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SECOND EDITION
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TEACHER’S BOOK
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SAYER DELLAR WALKLEY
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A1 A2 B1 B2 C1 C2
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CEFR correlation:
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Student’s Book with DVD-ROM
• Eight inspiring National Geographic videos provide real, global input
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• Sixteen Conversation Practice videos provide a model for real, natural output
• The Understanding Fast Speech feature helps students hear language as it’s really used
•
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Access code for MyELT Online Resource
• An expanded and updated online Vocabulary Builder allows students to personalise
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vocabulary learning by developing their own word lists and testing themselves
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•
SAMPLE COPY, NOT FOR DISTRIBUTION
Variety of exam layouts and printing options
OUTCOMES
PRE-INTERMEDIATE
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ngl.cengage.com/outcomes
SAMPLE COPY, NOT FOR DISTRIBUTION PASSWORD outcomes!C4#
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National Geographic Liaison: Wesley Della Volla /
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Leila Hishmeh ISBN: 978-1-305-26822-7
Audio: Tom Dick & Debbie Productions Ltd
National Geographic Learning
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Cheriton House, North Way, Andover, Hampshire, SP10 5BE,
United Kingdom
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National Geographic Learning, a Cengage Learning Company, has a
mission to bring the world to the classroom and the classroom to life.
With our English language programs, students learn about their world
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by experiencing it. Through our partnerships with National Geographic
and TED Talks, they develop the language and skills they need to be
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6 FAMILY AND FRIENDS 67
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7 YOUR PLACE 80
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8 EDUCATION 91
9 MIND AND BODY 103
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10 PLACES TO STAY 112
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13 CULTURE 145
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14 STUFF 155
15 MONEY 167
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16 EVENTS 177
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country to do so; to exchange their ideas, through Speaking, practice
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1.2 to exchange information and ideas with young activities in Vocabulary and Grammar, the lead-ins to
people and adults who speak a different language and to Reading and Listening and discussions about the texts.
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communicate their thoughts and feelings to them;
1.3 to achieve a wider and deeper understanding of the Understanding other cultures
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way of life and forms of thought of other peoples and of Students will best understand other cultures by talking
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their cultural heritage. with other students and by having the language to
(Council of Europe, 2001, Common European Framework express themselves, which the language input and
of Reference for Languages, p3) Speaking activities in Outcomes always encourage.
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However, many classrooms may not have people from a
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These ideas underpin everything we do in the Outcomes large mix of backgrounds, which is why we use texts and
series. At Pre-intermediate, we look at some can-do National Geographic videos with international contexts
statements at B1 as a guide to what students might to reflect cultures throughout the world, both English-
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want to achieve. On the opening double-page of each speaking and non-English speaking. Students may
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unit you will see a list of outcomes. The vocabulary, well realise they share many of the same desires and
grammar and skills practice that is provided in each unit concerns as others from very different cultures.
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aim to help students to do these things better. You’ll watch videos about:
• a father teaching his son to catch baby alligators,
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medicines, pages 81 and 84–85 • difficult choices for the future of a historic fishing
• book somewhere to stay and deal with problems in village in Morocco, page 94
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hotels, pages 88–91 • an Italian man with an amazing memory, and research
• give and take phone messages, pages 106–107 into the influence of genes and the environment,
• compare prices and talk about money issues and page 112
problems, pages 135 and 138. • the historic city of Oxford and its connection with Alice
in Wonderland, page 130
For many students passing exams is also the business • Columbus and his discovery of the New World,
of everyday life, which is why Outcomes has a Grammar page 148.
reference with exercises on all the grammar you’d
expect. The Review pages after every two units also Choosing specific outcomes
make use of exercise types found in common exams such We want to work towards specific conversations and
as Cambridge First, such as cloze tests, wordbuilding and outcomes. We consulted documents such as the ALTE
transformation exercises. can-do statements which identify situation and levels for
Writing sections deal with both practical types of writing the purposes of writing exams. For example, they take
task (letters of complaint, pages 162–163) and exam- the social and tourist situation of sightseeing and give
type writing (a personal profile, pages 154–55; describing different levels students may be able to achieve.
places, pages 156–157). For example, B1 levels suggest:
• Can deal with most transactions likely to arise whilst
travelling, arranging travel or accommodation.
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Pre-intermediate are found in the Vocabulary Builder, with phonetics,
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definitions, collocations (often very frequent words) and
In Outcomes it is generally the topic and conversation examples where relevant.
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that comes first. We sometimes write dialogues or texts Other words will appear that are part of a story but
and work backwards to consider what vocabulary and aren’t otherwise worth teaching and remembering.
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grammar will help students have those conversations, These words are glossed or ignored and don’t appear in
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talk about those topics, or read / listen to those texts. the Vocabulary Builder.
We grade the texts and choose language input in the
following ways: Better for teachers
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• to reflect CEFR level descriptors
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• to meet expectations of grammar input at this level Most teachers need or want material that:
• to include frequent words students are likely to use • is quick and easy to prepare
and see / hear outside the class. • motivates students.
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around level A2 towards level B1, where they are, for between input and outcomes is clear, and we hope you
example, expected to ‘understand the main point of already see that this is the case with Outcomes. However,
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many radio or TV programmes on current affairs or other aspects of the Student’s Book and components
matters of personal or professional interest … deal should help you just pick up the book and teach:
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with most situations likely to arise whilst travelling … • Grammar and Vocabulary have clear links to texts
understand descriptions of events, feelings and wishes … and / or topics.
give reasons and explanations for opinions and plans … • Clear structured grammar presentations which get
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enter unprepared into conversations on topics that are students to do the work:
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familiar, of personal interest, or pertinent to everyday –– short explanation boxes allow you to introduce
life … and use reasonably accurately a repertoire of grammar points
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frequently used ‘routines’ and patterns associated with –– examples from the texts with questions or tasks get
predictable situations’. (Common European Framework of students to think about the rules
Reference for Languages, pages 24–28) –– grammar reference provides short clear explanations
for students to check their ideas
Grammar –– simple to more difficult tasks allow students to
You will see the same grammar syllabus as you would check and practise their understanding.
expect in other books at this level. We know because • Fully integrated pronunciation. Regular pronunciation
we’ve checked! In fact there are not only the 32 Grammar work is integrated as part of language input and
sections, but a different kind of grammar is often seen listening tasks based on simple drills and dictation
in Developing conversations. Where you might find the exercises. The video pages include Understanding fast
grammar presentation slightly different to other books, speech activities, which show how words in spoken
is that texts may only have one or two examples of English are grouped in chunks, and help students to
the key grammar, and the text may not always have an understand and imitate fast speech.
example of all forms (e.g. question, statement, negative). • Simple instructions in the Student’s Book fully explain
That’s because we write the texts for the outcome and tasks.
to sound natural, and often negatives or questions are • Straightforward numbering of exercises and audio on
much less common. We want to show the grammar as each page helps teachers orient students and manage
it is really used. However, the Grammar reference and the class.
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the Student’s Book. • Students need to notice.
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• The Vocabulary Builder follows the spreads of the • Students need to understand.
book so you and your students can easily look up • Students need to remember language.
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words in class. All of the target vocabulary is contained • Students need to practise – spoken, written, receptive.
in a database on the website. Students can search • Students need to make mistakes.
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for specific words, create their own word lists, add • Students need to repeat these steps a lot.
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translations and examples, as well as print out pdfs
organised by spread. Noticing and understanding
• ExamView tests allow you to make your own revision Obviously, Grammar and Vocabulary encourage students
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tests in a matter of minutes. to notice and understand language. Grammar has simple
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• The course website gives access to all of the additional explanation boxes, lots of examples and questions and
materials, videos and audio. tasks that guide students to notice form and understand
• MyOutcomes online resource. Teachers can use the meaning. Words in bold help students to notice key
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online resources practising grammar and vocabulary words. Pronunciation tasks and drills also help students
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if they apply for an access code. Go to myelt.heinle. pay attention to form. Explanations in the Vocabulary
com and request a MyELT instructor’s account. This Builder and many additional collocates and examples
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will allow you to set specific work for all your students allow students to see and understand useful vocabulary.
and then receive their results. You can then store these Finally, reading and listening tasks often ask students to
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results through the Grade book, so both you and your notice words and how they are used.
student have a record of their marks and progress.
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4 Complete the online form and click Submit Request. see exercises in the Student’s Book which encourage
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New accounts will be processed within 72 business students to study, cover and remember language.
hours. You will receive a verification email after Students often will avoid this work! In class they may say
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submitting your account request. A second email things like ‘it’s impossible’! Don’t give in. Give students
will include instructions for logging in to MyELT time to study in class, and encourage them. They won’t
once your account has been approved. Please print remember everything – which is why you need to repeat
and / or save these emails for your records. over time (see below) – but they will remember more
than they (and perhaps you) think! Regular Review units
Motivating students get students to recall language, and additional tests
As a teacher, motivating students will be a major part of in the Teacher’s Book review and assess what students
your job. However, we know a Student’s Book can often have learnt so far on the course at regular intervals
work against student motivation by having irrelevant throughout the year. Additionally, ExamView allows you
or boring content, unclear, unrealistic or unfulfilled to create your own tests. Further practice that helps
outcomes or simply by a dull design. Outcomes helps you students remember the language they have studied
motivate students by having: includes photocopiable communicative activities in the
• outcomes that reflect many students’ wants and needs Teacher’s Book, and some of the reading and listening
• vocabulary and grammar input and tasks that really tasks that provide key words and encourage students to
help to fulfil those outcomes try to remember how they were used.
• a beautiful design which makes the material clear and
easy to navigate
Making mistakes
Students will make mistakes with new language as part
of the process of learning how to use it. See this as a
positive thing and use these moments to extend their
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knowledge. Not all teaching and input can or should
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be provided by the Student’s Book. We all know from
experience and research that people learn new language
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when they are struggling to express something and the
‘correct’ or better word is given. This is also why we have
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lots of Speaking activities and speaking after Listening
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and Reading texts. They are not just opportunities for
students to practise what they know; they are chances
for them to try to say something new, stretch themselves
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and make mistakes, which you can then correct.
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Repetition
Seeing a word once is not enough! Some say you need
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Go round the room and check students are doing the
Teacher development: using
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task, and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class
Outcomes photos
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what they discussed. Use the board to build up a list
of good or bad things about the person’s job, and use Outcomes aims to start each unit with a large,
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the opportunity to correct any errors or rephrase what interesting photo to stimulate interest in the topic and
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students are trying to say. to get students ‘on board’ with the theme and topics.
• Once you have given feedback on content, look at You can often use the photo to do the following:
good pieces of language that students used and pieces • get students talking and personalise the topic
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of language students didn’t quite use correctly during • get students interacting and sharing ideas and
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to complete the sentences. unit (here, expressing habits), and find out how well
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Culture notes
1 Ask students to look at the photos on page 8. Ask: 2 1 Point out the example and show students how
What does he / she do? and point to different photos. Ask to mark stress. Make sure students are ready with a pen
students to say the job if they know it. Elicit all the words to mark stress. Then play the recording.
students already know. • Let students compare their answers in pairs.
• Organise the class into pairs to match the jobs to the • Play the recording again. Students listen and repeat.
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photos. In feedback, elicit answers, and check any words Play and pause the recording if students have problems
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that students are unsure of. You could do this by miming saying the words. If you are confident in your own
the jobs or giving a simple example of what they do pronunciation, model the words yourself.
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(e.g. An actor is in films, Brad Pitt is a famous actor).
1 and answers
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Answers actor, engineer, journalist, lawyer, nurse, photographer,
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(left to right, top to bottom) pilot, police officer, politician, sales manager, scientist,
photographer, pilot, politician, soldier
nurse, engineer, soldier,
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journalist, actor, lawyer
Background pronunciation notes
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people work for him / her stronger on one syllable than on the others. Often, it’s
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scientist – does experiments, works in a laboratory, on the first syllable in nouns, but not always, and stress
wears a white coat (e.g. Einstein, Newton) has to be just learnt on a word to word basis. A good
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in Exercise 1 to describe jobs. Both approaches have managed to mime and guess the most words.
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1 Use visuals, mime or realia to elicit new or revised discuss the questions. In feedback, elicit any interesting
words in a teacher-centred, whole-class activity. By comments or stories you heard. It is a good idea to make
using flashcards with photos of jobs on them, photos a note of any useful and reuseable pieces of language
of jobs on an IWB or on powerpoint, or by simply students use in this discussion, and to comment on
holding up and pointing to photos in the Student’s this language in feedback, correcting or improving it if
Book, you can easily elicit the jobs on this page. The necessary.
students enjoy guessing and showing what they know,
and it is easy for you to correct errors and drill for 4 Ask students to read and match the sentence
pronunciation. beginnings about work to the pairs of alternative
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et students to work in pairs to match photos to endings. Let students compare their answers in pairs.
words in a student-centred, pairwork (or groupwork) In feedback, check that students have noticed how the
activity. Students enjoy being hands-on and being able dependent prepositions work in the word partnerships in
to teach each other. This sort of activity gets students bold (see notes below).
talking to each other and frees up the teacher to
notice problems and errors and to provide support Answers
when necessary. 1 c 2 d 3 b 4 a 5 e 6 f
5 Explain that students should imagine they have 8 2 Ask students to read the situation and the
one of the jobs in the box in Exercise 1, and describe it task. Play the recording. Students listen and note the
using sentences like those in Exercise 4 for their partner questions they hear from Exercise 6 (they can just note
to guess the job. Model the activity by acting out the the number of the questions for each conversation). In
following model conversation (or your own) in front of feedback, elicit answers.
the class with a reliable student.
A: I work for a local paper. Answers
B: Journalist? Conversation 1
A: No. I run my own studio. 1 So what you do?
B: Photographer? 2 Where do you work?
A: That’s right. Now you try. 4 And do you enjoy it?
• Organise the class into new pairs to describe and guess 5 What’re the hours like?
jobs. Monitor and note how well students use the new Conversation 2
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language. You could pick up errors to discuss in feedback 1 So what do you do?
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at the end. Tell students to change roles once they have 3 So how long have you worked there?
guessed the first job. Set a five-minute time limit and see 6 So do you get on with the other people you
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how many jobs students can describe and guess. work with?
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Optional extra activity If your students have a job, ask
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them to prepare and present a description of their job. 2
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Developing conversations A: So what do you do?
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B: I’m an engineer.
Questions about jobs
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to introduce and practise common questions used to B: Yeah, I’m working in Scotland at the moment – in
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6 Read through the information in the box as a class. A: Really? So where do you live, then?
• Ask students to read and match the questions and B: Well, in London most of the time, but I’m renting
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answers. Let students compare answers in pairs. In an apartment in Glasgow while I’m there. I usually
feedback, check that students know all the words (get come down to London every two weeks, if I can.
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on with = have a positive relationship with or be friends A: And do you enjoy it?
with; What’re the hours like? is basically asking what sort B: Yeah, it’s great. I don’t really mind the travelling
of hours they work – whether they have to work late, and the money’s good. Plus, I don’t really have
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work difficult hours, do a long working day or just 9 to 5, much time to spend it!
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etc.; a couple = two). A: Well, I guess that’s good, then. What are the hours
like?
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Conversation 1 the Grammar box on the board. Use the examples to
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1 I’m an engineer. highlight form and use.
2 Well, I travel around quite a lot, actually.
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4 Yeah, it’s great. I don’t really mind the travelling Background language notes for teachers:
and the money’s good.
present simple and present continuous
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5 I usually work quite long hours. I mean, I often do
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a sixty-hour week. In English we use the present simple to express
Conversation 2 permanency (I live in an old house) and the present
1 I work for a small company back in Korea, but I’m continuous to express temporariness (I’m staying in a
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actually a student at the moment. hotel). Students often have problems deciding when
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3 About two years now. to use the tenses because, in their L1, the uses are
6 We get on OK, but it can be difficult sometimes different. Spanish speakers, for example, may be familiar
because I’m the boss’s daughter. with the idea of using continuous forms to describe
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10 Organise the class into groups of four to discuss should use simple forms to talk about something that is
the questions. Monitor and note errors and interesting happening these days, temporarily, or to talk about future
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good pieces of language that students used, and pieces form. It is a good idea, if you have a monolingual class, to
of language students didn’t quite use correctly during familiarise yourself with problems your students may face.
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the activity. Show students better ways of saying what • Timelines can be used to check the difference between
they were trying to say. You could write some useful new the present simple and continuous. Here, a straight line
phrases on the board with gaps and ask the whole class is used to show permanency, a wavy line is used to show
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to complete the sentences. temporariness. Note the examples below, which you
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11 Read through the information in the box as a 12 Elicit the correct form for sentences 1 a and 1 b
class. Then organise the class into pairs to match the to get students started. Then ask students to work
rules to the tenses. Monitor and note how well students individually to complete the sentences before checking
understand the rules. If necessary, explain that the third their answers with a partner.
person form is the form used for he / she / it. • Have a brief class feedback and discussion session
• In feedback, elicit students’ answers. Then ask them to and deal with queries. In feedback, ask: Is the situation
check in the Grammar reference on page 166. temporary or is it generally true?
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For further practice, see Exercise 2 in the
Grammar reference on page 166.
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Answers to Exercise 2, Grammar reference
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1 Are your friends staying in a hotel or with you?
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2 I sometimes cycle to work.
3 (correct)
4 Karen knows the guy who owns that restaurant.
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5 We aren’t getting much work at the moment,
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unfortunately.
6 (correct)
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Conversation practice
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Aim
to practise language from the lesson in a free,
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Aim
to talk about time management issues; to check 3
the meaning of key words in the topic of time 1
management T = Tula, M = Martin
T: Hey Martin.
1 Ask students to read through the ten sentences in M: Oh hi, Tula.
pairs and to explain any words they aren’t sure of to each T: Are you busy?
other. Tell students that they can use a dictionary or ask M: Well … kind of. I’m just answering some emails.
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the teacher for help if they need to. Make sure students Why?
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know all the words before asking them to decide which T: Oh, I need a break.
sentences are true. M: Why? What are you doing?
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T: I’m trying to write something for marketing, but
Background language notes for teachers I’m finding it difficult.
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M: Oh, right.
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rush = hurry or go too fast, often because you are late T: Do you want to go for a coffee? Maybe you can
a priority = something that is more important than other give me some ideas.
things M: I don’t know. I’m meeting a customer at twelve.
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to delay = to not do something that you need to do (e.g. T: You have time!
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delay doing your homework or a difficult job at work) M: Yeah, but I need to finish these emails and I’ve got
arrange = organise (a date, a party, an event) an appointment with the dentist at one.
take a break = stop working for a period of time T: So, you can answer your emails this afternoon.
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2 Organise the class into groups of four or five to and I need to start preparing.
compare their answers and discuss the questions. Go A: So you need a break now!
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round the room and check students are doing the task, M: Oh, alright. Where do you want to go?
and help with ideas and vocabulary if necessary. T: Just to the place on the corner.
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• In feedback, ask different pairs to tell the class M: Hey, by the way, are you going to that training
what they discussed. Use the board to build up a list session tomorrow?
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of good or bad things in time management, and use T: No. What’s that?
the opportunity to correct any errors or rephrase what M: Time management. There was an email about it.
students are trying to say. T: Really? Maybe I missed it.
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Once you have given feedback on content, look at good M: It said all the sales staff have to attend.
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pieces of language that students used, and pieces of T: Really. What’s it about?
language students didn’t quite use correctly. M: The usual thing, I imagine – using your time
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R: Just tell me what you want me to do. I’m trying to 5 3 Start by asking students in pairs to remember or
watch this. guess what the missing words might be.
M: The washing machine’s on. Can you hang the • Play the recording. Students listen and note words. You
clothes outside? could play and pause if you wish to help students catch
R: OK. the individual words. In feedback, write up answers on
M: And can you sort out your room. It’s a mess. the board.
R: Ohhh. I’ll do it another day.
M: But you told me you don’t have classes today. Answers
R: Yeah, but I need to study. I’ve got a test tomorrow. 1 finding it difficult
And I need to finish a project before Thursday. And 2 by the way
I’m meeting Jane tonight. 3 the sales staff
M: Why can’t you meet her at the weekend? Or stop 4 waste of time
watching TV? You need to change your priorities, 5 a couple of
my girl. You’re nineteen, not a child! 6 Can you hang
R: Mum! I have to relax too! I can’t work all day! 7 change your priorities
M: I work all day and then do housework. 8 get paid for
R: Yeah, but you get paid for your work. And anyway,
you’re my mum. That’s what mums do! 6 Organise the class into pairs or small groups of four
M: Is that right? or five to discuss the questions. In feedback, encourage
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R: I’m joking. ideas from different pairs, and open out any interesting
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M: Well, I’m not. Please tidy your room! points for class discussion.
R: OK. OK.
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M: I’ll be back at seven. Optional extra activity Ask students to improvise
R: Oh! What time are we having dinner? I need to a conversation at work or in the home using their
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leave at eight. own ideas and four of the sentences or chunks in
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M: I’ll get a pizza on my way home. Exercise 5. Give students two minutes to prepare and
practise conversations, then ask a few pairs to act their
conversation out for the class.
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Teacher development: listening for gist
Grammar Present simple and present
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You may wish to set a gist task for first listening here,
continuous for the future
e.g. Are the speakers at home or at work? What is the
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get an understanding of the situation and relationships present tenses to talk about appointments and
before having to listen for key words. It also means that arrangements
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when you play the second time, they are more prepared
to listen and take notes on details. 7 Read through the information in the Grammar box
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If your students find it difficult to listen for details or key as a class. Then organise the class into pairs to discuss
words on first listening, think about setting gist or focus whether the sentences refer to the future or not. Do the
tasks as a first task throughout the course. first as an example in open class. Monitor and note how
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Ask students to compare their answers in pairs after • In feedback, elicit the students’ answers. Then ask
they have taken notes. Monitor unobtrusively and note them to check in the Grammar reference on page 166.
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use the present simple to talk about timetables and Answers
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appointments. It is impersonal, e.g. The train leaves at five 1 job
tomorrow. The party starts at eight. We also use it with 2 staff
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verbs that can’t be used in continuous forms, e.g. I need 3 interview
to get up early. I’ve got to leave tomorrow. 4 training
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We use the present continuous to talk about personal 5 meeting
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arrangements. These are personal plans that you could 6 priority
put in your diary, e.g. I’m going away at the weekend. I’m 7 contract
having a coffee with June at three. 8 project
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Students often have problems at this level because this
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arrangements. It is worth emphasising that the present Outcomes emphasises the importance of learning chunks
continuous is the most common way of talking about of language. In particular, learning collocations or word
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our personal arrangements, and that the present simple partnerships enables students to learn new words in a
has a much more restricted use as a future tense. way that is more memorable and more useable. Learning
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students started. Then ask students to work individually adjective + noun, verb + adverb, verb + dependent
to prepare their lists. Let students share their ideas with preposition, etc.). Encourage them to notice whether the
a partner and expand or change their own ideas. Monitor partnerships are fixed and worth learning as a complete
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at this stage and help with vocabulary. chunk (apply for, basic training, for example) or whether
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that they will first need to take turns to describe their Background language notes for teachers:
plans, using the present simple and continuous, and
using ideas from Exercise 7. They will then discuss the
have and have got
questions. Give them time to read the questions before Point out the use of have and have got in the collocations
they start. Monitor and note errors and interesting uses and phrases on the Student’s Book page, and make sure
of language, particularly in the choice of present simple students understand that either form can be used in
or continuous forms. the present simple with the same meaning, e.g. we can
• Once you have given feedback on content, look at say I’ve got or I have a test tomorrow, he’s got or he has
good pieces of language that students used, and pieces two sisters, etc. The choice is often a matter of style and
of language students didn’t quite use correctly during emphasis: have got is more informal. Both forms are used
the activity. Show students better ways of saying what throughout this course.
they were trying to say. You could write some useful new • The negative and question forms of have got use the
phrases on the board with gaps and ask the whole class auxiliary have, whereas sentences with have use the
to complete the sentences. auxiliary do.
‘Have you got a busy week?’ ‘Yes, I have.’
For further practice, see Exercise 2 in the or ‘Do you have a busy week?’ ‘Yes, I do.’
Grammar reference on page 167. • Note that have got is only used in the present simple,
for all other tenses we use have.
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preparation time first, and monitor to help students with longest and best list.
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ideas and vocabulary.
• As students speak, go round and monitor, and note 2 Organise groups of four by putting each pair in the
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down any interesting pieces of language you hear. class with another pair. Tell them to discuss their lists
• At the end, look at good pieces of language that and then discuss the questions. In feedback, you could
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students used, and pieces of language students didn’t build up a list of jobs on the board and check their
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quite use correctly during the activity. Show students meaning, or you could simply find out which groups
better ways of saying what they were trying to say. You thought of the most interesting or unusual jobs.
could write some useful new phrases on the board with
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gaps and ask the whole class to complete the sentences. Possible answers
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the words in this lesson. You could use dictionaries in campaign group; looking after the environment (e.g.
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class to support students when doing Exercise 11 or as clearing litter); working in local politics; getting work
an extension activity at the end of this spread. experience as a young person; working for a club or
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Answers
Claudia
1 works in public relations
2 needed work experience
3 not happy / frustrated / feels exploited
4 is looking for a new job
Jerome
1 works as a doctor
2 was bored / wanted a change
3 is very happy, having the best time of his life
4 is planning to stay
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on strike)
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3 Claudia (public relations is a competitive area, a
lot of people want to work there) Aim
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4 Jerome (got bored after he retired) or Claudia to introduce and practise phrases to describe
(she was only doing boring jobs ) activities at work
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5 Sulochana (this is what she is campaigning for
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for women) 7 Ask students to complete the sentences. You could
6 Jerome (people in Sierra Leone have a positive elicit the first answer to get students started. Let them
attitude) compare their answers in pairs before discussing as a
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7 Claudia (making coffee is the sort of job she was class. In feedback, check new words (negotiate a deal =
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9 Jerome (is advising doctors on how to improve could be unfamiliar. Get students to note and learn the
gr
4 ’re negotiating
Background language notes for teachers 5 ’m … doing
6 ’m working on
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going on strike = stopping work and asking for more pay 7 ’m installing
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8 Ask students to think of examples for the different Teacher development: using the sounds
activities, then compare their examples in pairs. In
and vocabulary review
feedback, make sure students are clear about the
meaning of the new words by providing your own This section allows you to focus on problem sounds, but
examples. also reviews some key words and develops students’
hearing of English through a dictation exercise. Every
Possible answers unit ends with this task, but you may do it at other
1 teach (somebody) how to cook / how to drive stages of the lesson if you prefer.
2 organise a conference / a meeting
3 do research on a new drug / the causes of Sounds
something You can play the audio or you can model the sounds
4 install software / a new bathroom yourself if you prefer. The key sounds mentioned in the
5 give a talk on a new product / on their research rubric are heard in combination with other sounds that
students will hear in the dictation. You may choose to
9 Personalise the language by asking students to focus only on correcting the key sounds for this review,
describe activities that they sometimes do. Give them or you may pick up on other problem sounds in the
two or three minutes to prepare. Then ask them to work audio. When using the audio, you can play it all the way
with new partners to talk about what they do, as in the through and let students repeat as a class, or you can
example dialogue. play each sound and pause and ask individual students
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to repeat. After playing the audio, you might want to drill
in
Optional extra activity Ask students to use learner the words in the box as a whole class and individually.
dictionaries to find other common collocations using
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some of the nouns in this task (training, talks, a deal, Correction
research, a collection, a conference). Students sometimes don’t differentiate /t/ and /d/
a
sufficiently. Usually the problem is that students don’t
Sounds and vocabulary review
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put enough breath on (aspirate) the t sufficiently. Put a
piece of paper in front of your mouth and say /t/ and
Aim /d/. The paper should move for /t/ but not /d/. You can
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to practise the sounds /t/ and /d/; to revise also place your hand on your throat to feel the voiced
ph
the sounds, paying attention to the pronunciation of /t/ sound between the consonants (t(ə)rɪp). This will help
gr
5 Give students a moment to look at the words Don’t play the audio over and over again until they ‘get
in the box. Read the words out so that students can note it’. The point of this task is that it’s collaborative and will
their pronunciation. Play the recording one sentence at force students to repeat the language (and key sounds)
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a time. Students listen and note words or parts of words in the process. It’s also helping students to develop
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they hear, then work in a group to try to reconstruct the hearing of familiar words in connected speech. It also
sentence. Allow time after each sentence for them to do raises awareness of grammar if students didn’t get all
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this. Then play the recording again. Students listen and the words on two listenings.
complete the sentences. You could play the recordings • Put the students in groups. Tell them they will hear
again, or play and pause them, but students should be eight sentences including each word in the box. The
able to write complete sentences after two or three audio is at ‘normal’ speed. They can’t write every word
listenings. but they can compare together. Probably it’s best to play
the first sentence, then pause. Ask students to work
5 together to write the sentence. Then replay the first
1 You need to make an appointment. sentence again and allow students to compare. Elicit the
2 Staff only get very basic training. sentence from the whole class and write it on the board.
3 It’s hard to keep good staff. This should show students how the task works. Then tell
4 I need to pass a test in English. them you’ll play the other seven sentences in one go. You
5 I’m phoning because my train’s delayed. can pause the tape briefly after each one if you want to
6 She’s now the head of her department. allow a brief comparison first time, or just play all seven.
7 It depends on the day. Then students work together to write what they heard.
8 They really need to develop a new policy. Then play all the sentences again and students compare
one last time. Elicit the answers from students and write
them on the board.
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a noughts and crosses table on the board. Write a key
in
noun from this lesson in each of the noughts and crosses
squares. Divide the class into two teams. Team X must
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win a square by giving a correct collocation with the
word in the square. Wipe out the word and write in an
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X. Team O must win a different square by giving you a
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correct collocation with the word in the square. If either
team gives an incorrect collocation, put the other team’s
symbol (X or O) in the square. The winning team is the
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first to get three Xs or three Os in a row.
ph
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photo, and introduce any key words students might need. same famous place as you, to empower students to seek
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• Organise the class into pairs to discuss the questions. out new speaking partners. This builds relationships and
Go round the room and check students are doing the class dynamics.
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task and help with ideas and vocabulary if necessary. • On the other hand, don’t mix pairs for the sake of it.
• In feedback, ask different pairs to tell the class what Adult students often want to sit with a partner they are
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they discussed. comfortable with when talking about grammar rules,
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• Once you have given feedback on content, look at doing vocabulary exercises, or checking answers to a
good pieces of language that students used, and pieces reading text, for example. However, aim to change pairs
of language students didn’t quite use correctly during when the task is creative or productive. So, students
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the activity. should have a new partner when they do a speaking or
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writing task.
Possible answers • When preparing to do a speaking or writing activity,
Work with your students’ answers. The photo shows ask students to prepare with one partner, then do the
a
2
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Possible answers
WHERE DID YOU GET IT?
1 leather / wool; other materials: cotton, silk
Student’s Book pages 16–17 2 because you got fatter / grew taller / it got
smaller in the wash (shrank)
Communicative outcomes give it to someone / throw it away / sell it on eBay
In this two-page spread, students will practise 3 shoes / a table or other furniture / a meeting
describing things they have bought. or film
4 a woolly hat / a thick coat / a cup of tea / hot food;
Vocabulary keep you cool
5 bright / light colours
Describing things you bought 6 gold / silver (metal)
7 for work / for an interview / for a wedding
Aim 8 because it has lots of buttons / lots of functions /
to introduce and practise chunks of language used to long instructions
describe things people buy
3 Organise the class into new pairs. Encourage them
1 Ask students to complete the sentences. Start them to try to use as much of the new vocabulary (in bold) as
off by eliciting the pair of missing words in the first they can to describe their own possessions. In feedback,
sentence. If students find it difficult, point out that they elicit some of the more interesting descriptions students
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should be able to guess the answers by working out the made, and comment on good examples of language use.
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required parts of speech (the first sentence requires a
noun – quality – and a verb in the past tense – lasted) Optional extra activity It is a good idea to model
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and by looking at the context and the collocations (good Exercise 3 by describing some of your own possessions
quality; lasted for). Let students compare their answers in in a live listening before students do the activity.
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pairs before discussing as a class.
Listening
Answers
1 quality, lasted Le
Aim
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2 thick, keep to practise listening to hear the questions speakers
ph
6 wear, smart task. Play the recording. Students listen and note the
gr
7 suit, dark information about each of the three items the people
8 light, carry buy. Let students compare their answers in pairs. In
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Answers
Teacher development: checking words 1 a new camera (good quality / lots of functions but
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the task. Use or ask for examples, or synonyms and only £15)
at
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D: Thanks. test themselves on the irregular past forms using the
in
C: Did you get any clothes, Keira? reduced list on page 167. For example:
K: No, there were some really nice things, but I didn’t Student A: go
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find anything that fitted me. Everything was either Student B: went
too big or too small. Student A: take
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Student B: took
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5 Organise the class into pairs to discuss the questions.
In feedback, find out if your students regularly buy Background language notes for teachers:
second-hand things or if they have recently bought
past simple
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anything second-hand. You could also ask if they ever get
ph
things second-hand, e.g. from friends or family members. The form of the past simple may cause some problems
for students at this level, particularly in terms of
Answers manipulating the auxiliary verb did / didn’t. With
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You can buy second-hand things in charity shops, regular verbs, we add -ed to the base form in affirmative
gr
jumble sales, markets, car boot sales and online sentences. With irregular forms, students have to learn
through websites that specialise in second-hand goods. and remember the various forms (get – got, find – found,
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Buying electronic goods (computers, etc.) second- etc.). To form negative or question forms, we use the
hand may be a bad idea because you don’t know if infinitive of the verb with the auxiliary verb did.
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they will work and often they are out of date. subject verb in past form object
Many people buy second-hand cars because new ones I bought a new coat.
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Pronunciation
Grammar Past simple
Aim
Aim to practise the weak forms of the auxiliary verbs and
to check students’ understanding of how to form and pronouns when asking past simple questions
use the past simple, and to provide practice
7 7 Tell students to listen to the questions in the
6 Read through the information in the Grammar box past simple and notice the way did and pronouns like
as a class. Then organise the class into pairs to look at the you, she and it are pronounced. Play the recording. Let
sentences and complete the rules. Monitor and note how students compare what they noticed in pairs.
well students understand the rules. • Play the recording again. Students listen and repeat.
• In feedback, elicit the students’ answers. Then ask If you are confident in your own pronunciation, model
them to check in the Grammar reference on page 167. the sentences yourself.
Answers
1 -ed 3 did 5 weren’t
2 go, get 4 didn’t
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sentence. Have a brief feedback session and make sure comments. Let them compare their answers in pairs.
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students have some good questions.
12 8 Play the recording. Students listen and check
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Possible answers their answers. You could play the recording a second
1 Did you have anything nice? time and ask students to listen and repeat to practise
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Where did you go? the pronunciation. Note that because students are
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2 How old were you? complimenting and showing interest, they need to
Did you do anything to celebrate? exaggerate their intonation pattern.
3 Where(abouts) did you go exactly?
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When did you get back? 8 and answers
ph
4 What did you do before? 1 I love your ring. Where did you get it?
Why did you leave? 2 That’s a great bag. Is it new?
5 Did they win? 3 Hey, cool phone! How long have you had it?
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How much were the tickets? 4 I love your shirt. It’s a really nice design.
gr
well students use question forms and pronounce /dɪdʒə/ Background language notes for teachers
and other features of continuous speech. Correct poor
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pronunciation, and note errors of form to feed back on at cool: We often say something looks cool if it has a modern
the end of the activity. design. A cool person looks fashionable and attractive.
It looks cool too.
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10 Organise the class into new pairs. Give them two I bought this really cool new mobile phone.
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or three minutes to think of stories to tell, and go round He looks very cool with those new sunglasses.
and help with ideas and vocabulary. When students are neat: We say something is neat if it is clever and does
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ready, ask them to improvise conversations. Note down a good job, particularly a gadget or a tool. In American
errors with the form and pronunciation of questions English it has a more general meaning – ‘good’ or ‘nice’.
which you could feed back on at the end. Note that in more formal English it is used to mean ‘tidy’.
For further practice, see Exercise 2 in the Optional extra activity Ask students to compliment each
Grammar reference on page 168. other briefly with the compliments and questions, just to
practise the pronunciation and intonation.
Answers to Exercise 2, Grammar reference
1 I didn’t see anything
2 Where did you get them?
3 What did he say?
4 (correct)
5 and I did too
6 I broke a glass
7 after we left
8 Why weren’t you
9 neither did I.
10 when I took it out
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students better ways of saying what they were trying the questions.
in
to say. You could write some useful new phrases on the • Organise the class into groups of four or five to discuss
board with gaps and ask the whole class to complete the questions. Go round the room and check students
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the sentences. are doing the task and help with ideas and vocabulary if
necessary.
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2 Refer students to the video and activities on the DVD-ROM.
• In feedback, ask different pairs to tell the class what
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they discussed. Once you have given feedback on content,
Teacher development: using the video look at good pieces of language that students used, and
pieces of language students didn’t quite use correctly
ic
The video and activities on the DVD-ROM can be used during the activity.
ph
in various ways:
1 as an alternative to the conversation practice Vocabulary Shopping online
2 instead of the listening activity in some units,
a
practise reading out the dialogues and work on some to introduce and practise phrases connected
of the key phrases / structures in a controlled way with shopping
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Answers
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1 B 3 G 5 G 7 B / G 9 G
2 G 4 B 6 B 8 B 10 B
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Reading • Tell the As to read the texts on the page. Tell the Bs
to read the texts on page 186. Give them around five
Aim minutes to read and answer their questions. They can
to give students practice in reading for specific check their answers with a partner who has read the
information; to do a jigsaw reading that creates an same text.
information gap and lots of spoken interaction • Now organise the class into mixed A/B pairs to ask and
answer questions about their texts. Listen and note any
4 Organise the class into mixed A/B pairs (or see problems and help if necessary. Give them around five
Teacher development notes below). Tell the students that minutes for this task.
they are each going to read two different stories and • When most people seem to have finished, stop the
then tell their partner about them. Make sure students task. You could ask if anyone has any questions at this
have found their stories and had time to read the point and answer any that come up.
questions. Then set a five-minute time limit for students
to read and answer the questions. Culture notes
5 Ask students to take turns to ask and answer eBay is an online auction and shopping website in which
questions with their partner. Encourage them to ask people and businesses buy and sell a broad variety of
follow-up questions to make sure they both understand goods and services worldwide in auction-style sales.
the content of their partner’s texts.
Pronunciation
g
in
Answers
Sandra Aim
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1 shoes to practise the /t/, /d/ and /ɪd/ pronunciation of past
2 It’s hard to find shoes in her size. simple -ed endings
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3 They were the wrong colour and too small.
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4 She returned them and got her money back. 7 9 Ask students to write /t/, /d/ and /ɪd/ in their
Adam notebooks as headings. They can then write each verb
1 guitar they hear under the correct heading. Check that they
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2 Because he saw a band / a concert inspired him. understand the difference in the three pronunciations.
ph
3 He bid £1,000 instead of 100 and he had to pay • Play the recording. Students listen and note the past
£750 / his wife was angry. forms. Let students compare their answers in pairs
4 He’s having lessons. before writing up the answers on the board.
a
Jochem
gr
1 laptop Answers
2 It was a birthday present for his son. /t/ dropped, looked
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3 His son dropped the laptop, it was badly damaged / /d/ delivered, ordered, arrived, loved, returned, opened
didn’t work. /ɪd/ recommended, needed, decided, wanted
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8 9 Play the recording again. Students listen • At the end, look at good pieces of language that
and repeat. students used, and pieces of language students didn’t
quite use correctly during the activity. Show students
9 Organise the class into pairs or small groups of four better ways of saying what they were trying to say. You
or five to discuss the questions. In feedback, encourage could write some useful new phrases on the board with
ideas from different pairs, and open out any interesting gaps and ask the whole class to complete the sentences.
points for class discussion.
Optional extra activity 1 You could extend this activity
10 Ask students to match the verbs 1–8 to the phrases with other story starters about different shopping
a–h. Do the first as an example to get them started. experiences: Last summer I went to the world’s biggest
Let them compare their answers in pairs. You could shopping mall; I only had one day to buy Christmas
ask students to look back at the stories to check their presents for my family; It was the first day of the
answers. January sales.
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Monitor and correct both the form and pronunciation of start of a story and must have at least one verb in the
in
the past simple sentences students use. In feedback, you past tense. Tell students to pass on the piece of paper
could model some good examples of sentences that in a clockwise direction. The next student writes the
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you heard. next line of the story, then folds the paper so that their
line is visible but the first line of the story is not visible.
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Possible answers Students pass on their story and write the next line. Then
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1 Sandra’s friend recommended a new website for they fold the paper so only their line is visible. Students
buying shoes. continue until the piece of paper reaches the person who
2 When they delivered Sandra’s shoes, they were the began the story. That person opens up the piece of paper,
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wrong colour. reads the story, then adds one final line to finish the
ph
3 Adam’s wife took him to a concert for his birthday. story. Put the stories on the wall for all the class to read.
It was great.
4 Adam’s wife went to bed, and he went on online.
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Speaking
at
Aim
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10
CAN I HELP YOU?
1
Student’s Book pages 20–21 A: Is that all you have?
B: Yeah, it is.
Communicative outcomes A: Well, do you want to go first?
In this two-page spread, students will practise B: Are you sure?
language used in shopping situations, and will A: Yes, of course. I have a lot to get.
practice comparing things they buy. B: Great. Thanks.
2
Listening C: Would you like it wrapped?
D: Um ... what’s the paper like?
Aim C: It’s this green paper.
to listen for general understanding and to listen for D: Hmm, it’s a bit plain. Do you have anything a bit
phrases in a text prettier? It’s a special present.
C: Well, there’s quite a big selection in the stationery
1 Organise the class into groups of four or five. Read department. Do you want to choose something
the list of shopping situations with the class and check and bring it here and I’ll wrap it for you?
students understand the language, then ask students D: Really? You don’t mind?
to work together to think of examples. Elicit one or C: Of course not.
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two ideas to start students off. Set a time limit of five D: Thanks.
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minutes to get students working with a sense of urgency, 3
and find out answers in feedback. Some possible answers E: Yes Sir. How can I help you?
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are given below, but accept any valid suggestions that F: I bought this the other day and it’s damaged.
students make. When I got it home and took it out of the box, I
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found the button was loose and it’s damaged here.
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Possible answers Look, you see?
1 it’s broken / it doesn’t fit / you decided you don’t E: Are you sure you didn’t drop it or anything?
like it F: No, of course not!
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2 to show them where something is / to help them E: It’s just that this kind of damage doesn’t happen
ph
carry something / to help them get something unless you do something. It’s not a manufacturing
from a high shelf fault.
3 it has long queues / things are out of stock / F: Honestly, when I got home I took it out of the box
a
4 Where’s X? / Do you have this in a bigger size? / E: Have you got a receipt and the box?
Can you wrap it? F: I didn’t bring the box. I’ve got the receipt, though.
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the questions. Then play the recording. Students listen something in stock.
and match each conversation to a situation and answer H: Well, there was a guy here and he said he would be
the question. Let students compare their answers in back in a minute, but that was ten minutes ago.
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haven't managed to note all the answers, play the H: It’s typical! The service is always terrible here.
recording again, then check the remaining answers. G: Hmm.
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J: Don’t be silly. You look lovely. It really suits you. Developing conversations
L: It’s not as nice as the other one we saw.
Offering to help
J: That was much more expensive. This one’s fine.
L: It’s not fair.
Aim
3 Organise the class into pairs to discuss where the to introduce and practise phrases used to offer help,
phrases come from. You could elicit answers to the first check, reassure and accept help
one to get them started.
6 Read through the information box as a class. Ask
4 10 Check the answers to Exercise 3 by either students to put the sentences in order to make the two
playing the recording again, or by telling students to conversations. You could elicit the second line of the first
find and underline the phrases in the audio script on conversation to get students started. Let them compare
page 193. In feedback, make sure you both provide their answers in pairs before discussing as a class. In
answers and check what the phrases mean. feedback, check any new words (Gosh = a phrase we use
to express surprise – it needs to be strongly stressed;
Answers if you like = if you want me to; if that’s OK with you).
1 Conversation 3 7 Conversation 1 You could ask students to say whether each phrase in
2 Conversation 2 8 Conversation 5 the conversation is offering help, checking, reassuring or
3 Conversation 4 9 Conversation 4 accepting (see answers below).
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4 Conversation 5 10 Conversation 3
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5 Conversation 3 11 Conversation 2 Answers
6 Conversation 2 12 Conversation 4 1 a, e, c, b, d
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2 e, b, d, a, c
a
Background language notes for teachers 1: e offering, c checking, b reassuring, d accepting
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2: b offering, d checking, a reassuring, c accepting
loose /lu:s/ = not tight / not attached properly
plain /pleɪn/ = without any interesting features
ic
(e.g. without much colour or pattern) Teacher development: repetition drilling
ph
grow taller or bigger it will fit offering to help, checking and reassuring. Once
gr
a fault /fɔːlt/ = a problem students have ordered their conversations, you could
stationery = paper, pens, etc. check answers by asking students to listen and repeat
eo
reduced price = a lower price sentences after your model. When you model the
in stock = we have it in the shop sentences, try to show pausing and a rising or falling
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receipt /rɪˈsiːt/ = the piece of paper you get to say you intonation pattern as shown below with phrases from
bought something the first conversation:
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five to discuss the questions. As students speak, go round In a repetition drill, use an open arm gesture to get the
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and monitor, and note down any interesting pieces of whole class to repeat after your model. Then, at random,
language you hear. use an open palm gesture to ask individuals to repeat.
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• At the end, look at good pieces of language that Correct here by repeating the phrase and asking them
students used, and pieces of language students didn’t to repeat. Once students have had practice in open class,
quite use correctly during the activity. Show students put them into pairs to practise saying the two dialogues
better ways of saying what they were trying to say. You with good pronunciation.
could write some useful new phrases on the board with
gaps and ask the whole class to complete the sentences. 7 Ask students in pairs to prepare and practise the
conversations. Depending on the level and confidence
Optional extra activity Show the following sentences on of your class, you could either ask them to script one
the board and ask students to write them in their language. or two dialogues, or to prepare two or three dialogues
Remove the English sentences from the board, and ask verbally without writing them down. In the preparation
students to translate their sentences back into English. stage, monitor and help with ideas and vocabulary. Once
Then show the originals again for them to compare. students have put together a couple of good dialogues,
I bought this the other day and it's damaged. give them time to practise them fully in their pairs,
I saw Kenji just the other day. paying attention to the pronciation. You could finish by
I tried to phone you the other day, but your phone was off. asking a few pairs to act out a conversation for the class
I was thinking about you the other day when the Arsenal or by doing a feedback stage in which you pick out and
game was on. comment on language students tried to use.
I went shopping there just the other week.
Optional extra activity Ask students in pairs to think 9 Ask students to work individually to complete the
of and write down five problems they might have, e.g. sentences. Elicit the first answer to get them started. Let
I haven’t got any money on me, I didn’t do my homework, them compare answers with a partner before checking in
I’m thirsty, I have a headache. Ask everybody to stand feedback.
up with their lists, and walk round. You could play some
quiet music as they do this. When you say stop (or stop Answers
the music), they must talk to the nearest person. They 1 smaller
must share their problem with that person who must 2 easier
offer to help. After ten or twenty seconds, tell students 3 bigger
to start walking again. Continue until students have 4 smarter
practised five or six conversations. 5 better, longer
6 brighter, more colourful
Grammar Comparatives 7 more comfortable, more practical, lighter, more
easily
Aim
to check students’ understanding of how to form and 10 Organise the class into groups of four to discuss
use the comparatives of adjectives and adverbs what the people are talking about in the sentences in
Exercise 9. Set a time limit of three or four minutes, then
8 Read through the information in the box as a elicit ideas.
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class. Then organise the class into pairs to look at the
in
sentences and complete the rules. Monitor and note Possible answers
how well students understand the rules. 1 shoes / boots
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• In feedback, elicit the students’ answers. Then ask 2 TV / computer / microwave
them to check in the Grammar reference on page 168. 3 jacket / coat
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4 jacket / skirt / dress / suit
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Answers 5 chair / table
1 -er 2 -ier 3 more 4 much 5 not as 6 dress / wrapping paper
7 buggy / pushchair
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Students complete Exercise 1 in the Grammar 11
ph
Answers to Exercise 1, Grammar reference them and ask students to repeat, pointing out the tricky
gr
3 more comfortable, nicer • When students are ready, ask them to improvise
4 more convenient, expensive conversations using the situations in Exercise 9. Monitor
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Optional extra activity If you don’t have access to an that students used, and pieces of language students
IWB, you might want to write example sentences from didn’t quite use correctly during the activity. Show
Exercise 8 on the board. Use the examples to highlight students better ways of saying what they were trying
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form and use. to say. You could write some useful new phrases on the
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board with gaps and ask the whole class to complete the
Background language notes for teachers: sentences.
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comparatives of adjectives and adverbs For further practice, see Exercise 2 in the
Students are often (traditionally) first presented Grammar reference on page 168.
with comparative forms in a simple, neat sentence.
For example: Possible answers to Exercise 2, Grammar reference
My brother is taller than my sister. 1 The market is much cheaper than the
History is more interesting than geography. supermarket.
In real language use, however, comparatives are much 2 My new job is better paid than my old one.
more likely to come in a variety of chunks. Get students 3 This school is much better than my local one.
to notice from the examples in Exercise 8 and 9 that 4 People here are not as friendly as people in
comparatives are often found before a noun (Do you my country.
have this in a smaller size?), with qualifiers like a lot, 5 The shop isn’t doing as badly as / is doing worse
much, a bit and no (a bit prettier), and are used with than last year.
adverbs as often as with adjectives (something you can 6 The design of your phone is not as nice as mine.
fold more easily).
Communicative activity worksheet The photocopiable
worksheet on page 240 can be used at this point or at
the end of the unit for further practice.
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comparatives and the past simple. You might also give 8 They’ve got an efficient delivery service.
in
an example or two of the things they can say, e.g. Of the
supermarkets, I prefer Fuller’s. It’s a bit more expensive, but
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the food is better quality. It’s fresher and there’s a wider Teacher development: using the sounds
selection of things. I don’t like Costsave because it’s quite
and vocabulary review
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dirty. The other day, I went there and there was rubbish on
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the floor and it was very messy. This section allows you to focus on problem sounds but
• As students speak, go round and monitor, and note also reviews some key words and develops students’
down any interesting pieces of language you hear. hearing of English through a dictation exercise. Every
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• At the end, look at good pieces of language that unit ends with this task, but you may do it at other
ph
students used, and pieces of language students didn’t stages of the lesson if you prefer (see the Teacher
quite use correctly during the activity. Show students development section in Unit 1).
better ways of saying what they were trying to say. You Sounds and correction
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could write some useful new phrases on the board with The /s/ sound is usually made by spreading the lips
gr
gaps and ask the whole class to complete the sentences. and putting the tongue further forward in the mouth,
below the roof of the mouth and behind the teeth
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Optional extra activity A way of extending and while the /ʃ/ sound is made by pursing the lips, with the
personalising this activity is to ask students in groups to tongue further back.
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students’ age group, but could read: your car, your students five minutes to prepare collocations. When
neighbourhood, your phone, your favourite restaurant, students are ready, ask them to compare and discuss
your favourite TV programme. Tell students in groups to with other groups.
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discuss each thing on the list. Tell them to compare their • In feedback at the end, build up a list of some of the
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car, neighbourhood, etc. to that of others in their class best collocations on the board.
and to say why theirs is the best.
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Father: There’s one right in front of you. Off to your
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The photo shows a small boy of the Vadi tribe playing right a little bit. Look, look. Your right. Your Indian
with his father's cobra in Gujarat, India. The Vadi right, not your white man left.
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community have been performing as snake charmers for Son: I see him. I see him.
over a thousand years, and children as young as two are Father: Bend way over. You had to bend way over.
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trained to deal with the snakes. This one is a poisonous Come here. There’s one, there’s two, there’s three.
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cobra! However, the snakes are fed a herbal mixture Squat way down and grunt for them. Get way down.
which is supposed to make the poison harmless and Make a little bitty noise. OK, I’ll look for the mamma.
snakes bites are extremely rare. Get your hand out there. See the mamma coming?
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Stand still. Joe, you’re going to have to do it very
2
ph
3 Give students time to read through the quickly, wet or not you’re going to have to grab him.
sentences first. As students watch the video, they should Grab him real quick. Take him. Grab him, grab him!
note answers. Let them compare their notes in pairs Grab him, good boy. OK, here comes the mamma. Get
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Son: Alright.
Answers Father: Hey Joe, here comes the mamma. Alright, let’s
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2 They are catching baby alligators. Father: Yep. She’s mad too. Get out. Run over there!
3 The main risk is that the mother alligator will She’s looking for her baby. ‘I got one missing. I think
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attack them. it’s that little short guy.’ She say, ‘you messing with my
4 The mother comes out of the water and they baby, I’m going to bite you’. Be ready to run.
run away.
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3 Give students time to read through the to choose the correct answer, then compare their
sentences and guess possible answers. answers with a partner.
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have a licence, can only hunt in the open season (which 4 How long did the meeting last?
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lasts only 30 days) and must follow strict regulations. 5 Does your brother work with you?
However, hunting is also important to limit alligator 6 Do you want me to wrap it?
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numbers and prevent the population from growing out 3
of control. 1 I didn’t understand 4 ’m going to
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2 not as fast as 5 are better quality
Understanding fast speech
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3 Did you pay 6 easier to use
5
6 4 Tell students to work on their own for a 1 g 2 h 3 e 4 c 5 d 6 b
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few minutes to practise saying the extract. Then play 7 a 8 f
ph
7 Encourage students to practise saying the extract clothes and shopping: a bargain, jewellery, smart,
gr
1 selection 5 uncomfortable
2 reliable 6 competitive
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3 recommend 7 manager
4 deliver 8 lawyer
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8
1 broke 7 giving
2 fault 8 recommended
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3 rush 9 sale
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• Organise the class into pairs to discuss the questions. Optional extra activity 1 Introduce and check the
in
Go round the room and check students are doing the following words, which are often confused: a journey,
task and help with ideas and vocabulary if necessary. a day trip, a holiday, a tour. Ask students what ways of
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• In feedback, ask different pairs to tell the class what travelling are typical for each of these different types of
they discussed. Work with your students' answers, but travel.
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some ideas are given in the answer key and culture
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notes below. Use the board to build up a list of ways of Optional extra activity 2 Ask students to describe how
travelling, and use the opportunity to correct any errors they get to some of the following places: their work, their
or rephrase what students are trying to say. school, their favourite holiday destination, a boyfriend or
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• Once you have given feedback on content, look at girlfriend’s house, the city centre.
ph
they were trying to say. You could write some useful new
language and errors
gr
phrases on the board with gaps and ask the whole class After any speaking stage, it is good practice to highlight
to complete the sentences. or teach new language based on what students have
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Students may suggest they are travelling in this way they aren’t just chatting away, but that the teacher has
because it is part of their way of life (they are part of listened to them and understood them and given them
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a floating market, selling goods; they are travelling some new language or useful feedback. Here are three
from one place to another) or because something feedback ideas.
catastrophic has happened (they are refugees; 1 Write up new or difficult words or phrases students
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they have lost their home in a flood). However, said (or tried to say).
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fishing nets and fish can be seen in the boat, which 2 Write up sentences they said (correctly or incorrectly)
suggests they live from fishing. with two or three words missing. Students must fill
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Culture notes
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of. You could do this by asking for examples of a bridge, 4 roundabout 8 traffic lights
in
a church or a monument in the town you are in, or by
asking concept check questions (see below). If you have 3 Organise the class into new pairs to describe places
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a multi-national class, you may wish to elicit and teach where they live or work. Before you do this, it is a good
mosque, temple or synagogue as well as church. idea to do a repetition drill to model the pronunciation
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of the words in the box in Exercise 1, and to provide a
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Answers model by describing one or two places where you live.
1 a playground As students speak in pairs, go round and monitor, and
2 a town hall prompt students to correct any errors.
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3 a church • In feedback, comment on any errors students made, or
ph
4 a police station point out any really good sentences students used.
5 traffic lights
6 a bridge Background pronunciation notes
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7 a subway
gr
8 a roundabout Note that all the words in the box in Exercise 1 have
9 a monument a strong stress on the first syllable, except for police
eo
10 a crossroads station. Point out and practise the difficult /dʒ/ sound in
11 a crossing bridge and the /tʃ/ sound in church.
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12 a sports ground
Optional extra activity 1 In a live listening, describe
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questions to check words one looks most like the place you described.
at
Try out some of the questions below, or design your own: (as if to a tourist) from where they are now to each place
yes / no questions they described in Exercise 3. This is a test-teach-test task
Does a subway go under a road? (yes) ahead of more work on directions after the Listening. It
Does a bridge go under a road? (no) will allow the teacher to find out what students can do
either / or questions already.
Is a playground for adults or children? (children)
Do people go to church on Saturday or Sunday? (Sunday) Listening
personalised questions
What do you do at a crossing? (look right and left; look for Aim
cars before walking) to practise listening for general understanding, and
to introduce the language of directions in context
Culture notes
4 14 Ask students to read the situation and the
English has two words, town and city, where most questions. Play the recording. Students listen and note
languages have only one. In the UK, a town is only a city answers to the questions. In feedback, elicit answers. You
if it has a cathedral or if it is granted special city status could follow up by asking students if they can remember
by the monarch. The towns of Preston and Brighton have any of the questions the couple asked.
recently been given city status by Queen Elizabeth II. For
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from here? Similarly, students confuse next to and near. Stand next
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C: Yes, but it is far. It’s better to get a bus. to a student then move around to show near (i.e. in the
B: OK. So how do we get to the stop? area close by). Usually, we don’t say to with near (It’s near
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C: Go down this road. Take the second road on the here; It’s near the shops), but it is sometimes possible to
right. Then cross, turn left and then left again and say to (you can’t say near to here but you can say near to
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it’s directly opposite the town hall. the shops).
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B: OK, great.
C: No problem. 6 Organise the class into groups of four to discuss the
B: So did he say second right or second left? questions. Ask them to take turns to ask and answer
ic
A: I‘m not actually sure, you know. And what bus did questions. Monitor and note errors and interesting uses
ph
B: It’s your turn. Ask that old lady. the activity. Show students better ways of saying what
A: Excuse me. Is this the right bus stop for the they were trying to say. You could write some useful new
eo
museum? phrases on the board with gaps and ask the whole class
D: Eh? to complete the sentences.
lG
A: To the museum? ask and discuss: What are the most famous buildings and
D: Eh? places in your town or city? Do you ever visit them? What’s
E: You want the number 67 bus. your favourite building? Explain why.
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A: Oh, thanks.
Developing conversations
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Teacher development: organising and 10 Ask students to use the text in Exercise 7 as a
model to write their emails. Monitor to help with ideas
recording vocabulary and to prompt students to use good language and to
It is important that students remember and record new correct any errors. Once students have finished, ask
vocabulary in useable chunks – i.e. as fixed expressions them to compare their emails in pairs, or divide the class
or as word partnerships or collocations. After doing into small groups and ask students to pass round their
Exercise 7, ask students in pairs to think of ways of emails. Tell students to correct each other’s work as
organising and recording the new language. Here are they do.
three possibilities:
1 Verb + preposition Optional extra activity Write a list of well-known places
Get on / get off near your school on the board. It could be the sandwich
Go down / along / past / through shop students go to, a well-known sight, a café, a taxi
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Walk / drive / cross over rank. Ask students to take turns to ask Do you know the
in
2 Fixed expressions way to …? and to describe routes.
It’s on the left.
Conversation practice
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Take the first right.
You can’t miss it.
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3 Prepositions of place and movement Aim
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place: It’s on / at / opposite to practise language from the lesson in a free,
movement: Go over / across / along / past / through communicative, personalised speaking activity
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Background language notes for teachers 11 This is an opportunity to bring together several
ph
on the board. to find and look at their maps. Then ask them to practise
gr
through
three or four times – practice makes perfect. Tell them to
refer to the questions in the box first, but to then try to
lG
Ask students to read the completed text in directions, ask a few pairs to act out an exchange in front
Exercise 7 carefully and to draw a map that shows the of the class. Listen for errors, new language or interesting
route described. Monitor and help. conversations to use in feedback.
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Aim 4 Ask students to read the whole blog and match the
to introduce and practise phrases connected with lessons in Exercise 3 to the paragraphs. They can also find
travelling by plane out how he missed the flights. Then, let them compare
their ideas with a partner.
1 Ask students to look at the pictures. Elicit all the • In feedback, go through the answers, and ask students
words students already know. to say what they remember about each of his stories. Ask
• Organise the class into pairs to match the phrases which one they think is the most stupid reason to miss
to the stages of flying in the picture. In feedback, elicit a flight.
