Interact Teacher's Guide Level 3 Low - 170814 PDF

2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s
3
Unit Lesson Title Pages In this lesson:
1 Easy life 4-7 Discuss the things people do for you
1 2 You are what you eat 8 - 11 Discuss your diet
3 Where do you live? 12 - 15 Get to know your classmates better
4 He’s gorgeous 16 - 19 Describe someone you know
2 5 Feelings 20 - 23 Talk about how you feel about things
6 A good night’s rest 24 - 27 Talk about sleep and dreams
7 She’s more talkative than me 28 - 31 Compare yourself to someone you know
3 8 It has the best cheesecake in town 32 - 35 Tell people about good places to go in your area
9 Opinions 36 - 39 Guess who is lying about their opinions
10 A day in a life 40 - 43 Tell people about a typical day in your life
4 11 A terrible journey 44 - 47 Talk about travel problems
12 Getting about 48 - 51 Discuss transport
13 Isn’t it? 52 - 55 Ask questions to check what you know
5 14 Do you know...? 56 - 59 Find out what you remember about your classmates
15 Going places 60 - 63 Tell people how to get to different places
16 Works of art 64 - 67 Tell people about a work of art you like
6 17 It was an accident 68 - 71 Tell people about an accident
18 Movie night 72 - 75 Talk about watching films
19 I’ve been coming here for years 76 - 79 Discuss a place you know well
7 20 When I got there I realised... 80 - 83 Tell a true personal story
21 You don’t have to tip 84 - 87 Give advice to first-time visitors
22 In the future 88 - 91 Discuss the future
8 23 I like where I live 92 - 95 Discuss advantages and disadvantages
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’
28 I guess... 112 - 115 Guess about people’s lives
10 29 How embarrassing 116 - 119 Discuss what you do in awkward situations
30 Where would you live? 120 - 123 Talk about homes and where you live
31 Special offers 124 - 127 Make a radio advertisement
11 32 Imagine 128 - 131 Plan a dream dinner party
33 Getting through 132 - 135 Practise making and taking telephone calls
34 If only... 136 - 139 Talk about what you regret
12 35 Love at first sight 140 - 143 Tell people about a conversation you had
36 Don’t use your phone in here 144 - 147 Discuss manners

2 Interact / Level 3_Teacher’s Guide
Language CD tracks
Grammar have (something) done, Reflexive pronouns Track 01
Grammar Countable and uncountable nouns with much, many, a lot of/lots of, a few, a little Track 02 - 03
Function Review of questions Track 04 - 06
Grammar have / has got, Adjective order Track 07 - 09
Grammar Using -ed and –ing verb forms as adjectives Track 10 - 12
Skills Extended speaking and vocabulary -
Grammar Comparative adjectives and not as... as Track 13 - 14
Grammar Superlative adjectives Track 15
Function Asking for and giving opinions Track 16 - 22
Grammar Adverbs of frequency and almost Track 23 - 24
Vocabulary Phrasal verbs Track 25
Grammar Question tags Track 26 - 29
Grammar Embedded questions Track 30 - 31
Function Giving directions Track 32 - 35
Grammar Passive forms Track 36 - 40
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
Grammar Past perfect simple for narration Track 44 - 45
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 Defining relative clauses Track 50
Grammar used to for repeated actions and states in the past Track 51 - 54
Function Giving advice and explaining rules Track 55 - 56
Grammar Modal verbs of deduction Track 57 - 58
Grammar Zero conditional Track 59 - 60
Grammar First conditional Track 61
Grammar Second conditional Track 62
Function Telephone language Track 63 - 65
Grammar I wish / If only + past perfect simple: third conditional Track 66 - 67
Grammar Reported speech Track 68 - 70

Interact / Level 3_Teacher’s Guide 3
1
UNIT 1
Easy life
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
• Write ‘dirty jobs’ and ‘glamorous jobs’ on the whiteboard.

• Ask learners to work in pairs and think of three jobs for
each heading.
• Pairs read out their jobs to the rest of the class. Write
their responses on the whiteboard. a secretary b maid c groundsman d cook
• As a class, choose the top three ‘dirty jobs’ and the top e butler f chauffeur g nanny
three ‘glamorous jobs’.

2 Match the jobs with the responsibilities.
secretary clean the house
chauffeur cook meals
Introduction nanny serve food and look after clothes

groundsman drive cars
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.

In this lesson: Discuss the things people do for you
Grammar: have (something) done
Reflexive pronouns
Reading
3 Read the article below about Lord Sebastian Fanshawe, the world’s laziest man.
Which five jobs from activity 1 are mentioned?
The Laziest Man In The World

Lord Sebastian Fanshawe is possibly the world’s
laziest man. Last week I went along to his
beautiful countryside mansion to meet him. When
his Lordship nally got out of bed, at two o’clock
in the afternoon, I asked who kept his home in
such beautiful condition.
“Well, you see, I have servants”, he said. “(1) I

have all the cleaning done for me by my maid, of Noticing my amazement, his Lordship said, “Oh,
course. (2) I have my cars washed by my chauffeur (4) I always have my food cut up for me.”
and the garden looked after by the groundsman.
When I’m hungry (3) I have my food cooked by “Do you do anything for yourself?” I asked.
the cook.” “Oh, yes. I always wash myself in the bath,” he
Just then breakfast arrived and I was shocked when said proudly. “ (5) I brush my teeth myself and...
his butler leaned over the table, picked up the oh, and (6) I choose all my servants myself, though
knife and fork and used them to slice through his (7) I have them all interviewed by my mother
Lordship’s bacon and eggs. rst.”
4 Read the article again. Answer the questions below.

a Does Lord Fanshawe wash his car? No, he doesn’t.
b Does he cook his meals?
c What did his butler do?
d What is he proud of?
e Who brushes his teeth?
f Who chooses his servants?
g Who interviews his servants?
Check your answers with a partner.
5 Would you like to have servants? If you had servants, what household jobs would they do for you?
lesson 1 5
Learners check answers with a partner.
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.

Language focus Practice
Language focus We call words like “yourself” and “myself” reflexive pronouns. 8 Work with a partner.
We use reflexive pronouns when: Correct the mistakes in the following
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.
us – ourselves When we talk about a job that we ask or pay someone to do
them – themselves for us, we can use this pattern:

e Where did you cut have your hair?
have/has + job + past participle form of the verb
Read the last two explanation and the examples under it f It was too big to carry home so I
I always have my food cut up for me.
with learners. delivered it. It came this morning.
When we mention the person who does the job, we use by:
7 g He’s so lazy. He has all his meals cooks.

I have my cars washed by my chauffeur.
Tell learners to work in pairs and look at the article in
activity 3 to find more examples of the patterns in
Language focus. 7 Work with a partner. Look at the article in activity 3 and
Track 01 Listen and check.
find more examples of the above patterns.
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.

Sounding natural
10d
9 Match the words on the left with the sounds on the right. As a class, discuss the question in the activity.
secretary næni
chauffeur meɪd� In a private lesson
bʌtlə
nanny
Prepare some examples of things you do yourself
groundsman ʃəʊfə
maid kʊk and have done for you. Write you examples on the
sekrət(ə)ri
butler
whiteboard. Ask your learner to ask a follow-up question
cook ɡraʊndzmən
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.
b Work with a partner. Ask and answer questions. 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?
c Tell the class about your partner.
d Is there anything that everyone has 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.
Highlight good use of vocabulary and language.

Elicit correction of errors/mistakes.

2
UNIT 1
You are what you eat
2 You are what you eat

You are what you eat
UNIT 1
In this lesson - Discuss your diet
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
might be, and if they usually have a traditional breakfast.

Elicit reasons why.
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

5
In this lesson: Discuss your diet
Grammar: Countable and uncountable nouns with much,
many, a lot of/lots of, a few, a little
Track 02 Learners listen and check answers.
Reading
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
How good is your diet?

long commute and I can’t wait for lunch.
Interviewer - Do you eat many snacks?
Life and Lifestyles talks with John Dyer. John - Not really. But I sometimes have a few biscuits with
How would you describe your diet? my tea. I try to eat fruit if I get hungry between lunch and
My diet? Well I think it’s quite healthy, but I imagine it could be healthier.
I don’t eat many fried or fast food. I always eat something before I leave for dinner. That’s usually enough. I always take a packed lunch
the ofce as I have a long commute and I can’t wait for lunch. that I make the night before. Not many people seem to do
Do you eat much snacks? that anymore. I guess it’s because the canteen is so handy.
Not really. But I sometimes have a little biscuits with my tea.
I try to eat fruit if I get hungry between lunch and dinner. That’s
When I get home I have dinner with my wife, if she’s finished
usually enough. I always take a packed lunch that I make work on time, of course. It’s usually healthy and we always
the night before. Not much people seem to do that anymore.
I guess it’s because the canteen is so handy. When I get home I have dinner
have lots of salad.
with my wife, if she’s nished work on time, of course. It’s usually healthy
and we always have many salad. Interviewer - Do you eat much sugary food?
Do you eat many sugary food? John - The only really unhealthy things I eat are cake or ice
The only really unhealthy things I eat are cake or ice cream after dinner, cream after dinner, but I do get a little exercise at the gym,
but I do get a few exercise at the gym, so I guess that’s OK.
so I guess that’s OK.
5 Track 02 Listen and check your answers.

6a-d
Learners read the sentences in the activity and circle
6 Read the sentences below. Are they true (T) or false (F)? Circle the correct letter.
Look in the article again to check. Correct the sentences that are false.
‘T’ or ‘F’ in the brackets. They rewrite the sentences that
a John eats a lot of fried food. (T/F) John doesn’t eat much fried food. are false. Read example and check learners understand
b He doesn’t eat biscuits. (T/F) activity.
c He never eats salad. (T/F)
d He gets a little exercise. (T/F) 6a-d answers
a) F: John doesn’t eat much fried food.
lesson 2 9
b) F: He eats a few biscuits.
c) F: He always eats lots of salad.
d) T: He gets a little exercise
4
Learners work in pairs to read and find seven mistakes
in the interview. Read example and check learners
understand the activity.
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

Language focus
Language focus 7a Look at the examples below. Underline the correct words to complete the rules.
example meaning rules

7a Do you eat much sugary food? Do you eat a large amount? much is usually used with
Learners read examples in activity and underline the I don’t eat much fried or fast food. I eat a small amount.
countable/uncountable nouns in
questions and negative sentences
correct words to complete the rules. Read example and
Do you eat many snacks? Do you eat a large number? many is usually used with
check learners understand activity. countable/uncountable nouns in
I don’t eat many snacks. I eat a small number. questions and negative sentences
7a answers We always have lots of salad. We have/eat a large amount/

a lot of and lots of are used with both
countable and uncountable nouns and
much is usually used with countable/uncountable nouns in We eat lots of apples. number. suggests you have/don’t have enough
questions and negative sentences But I do sometimes have a few

a few means not many. It has a
positive meaning and is used with
many is usually used with countable/uncountable nouns in biscuits with my tea.
I eat a small number.
countable/uncountable nouns
questions and negative sentences a little means not much. It has a
I do get a little exercise at the
a lot of and lots of are used with both countable and gym.
I get a small amount. positive meaning and is used with
countable/uncountable nouns
uncountable nouns and suggests you have/don’t have
enough b Check with a partner.
a few means not many. It has a positive meaning and is

used with countable/uncountable nouns meaning not
much Practice
8 Complete the sentences using the rules from activity 7a.
a little means not much. It has a positive meaning and More than one answer is sometimes possible.
is used with countable/uncountable nouns meaning not
a Can we have a quick meeting? I only have a little time before I have to leave.
much b I’m really lucky. I live in a beautiful place and have friends.
c Do you eat fried food?
7b No, I don’t usually eat fried or salty food.

d I saw Dave days ago, maybe last Tuesday?
Learners check answers with partner. e How people did you invite to the party today?
Practice
8a-e
Learners complete sentences using rules from activity
7a. Read example and check learners understand activity.
8a-e answers 10 lesson 2
a) Can we have a quick meeting? I only have a little time

before I have to leave.
b) I’m really lucky. I live in a beautiful place and have lots of/ Interact
many friends.
c) Do you eat a lot of/much fried food? No, I don’t usually eat 11a
Explain to the Learners that they are going to discuss
fried or salty food.
their diet with the class.
d) I saw Dave a few days ago, maybe last Tuesday? Write an example on the whiteboard and check learners
e) How many people did you invite to the party today? understand activity.
11b
Sounding Natural Highlight good use of vocabulary and language.
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.

Sounding natural
9 Track 03 Listen to the sentences.
What happens to the underlined letters?
a I don’t have many friends.
b I don’t usually eat much fried or fast food.
c I don’t often cook at home.
d I don’t eat at home very often.
10 Track 03 Listen again and copy the 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.
What do you usually eat during the week?
Is it different at the weekend, or on special occasions?
Do you eat many snacks?
Do you think you have a healthy diet? Why?
b Tell the class.
c Decide who has the healthiest diet.
lesson 2 11

3
UNIT 1
Where do you live?
3Where do you live?

Where do you live?
UNIT 1
In this lesson - Get to know your classmates better
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...)
can play the piano (Can…)

Feedback as a class. has been to England (Have…)
is going to cook dinner tonight (Are…)
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.
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.

In this lesson: Get to know your classmates better
Function: Review of questions
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.
......... How long have you worked here?

......... What floor do you work on?
......... What’s she like?
1 ......... Is this seat free?
......... Have you met the company president yet?
......... What did you do before you came here?
......... Do you enjoy it?
b Match the answers with the questions in activity 2a.
......... I was a university student.

......... The eighth.
1 ......... Yes, it is.
......... About six years.
......... It’s alright.
......... She’s very friendly.
......... No, I haven’t.
c Track 04 Listen again and check your answers.
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.
Feedback in pairs and then as a class.
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.

Language focus
Language Focus yes/no questions
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?
We don’t use an auxiliary verb when be is the main verb.
Practice Is she English?

Are they tired?
3a wh- questions
auxiliary or
Learners write the words in the correct order to make question word
modal verb
subject main verb
questions. Go over an example to make sure learners Where do you live?
understand what to do. Monitor and assist as necessary. When can you come?
We don’t use an auxiliary verb when be is the main verb.
Feedback in pairs and then as a class. When is the meeting?

How are your parents?
3a answers wh- questions begin with what, when, where, who, whom, which, whose, why and how.
1) What do you do?

2) Do you like spicy food? Practice
3) What’s your favourite colour? 3a Write the words in the correct order to b Read the questions in activity 3a.
make questions. Write answers that are true for you.
4) Are you good at maths?
1 do / what / you / do 1
5) How many people are there in your family ? What do you do? 2
2 you / like / do / food / spicy 3
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.
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.
intonation.

Sounding natural 6b
4a Listen to the yes/no questions below.
Track 05 b Track 06 Listen to the wh- questions below. Feedback. Learners tell the class about their partner.
Does the intonation go up or down at the end? Does the intonation go up or down at the end?
Do you get up early? Where do you live?
Are you happy? When does the film start?
Highlight good use of vocabulary and language. Elicit
Does he work here? What sports do you like? correction of errors/mistakes.
Track 05 Listen again and copy the intonation. Track 06 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.
1. Why do you study English?
2. What do you like to do in your free time?
3. What foreign countries have you visited?
4. When was the happiest time of your life?
5.
6.
7.
8.
b Write four more questions for your classmates, above.
6aWork with a partner. Ask and answer the questions in activity 5.

Make a note of your partner’s answers.
example - Why do you study English?
- Because I need to speak it at work.
b Tell the class about your partner.
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.

4
UNIT 2
He’s gorgeous
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
the nouns they can describe. Explain that some adjectives

can go with more than one noun. Go over a few examples
with the class to make sure learners understand what to
do. Monitor and assist as necessary.
hair
Teaching tip – collocation

It’s a good idea to sensitise learners to which words
‘naturally’ go together in English – ‘collocation’. There is b Think of two more adjectives you can use with the nouns in activity 1a.
Write them under the nouns they can describe.
no logical reason we say ‘heavy rain’ and ‘strong wind’,
rather than ‘heavy wind’ and ‘strong rain’, but we do. We 2 Use the words from activity 1 to describe yourself and your classmates.
can help learners get a feel for these kinds of quirks in
language by drawing attention to common verb-noun, 16 lesson 4
verb-preposition and adjective-noun combinations when
teaching vocabulary.
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.
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.

In this lesson: Describe someone you know
4b
Grammar: have / has got
Adjective order
Track 07 Learners listen again and check their
answers.
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?
4a How does Kim describe Len?

Underline the correct phrases.
1 he’s got curly, beautiful, long hair
he’s got long, beautiful, curly hair
he’s got beautiful, long, curly hair
2 he’s got big, lovely, blue eyes
he’s got lovely, big, blue eyes
he’s got lovely, blue, big eyes
b Track 07 Listen and check.

3
5 Do you think Len is attractive?
lesson 4 17

Julie - So come on, Kim… Tell me about your new boyfriend.
Kim - Len? Well, he’s really nice. I really like him.
Julie - What does he look like?
Kim - Oh, he’s really gorgeous. He’s tall and slim… and he’s
quite young… in his early twenties… and he’s got beautiful,
long, curly hair…
Julie - Sounds great!
Kim - Yes, and he’s got lovely, big, blue eyes…
Julie - Have you got a picture?
Kim - Yes… Here.
Julie - Oh… and he wears glasses.
Kim - Yes. Isn’t he lovely?
Julie - Well, yes… I suppose so…
4a
Learners underline the phrases Kim uses to describe Len.
4b answers
1) he’s got beautiful, long, curly hair.
2) he’s got lovely, big, blue eyes.

Language focus
Language focus 1. We can use have got to talk about possession.
have / has got + noun
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.
has got or have / has. Go over an example to make sure our

feeling size style age colour
origin
(where material noun
learners understand what to do. Monitor and assist as / opinion from)
necessary. beautiful long straight black hair

gorgeous old French silk dress
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?
d I haven’t got curly hair. =

she have?
e = Does she have long hair?
d) I haven’t got curly hair. = I don’t have curly hair.
e) Has she got long hair? = Does she have long hair? 7a Rewrite the sentences below with the correct adjective order.
a He’s got blonde, long hair.
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.
order. Go over an example to make sure learners

e He invited that young, beautiful lady to dinner.
understand what to do. Monitor and assist as necessary.
b Track 08 Listen and check.
7a answers
See CD script for Track 08. 18 lesson 4
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.

1) She’s got blonde hair.
2) He’s got gorgeous, green eyes.
3) Has she got long hair?
4) I haven’t got curly hair.
8b
pronunciation.

Sounding natural
8a Track 09 Listen. What happens to the underlined sounds in the sentences below?
1 She’s got blonde hair.
2 He’s got gorgeous, green eyes.
3 Has she got long hair?
4 I haven’t got curly hair.
b Track 09 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
beautiful, big, blue
hair
short, curly, brown
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…
Make notes about the person your partner describes.
c Tell the class about the person your partner described.

example Alan’s daughter’s a...
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.
Monitor and assist, but remain in the background as

much as possible during this activity.
9c
Learners tell the class about the person their partner
described.


5
UNIT 2
Feelings
5Feelings
Feelings
UNIT 2
In this lesson - Talk about how you feel about things
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
b heavy metal g art
c jazz h reading novels

These items are often treated as adjectives, but it is d rock climbing i opera
equally possible to see them as the forms of the verb e camping
‘frighten’.
Which things are similar? Why?
You have one minute to make a list.
example
Warmer Punk rock and heavy metal are

similar, because they’re both loud.
• Write ‘feelings’ on the whiteboard. 2 Read these short conversations:

• Ask the class to say as many ‘feeling’ adjectives (e.g. A: What kind of things do you like?
B: Oh, I like rock climbing, fishing, and
angry, happy) as they can in one minute. Write them on things like that.
the whiteboard. A: What kind of music do you like?
• 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
the three words. 3 Work with a partner.

