3A Urban escapes

3 OVERVIEW
Introduction
The goal of this lesson is for Ss to describe and compare different
places in a city in the context of making a list of their favourite
places to visit. To help them achieve this, they will learn/revise
3A Urban escapes comparatives and adjectives to describe places in a city.
Speaking | compare places
Grammar | comparatives Warm-up
Vocabulary | adjectives to describe places
Before class, write the following questions on the board:
GSE learning objective
Can make simple, direct comparisons between two people or
What’s your favourite place in your town or city?
things using common adjectives What can you do there?
How often do you go there?
3B A place to stay Why do you like it?
Speaking | compare places and things
Tell the class about your favourite place as an example, then put
Grammar | superlatives
Vocabulary | hotels and places to stay Ss in pairs to discuss the questions. When they have finished,
nominate Ss to share their ideas with the class and find out if
GSE learning objective
Can make simple direct comparisons between two people or anyone has places in common.
things using common adjectives

3C Never ever Vocabulary and reading

Speaking | describe past experiences Adjectives to describe places
Grammar | present perfect with ever and never
1 Focus attention on the photos and elicit what Ss can see.
Vocabulary | verb phrases
Ss work in pairs and discuss the questions. In feedback, nominate
GSE learning objective
different Ss to share their ideas with the class, but don’t say where
Can talk about past events or experiences, using simple
language the places are yet.
2a Look at the example with the class and read out the adjectives
3D English in action for Ss to hear how they sound. Ss work alone and decide if the
Goal | giving and responding to news
adjectives are positive or negative. Encourage them to use
GSE learning objectives dictionaries or their mobile devices to check the meaning of any
Can use some basic interjections to express understanding,
new words. Don’t check any answers yet.
surprise, disappointment and excitement; can ask someone for
their news, using a range of fixed expressions b Ss compare answers in pairs, then check with the whole
class. Be prepared to give further explanations/examples where
Check and reflect necessary.
(a) I can compare places to visit.
(b) I can choose a place to stay.
Answers:
(c) I can give and respond to news.
Positive: beautiful, cheap, clean, exciting, interesting, lively,
modern, (old), peaceful, popular
VOCABULARY BANK
Negative: crowded, dirty, noisy, (old)
3A Places in a town
3a Ss complete the sentences alone, then check in pairs.
3B Places to stay Check answers with the whole class.

DEVELOP YOUR SKILLS Answers: 1 popular 2 beautiful 3 dirty 4 crowded

5 modern
3A Develop your reading
Goal | understand factual texts
b Focus attention on the first photo and elicit which adjectives
Focus | guessing the meaning of words
used in Ex 2a could describe it. Ss answer the questions in pairs.
GSE learning objective
In feedback, elicit Ss’ ideas and ask what other adjectives they
Can generally understand straightforward factual texts on
familiar topics could use to describe the places in the photos, writing any new
words on the board.
3B Develop your writing
Goal | write a hotel review
Focus | organising ideas
GSE learning objective
Can write short, basic descriptions of places, people or things

3C Develop your listening

Goal | understand an interview
Focus | predicting information
GSE learning objective
Can understand some details in longer conversations on familiar
everyday topics, if guided by questions or prompts

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 Optional alternative activity

Unit 3
VOCABULARY BANK 3A p138
Places in a town With weaker classes, read through the box and choose the
This is an optional extension to the vocabulary section, alternatives together, giving further explanations/examples as
extending the lexical set and providing further practice. you go along.
If you’re short of time, this can be done for homework.
1 Elicit the first answer as an example. Ss choose the correct b Ss find one further example of each comparative in the
alternatives alone, then check in pairs. Check answers forum posts alone, then check in pairs. Check answers with the
with the whole class and be prepared to give further whole class.
explanations/examples where necessary.
Answers:
Answers: 1 F 2 C 3 A 4 E 5 J 6 H 7 B 8 I 9 G Rebecca: a bit further away.; it’s not as noisy as Camden Market.;
10 D I think it’s cheaper and quieter, too!
2 Read the examples with the class. Ss compare the places Pedro: It’s longer than the other beaches; It’s livelier than other
alone, then check in pairs. In feedback, elicit Ss’ ideas and find beaches, too
out if the rest of the class agrees. Patrizio: They’re cleaner than the city beaches, too, which are
noisier and more crowded.
Bethany: Prainha and Grumari are better; They’re less noisy and
Further practice more beautiful,
Photocopiable activities: 3A Vocabulary, p161
GRAMMAR BANK 3A pp.120–121
4a Look at the travel forum posts, and ask if anyone uses these Stronger classes could read the notes at home. Otherwise,
kinds of forums and what for exactly. Set a time limit of one check the notes with Ss, especially the spelling of
minute for Ss to read and match with two of the photos. Explain comparative adjectives. In each exercise, elicit the first
that Ss will have a chance to read them more carefully afterwards. answer as an example. Ss work alone to complete the
Check answers with the class. If you asked Ss to guess where the exercises, then check their answers in pairs. In feedback,
places were in Ex 1, check answers with them now. elicit Ss’ answers and drill the questions. Ss can refer to the
notes to help them.
Answers: 1 C 2 A
Answers: 3A
1 1 beautifuler more beautiful 2 correct
Teaching tip 3 is more richer 4 dirter dirtier 5 correct
When we want Ss to read a text quickly for gist, we can set a 6 farer further 7 is the more expensive 8 then than
time limit. It’s important we stick to this limit though, in order to 2 1 The park is quieter than the main square.
give them a real reason to read quickly. Another way of doing 2 Museums are much more interesting than shopping
this is to do it as a reading race. Ss cover the texts, while you centres.
set it up, then start reading when you say Go!. The first Ss to 3 The beach is dirtier than the countryside.
find the correct answer(s) wins. 4 The centre is more modern than the rest of the city.
5 Cafés in Green Street are less expensive than cafés in the
b Ss read the posts again and decide if the statements are true High Street.
or false alone, then check in pairs. Check answers with the whole 6 Oak End is (a) poorer (area) than Greenfields.
class, eliciting why each statement is true or false.
6a 3.1 Play the recording for Ss to listen to how the weak
Answers:
forms are pronounced. You may wish to explain the information in
1 F (It can get very crowded.)
the Pronunciation checkpoint below.
2 T (It’s a really lively area.)
3 F (It’s a bit further away.)
Answer: /ə/
4 T (It’s livelier than other beaches.)
5 T (They’re a few kilometres out of Rio.)
Pronunciation checkpoint
c Ss work in pairs and discuss the question. In feedback, ask a The schwa /ə/ is the most common sound in English, and it’s
few Ss to share their ideas with the class and have a brief class always unstressed, coming from the centre of the mouth. It’s
discussion. a good idea to practise its pronunciation, because it helps Ss’
spoken English sound more natural and also helps identify
Grammar weak forms when listening.

Comparatives b Play the recording again for Ss to repeat the sentences.

