This document provides information about the Solutions English language learning course. It includes a summary of the components of the course, including the Student's Book, Workbook, MultiROM, Teacher's Book, Test Bank MultiROM, and accompanying website. It describes the structure of the Student's Book, which contains 10 topic-based units with 7 lessons each, as well as language and skills review sections. It emphasizes that Solutions prepares students for their school-leaving exams by reflecting exam requirements and including exam-specific lessons.

2. OX.FORD
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mry |Drp qiar fu tts ar c c fu useby classesthat they teach.
Sctol pc.s* ry * qi: fu ust by staff and students, but this
pcrmisnn b Et al D tdr9'inl schmls or branches
unk m cire ry ry pt dthb book be photocopied for resale
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Anfu, Lsir b Hi-, lihoil Kati Elekes,Hungary; Danica
Go&ri' SHir rG h. mgrrF Natasha Koltko, Ulaaine;
Iteb r6h rHi-L- Hr $Fli- DaceMiska, latvia; Anna
llqrir Ik* h E rr.r lcloblk Zsuzsama Nyir6, Hungary:
Evehlrrd. ara ts* E radiE , HuDgarf" Rita Rudiatiene,
IithuuE E E- E [n5forptrrt, Czrcl Republic
Thcffi dt*rdLDH &drrqfD56lexia: a guide for
teacners(rtE5L-
'Ihe ptffizdlrtEtflr{jbfttFrrisbr to reprduce
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3. lntroduction 4
Unitr Oncamera 10
6a readyforyoaraem| &2 18
Unit2 Memories 27
lanqaaqePara, and9tills Poand'upl-2 30
Unit3 Nineto five 37
6areadyfor@ara0m5&4 40
Unit4 Bodyandmind 42
lanquaqePiltAvaildStt'llsPoand-up5-4 50
Unit5 Ourfuture 52
6et readyforWara(dm5 A 6 67
Unit6 Tellingtales 63
lanqaaqePawv and9tr'llsFoand-ap5-6 72
Unit7 True[ove? 73
6et readyforyoaraem 7 & I 82
Unit8 Travel 84
lanqaaqePuav andStt'llsPoand-ap7-8 93
Unit9 Spend,spend,spend! 94
6et reaAypr yoaraem I & lO 103
Unit10 Inspiration 105
lanqaaqePmar and9tr'llsPoand-ap9-lO 774
6o readyfor82 e,cansl-4
Dyslexia:aguideforteachers
Photocopiableresourcebank'
776
720
723

4. ThreeclassaudioCDs
ThethreeaudioCDscontainallthelisteningmaterialfrom:-.r
Student'sBook.
TheWorkbook
TheWorkbookmirrorsandreinforcesthecontentof the
Student'sBook.lt offers:
r furtherpractice,lesson-by-lessonofthematerialtaught-
class
o additionalexamtaskswithsupportforstudentsand
teachers
o Chollenge!exercisesto stretchstrongerstudents
r writinSguidesto providea clearstructuraIframeworkfo'
writingtasks
. regularSelf-checkswithCondo statementsto promote
consciouslearnerdevelopment
. cumulativereviewsto developstudents'awarenessoft':
progresswithExamChallenge!sectionsto practiceexan-
typetasks
t a FunctionsBankandWritingBankforquickreference
. anirregularverbslist
o a Wordlistwhichcontainsthevocabularyactivatedin the
Student'sBookunits
TheMuttiROM
TheMuttiROMisan interactiveself-studytoolthathasbee.
designedto giveguidance,practice,supportandconsolida::-
ofthelanguageandskiltstaughtintheStudent'sBook.The
MultiROMisdividedintounitsandlessonscorrespondingr""r-
thoseoftheStudent'sBook.
o €v€rygrammarlessonin the bookis extensivelypractise:
andisaccompaniedbya simpleexplanation
. alltargetvocabularyisconsolidatedwithcrossword,wo':
search,andgap-filtactivities
. oneexam-typelisteningactivityperunitisincludedsot'=-
studentsareableto practiselisteningat theirownpace
. speakingandwritingsectionshelpstudentsimprovethe::
skillsoutsideoftheclassroom
. anaudioCDelementisincluded,withalltheexamlisteni-i
tasksfromtheWorkbook,whichcanbeplayedona CDpia'e'
TheTeacher'sBook
TheTeacher'sBookgivesfullproceduralnotesfortheStude--
Book,inctudingideasfortacklingmixed-abilityteaching.In
addition,it offers:
. optionalactivitiesthroughoutforgreaterflexibitity
r structuredspeakingtasksto getstudentstalkingconfide-:
. usefultipsandstrategiesto improvestudents'exam
technique
o a teacher'sguideto dystexiain theclassroom
. 20 photocopiabtepagesto recycteandactivatethe
languageofeachunitin a fun,communicativecontext
TestBankMultiROM
A seoarateresourceMuttiROMcontains:
. A Placementtest
r Shorttests:twoforeachunit
. Progresstests:anA anda Bversionforeachunit
o Cumulativetests:oneforunits1-5 andoneforunits5-i:
. Answerkeys
. Resultstable
o Audioandtapescripts
TheShorttests,ProgresstestsandCumulativetestscanbe
adapted.Youcanadd,removeandedittestsdependingupo-
whatyouhavetaught.Youcanevenpersonalisethetestsifr: -
WANT.
Website
TheSolutionswebsitewithproceduraInotesandkeysforthe
Workbookis atwww.oup.com/ett/teacher/solutions
A notefromtheauthors
OurworkonSolutionsbeganin thespringof 2005witha
researchtrip.Wetravetledfromcityto citywithcolleaguesfrom
OxfordUniversityPress,visitingschools,watchinglessonsand
tatkingto teachersandstudents.Theinformationwegathered
onthattrip,andmanysubsequenttripsacrossCentraland
EasternEurope,gaveusvaluableinsightsintowhatsecondary
studentsandteacherswantfroma newbook.Thesebecame
ourguidingprincipleswhilewritingSolutions.Mostpeoplewe
spoketo askedfor:
r a clearfocuson examtooicsandtasks
. easy-to-followlessonswhichalwayshavea clearoutcome
. plentyof supportforspeakingandwriting
r plentyof extrapracticematerial
Inresponse,wedesigneda bookwhichhasa crystal-clear
structure:onelessonin theboox= onelessonin the
classroom.Weincludedthirfypagesof extravocabularyand
grammarpracticewithinihe Str,dentsBookitsetfto provide
moreftexibility.Weincti,deda: ieasttenspecificlessonsto
preparestudentsforthesc;col-teavingexam,aswellas
ensuringthatthebookasa whoteconespondsto thesyllabus
topicsrequiredin theexarl.Andwerecognisedthedifficulties
thatstudentsnaturalivFareridihspeakingandwriting,and
thereforeensuredtl.a:ti:es€activitiesareatwayswellprepared
andwellsuDDoted.Ac-isracieactivitiesareessentialfor
motivationl
Ourresearchtnip53i5oia-g.t js thatnotvvoschoolsorclasses
areidenticat.Tt'atiswhySolutionsis designedto beflexible.
Therearefiveler,e.sr'Elerne.r:ary,Pre-intermediate,
Intermediate,Upper-inte-e'diate,Advanced)sothatyour
studentscanbeginandendthecoursewithwhicheveris most
appropriateforthem.
Solutionshasbe"efitedfrorncotlaborationwithteacherswith
extensiveexpeienceof teaching14-19yeatotdsandof
preparingstudentsfortheirschool-leavingexams.Wewould
liketo thankAnitaOrrelanczukforsharingherexpertisein
writingthe proced;alnotesin theTeache/sBook.Themain
lessonnotes,c.rii;zi andlanguagenotesaswellasthe
photocopiabtesrppie'':entsintheTeache/sBookwere
providedbyCa:otineKrarrtz.
WeareconfidentthaiSorutionswillbeeasyto use,bothfor
studentsandforteac-es.Wehopeit wiltatsobeinteresting,
engagingandstimtilatingl
TimFalloandtoul A Dovies
Thecomponentsof
thecourse
TheStudent'sBookwithMultiROM
TheStudent'sBookcontains:
. 10topic-basedunits,eachcovering7 lessons
. 5 LonguogeReview"SkillsRound-upsections,providinga
languagetestoftheprevioustwounitsanda cumulative
skills-basedreview
r 106etreodyforyourexomlessonsprovidingtypicaItasks
andpreparationforthefinalexam
c 4 Getreodyfor82 exomslessonsallowingIntermediate
studentsto extendtheirskitls
. 30 pagesofextn languagematerial:10 pagesofVocabulary
Buildersptus20pagesof GrammarBuilderswithgrammar
referenceandfurtherexercises
o tip boxesthroughoutgivingadviceonspecificskillsand
howbestto approachdifferenttasktypesin allfourmain
skitts
Youwitlfindmoredetailson pages5-7 in thesection'Atourof
theStudent'sBook'.

5. TherearetenmainunitsintheStudent'sBook.Eachunithassevenlessons(A-G).Eachlessonprovides
materiaIforoneclassroomlessonof approximately45 minutes.
Solutionsandtheexam
SolutionsIntermediatenotonlyconsolidateswhatwasstudied
at Pre-lntermediatebutextendsit, providingcomprehensive
coverageof B1examrequirementsandfurtherdeveloping
students'languagecapabilities.Thislevelalsoaimsto
introducestrongerstudentsto theskillstheywiltneedto
progressto theB2level,layingthefoundationsforcandidates
whowittuseUpper-lntermediateandthengoonto sitexamsat
a higherlevel.
Typicatexamrequirementsarereflectedthroughoutthecourse
in thechoiceof topics,task-types,textsandgrammar
structures.ln additionto this,Solutionsoffers:
Student'sBook
TheStudent'sBookincludestenexam-specificlessons
designedto familiarisestudentsnotonlywiththetask-types
andrequirementsoftheexam.Thelessonsprovidestrategies
andexamtechniquesto givestudentstheskittstheyneedto
tackleexamtaskswithconfidence.
Fourextralessonsallowstudentsto getacquaintedwithB2
levelexams.
AtouroftheStudent'sBook
*turl'rdEd.onudddbrd
@ ep@d
H4 t@ Md
&d {N ed eu !*L
Workbook
TheWorkbookprovidesfurtherpracticeforboththeoraland
thewrittenexam.Workin classcanbefollowedupwith
Workbooktasksdoneashomework.
ExamChallengeisectionspractiseexam-typetasks.
ThelisteningmaterialfortheWorkbooklisteningtasksis
availableontheMultiROM.
Teacher'sBook
Theexamlessonsin theStudent'sBookareaccompaniedby
fullproceduralnoteswithadviceandtipsforexampreparation.
t frffimil!'b'htuhebdihrk
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lessonB- Grammar
LessonB presentsandpractisesthefirstmaingrammar
pointoftheunit.
Thenewlanguageis presentedin a shorttextor other
meaningfulcontext.
Therearecleargrammartables.
Lookout!boxesappearwherevernecessaryandhetp
studentsto avoidcommonerrors.
Thislessonlinksto theGrammarBuilderatthebackof
the bookwhichprovidesextrapracticeandgrammar
reference.
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LessonA - Vocabularyandlistening
Theunitmenustatesthemainlanguageandskitlsto be
taught.
Everylessonhasanexplicittearningobjective,beginning
'l can...'.
LessonA introducesthetopicofthe unit,presentsthe
mainvocabularyset,andpractisesit throughlistening
andotheractivities.
Thislessonlinksto the VocobuloryBuilderat the backof
the book,whichprovidesextrapracticeandextension.
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LessonFpresentsa functionaIdialogue.
Thelessonalwaysincludeslisteningpractice.
Extravocabularyandstructuresarepresented,if necessary.
Studentsfollowa clearguidewhentheyproducetheir
owndialogue.
UsefuIfunctionalphrasesaretaughtandpractised.
Thestep-by-stepapproachof'presentation,practiceand
production'is suitableformixed-abitityclassesandoffers
achievablegoals.
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LessonGfocusesonwritingandalwaysinvolvesoneof
thetexttypesrequiredforthestudents'finalexam.
Thelessonalwaysbeginsbytookingat a modeltextor
textsandstudyingthe structureandformat.
Studentslearnandpractiseusefulphrases.
Thereisa clearwritingguideforthe studentsto produce
theirowntext.
Thissupportedapproachto writingincreasesstudents'
linguisticconfidence.
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Getreadyforyourexom
TherearetenGetreadyforyourexamlessons(twoafter
units1, 3,5,7 and9)whichfocusonexamskillsand
preparation.ln addition,fourGetreadyfor 82 exams
lessonsintroducestudentsto the reouirementsof the
higherlevel.
Thelessonsincludeexamtasksforreading,speakingand
listening(withwritingexamtasksin theWorkbook).
Eachlessonincludesactivitiesto preparestudentsforthe
examtasksandprovidethemwiththe languageandskitls
theyneedto do themsuccessfully.
Theselessonsalsorecyclethe languagefromthe previous
twounitsandtinkwiththetopics.
a
a
Longuoge Review/Skills Round-up
Therearefivetwo-pagereviews(afterunits2,4,6,8 and10).
Thefirstlessonof eachreviewis a LanguageReviewof the
precedingtwo units.
Thereareexeicisesfocusingonvocabulary,grammarand
functions.
Themarksalwaystotal50,so it is easyto monitorprogress
throughthe book.
Thesecondlessonof eachreviewis a Skil/sRound-up
whichcoversalltheprecedingunitsofthebook.
Thelessonincludespracticeof allfourskills:listening,
reading,writingandspeaking
Thematerialis centredarounda CzechboycatledMarek,
whois tivingandworkingin Britain.
Introduction

8. Tipsandideas
Teachingvocabulary
Vocabularynotebooks
Encourageyourstudentsto recordnewwordsin a notebook.
Theycangroupwordsaccordingto thetopicor bypartof
speech.Tetlthemto writea translationandanexample
sentencethatshowsthewordin context.
Vocabularydoesn'tjustappearonVocabularypages.Youcan
askstudentsto makea tistof atltheverbsthatappearin a
Grammarsection,orto choosefiveusefulwordsfroma reading
textandlearnthem.
Learningphrases
Weoftenlearnwordsin isolation,buta vocabularyitemcan
be morethanoneword,e.g.surfthelnternet,hovea shower.
Makestudentsawareofthisandencouragethemto record
phrasesaswellasindividualwords.
Revision
Regularlyrevisepreviously[earnedsetsofvocabulary.Hereare
twogamesyoucouldtryin class:
. Oddoneout.Givefourwords,eitherorallyorwrittenon
theboard.Studentssaywhichistheoddoneout.Youcan
choosethreewordsfromonevocabularysetandoneword
froma differentset(arelativelyeasytask)or fourwords
fromthe sameset,e.g.kind,confident,rude,friendly,where
rudeistheoddoneoutasit'stheonlywordwithnegative
connotations.
. Wordtennis.Thisgamecanbeplayedto revisewordsets.
Calloutwordsin theset,andnominatea studentto answer.
Thestudentmustresoondwithanotherwordin theset.
Continueroundtheclass.
Studentsmustnotrepeatanypreviouswords.Forexample,
withclothes:
T: T-shirt
SL: jeans
T: sweatshirt
52: toD
Teachinggrammar
Conceptchecking
Theconceptis important.Donotrushfromthepresentation
to the practicebeforethestudentshavefullyabsorbedthe
meaningofthenewlanguage.Youcancheckthattheytruly
understanda newstructureby:
r askinBthemto translateexamplesintotheirownlanguage.
o talkingaboutthepracticeactivitiesasyoudothem,asking
studentsto exptaintheiranswers.
o lookingbeyondincorrectanswers:theymaybecareless
errorsortheymaybetheresultof a misunderstanding.
o contrastingnewstructureswithlanguagethattheyalready
knowin Englishandin theirownlanguage.
Practice
Practicemakesperfect.Learninga newstructureis noteasy,
andstudentsneedplentyof practice.Usetheextraactivitiesin
lheGrammorBuildersandontheMultiROM.
Progression
Mechanicalpracticeshouldcomebeforepersonalisedpractice.
Thisallowsstudentsto masterthebasicformandusefirst,
withouthavingto thinkaboutwhattheyaretryingto expressat
thesametime.
Teachingreading
Predictingcontent
Beforereadingthetext,askstudentstolookatthepictureand
tellyouwhattheycanseeorwhatishappening.Youcanalso
discussthetitleandtopicwiththem.
Deatingwith difficuttvocabulary
Herearesomeideas:
r Pre-teachvocabulary.Anticipatewhichwordstheywillhave
difficuttywith.Putthemontheboardbeforeyoureadthe
textwiththeclassandpre-teachthem.Youcancombine
thiswitha predictionactivitybyputtinga listof wordson
the boardandaskingstudentsto guesswhichoneswill
notappearinthetext.Forexample,forthetextaboutDoug
Bruceon page19oftheStudent'sBook,listthesewords:
subway specialist amnesio identity carnival
strangers college
Askstudentsto lookatthepicturesandtettyouwhichtwo
wordstheyarenotgoingto findin the text(carnivaland
college).Atthesametime,checkthattheyunderstandthe
otherfivewords.
r Havingreadthroughthetextonce,tellstudentsto write
downthreeorfourwordsfromthetextthattheVdon't
understand.Thenaskthemto calloutthewords.Youcan
thenexplainortranslatethem.
r Ratherthanimmediatelyexplainingdifficultvocabulary,
askstudentsto identifythepartof speechofthewordthey
don'tknow.Knowingthepartof speechsometimeshelps
themto guessthemeaning.
. Afterworkingona text,havestudentswritefourorfivenew
wordsfromthetextthattheywouldliketo learnin their
vocabularynotebooks.
Teachinglistening
Pre-listening
Thisis animportantstage.Listeningto something'cold'is not
easy,sopreparethestudentswel[.Focusonteachingrather
thanontesting.Herearesomethingsyoucando:
o Tellthestudentsin broadtermswhattheyaregoingto hear
(e.g.a boyandgirlmakingarrangementsto goout).
r Predictthecontent.lf there'sa picture,askstudentsto
lookat thepictureandtellyouwhattheycanseeorwhatis
happening.
r Pre-teachvocabulary.Putnewvocabularyontheboardand
pre-teachit.Translatingthewordsis perfectlyacceptable.
. Readthroughtheexercisecarefullyandslowlybeforethe
studentslisten.Ensurethatthestudentsunderstandboth
thetaskandallthevocabularyin theexercise.Uoucan
checkthattheyunderstandthetaskbyaskinga studentto
explainit in theirownlanguage.)
Familiarprocedure
It isn'teasyto [isten,readtheexerciseandwritetheanswers
allatthesametime.Takesomepressureoffthestudents
bytetlingthemyou'llplaytherecordinga numberof times,
andthattheyshouldn'tworryif theydon'tgettheanswers
immediately.Tellstudentsnotto writeanythingthefirsttime
theylisten.
Monitor
Whitethestudentsarelistening,standat thebackoftheclass
andcheckthattheycanallhear.
Teachingwriting
Usea model
Ensurethatthestudentsunderstandthatthetextin LessonG
seryesasa modelfortheirownwriting.
Preparation
Encourageyourstudentsto brainstormideasandmake
notes,eitheraloneor in pairs,beforetheyattemptto writea
composition.
Draft
Tellthemto preparea roughdraftofthecompositionbefore
theywriteoutthefinalversion.
Introduction

9. Checking
Encouragethemto readthroughtheircompositioncarefully
andcheckit forspeltingmistakesandgrammaticaIerrors.
Correction
Estabtisha setof marksthatyouuseto correctstudents'
writtenwork.Forexample:
sp indicatesa speltingmistake.
w indicatesa missingword
gr indicatesa grammaticalerror
v indicatesa lexicalerror
wo indicatesincorrectwordorder
Self correction
Considerindicatingbutnotcorrectingmistakes,andasking
studentsto tryto correctthem.
TeachingspeaKng
Confidencebuitding
Beawarethatspeakingisa challengeformoststudents.Build
theirconfidenceandtheywiltspeakmore;undermineit and
theywittbesilent.Thismeans:
o encourageandpraiseyourstudentswhentheyspeak.
r do notover-corrector interrupt.
r askotherstudentsto bequietandattentivewhilea
classmatespeaks.
. listenandreactwhena studentspeaks,withphraseslike
'Reatty?'or'That'sinteresting'.
Preparation
Allowstudentstimeto preparetheirideasbeforeaskingthem
to speak.Thismeanstheywillnothaveto searchforideasat
thesametimeastryingto expressthem.
Support
Helpstudentsto preparetheirideas:makesuggestions
andprovideusefulwords.Allowthemto workin pairs,if
appropriate.
Choraldrilling
Listenandrepeatactivities,whichtheclassdoestogether,
canhelpto buitdconfidencebecausethestudentsfeel[ess
exposed.Theyarealsoa goodchanceto practisewordstress
andintonation.
Teachingmixedabitityclasses
Teachingmixedabilityclassesis demandingandcanbevery
frustrating.Therearenoeasysolutions,butherearesome
ideasthatmayhelp.
Preparation
Tryto anticipateproblemsandpreparein advance.Drawup
a listofthefivestrongeststudentsin theclassandthefive
weakest.ThinkabouthowtheywilIcopein thenextlesson.
Whichgroupis tikelyto posemoreof a problem- thestronger
studentsbecausethey'ltfinishquicktyandgetbored,orthe
slowerstudentsbecausetheywon'tbeableto keepup?Think
howyouwillattemptto dealwiththis.TheTeacher'sBook
includesideasandsuggestionsforactivitiesandfillersfor
differentabitities.
Independentlearning
Thereisthetemptationin classto givemostofyourattention
to thehigher-levelstudentsastheyaremoreresponsiveand
theykeepthelessonmoving.Butwhichofyourstudentscan
bestworkontheirownor in pairs?lt'softenthestrongerones,
soconsiderspendingmoretimein classwiththeweakerones,
andfindingthingsto keepthefast-finishersoccupiedwhitethe
otherscatchuo.
Peersupport
lfyouaredoingpairwork,considerpairingstrongerstudents
withweakerstudents.
Projectwork
Provideon-goingworkforstrongerstudents.Youcangiveyour
strongerstudentsextendedtasksthattheydoalonein spare
moments.Forexample,youcouldgivethemreaders,askthem
to keepa diaryin Engtishorworkona proiect.Theycanturn
to thesewhenevertheyarewaitingfortherestoftheclassto
finishanactivity.
Correctingmistakes
Howmuchwecorrectshoulddependonthepurposeofthe
activity.Thekeyquestionis:istheactivitydesignedto improve
accuracyorfluency?
Accuracy
Withcontrolledgrammarandvocabularyactivities,where
theemphasisisontheaccurateproductionof a particutar
languagepoint,it'sbestto correctallmistakes,andto do so
immediatelyyouhearthem.Youwantyourstudentsto master
theformsnowandnotrepeatthemistakein laterwork.
Fluency
Withactivitiessuchasrole-playorfreergrammarexercisesit
maybebetternotto interruptandcorrecteverymistakeyou
hear.Theimoortantmistakesto correctin thesecasesare
thosethatcausea breakdownin communication.Weshouldn't
showinterestonlyin thelanguage;weshouldalsobeasking
ourselves,'Howwelldidthestudentscommunicate?'.During
theactivity,youcanmakea noteof anyseriousgrammatical
andlexicalerrorsandoutthemontheboardattheendofthe
activity.Youcanthengothroughthemwiththewholeclass.
Self correction
Givestudentsa chanceto correctthemselvesbeforeyousupply
thecorrectversion.
Modelling
Whenyoucorrectanindividualstudentalwayshavehimor her
repeattheanswerafteryoucorrectly.
Peercorrection
Youcaninvolvetherestofthe classin theprocessof
correction.Ask:ls thotanswercorrect?Youcando thiswhen
thestudenthasgivena correctanswerasweltaswhenthe
answeris incorrect.

10. tEssol{ sutMARY .. } tw
Vocabulary:clothes;describingclothes
Listening:a fashionshowcommentary;listeningforspecific
information
Speaking:describingclothes;beinginexacte.g.it'so kindof...
Topic:people
Todo the lessonin 30 minutes,keepthe lead-
in brief,spendno morethan3-4 minuteson exercise2 ond
set VocabularyBuilderand GrommarBuilderexercisesfor
homework.
t Lead-in 3minutes
. Doa quickclasssurveybywritingthesesentenceson
the board:I likewearingcomfortableclothes,Iikeboggy
trousersand loosetops.I liketo lookdifferentfrom other
people. lt'simportantto me to lookfashionable.I reallydon't
careaboutfashion.
r Ask:Whichof thesestatementsdescribesyoubest?Students
discussthesentenceswitha partnerfora minute.Findout
witha showof handswhichisthemostpopularattitude.
Exercise1 page4
. Askstudents:Whatorethesepeopledoingandwhereare
they?$heyaremodellingclothesat a fashionshow.)
. Beforestudentsdescribethephotos,checkthatthey
understandthemeaningof thewordsin thebox,bygivinga
translationandelicitingthe Englishword.
r Tellstudentsto workin pairsto describethephotos,giving
theiropinions.Askoneortwoof themto repeattheir
descriptionsto the restof theclass.
KEY
| 2 coat- alttheothersaresummerclothes
3 shirt- alltheothersarewornon legs
4 tie- alltheothersarewomen'sclothes
5 socks- alltheothersaretops
6 jeans- alltheothersareformal
ltcruDES 0 & i:
r clothesr describingctoth€s. compoundadjectives. nationalit,:,
. oresenttensecontrasto stateand dvnamicverc
ciifferentnationalities. discussinsthe issueof surveillanc,
rnh
letter
4-10 . Selfcheck1 page11
. Studentsmaketheirlistsin pairs.Goaroundgivinghetp
withvocabularyasnecessary.Thiscouldbedoneasa
competitionto seewhichpairof studentscancomeupwith
thelongestlistin twominutes.Askthewinningpair,and
oneother,to readouttheirlists.
r Withastrcngerclasselicitmorewordsto addtothelist.(E.g.
silksuede,denim,collar,v-neckroll-necksleeveless,hooded.
Exercise3 page+ C) r.or
o Focusonthelisteningtask.lf studentsareunsureofthe
meaningof outfit,explainthatit meansa setof clothesthat
youweartogether.Playtherecording,checktheanswerand
seeif studentscanremembertheohrasesthathelpedthem
identifythephoto.
KEY
Photo2 andtwootheroutfits
TRAISCRIPT 1.01
SpeakerOurfirstmodelhasaninformalbutstylishoutfit.He's
wearinganattractiveplain,brownleatherlacketanda
tight,cottonT-shirt.lt'slong-sleeved,Ithink.I particularly
likethosecasual,baggy,blackieans.
Thenextmodeliswearinga shiny,grey,nyloniacketwith
matchingtrousers.She'salsogota large,spottyscarf
aroundherneck- atouchofhumourfromthedesigner,I
feel- anda spotty,long-sleeved,blouse.Andonherfeet,
aresimplebutstylishblackteathershoes.Averyelegant
outfit,in myopinion.
Nowwehaveamoreunusualoutfit.She'swearingared,
stripytopandalong,dark,woolcoat.Belowthat,ashort,
stripyskirtandblack,leatherhigh-heeledshoes.lt'savery
strangelook- I'mnotsureIlikeit,andIdoubtitwittcatchonl
Exercise4page+O r.or
r Studentsworkin pairsto completethephrasesfromthe
commentarythen[istenagainto check.Witha weakerclass,
allowthestudentsto listento thecommentaryagainbefore
theycompletethe phrases.Theycanthenlistena thirdtime
to checktheanswersoryoucouldsimplygivethemto them.
Fashion
KEY
1 ptain,leather
2 tight,cotton
3 baggy,black
4 shiny,nylon
5 spotty
6 [ong,wool
2 a miniskirt e
b teggings f
c combattrousers
d fleece
3 Openanswers
Exercise2 page4
o Askindividualstudentsto readoutthewordsin each
category.Correctpronunciationerrors.Listenoutespecially
formispronunciationof thevoweIsoundsin leather
/'le6e(r)/,fur lfe:(r)/,andfurry I'fz:ril.Drawattentionalsoto
thefinaIconsonantlsl in looseandpointouthowit differs
fromfinalconsonantlzl in lose.
Exercise5 page4
r Studentscanworkin pairs.Attow2 minutesbeforechecking
answers.
g
h
roll-neck
hoody
poloshirt
v-neck
Forfurtherpracticeof Clothesvocabulary,go to:
Unit1.Onramera
KEY lshape 2colour 3material

11. Forfurtherprocticeof Orderof adjectives,go to:
KEY
1 2 That'sa smartstripycottonshirt.
3 She'swearinganawfulflowerycottondress.
4 Lookatthatbeautifulcheckwoolmini-skirt.
5 I tikeyourstripybaggybtuehoody.
6 Thisisa greatshinynytonroll-neck.
7 She'swearingridiculoustightfurryleggings.
LANGUAGE T{OTE. LIKE
Thefotlowingsentencesfromthelessonincludetheword
'like'in its3 differentuses:
I likewearingcomfortableclothes,tikebaggytrousersand
loosetops.lt lookslikea ...lt'sa bit likea ...
Inthefirstusage,likeis a verbexpressingpreference,
whereasthesecondusageis nota repetitionoftheverb
buta prepositionwhichmeans'forexample'.Theother
twounfinishedsentencesincludethesamepreposition
withanothermeaning('simitarto').Studentsshould
understandthesedifferences.
Exercise6 pase+
. Focusattentiononthespeakingtip.Emphasisethatthese
phrasesareextremelyfrequentin everydayspokenEnglish.
. Modelanddrillthephrases,concentratingparticularlyon
theunstressedpronunciationofof,herepronouncedsimpty
/r /. Keepthedritlingverysnappy!
OPTIOI{AL ACTIVITY
Askstudentsto describetheoicturesandanswerthe
followinghvoquestionsin pairs:Arethesepeople
professionalmodels?ShouldwefollowfashionZAltow3
minutes.Bringtheclasstogether.Findoutbya showof
handswhothinksthepeopleinthepicturesareprofessional
models/weshouldfollowfashion.Asksomestudentsto
justifytheiropinions.Aska fewotherswhytheydisagree.
KEY
t high-heetedhard-working
bad-temperedwel[-known
2 2 easy-going 6
3 high-heeted 7
4 hard-working 8
5 bad-tempered
3 2 well-known 6
3 old-fashioned 7
4 good-looking 8
5 high-heeted
old-fashionedgood-looking
easy-goinglong-haired
good-looking
well-known
long-haired
bad-tempered
hard-working
easy-going
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?EliciI:I can
describesomeone'sclothes,I canuseadjectivesin thecorrect
order,I cangive 'vaguedescriptions'of thingsthatarehard
to describeexactly.Ask:Whotusefulwordshaveyou learned?
Elicitnewwordsandphrasesfromtheclass.
NotesforPhotocopiableactivity1.1
Fashionquestionnaire
Painvork
Language:fashionandclothes
Materials:onecopyoftheworksheetperstudent(Teacher's
Bookpage123)
Handouta copyofthequestionnaireto eachstudent.Go
throughtheinstructionsanddothefirstexamptetogether,
thenletstudentsworkin pairsto filtin thegaps.Tettthem
notto answerthequestionsatthisstagesothatyoucan
concentratefirstonthecollocationsandnewitems.
Elicitorexplainthefollowingphrasesandsuggestthat
studentswritethemin theirnote-books:foshionpages,item
of clothing,motch,second-handshop,foshionsense.
Studentsaskandanswerthequestionsinpairsorsmall
groups.Encouragethemdeveloptheirconversationsbygiving
reasonsfortheiranswersandaskingfollow-upquestions.
Monitorandhetpasstudentsaretalking,notingany
commonmistakesandexamplesof gooduseof language
andconducta brieffeedbacksessionattheend.
KEY
1 enjoy
2 notice
3 spend
4 read
5 dress
6 item
7
I
9
generations10 judge
match 11 fashion
hand 12 buy
LESSOI{ SUMTARY.t *
Grammar:presenttensecontrast;stateanddynamicverbs
Listening:a dialogueat a busstop,a mobilephoneconversation
Speaking:talkingaboutfacts,habits,currentactionand plans
Todo thelessonin 30 minutes,keepthelead-in
brief,do exercise1 togetherasa classondsettheGrammor
Buildersashomework.
r Lead-in 3minutes
. Beforestudentsopentheirbooks,brainstorma listofthings
thatyoucandowitha mobilephone.Encouragestudentsto
comeupwiththecorrectverbsaswellasnouns.Writethe
students'suggestionsontheboard.Possibleanswersare:
sendandreceivetexts,mokecalls,takephotos,sendphotos,
surfthelnternet,setan olorm,listento theradioor music,
takevideos.
o Directstudentsto thepictureandaskwhichoftheactions
inthetistthegirlisdoingwithherphone.(Takinga photo.)
Exercise1 page5
Putthestudentsintopairsto describewhat'shappening
in thepicture.Youcouldencouragethemto giveasmuch
detailaspossiblebytellingthemyouaregoingto timethem
andthatbetweenthetwoofthemtheymustnotstoptalking
before60 secondsareuo.
Suggestthataswellasusingallthewordsintheboxthey
shouldgiveinformationaboutthepossiblerelationship
betweentheboyandthegirl,howtheyarefeelingand
whattheweather'slike.Remindthemalsoto tryto include
descriptivevocabularyfromthepreviouslesson.
Askonepairto repeattheirdescriptiontotherestoftheclass.
contrast
Forworkon Compoundadjectives,go to:
Unitl.0ncamera

12. Exercise2 pages
e Askstudentsto readthedialogueto themsetvesandthen
asktwostudentsto readit aloud.
Ask:Whyis Louisannoyedwith Carol?Whois Caroltaking
thephotofor?
Suggestthatstudentsunderlineexamplesof presentsimple
andoresentcontinuousintwoseoaratecolours.
KEY
presentsimple:Ourfilmstartsin fifteenminutes.Whatdoyou
dowiththemall?| usuallysendthemto myfriends.Shelives
in NewYork.
presentcontinuous:I'mtakinga photoofyou.You'realways
takingphotos.Whoareyousendingthatphototo?She's
comingto staywithusnextmonth.Whyareyousendinghera
photoof me?Thebusisleaving.
Exercise3 pages
. Studentsdothisexerciseontheirown.Checkasa class.
. Ina weakerclassaskstudentsto readouttheexamplefrom
thediatoguethatshowstherule.
Exercise5 pase5
o Monitorstudentsastheyworkin pairs,checkingfor
appropriateuseofthepresentsimpteandcontinuous.With
a weakerclassgivestudentsthinkingtimeto notedown
theiranswersbeforetheyspeak.Forfastfinisherswriteget
andmokeontheboardandaskthemto makeadditional
sentenceswiththeseverbs.
Exercise6 pages
o Directstudents'attentionto theLearnthis!box.lf studentsare
unclearabouttheconceptofa stateverb,explainthatit means
a 'nonaction'verb.Studentswilldevelooa naturalinstinct
astowhetheraverbisa stateverboranactionverb.Inthe
meantimeit ishetpfutforthemto learna listofstateofverbs.
r Studentsdotheexerciseindividualtyor in pairs.
KEY
1 belongs
2 prefer
3 wants
4 don'tunderstand
5 know,mean
6 Do,remember
7 Do,tike
KEY
l simpte
2 continuous
3 continuous
4 simpte
5 continuous
6 simple
Exercise4 page5
. Givestudentstwoorthreeminutesto completethedialogue
in oairs.Remindthemto usecontractionsratherthanfull
forms.Asyougothroughtheanswersaskstudentsto tell
youwhichofthe usesfromexercise3 eachverbrepresents,
e.g.Myphone'sringingis usenumber2 (something
happeningnow),We'reseeingthenewSpielbergfilm this
afternoonis usenumber5 (arrangementsforthefuture).
KEY
1 1 don'tremember
2 needs
3 doesn'tlike
4 is raining
2 1 'm enjoying
2 thinks
3 's having
3 1 a smells
2 a looks
3 a tastes
4 a feels
KEY
1 's ringing
2 'reseeing
3 'm looking
4 makes
5 lsshephoning
betong
Do(you)know
arewaiting
want
feel
'reconsidering
forget
's smelling
'm [ooking
'm tasting
's feeling
6 's shesaying
7 's alwaysintenupting
8 oftengo
9 areyoulaughing
10 finishes
5
6
7
I
4
5
6
b
b
b
b
KEY
I 1 Theplanetakesofftomorrowmorningat eighto'clock.
2 lt'squitewarmtoday.I'mnottakinga jacket.
3 Whatareyoureadingatthemoment?
4 I'mlivingwitha familyin lrelandfora month.
5 She'sa writersosheworksfromhome.
6 Theyaren'tgoingto thepartyonSaturdaynight.
7 Doyouusuallywearieansto school?
8,/
Exercise7 page5
. lf possible,askstudentsto workwitha newpartnerforthis
exercise.Demonstratetheexerciseyourselfbygivingthe
answersto thefirsttwoquestions.Getstudentsto askone
ortwofollow-upquestionsforeachanswertheirpartner
gives(althoughthiswon'tbepossiblefornumber2).
Monitorandnotedownanypersistentmistakesandwrite
themonthe boardforstudentsto correct.
o Conducta brieffeedbackaskingstudentsto reportbackto
theclassanythinginterestingtheyhavefoundoutabout
theirpartners.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicitanswers:I conusedifferentpresenttensesto
talkaboutthepresentandfuture.I understandstateverbs.
Ask;Whichstateverbscanvouremember?
2 1 a lives
2 a doesn'tdrive
3 a Do(you)speak
4 a ishaving
5 a are(you)meeting
5 a is alwaysleaving
b isvisiting
b isdriving
b are(you)speaking
b has
b does(thefitm)start
b doesn'twash
Forfurtherpracticeof Stoteond dynamicverbs,go to:
Forfurtherpracticeof Presenttensecontrast,go to:
Unitl.Ontamera

13. Elllilitt
Stereotypes?j
f-ESSOllSUMMARYaa&:.
Reading:a textaboutLondoners
Listening:descriptionsof nationatsstereotypes;matching
Speaking:talkingaboutnationaland regionaIstereotypes
Vocabulary:personalityadiectives
Topic:people
Todo thelessonin 30 minutes,keepthelead-in
brief,askstudentsto readthetextbeforethe lesson,allowten
minutesfor thereadingexercises(2 and3) anddo exercise6 as
o wholeclassoctivity.
f Lead-in 3minutes
. Beforestudentsopentheirbooks,writeLondonontheboard
andexplaintotheclassthattheyaregoingto brainstorm
wordsassociatedwithLondon.Givethematopic,forexampte,
buildings.StudentsnameasmanyLondonbuildingsasthey
can.Continuewiththetopicsoftransportandfamouspeopte.
CULTUREIIOTES- tOl{DOTERS
Thetitle of the text;lkloybeit'sbecauseI'm a Lbndortelr
comesfroma famo.Ussongwrittenby HubertGreggin
7947.lI hasbecomea kindofanthemforLondon.
ALondoneris a personfromLondon.Inthiscase,adding
-ermakestheworddescribea person.lt isn'tthesame
forallcities.A personfromManchester,forexampleisa
Mancuniananda personfromLiverpoolisa Liverpudlion.
Exercise1 page6
. Beforeproceedingwiththeexercise,elicitor explainthe
meaningof the lessontitle,stereotypes(afixedidea
orimagethatmanypeoplehaveaboutsomethingor
somebody,especiallya race,nationalityorgender,which
isoftennottrue.Forexample:the Frenchareveryromantic,
theBritishonlydrinktea,theJapaneseworkveryhard).
. Focusonthephotoandthetitleofthetext.Askthequestions
to theclassasa whole.Askadditionalquestionssuchas:
Howaretheyfeeling?Whattimeofyeoris it?Wherearethey
going?alwaysaskingthestudentsto iustifytheiranswers.
Exercise2 page6
. Focusonthetask.Askstudentsto readthroughthetext
lookingonlyforinformationthatanswersthequestion.
Tetlthemto hightightanythingin thetextthatsuggestsa
negativeopinion,to hetpthemanswerthequestion.
KEY
1 loanna 2 Amir 3 loanna 4 Sam 5 Amir 6 Sam
Exercise4 pageo 6) r.oz
. Focusontheinstructions.Tellstudentsthatwhenthey
listenforthefirsttimetheyonlyneedto tryto geta general
understandingofwhattheteenagersaresayingandto write
downtheirnationatities.
. Witha weakerclass,pre-teacha fewkeywordsor phrases
thatyouthinkthestudentsareunlikelyto know.
KEY
1 Brazilian2 American 3 Japanese 4 Spanish
TRAilSCRIPT 1.02
1 Rosana | loveBrazilians- butmaybethat'sbecauseI'mfrom
Brazil!Thebestthingaboutthemis,theylaugha lotand
theysmilea lot.lfyouwalkdownthe street,youseelotsof
smiles!Anotherthingisthatthey'realwayswitlingto share
whatthey'vegotwithyou;evenif theyhaven'tgotverymuch
themsetves...They'renotat atlmean.
2 Ethan I'm fromNewYorkin the USA.lt's an enormous
country,of course,and peoplearedifferentin differentparts
of the States.ButI thinktherearesomecharacteristicsthat
aretypicalandthataresharedbyAmericansacrossthe
country.Letme giveyou an example.In generat,Americans
workhard- theystartworkearly,finishlate,andtheydon't
havelonghotidays.In my opinion,they'reproudof their
country,andveryproudto beAmerican,whatevertheirethnic
background.
3 lunko I'm nottypicatlyJapanese- I'm probablymorelikean
Australian,becauseI'velivedherein Australiaforyearsnow.
lapanesepeoplehavegotgoodmannersandshowrespect
to otherpeople,especiallypeopletheydon'tknow.Infact
sometimestheycanbe ratherformal.Personally,I'm not!
Anotherdifferencebetweenme and otherJapaneseis that I'm
veryopen,evenwith peopleI don't know.Japanesepeople
oftenhidetheirfeetings.Theydon'tlikeotherpeopleto know
whattheyarethinkingor feeting.
4 Carlos I'mfromSpain- fromthe south.nearSeville.I think
Spanishpeopte,in general,arequitewarm-heartedand
theylikemeetingnewpeopteandmakingnewfriends.The
Spanishdon'tliketo sitin silence- theyliketatking- they
canchatawayfor hourson end.That'smy opinion,anyway.
Exercise5 pagee f) r.oz
o Gothroughtheopinionswiththeclassanddealwithany
vocabularyquestions.Playtherecordingagainandpause
aftereachansweris givento givestudentstimeto write
theiranswer.Letstudentschecktheiranswerswitha
Dartnerbeforecheckineasa class.
KEY
al bE flcC gR hC
KEY Joanna
Exercise3 page6
. Studentsre-readthetext.Encouragethemto lookfor
synonymsforthewordsinthetask.Demonstratethefirst
question,showingthemhowto scanthetextuntittheyfind
theappropriatesynonymorsynonymousphrase(cotdand
unfriendly).Againencouragethemto underlinetheanswerin
thetext.
o Witha weakerclassstudentsshouldreferto thewordlistas
thevread.
dE eR
Exercise6 page6
o Checkunderstandingofthewordsinthebox.Altow
studentstwoto threeminutesto discusstheirideasand
notethemdown.Encouragethemto recyclewordsfrom
thetexttooandanyotherideastheymighthavesuchas
punctual,romantic,formal,etc.
Unitl.Oncamera

14. Exercise7 page6
. Askstudentsto readouttheirideasandseeif otherstudents
agree.Youcouldhavea discussiononstereotypesingeneral,
genttyguidingthemtowardstheideathatstereotypesusually
containsometruthbutthatwemustbecarefulnotto over-
generalise.Startthediscussionbyasking:Doyouthink
stereotypesarebasedon truth?Howdoyoufeelwhenpeople
makegeneralisotionsaboutpeoplefromyourtown/ country?
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?Elicit:I cantalkoboutdifferencesbetweennationalities.
Ask:Whotusefulwords,phrasesand ideashaveyou learned
fromthelesson?
KEY
1 1 notto spend
2 going
3 notto see
4 to buy
5 eating
6 doing
7 notto arrive
8 driving
Exercise3 page7
r Studentscanworkaloneorin pairs.Tellthemto referbackto
theverbsin thetable,includingthosethatarealreadythere.
KEY
t hearing
2 having
3 togo
4 to hate
5 taking
5 to co-operate
7 tobe
8 to see
9 being
Exercise4 pagez
. Again,studentscanworkindividuallyorin pairs.Asyougo
throughtheanswers,highlightthewordorderusedifthe
infinitiveisnegative:lpretendnottobeandNOT/pretendtonot
be.ExplainalsothatIfailtounderstandisafixedexpressionand
isa moreformalwayof sayingI don'tunderstand.
o Askstudentsto puta ticknextto thestatementstheyagree
with.Thenaskthemto comparetheiropinionwiththeir
partner's.Encouragethemto developtheirargumentsby
sayingwhytheyagreeandgivingexamples,if possible.
KEY
1 reading
2 to write
3 notto be
4 to understand
5 leading
Exercise5pagez$ r.or
o Letstudentscomoareanswerswitha partnerbefore
checkingasa class.Remindthemthatthereisoneopinion
whichdoesn'tmatchanyofthespeakers.
KEY
Speaker1: 3 Speaker2: 1 Speaker3: 2 Speaker4: 5
TRAT{SCRIPT1.03
Speaker1 Wett,if I'mhonest,I doliketo knowaboutthelivesot
famouspeople.I don'tadmitit,ofcourse!| mean,I neverbuv
thosemagazineswithphotosandstoriesaboutcelebrities
- you,know,Hello!magazineandtheothers.No,I neverbuy
them.ButwhenI'mwaitingto seethedentist,orthedoctor,
andI seethemagazinesonthetable,I havequicklook-
I nevertellanyone,ofcourse,- andI quiteenioyit,reatly.
Well,richpeopleoreinteresting,aren'tthey?
Itatil;ttliflit
Verbpatterns)
tEssoll suMMARY.. * "
Grammar/Vocabulary:verbpatterns
Reading:a shortarticle
Listening:shortmonologues
Speaking:tatkingaboutcelebrityculture
Todo the lessonin 30 minutes,do exercises2
and6 asa classandsettheGrommarBuilderashomework.
r Lead-in2minutes
o lntroducethetopicof celebritiesandpaparazzibyasking
studentsto namesomemagazinesthatcontaincelebrity
gossipandphotos.Ask:Whichmagazinesdoyouread?
Whichcelebritiesareyou interestedin readingaboutand
seeingphotosof?Wouldyouliketo befamousandseeyour
photosin magazines?
CUTTUREI{OTE- PAPARAZZI
. Thenamepaparazicomesfroma chamctercalled
Paparazzoin the Fellinifilm,ta DolceVita,whorode
aroundona scootertakingphotosof richandfamous
people.Thewordpaparwzooriginallymeans'a
mosquito'.
r Celebritieswhoarewell-knownforfightingback
physicallyorverballyagainstthe paparazziinclude
OasissingersLiamandNoelGallagher,JayKay(lead
singerof .lamiroquai),EwanMcGregor,SeanPenn,Mel
GibsonandPrinceHarry.
Exercise1 pase7
Focusonthephotoandelicitwhatishappening.Askstudents
to readthetextquicklyto decidewhichviewtheyagreewith.
Findoutthrougha showofhandswhatthemajorityofstudents
think.
Askifstudentsknowofanyfamousincidentsinvolving
paparazzi.Don'tencouragefurtherdiscussionabouttherights
andwrongsofphotographingcelebritiesatthisstageasthey
willhavea chanceto dothisinexercise4.
Exercise2 pageT
r Askstudentsto copythechartintotheirnotebooksandadd
theverbsfromthetextintothe correctcolumn.Dothefirst
exampletogetherandthenletstudentsworkalone.
r Duringfeedbackmakesuretheyareclearaboutthe
meaningof can'tface(notwantto do somethingbecause
it'stoodifficuttor unpleasant,e.g.I can'tfacedoingmy
homeworklthewashingup) andcon'thelp(notbeableto
stopyourselffromdoingsomething,e.g.I couldn'thelp
Iaughingwhenshewastalking).
KEY
verb+ infinitive:agree expect fail hope managepretend
refuse seem want
verb+ -ingform:avoid can'tface can'thelp enioyimagine
spend(time)
Forfurtherpracticeof Verbpatterns,go to:
Unitl.Oncamera

15. Speaker2 Yes,I oftenbuymagazinesaboutcelebrities- | tike
to readabouttheirIives.lt's interesting.And I liketo seethe
photos,too, but I don'tagreewith the paparazziwhowait
outsidepeople'shousesandthenfollowthem.Thatmustbe
tenible.lt's importantforfamouspeopleto havea private
life,awayfromthe cameras- just tikenormalpeople.
Speaker3 | don'treadthosemagazinesveryoften.I supposeI'm
quiteinterestedin famouspeopte,butI getboredwiththesame
namesandfacesallthetime.WhocaresaboutTomCruisethese
days?OrBritneySpears?ButeverytimeI pickupa magazine,
there'sanarticleaboutTomorBritney.lt'sridiculous!Theyneed
to find somenewcelebritiesto writeabout.
Speaker4 | buyall the celebritymagazinesassoonastheycome
out. I wantto knoweverythingaboutthesepeopte-
| .iustcan'tgetenoughinformationaboutthem!I'm notsure
why- | supposeit'stheglamourand romanceof it.The
beautifuldressesand diamondjewellery.I oftenthinkwhatit
mustbe tike,beingrichandfamous,and havingan exciting,
glamoroustife.Themagazineshelpmeto dream,I guess!
Exercise6 pagel
r FocusontheLearnthis!box.Givestudentstimeto read
it ontheirownandthengetthemto translatethepairsof
sentenceswitha partner.Seethe languagenotebelowfor
anexptanationofthechangein meaning.
KEY Openanswers
LAI{GUAGETOTE. VERBPATTERI{s
. Withremember,forget,stopandgo on the-ing form
referstoanactionthathappensbeforetheremembering,
forgetting,etc.andtheinfinitiverefersto thingsthat
happenafter.
. Try+ -ing meansto do somethingasanexperimentto
seewhatwill happen,whereaslry+ infinitivemeansto
makeaneffortto do somethingdifficutt.
. Althoughnotlistedin thisexercise,studentswillatso
haveheard/ikeusedwith-lng or infinitive.There
isa subtledifferencein meaningbetweenthetwo.
Compare:I likegoingiogging= | enjoyit. I liketogo
ioggingbeforeschool: I think it's a goodideato do
this(butI don'tnecessarityenioyit).
Exercise7 page7
. Givestudentsa minuteto thinkandmakea noteoftheir
answers.Asstudentsdothetask,goroundmonitoringand
checkingforcorrectuseofverbpatterns.Afterwardsconduct
a brieffeedbackaskinga fewstudentsto reportbackto the
classsomeofthethingstheirpartnertalkedabout.
Forfurtherpracticeof Verbsthatchangetheirmeoning,go to:
D1
KEY
l l ptaying
2 tostudy
4 to make
3 taking
5 to buy
6 to get
7 dancing
8 giving
3c2d
t Lessonoutcome
Askstudents:Whathaveyoulearned?Whatcanyoudo
now?andelicitanswers:I canidentifyandusedifferentverb
patterns.I canexpressopinionsaboutthepaporazzi.Ask:What
newverbsandphraseshaveyouleorned?
Surveillanc9ry
tEssol{ suillMARY.. a
Reading:an article;matching, multiple-choice
Listening:a song,Somebody'sWatchingMe
Speaking:a discussionaboutsurveillance
Topic:scienceandtechnology
Todo thelessonin 30 minutes,oskstudentsto
readthe textfor thefirst timeot home.
f Lead-in 2minutes
r Writesurveillance/sgrverlans/ontheboard.Exolainthat
if someoneisundersurveillancetheyarebeingwatched
veryclosely.Askl.Whois usuallykeptundersurveillance?
(Someonesuspectedof a crime,a memberof a gang,a wife
or husbandsuspectedof havinganaffair,etc.)Whokeeps
themundersurveillanceT(Thepotice,privatedetectives,
rivalcriminals,etc.)
Exercise1 page8
. Focusonthephotograph.Ask:Whotcanyousee?Students
wiltprobablysaycameraor videocamera.Directthem
towardsthewordsClosed-CircuitTelevision(CC-N)cameros
andpractisethe pronunciation/si:si:ti: vi:/.Ask:Whatis
a CCTVcameraT(ltis a televisionsystemusedforsecurity.
It iscalledclosedcircuitbecauseit isfora smalInumberof
viewersasopposedto broadcastft)
. ElicitwhereCCWcamerasarenormallyfound(shopping
centres,carparks,stations,airports,etc.).
Exercise2 page8
. Focusonthetaskandthenontheparagraphheadings.Ask
studentsto underlinethekeywords.Emphasisethatifthey
readthemcarefullyit witthetpthempredictthecontentof
thetext.
. Givethestudentsabout5 minutesto matchtheparagraph
headings.Makesuretheyunderstandthatoneheadingis
notnecessary.Encouragethemto sharetheirideasin pairs.
KEY A2 B6 c4 E3
Exercise3 page8
o Askstudentsto readthequestionsanddeaIwithany
vocabularyprobtemsthatarise.
r Givestudentsplentyoftimeto readthetextintensivelyto
answerthequestions.Theyshoutdunderlinethepartofthe
textthatgivesthemtheanswersandalsonotethenumber
ofthequestionnextto whatthey'veunderlined,sothat
duringfeedback,whenyouaskthemto giveevidencefor
theiranswerstheywittbeableto findit moreeasily.
KEY 1b 4d 5d 6d
Exercise4 pageg
. Gothroughthedefinitionstogether.Dothefirstoneortwo
definitionswithclassshowingthatmanyofthecluesarein
thewordsthemselves(cashmochine,monitoring).
Unitl.Oncamera

16. KEY
1 cashmachine
2 monitoring
3 passwords
4 itlegal
5 citizens
5 tag
7 download
8 software
9 shoptifters
Exercise5 pages f) r.o+
o Gothroughthewordsinthebox.Youmanyneedto explain
tricks- to ploya trickonsomeoneisto deliberatetytryto
makesomeonebelievesomethingthat'snottrue.
. Witha strongerclassstudentscancompletethegapsbefore
listeningto check.Remindthemto thinkaboutrhymeas
wellasmeaning.
. Witha weakerclassaskstudentsto readthroughthe lyrics
ignoringthegapsandthenptaytherecordingforthemto fitl
themin.
studentsto usetheideasandvocabularyfromexercise7
aswellastheirown.Allow3-4 minutes.-
Whenthegroupsareready,chooseonepersonfromeach
group.Theclassnowformthejury.Theirroleisto take
notesofthe argumentspresentedbyotherstudentsand
finallydecidewho- theopponentsortheproponents
- aremoreconvincing.
Thefourgroupschoosetheirspeakers,whotakeit in
turnsto presenttheirarguments.Theyhavea minute
each.Beforetheystart,explainthateverybodyshould
listencarefullyto theothersastheywitthavea chance
to respondto theargumentsofthe othergroupseither
strengtheningtheirpointorcontradictingit.
Whenthisroundis finished,allowgroupsto worktogether
againanddecidewhatto sayin thesecondround.Feed
phraseslike: ttlecompletelyagreewith ourfriendssoying
that ..., Wetotallydisagreewiththegroup whosaythot ..
After2-3 minutesletthe speakerstalkagain.Whenthey
havefinished,eachmemberoftheiurywritesdownon a
pieceof paper'for'or'against'statingwhosearguments
werethe mostappealing.
Readthedecisionof theiuryoutto theclass.lfyouwant
to becertainthatthereisn'ta draw,addyourownvote.
lf youwantto givefeedbackon students'mistakes,
considermakingnotesonthemisuseofverbpatterns.At
theendof activityreadyournotesoutto theclass.Elicit
corrections;putcorrectexamplesonthe board.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whotconyoud()
now?andelicitanswerslcan understandonarticleabout
surveillance.I cangivemyviewsonsurveillance.I havegot tt
knowthesongSomebodyWatchingMe.
Tail<ingaboutphotos
tESSOlt SUMilARY..,
FunctionalEnglish:talkingaboutphotos
Grammarandvocabulary:prepositions:looklike/lookasif/thouc,
Listening:dialogues;listeningforspecificinformation
Speaking:describingwho'swhoina photo
Topic:peopte
Todo thelessonin 30 minutes,keepthelead-i
brief,do exercise2 quicklyosa closs,keepto a limit of 3 or t
minutesfor exercise3 andkeeptheperformancesin exercist
brief.
r Lead-in 3 minutes
. Writethefoltowingquestionsontheboardforstudentsto
discussin pairsorsmallgroups:Doyouenjoylookingatoth,
people'sphotos?Whotsortofphotosdoyouenioylooking
at?Arethereanythatyoufind notsointeresting?Doyou likt'
havingyourphototokenTHavea quickclassfeedback.
Exercise1 page1o f) r.os
. Focusstudentsonthephotoandtheinstructions.Ptaytlr,
recordingforstudentsto readandlistenanddecidewho
Connor'ssisteris.
KEY
1 tife 3 home 5
2 price4 dream6
hair 9 tricks
showers 10 neighbours
phone 7
ry8
CUTTUREI{OTE- SOTEBODY'SWATCH'NGNE
Somebody'sWatchingMe wasfirstsungbyRockwell,an
Americansinger,withMichaelJacksonsingingbacking
vocals,in 7984.ln 2006,Beatfreakz,a Dutchgroup,made
a danceversionof it whichwasaninternationalsuccess.
Exercise6 page9
Dothisexerciseasa class.
KEY
paranoidWhenpeopteareparanoidtheyworrythatotherpeople
don'ttikethem,aretryingto harmthemorthatpeopleare
watchingthem.Withsurveillancepeoplereallyarewatchingthem.
Exercise7 page9
Gothroughthesentencesandansweranyquestionsabout
vocabulary,e.g.deter(putoff,stoppeoplewantingto do
something).Sometimesstudentsareshyto askwhenthey
don'tknowa wordorthinktheyknowthemeaning.ltwoutd
beuseful,therefore,to checktheirunderstandingbyasking:
Whichwordmeans...?andgivea definitionin Englishor a
translationofthewordyouraretryingto eticit.
Studentsworkin oairsto dividethesentences.
KEY For:2,3,7,9 Against:7, 4, 5,6,8
Exercise8 page9
. Youcouldfindoutthrougha showof handswhatstudents'
viewsarebeforetheystarttheactivityandpairthemso
thata studentwhois pro-surveillancesitswitha student
whoisantisothatdiscussionismoreanimated.Goaround
monitoringandfeedingin languageasnecessary.
ADDITIOl{AtSPEAKII{GACTIVITY
TellstudentsthatCCWcamerasaregoingto beinstalled
in yourschool.Brainstormandagreeontheplaceswhere
the camerasmaybe put(classrooms,halls,toitets?)and
whowill haveaccessto the screensandrecordedmaterial
(teachers,parents,thepolice?).
Dividetheclassintofourgroups.Twogroupsprepare
argumentsforor againstthe camerasfromthe pointof
viewof students.Twoothergroupsworkonargumentsfor
or againstfromthe pointofviewofteachers.Encourage
unit1. oncamera
,/

17. tAl{GUAGE I{OTE - LIKE
Thepreposition/ikein looklike+ noun/personmeans'to
resemble',in look/r'ke+ clausemeans'asiP.
Thedifferencemaybeillustratedwiththeseexamptes:
5helookslikea fomousmodel(: Sheresemblesa famous
personin herappearance).Shelookslikesheis a famous
model(= I thinksheis a famousmodet).
Exercise4 page1o
. Studentscompletetheexercisealoneor in pairs.Checkasa
class.
Exercise2 page1o
o Studentsdotheexerciseindividualtvordoit asa wholeclass.
KEY 1 at 2on 3 with 4in
IAI{GUAGE I{OTE - GUY
Studentswiltnodoubtbeveryfamiliarwiththewordguy,
whichisaninformalwordforman.ltcanbea veryuseful
wordto useat that'in betweenage'whenboysoundstoo
youngandmonsoundstooold.
Exercise3 page1o
. Gothroughtheinformationin theLearnthis!boxandelicit
furtherexamplesontotheboard.Practisethepronunciation
oflooksosthough.Thenaskstudentsto findthe
expressionsin thedialogue
KEY
1 Shelooksa bitlikeyou.
2 Helooksnice.
3 Youlookasthoughyou'rehavinga greattime.
Sarah Fromschoo[?
Connor No,Mikeand I ptayfor the samefootbaltteamon Saturday
morntngs.
Sarah Helooksas thoughhe fanciesyoursister.
Connor Whatmakesyouthinkthat?
Sarah Thewayhe'ssmilingand lookingat her.
Connor No,I don'tthink so.Anyway,he'sgota girtfriend.
Sarah Really?Shame.
Exercise7 pase1o
. Studentswritetheirdialoguesin pairs.Ina weakerclass
theyshouldwritefulldialogues.Ina strongerclassnotes
willbesufficient.Remindthemto usetheexpressionsfrom
thelesson.Circutateastheywrite,correctingmistakesand
hetping.
Exercise8 page1o
. Studentsactouttheirdialogues.Remindthemto speak
toudlyandclearly,to maintaineyecontactwitheachother,
andto showinterestin whattheotherpersonissaying.
Evenif theyhavewrittenoutthefulldialogueencourage
themto readaslittleaspossible.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotcanyoudo
now?andelicitanswers:I cantalkoboutphotos.I conidentify
whois who.I cansaywheretheyore in a photo. I cantalk about
howtheylook.
NotesforPhotocopiabteactivity1.2
Spotthedifference
Painrvork
Language:describingpictures,prepositions,present
continuous,clothes
Materials:onecopyoftheworksheetcutin halfperpairof
studentsOeacher'sBookpage124)
. Dividestudentsintopairsandgiveouttheworksheets.Tell
studentsthattheymustnotlookat theirpartner'spicture.
Explainthattheybothhavea pictureof a classphotobut
therearetendifferences.
r Remind/ elicitfromstudentsthelanguageof identifying
peoplein a photo:Theguyon theleft/right,Thesecondguy
on the left/righf, etc.
Studentsdescribetheiroicturesandaskouestionsabout
theirpartner'spicturein orderto findthedifferences.When
theyfinda difference,theVmarkit witha cross.
AskStudentA to beginbydescribingthefirstpersonon
theleft.StudentB listensandasksquestionsto findoutif
thereareanydifferences.Explainthatthedifferencesrelate
onlyto thepeople,andthattheremaybemorethanone
differencerelatedto eachoerson.
Stoptheactivitywhenmostpairshavefoundtheten
differencesandletthemcomparethepicturesto check.
Elicitthedifferencesfromthectass.Duringthisfeedback
teachthefollowingexpressions(Don'tpre-teachthemas
it wilt spoitthe activity):topull a (silly/funny)face,to leon
back,to fold your arms,to do a Vsign, to put/haveyour arm
roundsomebodv.
KEY
Frontrow
InpictureA theguyontheleftiswearinga stripyshirt.ln B he
iswearinga checkshirt.InpictureA heis leaningfonta'Cirith
hiselbowonhisknee.In pictureB heis leaningbackr,'i- 'ris
armsfolded.
InpictureA thesecondguyontheleftisn'earinga !aggi
T-shirt,in pictureB heiswearinga tightT-si';i
InpictureAtheguyinthemiddteofthef'o-:'.'", s r,ea-;-ga
long-sleevedT-shirt,in pictureB it'sgo:s-31sre€.es.
KEY
1 looked
2 looklike,looks
3 lookasthough/asifllike
4 tooklike
5 looksasthough/asifllike
Exercise5 page1o
. Doanexampletogetherasa classbeforestudentsworkin
oarr5.
Exercise6 pagero f) r.oe
. Lookagainat the photoin exercise1. Playthe recording.
Studentstabelthepeople.
TRAilSGRIPT1.05
Sarah Who'stheguyontheleft?
ConnorInthewhiteshirt?
Sarah No,inthegreyandwhiteshirt.
ConnorThat'sKim.He'sleffs brother.
Sarah Sohe'syourcousintoo.
ConnorYes.
Sarah Theydon'tlooklikebrothers.
ConnorOh,Ithinktheydo.Butthey'vegotverydifferent
personalities.Kim'sveryquietbutJeffs reallyoutgoing.
Sarah Who'sthegirlontherightinthewhitedress?
ConnorIthinkshe'sa friendofJeffs.I can'trememberhername
...Oh,it'sSandra.
Sarah Shelooksyoungerthaneveryoneetse.
ConnorYeah.shedoes.Ithinkshe'sabout74o(75.
Sarah Theguyinthewhiteshirtlooksnice.
ConnorHe'sa friendofmine.
Unitl.Oncamera ( 17

18. InpictureA thegirlintheskirtispullinga (sitly)face.Inpicture
Bsheissmiling.
InpictureA thegirtontherightiswearingglasses,in picture
B sheisn't.InpictureB sheisdoinga V-sign.InpictureA
sheisn't.
Backrow:
InpictureBthegirtonthelefthasgotherarmaroundthegirl
nextto her,in pictureA shehasn't.
InpictureA thegirlinthemiddlehasshoulder-lengthhair.ln
pictureB shehasshorthair.
InpictureBtheguyontherighthashishandontheshoulder
ofthegirtin themiddte,in pictureA hedoesn't.
tEssoll suillMARY .. &
Writing:a lettertoanexchangestudent
Reading:letters;identifyingtopics,inserting sentences
Topic:people
Todo the lessonin 30 minutes,studentsfinish
the writing taskfor homework.
f Lead-in 2-3minutes
. Writeexchangestudentontheboard.Elicititsmeaning
andbrainstormreasonswhypeopletakepartin thiskind
of exchange.(Toimprovetheirforeign[anguageandget
to knowanothercountry'scultureandschoolsystem,to
experiencetheindependenceof beingawayfromfamily.)
Askstudentsif theywoutdliketo do it. Why/ Whynot?
Wouldtheyliketo do it in the UK?lf not, whichcountryT
Exercise1 page11
o Focusonthetwolettersandtheinstructions.Seta time
timitforstudentsto readthemandanswerthequestions.
KEY
Luc,FranceGeorge,England Gloria,Spain Sarah,Wales
Exercise2 pagetl
o Focusonthetopics.Givestudentsa fewminutesto re-read
thelettersandidentifythetopics.Makeit clearthata topic
maybementionedmorethanonceandnotalltopicswiltbe
mentioned.
CULTUNEilOTE - BRITISH SCHOOTS
Year11 isthelastyearof compulsoryeducationin British
schools.Studentsprepareforpublicexams,GCSEs
(GeneralCertificateof SecondaryEducation)duringthis
year.Studentscanchooseto stayonforanothertwo
yearsafterthisto studyforA-levels,whicharetheBritish
equivalentof school-[eavingexams.
Exercise4 page1r
. Readthewritingtip asa class.Gothroughtheinstructions
forthetask.Thisptanningstagecanbedonein pairs,
althoughthewritingstagewiLlneedto bedoneindividuaLly.
Exercise5 page11
. Allowabout20 minutesforthisstage.Walkaround
correctingandhelping.Whenstudentshavefinished,get
themto swapletterswithanotherstudentto checkfor
mistakesbeforetheyhandtheircompositionsin.Encourage
fastfinishersto writemoredetailedletters.
t Lessonoutcome
Askstudents:Whathoveyoustudiedtoday?Whatcanyoudo
now?andelicitanswers. I conwritea letterintroducingmyself.,
canorganisemyideosintotopics.
TOPfC.e&
Peopte,healthandtifestyle,shoppingandservices
t Lead-in 2-3minutes
. Standin frontoftheclass,andaskstudentstosaywhat
adjectivestheywoutduseto describetheclothesyouwear
(e.g.casual,formal,trendy,traditional,colourful).
r Askstudentsto workin pairs,anddescribetheirpartner's
ctotheswiththreeor fouradiectives.
r Coltectsomeadiectivesontheboardandcheck
comorehension.
ExerCiSe1 page12 2-3minutes
. Checkthatstudentsunderstandtheadjectives.
. Studentsthinkofctothestheyliketowear(ratherthanthose
theyarewearingto class),andchoosefouradjectives.
r Getfeedbackfroma fewstudents.
Exercise2 paget2 f) r.oz 8-10minutes
@
a
a
Explainto studentstheyaregoingto hearsomeone
describinghowdifferenttypesof peopleusuallydress.
Allow1 minuteforstudentsto readthroughtheinstructions
andthetaskitems.Tellstudentsto payparticularattention
to negativestatementsastheymayoftenbemisleading.
Theymayfindit usefulto undertinenegativeexpressions
aswellaskeywords.ldentifyingkeywordsis easierifyou
analysewhatkindof informationmaybefalse.
Remindstudentsthata pieceof informationisonlycorrect
if it agreeswiththe recordingtext,andis onlyfalseif the
recordingmakesit clearthatit is untrue.lfthereis no
informationin thetextabouta statement,theyshouldmark
Notstatedratherthanusetheirowniudgement.
Askstudentsto checktheircompletedanswersafterthe
secondlistening.
Ptaythe recordingtwicewitha 3O-secondpausein between.
Checkanswers.Discussstudents'exoerienceofthetask.
KEY
George 1 e
Gloria 1 e
2g
2d
3b
3c
4a
4a
Exercise3 pagert
. Focusattentionontheinstructions.Studentsworkin oairs
to matchthesentenceswiththegaps.
KEY 1e 2b 3g
Unitl.Oncamera
4a 5f 6c 7d
KEY 1F 2I 3F 4N5 5NS 6F 7F 8T

19. TRAilSCRIPT 7.07
Sometimespeoptefeettheyshoulddressin a certainwaybecause
it'sfashionable,buttheycanend up feelinguncomfortablein the
clothesthey'vechosen.Youcanavoidthis byclarifyingwhatkind
of wardrobepersonalityyouare,and chooseandwearctothesthat
suityou.Therearefourwardrobepersonalities:Dramatic,Classic,
Romanticand Naturat.Butit's certainlypossibleto be a mixtureof
lifferentpersonalitiesor to changeovertime.
Jramaticwardrobepersonalitieshavea clearlydefinedstyleand
.rrenotafraidto standout fromthe crowd.A typicalDramaticwill
re drawnto vivid,brightcotoursand shockingcombinations.They
:oveto dressup onedayand be completelycasualthe next,but
lheirmainaimis to drawattentionto themselves.Someenjoy
dressingin designertabelsbut manypreferexpressingtheir
individualitybyshoppingin second-handshops.
Classicwardrobepersonalitiestendto be farmoreself-confident
fhanDramatics.Theirchoiceof clothingis oftenconservativeto
,eflecttheirreservedpersonalities.Classicshaveexcellenttaste
,lndoftenbuyexpensiveclothesthatwitllastforyears.Their
,efinedtasteextendsto theirchoiceofiewelleryand eventheir.
nairand make-upwhichis sophisticatedbut alwaysunderstated.
Classicstakepridein theirappearanceandwilt tookspotlesseven
ivhendoingthegardening!
Romanticwardrobepersonalitiesloveto lookartisticand avoid
the cteanlinesandminimaldetaitthatClassicpersonalities
love.They'reattractedto anythingthat communicatesluxury
andexpense.Theyloveexoticpefumes.Youcanoftensmella
Romanticbeforeyou canseethem,and onlyan expensiverangeof
make-upwilldo. However,too oftenRomanticsoverdothe detait,
oerfumeand make-uo.
Thelastwardrobepersonalitytypeis Natural.Forthem
comfortabte,practicalclothingis of the greatestimportance.They
oftenleadveryactivetifestylesandtendto seeformalclothesas
too restrictive.Theirwardrobeis minimaland manydo not even
owna make-upbag.ExtremeNaturalsneedto be carefuInotto
presentthemselvespoorlyat formaloccasions.
It is importantto beawareof yourwardrobepersonalityand
expresswhoyou reallyare. Butremember,don'tbe afraidto
changeand reftectthe differentsidesofyour personality.
Exercise3 page12 5minutes
. Askstudentsto lookat thetitteof theartictein exercise
4 (Sizezero)andto tryandpredictwhatit witlbeabout
(modelswhoareextremetythin).
. Exptainthatthekeyto completinga gapfilttasksuccessfully
isunderstandingthecontext,andunderstandingthegeneral
themeof thetext.Tel[studentsthatthisexercisewillhelp
withthis,soit is importantnotto fitlin anygapsyet.
r Studentsskimreadthetextto decideontheanswer.
r Checktheanswerin pairs,thenhavea quickclassfeedback.
KEY b
ExerCiSe4 pagetZ 7}-Tzminutes
Exptainthatin a Useof Englishtaskthemissingwordstend
to begrammarwords(e.g.prepositions,auxiliaries),verb
formsor partsof phrasalverbs,collocationsor phrases.
lftheygetintothehabitof learningnewvocabularywith
wordsthattheyusuallygowith,it witlhelpthemin thiskind
oftask.
Otheritemsteststudents'knowledgeofvocabulary,
theseoftenincludesynonymsorwordsthathavesimilar
meanings,falsefriendsandwordsoftenconfusedby
languagelearners.Encouragestudentsto recordsuchnew
vocabularywithexamplesillustratingthedifferencesin
meaning.
Advisestudentsto readthetextcarefullyandto tryto
eliminateanswersthataredefinitelywrongwhentheyfirst
gothrough.Theyshouldthenre-readthetextandmaketheir
choices.Remindthemto checktheircompletedanswers
attheend,andmakesuretheydo notleaveanyquestions
unanswered.Intheexam,thereisnopenaltyformarking
thewronganswer.
Checkasa class.
KEY
1c
2b
5c
6c
7c
8a
9c
10a
3c
4b
Exercise5 page12 5minutes
Readtheinstructionsasa class.Explainthatintheir
descriptionsstudentsshoutdtryandfocusoneachofthe
threepointofviewmentioned.Encouragethemto tryto
gobeyondtheseto scoremorepointsin theexamtask,by
speculating,forexample,whathashappenedbefore/what
isgoingto happenafterwardsor bybringingintheirown
relevantexperiences.
Focusstudentsonthefirstphotoon page12.Brainstorm
someusefulvocabularyandstructuresthattheycoulduse.
Referthembackto lessons14and1F.
Studentspreparesomequestionstheycouldaskaboutthe
photoindividually.
Theydothetaskin pairs,askingandansweringquestions
aboutthepicture.Askthethreequestionsaroundtheclass
to followup.
ExefCiSe6 page72 8-l0minutes
o
a
Readthequestionsasa class.Pre-teachoffthepeg(buying
ready-madeclothesratherthanhavingclothesmadeto
measure),andaskstudentsifthereisa wordorexpression
witha similarmeaningin theirown[anguage.
Explainthatinthistypeoftaskthefocusisonfinding
similaritiesordifferencesbetweenthetwosituations,not
ondescribingthedetailsofeachimage.Theycanmention
specificdetailsto illustrateanypointstheywantto make.
Allowa minuteortwoforstudentsto collecttheirthoughts
abouteachofthequestions.
Modelthetaskwitha strongerstudent.
Studentsin pairstakeit inturnsto dothetask.Encourage
themto noteanydifficulties,goodor Jacpoints,andgive
feedbackto eachotherafterthevboif.finished.
Conducta classfeedbackbvaskineaboutthedifflcultiesor
issuestheydiscussei.
+ Lessonoutcome
Askstudents:Whothoveyouleorned,/prlctisedtodayT
Elicil:I havepractisedcompletinga true/false/notstated
listeningtask.I havepractiseda multiple-choiceclozetask.I can
comporeandcontrastphotosanddiscusstheissuesinvolved.
Getreadyforyourexam1