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answers, and check any words that students are unsure
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of. You could do this by using mime, examples or concept Answers
check questions. 1 e 2 b 3 f 4 a 5 c 6 d
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Answers
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1 c 3 e 5 d 7 f 9 h Culture notes
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2 b 4 g 6 i 8 a
• Ivory Coast (or Côte d’Ivoire in French) is a country in
West Africa.
ic
Background language notes for teachers • London has five airports: London City Airport, London
ph
get stuck (in traffic) = be unable to move forward airlines and is to the north of the city.
gr
because there are too many cars on the road • Jo Nesbø is a famous Norwegian crime writer.
take ages = take a long time
eo
turns miming the phrases in Exercise 1. Their partner refer to the blog text for information. In feedback, elicit
must guess which phrase they are miming. ideas from different pairs, and open out any interesting
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Close your books and try to say the phrases in order. 1 When he got a tablet, he could read, watch films,
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Optional extra activity Ask students to think of as many • Timelines are often used to check the meaning and
reasons for missing a flight as they can in two minutes. use of narrative tenses. Note the example below, which
Find out which students have the longest list. Possible you could incorporate into a board stage check when
ideas: arriving on the wrong day (or month, or year!) or at doing Exercise 6. It shows that the past continuous
the wrong time; having your watch or phone set at the action is longer and is interrupted by a finished action:
wrong time; forgetting your tickets or passport; getting I got to the station
lost in the terminal; getting locked in the toilet; getting
ill in an airport restaurant.
Past X Now
They were doing repairs on the line
Grammar Past simple and
7 Elicit the missing verbs from the first sentence from
past continuous the class to get students started. Then ask students to
work individually to complete the sentences. Let students
Aim compare their answers with a partner. In feedback, refer
to check students’ understanding of how to use past students to the rules or use concept check questions and
tenses to tell stories timelines to check that students understand.
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sentences and answer the questions. Monitor and note 2 started, didn’t stop
in
how well students understand the use of the two forms. 3 wasn’t looking, walked, was anyone watching
• In feedback, elicit students’ answers. Then ask them to 4 turned round, was walking
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check in the Grammar reference on page 169.
Optional extra activity Ask students in pairs to write
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Students complete Exercise 1 in the Grammar a 50-word story. It must have at least one past simple
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reference on page 169. and one past continuous sentence in it and it must last
exactly 50 words. When students have finished, put the
Answers stories on the wall or pass them round the class for other
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1 got, woke up, heard students to read.
ph
4 a got to the station 8 15 Play the recording. Students listen and write
b woke up down the phrases they hear. Let students compare their
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c heard the last call answers in pairs before eliciting the answers from the
class. Alternatively, you could let students check their
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9 This activity provides freer fluency practice of telling the apology in phrases like Sorry I’m late more heartfelt,
stories using narrative tenses. In preparation, make sure and the acceptances in phrases like Never mind and Don’t
students can think of their own interesting, personalised worry more forgiving and believable.
story to tell. The more real the stories, and the more • Organise the class into new pairs to practise using the
prepared students are, the better the stories will be. phrases. Tell them to improvise different excuses and
• A good way of managing this activity is to start by different ways of accepting the apology. If students need
telling a short, simple story of your own as a model extra support, write the following list of excuses on the
before asking students to choose a situation and note board for them to use: I was waiting for the bus; I woke
down the key events of their story. Monitor and help with up late; I was having dinner; I had an accident on the way;
vocabulary and ideas at this stage. You might even let my boss was talking to me; I missed my train; I got lost;
students compare ideas in pairs, encouraging them to I was looking for a parking space.
help each other in preparing stories. • Monitor and note how well students form and
• Organise the class into groups of four to six to take pronounce the new language.
turns to tell their stories. Encourage students to ask
questions at the end to check details or find out more. Optional extra activity Ask students to improvise
• As students speak, go round and monitor, and note conversations around other typical situations when
down any interesting pieces of language you hear. we have to apologise. Start by writing the following
• At the end, look at good pieces of language that situations on the board: Sorry I forgot your birthday; Sorry
students used, and pieces of language students didn’t I missed your call; Sorry I lost your bag; Sorry I ate your
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quite use correctly during the activity. Show students sandwich. Then ask pairs to make and perform dialogues.
in
better ways of saying what they were trying to say. You
could write some useful new phrases on the board with Web research activity Ask students to research stories in
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gaps and ask the whole class to complete the sentences. which people have missed flights. In the next lesson, ask
students if they found any funny or interesting stories
a
For further practice, see Exercise 2 in the about why people missed their flight.
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Grammar reference on page 169.
Communicative activity worksheet The photocopiable
Answers to Exercise 2, Grammar reference worksheet on page 241 can be used at this point or at
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1 the end of the unit for further practice of the past simple
ph
4 was having
gr
5 walked
6 sat
eo
2
1 did
lG
2 was writing
3 was starting / started
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4 went
5 made
6 put
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7 started
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8 rang
9 jumped
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10 spilled
Developing conversations
Apologising for being late
Aim
to practise apologising, giving reasons, and accepting
apologies
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difficult or interesting areas of pronunciation (see below). first. This activity idea works well as a warmer at the start
in
Get students to note and learn the words as collocations of lessons to revise recently learnt words and phrases.
or expressions.
Listening
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Answers
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1 taxi 6 car Aim
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2 coach 7 train to practise listening for general and detailed
3 plane 8 truck understanding, and to introduce phrases with
4 van 9 underground prepositions in context
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5 bike 10 motorbike
4
ph
phrases for stress and pronunciation • Play the recording. Students listen and note answers.
Pronunciation is just as important as form and meaning In feedback, elicit answers, and find out what students
eo
aware of. 16
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• Mark strong stress by underlining the stress or putting L: Thanks Mark. There’s not much good news, I’m
a dot over the stressed syllable. Here are some words and afraid. For many travellers today, getting anywhere
phrases to look at from Exercise 1 above: could be difficult. There are terrible problems in a
Difficult sounds: lot of places out there at the moment.
charge /tʃɑːdʒ/ So, starting with the airports. Air traffic controllers
hire a vehicle /ˈhaɪə(r)ə ˈviːɪkəl/ in France are on strike this week so expect a bit of
a huge load /ə hjuːdʒ ləʊd/ trouble there. Plenty of flights are delayed and quite
Strong stress on first syllable: service station; cycle lane; a few cancelled unfortunately. Not many planes can
travel card fly over France. Most have to fly a different route to
Strong stress and weak /ə/ stress: motorway; passengers; avoid French air space. There’s not much hope of
cancelled; licence a deal any time soon, so any passengers who are
flying in the next few days should ring their airline
2 Ask students in pairs to choose five words or phrases or check their airline’s website.
each, and take turns to explain, act or draw the words
and phrases. In feedback, make sure students are clear
about the meaning of the new words by providing your
own examples.
Onto the roads … a truck crashed earlier this Optional extra activity As an alternative to asking
morning on the A516 entering Milton Keynes and students to fill in the chart with problems, causes and
lost its load of fruit. Lanes in both directions are advice, you may prefer to simply ask students to listen
closed at the moment while police try to clear up intensively to the news, compare in pairs, and pool what
the mess – a big mess I would imagine too! Avoid they heard. You could then elicit and put what they heard
the area, if you can. on the board before playing the recording again. Repeat
Elsewhere on the roads, the M6 motorway the process up to five or six times until the class basically
between junctions 5 and 6 is completely closed have everything. This approach encourages students to
for repair work. There is a diversion, but you can show and share what they hear rather than face a test
expect some delays there all day. Traffic’s moving which may simply show them what they don’t hear.
very slowly, so best to take other routes.
Large sections of the Northern Line in London are 6 Organise the class into pairs to discuss which
closed today because of continuing repair work prepositions are missing. Let students remember or
to renew the tube. A replacement bus service is in guess before checking in the audio script on page 194 of
operation. the Student’s Book.
Also on the underground, East Ham station is • Once you have given feedback on content, look at
closed at present because of a flood. This follows good pieces of language that students used, and pieces
some heavy rain in the area overnight. of language students didn’t quite use correctly during
Better news elsewhere. The rail service between the activity. Show students better ways of saying what
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London and Birmingham is now running normally they were trying to say. You could write some useful new
in
after a cow was removed from the line. phrases on the board with gaps and ask the whole class
And I’m pleased to say that there aren’t any more to complete the sentences.
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problems on the A6 now that the traffic lights are
working again at the crossroads with the B761. Answers
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The traffic’s moving freely there. 1 in 5 on
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Finally, one event tonight to tell you about. Just 2 in 6 at
to remind anyone travelling to Wembley for the 3 in 7 on
big concert there – there’s no parking in or around 4 on, between
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the ground. Police in the area will remove any
ph
5 16 Ask students to look at the table and complete as parts of fixed expressions (e.g. Elsewhere on the
what they can. Play the recording again. Students listen roads …). However, you may wish to revise rules for using
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and note the information. Let students compare their in, at and on which are shown in these examples, e.g. on
answers in pairs before checking in class feedback. the roads, on the underground, on a bus or a train, but at
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4 avoid the area to introduce and practise language for talking about
5 repair work traffic and travel problems
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8 Ask students in their groups to take turns to describe Background language notes for teachers:
their own experiences. Monitor and note errors and
countable and uncountable nouns
interesting uses of language.
• Once you have given feedback on content, look at It is a good idea to get students to categorise the
good pieces of language that students used, and pieces way the different quantifiers are used. Write up the
of language students didn’t quite use correctly during information below and ask students to complete it with
the activity. Show students better ways of saying what phrases from the lesson:
they were trying to say. You could write some useful new Used with countable nouns: many, a few
phrases on the board with gaps and ask the whole class Used with uncountable nouns: much, a bit of
to complete the sentences. Used with both countable and uncountable nouns:
some, any, no, a lot of, plenty of
Optional extra activity Write some headlines on the • Although much, many and any are generally used in
board: Motorway closed; Rail accident; All flights cancelled. negative sentences and questions, and some and a lot
Ask students in pairs or groups to prepare and deliver a of are generally used in affirmative sentences, this is not
brief news report for one of these stories. always the case. For example, some is used in requests
(Can I have some money?) and any is used when it means
Grammar Quantifiers with countable ‘no matter which’ (Come to the party any time you like).
and uncountable nouns 10 Ask students to choose the correct option, then
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discuss their answers in pairs. Monitor and note how
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Aim well students understand the uses.
to introduce and practise countable and uncountable • In feedback, elicit the students’ answers. If they make
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nouns errors, refer them back to the rules in the Grammar
reference.
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9 Read through the information in the Grammar box
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as a class. Ask students to discuss the statements in Answers
pairs. Monitor and note how well students understand 1 much 6 any
the uses. 2 any 7 no
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• In feedback, elicit the students’ answers. Then ask 3 some 8 bit
ph
3 F (they can all be used with uncountable nouns; Answers to Exercise 2, Grammar reference
see also the Grammar reference) 1 a few
lG
4 too few
Students complete Exercise 1 in the Grammar 5 a few
6 lot of
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11
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Optional extra activity You could turn Exercise 11 into Sounds and correction The sounds /k/ and /g/ are both
a more structured activity by organising it as a meeting. formed by the back of the tongue lifting to touch the
Have groups of five, and tell one student to be the chair roof of the mouth. The sound /k/ forces air through – you
of the meeting and one student to be the secretary. can feel the air on your hand, or if you put a sheet of
The chair must manage the meeting and make sure all paper in front of the mouth, it will move as you say /k/.
other students have a chance to express their views. The sound /g/ is voiced, and you can feel the sound by
The secretary must note what others say, and may ask touching your throat.
questions if they are not sure what people are trying to
say. At the end, ask secretaries to summarise what was 14 Organise the class into teams of four to six. Give
said at the meeting. students five minutes to prepare collocations. When
students are ready, ask them to compare and discuss
Sounds and vocabulary review their collocations with other groups.
• In feedback at the end, build up a list of some of the
Aim best collocations on the board.
to practise the sounds /k/ and /g/; to revise
collocations Optional extra activity Play noughts and crosses. Draw
a noughts and crosses table on the board. Write a key
12 17 Play the recording. Students listen and repeat noun from this lesson in each of the noughts and crosses
the sounds, paying attention to the pronunciation of /k/ squares. Divide the class into two teams. Team X must
g
and /g/. win a square by giving a correct collocation with the
in
word in the square. Wipe out the word and write in an
17 X. Team O must win a different square by giving you a
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/krɒ/, /ɒk/, /kræ/, /graʊ/, /kjʊə/, /geɪ/, /kju:/, /ʌk/, correct collocation with the word in the square. If either
/æg/, /ek/, /aɪk/, /ɪg/ team gives an incorrect collocation, put the other team’s
a
symbol (X or O) in the square. The winning team is the
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13 18 Give students a moment to look at the words first to get three Xs or three Os in a row.
in the box. Read the words out so that students can note
their pronunciation. Play the recording one sentence at
ic
a time. Students listen and note words or parts of words
ph
18
lG
was flooded.
7 The coach drivers are going on strike.
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g
• Organise the class into pairs to discuss the questions. 1 Ask students to do a class survey or questionnaire. Ask
in
Go round the room and check students are doing the them first to work in pairs to adapt the questions and
task and help with ideas and vocabulary if necessary. tasks in Exercise 1 and 2 to prepare a survey. Then they
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• In feedback, ask different pairs to tell the class what each interview four students from the rest of the class,
they discussed. then they collate answers, then they present what
a
• Once you have given feedback on content, look at they found out to the class.
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good pieces of language that students used and pieces 2 Ask students to stand up and mill round the class. Tell
of language students didn’t quite use correctly during them to interview a number of students and find one
the activity. Show students better ways of saying what with very similar interests in restaurants and food.
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they were trying to say. You could write some useful new Once they have found a kindred spirit, tell them to sit
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phrases on the board with gaps and ask the whole class down and discuss the questions at greater length.
to complete the sentences.
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Possible answers
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Culture notes
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at
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19
in
Answers S = Sarah, V = Victor
1 place, does 6 disgusting, rude S: So Victor. Are you hungry?
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2 busy, seat 7 choice, options V: Yeah, a bit.
3 service, staff 8 terrace, view S: Do you want to get something to eat?
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4 dishes, choose 9 had, delicious V: I’d love to, yeah. Where are you thinking of going?
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5 value, portions S: Well, there’s a really nice Thai place just down the
road. Have you ever been there?
V: Yeah, I go there a lot. I actually went there
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Background language notes for teachers yesterday.
ph
a meal = all the food eaten at one sitting, including really feel like anything very spicy today.
gr
starter, main course and dessert S: OK. No problem. I’m happy to go somewhere else.
a dish = a food prepared and cooked in a particular way – V: There’s a nice seafood restaurant near the big
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4 19 Play the recording again. Students listen and Answers to Exercise 1, Grammar reference
decide if the sentences are true or false. Let students 1 went, Have you been, get
compare their answers in pairs. 2 Have you had, I made
3 eaten, had, tasted
Answers 4 Have you visited, is
1 T (both like it but Victor doesn’t want it today) 5 was, was, hasn’t arrived
2 F (it’s near a department store)
3 F (she doesn’t really like seafood) Optional extra activity If you don’t have access to an
4 F (it’s fifteen minutes’ walk) IWB, you might want to write example sentences from
5 F (she has never tried it) Exercise 6 on the board. Use the examples to highlight
6 F (though they would like to – they are going to form and use.
phone to see if they have a table)
Background language notes for teachers:
5 Organise the class into groups of four to discuss the
present perfect simple
questions. Monitor and note errors and interesting uses
of language. In this initial presentation of this tense, all students need
• Once you have given feedback on content, look at to know is that we use it to describe experiences when
good pieces of language that students used, and pieces we don’t say when (i.e. we don’t use a past time marker).
of language students didn’t quite use correctly during You could show this by asking concept check questions
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the activity. Show students better ways of saying what and drawing a timeline. See the example below:
in
they were trying to say. You could write some useful new
phrases on the board with gaps and ask the whole class
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Past X? X? X? X? X? Now
to complete the sentences.
I’ve been to the Turkish restaurant a few times.
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Optional extra activity Write The Best Place for … on the
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board. Ask students in their groups to debate the best Did he go in the past? (yes)
place in their town (or the town you are all now in) for Do we say when? (no)
coffee, for sandwiches, for breakfast, for lunch, for dinner, Is when important? (no)
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for seafood, for a late-night snack, etc. What’s important? (his experience)
ph
Grammar Present perfect simple 7 Elicit two or three possible sentences to get students
started. Then ask them to make their own sentences. Go
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Aim round the class and help with ideas and vocabulary.
gr
class. Then organise the class into pairs to discuss students to write the past participle. Alternatively, test
the statements. Monitor and note how well students individual students round the room or put them in teams
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understand the use and form of the present perfect. of three or four students to shout out the answers.
• In feedback, elicit the students’ answers. Then ask
them to check in the Grammar reference on page 170. be catch drive leave sell break eat
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9 Ask students to complete the sentences individually. didn’t quite use correctly during the activity. Show
Let them compare their answers in pairs before students better ways of saying what they were trying
discussing as a class. In feedback, check that students to say. You could write some useful new phrases on the
understand the rules of use for the two tenses by asking board with gaps and ask the whole class to complete
check questions: Are we asking about the experience? Do the sentences.
we say when?
Optional extra activity Play Find someone who ….
Answers Ask students in pairs to prepare six Have you ever …?
1 Have you ever eaten, had questions to ask students in the class. You could provide
2 Have you ever been, went, paid some verbs for them to use. When students have
3 Have you ever complained, complained, wasn’t their questions, ask them to stand up, walk round the
4 Have you ever found, found class and interview as many people as they can in five
5 Have you tried, ’ve never heard minutes. When they find someone who says yes to a
6 Have you watched, I’ve seen it question, they write the name down next to the question
and ask follow-up questions with Who, What, When, etc.
At the end, find out which students got positive answers
Culture notes to all their questions.
• The UK is rich in cookery programmes and celebrity Communicative activity worksheet The photocopiable
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chefs on TV. MasterChef is a long-running competitive worksheet on page 242 can be used at this point or at
in
reality TV show which first aired on the BBC in 1990. the end of the unit for further practice.
Contestants compete weekly to produce complicated
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dishes and are judged and knocked out as the series For further practice, see Exercises 2 and 3 in
progresses. the Grammar reference on page 171.
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• Jamie Oliver is a celebrity chef who has achieved
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worldwide fame on the back of his TV programmes and
cookbooks. He first appeared on TV at the age of 24, Answers to Exercise 2, Grammar reference
presenting the series The Naked Chef. 1 a lost b has lost
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2 a have … had b had
Pronunciation
ph
questions
Answers to Exercise 3, Grammar reference
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10 20 Play the recording. Ask students to say what 1 Have you been here before?
they notice about the pronunciation of Have you ever 2 Have you ever eaten chicken feet?
lG
eaten …? and Have you ever been to …? etc. Play and pause 3 Have you tried that new restaurant?
and ask students to repeat the questions. 4 Has Dave spoken to you about tonight yet?
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• Ask students to work in pairs to prepare conversations. WHAT ARE YOU HAVING?
Monitor and help with ideas, vocabulary and corrections.
Answers will vary, but you could elicit and build up a Student’s Book pages 36–37
model dialogue first on the board. For example:
A: Where do you want to go? Communicative outcomes
B: How about Gino’s Pizzas? In this two-page spread, students practise
A: To be honest, I had pizza yesterday. conversations in a restaurant, making polite offers,
B: Well, why don’t we go to the Thai place next to it? requests and suggestions.
A: OK. That’s great.
• When students are happy with their conversations, Speaking
ask them to practise reading them out in pairs.
Aim
Culture notes to lead in to the topic of the lesson by getting students
to talk about their eating habits in a personalised free
Curry is a spicy dish which is very popular in Britain. It speaking activity
originated in South Asian countries, particularly India,
Pakistan and Bangladesh. It usually takes the form of 1 Organise the class into groups of four or five to
meat and / or vegetables in a spicy sauce, often with a discuss the questions. You could model the activity first
lot of chillies, and is eaten with rice and flat breads. by briefly describing what you have eaten today. Ask one
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person from each group to briefly share two or three
Conversation practice
in
things from their discussion with the rest of the class in
feedback.
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Aim
to practise language from the lesson in a free, Optional extra activity Give each group in your class
a
communicative, personalised speaking activity a kind of food to brainstorm (e.g. Group A fruit, B
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vegetables, C meat, fish and seafood). Ask groups to
13 This is an opportunity to bring together several think of and write down ten examples of their type of
parts of the lesson and for students to practise food. Make it a race. Which group can write ten correct
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discussing where to eat. examples first?
ph
Aim
gr
14 In their groups, tell students to practise improvising to check students’ understanding of words used to
conversations using the questions given and their ideas describe food
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language or interesting conversations to use in feedback. the table. Tell them to make guesses if necessary, and to
• In feedback at the end, look at good pieces of language try to explain words to each other. Point out that they
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that students used, and pieces of language students can guess some words from the part of speech (e.g.
didn’t quite use correctly during the activity. Show grilled goes with fried and boiled) and from L1 or previous
students better ways of saying what they were trying knowledge (e.g. words like herb and mild may be similar
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to say. You could write some useful new phrases on the to words in their L1 – or they may be false friends).
at
board with gaps and ask the whole class to complete • In feedback, check the words. You could do this by
the sentences. asking students to look in dictionaries. Alternatively,
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g
Answers C1: There are three of us.
in
1 scallops W: And have you booked?
2 avocado (the Mexican dip guacamole is the C1: No. Is that a problem?
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best-known sauce you can make with avocadoes) W: No, but do you mind waiting?
C1: How long?
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4 Organise the class into pairs. Give students time to W: Maybe ten or fifteen minutes.
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prepare their descriptions first, following the models in C2: OK. That’s fine.
Exercise 3. They don’t have to choose all foods which are C1: Could I change the baby somewhere?
shown in the photos, but if they do it will make it easier W: I’m afraid we don’t have any special facilities. You
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for their partner. If they choose other foods, they should can use the toilet. It’s not very big, though.
ph
make sure their partner knows. Monitor and note errors C1: That’s OK.
or good examples of language use which you could focus W: It’s just at the end there, down the stairs.
on at the end of the activity. 2
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Optional extra activity Write the following pairs on the C1: Yeah, this is fine. Thank you.
board and ask students to say (in pairs) which they prefer W: Would you like a high chair for the little girl?
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and why: roast chicken / grilled chicken; mild cheese / C1: That’d be great. Thanks. He’s actually a boy,
strong cheese; chicken legs / chicken breast; fried egg / though!
lG
boiled egg; strong coffee / mild coffee; raw vegetables / W: Oh, I’m so sorry! Anyway, here are your menus. I’ll
cooked vegetables. get the chair.
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3
Listening W: Are you ready to order?
C1: Not quite. Could you just give us two more
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Aim minutes?
at
4 Answers
C1: Oh, dear – what a mess! 1 Could 5 Shall
C2: I’ll get the waiter. Er, excuse me. I’m really sorry, 2 Shall 6 Could
but could you get us a cloth, please? My son’s 3 Could 7 Would
dropped some water on the floor. 4 Would, Could 8 Shall
W: Certainly madam. I’ll just go and get one.
C2: Thank you. 11 Organise the class into new pairs to practise
5 the conversations. It’s a good idea to work on the
W: Would you like to see the dessert menu? pronunciation and intonation of the questions and
C1: I’m OK, thanks. I’m really full, but if you want responses first by modelling and drilling the language
something … in open class (see below).
C2: No, no. I couldn’t eat another thing. It was lovely, • Monitor and note how well students use the language
though. Could I just have a coffee, please? and pronounce the language. After students have
C1: Me too. Thank you. practised the exchanges once, tell them to cover part of
6 each question and to try to remember and improvise the
C1: Could we have the bill, please? exchanges.
W: Yes, of course.
C1: Great. Thanks. Teacher development: open-class drilling
C2: That’s very reasonable, isn’t it? Shall we leave a tip?
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C1: No, look. Service is included. Practising functional dialogues of the sort in Exercise 10
in
C2: Wow. Then that really is good value for money. requires work on remembering the form of fixed
We should come here again sometime. phrases, and work on getting stress and intonation right.
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When making a polite request, it is important that the
9 21 Ask students to work together to remember intonation starts high and rises at the end to show
a
and write down any answers. Monitor and note how well tentativeness and politeness. A flat intonation pattern
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students can remember the answers. sounds very rude to the ear of a native English speaker,
• Play the recording. Students listen and check. You could and students need to be aware of that.
play and pause if you wish to help students catch any • Start by modelling at least one request, offer and
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individual words or phrases. In feedback, write up any suggestion for students to hear and repeat. Then
ph
interesting or difficult-to-hear answers on the board. ask questions of a few individuals in the class, using
the questions in Exercise 10, and prompt students
Answers to respond. Then ask individuals in the class to ask
a
a Me too. Thank you. questions across the class to other individuals. Try to
gr
b I'm OK, thanks. I'm really full, but if you want keep it pacy and correct flat intonation and any errors
something … of form. Once all students have had a go at asking or
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c Yes. I'm afraid it's got lamb in it. responding to a question in open class, put them in pairs
d No, look. Service is included. to practise further.
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minutes?
g No. Is that a problem? Aim
h That'd be great. Thanks. He's actually a boy, to practise language from the lesson in a free,
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i Yes, of course.
j Certainly madam. I'll just go and get one. 12 This is an opportunity to bring together several
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• In feedback at the end, look at good pieces of language START THE DAY
that students used, and pieces of language students didn’t
quite use correctly during the activity. Show students Student’s Book pages 38–39
better ways of saying what they were trying to say. You
could write some useful new phrases on the board with Communicative outcomes
gaps and ask the whole class to complete the sentences. In this two-page spread, students will read about
and discuss breakfasts from around the world; they
Optional extra activity 1 To help students prepare for will practise using too and not … enough to complain
their roleplay, you could read out or write on the board about things.
the following list of things to think about.
• entering the restaurant and where to sit Reading
• what to order / recommend from the menu
• the different stages of the meal Aim
• making at least one special request / suggestion to read for general and detailed understanding;
• introducing at least one problem to learn words in context
Optional extra activity 2 Ask students to prepare and 1 Organise the class into groups of four or five to
write their own menu for use in a roleplay activity. discuss the questions. In feedback, ask one person from
each group to report back to the class.
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Web research activity Ask students to find a menu
in
online for a top restaurant. In the next lesson, ask Optional extra activity Before doing Exercise 2, ask
students to present the menu, explaining the dishes, and students to predict the text by either asking them to look
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saying what they would choose. at the photos, describe the food, and guess the country,
or by writing the names of the countries in the text on
a
the board and asking students to guess what sort of food
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people from such countries might eat for breakfast.
Answers
a Egypt (photo shows foul medammes and boiled
a
of coffee)
c South Korea (photo shows kimchi in soup)
lG
g
a problem!
in
Optional extra activity Ask students to find food words In feedback to Exercise 5, you could show form on the
in the text and check what they mean (see below). board:
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too + adjective + to do something
Background language notes for teachers not + adjective + enough + to do something
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not enough + noun + to do something
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There are interesting words connected with food in the too much + uncountable noun
text that students may not know. Ask them to find and too many + countable noun
categorise words under the headings provided below,
ic
and use a dictionary or examples to check their meaning. 6 Look at the example (for coffee) with students and
ph
Adjectives: fattening, spicy, traditional, strong elicit one or two ideas to complain about cars in order
Food: cabbage, honey, olives, yoghurt, black beans, plantain, to get them started (It’s too old and unreliable – get a
cream, sugar cane, flat bread, black pudding, toast new one. / It isn’t big enough to get the whole family
a
Ways of cooking or preparing food: grilled, pickled, fried in.). Organise the class into pairs to prepare ideas. An
gr
to check students’ understanding of how to use too Optional extra activity Write the headlines below on the
and not ... enough board. Ask students to speculate about why these things
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use too and not … enough in the example sentences. Footballer sold
at
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10 Organise the class into teams of four to six. Give
Sounds and vocabulary review
in
students five minutes to prepare collocations. When
students are ready, ask them to compare and discuss
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Aim with other groups.
to practise the sounds /v/, /b/, /f/ and /p/; to revise • In feedback at the end, build up a list of some of the
a
collocations best collocations on the board.
in the box. Read the words out so that students can hear symbol (X or O) in the square. The winning team is the
their pronunciation. Play the recording one sentence at first to get three Xs or three Os in a row.
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23
1 The café has a very nice view over the park.
2 They serve the fish with boiled vegetables.
3 I didn’t have enough money to pay the bill.
4 Have you booked a table for four people or five?
5 There’s a typical French café opposite my
apartment building.
6 They have half portions for kids.
7 Chips are bad for you because they’re high in fat.
8 It’s a fixed price so fill your plates.
VIDEO 2: FORBIDDEN FRUIT Hotel Owner: There’s only two methods of getting rid
of the smell we’ve found. One is charcoal. Charcoal
Student’s Book page 40
absorbs the smell. And the other – that takes quite a
long time – and the other one, we’ve got an ioniser
1 Lead in to the topic by asking students to look at that, erm, it’s an industrialised one, and within three
the photo and say what they can see. Organise the class hours we can pull the smell out of the room.
into pairs or small groups to discuss the questions. In a Cleaner: Please no durians here. Not in the hotel.
brief feedback session, elicit students’ ideas and write up Outside in the fresh air you can do it, but definitely
interesting ideas or pieces of language on the board. not here.
Narrator: In Borneo, visitors can decide for themselves
Culture notes if the durian is delicious or just plain disgusting, as
long as they do their taste testing outdoors.
The photo shows a big display of durian fruit on a
market stall in Hanoi, Vietnam. Other fruit visible on the 3 Give students time to discuss the questions in pairs.
stall (at the left of the photo) include dragon fruit and a
large water melon, possibly mangos or paw paw. 4 7 Ask students to watch the video and check
their answers to Exercise 3.
2 7 As students watch the video, they should
note the three problems caused by this fruit. Let them Answers
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compare their notes in pairs before discussing as a class. 1 rotten fish and custard; a rubbish dump; blue
in
cheese; a dead dog
Answers 2 Durian is compared to cheese because it also smells
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People smuggle them into hotels, where the smell very strongly and is very popular in the West.
causes problems; they are very expensive; people can 3 up to fifty dollars
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kill for them! 4 the curtains, the carpets, the bedspreads
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5 charcoal or an industrial ioniser
invasion is underway. Staff at hotels watch nervously Then ask them to discuss with a partner.
for a food that is smelly, awful, and loved by millions.
Meet the durian fruit. Its smell is hard to describe. Answers
a
‘A rubbish dump.’
‘Blue cheese.’ 6 This exercise offers students the chance to relate
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‘Perhaps a dead dog.’ the topic of the video to their own experiences, ideas
Narrator: Other cultures love foods that smell and opinions.
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strongly. Cheese, a favourite in the West, is actually • Give students time to read the questions, then put
rotted milk – a smell people in Asia find disgusting. them in pairs or small groups and give them seven or
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Like cheese in France, durian is precious in South East eight minutes to discuss them.
Asia. Some believe it’s worth killing for. Durian trees • Monitor and listen to each group. Help with
don’t bear fruit until they’re fifteen years old. A single pronunciation and ideas if necessary.
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durian can cost as much as fifty dollars (American). • When most students have finished, stop the class
at
Here in Kuching, the capital of Malaysian Borneo, and give some feedback, either by rephrasing some of
hotels are on the front lines of the durian war. When the things students tried to say for the whole class or
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the fruit is in season, hotel managers maintain a by asking students to correct or fill in gaps in sentences
constant vigil to keep it out. For them, the problem is you’ve written on the board, based on what you heard
really about money. One smelly durian fruit can scare students saying.
off a hotel full of customers.
Hotel Manager: It goes into the curtains, it sticks into Understanding fast speech
the carpet, it sticks into the bedspreads.
Narrator: That doesn’t stop people from trying to 7 8 Tell students to work on their own for a few
smuggle it in. minutes to practise saying the extract. Then play the
Cleaner: We can immediately smell it. They always extract. Students listen and compare what they said.
deny it but we know that they’ve got them.
Narrator: Every hotel has its own method of dealing 8 Encourage students to practise saying the extract
with a durian alert. several times.
REVIEW 2
Student’s Book page 41
Aim
to consolidate vocabulary and grammar from Units 3
and 4
Answers
1
1 never 6 right
2 lot 7 ’ve
3 was 8 asked
4 were 9 of
5 any 10 didn’t
2
1 Did he go with you? Have you eaten here before?
2 What would you like for dessert? Has he finished
eating?
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3 Where have you been? What time did you get
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here?
4 How much did it cost? How long has she lived
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here?
5 Could I have a coffee please? Who were you
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talking to earlier?
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3
1 some, had
2 Could, no, some
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3 seen, a few, didn’t like
ph
2 e 4 g 6 c 8 a
gr
7
flights: cancelled, check in, land
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1 stuck 5 Japanese
2 departure 6 directly
3 boarding 7 choice
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4 friendly 8 grilled
at
9
1 queues 7 keep
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2 park 8 monument
3 underground 9 miss
4 ground 10 delicious
5 line 11 portions
6 main 12 value
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and introduce any key words students might need. words in the box first (use mime), although these are
in
• Organise the class into pairs to discuss the questions. words students should know. Point out the pronunciation
Go round the room and check students are doing the of yoga /ˈjəʊɡə/ and drawing /ˈdrɔːɪŋ/.
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task and help with ideas and vocabulary if necessary. • Once you have given feedback on content, look at good
• In feedback, ask different pairs to tell the class what pieces of language that students used and pieces of
a
they discussed. Work with your students’ answers, but language students didn’t quite use correctly during the
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some suggestions are given below. Use the opportunity activity.
to correct any errors or rephrase what students are trying
to say. Optional extra activity Extend the pairwork in Exercise 2
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• Once you have given feedback on content, look at good into a mingle. Students go round and ask each other
ph
pieces of language that students used and any language about their hobbies or free-time activities, thus providing
students didn’t quite use correctly during the activity. more speaking practice.
Show students better ways of saying what they were
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trying to say. You could write some useful new phrases Teacher development: mingles
gr
It seems likely that the woman is at the London language. It creates a more realistic task than just talking
Olympics (see Culture notes below). in pairs or open class. It encourages interaction between
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People enjoy the excitement of attending live students who don’t often speak to each other. It creates
sporting events, perhaps also the camaraderie and variety and a change of focus in class.
feeling of pride in their country / region / town, Here are some management tips.
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etc. It is a chance to see extraordinary athletes / 1 Provide lots of preparation time so students are clear
at
sportspeople perform at the highest level, and to about their role and what they need to say.
support and encourage them after the years of 2 Participate in the mingle to provide a good model of
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training they have put into their sport. what you want students to say.
It is probably a stressful experience rather than 3 Set clear time limits and goals. So before they do the
relaxing, but it can be exciting and uplifting when mingle, tell students how long they have, how many
your team does well. people they must speak to, and what they have to
find out.
4 Ensure there is a good space for students to use. This
Culture notes could involve moving desks, or moving students to a
clear space in the room. Make sure you plan this before
The photo shows a fan at the London Olympics in 2012 doing the mingle.
cheering as Great Britain’s Mo Farah runs by on the last 5 At the end, ask students to sit down, and feed back on
lap of the 5,000m final. This was Mo Farah’s second both content and errors.
Olympic gold medal (he won the 10,000m final the week
before). He is the first Briton to win an Olympic gold
medal in a men’s long-distance event, and the seventh
man to win a gold medal in both the 5,000m and
10,000m at the same Olympic games.
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compare their answers in pairs before discussing as a Optional extra activity 1 Ask students to think of other
in
class. In feedback, use mime or drawings on the board to sports that use the places or equipment in Exercise 1
check the meaning of any words students are not sure of. (squash and badminton use rackets; volleyball and
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basketball are played on a court; horse racing and
Answers Formula 1 are on a track; hockey and rugby are on a pitch;
a
1 d 2 e 3 f 4 b 5 c 6 a diving and water polo are in a pool).
trunks = shorts men wear for swimming; women wear a conversation, to give practice in listening for general
swimsuit or swimming costume and specific understanding; to provide a model for
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clubs = the long, hard sticks players use to hit golf balls the conversation practice at the end of the lesson
in golf
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racket (sometimes spelt racquet) = a wooden frame with 4 25 Give students a moment to read through the
a springy, tight net, used for hitting the ball in tennis, plans. Check any words students aren’t sure of, and check
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badminton, squash, etc. students know how to pronounce the words. (Note that
Note the different words for places. we say I’m doing nothing special to say that we haven’t
A pitch is usually made of grass and is for outdoor team got any important plans.)
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sports (football, rugby, hockey). • Play the recording. Students listen and tick the plans the
at
A court is for indoor sports or racket sports (tennis, girls discuss doing (note that they should not tick things
squash, badminton, basketball, volleyball). they mention that other people are doing). Let students
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A course is long and grass-covered (a racecourse, golf compare their answers before discussing in feedback.
course).
A track goes round in a loop and is for running or racing Answers
on (athletics track, racetrack). They talk about:
relaxing and doing nothing (she says she’s going to
2 Organise the class into pairs to have the take it easy)
conversations. You could start them off by modelling the looking round the shops
example conversation with a reliable student. Monitor doing some exercise (Maribel might go running)
and note how well students use the new vocabulary. In going on a trip to the country
feedback, point out any errors students make with use They don’t plan to do any of the following:
and pronunciation. taking a flight (she’s meeting someone at the
airport, but isn’t taking a flight)
3 Organise the class into groups of four or five to watching a sports event (Corinne suggests going
discuss the questions. In feedback, build up a list of extra running at the track)
vocabulary students think of on the board. going to a dance class (there’s a party and Maribel
says she likes to dance)
going to a swimming pool (Maribel prefers a heated
pool for swimming but they’re going to a lake)
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C: Hmm. There’s not much near here. I usually just as for, at or a are reduced to weak forms.
in
run on the streets when I go. 4 Drill the missing chunks, and get students to
M: OK. Well, I’ll see. Do you have any plans for us at manipulate them by making their own sentences, in
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the weekend? order to consolidate their understanding of what the
C: Well, a friend is having a party for his birthday on chunks mean and how to say them.
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Saturday night, if you’d like to go.
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M: Oh great. You know I always like a dance! 6 Organise the class into groups of four or five to
C: And the forecast is really good for Sunday, so we’re discuss the questions. Monitor and note how well
thinking of going for a walk in the mountains near students use the new language. You could make a note
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here. of any errors to discuss in feedback at the end.
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M: Oh right. Do you have any spare swimming gear? I they can in Exercises 4 and 5. Tell students to note and
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M: Thanks. Isn’t the water cold, though? go to a class or a pool / go on a trip / go for a walk / go
C: A bit, but you soon warm up. walking, running or swimming
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M: Hmmm. I must admit, I’m a bit soft. I like a heated do some exercise / do activities outside.
pool, myself.
Developing conversations
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Background language notes for teachers Background language notes for teachers:
plans and arrangements
Note the colloquial expression I’m a bit soft, used in the
listening and in the Developing conversations box. If you Aspects of form you may wish to highlight include:
say I’m a bit soft it means you’re not very strong or tough might + infinitive without to
physically, e.g. you don’t like the cold, or hard physical (to be) going to + infinitive
work, or exercise or being outside in the rain, etc. Native (to be) thinking of + -ing (we use -ing after prepositions).
speakers might also describe other people as soft, but There is a subtle difference between using the present
note that this is very informal language, often used in continuous form to talk about arrangements, and going
a jokey way, e.g. Oh, don’t be so soft, it’s perfectly safe! It to + infinitive to talk about plans. Native speakers tend
should be used with caution, or avoided by non-native to use the present continuous when they are talking of
speakers. a fixed personal arrangement that could be in a diary
(e.g. I’m playing tennis on Friday or We’re leaving at three)
8 It is a good idea to mix pairs before doing this and tend to use going to when it is clearly a plan and not
activity. Give students time to prepare ideas before arranged (e.g. I’m going to tidy up later or I’m just going
sharing them with their new partner. You could instruct to take it easy). In truth, however, the two uses are often
students to respond naturally by saying either: Me too! or interchangeable, so it’s best that students learn these
Me neither, or Really? I … phrases as useful phrases rather than worrying about
grammar rules. One thing you might want to get across
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Optional extra activity Write the following invitations to students, however, is that English speakers tend to use
in
on the board. Ask students to take turns reading them the present continuous if they can (because it’s shorter)
out and responding with a negative comment. and tend to avoid using the verbs go and come with
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Do you fancy a coffee? going to, e.g. I’m going for a walk later not I’m going to go
Shall we get an Indian takeaway? for a walk.
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Would you like to come to my party?
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Do you want to meet my boyfriend / girlfriend? 10 Elicit the first question to get students started.
Shall we go and see the new Brad Pitt film? Then ask students to work individually to write the other
questions before checking answers with a partner.
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Grammar Plans and arrangements • Have a brief class feedback and discussion session
ph
as a class. Then organise the class into pairs to match the 2 a Who are they playing?
sentences to the two meanings. Monitor and note how b When are you thinking of getting the tickets?
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Answers
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Students complete Exercise 1 in the Grammar Leeds United is a professional football team currently
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activity. Show students better ways of saying what they 15 Once students have ideas, ask pairs to practise.
were trying to say. Encourage them to practise three or four times – practice
makes perfect. Tell them to take turns to play the two
12 Ask students to read through the sentences and roles. Listen for errors, new language or interesting
change them so that they are true for them. First elicit conversations to use in feedback.
what phrases they should use if the plan is not yet fully • In feedback at the end, look at good pieces of language
decided (might + infinitive without to, or thinking of + -ing). that students used and pieces of language students
• Read the example sentences, which are modifications didn’t quite use correctly during the activity. Show
of sentence 1, and elicit more ideas from the class. students better ways of saying what they were trying
• Monitor and help students with ideas as they adapt to say. You could write some useful new phrases on the
the sentences. board with gaps and ask the whole class to complete the
sentences.
13 Organise the class into pairs and ask them to share
9 Refer students to the video and activities on the DVD-ROM.
information and ask follow-up questions. Monitor and
note errors and interesting uses of language.
• Once you have given feedback on content, look at good Teacher development: using the video
pieces of language that students used and pieces of
language students didn’t quite use correctly during the The video and activities on the DVD-ROM can be used in
activity. Show students better ways of saying what they various ways:
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were trying to say. 1 as an alternative to the conversation practice
in
2 instead of the listening activity in some units,
For further practice, see Exercise 2 in the particularly with weaker groups. Students can first
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Grammar reference on page 172. practise reading out the dialogues and work on some
of the key phrases / structures in a controlled way
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Answers to Exercise 2, Grammar reference before having a go themselves.
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1 I might call you later. 3 at the end of the unit as a revision exercise.
2 What are you going to do?
3 We’re thinking of having a meeting about it.
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4 I’m not going to go on holiday this year.
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Conversation practice
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Aim
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the board to check the meaning of any words students
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are not sure of. Answers
People don’t like it because it can be very boring /
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Answers nothing happens / players earn too much money.
1 won 5 beats It’s popular because it’s simple to play and
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2 scored 6 kicked understand, you don’t need expensive equipment,
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3 time 7 throw no skill is needed, it’s different every time / you don’t
4 drew 8 support know what’ll happen.
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Background language notes for teachers
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26
Last night I watched the big game in England
Note the difference between win and beat, two words between Manchester City and Chelsea. I was one of a
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that students often confuse. We win a match, a billion people watching in places as far apart as Peru,
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competition or a prize (medal, trophy, etc.), but we beat Saudi Arabia and Vietnam. Now, when football’s good,
another team, an opponent, etc. it can be amazing … but when it’s bad, it can be awful
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ˈpraɦa/) is a Czech professional football club founded world, but it’s hard to understand why when you
in 1892 in the city of Prague. They are the second watch a game like that. Knowing that the players
most successful club in the Czech Republic since its earn millions a year just makes it worse! So why do
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• A season ticket is a ticket football fans buy so they can Olympics features around 30 sports; other countries
go and watch every match during a season. have different national sports such as cricket; and
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6 Organise the class into mixed groups of four or five Adjectives that end in -e are followed by -st not -est: fine
(including fans and non-fans) to debate the issue. Give – finest; pure – purest.
students time to organise their ideas and arguments Two-syllable adjectives that end in -y drop the -y and add
first. Go round the room and check students are prepared -iest: friendly – friendliest; messy – messiest.
for the task and help with ideas and vocabulary if There is a grey area with regard to other two-syllable
necessary. Monitor and listen for errors or good examples adjectives. Some always take -est (simplest, narrowest)
of language use to feed back on at the end. whilst others always take most (most useful, most
thorough). Others can be used with both forms (most
Optional extra activity If this topic is really interesting subtle, subtlest), and native speakers often switch
for your class, you could turn the discussion into a class between the forms.
debate. Write Football is the world’s greatest sport on
the board. Divide the class into people who support the 8 Elicit three or four ideas from the class for the first
statement and students who disagree with it. Then tell sentence to get students started. Then ask students
the two groups to prepare arguments for or against. to work individually to prepare their sentences before
In the debate, ask three speakers from each group comparing ideas with a partner.
to present arguments. At the end, find out if anyone
changed their mind after listening to the arguments. Pronunciation
Grammar Superlatives Aim
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to practise the /ɪst/ pronunciation in superlative
in
Aim forms
to check students’ understanding of how to form and
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use the superlative form 9 27 Play the recording. Students listen and notice
the pronunciation, then practise repeating the different
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7 Read through the information in the Grammar box forms.
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as a class. Then organise the class into pairs to discuss
the questions. Monitor and note how well students 27
understand the rules of form. 1 It’s the simplest game to play.
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• In feedback, elicit the students’ answers. Then ask 2 It’s not the easiest game to understand.
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them to check in the Grammar reference on page 172. 3 He’s the tallest person I know.
4 She’s the fittest person I know.
Answers 5 He’s the cleverest person I know.
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1 When an adjective has three or more syllables 6 It’s the ugliest building in town.
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syllables (but remember that some two-syllable ask them to take turns to share their sentences from
adjectives also use most). Exercise 8. Monitor and note errors and interesting uses
lG
reference on page 173. they were trying to say. You could write some useful new
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phrases on the board with gaps and ask the whole class
Answers to Exercise 1, Grammar reference to complete the sentences.
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1 the worst
2 thickest For further practice, see Exercise 2 in the
3 the most generous Grammar reference on page 173.
4 the busiest
5 the most interesting Answers to Exercise 2, Grammar reference
6 the saddest 1 He’s the nicest person I’ve ever met.
7 the most disgusting 2 It’s the most exciting race I’ve taken part in.
8 the widest 3 That computer is the most reliable we have
ever had.
4 This is the most complicated game I have ever
Background language notes for teachers played.
5 It’s the funniest book I’ve read in a long time.
Superlative forms of adjectives follow the same form 6 That is the smartest I’ve ever seen you look.
rules as comparatives. In addition to the rules in the
answer key above, note the following:
Adjectives with consonant-vowel-consonant usually
double the consonant: big – biggest; thin – thinnest.
12 Students read the article and match each sport to Speaking
one of the six photos. Make sure they understand that
three of the photos show sports not in the article. You Aim
could set a short, four-minute time limit to encourage to encourage students to discuss their ideas about
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students to skim and find the answer quickly. sport in a free speaking activity
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Answers 15 Organise the class into groups of four or five
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Pato: photo c to discuss the questions. Allow two or three minutes’
Keirin: photo e preparation time first, and monitor to help students with
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Bossaball: photo a ideas and vocabulary.
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• As students speak, go round and monitor, and note
13 Ask students to discuss the questions in pairs. down any interesting pieces of language you hear.
Encourage them to refer back to the text to check • At the end, look at good pieces of language that
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answers. students used and pieces of language students didn’t
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2 Pato gaps and ask the whole class to complete the sentences.
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3 Bossaball
4 Pato Optional extra activity Write the following pairs of
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14 Ask students to match the words in bold to their students in pairs. Tell students they are going to argue
meanings. Elicit the first one to get students started. about which sport is best in each pair. Tell students to
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Let students compare their answers in pairs before decide who will argue for rugby, and who for American
discussing as a class. football. Then give students 30 seconds to argue why
their sport is best. At the end, elicit who made the
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3 the outcome Web research activity Ask students to find out more
4 the pace about unusual sports. Tell them to research some of the
5 an opponent following: marbles, pooh sticks, ostrich racing, tossing the
6 the referee caber, finger wrestling.
7 banned
8 bet Communicative activity worksheet The photocopiable
worksheet on page 243 can be used at this point or
at the end of the unit for further practice of sport
Background language notes for teachers collocations.
TAKE THE STRESS OUT OF LIFE 3 28 Play the recording. Students listen and check
their ideas. Let students compare their answers in pairs
Student’s Book pages 48–49 before discussing as a class. Find out if the speaker
mentioned any of the points made by students in
Communicative outcomes your class.
In this two-page spread, students will listen to a radio
programme about hobbies that combat stress, and Answers
talk about issues raised by the listening; they look at Colouring books and the maker movement are both
some word families. relaxing and creative hobbies that have started to
become popular.
Speaking Colouring books: depression (colouring is an
alternative way of dealing with stress and
Aim depression), pattern (the books have all kinds of
to introduce the theme of the lesson and listening patterns), publish (the books are one of the biggest
text; to get students talking in a personalised growth areas in publishing)
speaking activity Maker movement: furniture (people make it); retail
therapy (we are made to think that shopping
1 Organise the class into groups of four or five. is relaxing and will make us feel better, but the
Start by reading out the words in the box, pointing out opposite is true); personal (the things you make are
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pronunciation and checking the meaning of words. Use more personal than those you buy)
in
mime to show what the words mean. Model the activity
and the patterns in the grey box by describing how you
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feel about one of the activities. Then ask the groups to 28
share their views. Monitor and make sure students know P = presenter, C = Clare Ellis, K = Karen Miller,
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all the words. In feedback, point out any errors or good T = Professor Townsend
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use of language you noticed. P: Perhaps like me, you spent hours drawing and
colouring things when you were young, but then
Background language notes for teachers just stopped. Personally, I can’t remember when
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or why, but I suppose I felt it was childish and
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Note the pronunciation of drawing /ˈdrɔːɪŋ/, colouring wanted more adult things – make up, shopping,
/ˈkʌlərɪŋ/, repairing /rɪˈpɛərɪŋ/, and massage /ˈmæsɑːʒ/. boys. So you might be interested to learn that
Note that after It depends and a question word, the one of the biggest growth areas in publishing at
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sentence follows statement word order, not question the moment is colouring books for adults. These
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word order, e.g. It depends how easy it is NOT It depends books have been around for a while but in France
how easy is it. they’ve become best sellers thanks to some clever
eo
to practise listening for general understanding and to to the titles, there was a dramatic increase in sales.
hear chunks of language in a text Thirty-three per cent of French people have taken
pills like Prozac for depression, so there’s clearly a
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2 Organise the class into pairs to discuss the words. big market for anything that helps reduce stress.
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You will need to choose whether to let students look P: Watching any child with pens and paper, you can
up the words in dictionaries or whether to check them see how the simple task of carefully filling in a
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yourself (see notes below). In feedback, find out what pattern can completely occupy their attention, and
students think, but don’t confirm or reject anything at it’s that focus on the present which Karen Miller –
this stage. a lawyer and colouring fan – likes.
K: Law is a very stressful occupation and it’s difficult
Background language notes for teachers to stop thinking about work, but colouring has
really made a difference for me. Some designs
depression = when you feel extremely unhappy (it is a are very detailed and complicated, so you really
medical condition) need to concentrate, and I quickly forget about
furniture /ˈfɜːnɪtʃə/ = tables, chairs, sofas, cupboards, etc. everything else. It really helps me relax. I even
pattern = a set of lines, shapes or colours that are sleep better.
repeated (a pattern on a dress, carpet, wallpaper) P: And it’s not just colouring that’s coming back into
personal = about you fashion. In the States, there is a growing interest
publish = produce a book in making things – everything from clothes to
retail therapy = the idea that shopping will cheer you up furniture to cakes. The sociologist, Professor John
and make you happy Townsend suggests why:
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vocabulary. Elicit a few ideas. Then play the recording child: childish (adj)
in
again so that students can check their ideas. In feedback, drama: dramatic (adj)
write answers up on the board. person: personal (adj), personally (adv)
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publish: published (verb); publishing (noun);
Answers publisher (noun)
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1 stopped doing colouring occupy: occupation (noun)
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2 colouring books for adults relax: relaxing (adj); relaxation (noun)
3 ‘anti-stress’ or ‘art therapy’ to the titles sell: sales (noun); best seller (noun), selling (verb –
4 they need to concentrate / they forget about present participle)
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everything else / focus on the present stress: stressful (adj); anti-stress (adj)
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bold. You could ask them to translate the words (if you students to categorise words in a variety of ways.
have a monolingual class) or explain the meaning of the 1 Categorise words according to the part of speech (as in
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growth = increase (draw a line graph) correct word from the word family. Point out that the
dramatic = big and / or sudden form may need to be changed, e.g. nouns may need to
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task = job / action be plural or verbs may need to be a different form. Elicit
made a difference = changed something, usually in a the word for the first sentence to get them started. Let
good way students compare their answers in pairs before feedback.
debt = owing money (to the bank), spending more Note that each word family is based on a word from the
money than you have first five units of this book.
9 Make sure students are clear about the meaning • Then play the recording again. Students listen and
of the words used, by providing your own examples, complete the sentences. You could play the recording
eliciting student examples, or by asking for translations again or play and pause after each sentence, but
(in a monolingual class). students should be able to write complete sentences
after two or three listenings.
Answers
1 travel expenses = money that is paid back to you 30
after a business trip, e.g. rail travel or petrol, hotel 1 I play football every Friday in a local park.
costs, meals, etc. 2 There’s an Olympic-size swimming pool just round
2 add some salt = put salt in food the corner.
In addition to = as well as 3 The cycle race usually attracts lots of spectators.
3 (not have) much support for = not many other 4 I like to relax with my family at the weekend.
people think it is a good idea 5 I have to drive miles to get to the nearest athletics
rival supporters = groups of people who follow track.
opposite teams 6 He threw me his keys, but I dropped them down a
4 turn the heating on = start heating the house, e.g. hole.
start the central heating 7 I bought these trainers in a sale.
escape the summer heat = go to a different place 8 The rules are simple and easy to follow.
(e.g. the coast or mountains) where it is less hot
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5 manage to do everything = be able to do
Teacher development: using the sounds
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everything, fit in all the jobs you have
style of management = way that you organise
and vocabulary review
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things and people
6 to secure the airports = to make sure the airports This section allows you to focus on problem sounds but
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are safe from terrorist attack also reviews some key words and develops students’
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security was very tight = there were very strict hearing of English through a dictation exercise. Every
security measures, e.g. a lot of police officers, unit ends with this task, but you may do it at other
thorough security checks stages of the lesson if you prefer (see the Teacher
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development section in Unit 1).
10
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errors or good uses of language. the tongue touches the roof of the mouth just behind
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the teeth.
Optional extra activity Ask students to use learner To make the sound /r/, the lips are more rounded, and
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dictionaries to find other words in the word families in the tongue should be curled but not touching the top
this lesson. of the mouth.
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Sounds and vocabulary review 13 Organise the class into teams of four to six. Give
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repeat the sounds, paying attention to the pronunciation Optional extra activity Play noughts and crosses. Draw
of /l/ and /r/. a noughts and crosses table on the board. Write a key
noun from this lesson in each of the noughts and crosses
29 squares. Divide the class into two teams. Team X must
/pleɪ/, /u:l/, /əʊl/, /læ/, /reɪ/, /træ/, /θru:/, /eɪl/, /əl/, win a square by giving a correct collocation with the
/pəl/, /ləʊ/, /treɪ/ word in the square. Wipe out the word and write in an X.
Team O must win a different square by giving you a
12 30 Give students a moment to look at the correct collocation with the word in the square. If either
words in the box. Read the words out so that students team gives an incorrect collocation, put the other team’s
can hear their pronunciation. Play the recording one symbol (X or O) in the square. The winning team is the
sentence at a time. Students listen and note words or first to get three Xs or three Os in a row.
parts of words they hear, then work in a group to try to
reconstruct the sentence. Allow time after each sentence
for them to do this.
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based on the photo. Monitor and help with ideas and did the task, so write up any interesting chunks of
in
vocabulary if necessary. language students used when speaking in pairs, and
check the meaning and pronunciation. You could also
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2 Organise the class into pairs to tell their stories. In write up phrases they didn’t use, but might have used,
feedback, ask different pairs to briefly tell the class how or phrases they used incorrectly, which you could correct
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they interpreted the photo. and improve. Responding to what students say, and
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• Tell students the true story of the photo (see below). confirming, correcting or improving what they say, is a
• Once you have given feedback on content, look at way of giving your class immediate and specific input. It
good pieces of language that students used and pieces means you are helping them say what they want to say.
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of language students didn’t quite use correctly during
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the activity.
Answers
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your picture!’ The boy had little else. ‘They lost all
they had,’ says Nick, who bought Shambani’s widow
clothes and tools. ‘But Fidele had held onto that
photo. He kept asking, “How is your family? How
is Ian?”.’
L: How annoying!
WHO’S THE GUY IN THE MIDDLE?
M: Isn’t it! No ... she’s really nice. You’ll like her.
Student’s Book pages 52–53 L: So, who’s the guy? Is that her boyfriend?
M: No! That’s my brother!
Communicative outcomes L: Really? You don’t look very similar.
In this two-page spread, students will listen to M: I know. He’s quite dark – but look at the nose and
a conversation about people in a photo, and will mouth.
practise describing people in photos and people L: Let me see. Yeah, I guess. So what does he do?
they know. M: He’s a nurse. He lives in the States.
L: Really? Why did he go there?
Listening M: His wife’s from there.
L: Really? He’s married? How old is he?
Aim M: 24.
to practise listening for general understanding and to L: OK. That’s quite young.
recognise question forms M: I guess.
L: Do you get on well?
1 31 Ask students to look at the photo. Ask a few M: Yes, we’re quite close. Although, obviously, I don’t
open questions to focus them on the listening: Who see him very often now. We Skype a lot.
are the people in the photo? Where are they? What is the L: Right.
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relationship between them? What are they looking at? M: I might actually go over there in a few months
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What are they saying? because they’re having a baby.
• Ask students to read the situation and the task. Play L: Really? That’s great. A boy or a girl?
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the recording. Students listen and note their answers. M: A boy, apparently. My first nephew or niece.
Let students compare their answers in pairs. In feedback, L: OK. So, Auntie Maya. Amazing.
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elicit answers. M: I know.
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L: Do you have any other brothers or sisters?
Answers M: Just my little sister.
The blond girl on the right is Anna, Maya’s friend L: Is that the other girl in the picture?
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from Poland. M: No, she’s a friend from my Spanish class.
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M: Hi Laura. Sorry I’m a bit late. 2 31 Ask students to work in pairs to complete the
L: That’s OK. questions. Play the recording. Students listen and check
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to introduce and practise chunks of language used pa or pop as well as dad.
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to describe family and friends; to look at male and • Note the difficult pronunciation of the following
female words for family members and friends words: aunt /ɑːnt/; uncle /ˈʌŋkəl/; niece /niːs/; nephew
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/ˈnɛvjuː/; neighbour /ˈneɪbə/.
4 Ask students to discuss the words in pairs. Start
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them off by eliciting whether aunt is used only for 6 Organise the class into new pairs to discuss the
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females (i.e. women or girls), or for both men and women phrases. Monitor and note how well students can explain
(of course, it’s for women only). In feedback, you could the words. You could make this exercise a dictionary
categorise words in a table on the board for students to research task or be available to explain words yourself
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copy. Model the pronunciation of words that are difficult and to encourage student explanations. In feedback, elicit
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12 mum 7 granddad
13 mother-in-law 8 little sister
15 sister-in-law
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the board. Again, model any difficult pronunciations. had a baby girl = gave birth to a daughter
In feedback, you might want to ask students whether get to know someone = become friends over a period
their language is similar to English (see below). of time
work closely = work in the same place, seeing each other
Answers every day or doing the same job
1 uncle share an apartment = live in the same apartment
5 ex-husband move next door = come and live in the house next to ours
7 boyfriend get on = have a good relationship
8 granddad / grandpa not good enough for = often said when a parent thinks
9 little brother that their son or daughter could have chosen a better
10 nephew boy- or girlfriend.
12 dad retired = no longer working because you are old
13 father-in-law (usually over 65)
15 brother-in-law run a company = manage or be in control of a company
a big age gap = a big difference in the age of two people
(e.g. sisters who are ten and eighteen)
very close = have a relationship that is intimate and
supportive
7 Read the example sentences with the class, and auxiliary (e.g. Where is you live?). It is important to give
give students some time to find six phrases in bold students plenty of accuracy practice in manipulating
that they can use in sentences to describe their own auxiliary verbs.
family. Encourage them to try to use as much of the new • You may wish to point out the repeatable patterns for
vocabulary as they can. Organise the class into pairs to question formation shown in the tables in the Grammar
share their sentences. In feedback, elicit some of the more reference on page 173.
interesting descriptions students made, and comment on
good examples of language use. 9 Read through the example as a class. Ask students
to order the words individually to make the questions.
