Unit 9

9A  Feelings

9 OVERVIEW Introduction
The goal of this lesson is for students to tell better stories and
anecdotes. To help them achieve this, they will learn or revise
how to use not only and no sooner/as soon as and vocabulary
9A Feelings
to describe feelings.
Goal  |  tell better stories and anecdotes
Grammar  |  not only and no sooner/as soon as
Vocabulary  | feelings Warm up
GSE learning objective Put Ss in small groups and give them a few minutes to brainstorm
Can narrate a story in detail, giving relevant information about
a list of as many positive and negative feelings in English as they
feelings and reactions
can. When they have finished, ask Ss to come up and write them
9B Habits on the board.
Goal  | describe other people’s habits and how you feel
about them
Grammar  |  will and would for habits; I wish + would
Vocabulary
Vocabulary  |  describing people and their habits Feelings
GSE learning objective 1 Focus attention on the photos, then put Ss in pairs to discuss
Can express attitudes using linguistically complex language
the questions. When they have finished, elicit Ss’ answers and
9C All the rage have a brief class discussion.
Goal  |  talk about trends 2 Elicit the first answer as an example, then ask Ss to choose the
Language focus  |  making new words stronger emotion from the remaining pairs of words alone. Ask Ss
Vocabulary  |  trends to check their answers in pairs then check answers with the class.
GSE learning objective
Can talk about trends in detail Answers:
9D English in action 1 ashamed  2 exhausted  3 traumatised  4 ecstatic 
Goal  |  manage informal conversations 5 overwhelmed  6 appalled  7 furious  8 hilarious 
Vocabulary  |  colloquial and idiomatic language
GSE learning objective 3 Elicit the first answer as an example, then ask Ss to match the
Can contribute to group discussions even when the speech is remaining groups of words with the adjectives in Ex 2 in pairs.
fast and colloquial Check answers with the class and elicit their reasons.

Roadmap video
Answers: a 2  b 3  c 4  d 1  e 7  f 8  g 5  h 6 
Go online for the Roadmap video and worksheet.

VOCABULARY BANK Vocabulary checkpoint

Many idioms are connected to parts of the body, e.g. dead on
9A Expressions with it your feet, put your foot in it and pull your leg. You could ask
9C Nouns and verbs with the same form Ss to think of more and/or find more online, e.g. cost an arm
and a leg, give someone the cold shoulder, get cold feet,
DEVELOP YOUR SKILLS keep your chin up, lend a hand and see eye to eye.

9A Develop your listening 4 Put Ss in pairs to choose two of the photos to describe using
Goal  |  understand panel interviews words and phrases from Ex 2 and Ex 3. When they have finished,
Focus  | recognising when someone avoids answering a elicit answers from a few Ss and find out if others agree.
question
GSE learning objective Optional alternative activity
Can recognise the language and strategies used when a
speaker is avoiding answering a question Ss secretly choose their photos and describe them for their
partner to guess. When they have finished, ask a few Ss to
9B Develop your writing describe their photos for the class to guess.
Goal  |  write a narrative
Focus  |  linking two actions together
GSE learning objective
Can structure longer complex texts using a range of
cohesive devices

9C Develop your reading

Goal  |  compare a text and its summary
Focus  |  critically evaluating a summary
GSE learning objective
Can compare and critically evaluate a summary against the
original text

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 3 A couple of years ago, I went to the Black Friday sales at a local shop
Unit 9

VOCABULARY BANK 9A  p164 where they were giving big discounts on electronics. By 9 a.m. quite a
Expressions with it crowd had gathered outside and there was a mad rush as soon as the
These optional exercises build on the lexical set in the doors opened an hour later. People were pushing and shoving and
I remember seeing these two women grabbing the same box. They
vocabulary section.
completely lost it and started screaming at each other. Then a few
1  Ss match the expressions with the meanings alone, then others got involved and before I knew it there was a complete riot
check in pairs. Check answers with the class. going on – people chucking things around, throwing punches – it
was crazy. Anyway, someone must’ve filmed it because it was on the
Answers: news that night. My mum was tutting and saying how disgusting it
1 c  2 h  3 b  4 f  5 i  6 j  7 d  8 e  9 a  10 g  11 k  was, but I didn’t say a word. I felt slightly ashamed even though I hadn’t
actually done anything myself – apart from buy a cheap phone!
2  Ss complete the questions alone then check in pairs.
4 Oh, I must tell you about a rather embarrassing moment I had at
Check answers with the class. the theatre a few years ago. An old friend had bought me a ticket
and I’d got myself all dressed up, as you do. We had great seats and
Answers:
were happily sitting there watching. It was a rather good production
1 lose  2 call  3 put  4 made  5 come  6 thought of Swan Lake. Anyway, I kept hearing this beeping noise coming
from somewhere nearby. Other people could hear it too and were
3  Ss discuss three of the questions in Ex 2 in pairs. When tutting and looking angrily around. Every few minutes I’d hear it
they have finished, ask a few Ss to share anything interesting again and by the interval I was so furious I went to complain. There
they found out about their partner with the class. were several other people all doing the same and just as I was in the
middle of demanding that the person responsible be thrown out,
my phone started beeping and … yes, you guessed it! Not only had I
Further practice
not recognised the sound of my own phone, but I’d actually worked
Photocopiable activities: 9A Vocabulary, p227 myself up into a real temper about the terrible person ruining the
App: 9A Vocabulary practice 1 and 2 performance for everyone else. I vanished into the audience very
quickly after that, feeling really rather embarrassed.

Listening b Ss compare their answers to Ex 6a and discuss the connections

in pairs. Check answers with the class.
5 Ss discuss the questions in pairs, giving reasons for their
answers. When they have finished, elicit Ss’ answers and have a
Answers:
brief class discussion.
6a
6a 9.1  Read the questions with the class so they know what
1 part of the ceiling collapsed while they were in the theatre
to listen for. Play the recording for Ss to listen and answer the 2 so many people re-tweeted the initial appeal and donated
questions alone. Don’t give any answers yet. money
Audioscript 9.1 3 the speaker had bought a phone in the sales and therefore
participated in the madness
1 So I guess one of the most frightening and bizarre experiences I had
4 the speaker was in the middle of complaining about the noise
was when I went to see this play called The Curious Incident of the
Dog in the Night-Time. About halfway through, there was this cry from a phone when they realised it was their own phone
from above and one of the actors looked up and I turned round to see 6b
a big chunk of the ceiling collapse. I initially had this moment where 1 People were taking selfies and posting on social media –
I thought it was part of the play, but no sooner had the thought even though someone could’ve been killed there.
entered my head than people started screaming and running out in 2 The speaker used social media to launch the appeal and kept
blind panic. Luckily, we were pretty much untouched, but we were
getting pings on the phone as new notifications came in.
still all quite shaken up when we got out. But you wouldn’t believe it:
some people were not only smiling and laughing but actually taking
3 Someone filmed all the fighting and the news used the
selfies of themselves covered in dust and plaster. And some of them footage. Also, the speaker bought a new phone.
were even posting on Facebook! I just don’t get how people could do 4 A phone was going off all through the performance. 
that. I mean, what if someone had died?
2 A couple of years ago, my son was quite seriously ill. We were told the 7 Ss decide if the sentences are true, false or not mentioned
best treatment he could get was in the States, but it was way more alone. Play the recording again for Ss to listen and check, then ask
than we could afford. Anyway, I decided to try and raise the money by
Ss to check in pairs. Check answers with the class and ask Ss to
doing the Boston marathon – Boston being where the hospital Yago
would go to was. The first day I started training I put a tweet out with
correct the false statements.
a picture of me in my running gear and no sooner had I pressed ‘send’
than it was getting re-tweeted and I was getting offers of donations. Answers:
It was quite overwhelming – I got a bit tearful and spent that first run 1 a F (about halfway through)  b NM
half crying, half jumping for joy with each ping of the notifications 2 a T  b F (she did but her son had already had the operation)
on my phone. Anyway, not only did we raise enough money for my 3 a NM  b F (he was embarrassed about being there even
son, we had enough to establish a foundation, which has already
though he hadn’t participated in the fighting)
benefitted three other kids. Yago actually had the operation even
4 a T  b F (she vanished into the audience)
before I ran in the marathon and he says he wants to do the next one
with me!
8 Ss discuss the questions in pairs. When they have finished, ask
a few Ss to share anything interesting they found out about their
partner with the class.

