Innovations Pre-Intermediate TB

q course in nqfurql English
Hugh Dellor ond Andrew Wolkley

with Richqrd Moore
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Contenls
Introduction
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lntroduction
Innovations,
first publishedin 2000,was originallycreated
to provide intermediateto high-intermediatestudents
with interestingmodels of natural spoken Englishto
motivate them beyondthe intermediateplateau.
Innovations
has now been expandedand developedinto a
new seriesfor teacherslooking for a fresh approachto
teachingyoungadults(Elementory
(publicationin 2005),
Pre-intermedi ate,I ntermedi ate,Uppe r-intermediote).lt is
basedon a language-rich,
lexical/grammatical
syllabus
that starts with the kinds of conversationslearnerswant
to have.
and expandingof their English,

studentsare provided
with a very solid basisfor the conversationsthey most
need and want to have.lt bringsstudentsto a level
where they can meet the challengeof intermediate-level
English,with its more concentratedwork on vocabulary
and grammar.
What's so innovative about Innovations?
Organisation
Innovotions
Pre-intermediote,
like the rest of the series,
setsout to maximisestudents'abilityto speakEnglish
with confidenceand to help them beginto understand
naturalspokenEnglish.
lt doesthis not simplyby
providingstudentswith plentyof opportunitiesto use
language
in personal,creativeand communicative
contexts,but more importantly,by providinga
predominantlyspokenmodel of English.The
English
presentedin the whole lnnovotions
seriesis the English
commonly used in everydaylife by fluent,educated
speakers.The
seriessyllabusis designedto meet
students'communicative
needsand is thereforequite
compatiblewith the obiectivesand'cando' statements
of the Common EuropeanFramework(CEF).At all
levels,the prime concernis with what studentswill be
able to soyafterwards.As a result,the starting point for
the syllabusis not the usuallist of tense-based
structures,but rather the typical l<indsof conversations
studentswant to be ableto havein English.What
is then
presentedand practisedis the language
(vocabularyand
grammar)to havethose conversations.However,writing
is not neglected,and it is a strong feature of the
Workbook.
lnnovotions
Pre-intermediate
is divided into twenty units.
Eachunit is further dividedinto three two-pagesections,
all of which provideself-contained
and coherentlessons
of 60-90 minutes.However,teachersmay wish to vary
the order in which they teachtheseelementsas they
see fit.
How does lnnovations Pre-intermediate

fit in wlth the rest of the series?
At the elementarylevelstudentslearnto use some of
the most common questionsthey will be aslcedand a
limitednumberof typicalreplies.In doingso,they cover
a lot of basicgrammarand vocabularyin specific
contexts. lnnovotionsPre-intermediate
recycles much of
this language
and buildson it by providinglongermodels
of conversationsfor studentsto copy and practise.The
additionallisteningsectionshelp students'receptive
understanding.The
Coursebookalso usesa wide range
of topicsto introducenew vocabularyand broadenthe
areasstudentsare ableto talk about,while a balanceis
maintainedbetweenfunctionaland interactionalEnglish.
Grammaris taughtin smallchunks,withseveralfeatures
focusedon more than once in different contexts so that
over a period of time studentsgaina fuller experience
of how grammaris used.Through
this constantrecycling
In conjunction with /nnovotions I ntermediate,Innovotio

ns
Pre-intermediate
will take studentsto the level of the
PreliminaryEnglish
Test (PET),and through (CEF)
L e v e lB l .
The first two-page section of each unit containsa short

model conversationwhich studentslearn.Thispractises
pronunciationand helpsdeveloptheir conversational
confidence.They
can then go on and havelonger
conversations.
Manycoursesmissout this essentialfirst
stageof learningshort conversations.The
vocabularyand
grammartasksin this sectionare tightlyfocusedon the
model and allow studentsto vary and personalise
the
conversation.
The secondtwo-pagesection focuseson reading.The
readingsectionscontain a broad variety of texts and
tasksto developstudents'receptivereadingskills.They
are carefullygradedto allow studentsand teachersto
get the maximum benefitfrom them.The majority of the
texts are also recorded on the Audio CDs/cassetres.
Within these sections,
the activitiesfocuson topic
vocabularyand usefullexis from the texts. Aspects of
grammarare also presentedand practised.These
presentationtexts often provide examplesof language
usagethat go beyondthe context of the unit, as a way of
givingthe classvariety and showinghow languagecan
havea broader usage.
Finally,
the third two-pagesectiongivesstudentsfurther
listeningpractice in the form of one or two extended
dialoguesor a numberof short dialogues.The
listening
tasl<saim to give studentsthe valuableskillspractice
they needat this stage,but again,there are useful
languagetasksto go with them.
Writing sectionsfeaturein all the odd-numberedunitsof
the Workbook.Thesestart with a'Key word' section,
which dealswith common problemsregardinglinl<ersin
writing (however,
olthough,becouseand becouseof etc.).
This is then followedby a model of a typicaltext
studentsmay need to write in real life or for exams lil<e
PETand First Certificatein English(FCE).Studentsare
Introduction
then given a similartext to write as a tasl<.In additionto
the writing tasksin theWorkbook, a numberof
activitiesin the Coursebookhavea writing element.
There are five Review unitswith exercisesto test and

revisewhat studentshavelearnt.
The Tapescript at the backof the Coursebook
featuresall the conversations,listeningtexts and most of
the pronunciationexercisesthat appearon the Audio
CDs/cassettes.
The Grammar commen tary atthe back of the
coursebook providesstudentswith generalt"".ning
o
adviceand more detailedinformationon individuai
trammar points.
The Expression organiser at the backof the
Coursebookallowsstudentsto record and translate
some of the most important expressionsin each unit.
Othgr
compongnts
The Coursebookis complementedby a set of three

Audio CDs/two Audio cassettes.a Workbook, this
Gacher's Bool<,and a separate,photocopiableTeacher's
ResourceBook.Thereis alsosupport in the form of a
websitewith usefullinl<s,
and the test-creatingCD-ROM
ExamView@Pro.
.
Audio CDs/cassettes
The Audio CDs/cassettes
containrecordingsof all
the dialoguesand readingtexts,pronunctatron
exercisesand those lexicalexerciseswhere the
stressand intonation are particularlyimportant.
Workbook
TheWorkbool< can be usedfor self-study,but any of
the exercisesmay be done either in classor as
homework.In addition,the Worl<bookcontainsthe
writing tasl<s.lt closelyfollows the contents of the
Coursebool<
to providethe full supportand revision
studentsneed at this level,but with some additional
benefits.For example,we use the conversationsin
the ,@oursebook
to gentlyintroducestudentsto the
kind of clozetesi they will encounterin examslike
PETand FCE.Thereare also some additional
languageexercisesto expandstudents'vocabulary,
and languagenotes that actuallyteach students useful
items of grammarand lexis.Teachers
may chooseto
usetheWorkbook or decidethat there is sufficient
exercisematerialin the Coursebook.lf teachers
choosenot to usetheWorkbook as part of the
course,it is a good ideato recommendit to
studentsas additionalpractice.
Teacher's Resource Book

The Teacher'sResourceBool<providesforty
photocopiableactivitiesand gameswhich closely
supportthe materialin the Coursebook.
ExamView@ Pro
This uniquecD-RoM containsa bank of test items
for eachunit that teacherscan modifyand
customise.lt is simpleand quick to use and provides
unit-by-unittests for those teachersthat require
tnem.
'
Web materials
Teacherscan visit the publisher's
website:
vwvvv.heinle.com.This
includesa list of linksthat
an extensionto the toPics and content of
l::"'0"
each unit' together with exercisesfor studentsto
comPlete'
Gettingthe most out of lnnovations

ThisTeacher's
Book providesplentyof detailedadvice
on how to get the most out of Innovotions
Preintermediate.
However,there are some generalpoints to
makeabout the specialfeaturesyou will find in the
Coursebook.These
featuresare highlightedin the next
section.
Fecrtures of Innovcrlions
Conversation
The first section of each unit is basedon a short
conversation.These
conversationsare good examplesof
typical-conversations
that people haveabout everyday
topics,and containmanycommonly-used
expressions.
In
fact,one of the aims is to get studentsto memorise a
lot of this language.There
are memorisationactivitiesin
severalof the units and these activitiescould be adapted
and usedfor other units.For example,in Making plans
on page26 studentsuse a skeletonof notes to help
them rememberthe conversation.You
could usethis
techniquewith any of the other conversationsby
writing,the skeletonon the board and then asking
studentsto use the notes to havethe conversationin
pairs.After studentshavebecome used to this
technique,you could askthem to maketheir own set of
notes basedon the completed conversation.
When usingthe conversationin class,playthe recording
once so that studentscan answerthe gist questions.
Then playthe recordingagainand ask them to try to fill
in eachof the gapsas they listen.Theyshouldthen
comparetheir answerswith a partner.Playthe
recordinga third time, but this time pauseafter each
gap.Elicitthe missingwords and maybewrite the
completeexpressibnon the board.Modelthe
pronunciationand get studentsto practisesayingit. Play
the recordingthrough one more time with students
followingthe completedscript.
Many of the conversationshavebeen'sound scripted' in
the Tapescript at the back of the Coursebook.Here,
stressedwords havebeen capitalisedand pauseshave
been clearlymarked.Thishelpsstudentsget usedto the
way language
is'chunked'- where speakerspause,and
more importantly,where they do not pause- and to the
rhythm of spoken English.Studentslisten to the
recordingwhile readingthe soundscript.Thenaskthem
to use the script to read the conversationaloud in pairs,
focusingoq,.thephrasingand stress.
Much of the language
preientedand exploredin the unit
aPPearsin the conversation,so studentsget to see and
hear it in meaningfulcontexts.For example,in Making
friends on page8, Danko is talkingabout his home
town of Split and sayslhere ore lots of lovelypeoplethere.
Expressionswith there'sI thereore is the focus of a later
Using grammar activityon page 12.
Rea d i n g
The second part of each unit is basedon a readingtext.
These texts are derivedfrom authenticarticles,but have
been re-written to include maximallyusefulvocabulary
and collocations.Thetexts are all related to the topic of
the unit and are designedto elicit some kind of personal
responsefrom students.
Encouragestudentsto read the whole text through

without worrying too much about any words they dont
know - ask them to put their pens down for a minute
and relax! One good way of ensuringthey do this is to
playthe recording of the readingwhile studentsfollow
the text in silence.lf you feel the recording is too fast
for your students,read it yourselfat a pacethey can
cope with.This also givesstudentsthe opportunity to
hear how the text is spoken.lmportant vocabularyis
focusedon later,and studentsneed to gain confidencein
their ability to understandmost - if not all - of a text.
Encouragestudentsto focus on the many words they do
know!
With both the readingand listeningtexts, you could
simplyask students:Do you hoveony questionsobout the
text?Note that this is a different questionto Arethere
any wordswhichyou don't know?becauseit allows
studentsto ask about anything.Theycan ask about
words they do know, but which may appearwith a new
meaningor in a new collocation;theycan ask about
whole expressions;they can ask about the content;they
can even ask you what you think. Encouragingstudentsto
ask questionsis a good way to encouragethem to notice
language.
lt can also help to create a good relationship
between you and your students.
Most readingtexts are followed by a comprehension
task and activitiesthat focus on particular lexicalitems
or collocationswithin the text. Encouragestudentsto
re-readthe text and notice how these items are used
within the texts.There are also speakingactivitieswhere
studentshavethe opportunity to react personallyto the
text and to extend the discussionon a related theme.
Thesecan either be done in pairsor in smallgroups.
Listening
The third part of the unit is basedon a listenint text,
either a singleconversationor a seriesof conversations,
relatedto the overall topic of the unit. Unlike the
conversationsin the first section of the unit,they give
studentsthe opportunity for more extended listening
practice.Again,remind studentsthat they don't need to
understandeverything.Youmay need to play the
recordinga coupleof times.Finishup by askingstudents
to listen and read alongwith the tapescriptat the back
of the Coursebook.
Eachlisteningis usuallyaccompanied
by pre-listening
and
post-listeningspeakingtasksthat help studentsprepare
for and react to the content of the conversations.There
are also activitiesthat exploit usefulvocabularyand
grammarappearingin the conversations.
Features
of lnnovations
Using vocabulary
Pronunciation
Throughout I nnovotionsPre-intermediote
there are
sectionsexplicitlydealingwith vocabulary.These
sectionsfocuson expressions
and collocationsboth
related to the topic of the unit and basedon language
appearingin the conversationsor readings.As you go
through the answers,you can also get studentsto repeat
the key languagefor pronunciationand ask the kind of
questionsmentionedin Noticing surrounding
language on page8.The teachingnotes for each
activity give examplesof specificquestionsto ask.The
vocabularyexercisesare usuallyfollowed by
opportunities for studentsto use some of the language
in short speakingtaslcs.
As Innovotions
Pre-intermediote
placessuch an emphasis
on spokenEnglish,
pronunciationis givena high priority
throughout.Thereare activitiespractisingthings like
stress,linkingand contractionsin most units.Thereare
also severalactivitiesin eachof the Review units which
focuson stresspatterns,and some individualsoundsand
consonantclustersthat many studentsfind difficult.The
recordingprovidesstudentswith models and they
should be encouragedto repeatthe examplesseveral
times chorallyand individually,
until they can saythem
naturally.
Of course,youcould also model the examples
yourself.
Speakingactivities
Key words
There are severalKey word sectionsthroughout
lnnovotionsPre-intermediote
that focus on useful
expressionscontainingvery common words like get,die,
and sort out.lt might be a good idea for studentsto
devote a pagein their. notebooks to each of these key
words.They can record the expressionsfrom the
activity and then add to their list wheneverthey notice
more examples.
Usinggrammar
Eachunit containsat leastone section dealingwith a
particulargrammaticalstructure.Thesestructures range
from the traditional tense-basedstructures like the past
simpleto other structures like usingnot enoughand too.
The structures are alwaysgiven in meaningfulcontexts,
and studentssee how they tan use the language
themselves.Give studentsthe basicpatterns for the
structure and encouragethem to record examplesfrom
the exercisesin their notebooks.Again,there are
speakingtasks linkedto the particularstructure.
Referenceis alwaysmade to the correspondingsection
in the Grammar commentary.
Grammarcommentary
&"
The Giammar commentary starts on page 165 of
the Coursebook,with two pagesoutliningthe basic
approachto grammartaken in the course.Ask students
to readthese pagesearlyon in the courseand discuss
questionsthat arise from it.The grammar points that
follow refer to the Using grammar sectionswithin
the units.As a rule,you can ask studentsto read the
Grammar commentary as a way to review the
languageafter they haveworked on the activities.
However,in some casesyou might want studentsto
come up with a guidelineor'rule' themselvesand then
compare it to the explanationin the Grammar
commentary before working on the exercises.The
Grammar commentary is anothergood sourceof
usefulexamplesfor studentsto record.
There are speakingtasks throughout the Coursebook.

These are intended both as away of encouraging
studentsto use some of the new languagethey havemet
in personalised
ways,and also as an opportunityfor
studentsto relax and enjoy talkingto each other!
Whenever possible,try to introduce these speakingtasks
by talkingabout yourselfand encouraging
the classto
askyou questions.This
servesas a model of what you
are askingstudentsto do and is another good source of
language
input.Also,studentsgenerallylike findingout
more about their teachers.
You maywish to usethese discussion
periodsas a
chanceto monitor students'spoken performanceand to
gather student errors to focus on later,or as a chanceto
listen for gapsin students'vocabularieswhich can later
be addressed.A good way to give feedbackon these
sectionsis to re-tell what one or two studentssaid.Retellingwhat studentssay- sometimescalled
reformulation- is a good techniquebecauseit allows
eventhe weakeststudentsto sharetheir experiences
and ideaswith the whole classwithout the pressureof
performing in front of them. lt's quicker - there are no
painfulpauses- and maintainsthe paceof the lesson.
Finally,it allows you to correct and introduce usefulnew
languagein a way which acknowledgesthat the student
has successfullyconveyedhis/her meaning.Youcan write
some of this new language
on the board if you like,but it
is not strictly necessary.
RealEnglish
The Real English notes throughoutthe Coursebook
refer to a particular piece of language- a word,
expressionor grammaticalstructure - that appearsin
one of the tasks.Thenotes contain featuresof everyday
Englishwhich manymore traditionalcoursebcibks
overlook,and so it is important to draw students'
attention to the explanationsand examples.Add more
examplesor ask a few related questionsto exploit the
notes further, if you wish.
Features
of Innovations
Review units
After every four units there is a Review, which gives
studentsthe chanceto re-visitand consolidatelanguage
they havestudied.Most of the activitiesinvolvepair or
smallgroup worl<and so are best done in class.Each
Review containsseveralactivitiesfocusingon the
trammar and vocabularyfrom the previousfour units as
well as a sectionon pronunciation.There
are alsoWhat
can you remember? and Look back and check
activities,where students repeat and recall information
they havelearned.Repeatingactivities,perhaps
unsurprisingly,
often leadsto better student performance
the secondtime round,and you maywant to do these
activitiesmore regularlyas a quick way of revisingthings.
You could usethe Vocabulary quizzes with the whole
classdivided into two or more teams.Award points and
score them as if they were real quizzes.
Tapescript
The Tapescript starts on page 148 and featuresall of
the conversations
from the listeningsectionsas well as
sound scripts of severalof the conversations.
Languagestrips
The language
stripsat the beginningof eachunit contain
expressions
from the unit which studentsmay have
difficultywith. Usingthe strips before startingthe unit
givesyou the chanceto pre-teachsome of the
expressionsthat studentswill encounter,as well as a way
of previewingthe topic of the unit.Youcould start off by
havinga short task where studentsquicklylook through
the strip to find expressionsthat fit certain criteria,for
example,those they haveheard before,or those they
could use about themselves.The
teachingnotes contain
specifictasksthat you can set for each unit.Youcan then
follow up by askingstudentsto sharetheir ideasin
groups.Thislets studentshelp eachother with some of
the more difficultexpressions.
Another techniqueis to ask studentsto choosea couple
of expressions
that look interestingand find out what
they mean*bylookingin their dictionaryand then share
their ideasin smallgroup-s.You
may needto givesome
guidanceabout how studentscan do this.For example:
for Haveyou goto light?in Unit l, tell studentsto look
at the phrasesat the end of the dictionaryentry for the
key word, in this case,/rght.lf studentsare studyingin an
English-speaking
country,you could also encouragethem
to go out and asl<peopleabout the expressions.The
notes for each unit also give definitionsand examplesfor
some of the more idiomaticexpressions.
The languagestrips are also usefulas a source of fiveminute filler activities,between more substantialactivities
or at the end of a,lesson,and usedin this way,serveto
recyclesome of the language.
Again,there are specific
suggestions
in the notes for eachunit,but the following
are some generalideaswhich can be usedfor most of
the strips:
l. Ask studentsto find the expressions

which are
responsesto two or three questionsor remarksyou
write on the board.
2. Copy some of the expressionsonto an overhead
transparencyleavingsome gaps.Ask studentsto
completethe expressions
beforeopeningtheir
Coursebooks,
and then comparetheir answerswith
the strip.
3. Ask studentsto identifyexpressions
which contain
language
which hasoccurredin an earlierunit,such
as a tense or key word like get.
4. Ask studentsto discusswhat words such as it. this or
therecould refer to.
5. Ask studentsto sort the expressionsin different
ways:
a. positivevs.negativeexpressions.
b. formal vs.informalexpresstons.
c. those which are more likelyto be usedby
men/women.
d. those more likelyto be usedby young/older
people.
e. remarkswhich initiatea conversationvs.
resDonses.
f. (perhapsmost importantly) those they would like
to usethemselvesvs.expressions
they would not
feel comfortable using.
Noticingsurrounding
language
Although all the activitieshavea primary focus,for
example,a particulargrammarstructureor a listening
task,all the languageis presentedin natural contexts.
This meansthat the surroundinglanguage
is just as
importantas the language
beingexplicitlyfocusedon. lf
the exerciseconcernsthe present per.fect,do not miss
the opportunityto point out other surroundingcommon
words and expressions
at the sametime. One of the
most importantwaysstudentswill improveon their own
is if they notice more.Turn'noticing'into a major
classroomactivity.In order to do this,you needto not
only explainmeaning,
but alsoask studentsquestions
suchas:
Whot other thingscan you ... ?
What otherthingscan you describe
os ... ?
Whot'sthe oppositeof ... ?
What's the positivelnegotive
woy of soying... ?
If you do ... , what wouldyou do nextlwhothappened
before?
Wherewouldyou ... ?
What do you usea ... for?
Whot wouldyou replyif someonesoid... ?
Plusmore specificquestionslike:
Whot was the verbthot comebefore... ?
What was the preposition
after ... ?
Features
of Innovations
The aim of these questionsis to generateusefullanguage
connectedto the word or exoressionin the exercise
and alsofor studentsto get an ideaof the limitsof
collocationand differences
with their own first language
(Ll).Questionslike theseare better than simply
explaining,for three reasons.Firstly,they allow you to
check whether studentshaveunderstoodwhat you have
explained.Secondly,they are more engagingfor students
as you are involvingthem in the teachingprocessand
accessing
they provide
their current knowledge.Thirdly,
opportunities for studentsto extend their knowledgeby
introducingnew language.
In some ways,the questions
are also convenientfor you as a teacher,because
studentsprovide meaningsin attemptinganswersand
you can then provide the actual languageby correcting
any mistakesor re-statingwhat they said in more natural
English.This
new language
can also be put on the board,
ideallyin the form of whole expressions
as you would
usethem in speech.
a sectionfor phrasalverbsand idioms
a section for grammaticalpatterns and structures

suchas the presentperfectand hoveto ...
Also,talk about what shouldbe recorded.Insteadof just

isolatedwords,encouragethe recordingof complete
expressions,
and evenquestion/response
collocations,
exchanges.The
Coursebookis a great resourceof useful
contextualisedlanguagethat can be transferred directly
to students'notebooks.Ask studentsto translatethese
largerexpressions
and idiomsinto an equivalentin their
own language.
You may also like to follow up a sectionof teachinglike

any new
this by askingstudentsto brieflypersonalise
vocabularyyou put on the board.For example,you could
ask:
Do you know or haveyou heordoboutonyonewho ... ?
Do you know or hoveyou heordoboutonyonewho hos... ?
When'sthe losttimeyou ... ?Where?Whot
hoppened?
Can you useony ofthese wordslexpressions
to describe
thingsin your life?
Which is the rnost usefulwordlexpression?
Which wordlexpression
do you like the most?
You could put studentsinto pairsto do this kind of
exercisefor five or ten minutes.Thisis a good way of
breakingup the lessonand getting awayfrom the
students
Coursebookfor a moment.lt also encourages
to get to know each other better,and unli,ke
supplementary
materials,
requireslittle planningand no
fightingwith the photocopier!
The teacher'snotes sutgest specificquestionsyou can
ask about languagein the texts and there are also good
examplesof these kindsof questionsin the Vocabulary
quizzes in the Review units.lt maytake a little time for
both you and your studentsto get usedto this style of
teaching,but it is worth persistingwith it, as it produces
a dynamicand language-rich
classroom.
Recordinglanguage
It is a good ideato help studentsorganisea notebookto
record the language
they meet.Earlyon in the course
talk about recordingthis language
in an organisedway
and suggesta notebook divided into severalsections:
. a sectionorganisedalphabetically,
containingnot only
the tartet vyordsbut associatedcollocationsand
phrases
.
a sectionorganisedaroundthemessuchas describing
people,work, films etc.
verbsand
a sectionorganisedaround'delexical'
nouns such as get,toke,point,thing
to London.
Language input
:
'
Conversationstarters:Do you knowonyonehere?
Thereis/thereqre; fhere's so much to seeand do

in London.
'
Expressionswith missand lose:/ missedmy troin,

I got /ost on the way here.
Pasts-imple:
We decidedto movebecousewe didn't
Iikethe oreo.
lf you ask someone Whereore you from ogain?you

are implyingthat they haveprobablytold you but you
haveforgotten. k can also be usedto be slightlyless
direct when you havealreadybeen speakingto
someonefor a short time,evenif the personhasn't
alreadytold you where they are from.
lf you saya placeis rrghtup in the north, you are
emphasising
that it is locatedin the far north of an
area,for examplea country.Youcan also use down
with south.For example:lt'sway downin the south.
lf you ask someoneif they come from somewhere
originally,
you are askingif they were born and/or
grew up there. For example:A:Areyou originollyfrom
here?B:Aauolly,I grew up in a small townobout50 km
owoy.
lf you growup bilingual,youhavetwo first languages.
Bilingualpeopleoften use one language
with their
familyor friendsand anotherat school/work.
Remindstudentsto record any of the expressionsthey
like in their notebool<sand to take note when they see
similarexpressions
throughoutthe unit.
Lead in
Language strip
You can use the languagestrip as a way to lead in to the
unit.Get studentsto quicklylook throughthe strip and
askthem to predictthe theme of the unit.Thenask if
they can find any expressionsthey haveactuallyused
themselves.
Explainthat in this unit they will learn
expressionsfor starting conversationsand talking about
where peopleare from. Use the language
strip later on
in this unit for a smallgroup task.Here are some
possibilities:
. Studentschooseexpressions
that are questions(e.g.
Whereare you from ogoin?)and come up with a
possibleresponse(e.g./m from Belgium).Then
they
choose expressionsthat are responses(e.g.Oh,I've
beenthere)and come up with possibleprompts (e.g.
Actuolly,l'm from Ankoro).
. StudentsdiscussexamDlesof what it or there is
.
referring to in severalof the expressions.

Studentschoosethree or four expressionsfrom the
- changethem to be true
list and - if necessary
about themselves(e.g.I reollymissmy town).Theycan
then talk about their choices.
You might needto explainsome of the following

exPresstons:
. lf you ask someone for o light,youare asking
them
to lend you some matchesor a lighterto light a
cigarette.Hove you got o light?can often be used as a
way to start a conversationwith someoneyou don't
know.
10
lf this is the first time the classhavebeen togetner,you

could do some small'gettingto know you' activity before
evenopeningthe Coursebool<.
For example,you could
give studentsthe task of findingout three interesting
things about any three of their classmates.
After the
activity is over,ask studentsto tell you some of the
expressions
they used.Youcould write them on the
board and checkthat everybodyunderstands
them.you
can then leadin to the first task (l Starting a
conversation) by explaining
that studentswilr now see
severalmore ways in Englishof starting a conversation
with someonethey dont know.
.s .,F- : r.,.- *. ri
f* ,i .u -...'#
'--;JJ
:; ':3 "i ;*;i ;;.*.I;
Startinq
a conversation
ffiffi
w
Before askingstudentsto answerthe two discussion
questions,
tall<about how you yourselfwould answer
them.Thisnot only helpsstudentsget to know you, but
also providesthem with a model of how to answer.you
may want to write some usefulexDressionson rne
board.For example:
I'm very sociable.
I'm a bit quiet.
I usuallydon't make the first move.
I'm a good/istener.
1 Whereareyou from?
Studentscan work on the two matchingtasks

individually
or in pairs.Go throughthe answersand
model the oronunciation.
Get studentsto Dractisethis
alongwith you.
Answers
l.d.
2.a. 3.b. 4.c. 5.g. 6.h. 7.f. 8.e.
For further practicetell studentsto closetheir

Coursebooks.Sayeach conversationstarter and ask
studentsto try to rememberthe matchingresponse.
Then divide the classinto pairs and get them to take
turns doingthe same.Thiswill giveyou anotherchance
to monitor their pronunciation.
To generatesome related language,
asl<studentsfor
variationsof some of the responses.
For example:
What wouldyou sayif the onswerto I wos yes?(Actuolly,
yes.But I thinkthot one'sfree.)
You may needto explainthat in d go oheadmeans'OK'.
Give studentssome other exampleswhen you can use
this expression:
A: Do you mind if I onswerthe phone?
B: No. Go aheod.
Point out the expressionTakeo seot.You might want to
add a couple of other related expressionswith seot;
l'm ofroidthot seott token.
Can you sovemy seot?
like from this task in their notebooks.
The finaltask providesan opportunityto talk about
some relatedculturalissues.Talk
about some of the
typical sentencestarters you use or know about.You
could alsotalk about regionalvariationsand differences
basedon age or gender.Go over the exampleresponses
and then get studentsin smallgroupsto tall<about
these questions.
Ask thesegroupsto report backto the
classas a whole.
As a follow up,ask pairsof studentsto write a dialogue
basedon the photo on pate 8.They canthen role-play
the conversations
to eachother or to the class.
Answers
l.
2.
3.
4.
5.
5.
I'msorry
Whereabouts exactly
haveyou been here in Britain?
goingback
talcesome exams in
the main reason
Playthe recordingfor the class.Next, let studentsread

the dialogueas you playthe recordingagain.Then
asl<
them, in pairs,to fill in the first two or three gapsfrom
memory beforeyou playthe recordingagain,this time
with pausesso that they can checkand fill in the missing
words.Do this two or three gapsat a time until the
end.Playthe recordingthrough one more time with
studentsfollowingthe script.
Follow up by getting studentsto read the conversation
in pairs.Thenasl<them to underlineany expressions
they find useful,particularlythose they thinl<they might
use.Encourage
them to transferthese into their
notebooks.You
might want to point out the following:
Whot'syour nome ogoin?
l've heordof it but l've neverbeenthere.
Whot.do you do bock home?
Thot'sthe main reasonI'm here.
Follow up by askingstudentsto sharewith you their
ideasfor famous people from different countries.You
don't needto limit examplesto peopleand countries,
though.Ask studentswhat their hometownor regionis
famousfor too.Write some phraseson the boardto
help.For example:
... is the mostfomouspersonright now.
Most peoplehaveheardof ... .
My town'scloimto fome is that ... grew up there.
ffi Whereare you from? Whereabouts?

Introducethe task and get studentsto work either
individually
one
or in pairs.Thenreadthe conversations
or more times so they can checktheir answers.Ask
studentsto listento how the expressions
are said,in
particularthe intonation.
ffi Makingfriends
;
This dialogueexposesstudentsto much of the language
focusedon in this unit.Introducethe task by readingthe
instructionsaloud.Suggest
that studentsinitiallycover
the conversationand remindthem that they don't need
to understandeverything.Tohelp them preparefor the
listeningtask,you mightwant to elicitwhat lcindof
informationthey would expect to hear.Ask studentsto
sharetheir answersin pairs.
11
1 Whereareyou from?
Answers
Conversation I
So where are you from?
France.
Oh right.Whereabouts exactly?
Grenoble.lt's in the south-east.Do you know itl
No.What'sit like?
It's OK. lt's quite a big city,but it's a nice placeto live.
Conversation 2
So where are you from originally?
Oh, a placejust near Blackpool.
Oh, yes.Whereabouts exactly?
St Anne's.Do you know it?
Yes,I do, actually.My grandparentslived there!
Conversation 3
So do you live near here?
Not that far.Haringey.
Haringey?Whereabouts exactly?
Allison Road.lt's just pastthe shopswhere the
churchis.Do you l<nowit?
Yes,yes.I usedto live in Hewitt Road!
Conversation| : | .f. 2. b. 3.d. 4. c. 5. e. 6. a.
Conversation2: l. b. 2. d. 3. c. 4. e. 5. a.
Conversation3: L d. 2.a. 3. b. 4. e. 5. c.
Follow up by getting pairs of studentsto practise

readingthe conversationand underlineany useful
phrases.
In particularyou maywant to point out some
of the location expressions(e.g.It's in the south-east,
a
place justneor ... , Not thot for, It's justpdst ... ). You
could also ask studentsto changeparts of the
conversationsso that they are true about themselves.
In checkingthe answersto the three questionsat the
end,you may need to explainthat Blackpoolis a town
by the sea in the north-west of Englandand that
Haringeyis an areaof north London.
Answe6g
a. Conversations
2 andt3
b. Conversation2
c. Conversation I
again,stoppingafter each sentence,so studentscan

repeat.Finally,you can get studentsto practisesaying
the sentencesin pairs before they match the sentences
to the placeson the map.Before studentsdescribethe
location of the cities at the bottom of page9, go over
and practisesome of the locationexpressions
in
sentencesl-7:
on the southlnorth-eost
coost
right in the centreof (England)
just outside(London)
in the south-westlnorth-west
of (Englond)
right up in the north of (Scotland)
Answers
l. Brighton 2. Birmingham 3. Scarborough
4. StAlbans 5. Bath 6. Inverness
7. the Lake District
Possibleanswers:
Cornwall is an areain the south-westof England.
Leedsis a city in the north-eastof England.
Swanseais a city on the south coast of Wales.
Warwicl<is a small city right in the centre of England.
Manchesteris a big city in the north-west of England.
Studentsmay want to know the differencebetween a

town and a city.Although the differenceusuallyhas to
do with sizeand political/economic
importance,in
Britain a city traditionallyhas a cathedralwhereasa
town doesnt.
Beforegetting studentsto work on their own dialogues

in pairs,model an exampleyourselfwith a student.Try
to keep the conversationgoing and encouragestudents
to do so too.Write expressionson the board that are
different from the ones you used,and ask two students
to model a conversation.Encouragethem as they go
along.Use this task to get studentsmoving around,
asl<ingeach other about where they live.Ask them to
report back at the end.
#*mmx**m6
quiz
Geography
This task helpsstudentsin the pronunciationof English

by focusingon phrasing- speakingin groupsof words and stress.lt is important to explainto studentsthat
getting this right can really help them be understood
better.Bear in mind that stressis often conveyedby a
combinationof a slightlyhigherpitch,a lengthening
of
the syllableand a clearerand slightlylouder articulation.
Readthe directionsand playthe recordingonce or
twice while studentsjust listen.Thenplaythe recording
This task can act as a fun way to introduce the reading

text (l'm not from here originally). Readaloud the
namesof the countries in the box so that studenrscan
hear the pronunciation.Then
go over the expressions.
Point out the usefulword somewhere
and write some
relevantexampleexpressions
on the board.For
examole:
1 Whereareyou from?
I
It's somewhere
in the southof Asia.
It's somewherein the middle of the Pociftc.
Itt somewhere
neor Belgium.
Extendthe activity by askingstudentsto share any
knowledgethey haveabout these countries.For
example:Whatare the capitalcities?Whoplayedin the
World Cup finals?Haveany been in the news recentlyl
Answers
Albaniais in Europeon the Adriatic coast,next to
Greeceand Serbia.
Bangladesh
is in Asia,next to India.
ffi comprehension
In pairs,studentscan try to rememberthe answersto
thesequestionsand then,as a class,confirm by checking
in the article.
Answers
l. lan 2. Fatenand Hung 4. Hung 5. Faten's
6. Faten'schildren(and perhapsHung'schildrentoo)
Tall<about Real English: refugee. Explainthe
differencebetween a refugeeand an immigront.
south of Florida.
Cuba is an islandin the Caribbean,
Denmarl<is in Europe,north of Germany.
Ecuadoris in SouthAmerica,just north of Peru.
Japanis in Asia,near Chinaand Korea.
Luxembourgis a smallcountry in Europenext to
Belgium,Franceand Germany.
Nicaraguais in Central America,between Costa Rica
and Honduras.
Oman is in the MiddleEast,on the PersianGulf.
ln this task studentsfocuson severalusefulexDresstons

from the article (l'm not from here originally).Ask
pairs of studentsto recall as many of the missingwords
as they can beforethey searchthe article.The
expressions
are in the sameorder as they appearin the
text. Studentscan checktheir answersagainstthe article
once they havefinishedthe exercise.
Somaliais in EastAfrica,next to Ethiopia.

Tunisiais in North Africa,next to Algeria.
Wales is next to England.
Answers
| . got 2. used 3. miss 4. ago 5. support
6. saved 7. closed 8. lost 9. unemployment
1 0 .d u r i n g
**.1
ffi Beforeyou read

You can ask studentsto think of reasonswhy people
move from one country/city to another.Studentscan do
this activityeither in pairsor smallgroups,or they can
do it together as a class.Youmay want to list all the
reasonson the board beforestudentsreadthe article
(l'm not from here originally).
-,-_,.1
ffi Whileyou read

ffiM(l'm not from hereoriginally)
Point dut the title of the article.Ask studentswhat they
think it means(fhe personwosn'tbornlondor didn'tgrow
up in the p/oce).Thenask studentsif they can find a
strip on page8 (Do
similarexpressionin the language
you come from Berlinoriginolly?).
The initialpurposefor readingis for studentsto find out
why the three peoplecameto London.Remindthem
not to worry about understandingeverything.Ask them
to check their answerswith a partner when they have
finishedreading.
Providemore practicewith these expressionsby asl<ing

follow-upquestionswhile checkingstudents'answers.
For examole:
ls onyoneheremorried?When did you get morried?Was it q
relrgious
did you getmorried?
ceremony?Where
What thingsdo you missfrom your countylhome town?
Is onyonesavingup for somethingspecial?What?
Why do you think the factory closeddown in 7?What other
thingscon'closedown'?(o theotre,o bor)
Whot ore someotherreosonsthot you might loseyoujob?
Speaking
lntroduce this activity by briefly tallcingabout the three
questionsyourself.Encouragestudentsto asl<you
on the
follow-upquestions.Writeany usefulexpressions
board.Thisservesas a modelfor when studentsdo the
activitythemselves.Youmight want to feed in some
going.For
additionalquestionsto keepthe discussion
example:
of being
Whot are someodvontogesldisodvontages
bilinguollmorriedto someonefrom a differentcounty?
Answers
Whot wouldyou missmostif you livedin onothercountry?
Fatencameto Londonbecauseher husbandis from

there.
Hung cameto Londonas a refugee.
lan cameto Londonto look for work.
As studentsdiscussin pairsor in smallgroups,go

when and if
aroundthe classand monitor.Give feedbacl<
needed.
13
'l
Whereareyou from?
Usinggrammar:pastsimple
One way to introducethis sectionon the past simpleis
to ask studentsto find six or sevenexpressionsin the
articleon page l0 (l'm not from here originally)
that includea verb in the pastsimple.Youcan then read
throughthe guidelineson formingthe pastsimpletense
toSether as a class.Mal<esure students hear the
examplesat leasta coupleof times.
Get studentsto worl< individually
or in pairsto
complete the list of verbs with irregularforms. practise
the pronunciationas you go over the answers.Because
these verbs are so common,you might suggestthat
studentsallocateone pagein their notebooksfor each
of these verbs and record exampleexpressions
containingthe verb as they come acrossthem.
Answers
buy bring come find get grow up have
know leave lose make say tell take go
Now get studentsto completethe task individually

or in
pairs.Whenyou go throughthe answers,youcould
encouragestudentsto think of possibleresponses
to
some of the statements/questions.
For examplein 2:
So did you find o job?Why did you loseyour job?Do you
missBo/ton?
You might need to explainthat Bolton is a town in the
north-west of England.
Answers
l. moved,got 2. left,lost
3. moved,died,wanted 4, decided.didn't like
5. didnt feel 6. hated,didnt have
7. did (you) move 8. did (they) teave
For further practiceask studentsto test each other in

pairs.Stu{entA reads each sentencebut saysblonkfor
the missingword. Stude4tB - with the Coursebook
closed- repeatsthe sentencebut includesthe missing
word.When studentshavefinished,they can swap roles.
To finish,ask studentsto look back through the activity
and choosea coupleof expressions
to record in their
notebooks.Remindthem to record complete
expressions
and not just individualwords.Encourage
them to includea translationin their own language
too.
You can refer studentsto G I of the Grammar
commentary on page 165,which they can read either
in classor as homework.
Sp e a k i n g
Give studentsa few minutesto think about the
q.uestionsbefore getting them in smallgroups to discuss.
14
Write some patterns and expressionson the board

help:
(We) movedlleftbecouse(my father goto job.)
(We) movedlleftbecauseof (the crime.)
(We) movedlleftto (get oway from the city.)
(We) movedlleftwhen (my siste) wasborn.
They'velived theretheir whole life.
Thot'so perfectlygood reason.
fu*s,*t$*ru
ffi Meetingpeople
First read the choicesa-f as a class,answeringany
questions.Then
give studentsa minuteor two to think
beforethey explaintheir choicesto a partner.Makesure
they understandthat they can choose more than one
alternative.Obviously,the answerswill vary accordingto
gender.lf studentsare studyingabroad,it might also be
worth tallcingabout what is consideredappropriate,
inadvisableor a bit forward in that particular country.
Before
ffiffi
vou listen
w
t
This task setsthe scenefor the listeningtask.youcan
discussthese questionsas a classor get studentsto
discussthem in pairs.Writesome words on the board
to help:
o tourist,o comera,o bog,countrylane, sinister-looking
#
ffi
While you listen
Tell studentsthat they are going to listen to a

conversationbetweenthe two people in the picture.
They shouldlistento see if their predictionswere right.
Playthe recordingonce and then get studentsto discuss
the answersto questionsl-4 in pairs.Playthe recording
againif necessary.You
might then get studentsto follow
the script on page 148as you playit one more rime.
Ask them to underlineand/or ask about any expressions
they find interesting.
Answers
l. Georgeand Norman Bates.
2. George is from Washingtonand Norman is from
Burlington.
3. Washingtonis a dangerousplaceat night.
Burlingtonhassome crime too.
Usinggrammar:there's/ thereare
Readthe first three examplesand go over the guidelines
with the class.You
mightwant to explainthat a noun is
uncountablewhen it is usedin sucha way that is has no
plural form. Often this is the casewhen we are talking
1 Whereareyou from?
about substancesor abstractconceDtslike crimeor

unemployment.You
shouldn'tgo into this in too much
detail,however,as it is a very complex area and you may
risk confusingyour students.lt would be wrong,for
example,to saycrime is alwaysuncountablebecausein
manycontextsit is countable.
Get studentsto look at the next four examplesand
then completesentencesl-8.They can then compare
their answers.You
may needto point out that in 4
peopleis a pluralnoun.
Answers
l.There's 2.Thereare 3.Thereare
5.Thereare 5.There's T.Thereare
8. there's.There's.
there are
4. there are
Follow up by aslcingstudentsto suggestplacesthat

might fit the descriptionsin l-8. For example:I couldbe
obout Hong Kong.lt's got a greot tronsportsystem.
Encourage
studentsto look backthroughthe tasl<again
may
and to record any expressions
they find useful.You
want to point out the following:
itt good for (shopping)
it's not sofe ot night
there'snot muchto do
but that'saboutit
You can refer studentsto G2 of the Grammar
in classor as homeworl<.
Also talk about Real English:
There's a lot of ... on page 13.Pointout that students
will heartheseforms beingused,eventhough some
peopleconsiderthem'wrong'.
Pronunciation:
weak forms
fu{Fi
***
You can either playthe recordinginitiallyto checl<the
answersto 4 Using grammar: there's I there o,reor,
if you havealreadygone over the answers,as a way to
focus gn the pronunciationof the contractions
Playthe recording,stoppingafter each
there'slthere're.
sentenceso studentscan repeat.Thenget them to
practiseaskingeach other Whott it likethere?and
answeringwith the completedsentences.
ffi practice
ffi Keywords:mrssand,ose
Some studentsconfusethese two words. lt's a good idea
to focuson contextualised
exampleslike the ones in the
activity.Point out that rnisscan expressa feelingof
sadnessbecauseyou can no longerdo or have
something,as in 4: I reollymissgoingto the beoch,or it
can meanthat you failedto do somethingas in 5-8. As
you go through the answers,asl<follow-up questions
when possible.For example:
Whot elsecouldyou hove lostin I? (my PDA,notebook)
How can you change5 to mokeit the opposite?(He's really
overweight...het put on a lot of weight... he usedto be
thin.)
Answers
l. my addressbook 2. on my way 3.2-l
4. the beach 5. weight 6. the class 7. the end
8. my train
For the secondtask you could get studentsto test each

other in pairs.Point out that we saymissthe busltoin
but usuallymissmy flight.
Answers
l. lost 2. miss 3.miss 4. lost.missed
Speaking
Readthe patterns aloud to the classand then give
studentsa few minutesto thinl<before getting them to
discussin pairsor smallgroups.Youcan alsotalk about
your own answerseither beforehandor afterwards.You
mightwant to wrap up with a feedbacksessionwhere
you focuson some problemareasand maybealso some
examplesof successful
communication.
Follow-up
Get studentsin pairs to write a dialoguebetween two
peoplemeetingfor the first time. Eitherlet students
decideon the context themselvesor suggestone
(e.g.a lost tourist and a local,a studentin a big city
feelinglonelymeetssomeoneon a bus etc.).Encourage
them to look backthroughthis unit and find
expressions
to use.Theycanthen role-playthe
conversationto other grouPs.
Model this activityyourselffirst.For example,talk about

where you grew up,went to college,spentyour last
holiday.Get studentsto asl<you follow-upquestionsas a
way to encouragethem to do the samewhen they work
with their partner.Suggestthat they record three or
from this
four personalisedexampleswith there'slthere're
activityin their notebooks.
15
You might need to explainsome of the following

exPresstons:
. lf you con't stondsomethingor someone,you really
dont lilcethem. For example:I con't stondthe way he
tolks.
. lf you use I suppose,
you are showingthat you are a
Unit overview
General topic
Talkingaboui
about likesand dislikes,
friendsand family,
.
musrc,
music,going
gotngout.
Conversation
Two peopletalk about the musicthey like and dislil<e.
'
you.nger
sister;How do you know eochother?
.
Expressionswith go'.Howdid it go?I wenton my
Language strip
unit.Ask studentsto quicklylook throughthe strip and
find any expressionsthey haveactuallyusedthemselves
or that are true for them. Ask them to sharetheir
findingswith a partner or with the whole class.Explain
that in this unit they will learn about ways to talk about
likesand dislikes.
Encourage
them to choosea coupleof
expressionsin the strip that look interestingand to find
out more about them.
s
Use th'e language
strip later on in this unit for a small
group task.Here are iome possibilities:
. Studentssort the expressionsinto those that
expressa positivefeeling(e.g.I /oveanythingby Mork
Smith),a netative feeling(e.g.I con't standtoditionol
folk music),and a middle-of-the-roadfeeling(e.g.She's
O( / suppose).
. Studentssort the exDressionsinto those that are
connectedwith likesand dislikes(e.g./ /ikeonything
withJockieChon in) and those connectedwith
relationships(He soundsreallynice).
.
1 1 6

list and changethem so that they are true about
themselves (e.g./ /ike anythingwith NicoleKidmon in).
They canthen shareand talk about their choices.
lf you ringsomeone,you callthem on the phone.You

can also use the expressiongivesomeoneo ring.For
example:Gve me a ring loterthis week ond we'll
arrongeto go ouL

like in their notebooks and to take note when they see
similarexpressions
throughoutthe unit.
Language rnPut
. Expressions
for describinglikesand dislikes:Yes,
I loveit,No I can't stondhii.
him.
. Expressions
for alking and askingabout family
and
4f
ru ucsL
best friends:
If tcil(Js: tI ustfofly.
usuallygelr,qrI.:1.99ily..:W.el...Wv[.t
geton reallywell with my
my
bit uncertainabout something.For example:Do you

know when the film storts?8:00,1suppose.
Lead in
You could leadin to this unit by talkingabout music.Ask
studentsif they like listeningto music,who their
favouritesingers/bands
are,who is currentlypopularin
their countries,if they to out to see bands,if they buy
many CDs etc.Youcan also elicit a list of different styles
of music (e.g.hip-hop,new oge,technoetc.) and write
them on the board.Thisleadsin nicelyto the first
activity.
.. l$f*',f '* f#,X 1**,,*f *
ffi speaking
Focusstudents'attentionon the photographson page
l4 and ask them to suggestthe kind of musicstyle in
each picture A-G. Encouragethem to give reasonsfor
their choices.You
can help by givingthem phraseslike:
I think it's ... becouseof the hairstylelthe
clothesl
instrurnents.
I know it's (jozz) becausethat's(Miles Dovis).
Answers
classicalC country F folk D
iazzB punk A soul G
heavymetal E
lf possible,playsome examplesof these stylesof music

to help studentsif they are unfamiliarwith any of them.
You might need to explain thatpunk is a style of rocl<
musicthat originatedin the UK in the middleto late
seventies,that folk musicis a labelthat tends to be
appliedto the traditionalmusicof a country and that
sou/originatedfrom blackcommunitiesin Americain the
sixtiesand is a mix of gospel,bluesand jazz.
2 Likesand dislikes
Answers
ffiffiAnsweringquestions
Somemusiciansin eachgenre:
In this activity studentsfocus on differentways to

respondto the question Do you like . . . ?They can worl<
individually
or in pairs.ExplainthatWhy do you ask?is a
common expressionusedto find out the reasonwhy
someoneaskedyou something.You
could givethe class
some other examplestoo. For example:
A: Did you go out lastnight?
B; Yes,why do osk?
A: Youreyesore oll bloodshotond you looktired.
classical:Alfred Brendel country: Loretta Lynn

folkJoan Baez heavymetal:Metallica
jazz:LouisArmstrong punk Sex Pistols
soul:lke andTinaTurner
ffi Likesanddislikes
Explainthe listeningtask to students.Tell
them to just
listen for the styles Ken and Joycelike:they don't have
to understandeverythingthey hear.Playthe recording,
makingsure that studentscover the text first. Get them
to discusstheir answersin pairs.Remindthem to keep
the text covered as they do this.
Answers
Ken likesiazz and probablyopera.
Joycelikesjazz,popand Latinmusic.(Tito Lopezwas
a Mexicanactor and acidiazz musician.)
Next, let studentsread the dialogueas you playthe

recordingagain.Then
askthem, in pairs,to fill in the first
two or three gapsfrom memory before you playthe
recordingagain,this time with pausesso that they can
checkand fill in the missingwords.Do this two or three
gapsat a time until the end.Playthe recordingthrough
one more time with studentsfollowingthe script.
Answers
l. hate it 2. thinkingof 3. what kind of
4. I prefer 5. heard of her
When we don't want to tive a reason,we can usethe

expressionNo reoson.I justwonderedas in f. Also
highlightthe pattern in the responsesa-d: I'm thinkingof
... .In Englishthis is a common way of beingtentative.
You might also point out some of the modifiersusedin
severalof the conversations:
I quite liked,o bit boring,
reallyboring.
lf studentsdont know,Coldplayare a Britishguitar
band.Point out that we usuallythink of a bandas plural
and so we use ore,were,they etc.
When studentshavecompletedl-5,they shouldmatch
them to the endingsa-f in the secondtasl<.Playthe
recordingonce or twice so studentscan checktheir
answers.
Answers
l.
2.
3.
4.
5.
6.
Yes I love it.

Yes,they're OK.
lt's OK, I suppose.
No, not really.
No, I can'tstandhim.
I've never heard of it.
l. c.
Ask studentsto practisereadingthe conversationusing
the tapescripton page 148.Get them to do this a
coupleof times to practisethe stressand phrasing.
One
techniqueyou could use is to ask studentsto read a
short phrase,lool<up at their partner and sayit without
lookingbackdown at the Coursebook.Thistends to
force them to saythe group of words together
Give studentsa few minutesto look backthroughthe
conversationand underlineany expressions
they find
useful,particularlythose that expressa like or dislike.
Encouragethem to transfer these into their notebool<s.
You mightwant to point out some of the following
exPressrons:
1 cont sit stil/
thot kind of music(os a wayto ovoidrepeotingthe some
word)
I'll (lendyou a CD) if you like
2 . a . 3 .b .
4.t.
5 .d .
5 .e .
Next, get studentsto practisethe conversations,paying

attention to the stressand intonation.Now playthe
recording of the sentences,pausingafter each one to
allow studentsto repeat.Point out the differencein
intonationfor the two OKs. Ask which one expressesa
more positivefeeling(2).As a follow-up,ask studentsto
look bacl<and find those expressions
that express
strong opinions (e.g.Yes,I loveit) and those that express
a weaker opinion (/t's OK / suppose).
Introducethis task by gettingindividualstudentsto asl<

you the questionsfirst. Use Why do you ask?to prompt
them for a reason.Thenget studentsto work
individually,
Encourage
writing their own responses.
them to get up and wanderaroundthe classroom,
askingdifferentpeople.Teach
the expressions
we shcre
the some interests,we likethe some things,we've got totolly
oppositetostesand ask studentsto report bacl<on what
they found out about their classmates.
17
r
2 Likes
anddislikes
*J
i*x*,#,*r*.9'
ffi Vocabulary:What krnd?