5a Books closed. Write on the board: The market is ___ ___ ___ If necessary, drill them chorally and individually, too.
the park. (popular). Elicit the comparative form (more popular 7 Explain that the text describes one of the places in the photos
than) and write it on the board. Ss read the box and choose the in Ex 1 which wasn’t mentioned in the forum posts. Ss complete
correct alternatives alone, then check in pairs. Check answers with the text alone, then check in pairs. Check answers with the
the class, going through the examples. Be prepared to give further whole class.
explanations where necessary.
Answers: 1 quieter 2 as cheap 3 more peaceful
Answers: 1 short 2 long 3 irregular 4 not as dirty 5 bigger

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 Optional alternative activity 10a Ss make their lists alone. Monitor and help with ideas and
Unit 3

vocabulary where necessary.

Invite a student to the board to conduct feedback, eliciting answers
b Refer Ss back to the adjectives in Ex 2a and encourage them to
from the class and writing them on the board. If you have a projector,
ask you for any other adjectives they might need.
show the text on the board so that you can complete it together.
Speak
8a Books closed. Write the prompts for sentence 1 on the board. 11a Before they start, elicit/teach a few phrases for agreeing
Elicit a sentence with one of the adjectives in Ex 2a and write it and disagreeing and write them on the board, e.g.:
on the board underneath the prompts. Ask Ss to open their books
Agreeing: That’s a good idea. I agree. Yes, let’s do that.
again and compare the sentence on the board with the example.
Disagreeing: I’m not sure about that. I don’t think so.
Ss complete the remaining sentences alone. Monitor and help
I don’t think that’s the best.
with ideas and vocabulary, writing any new words/phrases on the
Put Ss in pairs and read the example together. Make sure Ss are
board.
clear about what to do, and monitor while they make their lists,
b Arrange Ss in pairs to compare their ideas. In feedback,
noting down any common errors and examples of good language
nominate a student from each pair to share their ideas with the
use for later feedback.
class and find out if other Ss agree.
b Groups take it in turns to share their lists with the class and find
Optional alternative activity out if any others made similar choices. When they have finished, give
Ss feedback on their speaking, using any notes you made in Ex 11a.
Books closed. In Ex 8a, arrange Ss into teams. Each take turns to
call out the two things to be compared (e.g. Rio de Janeiro/Madrid ). Optional extra activity
The first team to produce a correct comparative sentence wins a
Ss carry out a survey of the choices made in Ex 11b with the whole
point and writes it on the board. The team with the most points at
class, then present a class ‘Top 10’.
the end wins. Afterwards, Ss work in the same teams and discuss
if they agree with the statements on the board.
Reflection on learning
Further practice
Write the following questions on the board:
Photocopiable activities: 3A Grammar 1, p159;
Did you agree on places to include in your list?
3A Grammar 2, p163
How confident do you feel about using comparatives?
What things could you do to improve your knowledge of
comparatives?
Speaking
Put Ss in pairs to discuss the questions. When they have
Prepare finished, ask if anyone wants to share their ideas with the
9a 3.2 The aim of this listening is to provide Ss with a model class, but don’t force them to if they’d rather not.
for the final speaking activity. First, play the recording for Ss to
answer the question. Tell Ss not to worry if they don’t catch every
word as they’ll have a chance to listen again. Homework ideas
Grammar bank: 3A Ex 1–2, pp.120–121
Answer: The Louvre and the British Museum. Workbook: Ex 1–4, p16
App: grammar and vocabulary practice
b Ss listen again and answer the questions alone, then check in
pairs. Check answers with the whole class.

Answers: Fast route: continue to Lesson 3B

1 She thinks they’re too popular. Extended route: go to p92 for Develop your reading
2 It’s more modern.
3 It’s modern and popular, but not as crowded as Mark’s choices.

Audioscript 3.2
Mark: Right, so we need to write this article on the top ten places to
visit by tomorrow. There are five categories and we have to
write about two places for each one. Let’s choose the places 3B A place to stay
we want to write about first. How about we start with ‘famous
buildings’? My favourite buildings are the Louvre in Paris and
the Colosseum in Rome.
Sandra: Oh really? I’m not sure, they’re very famous places and everyone
Introduction
knows about them. I think we should choose somewhere The goal of this lesson is for Ss to plan a class trip by comparing
less popular. What about Prague Castle? It’s quieter and more places to stay. To help them achieve this, they will learn/revise
peaceful than those two. superlatives and vocabulary related to hotels and places to stay.
Mark: OK, but I don’t think we should just pick places because they’re
less popular. The Louvre is nice because it’s more modern than
Prague Castle, but it can get very crowded in the summer. Warm-up
Sandra: Yes, I see what you mean. OK, let’s choose the Louvre. What
Revise the adjectives from the previous lesson with a backwards
about the British Museum for the other one? It’s a lovely
building. It’s popular, but not as crowded as the Colosseum. dictation. Arrange Ss in small teams and explain that in each turn
Mark: Good idea – it’s much cheaper, too. In fact, it’s free! you will read out the letters of an adjective backwards, e.g. for old,
Sandra: That’s true! OK, great, next category, street markets … you’ll say D–L–O. As soon as Ss guess the adjective, they shout it
out (they don’t need to wait until you’ve finished) and score a point
for their team. Write the adjective on the board when it’s guessed.
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 The team with the most points at the end wins. If you have time 4a Focus attention on the photos in the article. Ss work in pairs

Unit 3
after the game, Ss describe different parts of their town or city in and discuss the question. Make sure they don’t read the article yet.
pairs, using the adjectives on the board. When they are ready, elicit Ss’ ideas and write them on the board.
b Ss read the article and check their ideas. Check answers with the
Vocabulary and reading whole class and tick off any ideas on the board that they mentioned.

Hotels and places to stay Answers:

1 Demonstrate the activity by getting the Ss to ask you the Bela Vista Hostel: enjoy the views; relax with a cold drink; go on
questions and sharing your answers with the class first. Ss then a tour of the local forest
work in small groups and discuss the questions. When they have Matahari Village: learn about traditional cooking; meet local
finished, nominate a student from each group to share their ideas people; stay in a wooden house
with the class. The Princess Margarita Resort: see tropical fish
2a Ss match the words alone, then check in pairs. Check answers
with the whole class, and ask questions to check understanding, Optional alternative activity
e.g. When does a 24-hour reception close? What do you order
Put the class in three large groups, and ask each group to read
from room service? Be prepared to give further explanations/
about one of the hotels. When they have finished, arrange Ss in
examples where necessary.
groups of three, with one person from each of the previous groups.
Answers: 1 g 2 e 3 h 4 j 5 b 6 a 7 i 8 c 9 f 10 d Ss share what they’ve read and check their ideas in Ex 4b.

