Students review how to introduce themselves and give some basic
information about their lives.
Warm-up
You will need a soft ball. Arrange the class in a circle. Say:
Hello. My nome's (Sandy). Throw the ball to a student. Ask:
What's your name? The student says Hello. My name's (Ping),
throws the ball to someone else, and asks What's your name?
1 Elicit/Teach: Croatia, accountant, officefurniture, radiologist,
free time, yoga, sailing, classical music, soap opera.
Tell students to cover the text. Ask questions about the
picture, e.g. Who can you see? What does she look like?
Focus on the text. Play audio Ell for students to read and listen.
Ask: Does Dora know the other students in the class?
Elicit: No, (she doesn't) .
Ask questions about the text, e.g. Where is Dora from? Where
does she work? Who is Rudolf? Where does he work? How many
children have they got? What sports does Dora do?
Focus on the Language note . Drill the examples.
Drawa compass with four points on the board. Elicit: north,
east, south, west. Add another point between north and west,
then elicit northwest. Continue with southwest, northeast,
southeast. Drill each point of the compass.
Ask students to give the location of different towns and cities
in the country where they are studying (you could draw a
simple map of the country and mark on a few place names, e.g.
major towns, cities, mountains, lakes, etc.).
In English compass points can be written with or without
a hyphen, e.g. northeast, north-east. They don't have a
capital letter, e.g . York is in the north of England. I live in the
southwest of Spain.
2a Ask: What is Dora'sfull name? Tell students to read the text
again and find the answer. ELicit: It's Dora Ivir.
Read through the questions. Put students in pairs to complete
the exercise.
Go through the answers as a class. If some students find the
exercise difficult, number the lines and help by giving the
number ofthe line for each answer.
1 It's Dora lvi r. 2 She's 35 (years old) . 3 She li ves in Dub rov nik .
4 She's an accountant (for a company that makes office furniture).
5 Yes, she is. 6 He's a radiologist . 7 Yes, they have (two).
8 She plays tennis, does yoga, goes sailing, listen s to classical music,
and watches soap operas .
b Drill the questions from exercise 2a.
Put students in pairs. Tell them to ask and answer questions
about Dora. Monitor.
3 Draw the table on the board and write in the five categories.
Write: Croatia on the board. Ask: Which is the correct category?
ELicit: Countries.
Repeat with the remaining examples.
Put students in pairs to copy the table and write three more
items for each category.
Ask students to call out their ideas and write the words in the
table on the board. Drill each one and check comprehension.
4 Look at the questions in exercise 2a again. Tell students to
use the questions to ask about your life.
Ask students to read the questions again and write answers
about themselves .
Go through the questions. Nominate individual students to
answer one question each .
Put students in pairs to interview each other. Monitor.
Nominate students to tell the class about their partner.
13
-----------------------------------
Sa Look at the picture. Explain that Roberto is a student. He
is introducing himself to the rest of his group. Ask: What
information can you include in an introduction? Elicit examples,
e.g. name, age,jobJamily, etc.
Play audio 11:1 all the way through . Ask: Who is Fernanda?
Elicit: She's Roberto's daughter. If necessary, play the audio
again , stopping after the answer.
b Focus on the form . Elicit / Teach: employer, interests, insurance
company.
Tell students to listen again and complete the form .
Go through the answers together. If necessary, play the audio
again , stopping after each answer.
Roberto Fonseca, Brazil, 43 years old, lawyer, di vorced, one
daughter, goes swimming , plays the saxophone, does some painting,
likes watching football , listening to jazz, watching movie s
C Tell students to look at the first line of the form. Ask them to
make a complete sentence about Roberto. Elicit: His name's
Roberto Fonseca. Repeat with each line of the form.
Put students in pairs. Tell them to take it in turns to tell each
other about Roberto. Monitor.
6 Writing
Use the text in exercise 1 as a model to talk about yourself.
Write: Hello. My name's ___ . I'm ___ years old and I'm from
___ . on the board. Say: Hello, my name's (David). I'm (39)
years old and I'm from (New Zealand). Ask different students to
say sentences about themselves .
Repeat with each sentence of the text.
'Tell students to use Dora's text to write their own introduction .
Remind them to use capital letters at the beginning of a
sentence and for the names of people and places, and full stops
at the end of a sentence. Allow them to use dictionaries to
check new words. Monitor while students work.
Put students in pairs to read each other's work and check
spelling, capital letters, and full stops.
EngLish in the worLd
Elicit / Teach: greetings, shake hands, for a while, kiss, on the cheek.
Read through the text as a class. Ask questions to check
comprehension, e.g. What do people do the first time that they meet?
How do women greet people they know?
Ask students questions about their country, e.g. How do you greet
friends / family / colleagues?
Put students in mixed nationality pairs / small groups to compare
greetings in their country / countries. If your students are all the
same nationality, do this as a whole class activity using the board to
compare your country and your students' country,
Focus students' attention on the can do statement: Now I can give
some basic information about my life.
Put students in A/ B pairs. Tell them to thmk of a famous
person. Ask them to look at the introduction they wrote in
exercise 6 and make up a similar introduction for their famous
person. Tell them not to include the person's name.
Arrange students in A/ B groups. Tell them to imagine they are
the famous person. They have to introduce themselves, without
saying their name. The other members of the group try to guess
who they are.
Resource activity pages 174 and 254
 Students review and practise the present simple and present
continuous.
Warm-up
Write: Wake up / Go to sleep on the board. Elicit things that
students do in a typical day, e.g. get up, have breakfast, go to
work, watch TVand write them on the board.
Put students in pairs to talk about what they do in a typical
day, from waking up to going to sleep.
1 Play audio fI] for students to read and listen. Ask: What is
Alan'sjob? Elicit: He 's a manager.
Tell students to cover the text. Ask questions about the
pictures, e.g. Who can you see? What are they doing? What's the
weather like?
Elicit / Teach: sit at a desk, at the moment, leadership course,
manager, bridge, cross a river, prefer, put up a tent . .
Play the audio again. Ask questions about the text to check
comprehension, e.g. What does Alan do? Where does he work?
What is he doing now? Is he enjoying the course? Why isn't he
happy?
2 Go through the rules on Student's Book page 103.
Read the first part of the table. Drill the examples.
Write: I teach English. I usually get up at 7 a.m. Elicit that the
first sentence is a state and the second sentence is something
thathappensregu~r~.
Explain that usually is an adverb of frequency and ask students
to call out more examples of adverbs of frequency, e.g. always,
often, never. Remind students that adverbs of frequency are
usually placed before the main verb of a sentence, but after
the verb be.
Go through part two of the table. Drill the examples.
Write: My sister is visiting me this week. I'm writing on the board
at the moment. Elicit that the first sentence is a temporary
state and the second sentence is something happening now.
Explain that this week and at the moment are present time
expressions which are often used with the present continuous.
Elicit more examples, e.g. now, today, this morning.
Write the following sentences on the board: Dora is coming
from Croatia. I am reading the newspaper every day. Henri has
dinner at the moment. We do a computer course this week. Ask
students to correct them. Elicit: Dora comes from Croatia.
(state), I read the newspaper every day. (regular activity), Henri
is having dinner at the moment. (happening now), We're doing a
computer course this week. (temporary state).
Students may have problems deciding when to use the
present continuous and the present simple, and they may
use the present simple to talk about temporary states and
things happening now. This is often because there is no
distinction between the two forms in the student's L1.
Even students with a good grasp of when to use the present
continuous may use the -ing form of the main verb but
forget to use to be.
3 Do the example together. Play the first item on audio Ell
Students hear He works in an office, make a negative sentence with
the present continuous and this week, then listen and repeat.
Play the rest of the audio.
4 Read through the cues. Elicit / Teach key vocabulary, e.g.
indoors, outdoors, suit.
Write: He / usually / work / indoors. This week / he / work /
outdoors. on the board. Ask students to make two sentences
using the present simp le and the present continuous. Elicit:
He usually works indoors. This week he's working outdoors.
Put students in pairs to read the cues and make sentences. Monitor.
14
Go through the answers as a class. Ask students to say two
sentences each. Check pronunciation.
1 He usually works indoors. This week he 's wo rking outdoors.
2 Atthe moment I'm cooking a meal. I normally don 't cook anything.
3 He do esn't usually walk a lot. He's wa lki ng 10 ki lo metres today.
4 It's 5 a.m. Alan is getting up now. He normally gets up at 7.30.
5 I usually wear a suit. This week I'm wearing jeans.
Focus on the Language note. Read through the examples.
Write: I don 't want to be a manager. I'm Ret weRtiRfj te ee 11
fRfJfIfJfjfY. on the board. Explain that want describes a state.
Tell students to cover the Language note. Write: wear, eat,
need, think, work, watch, believe, know, get up, walk, like,
prefer, go, sit, love, talk on the board.
Put students in pairs. Ask them to arrange the verbs in two
lists: states and actions.
Go through the answers together.
states: need, think, believe, know, like, prefer, love
actions: wear, eat, work, watc h, get up, wa lk, go, sit, talk
Sa Go through the statements. Elicit / Teach key vocabulary, e.g.
bread, Director.
Write: 1___ (go) to the shop now. We ___ (need) some bread.
on the board. Point to the first gap and ask students to supply
the correct form of the verb in brackets. Elicit: 'm going.
Repeat with the second gap to elicit need.
Put students in pairs to complete the exercise. Encourage
them to use contracted forms ('m, 's, 're) where appropriate.
Monitor.
b Play audio mJ for students to check their answers.
Go through the answers as a class. Ask pairs of students to
read one dialogue each.
1 'm going, need , think, closes 2 wants, don 't know, believe,
's ha vi ng , goes 3 'm making, Do you wan t, don't like, prefer
6a W1!1!t1HllI
Use the cues to make sentences about your life, e.g. I have
toastfor breakfast. I'm not eating toast at the moment.
Ask students questions about their lives, e.g. What do you
usually have for breakfast? What are you doing now? etc.
Read the cues. Tell students to use them to write six sentences
about their lives. Monitor.
b Elicit / Teach: in common. Put students in pairs to compare
their sentences.
Ask individual students to say sentences about themselves and
their partner.
Focus students' attention on the can do statement: Now I can
talk about regular and temporary activities.
FoLLow-up
Put students in small teams. Set a time limit of two minutes for
them to look around the classroom, or out of the window, and
write as many sentences as possible about what is happening.
Tell them that they can only use a verb once, but the verbs can
be positive or negative, e.g. Maria is wearing glasses, Hiro isn't
writing.
Go through the sentences together. The team with the most
correct sentences is the winner.
Resource activity pages 175 and 254
 Students use the present simple and present continuous to talk
about how people use computers.
Warm-up
Put students in pairs or small groups. Set a time limit oftwo
minutes for them to list uses of computers.
Ask students to call out their ideas. Write them on the board
and check comprehension of new words.
1 Ask questions about the pictures, e.g. Who can you see? What is
the man doing? What do you think the woman's job is?
Elicit / Teach the following items (some may have come up
in the Warm-up): survey, Biology, desktop, laptop, leisure,
Internet, email, chatroom, shop online, book tickets, download
music, edit photographs, print, computer games, lecture.
Read the questions. Play audio ID for students to listen and
answer the questions.
Go through the answers together. If necessary, play the audio
again stopping after each answer.
Nicola, Charlie 2 She's doing a survey about computers.
3 He's down loading some music.
2 Go through the questions in the survey.
Tell students to listen again and complete the survey. Play
audio ID twice.
Put students in pairs to compare their answers.
Go through the answers as a class.
Charlie Bell, student, 1 yes 2 a laptop 3 study, leisure
4 Charlie often sends emails, books tickets on the Internet,
down loads music, and plays computer games. He sometimes shops
online. He never visits chatrooms or edits and prints photographs.
3a Go through the questions. Tell students to answer each one.
Put students in pairs to compare their answers.
b Play the audio again for students to listen and check.
Go through the answers as a class.
1 Modern Life magazine 2 Biology 3 He buys presents on the
Internet because it's easier. 4 His girlfriend works for a travel
company, so she books flights. 5 Yes (he's down loading music)
6 He takes them to a shop because it's quicker and the photos look
better. 7 He often plays computer games - especially during his
lectures .
Go through the Language note. Drill the examples.
Write: Do you buy things online? What do you buy online? on the
board. Elicit j Explain the difference between closed and open
questions (closed questions usually have a yes / no answer,
while open questions can have many different answers).
Nominate students. Ask: Do you buy things online? What do you
buy online?
Write: Do you use a computer? Are you using a computer now?
Remind students that we use the auxiliary do with the main
verb in present simple questions (unless the main verb is be),
and be with the main verb in present continuous questions.
Ask present simple and present continuous questions, e.g. Do
you use a computer? Is Jaime using a computer now? to elicit
short answers, e.g. Yes, I do. No, he isn't.
In some languages spoken questions are marked by
repeating a statement and changing the intonation, while
written questions are formed by adding a question mark to
a statement. Direct questions in English are formed with
the auxiliary verb do before the subject and the main verb
after the subject, e.g. He uses a computer becomes Does he
use a computer?
17
~----------------------------
Note that if who, what, where is the subject of a question, we
don't use do, e.g. Who uses a computer? NOT Whe dees lise a
CeR'lpli~er? When a statement contains the verb be as a main
verb or an auxiliary, e.g. He's using a computer, we change
the word order, i.e. Is he using a computer?
4a Speaking
Tell students to look at the survey again. Ask: Does Chariie use his
computer for work, study, or leisure? Elicit: He uses it for study and
leisure.
Go through the questions and elicit answers for each one.
Put students in AjB pairs. As ask questions about Charlie and
Bs use the survey to answer. Monitor, then ask students to
change roles.
Nominate two students to act out their conversation. Check
pronunciation.
b Look at the questions in the survey. Ask students about how
they use computers, e.g. Do you use your computer for work,
study, or leisure, (Marco)? How often do you send emails, (Alex)?
Put students in pairs. Tell them to look at the survey and use
the questions to interview each other. Monitor.
Nominate students to say sentences about their partners.
5 I1!1!tJUijI
Tell students to answer the questions in the survey. Monitor.
Use the cues to make sentences about how you use your computer,
e.g. I'm not using a computer at the moment. I normally use my
computer to send emails and to prepare my lessons.
Tell students to use the cues to write sentences about
themselves, or about a member of their family. Monitor.
Put students in pairs to compare their sentences. Nominate
individual students to read out one sentence each.
Pronunciation
1 Go through the sounds in the pronunciation chart on Student's
Book page 124.
Write: walk, work on the board. Drill the two words. Tell students to
look at the pronunciation chart and find the sounds for each word.
Write: IW3:kl on the board. Ask: walk or work? Elicit: work.
Drill the remaining items as a class, then individually.
Put students in pairs to complete the exercise.
2 Play audio IfJ for students to check their answers.
Go through the answers as a class.
1 work 2 you 3 know 4 hard 5 think 6 these
7 look 8 watch
Focus students' attention on the can do statement: Now I can
talk about how people use computers.
1-0 OW-Up
Write out words from the lesson using the phonemic alphabet
(see Student's Book page 124), e.g. 'S3:VCI (survey), 'i:mcd
(email), IJa:tru:m (chatroom), j'op (shop), on'lam (online),
bok (book), II1t~nct (Internet),daon'I~ud (down load),
'cdlt (edit), bm'pju:tJ! (computer).
Wr'te the first word on the board. (Alternatively list the words
on an OHT and reveal them one by one.)
Put students in teams. Tell them to look at the symbols and the
pronunciatIOn chart and find the word in the survey. The first
team to call out the word wins a point.
Resource activity pages 176 and 255
 Students review and practise talking about the future.
Warm-up . Sarah Chen; Singapore; postgraduate student in London; getting
Play a game of Noughts and Crosses (,pe paqe 10) to reV1Se
glVmg personal information. Fill the grid with the following
cateqories: 'lame, city, cou 1 .ry, lob, enployer, relJtionshlPS,
age, interests, mantal status
Tea 11S take it ir tur IS to choose a category, tre I "'lake two
correct sentences connected to the ca+.egory, e.g. mar;tal
5tatus - I'm sIngle. Ma(Ja's maffled.
1 Explain that students will read and listen to a story throughout
the book. In this lesson they meet some of the characters.
Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: own, Internet cate, holiday company, beard, computer
engineer, fix, girlfriend, actor, TV advert.
picture 2: advertising agency, personal assistant, boss,
postgraduate, get married.
Write the new words on the board and drill them as a class and
individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension e.g.
picture 1: Where is the woman? What is she doing? What are the
other people in the picture doing?
picture 2: What's happening now? What are the two women and
the man doing?
Play audio DJ for students to read and listen. Ask some
questions about the text to check comprehension, e.g.
picture 1: What is the woman's name? Where is she from? Who is a
student in Manchester? What sort of company does Russell work for?
Who is Jordan talking to?
picture 2: What is Lucy'sjob? Who is Olive? Where is Sarah
studying? Is Peter from Singapore? Where does Peter work?
2a Focus on the first pair of names. Ask: What is the relationship
between Cindy and Ryan? Elicit: They're married / husband and
wife. / Cindy is married to Ryan.
Tell students to read the text again and complete the exercise.
Go over the answers as a class.
1 They're married. / They're husband and wife.
2 They're engaged. / They're getting married soon.
3 They're boyfriend and girlfriend . 4 They're brother and sister.
b Read the questions. Use them to ask students about themselves
and other people in the class, e.g. What's your full name (Ping)?
Where is (Gemma) from?
Drawa grid on the board with four columns headed full name,
country, occupation and other information.
Tell students to look at the first picture of Cindy. Ask: What 's
Cindy's full name? Elicit: Cindy Gaskell. Write this in the first
column of the table. Go through each of the questions, elicit
answers about Cindy and complete the table.
Put students in pairs to do the task. Monitor.
Use the table to go through the answers as a class.
Cindy Gaskell; Britain; owns an Internet cafe; married to Ryan / has
two children
Ryan Gaskell; Ireland; owns an Internet cafe; married to Cindy / has
two children
Melanie Gaskell; Britain; student in Manchester; daughter of Cindy
and Ryan / has one brother
Russell Gaskell; Britain; works in Spain for a holiday company; son of
Cindy and Ryan / has one sister
Jordan Morris; Australia; computer engineer / fixes computers; wants
to be an actor / was in a TV advert/ has a girlfriend (Lucy)
Lucy Patterson; Britain; personal assistant; works for an advertising
agency; doesn't like her boss / has a boyfriend (Jordan)
18
married to Peter soon
Peter Columbo; the USA; works for a magazine compa ny; getting
married to Sarah soon
3 Tell students to cover the text. Ask questions about the
pictures, e.g. Where is Lucy? Who is she speaking to? What is
Ryan doing? Where is Jordan?
Play audio If) for students to read and listen.
Focus on the questions. Ask: What are Lucy and Jordan planning
to do? Elicit: They're visiting Lucy's parents at the weekend.
Tell students to read the text again and answer the questions.
Put them in pairs to compare their answers then go over the
answers as a class.
1 They're visiting Lucy's parents at the weekend. 2 Jordan was on
emergency call. 3 He can't visit Lucy's parents and do the acting
job. 4 Students' own answers.
4 Elicit / Teach that we use the present continuous to talk about
things we have arranged to do in the future, e.g. meetfriends,
visit someone, see the doctor / dentist.
Focus on the Everyday expressions. Tell students to find and
underline them in the text.
Write: Are you doing _ at the weekend? on the board. Pointto the
gap and ask students to supply the missing word. Elicit: anything.
Ask students to complete the sentences. Ask: What tense is
used? Elicit: the present continuous.
Go through the answers together. Drill each expression as a
class then individually.
anything, 're
5a Go through the list of cues and tell students about the thing s
you are doing at each time, e.g. I'm having dinner with my
brother this evening. I'm playing tennis on Friday.
Tell students to make sentences about their arrangements.
Monitor.
b Nominate a student. Ask: What are you doing this evening,
(Nina)? Repeat with different questions and different students.
Put students in pairs to ask and answer. Monitor.
Nominate individual students to say one sentence about their
partner's arrangements.
6 Focus on the story in exercise 3. Put students in groups of
three. Tell them to practise the story, each taking one part.
Give students an opportunity to practise each role. Monito r.
Ask one group to act out the story for the rest of the class.
Focus students' attention on the can do statement: No wI can
talk aboutfuture arrangements.
Wr te OJt Jr Jn9l'r IP'ltS on 5epJratp p1eces of paper. Ircl I
+1]" ('ay, thE' t'me, ,me thE' ac+ivity, e o. <::aturday 100.'11.
playing tootoot!. Plal.e the p1ed~S of ,.Japer face c own 0 1 ~e
dE',k 1r front o YOL .
PL t st Ice I+S in tpa IS. Ask ore ")rr~o I +') (OT"E' +0 tre fro
of t le class, rd tal<e a plE..e of pape. ~ e'y Ic've to rn1rr e t
drrc rqprren+. Exp al[ t'ldt tlPY ca'l ISE' Her fl[ Cter, ) Sf
days {I Mo Iday, 2 = [;esday, E.tc ) a ld for tirr E'S. Tea ns r J
o ~~y cl corr pletE c neet <en+"nce to wm a po rt, e.c. Yo
p uying footboll at 10 o'clo~k or Satu,dav.
Resource activity pages 177 and 255
 Students learn and use a set of expressions with the verb get.

Warm-up 4a Read the text. Elicit / Teach key vocabulary, e.g. check email,
fortunately, cafeteria.
Put stL.dents ir groups of five. Write: When did you get up this
Go through the word s in the box. Write: I usually get up at
morning? on the board. Tell students to ask each other the
6.15. I have a sho wer and I get ___ . on the board. Ask students
q e<tlOn ,md to form a line starting with t'le person wro got up
to find the word that fits in the gap. ELicit: dressed.
hst and ending with the person who got up last.
Put students in pairs to complete the text. Monitor.
Repeat tl"Je act;vty with different questions, e.g. What time did
'Iou leave your hwse? When did you last take a train? When was b Play audio I!II for students to listen and check their answers.
the last tlfl'le you used a computer? Go through the an swers as a cla ss. Nominate different
students to read one sentence each from the text. Check
pronunciation.
1 Elicit / Explain the meaning of adjective (u sed t o describe a
noun or pronoun, e.g. a hot room / a cold room) , noun (used 1 dressed 2 coffee 3 train 4 work 5 emails 6 hungry
t o refer to a person, place, or thing, e.g. man, school, bag) , 7 a cake 8 ready 9 home 10 changed 11 light 12 dark
and past participle (a form of a verb). Remind students that
regular past participles are formed with -ed, e.g. married and Sa
refer them to the list on Student's Book page 123 for irregular Go through t he questions. Use the first question to ma ke a
forms, e.g. done. sentence about yourself, e.g. I didn 't get the bus this morning.
Focus on the first set of words : get + adjective. Play the first Nominate different students. Ask: Did you get the bus this
part of audio III (to get dark / get light) for students to listen morning? Repeat with each question.
and repeat. Drill each item as a class and individually. Tell students to read the questions again and write sentences
Repeat with get + noun and get + past participle . about their lives and their opinion s. Monitor.
Tell students to cover the labels. Point t o the pictu res and b Put students in pairs to compare their answers.
elicit the correct expression s, then put students in pairs to Ask individual students to tell the class about their partner.
practise. Monitor.
Focus students' attention on the can do statement: Now I can
Get can cause confusion because it is a common verb with use expressions with the verb 'get'.
many different meanings (see examples in exercise 1). It is
generally used more in spoken English or informal writing. foo
In British English the past simple and past participle of get is Use the text m exercise 4 as a rlOdel to talk about you .ife,
got. However, in spoken American English, the past participle e.g. I usually get up at 7 a.m. I have a bath and I get dressed.
gotten is often used, e.g. I haven't gotten dressed yet. etc. Tell stude'lts to write a paragrap'l aboJt a typical day
in their lives using some ofthe expressions from exercise 1.
2 Do the example together. Play the first item on audio m. Monitor while stJdents work.
Students hear I / hungry, make a senten ce with getin the
present continuous, then listen and repeat. If there s tlme, put students in pairs to read each other's work
and checl( spelli'lq, capital letters, and full stops. Alterratively,
Play the rest of the audio.
collect in the work for correction.
Go through the Language note. Drill the examples.
Ask students if they can think of something that is getting
better, e.g. their English. Repeat with getting worse, e.g. the Resource activity pages 178 and 256
weather, the traffic, a problem.
Write: the music, televisions, laptops, the car, the patient on the
board. Put students in pairs or small groups. Tell them to make
sentences with the items on the board and the expressions
with get, e.g . The music is getting louder.
Elicit ideas and write them on the board. Check comprehension
of any new items.
3 Go through the sentences. Elicit / Teach key vocabulary, e.g.
air conditioning, wedding, map, cloud.
Write: Can we put the air conditioning on? It's ___ in here. on
the board. Tell students to look at the expressions in exercise
1 and the Language note, and choose the one which fits the
gap. Elicit: get hot. Elicit / Explain that th e sentence is about
the present. Point to the gap. Ask: 'Getting hot' or 'got hot?
ELicit: getting hot.
Go through the sentences and elicit whether each one is in the
present or the past.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class.
1 getting hot 2 got ma rried 3 getti ng better 4 got lost
5 getting dark 6 getti ng ready / dress ed / changed 7 getting
hu ngry 8 getting closer / darker 9 gotto work / home 10 got
t he bus

21
- _ . ~ "...... - -~
Students review and practise the past simple.
Warm-up
Revise expressions with get. Write out expressions from lesson
5 on separate pieces of paper, e.g. get home. Make enough for
each student to have one sentence.
Draw three columns on the board, with the headings get +
adjective, get + noun, get + past participle. Ask students to
write t heir expressions in the correct column. Go through the
expressions together.
1 Play audio DD for students to read and listen. Ask: What's
wrong with Peter? Elicit: He's tired.
Tell students to cover the text. Ask questions about the picture,
e.g. Where are Cindy and Peter? What are they doing?
Elicit / Teach: concert, left (remaining), queue, lucky, miss.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
What did Peter try to buy on the Internet? Why didn't he see the
concert?
Put students in pairs to practise the conversation. Tell them to
practise both roles. Monitor.
The past simple is the same for all subjects, e.g. I went, You
went, We went, except for the verb be which has two forms:
was/were.
2 Go through the rules on Student's Book page 104.
Focus on the first part of the table. Drill the examples as a
class and individually. Check pronunciation of was / were.
Tell students to read the text in exercise 1 again and find
examples of positive and negative statements with be.
Write: Peter was tired. Sarah and Peter were at a party. on the
board. Ask students to make the statements into questions.
Elicit: Was Peter tired? Were Sarah and Peter at a party? Find
more examples of questions with be in the text.
Read the second part of the table. Elicit that we add -ed to
make the past simple of regular verbs. Ask students to find
and underline examples in the text. Drill each one. Check
pronunciation of -ed.
Write: want, queue, try, stop on the board. Elicit the spelling
rules, then tell students to check on Student's Book page 104.
Point out that there is no rule for forming the past simple of
irregular verbs. Tell students to find examples in the text.
Write the present and past forms on the board. Refer students
to the list of irregular verbs on Student's Book page 123 for
extra practice.
Look at the negative statements. Elicit that we use didn't + an
infinitive in negative forms.
Repeat with the questions (Did you get a ticket? What did he
do?) to elicit that we use did + infinitive with regular and
irregular verbs.
3 Do the examples together. Play the first item on audio [lIJ.
Students hear We were late, make a negative sentence, then
listen and repeat. Do the same with the second item.
Play the rest of the audio.
4a Go through the information. Focu s on Axel. Play the first
conversation on audio moo
Ask: Where was Axel? Elicit: At the
theatre.
Tell students to listen to the remaining conversations and
match each person / couple with a place. Play the audio twice,
if necessary pausing after each conversation.
Go through the answers as a class.
22
... - , ~" ?~ -'. -
1 c 2 e 3 a 4 f 5 d 6 b
b Tell students to listen.to Axel again. Ask: What did Axel do?
Play the audio again. Elicit: Axel saw a play.
Play the remaining conversations. Students listen and write an
activity for each person / couple.
Go through the answers as a class.
1 Axel saw a play. 2 Corrie and Max played table tennis. 3 Shilpa
did some work. 4 Jack and Da vina had dinner. 5 George didn't do
anything interesting. 6 Leah and Phil went to their Spanish lesson.
C Focus on the example. Tell students to look at the activities
they wrote for each person / couple and write more
information about them.
5 Look back at exercise 4. Ask: Was Axel at home last night?
Elicit: No, he wasn't. He was at the theatre. Repeat with Did he
see a play? to elicit Yes, he did.
Put students in pairs to ask and answer. Monitor.
6a WmH tI
Use the time expressions to talk about where you went and
what you did, e.g. I went to the cinema last night. I saw the new
Brad Pittfilm.
Tell students to go through the expressions and write two
sentences to say where they were and what they did.
b Nominate individual students. Ask: Where did you go last
night? Elicit a range of responses, then repeat with What did
you do last night?
Put students in pairs to ask and answer. Monitor.
Nominate individual students to tell the class about their
partner.
Pronunciation
1 Write: was, wasn't, were, weren't on the board. Play the fi rst
sentence on audio m.
Point to the words on the board and
ask students to say which word they heard. Elicit: weren't.
Play the audio twice for students to complete the exercise.
Go through the answers as a class.
was: 2, 5 wasn't: 4, 7 were: 3, 6 we ren 't: 1,8
2 Model the strong and weak forms of was (/woz/ and /W'JZ ) ana
were (/wd and /w'J/).
Play the audio for students to complete the exercise.
Go through the answers as a class to elicit that the negative
forms are stressed.
Focus students' attention on the can do statement: Now I ca
talk about events in the past.
Follow-up
Think of something that you did in the past, e.g. a placeyG
visited.
Put students in teams . Teams take it in turns to ask que~t"o
and work outthe name of the place, e.g. Were you inside or
outside? Did you see the sea? You answer yes or no.
Teams score one point for any question with the answer yes
and two points if they correctly guess the place. However, if
they guess wrongly, they lose a point. (This is to encourage
students to ask questions, rather than just make guesses.
Resource activity pages 179 and 256
 Students review the past simple and have to, and read and
understand two versions of a story.
Warm-up
Ask students to call out the infinitive of some irregular verbs.
Write each one on the board.
Put students in small teams and set a time limit for them to
Nr;te the past simple of each verb.
The first team to finish, with a set of correct answers, is the
winner.
Go through the answe s together at the end.
1 Tell students to cover the text. Ask questions about the
picture, e.g. Where is the man? What has happened? How do you
think he will react?
Elicit / Teach key vocabulary for each part of the story, e.g.
introduction: go wrong, secret
part 1: knock over, edge, in a hurry, version
part 2: accident, kiss, pick up
part 3: per cent, control, spill, deal with, react
Play audio III for students to read and listen.
Read the questions. Ask students to read the text again and
find the answers.
Go through the answers together.
1 Jack, his wife, and his daughter (Emily) 2 She knocked over a
glass of milk, which fell on Jack's trousers. 3 In the first version he
got angry and shouted, in the second version he didn't get angry or
shout.
2 Read through the statements. Ask: What was the first thing
that happened in 'A bad start'? Elicit: Emily spilt her milk.
Tell students to read A bad start again and put the events in
order.
Put students in pairs to compare their answers, then go
through the answers as a class.
1 g 2 i/:/ 31' 4 e 5 h 6 a 7 d 8 c 9 f 10 b
3a Write: Jack shouted at Emily. on the board. Ask students to
read Did it have to be a bad start? Point to the sentence on the
board. Ask: What did Jack do in the second version? Elicit: Jack
didn 't shout at Emily. He smiled and said: 'It's OK'. Put students
in pairs to read the text again and find six more differences.
Go through the answers together.
Jack didn 't shout at Emily. He smiled and said, 'It's OK: Emily
didn't cry. Jack didn't argue with his wife. Emily didn't miss the
bus. Jack didn 't take Emily to school. Jack didn't get to work
late. Jack didn't forget his briefcase, so he didn't have to go home
to get it.
b Read the first question. Tell students to read the final part of
the text and find the answer. Elicit: Ten per cent of life is what
happens and you can't control it. Ninety per cent of hie is how
you react and you can control this.
Put students in pairs to discuss the second question. Monitor.
Elicit ideas from around the classroom.
Focus on the Language note. Drill the examples as a class and
individually.
Go over the positive form and the notes. Write: Eva has to work
from 9 a.m. to 5 p.m on Saturdays and Sundays. on the board.
Ask: Is it necessary for Eva to work at the weekend. Elicit: Yes, it
is. Repeat with Can Eva leave work at 4 p.m. on Sunday? to elicit
No, she can't.
Read the negative form. Write: Emily didn't have to go to school
yesterday. on the board. Point to the sentence. Ask: Did Emily
25
go to school yesterday? to elicit No, she didn't. Repeat with Why
didn't she go to school? Elicit: It wasn't necessary.
Focus on the question form. Nominate different students. Ask
them what they had to do yesterday, e.g. Did you have to get up
early, (Chan)?
In the present tense we can use have to or have got to, to
show that something is necessary. Students sometimes
confuse have got to with have got, which is used to show
possession.
4a wm"tiI
Go through the questions. Elicit / Teach: consequences.
Tell students to make some notes about an event in their life
when they reacted badly. Monitor.
Put students in pairs. Tell them to use the questions to ask and
answer about the events.
Nominate different students to tell their story to the class.
b Ask students to imagine that instead of reacting badly, they
followed the 90/10 secret.
Tell students to write a new version of the story. Monitor.
Put students in pairs to compare their stories.
Ask individual students to tell their new story to the class.
English in the world
Elicit / Teach: Middle East, popular, traditional.
Read through the text as a class. Ask questions about the text to
check comprehension, e.g. When is the weekend in Saudi Arabia?
DO British children have to go to school on Saturday or Sunday?
What is the traditional day for football matches? What percentage of
people go to church on Sunday?
Ask students questions about their country, e.g. When is the
weekend? What is the most popular day for shopping?
Put students in mixed nationality pairs / small groups to compare
greetings in their country / countries. If your students are all the
same nationality, do this as a whole class activity using the board
to compare your country and your students' country.
Focus students' attention on the can do statement: Now I can
compare versions of events.
FoLLow-up
Play a game of Consequences. Each student will need a sheet
of paper. Read the instructions below. After each instruction
the students write a word or a sentence, fold the paper so that
what they have written can't be seen, then pass the paper to a
different student.
Instructions:
Write:
a man's name.
a woman's name.
where they met.
what the man said.
what the woman said.
what the man did.
what the woman did.
the consequence.
At the end, put students in groups and tell them to unfold the
paper they are holding and compare their stories.
Resource activity pages 180 and 257
 Students review possessive pronouns and learn expressions for
talking about possession.
Warm-up ..
YOI. will need a large soh baq for tris activIty (a pil'owcilse
works wel.).
Put a selection of about 20 sr.all iterrs ir the bag. use t'1irgs
~h t prop le P1iq'1t have 1r a hand Jag or poe ket, e.g. Cl coin, a
COlrl;, a mobl e pIJone, a per, a tissJe, a credit card, a key.
Pl.t students in two teal1s Aa1d B. G've the bag to ~eam Aard
set them a tirre limit of a '11n J eta ee t'1e baq r d wr te down
a~ many itens as pass ble. T/Jey reed to rrake SJre that they
dor't le" team B rear or ~eE' n eH a'lswfr~.) Then repeat witt-
teal1 13. COl1pa re t'le answers that eilch tpal1 has, t'1er take tre
te-m) ot..t of the bag . T'1e wI'In'n~ team IS the team with the
1'10st correct answers.
la Play the first conversation on audio m for students to read
and listen. Ask: What are Gary and Pearl talking about? Elicit: a
mobile phone. Repeat with the second conversation to elicit a
car.
Elicit / Teach: earlier, belong to, neighbour.
Read through the questions. Play the audio again for students
to read, listen , and answer.
Check the answers as a class.
The mobile phone belongs to Mick. The car belongs to their new
neighbours.
b Put students in pairs to practise the conversation. Tell them to
practise both roles. Monitor.
Go through the Language note. Drill the adjectives and
pronouns as pairs, e.g. my/mine, your / yours.
Tell students to cover the table. Say an adjective and elicit th e
pronoun. Repeat with different adjectives and pronouns, then
put students in pairs to practise.
Possessive adjectives and possessive pronouns are
sometimes confusing for students. In languages which
have masculine and feminine nouns, a possessive adjective
matches a noun rather than its owner. For example, in
Spanish su libro can mean his book or her book. Also an
adjective may change to show quantity, for example mi
libra, mis libros (my book, my books).
In some languages a definite article (the) is used with
a possessive pronoun, and students may repeat this in
English, making incorrect sentences such as It's the hers.
2a Focus on the Everyday expressions. Tell students to cover the
text in exercise la .
Write: mobile is this? on the board. Point to the gap and
ask students to supply the missing word. Elicit: Whose.
Ask students to complete the expressions.
b Play audio Il!J for students to listen and check their answers.
Go through the answers together.
Whose, 's, does, to, to, belong, They, They
Play the audio again for students to repeat the expressions.
3 Do the examples together. Play the first item on audio 1lIJ.
Students hear This is their car, make a sentence with It's and a
possessive pronoun, then listen and repeat. Do the same with
the second item.
Play the rest of the audio.
26
4a Look at the pictures. Elicit the names of each item.
Go through the nam es in the box. Ask students to listen and
match one person with each item. Tell them that two of the
names aren't used.
Play audio m twice for students to listen and complete the
exercise.
Go through the answers as a class.
Eduardo 2, Deenall, Gus 5, Cecilia 3, Eric 4
b Point to the keys. Ask: Who do the keys belong to? Elicit: They
belong to Eduardo. Repeat with other items from exercise 4a.
Put students in pairs to practise. Monitor.
5 Speaking
Collect a few items from students, e.g. a dictionary, two pens,
a rubber, etc. Put them on the desk in front of you.
Go through the questions.
Hold one of the items up. Use the questions to ask about the
items, e.g. Whose (dictionary) is this? Elicit: It's (Jan's). / It
belongs to (Jan). Repeat with different questions and different
items.
Put students in small groups. Tell them to put a few items on a
desk and practise together. Monitor.
Nominate different groups to tell the class about the items,
e.g. This is Ju/ia's pen. These are her pencils.
Focus students' attention on the can do statement: Now I can
talk about possessions.
Make two 4 x 5 grids a'ld preparE' 40 blar k slips 0 pa'lN that
can be Lsed as labels
Plot stude1ts into two teal1S Tell therr to crc'Jse 20 srrall terns
Plc t t'ley have ill ne r bdgs / pockE'ts anc. ,Hra lqe trE' H1 four
rows on a dE'sk "dch row sh'JJld '1 ve five items. It doesn'
natter if sOl1e ,tems are dup. :::atec:, e.g. two pers, as .org <
t'1ey bE' orq to dlf f ere'1t pE'oplp.
Gwe edch team 20 I. bE'ls. Tel. t'lem to pJtthe label< ber E'ath
t'1e ite"1s and write the owner's name on each label.
Set a tine; 111t for each tea~ to 1001( at tre ot'1er teaP1's iterrs
a'ld try to rnell'o"ze dS P1d'lY ltell'S c.rd ownE'r< s poss b E'.
Cover each set of 'tems wit'1 cloth 0 larqe pIece et pc. per.
Give each tea '1 a qrid Teal1S have to la'Jel the gPd witI' the
itells and owne s e.g. Sandro's pen, Mi~he/'s co,nb. TIe itel'1<
In nE' grid should bp Hra'1qed 'r the ~ame order as trE'Y were
a ra'lged on the desk.
Set a til1e .imit for stJdents to completE' tneir grids, tIer
remove the cloth / piree of paper so t'1ey can compare their
answers with the Items on the desk. Award two pomts for E' Id
eorn'c" c'rswer, and one po'"t if c team on y l1a'laqes to aet r
ite 11 without Its owne 's name.
Resource activity pages 181 and 257
Review and Word Lists Lessons 1-8
Student's Book pages 83-84
 Students learn and use a lexical set of words to talk about renting
accommodation.
Warm-up
Us;ng the board (or an OHT), write out parts of a house as
anagrams, e.g. lalh (hall), rmboaoht (bathroom), itkcenh
(kitchen), gviinl mora (living room), dombreo (bedroom), nniigd
oomr (dining room), eggaar (garage), aoyncbl (balcony), gdnrae
(garden).
Put students in small groups. Give them three minutes to solve
the anagrams, then go through the words.
la Elicit / Teach: accommodation. Focus on pictures 1- 7 and the
first set of words: Describing a flat. Play the first part of audio
DJ (to It's unfurnished) for students to listen and repeat.
Drill each item as a class and individually.
Repeat with Facilities and Getting a flat.
Tell students to cover the labels. Point to the pictures and
elicit the correct words, then put students in pairs to practise.
Monitor.
b Put students in small groups. Set a time limit of two minutes
to complete the task. Monitor.
Ask groups to call out their words . Write new words on the
board and check comprehension.
Flat is more common in British English, Americans usually
use apartment. Another vocabulary difference is that in
British English ground floor means at street level, and first
floor means one level above the street. However, in American
Englishfirstfloor means at street level.
2a Read the text. Elicit / Teach key vocabulary, e.g . own, above,
plenty,furniture, cupboard, oven,fridge.
Go through the words in the box. Write: I live in a ___ flat. on
the board. Ask students to find the word that fits in the gap.
Elicit: first-floor.
Put students in pairs to complete the text . Monitor.
b Play audio m for students to listen and check their answers.
Go through the answers as a class. Nominate different
students to read one sentence each from the text . Check
pronunciation.
1 first-floor 2 fla t mates 3 rent 4 landlord 5 furnished
6 central heating 7 air conditioning 8 a fitted kitchen 9 share
10 the rent 11 spacious 12 conve nientfor 13 location
3a
Go through the questions . Tell students to use the question s
to ask you about the place where you live.
Ask students to read the questions again and make notes
about where they live.
Nominate individual students to answer one question each.
Put students in pairs to interview each other. Monitor.
Nominate students to tell the class about their partner.
b Use the text in exercise 2 as a model to talk about the
place where you live. Write: I live in 0 (house). I live with
(my husband). We (don 't own the house). on the board. Ask
different students to say sentences about the places where
they live.
Tell students to use the text to write a description of their
house / flat. Remind them to use capital letters at the
beginning of a sentence and for the names of people and places,
and full stops at the end of a sentence. Allow them to use
dictionaries to check new words. Monitor while students work.
29
Put students in pairs to read each other's work and check
spelling, capital letters, and full stops.
Pronunciation
1 Elicit / Teach that a syllable is a single sound. It can be a
whole word (e.g. work, go) , or it can be one sound within a
word (e.g. English, lesson) .
Write: tenant on the board. Model the pronunciation. Ask:
Ho w many syllables are there? Elicit: two.
Repeat with furniture , to elicit three.
Focus on the list of words. Put students in pairs to complete
the exercise. Encourage them to say the words and count the
syllables.
2 Play audio IlII for students to listen and check their answers .
Go through the answers together.
Two syllables: te nant, flatmate, furnished, fitted , spacious
Three syllables: locat io n, area, furniture, property
Play the audio again for students to repeat the words.
Focus students' attention on the can do statement: No w I can
talk about accommodation.
FoLLow-up
Put students in teams for a board race and draw a column on
the board for each team.
Line the teams up in front of their column. Give the two
~tudents at the front a pen and read out the first definition
below. They run to the board to write the word. Continue along
the lines. Count the correct, and correctly spelt, words for each
team. Award an extra five points to the team that finishes first
ONLY ifthey have no m;stakes.
1 a person who lets accommodation to other people (landlord)
2 a person who rents accommodation (tenant)
3 aflat at street level (ground-floor flat)
4 a flat without furniture (unfurnished flat)
5 near to the shops or town centre (convenientfor)
6 you go here to look for a flat (accommodation agency)
7 a kitchen with cupboards and appliances such as a fridge, oven
etc. (fitted kitchen)
8 a system to keep a building cool in hot weather (air
conditioning)
9 a system to keep a building warm in cold weather (central
heating)
10 the money you pay to live in a flat (rent)
11 a person that you share a flat with (flatmate)
Go through the answers at the end.
Resource activity pages 182 and 258
~ I /. If ("t-t~
~dt2jeUt!
-
l-t "r-a,ll&- Itu.{)e,~
1'l>~I~{tij(/.t
kJ trill
Ie(- , raf~ 77
- ~rdtd
 TEACHER'S NOTES LESSON 10 Students revise and practise articles.
I

,
Warm-up
Write: a desk, a clever student, an apple, an old desk on the
board. Elicit that we use an before a vowel sound and a before a
consonant sound.
Tell students to look around the classroom and find more
examples of wo rds that follow an.
Repeat with words that follow a.
1 Play audio IliII for students to read and listen. Ask: Why is
Cindy wearing new shoes? Elicit: She's going to a party.
Tell students to cover the text. Ask questions about the
pictures, e.g. What are Ryan and Cindy doing? What is Ryan
carrying? What are they wearing? Why do you think Cindy looks
r unhappy?
3 Do the example together. Play the first item on audio Ili!).
Students hear He's wearing a new suit, make a sentence in the
past with bought the + last week, then listen and repeat.
Play the rest of the audio.
4a Go through the dialogues. Elicit / Teach key vocabulary, e.g.
escalator, shirt, tie, market, play, afterwards.
Write: Is there a/the toilet near here. on the board. Ask: 'a ' or
'the? Elicit: a.
Repeat with Yes, it's on a/the secondfloorto elicit the.
Put students in pairs to complete the dialogue. Monitor.
b Play audio Il!IJ for students to listen and check their
answers.
Go through the answers together. Nominate different pairs of
students to read one dialogue each.

Elicit / Teach: block offlats, lift, out of order, comfortable, get 1 a, the, the 2 a, the, the, an,the,the 3 a,the, a, the,the, a
something wrong. 4 a,a,a,the, The, the
Play the audio again for students to read and listen.
5 Read the text. Elicit / Teach key vocabulary, e.g. van, doorbell,
Ask questions about the story to check comprehension, e.g.
surprised, old times, suddenly, parking ticket.
Why did it take a long time to find the flat? Why can't they use
Write: Jordan delivered ___ computer to ___ office in ___ city
the lift? What's wrong with Cindy's shoes? What did Ryan get
centre on the board. Point to the first gap. Ask students to
wrong?
supply the missing article. Elicit: a. Repeat with the remaining
Students' pronunciation of English can cause problems gaps to elicit an and the.
with indefinite articles. If they are in the habit of dropping Put students in pairs to complete the exercise. Monitor.
a consonant at the beginning of a word, or adding an extra Go through the answers as a class. Nominate individual
vowel sound at the beginning of a word, they may use an students to say one sentence each.
instead of a. For example an ospital instead of a hospital, or
1 a 2 an 3 the 4 a 5 The 6 the 7 the 8 the 9 a
an eschool instead of a school. 10 the 11 the 12 an 13 a 14 a 15 the 16 the
17 the 18 a
2a Go through the rules on Student's Book page 105.
Read section one and the example together. Focus students' attention on the can do statement: Now I can
Go through section two and the examples. Write: Cindy bought use articles.
___ new dress. She wore ___ dress yesterday. on the board.
Ask students to complete the sentences with a definite or FoLLow-up
indefinite article. Elicit: Cindy bought a new dress. She wore the
Tell students to imagine they are starting a new course at the
dress yesterday. school, or their place of study, and to list questions they migl,t
Read section three of the table. Focus on the examples need to ask about the building, the course, and the lessons.
in part i (They're going to a party. The party's in someone's
flat.). Hold up a pen. Say: This is a pen. Ask students to make Ask students to call out their ideas. Check their use of articles.
sentences about the same pen using the, e.g. The pen is blue. Suggestions may include: Where are the toilets? Where is the
The pen is yours. Repeat with different objects if you feel your library? Is there a cafeteria / drinks machine / public telephone.
students need more practice. When do the lessons start/finish? What is the name of the
Look at the example in part ii (The lift is out of order). Ask coursebook/ a good dictionary?
students to make sentences about things in the classroom, Put students in A/ B pairs. The As are new students and have to
e.g. The board is clean. The door is closed. The wastepaper bin is ask for information, the Bs give information.
full.
Go through the examples in part iii. Ask questions about the
school (or another building that students are familiar with) Resource activity pages 183 and 258
and practise ordinal numbers with the, e.g. Which floor are the
toilets on? Who was thefirst/ second person to arrive today?
Repeat with questions about students' possessions to practise
superlatives with the, e.g. Who has the tidiest desk? Who has
the heaviest bag? Encourage students to respond with full
sentences.
b Focus on the story in exercise 1. Tell students to underline all
the examples of a, an, and the.
Write: Cindy and Ryan are going to a party. on the board. Tell r
students to look at the grammar table. Ask: Why do we use 'a'
-.here? Elicit: Because 'party' is not specific.
Put students in pairs to complete the task, then go through as
a class.

30
 Students learn to understand and write accommodation
advertisements.

Warm-up b Focus on the list of information. Put students in pairs. Tell

Play a game of Vocabulary Snap (see page 11) using the
following items: air conditioning, central heating,jirst
floor,jully furnished, accommodation agency, quiet location,
convenient for, fitted kitchen, flat / mate, land/lord.
1 Ask questions about the picture, e.g. What can you see? What I
do you think the people are doing?
Play audio Illl Ask: Where are George and fllie? Elicit: Inside
Sa
aflat.
Read the questions. Tell students to listen and answer the
questions. Play the audio again.
Go through the answers as a class.
No, they don't. Because it isn't convenient for the.station, it doesn 't
have central heating , they don't like the kitchen, and rents in the
area are high.
2 Ask students to call out the names of rooms that you might
find in a house / flat. List these on the board.
Tell students to listen again and write down what rooms the
flat has. Play the first part of the audio again (up to Let's start
with the bedrooms).
b Put students in pairs to read their partner's advert. Tell them
Go through the answers together.
kitchen , bathroom, living room, two bedrooms
them to read the advert again and tick the information that is
included.
Go over the answers as a class. Ask questions about the
advert, e.g. What's the landlord's name? Which floor is theflat
on? What is the contact number?
the landlord's name, the floor, the rooms, a description of the flat.
a description ofthe location, a contact number
Writing
Ask students to imagine they are going to let the place where
they live to some tenants. Ask: What information will you put
in the advert? Elicit ideas, e.g. number of rooms / bathrooms,
location, etc.
Use the advert in exercise 4 as a model to advertise your flat /
house. Write: For rent on the board as a heading and add some
information, e.g. A (ground)-floor flat. The accommodation
consists of (four bedrooms, a hall .. ') Follow the style of the
advert.
Tell students to use the text to write an advertisement for
their house / flat. Monitor.
to explain to their partner why they would / wouldn't take the
accommodation.
Nominate different students to give their opinions.

3a Read through the statements. Elicit / Teach: condition, dark. EngLish in the worLd
Tell students to choose the correct description.
1 focus on the pictures. Drill each label as a class then
Put students in pairs to compare their answers.
individually.
b Play audio l1li again for students to listen and check their Tell students to cover the labels. Point to a picture and ask
answers, then go through the answers as a class. What's this? Elicit the correct answer. Repeat with different
pictures.
1 living room 2 third- 3 quiet 4 shops 5 excellent
6 furnished 7 kitchen 8 spacious 9 hasn't got 2 Ask students questions about typical houses in their
10 an expensive countries, e.g. Do people in (Spain) usually live in detached
houses?
Read the Language note. Elicit / Teach: to let, consist of, local If you have a mixed nationality class, put students in groups
amenities, deposit. to compare typical houses in different countries.
Tell students to cover the note. On the board, or on an OHT, Focus students' attention on the can do statement: Now I can
write: There's a house to ___ in my street. The flat ___ offour understand accommodation advertisements.
rooms. My house is ___ furnished. The house is in poor ___ . Is
this a quiet ___ ? It's very close to local ___ . You have to pay a FoLLow-up
___ of lOOO.
Tell students to imagine they won a large amount of money
Elicit the missing word for each gap: let, consists,jully,
and moved into their dream home last week. Give them time
condition, location, amenities, deposit.
to make some notes about their new home, e.g. size, facilities,
Ask students questions about the flat in exercise 1, e.g. Is it
location, etc.
available for rent? What does the accommodation consist of? Is
Put students in groups of three or four to describe their home.
itfully furnished?
Ask them to vote on the best home in their group. Monitor.
4a Read the first line of the advert. Write: A___ floor flat. on the
board. Tell students to look at the information in exercises
1-3 and complete the sentence. Elicit: third. Resource activity pages 184 and 259
Focus on the rest of the advert. Put students in pairs to
complete the advert. Monitor.
Go through the answers together.
1 third 2 two 3 a living room 4 fitted 5 furnished
6 condition 7 spacious 8 view 9 quiet 10 local amenities

de l /

33
 Students learn and practise expressions for showing sympathy.
Warm-up
o W ite +t>e follow;nq s'tua+io'ls or thE:' bOdrd' a t';p, a f7lE rtinq.
un t.xam.
o Pu+ stLdents 'n groJPs. Ask: What sort of things car' go wrong?
Set d tilT'e li 1't for stuOE:'nts to disC1055, ther elk 1t lded5, e.g.
f avelli lq: YOu miss YOur bus, you lose your ticket
Meeti lq d fr'e'ld: yl)u get lost yOu nrnv lOt
fak r::l er exan: YOt fall the exam, you're ill
1 0 Tell students to read episode 1 again.
o Ask questions about the characters, e.g. Who's this? Where
does Ryan work? Who is Peter going to marry?
o Ask questions about the story, e.g. What was Lucy planning to
do? Where do her parents live? Who was she going to go with?
2 0 Play audio Efl] to familiarize students with how the story
develops and the characters' voices.
o Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: cold, shame, short notice, annoyed, look forward to
picture 2: jogger, pity, wind, shorts,freezing, waste of time
picture 3: cut, scene
o Write the new words on the board and drill them as a class and
individually.
o Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: Who is in The Coffee Shop? What's wrong with Jordan?
picture 2: What are Sarah and Jordan doing? Does Jordan look
happy?
picture 3: Is Sarah upset? Why do you think Sarah is laughing?
o Focus on the questions: What did Jordan do at the weekend?
Why was it a waste of time? Play the audio again for students
to listen and read. Elicit: He was in an advert. It was a waste of
time because the advert was too long and they cut his scene.
o Ask some questions about the text to check basic
comprehension, e.g.
picture 1: When did Jordan's cold start? What was Jordan doing
at the weekend?
picture 2: Why couldn't they make the advert on Saturday? How
did Jordan get his cold? Where did Sarah go on Sunday?
picture 3: What was wrong with the advert?
3 0 Focus on the statements. Write: Jordan's got a cold. on the
board. Tell students to read the text. Ask: Is the statement true
or false? Elicit: true.
o Tell students to read the text again and decide if the
statements are true or false.
o Put students in pairs to compare their answers, then go over
the answers as a class.
1 T 2 F 3 F 4 T 5 F 6 T 7 T 8 F
o Write: He went to see Lucy's parents on Sunday. on the board.
Ask students to correct the statement. Elicit: He didn't go to
see Lucy's parents on Sunday, he was in an advert.
o Put students in pairs. Tell them to look at the remaining false
statements: 3, 5, and 8, and correct them.
o Go over the answers together.
2 He didn't go to see Lucy's parents on Sunday. he was in an advert.
3 Lucy was very annoyed. 5 Jordan was a jogger in the advert.
8 They cut Jord an's scene because t he adve rt was too long.
aI rem j{W/ IJ()t5 Q
/f l
t,.
!L
~{J
I I frV
34
/:.(H- j r;{2
4a 0 Focus on the Everyday expressions. Elicit / Teach: sympathy.
Tell students to find and underline the expressions in the text.
o Write: Bless ___ I on the board. Point to the gap and ask
students to supply the missing word. Elicit: you.
o Ask students to complete the expressions.
o Go through the answers together. Drill each expression as a
class then individually.
you,Oh,a,can,a,you
b 0 Go through the expressions. Elicit / Explain when we use each one:
Bless you! when someone sneezes.
I can imagine. to show you understand someone's reaction
when something happens.
Oh, dear. / What a shame. / What a pity. to show sympathy
when something doesn't go as planned.
Poor you! to show you are sorry that someone is unhappy or
unwell.
o Read through the statements. Elicit / Teach key vocabulary,
e.g . burn,finger, painful. scratch.
o Put students in pairs to practise saying and responding to th e
statements, using the expressions. Monitor.
o Nominate pairs of students to read out statements and
responses.
5 0 Focus on the Language check. Write: It started at the weekend.
on the board. Tell students to find the sentence in the text.
Ask: Why does Jordan use 'the weekend' here, not 'a weekend?
Elicit: He's talking about a specific weekend.
o Ask students to read the text again and underline all the
'examples ofthein the story.
o Note that students will see the expression hit the roofin t he
text for picture 1. Elicit / Explain that this is an idiomatic
expression which means she was very angry.
o Put students in pairs. Tell them to match each example of the
to a use. If necessary, refer students to the grammar table in
lesson 10.
o Go through the answers as a class.
picture 1: the weekend - to talk about one weekend, the advert-
because the advert has been mentioned before.
picture 3: the advert - the advert has been mentioned before, the
scene - there is only one, the jogger- the jogger has been mentio ned
before, the park - the park has been mentioned before
6 0 Focus on the story. Put students in pairs. Tell them to practise
the story, each taking one part.
o Give students an opportunity to practise both roles. Mon itor.
o Ask one pair to act out the story for the rest of the class.
o Focus students' attention on the can do statement: No wI can
show sympathy.
o EllC t sc me Id", IS froIT clround th C d5 OOIT.
/ ('"
Resource activity pages 185 and 259
I
 Students learn and practise a lexical set of nouns and adjectives.

Warm-up ...,
Prepare an equal number of ad,ectives and 10uns from previous
lessons and write +hem at random on the board.
Put students in ~mall tearT'S to sort the words into adjectives
and nouns. Go through the answers as a class.
Set a t me lirlit for teilms to make as rrany adJect ve I noun
co nbi'lations as possible from the words on the board (thpy
can use words more than once). Award a point for each
lCceptable combir ation.
4a
Go through the statements. Elicit I Teach key vocabulary e.g.
admire, ideal, partner.
Use the sentences to give information about yourself, and ask
students for their ideas, e.g. I admire people who are patient.
What about you Hans?
Tell students to read the statements again and complete them
with their own ideas.
b Put students in pairs to compare their ideas. Monitor.
Nominate students to tell the class about their partner.

la Focus on the pictures. Play audio DD for students to listen English in the world
and repeat.
Drill each item as a class and individually. Elicit / Teach: fortune, grape, midnight, New Year's Eve, stroke (of a
clock).
b Put students in pairs to check the meaning of any unknown Read through the text as a class.
words.
Go through the table together and elicit the meaning of each Ask questions about the text to check comprehension, e.g. Why
item. do Chinese people think the number 8 is lucky? What number is
Tell students to cover the nouns. Say adjectives one by one
associated with death? Why do people eat grapes on New Year's Eve
and elicit the nouns, e.g. Say: dangerous Elicit: danger. Repeat
in Spain? How many grapes do they eat?
with adjectives covered. Ask students questions about their country, e.g. Which numbers are
Put students in pairs to practise. Monitor. lucky / unlucky in (Greece)? What sort of things bring good luck/
bad luck in (Tunisia)?
Focus on the Language note. Drill the examples as a class,
Put students in mixed nationality pairs I small groups to describe
then individually.
things which are associated with good luck or bad luck in their
Tell students to cover the note. Write: difficult, safe, secure,
countries. If your students are all the same nationality, do this
honest on the board and ask students to say the nouns. Elicit:
as a whole class activity using the board to compare your country
difficulty, safety, security, honesty and write these next to
and your students' country.
the adjectives on the board. Point out that we write security,
not 5eI:ffety. Explain that when an adjective has two or more Focus students' attention on the can do statement: Now I can use
syllables and ends in e, to make the noun , we drop the e and some nouns and adjectives correctly.
add -ity.
Write: sensitive, loyal, certain, active on the board. Ask
students to make the adjectives into nouns. Elicit: sensitivity, Play a game of Spelling Ping Pong (see page 11) using nouns
loyalty, certainty, activity. and adjectives from exercise 1.
In English adjectives go before nouns, e.g. a dangerous
sport NOT El spert ElElR'Creus. However, it is common in some
languages to place an adjective after a noun and students
Resource activity pages 186 and 260
sometimes do this in English. It is also worth reminding
students that adjectives have only one form, which is used
for singular and plural nouns, e.g. important meetings NOT
impertElRts mcctiR'S.

2 Do the example together. Play the first item on audio DB.

Students hear luck, make a sentence with It's very and the
correct adjective, then listen and repeat.
Play the rest of the audio.
3a Read the sentences. Elicit I Teach key vocabulary, e.g. climb,
camp, sense of humour, relationship.
Write: You need a lot of paC __ in this job. on the board . Point
to the gap. Ask: Noun or odjective? Elicit: noun. Tell students
to complete the word. Elicit: patience.
Put students in pairs to complete the text. Monitor.
b Play audio I!IJ for students to listen and check their
answers.
Go through the answers as a class.
1 patience, success, angry 2 intelligence, bea ut y, famo us
3 difficult, successful, luck 4 dangerou s, painfu l. safety
5 Honesty, humour, important. healthy 6 security, health , dange r

37
 Students review the present perfect and talk about past events and
TEACHER'S NOTES LESSON 14 experiences.
Warm-up , Write: (1) I've been to the doctor's. (2) She examined me and
Revise the past simple. Put students in small groups. Read out
verbs from the lesson, e.g. be, book, call, do, drive,feel, give,
go, happen, have, phone, send, take, write.
Students write the past simple form of each verb.
Go t hrough the answers together.
1 Play audio I!II for students to read and listen. Ask: Who has
had an accident? Elicit: Jordan.
Tell students to cover the text. Ask questions about the
pictures, e.g. Who can you see? What is Lucy doing? Where is
Jordan? How does the policeman look? '
Elicit / Teach: reverse, silly, never mind.
Play the audio again for students to read and listen .
Ask questions about the text to check comprehension, e.g.
Where are Jordan and Lucy going? Why doesn 't Jordan need to
call the police?
Ask two students to read the conversation. Check
pronunciation.
Put students in pairs to practise the conversation. Monitor.
Students can have problems knowing when to use the
present perfect. If their L1 does not have a present perfect
tense, they may forget to use it in English. Some languages
do have a similar structure, formed with an auxiliary and a
verb, which is used more like the English past simple, and
this can result in students overusing the present perfect.
2 Focus on the rules on Student's Book page 106.
Read the first part of the table . Drill the examples.
Write: Jordan's reversed into a police car. The policeman is
angry. on the board. Elicit that the first sentence is an action
which happened in the past and the second sentence is the
result of that action.
Go through part two. Drill the examples. Remind students that
we use everto mean at any time in the past, and never to mean
at no time in the past.
Write: Has Jordan ever reversed into a police car before? on the
board. Ask students to write an answer using never. Elicit: No,
he's never reversed into a police car before.
In English never is used with a positive verb form, e.g. I've
never had an accident. In some languages it is used with a
negative verb form and students may do this in English,
resulting in sentences such as I Rawm't Re)'er Rad aR
~.
3a Play audio IIfJ for students to listen. Ask: What are Raj and
Jordan talking about? Elicit: Jordan's accident.
Read through Jordan's list of things to do. Elicit / Teach key
vocabulary e.g. insurance company, insurance form , report,
Head Office.
Play the audio twice for students to complete the exercise.
Go through the answers together.
1 yes 2 no 3 yes 4 yes 5 no 6 yes 7 no 8 no
b Focus on the first item in exercise 3a. Ask: Has he taken the
van to the garage? Elicit: Yes, he has.
Put students in pairs to ask and answer questions about
Jordan. Monitor.
4 Focus on the rules on Student's Book page 106.
Read through the first point (details). Drill the example.
38
gave me some medicine. on the board. Elicit / Explain that
both sentences tell us about things that happened in the pa st.
Point to the sentences. Ask: Which sentence describes the
event and which sentence gives the details? Elicit: Sentence 1
describes the event and sentence 2 gives the details.
Go through the second point (time or place). Drill the examples.
Write: (1) I've been to India. (2) I spent two weeks in Mumbai last
year. on the board. Elicit / Explain that sentence 1 describes an
event and sentence 2 describes the time and place.
S Do the example together. Play the first item on audio ell
Students hear We've done the shopping, make a sentence in t he
past simple with yesterday, then listen and repeat.
Play the rest of the audio.
6 Write: Cindy and Ryan / go / to the cinema. They / see /
a Spanish film . on the board . Ask students to make two
sentences to say what Cindy and Ryan have done and to gi ve
the details. Elicit: Cindy and Ryan have been to the cinema.
They saw a Spanish film.
Put students in pairs to complete the exercise. Monitor.
Go over the answers together. Ask individual students to say
one pair of sentences each.
1 Cindy and Ryan have been to th e cinema . They saw a Spanish film.
2 Lu cy has done so me sho ppi ng . She bough t a coat from he r
favourite shop. 3 Peter and Sara h ha ve bee n to look at some more
houses. They didn't li ke any ofth em. 4 Ryan has ta ken t he carto
the garage. He left it there half an ho ur ago. 5 Cindy has booked a
holiday in Turkey. She did it online. 6 Jordan and Lucy have visted
Lucy's parents. They went last Sunday.
d
7a . ".
Read through the list. Elicit / Teach key vocabulary, e.g.
damage, break a bone, emergency services.
Go through the list and make sentences about yourself, e.g. I've
never damaged a car. I've driven a van. Tell students to read th e
list again and tick the things they have done at some time in the
past. Tell them to write about the event, saying what happened.
b Nominate individual students. Ask: Have you ever damaged
a car? Elicit: Yes, I have. / No, I haven't. When a student
responds yes, use questions to find out more information ,
e.g. When did you damage a car? What did you do? Repeat wit h
different students and events.
Put students in pairs to ask and answer questions about the
things they have done. Monitor.
Ask students to tell the class about their partner.
Focus students' attention on the can do statement: No wI can
talk about past events and experiences.
FoLLow-up
Prepare a list of events, e.g. an interesting place you've visited,
a famous person you've met, something unusual you've eaten,
something dangerous you've done. Write each one on a separate
piece of paper. Make enough sets for students to work in smal
groups.
Put students in groups and place the pieces of paper face do
on the table. The first student picks up a piece of paper and
makes a sentence, e.g. I've been to Thailand. The others use
the questions in exercise 7b to find out more information,
e.g. When did you go? What did you do? Monitor, and after one
minute tell the next student to take a new piece of paper.
Resource activity pages 187 and 260
 Students practise the present perfect by reading an article from a
newspaper and asking questions about someone's experiences.

Warm-up Sa Tell students they are going to do an interview with Alain.

Collect pictures of 20 sports. Include some sports which have
an element of danger, e.g. mountain climbing, scuba diving,
Ice-hockey, abseiling, paragliding, snowboarding. Display the
pictures on the board and elicit the names of each one. Remove
the pictures and play a game of Vocabulary Ladders (see page 11).
1 Tell students to cover the text. Ask questions about the
picture, e.g. What can you see? Where do you think the photo
was taken?
Play audio Im for students to read and listen.
Focus on the questions. Play the audio again for students to
read and answer the questions.
Go through the answers together.
1 Alain Robert 2 Spiderman 3 He climbs'buildings.
4 He likes the danger.
Elicit / Teach key vocabulary, e.g. knock, the law, arrest,
apartment block, gambler, gamble.
Play the audio again for students to read and listen.
2 Tell students to read the first paragraph again. Focus on the
first statement. Ask: Is this true or false? Elicit: False.
Read through the statements. Put students in pairs to
complete the exercise.
Go through the answers as a class. If some students find the
exercise difficult, number the paragraphs and help by giving,
or asking for, the correct paragraph for each answer.
1 F 2 T 3 T 4 F 5 T 6 F 7 F 8 F
Write: What did you ___ ? on the board. Ask students to read
the first paragraph of the text again and make a question.
Elicit: What did you do?
Go through the cues. Put students in pairs to write questions.
Monitor, then go through the questions as a class.
Suggestions: What did you do? How long did it take to climb the
building? What have you climbed? Have you ever had an accident?
When did you sta rt climbing? Do you use ropes? Are you married? Why
do you climb skyscra pers?
b Speaking
Put students in A/ B pairs. As are interviewers, Bs are Alain
Robert. Tell As to use their questions to interview Bs. Monitor,
then tell students to change roles.
Nominate two students to act out their interview.
Pronunciation
1 Write: climbed, asked on the board. Elicit the pronunciation of
the -ed sound in each one: climbed Idl, asked It!.
Go through the phrases. Play audio ~ for students to
listen and read.
Write: He climbed mountains on the board. Model the
pronunciation. Elicit that when -ed has a ItI or Idl sound, for
example climbed, asked, we can't hear the -ed sound if it is
followed by another consonant.
2 Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can
ask someone about their experiences.

Write: He climbed the building in Abu Dhabi in less than an hour.
on the board. Ask students to correct the statement. Elicit: He
climbed the building in Abu Dhabi in 63 minutes.
Put students in pairs. Tell them to look at the remaining false
statements: 4, 6, 7, and 8, and correct them.
Go over the answers together.
1 He climbed the building in Abu Dhabi in 63 minutes. 4 He
started climbing when he was 12. 6 He doesn't use a safety net.
7 He's fallen a few times. 8 He's married,
FoLLow-up
Put students in pairs. Ask them to think of a well-known person
who has done something interesting.
Tell them to look at the cues in exercise Sa and use these to
write new questions and answers, then to do a new interview.
Monitor.
Put two pairs of students together. Pairs take it in turns to act
out their interviews and guess who the person is.

