me know when you the station. I’ll come and meet you.
Interact
11a
Explain to learners that they’re going to tell a story about
b Work with a partner. Share your stories and ask follow-up questions.
problems they’ve had on a journey.
Allow learners time to make notes.
c Tell the class about your partner’s story. Decide who had the worst journey.
Encourage the learners to keep their notes brief, and to
use at least three phrasal verbs from the lesson.
Monitor and assist where necessary.
11b
Learners work in pairs and share their stories. Encourage
the students to ask follow-up questions.
11c
lesson 11 47 Learners tell the class about their partner. Monitor the
learners’ use of vocabulary and language. Make notes on
good use of vocabulary and language and/or errors and
Track 25 (page 149, Student book) 1:21 mistakes.
a) I’ve had enough of our old car. It’s always breaking down.
Feedback as a class.
b) Can you pick me up at 7:00 and drive me to the station?
c) Oh no, we’ve missed the plane. Look – it’s just taken off. Highlight good use of vocabulary and language.
d) Can you drop me off in front of the station, please? Elicit correction of errors/mistakes.
e) I’m going back home next month.
In a private lesson
f) As I was getting off the train I realised I’d left my wallet on
Omit activity 4 and do activity 5 as a scanning exercise.
my seat.
g) This traffic jam is really going to hold us up. We’ll probably
miss our plane.
h) OK, everybody, get on the bus please. We’re about to
leave.
i) Let me know when you get to the station. I’ll come and
meet you.
12Getting about
Getting about
UNIT 4
In this lesson - Discuss transport
Core activities - 1-5, 7
Skills - Vocabulary and extended speaking Introduction
1 Work with a partner. a scooter
e skateboard
Match the types of transport in the blue box with the pictures. i car
Warmer
• Write ‘Problems on the road’ on the whiteboard.
• Ask the learners if they’ve ever had and any problems.
• Possible questions
What would they do if they had a flat tyre?
Do they know how to change a tyre? Oil?
How about bicycle maintenance?
Who is the ‘handiest’ in the class?
Introduction
1 A B
In pairs. Learners match the words in the box with the 2 Work with a partner. safe bad for the planet
pictures. Refer to example and check learners understand Match the words in comfortable unhealthy
column A with their
activity. opposites in column B.
environmentally friendly expensive
cheap stressful
convenient dangerous
1 answers healthy not very practical
top row left to right relaxing inconvenient
d, b, j, a, i, c, sensible uncomfortable
2
In pairs. Learners match the words in column A and
column B. 3
Elicit and write on the whiteboard phrases for asking and
2 answers giving opinions.
safe – dangerous
comfortable – uncomfortable Learners use words from activity 2 to talk about different
environmentally friendly – bad for the planet types of transport. Read example and check learners
cheap – expensive understand activity. Monitor learners’ use of vocabulary
convenient – inconvenient and language. Note good use of vocabulary and
healthy – unhealthy language and/or errors and mistakes.
relaxing – stressful
sensible – not very practical Feedback as a class.
3 Use the words from activity 2 to talk about different types of transport.
example - I think buses are very cheap.
- Yes, but they aren’t as comfortable as trains.
lesson 12 49
In pairs. Learners read the list and add two more types of types of transport local travel long distance travel
scooter
transport. motorbike
Monitor and assist as necessary. skateboard
taxi
Suggestions boat
4b bus
5 Learners change partners and discuss their choices. 6 Complete the sentences below using the words in the pink box.
Together they decide the best three types of transport for
hair-raising exhilarating time-consuming luxurious tedious smooth
local and long distance travel.
a The journey was very time-consuming . It seemed to take all day.
6a-f b The tennis match was . I got really bored watching it.
Learners complete the sentences in the activity with c The race was absolutely
minutes, and what a finish!
. The lead seemed to change hands every two
words from the box. Read example and check learners d I was terrified! It was certainly the most rollercoaster ride I’ve ever been on.
understand activity. e The flight was perfectly . The pilot didn’t have to turn on the seatbelt signs
once in the whole journey.
6a-f answers f Our hotel room was so . Even the toilet was made of gold.
Have you ever had any bad experiences on a bus or train? If yes, what happened?
Are there any types of transport that you have never used before, but would like to try? Why?
What is the most enjoyable journey you have ever been on? How did you travel?
What is the longest journey you have ever been on? How did you travel?
lesson 12 51
13Isn’t it?
Isn’t it?
UNIT 5
In this lesson - Ask questions to check what you know
Core activities - 3-7
Grammar - Question tags Introduction
1a Complete the questions below with a modal or
Examples: auxiliary verb from the box. Use each verb only once.
auxiliary verb in the box. Explain that each verb can only 2 Match the responses below with the questions in
be used once. activity 1. Number the boxes.
1) Would you mind opening the door, please? ......... Sorry. I’ll keep my voice down.
3) Have you got the time? ......... No thanks. I’m just looking.
1
......... Yes. It’s five past eight.
4) Are you doing a lot of overtime these days?
5) May I help you?
6) Will you be quiet, please?
1b
Learners match the questions with the situations in the
pictures. Monitor and assist as necessary.
52 lesson 13
Feedback in pairs.
lesson 13 53
Answer any questions they may have. 1. When the main statement is positive, the tag is usually negative.
3. When the main statement uses an auxiliary or modal verb or be, the tag
what to do. Monitor and assist as necessary. With all other verbs, the tag uses do.
5b Practice
Track 27 5a Add a suitable question tag to each statement below.
Play the CD. Learners listen and check 1 They work for a big company, don’t they?
their answers. 2 You ate lunch,
Track 27 (page 150, Student book) 1:08 3 You’ve done that before,
1) They work for a big company, don’t they? 4 We don’t have to work today,
2) You ate lunch, didn’t you? 5 You didn’t switch off the computer,
3) You’ve done that before, haven’t you? 6 That was a very good movie,
Sounding natural 6b
Go over the explanation with learners and model an Track 29 Play the CD. Learners listen and write
example for each to check understanding. F (falling intonation) or R (rising intonation) next to
sentences 1-6. Play the CD again if necessary. Monitor
6a and assist as necessary.
Track 28 Play the CD. Learners listen for how the two
sentences are different. Feedback in pairs and then as a class.
6a answers 6b answers
1) You’re Mark, aren’t you? (falling) 1) You had toast for breakfast, didn’t you? F
2) You’re Billie’s sister, aren’t you? (rising) 2) You’re not having another beer, are you? R
3) That’s quite expensive, isn’t it? R
4) They aren’t very good, are they? F
Track 28 (page 150, Student book) 0:18 5) This is quite difficult, isn’t it? F
1) You’re Mark, aren’t you? 6) Rachel plays the piano, doesn’t she? R
2) You’re Billie’s sister, aren’t you?
what I’m fairly sure of about the topic what I’m not so sure of about the topic
lesson 13 55
Interact
7a
Begin by drawing a rough copy of the table from the
Student book on the whiteboard to use as a model in the
following activities.
Elicit a topic from a learner and write it in the table on the
whiteboard to illustrate the activity.
7b
Learners write their partner’s topic at the top of the table
in their books.
7c
Go over the instructions and examples with learners.
Model the activity by making notes on the topic you
wrote on the whiteboard.
Learners work on their own to make a note of six things
that they think they know about their partner’s topic.
Allow learners time to think and make notes. Monitor and
assist as necessary.
UNIT 5
In this lesson - Find out what you remember about your
classmates.
Core activities - 1-6, 8.
Grammar - Embedded questions (questions inside Introduction
1
longer sentences). Work with a partner.
Write as many questions as you can for your
These are most commonly encountered as ‘indirect classmates using the question words below.
You have three minutes.
questions’, but we also use them when we say what we
do or don’t know. Who ’s your favourite actor?
Example:
I don’t know where he lives. When
Why
Warmer
How
• Elicit from the class things people like (i.e. colours,
music, food, and sports teams). Write them on the
Do/Did
board.
• Then ask learners how well they know their ‘best friend’,
Are/Were
‘family member’, ‘classmate/workmate’, or ‘significant
other’.
• Do they feel they know them well? 2 Change partners.
Ask and answer each other’s questions.
• Do they know what they like?
• Feedback as class.
56 lesson 14
Introduction
1 Listening
Learners work in pairs.
Learners write questions for their classmates. 3a
Read example and check learners understand activity. Use large picture to elicit situation (at work). Explain that
Set a time limit of 3 minutes. the man is asking questions about a colleague, Jim.
During the activity monitor the learners’ use of Learners work in pairs to number the sentences in
vocabulary and language. the correct order. Read example and check learners
understand activity.
Suggested questions
Who’s your favourite actor? 3a answers
When did you move into your house/apartment? Top to bottom: 8, 7, 1, 3, 2, 5, 4, 6
Why are you studying English?
How do you go to work every day?
Do you like French food?
3b
Were you born near here? Track 30 Learners listen and check answers.
2
Learners change partners. They ask and answer questions
they made with their first partners.
Make notes on good use of vocabulary and/ language
and errors/mistakes.
Feedback as a class.
lesson 14 57
4a-e
Direct attention to the questions. Ask learners to work
in pairs, read the conversation again and decide which
questions they can answer.
They put a cross next to the questions they can’t answer.
They put a tick next to and answer the questions they
can.
sentence from activity 5 on the whiteboard: Sentences like this are called ‘indirect questions’. Do you know where he went?
They have two parts: 2 ‘Be’ changes position with the subject.
• Where is Jim?
Can you tell me where Jim is? 1 The ‘question’ part. ...where Jim is?
Do you know where Jim is?
2 The rest of the sentence. Can you tell me...
• What time is he back?
Explain that, sometimes, we put questions in longer Read the sentences below.
Can you tell me what time he’s
back?
sentences. There are two parts to sentences like this: Circle the question part and underline the rest of the
3 We use whether or if in front of the
1) The ‘question’ part. circle: ...where Jim is sentence.
subject in closed questions.
2) The rest of the sentence. Underline: Can you tell me ...? • Do you know where he went? • Is he coming back to the ofce?
• Do you know whether he’s coming back to the ofce? Do you know whether he’s coming
back to the ofce?
Now write “Do you know what time it is?” on the • Do you know if he’s going home early tonight?
whiteboard.
Elicit parts one and two from the example sentence on Practice
6 Use the prompts to write new sentences.
the board.
a Where does she live?
I can’t remember where she lives.
Do you know what time it is? b What kind of movies does she like?
Do you know
Have the learners open their books. Direct them to the c What did he tell me?
Learners circle the question parts of the sentence and d Does he prefer tea or coffee?
I’ve forgotten
underline the rest. Read example and check learners e Is there a post office near here?
understand activity. Can you tell me
f How many brothers and sisters does she have?
5 answers (circled words in bold) I can’t remember
Do you know whether he’s coming back to the office? Do you know
Do you know if he’s going home early tonight? Track 31 Listen and check your answers.
Practice
Sounding Natural
6a-g
Learners use the prompts to rewrite the questions. Read 7
example and check learners understand activity.
Track 31 Learners mark the stressed words.
6a-g answers
7 answers (stressed words in bold)
See CD script for Track 31.
a) I can’t remember where she lives.
Track 31 Learners listen and check answers.
b) Do you know what kind of movies she likes?
c) I can’t remember what he told me.
Track 31(page 150, Student book) 0:57 d) I’ve forgotten if he prefers tea or coffee.
a) I can’t remember where she lives.
e) Can you tell me if there’s a post office near here?
b) Do you know what kind of movies she likes?
f) I can’t remember how many brothers and sisters she has.
c) I can’t remember what he told me.
g) Do you know when he normally gets up at weekends?
d) I’ve forgotten if he prefers tea or coffee.
e) Can you tell me if there’s a post office near here?
f) I can’t remember how many brothers and sisters she has.
g) Do you know when he normally gets up at weekends?
Home
Travel
Family
b Change partners. Ask your questions. Try to remember the answers, but DON’T make notes.
c Go back to your first partner. Ask questions, and see how much you remember.
lesson 14 59
Interact
8a
Elicit a couple of possible questions learners can ask each
other.
Learners work in pairs to think of questions.
Allow learners time to think of and make a note of
questions.
Assist where necessary.
8b
Learners change partners and ask and answer questions..
8c
Learners return to their original partners. They see how
much they remember about the person they talked to.
Monitor. Make note of good language use and any
problems.
8d
Feedback as a class. Who remembered the most about
their partners?
15Going places
Going places
UNIT 5
In this lesson - Tell people how to get to different places
Core activities - 2, 3b-4, 6
Function - Giving directions Introduction
1a Work with a partner. Discuss the questions below.
1 Have you ever been to London? along opposite
If yes, where did you go? If no, would you like to visit? between past
2 Do you usually buy a map before you visit a new place? end right
Introduction 3 Have you ever been lost in a new city?
What did you do?
left second
next to
b Tell the class about your partner.
1a 2 Use the words in the box to complete the directions.
In pairs, learners discuss questions 1-3.
1b
Pub
Feedback as a class. Learners tell the class about their
partners. Start
Start Start
2a-i answers
a) turn right James Street
West Street
c) go past the pub Bank
Start
d) it’s on the left g go the road h it’s at the of i it’s the bank
e) it’s between the post office and the school West Street
place
journey time
(minutes)
Covent Garden Market.
Conversation 1 5 10 20
A - Go through the market?
National Gallery / bank / supermarket
B - Yeah. After that, go along James Street, past… Floral
Conversation 2 post office / Royal Opera House / cinema 5 10 20
Street, I think, yes, past Floral Street.
Conversation 3 Lyceum Theatre / Salisbury pub / Covent Garden Station 5 10 20 A - OK! Go along James Street and past Floral Street.
b Track 32 Track 33 Track 34
B - Yes. You’ll see it on the left.
Listen again. Number the places on the map in the order you hear them. A - On the left. How far away is it?
B - It’ll take you about ten minutes.
Neal
Bo
S
Str
e
Ma
Lan
ee
t
rtin
in’s
St.
art
James
t. M
Gre Street
rS
Floral
St.
Acre
at N
et
pe
ew
port
Long tre
Up
St.
ll S
sse
Ru
3b
ou rn St. Ga Floral
Street
Cranb rric
kS
nt
Cove n
tre
Road
et
St.
Well
King e
Gard t Track 32 Track 33 Track 34 Learners listen
ross
New Row e
Mark
ingt
ng C
1 S tr
Chari
ee
ane
et t
re
South
treet ock St
’s L
etta S Tavist
Henri
they hear them. Play the CD again if necessary. Monitor
rtin
Bedfordbury
st
Burle
Touri on
amp
Ma
St.
Exeter ati
Inform tre
igh St
ton R
Bedfo
Cen
St.