5a Read the example with the class. Ss read the article again and
Vocabulary checkpoint match the descriptions alone, then check in pairs. Check answers
When it’s a verb, check out is two words, e.g. I’d like to check with the whole class.
out, please. When it’s a noun, checkout is one word, e.g. What
time is checkout? Answers:
1 Bela Vista Hostel
b Ss complete the sentences alone, then check in pairs. Check 2 Matahari Village
answers with the whole class. 3 The Princess Margarita Resort
4 The Princess Margarita Resort
Answers: 1 airport transfer 2 checkout 5 Bela Vista Hostel
3 breakfast included 4 sea view 5 room service 6 Matahari Village
6 24-hour reception 7 organised tour 8 double room
b Ss work in pairs and discuss the questions. In feedback, elicit
3a Introduce the activity by telling Ss about the last time answers and have a brief class discussion.
you stayed in a hotel, answering questions about the services
included. Give Ss plenty of time to make notes and ensure they
don’t write whole sentences at this stage. Monitor and help with
Grammar
vocabulary, writing any new words/phrases on the board. Superlatives
b Read the examples with the class. Ss work in pairs and share 6a Write on the board: 1 Hostels are cheaper than hotels.
their ideas. Encourage them to ask follow-up questions and make 2 Hostels are the cheapest places to stay. Ask: (1) Which sentence
sure they’re using the vocabulary correctly. In feedback, ask a few compares more than two things? (2) How do we usually form the
Ss to share any interesting information they found out from their superlative?
partners. (Use the + adjective + -est ). Ss read the box and choose the
correct alternatives alone, then check in pairs. Check answers with
VOCABULARY BANK 3B p138 the class, going through the examples. Be prepared to give further
Places to stay explanations where necessary.
This is an optional extension to the vocabulary section,
Answers: 1 short 2 long
extending the lexical set and providing further practice. If
you’re short of time, this can be done for homework.
b Ss find further examples in the article alone, then check in pairs.
1 Ss match the places and photos alone, then check in pairs.
Check answers with the whole class.
Check answers with the whole class.

Answers: 1 C 2 E 3 D 4 G 5 B 6 A 7 H 8 F Answers:
Bela Vista Hostel: It had some of the best views; you can see the
2 Ss complete the sentences and check their answers in pairs.
furthest from it; it’s the biggest room; the best thing is – it’s
Answers: 1 campsite 2 an apartment 3 holiday cottage the least expensive place
4 resort 5 caravan Matahari Village: it was the nicest place we stayed in; it was
the most comfortable place we stayed in
3 Ss work in pairs and discuss the questions. In feedback, The Princess Margarita Resort: It’s the most beautiful view ever;
find out which places are most popular. Fish are the quietest neighbours in the world!

Further practice Optional extra activity

Photocopiable activities: 3B Vocabulary, p161 Number the statements in the Grammar box 1–4. Ask Ss to
match the underlined examples in Ex 6b to the statements in the
Grammar box. Check answers with the class.

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 Speaking
Unit 3

Answers: Bela Vista Hostel: It had some of the best views (4);
you can see the furthest from it (4); it’s the biggest room (2);
Prepare
the best thing is (4); it’s the least expensive place (3);
10 3.4 The aim of this listening is to provide Ss with a model
Matahari Village: it was the nicest place we stayed in (2);
for the final speaking activity. Before they listen, write on the
it was the most comfortable place we stayed in (3);
board: Casa Tranquila, The Mantra Resort and The Happy Campers
The Princess Margarita Resort: It’s the most beautiful view
Village. Ss listen and answer the questions alone, then check in
ever (3); Fish are the quietest neighbours in the world! (2)
pairs. Check answers with the whole class.

GRAMMAR BANK 3B pp.120–121 Answers: 1 The Mantra Resort 2 Casa Tranquila

Stronger classes could read the notes at home. Otherwise, 3 Happy Campers Village
check the notes with Ss, especially the spelling of superlative
adjectives. In each exercise, elicit the first answer as an Audioscript 3.4
example. Ss work alone to complete the exercises, then
Pat: So where do you think we should stay, ladies? I’d like to do
check their answers in pairs. In feedback, elicit Ss’ answers
something different and exciting.
and drill the questions. Ss can refer to the notes to help them. Andrea: Yes, well, I had a stressful year at work – I really just want to
relax in a five star hotel. I love the look of this place,
Answers: 3B
The Mantra Resort. Look at the colour of that sea! It looks
1 1 best 2 biggest 3 most beautiful 4 most expensive
like the most beautiful place in the world.
5 richest 6 the quietest 7 nicest Shannon: Yeah, but it’s the most expensive! Look at those prices!
2 Student’s own answers Andrea: Yes, I suppose so, it is a bit pricey …
Shannon: I really like the look of Casa Tranquila. It looks really quiet and
7a 3.3 Play the recording for Ss to listen to how the peaceful, and it’s the cheapest option. And look at those views!
superlatives are pronounced. You may want to explain the Pat: But you know I hate heights, Shannon!
Andrea: Ha! This is going to be difficult …
information in the Pronunciation checkpoint below.
Pat: And it’s the furthest place from the airport. It would take a
really long time to get there. I don’t want to spend the whole
Answer: They are pronounced in two different ways. time travelling!
Andrea: You’re right and we don’t have much time, only a week.
Pat: What about the Happy Campers Village? It’s out in the
Pronunciation checkpoint
countryside.
Before consonant sounds, the is pronounced as its weak Andrea: Hmm, yes, actually I think it looks like the most interesting
form /ðə/. Before a vowel sound, the is pronounced /ðiː/. place to stay. I like the idea of staying in the countryside.
It also links to the next vowel sound with /j/. So, for example, Shannon: Me too. And the food looks great, too, cooked on an open fire
the easiest is pronounced /ðiːˈjiːziːjɪst/. – yum!
Pat: OK, let’s go there. I’ll book it now.

b Play the recording again for Ss to repeat the sentences. If

necessary, drill them chorally and individually, too. 11a Introduce the activity by telling Ss what’s important for you,
8 With weaker classes, elicit the first answer as an example and referring to the things in the list. Ss rank each thing alone.
write it on the board. Ss complete the sentences alone then check b Ss read the descriptions on p152 and choose where they want
in pairs. In feedback, for each sentence ask a different student to to stay using the information in Ex 11a.
come up and write it on the board and check spelling.
Speak
Answers: 1 the smallest 2 the most modern 3 the best 12 Read the examples with the class. Arrange Ss in small groups
4 the least expensive 5 the prettiest 6 most amazing to discuss their choices and agree on a place to stay. Encourage Ss
to use the Useful phrases. While they’re speaking, monitor and
9a Ss complete the questions alone, then check in pairs. Check make notes on their use of language. When they have finished,
answers with the whole class. nominate a student from each group to share their choice and say
why they chose it. Give Ss feedback on their language use as a class.
Answers: 1 the most expensive 2 the cheapest
3 the best 4 the nicest 5 the easiest 6 the most difficult Reflection on learning
7 the most interesting 8 the furthest Write the following questions on the board:
What were the three most useful words/phrases you learnt in
b Ss work in pairs and discuss the questions about the hotels in this lesson?
the magazine article in Ex 9a. In feedback, elicit Ss’ answers and How will you use them in the future?
find out if the rest of the class agrees.
Put Ss in pairs to discuss the questions. When they have
Further practice finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
Photocopiable activities: 3B Grammar 1, p159;
3B Grammar 2, p163
Homework ideas
Grammar bank: 3B Ex 1–2, pp.120–121
Workbook: Ex 1–5, p17
App: grammar and vocabulary practice