3a Put students in pairs. Set a time limit for them to read the text Resource activity pages 188 and 261
again and list seven things that Alain has climbed.
Put students in small groups to compare their answers, then
go through as a class.
the Investment Authority Building, the Empire State Building, the
Petronas Towers, the Canary Wharf skyscraper, the Golden Gate
Bridge, his own apartment block, mountains

b Focus on the picture. Ask: What is Alain climbing? Elicit: The

Investment Authority Building in Abu Dhabi.
4 Go through the definitions. Elicit / Teach: bone, protect, catch.
Focus on the first definition. Tell students to read the text
again and find the word that matches it. Elicit: skyscraper.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 skyscraper 2 mountaineering 3 helmet 4 skull
5 storey 6 breaking the law 7 safety net 8 locked out

41
 Students learn and practise large numbers.
Warm-up
Make up sOl1e sum usir.g nJr1bers 1-100, e.g. ten multiplied
by tl]ree, sixteen pbJS eIght, niqhty- eIght dIViaed by tHO, eleven
mir'us three
Elicit / Teach: plus, mInus, multIplied by divided by
Put stLderts;n teams ard tell trer1 t'ley a'-e Qoirq to have
a aU s rac.e. Read OL t t 'le sur IS. r~ e first team to m tE' the
correct answer on the board and say the number correctly wins
a poi 1+. If trey make c rr is t ake, the poi'lt goes to tre ot'1er
tearr.
1 Play audio IIlII for students to listen and repeat.
Drill the numbers individually and as a class.
Nominate a student. Ask them to say one of the numbers.
Write the number they say and check that it is correct. Repeat
with different students.
Ask students to cover the numbers. Tell them to listen and
write the number. Say: three million. When everyone has
finished, write 3,000,000 on the board so students can check
their answer. Repeat with different numbers at random.
Put students in pairs to practise.
2a Focus on the Everyday expressions. Write: two thousand, two
thousands on the board. Ask: Do we say 'two thousand' or 'two
thousands'? Elicit: two thousand.
Ask students to read the pairs of expressions and choose the
correct form.
b Put students in pairs to compare their answers, then tell them
to check their answers with the numbers in exercise 1.
Go through the answers together.
1 a 2 b 3 a 4 a 5 a 6 a
When numbers have more than three figures, most English
speaking countries use a comma to separate each group
of three numbers, e.g. 3,000,000. A full stop is used as a
decimal separator, for example, six point one is written as
6.1. However, in much of Europe the opposite is true, which
can lead to confusion.
3a Focus on the numbers. Elicit / Teach: per cent (%).
Write: 325 on the board. Tell students to look at exercise 1
and work out how to say the number on the board. Elicit: three
hundred and twenty-five.
Put students in pairs to complete the exercise. Monitor.
b Play audio II:I:I for students to listen, check, and repeat.
Nominate a stude nt. Say: g. Elicit: three million dollars. Check
pronunciation. Repeat with different students and different
numbers.
Put students in pairs to practise. Monitor.
Focus on the Language note. Drill the examples as a class and
individually.
Tell students to look around the classroom. Ask: How many
people are wearing (jeans)? Elicit: (fifty) per cent of the class /
(half) the class.
Repeat with different items of clothing to elicit a range of
percentages and fractions.
42
4a Read the whole text. Elicit / Teach key vocabulary, e.g.
produce, mass-produced, model, tonne, carbon dioxide.
Go through the words in the first box. Write: In 1900, there
were very few cars. In that year the USA produced only ___ cars.
on the board and read out the first sentence. Ask: Were there a
lot of cars in 1900? Elicit: No, there weren't. Point to the second
sentence. Ask students to guess the number that fits in the
gap. Elicit: 4,192.
Put students in pairs to complete the first half of the text.
Monitor.
Repeat the procedure with the second part of the text.
b Play audio Ig) for students to listen and check their
answers.
Go through the answers as a class. Nominate different
students to read one sentence each from the text. Check
pronunciation.
1 4,192 2 16,536,075 3 600 million 4 35 million
5 '14 6 5% 7 19 billion 8 4 billion 9 '/5 10 7.5
11 1.2 12 25%
Sa
Go through the questions and make sentences about your
life, e.g. There are twenty people who work at the school. The
population of Scotland is five million, one hundred thousand.
Tell students to read the questions again and write sentences
about their lives. Monitor.
b Put students in pairs or small groups to compare their
sentences.
Nominate individual students to read out their sentences.
Focus students' attention on the can do statement: Now I can
understand and use numbers.
Prepare a qJ I. Wnte out a i)' of ques>ions with t'lree iJossible
a'lswe s 'one true rd two fa se). All Of t"e answe s shot. d be
rU'llbers, e.g.
What's the populatior' f)/ Chi'7a.' a 2 billion b 1.3 billian L eIght
hundred and "inety rm/lIon.
What percentaqe of a banana is water? a fl6 ~ b 76% c 56 .
How much of the world\ surface IS land? a half b a third c a ftfth
Wh'1t 's the approxImate distance fro", the Earth to the Moon?
a 184,403 k", b ~84 403 km c 384,403 km.
What perC'nt'1g n oJ 'h~ orld's populatio I VfS i'7 towns or titles?
a 48.5% b 68.5 0 0 C 88.5%
Haw rnar,y C01tntnes nre therE In A/riCf) ? a ?3 IJ 43 C53
re a'lswer fer each quest'o 1 above is 9 ve 1 n bo d.
T
Put studerts;11 teams. Tell+t>eT'l to lister dne. wnte t'lP '1r svVer
they thi'l IS correct. Teams score a poirt for eact> correct
arsvVer.
Resource activity pages 189 and 261
Review and Wordlists Lessons 9-16
Students Book pages 85-86
 Students learn a lexical set of expressions to talk about health and
fitness.
Warm-up
Play a qa'Tle of White board Scrcbble (see page 11, to rev se
parts of the body.
la Focus on the first set of expressions: taking exercise. Elicit /
Teach key vocabula ry, e.g. stretching exercises, weights, muscle,
joint.
Go through the words in the box. Write: ___ fit on the board.
Play the first item on audio 011. Ask students to supply the
missing word. Elicit: keep.
Play the audio (up to injure ajoint) for students to listen and
complete the expressions. 4a
Go through the an swers together.
Repeat the procedure with a healthy lifestyle.
1 kee p 2 warm 3 do 4 lift 5 pull 6 injure 7 eat
8 lose 9 cu t down on 10 take 11 give up 12 get
b Play the audio again for students to listen and repeat, then
drill each item as a class and individually.
Tell students to cover the labels and loo k at the pictures. Ask:
What's number 5? Elicit: pull. Repeat with different pictures.
Put students in pairs to practise. Monitor.
English in the world
Read through the fi rst part of the Language note. Drill the
examples .
Write: I go ___ (dance) at the weekend. on the board. Elicit Read through the information about height as a class.
the correct form of dance (dancing) . Ask students to call out
examples of other verbs that fit the gap .
Write: Do you want to go ___ a jog? Are you going ___ the gym
tomorrow? on the board . Elicit the missing words for each gap:
for, to.
Tell students to look at the examples again. Nominate a Read through the information about weight.
student. Ask: How often do you go jogging, (Arturo) ? Repeat
with different students and activities. Encourage students to
make full sentences, e.g. I go jogging twice a week.
Students may make mistakes by translating directly from
their language into English, especially with expressions
which cannot be translated word for word. For example,
expressions which use the verb go in English may use do in
another language, e.g. in English we say go jogging but in
French you would say do jogging.
2 Do the example together. Play the first item on audio lIB.
Students hear a run, make a question with Do you and an
appropriate verb, then listen and repeat.
Play the rest of the audio .
3a Look at the pictures. Ask students to describe each person.
Read through the exercise. Elicit / Teach key vocabulary, e.g .
heart attack, stressful. Resource activity pages 190 and 262
Play audio IIIJ for students to listen and familiarize
themselves with the voices.
Tell students to listen again and complete the exercise. Play
the audio twice .
Put students in pairs to compare their answers, then go
through as a class.
Katrina : 4 (to feel great) Richard: 2 (t o recover from a heart attack)
45
b Read the questions . Elicit / Teach: lifestyle.
Tell students to listen and answer the questions for Katrina .
Play the first part of the audio again.
Put students in pairs to compare their answers.
Go through the answers together.
Repeat the procedure with the second part of the audio.
1 Kat rina: goes on a rowing machine, does some stretching
exercises, goes for a run in summer. Richard: goes for a walk or goes
for a swim. 2 Because she pulled a muscle in her back once.
3 He gave up smoking, cut down on fat and sugar, started eating a
healt hy diet, gave up junk food, started to exercise.
Go th rough the questions . Tell the class about you, e.g . I go
swimming twice a week because I want to lose weight.
Nominate a student. Ask: Do you exercise (Marco)? Repeat with
different students and question s.
Tell students to read the questions again and answer them.
Monitor.
b Put students in pairs to discuss their ideas.
Nominate students to tell the class about their partners.
Elicit / Teach: personal measurements, imperia/' height, weight.
Ask students to work out how tall they are in inches (you could
use a tape mea sure for this). When everyone ha s an answer, tell
them to arrange themselves in a row, with the tallest student
first. Go along the row eliciting the height of each student in feet
and inches.
Write the follo wing weights on the board: a 3 stone, b 66 pounds,
c 10J12 stone, d 105 pounds. Put students in pairs and ask them to
work out the weights in kilos. Go through the answers together.
a 19.1 kilos b 29.9 kilos c 66.7 kilos d 47.6 ki los
Focus students' attention on the can do statement: Now I can talk
about health and fitness.
L.,e a chain Qdrle to review typps of exerci-;e. Ar'ange the
class in a c'rcle. Say: I go Joggmg every day to keep fit. The
nE'xt student has to make a sentence with a different type of
exercise, e.g. I go to an exerCISe class every day to keep fit. If
scmeore repeats a type o exercise, they are out of the game.
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 TEACHER'S NOTES LESSON 18 Students review and practise talking about the future.
11
Warm-up
Write: Personal Assistant on the board. Remind students that
Lucy from the That's Life! story is a personal assistant. Ask
students to call out things that Lucy might have to do in her
job, e.g. type letters, do photocopying, post letters, make phone
calls, answer the telephone, do filing, go to meetings, make
coffee for the boss, welcome visitors. Help by miming some of
the activities.
1 Play audio lED for students to read and listen. Ask: Who has
a lot of work to do today? Elicit: Lucy.
Tell students to cover the text. Ask questions about the
picture, e.g. Who can you see? Where are they?
Elicit / Teach: robot, emotion, copy.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
What did Daniel watch last night? What does Lucy think about
her boss?
Put students in groups to practise the conversation.
2 Go through the rules on Student's Book page 107.
Read the first part of the table and drill the examples.
Write: I'm tired, so I think 1___ (go) to bed now. I can't meet
you on Saturday because 1___ (visit) my grandmother. on the
board. Elicit that the first sentence is a spontaneous decision,
made at the time of speaking, and the second sentence is a
fixed plan - something decided and fixed before the moment
of speaking. Ask students to complete the sentences with the
correct form of the verbs in brackets. Elicit: 'll go, 'm going to
visit.
Go through the second part of the table (predictions) and drill
the example. Ask students to read the text in exercise 1 and
find more examples of predictions. Elicit: I'll probably get a
sandwich. That'll be good. Office life will be very different. ...
robots won't have normal human emotions. Robots won't make
any difference.
Focus on the final part of the table. Drill the example. Ask:
How do we know Lucy is going to be busy all day? Elicit: She has
a lot of work.
Write the following sentence on the board and ask students
to say what's going to happen: It's raining and I haven't got an
umbrella. (I'm / You're going to get wet.)
Students sometimes have problems knowing when to use
will and going to. For example, some students may overuse
will if their Ll does not have a going to form. In some
languages, for example Arabic, the future is expressed with
a present tense and speakers of these languages may make
mistakes such as I 1'Reetyeu te1'Rerl'fJlI'.
3a Read the conversations. Elicit / Teach key vocabulary, e.g.
copy, parcel, basement, break.
Go through the expressions in the box. Write: I need two
copies of this report, please. OK. 1___ now. on the board. Ask
students to find the expression that fits in the gap. Elicit:
photocopy it. Ask: Is this an instant decision? Elicit: Yes and ask
which future form students should use (will).
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 'll photocopy it 2 'll post it 3 will take them 4 'll order some
coffee 5 'll book it
46
b Put students in pairs to practise the conversations. Monitor
and check pronunciation.
Nominate different pairs to read one conversation each.
4 Speaking
Tell students to look at the first conversation in exercise 3a.
Ask: What is James going to do? Elicit: He's going to photocopy
a report.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class.
1 He's going to photocopy a report. 2 She's going to post a parcel.
3 They're going to take the boxes to the basement. 4 They're
going to stop for a break at 10.30. / They're going to have coffee at
10.30. 5 She's going to order some coffee. 6 They're going to go
for a meal.
5 Read through the sentences. Elicit / Teach key vocabulary e.g.
Moon, sky, paint.jorm .
Write: In the future people will / are going to live on the
Moon . on the board. Ask: Is this a decision, a fixed plan, or a
prediction? Elicit that it is a prediction, then ask students to
choose the correct future form. Elicit: will.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 will 2 's going to 3 'll 4 're going to 5 's going to 6 will
6a l1!l!tl"tII
Go through the cues. Elicit / Explain that we use probably
to say that there is a strong possibility that something will
happen . Point out that probably goes before the negative form
of a verb, e.g. I probably won 't go to the pub.
Use the first cue to make a sentence about yourself, e.g. I'll
probably go out on Saturday. Nominate different students. Ask:
What will you do at the weekend? Repeat with each cue.
Tell students to read the cues again and write sentences about
their lives and their opinions. Monitor.
b Put students in pairs to compare their sentences.
Ask individual students to tell the class about their partner.
Focus students' attention on the can do statement: Now I can
talk about the future.
FoLLow-up
Elicit / Teach: fortune telling, fortune teller, crystal ball, palm-
reading.
Brainstorm some ideas of things that a fortune teller might talk
about, e.g.job, relationships, money, health, and list the topics
on the board,
Put students in pairs for a role-play. One student is the fortune
teller, the other is a customer. The fortune teller makes
predictions for his / her customer. Monitor, then tell students
to change roles.
 Students review the first conditional and practise giving advice.

Warm-up Play the rest of the audio twice for students to listen and
complete the exercise .
Play a game of Vocabulary Snap (see page 11) to revise health Go through the answers together.
and fitness expressions from lesson 17, e.g. lose I weight, warm
I up, lift I weights, cutl down on sugar, give I up smoking. lh 2f 3e 4a 5c 6g 7b 8d

1 Tell students they are going to hear a man talking about how
to cope with modern life. Elicit the meaning of cope with.
Read through the list of problems. Elicit / Teach: rush, heavy.
Tell students to listen and tick the problems that the man talks
about.
Play audio Ill] twice.
Go through the answers together. If necessary play the audio
again, stopping after each answer.
2 sitting down for a long time 3 eating at your desk
6 rushing from one meeting to another
2 Focus on the pictures. Ask students to say what is happening
in each one. Elicit / Teach key vocabulary for the pictures, e.g.
yoga, work out, !readmill, power nap, paperweight, boxing.
Tell students to listen again and match each of the problems in
exercise 1 to a solution. Play the audio again.
Go through the answers together.
picture a: eating at your desk, picture b: sitting down all day, picture
e: rushing from one meeting to another
3 Read through the sentences. Write: Your spine is part ofyour
head I back. on the board. Ask students to choose the correct
answer. Elicit: back. Check understanding by asking students
to touch their spines.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class.
1 spine 2 short 3 fat 4 stomach 5 hands 6 healthy
7 busy 8 to lift 9 bend 10 falls
Focus on the Language note. Drill the examples as a class,
then individually.
Elicit / Explain that there are two verbs in a conditional
sentence and both verbs refer to the future, even though one
is written in a present tense.
Write: If you do this exercise, your back will be strong. Your back
will be strong ifyou do this exercise. on the board. Elicit /
Explain that there is a comma after the if clause in the first
sentence, but no comma in the second sentence.
Write: When you open your eyes, you '11 feel fresh. on the board.
Put students in pairs to rewrite the sentence beginning with
You 'll. Elicit: You '11 feel fresh when you open your eyes.
Focus on the first example. Ask: Is this possible or certain?
Elicit: Possible. (It might happen.) Repeat with the second
example to elicit Certain. (It will happen.)
In the first conditional, knowing which verb to use with
will and which verb to use in the present simple can be a
problem and students sometimes use will in both clauses. In
addition, the term conditional may confuse students. In some
languages it describes a single verb form. However, in English
conditional sentences have an if clause and a main clause.
b Write: spend all day at your desk, get backache. on the board. Ask
students to make a first conditional sentence with you. Elicit: If
you spend all day at your desk, you'll get backache.
Put students in pairs to complete the exercise. Monitor.
Go through the answers. Nominate individual students to say
one sentence each.
1 If you spend all day at your desk, you'll get backache.
2 If you do the back exercise, your spine will become strong.
3 If you rush around atwork,you'llgetstressed. 4 Ifyoutakea
power nap, you'll feel fresh and relaxed . 5 If you eat at your desk,
you'll put on weight. 6 If you have lunch in the park, you'll digest
your food we ll. 7 If you follow the advice, you'll be healthier.
8 If you listen tomorrow, you'll learn breathing exercises.
Sa Writing ),.1' /+- <
Go through the list of problems. Elicit / Teach key vocabulary,
e.g. too much, enough, balance.
b Tell students to choose one problem to write about.
Read through the questions. Put students who chose the
same problem in small groups. Ask the groups to look at the
questions and discuss possible answers. Tell them not to write
anything at this stage. Monitor.
Elicit ideas from around the classroom and write these on the
board.
' . Focus on the pattern. Write: A common problem today is that
people ___ . on the board. Ask students to finish the sentence.
Elicit: have got too much work to do I don't get enough sleep I
work at computers all day I can't balance their work and family
life. Elicit answers for each question.
Tell students to use the pattern to write advice for someone
with the problem they discussed.
Put students in their groups again to compare their work. Ask
one member of each group to read out their work.
9--l' c ' I M
Pronunciation t1 r/l1- l-ea};-~tc'# i-{,UC'ZI--tOc-r)
'/?r /,hr -'
1 Play audio Im for students to listen and repeat. I
Draw two columns on the board. Write: healthy in the first
column. Model the pronunciation and elicit that the first
syllable is stressed. Write: about in the second column and
elicit that the stress is on the second syllable.
Tell students to listen. Say a word from the list, elicit first or
second syllable, then write the word in the correct column on
the board. Repeat with different words.
2 Focus on the rule. Point to healthy in the first column on the
board. Now point to about in the second column. Tell students
to complete the rule with first and second. Nominate students
to complete the gaps in the rule.
first, second
Focus students' attention on the can do statement: Now I can
understand and give some advice.

FoLLow-up tit 7, ? I ,
4a Go through the lists of causes and results. Elicit / Teach key
vocabulary, e.g. advice, get stressed, backache. Play a game of Hangman (see page 10) with vocabulary from
Focus on the first cause (spend a lot of time at a desk). Tell the lesson.
students to listen and match the cause with a result. Play audio I'll 1-)1.1 f1 / /. 7, __
Ill] again twice (to This simple exercise will help). Elicit: get
backache. ~ Resource activity pages 192 and 263
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 Students learn and practise expressions for talking about
relationships.
Warm-up
Prepare a l'st of true / fa.se staterlents about tJlP relatio lships
betweer the chara~ ters from That's Life! e.g. Peter and Sawn are
e lqaq d, Lu y I Ryan's qirlfriend Jflfdan IS Cindy s son Jordan
and Peter are fnends.
Put tudenh 'r tearrs. Read out each state 11ert Tea'"1s ca lout
true or fa/se. The fmt team to c II OL t t'lP com'ct a'lSW r Wl'lS a
pOlnt. If the a'lswer isfa/se, tre tea 11 has to ~J reet it in orC'e
to w'r treir poi It.
1 Tell students to read episode 2 again. Ask questions about the
story e.g. Did Jordan visit Lucy's parents? How did Jordan catch
his cold? What was his part in the Doggo advert? What did Peter
and Sarah do at the weekend?
2 Play audio fI!II to familiarize students with how the story
develops and with the characters' voices.
Elicit/ Teach key vocabulary for the pictures, e.g.
picture 1: wedding plans, at least, celebration
picture 2: round the world trip, exhausted, take time out, enjoy
someone's company
Write the new words and expressions on the board and drill
them as a class and individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: What is Ryan doing? Where is he? Who is Sarah with?
picture 2: Who is Peter talking to? What is Ryan's dog doing?
Focus on the question: Who is Ryan's bestfriend? Play the
audio again for students to read and listen. Elicit: His dog,
Bessie.
Ask some questions about the text to check comprehension,
e.g.
picture 1: Who is going to get married? Who will be at the
wedding? Where are Peter and Sarah going after the wedding?
picture 2: How long are Peter and Sarah going to spend
travelling? How many weddings are they going to have? Whose
company does Ryan enjoy?
3 Focus on the statements. Write: Peter and Sarah are going to
get married in London. on the board. Tell students to read the
text. Ask: Is the statement true or false? Elicit: true.
Tell the students to read the story again and decide if the
statements are true or false.
Put students in pairs to compare their answers, then go over
the answers as a class.
1 T 2 F 3 F 4 T 5 F 6 F 7T 8 F
Write: The wedding's going to be in July. on the board. Ask
students to correct the statement. Elicit: The wedding's going
to be in September.
Put stud ents in pairs. Tell them to look at the remaining false
statem ents: 3, 5, 6, and 8, and correct them.
Go over the answers together.
3 Only their parents will be at the wedding. 5 After the wedding
they're going to Singapore first . 6 They'll be away for three weeks.
8 Ryan is talking about his relationship with Bessie, his dog .
50
4a Focus on the Everyday expressions. Tell students to find and
underline them in the text.
Write: They will ___ to know each other. on the board. Point to
the gap and ask students to supply the missing word. Elicit:
get.
Ask students to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
get, happy, enjoy, best, great
b Elicit / Teach: argue.
Go through the events. Nominate two students to read the
example conversation. Check pronunciation and intonation.
Tell students to read the statements again and match each one
to a response from exercise 4a.
Go through the answers together.
1 I hope you'll be happy together. 2 We really enjoy each
other's company. 3 She's my best friend. 4 You've got a great
relationship. 5 They will get to know each other.
c Put students in pairs to practise saying and responding to the
statements.
Nominate pairs of students to read out their conversations.
Check pronunciation.
S Focus on the Language check. Tell students to look at the first
picture. Ask them to read the story again and underline all the
examples of future forms.
Repeat with the second picture.
Go over as a class.
picture 1: We're going to get married ... Are all your family and
friends going to come ... Our parents will be there ...... our parents
will get to know each other .... we're going to fly to Singapore. Then
we're going to have ...
picture 2: you'll be exhausted! Oh, we'll probably take ... So it won't
be ... I hope you'll be ...
6 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
Give students an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the class.
Focus students' attention on the can do statement: Now I can
talk about a relationship.
Write ot.t a mixtL.re of!2 Lorreet and 11COrreC" ~erterees on
rOT e.q Pet . to qUI g to rr"lr '/ Sarah. [fyou do more
exercise, you probably viii feel bette . Do yo t k P 0 e
hav> nobdays Of! tr Moon /17 thl: Iturr?
Resource activity pages 193 and 263
 Students learn and use a set of expressions to talk about transport
problems.

, Put students in pairs to compare their answers, then go

f list of d1'ferent types of transport, e.g. car, bus,
oat, shIp taxi, lorry,ferry, coach, plane, underground,
b k ,bIcycle.
tJde 1tS in teams. Write the first and last letter o~ one
(o~ transport and the number of letters in the word on the
e.s. CR - 3 (CAR).
s corrpete to say the type of transport and Wln a poi 1t.
;n ar extra point if they can spell the word correctly.
1 Focus on the pictures. Play audio 611 for students to listen
and repeat. Drill each item as a class and individually.
Tell students to cover the labels. Ask: What's number 3? Elicit:
The road is blocked.
Re peat with different pictures, then put students in pairs to
practi se. Monitor.
Go th rough the Language note. Drill the examples.
Elicit that blocked is the past participle of the verb block, and
closed is the past participle of the verb close.
Write: The motorway is blocked. on the board . Ask: Why is the
motorway blocked? Elicit: The lorry is blocking it. Repeat with
The airport is closed. to elicit that The police closed it. Explain
that we use past participles as adjectives to describe an effect
caused by something else.
Write: I broke the computer/ The computer is ___ . Water
f looded the house / The house is ___ . on the board. Ask
students to complete the gaps. Elicit: broken, flooded.
In some languages past participles can be used as adjectives
and speakers of such languages will probably not have
difficulty in recognizing them in English. However,
one common mistake with adjectives, usually a result of
students translating from their Ll, is placing an adjective
after the verb it describes. In English adjectives go before
the noun, e.g. a cancelled train , NOT a trtliR caRrel/eEl.
Irregular past participles can also sometimes cause
problems and students may need practice to avoid forming
sentences such as This re1'1+ptlter is ereke rather than This
computer is broken.
2 Do the example together. Play the first item on audio fIll
Students hear Underground / close, make a sentence with a
past participle, then listen and repeat.
Play the rest of the audio.
3a Play audio 6IJ for students to listen. Ask: What are the
people talking about? Elicit: Transport / Tra vel problems.
Play the first conversation twice. Ask: What's the problem?
Elicit: She can't make her appointment.
Focus on the table. Tell students to listen and write the
problems in the first column .
Play the rest of the audio twice.
Put students in pairs to compare their answers, then go
through the answers as a class.
1 She ca n't make her appoi ntme nt. 2 The road's closed .
3 The plane is cancelled. 4 Th ere's a long trafficjam . 5 There's
a lo ng queue at the ticket offi ce. 6 They're stuck in a t rafficjam .
7 The t unne l is closed. 8 The buses are full.
through as a class.
1 The train is delayed. 2 There's been an accident. 3 The
weather in Zagreb is bad and the air port is closed. 4 A lor ry has
broken down and t he road is blocked. 5 The ticket machines aren't
working. 6 There are roadworks . 7 They're repairi ng t he t unnel.
8 The drivers on the Underground are on strike so there are no trains.
4 Read the example conversation. Ask: What 's the problem?
Elicit: They're stuck in a traffic jam. Repeat with What caused
the traff ic jam? to elicit The traffic lights aren't working.
Ask two students to read the conversation. Check
pronunciation and intonation.
Put students in pairs. Tell them to make four new
conversation s with the expression s from exercise 1. Monitor.
Nominate pairs of students to act out one conversation each.
5
Go through the question s. Use the first question to make
a sentence about yourself, e.g. I usually use the bus to get
to work. Nominate different students. Ask: What forms of
transport do you use regularly? Repeat with each question .
Tell students to read the question s again and write sentences
about their lives. Monitor.
Put students in pairs to compare their answers.
Ask individual students to tell the class about their partner.
English in the world
Elicit / Teach: road ahead, diversion, inconvenience, show.
Focus on the signs. Drill each item as a class then individually.
Tell students to write the si gns in their own language.
Nominate a student. Ask: (Marco), how do you say 'Queue ahead'
in Italian? Put students in pairs or small groups to practise.
Focus students' attention on the can do statement: No wI can talk
about transport problems.
prrases from exercise 1 a'ld English in the world wit'l qaps,
e.g. We'rp ~tu[k In a jam There are road ahead. There's
a at the O1rport. He apvlogize for any . rell stJde'lts to
copy the sente'lces.
Read OLlt 11 SSlr g words at randorr, e.g. Inconvenience, works,
strike, traff'c. Stude 1ts wr'te the word i 1 the correct gap.
Put stl. dents 1n pairs to co 11plete the ph ases. Go through the
alSWerS, aSl(i 19 stUc.e1~5 to sppl, t'le missi'lq words.
Resource activity pages 194 and 264

b Play the first conversation again. Ask: Why can't she make her
appointment? Elicit: The train is delayed.
Focus on the table . Tell students to listen again and write the
explanations in the second column . Play the audio again .

53
TEACHER'S NOTES LESSON 22 Students learn and practise the past perfect.
Warm-up \ 3
Put students in teams and draw a column on the board for each
team. Line the teams up in front of their column. Give the two
students at the front a pen and say a verb from the lesson. They
run to the board and write the past participle. While they write,
say another verb to the next two students. Continue along the
lines. Count the correct, and correctly spelt, words for each
team. Award an extra five points to the team that finished first
ONLY if they have no mistakes.
1 Play audio fDI for students to read and listen. Ask: What was
Mrs Lovell's problem? Elicit: She couldn't get into her house.
Elicit / Teach: locked out, by accident, leave, previous.
Tell students to cover the text. Ask questions about the
pictures, e.g. Why isn't Mrs Lovell inside her house? What was
inside the envelope?
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
Where did Mrs Lovellleave her keys? Why did Mrs Lovell's brother
post a key to his sister?
Some languages, such as Greek or Russian, do not have a
past perfect, which may lead to students avoiding using it
in English. In some cases this can go unnoticed, as the past
simple may be acceptable in certain situations where the
order of events is clear, e.g. He'd spoken to her the day before
we met. He spoke to her the day before we met. In fact in
American English, the past simple is more common in this
kind of situation.
2a Go through the rules on Student's Book page 107.
Focus on the first part of the table. Drill the examples.
Write: Sam posted the letter on Thursday. He'd written it the
previous day. on the board. Ask: What day did Sam post the
letter? Elicit: On Thursday. Repeat with What day did Sam write
the letter? to elicit Wednesday.
Elicit / Explain that we use the past simple and the past
perfect to talk about events in the past. We use the past
perfect to show that one event happened earlier than the
other.
Write: When they arrived the film started. on the board. Ask: What
happened first? to elicit They arrived first. Repeat with When they
arrived the film had started. to elicit The film started first.
If students have problems understanding the difference
between the sentences, point to each sentence and ask Did
they see the beginning of the film? In the first sentence they
saw the beginning, in the second they missed the beginning.
Read the second part of the table. Drill the examples.
Ask students to underline three more positive past perfect
statements in the text in exercise 1. Go through them to
elicit: She'd locked herself out. She'd left her keys inside. Her
brother had posted it.
Say: Make the sentences negative. Elicit: She hadn't locked
herself out. She hadn't left her keys inside. Her brother hadn't
posted it.
Drill the examples in the final part of the table. Ask questions
about the text to elicit yes / no answers, e.g. Had Mrs Lovell
left her key in the car? Had she given her brother a key?
b Write: Mrs Lovell had given her brother a key. He hadn't given
it back to her. on the board. Underline had given and hadn't
given. Elicit / Explain that given is the past participle of the
verb give.
Ask: How do we make the past perfect? Elicit: We use had or
hadn't and the past participle of the main verb.
54
Do the example together. Play the first item on audio &s.
Students hear stay with his sister, make a past perfect sentence
about Watson, then listen and repeat.
Play the rest of the audio.
4 Go through the sentences. Elicit / Teach key vocabulary, e.g.
go away on business, glad.
Write: She couldn't get in because she___ my key. (forget). Ask
students to supply the correct form of the verb. Elicit: had
forgotten / 'd forgotten.
Put students in pairs to complete the exercise. Encourage
them to use the contracted form of had Cd) where appropriate.
Monitor.
Go through the answers together.
1 'd forgotten 2 hadn't taken 3 'd left 4 'd gone away
5 hadn't left 6 hadn't given 7 hadn't arrived 8 had taken
Sa Ask questions about the picture, e.g. What's happening? What
do you think the man in the caravan is doing?
Read through the text. Elicit / Teach key vocabulary, e.g.
caravan, attach, drive away.
Write: Last week two men ___ (try) to steal it. on the board.
Ask students to complete the gap with the past simple or the
past perfect form of the verb. Elicit: Last week two men tried to
steal it.
Put students in pairs to complete the exercise. Monitor.
b Play audio f!I] for students to listen and check their answers.
1 tried 2 'd seen 3 'd decided 4 attached 5 drove
6 Id worked 7 'd come 8 hadn't wanted 9 'd gone 10 got
6a 0.
11 stopped 12 'd moved 13 had woken up 12 'd phoned
Elicit / Teach: coincidence, embarrassing.
Focus on the first question. Describe a situation that
happened to you. Make notes on the board under the
following headings: when it happened, where it happened, what
happened. For example, last week, in a cafe, had a meal, didn't
have any money to pay the bill.
Read the second question. Make notes about what happened to
create the situation, e.g. in a hurry, leftpurseon the table at home.
Tell students to think of something that happened to them and
make notes about it. Monitor and help where necessary.
b Read through the text. Elicit / Teach: waitress, tripped.
Ask questions about the story, e.g. Where did the situation
happen? What happened? Why did the writer trip over? Check
students' use of the past simple and past perfect.
Tell students to use their notes to write a paragraph about
what happened to them. Monitor.
Put students in pairs to tell each other their stories.
Rearrange students in new pairs to tell each other about their
first partner. Monitor.
Focus students' attention on the can do statement: Now I can
talk about events at different times in the past.
FoLLow-up
Write out sentences using a combination of past simple and
past perfect forms, e.g. I couldn't remember where I had parked
my car. We were tired because we'd walked a long way. Use these
to play a game of Whispers (see page 11).
Resource activity pages 195 and 264
 Students use past tenses to understand and tell a story.
Warm-up
Play a game of Bingo using past participles. Use some of the
verbs from the lesson, e.g. giveJorget, go.
Tell students to draw a 4x4 grid and to write 16 past
participles, one in each square.
Call out past participles at random. If students have an item in
their grid, they cross it off.
The winner is the first person to cross off four items in a row
(across, down, or diagonally) and shout 'Bingo'. When a student
completes a line and calls 'Bingo', check their answers by
asking them to say the verbs and past participles.
1 Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: hurry, stop (n), grab, realize
paragraph 2: ambulance, passenger, nearby
paragraph 3: on the way
paragraph 4: speeding,fine (n)
Play audio fill for students to read and listen.
Read the statements. Ask students to read the text again and
say what happened.
Go through the statements again and elicit that Kristof got off
at the wrong station.
2 Focus on the pictures. Ask questions about each one, e.g.
Where is the man? What is he doing? Who is he speaking to?
Put students in pairs. Tell them to read the story again and put
the pictures in order.
Go through the answers together.
d, a, c, b
3 Ask: What train did Kristofcatch? Tell students to read the first
part of the text again and find the answer. Elicit: He caught the
last/ 11.45 train.
Read through the questions. Put students in pairs to complete
the exercise. Monitor.
Go through the answers as a class. If some students find the
exercise difficult, number the paragraphs and help by giving,
or asking for, the number of the correct paragraph.
1 He caughtthe last / 11.45 train. 2 He thought it was his stop.
3 One of the passengers had become very ill. 4 He used the
ambulance driver'S phone. He had left his phone on the train.
5 She thought he'd had an accident. He told her that he was using
the ambulance driver's phone. 6 The police had stopped her and
given her a speeding fine.
Read through the Language note. Write: Kristof worked very
late, because some important visitors had arrived. on the
board. Elicit / Explain that the sentence contains two pieces
of information: Kristof worked very late and some important
visitors had arrived. We use sentence linkers (because, when,
and, so, but) to join the different pieces of information in a
sentence.
Go through the note again. Elicit / Explain that we use:
because to give a reason for something
when to say the moment that something happens
and to add another piece of information
so to give a result
but to introduce a contrast.
57
4 Tell students to cover the text in exercise 1. Read through the
paragraph.
Write: I woke up. We were in a station. on the board. Ask
students to make the two sentences into one using one of the
sentence linkers. Elicit: When I woke up, we were in a station.
Put students in pairs to complete the exercise. Monitor.
Tell students to check their answers with the text.
Go through the correct version.
Sa UlI
Put students in small groups. Tell them to make a list of things
that might happen in a difficult journey, e.g. get on the wrong
train, the bus breaks down, miss a flight, lose your ticket.
Focus on the task. Think of a difficult journey you had. Make
some notes on the board under the headings: when, what
happened, what was the result. Use your notes to tell the
students about your journey, e.g. There was an important exam
last Monday morning. I left home ot 7 a.m. because I wanted
to get to the school early. When I got to the station I found the
train drivers were on strike ...
Tell students to make some notes about a difficult journey
they made. Monitor, helping where necessary.
Put students in pairs to tell each other their stories. Nominate
individual students to tell the class about their partner.
b Ask students to write their story. Tell them to use some of the
sentence linkers from the Language note.
Put students in new pairs to read each other's story.
Pronundation
1 Play audio BB for students to listen and repeat. Model the
pronunciation of /0/ in wrong and /:m/ in woke.
2 Go through the words. Put students in pairs to say the words
and put them in the correct column according to the sound.
3 Play audio fill for students to listen and check their
answers. Go through the answers together.
/0/: long, stop, office, got, hospital, gone
/:10/: mobile, phone, spoke, so, drove, home
Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can
understand and tell a story.
FoLLow-up
Use the text in the Language note as a dictation. Dictate each
line twice, speaking clearly and naturally.
Put students in pairs to compare their work, then tell them to
check it against the Student's Book.
Resource activity pages 196 and 265
 Students learn expressions for booking a flight at a travel agent's.
Warm-up
Put students in small groups. Set a time limit for them to list as
many words as possible cornected to ai r travel.
Ask groups to call 0 jt Her words. Write new ite"1s on the
board and check urderstanding.
la Play audio fB] for students to familiarize themselves with
the situation and the speakers' voices.
Ask questions about the pictures, e.g. Where are the people?
What are they doing?
Elicit / Teach: Cyprus, directflight, business class, economy
class, available,fully booked.
Play the audio again for students to read and listen.
Read through the times. Tell students to listen and complete
the conversation with the correct times. Play the audio again.
Go through the answers together.
1 7.30 2 14.20 3 13.45 4 23.40
b Put students in pairs to practise the conversation. Tell them to
practise both roles. Monitor.
2 Focus on the first question. Ask: Where does the woman want
to travel to? Tell students to read the conversation again and
answer the question. Elicit: Cyprus.
Read through the remaining questions. Set a time limit for
students to complete the exercise.
Put students in pairs to compare their answers.
Go through the answers as a class.
1 Cypr us 2 from 30 November to 5 December / six days
3 Tuesday 4 It's very early. 5 It's winter. 6 It arrives late at
nig ht. 7 No, she's trave lling with another person . 8 The return
flig ht is fully booked.
3a Focus on the Everyday expressions. Tell students to cover the
text in exercise 1.
Write: I'd like to ___ a flight, please. on the board. Point to the
gap and ask students to supply the missing word. Elicit: book.
Ask students to complete the expressions.
b Tell students to check their answers in the text.
Go through the answers together, then drill the expressions.
book, any, from, economy, availab le, fully
Focus on the Language note. Go through the examples
together.
Write: ___ Monday on the board. Ask students to supply the
missing word. Elicit: on. Repeat with: ___ 3.55, ___ spring,
___ Sunday morning, ___ night, ___ 28 February, ___ the
evening, ___ 2008 to elicit the prepositions (at, in, on, at, on,
in, in).
Ask questions to elicit time expressions, e.g. When is your
English lesson? What time do you go to bed? When do you
normally go on holiday?
4 Focus on the Language check. Ask students to read the text
in exercise 1 again and underline all the examples oftime
expressions.
Go over as a class.
On 30 November, on 5 December, on Tuesdays, at 7.30, at 14.20, in
winter, at 13.45, at 23.40, at night, at half past seven , in December
58
5a Play audio fm) for students to familiarize themselves with
the speakers' voices.
Focus on the table. Go through the details.
Tell students to listen to the conversation and complete the
table. Play the audio twice.
Put students in pairs to compare their answers, then go
through the answers as a class.
Rio de Janeiro / Brazil, 22 May, 3 June, 19.35, 04.20, one, business
Focus on the question. Play the audio again if necessary and
elicit the answer from the class.
No, he doesn 't because business class is fully booked.
b Focus on the information in the table and the conversation
in exercise 1. Put students in pairs. Tell them to make a new
conversation with the information in the table . Monitor and
make sure that students practise both roles.
Ask one pair of students to act out their conversation. Check
pronunciation.
6 Put students in pairs and point to the table in exercise 5. Set a
time limit for students to write a new set of facts. Monitor.
When the time is up, tell students they are going to use the
new facts to make another telephone conversation.
Arrange each pair of students so they are sitting back to back.
Tell them to practise their new telephone conversation. Give
students an opportunity to practise both roles. Monitor.
Nominate different pairs of students to act out their
conversation for the class.
Focus students' attention on the can do statement: Now I can
book a flight at a travel agent's.
Wr>te 0 jt some se'1te'1crs wi~r thrf'" po S b e enc'i'lqs. ~re
end'ngs should all be time expressio ns, e.g.
Your feet are b'gqest i'1 the mormng / 7r tt,e afternoon / at the
end Dj the day.
If! Russ7a elections are held on Tue~day / Thu,sday / Sunday.
Tt,e Eartn I' closest to the Sun 1'1 January / April/August.
The first telephone callNas made if! 1826/1876/1926.
In Bntam people eat turkey on theIr b,rtr,day / m "immer / at
Christmas.
Hogmanay is celebrated iT) Scotland on 31 September / 31
December /31 Febfl)ary.
Make enough cop1es ~or students to work 'n Srla l qrOJPs.
Put students Ir <mall qrOJDs . Give e cl' qroJ'J a ~pt of
sentences. Set a tirle .imit 'or students to discus< the
<en+ence, and C'loose t'le answe trat trey trink 'S co reet Go
t'lrough the answers togetrer. fre correct ar swers are c,lVen 1'1
bo.d above.
Resource activity pages 197 and 265
Review and WordLists Lessons 17-24
Student's Book pages 87-88
 Students learn a lexical set of expressions to describe food.
Warm-up ...,
Put students in small teaMS. Tell them to write out the letters
of the alphabet down the side of a piece o paper.
Set a time limlt of three minutes for studelts to wnte the name
of a type of food or dnnk .lext to each letter, e.g. 0: apple,
b: bread. The team to finish first is the win"ler. If lone o the
tedm< cO'llpletes their alphabE't w th n thf ti'lle limit. the team
with t le most correct answers's the winnel.
1 Elicit / Teach: flavour.
Focus on the first set of words: flavours. Play the first part of
audio fD) (to strong) for students to listen and repeat. Drill
each item as a class and individually.
Repeat with descriptions and meat.
Tell students to cover the labels. Point to the pictures and
elicit the correct expressions, then put students in pairs to
practise. Monitor.
We use off to describe food when it is not fresh or good
enough to eat, e.g. This milk is of! However, with products
such as bread, biscuits, and cake, we usually use stale, e.g.
These biscuits are stale.
Read through the Language note. Drill the examples.
Write the examples on the board. Remind students that we
can change some nouns into adjectives by adding -y. Elicit the
following spelling rules:
most nouns: + -y (e.g. cream - creamy)
nouns ending -e: change the -e to -y (e.g. juice -juicy)
nouns ending short vowel + a consonant: double the
consonant and add -y (e.g.fat- fatty)
Write: spice, meat.jruit, milk, sugar on the board. Put students
in pairs to write the adjectives. ELicit: spicy, meaty.jruity,
milky, sugary.
2 ELicit / Teach: look, taste, smell.
Do the example together. Play the first item on audio fm.
Students hear look / spice, make a sentence with an adjective,
then listen and repeat.
Play the rest of the audio.
3a Play audio fBJ for students to familiarize themselves with
the speakers' voices.
Draw the table on the board and write the headings (Kind of
food, Description) at the top of each column. Tell students to
listen to the first conversation again. Play the audio. Ask:
What kind offood is it ? Elicit: Steak and write this in the first
column . Continue with How does the customer describe the
steak? to elicit medium-rare. Write this in the second column .
Repeat the process for each conversation.
1 stea k: medium-rare 2 apples: crisp, jui cy, (a bit) so ur
3 mil k: off 4 dessert: sweet, creamy 5 soup: (a bit) sa lty
6 cu rry: (very) spicy 7 cheese: st rong, mild .
b Write the following phrases on the board: Ho w___ you like
your steak? Are those apples ___ ? Is that milk ___ ? ___ 's the
dessert? Don't you ___ the soup? Is ___ curry nice? ___ I have
a cheese sandwich, please?
61
Ask students to complete the gaps ELicit: would, nice.jresh,
Ho w, like, the, Could.
Drill each phra se as a class and individually.
Ask two students to read the example conversation.
Look at the table again. Tell students to use the information
in the table and the phrases on the board to make new
conversations. Monitor.
Nominate different pairs of students to act out one
conversation each .
4 Focus on the table. Go through the examples.
Put students in small groups. Tell them to add three more
items to each row of the table. Monitor.
Ask students to call out their ideas and write the words on the
board. Drill each one and check comprehension.
Sa
Go through the questions. Tell the class about you, e.g. Curry is
a popular food in my country. It's very spicy.
Nominate a student. Ask: Hamid, are there any popular kinds
offood in your country which are spicy? Repeat with different
students and questions .
Tell students to read the questions again and answer them .
Monitor.
b Put students in pairs to discuss their ideas.
Nominate students to tell the class about their partners.
Focus students' attention on the can do statement: Now I can
describe food.
~~LLUIVII
Prepare sor-e defi'1ltior s Of dlfferent types of food, e.g. It's
a very cold sweetfood It's madefram frozen milk. You can get
lots of different fLavours < Ixh as c/Jocolate or strawberry. (ice
cream) Th's is a typical Italian food. You can buy lots of different
types. My faVouflte IS the very long tr,'n typP. You boil it i'1 water,
then you add a sauce which is often made of meat and tomatoes.
(pasta) They're a fruit that can be red or green. They graw on
trees. You can eat them row The be~t ones are sweet and cnsp.
(apples).
Put students 1n teams. Read out the definitions. Students have
to say tre ood to win d point.
If you have tlme, get students to make up trelr own defiritions
d'ld read t'lE'm out for the teams to guess.
Resource activity pages 198 and 266
-,
TEACHER'S NOTES" LESSON 26 Students learn and practise tag questions.
Warm-up
Make a list of tenses that students have seen in previous
lessons, e.g. present simple, present continuous, first
conditional. Number them 1, 2, 3, etc.
Write: dinner with friends. on the board.
Put students in teams. Teams take it in turns to choose a
number. When they choose a number, say the tense. They make
a sentence using the tense and the phrase on the board, e.g.
I have dinner with my friends every weekend.
1 Play audio ElIl for students to read and listen. Ask: What are
the people discussing? Elicit: Where to go for dinner.
Tell students to cover the text. Ask questions about the
picture, e.g. What can you see? Where are the people?
Elicit / Teach: vegetarian.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
Who doesn't eat meat? Why can't they go to Carrots? Which
restaurant do they decide to go to?
In English tag questions vary according to the tense used
in the main part of the sentence. However, some languages
have fixed tag questions . For example, in French n'est-ce
pas? (is it not) is common, while in Spanish you can use
verdad? (truth), and in German nicht wahr? (not true). In
some languages it is possible to use yes or no as tags. This
isn't possible in English, but students may make mistakes
such as feu uRfieFstaRli, yes? by translating directly from
their own language to English.
2 Go through the rules on Student's Book page 108.
Read the notes. Drill the first two examples.
Write: Arthur i2. a vegetarian, isn't he? He isn't working today,
i2. he? on the board. Elicit that when the main or the auxiliary
verb of a sentence is be, we use be in the tag question.
Write: Birgit has cooked dinner, hasn't she? Mike can't cook,
can he? on the board. Elicit that when a sentence has an
auxiliary verb which isn't be, we use the same auxiliary in the
tag question.
Go through the rules on how to form tag questions with
negative and positive verbs. Drill the examples.
Write: This fish is nice, ___ ? I haven't met Rosa, ___ ? This isn't
our train, ___ ? We've been here before, ___ ? on the board.
Put students in pairs and ask them to complete the sentences
with a tag question. Elicit: isn't it, have I, is it, haven't we
and complete the sentences. Point out that we put a comma
between the statement and the tag.
3 Do the example together. Play the first item on audio Em.
Students hear It's Tuesday today, make a sentence with a tag
question, then listen and repeat.
Play the rest of the audio.
4 Go through the rules on Student's Book page 108.
Read the notes and drill the examples. Check intonation.
Ask students to cover the examples in the table. Tell them
to listen and say the tag question. Say: She eats fish Elicit:
doesn't she? Repeat with We ate there last time to elicit didn't
we?
Continue with Arthur likes pizza, Sarah eats fish, They enjoyed
the meal to elicit doesn't he? doesn't she? didn't they?
62
Sa Read through the statements. Elicit / Teach: snow.
Write: You like sport, ___ ? on the board. Point to the gap and
ask students to supply the correct tag question. Elicit: don't
you?
Put students in pairs to complete the exercise.
Go through the answers as a class.
1 don't you? 2 does she? 3 doesn't he? 4 weren't you?
5 didn'tthey? 6 haven'tthey? 7 are you? 8 is it?
b Focus on the example conversation. Nominate a student.
Say: (Dana), you like sport, don't you? Repeat with different
students to elicit Yes, I do and No, I don't.
Put students in pairs to make conversations using the
sentences in exercise Sa. Monitor.
Ask pairs of students to act out one conversation each.
6a .MHi'!I
Read through the cues. Put students in pairs. Give each pair
one cue and tell them to use it to make a sentence about you
that they think is true, e.g. You were born in (New Zealand), and
write it on the board.
Ask students to use the cues to write eight sentences about
their partner. Monitor.
b Read the example. Focus on the statements on the board. Get
students to use them to make questions about you, e.g. You
were born in (New Zealand), weren't you?
Put students in pairs to ask and answer about each other.
Monitor.
Pronunciation
1 Play audio _ for students to listen. Read through the note.
Model each sentence, then drill as a class and individually.
2 Write: You can't ski, can you? on the board. Play the first
sentence on audio Bm. Ask: Is the speaker sure or not sure?
Elicit: Not sure (the intonation rises at the end of the tag
question).
Play the rest of the audio for students to complete the
exercise, then go through the answers together.
1 N,S 2 5, N 3 N, S 4S, N
3 Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can
check and confirm information.
FoLLow-up
Play a game of Dominoes (see page 10) using statements with
tag questions. Write a tag question on the left hand side of the
domino and a statement which matches a different tag question
on the right hand side, e.g. weren't you? / He's a teacher;
isn't he? / They went to Paris; didn't they? / You were late.
Resource activity pages 199 and 266
 Students describe different dishes and review expressing likes and
dislikes.
a a table on the board with two columns and ten rows. Write
e ection of adjectives from lesson 25 in the first column,
g. s eet, well-done, crisp, creamy,juicy.
stt..dents in small groups and tell them to write two
e a ples of food for each adjective in the second column, e.g.
eet sugar, cake.
earrange groups so students can compare their ideas.
Play audio EiJ) for students to familiarize themselves with
,he speakers' voices.
Ask questions aboutthe picture. Where are the two men? What
sort of restaurant is it? What are they doing?
Elicit / Teach: dish.
Go thro ugh the dishes. Tell students to listen and tick the
dish es Ramesh and Stefan order. Play the audio twice, then
ch eck the answers as a class.
Lamb Rogan Josh, Vegetable Patiya, Rice
2a Read the statements. Elicit / Teach: share.
Put students in pairs. Tell them to read the statements again
and decide if they are true or false. Monitor.
b Play the audio again for students to listen and check their
answers.
Go through the answers together.
IF 2F3F4F5F6T7F8T
Write: Stefan has had Indian food before. on the board. Ask
stud ents to correct the statement. Elicit: Stefan hasn't had
Indian food before.
Put students in pairs. Tell them to look at the remaining false
statements: 2, 3, 4, 5, and 7, and correct them.
Go over the answers together.
1 Stefan hasn't had Indian food before. 2 Some Indian food is hot
and spicy. 3 Ramesh was born in England. 4 Stefan doesn't mind
spicy food. 5 Stefan is from Poland . 7 Ramesh eats meat.
3a Focus on the descriptions. Elicit / Teach key vocabulary, e.g.
pepper, tasty, lime juice.
Ask students to look at the dishes in exercise 1. Write: in a
mild and creamy sauce. Tell them to listen to the audio again
and say which dish matches the description. Play the audio
again. Elicit: a (Chicken Kashmiri).
Play the audio again for students to complete the exercise.
Go through the answers together.
a in a mild and creamy sauce, quite sweet, made with pineapples and
bananas
c cooked with tomatoes and peppers, quite hot, very tasty
d quite sour, made from tomatoes and limejuice
e a kind of bread
b Look at the example. Tell students to look at the descriptions
in exercise 3a. Ask: What's Chicken Kashmiri? Elicit three
sentences: It's chicken cooked in a mild and creamy sauce. The
sauce is made with pineapples and bananas. It's very tasty.
Put students in pairs. Tell them to ask and answer about the
different dishes. Monitor.
Ask pairs of students to act out one conversation each.
65
Focus on the Language note. Drill the examples as a class,
then individually.
Use the phrases to make sentences about your likes and
dislikes, e.g. I don't mind pasta. I'm not very fond of spicy food.
Tell students to write six sentences about the foods they like
or dislike. Monitor.
Put students in small pairs to compare their ideas. Ask
different students to tell the class about their partners.
4a Read through the task. Set a time limit for students to prepare
a short menu using dishes from their countries. Monitor.
b Write the names of two dishes from your country on the board,
e.g. toad-in-the-hole, Lancashire hotpot.
Focus on the example conversation. Nominate a student to
act out the conversation with you. The student takes part B
and chooses a dish for you to describe. Repeat with another
student and another dish.
Put students in A/ B pairs. As are customers, Bs are waiters /
waitresses. Tell student Ato look at student B's menu and
ask questions about the kinds of food. Student Banswers.
Monitor, then tell students to change roles.
5 Writing
Read through the description of Chicken Kashmiri. Go through
the list of expressions. Tell students to find and underline
them in the description.
Ask students to choose three of the dishes from the menu
they wrote in exercise 4. Tell them to write three descriptions
using the expressions. Monitor.
~ominate individual students to read out one of their
descriptions.
English in the worLd
Elicit / Teach: chemical, trade.
Read through the information as a class.
Ask students to cover the definitions and look at the labels. Say:
It contains very little fat. Elicit: Low fat. Repeat with different
definitions.
Nominate a student. Ask: Do you have any of these labels on
food in (Poland)? Repeat with different students and different
countries. If your students are all the same nationality, do this as
a whole class activity.
Tell students to read the definitions again and list the labels in
order of importance to them .
Put students in groups to discuss their lists. Monitor, then elicit
ideas from around the classroom.
Focus students' attention on the can do statement: Now I can
describe different dishes.
FoLLow-up
Ask students to write a recipe for one ofthe dishes they
described in exercises 4 and 5. Collect in the work to give
students feedback on their work.
Note: This could be turned into a project where students
produce a recipe book for every member of the class.
Resource activity pages 200 and 267
I Students learn and practise expressions for talking about
recognizing people.

Warm-up b Read through the conversation . Write: We ___ , ___ we? on

Write out a list of statements with tag questions, e.g. I know
you, don't I? We've met before, haven't we? Jordan's an actor,
isn't he? You went to Spain last year, didn't you?
Put students in teams. Read out a statement. The first teaIT' to
call out the correct tag wins a point.
1 Tell students to read episodes 2 and 3 again. Ask questions
about the story e.g. When are Peter and Sarah going to get
married? Where are they going after the wedding? How long are
Peter and Sarah going to spend traveLling?
2 Play audio 6lII to familiarize students with how the story
develops and with the characters' voices.
Elicit / Teach key vocabulary for the pictures, e.g,
picture 1: media, disturb,Jamiliar, edit, version, recognize
picture 2: ideal, be in touch, soap opera, audition
Write the new words and expressions on the board and drill
them as a class and individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: What is the name of the company? What is Jordan
doing? Who is he talking to?
picture 2: What is Jordan holding? What is the other man doing?
picture 3: What is Jordan looking at?
Focus on the questions: Where is Jordan? Why is he there? Play
the audio again for students to read and listen. Elicit: Jordan
is at the offices of a film company. He's there to fix a computer.
Ask some questions about the text to check comprehension, e.g.
picture 1: What is the man's name? Where have Jordan and
Felton met before? What does Felton want Jordan to do?
picture 2: Who is going to contact Jordan? Why does Felton think
Jordan came to the office?
picture 3: Did Jordan go to the office for an interview?
3 Go through the list of names. Tell students to look at the
pictures and read the text again. Ask: What is 'In the Can?
Elicit: A media production company.
Put students in pairs to complete the exercise. Monitor.
Go over the answers as a class.
1 a media production company. 2 the producer of Cavendish Park
3 a type of dog foo d. 4 the partt hatJordan played in the Ooggo
advert 5 a character in Cavendish Park 6 a character in Cavendish
Park 7 Felton 's secretary 8 a new soap opera
the board. Tell students to look at the expressions in exercise
4a and find a suitable expression to complete the sentence.
Elicit: We haven't met before, have we?
Tell students to complete the conversation .
Go through the answers as a class. Nominate two students to
read the conversation, then put students in pairs to practise.
haven 't met, have, look familiar, know your, sure I've met you , forget
a face , thought I recognized
5 Focus on the Language check. Tell students to look at the first
picture. Ask them to read the story again and underline all the
examples of tag questions.
Repeat with the second picture.
Go over as a class.
picture 1: We haven 't met before, have we? ... you were in that advert
for Ooggo dog food , weren't you? You're an actor, aren 't you?
picture 2: And you're Australian, aren't you? But you came here today
for an audition, didn't you?
6 Focus on the story. Put students in groups. Tell them to
practise the story, each person taking one part.
Give students an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the class.
Focus students' attention on the can do statement: No w I can
talk about recognizing people.
Write out the individual words from the Everyday expressions
0'1 a large p'ece of paper. Write t'le wo ds at randorr with no
pu lctuation, e.g. thougr,t, never, before. Make enough copies so
students can work h small groups.
Give eacr group one piec of paper Tell them to use the words
to make six expressions and to wnte them out with the correct
pJnc.tu3tior.
When the groups have corrpleted the task, go through the
expressions.
Resource activity pages 201 and 267

4a Focus on the Everyday expressions. Tell students to find and

underline them in the text.
Write: You ___ familiar on the board. Point to the gap and ask
students to supply the missing word. Elicit: look.
Ask students to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
look, met, face, knew, forget , see n

66
 Students learn and use a lexical set of words to talk about disasters.
Warm-up ,.
You will need a map of the world (if possible, copied onto an
OHT) and a blank map of the world (available on the Internet).
Make enough copies of the blank map for students to work in
small groups.
o Prepare a llst of 10-12 countries and reglOns around the world,
including your country and those in exercise 3a. (If you have a
mixed nationality class, nclude your students' countries.)
o Put the students in groups and give each group a copy of the
blank map. Read out the places one by one; students rave to
decide where to write them on the map.
At the end, display the complete map of the world so students
can compare it with their maps.
1 0 Focus on the pictures. Play audio 611 for students to listen
and repeat.
o Tell students to cover the labels. Ask: What's number 12?
Elicit: an explosion.
o Repeat with different pictures, then put students in pairs to
practise. Monitor.
2a 0 Make sure that everyone has access to a dictionary. Go
through the words. Elicit / Teach the meaning of each one.
o Write: the sea on the board. Ask: Which disasters match 'the
sea? Elicit: tsunami,fload.
Tell students to complete the task on their own. They can use
dictionaries if necessary. Monitor.
b 0 Put students in pairs to compare their ideas. Monitor, then
elicit answers from around the classroom.
suggested answers
the sea : t suna mi, flood; rain: flood, hurricane, drought; trees:
fores t fire; ch emicals : war, pollution; food: famine, drought; snow:
avalanche; a bomb: war, exp losion; win d: hurricane; t he eart h's
surface: ea rthq uake, vo lcanic eruption, tsunami
o Read the Language note. Drill the examples.
o Write: There ___ an explosion. There ___ a drought, people
are dying of hunger. A hurricane ___ the south coast last
night. Firefighters are trying to put out the fires which __ _
in California. on the board. Ask students to complete the
sentences. Elicit: was / has been, is, hit, have broken out.
o Point to the first and second examples on the board. Elicit /
Explain that in the first sentence be means happen, in the
second sentence it means exist.
o Repeat with the remaining examples to elicit that we use hit
with something that is moving and touching different places
(hurricane, tsunami) , and break out to mean the start of
something unpleasant that will last for a period of time (fire,
war, fighting) .
Collocations are sometimes problematic for language
learners because they do not always translate word for word
from one language to another. For example, Spanish uses
the verb estallar to describe the beginning of a war. This
can translate several ways into English, induding explode,
burst, break, and break out, but only the last verb would be
correct in the context of war or fire.
69
3a 0 Play audio 61!) for students to familiarize themselves with
the speakers.
o Write: East Africa on the board. Focus on the disasters in
exercise 1. Tell students to listen and write the two disasters
they hear. Play the first report on the audio. Elicit:famine and
war.
o Focus on the table. Tell students to listen and complete the
exercise. Play the rest of the audio.
b 0 Put students in pairs to compare their an swers.
o Play the audio again for students to check their answers , then
go through together.
East Africa: 6, 10; t he USA: 1, 7; Central America: 4, 8;
the Philippines: 2, 3; Australi a: 5, 11; Nort hern India: 9, 12
4a Writing
o Draw three columns on the board with the following headings:
Where? Type of disaster? Effects?
o Put students in small groups . Tell them to think about
disasters which have been in the news recently, and make
notes using the headings on the board. Monitor.
o Ask students to call out their ideas and list these on the board.
b 0 Focus on the example pattern. Point to the disasters on the
board. Tell students to use the pattern to write a news report
about one of the disasters . Monitor.
o Arrange students in small groups . Ask them to read their
reports to the rest of their group .
Nominate individual students to read out their work.
Pronunciation
1 0 Write: earthquake on the board. Model the pronunciation.
Ask: Which syllable is stressed? Elicit: The first syllable. Repeat
with volcanic to elicit that the second syllable is stressed .
o Put students in pairs to say the words and underline the
stressed syllable.
2 0 Play audio 6.IJ for students to listen and check their
answers. Go through the answers together.
first syllable stressed: earthquake, ava lanche, fa min e, hurricane,
forest, chemica ls
second syllable stressed: volcanic, tsunami, explosio n, po llution,
disaster, eru ption
o Play the audio again for students to listen and repeat.
o Focus students' attention on the can do statement: Now I can
talk about disasters.
o Use thE' new~ reports that stude'lts wrote in exercise 4b to
r'laKe a news broadcast.
o Put students in groups. One student is the 'anchorman /
woman', the others are re,Jorter~, reporting from their 'disaster
zone'. Elicit / Teach phrases for irtroducing the news and
rov rg +rom one report to anot 1er, e.g. Good evening, this's
the 11 i,Je 0' clock news. Let's go over to our reporter In East Africa
now.
o Vide.:> or record each news broadcast (lr d p.ay it back for
~tuoe 1t< to listen to / watch their perfor 1ance.
Resource activity pages 202 and 268
 Students review the first conditional and learn the second
TEACHER'S NOTES r. LESSON 30 conditional.
Warm-up
Play a game of Hangman (see page 10) to elicit Global Warming.
1 Play audio II!II for students to read and listen. Ask: Who is
worried about global warming? Elicit: Amihan.
Tell students to cover the text. Ask questions about the
pictures, e.g . What can you see? Where do you think Ivan /
Amihan lives?
Elicit / Teach: sea level, disappear.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g .
Why does Ivan want the world to get warmer? What does Amihan
want to do?
2 Go through the rules on Student's Book page 109.
Read through the first point (the first conditional). Drill the
example.
Ask students to read the example again. Ask: Is global warming
possible? Elicit: Yes, it is.
Tell students to look at the text in exercise 1 again and find
more examples of real or possible situations and their results.
Elicit: I won't mind if the world gets warmer. If we get better
weather, the people here will be very happy.
Remind students that conditional sentences have two clauses.
In a first conditional sentence we use the present simple in
the if clause and will in the main clause. Write: If the weather
___ (get) hotter, more droughts ___ (happen). on the board.
Ask students for the missing words. Elicit: gets, will happen.
Focus on the next point (the second conditional). Read
the notes and drill the example. Ask: Does Ivan live in a hot
country? Elicit: No, he doesn 't. Elicit / Explain that Ivan is
talking about an imaginary situation.
Tell students to look at the text again and find another
example of an imaginary situation and its imaginary result.
Elicit: We wouldn't be on the island now if we had more money.
Point out that in a second conditional sentence we use the
past simple in the if clause and would in the main clause.
Write: If Amihan and her husband ___ (have) more money, they
___ (move) to somewhere safer. on the board . Ask students for
the missing words. Elicit: had, would move.
Go through the final point. Write the example on the board
and drill it.
Ask students to rewrite the sentence beginning with If we.
Elicit: If we had more money, we wouldn't be on the island now.
and write this on the board. Compare the sentences and elicit /
explain that there is a comma after the if clause when it is the
first clause in a sentence.
Students may have problems with the second conditional,
not knowing which verb to use with would and which verb
to use in the past simple. In some languages, for example
German, it is possible to form a conditional sentence using
the equivalent of would in both clauses and students
sometimes do this in English.
3a Go through the sentences. Elicit / Teach key vocabulary, e.g.
miss, abroad,free.
Write: If I ___ (be) ten years younger, 1___ (Iookfor) another
house. on the board. Ask students to supply the correct form
of the verbs in brackets. Elicit: was / were, 'd lookfor.
Put students in pairs to complete the exercise. Monitor.
b Play audio II'!'B for students to listen and check their answers.
Go through the answers as a class. Ask individual students to
read one sentence each. Check pronunciation.
70
1 was / were, 'd look for 2 wouldn't stay, were 3 'd miss, moved
4 got, wouldn't go 5 wouldn't have, lived 6 wouldn't be,
travelled 7 were, would use 8 wouldn't fly, became
When a second conditional sentence includes the verb to
be, we can use was or were in the first and third person
singular, e.g. If I were you, I'd work harder. If it were summer,
the sun would be shining.
This is often considered to be old-fashioned and is
increasingly only used with the first person singular.
4a Write: If sea levels rise, many islands ___ (disappear). on the
board . Ask: Is this a possible, unlikely, or imaginary situation?
Elicit: A possible situation. Repeat with If we ___ (have)
children, we'd be worried about the future . to elicit An imaginary
situation. Put a tick next to the second sentence.
Read through the remaining sentences. Elicit / Teach key
vocabulary, e.g. desert, temperature.
Put students in pairs and tell them to tick the situations that
are unlikely or imaginary.
Go through the answers as a class.
2,3,6, and 8 are unreal or imagin ary situations
b Focus on the two examples on the board. Ask students to
complete the first sentence. Elicit: If sea levels rise, many
islands will disappear. Elicit / Explain that we use the first
conditional because this is a possible situation. Repeat with
the second sentence to elicitIfwe had children, we'd be worried
about.thefuture. Elicit that we use the second conditional
because this is an imaginary situation.
Put students in pairs to complete the exercise. Monitor.
Go through as a class. Ask individual students to say
sentences. Check pronunciation.
1 will disapp ear 2 had 3 switched off 4 will become
5 doesn't happen 6 would make 7 will be 8 wouldn't be
Sa l1tttI1"tII
Go through the situations. Use them to make sentences about
your life, e.g . If I had more money, I'd stop working. If it rains
tomorrow, I'll stay at home.
Tell students to read the situations again and write suitable
endings for each one. Monitor.
b Put students in pairs to compare their ideas. Monitor.
Nominate different students to say sentences about their
partner.
Focus students' attention on the can do statement: Now I can
talk about imaginary situations.
Follow-up
Put students in small groups. Write: If I lost my job, on the
board. Students use the cue to make a conditional sentence,
e.g. If I lost my job, I wouldn't be able to pay my rent. They make
another sentence using the end of the previous sentence, e.g.
If I wasn't able to pay my rent, I'd lose my house. If I lost my
house, I'd sleep in the park. If I slept in the park, I'd be cold.
Set a time limit. Groups compete to prod uce the longest set of
connected sentences.
Resource activity pages 203 and 268
 Students read and talk about an unusual activity.
Warm-up
Make a Word Snake of weather words. Write out the words with
no spaces or punctuation, e.g. hurricanesnowwindrainice.
Make copies for students to work in small groups (or write the
word snake on the board). Groups compete to find as many
words as possible in the word snake.
1 Ask questions about the pictures, e.g. What can you see? Where
are the people? What are they doing? What country do you think
they're in?
Play audio IlII for students to read and listen.
Read the questions. Tell students to read the text again and
find the answers. Go through the answers together.
1 Someone who follows tornadoes and tries to get close to them.
2 Texas, Kansas, and Missouri (in the USA) 3 car accidents
Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: survive, destroy, cellar
paragraph 2: thunderstorm, weather forecast, state, violent
paragraph 3: lightning, TV station
Play the audio again for students to read and listen.
2 Tell students to read the first paragraph again. Focus on the
first statement. Ask: Is this true or false? Elicit: False.
Read through the statements. Put students in pairs to
complete the exercise.
Go through the answers as a class. If some students find the
exercise difficult, number the paragraphs and help by giving,
or asking for, the correct paragraph for each answer.
1 F 2 F 3T 4 T 5 F 6T 7 F 8 F
Write: Tornadoes only happen in the USA. on the board. Ask
students to correct it. Elicit: Tornadoes don't only happen in
the USA.
Put students in pairs to look at the remaining false
statements: 2, 5, 7, and 8, and correct them.
Go over the answers together.
2 You shouldn't stay outside in a tornado. ; You should stay inside
during a tornado. 5 Mosttornadoes happen in spring. 7 Enrique
isn't the only storm chaser working in the USA. ; There are other
storm chasers working in the USA. 8 Enrique isn't a tornado
tourist.; He's a meteorologist.
3 Read the list of problems. Put students in pairs. Tell them
to read the text again and tick the problems which are
mentioned. Monitor.
Go through the answers together.
a thunderstorm, global warming, floods, hurricanes, high winds,
lightning
4 Go through the definitions. Focus on the first definition.
Tell students to read the text again and find the word or
expression which matches it. Elicit: photographer.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
a 8 photographer b 6 rise c 4 in seconds d 1 approaching
e 7 agriculture f 5 meteorologist g 2 indoors h 3 over
73
--~--------------
Read through the Language note. Write: He works in the
Midwestern states of the USA, like, such as, for example Kansas
and Missouri. on the board. Elicit/ Explain that we use like,
such as, and for example to give extra details.
Elicit / Point out that we use a comma before like, such as, and
for example.
Write: Global warming causes a number of problems, on the
board. Put students in pairs to complete the sentence using
like, such as, or for example. Elicit ideas from around the
classroom.
5 Speaking
Focus on the questions. Tell students to imagine they are
Enrique. Ask: What do you do? Elicit: I'm a storm chaser.
Give students time to read the text again and write answers
for each question.
Go through the answers together.
1 I'm a storm chaser. 2 I want to learn more about tornadoes.
3 I work in Texas and the Midwestern states of the USA ; Tornado
Alley. 4 Because there are over 1,200 tornadoes a year in this area.
5 I study weather forecasts and look for possible storms. 6 Some
people are photographers, some work for TV stations, and some are
'tornado tourists'. 7 The biggest danger is car accidents.
Tell students they are going to use the questions to do an
interview with Enrique. Put students in A/ B pairs. As are
interviewers, Bs are Enrique. Tell As to use the questions to
interview Bs. Monitor, then ask students to change roles.
Nominate two students to act out their interview.
Focus students' attention on the can do statement: Now I can
talk about an unusual activity.
FoLLow-up
Put students in small teams. Give them two minutes to read and
memorize as many details as possible from the first paragraph
of the text in exercise 1, then tell them to cover the text.
Read the following text out. The text includes eight mistakes.
Teams listen and compete to call out, and correct, the
mistakes.
Tornadoes can be very dangerous. In 1969 a tornado killed over
1,400 people in Banqalore. If you were inside, you wouldn't
survive and even if you were indoors, you wouldn't be completely
safe. Tornado winds can be over 400 miles per hour and can
destroy a building in minutes. The safest place would be in the
kitchen at the !2l!. of the house.
Resource activity pages 204 and 269
 Students learn and practise expressions for checking into a hotel.

Warm-up b Focus on the information for Guest 2 and the conversation in

Collect p'ctures of hotels and dlsplay them on the boara.
Put students in pairs to choose the hotel they would llke to
stay in.
Set a time limit of two minutes. Tell ~tudents to list the things
they would expect to find In a hotel 'OOrl, e g. bed, TV, towels,
shower, soap, mini-bar, kettle.
Ask 5tudents to cal. out their dea5. Wr'te new words on t'le
board and check comprehension.
la Ask questions about the picture and the people in the picture,
e.g. Where is the man? Who is the woman? What sort of things
does she do in her jab?
Elicit / Teach: reservation, single room, non-smokingroom,
wake-up call, luggage.
Play audio Im for students to read and listen.
Ask questions about the text e.g. What 's the man's name? What
does the receptionist ask him to fill in? What time is breakfast?
Which floor is his room on?
b Focus on the hotel form. Go through the hotel guest details.
Tell students to read the text again and complete the first
column with Mr Els' det ails. Monitor.
Put students in pairs to compare their answers.
Go through the answers as a class.
Mr Els, single room - non -smoking, two nights,
The Independent, no wake-up call, room 58
2 Nominate two students to act out the conversation from
exercise 1. Check pronunciation.
Put students in pairs to practise. Give them an opportunity to
practise both roles. Monitor.
3 Tell students to cover the text. Focus on the Everyday
expressions.
Write: I've got a reservation in the ___ of on the board. Point
to the gap and ask students to supply the missing word. Elicit:
name.
Put students in pairs to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
name, like, details, sign, take, like, served, help, stay
exercise la. Nominate two students to make the conversation
between the receptionist and Guest 2. Check pronunciation.
Put students in pairs to practise. Monitor.
5 Speaking
Ask students to look at the form in exercise lb again. Tell
them to imagine they are going to check into the hotel. Set a
time limit for students to complete their details on the form.
Tell the class that you are the receptionist. Nominate a
student to act out the part of the guest using their details and
the conversation in exercise 1.
Put students in pairs to make two new conversations. Monitor.
Nominate pairs of students to act out their conversations.
English in the world
Elicit / Teach: exit, checkout, room service.
Focus on the signs. Drill each item as a class then individually.
Tell students to write the signs in their own language.
Nominate a student. Ask: (Filipa), how do you say 'Emergency exit'
in (Portuguese)? Put students in pairs to practise.
Tell students to think of two more signs they might see in a hotel
e.g. Do not disturb, Please place used towels in the bath. Write new
words on the board. Drill them and check comprehension.
Focus students' attention on the can do statement: Now I can
check into a hotel.
Play a g3rre of Spel-i 19 P;ng Pong 'see pagE' 11) to practIse
voczbu ary from ~re lesson, E'.q. reservatIOn, receptIOnist,
5,nq1e, nun-smoking, luggage, emergency ex't, room service,
checkout.
Resource activity pages 205 and 269
Review and Wordlists Lessons 25-32
Student's Book pages 89-90

Focus on the first phrase. Ask: Who says this? Elicit: the guest.
Tell students to read the sentences again and write Gif the
guest says the sentence and Rif the receptionist says the
sentence.
G, G, R, R, R, R, R, R, R

4a Play audio Im for students to familiarize themselves with

the speakers' voices.
Focus on the hotel form in exercise lb. Tell students to listen
and complete the details for Guest 2. Play the audio twice for
students to listen and complete the form.
Go through the answers as a class.
Helen Ross, non-smoking with a sea view, three nig hts, The Times,
wake-up call at 7.15, room 23

74
 Students revise and extend uncountable and plural nouns.

Warm-up ,
1
Make sure students have their books closed. Prepare cues to
elicit vocabulary for the lesson, e.g. somethmg that you might
take on holiday (luggage), something you do to earn money
(work), something you look through (glasses), something you
wear in summer (shorts).
Put students in small groups. Tell them that you have a list of
items for them to guess. Read out a cue, students listen and
write a suitable word. If their word is appropriate, they win a
point. If they guess the answer you have, they win two points.
3 Do the example together. Play the first item on audio g
la Look at the picture. Ask: Where are they? What is the customs
officer doing?
Drill the two example questions, then focus on part A. Read
the notes.
4a
Write: Is that equipments yours? I like these furniture. Can you
give me one information? on the board. Ask students to correct
the sentences. Elicit: Is that equipment yours? I like this
furniture. Can you give me some information?
Read the notes for part B. Drill each word . Check
comprehension.
Write: I need a new glasses. Sally bought some new jeon. This
shorts are nice. on the board and ask students to correct the
sentences. Elicit: I need some new glasses. Sally bought some
new jeans. These shorts are nice.
Write: The news is bad. The headphones are broken. on the
board . Elicit / Explain that we use the singular form of a verb
with uncountable nouns and the plural form of a verb with
nouns that are always plural.
Focus on the first two examples . Go through the uncountable
nouns in exercise la. Elicit / Explain that we can use a piece
of/ pieces of with all of the items except accommodation, e.g.
a piece of equipment, two pieces of luggage, but NOT e piece ef
eccemmefietien.
Read the next t wo examples. Elicit / Explain that we use a
pair of/ pairs of with plural nouns when they have two 'parts'
which are the same, e.g. a pair of glasses, two pairs ofjeans. Go
through the plural nouns in exercise la. Elicit / Explain that
we can use a pair of with all of the items except clathes and
stairs.
.
Students hear news, give the plural with the number three,
then listen and repeat.
Play the rest of the audio.
Writing
Draw six columns on the board with the headings: luggage,
clothes, toiletries, equipment, information, other items.
Tell students they are going on a summer holiday. Point to
the first column. Ask them to call out one item of luggage
that they would take, e.g. a suitcase. Write this in the column.
Repeat with each column.
Ask students to copy the columns. Set a time limit for them to
list things they would take under the appropriate headings .
Monitor.
b Put students in pairs to compare their lists.
Ask individual students to tell the class about their partners.
Write new words on the board and check comprehension.

Some nouns which are uncountable in English can be
countable in other languages, for example accommodation,
advice, equipment, furniture, luggage, information, news and
work leading students to form sentences such as My teecheT
fja'ie me seme eavices. WRere aTe eUT IU!J!Jafjes? instead of
My teacher gave me some advice. Where is our luggage? It is
sometimes useful to ask students how they say words in
their own language, in order to highlight the differences
between their L1 and English.
b Play audio HII for students to listen and repeat.
English in the world
Elicit / Teach: unattended, prohibited, offence, skateboarding,
illegal.
Focus on the signs. Drill each item as a class then individually.
Tell students to write the signs in their own language.
Nominate a student. Ask: (Hari), how do you say 'cycling is
prohibited'in (Japanese)? Put students in pairs to practise.
Tell students to think of two more warning signs they might see in
the street, e.g. Dogs must be kept on a lead. No ball games. Write
new words on the board . Drill them and check comprehension.

2a Go through the sentences. Elicit / Teach key vocabulary, e.g.
helpful, trolley.
Write: How much is / are the headphones? on the board. Ask
students to choose the correct form of the verb . Elicit: are.
Put students in pairs to complete the exercise. Monitor.
b Play audio lIB for students to listen and check their
answers.
Go through the answers as a class. Ask individual students to
read one sentence. Check pronunciation .
1 are, these 2 Some, is 3 any 4 Th ese, aren't 5 som e
6 this 7 Are, an y 8 That's 9 any 10 These, look
Focus students' attention on the can do statement: Now I can use
common uncountable and plural nouns.
W'ite out d mixture ot words from part Aand part B of exercise
la on separate pieces of paper. Place the pieces of paper face
down on the desk in front of you.
Put students'n A/ Bteams. Teams take it 1n turns to choose a
piece of paper. They have to make a sentence with the word on
their piece of paper, e.g. I bought a pair ofjeans yesterday. You
should pick up that piece of litter.

Read the Language note . Drill the examples. Remind students

that we can't use a/ an or a number before an uncountable or Resource activity pages 206 and 270
plural noun. However, we can use a piece of, two pieces of, etc.
before some uncountable nouns, and a pair of, two pairs of,
etc. before some plural nouns .

77
 Students learn and practise talking about past habits and states
~"~:' TEACHER'S NOTES
'"W$f//{,c" x
LESSON 34 '
~""C'
with used to.

Warm-up 1 He used to be ve ry fit . 2 He did n't use to ha ve a beard.

Ask students to think back to when they were very young. Tell
them to listen and write down the first memory t hat comes to
mind. Read the following cues: afavourite toy, an animal,
a close friend, a place you liked to go, a hobby, your first school.
Put pairs in small groups to compare their ideas.
1 Play audio Im for students to read and listen. Ask: What are
Peter and Ryan talking about? Elicit: A photograph.
Tell students to cover the text. Ask questions about the
pictures, e.g. Where are Peter and Ryan? What are they doing?
Elicit / Teach: microphone, karaoke .
Play the audio again for students to read and listen .
Ask questions about the text to check comprehension, e.g.
When was the photo taken? What night was the karaoke night?
Who isn't a very good singer?
Asktwostudentstoreadtheconve~ation.Check
pronunciation.
Put students in pairs to practise the conversation . Monitor.
We use used to + an infinitive (to go, to be, etc.) for talking
about past habits and states which are no longer true, e.g.
I used to get up early. (I don't get up early now). Students
sometimes confuse the form with be used to, which we use
to mean that something is familiar, e.g. I'm used to getting
up early. (I usually get up early.)
2 Go through the rules on Student's Book page 109.
Read the notes. Drill the positive sentences.
Write: We used to have karaoke nights. on the board. Ask: Do
they have karaoke nights now? Elicit: No, they don 't. Repeat
with Did they have karaoke nights in the past? to elicit Yes, they
did.
Write: Cindy used to sing at the karaoke nights. I used to be
a student. on the board. Point out that the first sentence
describes an activity and the second sentence describes a
state. Tell students to look at the sentences on the board
again . Elicit that we make positive sentences with used to +
a verb.
Drill the negative and question forms.
Write: I didn't use to like sport. Did you use to like sport? What
sports did you use to like? on the board. Elicit / Explain that we
make negative sentences and questions with did + use to +
a verb.
Write these sentences on the board: I use to live in Spain. He
used play tennis. Do you use to have a pet? We didn't used to
have a car. Put students in pairs to correct them. Elicit: I used
to live in Spain. He used to play tennis. Did you use to have a
pet? We didn't use to have a car.
3 Do the example together. Play the first item on audio Im).
Students hear I don't work in a shop now, make a sentence with
used to, then listen and repeat.
Play the rest of the audio.
4a Go through the list of cues. Elicit / Teach key vocabulary, e.g.
fit, beard.
Focus on the example. Write: be very fit.j on the board. Ask
students to supply the correct sentence. Elicit: He used to be
very fit.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
3 He used to play foo t ball. 4 He didn't use to live in London.
He used to work in a factory. 6 He didn 't use to have short hair.
7 He used to ride a motorbike. 8 He didn 't use to own a cafe.
b Focus on the first sentence in exercise 4a. Nominate a
student. Ask: Did Ryan use to be very fit? Elicit: Yes, he did.
Put students in pairs to ask and answer about Ryan using the
sentences they made.
5 Read through the example questions. Focus on the cues. Tell
students to use the cues to write questions. Monitor.
Go through the questions together. Nominate a student.
Ask: Where did you use to live, (Nadia)? Repeat with different
students and questions.
Put students in pairs to ask and answer the questions.
Nominate individual students to say one sentence about their
partner.
6a l'mOljl
Read the first cue. Use this to make sentences about your life,
e.g. I used to work in an office. I used to have a bike. Repeat
with the second cue, e.g. I didn't use to be a teacher. I didn't
use to have a car.
Tell students to make lists about their lives. Monitor.
b Nominate a student. Ask: What sort of things did you use to do,
(Taylin)? Repeat with different students and questions.
Put students in pairs to compare their lists. Monitor.
Ask different students to tell the class one thing about their
parther.
Pronunciation
Play audio I1IJ for students to listen and read. Read through the
note. Model each sentence, then drill as a class and individually.
Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can talk
about past habits and states.
FoLLow-up
Draw two columns on the board labelled now and then.
Tell students to think about life now and life 50 years ago. Set
a time limit for them to list some of the changes in education,
work, transport, shops, etc.
Put students in small groups to compare their ideas. Monitor,
then ask students to call out some of their ideas.
Resource activity pages 207 and 270

78
 Students listen to a text and practise talking about an interesting
time in their lives.

Warm-up Sa Go through the sentences.

