Blueprint - British English Student Book 4 TG (EN) PDF

Teacher’s Guide
Blueprint
4
British English
B1 Intermediate
Peggy Anderson . Thomas Hong
Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*
A2+ Have short conversations p. 8 1 What are you up Group activities

 Unit 1 
with friends, and ask and I’m staying in tonight. to tonight?
Dinner plans
answer simple questions about
familiar topics (for example, In this first unit,
2 Dinner with
Game words
hobbies, sport, and music) students talk about Friends
TV genres and watching TV
A2+ Describe plans, what they do for fun 3 Game Night
arrangements, and alternatives when they are at Books and films
home. This includes 4 TV Choices
A2+ Understand discussions
hosting friends and The Book or the
Module 1: When the Day Is Done
5
about daily life and be able
family, having dinner Film
to request assistance when
parties, game nights,
needed
and staying in to
A2+ Discuss different things to watch TV or a film.
Pages 6 to 33
do, places to go, etc.

B1 Start, maintain, and
close simple face-to-face
conversations on topics that p. 20
are familiar or of personal  Unit 2  1 Visiting Relatives Relationships and family
interest I’ll go out tonight. get-togethers
2 Blind Date
B1 Know enough vocabulary Going on a (blind) date
This unit helps 3 Going to the
to talk about hobbies and students talk about Types of films and going
Cinema
interests, work, travel, news, what they do outside to the cinema
and current events of the home for fun. 4 Nightlife
B1 Give descriptions on a Going to concerts, cafés,
Students will talk 5 Day Trips
variety of familiar subjects bars, and night clubs
about making short
related to your interests holiday plans with Weekend plans
B1 Understand the main friends and family,
meeting someone Modals, adverbs, verb
points in short newspaper
for a date, and going phrases, and adjective
and magazine articles about
out with friends for a phrases used to make
current and familiar topics
night on the town. predictions
A2+ Understand enough of p. 36 1 Sport and watching sport

Unit 3  Watching Sport
what people say to be able to Sport and Fitness on TV
meet immediate needs Fitness and exercise
2 We’d better show
A2+ Complete a simple Students will talk Joining a gym
questionnaire or standardised about sport, fitness, up early.
Body parts
report form using short and health. This unit 3 I want to get in
sentences teaches learners shape. Sport-related injuries
A2+ Describe past activities, to talk about their
4 Fitness Tips
events, and personal exercise habits and
Module 2: Fitness and Health
experiences (for example, what their favourite physical 5 It’s very painful.
you did over the weekend) activities. It also
B1 Make another person includes discussing
Pages 34 to 61
understand the points that are spectator sports and

most important to you when sport-related injuries.
you explain something
B1 Express yourself reasonably
accurately in familiar,
predictable situations p. 48 1 Making a Doctor’s Making an appointment
Unit 4 
B1 Help solve practical Take care of yourself. Appointment and a visit to the doctor
problems by saying what you Symptoms and illnesses
This unit teaches
2 At the Doctor’s
think and asking others what
learners to navigate Surgery
they think A visit to the dentist
B1 Make arrangements on the visits with health 3 How often do
Mental health words
telephone or in person (for care professionals. you floss?
example, setting up a medical Students will learn Getting a prescription at
4 A Therapist’s
appointment) how to interact with the chemist’s
professionals such Advice
B1 Manage unexpected things
that could happen on holiday as doctors, dentists, 5 Are there any
(for example, needing a therapists, and side effects?
dentist) chemists.
ii
Grammar and Structures L istening / R eading W riting / S peaking
Lesson 1 Present continuous R & L : Discussing weekend plans S : Future plans

with present and future with a friend W: An event planner for a get-together
reference R & L : Preparing for a dinner party S : Eating preferences
Lesson 2 Simple present vs. L : Self-introductions W& S : Self-introductions, hobbies, and
present continuous R & L : Explaining a game’s rules future plans
Lesson 3 Action verbs and stative R & L : Deciding what to watch on S : Favourite TV shows, films, and books
verbs TV W& S : Personal preferences
L : TV genres W& S : Opinions on living alone
Lesson 4 Expressing preferences
with would rather R & L : Comparing books and media
L : Problems living together
Lesson 5 Expressing preferences
and making comparisons R : A magazine article about living
with prefer and as... as on your own
Lesson 1 Future tense R & L : Visiting family S : Your family

R : An email about a family get- W: A family trip
Lesson 2 Making predictions and
expressing probability together W: Ideas for a blind date
with will and be going R : Online advice column S : Dating advice
to R : Dating advice S : Film preferences
Lesson 3 Modals of possibility R & L : Going to the cinema W& S : Predictions about the future
R & L : A night out W& S : Fun things to do in your city or
Lesson 4 that clauses
R & L : A day trip hometown
Lesson 5 Suggesting activities
R : A magazine article about the W& S : An advertisement for a new business
districts of Berlin S : Plans for a weekend trip, including daily
R & L : Plans for next year schedules
Lesson 1 Gerunds and infinitives R & L : Olympic sports S : Athletic dreams

R & L : Planning to watch a sporting W& S : Favourite athletes and favourite
Lesson 2 Suggestions and advice
with gerunds, infinitives, event sports to watch
modals, and that clauses R & L : Fitness goals S : Being punctual
R & L : Fitness tips S : Watching a sporting event together
Lesson 3 Future continuous tense
R & L : Sport injuries W& S : A fitness plan
Lesson 4 Empty it and that
clauses
R : A friend’s email about S : Eating habits
extracurricular activities W& S : Health and fitness questionnaire
Lesson 5 Intensifiers
S : Sport and other types of injuries
W: An email to a friend
W& S : Fitness routines and plans for reaching
fitness goals
Lesson 1 Present perfect tense R & L : Making a doctor’s S : A time when you were sick
appointment S : “I have never told a lie” game
Lesson 2 Present perfect vs.
simple past
R & L : Talking about your illness W& S : Role-play: A visit to the doctor
and symptoms
W& S : How to treat an illness
Lesson 3 too and enough; want R & L : At the dentist’s
/ would like + object + W: Pet allergies
infinitive
R & L : Discussing problems with a
therapist S : Role-play: A visit to the therapist
Lesson 4 Past continuous tense; R : Analysing your dreams S : “I have never ever” game
when clauses W& S : Describing pictures
R & L : Getting a prescription
Lesson 5 Modals of obligation L : A doctor’s call
* Also, see the glossary in the back of the Workbook.

iii
Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*
A2+ Handle everyday situations p. 64 1 The doctor said... Taking care of

 Unit 5 
such as shopping, making yourself
Eat Right 2 If you want to eat
appointments, or checking
appointment times healthily… Eating healthily or
Students will discuss unhealthily
A2+ Understand the nutrition and hygiene 3 I’m a vegetarian.
most important pieces of in this unit. They will Nutrition and dietary
information in a consumer- 4 What does it say on options
talk about eating the label?
related text (for example, habits, proper nutrition,
price, amount, or nutritional Shopping for food
and how to find and 5 If you cook them too
information) long... Recipes and cooking
prepare healthy meals.
Module 3: Healthy Habits
B1 Understand the main points

of clear, standard speech on
familiar, everyday subjects
Pages 62 to 89
B1 Help solve practical

problems, saying what you
think and asking others what p. 76
they think Unit 6  1 Getting Ready in the Everyday hygiene
Look Good, Feel Good Morning
B1 Understand the main points Skin care products
in recorded material about 2 Choosing the Best
This unit teaches Salon and spa visits
familiar topics Products for You
students to talk Hairstyles
B1 Write short, comprehensible 3 Choosing Your Own
connected texts on familiar about their style and
grooming habits. Style Nail care
subjects
They will learn how 4 Basic Nail Care Spa visits
B1+ Give practical instructions to communicate their
on how to do something (for Pamper Yourself
beauty needs at home, 5
example, cooking)
at school, the store, as
well as at a salon or spa.
A2+ Understand instructions p. 92 1 I’ll take the non-stop Booking a flight

Unit 7 
expressed in simple language Planning Ahead flight.
(for example, how to use Booking
public telephones or ticket 2 Luxury or Budget accommodations
Students learn to talk Hotel?
machines, safety information, Reserving a rental car
about travel plans and
or directions) 3 Renting vs. Sharing
social events. They will Deciding on a
B1 Understand the main points learn how to book a Car
of discussion on familiar topics restaurant
a flight and arrange 4 Table for Two
in everyday situations accommodations or Reserving a film
B1 Give a short, prepared other types of bookings 5 A Night at the ticket (by phone,
presentation on a country, a necessary for a short Cinema online, etc.)
sport team, a band, etc., and holiday with family or a
answer questions clearly night out with friends.
Module 4: Out of Town
B1 Write a short, formal email

asking for or giving simple
Pages 90 to 117
information
B1 Write simple texts about
experiences or events (for
example, describing your p. 104 1 The Best Shopping in Shopping in the city
Unit 8 
feelings and reactions about a Town
Shopping Trips Taking public
trip)
2 Let’s take the transportation
B1+ Understand information in Students are let loose subway.
announcements to explore the finest Shopping and trade
B1+ Make routine phone shopping locales. 3 At the Shopping
Buying a game
calls (for example, making or Students will learn to Centre
cancelling an order, booking, traverse the city and Safety information
4 A New Game
or appointment) hit busy commercial and emergency
locations. They will 5 Stay Safe procedures
also learn to barter
and give safety tips for
exploring a new city.
Grammar Reference: pages 118 to 125

iv Vocabulary List: pages 126 to 128
Grammar and Structures L istening / R eading W riting / S peaking
Lesson 1 Reported speech with R & L : A doctor’s advice W& S : Dietary restrictions
infinitives; about for L : Expert advice on nutrition W: Good nutrition
topic
R & L : A health blog S : Healthy and unhealthy foods
Lesson 2 Zero conditional R & L : Diets and eating habits W& S : Advice about eating in your country
Lesson 3 Reported speech with R & L : Nutritional information W& S : Healthy foods
that clauses R : Superfoods: kale and acai W& S : Suggesting a nearby restaurant
Lesson 4 Reported speech with R : A dinner recipe S : Special foods
simple present tense R & L : Grocery shopping W& S : How to cook a dish
Lesson 5 First conditional R : A nutritionist on cutting W& S : An advertisement for a food or drink
down on unhealthy snacks S : Role-play: Making a shopping list
Lesson 1 Tag questions R & L : Getting ready S : Morning routine

R & L : Recommending and W& S : A company survey
Lesson 2 Negative questions
choosing the best W& S : Toiletries for a one-week trip
Lesson 3 Content clauses with if products
W& S : Create a skin care product
and whether R & L : Creativity and style
S : Hair styles
Lesson 4 Content clauses with R & L : A magazine article on
basic nail care W& S : Beauty businesses
wh- questions
R & L : A brochure advertising a W& S : The perfect spa experience
Lesson 5 Passive voice spa treatment S : Make an appointment at a beauty salon
R & L : Making a salon W: A response to a blog post
appointment
R : A fashion and style blog
Lesson 1 Second conditional R & L : Booking a flight W& S : Flight arrangements

R & L : Deciding between a W& S : Travel accommodations
Lesson 2 would and used to
hotel and a motel S : Role-play: Book a hotel or a motel
Lesson 3 be used to and get used R : The history of motels W: Travel to-do list
to
R & L : Car rental and car W: Tips for international visitors
Lesson 4 Reported speech with sharing
W& S : Restaurant reviews
I heard R : Advice to international
students S : Film recommendations
Lesson 5 Past perfect tense
R & L : Making dinner plans W: Text to cancel plans
R & L : Going to the cinema W& S : Trip to London
L : A cinema announcement
R : Flight confirmation details
Lesson 1 Phrasal verbs R : San Francisco shopping S : A shopping experience

guide W: An advertisement for a local business
Lesson 2 Ways to express
conditions
R & L : Taking public W& S : Directions on the subway
transportation
S : Propose improvements to public
Lesson 3 Present perfect R & L : At the shopping centre
continuous tense transportation
R & L : Buying and pre-ordering S : Everyday technology
Lesson 4 Causative verbs video games
S : Video games
R : A safety poster
Lesson 5 Leaving out articles for W: A formal email asking for a refund
brevity R : Tips for tourists in London
W& S : Safety tips, an emergency poster, and
a tourist information poster
W& S : Role-play: A trip to the shopping centre
W& S : Planning a trip
v
1
MODULE
When the Day Is Done
Module 1 Goals
Have short conversations with friends, and ask and answer simple questions about familiar
topics (for example, hobbies, sport, and music)
Describe plans, arrangements, and alternatives
Understand discussions about daily life and be able to request assistance when needed
Discuss different things to do, places to go, etc.
Start, maintain, and close simple face-to-face conversations on topics that are familiar or of
personal interest
Know enough vocabulary to talk about hobbies and interests, work, travel, news, and
current events
Understand the main points in short newspaper and magazine articles about current and
familiar topics
6
Module 1 Overview:
When the Day is Done
Module 1 Goals
- Have short conversations with friends and ask and answer simple Module 1 Preview
questions about familiar topics (for example, hobbies, sports, and
music) Scan for Audio
- Describe plans, arrangements, and alternatives

- Understand discussions about daily life and be able to request
assistance when needed Preview
- Discuss different things to do, places to go, etc. Look at pages 8 to 33. What pages are these things on?
- Start, maintain, and close simple face-to-face conversations on
topics that are familiar or of personal interest a band playing live
- Know enough vocabulary to talk about hobbies and interests, a nature programme with a lion
work, travel, news, and current events
a creepy girl
- Understand the main points in short newspaper and magazine
articles about current and familiar topics a crystal ball
Warm Up
• Draw students’ attention to the title of Module 1: When the Day Discuss
is Done. Ask students what they think this means. Talk about the questions with a partner.
T
• Ask students what they like to do in their free time. Ask the
1. Which of your friends are good cooks?
students what their friends like to do in their free time. Write
2. What are some hobbies that you can do alone?
student’s responses on the board. Continue this until you have
10-15 answers on the board. Ask students if they see common 3. What hobbies can you only do with other people?
themes among the answers (reading, watching TV, playing 4. Where are some fun places to go in your city?
games, etc.). 5. What do you like to do on rainy days?

• Ask students to walk around and talk to their classmates about
what they like to do in their free time. The goal is to activate
previous vocabulary and prepare the students to receive new
information. Write
• Listen for recurring mistakes so that you can address them Choose one of the questions from above. Write a couple of
Scan the QR code to watch a preview video.
sentences to answer it.

throughout the module.
Unit 1
• When the students are finished, ask them to provide additional

activities that are not listed on the board.
Extension Picture Talk

Unit 2
Ask students questions or have them make statements about

the picture if they can. Set a goal—for example, draw ten
blanks on the board and ask students to fill them up with
words for things in the picture.
1. My friend Marcia is a good cook.
2. A hobby I can do alone is reading.
Preview 3. A hobby I can only do with other people is playing board games.
Key
4. Some fun places to go in my city are the park, the beach, and
• Read the first item on the list (a band playing live). As a class,
the cinema.
find the page that has a picture of a band playing live p. 8. 5. On rainy days, I like to watch TV.
• Assign students to pairs and ask them to find the remaining
three items. Monitor to ensure students are looking together.
• Recap by asking students to tell you where each item is. Write
• Assign students a set amount of time to write independently
1. p. 8 2. p.14 about one of the questions they just answered with a partner.
Key
3. p. 24 4. p. 25 • When finished, ask a few students to volunteer to read their

answers aloud to the class.
Discuss
• Model question 1 with a student. Then ask a student to read Teacher’s Note Starting a New Module
question 1. Ask another student to answer the question. Write • Do your best to set a positive and encouraging tone. This is
the answers on the board, using the sentence structure (My
particularly helpful when new subject matter is introduced.
friend… is a good cook.)
• This module will focus on free time (for example, movies,
• Ask students to write their answers for questions 1-5.
books, games, etc.). Keep this in mind as you make small
• Walk around the classroom to monitor the students’ progress talk with students so that students get more opportunities
and help when needed. to practise and perhaps see how this information is useful in
• Assign students to pairs, and tell them to ask their partner each real life.
question and read their answer when they are asked.
• Wrap up by leading a class discussion, asking students to relay
their partner’s answers.
7
Unit 1 . I’m staying in tonight. 
Unit 1 Overview: Lesson 1

What are you up to tonight?

I’m staying in tonight. A Model Conversation
Read the conversation. Then listen. Track 02
Nancy: Hey how’s it going, Ted?

Hey,
Lesson 1: What are you up to tonight? Ted: I’m doing all right. How are you?
Nancy: I’m great. What are you up to tonight? Do you have any plans?
Aims: - Use vocabulary to make plans T
Ted: Well, I plan to stay in tonight. Why?
- Understand and use the present continuous Nancy: Charlie’s band is playing at the jazz club at 8.00. My friends and
I are planning to watch them. Then we’re going to a nightclub.
Vocabulary: Group activities Would you like to join us?
Ted: That sounds like a lot of fun, but I’m sorry, I can’t go out tonight.
Grammar: Present continuous with present and future reference Nancy: Really? How come?
Ted: My brother’s in town for the weekend, and we’re having a
Lesson 2: Dinner with Friends get-together with some friends. Tonight, we’re cooking grilled
salmon and watching football.
Nancy: Okay. I understand. Maybe we can go out Sunday. You can invite
Aims: - Use common dinner vocabulary your brother.
- Understand how to use the present continuous and Ted: Sure. Thanks!
simple present
Vocabulary: Dinner Plans B Vocabulary
Fill in the gaps with the correct words from the boxes to complete the summary.
Grammar: Simple present vs. present continuous
Lesson 3: Game Night
Aims: - Use game-related vocabulary
- Ask and answer questions about games and sports football grilled salmon jazz nightclub band
- Understand the difference between action and plans staying in get-together join invite
stative verbs and when to use them
Ted has a tonight. He’s b with his brother and watching
Vocabulary: Game words c . They are having a d with some friends, and they are cooking
e . Nancy and her friends want to go out. They will go to a f club
Grammar: Action verbs and stative verbs to watch Charlie’s g play. Then they will go to a h . Nancy asks
Ted if he would like to i them, but he can’t. So Nancy asks Ted to go out on Sunday
Lesson 4: TV Choices instead, and she tells him he can j his brother.
Aims: - Discuss TV show types

- Express preference using would rather C In Y
Your World
Vocabulary: TV genres and watching TV Ask a partner “What are you up to…“ questions. Write his or her responses. Then tell the class.
• …tonight?
Grammar: Expressing preferences with would rather
Lesson 5: The Book or the Film • …this weekend?
Aims: - Use common vocabulary to discuss books and movies • …this summer?
- Understand how to use prefer with nouns and

infinitives 8
Vocabulary: Books and movies

Grammar: Expressing preferences and making comparisons with
prefer and as… as • If teaching a class with many different L1, draw students,
attention to the title of the unit and ask them what they think
Some Module 1 Goals in Unit 1
it means. Ask students why someone would ask this question.
- Have short conversations with friends, and ask and answer simple Explain that What are you up to tonight? is a common way to
questions about familiar topics (for example, hobbies, sports, and ask about future plans.
music)
- Give descriptions on a variety of subjects related to your interests
- Understand discussions about daily life and be able to request Teacher’s Note Other ways to ask about future plans
assistance when needed Another way to say What are you up to tonight? is What are
you doing tonight? Be ready to explain that there are many
ways to ask about future plans and some are more formal,
Lesson 1 What are you up to tonight? but the ones here are casual. If students are interested, offer
more ways to ask: Do you have anything going on tonight?
What are you planning to do tonight? Any special plans for
Aims the evening?
- Use vocabulary to make plans
- Understand and use the present continuous
Vocabulary
A Model Conversation Track 02
• Transition by telling students that they will hear two people

football grilled salmon jazz club
talking about their plans for the evening.
band plan staying in get-together
join in invite
• Ask students to read the conversation in pairs.
• Before playing the audio, ask the students to pay close attention
Grammar to who is talking and what questions they ask. Play the audio
Present continuous with present and future reference and listen to the conversation as a class.
• Ask students the following questions: What are the names of
the people in the conversation? Where are Nancy and Ted?
Warm Up
What are they doing? What does Nancy ask Ted? What is Ted
• Write on the board: What will you do tonight? I plan to eat doing tonight? What is Nancy doing tonight?
dinner with my friends. Ask students to think of their own
answers. Assign students to pairs. Tell them to share their B Vocabulary
plans with each other. After they’ve shared, ask students to tell
the class what their partner’s plans were. Write some of the • Look at each picture and say the word below it. Ask students to
students’ ideas on the board. repeat. Ask students to explain, in their own words, what each
vocabulary word means.
8
D Grammar
Extension Survey
Present continuous with present and future reference
present continuous: subject + be + verb-ing

• Ask students to conduct a survey of all their class members.
statement negative question • Have students walk around the room and ask each
They are playing. They are not / aren’t playing. Are they playing? classmate one of the three In Your World questions and
about the present about the future
record their answers.
The present continuous is usually about actions The present continuous can also be used for definite
happening right now. Time expressions such as future plans. Future time expressions such as tonight
(right)
right now or at the moment can be used.
right) can be used.
She’s talking on the phone (now).
We’re watching football (at the moment).
I’m staying in (tonight).
The band is playing at the jazz club (on Thursday). D Grammar
• Briefly go over the table, practicing the exchanges.
E Grammar Practice
• When you get to the sample sentences, ask students to restate
Put the words in order to make sentences.
the sentence using the negative. Then ask students to rephrase
1. are / what / doing / on / Saturday / you
the sentence as a question.
?
• Practise more by writing the following verbs on the board and
2. tonight / are / planning / to / football / watch / you / the / match
asking the students to make a statement, negative sentence, or
?
question using the verb.
3. right / jazz song / is / playing / the / now / band / a
Dance Sing Play
.
4. tomorrow / is / cooking / dinner / who E Grammar Practice

? • Tell the students that they will put words in the correct order to
5. my / I / get-together / and / roommate / planning / weekend / a / this / are make sentences.
. • Do number 1 as a class.
• Ask the students what they think the first word is in the
F Use the Language sentence. Write the word on the board. Ask the students what
Event planner they think the second, third, etc. Write these words on the
With a partner, choose and plan a special event such as a dinner party, watching a sporting event on TV, board.
or just a get-together for fun. Discuss all the details, including a place, a date and starting time, activities,
food, and people to invite. When you are done, report the details of your event to the class.
• When you have written all the words, ask the students if
everything looks correct. If the answer is incorrect, help them
Type of event Dinner party Sporting event Other get-together change the sentence to make it correct.
Date and time
Place
• Tell the students that they will complete the rest of the
sentences in pairs.
People to invite
• Assign the students to pairs.
Food
• Walk around the room, referring students to the chart and
Activities offering advice as needed. Question number 3 might be difficult
for students. Note that the sentence ends with a period, not a
9
question mark.
• When the students are finished, check the answers as a class.
• Give simple explanations and examples when students 1. What are you doing on Saturday?
don’t seem to understand a word or to supplement their 2. Are you planning to watch the football match tonight?
understanding. Stay in can mean stay inside or stay home. Get
Key
3. The band is playing a jazz song right now.

together is usually a small, informal party. A band is a music 4. Who is cooking dinner tomorrow?
group. Another way to say join in is join us. 5. My roommate and I are planning a get-together this weekend.
• After practicing each word, play the audio again.
• Ask the students to fill in the blanks with the correct words.  Check the Workbook
(a) plans (b) staying in (c) football (d) get-together For further practice with the present continuous, use Exercise 4
Key
(e) grilled salmon (f) jazz (g) band (h) nightclub (i) join (j) invite in Unit 1, Lesson 1 of the workbook.
F Use the Language: Event Planner

Teacher’s Note Football vs. Soccer • Assign students to pairs.
In most parts of the world, football has the same meaning as • Ask the students to tell you different types of special events
the word soccer. In the USA, football is a completely different (dinner party, sports event, or some other get-together). Write
game. examples on the board. Tell the students that they will plan a
special event.
• Tell students they can choose one of the events on the board, or
C In Your World they can choose something else.
Setup / Demo • Ask the students to discuss all the details about the event with
Write these phrases on the board: What are you up to tonight? their partner; including, place, date, time, activities, etc.
What are you up to this weekend? What are you up to this • Ask the students to write down the complete details of their
summer? Have students repeat each phrase after you and model special event.
an example response. • While students are working, walk around the room and listen
to their conversations. Make sure they are using the present
Activity
continuous properly.
Ask students to complete the activity with a partner.
• When they are finished, ask the students to share the details of
Feedback their special event with the class. Have the class interact with
• Ask each pair to show their dialogue to the class. Each student the presenters by asking them follow-up questions.
should ask and answer one question.
• Ask random students the questions to help them practise
fluently saying their answers.
9
Lesson 2 Dinner with Friends Lesson 2 Dinner with Friends Brief note
The phrases “help yourself”
and “dig in” are often used
at the start of a meal.
A Model Conversation
Aims Help yourself. = Please take
some (food).
Dig in. = You’re welcome
- Use common dinner vocabulary Ian: Debbie? Can I set the table?
to start eating.
- Understand how to use the present continuous and simple present Debbie: Y
Yeah. But don’t take out the turkey. Let’s wait for Carla to get
here.
Vocabulary Ian: But I’m starving! Why is she always late?
Debbie: Because she’s working hard on a research project.
set the table take out wait starving Ian: You’re right. Sorry. I didn’t mean to whinge. Oh, good—here she is!
Y
Carla: Hi, guys! Sorry I’m late. Wow! Everything smells so delicious!
delicious favourite vegetable tasty Debbie: We made your favourite dish, too—vegetable pasta.
prepare turkey Carla: Yum! It looks tasty. Did you prepare all of this?
Debbie: Ian cooked all day!
Grammar Carla: Really? Well, everything looks fantastic! Thank you so much.
Ian: It was no problem. Help yourself, and dig in!
simple present vs. present continuous
B Vocabulary
Warm Up Fill in the gaps with the correct words from the box. Change the form if necessary.
• Ask students to think about the title of the unit. Ask students set the table
favourite
take out
vegetable
wait
tasty
starving
prepare
delicious
turkey
Do you like to have dinner with friends? Which one of your
friends is the best cook? What does he/she make? 1. I’m cooking. What’s your dish?
2. The looks great! Who

• Explain to students that they will learn about dinner it?
conversations and learn to ask and answer common questions. 3. Are tomatoes a fruit or a ?
4. Could you please ? Dinner’s ready.
A Model Conversation Track 03 5. A: Can we eat soon? I’m .

B: Just . The food will be done soon.
• Draw attention to the picture and ask students the following
6. Thank you for the meal. Everything
questions: What do you see? What are they doing? What do was so .
you think they are cooking? What do you think they are saying? 7. Don’t the pizza! It’s not done yet.
• Ask students to read the conversation in groups of 3.
• Play the audio and listen to the conversation as a class.
• Ask students the following questions: Who is at the dinner C In Y
Your World
party? Who was late? Who cooked? What did Ian cook? Tell a partner your answers to the following questions.
T
• What’s your favourite food? • Can you prepare it?

• How often do you eat it? • Why do you like it?
Teacher’s Note Dig in! Then listen to your partner’s answers. Share your partner’s answers with the class.
• The phrases Help yourself and Dig in are often used at the 10
start of a meal. Dig in is informal, while Help yourself is more
formal.
• Help yourself. = Please take some (food).
• Dig in. = You’re welcome to start eating.
C In Your World
Setup / Demo
Write the In Your World questions on the board. Have students
B Vocabulary repeat each question after you. Ask for a volunteer. Have the
• Ask students to repeat each word after you. Ask students to volunteer ask you the questions; provide a simple, clear answer.
explain, in their own words, what each vocabulary word means. What’s your favourite food? My favourite food is tacos.
• Give simple explanations and examples when students Can you prepare it? Yes, I can.
don’t seem to understand a word or to supplement their How often do you eat it? I eat tacos every week.
understanding. In casual conversation, starving is often used
Why do you like it? I like the cheese and the vegetables the most.
to suggest that someone is very hungry. When describing
food, tasty and delicious are often used to say that something Activity
tastes very good. In this scenario, cook can be used in place of Assign the students to pairs. One student will ask the question,
prepare. while one student will answer. Once they are finished, ask the
• After practicing each word, play the audio again. students to switch roles. Tell the students they will present the
• Ask the students to fill in the blanks with the correct words dialogue to the class.
from the box. Tell them they can change the form of the word if
Feedback
necessary.
Once they are finished, ask each pair to stand up and share one
• Walk around the class and pay attention to any words or
dialogue with the class.
sentences that students may have trouble with. Go over these
words after checking the answers.
• Check answers as a class.
• Have the students repeat each sentence after you.
1. favourite 2. turkey, prepared 3. vegetable

Key
4. set the table 5. starving, wait

6. delicious, tasty (answers can be swapped) 7. take out
10
D Grammar Brief note Teacher’s Note Temporary
Temporary means for a certain
Simple present vs. present continuous period of time; not forever.
Temporary means for a certain period of time; not forever.
simple present vs. present continuous
simple present present continuous
routine actions
He runs every day.
I practise the piano on weekends.
actions now
He’s running right now.
I’m practising the piano now.
E Grammar Practice
temporary facts
I’m studying biology this year.
She’s living in a dorm.
• Do number 1 together as a class.
Students study.
general facts
She lives in Canada. future plans We’re going out tonight. • Ask students, What is the correct form of ‘stay in’ for this
sentence? Have the students repeat the sentence after you.
E Grammar Practice • Ask the students, Is this a routine action, general fact, action
Fill in the gaps with the correct form of the verb in brackets (simple present or present now, temporary fact, or future plan?
continuous). Then circle the correct usage.
• Then, ask students to fill in the blanks with the correct form of
1. I’m (stay in) tonight.
a. routine action b. general fact c. action now d. temporary fact e. future plan
the verbs and to circle the correct answers.
2. Chickens sometimes (eat) corn.
• Ask the students to complete the rest of the questions.
a. routine action b. general fact c. action now d. temporary fact e. future plan • As they are working, walk around and see if there are any
3. Over one hundred people (come) to my colleague’s wedding next week. sentences that are difficult. Remind the students to refer to the
chart as necessary.
4. I always (sleep) late on Saturday mornings.
a. routine action b. general fact c. action now d. temporary fact e. future plan • When the students are finished, check answers as a class. For
5. I can’t hear you. My father (watch) basketball on TV, and it’s very loud! each question, ask What is the correct form of . . . ? and Is this
a. routine action b. general fact c. action now d. temporary fact e. future plan a routine action, general fact, action now, temporary fact, or
6. Sophia (work) at a café for a few months, but in the fall she’ll go back to school. future plan?
• When you are finished checking the answers, ask the students
F Listen to Speak
to repeat each sentence after you.
Listen to Marissa introduce herself. Put a tick () next to the details that are true. Track 04
1. Marissa is studying music. 1. staying in (future plan)

2. She lives in a flat. 2. eat (general fact)
3. She has a job.
3. are coming (future plan)
Key
4. She is eating dinner right now.
4. sleep (routine action)
5. is watching (action now)
Now describe yourself to a partner. Include the
following information: 6. is working (temporary fact)
• Your course/favourite subject

• Where you live
 Check the Workbook
• What you do on weekends
• What you’re doing later today For further practice with the present continuous, use Exercise 3
in Unit 1, Lesson 2 of the workbook. If students are still having
11 trouble, use Exercise 4 in Unit 1, Lesson 2 of the workbook.
You may assign the students to pairs and then check the
answers as a class.
Extension Speed Dating

• Write the In Your World questions on the board.
F Listen to Speak Track 04
• Ask the students to line up in two rows (Row A/B).

• Tell students that they will now practise listening for the present
continuous.
• Each student is paired with the student standing directly
across from them.
• Play the audio and ask students to put a check mark next to
the phrases that are true. If necessary, play the audio more than
• Have students take turns asking and answering the In Your
once.
World questions with their partner.
• Tell the students that they will use what they’ve learned to
• After 2 minutes, have each person in Row A move one spot
describe themselves to a partner.
to the right (the person at the end will move to the front).
• Assign students to pairs.
• Have students take turns asking and answering the
questions again.
• Ask students to describe themselves to a partner, using the
provided prompts. Tell students that they can provide additional
• Repeat the process.
information about themselves and encourage their partner to
ask follow-up questions.
D Grammar
Key
1. true 2. false 3. true 4. false

• Briefly go over the table, practicing the exchanges.
• Explain that the simple present is used for routine actions and
general facts.
• Explain that the present continuous is used for actions Extension Daily Routines
happening now, temporary facts, and future plans. • Assign students to groups.
• Ask the students if the following are routine actions or actions • Ask each student to describe their daily routine, including
now: what time they wake up / go to bed, what time they eat
He sings every day in the shower. meals, etc.
I’m cooking breakfast. • Other members of the group can ask follow-up questions.
We play soccer every Saturday. • Model this activity by describing your daily routine to the class.
• Practise more by asking students to make sentences, using the
present continuous with the following verbs: sing, dance, run,
drive, swim. Make sure the students provide examples of routine
actions, general facts, actions now, temporary facts, and future
plans with these verbs.
11
Lesson 3 Game Night Lesson 3 Game Night
Aims
- Use game-related vocabulary Olivia: Okay. The next game we’re playing is Pictionary. It’s a
- Ask and answer questions about games and sports drawing game. Do you want me to explain the rules?
Ted: Please. Is it complicated?
- Understand the difference between action and stative verbs and Olivia: No, it’s actually very simple. First, you choose a card. It
when to use them has a word or phrase on it.
Ted: Okay. Then what do I do?
Vocabulary Olivia: Y
You have to draw the word or phrase on this big piece
of paper. Your teammates have to try to guess the
guess explain complicated simple answer. Guess right, and you get a point.
Ted: That sounds simple.
teammate minutes points remember Olivia: Y
Yes. But remember, no talking! And no writing words.
think understand Ted: Okay, I think I understand.
Okay
Olivia: And remember—you have one minute, so draw fast!
Grammar
B Vocabulary
Action verbs and stative verbs
Fill in the gaps with the correct words from the box.
Warm Up guess
minutes
explain
points
complicated
remember
simple
think
teammate
understand
• Write a list of common games on the board: Pictionary,

Tic-tac-toe, charades, poker, etc. 1. Let’s go. Our train leaves in ten .
2. I can’t my first day of infant school. It was a long time ago.
• Ask the students what they think they will learn about. 3. The rules of cricket are too . I don’t them.
• Ask the students what other games they can think of. Write 4. I played football at school, and he was my .
these on the board. 5. How many do we need to win?

6. T
To get a point, you have to the right answer.
• Explain to students that they will learn about common words, 7. I’ll the rules of the game. It will be quick—they’re very .
phrases, and conversations related to games. 8. This is delicious. I you’re a very good cook.
A Model Conversation Track 05 C In Y

Your World
What kinds of games or sports do you play with your friends? List three. Then interview a
• Draw attention to the picture and ask students what they see in partner about the games you chose.
the picture (woman, paper, pen). Ask students what game they
think she is playing. Question starters
1. Do you…?
• Ask students to read the conversation in pairs. When…?
• Tell students that they will now hear the conversation between 2. How often…?
Why…?
Olivia and Ted. Play the audio and listen to the conversation as a 3. Can you…?
class.
• Ask students the following questions: Who is talking? What 12
game are they playing? Is the game complicated? How do you

play the game? Can you talk? Can you write words? Listen to
the audio again if necessary. Feedback
Once the students are finished, assign the students to groups and
B Vocabulary ask them to share their findings.
• Look at the vocabulary words in the box. Ask students to repeat
each word after you. Ask students to explain, in their own Extension Favourite Childhood Game
words, what each vocabulary word means.
• Ask each student to tell the class about their favourite
• Give simple explanations and examples when students
childhood game. Give the students a few minutes to prepare
don’t seem to understand a word or to supplement their
and to write notes (if needed).
understanding. Complicated is the opposite of simple/easy.
Teammate is your partner or group member. In this scenario,
• After each student gives their speech, prompt the class to
guess means to provide/give. ask one or two follow-up questions using the In Your World
question starters.
• Ask the students to fill in the blanks with the correct words.
• When the students are finished, check answers as a class. Ask
the students to repeat each sentence after you.
D Grammar
1. minutes 2. remember 3. complicated, understand • Carefully go over the table, explaining the difference between
Key
4. teammate 5. points 6. guess

7. explain, simple 8. think
action and stative verbs and pointing out that some verb have
both uses.
• For action verbs, ask students to repeat the sample sentence
C In Your World after you. Ask the students to come up with sample sentences
Setup / Demo for the verbs play and watch.
Write the question starters on the board. Ask the students to • Ask the students to name other action verbs; write these on the
name their favourite game or sport. Write it on the board. Then board. Practise more by asking the students to use these verbs
prompt students to ask you questions about the games and in a sentence.
sports. You can model the activity with a student to demonstrate. • For stative verbs, ask students to repeat the sample sentence
Activity after you. Then ask students to come up with sample sentences
Put the students in pairs. Ask students to write down three games for the verbs remember and understand.
they play with their friends. Ask students to interview their partner • Ask the students to name other stative verbs; write these on the
about the games. board. Practise more by asking students to use these verbs in a
sentence.
12
D Grammar
F Use the Language: Group activities
Action verbs and stative verbs • Tell students that they will now practise what they’ve learned
action verbs
through small group discussion.
Many verbs are action verbs. These are verbs that describe someone or something doing an action, moving, • Assign students to groups.
or changing. Examples include eat, play, and watch. These verbs can be used in present continuous sentences:
eat play
She is eating soup. • Write the following questions on the board:
stative verbs
Where are they?
Stative verbs do not describe an action, movement, or change. Examples include be, remember,
remember understand,
understand
love, and hate. These verbs are not usually used in the present continuous. They are often used in the simple
present:
What are the people doing?
This soup is cold. I hate it!
What do you think of these activities?
verbs with both uses
Some verbs can be both action verbs and stative verbs. For example, have is stative when it means to own:
What do you need when you do these activities?
He has an umbrella.
• Ask students to discuss each picture and answer the questions
But have can also mean to experience or to eat. Then it’s an action verb and can be used in the present
continuous: on the board.
He’s having fun.
We’re having breakfast.
E Grammar Practice
Extension Create a Dialogue
Fill in the gaps with the verbs from the box. Use the correct form for simple present or • Assign students to pairs.
present continuous.
• Tell the students that they will create a dialogue to share
remember have understand like need play
with the class. The dialogue should take place in one of the
activities pictured in the Use the Language.
1. My roommates sport, but I hate it.
2. I meeting you for the first time. That was a good day.
• Tell the students the dialogue should use the target
3. It’s 11.30 p.m., and our neighbour loud music!
language and grammar points in the lesson.
4. you the homework? Or should I explain it again?
• Ask the students to re-read the Model Conversation and use
5. Eric is so tired. He really to sleep more. it as a guide if necessary.
6. I hope you’re hungry because we turkey for dinner. • Give students enough time to write and practise their
dialogue.
F Use the Language • After they are finished, ask the students to share / act out
Group activities their dialogue with the class.
In a small group, discuss the activities pictured below. What are the people doing? What do you think of
these activities? What do you need when you do these activities?
13
• For verbs with both uses, ask students to repeat the sample
sentences after you.
• Ask the students which other verbs could have both uses; write
these on the board. Practise more by asking students to use
these verbs in a sentence.
E Grammar Practice
• Tell the students that they will practise using action and stative
verbs.
• Ask students to fill in the blanks with the correct verb from the
box. Remind students to use the correct form for simple present
or simple continuous; refer to the chart as necessary.
• When the students are finished, check answers as a class.
• Have the students repeat each sentence after you. You may also
assign each sentence to a student and report their answer to the
class.
1. Iike 2. remember 3. is playing

Key
4. Do, understand 5. needs 6. are having

For further practice with active and stative verbs, use Exercise 3
in Unit 1, Lesson 3 of the workbook.
13
Lesson 4 TV Choices Lesson 4 TV Choices Brief note
The word “on” is used in many expressions about TV shows.
What’s on?
A Model Conversation There’s a good show on at 9.00.
Aims The football match is on channel 12.
It’s the best show on TV.
- Discuss TV show types Janice: It’s Friday night. Should we go out?