Ask and answer the questions similar to
those in activity 2. Ask about:
Introduction music movies sport activities
1 20 lesson 5
Learners work in pairs to match words in the box with the

pictures.
Feedback as a class. 3
Learners work in pairs. Tell them to ask and answer
1 answers questions similar to activity 2. Learners can use the
Top left to right words in the box or their own ideas.
c, e, d
Middle left to right
h, b, g Listening
Bottom left to right
i, f, a 4a-f
Direct attention to the picture in activity 4. Elicit /
In pairs. Learners discuss and put ‘similar’ items into explain the situation (Lucy and John on their first date).
groups. Run through the questions in the activity and check
Read example and check learners understand activity. understanding.
Emphasise that there are no correct answers to this – it’s
just a chance for learners to make their own connections. Track 10 Play CD. Learners listen for answers to the
Feedback as a class. Accept any reasonable suggestions questions.
and encourage discussion. Feedback in pairs and then as a class. Play again if
necessary.
2
Focus attention on the short conversations. Highlight the 4a-f answers
phrases “stuff like that” and “things like that”. (you don’t have to insist on these exact words – accept any
answers that get the gist of what is said).
a) music, art
b) She’s not interested in / doesn’t like art. She thinks it’s
boring.
c) She thinks it’s quiet interesting.

In this lesson: Talk about how you feel about things
Grammar: Using -ed and –ing verb forms as adjectives
Listening
4 Lucy and John are on their first date.
Track 10 Listen to their conversation and
answer these questions.
a What kind of things does John like?

b How does Lucy feel about art?
c How does Lucy feel about music?
d How did Lucy feel the first time she heard
punk rock?
e How does she feel about it now?
f Do Lucy and John feel the same way
about jazz?
Check your answers with a partner.
5 Are Lucy and John similar?

Do you think they’ll have a second date? Why?
lesson 5 21
d) She was shocked.

e) She loves it.
f) No. It bores Lucy. John finds it quite exciting.

Lucy - So, John, what kind of things interest you?
John - Well, I like music, art, that kind of thing. How about
you?
Lucy - I’m not really interested in art. I think it’s quite boring,
actually. I like outdoor activities - hiking, camping... stuff like
that... But music’s quite interesting.
John - Any kind of music?
Lucy - Well, the first time I heard punk, I was quite shocked
by it, but I love it now.
John - How about jazz?
Lucy - No, jazz just bores me.
John - Really? I’m never bored by it... I find jazz quite
exciting, actually.
5
Discuss questions as a class.

Language focus 6 Work with a partner. 8 Work with a partner.
Read the sentences below. Write the correct form of the verbs in the brackets to
6
Underline the verbs. complete the sentences below.
• What kind of things interest you?

Learners work with a partner to underline the verbs in • Jazz just bores me. a I was really excited (excite) when John asked
the sentences. me to dinner, but his conversation was really
These verbs describe how something causes
boring (bore).
an emotion or feeling in someone.
6 answers b I was quite (surprise) when
7 Work with a partner. Study these statements. she said she didn’t like jazz. The date was really
interest a (disappoint).
• I’m not really interested in art.
bores • It’s quite boring. c I’m (interest) in politics, but I find
politicians (annoy).
• Music’s quite interesting.
Point out that these are verbs which describe something • I was quite shocked by it. Find the mistakes in the sentences below and correct them.
causing a feeling in someone. • I’m never bored by it.
Elicit one or two more verbs like this (frighten, excite). Which talk about:
in
d She’s really uninterested by sport.
(a) the person feeling the emotion?
e What kind of things do you find frightened?
7 (b) the thing causing the emotion?
f Do you think action movies are excited?
Write a or b in the boxes.
Learners work with a partner and write a (the person
Underline the correct words to complete the rules: g What kind of things are surprising you?
feeling the emotion) or b (the thing causing the emotion)
in the boxes next to the sentences. 1 We use the –ed / -ing form of the verb to Track 11 Listen and check.
describe the thing which causes a feeling.
7 answers 2 We use the –ed / -ing form of the verb to
a, b, b, a, a describe the person who has the feeling. Sounding natural

9 Track 12 Listen again to these questions from
3 by / in follows ‘interested’
activity 8.
Learners underline the correct words to complete the 4 by / in follows other ‘-ed’ forms
a What kind of things do you find frightening?
rules. Read example and check learners understand b Do you think action movies are exciting?
activity. To stress that something is an opinion about a
c What kind of things surprise you?
thing, we can say:
Does the intonation go up or down on the
7 answers continued (underlined) I think it’s quite boring.
underlined syllables?
I think + (something) + be + verb + -ing
1) We use the –ed/-ing form of the verb to describe the thing or Track 12 Listen again and copy the intonation.
which causes a feeling. I find jazz quite exciting.
2) We use the –ed/-ing form of the verb to describe the I find + (something) + verb + -ing
person who has the feeling.

3) by/in follows ‘interested’
4) by/in follows other ‘-ed’ forms. 22 lesson 5
Tell learners that if we want to stress that something is an

opinion, we can use ‘think’ or ‘find’. Refer the learners to
Track 11 Learners listen and check.
the example.
a) I was really excited when John asked me to dinner, but his
Practice conversation was really boring.
b) I was quite surprised when she said she didn’t like jazz.
8a-g
The
Learners work in pairs to complete sentences a – c with
correct form of the verbs in the brackets, then find date was really disappointing.
and correct mistakes in sentences d – g. Go through c) I’m interested in politics, but I find politicians annoying.
examples and check learners understand activity. d) She’s really uninterested in sport.
e) What kind of things do you find frightening?
8a-g answers
a) excited/boring f) Do you think action movies are exciting?
b) surprised/disappointing g) What kind of things surprise you?
c) interested/annoying
d) She’s really uninterested by in sport.
e) What kind of things do you find in frightened ing? Sounding natural
f) Do you think action movies are excited ing?
g) What kind of things are surprise ing you? 9a-c
Track 12 The aim of this activity is for learners to
practise their intonation. Ask learners if the intonation
rises or falls on the underlined syllables.
9a-c answers
a) down
b) up
c) down

Allow learners time to write / make a note of their
questions.
Interact Monitor and assist where necessary.
10 You are going to discuss how things make you feel.
a Use the words in the blue box to write questions about the topics in the green box.
bore annoy interest surprise

10b
excite tire frighten shock Pair work. Learners ask and answer questions they wrote
in activity 10a. Encourage learners to ask follow-up
people music sports movies books things
questions. Read example and check learners understand
example - What kind of things surprise you? activity.
- What kind of people do you find annoying?
Make sure learners keep their notes brief. This will keep
conversation flowing and avoid them reading straight
from notes at feedback time.
Monitor and note good use of vocabulary and language
10c
Learners tell the class about their partners. Monitor
learners’ use of vocabulary and language. Widen
discussion where possible.
b Ask and answer the questions with a partner.

Ask more questions to get extra information. Make notes.
example - What kind of things surprise you?
- I’m always surprised when people are rude.
- Why’s that?
- It’s very easy to be polite. I don’t understand why people don’t do it.
c Tell the class about your partner. Did anyone have similar feelings about things?
lesson 5 23

intonation. Drill.

a) What kind of things do you find frightening?
b) Do you think action movies are exciting?
c) What kind of things surprise you?
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.
Learners use the adjectives to write questions about the

topics below them. Read example and check learners
understand activity.
Model the activity with a couple of examples of your
own.

6
UNIT 2
A good night’s rest
6A good night’s rest

A good night’s rest
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?
• Write on the whiteboard the following idioms:

Sleep like a log (sleep soundly)
Sleep on it (To think something over)
Sleep over (sleep at someone’s place)
Beauty sleep (right amount of sleep)
Sleep (it) off (recover by sleeping)
• Tell learners to work in pairs and write meanings for
each idiom.
For ones they don’t know, they write their own
definition.
2 Work with a partner.
• Learners tell the class their definitions. a Underline the correct phrases to complete the sentences below.
Tell the class the real definitions of the idioms. Was 1 An alcoholic drink before going to bed is called a night cap / night cup.
anybody correct? 2 Insomnia means difficulty waking up / difficulty going to sleep.
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.
If I have and really can’t get to sleep, I take
1 some and soon .
In pairs or as a class. Discuss the questions in the activity.

Note good use of vocabulary and language and/or errors 24 lesson 6
and 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

5a-g
In this lesson: Talk about sleep and dreams
Learners work in pairs and underline the correct word.
Skills: Extended speaking and vocabulary
Read example and check learners understand activity.
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?
5 Work with a partner. Underline the correct word.

a A short sleep during the day is called a catnap / daydream.
b A very bad dream is a nightmare / fright dream.
c We see / have dreams.
d Someone who sleeps well and doesn’t wake up easily is a deep / light sleeper.
e The sound some people make when they sleep is called snoring / snorting.
f I’m always tired, because I don’t do / get enough sleep.
g A daydream / dream fantasy is like dreaming when you are awake.
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
their notes brief and encourage them to ‘speak’ rather

than just read straight from their notes.
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.
Encourage sharing and comparison of ideas.
4a-c

Interact 2 Interact 2
6 You are going to talk about your sleep and dreams.
6 Read the questions and make notes about your answers.
Write two more questions about sleep and dreams.
Learners read the questions in the activity and make
notes with their own answers. They write two more
questions about sleep and dreams. How much sleep do you get each night?
Teaching tip – working in pairs Do you sleep well? Why?
Encourage learners to change the partners quite often so

that they don’t get bored with their partner. This can also Do you have a lot of dreams?
be important if there is an unpopular learner in the class.
Make sure learners understand the activity before you let Do you ever daydream? What about?
them do the activity.
If there is an odd number of learners make a group of Do you like daydreaming?
three but break them up later in the lesson and put them
into pairs with someone else so they get more chance to Can you remember any dreams?
speak.
7 If yes, what were they about?
Learners work in pairs. They ask and answer the question

from activity 6. Monitor learners’ use of vocabulary and
language. Note good use of vocabulary and language
8

26 lesson 6

Ask and answer the questions. Try to get and give extra information.
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!”
8 Tell the class about your partner.
lesson 6 27

7
UNIT 3
She’s more talkative than me
7She’s more talkative than me

She’s more talkative than me
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?
Greg is lazier than his brother, Colin. 1 pretty selfish

My sister is more talkative than me.
2 smart quiet
She’s not as hard-working as Patricia.
3 outgoing rude
4 polite stupid
good better
bad worse 5 tidy mean
6 talkative messy
7 considerate shy
Introduction 8 kind 1 ugly
1a b Underline the correct option to complete the

sentences below.
Go over the instructions and example to check
1 Tom is really smart / stupid. He didn’t
understanding. Learners number the boxes to match the know he needed a passport to fly to America.
adjectives on the left with their opposites on the right. 2 Mika gets nervous talking to new people
Then ask learners which column has mostly positive because she’s really outgoing / shy.
meanings and which has mostly negative meanings (left 3 A phone call to my sister always lasts so long
mostly positive, right mostly negative). because she’s so talkative / quiet.
2a Work with a partner. Discuss the questions below.

1 Which adjectives in activity 1a describe
your parents?
Feedback as a class. Teach, drill and board any unfamiliar 2 Which describe your best friend?
items. b Tell the class about your partner’s parents and best friend.
1a suggested answers 28 lesson 7
1) pretty (7) selfish

2) smart (6) quiet 2a
3) outgoing (4) rude In pairs, learners use the adjectives in activity 1a to
4) polite (2) stupid describe their parents and their best friend.
5) tidy (8) mean
6) talkative (5) messy 2b
7) considerate (3) shy Feedback as a class. Learners tell the class about their
8) kind (1) ugly partner’s parents and best friend.
1b
Learners underline the correct option to complete the Listening
sentences.
3
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.

4a
In this lesson: Compare yourself to someone you know
Grammar: Comparative adjectives and not as... as Track 13 Learners listen again to the conversation
between Stuart and Tony and write Patricia or Alison in
the correct places in the diagrams.
4a answers
very smart very outgoing very talkative
Patricia Alison Alison

Alison Patricia Patricia
Listening not smart not outgoing not talkative

3 Track 13 Listen to the conversation and tick ( ) the adjectives in activity 1a you hear.
4a Track 13 Listen again to the conversation between Stuart and Tony.

4b
Write Patricia or Alison in the correct places below. Learners look at the lines in activity 4a and underline the
very very very correct option to complete the sentences.
smart outgoing talkative
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.

Tony - Do you have any brothers or sisters, Stuart?
Stuart - Yeah. I’ve got two sisters, Patricia and Alison.
Tony - Which one is prettier?
Stuart - That’s a bit of a rude question, isn’t it?
Tony - I’m sorry. I was just joking.
Stuart - Actually Tony, they’re both pretty.
Tony - Oh really? What are they like?
Stuart - Well, Patricia’s smart - smarter than Alison. She
always got top marks at school and poor Alison was always
at the bottom of the class.
Tony - Oh yeah?
Stuart - Yeah. But Patricia’s not as outgoing as Alison.
Patricia usually stays home and reads. Alison is always
going to parties and meeting friends. And, she’s more
talkative than Patricia.
Tony - Really?
Stuart - Oh yes - Alison’s always chatting on the phone.
Tony - She sounds fun. Maybe you can introduce me?
Stuart - What? To my sister?

Language focus We can compare two things using the 6 Use the prompts to rewrite the sentences below.
comparative forms of adjectives. For each sentence, use the same adjective and keep
Who’s messier? the meaning the same.

Go over the examples and explanations with learners and My brother’s messier than me. a Peter is friendlier than Becky.
answer any questions they may have. Becky isn’t as friendly as Peter.
We form comparative adjectives in this way:
b Tommy isn’t as tall as Ian.
1. Adjectives with one syllable:
add –er Ian’s taller than Tommy.
Practice Tina’s kinder than her sister.

c I’m not as outgoing as my parents.
My parents are
2. Adjectives with two syllables, ending in –y:
6a-h replace –y with –ier
d Jonathan’s desk is tidier than mine.
Go over the instructions and example to check Greg’s lazier than his brother Colin.
My desk isn’t
understanding. In pairs, learners use the prompts 3. Most other adjectives use:
to rewrite each sentence, keeping the meaning the more + adjective e My father isn’t as talkative as my mother.
same. Highlight the fact that they should use the same My sister’s more talkative than me. My mother’s
adjective. Monitor and assist as necessary.
Two common irregular adjectives:
f My new neighbours aren’t as considerate
good better
6a-h answers bad worse as my old ones.
My old neighbours were
a) Peter is friendlier than Becky. We can also use not as…as to compare two
Becky isn’t as friendly as Peter. things or people.
g Marcos is older than Manny.
b) Tommy isn’t as tall as Ian. She’s not as hard-working as Patricia.
Manny isn’t
She isn’t as hard-working as Patricia.
Ian’s taller than Tommy.
c) I’m not as outgoing as my parents. h I’m not as considerate as my brother.
My parents are more outgoing than me. My brother’s
d) Jonathan’s desk is tidier than mine.

My desk isn’t as tidy as Jonathan’s.
e) My father isn’t as talkative as my mother.
My mother’s more talkative than my father.
f) My new neighbours aren’t as considerate as my old ones.
My old neighbours were more considerate than my new
ones.
g) Marcos is older than Manny.
Manny isn’t as old as Marcos.
h) I’m not as considerate as my brother. 30 lesson 7
My brother’s more considerate than me.
Sounding natural Interact

7a 8a
Write the name of your best friend on the whiteboard.
Track 14 Play the CD. Learners listen to the
Ask learners to do the same in their books.
sentences and mark the stressed words. Play the CD
again if necessary.
8b
Explain to learners they’re going to compare themselves
7a answers to their best friend. Read through the questions and
See CD script for Track 14 - answers in bold. check understanding. You may like to make notes of
your own answers to the questions as a model, and to
Track 14 (page 149, Student book) 0:26 illustrate how to make notes in English. Allow learners
1) Ian is taller than Tommy. time to think and make a note of their own answers.
2) Today isn’t as cold as yesterday.
3) Marcos is older than Manny.
8c
7b Learners write two more questions and add them to the
list of questions in activity 8b. You may like to first elicit
Track 14 Play the CD. Listen again and copy the some possible questions from the class as a whole. Allow
pronunciation. learners time to think and write. Monitor and assist as
necessary.

Sounding natural
7a Track 14 Listen to the sentences below and mark ( ) the stressed words.
1 Ian is taller than Tommy.
2 Today isn’t as cold as yesterday.
3 Marcos is older than Manny.
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.
1. Who is more talkative?
2. Which one of you is tidier?
3. Are you as hard-working as your best friend?
4. Who is kinder?
5.
6.
c Write two more questions to ask your partner.
9aWork with a partner.

Ask and answer the questions in activity 8. Make a note of your partner’s answers.
example - Who is more talkative?
- I am. My friend Gina is a very quiet person.
example - Betty is more talkative than her friend Gina.
lesson 7 31
9a
In pairs, learners ask and answer the questions on their
give additional information in their answers. Monitor,
activity.
9b
Feedback. Learners tell the class about their partner.
Highlight good use of vocabulary and language. Elicit

correction of errors/mistakes.

8
UNIT 3
It has the best cheesecake in town
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
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
Go over the instructions and examples to check 7 peaceful lively

understanding. In pairs, learners write S or D next to
8 down-to-earth romantic
each pair of adjectives to say if they have a similar
(S) or different (D) meaning. Monitor and assist as
b Underline the correct option to complete the sentences.
necessary.
1 The place I live is really boring / famous. There are no shops
and nothing to do.
Feedback in pairs and then as a class. Teach, drill and
2 I know a really lively / romantic bar. There are always lots of
board any unfamiliar items. customers laughing and chatting.
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.

Reading
1b suggested answers 3a
1) The place I live is really boring – there are no shops Draw attention to the holiday brochure and elicit
and nothing to do. what it is – direct attention to the pictures and ask
2) I know a really lively bar. There are always lots of if learners know which cities are shown. Take a few
customers laughing and chatting. ideas and write these on the whiteboard.
3) That shop has all the latest fashions – it’s really
trendy. Have learners read the brochure to check their ideas.
4) It’s a very well-known museum – it’s always on TV. Explain that learners don’t have to read every word to
5) Low lights, soft music and candles on the tables – it’s do this. Set a lime limit of one minute.
a really romantic little restaurant. Monitor and assist as necessary.
6) I live in a very cosmopolitan part of town – there are
people and shops from all over the world. Feedback in pairs and then as a class.
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.