Write three sentences about your childhood on the board. Two
of the sentences should be true, and one false. Try to think of
unusual things, e.g. I used to have a pet snake. I used to live on 0
boat. I used to work in a nightclub.
Tell students that they have to ask you as many questions as
possible and work out which sentence is probably false. Remind
them that mixing up the questions and asking them quickly is
more likely to catch you out, e.g. What was your snake's name?
,Vhat hours did you use to work? How often did you use to feed the
snake? Where was the boat? Did you use to live on it alone?
1 Play audio mI for students to familiarize themselves with
the speaker's voice.
Ask questions about the picture, e.g. What's happening? What
can you see?
Focus on the question. Tell students to listen and answer. Play
the audio again, then elicit the answer.
He spent a year working as an assistant to a tennis player.
2 Read through the questions. Elicit / Teach key vocabulary, e.g.
competition, afterwards, a golden opportunity, a chance of a
lifetime.
Focus on the first question. Tell students to listen and
choose the correct answer. Play the audio again (to Munich in
Germany). Elicit: c.
Play the rest of the audio.
Go through the answers as a class. If necessary, play the audio
again , stopping after each answer.
1 c Martin 2 b Europe 3 c Monday 4 b He wentto university.
5 c Thebestyearofmylife.
3a Go through the questions. Elicit / Teach: tournament.
Tell students to answer each question.
Put students in pairs to compare their answers.
b Play the audio again for students to listen and check.
Go through the answers as a class.
1 His father used to work for a car company there. 2 He used
to co llect balls for players at the tennis club. 3 He travelled on
Fridays and practised on Saturdays and Sundays . 4 Conrad gave
him 10% of his winnings . 5 He didn't win many competitions.
Focus on the words in the box. Write: He decided to his
luck. on the board. Ask students to choose a word to complete
the sentence. Elicit: try.
Put students in pairs to complete the exercise. Monitor.
b Play audio Im again for students to listen and check.
Go over the answers as a class. Check comprehension of each
expression.
1 try 2 jumped 3 away 4 main 5 up 6 time
6 I1!1!fIH.
Go through the questions. Make sentences about a special
time in your life, e.g. I used to go horse-riding. I was 11 years
old and my parents bought me some lessons for my birthday.
Tell students to read the questions again and write sentences
about themselves. Monitor.
Nominate a student. Ask: What things did you use to do? When
the student answers, ask a follow-up question, e.g. How did
you get the chance to do it? Repeat with different students.
Put students in pairs to compare their sentences. Nominate
individual students to tell the class about their partner.
Focus students' attention on the can do statement: Now I can
talk about an interesting time in my life.
Follow-up
Put students in groups of three. Make sure that groups cannot
overhear each other. Tell them to choose an interesting activity
th,at one of the students in the group used to do and to find out
as many details as possible. The idea is that all three members
of the group pretend they used to do the activity, and the rest
of the class has to ask questions and work out who is 'lying'.
Choose one group to come to the front of the class. Each member
says the same sentence, e.g. I used to go (scuba diving). The rest
of the class fire questions at them to catch the two 'liars'.
Resource activity pages 208 and 271

4 Read through the task. Tell students to listen again and find
t he answers. Play the audio again.
Put students in pairs to compare their answers, then go
through as a class.
1 He didn 't want to go straight to university. 2 carry Conrad 's
bags, look after his equipment, check everything was ready for a
matc h or practice session, clean his shoes 3 carrying the bags
because they were heavy

81
 Students learn and practise expressions for talking about changes.
Warm-up
o Ask students to brirg one or two photos of themsrlves as
babies / young children to the lesson. Collect the photos and
arrange them on a table with numbered labels.
o Put students in pairs. Set a time limIt for then to match the
photos wIth the members o~ the class.
o Go through the answers, and discuss how peop.e have changed
ove r th e yea rs.
1 0 Tell students to read episode 4 again. Ask questions about the
story e.g. What is 'In the Can'? Why was Jordan at their offices?
Why did Felton think Jordan was there?
2 0 Play audio Im to familiarize students with how the story
develops and with the characters' voices.
o Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: recognize, change, doesn't time fly
picture 2: fix, guy, anymore, now and again, be up to something
o Write the new words and expressions on the board and drill
them as a class and individually.
o Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: Who is Peter with? Who is Ryan talking to? What else is
happening in the cafe?
picture 2: What are Ryan and Melanie doing? Where are Peter,
Sarah, and Lucy?
o Focus on the question: Who is fixing the computer? Play the
audio again for students to read and listen. Elicit: Raj.
o Ask some questions about the text to check comprehension,
e.g.
picture 1: Who is Peter talking about? Why doesn't Peter
recognize Melanie?
picture 2: What does Melanie think of Raj? Why doesn't Jordan
fix computers now?
3 0 Go through the beginnings and endings of the sentences.
Write: Peter doesn't on the board. Tell students to read
the text again then choose a suitable ending for the sentence.
Elicit: recognize Melanie.
o Put students in pairs to complete the exercise. Monitor.
o Go over the answers as a class.
19 2b 3e 4h 5c 6a 7f 8d
4a 0 Focus on the Everyday expressions. Tell students to find and
underline them in the text.
o Write: She ___ changed a lot. on the board. Point to the gap
and ask students to supply the missing word. Elicit: 's o
o Ask students to complete the expressions.
o Go through the answers together. Drill each expression as a
class then individually.
's, can, fly, those, time, to, up
82
b 0 Read through the conversation. Write: What ___ Arthur? on
the board. Tell students to look at the expressions in exercise
4a and find a suitable expression to complete the sentence.
Elicit: What's happened to Arthur?
o Tell students to complete the conversation.
o Go through the answers as a class. Nominate two students to
read the conversation, then put students in pairs to practise.
's happened, changed a lot, can remember when, those days, seems a
long time ago, time fly, up to these days
5 0 Focus on the Language check. Tell students to look at the first
picture. Ask them to read the text again and underline all the
examples of used to.
o Repeat with the second picture.
o Go over as a class.
picture 1: She used to work in the cafe at weekends. Did you use to
come here in those days ... I didn't use to work around here.
picture 2: ... what's happened to that Australian guy who used to fix
your computers ... I used to enjoy talking to him.
6 0 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
o Give students an opportunity to practise each role. Monitor.
o Ask one group to act out the story for the rest of the class.
o Focus students' attention on the can do statement: Now I can
talk about changes.
o Put stl..dents Ir pairs. ASK them to irrag;ne that they are
meeting up for the first time ten years after the;r English
course finished. Tell them to maKe up two new conversat on~
about their teacrer / classmates us'ng the conve's2tior in
exercise 4b as a rlOdel. Monito .
o Ask different pairs to act out their conversations for the rest of
the class.
Resource activity pages 209 and 271
 Students learn and use a lexical set of words to describe crimes and
criminals.
Warm-up
Plot stJdE.'nts in small groups. Set a tine lim t of one rri lUte for
~rem to list the different typE.'; of nE.'WS story that thE'Y might
read:n a newspaper or see on a TV news programme.
El cit ideas from around the classroom and wnte them on t'le
'Joard C'leck comprehe'1sion. Suggest'o'1s might includE.':
rf::purts of dIsasters, reports of crimes, sports stories, business
news, gossip, entertainment, weather.
1 Elicit / Explain the meaning of crime, criminal.
Foc us on items 1-5. Play the first part of audio iiII (to a
witness) for students to listen and repeat. Drill each item as a
class and individually.
Ask students to cover the labels. Point to the picture and elicit
the correct words.
Look at items 6-10. Play the second part of the audio for
stu dents to listen and repeat.
Tell students to cover the sentences. Write: ___ a crime, __ _
a woman, ___ a bag, ___ a robber, ___ to prison on the board.
Ask students to supply the missing verbs. Elicit: commit, rob,
steal, arrest, go.
Focus on the remaining items. Play the rest of the audio for
students to listen and repeat.
Ask students to cover the table. Focus on pictures 11-16. Point
to picture 11. Ask: What 's the crime? Elicit: murder. Continue
with What's the criminal? What 's the verb? to elicit a murderer
an d to murder.
Repeat with different pictu res, then put students in pairs
to practi se. Monitor. Note that we use attacker to describe
someon e who commits an attack or an assault.
In many cases the suffix -er can be added to an English verb
to make a noun which describes who does something, e.g.
attack - attacker, murder - murderer, blackmail - blackmailer.
2 Focu s on the first picture in exercise 1. Go through the
qu estio ns . Ask: What crime is the man committing? Elicit: a
robbery.
Put students in pairs to complete the exercise. Monitor.
Go t hroug h the answers as a cla ss.
1 a robbe ry 2 Aman is stea li ng a hand bag. 3 the woman
_ yes 5 The police will arrest him and he'll go to prison.
Go th roug h the Language note. Drill the examples.
Tell students to cover the note. Write: You ___ banks. on the
ooard . Ask: 'rob' or 'steal'? Elicit: rob. Repeat with You __ _
money. to elicit steal.
3 Do the exa mples together. Play the first item on audio
liB. Stud ents hear someone, make a sentence with rob in
~ e past sim ple, then listen and repeat. Do the same with the
second item .
!l ay th e rest of the audio.
-0 ead th e text. Elicit / Teach key vocabulary, e.g.jewellery,
o oticity, violently.
0 ~hro ugh the words in exercise 1. Write: In July last year
-~'ee people ___ the Goldminejewellery shop. on the board. Ask
s~:.Jd e n t s to find the word that fits in the gap. Elicit: robbed.
!lu stude nts in pairs to complete the text. Monitor.
85
b Play audio IiIJ for students to listen and check their
answers .
Go through the answers as a cla ss. Nominate different
students to read one sentence each from the text. Check
pronunciation.
1 robbed 2 stole 3 crime 4 robbers 5 assaulted
6 witnesses 7 rob bery 8 police 9 arrested 10 prison
11 assa ult 12 victim 13 co mm itted 14 cri mina ls 15 mu rder
5
Read through the questions . Choose a crime that your
students will have heard about, for example a high profile
murder or robbery. Write the crime on the board and check
that everyone understands .
Ask: Where did it happen? Elicit an answer and write it on the
board. Go through the questions eliciting further details
about the crime.
Put students in pairs to ask and answer about the crime, using
the details on the board.
Ask students to think of another famous crime. Tell them
to look at the questions again and use these to write a new
description of events. Monitor.
Put students in pairs to describe the crime. Monitor, then ask
individual students to tell the class about the crime.
Focus students' attention on the can do statement: Now I can
talk about crimes and criminals.
Write out two VerSlO'1S of d crime story (A ana B) For example:
A Last week a gang of criminals robbed Bank. They stole $4
rrilllOn. TherE' w s a lot of pUblicity about the cr'me, because
the robbers v:o.e ,tly assillolted the
For'unately, two witnesses saw the robbery. The police arrested
_ _ people. T1ey went to prison for ten years. The police said:
'The bank '11a!1ager to Cl our repor~er hat hE' thought they
were go;ng to murder hir'1.
B Last week a gang of cnminals robbed Barkers Bank. They
stole $ ___ . T'lere was a lot of pUblicity about the crime
bec.ause the roabE.'rs vlOlently assau.ted the bank rranager.
Fortunately, saw the robbery. The police arrested four
people. They went to pnson years. The police said: 'They
arE' dargerous cr;minals: Tre bank manager told our reporter
that re tlJought they were gomg to him.
Ma~e enough coples for half of the class to have version Aand
hJlf OH he class to have version B.
Elicit / Teach: gang. Put stloderts 'n AI B pairs to c:sk and
answer questions to complete their text.
Resource activity pages 210 and 272
TEACHER'S NOTES LESSON 38 Students review and practise narrative tenses.
Warm-up
Draw the table from exercise 1, lesson 37 on the board. Fill
in the top row (crime, criminal, verb) but leave the other boxes
empty.
Put students in teams. Teams take it in turns to add one word to
the table, scoring a point ifthey write the word correctly. Students
can begin a new row and fill in gaps as the game progresses.
1 Play audio fIlII for students to read and listen. Ask: What
type of crime happened yesterday? Elicit: A burglary.
Tell students to cover the text. Ask questions about the
picture, e.g. What is the woman doing? Who is running away?
Elicit / Teach: smoke, leave something on, saucepan, towel, put
out afire, grateful.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
What was Maggie doing before she went out? Who put the fire
out? How did Maggie feel?
Some languages don't have a past continuous form
and speakers of such languages may have problems
understanding how it is used in English. In other languages
the past continuous can have a greater range of uses than
in English, so students may use it correctly to describe an
action in progress in the past, but make mistakes using it
in other situations.
2a Go through the rules on Student's Book page 110.
Drill the examples as a class and individually.
Read the note together.
Tell students to look at the first of the three pictures and the
caption. Elicit that the action started before Maggie arrived
and wasn't finished when she arrived.
Focus on the second picture. Elicit that the action happened
after Maggie arrived home .
Look at picture 3. Write: Maggie arrived home. The burglar had
run away. on the board. Elicit the order of events. 1 The burglar
ran away. 2 Maggie arrived home.
Elicit/ Remind students that we use the past continuous to
show an action that is unfinished at a particular time in the
past, the past simple to describe a sequence of events, and the
past perfect to look back from one event to an earlier event.
b Put students in pairs. Tell them to read the text again and
underline the narrative tenses.
Go through the answers as a class.
3 Do the examples together. Play the first item on audio 1llIJ.
Students hear break a window, make a sentence about the
burglar with the past perfect, then listen and repeat.
Play the rest of the audio.
4 Go throughthe cues and the verbs. Write: A burglar on the
board. Ask students to match the cue with a verb and make a
sentence in the past continuous. Elicit: A burglar was running
away.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 A burgla r was running away. 2 He was car ryi ng a bag.
3 Sm oke was coming from the kitchen windo w. 4 The sa uce pan
wasn't burning . 5 Her neighbours were looking out oftheir win dows.
86
Sa Read through the text. Elicit / Teach key vocabulary, e.g.fall
over, collect.
Write: Yesterday morning 1___ (cook) when the phone __ _
(rang). on the board. Ask students to complete the gaps with
the correct forms of the verbs in brackets. Elicit: was cooking,
rang.
Put students in pairs to complete the exercise. Monitor.
b Play audio IEI1 for students to listen and check their
answers.
Go through the answers together.
1 was cooki ng 2 rang 3 had fal len over 4 was co llecting
5 broke into 6 arrived 7 was running away 8 noti ced 9 was
coming 10 re membered 11 hadn'tturned off 12 ru sh ed
13 was 14 ha d throw n 15 had prevented 16 had stole n
6 Speaking
Go through the questions. Give students time to answer each
one.
Tell students you are a reporter and they are Maggie. Ask the
questions, e.g. What were you doing this morning? and elicit
answers from different students.
Put students in A/ B pairs. As are interviewers, Bs are Maggie.
Tell As to use the questions to interview Bs. Monitor, then ask
students to change roles.
Nominate two students to act out their interview. Check
pronunciation.
Pronunciation
1 Write: rob on the board. Model the pronunciation. Ask: How
many syllables can you hear? Elicit: one. Repeat with robbed
to elicit that the past simple form also has one syllable. Go
through the same process with arrest and arrested to elicit that
there is an extra syllable in the past simple form.
Play audio IE!I for students to complete the exercise.
Go through the answers together.
arrest, co mmit, de cide, ass ault, co llect , want, need
Write the answers on the board. Underline the final sound in
each one. Elicit / Explain that when a regular verb ends with
a It! or Idl sound, the past simple is pronounced as an extra
syllable, (/Id/ ).
Drill the past forms of the verbs as a class and individually.
2 Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can
use the correct tenses to tell a story.
FoLLow-up
Put students in small teams. Tell them to look at the verbs in
the pronunciation section. Set a time limit of one minute for
teams to make up sentences using past tenses and as many of
the verbs as possible. Check the sentences. Teams score one
point for each verb used correctly.
Ask one member of each group to read out their sentence for
the rest of the class to repeat. Check pronunciation of -ed
forms.
Resource activity pages 211 and 272
 Student~ad
Warm-up
Play a game of Whiteboard Scrabble (see page 11) to revise
words connected to crime.
1 Tell students to cover the text. Ask questions about the
picture, e.g. What can you see? What can you guess about the
man in the chair?
Play audio il1II for students to read and listen.
Read the questions. Ask students to read the text again and
find the answers.
Go through the answers together.
The people are (from left to right): Magnus Randolph, Jack Lonsdale
(a detective), Belinda Wells (Randolph's assistant), Caroline Turner
(Randolph's niece), Aston Turner (Caroline's husband)
Someone has murdered Magnus Randolph.
Elicit / Teach key vocabulary, e.g. study (n), nap, detective,
gardener, shot, show, shoot, alibi, find out, lose money.
Play the audio again for students to read and listen.
2 Read through the questions. Focus on the first question.
Ask: What was Caraline doing when Magnus Randolph died? Tell
students to read the text again. Elicit: She was working on her
laptop. Repeat the question to elicit what Aston and Belinda
were doing.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class.
1 Caroline was working on her laptop. Aston and Belinda had been
for a walk and they we re coming back to the house. 2 Caroline's
alibi is the time of the email she sent. Aston and Belinda we re
together, so they are each other's alibi. 3 Caroline went
downstairs. Aston and Belinda ran back to the house. 4 Magnus
was blackmailing Belinda and he had refused to help Aston and
Caro line. 5 Aston and Caroline will have enough money for their
farm, and Belinda can leave.
3 Read through the definitions. Focus on the first definition.
Tell students to read the text again and find the word or
expression that matches it. Elicit: rich.
Put students in pairs to complete the exercise. Monitor.
Go over the answers together.
1 rich 2 fingerprints 3 commit suicide 4 shot 5 alibi
6 motive 7 blackmail
a Read through the ideas. Elicit / Teach: accidentally.
Put students in pairs to discuss the ideas and decide what
might have happened. Monitor.
Elicit ideas from around the classroom.
Play audio H!I for students to listen and check their ideas.
Go over the list of ideas again and ask students to say which
ones are correct.
2. 3
89
and understand a crime story.
~----------------
Sa Read the list of items. Elicit / Teach: safe.
Tell students to listen again and tick the things that the
detective mentions. Play the audio again. Elicit: Randolph's
hand, the gardener, Caraline's laptop, the safe, the photograph
and write them on the board.
Put students in pairs. Tell them to discuss what the detective
said about each item and make notes.
Play the audio again for students to check their ideas.
Go through the answers together. Make notes on the board
next to each item.
Randa/ph's hand: Caroline put the gun in Randolph's right hand.
Randolph was left-handed.
the gardener: He saw Belinda and Aston coming back from their walk.
He saw Aston carrying som ething.
Caraline's /aptop: Aston was carrying Caroline's laptop. He used it to
send the email when he heard the shot, then he took the laptop to
Caroline's room.
the safe: The gun was in the safe. Belinda had a key to the safe and
shetookthegunout.
the photograph: It shows that Randolph is left-handed. Randolph is
playing tennis in the photograph and holding the racket in his left
hand .
b Focus on the cue. Tell students to look at the notes on the
board and use these to continue the story of what really
happened . Monitor.
Put students in pairs to discuss their accounts. Monitor.
Nominate one pair of students to tell the rest of the class what
happened. Check that everyone agrees.
EngLish in the worLd
Elicit / Teach: literature, fictional, novel, character.
Read through the text as a class. Ask questions to check
comprehension, e.g. What is a 'whodunit? Who is Sir Arthur Conan
Doyle? What is Agatha Christie known as? Who is Hercule Poirat?
Put students in mixed nationality pairs / small groups to talk
about famous detectives that they know. If your students are
all the same nationality, do this as a whole class activity using
the board to elicit as much information as possible about each
detective that students mention.
Focus students' attention on the can do statement: Now I can
understand and tell a story.
Follow-up
Play an alibi game. Say an examiner was murdered at the school
between 7 p.m. and 9 p.m. last night. The police think that
students murdered him. Choose four students to be suspects.
Split the others into four groups of detectives. Suspects go out
of the class. They have five minutes to work out a joint alibi,
while detectives decide on questions to ask.
Put one suspect with each group of detectives. Set a time
limit for the detectives to question their suspect, then change
groups so each suspect is questioned by all four groups of
detectives. Ask detectives to report their findings. They have
to decide if the suspects are guilty (because their alibis aren't
consistent) or innocent.
Resource activity pages 212 and 273
 Students learn and practise expressions for making a complaint.
Warm-up , 5
Elicit / Teach: complain, make a complaiflt.
Put students in small groups. Tell them to list reasons why
people might complain about the following: a plane journey, a
shop, a bank. For example, in-flight meal was awful, something
they bought has a fault, a bank mistake.
ASk students to call out their ;deas.
1 Play audio Bill for students to familiarize themselves with
the situation and the speakers' voices.
Ask questions about the picture, e.g. Where are the people?
What are they doing?
Elicit / Teach: record, booking, inconvenient, immediately,
available, unacceptable, formal complaint.
Play the audio again for students to read and listen.
Read the question. Tell students to listen and answer. Play the
audio again. Elicit the answer.
The woman ordered a taxi, but the taxi hasn't arrived. The taxi
company haven't got a record of her booking and there are no taxis
available.
Ask further questions about the text, e.g. What's the name of
the taxi company? What is Mrs Johnson going to do?
2a Focus on the gaps in the text. Tell students to listen again and
complete the conversation. Play the audio.
Go through the answers together.
1 8.45 2 9.15 3 68 4 Three 5 ten o'clock 6 plane
b Put students in pairs to practise the conversation. Tell them to
practise both roles. Monitor.
3a Focus on the Everyday expressions . Tell students to cover the
text in exercise 1.
Write: This is very ___ . on the board. Point to the gap and ask
students to supply the missing word. Elicit: inconvenient.
Ask students to complete the expressions.
b Tell students to check their answers in the conversation in
exercise 1.
Go through the answers together. Ask different students to
say one expression each. Check pronunciation.
Complaining: inconvenient, unacceptable, make, won't
Respondi ng: about, record, apo logize, nothing
4 Read through the letter. Elicit / Teach key vocabulary, e.g.
service, previously, written apology.
Write: I booked a taxi to the airport/ station on the board. Tell
students to look at the conversation in exercise 1 and find the
correct word. Elicit: airport.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 air port 2 arrived 3 receptionist 4 booking 5 three
6 apolog ized 7 until 8 catch 9 drove 10 inconvenient
11 completely 12 wo n't
90
Speaking
Put students in pairs. Explain the task. Ask each pair to choose
one new situation. Tell them to make a new conversation using
the conversation in exercise 1 as a model. Monitor.
Nominate pairs of students to act out their conversations.
6a Writing
Focus on the letter in exercise 4. Point out that it has four
paragraphs. Elicit / Explain that we use a new paragraph for
each different part of a letter.
Go through the questions. Elicit / Teach: consequences.
Ask students to read the letter again. Ask: Which paragraph
describes what happened? Elicit: Paragraph B.
Put students in pairs to complete the exercise.
Go over the answers together.
What happened? paragraph B What were the consequences?
paragraph C What action do you expect now? paragraph D
Why are you writing? paragraph A
b Tell students to look at the letter again. Explain that when we
write a letter the layout and organization are very important.
Ask questions about the layout, e.g. Whose address is at the top
on the right hand side? Why are there two addresses? Where is
the date? How does Mrs Johnson begin / end her letter?
Tell students to think about the conversation they made in
exercise 5 and write a formal letter of complaint using the
letter in exercise 4 as a model. Monitor.
Write: layout, organization, grammar, spelling, punctuation on
the board. Put students in pairs. Ask them to exchange their
work. Tell them to proof read their partner's work using the
checklist on the board. Monitor.
Give students time to discuss their proof reading. Monitor and
answer any questions .
If there is time, ask students to write a second draft of
their letter, using the feedback from their partner to make
improvements. If not, set the task for homework.
Focus students' attention on the can do statement: Now I can
make an oral and written complaint.
Fo
Write out t he letter (or part of the letter) m exercise 4 with
10 or 15 mistakes. It should ;nclude a mixture of layout,
organization, grammar, spelling, and pJnctuation .rristakes,
Make enough copies for students to work in pairs.
Tell students to close then books. Put students in pairs and
give them a copy of the letter. Tell them how many mistakes
there are and set a time l1mit for students to find and correct
them. Go through the mistakes at the end.
Resource activity pages 213 and 273
Review and Wordlists Lessons 33-40
Student's Book pages 91-92
 ------------------------------------------------------------------------------------ ~
Students learn and practise common phrasal verbs.
Warm-up
Make a 6x6 Word Box (see page 11). Wr;te in the verbs put, get.
take,fill, cut, pick, turn, run, laok, gIVe.
1 Focus on the pictures. Play audio BB for students to listen
and repeat. Drill each item as a class and individually.
Tell students to cover the labels. Point to picture 5. Say:fill
Elicit: in. Repeat with different pictures, then put students in
pairs to practise. Monitor.
2 Go through the pictures again . Elicit / Teach key vocabulary,
e.g. coupon, oven, volume, sausage.
Tell students to look at picture 1. Ask: What's happening?
Elicit: She's putting on a hat. Repeat with picture 2 to elicit
He 's getting on a bus.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class. Note that many of the
answers are correct as he or she.
1 She's putting on a hat. / putting a hat on. 2 He's getting on a bus.
3 She's taking off a hat. / taking a hat off. 4 He's getting off a bus.
5 She's filling in a form. / fi lli ng a form in. 6 She's putting a
cake in t he ove n. 7 She's cutting a co up on out. / cutti ng out a
co upo n. 8 Sh e's t akin g a cake out of th e oven. 9 She's picki ng
up litter. / picking litter up. 10 She's tu rning up the vo lu me. /
t urning th e vo lume up. 11 He's cutting down a tree. / cutting a
tree down. 12 She's t urni ng down th e vo lu me. / turning t he vo lu me
down. 13 The dog 's runn in g away with th e sa usages.
14 She's th rowing away the paper. / th rowing the pa per away.
15 He's looking back at his fam ily. 16 She's giving back t he money. /
giving t he money back.
Phrasal verbs are made up of a verb and a particle, which
combine to make a new verb. In some cases the meaning is
literal, e.g. pick up, but in many cases the verb and particle
combine to make a special meaning. A few other languages,
like German, have phrasal verbs and speakers of these
may find it easier to notice, and work out the meaning of,
English phrasal verbs. However, if students are not used to
the idea of phrasal verbs they may translate the verb and
the particle separately, leading to confusion.
3 Read through the Language note . Elicit / Explain the
difference between separable and inseparable.
Go through the rules on Student's Book page 110.
Focus on part one. Read the note and drill the examples.
Ask students to look at the phrasal verbs in exercise 1 and
find more examples of verbs where the particle can go before
or after the object. Elicit: put on, take off,fill in, cut out, pick
up, turn up, cut do wn, turn down, throwaway, give back.
Read through part t wo. Drill the examples.
Write: She'sfilling in aform. He 's picking up the books. on the
board . Put students in pairs to rewrite the sentences with a
suitable pronoun . Elicit: She's filling it in. He's picking them up .
Go through the third part. Drill the verbs and the examples.
Tell students to find two more examples of inseparable phrasal
verbs in exercise 1. Elicit: run away, look back.
93
4 Do the example together. Play the first item on audio Oil
Students hear Please fill in the form, say the alternative, then
listen and repeat.
Play the rest of the audio.
Sa Go through the sentences. Elicit / Teach: look round (a house).
Write: We looked round a new house today. on the board . Ask:
Separable or inseparable? Elicit: Inseparable. Repeat with
It's cold, so you should put on a coat. to elicit that the verb
and particle can be separated. Ask students to rewrite the
sentence. Elicit: It's cold so you should put a coat on.
Put students in pairs to identify the separable phrasal verbs
and complete the exercise. Monitor.
b Play audio BIJ for students to listen and check their
answers.
Go through the answers as a class. Nominate different
students to read one sentence each.
2 It's co ld, so you should put a coat on. 4 Don't forget to switch
your mobile off. 6 Have you t hrown the magazi nes away? 7 You
can't cut that tree down!
6
Go through the questions . Use them to talk about you, e.g.
I bought a watch and threw away the receipt. When it broke
I couldn't take it back to the shop because I didn't have the
receipt. Nominate a student. Ask: Have you ever thrown away
something that you needed? Elicit a response, then ask a
follow-up question to find out what happened .
Ask the same question to another student. Repeat with
, different students and different questions.
Tell students to read the questions again and answer them.
Monitor.
Put students in small pairs to compare their ideas. Monitor.
Nominate individual students to tell the class about their
partner.
Focus students' attention on the can do statement: No w I can
use some common phrasal verbs.
Play a game of Phrasal VE:rb Snap. Write out phra~.3l verbs froP'
thlS and previot..~ les ,ons on separate pleces of card. Each piece
of card srould have a verb or a partlcle. Make eroJgh sets for
studenh to >'Iorl( m grot..ps.
Put stt..derts r groups. Give each group a set of verbs a ld a set
of paric,es. Place trerl face down in two piles on the desk. One
~tL dent r the group turns over a verb cclrd, .-lnother stt-dent
tt..rns over ( rilrt'cle card. If they rla~e up a phra~al verb,
anyore r thE' group can shout 'Snap' If not, they turn over two
rr'l e card~ When se rneone shoJts 'S'1<'P', they w10 the cards on
the taJle or ly lf they ca'1 make up l se'ltence witI' the phrasal
verb
Resource activity pages 214 and 274
TEACHER'S NOTES LESSON 42 Students review and practise passive forms.
Warm-up
Play a game of Animal, Place, or Object.
Choose an animal, place, or object that students will recognize,
but don't say the name. Use one of the things mentioned in the
lesson, e.g.jish, Australia, ship, toyJactory.
Tell students they have to ask you yes / no questions to guess
the thing, e.g. Is it a place? Is it a country? Is it an island?
If they can't guess after ten questions, you win.
1 Play audio IfI] for students to read and listen. Ask: What
sort of toys are causing problems? Elicit: plastic bath toys.
Tell students to cover the text. Ask questions about the
picture, e.g. What can you see? How many ships are there?
Elicit / Teach: cargo ship, container, plastic, bath toy, duck,
frog, turtles, ocean current, break up, polluted.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
When were the containers thrown into the sea? What was in
them? How have the toys helped scientists?
2 Go through the rules on Student's Book page 110.
Focus on the uses of the passive. Drill the examples.
Point out that we also use the passive when the agent (who or
what did something) is not known. Say: They have been found
in Australia. Tell students to find the sentence in the text in
exercise 1. Ask: Who found the toys? Elicit that we don't know.
Look at the next part on the form of the passive. Drill the
examples. Ask: How do we make the passive? Elicit: the verb 'to
be' + the past participle of the main verb.
Go through the final section. Drill the examples.
Tell students to read the text again and underline examples of
passive + by + an agent. Elicit: was hit by a storm, were thrown
into the sea by the waves, have been carried around the world by
ocean currents, have been studied by scientists, will be eaten by
fish and birds, is polluted by chemicals.
In some languages the passive can be replaced with a
reflexive construction and students may copy this pattern
in English, leading to mistakes such as The deers cIesed
ti1emseh<es.
3a Read through the text. Elicit / Teach key vocabulary, e.g.
tools, products, continent, trap, beach.
Focus on the first paragraph. Write: Plastic ___ (use) to make
almost anything. on the board. Point to the gap. Tell students
to supply the verb in the present simple passive. Elicit: is used.
Ask students to read the first paragraph again and put the
verbs in brackets into the present simple passive.
Look at the second paragraph. Write: In 1992, thousands
of plastic toys ___ (throw) into the sea. on the board. Ask
students to supply the past simple passive of throw. Elicit:
were thrown.
Tell students to read the second paragraph again and put the
verbs in brackets into the past simple passive.
b Play audio _ for students to listen and check their
answers.
Go through the answers as a class. Nominate different
students to read one sentence each from the text. Check
pronunciation.
94
1 is used 2 are made 3 are transported 4 are carried
5 is hit 6 are lost 7 were thrown 8 was hit 9 were carried
10 were trapped 11 was taken 12 was seen 13 were taken
14 were found
4 Go through the statements. Elicit / Teach key vocabulary, e.g.
environmental issues, dump, logging company, rainforest, oil.
Write: Traffic produces pollution. on the board. Ask students to
rewrite the sentence using a passive form in the same tense.
Elicit: Pollution is produced by traffic.
Put students in pairs to complete the exercise. Monitor.
Go through the answers as a class.
1 Pollution is produced by traffic. 2 Some forest fires are started
by cigarettes. 3 Chemicals have been dumped in rivers by
factories. 4 Rainforests have been cut down by loggers.
5 Millions of animals were killed by oil from the Exxon Valdez.
6 More food will be needed by the world's population. 7 More
organic food will be bought by shoppers.
5 Put students in small groups. Tell them to list environmental
problems around the world. Monitor and help with new
vocabulary.
Elicit ideas from around the class. Problems might include the
following: acid rain, water pollution, air pollution, forest fires,
litter, overcrowding, hazardous waste, animals / plants becoming
extinct, damage to rainforests / green areas, etc. Make a list on
the board and check comprehension of new words.
Focus on the list on the board. Elicit some outcomes of each
problem, for example Trees are killed by acid rain.
Read through the task and the example. Tell students to write
five sentences about how the environment is damaged in their
country. Monitor.
Put students in small groups (if possible, mixed nationality
groups) to compare their ideas.
Nominate individual students to tell the rest of the class about
their country.
English in the world
Elicit / Teach: eco-friendly, artificial colouring, recycled material,
bio-degradable, sustainable source.
Read through the information as a class.
Put students in pairs to read the definitions again and discuss
whether they look for labels like these on products they buy.
Put students in groups to discuss their ideas. Monitor, then elicit
ideas from around the classroom.
Focus students' attention on the can do statement: Now I can
describe a process.
FoLLow-up
Tell students to look back at the sentences they wrote in
exercise 5 describing environmental problems. Ask them to
write five sentences to describe what is being done to prevent,
or reduce, each problem in their country. For example, Signs are
put up in forest areas to tell people not to drop cigarettes.
Elicit ideas from around the classroom. Collect the work in for
written feedback.
Resource activity pages 215 and 274
 Students listen to, and ask about, a process.
Warm-up
o Use a map of the South Pacific to find out what your students
know about the area. Ask them if they can name any of the
islands and to find Indonesia, Tahiti, and Hawaii on the map.
Ask questions, e.g. What languages are spoken in (TahitI)? What
is the climate like? How do you think most people earn a living?
la 0 Focus on the pictures in exercise 3. Drill each item as a class
and individually.
o Put students in small groups to look at the pictures and decide
what the listening might be about. Collect ideas from around
the classroom.
o Play audio BD for students to familiarize themselves with
the speakers' voices and to check their ideas.
b 0 Go through the statements. Tell students to listen and choose
the correct answer. Play the audio again.
o Go through the answers together.
1 Tahiti 2 pearl farmer 3 Japan
2 0 Read through the statements.
o Tell students to listen again and decide if the statements are
true or false. Play the audio.
o Go through the answers as a class.
1 F 2F 3F 4T 5F 6T
o Write: Most pearls are found by divers. on the board. Ask
students to correct the statement. Elicit: Most pearls are
produced by farmers.
o Put students in pairs. Tell them to correct statements 2, 3,
and 5.
o Go over the answers together.
1 Most pearls are produced by farmers . 2 It takes two or three
years to make a pearl. 3 Oysters aren 't killed to get the pearls out
of them. 5 Pearls are different shapes.
3a 0 Focus on the pictures ofthe pearl farming process. Ask: What
is the first part of the process? Elicit: picture d - a piece of shell
is put inside the oyster.
o Put students in pairs to complete the exercise.
o Go through the answers as a class.
d, a, c, f, b, e
b 0 Read through the verbs. Point to the first picture (d). Ask
students to make a sentence using one of the verbs in the
passive. Elicit: A small piece of shell is put in the oyster.
o Put students in pairs to complete the exercise. Monitor.
o Go over the answers together.
1 Asmall piece of shell is put in the oyster. 2 The oysters are kept
in baskets in the sea. 3 The pearls are taken out of the shells.
4 The pearls are sorted into different colours. 5 The pearls are
sentto Japan. 6 They are made into jewellery.
97
o Go through the first part of the Language note (Yes / No
questions and answers). Drill the examples.
o Write: the pearls / produce / Tahiti? oyster/kill / to get
the pearl? on the board. Tell students to make two passive
questions. Elicit: Are the pearls produced in Tahiti? Is the oyster
killed to get the pearl? and write both questions on the board.
o Ask the first question. Elicit: Yes, they are. Repeat with the
second question to elicit No, it isn't.
o Read through the second part of the note (Wh- questions) and
drill the examples.
o Write the following questions on the board: Where the pearls
are produced? How is the pearl take out of the oyster? Where the
pearls sent? Put students in pairs to correct the questions.
Elicit: Where are the pearls produced? How is the pearl taken out
of the oyster? Where are the pearls sent?
4a 0 Read through the questions. Elicit / Teach: mentioned.
o Tell students to answer each question.
b 0 Play audio BD again for students to listen and check.
o Go through the answers as a class.
1 To make round pearls. 2 pink, black, gold 3 They're produced
by different kinds of oysters . 4 pink pearls 5 necklaces,
bracelets 6 They are eaten.
Sa 0 Read the questions. Make sentences about your town /
district, e.g. Chocolate is produced in my town. It's produced in
a factory near my house and sold all over the country.
o Tell students to make notes about something that is produced
, in their workplace, town, or region. Monitor.
b 0 Go through the questions. Nominate individual students to
answer each one.
o Put students in pairs to ask and answer the questions.
Pronunciation
1 0 Model the pronunciation of /'J:/ in sort and /'JI/ in oyster.
o Go through the words. Put students in pairs to say the words
and put them in the correct column according to the sound.
2 0 Play audio BB for students to listen and check. Go through
the answers together.
h :/: sort, form, worn, normally, morning, storm
1':>1/: oyster, toy, destroy, noise, coin, boy
o Play the audio again for students to listen and repeat.
o Focus students' attention on the can do statement: Now I can
ask about a process.
FoLLow-up
o Revise the phonemic alphabet with a game of Noughts and
Crosses (see page 10). Use words from the lesson, but write
them in the grid using the phonemic alphabet, e.g.
iP3:1! (pearl), I'd3u:lri / (jewellery), ''Jist;)/ (oyster), I' brClSI;Jt/
(bracelet), lIeU (shell), l'fa:m;J! (farmer), /pr;J'dju:sl (produce),
Is;:rt/ (sort), l'nekl;)sl (necklace).
Resource activity pages 216 and 275
 Students learn and practise expressions for reporting information.

Warm-up 4a Focus on the Everyday expressions. Tell students to find and

underline them in the text.
Write out adject;ves to describe feelmgs on ~eparate piece~ Write: It s___ ms (that) ... on the board. Point to the gap and
Of paper. T'lese should be adjectives that stJdents raVE' seen
ask students to supply the missing word. Elicit: seems.
at this, or a previous level, e.g. tired, thirsty, hungry, bored,
Ask students to complete the expressions.
mterested, worried, annoyed, excited, relaxed surprised, Go through the answers together. Drill each expression as a
embarrassed, frightened. confused, miserable, proud. Put the class then individually.
pIeces of paper face down on a desk at the front of the cla )s.
seems, apparently, tells, hear, understand
Put students in teams. Teams taKe it in turns to choosE' a piece
Of paper and act out the ~djective for the rest of the class to
guess. There are three points available: one for guessing tre
b Read through the sentences. Elicit / Teach: degree, Harvard.
Look at the example. Put students in pairs. Tell them to take
word, one for spellmg it correctly, and one for making up a
it in turns to use the expressions in exercise 4a to report the
sertence using the adjective, e g. He's tired because he dldn t
information. Monitor.
go to bed untIL 4 a.m.
Go through the expressions together. Nominate individual
students to read out one sentence each. Check pronunciation.
1 Tell students to read episodes 4 and 5 again. Ask questions
S Focus on the Language check. Look at the first picture. Ask
about the story, e.g. Why was Jordan at the 'In the Can' offices?
students to read the text again and underline all the examples
What happened while he was there? Who is Melanie?
of the passive.
2 Play audio aJ to familiarize students with how the story Repeat with the remaining pictures.
develops and with the characters' voices. Go over as a class.
Elicit/ Teach key vocabulary for the pictures, e.g.
picture 1: down in the dumps,fed up, go well, wedding plans, picture 1: .. . the restaurant's been booked , the invitations will be
sent out
invitation
picture 2: ... Melanie's been accepted by a university in the States, ...
picture 2: be accepted, transfer, same old (job), feel sorry for
Daniel at work was transferred ... , ... I've been left behind.
yourself, move on, left behind, cheer up
picture 3: Managing Director
Write the new words on the board and drill them as a class and
6 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
individually.
Give students an opportunity to practise each role. Monitor.
Tell students to cover the text. Ask some questions about the
Ask one group to act out the story for the rest of the class.
pictures to check basic comprehension, e.g.
picture 1: What is Ryan doing? Who is walking past the cafe? Focus students' attention on the can do statement: Now I can
How does Lucy look? report information.
picture 2: What is Lucy doing now? Is she happy?
picture 3: Where's Lucy? Who else can you see? How does Lucy
look now? P ay a game of Wrispe s 'see paqe '1) using the fo.lowing
Focus on the question: How does Lucy feel? Why? Play the ~erterces: I hec.r Peter PIper pIcKed some {lJrp1e peppers.
audio again for students to read and listen. Elicit: She's fed Apparently. Sally S,nith sell~ sea ~he[ls on the seas!>or
up because she thinks everyone is moving on and leaving her I ul1derstand tr,at Bf:Jty BlacK bought a D,g black lJoCJk about
behind. buqs. I !>ea r that a '1oi~y noise a'1noys a'1 oyster. MV fpe(ld Greta
Ask some questions about the text to check comprehension, tells '11e tt,at green GreeK qropes are great.
e.g.
picture 1: Why is Jordan busy? What are Peter and Sarah doing? Note: You cOl...d adjJ~t thE. serte'1ces to i 1clL.Je sOJnds that
Who's booked a restaurant? you' stud ~r b '1dve probll'm) Wlt'1.
picture 2: What is Melanie going to do? Where is Daniel? How has
Lucy's life changed? Resource activity pages 217 and 275
picture 3: When does the Managing Director want to see Lucy?
3 Focus on the sentences. Write: ___ is putting out some tables
and chairs. Tell students to look at the text and pictures again .
Ask: Who is putting out some tables and chairs? Elicit: Ryan.
Tell students to read th e text again and complete the
sentences.
Put students in pairs to compare their answers, then go over
the answers as a class.
1 Ryan 2 Lucy 3 Jordan 4 Peter and Sarah 5 Cindy
6 Melanie 7 Daniel 8 the Managing Director

98
 Students learn and use a lexical set of words to talk about
personality.
--~--------------------------------------
Warm-up ..,
Ask students to call out names of people they admire. Choose
ten people and write their names on the board. Try to include a
mixture of people, e.g. a politician, a sports star, someone who
does a lot of work to help people, an actor, a scientist, a writer,
etc.
Tell students they are in a hot air balloon which is going to
crash because there are too many people on board. They have
to choose five people to throw out of the balloon. Put students
in groups to decide on five people and give reasons for their
choices.
Elicit ideas and reasons from around the classroom.
la Elicit / Teach: personality. . Look at the pictures. Go through the names and the
Focus on the sentences. Play audio BIl for students to read
and listen.
b Play audio B for students to listen and repeat the bold
words.
Write the bold words on the board. Tell students to cover
the sentences and look at the words on the board. Read a
description and elicit the correct word, e.g . Say: He always
finishes his work on time. ELicit: He's reliable.
Repeat with different descriptions, then put students in pairs
to practise. Monitor.
2 Put students in small groups . Set a time limit of two minutes
to complete the task. Monitor.
Ask groups to call out their words. Write new words on the
board and check comprehension .
Read the Language note. Drill the examples.
Nominate a student. Ask: What is your bestfriend like? Elicit:
He's / She's (cheerful). Repeat with What does he / she like? to
elicit He / She likes (sport). Repeat with different students.
Students sometimes confuse What does he like? What is he
like? and What does he look like? We use look like to ask for
a physical description, e.g. What does your sister look like?
Because of the way the question is phrased, students may
make the mistake of answering She leeks like tell flRd slim.
The correct response is She's tall and slim. We can use look
like in a description when we are comparing two people,
e.g. He looks like his brother. They're both short and a little
overweight.
3a Focus on the exercise. Go through the words . Drill each one as
a class, then individually.
Write: sensible on the board. Ask: What's the opposite of
'sensible'? Elicit: Silly.
Put students in pairs. Make sure that each pair has access to
a dictionary. Tell students to complete the task, using their
dictionaries if necessary. Monitor.
b Play audio B!IJ for students to listen and check.
Go over the answers together. Check pronunciation.
1 sensible - silly 2 reliable - unreliable 3 patient - impatient
4 modest - big-headed 5 hon est - di sho nest 6 ti dy - untidy
7 cheerful - mi se rable 8 polite - impolite 9 ki nd - unkind
10 sociable - un sociable 11 easy-going - t ense 12 ambitiou s -
unambitious 13 sensiti ve - insen sitive 14 loyal- di sloyal
c ELicit / Teach: prefix.
Tell students to look at the list of words in exercise 1 and 3a
again and list words which have the prefi x un-. Elicit: reliable,
tidy, kind, sociable, ambitious.
101
Put students in pairs to complete the exercise .
Go through the answers as a class.
4 Use the adjectives in exercises 1-3 to describe yourself, e.g .
I think I'm a sensible person, I try to do the right thing. I'm quite
sociable, I love going out with my friends. Some people say I'm
impatient because I don 't like waiting for things.
Nominate a student. Ask: How would you describe yourself,
(Martine)? Repeat with different students.
ELicit / Teach: calleague.
Set up the task for students to complete alone. Monitor.
Ask different people to describe one of the people from the
list. Check pronunciation.
Sa Play audio m::IJ for students to familiarize themselves with
the speakers' voices.
relationships.
Focus on the table. Tell students to listen and complete the
relationship column . Play the audio again.
Check the answers together.
1 Josh: new colleague 2 Mrs Bell: fa vou rite teacher
3 Ri chard: boss 4 Maxi ne : fl atmate
b Ask students to look at the description column of the table.
Tell them to listen to the first conversation again and write
the three adjectives that Fatima uses to describe Josh. Play
the first conversation. ELicit: unsociable, reliable, polite. Check
pronunciation .
.. Repeat the procedure for each conversation.
Josh: un sociable, reli able, polite Mrs Bell: patient, kind, cheerful
Richard: easy-going, untidy, big- headed Ma xine: modest,
ambitiou s, tense
6a
Go through the exercise. Draw two columns on the board
headed good boss and bad boss.
Put students in small groups and ask them to list three
adjectives to describe a good boss . Monitor, then elicit ideas
and write them on the board.
Nominate a student. Ask: How would you describe a good
boss, (Jan)? Elicit a response, then ask Why do you think it's
importantfor a boss to be (patient)?
Repeat with bad boss.
Give students time to complete the exercise alone. Monitor.
b Put students in pairs to compare their answers. Monitor.
Nominate different students to tell the rest of the class their
answers .
Focus students' attention on the can do statement: Now I can
describe someone's personality.
FoLLow-up
Make up definitions for the words in exercise 3. You can
adapt the definitions in exercise 1 for this, e.g. He never
does the right thing. (silly) She never finishes her work on time.
(unreliable) They hate waiting for things. (impatient).
Put students in teams. Tell them to close their books. Read
out a definition and award a point to the team that calls out
the correct word first, and another point if they can spell it
correctly.
Resource activity pages 218 and 276
 Students learn and practise modal verbs to express possibility and
TEACHER'S NOTES LESSON 46 ' give advice.
"""'" ~~
Warm-up
Put students in small groups. Tell them to imagine they are
going on a Long waLk in the country. Set a time limit of one
minute for them t o list the things they would take.
List student s' ideas on the board and check comprehension of
new words.
1 Play audio _ for students to read and listen. Ask: Who is
worried about bad weather? Elicit: Cindy.
Tell students to cover the text . Ask question s about the
pictures, e.g. What is Cindy doing? What's the weather like? Why
is Ryan fed-up?
Elicit / Teach: pessimistic.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension , e.g.
What are they taking? Why?
2 Go through the rules on Student's Book page l1l.
Focus on the grammar box. Drill the examples as a class and
individually.
Write: I / You / She / They / We might not pass the exam. on
the board . Elicit / Explain that modal verbs are the same for
alL subjects . We form senten ces with a subject + might + the
infinitive of a verb without to.
Tell students to read the conversation in exercise 1 again
and underline more examples of might. Elicit: It might not be
fine all day. It might be cold in the evening. The weather might
change later. Drill both examples .
Since not all languages have one to one equivalents of
English modal verbs, it can take time for students to
understand the differences in English. For example,
confusion over the exact use of might and can may lead to
sentences such as It can min later, Yel:l miyRt l:Ise my'l:Imer:ella,
instead of It might rain later. You can use my umbrella.
3 Do the example together. Play the first item on audio BB.
Students hear Will she be late? Yes, possibly, make a sentence
with might or will, then listen and repeat.
Play the rest of the audio.
4a Go through the cues and the verbs.
Write: We / the plane. on the board. Ask students to make a
sentence with might and one of the verbs . Elicit: We might miss
the plane.
Put students in pairs to comp Lete the exercise. Monitor.
Go through the ans wers as a cla ss.
1 We might mi ss th e plane . 2 Someone mi ght burgle ou r ho use.
3 We mi ght not like the hotel. 4 There mig ht be an ea rthquake.
5 We mi ght lose our pa ss ports. 6 Ou r luggage might not arrive.
b Put students in small groups. Set a time limit of two minutes
to complete the task . Monitor.
Ask groups to call out their idea s. Write new words on the
board and check comprehen sion .
Sa Go through the rules on Student's Book page 11 l.
Focus on the second grammar box. Drill the examples as a
class and individually.
Ask students to look at the conversation in exercise 1 again
and find a piece of advice. Elicit: We should take jumpers and
coats. Write the sentence on the board and remind students
that should is a modaL verb, so we use it with the infinitive of a
verb without to.
102
b Go through the cues. Elicit / Teach key vocabulary, e.g. light-
coloured, seatbelt, personal stereo.
Read the example . Ask: What shouldn't you do? Elicit: You
shouldn't put your mobile on the table. Repeat with Why
shouldn't you do this? to elicit Somebody might steal it.
Put students in pairs. Tell them to make a sentence with should
to give advice and a sentence with might to give a reason for
the advice. Monito r.
Ask students to read out their sentences. Note: These may
differ from the suggested answers, but accept anything that is
logical.
Suggested answers
1 You shouldn't put your mobile on t he table. Somebody might steal
it. 2 You shouldn't drive when you're tired. Yo u might fall as leep
and have an accident. 3 You should wear somet hing lig ht-co loured
at night. Drivers might not see you. 4 You should always put yo ur
seatbelt on in a car. You might have a crash. 5 You shouldn't leave
things on t he stairs. Somebody might fal l over the m.
6 You shouldn't play a personal stereo very loud. Yo u might annoy
somebody.
6a '.6M
Go th ro ugh the situations. Use them to make sentences about
your life, e.g . I might watch the news tonight. I shouldn 't eat
chocolate, but I of ten do.
Tell students to read the situations again and make sentences
about their li ves. Monitor.
b Put students in pairs to compare their ideas. Monitor.
Nomin ?te different students to say sentences about their
pa rtner.
English in the worLd
Elicit / Teach: taboo, offend, blo wyour nose, sole ofyour foot ,
unclean, jump a queue.
Read through the text as a class. Ask questions about the text to
check comprehension , e.g. What is taboo in Japan? Where is it rude
to sho w the bottom of your foot? Which hand should you eat with in
Egypt? What shouldn 't you do in Britain?
Put students in mixed nationality pairs / small groups to talk
about taboos in thei r countries. If your students are all the same
nationality, do this as a whole class activity using the board .
Focus students' attention on the can do statement: No w I can
express possibility and give advice.
FoLLow-up
Use a chain game to practise giving advice and expressing
possibility. Arrange the class in a circle. Tell students that one
of your friends is going on a round-the-world trip and doesn't
know what to pack. Say: I think he should take some warm
clothes, because it might be cold. The next student makes a
sentence with a different item and reason, e.g. I think he should
take a camera, because he might want to take some photos. If
someone repeats an item or a reason, they are out of the game.
Resource activity pages 219 and 276
 Students read and complete a personality quiz.
Warm-up
\
Revise personality adjectives with a board race. Put students
in teams and draw a column on the board for each team. Line
the teams up in front of their column. Give the two students at
the front a pen and whisper an adjective from lesson 45; they
write the opposite. While they write, whisper another adjective
to the next two students. Continue along the lines. Count the
correct, and correctly spelt words for each team. Award an
extra five points to the team that finished first ONLY if they
have no mistakes.
la Ask questions about the picture, e.g. How many people can you
see? Where are they? Is everyone enjoying themselves? How can
you tell?
Play audio BII for students to read and listen.
Elicit / Teach key vocabulary for each question, e.g.
moderately,jold your arms, amuse, dream, pleasant.
b Focus on the quiz. Nominate a student. Ask: When do you feel
best, (Mica)? Elicit an answer, then nominate another student
and ask a different question.
Put students in A/ B pairs. Tell the As to use the quiz to
interview the Bs. Monitor, then tell students to swap roles.
Ask students about their partners, e.g. When does (Tony) feel
best? How does (Naomi) usually walk? What does (Ping) do when
she talks to people?
Focus on the Language note. Drill the example.
Elicit / Explain that an adjective describes a noun and an
adverb describes a verb. An adjective usually goes before a
noun. An adverb usually goes after a verb.
Write: My brother is a noisily person. Sally laughed loud. He
is very sensitively. Manos quietly speaks. on the board. Put
students in pairs to correct the sentences. Elicit: My brother is
a noisy person. Sally laughed loudly. He is very sensitive. Manos
speaks quietly.
Go through the regular adjectives and adverbs (quiet/ quietly,
noisy / noisily, sensible / sensibly) and drill each pair.
Elicit the following rules for forming adverbs from adjectives:
most adjectives: + -Iy (quiet/ quietly)
adjectives ending -y: replace -y with -ily (noisy / noisily)
adjectives ending -ble: replace the -e with -y (sensible /
sensibly).
Go through the irregular adjectives and adverbs (good/well,
fast/fast, hard/ hard) and drill each pair.
Tell students to cover the language note. Write: loud, luck,
good, slow, quick, reputable, moderate,jast, easy on the board.
Put students in pairs to write the adverb for each one. Elicit:
loudly, luckily, well, slowly, quickly, reputably, moderately, fast,
easily.
2 Write: a = ___ , b = ___ , c = ___ . on the board. Tell students
to listen and write down a score for each letter. Play audio
Em
Go over the scores, then tell students to calculate how many
points they scored in the quiz.
a = one point, b = two points, c = three points
105
3 Tell students to look at the results. Play audio BII for
students to read and listen.
Go through the text. Elicit the meanings of the adjectives in
each section, e.g.
21- 24: brave, strong, exciting, ambitious, big-headed,
insensitive, close
17- 20 : interesting,friendly, modest, kind, helpful, sociable,
easy-going
13 - 16: sensible, careful, intelligent, honest, loyal, sensitive
8- 12: shy, serious, tidy, quiet, happy, reliable
Focus on the questions: What does your scare mean? Do you
agree? Put students in four groups, according to their score,
i.e. put those who scored 8-12 together. Tell students to read
their results again and discuss the questions. Monitor. Ask
individual students if they think they are in the right group .
Ask: Why? / Why not?
4a Writing
Focus on the first question. Tell students to choose a person
they know well and answer the questions for that person.
Go through questions 2 and 3. Tell the class about someone
you know well, e.g. a friend. Say the person's name and how
you know him / her. Draw two columns on the board with the
headings positive and negative. List adjectives to describe the
positive and negative aspects of your friend's personality.
Underline the most important aspect of his / her personality.
Tell students to read the questions again and make notes
about the person they chose.
b Focus on the model. Use the cues to make sentences about
your friend, e.g . I think (Tanya) feels best in the morning. She
usually walks quickly.
Tell students to use their notes to write a paragraph about
their person. Monitor.
Ask individual students to read their work out to the rest of
the class.
Focus students' attention on the can do statement: Now I can
complete a personality quiz.
FoLLow-up
Set a time limit for students to write a paragraph about
themselves using the model in exercise 4b. Monitor.
Collect in the paragraphs. Read some of the paragraphs out and
ask students to guess who wrote them. i<:eep the work so that
you can provide written feedback.
Resource activity pages 220 and 277
 Students learn and practise expressions for comparing experiences.

Warm-up 6a
(ollpct s x pirtl'rE) of pa'rt rq) (trese can befourd Ir Focus on the cues. Use them to tell the class about yourself,
magazires or on the Irterret). Include a ra'1ge of styl~s a'1d e.g. I don 't drink tea. I can't play the piano.
scer es, e.g. abstract, pop ar., rOllantic. Tell students to write ten new sentences about themselves.
Monitor.
D's')lay the pIctu res on the toard and labe th~rr 3 f. Ask
stl..derts to lool( at tre pictures 2rd put tre!'1 ;n 0 der of b Ask two students to read out the example conversation .
p'effrence. Nominate a student. Say one of your sentences, e.g. I don 't
drink tea. Elicit a response. Continue with different students
Put s~udents in srrall groups to d SCJSS thel' l sts.
and different sentences.
Put students in pairs. Tell them to use their sentences to make
la Ask questions about the pictures, e.g. Where are the people? new conversations. Monitor.
What are they looking at? Nominate pairs of students to act out one conversation each.
Play audio ~ for students to read and listen. Check pronunciation.
b Go through the questions. Tell students to read the
conversations again and find the answers. Pronunciation
Put students in pairs to compare their answers, then go 1 Write: So can 1. Oh, I can. on the board. Model the
through together. pronunciation of can in each sentence. Elicit that can is
pronounced I bnl in the first sentence and I krenl in the
Dan and Fay like the painting. Meg has been to New Zealand.
second sentence.
Play audio mlIJ for students to read and listen.
2 Nominate three students to act out the first conversation
Drill the weak and strong forms of each verb, e.g. I bn /, I kren/,
from exercise 1. Check pronunciation. Repeat with the second
I h;)v/, I hrev/.
conversation.
Put students in groups to practise. Give them an opportunity 2 Play the audio again for students to listen and repeat.
to practise all roles. Monitor. Focus students' attention on the can do statement: Now I can
3a Focus on the Everyday expressions. campare experiences.
Go through the rules on Student's Book page 11l.
Focus on the positive statements. Drill each sentence and
response. Plc y d game of Domn oes (se" pilqr 10, l.~ir g statE llerts a Id
Nominate a student. Say: I was away last week. Elicit: So was express'o s to cor-pare ~xp~r e Ice . Wnte J 5t It~IT e"l' 01
1. or Oh, I wasn't. Repeat with different students and different t JP r ql]t ~ dnc ~idE 0 t'le do n'ro 0'1 tre let hand side wr te
sentences. a I expressior to agre~ or disagree "''lId IT Itl'le5 1 dlffr'ent
Go through the negative statements. Drill each sentence and statrmer t E.q. So 10 I/ Ve never go abr )ad; Nelt/ler do we / I ve
response. 'lot a tJw car; So /lave ( I t/lmk George (looney IS great.
Nominate a student. Say: I'm not going to work today. Elicit:
Neither / Nor am 1. or Oh, I am.
Resource activity pages 221 and 277
b Nominate a student. Ask: (Li), how do you say 'So do I' in
Chinese? Repeat with different phrases and languages. Review and Word Lists Lessons 41-48
Put students in pairs or small groups to practise. Student's Book pages 93-94
4 Do the example together. Play the first item on audio mlB.
Students hear I like my job, respond So do Ito say that their
experience is the same, then listen and repeat.
Play the rest of the audio.
S Ask two students to read out the example conversations while
the others read and listen. Check pronunciation.
Go through the list of cues. Use them to make conversations
with different students: Nominate a student. Ask: Do you
like swimming (Manolis)? Elicit a reply and respond according
to what is true for you. Practise with different students and
different questions.
Focus on the cues. Ask students to write eight new questions.
Put students in pairs. Tell them to use their questions to make
new conversations. Monitor.
Nominate pairs of students to act out one conversation each.
Check pronunciation.

106
 Students learn and use a lexical set of words to talk about weddings
and family relationships.

Warm-up
Write out two sets of family members as anagrams, e.g.
Set 1: temhro (mother), sstre7 (sister), uaerdgth (daughter).Jwe7
(wife), 7eecn (niece), drmtgrhnoea (grandmother), nuta (aunt).
Set 2: trhfea (father), eorrbth (brother), nso (son), uobhdns
(husband), eehwpn (nephew), aaerrngdhtf (grandfather), cnleu
(uncle). You need copies of set 1 fo' half ofthe class ard set 2
for the other half.
Put students in A/ B pam. Give the As a copy of set 1 and the
Bs a copy of set 2. Tell them to solve the anagrams and then
match the female / male pairs, e.g. brother / sister.
1 Focus on items 1-5. Play the first part of audio IllII (to a
wedding dress) for students to listen and repeat. Drill each
item as a class and individually.
Ask students to cover the labels. Point to the pictures and
elicit the correct words .
Look at items 6-8. Play the audio for students to listen and
repeat.
Tell students to cover the sentences. Write: get m___ , have
a w___ , registry 0 ___ , wedding g___ , c __ confetti on the
board. Ask students to supply the missing words. Elicit:
married, wedding, office, guest, throw.
Focus on the last four items. Play the rest of the audio for
students to listen and repeat.
Tell students to cover the labels and look at the second
picture. Ask questions to elicit the vocabulary, e.g. What is the
bride carrying? What is the bride wearing? to elicit a bouquet, a
wedding ring. Repeat with the other pictures.
2 Play audio miD to familiarize students with the speakers'
voices. Ask: Where did Adam go at the weekend? Elicit: To his
neighbour's wedding.
Read through the task. Tell students to listen and write down
two things that Adam says about places, clothes, and people.
Play the audio again.
Go through the answers together.
places: The wedding was at a church. Th e reception was at a hotel in
the city centre. Th e honeym oon is in Thailand .
clothes: The bride wore a white dre ss. The bridesmaids wo re yellow.
people: The bride arrived with he r father and her bridesmaids. The
groom 's brother was hi s best man . One of the bridesmaid s was the
groo m's daughter, the other was the bride's niece . The best man made
a funny speech. The bride and groom cut the wedding cake. The bride
and groom left the reception early to go on honeymoo n.
3 Focus on the family tree. Tell students to find Dale and Nick.
Write: Dale is Nick's ___ . on the board. Point to the gap. Ask:
What is Dale's relationship to Nick? Elicit: stepson.
Read through the sentences. Put students in pairs. Tell them
to use the family tree to complete the sentences. Monitor.
Go over the answers as a class. Ask different students to say
one sentence each.
1 stepson 2 ex-hu sba nd 3 sist ers-in-la w 4 brother-in-law
5 daughter-in-law 6 stepfat her 7 ex-wife 8 stepchildre n
9 parents-in -law 10 mother-in -la w
In some languages of is used to show relationships between
people. For example, in Spanish you would say el hermano de
Maria (which translates as the brother of Maria). In English it
is more natural to use's, e.g. Maria 's brother.
4
Draw four column s on the board with the following headings:
places, events, clothes and people. Focus on the first column .
Nominate a student. Ask: Where do people usually get married
in (Saudi Arabia)? Repeat the question for different students
to elicit a list of places where weddings are held in your
students' countries, e.g. church, synagogue, registry office,
town hall. Write these in the places column.
Repeat with each column.
Set a time limit for students to make notes about a wedding
they have been to.
Put students in pairs to tell each other about the wedding.
Monitor.
Nominate individual students to describe the wedding to the
rest of the class.
Focus students' attention on the can do statement: Now I can
talk about weddings and family relationships.
Focus on the family tree in exercise 3. Tell students to draw an
extended family tree for their family.
Put students in pairs to describe their family. Monitor.
Resource activity pages 222 and 278

Read the Language note. Drill the examples.

Write: The groom's parents are the bride's ___ . The bride's
mother is the groom's ___ . The bride's husband from her first
marriage is her ___ . The bride's son from her first marriage is
the groom's ___ . on the board.
Put students in pairs and ask them to complete the sentences.
Elicit: parents-in-law, mother-in-law, ex-husband, stepson.

We say parents-in-law NOT POJ'Rt iR laws. Similarly, we use

sisters-in-law for female relatives and brothers-in-law for male
relatives if there is more than one. In-laws is an informal way
to refer to the family of someone's husband or wife.

