Er Inter Teacher Notes
Er Inter Teacher Notes
Er Inter Teacher Notes
..tt
English
sult
Intermediate Teacher's
Book
English
sult
Annie McDonald& Mark Hancock
wi*r RachelGodfrey
Contents
Introduction
Student'sBook contents
Teacher'snotes
Unit I
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit I
Unit 9
Unit 10
Unit U
Unit U
SBPairwork
SBGrammar Bank
SBIregular verbs
SBPronunciation
SBAudio scripts
>>p.iii
>>P.2
>>p.6
>>pr6
>>P-26
>>p36
>>P46
>>P55
>>p.66
>>P76
>>P.86
>>P.96
>>p.ro6
>>p.u6
>>p.rz6
)> pr35
>>p.48
>>P.149
>>P.150
>>p.r6o
Unit tests
Testskey
>>p.r6z
>>p.r86
Context
-r this lesson,studentspractisetalking about therr family. f rrer.:;
= n d ne i o h h n r
r vc
: . ..
:,":
Preview
language
address
forms:Mr ,ii
Focus
words
Recognition
vocabulary
words:bolcony,
remarried,secretly,
baggage,
complicoted,
secretary,
trumpet
related
Dhrases:
to....Whata mess!
Recycled
ianguage
words:ount,boss,boyfriend,complarn,divorced,
Jlotmate,
porents,teenoge,uncle
friend,married,netghbour,
's
grammat:presentsimple,personolpronouns,possessive
-anguage note
' . lessonrncludesvocabulary for family members.Students
nit
Focus
grammar sub jectan do bjec t ques t ic
a'r.^s
:='-..'. :.:.,',.:
' 'ip
irrc l:norr:op
merk<
opnder
drciinrtrnn
t/lilre
(n:nrch\
?reparation
-.::: some mono or bilingual dictionaries to classto show
::rnind students how transcriptions can help them with
: --:.unciation for exercisez. Look at the mind map in exercise 5
',-:u can monitor and help students understand how it works.
-
',rrtarmer
:,:: the following words at random on the board: what, how,
':.- n1any,where,why, name, Iive,
Jrom, old, brothers.Students use
-. '.'.'crdsto make questions for you to answer. Put students into
: ,: :l ask and answer similar questions and to make a note of
- =.: :artner's answers. WrlIe His Her name is ... on the board and
/
'
-:: s:udents to introduce their partner using their notes. Ask
- : .: :'.vo follow-up questions, using the people and reiationships
-,: ^-ary above (seeRecycledlanguage).Encouragestudents to
: r __:iv-upquestions.
: ,:.'.i' to talk about the people in your lfe on the board.
:' :'.'::-end).widower
T6
F :fi me
h e <n 't
fT\
subjectquestionsand object
c Grammar
questions
Write Tom loves... from the grammar box on the board and
elicit the answer for the blank (Wanda).Ask students which
word is the verb and label it. Ask about the subject and object of
the verb and labei them. Direct students to the grammar box.
Point out the column headings for each part ofthe sentence.
Go through items z-6 as a class.
2 Ray 3 Wanda
4 Wanda
5 Fatima
6 Tina
T7
1A
Studentperformance
Studentsshouldbe ableto askand answeraboutfactualpersonal
information.
Youcan usethis checklistto monitorand eivefeedbackor to asses
students'performance.
Dostudentsusethreeor morefamilvwords?exercise
5
pronounce
family
words
Dostudents
clearly
enough
to be
exercise
5
understood?
I can talk about the people in my life.
Direct students to the self-assessmentbar. Ask them to flnd more
examples in their book (at the end of each lesson).Explain that
marking the bar after each lesson will help them see how they are
making progress and to decide ifthey need extra practice.
Copy the bar onto the board, and guide students towards a general
idea of what the different positions mean here, e.g.students tick
very easilylf they asked three questions about each person without
Iooking at their notes; on my own if they looked at their notes
occasionaily; with somehelp if they looked at their notes before asking
every question; with a lot of help if they read the example questions
in exercise15,Monitor and help students mark their position.
Encouragethem to think about what they can rather than can't do.
Early finishers
Students tick vocabulary in Thepeople in my 1fe they plan to study
for homework.
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/ell/teacher/resultfor extra teacherresofirces
l:ntext
- :ris lesson,students talk about different ways of greeting and
. :::essing other people.
-.-: photos
decorating the quiz show various ways of greeting
-.- quiz questions,
:
in How do you meet and greet?invite readers::
'-:.k about greeting customs in their own country.
-'=:ttngsgives phrasesto describedifferent ways of gree:-:.i
l.llture note
-'-
:rp
m2n\/
differcni
mppf
ino
;nd
ore-'
r : . , - . : r: :
- . . :-ling' bod yla ng ua ge ',e.g .t ouc hing, r ' . , 1: ' , : - - r : .
- -: in he:w ere o f n nssrb ledif f er enc esit. - . t : ' : r : . : i- : ' t , , : . t '
::3
Extra help
l_e
I I f l e C C SS ? If.
present
simpleandpresent
continuous
Srammar
kiss,
shakehands,
waysof greeting:
bow,hug,introduce,
wove
:ocusphrases greetings:
Pleased
to meetyou.,Hi.I'm...,Hello.
lecognition
.ocabulary
get someone's
bodylanguage,
lttention, greet,meet,rude
lecycled
anguage
words:acquaintance,
cheek,colleague,frstname,hand,
nephew,
head,lips,
modom,Miss,
Mr,Mrs,Ms,neighbour,
nickname,
niece,shoulder,sir,surname
grammar:
possessive,
andobjectpronouns
subject,
M s n tz
Miss : or Ms z 18.2
^'^
M fs r ttr :tz
l"nguage notes
. ' -:cnuncia tion of Ms can b e nr r z or ir i. / r n Br it ain.I n t he
. -t ls always n rrz.
': rntransitiveverbs in English are reflexivein other languages.
- ..- Spanishrelaxis relajarse(se= reflexrvemorpheme);in Italian
,.eepis addormentarsi(st= reflexivemorpheme).Students
- ::.rnes tran sfe r this to Enplis h.
?reparation
:..: ihe Teachingtip for exercise Look atPairwork 18 to heip
4.
- ients with exerciser3
-
'ivarmer
-:r: s::rdents about placesthey have visited and how people greet
::::. :ther. Encouragestudents to tell stories about meeting people
--:::. a different culture for the first time, and how they felt and
..=::el. Direct studentsto the photos on >>p.8. In small groups,
,:rients guess the nationality or regional origin of the people
' ='i,opean b French c Tfkish d Pakistani/ Afghani
. =..',:can-American
f lapaneseg lapanese).
',':.:e .!bw to talk about greettngcustomson the board.
-.
Readandrespond
M r r r ti' I.' it )
::.C product
- .r:it it all together,students find out about greeting customs in
:::: countries using their notes. In Pairwork on >>p.rz6 and p.r33
-.-:',' :rave information about customs in two countries.
J\r1nnr'_':*
i--::: :: -,'.-::::
Gothrough the instructionsand exar.-.:-es
examplesof peopleon the board,e.g.rte;i.Lct,: -:t*...,
members,
colleagues
at work.Put studentsi:-.:: :a::s :: ::..:-:.ie
the activity and monitor and join in with cc:-.ie:ia::::.: --si
volunteersto tell the classand review vocabu.aa;=: :.:::ssa:-,'
yourselve
s,themseIves: each other
>lonunciation M i s s r n r s
r'r
:ocusgrammar reflexivepronouns:
myself,
yourselJ,
him I herself,
ourselves,
:ocuswords
':"to
link
r,'c::s::::::.:
,.''.., students
gguage
>review
n:.t
llrootinn<
T8
__
i_::;t(-__r-
-..)
^j"'__+
\vrraL
--
:^
rrs rLtrSrLL >d).
--.--
---c-
tn
s:'.::::.:s:: ex:larn rvhy,basedon thelr own experiences
Britishpeoplein differentplacesor watching
3::::-:. rr.ee:Lng
i-:r,s. Jo not commenton answersat this stage.
': ' Readthe instructions.Tellstudentsthat thereis morethan
one answerto someof the questionsand play the audio.PIay
it a secondtime, pausingto give studentstime to make a note
of the answersbeforethey comparein pairs.Go over answers
as a class,encouragingstudentsto comment on anything they
found surprising.
1 a, b, d, e,f, g 2 a kissesa woman on the cheek,shakesa
man'shand;b, c, d sayhello,or goodmorning;e hugsfather,
kissesmother;f hugsor toucheshead 3 c 4 a 5 b, c
(but only to a child),e 6 c 7 a (alIthe othersare rude)
Copythe titles onto the board.Reviewmeaning by asking
maleorfemale,marriedor singlefor eachone.Gothrough the
examplewith the classand put studentsin pairs to continue.
Checkanswers,driliing pronunciationof eachword as necessary.
rr r z = M s 1rr)\ r . /= M rs n rr\t,r(r'=)M r
1B.2Gothroughthe instructionswith the class.Playand
pausethe audio for studentsto follow the example.Continue
with the audio,pausingafter eachsentence.Nominate
severalstudentsto give eachanswer and monitor for correct
pronunciation.Giveextra pronunciationpracticeas necessary.
lMrs
2M r 3M is s 4 Ms 5 M r 6 M s T Mrs 8Mi ss
Extrahelp
TohelpstudentsdistinguishbetweenMissand Ms,point out
and do a mrnrrnalpair drill. Students
the ' and.2''difference
testeachother.
Tn n p r n s - r r d c n t s d .' ;"p'br*-tish
"
G
rb
3 yourself
6 himself
Extra help
- .. .i t'ts to
C r r er c q n o n q pd r r i l S r v a
n l eo f r e '
'" o*ur '_
- c
'. T i.C.n'tgo
continue with the appropriatereflexivepr
I cut it ... SS.. myself T l:. . i '' ::i, :c the
to the hairdresser's.
garage.I couldn'trepairit... SS myself T LVi.; .;-- . -;.. ti'tispte.
We made it ...SSourselves.etc.
the0uestions?
4
Dostudents
answer
exercise
Grammar
Dostudents
usesubject
andobjectpronouns
accurately?
10
exercise
phrases?
of greetings
4
Dostudents
usea variety
exercise
Vocabulary
your,our
subject:I, he possessive:
object:him, her reflexive:herself
Directstudentsto readthe rulesand the exampies.Check
vocabularyas necessary.
Monitor and help as studentsmatch
the sentences
and the rules.Go overanswersas a class.
Rules:1 c (Thesubjectof is and lookafteris the same).
2 a (People
usuallyor often get paintersto paint their houses.
Herethe speakerwants to emphasize
that they,not somebody
else,paintedthe house)
3b
T9
TB
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
Context
-r this lesson,students will practise using the present simple and
:cntinuous to talk about what is happening in a picture
art:5': l
'ex . rm nle
'rerker
lheri
..
q
l et ar
r^) rr , 6r
+^ ^- ^L
LU cdllL
thov rndicatc'hev
\A/)nl
fn
rpcnnnd
u^+
t t t cL^r
r .' *i- -
uul
rlr6
conver sations.
a r e listcn r n p th e v u n d e r sta n d a
fn:
!v
nrrcqiinn
YU LJ !r v r r ,
nr:rc
ctrrnriced
hrr
l Margarita
- - =; - i . '2ThepainterisVeldzquez.
- - ::: : .,-:::
'. . : . ' . - '- :".
( t h e p e o p l e i n t h e m i r r o r ) o -r =:
t j '.: :":-=:
gallerywhoislookingatthe sce..: :.::::. i::
:
r ' l^ e r r
1 5 9 COn Ve fS ati On
Readthe instructions and direct students :: --..: :: *: -; - one or two examples as a class to demonstra:e --:.a :----.-=.'
Students continue individually and compare :n :a-:s -:j{
volunteers for answers and check the class agrees :r:::: :--,-.;
feedback. Students write the numbers in the text.
Language
grammarpresent
Focus
I'mstudying
arthistory
so
simple
andcontinuous:
lspend
...
phrases prepositions
Focus
of position:(absolute)
at theback,in the
Recognition
vocabulary
Recycled
language
Discourse
verbs:believe,
lookat,stand,study,want,watch,work
conversation
markers:
oh,ok,riqht,uh huh?,Well
Language note
-. placein which art is drsplayedis calied a galleryin English,
-: L tmight be ca lleda mu se umin ot her languagesI.n Englis h,
. t , ) rt < pnmr c rallrrrp fersto is a nlac ewher e his t or t c alar t ef ac ts
,:e displayed
!
4
End product
-n Put it all together,students ask and answer questions to identify
:eople in a photo. They have the same photo, but the names of
lifferent people are given.
-:
Extra help
Call the number of a dot for students tc :....
a class.Make sure studentssay the Crr-.' :
Ieft oJ the room. DrIII pronunciation as :: -: i
them to run the words toeether.St,:--.::-:..,
)sk When did you last go to an art gallery?Who with? What did you
:ee?Did you talk about the paintings? Wereyou gtven a catalogue?
-,:Iasit useJul?Why? Why not?
Preparation
Warmer
Vocabulary position
T10
lhp
n-srr:-:r.-ir'r-
neonle
Prrt
t\4/n
orn:rn(
lnoeth-'
2b
3b
4c
5c
6d
7d
8a
9a
tistenfor detail
3a
Extra help
Divlde the class in half to read the conversatj6n elnrrd Therr
then
crrren
Interaction
Grammar
Put students into pairs to tell their partner. Make a note of any
language problems to go over at the end ofthe section.Ask for
volunteers to tell the ciass about their partner.
1l Put students into different pairs. Explain the activity and direct
students to the example. Remind students to pronounce the
third person s and to use to be for the present continuous. Ask
for volunteers to teli the class about their partner.
Extra plus
Students work in small groups.They take turns to say
true/false sentencesabout themselves r-rsingthe present simple
and continuous. The others guess which sentencesare true.
rnlo<
markers?
exercise
l4
Dostudentsuseconversation
simple
Dostudents
usethepresent
andcontinuous
exercise
ll
appropriately?
Vocabulary Dostudents
usedifferent
expressions
forposition?
exercise
6
I can explain who people are.
Students tick on my own if they have given enough information
for their partner to identify most ofthe people in the photo. They
tick with some help if their partner has had to ask another question
about one or two ofthe people.
Early finishers
In pairs, students look again at LasMeninas on >>p.ro. They
imagine they are in an art galiery and have a conversationabout it.
Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
T11 lC
fl
lontext
.:. this lesson, students will practise using phrases to resolve
. -:sunderstandings.
tD
Culture note
l,;understandings can occur when similar words exist in
lang ua ge s,espe cia llywhen a wor d in one language
. . r f , alscfrrerd {,r<,irn ilarwor d wr t h a dif f er ent near inp} i r
- :rent
rher lang ua ge Wh en mi s under s t andingsdo oc c ur .po) r t e n e s s
' .' prlion . ir Fnp lish re nr r ir et h. : t t hc npr c nnwho does nt
' .:erst an d(ra the r tha n the per s on who has per hapsbeen
':.ear or made a mistake) apologrzesand so indirectly asksfor
. .-:,fication.
phrases misunderstandings:
Focus
I meant...,lthought
I don'tunderstand.,
you said...,Oh,I see!,Pordon?,Sorry,
I misunderstood.
Recognition
vocabulary
actually,
carpet,
chatttng,
cognates,
confused,
bunch,
pearI pair,rhyme,
recruit,
falsefriends,fle,flulJlew,height,
weight
strangely,
girlfriend,
greengrocer,
words:ask,colleague,
say
phrases:
of
sounds
thesame
as,theopposite
Recycled
.anguage
!
4
!rd product
.: ?ut it all together,
using
studentswrite two conversations
:.-.:information in Pairwork>>p. tz5 and basedon exercisero.
i.:dents practisethe role play in small groups.
Warmer
misunderstanding
on the boardand elicit or explain the
^';-.'.te
:-:aning. Ask studentsif they have everhad a cross-cultural
:- -sunderstanding
which happenedbecauseof language
:.ierences(eitherin their own country or in a country where a
:.ierent languageis spoken).Ask volunteersto tell their stories
.: : helpthem get their ideasacross.Ask What'sthe bestthingyou
Put studentsinto small groupsto discuss
-,-. do in thesesituations?
from eachgroupto tell the classand take a
-..< a spokesperson
'::e on the bestsuggestions.
';:'-teHow to correcta misunderstandinq
on the board.
Preparation
3a
Students'
answerswill dependon :he:: i-:s: -a:.s;aae
background.
Someexamplesfor Spanrsh.
s:ea-<:::-::--i--=
smoki ng7,2(smoki ng
i s usedas a gerun6.' o;:i ; a: . 3i. . - i
jacketin English);
meanssmoking
large2 (largo',r.5par.rs:.
meanslong in English).
-anguage
pastsimple
andpastcontinuous
tc
Preview
grammar
T12
?
rb
7
5F
6L
7M
8N
9S
10X
11O
Extra help
Studentschoosethe names of three peoplefrom the unit and
spell them for a partner.The partner writes the names and
sayswhat they can remember about the people.
Go through the instructions and point out that, for this
exercise, students work with the full alphabet. Do one or two
examples to check students understand the activity before they
continue in pairs. Ask for answers around the class and give
extra pronunciation practice as necessary.
1c,d,e ,g,p ,t,v
2 j, k
3u, w
4y
5h
5 rode 6 meat
Extra help
Students use audlo script lD.1on >>p.15oand repeat the
activitv in oalrs.
T13 lD
Dostudents
repeat
backwhattheirpartner
says
to confirm
understanding?
exercise
l3
Dostudents
apologize
before
asking
forrepetition
or
clarifi
cation?
exercise
13
PronunciationDostudents
pronounce
theletters
ofthealphabet
clearly?
exercise
9
lnteraction
Additionalmaterial
www.oup.com/elt/result
for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
Orientation
wotd, attachm
ent,boss,
fl ltmote,grcndfather,
photography,personality,secreta
ry,single,yoga
phrases:
Bestwishes,
DearMr...,\'mlooking
forwordto ...
pronouns;
present
simple
ondpresent
continuous
Stammar
words capture,contribute,possi
on
phrases:
generalbackground
discussio
n group,listmembers,
Endproduct
-:i Put it all together,studentswrite a seif-introductionemail of
arout 8o-9o wordsbasedon examplesin the lesson.Theypeer
::view and edit their writing, beforeproducinga seconddraft.
Warmer
--sk students what types of things people write and why. Write
-:eas on the board and add a self-introduction email if necessary.
:licit ideas on the differences between the types oftexts and their
: "lrposes.Do not overcorrect for accuracy at this stage.
Direct students to the photo and ask what they can see.Ask
them to read sentences r-3 and check vocabulary. Students
continue the activity. Check answers.
1 people she doesn't know 2 learn new things
3 attaching a photo with the email
Teaching tip
When you check vocabulary, encouragestudents to guessthe
neaning of the word flrst and elicit ideas.Ask them how they
3uessed,for example, by thinking about the topic of the text
rnd sentence,the position ofthe word in the sentence,etc.
Extra activity
Ask some true/false guestions to check students understand
the text e.g. Wanda works at SafeguardHome Insurance.(T)
'.^/anda'sworking in lapan. (F)
Ask students to read items r-6 and check vocabulary. Read the
instructions and go through the activity with the whole class.
Ask about Wanda's email at the end of the activity, e.g.Does it
contain the inJormation you would expect to fnd? (Yes)
2 my name and how ... 3 my general background ...
4 my interest in ... 5 my hopes for ... 6 goodbye
-:: this section, students think about the audience and purpose of a
::xt. They analyse the organization of an email introduction.
1
Readthe instructions and direct students t: :1: ::::: -'-.:',made in exercise4. Remind them to thir.k ai::: .',-:: --:.:','are
writing to and why. Monitor and help as r'.eceisr:-.-
Content
wouldexpect?
Havestudents
cc,,:':: :': :.: -:s a reader
Otganization
Havestudents
.s:: ; :'::: :i a'icsaidgoodbye?
H a v es t u d e n i.s. a . ' =? . : 'e r , c e a sl o g i c a l l y?
r,l:-
member tc
'.'.'..
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
wwwoup.com/elt/teacher/resultfor extra teacherresources
m T14
Warmer
Rememberwho
Readout or write sentencesr-ro below on the board from Unit r.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answers at the end.
1 lm 24 and single. 2 I calledat your flat today but you wereout.
3 Couldyou work a bit later tomorrowevening? 4 In Britain,shaking
handsis quite common. 5 Who are thosetwo people?
6 Whichonesdo you want? 7 Why don't you comeroundfor
dinner tomorrownight? I I neverintroducemyselJwith Mr and my
surname. 9 That'stheking and queen. l,aI thoughtyou askedme
to wait.
l Wanda 2 Warren 3 Mr Robbins 4 Greg(Brown)
5 Barbara 6 the greengrocer 7 Tina 8 GregBrown
9 the museum guide 10the recruit
Vocabulary
!
4
Grammar
Subjectquestionsan<iobjectquestions 1rrexercisei3
Warm-up: Sayone or two sentencesfrom the exercise,mumbling
the missing word to elicit a question from the students.Review the
grammar box on >>p:7if necessary.
I
2, 3
The peoplein rny life 1A exercrses
Position ,C exercise4
Warm-up: Write the name of a student on the board and ask l4lhere
is he/she?Elicit answers around the class.Monitor for accuracy
and correctif necessary.
Set-up:Go through the instructionswith the class.
2 in front of 3 to the right of 4 at the backof
5 at the front of 6 in the middle of
Follow-up:In pairs, students copy the diagram from Posifionon
>>p.ro and write nine numbers in different places.They exchange
diagrams with another pair who write phrasesdescribingthe
positionof the number.Pairscheckeachother'sanswers.
7
ldisunderstanCingslD exe:cise,0
Warm-up: Direct students to the painting and elicit f,ve words they
think might appearin the text. Write them on the board and ask
studentsto readthe text to seeif they were right.
Set-up:Checkvocabulary in the text as necessary.
2 like 3 shows 4 's wearing 5 's playing 6 seems 7 feel
8 know 9 see 10 'm learning il has
Follow-up:Studentsuse the photos in Pairworkon >>p.rz6 and
>>p.r33.In pairs,they describea personfor a partner to guesswho
it is.
T15 nl
5AOh,Isee
fl
rrguage
thebeforegeographical
names
peopleandplaces:
gender,
environment,
ethnicbackground,
group,nationality,(partof) continent,region,religion
ethnicbackgrounds:
Aymara,Bedouin,
Berber,
lnuit,eIc.
countries,
regions,
continenls:
Bolivia,Central
America,the
MiddleEast,etc.
religions:
Christian,
Muslim, eIc.
re:'
people:beads,
cloth,decorated,
fur coat.headsco,,r.
mud,spear,tattoos,tribe
places:
mountatnrcnges.
ocesrt3.:,
other:a workingclass,ian';
tnird,<
roromanrt
r'l:,
^ - r : _,_* :.- - :
- : ul
r- ^cl r r E,r
rt.r'rt
mountains,traditional
capitallettersfor countries
andplaces
Stammar:presentsimpleand continuous
spe lling
a ndpr onunc iat ion:
c andg ' , r ,, . lz, . r 2A. 3
'-: product
- .;l if all together,students work in small groups and use their
'
-::; to grve a short factuai presentation about themselves and
'=.: rackground.Their presentationis basedon audio script 2A.3
- )> P.151.
Extra activity
?:eparation
--
il'armer
'
,- ..:dents into small groups.Readyour descriptionsof famous
.: r.: f,rrd
ask students to guess who they are. Tell students
'.: .a:h group can askyou questionsor to repeatparts ofthe
- -::::.atron. Seeif students can tell you anything more about the
:': , :. cr place they are from.
- -. --ow to talk about your backgroundon the board.
A,.Ay r t td^r - ^d
T16
Teaching tip
Drawing students' attention to using the same strategiesth:i
they would use in their Lt helps build confldence and increase
motivatron. ]t will also help students to become more selfreliant eventually.
2A.2Tell students they will listen for key words in nine short
descriptions.Go through the instructions and play the audio.
Pause after each description and elicit the photo number. Ask
students to put a tick by their guessesin exercise 4, but do not
comment on this at the moment.
a3
b4
c1 0 d 5
e6
f7
g8
h1
i9
PIay the audio again for students to find one piece of extra
information for each photo. Direct students to audio scdpt 2A.2
on >>p.151to check their answers and the notes they made in
exercise 4.
Extra help
Ask students to underline two new words in each description
in the audio script. In pairs, they look at photos r-ro to see if
they can guessthe meaning before checking in a dictionary.
?
L
8
3 -/-
4-/-
5 -/the
6 -/the
7 -/the
Extra help
Books closed.Chooseflve geographicalnames from exercise
8 and make anagrams- Put students into pairs and set a time
limit for them to write the names on a piece of paper. Pairs
swap pieces of paper and correct each other's answers.
Extra plus
Give students time to study the vocabulary in exercise 8. In
pairs, students take turns to test a partner. Student A says a
category. Student B says a place.
n7 2A
Content
Dostudents
talkaboutmostofthetopicsin People
and
4
exercise
Dlaces?
Grammar
usethepresent
simple
Dostudents
tense
appropriately?
13
exercise
mostlvDronounce
c anda clearlv?
13
Pronunciation Dostudents
exercise
I can talk about my background.
Students tick on my own ifthey have given their presentation
using their notes. They tick with some help if they have looked at
the text in exerciseu occasionallvfor ideas.
Early finishers
Students choosei''r'i
repeatexercrser5
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':' ... t'a gracticeactivities
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-.ttntr\r
fl
Reada newspaperarticle
nY rFoinn
-'
Monitor
Gothroughthe instructionsand checkvocabulary.
and help as studentscontinuethe activity individually.Put
around
studentsinto pairs to compareideas.Elicit suggestions
the classand write suggestions
on the board.Studentscan
referto theseif they needhelp for exerciset7.
::.guage
'r(usSrammar adverbs
offrequency
::<uswords
adverbs
of frequency:always,
usually,
often,quiteoften,
rarely,
hardlyever,
never
sometimes,
ie<ognition
papercut-out,
wards:crowds,
ioned,
stereotypes,
old-fash
(abulary
tourism.well-known.visa
phrases:
hurryup
country
oforigin,
?:<ycled
words:abroad,
attraction,
expect,
foggy,sight,sightseeing,
E'rguage
rs,tourguide,tradition
souveni
phrases:
maybe...
I think...,
I don'tthink...,
gammat:present
simple
books:OliverTWist clothes:raincoats,shoes
famouspeople:Winston Churchill,Karl Marx
food: Chinesefood geography:the south east,abroad
placesthat tourists visit: BuckinghamPalace,the Housesof
Parliament,Big Ben
souvenirs:not mentroned weather:fog
4
."arguage note
:
:....-. . ' :rbsof f r eq ue ncycan be pl. r t eJ ir - . : - , .
- . . sentenced, ep en din gon t he t ' ": : ' i: ' : : . . : . , - l- : : - : - . '- -- - . r . : - - : ' posit ion,be forethe ve rb : : : ' i- r r i , t : l- = ' . ' = : : - ' . r : . : . : - - - t. ,. . . . :
-..redlater in the cour-se
i:.C product
?Lt it all together,students descnbetyprcal or famous things
, - :'lt their country or a region of therr country. They rehearsethe
,::>entation before giving it from memory. The presentationis
:.,:C on audio script 2B.2.
Teaching tip
Reviewthe differentreadingstrategiesstudentshave used.
Point out that beforewe readnewspaperarticles,we normally
usepicturesand skim and scanto get the generalideaof
content,beforereadingin detail.Reflecton how thesestages
haveheipedstudentsgain an understandingof the newspaper
article and commenton their success.
?reparation
-.-:.k aboutclassroomorganizationfor exerciser5.
Warmer
:
-: students into teams and ask for the name of the following
:,':es in London. t The home of the royalfamily? (Buckingham
- : ;:e) z An old palace and prison where the Crown Jewelsare
,.::' (The Towerof London) j Where Charlesand Di were married?
,: .-tul's Cathedral) 4INhere the government sits?(the Housesof
- ,':ament) 5 A famous clock?(Big Ben) 6 Wherepeopleparty on
'. ... 'iear's
Eve?(Trafalgar Square) 7 A ferris wheel with a view of
- .' tcn? (TheLondon Eye) 8 Whereyou can seemodels of famous
.. : :.e? (MadameTussauds)
, -.--.eHow to talk about tourism on the board.
n n r r n +r r r
nf
nrir
- , - . 'g l n .
T18
Extra activity
Put studentsinto groupsto talk aboutstereotyping.AskDoyou
think that all Chinesetouristsbuy exactlythesamethings?What
do peoplefrom your countrydo whentheygo on holiday?
Do theyall go to thesameplace?Do theyall do thesame
things?(SeeCulturenofe.)Ask studentsto dectdeif the article
Chinesetourists.(Notreally,it useswordsand
stereotypes
phraseslike:someof them, hardly ever,sometimes,often,
usually,quite often,rarely.)
5
often
sometimes never
2 after
3 after
Teaching tip
At the end of the activity, point out that sometimes the main
topic is not clear at the beginning of spoken or recordedtexts.
Explain that it's a good idea to ihink about the general idea
flrst, and to continue listening to confirm an idea.
memory.
You can use thrs checklist to monitor and give feedback or to assess
students performance.
Content
Interaction
F
tL
Grammar
talkaboutthreeormoredifferent
topics?
Dostudents
15
exercise
Dostudents
askforrepetition
orclarification
if necessary?
l5
exercise
mostlyuseadverbs
inthecorrect
Dostudents
offrequency
position?
exercise
1l
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-19
!l
How to describeobjects
Srientation
I ::.text
- ---:s lesson,students will practise describing objectsthey don't
.---,'.'thewords for.
- -: rruseum catalogue describesflve artefacts from different
, -:.lries. The names of the atticles have been removed.
: -::cs a-l show different obiects from around the world.
rguage
axus words
material:
leather,
rope
shapeand size:curved,Jlat,
long,narrow,round,wide
partsof an object:handle,side,top (part)
iecycled
anguage
'onunclauon
words:animolskin,baseball
glove,dish,driedgourd,drum,
fshing Jloats,hollow,matdcupandstraw,metalplates,
potatomosher,silver,surface,tube,woodenheadrest
phrases:
insteadof
words:cordboard,
glass,metal,plastic.
china,cloth,container,
square,thin,wood
phrases:
it'smadeof ...,it'sgot ...,it'sused
for ...
wh-question
Srammar:
forms
stress
of prepositions:
What'sit usedfor? h: lt'susedfor
cuttingfruit./fal 2C.1
..anguage note
' :: grammar words (artlcles,conjunctions,and prepositions)like
:. and, or, to, of are usually unstressed.This lessonfocuseson
- ;nstressedforms of for, of,from, an-das when thev :c:-:r .i ::'..
: :f a sentence.
i.i product
- :'.tt it aII together,students,,vork:r.
8r3u9s.-ls-l-.l::.. :i::: s ::.
:: 'lork on >>p.r27to ask questionsand icienttiy ar, c-:.e::.i:le,;
' .'.': rehearseda similar conversationin exercisers.
?reparation
; ..: the Teachingtip afler exercise Familiarize yourself with the
5.
- ,:mation inPairwork, Object A >> p.rz6 and Object B on >> p.r33
" ,: =xerciser4. Take dictionaries to class.
,Varmer
- - - : se an item from photos a-l on >>p.2o. Tell students that you
. .: :ne of these objects when you were moving house recently
: - - :rey have to guesswhich one it was. Put them into two or
-::: teams to prepare five yes/no questions to ask you about the
: =:: Give students these categoriesto think about before they
-.- material,shapeand size,parts ofthe object.Tell them they can
- , iuess after they have asked all their questions.Teams take
-r:: to ask questionsand guessthe object.
: -.=llow to describeobiects on the board.
Readfor detail
In this section,studentsreadshortdescriptions
for gist and detail.
1
Frqhrno
Fln:r<
( \lere
frrn
:nd
(irerar
21 3d 4g
sb
T20
- :'
2C
reed
----'
thc
-..-
de<crir_-----/LIUjl
^*
t-'
:Ul
-L
.ILtr Lld>>
-"^lc
LU BUtr)J
the
nhieei
(rLL VUJLL(.
questions
Dostudents
answer
theirpartner's
appropriately
14
exercise
questions
mostlyanswer
Dostudents
withouta lotof
hesitation?
exercise
10
Dostudents
usedifferent
sizeandshape
wordsto answer
questions?
2
exercise
I can describeobjects.
Studentstick on my own if they have answeredquestionsto
describetheir objectusing their notes.Theytick with somehelp
if they have iooked at the phrasesin the box in exercise9 a few
times for help.
Early finishers
Studentsthink of objectswhich are typical of a placethey know
(eithertheir country or a regionof their country,or another
countrythey know).They make notesand describeand explain
what they are usedfor. Othersin the groupdecidewhich objects
arethe strangest,most useful,or most interesting.
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/resultfor extrateacherresources
to tell an anecdote
**F? -
AYl
fl
- .-::::; '.'.'rllpractisetelling anecdotesusing the
:-: ::!: ::r.tin uo us .
-:: . ---:s:rate the main events in the story Culture
:=: j:r.3n Kerrigan, describescultural mistakes he
.::.^r::.: ',vith his friends in Japan.
: . : .: l:me expressionsare grouped according to three
-=:=:::r^.g
to periods of time, reiating two events or
' ' -:
- :
--....:
tn ti me
and
scnr r encinq
er r ents
: ; s t s im ple
andp a sct o n ti n u o u s
: mephrases:
a bitlater,
a couple
ofyears
ago,aftersome
c,actice,
beforeit gotcold,duringthefrst week,for
a
noment/while,
in theevening,
whenI returned
,,'tords:
chopsticks,
tissue
cultureshock,
phrases:
pleased
blowmy/your
nose,
bowlof rice,feeling
withmyself,
Japanese-style
in public,mynosewasrunning,
words:
shoulders,
beard
pastcontinuous
to describe
a longeractionin
Srammar:
(asked,
progress,
pastparticrples
invited,
regularand uregulor
started,
went,knew,etc.)
time sequencers:
firsttime,then,nexttime,in theend,
youknow,
conversation
markers:
well,oh,uhhuh,anyway,
mmm
;"- f- : Ee notes
'
-::su/f Pre-intermediate,students were introduced to the
:-: and past continuous when a shorter action interrupts
-:.:. Here,the past continuous is also used to set the scene
: :f a story.
:: some languages use durlng to express how long
= took, rather than when it happened, e.g.they might say
:) Franceduring two weeks.
: ,- : tll together,students te1l a partner an anecCoteusing their
- , . ::
-ldents use conversation markers in audio script 2D.1.both
:..,::rs and listeners.
i:eparation
Readan anecdote
Direct studentsto the first box and write the sente:.::-.:: -.::
board.Underlinethe verbsand ask studentsto ice:.: '-,':: =
past simpleand past continuous.Labelboth ter.s='
/r aJmel
T22
i--r:e-p
- -:r-::-
i nltrrl
ininothtr
.,....o.'..
: s . n t he boar d.
. --< o n i n o
1 4 rzme
1S r nr ac r r r nnino
Extra help
',',-:i:e
1 was coming to classwhen ... on the board. Ask each
to make a sentence about something that happened to
-ldent
-:
::.ern one day.
_ir,_::S.
Elicit or point out that the extra facts help the listenerbecause
they make it easierto understandand more inlsrectino
Extra activity
Studentsusethe notesin exercisero and take turns to reteil
the story addingthe extra detail.
t2 Readthe instructionsand the words beforethe box. AskWhat
do they mean?and elicit or explain that theseare words and
Ask studentsto guesswhc
phrasespeopieuse in conversation.
saidthem and comparein pairs.
to checktheir
13 Direct studentsto audio script 2D.1on >>p.151
answers.
story teller: well, anyway (threetimes),you know (twice)
Iistener:oh (Ohyeah?- twice, Oh no - once),uh huh, mmm
14 Do the activity as a class.Readthe instructionsand options
a-c. Ask studentsto saywhich option is best.Elicit or explain
why the other optionsare wrong.
b I n',ir.reres:ed
Extra activity
Readthe siorytelierrcle and askthe classto readthe listener
rol e.S tudents
corr.r.-: -:. :a::s.
listeners?