Optional extra activity You could describe some of your Let students compare their answers in pairs. Play the
own family and friends in a live listening before students recording (see Exercise 10) or discuss answers as a class.
do Exercise 7.
Answers
Grammar Question formation 1 Where do you live?
2 Do you know anyone in the class?
Aim 3 How long have you known them?
to check students’ understanding of how to form and 4 Why are you studying English?
use questions in a variety of tenses 5 Have you studied in this school before?
6 Are you enjoying the class?
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8 Read through the information in the Grammar box 7 Did you have a nice weekend?
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as a class. Then organise the class into pairs to look 8 What did you do?
at the examples and discuss the questions. Monitor
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and note how well students understand how to form
questions in the different tenses. Pronunciation
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• In feedback, elicit students’ answers. Then ask them to
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check in the Grammar reference on page 173. Aim
to practise the weak forms of the auxiliary verbs and
Answers pronouns when asking past simple questions
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1 a present perfect
10
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auxiliary pronoun students don’t comment on it) that in the faster speech
a have you the stress is more marked, and that the auxiliary verbs
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b does he and pronouns are not stressed, and are quite difficult to
c Is she hear, as they almost disappear completely.
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11 Organise the class into groups of four or five. Ask students are ready, put them in pairs and tell them to
them to take turns to ask the questions and think of take turns questioning each other. So, Student A asks
true, personal answers. Monitor closely and note down questions for two minutes and B answers. Then they
errors with the form and pronunciation of questions switch roles.
which you could feed back on at the end. • Monitor for errors or good language use; after the
activity, feed back on what you heard.
For further practice, see Exercises 2 and 3
in the Grammar reference on page 174 Optional extra activity Ask students to interview you
about the people in the photo. The aim is for them to
Answers to Exercise 2, Grammar reference keep asking questions until you make a mistake and
1 (correct) contradict your description of someone in the photo.
2 Which battery do lasts longer?
3 Who did gave you this? Conversation practice
4 (correct)
5 (correct) Aim
6 What did happened to you? You’re really late. to practise language from the lesson in a free,
7 (correct) communicative, personalised speaking activity
8 Who do wants coffee? Put your hand up.
9 (correct) 14 This is an opportunity to bring together several
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parts of the lesson and for students to practise
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Answers to Exercise 3, Grammar reference describing people in a photo.
1 How old is your gran? • Give students four or five minutes to find or prepare
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2 What kinds of things do you do at the weekend? pictures, and to think of what to say.
3 What film did you see last Friday?
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4 How long have you lived here? 15 Organise students into pairs or small groups
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5 What questions did / do they ask in the exam? to describe the people in their photo or picture from
6 What time are you leaving tomorrow morning? Exercise 14.
7 How far do you travel to get to work? • In feedback at the end, look at good pieces of language
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8 How many students are there in your class? that students used and pieces of language students
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to ask you questions using the question words to find board with gaps and ask the whole class to complete
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or badly pronounced, don’t speak until the student has 10 Refer students to the video and activities on the DVD-ROM.
corrected or rephrased the question accurately.
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to introduce and practise ways of explaining exactly particularly with weaker groups. Students can first
who we are talking about practise reading out the dialogues and work on some
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Answers
1 in
2 with, from
3 next
4 sitting, front
5 with (or holding), from / at
1 Ask students to look at the photo. Ask: What sort 3 33 Give students a minute or two to read through
of business is it? Use the opportunity to elicit and check the sentences and see if they remember any of the
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run a business and a family-run business / company / missing words. Play the recording again for students
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restaurant / shop. to listen and note or complete the missing words. Let
• Organise the class into pairs to discuss the questions. students compare answers in pairs. Write up the answers
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Go round the room and check students are doing the on the board in feedback or let students check their
task and help with ideas and vocabulary if necessary. answers using the audio script on page 198.
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• In feedback, ask different pairs to tell the class what
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they discussed. Once you have given feedback on content, Answers
look at good pieces of language that students used and 1 when I was
pieces of language students didn’t quite use correctly 2 when I decided
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during the activity. 3 grew and grew
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task. Play the recording. Students listen and note their their own words. End with whole-class feedback, but
answers. Let students compare their answers in pairs. remember that you don’t need to get all the answers
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In feedback, elicit answers, and ask students what they perfectly correct. What’s important is that the students
heard that helped them reach their answers. get a chance to communicate what they heard to each
other and to justify their answers.
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Answers
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3 Her husband is the finance director, negotiates Agrees: She sounds like a strong character, which is
prices. in line with what her mother says, but she doesn’t
Her little boy welcomes the guests. actually agree with anything her mother said.
Her daughter (Sophie) negotiates prices, might Disagrees: She doesn’t want to take over the
take over the business. business and wants to become a scientist instead.
Her son (Jerome) loves fashion and design. Jerome
4 Sophie Agrees: He likes the fashion and design aspect of
the business. His comments about romance might
suggest he lacks business skills (as his mother says),
33 but not necessarily.
We have a wedding planning business which we’ve Disagrees: He would like to run the company.
run for almost twenty years now. I was a model when
I was younger and I did work for several wedding
magazines, which is how I first got interested in the
business. I stopped modelling after I got married and
had my two babies, but I never wanted only to be a
mum and my husband was very supportive when I
decided to start my company.
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types. Anyway, I love the business. I like the fashion neither. All four words can be used at the beginning of a
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and design aspect, but also you meet people, you clause, followed by of and a noun or pronoun (e.g. all of
make this amazing special day for them. It’s so the players surrounded the referee; both of them left early;
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happy and romantic. And you can make money from neither of them had any money). Note that you can’t use
it. What’s not to like? Of course I’d like to run the all or both with negatives – you have to change to none or
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company. neither: Both of them didn’t come. Neither of them came.
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• All and both are used to emphasise the idea that
5 Organise the class into groups of four or five to everybody shares the characteristic, or that each of the
discuss the statements. Give students two minutes to two share it. Compare she and I are determined and she
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prepare ideas first, and monitor briefly to help. and I are both determined (it emphasises the similarity).
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• In feedback, ask different pairs to tell the class what All and both can go before the main verb (they all like
they discussed. Once you have given feedback on content, ice cream) unless they are used with the verb to be or an
look at good pieces of language that students used and auxiliary verb (they are both tall; they have all left).
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pieces of language students didn’t quite use correctly • Whereas joins two clauses. It can go at the start of
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Ask students to share ideas in their group. Ask groups 7 Organise the class into pairs to prepare and ask
to feedback on whether they are more similar, as a questions. Elicit two or three questions from the class
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group, to their mothers or fathers. first, e.g. Where do you live? How old are you? Do you
have any brothers or sisters? Do you like sport? Do you
Grammar like music? etc. It is a good idea to model this activity
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Aim
to check students’ understanding of how to use Teacher development: instructing
both, neither, all and none to show similarities, and
whereas to show a contrast When instructing tasks, ask students to listen, instruct
simply (use the imperative), and try to show students
6 Read through the information in the Grammar box what to do (for example, ‘front’ the Student’s Book by
as a class. Then organise the class into pairs to look at holding it in front of you and point to the task you want
the sentences and discuss the questions. Monitor and students to do). Here are some other tips.
note how well students understand the rules. 1 Always do the first item as an example when doing
• In feedback, elicit the students’ answers. Then ask gap-fills, answering questions, etc. This shows students
them to check in the Grammar reference on page 174. what to do and gets them started.
2 Act out tasks. So, if you want students to interview
Answers their partner (as in the activity above), act this out
1 all – three; both – two; none – three; neither – two with a reliable student. Similarly, set up roleplays and
2 none / neither other speaking activities in this way.
3 when the word comes first in the clause and is
followed by a pronoun
4 whereas
3 When a task is a little complicated to explain, use Background language notes for teachers
information check questions (ICQs) to check that
students understand. For example, in the activity Note the strong stress: determined, practical, organised,
above, ask: Why are you asking questions? (to find patient, confident.
what I have in common) How long do you have? Note also the use of soft here and in the listening,
(five minutes). with a meaning similar to weak or sensitive. Jerome is
considered too soft to succeed in business. The opposite
8 Put each pair of students with another pair to form used in sentence 6 is strict, meaning they make people
a group of four. Students must use both of us, neither of follow the rules and do what they are supposed to do.
us, etc. to explain their similarities and differences with Another word with an opposite meaning is tough, often
their partners. Again, model what students should say used of people in business that are strong, determined,
(e.g. Both of us like watching sport on TV.) in order to set and prepared to do difficult things that are necessary
up the activity. Monitor and note errors students make for success.
when manipulating the structures.
Pronunciation
9 Ask different groups to report back to the class using
all or none. Model this again. At the end, write up any Aim
errors you heard while the students were using language to practise the weak /ən/ stress of and when
at any stage of this activity, and ask students to correct pairing words
g
the errors on the board.
12
in
35 Read through the information on the
For further practice, see Exercise 2 in the pronunciation of and /ən/ with the class. Model saying
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Grammar reference on page 175. friendly and open, showing the way the words run
together from the consonant sound at the end of
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Answers to Exercise 2, Grammar reference one word to the vowel sound at the start of the next,
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1 either 5 either and the /j/ sound added between two vowels:
2 Neither, any 6 any /ˈfren(d)li j ən əʊpən/.
3 None 7 Neither, any • Play the recording. Students listen and repeat the pairs
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4 any 8 either of words.
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pets; sports; favourite soap operas. Ask students in 2 fit and healthy
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groups of four to think of five or six yes / no questions 3 calm and patient
about their chosen topic. When they are ready, students 4 clear and confident
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walk round the class and interview three other class 5 strong and determined
members. Students return to their groups and collate 6 peace and quiet
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their findings. Each group present their findings to the 7 cooking and cleaning
class using all, both, none and neither. 8 more and more
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Answers
1 c 3 a 5 b 7 e 9 g
2 f 4 d 6 h 8 i
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and ask the whole class to complete the sentences. and discuss the question in their groups. Elicit answers
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briefly. Then ask students to discuss the other questions
Optional extra activity Write the following on the board: in their groups.
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a partner, a teacher, a parent, a best friend. Ask students • In feedback, find out about your students’ own
in pairs or groups to decide which general characteristics experiences of having friends online.
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are most important for each of these people.
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Possible answers
Communicative activity worksheet The photocopiable 1 She shouldn’t have posted inappropriate photos
worksheet on page 244 can be used at this point or at of her friend online.
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the end of the unit for further practice of discussing 2 Maybe she did it for a joke, or perhaps she was
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Answers
1 meeting new people and making friends
2 the inappropriate photos
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‘meeting new people and making friends’). The plural Understanding vocabulary
of this is these. The determiner these is used to avoid
Words with the same verb and noun forms
repeating ‘the online friends’.
• The writer uses the girl because we already know
exactly which girl. The definite article is used because the Aim
text has already told us about the girl, so we know who to check students’ understanding of how some words
it refers to. have the same form as both verbs and nouns
3 Focus students on the online quiz by holding up (or 6 Read through the information in the box as a class.
fronting) the page in the Student’s Book, and eliciting Then organise the class into pairs to discuss which words
possible choices for the first question. Ask students to can be both verbs and nouns. Give brief feedback and
choose their own answers first, then think of reasons point out the pronunciation of the words.
why they chose their answers.
Answers
4 Ask students to complete the definitions individually. The following can’t be used as both verb and noun:
Let them check their answers in pairs before discussing accept (verb), acceptance (noun)
as a class. ignore (verb), ignorance (noun)
We can say to quote (verb) and a quote (noun,
Answers meaning the words somebody says), although
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1 tag students may also suggest a quotation (= the price
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2 permission that a workman thinks a job will cost).
3 make
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4 unfriend 7 Ask students to work individually to complete the
5 vague sentences. Elicit the first answer to get them started. Let
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6 block them compare answers with a partner before checking in
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feedback.
Words like post, block, send, upload and download, Optional extra activity Ask students to write a sentence
update, share, comment, ignore, delete, attach and insert showing the other meaning of each word (i.e. the noun
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are commonly used in this context. You may wish to if the sentence in Exercise 7 used the verb, and the verb
brainstorm other English words students have come if it used the noun). Alternatively, supply the following
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across in the context of social networking. gapped sentences showing the other meaning, for
students to complete.
5 Ask students to work in groups of three to discuss 1 I need to ___ my page.
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and justify their choices in the quiz. As students speak, 2 On my last birthday, he wrote a really lovely ___ on
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• At the end, look at good pieces of language that 4 I really enjoyed your last blog ___ . It was very funny.
students used and any language students didn’t quite 5 You can ___ the song if you just want to listen to
use correctly during the activity. Show students better it once.
ways of saying what they were trying to say. You could 6 Thanks for your last ___ – and sorry it took me so long
write some useful new phrases on the board with gaps to reply.
and ask the whole class to complete the sentences.
Answers
Optional extra activity Ask your students to prepare a 1 update
list of things that annoy them about people’s behaviour 2 comment
on social networking sites like Facebook or Twitter. Ask 3 quotes
them to share their ideas in groups: What really annoys 4 post
me about … is (the way that) … 5 stream
6 email
8 Organise the class into new pairs to think of and Sounds and correction
write more examples. You could let students look back /w/ is a semivowel in that the tongue doesn’t move to
through their Student’s Book to find words if they can’t touch the top of the mouth. Start by pursing the lips and
think of any themselves. Set a time limit of five minutes, then release and blow air.
then elicit ideas. /g/ is formed by the back of the tongue moving to touch
the top of the mouth, and is voiced.
Possible answers
download, insert, tweet, review, file 11 Organise the class into teams of four to six. Give
students five minutes to prepare collocations. When
Optional extra activity Ask students to go to a Facebook students are ready, ask them to compare and discuss
or Twitter page in English (or another social network with other groups.
page) and find as many words as they can which are • In feedback at the end, build up a list of some of the
specific to the topic of social networking. best collocations on the board.
Sounds and vocabulary review Optional extra activity Play noughts and crosses. Draw
a noughts and crosses table on the board. Write a key
Aim noun from this lesson in each of the noughts and crosses
to practise the sounds /w/ and /g/; to revise squares. Divide the class into two teams. Team X must
collocations win a square by giving a correct collocation with the
g
word in the square. Wipe out the word and write in an X.
9
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36 Play the recording. Students listen and repeat Team O must win a different square by giving you a
the sounds, paying attention to the pronunciation of /w/ correct collocation with the word in the square. If either
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and /g/. team gives an incorrect collocation, put the other team’s
symbol (X or O) in the square. The winning team is the
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36 first to get three Xs or three Os in a row.
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/wɪər/, /gəʊ/, /weɪ/, /wiː/, /we/, /waɪ/, /kwəʊ/, /kwɪ/,
/ɡən/, /eɪɡ/, /wɜː/, /ɡæ/
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10 37 Give students a moment to look at the
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37
1 We’re going away for the weekend.
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VIDEO 3: WOMAD 6 This exercise offers students the chance to relate the
topic of the video to their own experiences, ideas and
Student’s Book page 58 opinions.
• Give students time to prepare their presentations, then
1 Lead in to the topic by asking students to look at put them in pairs to talk. You could supply the questions
the photo and say what they can see. Organise the class below, or show them on an interactive whiteboard, to
into pairs or small groups to discuss the questions. In a help students with the follow-up discussion.
brief feedback session, elicit students’ ideas and write up
interesting ideas or pieces of language on the board. A festival I know about
Where is it held?
Culture notes What kind of thing do they show?
How long does it last?
The picture shows the audience at the 2009 Ventura What kind of people does it attract?
Hillsides Music Festival in Ventura, California. Where do people stay?
Have you ever been?
2 11 Give students time to read through the Why? / Why not?
sentences first. As students watch the first part of the What was it like?
video (0.00–1.22), they should note answers. Let them
compare their notes in pairs before discussing as a class. Music I like
g
What kind of music is it?
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Answers What’s your favourite song / piece?
1 People from around the world Who’s your favourite band?
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2 World of Music, Arts and Dance How long have they been together?
3 Peter Gabriel How many albums have they made?
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4 He was inspired by all the different music from all Have you ever seen any bands live?
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round the world. Were they any good?
3 Organise the class into groups of three to five • Monitor and listen to each pair. Help with
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students to discuss the questions. In feedback, you could pronunciation and ideas if necessary.
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open up the discussion to the class, especially if your • When most students have finished, stop the class
students are from different places and have different and give some feedback, either by rephrasing some of
examples of music and musicians to talk about. the things students tried to say for the whole class or
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4 11 Give students time to read through the you’ve written on the board, based on what you heard
sentences first. Check key words like tambourine. students saying.
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or false. Let them compare their notes in pairs before Narrator: Hundreds of people from around the world
discussing as a class. are arriving in the English countryside. They are
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2 F (It's their first performance.) and dance from their cultures in a celebration of
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3 F (His father taught him.) world music. One fan of world music is singer and
4 T (two traditional Italian dances – the tarantella songwriter Peter Gabriel. He co-founded WOMAD
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g
And I placed it under your door …, and I placed it of leaving?
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under your door … 3 Who are you going with? What happened
And I am pacing back and forth …, And I am pacing last night?
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back and forth … Come, take it! 4 What team do you support? What is the quickest
way to get there?
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3
Understanding fast speech
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1 Have you ever done
2 are thinking of going
7 12 Tell students to work on their own for a few 3 Neither of us
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minutes to practise saying the extract. Play the video 4 the funniest thing
ph
extract. Students listen and compare what they said. 5 all hate football
6 is the fastest swimmer
8 Encourage students to practise saying the extract 6
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several times. 1 g 2 e 3 b 4 c 5 h 6 a 7 d 8 f
gr
7
sport: bet, draw, opponent, pitch, race, (retired), track
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8
1 growth 6 organised
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2 difference 7 practical
3 heat 8 publishing
4 security 9 sales
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9
1 club 7 loser
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2 get on 8 calm
3 supports 9 know
4 whereas 10 open
5 beats 11 networking
6 admit 12 determined
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• Organise the class into pairs to discuss the questions.
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Go round the room and check students are doing the
task and help with ideas and vocabulary if necessary.
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• In feedback, ask different pairs to tell the class
what they discussed. You could use the opportunity to
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brainstorm words connected to the map that students
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come up with (e.g. continents – Asia, Africa, Europe,
America, Australasia or Oceania). Work with your
students’ answers, but some ideas, and the facts about
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the photo, are given below.
ph
activity.
gr
Possible answers
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Culture notes
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to work in groups of four or five to come up with ideas. 39
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In feedback, elicit ideas from students and, if they don’t 1
know much about any of the places, feed in some A: Where are you from?
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information. However, work with what students say B: Italy.
rather than giving them lots of extra information. A: Oh nice! Which part?
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B: Treviso.
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Culture notes A: Oh. Where’s that?
B: It’s a small city in the north-east. It’s about
There are lots of things students could say about Italy, 40 kilometres from Venice. So, say that’s Venice,
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Texas and Oman, so work with what students tell you, OK? Well, Treviso is just here – to the north.
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but here are some facts to help. A: Oh, OK. So what’s it like?
Italy: The country is famous for its many historical B: It’s great. The centre’s very old with some beautiful
cities, which include remains of the Roman Empire and old buildings, but the city’s also quite modern. You
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beautiful medieval and renaissance buildings. Students know Benetton? The clothes?
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as Leonardo, Michelangelo, Raphael and Titian, famous A: Oh wow! OK. So where do you live? In the centre?
sports stars, such as footballers Dino Zoff and Roberto B: Not exactly, but everything is quite near. It’s
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Baggio, designers such as Enzo Ferrari and Guccio Gucci, small – only eighty thousand people. And it’s easy
and actors Sophia Loren and Marcello Mastroianni. It has to get round. I live near the river and you can
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a mild, Mediterranean climate. walk along the banks, which is nice. There’s a nice
Texas: Known as the Lone Star state, Texas is the second park too.
largest US state (after Alaska) and borders Mexico. 2
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Houston (home to major oil companies such as Phillips C: So, where are you from, Chuck?
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the size of Germany, and has many distinct regions in D: I doubt you’ll know it. It’s a little town called
terms of geography and climate. In the summer, much Harlingen. It’s right in the south – by the Mexican
of Texas is really hot and dry. Presidents George W Bush border.
and Lyndon B Johnson are from Texas, as are entertainers C: Yeah, I know it. In fact, I’ve been there! I have a
Beyonce Knowles and Willie Nelson. friend who lives in Port Isabel.
Oman: Located on the south-eastern coast of the D: Port Isabel! Wow, that’s real close. So what did you
Arabian peninsula, Oman is ruled currently by Sultan think of Harlingen?
Qaboos bin Said al Said. The country is very wealthy. Its C: Yeah, it was lovely. I mean, it’s a bit quiet, but for a
economy is based on oil exports and tourism. It has one holiday it was great.
of the world’s hottest climates and receives very little D: When were you there? What time of year?
rainfall, although some of its mountainous regions can C: February, but the climate’s lovely. It’s so warm. We
be relatively cool and damp. went to the beach quite a lot.
D: Sure.
2 39 Play the recording. Students listen and note C: And we took a boat along the coast a couple of
answers. Let students compare their answers in pairs. In times and went fishing.
feedback, elicit answers. D: Did you catch anything?
C: Not much, but it was just nice to be on the sea. Developing conversations
D: So what’s your friend called?
Explaining where places are
C: Harry Dancey.
D: You’re kidding me! Skip Dancey? I went to high
school with him! Aim
C: No! Really? What a small world! to introduce and practise ways of saying exactly
3 where we are from
E: Where are you from?
F: Oman. 6 Read through the information in the box as a class.
E: Oh, OK. Oman. I’m really sorry, but where is that • Ask students to look at the map of Scotland and say
exactly? My geography isn’t very good. what places they can see. Then ask students to match
F: It’s in the Middle East – on the Indian Ocean. So the sentences to the places on the map. Let students
imagine you’ve got Saudi Arabia here and then the compare answers in pairs.
UAE – the United Arab Emirates – is up here and
Oman goes down here to the right. Answers
E: Oh, OK. I think I know where you mean. And where 1 b 3 c 5 g 7 h
do you live? 2 e 4 f 6 d 8 a
F: In the capital, Muscat – in the north of the country.
E: Oh OK. And what’s it like? Is it a big city? 7 Start by reading through the example conversation
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F: Yes, quite big – it’s about a million people and it and eliciting a similar conversation using a different
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spreads along the coast. town or region on the map. Once students have got
E: Oh, sounds nice. the idea, put them in pairs to have conversations about
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F: It is. It’s beautiful because you have the sea and the places on the map. Once they have done this a
the mountains behind. And it’s a very exciting few times, tell them to cover the phrases in Exercise 6
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place because lots of people from different and have further conversations using just the map as
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countries live there and, you know, there’s lots to a prompt. Monitor and correct any errors with form or
do there. pronunciation.
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3 Organise the class into pairs to discuss where the Background language notes for teachers
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4 39 Play the recording. Students listen and check a country; in the west of / the centre of ); on (on the coast
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their answers to Exercise 3. Let students compare their of / an island / the border with); off the coast means not
answers in pairs. You could play the recording again and far from the coast in the sea (e.g. describing an island).
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5 Ask students to discuss the questions. Go round the you are all in, or well-known places from around the
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room and check students are doing the task and help world. Monitor and note errors and good examples of
with ideas and vocabulary if necessary. language use.
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• Once you have given feedback on content, look at good • In feedback, look at good pieces of language that
pieces of language that students used and any language students used and pieces of language students didn’t
students didn’t quite use correctly during the activity. quite use correctly during the activity.
Optional extra activity Write the following pairs of Optional extra activity Find or draw a simple map of
places on the board and ask students which place in each Wales (or a country / region that is familiar to students)
pair they would prefer to visit and why: London / Paris, to practise the language of this lesson. You could draw
Alps / Pyrenees, New York / San Francisco, North Pole / or project the map on the board, describe the different
South Pole, Beijing / Moscow. places on it and ask students to write them in. Or you
could give half the class a copy of the map and ask them
to describe the shape of the country and the places on it
to a partner who must draw it.
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3 dirty (the others are to do with plants / trees, etc.) better ways of saying what they were trying to say. You
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4 churches (the others are to do with transport could write some useful new phrases on the board with
and its effects) gaps and ask the whole class to complete the sentences.
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5 village (the others are more likely to describe a
city) Optional extra activity Write the following amusing
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6 squares (found in a city; the others describe names of places in England on the board: 1 Durdle Door,
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countryside / rural areas) 2 Abinger Hammer, 3 Crouch End, 4 Great Snoring. Ask
7 desert (the others are connected to the sea) students in pairs to guess and say where in England each
8 modern (the others are connected to history) place is, guessing from the name. In feedback, reveal
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9 lovely (the others are to do with crimes) the answers: (1 a natural feature off the south coast of
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10 financial (the others are connected to rivers, England near Lulworth; 2 a small village between the
including (river) bank) towns of Dorking and Guildford in the south-east of
England; 3 a suburb in north London; 4 a country village
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Background language and sea – it’s not far from Little Snoring).
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syllable. Here are the exceptions: industrial, pollution, find out more about the Scottish places: Rum, Thurso,
exciting, museum, historic, financial. Glasgow and Inverness.
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Teacher development: noticing stress 13 Refer students to the video and activities on the DVD-ROM.
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1 Ask students to work in pairs to discuss the questions 4 Mix the pairs in each group so that each A student
about living in the six different places. Tell students that now works with a B student. Ask students to take turns
they can use a dictionary or ask the teacher for help if to ask and answer the questions from Exercise 3 with
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they need to check the meaning of any words. their partner. Encourage them to ask follow-up questions
in
to make sure they both understand the content of their
Possible answers partner’s texts. Ask students to decide which person
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1 It could be fun living with lots of young people, made the best move and explain why.
but you might have to live with people who are
a
noisy, dirty, untidy, inconsiderate, etc. Answers
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2 You might have good views and be near a city Dong Mei
centre, but it might be noisy, small, you'd have to 1 Wales
use a communal lift. 2 halls of residence
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3 You would live and work with the same people all 3 to do a masters
ph
day, you might not have much space or privacy, 4 good: shared kitchen is a good place to make
but a sense of cameraderie. friends; she’s more confident, has more freedom
4 Likely to vary: the best homes have friendly, caring bad: has to share a bathroom, misses family
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5 It can be fun living with friends, having people to 3 had to move for work in his company
talk to and go out with. There are often problems 4 good: good opportunity to find out about other
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sharing the cleaning and dealing with money. cultures; getting good experience for his career
6 You would have privacy and would be free to keep bad: misses family; feels lonely; (maybe also cold
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it how you like it. It would be quiet, you might feel weather / bad food)
lonely, it might be cramped. Yohannes
1 Eritrea
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phrases. In feedback, elicit answers and check any words 3 he had to do it for military service
students aren’t sure of. 4 good: doesn’t have to fight; he’s helping his
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better ways of saying what they were trying to say. regular verb: Do you have to …? I don’t have to …
in
Can and can’t are modal verbs, so they are followed by
Culture notes the infinitive (without to) and invert with the subject in
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questions, e.g. Can we leave our bikes here?
• A hall of residence is usually a purpose-built block of • In terms of meaning, you may wish to talk about a
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rooms or apartments built for students. Many are built lack of obligation or necessity when we use the negative
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on a university campus so that they are close to places form don’t have to. We use this to say that there is no
of study. They may consist of several individual or shared necessity, just a personal choice about what you do. In
rooms off a corridor, with a shared bathroom and kitchen. contrast, we use have to when there is an obligation to
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However, nowadays, many have their own bathroom do something, and can’t when there is an obligation not
ph
communist) is a city famous for its large car-manufacturing them compare answers with a partner before checking in
plant. feedback.
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Aim
at
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think might be normal in the UK. Ask students to work
For further practice, see Exercises 2 and 3 in
in
together to discuss the situations. Elicit one or two ideas
the Grammar reference on page 175. to start students off. Set a time limit of five minutes to
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get students working with a sense of urgency, and find
out answers in feedback. Discuss any differences around
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Answers to Exercise 2, Grammar reference the class.
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1 I’m afraid we aren’t able to help you with that.
2 It’s not a palace or anything, but at least I’m able Possible answers
to pay the rent! The following would be normal in the UK:
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3 We have five bedrooms, so we are able to invite Many British people are still unsure what to do
ph
friends to stay, which is nice. about kissing, and would be more likely just to shake
4 I think there’s some kind of problem because I’m hands.
not able to enter the site. You would probably be introduced to everyone in the
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has very bad pain in her leg. Hosts would ask about the journey and offer
6 You’re lucky you are able to stay with friends. It something to drink (but not necessarily something
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Answers to Exercise 3, Grammar reference A small gift (flowers or chocolates, for example)
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1 We have to tell our landlord … would be appreciated but not necessarily expected.
2 My sister can stay with my uncle …
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3 My friend Juan has to find a new place to live. 2 41 Give students time to read the situations
4 You don’t have to do it if you don't want to. and the question. Then play the recording. Students
5 If you want, I can to drive you home. listen and decide which things in Exercise 1 happen in
6 but I can’t afford it. the conversation. Let students compare their answers in
pairs before discussing as a class.
Optional extra activity Write up the following people
on the board and ask students to say what the good and Answers
bad things are about each position: queen of a country, They talk about the journey, Maksim takes his shoes
captain of an international football team, Hollywood film off, he has something to drink (water), he gives
star, mafia boss. presents.
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Isabel, this is a special hat – very traditional in my
in
country. Aim
I: Gosh – thank you. to introduce and practise phrases used to ask for
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M: And your son? permission and respond to requests
I: He’s sleeping.
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O: How did you get this through security? 4 Read through the information box as a class. Ask
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M: Oh, it’s not hand luggage. students to match the questions to the responses. Let
O: Doh. Of course. Ow! Wow, it’s sharp! students check their answers in pairs before discussing
M: Yes – yes. as a class.
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O: I think I’ve cut myself.
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M: No, no, thank you. I’m fine. Maybe just some water. their answers. Put students into pairs to practise the
O: Sure. Come through to the kitchen. exchanges. Monitor and insist on good pronunciation.
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M: No really. I ate on the plane, but er … do you mind (see notes below).
if I smoke?
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M: Of course – no problem. I’ll go now, if you don’t B: No, of course not. One minute. I’ll just log off.
mind. 3 A: Do you mind if I borrow your phone for a
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To be polite when asking for permission, students need I: So this is the living room. You’re welcome to
a wide rather than a flat intonation pattern. Encourage watch TV. Although you’ll probably have to watch
them to start each phrase with a high intonation, and to repeats of The Big Bang Theory as that’s all my son
make sure they have rising intonation at the end of the Theo seems to watch – or play video games.
request (showing tentativeness and politeness). M: Oh right. Like my little brother. And here?
I: Oh, that’s Oliver’s study, but we won’t go in there.
Teacher development: modelling It’s a mess! So come up the stairs. The toilet’s in
here. It’s a bit, er, funny. Look – you need to press
intonation when drilling quick for the water … Like this.
After playing the recording in Exercise 5, model and M: Oh right. OK. Quickly.
drill three or four of the requests in Exercise 4 in order I: This is the bathroom. We just have a shower. It
to model the linking and the wide intonation patterns was actually installed last month.
of these phrases. In order to show students how to say M: Very nice. Do I use this?
the phrases, break them into bite-sized pieces and use I: Yes. There’s only one bathroom. We share it.
your hand to show which way the intonation goes as M: Oh, OK. So is it OK if I have a shower in the
you speak. morning?
I: Of course. I’ll get you some towels in a moment.
Just go in if it’s free. There’s a lock on the door. OK,
Do you mind if I open the window? this door is our room and that’s Theo’s.
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M: How old is he?
in
Say Do you mind, and move your hand up to show a rise. I: 16.
Say if I open the window and move your hand again to M: Oh yes? Like my baby brother. He’ll remind me of
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show a rise. Students repeat after each part. Then say the home.
whole phrase and ask students to repeat. I: I hope not. He’s very messy, too.
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M: Oh really? No. I think my brother is quite tidy. My
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6 43 Play the recording. Students listen and take mother is very strict with him.
notes. Let students compare their answers before I: Yes, maybe I’m too soft.
discussing as a class. M: Oh, no. I didn’t mean … I’m sure you are a very
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good mother.
ph
living room: he can watch TV but her son watches a the wardrobe to hang some things.
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toilet: need to press quickly for water (to flush) blanket if you want.
bathroom: new shower, only one bathroom, can use M: Oh, no. I’ll be fine. It was minus six degrees in
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I = Isabel, O = Oliver, M = Maksim to find out how much they understood. It doesn’t matter
O: Oh gosh. Sorry. I forgot to tell you about Boris. Did if they missed a few details.
he scare you?
M: A little. Answers
O: He won’t bite you. I promise. He’s very friendly. 1 garden or kitchen, talking about the dog
M: I’m sure, but maybe I’ll go out the front next time. 2 kitchen, talking about washing clothes
O: Sorry. 3 living room, talking about Theo / TV
I: Let me show you around the house. 4 Oliver’s study, talking about the room
M: OK, yes. thanks. 5 bathroom, talking about having a shower
I: So you’ve seen the garden, and obviously this is 6 outside Theo’s room, talking about Theo
the kitchen. Please help yourself to food. 7 (Maksim’s) bedroom, talking about blankets
M: Could I use the washing machine while I’m here?
I: Oh, I’ll do it for you if you like. Optional extra activity If your students are staying
M: Oh really? Are you sure? (or have stayed) with host families, ask them to take a
I: Absolutely. minute to remember as much as they can from the first
M: Thanks conversation they had with their hosts on arriving. Ask:
What did you say? What did they say? How did you feel?
What felt strange about the experience?
Grammar will / won’t 10 Organise the class into pairs to prepare and practise
the conversations. Set a time limit of five or six minutes,
Aim then ask a few pairs to act out their conversations for the
to check students’ understanding of how to use will / class. Use the opportunity in feedback to correct errors
won’t + verb to talk about future actions or give and comment on language use.
opinions about the future
For further practice, see Exercise 2 in the
8 Read through the information in the Grammar box Grammar reference on page 176.
as a class. Then organise the class into pairs to find the
different examples. Monitor and note how well students Answers to Exercise 2, Grammar reference
understand the rules. 1 is coming
• In feedback, elicit students’ answers. Then ask them to 2 won’t hurt
check in the Grammar reference on page 175. 3 I’m just going to go
4 is getting
Answers 5 I’ll help
a 2, 5 b 3, 6, 7 c 4 d 1 6 I’m going, I’ll post
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reference on page 176.
in
Aim
Answers to Exercise 1, Grammar reference to introduce and practise phrases used when staying
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1 ’ll 5 ’ll with people
2 won’t 6 ’ll, won’t
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3 ’ll 7 will, ’ll 11 Ask students to complete the sentences
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4 ’ll, won’t, ’ll 8 ’ll, won’t, ’ll individually. Elicit the first answer to get them started.
Let students compare their answers in pairs. Tell students
that they can use a dictionary or ask the teacher for help
ic
Background language notes for teachers: if they need to check the meaning of any words.
ph
infinitive without to when making offers and promises, others by the host). You might also ask them to think of
gr
and giving opinions. two more useful things a guest or host might say or ask.
• We tend to use will / won’t when making spontaneous
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Ask students to work in pairs to think of responses. the sentences, just leaving the box with the verbs
Elicit the first answer to get them started. Monitor and uncovered. Tell them to try to improvise conversations,
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note some of the students’ best ideas which you could using the verbs in the box, and remembering the
focus on in the feedback. sentences.
Speaking 45
1 You can cycle along the path by the river bank.
Aim 2 The climate’s warm and the people are kind.
to practise language from the lesson in a free, 3 My family have a farm where they grow rice.
communicative, personalised speaking activity 4 It’s a financial centre where many banks are
based.
12 Organise the class into pairs and ask them to read 5 It’s a large island off the south coast of France.
their roles carefully on page 187 of the Student’s Book 6 I don’t mind travelling, but I prefer to stay at
(for As) or page 190 of the Student’s Book (for Bs). Ask home.
students to prepare things to say individually. Monitor 7 I can’t find it on a map because it’s so tiny.
and help with ideas at this stage. 8 There’s a market in the square on Fridays.
• When students have got things to say, ask them to
roleplay the conversation. Ask fast finishers to switch
roles and practise again. Alternatively, ask students to Teacher development: using the sounds
change partners and roleplay the situation with two or
and vocabulary review
three other students.
• As students speak, go round and monitor, and note This section allows you to focus on problem sounds but
down any interesting pieces of language you hear. also reviews some key words and develops students
• At the end, look at good pieces of language that hearing of English through a dictation exercise. Every
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students used and pieces of language students didn’t unit ends with this task, but you may do it at other
in
quite use correctly during the activity. Show students stages of the lesson if you prefer (see the Teacher
better ways of saying what they were trying to say. You development section in Unit 1).
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could write some useful new phrases on the board with
gaps and ask the whole class to complete the sentences. Sounds and correction It’s important students
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distinguish between long and short vowel sounds.
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Optional extra activity Ask students to make a list of The sounds/æ/, /aː/ and /aɪ/ can be distinguished by
things that a foreign visitor would find unusual if they touching the tip of your tongue as you say the sound –
came to stay at their house. Ask different students to the tongue is at the front of the mouth for /æ/ and the
ic
present their ideas to the class. back for /aː/. Also exaggerate a little the lengthening of
ph
country they are interested in (e.g. India, China, Japan, composite of two vowels (a diphthong).
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to practise the sounds /æ/, /aː/ and /aɪ/; to revise best collocations on the board.
collocations
Optional extra activity Play noughts and crosses. Draw
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13 44 Play the recording. Students listen and repeat a noughts and crosses table on the board. Write a key
at
the sounds, paying attention to the pronunciation of /æ/, noun from this lesson in each of the noughts and crosses
/aː/ and /aɪ/ after the different consonants. squares. Divide the class into two teams. Team X must
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and introduce any key words students might need. 1 Ask students to complete the sentences. Start them
in
• Organise the class into pairs to discuss the questions. off by eliciting the missing words in the first sentence.
Go round the room and check students are doing the If students find it difficult, point out that they should
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task and help with ideas and vocabulary if necessary. be able to guess the answers by looking at the context.
• In feedback, ask different pairs to tell the class what Let students compare their answers in pairs before
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they discussed. discussing as a class.
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• Once you have given feedback on content, look at good
pieces of language that students used and pieces of Answers
language students didn’t quite use correctly during the 1 nursery
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activity. 2 primary school
ph
3 second year
Possible answers 4 left school
Work with your students’ answers. The picture 5 a year off
a
to discuss the subjects. Go round the room and check graduate from high school as well as from university.
at
students are doing the task and help with ideas and • In Britain, you attend primary school between the ages
vocabulary if necessary. of about five and eleven, and secondary school from the
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• Once you have given feedback on content, look at good age of eleven to eighteen. You used to be able to legally
pieces of language that students used and pieces of leave school at sixteen, but it is now compulsory to stay
language students didn’t quite use correctly during the in some form of education to the age of eighteen.
activity. • In the USA, similar stages are called elementary school
(roughly 5–11), middle school or junior high (11–15) and
Optional extra activity In a small, new class, extend the high school (15–18).
pairwork in Exercise 2 into a mingle. Students go round
and ask each other about their school experiences. Pronunciation
Aim
to practise the stress patterns of different words
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C: Oh, OK. Well, good luck!
in
D: Thanks!
Listening C: What are you going to do after you graduate?
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Any plans?
Aim D: Well, if I get the grades I want, I’ll probably do a
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to practise listening to hear the questions speakers Master’s somewhere.
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use and for specific information C: Oh, OK. What in? The same subject?
D: Maybe. I’m not sure. I’m thinking of maybe doing
4 47 Ask students to read the situation and the Astrophysics, actually.
ic
task. Play the recording. Students listen and note their C: Oh, right. Have you applied anywhere yet?
ph
answers. Let students compare their answers in pairs. In D: No, I haven’t, actually – not yet. But I probably will
feedback, elicit answers. in the next few weeks.
3
a
2 enjoyed it up to a point, but too theoretical was running my own business by the time I was
3 (international) law 22. I’m not sure many university graduates can say
4 no plans mentioned the same!
F: You can’t beat the university of life, eh?!
47
1 5 47 Organise the class into pairs to discuss and
A: So, how’s school, Ollie? Your father told me you’re complete the questions. Then play the recording so that
doing well. students can check their answers. You could play and
B: It’s OK, I suppose. Some bits are good. pause to give students time to write the missing words.
A: Yeah? What are your favourite subjects? In feedback, elicit answers and write them on the board
B: Spanish and art. And history’s OK as well. if necessary.
A: And what year are you in now?
B: Year eleven. Answers
A: So how long have you got left? 1 How’s 6 are you in
B: Well, if it all goes well, I’ll have two more years. 2 are your 7 applied anywhere
A: What are you going to do when you finish? Have 3 have you got 8 to university
you got any plans? 4 when you finish 9 did you
5 are you doing 10 you enjoy
6 Organise the class into pairs to discuss the answers Developing conversations No?
to the questions. They should try and remember as much
as they can before checking using the audio script. Aim
to introduce and practise saying No? to show surprise
Answers
Conversation 1 8 Read through the information in the box as a class.
1 It’s OK, I suppose. Some bits are good. • Ask students to work in pairs to practise the
2 Spanish and art. And history’s OK as well. conversations. It is a good idea to model this activity first
3 If it all goes well, I’ll have two more years. with your class. Ask them to listen to and repeat No?
4 If I can save enough money between now and Model the correct intonation pattern (an exaggerated
then, I’ll try and take a year off. rise to show surprise and interest). Then say: I didn’t really
Conversation 2 like English when I was at school, and nominate a student
5 Pure Maths. to reply with No? Then invent a reason or explanation
6 My third, unfortunately. (e.g. I preferred French or There were too many words to
7 Not yet. But I probably will in the next few learn).
weeks. • Once students have the idea, let them practise in pairs.
Conversation 3 Monitor and correct any examples of poor pronunciation.
8 Yes. The Paul Cézanne University in Marseille.
9 International Law. Teacher development: open and closed
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10 Up to a point … it was quite theoretical. It wasn’t
drilling
in
very practical.
In order to get students to be accurate in form,
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pronunciation and intonation when having conversations
Teacher development: listening for chunks like those in Exercise 8, it is a good idea to model and
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drill an example conversation first. It is also a good idea
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In Exercise 5, students are asked to listen to a text very to get students to practise the conversation in open pairs
intensively. They have to hear particular chunks of sound, before they have a go in closed pairs. So, here, once you
and note collocations and meaning. have done a teacher–student model of a conversation,
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In order to develop your students’ ability to listen for ask one student to read out I don’t want to go to
ph
chunks, do the following. university and nominate another student, across the
1 Give them time to predict what words might be class, to respond with No? Ask the first student to then
missing, or what parts of speech the words might be give a reason. Do this three or four times, nominating
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before they listen. students to ask and answer across the class before
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2 Allow them to listen two or three times to extracts putting students in closed pairs.
from the listening so that they can really work at Open pairs practice allows the students to have a go
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hearing chunks of language. under the eye of the teacher, which means that they
3 Introduce your students to the way words link know exactly what to do and say in closed pairs. It
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together when spoken naturally, and the way words also gives the teacher a chance to correct and help in
such as to are reduced to weak forms. a very controlled way before students start working
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chunks mean and how to say them. with other negative sentences from which to initiate
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Answers to Exercise 1, Grammar reference Optional extra activity Write the following questions on
1 d 3 e 5 c 7 a the board and ask students to discuss them in pairs or
2 b 4 f 6 h 8 g groups:
What will you do if the weather’s bad this weekend?
Optional extra activity If you don’t have access to an If I give you extra homework today, how will you feel?
IWB, you might want to write example sentences from
Exercise 9 on the board. Use the examples to highlight Conversation practice
form and use.
Aim
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Background language notes for teachers: to practise language from the lesson in a free,
in
communicative, personalised speaking activity
the first conditional
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• The conditional clause states a situation (If I get the 12 This is an opportunity to bring together several
grades I want, …), and the result clause states the possible parts of the lesson and for students to practise using
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or likely result of that situation being true (I’ll probably first conditionals.
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do a Master’s). • Give students a short amount of preparation time to
• Students get confused about the form, notably by think of what to say, but, essentially, let students decide
using will / won’t in both clauses. Make sure students what to say and how much to say.
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are clear that the present form is always used in the
13
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10 Ask students to complete the sentences with the direction to start a new conversation with a new partner.
correct forms. Elicit the first answer to get them started. Alternatively, do this activity as a mingle.
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Let students compare their answers in pairs before • In feedback at the end, look at good pieces of language
discussing in feedback. that students used and any language students didn’t
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1 need, ’ll work could write some useful new phrases on the board with
2 pass, ‘ll buy gaps and ask the whole class to complete the sentences.
3 don’t get, ‘ll retake
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11 Organise the class into new pairs. Ask them to The video and activities on the DVD-ROM can be used in
improvise and practise endings. You could model one various ways:
with a reliable student to get the class started. 1 as an alternative to the conversation practice
• Monitor and note how well students use the form. Pay 2 instead of the listening activity in some units,
attention to whether students are using will / won’t or particularly with weaker groups. Students can first
the present form correctly. Correct poor pronunciation, practise reading out the dialogues and work on some
and note errors of form which you could feedback on at of the key phrases / structures in a controlled way
the end of the activity. before having a go themselves.
3 at the end of the unit as a revision exercise.
For further practice, see Exercise 2 in the
Grammar reference on page 177.
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• In feedback, ask different pairs to tell the class what 9 books, computers, interactive whiteboards,
in
they discussed. Once you have given feedback on content, any other supplies and equipment (e.g. for art,
look at good pieces of language that students used and science, sport, etc.)
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pieces of language students didn’t quite use correctly 10 A top university (e.g. Oxford and Cambridge in
during the activity. the UK, Harvard and Yale in the US) is one that
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requires either very high qualifications (very
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Possible answers good grades) or require you to pass an entrance
Students are looking at their books while the exam and have an interview.
teacher reads out loud. They look as if they are 11 They might copy a text, a table or a graph.
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reading a story. 12 It generally involves a more teacher-centred
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Good: they are all concentrating on their work, approach, with the teacher writing on a
they are well behaved, they are neatly dressed, the blackboard, giving lectures and dictations;
classroom looks tidy and has lots of posters on the students might have to listen to the teacher,
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walls and examples of students' work. copy from the board, learn things by heart, do a
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Bad: the students are not interacting very much at lot of written exercises, etc. Discipline is likely to
the moment. be more strict.
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The photo was taken at La Salle school in Aguas Calientes, what they did, which teachers and students they first
Peru (which is near Macchu Picchu). The school has a met, and what their classroom was like. Then they should
primary and a secondary section; the pupils in the photo tell their partner as much as they can.
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year of secondary.
Aim
to give students practice in listening for general and
Aim specific information
to introduce and practise phrases connected with the
education system 3 48 Ask students to read the situation and the
task. Play the recording. Students listen and choose the
2 Ask students to discuss the meanings of the words in correct sentence. Let students compare answers in pairs.
bold in pairs. Tell students that they can use a dictionary In feedback, elicit answers, and ask students to say what
or ask the teacher for help if they need to. Once students they heard to justify their answers.
think they know the words, ask them to discuss and
answer the questions. Answers
c (When the interviewer asks, ‘which do you prefer?’
Answers she says, ‘It’s difficult to say.’ She mentions the
1 A good grade is usually an A or a B, or 8 out of 10, heavy workload in Spain, and some boring lessons,
or 90%. and in England they did more projects and arty
2 People don’t normally pay fees (= money to pay things. But in Spain they have longer holidays and
for your education) at a state school because it is finish the school day earlier, at two.
a government-funded school.
48 Answers
I = interviewer, R = Rebecca 1 F (to begin with, my brother just stood in the corner
I: So, how did you find school when you came here? of the playground watching everyone play)
R: A bit mixed. I made friends quickly. I knew a bit of 2 T (There was another girl in the class who spoke
Spanish and people were friendly, but I remember English so she translated a lot at the beginning.)
that to begin with, my brother just stood in the 3 T (I did the last year of primary here, although I’d
corner of the playground watching everyone play. It already done it in England.)
was sad! 4 F (we didn’t have to do much in primary in England
I: But he made friends in the end? … but I often have two hours [in Spain])
R: Yeah. 5 T (they have five years of secondary school in
I: So you spoke Spanish? England, but there are only four here.)
R A bit, but in class I couldn’t understand very much. 6 T (in primary in England we had the same teacher
It was horrible. all day, but here we changed teachers.)
I: Did you have to do extra Spanish classes? 7 T (We didn’t use textbooks much in England and
R: Not really. There was another girl in the class we did more projects and arty things.)
who spoke English so she translated a lot at the 8 F (they say school is boring too and they get
beginning. Then Mum and Dad helped me at home stressed with exams and stuff)
with my homework. And, oh my gosh, we have to 9 F (only in Spain: if your teacher fails you in some
do so much here! subjects, you have to repeat the whole year!)
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I: Really?
5
in
R: Yeah – I remember really crying about it when I 49 Go through the words in the box and ask
first came because we didn’t have to do much in students to predict what Rebecca’s father might say
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primary in England – a bit of reading or something. about each topic, e.g. Fees are too high or Students’
Even now my friends in England complain when behaviour is worse than when I was young. Elicit as many
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they have to do 45 minutes in secondary school, ideas as you can. Play the recording and ask students to
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but I often have two hours – and sometimes study tick the topics mentioned.
for tests on top of that.
I: OK. So are classes different? Answers
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R: Primary was. For some reason, I did the last year resources, approach (more traditional in Spain,
ph
of primary here, although I’d already done it in students learn to listen), behaviour (very responsible,
England. Maybe it was because they have five no violence or bullying), fees (in England fees for
years of secondary school in England, but there are universities are high), textbooks (spends 400 euros
a
only four here. Sorry, what was the question? a year), holidays (too long, impossible for working
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I: Are classes different? people to organise time with their kids during
R: Oh yeah. Basically, in primary in England we had holidays)
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in England and we did more projects and arty education is bad, but you get the same complaints
things. in Britain, where there are generally more resources.
I: Right. So which do you prefer? Parents send their kids to private schools or move
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R: It’s difficult to say. Now I’m at instituto ... house to be near good state schools.
at
every day and then we get almost three months I don’t mind that. Students probably learn to listen
off in the summer, whereas in England my friends and concentrate better. Anyway, no method’s perfect.
finish at four and they only get six weeks’ summer There’s good and bad everywhere. Luckily, Rebecca’s
holiday. I chat to my friends in England still or read very responsible and she has some great teachers.
their updates on Facebook and they say school is She’s happy and the school has a good atmosphere,
boring too, and they get stressed with exams and small classes, and there’s no violence or bullying
stuff, but then they have this thing here, where if – that’s the most important thing. And if we stay,
your teacher fails you in some subjects, you have to university will be much cheaper here. Fees in England
repeat the whole year! I don’t like that stress. are very high, even though nearly all universities are
state run.
4 Organise the class into pairs to read and discuss The only policies I really don’t like here are textbooks
the sentences, and help with any unknown words in and holidays. I spend 400 euros on books every year.
the task (approach = the way teachers teach). Play the In Britain, they’re free. Schools buy the books and the
recording again. Let students compare answers a final students borrow them. And the summer holidays here
time after playing the recording. Then go through the are too long when you both work! When we were in
answers and ask students to justify what they wrote. the UK, my wife and I could organise our holidays to
be at home with the kids most of the time, but here
it’s impossible!
6 49 Ask students to discuss their ideas from 9 Ask students to work individually to complete the
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Exercise 5 with a partner, and see if they can remember sentences. Elicit the first answer to get them started.
in
more detail. Then play the recording again and ask them Then let them compare their answers with a partner
to read the audio script on page 201 as they listen. In before checking as a class.
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feedback, there is no need to elicit exactly what was said.
Ask students to tell you what information they caught Answers
a
and what they missed. 1 couldn’t, Did we have to
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2 can’t, have to
Speaking 3 had to
4 don’t have to
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Aim 5 had to, could
ph
7 Organise the class into groups of four or five to 10 Elicit two or three example sentences for the first
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discuss the statements. Allow two or three minutes’ pair of situations to get students started. Monitor and
preparation time first, and monitor to help students with prompt students, and help them produce sentences.
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ideas and vocabulary. Make sure you correct errors at this stage. Set a time
• As students speak, go round and monitor, and note limit of five minutes for students to prepare sentences.
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could write some useful new phrases on the board with correct students. If the aim is accuracy, you should correct
at
gaps and ask the whole class to complete the sentences. everything students say or write strictly. If the aim is
fluency, you should let the communication flow, and
Grammar had to and could
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8 Read through the information in the Grammar 11 Organise the class into pairs to share and discuss
box as a class. You may wish to remind students of their ideas about the situations.
the rules from Unit 7 for have to (to say something is • In feedback at the end, look at good pieces of language
an obligation) and can (to say something is allowed). that students used and pieces of language students
Then ask students to complete the sentences. Monitor didn’t quite use correctly during the activity. Show
and note how well students understand the rules. Let students better ways of saying what they were trying
students compare answers in pairs. to say. You could write some useful new phrases on the
• In feedback, elicit the students’ answers. Then ask board with gaps and ask the whole class to complete the
them to check in the Grammar reference on page 177. sentences.
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they discussed. Once you have given feedback on content,
in
look at good pieces of language that students used and
pieces of language students didn’t quite use correctly
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during the activity.
a
Possible answers
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Ways of cheating in tests: using mobiles and going
online, writing things on the back of their hands,
signalling answers to friends, bringing in books or
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notes to the exam, finding out what is in the test
ph
before they do it
Ways of cheating in homework: copying from
friends, from books, from websites; downloading
a
essay
What happens: you might be punished, e.g. get sent
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school (excluded)
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Reading
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Aim
at
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reference to the text. 7 Ask students to work individually to complete
in
the sentences. You could elicit the words for the first
Answers sentence to get students started. Let them compare their
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1 e 2 c 3 a 4 d 5 b answers in pairs before discussing as a class. In feedback,
check any new words.
a
5 Students complete the definitions. Elicit the first
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word to get them started. Let students compare their Answers
answers in pairs. In feedback, check the new words by 1 claimed, check
providing further definitions or examples (see notes 2 got stuck, complete
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below). 3 ordered, pretended
ph
4 declare, earned
Answers 5 taking, improve
1 push 5 tempted 6 lied, resign
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2 motivation 6 step
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3 patience 7 challenge
4 effort 8 profits Background language notes for teachers
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Background language notes for teachers difficult to do the final task to get from one level to
another, so gamers cheat
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push kids = put a lot of pressure on them to succeed declare income = tell the tax office what money you
motivation = enthusiasm for, or interest in doing earned
something
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make an effort = work hard and try hard 8 Ask students in pairs to match the sentences to the
at
one step ahead = used to say that you are thinking more areas of life. Point out that two of the areas of life are
quickly or that you are more advanced or up-to-date not needed. Again, elicit the first answer to get students
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than others. It can often mean that you have anticipated started.
what other people (e.g. competitors) are going to do, and
changed your strategy to deal with this. Answers
1 job interviews / CVs
6 Ask students to work individually first to prepare 2 video / online games
their ideas. Organise the class into new groups of four or 3 cooking
five to discuss the questions. As students speak, go round 4 tax and personal finances
and monitor, and note down any interesting pieces of 5 sport
language you hear. 6 politics
• At the end, look at good pieces of language that
students used and pieces of language students didn’t 9 Organise the class into groups of four or five to
quite use correctly during the activity. Show students discuss the questions.
better ways of saying what they were trying to say. You • In feedback at the end, look at good pieces of language
could write some useful new phrases on the board with that students used and pieces of language students
gaps and ask the whole class to complete the sentences. didn’t quite use correctly during the activity. Show
students better ways of saying what they were trying
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gambling on games stages of the lesson if you prefer (see the Teacher
in
Tax and personal finances: not giving full information development section in Unit 1).
on tax forms; getting paid in cash; claiming money Sounds and correction
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you haven't spent The /ʃ/ sound is made by pursing the lips, with the
Video games: using ‘cheats’ to go to different levels tongue back. To make /tʃ/and /dʒ/, the shape of lips and
a
tongue are the same but the tongue touches the front
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Optional extra activity Ask students to talk about any of the palate at the start of the sound. A /tʃ/sound is
well-known examples of cheating in public life they unvoiced, but a /dʒ/ sound is voiced.
know from their country.
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12 Organise the class into teams of four to six. Give
ph
Web research task Ask students to research famous students five minutes to prepare collocations. When
examples of cheating and tell the class what they found students are ready, ask them to compare and discuss
out. Here are some famous American examples for with other groups.
a
them to look for: Chicago Black Sox (sport); Tiger Woods • In feedback at the end, build up a list of some of the
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(relationships); Richard Nixon (politics); Charles Van best collocations on the board.
Doren (game shows).
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10 50 Play the recording. Students listen and repeat noun from this lesson in each of the noughts and crosses
at
the sounds, paying attention to the pronunciation of /ʃ/, squares. Divide the class into two teams. Team X must
/tʃ/and /dʒ/. win a square by giving a correct collocation with the
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word in the square. Wipe out the word and write in an X.
50 Team O must win a different square by giving you a
/dʒə/, /tʃe/, /tʃeɪ/, /dʒɒ/, /ʃən/, /tʃɪ/, /ɪʃt/, /ɪdʒ/, /ɪːtʃ/, correct collocation with the word in the square. If either
/əʊtʃ/, /tʃæ/, /dʒu/ team gives an incorrect collocation, put the other team’s
symbol (X or O) in the square. The winning team is the
11 51 Give students a moment to look at the first to get three Xs or three Os in a row.
words in the box. Read the words out so that students
can note their pronunciation. Play the recording one
sentence at a time. Students listen and note words
or parts of words they hear, then work in a group to
try to reconstruct the sentence. Allow time after each
sentence for them to do this. Then play the recording
again. Students listen and complete the sentences. You
could play the recording again or play it and pause, but
students should be able to write complete sentences
after two or three listenings.
Answers
VIDEO 4: FAINTING GOATS!
1 The goats play dead.
Student’s Book page 76 2 The goats’ muscles get really tight.
3 The muscles expand out.
Aim 4 The goats carry a gene called myotonia, which
to provide insight into different ways of life; to makes them behave in this way.
improve students’ ability to follow and understand 5 When the goats get scared, their muscles tighten
fast speech in a video extract; to practise fast speech up.
using strong stresses and pausing 6 Then the goats fall over.
7 In Kenya, hyenas would eat the goats if they had
1 Lead in to the topic by asking students to look at myotonia.
the photo and say what they can see. Organise the class 8 The men imagine what would happen if they
into pairs or small groups to discuss the questions. In a had myotonia from eating goat, and what would
brief feedback session, elicit students’ ideas and write up happen when they wanted to cross the road.
interesting ideas or pieces of language on the board.
5 15 After students have discussed and chosen the
Culture notes correct answers in pairs, play the video so they can check.
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Maasai are an ethnic group of semi-nomadic people 1 months
in
inhabiting southern Kenya and northern Tanzania. 2 of their genes
3 joke about taking
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2 15 Give students time to read through the 4 can’t
questions first. As students watch the first part of the 5 not to
a
video (0.00–0.40), they should note their answers. Let
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them compare their answers in pairs before discussing
as a class. 15
Lemarti: We hope, around Texas, because they have a
ic
Answers lot of cows, we’ll be able to get some good meat. So
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Kenya they are used to eating a lot of goat meat. been missing it. A lot! And Jimmy said, why didn’t you
gr
3 They go to a goat farm to find out about getting guys say something? There’s a goat farm just down
some goat meat. the road.
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Part 2
3 Ask students to discuss the words in pairs and to Rick: Hello!
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predict what they will hear in the recording. Encourage Nancy: Hi!
students to share their ideas in feedback but don’t Rick: I’m Rick.
na
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faint like them all the time … 3 didn’t have to
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Rick: But it’ll make your muscles grow. See, when you 4 can’t
get stiff your muscles will grow, your legs will get big. 5 closes
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Yes. 6 Of course not
Lemarti: How about fainting? What happens if you’re 7 I’ll make
a
crossing the road and somebody hoot at you? Beep! 8 don’t, will
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Because you ate too much goat. Or let’s say you’re in 6
Africa and, you know, you come across elephant and 1 d 2 a 3 f 4 b 5 c 6 h 7 e 8 g
they chase you. AHHHH! 7
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Rick: You’d be elephant food. education: an approach, compulsory, graduate, a
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back about the goat. But I think we’re going to leave 3 behaviour 8 dangerous
him behind. There was no way we were going to eat 4 traditional 9 industrial
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This exercise offers students the chance to relate the 1 tiny 7 state
topic of the video to their own experiences and opinions. 2 fields 8 fees
• Give students time to read the questions then put 3 farm 9 treat
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them in pairs or small groups and give them seven or 4 primary 10 culture
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• Ask students to discuss the questions in pairs or small interviews in order to question their classmates about
in
groups. Monitor and help with ideas and vocabulary if interests, experiences and opinions.
necessary. In feedback, ask different pairs to briefly tell
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the class how they interpreted the photo. Work with your
students’ answers, then give them the information about
a
what the photo shows (see the answer key below).