Lane
.
aiden
Ma
M Start
ow
rtin
rd Str
lace
’s P
dos P
Chan
lac
eet
e
Waterloo Bridge
Agar
Willi
Savoy Stre
Savoy
am
Court
IV St
reet
Feedback as a class.
Cartin
St.
y
St.
d Savo
Stran
et
l
ide
Hote
g Lan
ela
Ada
Ad
e
m St.
Duncannon St.
Trafalgar
Savoy
Pla ce
3b answers
Villi
Square me
nt
See the map below.
e
k
ban
rs S
Em
Cra
tree
ria
ven
to
Vic
t
St.
lesson 15 61
3
Track 33 (page 150, Student book) 0:54
Conversation 2
A - Excuse me. Is there a post office around here?
1
B - A post office? Yes. There’s one not far away. Go to the end
of the Strand…
A - Go to the end of the Strand? Is that to Trafalgar Square? 2
B - Yes, to Trafalgar Square… then turn right. Go past
William IV Street and it’s on the right.
A - Turn right, then go past William IV Street and it’s on the
right.
B - Yes. That’s it.
A - How long does it take to get there?
B - Only about 20 minutes.
A - Great! Thanks.
We use the base form of the verb to To ask for directions, we can use
Go over explanations and examples with learners and give directions. these expressions:
4a
It’s between the post office and the school. How far away is it?
It’s opposite the park. How long does it take (to get there)?
Market and into James Street. The station is on the left . A: How do I get to the post office?
B: Go James Street and
A: How long does it take? Floral Street. At the end of
B: Only about five minutes. the street, .
2) Start at Covent Garden Station. Next, into St. Martin’s Lane.
A: How do I get to the post office? You’ll see the post office .
B: Go along James Street and turn right into Floral Street. A: How ?
At the end of the street, turn right. Next, turn left into St. B: It takes about twenty minutes.
4b
Learners change partners and practise the conversations 62 lesson 15
in activity 4a.
Extension
In pairs, learners ask for and give directions to the Savoy
Hotel, starting from the post office.
Sounding natural
5a
Extension answer
Go to the end of this street to Trafalgar Square and turn left Track 35 Learners listen to the sentences and mark
into the Strand. Go along the Strand, past Southampton the stressed words.
Row. Turn right into Savoy Court. The Savoy Hotel is at the
end of the street. 5a answers
See CD script Track 35 - answers in bold.
5b
Track 35 Learners listen again and copy the
pronunciation.
Interact
6aThink of a journey you often make. my home station this school station
Draw a map of the route you take to get there.
Use one of the ideas here or your own idea. my home supermarket my home park
lesson 15 63
Interact
6a
Ask learners to think of a place they often go to and draw
a map of the route they take to get there. Explain they
can use one of the ideas provided, or their own idea. You
may like to draw your own example on the whiteboard
as a model, and to illustrate what to do. Allow learners
time to think and draw their maps. Monitor and assist as
necessary.
6b
In pairs, learners show each other their maps. Learners
ask for and give directions to the places on their maps.
Monitor, but stay in the background as much as possible
in this activity.
16Works of art
Works of art
UNIT 6
In this lesson - Tell people about a work of art you like
Core activities - 1-6, 8-9
Grammar - Passive forms Introduction
1a Work with a partner.
Examples Match the verbs from the box with the kinds of art in the table below.
Some verbs can go with more than one kind of art.
The Mona Lisa was painted in Italy.
direct make publish take
The Venus de Milo is made of marble. illustrate paint release write
paint
1a
Begin by eliciting/teaching works of art and asking b Underline the correct options to complete the statements below. 2
learners what kinds of works of art they like.
Go over the instructions and example to check 1 If you illustrate / publish a novel, you make pictures to
go with the story.
understanding. Highlight the fact that some of the verbs
can go with more than one kind of work of art. 2 If you illustrate / publish a novel, you make it ready for
people to buy.
In pairs, learners match the verbs from the box with the
3 You write novels and short stories before / after you
kinds of works of art. Monitor and assist as necessary. publish them.
items.
c Which kinds of art from activity 1a do you have in your home?
1b
Go over the instructions to check understanding. In pairs, In pairs, learners look at the pictures of works of art and
learners underline the correct options to complete the talk about which ones they recognise and what they
statements. Monitor and assist as necessary. know about them.
Feedback as a class. Feedback. Learners share their ideas with the class.
1b answers
1) If you illustrate a novel, you make pictures to go with the Listening
story.
2) If you publish a novel, you make it ready for people to 3a
buy. Direct attention to the box of words and the table. Go over
3) You write novels and short stories before you publish the instructions and examples to check understanding.
them. Explain to learners that they should make their best
4) You make CDs and movies before you release them. guesses, and that they will listen to check their ideas later.
In pairs, learners use the words from the box to complete
1c the information about the works of art in the pictures.
Take brief responses to this question from the class. Monitor and assist as necessary.
b Track 36 Track 37 Track 38 Track 39 Listen and check your ideas. Track 38 (page 151, Student book) 0:29
c Write numbers to match the statements below with the pictures. 3
1 This sculpture was made in Italy. picture 2
American Gothic was painted by the American artist,
2 The painting is called Sunflowers. picture
3 They were made by Americans. pictures and
Grant Wood, in the United States of America. Today this oil
4 It was bought for $40 million. picture painting is one of the most well-known pieces of American
4 Which work of art from activity 3 do you like the most? Why? art, but the artist was paid only 300 dollars after he painted
lesson 16 65 it in 1930.
American 3c answers
name Sunflowers David Puppy
Gothic 1) This sculpture was made in Italy. 2
2) The painting is called Sunflowers. 1
Michel-
artist Van Gogh Grant Wood Jeff Koons 3) They were made by Americans. 3 and 4
angelo
4) It was bought for $40 million. 1
artist’s
nationality
Dutch Italian American American 4
Take brief responses to the question as a way of rounding
date 1888 1504 1930 1992 off this section of the lesson.
a class. In pairs, learners underline the correct option to 1 Does sentence a mention who calls the painting Sunflowers?.. yes / no
answer each question. Monitor and assist as necessary. 2 Does sentence b mention who made David?........................... yes / no
3 Does sentence d mention who bought the picture?................. yes / no
4 In all the sentences, which is more important?......................... the works of art / the people
Feedback as a class.
We can use passive forms when we don’t With passive forms, we change be to form
know,
the tense.
1) Does sentence a mention who calls the painting or we aren’t really interested in, who does
an action. Puppy is made of flowers. (present simple)
‘Sunflowers?’ no Puppy was made in 1992. (past simple)
be (not) + past participle
2) Does sentence b mention who made David? no These sculptures are made of marble. They Questions and short answers
3) Does sentence d mention who bought the picture? no aren’t made of flowers. When was the Mona Lisa painted?
4) In all the sentences, which is more important? the works That sculpture is called Puppy. It isn’t Who was it bought by?
called David. Were they made in Italy?
of art Yes, they were. / No, they weren’t.
Draw attention to the box explaining how the past call called called
If we want to mention who does the action we
use by.
participle is formed.
David was made by Michelangelo.
Practice
Practice
6 Use be (not) and a verb from the box in the correct form to complete the sentences below.
6 Use each word only once.
Go over the instructions and example to check allow build hurt make paint steal wake
understanding. Highlight the fact that learners will need
a She fell down, but it’s OK. She wasn’t hurt. e My bicycle .
to put the verbs into the correct form, and that they b When this house ? f I up by a loud noise.
should use each only once. c All my shoes are Italian. The best shoes g Where this picture ?
in Italy.
In pairs, learners use be (not) and a verb from the box to d My camera is in my bag. we
complete the sentences. Monitor and assist as necessary. to take photographs?
66 lesson 16
Feedback as a class.
6a-g answers
a) She fell down, but it’s OK - she wasn’t hurt. 7b
b) When was this house built? Track 40 Learners listen to check their answers.
c) All my shoes are Italian - the best shoes are made in Italy.
d) My camera is in my bag – are we allowed to take Track 40 (page 151, Student book) 0:23
photographs? novel, film, painting, photograph, sculpture, story
e) My bicycle was stolen.
f) I was woken up by a loud noise. 7c
g) Where was this picture painted?
Track 40 Listen again and copy the pronunciation.
Pay attention to the consonant clusters in sculpture and
Sounding natural story, which may cause some learners (e.g. those from
Japan) difficulty.
7a
Go over the instructions and example to check
understanding. In pairs, learners write each word from the
box in the correct row to say how many syllables it has.
Monitor and assist as necessary.
7a answers
novel - 2
film - 1
painting - 2
photograph - 3
sculpture - 2
story - 2
b Track 40 Listen and check your answers. Model the activity by speaking briefly about the work of
c Track 40 Listen again and copy the pronunciation. art you previously made notes about on the whiteboard.
Use a mix of active and passive forms – this is what
Interact
naturally happens in conversation.
8a Work on your own. In pairs, learners tell each other about the works of art
Think of a work of art you really like, or one that you have in your home.
It could be a painting, a sculpture, a book, a movie, a CD or something else.
they made notes about.
Make notes in the table below. Monitor. Note good use of vocabulary and language and/
or errors and mistakes.
what it is
what it is called 8c
who it was made by
Feedback. Learners tell the class about their partner.
b Work with a partner. Tell them about the work of art you made notes on.
Listen to your partner and make a note of what they say.
Ask questions to get more information.
example - I really like a novel. It’s called…
- Was it illustrated?
Notes:
lesson 16 67
Interact
8a
Go over the instructions to check understanding.
Highlight the fact that learners can give decades (e.g. in
the 1960’s) rather than exact years to say when works of
art were produced.
You may like to make brief notes about a work of art you
yourself like or possess on the whiteboard to model the
activity.
Learners work on their own to think of a work of art they
like or have in their home, and use the table to make
notes about it.
UNIT 6
In this lesson - Tell people about an accident
Core activities - 2-6, 8
Grammar - Past simple and past continuous in stories, Introduction
1a Work with a partner.
with as and when Ask and answer the questions below.
1 Can you drive a car?
Examples: 2 If you can drive, do you like driving? Why or why not?
3 If you can’t drive, would you like to? Why or why not?
As I was coming up to the traffic lights, the boy ran onto the
b Tell the class about your partner.
road. 2a Look at the pictures. Cross out ( X ) one sentence that does not describe it.
We were playing football when she broke her arm. 1 The bus approaches the
traffic lights.
2 The bus goes towards
the traffic lights.
Introduction
3 The bus moves away
from the traffic lights.
Reading
the bus.
2 The car overtakes
the bus.
Go over the instructions and check understanding. You b Underline the correct option to complete each sentence below.
may like to consider the first picture together as a class. 1 I saw an accident yesterday. A bicycle moved away from /
In pairs, learners look at the pictures and cross out one crashed into a car, but no one was hurt.
2 I tell my children to wait and cross the road when it is
sentence for each that does not describe it. busy / clear.
3 My car is really slow. All the other cars approach / overtake it.
4 I overtake / pass the station every day on my way to work.
Feedback as a class. Teach, drill and board any unfamiliar
items. 68 lesson 17
2a answers
Picture 1
The bus approaches the traffic lights. 2b answers - in bold.
The bus goes towards the traffic lights. 1) I saw an accident yesterday. A bicycle crashed into a car,
The bus moves away from the traffic lights. X but no one was hurt.
2) I tell my children to wait and cross the road when it is
Picture 2 clear.
The road is busy. X 3) My car is really slow. All the other cars overtake it.
The road is clear. 4) I pass the station every day on my way to work.
The road is empty.
3a
Picture 3 Draw attention to the diagrams on the page and explain
The car crashes into the bus. X that these show what happened in a car accident. Go
The car overtakes the bus. over the instructions and check understanding. You may
The car passes the bus. like to ask more confident learners to describe what
happened in the accident before they read.
2b In pairs, learners look at the pictures and write numbers
Go over the instructions and check understanding. You to match each set of sentences with a picture and put
may like to complete the first sentence together as a
Jane’s description of the accident in the correct order.
class.
Monitor and assist as necessary.
In pairs, learners underline the correct option to
complete each sentence. Monitor and assist as necessary. Feedback as a class, but don’t give any definite answers
at this stage – learners will listen to check for themselves
Feedback as a class. in the next activity.
Reading
3a Work with a partner.
Jane was in a traffic accident.
Look at the pictures showing what happened.
Match each box below with a picture to put the
description of Jane’s accident into the correct order.
B
I was going around the bend when I saw an
orange sports car. It was overtaking the bus
and coming towards me!
C 1
I was driving north along the London Road. 3
The road was clear, and there was a bend in the
road in front of me.
D
I went off the road and crashed into a wall.
Luckily, I was wearing a seatbelt and I
wasn’t hurt.
lesson 17 69
3a answers
A-2
B-3
C-1
D-4
3b
Track 41 Learners listen to check their answers.
Feedback in pairs, and then as a class.
3c
Take brief responses to this question as a way of
rounding off the reading section.
4
Draw attention to the timeline on the page and the
words in the box. Ask learners to write the words in the past now future
the same in their books. I was going around the bend when I saw an orange sports car.
5 Study the example sentences with as and when above, then underline the correct word to complete the rules.
a as / when usually comes between the two parts of the sentence.
past now future
I saw an orange sports car b as / when usually comes at the beginning of the past continuous part of the sentence.
c In sentences with “as”, we use / don’t use a comma if the past continuous part comes first.
Do this activity as a class. Have learners study the 1 As I was listening to the radio, I heard the news. (hear, listen)
example sentences with as and when, elicit the rules, 2 She down as she up the stairs. (fall, walk)
3 He his finger as he . (cook, cut)
then have learners underline the correct words to 4 As they the traffic lights, they the accident. (approach, see)
complete the rules in their books. b Use when to rewrite the sentences from activity 6a.
1
5 answers 2
a) when usually comes between the two parts of the 3
sentence. 4
6a Feedback as a class.
Go over the instructions and examples to check
understanding. Highlight the fact that the verbs in 6b answers
brackets aren’t necessarily in the same order as they will 1) I was listening to the radio when I heard the news.
appear in the sentences. 2) She fell down when she was walking up the stairs.
3) He cut his finger when he was cooking.
In pairs, learners complete the sentences with the correct 4) They were approaching the traffic lights when they saw
form of the verbs in brackets. Monitor and assist as the accident.
necessary.
Feedback as a class.
Put one verb into the past simple and the other verb
into the past continuous.
6a answers
1) As I was listening to the radio, I heard the news.
2) She fell down as she was walking up the stairs.
3) He cut his finger as he was cooking.
4) As they were approaching the traffic lights, they saw the
accident.