Fast route: continue to Lesson 3C

Extended route: go to p93 for Develop your writing

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 Further practice

Unit 3
3C Never ever Photocopiable activities: 3C Vocabulary, p167

Introduction Listening
The goal of this lesson is for Ss to describe personal past 3a 3.5 If possible, introduce the topic of the recording by
experiences in the context of a game. To help them achieve this, describing a common activity that you’ve never done. Go through
they will learn the present perfect with ever and never for past the activities and reasons with the class, and explain that Ss will
experiences, and verb phrases to describe common activities. hear four people describing things they’ve never done and why.
Ask Ss to cover the conversations in Ex 3b before they listen. Ss
Warm-up listen and write the activities/reasons alone, then check in pairs.
Check answers with the whole class.
Start the lesson with a visualisation. Ask Ss to close their eyes and
relax, then read out the following:
Answers:
You’re lying in bed and it’s Monday morning. You’ve just woken up 1 learn how to swim, no lessons
and you can see the light coming through the window. It’s five 2 ride a bike, a bad family experience (her brother fell off his)
minutes before your alarm goes off and you’re thinking about the 3 watch a football match at a stadium, prefers something else
rest of the day. After a few minutes you get up. 4 cook a meal, doesn’t need to (parents do it)
Then ask Ss to open their eyes and write down the first five things
they do after waking up. Ask them to try and do it without thinking Optional alternative activity
too much about it. When they are ready, arrange Ss in small
groups to compare what they’ve written and find out if they have With weaker classes, play the recording twice. The first time
anything in common. Ss listen for the activity and the second time they listen for the
reason.

Vocabulary b Ss choose the correct alternatives alone, then check in pairs.

Verb phrases Play the recording again for Ss to check their answers, then check
1a You may want to pre-teach or check: chopsticks. Demonstrate answers with the whole class.
the activity by eliciting which word/phrase goes with be. Ss match
the verbs and words/phrases alone, then check in pairs. Check Answers: 1 learnt 2 swum 3 ridden 4 saw 5 watched
answers with the whole class, eliciting which activities can be 6 tried 7 ever 8 never
seen in the photos.
Teaching tip
Answers: be on TV, break a bone, cook a meal, drive a sports
When doing a listening activity like this, it’s a good idea for
car, eat a meal/with chopsticks, fall asleep in public, go skiing,
Ss to go through the possible options/answers first, to avoid
learn to swim, ride a bike, share a meal/a photo online, visit an
coming to the listening ‘cold’. One way of doing this is to ask Ss
art gallery, watch a football match
to predict the answers, even if they have no chance of knowing
them at that point. This helps them become familiar with the
b Focus attention on the photos and elicit what Ss can see.
words and know what type of information to listen for.

Answers: break a bone, go skiing, watch a football match,

cook a meal, eat a meal, ride a bike Audioscript 3.5
Presenter: So, today we’re asking you about common activities that
2a Look at the first example in Ex 1a (be on TV ) and ask if most you’ve never done in your life. Let’s talk to our first caller. Val,
people do this in their lives (probably not). Ss discuss the others in are you there?
pairs. When they have finished, nominate a few Ss to share their Val: Yes, Jon, I’m here. Um, well … I’ve never learnt to swim.
ideas with the class and have a brief class discussion. Presenter: Oh, OK. Can you tell us why?
Val: Well, I’ve never had the opportunity. I’ve never had lessons
and I don’t really like the seaside.
Suggested answers:
Presenter: Have you ever tried?
Most people: cook/eat a meal, eat with chopsticks (if they live Val: Yes, I have. I went to a pool when I was in Spain once, but I’ve
in Asia), fall asleep in public (like babies), learn to swim, ride a never swum in the sea.
bike, share a photo online, visit an art gallery, watch a football Presenter: Well, Val, it’s never too late to learn, you know.
match. Val: Oh, I’m not sure about that. I think I’m too old now!
Most people don’t usually: appear on TV, drive a sports car, Presenter: I’m sure that’s not true. OK, nice talking to you, Val. Let’s
speak to our next caller, Kate. Hi, Kate!
eat with chopsticks (if they live outside Asia), break a bone.
Kate: Hi! Well, Jon, most people laugh when I tell them this, but I’ve
never ridden a bike.
b With weaker classes, demonstrate the activity by writing Presenter: Really? Surely you’ve tried it at least once?
one or two sentences about yourself on the board first, using the Kate: Well, when I was a child, I saw my brother fall off his bike and
prompts. Ss complete the sentences alone. Monitor and help with he broke his arm. He cried so much! So, when my parents
ideas where necessary. bought me a bike, I was really scared and I didn’t want to ride it.
Presenter: Are you still scared?
c Read the example with the class to show how they can give more
Kate: Er, I don’t think so. Maybe one day I’ll learn. Who knows?!
information. Ss work in pairs and share their ideas. When they Presenter: Thanks Kate. Now let’s speak to Eddie. Hi, Eddie!
have finished, ask a few Ss to share their partner’s ideas with the Eddie: Hi Jon! I’m not calling about me, actually, I’m calling about my
class and find out if they have any answers in common with other friend Jim. He’s never watched a football match in his life.
people in the class. Can you believe it?
Presenter: Never? Not even on TV?

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 Eddie: Well, sure, I think he’s seen a match on TV. I meant that he’s
Unit 3