20. TOPIC a & /.&
People,society,freetime
t Lead-in4 minutes
. Writefomousandpopularontheboard.Elicitthenoun
forms(fame,poputarity).
. Ask:Whatcouldyoudo to becomefomous?andnotesome
of thestudents'ideasontheboard.
r Ask: Whichof thesethingsbroughtfamea hundredyears
ogo?Underlinetheappropriatenotes.
r Ask:Wosit easierto becomefamousin thepastor is it
easiertoday?Why?Conducta shortclassdiscussion.
ExerCiSe1 page13 5minutes
o Studentsworkin pairs.Encouragethemto expresstheir
opinionsandsupportthemwithat leasttwodifferent
argumentsandexamptes.
r Aska fewpairsto reportbackto theclass.
EXefCiSe 2 page73 t5-76 minutes
Askstudentsto readthewholetextandthesixheadings
carefu[[ybeforetheystartcompletingthematchingtask.
Remindthemthatoneoftheheadingswillnotbeneeded.
Explainto studentsthateachparagraphin a textis
organisedaroundonekeyidea.Thefirstsentenceof a
paragraph(thetopicsentence)usuallysetsupthiskey
idea,whichthe paragraphthenexploresin moredepth,
andthelastsentenceusuallysummarisesthetopicofthe
paragraph.lf studentsunderstandthis,it witlbeeasierfor
themto completethetask.Theycanunderlinethoseparts
ofthetext(keywords,etc.)thatidentifythekeytopicof
eachparagraph.
Studentscompletethetaskindividuatty.Tellthemto check
theiranswerswhentheyhavefinished,andto makesure
theremainingheadingcannotbematchedto anyofthe
paragraphs.
Checkasa class.Askstudentsto iustifytheirchoicesby
supportingthemwithexamplesfromthetext(forexample,
usingthefragmentstheyundertined).
Youcanaskfastfinishersto readthetextagain,andmakea
listofthe advantagesanddisadvantagesoffamethearticte
mentions.
KEY 1B 2D 4F 5A
ExerCise3 page13 5minutes
. Studentsworkindividually,usingthecontextto matchthe
definitionsto thewordsorexpressions.Theyshoutdusethe
informationinthearticleto dothisratherthandictionaries
ortheirnotebooks.
r Checktheanswersasa class.
Exefcise4 page13 5minutes
. Studentscanworkin pairsorsmallgroups.Encourager
to saywhattheyknowandthinkaboutthestarsaswel
describetheirlooks,thewaytheydress,theirpersonal
andhowtheyfeelaboutfame.
. Youcanaskthemto bringintoclassphotosoftheirfav,
stars,oryoucanbringin somephotosfrompopular
magazinesor printedofftheInternetyourself.
EXefCiSe 5 page13 8-10 minutes
@
Readthroughtheinstructionsandthefourdescription"
asa class(NBthefilmsdescribedarefictitious).Check
comprehensionof keyvocabulary,or pre-teachepic,
subtitles.
Checkthatstudentsunderstandtheconceptof cinema
certificates(agetimits).Ask:Istherea similarsystemit,
country?Whatarethe differentcertificates?Areyoual[o
toseea 15film if youare14butyouareoccompaniedi
adult?
Askstudentsto thinkaboutwhattypeof fitmstheyusu
tike.Aska fewstudentsaroundtheclassforexamoles
Studentsworkin pairs,anddiscussthefouroptions.5'
time[imitof 5 minutesforthepairsto agreeorcompror
ona film.Referstudentsto theFunctionsBankinthe
Workbookforusefulphrases.Walkaroundandmonitoi
activity,makinga noteof anyseriouserrors(mistakesi:
appropriacyaswellasgrammaticalerrors).ComebackI
theseerrorsin a laterlesson,butdo notinterruptthecL
activity,asit focuseson practisingfluencynotaccurac'
Asksomepairsto reportbackwiththeirconclusions,ar
explainthereasoningfortheirdecisions.
CUTTUREIIOTE . FIIT CTASSIFICATION
TheBritishBoardof FilmClassification(BBFC),originalL
BritishBoardof FilmCensors,istheorganisation
responsibleforfilm,DVDandsomevideogame
classificationwithintheUnitedKingdom.
Theycurrentlyissuethefoltowingcertificates:Uc(suitar
forall,especiallyforyoungchildrento watchon theiror
U (suitabteforatD,PG(atlagesadmitted,butparentsai
advisedthatcertainscenesmaybeunsuitableforchili'
under7),124(suitabteforthoseaged12andover.Thc
agedunder12areonlyadmittedif accompaniedbyan
adul0,15(onlyforthoseaged15andover,nobody
youngerthan15mayseea 15filmin a cinema),18 (on
forthoseaged18andover,nobodyyoungerthan18 nr,
seea 18filmin a cinema).
Inthe UnitedStates,theMotionPictureAssociationof
America(MPM)issuesratingsformovies,butthisis no
compulsoryfor cinemasto enforce.
Theycurrentlyusethe followingratings:G(general
viewing:similarto U inthe Ul0,PG(similarto PGin the
Ul0,PG-13(parentsstronglycautioned:somematerial
maybeinappropriateforchildrenunder13),R(restrictr
viewersunder77 requireaccompanyingparentor adull
orolderwithphotolD)andNC-17(noone17or underi,
admitted),
I Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtoday?Elic
hovepractisedusingkeywordsandtopicsentencesto mol
headingsto parographs.I haveproctisedworkingout the
meaningsof unfamiliorwordsfromcontext.I hqve.learned
mokearrangementsforon eveningout.
3C
KEY
1 publicity
2 cheering
3 snap
4 critics
5 inthepubticeye
6 gossip
7 crew
8 location
9 premiere
20
) Getreadyforyourexam2
./

21. GrammaF pasttensecontrast. usedto. exclamatorysentences
Speaking. talkingaboutfeetings. describingearlymemories
r discussingimportantdays. describingand reactingto a story
Writing . a narrative
Howdidyoufee[?
, THts,uf,tr txcLUDEs a @
Vocabulary. feelings. nounformation. adiectiveprefixes. adjectives+
hrAnncifi^n< o <enrranrino urndc o -oi/-inn ediorrirrac r nhrrcrlrrorhc
LESSOI{ SUMMARY .. E
/ocabulary:adjectivesforfeelings
-istening:shortmonologues;listeningforgistandspecific
r1lrmatiOn
Speaking:talkingaboutmemoriesandfeelings
Topic:people
Todo the lessonin 30 minutes,keepthe lead-in
-,'ief,setthe VocobularyBuilderexercisesashomeworkand
'ep exercises7 andI brief.
+ Lead-in 3-4minutes
. Writethefollowingadlectivesontheboard:irritated,
disoppointed,scored,excited.Ask.Whatis the connection
betweenthesewords?(Theyarealladjectiveswhich
describefeetings.)Askstudentsto workin pairsto makea
listof threethingsthatmakethemfeelthesefeelings.For
example,scared:heights,spiders,rollercoasterrides.Aska
fewpairsto readouttheirlists.
Exercise1 page14
" Checkthatstudentsunderstandandcanoronouncethe
adjectivesinthebox.Thewordswhichoftenpresent
problemsof pronunciationareguiltyl'grltil,jealous
'cl;cles/,relievedlrr'litvdl,scaredlskeadlandembarrassed
rnr'brclast/.Modelanddrittthemchorallyandindividually.
. Focusonthephotosandeticitthefirstanswerbeforeasking
studentsto continuein oairs.Insistonfullsentences.
I(EY
I upset
2 excited/delighted
3 bored/confused/nervous/depressed
4 fedup/irritated
5 amused/pleased/excited
Exercise2 paget4
. Todemonstratetheactivity,mimeoneoftheadjectives
yourselfandask:HowdoIfeelTAskanothercoupleof
studentsto dothesameinooenclassbeforethestudentsdo
theactivityinclosedpairs.Watkaroundmonitoring,listening
outespeciallyforcorrectpronunciationoftheadiectives.
Exercise3 page14
. Studentsworkindividuatly.Letthemcompareanswersin
pairsbeforecheckingwiththerestoftheclass.
KEY 1b 2c 3a 4c 5b 6a 7b 8a
Exercise4 paget4 f) r.oa
. Explainthatstudentsaregoingto hearfivedifferentpeople
talkingabouteventsintheirtife.Pointoutorelicitthatthere
aresixeventsandonlyfivespeakerssoonewitlnotmatch
anyof them.Ptaytherecordingonce.Checkanswersasa
class.
prepositions. sequencingwords. -ed/-ingadjectiveso phrasaIverbs
nKEOO K pages72-78 .Self checkpage19
KEY 1c 2b
TRAilSCRIPT 1.08
Speakert WhenI wasten,myparentsdecidedthattheywanted
meto goto StMartin'sSecondaryschool.Youneededto pass
a difficultexamto getin.SoI tookthe exam- and I failedit.
WasI disappointed?Notreally.I didn'twantto passtheexam,
becauseI didn'twantto goto StMartin's.I wantedto goto
WhiteStoneComprehensive,withallmyfriends.Sofor me,
failingwasbetterthanpassing!ButI didn'ttellmy parentsthat,
of course.
Speaker2 | remembermy bestfriendat primaryschoolwas
caltedMandy.Wewerealwaystogether- we sat nextto each
otherin class,we playedtogetherin the ptayground.Thenone
day,I gotto schootand Mandydidn'twantto sit nextto me
- shewantedto sit nextto Karen.Urgh!Karen!| stilldon't tike
the name.At the time,I feltreattybad.I gotangrywith Mandy
aboutit, andshoutedat her- but ofcourse,thatdidn'thetpl
Speaker3 WhenI wassix,I reallywanteda bikefor my birthday.
I remembergettingout of bed reallyearlythat morningand
goingdownstairs.Inthe middteof the livingroom,was
an enormouspresent,allwrappedup in colouredpaper.I
couldn'twait!| unwrappedit, and insidewasa fantasticnew
bike.lt wasthe bestpresentever!I'll neverforgetthe feeling
whenI tookthe paperoff and sawit forthe firsttime.
Speaker4 WhenI wasaboutnine,mycousingotmanied.lt was
quitea bigwedding- atlthefamilywerethere,andlotsof
friendsfromourvillage,too.I wasreattytookingforwardto it.
ThenI sawthe dress- the dressthatmyparentswantedmeto
wear.lt wasawful- bigandshinyand pink,andnotthe kindof
thingI tikedwearingat al[.I alwaysworejeansandT-shirts.But
myparentsinsisted.I feltso uncomfortabtein thatdress- and
whenmyfriendssawme,myfacewentbrightred!
Speaker5 lwasfivewhenI startedschool.I remembermymum
sayinggoodbyeatthe schoolgate.Ithinkshewascrying!|
didn'tcry- butI didn'tfeetgood.Alttheotherchildrenseemed
enormous!AndI didn'tknowanybodythere.ltwasatlsostrange
andnew.Iwantedto run!| wantedto openthegateandrunallthe
wayhome.Infuct,I remembertryingto openthegateandescape,
butI couldn't!
Exercise5 page14 f) r.oa
o Playtherecordingagain,stoppingaftereachrecording
forstudentsto notedowntheiranswers.Witha weaker
class,stopaftereachspeakerandaskcomprehension
questionsto guidethemto therightanswer.Forexample,
afterthefirstspeakerask:WhatwostheexamT(entranceto
StMartin'sschool)DidhepassT(No)Didhewonttogo to
StMartins?(No)5o howdid hefeel?(relieved).
KEY
1 relieved
2 jealous
3 detighted
4 embarrassed
5 scared
Exercise6 page14
r Youcouldkeepthisexercisebrieforyoucoulduseit asan
opportunityforsomeextendedfluencypractice.
. Focusattentionontheeventsin exercise4. Startoffby
givingyourownminianecdoterelatedto oneoftheevents.
Thengivestudentstimeto lookattheeventsandnote
downsomedetails.Write:WhatTWhere?Who?When?Whv?
5a4f3e
.^
Unit2.MemoriesI 21

22. onthe boardasa prompt.Encouragethestudentsto ask
questionsto helptheirpartnersexpandontheirstories.
. Thiscouldalsobetreatedasa diagnosticexerciseto see
howwellstudentsusenarrativetenses,whicharecovered
inthenextlesson.
Exercise7 page74
. Makesurestudentswritenotes,notfullsentences.Go
roundhelpingstudentswithideas.
Exercise8 page14
. Again,encouragefollow-upquestionsifthereistime.
Circulateandnotedownanyimportantmistakesto beused
fora brieffeedbackattheend.Rememberto includesome
positivefeedbackasweIt.
o Aska fewstudentsto reportbackontheirpartners.
Forpracticeof Nounformation,go to:
KEY
1 -ment:disappointment,embarrassment,excitement
-ion: confusion,frustration,irritation
-ness:homesickness,neryousness,sadness
o Focusontheinstructions,getstudentsto readthetextand
thenasktheclassto sayhowthethreepeoplemighthave
reacted.Youmightneedto explainbounceandstare.
KEY
Possibleanswers:a scared b irritated c embarrassed
Exercise2 pase15
r Focusonthe bluewordsin thetext.Eticitthathadcomeis
pastperfect,werechattingis pastcontinuousandwentis
pastsimple.Thengetstudentsto writep.s.,p.c.andp.p.
nextto theotherverbs.Askstudentsto tellyouwhichof th,
verbsareirregular(go,sit,throw,come,do).
KEY
pastsimple:went sat threw bouncedlandedsmashed
pastperfect:hadcome haddone
pastcontinuous:werechattingwasrainingwasstaring
Exercise3 page15
. Givestudentsa fewminutesto lookattheLearnfhislbox
andcompleteit individually,thenreadit asa class.
KEY
1 pastcontinuouslt wasrainingandthe skywasgrey
2 pastsimple / threwa stone,it bouncedoffa tree,londedon
3 pastsimple;pastcontinuousWhenmyauntcomeoutside
wasstaringatthe brokenwindscreen
4 pastperfectI couldn'tbelievewhatI haddone
KEY
I 1 broke,wasplaying
2 asshining,decided
3 had,got
waswaiting,saw
waslistening,didn'thear
wasgetting
Katehada showeraftershehadptayedfootbalt.
Theplantsdiedbecausewe hadforgottento waterthem
Wewentoutafterwehaddoneourhomework.
I boughta newmobilephonebecauseI hadlostmyoldone
Theircarstoppedbecausetheyhadn'tboughtanypetrol
I lockedthedoorafterI hadleftthe house.
2 1 embarrassment
2 disappointment
3 confusion
4 excitement
5 homesickness
5 sadness
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotconyoudo
nowTElicit:I cantalkaboutdifferentfeelings.Ask:Whatuseful
wordsandphraseshoveyoulearned?
Pasttensecontrast
tEssoil suMilARY .. * *'
Grammar:contrast:pastsimple,pastcontinuous,pastperfect
Reading:storiesaboutearlymemories
Speaking:tatkingaboutyourearliestmemory
Todo the lessonin 30 minutes,do exercises5
and6 asa classandsettheGrammarBuilderashomework.
t Lead-in 3minutes
o Writethe headingchildhoodmemoriesontheboard,
followedbythististof important'firsts':
your firstEnglishlesson your firstCD your firstbest
friend your firstbedroom yourfirst ...
. Askstudentsto thinkof moreimportantfirstsandaddthem
to thelist(firstdayat primaryschool,firstexam,firsttrip
abroad,firstdate,firstmobilephone...)Studentstakeit in
turnsto telleachotherwhattheycanrememberaboutthese
firsts.Encouragethemto usethefeelingsadjectivesfrom
thepreviouslesson.
Exercise1 page15
o Focusonthephoto.Askstudentsto describewhattheycan
seeandwhatmighthavehappened.Elicittheirideas.You
mayneedto teachwindscreen.
Exercise4 page15
o Studentsdiscussthedifferencebetweenthesentencesin
pairs.Gothroughtheanswersasa class.
. Ina weakerclassstudentsmayfindit difficuttto formulate
sentencesexplainingthedifferences.Askconceptquestion
instead.E.g.ln numberone,did Kimopenthepresent
beforeI got to thepartyT(No.)Alter?(Yes.)
KEY
1 KimopenedhispresentsafterI arrived.
2 Kimwasinthemiddteof openinghispresentswhenI arrived
3 KimopenedhispresentsbeforeI arrived.
Exercise5 page15
o Studentscandothisexercisein pairs.Whenyougothrougt
theanswersaskthemto explainwhythewronganswersar,
wrong(inthestudents'own[anguageif necessary).
4
5
6
22
3
4
5
5
7
Forfurtherpracticeof Pasttenses,go to:
g Unit2.Memories

23. KEY
- 5roke,wasdoing
- Left,hadrained
: ,,rasbringing
- arrived,helped
5 hadworked,stopped
6 wasdriving,crashed
7 gotup,had,went
8 had,hadn'teaten
Exercise6 page15
. ln a weakerclasspre-teachdoll,tap andceiling.
. Studentscanworkin pairs.Letthemcomparetheiranswers
withanotherpairbeforecheckingasa class.Forextrafreer
practice,beforeyoumoveontothepersonalisedstoriesin
exercise7,youcouldaskstudentsto closetheirbooksand
tryto retetlSytvia'sstory.
KEY
t had given
i was playing
3 noticed
4 decided
5 had washed
5 took
/ put
8 wasshining
9 waswaiting
10 heard
11 looked
12 waspourlng
13 hadn'tturned
14 haddecorated
Exercise7 page75
. Tellthestudentstheyaregoingto talkaboutoneoftheir
earliestmemories.Gothroughthequestionstogether.Give
themtimeto choosewhattheywantto talkaboutandplan
whattheywantto say.Monitorandhelpwithvocabulary
whilethey'remakingnotes.
. Modeltheactivityfirstbytetlingthemthestoryof oneof
vourearliestmemories.Youcouldpausefromtimeto time
andgestureforthemto askyouquestions.
Exercise8 page15
. Studentstelttheirstoriesto thewholeclassorto a oartner.
Monitorwhiletheyareteltingtheirstories(iftheydo it in
pairs)butdon'tovercorrectat thisstageastheyareunlikely
to getallthetensesrightstraightaway.
OPTIOl{AL ACTIVITY . METORIES
Afterthestudentshavetoldtheirchitdhoodmemorystoryto
a partner,youcouldputthemintonewpairsandaskthem
to recounttheirfirstpartne/sstoryto theirnewpartner.You
mightneedtowamthemthattheywitlbereteltingthestory
sothattheypayfultattentionto altdetails.
t Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudonow?
andelicit:I condescribemyearliestmemoryusingdifferent
posttenses.
NotesforPhotocopiabteactivity2.1
WhenAndymetSandy...
Groupwork
Ianguage:pastsimple,pastcontinuousandpastperfect
Materials:onecopyoftheworksheetperstudentor perpairof
students(Teacher'sBookpage125)
. WriteWhenAndymetSondyontheboardandexplainthat
studentsaregoingto writea storyabouthowthesepeople
metandwhathappened.
. Studentsworkindividuallyor in pairs.Handouta copyof
theworksheetto eachstudentor pairofstudents.Readjust
thefirstquestiontogether.Givestudentsabouta minuteto
writetheanswerto theflrstquestion.Theycanwritemore
thanonesentenceandthevmustwritesentencesinfull.
Remindthemthatthestoryisin thepastandencourage
themto usea rangeof pasttenses.Thequestionsin italics
arethereasprompts.Theydon'thaveto answeratlof them.
Tellthemnotto showtheirsentencesto otherstudents.
Whentheyhaveansweredthequestion,askstudentsto fold
thepaperbacksothatthetheiranswerisonthereverse.
Theypasstheirpaperto thestudent(s)ontheirleft.Tettthem
notto lookattheanswerstheirneighbou(s)havewritten.
Givethema minuteto answerthenextquestion.Aftera
minutetheyfotdthepaperoverandpassitto theleft.
Theyrepeattheprocessuntiltheyhaveansweredatlthe
questionsandfinishedthestory.Attheendtheyunfoldthe
paperandtakeit in turnsto readoutthestoriesto theclass.
Therestofthestudentslistenandcheckthatthelanguage
iscorrect.
Finally,havea voteonwhichisthefunniest/ most
interestingstory.
tEssol{ suMilARY o. * i:;
Reading:atextaboutPoppyDay
Listening:3 shoftinterviewsaboutPoppyDay;listeningfor specific
information
Speaking:talkingaboutrememberingsoldiers
Topic:Engtish-speakingculture
Todo thelessonin 30 minutes,keepthelead-in
brief,setthe VocabularyBuilderexercisesashomeworkond
askstudentsto readthetextfor thefirst timeot home.
t Lead-in 4 minutes
r Beforestudentsopentheirbooks,writeWARontheboard
andwritebattle,soldierunderneath.Givestudents,in
pairs,twominutesto writedownotherwordsor phrases
associatedwiththetopic.Eticitthephrasesontotheboard.
Exercise1 page16
Focusonthephotoandelicitasmuchinformationas
possible:Whocanyousee?Whereis it?Whattimeofyear
is it?
Focusonthetaskandaskstudentsto readthetextfairly
quicklyto underlinetherelevantsentences.Theyshouldnot
bedistractedbysentencesthatarenotrelevantto thetask.
KEY
PoppyDay,11thNovember...
ThefirstPoppyDaywas...
Then,at 11a.m.on 11thNovember...
Manypeoplestopandthink...
Thereareceremonies...
Themostimportantceremony...
Exercise2 paget6
. Studentsdotheexerciseontheirownwitha timelimitof 5
minutes.Emphasiseto studentsthatwhendoingmultiple-
choicequestionstheyshouldreadalltheoptionscarefully
andnotiumpto anyconclusionsaboutthecorrectanswer.
Unit2 . Memories

24. KEY 1b 4b
Exercise3 pase16 f) r.oe
o Focusontheinstructions.Makesurestudentsunderstand
thatwhentheylistenforthefirsttimetheydon'tneedto do
anymorethantickthe peoplewhowearpoppies.
KEY 7/ 2X 3,/
TRAISCRIPT1.09
KEY
1 impossibte,disabled,unemployed
2 1 Mymum'sveryimpatient.
2 Mybedroom'squiteuntidy.
3 Mywriting'salwaysitlegible.
3 Openanswers
Mytifeis quitedisorganised.
I eatat irregulartimes.
I thinkI'mquiteinsensitive.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatcanyou
do nowTElicit:I haveleornedabouthowsoldierswhohave
fought in warsorerememberedin Eritain.I candiscussthe
significanceof importantdoys.I havelearnedhowto change
themeoningof adjectivesbyaddingprefixes.
tEssot suMilARY ... e
Grammar:usedto
Listening:descriptionofa ghosttown;multiplechoice
Speaking:tatkingaboutpasthabitsandsituations
Todo the lessonin 30 minutes,keeptheleod-
in brief,settheGrammorBuilderashomeworkondlimitthe
performancesin exercise70.
i Lead-in 2minutes
o Askstudentsto brainstormactivitiesthattheydo intheir
sparetime.Theythendecidewhichofthesethingstheir
grandparentscoulddowhentheywerechildrenandwhat
theymighthavedoneinstead.Don'texpectthemto comeup
withusedfo atthisstage.Thisisjusta lead-into thetopic.
Exerciset pagetr f) r.ro
r Focusonthephotoofthe people,ask:Whot'sthe
relationshipbetvveenthetwopeople?Howold do youthink
sheis?ln whichdecadewasshea child...the40s...the 50s
...the60s?Thenlookat thephotoof thevillageask:What
canyousee?Wheredo youthinkit is?Whendoyou think the
photowostaken?Howdoyouknow?Focusonthe task,ptay
therecordingandelicitanswersfromtheclass.
KEY 1 No 2 Yes 3No
Exercise2 pagetl
Studentsworkalone.Checkanswers.
KEY
Whatdidyouuseto do?
Weusedto sitandchat.
Didyouuseto watchtelevision?
Wedidn'tuseto leavethevillageveryoften.
5c3a2a
4
5
6t
lnt.
Girl
lnt.
Girl
Int.
Girl
2
Int.
Boy
lnt.
Boy
Boy
3
lnt.
Girl
lnt.
Girl
lnt.
Girl
lnt.
Doyoualwaysweara poppy?
Yes,I do.
whv?
I thinkit'sveryimportantto rememberthesoldierswhodied
Inwars.
Whydoyouthinkthat?
Theymadetheultimatesacrifice- theygavetheirlivesfor
otherpeople.Weshouldn'tforgetthem.
Doyoualwaysweara poppy?
No,I don't.
Whynot?
Well,I supposeit'sbecausethewarwasa longtimeago.lt
doesn'tseemveryimportantto me.Ithinkweneedto stop
thinkingaboutthepastandthinkaboutthefuture.
Don'tyoufeelit'simportantto remembersoldierswhogave
theirlives?
Ijustthinkwarisa horriblething.Weshoutdtryto forget
wars,notrememberthem.
Doyoualwaysweara poppy?
Yes,I do.Always.
whv?
Becausewhenyoubuya poppy,themoneygoesto helpex-
sotdiersandtheirfamilies.lt'simportantto lookaftersoldiers
whentheycomehome.Mybrother'sinthearmy.
Butshouldn'tthegovernmentdothat?
Well,yes.Butordinarypeopleneedto help.Soldiersrisktheir
livesto protectthepeopleathome.
Exercise4 paget6 f) r.oe
. Witha strongerclassstudentscompletethe sentences
aloneorin pairsandthenlistento check.
r Witha weakerclass,gothroughthe sentencestogetherasa
classandpredictor rememberthewordsinthegapbefore
listeningto check.
KEY
1 important,died
2 made,gave
3 past,future
4 forget,remember
5 soldiers
5 protect,home
Exercise5 pagero
r Askstudentsto writea Yes,Noot Notsurenextto each
statementandthencompareanswersin pairsorsmallgroups.
Exercise6 page16
. Givestudentstimeto reflectontheirviewsaboutremembrance
andto pooltogethertheirknowledgeofspecialdaysdedicated
to soldiersdefendingtheircountry,thendiscussthequestions
in pairs.
ForpracticeofAdjectiveprefixes,go to:
usedto
24 | Unit2.Memories
t
./

25. KEY
: u[e1 past,different
- usedto 3 didn'tuseto
- usedto 4 Did
ixercise 3 page17
'
=ccusontheleornthrslbox.Studentscancomparewitha
rartnerbeforeyoucheckanswers.Attheend,askstudentsto
covertheboxandrecapbyasking:Doweuseusedto totolk
aboutpresenthobitsorsituations?(No)Whichtimeperiod?
past)5ohowdo wetalkaboutpresenthabits?(present
simple,sometimeswithusually)Howdoyouspellusein I
didn'tuseto7Makesurestudentsdon'tadda 'd' (acommon
mistake).
Exercise6 pagetT f) r.rz
r Writeghosttownontheboardandexplainor elicitits
meaning:a townthatusedto bebusyandhavea lotof
peopletivingin it,butis nowempty.
. Pre-teachthefollowingvocabulary:prospectors- peoplewho
searchanareaof [andforgold,oit,etc;foothills- the low
hillsnextto a groupof highmountains;mine- a largeholein
thegroundfromwhichpeopletakecoal,gold,etc.;goldrush
- a periodof intenseexcitementandmigrationcausedbythe
newsthata depositof goldhasbeenfound.
. Tellstudentsthattheyaregoingto listento a description
of a ghosttowncaltedFairview.Theirtaskisto saywhythe
townwasabandoned.Encouragethemto makea fewnotes
astheylisten.Letthemcomparetheirnoteswitha partner
beforecheckingwiththewholeclass.
o Youcouldaska fewmoregeneralcomprehensionquestions,
e.g.:Whereis Foirview?(Colorado,USA)Whenwasit
founded?(1859)
KEY
It becamea ghosttownbecausethegoldrushfinishedaftera
fewyearsandallthepeopleleft.
Thlrscnrpr t.tz
Fairviewis in Cotorado,USA,about300 kilometresfromthe city
of Denver.Therearehousesin Fairview- woodenhouses- and
shopstoo. Butthey'reall empty.Fairviewis a ghosttown- nobody
haslivedherefor morethan a hundredyears.
Fairviewwasfoundedaround1859,whenprospectorsdiscovered
gotdin the foothittsof the RockyMountains.lt grewquickly,as
peoplecamefromall aroundto lookforgold.Soon,it hada
populationof 2,000.Theyworkedin the gotdminesin the hitls
everyday,and in the evenings,theyateand drankin the saloon
in the centreof town.Today,the saloonis empty,likeall the other
buitdings,the minesareclosed,and nobodyworksin the hitls.
Thegold rushfinishedaftera fewyears,andgradually,the people
teft.Today,touristsvisitFairviewbecauseit's a pieceof American
history.Theyanivebycaror coachatongthe newroad.(Because
therewereno carswhenFairviewwasa busytown,therewas no
road.)Theybuydrinksand snackat a coffeebar- the onlynew
buildingin the town- buttheycan'tstayat the hotetbecauseit's
beenctosedfor a hundredyears.Sotheydrinktheircoffeeand
imaginewhatit wasliketo tivein a goldrushtown in the hills.
Exercise7 pagetl f) r.rz
r Focusonthesentences.Playtherecordingagain.Students
comparewitha partnerbeforeyoucheckwiththectass.
KEY
1 doesn'thave
2 don'twork
5 useto
6 did
7 useto
Exercise4 pagetl f) r.rr
. Playtherecordinganddritlthesentenceschoratty.Explain
thatyouaregoingto playthesentencesagainandthistime
youwantthestudentsto listencarefullyto howthe's' and
the'to'arepronounced.Eticittheanswersandthenplaythe
sentencesa thirdtimegettingstudentsto repeatchorally
thenindividually.
KEY the's' is pronounced/s/ thefo is pronounced/tel
PRONUI{CIATIOI{ ]{OTE - USED TO
Explainto studentsthatthe/s/ soundinusedtoiswhat
distinguishesit fromused,thepasttenseoffouse,e.g.I
usedmybikeyesterdoy.lnthetatterthe's' is pronounced/z/.
lt isatsousefulto pointoutthatwithusedto,thefinal'd' in
of usedisnotpronouncedasit isassimilatedintothe't' in
fo.So,I usedto/lveis pronounced/arju:stehv/.
Exercise5 page1z
. Readthroughthetasktogether.Pointoutorelicitthat
studentswitlknowwhentheyneedto writea negative
becauseofthewordony.Checkanswers.
KEY
1 usedto like
2 did(she)useto live
3 didn'tuseto do
4 didn'tusespeak
5 usedto work
6 Did(she)useto be
3 don'teat
4 buy
5 visit
6 can't
7is
I(EY
1 2 Whatdidyourgrandparentsuseto giveyouwhenitwas
yourbirthday?
3 Didthereuseto bea parknearyourhousewhereyoucould
play?
Exercise8 page17
. FocusontheinstructionsandthefirstexamDle.Students
candotheexercisealoneor in nairs.
KEY
1 lt usedto havea poputationof 2,000.
2 Peopleusedto workinthegoldmines.
3 Peooleusedto eatinthesaloon.
4 Peopledidn'tuseto buysnacksinthecoffeeshop.
5 Touristsdidn'tuseto visitthetown.
6 Peopleusedto stayat thehotel.
7 Theredidn'tusedto bea road.
4
5
6
8
22
3
4
Wheredidyourparentsuseto livebeforetheygotmarried?
DidyouusetowatchW onSaturdaymorningswhenyougot
up?
Whodidyourfamilyusetovisitattheweekend?
Didyourmotheruseto readtoyoubeforeyouwentto bed?
Didyouuseto getupearlybeforeyoustartedschoot?
didn'tuseto be
usedto work
usedto play
5 didn'tuseto be
6 didn'tusetowear
7 didn'tusedtodrink
Forfurtherpracticeof usedto,go to:
Unit2.Memories( 25

26. Exercise9 paget7
. Dividethestudentsintopairs.Makesuretheyunderstand
thattheyhaveto chooseonetimeperiod.Givethentime
to makenotes,notfullsentences,ontheirtopics.Goround
feedingin ideas.
Exercise10 page17
. Remindstudentsthattheyshoutdusetheirnotesas
prompts.Theyshouldn'treaddirectlyfromthem,butshould
lookattheotherstudentsastheyspeak.
i Lessonoutcome
Askstudents:Whatdidyouleorntodoy?Whatcanyoudo now?
andelicitanswers:I cantalkaboutthingsthotweretruein the
postbutaren'tnow.I havelearnedhowto useusedto.
ilgll$Ilt
LostinNewYork3
tESSOll SUMTARY .. & :.,
Reading:a magazinearticle;orderingevents,true/falsequestions
Grammar:pasttenses
Vocabulary:adjectives+ prepositions
Topic:people
Todo thelessonin 30 minutes,keepthelead-in
brief,set the VocabularyBuilderexercisesfor homeworkand do
exercises3 and 4 asa class.
I Lead-in 2minutes
r Askthe class:Doyouhaveogoodmemory?Whotkindof
thingsdoyourememberbest?Names,faces,facts,songs,
jokes?Whatkindof thingsdoyoufind hardtoremember?What
doyoudoifyouhavesomethingimportanttoremember?
Exercise1 page18
. Toencouragethestudentsto skimreadthetextandnotget
distractedbywordstheydon'tknow,givethema timelimit
of 2 minutes.
KEY
1 False(hewaswearingT-shirt,shortsandflip-flops)
2 True
3 True
4 True
5 False(theyseemedlikestrangersto him)
6 True
Exercise4 pagere
. Studentsdotheexerciseontheirown.Remindthemto
analvsethecontextof thewords.
KEY
th
2a
7e
8k
17i
72f
3i 5r
4c 5b
9
10
g
d
KEY 2 isn'ttrue
Exercise2 page18
o Studentsdotheexerciseontheirownwitha timelimit
of 5 minutes.Letthemcompareanswersin pairsbefore
classfeedback.Witha weakerclass,givestudentsthefirst
answer(e).Youcouldaskthestudentsto speculatewhy
theythinkhelosthismemory.
KEY
1e 2b 3h 8d
Exercise3 page18
. Encouragestudentsto readthroughthestatementsand
underlinekeywords.Theyshouldsearchforthekeywordsor
theirsynonymsinthetextandunderlineanswersinthetext.
Wheretheanswerisfalse,thevshoutdwritethetrueanswer.
tAl{GUAGE T{OTE- PREPOSITIOI{ + VERBS
Pointoutthatprepositionsneedto befollowedbya noun
or pronoun.lfa prepositionisfoltowedbya verb,thenthe
verbwillbeinthe-ing formbecausethe-ing formof a
verbhasthefunctionofa noun..Anexamplein thetextis,
Hewasworriedaboutmeetinghisfamilyandfriends.
Exercise5 page18
. GothroughtheLearnthislboxasa class.Explainthat
thereisnologicto whya particutarprepositionfoltows
a particutaradiective.lt is importantthereforethatthey
considertheadiectiveandprepositionsasone'lexicaI
item'andrecordadjectiveswiththeirprepositionsintheir
vocabutarvnote-book.
KEY 1 at 2 about 3of 4 with
KEY
11h 2g 3e 5d 7b
Exercise6 page18
o Monitorasstudentswriteto checkthattheyarecontinuinr:
thesentencescorrectly,especiallyif theyareusingverbs
PROltUtCtATtOl{ - PREPOSIilOl{S
Exptainthatprepositionsthatcomeinthemiddleof a
sentenceandnotattheendareoronouncedasa weak
form.E.g.scaredof /av/ spiders,surprisedat /eti his
results.Forextrapracticemodelanddrillthefoltowing
sentences,exaggeratingthesentencestress:
l'm scoredof spiders.
He'ssurprisedat his results.
9he'sproudof herson.
8a6c4f
6i5a4c 7g 9t
ForfurtherpracticeofAdiectives+ prepositions,go to:
Unit2 . Memories

27. ADDITIO]IAL SPEAKIT{GACTIVITY
TelIstudentsthattheyaregoingto inventa similarstory
aboutsomeonewhohaslosttheirmemory.Writethe
followingscenarioontheboard:
A 22-year-oldmanwakesup in the emergencydepartment
of a hospital.(Where?)
Hehosa brokennoseand isn'tcorryinga walletor lD,
Hecan'trememberwhohe is.
Hismothertongueis Englishbut hecanspeakanother
languagefluently.(Which?)
Psychiatristsdiscoverhe hasa specioltalent.(What?)
Dividestudentsintopairsorsmallgroups.Theyinventthe
detailsofthestoryanddecidewhathadhappenedto the
manandwhathappenedto himintheend.Attow5-10
minutesforstudentsto plan,makenotesforandrehearse
theirstory.Remindthemto thinkcarefutlyaboutpasttenses.
Studentstelltheirstoriesto theclass.
t Lessonoutcome
{sk students:Whathaveyouleornedtodoy?Whatconyou
1onow?andelicitanswersI canunderstonda magozine
trticleabouto manwholost hismemory.I havelearnedobout
:djectivesand prepositions.
NotesforPhotocopiableactivity2.2
Adjectives+ prepositionsquestionnaire
Pairwork
-anguagearea:adiectives+ prepositions
',/laterials:onecopyof theworksheetperstudent(Teacher's
Sookpage125)
. Handouta copyoftheworksheetto eachstudent.Divide
studentsintopairsandgivethema timelimitof 1-2
minutesto completethesentencesin exercise1 withthe
correctpreposition.
NBSomeoftheadjectives+ prepositionsaretakenfrom2E
andtheVocabularyBuilder,othersarenew.
. Checkanswersandexplainanynewwords.Exptain,using
number8 asanexample,thataftera prepositionweneeda
nounora pronoun.lfwewantto useverb,it mustbeinthe
-ing form,whichisthenounformof theverb.
. Askstudentsto foldbacksection1 andfocuson section2.
Witha weakerclassstudentscanleaveit asit is sothatthev
canreferto theprepositionsin exercise1.
. Studentsworkindividuallyto makequestionsfrom
thestemsgiven.Forthistheyneedto writethecorrect
prepositionandcontinuethequestion.Theyshouldthinkof
questionswhicharepersonallyrelevantto theirpartner.
. Studentsaskandanswerthequestionsin pairs.Circulate
andcheckthattheyareusingtheprepositionscorrectlybut
encouragethemalsoto developtheconversationsbyasking
foltow-upquestions.
KEY
1of
2in
3bv
tEssoll suililARY a.8 tl
FunctionalEnglish:sequencingphrases;showinginterestusing
exctamatorysentences
Listening:dialogues;listeningforspecificinformation
Speaking:narratingevents
Grammar:exclamatorysentenceswilhHowandWhat
Topic:peopte
Todo the lessonin 30 minutes,set the Grammar
Builderashomeworkand keeptheperformancesin exercise8
brief.
+ Lead-in 2minutes
o Withbooksclosed,elicitthe worddate,by asking:Whot
is thewordweuseto talkoboutanorrongementto meet
a newboyfriendor girlfriendor somebodythatyou'd Iike
to becomeyourboyfriend/girlfriend?Thenaskstudents
to imaginewhatcouldgowrongona firstdate.Givethem
differentscenarios,e.g.at a caf6,in a park,in a restaurant,
attheoerson'shouse.
. Askstudentsto ooentheirbooksanddescribewhatthev
canseein theohoto.
Exercise1 pase2o f) r.rr
. Focusontheinstructions,playtherecording,askstudents
to turnto theirpartnersto answerthequestionbefore
checkingin openclass.Witha weakerclasspre-teachfray.
. Witha strongerclass,askstudentsto closetheirbooksand
dotheexercisejustasa listeningtask.
KEY
Martincouldn'tthinkof anythingto say.
Hetrippedandthrewa glassof orangejuiceoverthegirt.
Exercise2 page2o
o Gothroughthesequencingexpressions.Studentsdothe
exerciseindividuatty,byfindingtheanswersin thetext.
. Asyougothroughtheanswers,highlightthefactthatwhen
thesesequencersarewritten,theyarealt(exceptthen)
followedbya comma.
. Again,a strongerclasscoulddothisasa listening
exercise.Ptaytherecordingagainandaskthemto tickthe
expressionstheyhear.
KEY at first intheend
TATfGUAGEXOTE-
'nlAT
THEEflD
Studentsmighthaveheardat theendbefore.Explainthat
at theendis usuallyfollowedbyof,e.g.attheendof the
film, ot theendof the day,at the endof the matchwhereas
withrntheendtheemphasisis onthe factthatsomething
haschanged,e.g.Weweregoing to go to Caf€Zukbut in
theendwestoyedin thepark
Exercise3 page2o
. StudentsreadtheLearnthis!boxindividuatly.Check
understandingoftherulesbywritingupthefottowing
exclamationsandaskif thevarecorrector not.
then
4at
5 about
6 about
7 with
8 about
9 with
10 to
11 with
12 about

28. Forfurtherpracticeof Exclamatorysentences,go to:
Whatbrilliant! Whato kindperson! Howfantasticbook!
o Studentsfindtheexclamatorysentencesinthedialogue.
KEY
Howinteresting!Howembarrassing!
Whata disaster! Howfunnv!
Clare Awww.That'sreallysweet!
Patrick Hmmm.Well,don'ttell anyof my mates,though.They'lt
laugh.
Clare Oh,they'rejust sitty.ButOK,I won't.
Exercise5 pase2o $ r.r+
r Askstudentsto readthemultiple-choiceoptions.Playthe
recordingagain.Studentscomptetethetask.Checkasa class
KEY 1b 3b 4c 5b
Exercise6 page2o
Studentsworkin pairsto ptana dialoguein noteform.
Exercise7 page2o
. Givestudents5 minutesto writetheirdialogues.Remind
themto usetimesequencingwordsandexclamatory
sentences.Afterfiveminutesaskstudentsto readtheir
dialoguesaloudseveraltimesinorderto memorisethem.
Exercise8 page2o
. Chooseseveraloairsto actouttheirconversations.Remind
studentsto speakloudlyandclearly.Tetlthemto maintain
eyecontactasthisshouldpreventthemfromreadingthe
dialogueandencouragethemto speakmorenaturally.
Forfurtherpracticeof -ed / -ing endings,go to:
6c2c
KEY
1 What
5 How
2 How
6 What
3 What
7 What
4 How
8 How
OPTIOl{At ACTIVITY
Witha weakerclass,beforemovingon,providesomemore
controlledspeakingpracticeof exclamatorysentences
callingoutthefollowingwordsandstudentshaveto make
themintoexclamations.ltwillalsogivethemvaluable
practicein decidingwhethera wordneedsanindefinite
article.
dancer brilliant terribleweather awful
difficuttexercise fantasticshoes
Exercise4 page page2o fC r.r+
. Readtheinstructionsasa class.Playtherecordingonceand
elicitanswers.
KEY b andd
Tmrscnrprt.t+
I
Zoe I remembermy tastbirthdayreatlywell.
Kevin Why'sthat?Wasit good?
Zoe In the end it wasfantastic.FirstI met my bestfriendand
wentinto London.becauseI wantedto seea film.But
two cinemaswerefull.Next,we wentto LeicesterSquare.
Wewerestandingbehinda big crowdof people,when
suddenlywe realisedthat a fitm premierewasgoingon.
Thena cardroveup andJohnnyDeppgotout!
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudo nowl
andelicitanswers:I candescribeandreactto a story.I conuse
sequencingwords.I canuseexclamotorysentencesto respond
to otherpeople'sstories.
KEY
1 1 shocked
2 embarrassing
3 disappointed
4 exciting
5 irritating
6 confusing
Kevin
Zoe
Howamazing!
I know!Hesaid'Helto,ladies.WhatcanI do foryou?'AndI
said,'lt's my birthday- canwe comeandseeyourfilm?'
Youdidn't!
I did.Thenhe smiledand gaveustwo tickets!Hetotdthe
manbesidehim,'Lookaftertheseyoungladieswell.'After
that,we walkedup the redcarpetandthe manshowedus
to two frontseatsandgaveus drinksand popcorn.
Kevin Howlucky!
Zoe Andfinaltywe wentbackstageand metallthe starsof the
fitm!
Kevin Whatan incrediblebirthday!
2
Patrick My sister'sjust had herbaby.
Clare Oh,howfantastic!Boyor girt?
Patrick A tittlegirlcalledEmilyRose.
Clare Whata lovetyname!Whatis shetike?
Patrick Actually,I thoughtshewasbeautiful.
Clare Yousoundsurorisedl
Patrick Yeah,I wassurprisedat howI felt.WhenI wentto seethem
bothin the hospitalI didn'tknowwhatto expect.At first,
I wasn'tveryinterested.I don'tknowmuchaboutbabies,
anyway.ButthenI sawmysistersittingtherelookingso
incrediblyhappy,andI actuallyfettquiteemotional.And
a fewminuteslaterI heldEmilyforthefirsttime.I thought
shewaswonderful,sogorgeousandtinyandcute.Finalty,I
thought,'l'm heruncle',andI feltso proud.
Kevin
Zoe
tE5SOl{ SUMTARY o..
Writing:a narrative
Reading:a storyofa nightout
Grammar:conlunctions
Vocabulary:phrasalverbs
Topic:freetime
Todo thelessonin 30 minutes,setthe Vocabulort
Builderexercisesand the writina taskashomework.
f Lead-in3minutes
o Withbooksclosed,brainstormsometypicaIfree-time
activitiesforteenagers.Writetheactivitiesontheboard.
Ask:Whichof theseactivitiesdo youenjoy doing?Aska few'
studentsto replyaroundthectass.
. Studentscomparetheirfavouriteactivities(fromthe list)
witha partner.Conducta briefclassfeedback.
28
)
Unit2.Memories

29. Exercise1 page21
. Readthrough1-10 quicktywiththeclass,andchecktheir
comprehension.
. Studentsreadthestoryquicklyandcompletethetask
individualty.Makesuretheyunderstandthetaskisto find
outwhichactivitiesJoedidnotdo.
. Witha weakerclass,telIthemtherearefouractivitieshedid
notdo.
. Askstudentsto comparetheiranswersin pairs,thencheck
theanswersin class.
KEY 2,6,9,70
Exercise2 page2t
o Explainto studentsthateachparagraphin a storyis
organisedaroundonekeyidea.Theparagraphptanshows
thebestwayto structurea storysoit iseasyforreadersto
fotlow.
. Studentsmatchthephrasesto theparagraphptan
individually.
. Checkasa class.
LAl{GUAGE t{OTE - COIUUT{CT|Ol{S
c Since(whenit meansbecause)andwhereosareformal.
(l-ooformaIfora storylikeJoe's.)
. Thoughcanbeusedin severalways.lt canbeused
in the samewayasolthough.I'd liketogo to thecaf6,
though/althoughit'sa bit expensive.Morecommonly
it isputattheendof a sentence,withthemeaningof
however.I lovemeat.I don'tlikepork,though.Thislast
ismoreusualin informalwritingorspeech.
Exercise5 page21
o Studentscandothetaskindividuallyandcheckwiththeir
partners,ordothetaskin pairs.Goovertheanswerswith
thewholeclass.
KEY
l while
2 because,as,(since)
3 because,as,(since) 5 so
4 eventhough
KEY
1 settingthescene
2 descriptionoftheevents
3 whathappenedafterwards
4 howyoufeelaboutit now
Exercise3 page21
. Remindstudentsthata phrasalverbisa verbplusa particle
orparticles(atittlewordwhichcouldbea prepositionor
anadverb)andthatthemeaningcanbelitera[(e.9./ock
up,whereyoucanguessthemeaningfromthewords)or
idiomatic(e.grunoutof,whereit moredifficultto guessthe
meaning).
. Studentslookbackatthestoryto completethephrasal
VCTDS,
. Witha strongerclass,studentscancompletethesentences
iirstandlookbackatthestoryto check.
r Askfastfinishersto findanotherphrasalverbin thestory
(meetup).
Exercise6 page2t
Studentsworkin pairs,andthinkofthingsthatcango
wrongona nightout.
lf theyhaveproblemsgettingstartedorwitha weakerclass,
gothroughthefirstfewactivitiesin exercise1 together
withtheclass,andcollectideasofthingsthatcangowrong
(forexample,go outwithtwoschoolfriends- oneof your
friendsgetsitl,yourfriendsfallout;or havea fairlyquiet
evening- theneighboursplanneda bigparty,etc.).The
pairscanthencontinuewiththeotheractivitiesinthelist,
thenaddtheirownactivityideasandproblems.
Exercise7 pagezt
o Studentscontinueworkingin pairs,to preparea paragraph
olanbasedonthemodelin exercise2 andtheideasfrom
exercise6.Teltthemto includeno morethanthreeorfour
plannedactivitiesandproblemsforthestory.Askthemto
puttheeventsin chronologicalorderto helpthemtellthe
story.
Exercise8 page21
Studentswritetheirstoriesindividualty.lfyoudecideto
dothewritingtaskin ctass,walkaroundandmonitorthe
activity,helpingif needed.
Afterthestudentshavefinishedwriting,askthemto check
thattheyhavecoveredeverythingtheyplannedto cover,
andto checkformistakes.Alternatively,askstudentsto
workwiththeirpartnersfromthepreviousactivities,and
checkeachother'swork.
AITERl{ATlVE WRITITIGTASK
Studentswritea storyoftheiridealeveningout,orabout
thebesteveningouttheyhaveeverhad.
Askthemto preparea paragraphplan.
Whentheyhavefinished,theyshouldchecktheirstories
thesamewayasin exercise8.
t Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whatcanyoudo
now?Elicit:I canwritea narrative,telling thestoryof an event.
I havelearnedhowto useconiunctions.I havelearnedsome
usefulphrasalverbs.
KEY
1 out
2 out
3 down
4 out
5off
6up
7 away
8 into
'or furtherpracticeof Phrasalverbs,go to:
KEY
17a/ 2a/ 3al 4b/ 5a/ 6a,/
2 1 We'verunoutof food.
2 You'dbetteroutona coatbecauseit'scoldoutside.
3 Pleasecanyoulookaftermyplants?
4 Theyarelookingfonruardto theholidays.
5 Theycalledoffthefootballmatchbecauseoftherain.
6 She'slookingforherpurse.
7 l'd likeyouputawayyourclothes.
8 Canyoucalt(me)back?
Exercise4 page2t
. Readthewritingtiptogether.Checkpronunciationof though
i dao/.Studentsworkaloneto hightighttheexamplesinthe
storv.
KEY while,and,so,eventhough,as,because,but
Unit2 . Memories

30. 11
2
27
2
31
2
47
2
52
3
4
5
6
67
2
7t
stripy
check
relieved
fedup
doesn'tlike
catches
hadlost
called
from
looklike
d 2b
3
4
3
4
3
4
3
4
shiny
oaggy
guitty
bored
ammeeting 5 is alwaysborrowing
is singing 5 arestaying
5 hadbroken
6 wasdoing
5 cotton
6 matching
5 embarrassed
MarekYes.
Sarah Look,I askedmymumanddadaboutfindingyoua iob.
Butactually,theyworkforaverysmalllawfirmandthere
aren'tanyvacancies.
MarekOh,OK.I didn'treallyexpect...
Sarah Buttheycangiveyouthenamesandaddressesofsome
largercompaniesthatyou couldwriteto.
Great!
Howlongareyou planningto stayin England?
A year.I'm planningto arrivein Septemberand stayfor
exactlya year.ThenI needto go backto universityand
finishmv studies.
Sarah I see.Andhaveyoufoundsomewhereto stayin England?
MarekNotyet.ButI'msureI canlookfora room- ora flat- on
theInternet,beforeI come.
went
laughed
Marek
Sarah
Marek
Sarah
Marek
Sarah
Marek
Sarah
t-2
1 Openanswers
2 VlastaandMarekandtwofriends
31F 2F 3T 4F 5T 6T
Thlrscnrpr t.ts
MarekHallo?
Sarah Hi,isthatMarek?ThisisSarah...fromEngland.
MarekSarah!Hi!Didyougetmyletter?
SarahYes,I did.ltwasgoodto hearfromyou.
MarekDidyourememberwhoIwas?
SarahYes,ofcourse!AndVlasta.Howisshe?What'ssheupto
thesedays?
MarekShe'sanEngtishteachernow.
Sarah That'sgreat.Andyou'rea lawstudent...
Maybe.Butitisn'teasytoarrangeitallfromanothercountr'
Hmm.
Myparentsreallywantyouto comeandstaywithus- for,
fewweeks,theysaid,whileyoufindsomewhereto live.
Reatly?That'sverykind,but...
Theylovehavingvisitors,actua[[y,sodon'tworryaboutit
Andmybrotherhasjustlefthome,sothere'sa spareroon
MarekWell,I don'tknowwhatto say!
Sarah Doyouremembertheaddress?
MarekNo,I don't.Wait- wasn'titWoodLane,orsomethinglike
that?
Sarah Nearly.ForestGardens.Number46.Vtastalivednextdoor
atnumber48.
MarekThat'sright.
Sarah Anyway,I'dbettergo.Let'sspeakagainsoon.Maybeyou
couldwriteto mymumanddad,justto letthemknow
whenyou'rearriving.
MarekOfcourse!
4 AtSarah'shouse
3 September 5 brother
4 Internet 6 Forest
S![ for furtherexamtasksandpractice,goto Workbook
page20.ProceduraInotes,transcriptsandkeysforthe
WorkbookcanbefoundontheSo/utionsTeacher'sWebsiteat
www.oup.com/ett/teacher/solutions.
DidMiauseto watchcartoons?
Wedidn'tuseto goabroadon holiday.
I didn'tuseto wearflowerydresses.
DidAtexuseto sleepin thesameroomashisbrother?
Didtheyuseto livein thecitycentre?
3 looks 5 nice
4 back
3c 4e 5a
5 1 Engtish
2 smalt
6 Openanswers
6) Reviewl-2
,/

31. Theworldofwork
THfs ulttr tilcLuDEs a@
Vocabularyo jobsandgenderr placesof worke activitiesatwork. describing
work. expressingan opinion. agreeinganddisagreeing.agentnouns. phrasal
verbs:separableand inseparable
Gramrnarr definingrelativeclauses. non-definingrelativeclauses
Speaklng.discussingworkingabroad. discussingworkandgender.a job
' Writing' a job aPPlication
WOnXgOOf pages22-28 r Selfcheckpage29
expressionmeansberesponsibtefor(bein chargeof),
Whichworddescribesojob whichinvolvesworkingwith
yourhandsor requiresphysicalstrength?(manual),etc.
. Youcouldaskstudentsto continueaskingthesedefinition
ouestionswitha partner.
LESSON SUMIIARY a & 4')l
Vocabulary:jobs,placesof work,activitiesat work,describingwork
Listening:a dialogue;tisteningforgistandspecificinformation
Speaking:askingquestionsaboutjobs
rooic:work
Todo thelessonin 30 minutes,keeptheleod-in
'td exercise7 briefandsetthe VocabularyBuilderexercisesos
.ntework.
r Lead-in 4 minutes
' WriteIOBPRIORITIESontheboardandunderneathwrite:
tongholidays,closeto home,opportunityto trovelabrood,o
qoodsolary,opportunityto useEnglishor onotherlonguage,
nicecoLleagues,interestingandchallengingwork.
" Asl<studentsto thinkabouttheirfuturejobsandrankthe
aspectsofa jobaboveinorderof importanceto them.
Exercise! page24
. Studentsworkin pairs.Aftertwominutesfindoutwhichpair
hasthel0ngesttist.Askbothstudentsto cometo theboard
andwriteuptheirwords(hatfeach).Checkspetlingand
pronunciation.Inviteotherstudentsto calloutiobswhich
arenotontheboard.
Exercise2 page24
' Writeontheboardsomelanguageforgivingopinions:ln my
opinion,... I wouldsay... I think/reckon...
. Studentsexchangeopinionsin groupsorasa class.
' practiceofJobsondgender,go to:
KEY
1 1 chef
2 nurse
3 mechanic
4 architect
5 travelagent
6 nanny
7 surgeon
8 estateagent
2 1 Thepoliceofficerwasrunningdownthestreet.
2 Theftightattendantgaveusa drink.
3 Themanagerwasveryfriendly.
4 Thechairpersonopenedthemeeting.
5 She'sa reallygoodactor.
6 Thespokespersonexplainedthecompany'sdecisions.
Exercise3 page24
. Pre-teachsomeofthewordsthatarenotin redbut
maycausedifficutty:dealwith,receptiondesk,queries,
opplicant,reportto,on thejob training,negotiable.
. Studentscanworkindividualty.Suggestthattheyreferto
thewordlistatthebackofthebook.Letthemcomoare
answersin pairsbeforecheckingwiththerestofthectass.
Checkunderstandingofthevocabutarybyaskingquestions
suchas:Whichworddescribesajob whichis difficultin on
qterestingwayT(challenging),Whichworddescribeswork
:hotis unimportant,notskilledondusuallyveryboring?
menial),Wheredoyougo toseeo doctor?(surgery),Which
KEY
1 bank
2 catl
3 site
4 phone
5 charge
6 public
7 own
8 use
9 team
10 customers
11 chatlenging
12 skilted
13 part-time
Exercise4 page24
r Studentscompletethetaskin pairs.Thenaskindividualsto
repeattheirdescriptions.
OPTIOTTAISPEAKIl{G TASK
Askstudentsto describeoneoftheohotosandanswer
thefotlowingtwoquestions:
1 lsthispersonsatisfiedwithhis/herjob?Whatinthe
picturemakesyouthinkso?
2 Wiltthisjobbeusefulinthefuture?
OPTIOl{At SPEAKII{G PRACTICEFOR
STROl{GERSTUDENTS
. Studentslookat allfourphotos,thetitteof theunitand
theiobadverts.
o Askthemto analysethematerialandprepareto
presentit withreferencesto thefollowingtopics:
themostimportantjobs
the timepeoplespendworking
r Explainthatstudentsshouldreferto eachelementof
thematerialfirstexplainingitsmeaningintheirown
words.Thentheyshouldmoveonto discussingthe
giventopics,usingthematerialtogiveexamples,
Encouragethemto useasmuchtopicvocabularyas
possible,asthiswouldhelpthemgainmorepointsin
theexam.
. Studentspractisein pairs.Getfeedback.
Exercise5 page24 fd r.re
o Pre-teachcontestantandtellstudentstheyaregoingto
heartwocontestantstakingpartin a gameshow.Playthe
recording,stoppingaftereachcontestantforstudentsto
notedowntheiranswers.
KEY l afirefighter 2 vet
Unit3 . Ninetofive

32. g unit3.ilinetofive
TRAxscRrPr1.15
I
Host Welcometo 'What'smyiob?'Andourfirstcontestantis
JakefromManchester.OK,letsstartthequestions!
Me?Oh,oK.HiJake.Doyouusuallyworkoutside?
Yes.
Butyousometimesworkinside.
Yes.
I see.
Doyoubuyorsellanything?
No.
Doyouearna lotofmoney?
No!
Doyouwearspecialctothesforyourwork?
Yes.
A uniform?
Yes.
Hmm.lsyourjobdangerous?
Yes.
Areyoua policeofficer?
No.
Doyouhelpinemergencies?
Yes!
Areyouanambulancedriver?
No.
Doyouvisitpeople'shomes?
Yes.
Inanemergency?
Yes.
Whenthere'sa fire?
Yes!
You'rea [beep].
Yes!
Thankyou,Jake!AndoursecondcontestantisLucy,from
London.Let'sbegin!
Hi,Lucy.
Hello.
Doyoutravela lotforwork?
No.
Doyouworkwithyourhands?
Er...yes.
Doyoumakeanything?
No.
Hmm.Doyouworkoutside?
No.
Doyouworkin anoffice?
No.
Doyouworkina school?
No.
Ina hospital?
Yes.
Aha!
Areyoua doctor?
No.
Areyoua nurse?
No.
Hmm.I don'tknow!Thisisdifficutt.
Doyouwearspecialclothesforyourwork?
Yes.
A uniform?
Er...no.
Butyoualwayswearthesameclothesforwork.
Yes.
Andyouworkina hospital.
Yes.
lsit a hospitatforanimals?
Yes!
Aha!You'rea [beep]
Yes!
Exercise6 page24 f) r.rz
. Givestudentsa fewminutesto completethequestions.
Monitorastheydotheexercise.lf theyseemto beableto
fillin thegapsmoreor lesscorrecttyit maynotbenecessary
to playtherecording.
Man1
lake
Man1
Jake
Man1
Woman
lake
Woman
lake
Woman
lake
Woman
Jake
Woman
fake
Woman
Jake
Man2
Jake
Man2
Jake
Man1
Jake
Man1
Jake
Man1
Jake
Woman
Jake
2
Host
Woman
Lucy
Woman
Lucy
Woman
Lucy
Woman
Lucy
Woman
Lucy
Man1
Lucy
Man1
Lucy
Man1
Lucy
Man1
Man2
Lucy
Man2
Lucy
Man2
Woman
Lucy
Woman
Lucy
Woman
Lucy
Woman
Lucy
Man1
Lucy
Man2
Lucy
KEY
1 outside
2 sell
3 earn
10 office
Exercise7 page24
. Aska studentto cometo thefrontofthe class.Students
takeit in turnsto asktheirquestions.
. Youcouldsetthegameupsothatotherstudentshaveto
guessthejob beforethey'veaskedfifteenquestions.lf they
don'tguessit,thestudentansweringthequestionswinsa
point.Youcouldinstructthestudentto answerthequestion
onlyif it is correctlyformed.Anincorrectlyformedquestion
alsocountsasa oneof thefifteenquestions.Thisshoutd
motivatestudentsto thinkbeforetheyask.
. Studentscontinuethegamein groups.Monitorandcheck
thestudentsareformingcorrectquestionsandusing
vocabularyfromexercise3.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whotconyoudo
nowTElicit:I candescribewhotjobs arelike.I cantolk about
placesof work.I cantalkaboutwhatpeopledo in theirjobs.
Notesfor Photocopiableactivity3.1
fobsCrossword
Pairwork
Language:wordsrelatedto thetopicofiobs(Attlanguageis
takenfrom34 inctudingVocabularyBuilderexercises.)
Materials:onecopyof theworksheetcutin halfperpairof
students(Teacher'sBookpage127)
. Dividetheclassintopairsandhandouttheworksheets.
Tellstudentsnotto showtheirworksheetsto theirpartner.
Explainthattheybothhavethesamecrosswordbutwith
differentwordsfilledin.
r Pre-teachacrossanddoran.Studentstakeit in turnsto ask
eachotherforclues,e.g.Whot's12down?Theirpartner
mustdefinethewordsothatthefirststudentcanfigureout
andwritein theanswer.
. Whenstudentshavecompletedthecrosswordtheylookat
theirpartner'scrosswordto checkspelling.
LESSOIl SUmmARYoooF+
Grammar:definingrelativeclauses
Reading:articlesabouttheworstiobsin history
Speaking:definingwords
Todo thelessonin 30 minutes,keepthelead-in
brief, skipexercise6 andsetthe GrammarBuilderashomework.
i Lead-in 3minutes
o Writethefollowinglistofiobsontheboard:
trafficwarden laundryworker productionIineworker
soldier nanny collcentreworker
4 clothes 7 travel
5 dangerous8 hands
6 homes 9 anything
Definingrelative
clauses

33. , . recl<themeaningandthepronunciation.Askstudentsto
.rnkthelobsin orderofwhichthey'dleasttiketo do.They
omparetheirlistwitha partnerexplainingwhytheywould
-istikethejobso much.
lxercise1 page25
. Asl<studentsto describewhattheycanseein thepicture.
Studentsworkatoneto readthetextandanswerthe
question.Askthemto guessthe meaningof barrel(Iarge
containerfortiquids).
KEY Thejob involvedcarryingenormousweights.
Exercise2 page25
. Getstudentsto workindividuattyor in pairs.Checkanswers.
i(EY l which 2 who 3 where 4 whose
Exercise3 page25
" Studentscandotheexerciseindividuallyor in pairs.Check
thegrammarbeforethestudentsanswerthequestions.
I(EY
.l where,cinema
-r whose,architect
I who,waitress
- vrhich,videocamera/camcorder
', where,grocer's/supermarket
r who,manager
7 which,videoiDVDrecorder
$ rlhose,doctor
Exercise4 page25
. ReadtheLookout!boxtogether.Studentsdo theexercise
aloneor in pairs.
KEY
'hotcanbeusedinsentences3,4,6,7
Exercise5 page25
. Askstudentsto readquicktythroughthetext,ignoring
thegaps,andcheckunknownvocabulary.Youmayneed
to explain:muggers- criminalswhothreatenyouwith
violenceforyourvaluables;murderers- criminalswhokilt
oeoole.
. Askthemto dotheexercisein oairs.
2 2 whoseiobis simitartoa doctor's
3 whichmakesfurniture
4 wheretherearea lotof oarks
5 who playiazz
5 whorepairbicycles
7 whoseclassesaresointeresting
8 wheremvbrotherworks
Exercise8 page25
o Demonstratethefirstdefinitionyourselfasanexamplethen
askstudentsdotheactivityin pairs.Monitorto checkthat
theyareusingdefiningrelativeclausescorrectly.
OPTIOl{AL REVISIOl{ ACTIVITY
Usethisdefinitiongameasa meansof revisingvocabulary
in futurelessons.Tryoneofthe followingmethods.
1 Writeoutthewordsyouwantto reviseoncards/pieces
of paper.(Ihesimptestwayto dothisisto writethemin
largehandwritingon44 paper,thenphotocopyandcut
up.)Givea pileto eachgroupof students,whichthey
placefacedown.Studentstakeit inturnsto pickupa
cardanddefinetheword.Thefirstpersonto guessthe
wordwinsthecard.Thepersonwiththemostcardsisthe
winner,
2 Studentsplaya defininggamein the sameway.
Butinsteadofyouprovidingthewordsthestudents
generatethemthemselves.Handout5 littlepiecesof
blankscrappaperto eachstudent.Askthestudentsto
thinkof recentlystudiedwords(ortheycanlookin their
books).Collectinthecards,shuffle,divideintopilesand
distributethemto thegroups.Thisactivityrequireszero
preparation!
t Lessonoutcome
Askstudents:Whatdidyouleorntodoy?Whatcanyoudo
now?andelicit:/ candescribeo person,thingorplaceusing
definingrelotiveclauses.
NotesforPhotocopiableactivity3.2
Choosethecorrectdefinition
Game
Language:definingrelativeclauses
Materials:onecopyoftheworksheet,cutup,pergroupof
12-18 students(Teacher'sBookpage128)
. Dividestudentsintopairsorgroupsofthree.
o Demonstratetheactivity,bywritinga wordontheboard:a
cabbie.
. Saythatyouaregoingto givethreedefinitionsun6t1uflei::
haveto guesswhichis correct.
. Readoutthefotlowingdefinitions,twoorthreetimesif
necessary.
1 lt'sa smalIvegetablewhichhasa lotof greenleave;
2 lt'sa oersonwhodrivesa taxi.
3 lt'sa smallcupboardin thebathroomwherepeo: = .'.
-
medicine.
. Studentsvoteonthecorrectdefinition.
r Handoutthecardsto thepairs/groups.Explaini-:' - :
aretwowordsontheircards.Foreachwordthere. .
correctandanincorrectdefinition.(Thecorrect:=' - . '
KEY
11who
2 where
3 which
4 who
5 whose
6 who
7 where
8 which
KEY
1 where
2 which
3 which
4 whose
5 who
6 who
7 which
8 whose
Exercise6 page25
. Askthectasswhichtheythinkwastheworstiob.Brainstorm
otherunpleasantjobs.Someideasare:toiletcleaner,
rubbishcollector,dogcatcher,sewerworker.
Exercise7 page25
. ReadtheLeornfhislboxtogetherthenaskstudentsto look
backat exercises1 and5 to seewheretheclausesare.
KEY
Inexercise1therelativeclausesareattheend.Inexercise5
thevareinthemiddte.
Formorepracticeof Definingrelativeclauses,go to:
Unit3.Ninerh (F

34. hasa ticknextto it.)Theyhaveto inventtwomorefalse
definitionsforeachword.
Whentheyhavefinished,teamstakeit inturnsto readout
theirdefinitions.Theotherteamschoosethedefinitionwhich
theybetieveiscorrect.Askfora showof handsforeach
definition.lf a teamgetstheanswerright,theywina point.
Keepthescoreontheboard.lf a teamreadsouttheir
definitionsandnobodyguessescorrectly,theywintwo
points(forconvincingdefinitions!).
@
Workingabroad3
LESSON SUmitARY o. {| ,,
Reading:atextaboutimmigrantworkersintheUK
Listening:3 monologues;listeningfor specificinformation
Speaking:talkingaboutthe prosandconsof livingabroad
Topic:work
Todo thelessonin 30 minutes,keepthelead-in
brief,setthe VocabularyBuilderashomeworkandaskstudents
to readthe textfor thefirst timeat home.
i Lead-in 3-4minutes
. Playhangmanwiththewordimmigration.
o Writeupthewordemigrationandelicitthedifferencein
meaningbetweenthetwowords.(Emigrafioniswhen
peoplegoto tivein anothercountry;immigrationiswhen
peoplecometo livein this country).Ask:.Whichcountriesdo
peoplefromyourcountryemigroteto?Whichcountriesdo
peopleimmigrateto yourcountryfrom?
o Askthe class;Forwhatreasonsdopeopleemigrate?(politicat
reasons,career,money,unemployment,ioiningfamilyor
friends,betterclimate).Doesanybodyknowsomebodywho
hasgoneto workabroad?Where?When?ls/Wasit a positive
experience?lf youcouldgo to anothercountryto liveand
work,whichcountrywouldyouchoose?Why?
Exerciset page26
o Focusonthetaskandaskstudentsto readthetextquickty.
Remindthemthattheirtaskisto answeroneouestionand
notto worryif theydon'tunderstandsomeofthewords
in thetext.Askthemto undertinethesentenceinthetext
whichgivesthemtheanswer.
KEY Mostarehappy
Exercise2 page26
r Studentsdotheexerciseontheirownwitha timelimitof 5
minutes.Checkasa class.
. Askfastfinishersto tryto rememberwithoutlookingbackat
thetextwhatthefollowingnumbersreferto:
185 300,000 2004 72o/" 99"/"
KEY
1 Becauseworkerscomefroma lotof Europeancountries.
2 Twelve.
3 Potish,LithuanianandSlovak.
4 BecauseBritainis oneof onlythreeEUcountriesthatgave
fultrightsto workto immigrantsfromnewEUcountries.
5 Fouroercent.
6 Eighteenpercent.
7 Toreturnto theirnativecountryat somepointin thefuture.
tAl{GUAGE I{OTE - ALL IN A DAY'S WORK
AIIin a doy'sworkisanidiomwhichis usedto saythat
you'rehappyorwillingto dosomethingotherpeoptemight
finddifflcuttorstrangebecauseit'spartofyournormallob
orduty.Forexample,ifyouthanka firemanforrescuinga
catfroma treehemightrepty,'Allin a day'swork.'lt'sused
asatitteforthisarticlesinceit suggeststhatimmigrant
workershavebecomea normaloartoftheBritishwork
force.
Exercise3 page26
. Studentsworkindividuallvfortwominutes.Checkasa cla:
KEY
1 administrators
2 iobopportunities
3 employees
4 warehouse
5 supervisors
6 employers
7 immigrants
PROtfUilCtATtOt{ - WORD STRESS
r Someofthehighlightedwordsinthetextaredifficulttc
pronouncecorrectlybecauseof theirwordstress.Ask
studentsto copyoutthemoutintotheirnote-books.
Copythemontotheboardastheyaredoingthis.
. Readoutthewordsandaskstudentsto markthe
stressedsytlabtesbyunderliningthemorputtinga tittle'
boxabovethesyttable.Gothroughtheanswersand
markthestressonthewordsontheboard.Driltthem
chorallyandindividuatly.Youcouldemphasisethe
stressbygettingstudentsto tapa pento therhythm.
KEy employeqgsupervisorsadministrators
immigrants emplolers iqbopportqnities
Exercise4 page26fi r.ra
o Focusstudentsonthetask.Ptaytherecordingonce.Chect
asa class.
KEY Soeaker2
TRAilSCRIPT 1.18
Speaker1 | cameto Engtandnearlytwoyearsago.At first,
I workedin a factory.Theiob was0K, but a bit boring.I
wantedto be a veterinarynurse- that'swhatI did at home
in Slovakia- but my Englishwasn'tgoodenough.Aftera
year,my Englishhadimproveda lot,so I apptiedfor a job
at a veterinaryclinic- and I gotit! My nationalitywasn'ta
problemat all.In myopinionmostEngtishpeoplearehappy
to workwith immigrants,if theycando theirjob properly.l've
onlyhada few negativecommentsfrompeoptesinceI've
beenhere- aboutstealingiobsfrom[ocalpeople.I realise
thatsomeEnglishpeopleareworried- especiallypeople
who do meniallobs- becausetheythinkworkersfromother
countriesin the EUarecomingto the UKandtakingallthe
iobs.ButI don'tagree...
Speaker2 I'vebeenin Englandforaboutsixmonths.I came
to find a iob. lt waseasyto getworkas a cleaneror a factory
worker- but I didn'twantto do jobslikethat.I'ma manager
apptiedforsomejobs,but I didn'tgetthem.That'sthe problen
withcomingto the UKto work:it'seasyto findmenialiobs,br,
verydifficultto find somethingmoreinteresting.Peoplesaid
thatmyEnglishwasn'tgoodenough.In myview,Britishpeopl,
don'tunderstandhowdifficultit isto learntheirlanguage
- theyiustgetimpatientwhenyoudon'tspeakperfectly!I've
hadenough.,l'mgoingbackhomenextmonth.
Unit3 . Ninetofive

35. Speaker3 | cametoworkin Englandthreeyearsago.I hadajob
asa nannywitha nicefamilynearLondon.I didextraworkin
theeveningsandatweekends:babysitting,ironing,thingslike
that.Youcanearna lotofmoneyifyoudon'tmindworking
hard!Aftertwoyearswiththatfamity,I apptiedfora iobata
children'snursery.Iworktherefutltime.| lovelookingafter
thechitdren,andtheyrealtytikeme- lthink.I'dliketo stayin
Englandandonedaybuyaflat,if I cansaveenoughmoney.
Rentingisexpensivehere,soI sharea flatwithfiveother
people.Wehavea greattimetogether.
Exercise5 page26 f) r.ra
Askstudentsto gothroughthequestionsandhighlightthe
keywords.Tetlthemto listenoutforthosekeywordsor
wordsthathavea similarmeaning.
Checkanswersasa class.
KEY 73 22 42 53
Exercise6 page26
. Studentscanworkin pairsor smatlgroups.Readthrough
thelanguageforexpressingopinionstogether.
. Witha weakerclass,givestudentstimeto preparea list
of advantagesanddisadvantagesbeforetheybeginthe
discussion.Attheendfindoutthrougha showof hands
howmanypeoplewouldliketo goandliveabroad.
:or practiceofAgentnouns,go to:
KEY
I manager,worker,employee,supervisor,administrator,
immigrant,employer
tEssol{suililARYo)&:.;
Grammar:non-definingretativectauses
Reading:shortarticlesaboutpeopte'sjobs
Speaking:givingextrainformationaboutpeople
Todo thelessonin 30 minutes,keepthelead-in
briefandsettheGrammorBuilderexercisesashomework.
+ Lead-in2minutes
. Askstudents:WhatarethereasonswhypeopleuvorkTBrainstorm
someideasontotheboard.(Ioeammoney,todosomething
usefulforsociety,becauseyoulove/arepassionateaboutthe
areayouworkin,to avoidgettingbored,becauseyoulikebeing
withyourcolleagues/wantto meetnewpeople...)
Exerciset page27
o Studentsreadthetextindividuatlv.Eticittheanswer.
KEY
He'sa trainticketinspector.Hedoestheiobbecauseheloves
trains.
Exercise2 page27
. Aska studentto readoutthefirstsentencewithoutsaying
thewordsin red.Asktheclassif thesentencemakessense
(Yes).Toclarifythe conceptof whethera sentencemakes
senseor notwriteupanexampleof a definingrelative
clausee.g.An architectis a personwhodesignsbuildingsor
Peoplewhodrink and driveshould losetheir driving Iicence
andshowhowwhenyouremovetherelativeclausethe
sentenceno[ongermakessense.
KEY Allofthesentencesmakesense.
Exercise3 page27
. Explainthatthe wordsin redare callednon-definingrelative
clauses.Focuson theLearnfhlslboxandreadthroughthe
rulestogether,eticitinganswersfromtheclass.
o Seeif studentscanrecallwhichrelativepronounscanbe
replacedbythatin a definingrelativeclause(whoand
which).ReadtheLookout!informationtogether.
KEY 1 after 2 makessense 3 starts,ends
Exercise4 page27
. Readtheinstructionsanddothefirstexampleasa class.
Studentscontinuealoneor in pairs.Checkanswers.
5b 5c
6731
2l musician
2 scientist
3 editor
4 teacher
5 accountant
6 trainee
OPTIOI{ALSPEAKII{GPRACTICE
Toprepareto giveanoralpresentation,askstudentsto
notedowntwoadvantagesandtwodisadvantagesof
workingabroad.
Putanoutlineoftheoraloresentationontheboard
exptainingthatit aimsto helpthemorganisetheirviews:
lntroduction:Peoplechooseto migratefor various
reosons.Somewontto ...Othersexpectto ...Nomatter
whytheydo it,it is a decisionthatchangestheirlife
completely.
Mainbody:Ontheplusside,in anothercountryyou
can...Anothergoodthingisthat...However,thereare
drawbacks.Firstly...Secondly...
Conclusion:In myview,immigrationis a tough
experiencewhich...Personally,L..
Allowstudents3-4 minutesto makenotesindividuallv
andrehearsein oairs.Getfeedback.
t Lessonoutcome
Askstudents:Whothaveyouleornedtoday?Whatconyou
do now?andtryto elicit:I havelearnedoboutworkingas
on immigrantin theUK.I candiscusstheadvantagesand
disadvantagesof working abrood.
4t2aKEY 1d 3e
a=
Unit3. Ninetofive ( ls