3b answers
In this lesson: Tell people about good places to go in your area 1) Why is London a good place to go if you like parks?
Grammar: Superlative adjectives
- It has some of the most beautiful parks in the
world (LONDON: para 2, sentence 1)
2) Why is London a good place for people who like
City break holidays going to the theatre?
- It also has some of the best theatre. (LONDON: para
London is the largest, most cosmopolitan
city in Europe and the most popular tourist
London has some of the most beautiful parks
in the world, many excellent, free museums,
2, sentence 2)
destination in the world. Over 30 million
people visit the city every year – it’s easy to
and fantastic shopping. It also has some of the 3) Why is the Champs Elysees a good place to go if you
best theatre, but book in advance if you want
see why! to catch a show! are interested in clothes?
Paris is for lovers! Come to the most Good times are guaranteed in the beautiful - It’s the most fashionable street in world. (PARIS:
romantic city in the world for the most
romantic holiday of your life.
Mediterranean city of Barcelona!
Barcelona is famous for its clubs. It has the
para 2, sentence 1)
Take a boat trip down the Seine, climb
the Eiffel tower, and visit the Champs
most exciting nightlife in Europe and all
the best DJs play here.
4) Why is Paris a good place to go if you like crepes?
Elysees – the most fashionable street in
the world.
Barcelona has lots to offer in the day, too.
A fantastic beach, great architecture and,
Paris has the most delicious crepes in the world.
When you want a rest, you can relax in a
cafe and watch the world go by. You must
of course, the famous Las Ramblas street. (PARIS: para 3, sentence 2)
With street performers, stalls and live
try the crepes – the most delicious in the
world.
music, Las Ramblas is the liveliest street 5) Why is Barcelona a good place to go if you like
in Spain.
nightlife?
- It has the most exciting nightlife in Europe.
Reading (BARCELONA: para 2, sentence 2)
3a Look at the holiday brochure above. What cities are shown in the pictures?
Read the brochure and check your ideas.
b Work with a partner.
3c
Read the holiday brochure for weekend breaks to three famous European cities and find the answers Go over the instructions and check understanding. In
to the questions below.
Underline the places in the brochure where you find the answers.
pairs, learners read the brochure again and circle Yes
1 Why is London a good place to go if you like parks? or No to answer the questions.
2 Why is London a good place for people who like going to the theatre?
3 Why is the Champs Elysees a good place to go if you are interested in clothes?
3c answers
4 Why is Paris a good place to go if you like crepes?
5 Why is Barcelona a good place to go if you like nightlife? 1) No
c Read the brochure again and circle YES or NO to answer the questions below.
2) No
1 Is there a larger city in Europe than London?............................................... Yes / No 3) No
2 Is there a more popular tourist destination than London? ........................... Yes / No 4) No
3 Is there a more fashionable street than the Champs Elysees? ................ Yes / No
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.
Teaching tip – skim reading

Skimming a text, also known as ‘reading for gist’ is
where we cast our eyes over a text to get the main
ideas – what kind of text it is (advertisement, article,
etc.) and what it is about. It’s the kind of reading we
do when we flick through a magazine to decide what
to read. Setting a time limit for learners to decide
what a text is about and then match it to pictures or
headlines is one way to train them in this skill.
3b
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.

Language focus
Language focus We use the superlative forms of adjectives Two common irregular adjectives
to compare three or more things.
good best
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
5 = No city is more romantic than Paris. adjectives.

After superlatives, we normally use in with a
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.
5 answers Adjectives with two syllables, ending in -y

It’s one of the most expensive rooms in
the hotel.
-est: largest (LONDON: para 1, sentence 1) change the -y to -iest
= It may not be the most expensive, but not
-iest: liveliest (BARCELONA: para 3, sentence 3) trendy
friendly
trendiest
friendliest
many rooms are more expensive.
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

Practice Look at the brochure in activity 3 and find one example of each kind of regular superlative adjective.
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
c) August is a very hot month.

It’s one of the hottest months of the year.
d) That restaurant makes delicious fish and chips. 7b
It makes some of the most delicious fish and chips in
town.
pronunciation.
e) That stall sells cheap clothes.
Remodel and drill if necessary.
They sell some of the cheapest clothes in the market.
f) Six o’clock is a very busy time.
It’s one of the busiest times of the day.
Interact
Sounding natural 8a
7a understanding. Highlight the fact that learners should
use at least one superlative for each place they
Track 15 Learners listen for how we say the recommend. You may like to model this activity briefly
underlined words when we speak naturally. by making notes on the board about a place you would
recommend.
7a answers
We tend to use weak forms: /əvðə/ In pairs, learners think of three places in their town that
they can recommend to visitors and make notes in the
tables in their books. Monitor and assist as necessary.
Track 15 (page 149, Student book) 0:29 Ensure both learners in the pairs are making notes – they
1) It was one of the happiest days of my life. will need these for the next activity.
2) It’s one of the most beautiful parks in my area.
3) They make some of the most delicious fish and chips in
town.

Sounding natural
7a Track 15 Listen. How do we say the underlined words when we speak naturally?
1 It was one of the happiest days of my life.
2 It’s one of the most beautiful parks in my area.
3 They make some of the most delicious fish and chips in town.
Interact
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.
place: place: place:

Marwood’s Cafe
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
understanding. Highlight the fact that learners should
ask follow-up questions to get more information.
Learners change partners and tell their new partner

about the places they want to recommend. Monitor, but
stay in the background as much as possible during this
activity.
Note good use of vocabulary and language and/or errors

and mistakes.
8c
Feedback. Learners tell the class about the places their
partner recommended.
Teaching tip - monitoring and error correction

When learners do speaking activities it’s a good idea
to take some notes of how they use the language. This
includes correct as well as incorrect use.
After the activity, write on the board an incorrect and
correct sentence you heard. Elicit which is correct, which
incorrect, as well as how to correct the mistake.
Never pick out one learner who made a mistake. Always
correct as a class.

9
UNIT 3
Opinions
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).
Direct attention to activity 1. Go over the instructions

and check understanding. You may like to briefly give
answers for yourself to the questions.
In pairs, learners ask and answer the questions. Monitor
and assist as necessary
1b
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?
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
Track 20 Track 21 Learners listen and tick the

correct option under each picture to say if the person
thinks school uniforms are a good or bad idea. You may 2b
like to take feedback after the first dialogue to check once Go over the instructions and example to check
more that learners understand what to do. understanding.
Feedback in pairs and then as a class. You may like to deal with the first dialogue together as a
class.
2a answers In pairs, learners underline the correct options to
A good idea; B bad idea; C good idea; D bad idea; E bad idea; complete the dialogues, then write numbers to match
F good idea each picture with a dialogue. Monitor and assist as
necessary.
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.

In this lesson: Guess who is lying about their opinions A
Function: Asking for and giving opinions
- Do you think that wearing school uniforms is a good idea?
- Yes. I like my uniform. I think it’s pretty.
Listening A B C
2a We asked six people for their opinion
about school uniforms.
Track 16 Track 17 Track 18 B
Track 19 Track 20 Track 21
Listen and tick ( ) the correct option

- What do you think about wearing school uniforms?
under each picture to say if the person
thinks school uniforms are a good or
good idea good idea good idea
- In my opinion… they’re stupid. I want to wear my own clothes.
bad idea bad idea bad idea
bad idea.
D E F Track 18 (page 149, Student book) 0:17
C
- How do you feel about school uniforms?
Underline the correct options to
complete the dialogues below, then
- I think they’re all right. I wear a suit to the office. It’s not so different.
good idea good idea good idea
write letters to match each picture
bad idea bad idea bad idea
with a dialogue.
1 - What’s your opinion on school uniforms? D
- Personally, I think that they’re a bad idea / a good idea. I wore a uniform at school and I
- Do you agree that school uniforms are a good idea?
hated it! Picture E
2 - Do you think that wearing school uniforms is a good idea / thought? - I’m not so sure. They’re expensive and uncomfortable.
- Yes. I like my uniform. I think it’s pretty. Picture Kids can’t relax.
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
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 E
5 - Do you think that school uniforms are a good idea? - What’s your opinion on school uniforms?
- Yes, definitely / No, not at all. I think that the children look so nice in them. Picture
6 - Do you agree that school uniforms are a good idea?

- Personally, I think that they’re a bad idea. I wore a uniform
- I’m not so sure / Yes, definitely. They’re expensive and uncomfortable. Kids can’t relax. at school and I hated it!
Picture

c Track 16 Track 17 Track 18 Track 19 Track 20 Track 21
Listen again and check your answers. F
3 Which person in activity 2 do you agree with the most?
- Do you think that school uniforms are a good idea?
lesson 9 37 - Yes, definitely. I think that the children look so nice in them.
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

Language focus Asking for someone’s opinion
Write letters to match two of the responses
Open questions below to each of the following questions.
Go over the explanations and examples with learners. what / how phrase +
noun
1 What’s your opinion on designer clothes?
Highlight the fact that we do not use how with think -ing form of the verb
a
What’s your opinion on theme parks?
when we ask about opinions. What do you think about eating meat?
2 How do you feel about people kissing on
How do you feel about children smoking? the street?
4 Be careful:
3 What do you think about politicians?
We do not use how with think when we ask

Draw attention to the phrases for agreeing and about opinions. 4 Do you agree that summer is the best time
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
I suppose so. agree

No, I completely disagree. stronger
I’m not (so) sure. disagree
38 lesson 9
No, not at all.
No, I completely disagree. stronger

Sounding natural
6a
Go over the instructions to check understanding.
Practice Track 22 Learners listen and mark the stressed word
in the underlined part of each sentence.
5a
Go over the instructions and example to check Feedback in pairs and then as a class.
understanding. In pairs, learners write letters to match
two of the responses to each of the questions. 7a answers
Feedback as a class. 1) What’s your opinion on designer clothes?
5a answers 2) How do you feel about people kissing on the street?
1) What’s your opinion on designer clothes? a, d 3) What do you think about politicians?
2) How do you feel about people kissing on the street? c, h
3) What do you think about politicians? b, i Track 22 (page 149, Student book) 0:28
4) Do you agree that summer is the best time of year? g, j 1) What’s your opinion on designer clothes?
5) Do you think that living in the country is a good idea? e, f
2) How do you feel about people kissing on the street?
5b 3) What do you think about politicians?
Learners tell their partner which of the responses are
closest to their own opinions. 6b
Feedback briefly as a class. Learners tell the class about Track 22 Learners listen again and copy the
their partners. pronunciation. This would be a good opportunity for a
substitution drill.

Learners work on their own to read the questions.
Sounding natural They then make a note of their true opinions for three of
6a Listen. Mark ( ) the stressed word in the underlined part of each sentence below.
the questions and their false opinions for the other two.
Track 22
1 What’s your opinion on designer clothes? Monitor and assist as necessary.

2 How do you feel about people kissing on the street?
3 What do you think about politicians? 7b

b Track 22 Listen again and copy the pronunciation. understanding. Highlight the fact that learners should
make a note of their partner’s answers.
Interact In pairs, learners ask and answer the questions in activity
7a Work on your own. 7a.
Make a note of your opinions on the questions below.
Three opinions must be true, and two opinions must be false. You choose which ones. Monitor, but stay in the background as much as possible
during this activity. Note good use of vocabulary and
1. Do you agree that steak is tastier than fish? language and/or errors and mistakes.
2. How do you feel about gambling? 7c

Feedback. Learners tell the class about their partner. Ask
3. What’s your opinion on young people? learners to guess which opinions of their partners were
not genuine. Ask partners to confirm or deny the guesses.
4. Do you think that giving food to cats in the park is a good idea?
5. What do you think about black and white movies? Elicit correction of errors/mistakes.
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
Teaching tip – substitution drill

Teacher says a phrase or part phrase. Learners respond
by fitting the phrase into a longer item using appropriate
intonation.
Teacher - “boys wearing makeup”
Learner - “What’s your opinion on boys wearing makeup?”
Teacher - “black and white movies”
Learner - “What’s your opinion on black and white movies?”
Etc.
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.
Go over the instructions and check understanding. Make

sure that learners understand that they should decide for
themselves which two questions they will lie about.
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.

10
UNIT 4
A day in a life
10A day in a life

A day in a life
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
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
They aren’t usually interested in music. 0% 100%
I hardly ever eat meat.

never
She almost always takes a packed lunch, but she sometimes
eats in a restaurant.
Almost everyone worked late, but the boss went home early. Match the activities on the left with the correct occupations on the right.
have business lunches
read reports
Introduction leave work at 3 a.m.
make business decisions
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.

I have a shower, dress and pack my records, CDs and
In this lesson: Tell people about a typical day in your life headphones. I go around to a friend’s house, have a beer
Grammar: Adverbs of frequency and almost
and practise for two hours, then we get something to eat in
a restaurant. I love foreign food so we often have a curry, or
Chinese food, or something like that.
When I get to the club I check who the other DJs are and see
A day in the life of a dj who is on the guest list. The club opens at eleven, but I don’t
play until about two because I’m quite popular now. The
popular DJs always play late. At the end of the night almost
W e asked DJ Damien to tell us about a typical
day in his life.
I get ready for work at about ve o’clock in the
evening. I have a shower, dress and pack my records,
CDs and headphones. I go around to a friend’s house,
all the DJs go to an after-club party, but I don’t. I’m quite old
now (I’m 26, but I’m almost 27 – my birthday is next month!)
I leave work at three or four in the morning, so I
never / usually get up late. I always / hardly
have a beer and practise for two hours, then we so I often just go home.
get something to eat in a restaurant. I love foreign
ever have a good breakfast because I think breakfast
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
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)
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.

Language focus
Language Focus 1. We call words like never, hardly ever, sometimes, often, usually and always, adverbs of
frequency. We use them to talk about how common it is for us to do something.
Go over the explanations and examples with learners. Adverbs of frequency usually go after be, but in front of other main verbs.
I’m always hungry in the afternoon.

They aren’t usually tired in the morning.
Point out the common mistake, highlighted at the I sometimes make a big bacon sandwich.
He doesn’t usually eat lunch.
bottom of the Language reference section, of following
Questions and short answers
almost directly by a noun, instead of using a determiner When does he usually finish work?
such as all or no before the noun (e.g. “Almost people”, What do you usually have for breakfast?
When are you usually here?
instead of “Almost all people”). Do you ever work late? Yes, sometimes/often. / No, never.
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.
Be careful: We don’t usually follow almost with a noun.
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
5 isn’t / Tim / for / often / late / meetings

Feedback as a class, but don’t give any definite answers 6 business / I / trips / ever / go / on / hardly
at this stage since learners will listen to check for 7 you / buy / food? / where / usually / do
themselves in the next activity. 8 for / work? / ever / late / you / are
b Track 23 Listen and check your answers.

6a answers
42 lesson 10
See CD script for Track 23.

1) It’s almost five o’clock. Sounding Natural
2) She’s usually tired in the mornings.
3) I almost never watch TV. 7a
4) We almost always work late in our office. Track 24 Learners listen for the sound they can hear
5) Tim isn’t often late for meetings. in the underlined parts of the sentences.
6) I hardly ever go on business trips.
7a answers
7) Where do you usually buy food?
There tends to be a ‘y’ (/j/) between the two vowel sounds in
8) Are you ever late for work? connected speech. This an example of a linking sound.
6b Track 24 (page 149, Student book) 0:26

Track 23 Feedback. Learners listen to check their 1) He almost always works late.
answers. 2) She almost never smiles.
3) We almost always finish early.
7b
pronunciation.

Sounding natural
8c
7a Track 24 Listen. What sound can you hear in the underlined parts of the sentences? Feedback. Learners tell the class about their partner.
1 He almost always works late.
2 She almost never smiles.

3 We almost always finish early. Elicit correction of errors/mistakes.
Interact
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
in the evening / at night

Use your notes to tell them about a typical day in your life.
example - I almost always get up at 6.30.
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
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.
8b
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.

11
UNIT 4
A terrible journey
11A terrible journey

A terrible journey
UNIT 4
In this lesson - Talk about travel problems
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.
(NB: For your information – don’t raise this unless learners a
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
• Ask learners how many times a month they’re delayed

due to traffic problems or accidents. Introduction
1 Work with a partner. 2 Can you think of any more travel problems?
• If they drive, do they listen to the traffic report? Match the different kinds of travel problems in the
• Do they often travel during rush hour? blue box with the pictures above.
• Who is delayed the most? a signal failure d accident

b getting lost e roadworks
c traffic jam f overcrowded train
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.
Teaching tip - working in pairs

Encourage learners to change partners quite often to
keep speaking activities fresh.
If there is an odd number of learners make a group of
three but break them up later in the lesson and put
them into pairs with someone else so they get more of a
chance to speak.

In this lesson: Talk about travel problems
Vocabulary: Phrasal verbs
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.
3 Read the paragraphs quickly and circle all

Signal failure held up the train about half way
the kinds of transport he mentions.
through the journey. Then there was
Check with a partner.
another delay while we picked up passengers at
a station on the outskirts of Frankfurt.
4 Work with a partner. While I was walking I saw an old bicycle on a

street corner. It wasn’t locked and it looked very
a Read the paragraphs again and put them in
old so I decided to use it – I was desperate!
the correct order (a - e).
When I got to the station, I ran to get on the
b Which problems from activity 1 does he mention?
train and I was just in time.
I didn’t want to turn back but I decided to get off

the bus and go back to the hotel to call a taxi.
The taxi came and picked me up quickly but a
Read the story again and answer the questions.
trafc jam held us up on the way. I had very little
a What happened to the bus? time so the taxi driver dropped me off and
b What stopped the train? I started to walk.
I had a terrible journey back from Germany last

week. I got on the bus from outside the hotel to
6 Was Jonathan right to use the bicycle?
go to Cologne station, but the bus broke down
Would you do the same?
after about two minutes.
a
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.

Language focus
Language focus 7 Work with a partner.
Study the words in the pink column.
8 The words in the pink column are all
phrasal verbs.
Match them to the meanings in the green column. A phrasal verb is a verb + one or more
7 meaning particles (like on or up).

Together they have a different meaning
stop and return to where
Learners work in pairs to match phrasal verbs in the pink get on you started
from the verb on its own.
column with the meanings in the green column. pick up
go to a place you were
before There are different kinds of phrasal verbs:
meet someone in a type 1 • two words

vehicle (e.g. car) so
7 answers take off you can take them
• no object
e.g. The train broke down.
somewhere
get on – enter a bus, train or plane break down delay
Look at the story on page 45 and
find one more example.
pick up – meet someone in a vehicle (e.g. car) so you can take a passenger where type 2 • two words
take them somewhere. drop off they want to go and
leave them there
• can take an object
• you cannot put the object
take off – leave the ground and start flying go back arrive somewhere
in the middle
e.g. I got off the train.
break down – a machine or vehicle (e.g. car) stops working turn back enter a bus, train or NOT I got the train off.
drop off – take a passenger where they want to go and plane
leave a bus, train or
find three more examples.
get off
leave them there plane type 3 • two words
• needs an object
go back – go to a place you were before get to leave the ground and
start flying • you can put the object
turn back – stop and return to where you started hold up a machine or vehicle
(e.g. car) stops working
in the middle or at the end
• you can use a pronoun (him, it)
get off – leave a bus, train or plane in the middle, but not at
the end
get to – arrive somewhere e.g. A signal failure held up the train.
hold up – delay A traffic jam held us up.
find two more examples.
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 1 - turn back, take off e I’m

f As I was
home next month.
the train I realised I’d left my wallet on my seat.
Type 2 - get on, get to, pick up g This traffic jam is really going to us . We’ll probably miss our plane.
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.
Track 25 Listen and check your answers.
Teaching tip - phrasal verbs

46 lesson 11
Learning phrasal verbs from a dictionary or trying to
apply grammatical rules can be quiet challenging for
learners. The best way for learners to understand phrasal
verbs is to read or hear them in context. Learners should 9a-i answers
treat phrasal verbs as single units. a) I’ve had enough of our old car. It’s always breaking down.
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.
d) Can you drop me off in front of the station, please?
Practice e) I’m going back home next month.
9a-i f) As I was getting off the train I realised I’d left my wallet on
Learners work in pairs to complete the sentences with my seat.
phrasal verbs from activity 7. Read example and check g) This traffic jam is really going to hold us up. We’ll
learners understand activity. probably miss our plane.
h) OK, everybody, get on the bus please. We’re about to
Track 25 Learners listen and check their answers. leave.
i) Let me know when you get to the station. I’ll come and
meet you.