Le
• Once you have given feedback on content, look at good
pieces of language that students used and pieces of
language students didn’t quite use correctly during the
ic
activity.
ph
Possible answers
The photo shows a group of people at a health
a
2
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necessary.
• Once you have given feedback on content, look at good
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UNDER THE WEATHER 3 Ask students to discuss the questions in pairs or small
groups. Go round the room and check students are doing
Student’s Book pages 80–81 the task, and help with ideas and vocabulary if necessary.
• Once you have given feedback on content, look at good
Communicative outcomes pieces of language that students used and pieces of
In this two-page spread, students will practise language students didn’t quite use correctly during the
describing illnesses and health problems. activity.
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that there is sometimes more than one possible answer, individually first and to decide which of the phrases in
in
so work with your students’ ideas. bold they know, and which ones they aren’t sure of. Put
• Make sure students are aware that they must explain students in pairs to explain the words to each other and
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the link between the health problem and the picture, e.g. to match the sentences to the problems in Exercise 1.
picture a) relates to asthma because you have to use • Once you have given feedback on the answers, use
a
an inhaler if you have asthma; b) relates to an allergy mime, actions and drawings to check the words.
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because a lot of people are allergic to cats, etc.
Answers
2 Let students compare and explain their answers in 1 hay fever
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pairs before discussing as a class. 2 an upset stomach
ph
6 the flu
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c hay fever (flowers / pollen cause hay fever) – or 5 Organise the class into new pairs. Ask them to take
possibly allergy turns to explain, act or draw the words for their partner
na
d a temperature (a thermometer measures to guess. Monitor and note how well students now
temperature) understand the vocabulary in this lesson, and check any
e headache (aspirin helps with the pain) words students are still unsure of at the end.
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2 eyes sore, sneezing 6 makes them worse
in
3 get some sunglasses 7 a bad idea
4 probably not (unless it’s very bad) 8 work for you
a rn
53 Background language notes for teachers
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1
A: Hi, how are you? When you sneeze, you don’t have to say anything, but it’s
B: Not very well, actually. I think I have the flu. polite to say Excuse me or I’m sorry. When someone else
ic
A: Oh no! You poor thing! Are you sure it’s not just a sneezes, we usually say Bless you!
ph
cold? • Take it easy and Get well soon are also expressions said
B: It might be, I suppose, but it doesn’t feel like it. I’ve to somebody who is ill.
had it for a few days now. I just feel really weak
a
and tired all the time and my muscles ache a lot. Optional extra activity Ask students to practise saying
gr
A: That sounds horrible. Maybe you should go home the sentences from the audio. Tell them to read them out,
and get some rest. then cover them up and see if they can remember them.
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B: Oh, and could you give him my homework? to check students’ understanding of how to use
A: Yeah, of course. different structures to give advice
B: Thanks.
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A: No problem. Well, you take it easy and get well 8 Read through the information in the box as a
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A: Bye. See you. answers. Monitor and note how well students can use
2 the structures.
D: Atchoo! • In feedback, elicit the students’ answers. Then ask
C: Bless you! them to check in the Grammar reference on page 177.
D: Oh! I am sorry! That’s the fifth time in as many
minutes! Answers
C: That’s OK. 1 should
D: I always get like this at this time of year! It’s awful, 2 Why don’t you
because I hate winter, but then as soon as the sun 3 ought to
comes out, I can’t stop sneezing! And my eyes get
really sore as well. I really want to rub them, but Students complete Exercise 1 in the Grammar
that just makes them worse! reference on page 177.
C: Oh, that sounds horrible. Are you taking anything
for it?
D: Yes, I went to the chemist’s last year and they
recommended these pills so I take four of these
every day, and they help, but they don’t stop it
completely.
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• Students may need to be reminded to use to after questions about illness
in
ought but not after should.
• The difficult vowel sounds in ought /ɔːt/ and should 11 Read through the information in the box as a class.
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/ʃʊd/ need to be practised by modelling and drilling • Ask students to match each question to two answers.
the words. Let students compare their answers in pairs.
a
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9 Ask students to complete the sentences individually. Answers
Let students compare their answers in pairs. Then discuss 1 b, f
the answers as a class. 2 c, e
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3 a, d
ph
Answers
1 should 12 Ask students to think of other possible answers.
2 ought In feedback, elicit answers and ideas, and discuss and
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4 should
5 don’t Optional extra activity Before moving on to the roleplay,
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and help students with ideas and vocabulary, and correct to practise language from the lesson in a free,
at
any errors. In feedback, you could elicit good examples communicative, personalised speaking activity
from the class or ask a few pairs to act out situations for
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14 Allow students time to practise their roleplay. In THE POWER OF THE MIND
feedback at the end, look at good pieces of language that
students used and pieces of language students didn’t Student’s Book pages 82–83
quite use correctly during the activity. Show students
better ways of saying what they were trying to say. You Communicative outcomes
could write some useful new phrases on the board with In this two-page spread, students read about and talk
gaps and ask the whole class to complete the sentences. about how the power of the mind can be used to fight
illness.
17 Refer students to the video and activities on the DVD-ROM.
Reading
Teacher development: using the video
Aim
The video and activities on the DVD-ROM can be used in to read for general and specific understanding; to
various ways: work out the meaning of words in context
1 as an alternative to the conversation practice
2 instead of the listening activity in some units, 1 Start by asking students to read the introduction
particularly with weaker groups. Students can first to the article (in the white panel). You could read it out
practise reading out the dialogues and work on some yourself and ask them to listen and read. Organise the
of the key phrases / structures in a controlled way class into pairs or small groups to discuss the questions.
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before having a go themselves. In feedback, elicit a few ideas from the class.
in
3 at the end of the unit as a revision exercise.
2 Ask students to read the article and make notes
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about each topic in the box. Let them compare their
answers in pairs before discussing as a class.
a
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Possible answers
emotional reactions: we can train ourselves to react
calmly rather than emotionally to pain
ic
exercise in old age: if we decide that we want to
ph
Answers
1 No (The placebo effect can sometimes help, but
that doesn’t mean drugs are never needed.)
2 Yes (Sometimes doctors can measure physical
changes after patients take a placebo, e.g. their
blood pressure may fall.)
3 No (only some are)
4 Yes (The monk concentrated and increased his
body temperature to 40°C.)
5 No (People can be trained to deal with pain.)
6 Yes (Alama Kante was hypnotised before her
operation, so she did not need any drugs and she
could sing during the operation: her voice was not
damaged and she recovered more quickly.)
7 Yes (People give up because they think they are
too old.)
8 No (not stated in the article, though possibly true!)
4 Elicit the word for the first phrase to get students • The noun matter means ‘an issue’ or ‘a problem’, e.g.
started. Let them work in pairs to discuss possible What’s the matter? = What’s the problem? It can also
answers and to find the phrases in the text to check their mean the physical form of things (e.g. all the matter in
answers. the universe).
• The verb matter is used to say that something is
Answers important (it doesn’t matter means ‘it isn’t important’).
1 difference 5 emotional • The quote Age is a question of mind over matter. If you
2 treat 6 operation don’t mind, it doesn’t matter! is funny because it is a play
3 scientist 7 recover on words, and combines three fixed phrases with mind
4 experience 8 injury and matter. The phrase mind over matter is used to say
that we can do things if we are determined, or strong
5 Organise the class into new groups of four or five to minded enough, and suggests that we can control our
discuss the issues. Give students two or three minutes to health. However the second sentence explains the phrase
prepare some ideas first, and monitor briefly to help. in a different way, it suggests that the problems haven’t
• In feedback, ask different pairs to tell the class what gone away, we are just ignoring them.
they discussed. Ask them which of the six suggestions
in the article have the most potential to help. Once you Pronunciation
have given feedback on content, look at good pieces of
language that students used and pieces of language Aim
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students didn’t quite use correctly during the activity. to practise the stress on words in sentences
in
Understanding vocabulary 7 54 Play the recording. Students listen and notice
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which sounds are stressed. Then play the recording again.
Phrases with mind and matter Students repeat.
a
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Aim 54
to introduce and practise phrases with mind and 1 It’s just a question of mind over matter.
matter 2 What’s the matter?
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3 I don’t mind.
6
ph
Read through the information box with the class, 4 It doesn’t matter.
and ask students if they understand why the quote from 5 Never mind.
the text is funny (see language notes below). Then ask 6 To make matters worse …
a
the answer to the first one to get students started. Let 8 I’ve got a lot on my mind.
students compare their answers in pairs. 9 That’s a matter of opinion.
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Answers really annoying.
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1 face 7 chest 13 eye A: Here. I know a cure. It never fails.
2 finger 8 stomach 14 mouth B: Hic.
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3 hand 9 foot 15 lip A: Take some water in your mouth, but don’t drink it.
4 shoulder 10 knee 16 ear B: Mmm.
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5 back 11 leg A: Now put your fingers in your ears. Bend down and
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6 arm 12 hair put your head between your knees and swallow
the water slowly.
2 Start by eliciting the part of the body for the first set B: Mmmm?
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of collocations to get students started. Then ask them A: Swallow the water!
ph
3 lip 2
4 hair C: Yes. Can I help you?
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right?
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3 Grammar Imperatives
E: The burn’s not too bad. We’ll give you some cream
for it, but you’ll need some stitches in that cut. It’s Aim
quite deep. What happened? to check students’ understanding of how to use
F: Well, I cut my head dancing with my son. imperatives to give instructions, advice and warnings
E: I’m sorry?
F: I was dancing with my five-year-old son and I 7 Read through the information in the box as a
stepped on one of his toys and I fell and hit my class. Then organise the class into pairs to discuss
head on the side of the table. the statements. Monitor and note how well students
E: Oh dear. What about the burn, then? understand the rules.
F: Well, my wife came in when she heard me shout • In feedback, elicit the students’ answers. Then ask
and while she was helping me stand up, she them to check in the Grammar reference on page 178.
knocked a cup of coffee off the table and it went
all over my leg. Answers
E: Oh dear. I am sorry. I shouldn’t laugh! 1 T 2 F 3 T 4 F
F: Don’t worry. It was very stupid!
E: Nurse, could you dress the burn after I’ve done
these stitches? Students complete Exercise 1 in the Grammar
G: Of course. reference on page 178.
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5
in
55 Give students time to read the questions Answers to Exercise 1, Grammar reference
and check any unknown words (particularly diarrhoea, 1 Don’t panic. Stay calm.
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indigestion and vomiting). Play the recording. Students 2 Don’t whisper. Speak up. We can’t hear you.
listen and note their answers. Let students compare their 3 Be careful. Don’t slip.
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answers in pairs. 4 Don’t just sit there. Do something.
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5 Take your time. Don’t rush.
Answers 6 Be quiet. Don’t make so much noise.
1 hiccups 7 Get up. Don’t be so lazy.
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2 She put her fingers in her ears, then bent down 8 Don’t wait for me. Go ahead. I’ll catch you up.
ph
deal with the problem, consult your doctor. are the same as the infinitive form and don’t change
5 a cut and a burn depending on formality or plurality. Students are likely
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6 He cut his head dancing with his son, and got a to make errors by over-applying rules from their own
burn when his wife came in and knocked a cup of language. Watch out for errors such as putting you
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coffee off the table and it went all over his leg. unnecessarily in front of imperatives or in using not
instead of don’t.
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Background language notes for teachers 8 Elicit the first answer to get students started, then
at
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1 Could you pour me some water, please? sentence. Allow time after each sentence for them to do
in
2 You should try talking to someone about it. this. Then play the recording again. Students listen and
3 Could you bring me the bill? complete the sentences. Students should be able to write
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4 Could you help me carry these bags to the car? complete sentences after two or three listenings.
5 You shouldn’t drive if you’re taking that
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medication. 57
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6 You shouldn’t call him now. It’s too late. 1 My eyes ache and I need to sleep!
2 I can’t bend my knee very well.
3 She was bleeding from her head.
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Speaking 4 Can you take a deep breath for me, please?
ph
personalised, communicative speaking activity 8 The bed was wet with sweat.
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own. Tell students to look at the questions on the page Teacher development: using the sounds
and listen to your description. When you have finished,
and vocabulary review
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• Give students three or four minutes to prepare also reviews some key words and develops students’
their own descriptions, using the questions as a guide. hearing of English through a dictation exercise. Every
Monitor and help with ideas and vocabulary. unit ends with this task, but you may do it at other
io
Put students in small groups of four or five to take development section in Unit 1).
turns to talk about their scar. Monitor and note errors or Sounds and correction
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examples of good language use. The sound /e/ is a short vowel sound made with the
• Once you have given feedback on content, look at good lips wide, and /iː/ is a long vowels sound made with the
pieces of language that students used and pieces of lips narrower. The diphthong /eɪ/ is made by starting
language students didn’t quite use correctly during the with the mouth in the position for /e/ and moving the
activity. tongue back.
Optional extra activity If you think it might be a 15 Organise the class into teams of four to six. Give
sensitive subject in your class, instead of asking students students five minutes to prepare collocations. When
to describe scars, ask them to talk about injuries they students are ready, ask them to compare and discuss
have had. Introduce the verb break, and ask students if their lists with the other groups.
they have ever broken a leg, an arm, etc. Ask students to • In feedback at the end, build up a list of some of the
prepare and describe their injuries, e.g. a bad cut, a burn best collocations on the board.
or a broken arm, etc. Students could try to find out others
in the class who have had similar problems. Optional extra activity Play noughts and crosses using
key nouns from this lesson (see page 19).
Communicative activity worksheet The photocopiable
worksheet on page 247 can be used at this point or at
the end of the unit for further practice of health advice.
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• Ask students to discuss the questions in groups of four 1 Ask students to discuss the words and complete
in
or five. Monitor and help with ideas and vocabulary if the exercise in pairs. Start them off by eliciting the
necessary. collocation to complete the first sentence. In feedback,
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model the pronunciation of words that are difficult
Culture notes to say.
a
Le
The photo shows a new resort being built on the Gulf Answers
of Aqaba coast, at the northern tip of the Red Sea. It is a 1 low season 7 real fire
very popular holiday destination, particularly for tourists 2 including breakfast 8 share a room
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wanting to dive on the gulf’s coral reef, and diving 3 reduced rate 9 heated pool
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contributes a lot to the local economy. Jordan, Israel, 4 babysitting service 10 shower block
Saudi Arabia and Egypt all have shoreline on the Gulf 5 put up the tent 11 basic furniture
of Aqaba. There has been massive development along 6 provided meals 12 free wi-fi
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the coastline over the last twenty years or so, and there
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is increasing concern about the damage caused to the 2 Elicit one or two examples to get students started,
environment. then ask them to work in pairs to match each sentence
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• Once you have given feedback on content, look at good places for a week)
pieces of language that students used and pieces of 2 a hotel (the only one that costs £50 a night and
language students didn’t quite use correctly during the provides breakfast)
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here)
Optional extra activity Write on the board: The most 4 a hotel (none of the others usually provide
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unusual place I’ve ever stayed. Then tell the class a short babysitting)
story of an unusual place you have stayed at. Ask the 5 a campsite (the only place you would put a tent
class what was unusual about it. Then ask students to up)
share their own stories of unusual places to stay. 6 a hostel (guests sometimes share the kitchen
and prepare their own meals)
7 an apartment (they have a living room)
8 a hostel (because sometimes you have to share
rooms in hostels)
9 apartment (apartments are in a block and often
have a shared pool)
10 a campsite (the only place to have toilet and
shower blocks)
11 an apartment (basic furniture, and it has a
kitchen)
12 a hotel (rooms and reception area)
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How much? 110 euros a night for the room
in
Possible answers (including child’s bed)
1 a room, a bathroom, a dining area, a kitchen, a With breakfast? 125 euros with breakfast
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living room, a laundry room Dates: fully booked on the weekend of the
2 a single room, an en-suite room (with bathroom), 16th–17th, but 10th–15th is possible
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a family suite / room Car hire: yes, they have a partnership with a local
Le
3 room service, laundry, pick-up from the airport or firm (prices start from 25 euros a day)
station, wake-up calls, valet parking, conference Parking: yes (but 20 euros a day; also street parking
rooms, Internet access, etc. available nearby)
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4 breakfast, meals, drinks, a packed lunch, car Deposit? Need to pay 10% deposit when booking
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parking, flights, pick-up from the airport, tax, trips (on a credit card)
5 for early booking, if you’re over-65 / retired, if you
had problems (e.g. noise, problems with heating 58
a
etc.), if the room you had booked wasn’t available, R = receptionist, D = David
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if you booked with a big group, if you are a regular R: Hillborough Hotel.
visitor D: Oh, hello. I’m ringing on behalf of a friend. He
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during school holidays (July and August), at D: Um, well, do you have any triple rooms?
Christmas or at Easter. For skiing, the high season R: I’m afraid not. We only have doubles.
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is likely to be February, near school holiday time D: Oh, right. Is it possible to get a double with an
and when there is most likely to be snow. extra bed? They have a small kid.
R: That should be possible.
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4 Organise the class into new pairs to discuss the D: And how much would that be per night?
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questions. In feedback, find out in what ways the R: For the room, that’s 110 euros per night, with a
students’ experience of hotels is different. supplement for a child’s bed.
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D: Oh wait, sorry – one last thing. Will they need to Optional extra activity Ask students to write
in
make a payment when they make the booking? personalised sentences using the words they chose.
R: Yes, we’ll need to take a 10% deposit on a credit
Developing conversations
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card.
D: So if for whatever reason they didn’t come, they’d
Apologising
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lose that money?
Le
R: I’m afraid so. The complete payment is made on
arrival. Aim
D: OK. Thanks. to introduce and practise using I’m afraid to apologise
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8
ph
• Dublin is the capital city of the Republic of Ireland. It is dialogues first, then improvise others. Or you could ask
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an attractive, historic city and a popular destination. them to prepare responses in note form first, then work
• Note that Ireland is part of the Eurozone and uses the together to improvise conversations.
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euro, unlike the United Kingdom which uses the pound. • Work with what students suggest, but if they are
stuck, some suggestions are given in the answer key.
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build up key information on the board. 1 I’m afraid not. There’s a small charge for internet
use in the hotel. But we are looking at getting free
Optional extra activity Show the following sentences wi-fi early next year.
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on the board and ask students to write them in their 2 I’m afraid so. The cancellation fee is 50 euros. It’d
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language. Remove the English sentences from the board, be 10% of the original booking.
and ask students to translate their sentences back into 3 I’m afraid not. But it won’t be very cold at that
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English. Then show the originals again for them to time of year. / But a swim there will certainly
compare. wake you up!
Let me just check our availability. 4 I’m afraid not. We had a terrible accident a few
Let me just talk to my friends. years ago, you see. / Health and safety regulations,
Let me see that for a second. you see!
Let me have a go. 5 I’m afraid so. Maybe you should contact your bank. /
Let us think about it and we'll let you know. Do you have any other cards you could use?
6 I’m afraid not. But we do have tickets available for
7 Ask students to work in pairs to read the audio script tomorrow. / But if you come back just before the
on page 202 and underline useful phrases they would show starts, there may be some returns. You never
like to learn. In feedback, find out what words students know.
have chosen, and check their meaning. 7 I’m afraid so. It would be a good time to visit
some of our museums. / But we do have plenty of
indoor activities.
8 I’m afraid not. I’m terribly sorry. Not without the
permission of the manager, and she’s not here at
the moment.
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I’m afraid that’s not possible. A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X,
in
I’m afraid we don’t have any record of your booking. Y, Z
I’m afraid we’re fully booked that weekend.
rn
12 Organise the class into pairs to practise asking for
10 59 Start by checking the meaning of the words and providing card details. Students could use their own
a
on the form. You could do this by asking students to find cards if they like (changing some numbers for security
Le
the information (expiry date, etc.) on their own cards. reasons!). Monitor and correct any errors.
• Play the recording. Students listen and complete the
form. Let students check their answers in pairs before Optional extra activity If you want to give students
ic
discussing as a class. extra practice at using the alphabet, there are plenty
ph
59
R = receptionist, C = customer parts of the lesson and for students to practise asking for
R: OK, so can I take your credit card details for the information about accommodation and apologising.
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C: Visa.
R: And the name on your card? 14 When students are ready, ask them to roleplay the
C: Mr D E Gwaizda. That’s G – W – A – I – Z – D – A. conversations. Then tell them to change roles and act out
R: OK. That’s an unusual name. the conversation a second time.
C: Yeah, it’s Polish originally. • In feedback at the end, look at good pieces of language
R: OK. And the card number on the card? that students used and pieces of language students
C: 1003 6566 9242 8307. didn’t quite use correctly during the activity. Show
R: And the security number on the back of the card – students better ways of saying what they were trying
the last three digits there? to say. You could write some useful new phrases on the
C: 718. board with gaps and ask the whole class to complete the
R: And the expiry date? sentences.
C 06 17.
R: And can I just take a contact number in case there
are any problems?
C: Sure. 0044 796 883 412.
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• In feedback, ask different pairs to tell the class what
in
they discussed. Once you have given feedback on content,
look at good pieces of language that students used and
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pieces of language students didn’t quite use correctly
during the activity.
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Vocabulary Solving hotel problems
Aim Le
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to introduce and practise chunks of language used to
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Answers
1 e 3 d 5 a 7 g 9 c
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2 h 4 f 6 j 8 b 10 i
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same time. Monitor briskly, moving from pair to pair, M: And tell them to bring more of her favourite
in
and signalling that you are listening. Note errors or chocolates too, please. And please remember to
good phrases on a notepad as you monitor. Use these remove the ones with nuts. She’d be very ill if she ate
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to feedback at the end. one by mistake. And the hotel wouldn’t want that.
4 If your students aren’t confident about improvising R: Absolutely not. I’ll make sure they’re taken out.
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roleplays, let them work in pairs to write their M: She’d also like the light bulbs in her room changed.
Le
roleplay first. Let them act it out two or three times, She said it’s too dark.
just reading. Then ask them to turn over the written R: Oh … of course.
roleplay and to act it out without reading. M: And can you bring her a kitten?
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R: Er, a kitten?!
Listening
ph
to practise listening for general understanding and to M: What Lady Zaza wants, Lady Zaza gets.
gr
order phrases as they are used in the text R: Would it be OK if the cat was a different colour?
M: No. It needs to match the colour of the flowers. Oh,
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5 Ask students to look at the photos, and ask: What can and one last thing. Can she get a wake-up call at
you see? Elicit descriptions and make sure students are four a.m., please? She’d like to use the gym.
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clear about what the photos show. Then put students in R: Well, the gym doesn’t usually open until six, but
pairs to discuss how the photos are connected to hotel I’m sure we can organise something for her.
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problems. Elicit ideas in feedback but don’t confirm or M: Great. That’s it for now. Oh, wait. Just one second.
reject any. She’s saying something.
L: They did it again! You’ve got to do something!
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6 61 Play the recording. Let students compare their M: Yeah, OK. OK. Hello?
at
7 61 Ask students to work individually to order the Grammar Second conditionals
sentences. If they have problems, put them in pairs to
help each other. Play the recording again. Students listen Aim
and check their answers. Let students compare their to check students’ understanding of how to use
answers in pairs once more. Write up the order of the second conditional forms to say how we would react
sentences on the board in feedback or let students check in difficult situations
their answers in the audio script on page 203.
10 Read through the information in the box as a
Answers class. Then organise the class into pairs to look at the
1 d 2 g 3 b 4 h 5 c 6 a 7 e 8 f sentences and discuss the questions. Monitor and note
how well students understand the rules.
8 Ask students to discuss and justify their choice • In feedback, elicit the students’ answers. Then ask
of adjectives in pairs. You could let students look up them to check their ideas in the Grammar reference on
words they aren’t sure of, or pre-teach the words using page 178.
examples or definitions.
Answers
Possible answers 1 No, she isn’t ill and she isn’t likely to eat a
selfish: She’s only interested in what she wants chocolate with nuts, because it would make her ill
and needs; doesn’t seem at all concerned with the (she’s allergic to them).
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thoughts or feelings of others. 2 Yes, he does want to move the people, but he can’t
in
demanding: She makes lots of demands and gets move them.
angry if the demands can’t be met.
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If students try to argue in favour of the other three,
ask them to explain why and see if you agree with Students complete Exercise 1 in the Grammar
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their justifications, e.g. she could be seen as lazy reference on page 178.
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because she gets people to do everything for her,
rather than doing it herself. Then again, do lazy Answers to Exercise 1, Grammar reference
people get up at 4 a.m. to go to the gym? 1 1 c 2 e 3 a 4 f 5 d 6 b
ic
2 1 The company has problems because the staff
9
ph
Organise the class into new groups of four or five don’t speak good English.
to discuss the questions. Give students two or three 2 I don’t like camping here because the weather
minutes to prepare ideas first, and monitor briefly to isn’t very good.
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look at good pieces of language that students used and 5 I don’t have a lot of money so I don’t stay in
pieces of language students didn’t quite use correctly expensive hotels.
lG
We often say one second or one minute when we want 11 Elicit the first verb from the class to get them
someone to wait for us to do something. It is often used started, then ask students to work individually to
just to mean a very short period of time. complete the sentences. Organise the class into pairs
That's it for now. Oh, wait. Just one second … to compare their answers before going through the
I'll send someone up with the flowers in a minute. answers as a class. Write the answers up on the board.
I'm nearly ready. Give me two seconds.
I just need to make a phone call. I won't be a minute.
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1 If I had more money, I’d buy a new car / I’d go for a
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long holiday somewhere hot and sunny.
2 I wouldn’t eat oysters even if you paid me!
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3 If I had to choose between Stockholm and
Copenhagen, I’d go to Copenhagen.
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4 If I could only have one holiday a year, I’d spend it
Le
in the mountains.
5 If I wasn’t so unfit, I’d take up running.
ic
13 Organise the class into new pairs to discuss the
ph
feedback.
gr
Possible answers
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find a hotel.
4 Point out politely that they are supposed to wash
up their things. / Ignore them but feel angry!
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she went to stay with her grandparents.)
2
in
Organise the class into groups of four or five to 2 a (Julia remembers sitting on the fence as the sun
explain their choices and discuss the types of holiday. Ask went down, watching the cows coming home.)
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them to think about what would be good for the parents 3 d (Christina’s family used to rent a cottage in the
as well as the children. Go round the room and check Smoky Mountains.)
a
students are doing the task and help with ideas and 4 g (The bear that appeared in the mountains was
Le
vocabulary if necessary. climbing a tree when Christina saw it.)
• In feedback, ask different pairs to tell the class what 5 c (Christina and her family used to have breakfast
they discussed. Once you have given feedback on content, on the terrace.)
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look at good pieces of language that students used and 6 h (Julia never used to get bored, even though she
ph
pieces of language students didn’t quite use correctly was out in the countryside.)
during the activity. 7 f (Julia’s dog scared the chickens, so the
neighbours took it away!)
a
Optional extra activity Ask students in their groups to 8 b (Sandy, her brother and her grandparents used
gr
say which of the types of holiday they remember doing to go for long walks.)
as a child.
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to read for general understanding and for phrases in (e.g. for fun); it can also be used in a more negative way,
context in a text to mean wasting time or being silly, e.g. Stop messing
around and get on with your work.
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on the social networking site on page 93, and establish Optional extra activity Ask students to discuss some or
that they are going to read different posts about all of the following questions: Which of the people in the
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memories of childhood holidays. Give students a thread do you think had the best holidays? Why? Which
moment to read the task before asking them to read the holidays sound similar to ones you had? Have you ever
posts and find answers. Let them compare their answers seen any dangerous animals in the wild? Was food and
in pairs. Elicit answers briefly from the class. cooking important to you when you were a kid?
Answers Pronunciation
1 b and f
2 a and e Aim
3 c to check students’ understanding of how some words
4 d have the same form as both verbs and nouns
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6 It never used to be crowded before.
used to
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• Make sure students understand that used to is used Optional extra activity Ask students to discuss why they
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only for things that happened repeatedly in the past, and think the changes happened in each situation in Exercise 6.
to describe states in the past. We do not use it to talk For example, they might say that, in 1, the person moved
a
about single events or actions, or to talk about things to a warmer country so camping is easier now.
Le
that still happen now.
• We use used to to emphasise that something was 8 Ask students to work individually to prepare ideas.
a habit or something that happened regularly, and to Then organise the class into new groups of four or five.
ic
talk about situations that are no longer the same. It can Students take turns to share their thoughts. Monitor
ph
convey a sense of nostalgia. The past simple can nearly and note errors and examples of good language use,
always be used instead. especially with reference to the use of used to.
• The standard negative form is didn’t use to, but we • In feedback, comment on errors and on examples of
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also often use never used to. The question form is Did you good language use by the students.
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Elicit the first sentence to get students started. Ask 2 Before I started working here, I used to work as a
students to rewrite the sentences individually before researcher for a drug company.
comparing their answers in pairs. In feedback, write 3 (correct)
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the sentences on the board, and refer back to the rules 4 I never used to (OR didn’t use to) have lunch at
at
if students have any problems. Alternatively, use the school. I always had lunch at home.
recording (see Exercise 7) to check answers. 5 (correct)
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Sounds and vocabulary review 11 Organise the class into teams of four to six. Give
students five minutes to prepare collocations, e.g. make
Aim a booking, cancel my booking, have no record of your
to practise the sounds /ʌ/, /ɒ/, /ʊ/ and /uː/; to revise booking. When students are ready, ask them to compare
collocations and discuss with other groups.
• In feedback at the end, build up a list of some of the
9 63 Play the recording. Students listen and repeat best collocations on the board.
the words, paying attention to the pronunciation of /ʌ/,
/ɒ/, /ʊ/ and /uː/. Optional extra activity Play noughts and crosses. Draw
a noughts and crosses table on the board. Write a key
63 noun from this lesson in each of the noughts and crosses
/rʌʃ/, /hɒl/, /lʊk/, /puːl/, /mʌn/, /pɒ/, /bʊk/, /luːz/, squares. Divide the class into two teams. Team X must
/dʌb/, /hɒs/, /kʊd/, /ruːm/ win a square by giving a correct collocation with the
word in the square. Wipe out the word and write in an X.
10 64 Give students a moment to look at the words Team O must win a different square by giving you a
in the box. Read the words out so that students can note correct collocation with the word in the square. If either
their pronunciation. Play the recording one sentence at team gives an incorrect collocation, put the other team’s
a time. Students listen and note words or parts of words symbol (X or O) in the square. The winning team is the
they hear, then work in a group to try to reconstruct first to get three Xs or three Os in a row.
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the sentence. Allow time after each sentence for them
in
to do this. Then play the recording again. Students
listen and complete the sentences. You could play the
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recording again or play and pause after each sentence,
but students should be able to write complete sentences
a
after two or three listenings.
1
64
Could I make a booking for Friday? Le
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2 We don’t want to lose our deposit.
ph
VIDEO 5: THE FUTURE OF A VILLAGE Abdelhadi: The life of a fisherman now is hard.
Sometimes you work for one day, then you don’t work
Student’s Book page 94 for two days. Then you work for one week, then no
work for 15 days.
1 Lead in to the topic by asking students to look at Narrator: The fishing industry here is trying to survive.
the photo and say what they can see. Organise the class But now there’s new hope. Recently, this town has a
into pairs or small groups to discuss the questions. In a new breadwinner – tourism.
brief feedback session, elicit students’ ideas and write Last year, thousands of tourists visited Essaouira
up interesting ideas or pieces of language on the board. and this tourism has brought hope and money to
Encourage students to justify their opinions and argue the town. Essaouira’s first tourist boom was in the
their cases. 1960s. Rock stars and people from many different
cultures visited the village. Now, the small town
Culture notes is trying to bring in tourists again. They want a
different way to make money. The plan is working
Essaouira is a historical city on Morocco’s western coast, well. Since 1996, tourism in Essaouira has increased
facing the Atlantic. It has a fortress, ancient walls and a by more than 300%.
famous medina. Jimi Hendrix and Cat Stevens stayed in It’s not difficult to see why people like the historic
the town in the 1960s, and Orson Welles filmed Othello village. Essaouira’s medina, or historic town centre,
there. was built in the 1700s and was recently put on
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UNESCO’s world heritage list.
2
in
19 Give students time to read through the task Essaouira now has a very good chance to develop
first. As students watch the video, they should take notes tourism and help its economy. But they must also
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on the topics. Let them compare their notes in pairs try not to sell out the local people, culture and the
before discussing as a class. environment.
a
The people who are developing tourism say that
Le
Answers conservation is important to them. However, for the
Essaouira: in Morocco; a fishing town; historic town people of Essaouira, there are still questions about
centre on UNESCO’s world heritage list water, land use and pollution. Perhaps fishing may
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Its economy: traditionally dependent on fishing, but now be part of Essaouira’s past. Maybe the town has
ph
big boats; tourism more important the decisions they make today.
gr
3 19 Organise the class into pairs to complete the 4 This exercise offers students the chance to relate the
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summary. Play the video again for students to check and topic of the video to their own experiences, ideas and
complete answers. opinions.
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5 1960s the things students tried to say for the whole class, or
6 UNESCO by asking students to correct or fill in gaps in sentences
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7 300% increase you’ve written on the board, based on what you heard
8 pollution students saying.
9 big fishing boats
10 the historic town centre Understanding fast speech
5 20 Tell students to work on their own for a few
19 minutes to practise saying the extract. Then play the
Narrator: In Essaouira, Morocco, the fisherman are video extract. Students listen and read the extract again.
preparing for another year out on the water. All around
the port you can hear the sounds of boat-building and 6 Encourage students to practise saying the extract
smell fresh paint in the air. Everything seems great in several times.
Essaouira. But in reality things are not very good.
In Essaouira, fishing is no longer such a good job. The
number of fish has gone down. Some of the fishing
work has moved to the south. The small boats which
leave from this port can’t compete with the big
fishing boats. Those boats, or trawlers, can simply
catch more fish.
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4 What do you think I ought to do about it?
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5 Who do you think I should ask about it?
6 Could you give me the password for the wifi
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please? (or ‘Please could you …’)
7 If you could go anywhere in the world, where
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would you go? / Where would you go if you could
Le
go anywhere in the world?
8 When you went to the islands, where did you use
to stay? / Where did you use to stay when you
ic
went to the islands?
ph
4
1 usually
2 went
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3 Don’t
gr
4 would
5 wouldn’t, were
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8 didn’t use to
6
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wake-up call
8
1 of 5 down
2 up 6 from
3 on 7 of
4 on 8 to
9
1 whole 7 headache
2 lasted 8 voice
3 tent 9 mind
4 basic 10 provides
5 matters 11 wifi
6 throat 12 babysitting
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Go round the room and check students are doing the the theme of science and nature in news stories
in
task and help with ideas and vocabulary if necessary.
• In feedback, ask different pairs to tell the class what 1 Ask students to complete the sentences. Elicit the
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they discussed. first full sentence as an example. Let students compare
• Once you have given feedback on content, look at their answers in pairs before discussing them as a class.
a
good pieces of language that students used and pieces In feedback, use examples to check the meaning of any
Le
of language students didn’t quite use correctly during words students are not sure of.
the activity. Show students better ways of saying what
they were trying to say. You could write some useful new Answers
ic
phrases on the board with gaps and ask the whole class 1 hit 6 launch
ph
The photo actually shows a woman in Boston, hit (the coast) = arrive in a place with great force
Massachusetts, USA, struggling with her umbrella in conduct (an experiment) = do or carry out
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heavy winds as she walks down a city street at night become extinct = die out (when there are no longer any
under heavy snowfall during the blizzard of 2013. living examples of a species)
fund = give money to help
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2 Organise the class into groups of four or five. Ask ban = stop or prohibit
at
students to prepare ideas individually first. Go round the spread = take to many different places
room and help with ideas and vocabulary if necessary. investigate = find out about
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Answers 66
1 buildings are destroyed, people are hurt or killed, 1
people evacuate the area, phone lines are cut A: Did you read this article about bees?
2 medicine, social trends, weapons, renewable B: No.
energy, climate change A: They’re all dying, for some unknown reason.
3 tigers, northern white rhinos B: Really? That’s terrible!
4 cancer, Parkinson’s disease A: I know. It’s really bad news because we really
5 an investigation, an enquiry, a career, a product depend on bees. If bees become extinct, we won’t
6 driving in city centres, drugs, alcohol have any fruit or vegetables.
7 rats, badgers B: I hadn’t thought about that. They should do
something – fund research or something.
Optional extra activity Extend this with a class A Absolutely.
dictionary task. Ask students in pairs to choose a 2
verb from the box in Exercise 1 and find five useful C: Did you see the forecast for tomorrow?
collocations with that verb in their dictionaries. Tell D: No.
students to use appropriate learner dictionaries. In C: It’s going to be nice – really hot and sunny.
feedback, ask different pairs to present their most D: Really? That’s great!
interesting findings to the class. C: I know. It’s good. It’s been so wet and
windy recently.
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Teacher development: using learner D: We should go out, then – go to the beach
in
or somewhere.
dictionaries C: Yeah, that’s a good idea.
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Left to their own devices, students will look up words 3
in bilingual dictionaries, which merely translate words, E: Did you hear what they want to do in Morovia?
a
or, increasingly, on online translation or dictionary F: No. What?
Le
sites which, again, merely translate. Encourage your E: It said on the news that they’re going to pull down
students to check new words and collocations with a lot of the horrible houses they’ve built along the
learner dictionaries, either online or in book form, which coast and create a national park instead.
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use English to explain words and provide a lot more F: Really? That’s great.
ph
information. Ask students to find the following when E: I know. It’s good news.
looking up a word in a learner dictionary: F: They should do more to protect the countryside
• part of speech here, too.
a
• example sentences to show the meaning of the word the mosquitoes that spread malaria?
• frequency – how useful is the word they are H: No.
lG
sentences used in a listening text 66 Organise the class into pairs to discuss where
the sentences are from. Students should be able to guess
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4 66 Give students a moment to read through the from both their memory of the first listening and from
four topics. Check any words students aren’t sure of, and the words and context of the sentences.
check students know how to pronounce the words. (Note • Play the recording again. Students listen and check
the stress on discovery and environment.) their answers or note where the phrases are from. Let
• Play the recording. Students listen and note their students compare answers before discussing in feedback.
answers. Let students compare answers before
discussing in feedback. Answers
a 3 b 4 c 2 d 4 e 1 f 1 g 3 h 2
Answers
1 Conversation 4 (could save millions of lives) Optional extra activity Ask students to try to recall and
2 Conversation 3 (pulling down horrible houses write in complete sentences any other phrases they
in Morovia) can recall from listening to the recording twice. Elicit
3 Conversation 1 (bees becoming extinct – no fruit and correct ideas and ask students to say where the
or vegetables) sentences are from and what they refer to.
4 Conversation 2 (forecast – hot and sunny)
Culture notes 67
1 Really? That’s great!
In case your students ask, Morovia isn’t a real place. It’s 2 Really? That’s interesting.
a fictional or ‘virtual’ country which was invented for a 3 Really? That’s nice.
game, and which appeared on the internet in the 1990’s. 4 Really? That’s bad news.
It has a constitution and a royal family, and publishes a 5 Really? That’s awful.
newspaper, The Briesk Evening Standard. 6 I know. It’s fantastic.
Moravia on the other hand is a real place. It is a region in 7 Yeah. It’s good news.
the Czech Republic. 8 Yeah, I know. It’s really bad news.
9 I know. It’s terrible.
Developing conversations 10 That’s a good idea.
11 Absolutely.
Responding to news and comments 12 Definitely.
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6 Read through the information in the box as a class. round and listening to a few dialogues. Insist on good
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• Give students time to read through the sentences and intonation patterns and accurate use of expressions as
decide what they express. Let them compare answers in you go round and monitor.
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pairs. Then take feedback briefly and establish what the
sentences express. Optional extra activity Ask a few pairs to act out their
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• Ask students to work in pairs to write suitable conversations for the class.
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responses. In feedback, elicit, confirm and correct
answers. Background pronunciation notes
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Possible answers Notice the exaggerated fall-rise intonation over Really?
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1 reporting news and the exaggerated rise-fall intonation over phrases like
2 comment / opinion That’s interesting and I know and Absolutely.
3 suggestion The more exaggerated and emphasised the rise-fall
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Conversation practice
Possible responses
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5 Definitely! It’s a disgrace. They should ban it. This is an opportunity to bring together several parts
6 Really? How amazing. of the lesson and for students to practise giving and
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21 Refer students to the video and activities on the DVD-ROM. ANIMAL MAGIC
Teacher development: using the video Student’s Book pages 100–101
The video and activities on the DVD-ROM can be used in Communicative outcomes
various ways: In this two-page spread, students read about and tell
1 as an alternative to the conversation practice stories about animals in the news.
2 instead of the listening activity in some units,
particularly with weaker groups. Students can first Vocabulary Animals
practise reading out the dialogues and work on some
of the key phrases / structures in a controlled way Aim
before having a go themselves. to introduce words to describe animals
3 at the end of the unit as a revision exercise.
1 Ask students to match six of the words in the box to
the photos. Let students compare answers in pairs before
discussing as a class. In feedback, drill the pronunciation
of the words.
Answers
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From left to right, top to bottom:
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shark lion fly
parrot sheep rat
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Background language notes for teachers
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Note that the plural of sheep is sheep. There are a
few other animal words in English that don’t change
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in the plural, e.g. deer, antelope, and some animals
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board in feedback.
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Answers
Wild animals: rabbit, shark, lion, pigeon, rat
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3
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Answers
Wild animals: bear, tiger, rhino, elephant, etc.
Farm animals: pig, chicken, horse, etc.
Insect: bee, butterfly, beetle, etc.
Pet: cat, goldfish, gerbil, hamster, budgerigar
Reading Answers
big day = important day (here, wedding day)
Aim a net = a thing used to catch fish which is made
to practise listening for general understanding and to from string or rope knotted together
work out the meaning of words in context insist on = do something even if everyone asks you
not to, or says it’s a bad idea
5 Start by asking students to read through the a cage = a thing made of metal bars and used to keep
headlines in the box. Ask students to predict the content a bird or small animal inside so that it can’t get out
from the headlines. Ask: What sort of animal do you think train somebody to do something = teach somebody
is in each story? What do you think the story is about? to do something by repeated practice
• Ask students to read the stories on page 101 and sense of smell = ability to smell through your nose
match them to the headlines. Let students compare detect = find something using different senses
their answers in pairs before discussing as a class. Ask boost = improve or increase
students in feedback to justify their answers. investigation = the process of finding out what
happened, e.g. after a crime
Answers main suspect = the person police think did the crime
1 Wedding goes with a ‘woof’
2 Dinner not well done
3 Tips for birds Teacher development: using context to
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4 From zero to hero
check meaning
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5 Milk of human kindness
6 Barking witness Reading texts are useful for building a student’s passive
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Jail bird – no match knowledge of vocabulary because they contextualise
new words clearly. Use the following techniques to guide
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6 Organise the class into pairs to discuss the questions. students to work out words they are not sure of.
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Elicit ideas in feedback, and, again, ask students to justify 1 Tell them to work out the part of speech of a word
their answers. The joke or play on words in each headline from the context, e.g. a cage is a noun (the parrots
is tricky, so be prepared to explain them (see answer key). lived in a cage) and trained is a past tense verb (he
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trained them to …).
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to goes with a woof, which is the sound a dog makes. saying wedding day).
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Dinner not well done: well done is used to describe 3 Tell them to notice which words they collocate with in
food that is cooked for a long time, but we also a sentence, e.g. detect diseases and live in a cage.
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say well done! to somebody when they have done 4 Tell them to find words that give clues as to their
something good, or difficult, or done a good job. meaning because they are on the same topic or in the
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Here not well done means it was not a good thing same lexical set, e.g. shark, fishermen and caught all
that they ate the shark. give clues as to what net might mean.
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negative reputation to somebody with a really their ideas and arguments first. Go round the room and
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positive reputation check students are prepared for the task and help with
Milk of human kindness: a quote from Shakespeare ideas and vocabulary if necessary. Monitor and listen for
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meaning to show care and compassion for others; errors or good examples of language use to feedback on
here, being kind to cows literally results in more milk at the end.
Barking witness: barking is the noise a dog makes,
but it also means crazy, from the expression Optional extra activity Ask students to find other words
barking mad in the text that they aren’t sure of, and to work out the
Jail bird: an expression used to describe a person meaning from the context.
who has been in prison a lot
The story about the parrot is not true. However, a Grammar Past perfect simple
Japanese restaurant did train some monkeys to do a
similar job! Aim
to check students’ understanding of how to form and
7 Ask students to find the words in bold and discuss use the past perfect simple
their meanings with a partner. Encourage them to
use the context of the sentence to try to work out the 9 Read through the information in the Grammar box
meaning. In feedback, you could elicit ideas from the as a class. Then organise the class into pairs to look at
class and check with definitions or examples, or let the examples and complete the rules. Monitor and note
students use dictionaries to check their answers. how well students understand the rules of form.
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sentence to get students started. Then ask students
Background language notes for teachers:
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to work individually to prepare their sentences before
comparing ideas with a partner.
past perfect simple
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When telling stories, we use the past simple to narrate Possible answers
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events (e.g. Andrew and Harriet Athay got married), and 1 … I hadn’t eaten all day.
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we use the past perfect to refer back to earlier events 2 … he had been rude. /… her dog had died. /… she
(e.g. Humbug and Goulash had brought the couple had failed the exam.
together). 3 … I hadn’t slept the night before. /… I’d run all the
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• The past perfect is formed with the auxiliary verb have way home.
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in the past form + the past participle form of the main 4 … I’d never had a job interview / given a
verb (had / hadn’t + verb -ed). presentation before.
• Timelines are often used to check the meaning and 5 … been abroad. / … fallen in love. / … been away
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use of the past perfect. Note the example below, which from home.
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Also present on the big day were their two female dogs, Answers
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Humbug and Goulash. These pets had brought the The pigeon had flown over 60 kilometres to carry
couple together. drugs to prisoners at the jail.
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The dog had fallen into the sea and had swum to
10 Elicit the first full sentence to get students started. the island, and had survived by eating small animals.
Then ask students to work individually to match the The couple hadn’t turned off the gas, the rabbit
sentence parts before comparing their ideas with a detected the smell and woke his owners.
partner. In feedback, go through the answers and refer
back to the rules and the Grammar reference if students
cannot explain why the different forms are used. For further practice, see Exercise 2 in the
• When explaining the answers, bear in mind that the Grammar reference on page 179.
past perfect is used when one event happens before
another. In 4d, both halves are in the past simple because Answers to Exercise 2, Grammar reference
the sentence describes two states that were true at the 1 After they had had one date, he asked her to
same time. marry him.
2 I rang you as soon as I had heard the news.
3 I had never been on a plane until I went to Japan.
4 They had had an argument before I arrived,
so there was a bad atmosphere. It was quite
uncomfortable.
5 I was fed up after I found out I hadn’t got the job.
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Web research activity Ask students to choose an or good use of language you noticed.
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animal, a country and an adjective at random – e.g. bear,
Australia, friendly. Tell them to put the words into their Optional extra activity Write the names of three famous
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search engine and find a story. Ask students to present scientists on the board and tell students to ask you
their story to the class. questions about them.
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Culture notes
Listening
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Aim
to practise listening to take notes and to pick out
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key words
2
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this stage.
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Answers
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1 c 2 a 3 b
Answers
1 Yes and no: there are some genetic factors, but
other factors are due to the environment.
2 Their feet are covered in hairs, which are covered
in other hairs. The electric charge on the hairs
makes the spider stick to the ceiling.
3 Graphene is a very thin layer of graphite, it’s the
world’s thinnest material, but incredibly strong.
68 Culture notes
P = presenter, S = scientist
P: OK. So the first question from listener Mary Graphene and graphite are two allotropes of carbon.
Martin is based on a recent news story: Are there They are pure forms of the same element and only differ
crime genes? in structure. The system of carbon allotropes spans an
S: Well, yes and no. First, remember we share 50% astounding range of extremes. Other allotropes include
of our genes with bananas, but you wouldn’t diamond and coal.
say humans were half banana! There are studies • Uses of graphene include durable display screens,
that have found some violent criminals share electric circuits, solar cells, and various medical, chemical
a particular gene. But, BUT, this is one of many, and industrial processes.
many factors. Many people have the gene, but • Nobel Prize winners (for sciences) include Einstein,
aren’t violent. Violence and crime can be learned. Pierre and Marie Curie, Watson and Crick, Hermann
Home life, culture, war, even the environment and Muller, Alexander Fleming, Tsung-Dao Lee.
pollution can be factors.
P: OK. Something rather different now. Yevgeny from 5 68 Give students a moment to read through the
Russia asks: How do spiders walk on ceilings? sentences and choose any options they can remember
S: OK, right, yes, well researchers have discovered from the first listening. Play the recording again. Let
that spiders’ feet are covered in hairs. But then students compare their answers in pairs. In feedback,
each hair is also covered in hundreds of thousands write the answers up on the board. Note that this is a
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of tiny hairs, each about an atom wide. Basically, very intensive listening task that gets students to try to
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when these tiny hairs move next to the atoms hear the difference between different sounds.
of the ceiling material, it creates a small electric
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charge so the hairs and ceiling atoms are attracted Answers
to each other. It’s a bit like how you can rub a 1 50%
a
balloon on your hair, then stick it to a wall. The 2 a particular
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spider has so many hairs, the attraction is quite 3 be learned
strong: strong enough to hold 100 times the 4 tiny
weight of the spider. 5 to
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P: Right, well, from some very thin hairs to Graphene 6 thick
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P: Really? So what is it and who discovered it? 6 Organise the class into pairs to discuss the questions.
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S: It’s the world’s thinnest material. It’s just one • As students speak, go round and monitor, and note
atom thick, and it was discovered by two Russian down any interesting pieces of language you hear.
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scientists working at the University of Manchester. • At the end, look at good pieces of language that
The first amazing thing is it’s very easy to find, students used and pieces of language students didn’t
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because it’s basically a very, very thin layer of the quite use correctly during the activity. Show students
stuff in a pencil. better ways of saying what they were trying to say. You
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P: What, a normal pencil? could write some useful new phrases on the board with
S: Yep. That stuff is called graphite. Basically, you gaps and ask the whole class to complete the sentences.
take some graphite and put it on some sticky
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tape – normal sellotape. Then you take some more Possible answers
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tape, press it on the graphite. If you peel this tape Violent behaviour can be caused by pollution
away, some layers of graphite come off. And if that (e.g. lead in the atmosphere has been shown to have
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process is repeated a few times, it eventually leaves an effect on behaviour), war (because people are
a layer one atom thick. exposed to extreme violence, sometimes at a young
P: So can you see it? age), home life (if young children grow up in difficult
S: Not without a microscope, no, but even though it’s environments without much parental support, or
so thin Graphene is incredibly difficult to tear: it’s where violence is normal)
the strongest material we know. But then because See also the Culture notes above.
it’s thin you can bend it easily. And it’s really, really
good at conducting electricity – much better than
the wires that are used in our home or the chips
in computers.
P: So could those things be replaced by Graphene?
S: Some day, hopefully, because it’s so easy to get
and so efficient. We could save a lot of money.
It’s an incredible discovery and it was awarded a
Nobel Prize.
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(1 two Russian scientists, 3 Graphene). In the other ideas and make notes first before writing the report
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sentences we don’t know who does the action. individually. Let them compare their stories in pairs or
with other pairs.
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Students complete Exercise 1 in the Grammar Teacher development: feeding back on
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reference on page 180.
written work
Answers to Exercise 1, Grammar reference
1 The test is repeated a number of times. Le
It is important to feed back naturally on the content of
written work as well as on the language use. Here are
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2 I am sent junk emails all the time. some ideas for giving feedback on the task in Exercise 10.
ph
3 It is usually made with lamb, but beef can be used. 1 Put students’ news stories on the wall or on a notice
4 Graphene could be used in mobile phones. board and ask the class to stand up and read the
5 Stricter limits on pollution were introduced stories. Have a class feedback session in which students
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last year. say what they liked about each story. At the end,
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6 Two men were arrested after a bomb was found in comment on errors or good language use you noticed.
their car. 2 Sit students in a circle and ask them to pass around
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Background language notes for through your hands, you can comment on errors or
good language use.
teachers: passives
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written, etc.) and with manipulating the different forms front page to back page, to stick each story they have
at
(in particular when describing processes, in factual texts, For further practice, see Exercises 2 and 3 in
and in formal writing) when other languages may use the Grammar reference on page 180.
forms such as reflexive verbs. It might not, therefore,
always seem logical to students that a passive should be Answers to Exercise 2, Grammar reference
used. Explain that we use the passive to make sentences 1 a fund b was funded
impersonal or to emphasise the object, which receives 2 a catch b was caught
the action, rather than the subject. 3 a broke b was broken
4 a Were you woken up b woke up
8 Ask students to read the article quickly first for 5 a are not allowed b allow
comprehension. You could ask students to summarise 6 a gave b was given
the experiment briefly in their own words. Then ask
students to choose the correct forms. Let students
compare their answers in pairs before feedback.
Communicative activity worksheet The photocopiable 13 Organise the class into teams of four to six. Give
worksheet on page 249 can be used at this point or at students five minutes to prepare collocations. When
the end of the unit for further practice of passives in students are ready, ask them to compare and discuss
news stories. with other groups.
• In feedback at the end, build up a list of some of the
Sounds and vocabulary review best collocations on the board.
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11 69 Play the recording. Students listen and repeat win a square by giving a correct collocation with the
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the sounds, paying attention to the pronunciation of the word in the square. Wipe out the word and write in an
sounds /aʊ/, /ɔː/ and /ɒ/. X. Team O must win a different square by giving you a
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correct collocation with the word in the square. If either
69 team gives an incorrect collocation, put the other team’s
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/laʊ/, /lɔ:/, /rɒk/, /pɒ/, /paʊ/, /faʊ/, /stɔ:/, /dɒ/, symbol (X or O) in the square. The winning team is the
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/kɔ:/, /bɒ/, /mɔ:/, /ɔ:t/ first to get three Xs or three Os in a row.
70
1 You’re not allowed to keep pets.
2 They found the bomb before it went off.
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Go round the room and check students are doing the bold to the definitions. Do the first as an example to get
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task and help with ideas and vocabulary if necessary. students started. In feedback, elicit answers, and check
• In feedback, ask different pairs to tell the class what any words that students are unsure of. You could use
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they discussed. Use the opportunity to correct any errors mime to check many of the words (e.g. mime hanging
or rephrase what students are trying to say. up; mime putting someone through).
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• Once you have given feedback on content, look at
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good pieces of language that students used and pieces Answers
of language students didn’t quite use correctly during 1 b 3 f 5 d 7 i 9 a
the activity. Show students better ways of saying what 2 e 4 g 6 h 8 c
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they were trying to say. You could write some useful new
2
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phrases on the board with gaps and ask the whole class Organise the class into groups of four or five to
to complete the sentences. discuss the questions. As students speak in pairs, go
round and monitor, and prompt students to correct.
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of Alaska Transportation and Industry, in Wasilla, Background language notes for teachers
Alaska, USA.
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someone new. Ask students to order the criteria for are separable ( put me through is usually used with a
choosing a phone in order of importance. You might pronoun; similarly, call someone back and cut someone
want to pre-teach some of the words (coverage = how off ). Hang up is intransitive.
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Answers Pronunciation
1 Brendan
2 seven Aim
3 eight to practise the stress in key words
4 Lincoln
5 Price 4 72 Ask students to look at the sentences and read
6 details them as you play the recording. In feedback, point out
7 07729 651 118 that, generally, the words we stress are not grammar
8 away on holiday words or linking words like articles, auxiliary verbs or
pronouns.
71 72
1 No, he’s not up yet. Is it urgent?
A: Hello. Just tell him we’re meeting earlier – at seven, not
B: Hi, it’s Brendan. Is Neil there? eight.
A: No, he’s not got up yet. Is it urgent?
B: No, it’s OK. Just tell him we’re meeting earlier – at 5 Ask students to find audio script 71 on page 205 and
seven, not eight. And tell him he’s very lazy! Twelve underline the stressed words. Monitor and note how
o’clock and still in bed! well they can do this. You could replay the recording for
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A: Well, he was out late last night. Has he got your students to check.
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number, Brendan? • Ask students to take turns practising the different
B: Yeah, he has. So what time will he be up? roles in the conversation.
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A: I imagine in about an hour. He didn’t get back
home till four. Optional extra activity Practice makes perfect. Ask
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B: Oh right. Well, I’ll see him later. Thanks. students to practise the first conversation until they can
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A: That’s OK. I’ll give him your message. Meet at memorise it. Then ask them to recreate the conversation,
seven, not eight. inventing different information to share.
B: Yeah.
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A: Bye now. Background pronunciation notes
ph
2
C: Good morning, DBB. How can I help you? Students need to recognise that English is a stress-timed
D: Yeah, hi. Could I speak to Jane Simpson, please? language which puts a lot of weight on strong stresses
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C: Of course. I’ll just put you through to her. and tends to very weakly pronounce other sounds,
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E: Of course. Has she got your number? people are in phone conversations
D: I don’t think she has my mobile. It’s 07729 651 118
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E: OK. 07729 651 118. And what was your name 6 Read through the information in the box as a class.
again? Sorry. • Ask students to complete the conversations with the
D: Diane Lincoln. L-I-N-C-O-L-N. So when will she be missing words. Let students compare answers in pairs.
back? In feedback, drill key chunks of language to focus on
E: Probably later this afternoon. I think she said she pronunciation.
was going for lunch.
D: Oh, right. Well, hopefully I can speak to her today. Answers
I’m actually away on holiday from tomorrow. 1 out
E: Oh, right. Well, I’ll let her know anyway. 2 away
D: OK. Thanks. Bye. 3 in
E: Bye. 4 off
5 up
6 from (at would also be possible, but is not in
the box)
Background language notes for teachers 10 Ask students to work in pairs to write sentence
starters for the incorrect endings in Exercise 9.
She’s out = she isn’t in the office just at this moment (i.e.
she’s at lunch or busy, but will be back soon) Possible answers
He’s away = he is absent from work (i.e. on holiday or ill) 1 Could you tell him I haven’t spoken to Brittany
yet …
7 Ask students to take turns practising the different 2 Tell him I’ve just got confirmation of the price …
roles in the conversation, and continuing each conversation 3 Just tell him I’ve already / just received the
for a line or two, using their own ideas. Monitor and note money …
how well students do. Pick up errors or examples of good 4 We’ve already left the house …
language use to feed back on at the end. 5 Could you tell her we haven’t sorted out the
problem yet …
Grammar yet, already, still and just 6 I’ve just received the package, …
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8 Read through the information in the box as a class. holiday …
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• Ask students to discuss the meanings and answer the
question in pairs. In feedback, go through answers or ask Conversation practice
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them to check in the Grammar reference on page 181.
Aim
a
Answers to practise language from the lesson in a free,
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a 3 (yet: present perfect) communicative, personalised speaking activity
b 2 (already: present perfect)
c 1 (just: present perfect) 11 This is an opportunity to bring together several
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d 4 (still: present simple – could also use the parts of the lesson and for students to practise leaving
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Answers to Exercise 1, Grammar reference page 189 and use it to help them do the roleplay.
1 Have you spoken to the bank yet? Encourage them to repeat it three or four times –
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2 I haven’t had time yet. I’ll do it tomorrow. practice makes perfect. Tell them to use the guide at first,
3 She has only just graduated. but to then try to have conversations without prompts.
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4 She is still trying to decide what to do with her life. • Once students feel confident, ask a few pairs to act out
5 I’m afraid he isn’t back yet. an exchange in front of the class. Listen for errors, new
6 Don’t worry! I’ve already sorted out everything. language or interesting conversations to use in feedback.
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7 She has just handed the work to me this second. • In feedback at the end, look at good pieces of language
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8 He has already made $1 million and he’s only 26! that students used and pieces of language students
didn’t quite use correctly during the activity. Show
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vocabulary if necessary. You could have a brief feedback they know using the different prefixes.
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session and find out what students think, or you could • Ask students to write the opposites of the adjectives in
just move straight on to the reading task. the list. Elicit the first to get them started. Organise the
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class into pairs to compare their answers.
2 Ask students to read the stories and find answers
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to the questions in Exercise 1. Let them compare their Answers
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answers in pairs before discussing as a class. 1 unwise 9 uncomfortable
2 legal 10 common
Answers 3 unfortunate 11 impatient
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1 a 999 4 polite 12 convenient
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2 a He fell off his bike and hit his head. 8 unfair 16 pleasant
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c He had never done the operation before so he Background language notes for teachers
phoned a colleague.