14
Dostudents
showtheyareinterested
exercise
I can tell an anecdote.
Studentstick on my own if they have told the story using their
notes.Theytick with somehelpif they have lookedaI Time
expressions
onceor twrce.
Early finishers
Studentstel, their storiesfrom memory.
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rlr-p-rtation
hrqtnF',words:barman,beer,pub
i Dhrases:
tableservice
words:abroad,Christian,
colleagues,
container,
corner,ethnic
bockground,fork,
gender,glove,handle,leather,pointed,pot,
: region,teabag,traditionol,troy
phrases:
pickup
home-madefood,
time expression
s:lastyear,suddenly,
then,while
p1stsimpleandcontinuous
Stammar:
llimr 3;g-;91
ffiarmer
,r^":: -':z,culturalexperienceand Britain and Brazil.Put students
-- : ':-:': groupsto discusswhat peoplefrom both countries
* -: :-:.i strangeor differentif they went to the other country.
u
---' = '::kespersonfrom eachgroupto tell the classtheir ideas.
, -': l-l:.t to write a descriptionof an interculturalexperienceon the
- 1. -! -:
f, Vocabularyreview
.
11 Studer,.ts
s',1,'a:
s:::-:s ::.: ::.-:.t: ,i::: a:.','enra ietail they
',y:a.::: <:.:-,'.'l:.:: ::::: : ::-.a:::a:-','e a:rncsphereand ask
>:j.13:.:s:: ::.::.-<e::: ::i.:: f-::::.ey have given feedback.
Student performance
5ir-icenissr.cu-ci'le ab.e :o prcduce a short, logically paragraphed
You can use this checkiist to monitor and eive feedback or to assess
students' performance.
Havestudents
included
enoughdetail?
5l
Havestudents
followedthe paragraph
in exerc,se
structure
Additionalmaterial
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2t T24
Warmer
Vocabulary
Rememberwhere
Ask students to write the name of the place from lessonsA-D.
Readsentences1-1obelow,for studentsto answerin pairs or small
Sroups.
t Chinesetouristsgo there. z Peoplefrom this country call Big Ben'the
big stupid clock'.3 Peoplewho live in this country usea driedgourd
with a straw to drinkfrom. 4 Peoplefrom this country sit and sleep
on the samethings. 5 TheMaasaipeoplelive in this country. 6 In this
country,peopledon't blow their nosesin public. 7 TheAymarapeople
live in this country. 8 Youcanfind the Louvrein this city. 9 Thereare
lotsof canalsin this city. to Theyhave 'tapas'in this country.
l London 2 China 3 Brazil AZambia 5 Kenya 6lapa:.
7 Bolivia 8 Paris 9 Amsterdam 10Spain
1[ Grammar
the beforegeographicalnames 2A ex:::..: S
Warm-up:Draw two columnson the boardanc -a:e- ::.:::countriesand rivers.Put students inio sr'.all :ea:T.sa:.: ::: : :.'.': minute time limit for them to thir.k c: as ::.:.:.'.--.'.'--:::as :i-:"'
can for eachcolumn.Go over s''.ia;esl:::.s a--<1.-: :: '.::c:,::)
(thefor rivers,
Jor mostcouai..s Asi a: : ::-.::::..: i:: i::::i: :'
names,e.g.mountainrar.g:s s-:.:.: :--:-:.:a::-; ::::::: :-:::s :::
Studentsreviseti'.eE:a::.::.::l:r --:.>>P.17::i:::.-r: ! -::.:::-.;::-_.
S
t r. n . vv
l - ) r r;F :.-J s Lp t _ sP
<.--=:.::
::
: :- ::- .
t::::
: - a: e s : i e v
Ad v::' : : : : : : e: . ; e: . c v l : ...::-.. -
R2
l:.::',eexp:essions
ll :r.::--se,i
,r,-ar:r.-.rD:
)rarv ihree cclurnnson the board.Labelthem time
perioci,relatvtgtwc times,andputting eventsin order.In pairs,
studentsthink of phrasesto write in eachcolumn.Directstudents
lo Timeexpressions
on >>p.22to checktheir answers.
Set-up:Ask studentsto read the story and say what happened
on the holiday. Go through the flrst item together and remind
studentsto look at the words before and after the blank to heln
them flnd the answer.
2 while 3 first 4 after 5 later 6 evening 7 then 8 when
9 finally 10 end
Follow-up:In small groups,students take turns to tell each other
about their week. They count and seewho can use most time
expressions.
Early finishers
about personalpossessions,
using each
Studentswrite sentences
ofthe phrasesin exercise5.They underhnethe prepositionswhich
are unstressedat the end of the sentence(see>>p.zr,exercise9).
::::ert
,- ',--' lesson,students will practise using usedto to talk about
-::-.::ies of school.
: i:'nedette, the writer recounts primary school memories and
- .--:-re secretly loved. When he was older, he traced the girl,
:-:--.:dette, through an Internet site, and met her for coffee.
- ::::ry gives the meaning of some key words.
--: :',\'o photos show typical British primary schoolstwenty years
. i : ::.d today.
--.::
i:.guage
;m$grammar
rcus words
History,Languages,
Ceography,
schoolsubjects:Chemistry,
Maths,Physics,
etc.
chair,desk,noticeboard
thingsin the classroom:
blackboard,
break,classes
eventsin the schooldayandyear:lssembly,
placesin school:clnteen,playground,hall
tcognition
r.-rbulary
currous,
exchange,
words:
clarinet,
confessed,
fancy,
fghts,
pupils,
perfect,
grades,
shy,sweat,
heater,
invrstble,
memories,
uniform
teacher's
phrases:
correct
onswers,
fall in love,makecontact,
pet,toogoodto betrue,topof theclass
Itcycled
aguaSe
pastparticiples
grammar:regularandirregular
time phrases:
everyday,whenwe were..., lastSaturday,
todoy,etc.
pro nu nciatio n:
r , and r : , . ' . i
*onunciation
rhythm:ro lO oO lO oo O 3A. 2
- -nguage note
--= . ' erbuse dto o nly exists in t he pas t .The ques t ior ,: s : ; : . r . . ' , '
- . r: using the auxiliary do Did you use to stng?,rather than ,Jsei
. - :c sing?In this structure, use is pronounced tr . and used
. This contrasts with the pronunciation of use as a main verb
- ::.e presentand past tense iu:2,and iu:zd.
ld product
- -:'rt it all together,students tell each other (in pairs or small
.: : :ps) about three or more school memories using their notes.
l::;' can use audio script 3A.3for help.
Warmer
'':-:e Schoolstoday are better than twenty years ago. on the board.
. -: students into small groups and set a time limit of about three
:--:.utes for students to talk about how schoolshave changed.Take
: -.':te on who agreeswith the statement and encourage students
:: =:ve reasonsfor their opinion. Monitor for the use of irregular
:::: rarticiples and write them on the board as you go aiong. Ask
-' ':ldents are still in contact with friends from their last school.
i:'-:e How to talk about your schooldayson the board.
etc.
Languages,
Chemistry,Physics,
schoolsubject* Geography,
etc.
things in the classroom:desk,chair,noticeboard,
assembly,etc.
eventsin the school day: classes,
placesin school:classrooms,
canteen,hall,stafroom, eIc.
3
T26
Gramman usedto
Write the sentenceHe usedtoJancyher on the board.Underline
usedto and ask studentsto find other examplesof usedto in
the text.
usedto sit (line 4) usedto love (line 8) usedto sing (line 9)
dldn't useto get tired or sweat(iines12-13) usedto smile
(line 14) usedto fancy (line 29) usedto love (lines35,39)
Gothrough the instructions and do the exerciseas a class.
1D
ta
Pronunciation rhythm
C
rb
11 3A.lReadthe instructions and checkstudentsunderstand
the activity. Give studentstime to rereadthe story beforethe
listening. Playthe audio,pausingat the end of eachverse
for studentsto make notes.Ask studentsto comparewith a
partner and play the audio a secondtime if necessary.
not mentioned:vegetablesmellsin the canteen;gamesand
fights in the playground;Bernadettedidn't useto get tired;
he usedto standby doors;what they did when they met
recentiy
12 Go through the instructions and checkstudentsunderstand
what is meant by rhythm. Copythe pronunciationbox on the
board and usethe examplesto illustrate eachof the patterns.
Monitor and help as necessaryas studentswork individually.
Ask studentsto comparetheir answersin pairs.
13 3A.2Playthe audio,pausingafter eachitem for students
to listen, checkand repeat.Ask for volunteersto give more
examplesof.usedto phrasesfor the middle column.Monitor for
correctpronunciationof the unstressedto ltal
1 last week 2 get it wrong,teacher'spet,make mistakes
3 front of the class
Contsnt
Dostudents
talkaboutthreeormoretooics?
exercise
17
Vocabulary
Dostudents
haveenough
vocabulary
to talkaboutthe
topics?
2,4
exercises
pronounce
Pronunciation Dostudents
used
to reasonably
clearly?
exercise
i4
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lt for extrapracticeactivities
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for extrateacherresources
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T27 ?A
r-- -:-.-::nentS.
--. ::.<: is about an 85-year-oldAfrican man, Kimani Ng'ang'a who
. -:-:.rs becausehe is the world's oldest primary school pupil.
-. :::ears in the GuinnessBook of Records.
, :.:;7 givesthe meaning of some key words.
"-. :-::ures show Kimani's classmatesand Kimani on a school
--
perfectandpastsimple:
Sheachieved
...,She's
"@I58rammar present
achieved
...
krkw
lEmmar
gerundandininitive:hemanaged
in
to pass,hesucceeded
getting,etc.
brswords
achievement
words:achieve,
achievement,
fail,monage,
p ass,
uI
succeed,
success,
successf
phrases:
giveup sth,keepdoingsth
br
you started,thisweek/year,today,
minutes,lastweek,since
when...,yesterday
trognition
t -rbulary
lrryled
-guage
Vocabulary achievementwords
fl
colonial,colony,compensation,
fees,fought,freedom,
independence,
rebels,the bible
subjects
words:Maths,puptls,
Science,
since,
thenoun/adjective
oJ,theopposite
oJ
definitionphrases:
posttenseandporticrples
regulorandrrregulor
Srammar:
- -'guage note
--: : rt s are intro du ce dto no uns m ade f r c r . i' e: ' ost . i. , i: : : = . i In the examplesin this lesson,the stresscicesn:l :i^.ar;:
--'-':-<s.
--' -s shown in Dictionaryentrieson >>p.28.
::- - :
I
:- =
-:^-- --
- :1 - :.:::
:.a :
- :=:.
i ::
:- - - :::-
- - ::::^-
Teaching tip
Use the dictionary entries to show students that the position
of the stress in the following verbs and nouns does not change
This will prepare
achieve- achievement,success- successJul.
them for lesson 3D, in which they look at nouns and adjectives
in which stressdoes chanqe acrossword classes.
i-l product
,- ,::it it all together, students have a conversation about various
: -: -evementsin their lives.
heparation
- - : < at how the wordsrn Dictionaryentriesarerecordedin
:-::-cnariesyour studentsuse.
Warmer
,':-:e the following activities on the board: make a cup of coffee,
- -.o a mountain, learn to play an instrument, use a mobilephone.
-ji: students to rank them according to how diffcult they are.
-.'-1ents compare lists in pairs and then small groups.
-jr: for volunteers from each group to tell the class and compare
'--,'Cifferences.Encouragestudents to give an explanation. Do not
--,-::correctfor accuracybut help students get their ideas across.
--::: cr tell students about the GuinnessBook of Records(in which
..::.d recordsof different types of activities are kept). Ask which of
--:: activities on the board might be an entry.
'::'-:eHow to talk about your achievementson the board.
Reada newspaperarticle
T28
Extra plus
In pairs,studentssaya time phrasefrom the box for a partner
to make a sentence.
Extra activity
Studentswrite two questions,
usingthe pastsimpleand
presentperfectand an appropriatetime phrasefrom the box in
exercise8. Theymingle and askothersto find two peoplewho
gavethe sameanswerfor eachquestion.
1l Readthe information and the instructions.Gothrough the
exampleas a class,checkingstudentsunderstand.Direct
students' attention to in the lastfew minutes and in my/your
Irle.Elicit verbsto describethe types of eventsthat we usually
talk about for the different times (in the lastfew minutes:phone,
lose,called,madesometea etc.in my life: beento a place etc.lso
studentssensethe differencebetween a simple recentevent
which is important now and a life experience.Gothrough the
examplesand rules together as a class.
a 1.4
0 t.7
T29
'B
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activities
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/resultfor extrateacherresources
Crientation
-riext
Strture note
:Ei-Ilg rituals are different for people of different ages and in
:i:::nt
cultures.
-.8uage
f,nrgrammar phrasal
verbs:
mokeit up
makeo storyup,mokeupa story,
hr phrases phrasal
verbs:
canyon,fedup,growup,makeup,putoway,
puton,takeofi takeup,tellof, tidyup,turnon,turnup,
wokeup
phras
hospitality
to
es:Don'tworryabout...,Helpyourself
...,l'll...ifyoulike.,
lseverything
olright?,
ShollI ...?,
Whydon't
you...?,Would
youlikemeto ...?
Drognition
words:thedishes,
spoilt,
tottoo,telly,troy
phrases:
heavy
metalmusic,
supposed
to
housework,
angry,
bathroom,
clean,
happy,
ryd
furniture,
bT'age
parents,
pleased,
teenagers,
unhappy
should,
surprised,
:ntuage note
--::: f,resome phrasalverbs in which the noun or pronoun
:--::: be placed before the particle, e.g.looh aJter the baby r.o: icck
-. :toy after.lhese are studied later in the course.Other phrasai
-=:: are normally intransitive (don't take an object),e.g.hurry up.
l--::-:raries show how phrasal verbs are used.
;#
product
: -::,;:it all together, students take turns to role play being a host
-":: :. visitor to a friend's house. The role play is based on audio
.lr=: 3C.2.Students are given time to prepare.
Preparation
::--*iarize yourself with the Pairwork activity on >> p.rz7 for
:{=::se 14,Put it all together.
tlarmer
---
T30
!
5
Go through the instructions and point out that the two words
togetherare calledphrasalverbs.Explainthat ail the phrasal
verbs are in the story.Ask studentsto flnd the first one in the
text and do the exampleas a class.Readmeaningsz-6 to check
vocabularybeforestudentscontinueindividually. Monitor
Ask studentsto comparein pairs before
and help as necessary.
nominating studentsto give answers.
2 turn on 3 put away 4 take off 5 turn up 6 put on
Go through the examples and do the activity as a class. Ask
students to find the nouns and corresponding pronouns it and
them in the two sets of sentences.Ask students for examples of
particles in the sentences (up, of| Elicit the rules.
He took them off. He took offhis shoes.
Rules: Nouns can go before OR after the particle.
Don't put pronouns after the particle.
Go through the instructions and the example as a class. Ask
students to read sentences r-5 and check vocabulary before
students continue individually. Monitor and refer students
back to the text and exercise 5 for help if necessary.Ask for
volunteers to give answers.
2./
3 ,/
4,x turn it up
3 hurry up
;:ake ue
! ::-- :i
5 carrr' ::.
4 told me off
Extra activity
Ask students to use three phrasal verbs and to make three
sentencesabout themselves,two true and one false. They tell a
partner, who guesseswhich sentenceis false.
i i'll take your coat if you like. 2 Just leave your bag on the
sofa. 3 Would you like me to make you a cup of tea?
4 Why don't you watch TV for a bit? 5 Shall I change the
channel for you? 6 Help yourself to some of these biscuits.
7 Don't worry about the dog. 8 Do you need anything, or is
crrcrrrihino
elriohf)
Xxtra activity
lumble the wordsin someof the hospitalityphrasesDanny's
mum usesfor studentsto makethe phrases,e.g.if takecoatI'il
your likeyou. (I'll takeyour coatif you like.)
Extra plus
Booksclosed.Write the followingwordson the board:DonI
Help,I'il, Shall,Why,I,4/ould.
Studentswrite Hospitalityphrases
they would like somebodyto sayto them when they get home
t2 3C.3Playthe audio,pausingfor studentsto repeateach
sentence.Monitor for intonation and checkstudentsuse an
'inviting'tone.Encourage
studentsto run wordstogetherto
soundmore fluent.
t3 Direct studentsto audio script 3C.2on >>p.152.Ask students
to find the hospitality phrasesand decideif Danny'smum is
making a suggestionor offering to do somethingto checkthey
understandmeaning.
Divide the classinto A/B halvesand readthe conversation
as a class.Ask studentsto smile as they read so they sound
friendly. Put studentsinto pairs to practisethe conversation
and checkthey swap roles.Monitor and give positivefeedback
for friendly-soundingconversations.
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T31 3C
Vocabulary education
Readthe questionand put studentsinto pairs to compare
notes.Ifyour studentsare from the samecountry, askthem to
listen carefully and checkthe information is factually correct.
::itllly
Extra help
If studentsneedmoreideas,write thesecueson the board:
Ieaveschools,
end oJ schoolexam,certifcate,examto go to
university,
Name a topic and askfor volunteersto
free schools.
tell the classabouttheir country.
*l;lzre note
- -. :::iions ln different countriesand educationsystemsmay
- . .,::-rlar names, but the duration of coursesand the level of
-- - -':es might be different.In Britain, GCSEs
are qualiflcatrons
' : ---::entsubjects,taken at the end of compulsorysecondary
',,-::-:n. Thereis no school-leavrng
exam. A levelsare usually
. . - ::ter a further two years of study and are required for
- .::.ty entrance.
i:-fia8e
fu,r3wordS
'A'level,chemistry,
(BA
qualiications
andeducation:
degree
or BSc),
deportment,doctorote,education,
faculty,GCSE,
M0sters,nightschool,photography,
publicity,professor,
qualif cation,technology
words:application,competitive,
current,electrician,
equivalent,Erasm
us,graduate,Iectures,programme,place,
quit,self-employed,tutorials,wel|-paid
job centre.
phrases:
tn-servtce
training,
advertising
agency,
home,stgnon.secure
tob,teteci'arescles
old-people's
operctor
ecoron 35.:ur''o,
education:
career,
classes.
coltege.
dary school.sL/
blec!.:e0cr e'
educotion.history.secon
university
grammarpostsimpletense
aluunciation
-tion,-ogy,ophy,tty
wordendingswhichcanaffectstress:
3D.1
'-rgu.age
notes
' -: = ield of education, students often flnd that there are both
. .:es and false friends between their languageand English,e.g.
: . : :, <.ca reer professor, doctorate.colleg e.
- -.
-tron changesthe meaning of a verb.The noun describes
- -ffx
' : :::cess
or result of the action,e.g.educationis the processor
: - -,i rf the action to educate.The suffix -ogy is used for the study
- , -:-.ething.
:-.' product
.- .--: it all together,students teil a partner about their real or
--.:-red education and career using their notes. This is based on
.-:-: script 3D.2and exerciser4.
Warmer
,:: these stagesof education on the board: primary school,
. -:-.7ary school,universfty.Ask students to write the usual agesof
:=::-e who go to them. Ask for volunteers to give examples and
: :-: extra information about other educational institutions, what
:=::-e study,and how old they are.
Extra activity
Tell studentsto flnd five new wotds in the texts they read and
guesstheir meaning beforecheckingin a dictionary.
r32
G
rb Pronunciation word endings which can
affect stress
Readthe sectiontitle and ask studentsif suftxes are usedto
changetypes of words in their language.Ask for examplesand
seeif studentscan explain how they are used.Gothrough the
information in the flrst box as a class.Write the verb and noun
in the first exampleon the board and copythe stresspattern.
Point out how the stressmovesposition in the noun. Model
and drill both words for pronunciation.Repeatwith the second
set of words.Write the next two words on the board and elicit
or ask for volunteersto saythe nouns with the stresspattern
indicatedin the box.
Go through the secondbox in the sameway, this time pointing
out the different word endingsand that the words in the first
column are both nouns and adiectives.Ask studentsto spell
the words.
8 3D.1PIaythe audio,pausingfor studentsto repeatand copythe
stresspattern. PIaythe audio a secondtime if necessary.
I
Extra activity
Studentswork in pairs and test a partner.Theychoosea word
from the first column of eachbox for a paltner to say a noun.
9 Go through the instructions together as a class.Direct students
to the first box and eiicit the answer.Repeatfor the examples
in the secondbox.
1 -tion 2 -ogy,-aphy,-ity
lO Go through the instructions and elicit one or two more
examplesfor eachword ending.Tell studentsthat they can
think of any words,not only words about education.Put
studentsin pairs and encouragethem to use a dictionary to
checkany words they think might exist in English.Ask for
suggestionsaround the class.
answers
Suggested
-tion: action,attention,calculation,communication,
connect- connection
theology
sociology,
-ogy:psychology,
-aphy:biology,geography
-ity: activlty,university
Extra activity
studentsto copythe tablesand stresspatterns.They
Encourage
can add morewordsasthev studvthe course.
notes
f,| tisten and make
In this section,studentslisten to a short monologuefor key
information and detail.
U 3D.2Readthe instructions and the two questions.Playthe
audio.Elicit answers.
1 No. 2 Headofthe designteam in an advertisingagency.
12 Gothrough the instructions and remind studentsto note key
words and the first part of words, e.g.uni f.oruniversity,Iangfor
Ianguage.Playthe audio and ask studentsto compareanswers.
PIaythe audio a secondtime if necessarybeforechecking
answersas a class.
first job: in an old people'shome further education:night
school,marketingand publicity currentjob: headof design,
internationaladvertisingagency
Extra activity
and point
Ask studentsto look at audioscript3D.2on >>P.152
useswordslike you knou
out the placeswhereKarim hesitates,
anyway,and repeatswhat he'salreadysaid.Elicit or explain
that speakers
do thesethings to get time to think, and to signato their listener that they haven't finished speaking(they wan:
to keeptheir turn). Put studentsinto pairsto practiseusingthe
audioscript.
14 Readthe instructions and direct studentsto their route
Ask
in exercise5.In pairs,studentsdescribetheir careers.
studentsto make a note of eachother'sroute and to show their
partner at the end.Checkstudentsswap roles.Monitor and
give positivefeedbackwhere studentshave used conversation
fillers to hold the floor. Ask for volunteersto tell the classabout
their partner'scareer.
Studentperformance
Studentsshouldbe ablegive a short,factually-baseddescription.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
theireducation
andcareer
inlogica
talkabout
Dostudents
14
order?
exercise
fillersto
keep
talking
anduseconversation
Dostudents
l3
keeo
thefloor?
exercise
to describe
theireducation
usevocabulary
Dostudents
3
exercise
accurately?
I can talk about my educationand career.
Studentstick on my own if they have donethe activity using
their notes.They tick with somehelp lf.they have lookedat the
vocabularyin exercise7 onceor twice for help.
Early finishers
Studentsrepeatthe activity without using their notes.
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T33 3D
Orientation
:'rir-{t and LangUage
: : = ^esson,students practise writing a CV.Here the CV begins
i-= r personai prof,le, followed by education (in reverse order)
;:; ;.;crk experience, and ends with the applicant's interests and
'1!::ts. A CV is often referred to as a rsum6 in American English.
bhguage
ryd
rlnte
bgnition
5Fge
hsne
words:accounta
nt,applicont,computertechnician,hardworking,
web-designer
phrases:
workexperience
lazy,
words:'A'level,career,
cycling,
faculty,foil, 6CSE,
profle,skills,
manager,
technical
assistont
phrases:
badat (Moths),
self-employed
highlyskilled,
brief,bulletpoint,conversational,
f rst-oid,
refprpc<
' -J
Text buildins
G
rb
5
rpfprpnrp<
--'t
hd product
: -:'; rf all together, students decide on a job they would like and
ry-::: a CV This is based on the model in exercise?.
Hirmer
itr-=: CVon the board. AskWhat rsit7 and What do you put in it?
+:r ;clunteers for ideas.
hr=e -FIowto write a CVon the board.
Reada CV
E
J
Read the instructions and give students time to add more words
to the tabie in exercise 1 if necessary.Students complete the
activity individually. They show their bullet points to a partner,
and give each other advice. Students choose one point to tell the
class.The class says if it is correct and suggests any changes.
Cdttent
Havestudentsincludedallthe sections?
Cq&ttglee
Havestudentswrittencoherentbulletpointsto describe
theirprofile?
Voarbulary
their
to describe
Havestudentsuseda varietyof adjectives
oualities?
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i'ro o c s t i o n s
3E T34
Warmer
Rememberthe places
Booksclosed.Copythe cluesbelow onto the board.In pairs or
groups,studentsfind the namesof the placesin the unit. Seta
time limit of aboutthree minutes.Groupsswap answersand read
the texts in lessonsA-D againto checkeachother'sanswers.
t schooldining room z play areaoutsidea schoolbuilding 3 thefrst
schoolyoung childrengo to 4 a place with lots of faculties 5 where
Englishehildrentake GCSEs6 you canstudy thereat night 7 doctors
work there 8 whereyou lookfor a job 9 whereyou can take technical
pet sits
qualifcatians to wherethe teacher's
1 canteen 2 playground 3 primary school 4 university
5 secondaryschooi 6 night school 7 hospital 8 ajob centre
9 further educationcollege 10the front of the class
1[ Grammar
I
usedto 3.Aexercise9
Phrasalverbs 3Cexercise7
T35 nt
!
4
Vocabulary
Achievementwords 38 exercise2
l:ntext
-- :ris lesson,students will practise using adjectivesto describe
t:.at they do when they experience certain feelings.
l-.: illustrated article, What's your idea oJfun? contains four
::-::riptions of hobbies which may not appeal to everyone. Each
:.::son explains why they enjoy the hobby, but admits that others
--:rt find them terrifying (BASEjumping, jumping off cliffs),
=,-..:arrassing(Karaoke,singing in front of people),dlsgusting
: : :ybuilding), boring (Sudoku).
lrguaSe
- disgusting,
Fcusgrammar -ed and-ing adjectives:
terrifeddisgusted
terrifying
Focus
words
bcognition
uabulary
ftcycled
urguage
lronunciation
i:lBuage note
',ronunciationof -ed endings in passiveadjectivesfollows the
- - r'nnrrne':tjr.
r o6L
rpp
Sllllgr
t
rrr'eq,tq
n
I nl
r\t
'-a.-
Preparation
---:< at Pairwork 4A on >> p.t27 to heip students with exerciserr,
: :.ecessary.Take dictionaries to class.
'rVarmer
..:.:ethese words and phrases on the board: sports,outdoor
:':.','ities,games and puzzles.Ask students to use their dictionaries
. - : to write two examples for each category,two they enjoy and
,',-:they don't. Elicit examples for each category around the class,
Readfor detail
i.
:':- !
::
Put students into pairs to tell theu partner about the hobbies
they read about. Monitor and help as necessary.Ask students to
explain to the class which of the hobbies they would like to do
and why. Listen out for the use of -ed and -fng adjectives, but do
not corect at this stage as this is the focus ofthe next section.
Ask for information about the four activities using the topics in
exercise3.
Suggestedanswers
Chuck Calderon: BASEjumping, jumps off buildings, cliffs,
bridges,likes being terrified, terrifying, dangerous,jumped
from three different places
Shania Brady: Karaoke,sings in front ofpeople, fantastic,
embarrassed,people worry about what other people think,
won a place in a national competition
Petra Bruneau: bodybuildng, lifts weights, enjoys the gym,
dlsgusting, don't go out at night, had photo printed in several
magazines
Jake Daniels: sudoku, doing number puzzles,satisfying,
boring, it's a mathematical puzzle,finished in the top ten of a
national competition
T36
G Pronunciation
9
-ed endings
givedetailintheiranswers?
Dostudents
exercise
4
Vocabulary
Dostudentshaveenoughadjectives
to describe
their
feelings?
exercise
5
pronounce
Pronuncirtion Dostudents
adjective
endings
clearly?
exercise
9
I can say how I feel about things.
Studentstick on my own if they have answeredmost of their
partner'squestionswithout looking at the lesson.Theytick with
somehelpif they have lookedat the vocabularyin exercises5 and
9 a coupleof times for help with vocabulary.
Early finishers
Studentsswapinstructionsand write their notesin a different
order.Theyaskand answeraboutthe activities.
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T37 4A
lo
Foo.rs
grammar comparative
andsuperlative
Theguitaris
sentences:
cheaperthan the piano.,Thebestinstrument,Themost
popularcomposer.
Eocuswords
comparative
andsuperlative
adjectives
andadverbs:
good,
better,best;easy,moreeasily,mosteasily
quantifiers:a bit, a lot,far,slightly,much
eventsandvenues:
c/u| concertholl,stadium
instruments
andmusicians:
boss,
cello,composer,
drummer,
guita rist,keyboo
rd,recorder,saxophone,
violin
musicproducts:CD,iPod,headphones,
MP3player,records,
speakers,
stereosystem,tapes
stylesof music:classical,
country,jazz,operz,pop,rap,
reggae,rock
lecognition
uabulary
words:autograph,conduct,entertainment,
fan, massive,
noise,obsessed,
podcast,symphony,
track,venue
phrases:
oirguitar,tapyourfeet
words:boring,conven
ient,interested,
internet,invented,
souvenir
lrycled
tnSuage
Teaching tip
Comprehension
ofthe text doesnot dependon pre-teaching
vocabulary.Readingthe music-related
wordsin contextwill
remind studentsof wordsthey may alreadyknow passively.
3 Put studentsinto pairs and direct them to Ihe AnswerKey on
>>p.r27.Ask studentsto readthrough the instructions and
checkthey understandthat there are different instructions for
different questions.
Ask questionsto help them guessnew vocabularyin context,
e.g.write the word obsessed
on the board and ask What type
of word is it: noun,verb,or adjective?
Doesit describea feeling or
thecauseofthefeeling?Is it positiveor negative?
Canyouthinkof
anotherword to replaceit?
Pronunciation comparative
-er4B.1
-anguage note
-- n t e s l t a 'i a r- r n d
'. r: . i
l - r: -:
..
'l h c r n m na r:*-\/p
'- : L\ .
1 . ;e l
r ,< r r l l > hl e e i fh
p h, lnning(
. , t .r *...---'S
..
-
-. nhreccc
Pr"d)rr
nn
utt
nlA
cnnn
uru rurty
Readand respond
. h
'
uL
^" u urq-.' >Lttgc.
ird product
:. Put it all together,studentsexchangeopinions about arts and
.:.:ertainment.Studentshavelistenedto two peopledoing a
:-:r.ilaractivity in audioscript48.2.
Preparation
l:.:nk about one or two well-known or local singers or pieces
-. :nusic for the different types of music if you want to do the
';irmer. Look at Pairwork 48, Music >> p.128 so you can help
:::dents with exerciser4, if necessary.Take dictionaries to class
: recessary.
Warmer
l:am game. Write the following types of music on the board:
: assical,country, pop, jazz, opera, rap, rock. Put students into small
::ams and set a time limit of about three minutes for them to
of as many examples as they can. Elicit examples for the
-'Jerent types and ask the class if they agree.Award one point for
-.:nk
:::h acceptableanswer.
't;!ite
How to talk about music on the board.
!
4
Vocabulary music
Ask studentsto readitems r-6 and checkvocabulary.Do the
first item as a classto demonstratethe activity. Readthe flrst
item and ask studentsto identify key words to help them find
the answer (song,instrument).Tellstudentsto look over the
quiz again to identify the generaltopic of the question.Point
out that sometimes,as in this case,it might be easierto decide
in which questionsthey won't find the answer,e.g.questions
t, 3, 6, 8. Now ask studentsto readthe other questionsand
answersmore carefully to flnd the answer.
Monitor as studentscontinue individually, helping them locate
the parts of the text where they might f,nd the answer.Ask for
volunteersto give answersand saythe questionnumber in the
quiz where they found it. Model pronunciationas necessary.
2 symphony 3 track 4 conduct 5 autograph 6 venue
Extra help
Beforestudentsdo the quiz,askthem to matchthe following
topicsand questions.
This will help them locatethe places
wherethey might find the answersmore quickiy.Peopleand
what they do (Q,placesto listento music(8),typesof listening
materials(z),stylesof music(7),waysoJlisteningto music(t),
travellingand listening(g),movingto musicQ),instruments(1,
whatpeoplecollect(6).
T38
guitarist
instrumentsand musicians:composer,
country,jazz,opera,pop,rap
stylesof music:classical,
musicproducts:MP3player,records,tapes
eventsand venues:club,concerthall
tb
Extra help
Playthe audioa secondtime and askstudentsto write A or B.
Theychecktheir answersusing audioscript48.1on >>p.152to
identify any phraseswherethey didn't hearthe difference.Say
three phrasesfrom columnA and onefrom column B slightly
more slowlyto heip studentshearthe contrast.Repeatwith
three phrasesfrom columnB and onefrom columnA. Repeat
the activity with the audioand pauseafter eachpair to give
studentstime to reflect.
1O Readthe questionand give studentsone or two minute's
thinking time beforethey do the activity. Remindthem to use
the words and phrasesin exercise8. Put studentsinto pairs to
talk about which instrument they prefer.Monitor and go over
any repeatederrors at the end ofthe activity.
-: ;
{B
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",11
,
crrentation
fl
l:ntext
--. :ris lesson,students wiil practise using phrases to make and
-:::cnd to suggestions.
l'.rlture note
--;-+i^ -
iiit
:-L
n- . 1
LiL6r r s t l
nla, , .
PI dy >
.h
dtl
imn^rJ
llLtPUt
\nr
tdtt(
nayi
Pdlt
ri n
rL
n a l t l A n e <<
Focus
grammar comparing
with as:astastyas,isn'tasquickas,aren'tos
big as
adjectives:bright,busy,cheerful,generous,
elegant,
impressive,
popular,stylish,sweet,tosty
food and places:cafeteria,lndian,restaurant,
snack,tokeaway,three-course
meal,etc.
Focus
phrases expressinglikesand dislikes:obsolutelyadore,can'tstond,
lxtra plus
Studentsdo exercisez in sma1lgroups.
Recognition
rocabulary
lecycled
language
words:atmosphere,
chat,complain,desserttrolley,mild,
reasonable,
saladbar,skip,servings,
starters
phrases:bewarned,cookedto perfection,fullybooked,
highlyrecommended,
soveyour appetite,self-service,
small
charge,
undernewownership,
value
for money
words:big,cheop,
pleosant,
plenty,smoll,
expensive,frtendly,
traditional
phrases
for makingsuggestions:
iet'5,Shollwe .?,What
about...?,
Howobout...?,Whydon'twe..?
Pronunciationintonation:disagreeing
politely4C.2
ird product
-:. Put it all together,studentswork in small groupsto agree
placeto go to for dinner.Students'conversations
arebasedon
'
.idio script4C.3.
Warmer
',\'rite
Extra help
Write the foilowing phrasesin a jumbledorderon the board,
absolutely
adore,Iove,like,don'tmind,don't like,hate,can'tstand
Studentsplacethem in orderon a verticalline. Reviewverb
patternsas necessary.
Ask studentsto underline the phrasesfor expressinglikes and
dislikesin exerciser. Readthe instructions and example.Ask
studentsto use the expressionsto tell a partner what they like
and don't like about restaurantsand food. Monitor and help
with vocabulary and pronunciationas necessary.
Ask for volunteersto sharetheir opinionswith the class
for eachofthe statementsin exercise1.Encouragestudents
either to explain why or to give an exampleof when they
experiencedfood they liked and disliked.
Fn r
Focus
words
Vocabulary expressinglikes and dislikes Ask studentsto read statementsr-4 and checkvocabulary.Put
studentsinto pairs to discussthe statementsand monitor and
make a note of any problemswith the following phrases:can't
stand+ noun/gerund,don't mind what/gerund,absolutelyadore
+ noun/gerund,not too keenon + noun/gerund Contributeto
students'discussionsas you monitor.