Optional extra activity

Ss research an incident where people took inappropriate selfies or
photos in real life (e.g. at Auschwitz, an accident, a funeral), then
report back to the class.

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 Grammar

Unit 9
Answers:
1 No sooner had I told her than I realised I’d put my foot in it.
not only and no sooner/as soon as
2 Not only was it (very) expensive, (but) it didn’t even work
9a Read the sentences with the class, then put Ss in pairs to
properly / (but) it also didn’t work properly.
discuss them. Don’t give any answers yet.
3 The kids were not only making a mess, (but) they were also
b Ss read the grammar box and check their answers. Check disturbing the other passengers on the plane / they were
answers with the class and answer any questions Ss have about
disturbing the other passengers on the plane, too.
the information in the grammar box.
4 Not only were people cheering, they were actually jumping
for joy.
Answers:
5 No sooner was the plane in the air than the engine
• Not only is between the auxiliary and the main verb in the
caught fire.
first sentence, then at the start in the next one. As soon
as links the two clauses. No sooner is at the start of the
12a Read the examples with the class, then ask Ss to write two
sentence.
replies to the rest of the questions. Monitor and help with ideas
• for emphasis
and vocabulary if necessary, and check Ss are forming the replies
• When not only is within a sentence it comes between the
correctly.
auxiliary and the main verb. As soon as is followed by a whole
clause. When Not only or No sooner go at the start of the Suggested answers:
sentence, the auxiliary verb and subject are inverted.  1 Not only did they apologise, but they also gave me $500
compensation!
LANGUAGE BANK 9A  pp.152–153 Yeah, but no sooner had he done that than he managed to
Stronger classes could read the notes at home. Otherwise, insult me again!
check the notes with Ss, especially how to add extra 2 Not only did I get an interview, but they offered me
emphasis with the two forms. In each exercise, elicit the the job!
first answer as an example. Ss work alone to complete the Yes, but no sooner had I got there then they told me they’d
exercises, then check their answers in pairs. In feedback, already found someone else.
elicit Ss’ answers and drill the questions. Ss can refer to the 3 Not only did he offer to help me, but he hired a van for me.
notes to help them. Yes, but no sooner had he offered than he said he
remembered he was busy that day.
Answers: 4 Not only did I speak to them, but I wrote them a letter.
1 1 b  2 c  3 e  4 f  5 a  6 d I did, but no sooner had I finished talking to them than
2 1 No sooner had she heard the news than she sent me a they walked away!
message. 5 Well, not only did he get in his car, but he drove off
2 No sooner had she complained about the company on really fast.
social media than they contacted her. No sooner had he got into his car than he drove off
3 Not only do people feel powerful when they write posts really fast.
like that, but they feel very clever, too.
4 Not only could I feel myself hitting a wall, but I was b Put Ss in pairs to ask the questions, respond and develop the
starting to get really ill as well. conversations. When they have finished, ask a few Ss to have the
5 No sooner had I heard / did I hear myself saying it than conversations in open pairs.
I knew I’d regret it.
6 Not only did she seem lost for words, but she also didn’t Further practice
know what to do next.
Photocopiable activities: 9A Grammar 1, p225;
9A Grammar 2, p226
10a 9.2  Ss listen and pay attention to how the underlined App: 9A Grammar practice 1 and 2
words are stressed and how intonation shows surprise.
b Play the recording again for Ss to listen and repeat.

Optional alternative activity

Model each sentence for the class in two ways: once with very
flat intonation and again with animated intonation and emphatic
stress. Discuss the difference with the class and why intonation
and stress are important (to convey emotion and intensity). Ss
then practise saying the sentences in the two ways.

11a Ss write the sentences alone. Monitor and make sure they’re
forming them correctly, offering help if necessary.
b Ask Ss to compare answers in pairs, then check answers with
the class. Write the sentences on the board (or invite different
Ss to come up and do so). Ss then choose two of the sentences
and discuss what happened before and after. When they have
finished, ask a few Ss to share their ideas with the class.

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 Speaking Reading
Unit 9

Prepare 1a Focus attention on the pictures and elicit what Ss can see. Ss
13 Refer Ss back to the feelings and emotions in Ex 2 and ask rank the habits in pairs.
them to choose one to tell a story about. Point out the list of b Rearrange Ss into new pairs for Ss to compare their ideas and
subjects for the story and ask them to make notes. Monitor and discuss their own good and bad habits. When they have finished,
help if necessary, writing any new vocabulary on the board. elicit Ss’ ideas and find out if others agree.
2 Ss read the blog post quickly and answer the questions alone,
Speak
then check in pairs. Check answers with the class.
14 Go through the Useful phrases with Ss, then put them in pairs
to tell their stories. Encourage Ss to ask follow-up questions and Answers:
respond as they go along. When they have finished, ask each pair 1 A person can’t change their (bad) habits.
to choose the best story and share it with the class. Encourage 2 because the writer does not think it is true; it makes the
other Ss to ask questions. behaviour seem natural and out of a person’s control when
that’s not the case 
Reflection on learning
Write the following questions on the board: 3 Ss read the blog post again and decide which of the points are
How confident do you feel telling stories and anecdotes in made alone, then check in pairs. Check the answer with the class.
English now?
What language helped the most with this today? Answers: The writer makes points 3, 4 and 5.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the 4a Ss write their five events alone. Encourage Ss to note down
class, but don’t force them to if they’d rather not. any changes associated with each event, e.g. become a parent
– take fewer risks. Monitor and help with ideas and vocabulary if
necessary, writing any new words and phrases on the board.
Homework ideas
b Ss compare their lists in pairs, explaining their choices and using
Language bank: 9A Ex 1–2, p153 examples from their own experience where relevant. When they
Workbook: Ex 1–4, p68 have finished, elicit a few answers from the class and have a brief
App: grammar, vocabulary and pronunciation practice class discussion.