never been to the stadium. We talk about football all the Pronunciation checkpoint
time, we go to the matches, but he’s just not interested. Has/Have are contracted in statements. Has/Have in
Presenter: Have you ever tried to take him to a match? questions are pronounced with a schwa in their weak forms
Eddie: Yes, we all have – my friends and I, that is. Many times. But /həz/ or /həv/. In negative statements and in short
he just won’t come!
answers, hasn’t/haven’t are stressed.
Presenter: Well, thanks Eddie. I guess he just doesn’t like football. Right,
let’s talk to one more caller before the news. Andy, are you
there? b Ss work in pairs and listen to the recording again. One student
Andy:  Hi, yeah, I’m here. I … er … I’ve never cooked a meal. takes the role of A, the other student takes the role B to practice
Presenter: Wow. How old are you? pronunciation of has/hasn’t and have/haven’t.
Andy: I’m 22. 6a Elicit the first answer with the class as an example, making
Presenter: How do you eat, then?
sure Ss put never in the correct position and write it on the board.
Andy: Well, I still live at home, so my parents cook for me.
Presenter: Right. I see … er … Have you ever boiled an egg? Ss complete the sentences alone, then check in pairs. Monitor
Andy: Er … no, I haven’t. I’ve made sandwiches and toast, and I’ve and help where necessary. Check answers with the whole class,
put things in the microwave, but I’ve never used a cooker. checking spelling of the past participles.
Presenter: Wow! That is unusual.
Andy: I’ve ordered pizza lots of times though! Answers: 1 ’ve/have never shared 2 have never learnt
Presenter: I’m sure you have, Andy. Now, it’s time to … 3 ’ve/have never ridden 4 ’ve/have never driven
5 have never watched 6 ’ve/have never met
7 has never visited 8 ’ve/have never eaten
Grammar
Present perfect with ever and never b Ss work in pairs and discuss in Ex 6a the sentences. In feedback,
4 Write the first example in the Grammar box on the board. elicit a few answers and find out how many people each sentence
Ask: Do we know when he saw the tennis matches? (No) Is it is true for.
important? (No). Ss read the box and choose the correct
Optional alternative activity
alternatives alone, then check in pairs. Check answers with the
class and highlight the position of ever and never between the Do Ex 6b as a mingle activity. Ss stand up and walk around,
auxiliary and the past participle. You can also direct Ss to the list discussing sentence 1 with as many Ss as possible. After a while,
of irregular verbs on p160. call out sentence 2! and Ss continue mingling and discussing
sentence 2. Repeat for all sentences until they’ve finished, then
Answers: 1 don’t 2 past participle 3 past simple ask a few Ss to share what they learnt with the class.
4 statement 5 question
7a Read the example with the class, then elicit a few more ideas.
GRAMMAR BANK 3C pp.120–121 Write Have you ever … ? on the board, e.g. ridden a motorbike,
cooked a meal, etc. Ss write their three questions alone. Monitor
Stronger classes could read the notes at home. Otherwise,
and help with vocabulary, writing any new words/phrases on the
check the notes with Ss, especially the irregular verbs. In
board. If Ss are struggling to think of ideas, refer them back to the
each exercise, elicit the first answer as an example. Ss work
verb phrases in Ex 1a to help.
alone to complete the exercises, then check their answers in
pairs. In feedback, elicit Ss’ answers and drill the questions. b Ss work in pairs and discuss their questions, including the
Ss can refer to the notes to help them. follow-up questions if possible. When they have finished, nominate
one or two Ss to share their partner’s answers with the class.
Answers: 3C
1 1 ’ve done 2 ’ve travelled 3 cycled 4 were Further practice
5 ’ve seen 6 saw 7 were 8 ’ve dived 9 ’ve never
Photocopiable activities: 3C Grammar 1 p165;
10 visited 11 stayed 12 swam 13 drove 14 took
3C Grammar 2, p166
2   1 Have you ever ridden a motorbike?
 2 Have you ever been to a music festival?
 3 Have you ever fallen over in the street? Speaking
 4 Has you ever baked bread?
 5 Have you ever slept outside? Prepare
 6 Have you ever sung in public? 8a 3.7 Play the recording for Ss to listen and find out how
 7 Have you ever climbed a mountain? the game works, then check understanding by asking: What
 8 Have you ever written a story? does Player 1 do first? (asks a question) What must Player 2 do?
 9 Have you ever run a marathon? (answer the question) How does Player 1 find out if it’s the truth
10 Have you ever broken a bone? or a lie? ( by asking questions). If necessary, you may also want to
demonstrate it with a stronger Ss. Find out if anyone has ever
5a 3.6 Play the recording for Ss and ask them what they
played this before.
notice about the pronunciation of has/have and have/haven’t . b Stronger classes could attempt this from memory first
Check answers with the whole class. before listening to check. Otherwise, Ss listen and put the
questions in order alone, then check in pairs. Check answers
Answers: Has and have are stressed in short answers. with the whole class.
Hasn’t and haven’t are always stressed.
Answers: 1 d 2 b 3 a 4 c 5 e

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 Audioscript 3.7

Unit 3
Teaching tip
Rob: Shall I start? There are lots of ways of rearranging Ss, for example:
Amy: OK. • If Ss are sitting in a semi-circle, ask one student at the end to
Rob: I’ve been on TV.
move to the other end, then arrange Ss in pairs.
Amy: When was that?
Rob: Er … it was maybe two years ago. • Give each student half a phrase on a piece of paper
Amy: What happened? (phrases you’ve recently been studying) and ask them to
Rob: Well, it’s a funny story, actually. I had a job interview at a local TV find their partner.
station. I arrived and waited in reception. • Use a question frame which practises language Ss have
Amy: What was the job? recently learnt, e.g. Have you ever … ?, and Ss mingle until
Rob: Oh … er … it … it was in the IT department. Anyway, after a few
they find someone who gives the same answer, and sit
minutes someone took me into this room where there were some
down with them.
cameras and a woman in a suit.
Amy: Why were there cameras in the IT department?
Rob: Well, this is the funny bit – suddenly, the lights came on and the c Discuss the question as a class, nominating Ss to share their
woman started talking to the camera. She was a news reporter partner’s true/false stories. Go over any common errors or
talking about a news story and, suddenly, I was on TV. examples of good language use with the class.
Amy: Really? What did you do?
Rob: Well, I was really surprised. The woman started asking me lots of
questions.
Reflection on learning
Amy: And what did you say? Write the following questions on the board:
Rob: I tried to answer them, but I couldn’t, and I told her I was the Was it easy or difficult to use the present perfect in the game?
wrong person. Why?
Amy: What did she do? Which three phrases from the lesson will you use most in the
Rob: She said sorry and started talking to the camera again, and
future? Why?
someone quickly took me out of the room.
Amy: How did they make that mistake? Put Ss in pairs to discuss the questions. When they have
Rob: Apparently, the real person had the same name as me. finished, ask if anyone wants to share their ideas with the
Amy: What about the job? Did you get it? class, but don’t force them to if they’d rather not.
Rob: Job? Oh … er … no, I didn’t. So, am I telling the truth or a lie?
Amy: Hmm, I’m not sure …
Homework ideas
c Ss work in pairs and discuss the question, giving reasons for Grammar bank: 3C Ex 1–2, pp.121–122
their answers. Elicit Ss’ ideas and keep a tally on the board, but Workbook: Ex 1–5, p18
don’t give the answer yet. App: grammar and vocabulary practice
d 3.8 Ss listen to the end of the game and check their ideas.
Then check with the whole class. Fast route: continue to Lesson 3D
Extended route: go to p94 for Develop your listening
Answer: Rob says that the story is true, but it happened to
someone else, not him.