8c
Feedback. Learners tell the class about the accident their
partner talked about.
lesson 17 71
Sounding natural
7a
Track 42 Learners listen for how we say was and
were in connected speech.
7a answer
We tend to use the weak forms: /wəz/ and /wə/
7b
Track 42 Learners listen again and copy the
pronunciation.
18Movie night
Movie night
UNIT 6
In this lesson - Talk about watching films
Core activities - 1-4a, 6-7
Skills - Extended speaking and vocabulary Introduction
1a Cross out the word that doesn’t go with the one on the right.
Write the following questions on the whiteboard: 4 cheap / high-quality / comfortable sound system
1 I hope you have a comfortable seat because it’s a long film. You’ll be sitting for a
long time.
In pairs, learners discuss the questions about the last TV 2 I like films by Bergman or Fellini. I don’t like those expensive
programme they watched. Hollywood films.
Feedback. Learners tell the class about their partner. 3 Our old TV was terrible, but now the new TV has a screen, so the
picture is really clear.
4 My girlfriend only allows me to eat celery, carrots, and snacks
like that.
Introduction 5 I’m very tall, so I don’t like watching films at the cinema because there’s
legroom.
6 I couldn’t enjoy the film because of the
1a sound system.
Feedback as a class.
1a answers
1) wide/ healthy / cheap snacks
2) not much / plenty of / close legroom 72 lesson 18
1b possible answers
2b
In the same pairs, learners rank their lists from 1-8 (1 =
1) I hope you have a comfortable seat because it’s a long very important to have for a fun movie night). Monitor
film. You’ll be sitting for a long time. and assist as necessary.
2) I like art films by Bergman or Fellini. I don’t like those
expensive Hollywood films. 3a
3) Our old TV was terrible but now the new TV has a high- Learners change partners and compare their lists from
definition screen, so the picture is really clear. activity 2, then choose the four most important things
4) My girlfriend only allows me to eat celery, carrots, and needed for a fun movie night. Monitor, but stay in the
healthy snacks like that. background as much as possible in this activity.
5) I’m very tall, so I don’t like watching films at the cinema
because there’s not much legroom.
6) I couldn’t enjoy the film because of the cheap sound
system. I couldn’t hear anything.
Interact 1
2a Work with a partner.
You’re going to have a movie night at your home.
Read the list of things below that can make a movie night fun.
Add four more things to the list.
pizza
comfortable sofa
plenty of drinks
good friends
lesson 18 73
3b
Learners discuss their ideas as a class, and then decide
the three most important things needed for a fun movie
night. Make notes on good use of vocabulary and
language and errors and mistakes.
Highlight good use of language and elicit correction of
errors and mistakes.
4a action
animated
comedy
horror
science fiction
western
Go over the instructions and check learners know what
to do. Learners match the pictures with the words from
the box.
4a answers
1) horror
2) comedy
4 5 6
3) science fiction
4) action b Work with a partner. Think of an example for each type of film in activity 4a.
5) animated 1 Dracula 2 3
4 5 6
6) western c Share your ideas with the class.
Feedback as a class.
74 lesson 18
4b answers
Learner’s own answers.
Interact 2
4c
Learners share their ideas with the class. Elicit some
favourites of each type from learners. 6a
Read through the questions and check understanding.
You may like to make notes of your own answers to the
5 questions as a model, and to illustrate how to make notes
Go over the instructions and example to check learners in English. Allow learners time to think and make a note
know what to do. Learners match the words with the of their own answers. Monitor and assist as necessary.
definitions on the right.
5 answers 6b
The person who tells the actors what to do. e director Learners write two more questions and add them to the
Words at the bottom of the screen to help people list of questions in activity 6a. You may like to first elicit
understand what the actors are saying. c subtitles some possible questions from the class as a whole.
Allow learners time to think and write. Monitor and assist
Actors’ voices replaced with other voices speaking a different
as necessary.
language. d dubbed
An article that describes how good or bad a film is. f review
7a
The main actor of a film. b star In pairs, learners ask and answer the questions on their
A person who writes articles about how good or bad a film lists in activity 6. Highlight the example and encourage
is. a film critic learners to give additional information in their answers.
Monitor, but stay in the background as much as possible
in this activity.
1. What was the last film you saw? Who was it directed by?
5.
6.
b Write two more questions about watching films and add them to the list in activity 6a.
lesson 18 75
7b
Feedback. Learners tell the class about their partner.
19
I’ve been coming here for years
I’ve been coming
UNIT 7
In this lesson - Discuss a place you know well
Core activities - 1-6, 11
here for years
Grammar - Present perfect (simple + continuous) tense Introduction
1 Work with a partner. Discuss the following questions.
with for and since.
a How often do you eat in a restaurant? Why?
Example:
b Have you ever been to a British pub in
They’ve been married for five years. your country or in Britain?
If yes, where was it and what was it like?
She’s been playing the piano since he. If no, would you like to? Why?
a
• Ask learners if they have a favourite restaurant/pub.
• How often do they go? Why is it their favourite place?
• Does their family have a regular place they go to for
family meals?
a British ale
• Have they been going there for a long time? Why do b roast beef lunch
they like it? c roast lamb lunch
d landlord
e beer garden
Introduction
f play area
1a
As a class discuss how often you eat in a restaurant. Who
eats out the most? Who eats out the least?
1b
Discuss the questions in the activity with learners. Ask
them how a British pub is different from a pub in their 76 lesson 19
2
Learners match the pictures with the words. Reading
2 answers 3
Clockwise from the top: Write “word of mouth” on the whiteboard. Elicit/explain
a, d, b, c, f, e the meaning.
Ask learners how they choose a new restaurant or film to
watch.
Do they decide based on a newspaper review, website or
word of mouth?
3
Learners read the pub review and answer the questions.
Reading
3 Look at the pub review above. 4 Read the pub review and answer the questions.
Find the answers to these questions: a When did the pub open?
b When did the pub start serving good food?
What’s the name of the pub?
c When did Dave buy the pub?
Which three things from activity 2
d Is the pub still open?
are mentioned? e Does the pub still serve good food?
f Does Dave still own The Red Lion?
lesson 19 77
3 answers
The Red Lion Pub
landlord, British ale, roast beef lunch
4a-f
Learners read the pub review and answer the questions.
4a-f answers
a) 500 years ago
b) 10 years ago
c) 10 years ago
d) yes
e) yes
f) yes
5a-e b
c
Since he started, the pub has been serving excellent food.
Dave has owned The Red Lion for ten years.
Ask learners to the read sentences a – e then in pairs d It’s been the most popular pub in the area since Dave Roberts took over as landlord.
write the letters in correct boxes. e I’ve known it for ten years.
5a-e answers Which sentences talk about actions? actions that started
actions: Write the letters in the blue box.
in the past and are
continued/repeated a
a) The Red Lion has been selling beer for 500 years. Which sentences talk about states? until the present
Write the letters in the pink box.
b) Since he started, the pub has been serving excellent food.
d) It’s been the most popular pub in the area since Dave Underline the main verbs in the
states that started
in the past and
Robert’s took over as landlord. sentences that you lettered in the continue until the
present
pink box.
These are called state verbs.
states: We don’t usually use state verbs We use for with a
a long time
for five years
c) Dave has owned the Lion for ten years. in -ing forms. period of time.
twelve months
c) studying
d) known
8
Feedback as a class.to check answers. Track 43 Learners listen and check answers.
Feedback as a class.
Interact
11 You are going to talk about someone or something that you have known for a long time.
Choose either option A or option B. Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
Option A Option B
Choose a person you have known for a long
Choose a place you have lived or have known
for a long time, for example: time, for example:
In a private lesson
a town, a restaurant, a holiday destination a friend or a colleague
Ask the learner about a place they’ve lived or person
Make notes about: Make notes about:
• When did you first go there? • When did you first meet them? they’ve known for long time.
• Why do you keep going there? • How often do you see them?
• How has it changed? • What do you usually do together? Example: “What’s your favourite pub?”
• Has your relationship changed?
Then ask follow-up questions from the box. Make sure
they use the structure from the lesson in their answers.
a Make notes.
Change roles. Ask and answer questions.
b Work with a partner. Tell your partner about the place or person.
lesson 19 79
Sounding natural
9a-d
Track 43 Learners listen and mark the stress in each
sentence.
9a-d answers
See CD script for Track 43 - answers bolded
10
Learners practice saying the sentences.
Interact
11a
Explain to learners they’re going to talk about someone
or something that they’ve know for a long time.
Learners choose option a or b then write brief notes
about their topic.
Encourage learners to keep their notes brief. Only write
keywords or phrases. This will force them to ‘speak’ rather
than just read from their notes.
UNIT 7
In this lesson - Tell a true personal story
Core activities - 1- 5, 8
Grammar - Past perfect simple for narration Introduction
1 Work with a partner.
We use the present perfect simple to talk about an action Look at the picture of Mary.
that happened before another action in the past. What do you think her problem is?
How do you think she feels?
Example:
When I got to the station, I realised I’d forgotten my purse.
He failed the test because he hadn’t studied
Introduction
1
Direct attention to the picture on page 80 and introduce
the woman (Mary). Elicit some ideas as to how she feels.
Learners work in pairs to discuss the questions in the
activity.
Feedback as a class.
1 answers
Clockwise from top left: c, g, a, f, b, e, d
Listening
2
Tell learners they’re going to listen to Mary telling the
story of what happened to her.
Direct attention to the pictures in activity 2. Explain 80 lesson 20
that these are all things in Mary talks about. Elicit what is
happening in each picture.
Ask learners to listen and number the pictures in the
Track 44 (page 151, Student book) 0:52
order they hear them.
Mary - I left my house at 7 o’clock yesterday morning and
rode my bike all the way to the train station. I put my bike
Track 44 Play CD.
into the bicycle park. When I got into the station, I couldn’t
Feedback in pairs and then as a class.
find my purse in my handbag – I realised I’d left it on the
2 answers kitchen table at home, before I left the house in the morning
Left column top to bottom and cycled to the station. I couldn’t pay to get my bike out
3, 1 of the park, because all my money was in my purse. I called
Middle column top to bottom
my husband and asked him to get my purse and drive down
4, 2, 6
Right column top to bottom to the station, but he just laughed and told me to get a taxi
5, 7 back to the house.
3
Go through statements in activity. Check understanding.
Track 44 Play CD. Learners listen again and circle
true (T) or false (F).
In pairs, learners correct the false sentences.
Listening
2 Track 44 Listen to Mary’s story. While you listen, look at the pictures below.
Number the events from 1-7 in the order Mary mentions them.
called my husband
lesson 20 81
3 answers
F: The story happened yesterday morning.
T
T
F: She realised she had forgotten the purse when she got to
the station.
4
correct places on the timeline.
What does she talk about using the past perfect simple?
- I’d left my purse
4 answers continued
We use the past perfect simple to talk about an action that
happened before/after another action in the past.
We form the past perfect simple with had + continuous/past
participle.
82 lesson 20
Extension
Draw a timeline similar to the one in the yellow box. Write
similar sentences on the board (e.g. When I arrived at the Extension
party, you’d already gone home.) and have learners map the Ask the learners to close their books. Ask learners questions
events on the time line. related to activity 5 and elicit answers.
a) What did I ask her?
b) Why did he fail the test?
Practice c) What happened when they arrived at the cinema?
d) What was wrong when they arrived at the restaurant?
5a-d
In pairs. Learners complete the sentences with correct 5a-d answers
form of the verbs in the brackets. Read example and a) You asked her what she’d bought for dinner.
check learners understand activity. b) He hadn’t studied.
c) The film had already started.
Track 45 Learners listen and check answers. d) It hadn’t opened (yet).
8a
7 Underline the stressed words in sentences b – d of activity 5.
Tell learners they’re going to tell a story about something
Track 45 Listen again and copy the pronunciation.
that happened to them in the past. Learners choose a
topic from the list. (Something embarrassing, starting a
new school, etc.)
Interact
8a You are going to tell a story about something
event / action
8b
that happened to you in the past.
Use one of these ideas, or one of your own.
Learners write the events in their story in the order they
1
happened in the table.
• Something embarrassing that happened 2
Model the activity on the board with a story of your own.
• Something that happened at work 3
Monitor and assist as necessary.
• A time you forgot something 4
Feedback as a class.
Sounding natural
6
Track 45 Play CD and stop the recording after the
first sentence.
Highlight the stressed words in the sentence.
7
Track 45 Learners listen for the stressed words.
Pause after each sentence to give learners time to
underline the stressed words.
7 answers
a) I asked her what she’d bought for dinner.
b) He failed the test because he hadn’t studied.
c) When we arrived at the cinema, the film had already
started.
d) We went to the restaurant, but it hadn’t opened.
UNIT 7
In this lesson - Give advice to first-time visitors
Core activities - 3-8, 10
Function - Giving advice: should, shouldn’t, it’s nice to, Introduction Reading
1a Look at the hand gestures on this page. 2 You are going to read an article on business manners.
you don’t have to In which countries are they rude? What do you think the article will say?
Write P (polite) or R (rude) next to the Underline the best option in each sentence below.
countries under each picture.
a Good manners are important / are not so
1a
c Knowing about different countries’ manners
the countries under the pictures. Learners write P (polite) appointments entertainment
Picture b
or R (rude) next to the countries. Go over an example to business cards gestures
make sure learners know what to do. Monitor and assist clothes language
as necessary.
4 Read the article again and circle M (Mexico) or I (India)
1b 2 Brazil ...................
next to each statement below to decide if it is advice
for Mexico or advice for India.
Feedback as a class. Draw attention to the answers on Turkey .................
If you are a woman, wear a suit
the USA ............... a M I
page 85. Learners check to see how many they guessed or a dress.
correctly. Picture c
b It’s OK to be late for social events. M I
5a-c
move away, because this is impolite. at something you should do it with your chin.
lesson 21 85
3
Learners read the article to check their ideas in activity 2,
then underline the topics the article talks about.
Set a time limit to encourage learners to skim the article
for answers – point out that learners only need to read
the first paragraph and look at the article’s subheadings
to find the answers.
Monitor and assist as necessary.
Feedback as a class.