- Express preference using would rather Elena: Actually, I’d rather stay in. I’m tired, and watching TV is more
relaxing.
Vocabulary Janice: Well,
ell, okay. What’s on?
Elena: This is Kitchen Race. It’s a cooking reality show.
news sitcom nature programme soap opera Janice: Oh, no, I’m not a big fan of reality shows.
Elena: They’re not my favourite, either. But there isn’t much on at 10.00.
reality show remote Would you rather watch a nature programme about lions? There’s
one on now. Or we could watch the news.
Grammar Janice: Hmm. I don’t like nature programmes, and I prefer to read the news, not watch it. What about
channel 61 or 23? They usually show old sitcoms at night.
Expressing preferences with would rather Elena: Do you like sitcoms?
Janice: I love them! I’d always rather watch a funny show than a soap opera. Here, give me the remote.
Elena: Sure. Here you go. Let’s see what’s on. Brief note
Warm Up A “channel” is a TV station.

A: Let’s watch Kitchen Race.
B Vocabulary B: Oka
Okay. What channel is it on?
• Ask students what they like to do in the evening. Once a Listen to the words. Then write each under the correct picture. Track 07
student mentions watch TV, ask the student what TV shows

news sitcom nature programme soap opera reality show remote
they like to watch. Ask the class what TV shows they enjoy.
Ask the students if the TV shows they mentioned are funny,
scary, serious, etc.
• Ask the students Do you like funny TV shows or the news?
When students respond, repeat back what they said, using
would rather. For example, You would rather watch the news
than a funny TV show.
• Ask the students what they think they will learn about.
• Ask the students what types or genres of TV shows they can
think of. Write these on the board.
• Explain to students that they will learn about TV shows and
learn to talk about which shows they like to watch more than
others.
C About Y
You
Think of a few more kinds of TV shows not included in part B. Then talk to a partner about
what kinds of TV shows you like and don’t like.
• Draw attention to the picture and ask students what they see
(two women, a couch, a remote). Ask students what they think
the women are saying. 14
• Assign the students to pairs.

• Ask students to act out the conversation. After reading the
dialogue once, ask students to switch roles and read the B Vocabulary Track 07
dialogue again. • Read the words in the word box. Ask students to repeat each
• Tell the students that they will now hear the conversation word after you. Ask students to explain, in their own words,
between Elena and Janice. Play the audio and listen to the what each vocabulary word means.
conversation as a class. • Give simple explanations and examples when students
• Ask students the following questions: Who is talking? What don’t seem to understand a word or to supplement their
kind of TV show is Kitchen Race? Does Elena like nature understanding. Ask students to give examples of news
programmes or the news? Does Janice like sitcoms? Listen to programs, sitcoms, nature programmes, soap operas, and reality
the audio again if necessary. shows.
• After practicing each word, ask the students to fill in the blanks
with the correct words from the box.
Teacher’s Note on • When the students are finished, check answers as a class.
The word on is used in many expressions about TV shows.
What’s on? There’s a good show on at 9:00. The football (Answers numbered from left to right, top to bottom)
Key
1. remote 2. reality show 3. news

game is on channel 12. It’s the best show on TV.
4. nature programme 5. soap opera 6. sitcom
Teacher’s Note channel Teacher’s Note remote

A channel is a TV station. Remote is the shortened version of remote control.
A: Let’s watch Kitchen Race.
B: Okay. What channel is it on?
C About You
• Ask students to think of a few more kinds of TV shows not
included in the vocabulary.
• Ask students to talk with their partner about what kinds of TV
shows they like and don’t like.
• Ask students to tell their partner why they do/don’t like a show.
14
D Grammar
Brief note
Would rather… than has the same meaning as prefer… to.
E Grammar Practice
I’d rather play basketball than watch it on TV.
Expressing preference with would rather = I prefer playing basketball to watching it on TV. • Tell students that they will practise making would rather
would rather + verb phrase + than + verb phrase
statements.
Compare two actions with would rather… than: • Ask the students to work alone and fill in the blanks, with the
I would rather play basketball than watch it on TV.
This means you would like the first action more than the second. In questions, you can use or to compare given expressions, to make sentences that are true for them.
two options:
Would he rather go out or stay home? Tell students they can change the order of the given expressions.
simpler forms Answers will vary.
If we already know what is being compared, we don’t need the than clause. Just use would rather:
She doesn’t want to watch a reality show. She would rather watch a sitcom. • Assign the students to pairs.
The short form of would is often used:
I’d rather play basketball. • Tell the students to ask their partner about his or her
She’d’d rather watch a sitcom.
preferences, using the target expressions.
E Grammar Practice
1. I would rather watch the news than a reality show.
Which do you prefer? Fill in the gaps with the given expressions to make sentences that are
2. I would rather buy food than clothes.
Key
true for you. (You can change the order of the given expressions.)
1. I would rather watch than . (a reality show, the news)

3. I’d rather play basketball than watch TV.
4. I’d rather do my homework than the laundry.
2. I would rather buy than . (food, clothes)
3. I’d rather than . (watch TV, play basketball)
4. I’d rather do than . (my homework, the laundry)

Now ask a partner about his or her preferences: Would you rather... or…?
For further practice expressing preference with would rather,
F Use the Language
use Exercise 3 in Unit 1, Lesson 4 of the workbook.
Would You Rather...?
1. Brainstorm things that a person can do or experience.

Include some things that you would like to do or F Use the Language: Would You Rather...?
experience, and some that you would not. Write them
in pairs on the lines: for example, travel by air or by • Ask the students to brainstorm things that a person can do or
car.
experience.
2. Then, with a partner
partner, take turns asking each other to
choose between two options. Explain the reasons for
• Ask students to include some things that they would like to do
your choice and how the options are different. or experience, and some things they would not. Tell students
that it is ok to be creative with their ideas. The more creative
they are, the more fun the exercise will be.
Would you rather • You may want to provide an example: Would you rather find
or
a snake or a spider in your house? Would you rather eat a
or
tarantula or a frog?
or
• Ask students to write these items in pairs on the lines.
or • When students are finished, assign them to pairs.
15
• Ask students to take turns asking each other to choose between
the two options.
• Ask students to explain the reasons for their choice and how the
options are different.
Extension Charades • If time permits, you may want to change pairs and repeat the
• Ask each student to act out a specific type of TV show. exercise.
• Ask students to raise their hand when they know what it is.
• The student who guesses correctly gets to choose the next
actor.
D Grammar
• Explain to students that we use the phrase would rather to
express preference for one thing over another. For example,
I would rather watch a sitcom than a soap opera. This means
that I prefer sitcoms to soap operas.
• Briefly go over the table, explaining how to form would rather
statements and questions.
• Explain that if we already know what is being compared, we
don’t need the than clause. We can just use would rather.
• Ask the students to repeat the sample sentences after you.
• Ask the students to make their own statements with would
rather to talk about food.
• Ask the students to provide sample questions using would
you rather to talk about movies.
Teacher’s Note would rather and prefer to

Would rather… than… has the same meaning as prefer…
to….
I’d rather play basketball than watch it on TV. =
I prefer playing basketball to watching it on TV.
15
Lesson 5 The Book or the Film Lesson 5 The Book or the Film
Brief note
When a film tells a story from a book, a comic book,
Aims a real person’s life, etc., we say it “is based on…”
This film is based on a novel.
Read the conversation. Then listen. Track 08 It’s based on the writer’s life.
- Use common vocabulary to discuss books and movies Maya: How about going to the cinema tonight? I’d like
- Understand how to use prefer with nouns and infinitives to see Future World.
Oscar: I don’t know. That film is getting bad reviews.
Vocabulary Everyone says it’s not as good as the comic book.
Maya: Oh, it’s’s based on a comic book? I didn’t know
reviews comic book novel screen that. Well, what about Mr Amazing? It’s based
on a novel about a pilot. I heard it’s great.
fiction non-fiction comedies performance Oscar: Y
Yes, it’s a novel by one of my favourite authors,
but I’d prefer to read the book rather than see
Grammar the film.
Maya: Really? Not me. I prefer seeing a story on the
Expressing preferences and making comparisons with prefer and screen to reading about it.
Oscar: So, you don’t like to read fiction?
as… as Maya: Hardly ever. I usually read non-fiction about history and science.
Oscar: Well, I love to relax with a good novel on a rainy day. And I really want to read Mr Amazing. Is
there another film we can see?
Maya: Hmm. Y You like comedies, right? How about Cupcake? The reviews say that Devin Kurant delivers a
Warm Up fantastic performance.
Brief note
Oscar: Sounds good!
• Ask the students What movies do you know of that are also Use “be about” to state the topic of something.
A: What is this novel about
about??
books? If they need some help, mention Romeo and Juliet, B: It’s about a pilot.
B Vocabulary
The Hunger Games, and/or Iron Man.
Fill in the gaps with the bold words from the conversation.
• Ask students Do you think that books are always better than the
1. I don’t like to watch films on my computer. I’d rather see them on a big .
movies? Are there any movies that are better than the books?
2. The film was a huge success because of the wonderful by all the actors.
Which do you prefer, books or movies?
3. The Lord of the Rings is a famous by the English author J. R. R. Tolkien.
• Ask the students what they think they will learn about. 4. This book isn’t based on a true story. It’s .
• Ask the students what types or genres of books and movies 5. Nick loves to laugh, so all his favourite films are .
they can think of. Write these on the board. 6. That book is getting very good . They say it’s exciting and surprising.
• Explain to students that they will learn about expressing 7. The Spider-Man films are based on a popular .
preference by using the word prefer. 8. I’m bored with novels. I would like to read some .
C About Y
You
Teacher’s Note Comic Books Answer the questions below. Then share your answers with a partner.
1. How many books do you read in a year?

Longer comic books are often called graphic novels.
2. Write the name of a novel or comic book you like.
3. Who is your favourite author?

4. Do you prefer to read print (paper) books or ebooks?
16
• Tell students that they will listen to a conversation about movies
and books.
• Ask students to read the conversation in pairs. After reading
the dialogue once, ask students to switch roles and read the B Vocabulary
dialogue again. • Go over the bolded words in the model conversation. Ask
• Tell students that they will now hear the conversation between students to repeat each word after you. Ask students to explain,
Maya and Oscar. Play the audio and listen to the conversation as in their own words, what each vocabulary word means.
a class. • Give simple explanations and examples when students
• Ask students the following questions: What is the first movie don’t seem to understand a word or to supplement their
Maya says she would like to see? What does Oscar say about understanding. Reviews are usually written opinions of a movie.
Future World? What is the second movie Maya is suggesting? A novel is another way to say fictional book. Seeing a story on
What is Mr. Amazing about? What kind of books does Maya the screen is another way to say at the cinema.
like to read? What movie will Maya and Oscar see? Listen to • After discussing each word, ask the students to fill in the blanks
the audio again if necessary. using the bold words from the conversation.
• When students finish, check answers as a class.
Teacher’s Note based on
1. screen 2. performance 3. novel
Key
When a movie tells a story from a book, a comic book, a real 4. fiction 5. comedies 6. reviews
person’s life, etc., we say it is based on that. 7. comic book 8. non-fiction
This movie is based on a novel.
It’s based on the writer’s life. C About You
• Ask students to answer the questions.
Teacher’s Note be about
• Assign students to pairs. Have students take turns asking and
answering the questions.
Use be about to state the topic of something. • You may assign students to new partners and repeat the
A: What is this novel about? exercise if time permits.
B: It’s about a pilot.
1. I read about six books a year.
2. The Great Gatsby
Key
3. My favourite author is Malcom Gladwell.

4. I prefer to read print books.
16
D Grammar
Teacher’s Note No preference
Expressing preference and making comparisons with prefer and as... as
prefer + noun + to + noun prefer to + verb (+ rather than + verb)

If you have no preference, you can use the expression, “I like
Compare two nouns with prefer… to: Prefer can also be followed by an infinitive: dogs as much as cats.”
He prefers chicken to fish. I don’t like to shop in stores. I prefer to shop online.
We can do the same with gerunds: Use prefer to and rather than to compare two verb
She prefers sleeping late to waking up early. phrases:
I prefer to walk rather than drive.
would prefer E Grammar Practice
Use would prefer when talking about a choice you’re making now.
A: Would you like some coffee? B: Thanks, but I would ((I’d) prefer tea.
• Tell the students that you will practise using the word prefer.
not as + adjective + as • Ask the students to work alone and answer the questions with
The phrase not as + adjective + as means less + adjective + than.
The film is not as good as the comic book. = The film is worse (less
less good
good) than than the comic book.
full sentences about their own preferences
The comic book is better than the film.
Brief note • Assign the students to pairs.
If you have no preference, you can use the expression I like chicken as much as fish.
• Tell the students to ask their partner about his or her
E Grammar Practice
preferences, using the target expressions.
Answer the questions with complete sentences about your own preferences.
1. Compare showers to baths. Which do you prefer?

• Ask each student a question: Which do you prefer, showers or
. baths? Compare watching sports to playing sports. Which do
2. Compare watching sport to playing sport. Which do you prefer? you prefer? Which do you prefer, vegetables or meat? Compare
. reading a book to watching a movie. Which do you prefer.
3. Compare vegetables to meat. Which do you prefer?
.
4. Compare reading a book to watching a film. Which do you prefer?
1. I prefer baths to showers.
2. I usually prefer playing sports to watching sports.
Key
.
3. I like meat, but I prefer vegetables.
F Use the Language 4. I prefer to watch a movie rather than read a book.
I’d prefer to read…
Work in pairs.
Partner A: Choose one of the books below and suggest it to your partner. Give reasons.  Check the Workbook
Partner B: Choose a different book below. Explain why you’d prefer to read it. Give reasons. Then
switch roles.
For further practice expressing preference with prefer, use
Exercise 3 in Unit 1, Lesson 5 of the workbook.
New
BUSInESS Soldier
Vain People SUCCESS
A comic book A funny novel A non-fiction book An exciting novel

F Use the Language: I’d prefer to read...
about high school about life in the about how to about a woman in • Tell the students that they will now practise what they’ve
students with special 1800s in England succeed in business the army
abilities learned with a partner.
Now suggest to your partner a real book or comic book that you like. Say what it is about and give
reasons for your suggestion. Then listen and respond to your partner’s suggestion. • Tell students that one student is Partner A and one student is
17
Partner B.
• Ask students to read the description of each book/novel.
• Tell Partner A to choose one of the books and suggest it to
their partner. Ask Partner A to explain why they recommend the
Extension Open Discussion book.
• Assign students to pairs. • Ask Partner B to choose a different book and explain why they
• Ask the students to discuss current movies that are out and would prefer to read it, giving reasons.
make fictitious plans for the weekend. • Then, switch roles.
• Instruct students to use the vocabulary from Lesson 5. • Next, ask students to suggest to their partner a real book or
• Tell the students they can reference the Model Conversation comic book that they like. Tell students to provide information
if they need guidance. about the book and to give reasons for their suggestion. Ask
students to listen and respond to their partner’s suggestion.
• You may want to write a list of books/comic books on the
D Grammar board in case students have trouble thinking of one. If students
• Go over the table, explaining how to use the word prefer with still have difficulty, you may consider allowing them to select a
nouns and infinitives. movie or TV show.
• Ask students to repeat each sample sentence after you.
• After repeating the sentences, ask students: Do you prefer dogs
to cats? Do you prefer sleeping late to waking up early? Do you Extension Mingle
prefer to walk rather than drive? • Explain to students that movies, books, and TV show
• Explain that we use would prefer when we are talking about a preferences are very popular topics of conversation. Ask
choice we are making right now. students to stand up and talk to a minimum of 5 people
• Explain how to use not as + adjective + as to show comparisons about their movie, book, and TV preferences. Remind
between two things. Ask students to repeat each sentence after students to use the vocabulary and grammar points from
you. the lesson.
• Practise more by asking students to come up with sample • If there is an odd number of students, join in the mingle
sentences for each phrase. Write these examples on the board. activity.
17
Active Review
Unit 1 : Active Review
A Listen and Complete
Listen to a conversation. While listening, note Monica’
Monica’s problems with her sister, and use the
details to fill in the gaps. Track 09
Warm Up
1. Monica and her sister usually get along fine, but lately .
• Ask students to think about a time when they argued with their 2. Monica’s sister stays awake until anyway. And she’s
sister, brother, roommate, or friend. Ask them Who did you next Saturday.
argue with? What did you argue about? How did you resolve 3. Monica’s sister usually , and Monica .
But Monica really .
the argument?
4. Monica’s sister acts like , but .
• If students have difficulty thinking of something to share, tell
a personal story about an argument you have had or provide a Listen again and make notes on the different things that Monica and her sister do in the flat.
made-up example. For instance, In college, I had an argument Track 09
with my roommate. I was trying to study, and she was playing Notes
very loud music. We argued. My other roommate suggested
that we both put headphones on. This helped solve our issue.
A Listen and Complete Track 09
• Tell the students that they will listen to a conversation. Ask them
to pay close attention to find out about Monica’s problems B Respond
with her sister. Tell students to use the information to fill in the With a partner
partner, answer the following questions based on the conversation.
blanks. Listen to the audio multiple times if needed. 1. What is Monica’s problem?
• When you are finished, check the answers as a class. You may 2. What does Monica’s sister complain about the most?
ask the students to repeat each sentence after you. 3. Why doesn’t Monica cook more often?
4. What is Ed’s advice?
5. Who do you think is right in this argument, Monica or her sister?
1. Monica and her sister usually get along fine, but lately she’s 6. What do you think Monica should do?
complaining all the time.

2. Monica’s sister stays awake until midnight anyway. And she’s
C Reminder
having a party for her friends next Saturday.
Key

3. Monica’s sister usually cooks, and Monica washes the dishes and
Put a check mark () next to the things you can do.
straightens up the flat. But Monica really prefers to cook.
4. Monica’s sister acts like she owns the flat, but it belongs to both
of them. Have short conversations with friends, and ask and answer simple questions about
familiar topics (for example, hobbies, sport, and music)
Give descriptions on a variety of familiar subjects related to your interests
Listen Again Track 09 Understand discussions about daily life and be able to request assistance when needed
• Ask students to listen to the dialogue again and write down the
different things that Monica and her sister do in the apartment. 18
• When the students are finished, ask for their answers and write
them on the board. Elicit missing answers.
Feedback
B Respond • For feedback, take the opportunity to discuss the six questions
• Assign students to pairs and ask them to discuss the questions, in details.
based on the conversation. Answers will vary. • Encourage all pairs to participate and offer advice to Monica.
• Tell students that they may write the answers down but that you • This would be a good time to revisit the warm up, in case some
will discuss the answers as a class. students did not have the opportunity to participate or there
was a specific student whose argument was very engaging.
1. She is arguing a lot with her sister whom she lives with.
2. Monica’s sister complains that Monica’s guests keep her from C Reminder: Some Module 1 Goals in Unit 1
sleeping at night.
3. Monica wants to cook, but her sister starts cooking before Read each goal with the class. For each goal, ask students to look
Monica gets home. over the unit and find where they did these things. Ask students if
Key
4. Ed suggests she make a specific plan and tell her sister clearly they can demonstrate some of the goals. Then have students put
what she wants. a check mark next to the goals they have achieved.
5. I think Monica’s sister is right. Her sister needs to respect her
space.
6. I think Monica should try to be quieter at night time or go
somewhere else.
18
Fluency
C Now Write
A Read to Write
rite • Tell students that they will now write a paragraph on the
Read the magazine article about single-person households. subject.
• Write the prompt on the board: Would you rather live alone or
Living Alone in Seattle live with roommates?
In the US city of Seattle, living alone is popular. About 40% of houses and flats have only one
• Tell students they should start by writing a short outline. Give
person in them. Some of these “singles” are living alone because they prefer it. Some just moved students three minutes to complete the outline, which must
to the city. They went there to get a job and didn’t bring their families. Others are living alone as
include three reasons that support their opinion.
the result of divorce. Many are young adults in their first flats.
• While the students are working, walk around the room and
Some singles say they prefer living alone because it is quieter and more relaxing. Without
roommates, they can cook, sleep, watch TV, read, and play their favourite music at any time. Many offer assistance.
singles also spend most of their time outside the home. Others don’t like living alone. They say it’s • Once the three minutes is up, ask the class if they have any
not as fun as doing things with other people. They hope to find someone to share their homes
with in the future. questions about their outlines.
• Tell students that they will now write their paragraph on a
separate piece of paper. They have eight minutes to complete
the paragraph.
B Speak to Write
rite • While the students are working, walk around the room and
T
Talk to a partner about how you would feel about living alone. What are some good points and
bad points about living alone? What can you do at home when you live alone, and how is this
offer assistance if necessary.
different from living with others? • When they are finished writing, ask students to review and edit
their paragraphs, taking note of any errors.
C now
ow Write • Ask the students How many errors did you find?
Based on your reading and discussion, prepare to write a paragraph on the subject: Would you • Time permitting, ask a few of the students to read their
rather live alone or live with roommates? Start by writing a short outline within a three-minute
time limit. You must think of at least three reasons to support your opinion.
paragraphs to the class. Allow time for students to ask
questions.
Outline
Now write your paragraph on a separate piece of paper. You have eight minutes. When you are
finished, review and edit your paragraph to correct any errors. How many errors did you find?
19
Fluency
Warm Up
• Ask students if they have ever lived alone or if they know
someone who has lived alone.
• Ask students why someone might live alone. Write some of
these reasons on the board.
A Read to Write
• Ask students to read the magazine article about single-person
households. Tell students that single-person household means
that a person lives alone.
• After students finish reading, ask the following questions: What
percent of US houses and apartments have one person living in
them? Why do some single people prefer to live alone? Why do
others not like living alone?
B Speak to Write
• Tell students to think about how they would feel living alone.
• Assign students to pairs. Ask students to discuss how they
would feel about living alone.
• Tell students to include good and bad points about living alone.
• Ask students to consider what they can do at home when
they live alone and how it would be different if they lived with
others.
• If time permits, assign students to groups and have them
participate in a small group discussion about the items above.
19
Unit 2 . I’ll go out tonight. 

Visiting Relatives
I’ll go out tonight. A Model Conversation
Craig: Hi, Sandra. Happy New Y Year!

Lesson 1: Visiting Relatives Sandra: Y
You, too! Are you and Marie on your way?
Craig: No, Marie and the kids are still getting ready. I’m
Aims: - Name the members of an extended family calling to say we’ll be a little late.
- Use will and be going to for future tense Sandra: That’s okay. Actually, I still have a lot of work to
do for dinner. I’m running late, too, because I’m
Vocabulary: Relationships and family get-togethers chatting online with my grandchildren in Scotland.
Craig: Oh, how are they? And their parents? I miss them.
Grammar: Future tense Sandra: Fantastic. The kids are going to visit next month for a week, so we can look forward to that.
Craig: Great! Nina and John are my only niece and nephew nephew, but I hardly ever see them. Hey, maybe I’ll
Lesson 2: Blind Date take them to a football match.
Sandra: Y
Yes, they’ll love that. So, anyway, what time will you get here?
Aims: - Understand and discuss dating advice Craig: We’ll be there at about 4.30. Want us to bring anything?
- Express probability and make predictions Sandra: No, that’s all right. Just be ready to eat a lot.
Craig: We’re looking forward to the turkey. I always tell everyone about my mother-in-law’s great cooking.
Vocabulary: Going on a (blind) date Brief note
A person’s “mother-in-law” is the mother of his or her spouse. The word
Grammar: Making predictions and expressing probability with B Vocabulary
in-law can be used with other family words, too. For example, your
spouse’s brother or your sibling’s husband is your brother-in-law.
will and be going to Look at the family tree. Then fill in the gaps with the correct words from the box.
Lesson 3: Going to the Cinema niece mother-in-law nephew grandchildren (sing. grandchild)
Aims: - Identify movie genres Sandra Adam

- Use modals of possibility
Craig Marie Lily Grant
Vocabulary: Types of films and going to the cinema Samuel Victor John Nina
Grammar: Modals of possibility 1. Sandra is Craig’s . 3. Nina is Craig and Marie’s .

2. Sandra and her husband have four 4. Craig and Marie have a
Lesson 4: Nightlife . named John.
Aims: - Use language related to nightlife activities and places Match the words and phrases with the correct definitions.
- Use verbs followed by that clauses 5. be on (one’s) way a. to think about (a future event) in a happy way
6. look forward to (something) b. to feel sad because someone isn’t with you
Vocabulary: Going to concerts, cafés, bars, and night clubs 7. run late c. to be late getting ready; to be behind schedule
Grammar: that clauses 8. miss d. to be going or travelling somewhere
Lesson 5: Day Trips C About Y

You
Aims: - Use language related to day trips Tell a partner about your relatives.
T
- Suggest various activities 1. Do you have any brothers-in-law or sisters-in-law? What are they like?
2. How many nieces and nephews do your parents have? How many
Vocabulary: Weekend plans; modals, adverbs, verb phrases, and grandchildren? Do they visit your parents often?
adjective phrases used to make predictions 3. What do you do when you visit your relatives?
Grammar: Suggesting activities 20

- Discuss different things to do, places to go, etc. A Model Conversation Track 10
- Describe plans, arrangements, and alternatives
- Understand the main points in short newspaper and magazine • Transition by telling students they will read and hear a dialog
articles about current and familiar topics about a family event. Students should give special attention to
the family relationships that are described.
• Ask students to give a brief summary of the conversation.
Lesson 1 Visiting Relatives • Play the audio and listen to the conversation as a class.
• Ask students the following questions: Who is Sandra chatting
Aims online with? What is Craig’s relationship with Nina and John?
When will Craig arrive?
- Name the members of an extended family
- Use will and be going to for future tense
B Vocabulary
Vocabulary
• Look at the family tree. The tree is based on the people
niece mother-in-law nephew grandchild mentioned in the dialog that they’ve just heard. Say the words
on your way look forward to run late miss in the word box and ask students to repeat.
Grammar • Tell students to use the vocabulary to complete the first four
Future tense sentences that describe the relationships.
• Instruct students to answer questions 5-8 by matching the verb
phrases to their definitions.
Warm Up
• With books closed, ask students to review some of the familiar 1. mother-in-law 2. grandchildren
3. niece 4. nephew
vocabulary they already know about members of a family.
5. d. to be going or travelling somewhere
Key
Prompt students to share the name of a family member, using 6. a. to think about (a future event) in a happy way
the form My sister’s name is . 7. c. to be late getting ready; to be behind schedule
• Ask students to brainstorm a few occasions when people 8. b. to feel sad because someone isn’t with you
meet their extended family. You may specifically introduce the
vocabulary extended family if students are unfamiliar with it, C About You
defining it as the relatives other than parents, children, siblings, Demo
or spouse.
Share a few facts with students about your own family. Give some
emphasis to some of the target vocabulary, but also talk about
20 other members of your family.
• Follow up by asking students a few basic questions about their
D Grammar own near-future plans.
Future tense • Offer corrections to any errors, with the main emphasis on
future tense with will and be going to getting the syntax right.
We can speak about the future using will or be going to. Often, you can use either will or be going to:
We’ll be a little late. We’re going to be a little late.
• Only in the case that students’ responses are notably unnatural
will be going to sounding from a native-speaker’s perspective will it be necessary
With if (first conditional):
If you’re late again, Mum will be upset.
For decisions and definite plans made before speaking: to make corrections based on usage before moving on to the
I’ve packed my suitcase. I’m going to leave soon.
For offers to do something: Often, the present continuous has the same meaning: practice phase.
Those bags look heavy. I’ll help you. I’ve packed my suitcase. I’m leaving soon.
E Grammar Practice Teacher’s Note Give guidelines rather than rules

Circle the correct answers.
It’s definitely worth being aware that most distinctions between
1. ( We’re going to / We’ll ) sell our car. We put an ad in the newspaper.
2. I think maybe ( I’m going to / I’ll ) ask my aunt and uncle over for dinner.
the use of be going to and will are guidelines at best. The text
3. If you don’t study now, you ( aren’t / won’t be ) ready for the final exam. of the table and the exercises attempt to teach students the
4. They bought a new house in Wales. They ( are going to / will ) move in July. most common, conventional use, but in many cases it makes
5. A: I’m running late for class, and I still have to drop my little brother off at school.
B: No, go to class. ( I’ll / I’m going to ) take him.
little or no difference which form we choose. The main thing
that helps students understand is that be going to is more
F Read to Write
explicit in implying a plan has already been made, or there is
more certainty.
1. Read the email about a family get-together. Underline the future tense verbs.
When correcting students here, the goal is not to be pedantic,
Hey, Lucas. but to achieve natural sounding English.
Thanks for inviting me to visit this weekend, but I won’t be able to come. Saturday is my sister’s
25th birthday, and we’re going to give her a big party. It was my future brother-in-law’s idea.
He and my sister are going to get married in June. On Saturday, we’re going to have dinner at
her favourite restaurant and then go to her flat to have cake and hang out. (I’m going to make
E Grammar Practice
the cake!) Maybe we’ll play some games. It’ll be fun. My aunts, uncles, nieces, and nephews
will be there. I’m looking forward to it because I don’t see them very often. Anyway, let’s get
• Tell students to select the best option in parenthesis to complete
together soon. I’ll call you. the sentences.
Alicia • At this time, if more than one answer appears possible, students
should aim for the most natural choice based on context. They
2. Now look at the pictures below. What kind of family get-together would you like to have this
weekend? Choose one. Who will come? What will you do? On a separate sheet of paper, write an
should ask themselves, when in doubt: Has a plan already been
email to a friend like the one above. made?
• When ready, check answers as a class.
1. We’re going to 2. I’ll 3. won’t be

Key
4. are going to 5. I’ll

A barbecue at home A hiking and/or camping trip A day at the beach
21
For further practice with future tense, use Exercises 2 and 3 in
Activity Unit 2, Lesson 1 of the workbook.
Ask students to do the activity in pairs. Instruct them to answer
the questions about their own families, and encourage them to
share additional details. F Read to Write
Feedback • Assign students to pairs.
When students have finished their discussion, ask them each to • Have students read the email aloud with their partners, and
report one fact to the class about their partner’s family. instruct them to underline the future tense verbs as they go.
• When students have completed this part, quickly go over the
Extension Plan a family event underlined verbs as a class.
• Now read the instructions for the continuation aloud and
• Tell students that they will plan a special event for their
confirm understanding.
extended families, and that the event should be something
• As students are writing their response, go around and confirm
different from their routine. For example, they could plan an
that they are making use of full sentences, not just notes and
anniversary party, a camping trip, or barbecue party.
phrases.
• Have students work in small groups.
• When the writing is complete, help students find and correct
• Tell students to brainstorm several possible events, and then
errors in their writing. If time allows, you may want to assign
each student will choose one of those events to plan for his
students to peer-edit one another’s writing while you are giving
or her own family.
corrections to other students in the class.
• Students should talk about who they would like to attend
the event and what they would like to do there.
Extension What will you do?
 Check the Workbook To make more use of future tense, students can be assigned
For further practice with family members and family trees, use to small groups and then respond to and discuss the following
Exercise 1 in Unit 2, Lesson 1 of the workbook. questions:
• When will you next see your family, and what will you do
together?
• What are you going to do tomorrow?
D Grammar
• What do you hope will happen next year?
• Briefly go over the table. Have students practise reading the
example sentences out loud to become comfortable using the
different ways of talking about the future.
21
Lesson 2 Blind Date Lesson 2 Blind Date
A Authentic T
Text: Online advice column
Aims
Read the online advice column. Then discuss the advice with a partner
partner. Do you have any other
- Understand and discuss dating advice advice for Stressed Out?
- Express probability and make predictions Ask Ms Trudy
Vocabulary Dear Ms Trudy,

I’m going on a blind date this Friday night. We’re going to have a typical dinner-and-cinema date,
and maybe we’ll go to a café. The guy is my best friend’s colleague, and she says he’s perfect for me.
be yourself cancel double date hobby We’re both from Australia, and we are studying in the UK right now. Also, we are studying the same
subject, business, and have the same hobby, photography. But it’s my first blind date. I’m a little shy
be stressed out worry shy perfect with new people. Maybe I won’t like him, or he won’t like me. I can’t stop worrying about it. I might
cancel. What’s your advice? Help!
get to know (someone) go on a blind date - Stressed Out
Dear Stressed Out,

Grammar You shouldn’t cancel the date. You’re right—you may not like him very much, or he
may not like you. But that’s all right. Try to get to know each other. That will only
happen if you relax and be yourself. If you’re really nervous, you could ask your
Making predictions and expressing probability with will and be friend and her boyfriend to join you on a double date. Perhaps you’ll feel more
relaxed in a group.
going to Remember, it’s only one evening. So have fun. If it doesn’t go well, it’s no big deal. And maybe
you’ll be less nervous on your next blind date.
- Ms Trudy Brief note
speedy · 3 hours ago “It’s no big deal” means it’s not
Warm Up 0 0
important (so don’t worry about it).
• Ask students whether they know what an advice column is.

Have they read one? What kinds of problems are discussed? B Vocabulary
Write the letters of the words and phrases from the box next to the correct definitions.
• Ask students what they might worry about before going on a
date. Do they have any advice that could help a person feeling a. be yourself b. get to know (someone) c. cancel d. double date e. hobby
f. be stressed out g. go on a blind date h. shy i. worry j. perfect
nervous about a date?
1. to learn about a person and become 6. to decide not to go to a planned event
friendly with each other
A Authentic Text: Online advice column 2. to go out with someone you don’t know
7. exactly right; having no bad points
3. to feel afraid that something bad may 8. to relax and not worry what others
• Read the instructions aloud to the class and confirm happen think
4. to feel a lot of stress
understanding. 5. something you like to do in your free
9. feeling nervous talking to others
• Assign students to pairs, and have them read the text aloud time; a special interest 10. a date that two couples go on together
together. One student can read the first part requesting help, C In Y
Your World
and the other student can read the response. Make a list of three things you would like to do on a blind date and three things you would
• When student have finished reading, direct their attention again not like to do. Then compare your ideas with a partner and discuss your reasons.
to the instructions. They should discuss the advice they’ve read Me
and give additional advice. I’d like to I wouldn’t like to
B Vocabulary
• Ask students to repeat each word after you. Ask students to 22
explain, in their own words, what each vocabulary word means.