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3 a He was in a pub in England. Un is the most common negative prefix, and in is the
b A spider bit him. second most common. We use il in front of adjectives
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c It was poisonous and twelve centimetres long. beginning with l (illegal, illicit), im in front of adjectives
d Experts used it to identify the type of spider beginning with m or p (immature, impolite), and ir in
and find an antidote. front of adjectives beginning with r (irregular). Note
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Ask students to work in pairs to work out the use un, in or even dis as negative prefixes (unpopular,
meanings of the words in bold. Encourage them to unreliable, disloyal).
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7 Organise the class into pairs to take turns to explain WHAT A NIGHTMARE!
the words. Tell students to give definitions, provide
examples or put words in a story to show the meaning. Student’s Book pages 110–111
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errors and interesting uses of language.
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Optional extra activity 2 Show the following sentences • Once you have given feedback on content, look at good
on the board and ask students to write them in their pieces of language that students used and pieces of
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language. Remove the English sentences from the board, language students didn’t quite use correctly during the
and ask students to translate their sentences back into activity.
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English. Then show the originals again for them to
Listening
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compare.
A 13-year-old boy from a remote town in Australia …
The one-minute operation was successful. Aim
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I got a 40-euro fine for parking in the wrong place. to practise listening for general and detailed
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Speaking questions.
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vocabulary. You could write the prompt questions (When on the phone – she lost her money, cards and keys.
was it? Where were you? etc.) on the board to support 2 1 is to a bank; 2 is to the police; 3 is to a lock
and prompt students. company
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Organise the class into groups of four or five to tell get into her apartment and get new locks fitted
their stories. Monitor and note errors or examples of
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can contact your insurance company, if you have city for an area (OX = Oxford). This is usually a big area
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one. and includes other towns.
B: OK. And what about my bag? • ID = identity (as in ID card)
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D: Well, it’s a big city out there and obviously we
don’t have the people to go and look for the 4 Organise the class into pairs to discuss what
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person who did this, but if we do hear or find they would do in the different situations. Have a brief
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anything, we’ll let you know. feedback session and elicit ideas.
3
E: Hello. Abbey Locks. How can I help you? 5 74 Ask students to read the questions. Play the
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B: Yeah. Hello, er, basically, my bag’s been stolen recording. Students listen and note answers to the
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and it had my keys in it, so I need to get into my questions. Let students compare their answers in pairs
apartment. before checking in feedback.
E: OK. Do you want us to change the lock or just get
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the bag? 1 She’s calling the bank because she hasn’t received
B: Oh gosh, yes. I had my driving licence in my purse. her new cards.
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E: OK. You’ll want new locks then. Are you at the 2 Somebody has taken money from her account.
property? They probably stole her card and her PIN number
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B: No, I’m phoning from my friend’s house. from the post, before they reached her.
E: Right, well I suggest you go back home. We can
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Terrace, BR2 0SZ. you’re calling about your cash and credit cards. Is
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E: OK. Got it. Someone will be with you soon. Do you that correct?
have proof of ID and proof of address? B: Yes, that’s right. I called last week. Someone stole
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B: No, I don’t. No. Everything was in my bag. I mean my bag and I phoned to cancel my cards.
normally I’d ask my landlady who lives next door, F: OK.
but she’s away. B: And the guy I spoke to told me he’d cancelled
E: Wait, you rent the apartment? them and that the new cards would be with me
B: Yes – is that a problem? in three or four days ... but I still haven’t received
E: Well, we would normally talk to the owner of the them.
property. F: Right. Let me just check. OK. I can see that the
B: But she’s abroad! cards were actually sent out as promised. Last
E: Don’t you have a contact number? Tuesday. And in fact, your credit card was used just
B: I did – in my phone ... oh what a nightmare! yesterday.
B: No, that’s not possible.
3 73 Ask students to read the sentences and decide F: £1,845, spent in IKEA in Aberdeen.
on any answers they can remember from the first B: But I’ve never even been to Aberdeen. How did that
listening. Play the recording again. Students listen and happen?
decide if the sentences are true or false. Let students F: I’m not sure. I’m very sorry. I think I have to speak
compare answers in pairs before checking in feedback. to my manager.
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Students complete Exercise 1 in the Grammar For further practice, see Exercise 2 in the
reference on page 181. Grammar reference on page 181.
in
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Answers to Exercise 1, Grammar reference Answers to Exercise 2, Grammar reference
1 were installing 1 I wanted to work for them
a
2 had tried 2 my career goals were
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3 had already arrived 3 I had spoken to
4 would be 4 I had gone to school
5 could offer 5 if I had had many other interviews
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6 if there was anything I wanted to ask / if I wanted
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to ask anything
Background language notes for teachers:
a
references to time and place when reporting speech. to introduce and practise phrases used when
Note how the words change in the examples below: reporting crimes
lG
day before. elicit the first answer to get them started. Let them
‘We’ll help out next weekend.’ compare their answers in pairs before discussing as
They told us that they’d help out the following a class. In feedback, check new words, drill them for
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When reporting yes / no questions, we use if or whether, areas of pronunciation. Get students to note and learn
and the word order changes from that of a question to the words as collocations or expressions.
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7 Ask students to change the reported speech to direct 10 Ask students to work individually to prepare their
speech. Elicit the first answer to get students started. roles. Monitor and help with ideas and vocabulary.
Tell them to discuss their answers in pairs. Monitor and
notice how well students understand the uses.
• In feedback, elicit the students’ answers. If they make
errors, refer them back to the rules in the Grammar
reference.
11 Organise the class into pairs. Students take turns Teacher development: using the sounds
to roleplay the conversation. Monitor and note errors and
good examples of language use which you could focus
and vocabulary review
on in feedback at the end. This section allows you to focus on problem sounds but
also reviews some key words and develops students’
Optional extra activity Play Alibi. Organise the class into ability to hear English through a dictation exercise.
groups of four or five. Choose two students to be the Every unit ends with this task, but you may do it at
criminals and two or three students to be the police in other stages of the lesson if you prefer (see the Teacher
each group. Tell students that two people broke into the development section in Unit 1).
school and stole computers between 8p.m. and midnight Sounds and correction
yesterday. The criminals have to invent an alibi (a story) The sounds /ɪə/ and /eə/ are both diphthongs. The lips
of what they were doing from 8p.m. to midnight. The are wider and the tongue higher when producing the /ɪ/
police prepare questions. The police then interview sound than they are when producing the /e/ sound.
each suspect separately (while the other suspect isn’t
listening). At the end, ask groups to get together. The 14 Organise the class into teams of four to six. Give
police must say whether they found any holes in the students five minutes to prepare collocations. When
students’ alibis. students are ready, ask them to compare and discuss
with other groups.
Communicative activity worksheet The photocopiable • In feedback at the end, build up a list of some of the
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worksheet on page 250 can be used at this point or best collocations on the board.
in
at the end of the unit for further practice of reporting
speech. Optional extra activity Play noughts and crosses. Draw
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a noughts and crosses table on the board. Write a key
Sounds and vocabulary review noun from this lesson in each of the noughts and crosses
a
squares. Divide the class into two teams. Team X must
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Aim win a square by giving a correct collocation with the
to practise the sounds /ʊə/ and /əʊ/ to revise word in the square. Wipe out the word and write in an X.
collocations Team O must win a different square by giving you a
ic
correct collocation with the word in the square. If either
12
ph
75 Play the recording. Students listen and repeat team gives an incorrect collocation, put the other team’s
the sounds, paying attention to the pronunciation of /ʊə/ symbol (X or O) in the square. The winning team is the
and /əʊ/. first to get three Xs or three Os in a row.
a
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75
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76
1 He had to pay a 200-euro fine.
2 I usually work from home.
3 She’ll be back in about an hour.
4 Do you have insurance for your phone?
5 I’ve lost my mobile somewhere.
6 Take a photo with your phone.
7 I’m lucky my job’s quite secure.
8 My car was stolen from outside my home.
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1 numbers Memory is very difficult to understand, and scientists
in
2 250 don’t really know how it works. The Golfera family
3 every detail of every day of this life genes may hold important information about Gianni’s
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4 the Golfera family and more forgetful families memory. Neurobiologist Dr Antonio Malgaroli plans to
5 it is stored compare the Golfera family’s genes with the genes of
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6 lose their memories more forgetful families.
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Dr Antonio Malgaroli (translation): The crucial
3 23 Organise the class into pairs to discuss the question is to understand which is the contribution
question. You could have a brief class feedback session from heredity, and which is the contribution that
ic
and find out what students think. Play the next part of comes from the environment.
ph
the video (2.00 to end) for students to find out. Narrator: When we process new information, such
as reading a book or newspaper, it goes into our
Answers brains through the hippocampus. There, it’s coded
a
Researchers don’t really know how much a good as memory. But how is memory coded? Where is it
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memory is because of genes, and how much it is stored? Why is it stored there? Nobody knows. Nobody
because of learning and environment. Both are knows why some people lose their memories, or why
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4 23 Ask students to work individually to rewrite Narrator: Researchers are now studying how memory
the sentences before checking in pairs. You could and learning change the brain. They’re also trying to
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elicit the first answers as a class to get students started. match those changes to specific genes. Some research
Play the second part of the video again to check answers. shows that a great memory may not depend on the
right DNA.
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1 He practises continuously to improve the power of to use your brain capacity to store some kind of
his memory. information, you have this ability, and you know, it’s
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better. He might just be showing scientists that a 5 my car was stolen
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great memory can be made and not just born. 3
1 told
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5 This exercise offers students the chance to relate the 2 wanted
topic of the video to their own experiences, ideas and 3 did that happen
a
opinions. 4 You’ve
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• Give students time to prepare their own ideas for 5 haven’t received
memorising vocabulary, then put them in pairs to order 6 what
the activities. 7 I’m still waiting
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• Monitor and listen to each pair. Help with 8 is imported
ph
the things students tried to say for the whole class or science and nature in the news: become extinct, find
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by asking students to correct or fill in gaps in sentences a cure, fund research, investigate the effect
you’ve written on the board, based on what you heard phones: a busy line, get cut off, a poor signal,
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8
7
at
3 called 8 unpleasant
4 inconvenient 9 impossible
5 coverage 10 unwise
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• Organise the class into pairs to discuss the questions.
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Go round the room and check students are doing the
task and help with ideas and vocabulary if necessary.
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• In feedback, ask different pairs to tell the class
what they discussed. Use the board to build up a list
a
of good or bad things about the person’s job, and use
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the opportunity to correct any errors or rephrase what
students are trying to say.
• Once you have given feedback on content, look at
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good pieces of language that students used and pieces
ph
phrases on the board with gaps and ask the whole class
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Possible answers
Two people are playing with, acting with, or training
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Culture notes
at
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and current examples of your own. The answer key has because a lot happens
in
some American examples that may be familiar to your predictable = you know what is going to happen
students, depending on their background. The stress is on the second syllable in predictable.
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Possible answers Optional extra activity 1 Mime different types of movies
a
an action movie (Die Hard films; The Fast and the (e.g. driving fast for an action movie, screaming for a
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Furious films) horror movie, etc.) and ask students to say which type of
a comedy (Dumb and Dumber; Austin Powers; movie you are acting out. You could then ask students to
Airplane) do this in pairs, or organise students into groups to act
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a historical drama (Elizabeth; Troy; Spartacus; out specific movies. Students have to act out a movie
ph
Kingdom of Heaven) and the rest of the class must guess the movie and say
a martial arts movie (Enter the Dragon; The Karate Kid; the genre.
Kung Fu Panda)
a
a musical (Sound of Music; Mary Poppins; West Side Optional extra activity 2 Ask pairs to invent possible
gr
Story; Evita) movie titles for different genres of films. See if the rest of
a romantic comedy (When Harry Met Sally; Notting the class can guess the genre from their imaginary titles.
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Interstellar)
a thriller (Rear Window; Usual Suspects; LA Aim
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Other genres: fantasy, animation, bio-pics, film noir, 3 78 Give students a moment to read through the
at
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with it?
supposed to
in
A: Oh, I don’t know. I just found it a bit too slow. I got
a bit bored with it after a while – and the ending
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was very predictable. Aim
B: Oh, right. to introduce and practise supposed to + infinitive to
a
A: And that Scottish actor’s in it as well. You know. report what we have heard or read about something
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What’s his name?
B: Bryan McFletcher? 5 Read through the information in the box as a class.
A: Yeah, that’s him. I just find him really, really • Ask students to match the sentence halves. Elicit the
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annoying. He can’t act! Anyway, what else is on? first match to get students started, and point out that
ph
B: Um ... let me see. Oh, there’s The Cottage. they need to use lexical, not grammatical, clues to help
A: Yeah? What’s that? them match. Let them compare answers in pairs. In
B: It’s a new horror movie. It’s supposed to be really feedback, elicit answers.
a
scary.
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York and it stars Ellen McAdams and Ryan Rudd. Teacher development: using repetition and
A: That sounds more like it! Where’s it on?
prompt drills
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another one at quarter to five. and the use of the verb to be), it is a good idea to drill
at
A: So shall we try the half past two one? We could go some of the sentences in feedback. Repetition drilling is a
and have a coffee or something first. confidence-building exercise that allows students to get
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B: OK. Great. their head and tongue round the form and pronunciation
of new language.
4 78 Play the recording again. Students listen and • Start by saying the first half of the sentence clearly
note the missing words. Let students compare their (I haven’t seen Hell Blood 3,) and getting the whole class
answers in pairs before discussing in feedback. Point out to repeat.
the weakly-stressed words in feedback – words like to, a • Then say the second half (but it’s supposed to be a
and and, which are hard to hear in continuous speech. violent film) and ask students to repeat that.
• Repeat this with the other sentences.
Answers • Then say the first half of the first sentence, and ask
1 near the end students, chorally then individually, to say the second half.
2 going to see • After a while, ask students to close their books, say
3 the other day the first half of each sentence and get them to say the
4 everyone is saying second half from memory.
5 a bit bored, was very predictable
6 To be honest
7 more like it
8 go and have
Background language notes for teachers Background language notes for teachers
We use supposed to + infinitive to say that we believe Students often get confused about when to use -ed or
something is probably true based on experience, -ing. In simple terms, we are likely to describe how people
knowledge or information. It implies that the speaker feel with -ed adjectives (I’m bored, she’s annoyed) and
has read a review or spoken to someone who has seen or things, events, situations, etc. with -ing adjectives (the
heard the band / film, etc. under discussion. film was boring, the end was surprising). A funny way to
• Note that there is another common use of supposed get students to think about the difference is to write the
to, not taught here, meaning that something is planned sentence below on the board and ask students to explain
or expected to happen in a certain way. We often use it its meaning:
when things don’t in fact happen as we expected (e.g. Teacher! Teacher! I’m very boring in this class. Can I go?
Where’s Jack? He was supposed to meet us here!). • Note that we use both be and get with these
• Note the weak stresses and the assimilation in the adjectives. Be describes a state and get a change of state
pronunciation of supposed to – the /d/ sound is lost and (e.g. It’s getting boring = it was OK to begin with but it’s
the /z/ sound at the end of suppose becomes a /s/ sound starting to be boring now).
before to: /səˈpəʊstə/. • Speakers of romance languages may get confused
because these words are sometimes false friends,
6 It is a good idea to organise students into groups not cognates. Point out that annoyed means ‘angry’,
of three or four before doing this activity. Give students not ‘bored’, and feeling excited is a positive feeling –
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time to prepare ideas individually. something is happening or about to happen that makes
in
you feel happy and interested. If something is boring, it
7 Ask students to share their ideas with their group. is very uninteresting, whereas if it is tiring, it uses a lot of
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Monitor and note how well and accurately the students energy and makes you feel exhausted.
use the new language, and correct errors as you hear
a
them. In feedback, ask students with interesting ideas to 9 Elicit a possible sentence for boring to get students
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share them with the class. started. Then ask students to work individually to write
sentences. Let them compare answers with a partner.
Optional extra activity Bring in photocopies of a page • Have a brief class feedback and discussion session and
ic
from a What’s On guide for your city, or a TV page for this deal with queries. In feedback, provide one or two good
ph
evening for your region, or show one of either on the IWB examples of your own.
or digitally in your classroom. Ask students in groups to
discuss the events or the programmes, using supposed to Possible answers
a
if they haven’t experienced them personally. 1 This film is really boring, let’s watch something
gr
else.
Understanding vocabulary 2 I was surprised that John came to the party. He
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to check students’ understanding of how to use 5 I’m tired. I’m going to bed.
-ed / -ing adjectives 6 He’s depressed because his girlfriend left him.
7 Maths can be confusing.
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8 Read through the information in the box as a 8 I was annoyed when he arrived an hour late.
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Monitor and note how well students do. about one of the following situations they have recently
• In feedback, elicit the students’ answers. Refer them to experienced: a depressing film; a boring day out; a lesson
the rules in the box to check or confirm. that confused you.
11 Once students have ideas, ask them to roleplay MAKING MOVIES
conversations in pairs. Encourage them to repeat them
three or four times – practice makes perfect. Tell them Student’s Book pages 118–119
to take turns to play each role. Listen for errors, new
language or interesting conversations to use in feedback. Communicative outcomes
• In feedback at the end, look at good pieces of language In this two-page spread, students read about the
that students used and pieces of language students Nigerian film industry and discuss film industries in
didn’t quite use correctly during the activity. Show their own country and abroad.
students better ways of saying what they were trying
to say. You could write some useful new phrases on the Speaking
board with gaps and ask the whole class to complete
the sentences. Aim
to introduce the theme of the lesson and listening
25 Refer students to the video and activities on the DVD-ROM. text; to get students talking about the film industry in
their country
Teacher development: using the video
1 Organise the class into groups of four or five to
The video and activities on the DVD-ROM can be used in discuss the questions. Go round the room and check
various ways: students are doing the task and help with ideas and
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1 as an alternative to the conversation practice vocabulary if necessary.
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2 instead of the listening activity in some units, • In feedback, ask different pairs to tell the class what
particularly with weaker groups. Students can first they discussed. Once you have given feedback on content,
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practise reading out the dialogues and work on some look at good pieces of language that students used and
of the key phrases / structures in a controlled way pieces of language students didn’t quite use correctly
a
before having a go themselves. during the activity.
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3 at the end of the unit as a revision exercise.
Reading
ic
Aim
ph
Answers
1 Nollywood, the Nigerian film industry, is very
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only 30 cinemas.
4 Voodoo horror, gangster, crime, stories of poor
people becoming rich, and domestic dramas
5 Invasion 1897 is an important film.
6 Lancelot Oduwa Imasuen is a famous director.
7 He has made 200 feature films.
8 The writer doesn’t really express a personal
opinion. His early films followed the Nollywood
pattern sounds quite negative, but the next
comment (Imasuen’s recent films are more
ambitious) is more positive.
Optional extra activity Before reading, ask students to 6 Read through the information in the Grammar box
look at the picture and the title and to predict what the as a class. Then organise the class into pairs to discuss
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text is about. the questions. Monitor and note how well students
in
understand the way noun phrases work.
Teacher development: predicting from • In feedback, elicit the students’ answers. Then ask
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them to check in the Grammar reference on page 182.
titles and pictures
a
It is a good idea to use visual clues on the page to Answers
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support students when reading and listening. Think 1 a films
about asking students to predict text content from b cameramen
pictures, from layout (which usually tells you what type c works
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of text it is), titles, captions and opening sentences. d issue
ph
The more students predict, the better they are likely to 2 a film / films
understand and digest the text. b cameraman / cameramen
c work / works
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3 Ask students to match the verbs to the words they d issue / issues
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4 Ask students to compare their answers in pairs, and Answers to Exercise 1, Grammar reference
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3 quality of life
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Optional extra activity 1 If your students are from the 7 Ask students to work individually to prepare their
same country, ask them to work in small groups to list phrases before comparing with a partner.
the country’s top three films of the last ten years.
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Answers
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All the compounds have a stress on the first syllable
of the first noun except for security system and
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success story, where the stress on the second syllable
of the first noun, and city centre, which has the
a
stress on the first syllable of the second word.
79 Le
ic
cash machine, city centre, crossroads, flatmate, film
ph
10 Organise the class into new pairs. Then ask them
gr
Possible answers
washing machine, cash payment
shopping centre, leisure centre
main roads, crossword
housemate, checkmate, roommate, flatshare
fashion industry, computer industry, film star, film
review
hiking boots, rugby boots, wellington boots, football
pitch, football match
liver disease, heart problems, heart condition
surveillance system, security camera, security officer
news story, love story, success rate
reading glasses, suncream, sunshade, sun hat
basketball court, badminton court, tennis racket,
tennis shoes
garden lights, traffic cone, traffic jam
Aim
to introduce and practise words connected to music, 80
art and books 1
I’m a big fan of a Turkish singer called Sertab Erener.
1 Ask students to organise the words under the I first heard her when she won the Eurovision Song
three categories in the table. Elicit the category for the Contest and I’ve liked her ever since then. I think she’s
first word as an example. In feedback, drill words for got an amazing voice. She actually trained as an opera
pronunciation and provide or elicit examples to show singer. I’ve got five or six of her albums and a couple of
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the meaning (e.g. J K Rowling is an author; Beyoncé is years ago I went to Istanbul to see her sing live. In fact,
in
a singer). I’ve discovered Turkey through her music and want to
spend more time there. I’ve been learning Turkish since
rn
Answers 2012 and I’m now starting to understand her songs
Music: album, composer, concert, instrument, singer better too. My all-time favourite is Life Doesn’t Wait –
a
Art: exhibition, landscape, painting, portrait, Hayat Beklemez. Excuse my bad pronunciation.
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sculpture 2
Books: author, comedy, crime fiction, novel, poetry I’ve been playing the trumpet for ten years now with
El Sistema, which is a programme that helps young
ic
people from poor backgrounds learn classical music.
Background pronunciation notes
ph
Note the stress: composer, exhibition. the police. My favourite composers are Russian –
gr
any words they aren’t sure of. Give students two or three – the best.
minutes to prepare their questions. 3
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language in the box, and check any words they aren’t detective Wallander. The stories are good thrillers.
sure of. Organise students into pairs or small groups to They’re unpredictable, but they’re also about social
ask and answer their questions from Exercise 2, using the issues and are a bit political which makes them extra
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useful language in the box. interesting. For the last few weeks, they’ve been
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students about who you are a fan of, or what you’ve my imagination and, of course, there’s less suspense
been reading or listening to. Alternatively, follow up the because I’ve already read the books! I don’t know if I’ll
activity by asking the class to interview you about your keep watching.
tastes in music, art and books. 4
I’m at art school, where I’m studying Fine Art. I’ve
Listening known I wanted to be an artist since I was three.
I’ve always been more of a painter, especially people
Aim – portraits, but recently I’ve become much more
to practise listening for general and detailed interested in sculpture. I think my favourite artist
understanding at the moment is an English sculptor called Henry
Moore. He did these beautiful, strange, abstract
4 80 Start by asking students to describe what they sculptures – often based on human figures. I saw
can see in the photos. They could do this in open class, or an exhibition of his work last year. I don’t know why
you could ask them to talk to a partner, then share ideas I liked it so much, I just did – especially a sculpture
briefly with the whole class. called King and Queen.
Culture notes
Students complete Exercise 1 in the Grammar
In order a–h the photos show El Sistema (an organisation reference on page 182.
consisting of over a hundred youth orchestras and 270
music centres), b: a scene from the Swedish TV series of Answers to Exercise 1, Grammar reference
Wallander; c the Turkish singer Sertab Erener in a Danish 1 I have been learning Chinese since I was eight.
TV show about Eurovision Song Contest winners – Sertab 2 I have been to / been going to the gym every day
Erener was the winner in 2003; d: a famous scene from for the last two months.
the horror movie The Shining (directed by Stanley Kubrick 3 They have been together for quite a long time.
and based on a Stephen King novel); e: a trombone player 4 The Social Democrats have been in power since
playing for the day of the dead in Mexico; f: the King the last election.
and Queen sculpture by Henry Moore; g: a landscape 5 He has lived / been living there since last year.
painting; h: a group of cabaret singers. 6 I have been trying to find a job for months.
7 She has been making amazing films for quite a
5 80 Play the recording again. Ask students to listen while now.
and decide on the answers. Organise students into pairs 8 I haven’t really liked much of her work since her
to discuss and check their ideas. In feedback, ask students first album.
to justify their answers.
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Answers Background language notes for teachers:
in
a Speaker 3
present perfect continuous
b Speaker 2
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c Speaker 1 • The present perfect continuous form (have + been +
d Speaker 4 the -ing form of the verb, or present participle) is used
a
e Speaker 4 with active verbs to talk about an action that began in
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f Speaker 2 the past and continued to now. Its use emphasises the
g Speaker 1 activity, its duration, and its effect on now (e.g. We’ve
h Speaker 3 been rehearsing The Rite of Spring because we are about
ic
to do a concert).
6
ph
Give students time to choose a topic and prepare • It is also possible to draw a timeline on the board to
what they want to say, then organise the class into show how this form works:
groups of four or five to discuss their ideas.
a
2012 Now
• As students speak, go round and monitor, and note
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better ways of saying what they were trying to say. You to get students started. Then ask students to work
could write some useful new phrases on the board with individually to prepare their questions before comparing
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gaps and ask the whole class to complete the sentences. with a partner.
• Feedback briefly on students’ answers. You will check
Grammar Present perfect continuous the answers in Exercise 9.
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Pronunciation
at
Aim
to check students’ understanding of how to form
N
g
they discussed. 4 It’s quite sad, but it has a happy ending.
in
• Once you have given feedback on content, look at good 5 It’s a historical drama set in Hong Kong.
pieces of language that students used and pieces of 6 Everyone needs to have a hobby.
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language students didn’t quite use correctly during the 7 I really hate horror movies.
activity. Show students better ways of saying what they 8 We rehearse every week in a hall near here.
a
were trying to say.
Answers to Exercise 2, Grammar reference This section allows you to focus on problem sounds but
1 1 for also reviews some key words and develops students
2 has produced ability to hear English through a dictation exercise.
a
3 has been conducting Every unit ends with this task, but you may do it at
gr
4 has had other stages of the lesson if you prefer (see the Teacher
2 1 has been writing development section in Unit 1).
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Optional extra activity Write How long have you been …? students five minutes to prepare collocations. When
at
on the board. Ask pairs to brainstorm as many ways of students are ready, ask them to compare and discuss
completing the question as they can. Put pairs together with other groups.
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in groups of four and ask them to interview each other • In feedback at the end, build up a list of some of the
with the questions they made. best collocations on the board.
Communicative activity worksheet The photocopiable Optional extra activity Play noughts and crosses. Draw
worksheet on page 251 can be used at this point or at the a noughts and crosses table on the board. Write a key
end of the unit for further practice of the present perfect noun from this lesson in each of the noughts and crosses
continuous and How long …? questions. squares. Divide the class into two teams. Team X must
win a square by giving a correct collocation with the
Sounds and vocabulary review word in the square. Wipe out the word and write in an X.
Team O must win a different square by giving you a
Aim correct collocation with the word in the square. If either
to practise the sound /h/; to revise collocations team gives an incorrect collocation, put the other team’s
symbol (X or O) in the square. The winning team is the
12 82 Play the recording. Students listen and repeat first to get three Xs or three Os in a row.
the sounds, paying attention to the pronunciation of /h/.
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photo, and introduce any key words students might need. 2 Give pairs a strange object and ask them to think of
in
• Organise the class into pairs to discuss the questions. how to describe it in detail. Collect all the objects and
Go round the room and check students are doing the put them on the table. Students take turns to read
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task, and help with ideas and vocabulary if necessary. out their descriptions. The class guess which object is
• In feedback, ask different pairs to tell the class what being described.
a
they discussed. 3 Show an unusual ornament or souvenir and get the
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• Once you have given feedback on content, look at class to ask you about it, e.g. Where did you get it?
good pieces of language that students used and pieces What is it for? Why is it important to you?
of language students didn’t quite use correctly during 4 Hand out objects and get students to invent a story
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the activity. about how they got them and why they are important.
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do this.
students are doing the task and help with ideas and
vocabulary if necessary.
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WHAT’S IT CALLED IN ENGLISH? B: We need to buy that machine that you use for the
clothes. After you wash them. I can’t remember the
Student’s Book pages 124–125 name. Oh, and I know this word as well.
A: You mean an iron?
Communicative outcomes B: Yes, an iron! And also the thing that you put the
In this two-page spread, students will practise clothes on when you use the iron.
describing household objects and explaining where C: Yeah, an ironing board. OK. What else?
things are in the home. A: Oh, for the bathroom we need a thing for the
shower. You know, the plastic thing that stops the
Listening water from leaving the shower – and the metal
thing that holds it.
Aim C: A shower curtain and a shower rail. Yeah, I noticed
to practise listening for general understanding and to there wasn’t anything like that in the bathroom.
hear chunks of language in a text It’s crazy, isn’t it? Why doesn’t the landlord provide
things like that? It’s so basic.
1 84 Introduce the situation, and ask students in B: I know!
pairs to describe and name as many of the objects in the A: We should charge the landlord for these things.
pictures as they can, but don’t reveal names at this stage. B: Oh, one more thing. Before I forget. We need
• Play the recording. Students listen and note what the machine that makes hot water – to make tea
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the flatmates are going to buy. Let students compare and coffee.
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answers in pairs. In feedback, elicit answers. C: Oh, yes, of course. A kettle! I can’t live without a
kettle! I need my tea in the morning!
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Answers
3 an ironing board 2 84 Play the recording again. Students listen and
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4 a shower curtain and shower rail complete the sentences. Let students compare their
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6 a kettle answers in pairs. In feedback, elicit answers, and point
7 a dustpan and brush out the weakly stressed words students may have
8 an iron missed.
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(They also mention a rubbish bin (1) and bleach (9),
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84 3 write a list
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C: I know. We’ll have to give everything a good clean 6 under the sink
and sort the place out. Maybe we should go into 7 charge the landlord
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put rubbish in. What’s the name? • We use stuff and things when we are referring to
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C: Do you mean a rubbish bin? objects that we don’t know the name of or can’t be
B: No, not that. When you use the brush, what do bothered to name. Things is always used for countable
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you call the thing that you use to get rubbish objects, and stuff is usually uncountable. Compare:
from the floor? The thing that you put the dirt What are those things on the table? (i.e. a group of
into with the brush? countable objects) with: What’s that stuff on the table?
C: Oh, you mean a dustpan. A dustpan and brush. (e.g. something spilt or stuck to the table, e.g. chewing
B: A dustpan and brush. Yes, that’s very useful. gum, orange juice). Note, however, that stuff can also
C: And maybe we should get some cleaning stuff as be used to talk in a general way about a variety of
well. Have we got any bleach? things, belongings, etc., e.g. You can just leave all your
A: What is bleach? stuff in the spare room. / I’ve put all the cleaning stuff in
C: Oh, it’s a kind of liquid that’s really good for cleaning this cupboard.
things, you know, like for cleaning the floor and the • The word iron is pronounced /ˈaɪən/. Tell students not
toilet. It’s a kind of chemical. It’s quite strong. to pronounce the /r/ sound.
A: Oh, we have some. It’s in the kitchen – in the
cupboard under the sink.
C: Oh, OK. I didn’t notice that, but that’s good.
Answers Answers
You can see a bin (1), a pan (2), a needle and thread (10), 1 in, on 5 in
a mop and bucket (11), a towel (5), a rubber (12) and 2 above 6 in, under
a torch (13). 3 on 7 in, next to
4 on 8 by
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Background pronunciation notes
in
Background language notes for teachers
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Note the pronunciation of the following hard-to-say
words: cloth /klɒθ/, torch /tɔːtʃ/, towel /ˈtaʊəl/. • Revise in, at and on as prepositions of position. You can
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use pictures to show the difference:
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4 Ask students to complete the sentences. Start them
off by eliciting the missing words in the first sentence.
Let students compare their answers in pairs before
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discussing as a class. in on at
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7 a mop and a bucket was a lot of rubbish at the side of the road. There is a
8 a stapler small garden at the side of the house.
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5 Organise the class into new pairs. Encourage them to 7 Organise the class into pairs to discuss which things
try to use as much of the new vocabulary as possible as might be in the places described in Exercise 6. Elicit an
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they talk about the objects in this personalised activity. In example to get them started.
at
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1 drawer /drɔː/ the example above becomes: I need to buy one of those
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2 shelf things that you wear round your waist and keep money in.
3 mortgage
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4 neighbour (NB we say next-door neighbour if they 11 Ask students to complete the sentences. Let
live in the house next to us – a neighbour can live students check their answers in pairs. In feedback,
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in any flat or house nearby) refer back to the grammar rules to make sure students
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5 landlord understand.
6 spare room
7 garage Answers
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8 balcony 1 that / which 6 where
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can pull open and keep things like knives and forks in? 5 that / who
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ask students to underline the relative clauses in 2–8 questions. Elicit two or three examples to get
in Ex 8, and circle the relative pronouns. students started and monitor to help with ideas and
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• Then read the information in the Grammar box with vocabulary. Then put students in small groups to ask and
the class, and ask students to complete the rules. Let answer their questions. Monitor closely and note errors
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students check their answers in pairs. Monitor and note or examples of good language use to feed back on at
how well students understand the rules. the end.
• In feedback, elicit the students’ answers. Then ask
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them to check in the Grammar reference on page 183. For further practice, see Exercise 2 in the
Grammar reference on page 183.
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Answers
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give them lots of preparation time. This could involve
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fully preparing individually or in pairs so that they Answers
have ideas and phrases ready to use or it could involve Picture 1 includes a bar of chocolate, a box of cereal, a
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students scripting or partially scripting dialogues. can of cola, a jar of honey, a packet of biscuits (also a
Students can then practise the script before turning it tin of fish, bottles of sauce, a pot of noodles).
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over and trying to remember it as they speak. They could, Picture 2 includes a carton of milk, a tray of meat, a tin
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once confident, try to act out the situation without of tomatoes, a pot of yoghurt (also a bottle of grape
reference to the script, and with the freedom and juice, a jar of olives, a packet of pasta, a tin of crabmeat).
confidence to ad lib some lines. Picture 3 includes a sack of rice (and a sack of onions,
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but no other packaging).
14
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the end.
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didn’t quite use correctly during the activity. coursebook to elicit, check and drill core vocabulary of
this sort. Prepare flashcards by making simple drawings
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various ways: If flashcards are too old school for you, find relevant
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1 as an alternative to the conversation practice pictures online and show them on the board using your
2 instead of the listening activity in some units, classroom digital media. Elicit phrases and ask students
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particularly with weaker groups. Students can first to listen and repeat after your model.
practise reading out the dialogues and work on some
of the key phrases / structures in a controlled way 2 Ask students to discuss the container material in
before having a go themselves. pairs. Tell students that they can use a dictionary or ask
3 at the end of the unit as a revision exercise. the teacher for help if they need to. In feedback, make
sure students know all the words.
Answers
Metal: can, tin (possibly tray)
Glass: jar (also bottle)
Plastic: pot, tray (possibly carton, bar and packet)
Cardboard: box, carton
Cloth: sack
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healthy. They use less packaging than 1, and their The first family uses too much packaged food, in
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vegetables look locally grown, so they will need less particular bottles and cans of drinks, jars, boxes and
transport. tins. They eat no fresh local food, but they also have
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Family 3 uses very little packaging, and no plastics, no meat or dairy products in their shopping, and
which is better for the environment than 1 or 2, and both of these are bad for the environment.
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also cheaper. The foods look locally grown. They eat a The second family eats much more fresh,
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lot of fresh vegetables, which is very healthy. unpackaged food (fresh fruit and vegetables) which
looks as if it is locally produced, but they buy tins,
glass jars and bottles, and plastic trays of meat.
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Reading Meat is also bad for the environment.
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on the board. You can refer back to them later in the or small groups. In feedback, find out what the class as a
lesson to see how the article deals with them. whole found surprising.
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5 Ask students to read the article and find which Grammar must / mustn’t
things they shouldn’t buy. Let students compare answers
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or future. There are two uses of must covered here: You must switch off lights in the home.
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obligation (when must has a similar but slightly stronger You must use energy-saving light bulbs.
use to have to), and speculation (when must is used You must put your rubbish in the correct
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to say something is definitely true based on a logical recycling bins.
deduction). You mustn’t throw away waste in the countryside.
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When saying that something is essential, the opposite of You mustn’t drop litter.
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must is mustn’t. When speculating, the opposite is can’t.
Compare the following: For further practice, see Exercise 2 in the
You must leave the rubbish outside. / You mustn’t Grammar reference on page 184.
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leave the rubbish inside.
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You must feel tired after all that running. / You can’t Answers to Exercise 2, Grammar reference
feel tired – you’ve done nothing all day. 1 have to pay tax
2 aren’t allowed to leave
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10 85 Play the recording. Students listen and with information about environmental dos and don’ts.
notice that the final /t/ is not normally pronounced in They could try looking for ways to save energy in the
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continuous speech. Play the recording again and ask home, ways of protecting rivers, ways of protecting the
students to repeat. sea, ways of disposing of waste, etc. Ask students to write
a list of dos and don’ts using must and mustn’t based on
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85 their research.
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You can, if you must. worksheet on page 252 can be used at this point or at
We mustn’t leave it here. the end of the unit for further practice of must / mustn’t,
You must be tired. have to / don’t have to and should.
He mustn’t do anything till the doctor’s seen him.
I must speak to them later.
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anything students struggled to say and to suggest useful from then on – because they would make me more
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words and expressions. attractive. I couldn’t believe it! A couple of weeks
after that, we broke up!
Listening
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4 A few years ago, I went out with a girl and as we
were getting out of the taxi to go to dinner, she
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Aim suddenly said, ‘I got you a present.’ I was quite
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to listen for general understanding and to practise embarrassed because it was our first date and I
retelling stories hadn’t thought of getting her anything. Then she
handed me a rock from a beach. I was confused.
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2 86 Give students time to read the situation and Why had she given me this thing? She said, ‘I
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the questions. Then play the recording. Students listen wanted to give you something you’d never forget
and note answers to the questions. Let students compare and you could tell your children about’. I said
their answers in pairs before discussing as a class. thanks to be polite, but I actually thought it was a
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3 Yes, it’s her favourite gift ever. Monitor and support students, providing prompts for
Speaker 2 students who struggle to remember. Give students
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1 a mountain bike plenty of time to work together to retell the stories. You
2 Christmas could have a whole-class stage in which you ask different
3 Yes, it’s one of the most useful presents ever. pairs to deliver their versions of a story, or you could
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2 her birthday compare their stories to the recording. They could make a
3 No, they gave a very bad message about the way note of any details they missed. You could also, finally, let
he saw her. them check the stories in the audio script for Track 86 on
Speaker 4 page 207. In feedback, ask students what they missed.
1 a rock (from a girl he went out with)
2 their first date together Background language notes for teachers
3 Not really, he thought it was a bit stupid, but he
married her and now he likes it. Some difficult words in Exercise 3 and the audio script
include:
gave me clues = gave me ideas to help me guess what
86 the present was
1 For my birthday this year, my big sister bought me loads of money = lots of money
my own website. She’s really good with computers from then on = from then until now
and I’m not, but the website has become confused = didn’t understand or know what to say
something fun we work on together. I also loved blowing away = moving and being carried away when
the way she told me. She sent me an email where it’s windy
she gave me clues about the present for me to
guess what it was, but I didn’t know. Then she sent
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I’m not very good at swimming.
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Answers
Understanding vocabulary 1 We paid them a lot of money so I expected
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something better.
Verbs with two objects 2 I sent presents to all the family for Christmas,
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but they haven’t called. I wonder if they received
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Aim them.
to introduce and practise verbs with two objects 3 My husband made me breakfast in bed on
Valentine’s Day.
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6 Read through the information box as a class, then 4 My grandparents have been married for 40 years
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ask students to complete the sentences. You could elicit so we want to give them something special for
the missing words for the first sentence to get students their anniversary.
started. Let them compare their answers in pairs before 5 She cooked this amazing meal for us. Honestly,
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3 buy, a car 7 tell, a secret sentence starters below with ideas from their own lives
4 cook, dinner 8 ask, a personal question and involving people in their own family. Start by writing
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child’s room development section in Unit 1).
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4 jewellery, romantic music, a meal at a special Sounds and correction
restaurant The short sound /e/ is produced with the lips a little
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5 flowers, special cakes or chocolates, something wider than they are when producing the weak, short
special to drink schwa sound /ə/, which is made with the lips completely
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6 It depends what their interests are: gardening slack. The long sounds /ɔ:/ and /ɜ:/ differ in that the
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tokens, something for the kitchen, a token for a lips are wider and the tongue lower when making the
hotel or a spa, travel tokens latter sound.
7 something useful for the home, or flowers, or
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chocolates 12 Organise the class into teams of four to six. Give
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10 87 Play the recording. Students listen and repeat noun from this lesson in each of the noughts and crosses
the sounds, paying attention to the pronunciation of /e/, squares. Divide the class into two teams. Team X must
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/ə/, /ɔ:/, /ɜ:/. win a square by giving a correct collocation with the
word in the square. Wipe out the word and write in an
87 X. Team O must win a different square by giving you a
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/e/, /ə/, /ɔ:/, /ɜ:/, /be/, /bɜ:/, /pre/, /pɔ:/, /zənt/, /zɜ:rv/, correct collocation with the word in the square. If either
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/drɔ:/, /tɔ:/ team gives an incorrect collocation, put the other team’s
symbol (X or O) in the square. The winning team is the
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11 88 Give students a moment to look at the words first to get three Xs or three Os in a row.
in the box. Read the words out so that students can note
their pronunciation. Play the recording one sentence
at a time. Students listen and note down words or
parts of words they hear, then work in a group to try to
reconstruct the sentence. Allow time after each sentence
for them to do this. Then play the recording again.
Students listen and complete the sentences. You could
play the recording again, but students should be able to
write complete sentences after two or three listenings.
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England’s most famous and historic university cities. the combination of the university’s fame and the
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beauty of its buildings that brings thousands of
2 27 Give students time to read through the visitors here each year.
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sentences first. Play the first part of the video (up to 1.14). One of the largest colleges in Oxford is Christchurch
As students watch the video, they should note their College. In recent years, the college building, in
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answers. Let them compare their notes in pairs before particular its great hall, has become famous as a
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discussing as a class. filming location for the Harry Potter movies.
Answers Part 2
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1 F But Christchurch is also well known as the home
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2 T (farmers took cattle across the river; cows are a of Charles Lutwidge Dodgson, also known as Lewis
type of cattle, as are oxen) Carroll. And it was at Christchurch that Dodgson
3 T first met the children of the head of the college,
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4 F (people were teaching there in 1096, but it Henry Liddell. The Liddell children, in particular young
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probably began before that) Alice Pleasance Liddell, became good friends with
5 T Dodgson. He took them on boat rides along the river
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6 F (parts of them were filmed there) and told them many stories. One of these stories told
the adventure of a girl called Alice, in a confusing
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3 27 Give students time to read through the underground land that he called Wonderland.
questions first. As they do, tell them to guess possible Although the stories were fantastic and strange,
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their notes in pairs before discussing as a class. she meets a sheep, and things on the shelves float
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1 He became friends with the children of the head across the road from Christchurch. In Dodgson’s time
of the college, including his daughter Alice. the shopkeeper was an old woman with a sheep-like
2 While he was out taking them on boat rides down voice. The shop itself was often flooded with water
the river. from a nearby stream.
3 In the story there is a shop run by a sheep, However, it is not unusual for Oxford to appear in
possibly based on a shop near Christchurch, where fantasy stories. Besides Dodgson, the city has also
the shopkeeper had a sheep-like voice. In the book, influenced the writing of other great fantasy writers
things in this shop float away off the shelves: in like Philip Pullman and Diana Wynne Jones and, most
reality the shop was often flooded with water famously, J.R.R. Tolkien and C.S. Lewis. These two
from a stream. writers formed a writing club called The Inklings.
4 A group of authors met in this pub, including They often met here, at The Eagle and Child, and it
J R R Tolkien (author of The Hobbit and Lord of the was here that Lewis’ Narnia series and Tolkien’s Lord
Rings) and C S Lewis (author of the Narnia books). of the Rings began to take shape. Having inspired so
many wonderful writers and their amazing stories,
4 This exercise practises present, present perfect and it is no wonder the city of Oxford will be visited and
past forms. Ask students to choose the correct answer, treasured for a long time to come.
then compare answers with a partner.
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the video extract. Students listen and compare what 3 are not allowed to
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they said. 4 mustn’t forget to
5 an interest in history
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7 Encourage students to practise saying the extract 6 You must be
several times. 3
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1 leather boots 5 You
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2 since 6 mustn’t
3 known 7 where
4 that 8 seen
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6
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1 f 2 h 3 g 4 e 5 c 6 a 7 d 8 b
7
films: a comedy, costumes, an explosion,
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special effects
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landscape, sculpture
8
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1 historical 4 annoying
2 scary 5 poetry
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3 predictable 6 valuable
9
1 tiring 6 hammer
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2 bucket 7 plasters
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3 dining 8 romantic
4 portrait 9 plate
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5 living
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• Ask students to discuss the questions in groups of
1
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four or five. Monitor and help with ideas and vocabulary Ask students to discuss the words in bold in pairs.
if necessary. Start them off by eliciting the meaning of the first
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phrase. In feedback, check the meaning of the phrases
Answers by providing examples, and model the pronunciation
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The illustration on the obverse side of a $20 bill of words that are difficult to say. Work with any logical
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shows the White House in Washington DC, official suggestions students may come up with for the good
home of the President of the United States. All and bad consequences, and don’t expect too much
American banknotes show a US president on one if students are not very knowledgeable about the
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side and a building or event that is famous in US economy. Some suggestions for answers are given in the
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together to think of ideas. In feedback, ask different 1 A currency is strong when it is worth more relative
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groups to briefly tell the class what they discussed. to other currencies. When a currency is strong,
• Once you have given feedback on content, look at you can exchange it for more money in weaker
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good pieces of language that students used and pieces currencies, so you can go abroad more cheaply.
of language students didn’t quite use correctly during However, goods that are exported are more
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$1: George Washington; great seal of the United States country are cheaper for other countries to buy,
$2: Thomas Jefferson; signing of declaration of but imported goods are more expensive. It can be
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food, rent, etc. A: Yeah, maybe, but anyway, in the end, I miss my
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salary = the money you earn every year from your job family and friends and maybe money isn’t so
important, but I’ll still have more opportunities
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2 Start by checking that students understand all back home, I think, so work might be more
the words in the list (time off = time when you aren’t interesting there.
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working; pace of life = a slow life in the country or a fast L: I guess so. It seems a shame, though. It’s so nice
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life in a city). Organise the class into pairs or small groups here. Won’t you miss the heat?
to discuss the questions. In feedback, elicit ideas and A: Yeah, probably, but I don’t mind the cold weather
write any really useful phrases on the board. so much. You get used to it after a while.
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L: Mmm.
Listening
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to practise listening for detail and to hear key words 4 90 Play the recording again. Ask students to
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3 90 Ask students to look at the situation and and point out that the key words are often weakly
questions. stressed and difficult to hear.
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2 It’s not doing very well, unemployment has gone 4 back home 8 while
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better career opportunities, and he will be able to discuss the questions. In feedback, elicit ideas and write
see his family and friends more. any really useful phrases on the board.
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3 Unemployment has gone up quite a lot over the to work with other classmates to clarify and confirm
in
last few months. (b) understanding, and to ask the teacher questions. As a
4 I’m not sure I’m going to have a job in a year’s teacher, use the opportunity, as students work, to look at
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time. (d) what they are doing, to prompt and encourage students
5 It used to be cheaper in the past. (c) to think about how to correct themselves, and to make
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6 Inflation’s gone up over the last two years. (b) decisions about whether you need to go over rules again,
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revise rules, or move on to more demanding practice. Try
to be flexible, moving on when things are easy, but going
Students complete Exercise 1 in the Grammar over things again when they are hard.
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reference on page 184.
8
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1 over the last five years, since last year, in the last feedback.
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six months
2 at the moment For further practice, see Exercise 2 in the
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3 last month, three months ago, the other week, Grammar reference on page 184.
when I was young
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time phrases and tense 4 The recession is getting worse at the moment.
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Understanding which time phrase goes with which tense 5 They are going to / will invest more in schools
helps students understand how to use the tense itself. over the next five years.
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For example, at the moment is used with the present 6 He lost his job three years ago.
continuous specifically because that tense is used to
describe things happening now. Encourage your students Optional extra activity Ask students to write their own
to make that link between time phrase and tense. personalised sentences using time phrases from this
lesson. Alternatively, ask them to write five personalised
7 Ask students to complete the sentences individually sentences (three of which are true, two of which are
first before comparing their answers with a partner. false) and ask them to compare sentences with a
Monitor and note how well students use the language, partner and guess which of their partner’s sentences are
prompting them to self-correct. probably false.
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4 laptop of saying what they were trying to say. You could write
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5 A litre is twice the price in my country. some useful new phrases on the board with gaps and
6 A good pair of shoes costs … . ask the whole class to complete the sentences.
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7 A smartphone is much more expensive in my
29 Refer students to the video and activities on the DVD-ROM.
country.
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8 A kilo costs … .
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Teacher development: using the video
Background language notes for teachers The video and activities on the DVD–ROM can be used in
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various ways:
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You may need to revise comparative forms here (see 1 as an alternative to the conversation practice
page 168 of the Student’s Book, Unit 2 of the Grammar 2 instead of the listening activity in some units,
reference). Remind students that we use -er with one- particularly with weaker groups. Students can first
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syllable adjectives and more with adjectives of two or practise reading out the dialogues and work on some
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more syllables. Remind them that we can use words of the key phrases / structures in a controlled way
like much, a lot and far, and words like a little or a bit to before having a go themselves.
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intensify or weaken the comparative. 3 at the end of the unit as a revision exercise.
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improve.
MY INHERITANCE Listening
Student’s Book pages 136–137 Aim
to practise listening for specific understanding
Communicative outcomes
In this two-page spread, students talk about money, 4 91 Ask students to read the sentences and guess
wills and inheritance. which might be true. Play the recording. Students listen
and decide if the sentences are true or false. Let students
Reading compare answers in pairs. In feedback, elicit answers, and
ask students what they heard which helped them reach
Aim their answers.
to read for general and specific understanding
Answers
1 Organise the class into groups of four or five. Focus 1 F (he earned the money and invested it
students on the situation and the questions. Ask them 2 F (they more than doubled – they cost 8p and sold
to discuss the questions and in feedback, elicit any for £4.12)
interesting things students discussed. 3 T (a lot of it was left to a charity)
4 F (she had a happy childhood and she doesn’t
2 Ask students to read the story and discuss the need the money)
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question with a partner. In feedback, ask the class to say 5 T (it will help teenagers with problems)
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why the author was surprised. 6 F (she doesn’t say what she will spend it on)
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Answers
The author was surprised because her father had 91
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always seemed poor, they had little money and The lawyer continued reading. It seemed Dad had
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few possessions as children, but, in fact, he had left actually been a good salesman. He earned quite a
millions in his will. good salary, but he just preferred to save it. And he
had been good at investing money too. The most
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3 Ask students to discuss the questions with a expensive technology he had was a radio, but he
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partner. In feedback, ask the class to explain and justify bought shares in some camera and electronic shops.
their views. In 1965, the shares cost eight pence each and he sold
them 35 years later for £4.12 each.
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1 Money’s silver, but a needle and thread is gold! – decided to give two million to a charity that looked
practical skills, like being able to make or repair after teenagers with problems. The rest was divided
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clothes, are more useful in life than money. between me and my sisters.
Early to bed, early to rise, makes a man healthy, For a moment, I felt angry. Why hadn’t he said
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wealthy and wise – if you get up early and do anything? Why had we lived like poor people? Why
a good day’s work, rather than staying up late was he giving the money to other children? But
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having fun, you will do well in life. then I thought, it’s stupid to think like that. Really,
Never buy what you can borrow, never throw away I had a happy childhood and I’m very happy now. I
what you can repair – you can save money by remembered my parents reading us books they’d
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doing this. borrowed from the library and the hours we played
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2 Their parents were caring and they did a lot of cards together. It was fantastic what my parents had
things together; the girls probably liked watching done. The love we had was more important than
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their dad make toy boats and making clothes with money, but now maybe the money they saved can
their mum, and spending time together. They bring some love to others.
might have complained about not having a TV, or The only problem I have now is what to do with a
soft drinks, and having to share a room. quarter of a million pounds – when I honestly don’t
3–5 Students’ own ideas really need anything!
Optional extra activity Ask students to discuss the 5 Organise the class into pairs to discuss the
sayings in the text, and ask them to say whether they statements. Give students two or three minutes to
agree with them or not. Write the sayings up on the prepare ideas first, and monitor briefly to help.
board: ‘Money’s silver, but a needle and thread is gold!’ • In feedback, ask different pairs to tell the class what
‘Early to bed, early to rise, makes a man healthy, wealthy they discussed. Once you have given feedback on content,
and wise’; ‘Never buy what you can borrow, never throw look at good pieces of language that students used and
away what you can repair.’ pieces of language students didn’t quite use correctly
during the activity.
Aim Answers
to introduce and practise money verbs 1 with cash, by credit or debit card, by cheque
2 gas, electricity, water, telephone / mobile phone
6 Ask students to work in pairs to brainstorm words bills
connected with money from the story and the audio 3 when you have borrowed money from a bank or
script. Ask students to note all the words down and to person
think about what they mean. In feedback, you could 4 Many employees get paid at the end of the week
categorise words in a map on the board. You will need or month, usually by bank transfer.
to point out the strong stress in each word, and drill for 5 when you have borrowed money on your
pronunciation. credit card, or from a bank, or when you have a
mortgage
Possible answers 6 workmen and people who provide a service –
From the story: leave anything of value, buy, borrow, plumbers, electricians, hairdressers, car mechanics,
afford, money, silver, gold, wealthy, spends, saves, etc.
worth, having so little money, how much, nearly 7 in class, at a lecture / a presentation / a talk
three million pounds 8 a coffee, lunch, petrol (after having a lift)
From the audio script: salary, save it, investing
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money, expensive, bought shares, cost eight pence
Pronunciation
in
each, sold … for £4.12, 2.7 million pounds, give two
million to a charity, giving the money to, the money
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they saved, a quarter of a million pounds. Aim
to practise the pronunciation of numbers
a
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Teacher development: brainstorming and 9 Organise the class into pairs to practise saying the
numbers. Monitor and note how accurate they are.
categorising words
ic
When brainstorming words students know, or collecting 10 92 Play the recording. Students listen and check
ph
words from a text (as in Exercise 6 ), it is a good idea to their answers. Play the recording again and ask them to
draw a mind map or spidergram on the board to clearly repeat.
categorise the words. Here, for example, write money
a
Then draw four or five short lines from the circle and 1 Two million pounds
write verbs, expressions, adjectives, etc. at the end of 2 Seven hundred and eighty-one thousand
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each line. Then when you elicit words, categorise them 3 Six hundred and fifty-three
according to each category. It makes words easier to copy, 4 Nineteen sixty-five
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Answers
1 borrow, owe
notes
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g
4 Three-quarters of the population own a car. a arguments over pocket money, arguments over jobs
in
5 The new factory will create eight hundred and the teenager does for money in the home, cost of
twenty-five jobs. things teenager wants or needs for school, having /
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6 The house cost three hundred and sixty thousand not having a job to earn money
euros. b bill higher than expected, problems sharing the bill,
a
7 We borrowed a hundred and ninety-four forgetting wallet or money, credit card not accepted
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thousand from the bank. c losing money, being robbed, problems exchanging
8 We’ll finally pay back the mortgage in twenty money or accessing money from banks or bank
fifty-one. machines, not understanding exchange rates
ic
d cost of living, cost of childcare, cost of clothes and
ph
price they paid for an object that is important to them, 2 94 Play the recording. Students listen and match
and a large number that has a special importance. Ask each conversation to one of the situations. Let students
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students to tell a partner what they wrote and why. work in pairs to compare ideas and discuss the follow-up
tasks.
Speaking
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Answers
Aim 1 b The man offers to pay the bill, but he left his
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to practise language from the lesson in a free, wallet in a jacket; the woman will pay, but she will
at
communicative, personalised speaking activity need to pay by credit card, if they take them.
2 e The price they ask is ridiculously expensive, and
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12 Organise the class into groups of four or five to there is a mark on it; the woman doesn’t buy it.
discuss the questions. Allow two or three minutes’ 3 a The teenager wants to buy a car, but has no
preparation time first, and monitor to help students with money; the parents offer to pay half, and he will
ideas and vocabulary. borrow the rest from the bank.
• As students speak, go round and monitor, and note 4 f The credit card has been cancelled because of
down any interesting pieces of language you hear. fraud; a new card is being sent out and insurance
• At the end, look at good pieces of language that will cover the stolen money.
students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say. You
could write some useful new phrases on the board with
gaps and ask the whole class to complete the sentences.
94 4
1 H: Your card was cancelled because of some irregular
A: Yes, sir? activity that we noticed.
B: Can we get the bill, please? I: Irregular activity? What do you mean?
A: Certainly. One moment. H: Well, for instance, did you have lunch in Singapore
B: Thanks. last week?
C: How much is it? I: No. I’ve never been there in my life.
B: Don’t worry. I’ll get this. It’s my treat. H: Exactly. We suspect that your card was copied
C: Are you sure? I don’t mind paying half. sometime last month and that someone then used
B: No, really. It’s fine. After all, I asked you out. it overseas.
C: Thanks. It’s really kind of you. I: Oh no! How did they manage to do that? And will I
B: Oh no! get a refund?
C: What’s up? H: Everything is covered by your insurance and we’re
B: I’ve just realised I left my wallet in my other jacket. sending out a new card today. You’ll receive your
It’s got all my credit cards and cash in it! I’ll have to new PIN number after you get the card. They’re
go and get it. sent separately for security reasons.
C: Don’t be silly. It’s too far to go. I’ll pay today.
B: Are you sure? I’ll pay you back as soon as I can, I 3 94 Start students off by eliciting the first missing
promise. word. Then ask students to complete the rest of the
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C: No, it’s fine. Honestly. Oh! Wow! Right. That’s a lot! I sentences in pairs. Play the recording again, playing and
in
hope they accept my credit card! pausing if necessary, until students have completed all
2 the sentences. In feedback, point out the weakly stressed
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D: That looks great on you. words that students may have found it hard to hear.
E: Really?
a
D: Yeah. Really suits you. Answers
Le
E: Maybe. How much is it? 1 treat
D: Well, it’s vintage sixties. 2 up
E: Sorry? 3 left
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D: It’s very old. From the nineteen sixties. It’s hard to 4 condition
ph
E: Pounds? 8 managed
gr
G: So you’ve said, but a thousand pounds is a What’s up? = What’s the problem?
at
thousand pounds. fares = the price of tickets on buses and trains, etc.
F: I know, but if I don’t have a car, then I’ll have to
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keep getting the bus into town. And that’s not 4 Ask students to discuss the questions in groups of
cheap either. Fares have just gone up. four or five. As students speak, go round and monitor,
G: OK, OK. Look, you did well in your exams and we’d and note down any interesting pieces of language you
be happy to help, but it is a lot of money. You’re hear.
working now, so why don’t you pay half? • At the end, look at good pieces of language that
F: I would if I could, Mum, honestly, but I haven’t students used and pieces of language students didn’t
managed to save much yet! quite use correctly during the activity. Show students
G: Well, maybe we can borrow some money from the better ways of saying what they were trying to say. You
bank. could write some useful new phrases on the board with
F: Really? Oh, that’d be brilliant! gaps and ask the whole class to complete the sentences.
G: And you can pay us half back when you have the
money, OK? Optional extra activity Ask your students to prepare a
dialogue for one of the other situations in Exercise 1 of
this section.
g
in
Students complete Exercise 1 in the Grammar Vocabulary Dealing with banks
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reference on page 184.
Aim
a
Answers to Exercise 1, Grammar reference to introduce phrases used when talking about
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1 when 6 before banking
2 until 7 As soon as
3 After 8 when 8 Ask students to complete the collocations. Let them
ic
4 until 9 as soon as compare their answers in pairs before going through the
ph
Answers
a
The key thing for students to recognise here is that 4 change 8 charge
we use the present form in the clause after words like
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when and as soon as, even when the clause refers to 9 Ask students to work in new pairs to memorise the
future time. collocations, then test each other.