Optional alternative activity

Fast route: continue to Lesson 9B In Ex 4b, Ss don’t say the life events, just describe the changes
Extended route: go to p94 for Develop your listening they cause. Their partner listens and tries to guess what the
events are.

Grammar
will and would for habits; I wish + would
5 9.5  Ss listen and answer the questions alone, then check in
9B  Habits pairs. Check answers with the class.

Answers:
1 getting a lot (healthier and) fitter / going vegan and doing
Introduction
exercise
The goal of this lesson is for students to describe other people’s 2 He saw a documentary that persuaded him to stop eating
habits and how they feel about them. To help them achieve this, meat and he met someone who was into fitness. They
they will learn or revise will and would for habits and the phrase exercise together several times a week.
I wish + would, and vocabulary for describing people and their 3 The woman is very positive – thinking about making some
habits. changes herself. The man is more cynical. 

Warm up Audioscript 9.5

Tell Ss about a good habit you have, e.g. I make my bed every A: I just couldn’t believe it. Honestly! I almost didn’t recognise him. He
morning. Explain why you do it and what the benefits are. Give Ss looks so different! I mean, when we used to work together, he was
a few minutes to think of their own good habits and make notes if the kind of guy who’d take the lift to go up one floor and have junk
they want to, then put them in pairs to tell each other about them. food for breakfast, lunch and dinner. But you should see him now –
super fit and looks way younger. It’s amazing.
In feedback, ask a few Ss to share what their partner told them
B: So what brought all that on? Did he say?
with the class. A: Yeah, I think it was a couple of things. He said a couple of years back,
he saw a documentary about the meat industry and it just really
put him off the whole idea of eating animals so he decided to go
completely vegan.
B: Wow! He didn’t just go veggie?
A: Nope, apparently he won’t even wear leather or use any animal-
based products these days.
B: OK – and all because of a documentary?
A: Well, he did also say he’d met someone and they’re really into the
whole fitness thing.

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 B: Ah ha. 7a 9.6  Ss listen and pay attention to how would and will are

Unit 9
A: To be fair, I don’t know which came first. Anyway, apparently they often reduce to almost nothing. Model the sentences yourself if
train together three or four times a week. necessary, too.
B: Hey – love can do funny things to a person!
A: It can, it can. Still, it’s actually made me think that maybe I should b Play the recording again for Ss to listen and repeat.
think about doing something similar. 8 Ss complete the comment alone, then check in pairs. Check
B: What – finding a partner? answers with the class.
A: No! … Well, that might be good, too! No, I mean, seeing him and the
way he was talking just made me think I could go do more health Answers: 1 would (never) do  2 wouldn’t (even) take 
wise, you know, take it a step further. Like I’ll sometimes go a week
3 ’ll stay  4 will (never) miss  5 won’t (ever) complain 
without any meat at all, but maybe I should just stop altogether.
B: Oh you’re not going to become one of those annoying people, too, 6 would relax  7 wouldn’t study 
going on about being super fit and healthy. I just wish they would
keep it to themselves. 9 Ss think of annoying habits they’ve had and make notes.
A: No! And to be fair, Tom wasn’t being like that at all. I asked him, he Provide an example yourself, if possible, e.g. My husband says I’m
answered. He was just obviously much more content and it was kind messy as I never put anything away. I know he wishes I’d tidy up
of inspiring. more. When they are ready, put Ss in pairs to discuss their habits
B: Hmm.
and what people wish they’d do. In feedback, elicit a few habits
A: Honestly. You’re so cynical. I wish you wouldn’t see the worst in
things all the time. from Ss and find out if other Ss have or had the same.
B: Oh, I’m joking! It’s funny!
A: It is … sometimes. Further practice
Photocopiable activities: 9B Grammar 1, p228;
6a Ss read the extracts and think about the answers to the 9B Grammar 2, p229
questions alone. When they have finished, put Ss in pairs to App: 9B Grammar practice 1 and 2
compare and discuss their answers. Don’t give any answers yet.
b Ss read the grammar box and check their answers. Check
answers with the class and answer any questions Ss have about
Vocabulary
the grammar box. Describing people and their habits
10a Ss match the sentences with the follow-up comments alone,
Answers: then check in pairs. Check answers with the class.
1 repeated 
2 general habit  Answers: 1 b  2 a  3 c  4 e  5 d  6 i  7 j  8 f  9 g  10 h 
3 no – it’s true now 
4 They don’t keep it to themselves. / They talk (go on) about b In pairs, Ss discuss which of the words in bold in Ex 10a are more
being fit and healthy all the time.  positive and which are more negative. When they have finished,
5 a bit annoyed  elicit Ss’ ideas and find out if the class agrees.

Suggested answers:
LANGUAGE BANK 9B  pp.152–153
Positive: content, determined, dry sense of humour, liberal,
Stronger classes could read the notes at home. Otherwise,
modest, charming, lighten up, a smooth talker
check the notes with Ss, especially the non-use of will and
Negative: cynical, intense, demanding, controlling, whine
would for states and situations which are ongoing over a
period of time. In each exercise, elicit the first answer as an
example. Ss work alone to complete the exercises, then Vocabulary checkpoint
check their answers in pairs. In feedback, elicit Ss’ answers Some words can become positive or negative depending on
and drill the questions. Ss can refer to the notes to help them. the context, e.g.:
Answers: My family has very liberal values – we generally respect
1  1 ✗ (future promise) people’s choices as long as they’re not hurting anyone else.
  2 ✓ (habit now – always refuses to eat) (positive)
  3 ✓ (regular action in the past) People round here with liberal views are not at all popular
  4 ✗ (’d = had) – our community prefers to conform and doesn’t like change.
  5 ✗ (hypothetical situation) (negative)
  6 ✗ (promise to try) My goal in life isn’t just to be content – that’s so boring!
  7 ✓ (always) I want to be challenged and take risks! (negative)
  8 ✗ (advice about a specific situation now) Most people crave a quiet, peaceful life where they just feel
  9 ✗ (specific situation now) content, don’t they? (positive)
10 ✓ (habit – he always bottles things up/doesn’t tell me)
11 ✗ (specific past experience and possible plan for future) 11 Give Ss a few minutes to think of people and make notes.
12 ✓ (regular action – from time to time/ever) Provide a few examples yourself, if possible, e.g. My last boss
13 ✗ (specific situation now) was very demanding. She would often expect us to work late.
14 ✓ (habit – he never takes no for an answer) My friend Harry has a very dry sense of humour. He’s always
15 ✗ (specific situation now/hypothetical) making these funny comments and observations. When they have
2 1 used to (state not action)  2 both  3 both  finished, put Ss in pairs to compare their ideas.
4 would (hypothetical)  5 got (one point) 
6 seemed (once when we met)  7 both  8 both  Further practice
9 he has (state not action)  10 wouldn’t Photocopiable activities: 9B Vocabulary, p230
App: 9B Vocabulary practice 1 and 2

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 Speaking b Ss discuss the questions in pairs. When they have finished, elicit
Unit 9

Ss’ answers and have a brief class discussion.