3 answers
appointments clothes entertainment gestures
section. Learners write letters to match the underlined c you don’t have to be on time It isn’t necessary, but people will
for social events be pleased if you do it.
words with the meanings on the right. Go over the
d it’s nice to take a box of chocolates It isn’t necessary to do it.
example to make sure learners know what to do. Monitor
and assist as necessary. should
(you) shouldn’t + base form of the verb
don’t have to
Feedback in pairs and then as a class.
it’s nice to + base form of the verb
6a-d answers
a) women should wear a suit or a dress - It’s a good idea to Practice
do it. 7 Underline the best option in each piece of advice below.
b) you shouldn’t put your hands in your pockets - It’s a bad a You don’t have to / You shouldn’t play loud music late at night.
idea to do it. b If you want to lose weight, you should / you shouldn’t eat fast food.
c) you don’t have to be on time for social events - It isn’t c You don’t have to / You shouldn’t be late for meetings.
necessary to do it. d If your tooth hurts, you should / it’s nice to go to the dentist.
d) it’s nice to take a box of chocolates - It isn’t necessary, e You shouldn’t / It’s nice to remember your friends’ birthdays.
but people will be pleased if you do it. f The restaurant isn’t busy so you don’t have to / you should book.
Language focus
7a-f
Go over explanations and examples with learners and
answer any questions they may have.
7a-f answers
a) You don’t have to / You shouldn’t play loud music late at
night. 86 lesson 21
b) If you want to lose weight, you should / you shouldn’t eat
fast food.
c) You don’t have to / You shouldn’t be late for meetings.
d) If your tooth hurts, you should / it’s nice to go to the Sounding natural
dentist.
e) You shouldn’t / It’s nice to remember your friends’ 8a
birthdays.
Track 46 Play the CD. Learners listen for what
f) The restaurant isn’t busy so you don’t have to / you
happens to the underlined letters in the sentences.
should book.
Feedback as class.
8a answer
The /t/ tends to be elided (not pronounced) in connected
speech.
7
Track 46 Learners listen again and copy the
pronunciation.
Interact
9a Work with a partner. Choose one of the situations below.
b Use the table below to make notes for a presentation to a visitor to your country about the situation you chose.
situation:
lesson 21 87
Interact
9a
Go over the situations with learners and check
understanding. In pairs, learners choose one of the
situations in the activity.
9b
In pairs, learners use the table to make notes for a
presentation to a visitor to their country about the
situation they chose. You may like to make notes of your
own on the whiteboard for one of the situations as a
model, and to illustrate how to make notes in English.
Allow learners time to think and make notes. Monitor and
assist as necessary.
9c
Learners give their presentation to the class. Monitor,
but stay in the background as much as possible in this
activity.
UNIT 8
In this lesson - Discuss the future
Core activities - 1-8, 10
Grammar - will and will have for talking about the future
Example:
Next month, I’ll have finished my course and will take an
exam.
Introduction
1
Learners work in pairs to match the pictures with the
words a-i in the box.
1 answers
Top left to right: d, e, g, f, i
Bottom left to right: b, c, a, h
Introduction
2a+b 1 Work with a partner.
a the environment
b world population
Discuss questions as a class. Match the words in the green box with the pictures above.
c food production
2 a Are you an optimist (= you think the future will be
d computing
2c
better than now) or a pessimist (= you think the future
will be worse than now)? e robotics
Check words and phrases in the box at the bottom of the b Are you optimistic about some things and pessimistic f medical research
page (draw diagrams on the board and elicit phrases to about others? g the common cold
describe them). c Work with a partner. Choose three things from activity 1. h space flight
Discuss how you think they will change in the future. i pollution
Listening
3 Track 47 (page 151, Student book) 0:51
In the future, the world will be very different. By 2060,
Track 47 Learners listen for five things from activity
population worldwide will have risen to 10.5 billion, and
1 which the speaker mentions.
Emphasise that learners do not have understand countries like China, India and Brazil will have grown in
everything to answer this question. importance. We’ll need 70% percent more food to feed all
Feedback in pairs, then as a class. these extra people, and this means food prices will be much
higher than they are now. Technology will have changed
3 answers
completely in 50 years’ time. We won’t use keyboards to
population, food, computing, robotics, medicine, the
common cold control computers; instead we’ll just talk to them and tell
them what to do. Robots will do most boring, low paid
jobs. People won’t work so hard and will enjoy much more
Teaching tip – listening for specific information free time. Perhaps the biggest changes will be in medicine.
(listening for keywords)
People will live longer and get sick less. We’ll have found the
This where learners have an idea of the words, or kinds
of words, they are listening for. We listen like this, in cure for many diseases including, perhaps, cancer. We won’t
everyday life, when we listen for information in airports, be able to cure everything, though – for example, we won’t
or stations. This is the listening skills equivalent of have found a cure for the common cold!
scanning a text. Asking learners to listen for keywords
develops this skill, and also helps them gain confidence
for more detailed listening tasks.
Listening
3 Track 47 Listen to someone talking 4 Track 47 Listen again. Answer the questions below.
about the world in the future. a What year is the person talking about?
Which five things from activity 1 does b What does he say about:
the person mention?
• population
• food prices
• robots
• illness
lesson 22 89
4
Track 47 Learners listen again and answer the
questions in the activity.
Emphasise learners do not have to write the exact words
the speaker uses, just the general idea.
4 answers
(again, with b, accept any answers that give the gist of what
the speaker says)
a) 2060
b) The population will have risen.
Food prices will be much higher.
Robots will do most boring, low paid jobs.
People will live longer and get sick less.
We won’t have found a cure for the common cold.
5
Class discussion.
Ask learners if the agree with the speaker or not.
6
In the future, the world will be very different.
a In the future, the world will be very different.
Learners work in pairs to discuss and write statements a-f b By 2060, population worldwide will have risen
in the table. to 10.5 billion.
With b/ ask: “When will the population become 10.5 f We won’t have found a cure for the common cold.
million – in 2060, or before 2060?” (Answer is – before).
Write the sentences in the correct place in the table.
Talking about something that happens /doesn’t happen at a will / won’t + base form of the verb.
point in the future. 2 We can talk about something that happens / doesn’t happen before a point in the future with
+ + past participle form of the verb.
a, d, e
Underline the correct option.
Talking about something that happens/doesn’t happen 3 “by” = “not later than” / “from now”
before a point in the future. “in.....time” = “not later than” / “from now”
b, c, f
Practice
7 8 Work with a partner. Complete the
a I ‘ll arrive home at 6.30 this evening.
Learners complete the sentences to form rules. sentences with the verbs from the box. b By this time next year, my English a lot.
Put the verbs into the correct form
c In five years’ time, computers much cheaper.
using will or will have.
7 answers Use each verb only once. d In 100 years’ time, we any money.
1) will/won’t + base form of the verb. improve arrive e We’ll for 10 years, next month.
not use have
f Call me after eight. I dinner by then.
2) will/won’t + have + past participle be married become
8 answers
See CD script for Track 48 - answers underlined. Interact
Interact
10 You are going to discuss the future with a partner.
• How will your life be?
• What will you have done?
• How about your partner? (Guess!)
• What about your country and the world?
by the end
of next year
in three
years’ time
by the
end of the
decade
in 15 years’
time
b Discuss your ideas with a partner. Do you agree? Why? Make notes.
c Tell the rest of the class. Which pair agreed the most? Which pair agreed the least?
lesson 22 91
10b
In pairs, learners discuss their predictions and make
notes on their partner’s responses.
10c
Learners tell the class what they discussed.
Decide which pair agreed the most, and which pair
agreed the least.
Monitor the learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
Feedback as a class.
UNIT 8
In this lesson - Discuss advantages and disadvantages
Core activities - 1-6, 9
Vocabulary - Although, however, even though, and Introduction
1 Have you ever lived in the
despite to contrast ideas countryside?
When we contrast ideas we use: although/however/even If yes, did you enjoy it? Why?
If no, would you like to in
Example: the future? Why?
Introduction
1
As a class discuss the questions in the activity.
Reading
3 You are going to read about John and his family.
John mentions some advantages and disadvantages from activity 2.
Read the text and underline them.
lesson 23 93
4 answer
Advantages:
long walks at the weekend, lovely, fresh, local vegetables,
big garden, school is only ten minutes on foot
Disadvantages:
very long journey to work, there isn’t much to do in the
evenings, village shop is very small, local hospital is miles
away
5a
As a class discuss the questions in the activity.
5a possible answer
There are some negatives but overall he seems to like living
in the countryside.
5b
Ask learners if they would like to live in the same place as
John. Why? Or why not? Write learners opinions on the
whiteboard and compare answers.
Elicit from learners the contrasting ideas in each example We love the peace and quiet and the beautiful views, even though Wingerworth has no restaurants
There isn’t much to do in the evenings. However, my wife and I can go for long walks at the weekend.
Give learners a few minutes to think of some examples of
their own.
Elicit parts one and two from the example sentence on Although I have no money, I’m very happy.
the board. b My mother hates travelling. She’s coming to visit me next week. (despite)
e I should finish work at seven p.m. I have to finish this report, so I‘ll stay late. (however)
6a-f
Learners complete the sentences using the prompts f I caught my usual train. I left the house late. (even though)
6a-f answers
See CD script for Track 47 - answers are underlined.
94 lesson 23
Track 49 Learners listen and check answers.
8
Learners practice saying the words with the correct
intonation.
Interact
9 Write at least three advantages and three Living in the city
disadvantages to the following situations.
Having a pet
try
Living in a foreign coun
10 Work with a partner. Compare and discuss your ideas. Are they different?
example - I think living in the city is expensive, although there are lots of shops and restaurants.
- That’s true, but...
lesson 23 95
Interact
9
Explain to learners they’re going to write 3 advantages
and 3 disadvantages for the topics in the activity (living
in the city, having a pet, and living in a foreign country).
Write an example on the whiteboard and check learners
understand activity.
Example:
Living in the city
Advantage: nightlife
Disadvantage: crime
10
Learners work in pairs to compare and discuss their ideas.
Read example and check learners understand activity.
Remind the students to use words for contrasting ideas.
11
As a class discuss the learners’ ideas. Monitor learners’
use of vocabulary and language. Note good use of
vocabulary and language and/or errors and mistakes.
Feedback as a class.
UNIT 8
In this lesson - Discuss what pets are suitable for different
kinds of people
Core activities - 1-6, 8 Introduction
1 Work with a partner.
Skills - Extended speaking and vocabulary Match the pictures with the names of the animals.
Warmer
• Learners can also take turns thinking of items for others 5 stag beetle 11 canary
Introduction
1
Learners work in pairs to match the names of animals
with the pictures.
1 answers
(clockwise from top left): 11, 2, 3, 9, 8, 6, 10, 12, 7, 5, 4, 1
96 lesson 24
2
In pairs, learners write the animals from activity 1 into
the correct column. Interact 1
Feedback as a class.
2 answers
4
Go through questions a-f with learners and check
fish/shellfish: crab, guppy
understanding. Demonstrate activity by writing some
birds: canary, parrot
notes on the whiteboard about yourself. Allow learners
mammals: guinea pig, alpaca
time to think and make notes.
insects: moth, praying mantis, stag beetle
Monitor and assist where necessary.
reptiles: snake, gecko, iguana
5
Learners write two more questions about pets or animals.
3 Monitor and assist as necessary.
In pairs, learners discuss which pet from activity 1 makes
a good pet and why. 6
In pairs. Learners ask and answer the questions from
Feedback as a class. activity 4 and 5.
Encourage learners to ask follow-up questions and give
extra information.
Feedback as a class.
crab
3 Which of the animals in activity 1 make good pets? Why do you think so?
Interact 1
4 Look at the questions below and think about your answers. Make notes.
b Did you have any pets when you were a child? If yes, what? If no, why not?
c Do you have any pets now? If yes, what and why? If no, would you like one? Why?
d If you could have any pet, what would you like? Why?
e Are there any animals you think don’t make good pets? Why?
lesson 24 97
7a A
high-maintenance
B
docile
Learners work in pairs to match the words from column A
unfriendly beautiful
with their opposites in column B.
irritating affectionate
Feedback as a class. Elicit what kind of words these are
fierce cheap
(adjectives, apart from easy to look after, which is a
expensive calming
phrase).
ugly easy to look after
7a answers
b Which column has words with a positive meaning?
troublesome– easy to look after
cold – friendly c Choose animals from activity 1.
Think about some adjectives to describe them.
scary – calming Make some notes.
irritating – affectionate
fierce – cute cute friendly
ugly – beautiful/pretty guinea pig
small affectionate
7b
As a class – elicit which column has words with positive
meanings.
7b answers
Left column: negative
Right column: positive
d Work with a partner.
Take turns to describe your animals. Don’t use the name of the animals.
7c You have three chances to guess your partner’s animals.
Learners work on their own to make notes. They choose example - It’s small and cute and very friendly.
an animal from activity 1 and think about some - Is it a canary?
- Sorry, no!
adjectives to describe them. They can use the adjectives
from activity 7 or other adjectives they know.
7d 98 lesson 24
Learners work in pairs. They take turns to describe the
animal they chose in activity 7c without saying its
name. Partners have three chances to guess the animal.
Write an example on the whiteboard and check learners Interact 2
understand the activity.
8a
Feedback – learners tell the class what animal their Leaners work in pairs. They read the list of animals in
partner chose, and whether they were able to guess it. column A. Tell them to add two more animals to the list.
Ask the learners which animals from their list would
make a good pet for a family with children.
Tell them to rank the animals from 1 – 10 (1 = best, 10 =
worst) in column B.
8b
Similar to activity 8a, but this time for a busy, single
person. Rank them from A – J (A = best, J = worst) in
column C.
8c
In different pairs or in a small group, learners share and
explain their choices. The pairs or small groups choose
the best three pets fro a family with children and for a
busy, single person.
Feedback as a class.
Useful language
asking for opinions giving opinions disagreeing agreeing
Yes, possibly, but...
I agree.
What do you think Personally, I think... Yes, perhaps/maybe, but...
I think so too.
about...? because...
I’m not sure, how/what
Definitely.
How about...? In my opinion... about...?
You could be right, but...
lesson 24 99
Extension
Books closed. Elicit all adjectives used in lesson and write on
the board. Put learners in teams and give them one minute
to study the words.
Erase words from board. Set a time limit for teams to
remember and write down (with correct spelling) all the
words. Elicit words and spellings back on to the board. (Or
have learners come up and write them themselves).
If learners would like it, you could award points.
UNIT 9
In this lesson - Tell a story about your neighbourhood
Core activities - 1, 3-8, 11
Grammar - Defining relative clauses Introduction
We use ‘defining relative clauses’ to describe or make
clear what we are talking about.
1 100 lesson 25
Learners match the kinds of people and kinds of places
with words from the column on the right. Read example
and check learners understand activity.