This is a usefulvocabularybuildingexercise.Students
can completethis individually
and then work with a
partner,checkingtheir answersand addingone more
item to each list.As you go through the answers,ask
what eachlist has in common to practisephraseslike
thingsyou reodlcollectlwatch
etc.This is then reinforced in
6 Practice.
Answers
L traditionalfoll<music 2. fashionmagazines
3. old coins 4. natureprogrammes
5. e-mailsto friends 6. anythingby StevenSpielberg
Draw students'attention to the expressionswith

onything.Writesome of the patterns on the board:
onwhingon (politics)
onythingto do with ('StorWors')
onythingwith (ChowYunFat)in
onythingby (StevenSpielberg)
Ask studentsto think of other peopleand thingsbesides
those in the Coursebook.You
can then ask questions
(e.g.What kindof filmslmusic
do you like?)and get
studentsto reply usingthese patterns (e.g.Anythingby
,Mortin Scorsese).There
are also two more variationsof
this pattern in 6 Practice (onythingyou con danceto,
anythingobout ...).You may need to explainthat Chow
Yun Fat is an actor from Hong Kong.
To give studentsfurther practicetalking about likesand
dislikes,
write some examplequestionson the board.
For example:
Do you like'Friends'I sitcoms?
Do you like collectingthingslike coins?
What do you think of sciencefiction?
Then get studentsin pairsor smallgroupsto ask each
other.
Studentscan woik on this individually

or in pairs.As you
go throughthe answers,ask individualstudentsthe same
questions(e.g.So Claude.Whatkindof thingsdo ypu listen
to?).Thisgivesstudentsa more controlledpractice
before the slightlyfreer personalisationtask at the end.
3. go and see
4. collect
Once they havefinishedthe exercise,studentshavea

conversationwith a partner about somethingthey are
interestedin.
1 1 8
Vocabulary
The focus here is on usefulphrasesthat studentswill
see againin the main readingtext on page l7 (Family
or friends). Get studentsto match the beginningsand
endingsof the sentencesand go throughthe answers.
You can then asl<studentsto test each other,with one
person readingthe beginningof eachsentenceand their
partner givingthe ending,without lookingat the
Coursebool<.
Answers
l . c . 2 . h . 3 .a . 4 . f.
5 .g . 6 .d . 7 .e . L b .
Ask studentsto changeany of these expressions,if

necessary,
to make severalthat are true for them.
Demonstrate by doing this yourself.For example:
AIImy fomily supportArsenol,but I supportTottenhom.
I chot on the phoneo lot with my mum.
IA nevergo shoppingwith my sisterbecouseshe spends
hoursin one shopond never buysonything.
Try to add detailsto expandon the basicexpression.
Studentscanthen do the samein smallgroups.
Note that a lot of these expressions
use common verbs
like get,toke and go.You might want to suggestthat
studentshavea pagein their notebooks devoted to
expressionswith get or toke etc.
Talkabout Real English: my brother and l.You might
want to usethis as an opportunityto talk about how
language
is continuouslychangingand that it is very
difficultto come up with a set of black and white rules
governingits use.
ffi whileyouread
Answers
l. listento 2. watch
5. write 6. read
The first readingtext introducesthe topic of best

friends and family.Explainto studentsthat they should
read to find out what the professor'sopinion is.Then
get them to discussin smallgroupsor as a class
whether they agreewith it. Point out that they can talk
about the situationin their country,not iust that in
Britain.
Explainthe readingtask and let studentscomparetheir

answersin pairs.Theneither read the text or playthe
recordingwhile studentsfollow along.As they do so,ask
them to underlinecompleteexpressions
they thinl<
might be usefulfor their own situation or that they are
curiousabout.Thereare a lot here,but some worth
pointingout are:
2 Likes
anddislikes
I've known her sinceI was at school.
We get on reallywell.
I seeher o lot.
We do lots of thingstogether.
We likesimilar kindsof music.
We just foundwe hod o lot of other thingsin common.
We'restillfnends...
Answers
Katy,Damien and Ednatend to agreewith Professor
Morris while Charlotteand Grahamdon't,and for
john it isnt true that he hasa lot in common with his
bestfriend.As for Ron,is a dog a friend or part of
the family?
*#
{ffiHComprehension
page l7 and imaginewhat kindsof thingsthey lil<edoing

together,if they havemuch in common etc. Studentscan
then sharetheir ideaswith anothergroup.
fu*'* r**ru9
Leadin to this exerciseby askingstudentsto recallor
find any expressionswith go that they havemet so far in
this unit (e.g.operosgo on too long,she went with her son).
Explainthat Englishhashundredsof common
expressionsthat use common verbs lil<ego,get,toke etc.
Encouragestudentsto record those they find useful
and/or interesting.
Findthe first few expressions
together as a classuntil studentsget the hangof it.
Answers
This is a fun way for studentsto react to the reading

text. Go over the two sentencestarters,letting students
hear how they are pronounced,and point out the
expressionswith sound.Studentshavealreadymet sound
while talking about music (Allhis songssoundthe some).
Explainthat we can also use soundwhen we are giving
an opinionabout somethingwe havereadas well as
heard.Get studentsto work with a partner and then
askthem to sharetheir ideaswith the whole crass.
Sp e a k i n g
The focus here is on some usefulexpressions
for asking
about bestfriends.Studentswill probablywork out that
the word with the capitalletter starts the question.To
reinforcethese expressions,
tell studentsto closetheir
Coursebooksand then saythe first two or three words
of the questionto see if they can rememberthe
completequestion.You
might needto explainthat How
do you know eochother?is another way of askinghow
you met.
Answers
What does she do?
How do you know eachother?
How long haveyou known each other?
4 . Do you go out together much?
To help studentspreparefor tall<ingabout their best

friends,tell them to look backfor some useful
expressions
in the article.Thentalk about your best
friend to the whole class.Encouragestudentsto askyou
questions.They
can then talk to eachother in small
groupsor wanderaroundchattingto severalpeople.
Finishup by askingif anyonefound out anything
interesting.
For further practicewith likesand dislikesask students
in pairsto look at the peoplein the photographson
It went reallywell.
It went badly.
I went on my own.
I went with a friend.
I'm goingswimminglater.
Are you goingon holidayin the summer?
Do you want to go for a walk?
I'm goingbacl<home on Tuesday.
I'm goingout later.
How's it going?
Priceshavegone up a lot recently.
How did it go?
The meetingwent on for hours.
I went round to a friend'shouse.
Go on.
There you go.
I'm just goingto the toilet.
Sure,go ahead.
I went shopping.
He's just gone to get a newspaper.
Go to bed early.
Takethis opportunityto stressthat studentsshould

record completeexpressions,
alongwith a translationof
the expression.
lllustratethis by askinghow students
would translatego in their own language.The
answer
shouldbe that it dependson how it is used(i.e.in what
expression).
Evenin Englishwe can'tsaywhat verbs lilce
go,tokeor do mean exactly.
**J
stress
ffi Pronunciation:
Readthe exolanationto the classand remindstudents
how words are stressedin English:
a combinationof
beingsaidlonger,higher,clearerand louder.Playthe
recordingonce all the way throughwhile studentslisten.
Then play it again,stoppingafter each expressionso that
studentscan repeat,following the same stresspatterns.
19
2 Likesand disiikes
Listening
Answers
The listeningtask allows studentsto hear severalof the
expressionsin context.Youmight want to playthe
recordingonce so studentscan just listen.Thenplayit
againso they can focuson listeningfor the expressions.
Get them to comparetheir answersin pairs.Thenplay
the recordingagainso they can answerquestionsl-3.
Answers
l. Tina is Mario'sformer teacher.Hugh isTina's
boyfriend.
2. He lilcesgoingclubbingand doesn'tget enough
sleep.
3. Hugh doesn'twantTinato know that he met
Mario at the club.
Sp e a ki n g
Introducethis speakingtask by answeringone of the
questionsyourself(or by talkingabout someoneyou
know).Whenyou havefinished,ask studentsif they can
rememberany usefulexpressions
you used,and then
write them on the board.Thenget studentsto discuss
the questionsin smallgroups.
Talkabout Real English: How did it go? Practise
these questionswith the class,focusingon the
pronunciation.
For example:
I heardyou went out on o blind date lost night.How did it
go?
Hos onyoneseen (o currentfilm)? So how was it?)
U s i n gg ra mma rito o
This is sometimesa confusingword for students.In this
activitythey are encouragedto form a guidelineon the
usageof too from looking at some examples.Start off by
asl<ingstudentsto talk about when they were too tired
to.do something.Then
ask them to look at the two
exdmplesand matchthe follow-upcomments.They
shouldseethat tdo is usedwhen we are expressing
somethingnetatiye:we cant do it or dont lil<eir.
Answers
l. b.
2.a.
Reinforcethis by askingstudentsto completesentences

l-6. As you go though the answers,take the
opportunityto askfollow-upquestions.
For example:
When wereyou ollowedto stoyout oll night?
At whot ogeare you old enoughto stoy out oll night?
Whot other adjectivescan you use to describe drink? (lt's
too coldltoo strongltoosweet)
Whot do you wont to do when you'vehod o reolly longday?
20
l. young 2. hot
3.tired 4. busy 5.old
5.late
Elicitthe pattern too (odjealvelto (verb)and write it on

the board.Thenget studentsto completethe sentences
a-d.
Ioo can also be usedin adverbialexpressions
and too
muchis quite common.Studentscan completethe task
individually
and then comparetheir answerswith a
partner.Thenask them to think of other possible
negativeresults.Get them to practisereadingthe
conversations
aloud.Youcould then follow up by asking
if anyonein the classknows someonewho tolkstoo
much,tolkstoo quicklyetc. or talk about some people
you l<now.Again,you could use any of the photographs
in the unit to generatemore examples.
Referstudents
to G3 of the Grammar commentary on page 165,
which they can read either in classor as homework.
Answers
l. d.
2.c.
3 .f .
4.e.
5 .a .
6.b.
Possiblealternativebad resutts:
l.
2.
3.
4.
5.
6.
She'salwaysrunningout of breath.
I'm not goingto invitehim over to dinner:
She neverreallythinksabout it.
I can never concentrate.
And now I haveindigestion.
No-one can get a word in edgewise.
Follow-up
Bringin some musicto class,preferablya varietyof
styles.Playthem to studentsand then get them in small
groupsto talk about what they think about eachone
and explainwhy.Youcan also use this as a way to give
more practicewith too by teachingexpressionslike the
following:
it's too loud for me
it's too reDetitive
there ore too mony guitors
his yoiceis too /ow
Unit overview
General topic
Talkingabout and asl<ingfor things.
Conversation
Paulcuts his finger and Stevenfinds a plaster,and
somethingelse!
Reading
Four people explainwhy they dont havecertain
things. '
lf you asl<someoneHoveyou got the time on you?you

are askingthem to tell you the time.
Remindstudentsto record any expressions

they lilcein
their notebooksand to take note when they see similar
expressions
throughoutthe unit.
Use the language
group task.Here are some possibilities:
. Studentsmake severalthree- or four-oart
conversations
usingexpressions
from the strip.For
examDte:
A: Hoveyou goto thermometer?
B: Iheret one in the bathroom.
A: Whereabouts?
B: lt's on the shelf.
Listening
Sevenpeople answer questionsabout what they have
80t.
Language input
. Describiirgwhere things are: I thinkthere,cresorne
in the toDdrower.
. Questions with hsve yo,ugot'.,. ?: Hsve yau,got
ony broi,the,rs
or sisters?
'
Expressionsfor talkingabout houses:/ think it'sgot

three bedrooms,
lt! o bit cramped.
Expressionswith I'm thinkingof .,. : l'm thinkingof

gettingo new cor.
Referencewords: Why danl you getrid of it and get

'
o new one?These
onei ore o bit bigon me.
Language strip
unit.Ask studentsto quicldylook throughthe strip to
find any expressionsthey haveheard or seen before.
Ask if they can find any they haveactuallyused
themsefues
or that they might use in the future.Explain
that in this unit they will learnwaysof askingand tallcing
about things.Encourage
expressionsin the strip that look interestingand to find
out more about them.Youmight needto explainsome
of the followingexpressions:
. P/osters
are what you use to cover small cuts.
' lf you are an onlychild,youhavent got any brothers
or sisters.
.
lf you ask someone Hoveyou gottime for something?

you are usuallyinvitingthem to join you in doing
somethingsocial.For example:Hoveyou gottime for o
chotlo drinkloquickgome of squash?lf studentshave
learntthat drinl<sare usually'uncountable',
they
might ask about o coffeeand wonder why there is an
article.Explainthat this is the more common way of
sayingo cup of coffee.Give some more examples:Do
you wont to go for a beer?There's
o teo on the tablefor
you.
Studentsdiscusswhat some.it or one could oe

referringto in severalof the expressions.
Lead in
For this unit you could just start off with the first
activity.
'uii:J*fb[:
**.J
,i,];":
Explaining
wherethingsare
Start off by focusingstudents'attentionon the photos

on page20. First ask if they know what the objects are
calledin English.Then
put the followingpatternson the
board:
Youmight oskfor alsome... if youA...
Youmight oskfor olsome... becouse
you wontedto ...
Ask studentsto use these patternsin answeringthe first
question.For example:
Youmight osk for a screwdriverlf your glosseswere broken.
Readthe instructionsfor the listeningtasl<aloud.Tell
studentsto listenfor the answersto the two questions.
Playthe recording,mal<ingsure that studentscover the
text. Get them to discussthe answersin pairs.Remind
studentsto l<eepthe text covered as they do this.
Checktheir answersby aslcing
if they rememberwhere
the plasters were (in the cupboord,by the bath).
Answers
Stevenasksif Paulhasany plastersbecausePaulcut
his fingeron a nail.
Playthe recordingagainand ask studentsto try to fill in

eachof the gapsas they listen.Theyshouldthen
21
3 Haveyougot

completeexpressionon the board.Modelthe
followingthe tapescripton page 149.
Answers
l. cut my finger 2. any plasters 3. in the bathroom
4. by the bath 5. on the floor 6. they're not mine
Finishup by askingthe classwhat they think Steven

found in the bathroom.Thesuggestions
will possibly
includethingsthat a woman,not a man,would have(e.g.
stockings).
You might needto explainthe followingexpression:
lf
you run something
underthe top,you put it under the tap
and turn the water on.
Using9rammar:questionswith
7
have
Hove gotis very common in spoken Englishas an
alternativeto hovein a lot of contexts.Write Haveyou
gota ... ? and Haveyou gotony ... L on the board.Ask
studentsto suggestseveralnouns for each pattern.Then
suggesta few'uncountable'nounslike sugorand get
studentsto askthe appropriatequestion.Thenaskthem
to completethe exerciseindividually
or in pairs.
Playthe recordingso studentscan check their answers.
They may havealternativeanswers,so invite studentsto
suggestthem. Discussthese together as a class.Youmay
need to explainthat in Englishscissors
is plural and we
often saya poir of scissors.
Asl<studentsfor other nouns
like this (e.9.trousers,
knickers).
samequestionas in I Explaining where things are.

You could also point out a couple of patternsfrom the
previousactivity:
I've just (cut myselflmetan old friend).
I just needto (open this pluglchangethis word here).
Model the first item with one student.For example:
A: Hove you got o stapler?I just needto put this report
together.
B: Yes,theret one in my drawer.
Get studentsto changeroles and repeatthe activity.
Speaking
One way to introduce this task is to saya list of objects
and get studentsto tell you where they think they are
l<ept.For example:
A First oid kit,shompoo,toothposte,eye liner . . .
B: In the cobinetin the bothroom.
You dont haveto limit yourselfto any of the placesin
l-5. Give studentsa few minutesto think about what
they want to sayand help them with any vocabulary.You
could follow up by askingpairs of studentsto write a
more extended dialogue,Iike the one between Steven
and Paul,usingany of the placeslistedhere and any of
the objects in 3 Practice.
Talkingabout people'shouses
A good contextualisedexampleof usinghovegot is
when we are talking about houses.Start off by asking
studentsto suggestthingsa decenthouseshouldhave
(e.g.o coupleof bedrooms,o modern kitchen,a nice garden,
o niceviewetc.).Thenget studentsto complete the
three conversations.
Answers
Answers
l. *Haveyou got a cloth?
2.' Haveyou gote plaster?
3. Haveyou got a penl
4. Haveyou got any scissorsI a pair of scissors?
5. Haveyou got a screwdriver?
6. Haveyou got any correction fluid?
Get pairs of studentsto practisereadingthe

conversationon page 149,payingattention to stressand
phrasing.Refer studentsto G4 of the Grammar
commentary on page l65,which they can read either
Before studentswork on this in pairs,mal<esure they

know what the thingsin the box are.Youcould askthe
Conversationl: the country,bedrooms,garden

Conversation2: modern,lounge,bathroom,cramped
Conversation3: floor,building,balcony,lift
As you go through the answers,encouragestudentsto

record complete expressionsthat they find usefulin
their notebooks.Also ask follow-up questionsto extend
students'practicewith the vocabulary.For example:
What couldyou soyfor the oppositeof 'They'vegot o reolly
big housein the country'?(o reollysmall housein the city)
What elsedo you do in the lounge?(watchTV,chot)
What wouldyou likeyour flat to look out over?(a river,the
beoch)
Talkabout Real English: a three-bedroom house. As
extra practice,ask studentsfurther questions:
Where ore you livingot the moment?
Whot's the houseyou grew up in like?
Get them to give answerslike the examples.
1 z z
3 Havevou cot
Beforestudentsdiscussthe lasttwo questionsin pairs

or smallgroups,tall<about these questionsyourself,
encouraging
studentsto asl<you more questions.Then
askthem to recallany usefulexpressions
you used.
Write theseon the boardto help when studentstalk
themselves.
- , :-
M&$Languagework
The focus here is on severalusefulexpressions
from the
texts. Studentscan stay in the same pairs as in 3
Information exchange or form new pairs(one
personfrom groupA, one personfrom group B).Tell
studentsto readthe texts againand underlinethe
expressions
they find interesting.
,
"":# :, - -".".r':i
Answers
youread
!ffiffiBefore
Focusstudents'attentionon the Dhotosof the four
peopleon page22 and explainwhat eachof them hasnt
got. Encouragestudentsto sharetheir initialreactions.
For example:I'm surprised
Andrewdoesn'thoveo wotch.I
thoughtteochersolwoyshad wotches.
Then get studentsto try and guesswhat the people's
reasonsare for not havingthese things before they
actuallyread the text (l hoven'tgot one,l).
Andrew says:lt's actuallya good way of starting

conversations
with people.
Amparo says:Personally,
I sometimeswant to !e!
awayfrom the hospital,my kids and my mother and
be on my own.
Boris says:So when my sister offered to buy me a
newTV and DVD for my birthday,I said I didn't want
one.
Amparo says:Sometimeswhen I tall<to patientsand
their relatives,theirphone ringsand they answerit.
Muriel says:They
dont get enoughsleepbecausethe
babywakesthem up in the middleof the night.
Dividethe classinto two groupsand get groupA to

read the text on page22 and group B to read the text
on page23. Remindstudentsthat they are readingto
flnd out the reasons:
they don't haveto understand
everythingin the texts.
'.rJ
# Informationexchange
When studentshavefound the answerfor 2 Jigsaw
reading, asl<them to tall<to someoneelsein their
group and checktheir answers.Encourage
them to
rememberthe reasonsrather than just readingthe
answer straightfrom the text.When everyoneis ready,
createnew pairs:one personfrom groupA and one
personfrom group B.Again,encouragestudentsto try
to rememberrather than simplyreading.
Muriel says:SometimesLiamgets upsetwhen people

asl<,'Have
you got any kids?',but I don't.
Boris says:I usedto haveone,but one day my threeyear-oldnephew poured water down the bacl<of it
and the TV exoloded.
Andrew says:I don't wear my weddingring becauseit
feelsuncomfortableand I don't want to lose it like
I lost all those watches.
Ask studentsfurther questionsto extendtheir practice

with these expressions.
For example:
Whot do you do when you wont to get away from people?
What do you soyin your own longuogewhenyou answerthe
phone?How aboutin English?
Whot other reosonsore there for not gettingenoughsleep?
Can you rememberother good waysof stortinga
conversotion
from Unit I?
AnsWers
Amparo hasn'tgot a mobilephone becauseshe hates
them.Shedoesn'twant peopleringingher all the
time and she doesn'tlil<ethe way peopleanswertheir
phonesin the middleof a conversation.
Muriel and her husbandhaven'tgot any children
becausethey can't haveany.Anyway,Muriel is happy
they don't becauseyou haveto spenda lot of money
on your kids and you havelesstime to go out.
Andrew hasn'tgot a watch becausethey feel
uncomfortableon him.When he usedto wear a
watch,he alwaysendedup losingit. He thinl<she
doesnt need one becausehe can alwayslool<at a
clock or ask someonethe time.
Boris usedto haveaTV but his nephewbroke it. He
found that he could do without it and sDentmore
time doingother thingsthat were more useful.
Wrap up by aslcing
studentsfor their reactionto each
personin the readingtexts.Youcould write some
expressions
on the boardto help.For example:
Personolly,
I agreewith (Andrew).
I think (Muriel)'sgot o good point.
Yes,but it con be usefulif you'vegot (kds).
I don't think I couldlivewithouthTVl.
Speaking
questionsto practisesome more
Use these discussion
expressions
with get.Go througheachone.Explainthat
if you get rid of something,
you dont want it any more, so
you do somethinglilcethrow it away(e.9.I'vedecidedto
get rid of my oldTV and get one of thoseflat-soeen ones).
get them to ask
After studentshavefinisheddiscussing,
you questionsl-4.
23
3 Haveyou got
Using grammar:I'm thinking of ...

Usingthe continuousform of the verb is one way we
can make thingstentative.Contrast the expressionl'm
thinkingof gettingwith / think l7 get Ask which one
shows greater certainty.Some studentsmay wonder
why think is used in the continuousform.When it means
'to
havein mind',like here,rather than'to havean
opinionabout',it is often usedin the continuousform.
Studentscan work individually
on the matchingtask and
then test each other in pairs.
Answers
l . h . 2 . b . 3 . g . 4 . a . 5 .e . 6 .c . 7 . f . L d .
Here are some more questionsto ask about some of

the languagein this activity:
Whot other formsof transportcon we'toke'?(the tube,the
troin, a toxi)
Whot elsecon 'break down'?(the woshingmochine,tolks)
Besides'rent',what other thingscan we'waste moneyon,?
(cigorettes,petrol)
Which other verbsaport from'find'conwe use with,job,?
(lose,get)
Refer studentsto G5 of the Grammar commentary
on page 165,which they can read either in classor as
homework.
Answers
l. e.
2 .d .
3 .a . 4 . g .
5 .c .
6 . f.
7.b.
Althoughthere is one word missingin eachpart,remind

studentsto focus on and record the complete
expression.
Get studentsto work individually
or in pairs,
completingas many as they can from memory.Thenplay
the recordingso they can check their answers.playthe
recordingagainwhile studentsread the tapescripton
pages| 49- | 50.Ask them to underlineany expressions
they find interestingor that they want to ask you about.
Explainany expressionsand then ask pairs of students
to practisereadingsome of the conversations.
Answers
l. upset,round 2. borrow,press
3. licence,transport 4. in,job 5. crashes,rid
5. keen,feed 7.wcirk, imagine
Follow up by askingstudentsto discussquestionsl-3 in

smallgroups.Youmay need to explainthat if you are
keenon something,you like it.You could also teach the
informal expressionkeenon someoneto mean /ou are
ottractedto someone.
For example:
I think Bob'so bit keenonTeri.
*J
il****r**,r*g
Speaking
Practisethe pronunciationof these questionsfirst with
the whole class.Then
write up some follow-upquestions
on the board.For example:Whot moke?Whotin?Whats
it like?How is it? How o/d?Model a conversationwith a
student.Encourage
studentsto ask follow-upquestions.
For exaiiirple:
S: Hoye you got a computerot home?
T: Yeah.I have,actually.
S: Reolly?Whotmoke?
T: I've got aToshibaloptop.
S: What's it like?
I Not bod.lt's gettinga bit old,though.
ffi while you listen

Explainthe tasl<and playthe recording.Get pairs of
studentsto compare their answersand sharewhat they
remember.As you go through the answers,ask students
what they remember about each conversation.
words
ffi Usinggrammar:reference
Point out to studentsthat usingreferencewords helps
them sound more natural.lt stops them havingto keep
repeatingmain nouns.Theuse of one(s)is quite
common. Readthe extract aloud and see if studentscan
remember what the two people are talking about.
Answers
a comPuter
Ask studentsto underlinethe examplesof one in the

extract and then go through the explanation.Explain
that one(s)is often usefulin the context of comparing.
Readthe four examples,letting studentshear how each
one is said before getting them to complete the four
conversations.
Answers
l. one 2.oneso
, n e s ,o n e s
4. ones,ones,ones
3 .o n e
Get studentsto practisereadingthe conversationsin

pairs.Youmight also point out the expressionthot
24
3 Haveyou got
remindsme as a usefuldiscoursemarker.Youcould also

compare how we use enough,as in I dont thinkthey'rebig
enoughin 4, with how we use too,which was covered in
the oreviousunit.
Talkabout Real English: I can imagine.You might
want to get studentsto practisethe expressionby
readingthe examplesaloud.
Lead in to the speakingtask by makingsure students

know what the pictureson page25 are of.You could
also revisesome of the'likesand dislikes'exoressions
from Unit 2.Write up some non-committalexpressions
too, if necessary.
For example:
Neither,reolly.
Theyboth lookgoodlOKto me.
Make sure studentsknow that trousersis a plural noun,
i.e.I preferthoseones.
Studentscanwork on the matchingtask individually

or
in pairs.Playthe recordingonce so they can checktheir
answers.
Speaking
This activity givesstudentsa chanceto practisesome of
the languagethey havemet in this unit. Give studentsa
few minutesto think about what they want to say.You
might want to give them some ideasby talking about
some of the questionsfirst.Try to use expressions
studentsmight find useful.For example:
I find it difficultthrowingonythingout. I've got pi,esof stuff
sittingin the goroge.My wife keepste/lingme to get rid of it
all but I think onedoy somethingin there mightcome in
useful.
You might want to wrap up with a feedbacksession
where you focuson some problemareasand maybe
also some examplesof successful
communication.
Follow-up
Ask studentsto role-playa conversationbetween a
sellerand a buyer;theycould be selling/buying
somethinglike a houseor a car.Thisgivesstudentsa
chanceto re-usesome gf the languagefrom the unit as
they tall<and ask about what the house/caretc. hasgot
(e.g.it's gotleotherseots),and allows them to make
comparisons(e.9.I preferthe one with the sunroofl.Go
around helpingwith vocabularyand ask studentsto
perform their role playsto other groups or to the
whole class.
Answers
l.g.
2.c. 3.d. 4.e. 5.f. 6.h. 7.b. 8.a.
Point out the use of o bit to soften negativeadjectives

and I don't reolly like as a softer way of saying/ don't like.
Ask a few questionslike Whot do you thinkof English
foodlthe coffeefrom the mochinelmyclothes?and get
studentsto respondwith negativecomments usingo bit
or I don't really like.
Playthe recordinga secondtime,this time focusingon
the stresspatterns.Pauseafter each one and get
studentB'tounderlinethe stress.Playthe recordinga
third time, stoppingafter each one so studentscan
repeat.Youcan then get pairs of studentsto test each
other,with one person readingthe beginnings
and the
other person,with their Coursebookclosed,trying to
rememberthe endings.To
wrap up,you might want to
ask studentsto discusswhat they think the peopleare
actuallytalking about.
25
on which you got married,or sometimes,

when you
started dating.For example:We'regoingout for our
anniversory.You
saythe anniversory
of when you want
to talk about the date an event in the past is
rememberedor celebrated.
For example:the
anniversaryof the birth of Mortin Luther Kinglr.
.
6ayr aie:speiia!;,ar:e,
ior {em, ,
i Six,te.oiple.Explalh,vvli'u1
Listening
Six peopletalk about the lasttime rhey did
r r L a n g l f a g e i l f l p U G ' : , : ' ' , .: :' ': :: t
' ' : ' . . . . : . . .. . . . . .
lf you saythe otherday,you mean an unspecifiedday

in the past,usuallyjust a few daysago.For example:
A:When did you getyour hoir cut?B: Justthe other day.
Remindstudentsto record the expressionsthey like in

their notebool<sand to take note when they see similar
expressions
throughoutthe unit.
Use the language
group tasl<.Here are some possibilities:
. Studentsfind those expressions
connectedto the
future (e.9.I'm goingout for dinnerloter),those
connectedto the past (e.g.When was the lasttime
you wentto the doctor\?)and those connectedto the
present (e.g.kt our onniversory).
Expressionsfor telling the time: lt'sjust gonethree,

/t must be oroundfour.
l;;i;r;;';.-;;;:;;^;.,,'A';
.', i;;n;:rr;;:,;;i
;;^,,,.,--"'
.
Studentschooseexpressions
Whot time doesthe film stort?)and come up with a
possibleanswer(e.g.7:30,1
think).Thenthey choose
expressionsthat are responses(e.g./tt just goneten
to seven)and come up with possibleprompts (e.g.
Hove you got the time on you?).
Lead in
Language strip
unit_.
Ask studentsto quicklylook throughthe strip and
find any expressionsthey haveactuallyheard or seen
before,and any thdy think they could use in the future.
Explainthat in this unit they will learnexpressions
for
talkingabout time, specialdays,and arrangements.
Encourage
them to choosea coupleof expressionsin
the strip that look interestingand to find out more
about them.
Lead in by talking about time with the class.Here are

some possiblequestions:
Do you eyer osk peopleyou don't know for the time? In your
own longuoge?In English?
Hos a strangerever oskedyou for the time in EnglishTWhat
did you soy?Whathoppened?
You can then explainthat in the first activity students
will practisetypical ways of telling people what the time
is.
ff*uffi'wffi,#$#**ffiffi
*J

exPressrons:
. You use /tb just gone(+ a time) to saythat it is a
minute or two pastthe time. For example:lt'sjust
goneseyen,lt's just goneholf posttwo.
'
26
lf you use Shollwe soy (+ a time), you are suggesting

a time to meet. For example:Whot time do you wont
to meet? Shollwe say6:30?
lf you sayour onniversary,you
usuallymean the date
ffi Do you know what the time is?

You could start off by askinga few studentswhat the
time is. Use a couple of differentways.For example:
Min, do you know what the time is?
How obout you,Lee,what time do you moke it?
Then focus students'attention on the pictures of the
clocks and explainthe matchingtasl<.Studentscan work
individually
or in pairs.Checktheir answersby asking
4 Times
anddates
individualstudentsto saythe expressions.Then
get the
whole classto repeat so you havea chanceto worl< on
pronunciation,
particularlyhow the o in o'clockis
reducedto /e/ and to is pronounced/te/ before a
number.
Answers
I.e. 2.c. 3.d. 4.a. 5.9. 6.b. 7.h. 8.f.
How elsecon you completethis expression'Hove you got

time for a . . .'? (o drink,a chat,gomeof 'tennis)
Put studentsinto pairsand asl<them to practisereading
both roles.Explainthe next task and allow them enough
time to prepare.Point out that this exercisewill help
their fluency.Remindthem to use the notes on page26
to helpthem remember.You
mightwant to get them to
practisethe conversationa secondtime with a different
Partner.
You could now ask studentsto sort the expressions

into two groups:those that give an exact answer (2.,3.,
5.,7.) and those that are approximate( | ., 4.,6.,8.).
Before getting studentsto work on the secondtasl<in
pairs,you could write up a coupleof other waysof
askingfor the time. For example:
Haveyou got the time on you?
Whot time do you makeit?
Introducethe discussion
questionsat the end by tallcing
about a personalexperience(or about that of someone
you lcnow).For example:
Thisfriendof mine workedfor a musicmogozineond she
usedto get into concertsfor free.Actually,sometimesshe
pretendsshestill worksfor the magazine,
just to seeif she
can get in without paying.Sometirnes
it works too!
u**rl
qe.;wl
Making arrangements
':@4
Studentscan then use thesealternativesif they wish.

Answers
Possibleanswers:
a.
b.
c.
d.
e.
lt's just before I2 o'clocl<.

lt's a quarter to four.
lt's almost two o'clocl<.
lt's I l:25.
lt's just after half past seven.
Talkabout Real English: half past nine.Youmight

want to asl<studentsto lool<at the clocks againand tell
you the time without mentioningthe hour.For example:
/t's threeminutesto, lt's fiveDdst.Point out that in these
exoressions
to is not reducedto ltel.
Leadin by askingstudentswhat kind of socialactivities

they might makearrangements
with their friendsfor
(e.9.havinga coffee,goingout to dinner,goingond seeingo
f/m).Thenexplainthat in this activitythey will practise
waysof invitingsomeoneto do somethingand making
an arrangementfor a time and placeto meet.As
studentswork on the matchingtask,either aloneor in
pairs,asl<them to noticethe patternsthat are being
used.Youcould then write the basicpattern of the
conversationon the board and ask studentsto comolete
it with their own examplein their notebool<s.
For
examole:
A: I'mlWe'rea -inl ... . Do you wont to come?
B: Yes.OK.Whottime?
A : W e l l ., . . , s o h o wo b o u t. . . ?
Answers
M a k i n g pl a n s
Explainthe situationand asl<studentsto lool<at the
conversationby themselvesbeforediscussing
with a
partner.'They
shouldbe ableto guessthe topic fairly
easily.You
could alsoask if anyonewantsto guesswhat
phraseswere used.A strongconfidentclasscould spend
perhapsfive minutesdoingthis in pairs.Playthe
recordingonce all the way throughwhile studentslisten.
questions.
You mightwant to ask a few comprehension
For example:
What kindof porty is it?
Where are they goingto meet up first?
Where doesEmilyhove to go now?
Playthe recordingagainand get studentsto follow the
tapescripton page | 50.Topractisesome of the useful
language
in the conversation,
asl<questionslike these:
Do you likebeingthe first one ot porties?
Do you prefer meetingup with a friend before goingto a
porty or do you usuollygo on your own?
l.
2.
3.
4.
5.
how about outsidehere at a quarter pasttwelve?

how about nine in front of Victoriacoachstation?
how about half past nineat my house?
how about | | a.m.at my house?
how about aroundsevenatTom'sdiner?
Before studentspractisethe conversationsin pairs,

model the first one so they can hear the intonationand
stressof the patterns.Youmight want to give a couple
of alternativeendings.For example:
That soundsgreotlgood.
Greot.Seeyou therelthen
Talkabout Real English: Shall we say ... ? Some
studentsmight wonder about the use of shall.
Although
in some usesit is quite formal,shollis fairlycommon as
a way of makingand askingabout suggestions.You
might
want to teach one or two other examples:
Shollwe go?
ShallI go first?
Whot shallwe do?
27
4 Times
anddates
For some extra vocabularywork, ask studentsto go
back and find expressionsusinggo (e.g.We're goingon a
trip,Were goingin the cor,Wecouldgo ond hove o coffee
etc.) Ask follow-up questionstoo. For example:
Where ore someplocesyou wouldgo on a trip to from
here?
What otherexpressions
do you knowthot use'go'totolk
obout how you getsomewhere?(go by buslbytroinlon foot)
What do you liketo go and do after closslworketc.?
Usinggrammar:presentcontinuous
for arra
Ask studentsif they noticed that the openingsentences
in 3 Making arrangements had somethingin
common.Studentsshouldbe ableto come uo with
somethinglike'they all havean -ing form', if not the
actual name of the tense.Go over the exolanationof
the use of the presentcontinuousfor makingfuture
arrangements.
Also, check that studentsknow how the
tense is formed.Write severalgappedexpressionson
the board and get studentsto completethem. For
examPte:
l'm busyon Friday,but L.. doingonqhingon Saturdoy.
... you doingonythingtomorrow?
What time ... you meetingher?
Sorry,but my boyfriend... comingover tonighL
Point out that the presentcontinuoususedin this way is
usuallyaccompanied
by a time expression.Then
get
studentsto go bacl<and underlineall the examplesin
3 Making arrangements, includinganytime
expressions.Point out that typicallywe saythe
contracted forms: l'm,We're,Het/She'setc. Get students
to practisethe pronunciationof theseforms when giving
their answers.
Answers
l.
2.
3.
4.
I'm goingshoppinglater.
We're going on a trip to Oxford on Sunday.
I'm goingto a party later.
We're going for a picnic on Saturday.
'We're
goingin the car,so ... .
5. I'm goingto the cinematonightto see lhe Beost.
Studentscan practisethe -ing form by completing

s e n t e n c e sl - l 2 .
Answers
l. 'm meeting
2. 'm going
3. 're coming
4. 'm going
5.
6.
7.
8.
'm
going
'm
having
're
having
'm
meetin1
9.
10.
I l.
|,2.
'm going
'm going
'm going
're
having
There are a lot of usefulphrasesin this activity and you

should encouragestuddntsto record the ones they find
28
usefulin their notebooks.Youmight want to point out

and explainthe following:o friendof mine,comingover,o
week on Fridoy.
Here are some additionalquestionsto ask studentsas
you go through the answers:
What thingswouldyou tokeif you went for o picnic?
Hove you everhod portiesat work?
Where do you usuollygetyour hoir cut?
Do you everhove borbecues?
Whot kind of food do you usuallyborbecue?
Finishby getting pairs of studentsto talk about any
arrangements
usingthe expressions(or slightvariations)
from the activity.For example:
A friend of mine'scomingoverto ploy cardstonight.
homework.
Model the exampleconversations

with a coupleof
studentsfirst. Point out that when we declinean
invitation,we usuallyexplainwhy we cant come, often
usingthe presentcontinuous.Get pairsof studentsto
practiseseveralconversationslike this.Youmight want
to ask them to repeat the activity with a different
Partner.
ffiwm#$r*g
Specialdays
Leadin by tellingthe classwhen one or two of the
more personalised
daysfrom the list are.For example:
My mum and dad'sweddinganniversoryis in two days.I
know thot becouseit's the sornedoy as my birthday.Not the
someyeor,by the way.I wos born two yeorsloter.
Before getting pairs of studentsto talk about the days,
mal<ing
sure they understand
8o over the expressions,
the time expressions.
Remindthem that these phrases
are usefulwhen they can't or don't want to be exact.
Follow up by discussing
how,or if,studentscelebrate
these days.lf you are from a different country from your
students,talk about how these daysare celebratedin
your country.Youcould use the photographsof cards
on page29 to continuethe discussion.
Ask questions
lil<e:
Are celebrotions
getting too commerciolised?
Do youlwe hovecardsfor oll kindsof situationsand every
kind of relotionshipin yourlour countiesl
When do you sendcards?
What kind of cardsdo you liketo send?
Whot kind do you liketo receive?Do you |ikefunny ones?
Do you /ike oneswith paintings?
4 Times
anddates
Talkabout Real English: December 25th with the
classand get them to practisesayingthe dates.lf
appropriate,youcan alsoturn this into a culturesharing
discussionby gettingsmallgroupsto tall<about days
with specialnames.Studentsmay asl<about BoxingDoy.
Traditionally,
this was when domestic servantshad the
day off and they receivedpresentsin a box from their
employers.Other dayswith namesincludeAsh
Wednesday,Good Friday,EasterMonday,May Day and
Halloween.
Demonstratethe final task by writing a date that is

specialto you on the board and tall<about it. Encourage
studentsto askyou further questions.
Ask them to do
the sameiwhen they talk with their partners.Youmight
want to get studentsto wander around and talk to
severalpeople.Finishup by invitingsome studentsto
report back on what they found out.
ffi while you read
In this activity,studentspractiseexpressionswith hope.

Introducethe tasl<by askingthem to rememberwhy
ShinjisaidJapanese
women givesmallchocolatesto lots
of men on Valentine'sDay.(They hopethey will get bigger,
betterpresentsin returnonWhite Doy.) Explainthat if we
hopesomethingis true, we want,and think it's possible,
that somethingwill happen.Go throughthe two
exampleswith studentsand perhapsintroducea few
more. For examole:
I hopethe bus isn't lotetomorrow.
I hopethe flm stortssoon.
Preparefor the readingtask by elicitingexamplesof

occasionspeoplemight considerspecial(e.9.o wedding
day,the birth of someone,the first day at school,gettingo
driving licence).On the board write (Dote) is speciolfor
me.Thot'sthe doy (/) ... . Then asl<studentsto complete
it usingsome of the examples(e.g.June5th is speciolfor
me.Thot'sthe doy I possedmy drivingtest).This is a good
way to revisethe past tense.Thenask studentsto read
the article (Special days) to see if any of their
suggestions
were mentioned.You
could alsq playthe
recording,usingit as a listeningtask first,and then get
studentsto read the article.Remindstudentsthat they
don't needto understandeverything.
*J
ffi After you read

In this activitystudentsdiscusswhat they remember
with a partner.Whenthey havefinished,theycan reread the text to find out about anythingthey missed.
You can also read aloud or playthe recordingas
studentsunderlinethe expressions.
Here are some that
you might want to point out:
It's the onniversaryof the day
I'll never forgetthot doy
It's a big doy for me
return the fovour
I'll neverforgetthosedotesos long os I live
Answers
l4th Junewas the day lan stoppedsmoking.
Murdo likesJune2lst becauseit's the longestday of
the year and it never gets really dark.
December8th is specialfor Allison becausethat's
when John Lennonwas shot.
ShinjilikesMarch l4th, known asWhite Day,because
in Japanthat's when women receivepresentsfrom
men.
Maria'sspecialday is 25th April, LiberationDay,which
commemoratesthe end of the SecondWorld War in
Italy.
Nicl<'sspecialdaysare 5th December,when his son
was born,and lOth December,when his daughterwas
born.
Usinggr amm ar :pr esentsimplew i th
Studentscan completeconversationsl-8 individually

or
in pairs.Ask individualstudentsto tell you the answers
and work on the pronunciationof the hopephrases.
Then get pairs of studentsto practisereadingthe
conversations.Encouragethem to record expressions
from this activity in their notebooks.
Answers
l.
2.
3.
4.
5.
5.
7.
f.
you get the iob

you pass
the weather is OK
you lil<eit
we meet againsometime
you get better soon
it doesnt cost too much
it isnt that bad
The memorisationtask helpsreinforcethis grammatical

pattern and you may want to follow up with a more
extended practice by askingstudentsto come up with
their own mini conversations
in
usingthe expressions
the box. Get pairsor smallgroupsof studentsto share
what they come up with for the three personalised
sentences.You
could teacha coupleof follow-up
questionstoo. For example:
Why'sthot?
Do you think itlyou will?
on page | 65,which they can read either in classor as
homework.
29
4 Timesand dates
fu:$rug,*ru*r*E
@d
ffi Usinggrammar:time expressions

In this activity studentssort time expressionsinto those
referringto the past and those referringto the future.
Studentscan work on this individually
beforechecking
their answerswith a partner. When you go through the
answers,makesure studentsunderstandthe use of
some of the lessobviousexpressionslike ogesago,the
otherdoylweekand o week(from)todoy.Ask questions
like Hond in your homeworko weekfrom todoy.So whot
doy is thot?
Answers
l : a . ,b . ,e . ,f . ,k . ,1 .m
, . ,n .
2 : c . ,d . ,t . , h . ,i . ,j .
The future expressionsin order:
2. the day after tomorrow
3. a week today
4. in a few weeks' time
5. in a coupleof months

homework.
ffi Beforeyou listen

Here studentscan practiseusingsome of the
expressions
from I Using grammar: time
expressions.Encourage
them to use linkingwhen
possible.Modelthe eight questionswith the classfirst,
explainingany expressions(e.g.o doy off schoo[)if
necessary.Then
get individualstudentsto ask you the
questions.Try
usinga varietyof expressions
in your
answers.Encouragestudentsto ask you follow-up
cuestions.
ffi listening
Playthe recordingand get pairs of studentsto compare
their answers.Playthe recordinga secondtime so they
can,check.
l . f . 2 . e . 3 .d . 4 . b . 5 . a . 6 . c .
cheek
ffi Comprehension
Let studentsspenda few minuteson this before playing
the recordingagain.Youmight also want to ask them to
follow the tapescripton page 150as you playit for a
final time. Explainthat a departmentstoreis a big shop
that sellslots of differentthings,such as furniture,
clothes,cooking stuff etc.
Answers
linking
W*ffiPronunciation:
This kind of linkingis sometimesdifficultfor studentsto
produce.Get studentsto marl<the linkingfirst and then
playthe recording right the way through. Playthe
recordingagain,this time stoppingafter eachphraseso
that studentscan repeat.lf they are havingproblems,
you can usethe techniqueof addingone syllableat a
time startingfrom the end:i.e. go,ogo,sago,gesogo,
ogesogo.
Conversationl: I'd like it cut a little bit please.

Conversation2: There's a sale on at the department
store in the High Street
Conversation3: Het going to tell me I haveto have
a tooth taken out.
Conversation4: I'm reallylookingforward to going
away.
Conversation5: I'm a bit nervousabout their visit.
Conversation6: lt was nearlytwenty years ago,just
before I left school.
Ans*wers
weeks_ago
i
in_a couple_of
ages_ago
when I was a
in_a minute_or two
(day-after is linked with a ljl sound and in_1999is
linkedwith a slightlylengthened/n/)
Tell studentsto practisethe phrasesthey havejust

heard by talking about themselvesto a partner.
Talk about Real English: in a few weeks' time.
Practisethe examplesby askingWhen are you goingto
hoveyour next cup of coffeelcigoretteitestldentist's
appointmentlbigexom etc.?
30
ffi speating
Get pairsof studentsor smallgroupsto talk about
thesediscussion
questions.Then
get them to askyou.
I providesa great opportunity to worl< on the
vocabularyof hairdressing.
lt might be a good ideato let
studentsasl<about the expressionsthey want to learn,
rather than overwhelmingthem with vocabulary.
4 Times
anddates
aboutthefuture
trffiFeelings
fn this activity studentspractisethe expressionsI'm (not)
Iookingforwofi to and I'm dreodingwhile also revising
some of the languagefrom the unit. Here are some
examplesof additionalquestionsto ask as you go
through the answersto the two matchingtasks:
Whot wouldyou weor to a job interview?
Whot other kindsof oppointmentcon you hove?(doctor's,
opttcion's)
How mony weeksis 'a couple'?Whatcouldyou useif it wos
shorter? Longer?
Follow-up
Tell studentsto write down on a piece of paper five
activitiesthey would enloy invitinga friend to do (e.g.
playingtennis,seeingo film, goingfor o hike,goingfor a
drink).Theyshould now go around the classaskingother
studentsto join them.Theyshouldarrangea time and
placeto meet.Theyshould each make a note of these
arrangements(e.9.tenniswithJuon,Saturdoy,
I I o.m.,
tenniscourts).Remindstudentsthat if they havealready
made an arrangement,they should explainwhy they
cant come.F.inish
up by askingwho madethe most
arrangements.
Answers
l. d. 2.a. 3.c. 4.b. 5.g. 6.e. 7.h. 8.f.
I
f!
Freepractice
Check that students understand that I'm really looking

furwordto rt expressesa positivefeeling.Explainthat I'm
twt reallylookingforwordto it expressesa'softened'
negativefeeling.
Answers
Answerscould vary dependingon the individualbut
dre most probableresponsesare:
I'm reallylookingforward to it:4,.6,.7.
I'm not reallylookingforward to ir 1.,2.,5.,8.
3. could go either way.
Model the two conversationsand then get studentsto

'people
ask several
in the class.Point out another hope
e><pression:
I hopeyou hoveo goodtime.
31
Most of these exercisesshouldbe done in pairsor small

SrouPs.
&*RVerbcollocations
Answers
first.
Get studentsto readthroughthe list individually
Then asl<them in turns to draw or act out the five
words or expressionsthey havechosen.Next, they
shouldasl<their partner about aiiy of the words or
expressionsthey are not sure of.
l. join 2. cut 3. save 4. share 5. stop 5. do

7. waste 8. make 9. collect 10.support
Examplesof other collocations
l. a club 2. a sliceof bread 3. a penalty
4. a book 5. laughing 6. somethingelse 7. food
8. a phonecall 9. paintings | 0. the LabourParty
ffi Lookbackandcheck
Answers
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
could
Ask studentsto chooseone of the activities.You
then get them to do the other one on anotherday.For
extra practice,ask studentswho chose a. to write a
smallconversationcontainingthree of the go
exPressrons.
didnt
are growing up
boughtit
Do you like,I'venever heard
do
'm
thinking
are you doing,'m meeting
the other day
'm going
y o u l i k ei t
Expressions
Answers
l . l o v e 2 . i d e a 3 . r o u n o 4. rather 5. stand
6. say 7. keen 8. great 9. believe 10.live
ffi or"rr",
Answers
l. in, on
5 . o n .i n
Answers
2.it,off 3. a, one 4. any,some

6 . D o .d o 7 . t o o 8 .o n e s
l. Haveyou got a light?

2. Failan exam.
3. A iob.
4. Missa class.
andanswers
ffi Questions
5. No.
Answers
| . c . 2 . e . 3 .a . 4 . b .
9 . h . 1 0 .i .
6. Possibleanswer:Youcould get a speedingticket.

5 . d . 6 . f.
7.i.
8 .g .
7. You pay.
knife.
8. Possibleanswer:A pair of scissors/a
9. Possibleanswer:A button.
Whatcanyouremember?
ffihffi
10. There isnt enoughroom.Thereare too many

things/people.
When studentshavefinishedworking in groups of four,

invite a few studentsto tell you what they remember.
I l. Sad.
12. Possibleanswer:A car,a train.
13. 9:03.
14. Possibleanswer:A birthday,gettinga new job,
your team winninga competition.
| 5. 3 l" December.
a
16. Possibleanswer:A dentist'sappointment,
drivingtest.
32
Review:
Units1-4
Fr'* *r,*,W
#*K$,Xr,*
* n*
ffi Difficultsounds:/s/ andff/
Go through the explanationwith the class.lf students

are not familiarwith it, explainwhere they can find
pronunciationinformationin their dictionaries.
word stress )
ffi Recording
Answers
'Asian
'British
'Spanish
'Mexican
European
A'merican
Chi'nese
Bra'zilian
Japa'nese
Pe'ruvian
sounds
ffi consonant
Answers
(Matchingexercise)
l. d.
2 . 9 . 3 .h .
4 . b . 5 .c .
t. ty 2.ly 3.t&t
7. 161 8.l4l
4.tty
6 . a . 7 . f.
8 .e .
5.tst 6.tel
l. think 2. shot 3. crash 4. change S.Asia

6.-refugee 7. ring me later 8. I can imagine
9. dustpanand brush I 0. the other day
Model and practisethe sounds.Ask studentsif they can

hear the difference.Then model the expressions.Get
studentsto work in pairs sayingthe expressionsto each
other.
lf you lay the table,youarrante the platesand cutlery

on the table,readyfor a meal.
lf you do the hoovering,
you cleanthe carpet with a
vacuumcleaner.For example:Youdo the hoovering.
I'll
cleonthe windows.
lf somethingsuitsyou,you look good in it. For
example:Ihose g/osses
reallysuityou.
lf you saysomethinglooksridiculous,
you think it
loolcssilly.Weoften use it about the clothes
someone is wearing.For example:Youcon'tgo to
work in orongetrousers.Theylook ridiculouson you.Weor
the blackonesinsteod
ff someoneor somethinglooksscruffu,their
appearanceis untidy.For example:Ihose shoes/ooko
bit souffy.
.
Languageinput
lf someoneor something/ookssmort,their
appearance
is tidy and quite formal.For example:You
look smort in that new suit.
Remindstudentsto record the expressions
they like in
their noteboolcsand to take note when they see similar
expressions
throughoutthe unit.
Use the language
strip later on in this unit for a snrall
group task.l-{ereare some possibilities:
connectedwith
clothing (e.g./t's too tight),thoseconnectedwith
householdtasl<s(e.g.Couldyou lay the tablet) and
those connectedwith money (e.g.lt wos {.20 reducedfrom 50).
Language strip
beforeand any ihey think they could use themselvesin
the future.Explainthat in this unit they will practise
waysof talkingabout shopping,householdtasksand
clothing.Encouragestudentsto choosea coupleof
expressions
in the strip that look interestingand to flnd
exPressrons:
. A top often refers to clothingworn on the upper
part of the body like a sweatshirt,shirt or blouse.
For example:Do you think I shouldweor the whitetop
with theseblock shorts?
.
lf somethingis reduced,
the price has been lowered.
For example:Everr9hingon this shelfis reduced.
Studentsdiscusswhat it or thot might refer to in

severalof the expressions(e.g.It'sdirectlyoppositethe
bank).
Studentschoosefive expressions
from the list.They
then create five variationsby changingjust one word
in each.For example:I hatedoingthe woshing.
I don't
hoveenoughmoney.Theycan then tall<about these
with a partner.Youshouldgo aroundand adviseon
the appropriatenessof these if necessary.
Lead in
You could leadin to this unit by bringingin lots of
magazinepicturesof peopleand ask studentsin groups
simplyto react to what they see.Youcan go around the
classto find out what studentsknow alreadyand,more
importantly,when they are havingdifficulties.Youcould
repeat this activity at the end of the unit to see how
studentshaveimproved.
5 B u v i ntqh i n q s
fl:fi:;:6 ;yr
g fS.B;",; # i,
Using vocabulary:clothesand
Pointout that we often omit the currency(e.g.pounds)

when we talk about how much somethingcostsand we
are in the samecountry.Writesome priceson the
board and get studentsto practisesayingthem. For
EXAMDIC:
This is a basicvocabularybuildingexercise.
Ask students
to look at the pictureon page36 and labelthe items.
You may want to extend the exerciseby letting students
ask about the namesof other items of clothing.lf you
limit it to what people in the classare wearingthat day,
it can serve as a preparationfor 2 Practice. Usingthe
picture,you could alsoworl<on descriptors(e.g.dork
sunglosses,
silver bracelet).This
will help with the next
task.
Answers
Theywere 12.99.
It's6.49 reducedfrom 6.99.
completeexpressionon the board.Model the
The woman is wearing a watch, a red bracelet and

necklace,
a dark greenslcirtand a greentop. Sheis
also wearing brown boots.The man is wearing a
greenbaseballcap,sunglasses,
a whiteT-shirt,a lacket,
blue jeansand trainers.
ffi practice
Model the two examplesfor studentsfirst and get them
to work in pairs.Go aroundthe classand help with new
vocabularyif necessary.You
can then write these
expressions
on the board.A variationon the example
questionsis Which one'sAna?(Shet the one with the
browntop.)lf you just want to practiseclothing
vocabulary,you could ask pairs of studentsto test each
other with questionslil<eConyou rememberwhot Nico/e's
weoring?(You could even ask if anyonerememberswhat
you were wearingyesterday!)
Answers
l.Are they new? 2. suit you 3. get them
4. reducedfrom 5. do you know 6. on the left
Ask studentsto readthe conversationin pairsusingthe

tapescripton page l5l. Remindthem to try and follow
the stressand phrasingas indicated.Then
askthem to
underlineany expressions
they find useful,particularly
those they think they might use.Encourage
them to
transfer these into their notebooks.Youmight want to
point out the following:
Theyreolly suityou.
They'vegot o soleon ot the moment.
Studentsmight askyou about the followingexpressions:
. To beginwith is an alternative way of sayingot frst.
. I con imogineis an expressionused when you
understandhow someonefeelsabout a situation
they havejust told you about. Forexample:
A: We weretwo hourslote.Thefoodwos'terrible.The
attendontswere rude.It was the worst flight of my
life.
B: I can imagine.
Talkabout Real Englisht guy I woman. lf you are

teachingin the UK, you could mentionthat students
might hear the word blokeusedto refer to a man and
pet to refer to a woman.
aboutthingsyou'vebought
ffi TAlking
Explainthe situation of the conversationand ask
studentsto just listen for the answersto the two
questions.
Playthe recording,makingsurethat students
cover the text. Get them to discussthe answersin pairs.
Remindthem to keep the text coveredas they do this.
You might want to briefly ask them if they think L29.99
is a good price for a pair of shoes.
Answers
Lisaboughta pair of shoesthat reallysuit her.The
best thing about them is that they were reducedfrom
{.65 to {29.99.
'
Brilliontis a common way in British Englishof saying

somethingwas very good.For example:
A: How wos the film?
B: Brilliont!
'
lf you justcouldn'tresistsomething,you couldn't stop

yourselfhavingor buyingit. For example:I knowI'm
on o diet,but they hove reollygood cokesthere.I just
couldn'tresisthovingone.
Ask follow-upquestionsfor further practice.For

examPte:
Do you think my shirt suitsrne?
Do you know onyvvhere
neor herewith o saleon?
Have you everseensomethingyou just couldn't resist?
35
5 Buying
things
"d
ffi practice
Ask studentsto remember the first thing Charlotte said

in the conversation(Oh,I likethoseshoes).
Ask why she
saidthoseand not these?(lf she had saidthese,she would
havebeen referringto the shoesshe was wearing.)Go
over the instructionsand ask studentsto cross out the
wrong word. Model how the first item is said,focusing
on the intonation and the contraction /'drdje/.Thengo
through the answersby askingindividualstudentsto say
the correct sentencesand get them to practisethe
pronunciation.You
might also mentionthat we
sometimesusea pair of with the pluralnounshere.For
example:
I boughto nice poir of earringsot the morketthe other day.
Do a couple of exampleconversationswith students

first before they do the task on their own.You could
alsowrite some expressions
on the boardto help.For
example:
I don't remember.I gotthem ogesogo.
I don''tknow.lt was a presentfrom my sister.
words
ffi Usinggrammar:reference
You might need to explainthat the high streetis usually

the main shoppingstreet in a town and is usually
preceded by the.You can also sayin the high street,
especiallywhen you are focusingon the area rather than
the name of the street. lf studentsask,Leith is part of
Edinburgh.
Answers
2.that,it
6. that, it
3. that,it
7.that, it
4. those,them
8. those,them
5. those,them
Si :$*l##tim*
*
Speaking
Usinggrammar:prepositional
Ask studentsif they can remember where the shop in
3 Talking about things you've bought was located.
Studentsmight say Hockleyor Cost/eStreet,to which you
could respond Whereobouts
exoctly?lf no-one
remembers,ask studentsto find the answer in the text
(lt's holfwaydown CostleStreetlrhehill on the /eft). Explain
to them that in this activitythey will practiseother
phrasesto describelocation.Get individuals
or pairsof
studentsto work on the matchingtask.After checking
the answers,practisethe pronunciationof these
expressions.You
may need to explainthat just
emphasiseshow close somethingis in itt just roundthe
cornerand rrghtemphasises
the exact position in it's right
next door to it
As a follow-up,asl<studentsto write about the location
of three placesthey know (they dont haveto be shops;
they could be other placeslike abar,a park etc.)
beginginglhere'so greot... .They canthen talk about
what they wrote with a partner.Youcould also
introduce expressionslike there'so nicelittle
barlporklbookshop.
Answers
l. F (shoeshop) 2.A (clothesshop)
3. B (sportsshop) 4. D (bookshop)
5. E (campingshop) 6. C (CD and record shop)
Referstudentsto G l0 of the Grammar

36
Go through questionsl-5 explaininganyvocabularyif

necessary.You
might need to explainthat if you shop
oround,youlike to comparepricesin differentplaces
before you decideto buy something.Also explainthat if
you keepan eyeopenfor something,you pay particular
attention in caseyou see it. For example:
A: Do you know onyonewho wontsto selltheir cor?
B: Not really.But I olwoysreod the ads.I'll keepon eye
open for any,if you like.
W hile you read

Good mothers- realmen
Beforeaskingstudentsto discussthese questionsin
pairs or smallgroups,you might want to get them to
ask you these questionsfirst so you can provide them
with a model.
Before students read the article,point out the title and
ask what they think a goodmotheror a reolmon is.You
dont needto spendtoo much time on this as students
cantalk about this further in 5 Speaking. Explainthat
the article is about shoppingand housework.Ask what
they think the articleis goingto sayabout good
mothers and real men in relation to these things.You
could also playthe recording,usingit as a listeningtask
first, and then get studentsto read the article.
When studentshavefinished,askthem to sharetheir
reactionsin pairs.Writesome expressions
on the board
to help.For example:
just likemy ... .
HelShe's
HelSheremindsme of ... I think I'il be likethat
I'm exoctlylikethot.
5 B u v i ntqh i n q s
compr"hension
ln this activitystudentstry to rememberparticular

detailsfrom the article.Theyare not only working on
comprehension,
but they are alsofocusingon useful
expressions.Tell
them not to worry if they can't
remember everything.Theycan then re-readthe article
ro find what they missed.Youmay need to explainthat if
you moke fun of someone,
you makejol<esabout them,
s,ometimesin an unlcindway.
Answers
Possibleanswers:
l. Her son'sfriendssaidhe was a girl and he would
never be a real man.
2. She sometimeshasto go awayon business.
3. She had an appointmentat the hospital.
4. Her son'sfriendsmadefun of him one daywhen
they found out he was makingcakes.
5. Her husbandforgot to buy rice.Theynormally
eat rice every day.lt was on the shoppinglist.
6. The cheesewas reducedbecausethe next day
was its sell-bydate.
7. Her husbandboughtsix tins of pineapple
becauseit was on specialoffer.
8. He is thirty-two years old.
9. The shoppingtook him two hours more than it
normallytakesher:
10. He doesn'tknow how the washingmachine
worKs.
Finishup by readingthe articlealoudor playingthe

recordingwhile studentsfollow the text. As they do so,
askthem to underlineany expressions
they find
interestingor they want to ask about.Youmay need to
explainsome of these expressions:
' lf you givesomeoneo hond,you help them. For
example:Conyou giveme o hand?
' lf yqy get someoneto do something,
you ask or
persuadethem to do it. For example:I'll getmy sister
to come overond fx your computer.
Gffiwordcheck
This activity helps reinforce some of the languagefrom
the article.Studentscan work individually
or in pairs
completingthe sentences.
Answers
l. do 2. appointment 3.give 4. takes
5. shopping 5. tins 7. feel 8. company
9. keeo 10.after
How long doesit normollytoke you to do the shopping?