L<
Readfor detail
Teaching tip
Students
oftenfail to usethe samereadingtechniques
they
usern their own languagewith differenttext types.Pointing
out that they shouldchooseappropriateways to readtexts
accordrngto drfferenttypeswill help improvestudents'success
and confidence
in reading.
4 Go through the instructions and checkstudentsunderstand
that they shouldfind two examplesfor eachperson(what they
would and wouldn't like).Go through the examplewith the
classto demonstratethe activity and explain that students
will scanthe reviews for the key words from exerciser. Ask
studentsto find the restaurantwhich Johnwould like, ones
which are arent busy or noisy.(CaJd
Paradisoin the evening)
T40
?
rL
6
Extra help
similar
Ask studentsto makepositiveand negativesentences
to thoseon the boardto comparetwo restautantsusingthese
small,expensivebusy,noisy.Givethe following
adjectives:
example:Theold Pekingis as smallas TheBombayPalace.
8 Go through the instructions and items 1-4 and check
vocabulary.Studentscontinuethe activity in pairs. Give
positivefeedbackfor accurateor creativecomparisons.
Extra activity
Students take turn to test a partner by humming the tone.
The partner says if they are agreeing or disagreeing.
on
activity. Suggeststudentslook again atRestaurantReviews
>>p.4o for ideas,if necessary.
15 Put studentsinto small groupsand readthe instructions.Ask
two studentsto readthe exampleand invite a third student
to agreeor disagreewith B'sopinion. Studentscontinue.At
the end ofthe activity, seewhich restaurantsstudentshave
decidedto go to.
Studentperformance
Studentsshouldbe ableto give short explanations.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
exercise
8
of adjectives?
usea variety
Dostudents
information
f,l Listen for specific
In this section,studentslisten to a conversationbetween friends
for key words and specif,cinformation.
I 4c.1Readthrough the instructions and ask studentshow
they are going to listen. ?o everywordorfor the namesof the
(Namesof restaurantsJ
Tell studentsto tick the
restaurants?
placesthey hear.Playthe audio.
Caf6Paradiso TheOld Peking TheBombayPalace
ChezDominique The Chestnut
10 Go throughthe instructions and checkstudentsunderstand
the activity. PIaythe audio again. Studentscan compare
answersin pairs and listen again if necessary.Checkanswers.
T4l 4C
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Fcusgrammar subjectandobjectdefiningrelative
clauses:
a womanwho
isunhappy,thingsthat happento women,a mon (who)she
goesout with,a situatton(thot)sheisin
iocuswords
films:action,comedy,
drama,fantasy,musical,romance,
science
fction
dialogue.
others:oction,attracttve,brilliant,character,classic,
ps,plot,
emotton,excitement,
f ghting,literature,relationshi
situations.
speed
lecognition
rccabulary
words:
selfsh
phrases:
good,identifywith,goesout
chickflicks,feeling
with
fecycled
enSuaSe
Extra help
Saythe numberof a posterfor studentsas a :-assto callout
the film type.
Extra plus
In palrs,studentssaythe posternumberand g::-.:: Their
partnerrepeatsif the informationis correctancisla-vssilentif
it lsn't.
Draw two columns on the board,labelledmen andwomen.
Readthe instructions and askfor the most popular type of
film for men and women. Do not comment at this stage.Ask
studentsto write their own lists in order of popularity.Put
studentsinto pairs or small groupsto comparetheir lists.
ird product
: ->utit all together,students work in pairs and give a description
:: a film: the characters and action. The description is based on the
-:.{s ln Readers'Reviews
on >>p.42.
Preparation
.:.:nk of the names of recent films your students will be familiar
,,-::hfor Ihe Warmer and exerciser. If you have newspaper or
-.agazine adverts of some latest releases,you could use these for
':: Warmer.ReadResearchresulfson )) p.rz8 so vou are familiar
,,,--:hthem for exercise4.
Warmer
In this section, students discuss the topic and anticipate what they
expect to hear, before listening to a radio interview.
5
Vocabulary films
attractive
men
Extra help
If necessary,pause the audio after each question to give
students time to make notes.
Teaching tip
Point out that when we listen to the radio in our own
langtrage,we usually have an idea of the type of information
we will hear. Tell students that thinking about a topic before
they listen will help them understand peoplespeakingEnglish.
T42
Extra activity
:clld listento c: reacithe text again.Theyteil a
Strrderrts
ot
partnerif t,revaliee r''it;- -iin:t lna'.vs cpirrionar,dsavvr,'hy
\,\,'nyr.Cr.
Direct studentsto the film posterson >>p.42.In pairs or smali
groups,students discusswhich of the film postersare women's
films. Monitor and help with ideas,encouragingstudents to
give examplesand extra details. Monitor for use of defining
relative clausesbut do not correct for accuracyat this stage.
Ask for a spokespersonfrom each group to report their ideas
to the classand encourageother to expressagreementor
disagreement.
Extre activity
Drarv tlrree coluinns on the b.ra.rd,labeilerl v'th:',that, ar.d
lrhrch. Ask stuients tc lcok again at Readers'Reviets and rr.a!.e
a notc :f generai sut.rectsand obje:ls rn oach cclu:,rn. (Who = a
sLaclet1o,n6n, a. \ucman, one guy, another rJd'i,6.nEnglish womcn:
d r1at1:That = things, the cctress,a ilm; \;h:ch = situction, f-irns )
P:ttt cut that all the a'crds are general.They dc not tell us
:::::tj'.",vhlch l',rcrlan. 11an.irin'.,etc. thLeu"'rlieris tllking
r--:'-:". Ask siudents ',vtLichrelative pronouns car..be cmitted.
l.t,- - s:aLc,tiontlwht:n) the'aitrnait Text 3: mar. (whrtt she.)
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-r; s
Orientation
Sqrtext and Language
:,'Jris lesson,studentsanalyse,write, and review a descriptionof
i jlm or book.
kview
thedefinite
article
sd
words:amusing,
cheop,
comedy,
frightening,
funny,horror,
setting, spiders,tenifying
grammat-edond-ingadjectives
relevznt,
words:deadly,keycharocters,
spoils
phrases:
takesover
- thefilm
Arachnophobio
substitution
to avoidrepetition:
hguage
tognition
brguage
Ecourse
Iad product
:- Put it aII togethel students write a description of a film or book
know. After reviewing a first fuaft for organization and a second
-y grammar and spelling,partnerscommenton the description.
:-
Warmer
A'nte film types from 4D on the board.In pairs, studentschoose
:-ro and write associatedvocabulary.Go through eachone
.-:citing examples.Studentsreadthe vocabulary,the clas*guesses
-:e film type.
A-riteHow to write a descriptionof afiIm or bookon the board.
1[ Readandorder
:. this section,studentsanalysecontent and coherencein a film
:cription.
1. Direct studentsto the picture.They discussthe questionin pairs.
Ask for a spokesperson
from eachpair to report their opinions.
I
Contentand organization
Have
students
included
themainooints?
theirwritinglogically?
organized
Organization Havestudents
Cohereme
referred
correctlv?
Havestudents
backto nouns
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4E rM
Warmer
Rememberthe questions
Put studentsinto small teamsto write as many questionsas they
can using the words below.Seta three-minutetime limit.
what, is,are,your, meal,why, does,idea, not, her,out, watching, shall,
don't,you, oJ make,his,try, into, we,about, music,or, something,film,
move,a, different,go,for, where,Jun.
Studentscan usethe words as many times as they want. Givea
student from eachteam a turn to say a question.Ask the classto
decideif the questionis correct.If it is, award two points.If it isn't,
award a point to the first team to correctthe question.
Suggestedanswers
What is your ldeaof fun? Are you into music? Doesmusic
make you move? Why not try somethingdifferent? His fllm
or her film? What about watching a film? Why don't we
try somethingdifferent? Shallwe go out for a meal? Where
shallwe go?
Grammar
Warm-up:Wfite Saxophone
or recorder?
on the board and ask
studentsto make sentencesabout the two instruments with as.
Set-up:Ask studentsto readitems z-4 and underline the nouns
that are being compared.
2 A hamburgerisn't as expensiveas a steak.
3 Driving isn't as goodfor you as cycling.
4 Foikmusicisn't as complicatedas classicaimusic.
T45 n{
!
5
Vocabulary
Music 48 exercises
4, 5
Films 4D exercise2
f,
the passive:
areusedas.waschosen
:xus words
politicscapital, conservative,
democrocy,
elections,
head
of state,national,political,prestdent,
represent,
republic,
socialist,UnitedNations
ixognition
,ccabulary
5A.4
words:ancient,ballotbox,elect,electronic,
enemy,
environment,headquarters,honesty,impressive,
massive,
military,protective,represent,
strength,transparent,vehicles,
vote
phrases;left/right wing,peacekeeping
forces
capitallettersfor propernouns(names,
countries)
thebeforegeographical
names
;ecycled
anguage
)'onunciation the:thepresident , theEnglish
-::.8uage
:ccusgrammar theor noarticlein namesof institutions
.'eYrew
E-ammar
1:.d product
- .:'"itit alltogether,studentsgive a short presenta:rontc a pa:::.e:
,::.rt politics in their own country or one they know about They
' .'.'e previously rehearsedthe presentation and use therr notes.
?reparation
-::v the place names from exercise 8, lesson zA onto the board
.::re students arrive if you want to do the Warmer.Think about
- rssroom organization for the group work activity in exercise7.
-:--ect answers for different countries to the questions on >> p.rz8
-': :xercise 16 if you feel your studentswill need extra help.
iVarmer
Extra activity
In pairs,studentsfind and underlineother relatedwords,e.g.
- transparency.
transparent
Encourage
them to guessmeanings,
using their existing knowledgeand the context.Studentscan
checkin a dictionaryfor homework.
Teaching tip
Studentsoften believe a text is too diffcult for them to read
when they come acrossa word they don't know, even in their
own language.Raisingawareness
to strategiesfor guessing
meaningmight stopstudentsgiving up too easily,and so
developtheir readingskills.
!
5
Vocabulary politics
Direct studentsto Politicson >>p.46 and readthe instructions.
Sayeachword and ask studentsif a similar word exists in their
language. Usethe transcriptionsto draw attention to word
stress.Model and give pronunciationpracticeas necessary.
I46
Teaching tip
Studentsmight want to underline more words.Elicit or explain
that although it might help to understand_J1rst
nation,or vote
in an election,
understandingthe wordsfrst and voteare more
important.We can guessand rememberthe restfrom context.
9 5A.2Ask studentsto write their answersafter eachquestion.
Playthe audio,pausingfor studentsto reflecton the question
and giving them time to write their answer.Studentscompare
answersin pairs.Playthe audio a secondtime if necessary.
Do not checkanswersat this stageas studentswill listen and
checkin exerciseto.
10 5A.3PIaythe audio for studentsto checktheir answers.See
who has the highest score.
2b 3a 4a
5c 6 a 7 b 8 c
Gramrnar
Vocabulary
T47
'A
Dostudents
mostly
usethedefinite
article
correctly?
exercise
13
havesuffcient
vocabularv
Dostudents
to dothetask?
exercise
6
Pronunciation Dostudentsmostlypronounce
theconectly?
exercise
l5
I can talk about countriesand governments.
Studentstick on my own if they have given their presentation
using their notes.They tick with somehelpif they have lookedat
Politicson >>p.46 occasionally.
Eady finishers
Studentstry to do the activity from memory,using the photoson
>>p.46 to heip.
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Orientation
Context
-:. this lesson,students will practise using modals of obligation to
:a-k about what can and can't be done.
fl
Language
Focus
grammar modalsof obligalion:must,mustn't,haveto,don'thaveto,
can,can't
Preview
Srammal
theoassive:
it'sforbidden
gerunds:
parkiig,smoking,
takingphotographs,
etc.
question
tags:lt isn'tallowed,
isit?
Focus
words
allow,forbid, illegal,permit,prohibit
phrases expressing
Focus
uncertainty:
I don'tknow.,lt isn't...,
...isit?,I'm
Extra help
Ask studentsto saywhich of thesepairsof contextswould
containformallanguage,
a parenttalkingto a childor an oficial
document:
a stgnor a postcard:
a S'tndaymagazine
or a law;
not sure.
Recognition
vocabulary
words:olligator,
barber's,
camel,caution,
cemeteries,
chase,
chick,
duckling,
dye,guord/gutde
dog,hunting.leadint.
licence,
permissian,
locol,obligotion,
rycccr rai
Det.0roceeC.
watntrg.,\e '1
rubbish.
shoot,skunk,
smetty.
phrases:
get ridof,giveaway,keepundercontrct.idKei,\r).
tnrowawov
Recycled
language
words:dangerous,
law,lift,prefer,
roof,steol
pnrases:
clean
up
grammar:
superlatives
Discoutse
givingexplanati
onswith because
End product
-.nPut it all together,students talk about laws they know about
:n their own country. They give short expianations and invite
:onfirmation. Their conversationsare based on audio scriot 5B.1.
Preparation
lhink about classroom organization so students can work in
groups for exercise6 andlq,.Take dictionaries to class if necessary.
Warmer
Show or draw a simple sketch of a mobile phone on the board.
)raw two columns, one with a tick and the other with a cross.Ask
students to write a list of laws they would like to see for the use of
nobile phones. Put students into small groups and set a short time
.imit. Ask for a spokespersonto read out the group list. Monitor
and make notes of students' use of modal verbs. Ask the class to
vote on the best law, and nominate individuals to say why.
go\/ernn'.en:
ri,ebsrie
3, -1.f,p4jly entai.
Readthe instructions and ask students to read sentences1-4.
Check vocabulary as necessaryand ask students to suggest
where the signs might be found (government buildings, schools,
clubs,restaurants/.Go through the example as a class, pointing
out the use of fsnt Monitor and help as necessary as students
write the sentences. Go over answers as a class.
2 Parking isn't permitted. 3 Mobile phones are forbidden.
4 Taking photographs is prohibited.
Readand interpret
T48
Ertra plus
Studentscan discusswhich rulesthey agreewith (why and
why not) in groupsor as a class.
T49rl
Extra activity
Studentsuseaudioscript5B.1on >>p.r53to practiseusingthe
phrases.
Theyswaproles.
15 Gothrough the instructionsand checkstudentsunderstand.Ask
for volunteersto askyou the questionsin exercise12.Respond
using someof the phrasesfrom the listening to show you'renot
sure.Studentscontinue in pairs.Givepositivefeedbackwhen
studentsuse appropriatephrases.
Extra activity
Write thesequestionson the board:Are therelawsabout:taking
childrenin carsand wearingseat-belts?
Cancyclistsride sideby
side?Studentsdiscussin pairs.
givelogical
explanations
Dostudents
forthelaws?
7
exercise
Dostudents
usea variety
of modals
totalkabout
exercise
11
obligation?
Dostudents
usephrases
to indicate
theyareunsure?
exercise
15
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l,
.i
fl
Read the questions and put students into pairs or small groups
to exchange information. Write the following cues on the
board: Read- every page, some articles, some sections?Monitor
and join in the discussionsbefore bringing the class together to
exchange information.
i,anguage
Focus
grammar activeor passive:
A womanhasshota robber.,
A robberhas
beenshotbva woman.
Focus
words
crimeverbs:arrest,ottack,criminal,
escape,
hijack,kidnap,
kill,murder,rob,shoot,steal,thief,victim
Focus
phrases prepositional
phrases:
by a cashmachine,
by a tree,witha
baseball
bat
Recognition
vocabulary
words:alarms,cab,cow(moo),cowhide,customrze,
earrings,
imagination,impressive,
lined,naked,neonltghts,specifcally,
steering
wheel,valuable,
youths,zebro
phrases:
switchof,
Recycled
language
wOrds:already,celebrtties.
ceitinS13v'2,aui:Jn.a/: ia aaa
gallery,guards,manoged.,\'arir
E t A f n m i l :P A SS
| m ple Or A Dr e S:":Ae r - ' :::
Pro.rr.lrti*
compound
nauns:
sports
cora .,
baseball
portyO r o o 5C.1
botO o c,birthdoy
End product
-:. Put it all together,students role play being a radio news reporter
trd give the latest news report for one story. This is based on audio
::rlpt 5C.2.
Warmer
,','ritethe following words on the board: attack, baseballbat,
::sh machine,earrings,found, robber,police oficer, shot,thieJ tree.
i-it students into small groups and set a time limit of about four
for them to write a story using as many of the words
-.rnutes
;s
they can. A spokespersonfrom each group tells their story to
::.e class.Ask students where they might find stories like these.
-.. newspapersor on the radio.)
;',':ite How to talk about storiesin the news on the board.
Readfor detail
Preparation
-:.ink about ciassroom organization for exerciset4. Take
:-ctionariesto class.
T50
Extra activity
Studentsf,nd wordsin the text with the following meanings:
your own
with no clotheson (naked,para 1);changeor decorate
para z); coveredon the inside(lined,para z);
car (customize,
para 3).They chooseflve more unknown
amazing(impressive,
wordsto guessthe meaningof, checkingin a dictionary.
Extra plus
looking.
DiscussionIopic.Robberswon't robyou if everybody's
Workwith a partner and think of someotherways a taxi
driver couldmake everybodylook.
Extra help
Transformationdrill. Usethe informationin exercisez. Make
usingthe activeand
cuesfor studentsto sayor write sentences
passive.T man/rob/Iady SSA man robbeda lady.T A lady SSA
Iadywas robbedby a man. etc.
1t Gothrough the instructions.Readthe flrst part of the text
aioud and then ask studentsto readthe nouns and verbs.
Direct studentsto the example
Checkvocabularyas necessary.
and elicit one or two examplesentencesto checkstudents
understandthe activity. Put studentsinto pairs to continue
and monitor and help as necessary.
beginningSomenews...and elicitthe
Readthe secondsentence,
final sentenceof the news report.
t2 5C.2Readthe instructions and play the audio.PIaythe audio
Ask for volunteersto tell the class
a secondtime if necessary.
about any differencesin their story and the audio.Point out
that the story shouldinclude the foliowing information: when
and where the event happened,who was involved,how it
happenedand includedetails.
Extra help
In pairs,studentstake turns to roleplay beinga radiopresenter
and readthe news report.
Extra plus
Booksclosed.Studentsroleplay beinga radiopresenterand tel]
the storyto anotherpartner.
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T51 5C
Focus
grammar pastperfect:Richard
hadkilledthem.,Hehadn'tkilledthem.,
fl
Hadhekilledthem?
Focus
words
Recognition
vocabulary
historian,monster,
belonged,
bones,deformed,evil,forced,
orders,rebellion,solved,torture,ugly
Recycled
language
prince,
power,
kill,king,murder,
words:answer,
happen,
shouIder,stai rs,uncle
grammat:
p0stpasstve
Pronunciationstressin two-syllable
nounsandverbs:battleO o, become
o tl
rrnnle
Language note
-n two-sy1lablenouns, the stress is usually on the first syllable.
-n two-syllab1everbs, it falls on the secondsyllable.This is
lemonstrated with rebe1,
which can be both noun and verb.This is
a useful pattern to use to predict the pronunciationof new words.
Jo w evP r f he re a rc cxren tlon s e
.b'-'..''.r:''
s m ut der .hnnpen n, r s we,t v hitl t
cccur in Mystery in the To,.ver.
End product
In Put it aII together,students work with a partner to tell a storv
from picture prompts and notes. They have discussedthe contents
of the story during the lesson.
Warmer
Write some significant dates on the board (or you could use the
following significant English historical dales:to66 - the French
invade England, ry64 - William Shakespeareborn, fio5 - the Gun
Powder PIot, tgtz - the Titanic sinks,t9t9 - first Jltght acrossthe
Atlantic).Put students into pairs or small groups to see if they can
name the event.
Write How to talk about past eventson the board.
hrnfhor\
rrre<
Pinharrl
Extra activity
Write the following key dateson the board: 1483,t485,and i5oz.
Ask students what happened and write notes on the board.
(King Edward IV died and Richardgoverns the country. Richard
was killed and Henry VII became King of England. Sirlames Tyrell
confessedto murder.)
Preparation
Think about significant dates of past events which could include
Iocal events, e.g.the end ofterm or an exam to include in the
Warmer. Read Mystery in the Tower and audio script 5D.1so you are
familiar with the story.
t/fefhev'c
Pronunciation_stressin two-syllable
nouns and verbs
Readthe section heading and instructions. Direct students to
the words above the box and the glossary on >> p. 52. Point out
that the word rebel is a noun and a verb. Draw two columns
and the stresspatterns and examples on the board.
Monitor and help by modelling the words as students continue
individually. Check answers.
O r body, happen, power, rebel (n), shoulder
r tl complete,confess,protect, rebel (v),return
Readthe instructions and do the activity together as a class.
Go over the answers and point out that the rule is a general
one. There are some exceptions.
The words with O r pattern are nouns. The others are verbs.
The first syllable is usually stressedin nouns. The second
svllable is usuallv stressedin verbs. Happen breaks the rule.
T52
Extra help
Do a minimal pair driil with rebel(n and v).Facethe classand
say'rebel(n) severaltimes and then re'bel(v) as a verb.Sayeach
word alternatelyto help studentshear the difference.T\rrnyour
backto the classand changethe pronunciationat random.
Studentssaynoun or verb.They continuein pairs.
Extra plus
Studentstake turns to saya word from exercise4. Their
partnersaysif they heardthe correctpronunciation.
Predictbeforeyou listen
e
tIn this section, students anticipate the content of a radio interview
before listening to check.
6
A r r av At r a
+a
Studentperformance
Studentsshouidbe ableto presenta short part of a narrative.
You can use this checklistto monitor and give feedbackor to asses:
students'performance.
2A
2 bth en a
T53 5D
12
usethepastperfect
occasionally?
exercise
Dostudents
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I
I
)rientation
a Language
f*.tt
"t
I ::-s lesson,studentspractiseusing different past tensesto
ts--::t eventsin a narrative.
rbnguage
rydcd
EUaSe
ngnition
[ua8e
burglor,to return(givebock),weapon
words:attack,breaks,
concert,
robber,
saJe
phrases:
pedestrian areo
pastsimple,
pastcontinuous
andpastperfect
Stammat:
discourse:
but,so,then,until,while
ffir, because,
words:ottacker,
red
night porter,sca
footsteps,
ohrases:
darkcorner
postperfectcontinuous
Etammar
ld product
!, irt it aII together,studentswrite a story in about roo words,
c.:.9 narrative strategiesin exercise5 and the model in exercisez.
freparation
EzJNarratinga story on >>p.r28so you can help studentswith
r::cise ro. Think about classroomorganizationif you want
trixentsto work in groupsfor exerciser3.
f,armer
sk What do you lookfor in a good book?Put studentsinto groups
: exchangeideasand askfor a spokesperson
from eachgroupto
il the class.Help studentsget their ideasacross.
ftite How to narratea sfory on the board.
Grammar
Havestudents
useda variety
of pasttenses
appropriately?
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for extrapracticeactivities
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T54
'I
Rememberthe topic
Write the unit letters and the following topicson the board:
B Rulesand laws,C Storiesin the news,
A Countriesand governments,
D Pastevents.
Readthe following sentencesfor studentsto call out or write the
Ietter of the topic.
r Youcan't hunt on Sundaysin Virginia. z TheNetherlandshasthe
symbolof a lion on itsflag. j Greenis the colourmainly concerned
with the environment.4 luan Geraldohas beenattackedfour times.
enemy,Henry Tudorhad spentsometime in France.6 A
5 Richard's
man hasbeenattackedby a cashmachine.7 Youmust leaveyour
dog outsidethe barber'sin Alaska.8 RichardIII becameKing of
England.9 In the USA,manypublicbuildingslook like buildingsfrom
that somebodyhad
and Rome.rc Expertsdiscovered
ancientGreece
changedthepainting.
1 B 2A 3A 4C 5 D 6 C 7 B 8 D 9 A
10D
fl Grammar
I the or no article in names of institutions 5A exercise13
Warm-up:Draw three columns on the board:individualpeople,titles
Elicit an examplefor eachcolumn.
and positions,and organizations.
Direct studentsto >>p.47,exerciserz, to revisethe grammar if
necessary.
Set-up:Gothrough the instructions and example.
2 th e 3t he 4-
Pastperfect 5Dexercise12
Warm-up:Copythe time iine from >>p.53,exercise8. Write the
f,rst part of sentencesr and z and elicit the secondpart.
Set-up:Ask studentsto readthe text and say what happened.
4
Warmer
5-
6 th e T th e 8 th e 9 -
They
Follow-up:In pairs,studentspreparefive similat sentences.
swapwith anotherpair and then correcteachother'sanswers.
2 Modals of obligation 58 exercise11
Warm-up:Write the following animal words on the board:dog,cat,
skunk,pet rat, racoon,camel,ducklings,alligators.In pairs, students
try to rememberthe laws about them. Direct studentsto Lawsfor
Pawson >>p.48to checkhow many they rememberedcorrectly.
Set-up:Do the examplewith the class.Elicit another possible
answer.(Youcan wearyour seatbelt.)TeIIstudentsto write as many
possibleanswersas they can.
2 Youmust switch off.../Youcan'tuse ... 3 Youcan put .../
You don't have to put ... 4 You can't leave... 5 You don't have
to have... 6 Youmust show... 7 Youcan'tuse ... 8 Youcan
use.../Youdont haveto use
Follow-up:Studentswrite four questionssimilar to those in
exercise12on >>p.49 to ask a partner about rules in their country.
3 Active or passive?5Cexercise10
Warm-up:Write the following words on the board for studentsto
make a sentence:dog,by,boy,bitten,the,was,the.
Set-up:Go through the exampleas a classto demonstratethe
activity.
2 Thefilm was watchedby the girl. 3 Theman was hurt by
the falling rocks. 4 Thethief was caughtby the police.
5 Youwere burnedby the midday sun.
Follow-up:In pairs, studentswrite five jumbled sentencesfor
another pair.
Vocabulary
5 Politics 5A exercise6
Warm-up:Booksclosed.Write Politicson the board and set a twominute time limit for studentsto write words connectedwith the
topic. Studentscheckwith the vocabularypanel on >>P.46.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
2 capital 3 national 4 left 5 represent 6 president
7 democracy 8 state 9 election 10conservative 11political
12republic
Foilow-up:Studentsmake anagramsof flve Politicswords and
swap with a partner.
6 Permissionwords 58 exercise4
Warm-up:Put studentsinto pairs to choosefour sentencesfrom
exercisez. Studentsrewrite them using the wordspermit, allow,
forbid, andprohibit They can refer to >>P.49,exercisero, if
necessary.
Set-up:Ask studentsabout the topicsof the illustrations.Go
throughthe examplewith the class.
2 Feedingthe birdsis prohibited. 3 Takingphotosis not
permitted. 4 Bicyclesareforbidden. 5 Foodisn't allowed.
Follow-up:Studentswrite three laws for peoplecoming to live
in their country.They tell a partner the topics,for the partner to
guessthe laws.
Crime verbs 5Cexercise2
Warm-up:Ask studentsto look at the words in the word pool and
write thg past tense and past participle.They checkin lrregular
verbson >>p.48.
7
]
I
I
I
Q lzidnennorl
I
I
I
I
I
I
I
T
I
II
I
T
II
I
II
I
T55 n5
II
l: ntext
- ::.is lesson,students will practise using extreme adjectivesto
- . -:: about experiences.
:xus words
extreme
adjectives:
amazing,awful,brilliant,dreadful,
enormous,exhausted,
fa ntastic,fu rious,terrible,terrif ed,
wonderful
words coincidence,
fa ult, afool, unbelievable
phrases:
absolutely
amozing,
splitup
Te<ycled
aqSuaSe
:'onunciation
superlatives:
thebest/worst
f Im
highintonation
6A.2
:rguage notes
,:rs like amazing,brilliant,fantasfrq
and wonderfulare close
. :nyms. They have similar meanings but are often used in
. t r onar iesus ually pr ov r de
: =:ent situ atio ns(collo ca t ion)Dic
' ..::.plesentenceswhich illustrate the kinds of contextsrr. ',r']rLch
- - ntensifvins ad ipr'ivesland r dv "' l- . r : - h- - t - . : i
. ,' cften used with a that clauseto suegestthe caise :: ,:.
j-:., e.g.He was so tired that hefell asleeprnt,,',eri::it.J.
-. : : st s his tired ne sswa s th e c aus eof h. isf allr r g as ieep
?reparation
--::.. to audio script 64.2 so you can point out intonation patterns
listen in exerciserr. Look at TeIIa story on >> p.rz8 to
-':-:-:;dents
:tudents with exercise16.Take dictionariesto class.
rVarmer
:,:: the following nouns on the board: car,flm, meal, driver,
. ::y. Set a short time limit and put students into small groups
. -:.rk of as many adjectivesas they can to describeeach ltem.
- : : :deas around the class and monitor for pronunciation of
' ::::Tle adjectives.Do not overcorrect for accuracy at this point.
:.--=llow to expressstrong feelings on the board.
'-.: product
- .ri it all together,students have a conversation about a good
" :aC experience.They ask questions and express sympathy to
'- -'--rrase
their nartner to continue.The conversationis basedon
- _ '* b'
. - --: script64.3.
T56
4 an amazing 5 furious
Sxtra activity
Draw students'attention to the word absolutelyin CrashlAsk
What worddo we useinsteadof very beforean extremeadjective?
Studentsfind it in the storv.
so and such
F
rL Grammar
8 Do the exercisetogether.Readthe rules aloud (ignoringthe
blanks for the moment)beforedirecting studentsto readthe
Ask studentsto underline a noun (driver),two
three sentences.
adjectives (happy,awJul),and an adverb (badU. Elicit the rules
and point out the indefinite article after such.
Rules:Usesuchto make a noun more extreme.Useso to make
an adjectiveand adverbmore extreme.
9 Ask studentsto look at Crash!again to find and underline
examplesin the conversation.
1O Readthe instructions and the exampleto checkstudents
understandthe activity. Ask for volunteersto make the
sentencesmore extreme.
2 It's suchan amazingstory. 3 I'm so exhausted! 4 Why do
you drive such an enormouscar? 5 Why do you drive so fast?
11 5A.2Play the first two sentences,pauslng after each one.To help
studentshearthe intonation pattern,trace it in the air asthey
Iisten.Continuewith the audio,pausingafter eachsentencefor
studentsto repeat.Giveextra practiceas necessary.
lxtra activity
Ask studentsto look back at the photo story and make
sentences,
e.g.Suzi'sso beautiful.Paul'ssucha typicalman. Suzi's
plan is sa clever.Paul is so stupidto drink the champagne.etc.
attempt
to usehighintonation?
Dostudents
11
exercise
I can expressstrong feelings.
Studentstick on my own if they have usedphrasesto encourage
their partner to continue a conversationfrom memory.They tick
with somehelpif they have lookedat their answersto exerciser4
or the board onceor twice for help.
Early finishers
Studentstell their storiesfrom memory or chooseand preparea
different topic from TelIa story.
T57 6A
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Focus
grammarinfnitivesandgerunds:
afterpaying,beforeberngmoved,
expectto see,kindenoughto look,remembers
takingout,
stoppedto buy,too lateto go back
Preview
Srammar
reported
speech
Focus
words
verbs:
decide,
don'tmind,enjoy,
expect,
fancy,
fnish,forget,
hope
Focus
phrases after/before
...ing,it'sgreatto ...,kindenough
to ...,thanks
for
...ing,toolateto...
Recognition
vocabulary
words:antiques,bomb,medics,notice,paperwork,praised,
stamps,
son-in-law
phrases:
a completestranger,
dry-cleoning,
socialsecurity
card
Recycled
language
words:amazed,bankcards,cash,documents,
drawer,
handbag,lD card,mobilephone,ticket,wonderful
phrases:
pickit up
pastperfect;too...to,enough;gerund/inf
nitive
Erammar:
Discourse
conversation
buildlng
Language note
.:.jormation and example sentencesusually given rn dictionaries
.'rll help students to decrdeif a verb ls followed by an infinitive or
. gerund.
.:',everbs stop and remembercan be followed by fo + infinitive or a
.:IUfld, but with a differencein meaning.
Extra help
Draw a verticaltime line on the boardand chooseoneof the
stories.Write man lostwallet,at the top, and man got wallet
backat the bottom. Elicit eventsto add to the time iine and
monitorfor correctuseof the pastperfect.Reviewthe useand
form of pasttensesif necessary.
!nd product
-:. Put it all together,students use their notes to tell different stories
: ased on pictures in Pairwork.The conversation is based on audio
':ript 68.1.
Extra activity
Studentsdraw a verticaltime line and mark the main events
for the other story.
5 Readthe instructions,phrasesand examplewith the class.
Monitor and help as necessaryas studentscontinue in pairs.
Preparation
Extra acttvity
Returnto students'suggested
tities for exercisez. Theclass
voteson the besttitle for the stories.
:ead the phrases in exercise14 so you can use them in the Warmer.
-:ok at the picture story on >> p.t2g so you can help students in
.xercise 16,if necessary.Take dictionaries to class.
Warmer
T58
3a 4c
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T59 6E
positive:friendly,helpful,kind, polite,well-behaved
negative:a bully, naughty,noisy,nosy,rough,rude,to fight,
to swear
=rcus
grammar pronounsin reportedspeech:
Hesayshe.,.,Hesays,'l..
lecognition
rccabulary
behaviour:
bully,
helpful,
kind,naughty,
noisy,
fght,friendly,
polite,rough,rude,sweor,
nosy,
well-behaved
words:bark,drspute,
grafiti,healthhazard,
documentary,
mentioned,reco
ritycamera
mmended,secu
phrases:
occording
to,doingnothingwrong,
feelsorry
for,
hadenough,
separated
from,setfre to
fecycled
anguage
words:allowed,bored,complain,divorced,
fascinating,
garage,loud,Mr,Mrs, Ms,retired,single
phrases:
againstthelaw
gtammarpersonal
pronouns
andpossessive
tonunciation
gh
spelling
andpronunciation
liscourse
conerence
In pronouns
larrguage notes
- :eportedspeech,when the reporting verb rs jn the preser.l
' --s e. t he tense of th e ren orte ds neeehis - l- e s : m e as : t \ \ ' as \ ' , ' n e r .
::ken. We deal with this area in the next lesson.
:: letters gh aren't usually pronounced. Occasionally,the letters
:-:n the consonant , , as in rough and enough ' .
Warmer
',','ritethe word neighbourson the board. Set a short time limit for
::udents, in groups,to list good and bad points about living near
::her people.Elicit suggestionsand write five ideas for each on the
:card. Ask students to put the good points in order (starting with
:ne best first) and to compare ideas.
.,Vrite
How to talk about people in your neighbourhoodon the board.
Read a TV review
ind product
..:.
Put it all together,students work in pairs or small groups. Using
::.eir notes, they report what another person has told them.
Preparation
,::i,t
1[ Vocabulary behaviour
. -.---:l.
:
:5 dlu
-fius woros
't:::r:::.
T50
Readquestions1-3to checkunderstanding.Studentscontinue
the activity in pairs.Monitor and join in with discussions.Give
positivefeedbackwhen studentssupporttheir opinion with
reasonsor examplesfrom the text. Bring the classtogetherand
go through the questions.Nominate a studentto sharetheir
opinion and invite othersto add their comments.
Extra activity
Ask studentsto choosethree new words or phrasesfrom the
text. They guessthe meaning beforecheckingin a dictionary.
pronouns in reportedspeech
C Grammar
9
Extra help
Studentswork in pairs.Onereportswhat was said,the other
saysthe words in a complainingtone of voice.They swap roles.
Ertra plus
Studentsrole play the Dicksonsand Laneshaving an argument.
13 Readthe instructions and exampleand checkstudents
understandthe activity. Studentscontinuethe activity in pairs.
Ask for volunteersto tell the
Monitor and help as necessary.
classabout what peoplethey know often say.
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T61 6C
Ask students to read the article and answer the two questions.
Set a short time limit to encourage students to skim the text.
Victor Lustig soid it. Andre Poissonbought it (or thought he
had, but he had a false contract).