Sounding natural
10 Listen to your teacher say the words below. Mark the syllable stress. Sounding natural
a signal failure b getting lost c traffic jam 10a-f
Read the words to the class. Learners mark the syllable
d accident e road works f overcrowded train
stress.
10a-f answers (stressed syllables in bold)

Interact a) signal failure
11 You are going to tell a story about problems you had on a journey.
a Think about:
b) getting lost
• When it was c) Traffic jam
• Where you were going d) accident
• What problems you had
e) roadworks
Make notes – try to use at least three phrasal verbs from this lesson. f) overcrowded train
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.
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.
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.

12
UNIT 4
Getting about
12Getting about
Getting about
UNIT 4
In this lesson - Discuss transport
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
bottom row left to right

k, f, l, e, g, h
48 lesson 12
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.


In this lesson: Discuss transport
b boat c bus d taxi

f bicycle g aeroplane h motorbike
j on foot k hot-air balloon l train
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

4a Work with a partner. Read the list of types of transport below.
4a Add two more types of transport to the list.
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
ferry, underground, train, bicycle aeroplane

on foot
4b bus
In pairs. Learners rank the types of transport from 1 (the

best) to 10 (the worst) in the local travel column.
b Which types of transport are best for local travel?
4c Ask learners which types of transport are the best

With your partner, rank the types of transport from 1 (the best) to 10 (the worst) in the local travel column.
c Which types of transport are best for long distance travel?

for long distance travel. In pairs, learners rank the types With your partner, rank the types of transport from a (the best) to j (the worst) in the long distance travel column.
of transport from a (the best) to j (the worst) in the long
distance travel column. 5 Change partners. Share and explain your choices.
Decide the best three types of transport for local and long distance travel.
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.
a) The journey was very time-consuming. It seemed to take

all day.
b) The tennis match was tedious. I got really bored
50 lesson 12
watching it.
c) The race was absolutely exhilarating. The lead seemed to
change hands every two minutes, and what a finish!
d) I was terrified! It was certainly the most hair-raising 8
rollercoaster I’ve ever been on. In pairs. Learners ask and answer their questions. Learners
e) The flight was perfectly smooth. The pilot didn’t have to make notes of their partner’s answers and try to get extra
turn on the seatbelt signs once in the whole journey. information.
f) Our hotel room was luxurious. Even the toilet was made
of gold. 9
Learners tell the class about their partner.
Interact 2 Highlight good use of vocabulary and language.

7
Learners read and answer the questions in the activity
then add two more questions of their own. Write
an example on the whiteboard and check learners
Teaching tip - taking notes

Encourage learners to keep their notes brief and not to
write down every word they want to say. This will help
them to speak more rather than just reading straight
from their notes.

Interact 2
7 Read the questions and make notes about your answers. Write two more questions about transport or travel.
How do you travel to work or school?
What do you like or dislike about your journey to work or school?
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?

Ask and answer the questions. Try to get and give extra information.
example - How do you travel to work or school?
- Well, I go to the station by bicycle, then I catch the train.
- The whole journey to my office takes about an hour.
- So which station do you get off at?
9 Tell the class about your partner.
lesson 12 51

13
UNIT 5
Isn’t it?
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.
This is a nice party, isn’t it? are may

do will
You don’t really like parties, do you? have would
We’re having a good time, aren’t we?

1 Would you mind opening the
She hates him, doesn’t she? door, please?
2 you come here often?
3 you got the time?
4 you doing a lot of overtime
Introduction these days?

5 I help you?
6 you be quiet, please?
1a b Match the questions to the situations in the

Learners complete the questions with a modal or pictures.
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.
......... No, this is my first time.

1a answers ......... Yes, we’re really busy in the office.
1) Would you mind opening the door, please? ......... Sorry. I’ll keep my voice down.
2) Do you come here often? 1 ......... Yes, of course.
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.
1b answers - clockwise from example

1, 5, 3, 4, 6, 2
Listening
2 Explain the situation – Mark and Jane are having a
Learners match the responses with the questions in conversation at a party.
activity 1 by numbering the boxes. Go over the example Go over the instructions and example and check
to make sure learners understand what to do. Monitor understanding.
and assist as necessary.
3a-f
Track 26 Play the CD. Learners listen and underline
2 answers the correct words in bold in each statement. Go over the
2 - No, this is my first time. example to make sure learners understand what to do.
4 - Yes, we’re really busy in the office. Monitor and assist as necessary.
6 - Sorry. I’ll keep my voice down. Feedback as a class.
1 - Yes, of course.
5 - No thanks. I’m just looking. 3a-f answer
3 - Yes. It’s five past eight. a) Jane wants to sit / dance.
b) Jane and Mark met at a wedding last year / are meeting
for the first time now.
c) Jane knows / doesn’t know Mark’s name.
d) Jane is Billie’s sister / Billie’s mother.
e) Mark loves parties / doesn’t really like parties.
f) Mark likes this party / hates this party.

4a
In this lesson: Ask questions to check what you know In pairs, the learners read the sentences 1-9. The learners
Grammar: Question tags
have to remember who said each line and write M (Mark)
or J (Jane) in the boxes.
Listening
3 Track 26 Listen to Jane and Mark talk at a party.
Underline the correct words in bold in each statement below.
Feedback as a class
a Jane wants to sit / dance.
4a answers
b Jane and Mark met at a wedding last year / are meeting
1) Can I sit here? - J
for the first time now.
2) You don’t remember me, do you? - J
c Jane knows / doesn’t know Mark’s name.
3) We haven’t met before, have we? - M
d Jane is Billie’s sister / Billie’s mother.
4) You’re Mark, aren’t you? - J
e Mark loves parties / doesn’t really like parties.
5) I was a bit rude, wasn’t I? - M
f Mark likes this party / hates this party.
6) You’re Billie’s sister, aren’t you? - M
7) You don’t really like parties, do you? - J
Can you remember who said the things below? 8) You told me at Billie’s wedding, didn’t you? - J
Write M (Mark) or J (Jane) next to each line.
9) This is a nice party, isn’t it? - M
1 Can I sit here? ................................................. J
2 You don’t remember me, do you? ....................

4b
3 We haven’t met before, have we? ......................
4 You’re Mark, aren’t you? ....................................

Track 26 Play the CD. Learners listen again and
5 I was a bit rude, wasn’t I? .................................. check their answers.
6 You’re Billie’s sister, aren’t you? .........................
7 You don’t really like parties, do you? ...............

4c
8 You told me at Billie’s wedding, didn’t you? ......
As a class, discuss questions 1 and 2. Give everybody a
9 This is a nice party, isn’t it? ..............................
chance to respond.
b Track 26 Listen again and check.
c Discuss these questions with the class.

1 Do you think Jane likes Mark?
2 Are Mark and Jane enjoying the party?
lesson 13 53

Jane - Hello. Can I sit here?
Mark - Yes, sure… go ahead.
Jane - You don’t remember me, do you?
Mark - Sorry… We haven’t met before, have we?
Jane - Actually, yes. We met last year at Billie’s wedding. I’m
Jane… and you’re Mark, aren’t you?
Mark - Yes, I’m Mark. Sorry, I was a bit rude, wasn’t I?
Jane - Oh, don’t worry. Well, nice to meet you again, Mark.
Mark - Nice to meet you again too, Jane. Um, you’re Billie’s
sister, aren’t you?
Jane - Yes, that’s right. And you don’t really like parties, do
you?
Mark - No, not really. How do you know?
Jane - You told me at Billie’s wedding, didn’t you?
Mark - Ah, yes… Well, this is a nice party, isn’t it?
Jane - Yes, isn’t it?

Language focus Language focus
Question tags turn statements into yes/no questions.
We use them to help conversation by inviting the listener to say something.
Go over the explanations and examples with learners. We also use them to check what we know about something.
Answer any questions they may have. 1. When the main statement is positive, the tag is usually negative.
This is a nice party, isn’t it?
2. When the main statement is negative, the tag is usually positive.
Practice You don’t really like parties, do you?
3. When the main statement uses an auxiliary or modal verb or be, the tag
5a uses the same verb.
We haven’t met before, have we?

Learners add a suitable question tag for statements 1-9. You can swim, can’t you?
Go over the example to make sure learners understand You’re having a good time, aren’t you?
what to do. Monitor and assist as necessary. With all other verbs, the tag uses do.
You told me at Billie’s wedding, didn’t you?

She hates him, doesn’t she?
Feedback as a class. You speak English, don’t you?
5a answers 4. Tags are in the same tense as the main statement.
The movie starts at seven, doesn’t it?

See CD script for Track 27, answers underlined. The movie started at eight, didn’t it?
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,
4) We don’t have to work today, do we? 7 I’m not late,
8 He can speak English quite well,

5) You didn’t switch off the computer, did you?
9 It doesn’t really matter,
6) That was a very good movie, wasn’t it?
7) I’m not late, am I? b Track 27 Listen and check.
8) He can speak English quite well, can’t he?

9) It doesn’t really matter, does it?
54 lesson 13
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?

1) You had toast for breakfast, didn’t you?
2) You’re not having another beer, are you?
3) That’s quite expensive, isn’t it?
4) They aren’t very good, are they?
5) This is quite difficult, isn’t it?
6) Rachel plays the piano, doesn’t she?

Sounding natural
7d
We can use falling intonation with question tags if we are fairly sure of the answer. In pairs, learners use question tags to check what they
We use a rising intonation if we aren’t so sure.
know about their partner’s topic. Highlight the example
6a Track 28 Listen and compare the two sentences below. How are they different?
and encourage learners to give additional information in
1 You’re Mark, aren’t you?
2 You’re Billie’s sister, aren’t you?
their answers.
Monitor, but stay in the background as much as possible
b Track 29 Listen and write F (falling intonation) or R (rising intonation) next to each sentence below.
in this activity.
1 You had toast for breakfast, didn’t you? ........... F
2 You’re not having another beer, are you? ........
3 That’s quite expensive, isn’t it? .......................
Feedback. Round off the activity by asking learners to
4 They aren’t very good, are they? ..................... briefly say what topics they talked about.
5 This is quite difficult, isn’t it? ..........................
6 Rachel plays the piano, doesn’t she? ............... Highlight good use of vocabulary and language.
Interact
7a Think of a topic you know about and tell a partner what it is.
example I know about yoga.

b Write the topic your partner tells you at the top of the table below.
c Work on your own.

Use the table to make a note of six things you think you know about the topic.
my partner’s topic: yoga
what I’m fairly sure of about the topic what I’m not so sure of about the topic
It’s from India. You have to be a vegetarian.

It’s a kind of exercise. It’s quite difficult.
d Work with your partner.

Use question tags to check what you know about your partner’s topic.
example - Yoga’s from India, isn’t it?

- Yes, that’s right.
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.
Learners think of a topic they know about and tell a

partner what it is.
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.
assist as necessary.

14
UNIT 5
Do you know...?
14Do you know...?

Do you know ...?
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
Do you know where the post office is?

Can you tell me where he lives? Where
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
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.

4a-e answers
In this lesson: Find out what you remember about your classmates a) √ No, he isn’t.
Grammar: Embedded questions
b) √ To a meeting with John.
c) √ Yes, he will.
Listening d) X
3 You are going to listen to a conversation between two colleagues.
e) X
Bill is asking Claire about another colleague, Jim.
a Work with a partner. Number the sentences below in the correct
order (1- 8) of the conversation.
Claire: No, sorry, I don’t.
7 Bill: Do you know if he’s going home early tonight?
1 Bill: Hi Claire. Can you tell me where Jim is?
Bill: Do you know where he went?
Claire: Hi Bill. Sorry, he’s out of the ofce.
Bill: Do you know whether he’s coming back to the ofce

after the meeting?
4 Claire: To a meeting with John.
Claire: He is, but I can’t remember what time he’s back.
4 Work with a partner and read the conversation again.

Do you know the answers to the questions below?
Put a tick ( = can answer) or a cross ( = can’t answer) next to

the questions. If you know the answers, write them.
a Is Jim in the office? No, he isn’t.

b Where did Jim go?
c Will Jim come back to the office after the meeting?
d What time will Jim come back?
e Is Jim going home early tonight?
lesson 14 57
Track 30 (page150, Student book) 0:31

Bill - Hi Clare. Can you tell me where Jim is?
Clare - Hi Bill. Sorry, he’s out of the office.
Bill - Do you know where he went?
Clare - To a meeting with John.
Bill - Do you know whether he’s coming back to the office
after the meeting?
Clare - He is, but I can’t remember what time he’s back.
Bill - Do you know if he’s going home early tonight?
Clare - No, sorry, I don’t.
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.

Language focus
Language focus 5 Sometimes, we put questions in longer sentences.
Look at this sentence from Bill and Claire’s conversation:
In indirect questions:
5 • Can you tell me where Jim is? 1 We drop the auxiliary verb ‘do’.
Have learners close their books. Write the first example • Where did he go?
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 ofce?
• Do you know whether he’s coming back to the ofce? Do you know whether he’s coming
back to the ofce?
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?
three sentences in Language focus. I can’t remember
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 where he went? g When does he normally get up at weekends?
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.
Go through the points in ‘In indirect questions’. 58 lesson 14
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)
a) I can’t remember where she lives.
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?

In a private lesson
Sounding natural
7 Track 31 Listen again to the sentences from activity 6. Mark the stressed words.
Give the learner a couple of minutes to think of questions
to ask you. Think of a few questions to ask the learner.
I can’t remember where she lives.
Ask and answer the questions, then see how much you
Track 31 Listen again and copy the rhythm. remember.
Encourage use of the Target Language. (‘Do you
remember what kind of music I like?’)
Interact “Can you tell me what kind of music your mother likes?”
a You are going to exchange information with your classmates.
Think about questions to ask. You can use the topics below, or you can use your own topics.
Daily life What time do you usually get up in the morning?
Entertainment Do you like reading? What kind of books do you like?
Food What did you have for dinner last night?
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.
example - Do you know if he likes reading?

Can you remember what kind of books he likes?
d Who remembers the most?
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?

Elicit correction of errors/mistakes

15
UNIT 5
Going places
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
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 a turn right b take the left c go the pub
Draw attention to the pictures on the page. Show

learners how they can find the words in the box that
complete the directions. Go over an example to make
sure learners understand what to do. Monitor and assist
Post
as necessary. office School Park
d it’s on the e it’s the post f it’s the park
Feedback in pairs and then as a class. office and the school
2a-i answers
a) turn right James Street
b) take the second left
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
f) it’s opposite the park 60 lesson 15
g) go along the road

h) it’s at the end of West Street
i) it’s next to the bank Track 32 (page 150, Student book) 0:55
Conversation 1
A - Excuse me. I’m looking for a bank.
Listening B - Ah, yes. There’s a bank in Covent Garden.
3a A - How far away is it?
Track 32 Track 33 Track 34 Explain to B - About five minutes. Go straight along this street and then
learners that they’re going to listen to three people turn right into Bedford Street.
asking for directions at a tourist information centre. Play A - Turn right into Bedford Street?
the CD. Learners listen and underline the correct answers. B - Yes. Into Bedford Street, then take the second right.
Play the CD again if necessary. Monitor and assist as A - The second right…OK…
necessary. B - Next, go along Henrietta Street and the bank is on your
left.
Feedback as a class. A - So I go along Henrietta Street and it’s on my left?
B - That’s right.
3a answers
A - Thanks for your help!
Conversation 1 - bank, 5 minutes
Conversation 2 - post office, 20 minutes
Conversation 3 - Covent Garden Station, 10 minutes

In this lesson: Tell people how to get to different places Conversation 3
Function: Giving directions
A - Excuse me. How do I get to Covent Garden Station?
B - Covent Garden Station? Easy. Go along this street and turn
Listening
3a Track 32 Track 33 Track 34
right into Southampton Row.
Listen to three people asking for directions at a tourist information centre.
Where do they want to go?
A - OK. So…turn right into Southampton Row…
How long does each journey take? B - Yes, then go along Southampton Row and go through
Underline the correct answers.
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
A - Thank you very much.

w
t.
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
again and number the places on the map in the order

on
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

St.
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
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
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.

Language focus
Language Focus Giving directions
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:
answer any questions they may have. turn right

take the second left
Excuse me. How do I get to Buckingham Palace?
Excuse me. I’m looking for a bank machine.
go along this road Excuse me. Is there a place to change money
around here?
We use prepositions to say where things are.

Practice It’s on the left.
To ask how long a journey takes, we can use
these expressions:
It’s next to the bank.
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)?
In pairs, learners use the map in activity 3 to complete

the directions. Go over an example to make sure learners
Practice
understand what to do. Monitor and assist as necessary. 4a Work with a partner.
Use the map in activity 3 to help you complete the directions.
Feedback in pairs and then as a class. 1 Start at the bank.

A: Excuse me. How do I get to Covent Garden Station from here?
B: Go along this street, then go left through Covent Garden Market and
4a answers into James Street. The station is .
1) Start at the bank. A: How long ?
A: Excuse me. How do I get to Covent Garden Station from B: Only about five minutes.
here?
B: Go along this street, then go left through Covent Garden 2 Start at Covent Garden Station.
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.
Martin’s Lane. You’ll see the post office on the left.

A: How far away is it? (or: How long does it take?)
B: It takes about twenty minutes.
b Change partners. Practise the conversations in activity 4a.
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.

1) Take the second left.
2) Go past the pub.
3) It’s on the left.
4) It’s next to the bank.
5) It’s at the end of the street.
5b
pronunciation.

Sounding natural
5a Track 35 Listen to the sentences below and mark ( ) the stressed words.
1 Take the second left.
2 Go past the pub.
3 It’s on the left.
4 It’s next to the bank.
5 It’s at the end of the street.
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
b Work with a partner. Show each other your maps.

Ask for and give directions to the places on the maps.
example - How do I get from your home to the supermarket?

- It’s about ten minutes from my house. Go along …
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.
in this activity.
Feedback as a class. Highlight good use of vocabulary

and language.

16
UNIT 6
Works of art
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
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
Who was this album made by? paintings sculptures CDs 1
paint
Introduction photographs films novels/

short stories
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.
4 You make CDs and movies before / after you 3

Feedback as a class. Teach, drill and board any unfamiliar release them.
items.
c Which kinds of art from activity 1a do you have in your home?
1a answers 2 Look at the works of art on the right.

1) paint paintings Tell the class which ones you recognise and what you know about them.
example - I know the sculpture in picture 2.
2) make sculptures I think it’s in Italy…
3) make release CDs
4) take publish photographs 4
5) make direct release films

6) write illustrate publish novels/short stories 64 lesson 16
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.
2 Feedback as a class. Take any reasonable answers, but

Go over the instructions and example to check don’t give away too much at this stage – learners will
understanding. listen to check for themselves in the next activity.
You may like to discuss the first work of art (Sunflowers
by Van Gogh) as a class: Ask learners if they recognise You may like to draw the table on the whiteboard while
the picture, if they know anything about the person who learners are working in pairs and have learners fill it in
painted it, what it shows, etc. during feedback.

where
In this lesson: Tell people about a work of art you like made/ France Italy America Germany
Grammar: Passive forms
painted
Listening materials oil paint marble oil paint flowers

3a Use the words from the box to complete the information about the works of art in the pictures.
$40
1888 1930 American marble Italy price X $300 X
flowers Germany Grant Wood Italian
million
Puppy Van Gogh $300 $40 million
picture 1 picture 2 picture 3 picture 4

American 1
name Sunflowers David
Gothic Sunflowers was painted by the Dutch artist, Vincent Van
artist Michelangelo Jeff Koons
Gogh, in Paris, France. It was painted in 1888 and is one of
the most famous oil paintings in the world. It is also one of
artist’s
Dutch American the most expensive – in 1987 it was bought for 40 million
nationality
dollars.
date 1504 1992

where made/
painted
France America
2
David is a masterpiece of renaissance sculpture. It’s made
materials oil paint oil paint
of marble and was completed in 1504 by the Italian artist
price
Michelangelo in Florence, Italy.
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.