• Tell students to match the words and phrases to their correct
definitions. Feedback
• Check answers as a class. Ask students to report to the class what they and their partners
said.
1. b (get to know) 2. g (go on a blind date)
3. i (worry) 4. f (be stressed out) Teacher’s Note Like versus would like
Key
5. e (hobby) 6. c (cancel) Give some attention to whether students are correctly

7. j (perfect) 8. a (be yourself)
distinguishing between what they like, as an expression of
9. h (shy) 10. d (double date)
routine, versus what they would like. The emphasis in the
instructions is on what the students would like, so they are
 Check the Workbook not limited to discussing their own real experience, but can
For further practice with vocabulary related to dating, use use their imagination.
Exercise 1 in Unit 2, Lesson 2 of the workbook.
Extension Fantasy versus Reality
C About You Have students discuss different kinds of dates, including the
Setup / Demo kinds of fantasy dates that happen only in movies and TV, and
the kinds of things that people typically do on dates.
Read the instructions aloud to the class and ensure understanding.
Give an example or two of your own to model the correct
• Tell students to talk for a few minutes about the kind of
language, for example, On a blind date, I’d like to walk on the
beach. I wouldn’t like to talk about my family. romantic dates that happen only in movies and fantasies.
What do they think of this?
Activity • Next have students talk about the ordinary things that most
First have students work individually to list their ideas. Confirm people do on dates.
that students are including activities that they would not like • Tell students to compare the different kinds of dates they’ve
to do. Assign students to pairs to discuss their ideas and their discussed, including how and why they’re different.
reasons. Students should make note of their partner’s ideas and
reasons as well to confirm that they are listening attentively.
Ensure that they are asking follow-up questions.
22
D Grammar
Brief note E Grammar Practice
Sentence adverbs usually
Making predictions and expressing probability with will and be going to come at the beginning of • Read the instructions aloud and confirm understanding.
a sentence or as part of a
making predictions
phrase at the end. • Then ask students to fill in the blanks individually or in pairs.
You can make a prediction (give an opinion about the future) using either will or be going to. Remind them to refer to the chart as necessary.
It’ll rain tomorrow. It’s going to rain tomorrow.
expressing probability
• Before checking answers, ask whether students used each
maybe possibly perhaps probably word only once. If not, give them a chance to make corrections.
Maybe is often used as
a sentence adverb. It
Possibly can be used after
will or be verbs and as a
Perhaps is like maybe,
but it is used more
Probably is stronger
than maybe, possibly
possibly, or
(Finding which sentence can use the answer “maybe” is key.)
means that something is
possible but not certain.
sentence adverb. It’s not
used often in speaking.
often in writing than in
conversation.
perhaps. It means you
are almost sure.
Maybe they are going to He will possibly call us Perhaps you are going to She will probably get the
see a film. tomorrow. need more money. job.
I will talk to Jim or He will call us tomorrow, We will buy some books I am probably going to
1. will 2. is 3. Maybe
Key
maybe his sister. possibly. and perhaps a magazine. stay home on Sunday.
Brief note
One reason will possibly is not often spoken is because might or
4. probably 5. possibly
may is a more common way to say the same thing. (See Lesson 3.)
E Grammar Practice
Fill in the gaps with the words from the box. If more than one answer is possible, select the one
that seems best.
possibly will is maybe probably

Teacher’s Note Some ambiguity
1. I think the guests have a good time. In this exercise, both probably and possibly are grammatically
2. Do you think he going to call you? acceptable answers to questions 4 and 5. However, in
3. she will enjoy dinner at an Indian restaurant.
4. She’s sick, so she’s
question 4, context implies that a sick person is probably
going to cancel the dinner party.
5. We are going to get a German car, or perhaps an Italian one. We’re not sure. going to cancel a dinner event. In question 5, context
suggests possibly because the speaker is explicitly not sure. If
F Use the Language students invert the answers, it is worth pointing out the role
Going on a date of context in helping choose.
Read the following dating situations. What advice do you have for these people? What will
probably happen if they take your advice? What if they don’t? Make notes about your advice
and predictions on a separate piece of paper.
Emma: For our second date, a guy invited me to an art museum. He knows a lot
about art, but I don’t. What should I do?
For further practice with expressions of probability and
predictions, use Exercises 2 and 3 in Unit 2, Lesson 2 of the
workbook.
Fred: I went on a blind date at my favourite restaurant. She was very
interesting, but she was not nice to our waiter. Should I go out with her
again?
Pedro: A girl invited me on a bike ride. I really like her—but I can’t ride a bike.
F Use the Language: Going on a date
I’m worried about telling her. Any advice? • Read the instructions aloud and confirm understanding.
• Have students work individually to come up with their own
Now compare your ideas with a partner’s. Report your ideas to the class.
23 unique advice before speaking about the dilemmas with other
students.
• Go around and check that students’ notes include both advice
and at least some predictions about what will happen.
D Grammar
• When students have finished the individual part of the activity,
• Go over the table as a class. The teacher should read the assign them to pairs to discuss their advice and predictions.
information about grammar aloud, as well as the Brief notes, • Go around the class while students are speaking, and ask them
and students should be asked to repeat the example sentences
a few good follow-up questions to keep their conversation
aloud.
flowing.
• When you have finished going over the table, ask students
which of the words are most often used in casual speech.
(maybe and probably) Extension Probably Not
• Ask students some simple will questions, and ask them to
For homework, ask students to do some research online or
respond using some of the language presented in the table. For
in English-language publications. They should find some
example, Will it rain tonight? and Will you remember what you
predictions for the future. Have students search for predictions
learned today?
they believe will and will not come true.
• Give on-the-spot correction.
Students should each bring in an article that they found,
to share with the class. Then have students present the
Teacher’s Note Misusing maybe predictions, and discuss and debate which predictions they
think probably will or probably won’t come true.
One of the most common errors, which you should be on the
lookout for, is misuse of maybe as though it were a modal
verb in sentences, as in I will maybe spend a lot of money.
Students will soon learn how to use the modal may. In the
meantime, they should be reminded to use maybe as a
sentence adverb, usually at the start of a clause, as in Maybe I
will spend a lot of money.
23
Lesson 3 Going to the Cinema Lesson 3 Going to the Cinema
Aims
- Identify movie genres Chuck: Hi, everyone. Did you choose a film for tonight?
- Use modals of possibility Bill: I don’t know, what do you and Christine think?
Chuck: Well, I think we should see Victory Parade.
Vocabulary Christine: Hmm. I’d rather not. It’s an action film, and it might be
really violent.
romantic comedy horror action animated Sarah: If you hate violent action films, you must hate horror films,
too, right? Because I’d like to see House of Bats.
fantasy hilarious violent scary Christine: Sorry
Sorry, but no—it looks too scary.
Chuck: Well, Crazy Quentin ought to be good. It’s the number-one
Grammar film in online reviews.
Bill: That’s an animated film, right? Based on a fantasy
Modals of possibility computer game, I believe. That could be fun.
Chuck: I agree. Oh, wait—we can’tt see it. It’s sold out.
Christine: Hey
Hey, I know! Let’s see I Truly Do. It’s a romantic comedy. It
should be a good film for a double date, and I heard it’s
Warm Up hilarious.
Brief note
• With books closed, ask students for a few ideas about what If a film is “sold out”, it means
B Vocabulary no more tickets are available.
they would like to do with a group of friends. What would they
Write the words from in the box under the correct pictures.
like to do with only one friend? What would they like to do on a
date? If the answers are different, why are they different? romantic comedy fantasy horror film action film
• Ask students if they can name a movie that’s good for friends to
see together. Can they say what kind of movie it is?
• Read the conversation as a class, assigning roles for the four Match the words with the correct definitions.
spoken parts. 1. animated a. extremely funny
2. violent b. causing fear
• Play the audio and listen to the conversation as a class. 3. scary c. telling a story through moving pictures drawn by artists
4. hilarious d. showing people getting hurt
• Ask students which of the movies they would have chosen and
why. C About Y
You
List two kinds of films you like and two kinds you don’t like. Give one or two examples of each
B Vocabulary kind. Then tell a partner and give reasons for your opinions.
Kinds of films Examples (titles)

• Tell students to match the pictures with the correct genres of the 1.
I like
movies. 2.
• For the second part of the activity, tell students to match I don’t like
1.
2.
definitions to the adjectives that describe different kinds of
24
movies.
(From left to right)
Teacher’s Note Stating the obvious
Key
horror film, romantic comedy, action film, fantasy

1. c 2. d 3. b 4. a Sometimes students resist stating the obvious. When
describing a movie such as Transformers, they don’t know
 Check the Workbook how to talk about it because they assume that their partner
already knows a lot. But before they get bogged down trying
For further practice with the vocabulary, use Exercises 1 and 2
to summarise the plot, they should be able to say simple,
obvious things, such as There are robots, or There is a lot of
action, or even It was a fun movie. If students are struggling,
ask them one or two obvious questions that are easy to
C About You answer.
Demo
Model a couple of sentences about movies that would fit the
activity. For example, I like fantasy movies. The Hobbit is a good Extension Watching a movie alone or with others
fantasy movie. Read the instructions aloud to the class and ensure
understanding. • Assign students to small groups to discuss their movie-going
habits and preferences.
Activity • Have students discuss what kinds of movies they would like
First have students work individually to list their ideas. Confirm to see if they had to watch them alone. They can talk about
that students are including several genres as well as specific titles genres as well as specific examples and titles.
within the genres. Assign students to pairs to discuss their ideas • Have students talk about what movies they would like to see
and their reasons. While students are discussing their answers,
with a group of several friends. Are these different from the
go around and prompt students to describe the movies in more
ones they would see alone?
detail.
• Finally, which movies are best for dates, and which movies
Feedback would be a bad choice for dates?
Be sure that students are asking one another questions, not just
reporting their own opinions. When finished, students can report
one difference of opinion that they had with a partner.
24
D Grammar 1. ought to 2. can’t 3. might 4. must
Key
Modals of possibility 5. should 6. may 7. must 8. could
modals of possibility
A modal adds meaning to the main verb. Modals of possibility say how sure you are about something.
meaning modals examples
A: Who’s at the door? B: I don’t know. It could be Jake.
possibility could, may, might Devon may not come to the cinema with us.
I might stay home this summer, or I might travel. I’m not sure.
For further practice with modals of possibility, use Exercises 3
strong possibility should, ought to
This film ought to be good. It’s very popular. and 4 in Unit 2, Lesson 3 of the workbook.
I’m leaving now, so I should be home in ten minutes.
If you like to laugh, you must like comedies.
near certainty must, can’t
That can’t / must not be true. It’s not possible.
F Use the Language: What does the future hold?

• Assign students to small groups.
E Grammar Practice
• Read the instructions aloud and confirm understanding.
• Students may need you to give them a few examples of
1. All my friends like this restaurant, so it ( could / ought to ) have good food.
2. Don’t touch that snake! It ( can’t / should ) be safe.
predictions to help get them started. Try In fifty years, most
3. Eric is still thinking about his plans for tonight. He ( might / can’t ) visit his parents.
people may eat insects, and Most movies could be 3-D in the
4. Kira’s car is here, and her bedroom light is on. She ( must / could ) be home. future, and There should be no more science fiction in the
5. I’m really excited to see this film. It ( might / should ) be hilarious. future because space travel will be real.
6. Check the date on that meat before you cook it. It ( may / must ) be old. • After groups have made and discussed their predictions, have
7. Tim always wants to see fantasy films. They ( should / must ) be his favourite.
them report some of their most interesting predictions to the
8. Maybe we shouldn’t watch this film with the kids. It ( could / can’t ) be violent.
class.
• Encourage classmates to be sceptical and say which predictions
F Use the Language they think may not come true and why.
What does the future hold?
Fifty years in the future, what will the world be like? Talk about
the topics below in small groups. What’s possible, and what’s not? Extension Solving a Mystery
Try to make at least one prediction about each topic. Ask one
member of the group to write your predictions down. For another opportunity to do some research related to the
Talk about the possible effects of these changes. Will the world
be better or worse? Remember to give reasons.
lesson, ask students to find some information about a mystery.
They should prepare to come back and describe a mystery to
• Food • Dating, love, and marriage their classmates. When they report in the next class, students
• Technology
• TV and films
• Work and jobs
• Education
should speculate about possible and probable explanations of
the mystery. Mysteries could include legends such as U.F.O.s,
or specific real-world news events such as unsolved crimes.
Now report your group’s most interesting predictions to the class.
25
D Grammar
• Briefly go over the table.
• Have students repeat the example sentences aloud.
• Challenge students with a few simple scenarios such as Jim fell
asleep on the bus, and when he woke up, he couldn’t find his
bag. Ask students where his bag might be. Try another scenario:
Hannah got flowers from her boyfriend. Ask How must she
feel? and What special day might it be today?
Teacher’s Note Modals with many uses

Keep in mind that modal verbs such as should can be used in
different ways in English, but EFL students may be confused
by this. Be prepared to clarify that should as an expression of
possibility is completely different from should for advice and
that natives depend a lot on context to understand which
usage applies. Similarly, students need to distinguish between
must for deduction and must for obligation.
E Grammar Practice
• Tell students to select the best word or phrase to complete each
sentence.
• Make it clear that students must pay close attention to context
to determine if something is possible, strongly possible, or
certain.
• Remind students that they may make use of the chart above to
help select the most appropriate answer.
25
Lesson 4 Nightlife Lesson 4 Nightlife Brief note
“Feel like” is usually followed by a gerund.
Do you feel like dancing?
A Model Conversation It can also be followed by a noun.
Aims I feel like dessert. = I’d like to eat dessert.
- Use language related to nightlife activities and places Lawrence: Did you enjoy the concert?
- Use verbs followed by that-clauses Mary: It was great! I couldn’t stop dancing.
Lawrence: Me, neither.. Do you feel like dancing more? I know a
Vocabulary good club nearby.
Mary: I think I know it, too. Are you talking about Club Blue?
dance barman/barmaid live music promise Lawrence: Y
Yes, that’s right. It’s a fun place.
feel like cover charge bar concert Mary: Yes, it is. But I’m not sure that I can dance anymore.
Y
How about a bar? We can sit down and talk, and
maybe have something to eat.
Grammar Lawrence: That sounds good. I know one in this area. My friend is a barman there, and I’m fairly sure it has
no entry fee on weekdays.
that clauses Mary: Great!
Lawrence: And it has live music every night. Do you like country music?
Mary: Well… I never listen to it. But I don’t mind giving it a try.
Warm Up Lawrence: Cool. Oh—one more thing. After the band plays, there’s karaoke. Can you sing?
Mary: Not at all! I’m really shy in front of big groups!
Lawrence: It’s okay. Don’t worry. If you don’t want to sing, I promise you don’t have to.
• Ask students to name some places to go out at night and some
things to do there.
B Vocabulary
• Prompt for some kinds of places, such as restaurants, the beach,
Write the words from the box next to the correct definitions.
etc., and follow up with some specific examples that students like
(a particular restaurant or a good area in their own town). dance barman/barmaid live music promise feel like entry fee bar concert
• Get some students to share their experiences of going to some of 1. to want to do (something) right now
these places. 2. money you have to pay to enter a bar, club, etc.
3. to move your body to music
4. music played by a singer or band in front of people, not recorded
A Model Conversation Track 12 5. a person who makes and sells drinks at a bar
6. to say that you will definitely do something
• Ask students to read the conversation in pairs. 7. a business that mostly sells light food dishes and drinks
• Ask students if they can give a brief summary of what the 8. a live music event, usually held in front of a crowd of people
conversation was about.

• Play the audio and listen to the conversation as a class. C In Y
Your World
Think about where you live now or about your hometown. Where can people go to do the
following things in the evenings? Which do you like to do? Tell a partner.
B Vocabulary
Have a romantic date: Dance: See a concert:
• Look at the vocabulary words in the box. Ask students to repeat
each word after you. Ask students to explain, in their own Eat dinner and hear live music: Watch or play sport: Sing karaoke:
words, what each vocabulary word means.
• Tell students to match the words to their definitions. In cases 26
where more than one definition seems possible, students are to
choose the best definition.
Teacher’s Note Students with little experience
1. feel like 5. barman/barmaid
2. entry fee 6. promise Not all students will have experienced all of the activities.
Key
3. dance 7. bar Some may have limited experience, and some activities such
4. live music 8. concert as concerts may not even be available in a place convenient
and affordable to them. If students find little to talk about
based on their own experience, they should be prompted to
 Check the Workbook talk about which of the places they would most like to go
For practice making a conversation, use Exercise 1 in Unit if they could, or which activities they would least like to do.
2, Lesson 4 of the workbook. For further practice with Otherwise, students should provide their own ideas of good
vocabulary, use Exercise 2. places to go that are not listed in the book.
C In Your World Teacher’s Note Students with common experience

Demo
On the other hand, if two partners are very familiar with the
Tell students briefly about a city where you once lived, and same places, they may need to be prompted to add detail to
something you could do there at night, as an example of their conversation. Prompt students to ask when their partner
something that would meet the activity’s goals. has gone to the place and why they like it, etc.
Activity
Assign students to pairs. Read the instructions aloud and confirm
understanding. Make clear that students should talk about Extension What’s missing?
familiar places and they can be near their current home or in Extend conversation by having students talk about the kinds
another town that they have lived in. Ensure that students are of places and activities that are not easily accessed where they
asking one another good questions and not simply reading out live.
their own answers without prompting. • Have students talk in small groups.
Feedback • Tell them to talk about where they live and what they can’t
If time allows, students can be invited to share their ideas with the see and do. Complaining is acceptable.
whole class, and find out which are the most common ideas and • Ask them where in the world they could go to see and do
which are the most unique. these things.
D Grammar
26
• Remind them to pay attention to the question marks that
D Grammar Brief note
indicate where they should be writing questions.
The word that is often left out of a that
that clauses clause when speaking informally. • Check answers as a class.
that clauses
Some verbs and adjectives can be followed by a that clause. A that clause contains a noun and verb. That
clauses are often used with verbs about thoughts, ideas, speech, and giving advice. 1. Do you think she will come?
I think that swimming is fun. = I think swimming is fun.
2. The doctor says I should rest.
That clauses can also be used after many adjectives for thoughts, feelings, and possibility.
3. I am worried you won’t like living here.
Key
I’m happy that you’re here. = I’m happy you’re here.
verbs and adjectives which take that clauses 4. Promise me that you’ll come to the party.
verbs adjectives 5. I don’t care that she’ll be angry.
think guess say certain aware likely 6. It is possible that I’ll be late.
believe know agree sure worried possible
hope bet promise convinced hopeful impossible
Brief note
Brief note
These verbs include words
related to thoughts, ideas, Adjectives for thoughts, feelings, and
E Grammar Practice and speech.
possibility are also used with that-clauses.
For further practice with that clauses, use Exercises 3 and 4 in
Unit 2, Lesson 4 of the workbook.
1. think / you / she / do / come / will ?
2. doctor / I / rest / says / the / should .
F Listen to Write
3. you / I / won’t / living / here / like / am / worried .
Track 13
4. promise / you’ll / the / come / party / that / to / me .
5. I / that / don’t / be / care / angry / she’ll . • Tell students that they will hear an audio clip, and they are only
6. be / it / I’ll / late / that / is / possible . to mark the pictures that show activities that are mentioned.
• Play the audio once and confirm that students have marked the
F Listen to Write
pictures that show what people can do at Sammy’s Gastro Pub.
Listen to an advertisement for a new business. What kinds of things can people do there? Put
ticks () next to the correct pictures. Track 13
- (All pictures are mentioned except: Karaoke)
• Read the remaining instructions aloud and confirm
understanding.
• Monitor students as they discuss their plans. Prompt them with
questions that will help them brainstorm, and ensure that they
follow up by writing out an advertisement using complete
sentences.
• When all groups are finished, have them take turns presenting
Now, with a partner, plan a business in your town. You want people to come to have fun. What their advertisements to the whole class.
kind of business is it? What can people do there? Write a short advert like the one you just
heard. Share your advert with the class. Whose business sounds like the most fun?
• At the end, students can say which business they would choose
to go to.
27
Key
smoothies; coffee; dancing; dinner
• Read through the explanation of that clauses in the top part of

the table, and have students repeat the example sentences.
Extension Agree or not
• Direct students’ attention to the verbs and adjectives, and find
out if they have questions about the meaning of any words. Have students work in pairs or small groups to respond to
Your response should include an example of the word used with short statements of opinion.
a that clause so they can see it in use. • When students have been assigned to their groups, instruct
• After going over the table, try asking students a few questions them each to write their own, individual opinions on paper,
using the grammar focus. A few good questions could include: using complete sentences. They must each write a minimum
Who did you talk to, and what did they say? Do you believe that of four opinions, expressed as I think that… or I believe
smoking is healthy? What are you worried about? If students that…
miss the point, prompt them to answer, I’m worried that . • When they’ve written their opinions, they should read them
Is it possible that ? aloud to their partners and prompt them for agreement.
Partners should respond I agree that… or I don’t agree
that…
• They should proceed to give reasons for their opinions and
Teacher’s Note Prepositions, and Questions versus
Answers discuss them in more depth.
One challenge for students is that the questions often use

prepositions, while answers may use a that clause. For
example, What are you worried about? may be answered
with I’m worried that… What are you certain of? may be
answered, I am certain that…
You may not need to explain this unless it comes up, but
you should be prepared to make necessary corrections when
students struggle with these kinds of questions. They should
not make sentences that mix prepositions with clauses like I
am worried about I will fail the test.
E Grammar Practice
• Tell students to unscramble the words to make good sentences.
27
Lesson 5 Day Trips Lesson 5 Day Trips
Aims Brief note
Read the conversation. Then listen. Track 14 “It’s been a long week” means this
- Use language related to day trips Dorothy: I’m bored. Let’s get out of the house this weekend.
has been a difficult, stressful week.
- Suggest various activities Ned: Are you sure you want to do that? It’s been a long week, and I’m stressed out. I suggest we stay
in and rest. We could make a plan for next weekend.
Vocabulary Dorothy: But a day trip could relieve your stress. Why don’t we go for a drive somewhere? We could drive
up the coast and walk on the beach, go swimming…
day trip outdoors music festival relieve Ned: I agree that sounds fun, but did you see the
forecast? There might be a big storm.
city centre coast plan forecast Dorothy: If the weather’s bad, we can go to the music festival
in the city centre. It starts tomorrow.
Grammar Ned: But all of those concerts are outdoors!
Dorothy: Oh. Well, if the weather is nice, let’s go to the music
Suggesting activities festival. If it’s bad, we should still go to the beach. I
promise it’ll be relaxing.
Ned: I guess that’s a good plan.
Warm Up
With books closed, ask students to name some places that are B Vocabulary
within a few hours’ driving distance of their home. Ask what Listen to the conversation again. Then match the words with the correct definitions. Track 14
could they do in some of those places? Where have they gone, 1. day trip a. a special event with many concerts, usually lasting a few days
and where have they not gone yet? 2. outdoors b. the area where the land meets the sea
3. music festival c. a trip for only one day
4. relieve d. the central part of a city
city, often with tall buildings, shops, etc.
A Model Conversation Track 14 5. city centre

6. coast
e. not inside a building; outside
f. to make (a bad feeling) better
• Ask students if they can give a summary of what the C In Y
Your World
conversation was about. Where can people take day trips in or near your hometown? Think of three places.
• Play the audio and listen to the conversation as a class. 1.
2.
B Vocabulary 3.
• Read the instructions aloud to the class. Have students match Now talk to a partner. Suggest each of these day trips. Give reasons why your suggestions
would be fun trips. Which day trips sound the best?
the vocabulary to the definitions.
• Check answers as a class D Quick Review
Look back at the brief notes in this module.
Key
1. c 2. e 3. a 4. f 5. d 6. b 1. What does help yourself mean?

2. Which sentence sounds more formal: “I think they will arrive soon” or “I think that they are going to
arrive soon”?
28
For further practice with vocabulary, use Exercise 1 in Unit 2,
Lesson 5 of the workbook.
D Quick Review
• Tell students to look back through the module and find the
C In Your World answers in the Brief notes that are provided.
Demo • Students should write their answers before confirming them
Explain that students must quickly note three ideas of places for with the rest of the class.
a daytrip, and model an example based on your own hometown • When students have found the answers, check them together
with Near my hometown, I could go to . as a class.
Activity
1. Please take some food.
Key
Have each student independently write their answers to the 2. I think that they are going to arrive soon.
prompt before assigning them to pairs. Ensure they are not simply
copying and agreeing with one another’s ideas. Have students
use their lists to suggest trips to the various places. Be sure that
students ask one another follow-up questions. Prompt them with Extension Disagreements
some ideas to follow up with if they are not getting enough details. For more practice, have students discuss how to resolve
Feedback disagreements over plans, as well as, some things that happen
When students are finished, ask them to suggest some of their when plans go wrong.
best ideas to you as real advice for where you could take a day • Assign students to pairs.
trip someday. • Ask students to talk about whether they prefer to relax in
their free time or to be more active.
Teacher’s Note Learning by doing • Ask students to talk about what to do when they and their
friends have different things that they want to do. Have they
In this activity, students have been instructed to give
ever had this experience?
suggestions, but they haven’t been given an explicit grammar
• Prompt students to further discussion what to do when
lesson on how to make suggestions. (That’s coming next!)
Students are likely to have already learned some ways to plans go wrong for reasons such as traffic, weather,
make suggestions, such as using should or imperative verbs cancelations, etc. Ask students to share any experiences
to indirectly imply a suggestion. For example, The beach is a they’ve had of plans going wrong.
good place to go. If students need on-the-spot correction of
their grammar errors at this point, then help them out, but it’s
not necessary to teach new strategies yet.
28
E Grammar
F Grammar Practice
Suggesting activities
• Tell students to select the best answer to complete each sentence.
In English, there are several common ways to suggest doing something together.
• Remind them to look back at the table above to help them
let’s suggest (that) complete the activity.
The most common way to propose something is with Use suggest + that clause:
let’s + verb: I suggest that we go to a museum. • Check answers as a class.
Let’ go!
Let’s I suggest you reserve a table.
modal verbs, including shall questions as suggestions
1. meet 2. we go 3. plan
Key
Why not + verb:
should, and ought to are often used for
Could should
Could,
Why not go to the mountains?
suggestions:
We could see a film.
What about + gerund: 4. ought to 5. try 6. booking
What about going to the beach?
We ought to visit my parents. Brief note Why don’t you + verb:
You should book a flight.
Shall is only used in Why don’
don’t you rest this weekend?
questions, usually
with we. It is not
commonly used.
Shall we get going?
For further practice making and responding to suggestions,
F Grammar Practice use Exercises 2, 3, and 4 in Unit 2, Lesson 5 of the workbook.
1. Why not ( meet / meeting ) at a bar to watch the match?

2. I suggest ( go / we go ) to a concert this weekend. G Use the Language: Let’s go!
3. Let’s ( plan / planning ) a day trip to the coast.
• Assign students to groups of two or three students.
4. It’s a beautiful day. We ( ought to / suggest ) have our lunch outdoors.
5. Dancing might relieve your stress. Why don’t you ( try / trying ) it?
6. I want to visit my grandparents this summer. What about ( book / booking ) a trip there in July? • As students begin the activity, make sure that each student in
each group chooses a different place to talk about, and that
they commit to a choice before getting into discussion of the
G Use the Language
things to do there.
Let’s go!
• When students have all had a chance to make suggestions,
Work in groups of two or three students. Plan a weekend trip together using the suggestions below. Each
student should choose a different place. Now suggest that place to your group. Suggest things to do there tell them to decide within their group about which place they
and give reasons why it is the best choice.
would like to go to. They should discuss until they can come to
an agreement.
• When this is complete, each group should report their decision
to the class and talk about some of the things they would like to
do in the place they’ve chosen.
A hotel by the ocean A house by a lake in the forest Nearby city centre
A beautiful but crowded beach Cheap, quiet, relaxing Great nightlife
Swimming and water sports No TV and no other people Expensive
Extension Get ready to go
Who gave the best reasons? Where should you go? Try to agree. Then tell the class. Have students role-play. Each student should pretend he
or she is going on a daytrip and ask his/her partners for
suggestions about how to prepare, details about what to do,
29
and things to avoid. Students could use some of the following
specific suggestions:
• Going downtown: I’m going downtown in a big city for the
E Grammar afternoon and evening.
• Go over the table with the class. - What do you suggest I wear?
• Read the explanations of each way that we make suggestions, - What do you suggest I shop for, and where?
and then have students repeat back the example sentences. - How do you suggest I spend my money?
• When done, ask a few questions using the target language. • Going hiking: I’m planning to hike in the mountains for
A few example questions could include: most of the day.
- I want to find a nice place to eat. Where do you suggest that - What do you suggest I bring with me?
I go? - How do you suggest I prepare?
- I lost my house key. What could I do? - What do you think I should not do?
- I want to go someplace fun. Do you have any good ideas? • Going to the beach: I’m going to the beach.
- What do you think I should bring with me?
- Do you suggest I bring food and drinks, or should I look
Teacher’s Note Subjunctive with suggest
for a place to eat nearby?
The grammar table does not go into detail about suggest and - How do you suggest I stay safe?
recommend. Students should simply understand how to use - Do you have any other suggestions?
suggest with a that clause.
However, some students may make the mistake of saying, “I
suggest that you should…” While this is not strictly wrong, it’s
better not to combine suggest with should. Suggest already
implies should.
Understanding this will make it easier for students to
understand why we make sentences like I suggest that he
go shopping. The subjunctive go does not use subject-verb
agreement because there is an implied but unspoken should.
We do not say He should goes…, so we do not say I suggest
that he goes…
29
Active Review
A Out on the T
Town
Read the magazine article about three different districts in one city.
A Out on the Town Districts of Berlin
• Together as a class, have student volunteers read the sections of Charlottenburg If you’re interested in fine arts and jazz, then
Charlottenburg:
Charlottenburg may be your best choice. Here you can visit the finest
the magazine article “Districts of Berlin” aloud. museums in the city and a lot of great stores. During the day, you
can enjoy a visit to the Berlin zoo. For night owls, there are several
• Have students restate in their own words some of the major exciting jazz clubs to enjoy at night. Brief note
points that were covered in the article about each of the A night owl is a person
who is active at night.
districts. Friedrichshain: If you’re looking for great nightlife, you
• Answer any questions students may have about what they’ve might prefer Friedrichshain. There are karaoke clubs, heavy
metal clubs and jazz clubs. In fact, whatever kind of music
read. you're into, this young, lively area is the place to go!
B Plan Your Day Kreuzberg and Schöneberg:

Schöneberg Here you will find a
casual and relaxed area for shopping and eating
• Assign students to small groups of 2 to 5 students. out. There are parks, a famous outdoor farmer’s
market, and many international food choices, from
• Read the instructions aloud and confirm understanding. Korean to French to local German restaurants.
• Clarify that the activity can be done in two stages: first they
should openly discuss the districts, and then they should work B Plan Y
Your Day
together to make a specific plan they all agree to. Students Work in small groups. You are going to visit Berlin together. Discuss the districts above. Use the
internet to learn more. Which is the most interesting to you? Talk in detail about the things you
could spend the entire day in one district, or they can go to could do there and the things you would rather not do. Then, as a group, plan your first day in
Berlin. Where will you go, and what will you do?
several places, but they must agree together.
• When students have finished making their plans with their Morning
partners, have them report their plans to the class.
Afternoon
C Reminder: Some Module 1 Goals in Unit 2 Evening
Read each goal with the class. For each goal, ask students to look
over the unit and find where they did these things. Ask students if C Reminder
they can demonstrate some of the goals. Then have students put
a check mark next to the goals they have achieved. Put a tick () next to the things you can do.
Discuss different
different things to do, places to go, etc.
Describe plans, arrangements, and alternatives
Understand the main points in short newspaper and magazine articles about current
and familiar topics
30
30
Communication
B Prepare
A Listen for Information • Tell students that they will write notes to help them report on
Read and then listen to a speaker talk about her plans for the next year
year. Take notes about their own future plans.
things she will do, things she probably will do, and things she might do. Track 15
Woman: Next year will be a very exciting year for me. I’m finishing school, and I’m planning to
• Give students time to write their notes, and check to be sure
move out of my parents’ house. I’m going to university in Edinburgh. I’ll probably live that they are including some things that they might do but are
on campus with a roommate. But if I get enough money in loans, it’s possible I’ll live
not sure of.
alone in a flat. I’m going to study photography. I’d like to have a little photo studio of
my own. But that probably won’t happen for a year or two. I should be able to find a
part-time job. If I’m lucky, I may get some work doing wedding photography. I’m going
to study hard. I’m excited, but I worry that I won’t have any time to relax. Do you think
C Speak
I’ll be stressed out? I hope not! • Have students take turns reporting their future plans to the
class. Each student should respond to questions from classmates
at the end of their report. Prompt other classmates to ask
will probably will might questions with some questions of your own.
B Prepare
Now think about a time in your own future. It could be next year, two years from now, or
any other time you choose. Write some notes below about what you will do, what you
probably will do, and what you might do but aren’t sure about yet.
C Speak
Using the notes you have prepared, tell a group of your classmates about your future plans.
After you’ve presented some ideas, invite your classmates to ask you questions.
31
Communication
A Listen for Information Track 15
• Tell students that they will read a passage and then hear an
audio of the text. While reading, they should pay special
attention to the woman’s plans and predictions.
• Once students have read through the passage, instruct them to
take notes while listening to the audio. They are to put each of
the plans in the correct column.
• When finished, discuss the answers together as a class, with
attention to the language clues that distinguish between
certain, likely, and possible future.
Will: finish school, attend university in Edinburgh, study

photography, study hard
Probably Will: live on campus with roommate, find a part-time job
Key
Might: live alone in a flat, have her own photo studio, get
some work doing wedding photography, not have
time to relax, be stressed out
31
Module 1 : Review Module 1 Review
A Vocabulary A Vocabulary
Read the sentences. Then choose the correct word or phrase to complete each sentence.
Assign students to pairs, or do these as a class, making sure that 1. I’d rather not read that novel. I don’t really like .
all the students fill in the blanks. Ask students to fill in the blanks a. fiction b. non-fiction c. performance
from memory. 2. Football is a game with rules.

a. hilarious b. simple c. scary
3. Should I Sherri to dinner tonight?

1. a 2. b 3. a 4. c 5. a
Key
a. invite b. miss c. guess

6. a 7. b 8. c 9. c 10. a 4. Did you make these biscuits? Yum—they’re !
a. complicated b. shy c. delicious
5. Jack says he misses you, and he’s to seeing you.

a. looking forward b. staying in c. running late
B Grammar 6. I have two younger —a brother and a sister.
Students should be flipping through the module as they complete a. siblings b. parents c. uncles
these, but the answers do not need to match the exact details 7. If you want to meet someone new
new, you can go on a date with my cousin.
a. double b. blind c. chatting
from the dialogues. However, they should show understanding of
8. There’s going to be a great music here in the first week of June.
the language covered in the module. a. sitcom b. day trip c. festival
9. Sorry
Sorry, but I have to our plans. I don’t feel well.
1. will 2. are 3. is 4. having a. remember b. understand c. cancel
Key
5. rather 6. Let’s 7. to 8. going

10. I’m starving! Do you eating?
9. to 10. have 11. that 12. do a. feel like b. get to know c. plan
B Grammar
Look back at the module. Fill in the gaps.
1. Maybe you be less nervous next 7. I prefer romantic comedies action

time. films.
2. you staying in or going out? 8. Oscar and Maya are to the cinema
tonight.
3. Debbie always late!
9. Ivan thinks he’s going win our
4. We don’t want to go home. We’re
basketball game.
fun!
10. You to take care of yourself.
5. I would see a sitcom than a
reality show. 11. I suggest you try the new Thai
restaurant. It’s really good.
6. I think we’ll have a great time at the
nightclub. go! 12. I’ll answer your questions. What
you want to know?
32
32
E Interview
This activity brings together the goals of talking about roommate
preferences and talking about a possible future. Students use their
C Predictions previous discussions as a model for interviewing their classmates
Talk to a partner about the pictures below, and discuss what you think might happen next. as if they will soon be roommates.
Based on your discussion, write on a separate sheet of paper a few sentences about what
could happen. • Read the instructions aloud and confirm understanding.
• Depending on time, you may assign students to new pairs for
the interview, or you may structure it as a mingling activity in
which students are encouraged to change partners several
times.
• While monitoring, be sure that students give at least some of
their discussion time to possible future events—talking about
what they will or could do together as roommates.
D What do you want to know?

In groups of two or three students, talk about choosing a roommate. What kinds of people do
you prefer, and what do you want to do together? What questions will you ask about a possible
roommate before you live together? Write them below.
?
?
?
?
?
E Interview
Use your notes from above to interview other students in your class. Find out who would be a
good roommate for you. Then talk to this student about what he or she will do and what the
two of you will do together as roommates.
33
C Predictions
This picture-based activity focuses on possible future, including
modals of possibility such as might. It also includes discussion and
a written follow-up.
• Read the instructions aloud, confirm understanding, and have
students discuss the pictures with partners.
• Ensure that students are not focusing on the past or present, or
merely describing. If necessary, repeat that they should guess at
what might happen next.
• When students have finished discussing, have them write a few
sentences on separate paper, and give corrections.
D What do you want to know?

This activity is about preferences when selecting a roommate and
includes practice writing questions.
• Assign students to pairs or groups of three.
• Monitor students’ discussion as they talk about their preferences
and the things they would like to do with roommates.
• Tell students to write questions for a potential roommate.
• Give corrections as needed.
33
2
MODULE
Fitness and Health
Module 2 Goals
Understand enough of what people say to be able to meet immediate needs
Complete a simple questionnaire or standardised report form using short sentences
Describe past activities, events, and personal experiences (for example, what you did over
the weekend)
Make another person understand the points that are most important to you when you
explain something
Express yourself reasonably accurately in familiar, predictable situations
Help solve practical problems by saying what you think and asking others what they think
Make arrangements on the telephone or in person (for example, setting up a medical

appointment)
Manage unexpected things that could happen on holiday (for example, needing a dentist)
34
Module 2 Overview:
Fitness and Health
Module 2 Goals
- Understand enough of what people say to be able to meet Module 2 Preview
immediate needs
- Complete a simple questionnaire or standardised report form Scan for Audio
using short sentences

- Describe past activities, events, and personal experiences (for
example, what you did over the weekend) Preview
- Make another person understand the points that are most Look at pages 36 to 61. Complete the exercise.
important to you when you explain something
- Express yourself reasonably accurately in familiar, predictable Write the names of four sports.
situations
- Help to solve practical problems by saying what you think and On what page do you see medication?
asking others what they think

- Make arrangements on the telephone or in person (for example, On what pages do you see an injured person?
setting up a medical appointment)

- Manage unexpected things that could happen on holiday (for Write four names of health problems you see.
example, needing a dentist)
Warm Up Discuss
Talk about the questions with a partner.
T
• Draw students’ attention to the title of Module 2: Fitness and
Health. Ask students what they think this means. 1. What is the person in the picture doing?
• Ask students’ to write down as many sports as they can think of 2. Do you have an exercise routine? Why or why not?
in one minute. Time them. 3. What’s your favourite sport to watch? Why?
• Ask students to compare their lists with a partner and make one 4. How often do you get sick? What do you usually do about it?
list between them.
5. How often do you see the doctor or dentist?
• Ask each pair to share their list and write each new sport on the
board.
Write
Choose one of the questions from above. Write a couple of

Unit 3
Ask students questions or have them make statements about

the picture, if they can. Set a goal—for example, draw ten
blanks on the board and ask students to fill them up with
words for things in the picture.
Unit 4
Preview
• Read the first item on the list (the names of four sports). As a
class, find the page that has pictures of different sports (p. 36).
• Assign students to pairs and ask them to find the remaining 1. The girl is a runner.
three items. Monitor to ensure students are looking together. 2. Yes, I have a routine because I want to be healthy.
3. I like to watch tennis because it’s exciting.
Key
• Recap by asking students to tell you where each item is.

4. I get sick once or twice a year. I go to the doctor when I feel
sick.
1. surfing, diving, gymnastics, skiing (many answers are possible) 5. I go to the dentist every year.
2. p. 48
Key
3. p. 42 & 44 & 61
4. headache (p. 48), vomit (p. 48), flu (p. 48), stomach ache (p. 50) Write
(many answers are possible) • Assign students a set amount of time to write independently
about one of the questions they just answered with a partner.
Discuss • When finished, ask a few students to volunteer to read their
• Model question 1 with a student. Then ask a student to read answers aloud to the class.
question 1. Ask another student to answer the question. Write
the answers on the board, using the sentence structure (The girl
is… a runner.) Teacher’s Note Sports and culture
• Ask students to write their answers for questions 1-5. The difference between games and sports may come up
• Walk around the classroom to monitor the students’ progress, during this module. Additionally, it is good to be aware of
and help when needed. students’ cultures and which sports are considered suitable
• Assign students to pairs, and tell them to ask their partner each for women and men.
• Wrap up by leading a class discussion, asking students to relay
their partner’s answers.
35
Unit 3 . Sport and Fitness 

Watching Sport on TV
Sports and Fitness A Model Conversation
Brief note
“The Olympics” = the Olympic Games.
An “event” is a specific race, game, or
Read the conversation. Then listen. Track 16 other competition in the Olympics.
Oscar: Look, the Olympics are on.