36. Forfurtherpracticeof Non-definingrelativeclauses,go to:
KEY
t 2 Mydog'svet,whosesurgeryisverynear,isverygood
withanimals.
3 StockhotmisthecapitalofSweden,whichisin
Scandinavia.
4 MartinScorsese,whosefilmsincludeToxiDriverand
RagingBul/,receivedanOscarin 2007.
5 Nextmonthwe'regoingto Cardiff,wheremyunclelives.
6 Theheadmaster,whoI'veknownforseveralyears,is
retiring.
2 (Possibteanswers)
2 Switzerland,whichisfamousforitswatches/cheese/
chocolate,isin CentraIEurope.
3 Fetacheese,whichis producedin Greece,isdeliciousin
salads.
4 NicoteKidman,whoseex-husbandisTomCruise,was
bornin Hawaii.
5 TheWhiteHouse,wheretheAmericanPresidentlives,
has132roomsand35 bathrooms.
6 JenniferLopez,whoisa singerandanactress,wasborn
in NewYork.
Exercise5 page27
. Readtheinstructionsandanalysetheexampleasa class.
Studentsdotheexerciseindividuallyorin pairs.Makesure
theyunderstandthatit isthesecondsentencethatisthe
'extra'information.Theyshouldwriteouttheirsentencesin
fultintheirnotebooks.
KEY
2 Mysister,whoplaystheviolin,wantsto bea musician.
3 I'dtiketo visitBuckinghamPalacewheretheQueenlives.
4 | leftmynewphone,whichI boughtlastweek,onthebus.
5 Martin,whosemumcomesfromWarsaw,speaksfluentPolish.
6 Lastmonth,IvisitedJamaica,wheremygrandfatherwasborn.
7 Myuncle,whoworksfora bank,earnsa lotof money.
8 TheFenari550,whichhasa 5.5litreengine,cangoat
320koh.
9 Jake,whosesisteris in myclass,isgoingto studymathsat
university.
Exercise6 page27
. Givestudentsthreeminutestowritetheirsentences
individualty.Goroundfeedingin ideasiftheyaregettingstuck.
Exercise7 page27
o Focusontheinstructionsandtheexamole.Doanotherone
asa demonstration.Aska studentto giveyoua sentence
andexpandonityourself.Thenaskanotherstudentto
givea sentenceandaskif anybodycanexpandonit.Then
studentscontinuethetaskin oairs.
OPTIOI{AI ACTIVITY - EXPAI{D THE STORY
r Thisactivitycouldbe usedforrevisionof non-defining
relativeclausesduringa laterlesson.
o Dictatethefotlowingshortstory.Stopafterevery
sentenceandgivestudentstimeto adda relative
clause.E.g.OnSaturdaynightI wentoutwithWill...
wholivesin thesameblockofflatsosme.
OnSaturdayI wentshoppingin London.I wentwithmy
friendPaul.Wetookthebus.Thebusdroppedusnear
BuckinghamPalace.Firstwewentto hugemusicshop.
Wehadlunchin an ltaliancaf6.Intheafternoonwe
wentctothesshoppingin OxfordStreet.Attheendofthe
eveningwecamehomeonthelastbus.
t Lessonoutcome
Askstudents:Whatdidyoulearntodoy?Whotconyoudo not',,
andelicitanswers.I canmakecomplexsentenceswithextro
information.I knowhowto mokenon-definingrelotiveclauses
[|alllllt
Reversingroles_e
tESSOt{ SUMmARY .. e
Reading:an article;true/falsequestions
Vocabutary:jobs,phrasalverbs
Speaking:discussingmaleandfemalejobs
Topic:work
Todo thelessonin 30 minutes,keeptheleod-in
brief,ondset the VocabularyBuilderexercisesandexercise5
for homework.
r Lead-in 4 minutes
o Writepuzzlestoryonthe board.Tettthestudentsa puzzle
story,forexamplethefollowing:A manwalksintoo bar
and asksfor a glossof water.Thebarmanputsa gun to the
man'shead.A fewmomentslaterthemansays'Thankyou'.
why?
. Answer:Themanhashiccups.Heaskedfora glassofwater
to curethehiccups.Insteadthebarmanputa gunto his
headwhichgavehima shockandcuredthehiccups.
. Thesekindof puzzlesarecaltedtateralthinkingquestions.
Askthestudentsif theyknowanyothers.
Exercise1 page28
o Aska studentto readoutthepuzzle.Elicitpossibtereason5
Givethemtheanswer(thesurgeonistheboy'smother).
Exercise2 page2l
o Asktheclasswhyit is difficuttformanypeopteto getthe
answerright.(Becausetherearecertainjobs,e.g.a surgeorr
whicharetraditionatlydonebymensopeopleassumethat
allsurgeonsaremen.)
Exercise3 page28
. Focusonthephotosandelicitwhattheyaredoingandthe
nameof theiobs.Witha strongerclassaskstudentsto
coverthe box.
. Askstudentshowtheythinkpeoplereactwhentheyfindotrt
aboutthesepeople'sjobs.
Unit3 . Ninetofive

37. Exercise4 page28
. Studentsdotheexerciseontheirown.Remindthemthattheir
taskissimplyto findoutaboutpeople'sreactions.Givethem
a timelimitoftwominutesto scanthetextfortheanswers.
. Pre-teachhoover,delivera baby,instinctivelyandtough.
KEY
Midwife:Somewomenaresurprisedat first,buthehasa good
reputationandcaresabouthispatients.Menarepleasedto
raveanothermanwiththem.
Mechanic:Customersmaybesurprisedatfirstbuttheytrust
'heemployeesandwomencustomersarepleasednotto be
treatedasiftheydon'tunderstandanything.
Exercise8 page29
o Givestudentsa coupleofminutestothinkabouttheiropinions.
Elicitlanguageusedforexpressingopinions(see3C)andwrite
itontheboardforstudentsto refertowhentheydiscussthe
questions.Circulateandmonitorastheydothetask.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyou
do now?andelicitanswers:I canunderstandondreacttoon
articleaboutgenderandwork.I hoveleornedsomephrasal
verbs.I cangivemyopinionaboutmenandwomenin the
workplace.
tEssot{ suMMARY.e@
FunctionalEnglish:questionsandanswersfora jobinterview;
showinginterest
Listening:diatogues;listeningforgistandspecificinformation
Speaking:jobinterviewroleplay
Pronunciation:intonation
Topic:work
:a&ir,*c.ii.
Todo the lessonin 30 minutes,keepthetimefor
thepreporotionphasesin exercises7 and I brief,and limit the
numberofperformancesin exercise9.
t Lead-in 2minutes
Focuson the photo.Ask:Whatis happeningin thephoto?
Howis theboyfeeling?Whatkindofiob doyouthinkheis
beinginterviewedfor?
Askstudentsto imaginethata friendisgoingforaninterview
tomorrow.Whatadvicewouldtheygivetheirfriend?
Exercise1 page3o f) r.re
r Studentsreadandlistento thedialogueatthesametime.
Witha strongerclass,askstudentsto closethebookand
iustlisten.
r Focusonthejobadvertisements.AskwhichiobCaltum
appliedfor.
o Checkunderstandingof tips.
KEY c part-timeshopassistant
Exercise2 page3o
r Studentsdotheexercisealonethencompareanswersin pairs.
OPTIONAL ACTIYITY - COTLOCATIOT{S
Fastfinisherscando thefoltowingverb-nouncollocation
exercise.Askstudentsto matchtheverbsandnounsand
thenchecktheanswersinthetext.
carryout
JOrn
deliver
ptay
cooK
fii
a profession
^
L. L.,
d uduy
a duty
thestereotype
gotf
a meal
KEY
carryouta duty joina profession delivera baby
ptaygotf cooka meal fit thestereotype
Exercise5 page29
. Readtheinstructions.Atlowtenminutesforstudentsto
readthetextandanswerthequestions.Remindthemto
underlinetherelevantsentencesin thetextbeforethev
decideontheanswer.
KEY
1F 2T 3F 4F 5F 6T 7F 8T 9F 10T
Exercise6 page29
. Studentscanworkaloneor in pairs.Makesuretheyrefer
backto thetextsothattheycanusethecontextto help
themworkoutthemeaning.
KEY 1d 2c 3b 4e 5a
KEY
2 to lookafterthem
3 madeit up
4 lookingfonryardto it
5 putit away
6 workedit out
7 gavethemoul
Exercise7 page29
. Checkstudentsunderstandandcanpronouncethejobs.
Theyworkin pairsto decidewhatthelobsinvolve.
KEY (possibteanswers)
a beautytherapist,flightattendant,kindergartenteacher,
nurse,nanny,secretary
b l<indergartenteacher,nanny
c aircraftpilot,astronaut,builder,coalminer,lorrydriver
d builder.coalminer
KEY 1 stackshelves 2 reliable 3 beintouch
Exercise3 page3o f) r.zo
. Playthe recordingonceforstudentsto repeatchorally.Then
askthemto listento theintonationanddecidewhichofthe
questionsgoupattheend.
KEY
Thevoicegoesupattheendin question2 becausethisisa
Yes/Noquestion.TheothersareWh-questions.
Forfurtherpracticeof Phrosalverbs,go to:
Unit3 . Ninetofive

38. TRAilScRIPT 1.20
1 Howdid youfindoutaboutthejob?
2 Haveyouworkedin a shopbefore?
3 Whatdid youdo there?
4 Howtongdid youworkthere?
5 Andwhydo youthinkyou'rethe rightpersonforthisjob?
PRO1{Ul{ClATtOt{ - IilTOI{ATION Il{ QUESTIOI{S
. IntonationgoesupattheendofYes/Noquestionsand
downattheendof Wh-questions(questionswhich
containa questionwotd:when,where,who,etc.).
However,in bothtypesof question,theintonationwill
riseon stressedwordsin thesentence.
-r-z
Howlongdidyouworkthere?
o Explainthatifyoustartthequestionwitha higherpitch
it'seasierto makethefatlin intonation.
. lfyourstudentsarehavingdifficuttyhearingthe
intonation,tryhummingthequestioninstead.
Exercise4 page3o 6) r.zr
. Focusontheinstructions.Givethestudentsa fewmoments
to matchthedefinitionswiththeiobtittes.Thenptaythe
recordingandcheckanswers.
KEY
a marketresearcher
b fruitpicker
c gardener
d lifeguard
Theinterviewis ford
TRlrscnrprt.zt
Int. Hello,Mandy.Comein andsit down.
Mandy Thankyou.
Int. Now,haveyou gotanyexperienceofthis typeofwork?
Mandy Yes,I have.I spentsixweeksworkingat a swimmingpool
lastsummer.
I see.Andareyouingoodphysicalheatth?
Yes,I'mveryfitandheatthy.
Whatkindsofthingsd0youdo?
lloveat[kindsofsport.I playvotteybattandnetbatl,lgo
runningandofcourseI swima lot- mosteveningsinfact.
That'sinteresting.So,whydoyouwantthisiob,Mandy?
Well,aslsay,I'vedonethiskindofjobbeforeandlreally
enjoyedit.Ithinkit'saveryimportantiobtoo- | take
safetyattheswimmingpootveryseriously.
Uh,huh.Doyoulivelocally?
Yes,I do.lt'sabouta 15-minutewalkfromthepoot.
Right.Whencanyoustartwork?
Well,termfinishesnextFriday,soanytimeafterthat.
Well,thanksverymuchforcomingin Mandy.We'llbein
touchinthenextcoupleofdays.
KEY a3 b2 d6
Exercise6 page3o f) r.zz
o Gothroughthespeakingtiptogether.Makesurestudents
understandtheimportanceof usingthecorrectintonation
andthatiftheyusea flatpitchtheywitlsoundbored.
. Playtherecording,pausingaftereachexpressionfor
studentsto copyintonation.Youcoulddividetheminto
pairs- withpartnersnextto themorontheothersideofthe
room- andaskthemto lookattheirpartnersastheyspeak
Thismethodtendsto makestudentssoundmoreanimated
thaniftheyareiustdirectingtheirwordsto nobody.lfyou
encouragethemto exaggeratetheintonation,it shouldhetp
themto feellessself-conscious.
Exercise7 page3o
. Witha weakerclassaskstudentsto prepare5-6 questions
Witha strongerclassaskthemto prepare7-8 questions.
Encouragethemto includework-retatedvocabutaryfrom
lesson34.
Exercise8 page3o
. Witha weakerclassstudentscanscripttheirdialoguebutin
a strongerclasstheyshouldiustwritenotes.
Exercise9 page3o
. Chooseseveraloairsto actouttheirinterviews.Remind
studentsto useappropriateintonationto makethemsound
interestedandenthusiastic.Theotherstudentslistenand
witha thumbsuporthumbsdowngesture,voteonwhether
theintervieweegetsthejob.
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudo
now?andelicitanswers:I canaskondanswerouestionsof o
job interview.I canspeakwiththerightintonationto sound
interested.
Ajoba
f4e1c5
Int.
Mandy
lnt.
Mandy
lnt.
Mandy
Int.
Mandy
lnt.
Mandy
Int.
Exercise5 page3o f) r.zr
o Givestudentstimeto readthroughthequestions.Ptaythe
recording.Witha weakerclasspauseaftereachquestionfor
studentsto notedowntheanswer.Checkthequestionorder
thenaskthemto talkto a Dartnerabouthowmuchthevcan
rememberabouttheanswers.
tEssoll sutilARY o o a8''
Writing:formalletters- aiobapptication;structuringaletter
Reading:ajobapplication;readingforspecificinformation
Vocabulary:setphrasesforformaIlettersandlettersofapplication
Topic:work
Todo thelessonin 30 minutes,do the
preparotionworkin exercises7-4 osa class.Alternatively,set
the writing taskfor homework.
i Lead-in 2-3minutes
. Writejob applicationletterontheboard.Askstudentswhat
theyrememberaboutwritingformalletters.Ask:
Howdoyou storto formal letter? (DearSiror Madam)
Howdoyouendit? (Yoursfaithfullyif youdon't knowthe
nameoftheaddressee,Yourssincerelyif youdo)
Wheredo you writethe date?Howdo you writeif? (writeit
in fullunderyouraddress)
Wheredoyouwriteyouraddress?(inthe top right-hand
corner)
lf you typethe letter,do you writeyoursignaturebeforeor
afteryour typedfull nome?(before)
Unit3 . Ninetofive

39. Exercise1 page31
. Focusonthequestionsandaskstudentsto readthetext
quicklyto answerthem.
KEY
1 kitchenhelper
2 in herlocalcaf6
I 25thJuly,afterherexams
Exercise2 page31
. Askstudentsto dotheexerciseindividually.Checkthe
answerswiththeclass.
KEY a3 b1 c4 d1 e3 l2
Exercise3 page31
o Drawstudents'attentionto thewritingtip andaskthemto
findtheformalexpressionsin thelefter.Checkanswers.
KEY
1 applyfor,post
2 | haveconsiderableexperience
3 Myresponsibilities
4 | considermyselfto be
5 supply
6 | wouldbegratefulfortheopportunityto
7 discuss,in person
8 wittbeavailable
9 | amenclosing
Exercise4 page3r
. Studentscandothetaskin pairs.Gooveranswerswiththe
wholeclass.
KEY
Possibleanswers:enthusiastic,hardworking,reliable,good
levelof English,enjoydealingwiththe public,canusea
computer,canworkwellonyourownor in a team
Exercise5 page31
. Gothroughtheinstructions.Studentscanworkaloneorwith
a partner.Tellthemthattheycaninventthequalitiesand
workexperience.Remindthemto followthesuggestedplan.
lf thereisn'ttimeto writethe letterin class,theycando it
forhomework.
. Whethertheydo it in classor for homework,getstudentsto
swaptheirletterswithanotherstudent/pairof studentsto
readandcheckformistakesbeforeyoucollectthemallin.
t Lessonoutcome
Askstudents:Whathovewetalkedabouttoday?andelicit
answers:I canwriteaformol letterof applicationfor ajob. I
havelearnedhowto organisemy writingintoparagraphs.I
havelearnedsomefixedexpressionsfor applyingfor aiob.
Unlt3. llinetofive

40. @.ffi1.'u;r"
o12 3
TOPIC O o ,.
People,work,society,relationships,school
Wrlqr:::
r Lead-in3minutes
o Askstudentsto listencarefullyandtryto memorisethe
followingtenwords.Readthewordsslowly,butdo notallow
studentsto takenotes: environment clossroom
amnesia embarrossino relieved immigrant
challenging midwife supeMsor suoway
. Studentstryto writedownthetenwordsin thecorrectorder
individualty.
. Checkwhohasrememberedthemostwords.andwhohas
rememberedthelongestsequencein thecorrectorder.
r Ask:Wasit easyto rememberall thewords?Howdid youtry
to memorisethem?
Exercise1 page32 5minutes
. Studentsworkin pairs,takingit in turnsto askandanswer
thequestions.
o Conducta briefclassfeedback.
Exercise2 page32 C) 7.2i to-72minutes
o ln a weakerclass,pre-teachparticipontandcompetition(in
thebusinesscompetitorsense).
. Readthetaskasa class.Explainthatyouwiltplaythe
recordingtwice,witha pausein between.Theinformation
studentsneedwillbeheardin theorderofthequestions.
o Forthefirstlisteningstudentsshouldfocusonthe
questions,markinganswersastheyhearthem.Bythetime
theycometo thesecondlistening,theyshouldexpectto
befairlydefiniteaboutsomeanswers,whileotherswitlstilt
beunclear.Inthesecondlisteningtheyshoutdconcentrate
on confirmingtheanswerstheyhaveandlisteningforthe
answerstheystillneed.
. Allow1 minuteforstudentsto readthequestionsbefore
youplaytheCD.Ptaythe recordingtwice,witha 30-second
oausein between.
. Checkanswers.Discussstudents'exoerienceof thetask.
KEY 1c 2A 3B 4A 5B 6c
Transcriptt.zl
Memoriesareaveryimportantpartofouridentity.Theytellus
wherewecomefrom,wherewe'vebeenandwhoweare.Ordo
they?Howreliabteareourmemories?
Ina recentstudy,volunteersweredividedintofourgroupsand
wereaskedtowatchandevaluateanadvertisementforthetheme
park,Disneyland.Thefirstgroupwatchedtheadvertisementwhile
sittingina roomwithnopicturesandnodistractionsaroundthem.
Thesecondgroupwereshownexactlythesameadvertisementbut
therewasa cardboardcut-outofthecartooncharacterBugsBunny
intheroomwheretheyweresitting.Thenextgroupsawa slightly
differentversionoftheadvertisement,whichincludedanimage
ofBugsBunny.Andfinally,thelastgroupsawthesecondversion
oftheadvertisement,theonewhichincludedBugsBunny,and
alsohada cardboardcut-outofthefamousrabbitintheroomwith
them.
Sinceal[theparticipantshadalreadybeento Disneyland,they
wereaskedtotalkaboutthesepastvisitsafterlookingatthe
advertisement.Over30percentofthosewhowereinonewayor
anotherexposedto BugsBunnywhilestudyingtheadvertisement
rememberedpersonattymeetinghimatDisneyland.Sowhere's
theproblem,youask?Well,there'sonlyone:BugsBunnyisnota
DisneycharacterandcouldneverappearatDisneyland.
W*
Theontywayto meethim is to go to SixFlags,whichis a theme
parkbetongingto oneof Disney'smaincompetitors,Warner
Brothers.
So howcouldthesepeoplehavesuchmemories?Theansweris
simple- althoughpossiblydisturbing.Creatingfalsememories
is a commonprocessand not at attdifficultto achieve.lt begins
with a suggestionthatthe potentialmemorymightpossiblyhavc
happened.Oncethe mentalpicturehasbeenplanted,it later
becomesa memory.So if it is suggestedto youthatyou met Bugs
Bunny,andyou haveno reasonto rejectthe suggestion,you crea'
a memoryof it. Thisphenomenonis usedbythe makersof so-
called"nostalgicadvertisements".Theseportraya warmand cos,
imageof,for example,childhoodwhichmayor maynot be simil.':
to ourown.Thepointis thatthe veryactofwatchingtheseadverl
plantscertainimagesin our minds,whichcanbe transformedint,
memories,eventhoughtheyarenota genuinepartof ourown
past.
5o, haveyou beento McDonald'slatety?Anddid you havea goo
time?Yes?Butwaita second!Thinkabouttheiradvertisements
- allthosesmitey,happypeoplesharinga meat.Now,thinkagail
Maybeyourownvisitwasn'tall thatgreat.Maybeit'sthe nostalgi
advertisementthat hastransformedyourmemoryintoa wonderfr
expenence.
Exercise3 page32 5minutes
. Ask:Doyourememberthe firstdoyofschoolthisyear?Wlt,
wastheweatherlikeTWhatwereyouwearing?Whodid yot,
talkto?Whatdid your teachertell youin thefirst class?etc
Getsomefeedback.
r Askstudentsto write2 questionsrelatedto eventsand
situationsin schoolsstartingwithDoyouremember...?Pul
studentsingroupsto askandanswerthesequestions.Brir
theclasstogetheragain.Dostudents'memoriesdiffer?
o Readtheinstructions.AnswerthequestionsintheStudenl
Bookasa class.
. Ina strongerclass,askfollow-upquestionsfordiscussion
in openclassor in smallgroups,forexampleWhydo
differentpeoplerememberthingsdifferently,e.g.teachers
andstudents,childrenandporents,boysondgirls,etc.?
(differentinterests,relationships,pointsof view)Why
dopeopleaddmade-updetailsto theirstories?(genuine
mistake,desireto makethestorymoreinteresting,trying
to tella betterstorythanthe previousperson,etc.)Why
do peoplehavefalsememoriesTDophotographsor video
recordinghelpusrememberbetteror do theyreplaceour
memories?WhatbringsbackmemoriesT(smetts,places,
seeingpeopleaftera longtime)
Exercise4 page32 1ominutes
a
a
Remindstudentsto readthewholetextfirstbeforetheyst,
filtingin anygaps.Ask:Whotis thetextabout?Elicit:Abor,
an unusualjob, wherefurnituretestersarepaidto belozy
allday.Understandingthecontextisthe keyto completing
clozetaskssuccessfully.
Explainthatcontractions(likersn'f)countasoneword.
Studentsdothetaskindividualty.Remindthemto check
theiranswerswhentheyhavefinished.
Studentschecktheiranswersin pairsfirst,thencheckthc'
answerswiththeclass.
KEY
1 aren't
2 not
3 who
4 whose
5 For
6 which
7do 9whe
8 how 10 for
Getreadyforyourexam3

41. xerGise5 page32 8-10minutes
T'*:W
Readthroughtheinstructionsandthefourquestionsasa
rlass.Checkcomprehensionof keyvocabulary,or pre-teach
i eUnlOn. VenUe.
Ask:/sthe classplanningto meetregulorlyofteryouleave
scltool?Howoftendoyouplanto meet?
Studentsworkin pairs,anddiscussthefouroptions.Seta
timetimitof 5 minutesforthepairsto agreeorcompromise
anthedetailsofthereunion.Referstudentsto theFunctions
3ankintheWorkbookforusefu[ohrases.Walkaroundand
nronitortheactivity,makinga noteof anyseriouserrors
rmistakesin appropriacyaswellasgrammaticalerrors).
tomebackto theseerrorsin a laterlesson,butdo not
interruptthecurrentactivity,asit focuseson practising
tluencynotaccuracy.
Asksomepairsto reportbackwiththeirconclusions,andto
c'xptainthereasoningfortheirdecisions.
r Lessonoutcome
<students:Whathaveyouleorned/practisedtoday?
' il: I hovepractisedcompletinga multiple-choicestotements
.'cningtask.I haveproctiseda clozetask.I havelearnedhow
,Jiscussorrangementsforan event.
oPlC o l r:,,
'k,shoppingandservices
+ Lead-in 2minutes
- Recalltheiobyoureadaboutin Getreadyforyourexam3 (a
furnituretester)on page32.Ask:Wouldyou liketo do this
iob?Studentsputuptheirhandsto answerthequestionyes
or no.Ask:Why?Whynot?- dependingontheanswersthey
gavebefore.
lxerCise1 page33 5minutes
, Askstudentsto thinkabouttheirideatiob.Allowhatfa
minuteforthemto collecttheirideas.
. Studentsworkin pairs,andtakeit in turnsto askand
answerthequestions.Referthemto page24 foruseful
vocabulary.
lxerCise2 page33 75-20minutes
H '.'"'
' Readtheinstructionstogetherin class.Explainthatinthis
typeof task,studentshaveto dotwodifferentthings.They
haveto findwhichparagraphincludesinformationabout
eachstatement,thendecideif theinformationconfirms
thestatement(true)or contradictsit (fatse).lt is usually
easierto dothetwostepsin thisorder.Pointoutthatthis
alsomeansthat,differentlyfrommostotherreadingtask
tvpes,theorderof statementsdoesnotfollowtheorderof
informationinthetext.
. Remindstudentsthatthetaskissupposedto bea challenge
soit willcontainunfamilarvocabulary.Theydo notneedto
understandeverywordin thetextto beableto completethe
task.lf theyencounterunfamiliarwords,theyshouldtryto
workoutwhattheymeanroughly(theyusuatlydo notneed
to l<nowtheexactmeaningof theword)fromthecontext.
. Studentscomparetheiranswersin pairs.
. Checktheanswersasa class.Discussstudents'experience
of thetask.Ask:Whatdidyoufind mostdifficultaboutthis
task?Why?
7 True,E
8 True,A
Exercise3 page33 5-5minutes
r Focusstudents'attentiononthetwophotos.Askthe
questionsfromtheexercise,andgeta fewstudentsto reply.
o Writetwoheadingsontheboard:open-airmarketand
public library.
. Brainstormsomevocabularystudentscoulduseto describe
eitherolace.Writethe mostusefuIideasontheboardfor
themto referto.
EXefCiSe 4 page32 7l-T2minutes
. Readthroughtheinstructionsandthequestionswiththe
class.Makesuretheyunderstandthe keyvocabulary.
. Explainthatin thistypeoftaskthefocusisonfinding
similaritiesor differencesbetweenthetwosituationsshown
inthephotos,notondescribingthedetailsof eachimage.
Theycanmentionspecificdetaitsto illustrateanypoints
theywantto make.
r Allowa minuteortwoforstudentsto collecttheirthoughts
abouteachofthequestions.
r Modelthetaskwitha strongerstudent.
. Studentsin pairstakeit in turnsto dothetask.Encourage
themto noteanydifficulties,goodor badpoints,andgive
feedbackto eachotheraftertheybothfinished.
. Conducta classfeedbackbyaskingaboutthedifficultiesor
issuestheydiscussed.
OPTIOIIAT SPEAKIl{G TASK
. Withstrongerclasses,youmayliketo extendthe
picture-baseddiscussionwitha role-ptaytask.Atlowup
to 20 minutesforthisactivity.
r Putthestudentsin twogroups,A andB.GroupA witl
betheemployersat anopen-airmarket,GroupB the
employersin a publiclibrary.Askeachgroupto draw
up a listofthosequalitiestheywouldrequiresomeone
apptyingfora jobwiththemshouldhave.Walkaround
theclass,monitoringthediscussionandhelpingwith
anylanguagetheyneed.
. Formsmallergroups,eachofthemcontainingtwo
studentsfromGroupA,andtwofromGroupB.
r First,thetwopeoplefromGroupA shouldinterview
thetwootherstudents,whowilleachplaytheroleof
a personapptyingfora iob.Theinterviewersaskthe
questionstheyprepared,whilethecandidatesboth
givetrueor inventedanswers.
o Whentheinterviewershaveinterviewedboth
candidates,theyshoulddecideaftera briefdiscussion
(altowhalfa minute),which,if either,candidatethey
wouldchooseto employandwhy.
r Studentsthenswaproles,andrepeattheactivity.
t Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtoday?
Elicit:I havepractisedfrndingspecificinformationin a textto
decideif statementsaboutit oretrueorfalse.I havepractised
describingdifferentplaceswherepeopleworkor shop.
KEY
I True,D
2 Fatse,E
3 True,B
4 False,C
5 True,C
6 True,B
Getreadyforyourexam3&4

42. THIs Uf,IT IxCLUDES O *
Vorabulary.partsofthe body. lnri6uthe body. legaIterms. homophones
. achesand pains. symptoms. illnesses
Grammalo pastsimpleandpresentperfectcontrast.presentperfectcontinuor
Speaklng.talkingaboutdietand lifestyte. at thedoctor's
Wrltlng' an informalletter:givingnews
RKBOO K pages3O-j6 . Setfcheckpage37
vbodThehuman
tEs5()1{ suililARY .. e
Vocabulary:partsofthebody,idiomswithpartsofthebody
Listening:dialogues- listeningforgistandspecificinformation
Speaking:Talkingaboutiniuriesandillness,conversationsand
monologuesillustratingidioms
Topics:people,health
Todo thelessonin 3o minutes,keepthelead-in
brief,setthe VocabularyBuilderexercisesashomework,limit
exercise4 to 3-4 minutesand askstudentstopreporeonlyone
diologueor monologuein exercise7.
t Lead-in 3minutes
o Tellstudentsthatthetopicoftoday'slessonis Thehumon
body.Wifi a weakerclass,givestudents2 minutesto write
downasmanywordsforpartsofthebodyastheycan.Elicit
themontotheboard.Nowtellstudentsthattheyaregoing
to startbydoinga mini-quizto findouthowmuchtheyknow
aboutthehumanbody.Readoutthequestionsandstudents
writedowntheanswers.Theconectanswersareunderlined.
1 Whichpartofthehumanbodyneverstopsgrowing?
a mouth b eyes c nose
2 A babyhasfewerbonesthananadult.Trueorfalse?
(False- a babyhasmorebonesthananadult)
3 Howmuchblooddoestheaveragemanhave?
a 2-3 litres b 5-6 litres c 7-8 litres
4 Whatpercentageofthehumanbodyiswater?
a about50% b about66% c abouIT5o/o
5 Howmanvmusclesarethereinthehumanbodv?
a 650 b 750 c 850
Exercise1 page34
. Studentsworkindividuallyorin pairs.
9 mouth
10 nose
5 chest
6 hairs
fuercise3 page34
o Demonstratetwoorthreeexamplesyoursetforin openpair
acrosstheclassbeforestudentscontinuetheactivitvin
closedpairs.
oPTrol{ALACTTVTTY- StmOI{SAYS
. Playa gameof Simonsoysto revisethe body
vocabulary.
. Explainthatyouaregoingto playa gamet0 practise
thebodyvocabulary.Everybodymuststandup.You
givetheclassinstructionse.g.Simonsays...touch
yourheel,Simonsays...touchyourcalf,Simonsays...
touchyourchinwithyourryrisf.Whenyougivean
instructionprecededbySimonsaysthestudentsmust
followtheinstruction.lfyoudon'tbegintheinstruction
withSimonsays...theyshoulddo nothing.lf a student
doesthewrongactionor doesanyactionwhenyou
don'tsaySimonsoys...,theyareoutofthegameand
mustsitdown.Thelaststudentstandingisthewinner.
Youcoutdaskstudentsto cometo thefrontandgive
instructions.
Exercise4 page34
. Studentsreadnumbers1-6.Askthemto tryto guessthe
meaningoftheinjuryvocabulary.
. Setthetaskandremindstudentsthatthisisa ftuency
activityandyouwantthemto giveasmuchinformation
aspossibte.Toensurethattheylistencarefullyto their
partners,warnthemthattheywilIbeaskedto tellthectass
afterwards abouttheir partner'sexperiences.
. Choosea fewstudentsto feedbackto theclass.
Exercise5 page34
o WriteIDIOMontheboardandelicit/exptainthatanidiomis
anexpressionwitha meaningthatyoucannotguessfromthr
meaningsoftheindividualwords.Forexample:tohittherooi
: to beextremelyangry.Eticitmoreidiomsfromtheclass.
. Witha weakerclass,elicitsomeidiomsinthestudents'owt
language.
. Askstudentsto workwitha partnerto completethetask.
o Emphasiseto studentsthattheyshouldtryto learnidioms
ascompletechunks.Theyshouldrecordthemwitha contex'
sothattheycanusethemappropriately.
KEY
1 1 knee
2 chest
3 toe
4 finger
21teg
2 heels
reg
stomach
back
eye
arm
foot
5
6
7
I
3
4
KEY
a eyelash
b nostril
c eyebrow
d eyelid
e lip
f chin
g scalp
h neck
i throat
i chest
k wrist
I thumb
m stomach
n waist
o hip
p thigh
q catf
r heel
s shin
t ankle
Exercise2 page34f) r.zs
. Playtherecording.Afterthey'velistenedto theanswers
youcouldaskthemto makea roughbut[argersketchof
thepersoninthephotoandaskthemto labelthepartsof
thebody.Drawyourownsketchontheboardanduseit to
checkanswerswiththeclass.
r Eithermodelthepronunciationofjustthepotentially
problematicwords(seepronunciationnote)orreptaythe
recording,stoppingaftereverywordto drittit.
PRO]IUI{CIATION - 5ILEI{T TETTERS
ThislexicalsetcontainsseveraIexamplesofwordswith
silentletters:calf/kc:f/,stomachist,rmak/,thighiOarl,
thumb/0nm/andwrist/rrst/.Writethewordsontheboard
andaskstudentsto tellyouwhichlettersaresitent.
calf stomach thigh thumb wrist
Formorepracticeof Partsof the body,go to:
unit4'Bodvandmind

43. KEY
cheste
- hairsf
3armb
4 heelsa
5 foot c
6legd
Exercise6 page34 f) r.ze
. Explainto studentsthattheyaregoingto listento
conversationswhichillustratethemeaningsoftheidioms
in exercise5. Playthe recordingandpauseaftereach
conversationto elicittheanswerfromtheclass.
. Witha weakerclassstudentsmayneedto hearthe
recordinga secondtime.
KEY
I Themanistellingthewomanthathe'sheadoverheels.
I Rachel'sputherfootin it.
I Cherytis splittinghairs.
. Rosieis pullingRob'sleg.
; AnthonyistwistingPenny'sarm.
r Sueisgettingsomethingoffherchest.
TRAilSCRIPT 1.26
Jan Jill,I hopeyoudon'tmindwhatI wantto teltyou.
ilt Whatis it, Dan?
Jan I am so in lovewithyou.
itt What?
Dan I'velovedyoufor aslongas I canremember.
],,
Gosh,Dan,I hadno idea.
Rachel Graham,I thinkI'veiustgoneandsaidthe wrongthing.
'lraham Whatareyoutatkingabout,Rachel?
Rachel Rememberyoutold methatyoudidn'ttikeJeff,Amy's
newboyfriend?
Craham Oh no,whathaveyou said?
Qachel Well,it'siustthatAmywasgoingto askyouto meetJeff
for a drink.Youknow,becausehe doesn'tknowmany
Graham
lachel
peoplehere.
And?
Well,I sortof saidthat I didn'tthinkit wasa goodidea.
AndAmysaid,Why?And so l, wett,I triedto explain
- nicelyof course- thatyoudidn'ttikehim.And nowI
thinkshe'sa bit upset.
GrahamOhforheaven'ssake,Rachel.Youandyourbigmouth!
3
4artin Areyoulistening,Cheryl?SoI saidto,imyesterday...
Cheryl lt can'thavebeenyesterday,Martin.
l4artin Whatdoyoumean?
Cheryl ltmusthavebeenthedaybefore.Youdidn'tgoout
yesterday.Oritcouldhavebeenattheweekend,Isuppose.
Martin What?
Cheryl Whenyousawlim.
Martin Look,doesit matter?Doyouwantto hearthestoryornot?
Cheryt Yes,sorry.Dogoon.
Martin AsIwassaying...
4
Rosie Oh,Rob,what'sthaton yourface?
Rob What?
Rosie Thatbiggreenmark.
Rob Whatis it?
Rosie I don'tknow.
Rob Canyou rub it off?
Rosie I'mtrying.No,it won'tcomeoff.Oh dear.Youdo look
funny.
Rob Oh,no.I'tthaveto go home.
Rosie I wasjoking!There'snothingon yourface!
Rob Oh,Rosie!| wishyouwouldn'tdo thatatlthe time!
5
Penny Hi,Anthony.Whatisit?
AnthonyI don'tsupposeyoucouldlendmesomemoney?
Penny No,Icoutdn't.lttookyouagesto payitbackthelasttime.
AnthonyI'msorryaboutthat.I'llpayyoubackstraightawaythis
time,I promise.
Penny No.
AnthonyOh,goon.lt'snotforme.lt'smyMum'sbirthday
tomorrowandIwanttobuyhera present.Please.Please.
Penny Oh,OK,then,hereyouare.That'sallI have.
AnthonyThanks,Penny.That'sreallygoodofyou.
6
Sue Look,Simon,I havetotellyousomething.
Simon Sue,whateveristhematter?
Sue I'vewantedto saythisforages.
Simon Well,goonthen.
Sue Promisemethatyouwon'tbeangrywithme.
Simon lt dependswhatit is!
Sue Erm,please,pleasewillyougeta haircut?| hateyour
hairlikethat.
Simon Oh,wett,if it meansthatmuchtoyou- | supposeso.
Sue Oh,thankyou!| wishI'dtoldyoubefore.
Simon Hmm.
Exercise7 page34
o Tel[studentsthattheyaregoingto writetwoshortdialogues
or monologuessimilarto theonesontherecording.Monitor
andhelpandcorrectasstudentscompletethetask.
. Witha weakerclasshelpstudentsprepareforthetaskby
choosinganidiomandasking,e.g.lf youtwistsomeone's
arm,you wantthemto dosomething.ls it an eosything, or
somethingtheywouldprefernotto do?Brainstormexamples
ofthingsyoumightwantsomeoneto do,andargumentsyou
coulduseto makethemdo it.
Exercise8 page34
. Studentsreadoractouttheirdialoguesandmonologues.
Remindthemto lookupandspeakclearlyandencourage
themto showtheemotionsofthe situation.Theother
studentslistenandguesswhattheidiomis.
Forpracticeofvocabuloryfor lnsidethe body,go to:
KEY
l7
2
3
4
5
skull
skin
ribs
muscle
bone
6 spine
7 brain
8 vein
9 artery
10 heart
11 lungs
12 liver
13 stomach
t Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatconyoudo
now?andelicit:/ cantalkaboutpartsofthehumanbodyand
injuries.I canunderstandonduseidiomswithpartsof thebody.
Unit4 . Bodyandmind

44. Formorepracticeof Postsimpleandpresentperfect,go to:
KEY
1 t haven'tseen
2 havemoved
3 haven'tfound
2 1 moved
2 haveknown
3 haven'tfaited
4 wasborn
4 'vecome
5 hasiustgot
6 haveyoulost
5 broke
6 didn'tgo
7 've changed
7 Have(you)finished
8 went
LESSOl{SUMMARYOI&.:
Grammar:contrast:pastsimpleandpresentperfect,time
exDressrons
Reading:anarticleandinterviewaboutextremesports
Speaking:talkingaboutthingsthathavehappenedthisweek
Todo thelessonin 30 minutes,keepthelead-in
brief,settheGrammarBuilderoshomeworkanddo exercise4
together.
t Lead-in 2-3minutes
. WriteEXTREMESPORTSon the board.Askl.Whatextreme
sportsconyouthinkoft Elicitasmanyaspossibleand
writethemontheboard.Possibteanswers:skydiving,
snowboarding,bungeejumping,mountainbiking,
paragliding,surfing.
. Askif anybodyhasdoneanyofthesportsandgetthemto
tetttheclassaboutit.
Exercise1 page35
. Askquestionsin openclassto elicitasmanydetailsas
possible.Whatcanyouseein thephoto?What'stheman
doing?Whyis hedoingit?What'she wearing?Howis he
feeling?Whereis he?
o Focusstudentsonthequestionsandgivethemtimeto read
thetextandanswertheouestions.
KEY 1 France 2 CosinoRoyale
Exercise2 page35
r Studentsfirstunderlinethetwodifferenttenses.Remind
themif necessarythatthe presentperfectisformedwith
have+ paslparticipte.Suggestthattheyusedifferent
colours.ReadthroughIheLearnthislbox,askingdifferent
studentsto readouttheexamplesentences.Suggestthat
theywrite7,2 and3 nextto the presentperfectverbsto
showtheuses.
KEY
pastsimple:began,gave,came,appeared
presentperfectuse1: SebastienFoucanhastakenpart...
since..,freerunninghasalwaysexisted,freerunninghas
alwaysbeenthere
presentperfectuse2: SebastienhasappearedonW a number
oftimes
presentperfectuse3: sincethen,freerunninghasbecome
verypoputar,he'siustannouncedhistatestchaltenge
Exercise3 pase3r {b rzt
. Readtheintroductionto thetextfirstanddealwithany
vocabularyquestions.Nextfocusonthetaskandgive
studentstwominutesto completethedialogueindividuall
orin pairs.Playtherecordingforstudentsto checktheir
anSwers.
KEY
1 did,start
2 made
3 did,discover
4 havebeen
5 found
6 have,broken
have,broken
Have,had
swam,weren'i
7
8
9
Exercise4 page35
r Studentscanworkindividuallyorin pairs.
KEY
pastsimple:in (2001),later,on oneoccasion
presentperfect:since,sofar
Exercise5 page35
. Readthroughtheinstructionstogether.Elicitthetenses
usedintheexample(presentperfectandthenpastsimple
andwhythesetensesareused.(Thefirstquestionistatkir;
aboutanytimewithinthelastweek;thesecondis narrowr
downto a specificevent.)
Witha weakerclass,doaltoftheconversationsin openpai
first.Aska studentto askthefirstquestion:Haveyoubeent
thecinemathisweek?Afterthey'veaskedthequestionthey
nominateanotherstudentto answerthequestionandthen
aska followupquestioninthepastsimple.
Don'tlettheconversationsbecometoolong.Focusinstear
onaccuracyandgivingstudentspracticein switchingfronr
thepresentperfectto pastsimpte.
OPTIOXAL ACTIVITY - GAME
InegularverbparticiptesgameDividethe classintotwo
teams,A andB,andwriteA andB ontheboard.Callout
theinfinitiveof anirregularverbfrombelow.Asktheclass
to shoutoutthepastparticiple.lfthe firststudentgetsit
righttheywina pointfortheirteam.lf theygetit wrong
theteamlosesa pointandtheotherteamhasanother
attemptatthesameverb.Insistongoodpronunciation.
Keepthescoreon theboard.
bite(bitten),steal(stolen),swim(swum),wear(worn),
eat{eaten),fight(fought),fly (flown),shine(shone),rise
(risen),tet(tet),tose(lost),show(shown),keep(kept),
shut(shut),teach(taughD,bring(brough0,buy(boueh0,
thinkfthought),come(come),hide(hidden)
t Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudo not
andelicit:I havelearnedwhento usepresentperfectandwltt
to usepastsimple.
Unit4 . Bodyandmind

45. Fastfoodaddicts
.ESSOll SUtilARY o o..el
: eading:a textaboutobesity;matching
- stening:3 interviewsaboutlifestyte;listeningforspecific
':rmation
' ocabulary:legatvocabulary,food
Sreaking:talkingaboutdietandtifestyle
-:pics:health,lifestyte
Todo the lessonin 30 minutes,keepthe lead-in
efand oskstudentsto readthe textfor thefirst timeat home.
r Lead-in 3 minutes
. Dividestudentsintosmal[groups.Askthemto telleach
othereverythingthey'veeatenanddrunkin the last24
hoursanddecidewhohasthehealthiestdietin thegroup.
. Drawstudentsattentionto thelessontitte.Check
understandingofthewordsaddict,oddiction,beaddictedto.
Askstudentswhetherit isheatthyto bea 'fastfoodaddict'.
)Jowlookatthetitleofthetext.Askstudentsto lookatthe
iessonandtexttitleandthephotoandtryto guesswhatthe
:extwillbeabout.Checkunderstandingofobesityandblome.
Exercise1 page36
. Checkthemeaningandthepronunciationofthewords
lnthebox,especia[[ycorbohydrate/,kq:beu'hardrert/and
protein/'preoti:n/.NBvitaminis pronounced/'vrtamrn/in
BritishEnglishand/'vartamrn/inAmericanEnglish.Students
describetheohotosin oairs.Checktheanswersasa class.
Exercise2 page36
. Focusontheinstructionsandtelltheclassto readthetext
quickty,ignoringthegaps.Letthemcomparetheiranswers
witha partnerbeforeyouchecktheanswerstogether.
Exercise3 page36
. Givestudents10minutesto completethetask.Thenaskthem
tocomparetheiranswerswitha partnerjustifyingtheirchoice.
. Unlikeotherreadingcomprehensiontasks,suchas
comprehensionquestionsandtrue/falsequestions,where
thebestapproachisto usethequestionsasa startingpoint
andthenscanthetextfortheanswers,withthiskindof task
it is betterto startwiththegapsin thetext.Thefirststep
isto readthetextasa wholefirst.Nexttheyshouldread
thetextbeforeandaftereachgapandpredictthemissing
information.Thentheylookfora sentencethatfitsthetopic.
Thenextstepisto lookforgrammaticalandvocabulary
llnks,e.g.pronouns,tensesandsynonyms.lftheyarenot
sureof theanswer,theyshouldgoonto thenextgap.
. Remindstudentsthatthereis onesentencethatdoesnotfit
anyofthegaps.
KEY 1c 3e 4b
Exercise4 page36
. Studentsdiscussthequestionin pairsfora minute.Askfor
a showof handsto findoutwhatthemajoritythink.
Exercise5 page36
r Studentsworkindividuallyor in pairs.Explainthatfor
questions2-4 thewordsformpartof phrasesandthatpart
of thephraseisalreadygiven.Theyneedto scanthetext
to findthosewords.Tellthemthattheyneedto checkthe
sentencesin exercise3 aswetlasthe mainbodvof thetext.
KEY 1 sue 2 suit 3 dismiss 4 bilt
Exercise6 pase36 f) r.ze
o Readtheinstructionswiththeclass.Remindthemto focus
onthequestionsandnotto worryif therearewordsthey
areunfamiliarwith.Ptaytherecording.Witha strongerctass
pauseaftereachinterviewforstudentsto writetheanswers.
Witha weakerclassoauseaftereachanswer.
KEY
1 Tony4 or 5; everyday;quitehealthily
2 Karen2;2 days:notheatthily
3 Chris3; 4-5 days;healthily
Tmrscnrprt.zg
Speaker1Tony
Int. CanI askyoua fewquestionsaboutyourtifestyte?
Tony Sure.Goahead.
Int. Onaverage,howmuchtimedoyouspendeachday
watchingW?
Tony Eachday.Aboutfourorfivehours,Ithink.lt depends
what'son.Iwatcha moviemostevenings,
Int. Andhowoftendoyouexercise?
Tony WettIwatkto schooleveryday.AndI playfootballon
SaturdaysandI usuallygoswimmingonSundays,soevery
day,I suppose.
Int. Woutdyousaythatyoueatheatthity?
Tony Prettyhealthily,yes.
Int. Doyouevereatiunkfood?
Tony Notveryoften.I sometimeshavea burgerandfrieswhen
I'mintownwithmvfriends.
Int. Thankyou.
Tony You'rewelcome.
Speaker2 Karen
Int. CanI askyoua fewquestionsaboutyourlifestyle?
Karen Yes,OK.
Int. Onaverage,howmuchtimedoyouspendeachday
watchingTV?
KarenWell,I don'twatchW everyday.Sometimesthere'snothing
goodon- soI dosomethingelse.Orif I'vegota lotof
homeworkI don'twatchTV.ButIwatchit mostdays.
Int. Sohowmanyhours,onaverage,doyouthink?
Karen Maybetwo.
Int. OK.Andhowoftendoyouexercise?
Karen Hardlyever.I don'ttikesports.Wehaveto dosportsat
schooltwicea week,butthat'saboutit.
Int. Anddoyoueatheatthily,doyouthink?
Karen Mmm.I'mnotsure.I eata lotofpotatochipsand
chocotate.
Int. DoyoueatTVdinnersathome?
KarenYes,sometimes.Momdoesn'tcomeinfromworktilllateso
sheleavestheminthefridgeforus.Weiustheatthemup.
Int. OK.Thankyouverymuch.
Karen That's0K.
Speaker3 Chris
Int. CanI askyoua fewquestionsaboutyourlifestyle?
Chris Sure.
Int. 0n average,howmuchtimedoyouspendeachday
watchingW?
Chris Wett,IwatchTVbeforebreakfast,foraboutanhour.Thenin
theeveningIwatchit inmybedroom,fora coupleof hours
maybe.
Int. 5oaboutthreehoursadav.
Chris Yes,aboutthat.
2a
Unit4 . Bodyandmind

46. lnt. OK.Andhowoftendoyouexercise?
Chris I dogymandbasketbatlatschool.Sothat'sthreetimes
aweek.AndI usuattygorotterbladingwithmyfriendson
SaturdayorSunday.
Int. Andwouldyousaythatyoueathealthity?
Chris Yes,Ithinkso.Itrynotto eattoomanyfoodsthathavelots
offatandsugarinthem.
Int. DoyoueatW dinnersathome?
Chris No,butwesometimesgeta take-outfora treat- Chinese
orltalian.
Int. Thankyouforyourtime.
Chris You'rewelcome.
Exercise7 page36 f) r.za
o Altowstudentsa minuteto readthequestions.Playthe
recordingagain.
KEY 1T 2F 3F 41 5T 6F 7I8F 9T
OPTIOI{At SPEAKII{G PRACTICE
r Theactivityis an exercisein presentingargumentsfor
one'sideaandcontradictingotherpointsof view.
. Asa class,brainstormpopulardietsandtheirtypicat
ingredients(Mediterranean: oliveoil,tomatoes;
japanese:fish,rice;vegetarian;vegan,etc.).Put
studentsin groupsandallocatedifferentdiets.Groups
have3 minutesto poolargumentsfortheirdietasthe
healthiestoneandagainstatltheotherones,Remind
studentsof theusefulvocabularyin exercise1.Ask
groupsto presenttheirideas.Decideasa classwhich
groupisthemostconvincing.
Exercise8 page36
r Allowfiveminutesforthe pairinterviews.Ina strongerclass
or if therearefastfinishersaskstudentsto thinkof more
questionsto ask.Monitorastheydothetaskandnotedown
importantmistakesandexamplesofgooduseof language.
Exercise9 page35
. Asksomestudentsto reportbackto theclass.Asktheclass
whohastheheatthiestlifestyleandwhohastheunhealthiest.
t Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whatconyoudo
nowTandtryto elicit:I conunderstandandreacttoan article
aboutobesityanddiet.I candiscussdietsandlifestyle.
NotesforPhotocopiabteactivity4.1
HeatthQuiz
Pairwork
Language:healthvocabulary
Materials:onecopyof theworksheetperstudent(Teacher's
Bookpage129)
. Dividestudentsintooairsandhandouttheworksheets.
Focusonthetabtein part1. Exptainanyunknown
vocabulary,e.g.caffeine,aerobic,diet(2 meanings-1 the
foodweeatregularlyand2 weightlossprogromme).
Studentsdiscussthequestionsandwritetheiranswerinthe
Ouronswercolumn.Givea timelimitof 5 minutesforthis.
Explainthatstudentsaregoingto reada doctor'sanswersto
theouestions.Focusontheouestionandanswertext.Ask
StudentA to readthefirstpartandStudentBthesecond
part.Monitorandexplainanyunknownvocabulary,e.g.
immunesystem,insomnia,toxins,well-being.
Inpairsstudentspooltheinformationthey'vereadand
completetheExpert'sanswercolumn.
Checkanswersandaskstudentsto comparetheiranswers
with the Expert'sanswers.Ask Whatdid youfind surprising?
tEssoil SUMMARY o | & ,1,
Grammar:presentperfectcontinuous,contrast:presentperfect
simpleandcontinuous
Reading:shortarticleaboutthe effectof musicon studying
Speaking:talkingaboutactionsthat haverecentlystopped
Todo thelessonin 30 minutes,keeptheleod-ir
short,settheGrammarBuilderashomeworkanddo exercise'
3 and5 asa class.
f Lead-in 3minutes
. Writethefollowingquestionsontheboardforstudentsto
discussin pairsor smallgroups:Whenyoudohomework,
revision,etc.wheredo youfind is thebestplacetostudy?
Whatis thebesttimeof dayforyoustudy?Howlongcony,
studybeforeyouneeda break?Doyouneedtotalsilencet,
concentrateor do youliketo listento music?Whatkindol
music?Shareideasasa class.
Exerciset page37
o Focusonthephotoandelicitwhatthesubiectis.Givethc
studentsa minuteto readthetextandanswerthequestio
witha oartner.
KEY
Heusesmusicin hismathslessonsbecauseit helpsstudeni
to concentrate.
Exercise2 page37
o Focusontheverbsin blue.Elicitorgivethenameofthe
tense:present perfectcontinuous.
KEY has,been
Exercise3 page37
ReadtheLearnthis!boxtogetheror askstudentsto read
it silenttyontheirown.Checkunderstandingbyreferring
backto thetextandaskingconceptquestions:lsMarksti
teachingatthe school?Nes)Didlulia listentolamesBlur:
longtimeago?(No,recently.)DoeslisteningtoJamesBlur
haveon effecton hernow?Nes)
Studentscomoletethetaskaloneorin pairs.
KEY
t have,beenlisteningto
2 hasMarkbeenteaching
3 hashebeenplaying
4 hashebeenptaying
5 she'sbeenlisteningto
cutTUREltorE - fAf,lEsBLul{T
JamesBluntis an Englishsinger-songwriter,whoshot
to famewithhisnumberonesingle,You'reBeautiful,in
2005.Hisstyleis a mixof pop,rockandfolk.
unit4' Bodvandmind

47. Exercise4 pageiT
. Readtheinstructionsanddothefirstsentenceasa class.
Studentscontinuealoneorin oairs.Checkanswers
KEY
- 'vebeensittinge
I 'vebeenpaintingd
I 'vebeeneatingb
4 haven'tbeenfeelingf
5 'vebeenworkinga
5 's beenrainingc
Exercise5 page37
. Readthroughtheinstructionstogetherandaskstudentsto
readthroughthelookout!boxanddothetaskalone.
KEY
-reirmarkshaveimproved
larl<hasdiscovered
Exercise6 page37
. Studentscanworkaloneor in oairs.
KEY
- havebeenlearning
- haveread
,l 've known
- Have...beencrying
5 have...seen
6 'vebeenlooking;haven'tfound
7 's beenshopping;'sbought
8 's beendoing;hasn'tfinished
''' moreonPresentperfectsimpleandpresentperfect
'ntinuous,go to:
KEY
1 1 a hascut
2 a havebeenwatching
3 a havebeentidying
4 a hasread
6 a has(never)run
7 a hasstudied
2 t have,crashed
2 hasbeenraining
3 Have,met
4 have,understood
hasbeencutting
have(you)watched
hastidied
havebeenreading
hasbeenrunning
hasbeenstudying
have,beencooking
haven'tfinished
have,wanted
haven'tdone
b
b
b
b
b
b
5
6
7
8
5c4c2a
Exercise7 page37
. Focusontheinstructionsandtheexample.Dothefirst
iwoin openpairs,thenaskstudentsto completethetask
in closedpairs.Ina weakerclassgothroughallthe items
;nopenpairs.Aska studentto makea commentandthen
nominatesomebodyintheclassto answerit.Thesecond
studentrepeatstheprocedure.
. Writethefollowingontheboardforfastfinishersto
commenton:Yourhair'swet. Yourfinger's
bleeding. Youlookbored.
r Lessonoutcome
. <students:Whotdidyouleorntodoy?Whotcanyoudo
:,v?andelicitanswers.I concorrectlyusethepresentperfect
'tinuoustense.Ask:Whichusefulwordsandphrosescanyou
. -tember?
KEY
1 forget
2 memorise
3 remember
4 remind
5 imagine
5 associate
Exercise4 page39
. ReadtheLearnthrslboxtogether.Tohelpthemremember
themeaningofthewordhomophone,youcouldexplainthat
homomeanssameandphonemeanssoundin ancientGreek.
tit+Ig$tt
AttintheminV
TESSON SUMilIARY .. &
Reading:anarticle;multipte-choicequestions
Vocabulary:homophones
Speaking:playinga memorygame
Topic:people
Todo thelessonin 30 minutes,keepthelead-in
brief,askstudentsto readthetextot homebeforetheclass,
anddo exercise3 togetheraso class.
t Lead-in 4 minutes
. Asktheclass:Doyouhaveagoodmemory?Whatkindof
thingsdoyoufind hardtoremember?Whatdoyoudoif you
hovesomethingimportonttoremember?Elicitonytechniques
for remembering,e.g.mnemonics,associltion,etc.
Exercise1 page39
. Aska studentto readthetextquickly.Tohelpthemdo it
quicklygivethema timelimitoftwominutesandtetlthem,
astheyread,to keeptheireyesmovingquicktyfrom[ineto
lineandnotto stopiftheydon'tknowa word.
. Witha weakerclasspre-teachpackof cardsandsundial.
KEY Sentence1 isfalse.
Exercise2 page39
. Studentscandothetaskatone.Remindthemto underline
therelevantpartof thetextbeforetheydecideonthe
answer.Getthemto referbackto thetextduringfeedback.
o Askfurthercomprehensionquestions:WhatcanAndi
do witha packof cords?Whatkindof eventsshouldyou
visualisenearthedoorof a room?
o Askfastfinishersto write2 morecomorehensionouestions
(notmuttipte-choice)to asktheclass.
KEY 1b 3b
CUITURE I{OTE - IIEMORY CHAI,IPIOI{SHIP5
Theworldmemorychampionshipsisanorganised
competitionof mentaIsportsinwhichpeoplememorise
asmuchinformation(inctudingplayingcards,spoken
numbers,photosoffaces)aspossiblewithina certain
periodoftime.Thechampionshipshavetakenplace
annuallvsinceL990.In2006therewere40contestants.
Exercise3 page39
o Askstudentsto lookatthehightightedwordsandelicitthe
connectionbetweenthem.(Theyareallrelatedto memory).
Theycandothetaskindividuallyor in pairs.
Unit4 . Bodyandmind

48. KEY
1 their
2 week
3be
4 won
5 for
6 read
Exercise5 page39
Checkthemeaningofthewordsfirst.Youmayneedto explain:
rvare:usualtyusedin withanotherword,obiectsmadeof
the materiaI mentioned kitchenware,glossware,silverwore;
hare:ananimallikea rabbitwithlargestrongbacklegs;
howl:to cryveryloudly,orthelongloudnoisemadeby
a wolfor dog;rite:a ceremonyperformedbya particutar
groupof people,oftenforretigiouspurposese.g.thelast
rites.
Inpairsstudentssaythewordsaloudanddecidewhichare
homoohones.
Alternativeprocedure
. Omitthefirststageifyouthinkyourstudentscangostraig
intothe gameofpelmanism.
ry@
Atthedoctofsj
LESSOII SUMMARY .. @
FunctionalEngtish:atthedoctor's
listening:dialogues;listeningforgistandspecificwords
Vocabulary:symptomsandillnesses
Speaking:conversationbetweenpatientanddoctor
Topic:health
Todo thelessonin 30 minutes,keepthetimef,'
thepreparationphasein exercises5 brief,andlimitthe numJ
of performancesin exercise6.
t Lead-in 2minutes
o Studentsworkin pairsto askandanswerthesequestions
Whenwosthelasttimeyouwereill? Whotwosthematter
withyou?Didyouseea doctor?Didyoutokeanymedicinr
Didyouhavetimeoffschool?
OPTIOTIALSPEAKIl{G TASK
Putstudentsin smallgroupsto describethephotoand
answerthe questionsl.Aretheyin hospitalor in the
doctor'soffice?ls beinga doctoro tough or eosyjob? Whv
Exercise1 page4o f) r.ro
o Studentsusethephrasesto completethedialogue.PlayI
recordingforthemto check.
. Youcouldaskstudentsto practisereadingthedialoguew
a partner.Payparticularattentionto theirpronunciation
of temperoture/'tempretJe(r)l, cough/kof/ andantibiotics
/,entibar'otrks/.
. Askhst finishersto locatetwophrasatverbsandguesswl
theymean(goingon= happening,clearup= goaway).
KEY
1 I'vegota temperatureanda badcough.
2 Forabouta week.
3 listento yourchest
4 threetimesa dayaftermeals
5 keepwarmandgetplentyof rest
CULTUREI{OTE - PRESCRIPTIOlIS
Therearetwokindsof medicinethatyoucanbuyfroma
chemist'sin theUK:medicinethatyoucanbuyoverthe
counterwithouta doctor'spermission,or prescription
medicinewhichisstrongerandyoucanonlybuyit if the
doctorprescribesit to you.A prescriptionisthe pieceof
paperthatthedoctorgivesyouto taketo thechemist's.
Itte[[syouwhichmedicineandhowmuchof it youcan
have.Somegroupsof people(peoptewhoareold,whoar
sufferingfroma long-termconditionorunemployed)don'
haveto payforprescribedmedicine.
KEY
I a,bandc
2 a,bandc
3 aandb
4 aandb
5 aandc
6 aandc
7 bandc
8 a,bandc
9 a,bandc
10 aandc
Exercise6 page3e f) r.zr
. Playtherecordingforstudentsto checkanswers.Witha
weakerclass,pauseaftereachsetof threewords.Eticitthe
answerandaskthemto reoeat.
Exercise7 page3e
. Givethestudentsoneminuteto findthewordsinthetext.
Givethema minuteto brainstormmoreplacesin a house.
KEY bedroom,bottomofthestairs,kitchen,diningroom
Exercise8 page39
. Focusontheinstructions.Whenthestudentstryto
rememberthewordsmakesuretheytatktheirpartner
throughtheroutethattheyhavemadein theirhead.Atthe
endoftheactivityaskthemhowsuccessfultheyfoundthe
strategy.
I Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whatcanyoudo
now?andelicitanswers:I canunderstandanarticleabouthow
to improveyourmemory.I havelearnedabouthomophones.
NotesforPhotocopiableactivity4.2
Homophonespelmanism
Game
Language:homophones
Materials:onecopyoftheworksheetcutup perpairorgroupof
threeto fourstudents(Teacher'sBookpage130)
. Giveeachpairorgroupa setof cardsandaskthemto
spreadthemoutonthedeskfaceup.Explainanyunknown
words,givingptentyof examplesasstudentswillneedto
oroducesentenceswiththemlater.
. Askstudentsto putthewordsintopairsof homophones,
e.g.boardandboard.Gothroughtheanswersasclassand
thenplaya memorygame(pelmanism)of asfoltows.
. Studentsshufflethecardsandsoreadthemoutfacedown.
Studentstakeit turnsto turnoveranytwocards.lf they
match,thestudentmakesa sentencewitheachword,keeps
thecardsandhasanotherturn.lfthecardsdon'tmatch,
he/shemustturnthembackover.Thecardsmuststayin
exactlythesameplace.Thegamecontinuesuntilallthe
cardshavebeenmatched.Thestudentwiththemostcards
isthewinner. ForfurtherpracticeofAchesandpains,go to:
unit4'Bodvandmind

49. iEY
3 He'sgota stomachache. 7
4 He'sgota painin hisarm. 8
5 He'sgota painin hisleg. 9
6 He'sgottoothache. 10
xerCise2 page40
i ocusontheinstructionsandthesymptoms.Checkthe
,,ocabulary.Wordsthatarelikelyto causedifficultyare:
>hivery,dizzyandswollen.Studentscanworkin pairs.
EY 1d 3f 4e
xercise3 page4o O r.rr
tellstudentsthattheyaregoingto hearthreepatients
talkingto theirdoctor.Theylistenandsaywhichillnesses
lheyhave.Remindthemto listenoutforthewordsin
exercise2.Givethemtimeto comDareideaswitha oartner
beforeclassfeedback.
Doctor Wetl,I thinkit coutdbe foodpoisoning.Haveyoueaten
anythingwhichmighthavedisagreedwithyou?
Patient I hadsomeseafoodlastnight.
Doctor Thatcouldbe it. Drinktotsof tiquid.Whenthe dianhoea
stops,youcaneata littledrybread- butavoidmitkand
cneese.
Patient Ohdear...ls therea toitethere?
Doctor Yes,there'sonejust alongthe corridor...
Exercise4 page4o fi r.rz
. Studentscompletethegapsandlistento therecordingto
check.Withaweakerclassstudentslistenthenfittinthegaps.
KEY
1 drink,stay
2 work,plentyof
3 feel,see
4 rest,walk
5 prescribe,take
6 ice
7 tiquid
8 diarrhoea,avoid
tAl{GUAGE I{OTE . IDIOMATIC EXPRESSIOIIS
o Thetisteningtextscontainseveralfixedandidiomatic
expressionswhichyoumightwantto hightight.
I'machingoll over.
You'vegot a touchofflu.
Haveyou eatenanythingwhichhasdisaoreedwithyou?
r Youcouldgaptheunderlinedwordsandaskstudents
to thinkofanotherwavto savthesentences.
Exercise5 page4o
. Givestudentsaboutfiveminutesto prepareandrehearse
theirdialogues.Remindthemto usethelanguagefromthe
prevrousexercrSeS.
. Ina strongerclassstudentsneedn'twritethefullsentences,
justnotesasprompts.
Exercise6 page4o
. Chooseseveralpairsto actouttheirconversations.lfyou
havea largeclassorareshortoftime,dividetheclassinto2
groups.Studentsactouttheirdialoguein frontofthegroup.
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whotcanyoudo now?
andelicitanswers:I cantolkaboutillnesses,theirsymptons
ondtreatment.
He'sgota painin hisknee.
He'sgotearache.
Hisneckaches.
Hisbackaches.
6c5b2a
EY
LU 2 twistedankle 3 foodpoisoning
)ctor
rr:rent
,ctor
lirent
,)ctor
rtrent
ilctor
RANSCRIPT1.31
,ctor Hello,Mrlones.Comein andsitdown.HowcanI help?
.tient Goodafternoon,Doctor.I haven'tbeenfeetingverywet[.In
factI feelterrible.
I see.Doyoufeelshivery?
Yes,andI'machingal[over.
Howlonghavebeenfeetinglikethis?
Sinceyesterday.
OK,l'lljusttakeyourtemperature....39 degrees.Yes,you've
gotquitea hightemperature.You'vegota touchof flu.
Canyouprescribesomeantibiotics?
No,theywon'thelp.Fluis a virus.Youshoulddrinkas
muchas possible,andstayin bed.
rtient ButI haveto work.
Dctor I don'tthinkyoushouldgotowork.Youneedplentyof
rest.lf you don'tfeelbetterin threeor fourdays,come
backandseeme again.
rtient OK.Thankvou.
rtient GoodmorningDrBenson.
octor GoodmorningMissDavies.WhatcanI do foryou?
rtient My anktehurts.I thinkl twisteditwhile I wasplaying
votteybattthis morning.
,rctor CanI seeit olease?...Yesit's a bit swollenandthere'sa
bruise.Doesthat hurt?
,rtient Ow!
r)ctor Yes,you'vetwistedit.Youmustrestyourfootfor a couple
of days.Trynotto walkon it.
,rtient 5o I shoutdstavat home?
octor Yes.I'tlgiveyouan elasticatedbandageto puton it.
rtient lt realtyhurts.Canyoudo anythingaboutthat?
,octor I'll prescribesomepainkillers.Youcantakethemevery
fourhours.
'atient Thankyou.
)octor Youcanalsoput iceon it to keepit coot.Butdon't keep
the iceon it for morethan10 or 15 minutesat a time.
)octor Comein.Takea seat.HowcanI helo?
'atient I don'tfeelverywell.I'vegota stomachache.
'octor Howlonghaveyou hadit?
:tient lt startedin the middleof the night.I keptrunningtothe
toilet.
,octor I see.Haveyoubeensick?
'atient No.butI feelterrible.
Aninformalletter
tESSOl{ SUtmARY .. W
Writing:aninformallettergivingnews
Reading:informallettersgivingnews
Vocabulary:informalphrases
Topic:health
Todo the lessonin 30 minutes,set the writing
toskoshomework.lf youfeelstudentsneedto writethe letterin
class,spendnomorethan 15minuteson exercises7-4.
t Lead-in 2-3minutes
r lntroducethetopicbyasking:Howoftendoyouwrite
Ietters?Howoftendo youreceivethem?Doyoupreferwriting
Iettersor e-mailsTWhichdoyoupreferto receive?Whydo
peoplewriteletters?
Unit4 . Bodyandmind

50. Exercise1 page41
o Focusonthelettersandaskstudentshowtheywouldknow,
in twoseconds,whetherthelettersareformaIor informal?
(theendings:Ioadsof love,love,theexclamationmarks,
therearenoaddresses).
r Focusontheinstructionsandaskstudentsto readtheletter
quicklyto findtheanswers.
KEY
Emilyhasbrokenherarm.
Julie'sgota temperatureandanupsetstomach.
btercise2 page4t
r Askstudentsto lookagainatthetextsandanswerthe
questions.
KEY
1 She'sbeenhavingexamsandrehearsingfortheChristmas
5now.
2 She'sbeenworkingreallyhard.
3 Herdad'sboughta carandherbrother'sboughta new
computer.
4 They'vebeengoingouttogethersinceHalloween.
5 Shefancieshim.
6 Hegoesto schoolin London.
Exercise3 page41
. Studentscanworkindividualtyor in pairs.Checkanswers.
r Afteryou'vecheckedtheanswers,youcoulddriltthephrases.
Atthoughtheyareusedforwriting,itwouldbeusefulfor
studentsto beableto 'hearthemintheirhead'astheywrite.
KEY
1a 2b 4b 5b 6a 8b
Exercise4 page41
o Studentscandothetaskindividuatlyandcheckwiththeir
partners,or do it in pairs.Gooveranswersasa class.
KEY
1e 2b 4d 7g
TATIGUAGETOTE. FIXEDPHRASES
Aswithformalletters,atthoughtoa lesserextent,there
arecertainfixedphraseswhichpeopletendto use
ininformalletters.Theitemsinexercises3 and4all
examplesofsuchfixedlanguage.Encouragestu&ntsto
learnthembyheart.
Exercise5 page41
. Focusontheinstructionsandthesuggestedstructure.
Studentscanworkin pairsto plantheletter.
Exercise6 pase41
r Studentswritetheletterindividuallyor in pairs.Tellthemto
writebetween120and150wordsandto includeasmany
ofthenewexpressionsaspossible.Remindthemthatthey
needto writeclearlyandleavea spacebetweenlinesfor
correction.
o lf timeallows,askstudentsto swapletterswithanotherpair
whoshouldcommentontheuseof informa[languageand
theorganisation.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?I havelearned
informalphrasesusedin letterwriting.I conwritea letterto a
friendgiving news.
3-4
earns
labourer
t7
2
2t
2
31
2
42
3
4
5
5
51
2
3
4
5
6r
77
2
workinghours
part-time
heel
thigh
who
where
dizzy
temperature
who
whose
3 ftu
4 better
Ieam
challenging
scarp
thumb
which
which
5 tablets
3
4
3
4
3
4
5
6
5
6
5
6
lip
nostril
Mybrother,whodoesresearchintotropicaldiseases,
worksasa lecturer.
Mystudio,whereI spendmostof mytime,isverycheap
Mycomputer,whichItakeeverywherewithme,isa laptop
Myboss,whosesecretaryis hiswife,spendsverylittle
timein theoffice.
Myoffice,whichhasa marvellousviewoftheriver,is
neverwarmenougn.
havebeenwatching
haveyoubeenliving
hasn'tbeenlistening
Haveyoubeensleeping
hasbeenseeing
e 2a 3c 4d 5b
9a7b3a
5t5c3a
3-4
TnArscRrPT1.33
Narrator Marekis nowin England.He'sstayingwithSarahand h
Sarah
parents- the Grangers.Heneedsto find a job and alsr
somewhereto live.
Thehealthand fitnesscentrein town is lookingfor new
staff.Whydon'tyou apply?
Marek Sure.
Sarah Theadvertisementisinthelocalnewspaper.Look...it'
calledSportech.
Marek Ohh...
Sarah James,myboyfriend,isthemanagerthere!He
mentionedit yesterday...
Great!I'tlwriteto them.
ShatlI speakto lamesand makesurethatyougetan
interview?
Marek No,don'tsayanything.I'lljust applyfora iob, like
anybodyelse.I don'twantanyspecialhelp...thankyo
i.r"r Hi!So,you're...MarekZeman.
Marek That'sright.
James Whereareyoufrom?
Marek I'mfromtheCzechRepublic.I arrivedin Englandiustla
WEEK.
James Oh,right.Welcometo Engtand.Haveyoueverworkedi:
a healthandfitnessclubbefore?
Marek Notreally.I'ma LawstudentintheCzechRepublic.I've
donea fewholidayjobs,butthat'sall.
James Doyoudomuchexercise?
Marek I usedtogorunningfourorfivetimesaweek,butnow,
don'tdoverymuch.I'dtiketo domore.
lames Well,ofcourse,ifyouworkattheclub,youcanusethe
facititieswhenyou'reoffduty.
Marek
Sarah
unit4.Bodyandmind

51. ',4arek Great!I'msureI'dusethema [ot.
ames So,inthisjob,youwouldspendmostofyourtime
tatkingto members- welcomingthemtotheclub,
answeringquestions,bookingaerobicsclassesforthem,
thatkindofthing.Doyouthinkyou'regoodatdealing
withpeople?
r4arek Yes,Ithinkso.I'mpollte,andI'magoodlistener.
ames Whatlanguagescanyouspeak?
Varek Czech,ofcourse,English,andGerman.
ames Ah!Deutsch!
"4arek
Ja,ichhabeDeutschdreiJahrelanginderSchule
studiert.
ames Hmm.Yes,well...anyway...lt'sgoodto speak
languages.Wehavequitea fewmembersattheclub
fromothercountries.I'msurewe'vegotsomeCzech
members,in fact.Anyway,that'sallI needto know.
I cantellyounowthatyou'reperfectfortheiob.
Congratulations!
',4arek Fantastic!
ames ButI'ltalsosenda letterofconfirmation.What'syour
address?
'4arek lt'snumber46 ForestGardens.
ames 46...Forest...Waita moment.That'smygirtfriend's
address!
r4arek Yes,Sarah.ShesuggestedthatI apptyforthejob!
ames Andyou'reliving...
'4arek
I'mlivingwithher,yes.I mean,I'mstayingatherhouse
fora fewdays.I'm...anoldfriendofthefamily,
I suppose.
ames Oh,OK.I see.
1 receptionist
2 7 c 2a
I b apublicityleaflet
4 1c 2d 3a
5-6 Openanswers
3e 4d
4d
5b
5b
ffi for furtherexamtasksandpractice,goto Workbook
rage38.Proceduralnotes,transcriptsandkeysforthe
'JorkbookcanbefoundontheSolufronsTeachefsWebsiteat
iww.oup.com/ett/teacher/solutions.