109
TEACHER'S NOTES LESSON 50 Students review and practise direct and indirect objects.
Warm-up . 1 Peter sent his father a birthday card 2 I wrote the manager a
Put students in pairs to list occasions when they might give a
gift to someone.
Ask students to call out their ideas and list these on the board.
Ideas might include the following: birthdays, Christmas,
Eid, New Year, Valentine's Day, Mother's Day, anniversaries,
engagements, weddings, to congratulate someone on passing
a test / exam, when you return from a holiday, when you are
invited to someone's house, to thank someone for something.
1 Play audio mI for students to read and listen. Ask: What was
the gift? Elicit: a glass vase.
Tell students to cover the text. Ask questions about the
pictures, e.g. What can you see? What time ofyear is it? What is
Jordan doing? How do you think Lucy feels?
Elicit / Teach: have room for something, Valentine's Day.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
Who did Cindy give the vase to? Why did Cindy's mum give the
vase to Jordan? What has Jordan forgotten to do? Why does he
need to get a presentfor Lucy?
2 Go through the rules on Student's Book page 111.
Focus on the table. Drill the examples. Write: Maria gave some
flowers to her mother. Point to the sentence. Ask: What is the
direct object? Elicit: some flowers. Repeat with What is the
indirect object? to elicit her mother.
3 Read through the prompts. Elicit / Teach key vocabulary, e.g.
email (v), lend.
Write: Peter/send / a birthday card / his father on the board.
Ask students to make a sentence in the past. Elicit: Peter sent
a birthday card to his father.
Put students in pairs. Tell them to read the prompts again and
make sentences. Monitor.
Go through the answers as a class. Nominate different
students to read one sentence each.
1 Peter sent a birthday card to his father. 2 I wrote a letter to the
manager. 3 My sister posted a present to me. 4 I emailed some
photos to her. 5 Jordan gave the vase to Lucy. 6 Cindy lent her
mobile to her son. 7 You gave the wrong address to us. 8 We
wrote postcards to our friends.
4a Go through the rules on Student's Book page 111.
Focus on the table. Drill the examples. Elicit / Explain that the
verb goes before the direct object and the indirect object in
both sentences.
Write: Lucy gives her friends presents. on the board. Tell
students to read the text in exercise 1 and find more
sentences like this. Elicit: Last year she gave Cindy and Ryan a
glass vase. He's forgotten to buy her a present. He's going to give
her the glass vase.
b Write: Peter sent a birthday card to his father. on the board. Ask
students to rewrite the sentence without to. Elicit: Peter sent
his father a birthday card.
Put students in pairs. Tell them to look at the sentences in
exercise 3 again and rewrite them without to. Monitor.
Go over the answers together.
110
letter. 3 My sister posted me a present. 4 I emailed her some
photos. 5 Jordan gave Lu cy the vase. 6 Cindy lent her son her
mobile. 7 You gave us the wrong address. 8 We wrote our friends
postcards.
While students may understand the idea of direct and
indirect objects, they can have problems with word order
in English sentences. This is usually a result of students
following their L1 word order. In some languages it is
possible to put an indirect object before a verb, when the
indirect object is a pronoun (me, you, her, etc.), resulting in
sentences such as btU:}' /'Re has qiveR a q/ass vase, instead of
Lucy has given me a glass vase.
5 Do the example together. Play the first item on audio _ .
Students hear Did you give a book to Sarah? change the
sentence to Did you give Sarah a book? then listen and repeat.
Play the rest of the audio.
6a KMUM
Go through the questions. Use the first question to make a
sentence about yourself, e.g. I usually give my wife chocolates
on Valentine's Day. Nominate different students. Ask: Who
do you normally give presents to (Cristina)? Repeat with each
question.
Tell students to read the questions again and answer them.
Monitor.
b Put stu,dents in pairs to compare their answers.
Ask individual students to tell the class about their partner.
EngLish in the worLd
Elicit / Teach: gift, tradition, greedy.
Read through the text as a class. Ask questions to check
comprehension, e.g. What do business people usually do in
Indonesia when they meetfor thefirst time? When should you open
the gift?
Ask students about gift-giving in their countries, e.g. Do business
people usually give each other gifts in (Brazil)? Do you give gifts
with both hands in (Japan)? Is it polite to open a gift immediately
in (China)?
Put students in mixed nationality pairs or in small groups to
describe giving gifts in their country. If your students are all the
same nationality, do this as a whole class activity using the board
to compare your country and your students' country.
Focus students' attention on the can do statement: Now I can talk
about giving things to people.
FoLLow-up
Tell students about the worst gift you have ever received. Say
what it was, who gave it to you, when you received it, and how
you reacted.
Put students in small groups. Tell them to describe the worst
gift they have received. Monitor, then ask each group to decide
which gift is the worst.
Nominate a student from each group to tell the rest of the class
about the worst gift.
Resource activity pages 223 and 278
 Students listen to, and describe, wedding traditions in different
countries.
Warm-up
Play a game of Spelling Lines using wedding words from lesson
49, e.g. wedding, guest, bridesmaid, best man, reception, groom,
bouquet, confetti, registry office, mother-in-law.
Put students in two rows - Aand B. Say a word . The first person
in Team Asays the first letter of the word, the next person says
the second letter. They continue, along the row, to the end
of the word. If a team makes a mistake, the other team has a
chance to finish the word and win the point.
1 Read through the items. Drill each one as a class and
individually.
Put students in pairs to complete the exercise.
Go over the answers together.
1 thirteen coins 2 a red envelope with money 3 a garland of
flowers 4 a plant with a pink ribbon 5 bread, salt and vodka
6 cows
2a Put students in small groups. Tell them they are going to
hear a radio programme. Ask them to look at the pictures in
exercise 1 again and decide what the programme is about.
Collect ideas from around the classroom. Play audio g .
Elicit: It's a programme about wedding traditions.
Read through the list of countries. Check that students
recognize each one. You could use a map of the world for
this, or simply elicit the continents where the countries are
located.
Focus on the table. Tell students to listen and write the names
of the countries they hear in the first column. Play the audio
again.
Go over the answers together.
1 Mexico 2 China 3 Sudan 4 Vietnam 5 Poland
6 South Africa
b Go through the remaining columns. Tell students to listen
again and complete the table. Play the audio again, pausing
after each section so that students can write their answers.
Put students in pairs to compare their answers.
Go over the answers as a class.
Mexico: 13 coins, the groom, the bride
2 China: a red envelope with money, the groom, the bride's friends
3 Sudan: a garland of flowers, the bride's mother, the groom
4 Vietnam: a plant and something pink, the groom's mother, the
bride's parents
5 Poland: bread, salt and vodka, the parents of the bride and groom,
the bride and groom
6 South Africa: cows or money, the groom's family, the bride's family
3a Read the sentences. Elicit / Teach: respect, unite, support, let
someone go.
Put students in pairs. Tell them to look at the gifts listed in
the table in exercise 2 again and match each reason to a gift.
Monitor.
b Play audio g again for students to listen and check their
answers.
Go through the answers as a class. Nominate different
students to read one sentence each.
a a plant and something pink b garland offlowers
c cows or money d 13 coins e bread, salt and vodka
e a red envelope with money
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4 Read the questions. Use them to make sentences about wedding
traditions in your country, e.g. The bride and groom give each
other rings. Many people have wedding lists and guests choose a
present to buy from the list.
Tell students to read the questions again, look at the table in
exercise 2a and make notes about wedding traditions in their
country. Monitor, then put students in pairs to discuss the
questions.
Tell students to look at the last question and discuss what sort
of things they give as wedding gifts in their country.
Elicit ideas and write any new vocabulary on the board.
Nominate individual students to tell the class about wedding
traditions in their country.
5 Writing
Go through the questions. Write: Who? What? Why? as a list on the
board. Describe a wedding tradition from your country using the
pattern in the Student's Book, e.g. It's traditional in Ireland for the
bride and groom's parents to give the couple a bell when they get
engaged. The bell symbolizes peace. If the couple argue after their
wedding, one of them rings the bell and the argument has to stop.
Tell students to write about some of the wedding traditions
in their country. Remind them to follow the pattern for each
tradition. Monitor.
Put students in small groups (mixed nationality, if possible) to
describe their country's wedding traditions.
Nominate individual students to read out their work.
Pronunciation
Elicit / Teach the meaning of consonant. Explain that a consonant
cluster is where there are two or more consonants together in a word,
which are pronounced together.
Write: bridesmaids on the board. Ask students to find the consonant
clusters. Elicit: br, sm, ds.
Model the pronunciation of bridesmaids. Drill as a class and
individually. Make sure students pronounce the consonants clearly.
Go through the list of words. Play audio mIJ for students to listen
and repeat.
Focus students' attention on the can do statement: Now I can
describe and explain wedding traditions.
Follow-up
Play a game of Stepping Stones. Draw a river bank on either
side of the board, then draw two sets of 10-20 'stones' from
one bank to the other. Use different colour pens or different
shaped stones so it's clear which set each team is using.
Write an initial consonant cluster (one that occurs at the
beginning of a word) on each stone, e.g. bl, br, ch, cl, cr, dr,
fl,fr, gl, gr, pi, pr, se, scr, shr, sk, sn, spr, st, thr. Use the same
collection of consonant clusters for both sets of stones and
arrange them in the same order.
Put students in two teams. Tell teams that they have to cross
the river using their stones. To do this, they have to think of a
word for each consonant cluster, e.g. bl could be black or blue.
Then they run to the front of the class, and write in their word.
Teams can't use the same words. Set a time limit and allow
students to use the wordlists at the back of the Student's Book.
Note: You can also use this game to practise final consonant
clusters, e.g. ck, Ik, Id.
Resource activity pages 224 and 279
 Students learn and practise expressions for discussing possibilities.
Warm-up
Revise how to talk about possibility with might. Write the
fo llowing cues on the board. Take an umbrella, __ . Hurry up,
__ . Don't leave your car keys on the table, _ . Don't drive so
fast,
Put students ln small groups. Tell them to make phrases with
mIght to comp lete t he sentences, e.g. Take an umbrella, it might
rain.
Ask students to call out some of their suggestions. Elicit that
we use might to exp ress possibility.
1 Tell students to read episodes 5 and 6 again. Ask questions
about the story, e.g. Why is Lucy fed up? How have her friends'
lives changed? Who wants to see her?
2 Play audio IifI] to familiarize students with how the story
develops and with the characters' voices.
Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: PA, quit, advertise, likely, give someone the sack,fire
someone,find out.
picture 2: employee, amazed, heart, ceremony, MD, delighted.
Write the new words on the board and drill them as a class and
individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: Where is Lucy? What is she doing? What time is it?
picture 2: Where is Lucy now? Who is she talking to?
picture 3: How does Lucy look? Why do you think she's happy?
Play the audio again for students to read and listen.
Ask some questions about the text to check comprehension, e.g.
picture 1: Who told Lucy that the MD wanted to see her? Is he
going to offer her a new job? Why can't they fire Lucy?
picture 2: What has Lucy won? When is the ceremony? Where are
Lucy and Jordan going to go? When are they going to Paris?
picture 3: How does Lucy feel now? Why?
3 Focus on the statements. Write: Lucy is going to see the
Managing Director next week. on the board. Tell students to
read the text. Ask: Is the statement true or false? Elicit: false.
Tell students to read the text again and decide if the
statements are true or false.
Put stude nts in pairs to compare th eir answers, then go over
the answers as a class.
1 F 2 F 3 F 4 F 5T 6 F 7 F
Focus on the first statement. Ask students to correct it. ELicit:
Lucy is going to see the Managing Director this afternoon.
Put students in pairs. Tell them to look at the remaining false
statements: 2, 3,4,6, and 7, and correct them.
Go over the answers together.
2 Olive didn't tell her what the MD wants . 3 His personal assistant
isn't leaving. 4 Lucy's appointment is at half past two. 6 There
is a prize (a trip for two to Paris). 7 Peter and Sarah are getting
married the weekend after 6 September.
114
4a Focus on the Everyday expressions. Tell students to find and
underline them in the text.
Write: What do you C __ he wants? on the board. Point to the
gap and ask students to supply the missing word. ELicit: think.
Ask students to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
think, idea, Perhaps, Maybe, Possibly, likely, hope, whatever
b Read through the conversation. Elicit / Teach: check, driving
licence.
Write: The police are stopping the cars. What ___ ? on the
board. Tell students to look at the expressions in exercise 4a
and find a suitable expression to complete the question. Point
out that they might have to change the expression to fit the
sentence. ELicit: do you think they want.
Put students in pairs to complete the conversation.
Go through the answers as a class.
Nominate two students to read out their conversation. Check
pronunciation.
do you think th ey want, got no idea, Perhaps, Possibly, more likely
that, Maybe, you're wrong, whatever they want
5 Focus on the Language check. Tell students to look at the first
picture. Ask students to read the text again and underline all
the examples of direct and indirect objects.
Note that one of the examples students will see is give me the
sack. Elicit / Explain that this is an idiomatic expression which
meansfire me/ make me redundant.
Repeat with the second picture.
Go over as a class.
picture 1: ... he's going to offer the job to you, ... he's going to give
me the sack
picture 2: ... the MD will present the certificate and the prize to me
6 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
Give students an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the class.
Focus students' attention on the can do statement: Now I can
discuss possibilities.
Make a conversat'ol1 with the Everyday expressions f om
exercise 4a, e.g. What do you think the teacher wants? I've got
no idea. Perhaps she's annoyed because I was late. Possibly. I
hope she's not going to gIve me extra homework. Well, whatever
she .vants, you'll know soon.
M'x t he words ln eClch sentence, e.g. do the what you wants
teacher think? and vVr;te t he Jumbled sentence on card or a
piece of paper.
Make enough copies for students to work 'n pai s. Hand OLt d
copy ofthe;u nbled <enter ces to each pan. Te ll thel1 to order
t le sentences a ld prartise the conversation.
Ask two studerts t ry pari OL t t t"]p ccm,J lete conve"satior.
Resource activity pages 225 and 279
 Students learn and practise a lexical set of words to talk about life
as a student.
Warm-up
Draw a spidergram on the board with education at the centre
and legs leading off to th e following categories: people, places,
qualifications, subjects.
Put stJde'lts in small groups and tell th er 1 to add three words
to each catego'y.
Ask groups to call out their words and add these to the
spidergram on the board. Check pronunciation and
comprehension of new words.
1 Play audio g for students to read and listen .
Drill each of the items in bold as a class and individually.
Ask questions about the text to check comprehension, e.g.
What sort of student is Jason? How long is his degree course?
When are seminars held?
2 Focus on the pictures. Elicit people, things and events in each
picture, e.g.
picture 1: lecture, lecturer, lecture theatre, students
picture 2: lecturer/ tutor, student, seminar room, assignment
picture 3: graduation ceremony
Ask questions about each picture to check comprehension,
e.g. What's happening? What is the lecturer doing? What are the
students doing?
3 Go through the definitions .
Focus on the first definition. Tell students to read the text
again and find the word that matches it. Elicit: a course.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 a co urse 2 campus 3 fi nal exa minati ons 4 gra duate
5 und erg rad uate 6 assignment 7 lect urer 8 gradu ati on
ceremony
There are a number of differences between American and
British English. For example, in Britain the verb graduate
means to finish a university degree. However, in the US it
can mean to finish a school, college, or university course.
Similarly, written assignments are known as papers in the
US. American undergraduate students are college students,
even if they are studying at a university, while in Britain
colleges are places which prepare students for university or
which offer vocational training .
Focus on the Language note. Drill the examples as a class,
then individually.
Ask students to cover the note. Tell them to listen and say the
verb. Say: a course. ELicit: do. Repeat with different words.
Put students in pairs to practise.
4 Read through the questions .
Put students in pairs. Tell them to read the text in exercise 1
again and answer the questions. Monitor.
Go through the answers together.
1 Newcastle 2 La w 3 two 4 off campus (he shares a house
with two other stud ent s) 5 one or two each day
117
5
Go through the task. Nominate different students. Ask
questions about life as a student in their countries, e.g. Ho w
long are first degree courses in (Japan)? Where do students
usually live? How many lectures do you normally attend? When
do you take exams?
Tell students to read the text in exercise 1 again and make
notes about the differences between Jason 's life and student
life in their country. Note: If your class are all the same
nationality, this could be done as pair or group work. Monitor.
Nominate students to tell the class about the differences.
EngLish in the worLd
Elicit / Teach: author, prime minister, create, Nobel Prize .
Read through the text as a class.
Ask questions about the text to check comprehension, e.g. When
was the first university in Britain started? Who was Lewis Carroll?
How many prime ministers have studied at Oxford? Who created
Cambridge University? What record does it hold?
Ask students questions about universities in their country, e.g.
What is the oldest university in (Germany)? When was itfounded?
What is the mostfamous university in (Colombia)? Why is itfamous?
If you have a mixed nationality class, write the questions on
the board and put students in groups to compare their answers.
Monitor, then ask individual students to tell the rest of the class
about their country.
Focus students' attention on the can do statement: Now I can talk
about life as a student.
oLLow-up
Tell students you are going to dictate some sentences, but you
are going to hum some of the words. When you hum a word,
they draw a line.
Do an example. Say: My name's Jason. I'm an student at
Newcastle University. Write it on the board so students can
check their work. Elicit the missing word: undergraduate.
Dictate the text from exercise 1, humming the words 1n bold.
Write: assignment, course, degree, degree certificateJinaL
examinations, graduate, graduation ceremony, lecture, Lecturer,
notes, on campus, off campus, seminar, undergraduate on the
board . Put students n pairs to choose a suitable word for each
gap.
Resource activity pages 226 and 280
TEACHER'S NOTES LESSON 54 Students learn and practise the present perfect continuous.
Warm-up
Use this game to revise the present perfect. Write out verbs on
separate pieces of paper. Include verbs from the lesson, e.g.
clean, have, photocopy, read, repair, run, send, swim, take, wait,
write. Make enough sets for students to work in groups.
Place a set of verbs in a pile face down in the middle of each
group. One student picks up a piece of paper and makes a
sentence using the verb in the present perfect simple, e.g. I've
cleaned my teeth. The next student picks up a piece of paper,
says (Sandro)'s cleaned his teeth. and adds a new sentence, e.g.
And I've had my breakfast. Monitor, then ask some students to
say t he sentences their groups have made.
1 Elicit / Teach: improve, memory.
Ask questions about the picture, e.g. Who can you see? Where
are they? What is Lucy holding?
Play audio ell for students to read and listen.
Ask questions about the text to check comprehension, e.g.
Who has Lucy been waiting for? Why are Sarah and Peter late?
What has Lucy been reading? Who 's forgotten the tickets?
Ask two students to read the conversation. Check
pronunciation.
Put students in threes to practise the conversation. Monitor.
Students can have problems with the present perfect
continuous if their L1 uses a different tense, for example a
present tense, to express the same idea. Even when students
recognize the use of the present perfect continuous in a
written English text, they may fall back on translating
directly from their own language, resulting in mistakes
such as I werk here fer e leRY time. / I'm werkiRY here fer e
leRY time. instead of I've been working here for a long time.
2 Go through the rules on Student's Book page 112.
Read the table . Drill the positive and negative forms .
Write: Lucy's been waiting for Sarah and Peter. on the board.
Ask: Is Lucy waiting now? ELicit: No, she isn't (because Sarah
and Peter are with her now). Continue with When did she stop
waiting? to elicit When Sarah arrived.
Elicit / Explain that we can use the present perfect continuous
to talk about an activity that started in the past and mayor
may not be completed . We use the present perfect continuous
because we want to focus on the activity itself and the time
it takes, it doesn 't matter if it is completed or not. Note:
The present perfect continuous is used with longer actions,
we don't use it to talk about short actions , e.g. I've had an
accident. NOT ['Ice beeR R6WiRY eR ecciaeRt. .
Read through the questions and short answers. Drill each
one. Ask questions about the text in exercise 1 to elicit short
answers, e.g. Has Sarah been waiting for Lucy? Has Lucy been
reading a magazine? Has Peter been looking for a place to park
his car?
3 Do the example together. Play the first item on audio B).
Students hear play volleyball, make a sentence in the present
perfect continuous , then listen and repeat.
Play the rest of the audio .
4a Go through the sentences. Focus on the first sentence. Play
the first conversation on audio BJ t wice. Write: Ian /
swim / cycle. on the board . Ask students to make t wo
sentences using the present perfect continuous. Elicit: Ian
hasn't been swimming. He's been cycling.
Repeat with each conversation.
118
1 ran hasn't been swim ming . He's been cycling. 2 Tom and Amy
have been running. They haven 't been skiing . 3 Sophie hasn't been
writing letters. She's been sending emails. 4 Jack has been having
a shower. He hasn't been cleaning his teeth. 5 Max and Kim have
been watching a film. They haven't been playing tennis. 6 Muriel
hasn't been cooking dinner. She's been t aking the dog for a walk.
b Focus on the example conversation . Nominate a student. Ask:
Has Ian been swimming? Elicit: No, he hasn't. He 's been cycling.
Put students in pairs to ask and answer the questions . Monitor.
5a Go through the rules on Student's Book page 112.
Read the note . Drill the examples .
Write: Sam 's painted the living room. Sam's been painting for
hours. on the board. Elicit that the first sentence describes an
activity that was completed at some time in the past, and has
a result in the present, so we use the present perfect simple.
In the second sentence we use the present perfect continuous
because the activity started at some time in the past, but is
still going on .
b Go through the sentences. Elicit / Teach key vocabulary, e.g.
novel, marathon.
Write: 1___ (read) that book. I'm reading his second novel now.
Point to the gap. Ask students to give the correct form of the
verb. ELicit: 've read. If students make the wrong choice, read
the sentence again and elicit that the activity is finished.
Tell students to complete the exercise. Monitor, then put
students in pairs to compare their answers.
Go through the answers together.
1 've read 2's been readin g 3's bee n ph otocopyi ng 4 've
photocopied 5 've been repairing 6 has repaired 7's been
running 8 've run 9 've played 10 've been playi ng
6a l1!1!f101ll
Read through the questions. ELicit / Teach: current.
Go through the questions and make sentences about your life,
e.g. I've been talking to you for the last half hour. I've been
teaching English for ten years.
Tell students to read the questions again and write answers
about their life.
b Nominate individual students. Ask: What have you been doing
for the last half hour? Repeat with different students and
question s.
Put students in pairs to compare their answers. Monitor.
Ask students to tell the class about their partner.
Focus students' attention on the can do statement: No wI can
talk about continuous recent activities.
FoLLow-up
Prepare a list of activities, e.g. swim, work in the garden, walk
a dog, wash a car, eat spaghetti. Write each one on a separate
piece of paper and place them face down on the table in front
of you.
Put students in teams. Ask one person from each team to come
to the front, take a piece of paper, and mime the action. Teams
say a complete correct question to win a point, e.g. Have you
been swimming?
Resource activity pages 227 and 280
 Students practise reading and writing a letter of application.
Warm-up
Write out the following events in random order on the board or
on an OHT: retire, be offered a position, attend an interview, look
for ajob, get a promotion, start work, apply for ajob.
Go through the events and elicit the connection between them:
jobs.
Put students in pairs. Tell them to write out the events in
order, i.e. lookfor ajob, write a letter of application, attend an
interview, etc.
1 Focus on the text. Play audio I:DI for students to read and
listen.
Read the questions. Play the audio again for students to read
and answer the questions.
Go through the answers together.
1 the personnel manager of Happy Holidays 2 Orson Barnes
3 operations manager 4 Flywise Airlines
Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: operations manager
paragraph 2: CV, work placement, telecommunications
paragraph 3: in charge of, department, responsible for, publicity
paragraph 4: Human Resources, Marketing
paragraph 5: challenge
Ask questions about the text to check understanding, e.g.
Where does Orson live? Where are the Happy Holidays offices?
What has Orson sent with his letter? How old is he? What did he
study at university?
Focus on the Language note. Drill the examples as a class and
individually.
Draw two columns on the board with the headings for and
since.
Write the following phrases on the board: 17 September, three
weeks, a couple of hours, last Monday, twenty minutes, 1987,
a few days, half pastfour, last winter, a year.
Put students in pairs. Tell them to copy the columns and write
the phrases in the correct column.
Go through the answers together.
for:t hree weeks, a couple of hours, twenty minutes, a fe w days, a year
since: 17 September, last Monday, 1987, half past four, last winter
2a Play audio g ) for students to familiarize themselves with
t he speaker's voice.
Focus on the letter in exercise 1. Tell students to listen
and underline 16 differences between what the personnel
assistant says and what Orson wrote in his letter. Play the
audio again.
Put students in pairs to compare their ideas.
Go through the letter and check that students have underlined
th e correct parts.
Portsm outh, Operations, Business and Management, four-year, nine
months, A-2- BTravel, five , Assistant Manager, a department of six,
Flywise, publicity, Spanish , May, Marketing , Flywise, challenge
b As k students to look at the first underlined item (Portsmouth).
Te ll them to listen and write what the personnel assistant
says. Play the first part of the audio again (up to Birmingham) .
Elicit: Birmingham.
Play the rest of the audio for students to complete the
exercise.
Put students in pairs to compare their answers.
121
Go through the answers together. If necessary, play the audio
again pausing after each answer.
Birmingham, Publicity, Economics, five-year, a year, XL Holidays, four,
Operations Assistant, a team ofthree, Sky, marketing, Russian, July,
Business Law, Sky, experience
3a Tell students to cover the letter. Go through the expressions.
Write: I would like to apply ___ the post ___ Operations
Manager. on the board. Point to the gaps and ask students to
supply the missing words. Elicit:for, of
Ask students to complete the expressions. Monitor.
b Tell students to read the letter again and check their answers.
Go through the answers together. Drill each expression as a
class then individually.
1 for, of 2 of 3 to 4 in , of 5 for 6 in 7 in 8 for
4a Writing
Read the advertisement together. Elicit / Teach: FM, radio
station, ideal.
Put students in pairs or small groups. Ask them to list some of
the things that the manager of a music station might have to
do. Elicit ideas from around the classroom, e.g. manage staff,
attend meetings, interview people, do paperwork (e.g. write
emails, reports), use a computer.
Tell students to work in their pairs / groups again and make
notes about the qualifications a music station manager would
need. Monitor, then elicit ideas.
'Suggestions: a degree in Business and Management or Music
Management, a good knowledge of music, experience of managing
people, a computer qualification
b Go through the model together.
Focus on Orson's letter. Ask questions about the content of
each paragraph, e.g. What information does Orson give in the
first paragraph? Elicit: his reason for writing (to apply for the
job).
Ask questions to elicit how to layout a formal letter, e.g.
Where do you put your address? Where is the date?
Ask students to use the model and the expressions in exercise
3 and Orson's letter to write a formal letter to apply for the
music station manager's job. Monitor.
Put students in pairs. Tell them to read each other's
letters and check that their partner has included all of the
information in the model and used an appropriate layout.
Focus students' attention on the can do statement: Now I can
write a letter of application.
FoLLow-up
Tell students that they are going to interview Orson for the job
of Operations Manager. Put students in pairs. Tell them to read
the letter in exercise 1 again and write questions to ask in the
interview, e.g. How old are you? What did you study at university?
Tell students you are Orson. Get them to ask you some of their
questions.
Put students in A/ B pairs. As are interviewers, Bs are Orson.
Ask them to make up an interview. Monitor.
Nominate one pair to act out their interview.
Resource activity pages 228 and 281
 Students learn and practise expressions for giving and responding
to news.

Warm-up \
Write: Be bor'! ..... D7 e or the board.
PLlt st Jdens in pairs. Tel t!1em to thinl( of six more ;mporta'lt
events in a person's life.
El;cit ideas frOrT arourd t he classroom. Suggestions rlight
;nclulle: start school, leave school, qo to university, graduate,
pass an exam, get a job, get engaged, get married, have chiLdrel?,
qet dIvorced, move abroad, retire.
la Focus on the pictures. Ask questions about each one, e.g.
What's happening? Why da you think the two people in thefirst
picture laok happy? How do the people in the second picture
look?
Go through the first set of statements (news). Elicit / Teach
key vocabulary, e.g. split up, expect a baby.
Put students in pairs. Tell them to read each statement again
and write Gif it is good news and B if it is bad news.
Go over the statements together.
Good news: 1, 3, 4, 6,8,9
Bad news: 2, 5, 7, 10
Read the second set of statements (responses). Elicit / Teach:
serious, keep your fingers crossed, due, lately.
Put students in pairs. Tell them to read the statements and
write GN if it is a response to good news, and BN if it is a
response to bad news.
Go through the statements as a class.
Good news: b, c, d, g h, i
Bad news: a, e, f, j
Write: I've got a place at university. on the board. Ask students
to look at the responses and find one which matches the
statement on the board. Elicit: I'm very pleased to heor that.
Congratulations.
Ask students to complete the exercise on their own. Monitor,
then put students in pairs to compare their answers.
Repeat with ___ Colleen and Mack have split up. to elicit Have
you heard? / I've got some bad news, I'm afraid.
Focus on the example conversation. Nominate a student to act
out the conversation with you .
Put students in pairs. Tell them to make conversations using
the news in exercise 1 and the expressions in exercise 2.
Monitor.
b Go through the conversations in exercise 1. Elicit question s
to keep each conversation going. For example, Coleen and
Mack have split up. They're getting divorced? Well, I know they've
been having problems lately. What are they going to do? Are they
going to sell their house? When did they decide to split up?
Put students in pairs. Tell them to choose two conversations to
act out and continue. Monitor.
Nominate pairs to act out one conversation each.
4
Read the situations. Focus on the first one. Nominate a
student. Say: I've got some bad news, I'm afraid. My friend
(Tony) is in hospital. Elicit a suitable response. Keep the
conversation going for as long as possible.
Repeat with different students and different situations.
Put students in pairs. Tell them to make up new conversations
for each situation. Monitor.
Nominate individual pairs to act out their conversations.
Pronunciat;on
1 Play audio DJ. Write: I've got some good news. I've got some
bad news. on the board. Model both statements.
Elicit / Explain that we use intonation to help people
understand. A rising intonation shows we are happy and a
falling intonation shows we are unhappy.
2 Tell students to listen and say whether the speakers are happy
or unhappy. Play audio g . Pause after each piece of news
to elicit happy or unhappy.
1 happy 2 unhappy 3 unhappy 4 happy 5 unhappy
6 happy

b Play audio DJ for students to listen and check their Play the audio again for students to listen and repeat. Tell
answers. them to copy the intonation.
Go through the answers together.
Focus students' attention on the can do statement: Now I can
1 C 2 j 3 g 4 i 5 a 6 d 7 f 8 b 9 h 10 e give and respond to news.

2a Go through the words in the list.

Focus on the Everyday expressions. Write: Guess ___ ? on the
board. Point to the gap and ask students to supply the missing
word. Elicit: what.
Ask students to complete the expressions using the words
from the list.
b Play audio gm for students to listen and check their answers.
Go through the answers together, then play the audio again
for students to listen and repeat.
what, Have, good, afraid, news, hear, dear, very, sorry
3a Speaking
Write: ___ I've got a place at university. Ask students to find an
expression in exercise 2 to fill the gap. Elicit: Guess what? /
Have you heard? / I've got some good news.
Make JP rews and esponses usiolg E'xpress'on) +rom 'le
lesso'l e.g. A Have you heard: Sandra's won the LOttery. B That s
wonderful news. How much did she win? Write each one or a
~epaYate piece of paper Make enough for half of the dass to
have rews items a'1d half to have respon~es.
Give each student a piece of pape Y.Tell tfJem to rrove ayo me'
thE' cl, ,< ~ay rg Her r ew~, or listering to t'le rews t'ley rezr
unt'l t'ley fine a "'latcr. When trey fild a mtltLh, the ~tL der t
WIU t le resporse s Iys the rE'spor se
intonat'o I
Resource act;vUy pages 229 and 281
Rev;ew and Wordl;sts Lessons 49-56
Student's Book pages 95-96

122
 Students learn and use a lexical set of words to talk about activities.
Warm-up ...\
o Make a 8x8 Word Box (see page 11). Write in the following
words: mistake, drink, decision,film,friends, photocopying,
housework, shopping, Judo .
1 0 Focus on items 1- 6 (make) . Play the first pa rt of audio IiII
(to make friends) for students to listen and repeat. Drill each
item as a class and individually.
o Repeat with items 7- 12 (do).
o Ask students to cover the labels. Tell them to listen and say
make or do. Say: the shopping. Elicit: do. Repeat with different
words, then put students in pairs to practise. Monitor.
2 0 Do the examples together. Play the first item on audio gll
Students hear a mistake, make a sentence using the present
perfect and make or do, then listen and repeat. Do the same
with the second item , then listen and repeat.
o Play the rest of the audio.
Students often have problems with expressions using the
verbs make and do. In some languages, for example Spanish,
there is only one verb (haeer) , which means make and do.
Mistakes such as [make the shewiRY, [ de a pheRe call are
common, even at higher levels.
Read the Language note. Go through parts 1 and 2. Drill the
examples.
o Use the expressions to ask students questions about things
they have done this week, e.g. Did you make your bed this
morning? Who made your breakfast? Did you do any cleaning
. yesterday? Have you done the weekly shopping?
Focus on part 3. Drill the examples. Nominate a student. Ask:
What are you doing, (Sergei)? Elicit a response, then nominate
another student and ask Are you doing anything this evening,
(Gil)?
o Write: now, this evening, at the weekend on the board. Put
students in pairs to ask and answer about activities at each of
the times .
3a Go through the words. Write: a meal on the board. Ask: Is it 'a
thing' or 'an activity'? Elicit: a thing. Repeat for each word.
Draw two columns on the board with the headings make and
do. Focus on the first word. Ask: 'make a meal' or 'do a mea/'?
Elicit: make a meal, and write meaL under the appropriate
heading. Repeat with your homework.
Put students in pairs to complete the exercise.
b 0 Play audio IiIJ for students to listen and check their
answers.
Go through the answers together.
make: a meal, notes, a plan, a noise, mo ney, a cake, an appointment
da: your homework, karate, ajob, the ironi ng, an assignment, some
exercise, so me work
4a Read through the text. Elicit / Teach key vocabulary, e.g.
director,film directing.
Write: 1___ photocopying and ___ appointments. on the
board. Point to the first gap. Ask: make or do? Elicit: do .
Repeat with the second gap to elicit make.
Put students in pairs. Tell them to complete the text with the
correct form of make or do. Monitor.
125
b 0 Play audio liD for students to listen and check their
an swers, then go over the answers as a class.
1 do 2 make 3 make 4 make 5 doing 6 made 7 making
8 do 9 doing 10 do 11 doi ng 12 do 13 do 14 make
5
Read through t he sentences. Tell students to complete them
with make or do .
Go through the answers together.
1 make 2 do 3 make 4 do 5 made
o Use the questions to ask students about their lives. Nominate
a student. Ask: Do you find it easy to make decisions, (Alek) ?
Repeat with different students and questions.
Tell students to read the questions again and answer each one.
Monitor.
Put students in pairs to compare their answers.
Nominate individual students to tell the class about their
partner.
Pronunciation
1 Model the pronunciation of lell in make and I~I in pLan.
Go through the words. Put student s in pairs to put the words in
the correct column.
2 Play audio g,g for students to listen and check their
answers. Go through the an swers together.
I~I /: make, save, take, same, made, male
lre/: plan, married, sandwic h, have, fla t , sa d
Play the audio again for students to listen and repeat.
3 Write: mak, make on the board. Elicit the pronunciation of
mak Im ~k/. Repeat with make Imelk/. Ask: What happens when
you add 'e' to the end of 'mak'? Elicit: The 'a' changes its sound.
Go through the words in the first column. Drill each word
without, then with, an e atthe end , e.g. sav / save, tak / take,
sam / same, mad / made, mal! maLe.
Tell students to look at the words in exercise 1. Ask: Which
word breaks the rule? Elicit: have.
Focus students' attention on the can do statement: Now I can
taLk about activities.
FoLLow-up
o Write a selection of words from exercises 1 and 3a on separate
pieces of paper, e.g. the shopping, a plan, karate. Put the pieces
of paper in a bag.
o Put students in teams to take it in turns to select a word
and make a sentence to win a point. Make the game more
challenging by throwing a dice to decide on the tense t hat
the team has to use. If the team t hrows 1 or 2, t hey make a
sentence about the present, 3/4 = a sentence about the past.
5/6 = a sentence abo ut the future.
Resource activity pages 230 and 282
 Students review and practise talking about abilities and
TEACHER'S NOTES LESSON 58 obligations.
Warm-up
Revise make and da. Write out words from lesson 57 using
the phonemic alphabet (see Student's Book page 124), e.g.
/'haosw3:k/ (housework), /'SOPll)/ (shopping), /dI'SI3;Jn
(decision), /frend / (friend), l'sa:ndwld3/ (sandwich), InJlz/
(noise), /kelkl (cake), /'woSrnl (washing), I bsl (course),
1k;J'ro:til (karate).
Write the first word on the board. (Alternatively list the words
on an OHT and reveal them one by one.)
Put students in teams. The first team to call out the word and
make a sentence with make or do wins a point.
1 Play audio IiIiD for students to read and listen. Ask: What isn't
working? Elicit: the coffee machine.
Tell students to cover the text. Ask questions about the pictures,
e.g. What is Ryan doing? Who is with Cindy and Ryan? What has
happened to the coffee machine?
Elicit / Teach: break down, in stock.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g. Why
can't Cindy make any coffee? Is this the first time the machine has
broken down? Why did they have to close the cafe? Can they repair
the machine? Why do they have to waitfor three days?
Even at higher levels modal verbs cause problems for
students. Not all languages use an equivalent of can, some
simply use the present simple form to express ability, e.g.
She speaks French. Other languages use the verb know + the
infinitive of a verb, leading to sentences in English such as
She h19l1's te speak Ffench .
2 Go through the rules on Student's Book page 112.
Read part 1. Drill the examples as a class, then individually.
Tell students to cover the note. Write: Marycan to swim. I was
speak French when I was five. We won't able to go out tomorrow. on
the board. Put students in pairs to correct the sentences. Elicit:
Mary can swim. I could speak French when I was five. We won't be
able to go out tomorrow.
Go through part 2. Drill each example as a class, then
individually. Ask students to cover the note. Write: I must to
email my parents now. They must called an engineer yesterday.
You'll have revise for the test next week. Ask students to correct the
sentences. Elicit: I must email my parents now. They had to call an
engineer yesterday. You 'll have to revise for the test next week.
A common mistake is to use must with an infinitive in the
present to express present obligation, e.g. We ml:Jst te phene
the enyineer, usually because an infinitive form is used in
the Ll equivalent. Often students use must with a past form
of the main verb to express past obligation, e.g. She ml:Jst
wentel:Jt last niyRt, again because they would use a past
form ofthe main verb in their Ll.
3 Do the example together. Play the first item on audio . study at the weekend, could play a musical instrument when they
Students hear Cindy say We had to close the cafe, make the
sentence in the future with they and again, then listen and
repeat.
Play the rest of the audio.
4 Read the instructions. Check comprehension. Ask: Can they use
the machine? Can Ryan use his hand? Elicit: No.
Go through the cues. Elicit / Teach key vocabulary, e.g. do what
you want, lift.
126
Write: make hot drinks / close the cafe on the board. Point to th e
first cue. Ask students to make a sentence with will/ won't have
to or will/ won't be able to. Elicit: They won't be able to make hot
drinks. Repeat with the second cue to elicit They'll have to close
the cafe. Ask students to join the two sentences with so. Elicit:
They won't be able to make hot drinks, so they'll have to close the
cafe.
Put students in pairs. Tell them to read the cues again and make
sentences. Monitor.
Go through the answers as a class. Nominate different students to
read one sentence each.
1 They wo n't be able to make hot drinks, so they'll have to close
th e cafe. 2 They won't have to work in th e cafe all day, so th ey'll
be able to go to the cinema. 3 They won't have to get up early, so
they'll be able to stay in bed. 4 Ryan won't be able to drive the
car, so he'll have to take the bus. 5 Cindy won't be able to serve
custom ers, so she'll be able to do what sh e wants. 6 Th ey'll have
to pay for a new machine, so they won't be able to take a holiday this
year. 7 Ryan wo n't be able to lift heavy things, so Cindy will have
to do it.
Sa Read through the first text. Write: My car broke down
yesterday, so 1___ drive to work. on the board . Ask students
to complete the sentence with a past or future form of can or
must. Elicit: couldn't.
Put students in pairs. Ask them to read the text again and
complete the sentences.
Repeat the same process with the second text.
b Play aw;lio g for students to listen and check their answers .
Go through the answers as a class. Nominate different
students to read one sentence each from the text. Check
pronunciation .
1 couldn't 2 had to 3 won't have to 4 'll be able to
5 won't have to
1 couldn't 2 had to 3 could 4 'll have to
5 won't be able to
6a UM
Go through the prompts. Use the first one to make a sentence
about yourself, e.g. I had to take the dog for a walk. Nominate
different students. Ask: What did you have to do yesterday?
Repeat with each prompt.
Tell students to read the prompts again and answer them. Monitor.
b Put students in pairs to compare their answers.
Ask individual students to tell the class about their partner.
Focus students' attention on the can do statement: No wI can
talk about abilities and obligations.
FoLLow-up
Do a Find Someone Who ... activity. Prepare a set of sentences
(one for each member of the class) showing ability and
obligation, e.g. will have to move house this year, had to work /
were five, couldn 't ride a bike when they were six.
Give one sentence to each student. Tell them to mingle and use
their sentence to ask questions to other members of the class,
e.g. Will you have to move house this year?
Ask students to report their findings to the rest of the class.
Resource activity pages 231 and 282
 Students practise talking and writing about films.
Warm-up
Collect some pictures of scenes from well-known films (found in
film magazines or on the Internet). Display them on the board
and write the titles of the films on another part of the board.
Put students in groups and give them time to match the
pictures and the titles. Go through the answers, then find out
which films students have seen and which films they would like
to see.
la Focus on the pictures. Play audio mJ for students to listen
and repeat. Drill each item as a class and individually.
Tell students to cover the labels. Ask: What's number 5? Elicit:
a musical.
Put students in pairs to practise. Monitor.
b Go through the questions and make sentences about yourself,
e.g. I go to the cinema once or twice a month.
Tell students to read the questions again and write their
answers. Monitor.
C Nominate a student. Ask: How often do you go to the cinema,
(Miyuke)? Repeat with different students and different questions.
Put students in pairs to discuss their answers. Remind them to
find out if their partner likes the same things.
Ask individual students to tell the class about their partner.
2a Go through the list of topics. Elicit / Teach key vocabulary, e.g.
silent films, special effects.
Tell students to listen and tick the topics the speaker
mentions. Play audio g twice.
Go over the answers together.
2 the first films 3 silent films 5 the first sound film 7 special
effects 8 the future of films
b Go through the names and film titles. Focus on the Lumiere
brothers. Ask students to match it with one of the topics they
ticked. Elicit: thefirstfilms.
Put students in pairs to complete the exercise.
C Play the audio again for students to check their answers. If
necessary, pause after each answer.
Go through the answers as a class.
a 8 the future of films b 3 silent films c 5 the first sound film
d 2 the first films e 7 special effects
3 Read the sentences. Elicit / Teach: film industry, disappear.
Put students in pairs. Tell them to tick the predictions that the
speaker makes about the future of films. Monitor.
Go through the answers together.
2 Directors won't have to use actors.
4 Go through the questions. Elicit / Teach key vocabulary, e.g.
Hollywood, computer technology.
Tell students to listen and answer the questions. Play audio
g again.
Put students in pairs to compare their answers.
Go through the answers as a class. Nominate different
students to answer one question each.
1 In Paris in 1895. 2 Because the weather was good, so people
could make films allyear round. 3 Because they were short and
they were silent (so they didn 't have to worry about noise).
4 Because the microphones had to follow the actors. 5 Because
one ofthe actors died while they were making the film.
129
5 Writing
Choose a film that all of your students will know. Note: It may
be useful to research some of the facts (e.g. actors, director)
before the lesson. Write: The last film I saw was (Indiana
Jones). on the board.
Go through the pattern for paragraph 1 and elicit details
about the film. Write these on the board, e.g. It starred
(Harrison Ford).
Continue until you have built up a complete model for
paragraph 1.
Go through the pattern for paragraph 2.
Nominate a student. Ask: Did you like (Indiana Jones)? Elicit
a response, then ask Why did you think it was (boring)? Repeat
with different students to elicit a variety of opinions and
reasons.
Ask students to think of a film they saw recently. Nominate
different students. Ask: What was the last film you saw? Who
did it star? Repeat with different students. Help with titles and
names of actors where necessary.
Tell students to follow the pattern and write a review of their
film. Monitor.
Put students in small groups to compare their reviews.
Nominate individual students to read out their work.
English in the world
Elicit / Teach: Hindi, traditional, villain.
Read through the text as a class. Ask questions to check
comprehension, e.g. What is the name of the Indian film industry?
How many films are made by Bollywood each year? What language
are most of the films made in? What types offilm are usually made?
Focus on the questions. Nominate a student. Ask: What types
offilm are popular in (Poland)? Choose another student and ask
Who are the biggest directors and stars in (Mexico)? Repeat with
different students.
Put students in mixed nationality pairs or small groups to discuss
the questions. If your students are all the same nationality, do
this as a whole class activity using the board to compare your
country and your students' country.
Focus students' attention on the can do statement: Now I can talk
and write aboutfilms.
Follow-up
You will need a film review page from a newspaper or from a
cinema website. It should show brief descriptions of the films
currently being shown in cinemas. Make copies so students can
work in small teams.
Prepare questions for a reading race, e.g. What film stars (Kate
Hudson)? Who directed (Changeling)? What is the name of the
main character in (Quantum of Solace)? What type offilm is
(Twilight)?
Put students in small teams. Tell them to listen to each
question and find the information on their film review page.
The first team to find and call out the answer wins the point.
Resource activity pages 232 and 283
 Students learn and practise expressions for checking and
confirming information.
Warm-up
o Rev;se f;lm vocabulary. Put studer ts n tearrs. Write an
anagra11 on the board, e.g. utsoid (studio). Tea11s compete to
solve the anagram and win a po'nt.
o Make up your own anagrams or use these: vimoe (11ovie), octra
(actor), ieortcrd (director), mifl (film) ooactnr (cartoon),
ntrswee (western).
1 0 Tell students to read episodes 6 and 7 again. Ask questions
about the story, e.g. Why was Lucy fed up? Why did the
Managing Director want to see her? What was her prize? Who is
she going to take to Paris?
2 0 Play audio mill to familiarize students with how the story
develops and with the characters' voices.
o Elicit / Teach key vocabulary for the pictures, e.g.
picture l:fire, unfortunately, instead,from now on.
picture 2: schedule, best man, share.
o Write the new words on the board and drill them as a class and
individually.
o Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: Who is in the picture? What is Felton doing? Do you
think he's giving them good news or bad news?
picture 2: Who can you see? How does Jordan look? How do you
think Lucy is feeling?
picture 3: What is Lucy doing? Why do you think Jordan looks
unhappy?
o Focus on the question: Why is Lucy angry? Play the audio again
for students to read and listen. Elicit: Because Jordan can't go
to Paris with her.
o Ask some questions about the text to check comprehension, e.g.
picture 1: Where were they going to film originally? How long
is the filming going to take? Who is going to have to work
weekends?
picture 2: What date is the trip to Paris? When is Peter and
Sarah's wedding? What is Lucy going to do?
picture 3: What has Lucy decided to do?
3 0 Read through the questions. Write: What has happened at
Wormwood Studio? on the board. Tell students to read the text
and find the answer. Elicit: There's been a fire.
o Tell the students to read the text again and answer the
questions.
o Put students in pairs to compare their answers, then go over
the answers as a class.
1 There's been a fire. 2 at KP Studio 3 six weeks 4 Because
they have to do two months' filming. 5 She got the tickets for
Paris. 6 He has to work that weekend. 7 No, he won't. 8 No,
he hasn't.
4a 0 Focus on the Everyday expressions. Tell students to find and
underline them in the text.
o Write: Does that ___ (that)? on the board. Point to the gap
and ask students to supply the missing word. Elicit: mean.
o Ask students to complete the expressions.
o Go through the answers together. Drill each expression as a
class then individually.
mean, Are, tell, unfort unately, so, like
130
b 0 Read through the information. Ask two students to read out
the example conversation. Check pronunciation.
o Put students in pairs. Tell them to make conversations using
the information and the expressions in exercise 4a. Monitor.
o Ask pairs of students to read out one conversation each, Check
pronunciation.
S 0 Focus on the Language check. Tell students to look at the first
picture. Ask them to read the text again and underline all the
examples of have to and be able to.
o Repeat with the second picture.
o Go over as a class.
picture 1: ... we won't be able to use it? We'll have to use KP studios
... ... we' ll have to do two months' filming ... We'll have to work every
weekend ...
picture 2: you 'll have to work .... .. his best man won't be able to be
there? I'lljust have to find ...
6 0 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
o Give students an opportunity to practise each role. Monitor.
o Ask one group to act out the story for the rest of the class.
o Focus students' attention on the can do statement. Now I can
check and confirm information.
o Make up a text with different pieces of bad news, e.g.
Unfortunc.tety, someore ,tole my bnefca5e yesterday and it had
YOLlr exam papers in.
You'll ha~e to do another exam tomorrow but It won't be the same
'me,
You'll have to reVISe everythmg agam but it WIll only take a few
hours,
You have to pa5s th,s exam to get your certificatp
You need your certifIcate to move to the upper intermedIate
course,
The exam will start '1t even Ir the morninq, 50 please arrive early.
o Put students m teams. Tell them to lister dnd make a sent(;"lCe
usirg 0 le of tre expressions +ro11 exercise 4a to chec.k H e
infomato'1 Do the f rst SE"!lte1(e as d'1 pxamole. Read i~ OJ~
and pause at the end and elicit possible se ltences, e.g. Does
that mean that you don t have our eXfJm pc.per,? Are you '1y'rlq
that someone stole our exam papers? Don't tell me tnatyau've
lost our exam papers.
o Move on to the remain'ng sente'1ces. This tllre award a pOlnt to
H e fir~t trail' to IT Ikp iI correc~ srrterce.
Resource activity pages 233 and 283
 Students learn and practise a set of common verb patterns.
Warm-up
Draw fo ur columns on the board with the headings: cars
advantages, cars - disadvantages, public transport - advantages,
public transport - disadvantages . Put students in four groups
and give them on e headi ng to disc uss. Set a time limit of two
min utes, then elicit ideas from the groups.
1 Tell students to cover the text. Ask some questions about the
pictures, e.g. Where is the man? What is he doing?
Play audio a for students to read and listen.
Elicit / Teach key vocabulary, e.g. crowded, avoid,jancy,
imagine, expect, manage. .
Read the question: What's Tony's big decision? Play the audlO
again. Elicit: To move house and live closer to his office.
Drill the items in bold as a class and individually.
There is a tendency for speakers of some languages, for
example French, to overuse the infinitive form after a verb,
usually because this is how it translates from their Ll. This
results in sentences such as I''le yi'leR tIf! w smeke, I eRjeJ' te
dtmee.
----
Sa Play audio DJ for students to listen and familiarize
themselves with the speaker's voice.
Go through the activities. Elicit / Teach key vocabulary, e.g.
commute.
Tell students to listen and write a verb from exercise 2b next
to each activity. Play the audio twice.
Go through the answers together.
1 decide 2 fancy 3 plan 4 need 5 avoid 6 give up
7 manage 8 (not) want
b Write: decide / change her job on the board. Ask students to
make a sentence about Katrina using the past simple. Elicit:
She decided to change her job.
Put students in pairs to complete the exercise. Tell them to use
the table in exercise 2b to help them. Monitor.
Go through the answers as a class.
1 She decided to change her job. 2 She fancied doing something
different. 3 She planned to travel round the world. 4 She
needed to save some money. 5 She avoided having lunch in
restaurants. 6 She gave up commuting by car. 7 She managed
to save a lot of money. 8 She didn't want to leave her job.

2a Focus on the rules on Student's Book page 113. 6a

Read both parts of the grammar table. Drill the examples.
b Go through the verbs.
Draw two columns on the board. Label one + infinitive and the
other + -ing. Tell students to find and underline decide in the
text in exercise 1. Ask: Do we use 'decide' with an infinitive
or -ing? Elicit: with an infinitive and write decide in the first
column. Repeat with enjoy to elicit that we use it with -ing.
Write enjoy in the second column.
Put students in pairs to complete the exercise.
Go over the answers together.
+ infinitive: decide, want, plan , promise, offer, hope, need, manage,
expect
+ -ing: enjoy, imagine, can't stand, avoid, don't mind, fancy, give up,
finish
3 Do the example together. Play the first item on audio g .
Students hear We've finished, make a sentence with playing
tennis or to play tennis, then listen and repeat.
Play the rest of the audio.
4 Read through the text together. Elicit / Teach: pack.
Write: We've decided to move / moving to Australia. on the
board. Ask students to choose the correct form. Elicit: to
move.
Put students in pairs to complete the exercise.
Go through the answers together.
1 to move 2 living 3 getting up 4 to find 5 to go
6 leaving 7 living 8 to leave 9 meeting 10 to make
11 packing 12 to help
Use the expressions to make sentences about your life, e.g.
I've always wanted to go to the USA. I enjoy travelling.
Tell students to use the expressions to make sentences about
themselves. Monitor.
Nominate a student. Ask: What have you always wanted to do,
, (Cindy)? Repeat with different students and questions. Check
use of -ing and infinitives.
b Put students in pairs to compare their answers. Monitor.
Focus students' attention on the can do statement: Now I can
use some common verb patterns correctly.
f-oLL W-Up
Ask students to call out 15 verbs, e.g. dance, travel, go out and
list them on the board.
Put the class into A/ Bteams. As are 'verb + -ing', Bs are 'verb +
infinitive'.
Point to the first item on the board, e.g. dance. Say a verb
from the lesson. If it is a verb followed by an -ing form, Team A
makes a sentence, e.g. We enjoy dancing. If it is followed by an
infinitive, Team B makes a sentence, e.g. She offered to dance
with me.
If both the -ing form and the infinitlVe are possib le, Team A
makes a sentence with the -ing form first then Team B makes
a sentence with the infinitive, e.g. We like dancing. We like to
dance.
Keep the game moving by giving teams a time limit of 20
seconds to make up a sentence.

Focus on the Language note. Drill the examples as a class,

then individually.
Resource activity pages 234 and 284
Tell students to listen and reply using the same form.
Nominate a student. Ask: What do you like doing in your free
time? Elicit: I like (playing tennis). Continue with When did
you start to (play tennis)? Repeat with different students and
different questions.

133
TEACHER'S NOTES LESSON 62 Students learn and practise verb + noun + -ing patterns.
Warm-up
Put students in small groups. Set a time limit for them to
brainstorm extreme sports, e.g. bungy jumping, abseiling,
snowboarding.
Ask students to call out their ideas. Write new words on the
board and ask the team that said the word to explain it to the
rest of the class.
1 Play audio I'fI] for students to read and listen. Ask: Who had
a paragliding accident? Elicit: Jonas Paulsen.
Tell students to cover the text. Ask questions about the
picture, e.g. What is the man doing? What is happening?
Elicit / Teach: paragliding, land, bark, reach, hang, upside
down .
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
How long was Jonas away for? Why couldn't anyone find him?
What could he hear? Who is Lars Odell?
While it is common in English to use the -ing form of a
verb to describe a scene, some languages use the present
or past simple, e.g. There were people who lookedfor me.
Alternatively, they may use a noun rather than a verb, e.g.
I heard the bark of a dog. In some instances translating
directly from another language into English produces a
sentence which is grammatically correct, though perhaps
not appropriate for the situation. Problems also arise when
the word order in the student's L1 isn't the same as English,
leading to sentences such as, TRer:e werepeeple ....he /'Re
leelfedfer. Even when students realize that they need to use
an -ing form, they may make mistakes with word order, e.g.
TRer:e wer:e peeple /'Re leelfiRY fer.
2 Focus on the rules on Student's Book page 113.
Read the first part of the table. Drill the example.
Write: There was a man. He was looking up at me. on the board .
Tell students to read the text in exercise 1 again and find one
sentence which combines the information on the board . Elicit:
There was a man looking up at me.
Go through part two. Drill the example.
Tell students to look at the text again and find t wo more
similar sentences. Elicit: I heard a dog barking. I sa w him
hanging upside do wn.
3 Do the example together. Play the first item on audio Em.
Students hear There was a man. He was climbing the tree ,
combine the sentences, then listen and repeat.
Play the rest of the audio.
4 Look at the picture. Ask some general questions about the
people and things, e.g . Where are the man and woman? What is
the man holding? How many people are there at the bus stop?
Write: There 's a man ___ . on the board . Point to the picture
of the man selling newspapers. Ask: What 's he doing? Elicit:
selling newspapers, and complete the gap .
Put students in pairs. Tell them to look at the picture again
and write eight sentences using There 's or There are + -ing.
Monitor.
Go through the answers together. Ask different students to
say one sentence each .
134
Suggested answers
There's a man selling newspapers. There 's a woman buying a
newspaper. There are two people sitting in a cafe / looking out of the
window of a cafe / ha ving coffee in a cafe. Th ere's a man reading a
book . There's a woman sitting at a table / talking on a mo bile phone.
There's a waiter putting a cup of coffee on t he tab le. There are two
people waiting / standing at the bus stop. Th ere's somebody cycling.
Th ere's someone crossing t he road. The re's som eone playing a guitar.
There's a woman posting a letter.
5 Draw t wo column s on the board labelled see and hear.
Tell students to look at the man and woman having a cup of
coffee. Ask: What can they see? Elicit an example sentence,
e.g. They can see a man selling newspapers. and write this in
the first column.
Repeat with What can they hear? Elicit an example, e.g. They
can hear a woman talking on the phone. and write this in the
second column.
Put students in pairs or groups of three. Tell them to list the
things that the man and woman can see and hear. Monitor.
Elicit idea s from around the classroom .
6 Writing
Read through the scenes. Do the first one (a beach) as an
example.
Write: There's / are ___ . on the board. Tell students to
close their eyes and imagine they are on a beach. Ask:
What 's happening on the beach? Elicit ideas from around the
cla ssroom , e.g. There are people swimming in the sea. There 's
a man selling hamburgers. There are a lot of people sunbathing.
Write t he ideas on the board .
Write: I can see ___ . I can hear ___ . I can feel ___ . I can smell
___ . on the board. Tell students to close their eyes again. Ask:
What can you see? Elicit ideas and write these on the board.
Repeat with hearJeel, and smell. Answers might include:
I can see some children playing volleyball. I can hear someone
laughing. I can feel the sand burning my feet. I can smell
someone cooking hamburgers.
Focu s on the instructions. Tell students to choose one of the
remaining three scenes and use the expressions to write six
sentences to describe it.
Put the students who described the lake scene together. Do
the same with the students who described the remaining
scenes. Tell them to compare their sentences.
Nominate one member of each group to describe their scene.
Focus students' attention on the can do statement:
No wI can describe a scene.
Follow-up
Prepare a picture dictation, e.g. There's a man sitting next
to a river. There's a little girl talking to the man. They can hear
birds singing in the trees. They can see fish swimming in the
river. There's a woman standing near a barbecue. She can smell
sausages burning. She can hear a plane flying in the sky. Now she
can feel rain falling from the clouds in the sky.
Dictate the information. Tell students to listen carefully and
draw the scene. For example, when you say They can hear
birds singing in the trees, students add birds and trees to their
picture.
Put students in small groups to compare their pictures.
Resource activity pages 235 and 284
 Students practise reading and re-telling a story.
Warm-up
Play a game of Vocabulary Ladders (see page 11). Collect
pictures of 20 African animals, including monkey and leopard.
Display them on the board and elicit the names of each one.
1 Focus on the picture. Ask: What is the dog doing? Elicit: He's sitting
on the ground eating a bone. Repeat for each animal to elicit The
leopard is moving towards the dog. The monkey is watching.
Put students in pairs or small groups to discuss what they expect
to happen and why. Elicit ideas from around the classroom.
2a Go through the phrases. Elicit / Teach key vocabulary, e.g.
delicious, in trouble, trick.
Ask students to read the first paragraph of the story. Tell them
not to worry about new vocabulary.
Write: 'Oh dear' he thought '___ .' on the board. Ask students
to complete the sentence with one of the phrases. Elicit: I'm
in trouble now.
Set a time limit for students to complete the exercise alone,
then put them in pairs to compare their answers.
b Play audio l'iII for students to listen and check their
answers.
Go through the answers together.
1 d 2 b 3 e 4 c 5 a
Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: wander, butterfly
paragraph 2: chew, approach
paragraph 4:follow, run away
paragraph 5: expect, close
paragraph 6:jump off, chase, say to yourself, moral, wise, beat
Play the audio again for students to read and listen.
3 Read through the questions. Elicit / Teach: attack.
Put students in pairs to answer the questions.
Go over the answers as a class.
1 When he stopped to have a rest. 2 He was old and a long way
from home. 3 Because he heard the dog say he could eat another
leopard. 4 He thought the leopard would be his friend if he told
him the dog had tricked him. 5 Because he heard the dog saying
that he was waiting forthe monkey to bring him another leopard.
6 Because he thought the monkey was helping the dog.
Focus on the Language note. Drill the examples as a class
then individually.
Read the first example again. Ask: Why did he stop? Elicit:
He wanted to have a rest. Repeat with the second example to
elicit: We don't know.
Elicit / Explain that we use stop + infinitive to say that we
stopped doing one thing so that we could do something
different.
4 Speaking
Put students in A/ B pairs. Ask the As to read the first two
paragraphs again and the Bs to read the remainder of the story.
Ask students to close their books. Arrange As in one group and
Bs in another. Tell them to practise retelling their part of the
story in their own words. Monitor.
137
Put students in A/ B pairs. Tell As to retell the first part of the
story to their partner. Bs continue the story to the end. Monitor.
Nominate two students to retell the story. The other students
can add in details where necessary.
English in the world
Elicit / Teach: proverb, worm, spots, bush, hatched.
Read through the proverbs together.
Focus on the picture and the first proverb. Put students in pairs.
Set a time limit for them to discuss the proverb and, if possible,
work out the meaning. Elicit / Explain that it means you should
do things as soon as possible if you want to be successful.
Put students in groups of four. Tell them to read the proverbs
again and discuss the meanings. Monitor.
Elicit ideas, then confirm or correct them.
Aleopard never changes its spots: people don't change.
While the eat's away the mice will play: people do what they want when
there is no one in authority.
Abird in the hand is worth two in the bush: Look after what you have,
don't risk losing it by looking for something else.
You can't teach an old dog new tricks: It's difficult to learn new ways of
doing things.
Don't eauntyour chickens before they're hatched: Don't be too
confident of success.
Put students in mixed nationality pairs or in small groups. Tell
them to think of a proverb from their own language and explain it
to their partners. Monitor, then ask individual students to explain
their proverbs to the class.
If your students are all the same nationality, do this as a whole
class activity.
Focus students' attention on the can do statement: Now I can
understand and re-tell a simple story.
FoLLow-up
Divide a piece of paper into 16 sections. Write out eight
proverbs. Arrange them so that each section of the paper
contains one half of a proverb, e.g. Too many cooks / spoil the
soup. Many hands make / light work. All that glitters / is not gold.
Blood is thicker/than water. Look before / you leap. Learn to
walk / before you run. The pen is mightier/than the sword. Don't
judge a book/ by its cover. Make enough sets for students to
work in small groups.
Elicit / Teach any words that your students may not have seen
before.
Give each group a set of proverbs and ask them to match the
two halves of each proverb.
Go through the answers together, then set a time limit
for students to discuss the proverbs to try to work out the
meaning. Elicit ideas from around the classroom.
Resource activity pages 236 and 285
 Students review and practise making suggestions.
Warm-up
o Write places where people [T ight go i 1 heir free +he on
separate pieces of paper, e.g. restaurant, bowling allev, leisure
centre, golf course, cinema, museum, art gallery, theatre, Ice-
skating rink, park. Put the pieces of paper into 2 bag.
o Put students in teams. Members of each team take it in tur'lS to
take a p'ece of paper from tI-Je bag and describe tre word. Do
one exarrple. Say: It's a place where you can sit down and have a
fYleal. Elicit: restaurant. TeaMS co npete to guess the answer and
win a po;nt.
la 0 Play audio rDI to familiarize students with the speakers'
voices.
o Ask questions about the picture, e.g. What can you see? What
are the two people doing?
o Elicit / Teach key vocabulary, e.g. Lebanese, the square, text (v).
o Read the questions. Play the audio again for students to read
and listen. Elicit: They're going to go to the new Lebanese
restaurant on Friday.
b 0 Nominate two students to act out the conversation. Check
pronunciation.
o Put students in pairs to practise the conversation. Give them
an opportunity to practise both roles. Monitor.
2a 0 Go through the words and expressions in the list. Elicit /
Teach: out (not possible).
o Write: Do you fancy goingfor a meal later? on the board. Tell
students to look at the words and expressions again and find
one to replace the underlined phrase. Elicit: Would you like
to go.
o Put students in pairs to complete the exercise. Monitor.
b 0 Play audio rm for students to listen and check their
answers.
o Go over the answers as a class.
1 Would you like to go 2 want to go out 3 out 4 manage
5 OK 6 Why don't we try
o Ask two students to read the new conversation. Check
pronunciation.
o Put students in pairs to practise. Give them an opportunity to
practise both roles. Monitor.
3 0 Look at the Everyday expressions. Write: Would you like / Do
you want ___ ? on the board. Point to the gap and ask students
to complete the sentence with go out, going out, or to go out.
Elicit: to go out.
o Ask students to complete the expressions.
o Go through the answers together, then drill all the expressions
as a class and individually.
to go out, go out, going out, to go out, going out
o Focus on the second section. Elicit / Explain that! don't really
want to go out/ I don't feel like going out are appropriate for
any situation where someone invites you out. The remaining
responses are usually used when a specific time, day, or date is
mentioned, e.g. tonight.
4 0 Do the example together. Play the first item on audio Im).
Students hear How about, make a suggestion with the correct
form of go for a meal, then listen and repeat.
o Play the rest of the audio.
o Focus on the Language note . Drill the examples as a class,
then individually.
138
o Tell students to listen and use one of the expressions to
politely say no to your sugg estions. Nominate a student. Ask:
Do you fancy going for a meal tonight? Repeat wit h different
students and different questions.
5
o Focus on th e first cue. Tell students to look at exercises 1-3
and make a suggestion using one of the expressions, e.g. Do
you want to go to the cinema? Elicit ideas from around the
classroom. Repeat with each cue.
o Nominate a student to act out a conversatio n with you. You are
A, the student is B. Make a suggestion, e.g. Do you want to go
to the theatre tomorrow, (Kris)? Elicit a response, and continue
the conversation.
Put students in pairs to make up new conversations. Tell th em
to change roles at the end of each conversation. Monitor.
o Nominate pairs of students to act out conversations.
Pronunciation
1 0 Write: Do you want to go on the board. Model the sentence.
Ask students to say which words are stressed. Elicit: want, go.
Repeat with Do you want to go for a meal? to elicit want, go,
and meal.
o Look at the second sentence on the board. Circle do, you, to,
for, a. Model the pronunciation ofthe whole sentence. (Note
that do and you should be pronounced together as Idju:/.)
Elicit / Explain thatfor, to, and a are pronounced with a l'dl sound
when they are unstressed, e.g. /f'dl (for), It'dl (to), l'dl (a).
o Play audio rm for students to listen and repeat the
sentenc~s.
o Put students in pairs to underline the words in each sentence
with the stress, then go through the answers together.
1 Do you want to 92 Do you want to 92 for a meal?
2 Would you like to 92 Would you like to 92 to the cinema?
3 Do you fancy going Do you fancy going to the~?
4 Why don't we..9..2. Why don't we 92 to the cafe?
2 0 Play the audio again for students to listen and repeat.
o Focus students' attention on the can do statement: Now I can
make and respond to suggestions.
o Col.E:ct leaflets frem plaLes vVhere peop.E' ~pe'1d t'lel f free
t'm" (see Warm-up). Yo J can fhd ~nq.ish leaflets;r. tour;st
infomatio 1certres, or ,Jrint 'th;ngs to do' PJ~es fro. weDs'tt'
o utips in f'1qlish-speak'rq courhes.
o Preparp q Jestions about he informC'tior in the lea~lets, e.g.
When does the ... open? IVhat days cor, yOU . ? What sort of food
.. ? Make a copy ~or each student.
o D1Spl'lY the leaflets arou ld t'lP classro'J"l. Set 2 tirre li'Tl't for
studerts to read and ~inc the arsvVers, be~ore going thro..tg~
HeM togeH e .
o ASI( stL.denh ~o L oo~e or e ,Jldce that they would li~e to qo
to rd find vvo or thee rro e stude 1tS wllo want to go tc the
same pl ce. Tell ther to IT ake L.P, r ew corversatior likE' tre
one in exercise 1
Resource activity pages 237 and 285
Review and WordLists Lessons 57-64
Student's Book pages 97-98
 Students learn and use a lexical set of words to talk about sport.
Warm-up
Make a mini sports quiz. Prepare a set often multiple-choice
questions about sporting events, with a choice of three
answers for each question, e.g. When were the first modern
Olympics held? What sport is played at Wimbledon? Which
team won the last World Cup? How many events are there in a
decathlon? Where are the next Winter Olympics going to be held?
Put students in small teams and read out the questions and the
choice of answers. The winning team is the team that has the
highest score at the end. If two teams have the same points,
you could add a tie-breaker question.
1 Put students in small groups . Set a t ime limit of t wo minutes
for them to list the names of sports they know. Monitor.
Ask groups to call out their ideas and write these on the board.
Check pronunciation.
We use the verbs go, do, and play with sports. Go is used
where the sport is the -ing form of the verb. For example,
ski and swim are verbs, so we say go skiing, go swimming. We
usually use play with ball sports and competitive sports,
where a match or game will have a winner, e.g. play football,
play tennis, play snooker. With competitive sports that do
not use a ban, and with recreational activities, we use do,
e.g. do karate, do yoga.
2 Focus on the first section (places) . Play the first two items of
audio mII for students to listen and repeat. Drill each item
as a class and individually.
Repeat with people and equipment.
Ask students to cover the labels and look at the pictures. Ask:
What's number 5? Elicit: a goalkeeper. Repeat with different
pictures.
Put students in pairs to practise. Monitor.
Focus on the final section (actions). Play the rest of the audio
for students to listen and repeat.
Tell students to cover the labels. Ask: What's number 12?
Elicit: to hit. Repeat with different pictures.
Read the Language note. Drill the examples.
Write: Liverpool 2, West Ham O. on the board. Ask: Who won
the game? Elicit: Liverpool. Repeat with Who lost the match? to
elicit West Ham .
Write: Liverpool ___ West Ham . West Ham ___ to Liverpool. Ask
students to complete the sentences with beat or lost. Elicit:
Liverpool beat West Ham. West Ham lost to Liverpool.
3a Elicit / Teach: five-a-s ide football .
Play audio I'm for students to familiarize themselves with
the speakers' voices.
Read the questions. Tell students to listen and answer. Play
the audio twice.
Go over the answers together.
1 two or th ree times a week 2 at the local sports centre
3 a group of peop le that he works with 4 Bren dan's team won
b Go through the points. Elicit / Teach: differences.
Tell students to listen and find the information.
Put students in pairs to compare their answers, then go
through as a class . If necessary play the audio again , pausing
after each answer.
141
differences: five -a-side has five players and norma l footba ll has
eleven, five-a-side is played indoors on a basketball pitch and normal
football is played outside on a football pitch, five-a -side goa ls are
smaller
things that are the same: both are played with two teams, there's a
goal with a goalkeeper, you have to kick the ball, you can't throw the
baIlor touch it with your hands
reasons: it's good exercise, yo u can play all year round, you don't
need expensive equipment
4a
Go through the questions. Use the first question to make a
sentence about yourself, e.g. I like swimming and snooker.
Nominate different students. Ask: What sports do you like?
Repeat with each question.
Tell students to read the questions again and write sentences
about their lives and their opinions . Monitor.
b Put students in pairs to compare their an swers .
Ask individual students to tell the class about their partner.
English in the world
Elicit / Teach: score, dra w, half-time, match.
Elicit that Manchester United, Chelsea, Benfica, and Juventus are
football teams. Read through the text as a class. Note: The text
describes how we give scores for most competitive sports; there
are variations within some sports such as boxing, tennis, and judo.
Focus on the questions. Nominate a student. Ask: How do you give
SCO fes in (Russia)? Repeat with different students.
Elicit scores from recent matches. Note: If you have access to
an English language newspaper, you could make copies of the
football results tables and do this as a reading race . Say the name
of a team and tell students to find and read out the result.
Focus students' attention on the can do statement: Now I can talk
about sport.
FoL 0 -Up
Write pairs of sports on the board, e.g. football/ rugby, sOlling/
roWing, badminton / tennis, basketball / netball, ice-hockey /
hockey, karate / judo, cricket/golf
Put students in small groups. Tell them to look at the pairs and
find one thing that is the same and one thing that is different,
e.g.football/ rugby - both are played on a pitch, both have a
goal, both use a ball, the balls are different shapes, there are
more people in a rugby team, the goals / pitches are different.
Elicit ideas from around the classroom.
Resource activity pages 238 and 286
, TEACHER'S NOTES LESSON 66 Students review and practise relative clauses.
Warm-up
Play a game of Spelling Ping Pong (see page 11) to review
sports words from lesson 65.
1 Play audio _ for students to read and listen. Ask: Why does
Jordan hove a problem sleeping? Elicit: His neighbours have
parties.
Tell students to cover the text. Ask questions about the
picture, e.g. Where are Jordan and Sarah? What are they doing?
Elicit / Teach: keep someone awake, reach an agreement, keep
the noise down.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
When did the couple move into the flat below Jordan? Are they
going to stop having parties? Why isn't Jordan angry?
Put students in pairs to practise the conversation. Tell them to
practise both roles. Monitor.
2 Focus on the rules on Student's Book page 113.
Go through the note. Drill the examples as a class, then
individually.
Tell students to look at the examples again. Ask: Who has
parties? Elicit: The couple who moved into the flat below Jordan.
Repeat with Which parties are they going to invite Jordan to? to
elicitAII the parties which they have.
Focus on who, that and which. Elicit / Explain that these are
relative pronouns. We use who / thatfor people, and which /
that for things.
3a Read through the cues and the text. Elicit / Teach key
vocabulary, e.g.final, several, pleased.
Write: I like all sport, but tennis is the sport ___ . on the board.
Tell students to choose a cue and make a relative clause with
thatto complete the gap. Elicit: thatI like best.
Put students in pairs. Ask them to read the text again and
complete the sentences.
b Play audio mill for students to check their answers.
Go through the answers as a class. Check pronunciation.
1 that I like best 2 that is very close to my flat 3 that I won two
years ago 4 that! beat in the final 5 that! can't do at all
6 that have very cold winters 7 that makes sports equipment
8 that we want to see
4 Write: ... tennis is the sport ___ I like best. on the board. Point
to the gap. Ask: 'which' or 'who? Elicit: which.
Ask students to look at the text in exercise 3a again and
replace that with who or which.
Go through the answers together.
1 which 2 which 3 which 4 who 5 which 6 which
7 which 8 which
In some languages, for example German, there is no
difference between who and which and students may mix
them up in English. Another problem is the use of what in a
relative clause, e.g. I'm a memeer (JIa termis clue what is Rear
te my heuse. This is usually because in the L1 there is only
one word for that and what.
5a Focus on the rules on Student's Book page 113.
Go through the table. Drill the examples as a class, then
individually.
142
Read the first section. Ask students to read the text and find
another sentence where the relative pronoun is the object
of the relative clause to elicit No, they agreed to invite me to
all the parties which they have. Ask students to rewrite the
sentence without a relative pronoun. Elicit: No, they agreed to
invite me to all the parties they have.
Go over the second section. Ask students to look at the text
and find more examples where the relative pronoun is the
subject of the relative clause. Elicit: who moved into the flat
below me, that keeps everyone happy. Ask: Can we omit the
relative pronoun? to elicit No.
b Focus on the text in exercise 3a. Write: the sport that I like
best on the board. Ask: Can you omit the relative pronoun?
Elicit: Yes (that is the object of the clause). Repeat with a club
that is very close to my flat. to elicit that you can't omit that
because it is the subject of the clause.
Put students in pairs to complete the exercise. Monitor.
Go over the answers together.
In 1, 3,4, 5, 8 the relative pronoun can be omitted
In 2, 6, 7 the relative pronoun cannot be omitted
6a Read through the items. Write: a place which you've always
wanted to visit on the board. Ask: Can we leave out the relative
pronoun? Elicit: Yes.
Put students in pairs to complete the exercise.
Go through the answers together.
In 1, 2, 4, 6, 8 the relative pronoun can be omitted
In 3, 5, .7 the relative pronoun cannot be omitted
b Focus on the first prompt in exercise 6a. Use it to make a
sentence about yourself, e.g. A place I've always wanted to visit
is New Zealand, because one of my friends lives there. Nominate
different students. Ask: What's a place you've always wanted to
visit? Elicit a response, then ask Why?
Ask students to read the prompts again and answer them. Tell
them to give reasons for their choices.
C Put students in pairs to compare their answers.
Ask individual students to tell the class about their partner.
Focus students' attention on the can do statement: Now I can
give more information about people and things.
Follow-up
Put students in pairs. Give each pair a sheet of paper.
Write: Did Itellyou about the man ___ ? on the boa rd. Tell
students to write a suitable relative clause and pass their sheet
of paper to the next pair. Clean the board and write He used to
work in a factory ___ . Continue with diffe rent prompts, e.g.
He drove a car ___ . He wrote a book about a magician ___ . The
magician had a cat ___ . He sold the book to a film company ___ .
Now he lives in a house ___ . And he has a private plane ___ . Last
year he married a woman ___ . After completing each sentence
pairs pass their work on.
At the end, ask each pair to read out the story they have.
Resource activity pages 239 and 286
 Students practise listening to, and discussing, a talk.

Warm-up
Play a game of Whiteboard Scrabble (see page 11) to revise
words connected to university life (see lesson 53).
1 Play audio [DJ for students to read and listen. Elicit / Teach:
priority, professor, philosophy,full, space, wonder.
Focus on the pictures. Drill each item.
Tell students to listen and tick the items that the professor
used. Play the audio again.
Go through the answers together.
b, c, e, g, h
2 Read through the question. Put students in small groups to
discuss. Monitor, then elicit ideas from a~ound the classroom.
3a Draw the table on the board. Go through the five items from
exercise 1 that the professor used. Tell students to read the
first paragraph of the text and find the first item. Elicit: a
glass jar and write this in the items column.
Put students in pairs to complete the exercise.
Go through the answers together.
1 a glass jar 2 golf balls 3 stones 4 sand
5 two cups of coffee
b Read the list of meanings. Elicit / Teach: replace.
Tell students to listen again and match the five items in the
table to their meanings. Play audio Im
twice.
Go over the answers as a class. If necessary play the audio
again, pausing after each answer.
1 d 2 a 3 c 4 e 5 b
C Point to the second row of the table. Ask: What things are
really important? Tell students to listen again and write the
things that the professor mentions in the examples column.
Play the first part of the audio (to your life would still befull).
Elicit: family, health, your favourite free time activity.
Repeat with rows 3 and 4.
2 your family, your health, your favourite free time activity
3 yourhouse,yourjob
4 your clothes, housework, TV programmes
Pronunciation
1 Write: 19/, Ikl on the board. Model the pronunciation of each
sound. Elicit / Explain that a voiced sound comes from the
throat and an unvoiced sound is made by air coming from the
mouth. Ask students to put their hand on their throat and
practise saying 191and Ik/. Ask: Which consonant is voiced?
Elicit: 191 (because you can feel the vibration in your throat
when you say it).
Drill each pair of sounds as a class, then individually. Elicit
that 19/, Ib/, Id/, and Ivl are voiced sounds, and Ik/, Ip/, It/, and
If I are unvoiced.
Play audio _ for students to listen and repeat.
2 Tell students to listen and tick the word they hear. Play audio
mD
Go through the answers together.
1 glass 2 back 3 two 4 sad 5 buy 6 cup 7 feel 8 leave
Put students in A/ B pairs. Tell As to say a word and Bs to
point to the word they hear. Monitor, then tell them to change
roles.
Focus students' attention on the can do statement: Now I can
understand a talk and discuss it.
Follow-up
Tell students they are going to spend a year on a desert island.
Give them two minutes to make a list of ten things they would
take with them. These must include things to help them survive
'and to stop themselves from getting bored. Remind them
that there is no electricity on the island and no mobile phone
signal.
Put students in small groups to compare their lists and make
one group list with the ten best items.
Put students in new groups to compare their ideas.
Resource activity pages 240 and 287

4a "0t!l
Read the question. Point to item 2 in the table. Make a
sentence about yourself, e.g. My pets are really important to
me. Nominate different students. Ask: What's really important
to you? Elicit a range of ideas.
Repeat with items 3 and 4.
Tell students to read rows 2-4 of the table and add one more
example to each row. Monitor.
b Put students in pairs to compare their answers.
Nominate individual students to tell the class their ideas.