Lesson 1: Watching Sport on TV Karen: Oh, good. What events?
Oscar: Right now, it’s surfing and diving.
Aims: - Words and phrases related to watching sport on TV Karen: I don’t really like those. When will gymnastics be
- Describe past activities and experiences on?
Oscar: Not today. So, you like watching gymnastics?
Vocabulary: Sports Karen: Yeah, it’s my favourite summer event. The
Y
athletes are able to do such difficult moves and
Grammar: Gerunds and infinitives still look graceful.
Oscar: They are pretty amazing.
Lesson 2: We’d better show up early. Karen: As a kid, I dreamed about competing in an
Olympic gymnastics event.
Aims: - Words and phrases related to attending a sporting Oscar: Really? I wanted to be an Olympic athlete, too, but in skiing. Sadly
And I wasn’t good at it, anyway.
Sadly, I never go skiing these days.
event Karen: I’m terrible at gymnastics. So I guess we’ll never be great athletes.
- Say what you think and ask others what they think Oscar: No. But it’s still fun to watch them on TV.
Brief note
Baseball, softball, karate, skateboarding, sport
Vocabulary: Watching sports climbing, and surfing are added to the sports
B Vocabulary programme for the Tokyo 2020 Olympics.
Grammar: Suggestions and advice with gerunds, infinitives,
Listen to the words. Then match each word with the correct definition. Track 17
modals, and that clauses
1. move a. a person who does a sport
Lesson 3: I want to get in shape. 2. compete b. able to move in a beautiful way
3. terrible c. to think about something you really want to do or be
Aims: - Words and phrases related to fitness and exercise 4. athlete d. extremely bad
5. graceful e. to enter a game or contest and try to win
- Make another person understand the points that are 6. dream f. an action of the body
most important to you when you explain something
C Vocabulary: Olympic sports
V
Vocabulary: Fitness and Exercise
Look at the pictures of some Olympic sports. Write the words from the box under the correct
Grammar: Future continuous tense pictures.
Lesson 4: Fitness Tips gymnastics diving figure skating surfing skiing
Aims: - Words and phrases used at the gym

- Complete a simple questionnaire or standardised
report form using short sentences
Vocabulary: Joining a gym 1. 2. 3. 4. 5.
Grammar: Empty it and that clauses

D About Y
You
Lesson 5: It’s very painful. As a kid, did you dream of being an athlete? If yes, in what sport? If not, what did you dream of
being?
Aims: - Describe body parts and sports-related injuries Think about your answers to the questions. Then share them with a partner.
- Express yourself reasonably accurately in familiar, 36
predictable situations
Vocabulary: Body parts; Sports-related injuries
Grammar: Intensifiers Warm Up
Some Module 2 Goals in Unit 3 Start the class with some small talk about a recent sports game
- Understand enough of what people say to be able to meet in the country you are teaching in. Ask if anyone watched or will
immediate needs watch the game and who they wanted/want to win.
- Complete a simple questionnaire or standardised report form using
short sentences
Teacher’s Note Sports aren’t everyone’s thing...
- Express yourself reasonably accurately in familiar, predictable
situations Some students may not pay attention to sports, so it may help
- Help solve practical problems by saying what you think and asking to bring in a newspaper or video for the warm-up. You may
others what they think also need to explain the basic rules of certain sports.
Lesson 1 Watching Sport on TV • Transition by telling students that they will hear two people
talking about the Olympics.
Aims • Before playing the audio, ask the students to pay close attention
- Words and phrases related to watching sport on TV to who is talking and what questions they ask. Play the audio
- Describe past activities and experiences and listen to the conversation as a class.
Vocabulary • Ask students the following comprehension question:
What sports do Oscar and Karen like?
the Olympics event move compete
terrible athlete graceful dream
gymnastics diving figure skating surfing B Vocabulary Track 17
skating • Tell students to listen to the audio for pronunciation. Ask
Grammar students to repeat. Ask students to explain, in their own words,
Gerunds and infinitives what each vocabulary word means.
• Allow them time to match the word to the definition before
moving on to the next word.
Key
1. f 2. e 3. d 4. a 5. b 6. c
36
Brief note
E Grammar The phrase be able to means can. But it can be used after a
modal verb. You cannot use can after another modal verb. Extension Child’s Play
() She might be able to compete in the Olympics.
Gerunds and infinitives (X) She might can compete in the Olympics.
Have students interview their partner about which sports they
gerunds (verb-ing) infinitives (to + verb)
played as a kid. Do they still play them? If not, why?
As the subject of a sentence or after the be verb: After certain verbs (for example, like, choose,
Swimming is my favourite sport. agree, want
want):
My favourite sport is swimming. We agreed to meet on Sunday.
Try
Try to eat more vegetables.
After a preposition: After some adjectives (for example, fun, able, nice): E Grammar
He is good at writing in English. The X Games are fun to watch.
I’m interested in skiing. The athletes are able to do graceful moves. • Briefly go over the table, practicing the exchanges.
After certain verbs (for example, like, enjoy, mind, After know how:
practise): I know how to swim well.
• When you get to the sample sentences, ask students to restate
I enjoy watching the Olympics.
Would you mind closing the window?
W
Do you know how to play the guitar?
the sentence using the negative. Then ask students to rephrase
After go (for example, shopping, dancing, and some
Brief note
the sentence as a question.
other activities):
Let’s go shopping/surfing. Some verbs can be followed by either
a gerund or an infinitive. They include
• Point out to students that be able to is used with modal verbs
We’re going swimming/running.
like, love, hate, start, and begin.
instead of can to express the ability to do something. Some
F Grammar Practice verbs can be followed by a gerund or the infinitive. Have
Circle the correct answers. If both answers are possible, circle both. students refer to the Brief note below the chart for examples of
1. I have to practise ( to sing / singing ) this song. 6. Do you know how ( to cook / cooking )? those verbs.
2. Are you good at ( to get / getting ) to know new 7. We usually go ( to run / running ) in the morning. • Practise more freely by assigning each student a specific verb in
people?
8. My sister loves ( to go / going ) surfing in the gerund or infinitive form and asking them to make a complete
3. Patrick wasn’t able ( to find / finding ) a seat. summer.
sentence.
4. Does the teacher want ( to talk / talking ) to me? 9. That actor is fun ( to watch / watching ) on the
screen.
5. Y
You don’t have to walk to school. I don’t mind
( to drive / driving ) you. 10. The class started ( to laugh / laughing ). Teacher’s Note -ing endings
G Use the Language Remind students that gerunds end in -ing but are not related
Watching sport to continuous verb tenses. Instead, they are activities in noun
Talk with one or two partners about their favourite athlete, their favourite sport to watch, and the reasons form.
for their choices. Take notes and fill in the chart.
Name
Favourite
athlete F Grammar Practice
Reason(s)
This activity will assess students’ ability to use the surrounding
verbs and phrases to decide whether the infinitive or gerund form
Favourite sport
to watch
is correct. In some cases, both are correct.
Reason(s)
• Then ask students to work by themselves to circle the correct
answers. Remind them to refer to the chart as necessary. When
Share your chart with the class. Who gave the most surprising answers? The most interesting reasons?
they have their own answers, ask them to compare with a partner.
37 • Check answers as a class.
1. singing 2. getting 3. to find 4. to talk

C Vocabulary: Olympic Sports 5. driving 6. to cook 7. running
Key
8. to go, going (either a gerund or infinitive can be used)

• Teach each of the words by saying it out loud and acting it 9. to watch
out. Ask students to repeat. Ask students to explain, in their 10. to laugh, laughing (either a gerund or infinitive can be used)
own words, what each vocabulary word means. Give simple
explanations and examples when students don’t seem to
understand a word or to supplement their understanding.  Check the Workbook
• After practicing each word, ask students to match the words For further practice with gerunds and infinitives, use Exercise 3
to the pictures in the activity. in Unit 3, Lesson 1 of the workbook.
1. diving 2. skiing 3. surfing

Key
4. figure skating 5. gymnastics

G Use the Language: Watching sports
Extension Sports Charades • Tell students that they will now share with each other who their
favourite athletes are.
• Assign students to two teams. Model the game with one • Model the exercise by asking a student, “Who is your favourite
student volunteer. Assign the volunteer a sport. He/she must athlete?”, etc.
describe it to her team without saying the sport’s name and
• Give students a time limit to spend asking and answering
get them to guess the correct word to get a point.
questions with that partner.
• Ask students to close their books. Play the game until
• After time is up, have them find another partner and ask and
everyone has taken a turn.
answer the questions again.
• Ask each student to talk about one of their partners’ favourite
D About You athletes to the class.
• Model the exercise by asking a student the first question and
having them answer. Extension What a Pro!
• Assign students to pairs and have them interview each other. End the lesson with a short video or article about a famous
• Ask groups to report what they learned about their partner to athlete. Ask students to write five sentences about the athlete
the class and give feedback. using different types of gerund and infinitives structures.
37
Lesson 2 We’d better show up early. Lesson 2 We’d better show up early.
Aims
- Words and phrases related to attending a sporting event Hailey: Hey

Hey, Ben. You weren’t in the lecture yesterday—were
- Say what you think and ask others what they think you sick?
Ben: No, I’m fine. I went to cheer for my brother Ethan’s
Vocabulary university rugby team. It was such an excellent game.
Hailey: Oh, yeah? What happened?
score show up excellent left Ben: They were behind by one point, and there were two
minutes left. Then Ethan got the ball and scored. It was
second behind basketball incredible.
Hailey: Wow! So, I guess your brother’s a good player?
Grammar Ben: The best on the team—and it’s a good team. I highly
recommend you go and watch sometime. In fact, I’m
Suggestions and advice with gerunds, infinitives, modals, and that going to their game on Wednesday, if you’re free.
clauses Hailey: I am. What time?
Ben: It starts at 7.00 p.m. but we’d better show up early to
get good seats. Can you meet me here at 6.15?
Brief note
Warm Up Use the preposition “on” to talk about being part of a team.
B Vocabulary My friend Claire is on that team.
Start the class with some small talk about an event that you
Write the words from the box next to the correct definitions.
missed because you were too late to get tickets or seats. Ask
students if this has ever happened to them. Many people also basketball excellent show up left score second behind
wait for movie tickets, products, etc. Ask if anyone in the class has 1. to get a point or points in a game
done this. Why do they think people do this? 2. 1/60 of a minute

3. to arrive at a place
4. having fewer points than the other person or team in a game
Teacher’s Note Being punctual 5. extremely good; fantastic
6. a sport in which players score by throwing a ball through a net (basket)
In many cultures, being on time is very important. Most
7. not used or finished yet; remaining
people arrive to events early and the event starts precisely
when it was planned. Therefore, some people consider it rude Match the parts to make sentences.
to disturb others by arriving late. 8. I waited for her for an hour
hour, but she didn’t a. by twenty-two points.
9. Oh, we missed the game. There’s only b. an excellent athlete.
10. They’re not going to win. They’re behind c. ninety points.
11. If you’re very tall, people might think you’re d. one minute left.
A Model Conversation Track 18 12. I suggest you ask Rita to be on your team. She’s
13. Our basketball team played well. We scored
f. show up.
g. good at basketball.
• Transition by telling students they will practise making
recommendations. First, they will listen to a conversation C About Y
You
between two students. Are you punctual? Do you arrive early to events or are you always late? Talk to a partner about
• Ask students to read the conversation. Then ask them to find your time management skills.
out when Hailey and Ben are going to watch a basketball game. 38

• Ask comprehension questions to assess students’ understanding.
Extension Time Waits for No Man

B Vocabulary
• Ask students to repeat each word after you. Ask students to • Divide the class into two teams. One team will come up with
explain, in their own words, what each vocabulary word means. reason why being punctual is important, and the other will
argue that being punctual is not so important.
• Have students read the vocabulary list. Tell the students that you
are going to play the conversation one more time. This time, • Give teams a set amount of time to prepare.
they should underline each vocabulary word that they hear in • Hold a debate in which teams give their best arguments.
the conversation.
• Assign students in pairs and ask them to match the words to
the definitions (1-7) and match parts to complete the sentences D Grammar
(8-13). When they are done, they can check their answers with • Go over the chart with students. Focus their attention on the
another pair. Brief note below the chart on the right. When using a that
• Check the answers as a class. clause the verb in the clause should be in the base form, no
matter the subject. Ensure that students are clear about the
1. score 2. second 3. show up 4. behind difference between the infinitive and base form of verbs when
5. excellent 6. basketball 7. left 8. f
Key
discussing this point.

9. d 10. a 11. g 12. b
13. c
• Have students read the sentences aloud while the class
underlines the gerund or infinitive in the example sentences.
• Practise more by assigning each student a verb which they
C About You should use to give a suggestion or piece of advice.
• Tell students that they will now talk about their own time-
management habits. Model by asking a student the questions. Teacher’s Note Omissions
• Put students in pairs and have them interview each other.
Make students aware that in spoken language, had in had
• Ask each student to share their partner’s answers to one of the better is sometimes omitted. Sometimes the same is true
questions with the class. about that in suggest/recommend that… Even if that is
• Give feedback and correction. omitted from the clause, the verb of the clause should be in
its base form.
38
D Grammar Extension Let’s all go!
Suggestions and advice with gerunds, infinitives, modals, and that clauses
End the lesson by asking the class to share all of the upcoming
suggestions and advice with gerunds and infinitives sporting events they found. Group students into teams and
I suggest / I recommend + gerund
have them choose one event to attend. Have teams come up
I recommend watching the basketball game on TV. I suggest going on the weekend.
Using I suggest/
suggest recommend + gerund sounds more formal than using infinitives or modal verbs. with a list of all the reasons it is the event that the class should
be sure / it’s a good idea + infinitive go to. Allow time for each team to present, then hold a vote
Be sure to go to a game. It’s a good idea to get tickets early.
It’
for the most popular event.
strong advice with the modal had better suggestions with that clauses
subject + (had)
had better + verb
had) suggest recommend + that clause
I suggest/
We’d better show up early to get good seats. I recommend (that) she go and watch the game.
= We better show up early to get good seats. = I suggest (that) she go and watch the game.
Brief note Brief note

Informally, people often leave out had. In the that clause, use the base form
of the verb with all subjects:
() I suggest (that) she/he/it go...
(X) I suggest (that) she/he/it goes…
E Grammar Practice
Fill in the gaps with the correct words from the box.
better idea sure suggest bring inviting that
1. I that you stay. There are only ten minutes left in the game.
2. Be to see the university volleyball team sometime!
3. Y
You’d better a warm coat. It’s going to be cold later.
4. I recommended lots of friends to the game.
5. It’s a good to watch the game on TV.
6. I recommend we sit near the front.
7. Jim’s team had practise more. They never win any games.
F Use the Language

Let’s catch a match!
Let’
Go online and research a sporting
event that will happen soon in
your area. Then suggest to a
partner that you both attend
and explain why it would be fun.
Discuss what you need to do to
go to the event. Share your plans
with the class.
39
E Grammar Practice
• This activity will assess students’ ability to use the surrounding
verbs and phrases to decide whether the infinitive or gerund
form is correct.
• Put students in pairs and have them complete the sentences.
Remind them to refer to the chart when necessary.
• Ask students to explain what clues they used in the sentences
to fill in the blanks. Tell students to circle those clues as the class
goes through the answers.
1. suggest 2. sure 3. bring 4. inviting

Key
5. idea 6. that 7. better

For further practice with giving advice and suggestions, use
Exercises 2 and 3 in Unit 3, Lesson 2 of the workbook.
F Use the Language: Let’s catch a game!

• Ask students to go online and find an upcoming sporting event.
Possible resources include news or local event sites.
• Tell students to take notes about the event.
• Put students in pairs and have them explain the event and why
the one they chose would be fun to see.
39
Lesson 3 I want to get in shape. Lesson 3 I want to get in shape.
Brief note
Aims “Work out” is a verb. Workout is a noun.
Did you work out today?
Read the conversation. Then listen. Track 19 How was your workout?
- Words and phrases related to fitness and exercise Sophia: Excuse me. I just worked out here for the first
- Make another person understand the points that are most time, and I’m interested in joining the gym.
Marc: Excellent. Let’s talk about your options. You
important to you when you explain something can buy a two-month, six-month, or one-year
membership.
Vocabulary Sophia: Hmm. I’ll take the two-month membership. I’ll
be studying in the autumn. I probably won’t be
energy strong lift weights lose weight working out often.
fitness membership work out join Marc: Okay. And what are your fitness goals?
Sophia: I don’t want to lose weight. I just want to get
get in shape in shape. I’d like to be stronger and have more
energy.
Grammar Marc: Those are good goals. I recommend that you lift weights and join a yoga class. Y Yoga classes are
included with your membership.
Future continuous tense Sophia: Maybe I will try it. Are there any classes today?
Marc: No, but I’ll be teaching yoga all afternoon tomorrow
tomorrow, from 1.00 to 5.00. Try to stop by then.
Warm Up B Vocabulary
Read the words. Then listen to the definitions. Write the letters of the definitions next to the
Start the class by asking students if they think it’s better to pay to correct words. Then look up the definitions in the dictionary. Track 20
go to a gym or find free activities outside (like the runner on the 1. work out 2. lose weight 3. join 4. get in shape
first page of the module) to keep in shape. Ask them to explain
their reasons. Fill in the gaps with the correct words from the box.
energy fitness strong membership lift weights
5. I recommend getting a three-month to a gym if you want to get in shape.

Teacher’s Note Keeping fit
6. I don’t have much in the morning. I usually feel tired.
In many English-speaking cultures, keeping in shape, or being 7. Let’s ask Gary to move the sofa. He’s really .
thin and strong, is important because it means that a person 8. If you every week, you will get stronger.
is healthy. However, what is considered healthy in each culture 9. Mika works at a gym, so she knows a lot about .
is different.
C Comprehension
Listen to the model conversation again. Then answer the questions with complete sentences. Track 19
A Model Conversation Track 19 1. What did Sophia do for the first time? A: She .
2. What membership will Sophia get? A: She will .
• Transition by telling students they will hear a conversation 3. What will she be doing in the fall? A: She will be .
between Sophia and a personal trainer. 4. What are her fitness goals? A: She wants ,
, .
• Ask students to read the conversation. Ask them to find out 5. What does Marc recommend? A: He recommends that .
what Sophia’s fitness goals are. 6. What will Marc be doing tomorrow afternoon? A: He’ll be .
• Play the audio and listen to the conversation as a class. 40
• Ask students, What options does Sophia have? What are Marc’s
recommendations?
1. worked out at the gym for the first time.
B Vocabulary Track 20 2. be a member (of the gym) for two months.
3. studying (in the autumn).
Key
• Have students read the vocabulary list. Tell the students that 4. to get in shape, become stronger, and have more energy.
they are going to listen to definitions. While listening, they 5. she lift weights and join a yoga class.
should write the letter of the definition next to the correct word 6. teaching yoga (all afternoon).
or phrase.
• Play the recording.
• Allow students to complete the rest of the activity by filling in Extension Fit as a Fiddle
the blanks. • Put students into teams and give them one minute to list as
• Check the answers as a class. many ways to get fit as they can think of.
• Have teams share their lists with the class and record each
1. d 2. c 3. a
new way on the board. The team who came up with the
Key
4. b 5. membership 6. energy
7. strong 8. lift weights 9. fitness most that no one else thought of wins.
C Comprehension Track 19
D Grammar
• Give students time to read the questions to themselves. Tell • Go over the chart with students. Make sure that students are
students that you will play the audio again. Students should clear that both types of future action use will and be going
listen and take notes when they hear the answers to the to but are of different durations. Also, be sure that they
questions. understand how the simple and continuous future are different
• After playing the recording, ask students to write their answers in terms of the duration of the activity.
in complete sentences. • Practise more by assigning each student a specific verb and
• Check the answers as a class. asking them to make two complete sentences, one describing
a future action lasting a while and the other happening at a
specific time.
40
D Grammar
F Use the Language: What will you be doing?
Future continuous tense • Ask students to fill out the chart with activities they can do to
future continuous tense
keep in shape and the duration that they would spend doing
You can use the future continuous to talk about future actions that continue for a period of time. them in a weekend.
It is formed with will / be going to + be + verb-ing.
a future action lasting for a while
• After they finish writing, model by asking a student, What are
with will with be going to you going to be doing on Saturday morning? or I am going to
We’ll be studying in Canada for three months. I’m going to be teaching yoga this afternoon. be free at 5 on Sunday. Are you free to meet? etc.
She won’t be working Friday evening. They’re not going to be practising next weekend.
Will you be working on weekdays? Are you going to be studying for the test tonight? • Put students in pairs and have them find a time to meet. Tell
a future action happening at a specific time
them to find an activity that they both want to do during that
Meet me after class. I’ll be waiting outside. They aren’t going to be working on Sunday.
time.
• Have pairs share the time and date they have planned to meet
E Grammar Practice with the class and give feedback.
1. I’ll ( be working / working ) out tomorrow at 5.00 a.m.
2. Y
You’re going ( be / to be ) waiting in line for a long time.
Extension Get Together
3. When you come home, I’ll ( going to be / be ) making dinner.
4. We aren’t ( going to / will ) be sitting in class all day.

Allow students to mingle and find times to meet with two or
5. ( Will / Are ) you going to be staying with relatives during the break? three other people during the weekend. Alternatively, group
6. Will ( they be / they ) studying all night? students into threes and have them find a time that works for
all of them to meet.
F Use the Language

What will you be doing?
You want to get in shape, so you’ll be working out and playing sport a lot on weekends. Fill in the chart with
different kinds of exercise or sport. Note the time when you will be doing each. (Leave some free time!)
Fitness Schedule
Morning Afternoon Evening
Time: From to Time: From to Time: From to

Saturday
Time: From to Time: From to Time: From to

Sunday
Work with a partner. You want to hang out with him or her this weekend. Ask each other questions about
what you will be doing this weekend at different times. Try to find a time when you are both free to meet.
Find out if you will be doing any of the same exercises or sports. Suggest doing something together.
41
Teacher’s Note Gerunds and continuous tense

Unlike in Lessons 1 and 2 in this unit, this grammar point does
not have gerunds in it. The -ing ending here appears because
of the continuous tense.
E Grammar Practice
• Tell students that they will practise making sentences with will
and be going to.
Remind them to refer to the chart when necessary.
• Check answers as a class. Ask students to explain what clues
in the sentence they used to fill in the blanks. Ask students to
circle those clues as the class goes through the answers.
1. be working 2. to be 3. be
Key
4. going to 5. Are 6. they be

For further practice describing future actions, use Exercises 1,
2, and 3 in Unit 2, Lesson 3 of the workbook.
41
Lesson 4 Fitness Tips Lesson 4 Fitness Tips
Brief note
A Authentic T
Text: Workout guide
Aims The phrase “get your money’s worth” means to
get a good deal. It means you are happy and
Read the text. Then listen. Track 21 don’t feel that you paid too much money.
- Words and phrases used at the gym
- Complete a simple questionnaire or standardised report form Are you a new gym member? Do you want to get your money’s worth?
worth Follow our advice.
using short sentences 1. Nutrition is very important. Have a healthy snack an hour before your workout. Fruit,
for example, will give you lots of energy. After your workout, it is recommended that
Vocabulary you have a meal with lots of protein. Protein helps your muscles grow. Eggs, cheese, and
chicken are good choices.
get hurt exercise equipment muscle healthy 2. It’s very important that you learn to use the treadmill and other pieces of exercise
equipment correctly. If you don’t, you might get hurt. Ask an employee for help.
personal trainer protein necessary 3. Personal trainers are expensive. But if you are a new member, many gyms offer a free
free important nutrition lesson with a trainer. Try it! You will learn a lot. It’s not necessary that you pay for more
lessons.
Brief note
Grammar A “treadmill” is a machine
for walking and running.
empty it and clauses with that
Warm Up
Start by talking about a professional athlete who was injured
while playing and what it did to his/her career. Show a video if
possible. Ask students whether they’ve ever been injured while B Vocabulary
playing a sport or working out. What happened to them? Write the words from the box under the correct pictures.
get hurt personal trainer protein exercise equipment muscle
A Authentic Text: Workout guide Track 21
• Transition by telling students they are going to read and listen to

some rules and suggestions.
• Ask students to read the text and find out if personal trainers
are cheap or not.
Match the words with the correct definitions.
• Play the audio and listen to the passage as a class. 1. necessary a. needed
• Ask comprehension questions to assess students’ understanding. 2. healthy b. the process of eating the right kinds of food to be healthy
3. free c. available without paying money; at no cost
4. important d. good for your body
B Vocabulary 5. nutrition e. having a lot of value; serious
• Have students read the vocabulary list. Tell students that they C About Y
You
are going to listen to the audio again and to highlight the Do you worry about your nutrition? What are your eating habits? Share with a partner.
vocabulary words while listening. Discuss who eats healthier and why.
• Play the audio and listen to the passage as a class. 42
• Allow students to complete the activities by matching the words

to the pictures and definitions. When they are done, students
can check their answers with a partner.
• Check the answers as a class. Extension Diet Tips
Ask students to write 3-5 sentences suggesting or advising on
ways to eat healthily using gerunds and infinitives. Allow them
Key
protein, personal trainer, muscle, exercise equipment, get hurt

1. a 2. d 3. c 4. e 5. b refer to the grammar chart in Lesson 2 (page 39) as needed.
Extension Taboo Teacher’s Note Healthy eating

• Assign students to two teams. Model the game with one In every culture, what is considered healthy eating is different,
student volunteer. Give the volunteer one of the vocabulary so it is best to go by the cultural norms of the classroom.
words. The student must describe the word to their team
and get them to guess the correct word to get a point.
• Ask students to close their books. Play the game until D Grammar
everyone has taken a turn. • Go over the chart with students. Read the Brief note above the
chart. It sometimes does not refer to a specific noun. In the
first type of empty it and that clauses, it shows that someone
C About You is talking about popular opinion. The second type uses more
• Tell students that they will talk about nutrition and their eating subjective adjectives and thus is used for more personal
habits. opinions.
• Assign students to pairs. • Have students read the sentences aloud to the class.
• Model the exercise by asking a student the first question and • Practise more by having students write rules or suggestions
having them answer. about how to behave in class using the grammar points.
• Tell students to talk with their partner about the questions
presented.
• Have students report their partner’s answers to the class and
give feedback.
42
D Grammar
Brief note
The subject in these sentences is called “empty it” because it does F Use the Language: Health and fitness
questionnaire
not stand for a noun. Other kinds of sentences with empty it include:
A: What time is it? B: It’s 3.30.
Empty it and that clauses A: How far is it to the gym? B: It’s two kilometres.
It is + adjective + that clause

• Ask students to fill out the left side of the chart with their
It is + adjective + that clause can be used with certain adjectives to talk about suggestions, rules, and answers.
recommendations. These adjectives include recommended, important, necessary, and required.
Having a meal with protein is recommended. = It is recommended that you have a meal with protein.
• Put students in pairs. Have them interview each other while
Learning to use the exercise equipment is important.
Paying for more lessons is not necessary (for you).
= It’s important that you learn to use the exercise equipment.
= It’
It’ss not necessary that you pay for more lessons.
taking notes.
Paying for more lessons is not required (for her). = It is not required that she pay for more lessons. • When finished interviewing, tell students to brainstorm with
You can also use it is + adjective + that clause with some other adjectives about opinions. These adjectives
include good, great, amazing, terrible, and possible. their partners recommendations for how to live a healthier life.
It’s possible that I’ll join a gym. It’s great that he’s eating healthy foods.
It’ • Group pairs together and have them discuss their
Brief note
recommendations. Ask them to prepare 3-5 recommendations
In that clauses about suggestions, rules, etc., use the base form of the
verb with all subjects. In these sentences, you cannot leave out that.
() It’s important that he/she learn to use the exercise equipment.
using empty it and that clauses.
E Grammar Practice (X) It’s important he/she learns to use the exercise equipment.
• Ask groups to share their recommendations with the class. Ask
Rewrite the sentences using It’s and a that clause. other students whether they agree with the recommendations
1. Drinking water on a hot day is important. or not.
2. T
Talking to your doctor is necessary.
3. T
Taking long walks is recommended.
4. He never eats vegetables. That’s terrible. Extension

Have groups make posters of recommendations for a healthy
F Use the Language lifestyle with pictures and sentences using it and that clauses.
Health and fitness questionnaire
Complete the following questionnaire about your health and fitness. Then ask a partner the questions and
write his or her answers in short sentences. Do you have similar answers? How are your answers different?
Me My Partner (Name: )
1. What kind of exercise do you like? 1. What kind of exercise do you like?
2. How good is your health? (Circle one.) 2. How good is your health? (Circle one.)
Excellent Good A Average Bad Excellent Good A Average Bad
3. How often do you eat healthy meals? 3. How often do you eat healthy meals?
Always Usually Sometimes Never Always Usually Sometimes Never
4. What are some healthy foods? 4. What are some healthy foods?
5. How could you improve your health? 5. How could you improve your health?
Share some recommendations about how to live a healthier life with your partner. Do you think these are
good recommendations? Share your ideas with the class.
43
Teacher’s Note Adjective intensity

Make sure students are clear that recommended and
important are less intense than necessary and required. You
can make an analogy to modal verbs: recommended and
important are similar to should, while necessary and required
are similar to must.
E Grammar Practice
• Tell students that they will practise making sentences with
empty it and that clauses.
• Put students in pairs and have them complete the activity.
Remind them to refer to the chart as necessary. Number 4 is
a good example of how the second type of empty it and that
clause alludes to a more personal opinion.
1. It’s important that you drink water on a hot day.

2. It’s necessary that you talk to your doctor.
Key
3. It’s recommended that you take long walks.

4. It’s terrible that he never eats vegetables.

For further practice making suggestions, rules, and
recommendations with empty it and that clauses, use Exercise
3 in Unit 3, Lesson 4 of the workbook.
43
Lesson 5 It’s very painful. Lesson 5 It’s very painful.
A Model Conversation C Vocabulary: Body parts

V
Aims
Read the conversation. Then listen. Track 22 Fill in the empty gaps with words from
- Describe body parts and sports-related injuries the box.
- Express yourself reasonably accurately in familiar, predictable ankle elbow knee neck wrist forehead
situations Brief note
Vocabulary “What’s the

matter?” means
“What’s wrong?” 1.
shoulder serious painful put
Trainer: What’s the matter, Miguel? Did you 2.
painkiller bandage ice injury hurt your shoulder?
Miguel: Yeah,
Y I tried to lift that 40kg weight
ankle elbow knee neck pretty fast. I guess that wasn’t smart. It
stomach
really hurts.
wrist forehead stomach thigh Trainer: Uh-oh. Can you lift your arm? 3.
Miguel: YYeah. I can, but it’s very painful.
calf eyebrow earlobe cheek Trainer: Okay
Okay, then stop moving it. It might get thigh
even worse. I’ll get a bandage. Then
chin you’d better go home and put ice on it.
4.
Miguel: Is that necessary? Maybe the pain will
Grammar stop.
T
Trainer: No, it’s possible that it’s a serious injury.
Intensifiers Rest the arm and take some painkillers.
If it isn’t a lot better after three days, calf
you’ll need to see a doctor.
Brief note
Warm Up The verb “put” needs two things after it: a direct object
and an adverb or a prepositional phrase of location.
5.
() Put ice on your shoulder
shoulder. / Put ice there.
Start with some small talk about a friend of yours (real or ( Put ice.
(X)
imaginary) who has been injured. Ask students for their

suggestions about what your friend should do. Ask students if B Vocabulary
6.
they think it’s worth it for professional athletes to play sports even Match the words with the correct definitions.
eyebrow
if they may injure themselves permanently. 1. shoulder a. frozen water
b. causing (a part of the earlobe
2. serious body) to hurt
3. painful
c. possibly dangerous cheek
d. a long piece of cloth
• Transition by telling students that they will listen to a 4. put
to cover a hurt part chin
of the body
conversation between someone working out at a gym and their e. medicine for making
5. painkiller
trainer. pain stop
6. bandage f. the top of the arm D About Y
You
• Ask students to read the conversation and find out if Miguel g. the act of getting
Think of a time you were injured. What
should go to a doctor immediately or not. 7. ice hurt; damage to part
did you hurt? How did the injury happen?
of the body
• Play the audio and listen to the conversation as a class. 8. injury h. to cause to be in a Was it painful? What did you do about it?
specific place Tell your partner.
• Ask comprehension questions to assess student’s understanding.
44
B Vocabulary
• Have students read the vocabulary list aloud.
• Give students time to match the words to the definitions. When Extension Simon Says
finished, they can check their answers with a partner.
• Check the answers as a class.
• Have students stand up and move away from their desks.
Inform them that they are going to play a game.
• If you say “Simon says... (e.g. touch your knee),” then
Key
1. f 2. c 3. b 4. h 5. e 6. d 7. a 8. g
students should do that action. If they do it incorrectly (e.g.
touch their elbow instead) or if you say a command without
C Vocabulary: Body parts saying, “Simon says…” before it and a player performs any
• Check that students are familiar with the words already given. action, they are out of the game.
Have them close their books. Say each word aloud and have • Start the game, using as many different body parts as
students point to where the body part is on their body. possible. Try to go faster and faster as the game continues
• Have students open their books and match the remaining body until there is only one winner.
parts to the pictures. • Let students take turns leading the game after an initial
• Check the answers as a class. round.
1. neck 2. elbow 3. wrist

Key
4. knee 5. ankle 6. forehead D About You

• Tell students that they will talk about injuries.
Teacher’s Note Vocabulary • Model the exercise by asking a student the first question and
having them answer.
There are several vocabulary words for this unit, so starting
• Tell students to talk with their partner about the questions
Activity C with what students already know will make learning
presented.
them less overwhelming. Tell students to use the process of
elimination to fill the in gaps.
• Have students report their partner’s answers to the class and
give feedback.
44
Answers will vary.
E Grammar
1. Working out every day is extremely hard.
Intensifiers 2. Cooking healthy meals every day is a bit difficult.
Key
intensifiers 3. Cleaning the house is really boring.
Use intensifiers to make the meaning of adjectives stronger. Sometimes you want to emphasise how big, 4. Watching the Olympics is super fun.
small, great, painful, etc., something is. The intensifier can be a word or a phrase. It comes before the
adjective: 5. Reading comic books is pretty relaxing.
Their house is really big. The soup is a little salty. Rock climbing is quite difficult.
6. Going on a blind date is a little stressful.
common intensifiers
a bit / a little pretty / fairly / quite so / really / very / super extremely
least strong strongest  Check the Workbook

comparing using intensifiers
Some intensifiers (even, lot) can be used with comparative adjectives. Other intensifiers cannot.
even, so much, a lot
For further practice using intensifiers, use Exercise 2 in Unit 3,
My elbow feels a lot better now. It’s even hotter today than yesterday. He’s so much taller than his brother. Lesson 5 of the workbook.
Brief note
Most of these intensifiers can be used in front of an adjective + noun. However,
a bit, a little, and so cannot. They can only be used in front of an adjective alone.
() It’s a pretty expensive gym.
() It’s a bit expensive.
(X) It’s a bit expensive gym.
G Use the Language: What’s the matter?
F Grammar Practice
• Ask students to look at each picture. Ask them what they think
Add an intensifier to make sentences that are true for you. Share with a partner. Do you and
has happened to the person.
your partner agree? • Tell students to write a conversation between themselves and
1. Working out every day is hard. the person in the picture. They need to find out the problem
2. Cooking healthy meals every day is difficult. and how it happened. Students should write one conversation
3. Cleaning the house is boring.
per picture. The model conversation at the beginning of the
4. Watching the Olympics is fun.
lesson can be used as an example.
5. Reading comic books is relaxing.
• Assign students to pairs to share dialogues. Tell students that
6. Going on a blind date is stressful.
they should decide which dialogue they want to perform for
the class. Give students time to practise the dialogue.
G Use the Language • Ask each pair to come up in front of the class and act out a
What’s the matter?
What’ dialogue.
Look at the pictures. Imagine what is happening in each situation. What problems do the people in the
pictures have and what should they do next? On a separate piece of paper, write a conversation between
you and the person in each picture. Then show your conversations to a partner. Practise the conversations
together. Then choose the best one and present it to the class.
Extension Play Doctor
Tell pairs to imagine that they are doctors and to make a list of
recommendations for what the person in each picture should
do next.
45
E Grammar
• Go over the chart with students.
• Note that intensifiers have different levels of intensity. The chart
moves from those that are the least strong to those that are
the strongest. Draw students’ attention to the Brief note below
the chart. A bit and a little cannot be used before an adjective
phrase (for example, adjective + noun). All the other intensifiers
listed in the chart can be used to emphasise an adjective phrase.
• Practise more by having students use the examples given in the
chart to write sentences.
Teacher’s Note Adjective intensifiers

Make sure students are clear that only one intensifier can be
used at a time; they cannot be made into a list.
Extension Grammar review

Assign students to circle the gerunds and underline the
adjectives in each of the sentences.
F Grammar Practice
• Tell students that they will practise using intensifiers to make
statements true for them.
Remind them to refer to the chart as necessary.
45
Active Review
A Email
Read Jessica’
Jessica’s email. Then answer the questions.
A Email
Dear Becky,
Warm-Up
Happy New Year! How are you? I’ve been good, but I’m busy at university. I joined the rowing
• Ask students if they have ever been on a sports team. What kind team this year! We’re actually fairly good. But being on the team is really tough. We practise
three times a week and go to the gym twice a week. I started to lift weights and take yoga classes.
of training did they have to do? Sometimes, I even go swimming. My schedule is pretty busy but quite fun, too. I also have a
• Give students time to read the email. personal trainer. He will be helping me get in shape and teaching me to prepare a meal plan. It’s
cool that the university helps us with our fitness routine.
• Put students in pairs to complete the questions. Ask students Some bad news: last week, I hurt my shoulder. It’s still a little painful. My trainer recommended
to underline where in the text they found the answer to each that I rest for a few days—which is okay with me! The Olympic rowing team will be visiting us next
week! I’m pretty excited about that.
question.
But enough about me. What will you be doing over the break?
Write back soon,
Jessica
1. Jessica joined the rowing team
2. Jessica lifts weights, takes yoga, and sometimes swims. 1. What team did Jessica join at her university?
3. Helping her get in shape and teaching her to prepare a meal 2. What does Jessica do at the gym?
Key
plan. 3. What will her personal trainer be doing?

4. Jessica hurt her shoulder. 4. What happened last week?
5. He recommended she rest for a few days.
5. What did her trainer recommend?
6. The Olympic rowing team will be visiting next week.
6. What is going to be happening next week?
B Write B Write
rite
• Give students a set amount of time to write an email back to Write an email back to Jessica on a separate piece of paper. Give your email to a partner to
Jessica as Becky. Then, have students exchange emails and ask read and check. Then read your email out loud to the class.
them to correct their classmate’s email for grammar and spelling

mistakes. C Reminder
• Ask students to read their emails to the class. Some Module 2 Goals in Unit 3
Put a tick () next to the things you can do.
Feedback
Make sure that students do not copy the model structure or Understand enough of what people say to be able to meet immediate needs
sentence structure given in the original email. Ensure that they Complete a simple questionnaire or standardised report form using short sentences
answer Jessica’s question to Becky at the end of her email. Express yourself reasonably accurately in familiar
familiar,, predictable situations
Help solve practical problems by saying what you think and asking others what they
think
C Reminder: Some Module 2 Goals in Unit 3

Read each goal with the class. For each goal, ask students to look 46
over the unit and find where they did these things. Ask students if
a check mark next to the goals they have achieved.
46
Fluency
C Now Write
A Prepare • Give students a set time limit to write out their (ideal) exercise
Look at a person’s fitness routine. Work with a partner. One of you is Person #1, and the other is plan in the first row of the chart.
Person #2. Look at your chart and cover the other chart. Ask your partner questions about each
day and fill in the missing information in your chart. Pretend that today is Monday. • Instruct students to exchange books with their partner. Give
Person #1 students a set time limit within which to write down meals to
Monday
Tuesday Wednesday Thursday Friday Saturday Sunday
match with their partner’s exercise plan.
(TODAY)
Gym: Gym: Gym:

30 minutes 25 minutes 20 minutes
Swimming:
treadmill, yoga, treadmill,
30 minutes
lifting lifting 20 minutes
weights weights yoga
Person #2
Monday
Tuesday Wednesday Thursday Friday Saturday Sunday
(TODAY)
Gym: Gym:
30 minutes 20 minutes
treadmill, Rest Netball club exercise bike,
lifting 20 minutes
weights swimming
B Speak to Write
rite
What do you think of the person’
person’s fitness routine? Do you have any suggestions or advice for
him or her? With the same partner, discuss what you think he or she can change or add. Share
your ideas with the class.
C now
ow Write
Write your own weekly fitness routine in the chart below. Then share it with another partner.
What does your partner think of your routine? Next, ask your partner to make a meal plan for
you. How does the meal plan help you reach your fitness goals?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Exercise
Plan
(breakfast)
Meal
(lunch)
Plan
(dinner)
47
Fluency
Warm Up
• Ask students if they’ve ever trained hard or dieted for a specific
reason. What are some the reasons? Write them on the board.
A Prepare
• Put students in pairs. Students can choose to be person #1 or
#2. Instruct them to cover up the other person’s chart. Both
charts are parts of one person’s complete schedule for the week.
• Tell students to ask their partner questions in order to complete
the entire schedule. At the end, both charts should look the
same.
B Speak to Write
• Give students a set time limit to discuss with their partner what
they think about this person’s fitness routine and any changes
they would make.
47
Unit 4 . Take care of yourself. 

Making a Doctor’s Appointment

Take care of yourself. A Model Conversation
Receptionist: Dr Jackson’s office. How can I help you?

Lesson 1: Making a Doctor’s Appointment Patient: Hello. I’d like to make an appointment to see
the doctor.
Aims: - Speak to a medical receptionist Receptionist: Have you been here before?
- Use present perfect tense Patient: Yes, I have.
Y
Receptionist: Okay. What’s your name and date of birth?
- Words and phrase often used with the present Patient: Samuel Chapman, 13th May, 1990.
perfect, e.g. for, since Receptionist: And what’s the reason for your visit?
Patient: I’ve had a nasty headache since last week.
Vocabulary: Making an appointment and a visit to the doctor I’m not sure what to do. I’ve tried different
medications, but they haven’t helped.
Grammar: Present perfect tense Receptionist: Sounds like the flu. Do you have any other symptoms
symptoms—vomiting or trouble breathing?
Patient: No, just the pain. Brief note
Lesson 2: At the Doctor’s Surgery Receptionist: Have you ever experienced a similar headache before?
A “symptom” is any feeling
Patient: No. I’m usually very healthy. Could I see the doctor today? or change in the body that
Aims: - Talk to a doctor Receptionist: Y
Yes, we’ve just had a cancellation. Can you come at 3.00? happens when you are sick.
- Describe symptoms
- Correctly use present perfect and past simple B V
Vocabulary
Vocabulary: Symptoms and illnesses Look at the pictures and listen to the words. Then write the correct word under each picture. Track 24
Grammar: Present perfect vs. past simple patient illness headache medication/medicine vomit
Lesson 3: How often do you floss?