Prepare
12 Give Ss plenty of time to make notes and encourage them to VOCABULARY BANK 9C  p164
use the grammar and vocabulary of the lesson. Monitor and help if
Nouns and verbs with the same form
necessary, writing any new vocabulary on the board.
These optional exercises build on the lexical set in the
Speak vocabulary section.
13 Go through the Useful phrases with the class, then ask Ss to 1a  Ss answer the questions about the verbs in the box in
share their descriptions in pairs. When they have finished, ask a pairs. Check answers with the class.
few Ss to share anything interesting with the class. Answers:
1 adjust (adjustment), dispose (disposition/disposal)
Reflection on learning 2 Different parts of the words are stressed.
Write the following questions on the board: verbs: contrast, rebel, insult nouns: contrast, rebel, insult 
What was the most useful vocabulary you learnt today?
b  Ss complete the sentences alone then check in pairs.
How will you use this in the future?
Check answers with the class.
Put Ss in pairs to discuss the questions. When they have
finished, ask if anyone wants to share their ideas with the Answers:
class, but don’t force them to if they’d rather not. 1 insult  2 hike  3 rebel  4 slump  5 exhibit  6 alert 
7 contrast  8 dip
Homework ideas
2  Ss discuss the statements in Ex 1b in pairs. When they have
Language bank: 9B Ex 1–2, p153 finished, elicit a few answers and have a brief class discussion.
Workbook: Ex 1–5, p69
App: grammar, vocabulary and pronunciation practice Further practice
Photocopiable activities: 9C Vocabulary, p233
App: 9C Vocabulary practice 1 and 2
Fast route: continue to Lesson 9C
Extended route: go to p132 for Develop your writing
Reading
3a Write trendspotters on the board and ask Ss to discuss the
questions in pairs.
b Ss read the article quickly and check their ideas. Check answers
with the class and find out what Ss think about the job.
9C  All the rage Answers: Trendspotters spot new fashions, ideas and activities
for society as a whole. They work in the fashion, tech and
dictionary industries (these are the ones mentioned in the article).
Introduction
The goal of this lesson is for students to talk about trends. To 4 Ss read the article again and answer the questions alone, then
help them achieve this, they will learn or revise how to make new check in pairs. Check answers with the class.
words, and vocabulary related to trends.
Answers:
1 The fast pace of change makes businesses uncertain which
Warm up
trends will be important in the future.
Write the following questions on the board: 2 They look at wider shifts in mood and mindset in society to
Do you try to follow fashion? Why/Why not? decide which trends will take off.
What do you think of current fashions for young people? 3 fashion: help set trends for the next season
Why do fashion trends change so often? marketing: choose the most popular platforms to advertise on
Ss discuss the questions in pairs. When they have finished, elicit a 4 Online dictionaries tend to crowdsource definitions and
few answers and have a brief class discussion. examples / accept ideas from the public. Printed dictionaries
use lexicographers to decide if the word is widely used and in
what contexts.
Vocabulary 5 Trend is an example of something interesting lexicographers
Trends noticed; they noticed that people are using it more and more
1 Focus attention on the photos and elicit what Ss can see. Ss as a verb.
discuss the questions in pairs. When they have finished, elicit Ss’
answers and have a brief class discussion.
2a Ss read the sentences and decide if they show something
getting lower or something getting higher alone, then check in
pairs. Check answers with the class.

Answers: Lower: 2, 3, 4, 5, 6, 7, 10  Higher: 1, 8, 9, 11, 12

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 Optional extra activity

Unit 9
Answers:
Write the following questions on the board: 1 All of them can be used as verbs.
Do you know what’s trending on social media this week? Examples:
Do you use a dictionary often? Which one(s)? She has ballooned over the last couple of months. I think
Can you think of any new words which have come into the English she’s expecting twins!
language recently? He elbowed me!
Where do you think new words come from? How do they spread? I’ve been eye-ing up this leather jacket in a shop near me but
Have you ever invented any new words? What did they mean? I can’t really afford it.
I’ll friend you on WhatsApp.
Ss discuss the questions in small groups. When they have finished,
Why don’t you Google it?
elicit a few answers and have a brief class discussion.
Can you Hoover the front room?
The internet has impacted on society hugely.
Language focus I spend a lot of my time taxi-ing my kids around.
I workshopped part of the lesson.
Making new words 2 All of them can be combined with other nouns to make
5 Ss match the words with the definitions alone, then check compound nouns except workshop.
in pairs. Check answers with the class and be prepared to give Examples: a balloon economy, elbow room, eye shadow,
further explanations or examples if necessary. friend request, Google chat, Hoover bag, impact assessment,
taxi rank
Answers: 1 c  2 b  3 f  4 a  5 e  6 d  3 All of them can have a prefix and/or suffix added except
balloon, elbow and Hoover.
6a Ss discuss how the words are pronounced in pairs. Don’t give Examples: an eyeful, unfriend/friendly/friendship,
any answers yet. Googleable, impactful, taxi-able, workshoppy 
b 9.7  Play the recording for Ss to listen and repeat.
7 Give Ss time to read the language focus box and ask any Optional extra activity
questions they have. Ss then match the words in bold in Ex 5
Ask Ss to think of any new words in their language(s) and discuss
with the categories alone, then check in pairs. Check answers with
where they think they have come from in pairs.
the class.
Further practice
Answers: a unputdownable  b up  c FOMO  d zeitgeist 
Photocopiable activities: 9C Language focus 1, p231;
e crowdsource  f edutainment 
9C Language focus 2, p232
App: 9C Language focus practice 1 and 2
Pronunciation checkpoint
There are different ways to say abbreviations in English
Some are pronounced as single words, e.g. AIDS, NASA, Speaking
FOMO, YOLO, GIF. These are called acronyms. Prepare
Others are pronounced as their letters, e.g. ETA, FYI, USA, FBI, 10 Ss make notes on three or more trends in the areas in the list
ATM. These are called initialisms. or using their own ideas, or a mix of the two. Monitor and help,
Some are just down to personal choice and can be said either writing any new vocabulary on the board.
way, e.g. FAQ, ASAP. 11 9.8  Ss listen and answer the questions alone, then check
in pairs. Check answers with the class.
LANGUAGE BANK 9C  pp.152–153
Answers: 1 clothes, hair and fashion (tattoos) 
Stronger classes could read the notes at home. Otherwise,
2 one does, the other doesn’t  3 art and expressing individuality 
check the notes with Ss. Elicit the first answer as an example.
Ss work alone to complete the exercise, then check their
Audioscript 9.8
answers in pairs. In feedback, elicit Ss’ answers. Ss can refer
to the notes to help them. A: There are two tattoo places that have opened near me in the last
couple of years and I was wondering whether they will survive.
Answers: B: I don’t see why not. I don’t think there’s going to be a decline in
1 1 a startup  2 microcredit  3 fanzine  4 schadenfreude  people wanting them any time soon.
5 transitioning  6 flexitarian  7 upped  8 tzatziki  A: So would you get one?
9 upskill  10 PB  11 mindful  12 tickbox exercise B: I’ve got one already!
A: Really?
B: Yeah, haven’t you seen it? It’s on my right shoulder.
8 Refer Ss to the words in the box and ask them to discuss the A: I can’t have – or I didn’t notice it.
question in pairs. Check answers with the class. B: It’s pretty big. It’s like a lion head – roaring. You haven’t got one then?
A: No, it’s not really my thing. It’s supposed to be really painful, isn’t it?
Answers: decline, dip, hike, plunge, slash, slip, slump, surge   B: It is, it is!
A: Yeah – well that just puts me off. I just couldn’t face it.
9 Put Ss in pairs and ask them to discuss the questions and think B Fair enough.
A: So why do you think there’s been this sudden surge in tattoos? Why
of examples. Check answers with the class.
did it suddenly become a thing?
B: Personally speaking, I just think they look good. It’s art, isn’t it? And
it’s very individual. With clothes everybody wears the same fashion,
but you can’t mass-produce tattoos.
A: Yeah, I can see that. So would you have another one?
B: Yeah – maybe.