3
-L-,i.iage
-.5gtammar
--JJ
WOrOS
tensesin reportedspeech:
Hesaidhetriedto help.,
Hesaidhe'dtriedto help,Hesaidhe'dtry to help.
soyandtell
ks phrases
lsaid(that)...,
ltold him to ...,lsaid,'Wewill
Lrcgnition
vocabulary words:confessed,
contract,dealer,estateagent,
maintain, neglected,
permanent
phrases:business
opportunity,in a hurry,scrap
metal,underthe table
kyrled language
r-cnunciation
w ords:embarrosse
d, interested,secret,worried
grammarpastsimpleandpastperfecttenses;
subjectandobjectpronouns
'd 6D.2
lrscourse
pronouns
in reported
speech
2e
Preparation
::ad the Extraactivitynotesfor exercise3.Takedictionariesto
--rss,if necessary.
Warmer
-.sk students to think about the last thing that somebody said to
::.em just before they came to class,just before they Ieft home
::.is morning, last thing last night. Ask volunteers to tell the class.
l,'.cnitor for the use of say and tell and use of tenses.Do not correct
::r accuracy at this stage.
','.'rite
How to report what peoplesaid on the board.
3f
4c
5a
6d
Extra activity
Ask studentsto flnd the following words and phrasesin the
text and to guesstheir meanings.neglected(paral, business
deal (para z), permanent lpara 31,tn a hurry (para 5), under the
table lpera 5.'.StuCentschec< in their dictionaries. Put students
into palrs ic conpare guessesand to checkin their dictionaries.
Ask studentsto te1leach other how they guessedthe meaning
and to decide which approach worked best and whv.
-:..nguage note
-' : .s t he first pre se nta tion
of t ens e s hr f t r n : eo: r : ed s pr : - :
- -v, amnlp sin the le ssnna r e r es t r t c t edt o t he s t r r c le f ^' - .
, - nresent an d frrtrrre Other s t r uc t ur eswr ll be f oc us edon
.:.ecourse.
i:d product
- ->utit all together,students retell two parts of a connected story
: ?airwork from memory. They discusstheir answers to some
-.-:stions to find out how their stories are connected and are
:-:ected to >> p.133to read the solution.
r62
lxtra help
To help studentsunderstandthe differencein meaning
between say and tell, draw two columns on the board:A and
A Hello! and B Sitdownl Saythe
B.Write thesesentences:
following sentencesand write them in column A: Hi; Goodbye;
Goodmorning;Goodnight.Oh na! Askstudentsto report what
you said,using say.
Saythe following sentencesand write them in column B: I
Ioveyou! It'sfve o'clock.It's late.He'sgot a new car.Gohome.
Ask studentsto repeatwhat you said,using telLMonitor for
accuracy.
Point out that we can use sayto report any kind of speech.We
use tell to report that someonehas given information, an order
or advice,e.g.teIIa partner is an instruction frequently used
Write scy in column A and tell in column B
in lessonexercises.
and cleanthe board.Saythe sentencesrandomly for students
to sayA or B.
reportedspeech
C Grammar tensesin
6 Readthe instructions and direct studentsto the grammar
box and column headings.Copythe sentencesin the two
columns in the first row onto the board. Underline the verbs
in both sentences,'m, told, and was. Ask Which was saidfirst,
the sentencein direct or reportedspeech?(Directspeech)Elicit or
explain that we usually show this by changingthe tensein the
reporting verb (told),and the verb 'm in the example changesto
was.Readthe information in the third column.
Ask studentsto find the sentencesin the first column in
reportedspeechin the text. Remindstudentsto think about
pronouns.Go over answersas a classand elicit the rule.
reportedspeech:He saidthat they had ('d)askedhim to sell
it. changepast simpleto past perfect.
He said that he would (d) buy it. changewill Io would (d).
Rule: change
&dra ecfivity
Ask studentsto draw two columns (directand reportedspeech)
and to find other examplesin the text to completethem.
Direct studentsto the grammar box and the column headings.
Ask studentsabout the tenseofthe three examplesin row
r for the verb try in the direct speechcolumn {present,past,
and future). Sayeach sentencefor the classto report what you
said,readingfrom the secondcolumn.Slicit or explain il in the
reportedspeechform rb and rc (in rb d is had,in rc iCis would).
Ask studentsto continuethe activity, looking again at the
Monitor and help,making a note
sentencesfor try if necessary.
of any problemsto review at the end of the section.
2 a needed b had (d) needed c would need('d)
T63 6D
Dostudents
Dronounce
7 audiblv?
exercise
9
I can report what peoplesaid.
Studentstick on my own if they have mainly told their story to a
partner from memory.Theytick with somehelpif they have looked
at the sentencesin the grammar box in exercise7 occasionally.
larly fnishers
Studentsswap rolesand repeatthe activity in exerciserz.
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Crientation
Connectideas
G
rb
words:absoIutely,acquaintances,
diaIogue,exhausted,
neigh
bours,noisy,strangers
phrases:
splitup
Slammat:50, SUC0
discourse:
also,and,but
Warmer
In this section,studentsthink about the similarities between faceto-faceconversationand an informal letter between friends.
7 Readthe instructions and do the activity as a class.Elicit the
best answer from students(b) and askthem to explain how
they can tell that Ashley and Fran are goodfriends.
8
3a
4 c.e
5 a.f
6e
Extra activity
Say a sentencefrom news items r-6 and nominate a student to
respond.That student then says a different news sentenceand
nominates another to respond.
11 Tell studentsto swap letters and imagine that they are Ashley.
Ask them to make a note of anv more information to asktheir
partner at the end.
Reada Dersonalletter
E
J'
:. this section,studentsuse a photo to guesswhat news a person
:-vesin a letter beforeanalysingit for informal discoursefeatures.
I Readthe instructions and direct studentsto the photo of
Ashley'sflat. Put studentsinto pairs to compareideasand
monitor and contributeto students'suggestions.
Ask studentsto readthe letter and checktheir guesses,
ignoring any new vocabularyfor the moment.Ask for
voiunteersto tell the classabout what they guessedcorrectly.
Readitems r-4 and do the first item as a classto demonstrate
the activity. Monitor and help as studentscontinuein pairs.Go
over answersas a class.
1 although 2 however 3 by the way 4 anyway
Student performance
Studentsshouldbe ableto write a reply to a personalletter.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Coheicnte
Have
included
alltheinformation?
students
Have
writtenina conversational
stvle?
students
Have
students
connected
ideas
appropriately?
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6D, T64
Rememberwho
Read(or write on the board)the sentencesbelow from Unit 6.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answersat the end.
t Yourkidsare naughty. z I had a fuII headof hair backthen. 3 I'm a
governmentoficial 4 Lookwhatyou'vedoneto my car! 5I've moved
into my newflat and it's brilliant. 6 I'm sorry it took over6o years.
7 I'd like to buy the EifrelTower.8 Bad newsabout me and Gabi!
9 Let'shavea drinhto celebrate.to I couldhardlybelieveit.
l Mrs Dickson 2 DougSchmitt 3 VictorLustig 4 Paul
5 Ashley 6 Mr Breitenstein 7 Andre Poisson 8 Ashley
9 Suzi 10Mr Heilwasen
2 e 3f
4c
5g 6h
7a 8d
T65 n5
Vocabulary
Grammar
Warmer
Behaviour 6Cexercise1
Set-up:Ask studentsto readthe text and flnd the name of the dc';
2 told 3 said 4 said 5 told 6 said 7 said
Follow-up:Direct studentsto >>p.63,exercisero. In pairs, studer=
write three 'small lies' sentencesfor another pair to changeintc
reportedspeech.
larly finishers
Studentslook through the grammar in Unit 6 and write the
topicsin order of difficulty. They write five personalinformatic:
sentencesto help them rememberthe most diffcult area.
f, Readfor detail
In this section,studentsread an article for gist and detail.
1 Readthe questionsand direct studentsto the photoson >>p.66
Put studentsinto pairs to discussthe questions.Monitor and
join in. Listento students'use and pronunciationof adjectives.
Ask volunteersto sharetheir ideaswith the class.
2 Direct studentsto the text Doesyour dog look likeyou? on
>>p.66.Readthe questionand answersa-d and check
vocabularyas necessary.Seta short time limit to encourage
studentsto readfor gist. Takea classvote on the best option
and nominate studentsto say why or why not (c).
3
;rguage
>eview
anguaSe
moybe,probably
:ccuswords
looks:bushyeyebrows,
clean-shaven,
curly,fringe,ginger,
highforehead,moustache,
roundface,shoulderlength,
stroight,wavy
character:active,oggressive,
ambitious,a rtistic,confdent,
generous,
imaginative,
kind,lively,nervous,
outgoing,serious,
shy,unfriendly
?ecognition
rc<abulary
iecycled
anguaSe
grandmother.
age:in herlateteens,in hiseailytwenties,in hismid thrrttes,
aroundffty, in hisseventies
circumsta
nces,
hairy,mongrel,pure-bred,resea
rchers,smiie
grey,hotr.
words:beard,black,brown,foce,frtendly,
intelligent,
p0rents,
long,nose,owners,
short,white
questions;
closed
adjective
orderin nounphrases
Srammar:
r'onunciation contrastive
got
stress:
Hasshegot shortfoir hair?No,she's
longfairhair.7A.4
product
-.i
- .:'rt it alltogether, students work in small groups and ask closed
" -:-<tionsto identify a picture.
?reparation
-.-,:: photos
of famous people to class if you want to use them
' .\e Warmer.Look at Portraits of Men on >>p.r29 to familiarize
-:
, ::self with exercise15.Think about classroom organization for
.:: -ip work in exerciser5. Take dictionaries to class.
''Varmer
:
Teachingtip
Exercises
z and 3 requiredifferentreadingstrategresStudents
often readtexts the samewav, lrrespecttve:f "rhy ihey are
reading.Explainthat th.eywill oe.cmemuch 3elterieadersif
'"rl ' ,1'.suits.;reiii-rirose.
they choosea sirateg-v
Gothrough the instructions and exampleand check
understanding.Put studentsinto pairs to continuethe activity.
Monitor and give positivefeedbackfor interestingexplanations.
Go over answersas a class,nominating a different student
to say how they matchedthe dog with its owner.Listento
pronunciationbut do not overcorrectfor accuracy.
4and6
B [?*n"ry
looksand character;lookand
T66
a variety
of adjectives?
Dostudents
exercise
8
usecontrastive
stress
accurately?
exercise
14
Dostudents
I can say how peoplelook.
Studentstick on my own if they have donethe activity without
looking at Character,Looks,and Age on >>p.56.They tick with some
helpif they lookedat the vocabularypanels occasionally.
Early finishers
Studentsdecidewhich dogthey think the peoplein Portraitso{
Men would choose.Theycomparewith a partner and expiain' '.
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T67 7A
fl Vocabulary compoundadjectives
lcntext
. :his lesson,students use wh- clausesand compound nouns to
:-;cussfashion.
Extra activity
Givestudentsbrief deflnitionsfor studentsto saya word
in Compound
adjectives,
e.g.interested
in modernclothes=
fashion-conscious.
Readthe instructions and demonstratethe activity by
describinga famous person.Monitor and help as necessary
as studentscontinue in pairs.Nominate studentsto describe
peoplefor the ciassto guesswho they are.
rnguaSe
Focus
grammar wh-clauses:
I don'tcarewhatpeoplethink.,I don'tknow
howmuchanArmonrsuitcosts.I don'tmindwhatlwear.,
I knowwhichcolourslookgoodtogether.,elc.
Focuswords
compoundadjectives:
clean-shoven,
fashion-conscious,
good-looking, Ioose-ftti ng, oldJashioned,wel|-dresse
d, wellknown,well-mannered,well-off
Recognition
rocabulary
accessories,
label,dusty,
designer
showofi unemployed,
watchstrap
words:outft, rich,smort,tight
phrases:
+adjective,looks
looks
like,suitme,tobeworthit
Recycled
anSuage
Extra help
In pairs,studentslook backat the picturesfor lesson7.Aand see
who they can describe
usingthe adjectives.
'Varmer
:rd product
.- Put it all together,students make a statement and justify it
:-';ing reasons.This is based on audio script 78.1.
?reparation
Readfor detail
T68
Suggested answers
1 His outflt is worth more than his house. It's not what you
expect to see in the Congo.
2 They walk with style, show off, compete to see who is most
elegant.
3 They stand out in a crowd and have become cultural icons.
4 The effort they make is useful if it makes them feel so good.
7
169 TB
2H 3W t
4M
5W L 6M
Extra plus
Studentsdecidewho they agreewith most.Theycomparea:
explainwhy in small groups.
13 78.2Readthe instructions and direct studentsto the sentences
in exerciserr. Playthe audio,pausingfor studentsto repeat.
Ask about the pronunciationof t and elicit or explain that it
isn't pronounced,unlessthe following word beginswith a
vowel. Playthe audio a secondtime if necessary,encouraging
studentsto soundmore fluent.
Dostudents
usea variety
of wh-clauses?
exercise
10
Dostudents
useafewcompound
adjectives?
exercise
3
' -r- talk about fashion.
Studentstick on my own if they have made their statementusing
their notes.Theytick with somehelpif they have also lookedat th.:
vocabularypanel or exercisen occasionally.
Early finishers
Studentsmake a fashionstatementfor a sapeur,and comparev'-- a partner.
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fl
:ontext
-:. this iesson,students will practise using future forms to talk
.rout their coming week
lnSuaSe
probobly
maybe,
language
Focus
grammar futureintentions:l'm ...ing,
Areyou doing...?,
I'mgoingto...,
Preview
Focus
words
bodyandexercise:
gym,haircut,
climbing,
comb,elbow,
jogging,knee,
limb,massage,
shave,
steamboth,thumb,toe,
walking,yoga
w ords:mokeove
r,scrufy, refreshed
phrases:
potato,
bodycare,boredoutof mymind,couch
wastetime
Recycled
words:active,appointment,arrongement,attroctive,
EnguaSe
celebrate,
bored,
nt,fashionable,
elega
fantastic,ill,interested,
plan,style,tired,untidy
phrases
:fa shion conscious
gtammar:
present
perfectandpastsimple;
adverbs
of
reported
speech
frequency;
Fronunciationsilentletters:
b,k,/
Recognition
vocabulary
iuage note
;h has no futu re ten se ir k e r . . . r r " : ' . . . r ' ^: . r . . . . 1": . - , '
-
norellrr
'.."..-l
rh n n co
Cat.:ti..- l;S
:1-.
. t:' - ^: :,
.: _-- .
ncnnle e o m ectino
r ' " r ' _'
rl
Extra help
Reviewgo,have,do + sportsand activlties,if necessary.
Extra activity
Ask a questionand nominatea studentto answer.The student
asksa differentquestionand then nominatesanotherstudent
ro answer.
Go through the instructions and examplesfor eachletter.
Ask studentshow they can find out if letters are pronounced
or not. (/n their dictionariesJMonitor and help as students
continue individually. Ask studentsto comparewith a partner
beforenominating individuals to give answers.Give extra
pronunciationpracticeas necessary.
?reparation
-:.:nk aboutclassroomorganizationfor the stagesin Put it all
', tether.Takedictionariesto class.Forthe next lesson,askstudents
-: rring a photo of a room in their house.
silent b: comb.Iimb.thumb
silent k: knee
silent l: walking
,Varmer
','::teNext week?on the board.Givestudentstime to think about
.':.atthey will be doing and askfor volunteersto tell the class.
'-:nitorfor the use of future forms but do not overcorrectfor
: -: rracy at this stage.Seewho hasthe most excitingweek ahead.
i:'-teHow to talk about plansand intentionson the board.
Readand infer
T70
la
Jc
3 goingto
Extra activity
Ask studentsto askand answerthe questionsin exercise7
with a new partner.Monitor for accuracy.
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T71 7C
How to expressguesses
lrientation
l:ntext
- :his lesson,students will practise using modal verbs and
.:-,'erbsto talk about deductions and to speculate.
;::m Detectivesinvites a reader to make guessesabout people
-:::n what they have in their room. In Room l the writer is
irlguage
tecognition
rocabulary
fe<ycled
anguaSe
2 Because
the furniture is cheapand simple.
3 Because
the room is tidy and there'snothing on the floor.
4 Because
there isn't much light in the room.
5 Because
there are paintingson the wall.
there aren'tmany books.
6 Because
7 Because
there'sno electricityor running water.
'
n Fr<^n
i r ur .
1\
r<
: n o i r l i kcl ri
',''b '-
''''.
: n^r r t
c o ntnhnhlt,
d:
AauAutLt rLl rt u
a .nr .
uc
rre
ID rtnuhuauhul t lr
l<
'r
r! t>q
. ^ /ur
how
+^ . - . ,
LU \dy
r i ..L l l Jl
i . n r . csih r c n r th r l lh
e "a ke l i5 n o t certarn
' ' ' 'e sn
"r ' _
om er h i n g . M a y b e s u ' e d to sa y th a t ) o m e th in g L s p o s srbl e
. . ht be t r u e .
=.C product
studentsmake deductionsand speculateabout
-rutit all together,
' - -. ownersof roomsin Pairwork.Theychecktheir guessesat the
. - : of the activity,using information on >>p.r34.
.-'reparation
- - :-<at Two rooms - the photos on >> p.13oso you are familiar with
- = activities in exerciserc. Take dictionaries to class.
''Varmer
:-:e the title Room Detectiveson the board, and put students
-:: small groups to discuss what it means. Do not respond to
-r:estions at this point.
;:.rdents have brought photos of a room in their house, collect
.--- redistribute the photos. If students haven't brought photos in,
..r: ihem to choose a room in their house and to make some notes
,: ::: what it looks like. Collect and redistribute the notes.
: -lents deduce information about the owner and guess who Iives
. .:e and report back to the class.
:'.:eHow to expressquesseson the board.
__-ff5rh
'-:-r''o(c
+-
ro(
*Fev
rherlr
in:
dictinner'
musr'
8 ?;ffi{;!"*modals ordeduction
Go through the instructions, sentencesr-3 and options a and b.
Readsentencer and options a and b to the class.Direct students
to the first paragraphto decidehow surethe writer is. Elicit
the answer (a) and a reason.(Thewriter saysthereare men's
clotheshangingbehindthe bed) Studentscontinue individually,
ignoring any unknown vocabularyfor the moment.
2 b Thefurniture is cheapand simple. 3 b It's possiblethat
the man likespaintingsratherthan paints himself.
Copythe time line onto the board and do the activity as a
whole class.Tell studentsthat the line representshow certain
we are of something and elicit or give two examples,one for
eachend of the line, e.g.Thisis Juan'sbook.Thisisn'tJuan'sbook.
Readthe instructions and direct studentsbackto exercise5
to help them decidewhere the modals should be placed.Elicit
answersand write them on the board.
can'tbe might be must be
Extra activity
Put studentsinto pairsor smallgroups.Seta shorttime iimtt
for them to make more deductionsaboutthe room'sowner.
Askfor suggestions
aroundthe classand seeif the othersagree
or disagree.
T72
Dostudents
usea variety
of modals
to talkabout
deductions?
exercise
7
Dostudents
haveenough
vocabulary
to dothetask?
exercises
3.14
I can express guesses.
Students tick on my own if they have explained their reasons for
guesseswithout a lot of hesitation. They tick with some help if. they
have looked at the diagram in exercise 6 or the box in exercise r3
occasionally for help.
Early finishers
Studentsimagine another room in the house of one of the peo1.
from the Patrwork photos. They make some notes and compare
lhpir
ideec
tn cee if thprr
...-r a8ree.
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T73 TD
Crientation
words:appearonce,apply,application,backg
round,
confdent,imoginotive,immigront, lively,outgoing,
personality,
slim,variety
wh-clouses
Srammar:
words:attitude,avaiIabiIity,brief,f reeIance,handwr itten,
unusuol.
viewers
phrases:
brightred,mokea goodimpression,
medium
height,
spellchecker,
votedoff
ind product
:. Put it aII together,studentswrite a formal letter of application
:asedon a model letter. Studentsexchangeletters and decideif
--:-eirpartner would be chosenfor interview.
Warmer
appearance:
medium height,slim,roundface,dyedhair
clothes:unusual,imaginative
personality: lively, confident,outgoing
availability: easily available
7
Vocabulary
Have
students
included
alltheinformation?
Have
students
writtenina conversational
stvle?
Have
students
speltwordsconectly?
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7E T74
Warmer
Rememberthe situations
Write lessonsA-D How to titles on the board:A ...say howpeople
Iook,B ... talk aboutfashion,C ...talk aboutplansand tntentions,
guesses.
Saysentencesr-ro below for studentsto call
D ...express
out the lessonletter.
t I don't think I'il do that again! z He looksa bit shy and nervous.
on Thursday.
3 I don't mind what I wear. 4I'm startingdanceclasses
5 She'sin her earlyfJties. 6 He can't havea lot of money. 7 He knows
which colourslook good together. 8 It must be a man's room.
g I don't know how muchan Armani suit costs.to He doesn'tlook
Iike his dog!
1C 2A 3B 4C 5 A 6 D 7 B 8 D 9 B 1 0 A
Grammar
8, 9
wh- clauses78 exercises
T75 R?
!
4
Vocabulary
Looksand character7A exercise7
3d 4e
5g 6a
7c
:,:::l,:,.l
:ilr'r:'::l
fl
-anguage
Focus
grammar phrasal
getthrough,
verbs:
cutmeoff,getaway,
hondover,
hangon,hangup,ringmeback,ontheline,putthrough
Focus
words
telephone:
business
deal,busy,calledbypublicphone/called
go
by thismorning,connect,earn,engagedsignal,extension,
ahead,messaqe,
mobile
Focus
phrases CanI helpyou?,Hello,canyou ...?,Coahead,l'm calling
Recognition
vo<abulary
Recycled
ianguage
from ...,I'mcallingto...
words:client,engine,spraypaint,urgently,vehicle
phrases:
callout service,
emergency
services
golf,interrupt,mechonic,
pretend
words:colleague,
phrases:breokdown,collbacklater,escaping,
get cut of,
holdthe line,I'm sony,leavea message,
putyou through,the
line'sbusyright now,wrongnumber
Preparation
.:.:nk about classroom organization if you'd like students to sit
-.:k-to-back in exerciserz. ReadPhoning Frank on >> p.r3o so you
.:: familiar with the task in exercisere. Take dictionaries to class.
Warmer
'.':ite the following words on the board: a, at, back,busy,call, cut,
-.: hang, hold, later,leave,line message,moment, number,off, out,
- -:. the, through, up, wrong, you. Ask students to guess a topic that
,::.nects all these words. (Telephoning.)
. -: students into pairs or small groups to write telephone phrases
-,-:v remember from English ResultPre-intermediate.Set a short
-.::.e limit. Elicit suggestionsaround the class and write the
-:.:aseson the board.
;:'-:eHow to talk on the phone on the board.
T76
!
?
Teaching tip
Studentsmight fail to recognizephrasal verbs in a text if they
don't Iook beyondthe flrst word after the verb, e.g.in handyou
over Encouragingstudentsto look for phrasesacrossseveral
words will help them understandtexts more easily.
8 Ask studentsto read the text and say how many times
Stephaniemade a phone call. (Four)Checkvocabulary.Students
continue individually. Monitor and checkstudents are using
the past tenseform ofthe verbs.To checkanswers,readthe
text aloud and pausefor studentsto call out answers.
2 c all 3Hang 4pu t 5 c u t 6 g o t T h a n d e d 8 c a l l thung
8A.2Do the exerciseas a class.Direct studentsto sentence
a and ask What doesby mean?(Touse.)Playthe audio for
studentsto listen to the pronunciation ofthe sentencesand
read the rule to the class.Point out that by is a prepositionhere.
Readsentenceb and ask studentswhat the phrasal verb called
by means.(A shortvisitJ Point out that by is a particle in this
sentence.Playthe audio for studentsto listen to stressin the
phrasal verb in the secondsentence.
Playthe audio a secondtime for studentsto listen to both
sentences.Tapthe deskto help studentshear the difference.
Extra help
Direct studentsto audio script 8A.1.In pairs, studentsfind
and underline the phrasal verbs and mark the stresson the
particles.Monitor and help as necessary.
Extra activityr
Studentsunderline the particles in speechbubblesa-f. In pairs,
they take turns to read the information and listen to seeif
their partner stressesthe particle correctly.
G
Listenfordetail
tIn this section,studentslisten to the start oftelephone
conversationsfor specificinformation and detail.
10 8A.3Readthe instructions and checkstudentsunderstandthe
activity. Ask studentsto read items r-5 and checkvocabulary
as necessary.Playthe audio.Ask studentsto comparein
pairs and play the audio a secondtime if necessary.To check
answers,ask about eachitem in turn.
2 ,/ 3x 4, / 5X
T77 8A
usemostphrasal
verbsaccuratelv?
12
Dostudents
exercise
pronounce
particles
Dostudents
clearly?
exercise
12
I can talk on the phone.
Studentst-ickon my own if they have given the necessary
informatio'n to their partner. They tick with somehelpif they
have forgotten to give information and a partner has had to ask
questionsonceor twice.
Early finishers
Studentschoosetwo situations from On the Phoneon >>p.76and
role play the telephoneconversation.
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rcusgrammarability:can,could,beableto, manageto
:cuswords
adjectives
andnouns:
- activity,
able- ability,
active
curious
- popularity,
- cu.riosity,
popular
possible
- possibility,
realreailtv
:cognition
:cabulary
:cycled
lrguage
amazed,clever, bored,enjoyed,eyebrows,
fo mous,fu n,
intelIigence,interested, screntrsts,shape
reparation
at ldeas on >> p.13oso you are familiar with the task in
',
: :rse rz. T aked ictio na riesto c las sif nec es s ar y
,Iarmer
Readand summarize
Pcnnerhero
T78
3a 4b
Ixtre hdp
Ask students to underline examples of can,could,managedto,
and be able to in Smart AIexand CleyerRr'co.They identify the
rule and write a number from r-4 next to eachsentence.
Extra activity
In pairs, studentstake turns to tell eachother about the animal
they readabout,using the verb forms in a-d.
Ask studentsto read sentencesr-7 and checkvocabulary.Go
through the first item as a classand point out that there might
be more than one answer.Studentscontinue individually.
Monitor and guide them to use the correcttense as necessary.
Studentscompareanswersin pairs.Nominate studentsto give
answersand encouragethem to readthe full sentence.
2 could,was ableto 3 can,is ableto 4 be ableto
5 managedto, was ableto 6 could,were ableto
7 been ableto
lxtre activity
Write thesecueson the board: now,Iast week,whenyou werea
child.Ask studentsto write a note of one exampleof an activity
they could or couldn't do for eachtime period.Put them in
pairs or small groupsto tell eachother about their abilities.
lxtra plus
Booksclosed.Studentsmingle and tell eachother about their
abilities past and present.They seeif they can find anybody
who can and can't do the samethings.
T79 83
Xxtra help
Put studentsinto pairs and askthem to underline the stressec
syllablesin the words in the table in exercise8. Monitor and
encouragestudentsto use their dictionariesto checktheir
ideas.Elicit answersas a classand give extra pronunciation
practiceas necessary.
pqrular - popularity agtive- activity curious- curiosity
real- reality possible- possibility
11 Demonstratethe activity by saying an adjectivefor the class
to saythe noun. Repeatwith one or two more examplesbefore
putting studentsinto pairs to continue.Monitor and give
positivefeedbackfor accuratepronunciation.Checkstudents
swap roles.
$rtra help
Put studentsinto different pairs to repeatthe activity.
E:rtra plus
Ask for pairs of volunteersto repeatexerciserr for the class.
The classdecidesif the studentssaythe words with correct
syllablestress.
Dostudents
tryto place
stress
onwordsending
in-rty
conectly?
exercise
11
I can talk about ability.
Studentstick on my own if they have told their story using their
notes.They tick with somehelpif they lookedat the grammar box
in exercise6 onceor twice for help.
larly finishers
Studentschoosea different topic from ldeason >>p.r3oand repear
the activity.
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fl
ixguage
.cusSrammar reported
questions:
I asked
himwhere
hewos
from.,I asked
himif hewas6uyKewney.
:mts
post,solary,
words:candidotes,
company,
CV,expert,
staff
cabulary
phrases:
work
for somebody
lt<ognition
w ords:accou
ntant,oJterwo
rds,approach,broodcast,
cabulary
celebrity,
computer
graphic
technician,
courtcase,
expert,
guy,hilarious,
designer,
identity,
interpreter,
lifeguord,
microphone,
nurse,
reporter,
sauno,
starsign,taxi
driver
phrases:
linedup,onlinedownload
become
clear,
fecycled
pointed,
words:appear,
replied,
mistake,
said,surprised,
anSuaSe
thought,unfortunately
pronouns
in reported
speech
Brammat
i:d product
studentsreporta job interviewthey role
- ?ut it all together,
:-:ved in exercise14.Theactivity is basedon audioscript8C.1.
Preparation
;:ad the Teachingtrp after exercise Think about different ways
5.
: - guessingthe meaning of vocabulary for the words in exercise
, -: you want to do the activity with the class.Think about how
,.;dents will change partners for exercisesr3-r5. Take dictionaries
:: classif,necessary.
Warmer
.-:t students into small groups. Ask them to make a note of what
::cple do before they go for a job interview. Elicit suggestions
.:cund the class and encourage students to add details about how
::.e person being interviewed might feel.
=;k students to teil the class about any experiences they (or anyone
::.ey know) have had at interviews. Monitor for the use of past
:=nsesand reported speech.Do not overcorrect for accuracy but
::lp students get their ideas across.
.i;:ite
How to report an interview on the board.
Readand predict
T80
e i mn l e
Ertra activity
Ask studentsto find two examplesof reported open questions
in the text. (...askedwhereGuy Kewneywas....askedMr Goma
what he thought about the resultof the case).
Readthe instructions and go through the example as a class.
Point out the use of ask as the reporting verb for questions.
Remind studentsthat pronouns and tensesoften changein
reported speech,dependingon the context.
Monitor and help as studentscontinue individually. Ask
volunteersto give answersand monitor for accuracy.
2 Sheaskedme what I did. 3 Sheaskedme where I worked.
4 Sheaskedme what mv nationalitv was. 5 Sheaskedme
who I wanted to see.
Extra activity
Studentswrite the questionsthey talked about in exerciseI in
reportedspeech.
Checkstudents understandthe term closedquestions(questions
beginwith verbssuchas Are, Was,Do, Did, Can,Will etc.and
haveonly two possibleanswers,e.g.yes/no,big/small, driving
or walking/. Put students into pairs to look at Two Guysin BBC
surpriseto completethe sentences.Go over answers as a class.
He askedhim if he was Guy Kewney. Shewanted to know if
he was surprisedat what happened. SheaskedGuy if more
peoplewould downloadmusiconline.
For closedquestions,we use iJ + ... afler the reporting verb.
Explain that questionsr-8 are real questionsthat candidates
have askedat an interview. Go through the questionsand
checkvocabulary.Ask studentswhy the questionsare strange
and help them expresstheir ideas.Go through the example and
put students into pairs to continue.Nominate studentsto give
answers and ask the classifthey agreebefore giving feedback.
2 He askedme why I wanted his CV.
3 Sheaskedme what my star sign was.
4 He askedif he couldbring his dog to work.
5 Sheaskedme if shehad to wear shoes.
6 He askedme if I was happily married.
7 Sheaskedme if we had a saunain the building.
8 He askedme where the company golf coursewas.
lxtra help
Backchaindrill. Help studentsrememberreportedquestions.
Usethe answersto questionsr-8. Saythe last word and
add one word at a time for studentsto repeat.This will help
increasestudents'fluency.
lxtra activity
Put studentsin pairs to role play Mr Gomatelling a friend
about his interview. Checkthey swap roles.
T81 8C
G
Listen for detail
rIn this section,studentslisten to an interview for gist and detail.
10 8C.lReadthe instructions, and play the audio.Takea yes/no
vote and ask around the classand ask for reasons.
No. Shecouldn'tthink of answersto the interviewer's
questions.Shedidnt havethe skills required.Sheexpected
shewouldn't.
too high a salary.The interviewersuggested
11 Ask studentsto read sentencesr-4 and checkvocabulary.PIay
the audio.Ask studentsto compareanswersand play the audic
a secondtime if necessary.
2 True. 3 True. 4 False.(Cathaskedfor f30,000a year.)
12 Direct studentsto audio script 8C.lon >>p.155.Ask studentsto
read it through silently and checkvocabulary.Point out the use
of different reporting verbs (asked,said, wanted to know told,
thanked)in the audio script. Go through the instructions and
checkstudentsunderstandthat they role play the interview
not Cath and Richardsconversation.Ask for two volunteersto
readthe example.
useappropriate
reporting
verbs?
Dostudents
exercise
9
I can report an interview.
Studentstick on my own if they have told their partner about the
five questions.They tick with somehelpif they have looked at the
grammar boxesoccasionally.
Early finishers
Studentschooseanother job and repeatexercisesr3-r5.
Additionalmaterial
for extrapracticeactivities
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.
::t,1.
Orientation
3ontext
-:. this lesson, students use different reporting verbs to talk about a
:cnversation.
?eporting yerbs lists key verbs and definitions which students will
:.atch and use during the lesson. The following information (often
-:und in dictionaries) is also given: whether a noun or pronoun is
:sed after the verb but before to + inf.nitive (shown by the use of
. r) and the position of nof when the reporting clause is negative, if
--:.eword is used to talk about somebody sb or something sfh.
JnSuaSe
Focus
grammar reportedimperatives
andrequests:
Heoskedmeto help
him.,I told him not to worrv.
reporting
verbs:
advise,
agree,
invite,offer,promise,
refuse,
w0rn
Recognition
vocabulary
Recycled
hnguage
w ords:homeless,tricked
phrases:
leavemeolone
words:approached,
crowd,lie,robbed,say,tell,thanked,
thieves,victim
grammarpost tenses:
pastsimple,pastperfect,past
pronounsin reportedspeech,
continuous;
sayand tell
Pronunciation linkingafteraske
d andtold 8D.1
Discourse
pronouns
imperatives
in reported
andorders
Ianguage note
,:.e reporting verbs studied in this lesson are more descriptive
-.:.a say, csh and tell as they give information about the function
:: rvhat was said.
lnd product
'.:.
Put it aII together, students recount a conversation they had with
::mebody they didn't know. They can use their notes.
Preparation
-:ck at Questionson >>p.r31so you are familiar with the task in
::ierClse15.
Warmer
.'.:rtethesewords on the board: agree,invite,offer,promise,suggest.
.:: studentsinto pairs or small groupsto write the wordsa person
:--ght say when they want to do thesethings, e.g.agree:Yes,I think
.:L'reright.
:--:it examplesfrom a spokesperson
in eachgroup.As you do so,
::rrinate anotherstudentto reportthe previousstudent'sanswer.
l:.:ourage them to use the reporting verbsrather than say,ask,or
-....Monitorfor accuracybut do not overcorrectat this stage.
',:-.teHow to reporta conversation
on the board.
Focus
words
',i!:tY::
lxtra actirityr
Studentswork with a partner and find three new words in the
text. They guessthe meaning and check in a dictionary.
reportedimperatives
B Ctl1mar
anc requests
4
T82
T83 8D
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Orientation
words.apologize,
invite,message
phrases:
communicotion
hobits,switchof
grammarrcpoftedquestions
ondonswers
post,
words:convenient,
info,
survey,
textmessage
phrases:
passon
controstingfact,
because,
however,
if, so,suchas
5 So
Preparation
End product
-n Put it aII together,studentswrite a report of a classsurvey
'Jteyconductedin exercise9. Their report is basedon a model in
:xercise6.
Warmer
Readareport
lxtra help
Put studentsinto pairs and askthem to find and underline any
useful phrasesand sentencesto use in a report.
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ttr T84
Warmer
Rememberthe sentences
fl Grammar
1 Ability: can, could,be able to, manage to 88 exercise6
Warm-up:Ask studentswhat they can rememberabout Ricothe
collie,AIex the parrot, and Hans the horse.Direct studentsto
IntelligentAnimalson >>p.78to check.