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6 Ask students to work individually to choose the 10 Ask students to discuss the questions in pairs.
options. Elicit the first answer to get them started. Let Monitor and note how well students understand the
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them compare their answers with a partner before meanings here. In feedback, elicit ideas and check any
at
g
belonging to a UK bank (e.g. Barclays, HSBC, NatWest).
in
Tell them to note down as many money collocations as Optional extra activity Play noughts and crosses. Draw
they can from the page to share with the class. a noughts and crosses table on the board. Write a key
rn
noun from this lesson in each of the noughts and crosses
Sounds and vocabulary review squares. Divide the class into two teams. Team X must
a
win a square by giving a correct collocation with the
Le
Aim word in the square. Wipe out the word and write in an X.
to practise the sounds /ɪ/, /ɔɪ/, /ə/ and /əʊ/; to revise Team O must win a different square by giving you a
collocations correct collocation with the word in the square. If either
ic
team gives an incorrect collocation, put the other team’s
12
ph
95 Play the recording. Students listen and repeat symbol (X or O) in the square. The winning team is the
the sounds, paying attention to the pronunciation of the first to get three Xs or three Os in a row.
vowel sounds.
a
gr
95
eo
96
1 What’s the average salary?
2 Can I borrow fifteen euros?
3 I don’t know what the local currency is.
4 They won’t win the election.
5 It was a joint decision to go.
6 The interest on our mortgage is low.
7 Thanks. I owe you a favour.
8 Youth unemployment is almost 50%.
g
• Organise the class into pairs to discuss the questions. 1 Ask students to work in pairs to complete the
in
Go round the room and check students are doing the sentences. Elicit the answer to the first one as an
task and help with ideas and vocabulary if necessary. example. In feedback, go through the answers and use
rn
• In feedback, ask different pairs to tell the class what definitions and examples to show meaning.
they discussed.
a
• Once you have given feedback on content, look at Answers
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good pieces of language that students used and pieces 1 housewarming
of language students didn’t quite use correctly during 2 leaving party
the activity. Show students better ways of saying what 3 wedding reception
ic
they were trying to say. You could write some useful new 4 launch
ph
phrases on the board with gaps and ask the whole class 5 friends round
to complete the sentences. 6 surprise
a
Possible answers
gr
It is on the main square (Zócalo) in Mexico City. The Background language notes for teachers
people are dressed in Aztec costume because the
eo
festival has its origins in Aztec culture. a housewarming party = a party to celebrate moving into
a new house or flat
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(the main square) for the celebration of All Saints’ Day at home
at
and the Day of the Dead. Although now merged with surprise party = a party for somebody who didn’t know it
Christian traditions, the festival has its origins in an Aztec was going to happen
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festival dedicated to the goddess Mictecacihuatl. hold a party = have a party at your place or organise
a party
2 Organise the class into groups of four or five. Ask
students to discuss the questions. Go round the room 2 Organise the class into pairs to discuss their
and check students are doing the task and help with experience of parties. In feedback, elicit ideas and ask
ideas and vocabulary if necessary. students to share their experiences with the class.
• Once you have given feedback on content, look at
good pieces of language that students used and pieces Teacher development: collocation
of language students didn’t quite use correctly during
the activity. A good way of getting students to build their vocabulary
is to get them to brainstorm or research (using
dictionaries) as many words and phrases that go with
one word or set of words as they can.
Lots of words collocate with party, for example. Write the
word in the middle of the board and ask students to give
you verbs, nouns and adjectives that go with the word.
verbs: go to, invite someone to, have, hold, (give, throw), or Did you enjoy it? – it isn’t used to ask for a detailed
have / hold a party for (someone) description.
nouns: a birthday party, a Christmas party
adjectives: a great / brilliant party, a boring party, a fun Optional extra activity Ask pairs to practise asking
party What … like? questions in pairs. Tell them to improvise
dialogues about a party they went to.
Optional extra activity Ask students to make a list of
other types of party, e.g. a family party, a farewell party, a Listening
children’s party, a fancy dress party, a dinner party.
Aim
3 Ask students to match each question to two to listen for general and specific understanding; to
answers. Elicit the answer to the first one as an example. listen for specific chunks of language in a text
Let students work in pairs to compare their answers. In
feedback, go through the answers and use definitions 5 97 Give students a moment to read through the
and examples to show meaning. situation and questions.
• Play the recording. Students listen and note their
Answers answers. Let students compare their answers with a
1 g, h partner before discussing as a class.
2 c, j
g
3 e, i Answers
in
4 b, f Conversation 1
5 a, d 1 a wedding reception
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2 one of the speaker’s oldest friends
3 in a castle on the coast
a
Background language notes for teachers 4 amazing venue and excellent music
Le
Conversation 2
background music = music that is played quietly, that 1 a housewarming
people aren’t really listening to 2 a friend of the speaker
ic
venue /ˈvɛnjuː/ = place (for a party or event) 3 in a flat in a converted church
ph
no-one was mixing = no-one was talking to people they 4 great at first, warm, friendly people, then her
didn’t know – they were just staying in their own little ex-boyfriend arrived
groups Conversation 3
a
buffet /ˈbu feɪ/ = party food which is placed on a table so 1 a dinner party
gr
music that nobody likes or nobody can dance to, then it 4 lovely
clears the dance floor (everybody sits down)
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and write up any interesting ideas. A: Yeah? What did you do?
at
1 It was great fun. / It was a bit disappointing. then the reception later on. It was really good.
2 It was really big and very cool. / It was dark and A: Oh yeah?
crowded. B: Yeah. They hired an old castle on the coast for
3 It was delicious / disgusting / boring. it. It was an amazing venue. And they had a big
4 It was modern / loud / dull / old-fashioned. buffet there, with really good food, and a DJ and
5 They were friendly / reserved / interesting. everything.
A: That sounds great. What was the music like?
B: Excellent. I was expecting typical wedding
Background language notes: What … like? reception music, but this DJ played lots of modern
things as well. The dance floor was full all evening.
We use What … like? to ask someone to describe 2
something. If we ask about people, it specifically means C: Did you do anything last night?
we want to know about their personality rather than D: Yeah, I did, actually. I went to a friend’s
their appearance. Here, like is a preposition and goes housewarming. She’s just moved into this new
after the thing or person being asked about. Watch out place. It’s an amazing flat – in a converted church.
for students making the error of trying to use How …? It’s a really impressive place.
instead of What … like? It is possible to say How was the
party? or How was the food? but it means Was it OK?
C: Oh, wow! So what was the party like? Was it good? Developing conversations
D: It was great to begin with, yeah. All the other
Linked questions
guests were lovely. Everyone was really warm and
friendly and very easy to talk to, but then my ex
arrived with his new girlfriend. Aim
C: Oh no! to introduce and practise linked questions
D: Yes, and to make things worse, she was absolutely
gorgeous! 8 Read through the information in the box as a class.
C: Oh, you poor thing! That’s awful. • Ask students to match the questions 1–8 to the
D: I know. It ruined the night for me, to be honest. I connected questions a–h. Elicit the first match to get
didn’t stay much longer after that. students started, and point out that they need to use
3 lexical, not grammatical clues to help them match.
E: So what did you do last night? Anything Let them compare their answers in pairs. In feedback,
interesting? elicit answers.
F: Yeah, I had a little dinner party.
E: Oh really? What was the occasion? Answers
F: There wasn’t one. I just felt like inviting some 1 e 2 f 3 c 4 a 5 b 6 h 7 g 8 d
friends round and cooking for them.
E: Nice. So how did it go? Was it good?
g
F: Yeah, it was lovely. It was nice to see people and Background language notes for teachers
in
chat.
E: How many people came? go on till = continue up to (a certain time)
rn
F: Twelve. go according to plan = go in the way that people intended
E: Wow! That’s a lot of cooking. How did it (the party) go? = we use go here to ask about
a
F: I know! It took me ages to get everything ready. how something happened (in a particular way); you can
Le
E: Did you cook everything yourself? answer: it went well or it didn’t go very well at all
E: Yeah. Note that we often use round when we talk about
F: You must be a good cook. visiting people’s homes, e.g.
ic
E: I don’t know about that! I just follow recipes. I just felt like inviting some friends round.
ph
pairs. Play the recording again. Students listen and note Organise the class into new pairs to improvise dialogues.
the conversations they heard the words in. Let students • Monitor and note how well and accurately the
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compare their answers in pairs. In feedback, point out the students use the new language, and correct errors as you
stress on the words and note which words were hard to hear them. In feedback, ask students with interesting
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Conversation 1: typical (wedding reception music); walk round and improvise conversations with four or five
at
Optional extra activity Ask students to find and note 11 Once students have ideas, ask them to practise
interesting collocations that interest them from this conversations in pairs. Encourage them to repeat them
listening lesson. three or four times – practice makes perfect. Tell them
to take turns to play each role. Listen for errors, new
language or interesting conversations to use in feedback.
g
before having a go themselves. complete the fact file. Elicit the word for the first space
in
3 at the end of the unit as a revision exercise. as an example. In feedback, go through the answers and
use definitions and examples to show meaning.
rn
Answers
a
1 was established
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2 invaded
3 won
4 was killed
ic
5 lasted
ph
6 ruled
7 became
8 join
a
gr
Culture notes
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4 Ask students to read the article and find answers Optional extra activity Before reading, ask students to
to the questions. Let students compare their answers in look at the photos and the title and to predict what the
pairs before discussing as a class. text is about.
g
1 since the Stone Age
in
2 The nomadic lifestyle ended during the 1800s Point out how the prepositions are being used in the
when the country was occupied by Russia. In Soviet text, and the collocations with other words (comes
rn
times, people were forced to live on farms. Now, from, led to, part of), the use of by + agent (here, the
the economy has grown because of oil and gas. people that did the action) with passive forms, and the
a
3 1991 prepositions of time over and during, which are both
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4 oil and gas production; exporter of other natural used with a period of time.
resources
5 and 6 Students’ own ideas Optional extra activity 1 Ask students to listen to dates
ic
from the fact file and the article and to practise saying
ph
Stone Age = the period when humans used stone tools: 1219 1800s 1916 1920 1991 1997
gr
it lasted roughly 3.4 million years, and ended between 16th century 20th century 22nd March
8,000 and 4,000 years ago when we started using metal 16th December January 1649
eo
tools instead
Silk Road = The trade route from China across Asia to Optional extra activity 2 Ask students to write down
lG
Persia and India and then on to Arabia and Europe. It three important dates from their country’s history and
extended over 4,000 miles and was first developed over to tell other students what they are and why they are
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conquered much of Asia, including China and Persia dates of the following: the end of WWII, the Middle Ages,
at
Soviet Union – From 1917 to 1991, the Soviet Union was Christmas Eve, American Independence, the death of
a communist bloc made up of a number of countries Shakespeare and Cervantes, the anniversary of the fall of
N
that are now independent (Russia, Ukraine, Latvia, the Berlin Wall.
Estonia, Lithuania, Armenia, Georgia, etc. as well as
Kazakhstan). During that time, agricultural life was Communicative activity worksheet The photocopiable
collectivised, so people were expected to live and work on worksheet on page 254 can be used at this point or
large state farms, and large towns and cities developed. at the end of the unit for further practice of historical
Astana – Kazakhstan’s capital is a planned city, designed information and dates.
by a Japanese architect. It only became the capital in
1997, and it was only given the name Astana in 1998 Grammar Articles
(previously, it was a much smaller town called Akmola).
Its buildings are new, modern and futuristic, and built Aim
with oil and gas money. to check students’ understanding of how to use
articles
5 Ask students to work in pairs to find and underline
the prepositions and the phrases they go with. In 6 Read through the information in the Grammar box
feedback, ask students to say how the preposition works. as a class. Then organise the class into pairs to discuss
the sentences. Monitor and note how well students
understand the way articles work.
• In feedback, elicit the students’ answers. Then ask 4 I’d love to go to the United States and see the
them to check in the Grammar reference on page 185. Grand Canyon one day. (we use the with some
place names that have a common noun in the
Answers name, e.g. the United Kingdom, the United States,
1 there is only one ninth largest country the Grand Canyon, 185 the Soviet Union)
2 one of several examples – there are other 5 I’m glad to say, I’ve never broken a bone. (we have
exporters several bones)
3 one of several and not important which it is – 6 The / A left-wing party won the last election here.
there are other borders (The if there was only one left-wing party; A if
4 the Arabs (there are no others); the eighth century there was more than one left-wing party; there
(there was only one) was only one most recent election)
5 there was only one Soviet Union The party’s leader is quite young. (refers back to
6 if it is ‘the only thing’ then there is only one the party that won the election)
g
Answers to Exercise 1, Grammar reference For further practice, see Exercise 2 in the
Grammar reference on page 185.
in
1 a 7 a
2 the 8 The
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3 the 9 the Answers to Exercise 2, Grammar reference
4 a 10 an 1 He died during the Second World War.
a
5 the 11 the 2 I think it’s very important to study the history .
Le
6 the 12 The 3 Our friends have a lovely cottage in the Black
Forest.
4 I’m meeting a friend of mine later.
ic
Background language notes for teachers: 5 One day I’d love to try and climb the Mount
ph
Everest.
articles 6 My father is a pilot, so he’s away from home a lot.
• Students often have significant problems with articles. 7 The Happiness is more important than money.
a
This might be because they aren’t used in their language 8 I don’t like the eggs. I don’t know why. I just don’t.
gr
Italian use the definite article with most nouns, so these Speaking
students tend to over-use the). A way of making students
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several examples (a). of the lesson and for students to practise using articles
at
• Other uses can be learnt as fixed expressions (e.g. places: in a realistic context.
the United States, the River Nile but Europe and London). • Organise the class into groups of four or five to
N
A DAY I’LL NEVER FORGET school and really helped to change the country for
the better. There’s still some way to go, sure, but
Student’s Book pages 146–147 it’s important to remember her life and celebrate it
every year.
Communicative outcomes 2 My great-grandmother on my mum’s side was
In this two-page spread, students will listen to a Ukrainian. We never met, as she died before I was
conversation about memorable events, and talk about born, but a few years ago my mum and I decided
important days in their own lives. to go on a trip to the village that she came from.
We spent a night in the house she’d been born
Speaking in, which was very moving. The people were very
welcoming and I felt a real connection with the
Aim place. It was incredible – a day I’ll never forget.
to set the scene and introduce the theme of the 3 June the 25th will always be a very special day for
listening; to get students talking about special dates me as it’s the anniversary of the day that Michael
Jackson died. His death in 2009 was a real tragedy
1 Organise the class into pairs or small groups to and I still feel his loss today. I know he was a
discuss the questions. Go round the room and check controversial figure, but he touched the lives of
students are doing the task and help with ideas and millions of people all over the world. One of my
vocabulary if necessary. biggest regrets is that I wasn’t able to go to Los
g
• In feedback, ask different pairs to tell the class what Angeles for his memorial service. I wanted to be
in
they discussed. Once you have given feedback on content, there, but I just couldn’t afford to buy a ticket from
look at good pieces of language that students used and Bulgaria.
rn
pieces of language students didn’t quite use correctly 4 When I was 23 or 24, I spent six months travelling
during the activity. round South East Asia. It was an amazing time
a
in my life and I had lots of great experiences,
Le
Optional extra activity Write three important dates but perhaps the day I remember best was when
from your life on the board. Ask students to guess why I climbed Mount Kinabalu in Malaysia, one of
they are important and / or to ask you questions to find the highest mountains in the region. We started
ic
out why they are important. You could make it more climbing at midnight, with a local guide, and we
ph
challenging by saying that you can only say yes or no in reached the peak just as the sun was coming up. It
response to their questions. was incredibly beautiful.
5 March the 24th is a very special day for me as
a
to practise listening and note-taking; to listen for never see again. However, two years ago, I agreed
chunks of language in a text to have this special new operation. It was still in
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take notes. Let students compare answers in pairs before kids. I’ll always be grateful for that!
discussing as a whole class.
3 98 Ask students to try to remember the missing
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Speaker 1: April the 21st, Kartini Day – the day that listen and finalise the answers. Organise students into
Raden Ajeng Kartini was born in 1879 pairs to discuss and check their answers. In feedback,
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Speaker 2: the day the speaker spent a night in the point out words that were hard to hear because of weak
house where her great-grandmother was born or unusual pronunciation.
Speaker 3: June the 25th – the anniversary of the day
that Michael Jackson died (in 2009) Answers
Speaker 4: the day the speaker climbed Mount 1 a against sexual discrimination
Kinabalu in Malaysia b way to go
Speaker 5: March the 24th – the anniversary of the 2 a my mum’s side
day that the speaker’s sight was restored b a real connection
3 a the anniversary of
b a real tragedy
98 4 a in the region
1 We call April the 21st Kartini Day. It’s the day that b reached the peak
Raden Ajeng Kartini was born in 1879. She’s very 5 a sight was restored
important in Indonesia because she fought for b thanks to my
women’s rights and against sexual discrimination
at a time when we were very much second-class
citizens. She set up the country’s first all-girls
4 Organise the class into pairs to discuss the questions. 7 Read through the information in the Grammar box
• As students speak, go round and monitor, and note as a class. Then organise the class into pairs to discuss
down any interesting pieces of language you hear. the meaning of the different patterns. Monitor and note
• At the end, look at good pieces of language that how well students understand the change of meaning
students used and pieces of language students didn’t depending on the pattern.
quite use correctly during the activity. Show students • In feedback, elicit the students’ answers.
better ways of saying what they were trying to say. You
could write some useful new phrases on the board with Answers
gaps and ask the whole class to complete the sentences. In 1, 3 and 5 the meaning is basically the same.
In 2, remember + -ing means you have memories of
Grammar Verb patterns (-ing or something that happened in the past (often good or
bad memories) but remember to phone means you
infinitive with to) are reminding yourself or someone else to phone in
the future.
Aim In 4, the use is comparable to 2. Stopped buying
to check students’ understanding of how to use verb means you used to buy the products before, then
patterns accurately stopped. Stopped to buy means you were doing
something else, then stopped in order to buy
5 Read through the information in the Grammar something.
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box as a class. Then organise the class into pairs to
8
in
discuss the correct pattern for each of the verbs in the Organise the class into small groups of three or four.
box in Exercise 5. Monitor and note how well students Give students a few minutes to choose and prepare
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understand how to use verb patterns. their topic, then ask them to share their thoughts with
• In feedback, elicit the students’ answers. Then ask the rest of the group. Monitor and help with ideas and
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them to check in the Grammar reference on page 185. vocabulary at the preparation stage.
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• As students speak, note down errors, particularly with
Answers the use of verb patterns, and do an error feedback stage
Infinitive with to: agree, arrange, decide, fail, hope, at the end of the discussion.
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offer, plan, promise, refuse
For further practice, see Exercise 2 in the
ph
3 writing 7 (correct)
4 speaking 8 I’m considering looking for work overseas.
5 to take, trying 9 (correct)
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12 (correct)
6 Elicit the first verb from the class to get students
started. Then ask them to work individually to complete
the sentences before comparing their answers with a
partner and with the audio script on page 210 of the
Student’s Book.
Answers
1 to change
2 to go
3 to be, to buy
4 travelling
5 to have
Speaking 100
1 They played some nice background music.
Aim 2 The DJ almost cleared the dance floor.
to provide communicative speaking practice in a 3 Women still face a lot of discrimination in the
personalised activity workplace.
4 A new government was established after the war.
9 Give students four or five minutes to prepare ideas. 5 On my birthday, I had some friends round for
Monitor and help with vocabulary and encourage dinner.
students to make brief notes to guide them when they 6 The organisation of the whole event was very
talk. impressive.
7 I cooked my special spicy chicken dish.
10 Organise the class into new groups of four or five 8 You should try the traditional breakfasts here.
to discuss their special day. Students take turns to speak.
Encourage the others to ask questions to find out more
about each student’s special day. Monitor and note errors Teacher development: using the sounds
and examples of good language use which you could
and vocabulary review
focus on in feedback.
• In feedback, ask different pairs to tell the class what This section allows you to focus on problem sounds but
they discussed. also reviews some key words and develops students’
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• Once you have given feedback on content, look at good ability to hear English through a dictation exercise.
in
pieces of language that students used and pieces of Every unit ends with this task, but you may do it at
language students didn’t quite use correctly during the other stages of the lesson if you prefer (see the Teacher
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activity. Show students better ways of saying what they development section in Unit 1).
were trying to say.
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13 Organise the class into teams of four to six. Give
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Optional extra activity Instead of asking students to talk students five minutes to prepare their collocations. When
about their own special days, ask them to imagine they students are ready, ask them to compare and discuss
witnessed special days in history. For example, they could with other groups.
ic
imagine they were present on VE Day in London (the end • In feedback at the end, build up a list of some of the
ph
of WWII) or the day their country became independent, best collocations on the board.
or the day the Berlin Wall fell. Ask students to prepare
answers to the questions in Exercise 9 and to speak as if Optional extra activity Play noughts and crosses. Draw
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they were there at the event. a noughts and crosses table on the board. Write a key
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to practise consonant clusters; to revise collocations X. Team O must win a different square by giving you a
correct collocation with the word in the square. If either
11
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99 Play the recording. Students listen and repeat team gives an incorrect collocation, put the other team’s
the sounds, paying attention to the pronunciation of symbol (X or O) in the square. The winning team is the
consonant clusters. first to get three Xs or three Os in a row.
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at
99
/ɡraʊ/, /klɪə/, /skrɪ/, /stæ/, /blɪ/, /fre/, /pre/, /spaɪ/,
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VIDEO 8: COLUMBUS AND THE NEW 4 Ask students to work individually to choose the
correct options. You could elicit the first answer as a class
WORLD to get students started. Let students compare answers
Student’s Book page 148 in pairs. In feedback, revise rules for articles and verb
patterns if students have problems.
1 Lead in to the topic by asking students to look at the
pictures and say what they can see. Organise the class Answers
into pairs or small groups to discuss the questions. In a 1 to study
brief feedback session, elicit students’ ideas and write 2 to find
up interesting ideas or pieces of language on the board. 3 the
Encourage students to justify their opinions and argue 4 to give
their cases. 5 a
6 a, the, the
2 31 Give students time to read through the task 7 the
first. As students watch the video, they should take brief 8 the
notes about how the words are connected to Columbus.
Let them compare their notes in pairs and explain
the significance of the words to one another before 31
discussing as a class. Christopher Columbus was born in Italy in 1451. At
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that time, educated Europeans realised that the earth
in
Answers wasn’t flat as some people thought. They knew that
spices: Columbus wanted to find a better route to it was round. When Columbus was a young man he
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the east to get spices more easily decided to study geography and go to sea. Columbus
a new route: Columbus wanted to find a new route wanted to find the answer to a major problem.
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to Asia Europeans wanted spices from India and China.
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three ships: Columbus took three ships on his However, it cost too much money to carry these
voyage products from the East using the traditional land and
a month: after a month at sea the sailors on the sea routes. Columbus wanted to find a new sea route
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ships wanted to turn back from Europe to Asia. He now knew that the earth was
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a new continent: when Columbus arrived in the round. Because of this, Columbus thought he could
Americas he didn’t know he was on a new continent reach the East by sailing west. However, he needed
Indians: Columbus called the people he met Indians, a lot of money to find out if he was right. In 1492,
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because he thought he was in India Columbus persuaded King Ferdinand and Queen
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Native Americans: Columbus met native Americans – Isabella of Spain to give him money for the voyage.
the original people who lived in the Americas He received enough money for three small ships: the
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gold / parrots: Columbus brought back gold and Niña, the Pinta and the Santa Maria.
parrots from the New World Columbus then sailed west but he didn’t know what
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the high point: Columbus’s discovery was the high was waiting for him. On October 9th, after a month
point of his life at sea, the sailors were very tired of looking for land;
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disappointed: Columbus was always disappointed they wanted to go back. Finally, Columbus agreed.
that he didn’t find a new route to the east He said that they would look for land for three more
the Vikings: reached America 500 years before days. If there was still no land, they would go back to
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true and false questions. Play the video again and ask the island known today as San Salvador. Columbus
students to check answers. Let them compare answers in and his sailors got into a small boat and went to the
pairs before discussing as a class. island. There, they walked onto the land that would
one day be called the Americas. Columbus didn’t
Answers know he was on a new continent. He thought he
1 F (educated people knew this, but not everyone) was near the coast of Asia in the islands of the East
2 T (the King and Queen of Spain had to give him Indies. He even called the people who came to meet
money) him ‘Indians’. Because of this, people incorrectly called
3 T (they were about to give up and turn back) Native Americans ‘Indians’ for hundreds of years.
4 F (it was the island of San Salvador, in the Columbus returned to Spain. He brought gold, parrots
Bahamas) and other things from the New World to show the
5 T (he thought he was in Asia) King and Queen. For him, this was the high point
6 F (he returned three times) of his life as a sailor. Columbus made three more
7 T (he died ‘a disappointed man’ because he hadn’t voyages to the New World, but in the end he didn’t
found a route to the east) achieve what he wanted. He didn’t find a new route
8 F (he died 14 years later) to bring spices from Asia to Europe. Columbus was a
disappointed man when he died on May 20th 1506.
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• When most students have finished, stop the class 2 has fallen
in
and give some feedback, either by rephrasing some of 3 ’m going
the things students tried to say for the whole class or 4 to get, cats
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by asking students to correct or fill in gaps in sentences 5 I’ll phone, have
you’ve written on the board, based on what you heard 6 talking, attention
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students saying. 7 when I was a kid
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8 a student, the bills
Understanding fast speech 6
1 f 2 g 3 h 4 a 5 c 6 e 7 d 8 b
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6 32 Tell students to work on their own for a 7
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few minutes to practise saying the extract. Then play banks: cancel my card, charge interest, a mortgage
the video extract. Students listen and compare what historical events: become independent, a civil war,
they said. an empire, establish a city, a republic
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1 into 5 on
2 in 6 over
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3 on 7 into
4 by 8 from, to
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9
1 set 5 afford
2 launch 6 security
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3 economy 7 average
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4 unemployment 8 background
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in terms of their overall competence in English. a message or even be offended when the rules or
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Writing for the purpose of practice and play does not conventions of a genre are broken. For this reason,
depend on any particular genre or standard organisation; students need careful preparation for writing such texts,
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it could be short sentences, paragraphs, dialogues, etc.; and feedback should be more thorough.
it could be about anything the student wants or it could The writing units in the Student’s Book aim to provide
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be on a theme the teacher chooses; it could be random this careful preparation. They are based on genres
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connections of sentences – true or imagined. Some commonly tested in international exams such as PET, FCE
grammar and vocabulary tasks in the Student’s Book and IELTS, or on functional writing tasks we may perform
are of this nature, with students having to complete at work or when studying in an English-speaking context.
ic
sentences using their own ideas. Below are some
What’s in outcomes writing
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• Write a diary about your day, trying to include new Each double-page spread teaches a different style of
gr
words or structures that you’ve learnt. writing. You can follow them in any order or do them
• Write five to ten lines of English every day about after every two units in the main Student’s Book. The
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you saw or read about. Speaking The units aim to be interactive. Speaking
• Write a poem or story using a new word you’ve activities provide a warmer, relate to the topic, discuss
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• Write an imagined conversation with someone you there may be some basic comprehension questions
at
know, based on a topic you’ve studied. around these, the main focus is noticing useful language
• Write an imagined conversation that takes place in for the genre and how the texts are organised.
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a particular place.
As these kinds of writing tasks are unconnected to any Key words This section focuses on words / expressions
particular genre, they require no ‘teaching’ or preparation, which link sentences and clauses and give texts
and can be set at any time. In terms of feedback, you coherence. They follow a similar pattern to grammar
may want to simply write a personal response to what exercises, with a short explanation or guided questions
the student wrote such as, This really made me laugh and a controlled practice.
or That’s interesting. Alternatively, you could engage in
a dialogue with the student by asking them genuine Vocabulary and grammar There are often short grammar
questions, which they answer in writing. You may want or vocabulary sections if there is a close relation to the
to correct aspects of the key structure or words that they text type. Note there’s no link to the Grammar reference.
practised, or use common errors from different students
as a way to re-teach language in class. However, we feel Practice This is a task for students to write a similar kind of
correction should be kept to a minimum with these kinds text to the one they looked at in Writing, and to incorporate
of texts. The aim is not assessment, it is to encourage some of the other language they have learnt in the unit.
students, to engage with them and get them to play This section can be set as homework or be done in class.
with language. Doing the practice in class can be interactive, particularly if
using a ‘process writing’ approach.
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be done in pairs in class. Another way you might want to you’ll only deal with content and structure.
in
incorporate a process approach is to give the Practice task
for homework before they do the actual writing lesson. Peer correction Students can also give feedback. Get
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They then re-write their work in light of what they learn. them to read each other’s writing and evaluate the texts
and / or suggest changes. To do this they really need a
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Marking and feedback ‘mark scheme’; this could be a list of statements they tick
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There are a number of options available to teachers to or adapt such as:
mark and give feedback on students’ writing. • I enjoyed this.
• I wanted to know more about …
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Using symbols You can mark essays using symbols above • I didn’t understand the bit about … .
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the inappropriate word or grammar. Here are some • You used some words / grammar I didn’t know how
examples: to use.
• t = wrong tense Another way is to give them marking criteria from an
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• wf = wrong word form (e.g. noun not adjective) established source such as the FCE exam. Check they’re
gr
• col = wrong collocation (e.g. the noun is the right not too difficult for your students.
meaning but doesn’t go with the verb)
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• voc = you have the wrong word (it makes no sense The advantage of peer correction is that it’s interactive
here) and based on genuine readers’ responses. It’s also easy
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• prep = you need a different preposition on the teacher! However, it is not so good for dealing
• pl = plural is wrong or should be plural with language, apart from general statements, as
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• sp = wrong spelling students may not trust each other’s judgement – often
• wo = the word order is wrong with good reason! However, it is a useful stage and may
• art = the article is wrong or absent save you time by reducing mistakes or inconsistencies
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The idea of doing this is to make students notice their before you come to mark the texts.
at
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pressure = being expected to do more than is 3 The restaurant 7 the waiters
in
comfortable 4 life in California 8 dish
relax = to rest and feel calm
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experiment = a test to see how something works, or to 6
try out something new 1 it 6 them
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impatient = always wanting to have things done more 2 it 7 her
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quickly 3 it 8 it
stressful = causing anxiety and worry 4 mine 9 It
Marta mentions being lonely because she works on her 5 hers 10 one
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own a lot. It’s tiring, she often has to work long hours
ph
3 luckily 6 Stupidly
gr
6
1 Firstly, I have to 3 PERSONAL PROFILE
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2 Secondly, there’s
3 what’s more, it’s tiring
Student’s Book pages 154–155
lG
4 Thirdly, my bosses
5 finally, 2
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a car mechanic: 3
working on cars, repairing cars, mending things, solving 1 As well as is at the start of the sentence. Also is
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problems, doing a practical job, working with his directly before the main verb.
colleagues, dealing with customers, not working in 2 As well as is often followed by an -ing form, or it can
an office be followed by a noun. It can come after a clause
(e.g. I speak some Russian as well as speaking Welsh
2 ANECDOTES and English).
Also can be after the subject, or after the auxilliary
Student’s Book pages 152–153 verb if there is one (I am also having … or I also have
French lessons).
2 3 In the first sentence there is a comma before the
Good things: they had a great chat, Scott’s dish was OK, main clause. If the two parts of the sentence were
they changed Kaori’s meal quickly and the new one swapped, there would be no comma. There is no
was nice comma with also.
Bad things: the restaurant was crowded, Kaori’s meal
was awful, the musicians were next to them so they
couldn’t have a conversation, the bill included the
dishes they sent back
4 4
1 also 4 also 1 Wish you were here
2 As well as 5 As well as 2 Hope you’re all well.
3 also 6 As well as 3 Can’t wait to tell you about it.
4 Here we are in Panama.
5 possible answers 5 Looking forward to seeing you soon.
1 CV or job application 6 Greetings from Greece.
2 to introduce yourself 7 Writing this in a café.
3 introduction to a blog 8 Having a great time here in London.
4 application for a course
5 to introduce yourself 5
6 to introduce yourself 1 Despite
2 although
8 3 although
1 go 4 has 4 Despite
2 doing 5 have visited
3 went 6
1 despite the rain
4 DESCRIBING PLACES 2 Although it was crowded
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3 Although we were really tired
Student’s Book pages 156–157
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4 despite being really sunny
5 despite having a headache
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2
1 b 2 a 3 e 4 d 5 f 6 c 6 PLANS AND SCHEDULES
a
Student’s Book pages 160–161
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3
1 modern 4 polluted
2 humid 5 noisy 1
ic
3 lively 6 green Work with any ideas the students come up with,
ph
6
1 really / very 4 a bit a It’s the start of the meeting, the man on the right is
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3
Bruce might prefer a quiet, relaxing beach holiday.
5 9
1 is 5 break 1 but
2 leaves 6 lasts 2 However
3 don’t land 7 don’t start 3 however
4 does, arrive 8 does, end 4 but
6 8 Invitations
1 until 5 until
2 Then 6 then
Student’s Book pages 164–165
3 until 7 until
4 until, after that 8 after that / then 4
1, 3, 4 show informality; 2 and 5 are used in more
7 Complaints formal writing.
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5 LF 10 MF 15 MF 20 MF
in
3
1 crack 5 received 7
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2 slow 6 battery, recharge Phrases 2, 3, 6, 14, 19 are likely to be at the start of an
3 damaged 7 faulty invitation.
a
4 properly
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8
4 1 d 2 e 3 c 4 f 5 a 6 b
1 very serious 5 quite serious
ic
2 quite serious 6 quite serious 9
ph
5
gr
1 Further to 5 numerous
2 enquire 6 received
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6
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7
1 formal complaint about
2 from your store
3 the following day
4 I was having
5 brand new player
6 after-sales service
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4 is doing
Comparatives
in
5 I’m looking
6 I’m doing
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Exercise 1
Exercise 2 1 larger
a
1 Are your friends staying in a hotel or with you? 2 thicker, better
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2 I sometimes cycle to work. 3 more comfortable, nicer
3 (correct) 4 more convenient, expensive
4 Karen knows the guy who owns that restaurant. 5 better, earlier, as heavy
ic
5 We aren’t getting much work at the moment,
ph
unfortunately. Exercise 2
6 (correct) 1 The market is much cheaper than the supermarket.
2 My new job is better paid than my old one.
a
Present simple and present continuous for 3 This school is much better than my local one.
gr
1 What are you doing on Saturday? 6 The design of your phone is not as nice as mine.
I’m meeting a friend for dinner.
3 GETTING THERE
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g
4 EAT 4 ’re playing, to play
in
Student’s Book pages 170–171 Exercise 2
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1 I might call you later.
Present perfect simple 2 What are you going to do?
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3 We’re thinking of having a meeting about it.
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Exercise 1 4 I’m not going to go on holiday this year.
1 went, Have you been, get 5 I might not be in class tomorrow.
2 Have you had, I made 6 Where are you thinking of staying?
ic
3 eaten, had, tasted 7 I’m going to go fishing this weekend.
ph
Exercise 2 Superlatives
gr
5 Have you two been introduced? 1 He’s the nicest person I’ve ever met.
6 How long has she lived there? 2 It’s the most exciting race I’ve taken part in.
1 c 2 a 3 f 4 d 5 b 6 e 3 That computer is the most reliable we have ever had.
4 This is the most complicated game I have ever played.
too / not … enough 5 It’s the funniest book I’ve read in a long time.
6 That is the smartest I’ve ever seen you look.
Exercise 1
1 enough 4 enough 7 too many
2 too 5 too much 8 enough
3 enough 6 too
1 d 2 g 3 b 4 a 5 h 6 e 7 c 8 f
6 FAMILY AND FRIENDS 5 She isn’t able to sleep at the moment because she has
very bad pain in her leg.
Student’s Book pages 173–175 6 You’re lucky you are able to stay with friends. It saves
you a lot of money!
Question formation 7 The clients called earlier and said they aren’t able to
make the meeting today.
Exercise 1 8 He has to work overseas, but he is able to visit four
1 does, Has 3 do, are times a year.
2 Do, do, Did 4 are, Have
Exercise 3
Exercise 2 1 We have to tell our landlord
1 (correct) 2 My sister can stay with my uncle
2 Which battery do lasts longer? 3 My friend Juan has to find a new place to live.
3 Who did gave you this? 4 You don’t have to do it if you don’t want to.
4 (correct) 5 If you want, I can to drive you home.
5 (correct) 6 but I can’t afford it.
6 What did happened to you? You’re really late.
7 (correct) will / won’t
8 Who do wants coffee? Put your hand up.
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9 (correct) Exercise 1
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1 ’ll 4 ’ll, won’t, ’ll 7 will, ’ll
Exercise 3 2 won’t 5 ’ll 8 ’ll, won’t, ’ll
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1 How old is your gran? 3 ’ll 6 ’ll, won’t
2 What kinds of things do you do at the weekend?
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3 What film did you see last Friday? Exercise 2
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4 How long have you lived here? 1 is coming 4 is getting
5 What questions did / do they ask in the exam? 2 won’t hurt 5 I’ll help
6 What time are you leaving tomorrow morning? 3 I’m just going to go 6 I’m going, I’ll post
ic
7 How far do you travel to get to work?
8 EDUCATION
ph
Exercise 2
1 either 4 any 7 Neither, any Exercise 2
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7 YOUR PLACE 4 If I find the website address, I will send it you later.
at
5 (correct)
Student’s Book pages 175–176 6 If I don’t go to university …
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have to, don’t have to, can and can’t had to / could
Exercise 1 Exercise 1
1 have to 5 has to 1 could 4 couldn’t, had to
2 Do you have to 6 can 2 had to 5 don’t have to
3 don’t have to 7 Can you 3 didn’t have to, have to
4 can’t 8 don’t have to / can
Exercise 2
Exercise 2 1 We couldn’t come yesterday …
1 I’m afraid we aren’t able to help you with that. 2 (correct)
2 It’s not a palace or anything, but at least I’m able to 3 We didn’t have to study English when I was at school.
pay the rent! 4 I’m sorry I wasn’t able to come to class last week.
3 We have five bedrooms, so we are able to invite 5 … we always had to stand up …
friends to stay, which is nice. 6 (correct)
4 I think there’s some kind of problem because I’m not 7 He had to retake the test twice before he passed.
able to enter the site. 8 The question was so difficult, I couldn’t to answer it.
9 (correct)
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4 should do home together.
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5 shouldn’t miss 7 … we used to go to the mountains …
8 (correct)
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Imperatives
11 SCIENCE AND NATURE
a
Exercise 1
Student’s Book pages 179–180
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1 Don’t panic. Stay calm.
2 Don’t whisper. Speak up. We can’t hear you.
3 Be careful. Don’t slip. Past perfect simple
ic
4 Don’t just sit there. Do something.
ph
8 Don’t wait for me. Go ahead. I’ll catch you up. 3 had left 6 had done, had cheated
gr
Exercise 2 Exercise 2
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1 Could you pour me some water, please? 1 After they had had one date, …
2 You should try talking to someone about it. 2 I rang you as soon as I had heard the news.
lG
3 Could you bring me the bill? 3 I had never been on a plane until I went to Japan.
4 Could you help me carry these bags to the car? 4 They had had an argument before I arrived, …
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5 You shouldn’t drive if you’re taking that medication. 5 I was fed up after I found out I hadn’t got the job.
6 You shouldn’t call him now. It’s too late.
Passives
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Exercise 1
Student’s Book pages 178–179 1 The test is repeated a number of times.
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5 I’m afraid he isn’t back yet. 2 I have been to / been going to the gym every day for
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6 Don’t worry! I’ve already sorted out everything. the last two months.
7 She has just handed the work to me this second. 3 They have been together for quite a long time.
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8 He has already made $1 million and he’s only 26! 4 The Social Democrats have been in power since the
last election.
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Reporting speech 5 He has lived / been living there since last year.
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6 I have been trying to find a job for months.
Exercise 1 7 She has been making amazing films for quite a while
1 were installing 4 would be now.
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2 had tried 5 could offer 8 I haven’t really liked much of her work since her first
ph
Exercise 2 Exercise 2
a
4 since
13 CULTURE 3 1 loved
2 since
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Exercise 1
Student’s Book pages 183–184
1 1 war film
2 world war Relative clauses
3 quality of life
4 life guard Exercise 1
5 bookshelf 1 who 3 where 5 which
6 cookery book 2 that 4 who 6 where
7 university gym
8 member of a gym Exercise 2
9 friend from university 1 Sertab Erener is a Turkish singer who won the
Eurovision Song Contest in 2003.
2 Storaplan is a very trendy area where there are lots of
nice shops and restaurants.
3 Sue Briggs was an English teacher who persuaded me
to go to university.
4 A campsite is a place where you stay when you go
camping.
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3 mustn’t forget to 7 The Happiness is more important than money.
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8 I don’t like the eggs. I don’t know why. I just don’t.
15 MONEY
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Verb patterns
Student’s Book page 184
a
Exercise 1
Le
Time phrases and tense 1 to take 4 speaking 7 to meet
2 to become 5 to take, trying 8 working, to do
Exercise 1 3 writing 6 working
ic
1 over the last five years, since last year, in the last six
ph
months Exercise 2
2 at the moment 1 I’ve decided not to go to university.
3 last month, three months ago, the other week, when I 2 (correct)
a
4 in two years, in three months’ time 4 I don’t really enjoy shopping for clothes.
5 I spent nine months travelling round Africa.
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Exercise 2 6 (correct)
1 The prime minister has been losing / has lost 7 (correct)
lG
popularity in the last year. 8 I’m considering looking for work overseas.
2 I used to spend a lot more money in the past. 9 (correct)
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3 I got a loan from the bank the other month. 10 Sorry we’re so late. We stopped to have lunch on
4 The recession is getting worse at the moment. the way.
5 They are going to / will invest more in schools over 11 Can you please stop making so much noise?
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Time clauses
Exercise 1
1 when 4 until 7 As soon as
2 until 5 before 8 when
3 After 6 before 9 as soon as
Exercise 2
1 … before we ’ll make a final decision.
2 (correct)
3 We can / will have something to eat when …
4 After you’ll register, you’ll be able to …
5 (correct)
6 (correct)
7 Inflation will continue to rise until …
8 I will believe in UFOs when I see one … / I won’t
believe in UFOs until I see one …
g
It’s hard work! 6 Currently, Frank is doing in electronics.
in
8 Jerry doesn’t know / isn’t knowing Emily a a course b a company c a studio
very well. /6
rn
/8 6 Match each verb (1–10) to a noun in the box that it
2 Complete the sentences about the future with two collocates with. You can use the words more than
a
words. Use the word in brackets. Change its form if once.
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necessary.
1 I (meet) two old friends on Sunday for a job a meeting staff an interview
lunch. a project a contract
ic
2 Paul (got) an exam next Friday.
ph
/8 7 train
3 Put the words in order to make questions. 8 work on
lG
/ 10
2 get / time / he / What / up / does / ?
7 Choose the correct option.
1 We’re currently advising / negotiating teachers on how
io
g
1 Tom is tall as Bob. 6 It fits f Katy – she’s the right size.
in
2 My new car is much reliable. /6
3 This table is bigger but as nice. I think I’ll 7 Choose the correct preposition.
rn
buy the other one. 1 This bag is damaged. I’d like to get my money back /
4 Jenny’s better at maths than Annie, but from / off.
a
she doesn’t work as hard. 2 I haven’t taken the pullover over / out of / out its
Le
5 They look the same. Perhaps the green one is a box yet.
smaller. 3 It has been reduced in price from / at / off $20 to $15.
/5 4 A lot of products are reduced at / in / on the sale.
ic
3 Complete the sentences with the correct comparative 5 I’m afraid the dresses are about / for / out of stock.
ph
In the Middle East and North Africa, open-air 4 All the clothes have been in price
at
markets are called souks. The Khan el-Khalili souk because they’re in the sale.
in Cairo is 1 (old) than most other 5 I the tray and broke all the cups.
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souks. It first 2 (open) its doors in the 6 How much did you for the painting at
fourteenth century, and it 3 (be) very the auction?
important at that time because it 4 7 They have a very reliable delivery . The
(control) a lot of the trade in the world. orders arrive very quickly.
I5 (go) to the souk last year. It was 8 The holiday is a real . You can’t get any
much 6 (large) and 7 other luxury holiday for this price.
(interesting) than other souks I’ve visited. /8
I8 (not do) any shopping but I visited / 50
a great coffee house.
/8
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when he 9 (get) there. She was
in
usually there at that time. He 10
3 Where do you go to watch matches?
(just / start) to worry about her when he
rn
11
(see) her on the roof of the house
a
across the road. What 12 (she / do) 4 How can you go under the busy road?
there?
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/ 12 5 Where do religious people go on Sundays?
ic
2 Choose the correct form to complete the sentences.
6 Where can I walk across the road?
ph
8 We were only having fun. 7 Complete the sentences with the correct form of the
a plenty of b much c a bit of words in the box.
N
/8
3 Choose the correct forms to complete the dialogue. charge hire cycle cancel tip park
A: How 1 did you get / were you getting back home from
the theatre last night? 1 Our flight was because of the bad
B: Oh, we 2 took / were taking a taxi. weather.
A: I guess there are 3no / any buses at that time of night. 2 The airline us more money because we
Was the traffic bad? had a lot of luggage.
B: No, we didn’t have 4 any / some problems with 3 We left a for the waiters in the
the traffic. restaurant.
A: There aren’t 5 much / many taxis in town on a Sunday 4 Karen a car when she was on holiday so
evening. How did you get one? she could drive around.
B: Well, you’re wrong there! There were 6 a bit of / plenty 5 It’s impossible to your car in the centre.
of taxis near the theatre. I think the taxi drivers knew It’s too crowded.
what time the play ended! 6 I only use my bike on roads which have a
/6 lane.
/6
/ 50
g
/ 10 soft mild raw bitter thick strong
in
2 Choose the correct option.
1 Tim sent / has sent Joe an email yesterday. 1 spicy
rn
2 Graham stayed / has stayed there twice before, and 2 sweet
wants to go again. 3 hard
a
3 When did you go / have you been to Australia? 4 cooked
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4 I never played / have never played rugby in my life. 5 weak
5 Last weekend, I met / have met Louise at the Grand 6 thin
Café. /6
ic
6 Did you ever lose / Have you ever lost an important 6 Add two words from the box to each list.
ph
piece of jewellery?
7 A few years ago, I ran / have run the London Marathon. stone fried seafood skin fish boiled
8 I never was / have never been married. But perhaps one
a
/8 2 shell, ,
3 Complete the sentences with two words. Use too or 3 grilled, ,
eo
4 I’m busy do the washing with chips and 5 v . It’s really popular
up. I’ll do it later. at weekends, and you sometimes have to wait for
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5 We couldn’t get close to the stage because there were a6s there, but you should
people. try it – it’s great!
6 Have you got time finish
the job? /6
7 I’d like to make two omelettes but there are / 50
eggs. I can only make
one.
8 I’m to watch this film.
I’m going to bed.
/8
g
1 ‘Any plans?’ ‘No, not really. I (stay) in, but 3 running c trunks
in
I’m not sure.’ 4 fishing d shoes
2 ‘Any plans?’ ‘Oh, yes, definitely. We (swim) 5 swimming e boots
rn
later. We’ve booked the pool.’ /5
3 ‘Are you staying in bed tomorrow? ‘Yes, I 6 Complete the collocations with the verbs in the box.
a
(not be) up before 11.
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4 ‘Is Jo coming? ‘She isn’t sure. She (come) support win kick draw time score
but she needs a babysitter.’
/8 1 a medal, a prize, a competition
ic
3 Write the superlative form of the word in brackets. 2 a match 2-2
ph
6 It was (bad) performance by a football 3 I feel very on my own late at night in this
team in history. part of the city. It isn’t very safe here. (secure)
7 I was born in one of (big) houses in 4 It’s a very restaurant. It costs a lot.
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the area. (expense)
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8 Anne is (tidy) student in the class. 5 This amount of work is . I think I can do it
9 Joe was (clever) boy in his family. on time. (manage)
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10 I saw (great) game ever! 6 Have you switched the central off? It’s
/ 10 very cold. (heat)
7 I had a very day. It was very busy and
there was a lot to do. (stress)
8 Karen works for a company. (publish)
/8
/ 50
1 Complete the questions with one word. niece uncle aunt ex-wife mother-in-law
1 you live there now? classmate nephew cousin flatmate colleague
2 When they leaving? Soon, I hope. sister boyfriend sister-in-law father-in-law
3 How John get home last night? neighbour ex-husband gran grandad
4 How many times she been there?
5 you have a nice weekend? 1 My father’s sister.
6 How long Claire and Ken lived together? 2 My brother’s wife.
7 How’s Sue? she still work in the 3 The man I was married to from 2007 to 2015.
same school?
8 Why she waiting at the bus stop when 4 The person who lives next door.
we drove past? 5 My uncle’s son.
/8 6 A friend at work.
2 Put the words in order to make questions. 7 My dad’s mum.
1 had / have / how long / that / you / bag / ? 8 The friend I share a flat with.
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9 My brother’s daughter.
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2 to / you / are / the / radio / listening / why / ? 10 My aunt’s husband.
11 A friend at school.
rn
3 city / this / have / visited / you / before / ? 12 My wife’s father.
/ 12
a
4 enjoying / you / the / are / weather / nice / ? 5 Match the verbs 1–6 to the phrases a–f they
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collocate with.
5 you / see / did / last night / the / game / ? 1 have a your parents
2 run b closely together
ic
6 you / did / those / where / buy / gloves / ? 3 get on with c a company
ph
1 Sheila and Jo are exceptionally clever. (both) 6 Match the adjectives to the descriptions.
Sheila .
eo
My . .
at
6 The twins don’t go out on their own. (Neither) 4 Henry never gets angry and is always happy to wait for
people. He’s .
N
1 Match the two parts of the sentences. fields / rural traffic / transport
1 You can plant / industrial port / coast
2 You don’t have to museum / historic river / bridge
3 You have to
4 You can’t 1 The ship sailed into the on the eastern
of the island.
a do exercise during the break if you want to. 2 The over the was damaged
b eat here, but you can use the canteen upstairs. when it was hit by a passenger boat passing under it.
c pay for the bread here. It’s free. 3 In the sector, there is a large engineering
d stop eating fast food. It’s unhealthy. and a number of smaller factories.
/4 4 The local has a number of objects that
2 Complete the sentences with the correct form of have show the city’s past.
to, don’t have to or can. 5 It is a very region of small villages, farms
1 We get up early tomorrow because our and open .
g
flight is at seven. 6 Public in my city is poor. There are few
in
2 You take one of the books if you like. buses, so people drive their cars. This means that there
I never read them. is too much in the centre.
rn
3 Joe work because he’s extremely rich. / 12
4 Neither of the students graduate 6 Match the verbs 1–6 to the phrases a–f they
a
because they’ve failed their exams. collocate with.
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5 My father work nights. He is a doctor and 1 treat a clean the bathroom
people need doctors at 3a.m.! 2 have b military service
6 Paul and Fiona cook this evening because 3 take c the lift
ic
they have been invited out to dinner. 4 do d people with respect
ph
1 I (walk) home with you if you’re worried 7 Complete the sentences with the correct form of the
gr
4 Be careful in the corridor or you 2 If you the table, we can play cards on it.
(fall) over. a lock b help c clear
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5 I don’t think I (come) with you. I’m tired. 3 It’s cold outside. Why don’t you my coat?
6 It (taste) nice. I’ve put too much salt in. Just bring it back tomorrow.
a borrow b lend c leave
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/6
4 yourself to coffee. I’ll be back soon.
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4 Write the responses from the prompts. Use can, can’t, a Show b Help c Use
have to, don’t have to, will or won’t. 5 I’ll just my coat, scarf and umbrella on
N
g
/6 5 10
in
2 Put the words in order to make first conditional / 10
sentences. 6 Complete the sentences with the missing prepositions.
rn
1 we / our own vegetables / grow / If / healthily / eat / 1 We had to copy sentences a textbook.
we’ll / . 2 It’s hard to get some universities.
a
If . 3 I got good grades school.
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2 have / Jo / money / any / doesn’t / If / lunch / pay / I’ll 4 Some parents send their children private
/ for / . schools.
If . 5 I’m studying a test on Monday.
ic
3 the prize / You’ll / win / like that / you / if / sing / . 6 There was a lot of bad behaviour class.
ph
. France.
gr
/8 /8
3 Complete the first conditional sentences with the 7 Complete the sentences with the verbs in the box in
eo
5 I (study) Maths if I get a place at the 2 Matthew didn’t his earnings to the tax
at
/6
206 OUTCOMES SAMPLE COPY, NOT FOR© DISTRIBUTION
National Geographic Learning, a part of Cengage Learning
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6 Perhaps you work harder. You don’t seem 3 lose a my appetite b the flu
in
to be doing any work at the moment. 4 get a my voice b out of breath
7 You ought buy a ticket. 5 hay a fever b ache
rn
8 Why don’t visit us in the summer? /5
/8 7 Complete the sentences with mind or matter.
a
3 Put the words in order to make sentences. 1 What’s the ? Are you OK?
Le
1 leave / shoes / your / there / Don’t 2 You don’t if I take this chair, do you?
3 Well, that’s a of opinion. Actually, I don’t
2 play / Don’t / in front of / football / house / my agree with you.
ic
4 To make s worse, the baby cried all the
ph
3 take / If / can’t / sleep / you / these pills way through the flight.
5 I’ve lost my umbrella, but never . I’ve got
4 for / there / me / Wait / over another one at home.
a
2 (not go) to work if you feel ill. 1 I’m coming. I just need to brush my h .
3 (look) up the word in your dictionary. 2 I need something to settle my s . I think
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anything rude.
5 I’ve got a terrible h ache.
N
g
a ghost? 3 We got the room for a reduced because
in
/ 12 the restaurant at the hotel is closed.
2 Complete the conditional sentences using the 4 All meals are in the holiday village. You
rn
prompts. don’t have to find a restaurant.
1 If I were you, I / do / more exercise. 5 I’d like a double room, breakfast, please,
a
If I were you, . for two nights.
Le
2 I’d buy a tennis racket if they / not be / so expensive. 6 There is only furniture in the room.
I’d buy a tennis racket . Nothing special, but it’s OK.
3 If he had some money, Dan / not stay in / tonight 7 We’re staying at a youth because hotels
ic
If he had some money, . are so expensive here.
ph
4 I’d read the book if you / lend it / to me. 8 We have free in all the rooms, so you
I’d read the book . can email friends.
5 If you lived in that region, you / help / the victims / ? 9 What services does the hotel ?
a
We wouldn’t be brave enough to talk to the film star 1 Could you turn the heating , please?
. It’s really cold.
lG
2 We stayed in a cottage by the sea every summer. 5 We don’t have a record your booking.
at
g
7 It was only after we (build) the house 4 Researchers hope to cancer cure
in
that we realised what the problem was. 5 UN research by giving $5 million
8 Although we (not see) any wild animals, 6 Company why bus crashed
rn
we still felt happy at the end of the day in the forest. 7 NATO satellite into space
/8 8 Experiments on rats
a
2 Complete the sentences with had, hadn’t, was, were, 9 Amazon snake extinct
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wasn’t or weren’t. /9
1 Many of these novels published in the 6 Add the words in the box to the correct list. One word
1920s. is in more than one list.
ic
2 A number of players asked to change
ph
1 Complete the sentences with still, yet, already or just. back off up away in off through on out
1 Petra has left. She walked out of the
house ten seconds ago. 1 I was talking to Andy on the phone, and he got angry
2 I don’t want to see the film because I’ve and hung .
seen it. I saw it a year ago. 2 Could you put me to the finance
3 We’re waiting for our coffees. We’ve been department, please?
here forty minutes. 3 I’ve been put hold. I’m having to wait.
4 Have you finished the washing up ? 4 I’ll call you in five minutes. I’m busy
5 I haven’t heard from Jo. I don’t know right now.
where she is. 5 We got cut because the phone line
6 Amy has had lunch. She ate an hour ago. failed.
7 We haven’t played the match . 6 I’m afraid Tom’s of the office. He’ll be
8 Peter’s walked into the room. back in a minute.
Here he is now. 7 Emma’s on holiday. Can I help?
g
/8 8 Mr Jones is a meeting. He can’t come to
in
2 Rewrite the statements in reported speech. the phone.
1 Joe: ‘Susie is at work.’ 9 Joe is sick. He’s not at work.
rn
Joe said that Susie . 10 Is Paul ? Or is he still in bed?
2 Mark: ‘Carl has broken his leg.’ / 10
a
Mark told me that Carl . 5 Complete the sentences with the negative form of the
Le
3 Susan: ‘I’m surfing the internet.’ word in brackets.
Susan said she . 1 I’m feeling very (happy). I’ve had a
4 Jamie: ‘I didn’t have time to do my homework.’ disappointing day.
ic
Jamie told me that he . 2 These drugs are (legal).
ph
5 Melanie: ‘My grandmother will be 60 years old on 3 The weather is very (pleasant). It’s rained
Saturday.’ all day.
Melanie said that her grandmother . 4 Jill is so (patient). She won’t wait for
a
Peggy told me that Penny . 5 You’re very rude – the most (polite)
/ 12 person I know.
eo
3 Complete the sentences with one word. 6 I’m afraid I can’t come then. It’s
1 They told I had failed. I couldn’t (convenient).
lG
on a diet.
/6 crash hack steal grab hit kick
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g
2 Complete the present perfect continuous sentences 3 24 Hours to Escape
in
with two words. 4 Singing in Austria
1 How have you sitting 5 Funny Days
rn
there? 6 Kung Fu Fighter
2 Graham been working the 7 Battleship
a
film company all summer. /7
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3 Jane has feeling very well 6 Choose the correct form to complete the sentences.
recently. 1 That was the most bored / boring book I’ve ever read.
4 they trying to call you? 2 We felt really tired / tiring by the time we reached
ic
5 I’ve working in the garden the top.
ph
g
of money. /8
in
7 Some of the students lived here have 5 Choose the correct container.
written their names on the wall. 1 a bar / carton / tin of chocolate
rn
8 The village we live is still very quiet and 2 a tin / packet / can of cola
peaceful. 3 a pot / tin / can of tomatoes
a
/8 4 a packet / bar / can of biscuits
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2 Join the sentences using the relative pronoun in 5 a tray / carton / sack of milk
brackets. 6 a jar / box / packet of jam
1 That’s the woman. She reads the news on TV. (who) /6
ic
6 Rewrite the sentences with two objects. Use the word
ph
2 I bought a magazine. It is full of celebrity gossip. (that) in brackets or omit the word in brackets.
1 Diana cooked me dinner. (use for)
3 Shelley has a new car. It’s really fast. (which) Diana .
a
Jack .
6 I have a lovely garden. It is full of flowers. (that) 5 Amy sent a card to me. (omit to)
na
Amy .
/ 12 / 10
3 Complete the sentences with must or mustn’t, or / 50
io
I don’t.
2 You (walk) alone at night in this
neighbourhood. It’s dangerous.
3 If you (eat) in the cinema, please eat
something that isn’t so noisy!
4 We (make) a noise when we go in. I don’t
want to wake my parents.
5 Children (run) in the corridors. It’s a
school rule.
6 You (eat) lunch in the work canteen.
There are lots of coffee shops in the area if you prefer
to go there.
/6
g
1 We (go) away on holiday in / at a few 3 This painting is worth / owing / given about
in
days. $1 million.
2 In / At a year’s time, we (buy) a new car. 4 I’m owing / winning / saving my money to pay for a
rn
3 People (live) in these caves in / at the new car, so I’m not going out much this month.
past. 5 How much do you worth / earn / win each month in
a
4 When / At I was younger, we (go) away your job?
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every summer. 6 Adam borrows / owes / leaves his parents thousands
/8 of pounds. It’ll take him years to pay them back.
3 Choose the correct word. 7 My friends and I won / bought / earned lots of money
ic
1 Hopefully, we’ll get there before / after the plane on the lottery.
ph
leaves. We won’t be late. 8 I’d like to buy / give / worth the guitar in the window.
2 When / Until Jo finishes her exams, we’ll have a How much is it?
holiday. I can’t wait! 9 Do you give / win / earn much money to charity?
a
3 As soon as / Before I get home, I’ll take a bath. Only five 10 My grandmother owed / borrowed / left me some
gr
more minutes and we’ll be there! money in her will when she died.
4 We won’t know the results until / when 5.30. / 10
eo
5 After / Until the show ends, we’ll meet all the actors 7 Match 1–4 to a–d to make collocations. Then match
backstage. 5–8 to e–h.
lG
3 We won’t start the party until all the guests 5 cancel e a profit
at
UNIT 16 TEST 5 Complete the sentences with the words in the box.
1 Complete the sentences with a, an or the. 1 The village hall is a great for a party
1 Do you have en-suite room in the hotel? because it’s so large.
I’d like biggest room you have available. 2 You shouldn’t at all the food. Wait until
2 This is last time I am going to have the guests arrive before you eat anything.
party. It’s too much hard work! 3 What sort of music should we have
3 He’s much fitter person than I am; he during the dinner party?
jogs at least five times week. 4 The reception in the old hall was very –
4 Although Ljubljana isn’t large city, it’s both the food and the service was great.
capital of Slovenia. 5 They have the old factory into an arts
5 We need to find better way of doing this centre.
without making such mess. 6 Bob’s terrible music the dance floor.