145
 Students learn and practise expressions for talking about priorities
and commitments.
Warm-up
Put studerts in small groups. ASK them to list the things that
Sarah and Peter would have to do to prepare for their weddirg
Set a time limit of two minutes then elicit ideas, e.g. book the
church / registry offIce, invite the guests, choose the bridesmaids /
best man, buy/make the weddinq dress, order the wedding cake,
organize the reception, book the honeymoon.
1 Tell students to read episodes 7 and 8 again. Ask questions
about the story, e.g. What did Lucy win? Who was she going to
take to Paris? Why can't Jordan be Peter's best man? What did
Lucy decide to do?
2 Play audio mlII to familiarize students with how the story
develops and with the characters' voices.
Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: too long, alter, sewing, headphones
picture 2: guy, entertaining, on her own, let someone down
Write the new words on the board and drill them as a class and
individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic compreh ension, e.g.
picture 1: Who is in the picture? Where are they? What is Lucy
wearing?
picture 2: Where are Jordan and Peter? What is Peter doing? Why
do you think Jordan looks worried?
picture 3: What do you think Jordan is thinking?
Focus on the question: Why doesn't Jordan tell Peter his news?
Play the audio again for students to read and listen. Elicit:
Because he doesn't want to let Peter down.
Ask some questions about the text to check comprehension,
e.g.
picture 1: What's wrong with Lucy's dress? What does Lucy do
when she's sewing? Why is Sarah busy?
picture 2: What part is Jordan playing in the soap opera? Why
does Peter think Jordan won'tfind the part difficult? Who is
going to the airport?
picture 3: What can wait?
3 Go through the statements. Write: ___ is going to be Sarah's
bridesmaid on the board. Ask students to read the text again
and find the correct subject. Elicit: Lucy.
Tell students to read the text again and write the answers.
Put students in pairs to compare their answers, then go over
the answers as a class.
1 Lucy 2 Lucy 3 Sarah 4 Jordan 5 Peter's secretary
6 Peter 7 Sarah's parents 8 Peter and Sarah
146
4a Focus on the Everyday expressions. Tell students to find and
underline them in the text.
Write: ... if I ___ time on the board. Pointto the gap and ask
students to supply the missing word. Elicit: have.
Ask students to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
have, many, doing , without, to, let, can
b Read through the conversations. Elicit / Teach: conference,
make it.
Focus on the first conversation. Write: Yes, if___ . on the
board. Tell students to look at the expressions in exercise
4a and find a suitable expression to complete the sentence.
Elicit: I have time.
Tell students to complete the conversations.
Go through the answers as a class.
1 I have time 2 can wait, so many things I need to do
3 promised to go, want to let her down 4 will have to do without
me, already doing something
Nominate two students to read each conversation, then put
students in pairs to practise. Monitor, then tell students to
change roles and repeat.
S Focus on the Language check . Tell students to look at the first
picture. Ask them to read the text again and underline all the
examples of relative clauses in the story.
Repeat with the second picture.
Go over as a class.
picture 1: ... a bridesmaid who looks terrible ... a shop that alters
clothes ... so many things I need to do
picture 2: ... an Australian guy who works as a computer engineer .. .
something I wanted to talk to you about ... some visitors who need
entertaining ... this thing you wanted to talk to me about
6 Focus on the story. Put students in groups. Tell them to
practise the story, each taking one part.
Give students an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the class.
Focus students' attention on the can do statement: Now I can
talk about priorities and commitments.
Play a ga'Tle of Sentelc.e Harg'Tlan. Fo.low tlJe i'1structior ~ for
Hangmar (see page 10) bJt Jse the expressiors from exercise
4a lOstead of single words. E'\Ch dash rE'presents a word 1n t'1e
expressio 1
Resource activity pages 241 and 287
 Students learn and practise a set of common expressions with
prepositions.
----------------------------------------------
Warm-up , Sa Go through the sentences. Elicit/ Teach key vocabulary, e.g. a
Write out words connected to work on the board. Put
students in pairs or small groups to sort the words into
appropriate groups, e.g. (peop le) boss, manager, PA, colleague,
(departments) marketing, human resources, sales, publicity,
(verbs) apply, promote, sack, retire, (work places) office,
company, factory, school.
1 Tell students to cover the text. Ask some questions about the
picture, e.g. Where is the man? How does he look? Does he like
his job? What is he thinking about?
Play audio mill for students to read and listen.
Elicit/ Teach key vocabulary, e.g. off work, suffer, similar,
sculptor, sculpture, perfect.
Ask questions about the text to check comprehension, e.g.
How long has the man been doing his job? Why was he off work a
few weeks ago? What did he do last year? What has he decided to
do?
2 Play audio GB for students to listen and repeat the
expressions from the text.
Drill each of the items as a class and individually.
Ask students to cover the text. Tell them to listen and say the
preposition. Say: suffering. Elicit:from. Repeat with different
words.
Put students in pairs to practise.
3 Write: in on the board. Ask students to read the text again and
find two expressions with in. Elicit: interested in, take part in.
Put students in pairs to complete the exercise.
Go through the answers as a class.
be interested in, take part in, be bored with, agree with , apply for,
wait for, similar to, talk to, thin k about, worry abo ut, look at, be good
at, be suffering from , be different from , be tired of, be afraid of
Students might have problems with expressions with
prepositions due to L1 interference. Where an equivalent
expression doesn't require a preposition in the student's
own language, they may omit the preposition in English,
e.g. I started /eekjees. Ifyeli wait the perfect time.
Sometimes a preposition used in one language is not the
same as the English preposition, leading to mistakes when
students translate directly from their own language, e.g.
lll'erry fer meTley.
Focus on the Language note. Drill the examples as a class,
then individually.
Tell students to read the text again and underline more
examples of prepositions followed by nouns (or pronouns) .
Go through the answers as a class.
bored with it, apply for her job, afraid of a new challenge, suffering
from flu , think about it, loo k at job ad verts, similar to the one, tal ked
to my wife, interested in art, too k part in a su mmer school, wo rrie d
about money, ag reed with me, wait for th e perfect time, different
from now
Repeat with examples of prepositions followed by gerunds.
Elicit: tired of going, good at painting.
4 Do the example together. Play the first item on audio a .
Students hear be tired / travelling, make a sentence in the past
simple with the correct preposition, then listen and repeat.
Play the rest of the audio.
149
bad cold, competition.jlying, interview.
Write: I wanted to talk ___ Umberto today on the board. Ask
students to supply the missing preposition. Elicit: to.
Put students in pairs to complete the exercise.
b Play audio
answers.
rm for students to listen and check their
Go through the answers together.
1 to, from 2 in , with 3 of, in 4 from , to 5 at, wit h
6 at, of 7 about, of 8 fo r, fo r
6a
Write some ofthe expressions from exercise 1 on the board .
Use these to make sentences about your life, e.g. I'm taking
part in a rEFL conference next month. I often suffer from colds
in the winter. I'm interested in history. I'm worried about my
daughter's exam results. Write your sentences on the board for
use in exercise 6b.
Tell students to go through the expressions in the text and
write eight sentences about themselves. Monitor.
b Ask two students to read the example conversation. Point
to your first sentence on the board. Tell students to work in
pairs and think of a question to ask you. Elicit questions from
around the classroom and give a suitable response. Repeat
with each of your sentences to produce a range of questions.
Put students in pairs to discuss their sentences. Monitor.
Nominate different students to tell the class about their
, partner.
Pronunciation
1 Elicit / Teach key words, e.g. spider, hay fever.
Play audio Im for students to listen and read the sentences.
Write: I'm afraid of spiders. on the board. Point to of Model
the strong form /DV/ and the weak form /.-,v/. Say the sentence
on the board and elicit that of has a weak form here. Drill the
sentence.
Repeat with each sentence, focusing on the weak form of the
preposition in each one.
2 Play the audio again for students to listen and repeat.
Focus students' attention on the can do statement: Now I can
use some cammon expressions with prepositions.
Write out the prepos'tions from exercise 3 on separate pieces
of card or paper. Each card will need something such as a
piece of tape attachmg to it, so students can stick the card to
the board. You will need to make each word large enough for
everyore to be able to see it when it is on the board. Make two
sets.
Put students in teams and give each team a set of cards.
Write an expression from the lesson on the board, e.g. be bored
_ . Teams race to find the correct preposition and stick it on
the board to win a point.
Resource activity pages 242 and 288
TEACHER'S NOTES LESSON 70 Students learn and practise the third conditional.
...,
Warm-up
Write out some first conditional sentences as jumbled
sentences on pieces of paper, e.g. IfI garage I take I the I
breaks down I itl 1'111 to I my car (If my car breaks down, I'll
take it to the garage). Make enough sets for students to work
in small groups. Tell them to order the words to make first
conditional sentences.
Go through the answers. Elicit how we make the first
conditional, then ask students to change the sentences into
the second conditional, e.g. If my car broke down, I'd take it to
the garage.
Elicit the difference between the first and second conditional
(see Lesson 30).
1 Play audio IZiD for students to read and listen. Ask: Why did
Theo have to go to hospital? ELicit: a spider bit him.
Tell students to cover the text. Ask questions about the
pictures, e.g. How do you think the man and the spider are
connected?
Elicit / Teach: save someone's life, poisonous, lump, bite,
cancer, treatment.
Play the audio again for students to read and listen.
Ask questions about the text to check comprehension, e.g.
Why didn 't Theo go to the beach? What happened when he went
to the hospital?
Play the audio again for students to read and listen.
Common problems that students have with the third
conditional are using the past perfect in both clauses, e.g.
If I RBd seeR Rim, I RBd sBid 'Rel/B', or using would in both
clauses, e.g. If I we/;/[fi RBI'e seeR Rim, I we/;/[fi RBI'! sBid 'Rel/e'.
This is often a result of translating directly from their L1.
2 Focus on the rules on Student's Book page 114.
Go through the table and drill the examples.
Write: If it hadn't rained, I would have gone to the beach. on
the board. Elicit that we make the third conditional with if+
past perfect and would have + past participle. Point to the first
clause. Ask: Did it rain? Elicit: Yes, it did. Point to the second
clause. Ask: Did I go to the beach? to elicit No, you didn 't.
Elicit / Explain that there are two events in a third conditional
sentence. Point out that both verbs in the sentence refer to
something that didn't happen, i.e. the events are imagined.
Elicit / Explain that you can start a third conditional with the
if clause or the main clause. Use the sentence on the board to
show that there is a comma after the if clause when it starts a
sentence.
Ask students to rewrite the sentence beginning with I. ELicit:
I would have gone to the beach if it hadn't rained. and write
this on the board. Point out that there is no comma in the
sentence.
3a Read through the cues and the text. Elicit / Teach key
vocabulary, e.g. appointment, complain.
Write: Susan ate too much, she felt sick. If she ___ eaten
too much, she ___ felt sick. on the board. Ask students to
complete the sentence. ELicit: If she hadn't eaten too much, she
wouldn't have felt sick.
Repeat with the second example.
Put students in pairs to complete the exercise.
b Play audio _ for students to check their answers.
Go through the answers as a class .
150
1 hadn't, wouldn't have 2 wouldn't have, had 3 hadn't,
wouldn't have 4 wouldn't have, hadn't 5 had , would have,
6 had, would have
Play the audio again for students to listen and repeat.
4 Go through the events. Focus on the first two events. Write:
The weather wasn't nice. He didn 't go to the beach. on the
board.
Put students in pairs to make a conditional sentence. ELicit: If
the weather had been nice, he would have gone to the beach.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 If the weather had been nice, he wou ld have gone to the beach.
2 If he'd gone to the beach, he wouldn't have tidied the garage.
3 If he hadn't tidied the garage, a spider wouldn't have bitten him.
4 If a spider hadn 't bitten him, his wife wouldn't have taken him
to the hospital. 5 If his wife hadn't taken him to the hospital, the
doctors wouldn't have found a lump on his neck. 6 If the doctors
hadn't found a lump on his neck, they wouldn't have started cancer
treatment. 7 If they hadn 't started cancer treatment, he would
have died from the disease.
Sa W1!lttlHtII
ExpLain / ELicit: a turning point in your life.
Read through the sentences. Put students in pairs to think of
two more sentences to continue the series of events, e.g. I
applied for the job, I got the job. Elicit ideas.
Ask students to think of a turning point in their life and make
a flow chart with six events.
Nominate individual students to describe their flow charts to
the rest of the class.
b Focus on the sentences in exercise Sa. Write: I had toothache.
I went to the dentist's. on the board. Put students in pairs
to make a third conditional sentence. Elicit: If I hadn't had
toothache, I wouldn 't have gone to the dentist's. Repeat with
each sentence.
Tell students to use the events on their flow chart to make
third conditional sentences.
Put students in pairs to describe their flow charts using the
third conditional. Monitor.
Focus students' attention on the can do statement: Now I can
talk about the results of events that didn 't actually happen.
FoLLow-up
Write the following sentences in random order on the board
(or on an OHT): Mike got up late. He missed his bus. He was late
for school again. His teacher gave him extra homework. He went
to the library to do the homework. He saw an advertisement for
a singing competition. He entered the competition. He won first
prize. Now he's an international singing star.
Put students in groups to order the sentences, then go through
the story.
Set a time limit for groups to write out as many third
conditionals as possible. Award a point for each correct
sentence.
Resource activity pages 243 and 288
 Students read a text and practise talking about regrets.
Warm-up
o Write:job, education, relationships,finances on the board.
o Ask students to think about each of the four subjects on the
board and make predictions about their lives in 10 years' time,
e.g. I'll have my own company, I'll have a degree, I'll be married,
I'll be rich.
o Put students in small groups to compare their ideas.
1 0 Elicit / Teach: software, computer programmer, production
manager, librarian, low-paid, in love.
o Tell students to cover the text. Focus on the first picture and
the caption. Ask questions about Erica, e.g. What's her name?
How old is she? What does she do? Do you think she's happy?
o Repeat with each picture.
o Look at the title of the article . Elicit / Teach: regret. Put
students in pairs. Ask: What do you think the article is about?
Elicit ideas from around the classroom.
o Go through the questions. Tell students to read the texts and
find the answers.
o Put students in pairs to compare their answers.
o Go through the answers together.
a Leroy b Marianne c Erica
2a 0 Go through the paragraphs. Elicit / Teach key vocabulary, e.g.
bankrupt,jealous, evening classes, lazy,fightfor something,
work out.
o Read the first text in exercise 1 again. Ask students to go
through the paragraphs and find two to complete the text.
Elicit: e, d.
o Set a time limit for students to complete the exercise alone,
then put them in pairs to compare their answers.
b 0 Play audio 611 for students to listen and check their answers.
o Go through the answers together.
1 e, d 2 f, c 3 b, a
3 0 Read through the questions . Elicit / Teach: survive.
o Ask students to look at the texts from exercises 1 and 2. Tell
them to read the three paragraphs about Erica again. Ask: How
did Erica get the money for her business? Elicit: She sold her flat
and borrowed money from friends.
o Put students in pairs to answer the remaining questions.
o Go over the answers as a class.
1 She soLd her flat and borrowed money fro m friend s. 2 For fi ve
years. 3 Because he didn 't have any quaLifi cations . 4 He worked.
5 She was 21. 6 They were travelling and going to parties whiLe
she was Looking after her chiLdren .
o Focus on the Language note. Drill the examples as a class and
individually.
o Elicit / Explain that both examples refer to things in the past
that we can 't change.
o Write: Mark wishes he hadn't failed his Maths exam. on the
board. Ask: What did Mark do? Elicit: Hefailed his Maths exam.
o Repeat with Gemma wishes she had gone to university. to elicit
She didn 't go to university.
153
4 0 Read the questions. Tell students to read the text about Erica
again . Use the questions to elicit answers for her, e.g. Ask:
What did Erica do? Elicit: She sold her flat and borrowed money
from her friends to start a software company.
o Put students in pairs to find the information for Leroy and
Marianne. Monitor.
o Go over the answers together.
Erica: 1 She soLd her flat and borrowed money from her friends to
start a software company. 2 She was bankrupt after five years.
3 She wishes she hadn 't borrowed money from her friend s. 4 She has
so me regrets, but if she hadn 't tried , she wouLd ha ve regretted it aLL
her Life.
Leroy: 1 He Left schooL when he was 17. 2 He couLdn't get a good
job. 3 He wishes he had worked harder at school. 4 He thinks he's a
better person because he had to fight to get a good job.
Marianne: 1 She met someone at university. 2 She got married and
had three chiLdren . 3 She wishes that she had done more and seen
more of Life before she got married . 4 She's happy because she's got
a LoveLy family.
Sa 0 Copy the text onto the board (or an OHT). Go through the text
and point to the first gap. Tell students to read their answers
to exercise 4 and complete the sentence. Elicit: left school
when he was 17. and write this in the gap. Continue to the end
of the text.
1 Left schooL when he was 17 2 couLdn't get a good job 3 had
worked harder at schooL 4 he thinks he's a better person because
he had to fight to get a good job
b 4 Tell students to use the text in exercise Sa as a model and
write a similar paragraph about Erica or Marianne. Monitor.
o Ask students to exchange their paragraphs and proofread their
partner's work . Monitor.
o Allow enough time for students to make any necessary
changes, then nominate two students to read out their work.
6a l'dUM
o Read the example together. Make some sentences about your
life using I wish, e.g. I wish I'd gone to Art college. I wish I'd
taken a year off to travel. I wish I hadn't taken the first job I was
offered.
o Tell students to write wishes about their past lives. Monitor.
b 0 Put students in pairs to compare their ideas.
o Nominate individual students to tell the class about their
partner.
o Focus students' attention on the can do statement: Now I can
talk about regrets.
Follow-up
o Ask students to look at the text they completed in exercise Sa.
Tell them to choose one of their wishes they made about their
past life in exercise 6 and write a similar text. Monitor.
o Put students in small groups to read each other's texts.
o Collect the work in for marking.
Resource activity pages 244 and 289
 Students practise writing and responding to invitations.
Warm-up , Ask students to imagine they are having a party. Tell them
Ask students to ca lout examples of wren they might have a
party, e.g. birth of a new baby, birthday, wedding, anniversary,
Christmas, hou~ewarrning.
Put students in small groups to list the ingredlel1ts 0 a good
party, e.g. lively mUSIC, good food, garnes, dancing, nice ve'1ue,
friendly guests
1 Elicit / Teach: housewarming (if it didn't come up in the warm-
up).
Play audio BI to familiarize students with the speakers'
voices.
Go through the three texts to elicit what type of text each
one is.
invitat io n, emai l, lette r
Read the questions. Play the audio again for students to read
and answer.
Go over the answers together.
Bruce an d Tina, Petra and Liam, Ari and Ingrid
2 Read through the questions. Write: Where do Bruce and Tina
live? on the board. Tell students to read the first text again
and find the answer. Elicit: 47 Walden Road, Bristol, BS640K.
Ask students to complete the exercise alone.
Put students in pairs to compare their answers.
Go through the answers as a class.
1 47 Wa ld en Road, Bristol, BS6 4DK 2 Because they've moved to
a new house. 3 Friday 29 March 4 8.00 5 They are going to be
on ho liday.
3a Ask students to cover the texts. Focus on the Everyday
expressions. Write: We're ___ a party on Friday 29 March. on
the board. Point to the gap and ask students to supply the
missing word. Elicit: having.
Ask students to complete the expressions.
b Tell students to read the texts again and check their answers.
Go through the answers together. Drill each expression as a
class then individually.
havi ng, pleased, seein g, invitation, love, ab le
4 Play audio im for students to familiarize themselves with
the speakers' voices .
Focus on the table. Go through the names and the column
headings.
Tell students to listen to the first message and complete the
table. Play the first message twice. Elicit: Sullivan can't come.
He's going to be away on business.
Repeat with each message .
Sullivan: can't come, going to be away on business
Viv and Frank: can come, wants to know if she should bring anything
Natas ha: can come, wants to know if she can bring her cousin
Neil and Erin: can't co me, goin g out to dinnerfor son's 21st birthday
Sa Writing
Tell students to read Bruce and Tina's invitation again. Ask:
What information do Bruce and Tina include in their invitation?
Elicit: Why they're having a party. The day, date, and time. Their
address, telephone number, and email address. Write this as a
list on the board.
154
to use Bruce and Tina's invitation as a model and write an
invitation to their partner. Remind them to include all of the
information listed on the board. Monitor.
Nominate individual students to read out their invitations. Tell
the other students to listen and check they have included all
of the necessary information.
b Go through Ari and Ingrid 's email. Ask questions about the
layout, e.g. What do they put in the subject line? How do they
start; end their email?
Repeat with Petra and Liam's letter. Elicit / Explain that when
we turn an invitation down, we usually give a reason , e.g.
we're going to be away on holiday.
Tell students to exchange their invitation from exercise Sa
with a partner. Give them time to read the invitation.
Ask students to write a response to their partner. Tell them to
use the email or the letter in exercise 1 as a model. Monitor.
Tell students to give their response to their partner. Give
students time to read through the response, then nominate
individual students to read out their work.
English in the world
Read through the information as a class.
Ask students to cover the definitions and look at the expressions.
Say: Please arrive between 7 and 7.30. Elicit: 7 for 7.30. Repeat
with different definitions.
Tell students to write down and translate some expressions that
they might see on an invitation in their country.
Put students in mixed nationality pairs / small groups to compare
their ideas. If your students are all the same nationality, do this
as a whole class activity using the board to compare your country
and your students' country.
Focus students' attention on the can do statement: Now I can
write and respond to invitations.
Put stuaents in groups. Tel. them they are going to pla'l 2n enC-
of-col..rse j)arty for their class. They rave to dec de or a therr e
for t'le;r party, e.g. ancy dress, a'ld plan the food, rT'usic,
games, pnzes, a ld venue.
Monitor wrile students work, then ask eacr grou,:J to eX,:Jla r
their ldeas to the rest of the clas<.
At the end get students to vote for the best ldea (groups can t
vote for their own party).
Resource activity pages 245 and 289
Review and Wordlists Lessons 65-72
Student's Book pages 99-100
 Students learn and use a lexical set of words to talk about air travel.
Warm-up
o Draw four columns on the board with the headings: air, rail.
water, road.
o Put students in groups. Tell them to list different ways to travel
under each heading, e.g. plane, train, car, taxi, bicycle, lorry,
undergraundJerry. Encourage students to think about different
pa rts of t he world, and use t heir dictionaries to find more
unusual types of transport. e.g. helicopter, hovercraft, hot-air
balloon, rickshaw, canoe, skis, sledge, camel.
o Ask groups to call out their ideas. List these on the board and
check comp rehension of new words .
la 0 Focus on the pictures. Ask: Where are the people? Elicit: At an
airport.
o Play audio DD for students to read and listen.
b 0 Play audio ii'f) for students to listen and repeat.
o Drill each of the items in bold as a class and individually.
o Ask questions to check comprehension, e.g. Where do you
check in? What happens at security? Who serves food and drinks
during a flight?
2a 0 Put students in small groups . Set a time limit of t wo minutes
to list other words connected to air travel that they kno w.
Monitor.
o Ask groups to call out their ideas and write these on the board.
Check pronunciation.
b 0 Focus on the pictures. Elicit people and things in each picture,
e.g.
picture 1: passenger, check-in clerk, check-in desk, boarding
card, luggage
picture 2: passenger, security guard, X-ray machine, hand
luggage
picture 3: passengerJlight attendant, seat, seatbelt, overhead
locker
o Ask questions about each picture to check comprehension,
e.g. What's happening in the picture? What is the passenger
doing? What is the security guard checking?
o Read the Language note. Drill the examples.
o Write: They ___ your passport when you go through passport
___ . Ask students to complete the gaps with check or control.
Elicit: They check your passport when you go through passport
control.
Sometimes students have problems with 'false friends',
English words which look similar to a word in their own
language, but have a different meaning or use. For example
in French, the verb contra/er means to check. So a French
student may say The Seblrit)' yblard BRtre/s),Bblr RaRd
/blyyaye.
3 0 Go through the definitions. Focus on the first one. Tell
students to read the text again and find the word that matches
it. Elicit: cabin crew.
o Put students in pairs to complete the exercise. Monitor.
o Go through the answers together
1 ca bin crew 2 board 3 overhead locke r 4 pilot 5 takes off
6 pass po rt contro l 7 departure lounge 8 passenge rs 9 lands
10 sea tb elt
157
4a 0 Play audio fill for students to familiarize them selves with
the speaker's voice.
o Write: Milan , Brussels, Manchester on the board . Ask: Where
was Markflying from? Elicit: Milan. Repeat with Where was he
flying to? to elicit Manchester.
o Read the questions. Tell students to listen and answer. Play
the audio again.
o Go over the answers together.
His flight was delayed. He found his coat again.
b 0 Go through the questions.
o Tell students to listen and find the answers . Play the audio
again.
o Put students in pairs to compare their answers, then go
through as a class.
1 half an hou r 2 He walked to term in al B. 3 wh en he arrived at
the security control in ter mina l B 4 B93 5 by bus
Sa
o Go through the questions . Use the first question to make a
sentence about yourself, e.g. I travel by air two or three times
a year. Nominate different students. Ask: How often do you
travel by air? Repeat with each question.
o Tell students to read the questions again and write sentences
about their lives and their opinions. Monitor.
b 0 Put students in pairs to compare their answers.
o Ask individual students to tell the class about their partner.
En'gLish in the worLd
Elicit / Teach: baggage reclaim, customs, connecting.
Focu s on the signs. Drill each item as a class then individually.
Tell students to write the signs in their own language.
Nominate a student. Ask: (Saskia), how do you say 'baggage
reclaim'in (Russian)? Put students in pairs to practise.
Tell students to think of another sign they might see at an
airport, e.g. Duty free . Write new words on the board. Drill them
and check comprehension.
Focus students' attention on the can do statement: Now I can talk
about air travel.
o Play a game of Vocabulary Snap (see page 11) using the
following items: check-in desk, boarding card, passport control,
internationalflight, departure lounge, departure gate, hand
luggage, overhead locker, take off, flight attendant, baggage
reclaim, duty free, arrivals hall.
Resource activity pages 246 and 290
TEACHER'S NOTES LESSON 74 Students learn and practise indirect questions.
Warm-up ,
Write the following on separate pieces of card: present simple,
present continuous, past simple, past continuous, present
perfect, present perfect continuous, future with 'going to', future
with 'wiLL', future with present continuous, past habits with 'used
to'.
Put students in two groups. Give five cards to one group and
five to the other.
Each group writes five questions using the tenses on their
cards. Monitor and check the questions.
Groups exchange questions and answer the new set of
questions. When they finish they exchange their answers.
1 Play audio BII for students to read and li sten . Ask: What
does Lucy want to do tonight? Elicit: Go for a meal with Peter
and Sarah.
Tell students to cover the text. Ask questions about the
pictures, e.g. Where are Lucy and Sarah? What is Peter doing?
Elicit / Teach: wonder, whether, be back.
Play the audio again for students to read and listen .
Ask questions about the text to check comprehension, e.g.
When did Peter's plane land? Ho w does Sarah kno w? Why can't
Peter find his car?
Put students in threes to practise the conversation. Tell them
to practise all three roles. Monitor.
2 Focus on the rules on Student's Book page 114.
Go through the table. Drill the examples as a class, then
individually.
Write the first two sentences on the board. Elicit / Explain
that we change the word order in an indirect question.
Write: Where is Peter? Ask students to rewrite the sentence
as an indirect question using I wonder. Elicit: I wonder where
Peter is?
Repeat with Where did I put my glasses? Ask students to write
an indirect question with I can't remember. Elicit: I can't
remember where I put my glasses. Write the question on the
board and point out that we don't use the auxiliary do in
indirect questions .
When an English direct question is made into an indirect
question, there is a change in the word order. In other
languages the word order may remain the same, and
students may copy their L1 word order, leading to mistakes
in English such as I el1R't 1'eFReFRger v/heR is the elEI1FR.
3a Read through the questions. Write: What's the capital of
Vietnam? Ask students to make an indirect question with Do
you kno w... ? Elicit: Do you know what the capital of Vietnam is?
Put students in pairs. Tell them to rewrite all of the questions
using Doyou kno w.. . ?
Go through the questions together.
1 Do you know what the capital of Vietnam is? 2 Do you know what
people usually call a Boeing 747 aeroplane? 3 Do you know where
Lake Titicaca is? 4 Do you know when Princess Diana died?
5 Do you know who the first Roman emperor was? 6 Do you know
where the French presid ent lives? 7 Do you know what Lazlo Biro
invented?
158
Go through the example conversation . Nominate a student.
Ask: Do you know what the capital of Vietnam is? Elicit one of
the example responses.
Put students in pairs to ask and answer the question s. Monitor.
b Go through the phra ses . Drill each one.
Ask individual students to use the phrases to tell the class
what their partner knows.
Answers to the questions: 1 Hanoi 2 jumbo jet 3 on th e border
of Bolivia and Peru 4 1997 5 Augustus 6 Elysee Palace
7 the biro / ballpoint pen
4 Focus on the rules on Student's Book page 114.
Go through the grammar notes . Drill the examples as a class,
then individually.
Ask students to read the text and find another example of an
indirect question with if or whether. Elicit: Lucy wants to know
whether we'd Like to go for a meal this evening.
S Do the example together. Play the first item on audio B .
Students hear Have they arrived? make an indirect question
with I wonder if, then listen and repeat.
Play the rest of the audio .
6a IM UM
Read through the cues and the example conversations.
Go through the cues. Elicit an indirect question for each one,
e.g. Do you know where Carlos Lives? Do you know if/ whether
he's married? Do you know what he does? Do you know if/
whether he's good at sport? Do you know where he was born? Do
you kno w If/whether he can play the guitar/ basketbaLL?
Nominat e a student. Ask: Do you know where (Pedro) Lives?
Repeat with different students and different questions.
Put students in A/ B pairs. Tell As to use the cues to write
questions about Bs, and Bs to write questions about As .
Arrange the pairs in groups of four. As work together and Bs
work together. Tell students to ask each other questions about
their first partner. Monitor.
b Put students in their A/ B pairs again.
Go through the example statements.
Ask students to tell each other what their previous partner
kno ws about him / her. Monitor.
Focu s students' attention on the can do statement: No wI can
use indirect questions.
FoLLow-up
Put students into groups of four or five students (A, B, C, D,
E). Tell them to look at the questions in exercise 3a again and
write four more questions and answers. Note: Each member of
the group will need a copy.
Rearrange students so the As are together, the Bs are together,
etc. Tell them to ask each other their questions. Monitor.
Resource activity pages 247 and 290
 Students practise listening to, ~nd passing on, messages._____

Warm-up Put students in pairs. Tell them to use the information in the
"
1
table and write five more notes. Monitor.
Write: Arrive at the terminal- Land at your destination. on the Nominate individual students to read out one note each.
board.
4a Go through the task. Elicit some ideas for questions, e.g.
Put students in small groups. Ask them to list as many events
Where does (Maria) live? Has (Jing) done his homework? and
as possible connected with air travel in the order that they
write them on the board.
might happen. Set a time limit, then ask the group with the
Tell students to write a question about someone in the class.
most events to read out their ideas. The other groups listen and
Monitor.
check the events are in the correct order.
b Read the example. Look at the questions on the board.
Nominate two students to make indirect questions using The
la Play audio 6:1] for students to read and listen.
teacher, e.g. The teacher wants to know where Maria lives / if
Focus on the picture. Ask: What is the woman doing? Elicit:
Jing has done his homework. Elicit answers from the rest of the
Listening to a voicemail message.
class, e.g. She lives near the centre of town. No, he hasn't.
Read through the questions. Tell students to listen and choose
Tell students to exchange the questions they wrote with a
the correct words. Play the audio again.
partner. Ask each student to relay their partner's question to
Go through the answers together.
the class. Elicit a response to each question.
1 Henry 2 Athens 3 come up 4 Friday
Pronunciation
b Go through the note. Write: ___ rang. on the board. Tell
students to look at their answers to exercise la and complete 1 Go through the questions. Elicit / Teach: checkout.
the sentence. Elicit: Henry. Write: Can you play on Saturday morning? on the board. Play
Put students in pairs to complete the exercise. the first item on audio g . Ask: Which word is stressed?
Go over the answers as a class. Elicit: morning.
Tell students to listen to the remaining questions and
1 Henry 2 Athens 3 come up 4 Friday underline the stressed word.
Go through the answers together.
2a Play audio fm so that students can familiarize themselves
with the speakers' voices. 1 morning 2 half 3 supermarket 4 Klaus 5 four
Focus on the table. Go through the names and explain that
all of these people have left messages for Rosa. Read the 2 ' Write: Not Saturday afternoon. / Not Sunday morning. on the
questions. board. Tell students to look at the first question again and
Tell students to listen to the first message again and match the stressed word. Drill the pronunciation, stressing the word
the name with a question. Play the first message. Elicit: morning. Point to the two phrases on the board. Ask: What is
Serena / Can you play tennis on Saturday morning? the meaning of the stress? Elicit: Not Saturday afternoon.
Repeat with each message. Put students in pairs to complete the exercise, then go
through the answers.
a Millie b Yasmin c Jack d Serena e Bob f Wallace
1 a 2 b 3 b 4 b 5 a
b Look at Serena's question. Play the first message again. Ask:
Why did Serena ask the question? Elicit: She can't make the 3 Play the audio again for students to listen and repeat.
afternoon. Focus students' attention on the can do statement: Now I can
Tell students to listen and complete the last column of the pass on messages.
table. Play the audio again.
a She's lost her diary. b She wants to meet for a meal.
FoLLo -LIP
c He's looking for a hotel for a trip in July. d She can't make the Play a game of Whispers (see page 11) using indirect questions
afternoon . e He's had an accident. f He wants to make sure he's in messages, e.g. Jaime wants to know whether anyone is going
free to meet them. to the pub after the lesson / if anyone has a dictionary he can
borrow / when we have to hand in our homework assignments.
Read the Language note. Drill the examples.
Write the following sentences on the board: Mary wants to Note: You could play this game using real questions composed
know what time is the lesson? We would like to know how long is by the students.
the journey? He needs to know whether have you got the plane
tickets. Put students in pairs to rewrite each one correctly.
Elicit: Mary wants to know what time the lesson is. We would Resource activity pages 248 and 291
like to know how long the journey is. He needs to know whether
you've got the plane tickets.
3 Writing
Write: ___ phoned. ___ wants to know ___ , because ___ . on
the board. Tell students to look at the first row of the table in
exercise 2 and complete the gaps. Elicit: Millie phoned. She
wants to know what time the meeting starts, because she's lost
her diary.

161
 Students learn and practise expressions for discussing problems.
Warm-up
Use Cl c.hJIr galTe tJ practise 'l1ak'rq ('xc lsrs. Arra 19r nee a~s
ha c;rc,e. Trll students U-lt a cOJ,Jle of weeks ago thry aqrred
to help clea 1the school and repaht H e ( assroolT s. You want
to C'o the wor~ tris weekend, but the students 'lave all ch nqed
t wi r mirds. Tle hst stJde'1" 'l1< ke, an eXCJse, e.g. I'm sorry, I
WOf1't be aale t') hE lp. I'm gOIng to tt e cinema ,'{It'' my' f r ie'1d. re
T
next student rrakes a diffe "rt extL se, e.g. [TT' afraid I won't
be able to "elp. [ "ave to work torwrrOW. If SO'l1ec'1 ' rrpea"s Ir
E:XCL.se, they are OJt Of tre Qar e.
1 Tell students to read episodes 8 and 9 again . Ask questions
about the story, e.g. Why was Lucy annoyed with Jordan? Who
is going to alter Lucy's dress? Why can't Jordan be Peter's best
man? Has he told Peter yet?
2 Play audio fl!!] to familiarize students with how the story
develops and with the characters' voices.
Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: have a word, on your mind, realize , commitment,
appreciate
picture 2: upset, sort something out, go round.
Write the new words on the board and drill them as a class and
individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g .
picture 1: Who is in the picture? Where are they? What is Felton
doing?
picture 2: Where are Jordan and Sarah? What is Jordan do ing?
picture 3: What is Jordan doing? Ho w does he look?
Play the audio again for students to read and listen . Ask some
questions about the text to check comprehension, e.g.
picture 1: What 's on Jordan 's mind? Why does he need to change
the schedule?
picture 2: Does anyone kno w where Lucy is? Has she asked
anyone else to go to Paris with her?
picture 3: Where is Jordan? Who might have had an accident?
3 Go through the statements. Write: Jordan wants to ___ . on
the board. Ask students to read the text again and find the
correct ending. Elicit: change the schedule.
Tell students to read the text again and match the sentence
halves.
Put students in pairs to compare their answers, then go over
the answers as a class.
1 e 2 b 3 c 4 a 5 d 6 g 7 f
4a Focus on the Everyday expressions. Tell students to find and
underline them in the text.
Write: Can 1___ a word on the board. Point to the gap and ask
students to supply the missing word . Elicit: have.
Ask students to complete the expressions.
Go through the answers together. Drill each expression as a
class then individually.
have, on, that, understand, fair
162
b Read through the conversation . Elicit / Teach: graduation ,
occasion.
Write: Look. ? on the board . Tell students to look at the
expressions in exercise 4a and find a suitable expression to
complete the sentence. Elicit: Can I have a word?
Tell students to complete the conversation .
Go through the answers as a cla ss.
1 Can I have a word? 2 What's on your mind? 3 That's fair
enough. 4 Thanks. I really appreciate that. 5 I understand the
situation.
c Nominate two students to read the conversation. Check
pronunciation.
Put students in pairs to practise. Monitor, then tell students
to change roles and repeat.
S Focus on the Language check. Tell students to look at the first
picture. Ask them to read the text again and underline all the
examples of indirect question s in the story.
Repeat with the second picture.
Go over as a cla ss.
picture 1: I wonder whether we can change the schedule for these two
weekends. Well, tell me what the problem is .. ,
picture 2: Have you got any idea where Lucy is? I don't know where
she's gone now. Do you know whether she's asked anyone else to go
to Paris with her?
6 Focu s on the story. Put students in groups. Tell them to
practise the story, each taking one part.
Give st udents an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the cla ss.
Focus students' attention on the can do statement: No wI can
discuss a problem.
Put stl.d"nts r pil;rs. Te.l ear'l p i r tc thh be ck to t'l' eXCL.5 ~
t lPy both rr adE In thE warm-up d lG write t"e~e cow 1.
Expll n H d. Hey have decided that they don't wart to let
YOL dow 1Clnd trey <'re qoi lq to sreak to th(;>ir bos< / frierd I
famlly, rtc. d'1d chd'1gr Her drran:,lemerts. A~I( eac'l ,Jai r
"
choose one of the exc lse "rey w 0"1' LOW
Tell "reM to r1d E'd ronVPfSd ion Ilke t lE 0 It:' In exercise 4b to
eX,Jla r ",hy they reed to charae t'lei ;If anc,E'Me'lts. Mori"or,
"hen d,k d f+Pfe1t p"'lr~ 0 c outt e r c.c.nversat c.n~.
Resource activity pages 249 and 291
 Students learn and practise a set of lexical items to talk about
personal finances.

Warm-up
Play a garre of Hangmar (see page 10) to elicit MONEY.
Draw three columns or the board labelled: nouns, verbs,
adJectIves.
Put stJdellts in grol..ps. Tell them to copy the colu"Tlns. Set a
ti'Tle llmi~ Of one 'Tl'nute for grot..p) to l1')t nouns connE'cted to
money. Repeat with verbs and adjectlVes.
ASK 5tl..dents to call out their ideas and list these on the board
Creek cO"1preller~ior of ary r ew 'tem~.
1 Tell students to cover the text. Ask some questions about the
picture, e.g. Where is the woman? What is she holding? What is
she going to do?
Play audio fill for students to read and li-sten.
Elicit / Teach key vocabulary, e.g . salary, essentials, luxuries,
loan, interest rate.
Drill each of the words and phrases in bold.
Ask questions about the text to check comprehension, e.g.
How often does the woman get her salary? What does she spend
most of her money on? What does she want to buy? How does she
pay her bills?
2 Go through the definitions. Focus on the first definition. Tell
students to read the text again and find the word that matches
it. Elicit: withdraw.
Put students in pairs to complete the exercise. Monitor.
Go through the answers together.
1 withdra w 2 a loan 3 a cash machine 4 savings 5 dire ct
debit 6 I can 't afford it 7 transfer 8 interest 9 salary
Problems can occur with verb + preposition combinations
such as pay fOT, pay into when a verb doesn't use the same
preposition in English as it does in another language.
Another reason for students making mistakes is when an
expression in English requires a preposition, but in their L1
no preposition is necessary.
Focus on the Language note. Drill the examples as a class,
then individually.
Tell students to cover the note. Say: a meal. Elicit: pay for.
Repeat with different items.
Put students in pairs to practise. Monitor.
3 Go through the prepositions and the sentences. Elicit / Teach
key vocabulary, e.g. Internet account.
Write: Yau can use your card ___ any cash machine. on the
board . Ask students to supply the missing preposition. Elicit:
at.
Put students in pairs to complete the exercise.
1 at 2 on 3 on 4 into 5 fro m 6 in 7 by 8 for
1 His car, because he had t o get a big loan to buy it. 2 He li ves
with his pa rents. 3 In an Internet accou nt , becau se he can do
t hings 24/7 and t he interest rates are better. 4 chec k his balan ce,
t ransfer money, pay bills 5 withd raw money 6 He transfer s
money to his normal account, then withd raws money at a cash
ma chine. 7 His employer pays itinto his normal accou nt.
Sa
Go though the questions. Use them to make sentences about
your own life, e.g. My salary is paid directly into my bank
account. I spend most of my money on rent, travel, and food.
Tell students to read the questions again and answer them.
Monitor.
Nominate a student. Ask: What things are paid directly into
your bank account (Costas)? Repeat with different students and
different questions.
b Put students in pairs to compare their answers. Monitor.
Nominate different students to tell the class about their
partner.
English in the world
Elicit / Teach: tax, income, deduct, council. local government,
streetlight.
Read through the text as a class. Ask questions to check
comprehension, e.g. What sort of tax is deducted from your
earnings? What is VAT? Where do you have to pay council tax? Which
country has no sales tax?
PU,t students in mixed nationality pairs / small groups to discuss
the question, then nominate individual students to tell the class
about the taxes they pay in their countries. If your students are
all the same nationality, do this as a whole class activity using
the board to compare your country and your students' country.
Focus students' attention on the can do statement: Now I can talk
about personal finance .
Wnte the fOllowing expreSS'ons or the board: Money can't buy
you happiness. Money makes the world go round. Money talks.
Put students in small g oups to discuss the meanings . Elicit
idE'as from around the classroom.
Ask students if they have any slmilar lloney expressions in
their owr llnguage. If t'H'Y do, a~ them to ~ranslate the
expressions into English and expla n them to the rest ofthe
class.
Resource activity pages 250 and 292

4 Play audio fiB to familiarize students with the speaker's

voice.
Read through the question s. Tell students to listen and
answer. Play the audio twice.
Put students in pairs to compare their an swers.
Go through the answers together.

165
TEACHER'S NOTES LESSON 78 Students learn and practise reported speech.
Warm-up
o Tell students to think of people that they have lost touch
with, e.g. childhood friends, old neighbours, classmates, work
colleagues. Ask them to think of one person they would like to
meet up with again and why.
o Put students in small groups to compare ideas. Elicit ideas and
reasons from around the class.
1 0 Play audio _ for students to read and listen. Ask: Who met
an oldfriend? Elicit: Ryan.
o Tell students to cover the text. Ask questions about the
pictures, e.g. Who can you see? Where are they? Who is Sarah
talking to?
o Play the audio again for students to read and listen.
o Ask questions about the text to check comprehensi"on, e.g.
How long was Ryan gone? Who was the 'old friend?
o Put students in groups to practise the conversation. Give them
an opportunity to practise each role.
Students may understand the concept of reported speech,
but make mistakes forming sentences. This may be because
they haven't fully grasped the English tense system,
particularly where an idea isn't expressed in the same
way in English as it is in a student's L1. For example, in
Thai time isn't expressed by changing verb forms, but by
context. It may take time, therefore, to understand the idea
of moving tenses back in reported speech.
2 0 Focus on the rules on Student's Book page 114.
o Go through the table and drill the examples.
o Write the following sentences as a list on the board: I live in
England. I'm working in an office. I've bought a flat. I studied
French at university. I can speak three languages. I'llfinish the
report. I'm going to Spain.
o Put students in pairs to rewrite the sentences as reported
speech using She said. Elicit: She said she lived in England. She
said she was working in an office. She said she'd bought a flat.
She said she'd studied French at university. She said she could
speak three languages. She said she would finish the report. She
said she was going to Spain. and write these on the board next
to the first list.
o Use the sentences to elicit the rules for changing direct
speech to reported speech:
present simple --+ past simple
present continuous --+ past continuous
present perfect --+ past perfect
past simple --+ past perfect
can --+ could
will --+ would
am / is / are going to --+ was / were going to
3 0 Read through the sentences. Write: I'm going to see my
boss. on the board. Underline I and my. Elicit / Explain that
pronouns and possessive adjectives normally change in
reported speech. Write: Lucy said that ___ was going to see
___ boss. on the board. Ask students to supply the missing
words. Elicit: she, her.
o Put students in pairs to complete the exercise.
o Go through the answers as a class.
1 she, he r 2 he, his 3 th ey, their 4 she, her
166
4a 0 Go through the sentences. Write: I've just moved to London. on
the board. Ask students to rewrite the sentence as reported
speech using She said. Elicit: She said that she hadjust moved
to London.
o Put students in pairs to complete the exercise. Monitor.
b 0 Play audio 6lB for students to listen and check their answers.
o Go through the answers together.
1 She said that she hadjust moved to London. 2 She said that she
had been in London with her husband for te n years. 3 She said that
they were divorced now. 4 She said t hat she had come back so t hat
she could be near her parents. 5 She said that they were getting
very old . 6 She said th at I still looked the same. 7 She said that
she was tryin g to find a flat. 8 She sai d that she wanted t o buy a
house, but she could n't afford it. 9 She said th at she'd seen The
Coffee Shop. 10 She said t hat she wo uld ca ll in an d see me at t he
cafe so metime.
5 0 Do the example together. Play the first item on audio fllIJ.
Students hear Ifeel ill, make a reported sentence with He said,
then listen and repeat.
o Play the rest of the audio.
6 *MU.
o Read the example together. Write some things that people said
to you yesterday on the board, e.g. I've lost my car keys. I can 't
find my glasses. We bought a new car. Tom 's getting married.
o Ask students to write down some sentences they heard
yesterday. Tell them to use direct speech .
o Go through your sentences and change them into reported
speech', e.g. My father said that he'd lost his car keys. My sister
said that she couldn't find her glasses. My neighbours said that
they'd bought a new car. My brother said his bestfriend was
getting married.
o Tell students to rewrite their sentences as reported speech.
Monitor.
o Put students in pairs to tell each other what people said to
them. Monitor.
o Ask students to tell the rest of the class what people said to
them (one sentence each).
o Focus students' attention on the can do statement: Now I can
report what people said.
Follow-up
o Write out the following quotations. Make enough copies for
students to work in groups.
Only the wisest and the stupidest people cannot change.
(Confucius - philosopher)
Hatred can be overcome only by love. (Mahatma Gandhi -
politician)
A person who has never made a mistake has never tried anything
new. (Albert Einstein - scientist)
We often hate the things we fear. (Shakespeare - writer)
o Put students in groups. Give each group a copy of the
quotations and check comprehension of any new words.
o Set a time limit for groups to write the quotations as reported
speech, e.g. Confucius said that only the wisest and the stupidest
people couldn't change, then discuss the meaning of each one.
Resource activity pages 251 and 292
 Students read a text and practise reporting a problem and giving
advice to avoid it.
Warm-up
Play a game of Noughts and Crosses (see page 10) to revise
personal finance vocabulary. Use a blank grid and the words
from exercise 1, lesson 77.
Put students in teams. Teams take it in turns to listen to a
definition from exercise 2, Lesson 77 and guess the word /
expression. If they guess correctly, they put X or 0 on the word
in the grid.
la Play audio &11 for students to read and listen.
Focus on the names and descriptions. Tell students to read the
text and match each name with a description.
Go through the answers together.
lc 2a 3b
b Tell students to cover the text. Elicit the names of the things
in the picture, e.g. mobile phone, passport, money, credit card,
bank statement. Write new words on the board and check
comprehension.
Look at the question. Tell students to read the text again and
find the answer. Elicit: 2,000.
Elicit / Teach key vocabulary for each paragraph, e.g. maiden
name, identity theft, billion, expert, document, destroy, dump,
delete, data.
Play the audio again for students to read and listen.
2a Go through the list of things.
Tell students to read the first paragraph of the text in exercise
1. Ask: What did the caller already know? ELicit: the name of his
bank, his account number, his full name, his address.
Put students in pairs to complete the exercise together.
Go through the answers as a class.
Th e caller already knew: the name of his bank, his account number,
his full name, his address
The caller asked for: his PIN , his date of birth, his Internet password ,
his mother's maiden name
Fred gave her: his PIN, his date of birth, hi s mother's maiden name
b Focus on the questions. Tell students to look at the final
paragraph again and answer the questions.
Put students in pairs to discuss their answers.
Go over the answers together.
They sometimes steal documents, like passports and driving licences.
We make things easy for them by throwing things like bank statements,
receipts and bills away, instead of destroying them. We dump old
computers with personal and financial information on them .
Focus on the Language note. Drill the examples as a class and
individually.
Write: Mike ___ me that he'd got a new job. He ___ that he was
working in Leeds. Ask students to complete the gaps with said
or told. ELicit: told, said.
3a Read through the statements. Write: There isn't enough money
in your account. on the board. Tell students to look at the text
in exercise 1 again. Point to the sentence. Ask: Who said this?
Elicit: The cashier.
169
Ask students to rewrite the sentence as reported speech
using The cashier said. ELicit: The cashier said that there wasn't
enough money in Fred's account. Write the new sentence on the
board. Remind students / Elicit that when we change direct
speech into reported speech, we normally change pronouns to
the third person and tenses normally move to the past.
Put students in pairs to complete the exercise.
Go over the answers together.
1 The cashier said that there wasn't enough money in Fred's account.
2 Fred said that he wanted to transfer some money. 3 Angela said
that they were checking their customers' accounts. 4 The cashier
said thatthe bank never phoned or emailed people for information
like that. 5 Fred said that he didn't destroy old bank statements.
6 Angela said that shejust needed to check Fred's date of birth.
7 Fred said that he didn't use the Internet. 8 Angela said that Fred
had been very helpful.
b Go through the example. Tell students to rewrite their
sentences from exercise 3a using told.
Put students in pairs to compare their answers, then go over as
a class.
1 The cashier told Fred that there wasn't enough money in his
account. 2 Fred told the cashier that he wanted to transfer
some money. 3 Angela told Fred that they were checking their
customers' accounts. 4 The cashier told Fred that the bank never
phoned or emailed people for information like that. 5 Fred told
Martin that he didn't destroy old bank statements. 6 Angela told
Fred that she just needed to check his date of birth. 7 Fred told
Angela that he didn't use the Internet. 8 Angela told Fred that he
~ad been very helpful.
4a Writing
Read through the task together. Put students in pairs to
discuss the question without making notes. Monitor.
Elicit ideas from around the classroom, but do not write them
on the board at this stage.
b Go through the expressions together.
Write: Don't throw . on the board. Ask students to
complete the sentence with one of the ideas from exercise 4a,
e.g. Don't throw old bank statements away.
Put students in pairs to complete the exercise. Monitor.
Put students in groups to compare their ideas.
Elicit suggestions from around the classroom.
Focus students' attention on the can do statement: Now I can
report a problem and give advice to prevent it.
Follow-up
Play a game of Rumours. Write out pieces of 'gossip' on
separate pieces of paper, e.g. Wis going to marry X. Yand Z have
just had a new baby. Note: Use celebrities that your students
will be familiar with.
Make enough sentences for every student to have one. Give
out the sentences. Students mingle and tell each other their
gossip. They pass on what they've heard, e.g. Carla told me that
Wwas going to marry X.
Monitor, then ask students to report some of the rumours they
heard.
Resource activity pages 252 and 293
 Students practise conductng ac vities at a bank.

Warm-up 4 Focus on the ta sk . Nominate two students to read t he

Wr tE' 0 Jt t~ e follow rg woras 0 1 sepe rate p ece~ 0+ caper:
ca~n'ef cne'Tue, aCCl)uflt, r(>reipt, in t r(>(t, dlfe t debt', credIt
vud, loal, wsn machitJe (one wo don ead piece of pape ). FOLe'
t'l ' pipces of paper up and put them Hl a contal'ler.
Put students lr two teams. ne first team cf-Jooses a word a Id
reads It out. he ot ler tearl has to spell tre word co-rectly to
r;J 'loi I>.
la Elicit / Teach: customer service adviser, shortly.
Play audio IlI!II to familiarize students with th e speakers'
voices.
Read the questions . Play the audio again for students to read
and an swer.
Go over the answers together.
He wants to pay a cheque into his account and open a savings
account.
He needs to speak to a custo mer service ad viser.
b Nominate t wo students to read the conversation . Check
pronunciation .
Put students in pairs to practise the conversation. Monitor.
2a Ask students to cover the conversation . Focus on the Everyday
expressions. Write: Cashier ___ three, please. on the boa rd.
Point to the gap and ask students to supply the missing word.
Elicit: number.
Ask students to complete the expressions.
b Tell students to read the conversation again and check their
answers.
Go through the answers together. Drill each expression as a
cla ss then individually.
number, do , Could, in to, anything , with, like, account, need , about,
take, with
3a Play audio 1mB to familiarize students with the speakers'
voices .
Go through the banking activities. ELicit / Teach: abroad, set
up .
Tell students to listen to the first conversation again . Ask:
What does the customer want? Play the audio . Elicit: withdraw
some cash.
Repeat with each conversation .
conversation 1: withd raw some cash
conversation 2: ap ply for a loan
con versation 3: tra nsfe r some money abroad
conversation 4: set up a di rect debit
conversation 5: know the interest rate
b Read through the responses. Tell students to li sten and match
the respon ses with the requests. Play audio 1mB again .
Pau se after each conversation and elicit the an swe rs.
a con versation 4 - set up a direct debit
b con versation 5 - know the interest rate
c conversation 1- withdra w some ca sh
d con versation 2 - app ly for a loan
e co nversation 3 - transfer some money abroad
example. Check pronunciation.
Put students in pairs. Point to the requests and respon ses
in exercise 3 and tell students t o make five conversations.
Monitor.
Nominate pairs of students to act out one conversatio n each .
Check pronun ciati on.
S Choose t wo activities from exercise 3a, e.g. withdraw some
money, change some money into US dollars. Nominate two
students, Aand B, to make a conversation. Ais the cashi er and
Bis the customer. Check pronunciation .
Put students in pairs and point to the activities. Ask them
to choose t wo mo re activities and make a new conversation .
Monitor. Tell students to practise both roles .
Ask pairs of students to act out one of their conversations.
Pronunciation
1 Go through the sentences. Write: I'd like to apply for a loan. on
the board. Tell students to listen and say which three syllab les
are stressed. Model the pronunciation . Elicit: I'd like to apEl:i
fo r a loan. and underline the stressed syllables.
Play audio m!I1 for students to listen and complete the
exercise.
Go through the answers together.
I'd like to apJ2!y for a loan. I'd like to withdraw some money.
I'd like to Qpen an account. I'd like to speak to an ad~ser.
I'd like to ~ this hill.
2 Play th e' audio again for students to listen and repeat.
Focu s students' attention on the can do statement: No wI can
conduct activities at the bank.
l arOJ,Js. Set" t rr e li it fer them to l ~t d
r'" any bd'l i'lq se-vice, d~ possiole
Tell stJdents thE'Y wo-k for d (lea l bdnk W~IlC'lIS try ng to
attract custorrers They hdve dec" dec to rrake a sror> TV
com'll'rc <'Il Ic.vertis !Iq the ba'lk\ sHvicE . T'le eOll 'IErel
sr Jld l st no lonqe tran ore nJte
Give stJde ts tirre >0 'lrepdre trer corrmprc'aLs. ~ren d
f:troL.PS to .>erfor 1 tf-Jerr for thE' est Of tf-Je class. ~ote: VOL.
COU d rrco d tre corrmerc als or CD or video so StUC1(,1>~ c In
he r / see t ei r perfo marce.
Resource activity pages 253 and 293
Review and Wordlists Lessons 73-80
Student's Book pages 101-102

170
------------------------------------------------------------------------------------------------~------~ .--- ~

General language review.

Warm-up 3a Encourage students to guess what has happened to Lucy.

Ask questions to elicit predictions, e.g. Do you think Lucy has
s students to call out the nanes ot a l tre cha'ac tE' s r
fallen down the stairs? What do you think she was doing with the
E' sto'yline (Ryon, Cindy, Me/anie, Rvssell, wcy, Jordan, Saruh,
bridesmaid's dress? Why do you think her mobile phone was on
Peter, Raj FeltoJ1). Wri~e t 'le narr e, r:mdomly on tre board the floor?
Flit students in teams. Tea"ls take it r turns to pIck a character Put students in small groups to discuss what has happened to
d m, ke a senterce about then, e.g. Lucy is a PAl Peter is Lucy.
etting married to Sarah. They can picK tre sa ne character Ask students to call out their ideas and write these on the
OH' thd'l once, and ndl(E' lop a new SEntence, e.g. Cindy IS board.
a red I DJ1dy OW'7S The foffee Shop Trams score a poir t ~or
correct sentencE'. b Tell students to listen and compare their ideas. Play audio
lllIJ twice.
Askquestionsaboutthetexttocheckcomprehen~on.ff
1 Tell students to read episodes 8,9 and 10 of the story again. necessary, play the audio again, stopping after each answer.
Ask questions about the story so far, e.g. Why couldn't Jordan How did Jordan, Peter, and Sarah get into Lucy's house? Where
go to Paris with Lucy? What did Lucy do when she found out? Why was Lucy? What was she doing? Why didn't she answer the door or
did Jordan go to see Felton? Who thinks Lucys had an accident? her mobile phone? What was Jordan sorry about? What are Peter
Why? and Jordan doing today?
Go through students' ideas to see who guessed correctly.
2 Play audio IlIII to familiarize students with how the story
develops and with the characters' voices. Fur UoL'VV
Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: knock, letterbox Hold a Serterce Sale (see pag: 10, to practl<e grdmlld f frorr
picture 2: trip, curtains tre bOOK .
picture 3: emergency services, break down something, choice Write out a Mlxt J'(' (If 20 cor'pc~ ard incorrEct SE''1te"lces on a
Write the new words on the board and drill them as a class and OHT.
individually.
Tell students to cover the text. Ask some questions about the
pictures to check basic comprehension, e.g.
picture 1: Where is Jordan? Why do you think he's holding the
letterbox? Who has just arrived? Why do they look worried?
picture 2: What is Sarah doing? What can she see? What do you
think has happened?
picture 3: Why do you think Jordan is pointing at the door?
What's he going to do?
picture 4: What have they done?
Play the audio again for students to read and listen.
Ask some questions about the text to check comprehension,
e.g.
picture 1: Can Jordan see Lucy? Why does he think she's had an
accident?
picture 2: What was wrong with the bridesmaid's dress? What
does Sarah think has happened? Why can't they see anything
through the window?
picture 3: Who has Jordan phoned? Why might it take a long
time for the emergency services to arrive?
Put students in groups. Tell them to practise the story, each
taking one part.
Give students an opportunity to practise each role. Monitor.
Ask one group to act out the story for the rest of the class.

173
 What's her full name?
Student A
1 Estelle is registering at a Language schooL. Ask your
partner questions. CompLete her form.
A What's her full name?
B it's Estelle Dupont.
Personal details
Full name: .E.s.t.el/t(. PLip9. nJ ........ ........ ...
Age: .................................................... .
Country: .... ...... ....... ..... .... .... ... ............ .
City: ................ ......................... .......... . .
,---------------~
Job: .................... ... ............. ....... ... ...... .
Marital status: ........... .. ..... .......... ......... .
No. of children: ..... .. ................. ........... .
Interests: ............. ................ ........ ........ .
- - -~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
StudentB
1 Read about Estelle. Answer your partner's questions.
Hello. My name's Estelle Dupont. I'm 29 years old
and I'm from France. I live in the city of Bordeaux
in the west of France. I'm an accountant and I
work for a company that makes computers. I'm
married. My husband, Adrian, is from Scotland.
He works in a language school as an English
teacher. We've got one child - a son. In my free
time, I play tennis, I do yoga, and I go swimming
with my family. I like listening to jazz too, and I
like watching soap operas on TV.
174
2 Read about Jaime. Answer your partner's questions.
Hello. My name's Jaime Ramfrez. I'm 32
years old and I'm from Spain. I live in the
city of Barcelona in the east of Spain.
I'm a lawyer and I work for an insurance
company. I'm married. My wife, Dagmar, is
from Germany. She works in the hospital
as a radiologist. We've got two children
- a son and a daughter. In my free time,
I play footbalL I go to the cinema, and I
go sailing with my family. I like listening
to classical music too, and I like watching
films on TV.
2 Jaime is registering at a Language schooL. Ask your
partner questions. CompLete his form.
B What's his full name?
A It's Jaime Ramlrez.
Personal details
Full name: J.aJrn. e..Ri3lrn(r.~z. ............... ... .....
Age: ............................... ........ .. ....... ... ..
Country: ...... ... ............................... .. ... .
City: .... .. ... ... ... ........ ........... ......... ......... .
Job: .............................. ............. .......... .
Marital status: ....... ... ...... .. ... ...... ....... ... .
No. of children: ... ...... .. ... ....... ... ... .... .... .
Interests: ............... .... .......................... .
Oxford University Press 1@@i.I(,I.it!W1
1 Look at the picture. Write sentences.
..., Use the cues .

1 Ben and Erica; usually; go; for a walk. They; not go; for a walk; today. They; decorate; their flat.
Ben and Erica usually @o for a walk. They aren 't @oin@ for a walk today. They're decoratin@ their flat.

2 Sam; usually; play; footbalL. He; not play; football; this morning. He; watch TV.

3 Helen; usually; go; running. She; not go; running; now. She; talk; on the phone.

4 Alice and May; usually; go; to the park. They; not go; to the park; today. They; do; their homework.

5 The cat; usually; sleep; on the sofa. It; not sleep; on the sofa; now. It; hide; under the bed.

6 Harry and Sue; usually; play; golf. They; not play; golf; at the moment. They; cook ; lunch.

7 Lucas; usually; work; on his computer. He; not work; on his computer; now. He; have a coffee.

8 Lily and Mai; usually; go; shopping. They; not go; shopping; this morning. They; play; cards.

2 Cover the picture and the sentences. Test your partner's memory.
A Harry and Sue usually go to the gym on Sunday mornings.
B False. They usually play golf.
B Afice and May are doing their homework now.
A True.

Oxford University Press IQitilioi;.uitMd 175

1 Complete the questionnaire.

How do you use technology?

1 How do you prefer to communicate?
by phoneD by email/text D face to face D

2 Do you have a mobile phone? yesD noD

If yes, what do you use it for?
making calls D
sending text messages D
sending emails D
taking photos/videos D
surfing the Internet D
If no, are you planning to buy one? yesD noD

3 Do you have a computer? yes D no D

If yes, what kind of computer do you have?
a desktop D a laptop D both D
If no, are you thinking about buying one? yesD noD

4 How often do you visit an Internet cafe?

often D sometimes D never D

5 Do you use a computer for any of the following?

sending emails D
visiting chatrooms D
shopping online D
booking tickets D
down loading music, TV programmes, etc. D
playing computer games D
editing and printing photographs D

2 Write about your partner.

_ __ __ prefers to COIMIMuYliCate _ _ _ _ _ _ _ . fte! She _ _ _ _ _ _ _ _ __

aYldf but __________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
ftefShe ___ _ ____ _ _ __ __ , i-rsfbut _ _ __ _________ _ _ __ ___
fte f She . fte f She _ _ _ _ _ _ _ _ _ _ _ _ __

176 Oxford University Press 'RiMUiC,l.iEWJ

1 Complete the conversations. Use the sentences in the boxes. There is one extra sentence each time.
",
Conversation 1
I'm going to the beach with Paul.
We're going by train.
That sounds nice.
I'm not doing anything.
I'm glad it's the weekend.
Olivia Hi, Liz. How are you?
Liz Hi, OLivia. I'm fine, thanks, but
Olivia Are you doing anything on Sunday?
Liz Yes. 2_ _ _ _ _ _ _ _ _ _ _ _ _ __
Olivia 3_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Are you driving?
Liz No. 4_ _ _ _ _ _ _ _ _ _ _ _ _ __
2 Work with a partner. Make more conversations. Use these ideas.
Conversation 1
A You see Bin the street. Say heLLo and ask him/her
how he / she is.
B Say heLLo. Say you're gLad it's the weekend.
A Ask Bwhat he/ she is doing this weekend.
B Say you're meeting friends in town on Saturday.
A Ask Bif he/ she is going to the cinema.
B Say no. Say you're having Lunch.
Oxford University Press 'Qifij(,jg.llil!1ntj
Conversation 2
What are you doing on Sunday?
Look, one of the waiters is ill. Are you available
tomorrow?
Are you doing anything tomorrow?
How are you?
lames Hello, Luke. 5_ _ _ _ _ _ _ _ _ _ __
Luke Hi, James. I'm OK, thanks, but I'm gLad it's
Friday.
lames 6_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Luke No, sorry. I'm going to a music festival.
lames 7_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Luke I'm going to see my mum and dad.
Conversation 2
B You see Ain the street. Say heLLo and ask him / her
how he / she is.
A Say heLLo. Say you're gLad it's Friday.
B Ask Awhat he/ she is doing on Saturday.
A Say you're visiting your parents.
B Ask Aif he/ she is staying the night with them.
A Say no. Say you're meeting some friends in the
evening.
177
1 Complete the questionnaire. Use get an~ the words in the boxes.
'\

get + noun get + adjective get + past participle

flame a new car dark ready changed married
the bus a letter hungry cold dressed lost

Expressions with get

o What time do you usually _ _.L.ge_t_h_o_m_e_ _ _ from work/ schoolin the
evening?
8 Did you or somebody in you r family _ _ _ _ _ _ __
what make and model was it?
o What time does it _ _ _ _ _ _ _ _ in the evening during the winter
in your country?
o Do you drive, walk or _ _ _ _ _ _ _ _ to work/ school in the
mornings?
o Did you _ _ _ _ _ _ _ _ in the post this morning? If yes, who was it
from?
o Do you usually _ _ _ _ _ _ _ _ in the evening, or do you stay in your
work / school clothes?

o Do you ever when you're driving or walking in the

country? If yes, how do you find your way home?
o In the morning, do you _ _ _ _ _ _ _ _ before or after breakfast?

Do you sometimes buy a snack if you _ _ _ _ _ _ _ _ in the

mornings?
C How long does it take you to _ _ _ _ _ _ _ _ for a night out?

G) In which month does it start to in your country?

C!) Did anybody you know _ _ _ _ _ _ _ _ last year? If yes, did you go
to their wedding?

2 Ask and answer the questions with a partner.

A What time do you usually get home f rom work in the evening?
B I usua lly get home at about six o'clock.

178 Oxford University Press IQ@M.!.!&'Otj

1 Complete the conversation. Put the ver,j)s in brackets into the past simple.
"\

Joe You look tired.

Megan Yes, well, my friends 1 invited (invite) me to a party last night.
Joe 2 (be) it good?
Megan I'm not sure.
Joe Why? What happened?
Megan Well, the party 3 (start) at eight, so I4 (leave)
home at seven.
Joe 5_ _ _ _ (you / get) the bus?
Megan No, I6 (miss) the bus. I7 (try) to get a taxi, but
there 8 (not be) any. So, I walked but I 9 (get) lost.
Joe 10 (you / phone) your friend to ask for directions?
Megan No. I 11 (not have) my mobile phone with me.
Joe What 12 (you / do)?
Megan I13 (go) into a cafe to phone my dad, but I 14_ _ _ _ _ (meet)
an old friend in there. We 15 (talk) for ages and 16_ _ _ __
(have) a hamburger and chips.
Joe 17 (you / call) your dad after that?
Megan Yes, and he 18 (come) to the cafe.
Joe 19 (you and your friend / go) to the party?
Megan No, we 20_ _ _ _ _ (go) home. It was midnight by then!

2 Ask and answer questions about a party that you went to. Use the cues.

1 Where / be / the party?

2 What time / it / start?
3 How / you / get / there?
4 What / you / do / there?
5 How / you / get home?
6 What time / you / get home?
A Where was the party?
B It was at a friend's house.
A What time did it start?
B It started at ...

Oxford University Press IQ@M,j .. tlWI 179

1 Read Martin's story. Answer the questions. \

A bad day
On Monday, Martin didn't hear hi s alarm clock. He jumped out of bed, had a
shower, and quickly got dressed. He didn't get to the bus stop in time and he
missed his bus. He ran back home and jumped into hi s car. As he was in a
hurry, he forgot hi s mobile phone. He drove fast, but there was a lot of traffic. He
couldn't call his boss, because he didn't have his phone. He drove to his office,
but there were no spaces in the car park, so he had to drive to another car park in
town. He saw a space and drove towards it, but another car got there first. Martin
shouted at the driver. He drove too fast out into the road and hit another car.
Luckily, nobody was hurt, but Martin had to take his car to the garage. He finally
arrived at work at three o'clock in the afternoon. His boss was angry and Martin
was very rude. His boss sacked him and now Martin doesn't have a job.

1 Why did Martin get up late?
2 What did he leave at home?
3 Why did he drive to work?
4 How did he drive in the traffic?
5 Why didn't he park at his office?
6 What happened in the second car park?
7 How did this make Martin feel?
8 What happened when Martin was leaving the car park?
9 What time did he get to work?
10 Why doesn't he have a job now?

2 Read a second version of Martin's story. Talk about the differences. Use the cues.

Did it have to be a bad day?

On Monday, Martin didn't hear his alarm clock. He jumped out of bed, had a
shower, and quickly got dressed. He picked up his mobile phone and ran out of
the door. He didn't get to the bus stop in time and he missed hi s bus. He ran back
home and jumped into his car. He drove slowly because there was a lot of traffic .
He rang his boss and said he would be late. He drove to his office, but there
were no spaces in the car park, so he had to drive to another car park in town. He
saw a space and drove towards it, but another car got there first. Martin smiled
and said, 'It's OK.' He left the car park and drove out into the road. At last he
found a space in another car park. He arrived at work at 10 o'clock. His boss
was a bit annoyed, so Martin apologized. Martin started work and everything was
fine after that.

1 remember / mobile phone

2 phone / boss
3 drive / fast
4 shout / at driver in car park
5 hit/ a car
6 be rude / to boss
In the first story, Martin didn't remember his mobile phone. In the second story,
he remembered it.

180 Oxford University Press 'RiMioig.J.IFfiUtj

Student A '\
'\
StudentB
1 Read the conversations with a partner. Find out the 1 Read the conversations with a partner. Find out the
missing words. missing words.
Conversation 1 Conversation 1

David Whose bag is this? 1 _ _ _ _ _ _ _ _ __ David Whose bag is this? Is it yours, Tessa?
Tessa No, it isn't mine. I've got my bag right here. Tessa 1 I've got my bag right here.
David 2_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ David Maybe it's Anna's.
Tessa No, it can't be hers. Hers is purple. Tessa No, it can't be hers. 2_ _ _ _ _ _ __
3
----------------- Doesn't Freddy have a black bag?
David Oh, yes. It must be his, then. David Oh, yes. 3_ _ _ _ _ _ _ _ _ _ __

Conversation 2 Conversation 2

John 4_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ John Who do these gloves belong to?

Susan 4_ _ _ _ _ _ _ _ _ _ _ _ _ __
Susan I think they belong to my mum.
John 5_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ John No, her hands are bigger than these.
Susan 5_ _ _ _ _ _ _ _ _ _ _ _ _ __
Susan Wasn't your sister here earlier today?
John Oh, yes, she was. 6_ _ _ _ _ _ _ _ __ John Oh, yes, she was. They must be hers, then.
Susan 6_ _ _ _ _ _ _ _ _ _ _ _ _ __
Susan OK. I'll ring her.

2 Make more conversations. Use the cues. 2 Make more conversations. Use the cues.
Conversation 1
Conversation 1
A Whose / silver pen / this? yours?
A Whose / silver pen / this? yours? B no / belong / Marco?
B no / belong / Marco? A can't be / Marco. His pen / gold
A can't be / Marco. His pen / gold B belong to / Sara?
B belong to / Sara? A yes / must / be / hers, then
A yes / must / be / hers, then
Conversation 2
Conversation 2
B Whose / laptop / this? yours?
B Whose / laptop / this? yours? A no / belong / Yukimi?
A no / belong / Yukimi? B can't be / Yukimi. She / have / desktop
B can't be / Yukimi. She / have / desktop A belong to / Alberto?
A belong to / Alberto? Byes / must / be / his, then
Byes / must / be / his, then

Oxford University Press 'Ritilioikol.!F!1htj 181

1 Read the definitions in brackets. CompL&,e the conversation.

Agent Good morning.

Johnny Good morning. Is that the student 1 accommodation agency (place
where you go to look for aflat)?
Agent Yes, it is. How can I help you?
Johnny I'm looking for a flat.
Agent Right. Well, we have a very nice 2 (flat at street level) in
the town centre. It's a busy area but it's very 3 (easy to
getto the shops).
Johnny Isit 4 (withfurniture)?
Agent No, I'm afraid it's 5 (withoutfurniture), butit has a
6 _ _ _ _ _ _ _ (kitchen with cupboards and appliances). It also has

7 _ _ _ _ _ _ _ (a system to keep the flat warm).

Johnny Hmm. Do you have anything else?

Agent Yes, we have a 8_ _ _ _ _ _ _ (flat that's one above street level). It's
in a 9_ _ _ _ _ _ _ (peacefuL place), near the park.
Johnny Sounds nice.
Agent It has plenty of furniture. It also has 10_ _ _ _ _ _ _ (a system to
keep the flat cool).
Johnny How many bedrooms are there? I have two 11 _ _ _ _ _ _ _ (friends
that I share aflat with), you see.
Agent Oh, it has three bedrooms and they're all very 12_ _ _ _ _ _ _ (big).
Johnny Is it free now?
Agent No, butthe 13_ _ _ _ _ _ _ (people that the flat is let to) are moving
out tomorrow and Mr Wilson, the 14 (the person that
people rentfrom) , has said it will be available in two weeks.
Johnny How much is the 15 (money that the tenant pays)?
Agent I need to check that, but I'll get back to you this afternoon.
Johnny That's great. Thank you.

2 Practise the conversation with a partner.

182 Oxford University Press 'Rtt!1U1C.!oItNNtj

 ....'... ........
1 Read the text. Find and correct~leven more mistakes

a
Carmen Talma is from Barbados, but she lives in west London. She's the
nurse at the local hospital and she loves her job. A best thing is that she
lives in a area close to the hospital, so she doesn't have to walk far. Carmen
lives on a eighth floor of the block of flats. A block is in a very quiet area.
The only problem is when a lift is out of order. That's because Carmen hates
walking up the stairs!
Last week Carmen worked late and arrived home at midnight. She realized
she didn't have her keys, so she rang a doorbell of a flat on seventh floor.
Carmen was very surprised when the owner opened a door. It was Rita, the
old friend from Barbados. Carmen was more surprised when she discovered
that her friend worked in a same hospital!

2 Ask and answer the questions with a partner.

1 What does Carmen do?

2 Where does she work?
3 Where does she live?
4 What's the area like?
5 Which floor does she live on?
6 Who lives in the same block?
A What does Carmen do?
B She's a nurse.

Oxford University Press IAitiiU!3.J,ill1DtI 183

1 You are a landlord and you are going to re,nt out a flat.
Complete the information for the accommodation agency.

Abbey Properiy
Landlord's name: _______

1 Which floor is the flat on?

2 What does the accommodation consist of?

(e.g. 4 bedrooms, a fitted kitchen, etc.)

3 What else does the property have?

(e.g. It's fully furnished, in excellent condition, etc.)

4 What is the area like?

(e.g. close to local amenities, in a quiet location, etc.)

2 You work for the accommodation

agency. Write an advert for your
partner's flat.
Abbey Properi:y
Property belonging to: _ _ _ _ _ __

For rent
A _ _ _ _ _ _ _ -floor flat
The accommodation consists of _ _ _ _ _ _ _ _ _ _ __

The property is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

The flat is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Please contact Rick Clarke on 07700 900891 for further details.

184 Oxford University Press 'Qif!1i,j.,j.\tW'

 1 Complete the conversation. Use oQe
, or two words each time.
Robbie Hi, Jess. Atishoo.
Jess 1 Bless you! Have you got a cold?
Robbie Yes, I have. It started last Saturday when I went
surfing with Dave and Max.
Jess Oh, 2 , but did you have a

good time surfing?

Robbie Not really. The weather was terrible.
Jess 3_ _ _ _ _ _ _ _ a shame. Where did you
stay?

Robbie We stayed in a horrible flat. It was really small

and cold, and it didn't have central heating.
Jess Did you go in the sea?
Robbie Yes, but it was freezing!
Jess I can 4_ _ _ _ _ _ _ _ What was the
surfing like?

Robbie Well, after about five minutes, I lost my surf

board.
Jess 5_ _ _ _ _ _ _ _ pity! Was it expensive?
Robbie Yes! It was very expensive.
Jess So what did you do after that?
Robbie Well ... I found it again.
Jess That's good!

Robbie No, it wasn't! It hit me on the head!

Jess 6_ _ _ _ _ _ _ _ you !
Robbie Atishoo!

2 Work with a partner. Make new conversations for these situations. Use the first lines.
1 missing the start of a film 1 A Did you enjoy the film?
2 not getting a job that you applied for 2 B Did you get that job you applied for?
3 losing your keys 3 A Did you find your lost keys?

Oxford University Press 'Rifii;'i.,j.JE1htj 185

1 Complete the questionnaire. Use the correct
, form of the words in capitals.

rtJllr,, l i'e
Your career
How 1 importa nt is your career? IMPORTANCE

Would you like to be 2_ _ _ _ one day? FAME

How could you be more 3 at work/ school? SUCCESS

Is work/ school more important than your 4_____ ? HEALTHY

Which is more important to you : job 5_ ____ or a SECURE

good salary?

Your relationshIps
Do you think it's more important for your partner to have
a sense of 6 or to be 7 ? HUMOUROUS, HONESTY

Do you think it's more important that your partner is 8_ _ _ _ _ / BEAUTY

handsome or 9 ? INTELLIGENCE

Do you find it 10_ _ _ __ to talk about your feelings? DIFFICULTY

Your personality
Doyoue~oyd~ng11 sports or do you DANGER

prefer doing 12 activities? SAFETY

What things make you 13 ? ANGER

How 14 are you? PATIENCE

In what ways are you a 15 _ _ _ __ LUCK

neene~
he he ha ha

2 Ask and answer the questions with a partner.

A How important is your ca reer?

B It's very important, but my family and frien ds are important, too.

186 Oxford University Press IRitilOikol"mntj

1 Complete the conversation. Put-,the verbs in brackets into the past simple or the present perfect.
,
Natalia Hi, Maria. r l....:.'v:.e..:;...
::... bo '"'--_ _ _ (book)
;:;.,;o""'k=ed
cinema tickets for tonight.
Maria I'm sorry, Natalia. I'm afraid I'm not going to
make it. r 2 (have) an
accident.
Natalia Oh, no! What 3_ _ _ _ _ __ (happen)?
Maria 14 (fall) down the stairs
at work.
Natalia Poor you. Are you OK?
Maria Yes, I've sprained my ankle, but I
5 (not break) it.
Natalia That's good! r 6 (break)
my arm last year. It was horrible.
Maria Yes, r remember that. Ijust feel very silly.
r7 (never have) an
accident like that before.
Natalia Never mind. 8_ _ _ _ _ _ _ (you / ask)
your mum for a lift home?
Maria No, I didn't.

Natalia Why not?

Maria Kurt, the new accountant at work,
9 (see) the accident and he
10_ _ _ _ _ _ (drive) me home.

Natalia That's great! But what about dinner? What are

you going to eat tonight? Do you want me to
bring you a take-away?
Maria No, thanks. I'll be fine.
Natalia Are you sure?
Maria Yes, thank you. And anyway, Kurt's cooking
me a meal later.

2 Work with a partner. Ask and answer questions. Use the cues.
- have / an accident at wo rk or school? A Have you ever had an accident a t work or school?
- help / someone after an accident? B Yes, I have.
- meet / somebody interesting at work or school? A What happened?
- fall/down the stairs? B I cut my hand on some glass.
- lose / something important?

Oxford University Press 'Aifij(.ji.!oimDtj 187

1 Read about Colette. Answer the question~.
,

1I01le the freedom of being on the sea

Coletle Lar'ousse is 28 years old. She's from France, but she
lives in Madrid. She works there as a lawyer. Coletle loves
sailing, butshe doesn't go sailing on lakes, or boating on
rivers as most people do. She prefers sailing alone across the
seas and oceans of the world.
, Col~tle has m~de many incredible journeys. She has
, sailed-across the Atlantic Ocean three time$. In 2008, the
journey took just fifteen days. There were some frightening
moments,' she says. 'At one point, there was a terrible
storm. Theweather was so bad I nearly called for help on my
radio.' She has also sailed around more than fifteen islands in
different parts of the world. Last month, she sailed around the
islands of Hawaii and the trip took just five days.
Colette started sailing when she was ten years old after a
family holiday by the sea. She saw some sailing boats racing
across the water and loved them. After that, she joined a
sailing club and won lots of races.
So why does the married mother of two do so much sailing?
'I love the freedom of being on the sea. It's the most relaxing
thing in the world. One day, I want to sail around the world. I
think that would be fantastic.'