52. f tf ctuDEs a &
. computingI nounprefixesacompoundnouns
coltolations. making,acceptingand decliningsuggestions
ro conditionalo speculatingand predicting:will, moy,might, etc.
tEssolt SutttARY.a&
Vocabulary:computing
Listening:a dialogue;tisteningforspecificinformation
Grammar:zeroconditional
Speaking:talkingaboutcomputerusinghabits
Topic:scienceandtechnology
Todo thelessonin 30 minutes,keepthelead-in
briefandsetVocabularyBuilderondGrammarBuilderexercises
for homework.
i Lead-in 3-4minutes
r Writeontheboard:
word e-mails
playing thelnternet
sending processing
surfing gomes
. Askstudentsto matchthecollocationsandaskwhatthe
expressionsallrelateto (Computers).Key:wordprocessing,
playinggames,sendingemails,surfingtheInternet
o Studentsthendiscussthesequestions:Howarecomputers
goodforsociety?ln whotwayscantheybebod?
Exerciset page44
r Studentsreadthetextsanddiscusstheiranswersin
pairs.Tetlthemthattheywittexplorethevocabularyin the
foltowingexercise.
Exercise2 page44
. Studentsdothetaskindividuattyor in pairs.Remindthem
to lookforcluesinthedefinitionsentenceswhichwillhelp
themfindtheanswersin thetext.
ofutufeperfectandfuturecontinuous. will,goingto and
. vurbsfoltowedbyaninfinitive. futuretimeclauses
aboutthe futurer discussingenvironmentalissues. makingpla,
for and against
40-46 . Selfcheckpage4Z
A flashdriveis a smallplasticmemorystickthatstores
information.Youconnectit to a computerwhenyouwant
to usetheinformation.lt performsthesamefunctionthat
a floppydiscusedto perform,butis muchsmallerand
carriesconsiderablymoredata.
Exercise3 page44
. Studentsworkindividuallyor in pairs.Focusfirston
thevocabularyaspectandthenaftergoingthroughthe
answers,explainoreticitthattheseareexamplesofzero
conditionalsentences.
KEY 1d 2e 3a 6b
KEY
1 1 lfyoudon'tusesuncream,yougetburnt.
2 Thebeachesarefullifyougoon holidayinAugust.
3 | understandmyEngtishteacherif shespeaksstowty.
4 lf I don'tputmyclothesaway,mymumgetsangry.
5 lf I eattoomuch,mystomachhurts.
6 lf Matttakeshismedicine,hedoesn'tcough.
Computing
5f4c
2 1 crashes
2 discovers
3 switchesoff
4 use
5 give
6 don'thave
KEY
1 Links
2 Broadband
3 wirelessrouter,getonline
4 webcam
5 laptop
6 blog
7 CD-writer,burn
8 Net
9 videochat
10 download
11 togonto
12 flashdrive
Exercise4 page44 f) r.r+
. Focusonthephotosandaska studentto readoutthe
items.Correctpronunciationif necessary.Readthe
instructionsandplaytherecording.
r Witha weakerclasspre-teachgadget.
KEY c a keyboard,a mouseanda pairof speakers
TRATISCRIPT1.34
IAI{GUAGE ]IOTE - COMPUTTRTERTII{OIOGY
Blogis shortfor weblog.Theactivityof updatinga b/og
iscalledblogginganda personwhokeepsa blogis a
blogger.Blogsaremaintainedusingsoftwarethatcan
beusedbypeoplewithlittleor notechnicalbackground.
Blogsusuatlycontaintext,photos,videos,musicand
linksto otherwebsites.Someblogsare[ikepersonal
diarieswhilstothersprovidenewsandcommentaryona
particularsubjecte.g.news,sport,politicalissues.
Broadbandis a typeof connectionto theInternetthat
allowsyouto receiveor senda lotof information,
includingpictures,musicandvideo,veryquickly.
A wirelessrouterisa machinewhichsendsinformationto
theappropriatepartof a computernetwork.lt allowsyou
to receivean lnternetconnectionwithoutneedinga cable.
Assistant
Customer
Assistant
Customer
Assistant
Customer
Assistant
Customer
Assistant
Customer
Assistant
Customer
Assistant
Customer
Goodmorning,Sir.CanI hetpyou?
Ah,yes.I needto buysomethingfor myson.lt's his
birthdayat the weekend.
OK.Sowhatexactlyareyou lookingfor?
Wett,I'm notsure,really.ButI knowhe likescomputerr
and gadgets,andthingstikethat.
Hashe atreadygota computer?
Yes,he has.Buthe'salwayscomplainingaboutit! He
says'it'stikeyou,dad - too otd,and too stow'.
Well,maybehe'd likea newlaptop.
Yes,maybe.Howmuchis this one?
Actuatly,that'sa printer.Futlcolour.lt canhold 50
sheetsof paper.lt's onlyf35 - or freewith anynewL(
monitor.
Oh,I see.I don'twanta printer.I thinkhe'sgotone.
Whatdoeshe usehis comouterfor?
Mosttyfor computergames,I think.
Wett,this is a goodone- and lessthanf 500.lt's got
512 megabfesof RAM.
What'sRAM?
Forfurtherpracticeof Zeroconditionalgo to:
52 ) Unit5.Ourfuture
,/

53. rstant lt's a typeof memory- you needit for ptayingcomputer
games.Andthisweekonly,yougetthe freescanner
with it.
-tomer And how muchis it, exactly?
,rstant f495.
.tomer That'squitea [ot.Haveyougotanythingthat'siust for
.lstant
:tomer
; istant
tomer
. istant
tomer
:istdnt
playinggames?
Agamingconsole,youmean?
Er,yes.
HashegotXbox?
Eggbox?
No.Xbox- Xbox360.Orishea fanofWii?
l'msorry,I'venoideawhatyou'retatkingabout.
Thisnewconsoleisverypopular.lt'sgota 20gigabyte
harddrive.Andit comeswitha freegame.
ltomer ButIwouldn'treattyknowwhathewants.MaybeI'd
betterbuyhimsomethingforhiscomputer- youknow,
anextra.
sistantThisnewkeyboardandmouseareverypoputar.They
workwithanycomputer.Thekeyboardiswireless.There
areeightmultimediakeys.Themouseiswirelesstoo.lt
hastwobuttons,soyoucanleft-clickorright-click.And
we'vegota speciaIofferthisweek.
stomerReally?Whatisit?
sistantI canletyouhavethekeyboard,themouseanda pairof
speakersforiustf120.
stomerHmm.0K.I'llbuythem.
xercise5 page44 f) r.r+
(;ivethestudentsa fewmomentsto readthroughthe
descriptions.Ptaytherecordingagain.Studentslistenand
,vritetheiranswers.
Youcouldaskthemto oredictwhichnumbersfitthe
descriptionsandremindthatstudentsthatthisisa useful
,vayto prepareforthe listening.Afterthe recordinghas
finishedgivethemtimeto matchtheitemsin exercise4 to
thedescriptionsandcomparetheiranswerswitha partner
beforeclassfeedback.
(EY t 20 28 450 5 5t2
tAI{GUAGETIOTE- COilPUTERTERTITIOTOGY
A byteis a unitof storagespaceon the harddriveof a
computer,gamingconsole,etc.A gigabyteisabout1
biltionbytesanda megabyteis about1 millionbytes.
LCDstandsforliquidcrystaldisplay.lt'sthekindof display
usedin digitalwatches,calcutatorsandsomeflatscreen
televisionsaswellascomputermonitors(screens).
A multimediakeyboardcontainskeyslhatareusedto
controlthe mediaplayer(CD,DVD,radio)builtintothe
computer.Youcanusethekeysto play,pause,fast
forward,increasevolume,etc.Oncomputerswithoutthese
keys,the mediais controtledon screen.
Exercise6 page44
. AlLowstudentsa minuteto thinkabouttheiranswersbefore
theyinterviewtheirpartner.Encouragethemto givedetailed
answers.Goroundmonitoringandparticipatingin the
conversations.
. Writeupthefollowingquestionsforfastfinishersto discuss:
Canyouimaginelife withouta computer?
Howwouldyourlifechangeif youdidn't havea computerT
i Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whotcanyou
do now?Elicit:/ cantolkoboutcomputersandcomputing.
I cantalkobouttheroleof computersin mylife.I canusezero
conditionalsentencesto talkaboutfoctsandsituationsthatore
alwovstrue,
IESSOll SUMMARY aa*,,'
Grammar:talkingaboutthefuture(may,might andcould;will;
firstconditional)
Listening:a dialogueaboutthefutureoftheplanet
Speaking:speculatingandmakingpredictionsaboutthefuture;
agreeinganddisagreeing
Todo thelessonin i0 minutes,keepthelead-in
brief, do exercise3 togetherasa classand set the Grammor
Builderashomework.
i Lead-in 3-4minutes
r Askstudentsto imaginethattheyearis 2020.Ask:Whot
developmentsdoyouexpectto seein mobilephones,
computersandgamingconsoles?
. Letthemdiscussthequestionin pairsor smallgroupsfor
2 minutesandthenaska fewstudentsto feedbacktheir
ideasto theclass.
Exercise1 page45
o Drawattentionto the photoandask:Whatdoyouthink
thisman'sjob is7Whatis he holdingond why?Elicita few
ideasandthenaskstudentsto readthetextandanswerthe
questions.
KEY
Heisthepresidentof Casio.Heisgoodat hislobbecausecan
tetlwhichgadgetswitlsellwellandwhichwon't.
Exercise2 page45
r EitherreadtheLearnthis!boxtogetheror askthestudents
to readit silently.Checkunderstandingbyaskingquestions
suchas: Whichwordsdo weuseto talkaboutpossibility
in thefuture?(may,might andcould)Dotheyhaveexactly
thesamemeaningT(No,mightis lessprobablethanmayor
could)Howdo wemokea positiveprediction?(with wil And
a negativepredictionT(with won't)
r Studentsfindexamolesin thetext.
KEY
1 1 multimillionaire
2 microchip
3 semicircle
4 monotone
5 pseudo-science
6 autobiography
7 ex-girlfriend
8 subtitles
32
Forworkon Nounprefixes,go to:
Talkin
unit5. ourfuture(}t"

54. LAI{GUAGE I{OTE - EXPRESSIONS
to be thefuture- to beextremelyimportantin the future
ultimote- mostextreme;thebest,theworst,thegreatest,etc.
PRONUl{CIATIOI{ - SEI{TETCE STRESS
wf TH MAY, ttcHr AilD COULD
Weusesentencestressto showdifferentdegreesof
possibility.Forexample,if wesay:hemightberioht!we
aresayingthatthereisa highchanceheisright.lfwe
sayhemiohtberightandputthestressonthemodal
verb,thenwesoundlesssure.Thisisanexampleof
howsentencestresscanhavea veryimportanteffecton
meaning.
Exercise3 page45
. Elicittheanswersto thefirsttwosentencesontothe
boardasexamples.Thenstudentswritetheirsentences
individuatlyorin pairs.
KEY
may:theremaybea worldmarketforfivecomputers;Kazuo
believesthatwatchesmaybethefuture
might:hemightberight
could:theycouldbemobitephones
will:therewillbemorecomputersthanpeople;I cantetl...
whichgadgetswittsetlwell...;whatwillbethebest-selling
gadgets...?lt willbethe ultimategadget...
probably:lfyoutryto predictthefutureof technology,you'll
probabtygetit horriblywrong.
Martin lf we don'treducecarbonemissions,theworld's
climatewillchange.Andthe resuttof thatwittbetenible
- droughtsandfamine,floods.And it couldall happenin
the next50yearsl
Bryony Well,maybepeoplewill reducecarbonemissions.lf petro
becomesveryexpensive,peoplemayusetheircarsless.
Thatwill heto.
Martin Yes,I supposeso. Butit mightbe too latealready.
Bryony You'reso negativelWhataboutallthe excitingthings
that mighthappenin the future?Lifecoutdbe great.lf we
programrobotsto do a lot of menialjobs,everybodywill
havemoretimefor hobbiesand relaxation.Andeverybod'.
wil[be healthiertoo.
Martin Really?Whydo youthinkthat?
Bryony lf scientistsfind curesfor al[maiordiseases,peoplewitt
livemuchlonger.Maybe120will be a normalage.
Martin Great!A worldfultof old people.
Bryony Wetl,/ wantto liveto be 100 evenif youdon't.I thinkthe
worldwit[be a greatptacebythen.
Martin lf it stit[exists.
Bryony Whatdo you mean?
Martin Therearemillionsof meteoritesin the solarsystem.lf a
hugemeteoritehitsthe earth,it coulddestroyeverything
Exercise6 page45 f) r.rl
. Lookattheinstructionstogether.Witha weakerclass
studentscantryto completethesentencesfirst,andthen
listento check.Witha strongerclassstudentscancomplete
thesentencesandlistenagainontyif necessary.
KEY
1 don'treduce,willchange4 find,wilttive
2 becomes,mayuse 5 hits,coulddestroy
3 program,willhave
Exercise7 page45
. Aska studentto readouttheinformationinthespeaking
tip.Studentsworkin pairsorsmatlgroupsto discussthe
predictions.Encouragethemto usea rangeof expressionsfor
agreeinganddisagreeingandto expandontheiranswers.
Exercise8 page45
. Studentscanworkindividuatlyor in pairs.Askfastfinishers
to thinkoftwomorepredictions.
Forfurtherprocticeof Speculotingandpredicting,go to:
KEY
1 2 Wewon'twinthematchtonight.
3 Chrismightnotbeat homerightnow.
4 Abigaitmayknowtheanswerto the homework.
5 | wiltpassmydrivingtestfirsttime.
5 Meganmightnotcometo ourparty.
7 Myparentswillpayformyholiday.
KEY
1 He'lllearnto drive.
2 Hemaygetmarried.
3 Hemayhavechildren.
4 Hewon'thavefourormorechildren.
5 Hemight/ coutdmoveabroad.
6 He'ttstavfit.
Exercise4 page45
r Focusontheinstructions.Withaweakerclassdotheactivity
inopenpairsacrosstheclassbeforedoingit inclosedpairs.
Havea classfeedbackaskingindividualsto makesentences
abouttheirpartner,e.g.Marekdoesn'tthinkhe'lllearntodrive.
Exercise5 pase45 f) r.rs
o Studentsshouldbefamitiarwiththegrammaticalformation
ofa firstconditional.Theemphasishereisonitsfunctional
useof makingpredictions.
. Focusontheinstructionsforthelisteningexerciseandplay
therecordingthroughonce.Askstudentsto talkabouttheir
answerin pairsbeforecheckingasa class.
. Pre-teach:globalwarming,carbonemissions,drought,
flood,famine andmeteorite.
KEY Bryonyismoreoptimistic.
Tmrscnrprt.3s
BryonyHi,Martin.Areyou0K?Youlookwonied.
Martin I'vebeenreadinganarticleaboutthefutureofourplanet.
BryonyOh.Whatdidit say?
Martin lt iustmadelotsofpredictionsaboutglobaIwarming,the
environment,stufflikethat.
BryonyOh,right.
t Lessonoutcome
Askstudents:Whothaveyoulearnedtoday?Whatcanyoudo
now?andelicitanswers:I canmakepredictionsandspeculote
aboutthefuture.
2 1 doesn't,witlbe
2 wittgo,doesn'train
3 willget,don'tpass
4 won'tgo,don'tget
5 get,wiltmoveout
6 won'twin,don'tplay
7 won'tbuy,loses
8 witlmake,sends
unit5'ourfuture

55. .,",.:.:;t:j;?tt@
enerfuturry
ES50l{SUMMARYoo&r:::
ieading:a textaboutthe potiticalsystemin the UK
stening:monologues- teenagerstalkingaboutenvironmentaI
reS;matching
.oeaking:talkingaboutenvironmentalissues
, cabulary:politics
-rpic:society,environment
Todo thelessonin 30 minutes,keepthelead-
srief,allowtenminutesfor thereadingexercises(2 and 3)
.1do exercise5 asa wholeclassactivity.Alternatively,ask
,dentsto readthetextfor thefirsttimebeforethelesson.
r Lead-in 3-4minutes
. Writeenvironmentonthe boardasananagramforstudents
to rearrange.Askstudentsto discussthefollowing
questionsin pairs.Howworriedareyouoboutthefutureof
ourplonet?Whatpracticaleverydaythingsdoyoudotohelp
theenvironmentTHowgreendoyouconsideryourselftobe?
- Very,quite,notvery,notat all?
:xercise 1 page46
. Focusontheposter.Eticitthenameofthepartyandoneor
:wogreenpartyissuesbeforeaskingthestudentsto make
a Listof moreissuesin oairs.Writetheirideasontheboard
anddeaIwithanyvocabutaryquestions.
ixercise 2 page46
. Askstudentsto readthetextin two minutesto findoutif
anyoftheideasontheboardarementioned.Aska student
io cometo theboardand,withthehelpoftheclass,puta
tickorcrossagainsttheideasinthelist.
[xercise 3 page46
. Readthroughthequestions.Makesurestudentsunderstand
themeaningof infavourof (agreewith).Studentsanswer
thequestionsindividuallyandthenchecktheiranswerswith
a partner.Remindthemto underlinethekeywordsinthe
sentencesandtherelevantoartsofthetext.
KEY 1F 5T 6F
[xercise4 page46
. Focusontheinstructions.Studentscanworkindividuallyorin
pairs.Checkanswersbeforeaskingthemto discusswhether
theBritishpoliticatsystemissimilarto thesystemintheir
c0untry.
CUTTURENOTE . THE BRITISH PARLIAIIEl{T
TheHouseof Commonsis knownasthelowerhouseof
BritishPartiamentbutit isthemostimportant.lt consists
of 646electedMembersof ParliamentorMPs,who
representanareaofthe countrycalteda constituency.
TheHouseof LordsistheupperhouseoftheBritish
Parliament.ltconsistsof731members,noneofwhom
areelected.InMarch2007theHouseofCommonsvoted,
in principle,to replacetheHouseofLordswithanelected
chamber.TheroleoftheHouseofLordsisto examineand
makechangesto BillsfromtheHouseofCommonsand
discussissuesthattheHouseofCommonsdoesnothave
timeto discuss.
Exercise5 page46 f) r.re
r lf necessary,pre-teachmonufocturers,coal,turbines,corrier
bogs,to messup.
. Givestudentstimeto readtheopinionscarefully.Checkthey
understandland-fillsite- a placewhererubbishis buried
underlaversof earth.
. Gothrougheachopinionelicitingwhicharethekeywords,
whichstudentsshouldhighlight.Remindthemto listenout
forthosewordsorsynonymsastheylistento therecording.
. Ina weakerclassstudentsmayneedto [istento the
recordinga secondtime.
KEY
a2 b5 c3 d5 e1 f 4 g1 h3 i4 i2
TRAilSCRIPT1.36
I thinktrafficis the biggestprobtem.Therearefartoo manycars
and lorrieson the roads.Peoptejump intotheircarsiustto go
a hundredmetresto the localshops,whichis teniblereally,
andtheycauselotsof pollution.Bigcarsaremuchworsethan
smaltercars- but peoplekeepon buyingbigcarsbecausethey
wantto showhowmuchmoneythey'vegot.Well,I thinkthe
governmentshouldstopcarmanufacturersmakingbigcars.
Weneedto changethe waywe thinkaboutenergy.Wecan't
keepburningcoalandgasto makeelectricity- we needto
thinkaboutother,renewableforms- likewind and solarpower.
Thegovernmentneedsto buildbigwind farms- maybein the
seaaroundthe coast.Butindividualsneedto hetptoo. People
shouldhavewindturbinesin theirgardensat home- andsolar
panelson the roofto heattheirwaterfor showersand baths.
Carscausea lotof pollution,butaeroplanesareworse- and
peopleareflyingmoreandmore,becauseticketsaregetting
cheaper.Foreignhotidayshavebecomeverycheapandvery
popular.Miltionsof peopleflyto the southof Europeevery
summer.I thinkpeopleshouldthinkabouttakingholidaysin
theirowncountries.Butif theymustgoabroad,thereareother
waysof travelling- boats,forexample,don'tcauseas much
poltution,andtrainsarebrilliant.Peopleshouldthinkabout
thesethings- andshouldn'tftytoo much.
Inoursociety,we loveshopping- andwe buythingswe don't
reallyneed.Lotsof peoplechangetheirmobilephone,ortheir
computer,lustbecausetheyseea newer,betteronein the
shops.Butwhathappenswhentheythrowawaytheold one?lt
iustcreatesrubbish.Peopleshouldn'tchangethingsif theyaren't
broken.Andwhenwe buysomethingin the shops,it oftencomes
in a bigbox,thenthe shopassistantwrapsit up andputit in a
carrierbag.Whata wasteof paperandplastic!
Everybodyworriesaboutthe amountof rubbishwe'recreating
- plastic,metal,nylon.Mostof thetimewe dumpthe rubbishin
enormoustand-fitlsites,buttheysaywe'rerunningout of space
andwe't[haveto find an alternativeverysoon.Well,I'vegot
an idea.Whynotsendthe rubbishintospaceon a rocket?That
way,it won'tmessup the earth,or causepollutionin ourrivers.
lf we sendit intospace,we'll neverseeit again.
4F3T2I
KEY
generalelections
vote
carties
4 policies 7 Houseof Commons
5 campaign 8 Parliament
6 seats 9 councillors
Unit5.Ourfuture( 55

56. 3 1 acidrain
2 greenhouseeffect
3 gtobalwarming
4 rainforest
5 ozonelayer
6 carbonemissions
7 endangeredspecies
8 solarpower
Exercise6 page46
e Askstudentsto gobackto theopinionsin exercise5 and
puta tick,a crossor a questionmarknextto eachsentence.
Studentsdiscusstheiropinionswitha partner.
Exercise7 page46
o Focusontheinstructions,brainstormoneortwoideasonto
theboard(e.g.makepedestrianisedareas,providemore
recyclingbins,cyclelanes,improvepubtictransport,plant
moretrees)andthengivestudentsa fewminutesto dothe
taskin pairs.Shareideasasa class.
Forpracticeof Compoundnouns,go to:
KEY
I W shows,generalelections,potiticalparties,local
councillors,animalrights,greenenergy,windfarms,solar
power,renewableenergy,climatechange
2ti 4i 7b 109
2h 5a 8e
3f 6c 9d
tEssolt suttARY ... e
Grammar:futureperfectandfuturecontinuous
Reading:shortarticleandtimetable
Speaking:speakingaboutyourlifeinthefuture
Todo the lessonin 30 minutes,do exercises3
and4 asa classandsettheGrammarBuilderashomework.
i Lead-in 1minute
o Elicitlanguage(studiedin unit1)thatwe usewhenit isn't
possibleto giveanexactdescription.Writethe phraseson
theboardwithgapsandaskstudentsto supplythemissing
words.Tellthemthereis morethanoneoossibilitvforI-3:
1 lt'sa- of machine.(kindisort)
2 lt's_ of metallic.(kind/sort)
3 lt looksos- it'smoving.(if / though)
4 lt looksa bit- an aeroplane.(like)
o Studentsusethislanguageto describethepictureinexercisei
Exercise7 page47
o Focusonthepictureandaskstudentsto describewhatthey
canseein pairs(usinglanguagefromthetead-in).Eticitsome
ideasandthenaskstudentsto readthetextto findout.
KEY lt'sa hotelonthe moon.
Exercise2 page47
r EitherreadthroughtheLearnthlslboxtogetheror ask
studentsto readit quiettyto themselves.Checkthe rules.
KEY
1 oerfect
2 continuous
futureperfect:...holiday-makerswill haverunoutof;theywill
havebeeneverywhere;thecompanywillhavefinisheditsdesig'
futurecontinuous:They'llbelookingfornewadventures;they'l
bestartingthebuildingwork
Exercise3 page47
o Focusontheinstructionsandthetimetable.Dothefirst
twosentencestogetherasanexample.Studentscontinue
individuatlyorin pairs.Remindthemto usecontractions.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatcanyou
donow?Elicit;/ conunderstandandreactto onarticleabout
politicsond theenvironment.I havelearnedaboutthe British
politicalsystem.
NotesforPhotocopiableactivity5.1
Don'tsaytheword!
Game
Language:vocabularyfrom54and5CandVocabularyBuilder
Materials:onecutupcopyof theworksheetperpairor small
groupofstudents(Teacher'sBookpage131)
o Dividestudentsintopairsor smal[groups.Giveeachgroup
a setof cardswhichtheyplacefacedownonthedesk.
o Demonstratetheactivitybytakinga cardanddescribingthe
wordonthetopof thecarduntilsomeonesaystheword
onthecard.Don'tincludethewordunderneathinvour
definition/description.
. Explainto studentsthattheyarenotallowedto sayanypart
of thewordtheyaretryingto define.Noraretheyallowedto
saythewordunderneathit.
Studentstakeit intumsto takea cardanddescribetheword(s).
Theymustn'ttettheirpartnersseethewordonthecards.
lf studentsaredoingtheactivityin groups,theycanplayit
asa competitivegame.Thefirstplayerto guesstheword
correctlykeepsthecard.Thepersonwiththemostcardsis
thewinner.
lfyoudon'thavethetimeto cutupthecards,cuttheworksheet
in hatfandgivehalfeachto studentsworkingin pairs.Theytake
it inturnsto describeawordfortheirpartnertoguess.
KEY
1 willbebuilding
2 'll havebuiltthehotel
3 'lt belookingforstaff
4 'll betraining
5 'll beadvertising
6 'lt havetrainedthestaff
7 wittbestaying
8 willhavefinished
Futureperfectand
futurecontinuous
Forfurtherpracticeof Futureperfectandfuturecontinuous,go tc
'-t6) unit5.ourtuture
,/

57. KEY
1 2 willhavebestartingwork
3 willhavemovedhouse
4 willbegoingonhotiday
5 wiltbelandingin NewYork
5 willhavefinishedmyexams
7 witlhavegotmarried
2 I witlhaveread 4 willbewearing
2 witlhavefinished 5 wiltbewaiting
3 witlbesitting 6 willhavefound
Exercise4 page47
. Askstudentsto dothetaskindividuallyandcheckanswers
Inoarr5.
KEY
1 'lt haveteft 4 'll beearning 7
2 'll havedone 5 'll bedriving 8
3 'll havefound6 won'tbeliving 9
'ttbesharing
'll begoingout
won'thavegotmarried
Exercise5 page47
. Givestudentsa minuteto tickorcrosstheitemsinthelist.
Exercise6 page47
. Dothefirsttwoquestionsin openpairsthenaskstudentsto
comptetethetaskin closedpairs.lftheanswerisaffirmative,
encouragethemto aska follow-upquestion.Ina weaker
classaskallthequestionsin openpairsfirst.Aska student
to aska questionandthennominatesomebodyintheclass
to answerit.Thesecondstudentrepeatsthe procedure.
. Askfastfinishersto thinkof twomoreouestionsto askand
answer.
Exercise7 page47
. Again,dothefirsttwoquestionsasa classbeforeasking
thestudentsto continuein pairs.Goroundmonitoringand
correcting.
t Lessonoutcome
isk students:Whathoveyoulearned?Whatcanyoudonow?
:nd elicitanswers:I cantalkaboutoctionsin thefutuureand
,vhentheywillhappen.
NotesforPhotocopiabteactivity5.2
Whoaml?
Aquestionnaire
-anguage:futuretime
'v4aterials:onecopyof halftheworksheetperstudent
Teacher'sBookpage132)
. Beforethe activity,makecopiesof theworksheetforeach
studentintheclassandnumbertheminthespaceprovided
onthetopoftheworksheet,accordingto thenumberof
studentsinthegroup.
. Handouta copyoftheworksheetto eachstudentin
randomorder.Askthemto completethequestionnairewith
fullsentences,usingthesametensesasareusedinthe
questions.Theymustn'twritetheirnamebuttheyneedto
remembertheirnumber.
Whentheyhavefinished,collectinthequestionnaires,
oraska studentto,andredistributethemsothateach
studenthassomebodyelse'squestionnaire.Askthestudent
withquestionnairenumber1 to readouttheanswersand
thestudentshaveto guesswhowroteit.Theywritetheir
answersona separatepieceof paper.Continuewithstudent
2.etc.
Checkanswersasa class.
f4e1
7d5c4f
Visionsofthefuture
tEssollsuMtARYoo&f"
Reading:an articleon lifein 50years'time;matching
Vocabulary:verb+ nouncollocations
Speaking:discussingpredictions,makingpredictions
Topics:scienceandtechnology,naturalworld
Todo the lessonin 30 minutes,askstudentsto
readthe textfor thefirst timeat homeandsetthe Vocabulory
Builderashomework.
t Lead-in 4 minutes
o WriteSCIENCEFICTIONonthe board.Elicitthe namesof
somesciencefictionfilms(lndependenceDay,TheMatrix,
Robocop,StarTrek,TheFifrhElement,Menin Block,A.1.,
Gattaca,etc.)andwritethemontheboard.
o Writeupthefotlowingquestionsforstudentsto discuss
in pairs:Whataspectsof lifein thefuturedo thesefilms
show?(ourneysintospaceandtime,aliens,technological
progress,robots,differentclimates,etc.)Wiillifein the
futurereallybe likethis?
Exercise1 page48
r Focusonthepictures.Students,in pairs,describethe
picturesin asmuchdetailaspossible.Thenaskindividuat
studentsto describethe oicturesto theclass.
Exercise2 page48
r Studentsdiscusswhichtheythinkis mostlikelyto come
true.Encouragethemto usethelanguageof speculation
andpredictionfrom5B(lthink/don'tthink...will,may,
might,etc.)Askthemto givereasonsfortheirchoice.
Exercise3 page49
r Focusonthereadingtip.Askstudentsto readtheopinions
andunderlinekeylanguage.Youmayneedto explain:
lifespan- how[onga personlives;/imbs- armsor legs.
r Withweakerctassespre-teachthe foltowingwordsfromthe
text:carbonemissions,melt,prevent,smart.
. Toprovethepointmadein thereadingtip aboutthe
importanceof thefirstsentence,youcouldaskstudentsto
seeif theycananswerthequestionswithoutreadingmore
thanthefirstsentenceof eachparagraph.Oheywitlbeable
to dothetaskasthey'tlbeabteto identifythetopic,but
they'llneedto readonto understandthedetails.)
KEY
a3 b5 c- d2 g5
Exercise4 page49
r Studentsworkindividuallyto matchtheverbsandnouns
beforecheckingtheiranswersin thetext.Studentsmight
askwhyyoucan'tsaysufferillnesses.Thecorrectanswer
woutdbesufferfrom illnesses.
KEY
1e 2g 3a 5b
Exercise5 page49
r Studentscompletethetaskalone.Letthemcomparetheir
answerswitha oartnerbeforeclassfeedback
Unit5.Ourfuture

58. ForfurtherpracticeofVerb + nouncollocations,go to:
KEY
1 replacedamagedparts
2 treatillnesses
3 provideinformation
4 makeimportantdiscoveries
5 reducecarbonemissions
6 suffera catastrophe
7 starta colony
7 prevent
8 achieve
Exercise6 page49
. Givestudentstimeto thinkabouttheiropinionsand
highlightpartsofthetextwhichseemoptimistic,
pessimistic,interestingor[ikelyandto makenotesto back
uptheiropinions.
. Beforetheycompareideaswitha partner,remindstudents
of phrasesforexpressingopinions.Writethemontheboard
forthemto referto asthevdothetask.
Exercise7 page49
. Studentsmakenotesabouttheiroredictionsabouttheworld
infiftyyears'time.Weakerstudentsshouldwriteoutfull
sentences.Fastfinisherscanwriteanothertwopredictions.
Exercise8 page49
. Askseveralpairsto givetheirpredictions.Theother
studentsdecideiftheyareoptimistic,pessimisticor
tikety.Attheend,gettheclassto decidewhichthemost
interestingpredictionwas.
ADDITIOl{AL SPEAKIl{G ACTIVITY
Dividestudentsintopairsor smal[groups.Writethe
fotlowingtopicsontheboard:
holidays shops transport fashion
learninglanguoges homes medicine entertainment
Thepairs/groupschooseonetopicandbrainstorm
developmentsthattherewiltbeinthatareaoverthenextten
years.
Theythendesigna newproductto launchin tenyears'
timewhichwillmeetthefuturemarketneeds.Goaround
hetpingthemwithideasand[anguage.
Theypreparea 2-minutepresentation,explainingtheir
predictionsforthefutureanddescribingtheirnew
Droduct.Remindthemto usethefuturetenses.
Studentsgivetheirpresentationsto theclass.Attheendask
themtovoteonwhichwasthemostexcitingnewproduct.
OPTIOT{At IilRITIilG TASK
Writeonthe board:Howwillholidayschangeoverthe
next50years?andthefollowinglist:1 may/might,2
pastsimple/continuous,3 first/secondconditional,4
futureperfect/continuous.
Eticitwhichonepairofthestructureslistedonthe
boardisnotgoingto beusefuIinthiscomposition.Ask
forexamplesof theuseoftheotherstructures.
Askstudentsto write200-250wordsin answer
to thequestion.Suggestwriting3-4 paragraphs
aboutdifferentaspectsofthetopic,thenaddingthe
conclusionandfinally- theintroduction.Explainthat
writingthebeginningattheendmaysavethema lotof
timeandis usuallyeasierthanwritingit first.
t Lessonoutcome
Askstudents:WhathaveyoulearnedtodoyTWhotconv:- -
now?andelicitanswers:I canunderstondandreacttoe,:- '
predictionsfor thefuture.I haveleornedsomeverb+ nour
collocotions.
Tatkingaboutplans
rEssolt sutMARY o o.,,
FunctionalEnglish:talkingaboutplans;making,acceptingand
decliningsuggestions
Grammar:will, presentcontinuousand going to
Listening:dialogues;listeningforspecificinformation
Speaking:makingplansfortheweekend
Topic:freetime
Todo thelessonin 30 minutes,keepthelead-in
short,do theGrammarBuilderexercisesashomeworkandkee;
thepreparotionstagefor the dialoguebrief.
t Lead-in 3 minutes
o Writethefoltowingdiaryentryontheboard:Monday,
football; Tuesdoy,homework;Wednesday,cinemawith Beth
Thursday,housework;Friday,dinnerat restourant.
. Explain/elicitthatthisis a diarypage.Ask:Whattensedo
weuseto talkaboutarrangementsin thefuture?(Present
continuous)
r Askstudentshowtheywoutdtellsomeoneabouttheir
arrangements.Forthistheyneedto supplythecorrectverb
andusethe presentcontinuous,e.g.Whatareyoudoingor,
Monday?l'm playingfootball.
. Studentstakeit inturnsto telleachotherthearrangements
Exercise1 page5o f) r.rz
o Focusstudentsontheinstructionsandthelistofactivities.
Ptaythe recordingforstudentsto read,listenandwritethe
correctnamesnextto theactivities.
KEY
1 1 avoid
2 promote
3 improve
4 discuss
5 ban
6 increase
KEY
do somehomework(Frank)
sosomeshopping(Kirsty)
playtennis(Frank)
havelunchat a restaurant(Kirsty)
goto thecinema(Kirsty,Frank)
Exercise2 page5o
. ReadtheLearnfhrslboxtogetheror askstudentsto readit
quietlyontheirownandthenfindexamplesinthetext.
KEY
will:I'tlfindout,I'llcallyou
goingto: I'mgoingto stay,I'mgoingto do
presentcontinuous:l'mplayingtennis,I'mhavinglunch,My
parentsaregoingout
Forfurtherpracticeofwill,goingto andpresentcontinuous,go to:
Unit5.Ourfuture

59. KEY
1 1 I'mgoing
2 we'regoingto buy
3 I'llmeet
4 I'mptaying
5 's goingto getup
5 I'tlcalt
7 they'reftying
8 I'mgoing
Exercise3 page5o
. Beforestudentsdothesubstitutiondialogueletthemread
outthedialogueasit is.Remindthemto soundinterested
andenthusiastic.
. Aska strongpairof studentsto readoutthedialogueacross
theclasschangingthewordsin red,beforegettingthe
othersto doit in closedpairs.
Exercise4 pageso O r.ra
. Readtheinstructions.Playtherecordingandgettheclassto
answerthequestions.
. Youcouldaskfurthercomprehensionquestions,e.g.What's
DamiendoingonSaturday?(tunchwithgrandparents)tllhotb
hedoingonSaturdayevening?@ivingthema lift home)Whot's
MikedoingonSunday?(ptayingbasketbalt)Whyis Paulagoing
togo tobedearlyonSaturday?(she'smeetingherfriendat
thestationat7.3OonSunday)HowisRichardgoingtofindout
what'sonatthetheatre?(he'sgoingto tookontheInternet)
KEY
I TheyaregoingtowatchaDVDatMike'shouse.
3 They'regoingtogotothetheatreonSundayevening.
TRAilSGRIPT1.38
'''1il(e Haveyougotanyplansfor theweekend?
lamien Not,really.Mygrandparentsarecomingfor lunchon
Saturday.
"'like
Oh,right.Shattwe do somethingin the evening?
)amien I'm afraidI can't.We'regoingto givethema tifthomein
the afternoon.Wemightnot be backuntillate.Butwhat
areyoudoingon Sunday?
'nike I'm ptayingbasketbaltat the gymin the afternoon.
lamien Whattimewitlthatfinish?
"'1ike
I'm notsure.I'llcallyouwhenI gethome.Youcouldcome
overand maybewe couldwatcha DVD.
lamien That'sa goodidea.I haven'tseena goodfilm for ages.
RichardAreyoubusyat the weekend?Doyoufancygoingout?
)aula Sure.Butnoton Saturday.I'm goingto havean eartynight
onSaturday.
Really?Why?
BecauseI haveto getupearlyonSunday.I'mmeetingmy
friendBeckyatthestationat7:30.We'regoingto London
fortheday.
Thatsoundsfun.
Whydon'tyoucometoo?
Thanks,butI'vealreadygotplansforSundaymorning.
Butmaybecouldmeetin Londonintheevening.
Greatidea.Wecoutdgotothetheatre.
OK.I'tltookontheInternetnowto seewhat'son.
Let'sspeaklater,then,I'mgoingto beathomeall
evening.Callme anytime before11.
RichardSure.Speakto you later.
Exercise5 pageso $ r.ra
. Askdifferentstudentsto readouttheexpressionsin the
Learnthis!box.Thenfocusontheinstructionsforthetask.
playtherecordingandcheckasa class.
KEY
Makingsuggestions:Shallwe...?;Doyoufancy...;Maybewe
could...;Whydon'tyou...
Accepting:That'sa goodidea;Sure
Declining:I'mafraidI can't;Thanks,butI'vealreadygotplans
for...
Exercise6 page5o
. Readtheinstructionsasa class.Doanexampletogether
asa classbeforestudentsworkin pairs.Remindthemto
concentrateontheirintonationandmakingtheirvoicesgo
highandlowsothattheysoundinterested.
Exercise7 pageso
o Gothroughthechartwiththeclass.Givethestudents3-5
minutesto prepareandrehearsetheirdialogue.Encourage
themto makenotesratherthanwriteouta fulldialogue.
. Askfastfinishersto talkabouttheirreaIolansforthebreak-
time,thiseveningandthisweekend.
Exercise8 page5o
. Studentsactouttheirconversations.Remindthemto speak
loudlyandclearly,to maintaineyecontactwitheachother,
andto showinterestin whattheotheris saying.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicit:I cansuggestandagreeonplonsfortheweekend.
tEssol{ SutillARY .. Q ,,;:,,
Writing:anessay:fororagainst
Grammar:I think+ won't;futuretimeclauses
Vocabulary:talkingaboutfuturepredictions
Topic:environment,scienceandtechnology,people,society
lichard
)auta
i ichard
)aula
?ichard
raula
Richard
rauta
Todo the lessonin 30 minutes,keepthe lead-in
brief, setthe GrammarBuilderexercisesand the writingtaskas
homework.
t Lead-in 3minutes
r Writethedatetwentyyearsin thefuturefromthedayof the
classontheboard.Askstudentsto imaginewhattheirlife
wouldbetikein 20years'time.
o Ask: Whatverbformsdo youneedto useto talkobout (the
dateonthe board)?Elicit:Futureformslikewitlor goingto.
. Allowstudentsthirtysecondsor soto cotlecttheirideas.
. Collectsomeideas,andwritebriefnotesontheboard.
Exercise1 page51
o Explainthattheyaregoingto readanessaywhichanswers
thestatementat thetop,whichisconnectedto the
discussionyouhavejusthad.Readthestatementtogether.
. Studentsreadtheessayquicklyto decideif thewriter
agreesor disagreeswiththestatement.Askthemto findout
whichparagraphmakesthisclearto them.
r Askstudentsto comparetheiranswerin pairs,thencheck
theanswersin class.
KEY Thewriteragrees.(Paragraph4)
Unit5.Ourfuture

60. ;{
IExercise2 page51
Explainto studentsthateachparagraphin a storyis
organisedaroundonekeyidea.A goodparagraphplan
showsthe bestwayto structureanessaysoit presentsthe
issueandtheargumentsclearly.
Studentsreadtheessayagain,andmatchitsstructureto
theparagraphplanthatbestrepresentsit.
Checkasa class.
KEY c
Exercise3 pagesr
Focuson theLookout!box.Readtheexplanationtogether.
Pointoutthatthisruleappliesto al[modalverbs,e.g.ffffir
#t shoutdbeI don'tthinkI can,1-tffitisM#t should
beI don'tthinkI should.
Studentsscanthetextquicklyto findanexampleforI don't
think+ will.
KEY
Idon'tthinkthatthesituationwillgetoutofcontrol.(Paragraph4)
. PointoutthatI don'tthink+ willis usedto talkaboutthe
writer'sownopinionratherthanaboutfacts,soitsnatural
placeis inthe paragraphwhichsumsupthewriter'sviews.
Exercise4 page51
o Askstudentsto readthroughthestatements.Check
comprehensionofvocabulary.lf necessary,pre-teach
unfamiliarvocabulary.Amendthedatethatyouwroteonthe
boardin the lead-inbymovingtheyearforwardbyanother
30years,andcallstudents'attentiononthis.
. Studentscompletethetaskindividuatty,usingthestructure
to expresstheirownooinion.
o Studentscomparetheiranswerswitha partnertoseeif they
agreeor disagree.Conducta briefclassfeedback.
r Pointoutthattherearetwosentencesforeachpointthatare
grammaticallycorrect:
I thinkrobotswill replacefactoryworkers.or I don't think
robotswill replacefactoryworkers.
KEY 0penanswers
Exercise5 pagesr
r Studentsreadthestatementanddecideiftheyagreeor
disagree.Theiranswersin exercise4 shouldhelpthem.
Exercise6 page51
r Askstudentsto copyparagraphplanc fromexercise2 into
theirnotebooksasheadings,leavingspacefornotesunder
eachheading.
. Allowfiveminutesforstudentsto makenotesforeach
paragraph,usingtheirideasfromthe previousexercises.
Exercise7 page5t
. Readthewritingtip together,andmakesurestudents
understandhowfuturetimeclausesareused.
KEY
1 2 WhenLizarrives,she'tttetlushernews.
3 I'tlsendyoua postcardwhenI goon holiday.
4 Whenhegetsup,he'llhavea shower.
5 We'tlpickupsomebreadwhenwegoshopping.
6 WhenI getpaid,I'ltgiveyouthemoney.
7 We'ttgooutwhenit stopsraining.
2 1 'll close,leave 2 willtell,arrives 3 won'tstart,gets
4 'ltget,get 5 wiltmiss,is 6 'll leave,am
Studentswritetheiressaysindividually.lf youdecideto
dothewritingtaskin class,walkaroundandmonitorthe
activity,hetpingif needed.
Afterthestudentshavefinishedwriting,askthemto check
thattheyhavecoveredeverythingtheyplannedto cover,
andto checkformistakes.Alternatively,askstudentsto
workwiththeirpartnersfromthepreviousactivities,and
checkeachother'swork.
ATTERilATIYEWRITIlIGTASK
Studentsimaginethattheyarepeopletiving50yearsago,
whohaveto writeabouttheirownfuture- ourpresent.
Howwouldpeoplein the mid-2Othcenturyimaginethe
early21stcentury?
Putstudentsin pairsor smallgroupsto brainstormsome
goodideasforanessaywrittenfromthe pastgeneration's
perspective.Encouragethemto be imaginative,tryingto
disregardthefactualworldwelivein.
Studentswritethe essaysindividuallyashomework.
Readoutthe essaysin class,andvoteonthe bestone.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatconyoudo
now?Elicit:I canwritean essay,presentingmyopinionfor
or againsto statement.I havelearnedhowto usefuturetime
clauses,andmodalverbswithI think.
Forfurtherpracticeof Futuretimeclauses,go to:
,^
60 I Unit5.Ourfuture
/

61. cPlc a & ,'
rfI
.t:a:lTWi%&;l;.,{l;r-;'1,:,ta:t :,::,.::... :.
* Lead-in2minutes
NriteAncientEgyptI'etnlanL,r:d5rpt/ontheboard.Ask
uvhereEgyptis situated(thenorth-eastofAfrica),whatthe
rapitalcityiscalled(Cairo),whatitsmainriveris(theNile),
,rndwhattimesin historyarereferredto asancient(BC-
ireforethebeginningoftheChristiancalendar,traditionally
caLculatedfromthebirthofJesusChrist).
i iicitanyideasthatstudentsassociatewithEgypt(e.g.
ryramids,pharaohs,mummies,theSphinx,hieroglyphics).
ellstudentstheyaregoingt0 readaboutthehistoryof
,'cortinAncientEgypt.
,{erCise1 page52 3minutes
;ocusstudentsonthesports.Ask:Doyouknowthehistory
tf anyof thesesports?
'rVorkingin pairs,studentsunderlinethesportsthey
,issociatewithAncientEgypt.Elicitanswers.Encourage
,tudentsto tryandjustifytheiranswers.
iY
n the[ist,onlycricket,curlingandrugbywerenotknownin
ientEgypt.
,(erCiSe2 page52 3 minutes
Ixplainthatscanningis readingquicktyto findspecific
in[ormation.Pointoutthatwhenyouscan,youonlyfocuson
rheinformationyouneed.
Studentsreadthetextquicklyto seewhichsportsare
nrentioned.Remindthemthatsomeofthewordsmay
appearinthemissingsentencesA-G.
Checl<theanswersin class.
.EY wrestling,boxing,yoga,swimming,horseriding
-xerCise3 page52 15minutes
j.."'/W
Readtheinstructionstogetherwiththeclass.
Explainthatin thistypeoftasktheyshouldfirstreadthe
r,vholetextcarefully,andtryandidentifythemainideaof
eachparagraph.Thentheyshouldreadthesentencesbefore
andaftereachgapto seewhatinformationis missing.
Thekeyto completingthetaskisto findthelinkingwords
andrelativepronounsthatlogicatlyconnectthetextto the
missingsentence.
ReadsentenceA together.Elicitthemeaningof therefore.
lxplainthatthereforeexpressesa conctusion,whichmeans
theprevioussentenceshouldofferanargumentto support
thestatement.
Studentscompletetheexerciseindividuatly.
Checktheanswersin ctass.Askstudentsto readthoseparts
ofthetextthatreferto informationinthemissingsentence.
:.',:,:'.;'
]
rt
Exercise4 page5210-12minutes
. Writetheseheadingsontheboard:
verb noun adiective adverb
o
o
a
Focusstudents'attentiononthewordsin brackets.Ask
studentsto saywhatpartof speechtheyare.Writeeach
wordunderthecorrectheading.
Studentsshouldfitlinthemissingformsinthetabte.Ina
weakerclass,do thistogetherin class.Ina strongerclass,
studentscancompletethetableindividuatly.Remindthem
thatsomewordsmayhavemorethanoneformfora column
(forexample,a nounforanactivityorfora persondoing
thatactivitylikegardeningandgardener).
Explainthatin a wordformationtask,it isa goodideato
readthewholetextfirst,andusecluesfromthetextto
decidewhatpartof speechis missing.
Studentscompletethetaskindividuatty.
Theycomparetheiranswersin pairs.
Checktheanswersin class.
KEY
1 strength
2 concentration
3 differences
4 competitors
8 player
9 steadily
10 named
Exercise5 page52 5minutes
. Readthestatementtogether.
. Studentsworkin pairsto collectargumentsforandagainst
thestatement.
. Conducta briefclassfeedback.
Exercise6 pagesz 5minutes
W
. Referstudentsto theFunctionsBankintheWorkbook
forusefulphrasesforpresentinganargument,agreeing/
disagreeing,etc.
o Askstudentsif theyagreeor disagreewiththestatement.
Pairupstudentssotheyworkwithsomeonewhorepresents
theotherpointofview.(lftheclassis unevenlysplit,ask
somestrongerstudentsto switchsidesin thediscussion.)
. Studentsdiscussthestatementin pairs.Walkaroundand
monitortheactivity,focusingespeciallyonthefunctional
pnra5e5.
t Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtoday?Elicit:I
havepractisedcompletinga textwithmissingsentences.I have
practisedwordformationgapfill. I havelearnedhowto present
myopinionon o stotement.
5 longer
6 winning
7 decision
3CZLIEY 1 D 4A 5G 6B
GetreadyforyourExam5
(}

62. TOPIC . & *
Scienceandtechnology,work
EXerCiSe1 page53 3 minutes
r Workasa class.Focusstudents'attentiononthepicture
andreadthetwoexamoles.
. Encouragestudentsto usemay,might,couldor can'tto
speculateaboutthepicture.
Exercise2 page53 3-5 minutes
. Readthroughthetistofappliancesasa class.Eticitthe
meaningofwordsbyaskingabouttheirfunctions.
. Studentsworkin pairs.Theydiscussthefutureof the
appliances.Theymight[iketo drawthefutureapplianceson
paper.Askthepairsto presenttheirideasto theclass.
. Voteon thebestidea.
Exercise3 page53 O 1.38 8-10minutes
. Readtheinstructionsasa class.Ask:Howmanyspeakers
areyougoingto hear?(fhree.)Whataretheygoingto talk
about?(Aspecialfridge.)Willyouhearanswersin thesame
orderin whichthequestionsareon thepoge?(No.)
o Explainthatinthistypeoftasktheopinionstheyreadwill
bephraseddifferentlyontherecording,thatis,theyshould
listenforideas,notforthe exactwords.Undertiningthe key
wordsin eachstatementwillhetostudentsto comparewhat
theyhearandread.lt isalsoa goodideato tryandthinkof
differentwaysof sayingwhattheopinionssay.
Ptaytherecordingtwice,witha 3O-secondpausein
between.
Checktheanswersin class.
Anna Oh,Ithinka lotofpeoplewould.ftwouldlookgreatin
thekitchen.AndI'dloveto haveoneinthekindergarten
whereIwork.
lon I don'tknow.lttakesupmorespacethannecessary,it
costsa lotto run,andisn'tatlthatbeautifuleither.I doI
thinkit'sworthit.Mark,whatdoyouthink?
Mark Oh,it issotomorrow!lt'soriginal,it'sdifferent,a bitove'
thetopbutthat'swhyit'sgreat!Weneedto changethe
waywethinkaboutthings.IthinkthisfridgeisforpeopLt
whotikethingsthatarea bitoutoftheordinary.Iwould
happilyhaveatreeora colourfulpyramidinsteadofa blr
coldrectangle.Only...I alwaysforgetthings,youknow,
andsoI needto havehundredsofthoselittlevetlow
notesstuckonmyfridge...There'snowhereonthetreef
those...
Exercise4 page53 5minutes
. Studentsworkin oairs.Walkaroundandmonitortheactiv
astheydiscusstheirideas.
. Conducta briefclassfeedback.
Exercise5 page53 1ominutes
e Studentscontinueto workin pairsto discusstheirideas
aboutrobotsor machines.Continuemonitoringthe
discussion.
. Askstudentsto feedbackto theclass,andencouragether.-
to respondto theideastheyhear,andsayif theyagreeor
disagreewiththeirpredictions.Askthernto justirytheir
views.
ExerCiSe6 page53 10minutes
r Readthroughtheinstructionsandthequestionswiththe
class.Makesuretheyunderstandthe keyvocabulary.
. Explainthatin thistypeoftaskthefocusisonfinding
similaritiesor differencesbetweenthetwosituationsshow
inthephotos,notondescribingthedetailsofeachimage
Theycanmentionspecificdetailsto illustrateanypoints
theywantto make.
o Allowa minuteortwoforstudentsto collecttheirthoughts
abouteachofthequestions.
o ModeIthe taskwitha strongerstudent.
. Studentsin pairstakeit in turnsto dothetask.Encourage
themto noteanydifficutties,goodor badpoints,andgive
feedbackto eachotheraftertheybothfinished.
. Conducta ctassfeedbackbyaskingaboutthedifficultiesor
issuestheydiscussed.
t Lessonoutcome
Askstudents:Whathaveyouleorned/proctisedtodoy?
Elicit I hovepractisedmatchingspeakersto stotements.I hovr
discussedthe roleoftechnologyin our lives.I havepractised
comporingandcontrostingphotos.
KEY
1 Jon
2 Mark
3 Mark
4 lon
5 Anna
6 Mark
7 )on
8 Mark
Transcriptr.rs
Anna Wow,lookwhatIfoundontheInternet!ATreeFridgelA
refrigeratorshapedlikeatreewithseparate'branches'
forstoringmeat,cheeseandothertypesoffoods.You
canpickfruitfromatree.Coot!Anda birdhouse,soyou
cantakeaneggstraightfroma bird'snest.Jon,isn'tthat
amazing?
Jon Tobehonest,Anna,I'mnotsosure.Maybeit'sthe
engineerin mespeakingbutthistookstikeseveralsingle
fridgesputtogether.Sucha largesurfaceareameansyour
'tree'canneverbeenergyefficient.ltwiltconsumehuge
amountsofenergyand,ofcourse,costyoua fortunein
theprocess.Anddon'tyouthinkitwoutdbedifficultto
putyourgroceriesaway?| meanthosecompartmentslook
prettytinyto me.Youwon'tbeableto getmuchinthem.
Mark I agree,Jon- theyaretiny.Andanotherthing- imagine
reachingallthosehiddencorners- whoeverdesignedit
obviouslyhasneverhadto cleanouta fridgeintheirtife.
Butasforputtingtheshoppingaway- welt,it mightbe
funforthechildrento decidewhatgoeswhere.Andthey
couldlearnaboutdifferenttypesoffood,too.
Jon TheycanlearnthatfrombooksorW.Speakingofwhich
- | keeptheW in mykitchenontopof myfridge.Where
wouldI putit?Hangit ononeofthebranches?Butthere
isonethingthatI definitetylikeaboutthistree- thefoot-
controlteddoorhandle.Youiuststeponit andthedoor
slidesto oneside.Noeffort.Now,thatispractical.But
stitt,thatwouldn'tbeenoughto makemebuyit.Infact,I
honestlycannotimaginewhowouldbuyit.
Getteadyforyourexam6

63. I
u1{tT ll{cLuDEs o r*
. hgggeandgarden. cornpogndnounso phrasalverbs
. musthave,mighthave,can'thove. reportedspeech(statements)
tel/. reportedspe€ch(questions). verbswith two objects
decidingwhocommitteda crime. rote-playinga TVinterview
compromrsrng
. a formaIletter:makinga reservation
KBoOK pages48-54 . Setfcheckpage55
KEY
1d 2a 4b
Tmrscnrprz.ot
MayI askyoua fewquestions,Martha?
lfyoumust.
You'rethecookhere,aren'tyou?
That'sright.
Haveyouworkedherefor[ong?
Thirtyyears,nearly.
Hmm.Wherewereyouat5 o'clockthisevening?
IwasdoingwhatI usuallydoatthattime- preparing
dinner.I wascuttingupvegetables.
Didyouhearthegunshot?
Ofcoursenot.Don'tyouknowthatthekitchenisa long
wayfromthelibrary?
Wheredidthevegetabtescomefrom?
Thegarden,ofcourse.Harold,thegardener,brought
theminforme.
Whattime?
5.30.
I see.Youdidn'ttikeLordSnodbury,didyou?
Whotoldyouthat?...Well,it'snosecret.Nobodylikes
him.
Didyouarguewithhimrecentty?
Wett,yes,I did.
Whatabout?
Thesameasalways.I needhelpinthekitchen.lt's
alwaysbusyandI'mgettingold.Buthewouldn'tletme
havea kitchenmaidto helpme.He'smeanandunkind.
AfterattI'vedoneforhim!
Thankyou,Martha.You'vebeenveryhelpful.
Huh.
Doyoumindif I askyouafewquestions,Harold?
No,Inspector.
WherewereyouwhenLordSnodburywasmurdered?
Iwascuttinghedgesinthegarden.
Didn'tyoutakethevegetablesintothekitchen?
Thatwasbefore,abouthatfpastfive.
Didyouhearthegunshot?
Yes.IthoughtLordSnodburywasshootingrabbits.He
wasalwaysdoingthat.
Soyoudidn'trushtothelibrary?
No.I iustwentoncuttingthehedges,see.Didn'teven
lookuo.
InspectorYoudidn'tlikeLordSnodbury,didyou,Harold?Youhad
anargumentwithhim,didn'tyou?
Harold I askedhimformoremoney.Hehasn'tincreasedmy
wagesin 10years!Buthejustgotangry.
InspectorButI understandyoupaidf500 intothebanktwodays
ago.
Harotd Yes,wett.Algernongavemesomemoney.Heknew
aboutmyargumentwithhisfather,andhefeltsorryfor
me,I suppose.He'sa goodboyisAlgernon.
InspectorThanks,Harotd.
InspectorLordAlgernon,wherewereyouat5.00?
AlgernonInmyroom.Iwasgettingdressedfordinner.
InspectorDidyouhearthegunshot?
AlgernonOfcourse,butIthoughtitwasFathershootingrabbits
again.Then,IwentdownstairsandfoundMother
kneetingonthefloorbesideFather'sbodyinthetibrary.
Murderinthetibrary
rEssoilsutMARYoo*',''
/ocabulary:in the houseandgarden
I rammar:pastmodats- musthove,might have,con'thove
-istening:interviews;listeningfor specificinformation
Soeaking:speculatingaboutwho committeda murder
-opic:home
Todo thelessonin 30 minutes,keepthelead-in
iefandsettheGrommorand VocabularyBuilderexercisesas
lneworK.
r Lead-in 3-4minutes
. Leadinto thetopicwitha houseandgardenvocabulary
quiz.Putstudentsin pairsorsmalIgroups.Readoutthese
quizquestions:Canyounome...?tvvopiecesoffurniture
whichyoufind in the bedroom;tvvopiecesof furniturein the
kitchenbeginningwithc; tvvothingsin orpartsof a garden;
twothingsyousiton.
. Checkanswers,makingsurestudentscanspelland
pronouncethewordscorrectly.Youcouldawardpoints:
1 pointfora correctanswer,and2 pointsfora correct
answerthatnobodyelsehasgot.
Exercise1 page54
. Studentsdotheactivityin pairs.Checktheanswersbygoing
througheachroomandelicitingwhichobiectstheycansee.
Checkcomorehensionof someofthelesscommonwords
bysayingtheminthestudents'languageandaskingforan
Engtishtranslation.
. Modelanddrillwordswithproblematicpronunciation,
especially:chandelierl,[ende'he(r)/wherethestressfalls
onthefinalsytlabte,drawersldrc:zlwhichis pronouncedas
onlyonesyltable,cupboard/'k,tbed/whichhasseveralsilent
letters,voselvo:zlwhichhasan unusualsound/spelling
retationship.NBinAmericanEngtishit ispronouncedlverzl.
oPTror{ALACT|V|TY- DEflXlilOtS
o Writeonthe board:What'sthedifferencebefuteen...?
abasin/ osink achair/ astool a lawn/ grass
. Studentsdiscussthe differencebetweenthe pairsof
words.
Key:A basrnisi,nthe bathroomanda slnkis in the
kitchen.A chairhasa backandsometimesarms.A stool
hasneither.Alawn isan areaof groundcoveredin grass.
Lawnis countablegrassis uncountable.
Exercise2 page54 $ z.or
. Readtheinstructionsandthedescriptionstogether.Explain
rhatheir(pronouncedlee(r)l- a homophoneof oir)isthe
personwhohasthetegalrightto receivesomeone'smoney
and/orpropertywhentheydie.
. Beforeyouplaytherecording,pre-teachmoid,to rush,
woges,to kneel,engagement,toshave.
. Playtherecordingonceandcheckanswers.
3c
Inspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Martha
lnspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Martha
Inspector
Harold
Inspector
Harold
Inspector
Harotd
Inspector
Harold
Inspector
Harold
Unit6.Tetlingtales

64. InspectorWhattimedidyougodownstairs?
AlgernonltwasabouttwominutesafterI heardtheshot.
InspectorHadyouhadanargumentwithyourfather?
AlgernonWewerealwayshavingarguments.
lnspectorButthiswasa bigargument,wasn'tit?Aboutyour
engagementto EmmaJones.
AlgernonYes.Hewantedmeto marryVictoriaFawcett-Smith
becauseshe'srich.ButI don'tcareaboutmoney,I
onlycareabout[ove.AndI loveEmmaJones,Inspector.
She'spoor- that'swhyFatherwassoangryaboutthe
engagement.
InspectorI know.AnddidyougiveHaroldmoney?
AlgernonYes,I did,Inspector.Thatwasanotherargumentwith
Father.Hewouldn'tincreasethepoorman'swages.
That'showmeanhewas.ButI didlovehim,Inspector.
Hewasmyfather,afteralt.
InspectorOfcourse,LordAlgernon.Thankyou.You'vebeenvery
hetpful....You'vecutyourhand,I see.
AlgernonOhthat?Yes,I diditwhileIwasshaving.Goodbye,
InsDector.
InspectorLadySnodbury,coutdI possiblyaskyoua fewquestions?
Lady5. Certainly,Inspector.
InspectorThankyou.Couldyoutellme,MyLady,whereyouwere
whenyouheardthegunshot?
LadyS. Iwasinthediningroom,arrangingtheflowersfordinner.
InspectorWeretheflowersfromthegarden?
Lady5. Yes,I pickedthemmyselfthisafternoon.
InspectorAndwhatdidyoudowhenyouheardthegunshot?
LadyS. I rushedtothelibrarytofindmyhusbandlyingonthe
floor.
InspectorDidAlgernonjoinyou?
LadyS. Yes,hedid.Abouttenminuteslater,Ithink.Iwasiust
sittingthereinshock.Hesaidthatatfirsthethought
thatit wasiusthisfathershootingrabbits.Poorboy,he
wasveryupset.
InspectorWasyourmaniagea happyone?
LadyS. Inspector!Sucha question!...Well,I supposeit'strue
thatmyhusbandcouldbeaverydifficultman.Hegot
upseta lotaboutmoney.Hewasveryhardonpoor
Algernonattimes.
lnspectorHadyouarguedwithhimrecently?
LadyS. Well,ifyoumustknow- wearguedlastnight,about
Algernon.
InspectorI see.Thankyouverymuch,LadySnodbury.
Exercise3 page54 fl z.or
. FocusontheInspector'snotes.Gothrougheachgapand
getstudentsto predictwhatkindof informationwiltfit in the
gap.Emphasisethatpredictingwordsin thiswayis a useful
wayto approacha listeningtask.
. Playtherecordinga secondtime.Pauseaftereachwitness
statement.
KEY
KEY
I 2 Hecan'thavehada key.
3 Hemighthavefoundanopenwindow.
4 Hemusthavebeenveryquick.
5 Theneighbourscan'thaveseenhim.
6 Thefamilymusthavegoneout.
7 Hemighthaveescapedthroughthegarden.
2 2 Elizabethmighthavegoneto the doctor's.
3 Ametiacan'thaveforgottenabouttheparty.
4 Tylermighthavegoneon holiday.
5 Archiemusthavemissedthetrain.
6 Alexmighthavefatlenoffhisbike.
7 Amycan'thavegotlost.
Exercise5 page54
. Studentsdiscusstheevidencein pairs.lf theyseemto be
strugglingto rememberthedetails,playthe recordingone
moretime.Remindthemto usethepictures,too.
Exercise6 page54 $ z.oz
r Askfora showof handsto seewhostudentsthinkkitted
LordSnodbury.Ptaytherecordingforstudentsto findout
theanswer.
KEY Algernon
Tmrscnrprz.oz
InspectorLadiesandgentlemen.Thankyouverymuchfor
coming.I'mafraidI knowwhothemurdereris.YoualIha'
reasonto hateLordSnodbury,buttheontypersonwho
couldhavedoneitwas...LordAlgernon!
Yes,LordAlgernon,youhatedyourfatherforpreventing
youfrommarryingEmmaJones.Youclimbeddownthe
drainpipefromyourroom,shotyourfatherinthetibrary,
thenescapedbackupthedrainpipethesameway.You
gotyourbootsmuddyfromthegardenandyoucutyour
handonthebrokendrainpipe.Yousaidthatyouwere
inyourroomdressingfordinneratsixo'clockwhenyou
heardthegunshot,butweonlyhaveyourwordforthat.
Youdidn'tcomedownstairsuntiltenpastsix,whichgave
youiustenoughtimeto committhecrime.However,
Haroldthegardenermusthaveseenyou.Yougavehim
moneyto keepquiet,whichhewashappyto do.Now,
LordAlgernon,whathaveyougotto sayforyoursetf...?
Forfurtherpracticeof Houseandgardenvocabulory,go to:
KEY
1 (Possibleanswers)
garden:flowerbed,hedge,path,stepladder
kitchen:dishwasher,fridge,microwave,washingmachine
livingroom:armchair,bookcase,coffeetable,desk,fireplace
bedroom:bedsidetable,chestofdrawers,wardrobe
bathroom:basin,bath,mirror,shower
2 Ooenanswers
1
2
3
4
5
dinner
kitchen
unkind
hedges
garoen
6 money/ wages
7 f500
8 wasgettingdressed
9 bedroom
10 twominutes
11 engagement
12 flowers
13 diningroom
14 library
15 ten
Exercise4 page54
. Studentsworkindividualtyto matchthesentencesandthen
compareanswerswitha partner.
KEY 1b 3a2c
Forpracticeof musthave,mighthave,can'thave,go to:
Unit6.Teuingtales

65. OPTIONAT SPEAKI1{GACTIVITY
. Putstudentsin oairsandaskeachoneto describeone
ofthepicturesin exercise1.
. Explainthatby usingmustlmightlcon'thovetheycan
expressdifferentideasandinterpretationsof thescene
makingtheiranswersfuller.Remindstudentsthat
we usethestructureto talkabouttheeventswhich
happenedearlier,nottheactionwecanseein the
pIcrure.
. Usethetop pictureasanexample:Themanmusthave
beenmurdered.Hemusthavebeenshot.Themurderer
mighthavehaddirtyshoes.lt can'thavehappeneda
long timebefore.etc.
+ Lessonoutcome
,;k students:Whathaveyoulearnedtoday?Whotconyoudo
':rw?Elicit:I candecidewhocommittedo crime.I understond
.t/ to usemusthave,mighthaveondcan'thave.
KEY
1 ...saidthattheyhadcometo discussimportantbusiness
withhim.
2 ArnoldtoldRobertsthatit containeddiamonds.
3 Theysaidthattheyhadfoundthediamondsin a secret
locationtheweekbefore.
4 Theysaid...thattheywerelookingforbusinessmento
investinthemine.
5 Robertstoldthementhathewashappyto investthere
andthen.
6 ArnoldandSlacksaidthevwouldtakethemtherethe
nextday.
7 Arnoldtoldthemtheycoulddigfordiamondsthemselves.
Exercise3 page55
. Beforecompletingthetablegivestudentsanopportunityto
tellyouwhatoveralldifferencestheycanseebetweendirect
andreportedspeech.(Sentencesbeginwithsayltell,the
tenseschange,pronounsandtimeexpressionschange).
. Askstudentsto dotheexercisein pairsor individuatly.Do
thefirsttwoasexamoles.
. Checkanswersasa class.Askstudentswhat,in generat,
happensto thetenseswhentheyarereported.(Theymove
onetensebackwards.)Reportedsp...tf%
(statementb) ,/ KEY
1 pastsimpte
2 presentcontinuous
3 pastperfect 5 coutd
4 presentperfect 6 wilt
LESSOI{ SUilIMARY .. * .
Grammar:reportedspeech(statements);sayandtel/
Reading:textabouta diamondhoax
Speaking:talkingaboutuntruestories
Todothelessonin 30 minutes,settheGrammar
3uilderoshomeworkanddoexercises3 and5 tooetherasa class.
I Lead-in 3minutes
. Writethefoltowingwordsin a wordpoolontheboard:
outhenticfact fiction foke hoax pullsomeone'sleg
joke lie real pretend myth genuine valid false true
. Askstudentsto arrangethewordsintotwogroups- words
relatedto truthandwordsrelatedto 'untruth'.
. KeyTruth:authentic,fact,real,genuine,valid,trueUntruth:
fiction,fake,hoax,pull someone'sleg,ioke, lie,pretend,
myth,folse
. Exptainanyvocabularystudentsareunsureofandfinatly
focusonhoax- anactinwhichsomebodytriesto make
otherpeoplebelievesomethingwhichis untrue,e.g.hoax
bomb,hoaxphonecalls,etc.
Exercise1 page55
. Focusontheinstructionsthenaskstudentsto readthetext
andanswertheouestion.
. Pre-teachdig andburyif necessary.
KEY London
Exercise2 page55
. Explainorelicitthat'reportedspeech'iswhenwesay
orwritewhatanotherpersonsaysand'directspeech'is
theactuaIwordsthataresooken.Givestudents1 minute
to matchthesentences.Suggestthattheyunderlinethe
reportedspeechsentencein thetextandwritethenumber
ofthedirectsoeechsentencenextto it.
Exercise4 page55
. ReadtheLeornthrslboxtogether.Studentsworkaloneto
findexamplesof pronounsthatchange.
KEY
t you changestohim
2 it staysthe same
3 wechangeslothey
4 wechangesto they
5 / changesto he
6 Wechangestothey;youchangesto them
7 Youchangesto they;yourselveschangeslo themselves
Exercise5 page55
o Studentscandotheexerciseindividuattyorin pairs.
KEY 1c 2d 4e 5b3a
KEY
11
2
3
4
27
2
3
37
2
3
theyhadseen 5 shewouldcall
theyhadneverseen 6 thathecouldexplain
theyhadn'tgoneout 7 heoftenforgot
theywerethinking 8 hehadctimbed
thatnight
thatday
thenextweek
4 thedaybefore
5 the monthbefore
Emmasaidthattheyhadnearlymovedhousetheyear
before.
Emmasaidthattheyhadboughta newhousethemonth
before.
Shesaidthattheyhadpackedtheirbooksintoboxesthe
daybefore.
Forfurtherpracticeof Reportedspeech(statements),go to:
Unit6.Tellingtales

66. Shesaidthattheyweremovingthefurniturethatday.
Shesaidthatthatnighttheywouldbesleepingin their
newbedroom.
Shesaidthattheywerehavinga house-warmingparty
the nextweek.
41told 2totd 3said 4totd 5told 6said
Exercise6 page55
. Studentscanworkindividuallyor in pairs.
KEY
lastweek- theweekbefore
hereandnow- thereandthen
tomorrow- the nextday
Exercise7 page55
e Aska studentto readouttheinformationin theLookout!
box.Askstudentsto findouthowmanyexamplesofsayand
felltherearein thetext.Youcouldsetthisasraceto find
thecorrectanswer.
KEY 5 (3xsaidand3xtold)
Exercise8 page55
. Givestudentsa minuteto comoletethesentenceswith
saidor fold.Checkanswersandthenaskthemto write
thesentencesin reportedspeechin theirexercisebooks.
Remindthemto changethepronounsandtimeexpressions.
KEY
1 said;Jacksaidto hissister(that)hedidn'tbelieveherstory
2 said;Hismothersaid(that)shehadspentallhermoney.
3 told;Shetotdherfriend(tha$they'dbein Londonthenextday.
4 said;Marysaid(that)she'darrivedthedaybefore.
5 told;Jacktoldhissister(that)shealwaysspoiledhisfun.
6 totd;Suzietoldherdad(that)shewasn'tlisteningto him.
7 told;Theytoldme(that)theycouldn'tseemeuntilthenext
WEEK.
Exercise9 page55
r Readthetaskandtheexampletogether.lf possible,thinkofan
exampleofyourownto tell.Givestudentstimeto thinkof an
occasionwhentheythoughtsomeonewasn'tte[[ingthetruth.
. Aska fewstudentsto telltheirstoriesto theclassor divide
thestudentsintogroupsandaskthemto tetltheothersin
thegroup.
I Lessonoutcome
Askstudents:Whatdid youlearntodayTWhatcanyou do now?
andelicit:I canreportwhatotherpeoplehavesoid.I understond
therulesof reportedspeech.
tEssolt suttARY.. e @
Reading:a textabouttheLochNessMonster;matching
Listening:a radioprogrammeaboutSasquatch;listeningfor
soecificinformation
Speaking:role-playaboutsightingofa Sasquatch
Topic:English-speakingcountries
Todo the lessonin 30 minutes,keepthe lead-in
brief,limit thepreparationandperformancetimeof therole-
ploy in exercises7 and 8 ond askstudentsto readthe textfor
thefirst timeot home.
i Lead-in 3minutes
r Writeontheboard:STRANGEPHENOMENA/fe'nomrne/
andexplainorelicitthatit meansthingsthatcannotbe
explainedbyscienceandreasonandthatseemto involve
mysteriousforces.(NBPhenomenais plural,thesingular
formisphenomenon.)
Brainstormsomeexamplestogetherandwritethemonthe
board.Somesuggestionsare;ghosts,UFOs,aliens,strangt
creotures,cropcircles,miracles.lf studentsmentionthe
LochNessMonsteror Bigfoot(Sasquatch),writethemontl
boardbutdon'tgointoanydetailaboutthemat thisstage
Askstudents:Doyouknowof anyfamousstoriesrelatedto
thesesubjects?Haveyou or anyoneyouknowexperienced
anyof these?Doyou believein thesekindsofstories?How
doyouthinktheyareexplained?
Studentsmightfeelmorecomfortablespeakingin pairso,
smallgroupsthanin openclass.
Exercise1 pase56
o Focusonthephotos.Writeupsome[anguagefordescribing
thingswhichareunclear:lt looksa bitlikea.../ lt lookslikea
kind/sortof ...andaskstudentsto describewhattheycanse(
Exercise2 page56
. lf necessarypre-teach:highlandsl'hailendzl,scenery
/'si:neri/,surgeon /'ss:d3en/and creature/'kri:tJe(r)/.
. Focusonthe instructionsandquestions.Givestudents2-:'
minutesto readthetextandthena further2 minutesto
discussthequestionswitha partner.Havea classfeedbacl,
Exercise3 page56
Gothroughtheinstructions.Remindstudentsthatthebest
wayto approachthetaskisto startfromthegapin thetext
readtheinformationbeforeandafterthegapandpredict
themissinginformation.Nexttheyfinda sentencewhichfit
thetopic.Theyshoutdthenlookforgrammaticallinks(e.9.
tensesandpronouns)to confirmtheirchoice.
Studentsdotheexerciseindividualtyandcompareanswer!
witha partner.Askthemto iustifytheirchoices.
KEY 1c 2a 3e 4b
Exercise4 pase56
o Referstudentsto thefunctionallanguagethatyouwroteon
theboardin exercise1.Theydescribethephotoandanswe
thequestions.
Exercise5 page56 f) z.or
o Tellstudentstheyaregoingto listento a radioprogramme
aboutanothermysteriouscreature,Sasquatch.
r Pre-teachape,settlersandhumanbeing.
o Gothroughtheinstructionsandtellstudentsto puttheir
pensdownandlistento gettheoverallgist(andanswerone
question).
KEY 3 sightingsaredescribed
TnArscRtPT2.03
TheNativeAmericanswhotivedinthenorth-westofthecountry
hadalwaystoldstoriesaboutSasquatch,a largeandmysterious
creaturethatwashalfhuman,halfape.WhentheearlyEuropean
settlersmovedintothatregion,theybeganto recordthesestories
4
5
Mythorreality?
Unit6.Tellingtates