Aims: - Talk to a dentist
- Say what you want other people to do
- Using enough and too
Vocabulary: A visit to the dentist Match the words with the correct definitions.
Grammar: too and enough; want / would like + object + 1. trouble breathing a. the act of stopping something that has been planned
2. nasty b. alike; seeming the same or almost the same
infinitive 3. flu c. being unable to breathe (take air into the body) easily
4. cancellation d. very bad; very serious or painful
Lesson 4: A Therapist’s Advice 5. similar e. an illness like a cold, but more serious
Aims: - Use the past continuous to give background

information C Comprehension
- When clauses Read the statements about the conversation and circle true or false. Check your answers with a
- Talk about mental health partner.
1. Samuel is Dr Jackson’s patient. true false
Vocabulary: Mental health words 2. He hasn’t taken any medicine yet. true false
Grammar: Past continuous tense; when clauses 3. He has several symptoms. true false
4. He will be able to see the doctor this afternoon. true false
Lesson 5: Are there any side effects? 48
Aims: - At the pharmacy

- Talk about obligations
- Give advice Warm Up
Vocabulary: Getting a prescription at the pharmacy Ask for a show of hands if anyone has been to the doctor in the
Grammar: Modals of obligation last week and write the number of students on the board. Repeat
for the last month, 6 months, and so on.
- Help to solve practical problems by saying what you think and
asking others what they think Teacher’s Note Present Perfect
- Make arrangements on the telephone or in person (for example,
setting up a medical appointment) The present perfect tense presents problems for many
- Manage unexpected things that could happen on holiday (for students because they are often not sure whether to use this
example, needing a dentist) or the past simple. Remember there is always some reference
to the present, whether it is an action that is still ongoing or a
result in the present, that marks present perfect sentences as
different from the past simple.
Lesson 1 Take Care of Yourself

• Transition by telling students they will read and listen to a

Aims
conversation about making a doctor’s appointment.
- Speak to a medical receptionist • Ask students to read the conversation.
- Use present perfect tense • Discuss the Brief note and provide some examples.
- Words and phrase often used with the present perfect, e.g. for,
since • Play the audio and listen to the conversation as a class.
Vocabulary
B Vocabulary Track 24
patient illness headache vomiting
medication/medicine flu breathing cancellation
• Ask students to look at the pictures. Play the audio and tell
students to write the words under the appropriate picture.
Grammar • Play the audio again and ask students to repeat. Pay attention to
Present perfect tense the pronunciation of patient and headache.
• Have students continue with the rest of the words individually.
• Ask students to check answers in pairs and then as a class.
48
D Grammar
Brief note
For regular verbs, the past participle is the same as the simple
D Grammar
past form. Some verbs are irregular.
Present perfect tense For more about past participles, see Grammar Reference, p. 121. • Read through the grammar table. Highlight the Brief Note
present perfect
and make sure students know where they can find the list of
You use the present perfect tense to talk about past events that have a connection to the present. The form irregular verbs.
of the present perfect is have/has + past participle.
common
• Elicit the structure of the present perfect in negatives and
meaning examples
expressions questions.
past state/action that for + period of time She has worked here for three years.
continues to the present since + point in time I’ve had a terrible headache since last week. • Stress the importance of using the contracted forms when
before, ever, never,
A: Have you (ever) been there before? speaking.
experience B: Yes, I have. / No, I’ve never been there.
once, twice, ~ times
I’ve tried medication, but it hasn’t helped. • Give extra examples related to your current situation. For
change over time since + point in time The baby’s
baby grown so much since last month!
example, We’ve been in this classroom for 15 minutes. We’ve
I’ve already finished my project.
completed actions already, yet
Have you started yours yet? studied the present perfect before. We’ve learned a lot of
recent events with an effect
on the present; news
just
He’s broken his leg.
We’ve just had a cancellation.
health vocabulary since we started. We’ve already finished three
activities. We’ve just looked at the structure of the present
perfect.
E Grammar Practice • Elicit other examples for each of the categories.
Underline the errors and rewrite the sentences correctly using the present perfect tense.
1. I’ve feel sick since last night.

E Grammar Practice
2. He has had a headache for this morning.
3. Have you went to the hospital?

• Model the activity by doing the first question with the class.
4. Has you just booked an appointment with the doctor?
• Tell students to work individually to correct the errors.
5. Jake has broke his leg. • Ask students to check in pairs and then as a class.
6. She hasn’t saw the doctor yet.
1. I’ve feel sick since last night
I’ve felt sick since last night.
F Use the Language
2. He has had a headache for this morning.
Sick day
He has had a headache since this morning.
Tell a partner about the last time you were sick and what you did to feel better.
3. Have you went to the hospital?
Take notes on your partner’s story. Then write a short story summarising your partner’s sick day.
Have you gone to the hospital?
Key
Notes: Partner’s story Short story 4. Has you just booked an appointment with the doctor?
Have you just booked an appointment with the doctor?
5. Jake has broke his leg.
Jake has broken his leg
6. She hasn’t saw the doctor yet.
She hasn’t seen the doctor yet.
F Use the Language: Sick day

49
Set up
• Tell students they are going to talk about a time when they were
sick.
(From left to right) • Give students a few minutes to prepare. They can take notes to
Key
illness, medication/medicine, headache, vomit, patient

help them.
1. c 2. d 3. e 4. a 5. b
Activity
• Put students in pairs to do the task. Stress that the person
Teacher’s Note listening must take notes.
medicine vs. medication
• When students are finished, ask them to write a summary of
Medication usually refers to drugs prescribed by a doctor. their partner’s story. This could be done for homework if you are
Medicine refers to this, plus things you buy yourself like aspirin. short of time.
The two words are often used interchangeably.
Feedback
• Invite one or two students to read the stories they wrote about
C Comprehension their partners to the rest of the class.
• Ask students to answer the questions individually and then
check the answers in pairs.
Extension Reading
• Check answers as a class. Give feedback.
When students have completed the writing task, pin their
stories up around the room. Ask students to walk around and
Key
1. true 2. false 3. false 4. true

read the different stories to find the worst one, they luckiest
one, the funniest one, etc.

For further practice with health vocabulary and listening, use
Exercises 1, 2, and 3 in Unit 4, Lesson 1 of the workbook.
49
Lesson 2 At the Doctor’s Surgery Lesson 2 At the Doctor’s Surgery
A Model Conversation Brief note

Aims “I can’t keep anything down”
means you keep vomiting
- Talk to a doctor Doctor: Hi, Robin. What seems to be the problem?
whenever you eat anything.
- Describe symptoms Patient: Well,

ell, doctor, I’ve had nausea for the last two days. I can’t keep anything down.
- Correctly use present perfect and past simple Doctor: Have you had any other symptoms? Headache? Fever? Body aches? Anything like that?
Patient: Yes, I had a stomach ache and body aches yesterday. They’re gone now. I feel a little better, but I
Y
still can’t eat.
Vocabulary Doctor: Hmm. Have you eaten any bad-tasting food recently—
especially chicken, eggs, or seafood?
nausea sore throat body aches cough Patient: I don’t think so. I had lunch the other day at a seafood
runny nose fever congestion allergy (to) restaurant, but the food tasted fine.
Doctor: Well, it sounds like food poisoning to me, but it’s hard to
cure food poisoning gone pill know for sure. You’re already getting better, so my advice is to
prescription rest and drink lots of water or juice.
Patient: You can’t give me a prescription?
Y
Grammar Doctor: Sorry, the only cure for food poisoning is time. You can buy
Sorry
pills for the nausea at any chemist, but it might not help. If
your nausea isn’t gone in a few days, then call me again.
Present perfect vs. past simple
B Vocabulary: Symptoms
V C Vocabulary
Vocabulary in Context
Warm Up Listen to the list of symptoms. Then Listen to the words and their definitions.
write the letter of the correct definition Practise saying the words out loud. Then
Quickly review the vocabulary to describe symptoms. This next to each. Track 26 fill in the gaps with the correct words.
vocabulary is included in C. 1. nausea a. a high body temperature
Track 27
b. a feeling of sickness;
2. sore throat wanting to vomit cure: a way to stop a medical problem
c. having liquid come from food poisoning: illness from eating spoilt
your nose
Teacher’s Note I have… 3. body aches
d. pain all over the body
(not fresh) or incorrectly cooked food
gone: no longer there; (of a symptom) having
e. a painful feeling in your stopped
It can seem strange to some students to use the structure I 4. cough
throat (inside your neck) pill: a small, circle-shaped piece of medication
have (symptom). Don’t try to explain why we use it, just tell 5. runny nose f. a blocked nose; trouble prescription: a note from a doctor to a
breathing through your nose chemist about medication for a patient
students this is the phrase and encourage them to use it. g. getting ill from a specific
6. fever
thing (a food, an animal, a 1. Take one three times
medication, etc.) a day with meals.
7. congestion
h. to push air out suddenly
2. The doctor gave me a
A Model Conversation Track 25 8. allergy
from your throat with a
noise
for some headache medication. Now my
pain is !
• Transition by telling students that in the last class they listened 3. There is no for a cold,
to somebody making an appointment at the doctor. This time but medicine can help with the symptoms.
they are going to read about a different person talking to the 4. Always be sure to cook chicken well, or you
might get .
doctor.
• Tell students to quickly read through the text. Ask students to
underline the symptoms, even if they are not sure what they 50
mean.
• Discuss the Brief note.
• Play the audio and listen to the conversation as a class. D Grammar
• Ask comprehension questions.
• Briefly go over the table. Have students practise reading the
example sentences out loud to become comfortable using
present perfect and simple past tense.
• Tell students they will hear a list of symptoms. Tell them to listen • Give extra examples related to your current situation. For
to the pronunciation of each, and then match the word to a example, We’ve been in this classroom for 15 minutes. (The
definition. class has not finished.) We started at 9 a.m. (It is not 9 am
• Check answers as a class. Pay attention to the pronunciation of anymore.)
nausea and cough. • Remind students of the irregular verb list on page 121.
E Grammar Practice
Key
1. b 2. e 3. d 4. h 5. c 6. a 7. f 8. g
• Do number 1 as a class.
C Vocabulary in Context Track 27
• Ask students to check their answers in pairs, and then check
• Focus students’ attention on the words and definitions in the answers as a class.
box. Play the audio of the words and their definitions. Tell
students to fill in the sentences with correct vocabulary word. 1. felt 2. forgot 3. Have, seen 4. haven’t been
Key
Check answers as a class. 5. has had 6. took 7. had 8. has; told

Key
1. pill 2. prescription; gone 3. cure 4. food poisoning

For further practice with the present perfect and past simple,
use Exercise 3 in Unit 4, Lesson 2 of the workbook.
50
D Grammar
Present perfect vs. simple past
present perfect vs. simple past

Use the present perfect to talk about an action or state that is not finished. It has a
connection to the present.
present I’ve lived here for three years. (I moved here three years ago, and I still live here.)
perfect
Use the present perfect when the time of a past action is not important or not known.
I haven’t had the flu for a long time. We’ve already seen that film.
Use the simple past to talk about an action or state that happened in the past and is
finished.
simple past I lived there for three years. (I do not live there anymore. I have moved.)
Use the simple past with past time expressions.
I had the flu last week, but I’m better now. We saw that film yesterday.
E Grammar Practice
Fill in the gaps with the correct forms of the verbs in brackets.
1. My dad (feel) terrible last night.

2. You (forget) to take your pills this morning.
3. you ever (see) this doctor before?
4. I’m very healthy. I (not get) sick for years!
5. She (have) an allergy to cats since she was about 4 years old.
6. I (take) that medicine for a week and then stopped.
7. He (have) a severe cough yesterday, but it’s gone now.
8. Maria already (tell) the doctor about her sore throat and
body aches.
F Use the Language

I have never told a lie!
Write ten sentences about yourself. Some sentences should be true, and others should be lies. Write about
things in the past, or things that started in the past and continue until now.
Then get in small groups. Share your sentences with the group. Your group will guess if your sentence is true
or a lie. Each correct guess gets one point. The person with the most points at the end is the winner.
Ten things about me

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
51
F Use the Language: I have never told a lie!

• Tell students they are going to write ten statements about
themselves, some of which should be true and some of which
should be false.
• Give students a few minutes to prepare. Go around the
classroom and help.
• Put students into groups of about four. Each student should
read their ten statements one at a time.
• Have other member of the group decided which statements are
true or false. They get one point for each correct guess.
• Find out which member of each group got the most points.
Extension About me
Do the exercise yourself! Write ten things on the board.
Encourage students to ask you questions about your
statements, and then get them to decide which are true and
false.
51
Lesson 3 How Often Do you Floss? Lesson 3 How often do you floss?
Aims
- Talk to a dentist Hygienist: Hi, Fiona. Have you rinsed with the mouthwash?
- Say what you want other people to do Patient: Yes, I have.
Y
- Use enough and too Hygienist: Let’s have a look. Hmm. How often do you floss?
Patient: Um, once a week, maybe.
Vocabulary Hygienist: That’s not often enough. You need to do it every

day to keep your gums healthy.
Patient: I don’t like it, though. It makes my gums bleed.
filling hygienist staining gums Hygienist: That’s common if you don’t do it often. Now, I’d like
floss mouthwash rinse X-ray you to promise that you’ll floss more often.
Patient: I know
know, you’re right. I promise.
Grammar Hygienist: Good. Well, your teeth don’t look too bad. There’s a little staining, and I think you do have
one cavity. The X-ray will tell us for sure if you’ll need a filling. Dr Marino will be here in just a
moment to tell you.
Too and enough; want / would like + object + infinitive Patient: Okay, thanks. Brief note
A “cavity” is a hole in a
tooth that must be filled.
Warm Up B V
Vocabulary
On the board, Draw three columns with the following three Listen to the words. Then write each word under the correct picture. Track 29
headings: love, don’t mind, hate. Tell students if you love, hate, filling hygienist staining gums floss mouthwash rinse X-ray
or don’t mind going to the dentist, and write your name in the
appropriate column. Give students two minutes to ask as many
other people as possible in the class how they feel about going to
the dentist.
• Transition by telling students they will listen to a conversation

taking place at the dentist’s office.
• Ask students to read the conversation.
• Discuss the Brief note and ask if anyone in the class has had any C Vocabulary in Context
V
cavities. Fill in the gaps with the correct words from the box to complete the summary.
• Play the audio and listen to the conversation as a class. Fiona is at the a office. The hygienist is checking her
cavity flossing
• Ask students comprehension questions such as Why doesn’t b . He asks her if she has been c every
day. Fiona doesn’t floss often enough. She says that it makes her gums common dentist’s
Fiona like flossing? d . The hygienist says that is e . He also bleed staining
thinks Fiona’s teeth don’t look f . But there is a little teeth too bad
g , and she might have one h .
• Play the audio for students to listen to the vocabulary. 52
• Read each other the words in the word box and have students
repeat. Pay attention to hygienist.
• Ask students to match the words in the box to the correct
picture. Teacher’s Note Too
• Check answers in pairs, and then check answers as a class. Students often confuse too with very. Show students that too
is used to mean in excess, while very just means a lot.
(From left to right, top to bottom)
Key
gums, floss, hygienist, staining

X-ray, mouthwash, rinse, filling
E Grammar Practice
• Do the first question with the class as an example. Ask students
C Vocabulary in Context why b is correct.
Students use the words in the box to complete the summary of • Students work individually to choose the correct alternative.
the model conversation. Check in pairs and then as a class. • Students check in pairs and then explain their answers to one
another.
a. dentist’s b. teeth c. flossing d. bleed Check answers as a class and discuss the reasoning.
Key
•
e. common f. too bad g. staining h. cavity
1. b 2. a 3. a 4. a
Key
D Grammar 5. b 6. b 7. a 8. b
• Read through the grammar table dealing with too and enough
first and then would like / want + object + infinitive.
• Discuss the Brief notes and answer any student’s questions.  Check the Workbook
• Elicit extra examples related to your current situation. For For further practice with too and enough, and want / would
example, It’s too hot in here, or The teacher wants/would like us like + object + infinitive use Exercises 2 and 3 in Unit 4, Lesson
to do our homework every night. 3 of the workbook.
52
D Grammar
too and enough; want / would like + object + infinitive
too and enough want / would like + object + infinitive

Too is an adverb meaning “more than what is You use the structure want / would like + object
needed or wanted.” It comes before an adjective or + infinitive to talk about something you want
adverb. someone to do.
It’s been too long since your last visit. My mum wants my brother to go to the dentist.
I can’t eat the soup. It’s too hot. I’d like you to promise you’ll floss more often.
Enough is an adverb meaning “equal to what is
Brief note
needed; to the necessary degree.” It comes after an
adjective or adverb. Too and enough have opposite meanings.
The soup is too hot. = The soup isn’t cool enough.
That’s not often enough. She’s not old enough. = She’s too young.
She can’t drive a car. She’s not old enough.
Brief note
Would like is more polite than want.
E Grammar Practice
Read each pair of sentences. Choose the correct sentence. Compare your answers with a
partner. Can you explain why the other sentence is wrong? Discuss with your partner.
1. a. I like you to lie down on the chair

chair, please. b. I’d like you to lie down on the chair
chair, please.
2. a. This jumper is too big. I need a smaller one. b. This jumper is big enough. I need a smaller one.
3. a. I want you to book an appointment for me. b. I want you book an appointment for me.
4. a. Y
Your teeth are clean enough. b. Y
Your teeth are enough clean.
5. a. He’s like you to come in next week. b. He’d like you to come in next week.
6. a. She wants you using mouthwash every day. b. She wants you to use mouthwash every day.
7. a. The weather doesn’t look too bad today. b. The weather doesn’t look bad enough today.
8. a. I’d like you to helping me with this, please. b. I’d like you to help me with this, please.
F Use the Language

What seems to be the problem? Brief note
Work with a partner and role-play a visit to the doctor’s office. Physician is another word for a medical doctor.
• First, decide who plays the patient

and who plays the doctor.
Medical Report
• Then take a few minutes to think
Patient’s name (last, first, middle) Birth date Visit date
about your symptoms (if you are
the patient) and questions to ask (if
Physician Date of report Next appointment
you are the doctor). Use the Medical
Report to take notes.
• Role-play the conversation. Try to Symptoms/Diagnosis
agree on what the patient’s problem

is and what to do about it.
• Perform your conversation for the
class.
53
F Use the Language: What seems to be the

problem?
• Tell students they are going to role-play a conversation with a
doctor.
• Discuss the Brief note and practise the word for pronunciation.
• Put students in pairs. Ask them to decide who is going to be the
patient and who is going to be the doctor.
• Give students a few minutes to prepare their symptoms and
their questions. Encourage them to look back at the last few
lessons and to make notes on the Medical Report to help them.
• When students are ready, ask them to perform their role-play.
• Walk around and help students if necessary. Make a note of any
good examples of language.
• Show students the good language examples you heard while
circulating.
• Invite some of the pairs to present their role-play to the class.
Extension Scripting
Ask students to write an extended version of their role-play.
This could be done as homework if you do not have enough
time.
53
Lesson 4 A Therapist’s Advice Lesson 4 A Therapist’s Advice
A Authentic T
Text: Therapist blog Brief note
Aims A “blog” is a website that
Read the story. Then listen. Track 30
shows informal information.
- Use the past continuous to give background information
- When clauses
- Talk about mental health
TherapisT Blog
Vocabulary
mental emotional physical therapist People don’t usually think about their mental health, but they should! Your mind is just as important
social counsel regularly mediate as your body. Stress and other emotional problems can be as serious as a physical illness or injury.
That’s why I became a university counsellor. As a therapist, my job is to listen to students’ problems—
Brief note academic, emotional, and social—and to counsel students on how to deal with their problems.
Grammar A “relationship
relationship”
relationship For instance, just last month, I started to help a student with a lot of stress. Her classes are very
is how two difficult, so she was spending a lot of time in the library. She wasn’t sleeping well, and she always
Past continuous; when clauses people get
along with and
felt tired. She was losing weight, and even her relationships with friends were getting worse. She
was fighting with her roommate every night. To help her, I asked her to visit me regularly. During
feel about each our meetings, I teach her how to meditate and other ways to relax. We also talk about her problems.
other. Now she says she has already started to sleep better.
Teacher’s Note Talking about mental health issues

Make sure you treat this subject with care. There might be B Vocabulary
people in your class who are suffering from mental health Listen to the words. Then write each word next to the correct definition. Track 31
issues, so try to provide a supportive and caring environment. mental emotional physical therapist social counsel regularly meditate
If necessary, have contact numbers ready if students need to
1. to give advice to
talk so somebody. 2. involving being with other people or relationships with other people
3. having to do with your feelings; often showing strong feelings
4. very often or every day, week, month, etc.
5. having to do with your mind: your thoughts, attitude, beliefs, etc.
Warm Up 6. to spend time thinking quietly, often to relax
Write on the board words that feature an unvoiced /th/. For 7. having to do with the body and not the mind
8. a person who helps with illnesses of the mind
example, three, mouthwash, therapist, month, bath, think. Ask
students what the words have in common and then drill the C Vocabulary Comprehension
V
pronunciation. Fill in the gaps with the correct words from part B.
1. Dennis is shy
shy, so he doesn’t like going to events alone.
A Authentic Text: Therapist blog Track 30 2. Exercising is good for both your mental and your health.
3. She had a serious illness as a child, so she knows how to sick children.
• Transition by telling students they will read about a therapist’s 4. T
To be a(n) , you must want to help people, and you must be a good listener.
visit. 5. Erica is not a very person. She never seems really happy or really upset.
6. When I have a problem, I like to sit and . It often helps me work out the
• Discuss the Brief notes and answer any questions students have. problem.
• Ask students what they think a therapist does. Tell students to 54
read to see if they had the right ideas. Check as a class.

D Grammar
• Read through the grammar table. Discuss the past continuous
• Play the audio for students to listen to the vocabulary. Have first.
students repeat along with the audio. Pay attention to physical, • Elicit the structure of the past continuous in negative statements
therapist, counsel and regularly. and questions.
• Ask students to match the words in the box to each definition. • If students have problems, remind them of the present
• Check answers as a class. continuous by doing some actions. Then transition to the past
continuous by talking about what you were doing two minutes
1. counsel 2. social
ago.
3. emotional 4. regularly
Key
5. mental 6. meditate
• Ask students to find examples of the past continuous from
7. physical 8. therapist Exercise A.
• Give extra examples related to your current situation. For
example, We were studying English this time last week, Were
C Vocabulary Comprehension you playing football before this class?
Tell students to use the words from Exercise B to complete the • Talk about the use of when with the past continuous with lots
sentences. Then check the answers as a class. of examples.
• Discuss the Brief note about how either clause can come first.
1. social 2. regularly; physical
Key
3. counsel 4. therapist E Grammar Practice

5. emotional 6. meditate
For further practice of vocabulary associated with visiting a
therapist, use Exercises 1, 2, and 3 in Unit 4, Lesson 4 of the 1. were chatting 2. weren’t watching
workbook. 3. Were, working 4. was meditating
Key
5. was losing 6. wasn’t seeing

7. Was, talking 8. was, doing
54
D Grammar
Past continuous tense; when clauses
past continuous when clauses

Use the past continuous to talk about an action that You can use when clauses with the past continuous
continued for some time in the past. The form is to talk about something that interrupted or
was/were + verb-ing. happened during a continuous action. You use the
a past action that lasted for a while simple past in the when clause.
She was spending a lot of time in the library.

He wasn’t sleeping well last week. You were cooking dinner from 6 to 7. They arrived
at 6.30.
a past action that was ongoing at a specific time You were cooking dinner when they arrived.
We were studying at 10.30 last night.
They were playing football at 5 o’clock. It was raining from 10.00 to 10.30. We left at 10.05.
It was raining when we left.
questions and negatives
A: Were you studying?
B: Y
Yes, I was. / No, I wasn’t. I wasn’t studying. Brief note
Q: What was he doing? A: He was sleeping. You can change the order of the two clauses. If
the when clause comes first, put a comma (,) after
the clause.
When they arrived, you were cooking dinner.
When we left, it was raining.
E Grammar Practice
Fill in the gaps with the correct forms of the verbs. Use the past continuous.
1. We (chat) on the phone all night.

2. They (not watch) TV when I came home.
3. you (work) at 11.00 last night?
4. Olivia (meditate) when the neighbour came over.
5. I (lose) weight last year because I stopped eating fast food.
6. He felt stressed because he (not see) his therapist regularly.
7. the professor (talk) when you left the classroom?
8. How the patient (do) when the doctor saw him?
F Read to Write
Read about Brenda’s dream. Underline the past continuous verbs.
In my dream, I was a school student again. I was at my

school, but the school looked different. I was walking
around and looking for my classroom. But I couldn’t find
it! I was lost, and I was late for a class. I was asking other
students for help, but they couldn’t help. They didn’t know,
either. I was getting very nervous. Maybe I had this dream
because I was worrying about a test all day yesterday. The
dream probably means I was feeling stressed about school.
Have you ever had a dream like this?
Think about a similar dream you have had, or another dream that was unusual, funny, or scary.
On a separate sheet of paper, write a short paragraph about it (five sentences or more). Then
read your paragraph to a partner and discuss it.
55
F Read to Write
• Ask students to read the story and decide if it was a good or a
bad dream.
• Tell students to underline the examples of the past continuous
tense.
• Ask students to write a short description of a dream of their
own.
• Have students then tell a partner their story.
• Encourage students to discuss the meaning of the dream or why
they had that dream.
• Invite one or two students to read their descriptions to the class.
Extension Recall
Ask students to repeat their partner’s dreams to another
student. They can use the original written story if they wish or
do it from memory.
55
Lesson 5 Are there any side effects? Lesson 5 Are there any side effects?
Aims
- At the pharmacy Chemist: Miss Lopez? Y

Your prescription is ready.
- Talk about obligations Ms Lopez: Great. How much is it?
- Give advice Chemist: Well, first, we ought to talk about your medication. Did your doctor explain it to you?
Ms Lopez: Yes, it’s for the flu.
Y
Vocabulary Chemist: That’s right. It’s effective as a flu treatment if you start taking it soon after the symptoms
begin.
capsule cause dose label Ms Lopez: Well, I started having symptoms this morning.
Chemist: Okay. Take one capsule every twelve hours. And be sure to finish the bottle. You might feel
side effects pharmacist effective treatment better in a couple of days, but you’ve got to keep taking it.
chest Ms Lopez: I see. Should I take the capsules with meals?
Chemist: Y don’t have to. But if they cause nausea, you
You
Grammar can take them with food. Oh—and if you miss a
dose, don’t take two capsules the next time. You
Modals of obligation should always take one at a time.
Ms Lopez: All right. Are there any side effects?
Chemist: Nausea is one, as I said. That’s no big deal. But if
you have trouble breathing or chest pain, call your
Warm Up doctor. This information is on the label, as well.
Quickly test students about what shops they can buy certain
things in. For example: Where can you buy bread? (In a bakery.) B Vocabulary
Where can you buy flowers? (In a flower shop.) Make sure you Write the blue words from the conversation next to the correct definitions.
end on Where can you buy medicine? and elicit In a pharmacy. 1. a very small container filled with medicine, which you take like a pill
2. to make (something) happen
A Model Conversation Track 32 3. the amount of medicine you take at one time
4. a piece of paper on something that gives information about it

• Transition by telling students they will practise vocabulary
5. (usually) bad or unwanted things caused by medication
associated with going to a pharmacy.
6. working correctly; having the right effect
• Tell students to briefly read the conversation.
7. the front part of the body between the stomach and the neck
8. a way to cure or relieve a medical problem
9. together; at the same time

B Vocabulary
• Ask students to match a word in blue from the text with a C Quick Review
definition. Look back at the brief notes in this module.
• Check answers as a class. 1. What preposition do you use to say you are a member of a team?
2. What is the difference in meaning between workout and work out?
• During feedback, check the pronunciation.
3. What kind of information can you find on a blog?
56
1. capsule 2. cause
3. dose 4. label
Key
5. side effects 6. effective

7. chest 8. treatment E Grammar Practice Track 33
9. at a time
C Quick Review • Check answers as a class.
• Ask students to look back over the Brief notes from Unit 3 and
Unit 4 to find the answers. 1. should 2. have to
3. ought to 4. must
Key
1. on 5. Should 6. I’ve got to

Key
2. Work out is a verb. Workout is a noun. 7. had better 8. must not

3. informal information
Teacher’s Note Speed reading  Check the Workbook

For further practice of modals for obligation, use Exercise 3 in
You could add an element of competition to this by assigning
students to pairs and seeing which pair can find all of the
answers first.
F Use the Language: What should you do about

D Grammar this problem?
• Read through the grammar table.
• Tell students they are going to give some advice to help people
who are sick.
• Discuss the Brief note and answer any questions students have.
• Give students a couple of minutes to think of two more
• Elicit the structure of the modals in the negative, except ought
symptoms. Encourage students to look back through the last
to and have got, as well as the question forms for should and
few lessons if they need any ideas.
have to.
• Tell students to go online to find advice for these problems.
• Tell students you have a friend who wants to learn English. Ask
for different suggestions for this person using the modals in the
• If you don’t have access to the Internet, allow students to use
table. their imagination or let them ask for help from you and other
students.
• Put students in pairs to compare their ideas.
• For feedback, find out how many people had similar suggestions
for each symptom.
56
Brief note
Of these modals, only should and have to are
D Grammar commonly used in questions.
Ought to and have got to are not commonly used
Modals of obligation in the negative.
modals of obligation
You can use a modal + base verb to talk about an obligation. An obligation is something that is necessary.
weak obligation: advice, suggestions, warnings
A: Should I take the capsules with
meals? She’d better remember to take
I ought to pick up my medicine
B: Y
Yes, you should take them with her medicine. She’d better not
soon.
meals. You shouldn’t take them forget.
on an empty stomach.
strong obligation: necessity
A: Do I have to go to a chemist’s
to buy it? You must take this medicine every
You have got to keep taking it.
B: Y
Yes, you have to go to a day. You must not / can’t miss a
You’ve got to finish the bottle.
chemist’s. But you don’t have day.
to have a prescription.
E Grammar Practice
Listen and circle the correct words. Check your answers with a partner. Then practise reading
each sentence aloud. Track 33
1. People ( should / have to ) not forget to floss.

2. Do you ( have got to / have to ) take allergy pills every day?
3. That restaurant has delicious food. Y
You ( had better / ought to ) try it.
4. If you have serious side effects, you ( must / can’t ) call your doctor immediately.
5. ( Should / Ought ) I take this medicine before bed?
6. I can’t buy that medicine yet. ( I should / I’ve got to ) get a prescription from a doctor first.
7. I ( had better / had better not ) go to the chemist’s soon—it closes in an hour.
8. Be sure to finish these capsules. Y
You ( must not / don’t have to ) stop taking them when you feel better.
F Use the Language

What should you do about this problem?
Add two more symptoms or illnesses to the list below. Then go online and research what a patient should
do about each one. Consider both medicines from a chemist’s and treatments you can do at home. Then
compare your list with your partner’s. Share your results with the class.
Problem Treatment
A cold
A headache
A sore back
A runny nose
A cough
57
Extension Medical Charades

Ask students to write symptoms on scraps of paper. Put
students into groups of four. Students take it in turn to pick a
scrap of paper and miming the symptom. The first person to
guess the symptom and give some advice gets a point.
57
Active Review
A Call from the Doctor
Listen to the phone call from Maxim’s doctor. Fill in the gaps with the words that you hear.
Then listen again and check your answers. Track 34
Doctor: Hello, may I speak to Maxim, please? This is Dr Jasper calling.

Teacher’s Note Preparation Maxim: Hi, Dr Jasper
Jasper, it’s me.
Doctor: Hi, Maxim. How are you today? Have your changed at all?
Exercise B asks students to go online and look for information Maxim: Well, I’ve developed a since I saw you. My headache
about pet allergies. If you don’t have access to the Internet in worse as well.
Doctor: Hmm, okay. to come in again as
class, you might like to set this as homework so that students soon as possible. I want you a few tests.
come to class prepared for the activity. Maxim: Is it serious, doctor?
Doctor: I don’t think so. I to a colleague about your case. She
seems to think it’s an . You have a new cat, right?
Maxim: Y
Yes, but I’ve had an animal allergy before.
Warm Up Doctor: Getting one at your age is pretty common. I’ve emailed a
chemist for some medication. It should help with the
to your
and the cough.
You only take it once a day.
Tell students they are going to review some of the language from Maxim: Okay. we make an appointment now for those tests?
this unit. As a class, find out who can remember the different Doctor: Yes,
Y a patient has his appointment for 9.00 tomorrow
morning. Are you free then?
topics you have covered. Give students a moment to check for Maxim: Y
Yes, see you then. Thank you for calling.
themselves by looking through the unit.
B Pet Allergies
A Call from the Doctor Track 34 Go online and find out about pet allergies. What are some common symptoms? What can
people do about them? Make some notes.
• Tell students they are going to listen to a telephone conversation Notes
between a doctor and a patient.
• Give students a moment to quickly read through the text.
• Play the audio for students to listen and complete the text.
• Have students check in pairs. With a partner, discuss what you learned. Then imagine you have a new pet, and your
roommate or a family member becomes allergic to it. What should you do? Discuss your ideas
• Play the audio again and check the answers as a class. During with the class.
feedback, check the spelling.
C Reminder
symptoms; cough; has become; I’d like you; to do; was talking;
Key
allergy; never; prescription; congestion; have to; Should; just

cancelled Describe past activities, events, and personal experiences (for example, what you did over
the weekend)
Make another person understand the points that are most important to you when you
B Pet Allergies explain something
Make arrangements on the telephone or in person (for example, setting up a medical
• Give students time to use the Internet to research pet allergies. appointment)
Manage unexpected things that could happen on holiday (for example, needing a dentist)
Encourage students to use sites in English, if possible. Students
should take notes about the information they find. 58
• While students research, circulate and monitor the language

that students produce.
• Put students in pairs to discuss their findings.
• Students should then role-play a situation where one person has
an allergy to a pet and the other one gives some advice.
• Ask for volunteers to present in front of the class
• At the end of the activity put some of the language students
used on the board and invite the class to discuss if the language
is used correctly or not.
• Give feedback.

58
Communication
A Warm
arm Up
With a partner
partner, make a list of possible reasons for seeing a therapist. Brainstorm as many ideas
as you can.
B Role-play
Using your ideas from part A, prepare for a role-play. One person will be a therapist, and the
other person will be a patient.
Role A: Patient Role B: Therapist
You are visiting a therapist because You are meeting a new patient who
(choose a reason from exercise A). You wants to see you because (reason from
need to explain to the therapist what the part A). Listen to what your patient says.
problem is. Talk about the history of the Ask questions about the patient’s history
situation and how you are feeling about it with the issue. Ask about how the patient
now. You need to leave the office feeling is feeling now. Give the patient some
better about the situation and with some strategies to solve his or her problem.
strategies to solve the problem.
Switch roles and choose another problem from part A.
C Discuss
Use the problem from your role-play as the patient. Describe to a new partner what it was
and talk about what the solutions were. Ask for your partner’s opinion about it. Does he or
she agree or disagree with the solutions? After you have discussed the issue, write a short
paragraph (8–10 sentences) about it. Be sure to include any new ideas that you and your new
partner had. Share your paragraph with your first partner. What does he or she think of it?
59
Communication
A Warm Up
• Put students in pairs and give them a maximum of five minutes
to brainstorm as many different reasons for going to a therapist
as possible.
• Write the ideas on the board.
B Role-Play
• Students stay in the same pairs. Let them decide who is going to
be the patient and the therapist.
• Give students time to read their role-play cards and prepare
some of the things they want to say.
• When students are ready, have them perform the role-play.
• When students have finished, ask them to swap roles and repeat
the procedure.
C Discuss
• Assign students to new pairs. Ask them to choose one of the
problems from the previous role-play and discuss the advice they
received. Encourage students to talk about whether they agree
or disagree with the advice and to offer some different ideas, if
appropriate.
• Once the discussions have died down, ask students to write a
short report on the problem and the different types of advice
they received in the role-play and in their follow-up discussion.
59
Remember and write…
Assign students to pairs, making sure that all the students fill in 1. …four sports in the Summer Olympics.
the blanks. Ask students to fill in the blanks from memory. They
may write vocabulary words that were added to the lesson when 2. …three words or phrases used to make suggestions.
it was covered.
3. …five body parts people might hurt at the gym.
1. gymnastics; swimming; surfing; diving

Key
2. suggest; recommend; be sure to; it’s a good idea to

3. shoulder; neck; wrist; ankle; knee B Vocabulary
Match column A with column B to make phrases. Then write the letter of the correct definition
B Vocabulary next to the new phrase.
A B phrase: definition definition

Show the example and do number 2 together as a further 1. exercise time exercise equipment : g a. pain inside the neck
example. Put students in pairs and encourage them to use 2. lose health : b. to clean the mouth with a special liquid
their notes and their course book to find the answers to these 3. get mouthwash : c. together; at the same time
questions. 4. nasty equipment : d. how good you feel in your mind

5. at a throat : e. to experience an injury
6. sore weight : f. to become thinner
1. exercise equipment: g 7. rinse with hurt : g. things you use at the gym
2. lose weight: f 8. mental headache : h. bad pain in the head
3. get hurt: e
4. nasty headache: h
Key
C Grammar
5. at a time: c
6. sore throat: a
1. You’re sick. You’d stay at home today. 11. Here, I help you with that.
7. rinse with mouthwash: b
2. I like you to this medicine every 12. great that you’re healthier now.
8. mental health: d
day. 13. I’ve known her primary school.
3. We really enjoy the Olympics on TV. 14. He feels much better now.
4. He has studied nutrition two years. 15. I to see the doctor yesterday.
C Grammar 5. It’s important you drink water every day. 16. You have take these pills twice a day.
6. I be starting school next January.
Students should be flipping through the module as they complete 17. It’s not too late. The store hasn’t closed .
7. She knows to swim really well. 18. She worked at the school for three
these, but the answers do not need to match the exact details 8. They doing homework for hours last months.
from the dialogues. However, they should show understanding of night. 19. It raining all night.
the language covered in the module. 9. He recommends I use mouthwash daily. 20. It’s fun watch the Olympics.
10. I called, you were talking to your boss.
1. better 2. would; take 60
3. watching 4. for
5. that 6. will
7. how 8. were
9. that 10. When
Key
11. will 12. It’s

13. since 14. so
15. went 16. to
17. yet 18. has
19. was 20. to
60
E Never Ever
D Share Ideas
Teacher’s Note Topics
1. Imagine you can add a new sport to the Olympics. It can be one that exists already
already, or you can create The game is designed to get students to use the present
a brand-new sport. What sport will you choose? Discuss with your partner.
perfect. Consider briefly reviewing the present perfect before
2. What do you think is the most common treatment for a cold in your country? Do you have any better playing this game.
ways of treating a cold? What are they? Discuss some ideas with a partner
partner, and then share them with
another pair of students.
• Assign students to small groups of about four students. Ask

them to think about things they have never done.
E never Ever
• Tell students to take turns saying statements about things they
In a group, each person says something they have never done before. For example, “I have never
ever eaten sushi.” The other members of the group give themselves a point if they have done it
have never done. For example, I have never ever…been to New
before. Continue until you are out of ideas. The person with the most points wins the game. York.
• The other members of the group who have also never done the
activity all receive a point.
F Describe the Pictures • Allow students to talk freely.
Write about what you think was happening, has happened, and is happening in each picture.
Choose three pictures to talk about with a partner. Be creative! Then share your best ideas with
the whole class.
a d
Notes
F Describe the Pictures
• Briefly talk about each picture, asking students to describe some
of the things they can see.
• Tell students they need to write about all of the pictures. Ask
b
questions like: What happened before the picture? How were
they feeling? Who are they? What happened next?
e • Give students enough time to write their ideas. Circulate and
help as necessary.
c • Put students in pairs to discuss their ideas. Encourage them to
create new stories if possible.
• For feedback, invite students to share their best ideas with the
class.
61
D Share Ideas
Teacher’s Note Preparation

The first question in this activity is designed to get students
to review vocabulary associated with sports from Unit 3. The
second activity is based on the health vocabulary from Unit 4.
It might be helpful to look up lists of existing Olympic sports
and common cold cures.
• For the first question, put students in pairs. Tell them they can
add a new sport to the Olympics. The sport can either be a real
one or one they invent one. Students discuss their ideas in pairs.
If students need prompting, they could talk about some of the
following:
- popularity
- skill
- athleticism
- money involved
• For feedback, elicit some of the different sports that were
suggested.
• For the second activity, assign students to different partners for
them to discuss common cold cures.
• When the conversations are coming to an end, put each pair
with another pair to create groups of four. The pairs must now
compare their ideas.
• For feedback, find out the most popular cure for a cold.
61
3
MODULE
Healthy Habits
Module 3 Goals
Handle everyday situations such as shopping, making appointments, or checking
appointment times
Understand the most important pieces of information in a consumer-related text (for

example, price, amount, or nutritional information)
Understand the main points of clear, standard speech on familiar, everyday subjects
Help solve practical problems, saying what you think and asking others what they think
Understand the main points in recorded material about familiar topics
Write short, comprehensible connected texts on familiar subjects
Give practical instructions on how to do something (for example, cooking)
62
Module 3 Overview:
Around Campus
Module 3 Goals
- Handle everyday situations such as shopping or making or Module 3 Preview
checking appointment times
- Understand the most important pieces of information in a Scan for Audio
consumer-related text (for example price, amount, or nutritional

information)
- Understand the main points of clear, standard speech on familiar, Preview
everyday subjects Look at pages 64 to 89. What pages are these things on?
- Help to solve practical problems, saying what you think and asking
others what they think a steak
- Understand the main points in recorded material about familiar a recipe

topics
nail clippers
- Write short, comprehensible connected texts on familiar subjects
- Give practical instructions on how to do something (for example, the passive voice
cooking)
Warm Up
Discuss
• Before students enter the classroom, write “Healthy Habits” Talk about the questions with a partner.
T
inside a circle on the board. Draw arrows pointing out of the
1. What are the people doing in the photos on the left?
circle with question marks next to them.
2. What are the names of the foods in the photos on the left?
• When the students arrive, draw their attention to the board.
Elicit the definition of the word habit. Have students discuss 3. What are some healthy habits?
with a partner what some healthy habits are. 4. How much money do you spend monthly to look good?
• Call up partners to the board to erase a question mark and write 5. How much time do you spend getting ready in the morning?
a suggestion next to the circle.