Do you usuallywri'tea shoppinglist?
Whot otherfoodis soldin tins?(beans,tuna)
How wouldyou desuibesomeone'shouseif they didn't.keep
it cleon?(messy,untidy)
Speaking
Beforedoingthe discussion
questions,
you mightwant
to go through Real English:do the shopping and do
the sentencesharingactivity so studentscan then use
some of these expressions.You
might need to explain
that in l, if you geton with someone,
you lilcethem and
havea good relationshipwith them.
_*l
verbsaround
ffiffiUsingvocabulary:
ffi the house
Explainthe task and do the first item as an example.
Studentscan then work individually
or in pairs.Go
throughthe answersand discussany variations.
Answers
l. go to the shopsi do the shopping/ unpackthe
bags/ put the things away
2. laythe table/ havedinner/ clearthe tablei wash
uP
3. invite some friends round / havea party / make a
mess/ tidy up
4. do the shopping/ peelthe vegetables
/ cut them
up i cook dinneri cleanup the kitchen
5. sort out the dirty clothes/ put them in the
washingmachine/ hangthem up / iron them / put
them away
6. put some water on to boil / make some tea /
drop the cup on the floor / sweepup the bits /
mop the floor
Model the miming activity with students before they

work in pairs.Chooseone of the groupsof activities
and act it out in the correct order. Encouragestudents
to record any expressions
they find usefulin their
notebooks.You
could finishby aslcing
them to find all the
verbs here that use up (woshup,tidy up,cleonup,cut up,
hangup,sweepup) or all those that haveirregular past
forms (put, did,went,loid,mode,hod,cut,hung,swept).
Get studentsto completethe conversations

individually
and then checl<with a partner or by lookingbackat
5 Using vocabulary: verbs around the house.
Answers
Here are some additionalquestionsto ask if you want

to give studentsfurther practicewith the language:
Who doesmostof the housework
in yourhouse?
l. lay 2. peel 3. unpack 4. hang 5. boil

6. tidy up 7. put (thesethings)away
8. sort out, Dut
37
5 B u y i ntgh i n g s
Model the pronunciationof the openingquestionand
then get studentsto practiseit before they practisethe
conversationsl-5 themselves.Teach
some expressions
for respondingto these requests.For example:
Sure.
No problem.
oK.
For the secondactivityget studentsto wander around
the classroommakingtheir own requests.You
might
want to write the basicpatterns on the board to help:
A: Can I do anythingto help?
B: Yes. . . . Couldyou (just) I Couldyou (just) helpme ... ?
A: Sure.No Droblem.
*$*tms*tr*,g
Usingvocabulary:problems
with clothes
Focusstudents'attentionon the picturesA-F on page
40.Youcould usethis as an opportunityto revisesome
clothingvocabulary.
Explainthat there is a problemin
eachpictureand asl<them to find the appropriate
phrase l-6. Evenif studentsdon't know trendyor oldwill probablyguesscorrectly.Go over the
foshioned,they
answersand checkstudents'understanding
of trendyby
askingquestionslike What kind of clothesare trendynow?
Also checkthey rememberthe use of too + adjective.
Make sure they know that the expressionit doesn'tfit
me is related to size and it doesn'tsuit me is related to
style before they choosethe appropriatefollow-up
expression.
Model and practisethe pronunciationof the
expressions.
For further practice,you could asl<students
to test each other. One student covers the phrasesand
describesthe problemin eachpicturewhile their
partner listensand correctsif necessary.Tell
students
there may be more than one answer.
*#
$ffi Usinggrammar:not enough

Readthe first two examplesand check students
understandthe meaningby asking:
What\ the problemin I? He needsnoore... ? (money)
How aboutin 27 He needso ... ? (biggersize)
Explainthat enoughis used before a noun (e.g.enough
money,enoughroom) and after an adjective(e.S.b,g
enough,wormenough).
Studentscan then applythis
guidelinein the task.
Check that studentsknow that if you hove experience,
you haveworked in similarjobs before and that if you
are quolified,youhavepassedthe necessaryexams.Here
are some examplesof further questionsto ask as you
to through the answers:
How old do you needto be to voteldrinkolcoholldrivelleave
school?
Whot other woyscouldyou completethis sentence:'/d tiketo
... but I'm not old enough'?
What couldthe persondo in 2? (Add sugor.)
Whot could the persondo in 3? (Add morememory,geto
new computer.)
What could be on oppositeof 'not qualifiedenough'?(too
quolified,overquolified)
Answers
l. I'd like to vote in the next election.but I'm nor
old enough.
2. This doesnt taste right. lt's not sweet enough.
3. This computer is terrible.lt doesnt reallyhave
enoughmemory for me.
4. I didn't haveenoughtime to finishall the
questionsin the exam.
5. I didnt get the lob.Theysaid I didn't haveenough
exPenence.
6. I didn't get the job.TheysaidI wasnt qualified
enough.
Arewers
r.B/c 2.D 3:A/DiE 4.AtF s.AtBtCtDtEtF
6.AIBIF
1.,2. and 3. can be followed by It doesn'tfit me.
4., 5. and 5. can be followed by lt doesntsuit me.
Beforestudentstalk about their own experiences,

demonstrateby talking about yourself.For example:
l've got o wooljumper thot my grandmotherknittedfor me
ogesogo.lt's dark greenond reallyworm./ usedto weor it
all the time, but then my husbandsoid i'twos too boringond
it didn't suit me, so / stoppedwearingit.
You might want to teach the phraseI lookgoodin
greenlbluelblack.
38
Refer studentsto G | | of the Grammar

Go aroundand help with vocabularyas students

complete these sentencestarters.As an alternative,you
might want to ask them to explaintheir sentencesin a
smallgroup.Get them to sharesome of their
suggestionsand write a few on the board. Encourage
studentsto record a coupleof their personalised
examplesin their noteboors.
5 B u y i ntgh i n g s
ffi# Whileyou listen

Explainthe situationand asl<studentsto just listenfor
the answersto the question.Playthe recordingand ask
studentsto tell you the answers.Introducethe
summarising
task,explaining
that they don't needto
rememberthe exactwords.Youcould alsoget students
to work in pairson this task.Playthe recordingagain
and let them add anythingthey missedbeforeinviting
them to sharetheir answers.
Answers
ConversationI takesplacein a campingshop.
Conversation2 talcesplace in supermarket.
Conversation3 takesolacein a corner store or
newsagent's.
You can answer some of these questionsyourself before

studentsdiscusstheir answersin pairsor smallgroups.
ffi Usinggrammar:negativequestions
This is an areaof Englishthat often causesproblemsfor
students.Here negativequestionsare practisedin a
meaningful
Go
context that helpsstudentsunderstand.
throughthe examplesand explanationand ask students
to completethe conversations.
Point out the expression
goodvaluefor moneyand goodquolity.Ask them to tell
you some thingsthey thinl<are goodvaluefor moneyor
goodquolity.Explainthat if we describeclothing as boggy,
we mean it is very loose.For example:boggy
trousers/shorts
IjumperI suit.Model the conversations,
letting studentshear how Dont you think is said.
Answers
Suggested
summaries:
l. try anothershop
2. not buy any and not wash his hair for a few days
3. take them bacl<to the shop,give him coins
Playthe recordingagainand ask studentsto follow the

tapescripton page | 5 l. Encourage
them to underlineany
expressions
they find usefulor want to asl<about.You
may needto explainthe following:
. lf somethingis just off thisrood,it's on a side street.
. The next sizedownis the next smallestsize.The
opposite is the next sizeup.
.
lf you try to pay for somethingand the assistantasl<s

if you hoveonythingsmoller,theywant to know if you
can paywith a smallerdenominationnote.
In the UK we commonly refer to a bank'sautomatic

cash machineas a coshpoint.
Studentsmight also ask about the way the person

countsthe changein Conversation3. Explainthat
startingfrom the total, fl. | 0, the assistantgavethe
customer 90p and saidthot'stwo, meaningthot mokes
two pounds;thengaveanother pound and said threeetc.
You mightalsowant'to point out the followingshopping

exDressrons:
Hove you got somethinglike this,but in a smollersize?
Theydon't sel/it in bottles.
ls thot i'tthen?
I needto coshsometrovellers'cheoues.
Sp e a k i n g
l.
2.
3.
4.
5.
Don't you thinl<it's a bit too

Don't you thinl<it's a bit too
Dont you thinl<it's a bit too
Don't you think it's a bit too
Don't you think it's a bit too
bright?'
old-fashioned?
expensive?
big?
trendy?
Usingvocabulary:talking about
In this activity studentsare askedto translate
shouldexplainthe
expressions
without a dictionary.You
expressionsso that the idea and the context are clear.
Then studentscan think about what they would sayin
the same context to expressthe same idea in their own
language.This
way they will probablyend up with a
more appropriateequivalent.Stressthat wheneverthey
translatethingsin their notebooks,theyshouldtranslate
completeexpressions
and not just individualwords.
One way to approachthe first part of the tasl<is to ask
they think express
studentsto decidewhich expressions
a p o s i t i v ef e e l i n g( 1. , 2 . , 4 . , 5 . )a n dw h i c h e x p r e s sa
n e g a t i v fee e l i n g( 3 . , 6 . , 7 . , 8 .9,. , 1 0 . )T. h e n y o u c a ne x p l a i n
might
any expressions
studentsdont understand.You
needto explainthat if a pieceof clothingor colour goes
with another pieceof clothingor colour,they look good
together.For example:White goeswith everything!
Studentscan then practisetalkingabout the peoplein
the ohotos.
Readthe questionsto the classand explainany vocabulary

if necessary.
For 2 you may need to teach some
expressionswith hoir.For example:
My hoifs too dry.
l've got dondruff.
My hoir's a bit greosy.
39
converiatio;...,..'.......
Sarahlells Pete:*rrt rrr; wainit:in ilass;Teresitells'
Janetwhy she cant come to class
I
, ,
l
Reading
he lceepsfalling
suffersfrom:nar:colepsy:
JamesPhillipsr
asleep.
Llstening
"
Fiveconversationsaboui how peopie feel,
to see whot
lnfinitives of punpose:/'m jus;tpho,ning
you are doing tonight.
Expressionsto explainwhy you are tired: I wasup

'
:
'
til!,threewotchingTV..
Can't and couldn'tto expliin why it is/was

impossibleio do something:I cont read this.I
hsven't got my glosses;SorryI couldn'tcom:e
tJesterday:'My
bosssordI hed to stayand:work
Expressionsfor greetingpeople:Howt rt going?5o

whot're,,you
darnghere?
Expresslonsfor givingand lespondingto toqd

news:Guesswhot?We're gettingmorried,
Congrotulotions.
,
' '
Larguage strip
You can use the l.anguage
strip as a way to lead in to the
unit.Ask studentsto quicldylool<throughthe strip to
see if they can predictthe topic of the unit (talkingand
aslcing
about how peoplefeel,explaininghealth
problems,sleepetc.).Encouragestudentsto choosea
coupleof expressions
in the strip that lool<interesting
and to find out more about them.
expressions:
. lf you sayyou'vebeenin bed oll doy,you usuallymean
that you dont feel well and havebeen restingin bed.
40
lf you sayyou were up till a particulartime, it means

you didnt get to sleepuntil that time.We can use up
to mean owake.Forexample:Are you up yet?
lf you do somethingin the middleof somethingelse,

you do it while somethingelseis goingon. For
example:I startedcoughingin the middle of closs,I con't
helpyou at the moment,l'm in the middle of cooking
dinner.
you sleeplongerthan you planned

lf you oversleep,
ogain?
to. For example:You'relate.Did you oversleep
you havean illnessthat

lf you havea chronici//ness,
goes on for the rest of your life or at leastfor a very
long time. For example:I've gotchronicbackoche.
You might say You'rein o verygoodmoodtodoyto

someonewho loolcshappyand you would like to
know why.
li
Language input
. Expressions
to talk about beingill: I ve got on upset
' stbmoch,Hove you taken anythingfor it?
lf you'vegota stomachbug,you've got a (usually

minor) bacterialor viral infectionthat causesan
upsetstomach.Wecan also use bugby itselfin a
more generalsense.For example:Ihere'so bug going
oroundot school.
they
Remindstudentsto record any of the expressions
throughoutthe unit.
similarexpressions
Use the language
connectedwith
sleep (e.g.I couldn'tget to sleep/ostnight)and those
connectedwith beingsick (e.g.I've gota stomach
bug).
. Studentssort some of the expressionsinto two
groups:those saidby someoneexplaininghow they
feel (e.g.I gotwokenup by the noise)and those said
by someoneaskingabout or respondingto how a
friend feels (e.g.You'rein a verygoodmood todoy).
.

- changethem so they are
strip and - if necessary
can then talk about
true about themselves.They
their choiceswith a partner.
Lead in
You could lead in by aslcinga few studentsabout how
they feel (e.g.How are you?How'sit going?How ore you
could also tall<about typical responses(e.g.
feeling?).You
mightget some
Not bo4 OK,Fine,Good,Greot).You
answerslil<eIired I don't feelwell,to which you can
follow up with questionslike Whot'swrong?Why?.YVrite
some of the answersyou get on the board and
reformulateif necessary.You
can then explainto
studentsthat in the flrst few activitiesin the
Coursebookthey will practisewaysof talkingabout
when they don't feel well.
6 Howareyou?
I*f*"U*,#:F*;Wtx*rf*
Using vocabulary=I'm not feeling
Focusstudents'attentionon the pictureson page42
and explainthe matchingtask.Youcould checkthe
answersby pointingto a pictureand askingindividual
studentsHow ore you?Get them to respondI'm not
feelingvery well.I've got an upsetstomachetc.Talk about
the time you had any of the problemsbefore students
talk to a partner about their own experiences.
Answers
l .c
2.D 3.A 4.8
Pointout the use ol o bit of o when it is lessseriousand

o reolly(bod)when it is more serious.Explainthat unless
we are talkingto doctors,we tend to use on upset
stomochrather than the more specificterms vomltingor
diarrhoea.
You might want to use this opportunity to teach some
other illnessexpressions.
Let studentsaskwhat they
want to know rather than givingthem a comprehensive
list.Give them some expressions
to show how any
words/expressions
are usedtoo. For example:
I've got a sorethroat,I think l've got the flu.
Get studentsto readthe conversations

in pairsusing
the tapescripton page | 5 l. Remindthem to try and
follow the stressand phrasingas indicated.Then
ask
them to underlineany expressions
they want to
remember,particularlythose they think they might use.
Encouragethem to transfer these into their notebooks.
You might want to point out Thot'sreollynicelkindof you
as a responseto someonewho hasdone or hasoffered
to do soinethingnice for you.
andanswers
ffi Questions
Here studentscan focuson sometypicalexpressions
usedin conversations
about when peopledont feel well.
Explainthe task and maybedo the first item together as
a class.Studentscan then work individually
on the rest
before checkingtheir answerswith a partner.Youmay
needto explainseveralof the expressions
in this
activity:
. lf you sayyou've been sick all night,you usuallymean
you havebeenvomitingor havediarrhoea.
Poinkillers
are drugs like ospirinor porocetamol.
lf you just tokeit eosy,you relax and don't do
anythingthat needsa lot of energy.
Herbsrefer to plantsthat are used as medicine
(e.g.comornile,eucolyptus).
'
Pil/sare medicinein the form of smalltablets.

Answers
l . a . ,d . ,f . ,i . ,l .
2 . b . ,c . ,h . ,i .
3 ' e . ,g . ,k .

studentsto just listen for the two problems.Playthe
recording,mal<ingsure studentscover the text. Get
them to discussthe answersin pairs.Remindthem to
keep the text covered as they do this.
Answers
Sarahhasgot a really bad cold.Teresahasgot a really
upsetstomach.

pronunciationand asl<studentsto practisesayingit. Play
To help studentswith the conversation,write the basic

patterns on the board:
A: How ore you?
B: Not very well,actuolly.
A: Oh no.Whot'sthe problem?
B: l've got...
A: Oh no.I'm sorry.Hove you taken onythingfor it?lHove
you beento seeonyoneabout it?
B: Yes/No...
Practisethe pronunciationof these expressions
with
studentsbefore they havesimilar conversationsb'ased
on some of the problemsin the pictureson page42.
Follow up by letting studentstalk about what they do
when they feel ill.Here are some further questionsyou
could feed in as necessary:
How do you try to keepheolthy?
How often do you get sick?
Answers
l. How are you 2. not very well 3. see anyone
4. a bit better 5. How's it going 6. that's awful
7. take it easy 8. got to go
How oft.endo you toke the day off worklclosswhen you are
sick?
Do you think herbsreollywork?
Have you ever tied ocupuncture?Did it work?
41
6 How areyou?
U s i n gg ra mma r:i n fi n i ti ve s
of
Before goingthrough the explanation,ask studentsif
they can remember why Pete phoned Sarahand why
TeresaphonedJanetin 2 Talking about being ill.
(Studentswill probablyanswer with becousebut they
might also use to.)Asl<them to find what expression
Pete used in Conversation I that givesthem the
answer (l'm justphoningto makesureyou'reOK). Do the
first re-orderingtask as a classbefore asl<ingstudentsto
work individually
or in pairson the rest.
There are a lot of differentgrammar patterns (tense,
gerunds,indirectquestionsetc.) followingthe verbs in
these expressions.
Dont worry about goinginto the
details.Tell
studentsto concentrateon rememberingthe
completeexpressions.
Studentsmay haveproblemswith
the word order in l, 2, 3 and 9. As you go throuth the
answers,ask them to tell you who they think the person
is talkingto and what that person might say next.
their answerswith a partner.Youmight ask a coupleof

studentsto read the answersto the classto check
understanding.
Answers
l. day,lunch 2. couldnt,sleep 3. up,watching
4. up,reading 5. out, home 6. gym,did
7. week, late 8. get up,catch
You will probablyneedto explainthe following

exPresstons:
. lf you cant do something somereoson,
you dont
for
know why you are not able to do it, For example:For
somereoso4I con neverremembermy students'nomes.
. lf you sayyou didn'tevenstop lunch,youmean you
for
didn't take a lunch breal<.
Here is anotherexample:/t
only took us five hours to get there becousewe didn't
stop for lunch.
. Explainthat in Englishwe can saya busy
morninglnightlmonthlyeor
as well as o busydoylweek.
Answers
l.
2.
3.
4.
5.
6.
7.
8.
9.
how you are

what you'redoingtonight
where to meet tomorrow
for forgettingyour birthday
about your Englishcourses
sure you got home OK
still comingtonight
I'm goingto be late
how much your flightsto Chile are
Thinkingof alternativeendingsfor these explanations

might be quite challenging.You
mightwant to do the
task together as a class,or the first few items at least.To
make it easier,point out the basicpatterns of some of
the expressions (e.9. apologisefor + -ing,checkyou'restill
+ -ing,Ietyou know I'm goingto be ...).
Pairsof studentscan then write and practisereadinga
sim[ar conversation.
Pointout some of the other
telephone expressionsin the example:Listen,I wonderif
you con help me.
f*rtr,#r#*r*#
Leadin by elicitingsome reasonswhy someonemight
be tired. Listento students'suggestionsand maybewrite
a few on the board.Thenexplainthat in this activity
studentswill see some common waysof explainingwhy
someoneis tired. Encourage
them to look for anythat
might expressthe reasonslistedon the board.Do the
first sentenceas an exampleand then let students
completethe rest on their own.Theycan then check
42
For the practice part of the activity,studentsshould

cover sentencesl-8 and take it in turns askingeach
other.They can then look at the sentencesagainto
check if they were right.
&*ffiBeforeyou read
Thesediscussion
questionsgivestudentsthe
opportunityto personalise
some of the expressions
from I Using vocabulary: feeling tired while also
settingthe scenefor the readingtask.Answer some of
the questionsyourselffirst to providestudentswith a
model. Explainin 3 that if you hovea lote night,yougo to
bed late.Youcould also introducethe expressionI need
(eight)hoursof s/eep.
ffied
(Thesleeper)
ffi Reading
Point out the title lhe s/eeperand ask studentsto tuess
what the articlemight be about.Explainthe first task
and ask studentsreadthe introductoryparagraph.
Check that they undersrandwhat is wrong with james
(He's sufferingfrom norcolepsy,which
meonshe feelstired
oll the'time.He keepsfallingosleepall the time.Youcon't
wakehim up) before aslcingstudentsto list three
possibleproblemsnarcolepsycould cause.This
gives
them a goalfor the secondreadingtask.
Let studentsread the rest of the article and comoare
with a partner to see how many of the problemswere
mentioned.You
could also playthe recording,usingit as
listeningtasl<first, and then get studentsto read the
article.Finishup by readingthe articlealoud or playing
the recordingwhile studentsfollow along.As they do
so,askthem to underlineany expressions
connected
with sleep- as well as any others - they find interesting
6 Howarevou?
or want to l<nowabout.Youmay want to make sure
they notice the following:
He fe// os/eep
Fie often oversleptin the mornings
f-le often hos terrible nightmares
ssleepot his desk
stoy awake
stay awakeetc.).Explainthatcan't is often usedto show

that somethingis not possibleand let studentsreadthe
three examplesin the Coursebook.Checkthey
understandthe differentmeaningsby askingfor a couple
of alternativeexamplesfor eachone. For example:
I I con't drive.I neverleornt.
2 We con't leavec/ossuntil the bell goes.
3 I can't leovehim olone.He'stoo sick.
You may needto explainsome of these expressions:

' lf you haveo greotsenseof humour,youlil<eto laugh
and find thingsamusing;
you aren'tseriousall the
trme.
' lf you givesomeoneonotherchance,you let them try
Then go through the exampleswith couldn't.Point out

that the pattern in the secondexample SorryI couldn't
... yesterdoylthe
otherdoyllostweeketc. is a common way
of beginningan apologyfor somethingyou were unable
to oo.
to do somethingone more time, eventhoughyou

were disappointedwith their previousattempts.
'
lf two people ore a goodmotch,theyget on well with

each other.
Talkabout Real English:the loo.You could alsogo

over some alternatives,for example:the men'slgent's,the
women'slladies'.
You might also teach students
appropriateexpressionsfor different contexts.For
example:
Can I useyour toilet?
Con I be excused?
Ask studentsto do the matchingtasl<individually

and
then checktheir answershwith a partner.Model the
pronunciationof the completedexpressions
and get
studentsto practisealongwith you.Here are some
examplesof further questionsto ask as you checkthe
answers:
What ore someotherthingsto be tcored of'or'ofroid of'?
(the dork, flying)
Whot are other thingsto do with the bodythat we can lose?
(l losto leglarm,I'm losingmy hoir.)
What are someother illnessesyou con suffer from? (back
poin, osthmo, bronchitis)
check
ffi comprehension
Whot other thingsmightyou worryoboutso thot you con't

get to sleep?
When studentshavefinishedmarl<ing
their choices,ask
them to explainthe answersto each other rather than
just checkingto see if they agree.Theycan then re-read
the article.Encourage
them to find the expressionsin
the article that give the answers,for examplein | : He
often got bad grades.
What thingswere ogoinstthe ruleswhen you were at

school?
What hoppenedwhenyou brokethe rules?
Are there plocesyou know whereitt ogoinstthe low to
smoke?
Wherecon you smokein public?
Answers
Answers
l . F 2 . T 3 . T 4 . F ( H e h a sa p a r t - t i m ej o b . )
5. F (He didn't evenshow up.) 6.7
7. F (He ate dessert.)
Readthe questionsaloudto the class,explainingany

difficult expressions.For example,we often use livewith
someoneto mean be in o relationshiD
with someone.Tell
studentsabout a personalexperiencein answerto 2
beforethey discusson their own. For example:
OnceI was cominghome late on the toin ofter a reollybusy
doy ot work.I fell osleepond missedmy stop.I wokeup ond
reolisedwhot hod hoppened.I got off ot the next stotionbut
therewereno more troinsback I hod to s/eeDon o bench
until the morning.
cantlcouldn't
ffi Usinggrammar:
Introducethis activity by askingstudentsto remember
what Jamescon't do (work full time, drive, havebaths,
l. a.
2.f.
3 .b .
4 .d .
5 .e .
5 .c .
As a follow-up ask pairs of studentsto come up with

alternativeendingsfor some of the starters.For
example:
I cqn't read thfs.lt's in Arobic.
I can't speakVreryloudly.Someonemight heor.
\
Referstudentsto\ G l3 of the Grammar
ffi Practice
This activitygivesstudentthe chanceto personalise
the
language.
Encourage
them to record some of their
examplesin their notebooks.Remindthem to follow up
with an explanation.Youmay want to demonstratea few
examplesyourselfbeforethey worl<on their own. For
example:
I can't eot stowberries.Theygive me on upsetstomoch.
I reollywantedto go to the Saturdaymorket lost week,but
I couldn't.I had too much work to do.
43
6 How areyou?
:r!
.-
:;
.1 ; -T-,:,fi;
.! ,jf : .f-?
- ; ; i d " #
* ' . & "f-'-
Answers
' e * 4
ffi
Greetingpeople
Explainthe task and read aloud the situationsa-e first,

explainingany expressionsif necessary.
(For example:lf
you bump into someone,youmeet them by chance.lt
wasn't planned.)Then playthe recordingas students
follow along in their Coursebook.Alternatively,get
studentsto cover up the conversationsl-5 in the
Coursebookwhile they listenfor the first time, choosing
the matchingsituationsas they listen.Theycan then
compare their answerswith a partner.Playthe
recordinga secondtime as they follow alongin their
Coursebooks.
Answers
|.e.
2 .c .
3 .a . 4 . b .
5 .d .
Ask studentsto underlineany expressions

they think
are usefulwhen greetingpeople.Make sure they notice
the following:
Have you beenwoitinglong?
l've only just got here myself.
Not too bod,thonks.
Whot'reyou doinghere?
Did you hove o niceweekend?
Do you mind if I joinyou?
Have a seat.
Did you sleepwell?
So whot'veyou bee4doing recently?
Talkabout Real English:What about you? Tell
studentsthey might also hear And you?or even You?
used as informal alternatives.Check that they can
identifythe question in each conversationthatWhot
aboutyou?is referringto. Practisethis further by asking
individualstudentsquestions.For example:
A: How'sit going?
B:Good.Whotoboutyou?
A:Nottoo bod.
i
Practisethe first conversationwith a student before
getting studentsto work on the conversationsin pairs.
This can give them ideasabout how to extend the
conversattons.
Conversation3 b. (Shegot food poisoningon Friday

night.)
Conversation4 a. (He was up until two and then
was woken up at five by the
peoplenext door. He couldnt get
back to sleepfor ages.)
Conversation5 c. (Sheis pregnant.Thebaby is due
in about six months.)
You can playthe recordingon" rnoru time as students

follow the tapescripton page 152.Get them to
underlineany other expressionsthey want to remember
or want to ask about.Youmay need to explainthat if
you are o heovys/eeper;
you arent easilywoken up.Teach
the opposite:o lightsleeper,
Ask if studentsknow any
other expressionswith heovy(e.g.heavydrinker,
heovy
srnoker).
Explainthat if you are pregnant,you have
severalsconsto check if the baby is OK. lf someone asks
a pregnantwoman Do you know whot it is yet?they are
askingif she knows the baby'ssex.
ffi Wordcheck
This activity focuseson severalusefulexpressionsfrom
the listeningtask.Ask studentsto complete as many
items as they can from memory first before they check
their answerswith a partner.Thenthey can listen to the
recordingagainor checkthe tapescript.
Answers
l. feeling 2. sleep,actually 3. till, must
4. woken, heavy 5. busy 6. due
Get studentsto practisereadingthe conversationsin

pairs.Thenask them to test each other. One student
readsthe first part and the other - with their
Coursebookclosed- tries to rememberthe answer.
Use questionsl-4 to help personalise
the language
from this activity.Answer some of these questions
ffi Whileyou listen

Explainthe task and check that studentsunderstandthat
if you feel annofe{ you feel angry;and if you feel owful,
you feel really bad.Before studentslisten,invite them to
guesspossiblereasonswhy someonewould havethe
feelingsin a-c. Playthe recordingand then ask students
to comparetheir answerswith a partner.
44
Use the picturesas a warmer.Ask studentsto suggest

what type of good news each picture shows (e.g.they
soldtheir house,theyboughto new house).Explainthat in
this activity they will practisesome expressionsfor
givingand replyingto good news.Studentscan complete
the task individually
and then comparetheir answers
with a partner.
6 Howarevou?
Follow-up
,llnmvens
f l -[ .
2 .a .
3 .d .
4.h.
5 .e .
6 .c .
7.b.
8 .g .
Ptaythe recordingso studentscan check their answers.

You could then play it again,pausingafter each exchange
so that studentscan repeat it, or just playthe
erpressionsin the box for studentsto repeat.Either
,rray,make sure they get the intonation right for these
qqressions.Havingpractisedthe pronunciation,
strdents can then test each other.Write the basic
Fttern of the conversationon the board to help
seldentswith the personalisationtask at the end:
X Hey,guesswhotT...
E Oh reolly?CongrotulotionsiThot's
greot....
Tell studentsto imaginethey are at a party.Theyshould

circulate,chattingto each other,askinghow they feel,
what they've been doing recently etc. Give them a few
minutesto look backthroughthe activitiesin the unit
and encouragethem to use some of the expressions
they find.Tohelp,you could also elicit a list of feelings
and write them on the board (e.g.tired awful,siclg
excited,
annoyed).Tell
studentsthey should choosea
differentfeelingeachtime they talk to someone,making
up an explanationfor why they feel that way.
Su.ldentscan then wander around telling different

peopletheir good news.lf they dont havegood news,
srggestthey make somethingup.
45
lf you toke a periodof time off,you take a breal<from

what you usuallydo (e.g.studyingor working).For
example:I'm goingto toke the summeroff ond justbe
home with the kids.
lf you drop out of a course,youstop attendingbefore
you havefinished.For example:I nevergotmy degree.
I droppedout in my secondyeor.
lf you go on q demonstration,you
tal<epart in a
protest like a march.For example:I didn'tgo on the
demonstrotion / overslept.
Reading
Studiing at,a:,university
in 'Britainislnot like it was
wventy years ago.
lf you ask for a loon,you want to borrow some

moneyfrom someone(your parents,friendsor a
banl<).For example:Youneed'totokeout a loqnto
study ot universitynow.
The deodlinerefers to the date or time when
somethingneedsto be done.For example:Ihe
deodlinefor the essoyis 5:00 pm on Fridoy.
lf somethinghoso goodreputotion,
it is well known
for beinggood.We often usethis to talk about
universities.For example:Bristo/'sgota good
reputotion.
I don't want to go to ... . It hosn'tgoto very
goodreputation.
Da you mind if I smoke?

t, Making re:quests;Couldyou just move up o:bit?
Language strip
unit.Ask studentsto quicldylool<throughthe strip and
find any expressions
they haveactuallyheardor seen
before.Askif they haveseenany similarexpressions
in
previousunits (Do you mind if I joinyou?and Nq of course
not.Hoveo seotappearin Unit 5 on page46). Explain
that in this unit they will learnexpressions
for talking
abor4studying.Encouragestudentsto choosea couple
of expressions
in the strip that look interestingand to
find out more about them.
expresstons:
. You use Feelfiee to show that it is OK for someone
to do something.lt is often usedto answersomeone
askingfor permissionto do something.For example:
A: Do you mind if I smoke?
B; No. Feelfree.
. A mobileis a mobile phone.For example:Youcon coll
me on my mobile.I'll giveyou my number.
46
lf you geto gront,you receivesome money so you

can do something.For example:The university
got o
gront from the governmentto do sornereseorch.
lf you saymy finols,youare referringto your final

exams.For example:When do you finishyour finols?

they
like in their noteboolcsand to take note when they see
similarexpressions
throughoutthe unit.
Use the language
. Studentsfind one expressionthat might be saidby a
teacher to a student (e.g.Couldyou turn your mobile
off,pleose?)
and one that might be saidby a student
to a teacher (e.g.Couldyou ploy the tope agatn,
pleose?).
.
Studentschoosea few exoressions

that are
questions(e.g.When'sthe deadline?)
and come up
with a possibleresponse(e.9.Mondoy,
/ think).Then
they choosea few expressions
that are responses
(e.9.I needto osk the bankfor a loon)and come up
with possibleprompts (e.9.How are you goingto poy
the fees?).
Studentsfind expressions
that usego (e.g.Nq of
coursenot.Co ohead)and those that use got(l've got
my finolsnext term).
Lead in
You can introducethe generaltopic of this unit by
asl<ing
studentssome questionsabout school(rather
than university)Of course,the kind of questionsyou
ask dependson the mal<e-up
of your class.Here are
some sutgesttons:
What agedo childrenstort school?
DidlDo you likeschool?
7 School
andstudvino
DidlDoyou hovea lot of homework?
What wereloreyour favouritesubjects?
DidlDo you likeyour teqchers?
'gFff*
I : i:'',f1trrf$,ffirflf
This givesyou an opportunity to revisesome of the

expressions
from Unit 5.
Explainthe first tasl<and remindstudentsto just listen
for informationaboutJane.Playthe recording,making
sure that studentscover the text. Get them to discuss
their answersin pairs.Remindstudentsto keep the text
covered as they do this.
youracademic
career
ffi vocabulary:
Readthe stagesaloud and then ask studentsto put
ifirernin order.Check the answersand discussthe
qgdcalagesfor l-4.In the UK childrenstart primary
ndh@ol
at five and secondaryschool at elevenor twelve.
.-'tl"ou
can leaveschool when you are sixteen but if you
{tt|ErFlrE
Eo go to university,you stay until you are eighteen.
Amswers
I d.
2.b. 3.f. 4.a. 5.g. 6.c. 7.e.
Get studentsto talk to a partner about what they have

done already.Writethe following sentencestarters on
fre boardto help:
I stortedlwentldidlleftlgraduoted
etc.... in (1986).
l'm goingto stortldolleoye
etc.... (next year).
Answers
at the London
Janeis studyingBusinessManagement
Business
School.She'sin her third and finalyear.After
she graduates,she'sgoing to travel for a bit and then
she wantsto do a Master'sin InternationalFinance.
She'sinterestedin going to Leedsto do it.


, wont to dolgo etc. ...

I hope I con dolgo etc,
lf you havea multinationalclass,studentswill probably

talk about how their schoolsystemsdiffer.In wrapping
up,invite a few studentsto talk about any differences
they learnt about.
Talkabout Real English:graduate.Tell studentsabout
yourself (or some peopleyou know) before askingthem
to think of their own sentences.You
can either ask
studentsto tell their sentencesto a partner or ask for a
few examplesand write them on the board,
neformulatingif necessary.
You can use the picture of the graduationon page48 to
ask furdrer questions.For example:
A,rethere ony specialcelebrotionswhenyou leoveschool?
Do parentsgive presents?
What happenswhenyou graduatefrom university?
Do you have ceremonies
likethis?Whousuallycomes?
-HJtalking about university

Tell studentsto lool<at the photo of the two people on
page48. Explainthat they are students.Ask the classto
guesstheir agesand to describehow they are dressed.
Invite them to guesswhat they might be studying.Give
them the following pattern to help:
flelShe looks(quite smart).
HelShe'sprobablystudying... .
Answers
l.What year are you in? 2. my finals
3.take a year off 4.What in? 5. Haveyou applied
6. a very good reputation 7. go for an interview
8. what about you
Then asl<studentsto underlineany expressions

they
find useful,particularlythose they think they might use.
Point out that So what do you do?is a common question
between people who havejust met.You might need to
explainthat in Englanda bachelor'sdegreeis usually
three years of study.
Get studentsto practisereadingthe conversationand
to continue with what they think Lee would say.Tellthe
personplayingJaneto use some of Leet original
questions.
lf you want,choosea coupleof pairsof
studentsto do the conversationagainfor the rest of the
class.Playthe rest of the recordingand ask if anyone
..*\yas6r,LshLabput-L."e,eheck-that-eJudspHhasq4lIghe
information.Thenget them to read the tapescripton
page 152while you playthe recordingagain.
Answers
Lee is doinga one-yearart courseat the moment.He
wants to do art history at universityand he has been
offereda placeat Goldsmith'sCollegein London.
7 Schooland studying
A: What ore you goingto studY?

lt
B: l'm not sure.I might do Historyor I might do Politics.
dependswhot grodesI get.
*,*J
*s'**!Using grammar:gorng to
Introducethis activityby askingstudentsto tell you
anythingfrom I Vocabulary: your academic career
on page48 that they planto do in the future (e.8.
graduatenext year).Writea coupleof exampleson the
with goingto. For
board.Reformulateif necessary
examPre:
Olivier'sgoingto groduotenext yeor.

Asl<if studentsrememberwhat Jane'splanswere.Ask

them to find where in the text Janeexplainsher plans.
Then go through the explanationof the use of goingto.
You canget studentsto work in smallgroupson this or

get them to wander around askingdifferent
alternatively,
people.Readthe four additionalquestionsto the class
lf you want to extend
and practisethe pronunciation.
photos,you might
play
on
the
this into a role
based
the
dialoguefirst and then
want to ask studentsto write
perform it to anothergroup.
Studentsmay wonder when to use goingto and when to

usethe presentcontinuousfor the future.Althoush
there is some overlap,thepresentcontinuoustendsto
be usedto talk about an arrangementthat hasalready
been decidedon (e.g.l'm mee'tingBobfor dinnerlater
tonight),whereas goingto tends to be usedto talk about
somethingyou intend or plan to do (e.9.I'm goingto toke
o few daysoff work).
The photos on page49 provideanotheropportunityto

from Unit 5 for
revisesome of the expressions
describinghow peopleare dressed(e.g.He lookso bit
suuffy).
The questionsin a-f are common usesof goingto.Get

studentsto worl< together if the tasl<seemsto be
Playthe recordingso studentscan check
challenging.
their answersand then playit again,pausingafter each
Makesure
one so that studentscan practiserepeating.
of goingto.
pronunciation
following
the
reduced
they are
For further practicewith goingto get studentsinto small

groups to talk about their plansfor the next few weel<s
or months,or the comingyear.
i: i,#
fi:e,tr:;*
Answers
ffipdUringvocabulary:
studyingat
ffi university
a. (So what) are you going to study?

b. (So how) are you goingto pay your collegefees?
Write lecture,exom,term,essdyand courseon the board

Get
and elicitthe connectionbetweenthem - university.
studentsto translatethe words.Thenexplainthe
completiontask and let studentswork by themselves.
They can checl<their answerswith a partner.Youmay
for
want to pair up studentswith the samelanguage
this.Explainany expressions
studentsasl<about.
Encourage
them to translatethesecomplete
expressions
as well and to record them in their
notebooks.
c. (Are you) goingto go away in the summer?

d. (What are) you goingto wear to the party
tonight?
e. (So what) are you goingto do when you finish?
f . (Which universities)
are you goingto applyto?
Get studentsto matchthe answersl- 5. Then in pairs

they Lan practiseaskingand answeringthe questions.
For further practicdask studentsto come up with two
alternativeanswersfor eachquestion.For example:
A: Areyou goingto go owoyin the summer?
o: ^rvoi1m'pst gong to stoyneie ano tdKe'ft6asytreilrm'
goingto Americofor a coupleof weeks.
Answers
a .5 . b .3 . c . 2 . d .5 . e . 4 . f . | .
Explainthe use of mightfor when we are not sure. Point
out that I'mlWe'renot (reolly)sure(yet),1hoven'treolly
decidedyet,I don't reallyknow yet are often used in
conjunctionwith m,ght You could also teach the pattern
I m i g h t. . . o r I m i g h t . . . . F o r e x a m p l e :
48
Answers
l. an exam 2. course 3.term
|
5. a lecture 6. an essay
Conversationsl-5 reinforcesome of the expressions.

After going through the answers,get studentsto
practisereadingthem in pairs.Youmay needto explain
that if you are stessed-out,
you dont feel good because
you are worrying about things.For further practiceasl<
studentsto write six sentencesthat are true for them,
usingthe words in the box. Give a few persona.
examplesfirst to get them started.For example:
I foiledmy first Englishexom ot university.
I'm goingto do a part-timecomputercoursenext month.
7 Schooland studying
Answers
l. go,asleep 2. got,fail 3.to, out, hard
4. end,long 5. deadline,handed
Finishup by readingthe articlealoud or playingthe

recordingwhile studentsfollow alongin their
Coursebooks.
ffi@J
&@ Vocabularvfocus
ts speaking
Tlhequestionshere give studentsthe opportunity to
Practisesome of the languagefrom I Using
vocabulary: studying at university. Readthe four
questionsaloud,explainingany expressionsif necessary.
When studentshavefinishedtalkingto each other,ask
drem to look at the questionsagainand memorise as
rruan)/
as they can.Tellthem to close their Coursebooks
and then askyou the questions.
E g"for"you,""d
tJsethese questionsto leadin to the topic of the
readingtask - how universityeducationhas changedin
dre UK.You can either check that studentsunderstand
the differencebetween a grant and a loon now or wait
until they havefinishedreadingthe article.
l""li,"r'n"i1
o"r,,,
E H,lli
Readthe instructionsand perhapsask studentsto

predict what changesthey think they will read about.
Foint out the title StudentsthesedoyslExplainthat these
daysis a common expressionpeopleusewhen they are
complaining
that thingsare worse now than they used
co be. For example:
Krdsthesedoys.Theyneverdo onything.Theyjust stoyot
homewotchingTVond ployingcomputergomes.
l-et studentsread the article and comparetheir answers
with a partner.Youmight want to draw two columns on
$e board (20 yearsogo and Now) and elicit the answers
from the class.You
could also playthe recording,usingit
as a listeflingtasl<first, and then ask studentsto read the
anicle.
Answers
Twenty years ago studentsdidn't haveto pay
universityfees.Theywere given a trant from the
government.Now the course costs two or three
thousandpoundsand studentsget a loan.Before,
most studentsdidn't need to work while they were
studying.Now most studentshavepart-time jobs.
Twenty years ago it was easierfor studentsto choose
what they reallywanted to study.Now they haveto
think about what kind of subjectwill get them a good
job.Twentyyears ago it was easierto find worl< and
studentscould take some time off before starting
, work. Now a lot people haveto find a iob straight
] awayso they can start payingback the money they
! owe.
*isa*ltgffi{
Ask studentsto work in pairs.Tell

them to try to
remember what was said without referringto the
article.Theycan then re*readthe articleto check.
Remindthem to underlinethe completeexpressions.
Encourage
them to record these in their notebooks.
Answers
I sayconcentrateon studying,...we just sat around
and chattedto eachother, ... , went on
demonstrations
or went to partles.
He wantsto drop out and applyto do American
studiesat a different university,but I say he shouldn't.
He says... he doesnt reallyhaveenoughtime to do
the essaysand projects he hasto write.
I got a grant of over two thousandpounds...
He sayshe hasto go to too manylectures,...
... , and I never had to payany of it backat all.
The governmentgivesyou a loan,which you then
haveto pay bacl<after you graduate.... , but he'll
haveto pay backthe money he's borrowed.
ffi speating
Readthe flrst three questionsout loud,explaining
that
in 3 studentsare beingaskedif they agreewith Danny's
or his father'sthinking.Writesome usefulexpressions
on the boardto help studentsdiscussthese questions.
For example:
It'sjust the some in my countrylhere.
/tt most/ythe some,exceptwe ...
He's reolisticlHe'snot beingvery reolistic.
He wantswhotb best for his son.
I think Dannylhisfother hoso goodpoint.
Then ask studentsto look at the six choices.You
may
haveto explainthe following:
. lf a course leodsto a goodjob,you are more lilcelyto
get a good job if you do the course.
. lf you do somethingstraightofter somethingelse,you
do it immediatelyyou finishthe first one.Youcan
also use go staight somewhereto mean go directly
somewherewithout goingsomewhereelseor doing
somethingelse first. For example:go stroighthome,go
stroightto bed,go straightto work
Beforegetting studentsto discussin pairs,go through
the exampleconversations.
Makesure you point out the
highlightedpatterns.Wrap up by askingone or two pairs
of studentsto tell the classtheir choices.
49
S c h o o la n d s t u d y i n g
Answers
any if
Readthroughthe list of coursesexplaining
For example:
necessary.
. Fineort involvespainting,sculptureetc.
. Medio studiesinvolvesthe study of newspapers,TV
radio etc.
. /f standsfor informotiontechnology.
. Puremothemotics
is concernedwith the theory of
mathematicsrather than the practicalapplicationsof
appliedmathematics.
After studentshavemarkedtheir choices,model the
three sentencestarters and then get them to comPare
their choicesin pairsor smallgroups.Youmightwant to
introduce the expressiona degreein (mediostudles).
Here are some additionalquestionsto ask:
Whot ore the best degreecoursesfor gettinga highloying
job?
ls it difficultto getin to studythesesubjects?
Whot ore someuniversitieswith good reputotionsfor these
courses?
ffiMct"r,,ut",
Readsentencesl-6 and then get studentsinto small
groupsto discussthem.Checkthat studentsunderstand
the expressionone ... at o time.Ask them to tell you,if
what they would have
that is the rule in your classroom,
to do if they wanted to speal<and someone else was
alreadyspeaking(e.g.wait until that personfinished).
To help studentsform the two rulesfor your class,point
out the basicpatterns:
l f y o u. . . , y o u s h o u l d l s h o u l d n ' t . . .
Youshouldolwoys...
Ask groupsof studentsto sharetheir ideasand vote on
the best rules.
Use the picture on piage52 to revisethe use of couldn't
(or con't"if studentsare young enough).Get them to tell
eachother about any of the thingsthe personis doing
that were againstthe rules when they were at school.
For example:
We couldn'tput our feet up on the table.
We couldn'tsmokeot school.
Get studentsto continuetalkingand askingabout other
rules.
*J
ffi Whileyou listen

Explainthe task and playthe recordingonce.Ask
studentsto comparetheir answerswith a partner and
then playthe recordingagain.Playthe recordinga third
time while studentsfollow alongwith the tapescripton
page | 52.
50
Adam broke rules I and 2. He was late for school

becausehis alarmclock didn't go off. He didnt turn
his mobileoff and someoneranghim in the middleof
class.He saidhe did his homework,but he didnt
bring it to school.
Speaking
Usethese questionsso studentscan talk about some of
Ask studentswho
their ideas.Explainstrict if necessary.
can
describeas strict
a
teacher,
we
or what, apart from
(porents,o low).
**d
ffi Askingfor permission

Here studentspractisea common way of askingfor
permission.You
mightwant to elicitthe waysthey know
alreadyby askingWhot wouldyou soyto me if you wonted
to leavethe room?Write some of their suggestionson
the board.For example:
Can I leavethe room?
CouldI leove the room?
May I leovethe room?
lf no-one suggests
,s it OK if ... ?,ask studentsto
rememberwhatAdam saidand then to completethe
questionin the Coursebool<.
Explainthat ls it OKif ... ?
is a common informalway of askingpermission.
Ask studentsto do the matchingtask and then compare
their answerswith a partner.Playthe recordingso they
can check their answers.Point out that Well,actuolly,H
rotheryou didn'tis used when the person wants to say
that it isnt OK. Explainthat we use boilingand freezing
to describesomethinSvery hot and very cold.We can
say both it's boilinglfreezingand I'm boilinglfreezing.
Answers
l . a . 2 .d . 3 .e . 4 . b . 5 .c .
linking
ffi Pronunciation:
Practisethe linkingof the phrasels it OK if I ... ? with
the classand then get them to practisethe
conversations
from 4 Asking for permission.
Talkabout Real English: Do you mind if | ... ?
Studentsoften haveproblemsansweringthis kind of
question becauseyeswould mean it's not OK and no
w o u l d m e a ni t i s O K . E x p l a i nt h a t D o y o um i n di f L . . ?
meansls it a problemif I ... ? To avoid confusion,we
rarely answer with just no;we use No, of coursenot,Go
oheod,No problem,Feelfree.lf it isn't OK, we dont
lA
usuallyuse yesat all.We saythings like We[ octuolly,
rother you didn't.
7 School
andstudvino
&,l-ren
studentshavepractisedthe conversationswith Do
r'cru
rnindif L.. ? ask them to write their own questions.
T.er" canthen either work in pairsor wander around
ria','ing
conversationswith different students.Refer
$:-centsto G l5 of the Grammar commentary on
:'ge t57,which they can read either in classor as
-,3l-neworl<.
Follow-up
Ask pairsof studentsto choosefour or five expressions
from the language
strip on page48.Theyshouldwrite a
conversationcontainingthose expressions.They
should
then role-playthe conversationto another group or to
the classas a whole.
Ef Makingrequests
,{sk studentsto look at the cartoons on page53. Get
Fem to explainwhat the problemis in eachone (e.g.
i-e surtcose
is too heovy,she doesn'tunderstond,
the musicis
ii:,c[oud).Then
chooseone of the picturesand elicit
Nsqiat
the person might be saying.Writea couple of the
m-r,dents'
sugtestionson the board,includingany with
::urr,c.
Explainthat we often start requestswith Couldyou
lll,.S: "..
lup,iainthe matchingtask and then get studentsto

:arnparetheir answerswith a partner.As you go
:*r-orugh
the answers,point out that as well as meaningo
ia:e,o bit can soften a requestto make it sound more
pr'lie. Make sure studentsnotice how we use SorrSbut
ito saythat we cant or dont want to do something.
F:, ow up by askingstudentswhere they think the
5Deakers
are in each conversation.
lhene are severalusefulexpressionshere,so encourage

sardentsto record those they want to remember in
reiin notebooks.Pointout the following:
canhordlyhear it
et c brt of freshoir in
-i,ere
you go
Ac'veyou got enoughspoce?
Ask studentsto practisethe conversationsin pairs
refore tl.reyhavetheir own conversationsbasedon the
J
LLUI
C5.
51
lf someonegetssocked,they lose their lob because

they havedone somethingwrong.For example:I got
sockedfor falling osleepot my deskall the timelf you describesomethinglike an interviewas a
it didnt go well. For example:My dote lost
disoster,
nightwas o disaster.I gotthere lote.Therestourantwos
full. Andwe endedup fighting.
unitrove,iview,
' , . . .
i .
' i
i.i.t I
. : . . . .
:.
- . , i t i i , i i t i
,,1
Genetal ,topi6 ';
off,you send it by post. For

lf you send something
example:l'm sorry.I didn't sendyour birthdoycord off
until today.
An estoteogentis someonewho helpssell and buy
houses.Theyusuallyreceivemoney (o commission)
from the sale.
lf you get a certainamountof moneyan hour,you
receivethat amount for working each hour.Youcan
also saya weekor o month.lf we talk about o yeor,
we often use moke.For example:I moke{30,000 o
vear.
l've finolly got o job.
they
see
they
note
when
tal<e
like in their noteboolcsand to
unit.
the
throughout
similarexpressions
Use the language
connectedwith
you
sendme on
(e.g.
Could
appfyingfor a iob
with
connected
and
those
applicotionform?)
work).
o
suit
to
(/
weor
hove
to
describinga iob
. Studentsfind expressions
that are about somethinS
good (e.g.I don't hoveto work tomorrow!)and those
about somethingnot so good (e.g.He got sockedl).
.
Expressionswith wont'My'parentswoht,n.eto'get;,,;
' '' '.
a i o bw h e nI l e o v es c h o o l ''::r : ' '
, 1 ' ,. ' . . :
Studentsdiscusswhat questionsmight PromPt

For example:
severalof the expressions.
A; Where'sLee?I haven'tseenhim for oges.
B: He got sacked,l
Language strip
Lead in

unit.Explainto studentsthat they will practisetallcing
about jobs.Ask them if they rememberthe expression
So whot do you do?Thenask them to find three
expressionsfrom the languagestrip that could answer
that question if they were changedto l: (l work in the
media,l'm o ftness instructor,I'm o real estoteogent).
Encouragestudentsto choosea coupleof expressions
in the strip that look interestingand to find out more
about them.
Elicitfrom the classthings we often want to know about

hours etc.)'Write these
someone'sjob (e.g.pay,holidays,
tooics on the board.Ask studentsto think about how
they would actuallyask someoneabout thesethingsin
introducethe first activity.
English.Then
fl'*ir;'g*rg*",**,*r*
Questionsabout work and iobs
You might need to explainsome of the following

exPressrons:
. lf you are goodwith people,youlike beingwith other
people and are friendly.For example:lA liketo be o
teocherbecousel'm really goodwith people.
52
Explainthat in this activitystudentswill see some

common waysof askingsomeoneabout their lob.As
they completethe sentences,asl<them if any of these
B Workandiobs
expressionsare similarto the ones they thought of in
dre Lead in activity.
Answers
You may need to explainsome expressions:

. Someonewho doeso lot of paperworkwrites letters
and reports,fills out forms etc.
. Point out the expressionkill time.Ask studentswhat
they would do to kil/ time if they were Nori (e.g.reod
o book,store out the window,ploy solitoireon the
computer).
l. studying 2. do 3. enloy 4. weel<ends 5. get

5. travel 7. people 8. money 9. boss 10.hours
.
Explainthe translationtask and encouragestudentsto
necordsome of these questionsin their notebooks
aiongwith the translation.Youmay need to explainthat
in I or whot?is an informal way of sayingor doyou do
somethingelse?Make sure studentsnotice the use of like
iin8-10. In a multinationalclass,asl<studentsto work
with someonewho doesnt sharethe same languageand
discusswith them if any of these questionsarent
appropriatein their culture.Theycould alsotell each
other about any other questionsthat aren't considered
appropriatein their culture.Finishup by invitinga
couple of studentsto report back on what they
discussed
and then explainthat all thesequestionsare
acceptable
in English.
Pointout that we usuallyask
lVlroti the poy like?rather than How much do you get?
You could then get pairsof studentsto think of possible
answersto some or all of thesequestions.For example:
A' Whott your bosslike?
&. Verynice.Shet quitefriendlyond olwoyschots with us.
Talkingaboutwhat you do
Focusstudents'attention on the photo on page54.Ask

what kind of job they thinl<the personhas.Ask them to
explaintheir guesses.For example:
i tirinkhet o businessmcn
becousehe's
or something
weoringa tie.
Readthe instructionsfor the listeningtask aloud.Play
dre recording,makingsure studentscover the text.Then
get them to discusstheir answersin pairs.Remindthem
to keep the text covered as they do this.
Answers
and6.
asksquestions
1.,2.,3.,4.,5.
Jenny
Playthe recordingagainand asl<studentsto try to fill in

comparetrieri answerswrtfi a parther.rtdy *le
necordinga third time, but this time pauseafter each
pronunciationand havethe classpractisesayingit. Play
is another way of sayingond it is o

Thonkgoodness
goodthingthot this is the cose.Give studentssome
more examples:
A: Do you hoveto commuteto work?
B; No, thank goodness.
I /ive five minutesawoy.
A: Did you find your wotch?
lt's o reolly expensiveone.
B: Yes,thank goodness.
Point out the expressionspendo lot of time + - ing.Ask

studentsto saysomethingtrue about themselvesusing
this pattern.Thenget them to read the conversationin
pairs,addinghow they think the conversationwill
continue.
Playthe second part of the conversation.Get pairs of
studentsto comparetheir answers.Finishup by playing
the recordingagainwhile they readthe tapescripton
p a g e1 5 3 .
Answers
Jennyis an estateagent in Leeds(in the north-east of
England).
Her job is quite stressfuland she doesnt
get paid much.Shegets on OK with the other people
at work. Shehasbeen doingthis job for a year and a
half.She is not sure if this iob is what she reallywants
to do.
Speaking
Ask studentsto discussthese questionsin pairsor small
groups.Writeup some patternson the boardto help
them in the discussion
of the first cuestion.For
examole:
.. .'sjob is betterbecousehelshe...
.. . t job is stressful/boring,
but ot leosthelshe...
You could then askthe classquestionslike this:
What are the moststressfu/jobs?
Do peoplegetpoid o lot if their jobsore stressfu/?
ll flot are rrle rdosr-sttesqfirJotfur'
For the conversationactivity,you may want to get pairs
of studentsto spenda few minuteswriting down notes
and then practisehavingthe conversationa coupleof
times.
Using vocabulary:expressionswith
Answers
l. a coupleof yearsago 2. civil servant
3. quite boring 4. a bit bored 5. a twelve-hourday
5. three weeks a year 7. spend a lot of time
lf you haven'tdone so already,talk about collocation

with your class.Explainthat knowing what words
53
8 Work andjobs
typically go totether (and which words don't) is very
important. Ask students if they can remember some
examples of words that go with get from previous units
(e.g. get morried).They can then complete the sentences
individuallyand compare their answers with a Partner.
Answers
l. a job 2. an interview 3. bored 4. to work
5. ten euros an hour 6. six weeks'holiday
7. a half-hourbreak 8. sacked
You can read the completedsentencesagain.Then

with get and try
studentscan underlinethe expressions
to memorisethem. Next, playthe recording,pausing
after each one, so studentscan hear which words are
stressed.
Answers
l.
2.
3.
4.
5.
6.
7.
8.
Speaking
Thesequestionshelp reinforcesome of the expressions
from 4 Using vocabulary: exPressions with get. Ask
studentsto discussthem in smallgroupsor in Pairs.
When they havefinished,invite a few studentsto rePort
back on what they found out.Then ask them to look at
the questionsagainand try to memoriseas manyas
they can.Ask them to closetheir Coursebooksand ask
you similarquestions.
ffi Usinggrammar:haveto
Introduce this activity by askingstudentsif they
rememberwhat kindsof thingsNori does in his job (o
lot of paperwork).Thenask if he likes doing this (Not
really.lt's'quiteboring'.)Next, ask them to find what
expressionhe usedin the conversationon page54 (/
Go through the
haveto do o lot of poperwork).
explanationat the start of this activity and the two
>rurjerrrs
ru rrrake Lwu
lntroduce the next task. Explainthat owful meansvery

bod.Askwhat elsewe can describeas awful (e.9.these
clotheslook owful,thisfoodtostesowful).Ask studentsto
and then
work on l-5 and then 6-10 individually,
comparetheir answerswith a Partner.Here are some
additionalquestionsyou can ask:
ln whot kind of jobsdo you hoveto start work ot sixlwork
Ionghourslweoro uniform etc.?
Why mightsomeonehaveto do o lot of tovelling?
Whot's goodobout not hovingto take work home with you?
L start
6. start
2. work
7.wear
3. wear 4. do
8.go 9. work
5. make
10.take
Ask studentsto work with a partner,talking about

which sentencesare true for them or someonethey
knowYou can also ask them to changeany sentencesso
they are true for them (e.9.lt's greotwhereI work
becouseI don't hoveto wear o suit ond tie in the office).
Refer studentsto G l7 of the Grammar
:$S
*,fl.f
ir
4p'w'*a:f
, trt#
# e "cu,#",'f;l
ffi Sowhat do you do for a living?