Set-up:Remind studentsto look at the information beforeand after
the blanks.
2 managedto 3 ableto 4 can 5 ableto 6 can
7 managedto 8 could
Follow-up:Ask studentsto write f,ve sentences,sometrue and
somefalse about Rico,AIex, and Hans using can,could,be ableto,
and managedto. Studentsreadtheir sentencesto a partner,who
correctsthe factually incorrect sentences.
2
Reportedquestions 8Cexercise5
T85 n8
Vocabulary
Phrasalverbs 8A exercise7
5d 6b
7h
8c
Reportingverbs 8D exercise11
1[ Vocabutary weather
l:rtext
- ::.is lesson,studentswill practiseusing tag questionsto start a
: ::.','ersatron.
-:: :llustratedmagazinearticle,Fourgoodreasons
to talk aboutthe
" :;:her on >>p.86takesa look at why many peopleusethe topic
. -.. conversationopener.Thetwo photosbelow the article show
=---knownsayingsaboutthe Englishweather.
accompanyingWeather
illustrateskey words for the
_-,r.?"*.
l:lture notes
-:--{:ngaboutthe weatheris often consideredan exclusively
::,:.sh thing to do.In fact,talking aboutthe weatheris
:::ething that peopleof most culturesdo as it is an easytopic of
:.-,'ersationto havewith peopleyou don't know
.i:rguage
locusgrammal tagquestions:
isn'tit?,isthere?,
oren'tthey?,
dowe?,
don't
we?
:ocuswords
tecognition
cabulary
fecycled
weather:
autumn,blowing,
boiling,
cloud,floods,
freezing,
gales,
heatwave,lightning,
mild,pouring,
shining,
showers,
summer,
windy,winter
snowing,
sooking,
spring,
stormy,
words:olternotives,
chatting,
clues,
cheerful,
fa rmers,
floods,
heatwove,lifetime,
mood,sailors,
morvellous,
soyings,
shore,
snowstorms.sociable.tornados
phrases:
conversotion
starter,
cutoff,seasonal
ofective
winterblues
disorder,
words:omazing,
city,comploin,
celebrate,
chats,
enterta
inment,extreme,fascinoted,fo recast,fo rest,hi||s,
perhaps,
probably,
insects,
mountains,
seo
-tuage
*onunciation tag questions
9A.3
.errguagenote
- - =:eis a iimited presentationof tag questionsin this lesson.
-.=s using other verb forms wiII be dealtwith later in the course.
product
-.d
- -:rit it all together,students start and continue conversations
are basedon
-::. severaipeoplein the class.The conversations
. -::o script9A.3.
?reparation
-
Warmer
:-tethe following questionson the board:Whenyou'restanding
' . queue something,do you talk to peoplenext to you? What
for
.:::s doyou talk about?Put studentsinto small groupsto discuss
-. questions.
Ask for a
Monitor and join in the discussions.
--:ent from eachgroupto reportbackto the class.Takea vote on
'= nost and Ieastinterestingtopic.
':'-:e
How to makesmall talk on the board.
5d
6f
T86
c2
d1
c 1. , 2, 3, 4 d1.,3 ,4 e 2
f1 ,2 ,3 ,4 g 1 ,,2 ,3
Extra help
Put students into pairs to underline one example for each of
the items a-g in audio script 9A.2.
T87 9A
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in
nhnfn<
r-r
;n8ua8e
:ocusgrammat futureperfect:My hairwillhavegrown.,Thrngs
won'thave
changed
much.
f, Readfor detail
In this section,studentsreada popularsciencearticlefor gist and
detail.
1
:ocuswords
attitude
adverbs:
hopeful
ly,proba
bly,
defnitely,
unJortunately
partsof thebody: brain,eyebrows,
eyelashes,
ails,
f ngern
nails,ringfnger,skin,
teeth,toenails
olhers:
beat,blink,breathe
:ocusphrases Bythistimetomorrow
...,lnfve years'ttme,...,fve years
from
now
tecognition
.ocabulary
words:maintain,medical,organ,outerlayer,renew,replace,
retire,stuf
phrases:
a newheadof hair,fromthetop,my ownplace,
popularsoence
iecycled
anguage
words:beauty,body,fashion,
head,hair,heart,maybe,
perhaps
nhrrcp<.
<rionro
Extra activity
Ask studentsaboutthe purposeof the text: Wasit writtento
inform,advise,or entertain?(Entertain.)
3 Gothrough the instructionsand items r-3. Checkvocabulary
and make sure studentsunderstandthat there is more than
one pieceof information for eachitem. Monitor and encourage
studentsto use what they understandand to ignore unknown
vocabulary.Ask for volunteersto give answersand checkthe
classagrees.Givepronunciationpracticeas necessary.
I hair,eyebrows,
eyelashes,
nails,skin 2 blinks,breathes,
heartbeats 3 teeth,brain
6rtinn
>ronunciation sentence
slress:
My hait willhavegrown.98.1
word stress:definitely,hopefuIly,probably,unfortunately
i:.d product
: ?ut it all together,students work in pairs and use their notes to
- =;:ribe what they think they will be like in f,ve years' trme.
-.
: activity is based on audio script 98.2.
sure: body will have changed, will have grown new hair
unsure: perhaps have a newjob, maybe be in another country
Extra activity
In pairs, students find five new words in the text and guess the
meaning. If they don't know the meaning by the end of the
lesson,they should check in a dictionary for homework.
'Varmer
-.-:cse a time of day and ask students around the class what they
::e doing yesterday.Refer to the same time for tomorrow and
.,:. for information. Monitor students' use of future tenses but do
:: overcorrectfor accuracy at this stage.Repeatthe activity, use
-.-: same time but refer to next week or next month. Listen out for
. : : ortunities to rephrase what students say to bring in tlnefuture
-.'.'ect form. Ask the classto say who they think has the most
. ' ::iing life.
::e How to talk about yourfuture on the board.
T88
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T89 9E
t::::iiia
-:rtext
- ::.is lesson,students will practise usingif clausesto give advice
: langerous situations.
- -:
-liustrated quiz, Nature'sNightmares,on >>p.9o, invites a
-'.::r to identify the worst things people can do in various
: :: gerous situations.
_:rguage
probobly
-c(u5grammar1stconditional;
i/clauses:
lfyourun,thebearwill
runafteryou.,lf you'renota goodswimmer,
youshouldstay
nearthebeach.
:xus words
directlonof movement:
downhill,
along,backwards,
Extra help
In pairs,studentstake turns to point to a picturea-j, for a
partnerto saythe word or phrase.
downwards,
forwards,inside,outside,towardsyou, uphill,
upwards
iecycled
.anguage
aggressive,
avalanche,
basement,
bear,bell,blocked,
current,
ditch,encounters,
Jloat,Jlow,gills,lie,mattress,noise,pack,
parallel,paraphrase,
paws,pipes,quicksand,
ranger,root,
single,spray,stream,stuck,volcano
conidor,door,exhausted,
J1oor,lift, probably,school,should,
shouIdn't, tornado, workpIace,window
i:.d product
- .rut it all together,students work in small groups and use their
- -::s to give advice to people who might flnd themselves in
: tangerous situation. Students have practised this activity in
: ..:IClSe 1J.
?reparation
:.zC SafteyLeaJletsA and B on >>p.r3r and >>p.r35 so you can
- =.p students with exerciser3 if necessary.Think about classroom
.anization for the group work activity in exercise16.Take
:,::ionaries to class.
iVarmer
':-te
^+ +Li^
dL
Lr rrJ >Ld6q.
-+^^^
Readandrespond
5e 6f
7d 8g
Teaching tip
Exercise5 presentsstudentswith three ways of guessing
meaning,which shouldhelp increasetheir confidence
when
deallngwith new language.If studentssuggested
different
strategies,
make a noteofthem on the boardand suggest
they try a differentstrategynext time they needto guessthe
meaningof a word.
5 Go through the instructions and put studentsinto pairs to do
the quiz. Monitor and help them expresstheir ideas.
Go through eachquestionin turn and elicit suggestionsaround
the class.Encourage
other studentsto add their comments.Do
not comment on correctnessat this point.
T90
3a 4c
5b 6c 7a 8c
p Readand paraphrase
In this section,studentsread and summarizethe main points in
an explanation.
13 Put studentsinto A/B pairs to readSaJetyLeafletsA and B
inPairwork. Readthrough the questionsand checkstudents
understandthe activity. Ask studentshow they are going to
read to answer the questions(Iookfor key words)and direct
them to the sectionheading and elicit or explain the meaning
of paraphrase.Explain that studentswill use their notes to give
their partner advicein the situation, so they should write key
words only.
Encouragestudentsto use their dictionariesonly when they
can't guess.Monitor and help as necessary.
14 Remind studentsto use different ways of giving advice,e.g.
don't,you shauld,you shouldn't.Give students somerehearsal
time beforeyou put them into pairs to do the activity. Monitor
and give positive feedbackwhen studentsuse difierent ways o:
giving advice.Ask for volunteersto tell the classthe situation
and the advicethey were given. Encouragestudentsto make
other suggestions.The classvotes on the best pieceof advice
for each situation.
Extra activlty
Put studentsinto pairs or small groups.Studentswrite two
other dangeroussituations and swap with another pair or
group.Studentsgive eachother one pieceof advicefor each
situation. They can use dictionaries.
Dostudents
usefclauses
correctly?
12
exercise
formsto siveadvice?
Dostudents
usedifierent
exercise
14
I can give advice.
Studentstick on my own if they have given advicefor dangerous
situations using their notes.They tick wifh somehelpif they have
looked at the grammar box in exercise11onceor twice for help.
lady finishers
Studentscan repeatthe activity, choosingdifferent situations fror
the list in exercise15.
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T91 9G
.ti
lontext
.:. this lesson,students will practise using the znd conditional to
:alk about things they would like to have.
-anguage
Focus
grammar 2ndconditional:
ifwe all hoda personal
helicopter,there
wouldbetrafic chaos.,Whatwouldhappenif we all hada
personalhelicopter?
Focus
words
+ alarm;
compoundnouns:llarm+ nouns,adjectives
book+ nouns,nouns+ book;computer+ nouns,adjectives
+ computer;phone+ nouns,adjectrves
+ phone;servtce
+
+ service;
nouns,odjectives
+ nouns,adjectives
+
science
science
Focus
phrases Whatwouldyou do?,Whichonewouldyou choose?,
Where
wouldvouao?
Recognition
vocabulary
words:chaos,coral,device,dimensions,
disabled,
edition,fair,
idiot, reactio ns,wheelchair
phrases:
bumpingintoeachother
1 computer+ technology,programmer,keyboard,
graphics laptop,desktop,personal+ computer
2 alarm + clock,bell fire,burglar,smoke+ alarm
3 science+ flctron,teacher,
faculty computer,
medical+ science
4 service+ charge,station room,health+ service
5 book+ shop,fair,club address.
exercise,
text,phrase+ book
words:coreful,
crashi
ng,entertai
nment,
interesting,
fa ntastic,
president,
recognize,
rich,secretly,
shark
wh-questions
Srammar:
Pronunciationlinkingin questions:
wouldyou
9D.2
Recycled
languaSe
I;rnguage notes
:':ne grammar referencessuggestthat wereis used rn the znC
::nditional r/clause.In everyday speech,it rs at ieast equa.ly
,:rnmon to say was.
',','.,en
a main clause comes before an i/clause in a conditional
.::ltence,it is not necessarvto use a comma.
ind product
.:. Put it all together,students have a conversationsin pairs about
'.-rat they woujd do if they had three different things. The
::nversation is based on audio scriot 9D.2.
Preparation
, ake dictionaries to class,if necessary.
Warmer
-.sk students if anybody has ever been to a technoiogy fair and
''.'r.athappens there. Elicit or explain that they are usually very
: -g exhibitions which people visit to flnd out about the latest
:ventions. Put students into groups to discusswhether or not they
.,'ruld go to one of these events and to exchange ideas.Ask for
::inions around the class and encourage students who have been
:: a technology fair to tell the class about their experiences.Help
.:-rdents expresstheir ideas as necessary.
,',':iteHow to talk about unreal situations on the board.
Vocabulary compoundnouns
Teachirg tip
This sectionteachesstudentshow compoundnounsare
formed.It's usefulfor studentsto be awareof this as it
demonstrates
that they needto look acrossword boundaries
to identify meaning.This is alsoa usefulreadingstrategy.Tell
studentsthat it wiil heip them becomebetterreaders.
Readfor generalmeaning
T92
G
Grammar znd conditional
tL
7
Extra help
Chaindrill. Usingone of the pictures,askIf you had oneof these,
what wouldyou do?and name a student to answer.Encourage
studentsto reply in full sentences.That student then asksabout
another picture and nominates a different student to reply.
10 Ask studentsto read sentencesr-4 and checkvocabulary.Go
through the exampleas a classand remind studentsto look at
the grammar boxesin exercise7 if necessary.Monitor and help
while studentscontinue individually.
T93 9D
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]rientation
l:rtert and Language
lesson,students follow a paragraphstructure to express
-:::
-,isopinion.
wotds:buses,
disabled,
enemy,
nature,
fares,government,
plane,surfng,technology,
trofic, troins,transport,travel
lstand2ndconditionals
Srammar:
discourse:
also,and,as,becluse,
but,such
words:banned,
benefits,
boring,consequences,
convenient,
destroy,
equipment,
heolthy,planet,probobly,
rurol,simple,
solution,
sufer,tax
phrases:gIobaI warming
signalling
opinion:cleorly,
obviously,
option,unfortunately
::d product
- ?at it aII together,students add comments to those of other
-1ents. They follow a paragraph structure they have practised in
::cise 5. The group comments on the clarity of their opinions.
'Varmer
:--reTechnologyis making the world a betterplace.Give students
': minutes to decideif they agreeor not with the topic and to
:-<ea note of two reasonswhy. Ask for volunteers to say if they
:.:e or not and to give reasons.
:--reHow to write about my opinion on the board.
Student performance
Studentsshould be able to write an opinion paragraph,starting
with a topic sentence.
You can use this checklist to monitor and give feedbackor to assess
students' performance.
Adstt
Havestudents
supported
theirpointofviewandgiven
examples?
Havestudents
useda topicsentence?
@d0*,,.
Havestudents
usedadverbs
of attitudeappropriately?
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tt r94
Warmer
Rememberthe situation
Write lessonsA-D How to titles on the board:A ...makesmall
talk,B ... talk aboutyourJuture,C...giveadvice,D talk about unreal
situations.Saysentencesr-ro below for studentsto saythe
lessonletter.
t By this time tomorrow I'II have hadfour cupsoJcoffee.
z If you had morefree time,what wouldyou do with it?
3 If there'slightning,don't standundera tree.
4lt's a lovelyday, isn't it?
5 What wouldyou do if a sharkattackedyou?
6 If it sfoggy, you shouldn't drivefast.
7 If you seea tornado,you shouldn'ttry to escapein your car.
8 Thedaysaregetting shorter,aren'tthey?
therewouldbe trafic chaos.
9 If we all had a personalhelicopter,
to By this time nextyear, there'Il be lessiceat the North PoIe.
1 B 2D 3C 4A
5C 6C 7C 8A
9D
108
Vocabulary
Weather 9A exercise2
fl Grammar
T95 R9
Compoundnouns 9D exercises1,2
Warm-up:Choosetwo first parts of compoundnouns from
exercise3 on >>p.93and elicit examplesof compoundnouns
aroundthe class.
Set-up:Checkstudentsunderstandthat they use a word from each
Iine. They use eachword once.
2 credlt card 3 DVD player 4 mobile phone 5 room service
6 computerprogrammer 7 text book
Follow-up:Studentswrite a similar exercisefor a partner.
Early finlshers
Studentsreview the unit and make list of the different strategies
they can use to guessthe meaning of words they don't know. Therput the strategiesin order,staning with the one they use the mos:
How to exchangeopinions
Orientation
f, Readand infer
lontext
.:. this lesson,students practise using phrases to introduce their
:pinion in a discussion.
rocus
grammar articles:the,a, an
Preview
quantifiers:
little,lotsof,some
Erammar
rocus
words
greengrocer,
baker,butcher,cashier,
chemist,engineer,
grocer,
news-stand,
optician
rocus
phrases agreeinganddisagreeing:
lthink...,ln my opinion...,Yes.
Theshopkeepers
fear it becausethey expectto loseall their
customers.
3 Ask studentsto read questions1-8 and checkvocabulary.
Direct studentsto the sectiontitle and remind them that they
will needto think about information that is not clearlystated
in the text. Do the flrst two questionsas a class,pointing
out the iine numbersto help studentsfind the information
quickly.Monitor and help as studentscontinue in pairs.Ask for
volunteersto give answersand seeifthe classagreesbefore
confirming. Encouragestudentsto give reasons.
maybe,but...
?ecognition
rocabulary
1 Shopkeepers
on the High Street. 2 Thefarm.
3 They'regoingto build a jail. 4 Buildinga jail.
5 FarmerJones'
land. 6 Toshowthesearethe wordsactually
spoken(directspeechis usedto makethe text moredramatic).
7 No. 8 Because
shopkeepers
losetheir customers.
jarl,
alarm,abandon,bulldozer,
checkout,
convenient,
modernization,
produce(n),progress,
sand,shoppingmall,
truth
lecycled
anguate
lrbrary.
lorry.
words:defnitely,department
store,Jruit,
market,milk,newsagent's,
supermarket,vegetobles,vehtcle
comparatives
Srammar:
>ronunciation agreeing
ICA2
intonation
anddisagreeing
liscourse
pronouns,
Thepeople
determiners,
andellipsis:
on thehigh
streetsoythere'snothingworse,
.,:ragenotes
: ' . : ain, High Stre etis a str eetwher e m os t of t he s hopsar e
:rtrated in a town. It may not have that narne oltcrally.
.' USA,the equivalent rs Marn Street.
e r i c r n F n sl rsh
stn rp rc r r r ed r nqlc,.l
..f ,hnn
i:rd product
. ?ut it all together,
studentschoosea topic and havea group
:.;cussion.
Theycanusetheir notes.
?reparation
-:.-nk about classroom organization for the final group work
.:::vity in Put it all together,exerciser5. Take dictionaries to class.
'Varmer
..:te the following topic on the board Shopping:a necessaryevil?
.::ninate a couple of students to answer these questions:Do you
, - ty shopping? Why? INhy not? Canyou avoid shopping?How can
- -; make it easy?Put students into small groups to exchange their
: : -rions. Bring the class together and ask for one spokesperson
:::r each group to report their discussionto the class.
':'-le
How to exchangeopinions on the board.
Vocabulary shops
Go through the instructions and items a-c, eliciting another
example for each category. Put students into pairs to continue.
Monitor and help. Draw three columns on the board and copy
the examples into each. Ask for suggestions and add them to
the appropriate column. Elicit other words and phrases for each
column and check vocabulary as you go along.
a bread shop, clothes shop, etc.
b grocer's,chemist's, optician's,newsagent's,baker's
c bank
Read the instructions and go through the example. Ask
students to read items z-5 and check vocabulary. Nominate
students to give answers and see ifthe class agrees.
2 supermarket You pay for things at different places rn a
market. 3 news-stand A newsagent's is a shop but a
newsstand is in the street. 4 library A bookshop sells books.
5 shopping mall A department store is one big shop owned by
one company.
Extra activity
Students write the heading shops and draw a table with
three coiumns. They use headings a-c in exercise4 and
record examples in each column. Ask for suggestionsof other
information that could be added to the table, e.g.translation,
marking pronunciation. Ask students to choosea focus for a
fourth column and complete this for homework.
T96
Extra help
In pairs,studentsask and answeraboutplacesin their local
environment.They rolepiay being ftiends and a visitor asking
for information about loca1places.
Ask studentsto read the summary of.Death oJthe High Street
and checkvocabulary.Do the example and one or two items
together beforeputting students into pairs to completethe
activity. To checkanswers,read the text aloud and pauseat a
blank for the classto say the missing word. Referto questionsr
and z in exercise6 again if necessary.
2 t he 3t he 4t h e 5 a n 6 a
7 a 8 T h e 9 th e 10a 11a
Extra help
Ask studentsto underhnethe artrclesin Decthof the Hoh
StreefCheckunderstancinq
Extra activity
Playaudlo script 104.1againforjtuCel '3 r' ::'-A a'' !.'-
T97 10A
a6
b2,4,5,8 c3,7
l3
usually
useopinion
intonation?
exercise
Dostudents
i can exchangeopinions.
Studentstick on my own if they have had the conversationwithouIooking at the phrasesin exerciserr or the vocabulary in exercise:
They tick with somehelpif they have looked at the lessonnotes a
coupleof times.
Elrly finirhers
a differenttopic frr;m ev.;r
Siudentsrepeatthe activity ,,n,'ith
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fl
I cntext
:his lesson,students practise using quantifiers to talk about
_ _ noc
therr
hrrrr
-': RubbishRevolution
article on >>p.98 is about the amount of
:ste produced by packaging and how consumers can take direct
.::,on to tell supermarkets that they don't want it. The article also
-:ntions action which has been taken in Bangladesh.The photos
,:.:w various types of packaged goods found on supermarket
-: : l ves.
:;:kaging lists vocabulary to describe shopping items in the
::.f,tos.
-anguage
-o(u5grammar quantiiers: afew, a little,a Iot of,any,hardly any,too much,
toomanv.toolittle
:ocuswords
?ecycled
anSuaSe
bag,bottle,box,can,carton,jar, ketchup,lid,margarine,
packet,plastic,pot, recycled,
rubbish,tin, toothpaste,
tub,
tu0e
words:ban,brave,cardboard,
consumer,
environmentallyrevolution,rubbish,tills,unnecessary,
friendly,recycled,
valuable,waste
phrases:
Bestbeforeend...seelid,Storein a cool,dryplace,
etc.
6 tin: beans,fruit
7 bottle:water,beer
8 bag:apples,crisps
9 tube:tomatopuree
10tub: cream,ice cream
words:advise,bin,biscuits,
cofee,complain,cutlery,eggs,
potatoes,tap,tomatoes,weight,
experiment,
milk,perhaps,
yogurt
phrases:
go a stepfurther,government
minister
grammar:
comparativesand superlatives
rronunciation o/ rr rhythm
10ts'
:rd product
->utit all together,students have a conversatlon about their
.::pping habits.It is basedon audio script i0i3.2and studentscan
-.: their notes to help.
7 bottle 8 bag
Vocabulary packaging
?reparation
. - - .- , - . , , : , - . - : . . . - . : i , 1 , : a l 1 : r . . - i . e _ ,.'a l ( et U I n St J p o L n ttO
- 1 : r . . - r i . . : t l - . - - i J :J n ) > P . 9 u. c r a p a r t n e r t o n a m e r h e m .
Read the instructions and ask students to look at the short
pieces of information. Ask Where would you find them and what
do they mean? Go over the example and one or two more items
as a class and help students express their ideas. Put students
into pairs to continue. Monitor and help as necessary. Go
through each item in turn, eliciting answers.
Best before end ... see lid: You can't use this after the date.
on food
Store in a cool place: Keep in the fridge. fresh food, vitamlns
Keep out of reach of children: Don't keep them where children
can get them. medicrnes
May contain nuts: It's possiblethat there are nuts.
pre-preparedmeals
Suitable for vegetarians: There's no meat. pre-prepared meals
Smoking kills: Smoking is deadly. cigarette packets,tobacco
Do not exceed stated dose: Do not take more than the
instructionssay. medicines
Avoid contact with eyes: Do not let any get in your eyes.
cleaning products
iVarmer
-.:-<students to imagine they are going to the supermarket and to
.-:rtea shopping list. If you have any photos or examples of real
=ns, elicit vocabulary connected to packaging. Put students into
- arrs or groups to compare their llsts and see who plans to buy the
--:st and the least.
',':-teHow to talk about your shoppinghabrtson the board.
T98
skim the text. Readeach option and ask for a show of hands,
encouraging students to give reasonsfor their choice (b lhe
environment).
Extra help
Ask studentsto give examplesof world problemstoda:' I'
on the board.itudents add cuantifiersas tirey dlsc:,.
Extra plus
Studentscan grve explanationsfor scrneof the rror.
rherc are,eg.tcc manycars= nncrepcilulicn.
Ixtra activity
Guessir,ggarr.e.Draw twc cclurnnson the board:A and 3.
Begrnb1;;ayir.g the fcllc'wlng quantlfiet'"r'crdi ar.d ph.ra;:r'
muci.,mar,y tf:rrs,ihe'e ere.'rtfriter'Jor,isu.sedwlti, co'-rntabl.e
nour.c
i.ou;r; irr :cltrmn A, an,i those r-..sed
'with r.rncouniabie
lr. cli,-r.r.nB. Continuewith the following wrrds and ask the
rlass whlch colunrnyou should write them in: a lot of, a httle,
any At the end, agk
a feN/,too much,too many,tcc ltttle,sory:e,
studentsfor tities of th.ecolur-Li,alri i.r-: .f.e :errr,scoun:tbre
..u '.i e
quantifiers
C Grammar
i j L d u i :t-',;
nnf
uncountable:packaging,plastic,rubbish,water, yogurt
Readthe instructions and do the examples as a classbefore
students contlnue individually. Monitor and help as necessary
before checking answers.Direct students to the quantifiers in
blue, and encouragethem to use the sentencesto decidewhat
types of nouns they can be used with.
Ertra activiiy
-. :' . ,
, e.-;-...l-'iL. l-i3.^jon >/ p.r5?.Ask stu.l
^ "- :. :
* sh,:'nrieL
rr the'r familv) are most like.
..' 'l r''
You can use this checklist to monitor and give feedbackor to asses:
students' performance.
3d 4h 5g 6b 7 e 8 c
countable: a few, many uncountable: a little, much
both: any, a lot of
10 Ask students to read sentencesr-6 and check vocabulary.
Go through the example with the class,and check students
understand the different between a little and very little. Direct
students to find the sentenceinThe RubbishRevolutionand to
check their answer. Monitor and help as necessaryas students
continue individually before checking answers as a class.
2 too much 3 A lot of 4 too little
Extra help
Saythe foliowing words and phrasesfor studentsto say
countable,uncountable,
or both: very little,enough,not much,too
Iittle, too much, hardly any, toofew. Point out that ycu can put
very or too beforefew and litfle to amplify its neaning.
11 Put students into pairs. Go through the instructions and
example as a class.Monitor and help as students continue.
ro\1correctly?
mostlypronounce
Dostudents
exercise
3
i can talk about my shopping habits.
Studentstick on my own if they have answered the questions
without a lot of hesitation. They tick with somehelp if they have
given some answers with several pausesto think.
larly finishers
Siudeniswrite questlr'nsfor a survey cn The Rtibbtsl,Revo'.c'
airi asi:ihre li ,?ui others.
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T99 108
lcntext
. :his lesson, students practise using the present perfect
. -:.tinuous to talk about recent activities.
:: most in the next month. The team meet one month later and
.,:plaln their selling strategies.
lnSuaSe
Eocus
grammar present
perfect
lt hasn't
lt'sbeenraining.,
been
continuous:
raining.,
HaveI beensleeping?
3ocus
more
words
approximate
timesandamounts:
about,almost,lately,
or less,nearly,or so,recently
Recognition words:bonus,
queuing,
counter,
outof contact,
cheap,
rocabulary saIespeople,sunsha
des
phrases:
wastrng
time
piono,
Recycled
words:advertising,
customer,
already,
Jlatmate,
anguage
product,
windsurf
ng
thecoast,
trumpet,quality,umbrellas,
ohrases:
amazina
grammar:
ninemonths
ago,one
time/hrases:
for tenyears,
perfect;
present
monthlater,since
compor1tives
four o'clock;
rronunciation whento stresshave/has10C,2
:rd product
: Put it all together,studentsrole play a conversationabouttheir
-=:entactivities.Theirconversation
is basedsn srdin scrint
Preparation
-,.<edictionariesto class.
,Varmer
';:iIe What?,Where?,
and How?on the board.In groups,students
:,-< abouthow many times peoplehavetried to sellthem things
: :he past month and what they were doing at the time.
-.:< for volunteersto tell the classwhat where,and how.They
,::uld sayif and why they bought or didn't buy the item. Do not
.','ercorrect
for accuracy,but help studentsexpresstheir ideas.
','riteHow to talk about recentactivitieson the board.
T100
presentperfect continuous
G
rL Grammar
7
p Listenfordetail
In this section,studentslisten to a conversationfor detail.
11 10C.3Readthe information about Simon and Teresaand check
studentsunderstandthat they are friends who haven't seen
eachother lately.Playthe audio for studentsto make notes.
Ask studentsto compareanswersin pairs and play the audio a
secondtime if necessary.Nominate studentsto give answers.
Simon:'s beenworking at a travel agent's,hasn'tbeengoing
out much
Teresa:'s beenlearningto play the trumpet, 's beenliving on
her own for nearlya year,'s beengoingaway most weekends,
's beenwindsurfing
12 Direct studentsto audio script lOC.3on >>p.r5?.Ask for two
volunteersto have the conversationfor the class.The class
Iistensto decideifthey soundpleasedto seeeachother.
Put studentsinto pairs to practisethe conversationusing their
notes.Monitor and encouragethem to look up from the page
occasionallyand make eye contact.Givepositive feedback
when they sound reasonablyfluent. Checkstudentsswap roles
1 presentperfectcontinuous 2 presentperfectsimple
3 presentperfectsimple 4 presentperfectcontinuous
10 Ask studentsto read sentencesr-7 and checkvocabulary.Do
the flrst two items with the class.Ask studentsto underline
the time and amount words and phrasesbeforethev decideon
T101 10C
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1[ Readand respond
lcntext
: :his lesson,students role play asking questions about products
.. a customerin a shop.
:.,sonality Quful invites the reader to answer questions about what
lnguage
{cu5Srammartimeandconditionalclauses:
aslongas,0ssoonas,if, when,
until,unless
:ocuswords
available,
bargain,buy,cash,cheap,cost,creditcard,deliver,
guarantee,included,
pay,PINnumber,queue,receipt,
reduced,
repoir,reploce,
sale,spare,spend,voucher
Recycled
anSuaSe
words:bookvoucher,
browse,competitive,
discount,match
(v),options,professio
na ls,upgrade
phrases:
bargainhunting,bestdeal,cheaprubbish,
evenif,
get moneyof, good tastes,in cose,kindof,quolityproducts,
readthe smollprint,well-knownmakes
words:borrow,def nitely,delete,
fridge,guitar,instrument,
maybe,perhaps.
printer,queue,
reviews
phrases:
colourscheme,
moreor less
lst condition
oI
Srammar:
. lage note
,r as rs a partral synonym Icr ., r. : - . -:' ..,:-..-.
:sts on tmmediately.
:rd product
?ut it all together,students take turns to be a customer and
. -:p assistant.
?reparation
- : :k at Personality Quiz! on >>p.r31in Pairwork so you are prepared
', relp students calculate their scoresand plan their conversations
. exerciser4. Take dictionaries to class.
',Varmer
,-:rtethe following question and statements on the board: What
, '.C of shopper are you? a) You don't like spending time shopping.
'!ou only buy good quality things. c) You only buy things when you
-.:C them. d) You always compare prices in diferent shops beforeyou
: -;,. e) You always buy more than you plan to.f) You only buy things
;..ch look good together.
: :airs, students discusshow they shop. Put pairs together to
*;ke small groups and ask for a spokespersonfrom each group to
-.-- the class any interesting facts they found out about each other.
;:'-le How to ask about products in a shop on the board.
T102
words connectedwith
C voqabgyy
an(l sel[ng
buying
3D 4A
5I
6C 7G 8H
9E
Extra activity
StuientssaytlLeconversatron
ir, pairs,takirLgt.lrirs ro Le the
customera:rd shopass.stant.
10 Readthe instructions and ask students to guessand compare
their ideaswith a partner, before checking in a dictionary.
Monitor and help as necessary.Go over answers as a class,
helping students expresstheir ideas.Monitor for pronunciation
ofthe key vocabulary and give extra help as necessary.
1l Readthe instructions and the words and phrases.Ask students
to read questionsr-7 and ask who sayseachone,a customer
or shop assistant?Checkvocabulary as necessary.Students
completethe exercise.
To checkanswers,ask for volunteersto say the complete
question.Seeifthe classagreesbeforegiving feedbackand give
additional pronunciation practice as necessary.
2 cost 3 free of charge 4 spend 5 pay 6 guarantee
7 price
Extra activity
Strrder.ts
'ffork in pairs.They chcosean iterirrc talk about,
e.g one of ',1,cthrrig: in the p,ctuireL()rL>>p.roz.Theytake
lu,Ls +obe a customerand a shopassistar,t,askingand
ansi,,'erlng
uslngthe questionsin exelciseu
T10310D
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Orientation
Warmer
].rt studentsinto groupsto discussthe types of things they
:cmplain to others about and how they complain.
'Nrite How to write a letter of complaint on the board.
12 Ask students to imagine that they work for the company that
has been responsiblefor their partner'sproblem,and they
receivedtheir partner'sletter.
Student performance
Students should be able to write a letter of complaint which will
have a positive effect on their intended reader.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
&tt&tt"j'
efan
Have
students
included
alltheinformation
a reader
would
expect?
Havestudents
usedparagraphs
appropriately?
Havestudents
followed
theletterformat?
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10t Tl04
Warmer
Rememberthe places
Write the placenamesfrom lessonsA-D on the board:A TheHigh
CMs Sayles'company,
D Thecamerashop.
Street,B A supermarket,
Saysentencesr-ro below for studentsto call out where people
were when they said them, or which placethey are about.
t If there'sa choice,choosea product with lesspackaging.
z We'IIrepair itfree of charge.3 What haveyou beendoing to seII
more sunshades,
Winston?4 Farmerlones is going to sellthefarm.
5 How much doyou want to spend?6 How long haveyou been
workinghere?7 Peoplehavebeenqueuingto buy them. I We'regoing
to loseour customers.g Doesthat include the batteries?
n Buy a biggerpacket if you think you will useit aII.
1 8 2D 3C 4A
5D 6C 7C 8A
9D 10B
S Vocabulary
5
Shops10Aexercise4
1[ Grammar
1
Articlesthe,a, an 10Aexercise7
5 m a n y 6 fe w T Al o to f
T10snlo
,,:::
-:ntext
- :ris iesson,students practise using indirect questions to ask
,:.:tely for travei information.
-.-: tour guide leaflet, The Shakespeare
Trail,gives historical
lulture note
-:.rect questionsbegin with a polite expressionand are followed
. a question whlch has no subject-verbinversion. An English
- =akerwould tend to ask Canyou tell me where the station is?
.::.er than the more direct Where'sthe station?,especially when
-. : k i n o
t n q tr2 n o crc
inSuaSe
questions:
indirect
Canyou tellme/Doyou
-ocusgrammar openandclosed
knowiJ(orwhether)there'sa taxrranknearhere?,
Canyou
tell me/Doyou knowwhereChapelStreetis?
:ocuswords
alley,bridge,canal,dead-endstreet,ferry, monument,
pedestrian street,T-junction, zebra crossi
ng
iocusphrases directions:
goacross,
goalong,
go
carryon,continue
along,
Extra help
As you go overanswers,elicitdirectionphrasesthat canbe used
with eachone,e.g.an alley- along,down,up;a bridge- over,
across;
a canal- along.Studentssay a word and test a partner.
Extra plus
Practiseusing stressin namesof places.AskWhichof these
wordsis not stressed
whenyou saystreetnames?Road,Street,
or Lane?(Streetisn't stressed;
Laneand Roadare-)Model some
examplesto demonstrate:
ChapelStreet,ChapelLane,Warwick
Road,HenleyStreet,
BirminghamRoad,BridgeStreet,
Mill Lane.
straight
across,
keepleft,pass,
theothersideof,turnright,
etc.