1 Where does Colette prefer to go sailing?

2 How many times has she sailed across the Atlantic Ocean?

3 How long did it take her in 2008?

4 Why did she nearly give up thejourney?

5 How many islands has she sailed around?

6 Which trip took her five days?

7 Why did she start sailing?

8 What are her plans for the future?

2 Write six questions to ask your partner. Use the cues. Then ask and answer the questions.
- What did you ... ? - When did you ... ?
- How long did ... ? - Have you ever ... ?
- Where have you ... ? - Why did you ... ?
A What did you do last summer?
B I went scuba diving in Egypt. It was great fun.

188 Oxford University Press 'Qifiji.!k,j,!F!1nt'!l

1 Answer the questions in the numb"er
, quiz.

What do you know about mobile phones?

1 How many mobile phones were sold in the 1980s?

A about 1,000 D B about 11,000,000 D C about 11,000 D

2 How many mobile phone subscriptions were there in 20077

A about 30,000 D B about 3,000,000 D C about 3,000,000,000 D

3 How many people in the US have a mobile phone?

A about three quarters D B about two thirds D C about half D

4 What percentage of India's population will have a mobile phone in the next few years?

A about 10% D B about 50% D C about 90% D

5 On average, how often do people in Europe change their mobiles?

A every six months D B every fifteen months D C every two years D

6 What percentage of mobile phone users live in the developing world?

A about 59% D B about 29% D C about 9% D

7 How many mobile telephone lines are there in Africa?

A about 10,000 D B about 100,000 D C more than 100,000,000 D

8 How much money will text messaging make in the next few years?

A about $25,000,000,000 D B about $55,000,000,000 D C about $75,000,000,000 D

2 Work with a partner. Compare your answers.
A How many mobile phones were sold in the 1980s?
6 I think it was about eleven thousand.
A Oh no, I think it was about eleven million.

Oxford University Press IQitiliolHiFiDt. 189

1 Complete the spidergram. Write the names of the things people do to keep fit and healthy.
, ~

1 3 fm~ 4

~ ...

6 7 8

10 11

8 eata
2 warm _ _ _ __
7 cut down on 9 lose/puton
sugar / fat

4 lift _ _ __

6 injure a _ _ _ __

5 pull a 11 give up

2 Write five questions with Do you ... ? and three with Have you ever ... ?
Ask and answer with a partner.
A Do you exercise?
B Yes, I do. I go to the gym twice a week.
B Have you ever pulled a muscle?
A Yes, I have. I pulled a muscle in a football match last year.

190 Oxford University Press 'Rif!1Uik,j.\l!mtj

1 Choose the correct future form.
",
Luda Look! It's Annie's birthday next week. We
l'lll 're going to go to her party and we need to
get her a present.
CLaude Why don't you get it today?
Luda I 2going I 'm going to be too busy today. I 3 'm
going to I will going to help Liz buy her wedding
dress and then have lunch.
CLaude I 4'm going to I '[{ look for a present if you like.
Luda ReaLLy? Aren't you busy?
CLaude I'm meeting Max at lunchtime, so I 5'lll'm
going to go shopping after that.
Luda Fantastic! Thanks, Claude!

Later .. .
Max Do you want another drink?
CLaude No, I 6'm not going to I won't have anything,
thanks. I've got things to do.
Max Me too, but let's have one more.
CLaude All right. I 7 'lll 'm going to have a coffee.
Max So, swill I are you and Lucia going to be at
Annie's party?
(Laude Oh, no! I forgot! I have to get Annie a present.
Max Oh, no! Me too! I g'm going to I'[{ come with you!

At Annie's party ...

Annie Thank you for aLL these lovely presents. It's very
kind of you.
Luda What did you get her? Do you think she 1'1l1 going
to like it?
CLaude Oh, er ... I'm sure she 11 're going to I'[{ love it.

CLaude Happy birthday, Annie. I hope you like your

present.
Annie Oh, er ... it's lovely. I 12'1l I'm going to put it
next to the one Liz and Max gave me.

2 Work with a partner. TaLk about the future.

- your plans for the weekend
I'm going to go to t he cinema on Friday evening.
- your life in two years' time
I'll have t he same job.
- what life will be like in 100 years' time
People will live in space.

Oxford University Press 'RifiiioIg:!.iFMjj 191

1 Read the texts. Match the people with the problems. Write the correct names.
, '\

1
My name's Ravi and I have my own business.
My problem is that I'm always rushing from
one meeting to another, so I often bring work
home. I just can't balance work and family life.
3 My name's Eliza and I'm a teacher. My
problem is that I'm not getting enough sleep
at night. I'm at school all day and I often work
very late in the evening. Then I can't sleep.
...
-..""..

2 My name's Klaus and I work in an office. 4 My name's Josie and I'm a hairdresser.
My problem is that I work at a computer I have a lot of customers and I'm always on
and so I sit down all day. I've put on the go. My problem is that I stand up all
weight and I'm not in good shape. day. I get backache and my feet hurt, too.

Who ... ?
1 has problems with their back
2 works very long hours
3 doesn't see their family much
4 doesn't get a good night's sleep
Josie 5 doesn't sit down at work
6 isn't as slim as before
7 has too many meetings
8 doesn't feeL very heaLthy

2 Choose two people from exercise 1. Write some advice for them. Use these ideas.
Ravi: leave work at the office / organize fewer meetings Eliza: work earlier in the evening / read a book in bed
If / not see / family / they / be unhappy If / not get / enough sleep / be / ill
If / plan / work better / have more free time If / take a nap / at lunchtime / feeL fresh / in the
afternoon
Klaus: have lunch in the park / go for a run at lunchtime
If / not take / breaks and do exercise / put on / too Josie: wear different shoes / do back exercises
much weight If / take breaks and sit down / feeL better
If / get / fresh ai r / feel better / in the afternoon If / not look after / back / have / damaged spine

_ _ _ _ /S probleM is that he I she _ _ _ _~_ _ _ _ _ _ _ _ _ _ _ _ _ __

Ite I She should _ _ _ _ _ _ _ _ _ _ _ _ aY1.d _ _ _ _ _ _ _ _ _ _ _ __
If he I she I he I she _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
If he I she _ _ _ _ _ _ _ _ I he I she - _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

192 Oxford University Press IQifiji.l4.l.JEihtj

Student A StudentB
,
'\

1 Read the conversation with a partner. Find out the 1 Read the conversation with a partner. Find out the
missing words. missing words.

Ben Hi, Janine. Where are you going? Ben Hi, Janine. Where are you going?
Janine I'm going to see Philippe. Janine I'm going to see Philippe.
Ben Philippe? You're spending a Lot of time with Ben Philippe? You're spending a Lot of time with
Philippe these days. PhiLippe these days.
Janine I know. 1_ _ _ _ _ _ _ _ _ _ _ __ Janine I know. We really enjoy each other's company.
Ben That's good. Ben That's good.
Janine And, weLL, we're thinking of getting married. Janine And, weLL, we're thinking of getting married.
Ben ReaLLy? CongratuLations! I hope you'll be very Ben ReaLLy? CongratuLations! 1_ _ _ _ _ __
happy together.
Janine Thank you. I hope we'LL be as happy as you and Janine Thank you. I hope we'LL be as happy as you and
Maria are. 2_ _ _ _ _ _ _ _ _ _ __ Maria are. You've got a great relationship.
Ben That's nice, thanks. To be honest, she's my best Ben That's nice, thanks. 2_ _ _ _ _ _ _ __

friend.
Janine WeLL, why don't you come out with Philippe and Janine WeLL, why don't you come out with me and
me this evening? Philippe this evening?
Ben I don't think so. I don't know Philippe very weLl. Ben I don't think so. 3_ _ _ _ _ _ _ _ __
Janine 3_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Janine You can get to know each other. And we're
And we're meeting Loukas and ELeni. meeting Loukas and ELeni.
Ben Who are they? Ben Who are they?
Janine Loukas is PhiLippe's best friend and ELeni's his Janine Loukas is Philippe's best friend and ELeni's his
girLfriend. girlfriend.
Ben Er, no, I don't think so. Ben Er, no, I don't think so.
Janine They're cooking us a Greek meal. They're Janine They're cooking us a Greek meal. They're
fantastic cooks. fantastic cooks.
Ben WeLL, yes, OK then. I'LL phone Maria. Ben WeLL, yes, OK then. I'll phone Maria.
2 Work with a new partner. Respond to these 2 Work with a new partner. Respond to these
situations. situations.
- You spend a Lot of time with your sister. - You spend a Lot of time with your sister.
We really enjoy each other's company. We really enjoy each other's company.
- You Like Sue more than aLL your other friends, don't you? - You like Sue more than all your other friends, don't you?
- My parents are meeting my girLfriend's/ boyfriend's - My parents are meeting my girLfriend's/ boyfriend's
parents tomorrow. parents tomorrow.
- I never argue with my boyfriend/ girLfriend. - I never argue with my boyfriend/ girLfriend.
- We're starting a new Life together in Portugal. - We're starting a new life together in Portugal.

Oxford University Press 'QiT!1i.!k.I.\I!mt'j 193

1 Read the stories. Put the verbs in brackets into the correct tense. Use the past simpLe or the past perfect.

",
Story 1
A man was in a police line-up because he 1_ _ _ __
(rob) a bank the day before. The police 2_ _ __
(ask) a witness to come to the police station to identify
him. The witness 3 (be) in the bank at the \\ \ \
I I
-
time, and 4 (see) and heard everything.
Unfortunately, when the witness 5 (look)
through the glass, he couldn't identify the man. 'I'm
sorry: he said. '1 don't recognize him. He's wearing
different clothes, but maybe 1 would remember his
. ,
VOlce. ,

So, the police 6_ _ _ _ _ (ask) each man in the

Line-up to say the words 'Give me the money!' The
man in the line-up immediately put up his hand and
7 (shout), 'That's not what 1 said!'

Story 2
A man 8 (go) into a shop to buy a
magazine, but when he looked in his wallet he
I '
" 9 (discover) that it was empty. He
10 (forget) to go to the bank that day. The
man 11 (never do) anything bad before,
but he really wanted that magazine, and he really
12 (not want) to go all the way back to the
bank. 'Give me all your money: he said to the surprised
shopkeeper. The shopkeeper gave him the money and
the man put the magazine in his back pocket and
13 (run)outoftheshop.
When the man got home, he realized he 14_ _ _ __
(leave) his wallet on the counter. His name and address
were inside it. The police arrested him that evening.

2 Work with a partner. Ask and answer the questions. Use the cues.
Story 1 Story 2
Why / the police / arrest / the man? Why / the man / go / into the shop?
Where / the witness / be / the day before? Why / he / not have / any money?
Why / the witness / not recognize / the man? ,
What / he / do / in the shop?
Why / the man / shout out? How / the police / find / him?
A In story 1, why did the police arrest the man?
B They arrested him because he'd robbed a bank.
1 Read Anna's story. Answer the questions.
,,

few weeks ago, I bought a child's suitcase in a second- .

and shop in London. The suitcase was red and it had

a picture of a kangaroo on the front. The words Emma,
Melbourne, Australia were . written inside. I thought the
suitcase was interesting, so I bought it, took it home, and
showed it to my mother. When she saw it, she was amazed
because she'd seen the suitcase before. She told me the
story.
Many years before, when my mother was a child, an
Australian girl had moved into the house next door. Her
name was Emma and she was from Melbourne. Her family
had come to England because her father had got a job in
a hotel in London. Emma and my mother became good
friends. They often played together with the red suitcase.
I wondered why the suitcase had been in the shop. Had
Emma taken it there or had another person owned it for
a while? I wanted to ask Emma these questions, but my
mother didn't know where she lived. She'd moved back to
Australia many years before. I still have the suitcase and
one day I hope I can give it back to Emma.

1 What did the suitcase look like?

2 What was written inside it?
3 Why was Anna's mother surprised to see it?
4 Who was Emma?
5 Why did Anna want to speak to Emma?
6 Why couldn't she contact her?

2 Choose one of these ideas. Write a story in about 100 words. Use the questions to help you.
Meeting an old friend Finding something you had lost
- Who did you meet? - What did you find?
- Where did you meet him / her? - Where did you find it?
- When had you last seen him / her? - When had you lost it?
- How had you first known him / her? - How had you felt when you had lost it?
- How did you feel about meeting him/ her again? - How did you feel about finding it again?
I met an old friend at a party recently. I hadn't seen her I found my favourite CD behind my brother's wardrobe.
for about five years. I'd lost it three months before.
 Student A ,.,
1 Work with a partner. Ask and answer the questions. Complete the information.
- Where does ... come from? - What is the sauce made with?
- What is the main ingredient? - What do people usually eat ... with?
- What type of sauce is ... cooked in?

Name of dish Name of dish

goulas h red curry
Country Country
3
Hungary
Main ingredient Main ingredient
4
beef
Type of sauce Type of sauce
1
hot curry
Sauce ingredients Sauce ingredients
5 6
onion, tomatoes, garlic
Eat with Eat with
2
rice

2 Write a description of one of the dishes. Use these expressions. Give your own opinion .
... is a dish from ... The sauce is made with ...
... is ... cooked in ... People usually ...
r would/ wouldn't like to try this dish because I'm (not) keen on/fond of .. . !think I'd prefer ...

----~------------------------------------------------- ---------------
StudentB
1 Work with a partner. Ask and answer the questions. Complete the information.
- Where does ... come from? - What is the sauce made with?
- What is the main ingredient? - What do people usually eat ... with?
- What type of sauce is ... cooked in?

Name of dish Name of dish

goulas h red curry
Country Country
1
Thailand
Main ingredient Main ingredient
2
meat or vegetables
Type of sauce Type of sauce
6
mild but spicy - -- - -
Sauce ingredients Sauce ingredients
3 4 5
lots of spices, chillies, onion
Eat with Eat with
7
potatoes

2 Write a description of one of the dishes. Use these expressions. Give your own opinion .
... is a dish from ... The sauce is made with ...
... is ... cooked in ... People usually .. .
r would / wouldn't like to try this dish because I'm (not) keen on / fond of ... r think I'd prefer ...
200 Oxford University Press 'Qifij(,jk,J.\mbtj
1 Complete the conversations. Use s,uitable words.
Marcus Hello, Yolanda! I'm really glad you could
come.
Yolanda Thanks, Marcus. It's nice to be here. Who's
that man over there? I'm sure I've seen him
1

Marcus That's my friend, Richard. I'll introduce you.

Let me get you a drink first.

Afew minutes Later ...

Yolanda You look 2_ _ _ _ _ We haven't
3 before, have w~?
Richard I don'tthink so.
Yolanda I'm sure I 4 your face. Are you a
student at the university?
Richard No, I ... er ... want to be an actor.
Yolanda I thought IS you. Are you in one
ofthe soap operas?
Richard Er . no.
Yolanda Have you been in any films or dramas?
Richard Well, no. I haven't done any TV work yet. I've
got a job at the theatre at the moment.
Yolanda That's it, I never 6 a face! I saw
you in a play last weekend.
Richard No, I wasn't in the play. Actually, I work in the
ticket office.

2 Work with a partner. Make more conversations for these situations. Use the first lines.
1 A You see somebody on the beach. You ask if they 3 A You meet somebody at a party. You think you have
are one of your neighbours. met them before.
B You say you are from the USA. B You say you have only just moved to the area.
I thought I recognized you! You're my new You look familiar. We haven't met before, have we?
neighbour, aren't you?

2 A You have a new doctor. Youtellhim/heryouthink
you went to school together.
B You say you went to school in New York.
We haven't met before, have we? Did we go to
school together?
4 A Your friend shows you a photo of his sister. You
think you met her last week.
B You say your sister has lived in Australia for ten
years.
I know her face. I think we met last week.

Oxford University Press IQifiji.iR,j,jtl10tll 201

1 Look at the pictures. Complete the words
, for natural disasters.

1 4

A hurricane has hit the coast of Mexico and There has been a v e i n
high winds have destroyed many buildings. Heavy Japan. The eruption caused a t but
rain has now caused E s in many places. fortunately everybody from the nearby islands had
already left.

2 5

There has been an e in the western An e in a chemical factory in

Himalayas. This caused an a of Pakistan has caused serious air P ' - - - - -
snow and rock. Luckily there were no climbers Several people are in hospital after they
in the area at the time. breathed dangerous chemicals.

3 6

A very dry autumn has caused a d in The w in East Mrica continues and
Greece. In the dry conditions, LE_ _ _ __ people have very little food. Many families have
E s have broken out all around the left the area to escape the E_____
country. Firefighters are working hard to solve the
problem.

2 Cover the text. Report the disasters. Use the cues and your own ideas.
There has been a/an ... in .... It has damaged / destroyed / killed .... It has (also) caused . ..

202 Oxford University Press 'Ritii"t;.!.iEmtj

1 Complete the questions. Put the-~erbs in brackets into the correct form. Use first and second conditional forms.
The environment ilnd you
Your life
1 If buses were free, would you use
(you I use) them more often?
2 If organic food _ _ _ _ _ __
(be I cheaper), would you buy more of it?
3 _ _ _ _ _ _ _ (you I grow) your own
vegetables if you had the space?
4 If petrol prices go up again,
_ _ _ _ _ _ _ (you I use) your car
less often?
5 _ _ _ _ _ _ _ (you I be) less worried
about global warming if you lived in a cold
country?
2 Ask and answer the questions with a partner.
A If buses were free, would you use them more often?
B Yes, I'd definitely use public transport if it was free.
Oxford University Press 'RitilM,!.illibtj
Your world
6 What _ _ _ _ _ _ _ (happen) to sea
life if more ice melts?
7 _ _ _ _ _ _ _ (there I be) more
natural disasters if temperatures rise?
8 _ _ _ _ _ _ _ (people I move) away
from the coast if sea levels rise?
9 If you were the head of your country, what
_ _ _ _ _ _ _ (you I do) to stop
global warming?
10 _ _ _ _ _ _ _ (you I make) air travel
more expensive if you owned an airline?
203
1 Read the text. Answer the questions . .~,

Antarctica is the cold est, windiest continent in the world. It's

covered in ice, but there's hardly any rain. If you wanted to get
there, you'd have to sail across the most dangerous seas in the
world. The sun rises and sets only once a year, so there are six
months of daylight and then six months of darkness. Can you
imagine living in darkness for 24 hours a day? Who would want to
do that? Karl Hutchins would!
Karl is an extreme scientist. He lives with a group of other scientists
on one of the many research stations in Antarctica. He's part of
a team of scientists who are investigating the sea floor. He dives
under the ice in water at freezing temperatures. He wears a special
suit, called a dry suit, so that he doesn't freeze to death when he's
diving. So what are Karl and his team looking for? Many years ago,
people at the research station threw rubbish such as metal and
tractors into the sea. They didn't think there was any sea life in the
deep, cold waters. They were wrong. 'The problem is, sea life lives
in the rubbish now,' says Karl. 'It's become their natural habitat.
If we take the rubbish away, it will destroy the sea life.'
Karl has always enjoyed diving. He learned to scuba dive when
he was at university. Then he trained to dive under the ice in the
Canadian Arctic. He really enjoys diving in the cold waters of the
Antarctic. He says, 'The water is so clear and clean down there
that you can see for more than 150 metres!'

1 What's the weather like in Antarctica?

2 Why are there six months of darkness?

3 Where do scientists live in Antarctica?

4 What do Karl and his team do?

5 Why are they worried about removing the rubbish?

6 Where did he learn to dive under the ice?

2 Work with a partner. One person is an interviewer. One is Karl. Make an interview.
Use the cues.

- Where / work? - What/ do?

- What / be / like? - Why / do?
- Where / live? - What / be / the dangers?
A Where do you work?
B I work in Antarctica.

204 Oxford University Press IQitili.lk,j"6Ibtj

 Student A
1 Read the conversation with a partner. Find out the missing words. 2 Make more conversations. Use this
Receptionist Good afternoon. information.
Guest Good afternoon. 1___________________________
Receptionist Just one moment. Yes, here we are. Adouble room for
three nights. Name 1 Pate I
Guest Yes, that's correct. 2___________________________
Type of room 1 single
Receptionist Of course. All our rooms are non-smoking. Could you fill in
your details on the form, please, and sign it at the bottom? No. of nights
Guest OK.
Newspaper 1 The Independent
Receptionist Could I take a credit card, please?
Guest 3________________________________________ Room no.
Receptionist Thank you. Would you like a newspaper or a wake-up caLL?
Guest 4_______________________________________
But I'd like The Observer and my wife would like The Times.
5
Name IO'Brien
Receptionist Breakfast is served from 7 to 9.30 in the dining room.
Type of room 1double
Guest Thank you.
Receptionist Here's your key, sir. You're in room 19. That's on the second No. of nights 14
floor. Do you need any help with your luggage?
Guest 6________________________________________ Newspaper 1The Times
Receptionist OK. The lifts are over there. Enjoy your stay. Room no. 182
Guest Thank you.
---~------------------------------------------------------------------
StudentB
1 Read the conversation with a partner. Find out the missing words. 2 Make more conversations. Use this
Receptionist Good afternoon.
information.
Guest Good afternoon. I've got a reservation in the name of Lutz.
Receptionist Just one moment. Yes, here we are. 1_______________
Name Pate I
Guest Yes, that's correct. And we'd like a non-smoking room, please.
Receptionist Of course. All our rooms are non-smoking. 2__________ Type of room single

No. of nights 3
Guest OK.
Receptionist 3________________________________________ Newspaper The Independent
Guest Yes, of course. Here you are.
Receptionist Thank you. 4_______________________________ Room no. 42
Guest We won't need a wake-up call, thank you. But I'd like The
Observer and my wife would like The Times. What time is 'i" ""',

breakfast?
Name IO'Brien
Receptionist 5________________________________________
Guest Thank you. Type of room 1 double

Receptionist Here's your key, sir. You're in room 19. That's on the second
No. of nights
floor. Do you need any help with your luggage?
Guest No, thank you. Newspaper 1 The Times

Receptionist OK. The lifts are over there. 6_____________________ Room no.
Guest Thank you.

Oxford University Press 'RiTl1(.jg.J.imntl 205

1 Find and correct a mistake in each question.
,

Questions, questions
1 When was the last time you gave a person.aft" advice? some

2 What furnitures do you have in your living room?

3 Does anyone in your family wear glass?
4 Do you always carry a scissors?
5 Do you always take your litters home?
6 When was the last time you heard an interesting news?
7 Do you usually use the lift when you're in a department
store, or do you climb the stair?
8 What do you prefer to wear when you go out, a smart
clothes, or your favourite pair of jeans?
9 Do you have any expensive sports equipments?
10 How many luggage do you usually take on holiday?

11 When you buy a new computer or mobile phone; do you

always read the informations that comes with it?
12 Do you ever do any works at the weekends?

2 Ask and answer the questions with a partner.

A When was the last time you gave a person some advice?
BLast fh ursday, I told my friend to take a break and go on holiday.

206 Oxford University Press 'RitilM.J.iMDtJ

1 Look at the pictures. Write sent~nces
, about Paco's early life. Use the cues and used to or djdn't use to.

Paco used to live in Greece ...

1 have a beard
Paco used to have a beard.
2 drive a car

3 work in a bar

4 ride a motorbike

5 have a girlfriend

6 have short hair

7 live alone

8 play the guitar

2 Cover the pictures and the sentences. Test your partner's memory.
A Did Paco use t o have a beard?
B Yes, he did.

Oxford University Press 'Qifil(.[Q.I.lmorw 207

1 Think about an interesting place you us~d
, to live in or visit often. Complete the questionnaire.

A place I used "*0 k __ ow

Name of place:

I How old were you?

2 Who did you use to go / live with?

3 What was the place like?

4 Who did you use to see / meet there?

5 What kind of things did you use to do there?

6 What did you use to like / dislike most?

2 Write about your partner's place.

________ ued to qo to / live 111 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

whel1 he / he wtJ _ _ _ _ _ _ _ _ _ _ _ _ yetJr old. Ite / She ued to go / live there with
_ _ _ _ _ _ _ (nameofpLace)
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . Ite / She uedtoee/~eet

_ _ _ _ _ _ _ _ _ _ _ _ _ _ there. They ued to _ _ _ _ _ _ _ _ _ _ _ __

Ite / She ued to like _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
but he / he didl1 t ue to like _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
1

208 Oxford University Press 'Aiti1i.!a.J.\FMtj

1 CompLete the conversation. Use suitabJe
, words.

lake Hello. Is that you, Miranda?

Miranda Er, yes, it is, but I'm not sure who ...
lake You don't remember me, do you? I'm Jake Abrahams.
Miranda Oh, right.
lake We were neighbours for years. I can 1 when we used to play
toge-t~r inJUgarden.
Miranda Oh, yes, of course. You've 2 a lot!
lake I know. In 3 days I had lots of hair ... and lots of energy!
Miranda Me too!
lake Hey, do you remember when you fell off that swing and had to go to hospital?
Miranda Oh, yes. That seems a 4 time ago now.
lake Hmm. Your brother said I pushed you off the swing!
Miranda That's right - Tom. He was always a bit naughty!
lake So, what's 5 to Tom? What's he 6_ _ _ _ _ to these days?
Miranda Well, he's a doctor now. He's married and he's got two children.
lake Wow! Doesn't time 7 ?
Miranda It certainly does.

2 Work with a partner. Make a new conversation. Use the cues.

A You meet Bin the street. Tell himjheryour name.
B Say hi.
A Tell Bsomething you remember from his j her childhood.
B Tell A hej she has changed a lot.
A Agree. Tell B another thing that happened when you were young.
B Say that was a long time ago.
A Ask what Bis doing now.
B Tell Aabout your life.
A Say time flies.

Oxford University Press 'Riti1M.i"mhfj 209

1 Complete the table.

Crime Person Verb

crime a1 to 2 a crime

robbery a3 to 4 a person
5 a murderer to 6 somebody
7 as to burgle a house

vandalism a9 to 10 something
11 an attacker to 12 somebody
13 a 14 to blackmail somebody

car theft a car 15 to 16 a car

2 Read the speech bubbles. Complete the crime words.

He 17S five =~========-----1 Mrs James is a 19W_ _ __

thousand pounds. She saw exactly what happened.

210 Oxford University Press IAitil(.!g.J.\613tj

1 Read the story. Put the verbs into the correct tense. Use the past simple, the past continuous or the past perfect.
,
When CLaire Laurence drove to the supermarket
yesterday, she 1 (Leave) her car in
the car park near the entrance. She was in the shop a
Long time because she 2 (have) a
Lot to buy. Then, as she 3 (do) her
shopping, she met a friend, so they had Lunch in the
cafe. After CLaire 4 (finish) her
Lunch, she went back to her car, but she couLdn't find
it. She 5 (waLk) around the car park
and at Last she saw it in a compLeteLy different parking
space. At first she thought she was going mad and that
she 6 (forget) where she had parked
it. But then she noticed that her keys were inside. She
also 7 (see) a big bunch of flowers
on the front seat and a note on the windscreen.

This is what the note said:

'My name is ElLie Franks. 1 8_ _ _ _ _ _ _ (shop) in
the supermarket this morning when my son became very ill.
19 (waLk) to the supermarket, so I
didn't have my car. As I 10 (run) out of
the shop, I saw your car. You 11 (Leave)
your keys inside. Without thinking, I 12_ _ _ _ _ __
(jump) into the car and took my son to the hospital. Then I
caLLed my husband. He came to the hospitaL and drove your
car back to the supermarket. My son is fine now. I hope you
weren't too worried when you couLdn't find your car. Thank
you so much:

2 Work with a partner. Make news interviews.

A You are a reporter. Ask CLaire these questions.
- Where were you?
- What were you doing?
- How did you feeL when you couLdn't find your car?
- How Long did it take you to find it?
- Why did ELLie Franks choose to take your car?
- How did you feeL when you read ELLie's note?
B You are CLaire. Answer the reporter's questions.
B You are a reporter. Ask ELLie these questions.
- Where were you?
- What were you doing?
- When did you reaLize your son was ill?
- What did you decide to do?
- Why did you choose to take CLaire Laurence's car?
- Why did you Leave the flowers in her car?
A You are ElLie. Answer the reporter's questions.

Oxford University Press 'Riti1iHk,i,iljDfJ 211

Student A ", StudentB
1 Read the text. Ask and answer questions. Complete 1 Read the text. Ask and answer questions. Complete
the detective's notes. the detective's notes.

Albert Luna was a rich and famous film star. At 11 a.m.
yesterday he drank lemonade in his garden. At 11.30
he was dead. The lemonade was poisoned. Had he
committed suicide?
ELiza was Albert's wife and a famous actress. The couple
had been married for thirty years. At the time of the
murder she was in London, making her latest film. She
had just finished a scene with her friend and co-star,
Ian Evans, when she heard the news. What could be her
motive for murder? Was she in love with her co-star?
Shane was Alberfs son and a writer. He was in love with
Alberfs assistant, Natasha. He wanted to marry her but
he didn't have any money. At the time of the murder, he
was in the study. He was writing a screenplay. He had
just finished a phone call with his agent when he heard
the news. What could be his motive for murder? Did he
want money?
Name: Natasha
Relationship to Albert:
Job: 2 ~~j~j j'jjjMMjMjMMMMiMMMI
Where / at time of the murder? 3_ _ _ __
What / doing / there? lying down
What / just / do / when /
4 Where / at time of the murder?
heard / news?
Albert Luna was arich and famous film star. At 11 a.m.
yesterday he drank lemonade in his garden. At 11.30
he was dead. The lemonade was poisoned. Had he
committed suicide?
Natasha was Albert's friend and personal assistant,
but they had argued about some missing jewellery. At
the time of the murder, she was in 'her bedroom. She
was lying down with a headache. The housekeeper had
brought her some lemonade earlier. Natasha hadjust
got up when she heard the news. What could be her
motive for murder? Was she worried about her job?
ELeanor was the housekeeper. She had looked after
Shane when he was a child. EarLy that morning, she
had made some Lemonade. She had taken two glasses
to Natasha's room. She had given her one and taken
the other to Albert in the garden. She had then gone
back to the kitchen and started working. She had just
prepared lunch when she went to get Alberfs glass and
found him dead. What could be her motive for murder?
Did she want Shane to have the money?
Name: Eliza
Relationship to Albert:
2
Job:
3 _ _ _ __

Motive: worried about her What / doing / there? making a film

job? What / just / do / when /
...-...-.....--.~..
.-44 ...,...#. ~ .. heard / news? 4

Motive: in love with her

co-star?
Name: Eleanor
Relationship to Albert: none
5
Job: Name: Shane
Where / at time of the murder? 6_ _ _ __ 5
Relationship to Albert:
What / doing / there? 7_ _ _ __
Job : writer
What / just / do / when / prepared lunch Where / at time of the murder? 6_ _ _ __
found / body?
8
What / doing / there? 7 _ _ _ __
Motive:
What / just / do / when / finished a phone
heard / news? call with his agent
8
Motive:
2 Complete the detective's conclusion. ..
....~..-4....,. #~.~......._.~ ....., . . . . -...

2 Complete the detective's conclusion.

, Your attention, please! Albert Luna did not commit
suicide. Somebody murdered him. And the murderer 'Your attention, please! ALbert Luna did not commit
was you, 1 ! When ELeanor brought the suicide. Somebody murdered him. And the murderer
2 to your room, you put 3_ _ _ __ was you, 1 ! When ELeanor brought the
into Albert's 4
like suicide! ,
! You hoped it would look :
X 2

into Alberfs 4
to your room, you put 3_ _ _ __

look Like suicide! ,

! You hoped it would

212 Oxford University Press 'Aitl1(.jg.!.1II13tJ

1 Complete the words in the conversation.
,
Customer Good afternoon. I booked a table for one
0' clock today.

Manager What name is it?

Customer Paolo Conti.
Manager Just one moment, Mr Conti. I'm sorry, but
we've got no 1 r ..::e..::cco::..:r...::.:'d_ _ _ of your booking.
When did you make it?
Customer Three days ago.
Manager I see, but there's nothing in the book about it.
Customer Well, this is very 2i . We need to
have lunch now.
Manager Let me see. I can give you a table at 2.30.
Customer That's no 3g . My guests have to
leave for the airport.
Manager I'm very 4S about that.
Unfortunately, we haven't got a table
5a at the moment.
Customer This is completely 6 UI _ _ _ __
Manager I can only 7a . I'm afraid there's
8 n,_____ I can do.

Customer Well, I shall write and make a formal

9'-C_____ , and I 10'-C_____ won't
be using this restaurant again.
2 Complete the words in the letter of complaint.

The Manager
Riverside Restaurant
Bridge Street
Oxford
10,_____ Sir or Madam

I am writing to 2C about the poor service I received from your restaurant.

I 3b a table on 15th July for 1 p.m. However, when I arrived, the manager told me there
was no 4 r of this. He
5 a,_____ , but told me there was no table 6 a,_____ until 2.30. Since my guests had to

leave for the airport, we couldn't wait.

This is completely 7u_____ . If I don't receive a 8w_____ apology, I certainly won't be

using your restaurant again.

~ ________ 10f_________

PaoloConti

Oxford University Press 'Rifiim;.J,i@1htj 213

,~

1 Complete the questionnaire. Use one w{)rd

, from box A and one word from box B.
A put sw#eR throw cut pick turn give B out off up 6ft out off back
get fill turn take cut take get on down up down on away in

How green are you?

1 When you're hot, do you switch on the air conditioning, or do you your
jumper?
2 When you're cold, do you the heating to a higher temperature, or do you
_ _ _ _ another jumper?
3 Do you waste food? How much food do you each week?
4 How do you feel about companies that _ _ _ _ trees in the rainforests?
5 If you see litter in the street, do you it 7

6 If someone was playing loud music in the street, would you ask them to _ _ _ _ it
- - - -?
7 Do you think poor countries should _ _ _ _ money they have borrowed from rich
countries?
8 Do you prefer cars or public transport? How often do you _ _ _ _ a bus or a train?
9 Do you think everybody should walk more? Do you ever _ _ _ _ your bus a few
stops early and walk?
10 Would you ever a form to give money to a charity?
11 Do you useful information from newspapers and magazines, or do
you just throw them away?
12 Are you addicted to spending? Do you _ _ _ _ cash from the bank every day?
\ \ //
" /

2 Ask and answer the questions with a partner.

214 Oxford University Press 'Qiti\i.Ig.!.!Eihtj

1 Complete the text. Put the verbs
, in brackets into the correct form of the passive.

The world's higheSI rubbish liP

Mount Everest is the highest mountain on earth. It's also one of the most
polluted. Over the years, hundreds of items 1 have been left (leave) on the
mountain. This rubbish includes tents, bottles, cans, and food packaging. Many
climbers leave behind their litter when they come down the mountain. But that
isn't the only problem. Everest 2 (visit) by thousands of
people every year and they dump their rubbish, too.

Luckily things are beginning to change. In 2004, twenty-four volunteers

3 (send) by the Chinese government to look for litter. During
just that one trip, eight tons of rubbish 4 (bring) back down
the mountain.

The Nepalese government is also trying to stop the problem. These days,
many climbers 5 (ask) for money before they begin their
expedition. They 6 (give) their money back only if they
bring their rubbish down. Also people 7 (encourage) to take
up food in metal containers, and not in glass or plastic. Afterwards, the metal
8 (collect). It 9 '(make) into pots and pans
by local people.

If people do not control the litter on Everest, the natural beauty of the
moun tain 10 (destroy) in the future.

2 Write true sentences about environmental problems in the world. Use the cues.
Indonesia was hit by an earthquake in 2006.
The air is polluted by cars and lorries,
- hit / an earthquake - drop / tourists
- pollute / cars and lorries - dump / ships
- damage / a tsunami - waste / restaurant owners

Oxford University Press 'Riti1"!i.j.jmhtj 215

Student A
1 Answer your partner's questions about diamonds.
I StudentB
I 1 Ask your partner about diamonds. Use the cues.
- Where I diamonds I find?
- How I the diamonds I take out I of the earth?
- How I the diamonds I prepare?
Where are diamonds found?

2 Answer your partner's questions about oil.

diamonds I find I in Africa and Australia

the oil I find I by scientists

rocks I take out I of the earth I through pipes
2

trees I cut down

the diamonds I take out I of the rocks 3

roads I build I for transport

the diamonds I cut and polish

a rig I build lover the oil

they I make I into jewellery 5

a hole I make I in the ground

they I sell I in shops around the world 6~~~--~~----------1

2 Ask your partner about oil. Use the cues.

- How I the oil I find?
- Whatl do I to the land?
- How I the oil I take outl ofthe earth?
the oil/take out / by machine
How is the oil found?

216 Oxford University Press 'Aiti1i.iC,j"EWI

1 Choose the correct words. 1 Choose the correct words.
",

Oscar Hello, Rula. I lapparentLy / understand you're Oscar HeLLo, Rula. I lapparently / understand you're
getting a promotion. getting a promotion.
Rula Yes, I am. 2ApparentLy / Completely the boss is Rula Yes, I am. 2ApparentLy / Completely the boss is
really happy with me at the moment. really happy with me at the moment.
Oscar That's great. And liz 3says / tells me that you're Oscar That's great. And Liz 3says / tells me that you're
getting married! getting married!
Rula Yes, I am. It 4tells / seems that everything's going Rula Yes, I am. It 4tells / seems that everything's going
well for me at the moment. well for me at the moment.
Oscar That's really good news. Oscar That's reaLLy good news.
Rula But what about you? I 5hear/ tell you're leaving. Rula But what about you? I 5hear / tell you're leaving.
Oscar Yes, I am. I'm really fed up at the moment. , Oscar Yes, I am. I'm reaLLy fed up atthe moment.
Rula How's your girlfriend? Rula How's your girlfriend?
Oscar Oh, she left me. 6It understand / seems that Oscar Oh, she left me. 6It understand / seems that
everything's going badly for me! everything's going badly for me!
Rula Oh, dear. I'm sure there's something interesting Rula Oh, dear. I'm sure there's something interesting
round the corner for you, too. round the corner for you, too.

2 Work with a partner. Make a new conversation. 2 Work with a partner. Make a new conversation.
Use the cues. Use the cues.

A 1/ hear / you / just pass / driving test
Byes / apparently / a lot of people / fail
A Joe / tell me / you / go to Australia / next month
Byes / everything go weLL / for me / right now.
I hear / you / fail / your Spanish exam
A yes / it / be / very difficult
B 1/ sure / something good / be / round the corner
A I/just/lose/myjob
B that / shame
A 1/ hear / you / just pass / driving test
Byes / apparently / a lot of people / fail
A Joe / teLL me / you / go to Australia / next month
Byes / everything go well / for me / right now.
I hear / you / fail / your Spanish exam
A yes / it / be / very difficult
B 1/ sure / something good / be / round the corner
~ A I/just/ lose/ my job
Jb B that/shame

Oxford University Press 'Qifijlo!k.JoIrWI 217

1 Complete the sentences. Use the adjectives in the boxes or their opposites.
Add the prefixes un-, im-, in- or dis- if neiessary.

How to be
a good friend
sensitive honest patient loy8i kind
1 Always try to defend other people. If you are disloyal , you
will soon lose your friends .
2 Try to understand other people's feelings. _ _ _ _ _ people
don't keep their friends.
3 Always be ready to help your friends. Never be nasty or
_ _ _ _ _ to them.
4 Be with your friends. It's always better to tell the
truth about everything.
5 Don't be _ _ _ _ _ if your friend is late or doesn't arrive to meet
you. They may have a very good reason.

a good neighbour
silly tidy polite easy-going

6 Keep the area around your house or flat _ _ _ __

No-one likes to see litter everywhere.
7 Try to be . Don't worry about little things that
are annoying.
8 Speak nicely to your neighbours. Never be or rude .
9 Tell young people to think about others. Teenagers who are noisy
or _ _ _ _ _ can create problems between neighbours.

a good employee / student

ambitious cheerful big-headed reliable sociable

10 Don't be late for work/school and do all your work on time. People
who are _____ won't be successful.
11 Be ! Work hard for the best grades and always
go for promotion!
12 Don't be _ _ _ _ _ ! Speak to the other people in your
class/office and always go to end-of-year parties.
13 Try to be . People who always look happy are
often more successful.
14 If you get promotion or do well in an exam, try not to talk about it all
the time. _ _ _ _ _ people are usually very unpopular.

2 Choose five positive and three negative adjectives to describe yourself.

Tell a partner.
I'm a very sociable person. I like meet ing new people.
I'm a bit impatient sometimes. I don't like waiting for things.

218 Oxford University Press 'Qitili./k.iolfWJ

1 Complete the text. Use should, ~houldn't,
, might or might not.

Don't worty about

My \\~lMeJs Yol~\\J.~ ~\\J. elM -PvOIM
your trip to Britain,
Yolanda. Follow this
Me)Clco. elM ~oi\\~ ~o visi~ BV'i~~i\\
advice and you won't
\\e)C~ SlAlMlMeV'. I-\~ve YOIA ~o~ ~\\y
go wrong!
~J.vlce ~'oOIA~ kow I skolA1J. 'oek~ve?

.~.
_.0< ,---

Greeting people Queuing Dealing with the weather

When you meet someone for the Queuing is very important. People You 7 always take your
first time, you 1 say stand in queues for everything: at umbrella with you. It may be hot
hello and maybe shake their hand. the bus stop, in cafes, at the bank, and sunny in the morning, but it
Remember that British people everything. You 4_ _ _ __ 8 be hot all day! It
don't usually kiss each other unless always go to the back and wait 9_ _ _ _ _ rain in the afternoon.
they're very good friends. So, you your turn. You 5 Jump It 10 snow in the
2 kiss someone unless the queue because somebody evening! You 11 always
you've met them a few times. They 6 get annoyed! The be prepared for changes in the
3 be quite surprised! only place where queuing doesn't British weather!
seem to happen is on the London
Underground!

2 Imagine your partner is a visitor to your country. Give some advice. Use these ideas.
- greeting peopLe
- poLite behaviour on pubLic transport and in shops
- how to deaL with the weather
You should bow when you meet someone.

Oxford University Press '4if!iC.!q.J.iE10tl 219

1 Complete the questionnaire.

Your personality
1 What do you think is the best thing about your personality? Why?
(e.g. I'm an easy-going person. I don't worry about things.)

2 What do you think is the worst thing about your personality? Why?
(e.g. I can be a bit untidy Nothing's ever in the right place on my desk.)

New or difficult situations

3 a How do you feel about meeting new people?
I enjoy it. D I don't mind it. D I hate it. D
b Why do you feel this way?
(e.g. because I'm shy.)

4 When you have an interview, or an important talk with your teacher,

how do you enter the room?
I go in quietly and sensibly, and sit down. D
I go in feeling shy with my head down. D
I go in noisily and talk to the person before they talk to me. D

5 a What do you like doing in your spare time?

Activities such as ...
reading, watching DVDs, playing computer games, listening to music D
playing tennis, swimming, shopping, meeting a friend for coffeeD
dancing, going to pubs and clubs, playing basketball/football D
b What does this show about the kind of person you are?
(e.g. It shows that I'm sociable.)

2 Write about your partner.

Thc bcst thiP1q about _ _ _ _ _ /s persoP1ality is thtft hc I shc is _ _ _ _ _ _ _ _ _ _ __

_ _ _ _ bccausc . Thc worst thiP1q is that hc I shc is a bit
_____________ bccausc _________________________________________________________
/tc ! Shc fMcctiP1q P1CW pcoplc bccausc _____________ . WhcP1 hc I shc has aP1
iP1tcrvicw or aV/ ifMportaP1t UII<. with hiS I her tcachcr, hc! shc . /tc I Shc lil<.cs
_________ iP1 his I her frcc tifMc. ThiS is bccausc ________________

220 Oxford University Press '4itili.rHinOt'J

1 Complete the conversations. Use the correct verbs.
~
,
Raul Where do you want to go on holiday this year?
Maria How about Canada? I'd love to go climbing in the
Rocky Mountains.
Raul Hmm. So 1 wou ld I . It looks beautiful, but
I don't really want to go on an adventure holiday
this year.
Klaus No, neither 2 I went on one of

those types of holiday last year.

Maria Well, so 3 and it was great fun .
Raul Where shall we go then?

Helen Hi, everyone. Are you planning our next holiday?

Maria Yes, but we don't know where to go.
Helen How about Barbados? I'd love to try snorkelling
and I've never been to the Caribbean.
Klaus Nor 4 , but it's too expensive. I

can't afford to go there.

Raul Neither 5 Anyway, I don't want to

travel too far. I want to stay in Europe this year.

Klaus Yes, so 6_ _ _ __
Helen OK, so what country shall we go to then?

Tomas Hello, everybody. I'm really looking forward to

our holiday!
Maria So 7_ _ _ _ _ , but we don't know where to
go. Klaus and Raul want to stay in Europe. Helen
wants to go snorkelling in Barbados, and I want
to go climbing in Canada.
Tomas Why don't we go to a Greek island? I haven't
been to Greece for ages.
Maria Nor 8 We could go to 5antorini.

Tomas Yes, then you can go climbing, Helen can go

snorkelling, and Raul, Klaus and I can lie on the
beach all day!

2 Work with a partner. Make more conversations. Use the cues.

1 I never play (sport). A I never play football.
2 I rea lly li ke (food). B Oh, I do.
3 I've been to (city). B I really like pizza.
4 I'm going to (holiday). A So do I.
S I'd like to (job).
6 I went to (last weekend).

Oxford University Press 'Riti\i.t;.!.itWJ 221

1 Choose the correct words.
",
Tm here to talk about a famous celebrity couple who are 1getting / having married today.
They're having the wedding at a registry 2house/ office. Right now, the 3guest/ groom is
walking into the building. He's wearing a grey suit. He looks happy but very nervous.
The 4good / best man is following. I hope he hasn't forgotten the 5 wedding / marriage ring!'
'The 6bride / wife has just arrived in a limousine. She's wearing a beautiful white
7 wedding / marriage dress and she's carrying a 8flower / bouquet of red roses. The
9bridesmaids / wedding maids are wearing pink dresses.'

'The happy couple are coming out of the registry office. The wedding 10invites / guests are
throwing 11 confetti / flowers over them . Right now, the bride's mother is talking to the
groom. He seems very relaxed with his new 12mother-in-law / stepmother. As we all know,
the groom has been married before and he has one child. Right now, the bride is standing
with her new 13stepson / ex-son. What a happy family scene!'

Tm now at the 14honeymoon / reception, which is at this very expensive hotel.

But, who's that going up the steps? I think, but I'm not sure, that it's the groom's
15ex-wife / stepwife. What is she going to do? Will this be a good story for tomorrow's
newspapers?'

'No, everything's fine. The happy couple are going on their 16holiday/ honeymoon.
It seems there's no gossip for tomorrow's newspapers.'

2 Cover the text. Re-tell the story from memory.

They're get ting married in a registry office.

222 Oxford University Press 'Riti1c.Ig.J'ii!1btj

1 Find and correct a mistake in each
,, sentence. Then match the sentences with the pictures.

1 [ill I never send to my friends emaits. I always phone them.

I never send emails to my friends. I always phone them.

2 D If someone gave to me a present I didn't like, I'd give it to someone else.

3 D I never lend things people because I often don't get them back.

4 D My family and friends never forget to send to me birthday cards.

5 D I often write letters newspapers and magazines if I'm angry about something.

6 D I don't post letters people, because it's too slow and too expensive.

7 D My best friend always gives me to interesting presents.

8 D I try to give presents my family and friends that really sui,t them.

2 Which statements are true for you? Tell a partner.

Number one isn't true for me. I often send emails to my friends. I don't phone them very often.

Oxford University Press IRifi1c.!Hill1!1tj 223

1 Complete the questionnaire.
",

A traditional day
Choose one of the following traditional days in your country:
- a traditional birthday
-New Year
- a religious festival
- a national holiday
- the birth of a child
- other

Name: __________________________________
. . Why do people celebrate this occasion?

How do people celebrate? (e.g. special ceremonies,

parties, family meals, etc.)

What people are usually involved? What do they do?

Why?

Do people give gifts? What do these gifts symbolize?

(good luck, happiness, etc.)

2 Write about your partner's traditional day.

_____ chose ________ as hiS / her traditiol1al day. People cefebrate thiS day
because ______________-'-_ _ _ _ _ _ _ . Duril1q the cefebratioills
they . The people iillvolved il1clude
________________ . They ______________ . People qive
qiffS such as _________ because __________________

224 Oxford University Press IQifij(.jq.!.lfihtj

1 Complete the conversations. Use the
, words ;n the boxes. There ;s one extra word each time.
Conversation 1 Conversation 2

idea think whatever right Maybe hope possibLy idea Perhaps whatever right
LikeLy wants LikeLy

Suri The Managing Director wants to see you in her Raj Adam rang. He wants you to call him back.
office straightaway. Helen Really? What do you think he 7 ?

T;m What do you 1 she wants? Raj I've got no idea, Helen. He's your boyfriend!
Suz; I've got no 2 , Tim. She didn't tell me. Helen 8 he wants to finish our
T;m 3 she's going to give me the sack. relationship.
Suri Or perhaps she's going to offer you a new job! Raj It's more 9_ _ _ _ _ he's going to ask you to
nm It's more 4 she'll fire me. She's never marry him!
liked me. Helen Or maybe he wants to cancel our date tonight.
Suri Well, 5_ _ _ _ _ s he wants, you'll find out in a Raj Hmm, 10_ _ _ __
minute. Don't worry. I'm sure it's nothing serious. Helen I hope not. We're going out for dinner.
T;m 1 6 you're right. Raj Well, 11 he wants, you'll find out in
Suz; Good luck! five minutes when you ring him. Don't worry. It'll
Later ... be fine.
Helen I hope you're 12_ _ _ __
Raj Good luck!
Later ...

,) Well, what did he want? I

A cup of coffee! She
wanted a cup of coffee!

His umbrella! He forgot his

umbrella and he wants me
to bring it tonight!
2 Work Mth a partner. Make a new conversation. Use the cues.
A your teacher / ring / this morning
B what / you / think / she / want?
A 1/ no idea
B perhaps / she / want / tell/me / about / bad exam results
A maybe
B 1/ hope / not. 1/ want / go / into / next / class
A well/we / know / in a minute / when / she / phone / back

Oxford University Press IAitil(.ja.J,if!jbtj 225

1 Read the conversation. Complete the words.
, ~

lack Hi, Karim. How are you? Are you at university now?
Karim Yes, I'm an 1 undergraduat e student at Bristol.
lack Are you doing Law?
Karim No, I'm studying for a 2d in history.
lack Is it a three-year 3C ?

Karim That's right. I'm in my third year. I'm taking my 4f e soon.

Then if! pass, I'lL 5g_ _ __
lack So, are there are Lots of student fLats 60 c ?
Karim Yes, I used to Live in one, but I wanted to get away from the university a bit, so I
moved 70 _ _ _ _ _ c_____ . Now I share a flat with some friends in the
town centre.
lack Oh, right.
Karim And what about you?
lack I'm stiLL at school. But I'm thinking about 8d _____ a course in archaeoLogy.
Karim That sounds interesting.
lack Yeah, but I'm not sure. How much work do you have to do?
Karim WeLL, I usually attend one or two 9L every day. Some ofthem are
a bit boring, but most of them are OK. We have got some really entertaining
lL who know a Lot of interesting things. It can sometimes be hard to
take 11n while they're taLking, but it's OK.
lack And then how often do you do an 12a ?
Karim About once every two weeks. We do them and then we usually taLk about them in a
small group at a 13 S_ _ _ __
lack So will you have to go to a 14g c after you've passed aLL
your exams?
Karim Of course! That's when I'LL get my 15d_____ c _____ and that's when
I can ceLebrate!
2 Work with a partner. Describe and guess the words in exercise 1.

A It 's t he place where the university buildings are.

B Campus.

226 Oxford University Press 'Aifij(.jHiFW.

1 Look at the picture. Write pairs of ~entences.
,

1 Lucas has been playing football. 4 It's been snowing.

He hasn't been playing football. He's been
playing tennis.
2 Su has been driving. 5 Paolo has been waiting for a bus.

3 Karl and Ben have been relaxing. 6 Magda and Jane have been swimming.

2 Write the questions. Use the cues. Then test your partner's memory.
1 What/ Bob and To by / do? 4 What / Maya / do?
What have Bob and Toby been doing?
2 Yukimi / cycling? 5 Henri / drink / cola?

3 it / rain / today? 6 Josh and Miguel/ wait for a train?

Oxford University Press 'RifiiColk,uijjjijtj 227

1 Read the letter. Correct the underlined mistakes.

93 Redlands Street
London
N4 7EJ .
8th May

Personnel Manager
The Ancient History Museum
Canal Road
London
SW48YX

Dear Sir or Madam

-POY

I would like to apply 1at the post of Publicity Manager at The Ancient
History Museum.

As you can see from my CV, I am 30 years old and I have a degree in
history from Bristol University. It was a three-year course, and as part of
my 2students I took exams in ancient Roman and Egyptian history.

After leaving university, my first job was as a tour guide in Rome. I worked
there 3 since six years. After four years, I was 4promotion to tour guide
organizer. I was 5with charge of six tour guides. 6Since tl;1e last two years,
I have been 7work at the Roman Museum, where I am responsible Bof
education. This means I organize trips for school children and I also give
talks at local schools and colleges.

In addition to my degree, I have a 9~ in Arabic. I have lOhad studying

archaeology since September, too, but I have not taken any examinations
in it yet. I have also 11made courses in the history of ancient Egypt,
Greece, Rome, and China.

I have enjoyed my time at the Roman Museum, but I now feel the
12necessary for a new challenge. I believe I have the qualifications and
experience for the position of Publicity Manager with your museum.

I look forward to hearing from you.

Yours faithfully

Melanie Clarke

2 Write a letter to apply for this job. Follow this model.

- Reason for writing
- Educational qualifications Travel Review
- Work experience
Magazine
- Other qualifications and / or experience
- Reasons for applying for the job needs a writer

228 Oxford University Press 'Rifii(,ji.!.\&1htj

1 Complete the conversation. Use the
, words in the box. There are two words you don't need.
afraid really sad guess hear news dear heard Congratulations wonderful pleased

Joanne Hello, Yannis. I haven't seen you for a while. How are
things?
Yannis Well, I've got some good 1_ _ _ __
Joanne Great!
Yannis And I've aLso got some bad news, I'm 2_ _ _ __

Joanne TeLL me the good news first.

Yannis WeLL, GabrieLLe is expecting a baby.
Joanne That's 3 news. When's it due?
Yannis Next June.
Joanne 4_ _ _ __

Yannis Thankyou.
Joanne So, what's the bad news?
Yannis WeLL, I've Lost my job.
Joanne I'm sorry to 5 that. What are you going
to do?
Yannis WeLL, actually, I've appLied for a new job.
Joanne Oh, I'm reaLLy 6 to hearthat. I'll keep
my fingers crossed for you.
Yannis Thank you. So, what about you?
Joanne WeLL, do you remember my neighbour, Mr Lake?
Yannis Oh, yes?
Joanne WeLL, he died Last month.
Yannis That's very 7_ _ _ _ _ How oLd was he?
Joanne He was 85.
Yannis I'm reaLLy sorry.
Joanne Thank you. But there is some good news, too. My sister and her boyfriend
are getting married.
Yannis That's great.
Joanne And 8 what? They're going to Live in Spain.
Yannis Oh,9 . You'LL miss them.
Joanne No, it's fine! They've bought a restaurant in Madrid. I can have cheap hoLidays
and Lots of great food, too!
Yannis Now that is good news!
2 Work with a partner. Make more conversations. Use the cues.
A Tell Byou've got good news and bad news.
B Ask about the good news.
A Say you've got a pLace at university / bought a fLat/ got a new job.
B Respond to the good news.
A Say thank you.
B Ask about the bad news.
A Say you've spLit up with your girLfriend or boyfriend / Lost your job / had an accident.
B Respond to the bad news.

Oxford University Press 'Qif!i(.jHiFMtj 229

1 Complete the questionnaire. Use the cQ.rrect
, form of make or do.

Milk. and 110

At workl school
1 What was the last mistake you _____ at work/ school?
2 How many times do you phone calls to friends during the day?
3 Do you ever have to any photocopying at work/school?
4 Do you like to _ _ _ _ _ friends with new people at work/ school?
5 What's the most interesting course you have ever _ _ _ _ _ ?
6 Do you always _ _ _ _ _ your homework on time?

At home
7 Who _ _ _ _ _ the decision about when/where to go on holiday?
8 Who the most cups oftea and coffee in your house/flat?
9 Who the most housework in your house/flat?
10 Would you prefer to _ _ _ _ _ the ironing or the shopping?

11 Have you ever accidentally some damage to the house,

but not told anybody about it?
12 Do your neighbours _ _ _ _ _ a lot of noise or are they fairly quiet?

13 Have you ever _ _ _ _ _ a cake?

Your hobbies
14 What kind of activities do you like _____ at weekends?

15 Have you ever _____ a film or a video?

16 Would you like to _ _ _ _ _ judo or karate, or would you prefer to

play a sport like football or tennis?

17 How often do you _____ some exercise?

2 Ask and answer the questions with a partner.

230 Oxford University Press IUtt!1i.!i,j,lI!1btj

1 Choose the correct words.

I've broken my leg! How did I do it? Well I was playing

football with my little brother in the park. Unfortunately,
he kicked the ball into a tree. I climbed up the tree but I
l couldn't/ can't get the ball, and then ... guess what? Yes, I fell
out of the tree and broke my leg. The doctor has told me I
2can 't/won't be able to walk for a week. He says I 3have/must
to stay at home and rest. How boring is that? The good news
is I 4 won 't/ didn't have to go to work for a while, but the bad
news is I 5couldn't/ can't do anything interesting! What am I
going to do? Suggestions welcome!

Oh, I know how you feel! I've broken my arm! I was painting
my bedroom when I fell off the ladder. And guess what? I've
booked a skiing holiday for next week. I 6 mustn't/ won't be
able to go. I'm so disappointed. I haven't rung the travel
agent yet, so I don't know if I 7'/1 be able to/must get my
money back. What do you think? Have you ever been in this
situation? Advice needed!

I Scant/ don't have to give any suggestions or advice. I feel

too ill! I've got flu. I was at a really important sales conference
yesterday, but I felt so ill, I 9didn't able to/couldn't stay
there. I lOhave to/ had to come home and go straight to bed.
My problem is, I've got a job interview tomorrow. It's with a
really good company in my town, too. I definitely ll won 't be
able/will have to go if I feel like this. But the good thing is I
12 mustn't/won't have to feel stressed about it either!

2 Work with a partner. Find out about these things.

Something your partner:

- can do very weLL
- couLdn't do ten years ago
- has to do today
- wiLL have to do tomorrow
- didn't have to do this morning
- won't be abLe to do next year

Oxford University Press IQifiUolk'l,imatll 231

1 Complete the information about a film,you
, saw recently.

Facts about the film and story

Title:

Names of actors:

Name of director:

Type of film (e.g. comedy, romance, etcJ:

Plot (what it's about):

OpinIon
In general, did you like the film? Yes D NoD

Which of these adjectives would you use to describe the film?

exciting D interesting D frightening D boring D funny D
How would you describe ... ?
the actors and actresses: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
the special effects:
the clothes:

Criticisms of the film:

2 Write about your partner's film.

_ _ _ _ _ _ receVltly saw _ _ _ _ _ _ _ _ . It starred _ _ _ _ _ _ _ _ _ __

cmd it was directed by . 1-(s a / aVl _ _ _ _ _ _ _ _ _ aVId i-(s
about _ _ _ _ _ _ _ _ _ _ _ _ _ ~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
_ _ _ _ liked / didVl't like the fi/W!. fte / She thought it was ______ . fte / She thought
the _ _ _ _ _ _ were _ _ _ _ _ _ _ _ aVId the _ _ _ _ _ _ _ _ _ _ were
_ _ _ _ _ _ _ _ . ftowever, he / she thought _ _ _ _ _ _ _ _ _ _ _ _ _ __

232 Oxford University Press lijif!1C.!C,j,jIlWj

Student A .,.,
1 Read the conversation with a partner. Find out the
missing words.
David Don't forget it's ElLie's leaving party at the
weekend.
Shona 1________________________________
David Yes. We've had the invitation for ages.
Shona 2________________________________
David Don't tell me they're coming at the same time.
Shona 3________________________________
David Are you sayi ng that you won't be able to go to
the party?
Shona 4________________________________
David Does that mean that we won't be able to go out
with Misha and Nadia on Sunday either?
Shona 5________________________________
David But we arranged that ages ago.
Shona 6________________________________
2 Make more conversations. Use the cues.
Conversation 1
A Remind B about lunch tomorrow afternoon.
B Say you're having visitors.
A Ask if that's at the same time.
B Say yes.
A Ask if B's saying he! she can't come.
B Say yes.
A Ask if that means B can't go out for a meal in the
evening either.
B Say yes.
Conversation 2
B Remind Aabout a shopping trip on Saturday.
A Say you're meeting an old friend.
BAsk ifthat's at the same time.
A Say yes.
B Ask if A's saying he! she can't come.
A Say yes.
BAsk ifthat means Acan't go to the cinema on
Saturday evening either.
A Say yes.
Oxford University Press 'RitiiM')'!6W'
StudentB
1 Read the conversation with a partner. Find out the
missing words.
David 1________________________________
Shona What? This weekend?
David 2________________________________
Shona But my parents are coming to stay.
David 3________________________________
Shona Yes, it looks like it.
David 4________________________________
~hona Yes, unfortunately. I can't go out when they're
here.
David 5________________________________
Shona Yes, I'm afraid so.
David 6________________________________
Shona Well, I'm sorry, but what can I do?
2 Make more conversations. Use the cues.
Conversation 1
A Remind B about lunch tomorrow afternoon.
B Say you're having visitors.
A Ask if that's at the same time.
B Say yes.
A Ask if B's saying he! she can't come.
B Say yes.
A Ask if that means B can't go out for a meal in the
evening either.
B Say yes.
Conversation 2
B Remind Aabout a shopping trip on Saturday.
A Say you're meeting an old friend.
B Ask if that's at the same time.
A Say yes.
B Ask if A's saying he! she can't come.
A Say yes.
B Ask if that means A can't go to the cinema on
Saturday evening either.
A Say yes.
233
1 CompLete the questions. Put the verbs tn, brackets into the correct form.

Languages The future

1 When did you decide _ _ _ _ (learn) 10 What do you want (do) with
English? your life in the next five years?
2 Why do you need _ _ _ _ (learn) 11 Can you ever imagine (live)
English? in another country?
3 Do you enjoy (speak) 12 Do you hope (visit) a lot of
different languages? different countries during your lifetime?
4 Do you plan (study) any 13 Do you expect (have) the
other languages when you're older? same friends in ten years' time?

Work/study Your free time

5 When did you last promise (do) 14 Some people can't stand (be)
something for somebody at work or school? alone for long. Are you like this?
6 Do you usually avoid (organize) 15 Do you ever fancy (take)
things at school/work? up a martial art such as karate or judo?
7 How often do you offer (help) 16 When did you last give up (do)
your colleagues/ classmates with their a sport or a hobby?
work? 17 How much time do you manage
8 Some people don't mind (work) _ _ _ _ (spend) with your family?
at the weekend. Is this true for you?
9 Do you always finish (do)
things that you start?

2 Ask and answer the questions with a partner.

234 Oxford University Press IRitilOlHiEWI

 Student A .,.,

1 Imagine you are the man in the plane. Complete the

sentences to describe the scene. Use the correct form -'0\ 1/ 1/-:::

of the verbs in the boxes. --

/ "-
-
/ I \ \

A be see hear smell feel

B run play featbaU read a magazine have a piERic

eat an ice cream cry cook shine on me

1 There were two boys playing football

2 I saw a couple having a e.icnic
3 There a girL
4 There two men
5 I a child
6 I hamburgers
7 There a woman
8 I the sun
2 Work with a partner. Find six differences.
A In my picture there wa s a girl eating an ice cream.
B No, in my picture there was a girl drinking cola.

- -~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .- - - - - - - - - - .
StudentB
1 Imagine you are the man in the plane. Complete the
sentences to describe the scene. Use the correct form
of the verbs in the boxes.

A be see hear smell feel

B run play teRRis read a newspaper cook

ha'.'e a picRic drink cola laugh shine on me

1 There were two boys playing tennis

2 I saw a couple having a rzicnic
3 There a girL
4 There three men
5 I a child
6 I chicken
7 There a woman
8 I the sun
2 Work with a partner. Find six differences.
A In my picture there was a girl eating an ice cream.
B No, in my picture there was a girl drinking cola.

Oxford University Press 'Riti1M.iut!1fitj 235

1 Read the story. Complete the story wit~, the sentences in the box.

a Stork seems very hungry. d Why don't you come to my house tonight for a meal?
b I'd like someone to see my lovely soup e It's wonderful to share a meal with a friend.
c Aren't you hungry? I'll finish yours.

The fox and the stork

One day, Fox decided to make some soup. He put the
ingredients into a pot and started to stir. After a while, he
stopped to admire his beautiful soup. 1 ' _ _ _ __
he thought. 'I think I'll invite someone to lunch. But who?'
Fox tried to think. 'I don't want to invite my sister.
She's greedy. She might eat all of the soup.' Fox looked
out of his window. He saw his friend Stork standing
outside. 'I know. I'll invite Stork. She's a good friend.
She won't eat all of it.'
Stork was happy to accept the invitation. She had
smelt the soup cooking and she felt very hungry. 'That
soup smells delicious. 1 can't wait to taste it,' she said
when she came into his house.
'Hmm' thought Fox. 2 ' _ _ _ _ _ . If I'm not careful,
she'll eat all of the soup.'
Fox thought fast. He put down a wide, flat dish for
himself and a wide, flat dish for Mrs Stork. Fox ate all of
his soup quickly, but Stork had a very long beak and she
couldn't eat from the wide, flat dish.
Fox stopped eating and looked at his friend. 'Oh dear,'
he said. 'Aren't you hungry? I'll finish yours.'
And he did.
At the end of the meal, Fox sat back and said,
3 ,

'Yes,' said Stork. 'You're right. 4 ' _ _ _ __

'Thank you,' said Fox. 'I certainly will.'

That evening, Fox was hungry again. There was a
wonderl"ul smell in Stork's house and on the table there was
lots of lovely food. But, every dish was tall and narrow. Stork
put her beak into every dish and ate well, but Fox could eat nothing.
'Oh dear,' said Stork. 5 ' _ _ _ __
And she did.

2 Ask and answer the questions with a partner.

1 Why didn't Fox invite his sister for lunch?

2 Why didn't Stork eat any soup?
3 Why did Stork invite Fox to dinner?
4 Why didn't Fox eat any of Stork's food?
5 Which of these adjectives would you use to describe Fox? Why?
greedy clever honest selfish kind
6 Which of the adjectives in 5 would you use to describe Stork? Why?

236 Oxford University Press 'Qiti1i.!k,j"fjjUtll

1 Complete the conversation. Use.the words in the box. There are two words you don't need.
"

good really like fancy don't about want meet

afraid manage OK trying feel out can't

Ch en Would you 1 to go for a drink later?

Marta No, I'm sorry. I don't really 2 like going out this
evening. I'm tired.
Chen OK. How 3 _ _ _ _ _ tomorrow?
Marta Hmm, no. I can't 4_ _ _ _ _ tomorrow, I'm afraid. I've
got a lot to do at work. Friday?
Chen Oh no, Friday's 5_ _ _ _ _ because I'm meeting my
brother. He's coming from China to see me. Do you
6 _ _ _ _ _ to meet for lunch at the weekend?

Marta Saturday's no 7 for me, I'm afraid. Sunday?

8
Ch en No, I'm sorry. 1 make Sunday lunchtime.
I'm going out for a meal with some people from my course.
Sunday evening?
Marta Yes, Sunday's 9 _ _ _ _ _ at the moment. Do you
lO_ _ _ _ _ going for a meal?

Ch en How about 11 _ _ _ _ _ that Thai restaurant on the King's

Road?
Marta Yes, that sounds good. Shall we 12 at about eight?
Chen Why 13 we meet earlier, at seven? We can have
a drink first.
Marta All right. That sounds great.

2 Work with a partner. Look at your diary. Make suggestions and arrange a time to go for a meal.

Student A StudentB

. . EcIt VIew Adions . . . . . EcIt VIew Adions . . .

Fdday morning work Friday morning work

afternoon work afternoon free
evening free evening friend's
Saturday morning gym birthday party
afternoon free ,Saturday morning free
evening meet brother + afternoon tennis with friends
sister evening free
Sunday morning visit parents Sunday morning homework
afternoon free afternoon free
evening homework evening visit aunt + uncle

l ~ ~~~:~-i l,~~.~!
... if ...

Oxford University Press IAitiit.i4,loIFI1btj 237

1 Complete the spidergram.

7 8

//~~
12 13 16

f
~14
1 _ _ _ __

5 _ _ __

11 _ _ _ __

10 _ _ __ 9 _ _ _ __

2 Ask and answer the questions with a partner.

15 _ _ __
1 What sport do you play on a pitch: basketball or football?
2 What sport do you play on a court: tennis or rugby?
3 What equipment do tennis players use?
4 What do you call a group of people playing sport together?
5 Who usually scores a goal in football: a player, a referee, or a goalkeeper?
6 Who beat who in this match: Liverpool 1 - Chelsea 2?
7 Who won the 2006 World Cup: Brazil or Italy?
8 Who lost this match: Arsenal 3 - Manchester United 2?
9 Who did the Swiss tennis player, Federer, lose to at Wimbledon in 2008:
the Spanish player, Nadal, or the Serbian player, Djokovi?

238 Oxford University Press 'QitiiMq.J.iJ\'WJ

1 Complete the text. Use who or which.
I'm Ingrid and I'm from Norway. I like all kinds of sport,
but skiing is the sport 1 which I like best. I live in a
country 2 has very cold winters so I go skiing
a lot. I also go ice skating. I'm a member of a club
3 is in the centre of our town, so I don't have
to travel far. I'm good at ice skating and I enter a lot of
competitions. My trainer is someone 4 works
very hard, so she always makes me work hard, too. In the
picture, I'm wearing a medal 5 I won in an
international competition. There were a lot of skaters
6 were top stars, so I was very pleased when
I won. My husband plays ice-hockey. He plays for a team
7 travels all over the world. There are players
in his team 8 are really good, so they often
win their matches.

2 Make relative clauses to complete the sentences. Use the cues in the box
and that, who or which. Then remove the relative pronoun where possible.

Ingrid married Ingrid won at an international competition

works hard with Ingrid play in her husband's team
IRriellives iR is in the centre ofIngrid's town

1 4

Thi s is th e town _--l.-C-=-:th-.:=ac..::t--,-I-,-,w-,-,h.:..:::ic..:..:.h./.-) n'-'.Jq"-'rI=d....;;'I;.,;",ve::..,:s:.....;,.;,.;i

.:..;.! n,--_ This is the medal _ _ _ _ _ _ _ _ _ _ __

2 5

This is the ice rink _ _ _ _ _ _ _ _ _ __ This is the man _ _ _ _ _ _ _ _ _ _ __

3 6

This is the trainer _ _ _ _ _ _ _ _ _ _ __ These are the players _ _ _ _ _ _ _ _ __

Oxford University Press 'Qifij(.jq.J.iFMtj 239

1 Read the text. Are the statements true{T) or false (F)?

How to make
the most of
your time
Have computers and the Internet made
your life easier, or are you busier than
ever? You may be young and single, or
you may have a family, but everybody
needs to learn to manage their time.
Here are some things you can do to
help.

Tip I
Write a 'to-do list' (a list of the things you need to do).
Include the times when you need to finish the most important
tasks.
Tip 2
Choose your best time to do the more difficult things on
your list. Some people find they work really well in the early
morning. Others prefer doing things late at night.
Tip 3
Create more time by waking up half an hour earlier or going
to bed half an hour later than usual. Miss TV programmes
that you don't really like. Don't go to social events that you
don't really want to go to. With this extra time you can plan
something personal such as dinner with somebody special, or
lunch with friends, or a trip to the swimming pool with your
children.
Tip 4
Don't feel that you need to do everything yourself. Don't be
afraid to ask your colleagues at work, your friends, your family,
even your children for help! If you work, you can pay people
to do different things such as cleaning your house or your car,
or doing the work in the garden.
Tip 5 .
learn to say no to things that you don't have time to do.
Don't offer to organize the office dinner or the end-of-term
party if you don't have time. Go to these events and enjoy
yourself instead!
Tip 6
Remember, you don't have to be perfect all the time. Don't
waste time doing something perfectly when you could be doing
something else like spending time with friends and family, or
enjoying a hobby.

1 This advice is for married people only.

2 The writer thinks making lists is useful.
3 She says everybody works best in the early morning.
4 She advises people to watch less TV.
5 She suggests giving some jobs to other people.
6 She advises missing work and school events.
7 She thinks everybody should try to be perfect.
2 Number the list in order of priority for you. Compare your list with a partner.
work 0
health 0
friends 0
family 0
money 0
hobbies 0
possessions 0

240 Oxford University Press 'Qifij(,jC,j.\!l'btj

1 Complete the conversations. Us~
, the sentences in the box.
a That means I'll have to do it today and I'm already doing something.
b But they'll have to do without me.
e I waRt te malEe a ealEe if I have time.
d It can wait.
e I really don't want to let her down.
f Megan's moving house today and I promised to help her.
g There are so many things I need to do at the moment.

Leo How are the plans going for your parents' anniversary party?
Kylie Well, I've organized mostthings.
Leo What are you doing about food?
KyLie I've already made quite a lot and people have offered to bring some.
c
Leo My sister makes fantastic cakes. Do you want me to ask her to do one
for you?
KyLie Yes, that would be great. 2_ _ _ __

Later ...
Leo (an you make a cake for Kylie's parents?
Jasmine When does she need it?
Leo Tomorrow.
Jasmine Tomorrow! 3_ _ _ __
Leo Oh. What are you doing?
Jasmine 4_ _ _ __
Leo (an somebody else help her?
Jasmine Idon'tthinkso. 5_ _ _ __
Leo Hmm. Well, I've got an idea. I could help Megan and you
could make the cake!
Jasmine That's a great idea, but aren't you busy today?
Leo I've got band practice this afternoon, but that isn't
a problem. 6_ _ _ __
Jasmine Are you sure?
Leo Yes, Ithink the rest ofthe band will be there. 7_ _ _ __

The next day ...

KyLie Thanks, Jasmine. The cake is fantastic.
Jasmine I'm glad you like it. Don't forget to say
thank you to Leo. He was really helpful, too.

2 Practise the conversations in groups of three.

Oxford University Press 'Ritiiiolq.J.itjfitj 241

1 Complete the advert. Use the correct prepositions.
,

Are you ready for.

a ne~ challenge?

Are you bored 1_ _ _ _ _ your job? Are you thinking 2_ _ _ _ _ changing it?
Are you interested 3 different cultures?

If the answer to all these questions is 'yes', then you should take part 4_ _ _ __
an exciting new adventure. We need volunteers to join us in South America to build
and then run a new hospital.
Here's what some people said about their experience:

Carmen Gonzalez, doctor

'I was afraid 5 giving up my job, leaving my home, and moving to
another country. I was also really worried 6 money. But then I talked
7 my friends and my family and they agreed 8 me: 'If you
wait 9_ _ _ _ _ the perfect time, you'll never do anything!'

Joshua Brown, builder

'I was tired 10 doing the same thing every day and that's why I decided
to volunteer abroad. At first, I found it difficult living in a country that's so different
11 England. I didn't talk 12 anyone and I suffered
13_ _ _ _ _ homesickness. Then I started working on the project. I'm good

14 building and I was helping other people. I knew this was the right
place for me.'

If you would like to apply 15 this project, or any that are similar
16 it, please look at our website ...

2 Work with a partner. Ask and answer questions. Use the cues.

Are you .. ? Have you ever ... ?

worry / your exams take part / a summer school
afraid / new chaLLenges suffer / homesickness
bored / your usual routine apply / job or course abroad
A Are you worried about your exams?
B No, not really. I've worked really hard this year.

242 Oxford University Press IRifi1i.!9.J.ilfiOtj

1 Complete the story. Put the ver~s in brackets into the correct third conditional form.
, My sister lives a long way from me, in the countryside. Last week it was her birthday, but I forgot to
send her present! If! 1 had posted (post) it, I2 (not go) to see her. Anyway, Ijumped
in my car and drove to her house. It was raining and it wasn't easy to ~ee. Suddenly, a deer ran across
the road in front of me. I missed the deer, but I drove off the road into a field. I got out of the car and
looked at the damage. I couldn't drive the car again. I tried to caLL for help, but I wasn't able to use
my phone. If I 3 (not be) in the middle of a field, the phone 4 (work)!
I decided to walk across the field. Big mistake! I got lost. I 5 (not get) lost if!
6 (walk) along the road. After two hours, I was cold, wet, and hungry. Suddenly, I
saw my car again. I'd walked round in a circle! I also saw the farmer in his tractor. I explained my
problem and he offered to take me to my sister's house. If he 7 (not give) me a lift, I
8 (stay) in that field for days! ,

2 Cover the text. Make conditional sentences about the events in the story.
la b

Dan didn't post his sister's present. He went to see her.