Point out the title and explainthat So whot do you do for
o living?is another way of askingSo whot'syouriob?
Explainto studentsthat in this activity they will learn
the namesof severaldifferentiobs. Encouragethem to
record any they want to remember - alongwith a
translationin their notebooks.
Answers
l. driver 2. designer 3. guard 4. clerk
5. instructor
5. agent
ilrur E JLdLrilrrilc)
about Nori usinghos to (He hosto work o twelve-hour

day,He hos to spenda lot of time commuting)and then
one with doesnthoveto (He doesn'thoveto work
weekends).
For further practiceask the classto think of two things
they haveto do as studentsand two thingsthey dont
haveto do. For example:
54
Check that studentsare Settingthe idea of choice (don't

hoveto) and no choice (hoveto) by askingquestionslike:
Do you hoveo choice?
What wouldhoppenif you didn't ... ?
Answers
I'vefinallygot a isb.
I've got an jnterview for it.
I get a bit bored with it sometimes.
How long does it take you to get to work?
I only get lCn euros an hour.
I get six weeks'holidayayear.
I set a half-hourbreakat lunchtime.
I sot sacked!
crarrrple>.A>K
I haveto do homeworkeverYdoY.
I don'thoveto cometo schoolot the weekend'
After studentshavedone the first tasl<individually,

put
them in pairs to think of other l<indsof guord,instructor,
driverand desrgner.They
can use the pictures if they want
to or think of other examples.
B Work andjobs
Answers
Answers
Possibleanswers:
bus driver,
In the pictures:lifeguard,
fashiondesigner,
skiinginstructor
Possibleanswers
Other: prisonguard,coastguard,shoe designer,

interior designer,stagedesigner,train driver,lorry
driver,driving instructor,flying instructor,karate
Instructor
To reviseexpressionswith hovetoldon'thoveto, asl<

studentsto talk about what some or all of the people
mentionedin this activity haveto or dont haveto do
(e.g.A toxi driver hosto work long hours,Aweb designer
usuallydoesn'thoveto weor o suit ond tie).
Tempingwork is temporary work for different

companies.Youoften do differentjobs and it can
be for a short time (one day) or severalmonths.
A temping agencyfinds the work for you and pays
you.Youdo temping work if a companyhas extra
work, or to cover for someonewho is off sick,
havinga baby or holiday.
2. He doestempingwork becauseit's varied- he

doesn't haveto do the samething every day and
seethe samepeople;it's flexible- he doesnt have
to work if he doesnt want to; he can take more
holidays;
he doesn'twant to be like his father and
becomea workaholic.
Pronunciation:
compoundnouns
Go throughthe explanationand modelthe three

examples.Ask
studentsto mark the stressin the
compoundnounsin I So what do you do for a
living? and then practisesayingthe sentences.Get
studentsto worl< in pairs.For example:
A' So whot do you do for o living?
* I'm a toxi driver?What obout you?
A: I'm o web desrgner.
I
t .
while you read(workor lifez)
This articleincludesa lot of usefullanguage

connected
co work and raisessome interestingquestionsfor
discussion.
Explainthat the articleis about someone
who does temping.lfstudentsdont know what temping
is,explainthat they will find out from the article.Point
out the title Work or life?Askthem what they think it
nneans(Whot is more important:yourwork or your life?).
After studentshaveread the article,check that they
know what tempingis and how they think the author
would answerthe questionin the title.Youcould also
playtlre recording,usingit as a listeningtask first, and
then get studentsto rreadthe article.
ffi wordchect
The focus here is on severalusefulexpressionsfrom the
article.Ask studentsto complete as many as they can
from memory and comparetheir answerswith a
partner.Theycan then re-readthe article to check if
they were right. Here are some additionalquestionsto
ask as you go though the answers:
Whot often hoppenswhen you getpromoted?(Youget more
money,o biggeroffice etc.)
Whot wouldhoppento sorneonewho wos unreliobleat
work?(Theymight get o worninglgetthe sock.)
Do you usuollygetpaid if you toke o day off sick?(lf you're
doing temp worlgyou don't,but mos'tother jobshove to poy
you.)
Whot wouldyou do if you were gettingo bit fed up with
yourjob? (Youmightlookfor onotherone.)
Whot ore someother jobsthot you could describeos
disgusting'?
Answers
l. hours 2. promoted 3. reliable 4. off
6. office 7. fed 8. disgusting
5. over
Finishup by readingthe articlealoud as studentsfollow

in their Coursebooks.Asl<
them to underlineother
expressionsthey find interestingor would like to ask
about.Youmight want to ask them to find all the
expressionsin the article that use get (e.9.get o
permonentjob,gothome after nineo'clockot night).
Usinggrammar:presentp erfect
5tm
This tense has severaldifferent usesand is often a
difficulttense for studentsto feel comfortablewith.
Here the focus is on one common use of the present
perfect simple:as a way to talk about experiencein the
55
8 Workandjobs
past.Before readingthe explanation,ask students if they
can remember the differentiobs the writer of the
article on page56 mentioned (securityguard,barmon,
woshingcars,workingin o hotel,workingin on abattoir,
workingin o chocolotefoctory).Get them to find the
expressions
in the text that mentionthe jobs.Askif they
notice how the tensesof the verbsare formed.They
might not come up with the namesof the tenses,but
they shouldat leastsee that some of them usethe
auxiliary have.
Then read the explanationof the present perfect as a
class.Explainthat the present perfect is used when we
want to talk about our experiencein the past.The
experienceitself is what is important.When we want to
givedetailssuchas times and places,
we usuallydo so
with the past simple.Checl<that studentsknow how to
form the present per-fectby askingthem to complete
the following:
I ... donemony jobs.
... you doneany other jobs?
Where ... you workedbefore?
I ... neverdoneweb desrgnbefore,but my brother... .
Next, ask studentsto find the past participleforms of
the verbs in the box. Check that they know that the
regularway to form a past participleis by adding-ed (or
-ied if the verb ends in -y).
Answers
been done found gone heard
seen travelled tried visited
played
Talk about Real English: I've been (to) and He's

gone (to). Go through the explanationand then write
some exampleson the boardfor studentsto complete
with either goneor been.For example:
I'm ofraidshe's... home.Shefeelssick.
Haveyou ... herebefore?
Wherehaveyou ... ? I've beenwaitingfor ages.
They've... compingfor the weekend.They'lt
be bock on
Monday.I
After studentshavecompletedthe conversationsand
comparedtheir answerswith a partner,checkthe
answersas a class.Then
askthem to practisereadingthe
conversationsin pairs.For extra practiceget pairs of
studentsto changesome of the questionsa bit and ask
each other. For example:
We're goingto o concert tonight.Wouldyou liketo comewith
us?
Hove you travelledround Europemuch?
56
either
ffi practice
One way to do this activity is to ask studentsto Work
on the reorderingtasl<and then chooseindividual
studentsto askyou the guestions.
In your answersyou
can demonstratehow we switch to the past simple
when we want to give details.For example:
S: Hove you trovelledmuch?
I Yes,I hove actuolly.I've beento lotsof countriesin Asio
and Europeond lastsummerI spenta month travelling
aroundAfrica.
Then studentscan ask eachother the questions.
Answers
l.
2.
3.
4.
5.
6.
Haveyou travelledmuch?
Haveyou tried much foreign food?
Haveyou seen any good films recently?
Haveyou bought any good CDs recently?
Haveyou had manyjobs beforel
Haveyou studiedthis grammar before?
Ask studentsto write a few more questionsusingthe

presentperfect.Go round the classand helpwhere
necessary.Then
studentscab either ask eachother in
pairsor wander around,askingtheir questionsto
severalof their classmates.
L$*e*r**r*g
Looking for and getting a job
You could introducethis sectionby askingstudentsto
tell you the differentways people find out about jobs
(e.9.from newspaperadvertisements,
on the internet, by
writing directly to a companyetc.).Youcan then work
on some basicverb i noun phrasesby askingstudents
to tell you the different stagesfor getting a lob. For
example:
seeon odvertisement
coll the company
osk for on opplicotionform
sendin your CV
write a letter
get on interview
get the job
receivea letter
stcrt work etc.
Answers
l. done
5. tried
Refer students to G l8 of dre Grryrrnr

cornrnentary
on page 167, yyhich dreT can rad
in class or as homework.
2. seen 3. heard,found 4. visited,oeen

6. played,played 7. travelled,been
Write the phraseson the board and reformulate if

necessary.Then
you can tell studentsthey will now see
some more expressions
on the topic of gettinga job in
conversationsl-8.
8 Work andjobs
Answers
Answers
I. lookingfor 2. interestedin 3. advertised 4.fill

in 5. appliedfor 6. Good luck 7. offer 8. go
Suesaidshe had experienceworking in an

accountancy
companywhen she hadnt really.They
askedher lots of difficultauestionsthat she couldn't
answer.
After studentshavecompletedthe conversations,

go
through the answersexplainingany difficultvocabulary
and askingfollow-upquestions.For example:
What wouldyou give someoneif they askedfor your detqils?
(your name,oddress,telephonenumber)
Whot do you usuollydo when you sendoff a form? (You
take it to the post officeond put it in the postbox.)
Whot kind of clothesdo you weor to on interview?(o suit
ond tie, smart clothes)
Whot wouldyou do in 7 if you weren't interested?
(turn the
job down)
How wouldyou celebrateif you were offereda greatjob?
check
&ffi Comprehension
Readthe statementsaloud for students.Thenplaythe
recording.Ask them to comparetheir answerswith a
partner and form correct statements.Playthe recording
againand then invitestudentsto tell you their answers.
For example:
Suemissedc/ossyesterdoybecouseshehad to fill in an
opplicotionform beforethe deadline.
Answers
Model the exampleconversationfirst before students

Practisein pairs.Thenask a few pairsto read one or
two of the conversationsfor the whole class.
For the last task,you could get studentsto close their
Coursebooksand listen to you sayeach of the gapped
sentences.With
a partnerthey can discusswhat word is
missingbeforeopeningtheir Coursebooksto check
their answersin the conversationsl-8.
Answers
a.give
b. send off
c. got
d. start
e. got
gefore you listen
Readthe situation of the conversation.Explaindisosterif

necessary.Askstudentsto tell you other things about
which someonemight say/t wos o disoster(e.g.o date,a
presentotion).
Check that studentsknow about
occountoncy
by askinga few questions.For example:
Whot do we coll a personwho worksin on occountancy
compony?ufu
n occou ntont)
To becom,e
on occountant"whatkind of subjectsdo you
study?(moths,economics,
business,
low)
l. False(Shehad to fill in an applicationform before

the deadline.)
2. True
3. False(She'sstudyingbiology.)
4. True
5. True
6. False(Shemade the tea and posted letters.)
You can playthe recordingagainwhile studentsfollow

the tapescripton page | 53.Ask them to underlineany
expressionsthey find interestingor want to ask about.
You might need to explain thatyou liveond /eornmeans
we leorn by experienceand we shouldn'trepeat the
mistokeswe hove mode.
Speaking
Introducethis activity by givingyour own answerto
question LTeachthe phraseWhen Iwos o kid,I olwoys
wantedto be o ...lwork in ... . Explainqualificotions
if
necessary.
Ask follow-upquestions.
For example:
Whot quoliftcotions
do you needto be an occountontla
policeofficerI o teocherT.
Wouldyou liketo becomeon occountont?Whylwhy

not?
ffi lirt"ning
Ask studentsto think about what went wrong on their
own beforecomparingtheir ideaswith a partner.Then
invitethem to sharetheir suggestions.This
givesyou a
chanceto work on some vocabulary.
For example:
Sheturnedup lote.
Sheinsu/tedthe boss.
Her mobile phonewent off.
Ask studentsto listen for what went wrong in Sue's
interview and playthe recording.Get them to share
what they heard with a partner.
Finishup by askinga few studentsto tell you what they

talked about.
Usingvocabular ygood at ... /

Ask students if they remember why Sue appliedto be an
accountanteven though she is studyingbiology (Shewos
guitegoodot moths).Write the pattern I'm quitegoodlnot
verygoodlterrible
ot ... on the board.Explainthat we can
follow this type of phrasewith a noun (e.g.moths)or
with a -ingform (e.g.drowing).Ask studentsro complete
the sentencesl-10 and then comparetheir answers
with a oartner.
'I
8 Work and iobs
Answers
l. maths 2. languages 3. English 4. cooking
5. sports 6. fixing 7. listening L computers
9. people 10.my hands
Ask studentsif they noticed 9 and l0 usedgoodwith +

noun.We use goodwith when we refer to the things or
people we work with. Give studentssome more
examples:
l'm good with children.
I'm good with a pen,but terriblewith o brush.
Demonstratethe final task by givinga couple of
examplesyourself.Youcould also get studentsto talk
about any other thingsthat they are goodat or terrible
ot.
Careeror job?
Readthe explanationof the differencebetween these
two words and then maybeask studentsto think of a
career that would suit Sue (She'sstudyingbiology,so
maybea coreerworkingin o zoo would be good).Explain
or in pairs
the task and ask studentsto work individually
sorting the words. As you go through the answers,
checkstudents'understanding
by askingquestions.For
example:
What doeso (vet) haveto do?
Whot do you hoveto be good at to be o (lowye)?
Whot kind of jobsore therein (the medio)?
Are there many well-poidjobsin (lT)?
Answers
lT,the media,tourism
Careers:marketing,business,
Jobs:teacher,doctor, accountant,vet, civil servant,
fitness instructor,lawyer
in our
Shewonts us to write down completeexpressions
notebooks.
Get studentsto work in pairsto think of more
go throughthe explanationin the
examples.Then
Coursebookand get them to completethe sentences.
Check their answersby askingthem to saythe complete
sentence.
Answers
l.
2.
3.
4.
5.
6.
7.
wants us to get married

want me to get a job
wants me to finish
wants my dad to retire
want me to have a party
want my boyfriendto take me out
wants peopleto spend
Here are some extra questionsto ask as you go through

the answers:
Whot agedo peopleusuallyleaveschool?
When do peopleusuallyretire?
Why do you think some porentswont their childrento get o
job ofter leavingschoolinsteodof goingto university?
Why don't someparentslet their childrenhove parties?
out
Whot kind of plocewouldyou toke o girlfriendlboyfriend
to?
Why do you think the governmentwonts peopleto spend
more money?Whotis the oppositeof this?(Thegovernment
wontspeopleto spendlessmoney.)
For example:
Pointout some usefulphrases.
I con't do it by then.
(l) conlcan't afford it.
(l) conlcon'tafford to.
(l'm) not reodyyet
Follow-up
in the example
Pointout a coupleof usefulexpressions
before,gskingstudentsto discusswhat they would be
good at:
:
I A q u i t el i k et o b e o . . . b e c o u sLe. .
I'd quite liketo work in ... becouseI ...
For
You could also includea coupleof variations.
example:
I c o u l dn e v e b
r e o . . . l w o r k i n. . . b e c o u sIe. . .
I ...
I don'tthinklU liketo be o ...lworkin ... becouse
ffi
Usinggrammar:they want me to
An alternativeway of introducingthis expressionis to

write Helshewontsus to ... on the board and then ask
studentsto complete the phrasewith somethingthey
know you want them to do.Write their suggestionon
the board.For examole:
58
Get studentsto role-playan interview.Put them in pairs

and ask them to agreeon a particularjob.Youcould ask
them to chooseone that was mentionedin this unit.
Explainthat one personshouldbe the personapplying
for the job and the other the interviewer.Give them a
few minutesto think of questionsto ask each other. For
example:
Hove you done this kind of work before?
Do I haveto weor o uniform?
Encourage
them to look bacl<throughthe unit for useful
languageto use.Theycan either write the conversation
and then act it out, or just use notes to act it out.
Most of these exercisesshouldbe done in pairsor small

groups.
ffi;ffiVerb collocations
Answers
|. arrange 2. enquire 3. look after 4. keep
5. sufferfrom 6. drop out of 7. go on 8. apply
9. do
| 0. find out

first.
Then ask them in turns to draw or act out the five
shouldasktheir partner about any of the words or
Examplesof other collocarions:

l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Answers
l.l've had it 2. I can't 3. I couldn't 4. I might do
5. I'm goingto 6. been 7. I had,I didnt reallylike
it 8. I've never been here before,we only arrived
here
ffi
E$ Gr"'n'nr,
ffi
(arrange)the chairsin a room

(enquire)about a job
(look after) my bagfor me
(lceep)going straight
(sufferfrom) migraines
(drop out of) school
(Soon) a tour
(apply)for a visa
(do) a computercourse
(find out) where it is
Lookbackand check
Answers

could
then get them to do the other one on anotherday.
l . C o u l dy o u 2 . l s i t O K 3. Do you mind
4. Do you want 5. enough 6. I dont haveto
7.too 8. I haveto
ffi r*pr"rrion,
Answers
Questionsand answers
L kind 2. telling 3. resist 4. sorry 5. imagine

6. see 7. suits 8. better 9. help | 0. interesting
Answers
f . e . 2 . d . 3 .c .
9. f. 10.e.
4.b.
5 .a .
6 .h .
ft whatcanyouremember?
When studentshavefinishedworking in groupsof four,
59
Answers
Answers
l. Possibleanswers:Adoctor,a hairdresser.
2. Around your wrist.
3. You shouldn'tbuy or eat it.
4. Trainers.
l, 2 pattern:Eraduate,apologse,deadline,lifeguard,
uniform,bus stop,
2, I pattern:repulation,drop out, gq away,
demonsqation,sort out
5. Before dinner.
6. The wrong colour.
7. You haveto go to the toilet a lot.
8. Yes.
9. Possibleanswers:Forgettingsomeone'sbirthday,
beinglate.
| 0. lf you havea cold or havebeen speakingtoo
much.
Consonantsounds:
lbl,ldl,ldsl and lgl
Asl<
hearthe difference.Then
modelthe expressions.
studentsto work in pairs sayingthe expressionsto each
other.
I l. From university(but from both in the US).

12. You are late handingit in.Theteachermight not
accept or mark it.
13. You failedthe first time you took it.
14. Possibleanswers:Alwayscoming in late for work,
stealingmoney from work.
15. After university.
Possibleanswers:In journalism,education,
marketing.
1 6 . M a k i n gt h i n g s .
#r* r**xrr,il$tr'{lrrr
ffi wordstress
Go throughthe explanationwith the classand perhaps
ask them to find the stresspattern in the dictionary of
one or two words you write up on the board.
Answers
Pattep,nl:
Pattern 2:
Pattern3:
Pattern 4:
upset,career,enquire,arrange
bracelet"lecture,details,necklace
restaurant
library,opposite,sensible,
directly,revision,imagine,appointment
Answers
Unstressed sounds
lel: career,arrange,restaurant,opposite,
appointment, sensiblerevision
/r/: enquire,bracelet,necklace,opposite,imagine
Ask studentsto checktheir answersagainstthe

recording.
60
Answers
Gail,Graham
Britney,
Brian,Debbie,Dan,Jane,Jack,
clusters
consonant
ffi Difficultsounds:
lf studentshavedifficultywith any of these,get them to
lengthenthe sound of the first consonant.
eat a lot and eat in a very messyand unpleasantway.

We can also sayI mode o pig of myselfto mean that
you think you ate too much.For example:They'vegot
greot desserts,so I olwoysmoke o pig of myself.
Unit
lf someone overchorges
you, they ask you to pay
more than you should.Theoppositeis underchorge.
For example:Look,they've
underchorged
us.Shouldwe
tell them?
lf you ask someone if they hoveonythingor anywhere
in mind,you are invitingthem to tell you what they
want to do or where they want to go. For example:
A: Let'sdo somethingthis weekend.
B: OK.Whatdo you hovein mind?
A: How obout tryingthot new Germonrestouront?
We can refer to a DarticularFrench.Thai.
Greek etc.
restaurantas thot FrenchlThoilGreek
etc. ploce.
Langudge.'inFut:].':.'..].''.:
' Expresqioni
for:.deScribing
restaurants:Ihe portions.
werereollybig,The
servicewosreollyslow.
lf you saythe portionsore huge,you think the amount

of food served is very big.For example:I spento
weekin NewYorklastmonth.Thefood wosgreot,ond
they olwoysgiveyou hugeportions.
Expressionsfor rsaying
rnoto fuod and,dr.ink:No
' ...
' ' "::
thanks;l:musinlt:,llmo:ria:,djet.,:r:'
lf someoneoffersyou an alcoholicdrinl<,you can say

No,thonks.I'm drivingto explainwhy you dont want
one.
they
similarexpressions
throughoutthe unit.
Use the language
. Studentsfind those expressionsthat may be said by
a customer to a waiter (e.g.Atoblefor three,pleose)
and those saidby one customerto another(e.9.
Shouldwe leaveo tip?).
Language strip
unit.Asl<studentsto quicklylook throughthe strip and
before,aiii that they think they could use in the future
and any that look unusu'al.
Explainthat in this unit they
will learnexpressions
for tallcingabout goingout to eat.
Encourage
studentsto choosea coupleof expressions
in the strip that look interestingand to find out more
about them.
exPressrons:
' lf you mix something
up,you mal<ea mistal<ebecause
you haveconfusedtwo or more things.For example:
Billand Ben look so much olike.I'm alwoysmixingthem
uP.
' We often refer to a dish on a menu by usingthe.lf
there is only one lamb,pork,fish etc.dish on the
menu,we can say I'll havethe lomblporklfishetc.
.
lf you saysomeone eotslike o pig,youthink that they
Studentsfind those expressions

that are about
somethingnegative(e.9.I spi//edwineall overher
dress).
Studentsfind an exampleof the present perfect (e.g.

He'smixedup our order),the present simple (e.g.l'm
ofroidwe don'thaveany left),the past simple (Sorry,
but I orderedbakedpotatoes,
not fried)and the present
continuous(No,thonks.I'm driving).
Lead in
Point out the title of the unit Eotingout.Ask students
what they thinl<it means(hcvingo meal in o restouront,
cof6 etc.).Ask what the opposite is (eotingin).Then
follow up with some questionson this topic: For
example:
Do you like eotingout?
How oftendo you go out for a meal?
How oftendo hovelunchout?
61
9 E a t i n go u t
Do you eyergo out for breokfost?Where

do you go?Whot
do you eot?
What ore somepositivethingsobouteotingout?Whotore
some negotiyethings?
ls Kennyvery hungry?(Justa little.)

Do you think he'striedThoifoodbefore?(No.'l'iltry onything
once.')
Doeshe like spicyfood?(No.)
*;
Playthe recordingagainand get studentsto follow the

tapescripton page 154.Pointout and explainsome of
the usefulexpressions
in the conversationif necessary:
Hove you got anywherein mind?
justroundthe corner
Iheret o really nice(Thoi)ploce
I'm sureyou'll likeit
I'll try onythingonce.
i*.L"'rj'-l
? iS h -" 3 "r;
l..lsingvocabulary:eating out
Introducethis activityby askingstudentsto suggest
what makesa restaurantgood or not good.Youmay
elicit things lil<ethe price,theotmosphere,the
tasteof the
food etc. Reformulateany suggestionsif necessaryand
then explainto studentsthat in this activitythey will see
some examplesof how to describewhat a restaurant
was lilce.Studentscan worl<individually
on the matching
task and then checktheir answerswith a oartner.Here
are some questionsyou can ask about the language
as
you go through the answers:
Whot are some foodsthot are spicy?How obout too spicy?
Whot are somefoodsthot ore delicious?
Whot could be wrongwith food you describeos horrible?
(e.9.no taste,burnt,toogreasy)
Why might o restourontbe reallyempty?(e.g.becouseof
the time of doy,becauseitt not popula)
How long do you think you would needto woit beforeyou
couldsoythe seryicewos slow'?
Answers
l. c.
2 .e .
3 .a . 4 . h .
5 .b .
6 .d .
7 . f.
8 .g
Go throughthe list of restaurants,

explaining
what they
are if necessary.
Ask studentsto tell you what kind of
food you would find in eachplace.For example:
Youcqn get chickentikko in on Indion restouront.
You mayneed to explainthat a toposbor is a Spanishstyle restaurantthat servessnacl<s
to accompanydrinks.
Before studentstall<to their partner,model an example
by tellingthem about one or two of the placesthat you
havebeen to.You might want to finish up by asking
studentsif they know any good examplesof these
restaurantsin the placewhere they are studying.
ffi Restaurants
Explainthe situationand asl<studentsto lool<at the
conversationby themselvesbeforediscussing
with a
partner.Theyshouldbe ableto guessthe topic fairly
easily.You
could also ask if anyonewantsto guesswhat
some of the completeexpressions
are (e.g.Areyou
hungry?).
Playthe recordingonce all the way through
while studentslisten.Aska few comprehension
questions.For example:
62
Explainthat we sayI don't mind.lt's up to you when we

want the other Dersonto decide.
Put studentsin pairsand askthem to practisereading
both roles usingthe tapescripton page | 54,focusingon
the stressand phrasing.Then
explainthe next task and
allow them enoughtime to memorisethe conversation.
Pointout that this exercisewill helptheir fluency.
Remindthem to use the notes on page64 to help them
remember.Youmight want to get them to practisethe
conversationa secondtime with a different Dartner.
Speaking
Go throughthe three differentkindsof place,explaining
that o top-closs
restourdntis somewherewith reallygood
food, great chefs,a great atmosphere,but probablyvery
expensive;and that somewhere
reollydifferentmight be a
placethat is unusual,
uniqueor not well-known.If
possible,
give examplesthat you know from your home
town or from some other placethat you havevisitedor
know well. Point out that for restaurantswe often use
do to mean cookond serve(food).Wesometimesuse it
about peopletoo. For example:
My mum doeso great Sundaydinner.l'llinviteyou over one
weekend.
***J
Sayingno to food and dr ink
Introducethis activityby elicitingsome reasonswny a

personmight sayno to some food or drinl<.For
example:
l've hqd enough.
I don''t like it.
I don'tlcon'teot thot kind of food.
Then explainthat when we refusefood or drink,we
usuallygivea reason.(However,if we dont lil<e
somethingbut we want to be polite,we usuallypretend
there is another reason.)Ask studentsto completethe
conversations
and then comDaretheir answerswith a
Partner.
9 Eating
out
Answers
l.
2.
3.
4.
5.
6.
7.
8.
I'm driving
I don't drink
I'm on a diet
I wont be ableto sleep
I dont reallylike anythingspicy
I'm full,I couldn'tear
I dont really like anythingsweet
I'veactuallyjust had one
As you go through the answersask questionsto focus

on some of the language.
For example:
Whot does'l don't drink' meon?(lt meonsthe Derson
doesnt drink atcohol.)
Whot similarexpressions
do we use to refuseo cigorette?
(No thonks,I don't smoke.)
(somelonywhere,somelonyone,somelonybody).
Explainto
studentsthat in this task they will see severalcommon
expressions
usingonyand some.
Get studentsto work individually
on the completion
task and comparetheir answerswith a partner.Then
playthe recordingso they can check their answers.
Answers
l.
2.
3.
4.
5.
6.
7.
8.
somethingto eat,anywherein mind

do something,
anythingin mind
sometimenext week
any time after five
anyonewant
Someonehastaken
any more, havesome more
not any more
Whot kindsof food shouldyou avoidif you'reon o diet?

What kind of coffeecouldyou hove if you'reworriedobout
beingoble to sleep?(decaffeinated)
How mony cupsof teo do you drink a doy?How about cups
of coffee?
fuk studentsto go bacl<and underlinethe complete
expressionsfor sayingno (e.g.No thonks.I'vehad enough.
tm fult).Encouragethem to record any they want to
nemember- alongwith a translationin their
notebooks.Finishup by getting pairs of studentsto
ask one person
Practisereadingthe conversations.Then
to readthe questionwhile their partner,with their
Coursebookclosed,tries to rememberthe answer.
You could alsoteachsome expressions
givingother
reasonsior refusingfood. For example:
Aauolly,I con't eot nuts.I'm ollergicto them.
Aaually,I don't eot meat.I'm a vegetarion.
Aauolly,I don't usuollydrink coffeein the evening.ltkeeps
me owoke.
Model the first conversationwith a student as an

examplebefore askingstudentsto practisethe
conversations
in pairs.For example:
T: Do you wont to go ond get somethingto eat?
S: Yes,greot.Hqve you got onyvvhere
in mind?
T: Well,theret o greotsandwichploce just over the roqd.
S: I don't know.I alwoyshove sondwiches
for lunch.I'm a
bit fed up with them.
T: OK,then.How obout that new Mexicanplace in the
High Street?It's cheop but reollygood.
S: Ihot soundsgood.I'll meetyou downstoirsin o minute.
I just need to finishwriting this letter.
$$l*94;**,*
ffiW
Decidinq
where to eat
ffi
Make suib studentsknow what the food and drink in

the pictures is (ice creorn,beer,chocolotecoke,coffee,
cheeseond oockers,chillies).
Model an examplewith a
student first before studentsworl< in pairs.Asa followup,ask them to do the task again,but this time they
shouldacceptthe food/drink.Teach
some appropriate
expressions.
For example:
Thonks,lA bve somelonelopiece.
OK./ustone more.
ffi uringgr"tt"r' ,o-"/"ny

In this activity,studentspractiseusingexpressionswith
someand ony.Youcould leadin by askingthem to find all
the examplesof anylang.hing
and sorne/somethingin
5 Saying no to food and drink.Then elicit other
words or expressionsthat start with ony or some
Here is one way to mal<esure studentsunderstandthe

vocabularyin the box.Ask a studentto rememberone
of the restaurantsthey talked about in 2 Practice on
page64, and that they really liked.Ask why they liked it.
You might get reasonslike the foodwos reollyfresh,itwas
quitecheap,thepeoplewereveryfriendlyetc.Then focus
students'attention on the words and expressionsin the
box. Use the reasonsthe student gaveyou to help
explainthe vocabularyby asking:
lf Maria soid the food wos reolly fresh,she wos tolkingabout
the ... ? (quolityofthe food)
Shesoid the peoplewere very friendly,so she wos tolking
aboutthe ... ? kervice)
Ask studentsto rank the five criteria and then compare
their suggestionswith a partner.lf you want to extend
the practice,you could put studentsin groupsof four or
five to discussfurther.
63
Eating out
Get pairsof studentsto makea list of problemsyou

could havewhen you go to a restaurant.Thenasl<them
to tell you what they cameup with.Write the problems
on the board,reformulating
them into appropriate
expressions.You
might want to start off with what's
shown in the picture (e.g.I spilt my wine,wewoitedfor o
longtime to get in,therewosn'tmuch roomto sit,thefood
wos disgusting).
While you read

I wouldn't recommendit!
Exolainthe situationand asl<studentsreadthe e-mailto
find out which of the oroblemslistedon the boardfrom
I Deciding where to eat actuallyhappened.
Get
studentsto comparetheir answersin pairs.
Answers
There was a hugequeue.Theyhad to wait for agesto
get a table.Theservicewas slow.Thewaiter mixed
up their order.Thefood was terrible.They
overcharged
them on the bill.lt was quite expensive.
The writer soilt colceall over Martina'sdress.
****l
r**:del
Comprehensioncheck
Studentscanwork on this individually
beforechecking
their answerswith a Dartner.Remindthem to see how
much they can rememberwithout lookingbackat the email.Theyshouldtry to correct the falsestatements.
They can then re-readthe e-mail.
Answers
l. True
2. True
3. False(The waiter mixed up the order and then
overcharged
them.)
4. False(The fish was cold and the pizzadidn't taste
of anything.)
5. Tq.ue
6. True
Finishup by readingthe e-mailaloud or playingthe

recordingwhile studentsfollow alongin the
Coursebooks.You
may want to take this opportunityto
point out some typicale-mailstyles,for exmple,usinga
noun or noun phrasefor the subject(Disosted),
and
common correspondence
expressions,
for exmple,ljust
thoughtIA sendyou a quick e-moil,Anyway,
I hopeyou're
wefi Seeyou soon,Allthe best.
Talkabout Real English: spilt or spilled. Tellstudents
about a personalexperiencebeforeinvitingthem to tell
the classor a partner about their own experience.For
example:
I usedto weor beigetrousersoll the time, but I don't ony
more.I alwaysspilt coffeeon them.
64
Speaking
Readthe three statementsaloud,explainingany
may want to wrhe a few
expressions
on the boardto help studentswith the
discussion.
For example:
It'smy money!
I don't liketo cousetroublelmakeo fuss.
Note that in this activitystudentsare seeingsome
examplesof wouldto tall<about hypotheticalsituations.
However,you probablydon't want to go into a full
explanationat this stage.
Ask studentsto tell eachother about their worst
restaurantexperiencein pairsor smallgroups.Youcould
then invitea coupleof studentsto retell their story to
the whole class.You
mightwant to teachsome
expressions
for sendingsomethingbacl<.
For example:
Excuseme, but I orderedthe chicken.
I'm sorcy,but this fsh is cold.
I
Word check
ffiffi
***o
This activity focuseson severalusefulexpressionsfrom
the e-mail.Asan alternative,tellstudentsto closetheir
Coursebool<s.
Readeachgappedsentencealoudwhile
studentsdiscusswhat word is missingwith a partner.
They can then open their Coursebooksand checkthe
e-mailto see if they were right. Here are some
questionsto ask as you go throughthe answers:
Whereelseis it commonto seequeues?(ot o bus stop,
outsidea cinemo,o't.ticket counters,in post offices)
Aport from 'orders',what elsecon we 'mix up'? (nomes,
foces,words)
What do they chorgefor a cup coffeein ... ?
Whot do you usuollyorder with your meal?
Why elsemightyou'getsomethingon the house'?(you'reo
regularcustomer,you're
a friendof the woiterlmonager)
Whot would we soyin 7 if we includedthe wine in the totol?
('.. . and that waswith the wine'or' . . . ond thot includedthe
wine')
What wouldyou expectthe woiter to soyif they splitwine
all overyou?(l'm terriblysorry.Let me get a cloth.)
Answers
l. disaster 2. queue 3. mixed 4. charge
5. order 5. apologised 7. cost 8. spilt/spilled
Usinggrammar:irregularpastsimple
Studentsworked on one set of irregularpastforms in
Unit l.This activityfocuseson severalmore. Encourage
studentsto record examplesof the collocationsfrom
l-8 for those forms they want to try to remember.
9 Eatingoul
Answers
broke
tore
Answers
drank
ate
fell
felt
sent
spilt/spilled
As you go through the collocations,ask further

questionswheneverappropriate.For example:
Why mightyou soy'l dronk too much'?
Whot did the persondo ofter they spiltwoter on the floor?
(Theymoppedit up.)
What made the personfeel dizzy?(They stoodup too
quickly.They
wereon a roundabout.)
Whot could the personbe tolkingobout if they soid'l tore it
into liule pieces'?(o letter,a receipt)
lf you ote somethingthat wos off, whot might happen?(You
might get on upsetstomoch.)
Who do peopleusuollybreok up with? (their
boyfriendIgirlfr iend)
Why do you think the personin 8 brokeup with herT(They
hod on argumenLShefoundsomeoneelse.)
Answers
l. drank 2. spilt
7. fell 8. broke
3. felt
4.tore
5. sent
6. ate
Give studentsa model by tellingthem first about one of

the occasionswhen you did somethingin l-5.
Encourage
them to ask you follow-upquestions.Then
ask them if,they can remember any good expressions
you usedto tell the story. For example:
One time o few yeorsogo ...
I felt reallyfullI emborrassed
lbod.
I'll never forget it.
First photo:a bill and a tip

Secondphoto:a chef
Third photo:a customerholdinga menu/winelist,
orderinga meal/wine;
a waiter pouringa glassof
water
Explainto studentsthat they will see examplesof how

some of thesewords and others are usedin
conversationsl-5. Ask them to completethe
conversationsand then comparetheir answerswith a
partner.Explainthat if you try to catchsomeone's
eye,you
try to get their attention,for exampleby looking at
them.
Answers
l . b o o k 2 .w i n e l i s t 3 . m e n u 4 . o r d e r
waiter 5. tip, service
5.bill.
You may want to teach some other related collocations

and expressions.
For example:
book o room for the night
book o flight
order o bottle of chompagne
pay the bill
pick up the bill
the servicewos terrible
leoveo generoustip
Finishup by askingstudentsto read the conversationsin
Parrs.
Speaking
Write these on the board to help studentswhen they

tell their own story.When they havepreparedtheir
story,ask them to tell it to their partner.Thenask them
to tell the samestory to a different person.Explainthat
this will F,relp
them improvetheir tellingof the story.You
can finiih up by choosinga coupleof studentsto tell
their story to the whole class.
Readthroughthe questionswith the classand then have

them discussin pairsor smallgroups.Youcould then
turn this into a classdiscussion
on the questionof tips,
especiallyif studentsare studyingoverseasand are
unsureof the correct etiquette.Asl<them if they have
beento placeswhere they tip all the time, or nevertip;
how they feel about tipping;if they haveever worked
somewherewhere they got big tips all the time.
**me*rt*ur*,#
Restaurant
vocabulary
Ask studentsto look at the photos and comparetheir
answersin pairs.Encouragethem to shareany other
restaurantwords they came up with.Talk about the
differencebetween a chef and a cook.A chefworks in a
restaurantand is usuallymore respectedthan a cook.
They usuallyhavemore trainingthan a cook.A cook
usuallypreparesfood in placeslike a schoolor hospital.
ffiffi Before
w
- vou listen
q
Explainthe first task and then get studentsto saythe

questionsso you can work on pronunciation.
Explain
that /ycheesare fruit. Ask studentsto work in pairs on
the orderingtask.
65
9 Eatingout
Answers
Possibleanswers:
Waiter to customer:b.,d.
Customerto waiter:e.,f.
Customerto customer:a.,c.
Order: d.,a.,c., b.,f., e.
ffi Whileyou listen

Explainthe situation of the conversationand asl<
studentsto listen if their answersin 3 Before you
listen were correct. Playthe recordingand get them to
discusstheir answersin pairs.Playthe recordingagain
so they can check.Youcan also playit one more time
while studentsfollow the tapescripton page 154.Make
sure they understandsti//and sporklingwoter.
Answers
practisereadingthe conversationsin pairs.Youmay need

to explainthe following:
. Poellois a Spanishrice dish made with seafood.
. A tort is a dessert made of pastry,like a pie, but
without a top.
Answers
ConversationI: c., b.,d.,a.
Conversation2: b.,a.,d.,c.
Conversation3: a.,d.,c., b.
Go throughthe menu,explainingany items if necessary.

For example:
. Dumplingsare made from flour and water and then
boiledor fried.
' Musselsare smallshellfish.
. Sorbetis like ice cream,but it is made from fruit
lurce.
-*d
l. Haveyou booked?(No, I'm afraid we havent.)

Waiter to customer.
ffi Sorry,but I didn't orderthis
2. Can you recommendanything?(lt's all nice really,

but when I've been before we've usuallyiust
ordered one of the set menushere.)Customer
to customer.
You may want to write the basicpattern on the board

to help studentswith their conversation:
A: Couldllwe havethe ... ?
B: I'm afroid ...
A: Oh, right.ln thot caseI'il .
3. Do you know what lycheesare?(Oh, they're a

kind of fruit.They're really nice and sweet.)
Customer to customer.
4. Are you happyhavingwine? (Yes.Red or white?)
customer to customer.
'Are
5.
you ready to order? (Yes,wed lil<ethe set
menu D, please)Waiter to customer.
5. Could we havesome water as well,please?(Still
or sparkling?)
Customerto waiter.
This activityfocuseson a common functionof stressor

emphasis:
comparison.lt also introducessome more
common collocationsfor food.Askstudentsto record
those they want to rememberin their notebooks.
Explainthe first tasl<and get studentsto complete the
sentences,
explainingany vocabularyfirst.
Answers
Sp e a k i n g
Explain*thata set menu usuallyhasthe choicesalready
made f6r you, althoughsometimesyou can choose
betweenone or two bptions.Writesome expressions
on the boardto help with question5. For example:
I con't eat ... becouseI'm ollergicto itlthem.
I con't eot ... becouseit isn'tkosherlholal.
I cqn't eat ... becouseit givesme on upsetstomoch.
ffi l'm afraidthat'soff

Pointout the title. Explainthat if a dish is offin a
restaurant,it meansthat it is no longer availablebecause
they haverun out.\ /e also sayfood hos goneoff or is off
when it is old and can't be eaten.For example:
Sme/lthis meot.I think itt goneoff.
Ask studentsto put the conversationsin the right order
an then go through the answers.Thenget studentsto
66
l. not ros6 2. not well done 3. not still

4. not boiled 5. not brown 6. not tomato salad
7. not scrambled 8. not carrots 9. not ice cream
Now go over the explanationof the stresspattern.
Demonstratethe examplea coupleof times.Askpairs
of studentsto mark the stressin sentencesl-8 and
then playthe recordingso studentscan checkwhich
words are stressed.
Playthe recordingone more time,
pausingafter each sentenceso studentscan repeat,
followingthe samestresspattern.
9 Eatingout
Answers
l. Sorry,but I ordered RED wine, not ROSE.
2. Sorry,but I wanted my steak RARE,not
WELL DONE.
3. Sorry,,butI ordered SPARKlingwater,nor STILL.
4. Sorry,but I ordered MASHED potatoes,not
BOILED.
5. Sorry,but I ordered WHITE bread,not BROWN.
6. Sorry,but I ordered GREENsalad,not toMAto
salad.
7. Sorry,but I ordered FRIEDeggs,not SCRAMbled.
8. Sorry,but I ordered GREEN BEANS,not CArrots.
9. Sorry,but I orderedthe applepie with CREAM,
not ICE cream.
Finishup by askingstudentsto complete the collocation
task.Youmay need to explainthe following:
. Sto/ebreodis bread that is too old.
. A sideso/odis a saladthat accompaniesyour main
meal.
.
ffi speating
Use these questionsto practisesome of the
collocationsfrom 7 Sorry, but I didn't order this.
Teachsome expressions
to help studentsin the
discussion.
For example:
I like my eggsscromb/edlmysteokwell-doneetc.
I likered winewith ... and whitewinewith ...
Finishup by getting studentsto ask you the questions.
Follow-up
Ask studentsin threes to write their own conversation
lilcethe one between Kennyand Mel. Get them to look
back.throughthe unit and find language
they would like
to use.Theycan then act the conversationout for the
class.
lf you would like your studentsto do a writing task,ask
them to write an e-mailto a friend describinga great
restaurantthey went to.They can describeone they
haveactuallybeen to or make one up.
The housewine is usuallythe cheapestwine a

restaurantserves.
67
ro
An o/d people'shome is a residencewhere old people
can go and live and where there is staffto look after
them.
lf you saysomeonepossedoway.you are sayingthey
died.However,you are usingthis expressionto avoid
usingthe word die,which might be too direct.For
example:I'm afroidI'vegot somesdd news.Jill's
dod
possedowoy last night,so shewon't be here for the rest
of the week
We say I'm sorryto hear thot when someone hastold
us some sad news.For example:
A: We'vedecidedto get divorced.
B: Oh no. I'm really sorryto hear thot.
lil<ein their notebooks and to tal<enote when they see
similarexpressions
throughoutthe unit.
Use the language
. Studentsdiscusswho she,he,her and they probably
refer to in severalof the expressions.For example,
Theyin They got divorcedwhen I wos o kid probably
refers to the person'sparents.
.
How do you get on with her?) and come up with a
possibleresponse(e.9.Quitewell,actually).Then
they
choose expressionsthat are responses(e.g.He's
much fitterthon I om) and come up with possible
prompts (e.g.Whot'syour brotherlike?).
Language strip

unit.Ask studentsto quicldylook throughthe strip and
they could use about someonethey
l<now Explainthat in this unit they will learn ways of
talkingabout families.Encouragestudentsto choosea
coupleoTexpressions
in the strip that lool<interesting
and to find out more about them.Youmight needto
explainsome of the followingexpressions:
. Identicoltwinsare twins that look exactlythe same.
They are alwaysthe same sex.
. lf someone is open,they tell you how they feel,what
Studentsfind expressionsin the language

strip that
use get (e.S.Mysisterhos just gotengoged).Then
later
on, you can write all the get expressions
on the
board but with get gappedout. Ask studentswhich
word is missingfrom all the expressions.
Lead in
they want etc.Theydont try to hide their emotions.

For example:My porentsore both veryopenwith me.
They'reolwoystellingme their problems.
68
ff you hove a lot in commonwith someone,

you have
similarpersonalities
and sharethe sameinterestsas
them. For example:I don'tknow why shemarriedhim.
They'vegot nothingin common.
lf you get engogedto sorneone,

you havepromised
that you will marry them. lf you decidelater not to
get married,you breokoff the engagement.
For
example: He\ reollyupset.She brokeoff the
engogementlost week.
One way to leadin is to ask studentswhat kindsof

thingswe often want to know about each other's
families.Writedown their ideason the board.List the
thingswe want to lcnow rather than the actual
questions.For example:the size of the family,who is in
the family,who is still alive,if they like eachother,what
the membersof the familydo etc.Thenexplainto
studentsthat they are going to see typical ways of asking
someoneabout thesetopics,and do I Questions we
ask about families.
10 Family
f
&:
.:;
.*"""o.,'r L."t.-.-r-E,
*"*r:i .l .v'tr:i ;*.,#ijt,-?,il
we askaboutfamilies
ffi Questions
In this activitystudentspractisethe fairlyfixed
expressions
we use when askingabout someone'sfamily.
Ask them to do the first task individually
and then check
their answerswith a partner.lf they are havingtrouble,
remindthem that the first word in the questionhasa
capitalletter.Playthe recordingso they can checl<their
answers.Then
playthe recordingagain,pausingafter
eachquestion so that they can say it, following the same
pronunciation.
Answers
Haveyou got any brothers or sisters?
How old are they?
What do your parentsdo?
Are you married?
Haveyou got any ldds?
What are they lil<e?
Do you get on with them?
Are your grandparents
still alive?
Haveyou got a girlfriendiboyfriend?
Get studentsto asl<you these questionsso you can

provide them with an exampleof how to answer.You
will needto explainthat often questionscan be grouped
together.For example:
Hove you got ony brothersor sisters?How old ore they?
Whot are they like?Do you geton with them?
You shouldalsoexplainwhich follow-upquestionsarent
reallyappropriate.For example,you wouldnt ask a
personwith youngchildren:
Hove you got any kids?Do you geton with them?
When studentshaveaskedeachother the questions,
ask
them to record those they want to remember,arong
with a translation.Youmight want to talcethis
opportuql3yto discussif any of these questionsare
- or in what situationsthey could be
inappropriate
- in the students'own countries.
inappropriate
@-l
ffi# Talkingaboutyour family

Readthe instructionsfor the task and then playthe
recording.Youmay want studentsjust to listen for which
questionsfrom I Questions we ask about families
were used first, and then play it againso they can listen
for the information about Stella'ssister.Get studentsto
compare what they heard with a partner.Thenplaythe
recordingagain,if necessary,
so they can check they got
everything.Youmay need to explainthat if we are talking
about brothersor sisters,or couples,where there is a
big differencein age,weoften usethe expressiono big
ogegop.Also, if someone treatsyou likeo boby,theydont
behavetowards you as an equal.Theyact as if you were
a child.
Answers
Stella'ssister livesin Pinedo.Sheworks in Central
Hospital.She is 35 yearsold ( l5 yearsolder than
Stella).They
get on well.She'squite similarto Stella,
but a bit more organised.She is funny,easyto talk to
and doesnt treat Stellalike a baby.Shehasbeen
marriedfor l2 years.She'sexpectingher first babyin
November.
Explainthe secondtask.Tomal<ethe task easierfor

students,remindthem which questionsin I Questions
we ask about families were used.Makesure they
understandthey shouldcontinuethe conversationabout
their own family.Thenget them to swap roles and
repeat the role play.
For the listeningtasl<,playthe recordingand ast<
studentsto try to fill in each of the gapsas they listen.
They shouldthen comparetheir answerswith a partner.
PIaythe recordingagain,but this time pauseafter each
Answers
l. twin sister 2. taller than 3. what'sshe like
4. quieterthan 5. more relaxed 6. quite close
Playthe whole conversationone more time while

studentsfollow the tapescripton page | 54.Ask them to
they find interestingor want
to ask about.Youmay needto explainthe following:
. ff you ore usedto something,
it happensoften, so you
don't feel uncomfortable.
For examole:
A; Doesn'this snoringonnoyyou?
B: Not really.I'm usedto it
. lf you saywe'rec/ose.it meansyou get on reallywell
and like each other very much.For example:I hoven't
spokento my brotherfor oges.We'renot thot closereally.
You could also teach the expressionsc c/osefriend.Ask
studentsto tell you who they are closeto in their family
or about a closefriend.
Speaking
Go throughthe questions,
makingsure studentsknow
whatidenticaltwinsare.Write some expressionson the
boardto helpwith the discussion.
For example:
Theydon't look olikeat oll.
I'm alwoysmixing them up.
A goodlbodthingabout beingo twin is that ...
You may need to explainthat in Englishyou can be an
uncle by marriagetoo. For example,if Stellahad a baby,
69
1O
Fami y
Stella'ssisterwould be its aunt and her sistert husband

would be its uncle.Ask studentsif this is similarin their
Ianguage,
or if there are differentterms.
For extra Dracticeask studentsto describethe twins in
the photographon page70.Teachsome appropriate
vocabulary.
For example:
How do you know who the older twin is?
Do you think that each twin knowshow the other is feeling?
"*.,*.J
UsingErammar:
comparatives
ffiffifl
Ask studentsif they can rememberthe differences
betweenMary andAlison.Tellthem to find the
expressions
in the conversationthat give us the
information.(A/ison's
a bit tollerthon me,her hoir is darker,
shet o /ot quieterthan me,she'so more seriouspersonthon
I om,l'm more relaxed).Then
write the following on the
board:
Stellois o lot ... than her sister.
(young)
Her sisteris o bit ... thon sheis.(orgonised)
Ask studentsto completethe sentencesusingthe
adjectivesin brackets.Then
ask if they can explainwhy
youngbecomesyoungerand orgonisedbecomesmore
orgonised.
Listento their suggestionsand then asl<them
to read the explanationin the box. Answer any
questionsthey may haveand then tet them to work
individually
on the completiontask and applythe'rule'.
Mal<esurethey get the spellingright in 6, 7 and 8.You
maywant to remindthem about the spellingrule of
doublinga singlefinalconsonantof a word when the last
syllablecontainsa singlevowel and is stressed:(fit-fitter,
big-bigger; but cool-cooler, rou gh-rougher).
Answers
l. more relaxed 2. easier.more oDen
3. older,more serious 4. younger,older
5. quieter/ more quiet 6. fitter 7. nicer
Usinggrammar=better/ worse
Explainthat just as some common verbs haveirregular
forms,so a few common adjectiveshaveirregular
comparativeforms. Here studentsfocus on the two
most important:.good and bod. Ask studentsto
completethe sentenceswith either betteror worseand
then discusstheir answerswith a partner.
To extend the discussionget them to write two or
more extra sentencesof their own. Pointout that it is
much more common to saymoregoodJooking
than
betterJooking.We
can sometimessayno'tbadJooking,
though.Referstudentsto G20 of the Grammar
commentary on pate 168,which they can read either
":.-,
8. lazier
Who wouldthe personin 2 tolk to if theyhad problems?

(their mum)
Whot e/secon you do to be fit? (work out in o gym, swim)
Why wouldyou desuibesomeoneos horrible?(they'rerude,
they'renot friendly,they moke fun of people)
Tall<about Real English:a bit / a lot / much older.
Ask studentsto tell you one or two personalised
sentencesusingthese modifiers.For example:
I'm a lot quieterthan Georgiin c/ossbut I'm much more
hard-working.
;t
; i, :'
: i L'*:'i".
**l
ffi
Usingvocabulary:a /ot rn common
Beforereadingthe explanationin the Coursebook,tell

studentsabout a personyou havea lot in common with.
Try to use expressions
with we both ....Then read the
explanationwith the class.Ask studentsto tell you any
detailsthey rememberfrom what you told them about
your friend.Thiscan givethem ideasfor the sentence
completiontask.As they work on this,go aroundand
help with vocabularyif necessary.You
may want to get
studentsto tall<to more than one personor worl< in
smallgroups.
**J
Focusattentionon some of the expressions

in this
activity by askingquestionsas you go through the
answers.For examole:
In I,whot do you thinkthe mum doesnt let the persondo?
(go out ot night,stoythe night ot a friend'shouse)
70
Encouragestudentsto use modifierswhen appropriate

as they talk to their partnersabout which of the
sentencesl-8 are true for them.
ffi
Furtheroractice
There are lots of questionsstudentscould ask in this

activity.However,you might want to elicit a few model
questionsand write them on the board.For example:
Whot kind of musicdo you like?
Do you /ike sports?Whot kind?
What wereyou goodat in school?
Also,teach some expressions
studentscan usewhen
they find they havesomethingin common.For example:
Me too.
So do /.
Give studentsa set time to tall<with their oartner

before getting them to changeand tall<with another
person.Finishup by invitingstudentsto report back,
usingexpressions
with oll.For example:
Mortin
ond
I
like (footboll).
oll
Jos6,
Allfive of us (wereborn in 1989).
10 Family
ffi
geforeyou read
Ask students if they haveheard of ElizabethTaylor,what

she does,where she is from,why she is famous.Ask if
they haveever seen any of her films,or seen her on
television.lf studentsdon't know much about ner,you
can tell them a little more after they haveread the
introduction.ElizabethTaylor starred in the film Notiono/
Ve/yet
when she was still a child.ShemarriedtheWelsh
actor RichardBurton twice. Her other famousfllms
include Cleopatroand Who's ofroid of VirginiaWoolf?
Ask studentsto read the short text and to tell you what
Jerry and Elizabethhavein common.Youmay needto
explainthe followingexpressions:
' lf somethingis an extremeexomple,it is an unusual
one.
lf somethingis a growingtend,it is somethingthat is
becomingmore common.
Answers
Both Jerry and Elizabethhavethe samesurname
(Taylor).Theyare both in their seventies.Theywere
both born in England.They
both movedto America.
They haveboth been marriedeighttimes.
Speaking
Be sensitiveto the fact that the topic of divorce might
makesome studentsuncomfortable.
Readthe questions
aloudto the classand write some sentencestarterson
the boardto help.For example:
My ... 't beenmorried(three)tirnes.
Unfortunately,
her ftrst husbandlhis
firstwife ...
I think it's betterto getdivorcedbecouse...
I think it's betterto stoymorried becouse...
(Eighthtime lucky!)
ffi Reading
Point oqt the title Eighthtime lucky! and asl<what it
refers to (Jerryhos gotparried for the eighthrime).Then
focusstudents'attentionon the photograph.Ask
studentsif they can guesswhat Jerry'smain interest is
(E/visPresley).Then
ask rhem to tell you what they know
about Elvis:havethey ever heard his music before;do
they lilceit; can they name any of his hits etc.
Now ask studentsto read the article and find out why
Jerry'ssevenpreviousmarriagesfailed.
ffi Rft",yo,,""0
You could get studentsto completesentencesl-7 in
pairs.Remindthem not to look backat the article.They
can check their answersby re-reading.Here are some
questionsto ask as you go through the answers:
Whot wouldyou do if someonedidn't want you around the

house?(find o job,go for long walks)
How mightyou find out if someoneis hovingon offair?(o
friend might tell you,you might find a love letter)
Whot are sor?eotherwoys'tocompletethe phrose'diedof
... '? (cancer,
a drug overdose,
noturolcouses)
If you'rea tidy person,what do you do? (put thingsowoy,
cleon thingsup, pick thingsup off the floor)
Alternatively,you could do this as a listeningtask first.
Playthe recordingwhile studentslisten with the text
covered,and then get them to read the article.
Answers
l. around,born 2. found,affair 3. a heart attac<
4.left,for 5. disappeared 6. crazy T.crazy
they find interesting
or want to ask about.Youmay want to point out the
followingexpressions:
bod hobits
she joinedme ot my toble
we fell in love
in thosedcys
I'm a big fan
You may needto explainsome of these expressions
if
studentsask:
. You saysomeone is the loveof your /ifewhen
/ou are
reallyin lovewith them and think you havefound
the person you want to live the rest of your life
with.
. lf you are a diffrcultpersonro live with, people don't
find it easyto live in the samehouseas you because
you haveannoyinghabitsor havean unpleasant
personality.
.
lf you havehrghstondards,
you like the quality of
thingsto be very good.
Speaking
Explainthe expressionWhosefault wosit? and teach a
coupleof relatedresponses:
It was hislherfoult
HelShewasto blome.
Readthrough the statements,explainingany vocabulary
if necessary.
Explainthat if you feel sorryfor someone,you
feel sympathyfor them, but that if you thinl<someone is
a bit sod,you think what they do or think is a bit silly.
After studentschoosetheir answers,ask them to share
their ideasin pairsor smallgroups.
71
10 Family
Using vocabulary:collocations
Answers
l. university 2. the tennisclub 3. work
5. my old job 6. Germany 7. church
In this activity,studentssee severaltypical collocations

and one that doesnt work. Remindstudentsthar
knowingwhen somethingdoesnt collocateis also
important.Whenthey havefinished,ask them to work in
pairs and think of an appropriateverb for each of the
expressions
they crossedout.
Get pairs of studentsto ask each other about five of

their friends.Encourage
them to ask follow-up
questions.
For example:
Whot's she like?
ls she o/derthon you?
Do you hovemuchin common?
Answers
l.
2.
3.
4.
5.
6.
(l had) ababythis year.

(l was brought up) by my grandparents.
(l left my) country.
(Shehad) a baby.
(l stayed)in a hotel for the weekend.
(l was) crazy.
4. school
As an alternative,ask studentsto choosefive people

from anywherein the Coursebook and make up a story
about how they know each of them.
*J
ffi Whileyou listen

Demonstratethe personalisation
task by tellingstudents
about yourself.For example:
I was born in ... but I grew up in . .. . I wentto university
in
... .When I groduoted,
I movedto . .. . In ... I got morried
ond movedbackto ... . etc.
Explainthe situation and ask studentsto listen for the

answersto the question.Get them to comparetheir
answersand then playthe recordingagain.
Answers
Encouragestudentsto ask you questions.Then

get them
to talk about themselvesin pairs.Thenask studentsto
do the secondcompletiontask and reviseany
vocabularyif necessary.
Salmaknows Mark from the old school she went to.

Beth met Mark in an internet chat room.
Comprehensioncheck
Answers
a.move b.change c. buy d. leave e.get
Before studentstalk in pairs about what they havedone
and what they plan to do, make sure they remember the
irregular forms of buy,leaveand get (bought,Ieft,got).
Then write up some examplepatternson the board:
I ... /ostyeorlin l997la few monthsogo.
l'm goingto... thisyearlnextweek
I wont to ... in o few yeorstimelwhenI'm 30.
Readthe questionsto the class.Explainthat if you are

goingout with someone,
they are your boyfriend/girlfriend.
Make sure studentsremember the expressionsWhot do
you do for o livingTand get on well with. Alter they have
discussed
their answers,playthe recordingagain.
Answers
l. Beth and Mark havent beengoingout very long.
They haveonly been out three or four times.
2. Mark is a policeman.
tu*mtsm*mW
3. Beth'sparentshaven'tmet Mark yet.

4. Shedied in her sleep,probablyof a heart attack
5. Beth got on reallywell with her.Theywere really
close.
UsingvocabularyiHow do you
know her?
In this section,studentspractiseways of talking about
where they met their friendsand askingother people
about the samething.Youcan introduce the first activity
by brieflytellingstudentsabout one of your friends.Tell
them all sorts of things,makingsure you include
information about where you first got to know them.
When you havefinished,ask if anyonecan remember
how you met your friend. Point out the questionHow do
you know her?and explainto studentsthat in this activity
they will learn differentways of explaininghow they met
their friends.Youmay need to explainthat if you usedto
do something,
you dont do it any more.
72
Follow up by playingthe recordinga finaltime while

students read the tapescripton page | 55.Ask them to
they think are interestingor
that they want to ask about.Youmay need to explain
the following:
. lf you losetouchwith someone,
you no longer see
them or write to them.
' We sayYou'rejokingwhen someonesayssomething
that's surprisingto us.
.
lf you're onti something,you dont like it or are

opposedto it. For example:I'm onti deoth penalty.
@ speating
Thesequestionslet studentstalk about some of the
things mentioned in the conversation.Teach
a few useful
expressionsfor the last part of the task.For example:
They'reo bit preludiced
I old-foshioned.
They'renot very open-minded.
Aauolly,they wouldn'tcore.
Keyword: dre
Ask studentsif they remember how Beth'sgrandmother
died and what she was doing at the time (she probobly
died of o heart ottackwhile shewos sleeping).Explainthat
we saydie of with the causeof death,for examole.a
disease,and die in with the circumstances,
for example,
what was happeningat the time.Then get studentsto
complete the expressions.
Answers
l : c . ,e . ,f . ,h . ,i .
2 :a . , b .d
, . ,S . ,j .
Finishup by askingstudenrsabout some famouspeople

who are dead.Here are a few examplesif you need
them:
Ihe singerSonnyBonodied in o skiingoccident
The singerBuddyHolly died in a plane crosh.
PrincessDiano died in o cor qash.
FreddieMercury of the rockgroup eueen died of A!DS.
Lead in to this activity by brainstorminga list of things

connectedwith the internet. For example:e-nroil
websites,instant messoging,
chot rooms,newsgroups,free
software,e-commerce,e-learning.You
can explain any
vocabularyif necessary.Then
explainto studentsthat
they are going to see some of these words used in
context.Ask them to read questionsl-l 0 and ask you
about anythingthey dont understand.Then
get pairsof
studentsto ask each other. Finishup by askingthem to
memoriseas manyquestionsas they can,closetheir
Coursebooksand askyou some of the questionsthey
havelearnt.
Follow-up
You could developthis into a classdiscussionby asking
further questions.
For example:
Are there ony bad thingsabout the internet?
Do you think governments
shou/dcontrolwhot Deoblelook
at on the internet?
How about schools?
Wouldyou everstudy Englishoverthe
internet?
To work on comparisons,ask studentsto think of five
things comparinglife before the internet with now. Ask
them if life is better now or worse, or if things are
easieror harder.
Talk about Real English: He passed away last year.

Ask studentsif they havedifferent or.nicer' expressions
to saysomeone has died in their own language.
73
Unit overview
General topic
Asking for and givingdirections,tall<ingabout
transPortation.
Conversation
A tourist askshow to get to The Gagosianart gallery.
Reading
A wr:iter explainswhy she prefers cyclingand taking
publictransportto driving
Listening
Four conversationsinvolvingtourists.
Language input
. Expressionsfor aslcingfor and givingdirections:
I'm lookingfor o gollerycolledTheGogosian,
lt's down
there somewhere.
. lndirect questions:Do you knowif there\ a post
.
officeneor here?Do you know how old he is?