2
1 answers Elicit which two words from activity 1 that can be used
Someone that enjoys meeting and talking with other people to describe both people and places. Ask learners to write
– sociable them in the empty boxes on the right.
a person that thinks about how other people feel –
considerate 2 answers
a person who always gives support to other people – loyal quiet; lively
someone who doesn’t tell lies – honest
Learners put the words in order to make definitions and
a neighbourhood which has lots of cafes and interesting write them in the boxes.
shops – lively 2 answers continued
a neighbourhood where you need a lot of money to live – Someone who doesn’t say much. – quiet
expensive A person who has a lot of energy. – lively
a place where nothing much happens – quiet
a place where the buildings and roads are old and in bad 3a-h
conditions – run –down Learners read the sentences and tick the ones that are
true for them.
Feedback in pairs and then as a class.
3a-h answers
Answers will vary
Practice 1
Language focus 1 we can use... when we describe...
5 Read the sentences in activity 3.
The underlined phrases (‘relative
who / that people
6a-d
clauses’) describe what we are talking
about.
/ that things
Learners complete the sentences with the correct relative
We can use different pronouns and which / places pronoun.
question words (bold in activity 3)
places (saying what happens there)
when we describe different kinds of
things. time
6a-d answers
/ that
Complete the table. a) that b) who c) where d) which
Practice 1
6 Complete the sentences below with the correct relative pronoun.
a I don’t like cafes that allow smoking.
b I met a man yesterday made me laugh.
lesson 25 101
4
Learners change the sentences that they didn’t tick in
activity 3 to true.
Elicit corrections for one or two sentences first.
e.g. I like people who are lively.
Monitor and assist as necessary.
Encourage to use the existing sentences in activity 3 as
models.
4 answers
Answers will vary
Language focus 1
5
Read through the explanation.
7a
I’m the kind of person who remembers people’s names.
7b
Go through the example sentences with the learners.
b Underline the correct option to complete the rule:
7b answers We don’t need to use a relative pronoun when we are describing the subject / object of the sentence.
a I fell in love with someone. I met her at the dance last night.
I fell in love with someone I met at the dance last night.
8a-f
d Have you read the book? I lent it to you.
Learners join the sentences using relative clauses. When
necessary use relative pronouns. Read example and e Do you remember the time? We went to Kyoto then.
8a-f answers
9
(relative clauses in brackets where they are not needed). Track 50 Listen and check.
9
Track 50 Learners listen and check answers.
Sounding natural
Track 50 (page 152, Student book) 1:28
a) I fell in love with someone I met at the dance last night. 10a
b) I lost the ring you gave me for my birthday. Track 50 Learners listen again and mark the stressed
c) I saw a movie last week which made me cry. words.
d) Have you read the book I lent you?
e) Do you remember the time we went to Kyoto? 10a answers
f) That’s the place I met you. a) I fell in love with someone I met at the dance last night.
b) I lost the ring you gave me for my birthday.
c) I saw a movie last week which made me cry.
d) Have you read the book I lent you?
e) Do you remember the time we went to Kyoto?
f) That’s the place I met you.
10b
Track 50 Learners listen again and repeat the
rhythm.
Interact
11 You are going to tell a story about something that happened in your neighbourhood.
a Make notes and plan what you will say. Think about:
• What happened • When it happened • Where it happened • Who was there • How you felt
Try to use four relative clauses in your story.
For example:
...something which happened last year...
...the man who lives next door...
...the park where I walk my dog...
lesson 25 103
Interact
11a
Explain to learners that they’re going to tell a story about
something that happened in their neighbourhood.
Tell them to use the prompts to make brief notes about
what they will say.
Point out that learners should try to use four relative
clauses in their stories.
Model with notes about a story of your own on the
whiteboard.
11b
Learners work in pairs to tell their stories.
Monitor the learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
11c
Learners tell class about their partner’s story.
Feedback as a class.
Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
UNIT 9
In this lesson - Talk about when you were a child
Core activities - 3-6, 8-9
Grammar - used to for repeated actions and states in the Introduction
1a Work with a partner. Look at the pictures and decide which show a successful life and which show a hard life.
past Write S (successful life) or H (hard life) in the boxes.
Examples:
He used to be rich.
She used to hate him.
She didn’t use to do any exercise
Introduction
1a
Use one or two of the pictures to elicit or teach ‘hard
life’ (in this context, a life with little or no money) and
‘successful life’ (in this context, material success).
In pairs, learners look at the pictures and write S
(successful life) or H (hard life) in the boxes. 4 bread and water 5 no home 6 an old van
for dinner
Feedback as a class.
1a answers
1) steak for dinner - S
2) limousine - S
3) lots of money - S
4) bread and water for dinner - H
5) no home - H 7 a castle 8 no money 9 a private jet
7) a castle - S
104 lesson 26
8) no money - H
9) a private jet - S
1b 2b
Round off the activity by discussing the question as a Assure learners that they will listen to the interview more
class. than once, and that they do not have to understand
every word. At this point they are just listening to get a
general idea and check the guesses they made in activity
Listening 2a.
Feedback as a class.
2a
Direct attention to the picture of Bob Jones.
In pairs, learners discuss what they think Bob Jones does Track 51 Learners listen to check their ideas about
and whether he is successful. Bob Jones.
4a
complete what Bob says about his life 30 years ago.
1 I didn’t use to live in a castle. In pairs, learners complete what Bob says about his life
2 I
3 I
have an old van.
play my music in
30 years ago with used to or didn’t use to. Monitor and
small bars and clubs. assist as necessary.
4 Life be hard 30 years ago.
5 I have money.
4b
b Track 52 Listen and check. Track 52 Learners listen to check their answers.
5 Do you think Bob was happy 30 years ago?
Feedback in pairs and then as a class.
4b answers
1) I didn’t use to live in a castle.
lesson 26 105
2) I used to have an old van.
3) I used to play my music in small bars and clubs.
4) Life used to be hard 30 years ago.
5) I didn’t use to have money.
2b answer
Bob is a rock star / rock musician and he is successful.
Track 52 (page 152, Student book) 0:44
Track 51 (page 152, Student book) 1:34 1) I didn’t use to live in a castle.
DJ - Good morning and welcome to all our listeners on 2) I used to have an old van.
WGFM. My guest on today’s show is legendary rock star, Bob 3) I used to play my music in small bars and clubs.
Jones. It’s good to see you, Bob. 4) Life used to be hard 30 years ago.
Bob - It’s nice to be here, Marty. 5) I didn’t use to have money.
DJ - Bob, you’re known today for your millionaire, rock and
roll lifestyle. You have lots of money, a private jet… You live 5
in a castle and you drive everywhere in a limousine. But I Discuss the question briefly to round off the activity.
Learners will have to make inferences to answer this
believe life wasn’t so good for you 30 years ago.
question.
Bob - 30 years ago? No. Life wasn’t so easy. I didn’t use to live
Point out to learners that to answer a question like this
in a castle… And no limousines or jets – I used to have an they have to pay attention to the emotion conveyed by
old van. intonation as much as specific words or phrases.
DJ - A van?
Bob - That’s right, Marty. A friend gave me an old, white 5 answers
van. I drove that van all around this country. I used to play Bob’s tone implies that, though life was hard, he was happy
my music in small bars and clubs – I played anywhere that with his life 30 years ago.
would give me a chance. He also says that that they were ‘great days’, that he ‘didn’t
DJ - So life was hard? worry’ and that it was ‘fun’.
Bob - Yes, Marty. Life used to be hard when I was young. I
worked hard. I didn’t use to have money. But, you know? I
didn’t worry. I had fun. They were great days.
Interact / Level 3_Teacher’s Guide 105
Language focus Language focus
We can use used to when we talk about repeated actions in the past.
Go over explanations and examples with learners. used to / didn’t use to + base form of the verb
Highlight the fact that we only use used to for repeated He used to drive an old van.
I didn’t use to go to the gym.
actions or states that lasted some time in the past – we She didn’t use to smoke.
don’t use it for something that only happened once (e.g. We can also use used to when we talk about past states.
I went for a holiday in France in 1990. NOT I used to go for a He used to be happy.
You may like to point out that the past simple can also be Where did you use to live?
Did you use to play tennis at school? Yes, I did. / No, I didn’t.
used to talk about past states and repeated actions in the
past (“I was happy when I was a teenager”/ “I used to be
happy when I was a teenager.”) Practice
6a Work with a partner.
Read the things Bob says about his life 30 years ago.
Underline the sentence that cannot be rewritten with used to / didn’t use to.
In pairs, learners decide which sentence cannot be 3 I drove that van all around this country.
rewritten using used to.
If necessary, remind learners that used to is not used for 4 I played anywhere that would give me a chance.
Feedback as a class.
6 I didn’t worry.
6a answers
7 I had fun.
Sentence 2 cannot be rewritten.
Elicit the reason why. b Rewrite the other sentences with used to / didn’t use to.
6b
In pairs, learners rewrite the other sentences with used
to / didn’t use to. Sounding natural
6c 7a
Track 53 Learners listen to check answers. Track 54 Learners listen for whether the underlined
parts of the sentences (use to / used to) sound the same
6c answers or different.
See CD script for Track 53 - answers in bold.
7a answers
They sound the same.
Track 53 (page 152, Student book) 0:57
1) Life didn’t use to be so easy. 7b
2) A friend gave me an old, white van. (unchanged) Learners listen again and copy the pronunciation.
3) I used to drive that van all around this country.
4) I used to play anywhere that would give me a chance. Track 54 (page 152, Student book) 0:23
5) I used to work hard. 1) People used to play records, but they didn’t use to play
6) I didn’t use to worry. video games.
7) I used to have fun. 2) People used to write letters, but they didn’t use to write
emails.
Interact
8a Work on your own. Read the questions below and make a note of your answers.
5. Did you use to play with dolls when you were young?
6.
7.
8.
9a Work with a partner. Ask and answer the questions from activity 8.
example - Did you use to like doing sport at school?
- No, I didn’t. I hated it, especially rugby. How about you?
b Tell the class about your partner.
example Tim used to hate doing sport at school…
lesson 26 107
Interact
8a
Read through the questions and check understanding.
You may like to make notes of your own answers to the
questions as a model, and to illustrate how to make notes
in English.
Allow learners time to think and make a note of their own
answers. Monitor and assist as necessary.
8b
Learners write three more questions about childhood
and add them to the list of questions in activity 8a. You
may like to first elicit some possible questions from the
class as a whole.
Allow learners time to think and write. Monitor and assist
as necessary.
9a
In pairs, learners ask and answer the questions on their
lists. Highlight the example and encourage learners to
give additional information in their answers.
Monitor, but stay in the background as much as possible
in this activity.
UNIT 9
In this lesson - Give advice about social ‘rules’.
Core activities - 1-7, 9
Functions - Giving and explaining rules. Introduction
Modal verbs - Giving and explaining rules.
Example:
You have to take your shoes of when you go into a Japanese
house.
You don’t have to wear a tie in summer.
You must try to be nice to everyone.
You mustn’t drink too much.
You should try to say “hello” to everyone.
You shouldn’t swim right after eating.
the bride’s father
Warmer
1 108 lesson 27
Learners match the words from the box with the pictures
in the activity.
1 answers
clockwise from left:
Reading
the bride’s father, the bride, the best man, the groom, the
bridesmaid.
3a-f
Learners work in pairs and write ‘T’ or ‘F’ next to the rules
about weddings in the UK.
Extension At this stage, don’t teach the structure. Instead, let the
Elicit/teach other members of a wedding party. learners ‘notice’ how modal verbs are used in a sentence.
Example: Maid of honour (AE), usher/groomsman, ring
bearer, flower girl, and vicar/priest. Teaching tip - noticing
Encourage learners to notice features of language
being used. This aids retention and helps learners study
2 language more autonomously.
Tell learners to work in pairs and discuss the questions in
the activity. Then have learners tell the class about their
partners. 3a-f answers
a) F
b) F
c) T
d) F
e) F
f) F
Reading
3 Work with a partner. Read the ‘rules’ about weddings in the UK below.
Which do you think are true and which do you think are false? Circle T or F.
At a western style wedding there are usually three The bride’s father has to give the bride to the
stages. They are the ceremony, the reception and groom during the ceremony. At the reception the
an evening party. Family and friends are given bride’s father usually gives a speech after the meal.
jobs and responsibilities and have to help at The bridesmaids have to help the bride on her
different times of the day. These include the best wedding day. After the ceremony the bride should
man, the bride’s father, and the bridesmaids. throw the bouquet of owers over her shoulder.
Traditionally, the groom shouldn’t see the bride’s After the ceremony there is usually a party called
dress before the wedding ceremony . The best man the ‘reception’. All the guests go to the reception.
should be the groom’s best friend and has many They don’t have to pay but they should take a
important responsibilities. He has to accompany gift for the bride and groom. At the reception the
the groom to the ceremony and mustn’t forget to bride and groom and their families have to line
bring the rings. He also has to give a speech at up and welcome all the guests. The bride and
the reception. This is usually about the groom, groom should be the rst people to leave at the
but it shouldn’t be too embarrassing for him. end.
lesson 27 109
4
Learners read the article, and then check their answers in
pairs.
5a-f
Learners write correct sentences for the false ones. Read
example and check learners understand activity.
5a-f answers
a) The best man mustn’t forget to bring the rings to the
ceremony.
b) The bride’s father usually gives a speech at the reception.
d) The bridesmaids have to help the bride on her wedding
day.
e) The guests don’t have to pay for the reception.
f) The bride and the groom should be the first people to
leave at the end.
6 Look at the table and write the words next to their use.
Learners at this level should be familiar with modals verbs words use
Learners write words from the box next to their use. you feel it is necessary to do something
Don’t have to – you do not need to do something you advise someone not to do something
Must – you feel it is necessary to do something
Mustn’t – you feel it is necessary not to do something
Should – you advise someone to do something Practice
7 Complete the sentences with the modal verbs in activity 6.
Shouldn’t – you advise someone not to do something a If we want to get the 11 o’clock train, we’ll have to leave now.
b I’m leaving work at 6 o’clock. If your friend wants a lift he be late.
Ask learners to work in pairs to find examples of each c You use your mobile phone on the train.
in activity 4. Give pairs a few minutes to think of some d My new apartment building has a lift, so we use the stairs.
examples of their own. e Don’t argue with your sister. You apologise.
f I haven’t spoken to my mother in a long time. I phone her tonight.
Practice
2 I think Elizabeth more carefully.
3 I a tie.
4 You remember to lock the building.
7a-f b Track 56 Listen again and mark the stress in each sentence.
Feedback as a class.
A Japanese hot spring
- wash yourself before you bathe Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes.
11
Ask the learners if they agree or disagree with their
classmate’s advice and why.
lesson 27 111
8c
As a class, choral drill the sentences. Then again
individually.
Interact
9
Tell the class they’re going to explain rules (etiquette) for
one of the places in the activity.
28I guess...