67. lnthenineteenthcentury,newspapersreportedmanyencounters
betweenSasquatchandthesettlers.In1884,somemencaptured
a creaturethattheysaidwas'halfman,hatfanima['.Theysaidthat
it tookedtikea humanbeing,buthadbtackhairalloveritsbody.
Theyalsosaidthatitwasshorterbutmuchstrongerthana human.
Theygavethecreaturea name- 'Jacko'- anddecidedto takeit to
London,but'lacko'disappearedduringthejourney.
A mancalledAlbertOstmanmetoneofthesecreaturesin 7924,
althoughhedidn'ttellanybodyhisstoryforyearsbecausehe
didn'tthinktheywouldbelievehim.lt happenedwhilehewas
campinginthemountains.Hewasasleepatnightwhena large
Sasquatchpickedhimupandtookhimoverthemountainto a
valley.HewastheprisoneroftheSasquatchfamity(father,mother,
sonanddaughter)forsixdaysbeforehemanagedto escape.He
didn'ttellanybodyaboutit until1957- 33yearslater!
nthesummerof 1988,a 12-year-oldboywasfishingina riverin
WashingtonState.HelookedupandsawawhiteSasquatchlooking
athimfromtheoppositebankoftheriver,about6 metresaway.The
creaturewasabout2 metrestalt.lt hadblueeyesanda pinkface.lt
wascoveredinwhitehair.Itwaswalkingslowly,asif it hadinjured
itsrightfoot.Theboyjumpedontohismotorbikeandrodeaway.He
didn'teventakehisfishingequipmentwithhim- hewassoscared.
Hetoldhisfatheraboutthesighting,buthisfatherdidn'tbelieve
him.Eventually,hepersuadedhisfatherto gobacktotheriverwith
him.Thecreaturehadgone,buttheyfoundlargefootprintsinthe
mud.Therightfootprintwasdifferent,asifthefootwasiniured.
Exercise6 pases6 S) z.or
o Givestudentstimeto readthroughthe sentencesandask
anyvocabularyquestions.
o Playthe recordinga secondtime.Studentscompare
answersandcorrectthesentenceswhicharefalse.
KEY 1T 2F 3F 4F 6T
Exercise7 pase56
o Givestudentsa fewminutesto preparetheirnotesin pairs.
Exercise8 page56
. Focusonthe instructions.Studentsrole-playtheirdialogues
in pairs.Goaroundlisteningandhetpingif necessary.lf
thereistimeat the end,aska fewpairsto performtheir
rote-playsin frontof theclass.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?Elicit:I conunderstanda magazinearticleand a radio
reportabout a mysteriouscreature.I cantalk about myths.
Ask:Whichusefulwordsandphraseshaveyou learned?
LESSOil SUittARY .. a @
Grammar:reportedspeech(questions)
Reading:a policeinterview
Speaking:a memorygamewithreportedquestions
Todo the lessonin 30 minutes,keepthe lead-in
briefandsetthe GrammarBuilderand exercise6 oshomework.
t Lead-in2minutes
. Writeonthe board:CRIME SUSPECT(noun) WITNESS
o Checkstudentsunderstandthesewordsandcanpronounce
themcorrectly.(NBsuspectasa nounis pronouncedwith
the stressonthe firstsyttabte.Asa verb,it is pronounced
withstresson the secondsyltable.)
. Underneath,writeupthe followingverbs:commit
investigate catch orrest question interview witness
r Ask: Whichverbsgo with whichnouns?
Key:commit,investigate,witnessa crimei cotch,arrest,
question(interview)a suspect interviewa witness
o Ask:Hasanybodyeverwitnesseda crimeor an accident?
Wereyou interviewedby thepolice?
Exercise! page57
. Focuson the oicture.Askstudentsto workwitha Dartner
forabouta minutetakingit turnsto saysentences.Remind
themto usemight andmighthayeto speculate.
Exercise2 page5T f) z.o+
. Studentscanworkindividuatlyor in pairsto completethe
dialogue.
KEY
1 Haveyouhada cupoftea?
2 Whatdidyousee?
3 Howmanymendidyousee?
4 Canyoudescribehim?
5 Wiltyouhavea lookat thesephotos?
6 Doyourecogniseanyofthesemen?
7 Areyousure?
8 Whyareyousmiling,Inspector?
Exercise3 pase57
r Focusontheinstructions.Studentsworkindividuatlyand
checkin pairs.Witha weakerclasspointoutor elicitthata
reportedquestionstartswith asked.
KEY
theinspectoraskedmeif I'dhada cupoftea
sheaskedmewhatI'dseen
sheaskedmeif I coulddescribehim
sheaskedmeif I wouldhavea lookat somephotos
sheaskedmeif I recognisedanyofthemenin them
sheaskedmeif I wassure
I askedherwhyshewassmiling
Exercise4 page57
r Studentsworkindividuallyto completethe rules.
KEY lask 2are 3 before 4 don'tuse 5if
7F5T
KEY
11
2
27
2
3
4
5
6
They,us,we
He,me,I
3 She,him,he
4 We,her,he
5 He, him, t
6 We,ther.:nq
JohnaskedEmmawhatshehadseen.
Seanaskedhismumif shewouldcleanhisroo-.
Amy'sdadaskedherif shehaddoneherhommcrc-
MeganaskedJoewherehewasgoing.
LityaskedRobertif he likediazz.
OscaraskedKatieif shecouldhelphim.
ForfurtherpracticeofReportedspeech(questions),goto:
unit6.Tetsrr (-

68. Exercise5 page57
o Studentscompletethetextindividuallyandthencheck
answerswitha partner.Teltthemto payparticularattention
to thewordorderasthesentencesarea combinationof
reportedstatementsandquestions.
KEY
t hismumif hecouldgoout
2 wherehewasplanningto go
3 herhewantedto seethenewBradPittfilm
4 askedhimif he'dgotmuchhomework
5 hadn'tgiventhemany
6 if hewantedto eatbeforehewent
7 if therewasanypasta
Exercise6 page57
o Focusontheinstructionsandtheexample.Studentswork
ontheirownto writesixquestionsto asktheirpartner.
Circulateandmonitorastheydothis,checkingthattheir
sentencesarecorrectandthatthey'reusingdifferenttenses.
r Witha weakerclassgothroughtheitemsin the boxand
elicitthestructuresthequestionswillcontain.E.g.a
questionwithdo,a questionwithan-ing form,a question
withdid, a questionwithhaveandpastparticipte,etc.
Exercise7 page57
. Readthroughtheinstructionsandexampletogether.Divide
theclassintotwoteamsandstartthegame.
. Youcouldmakethe memoryelementmorechallengingby
asking4 or 5 pairsin oneteamto askandanswerquestions
andthengettingtheotherteamto rememberandreportthe
questionandanswer.Awarda pointforeachfactuallyand
grammaticallycorrectanswer.
t Lessonoutcome
Askstudents:Whotdid youlearntoday?Whatconyoudo now?
andelicitanswers:I canreportquestionswhichotherpeople
haveasked.
NotesforPhotocopiableactivity6.1
Whoaskedthequestion?
Game
Language:reportedspeech(statementsandquestions)
Materials:onecutupcopyof theworksheetperclass
(maximum20 students)(Teacher'sBookpage133)
Partr
. Giveeachstudenta ouestiona card.Askstudentsto
memorisetheirquestion.
Askstudentsto takea blankpieceof paperortheirnote-
booksandmingleaskingtheirquestionto theotherstudents.
Theyshouldmakea verybriefnoteoftheanswer.(fheydo
notneedto notedownwhichstudentgavewhichanswer).
Whenthestudentshaveaskedtheirquestionto everyone,
theysitdown.Dividethemintopairsorgroupsof three.
Intheirpairsorgroupstheywritethenamesof everybodyin
theclassin theleft-handmarginof a blankpieceof paper.
Givethemtenminutesto tryto rememberandwritedownin
reportedspeechthequestionthateachpersonasked.
Checkanswersbyeliciting.Ask:Whatdid (Barbara)askyou?
Givea oointforeachcorrectanswer.
Partz (lftimeallows)
o Askeachstudentto writeonesentencein reportedspeech
whichsummarizestheresultoftheirsurvey,e.g.Most
peoplesaid thattheysentmorethon 5 textmessagesa day.
or Hardlyanybodysaid thattheyhad writtena letterthis
year.Studentsreadtheirsentencesout.Youcouldcollect
thesentencesin andproducea classposter.
Washewhohe
he
tEssoll sumMARY a. e i€
Reading:anarticleaboutanimpostor;matchingtopicsand
muttiole-choice
Vocabulary:compoundnouns
Topic:people
Todo the lessonin 30 minutes,keepthe lead-in
briefand setthe VocabularyBuilderexercisesfor homework.
+ Lead-in2minutes
r Asktheclassto lookat thetitteofthe lesson.Askthem
to predictwhatthearticleisgoingto beabout.Ask:Why
wouldsomebodypretendto besomebodyelse?Whatwould
youhaveto do to pretendto besomeoneelse?Wouldit be
possibleto do thatthesedoysT
Exercise1 page59
r Focusontheinstructionsandthetopics.Makesure
studentsunderstandthatonetopicis extra.
o Don'texplainthemeaningof impostor,tellstudentsthey
canworkit outwhentheyreadthetext.
o Allowstudents2 minutesto skimreadthetext.Tellthem
thattheywillhaveanopportunityto readthetextin more
detailinthe nextexercise.
KEY A2 B5 c3
Exercise2 page59
o Tel[studentsthataneffectivemethodof answeringthe
multiple-choicequestionsisto underlinethekeywordsin
thequestions,thentryto predicttheanswer.Nexttheylook
attheoptionsanddecidewhichfitstheirprediction.Finalty,
theygobackto thetextto check.
r Studentsdotheexerciseontheirownwitha timelimitof 5
minutes.Letthemcompareanswersin pairs,iustifyingtheir
answers,beforeclassfeedback.
KEY 1c 2b 3a 4b 7a
Exercise3 pase59
o ReadtheLearnfhislboxtogether.Studentsfindexamplesot
compoundsnounswithfomilyin thetext.
KEY
familyservant,famitymembers,famityland
before
D1
6c5d
Forfurtherpracticeof Compoundnouns,go to:
9
Unit6.Tellingtales

69. KEY
l l table
2 door
3 room
4 tamp
5 ptayer
6 pan
frontdoor
guestroom
computergames
desklamp
7 game
8 brush
2 1 saucepan
2 diningtable
3 hairbrush
4 DVDplayer
5
6
7
8
Exercise4 pase59
Studentsdotheexerciseontheirownorin oairs.Refer
weakerstudentsto thewordtist.
Afterfeedbackyoucoutdaskstudentsto testtheirpartners.
Onestudentclosesthebookwhiletheirpartnergivesa
definitionora translationto elicittheword.
tEssolt suMitARY o o * u,"'
FunctionalEnglish:negotiatingandcompromising
Listening:dialogues;listeningforspecificinformation
Speaking:narratingevents
Grammar:exclamatorysentenceswith How andWhat
Topic:freetime
KEY
1 trial
2 [awyers
3 prove
4 innocent
5 witnesses
6 iury
7 guitty
8 sentenced
9 prison
CULTUREI{OTE . THE BRITISH IURY SYSTEM
IntheUKaTuryconsistsof 12ordinarypeoptewhoare
notconnectedwiththelawandwhodecideandvoteon
whethera personisguiltyor notguilty.Ihejudgedecides
onthesentence.Theadvantageofthissystemisthatit is
seenasdemocratic.Manypeoplepreferto bejudgedby
peoplewhoarelikethemandnotbyrepresentativesof
thegovernment.Thedisadvantageofthe systemisthat
ordinarypeopledon'talwaysunderstandthecomptex
informationandmaybebiasedbypersonalpreiudice.
Exercise5 page59
. Tellstudentsto writesentencesaboutthingsthatarequite
interestingor unusual,forexampleaboutunusualplaces
they'vebeento,celebritiesthey'vemet,competitions
they'vewon,somethingembarrassingthey'vedone,etc.
Itshouldn'tbetooeasyto guesswhichoneisfatse.
ATTERI{ATIVES PEAKIlIG ACTIVITY
Turnexercise5 intoa [ongerfluencyactivity.lt shouldbe
doneinsteadofexercise5.
r Writeontheboard3 sentencesaboutyourself,twotrue
andonefalse.Getstudentsto askyouquestionsabout
eachsentence.Pretendthatatlthreesentencesaretrue
andinventanswersto theirouestionsaboutthefalse
statement.Aftera fewminutesasktheclassto voteon
whichsentencetheythinkisthefalseone.
. Givestudentstwominutesto writethreesentences
aboutthemselves.Dividestudentsintopairs,A and
B.ThengiveStudentAthreeminutesto askquestions
aboutStudentB'ssentencesto tryto determine
whetherthesentenceistrueorfalse,Repeatfor
StudentB to askquestions.
r Attheendoftheactivityaskwhatinteresting
informationtheyfoundoutabouttheirpartners.
t Lessonoutcome
Askstudents:Whothoveyoulearnedtoday?Whotconyoudo
'tow?andelicitanswers:I canunderstondanaccountofafamous
'tineteenth-centurylegolcase.I cantalkoboutlegalsystems.
Todothelessonin 30 minutes,settheVocabulary
Builderashomeworkondkeepthepreparationandperformonces
in exercises10ond 11brief.
t Lead-in 2minutes
r Focusonthephoto.Askstudentswhattheycanseeand
whattheythinkthecouptearetatkingabout.
o Writethefollowingquestionontheboard:
Whenyouarenegotiating,oreyougoodot qettinevourown
wavor doyouaivein easily?
o Elicitthemeaningoftheunderlinedphrasesandask
studentsto answerthequestionin pairs.
Exercise1 pase6o $ z.os
r Focusontheinstructionsandthequestions,playthe
recording,askstudentsto turnto theirpartnersto answer
theouestions.
r Witha weakerclasspre-teachfetch(goto wheresomething
isandbringit back).
Exercise2 page6o
. Studentsreadthediatogueindividuallyto checktheir
anSwer5.
KEY
Shewantsto stayin andwatchW
Hewantsto seea fi[m.
lessicawil[cooka meaIandthey'tlwatcha DVD.
Exercise3 page6o
. Focusontheinstructionsandexplainthemeaningsofthe
functionsif necessary.Pointoutthatthestressis onthe
secondsyttabtein obkc'!.Comparethiswiththenounq1fecf
wherethestressis onthefirstsyllabte.
o Checkanswersthenaskstudentsto readthedialoguein
exercise1 aloudin oairs.
KEY
Greensuggesting
Blue objecting
Redcompromisingoragreeing
Orangepersuading
Exercise4 page5o
. ReadthroughtheLearnfhislboxtogetheror askstudentsto
readit to themselves.lt mightbehetpfulto showhowthese
phrasalverbscontrastwithtransitivephrasalverbssuchas
lookafter,Iookfor,runoutof andpickup,all of whichmust
befollowedbyanoblect.
KEY goout stayin
Unit6.Tellingtales( 69

70. Forfurtherpracticeof lntransitivephrosalverbs,go to:
KEY
I 1 growsup
2 goingout
3 holdon
4 cameback
5 giveup
6 stayedin
7 stoodup
8 fetlthrough
2 1 Hesatdownandbeganto readhisbook.
2,/
3 Theygrewup in a villagein Sicily.
4 JayandMiagotupandwentto schoot.
5./
6 Madisonstoodupandstartedto speak.
7/
8 Theplanedidn'ttakeoffuntilmidnight
Exercise5 page6o f) z.oe
. Givestudentstimeto readthroughthesentences.Suggest
thattheywriteinlusttheperson'sinitiat.Ptaytherecording
oncestoppingbetweendiatoguesandcheckanswers.
Exercise6 page6o f) z.oe
. Playtherecordingagain,pausingto givestudentstimeto
writetheiranswers.
Witha strongerclassyoucouldgothroughthesentences
first,eticitingwhatmightgointhegaps.Don'tconfirmor
denytheanswersatthisstage.
Checktheanswers.
KEY
TanyaandPeter
1 Whydon'twe
2 | don'trealty
AnnandDavid
6 wecouldgo
7 enjoyit
3 Whatabout
4 come
5 talkedmeinto
8 Howabout 10 Why
9 notreallyinto
KEY
1 1 Peter
2 6 David
2 fanya
7 Ann
3 Peter
8 David
4 Tanya
9 Ann
5 Peter
10 David
TRATSCRIPT 2.05
1
TanyaI'm so bored.Whatshaltwe do?
Peter Whydon'twe goout for a walk?
TanyaI don'treallyfancyit. lt'stoo hot.
Peter Whatabouta bikeridethen?
TanyaEvenworse!Whatcanwe do to keepcoo[?
Peter Wecouldgo swimming.Theoutdoorpootwill be lovelyand
coot.
TanyaThat'strue,butwe sti[[haveto watkthere.
Peter Yes,but it'tlbeworthit in the end.Oh,comeon!
TanyaOK,you'vetalkedme into it. Butonlyif you buymean ice
creamon theway.
Peter Goodidea!I'ttbuyus bothone!
2
Ann Whatshatlwe do thisevening?
David Wecouldgoto the cinema.There'sa goodfilm on.
Ann I don'twantto goto the cinemaagain.Wewentyesterday.
David ButPiratesof the Caribbean4 is reallygood.Please!You'll
enjoyit whenyougetthere.
Ann Yes,I know,but I haven'tgotenoughmoneyto seeanother
film.Howabouta gameof badminton?
David I'm not reallyinto badminton.
Ann OK,then.Whydon'twe stayin and playa game?
David Whatkindof game?
Ann Whataboutchess?Doyoulikechess?
David Notreally.Butdo youfancyplayingcards?
Ann Doyou knowanygoodcardgames?
David Yes,tots!I'llteachyou.
Ann OK,Whynot?
tAf,GUAGE NOTE - SUGGEST
Studentstendto usesuggestincorrectlywith'to +
infinitive'.Correctoatternsare:
Hesuggestedplayingchess.suggest+ -ing
Hesuggestedthatwe(should)buyherflowers.suggest+
thot(+should)+ bareinfinitive
Exercise7 page6o f) z.oz
. Playtherecordinganddrillthesentenceschorallyand
individualty.Tokeepallthestudentstogetherwiththe
choraldrillingsaythesentenceyourselfwiththestudents
afterthemodel,otherwisesomestudentsmaylagbehind.
r Remindstudentsto copythehighsandlowsofthe
intonationsothattheydon'tsoundbored.
Exercise8 page6o
Studentsworkaloneto categorisetheexpressionsunderthr
functionsin exercise3 andthencheckin oairs.
Aftercheckingtheanswersaskstudentsto practisesaying
thesentencesusingintonationthatreflectsthefunction.
KEY
7,3,6,8- suggesting
2,9- objecting
4,7- persuading
5,10- compromisingoragreeing
Exercise9 page5o
. Readtheinstructionsandexamptetogether.Pointoutthat
Doyoufancy...? andHow/Whatabout....?arefollowedby
eithera nounor a verbplus-ing whilstWhydon'twe....?
andWecould....arefollowedbyaninfinitive.Studentsdo
thetaskin oairs.
o Ina weakerclassdothetaskin openpairsacrosstheclass
beforedoingit in closedpairs.
Exercise10 page6o
o Allowstudents3-5 minutesto preparetheirdialogues
in noteformor,ifyouhavea weakerclass,usingfull
sentences.Goroundhetpingandcorrecting.Encourage
studentsto usethenewphrases.
Exercise11 page6o
. Studentsactouttheirdialoguesto theclass.Remindthem
to maintaineyecontact,speakclearlyandnotreaddirectly
fromtheirnotes.
lLesson outcome
Askstudents:Whatdidyoulearntoday?Whatcanyoudo now
andeticitanswers:I connegotiateandcompromise.I canuse
intransitivephrosalverbs.
70 / Unit6.Tellingtales
,/

71. I up
-l up
I down
NotesforPhotocopiableactivity6.2
Activatingphrasalverbs
Pairwork
-anguage:intransitivephrasatverbs
',4aterials:onecopyof theworksheetperstudent(Teacher's
3ookpage134)
. Mostofthephrasalverbsaretakenfrom5Fandthe
VocabularyBuilderexercise.Therearealso4 newitems.
. lf necessary,pre-teachthe'new'phrasalverbs:gefon (e.9.
Howdidyougetonat schooltoday?),splitup,winddown
(torelaxafterbeingtiredorstressed),dressup (todressin
smart/formalctothes).
. Givestudentstimeto quicklyreadtheverbsandwriteinthe
prepositions.Gothroughtheanswers.
. Studentstakeit inturnsto askandanswerthequestions.
Theycananswerthequestionsin anyorderandtheyshoutd
giveasmuchinformationaspossible.Demonstratethe
activitybyaskinga studentto askyouoneofthequestions
andgivinga detailedanswer.
KEY
Exercise1 page61
o Focusontheadvertisement.Askstudentsto readit quickly,
ignoringthenotes,andthenelicittheanswersto the
questionsasanopenclass.
Exercise2 page6r
o Studentscanworkatoneorin oairs.
KEY Heforgetsto sendsizesforthecostumes.
Exercise3 page6r
r Studentsworkaloneorin pairsto findthephrasesinthe
letter.Checkanswersasa class.Remindstudentsthatthese
arefixedohrasesfora formalletterandneedto belearned
byheart.
KEY
1 Furtherto ourrecenttelephoneconversation,
2 | wish
3 a twinroom
4 a I woutdbeverygratefulifyoucould b Woutdit be
possibleto ... c Pleasecoutdyou... d Woutdyoumind...
5 | tookforwardto hearingfromyouin duecourse.
6 Yourssincerely
Exercise4 page6r
o ReadtheLearnfhrslboxasa classoraskstudentsto read
it silentlyontheirown.Theylookforthreeverbswithtwo
obiectsin theletter.
KEY
grveu5rooms
sendmedirections/ sendmea receipt
e-maitmethedirections
Exercise5 page61
. Studentscanworkaloneorwitha oartner.
. Witha weakerclass,dothefirsttwosentencesalltogether.
KEY
1 Canyoudo mea favour?
2 Woutdyoumindshowingusyourpictures?
3 Shereadtheclassherpoem.
4 Hecookedhisfriendsdinner.
5 I'mgoingto teltmybrotherthatstory.
5 Theydidn'toffertheirguestsanyfood.
KEY
1 2 Tom'smumboughthima newshirt.
3 Daisyowesherdadf50.
4 Beth'sneighboursoldherhiscar.
5 Patrickwrotehissistera letter.
6 ScottsentJuliea textmessage.
7 Dadbookedusa flightto Paris.
Exercise6 pase61
o Readtheinstructionsandtheolanfortheletterasa class.
Studentscanplantheirlettersin oairs.
4 out
5 down
6up
7 through10 in 13 up
8 back 11 up 74 on
9 up 72up
LESSOilSUtmARYoo*,:,'
Writing:formalletter- makinga reservation
Reading:a letter
Grammar:verbswithtwo objects
Vocabulary:setphrasesusedin formatletters
Topics:freetime,travel
Todo thelessonin 30 minutes,setthe Grammar
tuilder exercisesandwritinooshomework.
f Lead-in 2minutes
. Writeontheboard:DRAMAandbrainstormwordsrelated
to thetopic(role,play,character,act,costume,perform,
reheorse,oudience).
. Askstudents:Whenwasthelasttimeyouactedin a play?
Didyouenjoyit?Howdid youfeel?Doyoulikedressingup
in costumes?
CULTUREXOTE- TURDERTYSTERYEVEilTg
Organisedmurdermysteryweekends(orevenings)have
becomepopularin theUKandothercountriesin recent
years.Theyareattendedbyindividualsandcouplesbut
areparticularlypopularwithgroupsof friendsorwork
colleagues.Theyusuallytakeplacein hotelsandthe
guestsaregivenrolesto play.Sometimesactorsare
employedaswell.Oneoftheguestsoractorssecretly
playsa murdererandtheothershaveto guesswho
thecriminalis.Thismayinvolvethe'murder'of guests
throughouttheweekendortheguestsmaybetoldabout
thedeathwhentheyarriveandtherestof theweekendis
spentinvestigatingit.
Forfurtherpracticeof Verbswith tvvoobjects,go to:
unit6.Tellingtates
frl

72. Exercise7 page6t
o Allow15-20 minutesforthewriting.Studentswrite
individuatly.Remindthemto usethefixedphrasesand
structureof theletterin exercise2 asa model.
I Lessonoutcome
Askstudents:Whotyoulearnedtoday?Whatcanyoudo
now?andelicitanswers:I canwriteo formallettermakingo
reservation.I conuseverbswithtvvoobiects.
5-6
11
2
27
2
31
2
3
4
5
47
2
3
51
2
3
4
5
6
67
77
2
3
4
5
webcam
laptop
armchair
cupboard
3 wirelessrouter
4 website
3 carpet
4 bookcase
5 blog
6 flashdrive
5 mirror
6 wardrobe
I don'tthinkI wiltgetmarrieduntilI'm30.
Reecemightbuya flatif heearnsenoughmoney.
lf Erinpassesherdrivingtest,she'llbuya car.
Tobymightnotgoto universitybecausehedoesn'tlike
studying.
lsabellewiltgoto universityif shepassesherexams.
'll havefinished
'll havesaved
'l[ begoingout
shehadn'tfinishedthereportthedaybefore
shewashavingproblemswithhercomputer
himshehadn'tbeenableto logontotheInternetthat
week
herhewouldlookat it forhersometimethatday
thatif hecouldmendhercomputer,shewouldcookhim
dinner
thatsoundedfinebyhim
e 2a 3d 4 b 5c
I'mnotreallyinthemoodforplayingtennis.
There'snothingworthwatchingonTV.
I'mnotreallyintogoingto shoppingcentres.
You'tlenioyit whenyougetthere.
You'vetalkedmeintogoingoutfordinner.
4 'lt havegotmarried
5 'lt havegrownup
5-6
1 Openanswers
2 Openanswers
31D 2C 3B 4- 5A
TRATSGRTPT 2.08
Narrator lt's Fridayafternoon,andMarekis leavingwork.Hesay.
goodbyeto James,the managerof SportechHealthand
Fitness.
Bye!SeeyouMonday.
Yes,seeyou.HaveyougotanyplansfortheweekendT
Yes,I'm goingto lookat flats.I needto find somewherr'
to live!
lames Good!Goodtuck!
Agent MrZeman?
Marek Yes,that'sme.I'mhereto lookattheflat.
Agent Yes,ofcourse.Comein.lt'sdownstairs.
Marek Downstairs?
Agent Yes,that'sright.
Marek Buttheadvertisementsaiditwasonthegroundfloor.
Agent Yes,butthegroundfloorisslightlylowerthanthestreel
levet.
Right.
Anyway,I thinkyou'llseethatthe ftatisn'ttoo dark
- there'sptentyof light,in fact.Fotlowme.
Agent Thedooris a bit stiff- ljust needto - a stightkick
Marek Hmm.
Agent Thisis the hatl.lfyou gothroughthe dooron the left,
you'llseethe mainroom.Afteryou ...
Marek Hmm.lt lookssmalterthan I imagined.The
advertisementsaidthatthiswasa bigroom.
Agent Well,it is big- but it lookssmatlbecausethere'squite
lot of furniturein it... the bed,the table,the sofa...
Marek Yes.I see.
Agent Now,ifyou gothroughthe dooroverthere,you'llgetto
the kitchen.Theftathasa seoaratekitchen.
Marek I see.Ohyes.Therearenowindows.
Agent Notin the kitchen,no. Butthere'sa fanforventilation
Listen.
Ohyes.
AndtheshowerroomandWCareoverhere.
CanI see?
lfyouwant.Yes.They'rebehindthesetwodoors.
Hmm.Theydon'tlookvery...clean.
No,thewholeflatneedsa goodclean.Butoncethat's
beendone,itwitlbelovely!Youhaveto useyour
imaginationthough.
Marek Yes.Lotsof imagination.
Sarah HiMarekl
Marek Hi.
Sarah Howwasthe ftat?
Marek Honible!Reallysmatt,darkanddirty.
Sarah Ohdear.Haveyougotanyothersto lookat?
Marek Yes,threeothers.I'm seeingonethis afternoonandthe
othertwo tomorrowmorning.
Sarah I'm sureoneof themwill be OK!
Marek
James
Marek
Marek
Agent
Marek
Agent
Marek
Agent
Marek
Agent
{ FlatC
5 1 below
2 smaller
3 therewerenowindows
6 Openanswers
4 they'redirty
5 three
EM for furtherexamtasksandpractice,goto Workbook
page56.Proceduralnotes,transcriptsandkeysforthe
WorkbookcanbefoundontheSo/ufionsTeacher'sWebsiteat
www.oup.com/ettiteacherisolutions.

73. Retationships
tEssollsullilARYOO&k;
Vocabulary:datingandrelationships,timeexpressions,three-part
phrasaIverbs
Listening:dialogues;listeningforgist
Speaking:tettingthestoryofa relationship
Topics:peopte,relationships
Todo the lessonin 3o minutes,keepthe leod-in
brief, do exercise2 as a classondset the VocobuloryBuilder
exercisesos homework.
+ Lead-in3minutes
o WriteFamouscoupleson the board.Caltoutthe names
below,thestudentshaveto saythenameofthe partner
andwhotheyare.ChrisMartin(GwynethPaltrow),Madonna
(GuyRitchie),HomerSimpson(Marge),ClarkKent(Lois
Lane),Bil/Clinton(HittaryClinton),Adam(Eve).
. Findoutif theclasscanthinkof anyotherfamouscouples.
Askwhywe areso interestedin celebritycouptes.
Exerciset page64
. Referstudentsto theboxandexplainthemeaningof any
unknownwords.Tocheckcomprehension,askquestions
suchas: Whydo couplesfoll out?Whatis a good wayof
makingup?Doyou thinko boyshouldaska girl out or
doesn'tit matterwho askswhoout?
. Studentsordertheohrases.Askthemto readouttheir
orderto anotherpair.Theremaywellbesomedisagreement
- encouragethemto explaintheirchoices.
Exercise2 page64
. Studentscanworkindividuatlyor in pairs.Tel[themto do
thetaskwithouttookingatthe phrasesin exercise1. Check
answersasa class.
KEY
7-
2up
3 on 5 with
4 outwith 6 with
Tout 9in 11
8 out 10 out 12
up 13-
- 74-
Exercise3 page64 f) z.or
. Focuson the instructions.Remindstudentsto focusonthe
generalgistandnotto worryaboutanyunknownwords.
. Pauseaftereachdialogueforstudentsto writethe answers.
Checkanswersasa class.
KEY
1 They'regettingengaged.
2 She'schattinghimup.
3 They'regettingmarried.
4 They'remakingup.
5 She'saskinghimout.
TnlHscntpr2.09
Scene1
Waiter Yourchampagne.
Man Thankyou.
Man Here'sto us.
WomanTous.So,areyougoingto tellmewhyyouwantedto
comeoutfora specialmealtonight?
ftctuoes(.W,'
andrelationships. timeexpressions. three-partphrasalverbs
andsuperlativeadiectivesandadverbso secondconditional
. questiontagso;, otandonwithtimeexpressions
storyofa relationship. makingconversation
letter:replyto aninvitation
58'64 . Selfcheckpage55
Woman
Man
Man Yes,Ithinkifstimeto...talkaboutthatnow.Mary...we'veknown
eachotherforalongtime.Andwe'vebeentogetherformorethan
fiveyears.
Yes.Twelveyears,inhct.
lsitthatmany?Realty?Anyruay,whatIwanttosayisthis:Mary,
willyoumanyme?
Oh,Roger.Ithoughtyou'dneverask.Yes,Iwillmanyyou.
Ihaven'tseenyouherebefore.Areyounewtothearea?
Yes.lam.Wemovedherelastweek
Oh,right.Whereareyoufrom?
London.
London!Thisvillagemustseemtiny!Doyoumissthebigcity?
Abit...maybe.
ButthepeopteinLondonaren'tveryfriendly,arethey?
Well,someofthemare,but...
You'llfindpeoplemuchftiendlierhere.
Goodl
So...what'syourname?
Thevowsyouareabouttotakearetobemadeinthepresenceof
God,whoisjudgeofallandknowsallthesecrebofourhearts;
thereforeifeitherofyouknowsareasonwhyyoumaynotlawfully
many,youmustdectareitnow....JutianSandyHanruood,willyou
takeLuryGloriaWitherspoontobeyourwife?Willyouloveher,
comforther,honourandprotecther,and,forsakingallothers,be
hithfultoheraslongasyoubothshalllive?
Julian lwilt.
MinisterLuryGloriaWtherspoon,willyoutakeJutianSandyHarwoodto
beyourhusband?
Scene4
Tyler Holly!lfsyou!
Holly Ididn'tknowyouweregoingtobehere.
Tyler No,Iwasn'texpectingyoueither.Jackdidn'ttellmeyouwere
comrng.
Jacktoldmeyouwerenlcoming.Iaskedhim.
Didn'tyouwanttoseeme?
No!I'mstillreallyangrywithyou.
Sowhyareyousmiting?
I'mnotsmiting.
Wetl,I'mhappyyou'rehere- inaway.I'vemissedyou.
Yes,I've...
You'vewhat?
Well,IsupposeI'vemissedyoutoo...abit.
Ican'tevenrememberwhatwearguedabout,orwhywefellout!
Oh,Ican.
Butitwassilly,wasn'tit?
Yes,Isupposeso.
So,shallweforgetiteverhappened?
Well,OK.
Hetlo?
Hi!lfsGrace.
Er...right.Gmce?
Abigail'sftiend.WemetlastSaturday,atthecinema.
Oh,yes.IremembedDidAbigitgiveyoumynumber?
Yes,shedid.
oh,oK.
Harvey,Iwaswondering.Areyoudoinganythingtonight?
No,notreally.Why?
Iwaswondering...doyouftncygoingtoaparty?
Yes,whynot?Whosepafi isit?
Afriendofminefromschool.So,you'llcome,then?
Yes.
Great!
Woman
Scene2
Girl
Boy
Girt
Boy
Girt
Boy
Girt
Boy
Girl
Boy
Girl
Scene3
Minister
Holly
Tyler
Holly
Tyler
Holly
Tyler
Hotly
Tyler
Holly
Tyler
Holly
Tyler
Holty
Tyler
Holty
Scene5
Harvey
Grace
Harvey
Gnce
Harvey
Gnce
Harvey
Gnce
Haruey
Grace
Haruey
Gnce
Harvey
Gnce
UnitT.Truelove?
tt

74. KEY
1 chatup
2 askout
3 goout
4 fallout
5 makeup
6 getengaged
Exercise4 page64
. Focusontheinstructionsandlookatthefirstoicture
together.Elicitwhatis happeninginthepictureandthen
whichexpressionfromexercise1 bestdescribesit.Students
continuethetaskin pairs.
e Duringfeedbackusethepicturesto elicitmorevocabulary
byaskingstudentsto describewhattheycanseebefore
theychoosea phrasefromexercise7,e.g.They'reholding
hands,They'rehugging,He'sgivenheran engagementring.
Todo the lessonin 30 minutes,keeptheleod-
in brief,set the GrammarBuilderashomework,do exercise2
togetherandskip thelisteningpart of exercise3.
t Lead-in 2-3minutes
. Writethefollowingquestionsontheboardforstudentsto
discuss:Howdopeopleusuallymeettheirfuturehusbands
wives?(ina barlcafllnightclub,at a party,atwork,through
friends,throughfamily,ontheInternet,througha dating
agency)Wouldyoueverusea datingagency?
o Writespeeddatingontheboardandaskstudentsto
suggestwhatit mightbe.Don'tconfirmordenytheirideas,
butonceyou'veeliciteda few,askstudentsto opentheir
booksandlookattheohoto.
Exercise1 page65
r Focusonthephoto.Askstudents:Wherearethepeople?
Whatdoyouthinkthey'retalkingabout?Whatkindofpeopl,
arethey?Whyaretheythere?
. Shareanswersasa ctass.
Exercise2 page65
. Studentsworkindividuallyor in pairs.Witha weakerclass,
elicittherulesformakingcomparativeandsuperlative
adiectivesandwritethemontheboard.
KEY
1 faster
2 busier
3 moreisolated
4 moredifficult
5 smaller
6 better
7 mostattractive
8 asromantic
9 easiest
10 mostsensible
Exercise3 page65 f) z.ro
. Playtherecordingsothatstudentscanchecktheiranswers
Askthemwhattheythinkof speeddatingandwhy.
Exercise4 page65
o EithergothroughtheLeornfhislboxtogetherasa class,
askingdifferentstudentsto readthedifferentsentences
oraskstudentsto readtheinformationsilentlyandcheck
comprehensionafterwardse.g.Arecomporalivesand
superlativesadverbsusuallyformedwith -er? What'sthe
oppositeof more/ most?
. Studentsmatchthewordsin thetextwith1-5.
o Duringfeedbackhighlightthefactthathardcanbean
adiectivebutinthiscaseisanadverbandelicitwhich
adverbbesfcomesfrom(wel[).
CULTUREI{OTE. DOYOUCOTEHEREOFTEII?
Doyoucomehereoftenisthe mostfamousexampleof
a chat-up/rne.Likemostchat-uplinesit is onlyused
ironicallybecauseit isso ctichEd.Peopleenioymaking
jokesaboutchat-uplinesbuttheyareveryrarelyused.
Exercise5 page54
r Focusonthespeakingtipandaskstudentsto writethe
answersto theouestionsin noteform.
Exercise6 page64
o Gothroughtheinstructionstogetherandaskstudentsto
readthroughthetimeexpressionsbeforetheytetlthestory
in pairs.Suggestthattheytaketurnsforeachnewpicture.
Goroundlisteningandhelpingastheydothis.
ForpracticeofThree-partphrasalverbs,go to:
KEY
I 1 getonwithc
2 falloutwithf
3 getawaywithd
4 putupwithg
2 1 looksupto
2 fallenoutwith
3 cameupwith
4 getonwith
lookdownonb
comeupwithe
lookupto h
gooutwitha
beengoingoutwith
looksdownon
gotawaywith
putupwith
5
6
7
8
5
6
7
I
t Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whotcanyou
do now?andelicit:I cantalkaboutdatingondrelationships.
I havelearnedsomethree-portphrasolverbs.Ask:Whatuseful
wordsorphraseshaveyoulearned?
LESSOIl SUMMARY Oa@:,'
Grammar:comparativeandsuperlativeadiectivesandadverbs,
comparisonswithclauses,superlativeswithpresentperfect
Reading:anarticteaboutspeeddating
Listening:shortmonologuesaboutspeeddating;listeningforgist
Speaking:describing'superlative'pastexperiences
tAl{GUAGE I{OTE - COMPARISOHS
Asmentionedin theStudent'sBook,comparativeand
superlativeadverbsareusuallymadewithmoreandmost.
However,a fewadverbshavecomparativeandsuperlative
formswith-er and-esf.Themostcommononesarefast,
soon,early,Iate,hard,long, well andfar.
Exercise5 page55 6) z.rr
. Tel[studentstheyaregoingto hearaboutfivepeople's
experienceof speeddating.Givestudentstimeto read
throughthesentences.Playtherecordingforthemto match
thespeakerswiththesentences.
KEY
1 lessstressful
2 leastunattractive
3 morequickly
4 harder
5 thebest
,-rD Unit7. Truelove?

75. KEY
a Speaker5
r Speaker4
c Speaker3
d Speaker1
Witha weakerclasspauseaftereachspeakerandaskthem
to comparetheirthoughtswitha partnerbeforechecking
together.
Witha strongerclass,askstudentsto notedownwords
whichshowthespeaker'sopinion.Pauseaftereachspeaker
to allowtimeto write.(1 quitea goodtime,wasn't...bad...,
a bitfrustrating,2 reallyenioyedit, a greatwayto ...,great
atmosphere,3 lt wasn'tthat{eat, it wasOK4 neveragain,
I can'tthinkof anythinglessenioyable5 | enjoyedit ...I
suppose).
Exercise8 pase65
r Givethestudentsometimeto thinkaboutandnote
downtheanswersto thequestions.Ina weakerclassask
studentsto askandanswerthequestionsin openpairs
beforetheydothetaskwiththeirpartner.
o Askfastfinishersto thinkof threemorequestionsto ask
andanswer.
o lfthereistime,encouragestudentsto expandontheiranswers.
Formorepracticeof Comparison,go to:
KEY
1 1 | thinkmyfriendis prettierthanme.
2 ButI'mtallerthansheis.
3 She'sgotlongerhairthanme.
4 Myeyesaremorebeautifulthough.
5 I'mnotasslimasher.
6 Mytegsarelongerthanhers.
7 She'sthe beststudentin theclass.
8 I'mthefunniestpersonin theclass.
e Speaker2
TRAilSCnIPT2.11
Speaker1 | hadquitea goodtimewhenItriedspeeddating.lt
',asn'ta badwayto spendtheevening,butcertainthingsweren't
,erysatisfying.Oneproblemisthatyouhaveto spendexactly
'rreeminutestalkingto eachperson.Buttimepassedsoquickly
,'rhenIwasspeakingwiththemostinterestingpeopleandreally
;lowlywithpeopleI didn'ttikesomuch.Iwantedto spendmore
:hanthreeminuteswiththepeopleI liked- andlesstimewiththe
roringpeople.Thatwasa bitfrustrating.
Speaker2 I reallyenjoyeditwhenI wentspeeddating.I think
t'sa greatwayto meetpeople,andit'ssoeasyto starttalking.lt
sn'tlikegoingupto somebodyina barorclubandtryingto chat
:1emup- thatcanbereallystressful,becausetheymightnotwant
:otalk.Everybodyata speeddateisthereto meetsomebody,so
:verybodywantstotalk.lt'sa greatatmosphere.
5peaker3 |wentspeeddatingforthefirsttimelastweekend.My
'riendshadtotdmeaboutit,andtheysaiditwasbrilliant.I didn't
:hinkit wasthatgreat,butitwas0K.lt'sagoodwayto meetpeople,
suppose.I'mnotsureI'ddoitagain,though.
Speaker4 I'veonlybeenspeeddatingonceinmylife- never
again!ltwasaterribleexperience- soembarrassing.I can'tthink
rf anythinglessenjoyable,infact!You'reina roomwithlotsof
:therpeoplewhoareallsingle,alttookingfora partner.lt'siust
-eallyuncomfortable.I muchpreferclubsandbars,placeslikethat.
)eoplegoto haveagoodtime,notjustto meetsomebody.lt'smore
'elaxed.
Speaker5 | thoughtitwasa goodwayto meetsomebody,soI
:riedit.I enloyedtheexperience,I suppose- onceI'drelaxed.lt
'elta bitstrangeatfirst,a bitlikedoing25jobinterviewsinone
1ay.I foundit difficultto talkto people- | didn'tknowwhattotalk
about.Butafterawhileit goteasierandIwasableto chatmore
:onfidently.Bytheend,Ithoughtitwasa nicewayto spendthe
evening.ThemainproblemwasthatI didn'tmeetanybody!| made
alist,butthepeopteonmylistweren'texactlyperfect- theylust
Cidn'thaveasmanybadpointsassomeoftheothers!
Exercise6 page65
' Referstudentstothe Learnfhislboxandaskthemto
completetheexerciseindividuatly.Pointoutthatnotallof
the sentencescontainan example.
KEY 1 cande 2b
Exercise7 page65
. Studentsworkthroughthe sentencesindividuallyor in
pairs.Dothefirstonetogetherasanexample.
the leastpopular 4 the leastconfident
lessintelligent 5 lesspolite
lesshard-working 6 the leastgenerous
E[[iearrivesearlierthanJessica.
Vickywritesmore/lessneatlythanLewis.
Alexdoesthescienceexperimentsbetter/worsethan
Isabella.
Michaetsitsmore/lessquiettythanBrandon.
Abigailspeaksmore/lesssoftlythanLauren.
Ellashoutsmore/lessloudlythanGrace.
the hardest 4 the latest
thequickest 5 the mostclearly
thefastest 6 the mostbeautifully
She'smoreconfidentthansheusedto be.
Thatshirtis cheaoernowthanit waslastweek.
He'snotasfatashewaswhenhewaslittle.
Youdrivefasternowthanyouusedto.
Welivefurtherfromthe centrethanwe did before.
Wearriveat schoolearlierthanourfriendsdo.
t Lessonoutcome
Askstudents:Whatdidyouleorntoday?Whatcanyoudo now?
andelicit:I conmakecomparisonswithadiectives,adverbsond
clauses.Ask:Whatusefulwordsandphraseshaveyoulearned?
Notesfor Photocopiableactivity7.1
Thebesttimeyou'veeverhad
Game
Language:superlativeswithpresentperfect
Materials:onecopyof the boardpergroupof threeto four
students,enlargedto 43 sizeif possiblefieacher'sBook
page135).Diceandcounters.
o Makesurestudentsarefamiliarwiththe languagefor
ptayinga boardgame:Throwthedice.lt'smy/yourturn.
Whoseturn is it?Goforward.Goback.
o Dividestudentsintogroupsofthreeto four.Handouta copy
of the boardanda setof diceandcountersto eachgroup.
(lfyoudo nothavedice,studentscanusea coininstead.
Forheadstheymoveforwardonesquare,fortailstheymove
forwardthree.)Explainthatstudentsaregoingto talkabout
experiencesandpeoplein theirlivesusingsuperlativeswith
presentperfect.
27
2
3
,7
2
3
4
5
6
47
2
3
57
2
3
4
5
6
KEY
1 is lesscrowdedthan
2 isthenicestpersonI'veever
3 moreloudlythan
4 the leastdifficult
5 worksmorequicklythan
UnitT.Truelove?

76. Studentstakeit in turnsto throwthediceandmovealong
thesquares.Whentheylandona squaretheydescribethe
situationin brief.Theotherstudentseachaska questionso
thatthefirststudentcangivemoredetail.Thewinneristhe
firststudentto reachFinrsh.
Goaroundlisteningandhetpingwithvocabularyand
checkingthatthelisteningstudentsareaskingquestions.
EIEIET
WBYeatsj
TESSON SUMMARY .. & :.::,
Reading:a poembyWBYeats
Listening:a documentaryaboutWBv€ats;muttiplechoice
Vocabulary:vocabularyfromWhenyouareoldbyWBYeats
Speaking:comparingWBYeatswithanotherpoet
Topic:culture
Todothe lessonin 30 minutes,keepthelead-inbrief,
givea timelimitforexercise4 andsetexercise7forhomework
t Lead-in 3minutes
r WritePOETRYontheboard.
r Askthefollowingquestionsto theclassorwritethemon
theboardforstudentsto discussin pairs.Whattopicsare
poemsoftenabout?(Iove,war,politics,nature,etc.)Whafb
yourfavouritepoem?Didyouenjoywritingpoemsasa child?
Doyoueverwritepoemsnow?Howarepoemsdifferentfrom
prose?SomepeopledescribethelyricsofrapperslikeEminem
aspoetry.Doyouogree?
Exercise1 page65
. Youcouldsetthisasa competition.Putstudentsin pairs
andaskthemto writedownasmanypoetsastheycanfrom
theirowncountryandfromothercountriesin twominutes
(oneminuteforeach).
. ln a weakerctassaskstudentsto calloutasmanvnamesas
theycanthinkof.
Exercise2 page65 $l z.tz
r Tellstudentstheyaregoingto listento a documentaryabout
a famouslrishpoet,WiltiamButlerYeats/jerts/.Askthem
to justlistenforthegistandnotewhichofthetopicsthe
speakermentions.
KEY growingup,retationships,travel,writing
TRAilSCRIPT 2.12
A famouslrishwriter
ThelrishpoetandptaywrightWilliamButterYeatsisoneofthemost
famouswritersintheEngtishlanguage.Hewasbornin Dublinin 1865,
butthefamilymovedfromlrelandto Englandwhenhewastwoyears
old.Hismotherusedto teltherchitdrenlrishfotktalesto remindthem
alloftheirhomeland,andwhenYeatsgrewupandbecamea poet,he
oftenincludedcharactersandeventsfromthesestoriesin his poetry.
Thefamilyreturnedto DubtinwhenYeatswas15.
In1889,Yeatsmeta richyoungwomancalledMaudGonne.Shewasa
politicalactivistwhowasfightingforlrishindependencefromEngland.
Yeatsfellin lovewithher,andin 1891askedherto marryhim.She
refused.Heaskedheragainin 1899,1900and1901,andsherefused
allthreetimes.In 191.7,YeatsaskedMaudGonne'sdaughtertomarry
him,but sherefusedtoo! Laterthatyear,at the ageof 52,hefinally
gotmanied;hiswifewas26-year-oldGeorgieHyde-Lees.
Yeatswrotemanyplaysand poems.Themostimportantinfluences
on hisworkwereearlierRomanticpoets,and hisown interest
in lrishNationalismand mysticism.Hisearlypoemsaremostly
aboutlove,beautyand lrishfotktales;his laterworkshavea less
dreamlikestyleandareoftenmorepolitical.ln 1.923,he received
the NobetPrizefor Literature.Hediedat the ageof 73, a few
monthsbeforethe startof the SecondWorldWar.Hewasburiedir'
France,but in 1948his remainsweremovedto lretand.
Exercise3 page66 6l z.tz
. Givestudentstimeto lookatthequestionsandunderline
thekeywords(inthequestionsonly).Exptainthatwhenthey
tistentheymaynothearexactlythesamewordsasthose
inthequestions.Theyshouldlistenoutforsimilarwordsor
ideas.Playtherecordingagain.Checkanswersasa ctass.
KEY 1b 2a 6b
Exercise4 page66
. Focusontheinstructionsandthewordsin thebox.Explain
anyunfamiliarvocabulary.Completethefirsttwolines
together,drawingattentionto theABBArhymingpattern.
. Letstudentsdotheexercisein oairs.Givea timelimit.lt
doesn'tmatteriftheyhaven'tfitledin atlofthegaps.
5a4c3c
KEY
1 steep
2 fire
3 book
4 eyes
5 beauty
5 sorrows
7 face 10 stars
8 bars
9 mountains
LANGUAGE I{OTES - VOCABUTARY
nodding- lettingyourheadfatlforwardwhenyouare
sleepingin a chair
groce- kindandpleasantbehaviour(old-fashionefi
bors- barsof anelectricfire
murmur- to speakin a quietvoice
pace- walkbackwardsandforuvards
Exercise5 page56 f) z.r
. Playtherecordingforstudentsto checktheiranswers.
KEY a romanticpoem
Exercise6 page66
Studentsworkaloneandsthencompareanswerswitha
partner.Encouragethemto explaintheiranswers.
KEY Firstversec Secondversea Thirdverseb
Exercise7 page66
. Studentsworkin pairsorgroups.Askeachpairorgroupto
choosea famouspoetfromthestudents'owncountry.Remind
themaboutthenamesyoubrainstormedinexercise1.To
stimulatestudents,ask:Whendidhe/sheliveondwork?Did
he/sheonlywritepoems,or novelsorplaystooTDidhelivein
(yourcountry)allhis/herlifeTWhatdoyouknowabouthis/her
views,opinionsor beliefs?Whatdid he/shewriteobout?
r Withaweakerclasssetthepreparationstageashomework.
. Studentsdrawupa tistof keyfactsabouttheirchosenpoet,
thencomparethemtowhattheylearnedaboutYeats.
. Askstudentstofindsomesimilarities.thenconducta class
feedback.
^-")
Unit7 . Truelove?
KEY Openanswers

77. r Lessonoutcome
-sl<
students:Whathaveyoulearnedtoday?Whatcanyoudo
.ow?andtryto elicit:I havelearnedaboutthelifeof WB Yeats.
canunderstanda poem.I cantalkaboutthelifeof a famous
,oef.Ask:Whotusefulwordsor phraseshaveyoulearnedT
KEY
1 wentout,wouldn'ttalk
2 wouldn'tchatup,didn'tfancy
3 didn'tlike,wouldstop
4 wouldn'tgoout,asked
5 wouldtry,knew
6 splitup,wouldbe
7 wouldbe,gotengaged
I got,wouldgo
LESSON SUililARY o to &.;:
Grammar:secondconditional,I wish,lf only,I'd rather,
Listening:dialogue;listeningforgist
Speaking:talkingaboutimaginarysituations
Todo the lessonin 30 minutes,keepthe lead-in
sriefandsetthe GrammorBuilderexercisesfor homework.
r Lead-in 2 minutes
. Writeontheboard:lf youhave/had€3,000andyouhave/had
tospendit today,howwould/willyouspendit?
. Eticitthecorrectalternativesandgivestudentsa minuteto
answerthequestionin pairs.Thenasksomestudentsto tell
youwhattheywoulddo.Makesuretheyusethecontracted
formI'd.
Exercise7 page67 f) z.r+
. Focusonthephotoandaskwhotheycansee,whattheyare
doingandwhattherelationshipis betweenthem.Focuson
theinstructionsandplaytherecordingonce.
. Witha weakerclassgivestudentstimeto readthedialogue
throughbeforetheylisten.
Exercise4 page67
e ReadtheLearnthis!boxasa classor askstudentsto read
it silenttyontheirown.Afterpoints1 and4 ask:Doesthis
meonnowor in thepasf?(Althoughtheanswerisnow,
studentsmightthinkit'sthepastbecauseofthepasttense.)
KEY
1 lwishwecouldafford...; if ontywehad€3,000...
2 | wishyou'dbemoreromantic...
3 I'drathergoskiing...
4 WouldvouratherI wore...?
Exercise5 page67
r Studentscanworkindividuattyor in pairs.Checkanswers
withtheclass.
Talkilgabout
imaginarysituation
KEY
1 | wish/ lf only
2 I'drather
3 lwish / lf onty
4 I'drather
5 I'drather
6 | wish/lf only
KEY
1 coutd 4 we'dspend
2 had 5 wouldn'tbe
3 was 6 were
They'refaltingout (b).
TAXGUAGE]{OTE. I WISH,IF ONLY,I'D RATHER
1wishandlf onlyaremoreor lesssynonymousbutlf onlyis
lesscommonandexpressesa deepersenseof longingfor
somethingwhichisa remotepossibitityandwouldchange
everything,forexample,lf onlyhe waswithme .... However,
lf onlyyoudidn'ttapyourpen likethatsoundsa littleover
thetop.I wish,ontheotherhand,is a simplestatementof
desire,e.g.Iwish hewouldcollmoreoften.
Both/ wlshandif onlycanbe usedto expressideasthat
areveryfarfromthe presentsituation,whereasl'd rather
is usedmoreforpossiblechoices,e.g.I'd rathertheycame
at sixo'clocknotseveno'clock.
Exercise6 page67
. Elicittwoorthreeexamplesentencesandwritethemonthe
board.Studentscontinueindividuatlvor in pairs.
Exercise2 page67
. ReadtheLeornfhislboxtogether.Studentsdo the exercise
alone.Checkanswerstogether.
. Hightightthefactthattherfclausecangofirstor second.lf
it isthefirstpartof the sentence,a commais needed.lf it is
thesecondpart,nocommais needed.E.9,.lf I wasrich,we'd
...but /f wouldn'tbe boringif you....
KEY
pastsimple,would
Therearethreeexamples.
Exercise3 page67
. Studentscompletethetaskaloneor in pairs.
. Youcouldgothroughthe answersbyaskinga studentto
forma questionfromnumberone:Whatwouldyoudo if you
hod€3,000fora holiday?andthennominatinga student
to answer.Thesecondstudentasksthenextquestionand
nominatesa thirdpersonto answer.etc.
7 you'dbe
8 didn't
9 we'dhave
10 wore
KEY
Possibleanswers
I wish...she'ddo betterin herexams/ shehada iob/ | didn't
haveto work/ welivedin theUSA/ ourparentswouldn'tworry.
lf only...she'ddo betterin herexams/ shehada job / | didn':
haveto work/ we tivedin theUSA/ ourparentswouldn'twor,-
I'd rather...shehada job / stayin bed/ welivedin theUSA.
lf sheworkedharder...she'ddo betterin herexams/ our
parentswouldn'tworry.
She'dhavemoremoneyif ...shehada iob/ we livedin tl'e
USA.
Formoreprocticeof theSecondconditionol,go to:
unitT.Trueld

78. Formorepracticeof I wish,lf onty,I'd ralher,go to:
KEY
2 | tived
3 couldfind
4 youdidn't
5 youwould
5 hewasn't
7 youdidn't
8 youwouldn't
9 wehaddinner
Exercise7 page67
o Focusontheinstructionsandtheexamole.Doanotherone
ortwowiththewholeclass.Thenstudentscontinuethetask
in oairs.
I Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatconyoudonow?
andeticitanswers:I cantalkaboutimaginarysituations.I
understandhowto usesecondconditionalsandI wish,lf onlyond
l'd rather.Ask:Whotusefulwordondphraseshaveyoulearned?
Exercise2 page68
Focusonthereadingtipandelicitideasaboutwhatkindof
informationeachtypeoftextmightcontain.Thenaskstudent:
to lookveryquicktyatthetextandsaywhichtypeit is.
Askwhatcluesledthemto theiranswer(thetitte,theweb
pageformat,theinformalstyle).
KEY b
Exercise3 page68
e Askstudentsto readthetextandhightighttheadvantages
anddisadvantages.Don'tansweranyquestionsabout
vocabularyatthisstage.Instead,remindthemthattheyca
do manyexerciseswithoutunderstandingeverything.
KEY
Theauthorthinkstherearemoreadvantagesthandisadvantage'
Exercise4 page68
. Studentsworkindividuallythencomparewitha partner,
iustifyingtheiranswers.
KEY
1 False.Theyarewoniedthatshespendstoomuchtimeonline
2 True. 3 False.Theydon'tfatloutwithherif sheis late.
4 True 5 False.Shehasa job. 6 True 7 False.She
feelssheknowsherInternetfriendsandtheyaredearto her.
8 True
Exercise5 page58
o Askstudentsto lookat thewordsin contextin orderto
guessthemeaning.Checkanswerstogether.
KEY
1 closeto yourheart
2 anobligation
3 runningin circles
4 futfitling
5 nothingin common
6 interrupt
7 iudge
Exercise6 page59
o Studentsthinkabouttheiropinionsaloneandthencompar
ideasin pairsor smallgroups.
CUTTUREI{OTE-
'IEROThesongHerowasreleasedbyEnriquelglesiasin 2001.lt
reachednumberonein 10 countries.
Exercise7 page69
. Tellstudentstheyaregoingto listento a songcalledHero
Youcouldaskthemto lookquicktyatthelyricsofthesong
andsaywhatsortof songit ts.
. Theyworkinpairstocompletethelyrics,rememberingtochang
someoftheverbsintothepast.Dothefirstlinetogether.Withr
weakerclass,pre-teachsweor,soulandtremble.
. Asthereis morethanoneplausibleanswerforsomeof the
gaps,tetlstudentsto writein pencilatthisstage.
KEY
I dance
2 asked
3 run
4 saw
5 save
6 touched 11 hide
7 taugh 72 care
8 love 13 hold
9 stand 14 hotd
10 be 15 care
"""b***^
Internetrelationships&
tEssolt SUMMARY .. w
Reading:anonlinearticle;true/falsequestions
Listening:asong- Hero
Speaking:discussingInternetfriendships
Topics:peopte,relationships
Todo thelessonin 30 minutes,keepthelead-in
brief,askstudentsto readthetextat homebeforethe class,
anddo exercise3 togetherasa class.
r Lead-in4minutes
. Putthefollowingwordsontheboardandaskthestudents
whichareconnectedwithInternetrelationships.
sociolnetworkingsite chatroom meetinghacking
colleaguepublicrelationse-pal forums MySpace
Facebookpersonalprofile
Key:socialnetvvorkingsite,chotroom,e-pal,MySpace,
Focebook,personaI profile
Ask:Doyouchatwithyourfriendson thelnternet?Haveyou
madeonynewfriendson thelnternet?Doyouknowanyone
whohasTDoyouhavea pageon a socialnetworkingsite?
Wouldyouliketo?
CULTUREI{OTE. SOCIAIIIETWORKI]IGSITES
Socialnetworkingsitesareplacesonthe Internetwhere
peoplemeetin cyberspaceto chat,socialise,debateand
meetnewfriends.A memberhastheirownwebsite,on
whichtheyputa personalprofile,writeblogsandcan
posfphotos,music,videosforotherpeopleto lookat,
Socialnetworkingis immenselypopularwithteenagers
andyoungadults,muchmoresothanonlinechatting.
Themostpopularinternationalsocialnetworkingsitesare
Myspoce,Friendster,andFacebook.
Exercise1 page68
e Focusonthephotoandaskwhatis happening.
. Askthestudentsto discussthequestionsin pairsandsmall
groupsandthenopenupthediscussionto thewholeclass.
UnitT.Truetove?

79. lxercise8 page6e f] z.rs
. Playtherecordingsothatstudentscanchecktheiranswers.
Pauseaftereachverse.
. Askstudentswhattheythoughtofthesong.
Exercise9 page69
. Focusontheinstructionsandaskstudentsto discussthe
answerin pairs,explainingwhytheotheroptionsarewrong.
KEY d
Exercise10 pase69
. Givestudentstwominutesto brainstormsongsin pairs.
Askstudentsto readouttheirsongs.Encouragediscussion
ifthereisanydisputeaboutthemeaningofthesongs.Ask
whichsongtheythinkisthebest,thesaddest,etc.
r Lessonoutcome
;k students:Whathaveyoulearnedtoday?Whatcanyoudo
tw? andelicitanswers:I canunderstandanarticleabout
'ternetrelationships.I conunderstandthesongHero.Ask:
'.hotusefulwordsandphraseshaveyoulearned?
LESSOil SUMTARY o. o 4
'unctionalEnglish:initiating,sustainingandendinga conversation
-istening:dialogues;listeningforgistandspecificwords
Grammar:questiontags
5peaking:a socialconversation
Topic:freetime
Todo the lessonin 30 minutes,setthe Grammar
,:uilderexercisesfor homework,keepthe timefor the
'reporotionphasesin exercises7 and 8 brief,ond limit the
'umberofperformancesin exercise9.
+ Lead-in 2minutes
. Writeonthe board:Makingconversation
. Dictateorwriteupthefollowing5 sentences:.I feelperfectly
confidentoboutstartingconversationswithpeopleI don't
know.l'm shyaboutstortingconversationswith newpeople
but if theystarttheconversotion,l'm happyto chat.I hate
hovingconversationswithpeopleI don't know.Makingsmall
tolkis embarrassingondannoying.
. Askstudentsto workin pairsorsmallgroupsandsaywhich
descriptionfitsthembest.Encouragethemto giveexamples.
. Explainthatin thislessontheyaregoingto belookingat
differentwaysof makingconversationin Engtish.
Exercise1 page7o f) z.ro
. Referstudentsto thephotoandtheinstructions.Ptaythe
recordingandelicitanswers.
. Witha strongerclassaskstudentsto coverthedialogue.
. Youcouldaskstudentsto guessthemeaningofAreyou
reollyintosportT,l'd better...,Seeyouaround,elicitinga
translationforeachexDression.
KEY
1 ConnorplaysvolleyballwithTanya'sbrother.
2 Theybothtikefitms.
3 Hehasto gobackto hisfriends.
Exercise2 pageTo
. Readthroughtheinformationin theLearnthis!boxtogether
andaskstudentsto findtwoexamplesof questiontagsin
exercise1.
KEY
You'reBenWilson'ssister,aren'tyou?
Therearesomegoodfilmsonat thecinemanowaren'tthere?
KEY
I 1 aren'tyou?
2 haven'tthey?
3 didn'the?
4 wouldyou?
5 doesn'the?
6 don'tyou?
7 wiltyou?
8 canhe?
Exercise3 pagezo
r Studentsworkindividuallyor in pairscheckasa class.
. Modelanddrilttheoronunciation.
KEY
1 I'vemetyourfriendbefore,haven'tl?
2 Youcameto myparty,didn'tyou?
3 You'rethegirtwhoworksin thesupermarket,aren'tyou?
4 Youusedto beat myschool,didn'tyou?
5 Youwereattheconcertlastweekendweren'tvou?
Exercise4pageTo$z.tt
. Focusontheinstructionsandptaytherecordingonce.Ask
thestudentsto recallasmuchofthe conversationsasthev
canwitha oartner.Elicittheanswer.
KEY 1 BenandSue
Thlrscnrprz.tz
7
Sue Here'syourcoffee.
Ben Thanks.We'vemetsomewherebefore,haven'twe?
Sue I'mnotsure...er...inthiscaf6?
Ben No,thisisthefirsttimeI'vebeenin here!Oh,I know.Doyou
goto a dancectassonSaturdays?
Sue Yes,I do!Howdoyouknow?
Ben BecauseIgoto a martialartsclassatthesameplace.You're
alwaysleavingasI arrive.
Sue Yes!Nowthatyoumentionit,yourfaceisfamitiar.What's
yourname?
Ben.
I'mSue.Niceto meetyou.
Andyou.
So...Whatelsedoyoulikedoingatweekends.
I'mreallyintorunningatthemoment.
Really?Soaml!
Hey,doyouwantto gofora runwithmeonedaysoon?
I'dloveto.Whydon'tI giveyoumymobitenumber?Youcan
calIme.I'llwriteit downforvou.
Ben Great!I'ttcallyousoon.
Sue I hopeso.Anyway,it'stimeIgotbacktowork,
Ben
5ue
Ben
Sue
Ben
5ue
Ben
5ue
2
Ed
Forfurtherpracticeof Questiontogs,go to:
Making
conversation
Hi,I'mEd.
UnitT.Truelove?

80. 7oe
Matt
Zoe
Matt
Jo Myname's.lo.
Ed Youwereatthegiglastweek,weren'tyou?
Jo Yes,Iwas.Whatdidyouthinkof it?
Ed IthoughtitwasOK.
Jo Metoo.
Ed Theygetsomegoodbandsatthisctub.
Jo I know.I singwitha band- we'replayingherenextmonth.
Ed Rea[[y?That'sgreat!
Jo Yes,it is.
Ed So...Tettmemoreaboutyourband.
Jo Wedodancemusic- techno,thatkindofthing.
Ed Really?I'mnotreallyintotechno.I likeheavymetal.
Jo Doyou?Anyway,I'dbettergetbackto myfriends.
Ed Well,I'msureI'llseeyouaround.
Jo Yes,I'msure.
3
Zoe Hello!| sawyouat Rebecca'sparty,didn'tl?
Matt Yes,maybe.lwasthere,butI don'trememberyou.
Zoe I waswearinga brightredtopanda short,leatherskirt.
High-heeledboots.
Matt Oh,yes.I remember.Youlookdifferentnow.
Zoe Welt,I don'tdresslikethatattthetime!ltwasa fancydress
party.
Matt That'sright.Hotlywoodwasthetheme.Whodidyougoas?
Zoe JuliaRobertsfromPrettyWoman- youknow,theonewith
RichardGere.
Matt Oh,yes.I thoughtyoulookedbitlikea ...a bitlikelulia
Roberts.
Thanks!
Buta bitfatter.
Yes,well...she'sveryskinny,isn'tshe.
Anyway,I'dbettergo.I'msurewe'llbumpintoeachother
agarn.
Zoe Yeah,right.
Exercise5 pase7o {l z.tt
. Givestudentstimeto readthe sentencesthroughbefore
playingthe recordinga secondtime.
. Inastrongerclassstudentsneedn'twritethefullsentence,
iustnotesasprompts.
Exercise9 page7o
. Chooseseveralpairsto actouttheirconversations.lfyou
havea [argeclassor areshortof time,dividethe classinto-
groups.Studentsactouttheirdialoguein frontofthegroup
i Lessonoutcome
Askstudents:Whatdid youlearntoday?Whotcanyoudo
now?andelicitanswers:I canstart,continueandfinisha
conversation.I canusequestiontogs.Ask: Whichusefulword
andphrasescanyouremember?
Notesfor Photocopiableactivity7.2
Yourbirthday'sin May,isn'tit?
Painryork
Language:questiontags
Materials:onecopyof theworksheetperstudentOeacher's
Bookpage136)
. Dividetheclassintopairsandgiveeachstudenta workshee
Exptainthattheyaregoingto asktheirpartnerthequestions
ontheworksheetandtheyneedto makefullquestionsfronr
theprompts.Studentswritethequestionsoutin full.
. Next,theythinkabouttheirownanswersto thequestions
andwritethemdownasa fullsentence.E.g.Myfavourite
film is Spiderman.(Theywriteit out in futl in orderto hetp
themformtagquestionsin the nextstageandalsosothat
theyhavea recordof theiranswersforthefinalstage.)
o Studentstakeit in turnsto askandanswerthequestions.
Theymustanswereveryquestionandtheymustn'twriteth
answersdown.
r Explainthatstudentsarenowgoingto seehowmuchthey
canrememberabouttheirpartnerbyaskinga tagquestion.
e.g.Yourbirthdoy'sin May,isn'tit?Theycanlookat their
ownstatementsasa referenceto helpthemformthe
questiontags.
lf studentsneedto be remindedof theformof question
tags,writea shortsentenceson the board,elicitingthe
questiontagandthendrillthem.
Studentsgeta pointforeachcorrectlyrememberedfact.
Theytickyesot no in the columnDidyouremember?
Thestudentwiththe mostoointsisthewinner.
Witha strongerclass,studentsdon'tneedto writetheir
statementsdownbutcanmakequestiontagsspontaneou.
iustbylookingat thequestions.
tEssotf sutmARY .. e @,.'
Writing:aninformalletter:replyto aninvitation
Reading:invitationsto specialoccasions
Grammar:prepositionsoftime
Topicpeople,society
Todo thelessonin 30 minutes,setthe Grammo
Builderexercisesand the writino taskas homework.
KEY
1 tell
2 didn't
3 sure
4 bump
5 somewhere
6 else
7 weren't
8 Anyway
Exercise6 pageTo
. Explainthatinitiatingmeansstartingandsusfoinrngmeans
continuing.Studentscanworkaloneorwitha partner.
Duringfeedbackhightightthefollowinglanguage:
to bumpinto- informalphrasalverbmeaningto meet
accidentally;I'llseeyouaround- a non-committalphraseto
say'l mightmeetyouagain';a gig - an informalwordfora
concert(oftena smallconcertbutalsolargeconcerts);
it'stimeI got - afterit'stimethe pasttenseis needed.
KEY
fnitiating2,5,7 plusYou'reBenWilson'ssister,aren'tyou?
Sustaining1,6 plusAreyoureallyintosport?Whatkindof
filmsdoyoutike?
Ending3,4,8 ptusI'dbettergetbackto myfriends.Seeyou
around
Exercise7 pageto
o Readthroughthe instructionsandgivestudentsoneortwo
minutesto inventthedetails.
Exercise8 page7o
o Givestudentsaboutfiveminutesto prepareandrehearse
theirdialogues.Remindthemto usethe [anguagefromthe
previousexercises.
a
a
7
2
Aninformalletter:
replytoaninvitation
'-*) unitT.Truelove?
,/

81. + Lead-in 2minutes
. WriteSoecialoccasionsonthe board.Elicit3 or 4
examplesofspecialoccasions,e.g.weddings,birthdays,
anntversafles.
. Askor writeon the board:Whatwasthelastspecialoccosion
youwentto?Where/whenwasit?Didyouenjoyit?
Exercise1 page71
o Focusonthespecialoccasionsintheboxandexplainthe
meaningofanyunfamilarvocabulary.
. Studentsreadandcomotetethetwoinvitations.
Exercise6 pageTt
r Focusontheinstructionsandthesuggestedstructurefor
theletter.Remindstudentsthattheyshouldwritea replyto
o
a
thefirstinvitationto theValentine'sDayparty.
Studentsbrainstormideasin pairs,andmakenotesforeach
oftheparagraphs.
Monitorthediscussion,andofferhetpif needed.
Studentswritetheirlettersindividually.Remindthemto
checkthattheyhaveusedappropriateinformallanguage,
andthattherearenogrammar,vocabularyorspetlingerrors.
Alternatively,askstudentsto workwiththeirpartnersagain,
andcheckeachother'swork.
AITERI{ATIVE WRITII{ G TASK
Askstudentsto chooseanotherspecialoccasionfromthe
boxin exercise1 andwriteaninvitation,
Putthestudentsin pairs,andaskthemto exchange
invitations.Eachstudentnowdecidesif theywantto
acceptordeclinetheinvitation,thenwritetheirreplyto
theirDartner.
t Lessonoutcome
Askstudents:Whathoveyoulearnedtoday?Whotcanyou
do now?Elicit:I canwriteon informalletter,replyingto an
invitation.I havelearnedoboutspecialoccasions.I hove
learnedto useprepositionsof time.
KEY
Itat
2on
3at
4at
7in
8in
9on
10 in
5at
5in
KEY
1 Valentine'sDay 2 Halloween
Exercise2 page77
. Studentsreadtheletter.Askthemto underlineclueswhich
helpthemdecidewhichspeciaIoccasionit isabout.
. Checkanswers.Askstudentsto readtheoartsofthetext
whichsupporttheiranswer.
KEY
t's a replyto thesecondinvitation(thewritermentions'great
outfits'and'Lucy'switchcostumefromlastyear'inthefinat
raragraphwhichsuggesta fancy-dressparty).
lannah,Megan.
Exercise3 pagetl
. Exptainthatinwritinga replyto aninvitationthemost
importantpieceof informationto includeiswhetheryou
acceptordeclinetheinvitation.lfyoucannotattenda
specialoccasion,it is potiteto givea reasonfornotgoing.
Asin otherformsof letters,eachparagraphis organised
aroundoneortwokeypoints.
. Studentsworkin pairsanddiscusstheirideastogether.
. Checkanswerstogetherwiththeclass.
KEY
1 thirdparagraph
2 firstparagraph
3 lastparagraph
4 lastparagraph
5 secondparagraph
6 lastparagraph
Exercise4 pagett
r Focusattentionon theLearnfhislbox.Studentscomplete
therulesontheirownorin oarrs.
KEY
I
-+I dt 2in 3on
Exercise5 pagezr
. Studentscompletetheexerciseindividually.
. Checkanswers.
KEY
1 at,in
2 at,in,on,at,on
3 at,at,in
4 at,in
5 on,in,in
Forfurtherpracticeof in, at andon withtime,go to:
UnitT.Truelove?