2a b

The deer ran in front ofthe car. Dan drove off the road.
3a b

Dan was in a big field. He wasn't able to use his mobile phone.
4a b

He didn't walk along the road. He got lost.

Sa b

Afarmer gave him a lift. He didn't stay in the field for days.

Oxford University Press IRitili.Iq.i.!6mtj 243

 Student A .,.,

1 Read about Helen. Are the statements true (1) or 2 Work with a partner. Ask and answer questions about
false (F)? Joe. Complete the text.
1 How much work did Joe do at school?
Helen, aged 35 2 Where was his first job?
When I left university, 3 When did he get married?
I decided to travel 4 How many children did he have?
around the world. S What did he do after that?
I didn't have any money, 6 What does he wish he had done?
so I worked in bars and 7 How does he feel about his early life?
restaurants. I stayed away L--=:.....----------1
for about twelve years. Then I came home and got a
job in a bookshop. Now, I don't have much money and
Joe didn't work hard CI.+- Sc!.\oo1. As Cl. veSI.\Hi
I don't have a house or a family. Do I regret it? Yes and
no. I wish I had found a better job before and I wish I !.\e B0+- Cl.jo"b i\\. \-le B0+-
had bought a house when I was younger. But I'm glad
that I travelled round the world. If I hadn't done that IMCl.vvie.A w!.\e\\. !.\e WCl.S CI.\\..A
I wouldn't have seen so many amazing things or met so +-!.\ey !.\M c!.\il.Ave\\.. The\\.
many interesting people. And now, of course, it's not
too late to meet somebody and to start a family. !.\e CI.\\..A _ _ _ _ _ __
\-le wis!.\es !.\e !.\CI..A _________ CI.\\..A

1 Helen had a job before she travelled. _ _ _ _ _ _ _ _ _ \-le .Aoes\\.'+- veBve+- !'\is
2 She worked in different countries. eCl.vly li-Pe "becCl.l.\se _ _ _ _ _ _ _ _ __
3 She has a well-paid job now.
4 She wishes she hadn't travelled for so long.
S She'd like to have a family.

----~-----------------------------------------------------------------
StudentB

1 Read about Joe. Are the statements true (T) or 2 Work with a partner. Ask and answer questions about
false (F)? Helen. Complete the text.
1 What did Helen do when she left university?
Joe, aged 38 2 How much money did she have?
When I was at school, 3 How did she survive when she was away?
I didn't work very hard. 4 How long did she have this kind of life?
I left when I was sixteen 5 What did she do after that?
and worked in a factory. 6 What does she wish she had done?
It was a really boring job.
7 How does she feel about her early life?
I stayed there for ten
years because it was easier than finding something else.
I got married when I was 22. By the time I was 25, I had
A#ev I.\\\.ivevsiry, \-Iele\\. travelled around
a wife, two children, and no money. That's when I knew
I had to change my life. I went to college and worked the world . '5!.\e _ _ _ _ _ _ _ _ _ __
nights in a supermarket. It was really, really hard. Now
I have a better job and life is much easier. Do I regret As Cl. vesl.\l+-, s!.\e __________ '5!.\e
my early life? Yes and no. I wish I had worked harder at .Ai.A +-!'\is -Pov . The\\.
school and I wish I had left with more qualifications. But
I'm glad I got married young and had children. My family s!.\e ____________ . '5!.\e wis!.\es
is the best thing in my life. . s!.\e !.\CI..A _ _ _ _ _ _ _ _ _ _ _ _ _ CI.\\..A
_ _ _ _ _ _ _ _ _ _ '5!.\e .Aoes\\.'+- veBve+-
1 Joe worked hard at school.
2 He had his first job for ten years.
3 He's married with two children.
4 At one time, he worked and studied at the same time.
S He wishes he hadn't got married so young.

244 Oxford University Press IRitilc.Ii.!,jfl1dtJ

1 Complete the invitation and th~ responses. Use the words in the box. There are two words you don't need.

thanks make forward afraid pLeased much having invitation Love

Graduation
party
To: i bjornmay45@wizz.com
We're 1_ _ _ _ _ a party for From: r
Subject: !r -;:P-ar"7'ty""'"'iC""nVl-:l:-a7'ti-on--------------,
Maya's graduation on
15 August (7.30 for 8). Dear Bjorn and Maya
We'd be very 2_ _ _ _ if you could Thank you for your invitation. We'd 4 _ _ _ _ _ to come.
join us. Looking forward to seeing you on the 15th.
ALL the best,
Looking 3_ _ _ _ _ to seeing you.
Dagmar and Peter
Bjorn and Maya

RSVP: 0117 496 0532 / bjornmay45@wizz.com

~5B Hope SUeet. Bd,tol. B59 3DK ~

S', C~v+O\\ $h'eet

BY'istol

t)e~Y' BjoY'\\ ~\\J. I-\~y~

Th~\\~ YOIA vev-y ""'lAch -PoY' the 5_ _ _ _ _ to I-\~y~'s ~Y'~IA~Ho\\ p~v+y. ('"",

Best wishes,

2 Write an invitation and two responses. Use these ideas.

Invitation Response 1 Response 2

From: David Email Letter
Event: birthday From: Claudia From: Henri
Date: Saturday 8th July Answer: yes Answer: no
Time: 8 for 8.30

Oxford University Press 'RitiIioIg.J.ifMd 245

1 Complete the story. Use the words in thclboxes.

I wish I'd stayed at home

checked boarding termiAal security attendants passengers fasten took
passport checked in
When all the 12_ _ _ _ _ had boarded, I tried to
I arrived at the airport and realized I was at the wrong 13 my seat belt but it was broken. 'You'll
1 terminal . I quickly got a taxi and went to the have to move seats, I'm afraid, sir,' said one of the flight
right place. I 2 at the check-in desk, 14 . I had a good seat, so I didn't really
got my 3 card and I went through want to move. I had to sit next to a man who didn't stop
4 control. Everything was fine. Then I talking. At last, the plane 15 off.
went through 5 and there was a problem.
They 6 my bag. They took everything out cabin Landed pilot
and I was there for an hour. It was a bit embarrassing.
The 16 gave the usual information about
boarded luggage gate locker lounge the flight and the weather. Then the 17_ _ _ __
crew came round with our food. They didn't have
I went to the departure 7 and waited for enough, so 1 had to have a cheese sandwich! Suddenly
my flight. It was two hours delayed. I read my book, there was a storm and 1 really felt sick. At last the plane
drank six cups of coffee, and felt very bored. At last, 18_ _ _ _ _ at Heathrow.
I walked through the departure 8 and I
'Nothing else can happen now,' I thought as 1 came
9 the plane. Then I put my hand
out of the airport. The last taxi drove past me and the
10 in the overhead 11 . It
man from the plane waved out the window. 'That's
fell out onto my head a couple of times. Some people
it!' I shouted. 'I wish I'd stayed at home!'
laughed, but I just put my bag back and sat down.

2 Number the pictures in the correct order. Then re-tell the story.

a b c

d e f

9 h

246 Oxford University Press IQitili.Ig,J.iSntll

1 Rewrite the questions. Then a~k and answer with a partner.

I What's the capital of Thailand?

Do you know what the capital of Thailand is?
2 What do people often call New York?

3 Where is Ayers Rock?

4 When did Neil Armstrong land on the moon?

5 Who was the first President of America?

6 What is the longest river in the world?

7 Where does the British Prime Minister live?

8 What did Alexander Bell invent?

2 Ask and answer questions about your teacher. Use the cues.
Do you know ... ?
- like / sport - have / a car
- come from / this town -listen to / classical music
- be / married - been to / the USA
- can / sing - worked at this school/for a long time
A Do yo u know if / whether our teacher likes sport?
B Yes, I th ink she likes tenn is.

Oxford University Press 'Ritili.tq.i.it!1Dtj 247

Student A ..., StudentB
1 Ask and answer questions with a partner. Complete 1 Ask and answer questions with a partner. Complete
the table. the table.
1 1

Hello, Tessa. It's Leo. Do you Hi, Tommy. It's Ben. Do you want to go
want to go to the cinema on to the theatre on Saturday afternoon?
Friday? I can't make Saturday. I can't make Saturday evening.
2 2

Hi Tessa. It's Carmen. Listen. Hello, Tommy. It's Anna.

When's your dinner party? Listen. When's your birthday
I've forgotten the time. party? I've forgotten the date.

Tommy's Who is the What does What's Tessa's Who is the What does What's
messages caller? he/she want his/her messages caller? he/she want his/ her
to know? problem? to know? problem?
1 Ben 1 Leo

2 she's 2 she's
forgotten forgotten
th e date the t ime

2 Write a message from each caller. Use your answers 2 Write a message from each caller. Use your answers
from exercise 1. from exercise 1.

Message 1
_ _ _ _ phoned. He / She wants to know
because _ _ _ _ _ _ _ _ _ _ _ __
Message 1
_ _ _ _ phoned. He/ She wants to know
because _ _ _ _ _ _ _ _ _ _ _ __

Message 2
Message 2 _ _ _ _ phoned. He/ She wants to know
_ _ _ _ phoned. He/ She wants to know
because _ _ _ _ _ _ _ _ _ _ _ __
because - - - - - - - - - - - - - \J
-----~........_...._~Jb
248 Oxford University Press 'Qif!1(,jC.!.!!lmtj
Student A
1 Read the conversation with a partner. Find out the
missing words.
Judy Hi, Mel. Can I have a word?
Mel 1_______________________________
Judy I wonder if we can change the time of the
meeting on Friday.
Mel 2_______________________________
Judy I know, but I have to visit my child's school. It's
the only time I can go.
Mel 3_______________________________
Judy Thanks. I really appreciate it.
Mel 4_______________________________
Judy That's fair enough. Thanks again.
Mel 5_______________________________
2 Make a new conversation. Use the cues.
A Hello. Can / a word?
B Sure. What/ on mind?
A can / change time / meeting on Wednesday?
B hope / realize / won't be / very easy
A know / need to visit someone in hospital/only time
you can go
B all right / see what / can do
A thanks / appreciate it
B that's OK / understand the situation / wish / had
told / sooner
A fair enough / thanks again
B don't worry / will know / next time
Oxford University Press IQif!1i.1B.HinOtj
StudentB
1 Read the conversation with a partner. Find out the
missing words.
Judy Hi, Mel. 1_ _ _ _ _ _ _ _ _ _ _ __
Mel Sure. What's on your mind?
Judy 2_______________________________
Mel Change the time? I hope you realize that won't
be very easy.
Judy 3_ _ _ _ _ _ _ _ _ _ _ _ _ ___
It's the only time I can go.
Mel All right. I'll see what I can do.
Judy 4_ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
Mel That's OK, I understand the situation, but I wish
you'd told me sooner.
Judy 5_______________________________
Mel Don't worry. You'll know next time.
2 Make a new conversation. Use the cues.
A Hello. Can / a word?
B Sure. What / on mind?
A can / change time / meeting on Wednesday?
B hope / realize / won't be / very easy
A know / need to visit someone in hospital/only time
you can go
B all right / see what / can do
A thanks / appreciate it
B that's OK / understand the situation / wish / had
told / sooner
A fair enough / thanks again
B don't worry / will know / next time
249
1 Complete the texts. Use the words in the~,boxes.

Money matters
direct debit transfer cash machine bills withdraw

Annie, Wales

Question: I live in a small village where there isn't a bank. There is Answer: If you open an Internet account, you can
a l _ _ _ _ _ _ _ _ in the local shop but it's often empty. This pay 3 by
means it's difficult for me to 4_ _ _ _ _ _ _ _ . You can also
2_ _ _ _ _ _ _ _ cash to pay the rent to my 5_ _ _ _ _ _ _ _ money from one account to
landlord every month. What do you think I should do? another. This should make things easier.

paid into spend essentials check your account balance luxuries salary employer

Max, Edinburgh
An:;wer: You could ask your employer to pay you
Question: I get my 6_ _ _ _ _ _ _ _ monthly. It's
weekly. You should also
7 my bank account directly by my
10_ _ _ _ _ _ _ _ regularly to see how much
8_ _ _ _ _ _ _ _ . The problem is, by the end of
money you have. Try to
the month, it's all gone. I don't even have enough to
11 _ _ _ _ _ _ _ _ less of your salary on 12
pay for 9 like food and transport. What can I do?
_ _ _ _ _ _ _ _ such as going out for meals.

saving up savings can't afford loan interest rate earn interest

Paula, Manchester

Question: I wantto buy a motorbike, but!

13_ _ _ _ _ _ _ _ itatthe moment. I'm Answer: Don't apply for a
14_ _ _ _ _ _ _ _ , but it's taking a very long time. Shall I ask 15_ _ _ _ _ _ _ _ because the

the bank to lend me some money? 16 is quite high. You could

borrow some cash from your family, but you should
definitely put your
17 _ _ _ _ _ _ _ _ into a good account
where you can 18_ _ _ _ _ _ _ _ on your
money.

2 Ask and answer the questions with a partner.

- Do you spend more money on luxuries or essentials? What kind of things do you buy?
- How often do you buy things on the Internet?
- How do you usually pay for things?
- Are you saving up for anything at the moment?

250 Oxford University Press IRit!1MoI.Jt!Wj

Student A StudentB
1 Change the words in bold into reported speech. 1 Change the words in bold into reported speech.
1 1

Marek I'll pick you up from your house at eight. Marek _ _ _ _ _ _ _ _ _ _ _ _ _ __

Lily Great! _ _ _ _ _ _ _ _ _ _ _ __ Lily Great! I'll see you on Saturday evening!
2 2

Lily _ _ _ _ _ _ _ _ _ _ _ _ _ __ Lily You're Late! I've been ready for ages.

Marek I'm sorry! I went shopping and I missed my bus. Marek I'm sorry! _ _ _ _ _ _ _ _ _ _ __
3 3

Lily _ _ _ _ _ _ _ _ _ _ _ _ _ __ Lily I'm really fed up with you.

Marek I'm sorry. I won't be late ever again. Marek _ _ _ _ _ _ _ _ _ _ _ _ _ __
4 4

Marek I bought something for you. Marek _ _ _ _ _ _ _ _ _ _ _ _ _ __

Lily Hmm. _ _ _ _ _ _ _ _ _ _ _ __ Lily Hmm. I don't want anything from you.
5 5

Marek I love you and I want to marry you. Marek _ _ _ _ _ _ _ _ _ _ _ _ _ __

Lily Oh. _ _ _ _ _ _ _ _ _ _ _ __ Lily Oh. ALL right. Of course I'll marry you.

1 Marek said (that) he'd pick Lily up f rom her house 1 liLy said (that ) she'd see Marek on Sat urda y
at eight. even ing.

2 Work with a partner. Find out what Lily said. 2 Work with a partner. Find out what Marek said.
Write her original words in exerdse 1. Write his original words in exerdse 1.
A What did Lily say in pictu re 1? B What did Marek say in picture 1?
B She said .. . A He said .. .

Oxford University Press 'RiMi.ii,j.!t!10tl 251

1 Read the text. Number the events in the c;.orrect
, order.

One day, lason Pine was travelling on the subway in New York City when
somebody stole his wallet. lason reported the crime to the police and told them
that his wallet had contained $20, his driving licence, a credit card, and an
identity card.
lason cancelled his credit card and thought no more about it. He went as usual
to the department store where he worked. Then, a few months later his manager
called him into his office. He told him that he'd found out that lason had been
arrested for shoplifting. lason said that the story wasn't true and that he'd never
been arrested, but the manager didn't believe him and told him to leave.
lason couldn't understand what had happened, but he didn't connect it to the
theft of his wallet. He tried to get another job, but he had no success. He applied
for hundreds of jobs and was never asked for an interview. Finally, he was given
a job in a supermarket. Then, a few days later, his new manager gave him the
sack. This time, lason was angry and wanted to know the problem. The manager
said that he'd read in lason's files that he'd been caught for burglary.
After this, lason went to the police and at last found out the truth. The police
told him that they'd once arrested a criminal. The man had told them that his
name was lason Pine and had shown them an identity card and a driving licence.
This information had gone into different computer databases and as a result,
employers thought that the real lason Pine was a criminal. lason's identity had
been stolen.
Today, the false information has been deleted from lason's file. He has a job
and a flat. He's a lot happier, but he's never forgotten what happened to him .

The police told Jason his identity had been stolen. D

Jason lost his job in a department store. D
The false information was deleted from his file. D
His manager accused Jason of shoplifting. D
His manager accused Jason of burglary. D
Jason applied for a lot of different jobs. D
Somebody stole Jason's wallet DJ
Jason lost his job in a supermarket. D
2 Who said these things? Who did they say them to?
1 'My wallet contained $20, my driving licence, a credit card, and an identity card.'
Jason said (that) his wallet had contained $20, his driving licence, a credit card, and
an identity card.
Jason told the police (that) his wallet had contained $20, his driving licence, a credit
card, and an identity card.
2 'I've found out that you have been arrested for shoplifting.'
3 'The story isn't true and I've never been arrested.'
4 'I read in your files that you've been caught for burglary.'
5 'We once arrested a criminal.'
6 'My name's Jason Pine.'

252 Oxford University Press 'Ritil(.!g.J.it!13tj

1 Choose the correct words.
",

Announcement 1 Cashier / Service number seven, please.

Cashier Good morning. What can I 2make / do for you today?

Customer Hello. 3 Would / Could I pay this cheque 4for / into my savings account, please?
Cashier Certainly. Can I have your savings book, please?
Customer Yes, here you are.
Cashier Thank you ... OK. That's paid in now.
Customer I'd also like to withdraw some 5 cash / bills from my current account, please.
Cashier How much would you like?
Customer 50, please.
Cashier Here you are, and here's your receipt. Is there anything 6els e/ other I can help
you with?
Customer Yes, 7I'd like / I like to apply for a loan.
Cashier You'U 8 have / must to speak to one of our advisers about that.
Customer Oh, I see.
Cashier If you take a 9sit/ seat over there, somebody will be 10 with / for you shortly.
Customer Thankyou.
2 Work with a partner. Make more conversations. Choose from these ideas.
- withdraw some money - transfer some money abroad
- apply for a loan - get some financial advice
- set up a direct debit - open a new account

Oxford University Press 'Ritii(.jg.l.iF!1htj 253

 What's her full name? They usually go for a walk
Photocopiable p.174 Photocopiable p.17S

1 Aim: To practise exchanging personal infQrmation and 1 Aim: To practise using the present simple and the
completing a form present continuous
2 Activity type: Information gap 2 Activity type: Sentence writing then memory game
3 Time: 15 minutes 3 Time: 15 minutes
4 Instructions: 4 Instructions: .
Make one copy of the worksheet for every two Make one copy of the worksheet for each student.
students. Cut the worksheets in half. Briefly review the use of the present simple and the
Put students in AI B pairs. Assign the role of Aor B present continuous by referring students to exercise
to each student. Hand out the corresponding half of 2 in Lesson 2 of the Student's Book.
the worksheet. Give students a copy of the worksheet. Ask students
Ask students to look at the forms and photos on to look at the picture. Ask: Where are the people?
their sheet. TeLL them they are going to exchange Elicit: In their flats./ At home. Focus attention on
information and complete the form for the person in the example. Explain that the first set of cues say
the photo. Ask students to think about the questions what people usuaLLy do on Sunday mornings, and the
they wiLL need to ask to complete the form. second and third sets of cues and the picture show
Elicit: What's his/ her full name? How old is he/she? what is happening now. Focus attention on the cues
Where is he/she from? Where does he/she live? What for the second sentence. Elicit: Sam usually plays
does he/she do? Is he/she married? Has he/she got football. He isn't playing football this morning. He's
any children? What does he/she do in her free time? watching Tv.
Briefly review the use of a/ an with jobs, e.g. I'm Students work individually to complete the task.
a teacher. She's an artist. Also revise commonly Circulate to help with any problems.
confused letters of the alphabet: the vowels, wand Check the answers by asking students to read
v, g andj, etc. ELicit useful language that students out their sentences. Drill the pronunciation as
wiLL need to use to exchange the information, necessary.
e.g. How do you spell that?/ Can you repeat that, For,exercise 2, put students in pairs. Focus attention
please?/ Did you say i or y?, etc. on the examples. Tell students to cover the picture
Ask students to read the information about Jaime and the sentences. Say: Lily and Mai are going
and EsteLLe. Circulate to help with vocabulary as shopping this morning. Elicit: False. They aren't going
necessary. shopping. They're playing cards. Students take it in
Demonstrate the activity by asking students to read turns to cover the picture and the sentences and to
out the example questions and answers for Students play the memory game.
Aand B. Focus attention on the names given on the
ANSWERS
forms. 1 Ben and Erica usually go for a walk. They aren 't going fo r a walk
Give students time to ask and answer the today. They're decorating their flat.
questions. Remind them not to show each other the 2 Sam usually plays football. He isn't playing football this morning.
information on their sheets. Circulate to help with He's watching TV.
3 Helen usually goes running. She isn't going running now. She's
any problems. talking on the phone.
Check the answers with the class. 4 Alice and May usually go to the park. They aren't going to the park
As an extension, give students a blank copy of the today. They're doing their homework.
form and get them to interview each other, either as 5 The cat usually sleeps on the sofa. It isn't sleeping on the sofa now.
It's hiding under the bed.
themselves or by role playing new characters. 6 Harry and Sue usually play golf. They aren't playing golf at the
moment. They're cooking lunch .
ANSWERS
7 Lucas usually works on his computer. He isn't working on his
Student A Student B
computer now. He's having a coffee.
Personal details
8 lily and Mai usually go shopping. They aren't going shopping this
Full name: Estelle Dupont Jaime Ramirez
morning. They're playing cards.
Age: 29 32
Country: France Spain
City: Bordeaux Barcelona
Job: accountant lawyer
Ma rital status: married married
No. of children : one (a son) two (a son and a daughter)
Interests: tennis, yoga, swimming, football, cinema, sailing,
listening to jazz, listening to classical music,
watching soap operas watching films on TV
on TV

254
 How do you prefer to
communicate? ' tomorrow?
Photocopiable p.176
1 Aim: To practise talking about ways~f communicating
2 Activity type: Questionnaire then guided writing
3 Time: 15-20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Give students
time to read through the questionnaire. Answer any
vocabulary queries they may have and check the
meaning of face to face in question 1. With weaker
students, elicit possible answers for each question.
Give students time to complete the questionnaire.
Circulate to help with any problems.
For exercise 2, put students in pairs. Get them to
swap their completed questionnaires with a partner.
If possible, get them to work with a different partner
from exercise 4b in the Student's Book. Explain
that they're going to write about their partner.
Write the first line of the writing task on the board:
_ _ prefers to communicate _ _ . Ask a student
about his/ her partner, e.g. How does (Nico) prefer
to communicate? ELicit the answer, e.g. He prefers to
communicate by phone. Complete the sentence on
the board.
Students complete the task by transferring the
information from their partner's questionnaire and
crossing out any words that aren't relevant, e.g. in
He/She, and/ but. Circulate to help with grammar
and speLLing.
As an extension, ask confident students to read out
their finished descriptions.
ANSWERS
Exercise 1
Sample answers
1 How do you prefer to communicate?
by phone.l by emailj text face to face
2 Do you have a mobile phone? yes.l no
If yes, what do you use it for?
making caLls.l taking photos/videos
sending text messages.l surfing the Internet
sending emails
3 Do you have a computer yes.l no
If yes, what kind of computer do you have?
a desktop.l a Laptop both
4 How often do you visit an Internet cafe?
often sometimes.l never
S Do you use a computer for any of the foLLowing?
sending emails.l
visiting chatrooms
shopping onLine .I
booking tickets .I
downLoading music, TV programmes, etc. .I
playing computer games
editing and printing photographs
Exercise 2
Sample answer
Nico prefers to communicate by phone. He/She has a mobile phone
and/ bttt he uses itfor making calls and sending text messages. He/ She
has a computer, it's/ bttt 0 desktop . He / She sometimes visits an
Internet cafe. He/She uses his computer for sending emails, shopping
online, booking tickets, and down loading music and TV programmes.
255
Are you doing anything
Photocopiable p.l77
1 Aim: To practise talking about future arrangements
2 Activity type: Gapped conversations then role play
3 Time: 15-20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Ask them
to look at the pictures. Ask: Where are the peopLe
in conversation 1? Elicit: In the park. Ask: And in
conversation 2? Elicit: In a restaurant.
Explain that students need to complete the
conversations with the sentences in the boxes,
but there is one extra sentence each time. Ask two
confident students to read the first two Lines of
conversation 1. Elicit: I'm gLad it's the weekend as
the answer to number 1.
Students work individuaLLy to complete the task.
Circulate to help with any problems.
Check the answers by asking pairs of students to
read out the completed conversations. Drill difficult
words and lines as a class if necessary.
Check comprehension of the contexts. Ask: Who's
going to the beach? Elicit: Liz. Ask: When's she
going? Elicit: On Sunday. Ask: Who's she going with?
Elicit: Paul. Ask: How are they going there? Elicit:
'By train. Ask: What's Luke doing on Saturday? Elicit:'
He's going to a musicfestival. Ask: What is he doing
on Sunday? Elicit: He's going to see his mum and dad.
Put students in pairs to practise the conversations.
For exercise 2, elicit the wording for the first new
conversation. With weaker students, write the
conversation on the board as a model (see Answers
below). Put students in new pairs and get them to
make similar conversations, using the cues. Remind
then to change roles for the second conversation.
Confident students act out their conversations to the class.
ANSWERS
Exercise 1
1 I'm glad it's the weekend .
2 I'm going to the beach with Paul.
3 That sounds nice.
4 We're going by train .
S How are you?
6 Look, one ofthe waiters is ill. Are you avaiLabLe tomorrow?
7 What are you doing on Sunday?
Exercise 2
Sample answers
Conversation 1
A Hello, (name of student) . How are you?
B Hi, (name of student). I'm fine, butI'm glad it's the weekend.
A What are you doing this weekend?
B I'm meeting friends in town on Saturday.
A Are you going to the cinema?
B No, we're having Lunch .
Conversation 2
B HeLLo, (name of student) . How are you?
A HeLLo, (name of student). I'm OK, but I'm gLad it's Friday.
B What are you doing on Saturday?
A I'm visiting my parents.
B Are you staying the night with them?
A No, I'm meeting some friends in the evening.
 What time do you usually get The party started at eight
home?
Photocopiable p.178
. Photocopiable p.179

1 Aim: To practise using expressions with t~ verb get 1 Aim: To practise using the past simple
2 Activity type: Questionnaire then pairwork 2 Activity type: Gapped conversation then cued
3 Time: 20 minutes questions and answers

4 Instructions: 3 Time: 20 minutes

Make one copy of the worksheet for each student. 4 Instructions:
Briefly review the uses of get by referring students Make one copy of the worksheet for each student.
back to exercise 1 in Lesson 5 of the Student's Briefly review the past simple of to be and regular
Book. and irregular verbs by referring students to exercise
Give students a copy of the worksheet. Explain that 2 in Lesson 6 of the Student's Book.
they are going to complete the questions about Give students a copy of the worksheet. Ask students
different aspects of life. Point out that for each gap, to look at the picture and identify Joe and Megan.
they need to use get and one of the words in the Ask: Where is Megan in the thought bubbLe?
boxes. Ask students to read the example. Elicit: She's in a cate. Ask: Who is she taLking to?
Say: Number 2. Elicit: get a new car. Elicit: Afriend.
Students work individually to complete the Ask two students to read the first three lines of the
questionnaire. Circulate to help with any problems. conversation. Elicit: Was as the answer to number 2.
Check the answers by getting students to read out Remind students that they need to put all the verbs
the completed questions. Drill the pronunciation as in brackets into the past simple.
necessary. Students work individually to complete the task.
For exercise 2, put students in pairs. Ask a pair of Circulate to help with any problems.
students to read out the example conversation. Check the answers by asking pairs of students to
Students then ask and answer the questions in their read out the completed conversation. Drill difficult
pairs. Encourage them to add extra information if words and lines as a class if necessary.
they can. Check comprehension of the context. Ask: Where did
As an extension, briefly review using get + Mega,n want to go? Elicit: A party. Ask: Why didn't she
comparatives by referring students to the Language go? Elicit: She missed her bus and then she got Lost.
note in Lesson 5 of the Student's Book. Say: It's hot Ask: Why didn't she phone her dad? Elicit: She didn't
in here. There's no air conditioning. Elicit: It's getting have her mobiLe. Ask: What did she do?
hotter. Say: Listen!That's a Loud noise. Elicit: She went into a cafe. Ask: Who did she meet?
Elicit: It's getting Louder. Say: That car's close. Elicit: She met an oLd friend. Ask: Why didn't they go
Elicit: It's getting closer. Say: It's very dark. There's to the party? Elicit: It was too Late.
going to be a storm. Elicit: It's getting darker. Ask For exercise 2, put students in pairs. Ask a confident
students to practise similar conversations in pairs. pair to read out the example conversation. Students
Encourage them to add extra information and to use talk about a party or a celebration they have been to
different adjectives. recently. Encourage them to add information about
the party as they ask and answer.
ANSWERS
1 get home
Ask confident students to role play their
2 get a new car conversations to the class.
3 get dark
4 get the bus ANSWERS
5 get a Letter Exerdse 1
6 get changed 1 invited 11 didn't have
7 get Lost 2 Was 12 did you do
8 get dressed 3 started 13 went
9 get hungry 4 Left 14 met
10 get ready 5 Did you get 15 taLked
11 get coLd 6 missed 16 had
12 get married 7 tried 17 Did you caLL
8 weren't 18 came
9 got 19 Did you and your friend go
10 Did you phone 20 went
Exerdse 2
1 Where was the party?
2 What time did it start?
3 How did you get there?
4 What did you do there?
5 How did you get home?
6 What time did you get home?

256
 Did it have to be a bad day?
Photocopiable p.180 , Photocopiable p.181
1 Aim: To practise comparing versionsttf events
2 Activity type: Reading two versions of a story then
comparing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Ask them to
look at the two pictures of the man in exercises 1 and
2. Say: This is Martin. Ask: How is he feeling in each
picture? Elicit: In the first picture he Looks angry
and stressed. In the second picture he Looks caLm and
reLaxed. Ask a student to read out the first sentence
of the story in exercise 1. Ask: Why did Martin get up
Late? Elicit: Because he didn't hear his aLarm clock.
Students work individually to answer the rest of the
questions. Circulate to help with any problems and
deal with any vocabulary queries.
Check the answers with the class.
For exercise 2, ask students to read out sections of
the story. Focus attention on the first set of cues
and ask a confident student to read out the example.
Put students in pairs. They take it in turns to use the
cues to talk about the differences in the two versions
of the story. Circulate to help with any problems.
Check the answers with the class.
As an extension, briefly review the Language note
in Lesson 7 of the Student's Book. Ask students to
find examples of had to in the story in exercise 1.
Write: go to school! go to bed early/buy food/go
to work. Ask: What did you have to do when you were
younger? Elicit: I had to go to school. I didn't have to
buyfood. Ask: What do you have to do now?
Elicit: I don't have to go to bed early. I have to go to
work. Put students in new pairs and ask them to ask
and answer questions about what they had to do when
they were younger and what they have to do now.
ANSWERS
Exerdse 1
1 Because he didn't hear his alarm clock.
2 His mobile phone
3 Because he missed his bus.
4 He drove fast.
S Because the car park was full.
6 Somebody took his parking space.
7 It made him feel angry.
8 He hit a car.
9 At three o'clock in the afternoon.
10 He was rude to his boss and his boss sacked him.
Exerdse 2
1 In the first story, Martin didn't remember his mobile phone. In the
second story, he remembered it.
2 In the first story, he didn't phone his boss. In the second story, he
phoned his boss.
3 In the first story, he drove fast. In the second story, he drove slowly.
4 In the first story, he shouted at the driver in the car park. In the
second story, he didn't shout at him.
S In the first story, he hit a car. In the second story, he didn't hit a car.
6 In the first story, he was rude to his boss. In the second story, he
apologized to his boss.
257
Whose bag is this?
1 Aim: To practise talking about possessions
2 Activity type: Paired dictation then cued conversations
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for every two
students. Cut the worksheets in half.
Put students in AI B pairs. Assign the role of Aor B
to each student. Hand out the corresponding half of
the worksheet.
Ask students to look at the picture and identify
David and Tessa, and John and Susan. Explain that
each student has only half of each conversation.
Demonstrate the activity by getting an Astudent to
read hisl her first question, followed by a Bstudent.
Get an Astudent to write the missing sentence on
the board: Is it yours, Tessa? The Astudents then
write the line in the correct place on the worksheet.
Students read their relevant parts and their partner
writes down the missing lines in the same way;
Remind them to help each other with spelling and
not to look at each other's conversations as they do
the activity. Circulate to help with any problems.
When they have finished, ask students to put their
worksheets together to check wording and speLLing.
Ask confident students to read the conversations.
Drill difficult words and lines as a class if necessary.
For exercise 2, elicit the wording for the first new
conversation. With weaker stUdents, write the
conversation on the board as a model (see Answers
below). Put students in new pairs and get them to
make similar conversations, using the cues. Remind
them to change roles for the second conversation.
Ask confident students to act out their conversations
to the class.
ANSWERS
Exerdse 1
Student A
Conversation 1 Conversation 2
1 Is it yours, Tessa? 4 Who do these gloves belong to?
2 Maybe it's Anna's. 5 No, her hands are biggerthatthese.
3 Doesn't Freddy have a black bag? 6 They must be hers, then.
Student B
Conversation 1 Conversation 2
1 No, it isn't mine. 4 I think they belong to my mum.
2 Hers is purple. 5 Wasn't your sister here earlier today.
3 It must be his, then. 6 OK. I'll ring her.
Exerdse 2
Sample answers
Conversation 1
A Whose silver pen is this? Is it yours?
B No, it isn't mine. Does it belong to Marco?
A No, it can't be Marco's. His pen's gold.
B Does it belong to Sara?
A Yes, it must be hers, then.
Conversation 2
B Whose laptop is this? Is it yours?
A No, it isn't mine. Does it belong to Yukimi?
B It can't be Yukimi's. She has a desktop.
A Does it belong to Alberto?
B Yes, it must be his, then.
 Is that the accommodation She's a nurse at the local hospital
9 agency? Photocopiable p.183
Photocopiable p.182

1 Aim: To practise the vocabulary of accoml1\odation 1 Aim: To practise using articles .

2 Activity type: Completing a conversation from 2 Activity type: Error correction then pairwork
definitions 3 Time: 15 minutes
3 Time: 15 minutes 4 Instructions:
4 Instructions: Make one copy of the worksheet for each student.
Make one copy of the worksheet for each student. Briefly review the use of articles by referring
Briefly review the vocabulary from Lesson 9 of the students to exerdse 2a in Lesson 10 of the
Student's Book by asking students to brainstorm Student's Book.
key words for describing accommodation. Give students a copy of the worksheet.
Give students a copy of the worksheet. Ask Focus attention on the pictures. Ask: Who is the
students to look at the photo and identify Johnny woman? Students read the first sentence ofthe text.
and the agent. Explain that students need to Elidt: She's Carmen Talma, from Barbados.
read the definitions in brackets and complete Ask a confident student to read the next sentence,
the conversation with the correct words. Ask two including the correction: She's a nurse in the local
confident students to read out the first four lines in hospital. Explain that students need to find and
the conversation, including the example. Then say: correct eleven more mistakes in the text about
Number 2. Elidt: groundjloor flat. Carmen.
Students work individually to complete the task. Ask students to work individually to correct the rest
Circulate to help with any problems. of the text. Circulate to help with any problems.
Check the answers by asking pairs of students to Give students time to check their answers in pairs.
read out sections ofthe completed conversation. Check the answers with the class by asking different
Drill difficult words and lines as a class if necessary. students to read out sectionsofthe text. Drill the
For exerdse 2, put students in pairs to practise the pronunciation as necessary.
conversation. For exerdse 2, put students in pairs to ask and
Ask confident students to act out the conversation answer the questions. Get them to give full answers
to the class. so that they practise articles.
As an extension, ask studentsto rewrite the
ANSWERS
conversation in pairs, substituting different Exercise 1
information about the flat. Carmen Talma is from Barbados, but she lives in west London. She's a
nurse at the local hospital and she loves her job. The best thing is that
ANSWERS she lives in an area close to the hospital, so she doesn't have to walk
1 accommodation agency far. Carmen lives on the eighth floor of a block offlats. The block is in a
2 ground-floor flat very quiet area. The only problem is when the lift is out of order. That's
3 convenient for the shops because Carmen hates walking up the stairs!
4 furnished
5 unfurnished Last week Carmen worked late and arrived home at midnight. She
6 fitted kitchen realized she didn't have her keys, so she rang the doorbell of a flat on
7 central heating the seventh floor. Carmen was very surprised when the owner opened
8 first-floor flat the door. It was Rita, an old friend from Barbados. Carmen was more
9 quiet location surprised when she discovered that her friend worked in the same
air conditioning hospital!
10
11 flatmates Exercise 2
12 spacious 1 She's a nurse.
13 tenants 2 She works in a hospital.
14 landlord 3 She lives in west London, in an area close to the hospital.
15 rent 4 It's a very quiet area.
5 She lives on the eighth floor.
6 An old friend of Carmen's lives in the same block.

258

l It's a first-floor flat
Photocopiable p.184
1 Aim: To practise writing about accommodation
:\
IIIi1
2 Activity type: Questionnaire then guitJed writing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabulary from lesson 9 of the
Student's Bookby asking students to describe a
very luxurious flat, e.g. It's very spacious. lIt's in a
very quiet location, etc.
Give students a copy of the worksheet. Ask them
to imagine that they are landlords with a flat
to rent out and that they have contacted the
accommodation agency Abbey Property. Tell them to
write their own name in the Landlord's name section
of the form. Explain that they should make up the
rest of the information about their flat, using ideas
from their own homes if appropriate.
Students work individually to complete the
information about their flat. Circulate to help with
ideas and vocabulary.
For exerdse 2, put students in pairs. Get them to
swap their completed questionnaires with a partner.
Explain that they're going to write an advert for
their partner's flat. Write the first few lines of the
writing task on the board:
Property belonging to: _ _
For rent
A_. __-floor flat
Ask a student for the name of their partner and write
the name in the first gap. Ask: What floor is theflat
on? Elicit the answer, e.g. the first floor. Complete
the information on the board.
Students complete the task by transferring the
information from their partner's questionnaire.
Circulate to help with grammar and spelling.
When students have finished, collect in the
worksheets. Read out some of the texts and ask the
class to guess whose flat you are describing.
ANSWERS
Exercise 1
Sample answers
Name: Monika Weiss
1 Ground floor
2 Three bedrooms, a bathroom, hall, and a fitted kitchen
3 It's fully furnished and in good condition. It has central heating
and a nice view ofthe park.
4 In a quiet location and convenient for local shops and the park.
Exercise 2
Sample answer
Property belonging to: Monika Weiss
For rent
Agroundfloor flat
The accommodation consists of three bedrooms, a bathroom, hall, and
afitted kitchen.
The property is fully furnished and in good condition. It has central
heating and a nice view of the park.
The flat is in a quiet location and is convenient for local shops and the
park.
259
II!I
8lessyou! Have you got a cold?
Photocopiable p.185
1 Aim: To practise showing sympathy
2 Activity type: Gapped conversation then pairwork
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the Everyday expressions from
lesson 12 of the Student's Book. Give students
a copy of the worksheet. Ask students to look at
the first picture and identify Jess and Robbie. Ask
students to look at the rest of the pictures and to
guess what they will talk about.
Ask two students to read out the first two lines,
including the example. Say: Number 2. Elidt: dear.
Students work individually to complete the task.
Circulate to help with any problems.
Check the answers by asking pairs of students to read
out the parts of the completed conversation. Drill
difficult words and lines as a class if necessary.
Check comprehension of the contexts. Ask: What did
Robbie do last Saturday? Elidt: He went sUrfing.
Ask: What was the weather like? Elidt: Terrible.
Ask: What was the accommodation like? Elidt: Small
and cold. Ask: What was the sea like? Elidt: Freezing.
Ask: What happened to Robbie's surf board?
Elidt: He lost it. Ask: How did he find it again?
, Elidt: It hit him on the head.
Put students in pairs to practise the conversation.
For exerdse 2, elicit possible wording for the first
new conversation. With weaker students, write the
conversation on the board as a model (see Answers
below). Put students in new pairs and get them to
make similar conversations, using the first lines
provided. Remind them to change roles each time.
Ask confident students to act out their conversations.
Encourage students to use the Everyday expressions
from lesson 12 in later lessons, e.g. when someone
sneezes or says they have had a problem, etc.
ANSWERS
Exercise 1
1 Bless you 2 dear 3 That's 4 imagine 5 What a 6 Poor
Exercise 2
Sample answers
1 A Did you enjoy the film?
B No, I missed the start.
A That's a shame. What happened?
B I had to work late and I didn't get to the cinema in time.
A Poor you.
2 B Did you get that job you applied for?
A No, I didn't .
B What a pity. What happened?
A I was really nervous and I didn't answer all the questions.
It was awful.
B I can imagine.
3 A Did you find your lost keys?
B No, I didn't.
A Oh, dear. What happened?
B When I got home from work, I couldn't open the door. I had to
walk to my friend 's house.
A Poor you.
 It's cooked in a spicy sauce
Photocopiable p.200
1 Aim: To practise describing different-dishes
, 1 Aim: To practise talking about recognizing people
2 Activity type: Information gap then guided writing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for every two
students. Cut the worksheets in half.
Put students in AI B pairs. Assign the role of Aor B
to each student. Hand out the corresponding half of
the worksheet. Focus attention on the pictures and
ask students if they recognize the dishes.
Explain that each student has different information
about the dishes and they need to ask and
answer questions to complete their worksheets.
Demonstrate the activity by getting an Astudent to
look at his I her first gap and to find the relevant
question to ask. Elidt: What type of sauce is goulash
cooked in? Then get a Bstudent to look at their
information. Elidt: Mild but spicy. Ask the Astudent
to write the missing information on the board. The
Astudents then write the information in the correct
place on the worksheet.
Students ask and answer the questions in exerdse 1
to complete the information. Remind them to help
each other with spelling and not to look at each
other's worksheets as they do the activity. Circulate
to help with any problems.
When they have finished, students put their
worksheets together to check wording and spelling.
For exerdse 2, explain that students are going to
write about one of the dishes. Elicit possible wording
to describe one of the dishes with the whole class
(see Answers below). Write the wording on the
board as a model. Then ask students to use the cues
to give their opinion of the dishes, e.g. I would Like
try (goulash) because I'm keen on (beef). I wouldn't
Like to try (red curry) because I'm notfond of (hot
sauces).
Students choose a dish and write about it, including
their opinion. Circulate to help with any problems.
Confident students read out their descriptions to the
class.
ANSWERS
Exercise 1
Student A
1 mild but spicy 2 potatoes 3 Thailand
4 meat or vegetables 5 lots of spices 6 chillies 7 onion
Student B
1 Hungary 2 beef 3 onion 4 tomatoes 5 garlic
6 hot curry 7 rice
Exercise 2
Sample answers
Goulash is a dish from Hungary. It is beef cooked in a mild but spicy sauce.
The sauce is made with onion, tomatoes, and garlic. People usually eat
it with potatoes. I would like to try this dish becauseI'mfond of meat.
Red curry is a dish from Thailand. Itis meat or vegetables cooked in a
hot curry sauce. The sauce is made with lots afspices, chillies, and
onion. People usually eat it with rice. I wouldn't like to try this dish
because I'm not keen on hotfood. Ithink I'd prefer goulash.
267
You look familiar
Photocopiable p.201
2 Activity type: Gapped conversations then role play
3 Time: 20 minutes
4 Instructio!,)s:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Ask: Where
are Marcus, Yolanda, and Richard? Elidt: At a party.
Ask two students to read out the first five lines of
the conversation. Elidt: before as the answer to
number 1.
Students work individually to complete the
conversations. Circulate to help with any problems.
Check the answers by asking confident students to
read out sections of the completed conversations.
Drill difficult words and lines as a class if necessary.
Check comprehension of the context. Ask: In which
three places does Yolanda think she's seen Richard?
Elidt: At the university, on Tv, in a play at the theatre.
Ask: Where does Richard work? Elidt: At the ticket
office of the theatre.
Put students in groups of three to practise the
conversations.
For exerdse 2, put students in new pairs. Explain
that they are going to work together to make new
. conversations. Elicit possible words and ideas for
one of the conversations with the whole class (see
Answers below). Write it on the board as a model.
For weaker students, do the same for the other
conversations.
Delete the models from the board. Students make
their own conversations. Circulate to help with any
problems.
Ask confident students to act out their conversations
to the class.
ANSWERS
Exercise 1
1 before
2 familiar
3 met
4 know
5 recognized
6 forget
Exercise 2
Sample answers
1 A I thought I recognized you! You're my new neighbour, aren't
you?
B Er, no. I'm from the USA.
2 A We haven't met before, have we? Did we go to school together?
B No, I went to school in New York.
3 A You look familiar. We haven't met before, have we?
B I don't think so. I've only just moved to the area.
4 A I know her face. I think we met last week.
B I don't think so. She's lived in Australia for ten years.
 There has been a volcanic If buses were free,
J
eruption Photocopiable p.203
Photocopiable p.202

1 Aim: To practise the vocabulary of disa~ers
2 Activity type: Gapped texts then memory task
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabulary from Lesson 29 of the
Student's Book by saying key words and eliciting
the correct disaster, e.g. armies - war, a bomb-
explosion, etc.
Give students a copy of the worksheet. Ask students
to look at the pictures in number 1.
Elicit: hurricane/flood.
Ask a student to read the first text. Elicit:floods as
the missing answer.
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking pairs of students to
read out the completed texts. Drill the pronunciation
as necessary.
For exercise 2, put students in pairs. Ask a confident
student to use the cues to report the first story.
Elicit: There has been a hurricane on the coast of
Mexico. It has destroyed many buildings. Heavy rain
has also caused floods. For weaker students, elicit
the wording for all the disasters (see Answers
below).
Students take it in turns to report the stories to each
other.
Ask confident students to report the stories to the
class.
ANSWERS
Exerdse 1
1 hurricane/floods
2 earthquake/avalanche
3 drought/forest fires
4 volcanic eruption / tsunami
5 explosion / pollution
6 war/famine
Exerdse 2
Sample answers
1 There had been a hurricane on the coast of Mexico. It has
destroyed many buildings. Heavy rain has also caused floods.
2 There has been an earthquake in the western Himalayas. It has
caused an avalanche of snow and rock.
3 There has been a drought in Greece. The dry conditions have caused
forest fires all around the country.
4 There has been a volcanic eruption in Japan. It has caused a
tsunami on the nearby islands.
5 There has been an explosion in a chemical factory in Pakistan. It
has caused serious air pollution.
6 There has been a war in East Africa. It has caused a famine.
1 Aim: To practise using the first and second conditional
2 Activity type: Gapped questionnaire then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review how to form first and second
conditional sentences by referring students to
exercise 2 in Lesson 30 ofthe Student's Book.
Give students a copy of the worksheet.Explain
that it shows a questionnaire on the environment.
Explain that students need to use either the first
conditional or the second conditional to complete
the questions.
Ask a student to read out the first question.
Ask: Is it the first or second conditional? Elicit: It's the
second. Ask a student to read the second question.
Elicit: was cheaper as the answer. Ask: Is it the first
or second conditional? Elicit: It's the second. With a
weaker class, ask students to read out the rest of the
questions and decide which are first conditional and
which are second conditional (first conditional: 4, 6,
7,8; second conditional: 1, 2, 3, 5,9,10).
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out the
questions. Drill the pronunciation as necessary.
For exercise 2, put students in pairs. Students ask
and answer the questions. Encourage students
to give additional information in their answers.
Circulate to help with any problems.
Ask confident students to report back to the class
about their partner in a short feedback session, e.g.
(Ivan) would use buses more often if they were free.
Public transport in his city is expensive.
ANSWERS
1 would you use
2 was cheaper
3 Would you grow
4 will you use
5 Would you be
6 will happen
7 Will there be
8 Will people move
9 would you do
10 Would you make

268
 The coldest place in the world Breakfast is served from seven
Photocopiable p.204 ' Photocopiable p.205

1 Aim: To practise talking about an urt\Jsualjob

, 1 Aim: To practise checking into a hotel
2 Activity type: Reading a text then role play 2 Activity type: Paired dictation then cued conversations
3 Time: 25 minutes 3 Time: 20 minutes
4 Instructions: 4 InstructioQs:
Make one copy of the worksheet for each student. Make one copy of the worksheet for every two
Give students a copy of the worksheet. Focus students. Cut the worksheets in half.
attention on the title of the text and on the photo. Put students in AI B pairs. Assign the role of Aor B
Ask: What words do you think you wiLLfind in the to each student. Hand out the corresponding half of
text? Elicit a range of examples, e.g. cold, ice, snow, the worksheet.
temperature, etc. Explain that each student has only half of the
Ask students to read out different sentences from conversation between a guest and receptionist. Ask
the first paragraph. Ask: What's the weather like in an Astudent to read his I her first line, followed by
Antarctica? Elidt: It's cold, windy, and dry. a Bstudent. Get an Astudent to write the missing
Students work individually to read the rest of the sentence on the board. The Astudents then write
text and answer the questions. Circulate to help with the line in the correct place on the worksheet.
any problems. Students read their relevant parts and their partner
Check the answers with the class. writes down the missing lines in the same way.
For exerdse 2, explain that students are going Remind them to help each other with speLLing and
to role play an interview between Karl and an not to look at each other's conversations as they do
interviewer. Focus attention on the cues and the the activity. Circulate to make sure they are being
example question and answer. Elicit the other accurate and to help with pronunciation.
questions: What's it like? Where do you live? What When they have finished, students put their worksheets
do you do? Why do you do it? What are the dangers? together to check the wording and the spelling.
Elicit possible answers for each question (see Students read the conversation across the class. Drill
Answers below). , difficult words and lines as a class if necessary.
Put students in pairs to role play the interview. For exerdse 2, put students in new pairs. Elicit
Circulate to help with vocabulary and ideas. Tell the words for each new conversation (see Answers
students to swap roles and do the interview again. below). Ask students to make similar conversations.
Ask confident students to act out their interview to Confident students act out their conversations.
the class.
ANSWERS
ANSWERS Exercise 1
Exercise 1 Student A
1 It's cold, windy, and dry. 1 I've got a reservation in the name of Lutz.
2 There are six months of darkness because the sun only rises and 2 And we'd like a non-smoking room, please.
sets once. 3 Yes, of course. Here you are.
3 They live in research stations. 4 We won't need a wake-up call. thank you.
4 They investigate the sea floor. 5 What time is breakfast?
5 It will destroy the sea life. 6 No, thank you.
6 He learned to dive in the Canadian Arctic. Student B
1 Adouble room for three nights.
Exercise 2 2 Could you fill in your details on the form, please, and sign it at
Sample answer the bottom?
Interviewer Where do you work? 3 Could I take a credit card, please?
Karl I work in Antarctica. 4 Would you like a newspaper or a wake-up call?
Interviewer What's it like? 5 Breakfast is served from 7 to 9.30 in the dining room.
Karl The weather is cold, windy, and dry and it's covered in 6 Enjoy your stay.
ice. There are six months of darkness every winter.
Interviewer Where do you live? Exercise 2 (G=Guest, R-Receptionist)
Karl I live on one of the research stations. G Good afternoon. I've got a reservation in the name of Patel.
Interviewer What do you do? R Just one moment. Yes, here we are. Asingle room for three nights.
Karl I'm a scientist and I investigate the sea floor. I dive G Yes, that's correct.
under the ice. R Would you like a newspaper?
Interviewer Why do you do it? G Yes, I'd like The Independent, please.
Karl I've always loved diving. R Here's your key, sir. You're in room 42. That's on the fourth floor.
Interviewer What are the dangers? G Good morning. I've got a reservation in the name of O' Brien.
Karl The water's freezing. You have to have the right R Just one moment. Yes, here we are. Adouble room for four nights.
equipment. G Yes, that's correct.
R Would you like a newspaper?
G Yes, I'd like The Times, please.
R Here's your key, madam. You're in room 82. That's on the eighth
floor.

269
 Does anyone in your family
weargtasses?
Photocopiable p.206
...
1 Aim: To practise using common uncounta'sle and plural
nouns
2 Activity type: Error correction then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the rules for uncountable and plural
nouns by referring students to exercise la ofLesson
33 of the Student's Book.
Give students a copy of the worksheet. Explain that
it is a general questionnaire to help them revise the
use of uncountable and plural nouns. Point out that
each question contains a mistake that students need
to find and correct.
Ask a student to read the first question, including
the correction. Say: Number 2. Elicit: Whatjurniture
do you have in your Living room? Ask: Why 1urniture:
not 'jurnitures'? Elicit: Because 1urniture'is an
uncountable noun.
Students complete the exercise, working
individuaLLy. Cfrculate to help with any problems.
Check the answers by asking students to read out
the corrected questions. Drill the pronunciation as
necessary.
For exercise 2, put students in pairs. Students ask
and answer the questions. Encourage them to give
additional information, as in the example. Circulate
to help with any problems.
As an extension, students write sentences using the
other nouns in the lesson: accommodation, scales,
headphones, shorts, and pliers.
ANSWERS
1 When was the last time you gave a person some advice?
2 Whatfurniture do you have in your living room?
3 Does anyone in your family wear glasses?
4 Do you always carry some scissors/ a pair of scissors?
5 Do you always take your litter home?
6 When was the last time you heard some interesting news/ an
interesting piece of news?
7 Do you usually use the lift when you 're in a department store, or
do you climb the stairs?
8 What do you prefer to wear when you go out, 8 smart clothes, or
your favourite pair of jeans?
9 Do you have any expensive sports equipment?
10 How much luggage do you usually take on holiday?
11 When you buy a new computer or mobile pho ne, do you always
read the information that comes with it?
12 Do you ever do any work at the weekends?
270
He used to have a beard
Photocopiable p.207
1 Aim: To practise talking about past habits and states
2 Activity type: Cued sentences then memory game
3 Time: 15 minutes
4 Instructions: .
Make one copy of the worksheet for each student.
Briefly review the form and use of used to by
referring students to exercise 2 of Lesson 34 of the
Student's Book. Give a few true examples from your
own past, e.g. I used to be a waiter./I didn't use to
like spicy food. Elicit more examples from the class.
Give students a copy of the worksheet. Focus
attention on the pictures. Explain that they show
Paco when he was younger and when he used to live
in Greece.
Ask a student to read out the example. Say: Sentence
2. Elicit: He didn't use to drive a car. For weaker
students, elicit sentences for each of the cues in the
exercise.
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out the
sentences. Drill the pronunciation as necessary.
For exercise 2, put students in pairs. Focus attention
on t~e example. Then ask students to cover the
pictures and the sentences. Ask: Did Paco use to ride
a motorbike? Elicit: Yes, he did. Ask: Did Paco use to
have a girlfriend? Elicit: No, he didn't. Students take
it in turns to cover the pictures and sentences, and
to play the memory game in the same way. Circulate
to help with any problems.
As an extension, put students in new pairs. Students
ask and answer questions about their past, using
used to.
ANSWERS
1 He used to have a beard.
2 He didn 't use to drive a car.
3 He used to work in a bar.
4 He used to ride a motorbike.
5 He didn't use to have a girlfriend.
6 He didn 't use to have short hair.
7 He didn't use to live alone.
8 He used to play the guitar.
 Who did you use to see there?
Photocopiable p.208
1 Aim: To practise taLking about an in~,eresting pLace you
used to know
2 Activity type: Questionnaire then guided writing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
ExpLain that students are going to compLete a
questionnaire about a pLace they used to know.
TeLL them it can be a hoLiday pLace, the house of
a reLative, somewhere they used to Live, etc. TeLL
them it can aLso be imaginary if they don't have an
interesting pLace in their past.
Give students a copy oftheworksheet. Students
read through the questions and brainstorm possibLe
answers to questions 3 and 6, e.g. 3 It was a
beautifuL beach I used to go to on hoLiday./It was a
pLace in the mountains I used to go to every summer;
6 I used to like the scenery, but I didn't use to like the
weather; I used to like the LocaL peopLe but I didn't use
to like the food.
Students work individually to compLete the
questionnaire. CircuLate to heLp with ideas and
vocabulary.
For exercise 2, put students in pairs. Get them to
swap their compLeted questionnaires with their
partner. Explain that they're going to write about
their partner's pLace. Write the first Line of the
writing task on the board: (Name) used to go to/live
in _ _ when he/she was _ _ years oLd. Ask a
student about their partner, e.g. Where did (Nina)
used to go? Elicit the answer, e.g. She used to go to
Kas, on the south coast of Turkey. Ask: How oLd was
she? Elicit the age, e.g. Nine. CompLete the sentence
on the board.
Students complete the task by transferring the
information from their partner's questionnaire and
crossing out the words that aren't reLevant, e.g. in
He/She. CircuLate to heLp with grammar and speLLing.
When students have finished, collect in the
worksheets. Read out some of the texts and ask the
class to guess whose place you are describing.
ANSWERS
Exercise 1 Sample answers
Name of place: Kas, on the south coast ofTurkey
1 Nine
2 My family.
3 A small fishing village on the Mediterranean coast.
4 Other boys and girls.
5 Go swimming in the sea.
6 I used to like the people, but I didn't use like the food.
Exercise 2 Sample answer
Nina used to go to / tlve-ffi Kas, an the sauth coast afTurkey when he/ she
was nine years old. tIe/ She used to go/ &.le there with herfamily. Kas
was a smallftshing village on the Mediterranean coast. tie/She used to
'!if!f!/ meet other bays and girls there. They used to go swimming in the
sea. tie/ She used to like the people, but he/ she didn't use to like the
food.
Time flies!
I Photocopiable p.209
1 Aim: To practise talking about changes
2 Activity type: Gapped conversation then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus
attention on the picture. Ask students to identify
Jake and Miranda. Ask: What are they taLking about?
Elicit: When they were chiLdren.
Ask two students to read out the first six Lines of the
conversation. Say: Number 1. Elicit: remember.
Students work individually to complete the
conversation. CircuLate to heLp with any probLems.
Check the answers by asking students toread
out sections ofthe compLeted conversation. Drill
difficuLt words and Lines as a class if necessary.
Check comprehension of the context. Ask: How
do Jake and Miranda know each other? Elicit: They
used to be neighbours. Ask: What did Jake use to be
like? Elicit: He used to have a Lot of hair and a Lot of
energy. Ask: What did Miranda's brother use to be
like? Elicit: He used to be a bit naughty. Ask: What
does he do now? Elicit: He's a doctor.
Put students in pairs to practise the conversation.
,For exercise 2, put students in new pairs. ExpLain
that they are going to work together to make a new
conversation. Elicit possible words and ideas for
the conversation with the whoLe class (see Answers
beLow). With weaker students, write it on the board
as a model.
Ask students to make their own conversation.
Remind them to use the key expressions from
exercise 1. Circulate to heLp with any probLems.
Ask confident students to act out their conversation
to the class.
ANSWERS
Exercise 1
1 remember
2 changed
3 those
4 long
5 happened
6 up
7 fly
Exercise 2
Sample answer
A Hello. Is that you, (Eva)? You don't remember me, do you? I'm
(Karl).
B Hi.
A I can remember when we used to play together after school
B Oh, yes, of course. You've changed a lot!
A I know. Hey, do you remember when you fell off your bike?
B Oh, yes. That seems a long time ago now.
A So, what's happened to you? What are up to these days?
B I'm a teacher. I'm married and I've gotthree children.
A Wow! Doesn't time fly?
271
L i ~> ::.
T
I
!
He stole some money
Photocopiable p.210 Iiiii
I'd left my keys in the car
Photocopiable p.211

1 Aim: To practise the vocabulary of cril!1es and criminals 1 Aim: To practise using narrative tenses
2 Activity type: Gapped table then completing words 2 Activity type: Gapped story then pairwork
3 Time: 15-20 minutes 3 Time: 20-25 minutes
4 Instructions: 4 Instructions:
Make one copy ofthe worksheet for each student. Make one copy of the worksheet for each student.
Briefly review the vocabulary from Lesson 37 of the Briefly review narrative tenses by referring students
Student's Book. Say a crime and elicit the criminal to exercise 2a of Lesson 38 ofthe Student's Book.
and verb, e.g. burglary - burglar, to burgle, etc. Give students a copy of the worksheet. Ask students to
Give students a copy of the worksheet. Focus look at the pictures. Ask: What's Claire doing in picture
attention on the first line of the table. Say: Number I? Elicit: She's looking for her car. Ask: What's fllie
1. Eliot: a criminal. Say: Number 2. Eliot: to commit doing in picture 2? Eliot: She's driving with her child.
a crime. Ask a student to read the first sentence. Elicit: left
Students complete the table, working individually. as the answer to number 1. With weaker students,
Circulate to help with any problems. decide the tenses students need to use with the
Check the answers by asking students to read out whole class first (see Answers below).
the words in sets of three. Drill the pronunciation as Students complete the exercise, working
necessary. individually. Circulate to help with any problems.
For exercise 2, focus attention on the picture. Check the answers by asking students to read
Ask: What's happened? Elicit: Somebody has robbed out sections of the completed texts. Drill the
the bank. Ask a student to read out the first speech pronunciation as necessary.
bubble. Elicit: stole as the answer to number 17. For exercise 2, put students in pairs. Elicit possible
Students complete the exercise, working words and ideas for the interviews with the whole
individually. Circulate to help with any problems. class (see Answers below). With weaker students,
Check the answers with the class. Drillthe write possible wording on the board as a model.
pronunciation as necessary. Students role play their interviews. Circulate to help
As an extension, use the picture to review more With vocabulary and ideas.
of the vocabulary from Lesson 37. Dictate these Confident students act out their role plays to the class.
gapped sentences and elicit the missing words
ANSWERS
(committed, attacked, robbed, police, arrested, Exerdse 1
robbery, vandalism, theft): 1 left 2 had 3 was doing 4 had finished 5 walked
Aman has just _ _ a crime in the town centre. 6 had forgotten 7 saw 8 was shopping 9 had walked
He _ _ a bank worker and _ _ the bank offive 10 was running 11 had left 12 jumped
thousand pounds. Two _ _ officers have _ _ Exerdse 2
the man. He'll go to prison for _ _ . The town is Sample answers
Role play 1
usually very safe, The only crimes they usually have A Where were you?
are _ _ of public buildings and car _ _ . B I was atthe supermarket.
A What were you doing?
ANSWERS B I was doing my shopping and having lunch with a friend.
Exerdse 1 A How did you feel when you couldn't find your car?
Crime Person Verb B I felt confused and a bit worried.
crime a 1 criminal to 2 commit a crime A How long did it take you to find it?
B About fifteen minutes.
robbery a 3 robber to 4 rob a person
A Why did Ellie Franks choose to take your car?
5 murder a murderer to 6 murder somebody B Because I'd left my keys inside and she needed to get to the
7 burglary a 8 burglar to burgle a house hospital quickly.
vandalism a 9 vandal to 10 vandalize something A How did you feel when you read Ellie's note?
11 assault an attacker to 12 assault somebody B I felt surprised, but I was happy because her son was OK.
13 blackmail a 14 blackmailer to blackmail somebody Role play 2
car theft a car 15 thief to 16 steal a car B Where were you?
A I was at the supermarket.
Exerdse 2 B What were you doing?
17 stole A I was shopping with my son.
18 prison B When did you realize your son was ill?
19 witness A When I'd finished my shopping.
20 victim B What did you decide to do?
A I decided to take somebody's car and drive him to the hospital.
B Why did you choose to take Claire Laurence's' car?
A Because she'd left her keys inside and I needed tQget to the
hospital quickly.
B Why did you leave the flowers in her car?
A To say a big thank you.

272
 Murder or suidde? I am writing to complain
Photocopiable p.212 Photocopiable p.213

1 Aim: To practise understanding a stttlY 1 Aim: To practise making compLaints

>
2 Activity type: Information gap then gapped text 2 Activity type: Gapped conversation then gapped Letter
3 Time: 20-25 minutes 3 Time: 20 minutes
4 Instructions: 4 Instructions:
Make one copy of the worksheet for every two Make one copy of the worksheet for each student.
students. Cut the worksheets in haLf. Ask: Have you ever made a complaint? Where and
Elicit/teach: to poison, poison (noun), to commit why? Elicit students' experiences.
suidde, motive, scene, co-star, screenplay, housekeeper. Give students a copy of the worksheet. Ask: Where
Put students in AI B pairs. Assign the roLe of Aor Bto are the people? Elicit: In a restaurant. Ask: Does the
each student. Hand out the corresponding haLf of the customer look happy? Elicit: No, he looks angry.
worksheet. ExpLain that it shows a detective's notes. Ask two students to read out the first seven Lines of
Ask a student to read out the first paragraph of the conversation. Say: Number 1. Elicit: record.
the story. ExpLain that this is the same for Aand B Students work individually to compLete the
students. Check comprehension of the context. Ask: conversation. CircuLate to heLp with any probLems.
Who was Albert Luna? Elicit: A rich and famous film star. Check the answers by asking students to read
Ask: What has happened to him? Elicit: He's dead. Ask: out sections of the compLeted conversation. Drill
Why? Elicit: He drank lemonade that was poisoned. difficuLt words and Lines as a class if necessary.
ExpLain that each student has information about two Check comprehension of the context. Ask: Did Mr
of the suspects in the case. Demonstrate the activity Conti book the restaurant? Elicit: Yes, he did.
by getting an Astudent to Look at the first gap in the Ask: Does the manager have a record of the booking?
information. Elicit: What was Natasha's relationship Elicit: No, he doesn't. Ask: When did he book it?
to Albert? Then get a Bstudent to Look at their text Elicit: Three days ago. Ask: What time can Mr Conti
about Natasha. Elicit: His friend. The Astudents have a table? Elicit: At 2.30. Ask: Why doesn't he
then write the information in the correct pLace on want it? Elicit: It's too late. His guests have to leave
the worksheet. Jor the airport.
Elicit aLL the questions students wiLL need to ask: Put students in pairs to practise the conversation.
What was ... 's relationship to Albert? What was For exercise 2, explain that Mr Conti has written a
his/ her job? Where was he/she at the time of Letter of compLaint to the restaurant. Say: Number 1.
the murder? What was he/she doing there? What Elicit: Dear.
had he/ she just done when he/she heard the Students work individually to compLete the Letter.
news?/What had shejust done when shefound the CircuLate to heLp with any probLems.
body? (Eleanor only) What was his/ her motive? Check the answers by asking students to read out
Students ask and answer the questions to compLete sections of the completed letter.
the information. Remind them to heLp each other
ANSWERS
with speLLing and not to Look at each other's Exercise 1
worksheets. Circulate to heLp with any probLems. 1 record
When they have finished, ask students to put their 2 inconvenient
worksheets together to check their answers. Ask 3 good
4 sorry
students who they think is the murderer and why. 5 available
For exercise 2, expLain that this is the detective's 6 unacceptable
conclusion about the case. Students compLete the 7 apologize
text, working individuaLLy. 8 nothing
9 complaint
Give students time to compare their answers in pairs 10 certai nly
before checking with the whoLe class. Exercise 2
ANSWERS 1 Dear
Exercise 1 2 complain
Student A 3 booked
1 friend 5 housekeeper 4 record
2 personal assistant 6 in the kitchen 5 apologized
3 in her bedroom 7 working 6 available
4 got up 8 wanted money for Shane 7 unacceptable
Student B 8 written
1 wife 5 son 9 Yours
2 actress 6 in the study 10 faithfully
3 in London 7 writing a screenplay
4 finished a scene with her co-star 8 money
Exercise 2
1 Natasha 2 lemonade 3 poison 4 glass

273
 How much food do you
throwaway? . Photocopiable p.215
Photocopiable p.214
1 Aim: To practise using common phrasal vE!(bs
2 Activity type: Questionnaire then pairwork
3 Time: 15-20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review phrasal verbs by miming different
actions, e.g. cutting out a picture, getting on a bus
and eliciting the correct phrasal verb. Also refer
students to the Language note in Lesson 41 ofthe
Student's Book.
Give students a copy ofthe worksheet. Explain that
they are going to complete the questionnaire about
the environment. Tell them they need to use one
word from each box to form phrasal verbs. Ask ~
student to read out the first sentence. Eliot: take
off as the a nswer for the second ga p. TeLL students to
cross out take and offin the boxes.
Students work individuaLLy to complete the
questionnaire. Circulate to help with any problems.
Check the answers by getting students to read out
the completed questions. Drill the pronunciation as
necessary.
For exerose 2, put students in pairs. Ask a pair of
students to demonstrate by asking and answering
the first question. Encourage them to add
additional information, e.g. I don't switch on the air
conditioning. I take off my jumper because that saves
energy. Students ask and answer the questions in
their pairs.
As an extension, write these phrasal verbs on the
board: put in, run away, look back, Lookfor, look
after, Look round, get in, get out (of), waitfor, listen
to. Put students in pairs. Give them five minutes to
write down as many sentences as they can, using
each phrasal verb once.
Check the answers by asking pairs of students to
read out their ideas to the class.
ANSWERS
1 switch on; take off
2 turn up; put on
3 throwaway
4 cutdown
5 pick .. . up
6 turn ... down
7 give back
8 get on
9 get off
10 fillin
11 cut out
12 take out
274
Cleaning up Everest
1 Aim: To practise using the passive
2 Activity type: Gapped text then cued sentences
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the passive by referring students to
exerose 2 in Lesson 42 ofthe Student's Book.
Give students a copy of the worksheet. Focus
attention on the heading and the photo. Ask: What
do you think the text will be about? Eliot: The rubbish
people leave on Everest. Explain that students need
to use the correct form of the passive to complete
the text.
Ask students to read out sentences from the first
paragraph of the text. Say: Number 2. Eliot: is
visited. With weaker students, elicit the tense
students will need to use for each verb in the
passive.
Students complete the exercise, working
individuaLLy. Circulate to help with any problems.
Remind them to check they are using the correct
tenses.
Check the answers by asking students to read out
sections of the completed text.
Check comprehension of the context. Ask: What kind
of rubbish is left on Everest? Eliot: tents, bottles,
cans, and food packaging. Ask: How much rubbish
was brought down in 2004? Eliot: Eighttons.
Ask: What do the Nepalese government ask climbers
to do? Eliot: To pay money and take up metal, not
plastic or glass.
For exerose 2, brainstorm ideas for the sentences
(see Answers below). Explain that students can talk
about specific problems or about the environment
in general, as in the examples. Students work
individuaLLy to write sentences. Circulate to help
with any problems.
Put students in pairs to compare their answers.
Check the answers by asking students to read out
their sentences to the class.
ANSWERS
Exercise 1
1 have been left 6 are given
2 is visited 7 are encouraged
3 were sent 8 is collected
4 were brought 9 is made
5 are asked 10 wi II be destroyed
Exercise 2
Sample answers
Indonesia was hit by an earthquake in 2006.
The air is polluted by cars and lorries.
Many places were destroyed by a tsunami in 2004.
Too much litter is dropped by tourists.
Chemicals are sometimes dumped into the ocean by ships.
Too much food is wasted by restaurant owners.
,..:.... . ~..- .--..- .-,.
 Diamonds are found in Africa It seems that everything's going
Photocopiable p.216 well
Photocopiable p.217

1 Aim: To practise asking andansweri~ about a process 1 Aim: To practise reporting information
2 Activity type: Information gap 2 Activity type: Choosing the correct words then
3 Time: 20 minutes role play

4 Instructions: 3 Time: 15 minutes

Make one copy of the worksheet for every two 4 Instructions:
students. Cutthe worksheets in half. Make one copy of the worksheet for every two
Put students in AI B pairs. Assign the role of Aor B students. Cut the worksheets in half and give one
to each student. Hand out the corresponding half of sheet to each student.
the worksheet. Focus attention on the pictures. Ask students to
Briefly review questions in the passive by referring identify Rula and Oscar. Ask: Where are they?
students to the Language note in Lesson 43 of the Elicit: Outside their office..Ask a student to read out
Student's Book. the first line of the conversation. Elicit: understand
Ask students to look at the cues and the pictures. as the answer to number 1.
Explain that Astudents have information about Students work individually to choose the correct
diamond mining and Bstudents have information words in the conversation. Circulate to help with any
about finding oil. Teach/Check: pipe, polish (verb), problems.
a rig. , Check the answers by asking students to read
Ask a B student to look at his I her first set of cues. out sections of the completed conversation. Drill
Elicit: Where are diamonds found? Ask an Astudent difficult words and lines as a class if necessary.
to give the answer: Diamonds are found in Africa Check comprehension of the context. Ask: Why is
and Australia; Get the Astudent to write this on the Rula happy? Elicit: She's getting married and she's
board. For weaker classes, put students in AAI BB getting a promotion. Ask: Why is Oscar unhappy?
groups and get students to write the questions they Elicit: He's leaving his job and his girtjriend'slejt
will need to ask (see Answers below). him. Ask: Why is he going to be more unhappy?
Tell students to use the linkers then and and when Elicit: He's going to get wet!
describing their process to their partner. Students Put students in pairs to practise the conversation.
ask and answer about the processes in their pairs. For exercise 2, put students in new pairs. Elicit a
Circulate to help with any problems. Remind few lines of the new conversation as a class (see
students not to show each other the information on Answers below). Then ask pairs to work together to
their sheets.
For exercise 2, the Astudents ask about finding oil
make the conversation. Circulate to help with any
problems.
I
and the Bstudents describe the process. Circulate Ask confident students to act out their conversation I
to help with any problems. Remind students not to
show each other the information on their sheets.
to the class.
ANSWERS
I
Check the answers by asking Aand Bstudents to ask Exerdse 1
and answer questions across the class. 1 understand
As an extension, ask students to talk about the 2
3
Apparently
tells
I
process on their partner's worksheet from memory,
without looking at the pictures or the text.
4
5
seems
hear
I
6 seems
ANSWERS
Student A Exerdse 2
Sample answer
I,
B Where are diamonds found? I
A Diamonds are found in Africa and Australia. A Hi. I hear you've just passed your driving test. Congratulations. !
B
A
How are the diamonds taken out of the earth?
Rocks are taken out ofthe earth through pipes. Then the diamonds
B
A
Yes, thanks. Apparently a lot of people fail.
Joe tells me you're going to Australia next month.
!
are taken out ofthe rocks. B Yes. Everything's going well for me right now. I hear you failed your
B How are the diamonds prepared? Spanish exam.
A The diamonds are cut and polished. Then they are made into A Yes, it was very difficult. I,
jewellery and they are sold in shops around the world. B I'm sure something good is round the corner. t'
A I've justlost my job. i
Student B B Oh, that's a shame. i
A How is the oil found? I
B
A
The oil is found by scientists.
What is done to the land?
;ii
B Trees are cut down. Then roads are built for transport.
A
B
Howistheoiltaken outoftheearth?
Arig is built over the oil. Then a hole is made in the ground and the !
oil is taken out by machine.
' I
I
i
i
275
::VI '
I i

Don't be impatient!
Photocopiable p.2l8
1 Aim: To practise the vocabulary of personality
2 Activity type: Questionnaire then pairwor\
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the personality vocabulary from
Lesson 45 of the Student's Book by giving an
adjective and eliciting the opposite, e.g. polite-
impolite, modest - big-headed.
Give students a copy of the worksheet. Explain that
they are going to complete the questionnaire about
how to behave towards other people. Explain that
sometimes they will need the word in the boxes and
sometimes they will need its opposite. Ask a student
to read out the example. Say: Number 2. Elidt:
I insensitive. Tell students to cross out sensitive in the
box.
11
I~ Students work individually to complete the
1 ~ questionnaire. Circulate to help with any problems.
I:I: Check the answers by getting students to read out
the completed questions. Drill the pronunciation as
I necessary.
For exerdse 2, ask a student to read the examples.
Then give a few examples about your own
personality. Students then write down five positive
adjectives and three negative adjectives to describe
their own personality. A.sk a student to give two
example sentences, one positive, one negative about
themselves. Encourage them to explain why they
have chosen the words, as in the examples.
Put students in pairs. Get them to take it in turns
to make statements about their personality to
each other, using the adjectives they have chosen.
Circulate to help with any problems.
Ask confident students to report back to the class
about their partner in a short feedback session.
An as extension, write these adjectives on the board:
sensible, modest, miserable, tense. Ask students to
talk about a time when they were/felt sensible,
modest, miserable, or tense.
I
1
ANSWERS
Exerdse 1
1 disloyal 2 Insensitive 3 unkind 4 honest 5 impatient
6 tidy 7 easy-going 8 impolite 9 silly 10 unreliable
11 ambitious 12 unsociable 13 cheerful 14 Big-headed
Exerdse 2
Sample answers
I'm quite modest. I don't usually talk about myself.
I'm usually patient. I don't mind waiting.
I think I'm easy-going. I don't worry about things much.
I'm a loyal person. I defend my friends and family.
I'm usually quite polite. I don't like being rude.
I can be a bit untidy. My room is sometimes in a mess.
I'm sometimes get tense. For example before an exam or an interview.
My parents say I'm a bit unreliable. I often forget things.
276
. . . . . . . [I Ut ...)., ... .....--
IiiiI Photoc:opiahlep.219
1 Aim: To practise using might and should
Activity type: Gapped text then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly reviewthe use of might and should by
referring students back to exerdses 2 and Sa in
Lesson 46 of the Student's Book.
Give students a copy of the worksheet. Ask one
student to read out the letter from Yolanda and one
student to read out the reply. Ask: Who's Yolanda
and what does she want? Elidt: She's a girl/woman
from Mexico. She's planning to visit Britain and she
wants advice on how to behave. Ask: Where would
you find a letter like this? Elidt: In a magazine, a
newspaper, or on an Internet website.
Focus attention on the cartoons and the headings in
the text. Ask: What is each section about?
Elidt: Greeting people, queuing, and dealing with the
weather. Ask: Do you think the text is very serious or
is it intended to be funny? Elidt: It's intended to be
funny. Point out that students need to complete the
text with should, shouldn't, might, or might not. Ask
a student to read the first sentence. Elidt: should as
the answer to number 1.
St~dents complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out
sections of the completed text.
As an extension, tell students to cover the text.
Say: In Britain, you should always kiss people you
don't know. True or false? Elidt: False. Say: In
Britain, you should always queue for the bus.
Elidt: True. Put students in pairs and ask them to
take it in turns to make true/false statements and
to answer them from memory.
For exerdse 2, brainstorm ideas for advice students
could give visitors to their country. Think of ideas for
greeting people, behaviour on public transport, and
how to deal with the weather. Put students in new
pairs and get them to take it in turns giving each
other advice .
Ask confident students to report back to the class
with advice about their partner's country ina short
feedback session.
ANSWERS
Exerdse 1
1 should 2 shouldn't 3 might 4 should 5 shouldn't
6 might 7 should 8 might not 9 might 10 might
11 should
Exercise 2
Sample answers
You should bow when you meet someone. You shouldn't kiss him! her.
They might be embarrassed.
You should always wait your turn. You should say 'please' and 'thank
you' a lot. If you don't, the shop assistant might be annoyed.
You should wear warm clothes but onlyin the winter. You shouldn't carry
an umbrella in the summer. People might think you are a bit strange.
 What kind of person are you? Neither have I
Photocopiable p.220 ' Photocopiable p.221

1 Aim: To practise writing about per~naLity 1 Aim: To practise comparing experiences

2 Activity type: Questionnaire then guided writing 2 Activity type: Gapped conversations then pairwork
3 Time: 20 minutes 3 Time: 20 minutes
4 Instructions: 4 Instructions:
Make one copy of the worksheet for each student. Make one copy ofthe worksheet for each student.
Explain that students are going to compLete a Briefly review the Everyday expressions in exercise 3a
personality questionnaire and then write about their of Lesson 48 of the Student's Book. .
partner. Give students a copy of the worksheet. Read Give students a copy of the worksheet. Ask them to
through the questions in the questionnaire. Explain identify RauL, Maria, KLaus, HeLen, and Tomas.
that students need to write down fulL answers for Ask: Where are Raut, Maria and Klaus? Elicit: Outside a
some questions, e.g. in question 1, and just tick travel agent's. Ask: Who arrives in picture 2?
the boxes for other questions, e.g. question 3a. For Elicit: Helen. Ask: Who arrives in picture3? Elicit: Tomas.
weaker students, go through the questionnaire, Ask three students to take the parts and read out the
brainstorming ideas for an imaginary person (see first conversation as far as the exampLe. Students read
Answers beLow). as far as number 2. Elicit: do I as the answer.
Students work individuaLLy to complete the task. Students work individuaLLy to compLete the
Circulate to help with ideas and vocabuLary: conversations. Circulate to heLp with any probLems.
For exercise 2, get students to swap their compLeted Check the answers by asking confident students to
questionnaires with a partner. ExpLain that they are read out sections of the compLeted conversations.
going to write about their partner's personaLity. DrilL the stress and intonation on the so/neither/nor
Write the first Line of the writing task on the board: expressions if necessary.
The best thing about _ _ 's personality is that Check comprehension of the context. Ask: What does
he/ she is _ _ because _ _ . Ask a student Maria want to do? Elicit: She wants to go climbing in
about their partner, e.g. What's the best tMng about Canada. Ask: What does Helen want to do? Elicit: She
Ahmed's personality? ELicit the answer, e.g. He's a , wants to go snorkelling in Barbados. Ask: Do Klaus and
kind person. Ask: In what ways is he kind? ELicit the Raul want to stay in Europe? Elicit: Yes, they do. Ask:
answer, e.g. He always helps people. Complete the Where do they dedde to go? Elicit: To Santorini, in
sentence on the board. Greece.
Students compLete the task by transferring the Put students in pairs to practise the conversations.
information from their partner's questionnaire and For exercise 2, put students in new pairs. Ask a pair to
crossing out the words that aren't reLevant, e.g. in read out the exampLes. DriLL the stress and intonation
He/She. Circulate to help with grammar and spelLing. on the expressions in the answers if necessary. Students
When students have finished, coLLect in the work together to make more conversations. Circulate to
worksheets. Read out some of the texts and ask the heLp with any probLems.
class to guess whose personaLity you are describing. Ask confident students to act out their conversations to
the class.
ANSWERS
Exercise 1 Sample answers
1 I'm a kind person. I always help people.
ANSWERS
2 I can sometimes be a bit lazy. I don't always do my homework.
Exercise 1
3 a How do you feel about meeting new people?
1 would I 5 can I
I don't mind it. .I
2 do I 6 do I
b Why do you feel this way?
3 did I 7 amI/arewe
Because I'm quite confident.
4 When you have an interview, or an important talk with your teacher, 4 have I 8 have I
how do you enter the room? Exercise 2
I go in quietly and sensibly, and sit down . .I Sample answers
5 a What do you like doing in your spare time? 1 A I never play basketball.
playing tennis, swimming, shopping, meeting a friend for coffee.l B Neither do 1.
b What does this show about the kind of person you are? 2 A I really like curry.
It shows that I'm quite sociable. B Oh, I don't.
3 A I've been to Buenos Aires.
Exercise 2
B Oh, I haven't.
Sample answer
4 A I'm going to England in the summer.
The best thing aboutAhmed's personality is that he/ w is a kind
B So am 1.
person because he aLways heLps peopLe. The worst thing is that he / w
5 A I'd li ke to be a writer.
is a bitLazy because he doesn't aLways do his homework. He/She doesn't
B So would 1.
mind meeting new people because he's quite confident. When he / w
6 A I went to the cinema last weekend.
has an interview or an important talk with his/ het teacher, he/ w
B Oh, I didn't.
goes in quietly and sensibLy and sits down. He / She likes pLaying tennis,
swimming, shopping, and meeting afriend far coffee in his / het free
time. This is because he is quite sociabLe.