Expressionsexplaininghow long it takes to ter ro
work /t tokesme obout forbl minutes,I hove to
chongetrains twice.
Comparativesto explain decisions:No,/'lljust

phonehim. It'll be quicker.
Expressionswith right and wrong /s this the right

platform for Opera?I got off ot the wrong stop.
Language strip
unit.Ask studentsto quicldylool<throughthe strip and
they haveactuallyheardor seen
before.Explainthat in this unit they will practisewaysof
tallcingabout placesandtransport.Encouragestudents
to choosea coupleof expressionsin the strip that look
interestingand to find out more about them.
exPresstons:
. A crossroods
is where two streets cross.
, A roundoboutis a central spaceat a road crossing
which cars must go round in a circle.
74
lf somethingis mllesowoy,it is far away.For example:

I don't wont to wolk there./t's milesowoy.
lf you say lt'll be quickerby troin,you mean that the

fastestway to get somewhereis by train.We can
also say lt'll be quickerby buslcoror lt'll be quicker
wolking.
lf you havegot no senseof direction,youare not good
at findingyour way around.For example:l'm always

getting/ost.l've got no senseof direction.
lf you say They'veintroducedo chorge,you usually
meanthat some authority,lilcethe government,has
decidedto mal<epeoplepayfor a service.For
example:They'veintroducedo {.5 chargefor crossingthe
bridge.
lf the governmentpriyotises
something,they sell off a
state-ownedindustryor companyto privatebuyers.
For example:Theyprivatised
o lot of industries
in the
erghties.
lf somethingis stote-run,
the governmentmanagestr.
For example:Allpublictonsport is state-runhere.
Peokhoursare the times when most peopleare
travellingto worl<in the morningand from worl< in
the evening,
so train and bus faresare usuallyhigher.
For example:It's{10 duringpeak hours,but onlyf6
off-peok.
lf you booksomethingin odvonce,youmake a
reservationfor it beforeyou need it. For exampre:
Youhove to book the ferry ot leostsix doysin odvance.
lf you get off at the wrongstop,youget off a bus at a
stop where you didn't meanto get off. For example:
SorryI'm late.I got off ot the wrong stopond had to
walk over a mile here.
You might sayExcuseme/ when you accidentally
bump into someone,or want them to move out of
your way.For example:Excuseme. I'm gettingoff here.
they
like in their notebooksand to talcenote when they see
similarexpressions
throughoutthe unit.
Use the language
Do you know whereshe /ives?)and come up with a
possibleresponse(e.g.I think she /iyesin Ook Rood).
Then they can chooseexpressions
that are
responses(e.g./ got off at the wrongstop)and come
up with possibleprompts (e.g.Whyore youso /ote?).
that are probablyto
do with cars (e.g.I couldn'tfind o porkingspoce)and
those that are probablyabout publictransport
(e.g.WeU betrerger the bus).
. Studentsfind all the expressions
that containa
comparative(e.9./t'll be cheaperif you bookin
odvance).
1'1 Gettrnq
around
Lead in
One way to leadin is to point out the title of the unit,
Gettingoround,and brainstorm a list of differentways
people use to get around.For example:by bus,bytroin,by
bike,on the underground,
on foot,on the monorailetc.You
can then ask studentsto talk about different cities or
towns usingthe following pattern:
Ihe best woy to getoround(St Petersburg)is (by
underground).
i:p,#t'W'ffitr,sj1*$:m
t
around
town
ffi Usingvocabulary:
The focusof this activityis to work on some vocabulary
that can be usefulwhen givingdirections.You
can ask
studentsto work on the matchingtasl<in pairs,and then
go through the answers.As you do so,you could also
write up one or two collocationsfor some of the
places.For example:
stop ot the traffic lights
go roundthe roundabout
look out for a sign
crossthe bridge
wolk throughthe subwoy
You may need to explainthe following:
' A monumentis structure that commemoratesa
Personor event.
A mosgueis a placeof worshipfor Muslims.
ln Britaina subwayis a tunnel under a road for
pedestrians,
whereasin the US it is an underground
train system.
Explainto studentsthat they are going to hear a tourist

askingseveralpeoplefor directionsto a placecalledThe
Gagosian.Readthe two questionsand then playthe
recording.Get studentsto comparetheir answersin
parrs.
Answers
The Gagosianis an art gallery.Thepeoplearent
exactly sure,but it's down past the park somewhere.
Next, read the l2 expressions

aloud and playthe
recordingagainwhile studentstick the onesthey hear.
Playthe recordingone more time or asl<studentsto
read the tapescripton page | 55.You may need to
explainthe followingexpressionsin the conversation:
. Whot'sthot?is an informal way of askingsomeoneto
repeat what they havejust said.
.
I'm not from roundhere myselfimpliesyou dont know

the areavery well becauseyou dont livethere.
ln the list of expressions,point out that we can saydown

the rood,olongthe road or sometimesup the road,
especially
if the road is risingfrom where the speakeris.
Also point out that if you say Youcon't missit about a
place,you mean it is very easyto see when you get to
the generalarea.
Answers
Excuseme, could you help me?
Do you know if this is the way to The Gagosian?
I'm sorry. I'm not from round here myself.
I don't reallyknow the area.
It's down there somewhere.
Ask someoneelsewhen you get there.
Answers
A a subway B a roundabout C a monument
Dacrossing Eamosque
Explaing{resecondtask,makingsure students
understandlondmark.Then
askthem to discussin pairs,
or do the task as a class.You
could write the following
sentencestarters on the board to help:
Thereore o fewlseveralla
lot of ... in my town.
Thereoren'tonylmany...
Ihere's a fomous(bridge)called(the Bridgeof Srghs).
Ihere's the (RoyalPoloce).
**d
ffi Askingfor directions(1)

You could introduce this activity by askingstudentsthe
following quesfions:
Have you everoskedfor directionsin English?
Hove you evergiven directionsin English?
Hove you everhod any difficultiesunderstondingor being
understood?
Whot did you do7
Explainthe translationtask and,if possible,

get students
who sharethe samelanguage
to comparetheir
translations.
Pronunciation:
ffiffi
sentencestress
*
Explainthat in Englishthe importantcontentwords in a
sentenceare usuallystressed.lf a word is madeup of
more than one syllable,
then usuallyone syllablein the
word is stressed.Point out the two examplesin the
Coursebookand readthem aloud a coupleof times so
studentscan hearwhich parts are stressed.You
could
also write the two exampleson the board and draw a
wavy line above each of them to show how the voice
riseson the stressedsyllables.
Ask studenfs to wrark on marking fhe scress in fhe
remainingguestionsindividually
or in pairs.lt might be a
good idea to ask them to use pencil so they can make
any changesif necessary.
Remindthem that they can use
their dictionariesto help find the stressof individual
words.Playthe recordingor readout the tapescripton
75
1.1 Getting arouno
page 155. Pauseafter each one and maybe rewind a little

tolet students hear it again.Ask them to tell you which
sounds are stressed and then get them to practise saying
the complete expression.Finish up by asking them to
read the conversation in groups of two or three.
Answers
L ExEuscme, could you help me?
You'rebesttokingo bus.
crossoverto the othersideof the moin rood
osk the driverto let you off ot .'.
Tall<about Real English: miles.Ask studentsto
into their own
translatesome of the milesexDressions
language
and record them in their notebooks.Youmay
then want to get them to practisereadingthe
conversationin pairsusingthe tapescript.
2. I'm lookingfor a g4|ery calledThe Gagosian.

3. Do you l<nowif this is the way to The Gapsian?
4. I'm sorry.I'm not from round here myself.
5. I don't reallyknow the area.
For further practice,you could write just the key words

of the conversationon the board,lil<ethe conversation
in Unit 4, and asl<studentsto try to rememberas
much of the conversationas possible.
6. Asl<this lady here.

7. lt's down there somewhere.
8. lt's iust past the bridge on the right.
9. Follow the signsto the Eity centre.
10. Justkeepgoingstraighton down this road until
you ge! to some qaffic lights.Then turn right.
I l. lt's alongthat road on your left.Youcan't missit.
12. Ask someoneelsewhen you gcl!there.
ffiMPractice
This activity givesstudentsthe opportunity to practise
some of the language
from the conversation.
Draw their
attention to the map and check that they know what is
beingshown by askingquestionslil<e:
Where ore the traffic lights?
Can you find the bridge?Which rood doesit go over?
You may want to model an examplewith a student first
before pairs of studentsasl<each other.To extend this
activity,get pairs of studentsto ask each other about
placesnearwhere they are studying.For example:
Couldyou help me?I'm lookingforThe University
Bookshop.
*'J
Askingfor directions(2)
ru+:#
@
Before flaying the secondpart of the conversation,ask

studentsto thinl<of two possibleproblemsthe tourist
might have.Ask them to tell you their suggestions
and
reformulateany if necessary.Tell
them to listento see if
any of their suggestionswere right and playthe
recordingbeforeasl<ing
them to comparetheir answers
In patrs.
Answers
The Gagosianis actuallymiles away,near Oxford
Circus.Thetourist hasto get the 214 bus to get
there.
Playthe recordingagainwhile studentsfollow the

tapescripton page | 55.Ask them to underlineany
expressions
they want to rememberor asl<about.You
maywant to point out the following:
76
Speaking
Mal<esure studentsunderstandthe expressiona
goodlbodsenseof direction.
Ask them to use it about any
of the peoplein the conversations
they lust heard.For
examDte:
The personin the secondconversation
probablyhad o good
senseofdirection.
Give studentsa model for answeringthe second
questionby tall<ing
about a time you got lost.Encourage
them to ask you further questionsas well.Ask them to
rememberany expressions
you usedto helptell the
story.Write the expressionson the board so students
can use some in their own storiesif they want to.
*J
indirectquestions
ffiffiUsinggrammar:
Ask studentsif they rememberhow the tourist first
askedfor directionsto The Gagosian(Do you know if this
is the woy toThe Gogosion?).Then
go through the
explanationand the examplesin the Coursebool<.
Make
sure studentsnoticethat yes/noquestionsuse ifin the
indirectform. Somestudentsmaywant to use question
form word order in the indirectquestions,
so makesure
they noticethat there is no inversionof the subject.
Ask studentsto write the eightquestionsindividually.
Monitor and checl<they are gettingthe word order
right as well as any -s endings.
Answers
l.
2.
3.
4.
5.
6.
7.
8,
if there is a post officenear here?

if he hasgot any brothersor sisters?
if she is comingtonight?
if she livesnear here?
how old he is?
where he is from?
what she doesfor a living?
where the toilets are?
Model the pronunciationof these questionsand then

ask studentsto practiseaskingeachother.Theycan
replyappropriately.
For example:
Gettingaround
A: Do you know if there'sa postoffice neorhere?

B: Yes.ltt just down this rood,on the right.Youcon't missit.
ffi practice
Before studentsasl<each other,you may want to elicit
differentkindsof thingsthey could ask about and write
them on the board.For example:how old they are,
where they live,how long they havebeen studying
Englishetc.Write up some other expressions
they can
use when they dont know the answer.For example:
I've no ideo.
I'm not sure.
Encouragestudentsto add a follow-upcomment,as in
the examples.
As an extensionget pairs of studentsto write five
indirectquestionsabout you.Theycan then ask another
group.For example:
A: Do you know whot her fovouritecolour is?
B: I think it'sblue.
Finishup by letting studentsask you the questionsto
see who got the most answersright. Refer studentsto
G2l of the Grammar commentary on page 168,
.it*x*$mg
UsingvocabularyiHow long does
Answers
l. traffic 2. trains
5. underground
3. cycle 4. close
5. late
For the secondtask,you could get studentsto ask

about schoolinsteadof work. Ask them to wander
aroundaslcing
severalpeople.Thenfinishup by asking
who hasthe longestjourneyto get to work/school.
lf you want more practicewith this Dattern.elicit some
alternativequestionsstarting How longdoesit tokeyou to
(get reodyin the morningleotbreakfostldothe homework\?
Studentsthen asl<each other.
ffi Beforeyou read

To help studentswith ideasfor this task,ask them to
look at the pictureson page79. Elicitwhat the pictures
show (o congestion
chorge,o trafic jom, rood works).Then
ask them to work in pairson their lists.Go aroundand
help with vocabularyif necessary.After studentshave
comparedtheir listswith anotherpair,ask them to tell
you their suggestions
and write the three listson the
board,reformulatingany expressionsif necessary.
Studentscan then discusswhich form of transport is
best.Write some sentencestarters on the board to
help.For example:
I think (driving)is the best woy becouse...
/t's betterto (drivd because...
**d
ffi Whileyou read(tt drivesme mad!)

This activity helpsstudentstalk about travellingto work
(or school).Point out the question How longdoesit toke
you to getto work?Explainthat we often use it and toke
when we want to know how long someonespends
doingsomething.Then
ask studentsto completethe
sentencesl-6 individually
beforecomparingtheir
answerswith a partner.Mal<esure they notice the
pattern in the answer:
it (usuallylenly)tokes(me)
Here are some follow-up questionsto asl<as you go
through the answers:
Whot's the oppositeof 'on o goodday'?(on o bad day)
Point out the title It drivesme mod! Explainthat if

somethingdrivesyou mad,it annoysyou very much.Ask
studentsto tell you what drivesthem mad (e.g.buses
arrivinglate,the way peopledrive).Thenget them to
readthe articleto see which thingsfrom their listsin
2 Before you read the writer mentions.Ask students
to compare their answerswith a partner.
Alternatively,use this as a listeningtask first. playthe
recordingwhile studentslisten with the text covered.
Then ask pairsof studentsto comparetheir answers
before they read the article.
Whot do you think happenson o'bad doy'?(there'so lot of

troffic,there'son occident)
How mony troins does the personin 2 toke to work?(three)
Aport from troins,what other formsof tronsportcan we
chonge? (buses,plones)
Whot is the oppositeof it comeslate'?(it comeson time)
Are the buses/troinsrelioblein your town?
Whot kind of problemshappenon the underground(o
breokdown,o bomb threat,o strike)
77
11 Gettingaround
Answers
Cycling to work
Good things:you can cycle past traffic jams;it keeps
you fit.
Bad things (accordingto Kate):it! dangerous;you get
hot and sweaty;it's hard and boring.
Driving
Badthings:sometimesit's slower becausethere are
traffic jams,road works or accidents;sometimesit's
hard to find a parlcingspace;some placeschargefor
drivinginto the centre of town.
Public Transport
Good things:it's relaxingbecauseyou can read,listen
to your Walkman,write letters,watch people,make
friendsor sleep.

they want to
rememberor asl<about.Youmay needto explainsome
of the followingexpressions:
' We use more or /essto mean opproximatelyor neorly.
For example:I livemore or /esso mile from here,I'm
more or /essfnished.
. lf you sayall you con do is something,you mean that
it is the only thing you can do. For example:Ihere's
an occidentblockingthe bridge.All we con do is woit
until they cleor it.
.
We sometimesuse (daylight)robberywhen we think

we are beingchargedtoo much for something.For
example:t5 for a cup of coffee?That's
daylightrobbery!
#:# Vocabularvfocus
This activityfocuseson some usefulcollocationsfrom
the article.Ask studentsto work on the matchingtask
individually
beforecomparingtheir answerswith a
partner and trying to rememberwhat was saidin the
article.{sk them to rereadthe articleto checkif they
were right.
Answers
l.b.
7.c. 3.d. 4.a. 5.f. 6.9. 7.h. 8.e.
On publictransport,you can listento yourWalkman.

Kate sometimesarrivesat work later becauseshe
can'tfind a oarl<inssDace.
Shehasneveractuallyhad an accidentor fallenoff
her bike.
The councilhavepromisedto spendthe moneythey
makeon improvingpublictransport.
She prefersto go on the bus.
She sharesa flat with Kate,a friend from work.
The councilsaythe f5 congestionchargewill cut
pollution.
They often arriveat work aroundthe sametime.
78
For further practice you could also ask students to thinl<

of one or two alternative collocations for each of the
verbs. For example:
/isten to the rodio
fall off your choir
find work
improveyour fitness
go on o tip
shorethe cost
cut tdxes
orrivehome
ffi speating
Beforestudentsdiscussthesequestionsin smallgroups,
write some collocationsand expressions
on the board.
For examole:
The troffic is usuollyterriblelawfullreollyheovylverylight.
The pollutionis reallybod.
I (don't)think it's a goodideo becouse...
I don't think it'll help.Theyshould... insreod.
I think theyshou/dolso ...
ffi Usinggrammar:comparatives
Before doing this activity,revisethe formation of
comparatives.
For example,asl<studentsto make
statementscomparingcycling,drivingor publictransport
basedon informationfrom the article.For example:
Publictronsportis more reloxingthon goingin the cor.
Drivingto work is sometimesslowerthon cycling.
Go throughthe two examplesas a class.Let students
hear how the two conversations
are said,especially
how
it'l/ is pronounced.Then
ask them to complete l-3
individually
partner.Youcould then tet them to practiseaskingand
answeringthesequestionsin pairs.
Answers
l. a.
L b.
l. c.
2.a.
2. b.
2. c.
3. a.
3 .b .
3. c.
lt'll be cheaper
lt'll be quicl<er
lt'll be nicer
lt'll be more relaxing
lt'll be more exciting
lt'll be better
lt'll be easier
lt'll be cooler
lt'll be cheaper
For the secondtask,revisethe use of or shollwe to offer

an alternative.Then
ask studentsto comoletethe three
responses.They
can comparetheir answersby aslcing
eachother the questions.
Finishup by invitinga few
studentsto sharetheir responses
with the rest of the
class.As an extension,get studentsto write three more
choicequestionsusingthe pattern Do you wantto ... or
shollwe .. . ?They can then go aroundaskingother
'l.l Getting
around
students,who can respondwith Let'sand a comparative
structure.
5 . Yes,but you haveto pay extra for personalproperty

rnsurance.
6. Tomorrow.
- r:-.:i.,,:.,...,
2
- ; c -
Role play
H rrainst
Use the questionsin the Coursebookto introducethe
topic of trains.Youcan provide studentswith a model
answerfor the secondquestionby talkingabout a
personalexperience.
For example:
About20 yeorsago I went by train from Ostendein Belgium
to Moscow.It took obout three doys,so we had s/eepers.
We
didn't getmuch sleepbecousethe bedswere hord ond we
kept gettingwokenup by the policewheneverwe crossedthe
border,but it was reolly excitingtravellingthrougholl those
countries.Theconductorswere reollyfriendlyond they kept
bringingus tea.
Before students read the text, ask them what they know
about travellingby train in Britain.Thenaskthem to
read the text, or read it aloud as they follow along.you
could alsoask a few follow-upquestionsto test their
comprehension.
For example:
Hos privotisotionmode it eosierto travel by troin?
When are foresmore expensive?
Whot do you hoveto do to get the cheopestticket?
By role-playingthe situationsbefore they listen to the

conversations,
studentsbecome aware of the kind of
language
they need.Thisgivesthem a purposefor
listeningin the next activity.Give them time to prepare
and go around helpingwith vocabularyif necessary.
Ask
them to role-playthe two conversations
in pairs.Then
explainthat they will now hearfour conversations
based
on similarsituations.
ffi while you listen

Explainthe matchingtask and playthe recording.Ask
studentsto compare their answerswith a partner.Then
playthe recordingagainas studentslisten for what the
problemsare.
Answers
t .c
2.D
3 .B
4.A
Answers
Pointout and explainthe followingexpressionsin the
text:
buy o ticket on-line
trovel on peok doyslot peok hours
get a day returnlsingle
book in advonce
buy your ticket on the doy
Then ask studentsto discussthe three questionsin
pairsor smallgroups.
youlisten
ffi Before
'.*,
Answers
2.D
3.B 4.C
5.8
Ask studentsto readthe tapescripton page l56.you

could also playthe recordingagainas they follow along.
Beforestudentstell their partner about the expressions
they underlined,
you may needto explainthe following:
. lf a ticket is not validbeforea certain time, you can
only use it after that time.
. lf somethingis the next cheopest,
it is not the
cheapestbut the second cheapest.
Elicitfrom studentswhat each of the photos shows and

use this as a way to teach some vocabularylilcea cor
rental,rent o cor,on a plotform,busdriver,ticket counter.
Then readthe sentencesl-6 aloudwhile students
matchthem to the correspondingphoto.
l.A
l. The personis on the wrong platform.

2. The price of the ticket is expensive.
3. The cheapestclassof car is not available.
You sayI'll tokeit to mean that you will buy or accept

something.For example:Fiftypoundsreturn?OK I'll
toke ig I suppose.
Finishup by askingthe samepairsof srudentsfrom

3 Role play to role-playtheir conversations
again.This
time you can ask the pairs to perform for another
grouP.
6.D
As you go throughthe answers,elicit possible

responses.
For example:
l. Get off at Oxford Circus.
2. One hundredand seventypounds?
That'sridiculous!
3 . l d l i l < ea m e d i u ms i z e do n e .
Pointout the Real English note: sir / madam /

mate / love. You may want to explainthat there are
actuallya lot of informalregionalvariationsin Britain.
For example,some alternativesto /oyeincludepet and
deor.Also, a femaleassistantcan call a man /oyeand in
some areasevena maleassistant
will sometimescall a
man deor or love.
4. Yes.Thetrain will be here any minute.
79
words: right and wrong

This activityfocuseson severalcommon exPresstons
with the words rrghtand wrong.Ask studentsto
before
individually
completethe conversations
comparingtheir answerswith a partner.Here are some
extra questionsto ask as you go through the answers:
In whot other situationscon you be on the wrongside?
(drivingon the wrong sideof the road,fightingon the wrong
side)
What wouldyou soyin 2 if you were trovellingby troin? (l
got off ot the wrong stotion.)
Whot do you sayor do if you ring the wrongnumber?(You
con say,'l'm sorry.I've got the wrongnumber,'ond then hong
up.)
What shouldthe personin 6 do? (Put the botteriesthe right
woy oround.)
In whot situotionscouldyou say'l wos in the wrongploce ot
the wrongtime'? (a traffrcaccident)
Answers
l. right,wrong
5. right,wrong
8. wrong
2. wrong 3. wrong 4. right

6. wrong, wrong 7. right, right
For the next task makesure studentsunderlinethe

complete expressionsand then transfer those they want
to remember - along with an equivalenttranslation- to
their notebooks.
Answers
ls this the right platformfor ...
I got off at the wrong stop
I havethe wrong number
We're going in the wrong direction
is this the right answer
use the wrong form
there'ssomethingwrong with ...
I put the batteriesin the wrong way round
.fwas in the right placeat the right time
10. it's the wrong dize
I.
2.
3.
4.
5.
5.
7.
8.
g.
80
b!-
ffi speaking
This activity lets studentsuse some of the expressions
from 5 Key words: right and wrong.Talk about some
personalexperiencesfirst to provide studentswith a
model.
Follow-up
Write up a list of about ten differentforms of transport
includingsome not so obviousones.For example:bus,
horse,monoroil,underground,
water toxi, ferry,toxi,jeepney,
tuk-tuk rickshaw,trom, minibus.Then students should
individually
selectfour forms of transport accordingto
certain criteria.For example:the ones they would like to
travel to work on, the ones that causethe mosdleast
pollution,the onesthat would be the most relaxingetc.
They can then comparetheir choiceswith a partner or
a smallgroup.
l2
i
u-;ii.;vg w' ', ' '::
"
' ' i - . i i r l . .t , : . , ' . , ' . '
l - - ' - ' '
'
-' : ' :
lf you ask Wosit anygood?about something,you

want to know what the person thought of it. For
example:
A: I sqw the newJockieChan movielost night.
B: Oh yes.Wosit ony good?
A: It wos OK,I suppose.
'
..r:,l:-r:- ,-r-_::.--'. rt_

_-i
i
G.9nera|ltopic..,.'.....::.)
lf you hardlyeyerdo something,you don't do it very

often. For example:I hordlyeverdriveony more./tt just
too exDensiye.
Reading
lf you can'tstondsomethingyou don't like it at all.

For example:I con't standoll thisroin.When's
it going
to stop?
lf you asl<someone Who do you support?you want to

know which sportsteam they like.For example:
A: Who do you support?
B: Celtic.Why?
Photoshop
is software for editing images.
lf someone is a bad /oser;they tet upset if they lose
somethinglike a game.For example:I don'twant to
ploy with him. He'sa reollybod loser.
lf you are use/ess
ot somethingor doing something,
you are not good at it. For example:/'m useless
ot
moths.I hote numbers.
lil<ein their notebooksand to take note when they see
similarexpressions
throughoutthe unit.
Use the language
When doesthot exhibitionfinish?)and come up with a
possibleresponse(e.g.At the end of the month).Then
they chooseexpressions
that are responses(e.g.Nq
hordlyever)and come up with possibleprompts (e.g.
Do you go skiingoften?).
Languag'strip
.
You can use the language'stripas a way to lead in to the
find four expressions
they can changeslightlyso that
they are true for them (e.g.I can't stondgolf,I leorned
how to drive lostyear).Then ask them to sharetheir ideas
with a partner.Explainthat in this unit they will practise
ways of talkingabout free time activities.Encourage
them to choosea coupleof expressions
in the strip that
look interestingand to find out more about them.
exPresstons:
Studentsfind those expressionsthat refer to

somethingin the future (e.g.l'd liketo leornhow to use
Photoshop)
and those rhat refer to somethingin the
past (e.9.lt wasone of the bestfilmsI'veeverseen).
Lead in
Ask studentsin pairsto think of five examplesof free
time activities.Then
write up their suggestions
on the
board.Add appropriatecollocationsand reformulateif
necessary.
For example:
watchTV
work out in the gym
The list can serveas a resourcefor when studentstalk
about what they do in their free time in I Speaking.
81
1 2 F r e et i m e
I
*r*'vl*$*&****
Speaking
Use the photo to help studentswith free time activities
For
Give them appropriatecollocations.
vocabulary.
example:
seeo ploy
go to o concert
Then readthe six questionsaloud.Youmay alsowant to
teach some exampleresponses.
For example:
I con't rememberexactly.ltwos ogesogo.
Actually,I've never beento one.
Lost wee( octually.
Fiveyearsogo,l think.
Get studentsto ask eachother these questionsin pairs.
Tell them to continue the conversationby asl<ingeach
other about other free time activities.
For example:
So what do you do in your free time?
Encouragethem to keep the conversationgoing.To
finishup,ask studentsto memorisethe six questions
and closetheir Courseboolcs.They
can then ask you the
questrons.
-l
aboutyourfreetime
fuffiTalking
Explainthe situationof the conversationand ask
studentsto just listen for what Francesdoes in her free
time. Playthe recording,makingsure that studentscover
the text. Get them to discusstheir answersin pairs.
Remindstudentsto keep the text coveredas they do
this.
Answers
Franceslil<esto to to the theatre.She also lil<es
singingand is a memberof a dramaclub.
E

compare their answerswith a partner.Playthe
Answers
l.Was it any good? 2. a lot 3. hardlyever
4. kind of things 5. are you any good
6. that good 7. in your free time
focus
ffi vocabulary
ask students
Explainthe translationtask and,if possible,
their
comPare
to
who sharethe samelanguage
Encouragethem to record any expressions
translations.
they want to remember- alongwith the translationin
their notebooks.Youmay need to explainthat we often
sayI'm not thot goodwhen someoneasksif we are good
at somethingand we want to saythat we are OK, but
not very good.Sometimeswe use it when we just want
to be modest.Explainthat we sometimesuse thot to
mean very.For example:
A: Do you wont to go by busor shollwe take a toxi?
B: Let'stoke o toxi. It's not that exDensive
and it'll be
quicker.
Role play
Let studentsreadthe conversationone more time
before they do the role play.Stressthat they don't need
to rememberthe exactwords.Tohelp,you could write
some lceywords on the board,as in Unit 4.When
studentscontinuethe conversation,
encouragethem to
use some of the expressions
from 3 Vocabulary focus.
For example:
Whot kind of thingsdo you (cooklmokelpaint)?
When they havefinished,get them to do the role play
again,but this time they changeroles.
Pronunciation:
addinginformation
ffiffi
@ffiqq
Readthroughthe explanationwith the class.Then
model
the pronunciationof the examplea coupleof times.Play
the recordingonce all the way throughwhile students
listen.Tell
them to underlinethe words that are stressed
and to put a slash(/) where there is a pause.Thenplay
the recordingagain,pausingafter eachsentenceso
studentscan practiserepeating.If studentsask,Leeds
Costleis a castlein Kent. not in LeedsYorl<shire.
Answers
l. IWENT to SEEthis exhibition, ARTinTIME, at
the NATionalGALLery.
2. I STAYedin andWATCHed this PROgramme,
WILD ot SEA, about DOlphins.
3. I STAYedin. I'm READingthis BOOK, The
YoKUzo, about the JAPaneseMAFia.
4. IWENT to this new REStaurant.Tlto's. in
MARket STREET.
5. WeWENT on a DAYTRIP to this PLACE.
LEEDSCAstle, with the SCHOOL.
6. IWENT to my kaRAte CLASS at this SPORTS
CENtre, the SoBELL, near my HOUSE.
Then ask studentsto completethe conversations.You

may needto point out the following:
Ask studentsto read the comoletedconversationin
pairs.
82
1 2 F r e tei m e
.
We sometimesuse the expression/'yeseenbetter

thingsiones
when we explainthat somethingwas not
that good.
lf somethingis lmpressive,
you are impressedwith it.
You think it is very good becauseit is very beautiful,
large,artistic etc. For example:Hoveyou seenthe new
bridgeyet? lt's very impressive.It's overa mile |ong.
Finishup by askingstudentsto practisereadingthe

conversations
in pairs.
Answers
| . I stayedin. I'm readingthis book, TheYokuza,
about
the Japanesemafia.
2. I went to this new restaurant.Tito's.in Marl<et
Street.
3. I went to my karate classat this sports cenrre,
The Sobell,near my house.
4. I stayedin and watched this programme,Wild at
Seo,about dolphins.
5. I went to see this exhibition,Art in lime. at the
NationalGallery.
6. We went on a day trip to this place,LeedsCastle,
with the school.
ffi practice
Before studentscomplete these sentences,go over
some of the differentways they can end the sentence,
for example,by sayingwhat it was about,who it was
with, where it was,who it was by etc. Model an example
with one student before getting pairs of studentsto ask
each other.Youmay want to asl<them to do the task
again,but this time with a different partner.
Using grammar:expressionsof
Introducethis activity by askingstudentsif they
remembeghow often Francesand Ed go to the theatre
(Froncesloes gurte often,naybe onceor twicea month, but
Ed hardlyevergoes).Thenread the explanationin the
Coursebook.Pointout that the four examplesare in
descending
order of frequency.
Pointout and explainthe
followingpatternsin the examples:
onceltwicelthree
times6 + period of time
onceor twiceltwoor three tirneso + period of time
onceevery+ period of time
Make sure studentsnotice the expressionot /eost.Ask
them to make sentencesthat are true for them usingot
leost.Theycan use the following patterns:
/t tokesme ot leost... to ...
Therewereat leost... peopteot the /ost ... I went to.
I wantto eornotleost ... a ... by the timeI'm ...
Ask studentsto completethe six conversations.Tell

them to cover the four examplesbefore they do this.
They can then uncoverthe examplesand checl<their
answers.
Answers
l. time,at, a 2. often,every 3. hardly
4. that, maybe 5. all,usually,least,day
6. ever,remember.time
Makesure studentsnotice how all the questionsuse o

/ot.Model and practisethe pronunciationof the
questionsbefore studentsasl<each other in Dairs.
Encourage
them to askfollow-upquestionstoo. For
example:
What ore you reodingat the moment?
Where do you usuollygo?
Where was the /ost ploceyou went to?
Whot wos the lost thingyou sow?
Do you hove a favouriteploce?
What kind of progrommesdo you likewatching?
Refer studentsto G22 of the Grammar
commentary on page 158,which they can readeither
ffi*m#$r*g
Usingvocabulary:
team sports
Use the matchingtask to make sure studentsknow the
namesof the team sports.Youcould also usefollow-up
questionslike rhe following:
Haveyou everployed... ?
Hoveyou eyerseeno ... game?
Do you know how mony peopleqre on e ... teom?
Do you know the nameof o fomous... com1etition?
Which countries
ore goodot ... ?
Answers
l.E 2.F 3.D 4.8 5.C 6.A
Talkabout Real English:football.Your studentsmight
be interestedto l<nowthat severaldifferentgamesare
calledfootball,dependingon which country you are in
and which game you prefer.For example,all the
following are sometimescalled footbatl:
rugby,Americon
Ru/esfootboltand Goelicfootboll.
football,Austrafion
Explainthe secondtask and ask studentsto comolete
the sentences.Tell
them that they can includeany sporr,
not just those in the pictures.Go aroundand helpwith
may need to explainthat
some sports don't collocatewith ploy.For exampre:
do korote
do athletics
83
1 2 F r e et i m e
could
However, these are often not team sPorts'You
e
x
P
r
essions
t
h
e
o
f
s
o
m
e
u
s
e
c
a
n
w
e
also mention that
to tall< about. teams too. For examPle:
I con't stond Arsenal.They're so boring!
After
students
have tallced about their
choices in pairs'
find out what the most and leastpopularsPort in the

classwas.
Typicalquestions
This activityfocuseson some usefulvocabularyfor
about team sPortsas well as leadinginto the
asl<ing
explaining
readingactivity.Go throughthe explanation,
not
somethinS'
likes
really
who
is
someone
that a fan
a reolly
l'm
the
students
team.Teach
Pattern
iust a sports
examPles:
some
give
them
and
big... fon
I'm o reollybig countrYmusicfon.
I'm o reallybigfon of MichoelCoine.
Studentscan then tell each other who or what they are
fans of, usingthe same Pattern.
go
When studentshavecompletedthe sentences'
person'
a
is
rival
a
that
through the answersexplaining
team or comPanywho is your main comPetition
becausethey are as good or as big as you' or, especially
in sports,are from the samearea.Youmight also need
to give some possibleanswersto the question How're
your teomdoingot the moment?For example:
They'redoingreollywell'They'resecondfrom top'
onlywon one game'
They'rerubbishthis seoson.fhey've
Then get studentsto find a new Partner and asl<each
can start off lilcethis:
other these questions.They
A: Do you follow ony kind of teom sport?
B: Yes.I reallylike... .
A: Really?Do you su11ortonYone?
Answers
L su,pport 2.Why
5. rivals 6. see
3. favourite
4' team
While you read

(The other team
Lead in to the readingtasl<by askingstudentsto tell you
what British football teams they haveheard of, who
their famousplayersare,how well they are doing etc'
Then explainthat they are goingto read about a fan of a
certainBritishteam.They shouldreadto find out the
answersto the six questionsin 2Typical questions'
When studentshavefinishedreading,askthem to
them
comparetheir answerswith a Partner.Encourage
in the questionsto maketrue
to usethe expressions
sentencesabout the writer.For example:
Shesupports ManchesterGtY.
84
tasl< first' Play the

Alternatively, use this as a listening
the text covered'
with
listen
.".oraing, *hil. ,tud"nts
with a Partner
answers
their
comPare
to
Then ask them
article.
the
read
theY
before
Answers
l. ShesupportsManchesterCitY.
and her dad
2. Shewas born in Manchester,
CitY.
Manchester
supported
3. Her favourite playerever is Mil<e'Buzzer'
Summerbee.
4. ManchesterCity aren't doingas well as
ManchesterUnited.
5. ManchesterUnited are their localrivals'
6. Shegoesand seesManchesterCity all the time'

recordingwhile studentsfollow along.As they do so,asl<
or want to asl<about.Youmay need to explainthe
. lf somethingis port of whoyou ore,it is something
important that affectsyour ideas,behaviouror
personality(e.g.your religion,where you grew uP'
your familybacl<ground).
. ln Britain,if a team wins the FA cup and the
theYwin the double.
Premiership,
. lf you are a good/oser,you dont get upset if you lose
The oppositeis a bod loser'
somethinS.
.
lf somethingor someoneis perfectfor you,it or they

really suit you. For example:Don'tthey lookgreot
They'reperfectfor each other.
together?
You may also needto explainabout the EnglishFootball

the
divisions,
are four professional
Association.There
the
at
up
ends
team
lf
a
top one beingthe Premiership.
relegated
are
or
bottom of a division,they go down
to the divisionbelow.lf a team endsup at the toP of a
division,they go uP - or are Promoted to the division
Premiership
the
of
above.lf they end uP at the top
Champions
division,they win the Premiership.The
(FA)
Cup are
Leagueand the FootballAssociation
top in
finished
that
team
l<nockoutcompetitions.The
season
previous
the
in
eachof the Europeanleagues
while all Englishand
competefor the ChampionsLeague,
finalsof each
Cup'The
FA
Welsh teamscompetefor the
in May'
season
of
the
end
competition are playedat the
ffi speatlng
Get studentsto discussthese questionsin smallgrouPs'
and
You could alsofeed in other questionsas necessary
example:
For
discussion'
developthe activityinto a class
in your country?
ls thereo teomthot winseverything
Are thereony big rivalriesbetweenfons?Arethere
sometimesProblems?
1 2 F r e tei m e
Areyou o good loser?Do you everget upsetif you lose
your team loses?
Usinggrammar:superlatives
Introducethis activity by askingstudentsto suggest
namesof teamsthat could completethesesentences:
I think ... ore the bestfootballteam in my country.
In my country... fansthinkthey'rethe best
Then point out that bestis the superlativeform of good.
Explainthat we use the superlativeform when we want
to saysomethingis better,biggeretc. than anythingelse
and that the superlativeform is usuallyprecededby the.
Ask studentsto tell you the superlativeform of bod (the
worst).
Go throughthe examplewith students,explaining
that
this pattern with eyerand the present per{ect is very
common in English.When
studentshavecompletedthe
sentences,
playthe recordingso they can checktheir
answers.Youmay need to explainthat if you think
somethingor someoneis use/ess,
you don't think it or
they are good. lf you think somethingis disgusting,
you
thinl<it tastes,smellsor looks reallybad.
Answers
l. best
6. best
2. worst
3. worst
4. best
5. worst
Playthe recordingagainso studentscan mark the stress.

Then playthe recordingone more time, pausingafter
eachsentenceso studentscan repeat,followingthe
same stressPattern.
One way to introduce the rule about the formation of

superlativesis to write up some gappedexpressionson
the board and ask pairsof studentsto discusshow they
shouldbe completed.For example:
He hates spending
money.He olwoysordersthe ... thingon
the menu.
I hate taking my brother out to dinner.I olwayshoveto pay
and he olwoysordersthe ... thingon the menu.
My weddingdoy was the ... time of my life.
Studentscan then readthe guidelinesin the
Coursebook to see if they were right.Ask them to
completesentencesl-7 individually
and comparetheir
answerswith a partner.As you check students'answers,
ask a few follow-upquestions,
focusingon some of the
other expressions.
For example:
Whot are someother woysto stayfit? (swimeveryday,work
out in o gym)
What do you think the personin 3 doesoll doy?(sitsoround
ond watchesTV)
Whot is the oppositeof the eosiestgome we've everhad'?
(the hordestgame we'veeverhad)
How con you chonge5 to be the opposite?(She'sone of the
mostuptightlnervouspeopleI've evermet. Sheworriesobout
everything.)
You may need to explain thatWimbledonis a tennis
competition held in England,Liechtenstein
is a small
country in EuropebetweenAustriaand Switzerlandand
MochuPicchuis a ruined Incacity highup in the
mountainsin Peru.
Answers
l. fittest 2. youngest 3. laziest 4. easiest
5. most relaxed 6. most interesting
7. most beautiful
Answers
| . She'sone of the BESTplayers I've EVERseen.
She'sBRlLLiant!
2. He's one of theWORST players I've EVERseen.
Hef USE|ess!
3. lt'was one of theWORST places I've EVER
been to. lt was AWful!
4. lt was one of the BESTplaces I've EVERbeen
to. lt was REALLy BEAUtiful.
5. lt was one of the WORST things
eaten. lt was disGUSting!
6. lt was one of the BESTthings
It was dellciousl
I've EVER
I've EVEReaten.
Before studentsdo the personalisationtask,poinr out

that we can often add in my /ife,as in the example.Finish
up by invitinga few studentsto tell you some of their
sentences.You
could then get them to askyou questions
usinga similarstructure:
7
WhotlWho is/wosone of the bestlworst...
ffi practice
You may want to answer some of these questions
yourselffirst to providestudentswith a model.Remind
studentsabout the meaningof c/osein 5. As an
extension,ask them to write five questionsof their own
usingsome of rhe followingpatterns:
Who'sthe ... personyou know?
Who's oneof the ... peopleyou'veevermet?
What's one of the .. . thingsyou'veeverdone?
What'sthe ... ploceyou'veever beento?
Then ask studentsto wanderaroundaskingeachother
their questions.Finishup by referringthem to G23 of
the Grammar commentary on page 168,which they
can read either in classor as homework.
85
l2
Freetime
L* :*:*ryla:r:*g
Usingvocabulary:/'m thrnkrngof
ffi
Remindstudentsof this structurefrom Unit 3.Then ask

them to do the matchingtask.Youmay need to explain
that although course,
clossand /essonare similar,there
are some slightdifferences
in meaning:
' A courseis a seriesof lessonsover a certainperiod
of time in a certainsubject.
. A c/osscould be one or more lessons.Wetend to
use c/csswhen there is a group of students(e.g.on
oerobicscloss).
.
We tend to use /essonwhen there is only one

student (e.g.a pionolesson).
An easierdifferenceto see.however.is that these words

collocatewith different verbs.Encouragestudentsto
choose a couple of exampleswith each of these words
and record them in their notebooks.Ask studenmro
describewhat they see in the photos.Get them to tell
you about the photos by sayingl'm thinkingof taking
(guitor/essons).
Also point out the followingcollocationsin the
sentences:
set up (my own) website
hove bosicconversotions
develop(my own) pictures
do (ThoiI Chinese)dishes
play (my fovourite)songs
get fitter
Answers
l.c.
2.d. 3.b. 4.a. 5.f. 6.e.
Ask studentsto test eachother on the follow-up

comments,and then get them to say if they would like
to do any of these or any other courses,lessonsor
classes.
Bointout the use of IA fike.Explainthat'd is
short for wouldand that 'd like is usedto express
somethingthat you wish for in the future.
-'*J
ffi Whileyou listen

questions.
Playthe recordingand ask them to compare
their answerswith a partner.Thenplaythe recording
againas they follow the tapescripton page | 56.
Encourage
they want
to remember or ask you about.Youmay want to point
out the following:
It (the magozine)tel/syouldoesn'tsoy...
It's good for my English
ls itjust obout... or do they... ?
86
Wouldyou likeme to phonefor you?

Possme (the magozine),
Answers
Luigiis thinkingof doinga photographycourse
becausehis teachersaidit will be good for his English
and that he will meet other people.
In this activitystudentssee some common verbsthat

are often followed by how to:know,show,
leornand teoch.
You could introducethis by askingstudentswhich one
word completesthe following sentences:
Do you know ... to drive?
Conyou showme ... to useyour mobile?
My mothertoughtme ... to ploy the piono.
I leorned... to swimwhenI wos three.
Then go over the examplesin the Coursebookand ask
studentsto completethe sentencesindividually
before
comparingtheir answerswith a partner.As you go
throughthe answers,askthem follow-upquestions.For
example:
Doesonyoneknowhow to sufl Areyou ony good?
Do you know how to ploy tennis?How often do you play?
Here are some additionalquestionsto ask:
What elsecouldyou leorn whileyou'reon holidoy?(scubo
diving,how to soy somethingin another longuage)
Whot elsecon you boil?(vegetobles,
woter for tea)
What do you hoveto do when you wont to leoveo
compsite?(toke the tent down, pock the tent owoy)
Answers
l.
2.
3.
4.
5.
6.
7.
how to
how to
how to
how to
how to
how to
how to
surf
get
make,how to do
serve
boil
put up
fight
Introducethe personalisation
task by tellingstudents
three thingsyou would like to learn how to do.Thenask
them:
Doesonyoneknowhow to ... ?
Con you showlteachme how to do it?
Ask studentsto wander around askingeach other the
samequestions.
"*d
ffi Beforeyou listen

Explainthe situationof the secondpart of the
conversationand ask pairs of studentsto write the four
questions.Then
invitea few studentsto sharetheir
12 Free
times
suggestions.Writethem on the board and reformulate
them if necessary.
ffi# Whileyoutisten
Explainthe task and playthe recording.Ask studentsto
comparetheir answerswith a partner.Thenplaythe
recordingagainso they can add anythingthey missed.
Answers
The courseteachesyou how to developphotos as
well as take them.Youdont needany previous
experience.The
price includesall of the materials.The
coursestartson Thursdayand is from six until eight.
The courselaststen weeks.Thereare only two or
three placesleft.
Talkabout Real English: arrive. Explainthat we can

also useget in without mentioningthe place.For extra
get studentsto asl<eachother some questions.
Practice,
For example:
When doesyour flight getin?
When doesyour train getin?
Whot time do you getin tomorrow?
Answers
l.
2.
3.
4.
5.
5.
7.
8.
leaves
do you arrive
starts
does the match start
doesyour train arrive
lasts
doesthat exhibitionat theTown Hall end
does the next coach leave
ffi vocauutaiy
Studentscanwork on this activityindividually
and then
comparetheir answerswith a partner.playthe
recordingso they can checktheir answers.Then
ask
them to listen againas they follow the tapescripton
page I57.You may need to explain that enquireoboutis
often usedin formal situationslike a telephone
conversationwhen you want to get some information.
You could reinforcethe languagefrom the activity by
getting pairs of studentsto test each other. One person
readsthe sentence,sayingblonkfor the gap.The other
person,with their Coursebookclosed,tries to
rememberthe missingword and saysthe complete
exPresston.
Answers
l. help 2. enquire 3. previous 4. put,through
5. absolute 6. include 7. lasts 8. olaces
Usinggrammar:presentsimplefor
You could introducethis grammarsrructureby writing
the two examplesfrom the Coursebookon the board
but with the verbsgapped.Studentsclosetheir books
and try to rememberhow to completethem.Thenyou
can go throughthe explanationas a class.Ask students
to completethe eightsentencesindividually.
Go around
and make sure they are getting the right forms,
particularlyfor the third personsingular.
Here are some
more questionsto asl<as you go through the answers:
How e/secon you getto the oirport (o friend givesyou a lift,
by bus)
Roleplay
Explainthe task and ask studentsto work in pairs.Go
aroundand helpwith any vocabularyproblems.For
example,explainthat if you poyo deposit,
you pay some
money to reservesomethinguntil you can pay the full
amount.Give studentstime to prepareand add that
they can also look at the tapescriptof the conversation
on page 157.When they havefinishedthe two
conversations,
you could ask them to repeatthe role
playwith another partner.
Follow-up
Give studentsa list of about ten superlativeexpressions
to complete.For example:
... is the bestfootballteomin my country.
... is one of the eosiestthingsto learn.
... is the hordestthingI'veeverdone.
... is one of the bestwoysto spendyour
free time.
... is the mostfamousDersonI've met.
Studentscan then tell each other what they wrote in
smallgroups.
Whot kind of thing con you usuo//ysee in on exhibition?

(pointings,photogrophs,sculpture)
Whot's the differencebetweena coochond o bus?(A cooch
trovelslongerdistoncesbetweencities,while o bus usually
trovelswithin o certain orea.)
87
Most of theseexercisesshouldbe done in oairsor small

grouPs.
*l
iii:iij What can vou remember?

;
'
When the classhavefinishedworking in groupsof four,

first.
words or expressions
they havechosen.Next, they
expressions
they are not sure of.
Grammar
Answers
|.
2.
3.
4.
5.
6.
7.
8.
the fittest
easier
where the Grand Hotel is
gets into, leaves
l'll have
tore, fell down
any
I'd lil<e
ffi opposites
Answers
l.
2.
3.
4.
5.
6.
7.
8.
9.
in advance
off peal<
overcharged
well done
stale
hard-worl<ing
miles away
alive r
tiny
andanswers
ffi Questions
Answers
l.b. 2.c. 3.e. 4.a. 5.d. 6.j. 7.g. 8.,.
9 . f . t 0 .h .
88
ee;ffiVerb collocations
Fffi@i
Answers
l. throw 2. hurt 3. set up 4. follow 5. mal<e
6. cut 7. last 8. cost 9. put | 0. introduce
Examplesof other collocations
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(throw) a ball
(hurt) your feelings
(set up) a meeting
(follow) me home
(make)the coffee stronger
(cut) the grass
(last)till the end of the week
(cost)too much
(put) your boolcsaway
(introduce)myself
ffi Lookbackandcheck
Asl<studentsto chooseone of the activities.You
could
Expressions
Answers
L
2.
3.
4.
5.
6.
7.
8.
9.
| 0.
eye
split
sweet
thing
finish
mixed
common
hear
round
seen
Review:
Units9-12
quiz
ffi Vocabulary
Answers
l. Answerswill vary.
2. Lose weight.(althoughthere some other diets).
3. To a waiter,l0-15% (dependingon the country).
4. Possibleanswers:You
can fry, boil or scramble
them.
5. A play is a story performed by actors in a
theatre;a musicalis a playor film with many
songs;an opera is a story that is sungby opera
singersin an opera house.
6. Madam.
7. Die of.
8. Possibleanswers:Roadworks, an accident.
9. They come on time.
10. Possibleanswers:Thewrong train,the wrong
answer,the wrong time.
I l. Got better.
12. We bothlikeit meansthere are two of us.while
we all likeit meansthere are more than two.
13. Possibleanswers:Software.music.
14. Beat.
ff**
'mfgffi$fffi*
ri
stress
ffi Contrastive
Answers
f . your 2. yours 3. mine
6.He
a. lt's not yqu. lt's me.
b. lt's not ysutS.lt's mine.
c. lt wasn'tme.lt was him.
4.^y
5. them
You could say/tt not you. lt'srne when you are explaining
why you want to break up with your boyfriendor
girlfriend.Youcould say lt's notyours.It'sminewhen you
see someonewith one of your things.Youcould say/t
wosn'tme. It washim when someonethinks you have
done somethingwrong but anotherperson reallydid it.
M
ffi
Consonantsounds:/t/ and /r/

hearthe difference.Then
model the examples.
Ask
studentsto work in pairs sayingthem to each other.
15. No.
16. Possibleanswers:Delete.send.
ffi Difficultsounds:consonantclusters
lf studentshavedifficultywith any of these,get them to
lengthenthe soundof the first consonant.They
can atso
clearlysaythe secondconsonantso that someone
listeningcan hearwhether itis lrl or lll.
89
A twin room is a bedroom with two beds in a hoter.

Other lcindsof room in a hotel includea double
room- with one largedoublebed - and a sing/e
room- with a singlebed.
Unit overview
General topic
Stayingat,placeson hofiday,st4yingwith friends.
A hut is a smallhouseor buildingmadeof wooo,

grassor mud. For example:[et! stoyin one of those
hutson the beoch.lt'll be cheaper.
Conversation
Anton tries to book a ioom at a hotel.
lf there is hardlyonyof something,

there is only a
very smallnumberor amount.For example:Iheret
hordlyany ice creom left Who ate it?
Reading
Five people talk about the best placewhere they nave
ever stayedon holiday.
lf a room /ooksout overa place,there is a view of

that placefrom the room. For example:My bedroom
looksout over the Dork.
Listening
Kasiais stayingwith her friend Jeremyand is getting
ready to go out.
The expirydote of somethingis the date from which

it is no longerusable.For example,you haveto give
the expiry datefor your credit card when you order
over the phone or the internet.
Language input
r
Vocabularyto deso.ibeplaceswhere you stay:We

renleda villo up in the mountoins,The
room looked
out averthe'besch.
First conditionafs:lf you woit o second;l'llgeto

pen;I'll gq and ge! some if you wont.
Expresslonswith hardlyony:Thereore hordlyany

peopleon the beoch,hordlyanyoneeyergoesthere.
Answering requestswith os long os:Yegof coursg

os long os you'requick;I'm expectinga coll.
Language strip
unit.Explainto studentsthat in this unit they will
practiselanguageconnectedwith stayingat different
places.
Ask them to quicldylook throughthe strip and
find those expressions
that might be saidduringa
conversationat a hotel reception desk (e.g.IA fikeo twin
room for two nrghts),
those that might be saidwhen
describinga holiday(e.g We rentedo villain the southof
Spoin),and those that might be said betweentwo friends
stayingtogether (e.g.l'll giveyou o sporekey).Encourage
studentsto choosea coupleof expressionsin the strip
that lool<interestingand to find out more about them.
expresstons:
. lf somethingis posh,it is very formal and usually
iLt1g rlp=glJifg
Qxrf.nNv"=.$h=efff4, ,JSo=
Etr
1Jac.=s.
example:o poshhouse,a poshrestouront,
o poshhotel.
lf you describesomeoneas posh,you thinl<they are
upper-class.
For example:I'm goingto stoywith my
posh friendsthis weekend.
. A villais a largishhouse,especially
in southern
Europe,that is often rented out to holiday-makers.
90

they
lil<ein their notebooks and to take note when they see
similarexpressions
throughoutthe unit.
Use the language
tasl<.
Here
are
some possibilities:
Sroup
. Studentsdiscusswhat theseexpressions
could be
referring to: I'll corry thosefor you,if you want;It hod
sotel/iteTV;Therewere hardlyany peoplethere;I don't
mind,os /ongos you'requick.
.
Studentsfind all the expressions

that containa
preposition (e.g.l'd likeo twin room for two nights).
Later on, write a list of these exDressions
on rne
board,but with the prepositiongappedout. Ask
studentsto completethem.
Studentstry to find pairsof expressions

that might
logicallygo together.For example:The hotelwos reolly
posh;It had satelliteTVor IA fikeo twin room for two
nights;lf you wait o minute,l'llcheckon the computer.
They can then explaintheir choices.
Lead in
One way to lead in is to tell studentsabout a time you
went on holiday.Explainwhere you stayed,what it was
lil<e,
what you likedor didn't lil<eabout it. Encourage
them to askyou questions.Then
mayberetellthe story
and asl<studentsto listenand write down any new
exgressio_ns
theryh.ear-Finish ug by wr:itingtJ:.ese_
expressions
on the board and go on to I Using
vocabulary: places to stay.
13 places
to stay
see if there are any questionsthat are similarto tnose
they thought of.
Follow on from the Lead in by aslcingstudents,in pairs,

to tell each other about the last time they went away
and use any of the expressionsthat you wrote on the
board,if appropriate.Invitea coupleof studentsto tell
the whole class.Then,
in preparationfor the next tasK,
brainstorma list of placeswhere peoplecan stayon
holiday.For example:hotel,villa,bed
and breokfost,
compsite,hut, coravon,cabin,canol boat etc. Feed in others
and explainany if necessary.
Ask questionslike the
following:
Wouldyou liketo stay(in caravonlona conol boot)?
Hos onyoneever stoyed(in a cobin in the woods)?
What'sgoodlnotso goodobout stoying(in o hotellbedand
breokfast)?
Explainthe matchingtask and asl<studentsto compare
their answerswith a partner.Make sure they understand
a five-storhote/.Point out the expressionup in the
mountoins.You
can then teach them related expressions.
For example:down on the beochand down by the lake.you
may need to explainthe differencebetween rent and
hire.Often they are used interchangeably,
but rent is
often used for placeswhere we can stay,or a longer
period of time. For example:
We rentedo villo for two weeks.
We hired o boat for the afternoon.
As you go throughthe answers,model each
conversation,and at the end ask studentsto Dractisethe
conversations
in pairs.
Then asl<studentsto look throughthe list and mart<

those questionsthey think are saidby the receptionist
and those said by the customer.Explainthat if a
bedroom has an en-suitebothroom,it has its own private
bathroom attached.Also explainthe differencebetween
a sing/eroom and atwin room.Studentsshould then look
at the text of the conversationand decidewhich
questiongoesin which of the gaps l-l0.They can write
in the question,but advisethem to use pencilin case
they need to changeit.
Playthe recordingand asl<studentsto listenand check
if they were right. Pauseafter eachgap and then get
them to practisesayingit. Make sure they follow the
sameintonation.Playthe recordingthrough one more
time with studentsfollowingthe completedscript.
Answers
When exactlywould you be arriving?
And what kind of room would you like?
So how much would two singlesbef
And what if we shareda twin room?
ls that with an en-suitebathrooml
So you'd like one twin room for five nights
arrivingthe l 9th and departingthe 24tht
What kind of card are you payingwith?
And the number?
And what's the expiry date?
And your nameas it appearson the card?
Role play
Answers
l.c. 2.d. 3.b. 4.a. 5.e.
Finishup by askingstudentsto tell a differentpartner

about a time they went away,usingthe conversationsas
a model,'
ffi Bookinga room in a hotel

Use the photosto do some vocabularybuilding.
Ask
studentswhat they see,and teachthe corresponding
vocabulary.
Whenever possible,give some usefuI
collocations.
For example:
toke the Iift to the fourth floor
woit in the lobby
Ask studentsto imaginethey are phoningto book a
room in a hotel,and in pairs,to think of three questions
they might ask or be asl<edby the receptionist.Invite
them to tell you their ideasand reformulateany if
necessary.Then
draw their attention to the list of
questions.Tell
them to quicklylook throughthe list to
Explainthe task and teach some vocabularyassociated

with explaininga problem.For example:
I'm ofroid there'so problem(with your cord).
I'm sorry,but we (don't hove ony singleroomsovailoblefor
thosedotes).
You might alsowant to brainstorma list of possible
problemsand teachappropriateexpressions.
Give
studentstime to prepare and go around helpingwith
Ask them to role-playthe
conversationand then get two pairs of students
together to do it againfor each other.
ffi Usinggrammar:first conditionals

Explainthat the conversationcontinuesandAnton asks
the receptionistfor somethingelse.Ask studentsto
listenfor what he asksand playthe recording.Get them
to comparetheir answersin pairs.Thenplaythe
recordingagainas they follow the tapescripton page
157.Follow up with a short classdiscussion
about visas.
Teachsome associatedexpressionsbeforehand.For
example:
91
1 3 P l a c e st o s t a y
oPPly for a viso
fill in o visoapplicotion
my visaexpired
I wos denieda visa.
overstayedmy viso
get my visoextended
Focusstudents'attentionon the two examDlesand asl<
them to comDletethem with the verbs in braclcets.Then
asl<them to comparetheir answerswith a partner and,
if necessary,
playthe recordingagain.Checl<that
studentsl<nowthat '// is the short form of wil/.
Answers
L fax,'ll fax
2. wait,'ll get
Go over the explanationof the first conditionalas a

classand answerany questionsstudentshave.Explain
that usuallythe action in the main clausedependson
whether the statementin the if clauseis true.
You may need to explainthe differencebetween might,
goingto, can,and wrl/.We use mrghtwhen we want to
show there is only a possibilityof somethinghappening,
whereaswill is more definite.We use goingto when we
want to show that we intendto do something(i.e.we
havealreadydecidedto do it).We use conwhen we
want to emphasise
that we will only be ableto do
somethingwhen the other thing happens.
Ask studentsto comoletethe conversationsl-7
individually
partner.Remindthem of the negativeform won't.Tell
them to use the short form '//. Point out that if you wont
and if you likeare very common when we are offeringto
do somethingfor someone,and that if (you'resure)you
don't mind is common when we accept an offer.
You may needto explainsome of the other expressions
in this activity.
' lf you go ond see,you go somewhereto lool<.For
examolb:
A: Iheret supposedto be o greotswimmingpool here.
B: Oh right.let'sgo downond see.
. We also use go ond seeto mean yisit.For example:
I wont to go ond see my porentsthis weekend.
. lf you pick someoneup,you go to where they are
waitingand drive them somewhere.For example:
A: Do you wont to cometo the concertwith me?
B: lA bve to.
A: Greot.I'il pickyou up or sx then.
Here are some rnore questionsto ask as you go
Whot elsedo we brush?(my hair,my shoes)
If you foundo walletin o hotel,who wouldyou hond it in to?
(the receptionist)How obout in o restouront?(the woiter)
Whot expression
con we useto meon thot we drive
someonesomewhere?
(givethem o lift,drop them off)
92
Whot is the oppositeof 'tokeyour bogsdown'?(toke your

bogsup)
Whot other verbscould we use with'bogs'?(corryyour bags,
pack your bogs,unpackyour bogs)
Whot kind of thingsdo you tell someoneif you leovethem
yourdetoils?(yourname,phonenumber)
Answers
l.
2.
3.
4.
5.
6.
7.
w a i t , ' l ld r i v e
w a i t , ' l lg o
c a l l , ' lcl o m e
'll
c o m e ,l i k e , ' r e , ' l b
le
'll
take,like
leave,'llasl<
'll
do, don't forget,wont be,dont bool<
Many studentshavedifficultyusingthe weal<form of will.