Audioscript 3.8
Amy: Hmm, I’m not sure. It’s a crazy story, but you gave me a lot of
information so I think … er … I think you’re telling me the truth.
Am I right?
Rob: No, sorry. The story’s true – I read about it in a newspaper – but it
3D English in action
didn’t happen to me. I’ve never been on TV.
Amy: Oh! One point to you then.
Introduction
Culture notes The goal of this lesson is for Ss to practice giving and responding
This is a real story, which happened to a man called Guy Coma to personal news. To help them achieve this, they will learn a
on the BBC in 2006. You can find video clips of the interview range of phrases for giving, asking for and responding to news.
online.
Warm-up
9 Using the example ideas, Ss prepare their experiences alone, Play good news, bad news. Start by telling the class: The good
then show them to their partner, so they can prepare. Monitor news was I found some money. The bad news was it was a
and help with vocabulary, writing any new words/phrases on the different currency. The good news was I gave it to charity. The bad
board. news was … and nominate a student to finish the sentence. They
then say The good news was … and nominate another student to
Speak
finish the sentence, and so on. Try to keep the story going as long
10a Go through the Useful phrases. Ss work in pairs and play
as possible.
the game. Monitor and make notes on Ss’ language use for later
feedback, especially forming the present perfect and word order. 1 Focus attention on the photo and elicit what Ss can see. Go over
b When they are ready, rearrange Ss so they can play again with a the topics in the box and the example, then Ss work in pairs and
different partner. Monitor Ss’ language use as they do so. discuss the question. Make sure Ss understand that by news we
mean something that’s happened to them, not something in the
news. In feedback, elicit answers and have a brief class discussion.

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 Charlie: Yeah, but it wasn’t much fun. We had a problem with the
Unit 3

Suggested answers:
apartment – no hot water for three days! Then I got ill, so we
family: marriage, birth, holiday, day out had to come home early.
friends: marriage, birth, new job, new home, something funny Rose: Oh, what a shame. Were you very ill?
or annoying Charlie: Yes, kind of – I was in bed for a week. I felt awful.
holidays: location, when, who with Rose: Oh, well, hopefully you can have another holiday later in the
home: new kitchen, neighbours, problem with the electricity year.
interests: new hobby, day out, film they saw, sport Charlie: Yeah, hopefully. But tell me a bit more about Vancouver …
technology: new phone/computer, new website they found 3
travel: a holiday, a day out, a visitor Dylan: Hi, Mara.
Mara: Oh, hey, Dylan. How are you?
work: new job, new activities in job/promotion, things that
Dylan: Fine. Guess what!
annoy you, colleagues Mara: What?
Dylan: I got this yesterday. See?
2a 3.13 You may want to pre-teach/check: kids, bedtime Mara: Oh, a watch.
and smartwatch. Ss listen and tick the topics in Ex 1 the people Dylan: It’s not just a watch, Mara. It’s the best smartwatch you can have.
speak about. Play the recording once and explain that they’ll have Mara: Really? What does it do, then?
a chance to listen again afterwards. Ss check in pairs, then check Dylan: I can make calls, send messages, pay for things with it. I can
listen to music and …
answers with the whole class.
Mara: Wow, OK, so it’s pretty good, then.
Dylan: Yeah, it’s amazing! It’s got running apps, maps, things like that.
Answers: Mara: Sounds amazing. My news is not so great – I lost my phone last
conversation 1: family (marriage) week. I can’t find it anywhere.
conversation 2: travel (a holiday) Dylan: Oh, no. Really sorry to hear that. Have you bought a new one?
conversation 3: technology Mara: No, I haven’t got enough money. But it’s OK – I don’t have to
check my messages every few minutes!
b Go through the Useful phrases with the class, checking
understanding where necessary. Ss listen again and write the 3a 3.14 Explain that Ss will hear each response twice and they
conversation numbers next to the correct phrases in the box, then must choose which sounds most appropriate. Ss listen and decide
check in pairs. Play the recording again if necessary, then check alone, then check in pairs. Check answers with the whole class.
answers with the whole class.
Answers: 1 speaker 1 2 speaker 2 3 speaker 1
Answers: 4 speaker 1 5 speaker 2
conversation 1: Have you heard about? How are things?
That’s fantastic news! That’s not good. b 3.15 Ss listen and repeat. Check how they are pronouncing
conversation 2: How have you been? Lucky you! What a shame. the phrases and, if necessary, drill them chorally and individually
conversation 3: Guess what! That’s great. Sorry to hear that. for further practice.
Sounds fantastic.
Pronunciation checkpoint
Audioscript 3.13 It can be difficult to work on intonation in class, because
when we isolate phrases it’s easy to exaggerate the intonation.
1
Angie: Jack! Is that you? Try to keep it as natural-sounding as possible by saying the
Jack: Oh, hi, Angie. phrases at natural speed when you drill with the class.
Angie: Hi! I haven’t seen you in ages! How are things?
Jack: Great. Alex and I finally got married in the summer. 4a Go through the sentences and check understanding where
Angie: Did you? Oh, that’s fantastic news. Congratulations! necessary, especially missing. Ss think of responses alone. Monitor
Jack: Thanks. Yes, we live in Dayton now.
and help where necessary, using ideas from the Suggested
Angie: Oh, right. I’ve never been there. What’s it like?
Jack: Well, it’s quieter than here, but we like it. The area’s really nice.
answers box.
What about things here?
Angie: Hmm, have you heard about the park on Green Street? Suggested answers: 1 Lucky you! 2 Oh no.
Jack: No. What? 3 Oh, that’s a shame. 4 Oh, that’s terrible! 5 OK, thanks.
Angie: They want to build lots of new houses on it. 6 Sorry to hear that. 7 That’s fantastic! 8 Really?
Jack: Oh no, that’s not good. That’s where all the kids play soccer.
I loved it there when I was young. b When they’re ready, put Ss in pairs to practise their
2 conversations. Encourage Ss to take turns to read a sentence and
Charlie: Hello. Hello? Hi. respond. Monitor and check Ss are using appropriate responses
Rose: Hi! I can’t see you. Oh, now I can.
with natural intonation. In feedback, ask a few pairs to read out
Charlie: How are you?
Rose: I’m great, thanks. What time is it there? It must be late. the sentences and responses to the class.
Charlie: Yeah, it’s eleven o’clock. Nearly bedtime! So, how have you
been? Teaching tip
Rose: OK, thanks. I’m really busy at work, but I had two weeks off last
When conducting feedback from pairwork activities, it’s useful
month. I went to Vancouver, actually.
to use open pairs. Nominate a student to read the sentence,
Charlie: Oh, lucky you! How was it? We talked about going there when
we were at university. Do you remember? then ask (or get that student to nominate) a different student
Rose: Yes, I do, of course. It was great! We went camping and did from the class to respond. Repeat this for all the sentences.
some water sports. This will provide Ss with further practice and they should
Charlie: That’s brilliant! feel more confident responding in front of the class having
Rose: Didn’t you go on holiday recently, too? practised in pairs during the activity.

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 Speaking 2a With weaker classes, quickly revise the different comparative

Unit 3
forms on the board before starting this activity. Ss complete the
Prepare text alone, then check in pairs. Check answers with the whole
5 Give Ss plenty of time to think of their news, and monitor and class by inviting Ss to write them on the board, so that you can
help with vocabulary where necessary, writing any new words/ check the spelling of the different comparative forms.
phrases on the board.
Answers: 1 smaller 2 busier 3 noisier 4 more interesting
Optional alternative activity 5 more exciting 6 fresher 7 as crowded 8 better
Ss work in pairs to think of their news ideas, then work with 9 less busy
different partners in Ex 6.
b Ss work in pairs and discuss their places in pairs. Monitor and
Speak check Ss are using comparatives correctly, noting down any
common errors for later feedback. When they have finished, elicit a
6a Ss work in pairs and practice their conversations using the
few comparisons from the class and find out if other Ss agree.
Useful phrases to help them. While Ss are speaking, monitor and
make notes on their language use for later feedback. 3a With weaker classes, elicit the first answer as an example.
Ss complete the sentences alone. Monitor and check Ss are
b Ss repeat the conversation with a different partner. When they
forming the superlatives correctly, and help with ideas where
have finished, ask one or two Ss to perform their conversation for
necessary.
the class using open pairs.