?ecognition
vocabulary
bandstand,baptised,
birthplace,
bowlingclub,chapel,coach
terminal,grave,guide,lock(canal),
memorial,playwright,
puttinggreen,route,trail,town council,various
lecycled
anSuaSe
bridge,buried,busstop,carpark,chemist,church,coffee
garden,hall,lrbrary,
market,
shop,crossroads,
destinatton,
museum,
postofice,restaurant,
river,roundabout,
school,
shoppingcentre,site,taxi rank,theatre
inguage note
.lrrect questions can be either closedor open. A closedquestion,
. :- Is there a taxi ranh near here?is one which can be answered
: a few words (yes,no, or a short phrase).The answer to an open
, -.:stion, e.g. Where'sChapelStreet?is likely to contain more detail.
:nd product
. Put it all together,students use two versions of the same map to
'-:.d information about various places.
Preparation
-:.eck the location of the places in exercise2 so you can help
,::dents with the activity. Take pencils and rubbers for students to
-'e for exercise4. Alternatively, you can copy the map and route
-:.io a transparency to give answers. Take dictionaries to class.
Warmer
!:'r the names of placesnear your school.Put studentsinto pairs
:: Cecidewhich direction phrasesthey would use to help someone
.-r.dthe place.
';:ite How to give and ask about directionson the board.
Tt05
Teaddng tip
Listeningto directionsis particularly diffcult for language
learnersas there is usually little redundancyin the text. You
could pausethe audio at points during eachconversation.
Chunking the text to allow studentsto processthe information
bit by bit can help maintain students'motivation.
Direct studentsto audio script llA.I on >>p.r5?to checktheir
answers.Point out how both speakersrepeatplacenamesto
checkunderstanding,and give information pieceby piece.
Extra help
Usethe indirect questionsto do a backchaindrill. As a class,
studentsrepeateachword starting from the last one and
adding one word at a time until they saythe whol.equestion,
e.g.f rsSSrs T Streetrs55 Streetis T ChapelStreetls SSChapel
Sfreetn etc.
lxtra activity
Booksclosed.Ask the classdirect open and closedquestions
like those in exerciseto, for studentsto make them more polite
11 Readthe instructions and askfor two volunteersto readthe
exampleconversation.Remindthe classthat we useExcuse
me,...7to attract attention. Ask studentswhat they would do
if they didnt understandthe name of the placetheir partner
wants to go to. {Askfor repetition or repeatwhat they think the
speakersaidto askfor confrmation.)
Studentscontinue in pairs.Monitor and checkthat students'
instructions are clear and that both studentsunderstandeach
other.Give positivefeedbackwhere possible.Ask eachpair to
chooseone of their conversationsto act out for the class.
Extra plus
Ask studentsto make eye contactwhen they have their
conversations,and encouragethem to try to do them without
looking at the examples.
questions
Dostudents
useindirect
polite?
to sound
exercise
11
Dostudents
check
andconfirm
information
when
necessarv?
exercise
11
phrases
Dostudents
usedirections
accurately?
exercise
l
n07 uA
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f, Vocabularpr.describinghotiday
accommocatlon
Put studentsinto pairs. Gothrough the examplevocabulary
and checkmeaning.Seta time limit of about three minutes for
studentsto brainstorm vocabulary.Elicit suggestionsaround
the classand write any new vocabularyon the board.
-anguage
Focus
grammar to havesomething
done
Preview
grammar
haveto - obligation
Focus
words
chefs,comfortoble,delicious,delightfuI,documents,efi crent,
perfect,
elegant,
luxury,magnifcent,
fnest,friendly,
qualifed,
safe,service,
secluded,
valuables
Recognition
vocabulary
words:abandoned,
appreciated,
bufet, coralreefs,desolate,
greeted,ideal,nuclearpowerstation,rainforest,selection,
snorkeIIing, tempIe,terroce
phrases:
drippingtaps,hangout,hotelgrounds,
run-down,
servicewith a smile,wdcomecocktail,whitewaterraftinq
Recycled
language
words:ancientruins,attic,bring,church,cuisine,
day-trip,
fetch,forestpaths,guide,luggage,narrow,nationolpork,
riding,pool,seoside
resort,sightseeing,
wildlife,youth hostel
phrases:
greasy
food
comparatives;
conditionals
Srammar:
comfortable(agood,physicalfeeling):chair,bathroom,sofa
delicious(a greattasteor smell):food,coffee delightful
(afeelingof happinessor enjoyment):food,people,room
efficient(quickly,organized):
service,staff elegant(attractive
appearance):
furniture, room,restaurant friendly: guests,
staff magnificent(beautiful,to be admired):gardens,hotel
building secluded(quiet,away from people):hotel,building
Extra help
Checkstudentsunderstandthe adjectivesby usingthe brief
definitions given above.
Teachingtip
If studentsare keepingvocabularynotebooks,
suggestthey
write severaiexamplesof noun phrasesin which the same
adjectiveis usedto describesimilar things.
language note
l:ny words show people'semotions or feeling towards what the
:rd refers to. The vocabulary items in Accommodatlon adjecttves
. , have a positive connotation.
lnd product
':
Fut it all together,students describe accommodation to others in
:.:ir group. They can use their notes. They decide which hotel they
':uld like to visit.
In this section, students read two holiday adverts for gist and
detail.
Teaching tip
You can use the two texts as ajigsaw reading. Ask A students
to read Punta Paloma and Bs to read Fish Head lnn. Ask students
to make notes about the service,activities, and meals, using
their dictronaries to heip with vocabul.ary.Monitor and help as
necessary.Put students into A/B pairs to do exercise7.
?reparation
: =adthe Teachingtrp before exercise and decide if you would
3
,j.? to use the texts on >> p.ro8 for a jigsaw reading activity. Think
.: :ut classroom organization for the group work in exercisesz and
.: Take dictionaries to class.
Warmer
,.::tethe words holidaysand tourism on the board. Elicit the
-.ierence and put students into groups to talk about the types
.,-:Lacesthey stay in and the things they do on holiday or when
'-:y visit foreign places.Ask for voiunteers to tell others about any
:eresting or different hoiiday or travel experiences.
,.:.1eHow to talk about holidav accommodationon the board.
T108
3a 4f
59 6 d
7e 8b
lrtra help
Testa partner. StudentA saysa number, StudentsB saysthe
sentence.Studentsthen swap roles.
11 Ask studentsto read sentencesr-5 and checkvocabulary.Go
through the example and elicit or explain that the subjectof
the verb (builders)is omitted from the havesomethingdone
sentence.Monitor and checkfor accuracyas students continue
individually. Nominate studentsto give answers.
T109 ltD
p tistenfordetail
In this section,studentslisten to a conversationfor gist and detail.
Readthe instructions and play the audio.Ask a volunteer
12 118.1
for the answer and checkthe classagrees.PIaythe audio a
secondtime if necessary.
Becauseshestayedthere last year.
13 Put studentsinto pairs and read questionsr-3. Tell studentsto
Iook at the text to underline words and phrasesas they hear
them. Playthe audio.Studentscompareanswersin pairs. PIay
the audio again if necessary.Direct studentsto audio script
llB.'l on >>p.158to checkparts of the text they have underlined
and ask for volunteersto answer questionsz and 3.
1 Caribbeancoast,rainforest,nationalpark,secludedcabins,
cuisine,garden,breakfast,the pool,the staff,having clothes
washed 2 There'snothing to do during the day. 3 Probably
not.
14 Readthe instructions and put studentsinto pairs to plan a
similar conversationfor the FishHead Inn They can use the
topics from TheHotel Parisin exercisero. Monitor and give
positive feedbackas studentshave their conversations.Ask for
volunteersto have their conversationsfor the class.
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Focus
words
certifcates,
emergency,frst
oidkit,injections,
insect
repellent,
medicol
net,pilk,sunblock,
insurance,
mosquito
tapwater,vaccinotion
Recognition
rocabulary
words:cough,disinfecto
nt,fl u,germs,ideally,mouthwash,
precautions,
steam,ttssues,
throat,travellers'
cheques,
troy
toble
phrases:in advance,
cotcha cold,get up ondgo,health risk,
loseswoter,100timesmorechonce
Etammar:conditionals
Recycled
language
words:busy,
cancel,
cash,
guide
documents,
foce,Jlight,
possengers,
possport,
books,
luggage,
mosk,
meals,
rules,
snqcKs,
vtrus
phrases:
a lotof,less,
little,probably
Pronunciation mainsentence
stressl1C.l
Discourse
linkers:
a/so,
and,because,
but,fnally,however,
so
ind product
:. Put it all together,
studentsdiscussstatementsaboutdifferent
preparingto travel.Theywork with a
and
ways
of
'::itudes
:-ferent partneror group,describingthe type of holidaythey have
:.anned,and askfor advice.
Preparation
:;.miliarize yourself with the two stages of Travel advice on
,) p.132so you can help students as necessaryin exercise16.Think
.:cut classroom organization for both stagesof the activity for Put
: tll together. Take dictionaries to class.
Warmer
t;:Ite What kind of travellerareyou? on the board. Ask students to
:.:r the following descriptions of types of travellers in order: I don't
-'zpare for holidays in advance.I always get travel insurance before I
-ivel. I always visit a health centre before I go to exotic countries. Put
r::dents into pairs or small groups to compare their list and ask for
.':.unteersto explain their order to the class.Encouragestudents to
:;pond to each other's statements, saying if they agree or disagree
.:.J why and why not.
',:ite How to aive health advice on the board.
Vocabulary health
Readquestions 1 and 2 and check vocabulary. Monitor and join
in students'conversationsas they discussin pairs,encouraging
them to give details.Bring the classtogetherand askfor
volunteersto report their answers.
Direct studentsto HealthPrecautionson >>p.uo. Ask students
what type of document it is. A letfer, an information leaflet,or
a newspaperarticle?(An informationleaflet) Readthe questions
and set a short time limit for students to read quickly for gist,
ignoring new vocabulary at this stage.Ask for a volunteer to
suggestan answer and seeif the classagrees.Do not correctfor
accuracyat this stage,but help studentsget their ideasacross.
Waysto avoid future problemsand dangers.
lxtra hdp
If studentsare finding this diffcult, write thesealternativeson
the board:waysto avoidfutureproblemsand dangers;problems
you havewhenyou travel; thingsyou shoulddo tf you get ill and
askthem to choosethe most appropriateanswer.
Direct studentsto photos1-8 on >>p.rro and askthem to find
the namesfor the items.Usethe exampleto show that the
words they need are in bold in HeakhPrecautions.To check
answers,saythe photo number for the classto saythe answers.
2 sun block 3 tap water 4 (malaria)pills 5 injections;
vaccinationcertificates 6 insectrepellent 7 first aid kit
8 emergency
Readthe instructions and put studentsinto pairs to exchange
information. Tell studentsto give details about the type of
place,e.g.seaside,mountains, and the seasonof travel. Monitor
and encouragestudents to say why. Ask for examples.
lrtre hdp
Testa partner. StudentA saysa photo number,StudentB says
what it is. Studentsswap roles.
$ttra plus
Studentsusethe photosto test eachother on the vocabulary
from memory.
J l rue
n10
11C.2
Readthe instructions and questionsr-4. Check
vocabulary.Monitor and help as studentscontinueindividually,
beforeplaying the audio to checkanswers.Playthe audio
a secondtime for studentsto repeat.Giveextra practiceif
necessary.
1 passport 2 documents 3 guidebooks 4 travellers'cheques
The air is very dry and you can catch a cold more easily.
Thereare lots of peoplesitting closetogether.
lxtra help
Put studentsinto pairs to decidea country or placeto travel to
They ask and give eachother adviceusing the words in bold in
HealthPrecautionsand the travel tips in exerciser5.
Extra plus
Put studentsinto pairs to think about advicethey would give
to a personwho is goingciimbingin the AIps;to be a volunteel
in Africa;campingin Scotland;who thinks they'regetting'flu.
T111llc
Dostudents
tryto usemainsentence
stress?
exercise
8
I can give health advice.
Studentstick on my own if they have given two or three piecesof
advicewithout looking at HealthPrecautions.
Theytick with some
help if they have looked at Health Precautionsonce or twice.
Early trnishers
Studentsrepeatthe activity for a different holiday.
Additionalmaterial
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activities
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/elt/teacher/result
lontext
-:. this lesson,students practise talking about journeys using non::fi ning relative clauses.
-anguage
Focus
grammar non-def ning relativeclauses
Focus
phrases get lost,get stoppedfor speeding,
get stuck,havean accident,
havea breakdown,
haveaJlat tyre,loseyour way,missyour
turning,run out of petrol,etc.
Recognition
vocabulary
words:shortbread(biscuits),
spare(extra),unfair
phrases:
in themiddleof nowhere,
stolenvehicle
report,
no-parkina
zone
Recycled
anguage
annoying,bustickets,cold,Jlatmate,lD card,membershi
p
card,mobilephone,receipt,setoff,youth hostel
Pronunciation non-defi
ninsrelative
11D.2
clauses
:nd product
'..
. Put it all together,students use their notes to tell others in a
.::up about a bad journey they have had. They can ask for help
'.':th words they can't remember, based on audlo script 11D.1.
Preparation
::ad the Teachingtip and familiarize yourself with audro script
').1 if you want to do the alternative activity for exercise Think
3.
.: cut classroom organization for the group work in Put it all
- tether, exerciser5.
Warmer
.;l students into smali groups and set a short time limit of about
:.ree minutes for them to brainstorm the types of problems people
.n have when they travel by car. Elicit suggestionsand write
-.3m on the board.
',-:lte who, where, what, when, why, and how on the board and ask
: idents to tell each other if thev or someone thev know has had
.:.y of the problems.
'.':ite How to give extra information on the board.
T112
lxtra help
Saythe sentencesin the audio script, leaving a slightly longer
pausebeforethe comma precedingthe non-defining clause,tc
help studentshear the difference.Repeatexerciseto.
t how do you say ...the petrol finished 2 how do you say ...
not there 3 had no power ...ehm
Readthe instructions and ask for or nominate a volunteer to
do the first item with you to demonstratethe activity. Ask
studentsto read sentencesz-4and checkvocabulary.Put
studentsinto pairs to continue the activity and monitor and
checkstudents ask and give help. Give positive feedback.
clauses
C Grammar non-defining relative
8
5 whose
10 11D.2
Direct studentsto the pairs of sentencesin the
pronunciation box and checkvocabulary as necessary.Go
through the first pair and elicit or explain the difference
between A and B. (In A, the tyre which was flat identifieswhich
of thefour tyreswaschanged.In4 the tyre, which was flat gives
extra infomvtion about the tyre (why it was changed)
Ask studentsto listen to the first two sentencesand say what
differencethey hear.Playthe audio and elicit or explain
that there is a pauseafter the comma in a non-defining
relative clause.Play the audio from the beginning, pausing
at the end of eachsentencefor studentsto repeat.Give extra
pronunciation practiceas necessary.
T113llD
lxtra activity
on >>p.r58and put them
Direct studentsto audio script 11D.2
into pairs to test a partner.
Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
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Orientation
wotds:beoch,
guidebooks,
coost,
crowded,
enormous,ferry,
poth,picnics,
island,
mountains,
sunhat,transport,
villoge,
walkingshoes,
west,wildlife
(need
grammar:
modals
to,don'tneedto,oughtto);nondefiningrelativeclauses
words:excursion,
rucksack,
recommendation,
spectacular,
springs
phrases:
abandoned
village,clearlymorked,
halfwayolong,
headofthegorge,
massive
wallsof rock,nanowgap,
organized
tours,tiredlegs
however
frst of all,then,afterthat,fnolly,unfortunotely,
Endproduct
-n Put it all together,studentswrite a recommendationfollowing
-cgicalparagraphorganizationand using a mind map. They swap
-vriting and checkhow easythe recommendationis to follow.
Warmer
lell studentsto imagine that they are on holiday but they dont
<now what there is to do. In pairs,studentsdecidehow they could
aetmore information. Pairsof studentscompareideas.
.VriteHow to write a websiterecommendation
on the board.
f,
c 4 d3
Brainstorm ideas
Studentperformance
Studentsshouldbe ableto producea logically-organized
recommendation.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.
Content
Havestudentsincludedsuffcientinformation
for theirreader?
logically?
organized
theirparagraphs
OrganirationHavestudents
D{'cs
Have
ideas
students
usedtext-building
to helptheirreader?
Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources
lll
T114
Warmer
Remember the situations
Write lessonsA-D How to titles on the board:A ...give and ask
about directions,B ... talk about holidayaccommodation,C ...give
healthadvice,D ...give extra information.Saysentencesr-ro below
for studentsto call out the lessonletter.
t Youshouldn'tdrink a lot of cofree.z Canyou teII me whereChapel
Streetis? 3 Haveyour breakfastbroughtto your room. 4 Youought
to washyour handsbeforeeating meals.5 Do you know whereM1II
Lane is? 6 It wasfive yearsaga,whenI was living in Scotland.7 Have
your valuablesput in the hotelsafe. 8 Theystoppedthe driver,who
wasspeeding.9 Haveyour clotheswashedand ironedovernight.
to Canyou teIIme whetherthere'sa taxi rank near here?
1 C 2A
3B 4C 5 A 6 D
7B 8D
9B 10A
1[ Grammar
Indirect questions 11Aexercise9
T115nll
!
5
Vocabulary
The street 11Aexercise2
5a 6c
7f
8e
Orientation
lontext
,:. this lesson,students practise using linkers to express causes,
::sults, and purposes of actions.
1e two illustrated stories were both written by Nigerian authors.
- rey tell the tales of how one person was judged to have been
-rnecessarily wronged by another. Both stories end with a moral.
Culture note
::,glish speakerstend to stretch sounds in words to keep the floor
'.'henthey speak.Doing this gives them time to think and signals
::.at they haven't finished speaking. Everyone involved in the same
,:nversation respectsthis convention, and they would be unlikely
:: interrupt the speaker.This convention might be different for
.:eakers of other languages.(SeePronunciationbeiow.)
words:ongry,check,complain,download,email,hungry,
lazy,market,neighbours,
povement,private,rubbishbin,
smell,steol,stupid,tap water,trick,valuable,videocamero,
villoge
phrases:
wireIessinternetconnection
linkers:after that,fnally, however
Pronunciation keepingyourturn
12A.3
End product
-r Put it all together,students discusstheir points of view on
:ifferent situations in pairs or small groups.They indicate when
:rey need time to think to avoid being interrupted or losing their
:lrn in the conversation.
Preparation
i.ead both stories on >> p.rr6 so you can monitor and help
;:udents as they do the jigsaw reading activities in exercisesz-4.
:amiliarize yourself with Is it stealing?on >> p.r3z for Put it aII
:cAether.Take dictionaries to class.
Warmer
lhoose one of the situations in Is it stealing2 or think of another
:cntemporary discussionpoint. Write the situation on the board
ind draw two columns, one for points in agreement and the other
:cr points against. Put students into pairs and set a short time
-:mit for them to think of arguments for and against. Elicit ideas
around the class.
'i'lrite
How to explain your point of view on the board.
Readand follow
opinion....
Recycled
language
(inorder) to,so
Focus
grammar because,
focusphrases opinion phrases
: I think...,I don'tthink...,Tome..., ln my
words:
deserve,
dishonest,
afford,basket,
belong,
bushes,
punish,
hiding,
moral,ploce,
selfsh,
seller,
shadow,
stick,
support
phrases:
identifcation collar,wondered
_ :i ::::
ianguage
Recognition
vocabulary
*-. : :a';,-,1
'-- l -,l
T116
(in order)to
Grammtt so,because,
points of view
C Listen for
In this section,studentslisten to conversationsfor gist and to
identify strategiesfor keepingtheir turn.
12A.1
Readthe instructions and checkvocabulary as necessary.
Ask studentswhat words they will listen for. (Thenamesof the
phrases.)Playthe
people,and if Sergeusesagreeingor disagreeing
audio,pausing occasionallyfor studentsto make notes.Play
the audio a secondtime if necessary.Elicit answers around the
classand help students expresstheir ideas.Direct studentsto
readthe audio script and checkvocabulary as necessary.
Luciathinks the rich woman is selfish;the chief is very
clever;stealinga smell is stupid.Sergeagreeswith her.
10 124.2Readthe instructlons and play the audio.Elicit the topic
of conversation (using other people'sInternet connections)and
help studentsexpresstheir ideas.Play the audio a secondtime
for studentsto follow the conversation.
11 Put studentsinto pairs to discussSergeand Lucias opinions.
Monitor and help students get their ideasacrossif necessary,
Ask the classifthe speakersagreefYes,they do.)and elicit
reasonsthey give to explain their point of view. Ask students
to say what they think and to give their reasons.
Extra activity
Studentstake turns to read the parts of Sergeand Luciain
conversationsin audio scriptsl2A.'land 12A.2.Monitor and eive
positive feedback.
to keeptheirturnwhen
Dostudents
usestrategies
necessarv?
exercise
13
Dostudents
usea variety
of connectors
to explain
reasons?
8
exercise
I can explain my point of view.
Studentstick on my own if they have given an explanation for
eachpoint of view. They tick with somehelpif they explainedtheir
point of view for someof the situations.
Early finishers
Studentsrank the situations in terms of their seriousnessand
comparewith a partner.
Additionalmaterial
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for extrapracticeactivities
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T117lZA
lontext
:, this lesson,students practise using wish, hope, andbe gladto
-:-k about and compare their feelings.
a5
Focus
grammar wish
Focus
words
wish,hope,beglad
Focus
phrases lwishldidn't...,lwish
she...
words:coconut,
island,
delighted,
disappeared,
desert
peoce,
monkey,
upset,
war
signal,stuck,
fghting,genie,
phrases:
a milliondollars,
drive(sbd)
crozy
Recycled
tanguage
words:borrowed,bottle,probably
Btammarcan,could,beobleto; haveto, hodto; conditionals
2 wish 3 glad
Direct studentsto the box and checkvocabulary.Give students
time to think beforeputting them into pairs to tell a partner.
Monitor and comment on interesting ideas,or hopesand
wishes you share.Ask for volunteersto tell the classabout a
partner and listen for the use of the past tense after wish.Do
not overcorlectfor accuracyat this stage,as this will be the
focus of the grammar section.
language note
l:.is lesson deals with present wishes rather than regrets about
::,rngs in the past. It is not necessaryto discusstense changes,e.g,
,r'ishI hadn't done that, as this wi]l be studied in the next level.
lnd product
'.:.
Put it all together, students ask and answer about their hopes,
."-:shes,
and feelings about possessionsand actions. They have
::eviously prepared a grid of topics to talk about.
Extra activlty
Studentsmake more sentencesabout the topicson the board
from the Warmet
!
4
Preparation
Warmer
D _t ct
Pronunciation contrastive
128.4-5
stress
lanSuaSe
Recognition
vncabulary
Vocabulary wish,
Teaddng tip
Studentsoften understandindividual words in a listening text,
but not the overall meaning.Focusingon what the characters
might saybeforelistening helpsstudentsunderstandthe
biggerpicture.
5 l2B.lTell studentsthat they will listen to the joke in three parts
and not to worry about words they don't understand. Play the
audio with the fust part of the joke, pausing for students to
checktheir answersto exercise5.
Direct students to look at the picture again and elicit
predictions for the next part. Write notes on the board and take
a vote on the different predictions.
2 S (he lookshappy playing his guitar) 3 L (he'sunhappy and
w antstol eavethei sl and)
4both 5S 6L 7S
Ttl8
C Grammat wish
9
Readthe instructions and direct students to audio scripts l2B.l3 on >>p.r58-59 and underline examplesof wish.
I wish I was somewherefar away. (verb)
I'll give you three wishes.(noun)
Extra help
Saythe first line of eachconversationfor students to read B
Iines as a class.
Extra activity
Put students into pairs to practisethe conversations.Studer,
swap roles.
15 Readthe instructions and ask for two volunteersto read the
exampleto demonstratethe activity. Remind studentsto use
wish,hope,and be glad.Monitor and give positive feedback
when students use contrastive stressclearly.
Extra help
Studentschangepartners and repeatthe activity.
Extra plus
Studentschangepartners and talk about three hopesand
wishes from memorv.
T119128
Additionalmaterial
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for extrapracticeactivities
www.oup.comleltlteacheilresultfor extra teacherresources
fl Readplot
In this section,studentsuse illustrations and their general
knowledgeto guesswhat novelsmight be about beforethey read
for detail.
1
Focus
grammar -ing and-edclauses:Theman wosa hunterlivingin Africa.,
Thepassenger
wasa womancolledMolly.
Focus
words
action,adventure,bestsellers,booksh
elf,chorocter,
collections,
covers,
mystery,
fontasy,
fction,genre,horror,
manuals,
plot,romance,
organized,
setting,sets,
western
Recognition
vocabulary
words alley,antique,opproach,attacked,chorming,
civilization, compete,demon, diomonds,dictatorshi
p, expert,
razor,
ferce, hunter,lndians,ivory,mines,neighbourhood,
rescue,
similar,skilful,suspect,
violent,wagons,
trail,treasure,
warnors
phrases:codemessage,
heartof Africa,killervirus,shapeof
thingsto come,widevariety
Recycled
hnguage
journey,
ottroctive,
borber's,
boker,
clues,
desert,
dreoms,
king,
passenger,
mountai
ns,murderer,
perho
ps,predrctions,
owner,
wstv
Pronunciation wellandanywayl2C.2
ind product
'.:.
Put it all together, students describe the genre, setting, character,
.:.d plot of a story they know Their description is based on audio
;::ipt l2C.l.
Preparation
::ad the Extraactivityafter exerciser3.Think aboutclassroom
::ganizationif you'dlike studentsto do the Put it all together
::rivity in groups.Takedictionariesto class.
Warmer
',';rite
TheCoveredWagon:Indian, love,wagon,western
SweeneyTodd:barber,murderer,murder mystery,razor
KingSolomon's
Mines:adventure,diamonds,hunter,ivory,
treasure.war. warriors
TheShapeof Thingsto Come:dictatorship,
killer, science
fiction,virus
Seta short time iimit of about three or four minutes for
studentsto match the booksand coversto checktheir guesses
in exercise3. Tell studentsto usetheir dictionariesto help with
vocabulary but only if they can't guessthe meaningsof words.
1c 2b
3d 4a
T120
plot description
C Listento a
In this section,studentslisten to a descriptionof a plot for gist and
detail.
9 l2C.lReadthe instructions and play the audio.Put students
into pairs to answerthe questions.Ask if anybodyknows the
title and who has read it (or seenit - it was made into a film
bythe samename).
T121t2C
Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com
/elt/teacherlresultfor extrateacherresources
r,ffar,:..
fl Readfordetail
In this section,studentsread short storiesfor gist and detail.
1
-anguage
Focus
grammar 3rdconditional:
lf Neilhadstayedwithhim,hewouldhave
diedtoo.
Recognition
vocabulary
words:decide,innocent,prisoner
phrases:
go straightto
breaka promise,
donethesame,
university,
keepquietabout sth,methodof survivol,movie
playa part, takeayear off
business,
Recycled
ianguaSe
words:arrested,appear0nce,daughter,happened,husband,
parent,prison,probably,secretary,
shot,whether
ohrases:
bein a lot oftrouble
Pronunciation wouldhave,r ,. .1i, 12D.1
Language note
. .;touldhave can also be said l'd have ,..'. '...
!nd product
'.:.
Put it aII together,students talk about decisionsthey have made
.:. their lives, and what would have happened if they had made a
:-fferent decision.The activity is based on audio script 12D.2.
b2
b6
4
c5 d1 e4 f3
e1 f5
Preparation
Warmer
c6 d4
T122
G
listen for detail
It
In this section,students listen to a descriptionand identify a route
in a diagram.
Teaching tip
Going through as many of the possibilitiesas possible,before
students listen to the audio,will help familiarize them with
some of the content of the text. This will give students a
greatersenseof achievementand help with overall listening
motivation.
U Direct studentsIo Karen'sLifeMap on >>p.r22and go through
the example.Set a short time limit to maintain paceas
students continue the activity in pairs. Elicit suggestions
around the classand ask studentsto explain their answers.
suggestions:was a successfulactress,left her job in the fiim
company,married Martin, etc.
12 12D.2Readthe instructions and check students understand the
activity. Play the audio,pausing occasionallyto give students
time to mark Karens route Ask studentsto comparein pairs
and play the audio a secondtime if necessary.
Elicit answers around the class,using sequencingadverbs,
e.g.first, next,then,afier that. Checkstudents agreebefore
giving feedbackand ask students to make correctionsto their
route if necessary.
travelledto America,met Martin, got married,movedto
LosAngeles,got a job in a fllm company,offereda part in a
movie,becamean actor
T12312D
Dostudents
try to pronounce
wouldhoveandwouldn't
hoveasoneword
whenappropriate?
exercise
9
I can talk about important decisions.
Studentstick on my own if they have talked about two or three
decisionswithout looking at the grammar box in exercise5.They
tick with somehelp if they looked at the grammar box more than
once.
Early finishers
Studentslook through the book and exchangeideasabout how
things would be different if they hadn't learnt certain grammar,
vocabulary or pronunciation, or read certain articles,etc.
Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com
for extrateacherresources
/elt/teacher/result
Orientation
words:baby,bite,bed,bird,book,broken,
cover,
criminal,egg,
judge,lottery,nose,
politician,rooms,
enough,
hand,houses,
shaved,
surprised,
i rs,valuables
upsto
grammar:
because,
so,(inorder)to;
3rdconditional
words:bothwater,
basket,
corrupt, daughter,
fi lthy,honifed,
invest,stones,
torn,window
fromes
phrases:
oford to,couldn'tbelieve
hereyes,
cuttingthegrass,
goodcondition,
rent(it)out
for certain,
Endproduct
-n Puf it all together,studentswrite a story with a moral. They
:eadtheir storiesto the groupfor othersto guessthe moral. Their
-,vritingis basedthe paragraphstructure in exercise5.
Suggestedanswers
1 Thewoman lost everything. 2 Thepolicefound that the
politicianwho had complainedwas corrupt. 3 He couldn't
flnd anotherjob.
Warmer
:licit or remind studentsof weather sayingsfrom lesson9A,
=.g.Redsky at night, sailor'sdelight.In pairs, studentsdiscussother
-.ayingsin their own language.Ask for volunteersto tell the class
aboutthe sayingsand what they mean.
iVrite How to write a story with a moral on the board.
c 2 e4 f 5
Have
students
followed
theparagraph
structure?
',,,fi1''tl
(in
Havestudentsusedbecause,
so,and ordedto to link
0b(ogre'
Ugt{ffiiorl
clauses?
Additionalmaterial
www.oup.com/elt/result
for extrapractice
activities
www.oup.com
for extrateacherresources
/elt/teacher/result
121 T'124
Warmer
Rememberthe story
9E 10G
?td.conditional 12Dexercise5
!
5
Vocabulary
wish,hope,beglad 12Bexercise2
fl Grammar
(inorder) fo 12Aexercise6
so,because,
Warm-up:Write the words tired,sleepwell,and reston the board.
Ask studentsto write three sentences,
using the words so,because,
and,in order to.
wish 12Bexercise11
T't25Rtz
Stories,books,fiction 12Cexercise3
Unit I
Unit 3
1.2 l Where
4 Which
2 Why 3 What
5 When 6 Who
1.3 1/
5, /
2 myself
6 yourself
7 herself
3 himself
4 ourselves
8 each other
1.4 1 Iove 2 's studying 3 don't see
4 has 5 sometimes spend
6 're having 7 'm sittlng
8 are standing 9 do your cousins live
10 is shining 11 are you wearing
12 don't know
Unit 2
,,-^l
+^ l^,,^L
UJCU LU rdu6,rr
3
4
5
6
used to shout
Did he use to teach
Did you use to go
didn't use to get
3. 27 a /
4 a/
b,/
b,/
2 al
5 a/
3.3 l met
2 hasn't talked
?
nrrf
nn
4 took
5 's grown
6 have been
T
8
9
10
11
12
bX
bX
3 a/
bX
left
haven't had
've cieaned
's done
've achieved
's enjoyed
Unit 6
4.1 1 worried
Unit 5
Unit 7
2.4 1
2
3
4
5
6
7
living
invited
arrived
were waiting
was wearing
started
was
8
9
10
11
12
13
14
didn't know
was sitting
noticed
were looking
were trying
explained
was holding
160
1
4
5.3 1
2
3
4
5
6
-
Unit 4
I
{ ^ - - ;n ^ +;n ^
3 amazing
4 annoved
c
, disgusting
6 excited
5.11
5
5.2 l
2
3
4
5
4 don't have to
5 can't
6 mustn't
so 2 so 3 such 4 such
such 6 so
spending
7 driving
to feed
8 getting
visiting
9 to see
finishing
10 lookingafter
lookingafter 11 to leave
qeffino
---'^_'o
nff
-__
?3 L
4
5
6
'4 1
Unit 8
8.1 1
3
5
8.2 1
2
3
4
5
Unit 9
4 don't they
aren't they
is it
5 doesn'tit
6 isn't it
do we
will have lost
will have run
won't havepassed
wont havedone
will have been
will have driven
If they dont give us a safetyleaflet,
we won't know what to do.
2 What will he do if there'san
emergency?
How will they find their way to the
campsiteif it's dark?
4 You'il get lost if you don't take a
map.
She'llmake a camp fire if it's very
cold.
6 If you leavefood near the tent, it
will attractthe bears.
9.1 1
2
3
9.2 1
2
3
4
5
6
9.3 1
9 ,4 2
9.5 1
2
3
4
5
6
c 3 f 4 e 5 d 6 b
A buy/had
didn't have/couldgo out
will belpass
had/wouldn't need
would you dolweren't
worked/ d get
Unit 10
10.1 1 a n 2 an3the4the5The
8an9a10the
6 th e Tthe
11 the 12 an 13 a 14 the
10.2 1 many 2 alittle 3 much
4 a few 5 a lot of 6 many
10.3 1 e n o ugh2few 3few
4 lot of 5 much 6 too much
10.4 1 've beenreading
havent beenworking
3 has Tom been going out
4 've been playing
5 hasn'tbeenraining
10.5 1 haven't been waiting
a 've written
3 Has he oassed
4 haveyou beenstudying
5 haven'tseen
10.5 I I'll leaveas soonas I flnc ...
z Dont buy it unlessyou'resure...
f
You don't pay until you leave.
4 They'll replacethe cameraas long
as you show ...
5 She'llorderthoseshoeswhen she
gets paid.
Unit 12
5 so
12.1 I in orderto
6 so
2 because
7 in orderto
3 so
8 because
4 in orderto
12.2 1 I'm glad I don't sharea room ...
2 I wish the footballwasn't over.
3 i wish her friendswould stoP...
4 I'm glad we didn't go out.
5 I hopethey might buy ...
6 I'm glad it isn't raining.
7 I wish I couldflnd a nice boyfriend
8 I hopeour kids might stop ...
4 talking
12.3 1 directed
2 called
5 injured
6 reading
3 taking
12.42e3f4c5d6a
12.5 1 If I hadnt studied,I wouldn't have
donewell in my course.
2 If I hadn't savedsome/any money,
I wouldn't have spent a year
travelling around Africa.
3 IfI hadnt stoppedin Egypt,I
wouldn't have seenthe Pyramids.
4 If I'd goneto Kenya,I would have
climbedMount Kilimanjaro.
5 If I hadn't got a job in Botswana,I
wouldn't have met my husband.
6 If I hadn't written a book,I
wouldn't have becomefamous.
7 If I hadn't earned a lot of moneY,I
wouldn't havebought a big house.
8 If my wife had been happy,she
wouldn't have left me.
Unit 11
11.1 1 Couldyou tell me where the tourist
information office is?
2 Do you know if we can take photos
inside the theatre?
3 Couldyou tell me if this is Bridge
Street?
4 Do you know how old that building
1 >!
161
Grammar
I
3 Sallyvisitedsomeone.
Who
holiday.
every day.
My best friend and I speakto
. Do you like it?
I paintedthis
again!
My brother'stalking to
Sally and Joenever understand
Do you go to your Englishclassby
tr
HiJeremy,
foryouremail.