Ask studentsto practisesayingl'l/ and we'll in isolation
before getting them to practisesayingthe complete
expressions.Then
askthem to practisereadingthe
conversations
in oairs.
Ask studentsto completethesesentencestartersand

then sharetheir answerswith a Dartneror in small
groups.Point out that l'll probablyis used when you are
not absolutelysure about something.Invitesome
studentsto tell you their sentencesand write them
down in a list,reformulatingany if necessary.
Use the list
later to revisethe form of the first conditionalby
writing up gappedversionsof the sentenceson the
board and askingstudentsto completethem. Finishup
by referring studentsto G24 of the Grammar
ln o..
o j , " ,o
"o,
i , g . : : ;"* , ' J - . i * ;
hotels
ffij Usingvocabulary:
One way to do the first task is to let students read
throughthe list and put a questionmarl<next to
anythingthey dont understand.They
then get together
with one or two other studentsto see if anyonecan
explainthe expressions
they didnt l<now.Checkthat
everyoneunderstandsby askinga few follow-up
questions.
For example:
In whot p/ocesis it importontto hoveair-conditioning?
Why mightyou coll room service?
Where do you usuollyfind o mini-bar?
Then asl<students,in pairsor smallgroups,to talk about
the thingsthey like to haveor the onesthey dont care
about.Explainthat if you don't coreif you have
something,
you don't mind not havingit becauseyou
I?
don't havestrong feelingsabout it.You can also tell

studentsto add other thingsnot mentionedin the list.
For example:o restouront,oshuttleservice,on en-suitel
sharedbothroom,a lounge,freebreakfost,a free doily
newspoper.
W# Beforeyou read
Checl<that students know what is shown in each of the
photos: o luxury hotel,a woodenhut, an old-foshioned
hotel,
o smollvillage,a houseon the beoch.you also might want
to ask them to guesswhere eachplaceis located.Teach
them the expressionThot lookslike(FrancelonAmericon
house).
Give studentsa minute or so to think about
what would be good (or not so good) about stayingin
eachof the places.They
canthen discusstheir choicesin
pairsor smallgroups.Providesome additionalsentence
starters for when they talk about the placesthey didnt
choose.For example:
I wouldn'tliketo stoythere because
you couldn't...lyou'd
hoveto....
Plaroc t^
<ta\/
Answers
Katherineb. (a wooden hut)
Jamesd. (a houseon a Greek island)
Harry a. (a luxury hotel)
Dianac. (an old-fashioned
hotel)
Alan e. (a housein Maine)
Using vocabulary:hardly
Ask studentsif they rememberthe expressionof
frequencyhordlyever.Explainthat it means olmostnever
and that hordlymeanso/most.Thenask them if they can
find two expressionsusinghardlyin Jamess part of the
article (Ihere ore hordlyany hotelsand wonderfulbeoches
with hordlyony peopleon them.Checl<that studenrs
understandthe meaningsby asking:
Are there no hotels?
Are the beochescompletelyempty?
Then go throughthe explanationin the Coursebool<.
Finishup by askingwhich was the most popularchoice

and why.
**)
ffi Whileyou read

Explainthe task and ask studentsto read the text.Then
askthem to comparetheir answersand sharetheir
reactionswith a partner.Alternatively,use this as a
listeningtask first.Playthe recordingwhile students
listen with the text covered.Thenget pairs of students
to comparetheir answersbefore they read the article.
or want to ask about.Youmightwant to point out some
expressions.
For example:
I spentmy I8'hbirthdoythere.(Ask where or how
studentsspenttheir l8.hor 2l'. birthday.)
I alwoyssfloywith rhe some fomily.(Ask if anyone has been
on a holidaywhen they.stayedwith a family.Ask how it
was and whether they stayedwith them again.)
He phonedroom service.(Ask if anyonehas ever phoned
for room service,and if so,what they ordered.)
You may needto explainsome of these expressions:
. A foyeris the area just inside the entrance to
a hotel
or other largebuilding.
Moine is a state in the US.lt is in the north-easr.nexr
to Canada.
Beforestudentscompletesentencesl-6, revise
countableand uncountablenouns.Ask studentswhich of
the words in the list are in the pluralform (cors,peopte,
shops).Explainthat hardlyony is followed by either a
pluralcountablenoun or an uncountablenoun.Here are
some possiblefollow-upquestionsto ask as you go
Whot otherexpressions
do you know with'sofe,(e.g./t,snot
a very safeareo, It's not sofeto walk by yourselfot night.)
Betweenwhot times is'the middle of the night'?
(l I:00-3:00)
Whot kind of thingsdo peopledo when theyhove a really
relaxingholiday?(lie on the beoch,reod books,sit by the
swimmingpool)
When do peopleusuollygetpoid?(at the end of the
weeklmonth,on the I 5h of the month)
What other wordscon we use to describe'o party'? (a fun
porty,o greot porty,o brilliont porty)
Whot ore some yerbswe cqn usewith'party,?(go to o
party,Ieoveo porty,clear up ofter o porty)
Answers
l . c r i m e 2 . s h o p s 3 . p e o p l e 4 . c a r s ,p o l l u t i o n
5. money 6. experience 7. anyone 8. anything
9. anything 10.anyone
Introducethe lasttask by talkingabout a personal

experience.Encourage
studentsto asl<you questions
and then ask pairs of studentsto talk to each otner.
Talkabout Real English:Thanksgiving.Explainthat

Thonksgiving
is a big celebrationin the US.Ask what days
are big celebrationsin the students'own countries.
93
1 3 P l a c e st o s t a y
Demonstratethe memorisationtask with a student.Use

a. and b. as modelsand encourage
conversations
describingplaces
ffi Usingvocabulary:
students to do the same.
This activity helps students visualise the meaning of the

expression looks out oyer. lt also helps check they
understandthe meaningof placeslike horbour,building

site etc. Studentsmight be hesitantto draw pictures.Do
one yourself- the worse the better - and askthem to
guesswhat the place looksout oyer.Thenencourage
them by sayingyou are sure they can do a better job
themselves.
ffi Whileyou listen

studentsto listen for the answersto the two ouestions.
Playthe recordingand ask them to comparetheir
answerswith a partner.Playthe recordingagainif
necessary.
After studentshaveshown each other their drawings,

asl<them to talk about the three questions,
either in
pairsor as a class.Teach
some usefulexpressions.
For
examPte:
It'sgot o greotviewof ...
Ihere'son omazingviewof ... from ...
Answers
Kasiastill needsto havea shower,iron her clotnes
and put on some make-up.Tom
is just a friend.
-ffi*d
When studentshavefinished,write up any problems

with vocabularyand reformulatethem. For example:
My houselooksout over o main road.

'
'
;:,s:1,*;
:: i;,51
w
u6##Are you ready?

Use the four questionsto lead into this section.Revise
the expressionrt tokesme + time. Remindstudentsof
expressionslike oges,o few minutes,oboutan hour.You
could get studentsto wander aroundand askthe
questionsto severalpeople before you ask them who
takesthe longest.Draw their attention to the photos
and checkthat they know what actionis beingshown:
put on somemoke-up
dry my hoir
getmoneyout of a coshmochine
Then go throughthe list of activities.
Checkthat
studentsunderstandthem.Youmightwant to feed in a
few others as well.For example:
brushmy hair
washmy hair
put on moscoro
checkmy messoges
feedthe cot
tidy up my room
This can help studentswith the pair work task at the
end.Ask them to matchthe activitiesto either of the
conversationsa. or b. Point out that in a. l'll be two
secondsis a very short time.
Answers
C o n v e r s a t i oan: 1 . ,2 . ,3 . , 7 .
Conversationb: 4., 5.,6.,8.
94
Comprehension
w.@
r
ss###g
This activitynot only tests students'comprehension
of
the listeningbut alsofocuseson and revisessome useful
expressions.For example,the pattern I spentmostof the
doy + -ing.Draw students'attention to these expressions
and encouragethem to record those they want to
rememberin their notebooks.Ask studentsto correcr
as many mistakesas they can on their own before
comparingtheir answerswith a partner.Thenplaythe
recordingagainor get studentsto read the tapescript
on page | 57.
Answers
l. I spent most of the daywalkinground town.
2. You could laythe table,if you lilce.
3. Haveyou got an iron I could use?
4. No, not particularly.
I think we might iust go to
the cinema.
5. Come bacl<wheneveryou like.
6. Can you makesure both lockson the front door
are locked before you go to bed?
You could finishup by askingstudentsto rereadthe

tapescriptand underlinea coupleof expressions
they
want to rememberor want to ask about.Youmay need
to explaina few expressions.
For example:
. Cutleryis l<nives,
forks and spoons.
. lf you get dressed
up,you put on smart clothes
becauseyou are probablygoingout somewhere.
.
lf you ore seeingsor?eone,

you are going out on dates
with them, i.e.they are your current boyfriendor
girlfriend.
Speaking
In multinationalclasses,this
activitycan be a good
opportunity to tall<about cultural differences.At the
end of the tasl<,if you are a different nationalityfrom
13 places
to stay
your students,explainwhat would be consideredOK in
your country.Go throughthe list of things,explaining
any if necessary.
Pointout and explainthe following
expressions:without asking,
comeand go as (they)pleose.
Give studentssome other examples:
Youcan't leove the classroomwithout osking.
DolDid your porentslet you come ond go os you pleose?
Before studentscomparetheir answersin pairs,write
up some sentencestartersand expressions
to help.For
examPte:
IA be hoppyro ... becouse
... .
I A n e v e r . . . . 1 A . . .i n s t e o d .
I wouldn't... . H be afroid theywould... .
It'srudeto ... .
In my country,weexpectguesrs
ro ... .
Go aroundand monitor,helpingwith vocabularyif
necessary.You
could also feed in more questions.For
Whot wouldyou bring as a present?
How lote wouldyou stoyout?
Wouldyou offer to cookdinner?
ffiffid
ffi Usinggrammar:askingfor permission

You could lead into this activity by askingstudentswhat
they would sayto mal<esome of the requestsin
4 Speaking.Youcan then reviseDo youmindif I ... ? Is
it OK if I ... ? Could/ ... ? Then go throughthe exampres
in the Coursebook.Checl<that studentsunderstandthe
meaningby asl<ing
questions.
For example:
CanA wotch o differentchonnel?
Whot doesB have.todo ot ten o,clock?
How many cupsof tea is A goingto moke?
Studentscan do the matchingtasl<individually
before
comparingtheir answerswith a partner.youcan check
the answersby playingthe recording.pauseafter each
requestand invitea studentto givetheir answer.Then
play the reply so that studentscan check if they were
right.Replaythe requesrand replyagain,pausingafter
each excfiangeto allow studentsto repeat.Make sure
they are linl<ing
os /ongoi.Then do the samefor tne
next one.Finishup by askingstudentsto readthe
conversations,
usingthe tapescripton page | 57 in pairs.
Ask one personto closetheir Coursebookand see if
they can rememberthe replieswhen their partner reads
the requests.
Answers
l.d.
2.9.
Here are some further questionsto ask about some of

the language
in rhis activiry:
How can you changeI to use the word,both'?(haveo both
... os /ongas you don't tokeoll the hot woter)
Whot is'stuf in 2?
What other thingscan we'expect?(o visitor,

a porcel,a
baby)
Whot do you hoveto do if o baby wakesup? (put it bockto
s/eep,feed it,chongeit,drive it oroundin the car untilit
finolly follsos/eep)
What other verbscan we usewith,music'?
(turn the music
off,go out and buy somemusic,go outond heor some
music)
Whot kind of work do you think the personjn g needsto
do? (finishwriting a report,finish someprogramming,replyto
an e-moill
Explainthe task and asl<studentsto write their

variationsof the repliesa-h. Highlightthe different
patterns on the board to helo:
os long os you'requick
os longos you'refinishedby ...
as longas (you)don't ...
Then get pairs of studentsto practisethe conversations.
You could also write a list of different starters for the
replieson the board.Encouragestudentsto use a few
different ones.
Nq of coursenot.
No,not at oll.
Yes,ofcourse.
Yes,sure.
Yes,no problem.
Finishup by referringstudentsto G25 of the
Grammar commentary on page 169,which rney can
read either in classor as homework.
Explainthe role playand give studentsenoughtime to

lool<backthroughthe unit.youcould alsothrow in
some extra ideas.For example:the guest never wants to
go out anywhere,the guest hasa secret boyfriend/
girlfriendetc. Go aroundand help studenrswith any
languageproblems.After studentsact the conversation
out for another pairiget them to swap roles and do it
again,but for another Dair.
Follow-up
For a writing task ask studentsto imaginethey are on
holidaysomewhere.They
shouldwrite a postcardfrom
that place.Encourage
them to describewhat the place
they are stayingin is like,what the view is like and what
they spendtheir time doing.Tohelp students,bring in
some picturesfrom travel magazinesso they can make
actualpostcards.When they havefinished,distributethe
postcardsaroundthe classor put them on the wall so
that studentscan read each other's cards.
95
Unit overview
A: Whot ore the hours like?

8: Not bad.I startot 10:00ond I usuallyfinisharound
5:00.
'
General topic
Describingwhat placesand peopleare like,teaching.
We often asl<Whot's the money/ike?when we want

to know if someonegets paidwell or not. For
examPte:
A: And what'sthe moneylike?
B: Creot.I gett20 on hour ond a bonusot the end of
eochyear.
Conversation
Tom tells Mary about hii trip to the States.
Reading
Three teaehergdescribewhat their jobs aie lilce.
lf you havea quiet nightin,you stay at home and

relax.For example:I'm reollytired.I think I'll justhovea
quietnightin ond wotchTV.
'
:
Listening
Eightpeopledescribewhat differentthingsare like.
lf you hoveo doy off,you dont go to work or school.

For example:I haven'thod a doy offwork in five yeors.
Language input
' Expressionsfor askingand talking about a holiday:
So whqt'wosNewYork/ikel lt rqinednearlythe whole
time we were there.
. Presentperfect questionsand their raplies:Hove
lf somethingis dreadful,it is really bad.For example:

Areyou sick or something?Youlook dreodful.
lf you describethe otmosphere
of a placeor
situation,you are describingthe feelingit givesyou.
For example:Theyhod o big orgumentwhileI wqs
stoyingthere.Theatmospherewos reallybad for o few
doys.
you everbeento Disneylond?

Nq not yet-Have you?
:'
Expressionswith I'd like:I'd liketo go to China one

day.I'm really interestedin Chineseculture.
Expressionswith hove:I hada reollynicetime,

I didn't hove any breokfost,
lf you are jeolous,

you wish you could haveor do the
samething as someoneelse.For example:So/em's
goingto Jomaicofor two weeks?I'm really jeolous.
Asking longer like questions:What'was the film on

Chonnel4lost night like?
lf you are storving,

you are really hungry.For example:
When'sdinner?I'm storving.
Language strip
unit.Ask studentsto lool<at the title of the unit Whot
wosit like?Explainthat we use /ikewhen we want
someoneto describesomething.Tell
them to quickly
lool<throughthe strip and find any expressions
that
could be usedto answerthe questionin the title (e.g./
got badlysunburnt,lt'ssuchan interesting
place,It's
dreadful!).Explainthat in this unit they will pracriseways
of askingand answeringquestionsabout what different
thingsare like.Encourage
expressionsin the strip that lool<interestingand to find

they
lil<ein their notebooks and to take note when tney see
similarexpressions
throughoutthe unit.
Use the language
connectedwith the
topic of places(e.g./t's suchon interesting
ploce)and
those connectedwith the topic of worl<(e.g.What
ore the hours like?).Some could be both (e.g./ went
therea few yeorsogo on business).
. Studentsdiscusswhat it, thereor they could refer to
in severalof the expressions.
.

expressions:
' Moli is in North Africa.lt is famousfor its musrc.
historiccitiesand culture.
96
lf people go on strike,they stop work in protest

againstsomething.For example:The busdriversore
goingon striketomorrow,so I'll probablybe late.
'
We often ask Whot ore the hours/ike?when we want

to know how long the workday is.For example:
Studentschoosethree or four exoressions

from the
about themselves(e.g.lH liketo try scubo-diving
one
day).Theycan then talk about their choiceswith a
Partner.
What's the flot she'srnovinginto like?)and come up
with a possibleresponse(e.g./tt greot.It /ooksout
overthe Selne).Then
they chooseexpressions
that
are responses(e.g.h's dreodful!)and come up with
possiblepromprs (e.9.Whott the food like?).
1 4 W h a tw a si t l i k e ?
Lead in
Answers
Tom went to the States.He had a great time. New
York was an amazingplacewith a real mixture of
people.Thefood was treat too. He had a nicetime in
Boston.lt was quite interesting.
He met a lot of his
friends'friends.Theywere reallynice and friendry.
ideasfor I Speaking.
* *f* il *:rS H:t* *f :

Sp e a k i n g
Point out the expressionhovea goodlbodtime and
explainthat we can use severaladjectivesto describe
time like this.Teacha few exampleexpressions.For
example:
How ore you?Areyou havinga goodtime?
I'm havingo great time.How aboutyou?
Did you have a nicetime?
I hod q hord time findingyour
flat.
Ask studentswhat kind of time the peoplein the
photos are having.Tell
them to explaintheir decisions.
Givethem the sentencesrarrer:
I think he'shovingo bodlgoodtime becouse
... .
Help with vocabularyand reformulatestudents'
sugtestionsif necessary.
For example:
I think he'shovingo bod time becousehet gerting sunburnL
Explainthe secondtask and
96 around helpingstudents
with the languageif necessary.Tell
them they can invent
a holiday.Then
demonstratewith one student.For
example:
S: When did you lostgo on holidoy?
I lost yeor.In August.
S: Really?
Where did you go?
T: Actuolly,I went to lceland.
S: Did you have o goodtime or a bad time?
T: We haf, o great time.The scenerywoswonderful,the
peoplewere reollyfriendly,and the nighttifewos
omozng.
Studentsshouldthen tal<eit in turns describingtheir
holidays.

studentsto just listen for howTom answersthe
question.Playthe recording,makingsure studentscover
the text. Get them to discusstheir answersin pairs.
Remindthem to keep the text covered as they do this.

comparetheir answerswith a partner.playthe
pronunciationand asl<studentsto practisesayingit. play
the recordingthroughone more time with students
followingthe completedscript.Explainthat if a placeis
Iively,there are a lot of things happening.Askthem to
tell you what lcindof things make a city lively.
Answers
l. for a while 2. I thought 3. whereabouts
4. a coupleof days 5. was it like 6. livelyplace
7. do much 8. and friendly 9. three y"ui, ugo
Ask studentsto read the conversationin pairs,

continuingfrom where Mary describeswhere she went.
Pointout that the Wesr Coast could includeWashington
and Oregon,not just California.Then
playthe second
part of the recording.Ask a few questionsto checl<
students'understanding.
For example:
Whereoboutsdid Mary go?
Did she haveo goodtime?
Whot did shedo?
Whot wos the weather like?
Which city do you think Mory prefers?Why?
HosTom beento Californiobefore?
Go throughthe list of expressions.you
may needto
explainthe following:
. lf you hoven'tseensomeone
for o while,youhaven't
seenthem recently.
. ff a place has a real mixture peopte,there
of
are
peoplethere from differentraces,countries.
backgrounds,ates etc.
. We saywhot a shomewhen
someonetells us
somethingbad and we want to sympathisewith
tnem.
Get studentsto translatethe expressionsl-9 into their
own language.
lf possible,
pair up studentswho speak
the samelanguage
and asl<them to comparetheir
answersand then test each other. lf you havea very
mixed class,ask one personto test the other by saying
the first two or three words of the expressionin
English.
Finishup by playingthe conversarion
one more
time and then getting pairs of studentsto role_playthe
conversationfrom memory.Thishelpsthem memorise
severalusefulexDressrons.
97
'14
What
was
it like?
ffi using grammar: presentperfect

ftwdquestions
Ask studentsif they can rememberthe questionTom
askedMary at the end of the first part of the
conversation(Haveyou ever beento the States?).Then
ask
them if they can rememberwhat Mary said(Yes,
I went
there obout three yeorsago,but I went to theWest Coost).
Remindstudentsthat we usuallyuse a pasttensewhen
we give detailsabout somethingwe havedone.Thengo
throughthe explanationin the Coursebool<.
Readthe
two exampleconversations.
Pointout that eyerwould
sound unnaturalin the secondexamolebecausetne
restaurantis new.Youmight want to do a little practice
by going around the classasl<ingstudentsHoyeyou (eve)
beento Disneyworld?
and getting them to reply using
some of the expressionsin the examples.You
might
want to tell students that Disneyworld
is in Floridaand
Disneyland
is in California.
The next tasl<focuseson some common ways to
answerHoveyou ever... ? questions.Whenstudents
havefinisheddoingthe tasl<,
askthem to comparetheir
answerswith a partner.Thencheckthe answersby
asl<ing
a studenta question.For example:Hoveyou ever
beento the Stotes?Studentsshould then give a reply with
the words in the correct order.Model the pronunciation
and askthem to repeatit. Finishup by gettingpairsof
studentsto test how manythey can remember.
You could leadin by askingstudentsif there is anyone

who hasnt beento Disneyworld- or some other place
- but would lilceto go.Ask them why.Do the samefor
anyonewho hasneverwantedto go there.Thengo
throughthe explanationand examplesin the
Coursebool<.
Explainthat we usesupposed
to when we
haveheardor read somethingabout a placeor person.
For example:
A: Hoveyou met her new boyfriendyet?
B; Not yet,buthe'ssupposedto be reollygood-looking.
You mightwant to completea coupleof the sentences
l-8 yourselfbeforestudentscompletethe rest.Go
aroundand help if necessary.When
they havefinished,
askthem to readthe sentencesand memoriseas many
as they can.Theyshouldthen get into smallgroupsand
tell eachother what they wrote.Youmight want to
teacha few follow-upexpressions
too. For example:
Reolly?Me tooI neither.
So,dolam I.
Really?
I'veheordthot it's ...
,iri::-
ii *
i i i: t::; rj::
s;if
ffi# while you read
2. (No,) what's it lilce?
This next sectionis on the topic of teachers.You

could
lead in by askingquestionslike the following:
Can you rememberyour first day at school?
What wos it
like?
3. (No,) I've never reallywantedto.
Who wosyour fovouriteteocher?Whotwos shelhelike?
4. (Yes,)| went toWashington last year.
Did you everhaveo teacheryou didn't like?Why?Whotwas

shelhelike?Whotdid shelhedo?
Answers
l . ( N o , ) b u t l d l i l c et o .
5. (Yes,)| went there three years ago.

6. (Yes,)| went there on holidaylastyear.
7. (Yes,)| went there on businessnot long ago.
8. (Yes,)| went there a few years ago to visit a
friend of mine.
9. (\o,) but I'm actuallygoingthere in the summer.
10. (No,) but I'm thinlcingof goingthere next year.
Get studentsin groupsto ask eachother these

questions.
Alternatively,
askthem to wanderaround
askinglots of peopleabout differentplaces.You
could
alsotell them to write down eight placeson a sheetof
paperand then try to find at leastone personin the
classwho hasbeenthere.Theythen put a ticl<next to
the place.Finishup by aslcing
who hasticl<edoff the
most places.Then
refer studentsto G26 of the
Grammar commentary on page 169,which they can
read either in classor as homeworl<.
Then explainto studentsthat they are goingto read

someone'sopinionabout teachersin Britain.Point out
that they dont haveto underlineonly those thingsthat
teachersin their own countriesalso complainabout.For
example,they can underlinethey don't hove computersif
that is true for their country,eventhoughteachers
might not necessarily
complainabout it.Youcould also
readthe text aloud as studentsfollow alongand
underline.Get them to comparetheir answerswith a
partner and then invitea few studentsto sharetheir
ideaswith the rest of the class.Ask them if they agree
or disagreewith any of the complaints.
Make sure they notice the two main patternsfor
complain:
Theycomploinabout t noun
Theycomploin(that) + 61qrt.
Write some usefulpatternson the boardto helpwith

t h e d i s c u s s i oF
n .o r e x a m o l e :
98
14 What was it like?
Theywereprotestingobout ...
IA probablygo on strikebecouse...
IA nevergo on srrikebecouseId be afroidof (losingmy job).
Theyolwayscomplointhatlobout...
I usuallycomplointo (my friends)about...
6. The money is not good.I get g 125a month

(which is about {70).
7. I worl< part-timein the eveningsas a barmaidand
give private Englishclasses.
lf you wantedto do some more work on complaining,

you could write a few situationson the board and ask
in your hotel.
This activityis a jigsawreading.Dividethe classinto

three groups:A,B and C. Explainthat eachgroup will
read about a differentteacher.Theyshould read the
appropriatearticleand then answerthe questionsl_7.
They can then comparetheir answerswith someone
from their group.Youcould also model the
pronunciationof the questionsand ask studentsto
alternatelyask and answereachother in pairs.
Answers
Text A: Megan
l.
2.
3.
4.
5.
5.
7.
England.
Coventry.lt's in the centre of England.
I teach Englishin a secondaryschool.
lt's OK, but it's harder than I expected.
I work about 50 hours a week.
I get about twenty thousandpoundsa year.
I sometimesto out to the cinema,but most of
the time I just get a video and havea quiet night
tn.
Text B: Patricl<
l.
2.
3.
4.
5.
6.
G u i n e aB i s s a u
Bissflu,the capital.
I teach English. :
I reallylike my job.
I work ten hours a day,five or six daysa week.
I get about f20 a month,whichisn'tenoughto
live on.
7. I sit aroundchattingin the shade.I alsowork on
a farm.
Text C: Olga
l.
2.
3.
4.
Latvia.
Riga,the capitalcity.
I teach history.
lt's OK, but most studentsarent interestedin
learningabout it. I think teachingEnglishwould
be better for my future.
5. I work from eighttill three.
Get students into new groups of three: one person from

groupA, one from group B and one from group C.you
might need to havea few groups of four with two
people playingthe same person,or a few groups of two
people.Go throughthe list of responses,
modellingthe
pronunciation.
Focuson the intonation,so that it
conveysthe appropriateemotion.Thenmodel the
conversationstarter and ask studentsto role_playthe
conversation.When
they havefinished,invitea coupleof
groups to do it againfor the rest of the class.
Finishup by readingthe three articlesaloud.Get
studentsto underlineany expressions
they want to
rememberor ask about.
Talkabout Real English: have a quiet night in.Teach
the variation hoveo greot nightout.
Keyword: have
&fuffi
studentsget the hangof it.

Answers
f.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I had a reallynice time.

We had a reallyterrible time.
I had somethingto eat.
I didn't haveany breakfast.
havea quick shower
I had the day off.
lhadameeting.
havedinner
l've just had an argument.
Haveyou had any lunch?
Playthe recordingso studentscan checl<their answers.

Pauseafter each expressionand asl<studentsto repeat,
followingthe same stresspattern.Get them to recorc
- alongwith a translationin their
theseexpressions
notebooks.
Then asl<studentsto completethe conversationsl-g.
Pointout and explainsome of the other common
expressionsas you go through the answers.For
examPte:
99
1 4 W h a tw a si t l i k e ?
I'm storving
It's o shome ...
H;^efi
While vou listen
He con be so stupid sometimes.
Explainthe task and playthe recording.Pauseafter each

conversationto give studentstime to write down the
question.Thenget them to comparetheir answers.Play
the recordingagainwhile studentsfollow the tapescript
on page | 58. Encourage
expressionsthey want to remember.Youmay need to
' lf you describesomethingor someoneas ideol,you
think it or they are the best choice.For example:
I think she'llbe ideol for the job.
. lf somethingis love/y,it is very nice.For example:lt's
:'W
don't ask
Everything thot could possiblygo wrong went wrong!
it went on till eight
Answers
I.
2.
3.
4.
5.
6.
7.
8.
I didnt haveany breakfast

I had a reallynice time
Haveyou had any lunch,I had somethingto eat
I had the day off
I'vejust had an argument
We had a reallyterrible time
lhadameeting
havedinner,havea quick shower
Finishup by asl<ing
studentsto practisethe
conversations
in pairs.Thenget them to think of
alternativeendingsfor eachone. For example:
A: Areyou hungry?
B; No, fm OK.I had somethingto eat beforeI got here.But
I'm a bit thirsty.CouldI hove somewoter?
Sp e a k i n g
Go throughthe questions,
explaininganyvocabularyand
maybegivingyour own answersso that studentshavea
model.Alternatively,
wait till studentshavefinished
discussing
in pairsand askthem to guesswhat they
think you will sayin answerto these questions.Then
answerthe questionsyourself.Asl<if anyoneguessed
correctly.
got o lovelyviewof the beoch,He's got o lovelysmile.

'
lf you describesomethingor someoneas smort,you

thinl<it or they are clever.For example:That was o
smort decision.
A venueis a placewhere an event like a concert,

competitionor conferenceis held.For example:Ihey
hoven'tdecidedon the venuefor next year'sconference
yet.
Ask studentsto thinl<of other places,apart from a

hotel,that we might describeas fomily-run(o restouront,
a
company).
Ask them what other nouns we can use after
it woso wosteof . .. (time,spoce,energy).You
could also
askthem to go bacl<and find all the examplesof the
present perfect.
Answers
l. e. (What'sthe areayou live in like?)
2. h. (What's the food in that Moroccan restaurant
like?)
3. d. (What was ltaly like?)
4. g. (What was that film you saw the other day lil<e?)
'.'":-f
..
:.
*-"+*.J;
f
",;
5. a. (What'syour brother like?)
aiflr
;"-";
6. c. (What was the concert lilce?)
"'e
7. f. (Whats that courseyou'redoing like?)
*l
ffid Before vou listen
8. b. (What's your new flat lilce?)
Focusstudents'attentionon the pictureson page 102.

Ask studeits what they can see in eachpicture.Then
add some follow-upquestionsand feed in some relevant
vocabulary.
For example:
What kind of film do you think I is?
Whot kind of personis the boy in 3? How old do you think
he is?
What kind of musicdo you think they'reployingin 5?
Then ask studentsto matchthe cuestionswith the
oictures.
Answers
a .3 .
b .8 .
c .5 .
d . 4 . e . 7 . f. 6 .
g.|.
h.2.
Model the exampleconversationand then asl<students

to practiseaslcing
and answeringthe questions.
100
Get studentsto asl<each other the questionsand mal<e

up their own answers.Demonstratewith one student
fi rst.
"*l
the food, the wine,

ffiffiPronunciation:
ffi everything!
Ask studentsif they can rememberwhat the speal<er
saidabout ltaly.Thengo throughthe explanationin the
Coursebook.Playthe recordingonce all the way
throughwhile studentsjust listen.Ask them to listenfor
how the voicegoesup and down.Thenplaythe
recordingagain,pausingafter eachsentenceand getting
studentsto repeat.Make sure they are following the
stressand intonation Dattern.
14 What was it like?
To help studentswith the task,you could elicit some

questionswith the pattern Whotwas ... Iike?For
example:your old school,the placeyou grew up,the last
movte you saw.
Answers
l.
2.
3.
4.
5.
6.
7.
Studentsthen ask eachother these questions.Tell

them
they can make up answersif they like.
ffi Usinggrammar:askinglonger
ffi questions
Lead in by askinga student Whot wos the fitm !ike?They
shouldlook confusedand sayWhotfilm?Then explain
that we often add detailsexplainingwhich thing we are
askingabout.For example:
What was the film you sow tost night like?
Explainthe matchingtask.When studentshavefinished,
ask them to comparetheir answerswith a partner.point
out that some of the sentencesare in the present and
some in the past.
You might want to point out that some of the missing
parts use thot or who.Explainthat we use these relative
pronounswhen they standfor the subjectof the verb
that follows them. For example:the restauront
thot does
EostAfriconfood.Ask students whatthot standsfor (the
restouront).Whenthe relativepronoun standsfor the
object of the verb, it is often omitted. For example:the
film (thot)you went to see.Ask studentswhat the subiect
is (you)and what the object of see is (the fitm).
As you go through the answers,ask some follow-up
questions.
For example:
Where do you go to seea film? (a cinemo)
Where elsecouldthe guy in 2 live?(downstoirsfrom you,
ocrossthe holl from you)
Whot kind of componyletsyou bookholidays?(a travel
agent,o tour company)
How mony differentwoyscon you booko hotidoy?(over the
phone,on-line,in person)
Whot usuollyhoppensot o wedding reception?
Whot
hoppenYbeforeand ofter o wedding reception?
(you get
morried,you go on hoieymoon)
Answers
Great (a restaurant)
Great (a hotel)
Awful (a film)
Great (a person)
Awful (an area)
Great (a company)
Awful (a party)
Then model the two exampleconversationsand get

studentsto practiseaskingeach other the questions
l-7 of the first activity.
Explainthe task and ask studentsto write their four

questions.Tell
them to try to use longerquestions.
Go
aroundand help.Theycan then either asktherr parcner
or go aroundaskingseveralstudentstheir questions.
Finishup by referringrhem to G27 of the Grammar
$ffi
ffiffiCanyou remember?
Explainthe task and ask studentsin pairsto decideon a
country.Theycan then reread the conversationon page
98. Also encouragethem to use some of the
expressionsfrom the other activities.Whenthey have
finished,put two pairs of studentstogether and ask
partners to switch roles and act out their conversation
for the other pair.
Follow-up
Eachstudent writes a list of five thingsto describe.For
example:a holiday,their younger sister,their last teacher,
their parents,their old job, their flat,the town they were
born in. Give studentsfive minutesto think of the
vocabularythey needto describeeachthing.Thenput
them in groupsof three.One person beginsby
describingthe first thing on their list but usingit, he,she
or they.Theother members of the group try to guess
what is beingdescribed.Do a coupleof exampleswith
studentsfirst before they do it themselves.
l . e. 2.c. 3.f. 4. d. 5.g. 6.b. 7.a.
Remindstudents that owfutmeansverybad andthen ask

them to completethe sentencesl-7. As you checkthe
answers,modelthe pronunciationand get studentsto
repeat.Checkthat they know what is beingdescribedin
eachone.
101
r5
A soopoperais a short drama that is shown on TV
usuallyseveraltimes a week.Soapoperasusuallylast
manyyears.Sometimeswe just saythe soop.For
example:I lovewotchingthe soops.I buy oll theTV
mogazinesond read oboutthe actorstoo.
Unit overview
General topic
Teleyisionand cinema,
Sitcornstandsfor situotioncomedy.Thisis usuallya 30minutecomedyprogramme,usuallyto do with a

familyor a workplace.For example:
A: Whot's on tonight?
B: Nothingmuch. Justchot showsond sitcoms.
Conversation
lan and Jo discusswhich film they want to see.
Reading
TonightiTV schedule.
lf you missedan episode,youdidn't see part of aTV

series.For example:Don't nrissthe finol episode.
/t's
supposedto be reollyfunny.
Listening
Leroy books ticlcetsfor a concert.
lf somethingis under-rated,
most peopledont
recognisehow good it actuallyis. For example I think
Englishwine is very under-rated.It actuallyis very good
ond cheop.
Language input
' Film vocabulary:o horror
film,a comedy.
. Asl<ingquestionsabout films and TV programmes:
lf somethingis so/dout,there are no tickets left

becausethey haveall been bought.For example:Ihe
gome soldout two weeksog4 but o friendof mine hasa
spore ticket.
What time'sit on?Who's in it7

.
Vocabularyfor describingwho people are:sTV

personolity,o writer,o film star.
'
Vocabularyto tall<about problems:Ihe show's

completelysold sut.
Passives:The ftlm was written bylohn Hodge,The

book was mode into o film,
Language strip
practisetalkingaboutTV and movies,and problems.Ask
them to find those expressions
connectedwith TV (e.g.
Who'sin it?)and those connectedwith problems(..S.My
bog'sbeenstolen/).
Encourage
them to choosea couple
of expressionsin the strip that lool<interestingand to
find out more about them.
lf your cord is rejected,

it meansthat your credit card
isn't acceptedbecauseyou gavethe wrong number,it
hasexpired,or you are over your limit.
they
like in their notebool<sand to tal<enote when they see
similarexpressions
throughoutthe unit.
Use the language
. Studentschoosethree or four exoressions
from the
about themselves(e.g.My favouritesoopopero'son
everyFriday).fheycan then talk about their choices
with a partner.
with prepositions
(e.g.Who'sin it? I've gotcobleot home).Thenlater,
write the expressions
on the board but gapthe
prepositions.
Ask studentsif they can remember
what is missing.

exDresstons:
' lf we asl<Wheret it on?we are usuallytalcingabout a
film at a cinema.lf we are talkingabout a film on TV
we say What's it on?
.
A fy personality
is someonewho is famousfor being
on TV A sportspersono/ity
is someonewho is a
famoussports person.
'
A contestontis someonewho takes part in a

competitionlilcea gameshow or quiz on TV. For
example:My brotherwas o contestont
on o quiz show
once,but he didn'twin onything.
'
102
A chat showis a TV show where a few famous

people are interviewed.For example:Michoellackson
is goingto be on thot new chat show tonight.
Studentsfind all the expressions

that use an
apostrophe(e.g./t's o veryunder-roted
film,My bog's
beensto/en,l)
and mal<esure they l<nowwhat letters it
is replacing.They
shouldthen practisesayingthe
phraseslinl<ing
the words where necessary.
Lead in
Ask studentsto tell you about the lastfilm they saw at a
cinema,on video or DVD,on a planeor on TV Ask
them what it was called,what lcindof film it was,and
whether they lil<edit or not. Alternatively,
you could just
leadin by focusingstudents'attentionon the pictures
and doing the first activiry.
15Whatson?
You may want to point out the expressionlt,sOK but it,s
not brilliant.Ask students if they can make similar
expressions
about other thingsor people.For example:
_
IL:-
'_
AV
L-.1
rt^
L.,:I;--
ts
h i n ky o u r
ally
1emto asK
it is on video
:ssary.For
rdentsto
, they
he questions
d practisethe
rlesof what
that that
to meet at a
ood. Point out

arhichis
model the
/ Practise
,y practisethe
Jns.
the languageby
;ee.For a little
lion starter too:
to watch it?
103
What'son?
fl*g*'p'*,r*,g*ri**s*
ffi speaking
Ask studentsto match up the types of movie with the
photos and then discussthe three questionsas a class.
You could also elicit or givestudentsa few other types
of film. For example:o musical,
o thriller,an onimatedfilm.
Ask studentsif they ever watch them. lf you want
studentsto talk about films with certain actors or Dy
certaindirectors,you could also revisethe expression
I likeonythingwith (SeonPenn)in;I like onythingby (ohn
Soy/es).
Answers
r . E . 2 . D . 3 .B . 4 . A . 5 .C .
You may want to point out the expression lts Oll but it's
not brilliont.Ask studentsif they can make similar
expressions
about other thingsor people.For example:
Ibizo'sOK,but it's not brilliont.
questions
@ffiUsingvocabulary:
Leadin by writing the nameof a film you think your
studentswon't know.Tellthem that you really
recommendthis film.Thisshouldprompt them to ask
you what it is about,who the actorsare,if it is on video
etc. Reformulatestudents'questionsif necessary.
For
example:
S: Wfre is ee-er?
I (writing) Who'sin it?
Then explainthe matchingtask and asl<studentsto
completethe sentencesindividually
beforethey
comparetheir answerswith a partner.
Answers

questions.Playthe recording,makingsure they cover the
them to keep the text covered as they do this.
Answers
They are goingto see Cty of Dreams,a Frenchfilm
about someAlgeriansgrowingup in Paris.Thefilm
startsat 8:15,so they'll meet at the cinemaaround
8:00.
LWhat's on? 2.Who's in it? 3.Where'sit on?

4.What time'sit on? S.What'sit about?
6.Who's it by?
Model and practisethe pronunciationof the questions

as well as the following patterns:
I'm thinkingof goingto the cinemoltosee ...
Do you wont to comeT
I hoven'theardof itlthot one.
ffi practice
compare their answerswith a partner.playthe
pronunciationand havethe classpractisesayingit. play
the recor'y'ingthrough one more time with students
followingthe completed,
script.
Answers
l. nothingplanned 2. Haveyou seen
3. neitherdo I 4.What'sit about 5. where'sit on
6. somethingto eat 7. aroundeight
Ask studentsto readthe conversationin pairsusingthe

tapescripton page 159.Remindthem to try and follow
the stressand phrasingas indicated.For extra practice
let students look at the conversationagainand
memorise as much as they can.Write a few key words
on the boardfor eachline of dialogue,
and chenask
pairs of studentsto havethe conversation.
Go throughthe explanationand model and practisethe

examples.Ask studentsto give you examplesof what
thot could refer to in each one. Point out that thot
soundsfne could refer to an arrangementto meet at a
certaintime and olaceTall<about Real English:That sounds good. point out
that Sounds
goodis an exampleof ellipsis,
which is
common in informalconversation.You
can model the
exampleconversationand get studentsto practise
sayingthe short conversationbefore they practisethe
ones in 3 Using vocabulary: questions.
practice
ffi Further
This activity lets studentspersonalisethe languageby
talkingabout filmsthey would like to see.For a little
variation teach the following conversationstarter too:
I'm thinkingof renting... . Do you want to watch it?
103
1 5 W h a t ' so n ?
Using vocabulary: describing who

Explainthe tasl<and go throughthe list explaining
that
an ortistcould be a painteror a sculptor.In a
multinationalclasssuggestthat studentsthinl<of the
most famouspersonfrom their country.Theycan then
get togetherwith someonefrom anothercountry and
tall<abouctheir choices.
For the lasttask,after modellingand practisingthe
exampleconversation,
elicit or give some examplesof
follow-upquestionsto ask.For a singerlil<eCurtis
Mayfieldyou could asl<the following:
What kind of songsdid he sing?
Whot are someof his most fomoussongs?
Do you hoveony of his CDs?
::Ft,:X*r,;#*
,*,
Usingvocabulary:What's on TV?
Leadin by brainstorminga list of differentl<indsof TV
programmes.
As studentsmakesuggestions,
reformulate
and explainany if necessary.Then
you can usethe
matchingtask to reinforcestudents'understanding
and
teach some associatedvocabulary.As you go throuth
the answers,you may needto explainthe following.
' lf someonehostsa gameshow,they are usuallyin
charge.You
may alsowant to teachthe expression
hosto party.
' The Simpsons
is an Americancartoon seriesthat is
primarilyaimedat adults.
.
lf a film or programmeis a c/ossic,

it is old and quite
famous.
Answers
l . e . 2 .a .
9 . f. t 0 .j .
3 .c .
4.b.
5 .d .
6 .h .
7 .g .
8 .i .
Give studentsa few minutesto memorisethe sentences

l-l0.Then do one examplewith the classbeforeasl<ing
studentsto test eachother in pairs.Thistasl<helpsthem
memorisethe followingpatterns:
there'so ... on loter IA fiketo watch
... is on loter
I hoveto wotch it
IU liketo wotch... loter
Sp e a k i n g
Introducethis activityby tellingstudentsyour answers
to the questions.
Use this opportunityto model useful
language.Write
some helpfulexpressions
on the board
for studentsto usewhen they discussin pairsor
groups.For example:
104
I usuallylhordly
everwatch ...
Theyhavetoo manycommerciols.
Theydon't hove any commercials.
Oneof my fovouriteprogrommes
is ... . Hoveyou seenit?
ffi whileyouread
Ask studentswhere they usuallyget informationabout
what is on TV (e.g.the newspoper,
a specialTVmogozine).
Then explainthe tasl<.Pointout that they shouldquickly
lool<at the titles of the programmesto see if any look
interesting.They
can then read in more detailabout
those that do. Suggestthat they put a ticl<next to the
programmesthey definitelywant to watch.
Then asl<studentsto comparetheir choiceswith a
partner.Whenthey havefinished,ask them to tell you if
they had similarchoices.Give them a few expressions
to
help.For example:
We both like (comedies)lwatching
(films).
We both /ike the some things.
... likes(sitcoms),
but I con't stondthem.
You could also usetheTV guidefor some quick scanning
exercises.
For example,asl<studentsto find all the
sitcoms,documentaries,
or history programmes.
ffiffispeaking
Go throughthe list of expressions,
explaining
that a
vorietyprogrammeis one that has people doing different
things:singing,
comedy,magicetc.Youmay needto talk a
little bit about realityshows(e.g.Big Brother)if students
are unfamiliarwith them.
Tall<about Real English: over-rated. Ask studentsto
tell you about anythingor anyonewho is over-ratedor
under-rated.
For example:
BruceWillisis oftenunder-rated,buthe's
octuollyo reolly
goodoctor.Did you seehim in'PulpFiction'?
Explainthe task and tell studentsto usetheTV guideon

page 107,or alternatively,
bring in the TV guidefrom a
newspaperor magazinefor that day.Youmay be able to
get someTV guidesfrom differentEnglish-speaking
countriesoff the internet.Thengroupsof studentscould
role-playbeingin differentcountries.
Give studentsa few minutesto lool<backthrough some
of the activitiesand find any languagethey want to use.
Then givethem a conversationopener to get them
started.For examole:
A: I'm exhousted.I just wan'tto hove o guiet nightin and
watchTV./s thereanythinggoodon tonight?
B: Well theret . .. on loter.ltt supposedto be good.
1 5 W h a t so n ?
fu*s'mr*$m#
Using vocabulary:problems
Discussquestionsl-3 as a class.youcould alsofeed in
more questions.
For example:
Did you poy a servicechorge?
Whot is good about bookingon-line?Are thereony
disodvantages?
Do you prefer bookingonJineor overthe telephone?
Then lead in to the topic by asl<ingstudentsto
brainstormsome problemspeoplemight havewhen
they book things.Use the photos on page l0g to help
generateideas.For example:
Theydon't acceptAmericanExpress.
My cord wos sto/en.
Ask studentsto discussthe problemsl-5 in pairs.Here
are some follow-upquestionsto ask when they have
finished:
Why do you think the concertsoldout? (the artistis very
popula)
When is a showcancelled?(when the performeris ill,when
the performer hasn'tarrived)
Whot wouldyou do if they didn't hove rhe seotsyou
wanted?(osk for differentseots,osk oboutanother night)
For what reosonsore credit cordsrejected?(you ore over
your limit,the cord hos been reportedstolen)
Then get studentsto ask eachother thesequestionsin

pairs.Youmight also want to do a bit of work on how
we saycredit card and telephonenumbers,focusingon
intonation.Write a few more exampleson the board
and ask studentsto practisesayingthem.
Answers
Name: Leroy (Jones)
Number of tickets: 2
Row: S
Card number: (4926-)863| (-623| -)9221
Expiry date: 04/07
Address: l4 (BeechwoodPark)E l7
Speaking
Readthe questionsout loud.Ask studentswhat people
usualfysee at a theatre (a ploy).Alsogive studentsthe
bulkheodseotsas an alternativefor 2.you might want to
tell studentsyour answersfor l-3 beforethey discuss
their answerswith a partner.Youcould then turn
questions4 and 5 into a classdiscussion.
Dependingon
the experienceand needsof your students,you could
talk about strategiesfor helpingyourself be understood
and for understanding
the other person.For exampre,
speakingslowlyand clearlyor askingthe other person
to repeat what they said.
--#wJ
ffiffiUsinggrammar:passives
Explainthe listeningtasl<,mal<ing
sure students
understandbox office.Thenplaythe recording.Get
students,in pairs,to tell eachother what problems
Leroy had.
Studentsoften haveproblemswith passivestrucrures,

both with their form and their use.Studentsmay drop
the be part of the form (e.g.rffiJec)
or they
may use a passivewhen an activeform is correct (e.g.
In some languages
inanimate
@).
things like o film don't take activeverbs.
ffi Whileyou listen
Answers
The show is completelysold out for Saturday
evening.Theseatsupstairsare more expensivethan
the on'Bsdownstairs.
check
ffi Comprehension
Get studentsto work together to complete as much of
the form as they can.Thenplaythe recordingso they
can fill in what they are missing.Ask studentsthese
questionsto elicitthe answers:
Whot's his first name?
How many ticketsdoeshe wont?
Whot row doeshe wont?
What's his credit cord number?
What's the expiry dote?
Where doeshe live?
The first task focuseson recognisingthe passive.Asl<

studentsto explaintheir choices.They
may recognise
the form or they may recognisethat the ,subject'is not
the 'doer' of the verb.
Answers
's
beencancelled
was wriften
Go throughthe explanations
and exampleswith
students.Stressthat one of the main reasonswe use the
passiveis for the'object' of the verb to becomemore
important.Youcould alsogivestudentsanother usewhen we want to shift responsibility.
For example,I
might say,The dinnerwosburnt if I dont want to admit it
was my fault.Ask studentsto look back at sentences
l-3 in I Using vocabulary: problems on page 109
and tell you which use a passiveand why they think it is
usec.
105
15 Whato
s n?
Go over the explanationof the form of the passive.
Revisethe pastparticipleand asl<which tensethey have
met in the Coursebool<usesthis form (thepresent
perfect).Ask studentsto underlinethe passivepart of
the verb in the four examplesand then asl<if they
recognisewhich tensesare used.
Make sure studentsunderstandclosedown and knock

down.Askwhat else can be closeddown (o foctory,o
school).
Note that closedownis often used in the active.
For example:
The foctoryis c/osingdown ot the end of the month.
Answers
Answers
is collected:presentsimple
is beingfixed:presentconrinuous
was built:pastsimple
hasbeenstolen:presentperfectsimple
For extra practicewrite up some examplesof the

passivefrom the unit,but gap parts of the verb phrase.
Ask studentswhat is missing.
For example:
It'so greatfilm.... directedby LuisBufiuel.
My bosswos ... for steolingmoney.
Finishby askingstudentsto find the passives
in
sentencesl-12 individually
beforecomparingtheir
answerswith a partner.Tellthem to be carefulof 's
becauseit could be hcs or is.Here are some follow-up
questionsto asl<:
Why ore flightsdelayed?(the weother,security,engine
problems)
Whot other kindsof tronsportcon we cotch?(the bus,o
Dlane)
How is the personin 5 gettinghome from the oirport?
(proboblyby cor)
What hoppensif someoneis caughtwithout a ticket?(they
poy a fine)
Whot is the personin I I tolkingobout?(a restouront,o
ftisht)
Whot ore somedifferencesbetweeno show,o film and o
concert?(e.g.you seeo film at o cinemo,youlistento a
concertin a concertholl,ond you watcho showot o theatre)
Answers
1 . , 2 .5, r , 6 . , 7 . , 9I .l,.
Asl<studentsto completethe sentencesindividually

and
then comparetheir answerswith a partner.In this
activitythey alsofocus on collocations.
Pointthese out
and tell studentsone or two other collocations.
For
example:
my credit card wos rejected(stolen)
his bookshave beentranslatedinto English(made into frlms)
be invitedto o wedding(go to o wedding)
106
l.
2.
3.
4.
5.
6.
7.
8.
w a s n ' tc l e a n e d
are made
been closeddown,be l<nocked
down
was rejected
beentranslated
beingrepaired
been invited
's
directed

Speaking
Use these questionsto practisesome of the language
from 6 Practice. Get studentsto ask each other in
groups.Youmay want to answer a few of the questions
yourselffirst.Alternatively,
asl<studentsto closetheir
Coursebool<s
and try to rememberthe questionsto asl<
you.
Follow-up
Dividethe classinto two groups:Aand B.Tellstudents
in A to come up with a list of ten famouspeopleand
studentsin group B to come up with a list of ten
famousfilms.Explainthat the filmsand peopleshouldbe
familiarto everyonein the class.Ask one personin each
group to write down the nameson a pieceof paper.
Givethem about five minutesto do this.Ask eachgroup
to giveyou their paperand write the two listson the
board.Thentell studentsin groupA that they haveto
choosethe three filmsthey would most like to see from
list B,and studentsin group B that they haveto choose
the three peoplethey would most lil<eto meet from list
A. Ask studentsto discussin pairsfirst of all.After a few
minutes,get studentstogether in their groups.Tellthem
they must decide,as a group,on the top three people
and films.Give them about five more minutesto do this.
Then asl<eachgroup to explaintheir choices.
16
.
untt overvlew
'
Paolalcq[sJennyto asl<],if
she knows sqmewhere
cheapto stavWhen,,,she
corneslto London.
lf you do somethingstroightowoy,you
do it
immediately.For example:Youhoveto leove
straightwoyif you want to cotch the 6:00 bus.
lf you swdpsomething,you exchangesomethingwith
another person.For example:Morie,con you swqp
Dlaceswith Gil?

they
like in their notebooks and to tal<enote when they see
similarexpressions
throughoutthe unit.
Use the language
. Pairsof studentswrite a conversation
that contains
four or five of the expressions.They
then act it out
for another pair.
that containto (e.g.
l'm goingto phone in siclgI needto rechorgethe
bottery).
. Studentschoosethree or four expressions
from the
strip and then asl<a partner an informationquestion
about each one. For example:Why did shehoveto
chongeher number?Wherewas his phonestolen?
Their
Partnerthen makesup an answer.
Alan wos telljngme obaut... .
Language strip
unit.Explainro studentsthat in this unit they will
practiselanguage
connectedwith telephoning.
Ask them
to quicklylool<throughthe list and find those
expressions
that are probablysaidon the phoneto
someone else (e.g.Do you wantto leovea messcge?)
and
those that are just referringto telephoningor pnones
(e.g.I hod'rnyphone stolen).Encouragestudentsto
choosea coupleof expressions
in the strip that look
expressions:
. lf you phonein sick,you call your place
of work and
saythat you are sick and wont be comingin to
work. For example:Youshouldjust phonein sickond
stoyhome in bed.
. lf you givesomeonea ring,youcall them
on the
phone.For example:Giveme o ring tonightond we'll
decidewhereto go.
. You might need to chongeyour number
if someone
l<eeps
callingyou and you dont want them to. For
example:I hod to chongemy numberbecouse
I kept
gettingcollsfur the pizzo restauranton the corner.
Lead in
Write the word phoneon the board.Ask studentsin
pairsto thinl<of five thingsyou can do with a phone.
Then invitestudentsto tell you their suggestions.you
will probablyhavethe obvious answerslil<eonswer,pick
up and put down but you might also get verbs like drop,
bug or disconnect.
Reformulatestudents,suggestionsif
necessary.
Explainthat phoneis both a verb and a noun,
and is usedin manyexpressions.Then
do the first
activity.
{*trt.**.r: ,gj:*$x*
Key word: phone
Explainthe task and asl<studentsto completethe
sentenceson their own and comparetheir answerswith
a partner.As you go through the answers,ask a few
follow-upquestions.For example:
Thinkof two alternotiveendingsfor I: I just needto ... .
ko
ta the toilet,tidyup)
Whot e/secon you bookover the phone?(a hotidoy,o room
in o hotel)
Whot elsedo we look up? (a word in a dictionary,an
cddress)
Whot other thingscon teenogersspendhoursdoing?(sitting
in their room, Iisteningto music,surfingthe internet)
107
16 Telephoning
Answers
l. malce 2. phone 3. book 4. put
6. look up 7. spends 8. answered
5. sell
Ask studentsto underlinethe completeexpressions

and
tell them to spenda few minutesmemorisingthem.
Then they can test eachother in pairs.One person
readsthe sentencesbut saysblankfor the missingword.
Their partner,with their Coursebool<
closed,saysthe
completedexpression.
Finishup by askingstudentswhat
they think the situationin 8 is.Youcan teachthe
expressionhoveon affair.
Speaking
Thesequestionspractisesome of the language
from
I Key word: phone. Readthe questionsaloud and then
giveyour answersto one or two of them.Thisprovides
studentswith a model.For example:
In my familymy husbandspendsthe /ongeston the phone.
He lovestalking.He rings hisfriendseveryday.He never
callsme,though.
Here are some extra questionsto feed in if you wish:
Whot do peoplesaywhen they onswerthe phone in English?
Do you likechottingon the phone?
How often do you giveyour friendso ring?
Do you preferto book thingsover the phone or over the
internet?
Do you everbuy phonecards?Arethey worth it?
Talkabout Real English: give you a ring.We can also
use ringas a verb with the samemeaning:
l'll ring you tomorrow.
Ringme ot home.
For some extra practice,get studentsin pairs.Writethe
followingon the board:
I'll coll you ...
l'll giveyou o ring ...
I'll ring yau ...
Tell studentsto write down five time phrasesthat refer
to the near future (e.g.loter,tomorrownight,thisafternoon,
in two doys,ot the end of the week).Theycan then drill
eachother usingthe time phrasesand the patternson
the board:
A: loter tonight
B: I'll ringyou later tonight.
ffi$$Answeringthe phone(1)
Use the questionsto lead in to the listeningtask.lf you
want to focuson messages
on answermachines,
ast<
studentsif they usuallyleavemessages
on answering
machinesor just hangup,and if they haveever left
messages
in English.
Ask them in pairsto write a
108
messagein Englishfor their own answeringmachine(e.g.

I'm not hereat the moment"so p/eoseleaveo messoge).
Encouragethem to be creative.Theycan then practise
tellingit to eachother.
Explainthe situationof the conversationand asK
studentsfirst of all to just listenand not worry about
writing anything.Then
maybeask a coupleof
comprehension
Where'sJenny gone?
When'sshecomingbock?
Ask studentsto try and fill in as much as they
rememberof the conversationon their own.Theycan
then worl< in pairs.Playthe recordingone more time so
they can fill in anythingthey missed.Tochecl<the
answers,call on a studentto sayeachwhole sentence.
Then model the pronunciationand ask studentsto
practisesayingit. Studentscanthen practisereadingthe
conversationin oairs.
Answers
L: Hello.
P: Hi. ls flenny)there(?)
L: I'm afraid(not).She'sgone out shopping.
P: Oh right.Whenwill she be (bacl<?)
L: (She'llprobably)be about an hour.Do you want
to leavea (message?)
P: No, it's all right.(l'll) just call back later.
the phone(2)
ffiffiAnswering
Point out that Lara said lm ofraidnot when Paolaasked
if jenny was there.Explainthat we often usethis
expressionor I'm sorrywhen we explainwhy someone
is not there or can'tcome to the phone.Ask students
to thinl<of another reasonwhy Jennycouldnt come to
the phone (shewos otwork).Explainthat they will now
see some similarconversations
with severaldifferent
reasons.
Ask them to completethe sentences.
As they
do so,encouragethem to noticeany patterns.Thefocus
of the next activity will be on some of these patterns.
Answers
l.
2.
3.
4.
5.
5.
f o r l u n c h a, n h o u r
off sick,a coupleof days
on holiday,next weet<
his day off, around half eight
in the shower,ten minutes
closed,betweenten and four
Ask studentsto tell you which conversations

probably
talceplace in an office (oll except5). Then get pairs of
studentsto think of some more reasonswhy someone
cant come to the phone- maybethree at home and
three at work. For examole:
16 Telephoning
He's puttingthe boby to s/eep.