Optional extra activity Answers: 1 best 2 nicest 3 quietest 4 most delicious  

Ss film/record themselves having their conversations, then add b Ss compare their sentences and try to persuade each other to
this to their GSE portfolio. change their mind if they can. In feedback, ask a few Ss what they
agreed on for each sentence.
Reflection on learning 4a Ss complete the text alone, then check in pairs. Check answers
with the whole class.
Write the following questions on the board:
How confident do you feel using the phrases from this lesson?
Answers: 1 five-star 2 24-hour reception 3 sea view
What can you do to practise this language further?
4 breakfast included 5 room service 6 free parking
Put Ss in pairs to discuss the questions. When they have 7 airport transfer 8 organised tours  
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not. b Ss work in pairs and discuss their dream hotel. Encourage them
to use the words in Ex 4a to help them with ideas. When they have
finished, ask each pair to share their ideas with the class, then ask
Homework ideas
the class to vote for their favourite one.
Reflection on learning: Write your answers. 5a Remind Ss that we use the past simple when it’s clear when
Workbook: Ex 1–2, p19 something happened in the past, and elicit the first answer as an
App: grammar and vocabulary practice example. Ss choose the correct words alone, then check in pairs.
Check answers with the whole class.

Answers: 1 has 2 ever 3 seen 4 went 5 I never

6 Have 7 has 8 spoke  

3 Check and reflect b Go through the example conversation with the class. Ss practise
asking and answering questions in pairs. When they have finished,
nominate a few Ss to share any interesting information about their
partners with the class.
Introduction
6a Ss complete the sentences alone, then check in pairs. Check
Ss revise and practise the language of Unit 3. The notes below answers with the whole class.
provide some ideas for exploiting the activities in class, but you
may want to set the first exercise in each section for homework, Answers: 1 appeared/been 2 learnt 3 fell
or use them as a diagnostic or progress test. For each grammar or 4 ridden/been on 5 drove 6 had  
vocabulary point, the first activity reviews the language and the
second is more communicative, involving pairwork. b Give Ss plenty of time to write their lists alone. Monitor and help
with ideas and vocabulary, writing any new words/phrases on the
1a Ss complete the sentences alone, then check in pairs. Check
board.
answers with the whole class, checking understanding of the
meaning of each adjective if necessary. c When they are ready, Ss work in pairs and discuss which
they’ve done. In feedback, ask each pair how many answers they
Answers: 1 dirty 2 interesting 3 lively 4 modern have in common.
5 peaceful 6 noisy
Reflect
b Ss work in pairs and describe the area. In feedback, elicit Ss’
ideas and find out if everyone agrees. Ask Ss to rate each statement alone, then compare in pairs.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 3.

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 Unit 3

Answers:
3A Develop your reading obstacle: something that makes it difficult to achieve something
ruins: what’s left of old or damaged buildings
shade: dark area where the sun is blocked out
Introduction stunning: very beautiful
inspired (by): given the idea from something
Ss develop their reading skill of understanding factual texts by
unique: the only one of its kind
learning how to guess the meaning of words.
7 Ss work in small groups and discuss the question. In feedback,
Warm-up elicit Ss’ ideas and have a brief class discussion.
Write on the board:
Homework ideas
How often do you go to a park?
What do you do there? Workbook: Ex 1–4, p20
What’s the most important thing for a park to have, in your
opinion?
Ss work in pairs and discuss the questions. When they have
finished, elicit their ideas and have a brief class discussion.

1 Give Ss a few minutes to read the text and answer the question.
Explain that they’ll have a chance to read the text again more
3B Develop your writing
carefully afterwards, so they shouldn’t worry if they don’t
understand every word.
Introduction
Answer: three parts Ss develop their skill of writing a hotel review by learning how to
organise ideas.
2 Ss read the text again and answer the questions, then check in
pairs. Check answers with the whole class.
Warm-up
Answers: Write the following questions on the board:
1 Answers may vary depending on the date – it opened in Do you read reviews of hotels before you book them?
June 2012. What kinds of things do you look for?
2 Copenhagen Have you ever written a review of a hotel?
3 from all over the world Was it good or bad? Why?
4 Black Market Ss work in small groups and discuss the questions. In feedback, ask
5 It’s completely green. a student from each group to share their ideas with the class.

3 Give Ss a few minutes to read the information in the Focus box 1 Ss work in pairs and discuss the questions. When they have
or read it together with the class. Ss work in pairs and answer the finished, elicit their ideas and have a brief class discussion.
question, then check the answer with the whole class. 2a Give Ss a few minutes to read the review and answer the
question. Check answers with the whole class.
Answer: Use the information around it and the context.
Answer: a hotel
4 Encourage Ss to use the advice in the Focus box for each word
before they choose the best meaning. Monitor and help where b Ss read the review again and answer the questions, then check
necessary. Check answers with the whole class. in pairs. Check answers with the whole class.

Answers: 1 people’s family … 2 things you find … Answers:

3 things to sit on 4 a type of path 5 a thing with …   1 food: + good for the price. – little choice for vegetarians
sports facilities: + good. – small
5 Before Ss read, ask if anyone in the class has heard of Metropol the area: + beautiful, walks, peaceful. – near a noisy road
Parasol or been there. Ss read the text quickly and look for things the room: + comfortable and a good size – cleaners only
you can do there, then check in pairs. Check answers with the came in twice during our stay, noisy road outside
whole class. the wifi: + worked well most days – didn’t work well all
the time
Answers: visit a museum, go to the street market, meet people, transport: – you need a car to get around
go to a restaurant, go for a walk and enjoy the views of the city   2 Ask for a room on the quieter south side; ask yourself two
questions before you decide to go.
6a Remind Ss of the Focus box and the process for guessing 3 paragraph 1: the area
new words described there. Ss find the words and write paragraph 2: the hotel
definitions alone. paragraph 3: the transport/main problems
b Ss work in pairs and compare their definitions. In feedback, elicit paragraph 4: recommendation
Ss’ ideas and then allow them to check in dictionaries.
3 Ss read through the Focus box and examples alone, or read the
box as a class. Elicit the answer.

Answer: So that the reader can understand our ideas clearly.