Yes,
I d loveto meetyourfriendfrom
Thanks
at
Spanish
Mexico.
Didyouknowthatl'mstudying(study)
(do)a
goodcourse.
Wetlt'sa really
themoment?
practice
every
week,
somyspeaking
lotof conversation
(eet)muchbetter.
2
a
Everv
dav.I understand
3(talk)to
me.The
lotmorewhenmyteacher
(speak)
isgreat.
She's
British,
butshe+teacher
I
really
well.I can'twriteanymorenowbecause
Spanish
(do)mySpanish
homeworkl
Seeyou
soon,
Myra
[E
162
Who
1
2
3
4
5
fE
My fa-,ly anA frienAs
I
AivorceA five yeorr ago anAmy
I My parents
again
lasl year. Hiswife's name is
dad
marrieA
I
when he
I Olqa. She was one of DaA'sra
allhebank.She's
work"A
quife
nicez
I
on DaA
\ anAI l ;ke l ;vi nqthere.' The 3
\1
anA Olga's strlet are all really f rienAly,loo. Mr
I Robron is the besf. fl'r w;fe Aied a lew years
4-.
f)e co-et for dinner
I a9o so fis'ga
anA
he
always
lells interesting
.very
week
|
sEmily.
is
She Aoesn't
sfories.lly
I
on
l
he
l
i
ve
tal
k
phoneor e m ail
w
e
nerr
me,6ut
I
Aay.
every
She's
greal!
I
Pronunciation
5 The alphabet Think about the sound ofthese letters
of the alphabet.Circlethe letter which sounds
different.
ExampleQ!) B C
lIYt
2THV
3PQU
4DEF
5GKJ
Thetraditionalwayto
makenewfriendsis
by meetingpeople
who areyourfriends'
friends.Inthe 21st
century,we have
anotheroption- we
canusethe Internet.
WebsiteslrkeMySpaceandFacebook
all work in the
sameway.A friendemailsyou and invitesyou to
join.Yousenda description
ofyoursellandthen
you cancommunicate
with yourfriends.
Therearealsolotsof discussion
groupson the
Internet.Youcanjoin oneandcommunicate
with
peoplewho havesimilarinterests
to you.
Decidewhichtype of websiteyouwantto use
andfollowtheseguidelines.
Alwaysreadother
members'comments
beforeyou write.Youcan
seewhichtopicstheyareinterested
in andwhat
styletheywrite in. Don'tgivetoo muchpersonal
informationaboutyourself,likeyourhomeaddress
andt elephon n
e u mb e r.
TheInternetisonewayto makefriends.Remember,
you stillneedto go to realclubsand parties.
You
neverknowwhereyou'llmeetyournextfriend!
tr
Hi everyone,
l'm Francesca.
l'm25,l'msingleandl'ma musicteacher
in
a bigschool.
I reallylovemyjob andthe students
aregreat.
Theotherteachers
arenicetoo,but mostofthemareolder
thanme,l'dreallyliketo makenewfriendswhoarethe same
ageasme.
I livewith mycolleague
Meg.She's
fromthe northof
London,
butwe livein a smallflatinthe middleof the city.
Weoftengo out to the cinemaor to concerts.
Musicis my
mainhobby,
but I alsoloverunning.
I runin thecityparks
almosteverynight.
- butwho knows?
l'm looking
for friendship
onthiswebsite
Perhaps
I willfindsomeone
special
here.lsthatyou?Why
notsendmeanemailandintroduce
vourself?
Francesca
X
!
HiFrancesca,
Myname's
Anthony.
I'm28andl'msingle.
I haven't
gotajob
atthemoment,
butl'mstudying
HotelManagement.
I live
withmycousin
inBrighton.
Carlos
Ourhouse
isbehind
the
trainstation
soit'squitenoisy,
butI likeit!
You're
a music
teacher
andl'mlearning
to playtheguitar
atthemoment.
l'mteaching
myself
sol'mmaking
slow
progressl
Whatmusical
instruments
Andwhat
doyouplay?
sortoffilmsandmusic
doyoulike?
Writesoon,
Anthonv
Francesca
age
job or
studies
Anthony
I music_
6studvi ns
Management
I hi s
liveswith 2her_
lflat in the
8house
livesin
t he
of London
trainstation
hobbies q l i kes
fi l msandmusi c; s learning
to playthe
i n ci tvoarks
[E
Write an email of self-introduction
for a friendship
website.Write 8o-roo words.
[Iq
fE
163
D
Pastsimple and past continuous Completethe story
with the correctform of the verb in (brackets).
Vocabulary
4 Peopleand places Match r-6 with a-f.
1 Brazil,Tanzania,Canadal
a part ofcontinent/
2 man, woman
region
\
3 Muslim, Jewish,Christian
b ethnic background
\
\c country
4 TheMiddle East,Central
America,North Africa
d gender
5 mountain, desert,lake
e environment
6 Bedouin,Berber,Maori
f religion
fE
Words and phrasesfor describingobjects Complete
the descriptionof an objectwith thesewords.
madeof usedfor usedas kindof frc,m lookslike
A'kotatsu'
playgames,
Witha 'kotatsu'you
canhavedinner,
doyour
homework
- andkeepwarmatthesame
time!Whatisit?
A'kotatsu'is
a piece
of furniturefromJapan.
lt'sa
table.Whenyoufirstlookat it,it
a normaltable.
lt'sa lowandflatwith
r
fourlegs,
andit'susually
Butthistableisalsoa
keeping
thelegsand
feetwarm.Under
thetopofthetablethereisanelectric
heater.
'kotatsu'
A special
blanket
isusedwiththetableforextra
warmth.
Soa 'kotatsu'is
a oiece
offurniture
thatis
atableandalsoa heater.
[E
Pronunclation
Thishappened
to mewhen
I wasworking(work)in
Hungary.
OnedayI
t-(walk)
to work.lt wasveryearlyand
thecitywasquiet.I cameto
a streetthatI needed
to
cross.
Thetrafficlightswere
ongreen,
butI couldn't
seeanycarsso| 2
(start)
(cross)
to cross
theroad.
As| 3
the
(see)
road,
a police
offcera_
me.
Hecameandspoke
to me.'Youcrossed
whenthelightswere
red,'hesaid,
andhetoldmeto payhimsomemoney.
'Butthereweren't
anycarsontheroad,'
I said.He
s(notagree)with
me,soI paidthe
monev
andwentto work.
Mongolia
gity
religion
Afriga
gender
tst
tkt
tgt
tk/
tsl
I
a
Z
a
Z
t4/
tst
t4/
/s/
/4t
Z
I
l
I
a
r
164
c3
TheGoldMuseum(ElMuseodelOro)
Last
yearI wentto Malaysia
onbusiness.
Myhostswere
veryfriendlyandmostevenings
theytookmeto diferent
restaurants
foodfor me.However,
oneevening
andordered
I wentoutalone.
I wanted
to trythelocalfood.I founda
osrestaurant
with a wonderful
aromaof spicyfoodsoI decided
to try it.Ofcourse,
and
themenuwasallwritteninMalaysian
I didn'tunderstand
anything.
Bogoti,Colombia
pieces
Therearemorethan33,000
of pre-Hispanic
things
madeof goldintheColdMuseum,
Bogotd,
Colombia.
TheBankofthe Republic
boughtthefirstpieceof goldin
1939.
Themuseumnowcontains
in
the biggest
collection
theworld.Eachpieceisbeautiful,
andthe museum
isan
placeto visit.
unforgettable
interesting.
Themanatthenexttablewaseating
something
I called
pointed,
thewaiter,
andmadeeatinggestures
to show
rothatI wanted
thesamething.Thewaiterandthemanatthe
nexttablelaughed
Thewaiterbrought
me
andI felthappy.
thefood,a fruitjuiceanda bowlof water.
Whatto see
. ThefamousQuimbaya
poporowasthefirst piecein the
whichareused
collection.
Poooros
aresmallcontainers
for holding
poporo
things.Thedesign
of theQuimbaya
issimpleandit lookslikea modernobject.However
it isactually
yearsold.lt isa national
2,300
symbolin
Colombia,
andit'susedon coinsandbanknotes.
. TheMuisca's
GoldenRaftisa tinyboatmadeof gold
withfigureson it.Thissmallandincredibly
beautiful
objectcomesfromtheMuisca
cultureof Colombia,
which
existed
600yearsago.lt represents
an important
tradition
in Indianculture.
Thefamousstoryof ElDorado
comes
fromthistradition.
. TheSalonDoradoisa soecial
roomonthethirdfloorof
worksof gold
the museum.
8,000of the mostimportant
inthe museum
allowjusta few
arekepthere.Twoguards
visitors
the heavydoors
at a timeto enter.
Youwalkinside,
closebehind
you,andthenthe lightscomeon.Youare
gold.
surrounded
byspectacular
shining
Practical
information
ThemuseumisopeneverydayexceptMonday,
from 9.00
a.m.to 7.00p.m.and 10.00
a.m.to 5.00p.m.on Sundays.
Example How many pieces of gold are on display in
the museum? more than 33.ooo
r When did The Bank of Republic start the collection?
Themealwasexcellent.
Themannextto mewaseating
withhisrighthand,
to
soI didthesame.
WhenI needed
I usedthesmallbowlof water.
lmmediately
rswashmyfingers,
mea newwaterbowl.This
thewaitercameandbrought
happened
several
times.
Whenit happened
forthefifthtime,
heputthebowlon mytablewitha bang.
I noticed
the
thatthemanatthenexttablewasn'tusing
- hewasdrinking
it.lfeltvery
20waterto washhisfingers
I wassorrythatthewaiterwasangry,
butI didn't
stupid.
knowhowto saythat.I gavehimsomeextramoney
whenI
paidformymeal.
I Robertwent to the samerestaurant
His hosts usually chosehis food.
3 When he went out alone he wanted European food
L
4
5
6
7
[E
Readthe text again and answer the questions.
Example When did Robert go to Malaysia? last year
1 Why did Robert go to Malaysia?
[E
Imagine you are the waiter in 'WaterMix-up'.Write
the samestoryfrom your point of view Write 8o-roo
words.
rq
[E
Photocopiable @Oxford University Presszoog
165
usedto ask
my parentsas*ed me to jobs around the house.
my mother always'cleanedmy bedroom.
I 'had a big party when I was 16.
I : didn't pay for my clothesand shoes.
my father only agot very angry with me once.
When you were a teenager...5wereyou happy?
fE
2 Presentperfect and past simple Readthe text and
underline the correctform of the verb.
MoreHomeworkforVicky
VickyPhillips
isthirteen.
Inmanywaysshe's
atypical
teenager.
However,
there's
onethingaboutVicky
that'sverydifferent
never
fromherfriend
s.She
wentf 'snever
been
to school.
Vicky
rtaughtI havetaught
isa 'homeschool'
student
- herparents
herat homesince
shewasfive.When
Vicky
wasyoung
her
parents
didn'tbelieve
thatthelocal
school
wasthebestplace
Instead,
forhereducation.
thevchose
herthemselves
toteach
zstudied
happily
andYicky
at homefor eight
I hasstudied
3were
parents
5ofar,Vicky's
forevery
f havebeenherteachers
fromScience
subject,
to Physical
Education.
However,
recently,
theyadecided
to employa mathsteacher.
I havedecided
'Vicky's
mathsisexcellent.
Shetgot
I hasgot99%inanexam
push
lastmonthandnowsheneeds
ateacher
whocanreally
her.Wesimply
can'tdothatanymore!'they
said.
[E
Phrasalverbs Rewrite the sentencesreplacingthe
underlined words with it.
Example I made up the storv. I madeit up.
1 Put your book away.
2 Canyou turn on the TV?
3 He turned up the music.
Vocabulary
4 Education Match r-6 with a-f to completethe
sentences.
t @ He teachesin the Geography-.
2 II learnt Frenchat evening 3 ll I'm studying maths at night
+ ! fhe Musicdepartmentis in the Arts
S l-l t reallv liked mv first school
O ! Shewants to be a university
a teacher
b classes
c professor
d department.
e school
f Faculty
TE
Achievement Completethe dialoguewith these
words and phrases.Thereis one extra phrase.
passed succeededfailed managedto
achievementgiveup keeptrying
Chris How is your Italian coursegoing?
Rich Not bad thanks. I passed my exam last week.
How'syour Frenchcoursegoing?
Chris TerriblelI think I might'_.
It's very
difficult for me.
Rich Really?I thought you were enjoying it.
Chris I don't know. I've got a big exam next week.
I'the practicetest last week,so I
don't feel very good about it all.
Rich But exams aren't the only important thing.
I 3understandmost of an Italian
film last night. It was a great
Chris Yes,I know you're right really.I'll s
with my French.
[E
Rhythm Think about the rhythm of thesephrases.
Write the phrasesin the correctcolumn.
get it wrong makemistakes
use##
lastweek teacher'spet front of the class
ao
4 Takeoffyour hat.
5 Put your iacketon.
OoO
O..O
usedto sit
fE
r
166
a
H i C harl i e,
I wonderif youcouldgivemesomeadvice?
l'mtryingto decide
whatto dowith mycareer.
WhenI wasyoungI usedto wantto
bea racing
Well,l'vegotmyAdvanced
driver.
Driver's
Licence
now- but I'mstilla taxidriveraftersixyears.
It'snotthatI haven't
enjoyed
thejob,but l'mgettingborednow.
I leftschoolat sixteen
andI didn'tgetgoodqualifications.
Theonlysubject
I didwellin wasArt.I gotCin Historyand
Geography,
butonlya D in Maths.
guardinthe
Before
workingfor CityCarsI workedasa security
Carlton
ArtCallery.
Whataneasylife!| stilllikedrawing,
and
- whata greata sense
lastweekI soldoneof mypictures
of
achievement!
50,l'llapplyto art college.
However,
yesterday
I sawanadvertisement
for ajob asa city
tourguide.I thinkl'vegottheskills
for it. I certainly
knowthecity
verywell- l'vedrivenon everystreet.I'velearnta lot aboutthe
historyof Liverpool
andI enjoytalkingto people.
Well,you'veknownmesincewewereat school.
WhatshouldI
do- goto art college
ortry to bea tourguide?
Thanks!
Nathan
Learning
usedto besimple.
Youwentto schoolandthenyou
wentto college
or university.
Youlearntmostof whatyou
needed
beforetheageof 21.Thenyougotajobfor lifeoryou
stayedat homewiththechildren.
years,
Inrecent
society
osandtechnology
havedeveloped
rapidly.
Asourworldkeeps
changing,
we needto keeplearning,
at homeandinthe
just neverstopsl
workplace.
Learning
Janice
Eagles,
29,hasworkedfor aninternational
drinks
'l've
company
forthreeyears.
Sheenjoysherwork,andsays,
to learntsomuchinthisjob- morethanI learnt
at university!
l'vedonea timemanagement
course
andlearntto usetwo
newcomputer
systems.
l'veevenhadfreeSpanish
lessons
because
I sometimes
travelwith myjob.'
Andit'snotjustpeople
of working
agewhoarelearning
for life.
r 73-year-old
Russell
Leach
hasbeenretiredforeightyears.
He
usedto bea busyengineer,
andnowhasa lotof spare
time.He
spends
a lotof it studying
withtheUIA- TheUniversity
of the
ThirdAge.Thisisn'tactually
a university,
butaninternational
learning
organization
for people
whonolonger
work.
20U3Agroups
offercourses
suchascomputing,
science,
art,
history,
andlanguages
Therearenoexams,
to olderpeople.
so
people
whofollowthesecourses
don'tgetqualifications.
They
arejustforpeople's
interest
andpersonal
development.'lt's
nevertoo lateto learn'the U3As websitesays.
lt seems
that
r forallofus.thosewords
havenever
beenmoretrue!
re
fE
Read the email again and complete Nathan's CV.
Personaf
Profile:Experienced
taxi driverwith
t_
Driver's
Licence
2
andreliable
Education:
1994n999
Catacre
Comorehensive
5chool
History'_
GCSEs:
ArtA
Geography
C a
Workexperience:
Taxidriver,
2002to present:
CityCars
1999-2002:5
Security
Carlton
Art
Callery
_:
andpainting,
localT
[E
Choosea job you would like and write your CV.
[Iq
167
Grammar
I
The review
That'sthe caf6
That'smv friend
Is that the film
I like films -
Date:
I wrote is in today'spaper.
I met my friend earlier.
met KateWinslet.
saw last week?
tell a true storv.
fE
Comparativeand superlativeadjectives;comparisons
with as Completethe text with the correctform of
the adjectivesin (brackets).
REVIEW:
PINNOCCHIO'S
RESTAURANT
PIZZAS
A newltalianrestaurant
opened
onSouthStreet
lastweek.
Wewentto visitandhere's
whatwethought.
Pizzas.
Themenuisthelongest(long)
At Pinnochio's
onel've
(big)asyougetin
Thepizzas
everseen!
aren't1buttheyarefreshandtasty.
otherrestaurants,
z(good)
io'sPizzas?
What's
thingaboutPinnocch
youcanlisten
to livejazzmusic
whileyoueatyour
Well,
3-(crowded)on
pasta.lt's
Saturdaythan
it ison
sogoearlyif youwantto getatable.
There's
always
Sunday,
a
greatatmosphere
attheweekend.
a(expensive)
Pinocchio
Pizzasis
thanotherltalian
resturants
intown.
s(entertaining)
It'scertainly
ltalianrestaurant
in
D
Expressinglikes and dislikes Completethe
conversationwith thesewords.
adore stand keen mind like lve
Maria What do you in your free time?
Eric
I love being outdoors- swimming in the sea,
walking in the mountains.How about you?
Maria Well, I read a lot of books,and I absolutely
music and modern art
Eric
I listen to music a lot, but I cant "modern art. I just don't understandit!
Tennis,skiing, football - they're my favourite
activities.
on sport really.
Maria Oh,I'm not 3Eric
being outdoors?
But do you 4walking in the
Maria Oh yes,I don't 5park or on the beach.
Pronunciation
6 -ed endings Think about the sound of the -edending
in thesewords.Write the words under the correct
sound.
bored disgusted embarrassed
fascinated amazed iffi
-d
-t
-id
interested
fE
Opens
6.00pmtillmidnight
168
c3
Twofilms,onelovestory
(1995)
(2004)aretwo
BeforeSunrise
andBeforeSunset
romantic
dramas
setin Europe.
TheystarEthanHawkeand
JulieDelpyasJesse
andCeline.
InBeforeSunrise,the
couple
spendjust onedayand nighttogether.ln BeforeSunset,they
havejustoneday.
[E
Manypeople
lovefilmsanddream
ofworking
inthefilm
industry
oneday.
Twoyoung
people
whodream
ofafuturein
filmstoldushowtheyarestarting
out.
1 iames(17)
loves
filmsandwantsto beafilmdirector.
Every
weekend
heworks
asa cinema
attendant.
Hechecks
people's
tickets
astheyarrive
andhelps
themfindseats.
Afterthat,I sitattheback
ofthecinema
andwatchthe
film.Lastweekend
I watched
thesame
science
fiction
film
sixtimes!
Myfriends
thinkthat'sreally
boring,
but| findit
fascinating!
| likemostkinds
offilms,butl'mnottookeen
onmusicals
orromances!'
2 'When
everybody
leaves
attheendofthefilmI tidythe
cinema.
lt'samazing
people
howmuchrubbish
leave
under
- sometimes
theirseats
it'sreally
disgusting.
ButI don't
job'sjustrightformeatthemoment.'
mind.
This
(20)
3 Annabel
worksina restaurant.
Inherfreetimeshe
isafilmextra- anactorwhoappears
inthefilm,but
doesn't
usually
Mostextras
don'tgetmuchmoney,
speak.
butAnnabel
isa dancer
soshecanearnslightly
more.
Sometimes
inafilm,andthese
extras
speak
a fewlines
are
'l'mnotfamous,
paidthemost.
says
Annabel,
of course,'
'butI have
appeared
inafewfilms.'
people
4 'Some
dothisworkforthemoney,
butformeit's
I adore
a hobby.
films,
andld loveto actina comedy
one
day.
A dayworking
thana dayin
asanextraismuchlonger
therestaurant.
lt'sveryhardworkandisn'twellpaid.
I never
getbored
likewatching
howtheactors
asI really
anddirector
worktogether.
lt'sfascinating.'
ln Before
Sunrise,
Jesse
andCelinemeeton a train.Jesse
is
goingto Vienna
to fly hometo the USAthe nextmorning.
Celine
isreturning
to France
aftervisitingBudapest.
The
couplestarttalking,andJesse
convinces
Celineto getoff
thetrainin Vienna.
Theyspendtheirtimewalkingaround
thecityexchanging
theirideasandopinions
aboutlife.A
romance
develops
betweenthem.
Viennaisanamazing
location
forthefilmandHawkeand
Delpyarebothexcellent
actors.However,
the bestthing
aboutBefore
Sunlseisthe dialogue.
Thecoupletalkabout
everyday
topics,buttheirconversation
isneverboring.
ln Before
Sunset
Jesse
andCelinemeetagainnineyearslater
(nowanauthor)istalkingabout
in a bookshop
in Paris.
Jesse
hisbook.Before
Sunset
isa goodfilm, but it isn'tasspecial
asBefore
Sunrise
andthe dialogueisn'tasinteresting.
Before
Sunriseis
a moreunusualfilm
andalsomuchmoremagical.
Infact,it'soneof the mostromanticfilmsyoucansee.
In BeforeSunset,
where do the couplespendtheir
day?
7 What does the writer like about BeforeSunrise?
[E
Write a descriptionof a film or bookthat you like.
Includethe informationbelow.Write 8o-roo words.
. the setting and main characters . how the story
begins . the bestthing aboutthe film or the book
[E
Photocopiable@Oxford University Presszoog
169
E
2 Active and passive Rewrite the news in the passive.
PAIilINGFOUilD
in Bristol.
havefoundafamouspainting
in a house
Police
fromtheCarlton
Museum
stole
thepainting
three
Someone
yearsago.Thepolice
havearrested
two womeninconnection
withthecrime.
Afamouspaintingthasbeenlound ina housein
z
fromthe
Bristol.
Thepainting
threeyears
Carlton
Museum
ago.Twowomen
3
inconnection
withthecrime.
AITACI(
TOWTCEilTNE
attacked
two meninthecitycentrelastnight.
Someone
Someone
hasgivena
Afriendtookoneofthemento hospital.
to thepolice.
description
of oneoftheattackers
inthecitycentrelastnight.
Twomen4
to hospital.
Oneofthemens
of oneof the men6
to
A description
police.
r
Modals of obligation Underline the correctword or
phraseto completethe text.
Why do laws exist?
All societieshave laws - but why do different laws
exist?
Most laws are made to keep peoplesafe.For example,
yoll mustn't/don't haveto /can kill or hurt another
person.On the road,you ldon't haveto/ can't drive too
fast.
Thereare also many laws to organizesociety.You
zhaveto / mustn't/ can drive on the same side of the
road.You zhaveto /mustn't f can steal or damage
anotherpersonspossessions.
Other laws educatepeopleto do the right thing. In
somecountries,everybodyccan/must/doesn'thave to
vote in an election.
170
Date:
fE
Vocabulary
4 Countriesand government Match the definitions r-6
with words a-f.
The city where the main
political buildings are.
2 president
A country with no king or queen.
Socialist
A head of state who is not a
king or queen.
elections
The event when peoplevote to
choosepeoplein government.
A right-wing political party.
5 republic
A left-wing political party.
6 capital
[E
the correctword to completethe
Crimeverbs Choose
text.
Yesterday
two men robbed a bankin the city centre.
TheY t
2
Pronunciation
5 Stressin two-syllable nouns and verbs Think about
the sound of thesewords. Underline the stressed
syllable.
Example pewer
1 complete
2 battle
3 shoulder
4 happen
5 return
FIAGFACTS
Flags
powerful,
arecolourful,
andsymbolic
objects.
They
represent
countries,
institutions,
history,
andorganizations.
llationalflagr
Themostcommoncolours
usedon nationalflags
areblue,
yellow,red,green,
white,andblack.
[E
Mostflagsarerectangular.
However,
the SwissandVatican
Cityflagsaresquare.
Allthe sidesarethe samelength.
Jenny's
carwasstolenandshedidn'thavemuchmoney
to buya newone.Eventually,
shefounda cheaponeand
boughtit. Threeweekslater,the problems
started.Firstit
wasthe oil.Then,muchmoreseriously,
the brakes
stopped
working.
TheLibyan
flagistheonlyonewith onecolour,
green.
Theflagsof MonacoandIndonesia
areidentical.
Theyarered
andwhiteandhavethe samedesign.
Jenny
tookit to a garage
andwasshocked
whentheytold
Whenflagsfrom differentcountries
areflowntogether,
they
mustbethe samesizeandbeflownat the sameheight.
hershehadbeen
Her'new'car
thevictimof a serious
crime.
hadoriginally
been
twocars- partsoftwooldcarshadbeenl
used
to make
a newone.
I
Internationalflagr
TheUnitedNations
flagwasdesigned
about50yearsago.
It hasa whitemapof theworldon a lightbluebackground.
Thecolours
of
anddesignof theflagaresymbols
peace.
international
Adrian
boughta newcar.Hewentto thepostoffceto pay I
hiscartax.Theassistantchecked
onthecomputerand
told I
Adriantherewasa problem.
Hisnewcarwasa stolencar.
Sheadvised
Adrianto contactthe police.
JustlikeJenny,
Adriandidn'tknowthetruestoryabouthiscar'spastwhen
he boughtit.
Theofficialflag
of the Olympic
Cameswasdesigned
by
Pierre
ringson a
deCoubertin
in 1911.
lt hasfivecoloured
whitebackground.
Theringsareblue,yellow,red,green,
and
black.
Withthe whitebackground,
theseformthe sixcolours
whichareseenon mostnational
flags.
D
Photocopiable O Oxford University Presszoog
parkedhercaroutsideherhouseoneevening.
lt had
Beverly
beena hotdayandBeverley
hadopened
thesunroof.
She
checked
thedoorsandwindowswereclosed,
butsheforgot
thesunroof.
Duringthe nightthieves
stolethecarstereo.
Readthe text again and answer the questions.
Example Whose car was stolen? lenny's
1 Why did Jenny have to buy a new car?
2 What two problems did she have with her new car?
and _
3 What was the problem with Adrian's car?
A
Where did Karen put her handbag?
What was Jim doing when someone stole his car?
6 When did thieves steal Beverlv'sstereo?
E
Chooseone of the four stories,or anotherone.Tellit
in a more exciting way. Write 8o-roo words.
fE
171
Date:
Vocabulary
4 Behaviour Orderthe letters to make words.
Example Miss Baxter is very#F*
friendly . When
I seeher she always says'Goodmorning'.
1 The peoplewho live next door are very
They shout all the time.
re-.
2 I think Mrs Vealeaskstoo many personal
questions.She'sveryffi
3 The children at number 29 arc terrible. They're
realyffi.]*
4 Mr Robson?He'slovely.He'svery ffi
if you have a problem.
5 A lot of the neighbourshave cats.They oftenffiffi
at night - it's horrible.
You seemtired.
I'm -.
I've worked really hard today.
Wasthe film good?
No, it was -.
I left beforeit finished.
Wereyou afraid when he shoutedat you?
Yes,I was _
Otto'snew houseis _!
I know. lots of really big rooms and a big garden.
What's the matter?
Someone'sstolenmv new bike. I'm
!
r
Pronunciation
6 Spelling and pronunciation gh Think about the
sound of thesewords.Is gh not pronouncedor is it
pronouncedas the consonantsound/f/?Write NP
(not pronounced)or F.
Example naughty NP
1 rouph
Z neighbour3 fight _
a daushter
s enoueh
[E
172
Readingand Writing
Exchangingnews in a personalletter
I
E
Being
agoodneighbour
yourlifemorepeaceful.
helps
make
It canalsomake
yourareaa saferplace
to livein.Follow
this
advice
to avoidproblems
withyourneighbours.
A Whenyoumoveto a newhome,
introduceyourself
os andaskquestions
to learn
aboutthelocalarea.
Smile
andsayhellowhenyou
seeyour
neighbours.
Offerto
helpthemifyoucan,
B Noise
isa common
reason
forcomplaints
by
neighbours.
lfyoulisten
to loudmusic,
thinkcarefully
rc aboutwhereyou
putyourmusic
Your
system.
probably
neighbour
won'tbeveryhappy
if youputit
against
theirbedroom
wall.Tellthemifyouaregoing
to havea partyorinvitethemto cometoo.
C Yourhomebelongs
toyou,butdon'tforgetthatyou
rs arealsopartof af
Tryto keeptheoutside
of
yourhometidy.Yourneighbours
maycomplain
ifyou
leave
rubbish
outsidefortoo
long.Fences
andwalls
between
houses
canalsobeareas
fordisagreement.
lf a
fence
orwallnearyour
homeisbroken,
check
ifyouare
forit.lfyouare,repair
it assoonaspossible.
20 responsible
D Don'tleave
yourcarinfrontof someone
house
else's
andparkquietlyif youarrivehomeearlyinthe
morning
orlateat night.
Readthe article again and choosethe best answer.
Example This article _.
a tells funny stories (b)gives advice
c givesthe resultsof dlurvey
1 Being a good neighbouris _.
a agoodidea b aproblem c safe
2 Ask about local things to _.
a offer help b find information c say hello
3 The article givesadviceabout noisefrom _.
a children b animals c music
4 Beforehaving a party, ask if neighbours_.
a are happy about it b would like to come
c will be at home
5 A tommunity' (line 15)is a group of in a town
or city.
a people b streets c houses
6 If a wall or fencenear you is broken,you should
a repair it b seewho owns it
c ask a neighbourto fix it
EO
You are Robin.Write a reply to Laura.Add news about
yourself and peopleyou know. Write 8o-roo words.
E9
E
Photocopiable @Oxford University Presszoog
173
Vocabulary
D
Compoundadjectives Completethe compound
adjectivesin the text with thesewords.Thereis one
word you don't needto use.
fitting looking consciousshaven
fashioned o# dressed
Ae and-Tom
Tom anA I are good f rienls bul wetre completely
di{furent.Tom" a stuAenl aad he does,t'l have.mvch
mo^ey.l've got a good job andl'm quite well- aE.
People say f o^'s very lgood--:
he's tall, with Aark
hair anA brown eyes.I'm short with blond hair.The
biggest Ai{ference is our clothet.l feel comfortable
in2loote'clolhes, anAI don't mind wearilq3olA-things.Tom hatn't got mvch mot\eft but he is v2ry
4ashion'-.
What's his secrel? he studies clofhes
in slyle magazines anA bvys things that look the same,
bul costless.As he says,'You doo't have lo be rich to
be swell--.'
E
Modals of deduction Underlinethe correctword to
completeeachconversation.
Example A Let'stake a look at those designert-shirts.
B They miqht / must /can't be really
expensive.How much are they?
1 A
B
A
B
A
B
A
B
A
fE
174
Date:
Pronunciation
6 Contrastivestress Think about the soundsin each
reply.Underlinethe stressedword in eachreply.
ExampleHas she got short grey hair? No, long grey hair.
1
2
3
4
5
fE
Photocopiable @Oxford University Presszoog
E
CHANNEL
T21islooking
forten people
to takepartin
a newmakeover
competition
, Look6ood,FeelCood.
Weneedinteresting
of different
candidates
ages,
appearance
andpersonality.
lfyouwantto change
the
wayyoulookandfeelthenthisistheshowforyou!
Thetensuccessful
willgoto Scotland
candidates
wherethey'llstayin a hotelinthe country
for six
weeks.
They'llbefilmedeverydayastheycomplete
physical
exercises
to improve
health,
fitness,
and
waysof thinking.
Candidates
will learnLatinAmerican
dancing
yogarelaxation
andpractise
techniques.
Thereisa f10,000prizefor the person
whochanges
mostin sixweeksandtherearesomegreatsmaller
prizes
for weeklywinners
too.Theseinclude
mountain
bikes,
holidays.
clothes,
andweekend
Eachweek,
viewers
willdecide
who hasmadethe mostprogress
in seven
days.At the endofthe programme,
theyvote
for anoverall
winner- the person
who'schanged
the
most.
Wantto apply?
lettertellingusa
Senda handwritten
bit aboutyourlifestyle,
appearance,
andpersonality.
Describe
yourself
in 80-100words,andexplain
why
youwantto beonthe show.Enclose
threerecent
photosof youdoingsomething
typicalinyourfree
t im e.
Readthe advert again and choosethe best answer.
Example How pqany people will appear on the show?
a 6 ( b) ro c 2 t
1 What does'take part in' (line t) mean?
a appear on the show b apply for the show
c watch the show
2 What does 'where' (line 7) refer to?
a a secret location b a hotel c Scotland
3 Who learns Latin American dancing and yoga?
a all the candidates b the ten successful
contestants c the winner
Who decidesthe winner of Look Good,FeeIGood?
a The experts b Channel Tzr c TV viewers
What are'These'(line t4)?
a prizes b mountain bikes c clothes
6 How should you contact the organisers?
a by letter b by phone c by email
Myra
Adam
background Australian,
architect
D ubl i n,6
student
marital
status married,
threechildren,si ngl e,
25
t_
andage
aPpearance tal l 2, personality cal m.'
hair
, shv
l ong
hair
livelv.t
hobbies
readi ng,
musi c
cooki ngnight
,
clubs,
e
buvi ne
reasons
for
applying
bemore
;
get ro
. be
more independent
I]g
Imagineyou would like to appearon the programme.
Write a Ietter of applicationof about9o-1oowords.
[IO
[E
Photocopiable @Oxford University Presszoog
175
Date:
5 A \ /hat happenedat the end of the interview?
B Thev wanted to know
I had anv
questions.
fE
r
Ability: can,could,be ableto, managefo Underline
the best word or phraseto completeeach
conversation.
Example I managedto / coulL/ 'II be ableto ski when
I was younger,but I'm too old now.
I I can't / didn't manageto / couldn'tsing.
2 I'm sure we can / could/ 'II be ableto communicate
with animals in the future.
3 My friend's got a dog and it'II be ableto / could/
can danceto music!
4 lwas ableto / wiII be ableto / couldfind the
information for the report on the Internet.
5 I found a bag on the train last week. I gaveit to the
policeand they could/ managedto / canfind the
owner.
t-E
Reportedquestions Completethe conversationsabout
job interviews with the words below.
would him t"hy could did were if
Example A Did they askAnna about her current job?
B Yes,they askedher why shewanted to
leave.
1 A
B
2 A
B
3 A
B
4 A
B
't76
Vocabulary
4 Telephonewords and phrases Usethe words below
to completethe phoneverbs.
off th,th over up through back
Example 'Ive tried to call David about six times this
morning, but I just can't get through ;
1 'Listen,I know youre angry but we needto talk.
Simon,dont hang
, please!Hello?'
2 Millie's got someexciting news for you! Just a
minute, I'll hand her _
to you.'
3 'Hello,can you help me?I was talking to someone
calledAnne, but I got cut _.'
4 'Hello,could you put me
to the sales
departmentplease?Thank you.'
5 'I'm really sorry,but I'm busy at the moment. CanI
ring vou
in fi.veminutes?'
He invited me to go.
I refusedto go.
Sheofferedto go.
We advisedthem not to go.
He agreednot to go.
Shepromisedto go.
[E
Pronunciation
6 Stressin words ending -fty Think about the sound of
thesewords.Underlj4gthe stressedsyllable.
Example ability
1 popularity
2 curiosity
3 reality
4 possibility
5 activity
fE
Photocopiable @Oxford University Presszoog
Hi everyone,
Canyouhelpmewithsomething?
| haveto writea short
reportfor homework.
I needyouto answer
thequestion:
Whichanimalisthe mostintelligent?
youranswer
Why?Email
quickly.
I haveto handit intomorrowmorning.
Thanksl
Orla
D4
H i Orl a,
That's
easy!Dogsarethe mostintelligent
because
animals
theycanunderstand
everything.
WhenI tellmydogto geta
ball,healwaysdoesit.