6 I’ve never seen wild elephant. 7 Susie doesn’t want to talk to us – she is very cold and
elephants in my country are .
domesticated. 8 The bride started fighting with her sister and that
g
/ 12 the party. After that, we didn’t enjoy
in
2 Match the sentence beginnings in each pair to the ourselves much.
correct ending, a or b. /8
rn
1 Could you remember 6 Choose the correct word to complete the sentences.
2 Do you remember
a
a meeting Jo on holiday last year? King ruled Empire War independent
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b to lock the door when you leave? invade last Union
3 After many years, I recently stopped
4 On my way home, I stopped 1 When did Kenya become ?
ic
a studying German. 2 When was the American Civil ?
ph
3 Complete the sentences with the correct form of the Britain before Queen Elizabeth II?
verb in brackets. 8 Why did English soldiers Ireland in the
lG
bathroom yet.
at
homework.
8 Nobody offered (help).
/8
Vocabulary
4 Match the two parts of the sentences.
1 We’re having friends a party.
2 What a great wedding b launch.
3 It’s an important product c round.
4 After 30 years, it’s Dan’s leaving d warming.
5 Come to our house e surprise.
6 Everyone’s on the dance f like?
7 My birthday party was a g reception.
8 What was the party h floor.
/8
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laptop he wants. 2 Our well-trained are friendly and
in
9 I’m thinking going to Mexico next efficient.
summer. a job b staff c training
rn
10 Sarah and Jill are very out-going. 3 Those white trousers don’t you. They
Neither of them are quiet! are the right size but you look better in dark colours.
a
/ 10 a look b fit c suit
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2 Complete the text with the correct form of 4 The price was reduced £25 to £20.
the verbs in brackets. a for b off c from
5 The plane landed time.
ic
Seven years ago, while she 1 (work) a on b at c for
ph
moment, she 7 (do) research into 9 You should take extra supplies in to the
pain-killing drugs. Next month, she 8 supplies we will give you.
na
do a lot of preparation for her talk. 11 My brother goes running every day, so he’s really
.
N
g
4 Why did Pete go to Majorca? 2012, it attracted more tourists than New York City,
in
a He had to make an advert. and it’s a more popular destination than some of the
b He wanted to meet Ben Pitt. world’s greatest tourist spots, such as Niagara Falls and
rn
c He had to do some training. Hollywood studios.
d His brother lives in Majorca. Since it opened in 2009, the number of visitors has
a
5 Where did Pete spend the weekend with his brother? gone up every year. This is not only because you can
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a Spain find almost every major shop in the world in the Dubai
b New York Mall. You can also find a fabulous aquarium and an
c Los Angeles Olympic-sized ice rink. So if you get bored shopping,
ic
d London you can spend the afternoon ice skating or watching
ph
6 Talk about one of the following topics. market hall which looks like an ancient traditional
• your first job market, and a large lake in the middle of the mall. At
eo
• your favourite restaurant night, visitors come here to watch fountains dance to
• an aunt, uncle or cousin you know well music in the lake and to eat out in some of the world-
lG
taken place every year in the city, and, although all the
malls in Dubai take part, the Dubai Mall has always
7a Read the text and decide if these sentences are true been at the centre of the festival. Every February, prices
io
(T) or false (F). are much lower than they are at other times of the year
at
1 The writer has visited the Dubai Mall. T/F in the one thousand and more stores of the mall, and
2 The Dubai Mall has more shops than any other many tourists visit the city just to go shopping. There
N
mall in the world. T/F are thousands of bargains, especially if you are looking
3 The Mall is much more popular with tourists for top designer brands at low prices, and there are also
than it is with people who live in Dubai. T/F competitions with great prizes. In fact, every day you
4 More people go to New York on holiday can win a car in one of the competitions! If you get the
than Dubai. T/F chance, you should visit the Dubai Mall. It is one of the
5 More people went to the Dubai Mall in 2009 most exciting shopping experiences on the planet.
than they did last year. T/F
6 They built the lake a few years after they Writing
opened the Dubai Mall. T/F
7 There is an original old Arab market in the 8 Write one of the following.
centre of the mall and it is more than a • an email to a friend recommending good places for
hundred years old. T/F shopping in your city
8 The Dubai Shopping Festival usually takes • a description of similarities and differences between
place early in the year. T/F you and someone in your family
9 The Shopping Festival only takes place in • a story about a journey you have made
the Dubai Mall. T/F / 15
/ 100
/9
1 Complete each sentence with a modal verb from the shared industrial extinct rural
box. Sometimes more than one verb is possible. One compulsory reduced sore top
verb is not needed.
1 plants or factories
will won’t have to can’t had to 2 farms or fields
could should don’t have to ought to 3 house or flat
can would 4 floor
5 subject or course
1 It’s cold and wet outside so I think I stay 6 eyes or throat
in this evening and watch TV. 7 rate or price
2 When I was younger, we cycle in the 8 animals or dinosaurs
park. But now it’s not allowed. /8
3 I know you have your own ideas, but I think you 4 Choose the correct word to complete each sentence.
listen to your teacher more. That’s my 1 You can the lift to the top floor.
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advice, anyway. a take b make c go
in
4 You bring sandwiches. There is a café at 2 We should the bill between the
the leisure centre. three of us.
rn
5 I know you’re planning a surprise party for Julie, so if I a change b split c cover
see her, I say anything about it. 3 yourself to sandwiches if you are
a
6 Paul visit the museum any time he hungry.
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wants to. His father works there and he has a key! a Make b Bring c Help
7 Do we really come to work on Monday? 4 Please take your shoes before going
It’s a national holiday and all the other shops are upstairs.
ic
closed. a over b off c from
ph
8 If I were you, I write to the bank and 5 The teacher a spelling test at school
complain. today.
9 Last year, I go into hospital for an a set b put c made
a
operation. I didn’t want to, but I had no choice. It was 6 Peter stuck on the third question on the
gr
in brackets. a on b at c with
8 You should take something to your
na
January, temperatures are usually below – 40°C, 10 The scientists are important
and, sometimes, temperatures below – 60°C experiments into how insects produce energy.
N
3
(record) in the city. Yakutsk didn’t a spreading b launching c conducting
become a city until gold 4 (discover) in 11 Could you put me to head office, please?
the Yakutsk region in the late nineteenth century. a over b through c along
However, previously, there 5 (be) a 12 Somebody has hacked my online
settlement there for 500 years. Turkic people called bank account.
Yakuts 6 (used to / live) in the region, a into b down c off
but today the inhabitants are mostly Russians. / 12
Yakutsk is a place that I 7 (not visit /
yet), although I 8 (travel / already) Listening
across Russia three or four times. If I 9
(have) the chance, I’ll definitely go. You should go, 5 Listen to the interview and choose the correct
too. Just don’t 10 (go) in the middle of answers. Each question has only one correct answer.
the winter unless you like your holidays really cold! 1 What does the presenter say about languages?
a Scottish Gaelic is similar to English.
/ 10 b English is a much older language than Gaelic.
c Some people in the Outer Hebrides don’t speak
Scottish Gaelic.
d Nobody speaks English in the Outer Hebrides.
2 What does the presenter say about Harry Lark? b Answer the questions.
7
a He lives on an island in the Outer Hebrides now. 1 What three changes have happened to the sea and sea
b He has studied Gaelic at university. ice on the planet since the 1990s?
c He is currently studying Gaelic at university.
d He hasn’t been to the Hebrides for a long time. 2 In what three ways might a poor country like
3 What do we find out about Gaelic speakers in the Bangladesh be affected by rising sea levels?
Outer Hebrides today?
a A few of them don’t speak much English. /6
b People only really use Gaelic in schools and colleges. Global warming
c They speak both English and Gaelic fluently. According to an important new study, extreme heat
d They speak English more often than Gaelic. waves and heavy rain storms are already happening
4 What do we find out about Gaelic in schools in the much more regularly than they used to, because
Outer Hebrides? of man-made climate change. Since the Industrial
a It is only used when teaching Gaelic. Revolution of the nineteenth century, temperatures
b Quite a lot of lessons can be in Gaelic. have risen by 0.85°C around the world, and this has
c Only the bigger schools have teachers who resulted in changes in the weather. In fact, in most
speak Gaelic. parts of the world, people currently experience a
d They don’t use Gaelic in rural schools. heavy storm or a really hot day five times more often
5 What do we find out about the history of Gaelic? now than in the past. In other parts, however, climate
g
a It has always been taught in schools. change is having a different effect. Dry regions have
in
b There was a time when it wasn’t taught in schools. to deal with the fact that there is a lot less rainfall.
c There are more Gaelic speakers going to school Countries like Chile, Libya and Australia need to think
rn
nowadays. about a future where they have very long periods where
d In the past, children were punished if they didn’t it simply doesn’t rain at all.
a
speak Gaelic. If you believe that global warming isn’t happening, you
Le
/ 15 should think again, because all the evidence shows that
our planet is heating up. Since 1998, the ten warmest
Speaking years in recorded history have taken place. In 2010,
ic
scientists recorded the warmest temperatures ever on
ph
6 Talk about one of the following topics. the surface of the world’s oceans, and, in the same year,
• your town and area they recorded the smallest amount of sea ice on the
• your school days planet. Sea levels are rising faster than at any time in
a
7a Read the text and decide if these sentences are true rise in temperatures, it could have a terrible impact
(T) or false (F). on poorer countries like Bangladesh. Increased rainfall
na
1 A hundred years ago, there used to be more and rising sea levels would wash away many of the
heat waves in most countries in the world. T/F buildings in the country’s cities and damage crops in
2 The weather is changing in different ways the countryside. For a poor and overcrowded country
io
in different parts of the world. T/F this would be disastrous. There would be homelessness
at
3 In Libya, heavy rain storms are more frequent and hunger, and inevitably, a rise in sea levels would
than in the past. T/F bring disease, too.
N
4 According to the statistics, every year since The results of the research study have surprised the
1998 has been warmer than the previous year. T/F scientists who conducted it. Most ordinary people
5 In 2010, scientists found that the amount of currently think that we should be acting to prevent
sea ice in the world was at a record low. T/F problems that may happen in the future because of global
6 According to the text, governments have warming. What the scientists have found out is that the
taken no action on climate change yet. T/F changes and the problems are already with us now. And it
7 In Bangladesh, temperatures have risen by is now that we should be doing something about it.
2°C in recent years. T/F
8 The results of the research study into climate Writing
change were as the researchers expected. T/F
9 Most scientists had already predicted the 8 Write one of the following.
results of the survey before it was conducted. T/F • a review of a film you saw recently
/9 • a description of a major historical event in your
country’s history
• a letter to a hotel complaining about poor facilities
and service during your recent stay
/ 15
/ 100
REVIEW TEST 3 Units 13-16 4 Choose the correct word to complete each sentence.
1 I was when I read Ian’s novel. It wasn’t
very good.
Grammar a disappoint b disappointed c disappointing
2 I have an old next to my bed.
1 Complete the sentences with one word. a my grandparents’ photo
1 How long have you learning English? b photo of my grandparents
2 It’s a small object is made of wood c photo my grandparents
and metal. 3 My best friend gave his old laptop.
3 We visited the small house Sarah was a me b to me c for me
born. 4 Inflation is at the moment, so prices
4 You go near the water. It’s really aren’t going up.
dangerous. a short b low c small
5 I’ve had this car June. 5 You me a hundred euros. When are you
6 We’ll probably move a year’s time. going to pay me back?
7 I’ll call you as as I hear any news. a borrow b worth c owe
8 Greenland is world’s largest island. 6 How much do you each month in your
9 I haven’t had very good day today. new job?
10 I stand getting up early. a earn b win c leave
g
/ 10 7 I’m taking a mortgage to buy a house.
in
2 Complete the text with the correct form of a off b out c over
the verbs in brackets. 8 We want to a new bank account.
rn
a take b open c pay
I1 (not have) friends round for dinner 9 The DJ played such terrible songs that he
a
since last summer. And that’s because that dinner the dance floor.
Le
party went really badly. I planned 2 a cleaned b laid c cleared
(have) a barbecue outside in the garden but it 10 I like picking food when I’m at a party.
started 3 (rain) about twenty minutes a at b on c off
ic
before my guests were due to arrive. Anyway, I 11 My country independent in 1945.
ph
getting 8 (pay) so badly, that we can answers. Each question has only one correct answer.
hardly afford 9 (go) out to a restaurant 1 What does the presenter say about the Wildlife
na
for dinner these days. The next time, however, I Photographer of the Year award?
mustn’t 10 (try) to cook outside! a Rosie Swann has won it before.
b It took place last week.
io
d It’s on television.
Vocabulary 2 When did Rosie become interested in photography?
N
a In her teens.
3 Complete each list with one word from the box. b About ten years ago.
c When she did a course.
author invade cloth thriller d Just after university.
owe jar painting party 3 Which place has Rosie not been to as a photographer?
a China c Thailand
1 horror, war, b Australia d Borneo
2 landscape, portrait, 4 What do we find out about the photo of a spider?
3 writer, novelist, a It was taken from a long way away.
4 towel, mop, b Rosie took it from the window of her car.
5 carton, pot, c It was taken in the countryside near Rosie’s house.
6 borrow, invest, d The spider was on the window of her father’s house.
7 reception, launch, 5 Where did Rosie go to most recently?
8 occupy, rule, a Japan c China
/8 b the United States d Morocco
/ 15
g
4 The writer doesn’t think that anybody go to the supermarket, and save any newspapers you
in
should try to move house without the help buy because these are useful for wrapping objects that
of a professional removals company. T/F will break easily. Nowadays, you can order plastic boxes
rn
5 The writer says that you shouldn’t just from companies that specialise in storing or removing
choose the cheapest removals company. T/F objects and furniture, but we think it is best to collect
a
6 The writer says that removals companies your own stuff. Make sure you have lots of plastic bags
Le
are generally less expensive at the weekend. T/F as well as all the boxes you can find. It all keeps the
/6 cost down.
b Answer the questions.
7 Removals
ic
1 What three things does the writer say people moving Deciding on when and how to move all your belongings
ph
house should do with objects they don’t need or value is sometimes quite difficult. It depends on a number of
any longer? factors, including how much stuff you have, how strong
you are, and how much money you want to spend.
a
2 What three things does the writer suggest collecting You shouldn’t underestimate how tiring it can be to
gr
to use to pack things when you move house? lift hundreds of boxes in and out of cars and vans all
day. But if you’re young and don’t have much money,
eo
3 According to the writer, why might young people hiring a van and doing it yourself is a good idea. Why
decide not to hire a professional removals company? not invite a few friends round to help? For most people,
lG
Name three reasons. however, who have too much stuff to carry, calling in
a professional removals company to help is the only
na
seen get a quote showing how much money they will charge.
• a description of an unusual object that you own You should make your choice not just on price, but on
• an invitation to a special event that you reliability of service. Find out what sort of van they use,
are holding whether they have good reviews online, and whether
/ 15 they are insured. There is a lot of choice out there, so be
/ 100 prepared to do some research and ask lots of questions.
Remember that some removal companies won’t work at
weekends, while others may offer you a lower rate if you
move on Saturdays and Sundays. And of course the more
economical or more reliable companies are likely to get
booked early, so make sure you organise the removals
van at least two weeks in advance.
g
a most big b bigger c biggest 6 Andy has a very (stress) job.
in
8 Neither are out-going. 7 My neighbours are all very (friend)
a them b of them c from them people.
rn
9 You come to the party if you don’t 8 The band gave a great (perform).
want to. 9 We rented a holiday flat in the (history)
a
a can’t b mustn’t c don’t have to city centre.
Le
10 If money in shares, we’ll hopefully make 10 I hope to get a good (qualify) in
money in the future. engineering.
a we invest b we’ll invest c we’d invest / 10
ic
11 You go and see a doctor. You look awful. 4 Choose the correct word to complete each sentence.
ph
2 Complete the sentences with the correct form of the me. I don’t look good in it.
verbs in brackets. a fit b suit c show
eo
1 Gareth (not know) Lisa very well, but he 3 Mobile phones are sale in our local
likes her. electronics store.
lG
Come on! I feel like doing something fun. in our city this weekend.
at
g
a The waiters aren’t very experienced. player became more confident, and, in the end, Jana
in
b The waiters look like famous football players. lost. She was really disappointed and started to cry
c There are a lot of different dishes on the menu. after the match finished.
rn
d The dishes on the menu are quite expensive. In tennis, if you want to be a great player, you have
4 What did Charlie order? to win one of the Grand Slam tournaments – the
a
a fish and chips Australian Open, the US Open, Wimbledon, or the
Le
b a burger French Open. Naturally, Jana aimed to be a champion.
c Chinese Chicken 3
. In 1998, Jana reached the Wimbledon
d chicken wings Final again. She was nervous, of course, but this time
ic
5 What does Susie say about the desserts? she didn’t start making lots of mistakes, and she beat
ph
a She thinks they didn’t taste good. her opponent. 4 . It was also her only
b There wasn’t enough variety. success in any Grand Slam tournament. At the age of
c The portions were too small. 29, Jana was the oldest women’s singles champion at
a
/ 10
Paula Radcliffe
eo
6a Complete the text with the sentences below. There is was only her fourth city marathon, but she was already
one sentence you don’t need. a winner in the other three. In the Chicago Marathon of
na
A It wasn’t good news for the world record holder. 2002, and the London Marathon of 2003, she broke the
B Everybody expected her to lose the match. women’s world record. Her amazing world record time
C It was a popular victory with everybody in her sport. of two hours, fifteen minutes and twenty-five seconds
io
D And, fortunately, it was a dream that came true for was much faster than anybody believed a woman could
at
her five years later. run. 5 . In her career, Paula had risen to
E The player has never won a race before. every challenge on the road, but she hadn’t achieved
N
F She only had to win a few more points. her goal on the running track. In the Olympic Games of
G That’s still a world record today. 1996, she was fifth, in 2000, she finished fourth, and in
H The remarkable long-distance athlete finished in 2004, she didn’t finish because she hurt her leg before
twenty-third place. the race. However, in 2007, everybody believed that
/7 she was now the greatest female marathon runner
6b Read the text and decide if these sentences are in history. Surely, she could win the marathon at the
true (T), false (F) or not given (NG). Beijing Olympic Games in 2008.
1 Jana won the Wimbledon Final twice. T / F / NG Three months before the games, Paula felt some
2 Jana played better at the start of the 1993 pain in one of her legs, and went to see a doctor.
Wimbledon final than she did at the end. T / F / NG 6
. She was carrying an injury. Despite this,
3 Jana played better tennis in 1998 than she she continued to train every day, and to try to find a way
did in 1993. T / F / NG to be at her best. On the day of the race, she started well
4 Jana was older than her opponent in the and felt confident, but she couldn’t keep up with the
1998 Wimbledon final. T / F / NG leaders. 7 . Unfortunately, she didn’t win the
5 Between 2002 and 2007, Paula won four gold medal that she had dreamed of winning all her life.
marathons. T / F / NG
Speaking Writing
7 Talk about one of the following topics. 8 Write one of the following.
• what you’re doing at work at the moment • a story about a journey when something went wrong
• where and what to eat in your city • a description of your house and apartment
• a person who is important to you • My first day at school. Write an essay, describing your
/ 10 feelings and experiences.
/ 15
/ 100
g
in
a rn
Le
ic
a ph
gr
eo
lG
na
io
at
N
END-OF-YEAR TEST 1 Units 1-16 3 Complete the sentences with the correct form of the
verbs in brackets.
1 Jack (stay) with his grandparents near
Grammar the lake at the moment.
2 While I was walking home from work, I
1 Choose the correct options (a, b or c) to complete the (meet) my old school teacher.
text. 3 How long (you / have) your current job?
4 If you buy the tickets, I (get) some
Book of the year sandwiches to take with us.
One Day has been 1 popular with 5 Our house (build) thirty years ago.
our readers than any other novel this year. 6 Tom (pay) the bill if he had enough
It 2 millions of copies 3 money.
it 4
. In the story, a young couple called 7 The book wasn’t very (interest). In fact, I
Dexter and Emma, 5 are 6 got bored halfway through it.
at Edinburgh University, meet and get to know 8 You shouldn’t (be) rude to Melanie.
each other. It is July 15th. The novel then revisits 9 I’ve decided (look) for a new job.
their lives and relationships on one day – July 10 I remember (drive) along the coast last
15th – 7 the next twenty years. If you summer. That was a great trip.
8
romantic but realistic stories, you / 10
g
9
buy a copy. It’s an 10
Vocabulary
in
story, but also a very sad one. There aren’t
11
real-life stories like this one on the
rn
market. You won’t want to stop 12 it. 4 Complete the sentences with one word.
1 Wear your gloves. They’ll your hands
a
1 a more b much c most warm all day.
Le
2 a sells b is selling c has sold 2 We stopped at the traffic and waited
3 a for b since c from for them to go green.
4 a has published b was published c had published 3 You should always check for your flight
ic
5 a who b where c which online.
ph
10 a excite b excited c exciting 8 I’ve got a really bad head . Do you have
11 a so b enough c too any aspirin?
eo
12 a read b reading c to read 9 Andy was so rude on the phone that Kay hung
/ 12 on him.
lG
2 Choose the correct option to complete each sentence. 10 She spilled water all the floor.
1 These dresses are more fashionable than / 10
na
a you have been b have been you c have you been 1 Katy is a (law) and works for a big law
at
/8
g
9 Could you me £10?
in
a lend b owe c borrow
10 I love the special in science fiction films.
rn
a aspects b effects c objects
11 The war four years.
a
a moved b lasted c occupied
Le
12 Sheila doesn’t the minimum wage.
a win b do c earn
/ 12
ic
Listening
ph
answer.
1 How long has Emily been travelling since she left
eo
England?
a a few months
lG
b a year
c more than a year
na
d a few weeks
2 What was the main reason why Emily decided to go
travelling?
io
g
of species which have a significant commercial value. century. T / F / NG
in
The omul, a type of white fish, is extremely popular 9 As soon as they took control of Baikal,
among people who live near the lake. Visiting tourists the Russians started developing the tourist
rn
will find many market stalls in villages around the lake industry there. T / F / NG
selling smoked fish. 10 The majority of richer visitors probably
a
People have lived by the lake from ancient times, go to the south of the lake. T / F / NG
Le
surviving on the fish. Two thousand years ago, it was
the scene of wars between rival Chinese dynasties. / 10
However, Europeans knew nothing about the place
ic
until the explorer Kurbat Ivanov was the first Russian Writing
ph
strange peoples and places. In the first decade of the • a review of a film you saw recently
gr
seventeenth century, they heard of the Buryat tribe who • We should spend more on protecting the environment.
lived by a huge lake, and it was then that they decided Discuss arguments on both sides of the statement,
eo
END-OF-YEAR TEST 2 Units 1-16 3 Complete the sentences with the correct form of the
verbs in brackets.
1 Jack (have) two sisters. They’re waiting
Grammar for us at the station.
2 What (you / do) next Saturday? Are you
1 Choose the correct options (a, b or c) to complete the busy?
text. 3 (Tom / ever / travel) abroad? If not, he
should go.
Film of the week 4 I (need) to call Fiona later.
This week’s 1 film is Ex Machina, a 5 Penny (not earn) much last month.
science fiction film which is cleverer 2 6 I (work) in the garden all morning so
you think. 3 it if you can. At the I’m tired.
start of the film, a young computer programmer 7 We’re going (have) a barbecue at the
called Caleb wins the chance to visit the house weekend.
4
his boss lives. Not 5 8 I can’t (play) football very well.
people go there. It’s a fantastic building in the 9 We can’t afford (eat) out.
middle of a forest. Caleb discovers that his boss 10 We don’t mind (help).
6
a robot with artificial intelligence. / 10
The robot’s name is Ava and she looks like a
Vocabulary
g
beautiful woman. When Caleb meets her, he starts
in
7
to know her. He can’t stop
8
about her. Ava tells him that he 4 Complete the sentences with one word.
rn
9
believe his boss because he isn’t 1 I’m working a new project at the
telling the truth. If you 10 to know moment.
a
what happens in the end, you 11 go 2 This jacket doesn’t me. It’s too small.
Le
and watch the film. I recommend 12 it. 3 When did you first to know Gareth?
It’s fantastic. 4 We returned it to the shop and got our money
!
ic
1 a good b better c best 5 Go to the boarding . The plane has
ph
6 a makes b has made c was made 8 I would like to take a mortgage because
7 a get b to get c got I want to buy a house.
eo
10 a want b will want c are wanting 10 What was the food at the party? Was it
11 a will have to b would have to c must have to good?
na
a that b so c as theatre.
2 When ? 2 (fry) vegetables taste great.
N
a you arrived b did you arrive c you did arrive 3 Football (support) are really noisy when
3 we go out tonight? There’s a good film their team is playing well.
on. 4 I’m worried about (secure) at the airport.
a Shall b Would c Do 5 There is a lot of (pollute) in the city
4 If I you, I’d put a coat on. It’s cold outside. because there are so many cars.
a were b would be c had been 6 I watched a (history) drama on TV last
5 I haven’t repaired the car . night.
a already b just c yet 7 We went to an interesting (exhibit) of
6 These bikes by a company in this country. paintings.
a designed b have designed c were designed 8 France is a part of the (Europe) Union.
7 We visited the town Shakespeare was /8
born.
a who b which c where
8 Neither like ice cream.
a us b of us c from us
/8
6 Choose the correct word to complete each sentence. 3 What is the financial situation of the first speaker now.
1 I lost my last month. a He has to pay back a lot of money.
a job b interview c meeting b He is much richer than he used to be.
2 Amy bought a new of shoes. c He is running his own successful business.
a couple b pair c suit d He makes a huge profit every year.
3 It’s break time at school. The children are in the 4 Why was the second speaker in debt when she was
. young?
a playground b play station c play hall a She borrowed a lot of money from her brother.
4 The teachers are strike so the school’s b She never had a job or saved any money.
closed. c She didn’t get any pocket money from parents.
a in b at c on d She used to go on holidays in the summer.
5 You need football when you play 5 Why did she get into debt at university?
outside on pitches in winter. a She lived in a house that was too expensive.
a shoes b boots c trunks b She bought lots of expensive clothes.
6 Your mother-in- is very nice. c She spent too much on travel expenses.
a law b life c rule d She had to pay off what she owed to other people.
7 Mr Jones is a teacher. He has firm rules / 10
and you are in trouble if you break them.
a fit b soft c strict
Speaking
g
8 Let me you round our new flat.
in
a show b leave c hang
9 Don took a year before starting 8 Talk about one of the following topics.
rn
university. • where you go shopping and what you buy
a in b over c off • a story about a holiday experience
a
10 Some insects diseases. • the weather in your country in winter
Le
a hit b launch c spread / 10
11 Can I put you hold while I speak to my
colleague?
ic
a at b in c on
ph
/ 12
gr
Listening
eo
c He gave it to friends.
d He saved it for later.
N
g
can hold their phones far enough from their faces to Hiroshi Ueda’s research. T / F / NG
in
take a perfect ‘selfie’. 9 Wayne’s selfie stick wasn’t successful
‘Selfie’ sticks are not new. As far back as the 1980s, a when he first invented it. T / F / NG
rn
development engineer called Hiroshi Ueda, who worked 10 If you want to buy a selfie stick, you
for a Japanese camera company, was the first man to can only get one from Wayne
a
design a selfie stick. He was a very keen photographer, Fromm’s company. T / F / NG
Le
and he loved taking photos of his family while they / 10
were on holiday, but he hated the fact that he was
never in any of the photos. Once, when he was on Writing
ic
holiday in France, he asked a young boy to take a photo
ph
of himself and his wife, but, instead of taking the photo, 10 Write one of the following.
the boy ran away with the expensive camera. Back • a description of a favourite teacher
home in Japan, Hiroshi decided to find a solution to the • a review of an event you attended
a
problem, and made a long metal stick that you could • Having a holiday abroad is more rewarding than having
gr
attach to a typical pocket camera of the 1980s. He also one in your own country. Discuss arguments on both
included a mirror that you could attach to the front sides of the statement, and express your opinion.
eo
g
4 Does your brother own a shop? 2 heard 8 wasn’t waiting
in
5 Is she meeting Penny later? 3 was 9 got
4 4 stopped 10 was just starting
rn
1 c 2 d 3 e 4 b 5 a 5 looked 11 saw
5 6 was lying 12 was she doing
a
1 a 2 c 3 c 4 b 5 a 6 a 2
Le
6 1 c 3 b 5 b 7 c
1 a project 6 staff / a contract 2 a 4 a 6 a 8 c
2 a contract 7 staff 3
ic
3 staff 8 a project / a contract 1 did you get 4 any
ph
1 advising 5 installing 1 d 2 e 3 a 4 c 5 f 6 b
gr
2 organising 6 working 5
eo
UNIT 2 4 a subway
6
na
1 1 d 2 a 3 e 4 c 5 b
1 bought 5 went 7
io
4 3
1 a 2 b 3 b 4 a 5 c 6 b 1 Sheila and Jo are both exceptionally clever.
5 2 Neither of us like the hotel.
1 mild 4 raw 3 Both of them spent the night in the forest.
2 bitter 5 strong 4 None of our friends have gone away for the summer.
3 soft 6 thick 5 My classmates all really enjoy swimming.
6 6 Neither of the twins go out on their own.
1 seafood, fish 4
2 stone, skin 1 aunt 7 gran
3 fried, boiled 2 sister-in-law 8 flatmate
7 3 ex-husband 9 niece
1 view 4 roast 4 neighbour 10 uncle
2 staff 5 vegetables 5 cousin 11 classmate
3 portions 6 seat 6 colleague 12 father-in-law
5
UNIT 5 1 f 2 c 3 a 4 d 5 e 6 b
6
1 1 fit 4 patient
1 go 5 are going 2 confident 5 strict
g
2 are going 6 is going 3 bright 6 practical
in
3 going 7 going
4 go 8 are going UNIT 7
rn
2
1 might stay 1
a
2 ’re going swimming 1 a 2 c 3 d 4 b
Le
3 ’m not going to be 2
4 might come 1 have to 4 can
3 2 can 5 has to
ic
1 highest 6 the worst 3 doesn’t have to 6 don’t have to
ph
4 4
eo
6 5
1 win 4 support 1 port, coast
io
7 4 museum, historic
1 growth 5 manageable 5 rural, fields
N
1 UNIT 8
1 Do 5 Did
2 are 6 have 1
3 did 7 Does 1 might 4 don’t
4 has 8 was 2 if 5 won’t
2 3 can 6 what
1 How long have you had that bag? 2
2 Why are you listening to the radio? 1 If we grow our own vegetables, we’ll eat healthily.
3 Have you visited this city before? 2 If Jo doesn’t have any money, I’ll pay for lunch.
4 Are you enjoying the nice weather? 3 You’ll win the prize if you sing like that.
5 Did you see the game last night? 4 They won’t have much fun if it doesn’t stop raining.
6 Where did you buy those gloves?
3 2
1 take 4 won’t know 1 I would do more exercise
2 will you bring 5 will study 2 if they weren’t so expensive
3 ’ll have 6 stop 3 Dan wouldn’t stay in tonight
4 4 if you lent it to me
1 had to 4 couldn’t 5 would you help the victims
2 couldn’t 5 could 6 if we didn’t know him from school
3 had to 6 didn’t have to 3
5 1 X
1 c 3 b 5 j 7 i 9 f 2 We used to stay in a cottage by the sea every summer.
2 g 4 d 6 a 8 h 10 e 3 I used to be a lot less confident in those days.
6 4 Children used to work in coal mines in the nineteenth
1 from 5 for century.
2 into 6 in 4
3 at 7 to 1 low 4 block
4 to 8 at 2 share 5 put up
7 3 heated 6 high
1 pretended 4 taking 5
2 declare 5 lied 1 real 6 basic
g
3 cheats 6 got stuck 2 service 7 hostel
in
3 rate 8 wi-fi
UNIT 9 4 provided 9 provide
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5 including 10 site
1 6
a
1 d 2 a 3 c 4 b 1 up / on 5 of
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2 2 up 6 for
1 don’t 5 You 3 up 7 out
2 ought 6 should 4 at 8 down
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3 shouldn’t 7 to
UNIT 11
ph
4 Why 8 you
3
1 Don’t leave your shoes there. 1
a
3 If you can’t sleep, take these pills. 2 hadn’t drunk 6 had lost
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5 3 had 7 wasn’t
1 aspirin 4 tissues 4 hadn’t
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2 inhaler 5 honey 3
3 thermometer 1 were built 6 are known
at
UNIT 12 6
1 boring 4 interesting
1 2 tired 5 confusing
1 just 5 still 3 depressed
2 already 6 already 7
3 still 7 yet 1 c, f 2 b, e 3 a, d
4 yet 8 just
2 UNIT 14
1 was at work
2 had broken his leg 1
3 was surfing the internet 1 where 5 who
4 hadn’t had time to do his homework 2 who 6 which
5 would be 60 years old on Saturday 3 which 7 who
6 had helped with the shopping 4 where 8 where
3 2
1 me 4 would 1 That’s the woman who reads the news on TV.
2 what 5 he 2 I bought a magazine that is full of celebrity gossip.
3 to 6 that 3 Shelley has a new car which is really fast.
4 4 Tina met a celebrity who regularly appears on TV.
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1 up 6 out 5 We visited a museum where there was an exhibition about
in
2 through 7 away the Vikings.
3 on 8 in 6 I have a lovely garden that is full of flowers.
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4 back 9 off 3
5 off 10 up 1 must (have to) call 4 mustn’t make
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5 2 mustn’t walk 5 mustn’t run
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1 unhappy 5 impolite 3 must (have to) eat 6 don’t have to eat
2 illegal 6 inconvenient 4
3 unpleasant 7 Unfortunately 1 nails 5 pan
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4 impatient 8 impossible 2 mop 6 kettle
ph
6 3 thread 7 bin
1 grabbed 4 kicked 4 torch 8 plaster
2 hacked 5 crashed 5
a
1 a large packet of crisps 3 Tom made a cup of tea for his guests.
2 the capital of the Abyssinian Empire 4 Jack lent £100 to his sister.
na
2 1
1 long, been 1 Over, have not changed
N
5 5
1 strong 3 lot 5 weak 1 d 2 b 3 c 4 a 5 c
2 low 4 about 6 high 7a
6 1 T 4 F 7 F
1 invest 6 owes 2 F 5 F 8 T
2 borrowed 7 won 3 F 6 F 9 F
3 worth 8 buy 7b
4 saving 9 give 1 China, the Philippines, the UAE
5 earn 10 left 2 ice skating, watching sea life at the aquarium, eat out in a
7 restaurant, watch the fountains
1 d 3 b 5 f 7 h
2 a 4 c 6 g 8 e REVIEW TEST 2 Units 7-12
UNIT 16 1
1 will 6 can
1 2 could 7 have to
1 an, the 3 a, a 5 a, a 3 should / ought to 8 would
2 the, a 4 a, the 6 a, The 4 don’t have to 9 had to
2 5 won’t 10 should / ought to
g
1 b 2 a 3 a 4 b 5 b 6 a 2
in
3 1 go 6 used to live
1 getting 5 decorating 2 did 7 have not visited yet
rn
2 waiting 6 to come 3 are recorded 8 have already travelled
3 playing 7 to do 4 was discovered 9 have
a
4 to take 8 to help 5 was 10 go
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4 3
1 c 3 b 5 d 7 e 1 industrial 5 compulsory
2 g 4 a 6 h 8 f 2 rural 6 sore
ic
5 3 shared 7 reduced
ph
4 impressive 8 ruined 2 b 4 b 6 b 8 b 10 c 12 a
gr
6 5
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1 independent 5 last 1 c 2 b 3 c 4 b 5 b
2 War 6 ruled 7a
3 Empire 7 King 1 F 3 F 5 T 7 F 9 F
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4 Union 8 invade 2 T 4 F 6 F 8 F
7b
REVIEW TEST 1 Units 1-6
na
1 Amounts of sea ice have fallen, sea levels have risen, the
temperature of the sea has risen.
io
2 Are 7 never
3 did 8 enough REVIEW TEST 3 Units 13-16
N
4 as 9 of
5 much 10 both 1
2 1 been 6 in
1 was working 6 has 2 which / that 7 soon
2 became 7 is doing 3 where 8 the
3 didn’t want 8 is going 4 mustn’t 9 a
4 decided 9 has never spoken 5 since 10 can’t
5 left 10 needs 2
3 1 haven’t had 6 having
1 pilot 5 bitter 2 to have 7 living
2 crossing 6 roast 3 to rain 8 paid
3 book 7 court 4 to cook 9 to go
4 portion 8 niece 5 have been doing 10 try
4 3
1 c 3 c 5 a 7 b 9 b 11 b 1 thriller 5 jar
2 b 4 c 6 a 8 a 10 c 12 b 2 painting 6 owe
3 author 7 party
4 cloth 8 invade
4 4
1 b 3 a 5 c 7 b 9 c 11 a 1 keep 6 mate
2 b 4 b 6 a 8 b 10 a 12 c 2 lights 7 into
5 3 in 8 ache
1 d 2 a 3 b 4 c 5 d 4 pitch 9 up
7a 5 scored 10 over
1 F 2 F 3 F 4 F 5 T 6 F 5
7b 1 lawyer 5 industrial
1 give them to friends, throw them away, take to charity shop 2 disgusting 6 romantic
2 cardboard boxes, newspapers, plastic bags 3 expensive 7 confusing
3 If they are young, don’t have much money or don’t have 4 addition 8 composers
much stuff. 6
1 a 3 b 5 c 7 b 9 a 11 b
Mid-YEAR Test Units 1-9 2 b 4 a 6 a 8 c 10 b 12 c
7
1 1 c 2 a 3 b 4 d 5 a
1 c 3 a 5 b 7 c 9 c 11 a 9
2 a 4 c 6 c 8 b 10 a 12 c 1 T 3 NG 5 NG 7 T 9 F
2 2 T 4 NG 6 T 8 T 10 T
g
1 doesn’t know 9 buy
End-of-year test 2 Units 1-16
in
2 was riding 10 ’ll get
3 have never heard 11 don’t have
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4 don’t we go 12 watch 1
5 are going 13 call 1 c 3 b 5 c 7 b 9 b 11 a
a
6 are you thinking 14 Don’t go 2 b 4 c 6 b 8 c 10 a 12 c
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7 have you had 15 are getting 2
8 say 16 did Paul go 1 c 3 a 5 c 7 c
3 2 b 4 a 6 c 8 b
ic
1 boarding 6 stressful 3
ph
1 b 3 c 5 b 7 c 9 b 11 c
2 b 4 a 6 a 8 a 10 a 12 a 1 on 6 pool
5 2 fit 7 through
lG
1 b 2 c 3 c 4 b 5 b 3 get 8 out
6a 4 back 9 made
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1 B 2 F 3 D 4 C 5 G 6 A 7 H 5 gate 10 like
6b 5
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1 F 3 T 5 T 7 F 1 actor 5 pollution
2 T 4 T 6 NG 8 NG 2 Fried 6 historical
at
3 supporters 7 exhibition
End-of-year test 1 Units 1-16 4 security 8 European
N
6
1 1 a 3 a 5 b 7 c 9 c 11 c
1 a 3 b 5 a 7 c 9 b 11 b 2 b 4 c 6 a 8 a 10 c 12 b
2 c 4 b 6 c 8 a 10 c 12 b 7
2 1 d 2 b 3 a 4 a 5 a
1 b 3 a 5 c 7 a 9
2 c 4 b 6 c 8 b 1 NG 3 F 5 F 7 F 9 T
3 2 T 4 T 6 NG 8 F 10 F
1 is staying 6 would pay
2 met 7 interesting
3 have you had 8 be
4 ’ll get 9 to look
5 was built 10 driving
g
some filming. class in English and a geography class in Gaelic.
in
Pr: Filming. So, you were in a movie? Some schools have to employ teachers who can
P: That’s right. They’re making a new film in Rome. It’s an speak Gaelic, too. Of course it depends on where the
rn
American comedy. My part was really small. schools are. On some of the more rural islands, just
Pr: So, who do you play in the film? about everybody speaks Gaelic, but in the bigger
a
P: I play myself, appearing in a scene at a fashion show. towns there are a lot of people who have moved there
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We started filming at 10 p.m. that night and went from mainland Scotland or even England, so in these
straight through to six o’clock the next morning. I schools, teachers and students aren’t expected to use
didn’t like that! Gaelic so much.
ic
Pr: Wow. Were you tired? P: I guess that can be a problem.
ph
P: Yes, very. But I met some really famous film stars. Ben H: It can be, yes. If you have children from families
Pitt came to talk to me on set, which was pretty cool. who have lived in the Hebrides for a long time, and
I had a training session that day as well, and then I children from families who haven’t been there long,
a
flew to Majorca to shoot an advert for a car company. then you have fluent Gaelic speakers and beginners in
gr
the next day. Then I went back to London to meet my H: Well, because many want to keep Gaelic alive. In the
brother and go away with him for the weekend. nineteenth century, the language wasn’t taught in
lG
while I was there but I spent most of the time with using the language. That’s why, today, a lot of islanders
my brother. We went to Hollywood Boulevard and feel strongly that they want to protect Gaelic. It’s part
Disneyland. of their history, their culture and their identity.
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Pr: OK. P: Fascinating. Right. There’s one more question I’d like to
at
P: Then I had to come back to London for some more ask. If you were a …
work before going back to the US, to New York this
N
time. I attended a charity event at the Metropolitan REVIEW TEST 3 Units 13–16
Museum of Art. That was really interesting. CD 3 Track 3
Pr: Amazing. You’ve been to more places in three weeks
than I’ve been to in my life. P = presenter, R = Rosie
P: Well, I am really busy these days. And now I’m in P: A major event taking place this weekend is the
Spain, and I have three days to prepare for the Spanish Wildlife Photographer of the Year award. It’s going to
Grand Prix. be on TV and you really mustn’t miss it. On today’s
programme, I’m talking to Rosie Swann, one of the
REVIEW TEST 2 Units 7–12 photographers hoping to win this year’s prize.
CD 3 Track 2 Welcome to the show, Rosie.
R: Hi.
P = presenter, H = Harry P: So, Rosie, how long have you been working as a
P: English isn’t the only language spoken in the United photographer?
Kingdom. In the Outer Hebrides, a group of islands R: Well, I’ve had this job since I left university. And that
off the northern coast of Scotland, over half the was ten years ago. It’s my dream job. I’ve wanted to
population speak Scottish Gaelic, an old language be a photographer since I was sixteen or seventeen,
that is very different from English. Here to tell us when I used to spend my weekends taking photos of
more about it is expert Harry Lark, who used to live my pet dog!
g
which hasn’t seen the road for a long time. And that C: I think the best thing about the restaurant was that
in
spider was on it. I got my camera up really close. it was fun. Oh, and, of course, it showed football
P: Your most recent trip was to China, wasn’t it? matches while you were eating. On really big screens.
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R: No. I’ve been to Japan and the US since then. And I’ve If you like watching football, you’ll love this place.
just come back from Morocco. The Sahara Desert. That S: Yes. I suppose it isn’t the place to take someone who
a
was amazing. The blue sky and bright sun. We took hates football! But I’d recommend it to everyone else.
Le
photos of wild animals near an oasis. If you’d like to go, you ought to hurry, though. The
P: It sounds exciting. Thanks for coming in Rosie, and restaurant is already taking reservations and I think
good luck in the competition. it’ll be really popular in the first few weeks.
ic
R: Thank you.
END-OF-YEAR TEST 1 Units 1–16
ph
CD 3 Track 4 P: During her two years on the road, Emily Shaw has
spent a lot of time travelling in South East Asia
eo
S = Susie, C = Charlie and Latin America. When she first left England, she
S: On Local Scene this week we’ve been dining out with planned to go away for just a few months, but she
lG
special guests in one of the city’s newest restaurants, loved it so much she decided not to go home. And
haven’t we, Charlie? she’s still travelling. Hopefully, she’s on the line now.
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C: Absolutely. It’s called Café Football and it’s going to Hi, Emily. Can you hear me?
open to the public from next weekend. The restaurant E: Sure. Hi. Hi.
is hoping to appeal to football-mad fans of both P: Hi. It’s Patrick May in London. Where are you?
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major football teams in the city, so its menu of classic E: I’m in Cambodia. In Phnom Penh. The capital. It’s really
at
comfort food is named after famous players who have hot here.
played in blue and famous players who have played in P: I bet. Thanks for coming on the show. We’ve been
N
red. getting lots of emails and texts asking you for stories
S: You’ll find the restaurant on the top floor of the brand and for advice. I’d like to ask you why you decided to
new Tower Hotel. And, although only hotel guests will leave home in the first place.
be able to enjoy breakfast there, it’ll be open to the E: Well, I lost my job after they closed my department in
public for lunch and dinner. I loved it. How about you, the publishing company I was working for. I’d broken
Charlie? up with my boyfriend a few months before, and I just
C: Oh, me, too. There was a lot of choice on the menu wasn’t at all happy really. I didn’t even like where I was
and the waiters were really friendly, and lots of fun. living. More than anything else, I suppose it was not
They all wore football shirts. having a job any longer that was what really made
S: Yes, that was funny. me pack my bags and leave. Before then, my longest
C: Main courses were named after famous football holiday had lasted two weeks.
players. In fact, if you go there and don’t know what P: But what about money? How have you financed
to choose, why not just select your favourite player your trip?
and see what you get? E: Well, I saved a lot of money while I was working, so I
S: That’s a good idea. The food is simple but delicious had the money to pay for flight tickets and things like
and includes chicken wings, large burgers, and Asian that, but I have been able to pay my way most of the
dishes, too. time. In fact, I have the same amount of money in my
bank account back home now as I did two years ago.
g
And then, I’ll probably go to China. £500,000! Can you believe it? I’ve paid off all my debts,
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P: Sounds great. Well, I’ve got an email here from Jan and now I’m living in a really cool, expensive flat, and I
Harrison, and Jan would like to know how you … [fade] only have to work part-time!
rn
END-OF-YEAR TEST 2 Units 1–16
a
CD 3 Track 6
Speaker 1 : I’ve always been good with money. When
I was young, all the other kids used to spend their Le
ic
pocket money on sweets, things like that. But I didn’t
ph
WEBB ANDERSON
Exciting new positions at WEBB ANDERSON. Apply now!
ENGINEER JOURNALIST
We’re looking for a junior engineer We’re looking for an experienced
to work on our new project in Africa. journalist to join our company magazine.
We are building a dam and a bridge In the job, you will write articles about
over the dam, and providing water our company and staff for our monthly
for millions of people. magazine and weekly online journal.
g
in
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STUDENT A
a
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You work in recruitment for Webb Anderson. You are going to interview candidates for the two jobs.
Prepare questions to ask them, using the prompts.
ic
What / you / do / ?
ph
STUDENT B
io
at
Read the advertisements and decide which job you would like to apply for. Then complete your CV.
Use your imagination to make your CV exciting!
N
Curriculum vitae
Name: Which job interests you?: engineer / journalist
Current position:
Qualifications:
Work experience:
Current projects:
STUDENT A
Complete the sentences so that they are correct in your opinion. Use more … than, -er than,
or not as … as. Then discuss whether you think the sentences are true or false with your partner.
1 The south of Australia is ______________ (far south) the south of Chile.
2 Top basketball players are ______________ (well paid) top footballers.
3 England is ______________ (wet) Holland.
4 A Ferrari is ______________ (expensive) a Rolls Royce.
5 The Statue of Liberty is ______________ (high) the Eiffel Tower.
6 Cricket is ______________ (popular) baseball.
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Answers to Student B quiz
in
1 Insurance company statistics show that drivers under thirty are much more dangerous than drivers over seventy.
People over 70 make up nine per cent of drivers, but only six per cent of driver casualties. Drivers under 30 make
rn
up 20 per cent of drivers, but over 35 per cent of casualties.
2 India’s population is not as big as China’s. India’s population is 1.25 billion, but China’s is 1.35 billion.
a
3 Ottawa, the capital of Canada, is colder than Nuuk, the capital of Greenland. Ottawa’s lowest temperature is -37C,
Le
but Nuuk’s lowest is -29.5.
4 F1 cars are slower now than they were ten years ago. This is true. They are 4-8 seconds slower than in the mid to
late 2000s.
ic
5 The Atlantic is not as deep as the Pacific. At one point, the Pacific is 110,00 metres deep.
6 There are buildings in China that are taller than any buildings in the USA. There are four, in fact. China’s highest
ph
building, the Shanghai Tower, is 632 metres high. Willis Tower in Chicago is 442 metres high.
a
gr
STUDENT B
eo
Complete the sentences so that they are correct in your opinion. Use more … than, -er than,
lG
or not as … as. Then discuss whether you think the sentences are true or false with your partner.
1 Drivers under thirty are ______________ (dangerous) drivers over seventy.
na
3 Ottawa, the capital of Canada, is______________ (cold) Nuuk, the capital of Greenland.
at
4 F1 cars now are ______________ (slow) they were ten years ago.
N
STUDENT A
g
in
Read your story. Then ask your partner questions to find the missing information. Use the question
words in brackets.
a rn
Amelia Earhart
Le
In December 1920, Amelia Earhart went to 1 ____________ (Where …?) with her father. She
was living 2 ____________ (Where?) at the time and she was twenty-three. She fell in love with
ic
3
____________ (What …?) , and decided to be a pilot. She saved 4 ____________ (How much …?)
ph
for flying lessons, and bought her 5 ____________ (What …?), which she called ‘the Canary’. In
May 1932, Amelia flew across 6 ____________ (What …?) from Canada to Europe. She landed in
a
gr
Northern Ireland after a flight that lasted 7 ____________ (How long …?). In 1936, while she was
working at Purdue University, Amelia started planning 8 ____________ (What …?). In June 1937,
eo
Amelia and her co-pilot Fred Noonan flew from Miami to 9 ____________ (Where …?). On July 2nd,
lG
they took off from Lae and disappeared. Nobody ever saw Amelia Earhart again.
na
io
STUDENT B
at
Read your story. Then ask your partner questions to find the missing information. Use the question
N
words in brackets.
Amelia Earhart
In December 1920, Amelia Earhart went to an airfield with 1 ____________ (Who …?). She was
living in California at the time and she was 2 ____________ (How old …?). She fell in love with
flying, and decided to be 3 ____________ (What …?). She saved $1,000 for 4 ____________
(What …?), and bought her first plane, which she called 5 ____________ (What …?). In May 1932,
Amelia flew across the Atlantic from Canada to Europe. She landed in 6 ____________ (Where …?)
after a flight that lasted fifteen hours. In 1936, while she was working 7 ____________ (Where …?),
Amelia started planning a flight round the world. In June 1937, Amelia and her co-pilot Fred
Noonan flew from 8 ____________ (Where …?) to Lae in New Guinea. On 9 ____________ (When …?),
they took off from Lae and disappeared. Nobody ever saw Amelia Earhart again.
Ask questions to find one person in the class for each experience.
Name
g
5 … has complained in a restaurant. ____________________
in
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6 … has felt ill because of something they ate on holiday. ____________________
a
7 … has been fishing or hunting and caught something
for lunch. Le ____________________
ic
ph
g
in
a rn
club tennis shoes
Le
football pitch rugby
ic
a ph
1 Choose three people below who are or have been important in your life. Think about how to ask
and answer the questions about these three people. You can make notes in the table.
2 Tell your partner which three people are important to you. Take turns to ask and answer
questions about these people. Complete the table with notes about your partner’s three special
people and what your partner has or had in common with each one.
A a classmate D a flatmate
When and where / you / first meet? Where / you / live?
How / you / get to know each other? What / the place / like?
What / you / have in common? How many people / you / share with?
You / still get on well? What / you / have in common?
How often / you / see each other now? What / you / do together
What / you / do together? What / you / like about them?
g
B a teammate E a colleague
in
When and where / you / first meet? Where / you / both work?
rn
What sport or activity / do together? What / you / both do?
How often / you / see each other? How / you / get to know each other?
a
Le
You / get on well? Why? / Why not? How often / you / work together?
What / you / have in common? You / get on well?
You / do other things together? How often / you / see each other after work?
ic
ph
You / close when you were young? What / you / have in common?
eo
How often / you see each other now? What / he or she / doing now?
na
1 1
at
N
2 2
3 3
g
Spring Festival, which is called ‘Chinese New Year’ in the West, starts in late January or in February
in
every year. It is China’s most important festival, but, if you want to be lucky or rich, you have to do
rn
the right thing during the festival!
a
Read the sentences and decide if these are things you can or can’t, have to or don’t have to do during
Le
the festival. Talk to your partner and tell them why you made your decision. Then check in the key.
1 You _________________ eat cooked rice.
ic
2 You _________________ visit people in hospital.
ph
Key
1 You have to eat cooked rice for breakfast. People have cooked rice for the first meal of the year, in the hope that the
family will be rich for the whole coming year.
2 You can’t visit people in hospital. Traditionally, people think that it brings illness to the whole family.
3 You can’t wash your clothes. This washes away all your good luck.
4 If you want to give money, you have to put it in a red envelope. People often give money to children, and always in a
red envelope because red is the colour that brings money and luck.
5 You have to decorate streets, buildings and houses with red. Red is the lucky colour at Spring Festival so there are red
lanterns and decorations everywhere.
6 You can’t borrow money. People think this is unlucky during Spring Festival and it leads to debt.
7 You can’t eat porridge. People think porridge is a food for poor people, so, if you eat porridge at Spring Festival, you’ll
always be poor.
8 You can’t wear white. This is an unlucky colour.
9 You don’t have to buy presents for people you know who have a job. It is not typical to buy presents for people with a
job – they can buy their own!
10 You have to eat fish. If you eat fish, you’ll be lucky and rich.
11 You have to wear red underwear. Because red is a lucky colour, it is a good idea to wear it – everywhere!
12 You can dress up and go to firework parties. Of course you can! Spring Festival is a time for traditional celebrations.
1 You go to pre-school 8 If you don’t get the 11 When you read 18 When somebody
when you are three. pass mark of 40% in words in a textbook, successfully finishes
What is it called? the exam, what will and write them in your and leaves university,
N you do? notebook, what do you what do we say they
F do? have done?
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C G
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a rn
2 Between 5 and 11, 7 Your school has a 12 What do you take 17 What qualification
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you go to school every gym, a computer room at the end of your time do you get when you
day. What type of and a library. What are at school? leave university?
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school is it? these examples of? E D
P R
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you to a private school. maths at school. What after leaving school, friend to text answers
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What do they have to do you call a subject we say that you take a to them during their
pay? that you have to do? year ... what? finals, what is this an
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F C O example of?
C
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at
4 What type of school 5 Your teacher wants 14 What’s the name 15 What do you call
N
do you start going to to find out if you are of the place you go the things you study?
when you are eleven? good at a subject. to study at after you – History, Geography,
S What does she set? leave school? Art, Science, etc.
T U S
Look at the health problems (1–8). Read out the remedies from your cards and discuss which you
think is a good remedy. Choose one answer for each problem, then check using the answer card.
g
3 Boil water, add lemon juice, and breathe in minutes.
in
the steam. 3 Hold your nose as long as you can without
4 Mix some ginger and salt and eat half a breathing.
rn
teaspoon of the mix half an hour before 4 Add chilli pepper to your favourite food and
a
you are going to eat. eat a small amount as a starter before your
5 Place your finger in a glass of strong alcohol
and hold it there for five minutes. Le
main meal.
5 Use ordinary soap and water to clean the
ic
6 Drink ice cold water to stop the pain and cut, then hold your finger above your head.
ph
keep your mouth clean – avoid warm or 6 Rub butter on the tooth and avoid washing
boiled water. it off until the pain stops.
a
7 Eat a spoonful of honey every day, which is 7 Avoid wearing sunglasses, which can
gr
delicious as well as good for hay fever. increase the irritation in your eyes.
8 Eat lots of dairy products like butter, cheese, 8 Rub natural oils from herbs like mint or
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Both salt and lemon juice can kill bacteria, but neat
water and gargle with it every 15 minutes. lemon juice is acidic and can make the soreness
2 Drink a glass of water while breathing in. worse.)
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in the strong smell. 3 B (Garlic has natural antibiotic and antiviral
N
Situation 1
When you arrive at your hotel, a group of very large, strong rugby players are checking in before
you. You go up to your room. They are in the rooms to your left and to your right. Everything is quiet
until 1 am when they come in from a night in the city. Then the party starts.
What would you do and why?
Situation 2
You are at an expensive New York Hotel. Although you say you’d prefer to carry your bags because
you are staying on the ground floor, a porter picks up your bags, carries them to your room for you,
and puts out his hand. You give him $2 but he just looks at you and holds out his hand again.
g
What would you do and why?
in
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Situation 3
a
Le
When you get to your hotel, the receptionist offers you a choice of two rooms. The first is an
attractive double room on the first floor with en-suite bathroom but no view. And the second
ic
choice is on the tenth floor – it is much bigger with a huge bathroom and a fantastic view of the
ph
Situation 4
lG
You have booked a table for two by the window of the five star restaurant in your city’s best hotel. It
is to celebrate your boyfriend or girlfriend’s birthday. When you arrive, the hotel apologise because
na
the table is taken. A local pop star has arrived and is sitting at your table with his girlfriend. They
take you and your partner to another table, a long way from the window, and offer you a free drink.
io
Situation 5
You are staying at the Tropical Hotel. It is a lovely place, but when you come back from the
restaurant late one night, you find that there is a big spider in the bathroom, lizards on the ceiling,
and a snake on your bed.
What would you do and why?
STUDENT A
You and your partner have two versions of this science news story. Read your story, and prepare
questions to find out your partner’s information for the details in bold. Make a note of your
partner’s information. Then discuss with your partner which information you think is correct.
Watson
terabytes of memory and cost 3 million American dollars to build. The computer
g
was first developed to compete on a famous quiz show called Jeopardy. On the
in
show, contestants answer general knowledge questions and win money. In 2006,
a rn
the computer competed against three people who were former winners on the
Le
show. Watson won the first prize – one million American dollars! Today, Watson is
ic
used by doctors and nurses in hospitals to help them diagnose illnesses.
a ph
gr
STUDENT B
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You and your partner have two versions of this science news story. Read your story, and prepare
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questions to find out your partner’s information for the details in bold. Make a note of your
partner’s information. Then discuss with your partner which information you think is correct.
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Watson
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terabytes of memory and cost 6 million Japanese yen to build. The computer was
first developed to compete on a famous reality TV show called Pop Stars. On the
show, contestants sing songs and win money. In 2011, the computer competed
against two people who were former winners on the show. Watson won the first
prize – two million Japanese yen! Today, Watson is used by doctors and nurses in
STUDENT A
Ask your partner the questions and make notes of their answers. Then work in groups. Tell your
group what you found out about your partner.
3 What are you going to eat for dinner this evening? _______________________________
4 What social media sites do you use, and how often? _______________________________
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6 How many brothers and sisters do you have? _______________________________
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7 What time did you get up this morning? _______________________________
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8 How long have you been learning English? _______________________________
STUDENT B
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Ask your partner the questions and make notes of their answers. Then work in groups. Tell your
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1 Look at the activities in the box below, and choose five activities that you do now or have done in
the past. Write them on the timeline in the ‘Me’ column, next to the time you started doing the
activity. If you no longer do the activity, write how long you did it for.
Me Other students
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Ten years ago
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Five years ago
a
Two years ago Le
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ph
Last year
a
Last month
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Last week
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Today
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at
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2 Now interview people in the class and find people who have done the same activities as
you – but for longer. Use the question prompts below. Write their information in the timeline.
So, do you …? How long have you been …? / How long did you …? Do / did you enjoy …?
Who do / did you do it with? How often do / did you do it?
Read the rules for living and decide if you agree, partly agree or disagree. Then discuss your ideas in
groups, and say why.
Around the house
You should clean the house properly at least once a week. agree partly disagree
That means dusting, vacuuming and mopping the floor. agree
If you want to live comfortably, you have to be tidy. That agree partly disagree
means putting cups and plates in the dishwasher as soon as agree
you’ve finished with them, and putting clothes away, too.
If you live with other people, you must have a rota so that agree partly disagree
everybody knows which jobs to do and when, and you must agree
share jobs equally.
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You mustn’t put rubbish in the wrong bin. Make sure you agree partly disagree
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put things you can recycle in the correct bin. We mustn’t agree
waste the world’s resources!
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You have to iron clothes and bed sheets before you use agree partly disagree
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them. There’s nothing worse than looking untidy. agree
You should clear out cupboards, fridge and freezer at least
once a month. Throw out old tins and jars that are past
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agree
disagree
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their sell-by date.
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You mustn’t go to bed before the washing up has been agree partly disagree
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done. agree
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You mustn’t buy all your stuff from the big out-of-town agree partly disagree
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You should always bring your own shopping bag when you agree partly disagree
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You mustn’t buy fruit and vegetables in packets. Always buy agree partly disagree
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Complete the sentences about yourself. In each category, write three true sentences and one false.