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 Speak Audioscript 9.9
Unit 9

12 Go through the Useful phrases with the class, then put Ss in Conversation 1
groups to discuss recent trends. Monitor and make notes on Ss’ A: Gorgeous weather!
language use for later feedback. B: Yes. Turned out nice, hasn’t it? Needn’t have brought my umbrella.
13 Nominate a student from each group to choose the most A: I know. Wish I hadn’t worn this jacket.
significant trend in their group and share it with the class. Give Ss Conversation 2
feedback on their language use as a class. A: Hey, hello stranger!
B: Yeah, sorry I haven’t been in touch. Just been overwhelmed with stuff.
A: No worries! It’s good to hear from you. So, what’ve you been up to?
Reflection on learning B: Oh, all sorts. First, I’ve been mad busy with work.
Write the following questions on the board: Conversation 3
How confident do you feel describing trends in English? A: I don’t believe it!
What could you do to improve this? B: What’s up?
A: Oh, don’t ask!
Put Ss in pairs to discuss the questions. When they have
B: That bad, is it?
finished, ask if anyone wants to share their ideas with the
class, but don’t force them to if they’d rather not.
3a Elicit the first answer as an example, then Ss match the rest of
the headings with the phrases alone. Ask Ss to check answers in
Homework ideas
pairs, then check answers with the class.
Language bank: 9C Ex 1, p153
Workbook: Ex 1–6, p70 Answers: 1 d  2 a  3 e  4 c  5 b  6 f 
App: grammar, vocabulary and pronunciation practice
b Ss discuss which phrases were used in pairs, then listen again
to check. Check answers with the class.
Fast route: continue to Lesson 9D
Answers:
Extended route: go to p112 for Develop your reading
1 Gorgeous weather! Turned out nice, hasn’t it?
2 Hello stranger! What’ve you been up to?
3 I don’t believe it! What’s up? 

4 You could demonstrate the activity with a stronger student

first. Put Ss in pairs to practise starting and continuing
conversations, using the phrases in the Useful phrases 1 box.
9D  English in action When they have finished, ask for a couple of conversations in
different open pairs.
5 9.10  Read the points with the class so Ss know what to
Introduction listen for. Play the recording for Ss to note the information alone,
The goal of this lesson is for Ss to manage informal conversations. then ask them to compare their notes in pairs. Play the recording
To help them achieve this, they will learn or revise phrases for again if necessary, then check answers with the class.
starting, maintaining and ending conversations. They also learn
Answers:
some colloquial and idiomatic language.
1 They don’t know each other at all.
2 waiting for a train/on a train platform
Warm up 3 the weather and what they’re wearing/carrying as a result;
Write the following questions on the board: cancellations and the reasons for the problems with the
Do you speak to people you don’t know when you’re out and trains; being polite and how the man was brought up 
about? Why/Why not?  Is this common in your country?
How do you feel when strangers speak to you? Audioscript 9.10
Ss discuss the questions in pairs. When they have finished, elicit Conversation 1
answers from a few pairs and have a brief class discussion. A: Gorgeous weather!
B: Yes. Turned out nice, hasn’t it? Needn’t have brought my umbrella.
A: I know. Wish I hadn’t worn this jacket.
Listening 1 B: Still, it’s probably a good job you did, what with the way the trains are.
I mean, you might need it later.
1 Focus attention on the photos and elicit what Ss can see. Ss
A: Tell me about it! There are so many cancellations at the moment.
discuss the questions in pairs. When they have finished, elicit a Getting to work has been hell!
few Ss’ ideas and have a brief class discussion. B: Can’t blame ice or frozen tracks at this time of year, can they?
2 9.9  Ss listen to the start of three conversations and match A: Ha! No, guess not. I mean, I know they’ve got to upgrade the line and
each one with one of the functions alone, then check in pairs. that, but it’s not right it happens so often.
Check answers with the class. B: Not much sign of that yet.
A: Sorry … of what?
B: The upgrade.
Answers: 1 d  2 b (or possibly c: hello stranger!)  3 a   A: Ah right. No. It’s supposed to be finished by the end of the year,
apparently.
B: I won’t hold my breath.
Vocabulary checkpoint
A: Too right. Oh! Hold on! Here it comes.
We never actually use the phrase Hello stranger with B: About time.
strangers. Instead, it’s an informal phrase we use with A: Yeah. Are you OK with that bag?
friends we haven’t seen for a while. B: Oh dear! Do I look that frail?

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 A: Not at all. Just being polite. S’how my mum brought me up. Listening 2