Bye,Jake
Alexander
Bellisfamous
forinventing
Craham
the
telephone.
Bellwasbornonthe3rdof March,
1847.
His
mother,
Eliza,
wasalmost
completely
deafandcouldonly
heara fewloudsounds.
Shehadn'tbeenableto hearsince
theageof four.Amazingly,
despite
beingdeaf,shecouldplay
thepianoincredibly
well.WhenhewasthirtyBellmarried
MabelHubbard,
whowasalsodeaf.
IM
D earOrl a,
That'sa difficultquestion!
mean?
Whatdoes'intelligent'
Animals
areintelligent
in different
ways.Somemonkeys
can
communicate
Therearealsosomebirdswhich
with humans.
can talk- that'squiteclever!
Dogsareveryintelligent
too.
Police
dogsandfarmdogsdojobsthat humans
can't.Yes,I
thinkdogsarethe mostintelligent.
Seeyouon Thursday,
Sheryl
Bellcouldreadandwritewhenhewasveryyoung,
andhe
hada clearspeaking
voice.
Hefirstlearnt
to communicate
withhismotherusinghisfingers.
However,
hereally
wanted
to speak
to her.Heusedto speak
veryclose
to herheadin
a deepvoiceandshewasableto hearhim.Bellunderstood
thatthiswasbecause
of hisvoice.
ofthevibrations
In1863
Firsthetaughtmusic
Bellbecame
a teacher.
and
language,
working
ina school
thenhestarted
fordeaf
children.
Bell's
deafstudents
communicated
withsign
language.
However,
hebelieved
thatdeafpeople
should
speak
likeeverybody
Hetaughthis
else,
using
theirvoice.
'Visible
students
Speech'.
a special
alphabet
called
20D
Bellstarted
to become
moreinterested
inthescience
of
the humanear,andbetween
1872and
1874
heworkedat
different
universities.
ln1874
hefirsthadtheideaforthe
telephone.
Twoyears
later,
March,1876,
Bellspoke
on'lOth
someone
onthetelephone
forthefirsttime.Hephoned
his
Thomas
Watson.
intheroomnextdoor.
Another
assistant.
inventor,
invented
at aboutthesame
Cray,
thetelephone
timeasBell.
However,
Bellregistered
hisinvention
first.Bell
hisdeathin 1922,
invented
manydifferent
thingsbefore
but
healways
remained
fascinated
bycommunication.
3
4
5
6
7
B
H i Orl a
I don'tknow.I readsomewhere
thatcatsareveryclever
andhavegoodmemories.
Also,
and
theylikeexperimenting
enjoyfindingsolutions
to problems.
Allthe best,Ben
E
H i Orl a,
AAnc f npnnl c ur i l l en<r r r er 'dno( '
E
Imagine you are Orla. Write a report called Animal
intelligence' in about 9o-11o words.
flo
8 In 1876,Bell invented the -.
9 Bell registeredhis invention before
[E
Photocopiable@Oxford University Presszoog
't77
Date:
Grammar
Vocabulary
[E
rst conditional; r,fclauses Choosethe correctwords to
completethe fire safety advice.
ln a fire
lf youareI were
building,
/ willbeina burning
to thefloor.
stayclose
Escape
youtshould
lfyouleave
a burning
building,
lwillI
you.lfyouclose
wouldclose
alldoorsbehind
the
doors,
thefirezdoesn't
I wouldn't
I won'tspread
through
thebuilding.
soquickly
Kitchen
pan,youtwillI wouldn't
lf youhaveafireina cooking
I don't
putwateronit.Cover
thefirewitha wetcloth.
Clothes
+cotch
lf yourclothes
totheground
lwill catch
lcaughtfrre,fall
androll.lfyourun,thefiresshould
will
would
burn
faster.
I
I
fE
znd conditional Write the correctform of the verb in
(brackets).
Example A Id love to have a really big garden.
B Really?lt wouldneed a lot of work. (need)
1 A Would you pay more than 8o for a meal in a
restaurant?
B Yes,if I more money! (have)
2 A My friend has left her job to travel the world.
B Luckv her! If I did that. I
to po back to
(not
work again.
want)
3 A Would your life be different if you were rich?
happier.(be)
B Yes,I think I
4 A Would you like to have a pet?
B Yes,maybe- if I
children. (not have)
you 5o,ooo.
5 A Imagineif someone
(give)
B I know...I could buv a houseand a car.
D
Pronunciation
5 Stressedand unstressedwords Think about the
stressedand unstressed
words in thesesentences.
Underlineone more stressedword in eachsentence.
Example She'llhave passedthe exam.
i
2
3
4
5
r78
[E
Thunderstorms
rainisheavy,
canbeveryexciting-the
thethunder
isloud,
andthelightning
canbefascinating
to watch.However,
strongwindsandfloodscancause
problems
lt hurtsandkills
andlightning
canbedangerous.
thousands
year.So,whatshould
youdoif
of people
every
youareoutside
inathunderstorm?
First
ofall,findouthownearthestormisbycounting
the
timebetween
thelightning
andthunder.
lf it isless
than
30seconds,
thestormisverynearyou.
Youshould
find
somewhere
safeto waituntilthestormpasses.
Afterthe
lastflashof lightning,
wait30minutes
your
before
leaving
safeplace.
lfyouareoutside
inathunderstorm,
dontstandinanopen
fieldorontopofa hill.Don'tstandnearatowerora single
tree.Youshould
alsostayawayfromlakes,
rivers,
andthe
beach.
lfthebeach
iswetandthelightning
strikes
thesea,
theelectricity
willtravel
along
thebeach.
Tryandmake
yourself
assmall
aspossible,
sothereisless
your
chance
thelightning
willhityou.Putyourfeettogether,
yourknees
headbetween
overyour
andyourhands
ears.
Cetyourwholebodyasclose
totheground
asyoucan.lf
youarewitha groupof people,
stay6mapartfromeach
other.
Then,
if lightning
doesstrike
a person,
it won'tbeable
to travelto othersinthegroup.
Thebestplace
isinside.
However,
if
to beinathunderstorm
youareat homeanda lightning
stormisnearhere's
some
- don'tusethephone,
useful
advice
thecomputer,
ortheTV
anddon'ttakea bathorhavea shower.
Mostimportantly,
don'tgooutside
to watchthelightning!
Readthe text again.Write T (true),F (false),or DS
(doesn'tsay)for sentencesr-5.
Example Lightning kills three peopleevery year. F
1
2
3
4
rE
Newtechnology
andprogress?
Astechnology
advances,
wefindmorewaysto change
the
worldwelivein.Forsomepeople,
development
isprogress.
Forothers,
using
science
andtechnology
nature
is
to change
wrong.Inthisarticle,
Dr.Nollagivessomeexamples
of new
developments.
progress
A Wearemaking
because
doctors
todaycanhelp
babies,
evenbefore
health
theyareborn.Theycandiscover
- theycanevenresolve
problems
and- sometimes
them.
Parents
canalready
choose
to havea boyora girl,and
soonthey'llbeableto choose
theirbaby's
eyeandhair
colour.
Some
scientists
a
thinkwemightbeableto choose
personality
andlevel
of intelligence
forourchildren.
B Another
wayinwhichmedical
people
is
science
ishelping
withcosmetic
surgery.
Doctors
canchange
mostpartsof a
person's
faceor bodyandthisisveryimportant
for people
whohavebeeninaccidents.
Peoole
canalsousecosmetic
surgery
to make
themlookexactly
howtheywantto.Inmy
opinion,
thiswillmake
evenmorepeople
unhappy
C Scientists
usechemicals
to change
theweather
andwe
cannowcreate
raininsomeareas,
andstopit inothers.
Controlling
theweather
forsporting
isgreat.
Making
events
rainincountries
withoutwatercanhelpmillions
of people
withnothing
to drink.
D CMtechnology
growbetter.
Many
makes
riceandpotatoes
people
believe
thatthiswillchange
thenatural
environment.
However,
thiscanalsohelppeople
withnofood.
Readthe articleand answerthe questions.
Example What can doctorsfind out about babies
beforethey are born? healthproblems
1 Which two things can peoplechoosefor their babies?
and
E
Chooseone of the topics (A-D) in the article. Write a
paragraphgiving your opinion in 9o-rro words.
Eq
179
Date:
Vocabulary
4 Packaging Match r-6 with a-f to make the namesof
things you buy.
1
2
3
4
5
6
a tin of_a
a jar of
a tub of
a tube of
a pot of
a packetof
b
c
d
e
f
tomatoes
margarine
coffee
toothpaste
biscuits
yoghurt
D
Wordsconnectedwith buying and selling Complete
eachsentencewith a word or phrasefrom below.
buy price pay spend reducedreceipt
l-E
2 Articles the,a, an Completethe conversationwith
the,a, and an.
Tony How are you feeling?
Freda Not great.Are you going into the town
centre?
post offce.
Tony No, I'm just going to 'ice-cream.
FredaOh,Id really like 'Tony Well, I can go to :supermarket,if you
want.
Freda Thanks!Canyou get me the new book by Ted
Olsen,too?
Tony I don't think I can get that in town.
bookshopon the
Freda Yes,you can.There's
High Streetnear s_
bank.
r
180
yougoshopping?
Doyouspend toomuchmoneywhen
Hereissomeadvice
to helpyoustop.
yougo.Decide
- Makea listbefore
howmuchyouwantto
foreachitemonthelist.
youareattheshops,
- When
onlyz_
things
that
list.
areonyourshopping
- lfyoulikesomething,
you
check
the3before
loveandmusthaveit!
decide
thatyouabsolutely
Youmightfindit ina
- Forbigger
items,
visitdifferent
shops.
saleataa
orice.
- Remember,
youcanalways
takesomething
backif you
yourmind.
youbuysomething,
putthe
change
When
sina safeplace.
fE
Pronunciation
5 When to stressthe auxiliary have/ has Think about
If it is
the sound of have/ hasin these sentences.
stressedwrite S.If it is unstressed,write U.
Example We'vebeenworking. U
1 They haven't been sleeping.
2 Has shebeenwaiting?
3 I've been thinking.
fE
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rF+
Reading and Writing A letter of complaint
1 Readthe text. Write T (true),F (false),or DS(doesnt
say)for sentencesr-6.
Youbought
a newtoyforyourchild
andyou've
been
trying
to openit fortwentyminutes.
You've
usedyourteethand
a knife,buti* toostrong.
Yourchildstarts
Yougetangry.
to cry.
osYouareexperiencing'packaging
rage'-the
anger
created
by
packaging
thatseems
impossible
to open.
Overthelastten
years,
manufacturers
havebeenusingincreasing
amounts
of packaging
onallproducts.
Manypeople
alsofeelangry
abouttheeffects
ofthisontheenvironment,
ro So,whatkindsof products
packaging
cause
rage?
CDcases
wrapped
in plastic
areoneexample.
Inthebathroom,
it's
bottles
powder.
of medicines
andboxes
of washing
Inthe
kitchen,
it'scartons
of milk,tinsoffoodandpackets
of
biscuits.
Even
littlelabels
onapples
canmakepeople
angry.
t5Thismayallseemseemlikeajoketo somepeople,
but
packaging
ragedoeshavea serious
Olderpeople
side.
can
haverealproblems
tryingto openfoodandmedicines.
Trying
to openstrongpackaging
withyourteethcan
bedangerous
too.lf youusea knifeandit slipsonthe
zopackaging,
it cancause
serious
cutsorotherinjuries.
Around
people
60,000
British
ayearneedhospitaltreatment
for
injuries
caused
whentiey weretryingto openthings.
Example The writer bought a toy for his child. 7
I Thewriter tried different ways to open the toy. _
2 Manufacturersuse more packagingnow than ten
vearsaso.
3 Somepeoplefind jars of jam difficult to open._
4 It's safeto open packagingwith your teeth. 5 5o,ooopeoplein Britain hurt themselveson
packagingevery year._
Somemanufacturershave oromisedto make
changesto their packaging._
E
Readthe article again. Choosethe best answer.
Example What does'it' refer to (line 3)?
a the knife b the scissors@ttre packaging
1 Peoplefeel angry becausepackagingis _.
a difficult to throw away
b bad for the environment c expensive
What does'it' (line 13)refer to?
a products b cartonsof milk c packagingrage
'This' (line r5)refersto -.
a anapple b packagingrage c ajoke
'they' (line zz)refersto _.
a old people b children c British people
tr
HiTess,
Yes,you
should
definitely
made
a
complainlThe
company
mistake
whentheysentyouthewrongsize.
lf I wereyou,lU
writea letter.
lt'smoreformalthan
anemail.
I knowwhatyoumeanaboutusing
thelocal
shops.
Butthen
I hada badexperience
inthelocalbookshop.
Seems
likeyou
can'twinwherever
youshopthesedays!
Coodluck!
Vernon
Example Where did Tessbuy the shoes?
on the Internet
1 What sizeshoesdid she order?
2 What size shoes did she receive?
3 Where did she wear the shoes?
4 Why did shethink the shoesfelt small?
5 What did she do beforephoning the company?6 Why wont the companychangethe shoes?
7 How much did Tesspay for the shoes?
8 Where will Tessshopin the future?
9 What doesVernonthink Tessshoulddo?10 In which shop did Vernonhave a problem?
rc
flo
E
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't81
fE
Have to, needto, should,oughtto Choosethe correct
word or phraseto completeeachconversation.
Example A I'm only going to drink bottled water
when I'm on holiday.
B Yes,and you needto / don't needto /
shouldn'thave any ice in your drinks.
1 Youshould/ shouldn't/ don't needto take a bus.The
hotel'sonly roo metresfrom here.
2 A I've got a really bad stomachache.
B Youought to / haveto / don't needto stay in bed.
3 A What time shall we go to the airport tomorrow?
B I think we haveto / don't haveto / shouldn't
checkin three hours beforethe flight leaves.
4 A I cut my leg when I was swimming on holiday.
B Oh no! Was it a very bad?
A Yes.I ought to / had to / shouldgo to hospital.
5 A Will I be safein the city centre?
B Yes,but you shouldn't/ don't needto / don't have
to walk near the station at night.
182
3 A
B
4 A
B
5 A
B
Date:
fE
Vocabulary
4 Travel problems Match r-6 with a-f.
1 get ---------__
a your plane
\2 run out of
b stoppedfor speeding
3 miss
c your way
4 lose
d an accident
5 have
e petrol
6 have
f. a flat tyre
Pronunciation
6 The main stressin a sentenceThink about the
\r1/here
sound of these sentences.
is the main
stress?Underlinethe word in eachsentence.
Example Can I drink the waterhere?
1
2
3
4
5
What do we do in an emergency?
Haveyou had your injectionsyet?
Haveyou got your passport?
What pills do I needto take?
How much is the insurance?
&
tI
II
DearLee,
l'vejustcomebackfroma luxurycruise
in theAdriatic
Sea.
- wasver y
Theshi pw asdel i ghtful
. room- | meancabi nl
Our
comfortable
andthe staffwere
friendly
andeffcient.We
I hadmy
hadbreakfast
servedin ourcabineverymorning.
haircutandJohnhadhisfeetmassagedl
Therewereseveral
islands
dayexcursions
to the Croatian
andmainland.
Thebestonewasto KrkaNational
Park,
which
isanareaof lakesandwaterfalls.
Weeachpaid45kunas
(about6)to go in,butthereislotsto seeonceyou'reinside.
First,
we wentto LakeVisovac
inthe middleof the park.
There's
a smallisland
onthe lakewhichyoucanvisitby boat.
At theendof thedaywe swaminthe lake.lt wasbeautiful.
Unfortunately,
lotsof otherpeople
wereswimming
there
too,but it wasstilla goodexperience.
Anyway,it'sbackto worktomorrow.College
begins
agai nandthenewstudents
to
arearri vi ng.
l ' mpl ann ing
takea groupon a tripto yourpartofthecountrynext
summer.
I needto plansomeexcursions
inthearea.Can
yourecommend
anyplaces
we couldvisit?lt couldbe
somewhere
in thecountryside,
or a town,or city.I wantto
putthe information
for students
to
onthecollege
website
readin advance.
I lookforwardto yourreply
H arri et
PSWe'rehaving
the housedecorated
at the moment.I
thoughtthe painters
wouldfinishthejobwhilewewereon
holiday.
Butno- they'restillhere.I needanotherholiday!
[E
Areyourfriendsgoingon holiday
whileyou'restillworking?
Don'tworry,lifeisn'talways
easywhenyou'reon holiday!
Herearesomeholiday
stories
to makeyoufeelbetter.
(19)MyfriendandI wentto Venice,
A Hannah
ltalyfor a
week.lt'sa magnificent
ciiy,andwe lovedthe canals
and
gettinglostin allthe beautiful
enjoyed
backstreets.
However,
we ranout of moneyafterthreedays.Wehad
to leaveourelegant
hotelandstayin a reallycheapone.lt
wassofrustrating
notto beableto go shopping
or eatin
the nicerestaurants.
Wejust atepizzaoutsideeverydayl
B James(30)| wentto Maltafor a week.Thefirstday
wasgreat.I wentto the beachandintheevening
I ate
somedelicious
foodin a seafront
restaurant.
Thenext
morningI wokeupcovered
in mosquito
bites!They
weresouncomfortable,
andtheywereallovermyface.I
boughtsomeinsectrepellent
forthe nextnight.l'lltakea
mosquito
netif I goagainl
C Hugh(25)| dida reallystupidthingwhenI wason holiday
in Spain.
I founda small,
secluded
beachnearthe hotel,
soltookmyclothes
withoutanysunblock
off.I fellasleep
on.Of course,
My backandlegs
I got reallybadsunburn.
wereincredibly
redandsore.I hadto spendthefirstfew
daysinsideuntilmyskinwasbetter.
D Alice(33)| hadn'thada holiday
for ages,
soI wasreally
in Egypt.
MyfriendandI had
excited
aboutthisholiday
planned
lotsof divingtripsinthe RedSea.Onthesecond
I wasprobably
getting
day,I hada blocked
nose.I realized
a badcold.ThenextdayI couldn't
do anydivingbecause
I couldn't
swimunderwater
with mycold.ljust layonthe
beachrestoftheweek.I guessI caughtit onthe plane.
Readthe text again and answer questions r-7.
Example How long did Hannah go to Venice for? t
week
1
2
3
4
5
6
7
[E
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Imagine someone is planning a holiday in your
country. Write a letter, suggesting placesfor them to
visit. Write 9o-11o words.
flo
183
Date:
Vocabulary
4 Stories,books,fiction Readthe descriptionsand
match them with booksa-f.
a romance b fantasy c western
ffiitt*tc
e science
fiction f murdermystery
Example @ CarlHeller is hunting for an ancient city
in the jungle, when his plane crashes.
f !
Z !
f !
+ I
5 I
TheHouse
intheWoods
fE
Aboycalled
iswalking
inthewoods.
Hefinds
lcallingRalph
tdestroyed
theruinsof house
Hehears
a
I destroyingbyfire.
Hedecides
childzcried
to goinside.
Hesees
ayoung
/cryinq.
boywithblackhai3worn
strange
clothes.
Ralph
lwearing
speaks
buttheboydoesn't
answer.
Later,
Ralph
meetsanoldwomanqwaked
lwolkinginthe
woods.
Hetellsherabout
thehouse
andtheboy.Shesays,
'Come
to myhouse.
I wantto showyousomething.'
'Look
5hesays,
atthispicturespainted
bymy
I painting
father.
lsthistheboyinthehouse?'
'Yes,'
saidRalph.'That's
him.'
'Frances
wasmybrother.
Hedied70years
agotoday.'
r
3rd conditional Choosethe correctword to complete
eachsentence.
have youd had hadn't lvould wouldn't
Example A My friend found froo in the street.
Shetook it to the police.
B Really?I would have kept it.
1 If I studiedFrench,I wouldnt be a
Frenchteachernow
2 What would you done if youd seenit?
3 Ifshedseenyou
havebeenintrouble.
4 If he
stayedin London,he would have
missedthe party.
5 If IA known shewas rich, I _
have given
her that money.
r
't84
Pronunciation
5 Contrastivestress Think about sentencestressin
speakerB'sreplies.Which word hasthe main stress?
Underlineit.
Example A I wish I was younger.
B Really?I wish I wasn'tso young!
1 A I wish he would talk more.
B Really?I wish he would listen more!
2 A I hope one day I have a lot of money.
B I wish I had a Iot of money now!
3 A I'm glad I've got a mobile phone.
B Really?I wish I didnt have a mobile phone!
4 A I wish I couldspeakItalian.
B Really?I wish I could speakSpanish.
5 Alwishlhadadog.
B Really?I'm glad I haven't got a dogl
Read the reviews again and answer the quefionsExample Which word rneans'popular'? besttselling
a
A
Theextremesituations
experienced
bythe menand
womeninthesetwo booksaredescribed
in vividdetail.
The
osaut hortsak ey o ui n s i dth
e k i ng
l i feor
e e mi n d so f p e o p l ma
deathdecisions.
leave
youthankfulto bealive.
These
stories
6
7
8
9
(1999)
II{TOTHINAIRbyJonKrakauer
Thisisanaccount
of a disaster
on MountEverest,
writtenby
oneof the peopleinvolved.
isa journalist
Krakauer
working
rofor Outside
magazine.
Hewantsto writea storyabout
thetourcompanies
Hejoinsa
workingon MountEverest.
climbing
tourwith a company
sohecanfindout abouthow
theyoperate.
Krakauer
isanexperienced
However,
manyof other
climber.
Theclimb
rs peopleinthegrouphavelittleor noexperience.
to thetop of Everest
issuccessful.
However,
onthedescent,
theyarehit bya stormandeightof theclimbers
die.Some
manyyears.
of thosewhodiedhadbeenclimbingfor
Thebookdescribes
At the
the horroroftheexoerience.
zosametimeit considers
madeby
thedecisions
andmistakes
theclimbers
andandthetourcompany.
ADABIACKIACK
byJenniferNiven(2003)
Thisisthetruestoryof a womanwhosurvived
fortwo
yearson anArcticislandinthe1920's.
z sF ourCanadian
, aska,
a n dA m e ri c am
n e nl i v i n gi n N o meAl
plana tripto Wrangel
Theyaregoingto live
lsland,
Russia.
to survive
inthe
therefor a yearto showthat it'spossible
Arctic.
for r
Theycan'tcookor makeclothes,
sotheyadvertise
someone
to accompanythem.
AdaBlackjack,
a 23-year-old
n h oa p p l i e S
r oI nuitE s k imwo
o ma ni,sth eo n l yp e rs ow
s.hei s
hiredto cookfor the menandto repair
theirclothes.
Afterseveral
the groupfaceserious
monthsonthe island,
problems
the island
to findhelp.
sothreeof the menleave
Theyneverreturn.
Themanleftwith Adadies,sosheisleft
ls to survive
alone.
Example Krakauer goesto Mount Everest_.
a for work b to learn how to climb
A.
(9lor a no[oay
Eight climbers die on Everestbecausethey have -.
a no experience b bad weather
c the wrong clothes
In Alaska, four men make a difficult journey
a for work b for survival c to write a story
Ada Blackjackgoes on the trip
a to work b to write c for adventure
Three of the men leave the island because
a they need help b Ada is ill c one dies
It hadbeena successfulyear
in hisvillage.
Theweatherhad
beengood,thewheatandcornhadgrownwell,andthecows
andtheanimals
werefat.Thevillage
chiefdecided
to have
a partyto celebrate
andinvitedeveryone.
Hesaidhewould
provide
meat,bread,
andcakes,
andasked
eachguesttobring
somewineto put intothe bigpot.
Onemanwantedto goto the partybuthehadnowine.He
thought,'Whyspendmoneyonwineinorderto goto a party
whichisfree?lt wouldbebetterto buynewclothes
forthe
party.'Then
hehadanidea.
Hewouldtakeajarof waterbecause
nobody
wouldnoticea littlebitof waterin sucha lotof wine.
putontheirbestclothes
0n thedayofthe party,everybody
meat,
andwentto thechief'shome.Ontableswerethe bread,
the
andcakes
thatthechiefhadpromised.
Eachguestpoured
contents
oftheirjarintothe bigpotastheyarrived.
Thechiefordered
hisservants
somewine
to giveeveryone
and,w henhesi gnal l ed,
everybody
tookthei rcupsa nddr ank.
Totheirsurprise,
it was...WATERI
IIORA: Dowhat'sbestforthegroup,
andnotwhat'sbestforyou.
situation: A villaae chief decidesto have a party to
celebrate the good t
of his village. He
says he'll provide meat, bread, and 2
pot, it is water.
moral: Do what is bestfor 7
Eg
E
PhotocopiableO Oxford University Presszoog
185
Testskey
Unit I
Unit 2
Unit 3
Grammar
I I doesSallylove
2 phonedSally
3 did Sallyvisit
4 IikesSally
5 took Sallyfor a meal
Grammar
1 l th e 2@ 3@ 4The 5The
Grammar
1 1 usedto clean
2X
2 1 eachother
2 myself
3 himself
4 eachother
5 yourself
Vocabulary
4 2d
3 f
4 a 5 e 6 b
Vocabulary
4 i l i p s 2s hak e 3w a v e
4 bow 5 hug
2 b 3c 4c
t have taught
2 has studied
3 havebeen
4 have decided
5 got
1 was walking
2 started
3 was crossing
4 saw
5 didn't agree
31do
2's / is getting
3 talks
4 speaks
5 'm / am doing
5la
3 made of
I Put it away.
2 Canyou turn it on?
3 He turned it up.
4 Takeit off.
5 Put it on.
Vocabulary
4 2b 3 e 4f
Pronunciation
5 1,tgl 2ls/ 3 l4l 4 tkt 5 l$l
5a 6c
5b
Readingand Writing
Pronunciation
5 1 r 2H 3P 4F s G
Reading and Writing
L l ,c 2 e 3b 4a 5 d
2 l Fa ls e 2T r ue 3F a l s e 4 T ru e
5 False 6 False
3 1 teacher 2 colleague 3 middle
4 run(s)/ running 5 28 6 Hotel
7 cousin 8 behind 9 guitar
4 Students'ownanswers.
Marking uidelines
Task
Cra m m a r
m a r KS
Task
A
Cr a mmar
1 work or business
2 written in Malaysian
3 food,fruit juice, bowl of water
4 right
5 stupid
Vocabulary Havestudentsspeltwords 2
for hobbiesaccurately?
Havestudentsusedcapital
lettersaccurately?
186
Students'own answers.
Havestudentsincluded
allthe information?
Have
studentsorganized
their
ideaslogically?
Havestudentsused
t p lea n d
t h ep r e s ensim
continuousaccurately?
Havestudentsjoined
s i m p l es e n te n ce s
accurately?
Pronunciation
6 oo l astw eek
. o o Betit wrong, make mistakes,
teacher'spet
oooo frontofthecl ass
I 1 1939
2 2,300(years)
3 (the story of) EI Dorado
4 (onthe) third / 3rd floor
5 8,000
6 Monday(s)
Student'sown answers.
marks
Havestudentsincluded
Have
allthe information?
studentsorganized
their
ideaslogically?
Havestudentsusedthe
4
pastsimpleandpast
appropriately?
continuous
marK s
Task
Havestudentsincluded
allthe sections?
Have
theywrittenrelevant
information?
C rammar
Havestudentsusedcapital 4
letterscorrectly?
Vocabulary Havestudentsuseda
2
varietyof wordsto describe
themselves
andtheir
interests?
Havestudents
speltwordsconectly?
Unit 4
Unit 5
Itlif
Grammar
l lth a t 2wher e 3who
4 you 5 which
Grammar
| 1 .4 2 th e 3the 4@ sthe
Gramnar
I I That rs rr:. g:ff lrFE
2 That's suci' r r'4r[ ''*'
3 I'm sucha:aci
4 I'm so angry r,'.-::-:e
5 He was dnvrng s =:r
Pronunciation
6
-d
amazed
bored
-t
-id
embarrassed disgusted
fascinated
L 7 8 2 D 3A 4C
2 lTru e 2F als e 3T r ue
4 Doesn'tsay 5 Doesn'tsay
6 True 7 Doesn'tsay
5 Students'own answers.
G ramm ar
marKs
Havestudentsincluded
the 4
mainpoints?
Havestudentsused
presenttenses
appropriately?
Have
studentsusedpresent
tensesaccurately?
Vocabulary
4 2c 3f 4d
5 b 6a
5 7d 2 d 3b
4a
5c
Vocabulary
4 l noi sy 2nosy 3naughty
4 helpful 5 fight
5 1 exhausted 2 awful 3 terrified
4 enormous 5 furious
Pronunciation
6 \F 2 N P 3N P 4N P 5F
2lE
2l a
2 D 38
4C
Markingguidelines
marks
Task
Havestudentsincluded
allthe information?
Have
their
studentsorganized
ideasto keeptheirreader
interested?
Crammar Have
students
useda
variety
of pasttenses
appropriately?
VocabularyHavestudentsgot enough 2
vocabulary
to express
Havestudents
theirideas?
speltinegularpasttenses
correctly?
2b
3c 4 b 5a 6b
Markingguidelines
Students'ownanswers.
Task
Markingguidelines
Pronunciation
6 1 comple'ls
2 battle
3 shoulder
4 happen
5 return
tas K
Havestudentsresponded 4
to Laura's
news?Have
ideas
studentsconnected
accurately?
C rammar
Havestudentsused
4
questionformsaccurately?
Havestudentsused
in the correct
adjectives
position?
used
VocabularyHave
students
phrases
conversational
correctly?
Vocabulary Havestudentsuseda
varietyof adjectives?
lbltrKey
187
Testskey
'::;"
Unit 7
Unit 8
Unit 9
Grammar
I 1 where he buys 2 her birthday is
3 why she said 4 who gaveme
5 colour shewants
Grammar
I 1 Shetold him to openthe door.
2 I told you not to call me at work.
3 He askedthem not to shout.
4 Sheaskedme to closethe window
5 He told me to be careful.
Grammar
I 1 are there 2 haven't you
3 don't they 4 aren't they 5 is he
3 l c o u ld 2w ere 3w oul d
4him 5 if
Vocabulary
4 1 ambitious 2 confident 3 bushy
4 imaginative 5 active
5 llooking 2f,tting 3fashioned
4 conscious 5 dressed
5b
6a
Pronunciation
6 lpopularity 2curiosity 3reality
4 possibility 5 activity
2 1 four (4)
2 piano
3 thirty (30)
4 flngers
5 music
6 Visible Speech
7 human ear
8 telephone
9 Gray
2 1 .a
2c
3a 4 c 5 a 6 a
4 Students'ownanswers.
Markinguidelines
l asK
m a r Ks
Havestudentsincluded
4
information?
appropriate
Havestudentsused
appropriate
openings
and
closings?
Havestudentsuseda
varietyoftenses?
Vocabulary Havestudentsused
a varietyof /ooksand
characteradjectives
appropriately?
Cr a m m a r
4b
5c
5 l cl ub 2cal l 3addre ss
4 service 5 laptop
Pronunciation
6 1 No, late fifties.
2 No,big greeneyes.
3 No, wavy dark hair.
4 No, early thirties.
5 No, straight hair.
188
Vocabulary
4l .b 2 a 3d
Vocabulary
4 1 u p 2over 3off
4 through 5 back
5 2 c 3 d 4e
Pronunciation
5 l body 2j ob 3Lucy
4 won't 5 cut
Reading and Writing
r 1c 2A 3D 4E 5B
2 1 Doesntsay 2 False 3 False
4 True 5 True
31D
2C 3A
marks
Task
Havestudentsuse
paragraphs
accurately?
Havestudentssupported
theirpointof view?
C rammar
Havestudentslinked
simplesentences
appropriately?
Have
studentsuseda varietyof
verbtenses?
4 Students'ownanswers.
gui del i nes
M a r ki ng
marks
Task
Havestudentsincluded
all 4
the necessary
information?
Cr a mmar
Havestudentsuseda
varietyoftenses?Have
studentsusedreported
speechaccurately?
Vocabulary Havestudentsuseda
varietyofwordsto talk
aboutabi l i ty?
4B
Vocabulary Havestudentsused
2
adverbs
of attitude
appropriately?
Have
studentsuseda varietyof
topic-related
vocabulary?
Unit 1O
Unit 11
Grammar
Grammar
I t have dinner brought
2 our housecleaned
3 Haveyour hair
4 having our documents
5 having my car
1 1 as long as 2 won't
3 as soonas 4 until 5 unless
2 l th e
3lc
2 an 3t he 4a
2 a 3b
4d
Vocabulary
4 2 c 3 b 4d
5f
5 th e
sd
6e
Vocabulary
4 2 e 3 a 4c
313 9
238
3 to work
4 (because)
they were new
5 (sentan) email
6 She/ Tesshasworn them
7 f.60
8 (the)local shops
9 write a letter (to complain/ of
complaint)
10 bookshop
Task
Havestudentsspelt
vocabulary
correctly?
6d
m ar KS
Task
Havestudentsgiven
thei rreader
enough
information?
Have
students
organi zed
thei r
l etteri ntoparagraphs?
Havestudentsusedverb
tensesaccurately?
VocabularyHavestudentsa varietyof
wordsfor places
to visit?
Readingand Writing
1 1b
2b
3a
4a
2 1 (an) account
2 operate
3 (the) descent
4 the group / the climbers
5 the book
6 Wrangel Island (Russia)
7 (to) accompany
8 vivid
9 thankful
3lfortune
2cakes 3wine
4 money 5 clothes 6 water
7 (the) group
guidelines
Marking
Cr a m m a r
5b
4 Students'own answers.
4a
Pronunciation
6llisten
2 n o w 3 d i d n 't
4 Spanish 5 haven't
e 3c
51wish
2hopes 3hope
4 wishes 5 'm glad
guidelines
M ark ing
Vocabula
ry
4lf.2
4 Students'ownanswers.
Havestudentsusedpast
tensesaccurately?
Vocabulary
Pronunciation
5 1 What do we do in an emergencv?
2 Haveyou had your iniectionsyet?
3 Haveyou got your passport?
4 What pills do I needto take?
5 How much is the insurance?
4c
G ram ma r
5 l c a n a l 2pedestri an 3rank
4 crossroads5 path
Havestudentsincluded
the
informationa readerwould
expect?Havestudents
paragraphs
organized
appropriately?
5f
2a 3b 4 c 5a
3 l w h e re 2 w ho 3w hose
4 when 5 which
Pronunciation
61S 2 U 3U 4S 5U
3b
Grammar
| \b
5 l p a y 2buy 3pr ic e
4 reduced 5 receipt
2 7b 2a
Unit 12
marKs
Iask
Havestudentsused
4
paragraphs
logically?
Have
studentsgivenenough
informationT
C rammar
Havestudentslinked
4
clausesusingbecouse,so,
and(inorderlto accurately?
Havestudentsuseda
varietyoftenses?
Vocabu
lary
Havestudentsgot enough 2
vocabulary
their
to express
i deas?
TestsKey 189
OXTORD
UNIVERSITY
PRESS
18
/news
nlwvatrore W i Davd Atkinson pp106, 107, 132, 135; Derek Bacon
pp26, 96; Jeremy Bau p12; Gill Button p50: Cyrille Berger p122;
Mark Duffin pp55, 105; Glyn Goodwin pp25,772,729,734: Aady
Hammond pp37, 109i Jomna Ken pp38 (musical instruments), 75:
NAF-representedby Meiklejohn Agency (DesertIslandJoke) p118i
Gavin Reecepp56; Mark Ruffle pp 43, 95.
EnslishkSUIt
Help studentslearn the languagethey needand put it into
practiceimmediatelywith EnglishResult.
Teacher'sBook with DVD Pack includes:
InterleavedStudent'sBook pages
Full notes,including warmers, extra activities, and culture notes
Checklistsfor monitoring and assessingstudents' spokenperformance
PhotocopiableTestsfor every Student's Book unit
;?1
-&-
oxroRD
1TNryERSITY PR.F.SS
for allyour
testing needs
laf
\- 17 onlinego to
www.oup.com/elt
oxfordenglishtesting.com
II
I