82. Exnnn
TOPIC . ) &
Scienceandtechnology,heatth,tifestyte
t Lead-in 2minutes
r Ask:Doyou likeplayingcomputergames?lf not,whynot?
Whatareyourfavouritecomputergames?Why?
ExefCiSet page72 3minutes
' Focusstudents'attentiononthepicturesandaskthemto
desribethem.
r Readthequestionstogether,anddiscusstheanswersin
class.
KEY
A braintraininggame.lt issupposedto improvelogicatskilts,
memoryandothermentatskitls.
Exercise2 page72f) z.re to-t2minutes
. Readtheinstructionsandthestatements.Check
comprehensionof (or,if necessary,pre-teach)effecf,
addiction, claim, permanently,effectiveness.
. Explainthatinthistasktheycanonlyuseonewordto
completeeachgap.Contractions(likersn't)countasone
word.
a
a
Askstudentsto readthestatementscarefullyanddecide
whatinformationis missingfromeachstatement,and
whatpartofthespeechthemissingwordcouldbe.This
wilthetpthemfocusonthecorrectinformationwhenthey
listen.Remindthemthattheinformationtheyarelooking
formaybephraseddifferentlyfromtheformrequiredbythe
statement.Theinformationtheyhearfollowsthe sameorder
asthestatements.
Ptaytherecordingtwicewitha 3O-secondpausein between.
Attheend,allowanotherthirtysecondsforthestudentsto
readthecompletedstatementsagain,andto checkthatthe
statementsaregrammaticallycorrect.
Checktheanswersin class.
KEY
t health 4
2 sport 5
3 exercise(ortraining)6
puzzles 7 companies(orindustry)
memory8 fun
people(orcelebrities)
,-*qF
7
Computergamesthataimto boostyourbrainpowerhavebecom,
extremelypopular,andarepromotedin advertisementsby
internationaIcelebrities.Butthe bigquestionis:do theywork?A
the moment,the evidenceis notverystrong.Therehavebeena
fewsmallscientificstudiesto tryto provethatthesegamesreall'
do improveyourbrain,but mostof thesehavebeenpaidfor by
the gamescompaniesthemselves.Perhapsthe bestwayto look
it isthis:the gamesmayor maynot havea bigeffecton yourbra
power,buttheyarefunto ptayandtheycertaintycannotdo your
brainanyharm.
ExefCiSe 3 page72 2-3 minutes
. Readthedictionaryentrytogether.Checkcomprehension,
geneticallymodifiedbyelicitinga translationof thephrasr
inthestudents'language.
o Ask:AreyouworriedabouteatingGMfood?Why?Whynot
o Ask:Whydoyouthinksomepeopleareworried?
ExerCiSe4 pagetz 12-15minutes
W
. Remindstudentsto readthewholetextfirstbeforetheyst,
fillingin anygaps,andthatunderstandingthecontextis t'
keyto completingclozetaskssuccessfully.
. Explainthatcontractions(tikersn'f)countasoneword.
. Studentsdothetaskindividualty.Remindthemto check
theiranswerswhentheyhaveflnished.
. Studentschecktheiranswersin pairsfirst,thencheckthe
answerswiththeclass.
KEY
1 same 3 tike
2 than 4 much
5it 7is 9whi'
6 the/those/against 8 to 10 lf
Transcriptz.rs
Foryears,peoplehaveassumedthatcomputergamesarea
wasteoftime,andthatmostoftheplayersareboredteenagers.
Scientistshaveevenwarnedthatcomputergamesaredamaging
thehealthofouryoungpeople,becausetheiraddictionto
Playstation,Wii,Xboxandothergamesconsolescausesthemto
spendlesstimedoingsportorotherphysicalactivities.However,a
newtypeofcomputergamehasmadescientiststhinkagain.These
aregameswhicharespecificattydesignedto maketheptayer's
brainworkbetterandfaster.
Theconceptissimple.Themakersofthesegamesarguethatthe
brainneedsexercise,iusttikethebody.lfyougothegymevery
dayandtiftweights,yourmusclesgetstronger.Simitarly,youcan
makeyourbrainmorepowerfulbyperforming'brainexercises'on
a regutarbasis.Thecomputergamesinctudea rangeofdifferent
puzzleswhich,theyclaim,canleadtoa genuineimprovementin
thebrain'sperformance.Thisimprovementdoesnotjustmeanthat
thebraingetsbetteratptayingthesespecificgames;it alsogets
betteratmanyother,everydaytaskswhichrequiregoodmemory
andconcentration.
ExerCiSe5 page723-5minutes
. Askstudentsto lookat thetwoohotosatthebottomof
page72. Ask:Whatis thewomandoingin eachpicture?
Elicit:5he3 doingyoga(onthebeach).She'sworkingout,
exercisingfliftingweights(ina gym).
. Checkcomprehensionoftheadjectivesinthebox.
. Studentsmatchtheadjectiveswiththephotos.
KEY
Possibleanswers:firstpicture:elegant,exhausting,painfut,
relaxed,supple,strong;secondpicture;challenging,
exhausting,heavy,muscutar,painful,strong,sweaty.
Exercise6 page72 1orninutes
. Readthroughtheinstructionsandthefourquestionswith
theclass.Makesuretheyunderstandthekeyvocabulary
. Explainthatinthistypeoftaskthefocusisonfinding
similaritiesordifferencesbetweenthetwosituationsshor^,
inthephotos,notondescribingthedetailsofeachimage
Theycanmentionspecificdetailsto iltustrateanypoints
theywantto make.
. Allowa minuteortwoforstudentsto collecttheirthoughts
abouteachoftheouestions.
. Modelthetaskwitha strongerstudent.
. Studentsin pairstakeit inturnsto dothetask.Encourage
themto noteanydifficutties,goodor badpoints,andgive
feedbackto eachotheraftertheybothfinished.
o Conducta ctassfeedbackbyaskingaboutthedifficultieso
issuestheydiscussed.
Getreadyforyourexam7

83. + Lessonoutcome
sJ<students:Whothoveyoulearned/practisedtoday?Elicil:I
'tavepractisedcompletingstatementsbasedona listeningtext.
hovepractisedcompletingonopenclozetask.I havepractised
,;rnparing ond contrastingpictures.
,;'11,/;',11L:,';l;:,;1,;,;;,;. -,- :: ', '
Eram aC'
'{oPlc . ,e
)cople,society,Engtish-speakingcountries,freetimeandcutture
+ Lead-in 3-4minutes
" Writesomeadjectivesontheboard,e.g.caring,good-
looking,intelligent,rich,relioble,generous,ambitious,
hard-working.
* Ask:Whatcharacteristicsareyoulookingfor in o boy/girl?
Whotwouldyoulikeyourboyfriend/girlfriendto belike?
L:xefCiSe 1 page73 5 minutes
" Askstudentsto lookatthephotosandidentifvthefamous
couples.
" Elicitwhatstudentsknowabouttheirlivesand
relationships.
I{EY
ra',ridBeckhamandVictoriaBeckham.BradPittandAngelina
o Lte
CUTTUREI{OTE - CELEBRITYCOUPLES
DavidBeckhamisan Englishfootballstarwhohasplayed
morethan100timesforEngland.Hismajorclubsinclude
ManchesterUnited,ReaIMadridandLosAngelesGalaxy.
VictoriaBeckham(bornAdams)is a popstar,whogained
fameasa memberofthegirlbandSpiceGirtsin thelate
1990s.5hehasalsobeeninvolvedin fashionandhas
pubtishedsomebooks,aswetl.
Theyhavebeenmarriedsince1999,andhavethree
children.
BradPittis a Hollywoodfitmstar,whowasnominated
foranOscarfora rolein thefilmTwelveMonkeys.Hewas
marriedtoW starJenniferAnistonfrom2000to 2005.
Aftertheirdivorce,PittbecameinvotvedwithAngetina
Jolie,hisco-starinthefilmMr andMrsSmith.
AngelinaJolieisalsoa Hollywoodactorandshe'salso
activeasUNGoodwittAmbassador,campaigningfor
humanitariancauses.ShewonanOscarfora roleinthe
filmGirl,Interrupted.
JotieandPittareraisingthreeadoptedchildrenanda
daughteroftheirown.
ExerCiSe 2 page73 5-6 minutes
. Studentsworkindividuatly.
. Checktheanswersbyaskingdifferentstudentsto readthe
answer,andsaywhetherthecoupleisfictionalor historical,
andaddsomefactsabouteachcouole.
Exercise3 page73 1ominutes
W
. Ina weakerclass,readthroughtheseventaskitems
togetherandmakesurestudentsunderstandeachquestion.
Ina strongerclass,studentsworkindividuatly.
Explainthatinthistypeoftask,theydonothaveto
understandeverywordto beabteto matchthequestions
to theparagraphs.Theyshouldlearnto ignoreunknown
vocabularyandfocusonlyonthekeypointsin each
paragraph.Underliningthemostimportantinformationcan
behelpfulin tryingto matchtheparagraphto a question.
Pointoutthatreadingcomprehensiontasksofteninvolve
questionsthatstudentsmaybeableto answerusingtheir
generalknowledge.However,theyshoutdalwaysreadthe
textcarefullyto seeiftheinformationis mentionedinthe
text,othenrvisetheyshoulddisregardit.lt isnota testof
howmuchtheyknowabouttheworld,buta testof howwell
theyusetheirreadingskilts.
Checktheanswerswiththeclass,askingstudentsto read
therelevantbitsof informationsupportingtheirchoices.
KEY 1B 2A 4C )D 6A 7C
Exefcise4 page735minutes
o Studentsreadtheplacesinthebox.Askthequestionfrom
theStudent'sBool<,andaskstudentsto givereasonsfor
theiranswers.
o Inviteotherstudentsto agreeordisagreewiththeir
suggestions.
. Askstudentsto makea listofat leastonearsumentforeach
pIace.
Exercise5 page73 5minutes
. Workingin pairs,studentsthinkofformsofentertainment
in a bigcity.(lftheylivein a bigcity,theycanreferto
actuaIexamples.)Theyshouldalsodecidewhichactivities
theywouldprefer.Askeachpairto agreeona top3 tistof
activities.
KEY Ooenanswers
Exercise6 page72 1ominutes
W
. Readthroughtheinstructionsandthefivedescriptionsasa
class.Checkcomprehensionof keyvocabulary,or pre-teach
gig, in advance,perform/performance.
Askstudentsto thinkaboutwhattypeofactivitytheyusually
enjoy.
Studentsworkin pairs,anddiscussthefiveoptions.Seta
timetimitof 5 minutesforthepairsto agreeorcompromise
ontheirplansfortheeveningout.Referstudentsto
theFunctionsBankintheWorkbookforusefuIohrases.
Walkaroundandmonitortheactivity,makinga noteof
anyseriouserrors(mistakesin appropriacyaswellas
grammaticalerrors).Comebackto theseerrorsin a later
lesson,butdonotintenuptthecurrentactivity,asit focuses
on practisingfluencynotaccuracy.
Asksomepairsto reportbackwiththeirconctusions,andto
explainthereasoningfortheirdecisions.
t Lessonoutcome
Askstudents:Whothaveyoulearned/practisedtoday?
Elicit:I hovepractisedmultiplematching.l hovediscussed
formsof entertainment.I havepractisedhowto make
orrangementsfor aneveningout.
3C
5d4c3t2al(EY 1 b 5e
,fr
Getreadyforyourexam7& I [. t3 I

84. UXIT II{CLUDES . &
GettingfromAto B
tEssoll sutllARY a. a.r'
Vocabulary:travelandtransport
Readingandlistening:atravelstory
Speaking:discussingadvantagesanddisadvantagesofdifferent
meansoftransport
Topic:travel
Todo the lessonin 30 minutes,keepthelead-in
brief,do exercise3 asa classandsetthe VocabularyBuilder
exercisesashomework.
+ Lead-in 4 minutes
. Dividestudentsintopairsandaskthemtowriteasmany
meansoftransportastheycanin twominutes.Tellthemto
thinkof moreunusualtransportaswellasnormaltransport.
o Collectanswersontheboard.
o Findoutwhointheclasshastakenthemostunusualform
of transoort.
LAIIGUAGETOTE- FROMA TOB
Thisisanidiomwhichmeansfromoneptacetoanother.
E.g.lt'siustanoldcorbutitgetsmefromAtoB.
Exerciset page74
r Referstudentstothephotosandaskthemto describethem
inpairsinasmuchdetailaspossible.Askthreestudentsto
repeattheirdescriptionstotheclass.
Exercise2 page74f) z.zo
o Witha weakerclassyoucouldeithergetstudentsto
readthroughthetextquicklybeforetheyreadandlisten
simultaneouslyor letthemsitbackandlistenfirstandthen
readandlistensimultaneously.
KEY 1A 2C 3B
Exercise3 page74
r Studentscompletethedefinitionsaloneorin pairs.Remind
studentsthattheyshouldfirsttryto guessthedefinitions
fromthecontextbuttheycanreferto theWordlistatthe
backoftheWorkbookto check.
. Checkanswersasa class.Modelanddritlanywordswhich
aredifficultto pronounce,notablycarriageI'krlrd!,
Iuggagel'lrgrd3l andtrolleyI'trolil.
. travelandtranspoft. travelandtranspodadjectives
excursions. tourismandtravet. verbs+ Dreoositions
o indefinitepronouns:some-,any-,no-
. introductoryit
differentmodesoftravel. planningan idealholiday
. Selfcheckpage73
Exercise4 page746l z.zt
r Tellstudentsthattheyaregoingto heareight
announcementsanddialogues.Focusontheinstructions
andplaytherecording,pausingaftereachoneforstudents
to writethenumbersin the boxes.Remindstudentsto
ignoreanyunfamiliarvocabularyasit wiltnotpreventtherr
fromcompletingthetask.
. Checkanswersasa class.
KEY
1 Recording4
2 Recording6
3 Recording8
4 Recording2
5-
6 Recording3
7 Recording1
8 RecordingZ
9 Recording5
Tmrscnrprz.zr
7
Neit Ohdear.Thatlookslikea nastytrafficjam.
Cabbie Mmm.I thinkthere'sbeenanaccidentuoahead.
Neit Howfarisittothestationfromhere?
Cabbie Onlya coupleof hundredyards.lt'supaheadonthele-
You'tlbequickerwalking,youknow.
Neil OK.Let'sgetouthere.Howmuchdoweoweyou?
Cabbie Um,f9.80.
Melanie Here'sf 1L.Keepthechange.
Cabbie Thanksverymuch.
2
SpeakerLadiesandgentlemen.CouldI haveyourattention
please?Thisservicewi[[terminateheredueto a fault
withthetrackbetweenhereandthenextstation.Pleast
getoffthetrainhereandcontinueyouriourneybybus
ortaxi.Makesureyoutakeattyourbelongingswith
youwhenyouteavethetrain.Weapologiseforany
inconveniencethiswitIcause.
3
Neit Hi.Canyoutakeusto KingsCrossStationptease?
Cabbie Haveyougotanyluggage?
Neil Yes.A coupleofrucksacksandbags.
Cabbie Canyoumanage?
Neil Yes,it'sOK,thanks.
Melanie Howlongwiltittake?
Cabbie Dependsonthetraffic.Maybetenminutes,maybefifteer
MelanieOurtraingoesinfifteenminutes.Canyougoasquickly
aspossible,please?
Cabbie I'lldomybest.
4
HostessWetcometo HeathrowAirport.lt's6.45p.m.localtime
Pteaseremaininyourseatsuntittheplanehascome
to a completestandstitlandthecaptainhasturnedoff
thefastenseatbeltssign.ThanksforflyingwithBritish
Ainaraystoday.....
5
Melanie Excuseme.We'retryingtogetto Cambridge.Wegoton
thewrongtrainatKingsCross.
Clerk Ohdear.Youdidn'twantto cometoStevenage.
Melanie No,wedidn't.
Cterk Youcangeta directtrainfromKingsCrossto Cambridge
MelanieYes,that'swhatwewantedto do.Butwecangetatrain
to Cambridgefromhere,can'twe?
Clerk Yes,there'sa trainat11.30.
Melanie11.30!
KEY
1 change
2 rucksack
3 platform
4 trafficlam
5 land
6 luggage
7 carriage
8 Customs
9 passportcontrol
10 backpacking
11 trolley
12 track
13 Cab

85. Neit
Guard
Neit
Melanie
Neil
Neil
Cterk
6
MelanieDon'trun!
Neit Whynot?
MelanieYoulooksuspicious!
Neit Butwe'relate!
Officiat Excuseme,madam.
MelanieWho?Me?
Officiat Yes,madam.Wouldyoumindopeningyourrucksack?
MelanieOh...0K.Willittakelong?
Official No,it shouldn'ttaketoolong.
7
Guard Welcometo the8.45serviceto Peterborough,calling
atWelwynGardenCity,Stevenage,Hitchin,StNeots,
Huntingdon...
MelanieHangona second.Didhesaythistrainisgoingto
Peterborough?
Didhe?
... and Peterborough.
Oh,no.We'reon the wrongtrain!
We'llhaveto changeat Stevenage.
Nevermind.Let'sgo and geta cup oftea fromthe buffet
car.I'm reallythirsty.
Guard Wearesorryto announcethatdueto staffshortages
thereisnobuffetserviceavailableonthistrain.
Neil Oh,great.
8
Melanie CouldI havetwoticketsto King'sCrossStation?
Cterk Sorry,didyousayKing'sCrossorCharingCross?
MetanieKing'sCross.
Clerk That'sf8, please...Thankyou.Andf2 change.
MetanieThanks.WhichlineisitforKing'sCross?
Clerk lt'sthePiccadittyLine.
MelanieDowehaveto change?
Cterk No.lt'sa directservice.
MelanieOK.Thanks.
Formorepracticeof Troveland transport,go to:
KEY
1 (Possibleanswers)
plane:aisle,arrive,cabin,check-indesk,departurelounge,
tlightattendant,gate,journey,land,leave,overheadlockers,
pitot,runway,takeoff
train:aisle,arrive,carriage,driver,journey,leave,luggagerack,
platform,ticketinspector,track,waitingroom
coach:aisle,arrive,bay,driver,iourney,leave,luggagerack,
motorway,waitingroom
2 7 bay 4 flightattendant7 motorway
2 departurelounge 5 carriage 8 ticketinspector
3 luggagerack 6 aisle
Exercise5 page74
. Gothroughtheinstructionsandtheexamptetogether.Give
studentstwoorthreeminutesto discusstheadvantages
anddisadvantages.Encouragethemto useotheradjectives
too e.g.green,environmentallyfriendly.Monitor,helpand
correctastheydothetask.
Exercise6 page74
. Writelanguageof disagreementontheboardforstudentsto
referto duringthediscussion.E.g.That'strue,but...;I ogree
withyou,but...;Doyoureollythinkso?
lstherea caf6inthestation?
Caf6closedatnine.Butthere'sa pubhalfa miledown
theroad.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicit:/ cantalkabouttravel.Ask:Whichusefulwords
andphrasesconyourememberT
LESSOtI SUi|MARYoC*'l
Grammar:thepassive
Reading:articlesaboutthefirstcarandfirstflight
Speaking:transportquiz
Todo thelessonin 30 minutes,keepthelead-in
brief,set the GrommarBuilderashomeworkand do exercise5
together.
t Lead-in 2-3minutes
o Writethefoltowingquestionsonthe boardforstudentsto
discussin pairsor smal[groups:Whatmakeandmodelis
yourideolcor?(e.9.FiatPunto,Peugeot308,etc.)What
colourwouldit be?
Exercise! page75
. Focusontheouestions.Askstudentsto readthetextand
elicittheanswers.
KEY 1 Germany2 BerthaBenz 3 America
Exercise2 page75
r Studentsworkindividuallyto completethetable.Witha
weakerclass,elicitthe rulesformakinga passive:Weuse
theverbto be andthe pastparticiple.
KEY
presentsimple: is celebrated,arebuilt
pastsimple: wasbuilt,werefirstproduced
presentperfect: havebeenmanufactured
pastperfect: hadbeendesigned
futurewith will: will be developed
LAI{GUAGE I{OTE - THE PASSIVE
. Explainto studentsthatmanysentencescanbe
expressedin theactiveandthepassive.Themeaning
isthesamebuttheemphasisisdifferent.Forexample
in the activesentenceKorlBenzbuilt thefirstmotorcor
theemphasisisonKarlBenz.Inthepassivesentence
ThefirstmotorcarwasbuiltbyKarlBenztheemphasis
isonthemotorcar.
. Passivesentencesaremostlyusedwhenwe aremore
interestedin whathappensthanin whomakesit
happen,(theagent).
Exercise3 page75
. Readthequestiontogetherandelicittheanswerand
examptesfromtheclass.
KEY
by:ThefirstcarwasbuittbyKar[Benz....overabillioncars
havebeenmanufacturedbycompaniesallovertheworld.
Units.Travel

86. Formorepracticeof Thepassive,go to:
KEY
I 2 Whowasthatpicturepaintedby?
3 Howwilltrainsbedrivenin thefuture?
4 Whataretrafficjamscausedby?
5 Wherehasyourcarbeentaken?
5 Whywasthetraincancelled?
7 Whohadtheroombeencleanedby?
Exercise4 page75
. Warnstudentsto lookcarefullyat theconstructionofthe
originalsentenceto decidewhichtensetheyneed.
. Studentsworkindividualtyandthencompareanswerswith
a partnerbeforeclassfeedback.
. Highlightthefactthatin 3, 6 and7,thebyisn'tneeded
becausetheagentiseitherobviousor unknown.
KEY
1 ThefirstmotorcarwasbuiltbyKarlBenzin 1885.
2 A totof delayshavebeencausedbyengineeringworks.
3 Yourbagswitlprobabtybesearchedat customs.
4 Wehadalreadybeendirectedto platform4 bytheguard.
5 Thistrainis usedbya lotof commuters.
6 Thepriceof raiIticketshasrecentlybeenincreased.
7 Thisbagwasleftonthe plane.
Exercise5 page75
o FocusontheDhotoandelicitwhatstudentsknowaboutthe
Wrightbrothers.Askthemto completethetextatoneor in
pairs.Emphasisethattheyonlyneedto usebyif theagent
oftheactionismentioned.
r Witha weakerclassaskstudentsto gothroughthetextand
decidewhichtenseis requiredforeachgap.Checkanswers
beforeaskingstudentsto continuewiththetask.
r Pre-teachangle,propeller,thoroughlyandingenuity.
Exercise7 page75{l z.zz
. Playtherecordingsothatstudentscanchecktheiranswer.
Youcoutdmakeit competitivebygivinga pointforeach
correctanswer.
KEY
7 1,829 2 EnglandandFrance 3 1.91.5
4 CologneandBonninGermany 5 Romania
i Lessonoutcome
Askstudents:Whatdid youleorntoday?Whatconyoudo nov,
andeticit:I canmokepassivesentences.I hovelearnedabout
the firstcarand thefirst poweredflight. Ask:Whichuseful
wordsandphrasescanyouremember?
NotesforPhotocopiableactivity8.1
Transporttrivia
Pairwork
Language:passives,transport
Materials:onecopyoftheworksheetcutin halfperpairof
students(Teacher'sBookpage137)
r DividestudentstwogroupsofA andB.intopairsandgive
outworksheets.Explainthattheyhavesomesentences
containingtransporttriviobutwithsomeinformation
missing.Tellthemthatthepeopleintheothergrouphave
theinformationthatis missing.
Studentsreadthroughthesentencesandaskany
vocabularyquestions.Thentheyworkwitha partner
fromtheirgroupto makequestionsto findthemissing
information.Goroundmonitoringandcorrecting.
Askstudentsto changeseatsandformA/Bpairs.Theytakr
it inturnsto askeachothertheouestionsandcomDlete
theirsentences.
KEY
StudentA
1 Wherewastheworld'sfirstsubmarinelaunched?
3 Whatwereusedbeforethecarwasinvented?
5 Whatwastheworld'sfirstboatdiscoverednextto?
7 Whichpartof criminalswhoattackedtravelterswascutofi
in ancientChina?
9 Whereistheshortestschedutedflightmade?
StudentB
2 Whichcountryisvisitedbymorethan50 millionpeople
annually?
4 Whywerevehiclesbannedin Rome?
6 Whatwasusedto testthefirstparachute?
8 Whenwereetectriccarsinvented?
10 Whichwasthewortd'sfirstairline?
andtravet
LESSOl{ SUililARY O O *
":Reading:anarticleabouttheBritishonholiday
Listening:peoptetalkingaboutholidays
Vocabulary:travelandtourism
Speaking:discussingpopularhotidaydestinations
Topic:travel
2 1 waschanged
2 arenoteaten
3 hadnotbeenstolen
3 1 areused
2 weretheyinvented
3 wasfirstdeveloped
4 isconsidered
4 waspainted
5 wittbeopened
6 werenotwritten
5 made
6 havebecome
7 areowned
8 isspent
KEY
1 is remembered
2 wasmadeby
3 wasmade
4 waspoweredby
5 wascontrolledby
5 hadbeentested
7 werewitnessedby
8 wastaken
9 werereported
10 hasbecome
Exercise6 pasell
r Studentscompletethesentencesindividuatly,checkthe
grammarwiththeirpartnerandthendecideonthecorrect
answers.Gothroughthepassiveformsandaskstudents
to calloutwhattheythinktheanswerto thequestionsare.
Don'tconfirmordenytheiranswersatthisstage.
KEY
1 wasinvented
2 wasopened
3 wasfinished
4 wasbuilt
Tourism
5 aremade

87. Todo thelessonin 30 minutes,keepthelead-in
trief,oskstudentsto readthetextbeforethelessonandsetthe
'ocobuloryBuilderexercisesfor homework.
r Lead-in 4 minutes
. Askstudentsto sitbackandthinkabouttheirlasthotiday.
Givethema momentortwoto rememberwhatitwasbefore
readingoutthefollowingquestions.Studentsjust[isten
to thequestions.Theyareintendedasmemorypromptsto
helpthemdescribetheirholiday.
Wheredidyougo7 Howdidyougetthere?Howlongdidyou
stoy?Whodidyougo with?Whatwastheweatherlike?Whot
didyoudoin theday?Whatdidyoudoin theevening?Whatdid
youeat?Whotdidyouenjoymost?Whotdidyouenjoyleost?
. Studentsdescribetheirhotidayto theirpartnerin asmuch
detailasoossibte.
Exercise7 page76
. Focusontheinstructionsandtheohotos.Studentsdescribe
thephotosin pairs.Remindthemto use[anguagefor
describingphotos(inthebockground/foreground,the
peoplelook/ looklike/ lookasif/ though/ like...etc.).
Exercise2 page76
. Askstudentsto underlinethekeywordsinthesentences
andthensearchfortheanswersinthetext,inctudingthe
listof holidaydestinationsattheend.Whentheyfindthe
answerinthetext,theyshouldunderlinetherelevantchunk
andwritethenumberofthesentencenextto it.Letthem
compareanswersin pairs,correctingthefalsesentences
andthencheckasa class.
KEY
l True 3 Fatse
4 True
OPTIOI{At SPEAKII{G PRACTICE
. Focusstudentsonthe'Toptenholidaydestinations
forUKhotiday-makers'.Dictatethefollowingquestions
puttingtheunderlinedkeyphrasesontheboardand
explaining,if necessary:
- Vtlheredoesonein four Britishholiday-makersgo?
- Why,in youropinion,do almosthalf of themgo to Spain
andFrance?
- Wherearetherefive timesmoreBritishholiday-makers
thanin Greece?
- Whydoyouthinkonly 5 per centaf holiday-makersgo
to Greece?
- Whichcountriesarethe leastpopularholiday
destinationsT(theonesnottisted!)
- Whyis thepercentooeof Britishholiday-makersin
Germany,BelgiumondtheNetherlandsso low?
r Studentsaskandanswerin pairs.Getfeedbackby
eticitingasmanysentencesinterpretingthedataas
possible.
Exercise3 page76
o Studentscanworkaloneorin pairs.Duringfeedbackdrilt
thepronuncialionof cruiselkrutzl,packageI'prktd3l
holidayandexcursion/ik'ska:Jn/if necessary.
. Studentswiltprobabtyapproachthistaskinitiatlyfrom
memoryandthentheywittneedto scanthetextto check
theyhaverememberedcorrectly.Pointoutthatscanning
involvespassingyoureyesveryquicklyovera textuntilyou
findthewordyouarelookingfor.Toencouragethemto do it
quicktyyoucoutdtreatit asa race.
KEY
campinghotiday,caravanholiday,citybreak,day-tripand
packageholiday
Exercise4 page76
. Elicita goodexplanationforthefirstphraseandwriteit onthe
board.Studentsworkindividuatlyorin pairstowritetherestof
thedefinitions.Alternatively,theexercisecouldbedoneoratly.
KEY (Possibleanswers)
7 a seasidetownis a townbythesea,especiallyonewhere
peoplegofora dayora holiday
2 a budgetairlineisa companythatprovidescheapftights
3 slashedthecostmeansreducedthecostbya largeamount
4 long-houlflightsarelongdistanceflights
5 exoticdestinotionsareexcitingandunusualplacesto goon
hotiday
6 longweekendsareholidaysofthreeor fourdaysfromFriday
orSaturdayto SundayorMonday
7 thebestdeolsareflights(andotherthings)thatyoubuyfor
thebestorice
7 frue
8 False
OPTIOITAt ACTIVITY
Askfastffnlshersto findwordsin thetextthat mean:
7 madeavoilableto thepublic(Paragraph2)
2 to stop doingsomething(Paragraph2)
3 cheapenough(Paragraph3)
4 becamesmql/er(Paragraph3)
5 beingrichenoughto buythingsforpleasure(Paragraph4)
6 peoplewhogo on holiday(Paragraph4)
Key llaunched 2abandon 3affordable 4decline
5 afftuence 6 holidaymakers
CUTTUREI{OTES - REFEREI{CES
A PunchandfudyshowisagpicalBritishpuppetplay.Punch
isa characterwitha longcuryednoseanda bigchin,who
argueswithhiswifeludy(andothercharacters)shoutingina
highvoiceandhittingthemwithhisstick.Thecharactersare
glovepuppetswomoverthehandandmovedbythefingers.
Theshowispopularattheseasideandatchildren'sparties.
Eirewastheofficialnameforlrelandbetween1937and
1949whenit becametheRepublicoflreland.Thenameis
stillsometimesusedoutsidelreland.
5 True
5 Fatse
KEY
I 1 apartment
2 skiresort
3 tour
hotiday
flight
weekend
7 trip
8 break
4
5
6
Formorepracticeof Tourismond trovel,go to:
Unit8 . Travel

88. 88
)
Unit8. Travel
Exercise5 paserc fl z.ze
e Focusonthetaskandmakeit clearthatthefirsttime
studentstistentheyonlyneedto writedownthecountries.
Pointoutthatsomespeakersmentionmorethanonecountry.
KEY
1 England
2 Portugal,Spain
3 Austria,Switzerland
4 Britain,France,ltaty
TRAISCRIPT2.23
1Tony Welivein London,butwehavefamityin Devonwhichis
inthesouth-westof England.Devonisreatlybeautifulwith
lotsoflovelycountrysideandbeaches.Myauntanduncle
havelivedinanoldfarmhousethereforovertenyearsnow,
andeverysummerwegoandstaywiththemforafewweeks.
Beingin Londoninsummerisnotverypleasant,somysister
andI reallylookforwardto goingthere.Therearelotsof
thingsto do,andwegetonreallywellwithourcousins.We
cycletothebeach,orgoforwalks,andsometimeswegoout
in myuncle'sboat.There'sa surfingbeachnearby,sowehave
beenpractisingoursurfing- I'mnotverygood,butit'sgreat
fun!Iwouldn'tliketo livethereinwinter,though- it'stoo
boringthen.
2 Karen Mymumusedto livein Portugal,soweoftengothere
forourholidays,iustthetwoofus.Weneverstayinthesame
place.Wealwayshirea caranddriveto differentptaces.We
visitLisbon,thecapitatcity,forexample,orvisitmymum's
friendsonthewestcoast.Nowandthenwecrossover
theborderandgotothesouthofSpain.Oncewewentto
Gibraltar- thattinypartofSpainwhichisstillBritish.That
wasinteresting,thoughIwouldn'tliketo livethere!Portugalis
lovely,though,andthepeopleareveryfriendlyandkind.My
mumspeaksPortuguesefluently,ofcourse,andI canspeaka
bit,too,thoughit'snotaneasylanguageto pronounce.And
it'salwayswarmandsunnythere- sucha niceplacefora
holiday.
3 Dan Webothhavequitebusyiobs,soholidaysareimportant
to us.Wetiketo getawayfromit allanddosomething
completelydifferent.Wesavesomeofourmoneyeverymonth
andputit awayforournexthotiday.We'verecentlyfound
somethingwelovedoing- skiing!Wetriedit forthefirsttime
twoyearsago,andthoughtitwaswonderful!
Jill Yes,I didn'tthinkIwoutdenjoyitthatmuch,asI don't
tikethecold.Butona beautifulwhitemountainwitha blue
sunnysky,it doesn'tfeelcoldatalt.Skiing'sexpensive
though,sowetryto arrangesomethingatthelastminute,so
wecangetthehotidaycheaper.Sofar,we'vebeentoAustria.
ThisyearIthinkwe'regoingtoSwitzerland.Wecan'twait!
4 Chris I'm17now,andI usedtogoonholidaywithmyparents
andlittlesisters.ButI neverenjoyeditverymuch.Wherever
wewent,eitherin Britain,orsometimesFranceorltaty,my
Dadwouldhaveto lookatallthechurchesandhistorical
buildings.Theoccasionaloldplacecanbeinteresting,I
suppose,butI usedto getsobored.Mymumwoutdtakemy
littlesistersto a caf6foryetanothericecream,andtherewas
I stuckbetweenoldchurchesandpinkicecreams.Solastyear
I decidedto dosomethingdifferent.Now,whenmyfamily
goesonholiday,I gosomewhereonmyownintheUK.Sofar
I'vebeencanoeingandkayaking,mountain-climbing,and
camping,andit'sbeeniustgreat.Therearelotsofpeoplemy
age,andwealllearnsomethingnew,andgetto knoweach
otheratthesametime.I'vedonesomanynewthingsandmet
somanypeople- | wishI hadthoughtofit sooner!
Exercise6 page76f) z.zr
Givestudentstimeto readtheopinionsandplaythe
recordingagain.
Witha strongerclassaskstudentsto matchtheopinions
andalsopauseaftereachrecordingforthemto talkto a
partnerandrecaponwhattheyheard.
KEY 1 DanandJill 2 Tony 3 Chris 4 Karen
Exercise7 pagete
. Studentscandiscussthequestionsin pairsorsma[[groups
Altow4 or 5 minutesandthengetfeedback.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andtryto elicit:I havelearnedabouthowtheBritish
spendtheirholidoys.Ask:Whichusefulwordsondphrasescan
youremember?
Indefinitepronouns_,
tEssolt SUMMARY ... &
Grammar:indefinitepronouns:some-,any-,no-
Reading:a ghoststory
Speaking:discussionabouttravel
Todo the lessonin 30 minutes,keepthe lead-in
brief,do exercises2, 4 ond 5 togetherondset the Grammar
Builderexercisesfor homework.
r Lead-in2minutes
o Writegiveo liftontheboardandelicitthe meaning.Then
usinga thumbgestureelicitor teachhitcha lift/rideand
hitchhike(NBhifcha rideis AmericanEngtish).
. Ask:Haveyou everhitcheda lifr?Wherefrom ond to?
Wouldyou everhitcha liftTWhy/Whynot?
Exerciset page77
. Studentsreadthetextquicklyandanswerthequestions.
Checktheanswersasa classandelicitstudents'reactions
to the story.Ask:Howdoesit makeyoufeel?
KEY 1 True 2 False 3 True 4 False
Exercise2 page77
. Studentscompletethetablewithindefinitepronounsfrom
thetext.Explainthatthepairsofwordsarecompletely
interchangeable.Highlightthefactthatnooneiswrittenas
Ovoseparatewords.
KEY
1 nobody
2 anything
3 nothing
4 somewhere
5 anywhere
Exercise3 page77
r Checkstudentsunderstandthemeaningof affirmativeand
interrogativeandthenaskthemto completethe rules.
. Asyoucheckanswersaskstudentsto findexamplesin the
textwhichillustratethefourooints.
KEY
1 affirmative 2 negative,interrogative 3 affirmative
Exercise4 page77
o Studentsworkindividuallyor in pairs.Duringfeedbackelicit
anexolanationforeachanswer.

89. :or moreprocticeof lndefinitepronouns,go to:
KEY
1 anything
2 no-one
3 something
4 nowhere,somewhere
5 anywhere
6 anybody
7 nothing
c somebody
c something
c anywhere
2 1 Thereisn'tanybodyonthetrain./ Thereis nobodyonthe
train.
2 | haven'tgotanythingto wear.
3 Freyadoesn'twantanybodyto seehercrying.
4 CanI havesomethingto drink?
5,/
6 Pleasesitanywhere.
7 Hasanybodyseenmysunglasses?
8/
Exercise5 page77
o Studentscanworkindividualtyor in pairs.Checkanswers
withtheclass.Again,askstudentsto explaintheiranswers.
t Lead-in 4 minutes
o Setthefollowingwitdlifemini-quizasa lead-into thetopic.
Dividestudentsintopairs.Readoutthequestionsandgive
thema fewmomentsto writedowntheanswer.Awarda
pointforeachcorrectanswer.
1 Whichanimaldoesn'tlivein Africa?
o lion b tiger c cheetoh
2 Whichonimalspendsmostof the dayliving up a tree?
o leopard b lion c tiger
j A leopardando pontherarethesameanimal.
o True b False
4 Howlong cana giraffego withoutwater?
o overa day b overa week c overa month
5 Whichanimalis famousfor hovingbad eyesight?
a alligator b crocodile c rhinoceros
Keyl b 2 a 3 a(a pantherisaleopardwithexcess
pigmentation)4c 5c
Exercise1 page79
o Referstudentsto thephotosandelicitanswersto the
questionsopenclass.Checkpronunciationof leopard
l'lepedl.
Exercise2 pase79
r Focusonthereadingtip andelicittheanswer.
KEY present
Exercise3 page79
o Focusontheinstructionsandgivestudentsthreeminutesto
completethetaskin pairs.
KEY
1 Theplanelandedin Mfuwe.
2 Theytravelledbyieepto theircamp.
3 Daisysawbaboons.
4 Daisysawsomelions.
5 Daisygotverycloseto someelephants.
6 Twootherguestssawa leopardessandhercub.
7 Thejeepgotstuckin themud.
8 Daisysawa leopard.
Exercise4 page79
r Remindstudentsthatwhenansweringmultiple-choice
questions,it isusefulto underlinethekeywordsinthe
questions,thentryto predicttheanswerbeforelookingat
theoptionsanddecidingwhichfitstheprediction.Finatly,go
backto thetextto check.
KEY 1b 3b 4a 5d 6b
Exercise5 pase79
o Askstudentsto lookatthewordsin contextin orderto
guessthe meaning.Checkanswerstogether.
KEY
1 stroll 2 dart,hurtle,tear 3 trundle 4 spring
Exercise6 page79
r Aska studentto readouttheinformationin theLearnthis!
box.Checkstudentsunderstandtheverbsbeforeasking
themto findthe prepositionsin thetext.Encouragethe
studentsto makea pagein theirvocabularynotebookson
whichto recordverbs+ prepositions.
KEY
1 1 a anybody
2 a nothing
3 a somewhere
b nobody
b anything
b nowhere
KEY
1 something
2 nothing
3 Nobody
4 Anywhere
5 anything
6 anyone
Exercise6 page77
o Studentsworkindividuallyorin pairs.Checkanswersasaclass.
KEY
1 anywhere
2 no-one
3 somewhere:somewhere
4 anyone
Exercise7 page77
r Givestudentstimeto thinkaboutandnotedowntheir
answers.Goroundlistening,helpingandmakinga noteof
persistenterrorsforstudentsto correctattheend.
t Lessonoutcome
Askstudents:Whatdidyouleorntodoy?Whatcanyoudo now?
andelicitanswers:I canuseindefinitepronouns.Ask:What
usefulwordsor phraseshaveyou learned?
tE5SOil SUmilARY Ooo&,:
Reading:a hotidaydiaryentry;orderingeventsandmultiple-choice
Vocabulary:verbs+ prepositions
Speaking:planningandpresentinganidealholiday
Topic:naturalworld,travel
Todo thelessonin 30 minutes,keepthelead-in
brief,askstudentsto readthetextat homebeforethecloss,skip
exercise3 and setthe VocobularyBuilderexercisesashomework
7a2a
Unit8 . Travel

90. KEY
dreamoflabout worryabout payfor arriveat listento
boastabout lookat hopefor complainabout stareat
careabout headfor
dreamof isto reatly,reallywantto do somethinge.g.dreamof
seeingo leopard
dreomaboutisto havea dreamaboutsomethingwhiteyouare
asleepe.g.I dreamaboutleopords
Exercise7 page79
. Studentscompletethequestionsandthenanswerthemin
pairs.Asyougothroughtheanswershighlishtthefactthat
prepositionsareeitherfollowedbynouns(orpronouns)or
byverbsin the-rng form(whichactuallyfunctionasnouns).
KEY
1 about Heworriesaboutnotseeinga leopard.
2 for Theypayfortheirpostcards.
3 to Theylistento the baboons'alarmcalls.
4 about Theyboastabouthavingseena leopardandhercub.
5 about Hecomptainsabouttherain.
6 for Theyheadforcamp.
KEY 1 for 2 with 3 about 4on 5at 5to
i Lessonoutcome
Askstudents:Whothoveyouleornedtoday?Whatcanyoudo
now?andelicitanswers:.I canunderstondanarticleabouta
soforitrip. I havelearnedsomeverbs+prepositions.Ask:Who
usefulwordsor phraseshaveyoulearnedT
LESSOlI SUMMARY .. &
FunctionalEnglish:askingquestionspolitely
Listening:dialogues;listeningforgistandspecificwords
Grammar:indirectquestions
Speaking:role-playatanairportinformationdesk
Topic:travel
..iri:,:r::att::..
Todo thelessonin 30 minutes,keeptheleod-
in brief,setthe GrommarBuilderexercisesfor homework,do
exercise6 asa classand limit thepreporationtimein exercisei
ondnumberofperformancesin exercise8.
+ Lead-in 3minutes
r Brainstormandwriteuothedifferentareasin anairportanc:
elicitwhathappensat eacharea(check-inarea,departure
lounge,passport/immigrationcontrol,customs,duty-free
shoppingarea,baggagereclaim,etc.).
r Focusontheohotoandaskwhichoftheseareasisshown
(passportcontrol).Ask:Whichcountrydoyouthinkit is?
(USA)and:Whatkindof questionsdo theynormallyosk?
Exercise1 pase8o Sl z.z+
r Referstudentsto thediatogue.Givethema fewmomentsto
readit throughandto lookatthephrasesbeneath.Playthe
recordingandelicitanswers.
KEY
1 MayI ask
2 Canyoutellme
3 Coutdyoutellme
4 Wouldyoumindtellingme
5 Doyouknowif
OPTIOI{At WRITI ItIG PRACTICE
o Focusstudentsonthereadingtip again.Explainthat
bothwaysof writinga story;in pasttensesor present
tensesisappropriate,aslongasit is usedconsistently.
r Putthefoltowingontheboard:I hodalwayswantedtodo
it.Ifelt greatwhenwewerewolkinginto thecave.Elicit
thetenses(pastperfect,pastsimple,pastcontinuous).
Askstudentsto underlinethefollowing3 sentencesin
the'BigCatDiary':Mfuweairportis thesmallestI hqve
everseen.Straightoway,we'redrivingacrossaplain
full af impalaandbaboons.Thenextmorning,wego on
a driveandspotbaboonscrossingtherood.Elicitthe
tenses(presentperfect,presentcontinuous,present
simple),hightighttheanalogiesintheuseofpastand
oresenttensesin narration.
. Booksclosed.Askstudentsto rewritethe'BigCatDiary'
entryin 2OO-250wordsusingpasttenses.Encourage
themto addtheirownideasandusenewvocabulary
fromtheirnotebooks.Studentscanworkin pairsand
usedictionaries.
Exercise8 page79
. Givestudentsa fewminutesto makenotesin answerto the
questions.Encouragethemto includeasmuchdetailas
possible.Fastfinisherscanthinkof moreaspectssuchas:
Howlongwouldyoustoy?Whatwouldyoueotanddrink?
Whotwouldyoudo in theevenings?
Exercise9 pase79
o Studentspresenttheirideasto theclass.Remindthem
lo usewould.Youcouldasktheclassto voteonthemost
appealing/exotic,etc.holiday.
tAl{GUAGE NOTE . CA}l, COULD AIID MAY
c Canandcouldareusedformakingrequestsandasking
Dermission.Couldis morehesitantandthereforemore
respectfulthancan.However,in thecaseof Canyou
tellme...? andCouldyoutellme...?thedifferenceis
imperceptible.
. Mayis usedforpermissionMayI ask...?butnotfor
requests4fraryffifu... 7lt ismoreformalthancan
andcould.
Exercise2 page8o
o Studentsmatchthedirectquestionswiththeindirect
questions.Checkanswers.
KEY
Wiltyoubevisitinganyothercitiesduringyourstay?5
Whichflightdidyouarriveon?1
Wherewillyoubestaying?4
Whatisthe purposeofyourvisit?3
HowlongwiltyoubestayingintheStates?2
Attheairport
Formorepracticeof Verbs+prepositions,go to:
Unit8 . Travel

91. :xerCiSe3 page80
. Askstudentsto comparethedirectandindirectquestions
inorderto completetherules.Duringfeedbackpointout
thatindirectquestionsarealmostthesameasreported
questions,whichwerestudiedin unit6, exceptthatin
indirectquestionsthetenseoftheverbdoesn'tchange.
KEY 1 if 2 directstatement
KEY
I I wonderif youcoulddescribethe robbersforme?
3 Canyourememberwhattheywerewearing?
+ Wouldyoumindteltingmewhattheydidwiththebagsthey
werecarryrngt
i Didyounoticewherethe carwent?
5 Canyoutellmewhenyouphonedthepolice?
' I wonderifyoucoutdcomebacktomorrowandanswersome
moreouestions?
Exercise4 page8o $ z.zs
. Tetlstudentstheyaregoingto hearthreeconversationsin
differentpartsof anairport.Focusontheinstructionsand
theplaces.Askstudentsto predictwhatkindsof questions
theymighthearin eachplace.Thiswillalsohelpstudents
withoutairtravelexperienceto dothetask.
. Ptaytherecording;elicitanswers,askingstudentsto explain
whichcluesledthemto theiranswers.
KEY
1 airportinformationdesk
2 touristinformationdesk
I check-indesk
TRAilSCRIPT2.25
1
Cterk Goodafternoon.CanI hetpyou?
WomanYes,I'mftyingtoWarsawthisafternoon.Canyoute[[me
whereI shouldcheckin?
Cterk Doyouknowwhichairtineyouareflyingwith?
WomanYes,I thinkit'sLOT.
Clerk LOT.Letmesee.Youcancheckin atdesks31to 35.
WomanHaveyouanyideaiftheflightisontime?
Cterk Yes,nodelaysareexpected.
WomanThankyouverymuch.
Cterk You'rewelcome.
itun Hetlo,Iwonderifyoucouldhelpme?
Cterk Whatwouldyouliketo know?
Man I'vejustarrivedfromDublinandI needtofinda hotel.
Cterk Areyoutookingfora hotelneartheairportordowntown?
Man Downtown.
Cterk Well,here'sa listof recommendedhotels.Thecheapest
areatthetop,themostexpensiveatthebottom.I can
makea reservationforvoufromhere.
OK.Um,letmesee.TheWashingtonHotelnearCentral
Parklooksnice.Couldyouringthemandseeiftheyhave
anyvacancies?
Certainly,sir.Couldyoutellmehowmanynightsyou'llbe
staying?
lusttheone.
OK....0h,goodevening.I havea gentlemanherewho's
lookingfora roomfor...
3
Clerk Goodmorning,madam.
WomanGoodmorning.
Clerk Whereareyoutravellingto?
WomanMadrid.
Clerk MayI haveyourticketandpassport,ptease?
Woman Hereyouare.
Clerk Thankyou.Canyoutellmeifyouhaveanybagsto check
in?
WomanYes,onesuitcase.
Clerk Didyoupackthesuitcaseyourself?
WomanYes,I did.CouldI haveawindowseat,please?
Clerk Certainly,madam.Wehave1.0Aforyou.That'sa window
seat.
WomanThankyou.
Cterk Theftightisboardingfromgatenumber10at 12.30.
WomanThankyou.
Clerk Thankyou.Havea pleasantflight.
Exercise5 pase8o Sl z.zs
. Studentscanworkindividualtyorin pairs.Makesurethey
areclearthatnotallofthequestionsareindirectquestions,
Remindstudentsthatprepositions(thatgowithverbs)will
beattheendofthequestions.
Whitstcheckinganswersyoucouldaskstudentswherethey
wouldheareachquestion.
Askstudentsiftheynoticeanythingunusualaboutnumber
4. (ltis nota questionbutit needsa questionmark.This
is becausefunctionallyit is a question,eventhough
grammaticailyit isn't.)
Pointout thatHaveyouonyidea...?is differentfromthe
otherindirectquestionsin thatit is usedwhenyouarenot
sureif theotheroersonwillknowtheansweror not.
KEY
1 CanyoutellmewhereI shouldcheckin?
2 Doyouknowwhichairlineyouareflyingwith?
3 Haveyouanyideaiftheflightisontime?
4 | wonderifyoucouldhelpme?
5 Couldyoutellmehowmanynightsyou'llbestaying?
6 MayI haveyourticketandpassportplease?
7 Canyoutellmeifyou haveanybagsto checkin?
8 CoutdI havea windowseatplease?
1,2,3,5and7 areindirectquestions.
Exercise6 page8o
. Focusonthespeakingtip andtheinstructions.Dothefirst
oneontheboardandthenstudentscontinuealoneorin
pairs.Tellthemto usea rangeof structures.
KEY
1 Can/Coutdyoutetlme/Doyouknow/Haveyouanyidea
wherethe nearestpostofficeis?
2 Can/Couldyoutellme/Doyouknow/Haveyouanyideaif
thebusesrunallnight?
3 Can/Couldyoutellmehowoldyouare?
4 Can/Couldyoutellmewhatyourfriend'snameis?
5 Can/Coutdyoutellmeif you'refromtheCzechRepublic?
5 Can/Coutdyoutellmewhyyou'rehere?
Exercise7 page8o
r Readthroughtheinstructionstogether.Givestudentsabout
fiveminutesto prepareandrehearsetheirdialogues.Remind
themto usethelanguagefromthepreviousexercises.
. Ina strongerclassstudentsneedn'twritethefullsentences,
iustnotesasprompts.
Man
Cterk
Man
Clerk
:r furtherpracticeof lndirectquestions,go to:

92. Exercise8 pageso
o Chooseseveralpairsto actouttheirconversations.lfyou
havea largeclassorareshortof time,dividetheclassinto2
groups.Studentsactouttheirdialoguein frontof thegroup.
I Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudo now?
andelicitanswers:I canaskandanswerquestionswithofficials
at an airport.I conaskpolite questions.Ask:Whichwordsor
phrasescanyouremember?
Notesfor Photocopiableactivity8.2
48 hoursin Manhattan
Painrvork
Language:indirectquestions
Materials:onecopyof theworksheetcutin halfperpairof
students(Teacher'sBookpage138)
Explainto studentsthattheyaregoingto role-playbeing
touristsin Manhattan.Putstudentsintopairsandhandout
theworksheets.Makesurestudentscan'tseetheother's
worksheet.
lf necessary,revise[anguageforaskingindirectquestions:
Can/Couldyoutellme...?(NBDoyouknow...wouldn'tbe
appropriatehereasit is expectedthatotherstudentwill
knowtheanswer.)
StudentA playstheroleof touristfirstandasksforthe
informationthattheyneed,e.g.Couldyoutellmehowmuch
anadultticketcosfs?Thentheyswaproles.Monitorand
checkthatthestudentsareaskingquestionscorrectly.
Finalty,theybrieflydiscusswhichtourtheywouldprefer.
tEssolt suttARY... *
Writing:a postcard
Reading:postcardsaboutdisastrousholidays
Grammar:introductoryit
Topic:travel
Todo the lessonin 30 minutes,keepthe lead-in
brief,do exercise2 osa classandsetthe GrammorBuilder
exercisesfor homework.
t Lead-in 2minutes
. WriteHOLIDAYFROMHELLonthe board.Elicitthemeaning
of theexpression(disastrousholiday)andaskstudentsto
brainstormin pairsthingsthatcangowrongona holiday.
. Writetheirideasonthe board.Thesecanbeusedin
additionto theideasin exercise5.
Exercise1 page81
r Givestudentsoneminuteto readtheoostcardsandmatch
themwiththephoto.
KEY DearPatricia
Exercise2 page81
r Studentsworkin pairs.Theycananswerthequestions
orally.Checkanswers.
KEY
1 Theptanewasdelayed.
2 Theyatesomesandwichesfromthejourney.
3 lt'stoonoisy.
4 lt tookagesto findthehotel.
5 Hehadlosthiswaltet.
6 They'regoingto FortWilliamfirstthingtomorrow.
Exercise3 page81
o Eticittheanswersin openclass.
r Focusonsomeofthe usefulphrasesin thetextbyasking
studentsto findohraseswhichmean:
Postcard7 it wasverylucky(itwasa goodjob)weleft(we
setofOit'sa wasteof time(it isn'tworth)
Postcard2 there'snopointin complaining(it'sno use
moaning)andveryearlyin themorning(firstthingtomorrow
KEY
Bothpostcardsbeginbystatingwheretheyareandthatthey'r'
havinga badtimeandendbysayingwhatthey'reaboutto do
Exercise4 page81
. Referstudentsto theleornfhislbox.Eitherreadit asa
classoraskstudentsto readit silentlyontheirown.Before
studentsdotheexercise,showanexampleontheboard
contrastingIntroductorylf andir asa normalpronoun,e.g.
It'smybirthday.I sawa film yesterday.lt wasbrilliont.
o Inthesecondsentenceif refersbackto somethingbeforelt
(thefitm).
KEY
Inthefirstpostcardallareexamplesof introductoryit apart
fromit isn'tmuchbetterand it'sbetter.
Inthesecondpostcardallareexamplesof introductorylf apar
fromit hadall mymoney....
KEY
tt
2
3
4
5
6
22
3
4
5
6
It'sa goodiobwecheckedourdeparturetime.
It'sa shamethere'snowhereto sit.
It isn'tworthgettinga trolley.
It'snousechangingtrainsif thetrack'sblocked.
Ittookusagesto findtherightptatform.
It'simpossibleto getto thecentrein therushhour.
It is impossibteto repairmybike.
It'sa shamethatyoufailedyourdrivingtest.
Itdoesn'tmatterwhatyougetmeformybirthday.
Itwasa goodideato bringsomesandwiches.
It'sisn'tworthtakingthecarto thecentre.
Exercise5 page81
o Focusontheinstructions.Referstudentsto thelistof
problemsandthoseonthe board(iftheydidthelead-in
activity).Givethemtwoorthreeminutesto planthecontent
Theycandothisin pairs.
Exercise6 page81
o Studentswritethepostcardsindividualty.Remindthem
to followthestructureofthe oostcardsin exercise1 and
beginbysayingwheretheyareandwhata terribletime
they'rehavingandto endbysayingwhatthey'redoingnext
Atlow10 minutes.lfthere'stimeaskstudentsto exchange
postcardswithanotherstudentto readandcheckfor
mistakes.
A postcard
Forfurtherpracticeoflntroductoryit,goto:

93. i Lessonoutcome
sk students:Whathoveyoulearnedtoday?andelicit:/ con
,rritea postcordabouta disostrousholiday.I havelearned
tbout Introductory'it'. Ask:Whatusefulwordsand expressions
lave voulearned?
Hetto,I'mMarekZeman.I'vebookeda roomfortwo
nights.YoumustbeMrsCrevice.
Ohyes.MarekZeman.Couldyousigntheregister,
please?ThenI'llshowyoutoyourroom.
OK.Canyoutellmewhereto sign?
lusthere.Now,wit[youbehavingdinnerwithusat
thehotetthisevening?
No,thankyou.IthinkI'tthavea showerandthengo
outandlookaround.
Goodidea.lt'sa beautifulevening!
m.r"t Excuseme.Wouldyoumindtellingmewherethe
PrincesStreetGardensare?
Suzanne Yes,here.You'restandinginthemiddleofthem.
Marek Oh,hello!You'rethegirlfromthetrain,aren'tyou?
Suzanne Yes!Whata coincidence!Wedidn'treallyintroduce
ourselves,didwe?Myname'sSuzanne.
Marek I'mMarek.
Suzanne lsthisyourfirsttimein Edinburgh?
Marek Yes,it is.
Suzanne Well,whydon'tI showyousomeofthesights?
Marek Thanksverymuch!
4 Hemeetsthegirtfromthetrainagain
5 1 f 2 b 3 d 4 c (aandearenotheard)
6 Openanswers
S![l rorfurtherexamtasksandpractice,goto Workbook
page14.ProceduraInotes,transcriptsandkeysforthe
WorkbookcanbefoundontheSo/ufionsTeacher'sWebsiteat
www.oup.com/elt/teacher/solutions.
Marek
MrsCrevice
Marek
MrsC
Marek
MrsC
t7
2
27
2
37
2
3
47
2
3
4
5
57
2
67
77
2
asked 3 going
chatting 4 fell
trotley
platform
drove,wouldn'thave
could
chatted
somebody
anything
b 2 e 3
tett
Know
5 made
6 fallen
5 rucksack
6 customs
4 wouldgive
5 was,wouldhave
6 didn'thave
3 tracks
4 trafficiam
Portugueseis spokenin PortugalandBrazi[.
MytuggagewasstolenwhileIwaswaitingforthetrain.
Ourflighthasbeencancelledsowearewaitingforthe
nextone.
Themotonrvayhadbeenclosedsothecoachesweren't
running.
AlIthepassengerswillbetransferredto anotherairport.
3 something 5 nothing
4 anywhere
c 4 d 5a
3 mind 5 wonder
4 idea
7-8
1a
b
2t
Narrator
Marek
Clerk
Marek
Cterk
Marek
Cterk
Marek
Cterk
Marek
Cterk
Marek
Marek
Suzanne
Marek
Suzanne
Marek
Suzanne
Marek
Suzanne
EdinburghZoo
EdinburghCastle
DynamicEarth
MuseumofChildhood
c
d
42T 3 F 5T
3 Ooenanswers
TRAilSCRIPT2.26
Marekhasa fewdaysoffwork,andhasdecided
tovisitEdinburghonhisown.He'satKing'sCross
railwaystationin London.
Hello.I'dtikeaticketto Edinburgh,please.
Singleorreturn?
Return,please.
That'sf85. Howwouldyouliketo pay?
Bydebitcard.
Fine.
DoI needto changetrainsanywhere?
No,it'sa directtraintoWaverlyStation.lt leavesfrom
platform3 in 15minutes.
oK.
Here'syourcardandyourticket.
Thanks!
lsthisseatfree?
Er...yes,it is.I'llmovemybag.
Thanks.
Ow!
Sorry!
I'vespittmycoffeenow.
Don'tworry,I'llbuyyouanotherone.I'mgoingtothe
buffetcarnow.
OK.Milk,nosugar.
Review7-8

94. Speakingr discussingadvertisingin schools
r arguingyourcage
Writingo a formalletter:askingforinformation
Moneyandfinance
LESSOl{ SUMMARY .. @
Vocabulary:moneyandpayment,prepositionsandnounphrases
Listening:monologuesaboutmoney
Reading:a bookextract,a shorttext
Speaking:discussingexperiencesandattitudesrelatedto money
Topic:shoppingandservices
i!&t; :t:':
Todo thelessonin 30 minutes,keepthe lead-in
and exercises5 and 6 brief, do exercise3 os a classand set the
VocabularyBuilderexercisesoshomework.
t Lead-in4minutes
o Dividestudentsintopairsandaskthemto writeasmany
verbsthatcollocatewithmoneyastheycanin two minutes.
o Collectanswersontheboard.Explainanywordsthatare
unfamiliar.Possibleanswers:spend,save,invest,borrow,lose,
lend,woste,inherit,win,bet,giveaway,earn,change,donate,
poy,maKe.
Exercise1 page84
r Pre-teachprettymuch(a lot),concernedwith (twomeanings:
1 relatedto and2 worried.Perhapsthereis a playonwords
here.),odd (strange)andon thewhole(generatly).Focuson
theinstructions.Studentsdiscussthequestionsin pairs.
KEY
Theplanetis Earth.
Thegreenpiecesof paperaremoney.
Theauthordoesn'tthinkpeopleshouldbesoconcernedabout
monev.
f RKBOOK pagesT6-82 . Selfcheckpage83
theydon'tknowandoftenthinktheyknowwordswhichtl^.
don't,sothe bestwayto checkis byasking:Whichword
meons...orgivinga translation.
Wordswhichwitlprobabtyneedcheckingaredebtldetl,
bargoinlbo:ganl,soleandovercharge.
Playthe recording.Witha weakerclass,pauseaftereach
speakerandletstudentsdecidetheanswerwitha partne,
KEY
1 speaker3
2 speaker5
3 speaker1
4 speaker4
5-
5 speaker2
Tmlscnrpr 2.27
1 Boy I'vebeensavingupforagesforanewpairoftrainers,b
they'requiteexpensiveandI haven'tsavedenoughyet.Mym-
saysshe'lllendmethemoney.lt'sreallykindofherbutI don'
liketo borrowmoneyfrommyfamily.InfactI reattydon'tlike
beingindebtto anyone.So,I guessI'llhaveto iustkeepsavir
untiII'vegotenough.
2 Girl Theotherdaysomethingreallyinitatinghappened.Iwasin:
clothesshopintownandIsawthisgreatT-shirtinthesale.Luckilv
theyhadmysizesoIwentuptothetitltopayforit.ltwasf4.99ar
Ipaidincash.Igavethesalesassistantf10 butsheonlygaveme
.
change.Iwassopleasedwithmybargain,thatIdidn'tnoticeuntil
wasonthebushome- bywhichtimeofcourseitwastoo[ate.
3 Boy I wanttogetacomputergamethat'sjustcomeout.lt's
reallybrilliant,butit'squiteexpensive.Theprobtemis,I'veju.
spentallmysavingsona newbike,soI'mreallybroke.Anywa
I askedmyparentsto lendmesomemoneybutmydadreacte,
reatlybadlywhenltoldhimwhatlwantedit for.HesaidI
shouldn'twastemoneyoncomputergames.'l'lttendyousom,
moneyto buybooks,'hesaid,'butnotcomputergames.'Huhl
4 Girl I wantto getmymumsomethingreallyniceforChristma
somethingto wearmaybe.I haven'tgotmuchmoneynow,but
Christmasisstitla coupleofmonthsaway,andlgetf4 a week
pocketmoney.I'mpayingf2 a weekintomysavingsaccount,
soI shouldbeabteto affordsomethingnice,likea nicetopor
somegtovesanda scarf.
5 Boy I boughta pairofieanslastweekend.Theyweref20, butr
theywereinthesaleIgotf 5off.Itookthemhome,butwhenI tr,
themontheydidn'tfit.Thesalesassistantdidn'tgivemea recei;
andIforgottoaskforone,soIcan'ttakethemback.lt'sa realpa
- I'vegota pairofieansthatdon'tfitmeandI'mf 15poorer.
Exercise4 page84 $l z.zt
. Playtherecordingagain,pausingto allowstudentsto writi
downtheiranswers.Alternativelyyoucouldaskthemto tn
to filtin theprepositionsandthenlistento check.
. Checkanswersandthencheckunderstandingof till,sovint
andbroke.Askfastfinishers/strongerstudentsto listen
anddecidewhotheyagreewiththemost.
KEY
1 for
2 from
CULTURE T{OTE- DOUGLAS ADAMS
Theextractistakenfroma bookbyDougtasAdamscalled
TheHitchhiker'sGuidetotheGalaxy,publishedin 1.979.ltis
abouttheadventuresofanEnglishman,ArthurDent,anda
. smallalienwhoisconductingresearchto writea bookcalled
TheHitchhiker'sGuideto theGalaxy.Thestorywasoriginally
broadcastontheradioandhassinceappearedin many
differentformatsincludingplays,comicbooks,a television
seriesandwasreleasedasa Holivwood-backedfilmin 2005.
Exercise2 page84
. Studentsworkaloneor in pairsto completethetext.Witha
weakerclassreferstudentsto theWordlistat thebackofthe
Workbook.Checkanswers.
KEY
1 cash
2 cheque
3 cashmachine
4 PINnumber
5 notes
5 coins
7 debitcard/creditcard
8 creditcard/debitcard
9 currency
3 for
4in
5on
6on
7 into
8 in,off
Exercise3 pase84 $i z.zt
o Focusontheinstructionsandthesentences.Makesure
studentsunderstandthevocabularyin thesentences.Bear
in mymindthatstudentsoftendon'tliketo askaboutwords
Exercise5 page84
. Givestudentsa minuteortwoto readandnotedownthei
answersto thequestionsbeforeaskingthemto askand
answerthequestionsin pairs.Remindthemto usethe
unit9. spend,spend,spend!

95. presentperfectin shortanswersandthe pastsimpleto talk
aboutthedetailsofthesituation.
. Goroundlistening,helpingandgenerallyshowinginterestin
theconversations.Conducta brieffeedbackaftenruards,asking
ifanybodyfoundoutanythinginterestingabouttheirpartner.
Formorepracticeof vocabularyfor Moneyandpayment,go to:
KEY
1 1 saveupfora laptop4 afforda newcar 7 payin cash
2 bebroke 5 buya bargain 8 askfora loan
3 beovercharged 6 a wasteof money
theirstoryto B butfirstof allB shouldlookat thewordson
the boardandtryandpredictthe story.StudentA thentells
thestoryfrommemorybutcanusethetextasa prompt.
. Thentheydiscussthequestionin 3.
. RevesetherolesforStudentBto dothe same.
. Getsomefeedbackfromtheclassabouttheirreactionsto
eachstory.lfthereistimeat theend,studentscanteach
theiroartnernewvocabularvfromthetext.
2 1 savingup
2 lend
3 debt
KEY
A 1 lost
2 cash
3 tax
I 1 cheque
2 make
3 enclosed
banks
robbed
notes
emproyees
deposit
speno
4 waste 7 discount
5 bargain
5 afford
4
5
6
4
5
6
7
8
9
7
I
9
eaten
pay
hatf
money
give
earned
Exercise6 page84
. Dothisin twostages.Studentsdiscussthemeaningsfirst.
Eticittheirideasandgivethemthecorrectanswersandthen
askthemto decidewhethertheyagreewiththem.
KEY
1 Beingrichdoesn'tnecessarilymakepeoplehappy.
2 Bankswiltonlylendmoneyif youcanprovethatyouhave
a reliablesourceof incomeandwiltbeabteto payit back
later.Thequotepointsouttheironyofthis.
3 Peoplewhothinkthathavingmoneywillsolveallproblems
willactiltegattyto getit.
KEY
l1for
2bv
2 1 at hisownexpense
2 underherbreath
3 on holiday
4 bychance
+ Lessonoutcome
Askstudents:Whothaveyoulearnedtoday?Whotcanyoudo
nowTandelicit:/ cantalkaboutdifferenttypesof moneyand
finance.I candiscussattitudesto money.I haveleornedsome
verbs+prepositions.Ask Whatusefulwordsandphraseshave
youlearned?
Notesfor Photocopiableacitivity9.1
Twoextraordinarytales
Pairwork
Language:money
Materials:onecopy.oftheworksheetcutin halfperpairof
students(Teacher'sBookpage139)
. DividestudentsintoAsandBsandgiveouttheworksheets.
Explainthattheyeachhavea truestoryaboutmoney.
o Focusonquestion1. Givestudentsa fewminutesto read
thestoryandfillin thegaps.Dealwithanyvocabulary
questions.lf possible,dividetheclassintotwogroupsA
andB andgetstudentsto workwitha partnerfromwithin
theirgroup(AswithAs,BswithBsforthemoment).
. Checkanswersbycopyingthe keyontotheboard.
. Studentsreadtheirstoryagainandmemoriseit sothatthey
cantellit to a studentfromtheothergroup.Askstudentsto
getintoA/B pairs.TellthemthatStudentA isgoingto tell
3on
4in
5 at 7 outof
6 under 8 from
5 in a mess
6 outof touch
7 fromscratch
8 forfun/ fora change
havesomethingdon
LESSOII SUTMARY o. a
Grammar:tohavesomethingdone,reflexivepronouns
Reading:anarticleaboutAshleeSimpson
Speaking:talkingaboutthingsthathavehappenedtoyou
Todo the lessonin 30 minutes,keepthelead'in
briefandsettheGrammorBuilderashomework.
i Lead-in 2minutes
o Writeontheboard:Doyoujudgepeoplebytheirappearonce?
Whatis/wouldbeyourreactiontosomeonewho:(choosefrom
thefollowingasappropriate)neverironstheirclothes,haslarge
tottoos,wearsdesignerclothes,hashadtheirheodshaved,is
wearinga suitandtie,hasbluehair,is wearinga uniform,
weorsa lotofmakeup,wearsblacknail varnish,drivesan
es<pensivecar,hasopiercedeyebrow,hasobviouslyhada moior
facelifr.
. Inpairsstudentsfindouthowtheirpartnerrespondto
these.
Exercise1 pase85
r Focusonthe photosandaskstudentsif theyknowwhoit is
andif theyknowanythingabouther.Referstudentsto the
question.Givethema fewminutesto answerin pairsbefore
elicitinganswersfromtheclass.
KEY herhair,nose,teethandherchin
Exercise2 page85
o Askstudentsto readthetextandthenelicitanswersto the
question.(Possibtereasonsarethatshewasunhappywith
herlooksandpossiblyjealousof hersister,shewasunder
pressurefromsociety/heragent.)
Formorepracticeof Prepositionsand nounphrases,go to:
Unitg.Spend,spend,sp€r
e

96. Formorepracticeof Reflexivepronouns,go to:
CUTTURE]IOTE . ASHLEE SITIPSOT{
Bomin 1984,AshleeSimpson,isa singer-songwriterand
actress.Shebecamefamousin2004withhernumber-one
albumAutobiogrophy.She'starred'inatelevisionrealityshow
TheAshleeSimosonShowaboutherownlifeonMW.The
showappearedintheW slotstraightafterhersistefsshow.
.lessicaSimpsonwasbornin 1980androseto fameinthe
late1990swithheralbumSweetKrsses.Shethenbecame
a householdnameasa resultof hertelevisionrealitv
show:Newlyweds:NickandJessica.
Exercise3 page85
KEY
1 2 No,shedyesit herself.
3 No,theycleanthemthemselves.
4 No,heshavesit himsetf.
5 No,I paintthemmyself.
6 No,werepairthemourselves.
7 No.wecookthemoursetves.
2 t hurthimsetf
2 burnthemselves
3 lookafterourselves
4 cutmyself
5 getherself
6 turnitself
KEY
Shehadherhairdyedblonde.
...havingherfacechangedtoo
shehadhernosealtered
shehadherteethwhitened
she'shadherchinreducedtoo
ReadthroughtheLeornthisJboxtogetherandcheck
comprehensionbyaskingconceptquestionssuchas:Did/
cutmyhair?(No)DidI arrangeforsomeoneto cutit? Ues)
DidI arrangefor mycarto bestolen?(No).
Askstudentsto underlineexamolesofthestructureinthetext.
Exercise6 pases5
. Focusontheinstructionsandtheexample.Doonemore
sentenceontheboardasanexampte.Studentswork
throughthesentencesindividualtyor in pairs.
KEY
1 Shehadhermake-uodone.Shedidn'tdo it herself.
2 Shehadhertattooremoved.Shedidn'tremoveit hersetf.
3 Wehadourcarrepaired.Wedidn'trepairit ourselves.
4 Hehadhisteethexamined.Hedidn'texaminethemhimsel;
5 | hadmyeyestested.I didn'ttestthemmyself.
6 Theyhadtheircarcleaned.Theydidn'tcleanit themselves
7 Youhadyourhousedecorated.Youdidn'tdecorateit
yourself.
8 Youhadyourbackswashed.Youdidn'twashthem
vourselveS.
Exercise7 page85
Readtheinstructionsandtheexampledialogue.Students
askandanswerthequestionsin pairs.Encouragethemto
askfoltow-upquestionsiftheanswerisyesandbeprepare,
to reDorttheinformationbackto theclass.
Witha weakerclassaskstudentsto writeouttheir
questionsin futtbeforetheyasktheirpartner.
o Askstudentsto reportto thectassanythinginteresting
they'vefoundoutabouttheirpartner.
t Lessonoutcome
Askstudents:Whatdidyoulearntodoy?Whatcanyoudo
now?andelicit:/ cantalkaboutthingsthotI havearranged
forsomebodyto do.I cantolkaboutunpleasantthingsthat
havehappenedto me.I canusereflexivepronouns.Ask:Whicl'
usefulwordsandphrasesconyouremember?
Exercise4 page85
. Studentsworkindividuatlyandthencompareanswerswith
a Dartnerbeforeclassfeedback.
. Askstudentswhynumber6 isdifferent.(lt'ssomething
unpleasantthathappenedto herthatwasn'tarranged.)
KEY
t hadmyhaircut
2 Didyouhaveit dyed
3 hadmynailspainted
4 hadmymakeupdone
5 hadmyteethwhitened
6 hadmybagstolen
KEY
1 2 | havehadmyhairdyed.
3 Theyhadtheirhousepaintedlastyear.
4 Tomis havinghiscarrepaired.
5 Myneighboursarehavingtheirwindowschanged.
5 | amgoingto havemyphotographtaken.
7 Oliviahadhereyestestedlastweek.
8 Harveyhashadhiscoatdry-cleaned.
9 Wearegoingto havea newshowerinstatled.
2 1 Hasshehadherhaircut?
2 she'shadit dyed
3 Shehasn'thadhernosereduced
4 Hasshehadherteethwhitened?
5 Hasshehadit made
5 shehadhermake-updone
Exercise5 page85
o ReferstudentstotheLearnthislbox.Askdifferentstudents
to readoutthetwosections.Studentsfindanexampteofa
reflexivepronounin4 anddecidewhetherit isuse1 or2.Elicit
theotherreflexiveDronounsandwritethemontheboard.
KEY
I didthatmyselfat home.(Use2)
mysetf,yourself,himself,herself,itself,ourselves,yourselves,
themselves
Advertisinginschools
IESSOl{ SUMTARY a a *',,,,,
Reading:an articleaboutadvertisingin schools;questions
Listening:peopletatkingadvertisingin schools
Vocabulary:smalland [argenumbers
Speaking:discussingadvertisingin schoots
Topic:shoppingandservices
Todo thelessonin 3Ominutes,keepthelead'in
brief,askstudentsto readthetextbeforethelessonondsettht
VocobularvBuilderexercisesfor homework.
Formoreprocticeof havesomethingdone,go to:
unitg.spend,spend,spend!