Unit 9
B: Well, she did a good job! I’ll be fine, though. Thanks anyway.
A: That’s OK. It was nice talking to you. 10 9.12  Ss listen to the two other conversations from Ex 2
B: You too. and make notes on the points given, then check in pairs. Check
answers with the class.
6a Ss complete the sentences alone, then check in pairs. Play the
recording again for Ss to check, then check answers with the class. Answers:
Conversation 2
Answers: 1 a good job  2 has been hell  3 Can’t blame ice  a They’re old friends from uni.
4 Not much sign  5 I won’t hold  6 Oh! Hold on  b work/restructuring, mum’s illness and recovery, friends
getting married, being a bridesmaid, a dress one of them had,
b In pairs, Ss discuss what each sentence in Ex 6a refers to. When an Iron Woman event, organising a meet-up
they have finished, check answers with the class. Conversation 3
a They work together in the same office.
Answers: b the workload the boss has left them and how to deal with it,
1 There have been lots of delays recently, so having a jacket the lack of a social life, organising an office outing 
may be good if you need to wait around for a train.
2 getting to work, because of all the delays and cancellations Audioscript 9.12
3 The train company can’t use bad weather as an excuse for
Conversation 2
the delays and cancellations.
A: Hey, hello stranger!
4 They’re promising an upgrade, but there’s no sign of it yet. B: Yeah, sorry I haven’t been in touch. Just been overwhelmed with stuff.
5 It’s not looking likely that the upgrade will be on time. A: No worries! It’s good to hear from you. So, what’ve you been up to?
6 The train is (finally) arriving.  B: Oh, all sorts. First, I’ve been mad busy with work. They had this big
restructuring, so …
A: Oh yeah, I think that was on the cards the last time we met. Was it a
Vocabulary nightmare?
B: Totally! I mean, I managed to avoid the chop, but now I’m doing the
Colloquial and idiomatic language job of two people.
7 Write this phrase from the listening in Ex 5 on the board: It’s A: Typical!
probably a good job you did. Ask Ss if they think a good job in B: Yeah. Anyway, so there’s that – and then my mum’s not been great.
this context means lucky or unlucky (lucky). Ss match the rest A: Oh no! How come?
B: Oh, I don’t really want to go in to it, to be honest.
of the idioms and their definitions alone, then check in pairs.
A: Gosh, I’m sorry.
Check answers with the class and be prepared to give further
B: Yeah, anyway – the bottom line is she’s on the mend now.
explanations or examples if necessary. A: Phew. Well, send her my best.
B: Will do. She always asks after you.
Answers: 1 b, i  2 j, g  3 d, a  4 e, c  5 h, f  A: Aww. Well, touch wood, she continues on the right track. It must’ve
been tough on you as well, though. When my friend Cara had that
8 Ss discuss the questions in pairs. When they have finished, elicit accident, I was in …
Ss’ answers and have a brief class discussion. B: Oh yeah … how is she?
A: Good, good. Her and Mike – you know Mike, yeah –
B: Yeah
Teaching tip A: … well they’re actually tying the knot in February.
It can be useful for Ss to reflect on language items they’ve B: Oh cool! They’re so lovely.
learnt and think about how useful and relevant they are to A: Yeah, and I’m going to be a bridesmaid!
them personally. It gives Ss ownership and control over their B: No way! You in a dress? That’ll be a first!
A: Not completely.
learning as well as helping them discriminate between passive
B: Really? I’m not talking about when you were five here!
and active vocabulary for themselves. It’s also a student- A: No, but I used to have that orangey one I wore all the time. Do you
centred task which creates learner independence. remember? Back when we were in the first year.
B: Oh gosh! Yeah. I’m not sure that’s a good precedent.
9a Ss read the information box then practise saying the A: Cheeky! It wasn’t that bad.
examples. Model them yourself if necessary. B: Hmm. Anyway, I’m sure you’ll look lovely.
A: Thank you.
b 9.11  Ss listen and write the phrases they hear, then check
B: But yeah, apart from work and mum I’ve also been trying to keep up
in pairs. Play the recording again if necessary, then elicit the with training.
sentences and write them on the board. Ss then discuss what the A: Is that for the triathlon you were planning on doing?
full grammatical sentences would be in pairs. Check answers with B: Oh, actually I did that in May. I’ve got my sights set on an Iron Woman
the class. event now.
A: Rather you than me! I don’t know how you manage it all.
B: Well, I haven’t been, really … which is why it’s been so long! I was
Answers:
actually phoning to try and meet up. Maybe get some of the other
1 ’s how my mum brought me up. = girls from uni out.
It’s how my mum brought me up. 
2 You have anything in mind? = Do you have anything in mind? 
3 If there’s anything I can do … 
4 Just got an email … = I just got an email … 
5 Don’t know how you manage it. =
I don’t know how you manage it. 

c Ss practise saying the five phrases.

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 Conversation 3 Speaking
Unit 9

A: I don’t believe it!

B: What’s up? 13 Ss choose four topics and make notes. Monitor and help with ideas
A: Oh, don’t ask! and vocabulary, writing any new words and phrases on the board.
B: That bad, is it?
A: Oh, I just got an email from the boss. Apparently, he wants all the 14a Ss practise their conversations in pairs or small groups,
stuff ready for tomorrow morning. trying to include phrases from the lesson. Monitor and make notes
B: No! on Ss’ language use for later feedback.
A: Yeah! He said he got the dates wrong, many apologies, he knows we b Rearrange Ss into new pairs or groups and ask them to repeat
can sort it, blah, blah, blah, … the activity using different topics and phrases. When they have
B: Unbelievable!
finished, give Ss feedback on their language use as a class.
A: I know. That’s my evening done for!
B: What a pain!
A: Hey, it is what it is! Reflection on learning
B: Well, listen, if there’s anything I can do … Write the following questions on the board:
A: Actually, I tell you what you could do – start on this photocopying.
What were the most useful words and phrases you learnt in
B: Of course.
A: Oh, you’re a lifesaver! today’s class?
B: Don’t be silly. You’d do the same for me. What were you going to do How can you use these in the future?
anyway? Put Ss in pairs to discuss the questions. When they have
A: Tonight? Oh, nothing actually. My social life’s not exactly packed finished, ask if anyone wants to share their ideas with the
at the moment. Talking of which, I was saying to Tom we should
class, but don’t force them to if they’d rather not.
organise something – a bit of an office outing somewhere.
B: I’d be up for that. You have anything in mind?
A: Not really – oh, hey, talk of the devil. Homework ideas
C: Did I catch you talking about me again!
A: Ha! I was just saying that you and I had been talking about organising Reflection on learning: Write your answers.
a night out. Workbook: Ex 1–5, p71
C: My vote’s for bowling. App: grammar, vocabulary and pronunciation practice
B: Really? Bowling – yawn!
C: You sure it’s not because you can’t stand losing? Roadmap video
A: Men! Why does everything end up becoming a competition?
Go online for the Roadmap video and worksheet.
C: It’s just a joke! What’s up with you, anyway?
A: The boss just said he needs all that stuff he asked us for tomorrow
morning.
C: Seriously? He said Friday.
A: He did, but he was wrong.
C: Good grief! That’s my evening ruined.
A: Come on, your life is as dull as mine.
C: True. Still, I’d rather be doing nothing in my own time, wouldn’t you? 9A Develop your listening

11 Read through the sentences and the phrases in the Useful

phrases 2 box with the class, then play the recording again for Introduction
Ss to listen and match. Stronger classes can see if they can Ss develop the listening skill of understanding panel interviews
remember the responses first and then listen and tick the ones by learning how to recognise when someone avoids answering a
that are used. Ask Ss to compare answers in pairs, then check question.
answers with the class. You could ask Ss which phrase was used to
respond to each of the sentences. Warm up
Answers: 1 Typical!  2 Phew!  3 No way!  Write three sentences on the board about yourself: one false and
4 Rather you than me!   5 What a pain!  6 Don’t be silly.  two true. Encourage Ss to ask you questions to try and catch you
7 Seriously?  8 Good grief!  out and find out which one is false. Ss then write their own three
sentences. Monitor and help with vocabulary if necessary. When
12a Ss match each sentence with two responses alone, then they have finished, put Ss in small groups to question each other
check in pairs. Check answers with the class. and try to guess which sentence is false.