I guess...
UNIT 10
In this lesson - Guess about people’s lives
Core activities - 1-4, 6-7, 10
If time is short, reduce the number of people learners Introduction
1 Work with a partner.
speculate about in the Interact activity. Match the words with the pictures.
Warmer a do childcare
b play in the park
Introduction
1
Learners work in pairs and match words with pictures
Feedback as a class. 112 lesson 28
1 answers
Clockwise from top left: c, g, a, f, b, e, d
Teaching tip - speculation
Encourage learners to speculate and make guesses
before a Reading or Listening task. This activates their
Reading existing knowledge and gets them in the right frame
of mind for the task. It also adds interest to the task,
2 because learners listen or read to see if they were right in
Direct attention to the picture on page 113. what they guessed.
Explain that Mark and Mandy are married and that they
have a daughter Julie. 3
Encourage speculation on who does what in Mark and This is a scanning task. Learners read to find if their
Mandy’s family. guesses were correct.
Draw a 2 column table on the board headed ‘Mark’ and 3 answers
‘Mandy’, and put ticks in either column according to Mark: childcare, nursery, cooking, housework
which person learners think does each job. Mandy: park, commute, work in city
It’s not a problem if learners disagree – just record it. You
could also ask learners how sure they are about each 4a-c
guess - represent this by putting multiple ticks against Reading for detail.
each job. Go over the questions. Check understanding (e.g. ‘house
husband’)
Learners read and find answers to questions.
The questions are designed to draw attention to the
target language.
Reading
2 Work with a partner.
Mark and Mandy are married.
Guess which things in activity 1 Mark does and which things Mandy does.
My wife, Mandy, has a very good job in the city staff and mothers think I can’t be happy doing
so, when our daughter was born, we decided what I do. They think I must want to have a
that Mandy should continue working, and that ‘normal’ job like all their husbands. Some of
I should stay home and look after our daughter, them think there could be problems in our
Julie. I do all the shopping, cooking, housework marriage, or that I could be divorced!
and, of course, childcare. Mandy commutes to
Actually, Mandy and I are very happy. Being a
work every day.
‘house husband’ is very hard work, but I love
People say that attitudes to male and female spending lots of time with my lovely daughter!
roles have changed, but I don’t think this is Mandy spends time with Julie too, of course.
really true. When I take Julie to the nursery, the Every weekend she plays with her in the park.
lesson 28 113
Feedback as a class.
Ask learners to read out the places where they found the
answers.
4a-c answers
a) No. (They think he can’t be happy.)
b) A ‘normal’ job like their husbands. (They think I must
want...)
c) They think there could be problems – might be divorced.
5
Discuss the questions as a class.
Learners work in pairs to match the statements with Some of them think I might be
meanings. divorced.
They think it is possibly true.
Allow time for learners to read, discuss and work out Some of them think there could be
They think it definitely isn’t true.
problems in our marriage.
meaning. Monitor and assist where necessary.
The mothers think I can’t be happy
Feedback as a class. doing what I do.
They think it is possibly true.
6 suggested answers The underlined words in the box above are modal verbs.
They think I must want to have a ‘normal’ job. - They think it We can use these modal verbs to talk about how sure we are when we guess about something.
definitely is true. 7 What form of the verb do we use after these modals? Circle the correct option.
Some of them think I might be divorced. - They think it is past / present / base form of the verb
possibly true.
Some of them think there could be problems in our
Practice
marriage. - They think it is possibly true. 8 Underline the correct modal verb.
The mothers think I can’t be happy doing what I do. - They a I heard Billy’s passed his exam. He can’t / must be very happy.
think it definitely isn’t true. b His brother told me he’s just got divorced, so he might / must be feeling terrible.
c Billy can’t / must be from Australia because he doesn’t speak any English.
Draw attention to the underlined words in the example d There’s a knock at the door. It could / can’t be the postman.
sentences (must, might, could, can’t). e I don’t know where she is. She must / might be having lunch.
Read through the explanation and the bottom of activity f A: Who’s that woman with him?
6. B: I don’t know, but they can’t / must be very happy. Look at how they’re arguing!
g We don’t know what’s wrong with him. He must / might be sick.
h He works seven days a week, he can’t / must be exhausted.
7 i Look at the queue outside that restaurant! It must / might be very good.
Elicit what verbs follow the modals in the example Track 57 Listen and check.
sentences in activity 6.
Elicit what form these verbs are in (base form – the
giveaway is ‘be’ – ‘might be divorced’).
Learners circle correct option to complete the rule.
114 lesson 28
Practice
8a-i
Learners work in pairs to underline the correct option. Sounding natural
Monitor and assist as necessary.
9
Have learners read the sentences and underline the final
Track 57 Play CD. Learners listen to check. letters in the modals.
8a-i answers
See CD script for Track 57. Track 58 Learners listen to the CD, paying attention
to what happens to the underlined letters (They tend
to disappear – ‘eaten’ (‘assimilated’) by the following
Track 57 (page 152, Student book) 1:28 consonant).
a) I heard Billy’s passed his exam. He must be very happy.
b) His brother told me he’s just got divorced, so he must be Track 58 Play Track 58 again, pausing after each
feeling terrible. sentence for learners to repeat.
c) Billy can’t be from Australia because he doesn’t speak any
English. Track 58 (page 152, Student book) 0:38
d) There’s a knock at the door. It could be the postman. a) I heard Billy’s passed his exam. He must be very
e) I don’t know where she is. She might be having lunch. happy.
f) A: Who’s that woman with him? B: I don’t know, but they b) We don’t know what’s wrong with him. He
can’t be very happy. Look at how they’re arguing! might be sick.
g) We don’t know what’s wrong with him. He might be sick. c) Billy can’t be from Australia because he doesn’t
h) He works seven days a week, he must be exhausted. speak any English.
i) Look at the queue outside that restaurant! It must be very d) There’s a knock at the door. It could be the
good. postman.
Interact
10 Think about three people you know very well, and three people you don’t know so well
(for example, friends, family or even famous people).
Write their names below.
lesson 28 115
Extension
Practise the pronunciation with the sentences in activity 8.
Interact
10
Demonstrate activity – write names of three people you
know/don’t know so well on the board.
Elicit questions learners could ask. Encourage creative
questions (What’s his favourite dessert?) as well as
straightforward ones.
29How embarrassing
How embarrassing
UNIT 10
In this lesson - Discuss what you do in awkward situations
Core activities - 2-3, 5-6.
Grammar - Zero conditional
Examples:
If you drop a glass, it breaks.
When I have curry, I drink beer.
We go home early if we finish all the work.
1
What do you do if you are late for work?
Introduction
1a
In pairs, learners use the phrasal verbs in the box to
complete sentences 1-6. Go over an example to make
sure learners understand what to do. Monitor and assist
as necessary.
Introduction
1a Work with a partner.
Feedback as a class. Teach, drill and board any unknown Complete the sentences with the correct phrasal verbs from the box.
items. carry on give up cut down on switch off bump into pay back
1a answers 1 Are you going to carry on working after your baby is born, or will you quit work?
1) Are you going to carry on working after your baby is 2 My apartment is really small. I always my furniture.
born, or will you quit work? 3 Don’t worry. I’ll my seat if a disabled person or a pregnant woman needs it.
2) My apartment is really small. I always bump into my 4 Don’t forget to the air conditioner before you go to bed.
furniture. 5 He’s in trouble. He borrowed £10,000 from the bank and now he can’t the money.
3) Don’t worry. I’ll give up my seat if a disabled person or a 6 She smokes too much. She’s trying to cigarettes, but she says it’s very hard.
pregnant woman needs it. b Match the sentences from activity 1a with the pictures at the top of the page. Number them 1-6.
4) Don’t forget to switch off the air conditioner before you
116 lesson 29
go to bed.
5) He’s in trouble. He borrowed £10,000 from the bank and
now he can’t pay back the money.
6) She smokes too much. She’s trying to cut down on
cigarettes, but she says it’s very hard.
Reading
1b 2a
Draw attention to the questionnaire on the page. Go over
Ask learners to match the completed sentences with the
a few questions to make sure learners understand what
pictures on page 116. The learners number the pictures
to do. In pairs, learners read the questions and underline
1-6.
the best answers for themselves. Remind learners that
1b answers this is just for fun and not to take it too seriously.
Clockwise from the example:
2a answers
1, 6, 3, 2, 5, 4
Learner’s own answers.
2b
Feedback as a class. Learners share their responses with
the class.
Reading
2a Work with a partner.
Read the questionnaire below. Underline the best answers.
Questionnaire
1 If an elderly lady stands in front of me on 5 If a friend borrows money from me but forgets
the train, to pay it back,
a ...I give up my seat for her. a ...I ask them politely for the money.
b ...I hold up my newspaper so I can’t see her. b ...I forget about it. Friendship is more
important than money.
c ...I pretend to be asleep.
c ...I say, “Hey! Where’s my money!?”
2 When I want to talk to someone who is 6 If my friend has a terrible haircut and asks
speaking on the telephone, me how it looks,
a ...I say, “Excuse me,” and start to talk to them. a ...I tell them the truth.
b ...I wave my arms, tap my watch and shout, b ...I lie and say it looks nice.
“Hurry up!” until they nish speaking.
c ...I point and laugh.
c ...I wait quietly until they nish speaking.
3 If my mobile phone rings while I’m having a 7 If, in a restaurant, there is a y in my soup,
conversation with someone,
a ...I answer the phone. a ...I shout at the waiter and leave
the restaurant.
b ...I switch off the phone and call back later.
b ...I ask the waiter to take the soup away.
c ...I let it go on ringing and talk more loudly.
c ...I think, “Lucky me!” and eat it.
a ...I apologise and continue walking. a ...I tell them to cut down on eating
junk food.
b ...I shout, “Hey, you idiot! Watch where
you’re going!” b ...I don’t say anything.
c ...I hit them. c ...I tell them they look great and suggest
sh and chips for dinner.
lesson 29 117
Practice
When I call her in the morning, she never answers the phone.
She never answers the phone when I call her in the morning.
3a-f Questions
necessary.
Practice
Feedback in pairs and then as a class. 3 Complete the sentences with the correct form of the verbs in brackets.
a When he (get) sick, he (go) to the doctor.
3 answers b Mike only (do) the washing-up if I (help) him.
a) When he gets (get) sick, he goes (go) to the doctor. c If I (forget) a friend’s birthday, I always (send) a card later.
b) Mike only does (do) the washing-up if I help (help) him. d If I (call) Jane after nine o’clock, she never (answer) the phone.
c) If I forget (forget) a friend’s birthday, I always send (send) e When she (need) money, she usually (ask) her mother.
a card later. f If my father (cook) dinner, he always (make) curry.
d) If I call (call) Jane after nine o’clock, she never answers
Track 59 Listen and check your answers.
(answer) the phone.
e) When she needs (need) money, she usually asks (ask) her
4 Complete the sentences below with things that are true for you.
mother.
a When it’s cold outside, .
f) If my father cooks (cook) dinner, he always makes (make)
b I go to the doctor .
curry.
c if the weather is good.
d If I feel stressed, .
Track 59 Learners listen and check their answers. e If I miss the last train, .
5b
Track 60 Learners listen again and copy the
pronunciation.
Interact
6a Read the questions below about awkward situations. Make a note of your answers.
1. If you forget the name of the person you are talking to, what do you do?
2. When friends give you presents you don’t like, what do you do?
3. If someone asks you for directions to a place you don’t know, what do you do?
4.
5.
6.
b Write three more questions about awkward situations and add them to the list in activity 6a.
lesson 29 119
Interact
6a
Read through the questions with learners and check
understanding.
You may like to make notes of your own answers to the
questions as a model, and to illustrate how to make notes
in English.
Allow learners time to think and make a note of their own
answers. Monitor and assist as necessary.
6b
Learners write three more questions and add them to the
list of questions in activity 6a. You may like to first elicit
some possible questions from the class as a whole.
Allow learners time to think and write. Monitor and assist
as necessary.
7a
In pairs, learners ask and answer the questions on their
lists. Highlight the example and encourage learners to
give additional information in their answers.
Monitor, but stay in the background as much as possible
in this activity.
UNIT 10
In this lesson - Talk about homes and where you live
Core activities - 1-6, 8
Skills - Extended speaking and vocabulary Introduction
1 Work with a partner.
Match the words with the pictures of places to live.
Warmer
b house f caravan
their places. boat
g penthouse
c mansion flat
• They should describe how big their place is, and any
d bungalow h cottage
special features it may have.
• Remind them they’re trying to sell their place so they
should try to make it sound good.
• Write an example on the whiteboard and check learners
understand the activity.
1 3
Learners work in pairs to match words with the pictures. Ask learners which places they would like to live and why.
They letter the boxes. Extension
1 answers Ask learners to describe their dream home. How many
Clockwise from the top: a, d, f, g, b, c, h bedrooms, floors, bathrooms? How big is the garden? Is it in
the city or the countryside?
Extension
Elicit from learners unusual places to live (i.e. log cabin, cave,
igloo, castle, etc). Why would these places be good/not good
to live in? Why?
2
Learners write words from activity 1 in the correct
columns.
lesson 30 121
Interact 1
4a
Learners work in pairs. Ask them to read the list of places
to live, then add two more.
4b
Ask learners which places on the list would be a good
home for a family with children. Rank them from 1 – 10 (1
= the best place, 10 the worst place). Tell them to make
notes for their reasons.
4c
Learners do the same as in activity b, except this time
they decide which place would be good for a weekend
holiday. Rank them from A-J (A = the best, J = the worst)
6a A
quiet
B
polluted air
Learners work in pairs to match words in column A with
convenient interesting / lively
their opposites in column B.
good, clean air lots to do
crowded – deserted b Can you think of any similar words or phrases for describing life
not much traffic – too much traffic in the city or the countryside?
lots of open space – not much open space
7 Work with a partner.
Read the list of places in the green box below.
Ask learners which of the words in column a or b describe
their place. • A shopping centre on a Saturday afternoon
• A hiking course in the winter
Focus learners’ attention on the list of places in the box. example - It’s crowded, but convenient.
Explain that the aim of this activity is to choose a place, - Err, a motorway during a
national holiday?
describe it without saying what it is. Their partners will - No, it’s busy and you go there if you
guess what that place is, and then change roles. Read like buying things.
- Ah, I know, it’s a shopping centre on a
example and check learners understand activity. Saturday afternoon!
A: Correct!
9
Learners work in pairs to ask and answer questions from
activity 8. Encourage learners to ask follow-up questions.