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 4 Go through the notes and check Ss understand the words

Unit 3
Culture notes
and phrases used. Ss match the notes to the categories in the
Focus box alone, then check in pairs. Check answers with the Mount Kilimanjaro is the highest mountain in Africa and
whole class. is located in Tanzania. It’s 4,900 m from the base. While it’s
challenging for non-climbers to climb, many do so with some
Answers: training as it’s more of a trek than a climb. The lack of oxygen
1 stayed for two weeks in summer; went on sailing holiday to can make it challenging, however, and it can also be quite windy.
France with family The Northern Lights (Aurora Borealis) are coloured lights that
2 friendly staff; hotel in excellent sailing area; big, comfortable appear in and dance around the sky in most northern countries
rooms; great restaurant in the world.
3 beach really busy in the morning
4 best hotel – everyone should go there b Ss work in pairs and discuss the questions. In feedback, ask a
few Ss to share their ideas with the class.
Prepare 2 3.9 Ss listen to the introduction and answer the question.

5a Give Ss plenty of time to make notes, and make sure they don’t Check the answer with the whole class.
write full sentences at this stage. Monitor and help with
vocabulary, writing any new words/phrases on the board. Answer: To do a different, amazing and life-changing
experience each year for the next twenty years.  
b Ss choose two things to write about for each topic alone.
c Remind Ss of the categories in the Focus box, and give them a
few minutes to think about how to organise their ideas. Audioscript 3.9
Presenter:
Write
I’m here today with Karen Jackson. Karen’s trying to have one amazing,
6 Go through the Useful phrases with the class. Ss write their life-changing experience every year. She made a list of twenty things
reviews alone. Monitor and check Ss’ work, and help where she’d like to do over twenty years, and she’s already done five of them.
necessary. Karen, tell us why you’re doing this.

Homework ideas
3 Ss read the Focus box alone, then work in pairs and answer the
Workbook: Ex 1–5, p21 question. Check answers with the whole class.

Answer: knowledge of the topic, the situation and the

speaker

4 3.10 Elicit a possible reason first as an example, e.g. Karen

3C Develop your listening wants to learn new things. Ss think of their own predictions alone,
then check in pairs. When they are ready, play the recording for
Ss to check their predictions and then check answers with the
whole class.
Introduction
Ss develop their listening skill of understanding an interview by Answers: Karen wants to look back when she’s older and
learning how to predict information. feel like she had done lots of exciting things. She wants to set
goals and achieve them to give her confidence. She plans to do
Warm-up things, see things and go to places.   

Write on the board: My bucket list and explain what it is, i.e. a list
of things you’d like to do before you die. Tell Ss some of the things Audioscript 3.10
that are on your bucket list. Give Ss a few minutes to think about Karen: Well, there are two reasons, really. Firstly, when I’m old,
what to put on theirs and write it down. Monitor and help with I want to look back and feel like I’ve done lots of exciting
vocabulary, writing any new words/phrases on the board. When things in my life. And secondly, it’s great to have goals in life.
It makes you feel good.
they have finished, put Ss in small groups to share their ideas and
Presenter: OK, so tell me. What kinds of activities are on your list?
find out if they have anything in common.
Karen: Well, things I’d like to do, things I’d like to see, and places I’d
like to visit.
1a Focus attention on the photos and elicit what Ss can see.
Ss work in pairs and match the activities to the photos. Check
answers with the whole class. 5a Read the example with the class. Ss write some ideas alone,
then compare ideas in pairs. Elicit Ss’ ideas as a class and write
Answers: A walk along the Great Wall of China B learn to fly them on the board.
C climb Mount Kilimanjaro D go on a safari holiday b 3.11 Ss listen and check their ideas. In feedback, tick off the
E ride a snowmobile/see The Northern Lights   ideas on the board that Ss came up with that she mentions.

Suggested answers:
The Great Wall of China: long, amazing views, quiet and
relaxing
Iceland: Northern Lights, very cold, bright moon, storm, whales
Mount Kilimanjaro: difficult, felt sick, difficult to breathe,
amazing sunrise

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 Audioscript 3.11 Audioscript 3.12
Unit 3

Presenter: And what places have you visited so far? Presenter: And what activities have you planned for the future?
Karen: Well, I’ve been to the Great Wall of China and Iceland. Karen: Right, so next year I’d like to learn to fly, but it isn’t going to
Presenter: Did you walk along the Great Wall? be easy.
Karen: Yes and no. I wanted to walk along it from start to finish, Presenter: Really? So why do you want to do it then?
but it’s really long – over 20,000 kilometres! I only walked Karen: Because I’m afraid of flying and I think learning how to fly a
about 200 kilometres in the end, but I was happy with that. plane will help me.
The views were amazing, and in some places it was just so Presenter: OK, well the best of luck with that! What else?
quiet and relaxing. Karen: I’d like to go on a safari holiday somewhere in Africa –
Presenter: And why did you go to Iceland? maybe northern Kenya or Tanzania.
Karen: I wanted to see the Northern Lights. For three nights, my Presenter: Why’s that?
friend and I sat outside – but unfortunately we didn’t see Karen: I’d really like to see lots of wild animals like lions and
them, and it was very, very cold! elephants. It’s not the same when you see them in the zoo.
Presenter: Why didn’t you see them? Presenter: It all sounds great, Karen. Thank you very much for sharing
Karen: Well, unfortunately it was very cloudy. your plans with us today. And lots of luck for the future.
Presenter: Oh dear, sorry to hear that! Karen: Thanks.
Karen: Yeah, but we’ll try again! There were lots of great things to
do in Iceland during the day. We went on a great boat trip.
That was really fun, actually. Oh, and I’ve climbed Mount 7 Ss work in groups and discuss the questions. In feedback, elicit
Kilimanjaro, too. Ss’ ideas and have a brief class discussion.
Presenter: You have? Wow! Tell us about that.
Karen: Well, everybody says it’s really difficult so I wanted to try Homework ideas
it. You definitely need to be very fit and healthy. I felt sick
Workbook: Ex 1–3, p19
quite a lot of the time because it’s difficult to breathe up
there, but when I finally got to the top, well, the view was
fantastic.

c Go through the questions so that Ss know what to listen for.

Ss listen again and answer the questions alone then check in
pairs. Check answers with the whole class.

Answers:
1 She walked 200 km.
2 Amazing, calm and relaxing.
3 It was very cloudy.
4 Went on a boat trip.
5 People say it’s really difficult to climb, so she wanted to try it.
6 She felt sick because it is difficult to breathe.  

6a Write the three activities on the board and draw a circle round
each one. Elicit a prediction for learning to fly as an example and
write it on the board, drawing a line to connect it to the relevant
circle, e.g. to see the world from up high. Ss work in pairs and make
predictions and write them down. Monitor and help with ideas and
vocabulary where necessary.
b 3.12 Ss listen and check their predictions. In feedback, elicit
any predictions made correctly.
c Ss listen again and answer the questions alone, then check in
pairs. Check answers with the whole class.

Answers:
1 Because she is afraid of flying.
2 She thinks learning to fly a plane will help her get over her
fear of flying.
3 Africa – maybe Kenya or Tanzania.
4 Lions and elephants.
5 It’s not the same when you see animals in a zoo.   

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