3a answers 4
See 3b answers Puppy is a giant sculpture of a dog made in 1992 by the pop-
artist Jeff Koons. It was made in Germany, but today it can
3b be seen in Bilbao, Spain. Puppy is over 13 metres tall and is
Track 36 Track 37 Track 38 Track 39 made of live flowers.
Learners listen to check their answers to activity 3a.
3c
Feedback as a class. Ensure learners make any necessary Go over the instructions and example to check
corrections in their books. understanding. In pairs, learners write numbers to match
the statements with the pictures. Monitor and assist as
3a answers necessary.
picture 1 picture 2 picture 3 picture 4 Feedback as a class.
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.

Language focus
Language focus 5 Work with a partner.
Read the sentences, then underline the correct option to answer each question below.
5 a The painting is called Sunflowers.

b David was made in Italy.
Go over the instructions and example to check c American Gothic and Puppy were made by Americans.
understanding. Read through the numbered sentences as d Sunflowers was bought for $40 million.
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
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.
For regular verbs, the past participle Is it made of plastic?

Go through the explanations and examples with learners. looks the same as the past form. Yes, it is. / No, it isn’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
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
understanding. In pairs, learners write each word from the
box in the correct row to say how many syllables it has.
7a answers
novel - 2
film - 1
painting - 2
photograph - 3
sculpture - 2
story - 2

Sounding natural 8b
7a Write 1, 2, or 3 next to each word to say how many syllables it has. Go over the instructions and example to check
2 novel photograph
ask follow-up questions to get more information, and
film sculpture
should make a note of what their partners say.
painting story
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
when it was made

other information
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:

example Kali really likes a novel called…
lesson 16 67
Interact
8a
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.

17
UNIT 6
It was an accident
17It was an accident

It was an accident
UNIT 6
In this lesson - Tell people about an accident
Grammar - Past simple and past continuous in stories, Introduction
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
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.
1a 1 The road is busy.

In pairs, learners ask and answer the questions.
2 The road is clear.
1b 3 The road is empty.

1 The car crashes into
Reading
the bus.
2 The car overtakes
the bus.
2a 3 The car passes 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.
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.

In this lesson: Tell people about an accident
Grammar: Past simple and past continuous in stories, with as and when
Reading
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.
As I was approaching the bend, I saw a bus. 2

It was coming from the opposite direction.
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.

c Who drove badly, Jane or the person in the 4
orange car?
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.

I was driving north along the London Road. The road was
clear and there was a bend in the road in front of me. As I
was approaching the bend, I saw a bus. It was coming from
the opposite direction. I was going around the bend when
I saw an orange sports car. It was overtaking the bus and
coming towards me! I went off the road and crashed into a
wall. Luckily, I was wearing a seatbelt and I wasn’t hurt.
3c
Take brief responses to this question as a way of
rounding off the reading section.

Language focus
Language focus 4 Write the words in the box from Jane’s story in the correct positions on the timeline.
I was going around the bend I saw an orange sports car
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
box from Jane’s story in the correct positions on the

timeline. When we tell stories, we often use as and when to join the past continuous and the past simple together
Feedback as a class. in the same sentence.
We do this to show that one event happened while another event was in progress.
Alternative procedure event that was in progress an event that happened
past continuous past simple

You may like to draw the timeline on the whiteboard and
have learners fill in the answers on the board before doing As I was approaching the bend, I saw a bus.
the same in their books. I was going around the bend when I saw an orange sports car.
an event that happened event that was in progress
4 answers past simple past continuous
I saw a bus as I was approaching the bend.

I was going around the bend I saw a red sports car when I was going around the bend.
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.
Go over the explanations and example with learners.

Practice
6a Work with a partner. Complete the sentences with the verbs in brackets.
5 Put one verb into the past simple and the other verb into the past continuous.
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
b) as usually comes at the beginning of the past continuous 70 lesson 17

part of the sentence.
c) In sentences with “as”, we use a comma if the past
continuous part comes first.
6b
In pairs, learners use when to rewrite the sentences from
activity 6a.
Practice Monitor and assist as necessary.
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.
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.

Sounding natural
7a Track 42 Listen to the sentences. How do we say was and were when we speak naturally? Interact
1 It was coming towards me.
2 I was overtaking the bus. 8a

3 We were standing on the street. Go over the instructions and check understanding. You
4 They were coming towards the traffic lights. may like to model the activity by writing brief notes
b Track 42 Listen again and copy the pronunciation. about an accident you know of on the board – keep it
light!
Interact
8a Work on your own. Use the table below to make notes about an accident. It can be:
• an accident that happened to you
Learners work on their own to make notes about an
• an accident that you saw accident they know of in the table in their books. Monitor
• an accident that you heard about and assist as necessary.
background detail
what I was doing at what other people other information.

the main events of
the story
8b
the time were doing (weather, clothing, etc.) You may like to model this activity briefly by giving a
short account of the accident you made notes about on
standing on the a woman – riding about two years I saw a woman fall
street a bicycle, talking ago off her bicycle the board.
on her phone In pairs, learners tell each other about the accidents they
made notes on. Monitor, but stay in the background as
much as possible during this activity.
and mistakes.
8c
Feedback. Learners tell the class about the accident their
partner talked about.

b Work with a partner. Tell your story.
example About two years ago, as I was standing on the street, Elicit correction of errors/mistakes.
I saw a woman fall off her bicycle. She was…
c Tell the class about your partner’s story.
example Rick saw a woman fall off her bicycle.
He was standing on the street…
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
pronunciation.

1) It was coming towards me.
2) I was overtaking the bus.
3) We were standing on the street.
4) They were coming towards the traffic lights.

18
UNIT 6
Movie night
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.
1 wide / healthy / cheap snacks
Warmer 2 not much / plenty of / close legroom
3 wide / long / high-definition screen
Write the following questions on the whiteboard: 4 cheap / high-quality / comfortable sound system
5 art / close / commercial film

What was the name of the show?
What was it about? 6 tasty / expensive / comfortable seat
Who was in it?

How was it? b Complete the sentences with words from activity 1a.
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.
Go over the instructions and example to check I couldn’t hear anything.
understanding. Learners cross out the word that doesn’t

go with the one on the right.
1a answers
1) wide/ healthy / cheap snacks
2) not much / plenty of / close legroom 72 lesson 18
3) wide / long / high-definition screen

4) cheap / high-quality / comfortable sound system
5) art / close / commercial film
6) tasty / expensive / comfortable seat Interact 1
1b 2a
Go over the instructions and example to check Go over the instructions and check learners know what
to do. Explain to learners they’re going to have a movie
understanding. Learners complete the sentences with the
night at their home. In pairs, learners read the list of
words from activity 1a. things that can make a movie night fun, and then add
four more things to the list.
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.

In this lesson: Talk about watching films
Interact 1
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
b Rank the things in activity 2a from 1-8

(1 = very important to have for a fun movie night).
3a Change partners and compare your lists.

Choose the four most important things to have a fun movie night.
b Share your ideas with the class.

As a class, decide on the three most important things to have for
a fun movie night at home.
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.

Vocabulary
Vocabulary
4a Match the types of films from the box with pictures below.
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.
Feedback as a class. Teach, drill and board any unfamiliar 1 horror 2 3

items.
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.
5 Match the words with the definitions on the right.

Extension a film critic The person who tells the actors what to do.
Ask learners if they can think of any more types of films.
Words at the bottom of the screen to help people understand
b star
what the actors are saying.
Suggested answers Actors’ voices replaced with other voices speaking a
c subtitles
thriller, suspense, documentary, romance different language.
d dubbed An article that describes how good or bad a film is.
4b e director The main actor or actress in a film.
Go over the instructions and example to check learners

f review a A person who writes articles about how good or bad a film is.
know what to do. In pairs, learners think of an example
for each type of film in activity 4a.
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
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.
in this activity.

Interact 2
6a Work on your own. Read the questions below and make a note of your answers.
1. What was the last film you saw? Who was it directed by?
2. Do you prefer watching movies at home or at the cinema? Why?
3. Do you read film reviews?
4. Do you prefer foreign films that are dubbed or with subtitles?
5.
6.
b Write two more questions about watching films and add them to the list in activity 6a.

Ask and answer the questions in activity 6.
example - What was the last film you saw?
- It was The Lord of the Rings.

example The last film Allan saw was Lord of the Rings.
lesson 18 75
7b


19
UNIT 7
I’ve been coming here for years
19
I’ve been coming here for years
I’ve been coming
UNIT 7
In this lesson - Discuss a place you know well
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?
Warmer 2 Match the words with the pictures.
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
country. Write their responses on the whiteboard.
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?
Teaching tip – Scanning

This is a scanning activity. We often scan we often scan in
everyday life when looking for specific information – e.g.
when looking at the TV pages for the time a programme
starts. Scanning skills are also useful when taking tests.
Asking learners to scan for keywords develops this skill,
and also helps them gain confidence for more detailed
reading tasks.
3
Learners read the pub review and answer the questions.

In this lesson: Discuss a place you know well
Grammar: Present perfect (simple and continuous) with for and since
This Week’s Local Pub by Kevin Block
This week I want to introduce Since Dave started, the pub

you to a very special place – has been serving excellent
the Red Lion pub. food and British ale at
reasonable prices. Their
I’ve known it for ten years, but
traditional roast beef Sunday
this is the first time I’m writing
lunch is really excellent, and
about it.
is now on special offer, with
The Red Lion has been selling two meals and a bottle of
beer for 500 years, and it’s house wine for £20.
been the most popular pub
I really recommend you drop
in the area since Dave Roberts
in for lunch, or to relax in the
took over as landlord, ten
evening with friends.
years ago.
Red Lion landlord, Dave Roberts.
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

Language focus
Language focus 5 Work with a partner. Study the sentences below.
a The Red Lion has been selling beer for 500 years.
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
e) I’ve known it for ten years. last week

five years ago
We use since with 1999
Give learners a few minutes to think of some examples of the start of a period.
since
Dave Roberts took
over as landlord ten
their own. years ago
Write their responses on the whiteboard. Highlight good
use of vocabulary and language. Practice
Elicit correction of errors/mistakes. 6 Write the correct form of the verb in the spaces. 7 Draw a line to match the sentence halves.
a The man in the cafe has been waiting a My mum’s
for the past four hours. (wait) been working in about three hours.
her office since
Practice b I’ve that band since I was twelve b I’ve been

five o’clock this
cooking Thai
years old. (like) morning!
food for
c She’s cycled
6
c Most of the students have been
to work every nearly ten years.
for about three years. (study) day since
Learners write the correct form of the verbs in the spaces. d We’ve the shop owner since we
d I’ve been
she bought her
waiting in the
mountain bike.
were very young. (know) station for
6 answers
8 Track 43 Listen and check your answers.
a) waiting
b) liked 78 lesson 19
c) studying
d) known
8
Feedback as a class.to check answers. Track 43 Learners listen and check answers.
7a-d Track 43 (page 151, Student book) 0:40

Learners draw a line to connect the sentence halves. . a) My mum’s been working in her office since five o’clock
this morning!
7a-d answers
b) I’ve been cooking Thai food for nearly ten years.
a) My mum’s been working in her office since – five o’clock
c) She’s cycled to work every day since she bought her
this morning!
mountain bike.
b) I’ve been cooking Thai food for – nearly ten years. d) I’ve been waiting in the station for about three hours.
c) She’s cycled to work every day since – she bought her
mountain bike.
d) I’ve been waiting in the station for – about three hours.
Feedback as a class.to check answers.

Sounding natural
11b
9 Track 43 Listen again and mark the stress in each sentence. Learners work in pairs and talk about what they’ve
written.
a My mum’s been working in her office since five o’clock this morning!
11c
b I’ve been cooking Thai food for nearly ten years.
Learners tell the class about their partners. Monitor the
c She’s cycled to work every day since she bought her mountain bike. learners’ use of vocabulary and language. Make notes on
d I’ve been waiting in the station for about three hours.
mistakes.
10 Practise saying the sentences.
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.
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.

20
UNIT 7
When I got there I realised...
20When I got there I realised...

When I got there I realised...
UNIT 7
In this lesson - Tell a true personal story
Core activities - 1- 5, 8
Grammar - Past perfect simple for narration Introduction
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.
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
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
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.

In this lesson: Tell a true personal story
Grammar: Past perfect simple for narration
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.
couldn’t find my purse

at the station
left my purse on the

put my bike in the kitchen table
bicycle park
1 cycled to the station
left the house in the got a taxi back to my

morning house
called my husband
3 Track 44 Listen again.

Are these sentences true (T) or false (F)?
a The story happened yesterday evening. (T/F) The story happened yesterday morning.
b Mary rode her bicycle to the train station. (T/F)
c She put her bike into the bicycle park. (T/F)
d She realised she had forgotten the purse when
she was on the train. (T/F)
Correct the sentences that are false.
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.

Language focus
Language focus
I realised I’d left my purse on the kitchen table.
4 Look at the sentence in the yellow box. now
Write the underlined actions in the
4
correct places on the timeline.
Refer learners to the sentence in the box in the language

What does Mary talk about using the past simple?
focus section (you may like to write the sentence on the What does she talk about using the past perfect simple?
board and do this activity as a class). Underline the correct words to complete the rules.
Explain that the sentence talks about two things that
We use the past perfect simple to talk about an action that happened before / after another action in the past.
happened (‘events’ or ‘actions’) and elicit what they are: We form the past perfect simple with had + continuous / past participle form of the verb.
1. Mary realised something.

2. Mary left her purse on the table.
Practice
5 Complete the sentences with the correct form of the verbs in the brackets.
Elicit where the two events should go on the timeline.
(Mary left her purse on the table first). a I asked (ask) her what she ‘d bought (buy) for dinner.
b He (fail) the test because he (not study).

Elicit answers to the next two questions. c When we (arrive) at the cinema, the film (already start).
4 answers d We (go) to the restaurant, but it (not open).
What does Mary talk about using the past simple?

- Realised Track 45 Listen and check.
What does she talk about using the past perfect simple?
- I’d left my purse
Learners underline the correct words to complete the

rules.
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).

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.

Sounding natural
6 Track 45 Listen to this sentence from activity 5 again. The stressed words are underlined. Interact
I asked her what she’d bought for dinner.
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
• A time you forgot something 4
• Starting a new school/a new job 5
6 Teaching tip - Taking notes

b Think of what happened in your story. 7 Encourage learners to keep their notes brief and not to
Write short notes in the order they happened
write down every word of what they want to say. This will
in the table on the right.
help them to speak more rather than just reading straight
from their notes.
c Tell your story to a partner.
Choose which number to start at, but don’t
start at event number 1.
8c
Model the activity your with own story. Learners work
in pairs and exchange stories. Tell the learners to start
their stories from the middle. Monitor learners’ use of
vocabulary and language. Note good use of vocabulary
and language and/or errors and mistakes.

lesson 20 83
Sounding natural
6
Track 45 Play CD and stop the recording after the
first sentence.
Highlight the stressed words in the sentence.
I asked her what she’d bought for dinner.
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.

21
UNIT 7
You don’t have to tip
21You don’t have to tip

You don’t have to tip
UNIT 7
In this lesson - Give advice to first-time visitors
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
Picture a important in business.
Introduction b Business manners are different / are the

same all over the world.
1a
c Knowing about different countries’ manners
can help you / doesn’t help you in business.

Draw attention to the pictures on the page and elicit 1 Denmark ............. P
3 Read the article to check your ideas in activity 2.
from learners what they think the gestures mean. Ask Iran .....................
Underline the topics that the article talks about.
learners if they think the gestures are polite or rude in the UK .................
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
It’s not necessary to wear a jacket

Extension c
in summer.
M I
You may like to round off this activity by asking learners d

Don’t say, ‘Thank you’ if someone
M I
pays for dinner.
whether the gestures in the pictures are polite or rude in
People will be pleased if you
their own country. 3 Australia ............. e
invite them out for dinner.
M I
New Zealand .......
Don’t put your hands in your
f
pockets when you talk to people.
M I
China...................
1b answers g Point at things with your chin. M I

b Look at the bottom of page 85 to check your ideas.
Picture a: Demark P, Iran R, the UK P
Picture b: Brazil R, Turkey R, the USA P 84 lesson 21
Picture c*: Australia P, New Zealand P, China R
*In most western countries, pointing at an inanimate Teaching tip – speculation

object is OK, but in many Asian countries such as China, it’s Encourage learners to speculate and make guesses
considered quite rude. before a reading or listening task. This activates their
existing knowledge and gets them in the right frame
of mind for the task. It also adds interest to the task,
Reading because learners listen or read to see if they were right in
what they guessed.
2a-c
Draw attention to the article about business manners.
2a-c answers
Ask learners what they think the article will say.
a) Good manners are important / are not so important in
Learners underline the best option in each sentence.
business.
b) Business manners are different / are the same all over
Feedback as a class. Accept any reasonable suggestions,
the world.
but do not give away too much at this stage – learners
c) Knowing about different countries’ manners can help
will find the answers out for themselves in the following
you / doesn’t help you in business.
activity.

In this lesson: Give advice to first-time visitors
4a-g
Function: Giving advice: should, shouldn’t, it’s nice to, you don’t have to Learners read the article again, then decide if statements
a-g are about Mexico or India. Learners circle M (Mexico)
or I (India) next to each statement.
Go over an example to make sure learners know what to
Mind your manners! do.
Good manners are very important in business. But
manners can be very different in different countries. Ask learners where they will find information on
What is polite in London may be rude in Hong Kong. statement a (under one of the ‘Business clothes’
Learn about manners in different countries if you
want to be successful in business. In this article,
subheadings). Use this to show learners that they do
Michelle Wilkins looks at business manners in two not need to read every word of the article to find the
important nations – Mexico and India. information they need.
Mexico
Appointments Monitor and assist as necessary.
You shouldn’t be late for business meetings – this is
rude – but you don’t have to be on time for social
India
events. Many people are 30-60 minutes late for Feedback in pairs and then as a class.
parties or dinner invitations and this is ne. Appointments
You should be on time for all meetings, but you
Business clothes
Men should wear a dark suit and a tie. Women
shouldn’t be surprised if other people are late. 4a-g answers
should wear a suit or a dress. Business clothes a) If you are a woman, wear a suit or a dress. - M
Business entertainment
You should wear a suit and tie for business, but you
don’t have to wear a jacket in the summer.
b) It’s OK to be late for social events. - M
Traditionally, the oldest person in a group pays for
the meal in a restaurant. If you aren’t the oldest Business entertainment c) It’s not necessary to wear a jacket in summer. - I
person, it’s nice to offer to pay, but don’t argue If someone pays for dinner, you shouldn’t say, d) Don’t say, ‘Thank you’ if someone pays for dinner. - I
about it. You don’t have to take a gift if you visit a ‘Thank you.’ In India, saying ‘Thank you’ is like
business contact’s house. If you want to, it’s nice to paying money for the meal. If you’re the guest, e) People will be pleased if you invite them out for dinner. - I
take a box of chocolates or some owers. that’s really rude. If you want to, it’s nice to invite
them to dinner on another day – they will be really
f) Don’t put your hands in your pockets when you talk to
Gestures
You shouldn’t put your hands in your pockets when
happy to accept. people. - M
you talk to someone – this is very rude! It is normal Gestures g) Point at things with your chin. - I
for Mexican men to stand quite close when they You shouldn’t point at things with your ngers,
talk to other men and hold their arms. You shouldn’t because this is quite impolite. If you want to point
5a-c
move away, because this is impolite. at something you should do it with your chin.
As a class, discuss questions a-c. Give everybody a chance

5 Discuss these questions as a class.
a How are business manners in your country similar to manners in Mexico and India? to respond. You may want to give some examples from
b How are they different? your own country as an example.
c What was the most surprising thing you read in the article?
answers - activity 1a Picture a: Demark P, Iran R, the UK P Picture b: Brazil R, Turkey R, the USA P Picture c: Australia P, New Zealand P, China R
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.
3 answers
appointments clothes entertainment gestures

Language focus
Language focus Giving advice
6 Read the advice below.