277
 They're getting married today I like to give presents to
Photocopiable p.222 myfrien(ls
Photocopiable p.223

1 Aim: To practise the vocabulary of weddinls and family 1 Aim: To practise using direct and indirect objects
relationships 2 Activity type: Error correction then matching and
2 Activity type: Choosing the correct words then memory pairwork
game 3 Time: 20 minutes
3 Time: 15-20 minutes 4 Instructions:
4 Instructions: Make one copy of the worksheet for each student.
Make one copy ofthe worksheet for each student. Briefly review the rules for using direct and indirect
Briefly review the vocabulary of wedding and family objects by referring students to exerdses 2 and 4a
relationships. Point to different parts of the picture in Lesson 50 of the Student's Book.
in exerdse 1 of Lesson 49 of the Student's Book Give students a copy of the worksheet. Explain that
and elicit the correct word. each sentence has a mistake, sometimes in the use
Give students a copy ofthe worksheet. Explain of the direct and indirect objects and sometimes
that a reporter is doing a live report on a celebrity in the word order. Focus attention on sentence
wedding. Ask a student to read the first sentence. 1 and on the correction. ELicit the other possible
Elidt: getting as the answer to number 1. Tell correction: I never send my friends emails ".
students to cross out having. Say: Number 2. Elidt: If someone gave me a present I
Students workindividually to complete the task. didn't like, I'd give it to someone else.
Circulate to help with any problems. Students complete the exercise, working
Check the answers by getting students to read individually. Circulate to help with any problems.
out sections of the completed text. Drill the Check the answers by asking students to read out the
pronunciation as necessary. corrected sentences.
For exerdse 2, ask students to cover the first Ask students to look at the pictures a-h. Explain
section of text, but to look at the picture. that they need to match them with the corrected
Ask: What's happening in picture 1? Elidt: A reporter sentences. Say: Number 1. Elidt: g. Say: Number 2.
is reporting on a celebrity wedding. The couple are Elici.t: e.
getting married in a registry office. Students complete the exercise, working
Put students in pairs. They take it in turns to cover individually. Circulate to help with any problems.
the text and describe what's happening in each of Check the answers with the class.
the pictures. Circulate to help with any problems. For exerdse 2, ask a student to read out the
As an extension, ask students to talk about a example. Elicit more ideas from the class, e.g.
wedding they have been to recently, or a celebrity Number 1 isn't true for me. I always send emails to my
wedding they have seen on the news or read about. friends. It's cheaper than phoning them. Brainstorm
more ideas from the class about the other sentences.
ANSWERS
1 getting
Put students in pairs and ask them to take it in turns
2 office to say whether the statements are or aren't true for
3 groom them, explaining why each time.
4 best Ask confident students to report back about their
5 wedding
6 bride
partner in a short feedback session.
7 wedding
ANSWERS
8 bouquet
1 g I never send emails to my friends/send my friends emails. I
9 bridesmaids
always phone them.
10 guests
2 e If someone gave me a present I didn't like, I'd give it to someone
11 confetti
else.
12 mother-in-law
3 d I never lend things to people/lend people things because I often
13 stepson
don 't get them back.
14 reception
4 f My family and friends never forget to send me birthday cards/to
15 ex-wife
send birthday cards to me.
16 honeymoon
5 b I often write letters to newspapers and magazines if I'm angry
about something.
6 h I don't post letters to people/post people letters, because it's
too slow and too expensive.
7 a My best friend always gives me interesting presents/gives
interesting presents to me.
8 c I try to give presents to my family and friends/give my family
and friends presents that really suit them.

278
 Traditions
Photocopiable p.224
1 Aim: To practise writing about tra~ons
2 Activity type: Questionnaire then guided writing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Explain
that it shows a questionnaire about traditional
daysj celebrations.
Focus attention on the photos. Ask: What can
you see in the pictures? Elicit: Fireworks, people
in costumes in a parade, a birthday party, etc.
Read through the questionnaire with the class.
Brainstorm ideas for different traditional
celebrations.
Ask a student: What celebration are you going to write
about? Elicit ideas, e.g. New Year. Ask: Why do people
celebrate this occasion? Elicit ideas, e.g. Because
it's the beginning of a new year. Students work
individually to complete the questionnaire. Circulate
to help with ideas and vocabulary.
For exercise 2, get students to swap their completed
questionnaires with a partner. Explain that they
are going to write about their partner's chosen
traditional day/celebration. Write the first line of
th'e writing task on the board: _ _ chose _ _
as his/her traditional day. Elicit the name of the
celebration, e.g. Karin chose the birth ofa child.
Complete the sentence on the board and cross out
either his or her.
Students complete the task by transferring the
information from their partner's questionnaire.
Circulate to help with grammar and spelling.
As an extension, collect in the worksheets and
read out some of the texts without naming the
celebration. Ask the class to guess which celebration
you are describing.
ANSWERS
Exercise 1
Sample answers
1 the birth of a child
2 Because they want to welcome a new member ofthe family.
3 They often have a party.
4 Friends, family, and neighbours. They often have party food and a
special birthday cake with candles on it.
S Books, toys, and clothes because they want the child to have a
good start in life.
Exercise 2
Sample answer
Karin chose the birth of a child as M/her traditional day. People
celebrate this day because they want to welcome a new member of the
family. During the celebrations they often have a party. The people
involved include friends, family, and neighbours. They often have party
food and a special birthday cake with candles on it. People give gifts
such as books, toys, and clothes because they want the child to have a
good start in life.
279
What do you think she wants?
Photocopiable p;225
1 Aim: To practise discussing possibilities
2 Activity type: Gapped conversations then pairwork
3 Time: 20 minutes
4 Instructio.ns:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus
attention on the pictures. Ask students to identify
Suzi andTim, and Raj and Helen. Ask: Where are
Sun and rim in the first picture? Elicit: In an office.
Ask: Where are Raj and Helen? Elicit: At home. Ask
two students to read out the first three lines of
conversation 1. Elicit: think as the answer to number
1. Tell students to cross out think in the box. Explain
that there is one extra word in each box.
Students work individually to complete the
conversations. Circulate to help with any problems.
Check the answers by asking students to read out the
completed conversations. Drill difficult words and
lines as a class if necessary.
Check comprehension of the context. Ask: Why is
rim worried? Elicit: His boss wants to see him. He
thinks she's going to fire him. Ask: What does his boss
really want? Elicit: A cup of coffee. Ask: Why is Helen
worried? Elicit: Her boyfriend phoned. She thinks
,
I
he's going to cancel their date. Ask: What does her
boyfriend really want? Elicit: His umbrella.
Put students in pairs to practise the conversations.
For exercise 2, put students in new pairs. Ask
a confident pair to use the cues to start the
conversation. Elicit:
A Your teacher rang this morning.
B What do you think she wants?
Students work in pairs to make a new conversation.
Circulate to help with any problems.
Ask confident students to act out the conversation
to the class.
As an extension, brainstorm ideas for things the
teacher really wanted in exercise 2 and write them
on the board, e.g. to talk about a change in lesson
time/to talk about some excellent exam results, etc.
Students make another conversation, using the ideas
on the board.
ANSWERS
Exercise 1
1 think 2 idea 3 Maybe 4 likely S whatever 6 hope
7 wants 8 Perhaps 9 likely 10 possibly 11 whatever
12 right
Exercise 2
Sample answer
A Your teacher rang this morning.
B What do you think she wants?
A I've got no idea.
B Perhaps she wants to tell me about some bad exam results.
A Maybe.
B I hope not. I want to go into the next class.
A Well, we'll know in a minute when she phones back.
 __ .-I'm studying fora degree He's been playing tennis
in history
Photocopiable p.226
Photocopiable p.227

1 Aim: To practise the vocabulary of life as a~tudent
>
2 Activity type: Gapped conversation then guessing
game
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabulary of student life from
Lesson 53 of the Student's Book by writing gapped
words on the board and eliciting the full word, e.g.
c _____ - course.
Give students a copy of the worksheet. Ask them
to identify Zack and Karimin the picture. Explain
that they are going to complete the words in the
conversation and that the first letter is given each
time. Ask two studentslo read out the first four lines
of the conversation. Focus attention on the example.
Elidt: degree as the answer to number 2.
Students work individually to complete the
conversation. Circulate to help with any problems.
Check the answers by getting pairs of students to
read out sections of the completed conversation.
Drill difficult words and lines as a class if necessary.
Check comprehension of the context. Ask: Where's
Karim studying? Elidt: In Bristol. Ask: What's he
studying? Elidt: History. Ask: What year is he in?
Elidt: His third year. Ask: Where does he live?
Elidt: In a flat. Ask: What does lack want to do?
Elidt: A course in archaeology.
For exerdse 2, put students in pairs. Ask a pair to
read outthe example. Explain that students need
to take it in turns to give definitions of the words
for their partner to guess. Ask students to make up
some definitions for some of the words, e.g. It's a
kind of class that students go to -lecture. Astudent
'does this when he/she passesjinal exams - graduate.
Students then continue in their pairs.
Ask confident students to give definitions for the
rest of the class to guess.
ANSWERS
1 undergraduate
2 degree
3 course
4 finaL examinations
5 graduate
6 on campus
7 off campus
8 doing
9 Lectures
10 Lecturers
11 notes
12 assignment
13 seminar
14 graduation ceremony
15 degree certificate
1 Aim: To practise using the present perfect continuous
2 Activity type: Correcting information then memory
game
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the present perfect continuous by
referring students to exerdses 2 and 5a in
Lesson 54 ofthe Student's Book.
Give students a copy of the worksheet. Focus
attention on the picture. Ask: Where are the people?
Elidt: In the street/ a town/ a city. Say: The picture
shows the street today. to establish the time frame.
Focus attention on Lucas and the example. Tell
students to look at Suo Say: Su has been driving.
Elidt: She hasn't been driving. She's been running.
Tell students to write these sentences in the correct
place on the worksheet. With weaker students, elicit
the verbs they are going to need in each sentence
before they do the task (see Answers below).
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out
their pairs of sentences. Drill the pronunciation as
necessary.
For exerdse 2, demonstrate the activity by asking a
confident student to read out the example. Students
work individually to write questions from the cues.
Check the answers by asking students to read out
their questions.
Put students in pairs. Tell them to take it in turns
to cover the picture and the text, and to answer the
questions from memory.
As an extension, ask students to look at a different
picture, e.g. in a magazine, and to play the memory
game again.
ANSWERS
Exercise 1
1 He hasn't been pLaying footbaLl. He's been playing tennis.
2 She hasn't been driving. She's been running.
3 They haven't been reLaxing . They've been working.
4 It hasn't been snowing. It's been raining.
5 He hasn't been waiting for a bus. He's been cycling! riding his bike.
6 They haven't been swimming. They've been shopping.
Exercise 2
1 What have Bob and Toby been doing?
They've been watching a fiLm.
2 Has Yukimi been cycling?
No, she hasn't. She's been driving.
3 Has it been raining today?
Yes, it has.
4 What has Maya been doing?
She's been having Lunch.
5 Has Henri been drinking coLa?
Yes, he has.
6 Have Josh and MigueL been waiting for a train?
No, they haven't.

280
 I'd like to apply forthe post
of Manager ' Photocopiable p.229
Photocopiable p.228
1 Aim: To practise writing a Letter of plication
2 Activity type: Error correction then guided writing
3 Time: 25 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review fori since by referring students to the
Language note in Lesson 55 ofthe Student's Book.
Give students a copy of the worksheet. Explain
that it shows a Letter of appLication for a job and
that the underLined words are mistakes that need
to be corrected. Ask a student to read out the first
sentence, including the correction. Students read
the next paragraph. Say: Number 2. Eliot: studies.
Students complete the exercise, working
individuaLLy. CircuLate to help with any probLems.
Check the answers by asking students to read out
sections of the corrected Letter.
Focus attention on how the letter is organized, e.g.
in which paragraphs you find different information;
the words used to begin and end the Letter; the
position ofthe addresses.
For exerose 2, ask students to read through the
task. Ask: What's the job for? Eliot: It's for a writer
to work on a traveL magazine. TeLL students to write
notes for each section before they begin writing.
Brainstorm ideas for some of the sections and write
them on the board, e.g. Reason for writing: want
to apply for job as writer at Travel Review Magazine.
Educational qualifications: Degree in Spanish and
French. With weaker students, brainstorm ideas for
the whoLe letter (see Answers beLow).
Students work individuaLLy to write the Letter. Circulate
to help with any probLems. Alternatively, students
write their letter for homework.
ANSWERS
Exerdse 1
1 for 2 studies 3 for 4 promoted 5 in 6 For
7 working 8 for 9 qualification 10 been 11 done
12 need
Exerdse 2
Sample answer
Dear Sir or Madam
I wouLd Like to appLy for the post of writer at Travel Review Magazine.
As you can see from my CV, I am 28 years oLd and I have a degree in
Spanish and French from Manchester University. It was a three-year
course, and as part of my studies I lived in Madrid and Paris.
After leaving university, I went to Peru and taught English in a
language school. I stayed there for three years. After that, I travelled
round the world for a year before returning to the UK. For the last two
years, I have been working for Yaung Traveller Magazine, where I write
articles about the different countries I have visited.
In addition to my degree, I have a quaLification in teaching EngLish as a
foreign Language. I have been studying Chinese since September, too,
but! have nottaken any examinations in it yet.
I have enjoyed my time at the Young Traveller Magazine, but I now feel
the need for a new challenge. I believe I have the quaLifications and
experience for the position of writer at Travel Review Magazine.
I Look forward to hearing from you.
Yours faithfully
281
I've got some good news
1 Aim: To practise giving and responding to news
2 Activity type: Gapped conversation then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus
attention on the picture. Ask students to identify
Yannis and Joanne. Ask two students to read out the
first three Lines of the conversation. Eliot: news as
the answer to number 1. TeLL students to cross out
news in the box. ExpLain that there are two extra
words in the box that they don't need to use.
Students work individually to compLete the
conversation. Circulate to heLp with any problems.
Check the answers by asking students to read
out sections of the completed conversation. Drill
difficuLt words and Lines as a class if necessary.
Check comprehension of the context. Ask: What
is Yannis' good news? Eliot: His wife is expecting
a baby. Ask: What's his bad news? Eliot: He's lost
his job. Ask: What is Joanne's bad news? Eliot: Her
neighbour has died. Ask: What's her good news?
Eliot: Her sister is getting married.
Put students in pairs to practise the conversation.
., For exerose 2, put students in new pairs.
Ask a confident pair to use the cues to start a
conversation. Eliot:
A I've got some good news and some bad news.
B What's the good news?
With weaker classes, go through aLL the cues in the
same way (see Answers beLow). Then ask pairs to
work together to make more conversations. TeLL
them to use their own ideas as weLL as those given.
Circulate to heLp with any probLems.
Ask confident students to act out their conversations
to the class.
ANSWERS
Exerdse 1
1 good
2 afraid
3 wonderfuL
4 CongratuLations
5 hear
6 pleased
7 sad
8 guess
9 dear
Exerdse 2
Sample answer
A I've got some good news and some bad news.
B What's the good news?
A I've bought a flat.
B That's wonderful.
A Thankyou.
B So what's the bad news?
A I've spLit up with my girlfriend.
B I'm really sorry to hear that.
(;
 What was the last mistake
you made? , --.._.- I have to stay at home and rest
Photocopiable p.231
Photocopiable p.230

1 Aim: To practise expressions with make an4.,do 1 Aim: To practise using can, must, be able to, and have to
2 Activity type: Questionnaire then pairwork 2 Activity type: Choosing the correct words then
3 Time: 15 minutes pairwork

4 Instructions: 3 Time: 20 minutes

Make one copy of the worksheet for each student. 4 Instructions:
Briefly review expressions with make and do by Make one copy of the worksheet for each student.
referring students back to the Language note in Briefly review the use of can, must, be able to, and
Lesson 57 of the Student's Book. have to by referring students back to exerdse 2 in
Give students a copy of the worksheet. Explain that Lesson 58 of the Student's Book.
they are going to compLete a generaL questionnaire, Give students a copy of the worksheet. Focus
using the correct form of make or do. Ask a student attention on the text. Ask: Where would find this
to read out the first sentence.' Elidt: made as kind of text? Elidt: In an Internet chat room. Explain
the answer. In question 3, point out the use of that students compLete the text by crossing out the
any photocopying rather than some photocopying incorrect word each time. Ask a student to read out
because it's a question. Also point out that the first four Lines of the text. Elidt: couldn't as the
questions 7, 8, and 9 are subject questions and so answer to number 1. Tell students to cross out the
are formed without the auxiliary do. word can't.
Students work individuaLLy to compLete the Students compLete the exercise, working
questionnaire. CircuLate to heLp with any probLems. individuaLLy. CircuLate to heLp with any probLems.
Check the answers by getting students to read out Check the answers by asking students to read out
the compLeted questions. Drill the pronunciation as sections of the text. Drill the pronunciation as
necessary. necessary.
For exerdse 2, put students in pairs. Ask a pair of Check comprehension of the context. Ask: What
students to demonstrate asking and answering the happened to the woman in picture 1? Elidt: She fell
first question. Encourage them to add additionaL out of a tree and broke her leg. Ask: What happened
information, e.g. I made a big mistake at work last to the man in picture 2? Elidt: He fell off a ladder and
week. I wrote two letters and sent them to the wrong broke his arm. Ask: What's the matter with the woman
people. Students then ask and answer the questions in picture 3? Elidt: She's gotflu.
in their pairs. For exerdse 2, put students in pairs. Demonstrate
As an extension, write these words on the board: the activity. Ask: What can you do very well? Elicit
the washing up, a sandwich, a meal, notes, a plan, answers from different students, e.g. lean draw very
money, an assignment, an appointment, some work, well. I can play football very well.
a job. Put students in pairs. Give them five minutes Students take it in turns to ask each other about the
to write as many sentences as they can using the things in the List.
words once and make or do. Ask confident students to report back about their
Check the answers by asking students to read out partner in a short feedback session.
their ideas. As an extension, put students in new pairs and get
them to repeat exerdse 2.
ANSWERS
1 made ANSWERS
2 make Exerdse 1
3 do 1 couldn't 2 won 't 3 have 4 won 't 5 can't
4 make 6 won't be able 7 'll be able to 8 can't 9 couldn't
5 done 10 had to 11 won't be able 12 won't have to
6 do
7 makes Exerdse 2
8 makes Sample answers
9 does A What can you do very well?
10 do B I can sing very well.
11 done A What couldn't you do ten years ago?
12 make B I couldn't speak English.
13 made A What do you have to do today?
14 doing B I have to go to the dentist's.
15 made A What will you have to do tomorrow?
16 do B I will have to go to work.
do A What didn't you have to do this morning?
17
B I didn't have to make breakfast.
A What won't you be able to do next year?
B I won't be able to go on holiday.

282
 Afilm review
Photocopiable p.232
1 Aim: To practise writing about a fi~
2 Activity type: Questionnaire then guided writing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
ExpLain that students are going to compLete a
questionnaire about a film they've seen recentLy.
Briefly review the different types of films in exercise
la of Lesson 59 of the Student's Book. Choose
different students. Ask different questions from the
questionnaire, e.g. Whatftlm did you see? Who were
the actors? Who was the director? What type offilm
was it?, etc. Elicit a range of answers.
Give students a copy of the worksheet. They work
individuaLLy to compLete the questionnaire. Point out
that they may not be abLe to make a comment about
speciaL effects or clothes if they are not reLevant to
the type of film they are describing. CircuLate to heLp
with ideas and vocabuLary.
For exercise 2, get students to swap their compLeted
questionnaires with a partner. ExpLain that they're
going to write about their partner's film. Write the
first Line of the writing task on the board: _ __
recently saw . Ask a student for the name
of their partner and the name of the fiLm they saw.
CompLete the sentence on the board.
Students compLete the task by transferring the
information from their partner's questionnaire and
crossing out the words that aren't reLevant, e.g. in
liked/ didn't like. CircuLate to heLp with grammar and
speLLing.
As an extension, coLLect in the worksheets. Read out
some of the reviews without saying the name of the
film and ask the class to guess which film is being
described.
ANSWERS
Exerdse 1
Sample answers
Title: Casino Royale
Names of actors: Daniel Craig, Mads Mikkelsen, Judi Dench
Name of director: Martin Campbell
Type offilm (e.g. comedy, romance, etc.): action thriller
Plot (what it's about): James Bond saving the world
In general, did you like the film? Yes./ No
Which of these adjectives would you use to describe the film?
exciting./ interesting frightening boring funny
How would you describe ... ?
the actors and actresses: very good
the special effects: amazing
the clothes: -
Criticisms of the film: a bit too long
Exerdse 2
Sample answer
Lucia recently saw Casino Royale. It starred Daniel Craig, Mads Mikke/sen,
and Judi Dench, and it was directed by Martin Compbell. It's a/ an action
thriller and it's about James Bond saving the world!
Lucia liked/ didn't like the film. tie/She thought it was exciting.
tie/She thought the actors and actresses were vety good and the special
effects were amazing. However, he/ she thought theftlm was a bit too long.
283
Don't tell me you can't come to
the party!
Photocopiable p.233
1 Aim: To practise checking and confirming information
2 Activity type: Paired dictation then pairwork
3 Time: 15-20 minutes
4 Instructions:
Make one copy of the worksheet for every two
students. Cut the worksheets in haLf.
Put students in AI B pairs. Assign the roLe of Aor B
to each student. Hand out the corresponding haLf of
the worksheet.
Ask students to identify David and Shona. Ask: Where
are they? Elicit: At home. ExpLain that each student
has onLy haLf of the conversation. Ask an Astudent to
read his I her first Line and a Bstudent to write the
missing sentence on the board. The Bstudents then
write the Line in the correct place on the worksheet.
Students read their reLevant parts and their partner
writes down the missing Lines in the same way.
CircuLate to heLp with any probLems and to make sure
they are being accurate.
When they have finished, students put their worksheets
together to check the wording and speLLing.
Students read the conversation across the class. Drill
difficuLt words and Lines as a class if necessary.
For exercise 2, put students in new pairs. Ask a pair
to use the cues to start conversation 1. With weaker
students, eLicit and write a whoLe conversation on
the board as a modeL (see Answers beLow). Students
make similar conversations, in their pairs.
ANSWERS
Exerdse 1 Student A
1 What? This weekend?
2 But my parents are coming to stay.
3 Yes, it looks like it.
4 Yes, unfortunately. I can't go out when they're here.
S Yes, I'm afraid so.
6 Well, I'm sorry, but what can I do?
Student B
1 Don't forget it's Ellie's leaving party at the weekend.
2 Yes. We've had the invitation for ages.
3 Don't tell me they're coming at the same time.
4 Are you saying that you won't be able to go to the party?
S Does that mean that we won't be able to go out with Misha and
Nadia on Sunday either?
6 But we arranged that ages ago.
Exerdse 2 Sample answers
A Don't forget lunch tomorrow afternoon.
B What? Tomorrow? ButI'm having visitors.
A Don't tell me they're coming at the same time.
B Yes, it looks like it.
A Are you saying that you won't be able to come to lunch?
B Yes, I'm afraid so.
A Does that mean you can't go out for a meal in the evening either?
B Well, I'm sorry, but what can I do?
B Don't forget the shopping trip on Saturday.
A What? On Saturday? But I'm meeting an old friend.
B Don't tell me you're meeting him at the same time.
A Yes, it looks like it.
B Are you saying that you won't be able to come shopping?
A Yes, I'm afraid so.
B Does that mean that you can't go to the cinema on Saturday
evening either?
A Well, I'm sorry, but what can I do?
 Do you enjoy speaking different I saw a couple having a picnic
languages? Photocopiable p.235
Photocopiable p.234

1 Aim: To practise using verb + -ing or infinl\ive 1 Aim: To practise using verb + noun + -ing to describe a
2 Activity type: Questionnaire then pairwork scene
3 Time: 15-20 minutes 2 Activity type: Writing sentences and then finding the
differences in a picture
4 Instructions:
Make one copy of the worksheet for each student. 3 Time: 20 minutes'
Briefly review the rules for using verb + -ing or 4 Instructions:
infinitive by referring students back to exerdse 2a Make one copy of the worksheet for every two
in Lesson 61 of the Student's Book. students. Cut the worksheets in haLf.
Give students a copy of the worksheet. Explain that Put students in AI B pairs. Assign the roLe of Aor B
they are going to compLete a generaL questionnaire to each student. Hand out the corresponding haLf of
by putting the given verbs into their correct form. the worksheet.
Ask a student to read the first question. Elidt: to Briefly review the rules for using verb + noun + -ing
Learn as the answer to number 1. by referring students back to exerdse 2 in Lesson 62
Students work individually to compLete the of the Student's Book. Say a range of infinitives and
questionnaire. CircuLate to heLp with any probLems. eLicit the corresponding -ing forms, e.g. see - seeing.
Check the answers by getting students to read out Focus attention on the picture. Ask: What do you
the compLeted questions. Drill the pronunciation as think has happened? Elidt: The man has crashed his
necessary. pLane into a tree. Focus attention on the exampLes
For exerdse 2, put students in pairs. Ask a pair of for the Aand the Bstudents, but don't read them
students to demonstrate asking and answering the aLoud at this stage. TeLL students to write sentences
first question. Students then ask and answer the using the cues and the information in the pictures.
questions in their pairs. ExpLain that they shouLd use a verb from box Aand a
Ask confident students to report back about their verb from box Bin the correct form. CircuLate to heLp
partner in a short feedback session. with any probLems.
As an extension, write the foLLowing cues on the Don't check the answers untiL after exerdse 2.
board: For exerdse 2, expLain that there are six differences
I Like .. . between the two Aand B pictures. Students need
I love .. . to identify them without Looking at each other's
I hate .. . pictures. Ask a pair of students to read out the
Iprefer .. . exampLe. TeLL aLL students to circle the picture of
Istarted .. . the girL to show that this is one of the differences.
ELicit a range of possibLe endings from the class, Remind students to switch to the he form when
including a verb form each time, e.g. I like listening referring to the man in the picture, e.g. He couLd
to opera. If necessary, remind students that like, smell chicken cooking.
Love, hate, prefer, and start can take the -ing form or Students work in their pairs making statements
the infinitive. about the pictures untiL they find the other
differences. CircuLate to heLp with any probLems.
ANSWERS
1 to learn
Check the answers for exerdses 1 and 2 by asking
2 to learn students to read out their sentences and to name
3 speaking the differences.
4 to study
5 to do ANSWERS
6 organizing Exercise 1
7 to help Student A Student B
8 working 1 were / playing football 1 were / playing tennis
9 doing 2 saw / having a picnic 2 saw / having a picnic
10 to do 3 was / eating an ice cream 3 was / drinking cola
11 living 4 were / running 4 were / running
12 to visit 5 heard / crying 5 heard / laughing
13 to have 6 smelled / cooking 6 smelled / cooking
14 being 7 was / reading a magazine 7 was / reading a newspaper
15 taking 8 felt/ sun shining on me 8 felt/ shining on me
16 doing Exercise 2
17 to spend 1 A: two boys playing football; B: two boys playing tennis
2 A: a girl eating ice cream; B: a girl drinking cola
3 A: two men running; B: three men running
4 A: a child crying; B: a child laughing
5 A: hamburgers cooking; B: chicken cooking
6 A: a woman reading a magazine; B: a woman reading a newspaper

284

The fox and the stork
Photocopiable p.236
1 Aim: To practise understanding a st,\,"y
2 ' Activity type: Reading a gapped story then
comprehension questions
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus
attention on the labelled pictures and check the
meaning of the words. Ask: What kind of story do
you think you are going to read? Elicit: A story with a
moral about animals.
Ask students to read the story quickly. Ask: Which
sentence in the boxfits in the gap? Elicit: b.
Students read the story again and complete the
task, working individually. Circulate to help with any
problems.
Check the answers by asking students to read out
sections of the completed story.
Briefly review the Language note in Lesson 63 of
the Student's Book. Ask students to find examples
of stop + -ing and stop + infinitive in the text.
Elicit: stopped to think and stopped eating.
For exercise 2, elicit the answer to the first
question: Because he thought she was greedy and she
might eat all of the soup. With weaker students, go
through all the questions orally first (see Answers
below).
Putstudents in pairs to ask and answer the rest of
the questions. Circulate to help with any problems.
Check the answers by getting pairs of students to ask
and answer across the class.
Ask students what they think the moral of the tale
is. Elicit ideas, e.g. Don't be selfish, share what you
have with others, don't be greedy, etc.
ANSWERS
Exercise 1
1 b
2 a
3 e
4 d
5 c
Exercise 2
1 Because he thought she was greedy and she might eat all of the soup.
2 Because she had a very long beak and she,couldn't eat from a wide,
flat dish.
3 Because she wanted to teach him a lesson / get revenge,
4 Because he couldn't eat from a tall, narrow dish.
5 Sample answer: Fox is greedy because he eats all the food. He's
selfish because he doesn 't really want to share his food.
6 Sample answer: Stork is clever because she doesn't let Fox eat any of
her food. ' A Would you like to go for a meal on Friday evening?
.,
/ A Hmm, no, I can't manage lunch . I've got a Lot to do at work. How
285
- ,
Why don't we go out for a meal?
Photocopiable p.237
1 Aim: To practise making and responding to suggestions
2 Activity type: Ga pped conversation then role play
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Ask them to
identify Chen and Marta~ Ask: Where are they?
Elicit: Outside a language school. Ask: What are they
looking at? Elicit: Their diaries.
Explain that students need to complete the
conversation using the words in the box, but that
there are two extra words. Ask a student to read out
the first line. Elicit: like as the answer to number 1.
Ask students to cross out like in the box.
Students work individually to complete the
conversation. Circulate to help with any problems.
Check the answers by asking confident students to
read out sections of the completed conversation.
Drill difficult words and lines as a class if necessary.
Check comprehension of the context. Ask: When are
they meeting? Elicit: On Sunday evening. Ask: Where
are they meeting? Elicit: At a Thai restaurant on the
King's Road. Ask: What time are they meeting?
Elicit: At seven o'clock.
., Put students in pairs to practise the conversation.
For exercise 2, put students in new AI B pairs.
Assign the role of Aor Bto each student. Explain
that they need to look at their diaries and arrange
a time to go for a meal. Ask a confident pair to start
the conversation, e.g.
A Would you like to go for a meal on Friday evening?
B No, I'm sorry. I'm going to,ajriend's birthday
party. How about lunch on Friday afternoon?
With weaker students, continue with the conversation
and write a model on the board (see Answers below).
Students work together to role play the conversation.
Circulate to help with any problems.
Ask confident students to act out their conversation
to the class.
As an extension, get students to work in groups of
three and arrange a time to meet over the weekend.
ANSWERS
Exercise 1
1 like 2 feel 3 about 4 manage 5 out 6 want
7 good 8 can't 9 OK 10 fancy 11 trying 12 meet
13 don't
Exercise 2
Sample answer
B No, I'm sorry. I'm going to a friend 's birthday party. How about
lunch on Friday afternoon?
about Saturday afternoon?
B No, I'm sorry. I'm pLaying tennis with friends. Sunday?
A Yes, Sunday afternoon is free at the moment. Do you fancy meeting
in town?
B How about going to that new ItaLian restaurant?
A Yes, that sounds good. Shall we meet at about one?
B All right. That sounds great.
 What soort do you play on
a pitch~
Photocopiable p.238
1 Aim: To practise the vocabulary of sport .\.
2 Activity type: Categorizing vocabulary then quiz
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabulary from Lesson 65 of the
Student's Book by miming different actions, people,
and sports equipment, and eliciting the correct
word.
Give students a copy of the worksheet. Focus
attention on the spidergram and the different
categories. Say: Court. Eliot: It's a place. Tell
students to write court in the correct place on the
worksheet
Give students time to write the activities in the
correct category of the spidergram. Circulate to help
with any problems and to check spelling.
Check the answers by asking students to read out the
words in the categories. Drill the pronunciation of
the words as necessary.
For exerose 2, briefly refer students to the
Language note in Lesson 65 of the Student's Book
to review win / lose, and beat/ lose to.
Put students in pairs. Explain that they are going to
ask and answer some quiz questions. Ask a student
to read out the first question. Eliot: football as the
answer. Students ask and answer the questions in
their pairs. Circulate to help with any problems.
Check the answers by asking students to ask and
answer the questions across the class.
As an extension, ask pairs of students to make up
five of their own quiz questions for another pair of
students to answer.
ANSWERS
Exerdse 1
Places: 1 a court, 2 a pitch
People: 3 a player, 4 a team,S a goalkeeper, 6 a referee
Equipment: 7 a net, 8 a goal, 9 a bat, 10 a racket, 11 a ball
Actions: 12 to hit, 13 to kick, 14 to throw, 15 to catch , 16 to score
Exerdse 2
1 football
2 tennis
3 a tennis racket, a ball, and a net
4 a team
5 a player
6 Chelsea beat Liverpool
7 Italy
8 Manchester United
9 Nadal
286
This is the medal she won
Photocopiable p.239
1 Aim: To practise using relative clauses to give more
information about people and things
2 Activity type: Gapped text then cued sentences
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the rules for using relative clauses
by referring students back to exeroses 2 and Sa in
Lesson 66 ofthe Student's Book.
Give students a copy of the worksheet. Focus
attention on the picture. Say: This is Ingrid. Tell
students that the text gives more information about
her life. Ask a student to read out the first two
sentences. Say: Number 2. Eliot: which.
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out
sections of the completed text. Ask: Which word can
replace 'which' in exerdse 1? Eliot: that.
Check comprehension ofthe context. Ask: Where's
Ingrid from? Eliot: Norway. Ask: What's her favourite
sport? Eliot: Skiing. Ask: Where does she go ice
skating? Eliot: In the centre of her town. Ask: Where
did she win her medal? Eliot: In an international
competition. Ask: What sport does her husband play?
Eliot: Ice-hockey.
For exerose 2, ask a student to read the example.
Ask: Can you remove the relative pronoun? Eliot: Yes.
Say: Number 2. Eliot: This is the ice rink which is in
the centre of Ingrid's town. Tell students to cross out
in the centre of Ingrid's town in the box. Ask: Can you
remove the relative pronoun? Eliot: No.
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read the
completed sentences to the class.
ANSWERS
Exerdse 1
1 which
2 which
3 which
4 who
5 which
6 who
7 which
8 who
Exerdse 2
1 This is the town (that / which) Ingrid lives in .
2 This is the ice rink that/which is in the centre ofIngrid's town.
3 This is the trainer that/who works hard with Ingrid.
4 This is the medal (that/ which) Ingrid won at an international
competition.
5 This is the man (that / who) Ingrid married .
6 These are the players that/who play in her husband's team.
 Manage your time
Photocopiable p.240
1 Aim: To practise understanding advi{e
2 Activity type: Reading a text then pr~oritizing
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus their
attention on the picture. Ask: Who are you most
similar to? Elicit a range of answers from the class.
Teach/Check: to be perfect and to do something
perfectly. Give students time to read the text.
Circulate to help with any problems.
Ask a student to read the first statement. Ask: Is it
true or false? Eliot: False. Ask: Why? Eliot: It's false
because in the introduction, the writer mentions
both single people and people with families.
Students complete the reading task, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out the
statements and say whether they think they are true
or false. Ask students to refer to the text to support
their answers.
For exerose 2, put students in pairs. Write the list
of priorities on the board. Ask a student: What's
your biggest priority? Write: 1 next to their answer.
Ask the same student: What's your second priority?
Write: 2 next to their answer. Then ask students to
number the list in order of priority for themselves.
When they have finished, students compare their
lists with their partner.
As an extension, do a survey of the class to find out
which are the most popular priorities. Ask: Who put
1amily' as number 1? Count the students and write
the number next to family on the board. Continue
with the other categories.
ANSWERS
1 F
2 T
3 F
4 T
5 T
6 F
7 F
287
I!!JI!II
IiiiJ They'll have to do without me
Photocopiable p.241
1 Aim: To practise talking about priorities and
commitments
2 Activity type: Gapped conversation
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus
attention on the pictures. Ask students to identify
Leo, Kylie, and Jasmine. Ask a confident pair of
students to read the first part of the conversation
as far as the example. Say: Number 2. Eliot: g. Ask
students to cross out sentence g in the box.
Check comprehension of the context. Ask: What
is Kylie organizing? Eliot: Her parents' anniversary
party. Ask: What is Leo going to do? Eliot: Ask his
sister to make a cake.
Students work individually to complete the
conversations. Circulate to help with any problems.
Check the answers by asking students to read out
sections of the completed conversations. Drill
difficult words and lines as a class if necessary.
Check comprehension of the rest of the
conversations. Ask: Why doesn't Jasmine have time
to make the cake? Eliot: She's helping Megan move
. house. Ask: What does Leo offer to do? Eliot: Help
Megan move house so Jasmine can make the cake.
Ask: What is Leo doing at the party? Eliot: Playing in
the band.
For exerose 2, put students in groups of three to
practise the conversations. Circulate to help with
any problems.
Ask confident students to act out the conversations
to the class.
As an extension, put students in new pairs. Write
these ideas on the board:
football practice on Saturday morning )(
sister's wedding ,/
meeting at work on Friday afternoon )(
son's sports day'/
beach with friends on Sunday afternoon )(
nephew's birthday party ,/
Brainstorm a conversation with the class to use as a
model and write it on the board, e.g.
A WiUyou be atfootball practice on Saturday morning?
B No, I'm already doing something.
A But the team needs you!
B Well, I'm going to my sister's wedding, so they'll
have to do without me.
Students make more conversations in their pairs.
ANSWERS
1 c
2 9
3 a
4 f
5 e
6 d
7 b
,/
 Are you bored with your job?
Photocopiable p.242
1 Aim: To practise using verb / adjective + p,eposition
2 Activity type: Gapped advert then pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabuLary from Lesson 69 of the
Student's Book by saying a verb or adjective and
eLiciting the correct preposition, e.g. suffer - from,
bored - with.
Give students a copy of the worksheet. Ask: What
kind of text is it? Elidt: An advert.
Teach/Check: culture, volunteer, homesickness.
Explain that students need to compLete the gaps in
the advert with a suitabLe preposition. Ask a student
to read out the first sentence. Elidt: with as the
answer to number 1.
Students work individuaLLy to compLete the text.
Circulate to heLp with any probLems.
Checkthe answers by asking students to read out
sections of the compLeted text.
Check comprehension of the context. Ask: What's
the advert for? Elidt: Volunteers to work in South
America, building and then running a hospital.
Ask: What does Carmen do? Elidt: She's a doctor.
Ask: How did she dedde to apply? Elidt: She talked to
her friends and family. Ask: Why did Joshua find the
job difficult atfirst? Elidt: He was homesick.
For exerdse 2, put studentsin pairs. Ask a confident
pair to read the example. Students continue
asking and answering the questions in their pairs.
Encourage them to give more information, as in the
example. Circulate to help with any problems.
Ask confident students to report back about their
partner in a short feedback session.
ANSWERS
Exercise 1
1 with 2 about 3 in 4 in 5 of 6 about 7 to
8 with 9 for 10 of 11 from 12 to 13 from 14 at
15 for 16 to
Exercise 2
Sample answers
A Are you worried about your exams?
B No, not really. I've worked really hard this year.
A Are you afraid of new challenges?
B No, not really. I think I'm quite ambitious.
A Are you bored with your usual routine?
B Yes, I am. I would love to go travelling for a year.
A Have you ever taken part in a summer school?
B Yes, I have. I took part in a course on art history last year.
A Have you ever suffered from homesickness?
B Yes, I have. I felt very homesick when I first worked as an au pair in
the USA.
A Have you ever applied for a job or a course abroad?
B Yes, I have. I applied for ajob as an engineer in Australia.
288
If the farmer hadn't given me
a lift, ...
Photocopiable p.243
1 Aim: To practise using the third conditional
2 Activity type: Gapped story then re-telling key events
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the rules for using the third
conditional by referring students back to exerdse 2
in Lesson 70 ofthe Student's Book.
Give students a copy of the worksheet. Explain
that it shows Dan and what happened to him last
week. TeLL students they need to put the verbs into
the third conditional to complete the story. Ask a
student to read out the first three sentences.
Elidt: If I had posted it, I wouldn't have gone to see
her. as the answer to numbers land 2.
Students complete the exercise, working
individuaLLy. Circulate to help with any problems.
Check the answers by asking students to read out
sections of the completed text. Write the correct
answers on the board, so that they can check their
speLling. Drill the pronunciation of the sentences to
encourage fluency with the third conditional forms.
Check the order of events in the story. Ask confident
students to say sentences to summarize what
happened, e.g. The man forgot to post his sister's
present. He drove to her house. He nearly hit a deer. He
drove into a field. He got out of his car and got lost. He
arrived back at his car. Afarmer gave him a Lift.
For exerdse 2, put students in pairs. Ask them to
look at the pictures. Explain that they are going to
re-tell the key events in the story by linking pairs
of sentences and using the third conditionaL. Focus
attention on pictures and cues for la and b.
Elidt: If Dan had posted his sister's present, he
wouldn't have gone to see her. Say: Pictures 2a
and b. Elidt: If the deer hadn't run in front of the
car, Dan wouldn't have driven off the road. Drill the
pronunciation as necessary.
Students continue the task, working in their pairs.
CircuLate to help with any problems.
Check the answers by asking students to re-tell the
key events of the story to the class.
ANSWERS
Exercise 1
1 had posted 5 wouldn't have got
2 wouldn't have gone 6 'd walked
3 hadn 't been 7 hadn't given
4 would have worked 8 would have stayed
Exercise 2
1a/b If Dan had posted his sister's present, he wouldn't have gone to
see her.
2a/b If the deer hadn 't run in front ofthe car, Dan wouldn't have
driven off the road.
3a/b If Dan hadn't been in a big field, he would have been able to use
his mobile phone.
4a/b If he'd walked along the road, he wouldn't have got lost.
5a/b If a farmer hadn't given him a lift, he would have stayed in the
field for days.
 I don't regret it We're having a party!
Photocopiable p.244 Photocopiable p.245

1 Aim: To practise talking about regn~.ts 1 Aim: To practise writing and responding to invitations
2 Activity type: Reading a text then information gap 2 Activity type: Gapped texts then guided writing
3 Time: 20 minutes 3 Time: 20 minutes
4 Instructions: 4 Instructions:
Make one copy of the worksheet for every two Make one copy of the worksheet for each student.
students. Cut the worksheets in half. Give students a copy of the worksheet. Explain that
Briefly review the language of regrets by referring it shows an invitation to a party and two responses.
students back to the Language note in Lesson 71 of Students need to complete the texts with the words
the Student's Book. in the box. Point out that there are two words they
Put students in A/ B pairs. Assign the role of Aor B don't need. Ask a student to read out the first
to each student. Hand out the corresponding half of sentence of the invitation. Eliot: having as the
the worksheet. answer to 1. Students cross out having in the box.
Explain that Aand Bstudents each have a text and Students work individually to complete the texts.
true/false questions about different people. In each Circulate to help with any problems.
text, the person is talking about their past, and their Check the answers by asking students to read out
wishes and regrets. Ask students to read the text to sections of the completed texts.
themselves and answer the true/ false questions. Check comprehension of the contexts. Ask: Who's
Circulate to help with any problems. Don't check the having a party? Eliot: 8jom and Maya. Ask: When
answers until they have completed exerose 2. is it? Eliot: 15 August. Ask: Are Dagmar and Peter
For exerose 2, demonstrate the activity by writing going? Eliot: Yes, they are. Ask: Why can'tBen and
the first part of A's gapped text on the board: Joe Eliza go? Eliot: They're going to afriend's wedding.
didn't work hard at school. As a resuLt, he got ajob For exerose 2, ask students to read through the cues.
in _ _ . Focus attention on A's first question and Explain that they will write one invitation and two
on the example. Then focus attention on the gap responses. With weaker students, elicit the wording
and ask A's second question. Where was his first job? . fo'r the invitation with the who'le class and write it on
Elicit the information from a Bstudent: In a factory. the board as a model (see Answers belo'w).
Get an Astudent to write the missing words in the Give students time to write their texts. Circulate to'
sentence on the board. The Astudents then write the help with any problems. Alternatively, ask students
information in the correct place on the worksheet. to do' the writing task for ho'mewo'rk.
Students continue asking and answering in their pairs
ANSWERS
to complete the texts. Remind them to help each Exerdse 1
other with spelling and not to look at each other's 1 having 2 pleased 3 forward 4 love 5 invitation
worksheets. Circulate to help with any problems. 6 afraid 7 make
Check exerdse 1 by asking Aand then B students to Exerdse 2
read out their statements saying whether they are Sample answers
true or false. For exerose 2, ask students to read out Invitation
Birthday Party
the completed texts to the class. I'm having a party on 8July (8 for 8.30). I'd be very happy if you could
join me.
ANSWERS Looking forward to seeing you.
Exerdse 1 David
Student A RSVP: 0117 496 0532/ david45@wizz.com
1 F 2 T 3 4 F 5 T 12 Green Street, Bristol, BSS 7DK
Student B Response 1
1 F 2 T 3 T 4 T 5 F To: david45@wizz.com
Exerdse 2 Subject: Party invitation
Student A Dear David
Joe didn't work hord at school As a result, he got ajob in ofactory. He Thank you for your invitation . I'd love to come.
got married when he was twenty-two and they had two children. Then Looking forward to seeing you on the 8th.
he went to college and worked nights in a supermarket. He wishes he had All the best,
worked harder at school and that he had left with more qualifications. Claudia
He doesn't regret his early life because his family is the best thing in Response 2
his life. 67 Broad Street
Student B Bristol
After university, Helen travelled around the world. She didn't have any 1st July
money. As a result, she worked in bars and restaurants. She did this for Dear David
about twelve years. Then she came home and gotajob in a bookshop. Thank you very much for the invitation to your birthday party. I'm
She wishes she had found a betterjob before and that she had bought a afraid I'm going to be on holiday that week.
house when she was younger. She doesn't regret her early life because I hope the party goes well. Sorry I won't be able to make it.
she did mony amazing things and met many interesting people. Best wishes
Henri

289
/
(
 Travelling by air
Photocopiable p.246 J
1 Aim: To practise the vocabulary of air trav,el
""
2 Activity type: Gapped story then numberifig and
re-telling
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
. Briefly review the vocabulary from Lesson 73 of the
Student's Book by getting students to brainstorm
words and phrases associated with air traveL.
Give students a copy of the worksheet. Explain that
they are going to complete a story about a man
caLLed Adam and a flight he took. Ask a student to
read the first sentence, including the example.
Say: Number 2. Elidt: checked in. Remind students to
cross out checked in in the box.
Students work individually to compLete the story.
Circulate to help with any problems.
Check the answers by getting students to read
out completed sections of the story. Drill the
pronunciation as necessary.
For exerdse 2, focus attention on the pictures and
explain that they show the main events in Adam's
story. Ask: Which is picture 1? Elidt: g. Say: Picture
2. Elidt:f. Give students time to put the pictures in
the correct order. Then check the answers.
Put students in pairs. Write: First Adam ... on the
board. ELicit the full sentence for the first picture:
Hrst Adam went to the wrong terminal. Then ask a
student to describe the events for the second picture.
Elidt: Then he went to security. They took everything
out of his bag and he was there for an hour. Students
take it in turns to continue the story in their pairs.
Circulate to help with vocabulary and ideas.
Check the answers by asking students to re-teLL
sections of the story to the class.
As an extension, students take it in turns to talk
about what usuaLLy happens at an airport, e.g. You
go to the correct terminal. Then you check in at the
check-in desk.
ANSWERS
Exerdse 1
1 terminaL 2 checked in 3 boarding 4 passport
5 security 6 checked 7 Lounge 8 gate 9 boarded
10 Luggage 11 Locker 12 passengers 13 fasten
14 attendants 15 took 16 pilot 17 cabin 18 Landed
Exerdse 2
19, 2f. 3b, 4c, 5h, 6a, 7i. Se, 9d
Sample answer
First Adam went to the wrong terminal. Then he went to security. They
took everything out of his bag and he was there for an hour. Then he
went to the departure Lounge, but his flight was deLayed by two hours.
When he got on the pLane, he put his Luggage in the overhead Locker,
but it feLL on his head. Then his seat beLt was broken so he had to move
seats. The man next to him didn't stop taLking. Then there weren't
enough meals for him, so he had to have a cheese sandwich. Then the
weather was reaLLy bad. FinaLLy, the pLane Landed, but the man from the
pLane took the last taxi.
290
I Do ~ou
know what the capital of
Thallandis?
Photocopiable p.247
1 Aim: To practise using indirect questions
2 Activity type: Rewriting questions then cued questions
.
and answers
3 Time: 15-20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the rules for using indirect questions
by referring students to exerdse 2 in Lesson 74 of
the Student's Book.
Give students a copy of the worksheet. Explain that it
shows a quiz with eight questions. Focus attention
on the example. Ask two students to read the direct
question and the indirect equivalent. Say: Number 2.
Elidt: Do you know what people often call New York?
Don't elicit any answers to the questions at this stage.
Students complete the exercise, working
individuaLLy. Circulate to heLp with any problems.
Check the answers by asking students to read out the
indirect questions.
Put students in pairs. Ask a student to read the question
in number 1. ELicit a range of answers until you get
the correct one (see Answers below). Remind students
they can say: I'm not sure. if they don't know the answer.
Students ask and answer the questions in their pairs.
Circulate to help with any problems.
Check the answers by asking students to ask and
answer across the class.
For exerdse 2, put students in new pairs. Explain
that they are going to ask and answer questions
about their teacher. Briefly review the rules for
yes/ no questions by referring students to exerdse 4
in Lesson 74 of the Student's Book.
Ask a confident pair to read out the example. ELicit
the question for the next cue. For weaker students,
elicit all the questions in the same way.
Give students time to ask and answer in their pairs.
Circulate to help with any problems.
Students ask and answer across the class. Give them
true answers if you want to.
ANSWERS
Exerdse 1
1 Do you know what the capitaL ofThaiLand is? (Bangkok)
2 Do you know what peopLe often caLL New York? (the Big AppLe)
3 Do you know where Ayers Rock is? (AustraLia)
4 Do you know when Neil Armstrong Landed on the moon? (1969)
5 Do you know who was the first President of America? (George
Washington)
6 Do you know what is the Longest river in the worLd? (the River Nile)
7 Do you know where the British Prime Minister Lives? (Downing Street)
8 Do you know what ALexander Bell invented? (the teLephone)
Exerdse 2
Do you know if/whether our teacher Likes sport?
Do you know if/whether he / she comes from this town?
Do you know if/whether he/ she is married?
Do you know if/whether he / she can sing?
Do you know if/whether he/ she has a car?
Do you know if/whether he / she Listens to classicaL music?
Do you know if/whether he / she has been to the USA?
Do you know if/whether he/she has worked atthis schooL for a Long time?
 He wants to know when the Can I have a word?
party is , Photocopiable p.249
Photocopiable p.248

1 Aim: To practise passing on messaget 1 Aim: To practise discussing problems

2 Activity type: Information gap then guided writing
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for every two
students. Cut the worksheets in half.
Put students in AI B pairs. Assign the role of Aor B
to each student. Hand out the corresponding half of
the worksheet.
Explain that Aand Bstudents have messages for
different people: A-Tom my; B-Tessa.
Demonstrate the activity by copying the top part of
A's table onto the board. Ask a Bstudent: Message 1.
Who is the caller? Elidt: Ben. Ask: What does he want
to know? Elidt: If/Whether Tommy wants to go to the
theatre on Saturday afternoon. Tell an Astudent to
write notes in the correct place on the board.
Ask: What's Ben's problem? Elidt: He can't make
Saturday evening. Tell an Astudent to write notes in
the correct place on the board.
Students take it in turns to ask and answer and
complete the information in their tables. Remind them
to help each other with spelling and not to look at each
other's worksheets. Circulate to help with any problems.
Check the answers by asking first Aand then B
students to read out their information.
For exerdse 2, write the first gapped message for
Student Aon the board. Ask an Astudent to use
the information from their table to complete the
message (see Answers below).
Students write their messages from the information
in exercise 1. Circulate to help with any problems.
Check the answers by asking students to read out the
messages for Tommy and Tessa.
ANSWERS
Exerdse 1 Student A
1 Ben if/whether Tommy he can't make Saturday
wants to go to the evening
theatre on Saturday
afternoon
2 Anna when's Tommy's party she's forgotten the date
Student B
1 Leo if/whether Tessa he can't make Saturday
wants to go to the
cinema on Friday
2 Carmen when's Tessa's dinner she's forgotten the time
party
Exerdse 2 Student A
1 Ben phoned. He / ~ wants to know if/whether you want to go to
the theatre on Saturday afternoon because he can't make Saturday
evening.
2 Anna phoned. He/She wants to know when your party is because
she's forgotten the date.
Student B
1 Lea phoned. He/~ wants to know if/whether you want to go to
the cinema on Friday because he can't make Saturday.
2 Carmen phoned. He/ She wants to know when your dinner party is
because she's forgotten the time.
2 Activity type: Paired dictation then pairwork
3 Time: 15 minutes
4 Instructions:
Make one' copy of the worksheet for every two
students. Cut the worksheets in half.
Put students in AI B pairs. Assign the role of Aor B
to each student. Hand out the corresponding half of
the worksheet.
Ask students to identify Judy and MeL. Ask: Where
are they? Elidt: At work/in an office. Explain that
each student has only half of the conversation.
Demonstrate the activity by getting an Astudent to
read hisl her first line. Get a Bstudent to write the
missing sentence on the board. The Bstudents then
write the line in the correct place on the worksheet.
Students read their relevant parts and their partner
writes down the missing lines in the same way.
Remind them to help each other with speLLing and
not to look at each other's conversations as they do
the activity. Circulate to help with any problems.
When they have finished, students put their worksheets
together to check the wording and spelling.
Students read the conversation across the class. Drill
,difficult words and lines as a class if necessary.
For exerdse 2, put students in new pairs. Ask a pair
to use the cues to start the conversation. With weaker
students, elicit and write the whole conversation
on the board as a model (see Answers below).
Then rub it out and ask students to make a similar
conversation. Circulate to help with any problems.
Ask confident students to act out their conversations.
ANSWERS
Exerdse 1
Student A
1 Sure. What's on your mind?
2 Change the time? I hope you realize that won't be very easy.
3 All right. I'll see whatI can do.
4 That's OK, I understand the situation, butI wish you'd told me sooner.
S Don't worry. You'll know next time.
Student B
1 Can I have a word?
2 I wonder if we can change the time of the meeting on Friday.
3 I know, but I have to visit my child's school. It's the only time I can go.
4 Thanks. I really appreciate it.
S That's fair enough. Thanks again.
Exerdse 2
Sample answer
A Hello. Can I have a word?
B Sure. What's on your mind?
A Can I change the time ofthe meeting on Wednesday?
B I hope you realize that won't be very easy.
A I know, but I need to visit someone in hospital and it's the only
time I can go.
B All right. I'll see what I can do.
A Thanks. I appreciate it.
B That's OK, I understand the situation, but I wish you had told me
sooner.
A That's fair enough. Thanks again.
B Don't worry. You'll know next time.

291
I Personal finance
Photocopiable p.250

1 Aim: To practise the vocabulary of personal

..,.
finance
, I!!II He said he'd pick her up at eight
Photocopiable p.251

1 Aim: To practise using reported speech

."
2 Activity type: Gapped texts then pairwork '
3 Time: 15 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Briefly review the vocabulary from Lesson 77 of the
Student's Book by asking students to brainstorm
vocabulary related to personal finance.
Give students a copy of the worksheet. Explain that
it shows a page from an Internet site on personal
finance. The texts are queries from people with
financial problems and answers from online experts.
Ask a student to read the first two sentences.
Elidt: cash machine as the answer to number 1. Tell
students to cross out cash machine in the box.
Students work individually to complete the texts.
Circulate to help with any problems.
Check the answers by getting students to read
out sections of the completed texts. Drill the
pronunciation as necessary.
Check comprehension of the contexts. Ask: What's
Annie's problem? Elidt: There isn't a bank in her
village. Ask: What advice is she given? Elidt: To open
an Internet account. Ask: What's Max's problem?
Elidt: He never has any money by the end of the
month. Ask: What advice is he given? Elidt: To be
paid weekly and to spend less. Ask: What's Paula's
problem? Elidt: She's saving up for a motorbike and
it's taking a long time. Ask: What advice is she given?
Elidt: Not to get a bank loan and to put her money in
a good savings account.
For exerdse 2, put students in pairs to ask and
answer the questions. Circulate to help with any
problems.
Elicit a range of answers to exerdse 2 from the class
in a short feedback session.
ANSWERS
1 cash machine
2 withdraw
3 bills
4 direct debit
5 transfer
6 salary
7 paid into
8 employer
9 essentials
10 check
11 spend
12 luxuries
13 can't afford
14 saving up
15 loan
16 interest rate
17 savings
18 ea rn interest
2 Activity type: Reporting sentences then information gap
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for every two
students. Cut the worksheets in half.
Briefly review the rules for using reported speech by
referring students back to exerdse 2 in Lesson 78
of the Student's Book.
Put students in AI B pairs. Assign the role of Aor B
to each student. Hand out the corresponding half of
the worksheet. Focus attention on the pictures and
ask students to identify Marek and lily.
Explain that Student Ahas Marek's lines and Student
B lily's. Tell students to report what their character
said. Focus attention on the examples for sentence 1.
Students write the words in bold as reported
speech in their notebook. Circulate to help with any
problems. Don't check the answers until students
have completed exerdse 2.
For exerdse 2, put students in pairs. Demonstrate
the activity by writing the first line of Student A's
gapped text on the board. Ask a Bstudent: What did
Lily say in picture 1? Elidt: She said she would see him
on Saturday evening. Tell an Astudent to write lily's
actual speech in the gap on the board: I'll see you
on Saturday evening. The Astudents then write lily's
original words in the correct place on the worksheet.
Students continue reporting the speech in their
pairs and completing the conversations with the
original words. Circulate to help with any problems.
Check the answers to exerdse 1 by asking students
to read out the reported lines of the conversation.
Check the answers to exerdse 2 by asking students
to read out the original words.
ANSWERS
Exercise 1
Student A
1 Marek said (that) he'd pick Lily up from her house at eight.
2 He said (that) he'd been shopping and he'd missed his bus.
3 He said (that) he wouldn't be late ever again.
4 He said (that) he had bought something for her.
5 He said (that) he loved her and he wanted to marry her.
Student B
1 Lily said (that) she would see Marek on Saturday evening.
2 She said (that) she'd been ready for ages.
3 She said (that) she was really fed up with him.
4 She said (that) she didn't want anything from him.
5 She said (that) of course she would marry him.
Exercise 2
1 Marek I'll pick you up from your house at eight
Lily Great! I'll see you on Saturday evening!
2 Lily You're late! I've been ready for ages.
Marek I'm sorry! I went shopping and I missed my bus.
3 Lily I'm really fed up with you.
Marek I'm sorry. I won't be late ever again.
4 Marek I bought something for you.
Lily Hmm. I don't want anything from you.
5 Marek Ilove you and I wantto marry you.
Lily Oh. All right. Of course I'll marry you.

292

...L ,.", .... . " .......

 Identity theft
Photocopiable p.252
1 Aim: To practise reading about a pro"lem
,
2 Activity type: Ordering events in a story then
reporting who said what
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy ofthe worksheet. Focus their
attention on the pictures and ask students to
identify them. Elidt: wallet, identity card, credit card.
Teach/Check: subway (American English for
Underground), canceL a credit card, to conned (one
event to another), to find out the truth, a computer
database, to deLete.
Give students time to read the text. Circulate to help
with any problems.
Focus attention on the sentences in exerdse 1.
Explain that students need to put the sentences in
the order of the story. Ask a student to read out the
example. Say: Number 2. Elidt: His manager accused
him of shopLifting.
Students complete the exercise, working
individually. Circulate to help with any problems.
Check the answers by asking students to read out the
sentences in the correct order.
For exerdse 2, briefly review the Language note in
Lesson 79 in the Student's Book. Put students in
pairs. Ask two students to read out the examples.
Students then take it in turns to report the sentences.
Check the answers by asking students to report the
sentences.
ANSWERS
Exercise 1
1 Somebody stoLe Jason's wallet
2 His manager accused Jason of shopLifting.
3 Jason Lost his job in a department store.
4 Jason appLied for a Lot of different jobs.
5 Jason Lost his job in a supermarket.
6 His manager accused Jason of burglary.
7 The poLice toLd Jason his identity had been stoLen.
8 The faLse information was deLeted from his fiLe.
Exercise 2
1 Jason said (that) his wallet had contained $20, his driving Licence,
a credit card, and an identity card.
Jason toLd the poLice (that) his waLLet had contained $20, his
driving Licence, a credit card, and an identity card.
2 The manager ofthe department story said (that) he'd found out
that Jason had been arrested for shopLifting.
The manager of the department story toLd Jason (that) he'd found
out that Jason had been arrested for shopLifting.
3 Jason said that the story wasn't true and (that) he'd never been
arrested.
Jason toLd his manager that the story wasn't true and (that) he'd
never been arrested.
4 The manager ofthe supermarket said (that) he'd read in Jason's
fiLes that he'd been caught for burgLary.
The manager ofthe supermarkettoLd Jason (that) he'd read in
Jason's fiLes that he'd been caught for burgLary.
5 The poLice said (that) they'd once arrested a criminal.
The poLice toLd Jason (that) they'd once arrested a criminal.
6 The criminaL said (that) his name was Jason Pine.
The criminaL toLd the poLice (that) his name was Jason Pine.
293
I'd like to withdraw some money
Photocopiable p.253
1 Aim: To practise expressions for conducting activities
atthe bank
2 Activity type: Choosing the correct words then
pairwork
3 Time: 20 minutes
4 Instructions:
Make one copy of the worksheet for each student.
Give students a copy of the worksheet. Focus on the
photo. Ask: Where are they? Elidt: In a bank.
Teach/Check: current account. Ask a student to read
out the first line and elicit the answer for number 1:
Cashier.
Students work individually to complete the task.
Circulate to help with any problems.
Check the answers by asking students to read out
the conversation. Drill difficult words and lines as a
class if necessary.
Check comprehension of the context. Ask: What does
the customer want to do? Elidt: She wants to pay a
cheque into her savings account, withdraw some cash
from her current account, and apply for a Loan.
Put students in pairs to practise the conversation.
For exerdse 2, put students in new pairs. Ask
a confident pair to use the first idea to start a
.conversation, e.g.
A I'd Like to withdraw some money from myaccount.
B CertainLy. How much wouLd you like?
With weaker classes, go through all the cues in the
same way (see Answers below). Students work together
to make new conversations. Remind them to swap roles
each time. Circulate to help with any problems.
Confident students act out their conversations to the
class.
ANSWERS
Exercise 1
1 Cashier 2 do 3 CouLd 4 into 5 cash 6 else
7 I'd Li ke 8 have 9 seat 10 with
Exercise 2
SampLe answers
A I'd Like to withdraw some money from myaccount.
B CertainLy. How much wouLd you Like?
A 50 pLease.
B Here you are and here's your receipt.
A I'd Like to appLy for a Loan.
B You'LL have to speak to one of our advisers about that.
A Oh, I see.
B If you take a seat over there, somebody wiLL be with you shortLy.
A I'd Like to set up a direct debit.
B CertainLy. I'lL give you a form to compLete.
A I'd Like to transfer some money abroad.
B How much wouLd you Like to transfer?
A 500, pLease.
B One moment, pLease. I need to speak to my manager about that.
A I'd Like to get some financiaL advice.
B You'LL have to speak to one of our advisers about that.
A I'd Like to open a new account.
B Yes, of course. What type of account wouLd you Like?
(

Review 41-48 .'\
1 1 turn, up 2 fill in 3 take, off 4 PiCk. up
6 Get on
2 1 unkind 2 impolite 3 untidy 4 disloyal 5 dishonest
6 insensitive 7 unreliable 8 impatient
3 1 is produced 2 are polluted 3 were made 4 were carried
5 has been studied 6 has been hit 7 will be needed
8 wi II be used
4 1 might 2 shouldn't 3 might not 4 should
5 might 6 should 7 shouldn't 8 might not
S a2 b4 c5 d7 e3 f6 gl
6 1 I hear that Martina is getting married.
2 Apparently Kazuki has got a new girlfriend.
3 I understand Lyn is working in Vietnam .
4 It seems that Danny likes his new job.
5 Jing tells me that she's buying a flat.
7 1 e 2 d 3 f 4 a 5 b 6 c
Review 49-56
1 1 groom 2 registry office 3 honeymoon
4 reception 5 bride
2 1 degree 2 campus 3 lectures 4 graduated 5 ceremony
3 1 Did you send a postcard to your dad?
2 Will you email the report to the boss tonight?
3 Have they shown you their photos?
4 I've lent Stefan my lecture notes.
5 Do you give presents to friends at Christmas?
6 We posted Patricia a card from Canada.
4 1 haven't been waiting 2 Have you been working
3 haven't been sleeping 4 've been studying
S 1 driven 2 been driving 3 been learning
4 learned 5 written 6 been writing
6 1 In a church (in Athens).
2 To symbolize that they are married.
3 The guests.
4 The guests attach money to the bride's dress.
5 Breaking plates on the floor.
7 1 d 2 c 3 e 4 b 5 a
a a 5 b 2 c 1 d 4 e 3 f 6
9 1 b 2 a 3 b
Review 57-64
1 a make a phone call, a drink, a mistake
do the housework, a course, judo
2 1 travelling 2 to move 3 to finish 4 smoking
5 going out 6 to study
3 1 can't 2 won't 3 could 4 must 5 won't be able to
6 had to
4 1 I can smell fish cooking.
2 There was a man selling ice cream.
3 Can you hear a mobile phone ringing?
4 I saw a woman wearing a blue dress.
5 There are two people sitting by the river.
6 We watched some children playing football.
S 1 spy / adventure films
2 Bond tries to save the world from disaster.
3 a He's a (fictional) spy.
b The writer / author of the James Bond novels.
c The actor who starred in Die Another Day.
d The director who directed Die Another Day.
4 North Korea, Hong Kong, Cuba, and London.
5 The special effects.
6 $150,000,000
6 1 mean 2 looks 3 saying 4 afraid 5 that
6 unfortunately
!/
7 1 Would you like to see a film tonight?
2 I don't really feel like going out tonight .
5 turn, off 3 Do you fancy having a drink on Monday?
4 I'm sorry, I can't manage Monday.
5 Why don't we try that new club?
6 I don't really want to go.
Review 65-72
1 a 1 team 2 pitch 3 racket 4 score 5 referee 6 throw
2 1 with 2 for 3 in 4 about 5 of 6 to
3 1 that 2 which 3 that 4 who 5 who
4 1 Moscow is a place that we'd like to visit.
3 The man who you met is my father-in-law.
4 Homework is something which no one likes doing.
S 1 If Suzi had taken her umbrella, she wouldn't have got wet.
2 If we'd had breakfast. we wouldn't have been hungry.
3 If I hadn't felt ill, I wouldn't have gone to the doctor's.
4 If they hadn 't arrived late, they wouldn't have missed the
meeting.
5 Ifit'd been a nice day, we wouldn't have stayed at home.
6 1 F(He's already fifty.)
2 F (He wishes he'd done more with his life.)
3 T
4 T
5 T
7 1 I promised to meet Jing tomorrow.
2 I don't want to let Sheila down .
3 I'm already doing something tonight.
4 You'll have to do without me.
a 1 having 2 join 3 forward 4 invitation 5 make 6 best
Review 73-80
1 a6 b2 c8 dl e5 f7 g3 h4
2 1 e 2f 3 a 4 d 5 b 6 c
3 1 Do you know where Timbuktu is?
2 I wonder how old Anita is?
3 Do you know whether Sam speaks Arabic?
4 I wonder if it will snow tomorrow.
5 They don't know where Jamal works.
6 We'd like to know what time the film starts.
7 I can't remember what his name is.
8 Mike wants to know if you're leaving.
4 1 Marcus said he'd left his job at the factory.
2 He said he wasn't working now.
3 He said he'd decided to go back to university.
4 He said he was going to study business.
5 He said he wanted to have his own company.
6 He said I could work for him.
7 He said he'd pay me a lot of money.
5 1 rang 2 whether 3 tickets 4 come up
5 make 6 called 7 would 8 if
9 because 10 meeting
6 1 f 2 d 3 b 4 e 5 c 6 a
71d2c3a4b
8 1 cashier 2 customer 3 cashier 4 customer 5 cashier
6 cashier
295