1 Ss discuss the questions in pairs. When they have finished, elicit

Suggested answers:
Ss’ answers and have a brief class discussion.
1 Seriously? / Typical! / What a pain!
2 9.3  Tell Ss they are going to hear the first half of a panel
2 Rather you than me. / Good stuff! / Nice one!
interview. Read the details with the class so they know what to
3 No worries. / Don’t be silly.
listen for. Ss listen and match the details with the people alone,
4 It’s a joke! / Typical! / Seriously? / No way! / Nice one!
then check in pairs. Check answers with the class.
5 Good stuff! / Nice one! / Good grief! / Seriously? / No way!
6 Typical! / It’s a joke! / Talking of which … 
Answers: 1 P  2 B  3 M  4 P  5 B  6 M 
b Put Ss in pairs to practise starting and continuing conversations
using the sentences in Ex 12a and the phrases in the Useful Culture notes
phrases 2 box. Encourage Ss to continue each conversation by Panel interviews are when a group of experts in a particular field
making further responses. When they have finished, ask for a gather to discuss a topic in front of an audience. They are common
couple of conversations in different open pairs. at conferences, conventions and on TV shows. There is usually a
moderator to manage the conversation and take questions from
the audience.

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 Audioscript 9.3 5a 9.4  Tell Ss they are going to hear the second part of the

Unit 9
panel interview. Read the sentences with the class and elicit Ss’
Host: So, with me, I’ve got three people who decided to quit social
ideas as to how they might finish. Ss listen and complete the
media: Maha Gamal who gave up social media and wrote a book
about it. Bahar Aksoy, who some of you will know has been in sentences alone.
the news recently, and journalist Pablo Molina. b Ss check in pairs. Check answers with the class and write them
First, Maha, let me get to the bottom of why you decided to stop. on the board (or invite Ss to do so).
Maha: Yeah, well, it’s really simple, actually. I was addicted. Every
moment I had, I checked social media. When I woke up, I checked Answers:
my phone. When I went to bed, I checked my phone. It was
1 drawing.
almost as though I couldn’t be alone any more. I couldn’t be
bored. 2 create, not just consume.
Host: When did you realise you were addicted? 3 gives vague answers and changes the focus of the questions. 
Maha: Funnily enough it was when I got one of those reports that tell
you how many hours you spend a week on your phone. I was Audioscript 9.4
shocked, a bit tearful even.
Host: How many hours a week was it? Host: How much did you win?
Maha: Well, let’s just say it was more than it should be! Bahar: It wasn’t one of the really big wins, you know, it wasn’t millions,
Host: Twenty hours a week? but it was a substantial amount of money, enough to allow me
Maha: I think what’s important is that I realised it was too much and I to give up work. But the point is, the fact that I suddenly had a
decided to stop, although it took a while to stop. bit of money created this really weird reaction in some people
Pablo: Yeah, I had the same. It took a long time to quit. I was in a kind of who started posting online really horrible stuff about me. Really
blind panic for the first few days fearing that I was missing out horrible. I was lost for words.
on everything. Host: What kind of stuff?
Host: Pablo, why did you decide to quit? Bahar: It’s not really something that I want to go into, but let’s just
Pablo: I think it was because I realised that I was really, really lonely and say it was unpleasant. I just couldn’t take it in. And it was really
that social media was making that feeling worse. I was starting surprising to me because I thought, hey, I’m the same person
to lose it a bit. now as I was before I won the money, but suddenly you hate me.
Host: And why were you so lonely? Why?
Pablo: It was to do with my home situation at the time. I don’t want Host: So what did you do?
to go into specifics, but it was a difficult period at home, but Bahar: I just quit my social media accounts. I deleted them all. I thought
what made it all worse was seeing these beautifully composed if this is what people are really like then I don’t want anything to
images of other people’s wonderful lives. You know, here’s a do with them.
photo of what I’m eating, here’s a photo of what I just bought, Host: What did you do once you quit?
here’s me on holiday – and at some point I realised you never Bahar: Well, when you stop using social media the first thing you feel is
get ‘Here’s me feeling lonely’, ‘Here’s me looking awful because alone, really just … alone, and bored, and being alone and bored
I have flu’, all that kind of stuff. You know, the other side of the can be quite uncomfortable, it can be … well, lonely and boring
story. and my generation, we’re just not used to those feelings. We
Host: Bahar, you saw the nasty side of social media didn’t you and that barely know what it’s like to have nothing to do because we’ve
was why you decided to stop? always got social media to entertain us and …
Bahar:  That’s right. I was a real addict for, well, for all of my adult life Host: Did you find that you … ?
really and then I, I won some money on the lottery … Bahar: Sorry, hang on … can I just finish because this is really important
Host: How much did you win? for me: what I realised is that it’s really important to experience
Bahar: It wasn’t one of the really big wins, you know, it wasn’t millions, being bored because out of that boredom comes something
but it was a substantial amount of money, enough to allow me new.
to give up work. But the point is, the fact that I suddenly had a Host: What was that?
bit of money created this really weird reaction in some people Bahar: Well, I remembered what I used to do before social media. I used
who started posting online really horrible stuff about me. Really to draw, so I found a sketch pad and some pencils and started
horrible. I was lost for words. drawing again.
Host: And did you enjoy it?
Bahar: I loved it because I was creating instead of consuming and I think
3 Give Ss a few minutes to read the Focus box and answer any humans need to create. If we just consume, we very quickly
questions they have. Ss read the Focus box. Play the recording become bored … and boring. You’ve got to create as well as
again for Ss to listen and match the strategies with the people consume in order to be fully satisfied as a person.
alone, then check in pairs. Check answers with the class. Host: Now, I’ve also got one more person I want to bring into this
discussion, Tim Meadows, CEO of popular social media app
Gobby. Tim, what do you think about what you’ve heard so far?
Answers:
Tim: Well, obviously I’m deeply sympathetic to what these people
Maha gives a vague answer (Let’s just say it was more than …) have experienced and, I mean, at Gobby we absolutely don’t
and she changes the focus of the question (I think what’s want to make people addicted. Our aim is to connect people,
important is …) to bring people together …
Pablo says politely that he doesn’t want to answer (I don’t want Host: But you do that by trying to keep them online and on your app
to go into specifics but …) as long as possible.
Tim: We don’t aim to keep people online as long as possible. We …
Bahar gives a vague answer and then changes the focus of the
Host: How long does the average user spend on your app per week.
question (It wasn’t one of the really big wins … But the point is) 
Tim: Well, … er … that’s up to them but what I think is important is
that …
4 Ss read the conversations and decide which of the strategies Host: But the average person, how long does the average person
in the Focus box Speaker B uses alone, then check in pairs. Check spend on your app per week?
answers with the class. Tim: Look, what I think is important here is that we recognise that it’s
possible for people to get addicted to anything. I mean …
Answers: Host: Are you not going to answer my question?
Tim: I’m answering your question. At Gobby we recommend that
1 vague answer  2 changing focus  3 vague answer 
everyone use the app responsibly and we have no interest in
4 polite refusal  5 polite refusal  6 changing focus  people becoming addicted to our service. You know, it’s typical …

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 6 Ss listen again and decide if the statements are true, false or 4 Give Ss a few minutes to read the Focus box and answer any
Unit 9

not mentioned, then check in pairs. Check answers with the class questions they have, then ask them to find the two examples in
and ask Ss to explain their answers. the story.