97. + Lead-in 3minutes
. WriteMEDIAontheboardandbrainstorma [istof media
(e.g.television,newspapers)thatadvertisersuseto
advertisetheirproductsandservices.
. Possibleanswersinclude:television,radio,cinema,
newspapers,magazines,postersites/ biltboards,bus
shelters,theInternet,mobilephones.
. Ask:Whichof thesemediodoyouthinkarethemost
effectivefor advertising?Why?
Exercise1 page86
o Focusontheinstructionsandthe4 items.Elicitanswers
fromtheclass.Practisethepronunciationof advertisements
andadvertising- asin thelessontitte(seenote).
I.A1{GUAGEAIID PROIIUTCIATIOT 1{OTE
. ADVER|IS'flG AI{DADYERTISETE'TT
Advertisinglar,dvelavrqlis the activityandindustryof
advertisingthingsto people,e.g.Cigaretteadvertising
is notallowed.Advertisingis an uncountablenoun. An
advertisemenf/ed'vs:trsmenV(BritishEnglish)or
/,iedver'tarzment/(American Engtish),oftenshortenedto
odvertor ad, is a notice,pictureor film whichadvertises
a product,serviceor iob,e.g.DoyoulikethenewRenault
advertisemenf?lt is a countablenoun.
Exercise2 page86
. Askstudentsto scanthearticlequicktylookingforanswers
to theouestion.Allow3 minutes.
KEY
vendingmachines,equipmentsuppliedbylargecompanies
Exercise3 page86
. Tetlstudentsto underlinethekeywordsinthequestions
andthengobackto findthesameor simitarwordsin
thetext.(Forexamplein number3 benefitis similarto
odvantagesin thetext.)
o Witha weakerclasscheckstudentsunderstandthe meaning
of chargeandagainst.
KEY
1 About$190bittion.
2 lt isthepowerto getwhatyouwantbyrepeatedlyaskingforit.
3 Theybenefitfinancially.
4 Morethan50,000.
5 Theydon'tchargeanything- theyarefree.
6 Becauseit doesn'tencouragefreethinking.
7 Becausetheypromoteunhealthyfoodanddrink.
8 Pupilswouldhaveto purchase5,440barsof chocolateto
geta freevolleyballset.
Exercise4 page86
. Studentsunderlinethewordsin thetext.
Exercise5 page85
o Pre-teachgoods.Studentsdotheexercisealoneor in pairs.
Tetlthemto lookcloselyatthecontextsof thewordsbefore
choosingtheanswers.
. Aftercheckingtheanswersmodelanddrillpurchase
/pa:tJes/andfirm lfz:ml.
. Askfastfinishersto findandguessthemeaningof loyol,
collectandprotest.
Exercise6 page86 f) z.za
. Askstudentsto readthroughtheopinionscarefullyand
underlinethekeywords.Tellthemto listenoutforwords
thatarethesameor simitar.Playtherecordingonceand
thencheckanswersorfindoutif thevneedto listenone
moretime.
KEY
1 income
2 vouchers
3 purchase
4 consumers
5 sponsors
6 firm
7 brands
8 supply
9 promote
KEY
a Speaker4
b Speaker5
c Speaker1
d Speaker2
e Speaker3
TRAilSCRtPT 2.28
Speaker1 | don'tseeanythingwrongwithvendingmachinesin
schools.Yes,I guessit'sadvertising- in a way.Butstudentsbuy
thisfoodanddrinkoutsideschool,sohavingit insideschoolisn't
goingto makeanydifference.
Speaker2 | thinkit's dangerousto allowlargecompaniesto
providethingsfor schools.Theysaythey'reinterestedin
education,butthey'reonlyreatlyinterestedin sellingthings.
Thisis just anotherwayof gettinginsidethe headsof young
peopre.
Speaker3 | thinksponsorshipby big companiesis a greatidea,
becauseeverybodywins- the schoolandthe studentswin
becausetheyget booksandequipmentforfree.Thecompanies
win becausetheygettheirnamesand logosintothe schools.
Speaker4 | thinka littlebit of advertisingin schoolsis OK-you
know,logoson vendingmachines,thatkindofthing.ButI
woutdn'tliketo seebigadvertisementsin corridors,or logosin
theclassroom.Thatwouldbetoo much.A schoolshouldbea
placeforeducation,notbusiness.
Speaker5 | thinkbusinessesgetinvolvedin educationbecause
the governmentdoesn'tgiveschoolsenoughmoney.That'swhy
headteacherscan'tsayno to big business.lf the government
providedmoremoney,theywouldn'thaveto acceptadvertising.
Exercise7 page86
o Dividestudentsintopairsorsmal[groups.Readthroughthe
phrasesthatareusefulin a discussion.
o lf theVaregoingto workin groups,elicitsomelanguagefor
invitingotherpeopleto givetheiropinion:Whotaboutyou,
Adam?What'syouropinion,Ania?Whatdoyouthink?
. Studentsdiscusstheiropinions.Attheend,findoutwhich
opinionin exercise5 themajorityagreewith.
Formorepracticeof Smallondlargenumbers,go to:
KEY
Openanswers
2 1lq, 25"/o
3 rf:o,30"/"
i Lessonoutcome
Askstudents:Whothaveyoulearnedtoday?Whatcanyou
do now?andtryto elicit:I hovelearnedaboutadvertisingin
schoolsin Britoin.I cansaylargeandsmallnumbers.Ask:
Whichusefulwordsandphrasescanyouremember?
I
2 4 31r,75I"
5 1ls,20"/"
6 1ln, 7Oo/"
7 1lzo,5"/"
Unitg.spend,spend,spend
q

98. Thirdconditionary
tEssoll suMtARY .. e
Grammar:thirdconditionaI
Listening:a dialogue
Speaking:talkingaboutimaginarysituations
Pronunciation:sentencestressin thirdconditionalsentences
Todo thelessonin 30 minutes,keeptheleod-
in brief,do exercises2 and4 togetherandsettheGrammar
Builderexercisesfor homework.
t Lead-in 3-4minutes
Putthefotlowingquestionsontheboardforstudentsto ask
andanswerin oairs:
Whenyougo on holiday:Doyoudoyourpackingwell
in advanceor doyouleaveit to thelastminute?Doyou
usually/ sometimes/ neverleavesomethingimportant
behind?Giveon example.Haveyouevermissedan
importanttrain,planeor otherappointmentbecouseyougot
thetime wrong?
Conducta briefctassfeedback.
Exercise1 page87 f) z.zs
Tellstudentsthattheyaregoingto readandlistento a
dialoguebetweentwopeoplewhohavelustarrivedattheir
holidaydestination.Focusonthephotoandask:Whereore
thepeople?(Manhattan/ NewYork)
Studentslistenandcompletethedialogue.
Exercise4 page87 f) z.ro
Studentsdotheexerciseindividuallyor in pairs.Remind
themto usecontractions(shortforms).ThegeneraIruteis
thatcontractionsareusedafteroronounsbutnotnouns
(NBthefullformis usedin 8 to addemphasis).Ptaythe
recordingforthemto checkanswers.
Asyoucheckthefirstfewanswersaskconceptquestions,
e.g.Didshebecomea singeror an actress?Isthisin the
past,presentorfuture?
KEY
t hadn'tbecome
2 'd havepaid
3 'd havewon
4 hadbeen
5 wouldn'thavefailed;she'dworked
6 wouldn'thaveeaten;'d seen
7 wouldn'thaveleft:hadn'tbeen
8 wouldhavebeen;hadn'tspent
KEY
1 would
2 wouldn't
3 hadn't
4 known
5 hadn't
Exercise2 pase87
. Studentsdotheexercisealoneor in pairs.Checkanswers.
KEY
1 No 2 Tyler 3 No 4 BecausehewantedAmytobringit
Exercise3 page8z
. Readthroughtheinformationin theLearnthis!boxtogether,
stoppingaftereachpoint.
Tohighlightthedifferencebetweenthesecondand
thirdconditional,trydictatingtwoiumbledsentences,
askingstudentsto putthemtogetherandtheneticitthe
difference(the3rdconditionalformrefersto theimaginary
past,whereasthe2ndconditionalrefersto theimaginary
present).Forexample:
lf/boughtfl/ enough/ had/ money/,/ hod/./ have/I/ it/wouId
(lfI hadhadenoughmoney,I woutdhaveboughtit.)
enoughlf/ buyl / money/,/wouId/ it/.I / had
(lfI hadenoughmoney,Iwouldbuyit.)
Pointoutthatiftheifclauseisattheendofthesentence,
nocommaisneeded.
Askstudentsto readoutthedialoguein exercise1 to give
themmechanicalpracticein 'gettingtheirmouthsaround
thestructure'withouttheextrastressof havingto formulate
thesentencesthemselves.
KEY Therearefourexamples
Exercise5 page87 f) z.ro
. Playthefirsttwosentencesandaskstudentsto lustlisten
to howhaveispronounced.Eticitthatit is pronounced/or
andthenptaytherecordingforstudentsto repeatchorally
andindividuatty.lt is importantnotto omitthechoralstage
otherwisestudentswon'tgetsufficientpractice.
IA]IGUAGE TIOTE. PROTIUI{CIATIOTIOT HAVE
Althoughhoveis pronounced/evlit shouldbewrittenin its
fullformandnotasa contraction.
Exercise6 pagesl
o Focusontheinstructionsandtheexample.Studentswork
individuallyorin pairs.Tellthemthattheycanputthetf
clauseatthebeginningorendofthesentence.Remind
themto useshortforms.Checkanswersasa class.
KEY
1 Wecouldhavepaidfordinnerifyou'dbroughtyourcreditca'
2 We'dhavegoneskiingif it hadsnowed.
3 I'dhaveinvitedyouto mypartyif I'dhadyournumber.
4 She'dhaveboughtyoua presentif she'dknownit wasyou
birthday.
5 I'dhavemadepizzaif I'dhadsomeflour.
6 lf it hadbeensunny,they'dhavegoneto thebeach.
Exercise7 pagelT
. Focusoftheinstructionsandtheexamples.Dothefirst
exampletogether,thenstudentscontinuein pairs.
r Alternatively,youcouldgetstudentsto askeachother
thequestionsacrosstheclassbeforestudentsrepeatthe
exercisein pairs.
Formorepracticeof Thirdconditional,go to:
KEY
t 2 lf Hotlyhadn'tforgottenhercreditcard,shewouldhave
boughta newW.
3 Wewouldn'thaveboughta newcarifwehadn'taskedf,
a bankloan.
4 lfAmyhadn'tgoneto thesales,shewouldn'thavefoun,
a bargain.
5 Samuelwouldn'thaveborrowedthemoneyforthe
presentif hehadsavedup.
6 lf Daisyhadn'thadenoughmoney,shewouldn'thave
tentBeniaminf 50.
7 Josephwouldhavefounda cheapleatheriacketif heh.r
lookedin thesales.
unitg.spend,spend,spend!

99. 2 Whatwoudyouhavedoneif youhadn'tfettittthis
morning?
3 Wherewoutdyouhavegoneif todayhadbeenSunday?
4 Wherewouldyouhavestayedif youhadgoneawaylast
weekend?
5 Whichfilmwouldyouhaveseenif youhadgoneto the
cinematastnight?
6 Whowoutdyouhavevisitedlastnightif youhadhadthe
time?
7 Whatwouldyouhaveboughtyesterdayifyouhadhad
the money?
3 Openanswers
t Lessonoutcome
Askstudents:Whatdidyoulearntoday?Whatconyoudo now?
andeticitanswer:I cantalkoboutanimaginaryeventin the
pastusingthethirdconditional.I understandthat it'simportant
to useshortformswhenI wantto soundnatural.
NotesforPhotocopiabteactivity9.2
Whatwouldhavehappenedif ...?
Game
Language:thirdconditionat
Materials:onecopyofthe boardpergroupofthreeto four
students(Teacher'sBookpage140),enlargedto A3sizeif
possible.A coinandcountersforeachgroup.
o Makesurestudentsarefamiliarwiththelanguagefor
playinga boardgame:Iossthecoin.lt's my/yourturn.
Whoseturn is it7 Goforward.Goback.
o Dividestudentsintosmatlgroups.Exptaintherulesofthe
game.Studentstossthecoinandmoveforwardonesquarefor
heodsandtwoforfails.Whentheylandona square,theymust
finishthesentenceonthesouaresothatit makessenseandis
grammaticallycorrect.Theotherstudentsiudgethesentence.lf
theydon'tthinkit makessense,theycanchatlengeit butifthe
firststudentcanjustifuit,it shoutdbe accepted.Theteacher
actsasrefereeincaseofdisagreement.
lf thesentenceiscorrect(grammaticaltyandlogicalty),the
studentcanstayonthesquare,if not,theyftipthecoin
againandmovebackonesquareforheadsandtwo fortails.
lfa player[andsona squarethatanotherplayerhasalready
landedon,theymustcomptetethesentenceina differentway.
Thegamecontinuesuntila playerreachesFinish.
LESSOT{SUilMARY'O':l:
Reading:anarticle;matchingsentences,true/falsesentences
Listening:song- / wouldgiveeverythingI own
Grammar:purposeclauses
Speaking:talkingaboutimportantpossessions
Topics:people,society
Todo the lessonin 30 minutes,keeptheleod'in
brief, askstudentsto readthetextot homebeforethe clossand
do exercises3 and 4 asa class.
i Lead-in 3 minutes
. Ask:Howmanywoyscanyouthinkof toget veryrichZ(make
moneythoughbusiness/goodinvestments,inheritmoney,
winthe lottery/winWhowantsto bea millionaire,saveup
fora longtime,etc.)
. Thenfocusonthe lotterytheme.Ask:Doyouthinklotteries
area goodidea?Hasanyoneyouknoweverwonmoneyin
thelottery?lmagineyouwona lotof moneyin thelottery?
Whatwouldyouchangeandwhatwouldyoukeepthesome
in yourlife?
Exercise1 page88
. Togivesomefocusyoucouldbrainstormdifferentgpesof
charity(e.g.charitiesto supportchildren,endangeredspecies,
suwivorsofnaturaldisasters,medicaIcharities,etc.).Write
themontheboardforstudentsto refertointheirdiscussion.
. Aska fewstudentsto feedbackto theclass.
Exercise2 page88
o Askstudentsto skimthetextquicklyin orderto findthe
answertothequestion.Tellthemtheydon'tneedto readall
ofthetextto findtheanswer.
KEY
Hehada newspapercolumnanda radioshow.Readersand
listenerswrotein andaskedformoney.Hereadthe lettersand
decidedwhoneededthemonev.
Exercise3 page88
. Explain,if necessarythatthebestwayto approachthistask
isto readthetextbeforeandafterthegapandto predict
themissinginformation,andthenlookfora sentencein
exercise3 whichfitsthetopic.Nexttheycheckbylooking
forlanguage[inks,suchaspronounsor linkerstikebuf.
r Remindstudentsthatthereis anextrasentence.
. Asyougothroughtheanswers,askstudentsto tellyouthe
languagelinks.Forexample,in 1 fhisrefersto oll,in 3 that
refersto give it oll owoy,etc.
KEY 1c 3f 4d
Exercise4 page89
. Lookatthereadingtiptogether.Exptainthatthiskindof
readingiscaltedscanreadingandit'swhatwedowhenwe're
lookingfora person'snamein a phonedirectory,forexample.
o Studentsworkin pairsto explainthesignificanceofthe
numbers.Withastrongerctasstheyshouldtryto dothiswithout
lookingatthetextinitially,andthenscanthetextto check.
r Tellstudentstheiranswersshouldbeginfheyear/ the
amount/ thenumberof ...+ relativeclause.Dothefirsttwo
togetherto demonstratethis.
KEY
1 theyearwhenRosswasborn
2 theyearthathesoldhisplasticbagcompany
3 thenumberofdo[[arsthathegaveto 50Vietnameserefugees
4 thenumberof poorchildrenfromMinneapoliswhocameto
theChristmaspartyheheld
5 thenumberofrequestsformoneythathereceivedeverymonth
5 thenumberof silvercoinshegaveto childrenat a parade
7 theyearhepubtishedhistastnewspapercolumn
8 theamountof moneythatpeopleestimatethathegaveaway
Exercise5 page89
r Studentsworkaloneor in pairs.Checkanswerstogether,
askingstudentsto correctthefalseanswers.
5a2e
Unit9.spend,spend,spend!
(F,

100. 7
I
KEY
1 False.Therehavebeenseveratexamplesovertheyears...
2 False.HisparentshadcomdfromLatviaandRussia.
3 False.Hemadea fortuneinthefurtradeandauction
4
5
6
business.
True
True
False.Hestartedanewspapercolumn...andlateraradio
SNOW.
True
False.Hesaid'lfI'dhadtwiceasmuch,I stillwouldhave
givenitallaway.
Exercise6 pase89
. ReadthroughtheinstructionsandtheLearnthis!box
together.Elicitanswersfromtheclass.Hightightthefact
thatsothatandinfinitivearemorecommonthanin orderto,
especiallyin aninformalstyle.
KEY inorder so
Exercise7 page89
. Focusontheinstructions.Studentscandotheexercise
aloneor in oairs.Checkanswers.
. Givestudents2 minutesto inventtheiranswers.They
dothisindividually.DividestudentsintoAsandBs.Tetl
themtheyaregoingto intervieweachother.Student
A isthelotterywinnerandStudentB ls a newspaper
reporter.
r Studentsroleplaythe interviews.Aftera fewminutes
theyreverseroles,StudentB is the lotterywinnerand
StudentA the newspaperreporter.
o lf thereistime,askoneortwopairsto actouttheir
interviewsto the class.
t Lessonoutcome
Askstudents:Whathaveyouleornedtodoy?Whatcanyoudo
now?andelicitanswers:lcan understandanarticleobouta
millionoire.I canunderstandthesongEverythingI own.Ask:
Whichusefulwordsor phraseshaveyou leorned?
1,1r';,1:ir::,6-]:,:;ir:,;r,:ii;
Arguingyourcasre,
tEssoll sutilARY o o.::':
FunctionalEnglish:doubtingandgivingalternativesuggestions,
concedingand refusingto concedean argument
Listening:dialogues;listeningforgistand specificwords
Speaking:role-play;negotiating
Topic:travel
Todo thelessonin 30 minutes,keepthelead-in
brief,do exercise2 asa classand limit thepreparationtimein
exercise7 andnumberof performancesin exercise8.
t Lead-in 3 minutes
. Ask:Whenyoungpeoplego ona backpockingholiday,what
kindof accommodotiondo theystoyin?(youthhostel,cheap
hotel,tent).
o Havea classdiscussionabouttheadvantagesand
disadvantagesoftheseformsof accommodation.
Exercise1 pageeo Cl z.tz
o Focusonthe photo.Ask:Whataretheycarrying?Whatare
theydoing?Wheredoyouthinktheyare?
. Referstudentsto theinstructionsandquestions.Eticitthe
meaningofgetsherownwoy.Playtherecordingandcheck
anSwer5.
o Witha strongerclasswritethequestionsontheboard.
Studentsdotheexerciseasa listeningexercisewithbooks
closed.
KEY
1 Theydisagreeaboutwhereto stay.
2 Sophiegetsherownway.
Exercise2 page9o
r Studentsdotheexerciseindividually.Checkanswers.
o Drawattentionto thewordcampsite,explainingthat
campingis a falsefriendin manylanguages.Campingcan
beusedto talkabouttheactivity,butnottheplace.
KEY
1 ordertod
2 sothatb
3 to / in orderto c
4 sothate
5 sothata
Exercise8 page8e f) z.rr
. Studentslistento thesongandreadthelyricsat thesame
time.Askthemto workwitha partnerto findthephrases
withthegivenmeanings.Pointoutthatthephrasesarein
thesameorderasthesong.
KEY
1 Youshelteredmefromharm
2 ThefinestyearsI everknew
3 I'dgiveup mylife
4 Thepartof methatcan'tletgo
5 takingthemallforgranted
CUTTURETIOTE- EYERWHIilAI OWII
EverythingI Awnis a popularsongwrittenbyBread,a
1970srockandro[[bandfromCalifomia-lt hasbeen
coveredbyBoyGeoge,'N SyncandRodStewart.
Exercise9 page89
o Studentsdiscussthequestionin pairsorsmallgroups.
Exercise10 page89
. Givestudentstimeto thinkaboutwhichthreeobiectsare
mostpreciousto themandwhy.Theycompareanswersin
pairsorsmallgroups.
ADDITIO]IAL SPEAKIfl G ACTIYITY
. Tellstudentsthat theyaregoingto imaginethat they
havewona largesumof moneyin the lottery.Writethe
questionsbelowonthe board:Where/whendid you
buythe ticket? Hawdid you chooseyournumbers?
Howmuchdid youwin? Howdid youfeel whenyou
found outT Whotareyougoing to do with the money?
Youaregoing to givesometo charity-Whichcharity?
KEY
1 Lydia
2 Sophie
3 Sophie
4 Lydia
5 Sophie
5 Sophie
Unit9 . Spend,spend,spend!

101. Exercise3 pageeo f) z.rr
. Tellstudentstheyaregoingto listento therecordingtwice.
Thefirsttimetheyonlyhaveto matchthespeakerswiththe
disagreements.
KEY 1b 3a
TRAilSCRIPT2.33
1
Lity Weshouldgo shopping,Cameron.Ourparty'stomorrow,
andwe needto getsomefood.
CameronWhatshoutdwe get?
Lity Let'sdo roastchicken- everybodylikesroastchicken.
Andwe cangetsomesaladand potatoestoo ...
CameronDoyou realtythinkso?
Lity Yes.Whynot?
Cameronlt seemslikea totof workfor us - cookingchicken,
preparingsalad...
Lity Wecando it atlin the morning.Thatwaywe won't have
to do anythingat the lastminute.
CameronButLity,can'twe justbuysomecrispsand somepizzas?
Peoplewouldbe happywiththat.And it wouldbe much
easierfor us - and cheaper!Wecan'taffordto provide
roastchickenfor 25 peopte!
I supposeyoucouldbe right.
Sowe'lljustgetcrispsand pizzas,then.
oK.
Chloe.Couldyoucomeinto my officefor a moment.I
wantto discussthe newvendingmachinewithyou.
Whatnewvendingmachineisthis,James?
I wantto havea softdrinksvendingmachineput in the
schoolhallsothatthe studentscanbuydrinksat break-
time.
I don'tthinkthat'sa verygoodidea.Thekindof fizzy
drinksyougetfromvendingmachinesaren'tvery
heatthy.
I takeyourpoint,but on the otherhandthe studentsgo
and buyfizzydrinksfromshopsat lunchtimeanyway.
Howmuchwillit cost?
That'sjust it. lt won'tcostanything!Thesoftdrink
companywitlprovideit for free.
Exercise4 pageeo f) z.r
. Playthe recordingagain,pausingaftereachconversationfor
studentsto writetheiranswers.Checkanswers.
KEY lCameron 2Chtoe 3 Leo
Exercise5 page9o
. Focusontheexpressionsandthecategoryheadings.DeaI
withanyvocabularyissues.ltemswhichmaybeunfamiliar
areI tokeyourpoint andconcede(givein).
o Studentsworkaloneorwitha partnerto categorisethe
exDreSsrons.
. DuringfeedbackpointoutthatI supposeshowsreluctance.
5o,I supposeyoucouldberightis muchmorereluctant
thanYes,you'reright.
KEY A 4.8 B 3,5 c 7,6 D 2,7
Exercise6 page9o
. Studentsworkaloneorin pairsto addexpressionsfrom
exercise1 to thegroups.Checkanswershighlightingthe
followingpoints:Afterl'd ratherweusepaste.g.I'drather
wefound.Afterwe'dbebetteroffwe useverb+ -inge.g.
we'dbe betteroffleaving.
. Quicktypractisebothstructureswitha substitutiondritt.
KEY
A Realty?I'mnotsurethat'sa goodidea.
B Personally,I'dratherwefound...,True,but...,I reatlythink
we'dbebetteroffstaying....
C Well,ifthat'swhatyoureallywanttodo,thenOK.
D I'mnotconvinced.
CULTURE]IOTE . BRITISH POLITEI{ESS
Youmightwaritto pointoutthatBritishpeopletendto be
lessdirectthanmanyothelnationalities.Whenarguing
theytendto say:Doyoureallythinkso?Areyousureabout
thot?l'm notsurei* a goodidearatherthanI don'tagree
unlesstheyarespeakingto somebodytheyknowwell(asin
conversation3 ontherecording).Studentsmightfindthis
strangebutit'simportantforthemto beawareof it asthey
couldeasilycomeacrossasimpoliteif theyaretoodirect.
Exercise7 page9o
. Readthroughtheinstructionstogether.Givestudentstwoor
threeminutesto choosea topicandnotedownsuggestions
andalternativesuggestions.
Exercise8 page9o
. Studentsworkin pairsto prepareandrehearsetheir
dialogues.Allow5 minutesforthis.Remindthemto usethe
languagefromthe previousexercises.
o Ina strongerclassstudentsneedn'twritethefullsentences,
iustnotesasprompts.
Exercise9 page9o
. ChooseseveraIpairsto actouttheirconversations.lfyou
havea [argeclassorareshortoftime,dividetheclassinto2
groups.Studentsactouttheirdiatogueinfrontofthegroup.
t Lessonoutcome
Askstudents:Whatdid youlearntoday?Whatcanyoudo
now?andelicitanswers:I canexpressdoubts,givealternative
suggestions,concedeandrefuseto concedein an argument.
Ask:Whichusefulwordsandphraseshaveyoulearned?
2c
Lily
Cameron
Lily
z
James
Chtoe
James
Chtoe
lames
Chtoe
JameS
Chtoe Yes,but they'tlmakea lot of moneyout of it andgetfree
advertising- in ourschool.
lames I seewhatyoumean,butwe'I alsomakemoneyoutof
it. We'llget10p for everydrinkthat is sold.Thatcouldbe
f10,000 a year.
Chtoe I stillthinkI'm right.Advertisinghasno placein schools.
Youshouldturndowntheiroffer.
3
Leo lt's Dad'sbirthdayon Saturday,Mittie.Youhadn't
forgotten,hadyou?
Mittie No,l'vebeenthinkingaboutwhatto gethim.
Leo Anygoodideas?
Mitlie Let'sgethim a newcoat.He'sbeenwearingthatold grey
coatforyears- it's fattingapart.He'dlovea newone.
Leo Areyou sureaboutthat?Heprobablywearsthatcoatalt
thetime becausehe tikesit.
Mittie Hmm,maybe.Well,whydon'twe gethim a shirt,then?
Hehasn'tgot manyniceshirts,hashe?Thatredone he
wearsis horrible.
Leo Oh,I don'tagree.I quitelikeit. Andanyway,I'm notsure
ctothesarea goodpresentfor Dad.Helikesto choose
hisownclothes.
Miltie Wetl,whatwouldyousuggest?
Leo I don'tknow.A book,maybe.Howabouta bookabout
cricket?Helovescricket.
Mittie lt isn'ta veryexcitingpresent,though,is it.
Leo Maybenot,but he lovesbooks.
Miltie OK,whateveryouwant.I don'tfeelstronglyaboutit.
Unitg.Spend,spend,spend!
(F

102. Aforma[letter
tEssolf suttARY ... & ,
Writing:a formalletteraskingforinformation
Reading:aformalletter,advertisements
Topic:travel
Todo the lessonin 30 minutes,keepthe lead-in
brief,do exercise2-4 osa classand askstudentsto finish their
Iettersfor homework.
f lead-in 2minutes
. Writethefollowingquestionsonthe boardforstudentsto
discussin pairs:Hoveyoueverbeenona campingholidayT
Didyou enjoyit? Why/Whynot?or Wouldyou liketo go on
o compingholiday?Why/Whynot?Whatequipmentdo you
needto takewithyouon a campingholiday?
Exercise1 pase91
. Givestudentsoneminuteto readthe letterandanswerthe
question.
KEY Sheneedsto buya tentanda sleepingbag.
Exercise2 pagegt
Studentsworkindividuallyor in pairs.
Etercise6 page91
r Readthe instructionsandthewritingguidetogether.
Studentswritetheirlettersindividually.lfthere'stime,ask
studentsto exchangetheirletterswithanotherstudent
to readandcheck,usingthewritingguideasa checklist,
beforeyoucollectthemin.
t lessonoutcome
Askstudents:Whathaveyoulearnedtoday?andelicit.'/ can
writea letteraskingfor information.Ask:Whichusefulwords
and expressionshoveyou leorned?
KEY
sleepingbags- paragraph5
okforwet- paragraph2
bigenough- paragraph3
whichcolours- paragraph4
howlong?- paragraph4
Exercise3 pagegr
Elicittheanswersfromtheclass.
KEY
DearSiror Madam;Yoursfaithfully
DearMr I MrsI MsX;Yourssincerely
Exercise4 page91
o Referstudentsto thewritingtip.Eitherreadit asa classor
askstudentsto readit ontheirown.Askthemto findfour
indirectquestionsin the letter.
KEY
Couldyoupleasetellmewhetherthe...
Doyouknowif thethree-berthtents...
lwouldbegratefulif youcouldalsoletmeknow...
Finally,couldyoualsotellme...
Exercise5 page91
r Focusontheinstructions.Studentsreadtheadvertisement
andthe notesandanswerthequestionsin pairs.
o Pre-teachponniers,roughterroin,frame.
KEY
No,on roughterraintoo.
Tocarryluggage.
7
2
9
unit9.spend,spend,spend!
3 Lightsandlocks

103. IOPIC o * i),,
avelandtourism,environment,people
+ Lead-in 3-5minutes
' Askstudentswhattypeof placestheyhavestayedin on
holiday.Writeeachtypeofaccommodationmentionedon
the board,e.g.hotel,youthhostel,campsite,grandparents'
home.Elicitsomeadjectivesto describeeachtypeof
accommodation.
Exefcise7 page925minutes
" Focusstudents'attentiononthephoto.Exptainthatit
showsa floatinghotel.Checkcomprehensionoffloatingby
askingfora translationinthestudents'[anguage.
. Checkcomprehensionandpronunciationoftheadjectives.
o Ask:Whatdoyouthinka flootinghotelis /ikeZEticitthe
appropriateadjectivesfromthebox.
ExerCiSe2 page92 20-25minutes
El'"uw
. Elicitbeststrategiesforcompletinga multiple-choicetask.
Ask:Whatshouldyoudofirst?(Readthetextquicklyto
geta generalidea.)Whotshouldyoudo next?(Readthe
statementsandfindtherelevantpartsinthetext.)Explain
thatoncetheyhavefoundtherelevantparagraph,they
shoutdcomparetheinformation,eliminatethecontradictory
options,thenmarkthecorrectoption.
. Remindstudentsthatthestatementsfotlowtheorderof
informationin thetext,buttheinformationmaybephrased
in differentways.Alsopointoutthatanyinformation(even
iftheyknowit to betruebasedontheirgeneralknowtedge)
notmentionedinthetextshouldbeconsideredincorrect.
. Studentscompletethetaskindividualty.
. Checktheanswersasa class.
. Witha strongerclass,lookatthe distractors(wrong
answers)again,anddiscusswhatit isthatmakesthem
wrong(e.g.wrongverbtense,otherwisetrueinformation
notmentionedin thetext,generalisationnotsupportedby
thetext,informationimptiedratherthanstated).Asthis
discussionmaygeta bittechnical,youmaywantto allow
usingthestudents'firstlanguageasit is moreimportant
to understandthe[ogicofthetaskthanto tryandenforce
usingEnglishatatlcosts.
t(EY 1 C 2B 3B 4A 5D 6C
Exercise3 page92 10-15minutes
tr W
. Readthroughtheinstructionsandthefourpromptsasa
class.Checkcomprehensionof keyvocabulary,or pre-teach
thewordsin thebox.
. Askstudentsto thinkaboutwhattypeof activitiesthey
usuallyenioy.
r Studentsworkin pairs,anddiscusstheirideas.Seta time
timitof 5 minutesforthe pairsto agreeorcompromiseon
theirplansfortheirhotidayat theKingPacificLodge.Refer
studentsto theFunctionsBankin theWorkbookforuseful
phrases.Walkaroundandmonitortheactivity,makinga
noteof anyseriouserrors(mistakesin appropriacyaswetl
asgrammaticalerrors).Comebacktotheseerrorsin a later
lesson,butdo notinterruptthecurrentactivity,asit focuses
on practisingfluencynotaccuracy.
. Asksomepairsto reportbackwiththeirconclusions,andto
explainthereasoningfortheirdecisions.
I Lessonoutcome
Askstudents:Whathoveyoulearned/practisedtoday?EliciI:I
havereadaboutan environmentally-friendlyluxuryhoteland
proctisedcompletingo multiple-choicetask.I havepractised
discussing holidoyplans.
TOPfC a&4,
People,society,money,shoppingandservices
Wl:ll2r!,2|:),:., :.
t Lead-in 4-5minutes
. Explainthatonthislessonyouaregoingto discussissues
connectedwithmoney.Preparehandouts,writethe
questionsontheboard,ordictatethefollowingquizto the
ctass:
7 Howmuchmoneydoyouspendin a week?Whatdoyou
normallyspendit on?
2 Doyourparentsgiveyoupocketmoney,or doyoudo any
smalljobsto eornsomecash?
j Areyousavingmoneyto buysomethingspecial?What
wouldyou liketo buy?
4 Doyoueverdo theshoppingfor thefomily?
5 Doyouknowthepricefor a)a loafof bread,b) a litreof milk?
r Askstudentsto answerthequestionsindividualty.
. Studentscomparetheiranswersin smallgroups.Allow2 or
3 minutesforthis.
o Askeachgroupto reportbackto theclass.
Exercise1 page93 2-3minutes
. Studentscompletethematchingtaskindividually.
o Askstrongerstudentsor fastfinishersto try andwritea
shortdefinitionforeachphrase.Alternatively,youcanask
themto writeanexamplesentencewhichillustratesthe
meaningof eachphrase.
. Checkanswersasa class.Makesuretheyunderstand
whateachphrasemeans- eitherbygivinga definitionor
example,or ifyouhadanystudentswhopreparedthese,by
askingthemto readtheirdefinitionsorexamplesoutforthe
class.
KEY 1d 6a
Exercise2 page93f) z.re 12-15minutes
ffi
a
a
Readtheinstructionstogetherwiththeclass.Explainthatin
thistypeof taskthefocusisongeneralcomprehensionand
theabitityto generalise.Therearetwowaysof completing
thetask:studentcaneitherfocusonthe recordingonthe
firstlistening,andtryto understandthegeneralideaeach
speakerwantsto communicate,thenmatchtheideato the
statementswhiletheylistenforthesecondtime;orthey
canfocusonthestatements,andtryto choosethecorrect
onewhentheylistento eachspeakerforthefirsttime,then
checktheiranswersonthesecondlistening.Whichever
strategytheyfollow,it is essentialto readthestatements
carefullybeforetheybeginto listen.
Studentscomptetethetaskindividuatly.
Ptaytherecordingtwice,witha 3O-secondpausein
between.
Checktheanswersasa class.
5e4t3c2b
Getreadyforyourexam9&10 g

104. KEY 1E 2A 4C 5B
Transcriptz.rr
Speaker1 I believethe mostimportantthingwhenteachingyour
kidsmoneymanagementis decidinghowmuchpocket
moneyto givethem.As earlyasfirstgrade,youngsterscan
startbuyingand payingforthingsthemselves,andthat
waytheylearnthat everythingcostsmoney.lt givesthem
contro[- but it alsoteachesthemthattheycan'thave
everythingtheywant.Theysoondevelopa responsible
attitudeto money.lfthey'veonlygota pound,theyknow
thattheycanhavesomesweetsor a comic,buttheycan't
haveboth!
Speaker2 Preseniyourchildrenwitha piggybank.Young
childrenneedthistried-and-testedmethodof saving
- andthey'llreallyenioywatchingtheirsmaltchangebuitd
up overtheweeksintoquitea largesumof money.They
shouldlearnthatyoudon'thaveto spendallyourmoney
in onego.Theyshouldhavea particulargoalin mindand
learnnotto dip intothe moneythey'veputawaybefore
theyhaveenoughfor the bookor toytheirmind is set
on.Andwhentheyareolder,setup a savingsaccountfor
them.
Speaker3 I thinkchildrenaretoo youngto be forcedto think
aboutsuchmatters.Theyhavethe restoftheir tifeto worry
aboutmoney.Childhoodshouldbe a carefreeperiodwhen
you getwhatyouwantand learnto demandeverything
that lifehasto offer.lt isveryimportantto makesureyou
don't timityourselfin tifeandthatyou Iearnto thinkthat
everythingis possibte.Chitdrenwitllearnto dealwith
moneyas soonastheystartlivingon theirown,and,the
wayI seeit, this is earlyenough.
Speaker4 Myfatheralwayshadto drivethe bestcaron our
streetandthenwe coutdn'taffordthe rent!| remembermy
mumanddadarguingaboutmoneyall thetime.My mum
wasn'tmuchbetter- she'dsoenda fortuneon clothes
or shoeswithouttettingmy dad,andthen he'dgetreally
angry.I'ltneverbe likethatwith my children.I thinkit's
reallyimportantto showyourchitdrenhowto behavewith
money- howto save,howto budget,howto economise
- otherwise,howwitltheyeverlearn?
Speaker5 WhenI wasa kid,we didn'thaveanymoney.I was
alwaysaskingmy mumfor stuff- shoes,clothes,CDs
- andthe answerwasalwaysthe same:we can'taffordit!
I hatedthat.NowI'vegot kidsof myown,and my husband
and I havebothgotiobs,we'vegotmoremoneythan
my mumusedto have- a lot more.And I buymy kids
everythingtheywant.MaybeI'm makingup for myown
chitdhood,but I thinkit'sontynaturaltowantthe bestfor
yourchitdren.lf you'vegotthe money,spendit - that'smy
phitosophy.
EXercise3 page93 12-15minutes
o Remindstudentsthatin a Useof Englishtaskthemissing
wordstendto begrammarwords(e.g.prepositions,
auxiliaries),verbformsor partsof phrasaIverbs,
collocationsorphrases.lftheygetintothehabitof learning
newvocabularywithwordsthattheyusuallygowith,it witl
helotheminthiskindoftask.
r Otheritemsteststudents'knowledgeofvocabulary,
theseoftenincludesynonymsorwordsthathavesimilar
meanings,falsefriendsandwordsoftenconfusedby
languagetearners.Encouragestudentsto recordsuchnew
vocabularywithexamplesittustratingthedifferencesin
meanrng.
3F
Advisestudentsto readthetextcarefutlyandto tryto
eliminateanswersthataredefinitetywrongwhentheyfirst
gothrough.Theyshoutdthenre-readthetextandmaketh,
choices.Remindthemto checktheircompletedanswers
attheend,andmakesuretheydo notleaveanyquestions
unanswered.Intheexam,thereisnopenaltyformarking
thewronganswer.
Checkasa class.
KEY
1B
2D
7A
8D
9B
10A
34 5D
4D 6D
Exercise4 page938-10minutes
. Focusonthe firstpicture.Ask:Whatis happeningin thefit'
picture?Elicit:Thewomonis paying(forsomething)with a
debit/credit/bankcard.Ask:Haveyougot a bankcard?Ho,,
youeverusedit to payforsomething?Whotdidyoupayfor
Doyoupreferusingcashor payingbycard?
r Readthequestionsasa class.
r Explainthatin thistypeoftaskthefocusisonfinding
simitaritiesordifferencesbetweenthetwosituationsshorv
inthephotos,notondescribingthedetailsofeachimage
Theycanmentionspecificdetaitsto illustrateanypoints
theywantto make.Alsoremindthemthattheyshoutd
includetheiranswersto allfourouestions.
r Altowa minuteortwoforstudentsto collecttheirthoughts
. Mode[thetaskwitha strongerstudent.
. Studentsin pairstakeit inturnsto dothetask.Encourage
themto noteanydifficulties,goodor badpoints,andgive
feedbackto eachotheraftertheybothfinished.
. Conducta ctassfeedbackbyaskingaboutthedifficuttieso
issuestheydiscussed.
t Lessonoutcome
Ask students:Whathaveyou leorned/practisedtoday?Elicit:/ hcr
learnedsomenewphrasesconnectedwith money.I haveproctiset
a multiplematchinglisteningtosk.I haveproctiseda multiple-
choicegapfill tosk.I havepractiseddiscussingtheodvantagesan,
disadvantagesof cashand credit cords.
Getreadyforyourexam10

105. ry
Hls ulll? tilcruDEs a &
ocabularyr visualandperformingarts. artistsandartisticactivities
nouns
e participleclauses. determiners:all,each,every,few,little,etc.
such. nominalsubiectctauses
the arts. describinga picture. discussionaboutgraffiti
liscursiveessay
)O K pages84-90 . Selfcheckpage91
Exercise4pagee4Ot.or
. Focusontheinstructions.Studentsreadthesentencesand
checkthewordsin redin theWordtist.Witha weakerclass,
recaponthevocabularybygivinga wordin thestudents'
ownlanguageandelicitingitsEngtishtranslation.
o Ptaytherecordingpausingaftereachconversationfor
studentsto writetheanswers.Youcouldaskstudentsto note
downthewordswhichprovidedcluesto what'shappening.
Exercise2 page94
. Studentscanworkindividuatlyor in pairs.Reiteratethat
theworksandperformancesin exercise1 mightmatchwith
morethanoneolacein exercise2.
KEY
a anabstractpainting,aninstallation,a portrait,a sculpture,
a stitttife,a collage
b performanceart,a stagemusical
c agig,arecital
d agig
e buskers,graffiti,iuggting,performanceart
Exercise3 pase94
o Studentsbrainstormothertypesofworkor performancein
oairs.Collecttheiranswersontheboard.
KEY Possibteanswers:
a photographs,vases,textiles
b a ptay,a comedyperformance,a ballet,moderndance
c a concert(orchestraor quartet,etc.),opera
d a comedyperformance
e streetperformers(statues,etc.),outdoorconcert/play,etc.
KEY
Conversation1 c
Conversation2 e
Conversation3 b
Conversation4 a
Conversation5 g
Conversation5 f
Conversation7 d
7
Artist
Girl
Artist
Girl
Artist
Girl
2
sH1
sH2
sH1
sH2
sH1
sH2
sH1
3
Soprano5o,thenyouwalktothechairandsitdown.
Tenor That'sright.AndI singmyana.
SopranoAndthat'swhenI comeandsitonyourknee.
Tenor Yes,actually,maybewecouldtryitwithyousittingon
thetable.
lfyouprefer.
It'sa titttehardto singwithyouonmyknee.
lfyousayso.
Hardto breathe.
Yes,atlright.
So,let'stryfromthebeginningofthesceneagain.
Please!Music!
Iiustlovethissitk!
Yes,it smellswonderful,doesn'tit?Youdon'tthinkthe
colourmakesmelook...dull?
Notatatt!Youlookexquisite.ShallI helpyouwiththe
laces?
Actress Yes,thankyou.Oooh,nottootight.
Dresser Sorry!
It'sallrightforyou.You'vegota nicewarmsmock.
Backa bit,backa bit.Nowlift!
Ooh,thisisheavy!Whatisit?
TheHousesof Parliament.
Well,itweighsatonne.Theyshoutdhaveit onwheels.
I know.I saidthat,butthesetdesignerwouldn'tlisten.
I'mgoingto haveawordwiththedirector.
Hewon'tlisteneither.Theyneverdo.
TRAISCRIPT3.01
Now,couldyoumoveyourightarma little.No,a littleto
theteft...to theteft...to theleft.That'syourright.
Sorry.Ithoughtyoumeantyourleft.
No.Now,trynotto looksobored.
ButI ambored.I'vebeenhereforhours.
I'msorry,butthesethingstaketime.lt isn'ta sketch,it's
anoilpainting.
Girl AndI'mcold.Can'tyouturntheheatingup?
Artist I can'tworkwhenI'mhot.
Girt Honestly!| don'tknowwhyI dothis.
Artist Youneedthemoney.
Girt I knowthat.Youdon'thaveto remindme.
Artist Andrememberto smile!Yourbadmoodsareruiningthis
oortrait.
KEY
1 buskers
2 agig
3 aninstatlation
4 performanceart
5 a recital
6 a stilltife
Soprano
Tenor
Soprano
Tenor
Soprano
Tenor
4
Dresser
Actress
Dresser
Artandartists
TESSOI{ SUTIMARYOO'
Vocabulary:artandartists
Listening:dialogues;listeningforgist
Speaking:discussionaboutthearts
Topic:culture
Todo thelessonin 30 minutes,keepthelead-in
brief,do exercises2 and 3 asa classandsetthe Vocabulary
Builderexercisesashomework.
+ Lead-in 3minutes
o Writeontheboard:MUSICFILM DANCINGART THEATRE
. Ask:Howimportantarethesein yourlife?Haveyouever
performedin public (acting,doncing,playinga music
instrument,singing, etc.)?
o Studentsdiscussthequestionsin pairsorsmal[groups.
Conducta briefclassfeedback.
Exercise1 page94
r Focusonthephotosandthewordsin thebox.Students
referto theWordlistin theWorkbookto checkmeaningand
pronunciationandlabelthephotos.
. Checkanswersandmodelanddrittthepronunciation,
payingparticularattentionto thewordstressinperfulmonce
andregjlolandtheltil in sculpture/sknlptJe(r)/.
. Youcouldcheckcomprehensionfurtherbyasking:Whaf3
the differencebetvveen...o recitalonda gig, a portraitand
a stilllife,iugglingondperformanceart,a sculptureandan
installation?Letstudentsexplainthedifferencein pairsand
thencheckanswersasa class.
unitloornspintion(F

106. Actress And haveyou seenmyshoes?
Dresser Yes,they'rehere.
Actress I wishI didn'thaveto runontothe stageat the startofthe
scene!Theseshoesaren'tmadeforrunning.
Dresser I know,buttheylooksuperb.
Actress Really?
Dresser Yesl
Actress Thankyou,you'rea darling.Now...Where'smyscript?
I needto practisemy lines.
5
Techie One,two,one,two ...one,one,one,one...
Sound OK,that'sfine.Canyoutestthe mikeson the drum kit?
Techie Sure.Hangon.Allthe lightshavegoneoff.I can'tsee
anything.
Lighting Sorry,lust changingsomeof the lights.I needto keep
themofffor a minute.
Sound Canyoufindthe drumsanyway?
Techie I'lltrv.
Techie Foundthem!
6
Cond. Now,thefirsttimewe hearthe melody,I wantyouto
playit softly,as if it werea memoryof a dream.Doyou
understand?Asquietlyasyou possiblycan.
DrummerSorry!| droppedit.
Cond. Violins- moreexpressive,please.Moreromantic.
Trumpets- pianissimo.Rememberthattheviolinshave
the melody.Alt right,let'stryit againfromthe beginning.
7
Choreog.Andthen it's step,step,turn- iump.
Dancer Step,step,turn- whichwaydo I turn?Tothe left,or to
the right?
Choreog.Tothe right.Butkeeplookingstraightaheadthewhole
time.Lookstraightat theaudience.Soyourbodyturns,
butyourheadstaysstitl.
Dancer All right.Canwe try it again?
Choreog.Step,step,turn...
Dancer Argh!| forgot!| turnedto the left. Sorry,sorry,sorry,let's
do it again.Sorryl'm beingso slowtoday!
Exercise5 page94 6) r.or
o Gothroughthevocabutaryintheboxexplainingany
problematicwordsandgivestudentstimeto readthrough
thesentences.Ptaytherecordinga secondtime.Students
writeinthemissingwords.
KEY
I sketch,anoiIpainting
2 director
3 aria
4 script,lines
5 mikes,drumkit
6 violins,melody
7 audience
OPTIOlIAI ACTIVITY
Askstudentsto telttheirpartnerabouta pedormance
orexhibitionthatthey'vebeento recently.Whatwas
it?Wherewasit?Whatdidtheythinkof it?Wouldthey
recommendit to somebodvelse?
I Lessonoutcome
Askstudents:Whathaveyouleornedtoday?Whatcanyou
donow?andelicit:I cantolkaboutdifferentartsondartistic
activities.Ask:Whichusefulwordsorphraseshaveyoulearned
NotesforPhotocopiableactivity10.1
Categories
Game
Language:topicvocabularyfromunits7-70 ofSolutions
lntermediate
Materials:onecutupcopyoftheworksheetpergroupof 12-18
studentsandonecopyto behandedoutto studentsattheend
oftheactivity(optionaD(Teacher'sBookpage141)
. Dividestudentsintotwoteams.Tellthectassthatthevare
goingto playa gameto reviseallthevocabularyareasinth,
coursebook.
. Appointatime-keeperfromeachteam.Theycanuseanegg-
timer,thesecondhandofawatchora mobilephonestopwatch
. Chooseoneofthecardsandreadoutthecategory,e.g.ln c
houselo teamA.
. TeamA hasoneminuteto calloutthewordstheyknowin
thatcategory.Theteamgets1 pointforeverywordthatther
calloutthatisonthecard,butnopointsforwordsthatare
notonthecard.Sayyesot no,accordingto whetherthe
wordisonthecard.Marka dashontheboardeachtimea
studentsaysa wordwhichisonthecard.
Thetime-keeperfromTeamB shoutsGolatthebeginning
andStop!whena minuteis up.
Choosea differenttopicforteamBandptayagain,recording
thescoreforeachround.Continueuntilthecardsareusedup
lfyouhavetimeattheend,handouta copyofthe
worksheetandexplainanyunfamiliarlanguage.
Participleclauses;
tEssol{ sur,lilARY.. &
Grammar:participteclauses
Reading:descriptionsofpaintings
Speaking:describingfamouspicturesusingparticipleclauses
tiyilr:i:::t:.., :. '
Todo thelessonin 30 minutes,keepthelead-in
brief,do exercise6 togetherandsettheGrammorBuilderos
homework.
t Lead-in 4 minutes
o Writethefotlowingquestionsontheboard:Haveyougota
favouriteartistor workof ort?Haveyouevervisitedan art
gollery?Whatdid yousee?Whodoyouthinkis themost
famousartistin theworld?Doyoudo anyortyourself(e.9.
drawing, painting, scuIpting, computer graphi cs)?
o Givestudentstwominutesto thinkabouttheiranswersto
thequestionsandthenaskthemto discussthequestionsir
pairsorsmallgroups.
%
Exercise6 page94
. Studentsdiscussthequestionsin pairsorsmallgroups.Go
roundhelpingandcorrectingastheydothis.Conducta brief
classfeedbackattheend.
Forextropracticeof Artistsandartisticactivities,go to:
KEY
1 1 instrument
2 dancer
3 performs
4 fitm
5 song
6 pictures
2 1 sculptures
2 poems
7 draws
8 cartoonist
9 statues
10 sculptures
11 composes
3 playwrights
4 scriptwriter
12 songwriter
13 playwright
14 poems
15 novelist
16 screenplays
5 composed
6 novels
Unit10oInspiration

107. Exercise1 page95
. Focuson the pictureandelicitpossibleanswersto the
ouestionsfromthewholectassandthenaskthemto read
thefirstfewlinesto seeoftheyareright.
KEY GeorgesSeurat
Exercise2 page95
. Studentsworkindividuallyandthencompareanswerswith
a Dartner.Checkanswersasa class.
KEY
it'sa sunnyafternoon,nota cloudyafternoon
the boatsaresailingboats,notspeedboats
Exercise3 page95
. GothroughtheLearnfhls!boxtogetherasa class,asking
differentstudentsto readthe examplesentences.Revise
thedifferencesbetweendefiningandnon-definingrelative
clausesandthenaskstudentsto tellyouwhichof the
threeexamplesin theboxcontaina participleclausewhich
replacesa non-definingrelativeclause.
KEY
Thefinalepisode,shownonTVtomorrow,willbewatchedby
millions.
Exercise4 page95
Studentsunderlineallof the participleclausesin thetext.
Beforeansweringquestions7 and2, reviewthe information
in theLearnfhislboxbyaskingstudentsto tellyousome
examplesof presentparticiplesandsomeexamplesof
pastparticiplesfromexercise2. Ask:Dopresentparticiples
replaceactiveor passiveverbs(active)andpast(passive)7
Remindstudents,if necessary,thatdefiningclausescontain
essentialinformation,withoutwhichthe sentencewouldn't
makesense,andnon-definingclausescontainnon-essential
information.Studentsanswerthequestionswitha partner.
Duringthefeedbackstagepointoutor elicitthatif thereare
commas,thentheparticipleclausemustbereplacinga non-
definingrelativeclause.
KEY
painted- non-defining,commas
relaxing- defining,no commas
wearing- non-defining,commas
reflected- defining,nocommas
measuring- non-defining,commas
known- non-defining,commas
displayed- non-defining,commas
based- defining,nocommas
composed- non-defining,commas
Exercise5 page95
r Focusonthe instructionsandthe example.
o Doanotherexampleonthe board.Witha weakerclass,do
thewholeexercisetogetheron the board.
o In a strongerclass,studentsworkindividualty.Remindthe
studentsto payattentionto theiruseof commas.Check
answers.
KEY
It showsParisianswhoarerelaxingbesidea lake...
Theyoungmenandwomen,whoarewearingtheirbest...
...the sailingboatswhicharereflectedin ...
Thislargepicture,whichmeasures...
...thisformof painting,whichis nowknown...
LaGrandelotte,whichis permanentlydisptayed...
Thereis evena stagemusicalwhichis basedon the picture,
whichwascomposedby...
KEY
1 2 YoucanseeVelazquezstandingin thebackgroundin this
painting.
3 Thesculpture,carvedin the early1500s,representsthe
biblicalKingDavid.
4 Cats,writtenbyAndrewLtoydWebber,is oneof the
longest-runningmusicalsin Britain.
TheMotrix,starringKeanuReeves,wasreleasedin 7999.
TheexhibitionfeaturingworksbyM CEscherhasbeen
extendedbya month.
Theptay,writtenbyBertoltBrecht,is aboutsocialjustice.
Exercise6 page95
Focusonthe instructionsandtheverbsin the box.Make
surestudentsunderstandthe meaningofstartle.
Askstudentsto workindividuatlyandletthemchecktheir
answersin pairsbeforeclassfeedback.
5
6
KEY
1 wearing
2 holding
3 lying
4 smoking
5 left
6 startled
7 accompanied
8 lost
Exercise7 pase95
. Focusstudentsonthepicture.Demonstratethefirstexample
andthenaskstudentsto takeit in turnsto makesentencesto
describewhattheycansee.
o Askfastfinishersto maketwo moresentences.
i Lessonoutcome
Askstudents:Whatdid you learntoday?Whatcanyoudo now?
andelicit:I condescribepeopleandthingsusingparticiple
clauses.I hoveleornedaboutSeurat'sLaGrandeJatte.Ask:
Whichusefulwordsand expressionshaveyou learned?
tEssoll suttARY ... *
Reading:anarticleaboutBritart;matchingheadings
Listening:dialoguesaboutartinstallations;listeningforgistand
specificswords
Speaking:discussingmodernart
Topic:culture
Todo the lessonin 30 minutes,keepthe leod-
brief, askstudentsto reodthe textbeforethe lessonand do
exercise4 togetheras a class.
Formorepracticeof Porticipleclauses,go to:
lsit art?
a^
Unit10oInspirdb ( f

108. i Lead-in 3minutes
o Writethe followingwordsonthe board:wotercoloursoils
a shark a landscape a negative a bed a brush an easel
a collagea sketcha close-up a glasscasea convas
a cow'shead a palette flies charcoal
. Ask: Whichof thesewordsdoyou ossociotewith art?
Exercise1 page96
o Focusonthephotos.Elicitthewordwe useforthiskindof
workof art (installotion).Putstudentsin pairsto describe
thethreeworksof artin detait.Remindthemto useit look
Iike/ it looksand,if possible,to useparticipleclauses,e.g.
there'sa bedstandingin themiddleof on artgallery.
r Askoneortwostudentsto repeattheirdescriptionsto the
restof theclass.
Exercise2 page96
. Toencouragestudentsto readquicklygivethema maximum
of3 minutes'readingtime.Remindthemto keeptheireyes
movingquicklyandnotto stopatwordstheydon'tknow.
KEY SarahLucas'cans
Exercise3 page96
o Pre-teachmaggots.
o Studentsworkaloneandthencompareanswersbefore
classfeedback.Remindthemthatthetopicofthe paragraph
is oftenevidentin thefirstsentence.lf necessary,reiterate
thatoneoftheheadingsis notneeded.
KEY
Themandoesn'tlikeanyof theworksof art.
Thewomanlikesthebedandthesharkbutshedoesn'tlikethe
cokecans.
TRATSCRIPT3.02
WomanWhatdoyouthinkofit?Doyoulikeit?
Man No,I don't.
WomanWhynot?
Man I don'tthinkit'sart.I mean,it'sjusta bed,isn'tit?lf I
bringmybedto anartgalleryandthrowa fewclotheson
it,isthatart?| don'tthinkso.
Exercise4 page96
o Dothefirstoneortwophrasesasexamples.Studentscan
dotheexercisesaloneandthencomparetheirideasin pairs
beforeclassfeedback.
KEY
1 Conceptualartistsareartistswhoproduceartin whichthe
ideais consideredto bemoreimoortantthantheform.
2 Usingshocktacticsmeansdoingshockingthingsto grab
peopte'sattention.
3 Strangematerialsmeansunusualthingsthata workof artis
madeof.
4 Thesubiectmattermeansthetopicthattheartistwantsto
addressthroughhis/herart.
5 A keenartcollectoris a personwhoenjoyscollectingartas
a hobby.
6 A majorexhibitionisa [argecollectionofworksof artto
displayto thepublic.
7 A wideaudiencemeanslotsof differenttypesof people.
8 Inbadtastemeansoffensiveor inappropriate.
Exercise5 pasee5 6) r.oz
o Focusstudentsonthetask.Pre-teachcynicalandexhibit
thenplaytherecordingonce.Checkanswers.
o Elicitanswersto a fewcomprehensionquestions,e.g.Why
doesn'tthemanlike TroceyEmin'sbedexhibit?Whatdoes
the womansaythatDamienHirstis tryingto makepeople
thinkaboutwith thesharkexhibit?Whatdoesthe womansov
aboutVonGogh?
Butshe'stryingtodosomethingdifferent.ltmakesyouthink
Itmakesmetired.
Don'tbesilly.Ithinkit'sinteresting.
Look.lustbecauseshe'sa famousartist,shecanput
anythingina galleryandpeoplewillsay,'Wow.lsn'tthat
great?lsn'tthatinteresting?'Butit isn't- it'srubbish.
Welt,doyoutiketheshark?
I'dpreferit if itwasalive.Adeadsharkisn'tart.
It'sveryclever.Theartististryingto makeusthinkabout
deathin a newway.
Man Butwhereistheskiltinputtingasharkinatank?Youdon't
needtogotoartcollegetodothat.Youjustneedacoupleof
weirdideas,like,'Let'sputadeadsharkinatank!'or'Oh,I
know,I'mgoingtoputmybedinanartgaltery!'
WomanSshh.Everyonecanhearyou!You'reverycynical.
Man Lookatthis!
WomanWhat?
Man Overhere.lt'stwocokecans,squasheda bit,andstuck
together.Doyoutikeit?
Well,notreally.
Exactly.I coulddothatmyself.
Butartistsarealwaysaheadoftheirtime.Notmany
peoplelikedVanGogh'spictureswhenhewasalive.He
onlyeversoldonepainting.Hediedin povertyandnow
hispaintingssellformillionsof pounds.
Areyoutellingmethesecokecanswillbeworthmiltions
ofpoundsinthefuture?
Maybe.Maybenot.Timewilltetl.I knowmodernartisn'tto
everybody'staste,buta lotoftraditionalartisveryboring,too.
Man Mmm.
WomanDon'tsitthere!
Man Whynot?
Womanlt'sanexhibit.
Man lsit?Lookslikea chairto me.
Exercise6 pasee6 O g.oz
. Playthe recordingagainforstudentsto completethe
sentences.Askthemto checktheiranswersin pairsand
decidewhosaidthem.
o Alternatively,askstudentsto completethesentencesfirst
andthenplaytherecordingforthemto check.
. Askstudentsto explainthemeaningofaheadof theirtime
(moreadvancedandprogressivein theirthinkingthan
otherpeopte)andifb notto everyone'staste(it'snotwhat
everybodylikes).
Woman
Man
Woman
Man
Woman
Man
Woman
Woman
Man
Woman
Man
Woman
KEY
a Paragraph3
b Paragraph1
c-
d Paragraph4
e Paragraph2
KEY
1 art- (M)
2 different;it makesyouthink- (VV)
3 interesting- (W)
4 rubbish- (M)
5 clever;way- (V0
6 skitl- (M)
7 myself- (M)
8 ahead- (W)
9 taste- (W)
Exercise7 page96
o Givestudentsa fewminutesto formulatetheirideasbeforethey
discusstheiranswersin pairs.Getopenclassfeedbackfromthe
pairs.Youcouldaddyourownviewsif it seemshelpful.
a^
108
)
Unit10 o Inspiration

109. + Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatcanyou
rlonow?andtryto elicit:I haveleornedobouttheBritart
,novement.I canhavea discussionaboutmodernarf.Ask:
',Uhichusefulwordsondphraseshoveyoulearned?
KEY each many much some
IAT{GUAGE I{OTE - EACH AND EVERY
o Therearesomeslightdifferencesbetweeneachand
everyi
- Eachcanbeusedto talkabouttwoormorepeople
orthingswhereaseverycanonlybeusedto talkabout
threeor more,nottwo,e.g.Hehado smalltottooon
eachhandandnotHehoda smolltattooon everyhand.
- Eachis usedto referto individualpeopleor things
whenyouarethinkingaboutthemseparatety,white
everyisusedwhenyouarethinkingaboutthemasa
group.Soeachis usedto separateandeveryis used
to generalise.Everyroomin themuseumis opento the
public.Eachroomhas itsowntheme.
. ln manycases,however,eachandeveryare
interchangeable.
Exercise3 page95
o Studentslookattheredwordsinthetexttofindthemissing
wordinthechart.Pointoutthatbeforeanarticle(thelalan),
a possessive(mylyour,etc.)a demonsrrarive(thislthof)and
anobjectpronoun(melhim,etc.)ofisneeded.lfthereare
noneoftheseinthenounphrasethatfollows,thenofis not
needed.
KEY of
LESSOI{ SUMMARY .. & ..
Grammar:determiners:all, each,every,few,Iittle,etc.
Reading:shorttextsaboutartsW programmes
Speaking:talkingaboutimaginarysituations
Todo thelessonin 30 minutes,keepthelead-in
orief,settheGrammarBuilderexercisesfor homeworkand
in exercise7 limitthenumberof studentswhoreadouttheir
,,entences.
+ Lead-in 2-3minutes
. Writeon the board:Whatskillsandqualitiesdoyouneed
to becomea professionolballetdancer?(youhaveto befit,
supple,havegoodbalance,stamina,bedisciplined,etc.)
Whotbenefitscouldbeinga balletdancerbring toyourlife?
(ltcoutdimprovealltheareasabove,it couldprovidea
meansofself-expression,escapeandstressrelease.)Tohetp
studentsanswerthisquestionyoucouldaskifanybodyhas
seenthefilmBillyEIIiotandelicitwhathappensin thestory,
howandhowbattethetpsBitlycopewithdifficultiesin his
life.
. Eitherhaveanopenclassdiscussionoraskstudentsto
discusstheouestionsin oairs.
Exerciset page97
. Focusonthephotoandaskstudentsto describethe
costumesandsaywhatthepeoplearedoingin pairs.They
shoulduseparticiplectauses,forexample:There'sa boy
wearingblueshortsandredshoesdancing.
. Askoneortwostudentsto repeattheirdescriptionto the
restofthectass.
. Referstudentsto thetitleofthetext.Askthemto readit and
findtheanswer.
Askfurthercomprehensionquestions,suchas:Hor,v
monypeopletookpartin theperformance?Whatkindof
bockgrounddid theycomefrom?
Eticitthemeaningandpractisethepronunciationof
disodvantaged,participantsandrehearsal.
KEY
Everyparticipantsaiditledtosomeimprovementintheir
attitudetolife.Afewmightbecomeprofessionalperformers.
TANGUAGEI{OTE- DETERTIII{ERs
Determinersarewordsthatcomebeforenounsor atthe
beginningof nounclauses.Theyhelpto showwhichor
howmanythingsarebeingtalkedabout.
Exercise2 page97
. Studentscompletethetaskaloneorin pairs.Checkanswers.
. Witha weakerclassaskstudentsto lookatthewordsin
blueandthewordsthatfollowthemandcomparethemwith
thetermsinthesecondcolumnofthetable.
3 1 Noneofthepeoplecomptainedabouttheprice.
2 Wehaven'tgotanypaint.
3 Noneof myclassmateshasbeento theopera.
4 | haven'treadanybooksbyVirginiaWoolf.
5 NoartexpertshouldmisstheVermeerexhibition.
6 Therearen'tanvticketsleft.
Exercise4 page96
r Focusonthephoto.Askwhatthepeoplearedoing.Teach
orelicitthewordchoirlkwarc(r)/andmodetanddritlthe
pronunciation.Aretheyprofessionalsingers?Whatkindof
agearethey?Whatdoyoucallthepersonwho'directs'o
choir?(conductor)
. Beforestudentschoosethecorrectwordsyoucouldask
themto quicklyreadthroughthetextto findoutwhothe
peopleareandwhythey'rethere.
KEY
I 1 Most
2 Some
3 Afewof
2 I many,afew
2 much,alittte
4 anyof
5 everyone
6no
3 many,a few
4 much,a little
7 a tittleof
8 muchof
5 many,a few
6 much,a few
KEY
1 All
2no
3 mostof
4 tittte
5 many 7 few 9 everyone
6 att 8 much
Exercise5 page96
. ReadtheLookout!boxtogetherandaskstudentsto
completethesentencesindividuatty.Letthemcompareand
.justifyanswersbeforeyoucheckanswerstogether.
. Witha weakerclassaskstudentsto sayforeachsentence
whetherthenouniscountableoruncountableandwhether
themeaningis positiveor negative.
Formorepracticeof Determiners,go to:
Unit1or rnspiration(-F

110. il
ii
I
KEY
1 few
2 afew
3 littte
4 afew
5 a tittte
6 few
7 a little
Exercise6 page97
. Studentscanworkin pairsto completethesentenceswith
thefactuallycorrectphrase.Makesuretheyunderstandthat
theycanusethesamewordorphraseasmanytimesas
necessary.Dothefirstoneasanexample.
Exercise7 page97
r Aska differentpairto readouteachsentenceandinvitethe
restoftheclassto calloutwhethertheyagreeordisagree.
Thenfindoutthetrueanswerforeachsentencethrougha
showof hands.
NBa fewisveryclosein meaningto somesoyouwillneed
to estabtishexactlywhichnumberisthemaximumfora few
andwhichistheminimumforsomewithinthecontextof
yourclasssize.
t Lessonoutcome
Askstudents:Whatdid youlearntoday?Whatcanyoudo now?
andelicitanswers:I canusedeterminerstosoywhichandhow
manythingsl'm tolkingabout. Ask:Whichwordsandphrases
haveyouleorned?
tEssol{ SUMMARY .. *
Reading:two articlesabouturbanartists;matching
Vocabulary:compoundnouns
Speaking:discussion- is graffitiartor vandatism?
Topic:cutture
Todo thelessonin 30 minutes,keeptheleod-in
brief, askstudentsto readthe textat homebeforetheclassand
setthe VocabularyBuilderexercisesfor homework.
+ Lead-in 2minutes
. Tellstudentstheyaregoingto tryandguessthesubiect
of today'slesson.Dictatethefollowingwordsonebyone.
Studentshaveto guesswhatthesubjectis:colourfulurban
wall illegal writing art sproy Answer:graffiti
Exercise1 page99
r Focusonthephotoandthewordsinthebox.Check
understandingofpavement,ledgeandcrouch.Inpairs
studentsdescribewhattheycansee.Aska studentto
repeattheirdescriptionto theclass.
r Elicitpersonalresponsesto thepicture.
Exercise2 page99
. Witha weakerclasspre-teachstunt,cave,chalkand3D.
. Givestudentsa timetimitofthreeminutesto readthetext
andanswerthequestion.
r Beforegoingthroughthepictures,eticitthattheessential
differencearethatBanksy'spicturesaregraffitionwalls
whilePavementPicasso'sare3Dimagesonpavements.
KEY
Thepicturesonpage98arebyBanksy.Thoseonpage99are
bvPavementPicasso.
Exercise3 page99
r Remindstudentsto lookatthegaps,predictthemissing
information,lookfora sentencein exercise3 andthencheck
thelanguagelinks,e.g.pronounreferences.Forexample,in
1 theanswerisd.The[anguagelinksareit andit (referringtc
thepicture)andtheBritishMuseumandTheMuseum.
KEY 1d 3e
Exercise4 page99
. Studentsworkindividuallyorin pairs.Asyougothroughth€
answers.askstudentsto correctthefalsestatements.
KEY
1 Trueforboth
2 Trueforboth
3 FalseforBanksy,TrueforPavementPicasso
4 TrueforBanksy,FatseforPavementPicasso
5 FalseforBanksy,TrueforPavementPicasso
6 Trueforboth
7 TrueforBanksy,FalseforPavementPicasso
8 FalseforBanksy,TrueforPavementPicasso
9 Truefor both
Exercise5 page99
. Askstudentsto tookatthewordsin contextin orderto
guessthemeaning.Checkanswerstogether.
4c2a
&
w
KEY
1 ittegat
2 striking
3 primitive
4 amazing
5 gigantic
6 elaborate
Exercise6 page99
. Studentsfindandunderlinetheexamplesof participle
clausesintheBanksvtext.
KEY
Presentparticipleclauses showinga human,hunting
animals,includinga picture,chitdrendigginga hole,with
rubbishfloating,a shoppingtrolleystickingout
Pastparticipleclause paintingsbasedonfamous...
OPTIOl{At ACTIVITY
. Askfastfinishersto matchthefollowingverbnoun
coilocations.Theycanchecktheanswersinthesecond
andthirdparagraphsoftheBanksytext.
ColumnA: claim,hung,hangsomething,dig,do,paint
ColumnB:ona wal[,images,a ho[e,work,animals,
responsibility.
Key:ctaimresponsibility,huntanimals,hangsthona
watl,diga hole,dowork,paintimages
Urbanart
9
unitlo.rnspiration

111. Exercise7 page99
. Studentschooseandmakenotesabouta ohotoin oairs.
. Witha weakerclasselicitlanguagefortalkingabouta picture
ontothe board:/nthebackground/foreground,Ontheleft/
right, lt looks/it look like,lt looksasthough/osif/like.
. Studentsdescribetheirpictureto thectass.lftimeisshort,
dividethemintotwoor moregroupsandaskthemto
describetheirpictureto thegroup.Notedownanyfrequent
mistakesfortheclassto correctattheend.(Don'tinterrupt
to correctthemothenruiseyouwillbreaktheirflowof ideas.)
Exercise8 page99
. Youcouldbeginbybrainstormingthepositiveandnegative
aspectsof graffitiandwritingthemontheboard.
Positives:goodgraffiticanbea realartform,it canbrighten
upa greyanduglyarea,it canbethought-provoking.
Negatives:it canbeuglyandmessy,it canbea signof a
rundownareaandmakepeoplefeelintimidated,it is ittegat,
it isexpensiveto cleanup,tagging(sprayinga personal
signature)is notthought-provoking.
. Aska fewstudentsto givetheiropinions.Tryto encourage
discussionacrosstheclass.Thenhavea ctassvote.
ALTERIIATIVEWRITIlIG TASK
r BrainstormideasforanessaytittedzDoweneed
graffiti?
r Putthefollowingontheboard:
graffiti artists,groffiti mokers,citizens,localauthorities
art,fun, cost,vandalism
old versusyoung,freedomversusorder,richversus
paar,upperclossversuslowerclass
. Explainthatthesearefoilrpossiblesetsof aspectsto
considerwhilewritingtheessay.Discussideasrelated
to allfourplansbrieflywiththeclassor askstudentsto
choosea plantheylikeandbrainstormideasin pairs.
o Remindstudentsthateachaspectis presentedin a
separateparagraphandthatthecompositionmust
notexceed250wordsincludingintroductionand
conclusion.
KEY
I graffitiartist,streetart,penguinarea,cavepainting,
shoppingtrolley
2 electricguitar backingvocats classicalmusic
drumkit heavymetal Europeantour lovesong
leadsinger
tEssoll suMtARY .. w I
FunctionalEnglish:evaluatingan experience
Listening:dialogues;listeningforgistandspecificinformation
Grammar:so andsuch
Speaking:a dialogueevaluatinga show
Pronunciation:intonationin sentenceswithso andsuch
Topics:culture,freetime
Todo thelessonin 30 minutes,keepthelead-in
brief,settheGrammorBuilderexercisesfor homeworkandlimit
thenumberofperformancesin exercise70.
I Lead-in 4 minutes
r Eticitthenamesof somefamousballets.musicalsand
operas.lfyouhavetime,youcouldsetit asa competitionto
seewhichpaircancomeupthemostin 2 minutes.
o Ask:Whenwosthelasttimeyousawa danceperformance,
a play,a musicalor an opera?Tellyourpartneraboutit.
o lf studentsdon'thavemuchexoerienceofthese
performances,askthemto tatkaboutthe lastfilmtheysaw.
. Asktwoorthreestudentsto reoortbackontheiroartner's
exoenence.
Exercise1 page1oo 6) r.or
r Ask:Whatcanyouseein thephoto?Focusonthetaskand
thetistof aspects.Playtherecordingandeticitanswers.
KEY themusic,thedancing,themalelead
CUTTUREHOTE - SADLER'S WELLS
Sadler'sWellsis a theatrein Londonbestknownforits
ba[[et,contemporarydanceandoperaperformances.
Exercise2 page1oo
o Studentsworkindividually,thencheckwitha partner.
Practisethe pronunciationofowesome/c:sam/.
KEY fantastic,wonderful,awesome,great,brilliant
Exercise3 page1oo
a
a
Focusonthetaskandcheckunderstandingofthevocabulary.
Appalling,atrocious,awful,dreadfulandterrible areall
synonymsandcouldbeusedin almostanycontexts.
Patheticsuggestsweaknessanduselessness,e.g.hisexam
resultswerepatheticbutwe can'tsay,forexample,fhe
weatherwospathetic.
Youcouldpointoutthatawfulandawesomesoundsimilar
buthaveoppositemeanings.
Studentscandothetaskin pairs.Askoneortwopairsto
readouttheirdialogues.
KEY (Possibteanswer)
L Whatdidyoudoattheweekend?
T I wentto thebaltetwithmyaunt.Wegotona traindownto
Londonandthenwentto thetheatreatSadler'sWelts.
L Whatwasthebattettike?
frw
3 1 paintings 3 Performance5 kit
2 stage 4 hands 5 household
7 cases
8 subject
I Lessonoutcome
Askstudents:WhathaveyoulearnedtodayTWhotcanyoudo
now?andelicitanswers:-I canunderstandanorticleabout
twourbanortists.I havelearnedaboutcompoundnouns.Ask:
Whichusefulwordsandphraseshaveyoulearned?
Formoreprocticeof Compoundnouns,go to:
^
Unit10. Inspiration
111

112. T
L
T
Itwasappalling.I hatedeveryminuteof it.
Reatly?Whatwassobadaboutit?
Everything,realty.Themusicwasatrocious,andthedancers
wereawful.Theyweresopathetic!
Itsoundsdreadful.
AndI hatedthemalelead.Hewassucha terribledancer
- andsounattractive!Don'tgoandseeit.
No,lwon't.
L
T
oPTtol{ArACTTVTTY- SOUI{DS
o Writethefollowingwordsfromexercises1 to 3 onthe
board.Studentsdividethemintooairswiththesame
sound.Wherea wordhasmorethanonesyllablethey
shouldfocusontheunderlinessyltable.
amazing cppalling E[rociousgwful ballet dteqlful
fgmale lead male pgthetic pyible unattrqctive
r Checkanswersanddrittthepronunciation.
o KEY:appallingawful;atrociouspathetic;dreadful
terrible;balletunattractive;maleamazing;leadfemale
Exercise4 page1oo
. ReadthroughIheLearnthis!boxtogetherandaskstudents
to findexamplesin exercise1.
KEY
Whatwassogoodaboutit?
Theyweresoathletic!
Hewassucha brilliantdancer- andso handsome!
Exercise5 page1oo
Studentsdotheexerciseindividuallyorin pairs.
KEY
1so 2 suchan 3 such 4so 5 such 5so
KEY
11so 2so 3so 4 such 5 such 6so
Exercise6 page1oo f) r.ozt
r Beforeptayingtherecordingfocusstudentsonthesentences
in exercise5. Askwhattheynoticeaboutthepunctuation.
(Sentencesendwithanexclamationmark.)Eticitthatthis
meansthatthesentenceissaidwithfeelingandenthusiasm
andthisiscommunicatedthroughintonation.
. Listento thefirstsentenceandexplain/eticitthatweshow
enthusiasmbymakingourvoicegohigh.lfwedon't,it witl
soundlikewedon'tmeanwhatwearesaying.
. Playthesentences.Studentsrepeatchorallythenindividuatty.
Exercise7 page1oo C) r.os
. Playtherecordingonce.Studentsmatchtherecordingswith
thetypeof show.Suggestthattheylistenoutfortheexact
wordsin thebox.Pointoutthatthereis oneextratypeof
showthatwon'tmatchanyofthespeakers.
KEY
Speaker1 anopera
Speaker2 a film
Speaker3 a musical
Speaker4 a moderndanceperformance
Forfurtherpracticeofso and such,go to:
9
unitloornspiration
7
A
B
A
B
A
B
A
B
A
B
Tnnrscnrprl.os
Whatdidyoudo at theweekend?
I wentto seeCarmen.
Oh,right.ls she...a cousinof yours?
It'sanoperal
Oh,yes.Ofcourse.I knewthat.I wasloking.So,whatwasit like;
Itwasgood.At least,the musicwasgood.
Whatdidn'tyoutike?
I didn'tlikethestory.lt wasa bit boring- afterthefirstpart.
Wasit [ong?
Yes,it wenton forhours.ButasI said,the musicwasbeautiful
Andthefemateleadwasfantastic.Shewassucha greatsinger!
I sawthe newversionof RobinHood- Iheonereleasedlastyear
Realty?Whodidyougowith?
I wentwithmybrother.Wegotthe busintoLondonandsawit at
theWestEnd.
Andwhatwasit like?
Itwasabsolutelytenible.
Oh.Whatwassobadaboutit?
Everything.Wetl,thestoryisOK...thesameastheotherfilms,
really.
Yes,I lovethe storyof RobinHood.
Butthisnewversion...it wassoawful.Fora start,the musicwas
reallyannoying.Andthe costumes- theywereiustsilly.They
didn'tlookreal.
Oh,dear.
Andthe maleandfemaleleads- RobinHoodandMaidMarion
- werebothatrocious.Theyweresuchbadactors!
It soundstenible.
Itwas.
Whatdidyoudo on Saturdaynight?
I wentto thetheatrewithmyparentsandmygranddad.lt washis
bithday.
Whatplaydidyousee?
Itwasn'ta play,actuatly.lt wasa musical.
Really?Anygood?
Yes,I enjoyedit. lt wasgreatto lookat it.Thecostumeswere
fantastic,andthe scenerywasamazing.
WhatabouttheshowitselP
Well,I don'tknowmuchaboutmusicals.I supposeit wasOK.The
dancingwasreallygood.I enjoyedthat.
Didn'tyougoandseea balletlastweekend?
Yes.Wetl,it wasn'texactlva ballet.lt wasa moderndance
oerformance.
A Oh,right.Wasit anygood?
B Yes,I reatlylovedit.
A Whatwassogoodaboutit?
B Wett,the musicwasawesome.
A Whatstyle?
B A mixtureof evefihing- classica[,iazz,rock,hip-hop.Theyused
musicto setthe scene- therewasn'tanyscenery.
A Andwhatwasit about?Wastherea story?
B Notreatly.lt wasabout...relationships,I suppose.
A lt doesn'tsoundthatgoodto me.
B Butyouhadto seeit, realty.lmean,thedancingwasso
incredibte!Thefemaleleadwassuperb- andso beautiful!
Exercise8 page page1oo f) r.os
Readthroughtheinstructionscarefully.Warnstudentsthat
theywon'theartheanswersintheorderinthetable.Play
therecording.Pauseaftereachspeakerforstudentsto
compareanswerswitha partner.Checkasa class.
Ina weakerclassstudentsmayneedto listenagain.
2
A
B
A
B
A
B
A
B
A
B
A
B
A
3
A
B
A
B
A
B
A
B
4
A
B