Match the underlined words with the meanings on the right.
6a-d a women should wear a suit or
It’s a bad idea to do it.
Draw attention to the advice on the left side of the table. a dress
b you shouldn’t put your hands
Explain the advice is from the article in the Reading in your pockets a It’s a good idea to do it.
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
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.

1) You shouldn’t be late for appointments.
2) You shouldn’t wear casual clothes in the office.
3) You don’t have to wear a tie.
4) You don’t have to take a present.
7
pronunciation.

Sounding natural
8a Track 46 Listen. What happens to the underlined letters in the sentences?
1 You shouldn’t be late for appointments.
2 You shouldn’t wear casual clothes in the office.
3 You don’t have to wear a tie.
4 You don’t have to take a present.
Interact
9a Work with a partner. Choose one of the situations below.
• the first day in a new office

• visiting someone’s home for the first time
• going to a wedding reception
• going drinking with your colleagues
• taking part in a social event, such as karaoke
• going to a sports event
b Use the table below to make notes for a presentation to a visitor to your country about the situation you chose.
situation:
you should you don’t have to
you shouldn’t it’s nice to
c Give your presentation to the class.
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.
assist as necessary.
9c
Learners give their presentation to the class. Monitor,
activity.


22
UNIT 8
In the future
22In the future

In the future
UNIT 8
In this lesson - Discuss the future
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
Here are some words you might find useful:

In pairs. Learners choose three things from activity 1and
use words from the box at the bottom of the page to grow / decline
rise / fall
get better / get worse
increase / decrease
improve / worsen
advance / move backwards
describe how they will change in the future.
88 lesson 22
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.

In this lesson: Discuss the future
Grammar: will and will have for talking about the future
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
• the common cold
5 Do you agree with the speaker? Why?
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.

Language focus
Language focus 6 Work with a partner. Talking about something that
happens at a point in the future.
Study the statements below about the future.
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.
c Technology will have changed completely in

Teaching tip 50 years’ time. Talking about something that
happens before a point in the future.
Go through the first two statements (a and b) together as d Robots will do most boring, low paid jobs.
a class. e People won’t work so hard.
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.
7 Complete the rules below:

6 answers 1 We can talk about something that happens / doesn’t happen at a point in the future with
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

3) by = not later than/from now
in...time = not later than/ from now
90 lesson 22
Practice Sounding natural

8 9
In pairs. Learners complete the sentences with will/will Learners underline all the examples of ‘have’ in activity 8.
have, plus the words in the box. Track 48 Learners listen for how ‘have’ is
They write the verbs in the correct form. pronounced. (We tend to use the weak form).
Learners listen again and copy the pronunciation.
Track 48 Learners listen and check answers. Pause track after each line. Drill.
8 answers
See CD script for Track 48 - answers underlined. Interact

10a
Tell learners they are going to discuss the future with a
a) I’ll arrive home at 6.30 this evening. partner.
b) By this time next year, my English will have improved a
lot. Go over the questions and check understanding.
c) In 5 years’ time computers will have become much Model activity by writing some examples of what you
cheaper. think on the whiteboard.
d) In 100 years’ time we won’t use any money.
Example:
e) We’ll have been married for 10 years, next month. “I’ll have left Japan.”
f) Call me after eight. I’ll have had dinner by then. “I’ll be married.”

Sounding natural
9 Underline all the examples of ‘have’ in activity 8.
a Track 48 Listen again. What do you notice about the pronunciation?
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?
a Work on your own. Use the table below to make notes.
me my partner my country 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
Allow learners time to think and make notes in the table.

Point out that learners should also make predictions
about their partners (let them know who their partners
will be), their country, and the world.
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.


23
UNIT 8
I like where I live
23I like where I live

I like where I live
UNIT 8
In this lesson - Discuss advantages and disadvantages
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?
Although I don’t have much money, I’m very happy.

I caught my usual train, even though I left my house late.
Warmer 2 Read these phrases about living in not much public

transport
no hospitals
the countryside. fresh air
Work with a partner. open spaces
beautiful views
• Elicit from the class different places to live. Discuss if they are advantages or peace and quiet
need a car
disadvantages. lots of insects
Example: countryside, city, suburbs, apartment, house, Write them in the table below.
bad smells
no shopping centres
condominium, row house, shared housing, etc.

• Discuss as a class the best place to live for a student, a advantages disadvantages
young couple, family, or a retired couple? open spaces
Introduction
1
As a class discuss the questions in the activity.
Teaching tip – contrasting ideas

The aim of this activity is to prepare the learners for the
reading. Contrasting ideas shouldn’t be taught at this
92 lesson 23
stage. In the ‘reading’, learners will see how contrasting
ideas are used in context. In ‘Language focus’ it will be
covered in more detail.
3 answers
My family and I moved to Wingerworth from the city five
Reading years ago. I love the fresh air in the country, despite having
a very long journey to work in the city.
2 There isn’t much to do in the evenings. However, my wife
As a class read the phrases about living in the and I can go for long walks at the weekend and enjoy the
countryside. Tell learners to work in pairs and decide if open spaces.
they are advantages or disadvantages. Then write them Although the village shop is very small, it sells lovely, fresh,
in the table. local vegetables.
The kids love our big garden, even though there are lots of
Feedback as a class and compare answers. insects in the summer. Their school is only ten minutes on
foot, although the local hospital is miles away, maybe 30
2 suggested answers minutes by car.
Advantages: open spaces, peace and quiet, fresh air, We love the peace and quiet and the beautiful views, even
beautiful views though Wingerworth has no restaurants or cash machines.
Disadvantages: not much public transport, lots of insects,
bad smells, no hospitals, need a car, no shopping centres.
4
3 Explain to learners that John also mentions some
Explain to the class they’re going to read about John and other advantages and disadvantages to living in the
his family. Ask them to underline the advantages and countryside. Ask learners to read the text again and
disadvantages from activity 2 John mentions. underline the ones he mentions, then write them in the
table in activity 2.

In this lesson: Discuss advantages and disadvantages
Grammar: although, however, even though, and despite to contrast ideas
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.
Life in the countryside

My family and I moved to The kids love our big garden,
Wingerworth from the city five even though there are lots of
years ago. I love the fresh air insects in the summer. Their
in the country, despite having school is only ten minutes
a very long journey to work in on foot, although the local
the city. hospital is miles away, maybe
30 minutes by car.
There isn’t much to do in the
evenings. However, my wife We love the peace and quiet
and I can go for long walks at and the beautiful views, even
the weekend and enjoy the though Wingerworth has no
open spaces. restaurants or cash machines.
Although the village shop is

very small, it sells lovely, fresh,
local vegetables.
4 Write the underlined words in the table in activity 2.
5 a Do you think John likes living in the countryside?

b Would you like to live in the same place as John and his family?
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
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.

Language focus
Language focus We can contrast two ideas using although, even though, however and despite.
Although and even though are followed by a clause.

Read through the explanations and the example Although the village shop is very small, it sells lovely, fresh, local vegetables.
sentences under them with learners. The kids’ school is only ten minutes on foot, although the local hospital is miles away.
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
sentence. or cash machines.
Example: The kids’ school is only ten minutes on foot,

Despite is followed by the -ing form of the verb, or by a noun.
although the local hospital is miles away.
I love the fresh air in the country, despite having a very long journey to work in the city.
The children played in the park, despite the rain.
Contrasting ideas – The kids’ school is only ten minutes
on foot / the local hospital is miles away. However usually comes in a separate sentence.
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.
Feedback as a class. Write learners examples on the Practice

whiteboard. 6 Use the words in brackets to contrast each pair of ideas.
a I have no money. I’m very happy. (although)
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)
c I finished the book. The story was terrible. (even though)
Practice d I have to go to swimming practice. I’m very tired. (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)
in the brackets. Read example and check learners

understand activity. Track 49 Listen and check your answers.
6a-f answers
See CD script for Track 47 - answers are underlined.
94 lesson 23

a) Although I have no money, I’m very happy. Sounding natural
b) Despite my mother hating travelling, she’s coming to visit
me next week.
c) I finished the book, even though the story was terrible. 7a-i
d) I have to go to swimming practice, despite being very Read the words in the activity. Tell learners to mark the
tired. stressed syllables.
e) I should finish work at seven p.m. However, I have to
7a-i answers (stressed syllables in bold)
finish a) open spaces
this report, so I’ll stay late. b) not much public transport
f) I caught my usual train, even though I left the house late. c) peace and quiet
d) lots of insects
e) no hospitals
Track 49 Learners listen and check their answers. f) fresh air
g) beautiful views
h) you need a car
i) no shopping centres
8
Learners practice saying the words with the correct
intonation.

Sounding natural
7 Listen to your teacher say the words below. Mark the stressed syllables.
a open spaces d lots of insects g beautiful views
b not much public transport e no hospitals h need a car
c peace and quiet f fresh air i no shopping centres
8 Practise saying the words.
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...
11 Discuss your ideas as a class. Do you agree or disagree?
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
Example:
Living in the city
Advantage: nightlife
Disadvantage: crime
10
Learners work in pairs to compare and discuss their ideas.
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.

Elicit correction of errors/mistakes

24
UNIT 8
You’ve got a snake?
24You’ve got a snake?

You’ve got a snake?
UNIT 8
In this lesson - Discuss what pets are suitable for different
kinds of people
Core activities - 1-6, 8 Introduction
Skills - Extended speaking and vocabulary Match the pictures with the names of the animals.
Warmer
Play ’20 questions’

• Think of an object, an animal or a person.
• Tell learners which of these categories the thing you are
1 moth 7 praying mantis
thinking is, but don’t tell them what it is.
2 guinea pig 8 iguana
• Learners ask Yes / No questions to guess what it is. 1
• Limit the number of questions they can ask to 10 or 20, 3 snake 9 parrot
depending on the length of the class. 4 gecko 10 guppy
• Learners can also take turns thinking of items for others 5 stag beetle 11 canary
to guess. 6 alpaca 12 crab
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
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
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.


In this lesson: Discuss what pets are suitable for different kinds of people
2a Work with a partner. What kind of animals are they?

Write them in the correct column below.
b Write one extra example in each column.
fish / shellfish birds mammals insects reptiles
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.
a What’s your favourite animal?
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?
f Do you ever go to the zoo? Why?
5 Write two more questions about pets or animals.
6 Work with a partner. example - What’s your favourite animal?

Ask and answer the questions above. - Well, I love cats and dogs, but
Give extra information and ask extra questions. I’m crazy about alpacas.
- Really? Why?
lesson 24 97

Vocabulary
Vocabulary 7 Work with a partner.
a Match the words in column A with their opposites in column B.
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
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.

Interact 2
8 Work with a partner. Read the list of animals in column A below.
Add two more animals to the list.
A B - for a family with children C - for a busy, single person
snake
mouse
fish
spider
dog
hamster
rabbit
beetle
a Which animals would make a good pet for a family

with children?
Rank them from 1 – 10 (1 = the best) in column B.
Make notes about your reasons.
b Which animals would be the best for a busy, single

person?
Rank them from A – J (A = the best) in column C.
c Change partners or join a group. Share and explain

your choices.
Choose the three best pets for a family with
children and the three best pets for a busy, single
person.
Useful language
I agree.
I think so too.
Definitely.
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.

25
UNIT 9
People and places
25People and places

People and places
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.
We need to use relative pronouns (who, that where, etc.)

when the clause describes the subject of a sentence.
We don’t need to use a relative pronoun when the clause
describes the object of the sentence.
Examples:
He’s a man who works very hard.
I like the woman (who) I met yesterday.
1 Match the kinds of people and the kinds of places in the yellow column with the words from the pink column.
kinds of people
Note: the Language focus is in two parts in this lesson someone that enjoys meeting and talking with other people loyal
a person that thinks about how other people feel expensive
a person who always gives support to someone or something run-down
someone who doesn’t tell lies considerate
Warmer kinds of places

a neighbourhood which has lots of cafes and interesting shops quiet
a neighbourhood where you need a lot of money to live lively
a place where nothing much happens sociable
• Write ‘Neighbourhood’ on the whiteboard.
a place where the buildings and roads are old and in bad condition honest
• Ask learners what makes a good/bad neighbourhood.
2 Two of the words to describe places in activity 1 can also describe people.
Put the definitions below in order and write them in the yellow boxes.
Match the definitions with two words from activity 1. Write the words in the pink boxes.
Introduction say who much someone doesn’t

energy has a who a lot of person
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.
3a-h answers
Answers will vary

Learners complete the table with the words in bold from
In this lesson: Tell a story about your neighbourhood activity 3. At this level, learners should be familiar with
Grammar: Defining relative clauses
‘relative pronouns’ (maybe not the actual term but their
use).
3 Read the sentences below. Tick ( ) the ones that are true for you. 5 answers
a I like people who aren’t too noisy.
Who/that – people
b People that talk loudly on trains make me mad.
c I love places which have lots of parks.
Which/that – things
d I hate neighbourhoods where people are unfriendly.
Which/that – places
e Last week, I bought something which cost too much. Where/that – places (saying what happens there)*
f I love days when the sun shines and I have nothing to do. When/that – time
g I’m the kind of person who remembers people’s names.
h I always remember the names of people (who) I meet. * We say, ‘The place where I broke my leg’, NOT ‘The place
which I broke my leg.’
4 Read the sentences in activity 3 which you did not tick.
Change them to make them true for you.
Discuss your answers with a partner.
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.
c I’d like to live in a neighbourhood people are friendly.
d I don’t like movies make me cry.
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.
Encourage to use the existing sentences in activity 3 as
models.
4 answers
Answers will vary
Language focus 1
5
Read through the explanation.
Teaching tip – speculation

Elicit from learners what the relative clause in each
sentence in activity 3 is describing.
( a) the kind of people I like, b) the kind of people that
make me mad c) the kind of places I love, etc.)

Language focus 2
Language focus 2 7a Study the sentences below:
subject
7a
I’m the kind of person who remembers people’s names.
Go through the example sentences with the learners. object

I always remember the names of people (who) I meet.
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.
We don’t need to use a relative pronoun when we are

describing the subject/object of the sentence. Practice 2
8 Join these sentences together using relative clauses. Use a relative pronoun where necessary.
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.
Practice 2 b I lost the ring. You gave it to me for my birthday.
c I saw a movie last week. It made me cry.
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.
check learners understand activity.

f That’s the place. I met you there.
8a-f answers
9
(relative clauses in brackets where they are not needed). Track 50 Listen and check.
a) I fell in love with someone (that) I met at the dance last

night.
If you’re not sure
b) I lost the ring (that) you gave me for my birthday. whether you can
c) I saw a movie last week which made me cry. leave out the
relative pronoun...
d) Have you read the book (that) I lent you? put it in!
e) Do you remember the time (that) we went to Kyoto?

f) That’s the place (where) I met you.
102 lesson 25
9
Sounding natural
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.

Sounding natural
10 a Track 50 Listen again. Mark the stressed words.
b Track 50 Listen again and repeat. Copy 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...
b Work with a partner. Tell your stories.
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.
Allow learners time to think and make notes. Model and

assist with vocabulary where necessary.
11b
Learners work in pairs to tell their stories.
11c
Learners tell class about their partner’s story.

26
UNIT 9
Those were the days
26Those were the days

Those were the days
UNIT 9
In this lesson - Talk about when you were a child
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
1 steak for dinner S 2 limousine 3 lots of money
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
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
6) an old van - H b Do you think you need money to be happy?
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.
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.
Feedback as a class. Feedback in pairs and then as a class.
2a answer Teaching tip – listening for main ideas

Accept any reasonable suggestions, but keep the question This is also called ‘gist listening’. It is the kind of listening
open. Learners will discover the answers for themselves we do when we listen to ‘get the drift’ of what someone
when they listen in activity 2b. is saying. Encourage learners to develop this skill by
explaining that they don’t have to understand every
word to get a general picture of what someone is
saying. Gist listening tasks can be useful to build learner
confidence before more detailed listening, and is an
important skill in its own right.

3
In this lesson: Talk about when you were a child
Track 51 Learners listen again and write T (true) or F
Grammar: used to for repeated actions and states in the past
(false) next to the statements. Go over the example and
check learners understand what to do.
Listening
Look at the picture of Bob Jones and discuss the questions below.
NB: You may like to check understanding of ‘ago’ (‘before
1 What do you think Bob does?
2 Do you think he is successful? now’) and ‘life was easy’ (‘not difficult’).
b Track 51 Listen to Bob being interviewed on the radio
and check your ideas. Feedback in pairs and then as a class.
3 Listen again. Write T (true) or F (false) next to the
Track 51
statements below. 3 answers
a Today, Bob has a private jet and a limousine. .............. T a) Today, Bob has a private jet and a limousine. T
b Bob lived in a castle 30 years ago. ............................... b) Bob lived in a castle 30 years ago. F
c Bob drove an old van 30 years ago. ............................ c) Bob drove an old van 30 years ago. T
d 30 years ago, Bob played music in small bars. .............
d) 30 years ago, Bob played music in small bars. T
e Life was easy for Bob 30 years ago. .............................
e) Life was easy for Bob 30 years ago. F
f Bob had lots of money 30 years ago. ...........................
f) Bob had lots of money 30 years ago. F
4a Write used to or didn’t use to in the spaces below to
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?
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 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.
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
I used to work in France.
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.
holiday in France in 1990.) I didn’t use to have a car.
Questions and short answers
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
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.
Practice 1 Life wasn’t so easy.
Life didn’t use to be so easy.
6a 2 A friend gave me an old white van.
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.
actions that only occurred once.

5 I worked hard.
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.
c Track 53 Listen and check.

answer
Sentence 2 refers to an action that only happened once. 106 lesson 26
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.
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.

Sounding natural
9b
7a Track 54 Listen. Do the underlined parts of the sentences sound the same or different? Feedback. Learners tell the class about their partner.
1 People used to play records, but they didn’t use to play video games.
2 People used to write letters, but they didn’t use to write emails. Highlight good use of vocabulary and language.
Interact
8a Work on your own. Read the questions below and make a note of your answers.
1. Where did you use to live when you were eleven?
2. Did you use to like doing sports at school?
3. What did you use to do on Sundays when you were 16?
4. Did you use to have a nickname when you were a child?
5. Did you use to play with dolls when you were young?
6.
7.
8.
b Write three more questions about childhood with used to.
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?
example Tim used to hate doing sport at school…
lesson 26 107
Interact
8a
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.
as necessary.
9a
give additional information in their answers.
in this activity.

27
UNIT 9
What do we have to do?
27What do we have to do?

What do we have to do?
UNIT 9
In this lesson - Give advice about social ‘rules’.
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
• Ask learners to look at the photo of wedding party on

page 108.
• Elicit some advice they would give to the newlyweds for
a long and happy marriage. 1 Look at the picture above. Write the words from the pink box in the spaces.
• Write learners responses on the whiteboard. the best man the groom the bride’s father the bridesmaid the bride
2 Have you ever been to a wedding?