Monitor the learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
Feedback as a class.
a In the future, would you like to live in a city or the countryside? Why?
b If you went on holiday, would you prefer to visit a city or the countryside? What would you do?
c Do you like shopping? If no, why not? If yes, where do you usually go and why?
e Would you like to have another house abroad? If yes, where and why? If no, why not?
example - In the future, would you like to live in the city or the countryside?
- Personally, I’d enjoy living in the countryside because of the fresh air.
- Really?
- Yeah, I also like quiet, open spaces so I guess it would suit me.
lesson 30 123
31Special offers
Special offers
UNIT 11
In this lesson - Make a radio advertisement
Core activities - 3-6, 8-9
Grammar - First conditional Introduction
1 As a class, make a list of all the different places you can see
Examples: or hear advertisements.
If you buy one, you’ll get one free. 2a Work with a partner. Ask and answer the questions below.
Tell learners the topic of the lesson – advertisements and 3 Use the words from the box to complete the definitions below.
advertising.
bargain product
As a class, make a list of all the different places learners delivery trial
can think of where they can see or hear advertisements. guarantee two for the price of one
Board the items, or designate learners to board items as
they are suggested. a Something a company makes to sell is called
a product .
1 answers b A is a promise by a
company to repair or exchange a product that
Accept any reasonable answers, but here are some has a problem.
suggestions: c A is when you can try
On TV, on the radio, at the beginning of films, on the train, in something for a short time before you buy it.
learners ask and answer the questions. Monitor and assist f If you buy something very good for a low price,
you get a .
as necessary, but stay in the background as much as
possible.
124 lesson 31
2b
Feedback. Learners tell the class about their partner.
3 Reading
Go over the instructions and example to check
understanding. In pairs, learners use the words from the 4a
box to complete the definitions. Monitor and assist as Direct learners to the advertisements and elicit / explain
necessary. what they are (advertisements). Focus attention on
advertisement 2, ask learners to refrain from reading it,
Feedback as a class. but just look at the picture and the way it is designed.
3 answers
Ask questions to elicit what learners can tell about
a) Something a company makes to sell is called a product.
b) A guarantee is a promise by a company to repair or the advertisement even before they read it: What do
exchange a product that has a problem. they think it is for (chocolates)? Are the chocolates for
c) A trial is when you can try something for a short time children or for adults? Do learners think they are cheap
before you buy it. or expensive? You could even ask if learners think the
d) A delivery is when a company sends a product to your advertisement is aimed at women or at men.
home or work.
e) When you pay for one product and the company gives Have learners read the advertisement to check their
you one more for free, you get two for the price of one. ideas.
f) If you buy something very good for a low price, you get a
bargain. In pairs, learners look at the picture on each of the other
advertisements (without reading the advertisements)
and discuss what they may be advertising.
lesson 31 125
4b
Learners read the advertisements and check their ideas.
Monitor and assist as necessary.
Feedback as a class.
4b answers
Answers will depend on the ideas that learners are checking,
but the products advertised are as follows:
1) Manley Gym, a gym/sports centre (an advert that seems
to be aimed at people over 50).
2) Choco l’amour, chocolates.
3) Sugar-coated fruity bombs, a children’s breakfast cereal.
4) Mi-TV, a personal TV set you can wear and watch
anywhere.
5) Weight off, a ‘miracle’ diet drink.
5a
Go over the instructions and example to check
understanding. In pairs, learners match the words in
column A with words in column B to make sentences,
then write numbers to match each sentence with an
advertisement.
Feedback as a class.
stage, unless asked by a learner. In questions, we usually put the will-part of the sentence first.
If the will-part comes first, we don’t use a comma between the two parts.
6a
Go over the instructions and the example to check
understanding. Learners use the words in the brackets to Practice
6 a Use the words in the brackets in the correct form to complete the phrases on the left.
complete the phrases (clauses) on the left. Monitor and
assist as necessary. 1 If we don’t leave (not/leave) now, if they miss the last train?
5 If Max is (be) late again, 8 If you (not/go) to bed early, she can try that discount shop.
6b
126 lesson 31
Learners match each phrase with words on the right to
make first conditional sentences. Monitor and assist as
necessary.
Sounding natural
Feedback as a class.
6b answers 7a
[6] if they miss the last train?
Track 61 Learners listen for the difference between
[5] his boss will sack him.
[1] we may miss our flight. the /əʊ/ phoneme (in won’t) and the /ɒ/ (in want), and
[7] the picnic will be cancelled. underline the words they hear.
[2] I’ll make you a sandwich. You may want to model the difference between “want”
[8] you’ll be tired tomorrow. and “won’t” before starting this activity.
[3] if I invite him? 7a answers
[4] she can try that discount shop. See CD script for Track 61.
7b
Track 61 Learners listen again and copy the
pronunciation.
example - Choco l’amour luxury chocolates – for the lady in your life.
- If you love her, you’ll give her Choco l’amour.
- If you give her Choco l’amour, she’ll love you!
lesson 31 127
7c
Do this as a class, at least initially, so that you can monitor
pronunciation. Learners take turns choosing and saying a
phrase from each line in activity 7a.
The rest of the class says if the words are in column A or B.
Interact
8a
Go over the instructions and examples to check
understanding. Highlight the fact that the radio
advertisement will be only 30 seconds long.
You may like to first elicit some more possible ideas for
Choco l’amour chocolates from the class as a whole (e.g.
If you don’t buy the chocolates for your loved one, someone
else may. If you buy them for her, she may share them with
you).
Interact / Level 3_Teacher’s Guide 127
32
UNIT 11
Imagine
32Imagine
Imagine
UNIT 11
In this lesson - Plan a dream dinner party
Core activities - 1-5, 7
Grammar - Second conditional Introduction
1a Work with a partner.
Examples: Write numbers to match the different kinds of
gambling with the pictures.
If that bag wasn’t so expensive, I’d buy it.
I’d study Spanish if I had the time. 1 the football pools
2 horses
If you could have one wish, what would it be?
3 the lottery
4 roulette
5 scratch cards
Introduction 6 slot machines
1b
1 Are you a lucky or an unlucky person?
Why do you think so?
Go over the instructions and example to check 2 Which kinds of gambling in activity 1
have you tried? Did you win anything?
understanding. Highlight the fact that sometimes more
b Tell the class about your partner.
than one word is possible.
In pairs, learners cross out the words on the left that do 128 lesson 32
Reading
3a Work on your own.
Read the questionnaire about winning a million pounds and circle the best answer to each
question for you.
Job
king.
a … I’d keep wor
b … I’d start a
business.
king.
job and stop wor
c … I’d quit my
Friends/family
a … I wouldn
’t tell anyone.
nds
money to close frie
b … I’d give some of it
and family, but I’d keep most
for myself.
c … I’d share all
the money with my
friends and family.
Home
a … I’d buy a
new home.
b … I’d live in
a hotel.
re I am.
c … I’d stay whe
Me
change.
same. I wouldn’t
a … I’d stay the
ch.
a little, but not mu
b … I’d change
pletely different.
c … I’d be com
4 Work with a partner. Underline the correct option to complete each statement below.
a The questionnaire talks about a real / an imagined situation.
b The questionnaire talks about a situation in the future / past.
c The situation the questionnaire talks about is likely / unlikely.
lesson 32 129
Reading
3a
Go over the instructions and the options in the quiz and
check understanding.
Learners work on their own to read the questionnaire and
circle the best options for themselves. Monitor and assist
as necessary.
3b
In pairs, learners compare their answers.
3c
Learners tell the class about their partner. Ask how many
of their answers to the quiz were different.
4a-c
Do this activity as a class. Elicit the answer to each
question and have learners underline the correct option
to complete each statement in their books.
4a-c answer
a) The questionnaire talks about an imagined situation.
b) The questionnaire talks about a situation in the future.
c) The situation the questionnaire talks about is unlikely.
Go over the explanations and examples with learners. unlikely situation action or result
If I won a million pounds, I’d quit my job.
If I could be an animal, I’d be a tiger.
If he quit his job, he wouldn’t have money.
Practice We often use were instead of was in the if- part of the sentence.
5 If I were you,
If she weren’t married,
I wouldn’t complain.
I’d ask her for a date.
Go over the instructions and examples to check We can put the would- part of the sentence first.
understanding. Highlight the fact that learners should If we do this, we don’t use a comma between the two parts.
use short forms when they can, for example I’d instead of I’d quit my job if I won a million pounds.
I’d ask her for a date if she weren’t married.
I would.
Questions and answers
5 answers Practice
a) If I owned a car, I’d drive everywhere. 5 Work with a partner. Use would and the correct form of the verbs in brackets to complete the sentences.
Use short forms when you can.
b) I wouldn’t be tired if I got more sleep. a If I owned a car, I’d drive everywhere. (drive, own)
c) If I found a wallet on the street, I’d take it to the police. b I tired if I more sleep. (not/be, get)
d) If this building had an air conditioner, we wouldn’t be so c If I a wallet on the street, I it to the police. (find, take)
hot. d If this building an air conditioner, we so hot. (not/be, have)
e) I’d live in France if I could speak French. e I in France if I speak French. (can, live)
f) What would you do if you lost your job? f What you if you
g) What would you say if I asked you to marry me? your job? (do, lose)
g What you if I you
to marry me? (ask, say)
Sounding natural
130 lesson 32
6a
Track 62 Go over the instructions and examples to
Track 62 (page 153, Student book) 1:05
check understanding.
1)
Learners listen and tick the first phrase they hear in each
I’d keep working.
pair.
I keep working.
6a answers - see CD script for Track 62 - answers in bold. 2)
I stay the same.
I’d stay the same.
3)
I’d buy expensive clothes.
I buy expensive clothes.
4)
I’d play tomorrow.
I play tomorrow.
5)
I make cakes.
I’d make cakes.
6)
I have a holiday.
I’d have a holiday.
6b
Do this activity as a class. Learners choose a phrase from
column A or column B and say it. Other people say
which column it is from.
2 I stay the same. I’d stay the same. Highlight good use of vocabulary and language.
3 I buy expensive clothes. I’d buy expensive clothes. Elicit correction of errors/mistakes.
4 I play tomorrow. I’d play tomorrow.
Interact
7a Work on your own. Imagine you are going to have a small dinner party.
• You can invite three people from history.
• You can choose anyone, living or dead, but you cannot invite your family or friends.
Use the table below to make a note of what you would like to do.
The people I would invite Why I’d invite them What I’d ask them/say to them
Other details
(music, what I’d wear, etc.)
lesson 32 131
Interact
7a
Go over the instructions to check understanding.
You may like to model the activity by making brief notes
for yourself on the whiteboard about who you would
invite and what you would do for the ‘dream dinner
party’.
7b
Go over the instructions and example to check
understanding. Highlight the fact that learners should
ask more questions to get more information.
In pairs, learners compare their plans for dream dinner
parties. Monitor and assist as necessary, but stay in the
background as much as possible during this activity.
Note good use of vocabulary and language and/or errors
and mistakes.
33Getting through
Getting through
UNIT 11
In this lesson - Practise making and taking telephone
calls.
Core activities - 1-7, first two role-plays in activity 10.
Introduction
Vocabulary - Telephone language 1 Do you like using the telephone?
Do you ever make calls in English?
Why?
Warmer
2 Work with a partner.
Match the words to make common
• Ask some questions about telephone use... telephoning phrases.
Do learners like using the telephone? Why / Why not?
pick answer make ring put leave dial hold put take
• Write some questions on the board.
How often do you use the ’phone?
What was the last ’phone call you made? Who to? etc.
• Put learners in pairs and have them discuss the a call
the
phone the line the someone
phone through
a call a number someone
up
a the
message phone up
down
questions.
• Feedback as a class. Listening
3 You are going to listen to a phone conversation. T I’ll put you through.
Read the phrases in the yellow box. Hold the line.
Who uses them? Can I speak to...
Write M (the person who makes the call) or Hello, (name) (speaking). How can I help you?
Introduction T (the person who takes the call) in the boxes.
4
1
Track 63 Listen to the first part of the call. Check your answers.
5 Track 64 Listen to the next part of the call. Complete the table below.
Discuss questions as a class.
Encourage learners to share any stories of making or Name of the person who answers the phone Mike
Caller’s name
Caller’s number
Learners draw lines to complete the phrases
132 lesson 33
2 answers
Pick... ...the phone up
Answer... ...the phone
Make... ...a call Listening
Ring... ...someone up
Put... ...the phone down 3
Leave... ...a message Ask what people usually say when they answer the
Dial... ...a number phone in Japan (Moshi Moshi). Ask what people usually
Hold... ...the line say in English.
Put... ...someone through
Take... ...a call Tell learners they will listen to the first part of a phone
conversation.
Point out the phrases in the box. Learners write M
Extension (person who makes the call) or T (person who takes the
Call out one part of a phrase and have learners answer with call) next to the phrases.
the second half.
4
Track 63 Listen and check. Elicit what happened in
the call:
Who did the caller want to speak to?
What happened at the end?
Saying who
It’s (name). Language focus
He’s/She’s not in the office at the you are
moment.
6
(I’m afraid) Jane is away from her
Would you like to leave a message?
Saying desk at the moment. Ask learners if they can remember how Amy says who
someone
Shall I get them to call you back? isn’t there,
or is busy
she wants to talk to (‘I’d like to speak to...’)
He/She has stepped out of the office.
Can I ask who’s calling, please? Asking Could you hold the line a moment?
someone Track 64 Ask learners to listen again and number
He/She is unavailable at the moment. to wait
the phrases in the order they hear them. (Underlined,
He/She is out of the office for the day.
Asking for
Could I take your name, please? below).
Could I put you on hold a moment? information
Could you repeat that, please? Direct attention to the phrases in the brown box on page
May I leave a message?
Asking to
leave a
Could you ask her to call me on...
133.
message
Goodbye. Learners work in pairs to complete table with phrases.
So that’s... (repeat information)
Checking
information 6 answers
Saying who you want to speak to: I’d like to speak to Jane
Thank you for calling.
Ending
the call Day; Could I speak to Mr Jones, please?
Saying who you are: It’s (name)
lesson 33 133
Saying someone isn’t there, or is busy: (I’m afraid) Jane is
away from her desk at the moment; He/She is unavailable
at the moment; He/She is out of the office for the day; He/
5 She has stepped out of the office; He/She’s not in the office
Track 64 Tell learners they will listen to the second at the moment.
part of the call. Offering to help: Can I take a message?; Would you like to
Direct attention to the table. leave a message?; Shall I get them to call you back?
Ask them to listen and complete the information. Saying you didn’t hear: I’m sorry – I didn’t quite catch that;
Track 64 (page 153, Student book) 0:57 Could you repeat that, please?