113. KEY
Speaker1: music/, storyI, femalelead/
Speaker2: costumesrY,music,Y,story/, maleteadI,
femaleleadX
Speaker3: costumes/, scenery/, dancing/
Speaker4: music/, dancing/, femalelead/
Exercise9 pageroo
. Givestudentsaboutfiveminutesto prepareandrehearse
theirdialogues.Remindthemto usethetanguagefromthe
previousexercisesandwhentheyarerehearsingencourage
themto concentrateontheirintonation.
. Fastfinisherscanpreparea (shorter)seconddialogue.
Exercise10 page1oo
. Chooseseveralpairsto actouttheirconversations.lfyou
havea largectassorareshortof time,dividetheclassinto2
groups.Studentsactouttheirdialoguein frontofthegroup.
t Lessonoutcome
Askstudents:Whotdid youlearntoday?Whatcanyoudo
tow?andelicitanswers:ldescribea positiveandnegative
experience.l conmakesentenceswithsoand such.Ask:Which
Lrsefulwordsondphrasescanyouremember?
essay
TESSOlI SUMMARY .. &
Writing:a discursiveessay
Reading:the roleof artin ourlives
Grammar:nominalsubjectclauses
Topic:art andculture
Todo thelessonin 30 minutes,settheGrammar
Builderexercisesondthe writinotaskas homework.
f Lead-in 3minutes
. WritethewordARTon the board.Ask:Whatroledoyou
thinkartploysin ourlives?Askstudentsto giveexamplesof
artin everydaylives.Eticitthatarchitecture,statuesin the
street,advertisingimages,typographyon shops,etc.areall
appliedformsof art.
. Leada briefdiscussionabouthowstudentsfeelaboutartin
theirlives.
Exercise1 page101
. Explainthattheyaregoingto readanessaywhichdiscusses
thetopicyouhavebeentalkingabout.
. Focusontheparagraphplanbetowtheessay,andask
studentsto readthenotessilently.Pointoutthatthereare
fivepoints,whiletheessayontycontainsfourparagraphs.
. Studentsreadtheessayto findoutwhichparagraphfrom
theplanthewriterhasmissedout.
. Askstudentsto comparetheiranswerin pairs,thencheck
theanswersin class.
KEY 4 (Thetextdoesnotdiscussfashion.)
Exercise2 page101
. Readthewritingtip together.
. Focusstudents'attentionontheparagraphptanin exercise
l again.
Workingin pairs,studentsfindexamplesforeach
abbreviationorsymbol.
Checktheanswersin class.
KEY t= 2 etc. 3 ads 4 e.g. 5sb
Exercise3 page101
o ReadtheLeornfhislboxtogether.
. Studentsscanthetextquicklyto findanexamplefora
nominalsubiectclauseintheessay.
. Checkanswers.
KEY
Whattheyneedarebeautifulbuitdingsandcolourful
advertisements.(Paragraph4)
Exercise4 pageror
r Studentsworkindividuallyorin pairs.Dothefirstsentence
ontheboardasa model.
o Checkanswers.
KEY
1 WhatI preferareunusuaIclothes.
2 WhatI tikeis modernarchitecture.
3 WhatI reallyhatearegreytowerblocks.
4 Whatwe needisa newattitudeto urbanarchitecture.
5 Whatit showsishowimportantartcanbe.
6 Whatthey'relookingforis a moreattractivehouse.
KEY
1 1 WhatI needrightnowisto goon holiday.
2 WhatI'mlookingfonvardto is finishingmyexams.
3 WhatI'dtiketo dotomorrowis havea lie-in.
4 WhatI'mthinkingaboutisplanninga triptogether.
5 Whatwe'regoingto do is haveanend-of-termpafi.
6 WhatI wantto dotonightiswatchW insteadof revising.
2 Ooenanswers
Exercise5 page101
. Readtheessayquestiontogether.Pointoutthatdiscursive
essaysaredifferentfromforandagainstessays(coveredin
Unit5)in thattheydo notrequirethewriterto presentboth
sidesof anargument.Instead,a discursiveessaylooksat
differentaspectsof thesamesubjectmatter,anduseseach
paragraphto discussthesein detail.Thetwotypesof essay
aresimilarin thattheybothuseanintroductoryparagraph
whichpresentsthetopic,anda summaryparagraphin
whichthewritersumsuptheirpersonalopinion.
o Checkcomprehensionof or,if necessary,pre-teachthe
vocabularyinthe box.
. Studentsworkin pairsorsmallgroupsto brainstormideas
aboutthetopic.Encouragethemto useabbreviationsand
symbolsto preparea paragraphplan,basedonthe modelin
exercise1.
7+5a
A discursive
Forfurtherpracticeof Nominalsubjectclouses,go to:
Unit10oInspiration

114. Exercise6 page6o
o Studentswritetheiressaysindividualty.lfyoudecideto
dothewritingtaskin class,walkaroundandmonitorthe
activity,hetpingif needed.
. Afterthestudentshavefinishedwriting,askthemto check
thattheyhavecoveredeverythingtheyplannedto cover,
andto checkformistakes.Alternatively,askstudentsto
workwitha partnerandcheckeachother'swork.
ATTERI{ATIVEWRITI 1{GTASK
Youmaytiketo usethisoptioninsteadof ortogetherwith
thetaskin exercise5.
. Studentslookatthetopicfromtheoppositepointof
view:/n whatwaysdofilms havea negativeeffecton
ourlives?
o Theybrainstormideasin pairs.tf necessary,startthe
brainstormingwiththewholeclasstogether,thenask
themto continuethisin pairs.
. Witha weakerclass,putsomeideasontheboardto
helpthem,e.g.
Hollywood'sdominance) Americanlifestyleand
attitudemodels
violencein films) encourogingviolentbehaviour
odaptationsof literoture:imaginationvsready-made
tmages
r Askstudentsto checktheircompletedessaysbefore
readingthemoutin class.
o lf appropriate,conducta classdiscussionlookingat
bothsidesoftheissue.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?Elicit:I canwritean essoy,discussinga theoreticalissue.
I hoveleornedhowto useabbreviationsorsymbolsin notes.I
hoveproctisednominalsubjectclauses.
NotesforPhotocopiableactivity10.2
Youbet!
Grammargame
Language:participleclauses,determiners,so andsuch,
nominalsubiectctauses
Materiats:onecopyoftheworksheetperpairofstudents
(Teacher'sBookpage142)
. Dividestudentsintopairsandhandouta copyofthe
worksheetto eachoair.Askthemto decidewhethereach
sentenceis correctandputa tickin lhe Correctot lncorrect
boxaccordingly.
. Explainto studentsthattheyarenowgoingto putbetson
theirsentencesdependingonhowsuretheyarethattheir
answersarecorrect.Tellthemthattheymustbetbetween
f 10andf 100oneachanswerbeingcorrect.Seta timelimit
forthemto placetheirbets,forexampte,5 minutes.They
writetheirbetsintheBetcolumn.
' Gothroughtheanswersto thequestions.lfstudentshave
thecorrectanswerto a questiontheywintheamount
thatthevbetonthatanswerandwritetheamountinthe
Winningscolumn.Forexample,iftheybetf20 andthey
werecorrect,theywrite+20.lftheydon'thavethecorrect
answer,they[osethemoneytheybetandmarkit inthe
Winningscolumnwitha minussigni.e. -20.
. lf necessary,to avoidcheating,askstudentsto markanother
pair'sworksheet.
o Attheendaskthemto adduotheirtotalandfindoutwho
wonthemostmonev.
Michaelis havinghishairdyedbtack.
Natashahashadhernosereduced.
We'regoingto haveourlivingroomdecorated.
Atishahadhereyebrowpiercedyesterday.
They'rehavingtheirnewW deliveredtomorrow.
3 sung 5 ptaying
4 made
KEY
7X
2X
3/
4X
5X
6,/
7,/
8/Y
9X
70{ 73X
t7x 74,/
12,/ 15/
t7
2
27
2
37
2
3
4
5
47
2
51
2
3
4
5
6
67
2
7t
ouy
waste
portrait
sketch
written
weanng
9-10
3 save
4 borrow
3 audience
4 recital
5 afford
6 pay
5 melody
6 iuggting
Lotsof snowfellon mosttownsin myarea.
A fewof myfriendshadto walkto school.
Mostof thestudentsarrived[ate.
Noneofourteacherscoulddrivetheircars.
Manystudentsstayedat home.
Everyoneof usexpectedto besentstraighthome.
suppose 3mean 5stilt
point 4 strongly
c 2d 3e 4a 5b
9-10
1 Tocontributeto anexhibitionatArtCollege.
2 7F 21 3T 4F 5T
TRAilSCRIPT 3.06
Narrator lt'sSaturday.MarekandSuzannearedecidingwhatto do
Marek Ithinkweshouldgoto Sarah'sexhibition,'Changing
Britain'.lt'sthefirstdaytoday!She'sbeentalkingaboutit
forweeks.
Suzanne Can'twe gotomorrow,or Monday?
Marek Wecouldgotomorrow,butnotMonday.Theexhibitionis
onlyontodayandtomorrow.
Suzanne ButI'drathergoshoppingtoday.Iwantto buya newoutfit
forthe partynextweekend.
Marek Reatty?I'mnotsurethat'sa goodidea.
Suzanne Whynot?
Marek Becauseyou'realwayssayingyouhaven'tgotanymoneyl
Andwe needto paythe rentnextweek!
Suzanne I supposeyoucouldberight.Howmuchdoesit costto get
intotheexhibition?
Marek Nothing.lt'sfree!
Suzanne I'mnotrealtyintopaintings.
Marek lt isn'tiustpaintings.Therearephotostoo.Infact,Sarah's
takensomephotosof mefortheexhibition!
Suzanne Reatly?
Marek I haven'tevenseensomeofthem.Comeon,[et'sgo.
SuzanneOK,you'veconvincedme!Whereistheexhibition?
Marek lt's at theArtCotlege.
SuzanneWhere'sthat?
Marek OnBuckinghamStreet,oppositethetownhall.
SuzanneOh,OK.Doyouknowwhattheopeningtimesare?
Marek Yes,I do.Sarahtold meit woutdbeopenfrom10 o'clock
in the morninguntil5 o'clockat night.
SuzanneFine.Let'shavebreakfastandthengeta bus.
Review9-10

115. Marek OK.
Sarah Hi.Marek!lt'sSarah.
Marek Oh,hi.
Sarah Thanksforcomingtotheexhibition.Sorry| couldn'ttalk
much- itwassobusy!
Marek I know.Therewereloadsofpeoplethere!Youmustbevery
pleased.
Sarah Yes,Iam.Andwhatdidyouthinkofit?
Marek I lovedyourphotos.Iwasn'tsokeenonsomeofthe
paintings,though.
Sarah 0h,really?
Marek ButI'mnotreallyintomodernart.I don'treally
understandit.
Sarah Andwhatdidyouthinkofthevideoinstallation?
Marek Videoinstattation?| didn'tseethat.Wherewasit?
Sarah ltwasintheentrancehall.Didn'tyounoticethescreens
andthecameras?
Marek Oh!|iustthoughttheywereCCTVcameras...youknow,
forsecurity.Ididn'trealisethattheywerepartofthe
exhibition!
Sarah Anyway,thegoodnewsisthatI'vesoldsomeofmyphotos.
Marek Reatly?
Sarah Yes!Toa collectorwhoownsagalleryinLondon.Hereally
likedthephotosofyou...andheofferedmef100 a photo!
Intheend,heboughtfiveofthem!
Marek That'sgreat!
3 Openanswers
47a 2b 3c 4b 5c
5 Ooenanswers
6 Openanswers
@![l for furtherexamtasksandpractice,goto Workbook
page92. Proceduralnotes,transcriptsandkeysforthe
Workbookcanbefoundonthe SolufionsTeacher'sWebsiteat
www.oup.com/elt/teacher/solutions.

116. BzExamsI
TOPTC. w
English-speakingcountries,artandculture
reBrugr?4fr{t r.€.}.qb
r Lead-in4-5minutes
o Putstudentsin smallgroupsandaskthemto notedown
asmanycitiesandthemonumentsor buildingstheseare
famousforastheycanthinkof,forexample:Moscow:the
Kremlin,NewYork:Statueof Liberty,Paris:EiffelTower,
Prague:ClockTower,Athens:theAcropolis.
. Shareideasasa class.
Exercise1 page104 2-3minutes
. Explainthatin a readingcomprehensiontask,it isalways
importantto geta generalideaofwhatthetextisabout
beforestartingto completetheexamtask.
. Studentsskimthetextquicklyto answerthequestions.
. Checkanswers.
KEY SydneyOperaHousein Sydney,Australia.
ExefCiSe2 page104 75-20minutes
W
. Readtheinstructionstogetherwiththeclass.
r Remindstudentsthatin thistypeof tasktheyshould
firstreadthewholetextcarefully,andtryandidentifythe
mainideaof eachparagraph.Thentheyshouldreadthe
sentencesbeforeandaftereachgapto seewhatinformation
is missing.Thekeyto completingthetaskisto findthe
linkingwordsandrelativepronounsthattogicattyconnect
thetextto themissingsentence.
Theyshouldalsoreadthroughthesentenceoptionsto make
suretheyunderstandthem.
Explainthatexamsat B2level,thetasktypesare
usuallysimilarto theB1level,buttheytendto bemore
challenging:theyincludemoreadvancedvocabulary
andrequireunderstandingconnectionsbetweenmore
complexsentences.Studentsshouldnotbediscouraged
bythechallenge,or getstuckon unfamiliarvocabularyor
structures.Theyshoutdapplythetechniquespractised
throughoutthecourseto comptetethetask.
In a strongerclass,studentscompletethetaskindividuatly.
In a weakerclass,aska strongerstudentto do thefirstitem
asa model,askingthemto explainhowtheyhaveworked
outwhichsentencefitthegap.
Checktheanswersin class.
KEY 1G 2B 3F 4E 5C 6A
Exercise3 page104 4-5 minutes
r Focusstudents'attentiononthepictures.
r Discusstheirideasin ooenclass.
KEY
Theimagesshowa classicalsculpture,graffiti,an lmpressionist
painting,and(classical)batlet.
EXefCiSe4 paget04 72-75minutes
. Readthequestionsasa class.
Exptainthatin thistypeof taskat B2levelthefocusis
notonlyonfindingsimilaritiesor differencesbetweenthe
situationsshownin thephotos,butalsoon discussing
broaderaspectsofthetopic,basedontheprompts
or questions.Theseoftenrequirelogicalreasoning,
speculationorthestudents'ownopinionor experience.At
B2level,studentsareexpectedto speakcontinuouslyon
thesubject,connectingtheirideasorthesuggestedpoints
ofviewtogicallyintoa coherentpresentation.
Referstudentsto theFunctionsBankin theWorkbookfor
phrasestheycanuseto connecttheirspeech.
Allowa minuteortwoforstudentsto cotlecttheirthouehis
beforetheystartto speak.
Studentsin oairstakeit in turnsto dothetask.
Askstudentsto timetheirperformance- eachstudent
shouldtryto speakforabout5 minutesonthesubject.
Encouragestudentsto listento theirpartners,noteany
difficulties,goodor badpoints,thengivefeedbackto eacl'
other.
. Discussthestudents'experienceof thetaskin openclass
t Lessonoutcome
Askstudents:Whathaveyouleorned/prsctisedtodoy?Elicit:
I havepractisedreadingcomprehension,througha missing
sentencestask.I hovereadthestoryof theconstructionof the
SydneyOperaHouse.l havediscussedart on thebasisofvisuri
materials.I hovepractisedgivinga connectedpresentationfot
a long turn examtask.
a
a
ExEmsBz 2
TOPIC o e
Artandculture,stateandsociety,crimeandpunishment,school
t Lead-in2-3minutes
r Askstudentsto giveexamplesof jobsin art(e.g.painter,
sculptor,model,artdealer,galleryowner,designer).Writr'
thewordsontheboardasyoucollectthem.
. Askstudentsto saywhateachpersondoesbygiving
examptesoftheirtypicalactivities.
Exefcise1 page105 2-3minutes
Explainthatin a listeningcomprehensiontask,it is alway'
importantto readthetaskcarefutlyto findoutwhatthe
recordingis aboutbeforestartingto completethe exam
task.
Studentslookattheinstructionsin exercise2 to answerI
ouestions.
Checkanswers.
KEY c
Exercise2 page105 f) r.oz t2-ts minutes
r Readtheinstructionstogetherwiththeclass.
. Elicittechniquesforcompletinga multiple-choicelisteniri
task.Allowupto 5 minutesforthisdiscussion.Ask:Whai
shouldyou do beforethe recordingstarts?Elicit:Study
the taskquestions.Ask:Whyis it important to study the
questionsbeforelistening?Elicit:lt helpsfocusingon the
keyinformationyouneedto choosethe correctanswer.
r-
116
)
Getreadyfor 82exams1 & 2

117. a
a
a
Ask:Whatshouldyou do thefirst timeyou listen?Elicit:
Listenandmakenotesaboutthemoinideos,or underline
the keywordsin the answers.Markanyonswersyou aresure
about,andeliminateoptionsthataredefinitelywrong.Ask:
Whatshouldyoudo on thesecondlistening?Elicit:Check
theitemsyouhavealreadyanswered,andlistenfor any
missinginformationto completetherestof thefask Ask:
Whatshouldyoudo at theend?Elicit:Checkquicklythot
youhaveansweredeveryquestion.Youshouldneverleavea
questionunansweredin a multiple-choicetask.
Altowupto a minuteforstudentsto studythetaskand
prepare.
Studentsworkindividually.
Playtherecordingtwicewitha 30-secondpausein between.
Checkanswers.
KEY 1A 2B 3D 4C 6A
Transcriptr.oz
LydiaCorbettis72,livesin Devon,andisanartistexhibitingher
watercoloursandsculpturesin Exeter.SylvetteDavidwas17,tived
inthesouthofFranceandwasa modeIanda museforaSpanish
artist.Onlythesetwoarethesameperson.
Inspring1954SylvetteDavidwaslivingin Provencewithher
English-bornmother,whowasalsoanartist,andherboyfriend,
tobyletlinek,whomadeavant-gardemetalchairs.PabloPicasso,
the20thcentury'smostfamousandinfluentialartist,hadsetup
a studionearbyandaskedJettinekto delivera coupteofchairs.
Sylvettewentalongtothepaintelsstudiowithherboyfriend,
Picassoonlysawtheshy1Z-year-oldfora fewfleetingmoments.
Butthatwasenoughforhimto becomeentrancedbyherbeauty.
Theimageofthewitlowybtondgirtwithherhairpitedhighina
ponytailwasto bewitchhimforthenextyear.
Sylvettehadtittleideaofthedramaticeffectthismeetinghadon
thepainter.Sheontyfoundoutsometimelater,whenshewas
sittingwithherfamilyinthegardenoftheirhome.Suddenty,she
sawa portraitof herselfemergefromoverthegardenwall.Picasso
hadcompletedthepaintingfrommemoryandhetdit upforherto
view,callingtheworkStunninglyBeautiful:TheGirlwitha Ponytail.
lnthefollowingthreemonths,Picassoproducedmorethan40
piecesbasedonher[ikeness,andphotographsofthepainterwith
hislatestmodeIlitteredthepagesofParisianmagazines.
Picassowasfamedforbeinga prodigiouswomaniser,andknown
asthe'bohemianCasanova'.Butunlikemanyofhisformermuses,
SylvetteDavid'srelationshipwiththeartistneverwentbeyonda
ptatonicbond.
TheirfriendshipwasjustascreativelybeneficialforSylvette,who
begandrawingintheartist'sstudiooverlookedbyhim.Herinterest
inartwassparkedwhileshesatforPicasso,oftenposingin a
rockingchair.However,sheonlybeganto paintin hermid-forties.
BythistimeshewaslivinginEngtandandhadmarried,changing
hernameto LydiaCorbettwhichsheusedto signherwork.For
a chanceto seeherwork,visittheOpenSpacegalteryin Exeter
whereherpaintingsarecurrentlyondisplayuntil23rdMarch...
Exercise3 page105 2-3minutes
o Askstudentsto readthe Useof Engtishtaskin exercise4
quickty,ignoringthegaps,to answerthequestion.
. Explainthatunderstandingthecontext,whatthetextis
about,willhelpthemfindtherightwordsto fitlthegaps.
KEY a
ExerCiSe4 page105 to-72minutes
W
. Studentsdothetaskindividuatly.Remindthemto check
theiranswerswhentheyhavefinished.
. Studentschecktheiranswersin pairsfirst,thencheckthe
answerswiththeclass.
3up
4 worth
Exercise5 page ros 5-6minutes
o Remindstudentsofthediscussionoftheimoortanceof art
in Unit10 andin Getreadyfor82 exams7 on page104.
. Studentsworkin pairs,anddiscussthebenefltsofvisual
artsfrombothpointsof view,illustratingtheirviewswith
examples.
r Walkaroundandmonitortheactivity.
ExerCiSe6 page105 20-25minutes
. Exptainthatat the B2level,studentsareexpectedto write
anessay,eitherforandagainsta statement(whichthey
practisedin Unit5)ora discursiveessayexploringa subject
(inUnit10).Theyshouldfoltowtheguidelineslearnedin
Solutions,goingthroughthestagesofthe writingprocess:
planning,drafting,writingandcheckingcarefulty.
o Remindstudentsthattheyshoutduselinkingwordsand
conjunctionsto organisetheirthoughtsintoa coherent
whole,anda goodvarietyofvocabularyandstructuresto
showhowwelltheycanusetheirwritingskills.Encourage
themto useexamplesto supporttheirideas.
. Studentsreadthestatementanddecideif theyareforor
againsttheidea.
o Studentswritetheiressaysindividuatly.
r Askstudentsto checktheirworkcarefullywhentheyhave
finished,oryoumaypreferto putthemin pairsto checkand
discusseachother'swork.
i Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtodoy?Elicit:.
I havepractisedlisteningcomprehensionto completea
multiple-choicetask.I havepractisedon openclozetask.I have
practisedwritingan essoyarguingfor or againsta stotemenL
TOPIC O *
English-speakingcountries,artandculture
t Lead-in 2-3minutes
r Ask:ls therea famousart festivalin your town/region/
country?Whatis it?Whendoesit takeploce?Whatkindof art
doesit celebrate?
. Elicitwhatstudentsknowaboutthefestivat.
ExerCiSe1 page105 2-3minutes
r Askstudentsto thinkof otherexamplesof artfestivals.You
mayliketo organisetheideasintoa tableontheboard,
underthefollowingheadings:
FESTIVAL WHERE WHEN WHATKINDOFART.
Encouragestudentsto thinkof differenttypesof art:films,
theatre,classicalmusic,popularmusic,visualarts,dance,
literature.
Ask:Whichof thesefestivalswouldyou liketo attend?Why?
Conducta briefdiscussion.
KEY
1 take
2 way
5 Although 7 in 9 of
5 as 8 been 10 In
5C
Getreadyfor82exams2&3 (r}

118. EXerCiSe 2 page106 75-20 minutes
. Remindstudentsof thebeststrategiesto completea
multipte-choicetaskbyelicitingthevariousstages:
skimmingthetextfirstto geta generaIunderstanding,
readingtheoptionsandidentifyingthekeyinformation,
thenreadingthetextto findwhichparagraphscontainthe
retevantinformation,finatlycheckingtheinformationinthe
optionsagainstinformationinthetext.
r Pointoutthatit isusuallya goodideato eliminateoptions
thatarecertainlywrongto reducethenumberof alternatives
to choosefrom.
. Studentsdothetaskindividuatly.
. Ina strongerclass,checktheanswersbyaskingstudentsto
readtheiranswertogetherwiththeinformationfromthetext
thatsupportsit,andbrieflyto saywhytheotheroptionsare
incorrect.
. Ina weakerclass,checktheanswers,thenasktheclass
to findthesupportinginformation,andto discusswhythe
otheroptionsareincorrecttogether.
KEY 1B 2A 3A 4D 5A
Exercise3 pagero6 5-6minutes
. Readthestatementin theexamtaskin exercise4 together.
o Putstudentsin pairsto lookat thetistoftopics,then
discusshoweachareaisinfluencedbyAmericanculturein
theirowncountries.Askthemto giveoneortwoexamples
to illustrateeachpoint.
r Encouragethemto thinkaboutat leastonepositiveandone
negativeaspectofAmerica'sinfluencein eachtopic.
ExefCiSe 4 page105 1o minutes
wiwwwo Exptainthatatthe B2level,studentsareexpectedto be
ableto discussanissue,lookingatvariouspointsofview,
itlustratingthepointstheymakewithexamplesquotedfrom
theirexperienceorfromgeneralknowledge.Theyarealso
expectedto respondappropriatelyto anycounter-arguments
theirpartnermakes.
o Referstudentsto theFunctionsBankin theWorkbook
forusefuIphrasesforpresentinganargument,agreeing/
disagreeing,etc.
Explainthatinthistaskthereisnocorrectanswertheyare
expectedto give.Intheexam,it istheexaminer'sjobto
disagreewithanypointtheymake- to encouragedebate.
Theyshoutdnottakethispersonally.Theyshouldalsobe
preparedto takeeithersidein theargument,irrespective
oftheirtrueopinion.(Youmayliketo pointoutthatin
theexamtheycoulddo betterif theysimptyarguedfor
whicheversidetheyhavemoreargumentsor examples
for.)Encouragethemto thinkofthedebatetaskasa
performance,wheretheyshouldshowoffhowwelltheycan
usetheirspeakingskittsin English.
Putthestudentsin pairs,asA andB.EachA studentshould
arguefor,eachB studentagainstthestatement.Allowa
minuteforthemto prepareargumentsor examplestheycan
usefortheirside.
Studentsdiscussthestatementin pairs.Walkaroundand
monitortheactivity,focusingespeciallyonthefunctional
ohrases.
OPTIOIIAI SPEAKIIIG TASK
Youmayliketo askstudentsto switchsidesandpartners
to repeattheactivityfromtheopposingpointofview.This
witlhetpstudentspractiseformingcounter-arguments
againsttheirownviews,whichmeanstheywillbeableto
anticioatethesebetterin theexam.
i Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtoday?
Elicit:I havereadaboutthe Eisteddfod.I havepractised
completinga multiple-choicereadingtask.I havelearnedhow
to useargumentsondexomplesto supportmypointof viewin a
debate.I hovepractisedarguingfor andagoinsta statement.
"*wwrw &e"
BaBnms 4
TOPIC . *
English-speakingcountries,languages,school
t Lead-in 4-5minutes
r Askstudentsto answerquestionsaboutEnglish-speaking
countries:Ask:
1 Whotis the capitalof
a theUnitedKingdom(London)
b theUnitedSfofes(WashingtonDC)
c Canada(Ottawa)
d Australia(Canberra)
e lrelond(Dubtin)?
2 Whataretheirbiggestcifiesl(London,NewYork,Toronto,
Sydney,Dubtin)
3 WhatcountriesdoestheUnitedKingdomconsistofr
(England,Scotland,Wales,Northernlreland)
4 Whatarethe capitalsof the countriesin the United
Kingdom?(London,Edinburgh,Cardiff,Belfast)
5 ln howmanycountriesis Englishon officiallanguage?
a nearly20 b morethan50 c almost100(b,it is an
offica[languagein 54sovereignstates).
. Youmaytiketo dothisactivityasa competition.Thestudent
whohasthemostcorrectanswersisthewinner.
Exercise1 page107 2-3minutes
. Remindstudentsthattheyshouldalwaystryto findoutwhat
therecordingwillbeaboutbeforetheystartcompletinga
listeningtask.
. Studentsanswerthequestionsindividuatlv.
. Checkanswers.
KEY
1 London,WashingtonDC,Dubtin,Canberra
2 Theyarecapitalcities(ofEnglish-speakingcountries).
Exercise2 pagetlT O r.oa 10-15minutes
@
o Explainthatin thistypeoftask,asin mostlisteningtasks
in general,preparationisvitalforsuccess.lf students
familiarisethemselveswiththeorderandcontentofthe
questions,theywiltfindit easierto pickouttherelevant
informationfromtherecordingquickly,answerthequestion
andcontinuelisteningatthesametime.lftheydo not
studythequestionsbeforelistening,theywilllosea lotof
valuabletimestudyingthequestionsastheylistenand
cannotfocusontherecording.
6C
,'A- 118 | Getreadyfor82exams3 & 4
/
./

119. a
a
o
Pointoutthatalthoughit maybepossibleto predictthe
answerto somequestions,examtasksofteninclude
deliberatetymisleadingitems.Inthiscase,studentsmust
makesurethattheinformationintherecordingconfirms
theirprediction,andtheymustbepreparedto changetheir
answerif it doesnot.
Remindstudentsto identifyandunderlinethekeywordsin
eachquestion,andatsothattheinformationtheyhearwilt
probablyusedifferentwordsto expressthesameideas,so
theyshouldtryandthinkof somesynonyms,paraphrases
astheyprepareto listen.Tel[themalsoto ignoreirrelevant
vocabularyif it'sunfamitiarto them.Recordingsat 82 level
oftencontainhigherlevelvocabulary,butunderstanding
thesewordsis notnecessarilyimportantforcompletingthe
task.
Studentsdothetaskindividuatly,
Playtherecordingtwice,witha 30-secondpausein between.
Checkanswersasa class.
KEY
1D 2C 3W 5C 6D 8W
Transcriptr.oa
r Londiniumwasa Romancityestablishedinthe2ndcenturv
AD.ThisearlysettlementbecameknownastheCityofLondon
andlatermergedwiththeCityofWestminster.Theformer,known
simplyastheCig,isthepresent-daybusinessandfinancialheart
oftheUK,whereasWestminsteristhelocationforthemajority
oftheroyalandgovernmentalbuitdings.Thetwodatesthatare
possibtybestknowninEngtishhistoryare1066and1.566.|n
1066,WilliamtheConqueror,a Normanleaderwhoinvadedthe
country,wasthefirstkingto becrownedinWestminsterAbbey
settingtheprecedentforallsubsequentmonarchsofEngland.In
1666a smallbakeryfirecausedtheGreatFireofLondon,which
destroyedmostofthecity,ButLondonrecoveredandblossomed
intothelargestcityinEurope.lt isfamousforitsmonuments,the
50theatresoftheWestEnd,andforitsmuseumsandartgalleries.
z Dublinwasofficialtyestablishedin 988butsomearguethat
thereisevidenceto suggestitsexistencedatesbackto thesecond
century.Overthesubsequenttwocenturies,theDanes,thelrish,
andtheAnglo-Normansfoughtforcontrolof Dubtin.ln "1922,after
it hadwitnessedsomeoftheworstfightingin lreland'swarfor
independence,Dublinbecamethepotitical,economic,andcultural
centreofthenewlreland.lt hasalsobeenatthecentreoflreland's
recenteconomicresurgencewhichhasbeendrivenin partbythe
exportofcomoutersoftwareandhardware.
Amongitsattractionsisthe800-year-oldcastleandtwocathedrals.
Totopit off,world-famousbreweriescanalsobefoundhere.The
touroftheGuinnessBreweryisdefinitelya mustandthenyoucan
unwindin PhoenixPark,theworld'ssecondlargestenclosedpark.
3 TheDistrictofColumbia,knownalsoasthecityofWashington,
hasbeenthecapitaloftheUSAsince1800whenit assumed
therotefromPhiladelphia.Thesitewaschosenpersonallyby
PresidentGeorgeWashington,whoatsogaveit hisname.lts
economyisbasedonthefederaIgovernmentandtourism.They
areclosetyconnected,asthemaintouristattractionsarethe
sightsoftheNationaIMalt.TheMallisabouta milelong,witha
broadcarpetofgrassrunningdownthemiddleofit borderedby
famousinstitutionsliketheWhiteHouseaswelIasninefascinating
interactivemuseums.OneofthemistheNationalAirandSpace
Museum,whichhousestheApolloll spacecapsule.Washington
DC,althoughit ispushingforstatehood,hassofarbeendeniedits
requestandis notto beconfusedwiththestateofWashington.
4 CanberraisthecapitalcityofAustraliaanditslargestinland
city.Thesitewasselectedforthelocationofthenation'scapitalin
1908asa compromise,followinga longdisputeoverwhichofthe
iwolargestcities,Sydneyor Melbourne,shouldhavethehonour.lt
isunusuaIamongAustraliancitiesbeinganentirelyplannedcity,
that is,builtspecificaltyforthe purposeof becomingthe homeof
the government.Thefinaldesignwasheavityinfluencedby the
gardencitymovementand incorporatessignificantareasof natural
vegetationthat haveearnedCanberrathe title'bushcapitat'.The
cityalsoboastsmanymuseumsandculturaIattractions,inctuding
the CaptainCookMemorialJet.Andfinally,the region'scooI
climatehasfosteredthe growthof winerieswhoseproductsare
now receivingworldwiderecognition.
ExerCise3 page107 8-10minutes
W
. Studentsdothetaskindividuatty.Remindthemto check
theiranswerswhentheyhavefinished.
. Studentschecktheiranswersin pairsfirst,thencheckthe
answerswiththectass.
KEY
1 even
2 was
3 with/and
4 After
5 and
5 did
9of
10 had
7as
8at
7L4L
EXerCiSe4 page707 8-10minutes
r Askstudentsto readthemodelessayandcompleteit with
themissingphrases.
. Pointoutthatthephrasesin theboxareusedto connect
ideas.Askstudentsto saywhatfunctioneachphrase
serves.Askthemto adda fewmoreexamolesforeach
function.Encouragestudentsto usea varietyof linking
phrasesin theirwriting.
. Checktheanswers.
KEY
1 Asa result
2 lt iscommonlybelieved
3 Therefore 5 Whatis more
4 However 6 Atlin atl
Exercise5 page107 20-25minutes
WW&
o Askstudentsto readthe statementanddecideif theyagree
ordisagree,Pointoutthatthemodelessayin exercise4
focusedon a verydifferentaspectof [anguagelearning,but
thatit mayprovidesomeusefuIideas.
. Referstudentsbackto Unit5 andL0wherethey
practisedwritingessays,to remindthemoftheessential
characteristicsof thistypeof text.
. Askstudentsto gothroughthestagesof thewritingprocess
carefully:ptanning,drafting,writingandchecking.Remind
themto useexamplesto illustratethe pointstheymake.
. Askstudentsto checktheirwritingwhentheyhavefinished,
oraskthemto workwitha partnerto checkeachother's
writing.
i Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtodoy?Elicit:
I havelearnedaboutfourcapitalcitiesof English-speoking
countries.I havepractiseda multiplematchinglistening
task.I havepractisedcompletingon openclozetosk.I have
Iearnedhowto uselinkingphrasesto connectmywritingintoa
coherentwhole.I hovepractisedwritingon essayarguingfor or
against0 statement.
/A
Getreadyfor82exams4 ( 119 J

120. ', .:fj t
Ashortintroduction
todyslexia
Whatisdyslexia?l
a
a
o
o
DyslexiaisoneofseveraIdistinctlearningdisabitities.
It'sa specific[anguage-baseddisorder.
It'sof biotogicaIorigin(usuatlygenetic).
Characteristicsymptomsaredifficultiesin singleword
decoding (reading)usuailyreflecting insufficient
phonologicalskilts.Dyslexiaismanifestedbyvarying
difficuttywithdifferentformsof [anguage.Theseoften
include,inadditionto problemswithreading,a
conspicuousproblemwithacquiringproficiencyinwriting
andspelling.
Thesedifficultiesareoftenunexpectedin relationto age
andotherintetlectualandacademicabitities(insome
schoolsubjects).
Thesedifficuttiesarenottheresultofa generatised
developmentatdisabitity(thesestudentshavea normallQ)
orsensoryimpairment(theydon'thaveseeingorhearing
problems).Somedyslexicpeoplehaveverygoodspatial
orientation,visualorauditorymemoryandtechnicalskills.
Whatdyslexiaisn't(mythsaboutdyslexia)
. Dystexiaisnotanitlness.However,it appearsintwobasic
medicaIclassificationsofdiseases:ICD-10(European)and
DSM-lV(American).
Dyslexiaisnota myth.lt isa learningdifficuttywhichmakes
allaspectsofdealingwithlanguage(especiallywritten
language)harder.Mostexpertstodayagreethatlearningto
writerequiresa lotof effortandtakestime.lt'scrucialfor
dyslexicstudentsto learnhowto learn,findoutwhatworks
forthemandconsciouslydevetoptheirownlearning
strategies.Normatly,withtime,dyslexicstudentslearnto
usetheirtalentsandintetligenceto copewiththeir
problems.
Dyslexiaisnota lackofintettigence.Studentswhohave
beendiagnosedasbeingdyslexichaveatleasta normallQ
andmanyofthemarehightyinteltigent.
Dyslexiaisnotlaziness.However,somedyslexicstudents
maytryto usetheirdyslexiaasanexcusefornotworking.lt
isimportantto understandthathelpingmeansdemanding
andmotivating,notreleasingorabsolvingfrom
responsibility.
Dyslexiaisnot'nobigdeal'.Peopledon'tgrowoutof
dystexia.Thedyslexicpersonlearnsto copewithhis/her
problemsandto usefavourablecompensationstrategies.
Theearlierhelpisgiven,themoreeffectiveit is.Constant
failureleadstoa lackofmotivationand/orothernegative
strategies.Thesesecondaryeffectsareoftenmoredifficutt
to dealwithlateron.Earlyencouragementandlearner
trainingcanthereforemakeallthedifferenceto a dyslexic
student'sexperienceofschoolandlearning.
Dyslexiaisnotsomethingrare.Theproblemsassociated
withdyslexiaareroughlysimilarinsome10% ofthe
population,whichmeansthatinanaveragectassroomthere
areusuallya fewstudentswithdyslexia.
Dyslexicstudentsarenotallthesame.Someofthem,
havingexperiencedsomedifficuttiesin learningtheir
mothertongue,don'thaveanyproblemswithforeign
languages.Some- sufferingfromseveredyslexia- can
hardtylearna foreignlanguage.
LdeftnitiontakenfromODSResearchCommitteeandNationol
lnstituteofHealth(1994)
r Peopledon'tnormatlygrowoutofdyslexia.Howeverthe
symptomschangewithtimeandtheyaredifferentat
differentlifestages.Theirformdependsondifferent
educationaImethods,workinputandindividual
characteristics(intetligenceorthenatureofdeficits).The
problemstendto comebackaftera breakintraining(e.g.
afterholidays)andinstressfulsituations(e.g.anexam).
. Dyslexiais nota reasonforfaitingin life.Thisisprovedbya
tongtistoffamousdyslexics(e.g.HansChristianAndersen,
AugusteRodin,ThomasAlvaEdison,SirWinstonChurchill,
AtbertEinstein).Dvstexicstudentscansucceedatschool-
theyjustneedtherightkindofteaching.
Formsofdyslexia
MostdyslexiaresearchersdistinguishbetweenDevelopmental
Dystexiain itsgeneralmeaningasa syndromeofSpecificRead
ingandWritingDifficuttiesanditsforms:
Dyslexia(initsnarrowmeaningwithreferenceto reading
problemsonly)
Dysortography(spelling probtems)
Dysgraphia(handwritingproblems)
Whatisthecauseofdyslexia?
Differentfactors(geneticandenvironmeniat)causebiologicat
changesinthecentralnervoussystemwhichleadsto certain
dysfunctions.Asa resultthechild'spsycho-motordevelopmenl
isdiscordant.
Dyslexicsymptomsinschool
Inmostcasesweaknessescanbeidentifiedinthefollowing
areas:
VISUAI ATD AUDIToRY PERCEPTIOI{AlID PROCESSIl{G
Thiscanresultin difficultieswithmasteringwrittenand
sometimesalsooral[anguage:
. learningwords/letters/sounds
. spelling:phonicwriting(e.9.footbatl/futbot),lettersmaybe
reversed,mirrored,replacedbysimilarones(p-b-d-g,w-m-
n),writteninthewrongorder(e.g.hlep/hetp),omittedor
added
. reading(accurateand/orfluentwordrecognition)
. pronunciation(becausethisrequiresgoodauditory
perceptionandprocessing)
. expressivewriting
. recognisingandproducingrhymes
o fluencyinspeech(lesscommon).
AUTomATICITY
. Forexample,applyingevenwell-knownspellingrutesor
retrievingcommonwordsfrommemory.
METORY
Dystexicstudentsmayencounterproblemswith:
. short-termmemory
r learningsequencessuchasdaysoftheweekandmonthsof
theyear
. acquiringtheknowledgeofsoundsandwords.
THETECHilIQUEoF WRITIxG
r Inthecaseofstudentswithdysgraphiatheirhandwriting
canbeiltegibleandthepaceofwritingstow(because
writingrequiresgoodfinemotorsl<ilts).
SPATIALoRIEI{TATIoT{
. Studentsmayhavetroubledifferentiatingbetweenleftand
right.
o TheVmayfindprepositionsdifficult(e.9.under,on,above,
below).
E
' 120 | Dystexia:Aguideforteachers
,/

121. :oNcENTRATIoT
' Dyslexicstudentsmaygeteasilydistractedandbecome
mentallytiredsoonerthantheirpeers.
.fRGAilISATIol{AL5KItts
ivslexicstudentsmayencounterproblemswith:
. timemanagement(e.g.oftencominglatefora lesson,
planningtheirwork)
. problemswithorganisationofmaterials(e.g.problemswith
usingtheirStudent'sBookasa sourceof usefulinformation,
designingthelayoutoftheircopybook).
SEcoNoARycol{sEeuEilcEsoFDystExtAcAil BE:
. Iowself-esteem
. Lowmotivationforlearning
. beinSpassive(withdrawn)
. becomingaggressiveasa formof protest
. becominga classroomclown
. notenioyinglearning/schoolorevenrefusingto goto school
. frustration
Dyslexiainthe Engtishclassroom
iv4ostofthegeneraldyslexiasymptoms(tistedabove)affect
students'performancein Englishlessons.Typicalproblem
rreasin Englishare:
THEAtPHAaET
. whichresultsin difficultieswithspellingaloudandusing
dictionaries.
VocABUIARY
. becauseof poormemoryandproblemswithsequences,
e.g.learningthe12months.Dyslexicsoftenexperience
difficultieswithretrievingwelt-knownwordsfrommemory.
GRAMMAR
. evenapptyingwell-knownrutes.
ALrFouRsKttts:
. listening:becauseit requiresgoodconcentrationspanand
memory,auditoryperceptionandprocessing
. reading:becauseit requiresgoodvisualandauditoryper-
ceptionandprocessing,accurateand/orfluentword
recognition
. speaking:(lessoften)becauseof probtemswith
automaticity,memoryandconstructingcomplexsentences
. expressivewriting:becauseofthesemantic,morphological
andsyntacticaspectofthelanguage.Dyslexicsusua[[yhave
problemswithplanningtheiressays.Theyalsotendto write
short,simplesentencesandover-usehigh-frequencywords.
SPELTITG
. becauseit requiresgoodphonologicalskills,auditoryand
visuaIperceptionandprocessing,memoryandautomaticity.
Dyslexicstudentsmayconfuse,leaveout,addlettersand
syllablesaswellaschangetheirorder.
PRoiluilctATtox
. forexamplepronouncinglongwords(becausethisrequires
goodshort-termmemory,auditoryperceptionand
processing).
IilTERFEREI{cE
. thestudentmaymixupalltheforeignlanguagesthat
he/sheislearning,especiallyGermanandEnglish.
PSYCHotocICALASPECTS
Sincestudentswithdystexiaoftenhavelowmotivationyou
should:
. Bepositiveandoptimistic.Rememberthatmotivationisthe
keyto self-esteemandto success.
o Encouragethedyslexicstudentto havea positiveattitude
towardsEngtish.lt'simportantforyourdystexicstudents
to accessthecultureof English-speakingcountries(e.g.
listeningto Englishmusic,gettingintouchwithnative
speakers,takingpartin a studentexchange).
Sincestudentswithdyslexiausuallyhavea lowself-esteem:
. Rememberthatlearnerswithdyslexianeeda lotof positive
feedbackandoraise.
. Helpto overcomeyourdyslexicstudents'difficuttiesbutnot
forgetabouttheirstrengths.lt'snota goodideato spendatl
thetimeworkingontheirproblems!
. Ensureyourstudentswithdyslexiaachievesomeformof
successandthattheyareawareofthefactthattheyhave
beensuccessful.Rememberit is betterto gobacka step
andgivethestudenta senseofsuccessthanto stayona
higherleveIwithoutsuccess.
e Realisethatit'simDortantto reducethestudent'sstress.
Dyslexicstudentsdon'tusuallybelieveinthemselves,
therefore,youshould:
. Notbeover-protective.Dyslexicstudentsneedhetpbutonly
'helpthatleadsto self-help'.Yourjobisto encouragethe
studentto beindeoendent.
. Havehighexpectationsbutsetreasonablegoals.
. Havea positiveattitudetowardsthe dystexicstudent.
Studentswithdyslexiamayhaveproblemswiththeir
classmates.Thereforea teachershould:
. PromotemutuaIhelpbetweenstudents.Thedyslexic
studenttakesupa lotoftheteacher'stimeandsoit is
importantthattheotherstudentsdon'tmissout.
o Protectdystexicstudentsfrombullyingbytheirclassmates.
Explainthesituationofthedyslexicperson,if necessary,in
orderto increasetheirpeers'understanding.
ORGAilIsATIoxAtftIATTERS
. Rememberthatmostparentsareexpertsconcerningtheir
children.lt isimportantto get/keepintouchwithdyslexic
students'parents.Showyourwillingnessto helpin
co-operationwiththeparents.
r Studvyourstudents'writtenassessments.Theycanbean
importantsourceof informationaboutyourstudents'strong
andweakpoints.Fromsuchdocumentsyoucanalsofind
outhowto workwithyourdyslexicstudent.
Generalrulesonhowto dealwith dystexia
'ln myexperience,it isthecontinualsenseoffailurethat
makesthewholeexperienceofdyslexiaso negative.
Obviousty,whenlearninga foreignlanguageina regular
classroom,dyslexiclearnersexperiencemoreproblems
thantheirnon-dystexiccounterparts,butifyougivethem
sufficientstructure,timeandpracticeto acquirethebasics
onalllevels(reading,writing,speaking,comprehension)
theycanmakeprogress.Mixedwithnon-dyslexicswho
learneasilyin anintuitive,gtobalway,thedyslexiclearner
witlontyexperiencefailurethroughnotreceivingenough
positivefeedback:underthispressurehewillstartmixing
andconfusinghiswordsin aneffortto keepup.'
(LonguageShock- Dyslexiaacrosscultures,1999).
Dystexia:Aguideforteachers
121

122. r Findoutaboutyourstudent'swayof learning(especiatly
his/herlearningstyte)andrespectit. Everystudenthas
individuatpreferencesforvisual,auditory,tactileor
kinaestheticprocessing.Inadditionsomestudentspreferto
workaloneandsomewithothersin groups.
Generalrulesonhowto teach
dyslexicstudents2
'lfthedyslexicchilddoesnotlearnthewayyouteach,Can
youteachhimthewayhelearns?'
(H.T.Chasty- consultantin learningabilitiesanddifficulties)
Rememberthatdyslexicstudentscanbeespeciallydemanding.
Therefore:
. Apptyanindividualapproach:whatworkswellforone
studentmaynotnecessarilyworkforanother.
r Usea varietyof activitiesto revisea topicorstructureto
keepstudents'interest.
. Findwaysto hetpyourstudentsconcentrate.Changethe
activityregularlyandplanlessonsincludingshortbreaks.
r Don'tteachthingsthataresimilaroneaftertheother.
o Learnto bewetl-organised.Dyslexicstudentsneeda regular
routineto hetpthemstayorganised.
e Accentuatethestudent'sabititiesandteachthroughhisiher
strengths.Difficultiesin readingandwritingmightbe
compensatedbyabititiessuchasa highlQorvisual/
technicalskilts.
o Giveexactinstructionsorexplanationsoftasks(shortand
concise).
. Letyourstudentslearnbydoing.Askthemto prepare
vocabularycharts,flashcards,posters,etc.
Usefriendlymaterial
. Uselargefonts(12-14point,forexampleComicSansMS).
. A clearlayout.Thepageshouldbewell[aidoutandnottoo
futt.
. Pictogramsandgraphicsto hetplocateinformation.
o Picturedictionaries.
o Consistentcolourcoding.
r Listeningmaterial(tapeorCD)foruseat home.
o A'windowmarker'forreading.(Seefigure1 below.)lt helps
dyslexicstudentswithreading.A studentshouldholdit in
sucha positionthatthewordthatis beingreadappears
intheopening(window).Thiswaya studentwon'tgetlost
whilereading.
figure1
2'Generolrulesonhowtoteachdyslexicstudents'is bosedon
materialpreparedbyD.Sapieiewska(2002)
I
I
I
9
Dyslexia:Aguideforteachers

123. PAIRWORK
Fnsnroil euEsrrol1{ArRE
1 Completethequestionsusingthewordsinthebox.
buy dress enioy fashion generations hand item judge notice read spend match
Workin pairsor smallgroups.Askandanswerthe questions,givingreasonsforyouranswers.
oaaarraaaaaralaaaaaaaaaaoaaaraaaaa
a
2
&
'&
)b
t
'*
itu
.&
@
:4
a
a:;
w
4e
&
a
4
.a
&
w
&
@
&
.
&
@
*
&
w
'&
f Doyou shoppingfor clothes?
E
Doyouolwoys whoi other peopleore weoring?
p r,o* muchtimedoyou in front of the mirror in the morning?
6 Doyou the foshionpogesin mogozines?
E
DoyouthinkBritishpeople well?
6 Hoveyoueverboughton of clothingwhichyoudidn't like loier?
B
Doyouthink there is o big differencein the woy differeni dress?
g Doyouthinkifs importontto weorcolourcthot
V Wouldyoubuyclothesfromo second- shop?
E[ Doyou o person'schorocterbythecloihestheyweor?
@
world yougo outwithsomebodywhohodno sense?
@ Doyoutry notio clothesthot hovebeenproducedin foctorieswhere '
a
How impontqnt is
workingconditionsore verybod?
a
I
I
a
a
a
o
* o oaaa tar oa aaaaa oo oraaaaaaaoaataaoa
@oxfordUniversityPressSolutionsTeacher,sBooko|ntermediate(hl

124. (t,2)Spor rHEDTFFERENCE
STUDElITA
DescribeyourpicturetoStudentB.Findtendifferences.Puta cross(x)nextto eachdifference.
'Mypictureisa classphoto.Thereareeightstudents.Inthefrontrow...'
DEI{TB
Describeyourpictureto StudentA.Findtendifferences.Puta cross(x)nextto eachdifference.
'Mypictureisa classphoto.Thereareeightstudents.Inthefrontrow...'
SolutionsTeachefsBooko Intermediate @Oxford University Press

125. who wss Andy?Wherewashefrom?what did hedozwhat washelike?
WttEil AilDY METSAilDY...
Fot!hgyg
WhowasSandy?Wherewasshefrom?Whatdid shedo?Whatwasshelike?
Fot!_@1e__
Wheredid theymeetfor thefirst time?WhywasAndythere?WhywasSandythereZ
Foldhere
Howdid the meetinggo?Didtheygeton wellzwhy?Whynot?
Foldhere
what did he say?
Foldhere
what did sheso-y?
Foldhere
whqt happenednext?
Foldhere
Howdidthestoryend?
THEEND
@OxfordUniversiwPress solutionsTeacher'sBookoIntermediate(?>af
i

126. QuEsrrolrlrAIRE
1 Completethesentenceswiththecorrectpreposition.
1 He'sscared thedark.
2 I'mnotveryinterested- potitics.
3 Shegetsirritated hissiltycomments.
4 He'sgood_ surfing.
5 I'mfeelinganxious mynewjob.
6 He'sveryfussy hisfood.
7 Hegotbored- hisgirlfriend.
8 She'sexcited goingto England.
9 I'mreallypleased myexamresults.
10 She'sverysimilar_ hersister.
7t I'mfedup_ thiscomputer.
12 He'ssuperstitious blackcats.
Foldhere
Addthemissingprepositionsandmakequestionsto askyourpartner.
Examp[e:Areyouworriedaboutlour sramtomorrow?
ffi
ffi
ffi
ffi
ffi
ffi
ffi
ffi
ffi
ffi
ffi
ffi
Areyouscared
Doyougetirritated- .......?
Wouldyouliketo begood
Areyouinterested 2
Dovoueverqetanxious .........?
Areyousuperstitious_ .......?
Doyouthinkyou'llevergetfedup
Areyouexcited
Wereyoupleased_ ........?
Areyoufussy
Dovoueverqetbored ........?
Areyousimilar
2
4rn solutionsTeacher'sBookoIntermediate
,/
@OxfordUniversityPress

127. A, Iors cRosswoRD
I PATRWORK-
STUDEl{TA
e____
STUDEl{TB
@OxfordUniversitvPress solutionsTeachefsBook.Intermediate
6f

128. CTIOOSETHECORRECTDEFIIIITIOII
TeamA
a tomboy 7 tombcr7
A boywhodeliversnewspapersto people'shouses.
Agirlwholikesgamesandactivitieswhichare
traditionallyplayedby boys.y'
a bunny | 'b1.|rliI
2 Awordforrabbitwhichis usedby chililen.y'
3
4 Awomanwhohasspenttimein prison.
I
I
TeamC
a brownie| 'braaniI
Aninformalwordfora smallcoffeewithmilk.
Aflatcakewhichismadeofchocotateandservedin
sqrares.y'
a g3te-GlaSher / 'gertkrreJe(r)/
A personwhogoesto a partywithoutaninvitation.y'
Aninformalwordfora Dersonwhoworksasa builder.
r
I
I
TeamE
a budgie | 'bndsiI
Asmallbrightblue,greenoryellowbirdwhichisoften
kepta pet.y'
Avehiclewhichremovescarswhichhavebeenparked
itlegatly.
sleeping policemafl / sli:pqpe'li:smen/
1 Aninformalwordfora personwhohasretiredata
youngage.
A raisedareaacrossa roadwhichmakestrafficgomore
slowly.y'
1
2
t
4
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
/1r, sotutionsTeacher'sBook. Intermediate
_L
@ Oxford University Press
TeamB
a nO-nO/ 'neuneu/
Apersonwhohasn'tpassedanyexams.1
2
3
4
1
2
3
4
Athingwhichisnotacceptablein a particularsituation:
e.g.baseballcapsarea no-nointhisrestaurant.y'
blusher / 'blaJe(r)/
Thefeelingthatyougetwhenyouareveryhot.
Acreamorpowderthatyouputonyourfaceto giveyou
morecolour.y'
TeamD
a veg$e I 'vedsiI
1
2
3
4
Aninformalwordfora personwhodoesn'teatmeat.y'
Aninformalwordfora personwhoworksata green-
grocers.
stationery /'ster1enri/
1 Theplacewhereyoubuyticketsfortrains.
Thingsthatareusedforwritingandinanoffice,for
example,paper,pensandenvelopes.y'
I
TeamF
atip/trp/
A placewhereyoutakeyourhouseholdrubbish.y'
Asmallbuitdingwherepeoplekeeptheirgardentools.
a Spongel / sp,rnd3e(r)/
2
,
4
1
2
t
4
1
2
3
A personwhomakesmoneyfromwashingcars.
A personwhoalwaysgetsmoneyorfoodfromother
peoplewithoutofferingto pay.y'

129. HrnrruQurz
TAIKWUKK
Howmuchofyourdietshouldbemadeupofcarbohydrate?
a70% b50% cl% d30%
WhichofthefollowingfruitscontainsthemostVitaminC?
aapplesborangesc bananasd kiwifruit
Whichofthefollowingisnotaresultofdrinkingcaffeine?
alackofsleeobheadachesc addictiontocaffeined hairloss
Howmany20-minutesessionsofaerobicexerciseshould
teenagersgetperweek?
al b2 c3 d4
Howmanyglasses(250m1)ofwatershouldyoudrinkaday?
a4 b5 c6 d8
Mineralwaterisbetterforyouthantapwater.
TrueFalse
Whoneedsthemostsleep?
achildrenbteenagersc adults
HowlongshouldIspendbrushingmyteeth?
a30secondsb I minutec2minutesd3minutes
2 StudentA readparagraphs1-4 andStudentBreadparagraphs5-8. Completethefupertanswercolumntogether.
1 Answerthequestionsin pairs.Writeyouranswersin theOuronsryercolumn.
n
tl
T
I
tr
0uranswer
E
tl
tr
tl
T
tr
E
n
Expertanswer
T
T
n
Ask Dr Robinsoll ...
I Howmuchofthefoodyoueatshouldbemade
upofcarbohydrate?
Peopleoften think that cutting out carbohydrates
isthe bestway to loseweight. However,carbsare
essentialfor givingyou energyfor sportsand physical
activities.Theyarealsoneededto repairdamaged
cells.Nutritionistsadvisethat about halfof our diet
shouldconsistof carbohydrates.
2 WtrictrfruitscontainthemostVitaminC?
VitaminC isa very importantfor the immune
systemand ismostcommon in fruitsand
vegetables.lt helpsfight againstcancer,heartdiseaseand stress.
Applesarequitea good sourceof Mtamin C, bananasaregood,
orangesareverygood and kiwisareexceptional.
3 Wtrataretheresultsofdrinkingcatfeine?
Caffeinemay be the most populardrug in the world. We consume
caffeinein coffee,tea,cocoa,chocolate,somesoftdrinks,and
somemedicine.Caffeineincreasesalertnessbut it alsohasmany
negativeeffects,includinginsomnia,neryousnessand dizziness.
Peoplewho drink more than 4 cupsof coffeea day can become
addicted.
4 Howmuchaerobicexerciseshouldteenagersgetper
week?
In orderto maintainphysicalhealthand greatermentalwell-being,
teensshouldtakeat leastthree20-minutesessionsof exercise
perweek.The realbenefitsmay not come
straightafterexercisingbut from a longer
commitment to regularactivity.
5 Howmanyglasses(250m1)ofwater
shouldyoudrinkaday?
Bydrinkingeight glassesof water per day,
you arehelpingyour body get rid of toxins
and stayhealthy.Theseshouldbe spacedout
duringthe dayand not drunkallat once.
6 lsmineralwaterbetterforyouthantap
water?
Sometimestap watercantastea littlestrange
but the quality isgood. Tapwater issubjectedto
much higherregulationsthan bottledwater.
Somebottledwaterscontaintoo much salt.And of course,
drinkingtap water isbetterfor the environment.
7 Doteenagersneedmoresleepthanadultsandchildren?
Adolescentsneedt hoursand 15 minutesof sleeo.Childrenneed
10 hoursand adultsneed8t hours.Mostteensdon't get enough
sleepbecauseof earlyschooltimetablesand try to 'catchup' on
their sleepby sleepingin at the weekends.
8 HowlongshouldIspendbrushingmyteeth?
Cenerally,most dentistsrecommendbrushinga smallgroup
of teeth at a time and graduallycoveringthe entiremouth. To
properlybrushyour teeth,useshort,gentlestrokes,payingextra
attentionto hard-to-reachbackteeth.Properbrushinqtakesat
leasttwo minutes.
@OxfordUniversitvPress solutionsTeacher'sBookoIntermediate/-i.

130. male
missed
130 ) SolutionsTeachefsBookoIntermediate @Oxford University Press
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@Oxford Universiw Press SotutionsTeacher'sBookr Intermediate
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132. QUESTIONNAIRI
Vlltoam I?
What'sthenextfilmyou'regoingto see?
Wno AMl?
Whatwillyoudoif it'ssunnyonSunday?
Whatdoyouthinkyou'[doonFridaynight?
Whatmightyoubuyattheweekend?
Whatwillyoubedoingthistimetomorrow?
Whatwillyouhavedoneby2O72?
WhatTVprogrammeareyoudefinitelynotgoingto watchthisevening?
Whatwitlyoubedoingin 20years'time?
Vlltoam I?
What'sthenextfilmyou'regoingto see?
Whatwitlyoudoif it'ssunnyonSunday?
Whatdoyouthinkyou'lldoonFridaynight?
Whatmightyoubuyattheweekend?
Whatwitlyoubedoingthistimetomorrow?
Whatwillyouhavedoneby2012?
WhatW programmeareyoudefinitetynotgoingto watchthisevening?
Whatwillyoubedoingin 20years'time?
SolutionsTeacher'sBookr Intermediate @Oxford University Press

133. l------------l
CLASSSURVEY
WTToAsKEDTHEQUESTIoI?
What'syour
favouriteband?
Whattimedid
yougoto bed
lastnight?
Howmanytext
messagesdoyou
senda day?
Wouldyou[ike
to liveto a
hundredyears
.__L_____+___-J
Doyouprefer
havinga bathor
a shower?
What'syour
favouritedayof
theweek?
Doyouthink
you'lleverlive
abroad?
What'sthe
bestfilm
you'veseen?
Who'syour
favouriteTV
personality?
Whatdoyou
usuallydrinkat
Whatwillyou
bedoingat10
o'ctockthis
evening?
Howlong
haveyoubeen
learning
English?
Whichfootball
teamdoyou
support?
Howlongdoes
it takeyouto get
to school?
What'syour
worsthabit?
@Oxford Universitv hess SolutionsTeachedsBookoIntermediateftiii
i

134. 1
2
Completethephrasalverbswiththecorrectpreposition.
Workin pairs.Askandanswerthequestions.
PAIRWORh
AcnvnnilG PHRASALvERBs
Howdoyouusuallyfeel
whenyouwake2_ in
themorning?
Doyouthinkit'sbetterfoi
childrentogrowt _ in
thecityorinthecountry?
Haveyoueverbeeninacaroron
a busortrainthat'sbroken3 ?
Whathappened?
Whenwasthelast
timeyouhada planwhich
fell T_? Why?
Doyoulikegoingto
placeswhereyouhaveto
Whatdoyoudotowind5
afteryou'vehada hardday?
attimedoyouusualty
gete_onSaturdays?
What'sthefirstthingyou
dowhenyoucome8_
froma hotiday?
Doyourparentsmakeyou
stay10_ if theyarevery
angrywithyou?
lf anelderlypersongetsonthe
busdoyoualwaysstand" -
sothattheycanhaveyourseat?,
Whydorockbands
usuallysplit12_?
Haveyoueverstarted
hobbyandthen
given'3_? Why?
SolutionsTeachefsBook.Intermediate @Oxford University Press

135. BOARDGAME
THTBEsTTIMTVOUVE EVERHAD
Thetastiest
foodyou've
evereaten.
Thebestadvice
you'veever
beengiven.
Thelongest
journeyyou've
everbeenon.
Theoldest
personyou
know.
Thehottest
placeyou've
beento.
Thebest
hotidayyou've
everhad.
Thescariest
nightmare
you'veever
had.
Thefunniest
filmyou'veever
seen.
Throwagain
Themost
disgustingfood
you'veever
tasted.
Theearliest
you'veeverhad
to getup.
expensivething
you'veever
Themost
inspiring
personyou've
everknown.
Theworstthing
aboutliving
invourtown/nyourtown/
village/city.
Themost
ridiculousW
programmeyou've
Themost
interesting
personyou've
evermet.
embarrassing
thingthat'sever
happenedtoyou.
Thehardest
examyou've
evertaken.
Theworst
haircutyou've
everseen.
interestingbook
you'veever
Thebestparty
you'veever
beento.
Throwagain
frightening
experienceyou'veFinish
Yourmost
important
possessron.
@Oxford Universitv Press SolutionsTeacher'sBook.tntermediate

136. PAIRWORT
YouRBTRTHDAt'sIil MAY,tsil'T lt?
1 birthday? YES NO
EE
2 favouritefilm? YES NO
EE
3 brother's/ sister'sname? YES NO
EE
4 street/ livein? YES NO
EE
t whereI buy/ thoseshoes? YES NO
Etl
6 likejazz? YES NO
EE
7 wherelborn? YES NO
EE
8 ptaya musicalinstrument? YES NO
EE
9 whichband/ liketo seein concert? YES NO
EE
10 howlong/ havethatwatch? YES NO
EE
11 likebtackcoffee? YES NO
ittl
12 time/ goto bedlastnight? YES NO
EE
13what/ haveforlunchyesterday? YES NO
EE
14 howlong/ live/ yourhouseorflat? YES NO
EE
15 what/ do lastnightat 8 o'clock? YES NO
EE
16 goodatmaths? YES NO
Etl
17where/ usuattybuyclothes? YES NO
EE
18whichcountry/ tiketovisit? YES NO
EE
"4t/
. solutionsTeacher'sBook. Intermediate
,/
@Oxford University Press

137. PAIKWUKK
STUDElITA
Writequestionsto askstudentBto completetheinformationbelow.
TRIISPORTTRvIn
Didyouknow...?
1 ttrewortd'sfirstsubmarinewasinventedbya Dutchmanandlaunchedin
2 France,a countryof 60 mitlionpeople,isvisitedbymorethan60 millionpeopleannually.
3 - wereusedbeforethecarwasinvented.
4 ln +s BC,allvehiclesin Romewerebannedfromthecitybecauseoftrafficiams.
5 ttreworld'sfirstboat,builtin 2600BCwasdiscoverednextto - in 7952.
6 RAogwasusedto testthefirstparachute.
7 InancientChina,the ofcriminalswhoattackedtravellerswerecutoff.
8 Electriccarswereinventedin 1896.
9 fne shortestscheduledairlineflight,whichlasts2 minutes,ismadebetween
10 fne world'soldestairline,KLM(theDutchairline),wasestablishedin 1919.
in 7620.
$-
STUDEIITB
Writequestionsto askstudentAto completetheinformationbelow.
Dldyouknow...?
1 ttreworld'sfirstsubmarinewasinventedbya DutchmanandlaunchedintheriverThamesin Londonin 762O.
2 _, a countryof60 millionpeople,isvisitedbymorethan60 millionpeopleannually.
3 Trafficlightswereusedbeforethecarwasinvented.
4 ln +s BC,allvehiclesin Romewerebannedfromthecitybecauseof
5 fne world'sfirstboat,builtin 2600BCwasdiscoverednextto theGreatPyramidin 7952.
6 n - wasusedto testthefirstparachute.
7 InancientChina,thenosesof criminalswhoattackedtravellerswerecutoff.
8 Electriccarswereinventedin-.
9 fne shortestscheduledairlineflight,whichlasts2 minutes,is madebetweentheislandofWestrayto
PapaWestrayoffScotland.
10rneworld'soldestairline, , wasestablishedin 1919.
@Oxford Universitv Press SolutionsTeachefsBooko Intermediate

138. PAIRWOR
STUDEl{TA
1 Youarea touristin Manhattan,NewYorkCity.Youare
interestedtakinga ferrycruisearoundthecity.Student
BworksforTheCircleLineCruiseCompany.Callandask
forthefollowinginformation.Usethepromptsto make
questions.
adultticket?
child'sticket?
howlong/ triptast?
whattime/ [eave?
where/ getferry?
howgetI pier?
YouworkforTheDoubleDeckerBusTourCompanyin
Manhattan,NewYork.Readtheinformationandanswer
B'squestions.
Whichtourwouldyouprefer- busorferry?
48 HOURSrN MANHATTAN
fhe DoubleDecker
Buslour of
Downtown lUlqnhoilon
AspectacularwaytoseethesightsofManhattan,including
CentralPark,theEmpireStateBuilding,Soho,Chinatown,Little
Italy,GroundZero,theUnitedNationsBuildingandBatteryPark
(thedeparturepointfortheferrytoStatueofLiberty).Abuspass
lasts48hourssoyoucanspendasmuchtimeasyouwishto
exploreandsightseebeforeboardingthenextbustocontinue
yourtour.
Busesrunevery10minutesdailyexceptDecember25thand
january1't.
Busesrun24hours.
Busesoperateonahoponhopoffbasis.lfyoudon'thoponand
hopofftourslast2hours.
Price:$39adults$29for children.
;':t:'t:i!": "'"'"''ilExperiencethe magnificenceof New York on our 2-hour city highlights
: tour. You'll enjoy superbviewsof the world's most spe*ctacularskyline
crRcLE'Hli:'[Jil"f:'"'ren$13
LINE : P:rb-Yrvl^ - _ n ^ v 1
1RUISES . illf;"nt
L'2'3'7'e'A'c'E'N'QorRtraintorimesSqt
!
; From 42nd Streettake the M42'Crosstown 42nd StreetPi
STUDEI{TB
1 YouworkfortheCircteLineCruiseCompanyin Manhattan,NewYork.Readtheinformationandanswer
A'squestions.
2 Youarea touristin Manhattan.Youareinterestedintakinga bustourofthecity.StudentAworksforThe
DoubleDeckerBusTourcompany.Callandaskforthefollowinginformation.Usethepromptsto make
questions.
aduttticket?
canyougetoffbus?
doesit goto Chinatown?
howoften/ busesgo?
if don'tgetoff/ howlongtour[ast?
3 Wtrictrtourwouldyouprefer- busorferry?
SolutionsTeacher'sBook. Intermediate @Oxford University Press

139. PAIRWORK
TWOExTRAORDINARYTATES
STUDEl{TA
1 Completethestorywiththewordsinthebox.
banks cash eaten half lost notes pay robbed tax
The mystery of the missing money
In2002acarpenterfromFreistadtinUpperAustriagotashockwhenhediscoveredhathe'dI 10,000euros.
Hehadhiddenthe2 underthefloorboardsinhishouse,perhapsbecausehewantedtoavoidpaying
orperhapsbecausehejustdidn'tbelieveina
Whenhefoundthemoneywasmissinghisfirstthoughtwasthathe'dbeen5 .However,therewerenosignsof
burglarsordamagetothefloorboards,Whenhelookedalittlecloserhenoticedtheremainsofafeweuro6
Hiseuros,whichcontainahighpercentageofcotton,hadbeen7 bymice!
ThemanhopedthattheAustrianNationalBankwouldt
_ himcompensationforhisloss.However,thebank
usuallypaysoutfordamagedmoneyonlyifmorethans ofthenoteisundamaged.
2
,
$-
Readthestoryagainandmemoriseit.TellthestorytoStudentB.
DiscusswithStudentBwhetheryouthinkthemandeservedcompensation.
STUDEI{TB
1 Comptetethestorywiththewordsinthebox.
cheque deposit earned employees enclosed give make money spend
Mqnl-Bcnk0
PofiickCoombsfromSonFronciscohosobusinesgivingmolivotionoltolksotschoolsonduniversities.ln1995,Potrickreceivedo
iunkmoillefier.hcontoinedofokeI for$95,093.35ondoletterfiomocomponyftolpromisedthotifhesenl
moneytotholcomponyhewouldsoon2 loBofmoneyondreceivechequesiustlikelheone3
Potrickdecidedthotforoiokehewouldputthefokechequeinhisbonk.Hethoughtitwouldmokethebonka lough
whentheydiscoveredlhotsomeidiothodtriedto5 ofokecheque.Hewoso$onishedtodiscoverlendoyslolerlhol
thechequehodbeendeoredondthemoneywoshis!
However,Potrickdidn't6 themoneyimmediotelybecousehewosn'tsurewhetheritwosmorollyrorrecl.Hepulhis
sloryonfteInternetoskingforodvice.Mostofthepeoplewhorepliedloldhimtokeepfie 7
lntheendhedecidedto8 themoneybocktothebonk.HisstoryotlroctedolotofmedioottenlionondPqtrickwos
inviledtogivetolksolcollegesondbusinesesthroughwhichhee over100,000dollonoyeor.
2 Readthestoryagainandmemoriseit.Tetlthestoryto StudentA.
3 DiscusswithStudentAwhetheryouthinkPatrickmadetherightdecision.
@OxfordUniversitvPress solutionsTeachefsBook. Intermediate(.tti

140. WInr woutD HAVEHAPPEI{EDIF... ?
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1-
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lenthimany
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lf youhadasked
menicely| ...
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-t
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surprisedif ...
lfyouhad[istened
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advice,you...
lf hehadn'tfeltill,
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r-tlfyouhadn'tpaid
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ticket| ...
lf we hadn'tbrought
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SolutionsTeacher'sBook. Intermediate @Oxford UniversityPress

141. CnrrcoRtEs
Wordsto
describe
clothes
baggy
check
cotton
fur
leather
long-sleeved
loose
plain
spotty
stripy
Partsof the
body
ankle
calf
chest
eyelash
heel
hip
thigh
throat
waist
wrist
illoneyand
Payment
cash
cashmachine
cheque
coins
creditcard
currency
debitcard
debt
notes
PINnumber
Itemsof
clothing
blouse
combattrousers
fleece
hoody
jacket
jumper
shirt
suit
tracksuitbottoms
v-neck
Computing
blog
broadband
download
flashdrive
keyboard
laptop
mouse
printer
webcam
wirelessrouter
Artists
actor
composer
dancer
musician
painter
playwright
poet
scutptor
singer
song-writer
Feetings
bored
confused
disappointed
embarrassed
fedup
guilty
irritated
pleased
relieved
scared
ln a house
armchair
basin
bookcase
chandelier
chestofdrawers
cooker
cupboard
fireplace
rug
stool
European
capitalcities
Athens
Berlin
Dublin
Helsinki
Madrid
Paris
Prague
Rome
Stockholm
Warsaw
Placesof
work
bank
buildingsite
hospital
laboratory
office
restaurant
school
shop
studio
surgery
Datingand
Relationships
(verbs)
asksomebodyout
chatsomebodyup
fancy
fallin love
fatlout
getdivorced
getengaged
getmarried
goout
sptitup
Pizza
Topplngs
anchovy
garlic
greenpepper
mozzarella
mushroom
olive
onion
pepperoni
tomato
tuna
GAME
Wordsto
describework
boring
challenging
easy
full-time
fun
menial
part-time
skilted
stressful
unskilled
Airportsand
aeroplanes
check-indesk
customs
departurelounge
flightattendant
land
passportcontrol
pitot
runway
takeoff
trolley
Europeancars
AlphaRomeo
BMW
Ferrari
Mercedes
Peugeot
Porsche
Renault
Saab
Volvo
Volkswagen
@OxfordUniversitvPress. solutionsTeachefsBookoIntermediate(1F

142. Youerr!
GRAMMARGAME
Atthefront0flhepidulethelealeamanandawoman
haueapimic
Aporalyplo,rcleaslngIn2005,wardhededbyilelGlbson.
Yestenlay,wlitlenbytheBeatlesin1965,hasmorerouer
uelsionsthatanyJongeuelurlillen.
lenloymoslolFrcnrhfllms.
I don'llikemanythesongsonthealbum.
Fewoflheaili$shadexhlbltedtheilwolkbelorc.
iloneollheilsongsranbedownloaded0ntheIntemel.
Iherealen'tmanyoltifielsloltheballelletl.
I hauen'tleadnoneolShakespeare'sDlays.
She'shadlittletimetoleamherlinesfoltheplay.
YouhauetoDesurhfitt0damelikethat.
ItwassurhaDlillianlpellomanre.
Whatneedssheisaneallynlght.
UthatI'dlikeisabigglassoflemonade.
Whatyoushoulddolslolnadlamag10up.
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l,/
@Oxford University Press

143. for success in English
OXFORDENGLISH
lsBN978-0-19-455192-2
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