• Have students open the book and observe the collage of photos
on the front page and discuss what they see. Which photos
are listed on the front board now? Which are not? Add more Write
suggestions to the brainstorming circle. Choose one of the questions from above. Write a couple of

Unit 5
• Ask students to talk with their partner about their healthy

habits and habits they would like to change. You may model a
short example conversation with a student. Avoid making the
conversation too structured at this point. The goal is simply to
warm up and get the students thinking about the topic. There will
be opportunities to have more structured speaking time later.
Unit 6
• Ask 2-3 partners to share a little bit about their discussion with
the class. Write any keywords or phrases on the front board.
Extension One Tip • Walk around the classroom, checking the progress of students
and answering any questions.
• Ask students to come up with only one tip for someone
who might want to improve their health.
• Have a few volunteers share their answers aloud to the class.
• Have students discuss with a partner this one tip, and why (Answers may vary)
they feel it is the most important thing for people to do to 1. She is eating a salad. They are wearing face packs. He is getting
be healthy. a haircut.
Key
• If anyone is comfortable sharing the information with the 2. Grapes, an apple, strawberries…
whole class, encourage them to do so. 3. Some healthy habits are exercising and eating fruits and vegetables.
4. I spend £200 a month to look good.
5. I spend an hour getting ready in the morning.
Preview
• Read the first item on the list (a steak). As a class, find the page Write
that has a picture of a steak (p. 68).
• Read the instructions aloud to the class. Have students write
• Put students in pairs and ask them to find the remaining three
more details about one of the questions above.
items. Monitor to ensure students are looking together.
• Walk the classroom, helping when necessary.
Key
1. p. 68 2. p. 72 3. p. 82 4. p. 85 Teacher’s Note Bringing the module to life

As most people seek ways to become healthier, this module
Discuss is a popular topic for many. Be sure to incorporate ways to
• Read the instructions aloud to the class. Model number 1 with bring this module to life; for example, making note of nearby
the class and write an example on the board. (For example, they health-food stores and restaurants for students to try. Finding
are wearing facial masks and taking a selfie.) and sharing healthy recipes will get students excited to explore
this module as well.
• Ask students to discuss their answers to questions 1 through 5
in pairs.
63
Unit 5 . Eat Right 

The doctor said...

Eat Right A Model Conversation
Christa: Hey,
Hey how did it go at the clinic?
Lesson 1: The doctor said... Adam: Not bad. It’s my first check-up since I stopped smoking.
And I got good news—I’m in pretty good shape.
Aims: - Report medical advice I got a chest X-ray, and my lungs have already started
- Understand and discuss health-related topics healing.
Christa: That’s great! Didn’t you only give up two months ago?
Vocabulary: Taking care of yourself Adam: Y Yeah, your lungs can start healing fast. I also asked for
diet advice because I’ve gained a little weight since
Grammar: Reported Speech with infinitives; about for topic quitting. The doctor said to cut down on sugary drinks
and to keep walking every day.
Lesson 2: If you want to eat healthily… Christa: That makes sense. Did she tell you to do anything else?
Adam: Y Yeah, she actually told me to eat more fat! According to her, I’m eating too much bread and
Aims: - Understand different dietary needs pasta. She said to cut down on those and eat more healthy fats, like fish and salads with olive oil.
Christa: I’ve heard that, too. They help you lose weight because you feel full for a long time after eating.
- Discuss healthy vs. unhealthy food Adam: Right. Mmm, now I’m hungry. Let’s go get some seafood and salad for lunch.
Vocabulary: Eating healthily or unhealthily Brief note

Here, the word “fat” means the oily (liquid or solid)
Grammar: Zero conditional B V
Vocabulary part of certain foods, like butter, nuts, and meat.
Listen to the conversation again. Then match the words with the correct definitions. Track 35
Lesson 3: I’m a vegetarian.

1. clinic a. an examination by a doctor to check for medical problems
Aims: - Talk about vitamins and nutrients 2. check-up b. to get better after being hurt or damaged
3. diet c. having a lot of sugar in it
- Report statements that are still true
4. lungs d. a place to get medical help
Vocabulary: Nutrition and dietary options 5. heal e. what a person eats; an eating plan for weight loss, better health, etc.
6. cut down on f. the oily part of certain foods, can be good or bad for you
Grammar: Reported speech with that clauses 7. sugary g. a phrase used to say where some information came from
8. fat h. liquid fat from olives, which is a common part of Mediterranean diets
Lesson 4: What does it say on the label?
9. according to i. the part of the body in the chest used for breathing
Aims: - Understand ingredients in food 10. olive oil j. to do or use less of (something)
- Discuss good nutrition

Vocabulary: Shopping for food C In Y
Your World
Grammar: Reported speech with simple present tense Do you know anyone who is on a special diet? Who? (It can be you.) Why is this person on this
diet? What should and shouldn’t he or she eat? Tell a partner.
Lesson 5: If you cook them too long…
Should eat Shouldn’t eat
Aims: - Read, understand, and create recipes
- Discuss ingredients, instructions, and effects of
certain foods on health
Vocabulary: Recipes and cooking
Grammar: First conditional
64

- Understand the main points of clear, standard speech on familiar,
everyday subjects A Model Conversation Track 35
- Handle everyday situations such as shopping or making or
checking appointment times • Transition by telling the students that the model conversation is
- Give practical instructions on how to do something, for example, between two friends, Christa and Adam, who are talking about
cooking Adam’s recent visit to the health clinic.
• Write the following phrases on the board:
- That’s great!
Lesson 1 The doctor said… - That makes sense.
Aims Teacher’s Note Upwards and downwards intonation

- Report medical advice To help visual learners understand different types of
- Understand and discuss health-related topics intonation, draw an arrow going up over “that’s great!”
Vocabulary and going down over “that makes sense.” It may help to
underline great and sense to show that those words hold
clinic check-up diet lungs
heal cut down on sugary fat
the stress in those phrases. Have students repeat a few
according to olive oil times. Compare the differences in upwards and downwards
intonation.
Grammar
Reported speech with infinitives; about for topic • Put students in pairs. Give each student the role of either Christa
or Adam. If time allows, have students read the conversation
Warm Up three times: The first time reciting it while reading it; the second
time with eye contact; and the third time with eye contact and
• Draw students’ attention to the title of the unit: Eat Right. Have
gestures. Encourage them to read as naturally as possible and
them cover the conversation so they are only looking at the
alternate roles.
photograph. Ask students what the job of the woman in white
• Ask students to tell their partner what three things Adam should
might be. What is she reading to the man wearing blue? Elicit that
cut down on. (sugary sweets, alcoholic drinks, bread)
she is a doctor and she is reading his health information to him.
• Ask students if Christa and Adam are good friends or just
• Ask what students think they are discussing: good news or bad
acquaintances. Why do the students think so? (Good friends
news? Why? Give students time to discuss in pairs and write a
because they are sharing personal details about the doctor’s visit)
few responses on the board.
64
D Grammar
Extension Invitation Phone Call
Reported speech with infinitives; about for topic • Have students role-play a phone call where they are inviting
reported speech with said + (not) infinitive / told + object + (not) infinitive their friend with a special diet to a dinner party and must ask
original reported for and suggest food accommodations.
“You need to get more exercise,” the doctor said. The doctor said to get more exercise.
“Don’t arrive late,” said Samantha. Samantha said not to arrive late. • In this role-play, have the students explain the menu with
“Have another drink,” Victor said (to me). Victor told me to have another drink.
“Don’t lift too much weight,” Gloria said (to her). Gloria told her not to lift too much weight. special food accommodations.
reported speech with talked about / told + object + about to report the topic of a conversation • Have students take turns asking and answering.
“On our first date, we went to a film”. He told me about their first date.
“I love nightclubs. There are many kinds…” She talked about nightclubs.
Brief note
The verb tell always needs an indirect
D Grammar
object that shows who the listener was. The
verb say cannot have an indirect object in
reported instructions, advice, or suggestions.
• Introduce reported speech by having four students come up to
E Grammar Practice the front of the classroom. Assign each student a role as a doctor,
Rewrite the sentences as reported speech. Use the given reporting verbs. Samantha, Victor, and Gloria. Have each one read the quoted
1. “Cut down on fast food,” said Dr Smith. (said) text to you (left side of Grammar table), and you report it to the
class. Note: Have “Gloria” say her line to a female student.
2. “Y
“You should call the clinic and make an appointment,” Karl said to his roommate. (told) • Send students back to their seats. Have the class work in pairs.
Students should circle the words said or told me/her in the right
3. “I’m sorry
sorry,” said the theatre employee, “but you can’t bring snacks into the theatre.” (said) side of the table. Have them underline (not) infinitive + to.
• Reiterate the grammar rules by writing them on the board.
4. “I remember the night I met your father
father,” Peter’s mum said. “We danced and ate ice cream. We never • Repeat this exercise for talked about or told + object + about,
wanted the night to end.” (talked)
with students acting out the example roles. Then go around the
class checking to make sure students are correctly completing
F Listen to Write
the exercise.
Listen to a short talk by a nutrition expert. On a separate sheet of paper
paper, take notes on his
• Practise more by having students tell you instructions, advice,
advice. Compare your notes with a partner’s. Track 36 suggestions, or topics of conversation for you to report back to
Now write 4–5 sentences about the talk and the expert’s advice. the class.
E Grammar Practice
• Ask students to fill in the blanks individually or in pairs. Remind
them to refer to the chart as necessary.
1. Dr. Smith said to cut down on fast food.

2. Karl told his roommate to call the clinic and make an
appointment.
Key
65
3. The theatre employee said to not bring snacks into the theatre.
4. Peter’s mum talked about the night she met her husband. (or: …
met Peter’s father).
• Read each word and have the students repeat. Check and  Check the Workbook
correct pronunciation. For further practice with reported speech, use Exercise 4 in
• Do number 1 together as a class. Unit 5, Lesson 1 of the workbook.
• Give students 5-7 minutes to complete the matching assignment.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9. __ 10. __ on
the board and call students up to write the correct letter next to F Listen to Write Track 36
each number. Check answers as a class. • Tell students to imagine are meeting with a nutrition expert.
1. d 2. a 3. e 4. i 5. b
Give them a few minutes to write some notes about advice
Key
6. j 7. c 8. f 9. g 10. h they believe they might be given. Have them include any key
vocabulary words they think they might hear.
• Check comprehension by asking questions that will receive • Play the audio. Have students circle any vocabulary words from
either a yes/no or one-word answer, such as Does ‘cut down on’ their notes that they hear.
mean to do more or less of something? (Less) Is olive oil liquid or • Ask volunteers to share their predicted words and the words
solid? (liquid). Have students answer these questions as a class. they heard.
C In Your World • Put students in pairs and have them write out the advice they
received in complete sentences.
Setup / Demo
• Have students share a few responses with the class.
• Read the instructions and ensure that students have understood.
• Model the activity by giving an example such as My friend
Natalie is on a gluten free/dairy free diet. Why? It helps her Extension Food Diary
digestion. Write it on the board: • Put students in pairs. Ask them to remember some things
Activity they ate this week and to write them down.
Have students complete this activity in pairs. • Ask students if they feel their choices have been healthy.
Feedback Then ask if they feel they could have made better choices
Have students share their information with the class after and what those might have been.
discussing with their partners.
SHOULD EAT SHOULDN’T EAT
- gluten-free bread and pasta - regular bread and pasta
- almond milk - cow’s milk
65
Lesson 2 If you want to eat healthily… Lesson 2 If you want to eat healthily...
Brief note
A Authentic T
Text: Health blog
Aims “Calcium” (Ca) is a metal that
people need for strong bones and
Read the blog post. Then listen. Track 37
teeth. It is found naturally in foods
- Understand different dietary needs like milk and green vegetables.
- Discuss healthy vs. unhealthy food If you’re confused about how to eat right, you’re not alone! Everyone
recommends that you eat a balanced diet. But there is no one way
to eat healthily. Everyone needs some basic nutrients. But your size,
Vocabulary physical activity, sex, and age all affect your dietary needs.
1. Size and Physical Activity: If you are tall and exercise a lot, you
calories pound balanced vitamin can eat more and not gain weight. For example, the actor and
SMArT
wrestler Dwayne (“The Rock”) Johnson eats 5,000 calories a day.
sex (gender) average nutrients bones This includes three pounds of fish. But he’s 195 centimetres tall and
lifts weights six days a week. If your size is average and you don’t
exercise, you don’t need as much food.
DieTiNg
Grammar 2. Sex: Men are bigger than women, so they need to eat more. If you
are an active man weighing 175 pounds, you should eat about 2,800
calories a day. If you are an active woman weighing 125 pounds, you
Zero conditional should eat about 2,000. Also, men need more protein to avoid losing
muscle. Women need more calcium. If they don’t get enough, their
bones become weak and break more easily.
3. Age: If you’re young, your body burns calories quickly. People’s ability
Warm Up to burn calories slows down when they get older. It also becomes more
difficult for their bodies to get vitamins from food. So if you’re over 50,
you should eat less, and you might need to take a daily vitamin pill.
Write the words “Smart Dieting” on the board. Ask students what Brief note
they think this means. Have them discuss with a partner and then Here, “burn” means to use for
energy. Your body burns the
share their ideas with the class. B V
Vocabulary calories in food for energy.
Read the blog post again. Then match the words with the correct definitions.
A Authentic Text: Health blog Track 37

1.
2.
calorie
pound
a.
b.
having a healthy mix of parts or a fair proportion of parts
something found naturally in food that is necessary for good health
3. balanced c. a measurement of weight, equal to 0.45 kilogram
• After discussing “Smart Dieting,” write 1. Size and Physical 4. vitamin d. a measurement of the amount of energy in food
Activity 2. Sex (Gender) 3. Age on the board. Say that these Write the letters of the pictures next to the correct words.
three categories are part of a blog post called “Smart Dieting.” 5. sex e f g h
Ask if they have any ideas of what “Smart Dieting” means now 6. nutrients
7. average
that they have some clues. Read the Brief note about the word 8. bones
burn.
C Comprehension
• Play the audio and listen to the blog post as a class.
Choose the correct answers.
• Write the following questions for gist on the board: 1. What is special about Dwayne Johnson’s diet? a. He eats a lot of calories. b. He only eats fish.
2. Who should eat more calories, on average? a. women b. men c. older people
- If you are tall and exercise a lot, you may eat more calories. 3. What do women need more of than men? a. vitamins b. protein c. calcium
true false 4. What do men need more of than women? a. vitamins b. protein c. calcium
5. Who might need to take a daily vitamin pill? a. young people b. women c. older people
- Men usually need to eat more than women. true false
- If you’re young, your body burns calories slowly. true false D In Y
Your World
• Check answers as a class. 1. true 2. true 3. false Make a list of foods you usually eat. Discuss your list with a partner
Which foods do you think are healthy and unhealthy? How does
partner.
• Play the audio again. eating these foods make you feel?
• Now, write the following questions for detail on the board: 66
- Dwayne “The Rock” Johnson eats calories a day.

- If you are an active woman weighing 125 pounds, you should
eat about .  Check the Workbook
• Check answers as a class. 1. 5,000 2. 2,000 For further practice with this vocabulary, use Exercise 1 and 2
Teacher’s Note Receptive Skills Lessons: Gist and Detail
• When teaching a receptive skills lesson (listening and/or C Comprehension
reading), you may want to allow the students to listen/read • Go over the directions with students.
twice: once for gist, and another time for the details. • Put students in pairs and have them complete 1-5 together.
• Listening or reading for gist and then again for detail can be • Check answers as a class.
a particularly good exercise for students who are preparing
for language exams or academic courses.
Key
1. a 2. b 3. c 4. b 5. c
B Vocabulary D In Your World

• Be sure that students are clear that in this text, sex refers to
• Assign students to new partners.
gender - or you may surprise or embarrass students who are
repeating you! Read each word and have students repeat.
• Explain the directions of this assignment and check for
Check and correct pronunciation. understanding.
• Model for students if necessary with another student.
• Give students 5-7 minutes to complete the matching
• Give students time to work. Walk around the room to answer
assignment. questions and check progress.
• Write 1-8 on the board and call students up to the board to
• Have students share their partners’ responses.
their answers. Check answers as a class.
Extension Fast Food Restaurants
1. d 2. c 3. a 4. b
Key
5. g 6. e 7. f 8. h Tell students to list their favourite fast-food restaurants. How

often do they visit them? What do they order? How do they
• Check comprehension by asking questions that will receive rank them in terms of health? Discuss how fast food affects
either a yes/no or one word answer, such as Are vitamins good one’s health with the class.
or bad for health? Have students answer these questions out
loud together as a class.
66
E Grammar
G Use the Language: Travel advice
Zero conditional • Read through the instructions. Assign students to groups of 3-4.
Zero conditional sentences are if sentences about general facts in the present. Both clauses are in the
• Be sure that students clearly understand that they are to give
simple present. The result clause may or may not begin with then.
advice to a traveler about eating and drinking in their country.
condition result
you exercise a lot, (then) you can eat more.

• Have students work as a group for ten minutes.
Brief note
If
you’re young,
they have a big lunch,
(then) your body burns calories quickly.
(then) they feel tired in the afternoon. You can switch the order • Pair two groups together to compare answers.
of the clauses:
people don’t eat, (then) they get hungry. Your body burns calories
quickly if you’re young.
• Rotate groups by pairing different groups together two or three
times.
F Grammar Practice
• Finally, share aloud as a class.
Put the words in order to make sentences. Try writing the sentences again with the clauses in
• Discuss which group had the best advice with the class.
a different order.
1. feel / if / fat / eat / you / you / full
. Extension Locals and Travellers

2. unhealthy / weight / too / if / gain / you / become / you / much
.
• Assign students the role of either a local or a traveller.
3. I / healthy / eat / plenty / have / if / energy / of / I / food
• Partner up each ‘local’ with a ‘traveller’ and have the ‘local’
.
share advice about eating or drinking in their country.
4. weak / if / don’t / bones / women’s / they / calcium / eat / become • Have the ‘traveller’ respond with questions, comments, and
. so on.
G Use the Language

Travel advice
T
Work in small groups. Imagine a traveller is
coming from a foreign country. Discuss what
advice you would give him or her about
eating and drinking in your country. Write
your advice in complete sentences and share
it with other groups. Are your lists similar or
different? In what ways?
67
E Grammar
• Write if and then on the board
• Explain that the zero conditional has present simple tense in
both clauses.
• Briefly go over the table, practicing the example sentences. As
you read the example sentences, point to the if and then on the
board to emphasise the words.
• Make note that the result clause may go first, but in those cases,
there is no comma.
• Practise more by asking questions to the class such as:
What do you do if you’re tired? (If I’m tired, I sleep.)
What do you do if you’re hungry? (If I’m hungry, I eat.)
F Grammar Practice
• Read the directions aloud to the class.
• Ask students to fill in the blanks individually or in pairs.
• Write 1-4 on the board and call students to the board to write
their answers. Check answers as a class.
1. If you eat fat, you feel full. / You feel full if you eat fat.
2. If you gain too much weight, you become unhealthy. / You
become unhealthy if you gain too much weight.
Key
3. If I eat healthy food, I have plenty of energy. / I have plenty of

energy if I eat healthy food.
4. If they don’t eat calcium, women’s bones become weak. /
Women’s bones become week if they don’t eat calcium.
67
Lesson 3 I’m
Family
a vegetarian.
Photos Lesson 3 I’m a vegetarian.
Brief note
A “vegetarian” is a person
Aims who does not eat any meat.
Vegetarian can also be an
Read the conversation. Then listen. Track 38 adjective: vegetarian recipes.
- Talk about vitamins and nutrients Mike: Hey Julia, would you like a steak? They’re almost ready.
Hey,
- Report statements that are still true Julia: Actually,, I brought some vegetables to grill. I’m a vegetarian.
Actually
Mike: Really? Wow. Was it hard to stop eating meat?
Vocabulary Julia: It was at first, but it’s been two years, and I’ve never felt better.
Mike: That’s good, but I read an article recently. It said that people need meat
steak beans risk disease to get enough protein and a certain vitamin. I forget which one.
cancer bland spices recipe Julia: It’s vitamin B12. Well, there’s protein in eggs and beans, so I eat those a
lot. And eggs have vitamin B12, too.
Mike: I see. Why did you stop eating meat, if you don’t mind my asking?
Grammar Julia: At first, it was for weight loss. Then my doctor told me vegetarians have
less risk of heart disease and cancer.
Reported speech with that clauses Mike: Well, I still can’t live without meat. Steak is so delicious, and vegetables
are so bland.
Julia: They’re not if you know how to cook them! Y You just need the right
Warm Up spices and recipes.
Ask if anyone is or knows a vegetarian. Elicit or explain that a B Vocabulary

vegetarian is a person who doesn’t eat meat. Also explain that
Listen to the conversation again. Then fill in the gaps with the bold words from the
vegetarian can be used as an adjective: vegetarian recipes. conversation. Track 38
1. My mum keeps all her favourite in a box in the kitchen.
A Model Conversation Track 38 2. If you don’t brush your teeth twice a day, you have a higher of cavities.
3. I’d like to order the grilled , but it’s so expensive. I’d better get the chicken.
• Transition by telling students they will hear a conversation 4. Pepper and cinnamon are common that are used in everyday cooking.
between two friends, Mike and Julia, who are talking about 5. People often eat with rice.
Julia’s dietary choices. 6. If you have nausea or a stomach ache, you should only eat foods.
• Play the audio and listen to the conversation as a class. 7. Smoking is dangerous. Smokers have a high risk of getting lung .
8. Cancer is a serious . Millions of people die from it each year.
• Write the following words on the board:
- vitamin
C In Y
Your World
- vegetables
Work with a partner. Make a list of foods that have lots of protein, a list of bland foods, and a
• Have students repeat you saying the word vitamin. Explain that list of any vitamins and other nutrients that you know. Compare your list with another pair’s.
this is the American pronunciation. Say that in British English, Discuss the differences.
the long i sound becomes a short i, and the t is much more Foods with Protein Bland Foods Vitamins and Other Nutrients
pronounced.
• Explain that it is more common and natural to pronounce the
word vegetables with three syllables rather than four. Write
/’vedʒ-tə-blz/ with the first syllable underlined for emphasis. If
they do not know phonemic symbols, write vej- tuh- bulls. Have 68
students repeat and count the syllables as you speak so they can
visually recognise three separate syllables in the word.
1. recipes 2. risk 3. steak 4. spices

Key
Teacher’s Note Phonemes 5. beans 6. bland 7. cancer 8. disease

• Depending on your students’ prior knowledge, showing
phonemes on the board might be a great way for them to
• Read each word and have the students repeat. Check and
visualise the proper pronunciation of words. Ask your students correct pronunciation.
if they have been exposed to phonemes in previous classes. • Check comprehension of new vocabulary by asking questions
• Phonemes of a word can be found easily via Internet that will receive either a yes/no or one word answer, such as
searches or the dictionary. What can you use to make food taste better? (Spices) Have
students answer these questions out loud together as a class.
• Put students in pairs. Give each student the role of either Mike
or Julia. If time allows, have students read the conversation  Check the Workbook
three times: the first time reciting it while reading it; the second For further practice with this vocabulary, use Exercise 1 and 2
time with eye contact; and the third time with eye contact and in Unit 5, Lesson 3 of the workbook.
gestures. Encourage them to read as naturally as possible and
alternate roles.
• Ask students to tell their partner why Julia stopped eating meat C In Your World
at first. (weight loss) • Put students in pairs.
• Ask students what Mike thinks about vegetables. (They are bland.) • Explain the directions of the activity and check for
understanding.
B Vocabulary Track 38 • If necessary, model the activity for the class with a student.
• Go over the directions with the class. • Allow time for the students to work with their partner. Walk
• Explain that students will find the bold vocabulary words for the around the room and answer questions.
blanks in the Model Conversation. • Have students share their answers with the class. Write their
• Do number 1 together as a class. answers on the board.
• Have students complete the assignment in pairs.
• Write 1-8 on the board and call students up to write the correct
letter next to each number.
68
D Grammar
E Grammar Practice
Reported speech with that clauses
To report past statements that are still true, use a past tense reporting verb (for example, said) with a
simple present verb in the reported speech: subject + said (that) + clause; subject + told + object + (that) +
clause
them that they should look back at the table if necessary.
original reported • Check answers as a class.
“Vegetables are so bland,” he said. He said that vegetables are bland.
“You shouldn’t eat before dinner,” Mum said (to me). Mum told me that I shouldn’t eat before dinner.
1. said  told
“Vegetarians have a lower risk of developing cancer,” The doctor told me vegetarians have a lower risk of
the doctor said (to me). developing cancer. 2. saying  said
Brief note
3. told  said
4. was  is
Key
In conversation, the word that can be
E Grammar Practice left out: He said vegetables are bland.
5. tells  told
6. He said that there are great recipes online.
In each reported past statement, one word is missing or incorrect. Underline the mistake. Then
write the correct word or the missing word.
7. The professor said to us that eggs have important nutrients.
1. The doctor said me that I should eat more vegetables. 8. The doctor said to me that it’s not hard to eat a vegetarian diet.
2. She saying that you don’t get enough vitamin C.
3. I told he shouldn’t eat so much fast food.
4. The article said that there was protein in beans.
5. Y
Yesterday Sam tells me my diet isn’t healthy. F Use the Language: Where should we eat?
Rewrite each sentence as reported speech. • Explain that students will be practicing a practical language skill:
6. “There are great recipes online,” he said. finding a restaurant.
• Put students in pairs.
7. “Eggs have important nutrients,” the professor said to us. • Have students take out their phones and search for a nearby
restaurant that has online reviews. When they find the reviews,
8. “It’s not hard to eat a vegetarian diet,” the doctor said to me.
students should write some notes on the restaurant using
reported speech.
F Use the Language • Once this is complete, they may join up with other pairs and
Where should we eat? decide where the class should eat tonight.
Go online and look up reviews of nearby restaurants. Find one that you like or would like to try. Then
write four sentences reporting what you read.
1.
Extension Out for dinner
2.
• Move desks around so that the classroom resembles a
3.
restaurant.
4.
• Choose a few waiters, who will greet students at the door
Now get in groups and decide where your group will eat and bring them to their tables.
tonight. Try to convince your partners that your place is the
best based on your research.
• “Serve” the creative meals that were made on the Cooking
Show (Part C Extension).
69
• Have the students pretend to order the dishes.
• After they have enjoyed their restaurant experience, ask
them to write an “online” review, positive or negative.
• Collect all anonymous “restaurant reviews” and read a few
Extension Welcome to the Cooking Show!
aloud for a laugh.
• Put students into groups of 3-4.
• Use responses that are already written on the board from
Exercise C to play this game. You will randomly select
two proteins from the board for each group, and two
bland foods from the board for each group. Try to pair up
ingredients that would not normally go together.
• Tell the students that they are on a cooking show on
television, and they need to make something delicious
with the ingredients they were given. They may use three
additional ingredients of their choice, but no more than
three! (Tweak these “rules” however you feel is best and
most enjoyable for your class.)
• Give the students 10 minutes to discuss what kind of meal
they will create and how they will prepare it.
• After 10 minutes have passed, have students present their
dish to the class.
• Choose a winner, or have the class vote on one.
D Grammar
• Review reported speech. Have three students come up to the
front of the classroom. Assign each student a role as “he”, my
mom, and a doctor. Have each one read the quoted text to you
(left side of Grammar table), and you report it to the class.
• Have students work in pairs. Have students circle the word that
in the right side of the table.
• Reiterate the grammar rules by writing them on the board.
• Explain that this type of reported speech applies to things that
are still true.
69
Lesson 4 What does it say on the label? Lesson 4 What does it say on the label?
Aims
- Understand ingredients in food Martin: We need some breakfast cereal. Ooh, this one looks good!
- Discuss good nutrition nutrition Facts
Serving Size 52 g
Jill: Strawberry Crunch? Let me see the box. Craig, my personal
trainer, says people should read the label on everything. Oh, look
trainer
Vocabulary Amount Per Serving
Calories 150 Calories from Fat 45
at the ingredients: wheat, sugar—sugar is second!
% Daily Value* Martin: A little sugar isn’t so bad. It only has 150 calories per serving. Plus,
ingredient frozen serving nutritious ttotal Fat 5 g 8% I love strawberries.
wheat blender yogurt fridge Saturated Fat 5 g
Trans Fat 0 g
8%
0%
Jill: But this cereal doesn’t have real strawberries, just strawberry
Cholesterol 0 mg 0% flavour. And it’s not nutritious at all. See? The label says there are
Grammar sodium 100 mg
ttotal Carbohydrate 38 g
4%
13%
no vitamins, no calcium...
Martin: Okay
Okay, put it back. What do you suggest we get for breakfast?
Dietary Fibre less than 1 g 3%
Reported speech with simple present tense Sugars 17 g Jill: Let’s get some fresh strawberries, or frozen ones. And some
Protein 2 g yogurt. We can put them in the blender and make smoothies.
Vitamin A 0% • Vitamin C 0% • Calcium 0% • Iron 4% Martin: Okay,
Okay but there’s yogurt in our fridge already. By the way, what
Warm Up ingrEDiEnts: WHOLE GRAIN WHEAT, SUGAR, RICE,
WHEAT BRAN, BROWN SUGAR SYRUP, SOLUBLE
does Craig say about frozen fruit? Brief note
Jill: He tells me it’s usually as nutritious A “smoothie” is a fruit
WHEAT FIBRE, CONTAINS 2% OR LESS OF SALT, MALT
Ask students if anyone here reads nutrition labels on food. What FLAVOURING, STRAWBERRY FLAVOURING as fresh fruit. drink made by mixing the
ingredients in a blender.
kind of things can be found on a nutrition label? Discuss as a

class. B V
Vocabulary
Listen to the conversation again. Choose the correct answers. Track 39

1.
2.
An ingredient is
A frozen food is
.
.
a.
a.
a type of prepared food
very cold
b.
b.
one part of a prepared food
very bland
3. A serving of a food is . a. the amount you buy b. the amount to eat at one time
• Transition by telling the students that the model conversation is 4. Nutritious foods are . a. healthy b. expensive
a conversation between two friends, Marta and Jill, deciding if Match the words with the correct pictures.
they want to buy a certain cereal. 5. wheat a b c d
6. yogurt
• Play the audio and listen to the conversation as a class. 7. blender
• Write nutritious on the board and practise its pronunciation as a 8. fridge
group. Make note that the second syllable has the most stress,
and it is a little bit of a tongue twister! /no͞ o ˈtri SHəs/ C In Y
Your World
• Put students in pairs. Tell students to choose a role to read Work with a partner. Look at the foods below. Make guesses about their nutrition facts. Then
from the model conversation: Marta or Jill. If time allows, have find real nutrition labels for these foods online. How close were your guesses? Compare with
another pair of students.
students read the conversation three times: the first time reciting
it while reading it; the second time with eye contact; and the Ingredients: Ingredients:
third time with eye contact and gestures. Encourage them to Calories per serving: Calories per serving:
read as naturally as possible. Then, tell students to change roles pancakes

Sugar per serving: g (grams)
vanilla ice cream
Fat per serving: g (grams)
and practise again.

• Ask comprehension questions to check understanding, such 70
as Does the cereal have strawberries or strawberry flavour?

(Strawberry flavour)
• Ask students what Jill suggests for breakfast instead of cereal.
(Smoothies)  Check the Workbook
For further practice with these vocabulary words, use Exercise
1 of Unit 5, Lesson 4 in the workbook.
Teacher’s Note Tongue Twisters
• Refer back to the word nutritious that was practised in C In Your World
exercise A. Write on the board It’s a nutritious dish! • Read the instructions. Check understanding by asking students
• See if students can pronounce this word correctly. If not, questions. These questions should receive yes/no or brief
practise. answers, such as: Are you supposed to make guesses about the
• Have students look up popular English tongue twisters and food’s nutrition facts? (Yes) What are you writing in the boxes?
share with their classmates. See if students can create their (Nutrition facts)
own English tongue twisters. • Model a response for students: I think pancakes might have
• For more fun and to build class rapport, ask students to eggs, flour… anything else? Write responses on board.
share tongue twisters from their first language with the class • Have students complete this activity in pairs.
and translate them to English. • Have students share their information with the class after
• Read each of the vocabulary words and have the students Teacher’s Note Recipes
repeat. Check and correct pronunciation. • It might be difficult for some students to think of recipes off
• Read the directions and check student understanding. the top of their head if they do not cook for themselves on
• Do number 1 together as a class. a regular basis.
• Have students complete the exercise individually or with a • To avoid potential embarrassment, have a few simple recipes
partner. Give students 5-7 minutes to complete the assignment. printed out for students who might have trouble thinking of
• Check answers as a class. this on the spot.
1. b 2. a 3. b 4. a
Key
5. d 6. a 7. b 8. c
70
D Grammar
Extension What does the nutrition label say?
Reported speech with simple present tense
• Have students cut or rip up pieces of paper into smaller
Use a reporting verb in the simple present to report things that people have often said, opinions that
people still hold, and things that are currently written on signs, labels, etc.: subject + say/says (that) + strips. On the strips, they can write a fact from a nutrition
clause; subject + tell/tells + object + (that) + clause
original reported
label, such as 0% cholesterol or 8 grams of sugar. Have
“Yogurt is good for breakfast,” she says to me. She tells me (that) yogurt is good for breakfast. each student write 3-5 labels.
“People should read labels,” Craig often says. Craig often says (that) people should read labels. • The students can fold up each strip of paper and put them
Calcium 0% The label says (that) there’s no calcium.
into a pile.
• Collect all folded labels and mix them up.
E Grammar Practice • Divide class into pairs. Give each pair a handful of labels to
Rewrite the sentences as reported speech. Use the correct form of the verbs in the simple
present.
read from.
1. Fresh fruit is too expensive, according to Alan. (say)
• Students may take turns unfolding the labels and reporting
it to their friend. Continue this exercise until all labels have
2. “Athletes need to drink lots of water
water,” Dr Garcia often says to his patients. (tell) been read, reported, and responded to.
• If time allows, collect all labels, mix them up, and repeat.
3. Y
You can’t park here, according to the sign. (say)
4. “Many women don’t get enough vitamin D,” Isabella says to me. (tell)
F Read to Speak
• Go over the directions.
5. “Fruit juice can have as much sugar in it as soda,” Franklin often explains to his kids. (tell) • Check for understanding. Model if necessary by asking a
student to read the first sentence of one of the paragraphs and
then reporting what the student said to the class.
F Read to Speak • Be sure that students clearly understand that they are to each
Work with a partner. Each of you read one of the paragraphs below. Tell each other what you read. read one text to report to their partner.
Kale, sometimes called “the king of green vegetables,” is one of the healthiest • Have students do this activity.
foods in the world. One cup of kale contains 14 important vitamins and
nutrients. Eating kale is a fantastic way to increase the amount of nutrients in
• Circle around classroom to monitor, give suggestions, and make
your diet. Kale contains lots of vitamin C. This vitamin helps our bodies fight corrections when necessary.
many diseases. Kale also has several nutrients that help prevent cancer and
heart disease. It has nutrients that can help you lose weight, see better, and
live longer, too. So add some kale to your diet today. You’ll be glad you did!
Extension Super foods

Acai is a berry found in the rainforests of the Amazon. It is often praised for
its health benefits. Acai is high in vitamin C, which boosts a person’s immune
• Have students go online using their phones and look up the
system and even helps prevent cancer. Some people think acai berries help term “super foods.”
them lose weight. People who regularly have a handful of acai berries also
think it decreases exhaustion and gives them more energy throughout the day. • Let student do some research.
• Ask students to report what foods they found were labelled
71 as “super foods.”
• Discuss and debate their research as a class.
D Grammar
• Review reported speech. Ask two students come up to the
front of the classroom. Assign each student a role as “she” or
Craig. Have each one read the quoted text to you (left side of
Grammar table), and you report it to the class.
• Draw a box on the board with 0% Calcium written inside, and
explain that you can also report something that is written.
• Finish reading through the grammar rules as a class and check
student understanding.
E Grammar Practice
• Explain the directions of this assignment and ask instruction-
check questions, such as “Are you reporting what is written?”
(Yes) and “What words should you use when reporting?” (The
words in parentheses)
• Ask students to complete assignment in pairs.
• When ready, check answers as a whole class.
1. Alan says (that) fresh fruit is too expensive.