Use some of the verbs provided. Then share sentences with your partner, and guess which of your
partner’s sentences are false.
My finances
1 At the moment, I
2 Over the last few months, I
3 In a month’s time, I
4 In the last two years, I
My job or studies
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work on run train study take pass sign apply for
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1 Currently, I
a
2 Over the last six months, I
3 A year from now, I Le
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4 At the moment, I
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My travels or holidays
a
1 Recently, I
2 Over the last couple of weeks, I
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3 In a year’s time, I
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My free time
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1 Currently, I
2 In the last two years, I
3 In a few days’ time, I
4 A year from now, I
My relationships
meet get on with fall out with date make friends with call kiss write
1 Currently, I
2 Over the last few months, I
3 In a month’s time, I
4 In the last five years, I
SAMPLE COPY, NOT FOR DISTRIBUTIONCOMMUNICATIVE ACTIVITIES
© National Geographic Learning, a part of Cengage Learning 253
The Wright brothers The first Ford motor car Walt Disney made his Bill Gates founded
made their first was manufactured in first long film – Snow Microsoft.
powered flight in the Detroit. White and the Seven
Wright Flyer. Dwarves
The pop star Michael The Wall Street Crash The USA declared war Martin Luther King
Jackson died in Los took place and the on Japan and entered became leader of the
Angeles. Great Depression WWII. African-American Civil
began. Rights Movement.
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assassinated in Dallas, Aldrin and Michael Soviet Premier Mikhail surrendered to the
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Texas while travelling Collins became the first Gorbachev to tear Americans on the deck
in an open car. men to land on the down the Berlin Wall. of an American ship.
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moon.
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Elvis Presley, the King American athletes did President Richard MTV, the first 24-hour
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of Rock and Roll, died at not go to the Summer Nixon became the first cable network
his home in Graceland. Olympics in Moscow. and only President to dedicated to airing
resign from office. music videos, was
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launched.
ph
Mark Zuckerburg and Nineteen terrorists Barack Obama became Musician John Lennon
a
friends launched the hijacked planes and the 44th President of was assassinated
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social networking site crashed them into the the United States. outside a hotel in New
Facebook. World Trade Center. York City.
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Key
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The Wright brothers made their first powered flight in the Wright Flyer. December 1903
The first Ford motor car was manufactured in Detroit. October 1908
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The Wall Street Crash took place and the Great Depression began. October 1929
Walt Disney made his first long film – Snow White and the Seven Dwarves. February 1939
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The USA declared war on Japan and entered WWII. December 1941
World War II ended when Japan surrendered to the Americans on the deck of an American ship. September 1945
Martin Luther King became leader of the African-American Civil Rights Movement. 1955
President John F. Kennedy was assassinated in Dallas, Texas while travelling in an open car. November 1963
Americans astronauts Neil Armstrong, Buzz Aldrin and Michael Collins became the first men to
land on the moon. July 1969
President Richard Nixon becomes the first and only President to resign from office. August 1974
Bill Gates founded Microsoft. April 1975
Elvis Presley, the King of Rock and Roll, died at his home in Graceland. August 1977
American athletes did not go to the Summer Olympics in Moscow. July 1980
Musician John Lennon was assassinated outside a hotel in New York City. December 1980
MTV, the first 24-hour cable network dedicated to airing music videos, was launched. August 1981
During a visit to Berlin, President Reagan told Soviet Premier Mikhail Gorbachev to tear down
the Berlin Wall. June 1987
Nineteen terrorists hijacked planes and crashed them into the World Trade Center. September 2001
Mark Zuckerburg and friends launched the social networking site Facebook. February 2004
Barack Obama became the 44th President of the United States. January 2009
The pop star Michael Jackson died in Los Angeles. June 2009
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• Hand out a worksheets to each pair of students. Tell Give students a few minutes to prepare questions to ask
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students to read about the two different jobs. Student their partner to find the missing information. Monitor
A must prepare questions to ask. Student B must decide and help with past tense question forms.
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which job they would like to apply for, and then complete • When students are ready, tell them to take turns to
their CV. Tell them to use their own name but to use ask questions to find and write the missing information.
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their imagination to invent a job history. Monitor and When they have finished, they can compare their written
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help at this stage as students will need some help with versions or check their answers with the answer key
question forming (Student As) and ideas and vocabulary below. Student A answers are in bold in the answer key,
(Student Bs). and Student B answers are underlined.
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• When students are ready, Student A interviews Extra
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Student B. At the end, Student A must decide whether to Ask students to write their own gapped text, telling a
give Student B the job or not. story about themselves. They could write any story, or if
Extra they need some guidance, suggest that they write about
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You could ask Student Bs to move one place in a clockwise an amazing holiday they had. They should say where they
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direction round the class after the first interview. Student went and what they did, leaving gaps for dates, people,
As then interview a new Student B. Move them on one places, objects and ages. They then work in pairs, swap
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more time and have a third interview. Then ask Student their texts and ask and answer questions to fill the gaps.
As to choose who they would give at least one of the jobs
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Genre: pairwork flying lessons, and bought her first plane, which she
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Before the lesson: Photocopy one worksheet for every called ‘the Canary’. In May 1932, Amelia flew across
pair of students in the class. Cut along cut line. the Atlantic from Canada to Europe. She landed in
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Procedure: Write Australia and India, China and Chile on Northern Ireland after a flight that lasted fifteen
the board. Ask students the following: What are they? hours. In 1936, while she was working at Purdue
Where are they? Elicit answers. Then ask students to University, Amelia started planning a flight round
compare the two places in as many ways as they can. the world. In June 1937, Amelia and her co-pilot Fred
• Organise the class into pairs. Half the class are A Noonan flew from Miami to Lae in New Guinea. On
pairs and half are B pairs. Hand out the worksheets to July 2nd, they took off from Lae and disappeared.
students in pairs, making sure that A pairs get the same Nobody ever saw Amelia Earhart again.
A worksheet, and B pairs get the same B worksheet.
• Tell students to read the incomplete sentences and
complete them so that they are correct in their opinion. 4 Find someone who…
It doesn’t matter if pairs disagree.
• When students have written their sentences, mix pairs Aim: to practise asking personal information using
so that a Student A is with a Student B. Students take the present perfect
turns to read out their sentences. Their partner corrects Genre: groupwork or whole class activity
them or congratulates them for getting the sentence Before the lesson: Photocopy one worksheet for each
right. In the end, find out which students got most student in the class.
right answers.
Procedure: Ask open questions in class to model the 6 WHAT WE HAVE IN COMMON
activity. For example, Have you ever eaten Indian food? Oh
really! When did you last eat Indian food? Did you go to a Aim: to practise question forming and using both and
restaurant? Did you eat at home? Do you like Indian food? neither to talk about things you have in common
• Hand out a worksheet to each student in the class and Genre: pairwork or groupwork
ask them to read through the question prompts carefully. Before the lesson: Photocopy one worksheet for each
Check any problem words. Tell students to decide which student in the class.
are true for them and which not true. Procedure: Start by writing classmate, teammate, cousin,
• Tell your students to prepare questions. If your class flatmate, etc. on the board and checking the words.
are strong, they are ready to go. If weaker, you could let Explain that students can choose someone they knew
them write and practise the questions first. well in the past, e.g. an old classmate or flatmate, or
• Ask the class to stand up and come to a part of the someone they live with or work with now.
classroom where they can mingle easily. If you have a • Ask a few questions in open class to model the task:
large class, you could split the class into two groups to When did you first meet your classmate? Where did you
mingle. live? How do you stay in touch?
• Tell students to interview different people. For each • Hand out one worksheet to each student in the class.
question, they need to find and write down the name Read instruction 1 out loud and ask students to listen
of one student, until they have found someone for each and follow. Once they have chosen their three people,
item. Tell students they can only spend one minute with give them a few minutes to look at the question prompts
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a person before finding a new partner. When they find provided and to note down answers.
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someone who fits the category, they must ask at least • When students are ready, put them into pairs to ask
one follow-up question to find more information, and and answer questions about their important people.
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note the information so they can report back to the class. Read instruction 2 out loud. Tell them to say first which
Monitor and help. Prompt students to speak and to move people they are ready to talk about (a flatmate, a cousin
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to different partners. and a little sister, for example) so that their partner will
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• End after ten to fifteen minutes, or when somebody know which set of question prompts to use. Students
has found a person for each question. Go through the take turns to ask and answer questions.
answers in feedback by asking Who questions (e.g. So, • At the end, ask students to summarise what their
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who has cooked dinner for eight people?). partner has in common with their three people, e.g.
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Aim: to practise compounds and collocations in the they both have the same sense of humour, and they also
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Before the lesson: Photocopy one worksheet for every Instead of doing this activity in pairs, organise the class
four students in the class. Cut up the worksheets along into fours or fives to ask and answer questions.
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• Organise the class into groups of three. Place the Genre: pairwork or groupwork
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dominoes in a pile face down on a table so that everyone Before the lesson: Photocopy one worksheet for each
in the group can see them. Tell students to spread out student in the class.
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and mix up the dominoes. Procedure: Ask students what they know about Chinese
• Ask each student to choose four dominoes at random. New Year.
Tell them to hold them and keep them secret. Turn over • Hand out one worksheet to each student in the class.
one of the six remaining dominoes and place it in the Tell them to fold over the key so they can’t see it. Read
middle of the table. the introduction out loud and ask students to listen and
• In a clockwise direction, students take turns to play a follow. Organise students into pairs or small groups to
domino. They must place a domino next to either end of work together to decide what to write in each gap. You
the domino on the board to make a compound. So, for could do the first as a class (for example, should it be You
example, if the first domino reads PITCH / SWIMMING, can’t eat cooked rice or You have to eat cooked rice?).
they could add STADIUM / FOOTBALL to the front end, to • At the end, reveal the key, and go through the official
make football pitch, or POOL / RUNNING to the rear end answers and ask students which information was
to make swimming pool. If they haven’t got a domino surprising. WARNING: If you have Chinese students or
they can use, they must pick up one of the remaining China experts in your class, don’t insist on the answers
unused dominoes. When there are no dominoes left, they as what people say you can and can’t do in traditional
just miss a go. situations like this is not always the same as people’s
• The first player to use all their dominoes is the winner. actual experiences.
8 The education game • Organise the class into groups of three. Hand out the
cards so that one student has the A card, one the B, one
Aim: to practise vocabulary connected with the topic the C. Place the instruction card with the list of illnesses
of education face up, and the answer card face down in front of the
Genre: team, pair and groupwork students. (If your class doesn’t divide into three, have
Before the lesson: Photocopy one worksheet for each a group of two with the extra card face up, and / or a
group of four students in the class and cut off the two group of four in which two students have the C card.)
answer key sections. • Tell students that each have three possible remedies
Procedure: Write Education on the board and brainstorm to typical common illnesses, and they must discuss their
as many words and phrases as you can connected with remedies and decide which one is best.
the topic. Write them up on the board, but rub them off • Student A reads out the problem: I’ve got a sore throat.
before playing the game. Then she reads out the suggested solution from the A
• Organise the class into groups of four. Hand out one card. B and C then read out their suggested solutions.
worksheet to each group in the class. Tell groups to split Students then discuss which remedy they think is best
into two teams of two and tell each team to place a and give reasons why.
small counter on the START square. This could be a coin, • Once students have read out all eight illnesses, and
button, or anything else flat and small. chosen the best remedy, they can check their answers on
• Tell Team A that they will answer odd questions (1, 3, the answer card and find out which student got most
5, 7, etc.) and tell Team B they will answer even questions answers right.
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(2, 4, 6, 8, etc.). Each team will have to check the other
10 What would you do?
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team’s answers, so give Team A a set of Team B answers,
and give Team B a set of Team A answers.
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• Team A move their counter to square 1, read out the Aim: to practise the second conditional
question and say the answer. The letter in the square is Genre: groupwork
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a clue. If correct, it is Team B’s go. If incorrect, they stay in Before the lesson: Photocopy one worksheet for each
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the square and miss a go next time. group of three or four students in the class.
• Team B move their counter to square 2, read out the Procedure: Give a hotel scenario, e.g. imagine you arrive
question and say the answer. The letter in the square is at a hotel at 10.30pm and last check-in was at 10pm.
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a clue. If correct, it is Team A’s go again unless they have You’ve booked a room, but they’ve given it to someone
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to miss a go, in which case Team B move to square 4 and else. What would you do? Elicit ideas using I would.
answer the next question. If incorrect, they stay in the • Organise the class into groups of three or four. Hand
square and miss a go next time. out one worksheet to each group in the class. Tell
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• The aim is for each team to move round the board, students to take turns to read out a story and to elicit
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answering odd or even questions, until they reach and note suggestions from others in their group. They
square 17 or 18. Once they answer that question, they should then decide as a group on the best thing to do.
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move to the FINISH square and win the game. In feedback, ask different groups what they would do in
each situation, and agree on what the best thing to do in
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• Then tell A/B pairs to ask and answer questions to find 13 HOW LONG HAVE YOU BEEN
the ten factual differences between their stories. They
should note their partner’s information between the DOING THAT?
lines on their text. Then, they should discuss which facts Aim: to practise asking about activities using how
are correct. long …? and other questions
• Ask students in feedback which pieces of information Genre: mingle and groupwork
they think are correct. Then read out the correct text. Before the lesson: Photocopy one worksheet for every
student in the class.
Answers Procedure: Ask students What hobbies do you have? and
Watson is an artificially intelligent computer. It was follow up with How long have you been doing that? or Do
designed by a team of scientists at an American you enjoy it? Then ask: Have you done any hobbies in the
computer company between 2006 and 2011. It has past that you don’t do now? How long did you do it for?
16 terabytes of memory and cost 3 million American • Hand out the worksheets to each student and explain
dollars to build. The computer was first developed the timeline. Tell students to write any relevant activities
to compete on a famous quiz show called Jeopardy. listed on the worksheet next to the time they started
On the show, contestants answer general knowledge doing them.
questions and win money. In 2011, the computer • Point out the question prompts and elicit what students
competed against two people who were former could say using the prompts.
winners on the show. Watson won the first prize – • Ask students to stand up, walk round and interview as
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one million American dollars! Today, Watson is used many people as they can in ten minutes. Tell them to find
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by doctors and nurses in hospitals to help them out as much as they can about each other’s hobbies. Tell
diagnose illnesses. them that the aim of the game is to find as many people
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as they can who have the same hobbies but have been
doing them longer than they have.
12 PERSONAL QUESTIONS
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• As students mingle, join in and find out about their
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hobbies by asking questions. In feedback, ask students to
Aim: to practise reported speech tell you what they found out. Find out which students have
Genre: pairwork and groupwork been doing each of the activities or hobbies the longest.
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Before the lesson: Photocopy one worksheet for every Extra
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pair of students in the class. Cut into two along the Ask students to write a report about two or three people
cut line. who have been doing activities for a long time.
Procedure: Start by asking three or four of the questions
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questions on his or her card, and ask B to do the same. household objects
Then ask students to take turns to ask and answer the Genre: groupwork
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questions, and make a note of the answers. Before the lesson: Photocopy one worksheet for every
• When students have completed their interviews tell student in the class.
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them to think about how to report the questions using Procedure: Write on the board: You should clean the
said that and told me that. Monitor and help students to house properly at least once a week. Ask the class to say
prepare reported statements. However, do this orally. Don’t whether they agree or not, and why. This models the task.
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let students write down sentences – make them think Encourage them to use the modal verbs in their answers,
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about how to prepare them in their heads. e.g. I don’t agree, I don’t think you have to clean the whole
• Organise the class into groups of four or five. Make sure house every week.
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students are not with the partner they initially interviewed • Organise the class into groups of four (the odd three
in their new group. Tell students to report their findings, or five is OK, too). Hand out a copy of the worksheet to
using reported speech, and to put the findings together each person in each group. Explain that it contain ‘rules
in order to make a report. In feedback, ask each group for living’ – advice about how best to live and to shop. Tell
to report what they found out about other groups. For them to firstly work alone to tick agree, partly agree or
example: Most students said that they went shopping every disagree in response to each situation.
weekend, but both Paul and Sylvia said that they went • When students have decided, ask one person in each
shopping once every two weeks, and Gregor said that he group to read out the first situation and to ask Do you
never went shopping. agree? Why? Why not? The aim is to get each group
to discuss each of the situations and to explain why
they agree or not. If possible, they should try to reach a
consensus. Set a time limit of fifteen minutes.
• In feedback, ask each group to summarise what they
found out about group members from the discussion.
15 TRUE OR FALSE? • The third player has a go. This player can play a card to
the left, to the right, or between the two existing cards,
Aim: to practise time phrases and the tenses that go and must state the date. The referee corrects. If a player
with them incorrectly plays a card, they must take back their card,
Genre: pairwork and must also take another card from the pile of cards
Before the lesson: Photocopy one worksheet for every remaining.
student in the class. • Students take turns to play cards across the table until
Procedure: Write At the moment, I … and In a month’s one student is able to use up all his or her cards.
time, I … and ask students how they might complete the
sentences. Elicit a few ideas. Answers
• Organise the class into pairs. Hand out one worksheet to The Wright brothers made their first
each student in each pair. Tell students to work individually powered flight in the Wright Flyer. December 1903
to complete each sentence in their own way, but on the The first Ford motor car was manufactured
topic given and using some of the verbs given. They must in Detroit. October 1908
make one sentence incorrect in each set. You could model The Wall Street Crash took place and
this first by producing four sentences of your own, one of the Great Depression began. October 1929
which is a lie, and asking students to guess which is the lie. Walt Disney made his first long film –
• Monitor and help students with ideas, making sure they Snow White and the Seven Dwarves. February 1939
are using present perfect, present continuous and future The USA declared war on Japan and
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forms correctly. Make sure they are including a lie in each entered WWII. December 1941
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section, too. World War II ended when Japan
• Once students are ready, tell pairs to share their surrendered to the Americans
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sentences. Tell students to guess which of the four on the deck of an American ship. September 1945
sentences in each category is a lie. Martin Luther King became leader
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Extra of the African-American Civil Rights
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Encourage students to ask follow-up questions to test Movement. 1955
the truth of any statement their partner makes. For President John F. Kennedy was
example, if they say, Over the last few months I have been assassinated in Dallas, Texas while
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investing in a company, ask Which company? How much travelling in an open car. November 1963
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have you invested? to test the possible lie. American astronauts Neil Armstrong,
Buzz Aldrin and Michael Collins became
16 THE HISTORY OF AMERICA the first men to land on the moon. July 1969
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group of four students in the class. Cut out the twenty died at his home in Graceland. August 1977
cards on each worksheet and have them ready in a pile American athletes did not go to the
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for each group. Cut out the dates key which you will give Summer Olympics in Moscow. July 1980
to one student in each group. Musician John Lennon was assassinated
Procedure: Ask students what historical events they outside a hotel in New York City. December 1980
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know from American history since 1900. MTV, the first 24-hour cable network
at
• Organise the class into groups of four and ask them to dedicated to airing music videos,
decide which student will be the referee. Hand out a pile of was launched. August 1981
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twenty cards to each group and give the key to the referee. During a visit to Berlin, President Reagan
Tell referees to deal five cards out to the three players. told Soviet Premier Mikhail Gorbachev
• Player A plays a card by placing it face up on a table, to tear down the Berlin Wall. June 1987
and reads out the historical fact and the year they Nineteen terrorists hijacked planes
think it happened (e.g. The USA declared war on Japan and crashed them into the
and entered WWII … I think that was 1940 or 1941). World Trade Center. September 2001
Tell students that it doesn’t matter if they are wrong Mark Zuckerburg and friends launched
– but they must guess the year. The next player then the social networking site Facebook. February 2004
plays a card from his or her hand. They must decide if Barack Obama became the 44th
the card goes before or after the card already played – President of the United States. January 2009
chronologically. So they could place the card to the left of The pop star Michael Jackson died in
the card already played (if they think it happened before Los Angeles. June 2009
1940) or to the right (if they think it happened after 1940).
• Once the card is played, and the player has stated the
date, the referee must say whether it is correct or not,
and says the actual date the event happened.
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3 What are the hours like? 9
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4 How long have you worked there? 1 D 3 A 5 B & C 7 D
5 Do you get on with the people you work with? 2 B & C 4 C 6 A 8 A
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5 10
1 F (there are over 200 women firefighters in London) 1 long hours 4 job advertisement
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2 F (only one in five calls is about a fire) 2 work experience 5 training session
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3 T 4 T 5 F 6 T 3 temporary contract 6 marketing department
7
The following should be ticked: Workbook pages 8–9
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rescue people and animals; write reports on accidents; go to
1
fires; check equipment; give first aid; make visits to schools; do
1 are installing, is causing 3 am studying
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fitness training
2 am doing, am gaining 4 am attending, are advertising
8
2
1 Megan enjoys rescuing people.
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1 V
iktor: doesn’t want to travel long distances to and from
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work; Yoko: single parent, needs to be home for kids.
1 do you do 6 are you working
2 Viktor: not so tired, works more effectively, more time and
2 Do you work 7 are designing
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2 experience 6 is looking
sign the contract employ new staff
3 have 7 are placing
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4 am checking 8 is 7
Information and an application form
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10 9
Example answer: Dear Mr Norman, 1 Did you go 6 did you get
I saw your advertisement for researchers on the Natural 2 was 7 bought
History Museum’s website, and I am writing to ask for further 3 Did you find 8 Did
information about the position. 4 didn’t have 9 found
At present, I am a second-year post-graduate student, studying 5 got / did get 10 didn’t you buy
for a PhD in Marine Biology at Southampton University. I have a
special interest in endangered sea plants, and am hoping to gain Workbook pages 12–13
some work experience in this area.
I am very interested in the post. Could you please send me an 1
application form, and some more information about which seas 1 reduced 3 stock 5 bid
you are studying and whether we will be going on study trips? 2 service 4 delivered 6 suits
I look forward to hearing from you. 2
Yours sincerely, 1 wide selection 4 dropped 7 damaged
Chad Duffy 2 second-hand 5 reliable 8 my money back
3 bargain 6 out of the box 9 fault
Vocabulary Builder Quiz 1 3
1 A 1 F 2 T 3 F 4 F 5 T 6 F
1 arrange 5 break B 1 C 2 C 3 A 4 B 5 B 6 A 7 A 8 C 9 C 10 B
2 interview 6 staff
3 temporary 7 giving 4
4 launching 8 management food and clothing toiletries and electrical
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2 drink cosmetics goods
1 presentation 3 management 5 advertisement
in
wine shirt toothbrush hairdryer
2 relaxation 4 distribution cheese trousers face cream vacuum
rn
3 chicken skirt lipstick cleaner
1 T 2 F 3 F 4 T 5 T 6 F dishwasher
a
4
5
1 research 3 attending 5 rights
Le
2
2 exploiting 4 customers 6 strike
6
1 b 2 a 3 a 4 b
UNIT 2
ic
7
Workbook pages 10–11 1 greater ability 5 most noticeable
ph
T-shirt, jeans,
shirt, skirt, dress, 1
top, trainers Making offers: Would you like a; Do you want me to;
lG
Do you want to
2 Checking: You don’t mind; Are you sure
1 trousers, suits, skirts, dresses 5 T-shirt, dress, skirt, shirt, top Reassuring: Of course; Not at all
na
3
3 Are you sure 8 Not at all
1 quality 4 functions 7 cool
4 Of course 9 Thanks a lot / Thanks
N
6 5
1 went 4 wished 7 bought 1 Excuse me. How do I get to the sports ground?
2 played 5 gave 8 paid 2 Excuse me. Is there a tube station near here?
3 thought 6 decided 3 Excuse me. Do you know where the police station is?
7 4 Excuse me. Do you know the way to the town hall?
Hi, James!; Dear Julie; How are you?; It was great to hear from 5 Excuse me. Can you tell me how to get to the museum,
you again; I wanted to ask you something; Write soon; Take care; please?
Best wishes 6 Excuse me. Where’s the nearest bank?
8 6
Example answer: 1 c 2 d 3 g 4 b 5 h 6 f
Hi, Elena! 7 a 8 e
Thanks for your email. I’m glad you like the top, and enjoyed your 7
birthday. It sounds like you had a good night out! Can’t wait to The sports ground
go to some of these night clubs you mention! 8
Well done with your shopping. I also bought a new sleeping bag Tick: 1, 4, 5, 6, 7, 8, 9, 10
last week, and some new climbing shoes. So, don’t worry, I won’t
9
forget to pack them! My dad’s already got me some money in
1 The town hall.
euros, so I’m ready for the trip!
2 He says, ‘Go straight on at the roundabout.’
Are we going to the beach? If so, I’ll pack my swimming things.
3 The cinema.
Can you think of anything else I need to bring? Let me know.
Can’t wait to see you!
Take care, Workbook pages 18–19
Enrique
g
1
b
in
Vocabulary Builder Quiz 2 2
1 F 2 T 3 F 4 T 5 F 6 F
rn
1
1 b 2 f 3 e 4 c 5 d 6 a 7 F 8 F
3
a
2
1 instructions 5 present 1 e 2 g 3 h 4 f 5 a 6 c
Le
2 delivery 6 material 7 b 8 d
3 designs 7 quality 4
4 receipt 1 were waiting 4 were sitting, told
ic
3 2 was going 5 were travelling, had to
1 d 2 f 3 b 4 a 5 c 6 e 3 stole 6 was taking off, went
ph
4 5
1 F 2 T 3 T 4 F 5 F 6 T 1 was travelling, lost 4 was talking, heard
a
1 1 went 9 arrived
1 2 bought 10 took
P A R K
lG
5
C H U RC H 7 was getting 15 were closing
6
M O N U ME N T 8 went
io
7
M US E U M 7
8
T R A F F I C L I G HT S 1 was chatting to, At least
at
9
S U B WA Y 2 got stuck in, Don’t worry
10 3 missed, haven’t been here
T O W N H A L L
N
11
C R O S S I N G 8
12 1 a 2 b 3 b 4 a
R O U N D A B O U T
13
P L A Y G R O U N D 9
1 valley, National Park 3 cadillac, monument
2 2 river, arch
1 sports TV 10
2 police day 1 St Louis 3 Grand Canyon
3 town shop (you can say ‘a shop in town’) 2 Cadillac Ranch
4 cross shirt
5 traffic car (you can say ‘cars in a traffic jam’)
6 play person
Workbook pages 20–21
7 bus drink 1
8 church person (you can say a churchgoer) 1 truck 5 coach
3 2 huge load 6 service station
crossroads roundabout underground 3 motorway 7 passengers
playground traffic lights sports ground 4 long line of cars 8 train
town hall police station traffic warden
1 licence 2 test
sports programme town centre police woman
3 ride 4 motorbike
1 taxi 4 underground 2
2 charge 5 travel card 1 e 2 f 3 d 4 c 5 b 6 a
3 tip 6 lines 3
1 departures 4 connection
1 rail service 4 hire a vehicle 7 park
2 unfortunately 5 security
2 cancelled 5 drive 8 bikes
3 delayed 6 service
3 on strike 6 van 9 cycle lanes
4
2
1 T 2 T 3 F 4 T 5 F 6 T 7 F
1 car 3 underground 5 policeman
2 crashed 4 licence 6 a website
UNIT 4
3
a 2 b 1 c 3 Workbook pages 22–23
4 1
1 There isn’t much traffic on the road. 1 fast food 4 Mexican
2 There isn’t a lot of traffic on the road. 2 Japanese 5 Italian
3 There isn’t any traffic on the road. 3 seafood 6 Chinese
5 2
1 There aren’t many car parks in this town. 1 e 2 a 3 b 4 c 5 d
2 There’s a strike today, so there’s no public transport. 3
3 It’s very polluted here because there’s a lot of industry
in this area. describing food describing service describing
4 I can’t lend you anything because I’ve only got a little the restaurant
g
money on me. choice, disgusting, staff, rude, friendly busy, place, value,
5 She’s in a terrible hurry because she only has a few
in
delicious, portions, view, terrace,
minutes before her bus arrives. big selection, fixed expensive
menu, options,
rn
6
many, much, any, a few, much, a lot of dishes, plenty to
choose from
a
7
1 Dinner on Saturday
Le
4
2 Take the tube to Scott’s Park and then walk
1 big selection, dishes, plenty to choose from
3
2 delicious, portions
ic
3 busy, value
4 terrace, view
ph
5 disgusting, rude
6 place, staff, friendly
7 fixed menu, choice
a
8 expensive, options
gr
5
1 d 2 e 3 f 4 c 5 a 6 b
eo
6
1 Have you ever eaten 4 I’ve made
2 Have you been, I’ve been 5 has never eaten
lG
1 Have you been, I came, I’ve never been, Have you visited, I
8 haven’t, I went
Example answer: 2 Have you been, I went, Was he
io
g
4 Shall I help you look for them, sir?
1
in
Workbook pages 26–27 1 course 5 pool
2 river 6 court
rn
1 3 studio 7 gym
1 too spicy 4 chilled enough 4 pitch 8 track
a
2 too hard 5 too expensive
2
Le
3 cooked enough 6 not big enough
1 tennis 6 fishing
2 2 golf 7 swimming
1 haven’t been 4 I’ve never heard 3 dance 8 football team
ic
2 too slow 5 wasn’t hot enough 4 drawing 9 sports gear
3 Have you tried 6 has had 5 running 10 game
ph
3
3
Answers may vary. Example answers:
1 the acting wasn’t (very) good.
The kitchen is too untidy to work in.
a
5 Suggested answers:
tzatziki, spetsofai, souvlaki, wine 1 I must admit 4 it was too difficult.
6 2 to be honest 5 I prefer dancing.
na
1 It’s too hot / She doesn’t like sausage. 3 I have to say 6 I don’t like sport much any
2 No, she doesn’t. There’s too much garlic in it. more.
3 No, they don’t. (They just have coffee.)
io
5
7 1 c 2 e 3 a 4 f 5 b 6 d
Socrates is enthusiastic. Claire likes some of it
at
6
8 1 We’re meeting
N
g
4 best 9 fittest 2 scores 4 a season
5 most expensive 10 most successful
in
6 Unit 6
rn
1 This is the most expensive car I’ve ever bought.
Workbook pages 34–35
2 This is the most exciting sport I’ve ever tried.
3 That’s the biggest pizza I’ve ever seen. 1
a
4 That was the best game he’s ever played. Jim: granddad Shirley: gran
Le
5 She’s the most successful tennis player I’ve ever known. Brian: dad Jean: mum
6 That was the easiest game I’ve ever won. Dave: uncle Sheila: aunt
Declan: brother Sara: sister-in-law
7
ic
James: cousin Matt: nephew
1 longest 4 fastest 6 largest
Susie: niece
2 largest 5 most expensive 7 longest
ph
3 most challenging 2
1 dad 7 uncle
8
2 mum 8 aunt
a
6 niece
\I\ \ei\ \œ\ \ist\ \i…\ 3
1 ex-wife / husband 5 mother / father-in-law
lG
6 9
1 a 2 f 3 g 4 e 5 b 6 c 7 h 8 d Example answer:
7 From: Peter North
1 b 2 b 3 a 4 b 5 a 6 b 7 a 8 a To: Mrs Mojewski
Subject: Reference for Rashid Kirijian
8
Dear Mrs Mojewski,
1 c 2 e 3 b 4 a 5 d
Thank you your letter, asking me about my student, Rashid
9 Kirijian.
Speaker 1 D; Speaker 2 A; Speaker 3 C I have known Rashid for three years. He is clever and
10 hardworking, friendly and polite. He is good at Polish, and
1 d 2 b 3 f 4 a 5 e 6 c wants to practise speaking the language, as he is hoping to be a
translator. In his spare time, Rashid likes playing basketball and
Workbook pages 36–37 swimming. He plays in a water polo team three times a week.
I think you will find him to be good company. I hope you enjoy
1 your time together!
1 both 5 Neither Please write back to me if you need any more information or
2 whereas / but 6 None, all have any questions.
3 both, neither 7 whereas / but Yours sincerely,
4 All 8 whereas / but Peter North
2
1 All 6 whereas / but Vocabulary Builder Quiz 6
2 Both 7 neither
1
3 but / whereas 8 neither
1 cousin 3 remove 5 attitude
g
4 but 9 all
2 liberal 4 ignore
in
5 both 10 None
2
3
1 neighbourhood 5 supportive
rn
1 c 2 l 3 i 4 g 5 k 6 j
2 traditional 6 inappropriate
7 b 8 e 9 a 10 f 11 h 12 d
3 comparison 7 performance
a
4 4 inspiration 8 succeed
Le
1 strict 3 determined 5 calm 3
2 practical 4 friendly 6 patient 1 married 3 frustrated 5 divorced
5 2 to know 4 on with
ic
1 bright 3 soft 5 fit 4
2 open 4 confident 6 organised 1 between 5 for
ph
6 2 to 6 in
1 c 2 a 3 b 4 b 3 of 7 out
4 over
a
7
1 F 2 T 3 F 4 F 5 T 6 F
gr
8
Unit 7
1 keeps 3 paints 5 plays Workbook pages 40–41
eo
Similarities: They both like swimming and going to the cinema. 5 How big is it?
Differences: Jill is tall and slim, whereas Paul is short and 6 What do you like most about living there?
7 Have you always lived there?
io
overweight; Jill goes out a lot and does sport, but Paul stays
at home and plays on his computer. 8 And is there anything you don’t like about it?
at
6 2
1 update 7 post 1 plant 4 system 7 culture
N
6
Workbook pages 42–43
1 ’ll 4 won’t
1 2 ’ll 5 ’ll
1 an old people’s home, a good reputation, people with respect 3 ’ll 6 won’t
2 army base, military service, at war with 7
3 studio flat, not much space, tiny 1 d 2 b 3 a 4 g 5 h 6 c
4 a block of flats, take the lift, have a great view 7 f 8 e
5 a hall of residence, my own sink, noisy students
6 a shared house, split the bills, take turns 8
1 H 2 G 3 G 4 G 5 H 6 H
2 7 G 8 H
1 can 4 don’t have to 7 don’t have to
2 doesn’t have to 5 don't have to 8 can’t Vocabulary Builder Quiz 7
3 can 6 have to
3 1
1 have to 4 can 7 can 1 f 2 c 3 e 4 a 5 d 6 b
2 don’t have to 5 have to 8 have to 2
3 can 6 can’t 9 have to 1 home 3 affect 5 lend
4 2 industrial 4 banks 6 historic
3
b
1 money 4 base
5 2 job 5 with freedom
1, 2, 4, 5 3 takeaway 6 a bank
6 4
g
1 T 2 T 3 F 4 T 5 T 6 F 1 T 2 F 3 T 4 T 5 F 6 F 7 T
in
7 T 8 F
7 Unit 8
rn
c
Workbook pages 46–47
8
a
1 C 2 D 3 A 4 B 1
Le
1 A: Is your daughter still at primary school?
9
B: No, she’s fifteen now, so she goes to secondary school.
1 Because he has just found somewhere to live.
A: And what’s her favourite subject?
2 In a small room in a family house in Portsmouth.
B: Well, she’s very good at sports so she loves PE.
ic
3 It’s near to the university and the beach.
2 A: So, Maxine, what do you do?
4 A bed, a desk and a chair.
M: I’m studying graphic design at Middlesex university.
ph
5 A TV.
I’m in my second year.
6 Because the family has small children who go to bed early.
A: I thought you had a daughter.
7 He can’t invite guests to his room during the week.
a
1
B: Yes, but I want to do other things as well, so I’ll work
1 mind if I borrow your umbrella?
part time.
2 OK if I switch on the TV?
4 A: When are you going to graduate from university?
na
2
1 a 2 a 3 b 4 a 5 b 6 b
1 BA 2 BSc 3 MA 4 MSc 5 PhD
N
3
3
Suggested answers:
1 you mind if I subject person
2 actually, I’d rather you didn’t biology biologist
3 it OK if
4 of course chemistry chemist
5 help yourself / feel free economics economist
6 help yourself / feel free
geography geographer
4
1 I won’t do it again. history historian
2 I’ll pay you back. mathematics / maths mathematician
3 I’ll pick you up in the car.
philosophy philosopher
4 I’ll get it.
5 I’ll look into it. physics physicist
6 I won’t be able to. science scientist
7 I’ll carry them for you.
8 I’ll see who it is. sociology sociologist
5 4
1 P 5 IR 1 c 2 b 3 f 4 e 5 d 6 a
2 P, IR 6 IR 5
3 O, IR 7 O b
4 IR 8 IR
6
Workbook pages 50–51
I don’t really like history.
No. I’m interested in the future, not the past. 1
I don’t know why people study Latin. 1 pretended 3 claimed
No. It’s a dead language. Nobody speaks it. 2 cheated 4 lied
I can’t see the point of IT classes. 2
No. Everyone knows how to use a computer these days. 1 lied 5 got stuck, complete
7 2 resign 6 claimed, checked
1 history and IT 3 declare, earned 7 take, improve
2 history and IT 4 pretended 8 ordered
3 Latin 3
8 1 e 2 g 3 i 4 c 5 a 6 h
1 If you don’t work harder, you won’t pass your exams. 7 b 8 f 9 d
2 They’ll miss the train home if they’re not quick. 4
3 If you study law, you’ll find it easy to get a good job. 1 chemistry 2 check 3 teacher
4 He’ll reply to you if you send him an email.
5 If the teacher doesn’t arrive, we’ll go home early. 5
6 I’ll lend you the book if you promise to give it back. 1 Year 4 contributions
2 62% 5 more
9
3 course work
1 are, will be 6 won’t, don’t
2 will go, finishes 7 miss, won’t be able to 6
3 don’t see, will call 8 won’t be able to, don’t Model answer:
You have made some progress in Year 2 of your history course.
g
4 won’t, don’t 9 plays, ’ll come
5 doesn’t, will email 10 will leave, arrives Although your exam mark of 59% was disappointing, your
in
contributions in class have been good. However, your course
work has been poor. If you work harder, you will do much better
Workbook pages 48–49
rn
next year.
1
Vocabulary Builder Quiz 8
a
1 g 2 j 3 i 4 f 5 d 6 h
7 b 8 a 9 c 10 e
Le
1
2 1 in 3 into 5 on
1 private school 7 resources 2 off 4 with 6 under
2 fees 8 textbooks
ic
3 grades 9 compulsory 2
4 universities 10 tests 1 Technological 3 textbooks 5 value
ph
4
1 She couldn’t finish her assignment. 1 d 2 e 3 a 4 f 5 c 6 b
2 He had to stay up all night to revise.
lG
5 A N O
5
S E B L E E D
N
4
Workbook pages 56–57
1 I don’t think you should ...
2 Maybe you should put ... 1
3 ... He ought to stop ... 1 legs 5 lips
4 Why don’t you ... 2 face 6 ear
5 You ought to stay ... 3 finger 7 stomach
6 You oughtn’t to / shouldn’t eat ... 4 hair 8 feet
5 2
1 Are you OK? 1 eye hair 4 back arm
2 Have you been to the doctor’s about it? 2 yellow hair 5 mouth ache
3 Are you taking anything for it? 3 armstand
4 Have you been to the doctor’s about it? 3
5 Are you OK? 1 call 3 Don’t leave 5 Don’t take 7 Drink
6 Are you taking anything for it? 2 put 4 eat 6 Let 8 Don’t touch
6
4
1 e 2 d 3 f 4 b 5 a 6 c
1 f 2 d 3 b 4 d 5 c
7 6 e 7 a 8 c
1 He has a headache and sore throat.
5
2 She feels dizzy and weak (because she hasn’t eaten).
Example answers:
8 1 Take these painkillers three times a day.
1 You should go to the doctor; take some throat sweets. 2 Go to bed and rest.
2 You should sit down; you ought to go to see the nurse. 3 Don’t eat so many sweets. Eat more fruit.
g
9 4 Drink hot drinks and fruit juice.
in
He tells her to eat something. 5 Stay at home and put on this cream twice a day.
10 6
rn
1 b 2 a 1 hydrotherapy 3 nutrition
2 aromatherapy
a
Workbook pages 54–55 7
Le
1 1 rub 3 gargle 5 burn 7 symptoms
1 b 2 c 3 b 4 a 2 radiator 4 remedy 6 steam 8 virus
3 8
ic
1, 4, 6 1 a 2 b, c 3 b 4 a, c 5 a
ph
4
1 school 4 an actress Vocabulary Builder Quiz 9
2 read and write 5 speeches / talks 1
a
5 2 acceptable 6 depressed
1 What’s the matter, I’ve got a lot on my mind 3 disabled 7 generous
4 religious
eo
7 1 T 2 F 3 T 4 F 5 F 6 T 7 F
unbelievable musical enjoyable industrial 4
at
5 8
1 babysitting service 5 share a room 1 turn down 4 the main speaker
2 free wi-fi 6 online forums 2 find 5 wedding anniversary
3 fixed timetable 7 shower block 3 put his coat over it 6 roses
4 low season 8 provides meals 9
6 1 I would get her some perfume.
1 I’m afraid not 4 I’m afraid so 2 I would call the hotel manager.
2 I’m afraid so 5 I’m afraid not 3 I would change room.
3 I’m afraid not 6 I’m afraid so 4 I would ask room service to call a plumber.
7 5 I would ask the receptionist to call and explain that there’s a
1 I’m afraid we don’t accept credit cards, but you can pay by problem.
cheque. 6 I would ask the receptionist to recommend a restaurant.
2 I’m afraid we’re fully booked until the end of the month. 10
3 I’m afraid you’ll have to park in the car park down the road. W: Hurry up, Henri! We’re going to be late!
4 I’m afraid so. There’s a wedding party tomorrow evening and M: Just a minute. I’m nearly ready ... Oh, wait, Cherise! I can’t
all the guests are staying in the hotel. open the door!
5 I’m afraid not. It is currently closed for repairs. W: What? OK! I’m coming. Give me two seconds ... Right! You
6 I’m afraid not. We don’t have enough staff to offer that pull, I’ll push.
service. M: Wait. Just one second ... OK, ready!
8 W: Right. One, two, three ... go!
1 Jorg Oskarsson M: Aaagh! ... It’s no good! It won’t move!
2 Applecote Guest House W: OK, I’ll phone reception for help. I won’t be a minute ...
It’s all right, Henri. They’ll send someone up in a minute.
g
3 four (two adults, two children)
4 2 September 2015 Be patient.
in
5 eight nights
6 yes – son’s 16th birthday Workbook pages 62–63
rn
7 yes – £10 per night for the one child under 12 1
8 no c
a
9 2
Le
1 g 2 a 3 d 4 f 5 b 6 h 1 c 2 b 3 c 4 c 5 a
7 e 8 c
3
ic
Workbook pages 60–61 \ju…\ \ø\
used to umbrella
ph
1
usually uninteresting
1 get the jacuzzi to work 6 noise outside
useful summer
2 boiling 7 an upset stomach
beautiful suntan
a
1 a, b, d 2 c
2
a 8 b 2 c 6 d 10 e 5 f 1 g 7 8
h 9 i 3 j 4 1 When I was young, I used to walk to school every day.
lG
were you.
university.
2 If it happened to you, what would you do? / What would you
4 My dad used to go fishing with his friend every morning.
do if it happened to you?
io
2
Unit 11
1 ground 5 success
Workbook pages 64–65 2 dogs 6 school
1 3 excited 7 workers
1 e 2 f 3 a 4 c 5 d 6 b 4 less 8 bones
2 3
1 find 6 building magnetic methane green floating
2 spread 7 launched fridge farming machine wind
3 become 8 investigate turbines
4 fund 9 ban
air ✓ ✓
5 hit 10 conduct
pollution
3
water ✓
1 product 6 diseases
shortage
2 smoking 7 effect
3 research 8 cure energy ✓ ✓ ✓ ✓
4 experiments 9 coast resources
5 extinct 10 science block
4
4 1 a, c 2 b, d 3 c 4 b, d 5 c (washes and dries)
Emily Cummins 2; Tommy Jones 3; weather forecast 1
5
5 1 d 2 e 3 b 4 c 5 a
1 b 2 b 3 b 4 b 5 a 6 a
6
g
6 1 checked, called 4 looked at, had discovered
1 flooding 3 invented 5 recycled
in
2 had followed, realised 5 had fallen, got home
2 puppy 4 shed 6 energy 3 had already finished, told
rn
7 7
Suggested answers: 1 had finished 4 had forgotten 7 had forgotten
a
1 Really? That’s great news / fantastic / wonderful! 2 had been hit 5 had not been 8 had discovered
2 No change 3 had never been 6 had already left
Le
3 No change 8
4 Really? That’s good news / great / really good. 1 lived 3 discovered 5 had died
Yes, I know. It’s really good. 2 existed 4 had looked 6 had eaten
ic
5 Definitely / Absolutely.
6 No change
ph
the 1970s;
2 They should do more 2 Earthships can be built from available recycled materials;
3 No. So is it going to snow? 3 Worn out car tyres are used to build the external walls;
eo
4 Really? That’s awful! 4 The tyres are filled with rammed earth to make the walls;
5 Maybe we should 5 The first earthship was built in the UK in Fife, in Scotland;
lG
invent – 2 syllables 2
experiment – 4 syllables 1 a 2 a 3 a 4 b 5 b 6 a
pollution – 3 syllables 7 b 8 a
io
energy – 3 syllables 3
10 1 d 2 e 3 c 4 a 5 b
at
2 syllables,
2 syllables, 3 syllables, 3 syllables, 4 syllables, 4 syllables, 4
N
stress stress on stress stress on stress on stress 1 One thing 3 but 5 However
on first second on first second second on third 2 Secondly 4 Another 6 although
syllable syllable syllable syllable syllable syllable
5
study extinct energy solution experiment population
Answers may vary slightly. Suggested answers:
shortage explore natural* pollution investigate
1 Although I like most animals, I don’t like rats.
research* invent resources participant
2 Although more homes are needed in the city centre, there
natural* protect
should be parks.
research*
3 Paris is a beautiful city, with wide streets. Another thing I like
* both pronunciations are acceptable are the cafés on street corners with tables outside.
4 It’s a good thing that governments are talking about climate
Workbook pages 66–67 change, but they should do more.
1 5 Although I like living by the sea, it gets cold in the winter.
6 I like sweets but they’re not healthy.
pets farm marine birds wild cats
animals animals Vocabulary Builder Quiz 11
dog sheep shark eagle lion
1
cat hen dolphin parrot tiger
1 witnessed 3 banned 5 investigating
rabbit cow whale pigeon panther
2 fund 4 conducting
horse horse
parrot
2 5
1 cage 3 evidence 5 sight 1 the best market for their fish 4 plan their work
2 detected 4 Freezing 2 unnecessary waste 5 farming methods
3 local weather forecasts 6 that we can’t imagine yet
3
1 c 2 d 3 e 4 a 5 b 6
4 un- wise, fortunate, happy, expected, fair,
1 to 2 on 3 in 4 at 5 in comfortable, common, natural, pleasant
5 im- polite, practical, patient, possible
1 accidentally 3 kindness 5 security
in- appropriate, convenient
2 environmental 4 confidently
il- legal
ir- rational
Unit 12
7
Workbook pages 70–71
1 unhappy 5 unfortunate 9 unexpected
1 2 inappropriate 6 unwise 10 inconvenient
1 back 4 off 7 busy 3 impolite 7 impatient
2 through 5 up 8 text 4 illegal 8 irrational
3 on 6 call
8
2 1 D 2 S 3 D 4 S 5 S 6 D
1 line 3 signal 5 text
2 busy 4 coverage Workbook pages 74–75
g
3 1
in
1 on business 3 sick 5 from home 1 R 5 4 9 poss 12 2
2 a meeting 4 visiting a client 6 the factory 2 ASAP 6 l8r 10 c 13 u
rn
4 3 docs 7 msg 11 txt 14 yr
1 b, a, c 2 c, b, a 3 c, a, b 4 b, c, a 4 eve 8 meet
a
2
Le
5 Answers may vary. Example answer:
1 f 2 a 3 c 4 d 5 h 6 e 7 b From: Brian Dufriss
8 g Subject: This evening’s meeting
ic
6 Date: 14 January 2015
Tina Morrison called about your meeting next Tuesday. She’s To: Steve Zizek
ph
going to be away on holiday that day, so can you change the Dear Steve,
meeting to Thursday? Two o’clock at her office. If there are any Thanks for your messages. Are you coming to the meeting this
problems, please call her mobile on 08857678548. evening? If so, could you please bring the documents that we
a
7 discussed?
gr
Tina Morrison called about your meeting next Thursday. She’s Please let me know if this is possible as soon as you can.
going to be away on business that day, so can you change the See you soon,
Brian
eo
4
4 We’re still waiting for it.
1 a bank 4 three
5 I haven’t spoken to them yet.
at
2 four 5 four
6 He’s just gone out for a moment.
3 check your bank balance 6 approximately 12 minutes
7 She’s still looking for it.
N
g
3
A C T I O N amazing amaze
in
4
T H R I L L E R shocking shock
surprising surprise
rn
5
C O M E D Y
6 upsetting upset
M A R T I A L A R T S
a
2
Workbook pages 80–81
Le
1 a horror 3 past 5 martial arts
2 special effects 4 predictable 6 romantic 1
1 instruments 9 landscape
3
ic
2 composer 10 paintings
1 A 2 C 3 A 4 B 5 A 6 B
3 albums 11 novel
7 B 8 C
ph
4 concert 12 comedy
4 5 singer 13 crime fiction
1 c 2 a 3 b 6 portrait photographer 14 authors
a
6 7 sculptures 15 poetry
gr
1 C 2 A 3 B 4 C 5 B 6 A 8 exhibition
7 2
eo
1 d 2 a 3 e 4 f 5 b 6 c
2 directed, been working
9
3 started, has held
1 What are you doing 5 amazing
4 has been playing, has had
na
10 4
1 bored 5 disappointing 1 has been playing 3 has recorded 5 has been touring
at
5
4 shocked 8 confused 1 moving 2 interested 3 surprising
11
6
1 annoying 3 worried 5 boring
1 c; 2 a; 3 b
2 surprised 4 disgusting 6 amazing
Vocabulary Builder Quiz 13
Workbook pages 78–79 1
1 1 in 3 of 5 in
1 film cameraman 4 photo of my family 2 on 4 at
2 fashion industry 5 works of art 2
3 film director 6 cinema audience 1 composers 4 explosion 7 wealthy
2 social 5 leading 8 conductor
2
3 unpredictable 6 director
1 film cameraman 3 works of art
2 cinema audience 4 film director 3
1 rehearsing 3 Festival 5 depressing
3 2 promote 4 talent 6 source
1 fashion industry 4 cinema audiences
4
2 film director 5 photo of my family
1 e 2 a 3 f 4 b 5 d 6 c
3 works of art 6 film cameraman
2
Unit 14
1 e 2 c 3 b 4 d 5 a 6 f
Workbook pages 82–83 3
1 b
1 2 4
S C
1 In an empty shop in Oxford Street, London.
3 4
T O W E L T 2 10
3 7,227
A O O
5
4 Break Down
P L A S T E R 5 consumer society
L H C 6 his cat
7 He felt an incredible sense of freedom.
E H 8 He has become one of the most respected artists in the UK.
6 7
T H R E A D 5
E 1 T 2 F 3 F 4 F 5 T 6 F
8
N A I L S 6
1 Why do you think that?
K 2 It was so wasteful!
3 I think he made a good point.
2
4 We all have too many possessions these days.
1 mop and bucket, a 3 dustpan and brush, d
5 But he could have given them to charity.
2 needle and thread, c 4 hammer and nails, b
6 You’re always going shopping.
g
3
7
1 A: Can I borrow a hairdryer?
in
1 c 2 b 3 a
B: There’s one on the bathroom wall.
2 A: Where do you keep the plasters? 8
rn
B: There’s a first aid kit in the kitchen cupboard. 1 You must 6 You must
3 A: Have you got any snacks? 2 You mustn’t 7 You don’t have to
a
B: Yes, there are some in the fridge. 3 You must 8 You don’t have to
Le
4 A: Have you got a needle and thread? 4 You mustn’t 9 You mustn’t
B: There’s a sewing box on the shelf. 5 You don’t have to 10 You mustn’t
5 A: Can I make a drink?
B: Yes, the coffee is on the shelf. Workbook pages 86–87
ic
6 A: Have you got today’s paper?
1
ph
5 where you can watch the latest movies 7 They lent us their car.
6 which helps you to get dry 8 We cooked them dinner.
7 where horse racing takes place 3
na
7
1 which 3 who 5 which 4
N
2 which 4 who 1 T 2 T 3 F 4 T 5 F 6 F
5
8
a 3 b 4 c 1 d 2
The following should be ticked:
Clean carpets in lobby; Clean marble floor in dining room; Wipe
mirrors; Put up picture
Vocabulary Builder Quiz 14
9 & 10 1
1 A vacuum cleaner Under the stairs 1 rid 3 sack 5 spilt
2 A mop and a bucket In the cupboard behind 2 clue 4 shame 6 consumed
the reception area 2
3 A cloth In the drawer in the 1 T 2 F 3 F 4 T 5 T 6 F 7 F
staff room 3
4 A hammer and some nails In the cellar 1 reduction 3 consumers 5 inefficient
11 2 guilty 4 dispose 6 recycling
A torch 4
1 clue 3 exhausted 5 jam
Workbook pages 84–85 2 petrol 4 soap 6 plaster
1
1 shampoo 4 butter 7 crisps
2 bread 5 cheese 8 eggs
3 fish 6 sausages
g
U L O N S T R O N G G O W R 1 c 2 a 3 b 4 a 5 b 6 b
in
7 c 8 a
Q I M A V E R A G E R S A T 8
rn
\a¸\ bill \´U\ owl \aU\ through \e¸\ said
2
a
1 unemployment 4 quality of life 7 inflation
2 pace of life 5 climate change 8 salary
Workbook pages 92–93
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3 job security 6 weak 1
3 1 I’ll pay back the money I owe you as soon as I’m able to /
1 Yes, she does. I can.
ic
2 It’s doing better than before. 2 Call me after you transfer the money. OK?
3 She and Miguel want to get married, and she wants him to 3 I’ll lend you the money until you get paid.
ph
try living in Prague for a while so that he can understand her 5 When I find a job, I’m going to / I’ll open a savings account.
culture. 7 As soon as I get confirmation of payment, I’ll let you know.
8 When I have enough money, I’ll buy a new car.
a
4
2
gr
5
1, 3, 4, 6 3
1 will cancel 4 recovers 7 take out, check
6
lG
7
1 take out 4 charge 7 transfer
1 The government used to spend more on education.
2 cancel 5 make 8 change
2 Yesterday they opened a new shopping centre on the ring
3 open 6 pay
io
road.
3 She’s going to start a new job in advertising next week. 5
at
4 He’s had three jobs in the last two years. 1 I will transfer some money to him / my brother.
5 The economy is improving at the moment. 2 I will pay some money into my account.
3 I will charge them some money / a fee for the translation.
N
6 She’s had three loans from the bank in the last five years.
4 I will take out a mortgage.
8
5 I will open an account.
1 Unemployment has risen over the last few months.
6 I will cancel my credit card.
2 The average salary used to be higher when I was at school.
3 Inflation has fallen since last year. 6
4 The price of petrol has risen again in the last few weeks. 1 cost of living 3 cost 5 expenses
5 The cost of living is falling at the moment, and prices are 2 pay 4 charges 6 spend
lower. 7
6 I think the economy will improve next year. £170: rent / accommodation per week
9 £13: lunches in the university canteen
1 cheaper 4 cheaper £210–220: minimum total spending per week
2 cheaper than (it is) 5 the same 8
3 more expensive 6 slightly lower than 1 c 2 a 3 b
10
1 they cost €300,000 in Faroland.
2 it costs €20,000 in Celtonia.
3 whereas it costs €1 in Celtonia.
4 whereas they cost €1,000 in Faroland.
9 7
Example answer: 1 What kind of party is it going to be?
From: Marita Bland 2 What sort of venue do you want?
To: Paco Mendoza 3 Have you got any suggestions?
Subject: re: social life in Lisbon 4 Can you think of anywhere else?
Dear Paco, 5 And are you going to serve any food?
You asked about the social life in Lisbon. Lisbon is a very exciting, 6 What kind of music would you like?
lively city, but it is quite expensive, so as a student here, you’ll 7 What time do you want the party to finish?
need to budget carefully. 8
There are ways that you can save some money. The college 1 With lots of people? ➚
student centre offers free films and parties, and discount prices 2 Oh, yes, at least a hundred. ➘
at the bar. Also, the local cinema and theatre offer student 3 How about a cold buffet? ➘
discounts, and entry to the art gallery is free. However, some 4 Yeah, a cold buffet’s good. ➘
sports facilities are expensive. The cheapest is probably the 5 Shall we say three to four in the morning? ➚
swimming pool. Also, restaurants are usually expensive here, but 6 Yeah, that’s great. ➘
don’t worry, my mum’s a good cook!
9
We look forward to welcoming you here. Don’t hesitate to write
1 Where did you go last night? ➘
again if you have any more questions.
2 Did you see what she was wearing? ➚
Best wishes,
3 Why were you so rude to him? ➘
Marita
4 Have you been here before? ➚
5 How many people here do you know?
Vocabulary Builder Quiz 15 ➘
6 Are you going to eat something? ➚
1 7 Who’s that man in the sunglasses near the bar?
g
➘
1 T 2 T 3 F 4 T 5 F 8 Do you have the time? ➚
in
2
1 It’s an old motorbike, so it isn’t worth much. Workbook pages 96–97
rn
2 Our insurance policy covers fire and flooding. 1
3 It cost us €10,000 to repair the damage to the house.
a
1
4 In times of recession, people want more job security. E M P I R E
Le
5 She decided to buy shares in the company. 2
R U L E S
3 3
1 loan 3 owed 5 charity I N D E P E N D E N T
ic
2 popularity 4 currency 4
O C C U P Y
4 5
E S T A B L I S H
ph
1 c 2 e 3 d 4 b 5 a 6
K I L L
5
a
7
1 up 3 down 5 into I N V A D E
2 down 4 out
gr
8
C I V I L W A R
Unit 16 2
eo
1 3
1 reception 3 surprise 5 housewarming 1 Civil 3 lasted 5 king
2 launch 4 leaving 6 dinner 2 Union 4 ruled 6 killed
na
2 4
1 c 2 h 3 e 4 g 5 a 6 b 3
7 f 8 d
io
5
3 500 The first settlers arrived.
at
3 backward 6 past
1805 King Kamehameha established a monarchy.
4 1820 Christian missionaries arrived.
1 Did you have a good time? 1893 American businessmen seized power in a revolution.
2 What time did you leave? 1898 Hawaii became a territory of the USA.
3 And what was the venue like? 1941 Japan attacked Pearl Harbor.
4 Was there anything to eat? 1959 Hawaii became the 50th state of the USA.
5 Or did you hang out with your friends?
1961 Barack Obama was born.
6 Was anyone I know there?
7 Is he the person you went to school with? 6
8 What’s he like? 1 the, - 5 -, the, the
5 2 The, - 6 The, the, the
d 3 -, the, - 7 -, the, -
6 4 A, -, the, a, a 8 a, -, a
Kind of party 21st birthday
Atmosphere Fun and noisy
Venue Converted warehouse
Food Cold buffet
Music DJ
End time 3.00 – 4.00 am
g
The Normans and the English fought a battle. need online.
in
King Harold was killed.
• Most online shopping happens between eight
William marched to London.
and nine in the evening.
rn
William was crowned king.
2 • 55% of us use a laptop to do our online
a
1 1066 is the year that the Normans invaded Britain. shopping, while 20% use a smartphone.
2 William was the first in a line of kings and queens which
Le
• 29% of us sometimes buy things online while
includes Queen Elizabeth II. we are at work.
4 Meanwhile = at the same time as
4 • 25% of what we spend online goes on books,
ic
1 T 2 F 3 T 4 F 5 F 6 T 7 F 8 T music and software.
5 • Women return more than 20% of the clothes
ph
1 I forgot to post the letter. I remember telling her to go home they buy online, men return less than 10%.
early. • Men spend 20–30% more money than
a
3 They hated going to the theatre. They persuaded us to play • Online sales are increasing all the time, but in
tennis. the UK over 10,000 shops close every year.
eo
4 I’d like to help my parents with their business. I don’t feel like
watching TV this evening.
5 She enjoyed taking her brother to school. She asked me to
lG
6
1 Yes. I hate taking the bus.
io
g
Track 11 Track 35 Track 63 Track 88
in
Track 12 Track 36 Track 64 Track 89
Track 13 Track 37 Track 65 Unit 15
rn
Unit 3 Track 38 Unit 11 Track 90
a
Track 14 Unit 7 Track 66 Track 91
Track 15
Track 16
Track 39
Track 40
Track 67
Track 68
Track 92
Track 93
Le
ic
Track 17 Track 41 Track 69 Track 94
ph
Track 49 Track 77
Track 50
at
Track 51
N
Track 52