Introduction If yes, whose wedding was it? Did you enjoy it? Why?
If no, would you like to go to a wedding? Why?
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

In this lesson: Give advice about social ‘rules’
Function: Giving advice and explaining rules
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.
a The best man shouldn’t bring the rings to the ceremony. ( T / F )

b The bride’s father mustn’t give a speech at the reception. ( T / F )
c The groom shouldn’t see the bride’s dress before the wedding. ( T / F )
d The bridesmaids shouldn’t help the bride on her wedding day. ( T / F )
e The guests have to pay for the reception. ( T / F )
f The bride and groom should leave the reception last. ( T / F )
4 Read the text and check your answers to activity 3.
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.
5 Correct the false sentences in activity 3.

a. The best man mustn’t forget to bring the rings to the ceremony.
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.

Language focus
Language focus 6 We use the words (modal verbs) in the pink box to talk about and give advice about ‘rules’.
should shouldn’t must mustn’t have to don’t have to
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
of obligation. have to you need to do something
you do not need to do something
Learners write words from the box next to their use. you feel it is necessary to do something
6 answers mustn’t you feel it is necessary not to do something
Have to - you need to do something you advise someone 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.
Track 55 Listen and check the answers.

Feedback as a class. Write learners examples on the
whiteboard. Sounding natural
8a Track 56 Listen and complete the sentences.
1 I mustn’t forget to call my mum.
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.
Learners complete the sentences with the modal verbs in

1 I mustn’t forget to call my mum.
activity 6.
c Practise saying the sentences with your teacher.
7a-f answers
See CD script for Track 55 - answers underlined. 110 lesson 27

8 answers
See CD script for Track 56 - answers underlined.
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 mustn’t be late. Track 56 (page 152, Student book) 0:34
c) You shouldn’t use your mobile phone on the train. 1) I mustn’t forget to call my mum.
d) My new apartment building has a lift, so we don’t have 2) I think Elizabeth should drive more carefully.
to use the stairs. 3) I don’t have to wear a tie.
e) Don’t argue with your sister. You should apologise. 4) You must remember to lock the building.
f ) I haven’t spoken to my mother in a long time. I must
phone her tonight.
8b
Track 56 Learners listen and complete the
sentences.
8b answers (stressed words in bold)

Sounding Natural
1) I mustn’t forget to call my mum.
2) I think Elizabeth should drive more carefully.
8a
3) I don’t have to wear a tie.
Track 56 Learners listen and complete the
4) You must remember to lock the building.
sentences.

10
Learners tell the class what they’ve written. Read
Interact
9 Work with a partner. example and check learners understand activity.
Choose three of the places below.
• A Japanese hot spring • A Japanese wedding • A Japanese home • A Japanese business meeting Monitor learners’ use of vocabulary and language. Note
What rules would you tell someone who is visiting Japan for the first time? good use of vocabulary and language and/or errors and
Think about: mistakes.
• What you do • What you wear • What you bring
A Japanese hot spring
- wash yourself before you bathe Highlight good use of vocabulary and language.
11
Ask the learners if they agree or disagree with their
classmate’s advice and why.
10 Tell the class what you have written.

example When you go to a Japanese hot spring, you have to wash yourself before you bathe.
11 Do you agree or disagree with other people’s advice? 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.
Ask the learners to choose one of the places, and then

make notes for someone visiting Japan for the first time.
They should think about: What to do, what to wear, what
to bring.
Encourage learners to keep their notes brief.

28
UNIT 10
I guess...
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
speculate about in the Interact activity. Match the words with the pictures.
Grammar - modals verbs for deduction

Vocabulary - commute (vb), childcare (n), nursery, house
husband (n)
Warmer a do childcare
b play in the park
• Start with a discussion about gender roles and c go to the nursery

d do the cooking
housework. e do the housework
(Who usually does housework in your family, men f commute to work a

g work in the city
or women? Is this the same as most families, or is it
different? Was it different in the past, or about the
same? etc.)
• Use this as an opportunity to elicit/teach ‘Childcare’,
‘Commute’ (Who normally looks after children? What do
we call that kind of work?)
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.

In this lesson: Guess about people’s lives
Grammar: Modal verbs of deduction
Reading
Mark and Mandy are married.
Guess which things in activity 1 Mark does and which things Mandy does.
3 Read the text and check your answers.
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.
4 Read the text again and answer the questions below.

a Do the staff and mothers at the nursery think that Mark is happy being a ‘house husband’?
b What kind of job do the staff and mothers think Mark wants?
c What do the staff and mothers think about Mark’s marriage?
5 What do you think about Mark and Mandy’s arrangement?

Do you know anyone with a similar arrangement?
lesson 28 113
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.

Language focus
Language focus 6 Work with a partner. Look at these statements and match them to their meaning.
statement meaning
6 They think I must want to have a

‘normal’ job.
They think it definitely is true.
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
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.

Close activity with some brief questions about who the
Sounding natural
9 Read these sentences from activity 8. Underline the last letter of must / might / can’t / could in each sentence.
different pairs talked about.
a I heard Billy’s passed his exam. He must be very happy.
b We don’t know what’s wrong with him. He might be sick. Elicit correction of errors/mistakes.
c Billy can’t be from Australia because he doesn’t speak any English.
d There’s a knock at the door. It could be the postman.
Track 58 Listen to the sentences.

What happens to the letters you underlined?
Listen again and copy the pronunciation.
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.
Work with a partner.

Ask and answer questions about the names you wrote.
Find out who the people are and what they’re doing now. If you aren’t sure of the answers, guess!
example - Who’s Tom?
- He’s my favourite actor.
- What’s he doing now?
- Well it’s one o’clock, so he might be having lunch.
- What’s his house like?
- I don’t know, but he’s a film star, so it must be big.
- It might be in Hollywood.
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.
Learners ask you the questions.

Answer, using modals of deduction where appropriate
(they won’t always be).
Learners write six names of their own – make it clear that

these should be both people they know well, and people
they don’t know so well.
Learners do activity in pairs.
Monitor and assist where necessary. Make notes on
mistakes.

29
UNIT 10
How embarrassing
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
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.

In this lesson: Discuss what you do in awkward situations
Grammar: Zero conditional
Reading
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.
4 If someone bumps into me in the street, 8 If my best friend gains weight,
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.
b Tell the class about your ideas.
lesson 29 117

Language focus
Language focus We use the zero conditional to talk about what usually happens, or what people do, in a situation.
when / if + present simple // present simple

Direct attention to the language focus box. Go over When I go to the beach, I always use sunscreen.
explanations and examples and check understanding. If you drop a glass, it breaks.
The position of the clauses can be reversed.
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
What do you do if you are late for work?

Learners complete the sentences with the correct form If you miss the last bus, how do you get home?
of the verbs in brackets. Go over explanations and
When we use the zero conditional and the first clause begins with when/if, then a
examples and check understanding. Monitor and assist as comma can be added before the second clause. Otherwise a comma is unnecessary.
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, .
f when it’s my mother’s birthday.

a) When he gets sick, he goes to the doctor. 118 lesson 29
b) Mike only does the washing-up if I help him.
c) If I forget a friend’s birthday, I always send a card later.
d) If I call Jane after nine o’clock, she never answers the
phone. Sounding natural
e) When she needs money, she usually asks her mother.
f ) If my father cooks dinner, he always makes curry. 5a
Track 60 Learners listen to the sentences and mark
4a-f the stressed words. Go over explanations and examples
Learners complete the sentences with things that are true and check understanding. Play the CD again if necessary.
for themselves.
Feedback in pairs and then as a class. Feedback as a class.
4a-f answers 5a answers

Learner’s own answers. See CD script for Track 60 - answers in bold.

1) If he gets sick, he goes to the doctor.
2) If she needs money, she asks her mother.
3) If my father cooks dinner, he always makes curry.
5b
pronunciation.

Sounding natural
7b
5a Track 60 Listen to these sentences and mark ( ) the stressed words. Feedback. Learners tell the class about their partner.
1 If he gets sick, he goes to the doctor.
2 If she needs money, she asks her mother.
3 If my father cooks dinner, he always makes curry.
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.
7a Work with a partner. Ask and answer the questions in activity 6.

Make a note of your partner’s answers.
example If I forget the name of the person I’m talking to, I…

example If Sarah forgets the name of the person she’s talking to, she…
lesson 29 119
Interact
6a
Read through the questions with learners and check
understanding.
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.
as necessary.
7a
give additional information in their answers.
in this activity.

30
UNIT 10
Where would you live?
30Where would you live?

Where would you live?
UNIT 10
In this lesson - Talk about homes and where you live
Match the words with the pictures of places to live.
Warmer
• Explain to learners that they’re going to put their place a
up for sale (even if they rent).

• Give them a few minutes to think and make notes about a tent e lighthouse
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
2 Write the words from activity 1 in the correct columns below.

Example “It’s a 2 bedroom flat on the 10th floor, It’s near
countryside city / town both
the station, and many shops”. tent
“It’s a 3 bedroom two baths house, It’s in a quiet

neighbourhood, and has an enclosed garage”
3 Which places would you like to live in? Why?
• Learners work in pairs to describe places to each other.
They should make some notes about their partners
120 lesson 30
place.
• Learners now act as estate agent and describe their
partners place to the class. Write their responses on the 2 answers
whiteboard. Answers may vary:
• As a class, compare places and decide which place countryside: tent, cottage, caravan
sounds the nicest? city/town: penthouse flat, mansion
both: house boat, bungalow
Introduction Feedback in pairs, and then as a class.
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.

In this lesson: Talk about homes and where you live
5
Skills: Extended speaking and vocabulary Learners change partners. Ask them to share and explain
their choices.
Pairs should decide on the two best places to live for a
family, and the two best places to stay for a weekend
Interact 1
holiday. Encourage learners to use the phrases from the
a Read the list of places to live in column A below. Add two more places. ‘useful language’ box on page 121.
A: places to live B: for a family with children C: for a weekend holiday
lighthouse Example:
caravan “What do you think about living in a caravan?”
cottage
mansion
“Personally, I think it would be the worst place for a family
tent with children to live”.
bungalow “Why?”
penthouse flat “Because their would be no garden for the children to play
house boat
in”.
“I think so too!”
b Which places would be a good home for a family with children? Why? Monitor the learners’ use of vocabulary and language.
Rank them from 1 – 10 (1 = the best) in column B. Make notes about your reasons.
c Which places would be good to stay for a weekend holiday?
Rank them from A – J (A = the best) in column C. Make notes about your reasons.
5 Change partners.
Share and explain your choices. Feedback as a class.
Choose the two best places to live for a family with children, and the two best places
to stay for a weekend holiday.
Useful language Elicit correction of errors/mistakes.
I agree.
I think so too.
Definitely.
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.
Teaching tip – taking notes

Learners should only write key words or phrases. This will
encourage them to ‘speak’ rather than just read straight
from their notes.
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)

Vocabulary
Vocabulary 6 Work with a partner.
a Match the words in column A with their opposites in column B.
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
6a answers boring deserted
quiet – noisy crowded inconvenient
convenient – inconvenient not much traffic not much open space
good, clean air – polluted air nothing to do noisy
boring – interesting /lively lots of open space too much traffic
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
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
6b • A motorway during a national holiday

• A city centre on a normal Tuesday afternoon
Ask learners to think of similar words and phrases for • A local train in the countryside on a weekday morning
describing life in the city or countryside.

Take turns to choose one and describe it to your partner (DON’T say what it is).
7 Your partner has three chances to guess what you described.
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!

and mistakes.
122 lesson 30
Feedback as a class. Ask learners to report on what they

discussed with their partner. Encourage wider discussion
of interesting points.
Interact 2
8a-f
Tell learners they’re going to talk about living in the city
and in the countryside.
Explain to them that they should read questions a-f in
the activity and make brief notes about their answers
saying why.
9
Learners work in pairs to ask and answer questions from
activity 8. Encourage learners to ask follow-up questions.


Interact 2
8 You are going to talk about living in the city and living in the countryside.
Read the questions below and make notes about your answers.
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?
d How much time do you spend at home? Why?
e Would you like to have another house abroad? If yes, where and why? If no, why not?
f Do you like where you live? Why? Why not?
Write two more questions about places to live.
9 Work with a partner. Ask and answer the questions.

Give extra information and ask more questions.
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

31
UNIT 11
Special offers
31Special offers
Special offers
UNIT 11
In this lesson - Make a radio advertisement
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.
If he doesn’t try, he’ll fail. 1 Do you ever buy things because of

advertisements? What?
If she’s late again, the boss won’t be pleased.
2 Are there any advertisements that make
you laugh? Which ones? Why?
3 Are there any advertisements that make

you angry? Which ones? Why?
Introduction
1
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.
your letterbox (junk mail), on T-shirts, in newspapers, etc. d A is when a company

sends a product to your home or work.
e When you pay for one product and the
2a company gives you one more for free, you
Go over the instructions to check understanding. In pairs, get .
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
3 Reading
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.
Feedback as a class. Accept any reasonable suggestions.

You may like to board these for reference as learners read.

5a answers
In this lesson: Make a radio advertisement
Grammar: First conditional column column column
A B C
delivery will be
If you buy this cereal, 2
free.
you’ll get a
If you drink this, 3
plastic dinosaur.
If you order online, you won’t be fat. 5
1 2 3
If you use this, you’ll be fit. 1
Reading
4a Work with a partner. You are going to read you can watch
If you come here, 4
advertisements for five different products.
Before you read, look at the picture on
TV on the train.
each advertisement and guess what it
is advertising.
example - I think advertisement 2
5b
is for chocolates. Deal with these questions as a class. Have learners read
- Yes – expensive chocolates! the sentences in activity 5a again, elicit the answers, and
b Read the advertisements and check your ideas.
4 5
underline the correct options to complete the statements
in their books.
5a Match the words in column A with words in column B to make sentences,
then write numbers in column C to match each sentence with an advertisement.
column A column B column C

5b answers
If you buy this cereal, delivery will be free.
1)The sentences in activity 5a talk about situations in the
If you drink this, you’ll get a plastic dinosaur.
future.
3
2) The sentences in activity 5a describe possibly true
If you order online, you won’t be fat.
situations.
If you use this, you’ll be fit.
If you come here, you can watch TV on the train.

5c
b Read the sentences in activity 5a again and underline the correct options to complete the Take brief responses to this question as a way of rounding
statements below.
1 The sentences in activity 5a talk about situations in the present / the future.
off the reading section.
2 The sentences in activity 5a describe definitely true / possibly true situations.
c Which products in activity 4 are you interested in? Why?
lesson 31 125
4b
Learners read the advertisements and check their ideas.
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
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.

Language focus
Language focus We can use the first conditional to talk about possible situations in the future.
if + present simple // will + base form of the verb

Go over the explanations and examples with learners. possible situation result
If you order online, delivery will be free.

If you drink this, you won’t be fat.
Technically, the ‘will-part’ of the sentence is known as If you don’t order now, you’ll miss a great offer.
the main clause. The ‘if-part’ is known as a conditional
We can replace will in the result part of the sentence with some other modals.
clause. You will be aware that the position of the clauses
possible situation result
may be reversed in statements as well as questions, but If you use this product, you can watch TV on the train.
it is probably best not to raise any of these points at this If you enter our competition, you might win a car.
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.
will + base form of the verb // if + present simple
Practice possible situation
What will I get if I order online?

result
Will you give me a new product if there is a problem?
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?
2 If you (be) hungry, his boss will sack him.

6a answers 3 Will he (come) to the party
1 we may miss our flight.
1 If we don’t leave (not/leave) now, 4 If she (want) a bargain, the picnic will be cancelled.
2 If you’re (be) hungry, 5 If Max (be) late again, I’ll make you a sandwich.
3 Will he come (come) to the party 6 How will they (get) home you’ll be tired tomorrow.
4 If she wants (want) a bargain, 7 If the weather (not/improve), if I invite him?
5 If Max is (be) late again, 8 If you (not/go) to bed early, she can try that discount shop.
6 How will they get (get) home

7 If the weather doesn’t improve (not/improve), b Match each phrase with words on the right to make first conditional sentences.
8 If you don’t go (not/go) to bed early,
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
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
pronunciation.

In pairs, learners choose a product from activity 4 and
Sounding natural use the table to plan their advertisements. Allow learners
7a Track 61 Listen. Underline the words you hear column A /əʊ/ column B /ɒ/
on each line. 1 I won’t I want

time to think and write, but set a time limit of say 3-4
b Track 61 Listen again and copy the pronunciation. 2 we won’t we want minutes.
3 they won’t they want Monitor and assist as necessary.
c Take turns saying one phrase from each 4 you won’t you want
line in activity 7a.
Can your classmates tell if the phrase is from column
5
6
I won’t
they won’t
I want
they want
8b
A or column B?
7 we won’t we want
In pairs, learners write a short script for their
8 you won’t you want
advertisements. They may also like to practise acting out
their advertisements in preparation for the next activity.
Interact Monitor and assist as necessary.
Work with a partner.
You are going to make a 30-second radio advertisement for one of the products in activity 4.
8a Choose a product from activity 4 and use the table below to plan your advertisement.
9a
Learners act out their advertisements for the class.
product Choco l’amour
Your wife will be happy… your girlfriend will love you… she may
marry you…
in this activity.
good things that
will happen if
you buy it 9b
As a class, decide who made the best advertisement.
Your girlfriend won’t love you… she may leave you… you may
bad things that
never get married…
may happen if
you don’t buy it Elicit correction of errors/mistakes.
If you order two boxes, we’ll send you flowers.

special offer
(you can decide
what these are)
b Decide what to say in the radio advertisement and write a script.
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!
9a Act out your advertisement for the class.

b As a class, decide who made the best advertisement.
lesson 31 127

1) I won’t
2) we won’t
3) they want
4) you want
5) I want
6) they won’t
7) we want
8) you won’t
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).
32
UNIT 11
Imagine
32Imagine
Imagine
UNIT 11
In this lesson - Plan a dream dinner party
Grammar - Second conditional Introduction
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
1a b Cross out the words on the left that do not go

Direct attention to the pictures on the page, and elicit with the types of gambling on the right.
Sometimes more than one word is possible.
what one or two of them show.
Go over the instructions and example to check 1 bet on / do / play the football pools
understanding. In pairs, learners write letters to match 2 bet on / do / play horses

the different kinds of gambling with the pictures. Monitor
and assist as necessary. 3 bet on / do / play the lottery
4 bet on / do / play roulette

5 bet on / do / play scratch cards
1a answers (clockwise from top left) 6 bet on / do / play slot machines

1
4 roulette 3 the lottery 6 slot machines 5 scratch cards

1 the football pools 2 horses 2a Work with a partner.
Ask and answer the questions below.
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
than one word is possible.
In pairs, learners cross out the words on the left that do 128 lesson 32
not go with the types of gambling on the right. Monitor

Teaching tip – collocation
Feedback as a class. It’s a good idea to sensitise learners to which words
‘naturally’ go together in English – ‘collocation’. There is
1b answers
no logical reason we say ‘heavy rain’ and ‘strong wind’,
1) bet on do play the football pools rather than ‘heavy wind’ and ‘strong rain’, but we do. We
can help learners get a feel for these kinds of quirks in
2) bet on do play horses language by drawing attention to common verb-noun,
verb-preposition and adjective-noun combinations when
3) bet on do play the lottery teaching vocabulary.
4) bet on do play roulette 2a

Go over the instructions and check understanding. In
5) bet on do play scratch cards
pairs, learners ask and answer the questions.
6) bet on do play slot machines
2b

In this lesson: Plan a dream dinner party
Grammar: Second conditional
Reading
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
b Work with a partner. Compare your answers.

c Tell the class about your partner. How many of your answers were different? Which ones?
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.