2. Dr. Garcia often tells his patients (that) athletes need to drink
lots of water.
Key
3. The sign says (that) we can’t park here.

4. Isabella tells me (that) many women don’t get enough vitamin D.
5. Franklin often tells his kids (that) fruit juice can have as much
sugar in it as soda.
71
Lesson 5 If you cook them too long... Lesson 5 If you cook them too long…
A Authentic T
Text: Recipe
Aims
Read the recipe.
- Describe the location of places
- Understand and use prepositional phrases describing appearance Chicken with Broccoli and Red Pepper
Vocabulary Ingredients: 1 pound of chicken, 2 cups of rice, half a head of

broccoli, 1 red pepper, 2 tablespoons of soy sauce, 2 tablespoons
of olive oil
cup broccoli pepper tablespoon
saucepan combine reduce seasoning Directions:
1. Combine the rice with 400ml of water in a saucepan. If you
raw remove use less water
water, you will have drier rice. Put the saucepan on
the stove on high heat. When the water is boiling, reduce the heat and let it cook for 20
Grammar minutes.
2. Chop the chicken and vegetables into small pieces. Stir-fry them with the olive oil and then
More how questions and their answers quickly remove them from the stove. Check that the chicken is cooked through and not raw
on the inside. Be careful, though. If you cook them too long, they will burn.
3. When the rice is cooked, combine it with the chicken and vegetables. Add seasoning and soy
sauce. Enjoy this healthy dish! Brief note
Warm Up Sometimes the “directions” in a
recipe are called the method.
Tell students that they will be reading a recipe that includes

the ingredients broccoli and pepper. Ask students, Do they like B V
Vocabulary
broccoli/pepper? Then, brainstorm different ideas of recipes that Read the recipe again. Match each word with a picture.
1. cup
include broccoli and pepper as a class. 2. broccoli a b c d e
3. pepper
4. tablespoon
A Authentic Text: Recipe 5. saucepan
• Transition by explaining that this Authentic text is a recipe of C Vocabulary: Cooking

V
chicken with broccoli and red pepper. Match the words with the correct definitions.
1. combine a. to make lower
• Have students read the recipe individually. 2. reduce b. uncooked
• Ask basic yes/no or short answer questions to check 3. seasoning c. to put together
4. raw d. to take away; to take off
comprehension of the text, such as If you use less than 4 cups 5. remove e. something (such as salt, spices, or herbs) that is added to improve the
of water, your rice will be what? (Dryer) If you cook chicken too taste of food
D About Y
You
long, what will happen? (It will burn.)
T a partner how to make a dish you know how to cook. As you talk, your partner writes the
Tell
recipe. Then switch roles.
B Vocabulary Name of dish:

• Read each word and have the students repeat. Check and Ingredients:
correct pronunciation. Directions:

• Read the directions and check for understanding.
• Do number 1 as a class. Then have students complete the 72
activity.
• Give students a few minutes to complete the matching
assignment. D About You
• Write 1 to 5 on the board and call students up to write the • Ask students to think of dishes they know how to cook. Collect
correct letter next to each number. Check answers as a class. a few examples to write the on the board.
• Have students choose a dish that they know how to cook.
Key
1. d 2. b 3. e 4. c 5. a • Put students in pairs.

• Read through directions of this activity together as a class and
check for understanding.
C Vocabulary: Cooking • Give the students time to explain to their partner how to cook
• Read each word and have the students repeat. Check and their chosen dishes as their partner reports it on paper. Have
correct pronunciation. them switch roles when complete.
• Read the directions and check for understanding. • Ask students to share a few responses aloud with the class.
• Do number 1 as a class. Then have students complete the
activity.
• Give students 5 minutes to complete the assignment.
• Write 1 to 5 on the board and call students up to write the
correct letter next to each number. Check answers as a class.
Key
1. c 2. a 3. e 4. b 5. d

For additional practice with the vocabulary, use Part 1 and 2 of
Unit 5, Lesson 5 in the workbook.
72
E Grammar
F Grammar Practice
First conditional • Explain the directions of this activity and make sure students are
First conditional sentences are if sentences about the future. The if clause is in the simple present, and the
clear that answers will vary.
result clause is in the future tense with will/won’t. The result clause may or may not begin with then.
condition result
you don’t eat enough nutrients, (then) you will get sick.
• Ask students to complete assignment in pairs.
Brief note
If
you cook the vegetables too long,
we eat a lot of broccoli,
(then) they will burn.
(then) we’ll get enough vitamin C. You can switch the order of • Check answers as a class.
the clauses:
I keep lifting weights, (then) I won’t be weak. I won’t be weak if I keep
lifting weights.
Answers will vary. Examples:
1. …my teacher will be upset.
F Grammar Practice 2. If I don’t eat breakfast…
Fill in the gaps with your own ideas to make true first conditional sentences. • Then
3. check
…you aswillabe
whole
sick. class.
Key
1. If I am late for my next class, .
4. If you eat too much unhealthy food…
2. , I won’t have much energy.
5. … you will save money.
6. I would be a vegetarian…
3. If you don’t eat enough protein, .
7. …you will be unhealthy.
4. , you’ll gain weight.
8. If you don’t wear a jacket…
5. If you start cooking all your meals at home, .
6. if I never eat meat again.
7. If you eat at fast-food restaurants often, . G Use the Language: If you eat our product...
8. , you will get sick. • Divide class into groups of 3 or 4 students.
• Read the directions for the activity and check for understanding.
G Use the Language
• Model the activity for the students. Think of a popular food in
If you eat our product…
your country and write it on the board.
Work in small groups. Create an advert for a food or drink. It can be a real food or drink or your own idea.
• Below the name of the food written on the board, write:
Include some information about its ingredients, instructions for preparing it, and its effects on people’s - ingredients
health.
- instructions for preparing
- effect on people’s health
• Ask students what ingredients go in your dish, followed by
instructions on its preparation and health benefits.
• Have groups complete assignment
• Circle around classroom and give suggestions. Make corrections
when necessary.
• When groups are done, have them take turns “selling” the
Now take turns “selling” your product to the rest of the class.
product in front of the class when they are ready.
73
Extension Leave a Social Media Comment
• Have students pretend they are eating the food/drink
E Grammar products that were advertised to them.
• Ask students if they like or dislike the products and why.
• Write if and then on the board
• Tell students to choose a product to review on the product’s
• Explain that the first conditional has present simple in the if
social media page.
clause, and future (with will) in the result clause.
• Have them write a comment about one of the products they
• Briefly go over the table and explain the Brief note.
“tried.”
• Ask students to take turns reading the examples.
• Finally, have students share their reviews aloud with the
class. If time allows, write them on the board or have
students write them on the board.
Teacher’s Note Activating Prior Knowledge
• If time allows, more students in the class may “comment”
• Refer to Lesson 2’s Zero Conditional lesson where both on, or “like” each other’s comments on the board.
clauses are in present tense.
• This will activate prior knowledge and help students make
connections between the similarities and differences of both
zero and first conditional.
• It may be helpful to have a sheet printed out of rules for
zero conditional, first conditional, second conditional and
third conditional. They can fill in the rules as they learn
about each one, and utilise it again in the future when
covering second conditionals and third conditionals.
73
Active Review
A These are healthy cookies!
Listen to a conversation at a supermarket. Fill in the gaps with the words that you hear. Then
answer the questions. Track 40
Warm Up
Susie: Let’s see. We have vegetables, chicken, fish,
• Ask students about the last thing they bought at the … What else do we need?
Lucas: How about these biscuits? Just a small box.
supermarket. Susie: We really shouldn’t, Lucas. The doctor said
eating sweet snacks,
• Write some responses on the board. remember?
Lucas: Y
Yeah, but these are healthy biscuits! The
they don’t have much fat and only 100 per serving.
A These are healthy cookies! Track 40 Susie: What’s the first
Lucas: Well, it’s sugar.
on the list?
• Transition by telling students they will listen to a conversation Susie: See? We’ve worked so hard to lose weight and get .
If we start buying biscuits, go back to our bad old .
taking place at a supermarket. Lucas: Y
You’re right. We’d better not.
• Ask the students what they think Susie and Lucas are going to Susie: Don’t look so sad. I know you miss
tasty to cook for dinner. My sister gave me a
, but we can get something
for Mexican rice and
buy at the supermarket. . She said it’s .
Lucas: Okay
Okay, where are the beans?
• Have students fill in the blanks with the words that they hear. 1. What does Lucas want to buy?
• Replay the audio until students report that they have completed 2. What did their doctor tell them?
the activity. 3. What did Susie’s sister say about the recipe for rice and beans?

B Role-play
olive oil, to stop, label says, calories, ingredient, in shape, we’ll,
Key
Pretend to shop for food with a partner. Find a food advert on your phone or in a newspaper.
Use language from the unit to discuss what to buy and what not to buy. List the foods below.
diet, desserts, recipe, beans, delicious
Comprehension 1.
5.
• Put students in pairs. 2.
6.
3.
7.
• Have them answer the three comprehension questions following 4.
8.
the text.
• Check answers as a class. C Reminder
1. Lucas wants to buy cookies. Put a tick () next to the things you can do.
Key
2. The doctor told them to stop eating sweet snacks.

Understand the main points of clear
clear,, standard speech on familiar, everyday subjects
3. She said it’s delicious. Handle everyday situations such as shopping, making appointments, or checking
appointment times
Give practical instructions on how to do something (for example, cooking)
B Role-play 74
• Keep students in pairs.

• Have students pretend to shop for food with their partner.
• Ask students to write down what they “bought.”
• Have a few student pairs read their grocery list aloud.
• Discuss their food choices as a class and give feedback.

74
Fluency
C Now Write
A Read to Write
rite • Tell students that they will read a paragraph and write a
Read part of a talk about nutrition. Then circle the correct words and fill in the gaps to complete summary of it. Remind them what summary means. Note that
the sentences.
this activity will take 10 minutes.
“People get most of their protein from meat and cheese. Every
• When ready, have students begin the task as you set the timer
person needs a different amount of protein each day. Young or make note of the time.
children need less protein, and people who work out and play
sport need more. But everyone needs protein. Without it, you
• When 10 minutes has passed, have students take turns
won’t have strong bones and muscles.” presenting their information to a partner.
Dr Rebecca Beare

1. The doctor ( said / told ) that every person a different amount of protein. The text said that if we make small changes in our diet, it can
2. According to the doctor
doctor, if people ( won’t / don’t ) get enough protein, make a big difference. It said that a good way to start is to make
.
fruits and vegetables half of our meals. It also said that we should
Key
drink one less soda each day, and eat one less snack that has a lot
B Speak to Write
rite of sugar or salt. If we eat too much of these, it can cause a heart
Work with a partner. Practise saying the sentences below, taking turns filling in the gaps with attack or a stroke. The text said that learning to eat healthy is like
your own words. How many different ways can you think of to complete each sentence?
learning to walk. If you take small steps first, you will be running
1. He needs to stop smoking. If he doesn’t quit, .
soon.
2. If you always eat at restaurants, .
3. My doctor tells me that .
C now Write
Read the paragraph. Then write a summary (a statement of the most important information)
in your own words in ten minutes or less.
Making small changes in your diet can make a big difference. Experts on nutrition advise people
to fill half of their plates at each meal with fruits and vegetables. That’s a good way to start.
People should also eat less salt and sugar because they increase the risk of heart disease and other
illnesses. To begin cutting down on unhealthy snacks, drink one less sugary drink and eat one less
sweet or salty snack each day. Learning to eat healthily is like learning to walk. If you take one
small step at a time, you’ll soon be running!
75
Fluency
A Read to Write
Explain the directions of this activity. Then ask questions to ensure
the students understand the task. For example, Are you supposed
to circle the answers, or fill in the blanks? (Do both.) Have
students complete part A.
1. said, needs
Key
2. don’t, …they will have weak bones and muscles. (or: their
bones and muscles will be weak.)
B Speak to Write
• Have students take turns completing each sentence.
• Have students write the completed sentences in a list.
• Walk around the classroom and assist students if necessary.

1. …he can get serious diseases.
Key
2. …you will gain weight.

3. …I need to take care of myself.
75
Unit 6 . Look Good, Feel Good 

Getting Ready in the Morning

Look Good, Feel Good A Model Conversation
Tom: Will you be in the bathroom much longer longer, Ray?

Lesson 1: Getting Ready in the Morning I need the mirror.
Ray: A little bit longer. I just finished shaving, and
Aims: - Use common morning routine vocabulary I need to shower before my lunch date. I’ll be
- Ask and answer questions about morning routines quick—I don’t even need to shampoo.
Tom: I’m trying to be patient, but you know I have a
- Properly use tag questions job interview in 45 minutes, right? I’ve got to
shave.
Vocabulary: Everyday hygiene Ray: Oh, I forgot about that. Well, you need to put
on your suit, don’t you? Why don’t you go and
Grammar: Tag questions do that, and comb your hair? I’ll be out of the
shower when you’re done.
Lesson 2: Choosing the Best Products for You Tom: No, I might get shaving cream on my suit.
Ray: All right, you go first. YYou know, my brother
Aims: - Learn and use common vocabulary about skin care and his roommates made a bathroom schedule,
so they never have arguments like this.
- Ask and answer questions about products and Tom: Thanks, Ray. We should probably do that, too.
preferences
Vocabulary: Skin care B V
Vocabulary
Grammar: Negative questions Listen to the words. Then match each word with the correct picture. Track 42
Lesson 3: Choosing Your Own Style comb shave mirror cream suit
Aims: - Use common vocabulary about hairstyles

- Ask and answer questions about common hairstyles
- Practise if/whether clauses when discussing hairstyles
Vocabulary: Hairstyles
Grammar: Content clauses with if and whether Match each word with the correct definition.
Lesson 4: Basic Nail Care 1. patient a. to wash your hair; special soap used to wash hair
2. argument b. able to wait and not become angry
Aims: - Use common nail care vocabulary 3. shampoo c. to dress yourself in (clothes)
- Ask and answer questions about nail care 4. put on d. a fight in words; a disagreement
- Practise using clauses with wh- questions to discuss

nail care
C About Y
You
Vocabulary: Nail Care Think of five things you do to get ready every morning. Write them in the order that you do
them. Then compare your list with a partner’s.
Grammar: Content clauses with wh- questions
1. 3. 5.
Lesson 5: Pamper Yourself 2. 4.
Aims: - Use common spa vocabulary 76

- Ask and answer questions about going to the spa
- Practise using passive voice to discuss going to the spa
Vocabulary: Spa visits your house/apartment? Do you ever fight over the bathroom in
Grammar: Passive voice the morning? What do you think we will talk about today?
- Understand the most important pieces of information in a
consumer-related text (for example, price, amount, or nutritional • Transition by telling students that they will hear two people
information) talking about using the bathroom in the morning.
- Help to solve practical problems, saying what you think and asking • Ask students to read the conversation in pairs. When they are
others what they think finished, ask them to switch roles and read again.
- Write short, comprehensible connected texts on familiar subjects
• Before playing the audio, ask the students to pay close attention
to who is talking and what problem they are having.
• Play the audio and listen to the conversation as class.
Lesson 1 The computer lab smells new. • Ask the students: Who is talking? What seems to be the
problem? How did they resolve the problem? How can they
prevent problems like this in the future?
Aims
- Describe locations in your school B Vocabulary Track 42
- Use adjectives as complements after linking verbs • Read each of the vocabulary words. Ask students to repeat each
Vocabulary word after you. Ask students to explain, in their own words,
comb shave mirror cream suit what each vocabulary word means.
patient argument shampoo put on • Give simple explanations and examples when students
Grammar
understanding.
Tag questions • After practicing each word, play the audio.
• Ask students to place the correct word in the box underneath
Warm Up the picture (questions 1 to 5) and then match each vocabulary
• Ask the students to look at the picture. word with the correct definition (questions 6 to 9).
• Ask students some of the following questions: What is he • Check answers as a class.
doing? What time of day do you think it is? How long does it
take you to get ready in the morning? What do you need to get
Key
1. cream 2. suit 3. comb 4. mirror 5. shave

ready in the morning? How many bathrooms do you have in 1. b 2. d 3. a 4. c
76
• Practise more by writing several verbs on the board and asking
D Grammar students to create positive and negative statements using tag
Tag questions questions.
tag questions
Tag questions are added at the end of statements. They are used when the speaker expects a certain answer
and just wants to make sure. Positive statements are followed by negative tag questions, and negative Teacher’s Note Right and huh
statements are followed by positive tag questions.
The form of a tag question is auxiliary verb (+ not
not) + subject? (Auxiliary verbs include be, do, have, and The words right and huh are often used in the same way as
modals.) Contractions are almost always used.
positive statement negative tag question expected answer
tag questions: (Huh is very informal.) They can follow either
We need to buy some shampoo, don’t we? Yes, we do. positive or negative statements.
You’re wearing a new suit, aren’t you? Yes, I am.
I took a long shower, didn’t I? Yes, you did.
We need to buy some shampoo, right/huh?
negative statement positive tag question expected answer You haven’t shaved yet, right/huh?
He never combs his hair, does he? No, he doesn’t.
You won’t be late, will you? No, I won’t.
You haven’t shaved yet, have you? No, I haven’t. E Grammar Practice
Brief note
The word right is often used in the same way as a tag question.
• Tell students that they will now practise the grammar points
E Grammar Practice
It can follow either positive or negative statements.
We need to buy some shampoo, right? they just learned.
You haven’t shaved yet, right?
Circle the correct answers. • Do number 1 together as a class.
1. Y
You have a bath every morning, ( don’t you / you don’t )? (Y
Yes / No ), I do. • Ask students to read number 1 to themselves. Ask the class
2. Mike didn’t wash his hands before lunch, ( did he / was he )? (Y
Yes / No ), he didn’t.
which answer is correct, don’t you or you don’t. Ask the
3. Y
You’ll get ready fast, ( won’t you / will you )? (Y
Yes / No ), I will.
4. Y
You haven’t used my face cream, ( did you / have you )? (Y
Yes / No ), I have. Sorry!
students what the correct response is.
5. Kelly should wear a suit, ( should she / shouldn’t she )? (Y
Yes / No ), that’s not necessary. • Put students in pairs and ask them to finish the grammar practice
6. This is your comb, ( right / is it )? (Y
Yes / No ), it’s Jim’s.
together. Remind them to refer to the chart as necessary.
• Students may have difficulty with number 4. Walk around and
F Use the Language
assist students if they are struggling.
Survey on bathroom products
1. Imagine you work for a company that makes toothpaste, shaving cream, and other bathroom products.
You are going to interview people about their morning routines. Make a list of questions you can ask.
Y
Ask three classmates the questions and make notes on their answers. Key 1. don’t you / Yes 2. did he / No
Questions Person 1 Person 2 Person 3 3. won’t you / Yes 4. have you / Yes
1. 5. shouldn’t she / No 6. right / No
2.
3.
4.
For further practice with tag questions, use Exercise 5 in Unit
5.
6, Lesson 1 of the workbook.
2. Look at the results. Find the most common and the most interesting answers. Present your findings to
the class.
77 F Use the Language: Survey on bathroom

products
• Ask the students to imagine they work for a company that makes
C About You toothpaste, shaving cream, and other bathroom products.
• Tell students that you would like them to think about what they do • Tell students that they will interview three (or more) classmates
to get ready in the morning. about their daily routines.
• Ask them to think about five things they do to get ready, and write • Ask students to make a list of questions to ask their classmates,
each thing down in the space provided. Ask them to write them on remembering they work for a company that makes bathroom
the lines in the order that they do them. products.
• When they are finished, put students in pairs. Ask them to compare • Tell students to walk around the classroom, ask three classmates the
their answers with their partner. questions, and write down their classmates’ responses.
• Ask students to look at the results and find the most common
and most interesting answers.
Extension Charades • Have students share their findings with the class.
• Ask students to tell you the items they listed in the About You
activity. Write these items on the board. Continue eliciting
answers until you have 10-15 items written on the board. Extension Guess Which Room/Place/Location
• Tell the students that you will now act out an item, and they • Tell students you will play a game to practise talking about
should guess which activity it is. morning routines.
• The student who guesses correctly will be the next actor. • Write the following on the board: In the morning I...
• Model the activity with a small group of students. The
first student completes the sentence. For instance, In the
D Grammar morning, I wake up at 7:00 a.m. The second player repeats
• Briefly go over the table and practise the exchanges. Remind the first student’s sentence and adds to it. For example, In
students that tag questions are added at the end of statements the morning, I wake up at 7:00 a.m. and brush my teeth.
and are used when the speaker expects a certain answer. The third player repeats the information provided by the first
• Explain to students that positive statements are followed by two students and adds to it. Continue the game until all
negative tag questions and negative statements are followed by students have spoken.
positive tag questions. • If one student forgets, the entire game starts over.
• Tell students that they can form tag questions by using • You can play this game as a class or split the class into
the auxiliary verb (+not) + subject? Also, tell students that groups to play.
contractions are almost always used.
• Ask students to repeat each sample sentence after you, using
both positive and negative statements + tag questions.
77
Lesson 2 Choosing the Best Products for You Lesson 2 Choosing the Best Products for You
Brief note
Aims The word “soap” means
something that is used for
washing. It can be solid or liquid.
- Learn and use common vocabulary about skin care Frank: Do you need some help choosing a cleanser?
- Ask and answer questions about products and preferences Donna: Y
Yes, actually. My skin is oily, and I have a little acne,
too. What’s good for that?
Vocabulary Frank: This one is great. I use it, and my skin is clear now. It’s
very gentle on your skin and better than regular soap.
skin oily acne gentle sweat Donna: Sounds good. Thanks for your help!
Frank: Wouldn’t you like to get some moisturiser, too? The
cleanser lotion sun cream makeup cleanser works great, but it can dry your skin.
Donna: Oh. But don’t face lotions make acne worse?
Grammar Frank: Some do, but not this one. It also has sun cream.
Donna: Hmm, okay. That reminds me—I need sun cream for my body, too.
Negative questions Frank: Those are right over here. I recommend this brand, Summer Sport. Even if you sweat a lot or go
swimming, it’ll still work. Brief note
Donna: All right, I’ll take it. A “brand“ is a product or company with a strong or recognisable
Warm Up Frank: Can I show you some makeup as well?
identity. A “product” is any item that a company makes and sells.
Donna: Thanks, but I think I’m buying enough skin products for today!
• This is a great time to bring in some realia from home: some
products that you use. B V
Vocabulary
• Ask students what each item is and then ask them what they Fill in the gaps with the correct bold words from the conversation.
think they will learn about today. 1. If you wash your face too often, your will get dry.
2. Do you a lot when you work out?
• Otherwise, ask students to look closely at the picture and ask
3. This soap is good because it is on your skin.
the following questions: Who is he? Where is he? What is in the 4. It’s very common to get when you are a teenager.
background? When the students mention toiletries, ask them: 5. People often have skin on their noses.
What products do you think he uses? What products do you use Match each word with the correct definition.
at home? What do you think we will talk about today? 6. cleanser a. a cream or lotion that protects your skin from the sun
7. lotion b. a liquid-like product that you rub onto your skin without rinsing it off
8. sun cream c. a product that you put on your face to look better; cosmetic
A Model Conversation Track 43 9. makeup d. a product that is used for washing the skin that is not soap
• Transition by telling students that they will hear two people C About Y
You
talking about face products in a store. Y are going on a one-week trip to a place with no stores nearby. List all the toiletries you will
You
• Ask students to read the conversation in pairs. When they are need to pack. (Toiletries are the things you keep in the bathroom for cleaning yourself and for
skin care.) Use a dictionary if necessary.
finished, ask them to switch roles and read again.
• Before playing the audio, tell students to pay close attention to
who is talking, what their roles are, and what they are talking
about.
Now imagine you can only take two of the above products. Which would you choose? Circle
• Play the audio and listen to the conversation as class. them. Discuss your choices and your reasons with a partner.
• Ask the students: Who is talking? Who is Frank? Who is the 78
customer? What kind of skin problems does Donna have? Does

Frank show Donna any makeup?
C About You
Teacher’s Note Sun Cream • Tell students to imagine that they are going on a one-week trip
There are many English words for sun cream: sunscreen, to a place with no stores nearby.
sunblock, suntan lotion. • Ask the students to list all the toiletries they will need to pack.
Toiletries are the things you keep in the bathroom and use to
stay clean or care for your skin.
B Vocabulary • Tell students they can use a dictionary if necessary.
• When they are finished, tell students to imagine that they can
• Ask students to look for the bold words in the dialogue. Say
only take two of the products.
each word and ask the students to repeat after you.
• Ask the students to choose two products and circle them.
• Ask students to explain, in their own words, what each
vocabulary word means.
• Put students in pairs and tell them to discuss their choices.
don’t seem to understand a word or to supplement their Extension Recommendations
understanding. Ask students what the opposite of oily is (dry). • Keep the students in pairs.
• Ask students to use the words in bold to fill in the blanks for • Ask students to recommend a product (face or body) to
items 1 to 5.
their partner.
• Check the answers as a class. • Ask them to choose a product they currently use.
• Next, ask the students to complete questions 6 to 9, matching • Tell the students to tell their partner all about the product,
each word with the definition on the right.
including: what it is, how to use it, where to buy it, why
• Check answers as a class. they like it, and how they could improve it.
1. skin 2. sweat 3. gentle 4. acne 5. oily

Key
6. d 7. b 8. a 9. c
78
D Grammar
E Grammar Practice
Negative questions • Tell students that they will now practise the grammar points
negative questions
they just learned.
Like negative tag questions, negative questions are used when speakers expect the answer to be yes. These • Do number 1 together as a class.
questions are also a way to express surprise at unexpected news and to ask about it.
A: I’d better be going. • Ask the students to read question 1 to themselves. Ask the class
B: Already? Aren’t you staying for dinner?
negative question expected answer
what the correct answer is.
Don’t you wear makeup? Yes, I do.
Brief note
• Then put students in pairs, and ask them to finish the grammar
Shouldn’t he use sun cream? Yes, he should. Even though these questions have the practice together.
word not in them, you answer them in
Isn’t this good for oily skin? Yes, it is. the same way as regular questions. • Check answers as a class.
Wouldn’t you like some moisturiser, too? Yes, I would. A: Do you wear makeup?
B: Yes. All the time. / No, I don’t.
A: Don’t you wear makeup?
1. Doesn’t 2. Won’t 3. Don’t 4. Isn’t
Key
E Grammar Practice 5. Aren’t 6. Haven’t
Fill in the blanks to make negative questions.
1. Q: this store sell makeup? 4. Q: this lotion only for
A: No, it doesn’t. It only sells medicine. women?
2. Q: you try some of this A: No, men use it, too.
sun cream? 5. Q: these products expensive? For further practice with negative questions, use Exercise 3 in
A: Y
Yes, I think I will. A: Y
Yes, but they work well and smell nice. Unit 6, Lesson 2 of the workbook.
3. Q: you want to borrow my 6. Q: you shopped here before?
mirror? A: Y
Yeah, I’ve shopped here many times.
F Use the Language: New skin products

A: Y
Yes, I do.
F Use the Language

• Tell students that they will work with a partner to create a new
New skin products
brand of soap, sun cream, or makeup.
1. With a partner
partner, you are going to create a new brand of soap, sun cream, or makeup (choose one).
• Put students in pairs. Give them one minute to choose soap, sun
Think about how people can use it, how it’s different, and why people will like it. Choose a name for cream, or makeup.
your product. Write down your ideas.
• Ask the students to discuss the following questions: How will
Name of product: people use it? How is it different than other (soap, sun cream,
Type of product:
makeup) products? Why will people like it?
Notes about the product:
• Tell students to write down their ideas.
• Tell students to choose a name for their product.
• When the students are finished, assign the pairs in to groups of
four. Tell students to ask the other pair questions about their new
product and explain their product to the group.
2. Talk
T to another pair of students. Ask them questions about
their new product. Explain your product to them.
Extension Sell Your Product
79
• After completing the Use the Language activity, tell students

they will now have to sell their product to the class.
• Give the students a little time to prepare a short speech
D Grammar
about their product.
• Briefly go over the table and practise the exchanges. Remind • Have the students present their product to the class. Allow
students that negative questions are used when speakers expect
members of the audience to ask questions.
the answer to be yes. Explain that these questions are also a
• Once every team has presented, ask students to vote on
way to express surprise at unexpected news and ask about it.
their favourite new product.
• Mention to students that even though these questions have the
word not in them, they can answer them in the same way as
regular questions.
• Write the following on the board:
A: Do you wear makeup?
A: Don’t you wear makeup?
• Ask students to repeat each sample sentence after you.
• Practise more by writing several questions on the board, and ask
students to make negative questions out of them.
79
Lesson 3 Choosing Your Own Style Lesson 3 Choosing Your Own Style
Brief note
A Model Monologue
Aims A (hair) “salon” is a place people go to have their hair cut, dyed, or styled.
The people who work there are called “hairdressers” or ”hairstylists”.
Read the monologue. Then listen. Track 44 People who mostly do simple haircuts for men are called barbers.
- Use common vocabulary about hairstyles William: At my school, there were a lot of rules about how students had to look. There were even rules
- Ask and answer questions about common hairstyles about our hair! We couldn’t dye our hair or shave our heads. Boys’ hair had to be short and neat, and we
- Practise if/whether clauses when discussing hairstyles couldn’t have any facial hair. We all looked so similar.
Now I’m at university, and I don’t have to follow these rules anymore. I’m letting my hair grow for
Vocabulary the first time. It’s spiky right now, but I’m going to let it grow to shoulder-length. Then I’ll wear it in a
ponytail. My natural colour is red, but I’m going to the hairdresser to dye it a different colour. I’d rather
ponytail bald hairstylist/hairdresser fringe not go to a salon, but I don’t want to mess it up by doing it
myself. I also haven’t decided if I want to dye it blue or black.
dyed hair short, spiky hair shoulder-length hair perm I hope the hairdresser can help me decide.
Alec has dyed black hair and a Mohican. (His hair is shaved on
Grammar the sides and stands up straight on top.) People sometimes
stare at him, but I think it looks cool. Rules are fine for kids,
Content clauses with if and whether but adults should be creative with their hairstyles. It’s a fun
way to stand out from the crowd.
Brief note
Warm Up “Stand out from the crowd” means to look or be different
from other people (usually in a positive way).
Describe a famous person to the class and see if others can guess B V
Vocabulary
who you are talking about. Next, describe a member of the class, and Match each word or phrase with the correct picture. Then listen to the monologue again and
ask the students to guess. Finally, ask the students to describe you. circle the words or phrases the man mentions. Track 44
a. ponytail b. bald c. fringe d. hairdresser/hairstylist
A Model Monologue Track 44

e. dyed hair f. short, spiky hair g. shoulder-length hair h. perm
• Transition by telling students that they will hear a monologue

(one person speaking) about personal style.
• Ask students to read the monologue to themselves.
• Before playing the audio, ask the students to pay close attention 1. 3. 5. 7.
to what the man is talking about.

• Play the audio and listen to the monologue as a class.
• After listening to the audio, ask the students: What were the
rules about hairstyles when William was in high school? What 2. 4. 6. 8.
was William’s experience in college? What does William think

about personal style rules? Does William like to stand out or
C In Y
Your World
blend in?
What did your hair look like three years ago? What did it look like when you were in primary
school? Tell a partner. Report your partner’s descriptions to the class.
B Vocabulary
• Look at the list of vocabulary words. 80

vocabulary word means and to give examples where appropriate.
• Give simple explanations and examples when students don’t seem
Extension Classroom Guess Who
to understand a word or to supplement their understanding. For
example, to dye your hair means to colour it. Perm is a shortened • Tell the students that they will use what they’ve learned to
version of permanent or permanent waves/curls. play a game of Guess Who.
• Ask students to match each word or phrase with the correct • Model the activity by standing in front of the class and
picture and to write the letter of the word below the picture. giving a short, descriptive statement about one of your
• Play the monologue again and ask students to circle the words students. Then say, Guess who.
or phrases the man uses. Play the monologue multiple times if • If they answer incorrectly, provide another short, descriptive
necessary. statement about the same person. Continue the process
until someone correctly guesses who you are describing.
1. b 2. c 3. h 4. a 5. g 6. d 7. f 8. e • When a student answers correctly, it is their turn to lead the
Key
Circle: 4, 5, 6, 7, 8 game.
C In Your World
• Tell students to think about how their hairstyle has changed over
the years.
• Provide a personal example, such as When I was young, I had
short, straight hair. In middle-school I had a perm, and I dyed my
hair in college.
• Tell students to ask their partners the following questions:
What did your hair look like three years ago? What did it look
like when you were in elementary school?
• When they are finished, ask the students to report their partner’s
descriptions to the class.
80
• Ask the students to put the words in order to make sentences.
Brief note
D Grammar
The subject and verb switch positions in
Content clauses with if and whether direct questions but not in content clauses.
• Check the answers as a class.
content clauses with if and whether
Yes/No questions can be made into content clauses beginning with if or whether. They have the form
if/whether + subject + verb phrase.
1. I’ll ask her if she knows a hairdresser.
These clauses often follow verbs such as know, remember, decide, ask, check, etc. These clauses may or may 2. I wonder if the girl with the ponytail is Ginny.
Key
not end with or not.
3. Please check whether the salon is open or not.
Questions giving two choices (with or
or) can also be made into if/whether content clauses. These clauses do
not end with or not. 4. He hasn’t decided whether he wants long or short hair.
direct question statement with content clause 5. She doesn’t remember if my hair was straight or curly.
Does she have a perm? We can’t remember if/whether she has a perm (or not).
Did he cut his hair? Ask him if/whether he cut his hair (or not).
Should I dye my hair blue or black? I haven’t decided if/whether I should dye my hair blue or black.  Check the Workbook
Is that a barbershop or a salon? I don’t know if/whether that’s a barbershop or a salon.
For further practice with content clauses, use Exercise 1 in Unit
E Grammar Practice
1. she / hairdresser / I’ll / her / if / knows / ask / a
.
F Use the Language: Interesting hairstyles
2. with / the / ponytail / is / Ginny / I / wonder / if / the / girl • Tell students that you would like them to practise talking about
. hairstyles. Bring some magazines (with a wide variety of hairstyles)
3. is / open / or / not / please / hair / whether / the / check / salon
to class, or make sure students have access to the Internet.
.
4. decided / hasn’t / whether / wants / he / or / long / hair / short / he • First, ask them to think about the last time they changed their
. hairstyle. Ask students to write down the conversation they had
5. remember / she / if / doesn’t / straight / was / my / or / hair / curly with their hairstylist.
.
• Once they are finished writing, put students in pairs. Ask students
F Use the Language
to role-play the conversation they had with their hairstylist. When
Interesting hairstyles
they are finished, ask them to switch roles and practise the
1. Think of the last time you changed your hairstyle. Write the
conversation again.
conversation you had with your hairdresser. Then with a partner, • Next, ask students to look through the magazines or look online
role-play your conversation. Switch roles, and practise again.
for celebrity hairstyles with their partner.
2. Find some magazines with plenty of photos of people or search
online for celebrity hairstyles. With a partner
partner, find four images
• Ask students to find four images of hairstyles they find interesting
of interesting hairstyles that you both like. Show your images to and that they both like.
another pair of students. Let them see them for only five seconds.
Then hide the images. • Then, bring two sets of pairs together to form a group of four
The other pair must try and remember the styles they saw. Then (Team A and Team B).
they must describe each image to you and your partner. If they
get it right, give them the image. Switch roles and describe their
• Have Team A show their pictures to Team B for five seconds.
images. The team with the most correct descriptions wins the game! Then, have Team A hide the images.
81
• Team B must try and remember the styles they saw. They must
then describe each image to Team A. If they correctly describe the
image, they get to keep the image (one point).
• When they are finished, switch roles. Team B will show their
D Grammar pictures to Team A, etc.
• Briefly go over the table and practise the exchanges. Remind • The team with the most points at the end of the game wins.
students that yes/no questions can be made into content clauses
beginning with if or whether.
• Remind students that these clauses have the form if/whether Extension Small Group Discussion
+ subject + verb.
Leave students in the groups and ask them to discuss the
• Mention to students that the subject and verb switch positions
following questions: Do you like your hair? Why or why not?
in direct questions but not in content clauses
If you could have any hairstyle, what would you choose?
• Ask students to repeat each sample sentence after you. Why? What products do you use for your hair?
• Practise more by writing several direct questions on the board,
and then asking students to make content clauses with if and
whether out of them.
E Grammar Practice
• Tell the students that they will put the words in the correct order
to make sentences.
• Ask the students what they think the first word is in the
sentence. Write the word on the board. Ask the students about
the second, third, etc. Write these words on the board.
everything looks correct. If the answer is not correct, help them
change the sentence to make it correct.
• Once you’ve unscrambled the word, say it aloud for the class.
• Have the students repeat the sentence after you.
sentences in pairs.
81
Lesson 4 Basic Nail Care Lesson 4 Basic Nail Care
A Authentic Text: Magazine article

Aims
Read the article.
- Use common vocabulary related to nail care
- Ask and answer questions about nail care Your Nails, Your Health by Dr Ahmed Kaya
- Practise using clauses with wh- questions to discuss nail care Many people don’t care about how their nails look. True, no one needs to
pay for professional manicures or pedicures. But nail care is part of good
hygiene and grooming. And did you know that it can even affect your
Vocabulary health? Here’s what both men and women should do to care for their nails.
1. Watch the colour of your nails.

nail polish clippers nail file fingernail toenails Smoking or using dark nail polish can cause nails to turn yellow. This
manicure pedicure affect infection usually isn’t a reason to worry. But dark spots can be a symptom of skin
cancer, so if you see them, contact a doctor immediately.
Grammar 2. Keep your nails clean, and clip or file them often.
Dirty nails can cause infections. So can broken ones, since they can cause tears in the skin. Wash your hands
often and brush dirty nails with a clean toothbrush. Use clippers or a nail file regularly to keep the ends
Content clauses with wh- questions smooth. Do this for both your fingernails and your toenails.
3. Don’t bite your nails.
Biting your nails also brings a risk of infection in both your fingers and mouth. First, try to understand why
and when you bite your nails. Usually
Usually, it’s stress. Learn to relieve stress in other ways. There are also special nail
Warm Up polishes that taste bad to help you stop biting.
Brief note
• This would be a great time to bring in some realia from home: “Hygiene” is what people do to keep their bodies clean.
“Grooming” is what people do to look nice. For example,
some products that you use. You can ask students what each B V
Vocabulary
washing your hair is hygiene, and combing it is grooming.
item is and then ask them what they think they will learn about Write each bold word from the article under the correct picture.
today.
• Otherwise, ask students to look closely at the picture and ask
the following questions: What do you see in the picture? What
parts of the hands can you name? What parts of the feet can
you name? What do you think we will talk about today? Match each word with the correct definition.
1. manicure a. to change or have an effect on someone or something
A Authentic Text: Magazine article 2. pedicure

3. affect
b. a treatment to improve the looks and health of the hands and fingernails
c. a disease caused by germs (very small living things) entering the body
• Transition by telling students that they will now read a magazine 4. infection d. a treatment to improve the looks and health of the feet and toenails
article about nail care and health. C Vocabulary Comprehension