Mike - Bookings Department, Mike speaking. Asking someone to wait: Could you hold the line a
Amy - Hello, I’d like to speak to Jane Day, please. moment?
Mike - Could I take your name, please? Asking for information: Could I take your name please?;
Amy - Yes, it’s Amy Mitchell. Can I ask who’s calling, please?
Mike - Could you hold the line a moment while I check? ... Asking to leave a message: Could you ask her to call me
I’m sorry Ms. Mitchell, but I’m afraid Jane is away from her on... ; May I leave a message?; Could you tell him that I
desk at the moment. Can I take a message? called?
Amy - Yes. Could you ask her to call me on 0985 543 899? Checking information: So that’s... (repeat information);
Mike - I’m sorry – I didn’t quite catch that. Can I read that back to you, please?
Amy - Sorry, that’s 0985 543 899 Would you mind repeating that?
Mike - Thank you. So that’s Amy Mitchell on 0985 543 899 Ending the call: Thank you for calling; Thank you for your
Amy - That’s correct. help; Goodbye
Mike - Thank you for calling.
Learners listen and check answers.
Amy - Bye.
Feedback as a class.
Pat - Oh, good morning, could I speak to Colin Moore, Pat: That’s right.
Jo: ___________________calling, Ms. Roberts.
please? Pat: ________________________________________________________.
Jo - I’m afraid he’s away from his desk at the moment. Jo: Goodbye.
Pat - Oh dear, could you tell him that I called?
Jo - Certainly. Can I ask who’s calling?
Pat - Yes, it’s Pat Roberts.
Jo - And what’s your telephone number, Miss Roberts?
Pat - It’s 04 7361 9662.
Jo - Can I read that back to you, please? Pat Roberts on 04
7361 9662.
Pat - That’s right.
Jo - Thank you for calling, Miss Roberts.
Pat - Thank you for your help.
Jo - Goodbye.
Feedback as a class.
Take answers one line at a time and write on the board
(or get learners to write).
Accept any reasonable answers.
How do we separate groups of numbers in one long Think of a telephone number you know. Tell your Feedback as a class.
number? partner.
Does the intonation go up or down at the end of the Write down the number your partner tells you.
number? Check that you wrote it correctly.
Highlight good use of vocabulary and language.
Track 65 Listen again and copy the intonation.
Elicit correction of errors/mistakes.
Repeat with the other roleplay.
Interact
10 Work with a partner to roleplay making and taking calls.
Student A and B read below.
Change partners and do the next roleplay.
Student A Student B
Your name: Use your own name. Your name: Use your own name.
Your phone number: 080 9863 2683 Your phone number: 090 2784 1196
Call number 1 Call number 1
Make a call: Take a call:
Call Peter Gurney at A1 Travel. You work at A1 Travel.
You want to change your flight booking. Peter Gurney is out.
Offer to take a message.
Call number 2 Ask for the caller’s name and phone number.
Take a call:
You work for CBD Partners. Call number 2
Miss Miller is out. Make a call:
Offer to take a message. Call Mary Miller at CBD Partners.
Ask for the caller’s name and phone number. You want to make an appointment on Tuesday.
Telephone numbers
British people usually say:
• ‘oh’ instead of ‘zero’
• ‘double three’ instead of
‘three three’
• ‘treble three’ instead of
‘three three three’
lesson 33 135
9
Learners practice saying the numbers.
Learners say numbers to each other, and write down
what they hear.
Interact
10
Set up the role play carefully.
Before doing the first role-play, check who will speak first
(usually, the person taking the call).
34If only...
If only...
UNIT 12
In this lesson - Talk about what you regret
Core activities - 1-5, 8, 9
Grammar - I wish/if only +past perfect simple tense; Introduction
1 Work with a partner.
third conditional
Discuss these questions:
Example: What are two good things
to do on a first date?
I wish I’d left earlier. What are two bad things to
Warmer
Introduction
1 2 Tom is thinking about his date with Jane last night.
Pair work. Learners discuss and make notes about the Is he happy?
questions. What do you think went wrong?
2
Ask learners to look at the photos on page 136 and 137.
Discuss the questions as a class. Language focus
Try not to teach the structure at this stage. The aim here
is to ease the learners into activities 3 – 4. 4
Learners underline the correct words to complete the
3 rules.
Learners match the sentences with the pictures on page Refer the learners to activity 3. Ask them to highlight the
137. Read example and check learners understand structures.
activity.
Feedback as a class.
3 answers
4 answers
From the bottom picture: f, e, c, d, a, b
1) past perfect simple
2) might have been different.
3) past perfect simple / past participle
Language focus
4 Study Tom’s regrets in the white box in activity 3.
Underline the correct words to complete the rules
below:
a If only I’d arrived on time. (2) We use the third conditional to talk about how
b If only I hadn’t had a fight with her. things were / might have been different
in the past.
c I wish I hadn’t argued with her brother.
d I wish I’d taken enough money to pay. (3) We form the third conditional with:
If + past simple / past perfect simple
e If I hadn’t kept her waiting, she wouldn’t
and
have been angry.
would have + past participle / present participle
f If I’d drunk less, we’d have had a nice time.
lesson 34 137
Track 66 (page 153, Student book) 0:29 1 I went out drinking. I missed the last train.
b) If I’d studied hard, I’d have passed the exam. b (third conditional)
c) If only I hadn’t eaten so much cake. 2 I didn’t take an umbrella. I got wet.
6
a (I wish)
b (third conditional)
Learners read the sentences in the activity. Tell them to
write two sentences using the prompts in the brackets.
3 I stayed in a cheap hotel. I didn’t sleep well.
Read example and check learners understand activity.
a (I wish)
6 answers
See CD script for Track 67. Track 67 Listen and check your answers.
Sounding natural
Track 67 (page 153, Student book) 0:56 7 Track 67 Listen again and copy the pronunciation.
Feedback as a class.
Interact
Highlight good use of vocabulary and language.
Elicit correction of errors/mistakes. 8
Learners make notes about their regrets. Demonstrate by
writing brief notes on your own regrets on the board.
9
Learners work in pairs. Read example and check learners
understand activity.
Encourage learners to ask follow-up questions.
Example: “Why is that?” “What would you have said?”
Teaching tip
Remember this is supposed to be fun. So try to keep the
‘regrets’ light, and not too personal.
lesson 34 139
10a
Learners tell the class about their partners’ regrets.
Monitor the learners’ use of vocabulary and language.
Make notes on good use of vocabulary and language
and/or errors and mistakes.
Feedback as a class.
10b
As a class, find out if anyone has the same regrets.
UNIT 12
In this lesson -Tell people about a conversation you had
Core activities - 3-8, 11
Grammar - Reported speech
Example:
Introduction
He said that he loved her. 1 Work with a partner. Discuss the following questions:
He told me he loved her. a Can people fall in love the first time they meet, or does love grow slowly?
b Do you know anyone who ‘fell in love at first sight’? What happened?
He asked me if I wanted to go for a drink.
2 Tell the class what your partner said.
Introduction
1
Learners work in pairs and discuss the questions a and b
in the activity.
2
Learners tell the class about their partners.
Reading
3
Ask learners to look at the picture of Jane and Rupert.
As a class discuss the questions in the activity. Give
everybody a chance to respond.
4
Learners work in pairs to match a line from A with a line
from B to put the conversation in order.
140 lesson 35
4 answers
Hello. Why aren’t you wearing a tie?
Well actually, it’s in my pocket. I’ve spilt red wine on it. 5
Track 68 Learners listen and check answers. Ask
That was silly... I’m Jane, by the way.
Hello Jane, I’m Rupert... um, I noticed you in the church. Do learners to work in pairs and discuss the questions in the
you want a glass of wine? activity.
Feedback as a class.
Oh, no thanks. I only drink champagne. Great wedding isn’t
it? Track 68 (page 153, Student book) 1:14
Yes, it’s brilliant... So, how do you know Patrick and Sheila? Jane - Hello. Why aren’t you wearing a tie?
Rupert - Well actually, it’s in my pocket. I’ve spilt red wine
Oh, I’m best friends with Sheila’s sister... How about you?
I work with Patrick in London. I drove here last night. on it.
Jane - That was silly... I’m Jane, by the way.
Oh really? So... are you going back tonight? Rupert - Hello Jane, I’m Rupert... um, I noticed you in the
No, actually.... I’m staying at the Bedford Hotel.
church. Do you want a glass of wine?
Gosh, I’m staying there too! Jane - Oh, no thanks. I only drink champagne. Great
Really? Do you want to have some champagne in the bar wedding isn’t it?
tonight? Rupert - Yes, it’s brilliant... So, how do you know Patrick and
Sheila?
Mmm, that would be nice.
Jane - Oh, I’m best friends with Sheila’s sister... How about
you?
Rupert - I work with Patrick in London. I drove here last
night.
A - Jane B - Rupert Jane - Well, he said he’d noticed me in the church. Then he
Hello. Why aren’t you wearing a tie? Really? Do you want to have some asked me if I wanted a glass of wine, and I told him I only
champagne in the bar tonight?
That was silly... I’m Jane, by the way.
Hello Jane, I’m Rupert... Um, I noticed you
drank champagne. After that he asked me how I knew
Oh, no thanks. I only drink champagne.
Great wedding isn’t it?
in the church. Do you want a glass of wine?
Patrick and Sheila, (fades out) and I said I was Mary’s best
Yes, it’s brilliant. So, how do you know
Oh, I’m best friends with Sheila’s sister.
Patrick and Sheila? friend.
How about you?
Well actually, it’s in my pocket.
I’ve spilt red wine on it.
Oh really? So... are you
going back tonight? I work with Patrick in London.
I drove here last night.
Gosh, I’m staying there too!
No, actually I’m staying
Mmm, that would be nice. at the Bedford Hotel.
6 Look at the picture. Jane is talking about Rupert to her friend, Natalie.
Read their conversation and complete the missing words.
lesson 35 141
6
Ask learners to read and complete the conversation.
Read example and check they understand activity.
6 answers
Jane - Natalie... I’ve just met this lovely guy.
Natalie - Oh really? Who?
Jane - He’s over there, standing by the window. I asked him
why he wasn’t wearing a tie. He told me it was in his pocket.
He said he’d spilt red wine on it. Then we got talking.
Natalie - So what happened next?
Jane - Well, he said he’d noticed me in the church. Then he
asked me if I wanted a glass of wine, and I told him I only
drank champagne. After that he asked me how I knew
Patrick and Sheila...
Ask learners to work with a partner and read the pairs of direct speech and Jane and Natalie’s (J&N) is
in reported speech.
b Put it down!
sentences in the box. Focus their attention on the words How are the bold words from Rupert and
He told her to
in bold. Ask them to underline the differences. Elicit from Jane’s conversation (R&J) different in Jane and c Where do you live?
Natalie’s (J&N) conversation? He asked her
learners what the differences are (verbs move back a Underline the differences.
tense). d Do you like jazz?
R&J “It’s in my pocket.” She asked him
J&N “He told me it was in his pocket.”
7 answers R&J “I only drink champagne.”
e No, I don’t.
J&N “I told him I only drank champagne.” She said
R&J - It’s in my pocket.
R&J “I noticed you in the church.”
J&N - He told me it was in his pocket. J&N “He said he’d noticed me in the church.”
b Tell your partner. Listen to your partner’s story and ask questions.
c Tell the class about your partner’s story.
lesson 35 143
Interact
11a
Tell learners they are going to tell a story about meeting
someone for the first time. Learners can talk about a
partner, friend from school, or work. Make sure they keep
their notes brief.
11b
Learners work in pairs and exchange stories. Encourage
them to ask their partners follow – up questions to their
stories.
11c
Learners tell the class their partner’s stories using
reported speech. Monitor the learners’ use of vocabulary
and language. Make notes on good use of vocabulary
and language and/or errors and mistakes.
Feedback as a class.
36
Don’t use your phone in here
Don’t use your
UNIT 12
In this lesson - Discuss manners
Core activities - 1-4, 7
phone in here
Skills - Extended speaking and vocabulary Introduction
1 Look at the pictures. How do they make you feel?
Warmer
• Write three numbers that are important in / related to
your life on the whiteboard (any numbers will do – for
instance, your father’s birthday, your shoe size, the
2a Look at the sentences below.
number of sisters you have). Write them in order to complete the list.
own, then work with a partner to ask questions about It irritates me a bit. 4.
• Feedback – learners tell class their partners’ numbers, It doesn’t bother me.
6.
It makes me angry.
and whether they managed to guess them.
7.
b Which sentence would you use to say how you feel about the pictures in activity 1?
Introduction c Read the situations below. How do you feel about them? Why?
situation 1
You go to an expensive restaurant and a customer talks on the phone.
1 situation 2
Discussion. You see someone throw a bag of litter in the street and walk away.
2a Feedback as a class.
Learners write the sentences in the correct order.
Highlight good use of vocabulary and language.
2a answers Elicit correction of errors/mistakes.
It makes me furious.
It makes me really angry.
It makes me angry. Interact 1
It really annoys me.
It irritates me. 3
It irritates me a bit. Go over the situations in the table. Check understanding.
It doesn’t bother me. Elicit one example each of good and bad manners on the
table from the class.
2b Learners work in pairs and decide which remaining
Learners discuss which sentence best describes their situations are examples of good or bad manners. They
feelings about the pictures in activity 1. (Emphasise that add one more example of their own for good manners,
this is about their feelings, and that there is no correct and one for bad manners.
answer). Monitor and assist as necessary.
2c 4
As a class discuss the three situations in the activity. Learners rank the examples from 1 – 9 (1 = the best, 9 =
the worst). Ask them to make notes about their reasons.
Extension
Ask learners to work in pairs. Get them to think of two more
situations that make them furious.
Interact 1
3 Work with a partner. Read the sentences in the table below.
Which do you think are good manners? Which do you think are bad manners?
Tick ( ) the correct columns.
Add one more example of good manners and one more example of bad manners to the table.
4 Rank the examples of manners from 1 – 9 (1 = the best, 9 = the worst) in the table above.
Make notes about your reasons.
lesson 36 145
5
Learners change partners to discuss their choices. Write
an example on the whiteboard and check learners
understand the activity. Ask them to choose the two best
and the two worst examples of manners.
6
As a class discuss the learners’ choices.
to just write short phrases and key words. This will help
them to speak more rather than just reading straight g
8
Learners work in pairs to ask and answer the questions
in activity 7. Refer them to the ‘Useful language’ box on Useful language
page 146. Encourage learners to ask for and give extra asking for opinions giving opinions disagreeing agreeing
9
As a class discuss the questions in the activity.
I agree, and it
makes me really
angry when people
speak loudly.
lesson 36 147
148