Language focus
Language Focus We use the second conditional to talk about unlikely, imagined situations in the present or future.
if + past simple // would + base form of the verb
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.
unlikely situation action or result
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
What would you do if you won a million pounds?

In pairs, learners use would and the correct form of the I’d buy a big house.
verbs in brackets to complete the sentences. Monitor and If you could live in another country, where would you live?
assist as necessary. Maybe I’d live in Brazil.
Would you be happy if you were rich?

Yes, I would. / No, I wouldn’t.
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
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.

Sounding natural
7c
6a Track 62 Listen and tick ( ) the first phrase you hear in each pair below.
Feedback. Learners tell the class about their partner’s
column A column B plans.
1 I keep working. I’d keep working.
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.
5 I make cakes. I’d make cakes.
6 I have a holiday. I’d have a holiday.
b Choose a phrase from column A or column B and say it.

Can other people say which column it is from?
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
What food and drink I’d serve
Other details
(music, what I’d wear, etc.)

Compare your plans and ask questions to get more information.
example - I’d invite Elvis Presley.

- Why?
- I love his music…
c Tell the class about your partner’s plans.
lesson 32 131
Interact
7a
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’.
Learners work on their own and use the table in their

books to decide who they would invite and what they
would do at their dinner party. Monitor and assist as
necessary.
7b
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.
and mistakes.

33
UNIT 11
Getting through
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
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.
Encourage learners to share any stories of making or Name of the person who answers the phone Mike
answering telephone calls in English. Who the caller wants to speak to
Caller’s name
2 Why the caller cannot speak with the person
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?

Receptionist - Hello, Northstar Travel. How can I help you?
Amy - Oh, good morning. Can I speak to Jane Day, please?
Receptionist - Certainly. Hold the line and I’ll put you
through.

5 answers
In this lesson: Practise making and taking telephone calls Caller’s name: Amy Mitchell
Function: Telephone language
Name of the person who answers the phone: Mike
Who the caller wants to speak to: Jane Day
Language focus Why they cannot speak with them: Away from her desk
Function What you say:
6 Read the phrases in the box below. Caller’s number: 0985 543 899
Write the phrases next to the correct
Saying who I’d like to speak to Jane Day.
function to complete the table. you want to
speak to Could I speak to Mr Jones, please?
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.
Could I speak to Mr Jones, please?

Can I take a message?
Direct their attention to the table on page 133.
Offering
Can I read that back to you, please? to help Have learners find the phrase on the table.
Thank you for your help. Read over the other phrases and point out the functions
Would you mind repeating that? Saying you
didn’t hear
I’m sorry – I didn’t quite catch that.
of each.
Could you tell him that I called?
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.

Practice
Practice 7 Work with a partner. Complete the telephone conversation below with words from the table in activity 6.
7 Jo: Good morning, Jo speaking, how can I help you?

Pat: Oh, good morning. Could I speak to Colin Moore, _________?
Direct attention to dialogue on page 134. Jo: I’m afraid ___________________________________________________.
Learners complete dialogue in pairs with phrases from Pat: Oh dear, __________________________________ I called?
table on page 133. Jo: Certainly. ______________________________________________?

Pat: Yes, ____ Pat Roberts.
Jo: And what’s your telephone number, Ms. Roberts?
7 suggested answers Pat: It’s 04 7361 9662.
Jo - Good morning, Jo speaking, how can I help you? Jo: ___________________________ back to you, please? Pat Roberts on 04 7361 9662.
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.
Take answers one line at a time and write on the board
(or get learners to write).
Accept any reasonable answers.
Practice with disappearing dialogue.
Teaching tip - disappearing dialogue 134 lesson 33
Leave conversation on board for learners to refer to while

practising.
Learners can look at conversation on board, but must
look away when they speak. Sounding Natural
Repeat several times, but erase portions of the
conversation each time, leaving smaller and smaller 8
prompts. Direct attention to activity 8, page 135.
Elicit how we ‘pronounce’ the gaps between sets of
numbers in a telephone number.
(Intonation tends to rise, and we pause - but don’t give
this answer if learners don’t produce it).
Track 65 Play CD. Learners listen to check.

a) 090 9856 0021
b) 080 4579 2210
c) 03 5667 4619
d) 04 5439 0599
Elicit how we pronounce the numbers.

(Do our voices go up or down at the pause? Do our
voices go up or down at the end?)
You could elicit how gaps between sets of numbers are
signalled in Japanese (by saying ‘no’).
Track 65 Play track again. Pause between numbers

and have learners repeat.

Learners do first role-play.
Sounding natural
8 Track 65 Listen to these telephone numbers: 9 Work with a partner. Practise saying these numbers:
a 090 9856 0021 0983 7366 5908
b 080 4579 2210 090 4502 5280
c 03 5667 4619 03 3776 9923 and/or errors and mistakes.
d 04 5439 0599 04 8765 9212
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.
Track 65 Listen again and copy the intonation.
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.
Encourage use of checking language (Could you repeat

that, please? So that’s...)
Feedback as a class.– what did learners find easy/

difficult about the activity.
Interact
10
Set up the role play carefully.
Give learners A and B 1 – 2 minutes to prepare the first

role play only and think about what they are going to say.
Monitor and assist where needed during preparation.
Before doing the first role-play, check who will speak first
(usually, the person taking the call).

34
UNIT 12
If only...
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
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
If only I hadn’t missed my bus. do on a first date?
Warmer
• Ask learners if they ever bought a piece of clothing or a

gadget that was expensive and wasn’t needed.
• What would have been a better use of the money?
• Now write the word ‘regret’ on the whiteboard. Elicit or
say what the word means.
• Do they regret buying the item? Why or why not?
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?
Feedback as a class. What do you think he regrets?
Extension – Decide as a class what are the two best and

worst things to do on a first date. 136 lesson 34
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.
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

In this lesson: Talk about what you regret
Grammar: I wish / If only + past perfect simple: third conditional
Language focus
4 Study Tom’s regrets in the white box in activity 3.
Underline the correct words to complete the rules
below:
(1) When we talk about regrets, if only and I wish

are followed by past simple / past perfect simple
form of the verb.
3 Match Tom’s regrets with the pictures above.
Write the letters in the boxes. Sentences e and f are examples of the third
conditional.
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

Practice
Practice 5 Read the sentences below. Correct the mistakes.
a I wish you told me last week. I wish you’d told me last week.
5a-c b If I study hard, I’d have passed the exam.
Learners read the sentences and correct the mistakes. c If only I hadn’t ate so much cake.
Read example and check learners understand activity. Track 66 Listen and check.

6 Read the sentences below.
Write two new sentences for each, using the prompts.
5a-c answers
I didn’t study hard. I failed the exam.
a I wish I’d studied hard. (I wish)
b If I’d studied hard, I wouldn’t have failed. (third conditional)
Track 66 (page 153, Student book) 0:29 1 I went out drinking. I missed the last train.
a) I wish you’d told me last week. a (I wish)
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.
a (I wish)
Track 67 Learners listen and check answers. b (third conditional)
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.
1a) I wish I hadn’t gone out drinking.

1b) If I hadn’t gone out drinking, I wouldn’t have missed the
last train 138 lesson 34
2a) I wish I’d taken an umbrella.

2b) If I’d taken an umbrella, I wouldn’t have got wet.
3a) I wish I hadn’t stayed in a cheap hotel. Sounding Natural
3b) If I hadn’t stayed in a cheap hotel, I would’ve slept well.
Learners share some of their sentences with the class. 7

Monitor learners’ use of vocabulary and language. Note Track 67 Learners listen again. Copy the
good use of vocabulary and language and/or errors and pronunciation. Drill.
mistakes.
Interact
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
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.

Interact
8 Make notes about:
Something you regret saying
Something you regret not saying
Something you regret doing
Something you regret not doing

Discuss your regrets. Ask questions to your partner and find out more information.
Make notes.
Is there anything you regret saying?

Why is that?
10 a Tell the class about your partner’s regrets.

b Does anyone in the class have the same regrets?
lesson 34 139
10a
Learners tell the class about their partners’ regrets.

10b
As a class, find out if anyone has the same regrets.

35
UNIT 12
Love at first sight
35Love at rst sight

Love at first sight
UNIT 12
In this lesson -Tell people about a conversation you had
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.
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.

In this lesson: Tell people about a conversation you had
Grammar: Reported speech
Jane - Natalie... I’ve just met this lovely guy.
Reading
3 Look at the picture of Jane and Rupert on the right. Natalie - Oh really? Who?
Where are they? What do you think they are talking about?
Jane - He’s over there, standing by the window. I asked him
4 Look at their conversation. why he wasn’t wearing a tie. He told me it was in his pocket.
What Jane says is in the correct order, but what Rupert
says is mixed up. He said he’d spilt red wine on it. Then we got talking.
Work with a partner. Match a line from A with a line from
Natalie - So what happened next?
B to put the conversation in order.
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.
5 Track 68 Listen and check.

Do you think they like each other? Why? Do you think they’ll see each other again?
6 Look at the picture. Jane is talking about Rupert to her friend, Natalie.
Read their conversation and complete the missing words.
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 .
He said he’d spilt red wine on it. Then we got talking.
Natalie So what happened next?
Jane Well, he said in the church. Then he asked me
, and I told him
. After that he asked me
how I knew Patrick and Sheila...
lesson 35 141
Jane - Oh really? So... are you going back tonight?

Rupert - No, actually.... I’m staying at the Bedford Hotel.
Jane - Gosh, I’m staying there too!
Rupert - Really? Do you want to have some champagne in
the bar tonight?
Jane - Mmm, that would be nice.
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...

Language focus 7 Work with a partner. 8 Rewrite these sentences in reported speech.
Compare the pairs of sentences in the white
a Do you want to dance?
box below.
7 Rupert and Jane’s conversation (R&J) is in He asked me if I wanted to dance.
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.”
R&J “I’ve spilt red wine on it.”

J&N “He said he’d spilt red wine on it.”
R&J - I only drink champagne.
R&J “Why aren’t you wearing a tie?”
J&N - I told him I only drank champagne. J&N “I asked him why he wasn’t wearing a tie.”
R&J “Do you want a glass of wine?”

J&N “He asked me if I wanted a glass of wine.”
R&J - I noticed you in the church.
J&N - He said he’d noticed me in the church. Underline the correct alternative or fill in
the gaps to complete the rules.
R&J - I’ve spilt red wine on it. When we report speech:

1 The verbs are usually
J&N - He said he’d spilt red wine on it the same as / one tense ‘back’ from the
original conversation.
2 We use said / told if we mention the person
R&J - Why aren’t you wearing a tie? being talked to.
J&N - I asked him why he wasn’t wearing a tie.

When we report questions:
3 We drop / keep the auxiliary verb ‘do’.
R&J - Do you want a drink? 4 The subject and other auxiliary verbs
J&N - He asked me if I wanted a drink. (e.g. ‘can’, ‘are’) stay in the same position /
change position.
5 We use ________ in front of the subject in
Learners underline the correct words or fill in the gaps to Yes / No questions.
complete the rules for reported speech.
answers 142 lesson 35

1) The verbs are usually the same as/one tense ‘back’ from
the reported conversation.
2) We use said/told if we mention the person being talked to.
3) We drop/keep the auxiliary verb ‘do’. Sounding natural
4) The subject and other auxiliary verbs (e.g. ‘can’, ‘are’) stay
in the same position/change position.
5) We use if in front of the subject in yes/no questions. 9a-c
Track 70 Learners listen to the sentences in the
activity. Ask them what happens to ‘k’ in ‘asked’, when we
speak naturally. (‘K’ is silent)
Practice Track 70 (page 153, Student book) 0:28

a) He asked her where she lived.
8a-e b) She asked him if he wanted to dance.
Learners make notes about the sentences in the activity.
c) I asked them when they were going home.
Write an example on the whiteboard and check learners
10
8a-e answers Track 70 Learners listen again and copy the
a) He asked me if I wanted to dance. pronunciation.
b) He told her to put it down.
c) He asked her where she lived. Write ‘ask’ on the whiteboard. Ask learners to say the
d) She asked him if he liked jazz. word (strong form). Then ask them to read the word in
e) She said that she didn’t. the sentences (weak form). Highlight the differences.
Drill the sentences chorally than individually.

In a private lesson
Sounding natural
9 Track 70 Listen to the sentences below. If the learner finds activity 10 difficult, play Track 68
What happens to the ‘k’ in ‘asked’ when we speak naturally?
one more time. Tell the learner they are ‘Jane’ and they
a He asked her where she lived.
b She asked him if he wanted to dance. going to tell you a story about meeting Rupert.
c I asked them when they were going home.
10 Track 70 Listen again and copy the pronunciation.

Teaching tip
Remember this is supposed to be fun. So try to keep the
‘regrets’ light, and not too personal.
Interact
11 a Think about the time you met someone for the first time.
It could be a partner. It could be a friend at school or the office.
Where was it? When was it? What did you say? Make notes.
b Tell your partner. Listen to your partner’s story and ask questions.
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.


36
UNIT 12
Don’t use your phone in here
36
Don’t use your phone in here
Don’t use your
UNIT 12
In this lesson - Discuss manners
phone in here
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.
• Learners can ask yes/no questions about the numbers, 1.
and try to guess what they are. It makes me really angry.

2.
It irritates me.
• Have learners each write down three numbers of their It makes me angry.
It really annoys me. 3.
own, then work with a partner to ask questions about It irritates me a bit. 4.
and guess the significance of the numbers. It makes me furious.

5.
• 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.
Elicit what is in the pictures (varying amounts of litter). situation 3

You are on a busy train and a person doesn’t offer their seat to a pregnant lady.
Elicit from learners how they feel about litter on the
streets.
144 lesson 36
Elicit and discuss other things that make learners
annoyed.
2a Feedback as a class.
Learners write the sentences in the correct order.
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.

In this lesson: Discuss manners
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.
good manners bad manners 1-9
a greet your neighbour in the street
b talk on your mobile phone in public
c open a door for someone
d tell a good friend that her bad haircut is OK
e give your seat to someone on a train
f push into a queue
g take a gift for the host of a dinner party
4 Rank the examples of manners from 1 – 9 (1 = the best, 9 = the worst) in the table above.
5 Change partners or join a group. Discuss your choices.

Choose the two best and the two worst examples of manners.
example - Personally, people talking on a mobile phone in public really irritate me.
- Me, too. Especially in restaurants.
6 Tell the class.
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.


7 You are going to talk about manners.
7 Read the questions and make notes about your answers.
Write two more questions about manners.
Direct attention to activity 7. Elicit some possible
additional questions – if learners are able, you may like a Do you think it is OK to talk on a mobile phone in public? Why?
to encourage moving to to more general questions, e.g.
– ‘Do you think manners have got better or worse in this b Do you think you should give your seat to someone on a train? Why?
country over the last ten years?’
c Do you think it is bad manners to listen to people’s conversations in the street? Why?
Learners work on their own. They read and make notes
on their answers to the questions in the activity. Learners
d Do you think you should take a gift for the host of a dinner party? Why?
add two more questions of their own.
e Do you think it is OK to read someone’s diary? Why?
Teaching tip - note taking

Encourage learners to keep their notes brief. Tell them f
to just write short phrases and key words. This will help
them to speak more rather than just reading straight g
from their notes.
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
information. Yes, possibly, but...

I agree.
I think so too.
Read examples and check learners understand activity. How about...? In my opinion... about...?
Definitely.
Monitor learners’ use of vocabulary and language. Make

notes on good use of vocabulary and language and/or
errors and mistakes.
Feedback as a class. Learners to report on what they 146 lesson 36

discussed with their partner. Encourage wider discussion
of interesting points.

9

Ask and answer the questions in activity 7. Try to get and give extra information.
Do you think it’s OK

to talk on a mobile
phone in public?
Well, it depends on the

situation. In the street is
OK, but talking on the
phone in a restaurant is
bad manners.
I agree, and it
makes me really
angry when people
speak loudly.
Yes, people should go

outside.
9 Which examples of manners from this lesson do you often see?

Which examples of manners from this lesson do you never see?
What other examples of good and bad manners do you feel strongly about?
lesson 36 147

MEMO
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2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s

1 Easy life 4-7 Discuss the things people do for you

1 2 You are what you eat 8 - 11 Discuss your diet

3 Where do you live? 12 - 15 Get to know your classmates better

4 He’s gorgeous 16 - 19 Describe someone you know

2 5 Feelings 20 - 23 Talk about how you feel about things

6 A good night’s rest 24 - 27 Talk about sleep and dreams

7 She’s more talkative than me 28 - 31 Compare yourself to someone you know

9 Opinions 36 - 39 Guess who is lying about their opinions

10 A day in a life 40 - 43 Tell people about a typical day in your life

4 11 A terrible journey 44 - 47 Talk about travel problems

12 Getting about 48 - 51 Discuss transport

13 Isn’t it? 52 - 55 Ask questions to check what you know

15 Going places 60 - 63 Tell people how to get to different places

16 Works of art 64 - 67 Tell people about a work of art you like

6 17 It was an accident 68 - 71 Tell people about an accident

18 Movie night 72 - 75 Talk about watching films

7 20 When I got there I realised... 80 - 83 Tell a true personal story

21 You don’t have to tip 84 - 87 Give advice to first-time visitors

22 In the future 88 - 91 Discuss the future

8 23 I like where I live 92 - 95 Discuss advantages and disadvantages

28 I guess... 112 - 115 Guess about people’s lives

10 29 How embarrassing 116 - 119 Discuss what you do in awkward situations

31 Special offers 124 - 127 Make a radio advertisement

11 32 Imagine 128 - 131 Plan a dream dinner party

34 If only... 136 - 139 Talk about what you regret

36 Don’t use your phone in here 144 - 147 Discuss manners

Grammar have (something) done, Reflexive pronouns Track 01

Function Review of questions Track 04 - 06

Grammar have / has got, Adjective order Track 07 - 09

Grammar Using -ed and –ing verb forms as adjectives Track 10 - 12

Skills Extended speaking and vocabulary -

Grammar Comparative adjectives and not as... as Track 13 - 14

Grammar Superlative adjectives Track 15

Function Asking for and giving opinions Track 16 - 22

Grammar Adverbs of frequency and almost Track 23 - 24

Vocabulary Phrasal verbs Track 25

Skills Extended speaking and vocabulary -

Grammar Question tags Track 26 - 29

Grammar Embedded questions Track 30 - 31

Function Giving directions Track 32 - 35

Grammar Passive forms Track 36 - 40

Skills Extended speaking and vocabulary -

Grammar Past perfect simple for narration Track 44 - 45

Skills Extended speaking and vocabulary -

Grammar Defining relative clauses Track 50

Function Giving advice and explaining rules Track 55 - 56

Grammar Modal verbs of deduction Track 57 - 58

Grammar Zero conditional Track 59 - 60

Skills Extended speaking and vocabulary -

Grammar First conditional Track 61

Grammar Second conditional Track 62

Function Telephone language Track 63 - 65

Grammar I wish / If only + past perfect simple: third conditional Track 66 - 67

Grammar Reported speech Track 68 - 70

Skills Extended speaking and vocabulary -

• Write ‘dirty jobs’ and ‘glamorous jobs’ on the whiteboard.

three ‘glamorous jobs’.

Introduction nanny serve food and look after clothes

4 Interact / Level 3_Teacher’s Guide

The Laziest Man In The World

“Well, you see, I have servants”, he said. “(1) I

4 Read the article again. Answer the questions below.