Answers: Answers:
1 NM (It wasn’t millions – means the exact number is unclear) Moving slowly and calmly, Robyn picked up the store
2 F (She decided to quit all her social media accounts.) microphone on the cashier’s desk …
3 T (We barely know what it’s like to have nothing to do) Picking up the nearest shoe she could find, Robyn threw it at
4 NM the man.
5 NM (He is the CEO, but how long he has been CEO is not
mentioned.) 5a Read the first sentence with the class and elicit the answer
6 F (He says he feels sympathetic rather than responsible.)  as an example. Ask Ss to read the rest of the sentences and
answer the question alone, then check in pairs. Check answers
7 Ss discuss the questions in pairs. When they have finished, elicit with the class.
Ss’ ideas and have a brief class discussion.
Answers: 1 R  2 T  3 T  4 R  5 R  6 T  7 T  8 R
Homework ideas
Workbook: Ex 1–3, p74 b Ask Ss to rewrite the sentences alone, then check in pairs.
Check answers with the class.

Answers:
1 Because I was a poor athlete, I was always the last one
picked for the team.
2 When she entered the room, she fixed me with a long cool
9B Develop your writing stare.
3 While he was looking out of the window, he thought of the
life he’d left behind.
Introduction 4 Because I didn’t have a key, I was forced to climb in through
Ss develop the skill of writing a narrative by learning how to link the kitchen window.
two actions together. 5 Because I was the youngest of three, I was picked on
mercilessly.
6 While I was sitting on the porch, I noticed the birds in the
Warm up
garden had fallen silent.
Write the following questions on the board: 7 When I arrived at your door, I felt my heart begin to race.
What kind of stories do you like reading? Why? 8 Because she knew his temper, she avoided him whenever
Are there any kinds of stories you don’t like reading? Why not? possible.
How do you read stories – on a screen or in print? Which do you
prefer? 6 Read the example with the class and ask Ss to rewrite the rest
Ss discuss the questions in pairs. of the sentences alone, then check in pairs. Check answers with
the class and write them on the board (or invite Ss to do so).
1 Ss discuss the questions in pairs. When they have finished, elicit
Ss’ answers and have a brief class discussion. Answers:
2a Tell the class they’re going to read a short story about a 1 Looking out of the window, he saw someone creeping around
woman called Robyn. Ask Ss to read the first paragraph only, then in the darkness.
elicit why they think she screamed at a man in a shopping mall. 2 Realising she was late, she started to run.
b Ss read the rest of the story to check their ideas and answer 3 Being a smooth talker, he loved the chance to meet new
the questions. Ask Ss to compare answers in pairs, then check people.
answers with the class. 4 Being demanding parents, they didn’t like it when their son
failed one of his exams.
Answers: 5 Listening to his story, I began to feel that something was
1 as quiet and shy wrong.
2 They were surprised and amazed. 6 Not knowing what to do, she decided to call her friend who
3 when she was helping him stand up lived next door.
4 She tracked her phone using an app on her mother’s phone. 
7 Ask Ss to put the lines of the story in the correct order alone,
3a Ss complete the story with the sentences alone, then check in then check in pairs. Check answers with the class.
pairs. Check answers with the class.
Answers: 1 A  2 D  3 F  4 B  5 E  6 H  7 C  8 G
Answers: 1 b  2 d  3 c  4 a 
Prepare
b Discuss the question as a class, feeding in the information 8a Give Ss a few minutes to read and choose their story
below. beginning or think of their own idea.
b Ss make notes on what happened before and after the climax.
Answers:
Monitor and help with vocabulary and ideas, writing any new
The information on feelings makes the story more engaging and
words and phrases on the board.
enjoyable because we learn more about the characters. Without
character information, stories become flat and boring.

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 Write 4 Ss change the sentences if necessary alone, then check in pairs.

Unit 9
9a Go through the points in the checklist with the class. Ss use Check answers with the class.
this and their notes to write the first draft of their story.
Answers:
b Put Ss in pairs to read each other’s stories and make notes on
1 not accurate: is the most complicated thing is one of the most
them. When they have finished, ask Ss to come together again and
complicated things
give each other feedback and suggestions.
2 accurate
10 Ss use their partner’s feedback to write a second draft. If
3 not accurate: easy to learn easier to learn.
you’re short of time they could do this for homework.
4 not accurate: means twelve extra weeks
Homework ideas 5 accurate
6 not accurate: It is possible that only 10% of the world’s
Ex 10: Write a second draft of your story. languages will survive
Workbook: Ex 1–8, pp.74–75
5 Ss choose the correct options alone, then check in pairs. Check
answers with the class, explaining the answers to questions 2
and 4 if necessary.

Answers:
9C Develop your reading 1 a
2 c (because we don’t know which language Finnish people find
it easier to learn, only that they find Hungarian easier to learn
Introduction than a native Spanish speaker would)
3 b
Ss develop the reading skill of comparing a text and its summary
4 a (How people see the world is affected by language but
by learning how to critically evaluate a summary.
doesn’t cause languages to die out.)

Warm up 6 Ss find the words and phrases in the text that express the same
Ask Ss if they can count to ten in any other languages than their ideas as those given alone, then check in pairs. Check answers
first and English. Ss who can, demonstrate to the class. with the class.

Answers: 1 split second  2 No wonder  3 onset of 

1a Ss discuss the question in pairs. When they have finished,
4 naturally  5 widely spoken  6 plunged  7 die out
check answers with the class.

7 Ss discuss the questions in pairs. When they have finished,

Answers:
elicit a few answers and have a brief class discussion.
(shukraan) = Arabic;
obrigado = Portuguese; Homework ideas
(xièxiè) = Mandarin Chinese;
merci = French; Workbook: Ex 1–5, pp.72–73
danke = German;
(spasiba) = Russian;
tesekkürler = Turkish;
(arigatō) = Japanese;
dziękuję = Polish;
grazie = Italian

b Discuss the question as a class and tell Ss any other languages

you know how to say thank you in.
c Ss make a list of benefits in pairs. When they have finished,
elicit answers from each pair and find out if others agree.
2 Tell the class they’re going to read an article and a summary of
the article which has some errors. Ss read both texts and find four
things which are incorrect in the summary alone, then check in
pairs. Don’t give any answers yet.
3 Ss read the Focus box and check their answers. In feedback,
answer any questions the Ss have about the Focus box.

Answers:
Speaking a foreign language is the most difficult thing the
human mind can do, however it has many benefits and it can
actually cure dementia. The FSI, an US organisation, grades
languages from one to five. Everyone will struggle to learn a
category five language. Some languages, such as Tuyuca or
Xhosa, are difficult because of their unusual grammar or
sounds. Unfortunately, 90% of languages will die out by the
end of the century.

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