Shet in the middleof dinner.
Het on the other line.
Shet in a meeting.
Ask studentsto practisereadingthe conversationin
Parrs.
I
questions
ffi Grammar
Thesequestionsdraw students'attentionto the
functionand meaningof some of the grammatical
patternsin the conversation.
Ask these questionsto the
whole classand ask studentsto explaintheir answers.
You may need to explain that normollymeansusuo//y.
Ask
some follow-upquestionstoo. For example:
When do you normally getup?
What do you normolly eat for breokfost?
Whot time do peoplein officesnormally start work?
Check that studentsunderstandby seven.Askif the
person is expected before sevenor after (beforeseven).
Answers
You would use /'d /iketo speokto X,pleosewhen you
phone an office and Is X there?when you phone a
friendt house.
f. c.
2.6.
3 .a .
Hos PoolametJennybefore?
When doesshewant to visit London?
Is Poolagoingto coll bock?
Answers
Paolais phoningJennybecauseshe wants her to
recommendsomewherecheapto staywhen she visits
London.Jenny
hasa spareroom and invitespaorato
stay with her.
ffi wordcheck
Ask studentsto complete as many of the sentencesas
they can.Thenplaythe recordingagainso they can fill in
anythingthey missed.Asyou go throughthe answers,
checkthat they understandthe expressions.you
may
needto explainthe following:
. lf you havegot a sporeroom,you have
an extra
bedroom.
. lf you sayitt no trouble,youare happy
to do
something.For example:
A: Thonksfor pickingme up at the oirport lost night
B: Oh,it wos no touble.
Point out 3 as a good exampleof how we can change
the'tense'of verbsto be more polite.Thecontinuousis
used (wonderinginsteadof wonder),the past is used
insteadof the present (l wos wonderinginsteadof /m
wondering)and couldis used insteadof con.
Answers
One way to do this activity is to asl<each student to

write down either home or officeand a name (e.g.
Antonia,Mr Gold)on a slip of paper.Theyshould rhen use
this informationas a basisfor their conversation.
For
examPte:
(home)
A: Is Antonioin?
B: l'm sorry.She'sot schoolotthe moment.
A: Whenfuillshebe back?
B: She'snormollybock bl five.
A: Thanks.I'll try then.
When eachstudenthashad their conversation,
they
exchangeslipsand find a new partner.Theythen have
anotherconversationbasedon their new slip.Get
studentsto do this for severalminutes.youcould also
take part in this activity.
ffil Talkingon the phone
l. same 2. told 3. wondering 4. recommend

5. spare 6. trouble 7. time B.nearer 9. say
10.offer
Studentscan then usethe ten expressions

to help them
rememberthe conversation.When
they havefinished,
playthe recordingone more time as they readthe
tapescripton page | 59.Theycanthen practisethe
conversationagainfrom memory. Finishup by asking
studentsto translatethe complete expressions.
For more practiceask studentssome follow-up
questionsfocusingon some of the language.
For
examPte:
Con anyonerecommendsomewherecheopto eotlstoy
in... ?
Areyou stil/ friendswith anyoneyou went to the some school
with?
Do you hoveo spareroomin your house?
What do you
normallyuseit for?
Tell studentsthat Paolaphonesback and talks to

Jenny.
Ask them to guesssome reasonswhy paola is phoning.
Then playthe recording.Get them to comparetheir
answerswith a partner.Youcould feed in a few more
comprehension
questionstoo. For example:
109
16 Telephoning
;,1L-;jl:j:'f,,1;
'*d
youread
eefore
ffiffi#
Mal<esure studentsunderstandthe adjectivesin the
box. Elicitor givethem examplesof an embarrassing,
funny,annoyingor horriblesituation.For example:
forgetting the name of my best friend's husband,going to
worl<dressedas a monl<ey,
beinginterruptedin the
middleof dinner by peoplephoningup to try and sell
things,findinga dead rat in the l<itchen.
Ask students
which is stronger,horribleor annoying.
Then ask them to
completethe four sentences.
Answers
l.
2.
3.
4.
lt
lt
lt
lt
was reallyfunny!
was reallyembarrassing!
was reallyhorrible!
was reallyannoying!
Introducethe personalisation
tasl<by tellingstudents
about an embarrassing,
annoying,
funny or horrible event
in your life.Write any helpfulexpressions
you usedon
the board.Thenget studentsin pairsor smallgroupsto
tell eachother their stories.Finishup by invitinga few
studentsto tell their storiesto the whole class.
stories)
ffiffiWhileyou read(Telephone
Ask studentsto thinl<of two reasonsin oairsand invite
them to sharetheir ideaswith the whole class.Then
explainthe readingtasl<.Whenstudentshavefinished,
8et them to comparetheir answerswith a partner.
Alternatively,use this as a listeningtasl<first. Playthe
recordingwhile studentslistenwith the text covered.
Pausejust before the last word of each story and get
them to shout out the missingword.
Answers
Jiang:edibarrassing
l
E m i l i eh: o r r i b l e
Rebecca:
annoying
As a variation,usethis as a jigsawreading.Get students

in groupsof three.Eachpersonreadsa differentstory
and completesthe missingword.Theythen retellthe
story they readto the other peoplein their group.
Finishup by readingthe three storiesaloudor playing
the recordingwhile studentsfollow along.Asthey do so,
asl<them to underlineany expressions
they find
interestingor want to asl<about.Youmay want to point
out the followingtelephoneexpressions:
it wos in the middle of the night
sorry to phoneyou so late
I colled(my mum) by mistake
110
we swoppedtelephonenumbers
I hod to changemy number
talk(ing)reollyloudlyon (his)mobile
You may needto explainsome of these expressions
as
well:
. lf you tokethe hint,you understandwhat someone
has suggestedindirectlythat you do. For example:I
wishyouA take the hint and give me o Iift to the airport.
. lf you keepon doingsomething,you continue to do it.
For example:I reollywontedthe tickets,so / kept on

collingond I finolly got through.
lf you takeno notice,youignore something.For
example:Tokeno noticeof Helen.Shethinksshe's
alwoysright,but she isn't.
lf you text someone,you send them a text message
o n a m o b i l ep h o n e .
Speaking
Ask studentsto discusthese questionsin pairsor small
groups.Writesome usefulexpressions
and sentence
starterson the board.For example:
I hod a similor experience(o few yeorsogollostweek).
It went off in the middleof (classlthefilm).
I only useit for emergencies.
I onlygiveout my home numberto my c/osestfriends.
I wos gettingtoo many collsle-moils
from ... .
I was gettingtoo mony junk e-moils.
Ask studentsif they ever eavesdropon peoplehaving
conversations
on their mobiles.Point out that if they
havethe opportunity,listeningto these conversations
in
Englishis good practice,and they will hear a lot of
common exPresstons.
Texting
Introducethe activityby askingstudentsthe questions.
Explainthat texting is very popularin the UK. Get
studentsto worl< in pairson the tasl<.Explainthat they
shouldsaythe namesof individuallettersor numbersto
find the word. For example,/ could standfor eye,P could
be peo etc.
Answers
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Thanl<s
for the information.
lt's up to you.
Seeyou tomorrow.
lt's easy.
Can you do it as soon as possible?
Seeyou tonight.
Are you OK?
Seeyou later.
Great news.
M i n dy o u r o w n b u s i n e s s .
,l-t"atr"nrnt
Pointout that these are all very common expressions.
. We use itt up to you when we want
the other
personto decidebecausewe dont havea
particularlystrongopinionabout it.
We saymindyour own business
to tell someonethat
they shouldn'task about our privatelife.
Ask studentsto practisesayingthese expressionsuntil
they can saythem comfortably.For further pracrice,get
studentsto write a mini-conversationusingseveralof
theseunabbreviated
exDressions.
ffi wordchect
This activity reinforcessome of the exDressionsfrom
the readingtasl<.Ask studentsto work on their own
and then comparetheir answerswith a partner.They
shouldthen find similarexpressions
in the readingtext.
Encouragethem to record those they want to
rememberin their notebooks.
Answers
L on 2. in the middleof the
5. dialled 6. swapped
3. line
4. hung
Here are some additionalquestionsyou could asl<:

Whot couldyou sayif you con't heor someoneon the other
end ofthe line?(Couldyou speokup? Can I coll you bock?
I can't heoryou.)
What couldyou sayin Englishif someonecalledyou by
mistoke?(Sorry.You've
got the wrongnumber;Sorry.There's
no-onehereby thot name.)
What elsecould peoplein the c/oss swap?(ploces,books,
papers)
Ask studentsto worl< on the writing task in a group.

Then gEthem to sharetheir ideaswith anothergroup.
As an alternativeor foUow-up,asl<studentsto write one
of the following conversations:
betweenJiangand his
girlfriendwhen he next callsher; betweenEmilieand
the tuy when they went out together; one of the stupid
conversations
the guy on the train had on his mobile.
Studentscan then act out the conversationsfor another
8rouP.
Using vocabulary:adjectivesending
This is often a confusingareaof English.
Althoughit is
good to know the rules for when we use the two
forms, encouragestudentsto learn and record examples
of these adjectivesin larger chunl<s.
Start off by asking
them to rememberJiang's
story.Thenwrite the
followingon the board and ask studentsin oairsto
discusshow to completethem:
I't wos reollyemborross...
/ wosso emborross...
Go throughthe explanationin the Coursebook.Explain
that usuallythe -ed form describeshow we feel,whereas
the -ingform describeswhat causesus to feel that way.
You might want to reinforcethis by writing the following
on the board and askingstudentsin pairsro comptere
them:
Rebeccawas reollyonnoy... with the guy on the troin.
Theguy on the train wosreollyonnoy....
Then go through the next four examples.Explainthat if
somethingis shocking,it surprisesor upsetsyou very
much.Ask studentsto completethe sentencesl-g and
then compare their answerswith a partner.Here are
some questionsto asl<as you go throughthe answers:
What do you think the talk was abou.t?(e.g. accountoncy,
Europe'sgreotest roundobou*\
Why do you think the persont excitedabout goingto Son
Francisco?
(e.g.h's o tivelycity,She,sneyer beenabrood
before.)
Why might the personin 4 be onnoyed?(e.g.He kept colling
her'Shirley'when
her nomeis reollyCtaire.)
What do you think the personin b is describing?
(e.g. being
in a plane moking an emergencylonding)
Why might the guy in 7 be very interesting?Whotdoeshe
do?(e.g.He'so bodyguordfor fomouspeople.)
What do you think the situationin g might be?(e.g.in a
policestationofter the persont possportwos sto/en)
Answers
l. boring 2. excited 3. interested 4. annoyed
5. exciting 6. frightening 7. interesting
8. annoying
For extra practice,get studentsto test each other in

pairs.One person readsthe sentencesbut saysblankfor
the missingword.Their partner,withtheir Coursebook
closed,saysthe completedexpression.
Finishup by discussing
the three questionsas a classor
in smallgroups.Youmay want to leadin by telling
studentsa personalstory flrst.While studentsare
talking,you could feed in some more questions.
For
example:
What is the most excitingplaceyou've evervisited?Why?
Whot did you do?
Who's the most interestingpersonyou've evermet?
/s there onythingyou'rereolly excitedobout?
Later,you could revisesome of the languageby writing
one column of five sentencestartersand one column of
five endingson the board.Studentsthen haveto match
them up.For example:
C o l u m nl :
I heordsomeshocking
...
111
16 T e l e p h o nn g
I hod o tiring...
I've justheordan interesting...
She'sgot o reallyonnoying...
Thot wos one of the mostfrightening...
C o l u m n2 :
story.
news.
habit.
films.
doy.
ffi practice
You could alsowrite sentencestartersand endingson

slipsof paper,one for eachstudent.Give eachstudenta
slip of paperand then asl<them to find their matching
Partner.
:,-:t;;*:jjJ:,;;
U s i n gg r amma r:re p o rti n gw h a t

5a
Studentsmay havelearnedsome'rules'of reported
speech,suchas changing
the tense of the verb,changing
hereto thereetc. However,there are often times when
we report what someone has said with different
patterns.In this activity studentspractisedifferent
Patternswith tell.
Introducethis activityby asl<ing
studentsto memorise
and then role-playPaolaandJenny'sconversation.Then
go throughthe explanationand examplesin the
Coursebook.Tell
studentsto underlineeachof the
Patterns:
told me to soy...
told me to tellyou ...
told me to askyou if ...
wos tellingme obout...
Explainthat we often use te//with a person(i.e.toldme
and tel/you),and that we use if with osk when reporting
a yes/no question.Also, explainthat we use woste/ling
me oboutwhen the persontall<edin more detail.Asl<
studentsto thinl<about the differencebetween he was
tellingme oboutyour new cor with he told me you goto
newcor.Then asl<studentsto completethe sentences
with correct forms of the verbs.
Answers
| . tell 2. tell 3. ask 4. say 5. telling 6. say
7. ask 8. telling 9. say 10.tell | | . telling
1 2 .t e l l i n g

112
Playthe recordingand asl<studentsfirst to just listenfor

which words are stressed.Then
playit againso they can
mark the stressedwords.Ask them to comparetheir
answerswith the tapescripton page 160,or just playthe
recordingone more time, pausingafter eachsentence
and getting studentsto rePeatit.
Ask studentswhat Paolawill sayto Fernanda(lennytold

me to sayhi).Thenexplainthe task.Get studentsto
completethe conversations
and then comparetheir
answerswith a partner.Point out that we often use by
the way when we want to start a differenttopic of
conversation.For
2,you could alsoteachthe expression
... told me to wishyou luck.
Answers
l.
2.
3.
4.
5.
me to say
me to say
me (that) you're going
me to tell you
me to ask you if you could
Ask studentsto practisereadingthe conversations

in
pairs.Youcould then do some extra practiceby writing
a list of expressions
on severalslipsof paper.For
example:
thanksfor the party
don't forgetto bring that CD
Then get studentsto form a big circle.Jointhe circle.
Give the studenton your left a slip of paper.Theyshould
report the expressionon the paperto the personon
their left.For examole:
Alon told me to say thanksfor the porty.
They then passon the slip to this person,who in rurn,
reports to the personon their left and so on. Keep
feedingin slipsto the studenton your left until the
whole circleis involved.Whenthe slipsreturn to you,
tal<ethem out of circulation.Finishwhen the lastslip
gets bacl<to you.
ffi Furtherpractice
Use the photos to introducethis activity.Askstudents
to tell you what they see and asl<if anyonehas ever
tone to hospitalin an ambulanceor won a prize. Then
explainthe task.Ask studentsto sit down with a
partner and tell them somethinginteresting.Then
asl<
them to get up and tell other studentswhat they were
told.Write some responseson the boardto helpthe
conversation.
For example:
Reolly?
Thot soundsinterestinglterrible.
Reolly?I con't believeit.
16 Telephoning
M
ffiffiWhileyou listen
Explainthe task and then readthe choicesfor eachof
the conversations.Playthe recordingand asl<students
to comparetheir answerswith a partner.playthe
recordingagainif necessary.
Answers
l . b . 2 . c . 3 .b . 4 . c .
Then playthe recordingagainwhile studentsfollow the

tapescripton page | 60.As they listen,askthem to
they are interestedin or want
to ask about.Youmight want to draw students'attention
to the followingresponses:
what o shome
that's terrible
what a poin
Answers
a.
b.
c.
d.
e.
f.
g.
h.
contact (Conversation2)
try (Conversation3)
sort out (Conversation4)
leave(Conversation2)
take (Conversation4)
recharge(Conversationl)
go (Conversation3)
miss(Conversationl)
Speaking:talking about cr im es
Ask students if they can remember what happenedto
Kenny'sphone.Theycan then tell eachother.Thenpoint
out the two patterns:
hove something+ post porticiple
somebody
triedto ...
Wow!Thot'somazing!
. Straightmeansdlrectly.
For example:WhenI get poid,t
put half of my money stroightintomy sovingsoccount.
. lf you don't botherdoing
something,you dont do it
becauseit is too much trouble.For example:Dont
bother rin{ng me when you getin. I'il be asleep,onywoy.
. Iescot is a Britishsupermarket
chain.
. FourthGenerotion
refers to the fourth major advance
in a product.
Follow-up
Ask studentsin pairsto chooseone of the situations
You could alsofollow up with some discussion

questions.
For example:
Hove you everturned up so loteyour
friendshad olreody
left?
How long wouldyou normallywoit for o

friend?
Wouldyou everbuy o mobilephone likeTokoshi's?
ffi*d
ffiffi Vocabularvfocus
W
'
When stu8entshavecompletedthe collocations,

ask
them,in pairs,to usethern to rememberwhat happened
in the conversations.Then
follow up by asl<ing
them
some extra questionsto discussin pairs.For example:
Think of two redsonswhy you might hoveto contact
someone.
Think of two differentwaysto completethis expression./
triedcallingher but ... '.
Do you usuollytry to sort out problemsstroightawoy?
Where do you normolly leoveyour mobileor your keyswhen
you ore ot home?
Whot are two more verbswe con use with photos?(develop,
enlorge)
Who't other thingsdo we needto rechorgebatteries
for? (a
Ioptop,a cor)
\Nhat ore two more things
you con miss?(my flight"my
fomily)
113
Most of theseexercisesshouldbe done in pairsor small

grouPs.
n*l
Verb collocations
Answers

first.
shouldasl<their partner about any of the words or
expressions
they are not sure of.
Answers
l.
2.
3.
4.
5.
6.
7.
8.
I travelled
l'm actuallygoing
I c h a n g el ,' l l c a l ly o u
I can finishit, arrive
I translate
hasbeen delayed
is beingdecorated
S h e sn o r m a l l yh e r e
ffiHo,.",n'r,
l. answer 2. have 3. lock 4. look out over

5. complain 6. miss 7.tal<e 8. watch
9. sit 10.stay
Examplesof other collocations:
l . ( a n s w e rt)h e d o o r
2. (have)a headache
3. (locl<)the windows
4. (look out over) the lake
5 . ( c o m p l a i na) b o u tt h e n o i s e
6. (miss)my family
7. (tal<e)the train
8. (watch) the news
9. (sit) at the bacl<
10. (stay)in bed
dtr$F."#;ri
N*:;e$
Look back and check
could
ffi t*pr"rrion,
Answers
l.
2.
3.
4.
5.
6.
7.
8.
Answers
n o t ,a s
be, is,ago
say
such
like,everything
hardly,sounds
had,a
theFe/in,
out, 'll
ft#id"qtr#l
ir*,rid
Questionsand answers
ie4{E;#l
Answers
l.d.
9 .h .
2.a. 3.e. 4.c. 5.b. 6.g. 7.f. 8.i.

t 0 .i .
u"r**u'*l
ei!:.;d
What can vou remember?
ftq!;swt
When studentshavefinishedworking in groupsof four,

114
l.
2.
3.
4.
5.
6.
7.
8.
9.
I0.
miles
mean
seconds
shame
asl<
told
hand
jealous
same
went
Review:
Units13-'1
6
Vowel sounds
Answers
|. Boats.

hear the difference.Point out that some of them are
long vowels.
2. Your hair.
3. Beingin the sun.
Answers
4. Becausethey're old or dangerous.
L
2.
3.
4.
5.
5.
7.
8.
9.
| 0.
5. No.
6. One.
7. Your name,the card number,the expiry date.
8. Stayat home.
9. About a film,a book,a play,an album,a
concert/performance.
| 0. Rechargethe batteries.
I l. In your home.Whenyou go out.
visa
pollution
worst
harbour
morning
passport
the train journey
she teachesGreek
useyour computer
boringsports course
12. He/Shewrites books.

| 3. Buy tickets.
14. Possibleanswers:
A film,a ride at a park.
15. Possibleanswers:Toget higherwages,to protest
againstlosingtheir jobs.
16. Yes.
Problemsounds:
lbl and lvl, ltl and lgl
hear the difference.Then model the expressionsbefore
askingstudentsto practisesayingthem.
Answers
l.'
2.
3.
4.
5.
tomorrow
eleven
the main exit
foot
train
115
t7
lf you hovefillings,you
had smallholesin your teeth
and they neededto be filled.For example:I had to
have o filling everytime I went to the dentist'swhen I
wos a kid.
Unit overview
Genefal topic
Talkingabout accidents,apologising.
lf you haveo scor,youhavea mark on your sl<in

where you were once injured.For example:You'l/
recognisehim. He's got o scor on his cheek.
Conversation
Ruth helpsDavid,who hasjust fallen.
lf you are clumsy,you aren't very carefuland you

often breal<things.For example:He'sso clumsy.I
never |et him helDin the kitchen.
Reading r
Six people'describe
an accidentthat happenedto
them.
Listening
Two conversationsinvolvingaccidents.
Language:input
. Expressionsfor talking about health probfems:
hove it X-rayed,it might need stirches.
. Expr.essions
for describingaccidents:I tripped,l hit
my head.

they
lil<ein their notebool<sand to tal<enote when they see
similarexpressions
throughoutthe unit.
Use the language
that are probably
saidby the personwho had the accident(e.g.I felloff
o horse)and those that are probablysaidby the
person they are tall<ingto (e.9.Conyou bendit ot
all?).
PastcontinuouSand past simple:I wos runningback

outsjdeond I tripped on o step.
'
Expressionsfor apologisingfor accidents:I'm reolly

sorry,I con be so clumsysometimes.
Offers with I'll and let me: I'll pay to hove it. cleoned,
Let me get o cloth.
Studentsdiscusswhat it or thot might refer to in

severalof the expressions.
Studentsfind the exDressions

that containcommon
verbs like give,hove,put,foll,coll.Later,write the
expressions
on the board but gap out the verb.Asl<
studentsin pairsto completethe expressions.
Language strip
unit.Asl<studentsto guicldylool<throughthe strip and
they could sayor could once have
saidabout themselves.
For example,perhapsonce they
had to havestitches.Explainthat in this unit they will
practisewaysof tall<ingabout accidents.
Encourage
them
to choos6a coupleof expressionsin the strip that lool<
interestingand to find ciut more about them.
exDresstons:
. lf you sayYoushouldhavethot lookedot you are
advisingsomeoneto go and see a nurseor doctor
to checl<for injury or some other problem.For
example:Youshouldhovethat lookedot It looksvery
red.
116
lf you say Letme callyou o toxi,you are offeringto

phonefor a taxi for the other person.
lf part of your body is bruised,

it has a mark on it
becauseyou hit or l<nockedit. For example'.Whot
hoppened?Your
leg'soll bruised.
lf you hoveto have stitches,

you havea bad cut that
needsto be sewn together.For example:Thot looks
bod.I think you'll hove to havestitches.
Lead in
One way to lead in is to write occidenton the board.Tell
studentsthat two common adjectivecollocationsfor
this noun are seriousand minor.Ask studentsin pairsto
think of three examplesof seriousoccidents
and three
examplesof minor occidents.
Then get them to share
their suggestions.
Reformulateany if necessary.You
could
also asl<students if they haveheard or seen any other
collocationsor expressions
with occident.
For example:
by accident
a traffic occident
hovean accident
it wason accident
Then go on to I Talking about what's wrong with
you.
17 Accidents
{*f,,,j.*."**:,:.;;
**J
ffi Talkingaboutwhat'swrong with you

lf possibleintroducethis activityby tellingstudents
about a time when you - or someoneyou know - saw
an accident.Encourage
them to asl<you questions.Then
get them to tell their own story in pairsor small
groups.Invitea coupleof studentsto sharetheir story
with the rest of the class.
Focusstudents'attentionon the pictureand tell them
to cover the conversation.
Ask a seriesof questionsto
elicit some ideasfor when studentsmakeuDthe
conversation.
For example:
What hos justhoppened?
(Elicit He'sjust fallendown the
steps.)
Why do you think he fell down the steps?
How doesthe man feel?
What's the woman doing?
Whot do you think she'sgoingto do next?
Then ask pairs of studentsto havethe conversationthey
think the man and the woman are having.
Explainthat you are going to playthe actual
conversation.Tellstudentsto keep the text covered.Ask
them to just listento see if their conversationwas
similarto the one on the recording.Thenexplainthe
completiontask.Playthe recordingagainand ask
studentsto try to fill in eachof the gapsas they listen.
They shouldthen comparetheir answerswith a partner.
Playthe recordinga third time, but this time pauseafter
eachgap.Elicitthe missingwords and maybewrite the
Answers
l. are you all right 2.Are you sure 3. standup all
right,*,4. Maybeyou should 5. lt might be 6. have
it X-rayed 7. get you a cab 8. appreciateit
Ask studentsto readthe completedconversationin

pairs.Thenaskthem to underlineany expressions
they
want to remember.Encouragethem to transfer these
into their notebooks.Youmay needto explainthe
. lf you havea nosty or bite,it looks bad and might
foll
be serious.
. lf you trip,youhit your foot on somethingand fall or
nearlyfull.
.
We oftbn say I opprecioteit when someone has

offered to do somethingfor us.For example:
A: Con I giveyou o hand tidyingup?
B: Yes,thonks.I oppreciateit
questions
ffi Grammar
The first questionsfocuson two modalauxiliariesfrom
the conversation.Whenstudentshavefound the two
expressions,
write the followingpattern on the board:
Youshould... .lt mightbe ... .
Elicita way to complete the pattern.For example:
Youshouldsee o nurse.It might be infected.
Practisethe pronunciationwith the class.Then
ask
studentsin pairsto thinl<of two more examples.
Get
them to practisesayingtheir examples.You
could also
point out the related expressionlt'sproboblyjust ... .
Answers
a.you should
b. it might be
Ask studentsabout the expressionshouldhoveit X+oyed.

You might need to teach them technicionor rodiologist
to
helpthem answerthe question.Get them to tell you
what part of speechX-royedis (a past participle).
Remindthem that the passiveusesthe pastparticiple
too. Explainthat we use expressions
like this when we
want someoneto do somethingfor us.We don't need
to mentionwho the personis becauseit is obviouswho
they are,or it is not relevant.Give studentssome more
examples:
I'm hovingmy hair cut.
I've just hod my eors pierced.
Youshouldhoveyour tyres checkedbeforeyou leove.
Usingvocabular y:health pr ob l em s
This activityfocuseson usefulvocabularyfor describing
healthproblems.Ask studentsto lool<at the photos on
page 120 and get them to do the matchingactivity.Ask a
few follow-upquestionsas you checktheir answers.For
example:
Hos onyonehod stitchesbefore?Whothappened?
How
mony did you hove?Do you stillhcve o scar?
When do we use bondoges?Whot's
the differencebetweena
bondageond a ploster?
What do we put creomon?
Who't ore somethingsthot con give you o rosh?
What shouldyou do if you hovea rash?
Whathoppensbeforeyou hoveo filling?Whatcon'tyou do
ofter you hove o filling?When wos the lost time you had o
filling?
Why do peoplehaveX+oys?
Answers
l.B
2.A
3.D
4.F
5.C
6.E
117
17 Accidents
partner.As you go throughthe answers,explainany

This activity givesstudentscontexts for the vocabulary
from 3 Using vocabulary: health problems.
Encouragestudentsto record the expressionsthey want
to rememberin their notebooks.Remindthem to
record completeexpressions,
not iust singlewords.Go
through the choicesin the box, explainingthat checked
out is similarto lookedot, but we might use it when it
might not be possibleto tell if somethingis OK just by
lool<ingat it. For example,it is not usuallypossibleto
tell if someonehasa temperaturejust by loolcingat
them.Thenask studentsto completethe conversations
individually
partner.
Answers
l.
2.
3.
4.
5.
haveit lookedat, stitches,a bandage

haveit X-rayed,brol<en,bruised
haveit lookedat, filling,an appointmenr
haveit looked at, red, cream
havea checl<-up,
nothing,worrying
Answers
l. slipped 2. fell over 3. hit 4. broke 5. tripped
6. had it 7. cut 8. put 9. fell off 10.got bitten
Tell studentsto spendtwo minuteslool<ingbackat the

collocations.They
can then test eachother in pairs.One
person readsthe list of collocationsand the other tries
to remember the verb. For extra practice ask students
to choosefour different exDressionsand have
conversations
like the ones in 4 Practice. For example:
A: Areyou all right?Whathappened?
B: I'vejust got bittenby a dog.
A: Oh no.Youshouldgo stroightto the hospitaland hove it
Iookedot. I think you'll needto hovestirchesand an
injection.
B: Oh right.l proboblyshould.
Vocabulary:in hospital
Ask studentsto practisereadingthe conversationsin
pairs.Pointout the followingusefulexpressions
and
write them on the boaro:
Areyou oll right?
Maybeyou should...
It mightneedlbe...
Youmight needto ...
I just needto ...
Nq it'lt be oll right.lt'sproboblyjust...
Yes,maybeyou're right.
Asl<studentswhat tense B usesa lot (the present
perfect).Explainthat we often use this tense when we
want to explainwhy we are not all right. Get students
to memorisethe suggestions.Then
they can take it in
turns asl<ing
eachother if they are all right.As an
alternativewrite some problems- or draw pictures
representilgthe problems- on slipsof paper.Give each
studenta,slipand asl<them to go aroundthe class
askingother people Areyou all right?They can use the
problemon their slip to answer.They
then exchange
slipsand havea new conversationabout the new
problemwith anotherstudent.
describingaccidents
ffi Vocabulary:
You could draw a pictureon the board of someone
slippingon a bananaskin.Thenask Whot happened?
to
elicit She slippedon o bononoskin.Rub out the banana
skin and ask studentsto tell you what elsecan cause
peopleto slip.Youwill probablyget suggestions
like ice,
woter,o polishedfloor.Thenfocus students'attention on
the box. Explainthat they will see differentcollocations
for these common verbs.Ask them to work on this task
individually
118
Ask the classif anyonehasever had an accidentlil<e

fallingdown stairsor bangingtheir head,and had to go
to the doctor's.lf they have,asl<them to remember
what questionsthey were aslced.lf they haven't,ask
them to guesswhat questionsa doctor might ask.Then
explainthe reorderingtask.As you go throughthe
answers,practisethe pronunciationof the questions,
payingattentionto the stressand intonation.Explain
that we often use ot oll at the end of questionsfor
- to ask if there is any possibilitythat what we
emphasis
are aslcing
is indeedthe case.
Answers
L
2.
3.
4.
5.
6.
7.
What seemsto be the problem?

How did it happen?
D o e st h i s h u r t a t a l l l
Can you stand up?
Can you lift your arm?
Can you bend it at all?
Did you hit your headat all?
Finishup by asl<ing
studentsto role-playthe
conversationbetween David in I Talking about what's
wrong with you, and a doctor. Alternatively,they can
chooseone of the other problemsfrom 4 Practice or
5 Vocabulary: describing accidents. Wrire some
usefulanswersto some of the doctor'squestionson the
board.For example:
It hurtsa lot.
Yes,but it's poinfuL
Yes,o little,but it hurts.
Yes,but it's o /ittle sore.
'1
7 Accidents
'F:,*
8,,'*;.i;,;t
ffi Beforeyou read
Focusstudents'attention on the photos on page | 22.
Ask them what each placeis (o club,a rugbypitch,the
seoside,steps,o swimmingpool,o road whichslopes).Asl<
them why eachplacecould be dangerous.
For example:
There'relotsof people.
Ihere's deeDwoter.
Ihere'so steeps/ope.
Then get pairsof studentsto discussexamplesof
accidentsthat could happenin eachplace.Invitethem to
tell you their suggestions
and reformulatetheir
responses,
feedingin appropriatevocabulary.
For
example:
Youcould drown.
Youcouldknockyourselfout.
Youcould get electrocuted.
Youcould get uushed.
ffiffiWhileyou read(lt reallyhurt!)

Ask studentsto read the six stories to see if any of
their guesseswere right.Alternatively,use this as a
listeningtask first.PIaythe recordingwhile students
listenwith the text covered.Thenthey readthe article.
You can playthe recordingagainas they read along.
You could also do this as a jigsawactivity.Dividethe
classinto groups of three. Eachperson readstwo
stories.Theythen tell the other membersof the group
what happened.You
may needto explainthe following:
' lf someone is showingoff,they are trying to impress
other peopleby showingthat they can do
something.lt is often a negativeexpression.
A woundis a usuallya seriousinjury where your skin
is brokenand there is a deep cut or hole.Asl<
studentswhat could causewounds (o gun,a knife,
somethingshorp).
T
Comprehension
ffi#.q#
Go throughthe choices,explainingany vocabularyif
necessary.
Ask studentswhich choiceindicatesthe
worst accident(soundreallynasty)and which the least
serious (don'tsoundthot bad).Remindthem that thot can
mean very.Let them thinl<about the stories and then get
them in smallgroupsor pairsto tell eachother what
they think.Encourage
them to explainwhy they thinl<so.
ffi wordcheck
This activity focuseson severalexpressionsfrom the
readingtask.Asl<studentsto complete as many as they
can on their own beforecomparingtheir answerswith a
partner.Theyshouldthen look bacl<at the readingtext
to check if they are right.As you go through the
answers,model and practisethe pronunciationof the
expressions.Studentsmay havedifficultieswith some
endings(e.9.s/,ppedand tipryD or with individualwords
(e.g.injectionand stitches).
Answers
| . blood 2. slipped 3. hurt 4. tripped 5. stitches,
scar 6. screaming 7. injecrion
Get studentsin pairsor smallgroupsto discussthe

three questionsat the end.Youcould alsoaskthem to
think of three differentthingsyou needan injectionfor.
Then invitethem to sharetheir ideaswith the class.
Here are some oossibilities:
Youcouldslipon o bananoskin somemud or somewoter.
Youcould trip overa coble,someonet leg,o tree root.
Youcon hurt your bock follingdown,doingexercise,
just
bendingover.
Yousometime.s
need on injectionwhen you hove o filling,o
voccination,
or on operotion.
Finishup by asl<ing
studentswho had the funniestor
most unusualthing.
Usinggr am m ar :past sim plean d

Choosean exampleof the pastsimplewith the past
continuousfrom the readingtext and write it on the
board,but gap out some parts.For example:
I ... doncingand ... o greottime,butthen
I ... overon a
drink.
Asl<studentsto completethe missingwords.Thenasl<
them to find two similar patterns (wos+ -ingand past
simple)from the readingtext. Go throughthe
explanationin the text and then asl<studentsthe two
questions.
Answers
l. The runningstartedfirst.
2. The runninglastedlonger.
Answers
Probableanswers:
Chris'ssoundsreally nasty,Zeynep'swas probablyjust
bad lucl<,and Barney'swas reallystupid.
Explainthat we often usethe pastcontinuousin a story

to providethe bac(ground- what was happening
at the
time - and the past simplefor the actionwe want to
focuson - in this casethe accident.Wechoosethe
continuousform becausewe want to show that the
action was in progressand that it was interrupted by
119
17 Accidents
the action in the past simple.You could represent this
visually on the board with a line and a cross. For
example:
w a s r u n n i n g
X
I
.
rnPPed
Ask studentsto do the matchingtasl<.As you go

throughthe answers,asl<a few follow-upquestions.For
examDle:
Why do you think the personin I was drillingo hole?(to
put o picture up)
4. windows,ladder,bacl<
5. floor,hammer,nail
Ask studentsto closetheir Coursebool<s
and in oairs
try to retell the stories usingthe key words.you may
want to do the first one togetheras an example.
Studentscan then do the samefor the six storiesin the
readingtext by just usingthe photos on page | 22. Finish
up by referringstudentsto G30 of the Grammar
Whot sometimeshoppenswhenyou cut onions?(you cry)

Where was the light in 3? (on the ceiling)
ffi rr""prr.ti."
Whot couldyou do if you knockedthree teethout? (get

somefolseteeth)
Introducethis activityby tellingsrudentsabout an

accidentthat happenedto you - or someoneyou know.
Beforetellingit, explainand modelthe examplesof
responses.
Encourage
studentsto use some of theseas
you tell the story.Thengivethem enoughtime to
preparetheir own storiesand go around helpingwith
vocabulary.
Studentscan either tell their storiesin pairs
or smallgroups,or wander aroundtellingdifferent
PeoPte.
Whot ore you doingif you'messobout with' something?

(playingwith it,not usingit for what it'snormolly usedfor)
Whot otherwordscouldyou reploce'coffee'with
in b? (teo,
soup)
Answers
l. e.
2.d.
3 .c .
4.f.
5 .b .
6.a.
;1.*.:#:r**r*g
Apologising
This activityreinforcesthe form of the pastsimpleand
pastcontinuouswhile alsogivingstudentssome good
examplesof collocationslilcebongedmy head,wos
cleoningthe windows.
Ask studentsto completethe sentenceson their own
and then comparetheir answerswith a partner.Go
throughthe answers.Pointout that the time expression
the otherdoy is often used with the past continuousto
give the backgroundto a story.Youmay need to explain
the following:
. lf somethinggoesa colour,it becomes
that colour.
For example:Somepeoplego red when they,re
emborrassed.
' We c5n use the word nail for the thing
we hammer
into somethingand alsofor the pu.t of our body at
the end of our fingersand toes.
Answers
l.
2.
3.
4.
5.
was crossing,
tripped,banged,
got
was pouring,knocked,went, burnt
was driving,ran,hit, killed,was
was cleaning,
fell,hurt
was fixing,banged,hurc,wenr
Ask studentsto read through the five situationsagain.

Then write the following key words on the board:
|. road,tripped,pavement,
head
2. tea,arm, hand
3. home,dog,awful
120
Explainthat we can use occidentto describewhen

someonegets hurt, and that we also use it to describea
mistakewhen somethinggets broken or damageo.
point out
Remindstudentsof the expressionby accident.
the photo on page l24.Tell studentsthat what they see
is an exampleof an occidentAsk studentswhat you
usuallydo if you breakor damagesomethingaccidentally
to elicit you opologise.
Explainthat when we apologise,
we often explainwhy somethinghappenedor offer to
do something.Then
explainthe matchingtasl<.
Ask studentsto work on this on their own or in pairs.
As you go throughthe answers,model the
pronunciationand checl<students'understanding
by
asl<ing
questions.
For example:
Whot does'it'I 'one'refer to?
Where do you think they ore?
Whot do you thinkhosjust happened?
Answers
A: 1.,5.,6.,7.,10.,(l 1.,)12.,14.,tS.
B : 2 . ,3 . ,4 . , 8 . , 9(. |, | . , ) | 3 . ,t 6 .
Itwos on accident
could be saidby either person,
dependingon the intonation.
17 Accidents
*d
ffi Whileyou listen

Explainthe task and playthe recording.Ask studentsto
comparetheir answerswith a partner.Thenplaythe
recordingagainso they can check.
Answers
Conversation I
I'm really sorry.
I don't know what I was doing.
It just slippedfrom my (fingers).
I'm afraid you'll haveto pay for it.
It was an accident!
Forget about it.
Dont worry about it!
It was partly my fault.
Conversation2
Let me get a cloth.
l'll payto get it cleaned.
Don't be silly!lt's fine.
Forget about it.
I can be so clumsysometimes.
I'm really sorry.
ffi comprehension
Explainthe task and let studentswork through it on
their own.You may want to read both reports aloud as
studentslistenand read.Thenask studentsto compare
their answerswith a partner.Playthe recordingagainor
playthe recordingwhile studentsreadthe tapescriptso
they can checktheir answers.
Speaking
This activity givesstudentsa chanceto sharetheir
reactionsto the conversations.Go through the list of
point out
choices,explainingany vocabularyif necessary.
that in 2. c., you would just pretendthat the jumper was
old.Ask studentsto discussin pairsor smallgroups.
Then as a classgo through eachchoiceand asl<how
many studentschose it. Finishup by getting studentsto
discussthe remainingquestions.
Explainthe following:
. ff we bump into someone,we accidentallyknock into
them.
. lf we get rid of a stoin,we make the stain go away.
Write some expressions
on the boardto helpwith the
lastquestion.For example:
(White wine)gets rid of (red wine) stoins.
Youcon use(white wine) on (red wine) stains.
Ihere's something
cqlled... ,which is goodfor stains.
Explainthe task and go throughthe six situations.

Answers will vary,but some obviouslyrefer to a specific
situation.For examole.
l. I'm afraid you'll haveto payfor it.
2. Let me get a cloth.
5. lt's OK. I need to get a new one anyvvay.
6. l'll payto get it cleaned.
Ask studentsto work with a new partner for the role
play.Finishup by invitinga few pairs of studentsto act
out their role playfor the rest of the class.For a slight
variation ask them to do a few role playswhere one of
the peopleisnt very nice about the accident.You
could
teach the expressionsyou shouldn't(hove).Forexample:
Youshouldn'tdrink red wine ond weor o white shrt.
Youshouldn'thove left your g/osseson the sofo.
Answers
Conversation I
We went to look for a presentfor Anna'sbirthday.
I picled up a vaseand it slippedthrough my fingers.
The vasecost f80..
The shop assistantmademe buy it.
The shop assistantwasnt very nice about it.
Jennyoffered to pay half.
ffi Usinggrammar:wil/
Studentsmay think we iust use wil/when we want to
talk about the future. Explain,however,that we often use
will to show we are happyor willing to do something,
and so we often use it to make offers.Ask studentsto
find an examplein I Apologising on page 124 (l'lt poy
to get rt cleaned).
Reoort 2
I spilt wine.
It was quite an old dress.
There were just a coupleof spots.
Lisawas OK about it.
I offered to payto haveit cleanedbut she said it
would lust come out in the wash.
Ask studentsto complete the offers and then playthe

recordingso they can check their answers.Pausebefore
eachexpressionand invitea studentto tell you their
answer.Thenplaythe expression.Get studentsto repeat
it, makingsure they use the reducedform. Explainthat
we often use /7 hoyea lookto mean we will check
somethingto make sure it is working, or to see what is
wrong with it.
121
17 Accidents
*J
practice
ffiffiFurther
Answers
l. call 2. show
3. help 4. have
5. show
7. clean 8. save 9.pay
5. carry
| 0. ask
Finishup by referringstudentsto G3 | of the

Ask studentsto worl<on this on their own or in pairs.

As you go through the answers,getthem to tell you a
coupleof situationswhen you might usethe phraseLet
me.
Answers
L e tm e c o u l dr e p l a c eI ' l li n 2 . , 3 . ,5 . ,6 . ,7 . , 9 .a n d I l .
Sp e a k i n g
This activityhelpsstudentssee how the expressions
can
be used.Youcould either asl<studentsto do this in pairs
or together as a class.Theones that you could use in
classare:
I'll showyou whereto go.
I'll help you move it"if you like.
I'll toke o look
I'll showyou how to do it,if you like.
I'll saveyou a seot.
Ask studentsto write their examplesand go around

helpingand checking.
For extra practice,get them to
worl< in pairsand write six three-linemini conversations
basedon the expressions.
For example:
A: My flight leovesot 7:00 in the morning.
B: I'll giveyou o Iifuif you want
A: Really?Areyou sure?We'llproboblyhoveto leoveot
4:30.
Tall<about Real English: Let me. Model the
pronunciationof the examplesand get studentsto
practisethem. Explainthat we often usethe reduced
pronunciation/'lemil/. However,we sometimesstress
me. For example,we might say Let ME poy,stressingthe
me. Explainthat we might use Letme to offer to help
someoneoff with their coat or to open the door.
122
Ask studentsto practisetheseoffers in pairs.Explain

that we use / con manogewhen we think we can do
somethingdifficultourselves.
For example:
A: l'll helpyou cleon up, if you like.
B; No, it's OK.I think I con manoge.It's not that dirty.
Follow-up
Write Ihe unluckiest
day of my life on the board.Ask
studentsif they ever havedayswhen everythingseems
to go wrong.Ask them to imaginethey once had a very
unlucl<y
day.In pairs,they shouldmakeup a story about
that day.Give them time to go backthroughthe unit
findinghelpfullanguage.You
could ask them to write
their story and then ask them to read each other's.
Alternatively,
they could just go aroundthe classand tell
it to different people.In either case,give them a starter.
For example:
I'll never forgetApril I3'h.lt wos rhe unluckiesrday of my life.
It all stortedin the morning.I was ...
Finishup by askingwho had the best story.
tg
Unit overview
General topic
Explainingand sorting out problems.
Conversation
Tcny tells Adriana that he's lost his passport.
Reading
Joiningthe wrong queue.
lf you loseyour credit or banl<cards,you needto

cancelthem so no-one can usethem.
lf somethingor someoneis a poin,it or they are

really annoying.For example:/t's o realpoin visitingmy
inJowseverymonth.Theylive milesowoy.Wewosternost
of the weekendjust trying to get there.
lf you sort out somethingsfor something,

you get
things ready for somethinglater.For example:l'l/ see
you downstoirs.
l'vejust got to sort somethingsout for
closstomorrow.
'
lf you jump the gueue,yougo aheadof peoplewho

are waitingin front of you in the queue.For
example:Theyalwoys/et the touristsjump the queue.
'
lf you soveo plocefor someone

in the queue,youlet
them rejoin their originalpositionin the queueafter
they leavefor a short time. For example:Canyou
sovemy place in the queue?I'm just goingto the toilet.
A cashpoint
is an automatic machinewhere you can
get money out of or put money into your banl<
account.For example:/s thereo coshpoint
around
here?I'veonly gota coupleof euros.
Listening
Three conversationsabout problemswith machines.
Language input
. Expressionsfor sorting out problems: I'uehod my
bog sto/e4so / needta report it to the policeand
cancelall my creditcards.
' Presentperfect questionsto rnakesuggestionst
Hove you tried chongingthe bqtteries?Hove you been

bsck thereb seeif onyane's
handedit in?
.
Expressionswith sorf our:/t'l/ sort i*elf out,/ need

[o sort out sornepopers.
Expressionswith must:Lrsten,
/ mustgo or I'll be
Iote.
Expressions
for describingproblemswith
machines:lt's moking o funny noisgIhe photocopier
has brokendown agoi4.
Language strip
practisewaysof talkingabout problems.Ask them to
quicklylool<throughthe strip and find expressions
that
could be said about a problem (e.g./'ve goto problem
with my landlord,I needto getit fixed).Encouragestudents
to choosea coupleof expressions
in the strip that lool<
exDresstons:
' A landlordis the personwho owns the flat or nouse
that you are renting.
. lf you saya problem will sortitselfout,you think the
problemwill be solvedor go awayby itself.For
example:Don't worryobou'tthot problemot work.lt'll
sort itse/fout eventuolly.
.
lf somethingmokesa funnynoise,there is a strange

noisecomingfrom it. For example:
A: My computer'smokingthis funny squeokingnoise.
B: It'sproboblythe mouse.
You might sayOh well,nevermind when you think

somethingis not importantenoughto worry about.
For example:
A: I'm afroid I've brokenyour torch.
B: Oh well,nevermind.lt wos only o cheapone. l've got
two more ot home.
'
lf somethingis /eoking,
liquidis comingout of it. For
example:Lookot your shirt.I thinkyour pen'sleoking.

they
lilcein their noteboolcsand to take note when tney see
similarexpressions
throughoutthe unit.
Use the language
with a verb in the
present perfect (e.g.Hoveyou cancelled
your cards?)
and those with a verb in the pastsimple(e.g.He
jumped the queue!).
. Studentsdiscusswhat it might refer to in severalof
the expressions(e.g.I needto getit fixed).
Lead in
Start by thinlcingof a problem,for example,your coffee
maker is broken.Write the word problemon the board.
Then write the followingcollocationsaround it:
a big problem
o seriousproblem
I've gota problemwith my ...
sort out the Droblem
123
1B Problems
Tellstudentsthat you havea problemand they should
try and guesswhat the problem is by askingyou yeslno
questions,
usingsome of the collocationson the board.
For example:
S: /s it o bigproblem?
T: Well, it's o big problemfor me.
S; Have you got a problemwith a port of your body?
I No.
S; /s it eosyto sort out thisproblem?
I Yes,I just need to buy o replacement.
S: So it's o problemwith somekind of mochine?
Let studentsl<eepon askingyou until they guess.Give
hints if necessary.
For example:It'so problemwith
somethingin the kitchen.I can't hove somethingin the
morning becouseof it.
{".
':*
L I.:J ;-;"5?: i, 3.:*,.
Sp e a k i n g
Focusstudents'attentionon the words in the box.Ask
what these objectsare.Ask studentsin pairsto think of
at leasttwo problemsyou could havewith each object.
Encourage
them to usetheir dictionariesif necessary.
After a coupleof minutes,askthem to tell you their
suggestions.Write
them on the board and reformurate
any if necessary.This
is a chancefor you to teach or
revisevocabularylike the strop'sbroken,
it's been rejected,
it'sexpired,theret no soundetc. Finishup by getting
studentsto discussthe questionsat the end in pairs.lf
they havenever had a problem with any of these things,
askthem to talk about somethingsimilar,like a TV
computeror a drivinglicence.Tell
them to start like this:
I oncehod o problemwith my ...
Usingvocabulary:sorting out
roblems
l. e.
2 .a .
3 .b .
4.f.
5 .c .
6 .d .
Pointout the pattern in the endings:

so / needto ... and
... . Model the pronunciationof the completed
sentencesand asl<studentsto spenda minute
memorisingthe endings.They
can then test eachother
in pairs.One personreadsthe beginningof the sentence
and the other persontries to rememberthe ending.
on holiday
#i4 Problems
Beforeexplaining
the listeningtask,asl<studentsin pairs
to think of three problemsyou might haveon holiday.
For example,you mightget food poisoning,
haveyour
travellers'chequesstolen,get lost etc.Thenplaythe
recording.Ask studentsto listenfor the answersto the
two questions.Mal<esure they cover the text before
they listen.Thenget them to comparetheir answersin
pairs.Remindthem to keep the text covered as they do
this.
Answers
Tony has lost his passport.He is goingto try to get a
temporary replacementfrom the Embassy.
Playthe recordingagainand asl<studentsto try to fill in

pronunciationand havethe classpractisesayingit. play
followingthe completedscript.Youmaywant to asl<
studentsto practisereadingthe conversationin pairs.
lf you haven'tdone so already,explainthat when we sort

out problems,
we solve them. As an example,asl<
students.howthey would sort out one of the problems
they suggested
in I Speaking. For example:
Whot wouldyou do if your possporrwossto/en?
l. I've lost my passport 2. havingit 3. handedit in

4. How annoying 5. I must go 6. sort it all out
Then get studentsto do the matchingtasl<on their own

and comparetheir answerswith a partner.Here are
some questionsto ask as you go throughthe answers:
Whot e/secouldyou report to the police?(someonefotlowing
you,o suspicious
bag)
Whot's the oppositeof 'get somemoneyout'? (put some
moneyin)
Tall<about Real English: lt's a real pain.Ask studenrs

to tell you some thingsthey thinl<are a pain.youcould
explainthat we sometimesuse it about peopletoo. For
examPte:
A: How's Kevindoing?
B: He's beinga reol poin ot the moment.He just sits in
front of theTV all doy and neverhelpsme.
ln 4 do you think the personwill have to buy o new one?

Why not? (/t's stil/ underguarantee.)
To help with the secondtask,asl<studentsto lool<back

at the completedconversationand underlineany
expressions
they thinl<they could use.For example:
Oh no!
The losttime I rememberhovingit was...
How onnoying!
Whot kind of thingsdo you think the guy in 5 is doing?

(soyingbod thingsabout peopte,being unhelpful)
124
Answers
Answers
18 Problems
Yes,it's o reol poin.

Well,good luck I hopeyou sort it oll out.
Usinggrammar:presentperfect
uestions
In this activitystudentssee anothercontextualised
use
of the presentperfect.Introduceit by askingstudentsif
they can rememberwhatAdrianasuggested
whenTony
told her about his passport.Ask them to underlinethe
expressionin the conversation.Then
go throughthe
explanationin the Coursebookand giveexamples.
Before studentsdo the completiontask,you may want
to quickly revisethe formation of the present perfect.
You shouldexplainthat manyof the verbs in the task
haveirregular past participles.As you go through the
answers,ask studentsquestionsto focuson and check
their understanding
of some of the expressions.
For
example:Whot cousesan upsetstomach?(eotingfood that's gone
bad,o stomochbug)
Answers
a .5 . b . 2 . c . | .
d .3 . e .8 . f . 4 . g .6 . h . 7 .
5 Grammarquestions
@FS#
ffi
Thesequestionshelp studentsform guidelineson when

to usethe three forms.lf they see examplesin context,
it is a lot easierfor them to understandwhy we choose
the differentforms.Whenstudentsfind the examples,
mal<esure they dont confusea pastsimpleform with a
pastparticipleform.Ask them to discussthe three
questionswith a partner and then go over the answers
togetheras a class.Point out the time expressions
that
are usedwith the examoles.
Answers
a. Yes,I picl<ed
them up from there this morning;
Yes,I bought some new ones yesterday;Yes,I had
an aspirinearlier;Yes,I did it this morning.
Whothappensto borterieseventuolly?
(they die,theyrun
out)
b. Not yet, I'm goingto go to rhe stationthis

afternoon.
Whot can we toke for a heodoche?(ospirin,porace'tomol)
c. I'll do it now; Maybel'll do it after the next class.
What kind of cordsdo peoplekeepin their wallets?(credit

cords,bqnk cards,nome cords)What elsedo they keepin
their wallets?(money,photos,
busposses)
l. The pastsimpleis usedin the Yesanswers.lt

refers to somethingyou did before.
Whot e/secon be'fully booked'?(a toin, a flight)

Answers
l.
2.
3.
4.
5.
6.
7.
8.
Haveyou been
Haveyou tried
Haveyou reported
Haveyou taken
Haveyou looked
Haveyou rung up and cancelled
Haveyou tall<ed
Haveyou tried
Get stuilentsto match the questionsand the answers.

You may want to asl<some questionsto exploit some of
the language
in the answers.For example:
Think of two other waysof completingthis pottern:'l picked
... up from .. . ' (e.g.him... the oirport,somebread. . . the
supermorket)
Whot other mochinescould'ployslowly'?(IVCR, o DVD
player,a cassetteployer)
Who e/secon you makeon oppoin'tmentto see?(o bonk
monoger,odentist,a hoirdresser)
You may need to explainthat we sometimesrefer to a
police station as the stotionand that if somethingdoesnt
hoveony effect,itdoesn'tcauseany changein something.
For example:
I tolkedto him obout hisbehoviour,
but it hod no effect.He's
still rude all the time.
2. Wiil + verb is used when you are makinga

decisionnowThe answersbeginwith Thot'sllt'so
goodideo.This shows that you hadnt thought of it
before.
3. Goingto + verb is usedto show you havealready
decided.Theanswerstartswith Not yet.Yetimplies
that you intend to do it in the future.

ffiMnot"ptry
Readthe four conversationstartersout loud.Explain
that we often use the expressionsI'm finding... (eolly)
difficultor I'm findingit (reol\ difficultro ... when we
describedifficultieswe are having.Youmay want to elicit
a coupleof examplesugtestionsfor eachproblem
beforestudentsrole-playthe conversations.
For
example:
Hove you checkedin lostproperty?
Haveyou seenonyoneoboutit?
Hove you tolkedto the bonk obout it7
Haveyou oskedthe teacherfor help?
Explainthe tasl<and when studentsare ready,put them
in pairs.One personclosestheir Coursebookwhile the
other iust looks at the conversationsl-8 in 4 Using
grammar: present perfect questions. You might
125
18 Problems
want to do an examplewith studentswhen they change
roles so they can see how to continuethe conversation.
For examole:
S: /'vegot on upsetstomoch.l've had it for o coupleof days
now.
T: Hqve you beento the doctorabout it?
5: Not yet"but I've mode on oppointmentfor this evening.
T: How ore you gettingthere?Do you needo lift?
S: Oh thonks.ThotAbe great.My oppointment'sot 6:00.
p**g#
Kev word: sort out
,
ffi
You may want to find the first one or two expressions

togetheras a classbeforestudentsworl<on their own.
Then asl<them to comparetheir answerswith a
partner.Playthe recordingso they can checl<their
answers.Pauseafter each expressionand get students
to repeat it, following the same stresspattern.Ask them
- alongwith a translationto record theseexpressions
in their notebooks.
Answers
doing.Thenasl<questionsto givestudentsexamplesof
collocationswith gueue.For example:
Whot are they queuingup for?
Is it o longqueueor o short queue?
Who'sat the front of the queue?
Who'sat the back of the queue?
Readaloudthe four questionsin the Coursebool<and
asl<studentsto discussin pairsor smallgroups.you
could alsofeed in some more questions.
For exampte:
Whot's bad obout queuing?/s there onything goodabout
queuing?
What do peoplequeueup for in your countrythot theydon't
queueup for in someothercountries?
What thingsdo you think peopleshouldqueueup for, but
thevdon't?
What thingsdo you think peopleshouldn'thave to queueup
for,but theydo?
What do you do whileyou'rewaitingin o queue?Do you
evertolk to people?
strffifrd
*s+..d
BefOre VOu read
'trffiiFt
l. Did you sort out your problemwith the

2.
3.
4.
5.
5.
7.
8.
9.
10.
PassPortl
I needto sort out some papers.
I needto sort out my thingsto tal<e.
lt'll sort itself out.
I needto sort out this dirty washing.
I'm trying to sort out my holiday.
Haveyou sorted out a visa?
He needsto sort his life out.
I'm just goingto sort out the house.
I still haventsorted out that problemwith my
comDuter.
In expressions1.,4., 8. and 10.sort out meansfnd on

answerto o problem.Inexpressions
2., 3.,5.,6.,7. and 9.
sort out meansorgoniseor tidy things.
Check students'understanding
of these expressionsby
askingquestions.For example:
What kinil of problemsco,uldtherebe in I, 4, 8 ond I0?
In 3,whereis the persongoingand whot thingsdo they
need?
Whot do you do when you sort out the dirty woshinglthe
house?
Whot kind of thingsdo you needto sort out for a holiday?
Finishup by asl<ing
studentsto discussthe questionsat
the end in pairsor as a class.
Readthroughthe list of collocationsand as you do so,

ask a few questionsto help studentsthink of possible
connectionswith queuing.For example:
Who introduceslows?Whyore lows introduced?
In whot placesdo you hove to keyin your plN?
Where do you pay chequesintoyour occount?
Where con you usuollyfind coshpoints?
Ask studentsto spenda minutethinl<ingand then put
them in pairsto come up with a possiblescenario.Invite
a coupleof pairsof studentsto sharetheir ideaswith
the rest of the class.
**J
;i:H Whileyou read(Thequeue)

Ask studentsto readthe articleto see how muchthey
guessedcorrectly.Thenreadthe text aloud or playthe
recordingas studentsfollow along.Alternatively,
use it as
a listeningtask first by playingthe recordingwhile
studentslisten with the text covered.Thenthey can
readthe article.Youcan playthe recordingagainwhile
they do this.Youmightwant to asl<a few quick
comprehension
questionswhen they havefinished.For
examole:
Did she missthe bus?
Doesshe think oll queuesore foir?WhylWhy not?
Doesshe think qll gueuesore bad?
*,*d
#;.# After you read
i:Lr,:".jj?
Sp e a k i n g
Focusstudents'attentionon the photographon page
128.Elicitthe word queueby aslcing
what the peopleare
126
This activityfurther checl<s

students'comprehension
of
the article.Makesure studentswork with a different
partner from the one they worked with in 2 Before
you read. You could alsogivethem a model of how to
explainany differences
by writing the followingon the
board:
18 Problems
I thoughtit wosgoingto be obout ... but it wos octuolly
I thoughtit wos goingto be (insideo postoffice)but it wos
octuolly(outsideo bank).
I though'the wos goingto (cotch the bus)buthe octuolly
/missedit).
Answers
get some money out of the cashpoint
catch my bus into town
J o r na q u e u e
makethe right decision
key in your personalidentitynumber
paysome chequesinto your account
introduce a new law
savemy placein a queue
ffi Wordcheck
Ask studentsto complete as many sentencesas they can
from memory.Thenget them to comparetheir answers
with a partner before they look back at the article to
check if they are right.As you go through the answers,
ask a few questionsto check that they understandthe
meaningof the expressions.
For example:
ln what other situotionscouldyou soy'Oh well,nevermind'?
(Someonebrokesomethingyou don't reollycare about.)
Whot can you soywhenyou givesomeonesomething
of
theirsyou'vejust pickedup? (Here you ore,Thereyou go,You
droppedthis.)
Yousaythey'lookedot me os if I was on olien'whenyou oct
in a woy or soy somethingthot other peopledon't think is
normol.Whotore someother situations
whenyou could use
this expression?
What ore sornesituotionswhere peopleore treoted
'unequolly'?
Answers
l. that
6. salg
2. mind
3. picl<ed 4. alien 5. equally
Sp e a k i n g
Discussthe first questiontogetheras a class.Tell
studentswhich group you think you belongto and
maybetell them a story to illustrateit.Youcould also
further the discussionby askingif anyonehasany
strategiesfor choosingthe best queueto join. For
example:
ln o supermorket
I olwoyschoosethe queuewith moremen
becausethey'veforgottenholf ofwhat they needond they
neverhove any couponsfor the coshierto worry about.
are some more examplesif studentsare havingdifficulty

thinking of any or if you want to add a few more:
Peoplewho drink tea in the morningond peoplewho drink
coffee.
Smokersond non-smokers.
Mcc usersond PCusers.
Vegetorions
and meat eaters.
Write some helpfulexpressions
on the boardtoo,
especially
for studentswho don't identifywith either
group.For example:
I've got o (dog)but I octuollyprefer(cots).
I likebothlneitherof them.
I belongto neitherlboth.
Finishup by askingstudentshow manybelongto each
grouP.
must
ffi Usinggrammar:
Asl<studentsif they can rememberhowTony letAdriana
know that he wanted to finishthe conversation.Asl<
them to find the expressionhe usedon page l26.Then
go throughthe exampleand explanationin the
Coursebook.Explainthat we can also usethese kindsof
expressionseven if they are not true.We often use
them on the phonetoo. For example:
Listen,/ must go.Theretsorneoneat the door.
Asl<studentsto do the matchingtask.Point out that
they shouldthink about collocationswhen they are
answering.
For example,askwhat thingswe miss.When
you havegone throughthe answers,discussthe last
questionas a class.
Answers
l . e . 2 . f . 3 .b . 4 . a . 5 .g . 6 .d . 7 . h . 8 .c .
As a follow-up,ask pairsof studentsto think of an
alternativeendingfor l-5. For example:
Listen,I must go or I'll be in trouble.
"*-J
Pronunciation:must
ffii'ffid
Playthe recordingonce all the way throughwhile
studentsjust listen.Thenplaythe recordingagain,but
this time pauseafter eachsentenceand askthem to
repeat it. For extra practiceget them to take turns
testingeachother in pairs.One person readsthe
beginnings
and their partnertries to rememberthe
endings.
Then go throughthe list of groups l-8 and ask students

to write down two more divisions.
Get them to discuss
the ten divisionseither in pairsor smallgroups.Here
127
18 Problems
ffi practice
Answers
Demonstrate an examplewith a student first. For

examPle:
S: Hi,howore you?I haven'tseenyou for oges.
T: Oh hello,Benny.I'm fine.l've beenreolly busyat work,
though.
S: Oh right.I heordyou got promoted.
T: Thot's right.Listen,I must go.I've got lo:sof work to do
'thisofternoon.
S: Oh, OK.It was nicetolkingto you.Moybe we con go out
for o drink someilme?
I Yes,thotA be nice.Giveme o ring ot the weekend.
Then asl<studentsto go around havingsimilar
conversationswith at leastfour or five other students.
; r ; i * t i ; : . ';
Using
ma ch i n e sa nd
Focusstudents'attentionon the photos on page | 30

and get them to do the matchingtask.As you go
throughthe answers,ask a few follow-upquestionsto
build up some associated
vocabulary.
For example:
Whot doeso (microwove)do?
What con you do with o (palmtop)?
Whot con go wrongwith a (optop)?
Answers
l .F
2.E 3.A 4.c
5 .B
6 .D
7 . H 8 .C
Ask studentsto completethe sentencesindividually

and
then comparetheir answerswith a partner.As you go
through the answers,explainthat somefoodfrom
yesterdaymeanssome food thot was cookedyesterdoy(e.g.
yesterday's
dinner).Youcould also teach some variations
on the patternit wos + adjectiveof ... .For example:
it wos 4!ceof (him)
it wos'reollygoodof (her)
it wos really(nasty)of (them)
You can askfollow-upquestionsfocusingon some of
the language
in the sentences.
For example:
Whot do you do ofter you woshup the plotes?(dry them,
leovethem to droin)
What do you do ofter you toke the c/othesout of the
woshingmochine?(put them in the dryer,hang them up
outside)
How much wouldit cost me to trovel from
by
busltroin?
How much wouldit costme to stayin ... ?
Whot is the oppositeof 'smollond light'?(big ond heovy)
What is the oppositeof 'reolly lookingforwardto it'?
(dreodingit, reolly not lookingforwordto it)
l. dishwasher 2. washingmachine 3. microwave

4.Walkman 5. palmtop 6.laptop 7. DVD player
8. camcorder
For some extra practiceask students in pairs to think of

a follow-upcommentfor eachsentenceor
conversation.
For example:
I. OK.How do you openit?
2. How much is that goingto cost?
You might also want to point out the phrasalverbs wosh
up and heat up.
ffi speating
Readthroughthe questionsand write the following
patternsand expressions
on the board:
I hoven'tgoto ... but I wont to get one.
I'vehod my ... for ... monthslyeors.
I've got o (Toshiba).
It's brond new.
l've neverhod ony problemswith it.
Then asl<studentsto discussthe questionsin pairsor
smallgroups.
*-J
ffi Whileyou listen

lf you haven'tdone so already,
elicit some problems
someonemight havewith eachof the thingsin the
photos.Write students'suggestions
on the board and
reformulateany if necessary.Then
playthe recording.
Ask studentsto listenif any of the problemswere
mentioned.Whencheckingwhat machineeach
conversationwas about,askwhich expressions
helped
them decide.Thenask studentsin pairsto tell eacn
other how muchthey can remember.playthe recording
one more time as they follow alongwith the tapescript
on page | 6 |. Encourage
expressions
they want to rememberor asl<about and
to record those they want to rememberin their
notebooks.
Answers
Conversationl: A camcorder.Thered light doesnt
come on and the film comesout
lookingstrange.lt probablyneeds
cleaning.
Conversation2: A washingmachine.lt's makinga
funny noiseand it's lealcing.
Conversation3: A DVD player.lt doesnt work at all.
'18
Using vocabulary:problemswith
machines
Ask studentsto do the completiontask individually.
As
you checktheir answers,explainthat if somethingkeeps
doing something,
it does it often.Youcould also as<a
few follow-upquestions.
For example:
What couldbe wrongwith the comcorder?(lt doesn,trecord,
The film is out of focus.)
What happenswhen a computercroshes?(/t stopsworking,
shutsdown or reboo*.)
Whot couseso computerto crash?(usuotlya software
problem)
How con you tell if oil is leoking?(There'soil underneoththe
car.)
Who is'they'in 5? (the peoptein chorgeof the office
equipment)
Answers
l. worl<ingproperly 2. a funny noise
4. leakingsomewhere 5. it fixed
3. crashing
The next task helpsstudentswith collocations.

As
studentsdiscussthe questions,
go around listeningand
checking.Then
askthem to tell you their suggestions.
Encouragethem to record any that are new for them in
their notebooks.
Answers
Possibleanswers:
l. aradio,aTV,atap
2. heat,a radio,music
3. a cup,a teapot,a washingmachine
4. a computer,acar,atelephone
5. a toilet,a publicphone,a cashpoint
6. a Walkman,a torch, a remote control
Problems
Answers
I.S 2.C
8.C 9.S
3.C 4.C
t0.s
5.S 6.S 7.S
Ask studentsto translatethe expressions

and,if
possible,
comparetheir translationswith someonewno
speaksthe samelanguage.Then
explainthe role play.you
could also suggeststudentsreadthe tapescriptof the
three conversationson page | 6 | again.Get them to
work in pairswriting out the conversation.
Go around
and help.Ask them to practisereadingtheir
conversationa coupleof times.Thenask them to
memoriseas much of it as they can and role-playthe
conversation.Finishup by getting two pairs of students
together and getting them to act out the role playfor
each other.
Using vocabulary:I couldn't live

without it
Start off by explainingthe expressionI couldn't|ive
withoutit Use the photos on page 130to ask Couldyou
livewithouta (dishwosher)
?Then go through the list of
objects in the box. Mal<esure studentsknow what they
are.Ask a few questions.
For example:
What do you usea sconnerfor?
Where wouldyou normallyfind on electronicpersonal
orgoniser?
Give studentsa few minutesto thinl<,and then ask them
to sharetheir ideasin smallgroups.Youcould finishup
with a classdiscussion
on technologyby askingsome
more questions.For example:
Are there ony other things not listedin the box that we con,t
livewithout?
Do we really needall this technology?
Whot technologyhelpsyou learn English?Whottechnology
doesnt helpyou much?
Who't do you think is the greotestinvention?
Follow-up
Readthe expressions
aloud as studentsmark them with
C or S.Thencheckstudents'understanding
of the
expressionsby askinga few questions.
For example:
What is on a receipt?Whydo you needone?
If you soy,'ConI leoveit with you?'do you wont to come
back ond getit?
How about if you soy,'l'llleave it'? Do you wont to keepit?
lf you say,'lcon't promiseonything',are you certainyou'll be
able to do it?
If somethingis sti//coveredby the guorantee,
do you needto
poy to have it fixed?
lf somethingwill be readyby the weekend,con you pick it up
on Thursday?
Write the following on the board and ask studentsto

completethem with their own ideas.
l'm olwoyshavingproblemswith my ...
I'veneverhad ony problemswith my ...
I don't wont o . . . . It cousestoo many problems.
lf I have problems,
I olwaystry to ...
My biggestproblemot the momentis ...
Ihe biggestproblemfocingmy countryis ...
... is o seriousproblemot the moment.
Ihe brggestproblemin the worldis ...
Then get them in smallgroupsto explaintheir ideas.
129
A: Youcon borrowmy cor if you like.

8; Wouldyou mind?
A: Not ot o/Ll trust you.
Unit overview
General topic
Money,banksand comparingprices.
lf you think somethingis o wosteof time,youthinl<it

is not worth doing.For example:Don'tgo on the
guidedtour.lt! o wosteof time.
Conversation
Tim hasleft his wallet at home,so Bob lendshim
some money.
lf someone chorgeso commission,they

add an extra
chargefor providinga service.For example:/f you
ccshthosetrovellers'cheques
in thot bank over there,
theywon't chorgeyou o commission.
lf your job givesyou sickpay,youare paidevenif you
are sick and tal<etime off work. For example:/ get
threeweeks'poidholidoyond 20 doyssickpay peryeor.
lf you are in debt,you owe money.For example:You're
olwaysin debt.Youreallyshouldtry ond getout of it.
Reading
Eightthingsto hate about banks.
Listening
Four conversationsabout problemswith money.
Language input
. Expressionswith moneyand time:He doesn'tspend
muchmoneyon me,l spendrnostaf my time
watchingTV,I think buyingCDs ond musicis o wqsre
of money.
. Makingand respondingto offers:Do you want
me
to open the window?Wouldyou mind?
. Usefulexpressionsin banks:IU liketo opena new
\ccount,lH like to take out a loon.
.
Comparingpr ices: Everything

is much cheaperin my
countrython it is here.
Expressionswith poy:How shallwe poy the bitt?Can

I pay in dollors?
lf someone is well off,they havea lot of money.For

exampfe: I think he'squite well off. He livesin o big
housethat /ooksout overthe loke.
they
like in their noteboolcsand to tal<enote when they see
similarexpressions
throughoutthe unit.
Use the language
. Studentsfind those exDressions
connectedwith
work (e.g.Do you getony sickpoy?)and those
connectedwith banl<s(e.g.ConI changethis into
dollors,pleose?).
that are probably
saidto a friend (e.g.Hoveyougotthat tl0 you owe
me?)and those that are probablysaid to a srranger
(e.g./'d liketo poy this intomy occount,pleose).
Language strip
unit.Ask studentsto quiclclylool<throughthe strip and
they haveheardor seenbeforeand
any they thinl<they haveusedbeforeor will use in the
future,sExplain
that in this unit they will practisewaysof
talkingabout money.Encouragethem to choosea
coupleof expressions
in the strip that look interesting
and to find out more about them.
exPresstons:
. lf you asl<someone Haveyou gotthot tl0 you owe
me?you are askingthem to pay back the f | 0 that
you lent them. For example:
A: Hoveyou gotthot {10 you owe me?
B 01 yes.Sorry.ft'ere you ore.
. You sayWouldyou mind?when someone has offered
to do somethingfor you and you want to accept
their offer,but at the sametime, you want to mal<e
sure that it is not too much trouble for them. For
example:
Studentsdiscusswhat it, some,or thiscould refer to

in severalof the expressions.
Lead in
You could usethe questionsin the first activityto lead
in to the topic of money.
,fl 13y+,,*:,ru
f *,*,:[:]t,#fi
Speaking
.l.ng.hisp,"e-lisse,ningcasksf.:.rdqnf,s
p)-ac6;se,rs,i1g.
s.e,r,e
expressionsassociatedwith money.Readthe four
questionsaloudand checl<that studentsunderstandthe
expressionsby aslcing
questions.
For example:
Who wouldn'tlend you moneyif you askedthem,q mean
personor o generous
one?
Who wouldproboblyleqvea bigtip,o meon personor a
generous
one?
130
19 Money
Why might we needto borrowmoneyfrom someone?

Where do peoplesovemoneyT
Then get them to ask and answerthe questionsin
groups.Youcould feed in other questionsthat practise
some moneycollocationstoo. For example:
Do you like spendingmoney?
Do you oftenworryoboutmoney?
Do you everwishyou hod more money?Whatwouldyou do
with it?
Do you evergive peoplemoneyon the streetT
Studentsoften haveproblems with borrowand lend so
talk about Real English: borrow / lend. For further
practicewrite the following gappedexpressionson the
board and ask studentswhich word, borrowor /end,is
mrsstng:
CouldI ... a coupleof pounds?
Youcould... my cor if you like.
l'il ... you somemoneyif you like.
Can I ... your stoplerfor o minute?
Don't ... her ony money.You'll
nevergetit back.
lll ... you my pen if I can ... your dictionary.
*-*l
ffi
Borrowingmoney
Focusstudents'attention on the picture.Ask what they

think is happening
and why one of the men loolcs
worried.Thenexplainthe situationof the conversation
and ask studentsto just listen for the answerto the
question.Playthe recording,makingsurethey cover the
them to keep the text cov6red as they do this.Youcould
also ask a coupleof extra comprehension
questions.
For
example:
Whot isTim doingot two?(He's meetingsorneone.)
How much doesBob lendhim?(30 euros)
When isTim goingto pay Bobbock?(next week)
Answers
Tim4r.eedsto borrow money becausehe has left his
walliit at home. !

Answers
l. for a coffee 2. How about 3. matter
4. l'll payfor 5. lendyou some 6. of coursenot
7. enough 8. the cashmachine 9. you are
|0.no hurry
Pronunciation
Go through the explanationof which words we
normallystressand model the example.You
could point
out that if you just said the stressedwords, for example,
OKWHEREWANTGO,your meaningwould probably be
clear.Ask studentsto go through the conversationin
pairsunderliningthe words they think are stressed.
Encourage
them to use pencilin casethey needto
changetheir answers.Then
playthe recordingso they
can checktheir answers.They
can comparetheir
answerswith the tapescripton page 152.
Before studentspractisereadingthe tapescript,remind
them how we give words stressin English:we make the
stressedsyllableslonger,a little higher,clearerand
louder.Demonstratewith a coupleof lines.lf your
studentstend to give eachword the samestress,give
them each a rubber band to stretch out on the stressed
words.Youmight want to playthe recordingagain,
stoppingafter each line so they can repeat it, following
the samepronunciation.They
can then readthe
conversationin pairs.
timeandmoney
ffi Vocabulary:
Go throughthe explanationand asl<studentsto
completethe sentenceson their own and then compare
their answerswith a partner.As you go through the
answers,askthem to underlinethe complete
expressions,for example,He doesnt spendmuchmoney
on me,and record those they want to rememberin
their notebooks.Youmay need to explainthat if you do
somethingjust in time,you do it right before the time
when it would be too late.For example:
I caughtthe busjust in time.
Answers
l. money 2. time 3. money 4. time 5. time
6. money 7. money 8. time,time 9. time
1 0 .m o n e y
Before studentswork on the personalisationtask,tell

them which sentencesare true for you.Add detailsto
explain.For example:
My porentsdidn't spendmuch time with me when I wos
younger.My dad was in the ormy ond my mother hod her
own business.
My youngerbrotherond I went to o boording
schoolond we onlycamehomefor the holidays.
131
r
t
19 Money
You may want to give studentssome more examplesof

collocationsthat time andmoneyshare.For example:
run out of timelmoney
savetimelmoney
I don't hovemuch timelmoneyleft
g r a mma r:ma ki n g
ndinq to offers
Ask studentsif they can remember how Bob offered to
lendTim some money.Asl<them to find the expression
in the conversationon page 132 (Well,doyou wont me to
Iendyou some?).Explainthat this is a common way of
malcingan offer to a friend.Thenasl<howTim
respondedto the offer (Wouldyou mind?).Explainthat
we usethis expressionwhen we want to makesure it is
not too much trouble.Remindstudentsof the
expressionsWouldyou mind ... andI don'tmind ... ,ano
that we respondto questionswith mind with no when it
isnt a problemand we are happyto do it.
i*'a
1 "e
ii,*.fu'#;.1;
{i
;r
-*.r
banks
@=4Vocabulary:
Leadin by askingstudentsa few questionsabout banks.
For examole:
What are the brggestbonksin your country?Areony run by
the government?
How oftendo you go intoo bonk?Whotfor?
Do you usuollygetmoneyfrom coshmachinesor do you go
inside?
Do you ever do onJinebonking?
Then asl<studentsto completethe expressions
on their
own before comparingtheir answerswith a partner.As
you go through the answers,encouragethem to record
any expressions
they want to rememberin their
notebooks.
Answers
Get studentsto put the two conversationsin order. In

Conversation I studentsmay think lhot's OK is the
answerto /s cheeseOK? Explainthat we use lhot's OK
or Thot'sall rightto respondto Thonkyou or lhonks as a
more informal alternativeto You'rewelcome.
When
studentshavereordered the conversations,read them
out so they can checktheir answers.Then
readthem
again,but pauseafter each line so studentscan repeat.
Focuson how Do you wontme to ... ? is linkedand the
intonationof lhott OK. Finishup by asl<ing
studentsto
readthe conversations
in pairs.
Answers
C o n v e r s a t i oln: l . e .
C o n v e r s a t i o2n: l . c .
2.c.
2.e.
3.b. 4.a. 5.f. 6.d.

3 . b . 4 . f. 5 . a . 6 . d .
ffi practice
Ask studentsto completethe offerson their own. Go
aroundghe classand help if necessary.
Makesure
studentSaren't omitting to. Invite a few studentsto tell
you their sutgestionsdo you can checl<.Then
do an
examplewith one of the studentsbefore they havethe
conversations
in pairs.Thatway they will havean ideaof
how to continuethe conversation.
For examole:
S: lt's o bit cold in here.
T: Do you wont me to turn the heotuD?
S; Wouldyou mind?
I' Nq of coursenot"but rememberto turn it down before
you go to bed.
S: OK.I'm not goingto stoyup for long.
l. a new account 2. account 3. banks 4. a loan

5. my credit card 6. make 7. change 8. transfer
9 . p a y 1 0 .a p p l yf o r
After students havediscussedwhy the people want to

do thesethings,invitea few studentsto sharetheir
suggestionswith the class.Reformulateany suggestionsif
necessary.You
could also asl<additionalquestions.For
example:
Whot do you needto openo new occountfor?
ls rt eosyto geto credit cord?
When do peopleusuollyge'ttheir first credit cord?
You could also do some extra work on the verbs in this
task by aslcingstudents in pairsto think of two more
thingsthat you can open,takeout,concel,and
applyfor.
**.J
m*ffiWhileyou read
Go throughthe list of expressions
in the box and check
that students understandthem by askinga few
Which expression
describesthe extra moneyI hove to poy
on top of a loon?(interest)
Which expression
describesthe extra money the bonk wonts
for o servicelikechangingmoney?(o commission)
Whot might you haveto do beforeyou're servedin o bonk?
(queue)
Who seryesyou in a bonk?(a coshier)
Whot thingsdo you needto ftll in formsfor? (to apply for o
credit cord,to take out a loon)
Whot do you getwhenyou cosho cheque?(the omountof
the chequein cash)
Explainto studentsthat they are going to read an article
about banks.Ask them in pairsto thinl<of three good
132
19 Money
thingsand three bad thingsabout banks.Thenget them

to read the article and see if any of the bad thingsthey
thought of were mentioned.They
shouldalso marl<
those points they agreewith, disagreewith and don't
understand.Then
readthe articlealoud or playthe
recordingas studentsfollow Alternatively,use it as a
listeningtask first by playingthe recordingwhile
students listenwith the text covered.Thenthey can
readthe article.Youcan playthe recordingagainwhile
they do this.
You could do this as a jigsawactivityby dividingthe class
into four groups.Eachgroup readstwo points.Theythen
get together with someonefrom another group and tell
them what they read.Thenext activity,3
Comprehension, can be done in the samegroupsof
four.
ffi Comprehension
Go through the exampleexpressionsfirst before getting
studentsin smallgroupsor pairsto comparetheir
answers.Encouragethem to explainanythinganother
member of the group doesnt understand.
Finishup by
askingstudentsto readthe articleagainand underline
any expressionsthey want to remember or asl<about.lf
you want to do some work on'delexical'verbs,ask
studentsto find all the expressionswith moke,get and
toke (e.g.moke so much money,take o very longtime, get
poid).
One way you could do this task is to ask studentsto

closetheir Coursebooks.Readthe conversationout
aloudfor them,but leavea gap of silencefor each
missingword. Ask studentsto write down on a pieceof
paperwhat they think is missing.Then
asl<them to
comparetheir answerswith a partner.Next, read the
conversationfor them again.Whenyou havefinished,
studentsopen their Coursebooksand do the
completiontask,seeingif they guessedany of the words.
Readtlfe completed conversationfor studentsone
more time, so they can checktheir answers.Thefocus
here is on how the exoressions
sound.
Answers
change,cash,lD, fill in,sign
Ask studentsto take turns readingthe conversationin

pairs.Youmay want to do an examplewith one student
first before they havetheir own conversationsusingthe
questionsin I Vocabulary: banks.
ii;'i*l:i"r-;
ffi Whileyou listen
Focusstudents'attention on the photos on page | 36.
Ask how old they think eachpersonis,what they are
doing,and where they are goingor havebeen.Thenelicit
differentmoneyproblemsthe peoplemight have.Thisis
a chanceto revisesome expressionslike her creditcard
was rejected,shedidn't get o promotionetc.Write
students'suggestionson the board and reformulate
them if necessary.You
could teachthe expression
shopoholic
to refer to the woman in photo 3.
Playthe recordingfor students,but before they
completethe sentences,
makesure they understand
con't afford.Give a couple of examples:
I con't offord to live in the city.
IA fiketo get a new computer,but I con't offord it ot the
moment.
Studentscan comparetheir answerswith a partner.
Then choosea few studentsto tell you their answers.
Answers
l. (He cant affordto) go out (because)he only gets
f l5 pocl<etmoney a week.
2. (Shecan't afford to) live by herselfor drive a car
(because)she hasn'thad a pay rise in five years
and she only gets seveneuros an hour.(Shealso
cant afford to talcetime off to go to interviews
for anotherjob.)
3. (Shecant affordto) go on holiday(because)shet
in debt.
4. (He cant afford to) stay in the UK much longer
(because)everythingis so expensivein London.
ffi wordcheck
Ask studentsto worl<on this tasl<in pairs,completingas
much as they can.Point out that each spacerepresents
one word or contraction (e.g.he's,itt, / m etc.).Then
playthe recordingagainso they can fill in anythingthey
missed.Check that they understandsome of these
exDresstons:
Whot do you fill shelvesin o supermarketwith?(cons,boxes)
Whot thingscon you buy in a foncy designershop?Arethey
usuallyexpensive?Whot
ore some namesof foncy designer
shopsyou know?
Explainthat fairlymeansqurte.For example:
I'm foirlysureshe'scoming,but I hoven'tspokento her for o
weekand her plansmoy havechonged.
133
19 Money
I
'
Answers
l.
2.
3.
4.
5.
6.
7.
8.
lt's so (Conversationl)
fillingshelvesin (Conversationl)
to work (Conversation2)
to go to (Conversation2)
fancy,shop (Conversation3)
in (Conversation3)
cost about six (Conversation4)
fairly,to here (Conversation4)
The followingexpressions
are usedfor
approximations:two poundsor so,obout sixtypence,
aroundten pounds,thirtyor forty pence.
For extra practiceasl<studentsto use some of these

expressionsto tell you the approximateprice of
differentthingsin their hometown.For example:
T: How much is a beerT
S: Aboutthree eurosor so.
Answers
For extra practicegive studentsa few minutesto
memorisethe expressions.Then
they can test each
other in pairs.One personreadsthe givenwords.Their
partner tries to rememberthe completeexpression.
Finishup by playingthe recordingagainwhile students
follow the tapescripton page 162.As they do so,
encouragethem to underlineany expressions
they want
to rememberand record them in their notebooks.
Speaking
This activity givesstudentsa chanceto react to the
conversations.Explainthat if you feel sorryfor someone,
you sympathise
with them becausesomethingbad has
happenedto them or they are in a bad situation.For
example:
I feel sorry for Gna. Shehos to go in to work on Saturday.
l.a. 2.h. 3.c. 4.d. 5.b. 6.e. 7.g. 8.f.
ffi practice
You might want to checkwhich words in the box
complete the two sentencepatterns before students
tall<about the placesthat were cheaperor more
expensive.
Ask studentshow they decided.Ask if we
usuallymakethe words that fit with sentenceI plural
(no).Explainthat when we want to malcegeneral
statementscomparingthings,we usethe pluralform
unlessthe thing is an uncountablenoun.Youmight also
want to point out that when we use an -ingform (e.g.
watchingfootboll,gettingyour hair cut),it is singular,even if
the noun followingit is plural (e.g.Borrowing
booksis
much more difficult).
Talk about your own answersto questions2 and 3

beforeaskingstudentsto discussin pairsor small
grouPs.
ffi Usinggrammar:comparingprices
lf your studentsare studyingabroad,askthem if they
thinl<their own country is cheaperor more expensive.
Ask them to tell you what things,for example,food,
clothesetc.are cheaperor more expensive.
lf your
studentsare in their own country,asl<them what things
a visitor mightfind more expensive.
Explainthat in this
activity they will practiseways of describingthese kinds
of differences.Before they do the matchingtask,you
maywant to quicldyremindthem of the guidelinesfor
formingcomparatives.
As you to though the answersyou may need to explain
a few things:
. We often use I meonto add an explanationto what
we havejust said.
.
A pint is a common way of referringto a pint of beer.

We can also use o holf for holf o pint.
We can use a length of time with words like ride,trip,

flightandjourneyto sayhow long it takes.For
example:a three-hourflight,on oll-doytrip.
Much is usedto emphasise
the comparison(much
cheaper).Ask
what the oppositewould be (much
more expensive).
'
134
Answers
Sentencel: chocolate,paper,rice,toothpaste
Sentence2: clothes,DVDs,hotels,shoes
ffi Keyword:pay
Studentsmay be surprisedto learnthat moneyis not
one of the most typicalcollocationsfor poy.Thisactivity
givesthem severalcommon collocationsthat are.Go
throughthe list sayingeachexpression,
and as you do
so,tell studentsto marl<those whose meaningthey are
not sure of with a questionmark.Thenask them which
onesthey would like you to explain.You
may needto
' Possibleanswersto How ore you poying?includein
cosh,by cheque,by credit card.
.
lf you poy attention,

you listen or watch something
carefully.For example:Pay attention.l'm only goingto
tell you this once.
Ask studentsto work on the translationtask and if

possible,
get them to comparetheir ideaswith someone
who sharesthe samelanguage.
In multi-national
classes,
where studentsspeal<different languages,
one person
could test the other by sayingthe first part of each
expression.Their
partner then tries to rememberthe
completeexpression.
19 Money
Follow-up
Explainthe task and ask studentsto completethe
sentenceson their own.Thenget them to compare
their answerswith a partner.Youmay need to explain
that if you splitthe bill you each pay half.We can also say
split the cab fore and sp/it the cost.
Answers
l. back,fixed,get 2. shall 3. much
4. into,account 5. How discount,cash
Ask studentsto thinl<of three thingsfor each of the

following categories:
Thingsthot will getcheoperin the future.
Thingsthot will getmore expensive
in the future.
Thingsthat shouldbe free.
Thingsthot moneycon't buy.
Thingsthat ore o wosteof money.
Waysto savemoney.
Woysto mokemoneyquicklyond easily.
Then get them in groupsto comparetheir ideas.
Ask studentsto practisereadingthe conversationsin

pairs.As a follow-upaskthem to practisethe
conversations
again,but this time changethe last line
and see if they can continuethe conversation.For
e x a m p l ei n l :
A: The coshmochinejustote my cordond Iwon't be able
to sort it out until the morning.
OK,thereyou go.
Thanks.Comeon. I'll buy you o drink
Speaking
Teacha few expressionsto help studentstalk about bills
and getting paid.For example:
I poy my bills onJinelbystondingorder.
I neverlalwoyspoy them late.
I poy them just in timelstroightowoy.
I getpaid ot the end of the monthlonthe I5k.
Tell studentsyour answersto the questionsbefore they
discussin'pairsor in smallgroups.
135
I
I
20
Unit overview
General topic
Talkingabout societylthe economy,how things have
changed.
Conversation
Martin andAlex talk about life backin their counries.
Reading
British malesin the seventies,eightiesand nineties.
Listening
Marge and Doris complainabout young people today.
Language input
. Asking and answeringquestionssrartingwith how
lang:How long haveyou beenhere?SrnceSunday.
. Expressionsfor describingthe economy:Inflotion
is
very low,Our currencyis very strong.
. Presentcontinuousand present perfect to talk
about change Unemploymentis follingat the
moment,Priceshove goneup a lot over the lost four
years.
' Expressionsto describeyoung and elderly people:
Sheneyer doeswhat she'sto/d,He /ooksgreat for his
oge'
.
Expressionswith usedto: / usedto go out a lot more

thon I do now I neverusedto eat chocolote.
Language strip
unit.Point out the title of the unit.Explainthat societyis
often usedfor the way peoplein a particulararealive.
We ofteq use it about a country.For example:British
society,French
society.
Explainto studentsthat in this unit
they will practiseways of tallcingabout society:what
thingsare lil<eand how thingshavechanged.
Ask them
to quicklylook throughthe strip and find any
expressions
they could use about their own country
(e.g.fhe costof living'sreollyhigh rhere) or about
themselves(e.S.My brother'sa vegetarion).
Encourage
studentsto choosea coupleof expressions
in the strip
that lool<interestingand to find out more about them.
exDresstons:
' lf somethingis in o mess,it is not in a good
state.For
example:Yourroom'sin o noess,Ihecountry'sin o mess.
. lf the costof livingis high,basicthings lilcefood,
housing,clothesand transport are expensive.
For
example:I don't want to studyin London.The
costof
living'stoo high.
135
lf the quolityof lifeis gredt,people are happyand

healthy.For example:The quolityof life thereisnt os
good as it is in this country.
Inflotionis the rate at which prices increase.For
example:Inflotionis goingup agoin.
Rocismis the beliefthat some people of a different
race are inferior.
Desrgner
c/othesare made by a fashionabledesigner.
For example:I can't offordto buy designerclothesany
more.
they
like in their noteboolcsand to take note when tney see
similarexpressions
throughoutthe unit.
Use the language
that are about bad
things (e.g.The economyis in o mess)and those that
are about good things (e.g.Shegiveso lot of moneyto
chority).
that contarna
preposition (e.g.She/ooksgreotfor her oge).Later on,
write these expressions
on the board but with the
prepositionsgappedout. Studentstry to remember
what prepositionis missing.
Lead in
lf you usedthe language
strip to introducethe unit,ask
studentsto tell you which expressions
they thought
were true about their own country.Then,if you come
from a differentcountry,tell them which expressions
could describeyour country.Youcould also change
some expressions
so that they are true. (Studentswill
practisetalkingabout their own countrieslater on in
the unit.) For example:
Unemployment
is quite highot the moment.
Alternatively,
ask studentsin pairsto think of three
thingsthat would makea placegood to live in (e.g.the
people,o good economy)
and three things that wouldn't
(e.g.o /ot of crime,no jobs).
i*;*, ,r:: :; sl'j; :,",

Usinggr am m ar :questionswith how
You could introducethis activityby writing thesetwo
questionstarterson the board:
How longhoveyou ... ?
How longare you goingto ... ?
20 Society
Ask studentsto suggestan endingfor each one.You may
elicitthe following:
How long hoveyou been studyingEnglish?
How long ore you goingto stayhere?
Ask a few studentsthese questions.Youwill probablyget
a few answerswith for. Explainthat we sometimesuse
short expressionswith for,sinceor tillto answer how
longquestions.Explainthat we use sinceand till with a
specificpoint in time (e.9.Sundoy)and for with a period
of time (e.9.threedoys).Thenask studentsto do the
completion task.As you go through the answers,explain
that it is helpfulto record and remember the complete
expressions,for example,sinceI woso child.Make sure
students understandthat ti,/ meansup to a pointin time,
while sincemeansfiorn o pointo time.Youcould
representthis visuallyon the board.
Answers
l. Since 2.Till
3.For
4.For
s.Till
6.Since
Once studentshavetested each other in pairs,get them

to worl< with another partner and ask each other the
questions.They
can givetrue answers.For example:
A: How longhoveyou beenhere?
B: Sinceten o'clock
Talkabout Real English:till. Give studentsa few more
examplesof expressionswith till. For example:
You'vegot till Fridayto do your homework
I slept till ten this morning.
Shoptill you drop.
ffi Talkingabout life in your country

studenfsto just listen for the answersto the two
questions.Playthe repording,makingsure they cover the
text. Get them to discusstheir answerswith a Dartner.
Remindthem to keep the text coveredas they do this.
Ask them where they think the two people are (e.g.
Bo/i).
Answers
Alex is travelling.
He lost his job and got some
money.He is thinking about what to do next. He is
goingto stay until he gets bored or his money runs
out. Martin is there on holiday.He is goinghome on
Friday.
PIaythe recordingagainand ask studentsto try to fill in


pronunciationand ask studentsto practisesayingit. Play
Answers
l. closeddown 2. for a while 3. a bit of a mess
4. somethingcompletelydifferent
5. doing quite well 6. the cost of living
7. quality of life 8. not like that 9. run out of
Ask studentsto underlineany expressions

they find
useful,particularlythose they think they might use.
You might alsowant to point out the following:
I still haven'tdecided.
Have you got any ideo whot you want to do?
I hoveto get backto work
I don't haveony plans.
Ask studentsto read the conversationin pairs usingthe
completedscript. Follow up by askingthem if they have
ever felt like movingto a placewhere they havebeen on
holiday,and if so,why they wanted to.
Leadin by askingstudentsthe followingquestionsabout

the conversation:
ls the economygoodin Alex'scountry?(No, it's bod.)
How obout in Martin's country?(lt wos bod,but now it's
doingquite well.)
Explainthat there are a lot of thingsthat make an
economygood or bad.Ask studentsto suggesta few
things (e.g.jobs,woges,prices).Thenexplainthe matching
task and tell them they will see expressions
to describe
some of thesethings.Readthroughthe sentencesl-8,
explainingany vocabularyif necessary.You
could also ask
whether they thinl<eachsentenceis about something
good or bad.Thenget them to do the matchingtask on
their own and comparetheir answerswith a Darrner.
Answers
I. c.
2 .a .
3 .g .
4.f.
5.b.
6.h.
7 .d .
8.e.
*M
of
ffi Pronunciation:
Go through the explanationand model the first
example.Point out that if of is followed by a vowel
sound,it is pronounced/evi. For example:o bit of o.Play
the recordingonce all the way through so studentscan
just listen.Thenplaythe recordingagain,pausingafter
each one so studentscan repeat.
137
70
Snriotv
mml
ffi
Explainthe first task and ask studentsto worl< in pairs.
They can then comparetheir answerswith another pair.
Go aroundand help if necessary.
Invitea few pairsof
studentsto tell you their answers.Encourage
them to
record both collocationsin their notebooks.For
example:
Unemploymentis very high.
Unemploymentis very low.
Answers
Suggestedanswers:
l. A lot of peopledon't havea job. Unemploymentis
very high.
2. Pricesare goingup very quicldyat the moment.
Inflationis very high.
3. The averagewage is around f50 a weel<.Some
peopleearn a lot more and some earn a lot less.
Most people'ssalariesarent very good.
4. I don't haveto give a lot of the money I earn to
the government.Taxis very low
5. Everythingis very cheap- evenbasicthingslike
food and rent.Thecost of livingis very low.
6. When I go abroad,I can't buy lots of thingswith
the moneyfrom my country.Our currencyis very
weaK.
7. The weatheris terrible,the peopleare unfriendly,
there'sa lot of crime.lt's milesfrom the beach.
You haveto work reallylong hours.Thequalityof
life isn't very good.
8. Unemploymentis goingdown,inflation's
going
down,new factoriesare openingand new
companiesare startingup.Theeconomyis doing
quite well.
Explainthe memorisationtasl<and ask pairsof students

to test eachother.Youcould usethese summarieslater
for a quick test.Write gappedexpressions
on the board
and asl<stgdentsto rememberwhich collocationsare
missing.
For example:
lnflotionis very... | ... .
T h ee c o n o miys . . . / . . . .
i&-# Further practice

r
Ask studentsto discussthe questionsin smallgroups.

Go throughthe examplesin the Coursebook.lf you
haven'tdone so already,
introducethe discussionby
talkingabout your own county/regionor another
country/regionyou know well.Encouragestudentsto
askyou questions.For example:
Doesthe governmentgive you moneyif you'reunemployed?
How much tox do you poy?
Encourage
them to asl<eachother questionsin their
grouPs.
138
Usinggrammar:describingchanges
You could introducethis activityby askingstudentsto

find the expressionsMartin usedin the conversationon
page 138to describehow the economyis differentnow.
(the economy'sdoingquite well at the moment,Priceshave
goneup a lot overthe lastfew yeors).Ask them which
expressionis in the presentperfectand which is in the
presentcontinuous.Then
go throughthe explanation
and examplesin the Coursebook.You
could explainthat
in general,the continuousform often showsthat
somethingis unfinished.
For example:
I'm still woitingfor my viso.
ff studentsasl<whether somethinglike Priceshove been
goingup a lot overthe /ostfew yeors(i.e.present perfect
continuous)is possible,
explainthat in this situationthe
perfect expressesthat it started in the past and the
continuousexpresses
that you think the changehasnt
finishedyet.
Ask studentsto completethe sentenceson their own
and then comparetheir answerswith a partner.Go
aroundand mal<esure studentsare spellingwords like
gettingand hosbecomecorrectly.As you go through the
answers,ask a few questions.
For example:
Whot is the oppositeof 'unemploymentis falling'?
(unemployment
is risinglgoing
up)
Whot ore someexomplesof children's
bod behaviour?
(being
rude to porents)
Whot is the oppositeof 'worseond worse'?(better ond
bette)
What.is the oppositeof 'o dangerousploce'(a sofeplace)
Whot are some exomplesof rocism?(not givingsomeoneo
job becouseoftheir race)
In whot woysmight someonehovechongedover the pqst
ten yeors?(They'renicernow,Theyhove much shorterhair
now.)
Answers
l. is falling 2. is goingup 3. hasgot 4. is getting
5. hasbecome 6. hasgot 7. has improved
'm
8.
working 9. 've changed 10.'ve been
Ask studentsto do the discussion

task in oairsor small
groups.Finishup by referringthem ro G36 of tne
read either in classor as homework. For extra Dractice
asl<studentsto completethe followingwith their own
ideas.Theycan then explainthem in pairsor small
SrouPs:
I t h i n k. . . islore gettingworseand worse.
I t h i n k. . . islore gettingbetterand better.
I t h i n k. . . hoslhoveimproveda lot overthe postsevero/
yeors.
I t h i n k. . . hoslhovebecomemore expensiveover the last
few years.
I t h i n k. . . hoslhovebecomemuch cheoperoverthe lostfew
yeors.
20 Society
I think ... hoslhavebecomemuch more ... overthe lastfew
yeors.
ffil;m'm#:$:r*#
Worldmusicis a term to describemusicthat is not

fromWestern Europeor North America.
The stockmarketis where stocks and sharesare

boughtand sold.
Answers
Speaking
Use the photos to introduce this activity.Ask students
to describeeachman and includedetailsabout their
clothes,hair etc.Then get them to match the photos to
the decades.You
could ask studentsin smallgroupsto
talk about what life was Iike for men in those decades.
They shouldthink about men in their own countries,
rather than men in Britain.Theycould use the questions
from 3 While you read below to ask each other.
*J
ffi Beforeyou read

Explainthe tasl<and ask studentsto look at the words
in the box. Get them to put a question mark next to
anythey dont understand.Then
put studentsin small
groups.lf a personunderstands
anywords that someone
else in their group doesn't,they can explain.Finishup by
invitingstudentsto ask about any words they are still
not sure of. Use some questionsto checktheir
understanding.
For example:
What kind of thingsdo peoplegiveto charity?(money,
books,clothes)
Who goeson strike?(workers)Whotore sornereosons
peoplego on stike? (to get higherwoges,to sove their jobs)
What ore someexomplesof populor hi-techtoysnow?
(polmtops)
Where do minerswork?(downa mine)What do they do?
(get cool,diamonds,gold,copper etc.out of the ground)
Whot don't you eat if you'reo vegetorion?(meat)
Why do peoplejoin trade unions?(to protecttheir jobs,to
improveworkingconditions)
lf you wantedto protectthe environment,
whot wouldyou
do?(recycle,tryto wolk more ond not usethe car)
r r,
ffi wtrlleyouread
ffiffi (Thechangingface of Britain)

This activity is a jigsawreading.Divide the classinto
three groups:A,B and C. Explainthat eachgroup will
read about British men in a different decade.They
should read the appropriatetext and then answer the
questionsl-7.They can then comparetheir answers
with someonefrom their group.Youcould model the
pronunciationof the questionsand ask studentsto ask
and answereachother in pairs.Go aroundand help
with any cultural or other references:
. The ConservativeParty is the right-wingparty in
Britain.TheConservativeswere in power from 1979
until 1997,when the LabourPartywon the elections.
. PhilCollinsis a British singerand musician.
.
TextA
l. They worked in industry
2. They spenta lot of time in the pub and on
Saturdaysthey watched football.
3. They ate typicalBritishfood - chipswith
everything.
4. The text doesn't mention what they listenedto.
Their childrenlistenedto rock music.
5. They thoughttheir wivesshouldstayat home and
look after the houseand the children.
6. They went on holidayto Britishseasidetowns.
7. Yes.Many belongedto left-wing politicalgroups.
Text B
l. A lot of them wantedto work in businessor in
the stock market.
2. They likedto wear expensivedesignerclothesin
their free time, and boughthi-techtoys.They
playedsquashor golf and met their girlfriendsin
wine bars.Theylistenedto music.
3. They likedeatingin Japanese
sushirestaurants.
4. They listenedto Phil Collinsand Dire Straits.
5. They had lots of girlfriendsand waited longer to
get married.
6. They went on holidayto Spain,Greeceand the
Caribbean.
7. Yes.Theyvoted for the ConservativeParty.They
didn't like trade unions.
Text C
l. They worked with peopleor for charities.
2. They went out to Thai or Indianrestaurants,
or to
the cinema.They
tall<edabout their feelings,
politicsand travel planswith their friends.
3. They liked foreign food. Some men were
vegetarians.
4. They listenedtoWorld music.
5. They had femalefriendsas well as malefriends.
They had a'partner' rather than a'wife'.They
helpedwith the childrenand aroundthe home.
6. They went on holidayto placesin Asia and South
Americawhere there werent manytourists.
7. Yes.Theyworried about the environmentand
what was happening
to peoplein other countries.
Dire Stroitswere a British group popular in the late

seventiesand eighties.
139
20 Society
tu$*'mr**
#
ffi After you read

Get studentsinto new groups of three: one person from
group A, one from group B and one from group C.You
might need to havea few groups of four with two
peoplewho readthe sametext. Studentsshouldthen
ask eachother the questionsabout the three texts and
continuewith the three discussion
questions.
Finishup
by askingthe groupsto sharesome of their ideaswith
the rest of the class.Youmight also want to play the
recordingof the three texts or read them alouo as
studentsfollow along.
Using vocabufary:tafking about ofd

Leadin by tellingstudenrsabourtwo peoplein your
own family.Encourage
them to askyou questions.Then
get them to talk to another student.Explainthat for the
oldestpersonthey can talk about a grandparentor an
aunt or uncle.Thenread eachofthe sentencesaloud as
studentsmark them. Explainany vocabularyif necessary.
For example:
. lf someone/ooksgreat
for theiroge,theyprobably
look youngerthan they reallyare.
. lf someone is mature their dge,they act older than
for
they are.
. lf someoneis sensib/e,
they behavein a reasonable
way.Theydont do thingsrhat are sillyor dangerous.
. lf someone is /osingtheir memory,they keep forgetting
things.
Ask studentsto look at the words in the box ana

explainany they don't understand.
Get them to work
individually
on the completiontasl<and comparetheir
answerswith a partner.Theycan then lool<back at the
texts to check if they were right. As you go through the
answers,you might needto explainthe following:
. The Labour Party is traditionallythe left-wing party
in Britain.A lor of peopledon't think it is left-wing
any more.
. We use industryto describea certain kind of
You could alsoask a few checkingquestions.

For
example:
lf shet c/mostblind,whotcon't shedo well?
/f shet o bit deaf,whatcon't shedo well?
/f she useso stick what con't shedo well?
Whot kind of thingsmight a personwho is very moture for
their oge do? (havemore responsibility,
be sensib/e,
tolk
obout odult things)
business.For example:the touristindustry,

the stee/
industry.
Here are some more questionsto ask:
When do men retirein your country?How oboutwomen?
When do you wont to retire?
You could alsoask studentsto tell you which sentences

h a v ea p o s i t i v em e a n i n g( 3 . , 7 . , 8 . , 9 .1, 0 .a n d I l . ) .
What happenswhen workersgo on strike?(They stondon

picket lines,Theygo on demonstrations.)
Whot other wordsdo we use'ex: with?(ex-girllboyfriend,
exhusbond,my ex)
Answers
l .E 2 . E 3 . T 4 . T 5 . T 6 . E 7 . E 8 . 7
9 . T t 0 .E i l . T t 2 . E
/s there onywhereyou know |ike the plocein 9?

How'sthe cor industryin your country?Where
ore mostof
the corsmode?
Answers
I. job 2..retire 3. stril<e 4. successful
5. relationdhip 6. factories 7. voted 8. politics
9 . e n v i r o n m e n t 1 0 .i n d u s t r y
Ask studentsto work with a new partner and tell each

other about someonethey know.Alternatively,rney can
use some of the statementsto talk about the woman in
the photo on page 142.
ry"@Before vou listen

!
Speaking
Tell studentsyour own answersto the questionsbefore
they discussthem in pairsor smallgroups.Feedin some
helpfulexpressions
and write them on the board.You
miqht
want
tn
inr-lrrdc cvnrocsinn<
-lilza tha fnilnwino.
like the tollowlnS:

might want to includeexPressions
Therewos a generolstrike.
It went on for nearlyo yeor.
Theycon'tgo on strikeony more.
Theywent out ofbusiness.
Theyhod to cut bock.
They'recuttingdown /ots of trees.
Theywant to drill for oil.
1 40
'
Ask studentswhat older peoplegenerallythink about

youngerpeoplein their countries.Ask if they often
complainabout youngerpeopleand if so,elicit a couple
of thingsthey complainabout.Thenexplainthe situation
of the listening.Point out that we use elderlyas an
Ellqs$trs,{irttlhi.,g'shat,mgtrJe""aict
eL,t?3s\ys
"rg,gtd,
For examole:
They'vegot too much moneyond too much free time.
Ask studentsto work on the rest in pairs.Theninvite

them to tell you what they wrote. Reformulateany of
feedingin appropriate
if necessary,
their suggestions
expressionslike they don't haveony mannersetc. Ask
studentshow manythey think are true.
20 Society
*--*J
While
ffis
vou listen
s
f
f
i
,
Tellstudentsto listenfor the thingsabout youngpeople
that are mentionedin the conversationand then play
the recording.Ask studentsin pairsto compare what
they heard.Youmay needto explainthe following:
. lf someonehosno shame,they
don't care if
somethingthey are doingembarrasses
other people.
. lf someone is in o rush,they want to get somewhere
or do somethingquickly.
Answers
Youngpeople nowadayshavegot no shame.
They swearall rhe time.
They dont offer to help older people.
They'realwaysin sucha rush.
They'vegot no respect.
You cant tell the differencebetween boys and girls
sometimes.
Comprehensioncheck
Make sure studentsl<nowthat the pasttense of sweoris
sworeand that let someonego first means/et someonedo
somethingbeforeyou.For example:
When I ploy pool,I olwayslet the other persongo first.
Ask studentsto work on this task on their own and
comparetheir answerswith a partner.Theyshouldthen
try to correct any sentencesthat are false.Playthe
recordingagainso they can checl<their answers.
Answers
|. True
2. False(The youngman in the supermarketswore
at Marge.)
3. True (Shehasa bad leg and sometimesusesa
stick.)
4. TrEe (Shebought some cat food.)
5. False(He swore at her and laughedat her.)
6. False(Margecouldnt tell the difference.)
this into a classdiscussion

on the situationfor elderly
peoplein their countries.Here are some possible
questionsto discuss:
Do a lot of elderlypeopletend to live aloneor do they move
in with their children?
Do they get pensionsfrom the government?Arethey enough
to liveon?
Do most peoplerespectolder people?ls it differentfrom ony
othercountriesyou know?Are there mony elderlypoliticions
in your country?
ffi Usinggrammar:usedto
Introducethis activityby drawingtwo columnson the
board.Label one beforeand the other now.Ask students
to rememberwhat Margeand Doris saidabout what
young people were lil<ewhen they were young and what
they are like now List their ideasin the appropriate
columns.Thenexplain,usingthe examplewe olwoysused
to let old peoplego frst, that we often use usedto to talk
about differencesbetween the oast and now Go
throughthe three examplesin the Coursebook,
explainingthat the negativeis often neverusedto and
sometimesdidn't useto. Point out that we use use tn
didn't useto, not used.Also model the pronunciationof
usedto: / julstei.Thenasl<studentsto practiseforming
statementsbasedon the information in the two
columnson the board.For example:
Youngpeopleneyerusedto sweor.
They usedto be more polite.
Explainthe matchingtask.Ask studentsto work on
their own and then comparetheir answerswith a
partner.Youmay need to explainthe following:
. A traditionolEnglishSundaylunchusuallyincludes
roast beef,lamb or porl<,roast potatoes and
vegetables.
Dessert is often apple pie and custard.
. Possiye
smokingmeansthat you yourself do not
smoke,but that you breathe in the smoke from
other people'scigarettes.
.
lf someonestcrts feelingtheir age,they start to think

they cant do what youngerpeopledo.
Answers
l.b. 2.a. 3.d. 4.c. 5.g. 6.h. 7.e. 8.f.
Finishup by playingthe recordingof the conversation

againwhile studentsfollow the tapescripton page 163.
Ask them to underlineany expressions
they want to
rememberor ask about.Encourage
them to record
some of these in their notebooks.
ffi speating
Go throughthe questionsand explainany vocabulary.
Make sure studentsremember the meaningol feel sorry
Then ask them to discuss
for and mind their own business.
these questionsin pairsor smallgroups.Youcould turn
Point out the patterns in these structures:

. . . u s e dt o . . . , b u t n o w o d o y. s. .
... usedto ... , but don'tldoesn't
onymore
... usedto whenI wosyoung
Also point out the two examplesof since:sincemy 40th
birthdayand sinceshe retired.For extra practiceask
studentsto find any sentences
that are true for them or
that they can make true. For example:
The trade unionsneverusedto go on strike becouseit used
to be illegol,but nowodaysthey'reolwayson strike.
20 Society
Follow-up
For the next task you could ask studentsto practise

sayingthese expressions,
focusingon linl<ing
and the
pronunciationof usedto.Then get pairs of studentsto
discusswhat happenedto causethe change.This
is a
good opportunity to worl< on vocabulary.Invite pairs of
studentsto tell the classwhat they decidedand
reformulatetheir suggestionsif necessary.
Here are
some possibilities
if studentshad difficultywith any:
l. I'vegot two youngchildren.
2. I kept getting speedingtickets and then my licence
was taken away.
3. I injuredmy backand couldnt playany more.
4. I lost my job and had to move into somewhere
smaller.
5. I got a lob in an office.
6. I got marriedand had kids.
7. Vy job becamereallystressful.
8. I haveto go abroada lot on business.
Finishup by aslcing
who had the funniestor most
unusualsuggestions.
ffiffiFurtherpractice
Ask studentsto completethese sentencesand then
discussthem with a partner.Encourage
them to record
these personalised
examplesin their notebool<s.
Finish
up by tellingstudentshow you would completethem.
Encourage
them to ask you questions.Finallyrefer them
to G37 of the Grammar commentary on page 170,
Give studentsa list of thingsin societythat could have

changedover the last 20-30 years.For example:fashion,
music,attitudesto women,the environment,sport,the
economy,politics,food, free-time activitiesetc. Get them
to think about what changesthere havebeen in these
areasin their country.Give them time to look back
throughthe unit to find helpfullanguage
and to prepare
what they want to say.Point out that the patternswith
usedto and the present per-fectexpressionsmay be
useful.Then
ask them to talk about their ideasin small
SrouPS.
You could also ask studentsto do a role playlike the
conversationon page l38.Theycould tall<about their
own countriesor pretendto be someoneelse.For
example,one could be an elderlypersonon holidayand
the other a student.
Most of theseexercisesshouldbe done in pairsor small

SrouPs.
ffi Verbcollocations
Answers

first.
Then askthem in turns to draw or act out the five
ffi ,"nr",
Answers
l.
2.
3.
4.
5.
6.
7.
8.
We're staying
hasgone up
I tripped
I was cutting,slipped,I cut
Haveyou spoken,l'll talk
l'll show you
you'regoing,Let me help you, l'll do it
I dont usually,
I usedto smoke
l. offer 2.hit 3. lend 4. be covered 5. soend

6. vote 7. run out 8. mal<e 9. take out
1 0 .b e l o n g
Examplesof other collocarions
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(offer) to help
(hit) someonein the face
(lend)me your dictionary
(be covered)with snow
(spend)time with my family
(vote) for the Socialists
(run out) of time
(make)it in time
(take out) the rubbish
( b e l o n gt)o a c l u b
#tH Look back and check

could
ffi or"rr",
Expressions
Answers
l.
2.
3.
4.
5.
malce/get,
mind,Do/Would,'m
^y, should,it, be
used,the
must,'ll
much,than,costs,six
I
i+,
andanswers
ffi Questions
Answers
l . d . 2 . a . 3 .e .
9.g. 10.e.
4 . b . 5 .c .
6 . i . 7 . h . 8 .f .
ffiffiwhatcanyouremember?
When the classhavefinishedworlcingin groupsof four,
Answers
|.
2.
3.
4.
5.
6.
7.
8.
9.
surprised
manage
plays
goes
do, promise
tell
fault
Forget
paying
Answers
Answers
L No, in a dishwasher.
2. Deaf.
3. lf a lot of jobs in your iridustrywere
disappearing.
4. I needto fix it meansthat l'll do it myself,while
I needto getit fixedmeanssomeoneelse will
fix it for me.
5 . Flowers.
6. You might miss some important information.
You might havean accident.
7. Possibleanswers:a driving licence,a passport.

8. Possibleanswers:the radio.the heat.the volume.
9. Possibleanswers:(a loaf of) bread,(a pint of)
t 0 . A cashmachine.
i l . When you take out a loan.
12. No.
t 3 . You owe money.
t 4 . Generous.
t 5 . Somethingnasty.
1 6 . Possibleanswers:blood,wine.Youcan wash
it or bleachit.
ff f;Pgig $*;*$,,*ig*
* f*
Contrastivestress:weak and strong
forms
Answers
2. has,did
3. hasn't 4. will
*"d
ffi
beer,(a pair of) jeans.
L is,does
|.
2.
3.
4.
5.
5.
7.
8.
9.
| 0.
I l.
12.
5. do, can
years
shade
coast
square
where/wear
below
weird
hair
blow your nose
this tastesgreat
it's reallyserious
the air fare
Problemsounds:/w/ and /j/

hear the difference.Thenmodel the expressionsbefore
askingstudentsto practisesayingthem.

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Innovations Pre-Intermediate TB

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q course in nqfurql English

Hugh Dellor ond Andrew Wolkley

and expandingof their English,

What's so innovative about Innovations?

How does lnnovations Pre-intermediate

In conjunction with /nnovotions I ntermediate,Innovotio

The first two-page section of each unit containsa short

There are five Review unitswith exercisesto test and

The Coursebookis complementedby a set of three

Teacher's Resource Book

Gettingthe most out of lnnovations

Encouragestudentsto read the whole text through

There are speakingtasks throughout the Coursebook.

l. Ask studentsto find the expressions

a sectionfor phrasalverbsand idioms

a section for grammaticalpatterns and structures

Also,talk about what shouldbe recorded.Insteadof just

You may also like to follow up a sectionof teachinglike

Conversationstarters:Do you knowonyonehere?

Thereis/thereqre; fhere's so much to seeand do

Expressionswith missand lose:/ missedmy troin,

lf you ask someone Whereore you from ogain?you

referring to in severalof the expressions.

You might needto explainsome of the following

lf this is the first time the classhavebeen togetner,you

Studentscan work on the two matchingtasks

2.a. 3.b. 4.c. 5.g. 6.h. 7.f. 8.e.

For further practicetell studentsto closetheir

Playthe recordingfor the class.Next, let studentsread

ffi Whereare you from? Whereabouts?

Follow up by getting pairs of studentsto practise

again,stoppingafter each sentence,so studentscan

Studentsmay want to know the differencebetween a

Beforegetting studentsto work on their own dialogues

This task helpsstudentsin the pronunciationof English

This task can act as a fun way to introduce the reading

ln this task studentsfocuson severalusefulexDresstons

Somaliais in EastAfrica,next to Ethiopia.

ffi Beforeyou read

ffi Whileyou read

Providemore practicewith these expressionsby asl<ing

Whot wouldyou missmostif you livedin onothercountry?

Fatencameto Londonbecauseher husbandis from

As studentsdiscussin pairsor in smallgroups,go

Now get studentsto completethe task individually

For further practiceask studentsto test each other in

Write some patterns and expressionson the board

While you listen

Tell studentsthat they are going to listen to a

about substancesor abstractconceDtslike crimeor

Follow up by aslcingstudentsto suggestplacesthat

For the secondtask you could get studentsto test each

Model this activityyourselffirst.For example,talk about

You might need to explainsome of the following

Expressionswith go'.Howdid it go?I wenton my

Studentschoosethree or four expressionsfrom the

lf you ringsomeone,you callthem on the phone.You

Remindstudentsto record any of the expressionsthey

bit uncertainabout something.For example:Do you

.. l$f*',f '* f#,X 1**,,*f *

lf possible,playsome examplesof these stylesof music

In this activity studentsfocus on differentways to

classical:Alfred Brendel country: Loretta Lynn

Next, let studentsread the dialogueas you playthe

.. l$f',f ' f#,X 1**,,f