V
• Ask students to read the article to themselves. Fill in the gaps with the correct words from part B.
• When they are finished, assign students to pairs and ask them 1. My feet look terrible. I should give myself a(n) .
to read the article again, taking turns to read each paragraph. 2. It’s easy to know when Jack is nervous because he bites his .
3. Wendy works a lot with her hands, so she doesn’t get or wear .
• After they finish reading the article a second time, ask students 4. If you cut yourself, wash the cut with soap and water to prevent a(n) .
the following comprehension questions: What is the article 5. Y
You can use a(n) to make the edges of your nails round.
6. Everyone knows that people’s mental health can their physical health.
about? Why should people pay attention to the colour of their
7. I need to cut my fingernails, but I can’t find my . Can I borrow yours?
nails? Why should people keep their nails clean and clipped/ 82
filed? Why shouldn’t people bite their nails?
Teacher’s Note Hygiene and Grooming

Teacher’s Note affect vs. effect
Some students might be hesitant to talk about their grooming
habits. Try not to force students to talk in specifics. English speakers and learners often have difficulty with affect
vs. effect. You may need to spend extra time on this and
provide lots of examples.
B Vocabulary
• Ask students to look for the bold words in the dialogue. Say (from left to right)
Key
each word and ask the students to repeat. Ask students to nail polish, fingernails, clippers, nail file, toenails
explain, what each vocabulary word means. 1. b 2. d 3. a 4. c
understanding. Clippers is a shortened version of nail clippers C Vocabulary Comprehension
or fingernail/toenail clippers. • Tell students that they will practise more with the vocabulary
• Ask the students to fill in the blanks with the bold word from words.
the article. • Ask students to fill in the blanks with the correct words from Part B.
• Check answers as a class. • Check answers as a class.
• Ask students to complete questions 6 to 9—matching each • Read the correct sentence for the class. Have the students
word with the definition on the right. repeat each sentence after you.
• When the students are finished, check answers to the activity
as a class. Ask the students to repeat each sentence after you. 1. pedicure 2. fingernails 3. manicures, nail polish
Key
4. infection 5. nail file 6. affect

7. clippers
Teacher’s Note nail polish
Nail polish can also be referred to as nail varnish.
82
E Grammar Practice
Content clauses with wh- questions
As in content clauses with if and whether,
the subject comes before the verb.
• Tell the students that they will get more practice creating
content clauses by changing wh- questions into content clauses.
content clauses with wh- questions
Like yes/no questions, wh- questions can become content clauses in statements. The form is wh- word/phrase
• Ask students to fill in the blanks with content clauses and to use
+ subject + verb phrase.
the correct pronouns where necessary.
These content clauses follow many of the same verbs as if/whether clauses. (See lesson 3.)
wh- question statement with content clause
What style of manicure would you like? I don’t know what style of manicure you would like. • Ask the students to tell you what the content clause is. Write
Where did you buy that nail polish? She asked where I bought that nail polish. the answer on the board.
How long will the appointment be? He’s checking how long the appointment will be.
When can we go for a pedicure? She’ll decide when we can go for a pedicure.
everything looks correct. If the answer is incorrect, help students
to change the sentence.
E Grammar Practice
Complete the sentences with content clauses. Use the correct pronouns where necessary.
• Read the correct statement aloud and have students repeat.
1. “Where are my nail clippers?” asked John.
 John’s asking . sentences in pairs.
2. “Why do people get pedicures?” asked Maya. • Put students in pairs. Remind them to refer to the chart as
 Maya wants to know .
3. “Which colour will look better on my nails?” she asked.
necessary.
 She can’t decide . • Check answers as a class.
4. “How much does a manicure cost?” I asked.
 Please check .
1. where his nail clippers are
5. “Who is working at the nail salon today?” Kim asked.
 Kim doesn’t know .
2. why people get pedicures
Key
3. which colour will look better on her nails
F Use the Language 4. how much a manicure costs
Beauty businesses 5. who is working at the nail salon today
1. Work with a partner. People go to many kinds of businesses to improve their appearance. Hair salons
and nail salons are two examples. List three more. Note some of the products and services people get
at each place.  Check the Workbook
Hair salons Nail salons For further practice with content clauses, use Exercise 3 in Unit
2. Get in groups. Discuss the businesses you listed above. Which are the F Use the Language: Beauty business
most popular in your area? Why? Which of them do you use? Are
there any that you don’t and never will use? Why? • Put students in pairs. Tell students that you want them to think
3. Which answers above did you and your partners agree on? T
Tell the about what kind of businesses, other than hair and nail salons,
rest of the class.
people visit to improve their appearance.
• Ask students to write down three examples in the space
83 provided.
• Ask students to write down some of the products and services
that people can get at all five places of business.
• Finally, ask the students to discuss the businesses and answer
Extension Role Play the following questions: Which are the most popular in your
• Tell the students that they will use what they’ve learned to area? Why? Which of them do you use? Are there any that you
role play with a partner. don’t and never will use? Why?
• Put students in pairs. • When they are finished, ask students to share with the class.
• Ask students to create a role-play based on the At The Salon Discuss which answers students agreed with more.
theme.
• Tell students that one person will be the customer and one Extension Build a Business
person will be the salon worker.
• When students are finished, have them present their
• Keep students in pairs and ask them to design their own
dialogue to the class. beauty business.
• Ask students to answer the following questions in their
• Tell students they must name their business and answer the
dialogue: How much it costs to get a manicure and following questions: What services do you provide? How
pedicure? What colour nail polish will they choose? What is much do your services cost? Where is your business located?
some good advice for taking care of their nails? • Students will present their business to the class and answer
questions from the audience.
D Grammar
• Briefly go over the table, practicing the exchanges. Remind
students that yes/no questions and wh- questions can become
content clauses in statements.
• Remind students that these clauses follow the form wh- + word/
phrase + subject + verb.
• Tell students that these content clauses follow many of the same
verbs as if/whether clauses. Refer to Unit 3 if necessary.
• Read each sample sentence and ask students to repeat after you.
• Practise more by writing several content clauses on the board,
and ask students to make wh- questions out of them.
83
Lesson 5 Pamper Yourself Lesson 5 Pamper Yourself
A Authentic T
Text: Brochure
Aims
Read the brochure. Then listen. Track 45 Brief note
- Use common spa vocabulary A “coconut” is a fruit that grows in
hot places and is white on the inside.
- Ask and answer questions about going to the spa
Special Deal for New Customers at Oasis Spa:
- Practise using passive voice to discuss going to the spa Coconut Massage
Vocabulary If you’ve never been to our spa before, now is the time. All
new customers are given a 25% discount on our full-body
spa discount massage covered soothing coconut massage! All your needs are taken care of by our
experienced massage therapists. With our coconut massage:
scrubbed bathed disappear luxurious accommodations • You
You are covered in soothing coconut oil—every part of your
skin.
Grammar • You are massaged from head to toe.
• You
You are scrubbed with coconut husk (the outer part of the
Passive voice fruit)—removing all the dead, dry skin.
• You
You are bathed in coconut milk while you are served coconut
Come to Oasis Spa and pamper milk tea—feel all your stress disappear!
yourself today!
Make a reservation now for your massage, or consider booking
Warm Up Visit us at oasisspa.co.uk/bookings.
a full weekend to enjoy our luxurious accommodation.
Brief note
Ask students to look at the picture and ask the following To “pamper”
“pamper” means to treat extremely well; to take very good care of.
questions: What do you see in the picture? What do you think the B Vocabulary
picture is advertising? What services do you think they offer? Have Write the bold words and phrases from part A next to the correct definitions.
you ever been to a spa? How was your experience? 1. the action of rubbing or pressing someone’s body to help relax the muscles
or to relieve pain
A Authentic Text: Brochure

2. placed into a liquid
Track 45 3. rich; stylish; very comfortable
4. rubbed back and forth on the skin roughly
• Transition by telling students that they will now read a brochure 5. a place people go to improve their appearance and health by relaxing,
advertising a spa. getting skin treatments, etc.
6. a special, lower price
• Ask students to read the brochure to themselves.
7. relaxing; calming
• Ask students to circle words they do not know. 8. to go away; to no longer exist or be present
• Put students in pairs. 9. a place where a visitor can sleep and get other services
10. spread over with something
• Ask students to read the brochure again, taking turns to read
each sentence. Tell students to ask their partner for help with C Quick Review
the circled words. Look back at the grammar tables in this module. Match each grammar point on the left with
the correct example on the right.
• After they finish reading the article a second time, ask the
1. zero conditional a. Clara asked how much the capsules cost.
students: What words did you circle? Does anyone know what 2. tag question b. He told me he has a cold.
that word means? What is the brochure advertising? What 3. reported speech c. Y
Your salon does pedicures, doesn’t it?
4. first conditional d. If people don’t brush their teeth, they get cavities.
services sound good to you? 5. content clause e. If you bite your nails, they’ll look terrible.
84
Teacher’s Note I’ve never been to a spa…

Some students might not be able to relate to the topic. In
these cases, discuss why they’ve never visited a spa. Ask
C Quick Review
students if they think it can be relaxing or beneficial. • Tell students that they will practise the grammar points they
used in this module.
• Ask students to match each grammar point on the left with the
B Vocabulary correct example on the right.
• Ask students to look for the bold words in the dialogue.
• Read each of the correct answers and have students repeat.
• Say each word and ask students to repeat after you.
Key
vocabulary word means. 1. d 2. c 3. b 4. e 5. a

understanding. This would be a good time to act out some of Extension Grammar Review
the words, like massage and scrubbed. • Ask students which grammar point gave/still gives them the
• Ask students to fill in the blanks with the bold word from the most difficulty.
article. • Take this time to write some examples on the board and
• Check answers as a class. practise these grammar points further.
1. massage 2. bathed 3. luxurious 4. scrubbed

Key
5. spa 6. discount 7. soothing 8. disappear

9. accommodations 10. covered
84
D Grammar
Brief note
The phrase by + (doer of the action) is optional.
It can be included or left out, depending on
Passive voice how important it is to the meaning. For further practice with the passive voice, use Exercise 1 in
passive voice
Most sentences are in the active voice. This means the subject is the doer of the action:
The spa offers massages.
F Use the Language: Perfect spa experience

When the doer of an action is unknown or is less important, we use the passive voice. In the passive voice,
the subject receives the action:
Massages are offered (by the spa).
The form of the passive is be + past participle. The verb be shows the tense. Passive verbs can be in any • Tell students you want them to think about the perfect spa
tense.
active passive
experience.
We give a discount. A discount is given (by us). • Ask students to look at the brochure in A and to think about all
The spa’s employees pamper you. You are pampered (by the spa’s employees). the services a spa might offer.
I scrubbed my hands at the sink. My hands were scrubbed at the sink (by me).
• Ask students to write down their ideas for the perfect spa
The hairdresser didn’t dye his hair. His hair wasn’t dyed (by the hairdresser).
Did they make the reservations? Were the reservations made (by them)?
experience.
• Allow students to use Internet research to help them find ideas.
E Grammar Practice • Consider assisting by writing some spa activities on the board.
Circle the correct answers. • Put students in pairs.
1. The baby ( was / has ) bathed by her parents. 3. Manicures aren’t ( gave / given ) at this spa. • Ask students to share what their perfect spa experience would
2. The coconut oil ( has / is ) rubbed into the skin. 4. Was our room ( cleaning / cleaned )?
be and to take notes on their partner’s responses.
Fill in the gaps using the correct passive forms of the verbs. • Ask students to think about what ideas they agree and disagree
5. This brand of coconut milk is delicious. It (make) in Thailand. with.
6. A massage (book) by the woman yesterday. • Give students time to update their perfect spa experience with
7. My favourite face lotion (not sell) in any shops these days.
8. In a hot-stone massage, hot stones (put) on a person’s back.
new ideas.
9. your bill at the spa (pay) by your parents? • Walk around the room and see what type of spa experiences
students would enjoy.
F Use the Language • Ask for volunteers to share their ideas with the class.
Perfect spa experience
Look at the brochure in part A again. Think about other services offered at spas. Do online research if
necessary. Write down your own ideas for the perfect spa experience.
Extension Small Group Discussion
Then talk to a partner. Exchange ideas and take notes. What ideas do you agree and disagree about?
My perfect spa experience My partner’s perfect spa experience

• Assign students to groups—splitting up pairs.
• Tell students that they will now engage in open, free
discussion about spas and pampering.
• Ask students to discuss the questions below, but tell them
that they can ask follow-up and clarifying questions if they
like.
85
Questions:
• Do you think spas should be men only and women only?
D Grammar • Have you ever been to a spa? If so, what was your favourite
• Briefly go over the table and practise the exchanges. part? What was your least favourite part?
• Remind students that most sentences are in the active voice, • If you haven’t been to a spa, would you like to go? Why/
meaning the subject is the doer of the action. why not?
• Tell students that when the doer of the action is not important, • Are spas too expensive?
or unknown, we use the passive voice. • What makes a spa experience good/bad?
• Tell students that the form of the passive is be + past participle. • Are there any good spas in your town/area? If so, where? If
• Ask students to repeat each sample sentence after you. not, how far would you travel to visit a good spa?
• Practise more by writing active voice sentences on the board. • What are some other ways that men and women pamper
Ask students to change the sentences to the passive voice. themselves?
E Grammar Practice
• Tell students that they will practise using passive voice.
• Ask students to circle the correct answer. Remind them to refer
to the chart as necessary.
Key
1. was 2. is 3. given 4. cleaned
• Now, put students in pairs. Ask students to fill in the blanks with
the passive form of the given verbs. Remind students that they
can refer to the chart as necessary.
5. is made 6. was booked 7. is not sold

Key
8. are put 9. Was, paid
85
Active Review
A Making an Appointment
Listen to a woman making an appointment at a salon. Fill in the gaps with the words from the
box. Then listen again and check your answers. Track 46
Warm Up
you’ll if are painted don’t you how long right
Ask students how they make appointments to go to the haven’t he starts nail polish hairdresser manicure discount
hairdresser, nail salon, or spa. Do they call, email, book online?

Ask students how they prefer to make these appointments. Tell Receptionist: Jane’s Hair and Nail Salon. How may I help you?
Customer: Hi. I need to make an appointment for a .
students that they will practise calling a hair and nail salon to And you do pedicures, too,
?
make an appointment. Receptionist: YYes, we do. In fact, you do both, you get
a 20% . When can you come in? We have
nail appointment times available on Friday afternoon.
A Making an Appointment Track 46 Customer: I could come on Friday. But can you tell me it will
take? I need to be home by 6.00.
• Ask students to briefly read the dialogue and words in the box. Receptionist: Oh, you had a mani-pedi before?
Customer: No, this is my first time.
When they are finished, ask students to listen to a woman Receptionist: Well, before your nails ,
making an appointment at a salon. you get a hand, arm, and foot massage. Then it takes a while
for the to dry. If you come
• Ask students to fill in the blanks with the words from the box. by 4.00, be done by 5.30.
Customer: If I come in earlier
earlier, I can get a haircut too, ?
Listen multiple times if necessary. Receptionist: Hmm. We only have one working on Friday.
I don’t know what time ,
• Check answers as a class. but I’ll check. Could you call me back in ten minutes?
Customer: Sure, no problem.
• Put students in pairs and ask them to practise the dialogue, Brief note
Mani-pedi is short for
taking turns speaking as the receptionist and the customer. manicure-pedicure.
• Ask students if there is any part of the conversation that is B Make the Call
unclear, or that they do not understand. Discuss these points. With a partner, go online and research a hair salon, nail salon, or spa nearby. Then create a
conversation like the one above. Include the following information:
• the name of the business • the services and/or products the shop offers
manicure, don’t you, if, discount, how long, haven’t, are painted,
Key
• the services and/or products the customer wants • the day and time of the appointment
nail polish, you’ll, right, hairdresser, he starts
C Reminder
B Make the Call Some Module 3 Goals in Unit 6
• Put students in pairs and tell them to go online and research a
hair salon, nail salon, or spa nearby. Understand the most important pieces of information in a consumer-related
consumer-related text (for
• Ask students to create a conversation like the one above and example, price, amount, or nutritional information)
Help solve practical problems, saying what you think and asking others what they think
include the following information: the name of the business, the Write short, comprehensible connected texts on familiar subjects
services and/or products it offers, the services and/or products
the customer wants, the day and time of the appointment.
• When students are finished creating and practicing their 86
dialogue, have them present it to the class.

• When all students have presented their dialogue, take the time
to go over any mistakes you noticed and review the grammar
points.

86
Communication
B Read for Information
A Warm
arm Up • Ask students to skim the blog post and comments and circle any
Work with a partner. Cover the rest of the page below. How many vocabulary words related to word they do not understand.
skin, hair, and nails can you remember in five minutes? Write them in the correct boxes.
• Walk around the room and take note of these words. Discuss
skin hair nails
these words as a class.
comb
• Ask students to read the blog post and the comments from
readers below it.
B Read for Information
• Tell students to answer the questions when they are finished.
Read the blog post and the comments from readers below. Then answer the questions.
• Walk around the room and offer assistance where necessary.
• Discuss the questions as a class, and ask students what their
Classy Men opinions on the topic are.
A stylish man… 1. A man should never dye his hair.

1. cuts his nails with nail clippers once a week and never bites his nails.
2. A man can wear sun cream to protect his skin.
Key
2. knows a good barber and sees him or her regularly. He knows what hairstyle looks good on
him, and his hair is never longer than shoulder-length. 3. A man can wear makeup to hide acne.
3. never dyes his hair.
4. either shaves every day or keeps his facial hair short and neat. 4. Charles23 agrees with the writer more.
5. takes care of his skin by using a good cleanser and face lotion.
6. wears sun cream to protect his skin and to avoid looking older.
7. knows that makeup is usually for women, not men—but he may use it to hide acne.
8. is pampered at the spa once in a while but not too often. C Now Write
Reader Comments
• Now, ask students to write a “comment” to this blog writer.
charles23 20 minutes ago
Most of these tips are smart. I started using a cleanser, and my skin is a lot clearer. And sunscreen is
important. But I’m not sure about the hair advice. What’s wrong with long or dyed hair?
• Walk around the room and offer assistance where necessary.
LADavid 33 minutes ago
• When the students are finished, ask some students to share
This writer thinks too much about his looks. No one cares if a man clips his nails or if he shaves
every day. And skin products and spas are for women, aren’t they?
their responses as a class and discuss.
1. What should a man never do with his nails, according to the blog writer?
2. How can a man stay young-looking?
3. According to the blog’s writer, when is it okay for a man to wear makeup?
4. Which commenter agrees more with the writer?
C now Write
Write a response to this blog writer.
87
Communication
A Warm Up
• Tell students that you want them to think about all the
vocabulary words they’ve learned about skin, hair, and nails.
• Ask the students to write down as many skin, hair, and nails
vocabulary they can think of within five minutes.
• Draw the table on the board.
• When students are finished, write their words under the correct
columns.
• You can make a game out of this: Give a point for each correct
answer and two points for a correct answer that none of the
other groups have.
• When you’ve written all the words the students can think of,
elicit additional words from the class by either providing a brief
description, acting out the word, or writing each letter on the
board (slowly), until they correctly guess the word.
87
1
A Vocabulary A Vocabulary 2
Complete the crossword.

cr 3 4
Assign students to pairs, or do these individually—making sure

that all students complete the crossword. Ask students to fill in 5 6
the blanks from memory. 7 8 9
10
11 12
Across 13 14
2. cup 3. bald 5. bones 8. beans

11. cancer 13. according 15. combine 16. affect 15 16
17. sweat 18. risk

Key
Down 17
1. put on 4. down 6. skin 7. heal

8. blender 9. suit 10. reduce 12. patient 18
14. check-up 17. skin

Across Down
B Grammar
2. Add one of water to the pan. 1. your shoes; it’s time to go.
3. means having no hair. 4. To cut
T on is to do or use less of something.
5. Calcium keeps your strong 6. protects your skin from the sun.
Students should be flipping through the module as they complete 8.
11.
and rice go well together.
is a very serious disease.
7.
8.
I broke my toe, but it’ll
Mix all the ingredients using a
in a few weeks.
.
these, but the answers do not need to match the exact details 13.
15.
to my doctor, I’m very healthy.
eggs, milk, and butter in a bowl.
9.
10.
He looks nice wearing a
To
.
is to make lower or less.
from the dialogues. However, they should show understanding of 16. Your diet
Y s your health. 12. A is a person treated by a doctor.
17. Y
You when it’s hot outside. 14. You should get a medical
Y regularly.
the language covered in the module. 18. A is a danger 17. The covers the whole body.
B Grammar
1. doesn’t he 2. to
3. Is 4. if
5. If, you’ll 6. that 1. Y
Your brother lives here, ? 10. If people eat enough, they lose weight.
7. covered 8. is she 2. The dentist said floss every day. 11. How was your trip? T
Tell me it!
Key
9. taken 10. don’t 3. n’t Mr Yoo over there? 12. His mood improve if he exercises.
4. I can’t see his hair is red or not. 13. “When can you come?”  She asked when
11. about 12. will
5. you eat right, feel good. come.
13. can he/she 14. is
6. My doctor always says people need to 14. Tea
T served at the salon every day.
15. us to 16. it is exercise for 60 minutes every day. 15. “Open your books,” he said to us.  He told
7. For a mud bath, you are in mud. open our books.
8. She isn’t at the spa, ? 16. “What time is it?”  I don’t know what time
.
9. I took this photo.  It was by me.
88
88
D A Healthy Plan of Action
• This section will give students the chance to use language from
the healthy living and hygiene sections of the unit.
C Discuss • You want students to pull from their own experiences to help
Talk about these questions in small groups: When was the last time you cooked? What did you Jeff live a healthier life.
make? What were the ingredients? How did it taste?
• Put students in pairs. One student is Person A; one student is
Person B.
D A Healthy Plan of Action • Ask students to look at the picture. Introduce the students to
Jeff wants to feel and look better. With a partner, create a Jeff. Tell students that Jeff wants to look and feel better.
plan of action to help Jeff. Person A should create an exercise
routine for Jeff, as well as a personal hygiene and grooming • Ask the students to think about how they can help Jeff.
plan. Write it in the space provided. (Person B should listen to
Person A’s routine and plan for Jeff and write it in the space.)
• Tell students that they will work with their partner to create
a plan of action to help Jeff. Each student will have different
responsibilities.
• Person A will create an exercise routine for Jeff, including a
personal hygiene and grooming plan. Write the information in
the box.
Person B should think of two recipes for healthy meals that Jeff can make at home. Write the
• Person B will write Person A’s routine and plan for Jeff in the
recipes in the space provided. (Person A should listen to Person B’s recipes and write them in the box.
space.)
• Person B will also think of two healthy meal recipes for Jeff.
Recipe #1 Write the recipes in the boxes.
• Person A will write Person B’s recipes in the boxes.
• Have students share their plans with other students and suggest
that they try these routines and recipes at home.
Recipe #2
If you can, try the recipes at home!

89
C Discuss
• Students will have the opportunity to talk freely about cooking.
You may want to introduce the subject by asking students if
they prefer to eat out or cook. Use yourself as an example: I like
to eat out, though I prefer to cook at home. I also like to have
people over and cook for them.
• Put students in groups.
• Tell them that they will talk freely about cooking.
• Ask the students to discuss the following questions in their
groups: When was the last time you cooked? What did you
make? What were the ingredients? How did it taste?
• You can take this activity further, by asking the students to then
talk about their favourite dishes they can make. Students can
then ask and answer the following questions: What are the
ingredients? How do you prepare it? How long does it take to
prepare it?
89
4
MODULE
Out of Town
Module 4 Goals
Understand instructions expressed in simple language (for example, how to use public
telephones or ticket machines, safety information, or directions)
Understand the main points of discussion on familiar topics in everyday situations
Give a short, prepared presentation on a country, a sport team, a band, etc., and answer
questions clearly
Write a short, formal email asking for or giving simple information
Write simple texts about experiences or events (for example, describing your feelings and
reactions about a trip)
Understand information in announcements
Make routine phone calls (for example, making or cancelling an order, booking, or
appointment)
90
Module 4 Overview:
Done for the Day
Module 4 Goals
- Understand instructions expressed in simple language (for Module 4 Preview
example, how to use public telephones or ticket machines, safety
information, or directions) Scan for Audio
- Understand the main points of discussion on familiar topics in

everyday situations
- Give a short, prepared presentation on a country, a sports team, a Preview
band, etc., and answer clear questions Look at pages 92 to 117. What pages are these things on?
- Write a short, formal email asking for or giving simple information
- Write simple texts about experiences or events (for example, a red car
describing your feelings and reactions about a trip) a menu

- Understand information in announcements
a train car
- Make routine phone calls (for example, making or cancelling an
order, booking, or appointment) a video game store
Warm Up
• Before students enter the classroom, write the name of your Discuss
town inside of a circle on the board. Draw arrows pointing out Talk about the questions with a partner.
T
of the circle and write the names of different cities at the ends
1. Where do you think the person in the picture has travelled to?
of the arrows: for example, Paris, Tokyo, London, etc. Title this
mind map Out of Town. 2. What kinds of things do you think visitors do there?
• When students arrive, draw their attention to the board. Ask 3. Do you enjoy travelling? Why or why not?
if anyone knows what the phrase out of town means. Elicit 4. Where did you go on your last trip?
responses and refer to the drawing to help explain. 5. How did you prepare for your trip?
• Draw students attention to the title of Module 4 and explain
that they will be learning about language used for travelling.
• Put students in pairs. If there is an odd number of students,
there may be a group of three. Write
• Ask students to talk with their partner about a time that they Choose one of the questions from above. Write a couple of

Unit 7
went out of town. You may model a short example conversation

with a student.
• Avoid making the conversation too structured. The goal is simply
to warm up and get students thinking about the topic.
• Ask pairs to share a little bit about their discussion with the
Unit 8
class. Write any keywords or phrases on the front board.

• Ask students to go on their phones and find photos from
a trip they went on. If they have never travelled, they may • Wrap up by leading a class discussion, asking students to relay
search the Internet for travel photos of a place they would their partner’s answers.
like to visit someday.
(Answers may vary.)
• Have students discuss their trips with a partner as they share 1. The girl has probably travelled to Japan.
photos with one another. 2. Visitors can take pictures and sightsee.
Key
• Ask if anyone is comfortable sharing the information with 3. Yes, I love travelling. I love seeing new places, meeting new
the whole class. If so, encourage them to do so. people, and eating different food.
4. I went to Paris last year.
5. I wrote down everything I needed, and then I packed my suitcases.
Preview
• Read the first item on the list (a red car). As a class, find the Write
page that has a picture of a red car (p. 96).
• Assign students a set amount of time to write independently
• Assign students to pairs and ask them to find the remaining
about one of the questions they just answered with a partner.
three items. Monitor to ensure students are looking together.
• When finished, ask a few students to volunteer to read their
answers aloud to the class.
Key
1. p. 96 2. p. 98 3. p. 106 4. p. 110
Teacher’s Note Starting a New Module
Discuss • Be mindful of the vocabulary you use and tone you set for
• Model question 1 with a student. Then ask a student to read the new module. Students will be excited to begin this unit
question 1. Ask another student to answer the question. if you are too.
• Ask students to write their answers for questions 1-5.
• This module will focus on different aspects of travelling, such as
flights, restaurants, and car rentals. Try to bring these subjects
• Walk around the classroom to monitor the students’ progress,
into your conversations casually in the beginning so the students
and help when needed.
will become more and more comfortable with the topic.
• Assign students to pairs. Tell them to ask their partner each
91
Unit 7 . Planning Ahead 

I’ll take the non-stop flight.

Planning Ahead A Model Conversation
Helen: Hey Paulo, I’m booking the flights for us and Dana. Do you want to check the information first?
Hey,
Lesson 1: I’ll take the non-stop flight. Paulo: Okay. So, you’re booking three round-trip tickets to New York, right?
Helen: Right.
Aims: - Plan a trip and discuss flights Paulo: There are a lot of airports in New YYork City. Which one is our
- Use the second conditional to discuss travel destination?
Helen: LaGuardia.
Vocabulary: Booking a flight Paulo: And we’re departing on the 28th? Hmm. I don’t know…
Grammar: Second conditional Helen:

Paulo:
Is that a problem?
It’s a Friday. Airfares are more expensive on weekends. If we
fly on Wednesday or Thursday, it would be cheaper.
Lesson 2: Hotel or Motel? Helen: I know
know, but the flights available on those days are fully
booked.
Aims: - Compare the benefits or hotels vs. motels Paulo: Ah, okay. I see there’s a three-hour stopover. How much are the direct flights?
- Use would and used to to talk about trips in the Helen: They start at £70 more.
Paulo: That’s not too bad. If it means we don’t have to wait three hours for a connection, I think it’s worth it.
past Helen: Okay.. I’ll book this one. Three economy-class tickets. Do you want a window or aisle seat?
Vocabulary: Booking accommodations Paulo: I’ll take the aisle. Brief note
“Economy class” is
Grammar: Would and used to sometimes called coach.
B V
Vocabulary
Lesson 3: Renting vs. Sharing a Car Match each word or phrase with the correct definition.
Aims: - Compare the pros and cons of car rental and car 1. round-trip a. a stop during a long trip
2. direct/non-stop b. the cheapest kind of seat on a plane
sharing 3. stopover c. without stopping
- Plan a trip and discuss transportation options 4. airfare d. to leave to go on a trip or journey
- Give advice to international visitors 5.
6.
connection
economy class
e.
f.
travelling to a place and back
the place you are going to
Vocabulary: Reserving a rental car 7. depart g. when you get off one flight and onto another
8. destination h. the cost of an airplane ticket
Grammar: be used to and get used to 9. aisle seat i. the seat at the end of a row
row, next to the aisle
Lesson 4: Table for Two C Vocabulary Comprehension

V
Aims: - Talk about restaurant options Fill in the gaps with the correct words from above.
- Understand the difference between generally

trustworthy and less reliable reported speech Hi, Dana.
- Discuss opinions about different restaurants Paulo and I booked three 1 tickets for New York, leaving on the 28th! I’m emailing
your e-ticket to you. Good news—it’s a 2 flight. There was a cheaper flight with a
Vocabulary: Deciding on a restaurant 3 , but it’s better to fly non-stop. And the 4 for that other flight was
Grammar: Reported speech with I heard only £70 less.
You’ll also be happy to know that Paulo is taking the 5 , so you can
Lesson 5: A Night at the Cinema have the window seat. Looking forward to the trip!
Best,
Helen
Aims: - Talk about cinema experiences 92

- Use past perfect tense to explain the sequence of a
story
Vocabulary: Reserving a movie ticket (by phone, online, etc.) • Ask students to discuss in pairs how else people plan ahead for
Grammar: Past perfect tense vacations. If necessary, prompt them by naming a few examples,
Some Module 4 Goals in Unit 7 such as searching for flights, accommodation, and looking up
restaurants and tourist sites.
- Understand the main points of discussion on familiar topics in
everyday situations
- Give a short, prepared presentation on a country, a sports team, a
band, etc., and answer questions clearly • Transition by telling the students that the model conversation is
- Understand information in announcements between two people, Helen and Paulo, who are planning a flight.
- Make routine phone calls (for example, making or cancelling an • Play the audio and listen to the conversation as a class.
order, booking, or appointment)
• Write the following phrases on the board:
- So, you’re booking three round-trip tickets to New York, right?
Lesson 1 I’ll take the non-stop flight. (Draw attention to the intonation going upwards by drawing
an arrow going upwards over “right” and have students
repeat saying this.)
Aims
- I think it’s worth it. (Underline -s worth and explain that these
- Plan a trip and discuss flights two sounds blend together to sound like one word, “sworth,”
- Use the second conditional to discuss travel and have students repeat saying this phrase.)
Vocabulary • Put students in pairs. Give each student the role of either Paulo or
Helen. Have students take turns practicing the dialogue. Encourage
round-trip direct/non-stop stopover airfare
connection economy class depart destination them to read as naturally as possible and alternate roles.
• Ask students to tell their partner where Paolo and Helen are
Grammar
planning to go. (New York)
Second conditional • Ask students to tell their partner who else is going to be
travelling with them. (Dana)
Warm Up
B Vocabulary
• Draw students’ attention to the title of the unit: Planning
Ahead. Have them cover the conversation so they are only • Read each word and have the students repeat. Check and correct
looking at the photograph. Ask students to discuss in pairs how pronunciation.
the two people in the photograph might be planning for their • Check understanding by asking questions. These questions should
holiday. After a few minutes, collect two or three ideas from receive yes/no or brief one-word answers, such as: You will match
students and write them on the board. the word to its what? (Its definition.)
92
D Grammar • Have students share their emails with their partner. Ask if
Second conditional anyone wants to share their email work with the class.
second conditional
Second conditional sentences are if sentences about a hypothetical (unreal) situation. The first conditional (see
Unit 5, lesson 5) is about something that is probable in the future. The second conditional is about D Grammar
something that is not true in the present or something that is less probable in the future.
Second conditional sentences have the form If + subject + simple past verb phrase, (then) subject + would +
• Briefly go over the table and practise the example sentences.
verb phrase. • Have students circle were, took, and didn’t have in the if clause:
if clause: condition would clause: result ( + extra information )
If I were rich, I would / I’d travel around the world. (I’m not rich.)
condition table. Emphasise that these are past tense verbs.
If she took a relaxing trip,
If we didn’t have exams next week,
then her health would get better.
we would / we’d stay in Mexico longer.
(She has no plans to take a trip.)
(We do have exams next week.)
• Have students circle the would verbs in the result clause side of
The would clause can come first. No comma is needed in this case. the table, and explain that would goes with base verbs.
I’d travel around the world if I were rich.
My friends would be upset if we missed our connection.
• Explain that when the result clause comes first, there is no need
for a comma.
Brief note Brief note
In the second conditional, the use of were with singular In the result clause, you can use could instead of • Ask what other word could be used instead of would? (Could)
subjects is considered correct: If I/he/she were rich, … would to talk about possibilities: If we didn’t have
But it’s okay to use was informally: If I/he/she was rich, … exams next week, we could stay in Mexico longer. • Practise more freely by asking some hypothetical questions to
E Grammar Practice the class:
Circle the correct answers. What would you do if you won the lottery?
1. ( Whether / If ) they took the train, the trip would take much longer.
If you could live anywhere, where would you live?
2. If I could travel anywhere, I would probably ( go / going ) to France.
3. If Robert ( didn’t / doesn’t ) have to work today, he could drive you to the airport. If you had a superpower, what would it be?
4. If I ( were / would be ) in a window seat, I’d be able to sleep.
5. I would definitely fly Korean Air if I ( had / have ) a choice.
6. Jenny wouldn’t get angry if her sister’s flight ( arriving / arrived ) late. Teacher’s Note If I were / If I was
7. Our flight to London ( was / would be ) cheaper if we travelled on a weekday.
• Note that typically, the subject I goes with was, but in the if
F Use the Language clause, it is different. I usually goes with were instead.
Booking a flight • Note that they may use If I was casually in this clause as
You and your partner are planning to take a trip. First, agree on a destination. Then write a conversation
in which you are calling to book a flight. Perform your conversation for the class.
well. It is not wrong. It is just more common to say If I
were… in this type of grammar.
E Grammar Practice
• Then ask students to fill in the blanks individually or in pairs.
1. If 2. go 3. didn’t 4. were
Key
93
5. had 6. arrived 7. would be
• Give students 5 to 7 minutes to complete the matching assignment.  Check the Workbook
• Write 1 to 8 on the board and call students up to write the For further practice with second conditional, use Exercise 4 in
correct answer next to each number. Unit 7, Lesson 1 of the workbook.
1. e 2. c 3. a 4. h
Key
5. g 6. b 7. d 8. f 9. i F Use the Language

• Read the directions to the class. Check for understanding.
• Check comprehension by asking questions that will receive
• Elicit ideas for destinations and write them on the board.
either a yes/no or one word answer, such as Does a direct
• Elicit vocabulary and phrases that can be used in this type of
flight have a stop in the middle? (No.) Is economy class a cheap
seat or expensive seat? (Cheap.) Have students answer these conversation. Have students reference the conversation in A for
questions out loud together as a class. ideas. List the ideas on the board. Explain that it is not necessary
to use this vocabulary in your conversation; they are simply ideas
C Vocabulary Comprehension that you may or may not use.
• If you feel it is necessary, read the example conversation aloud:
• Have students complete this activity in pairs. As before, write 1
to 5 on the board and call students up to write the words in the Customer: Hello, I would like to book two tickets to London, please.
correct blanks. Clerk: Okay, when will you be travelling?
• Check answers as a class. Customer: We want to leave on June 20th, if possible.
Clerk: Okay, flights are all booked for June 20th. Is the 21st okay?
1. round-trip 2. non-stop / direct
Key
Customer: Yes, that will be fine. Oh, and we are both students.
3. stopover 4. airfare 5. aisle seat
Clerk: Oh, good. We offer a 20% discount for students.
Customer: Great.
Extension Response from Dana Clerk: So, your flight leaves at 4:30 p.m. from LAX at gate 8.
• Have students write a response to Helen’s email from Dana. Please arrive at least two hours early.
Tell them this could be a positive email or a negative email. • Put students in new pairs and have them write together.
Maybe Dana is excited for the flight and can’t wait to go. • Have students share responses aloud with the class.
Maybe Dana was offended that Helen and Paolo did not
consult her before booking the flight. Maybe Dana needs to
cancel the flight all together because something better came
up. Let them use their imagination and humour to come up
with a creative response.
93
Lesson 2 Hotel or Motel? Lesson 2 Luxury or Budget Hotel?
A Model Monologue
Aims
Read the monologue. Then listen. Discuss the questions below with a partner. Track 48
- Compare the benefits or hotels vs. motels Brad: My brother Jim and I are planning to take a holiday together and
- Use would and used to to talk about trips in the past drive from London to Scotland. We’ll stop overnight in a few cities on
the way, but we cannot agree on where to stay. I want to save money
Vocabulary and stay in inexpensive hotels. A comfortable double room with air-
conditioning is good enough for me. We could check out early in the
morning, buy food at the supermarket, and then continue driving. We
holiday overnight comfortable suite used to do that on family trips when we were children.
double room air conditioning amenities inexpensive Jim prefers to book nice hotel suites with lots of amenities. He has stayed
room service check out in many nice hotels because of his old job. When he travelled for his job,
he would swim in the pool, exercise in the gym, order room service, and
Grammar eat in the hotel restaurant. He says he wouldn’t mind the expense, but I
think it’s silly to waste so much money on a one-night stay.
would and used to Discuss

1. What are the benefits of staying in a motel? hotel?
2. Which one would you choose, a luxury hotel or a motel?
Warm Up
• Ask students to look at the two photographs on the page. B V
Vocabulary
What do they notice about each photo? How are they the Listen to Jim making a reservation. Fill in the gaps with the correct words and phrases from
same? How are they different? Which would they rather stay the box. (Three will not be used.) Track 49
at? holiday overnight comfortable suite double room

• Have students discuss the answers to these questions in pairs. air-conditioning amenities inexpensive room service check out
• Ask a few pairs to share their answers with the class. 1. Jim chooses to book a(n) rather than a(n)
.
• Write the key words from their conversation on the board. 2. They will stay and on 15th June.
3. The room comes with many , including air-conditioning and
A Model Monologue
.
Track 48 4. Internet service at the hotel is not free, but it’s pretty .
• Transition by telling the students that the model conversation is

a monologue by a man named Brad, who is talking about a trip C In Y
Your
our World
he will be taking with his brother Jim. Tell your partner about a hotel or motel you have stayed in. Say whether you would recommend
• Play the audio and listen to the monologue as a class. it or not, and explain why. Take notes on your partner’s experience and describe it to the class.
• Write the following words/phrases on the board:

- Comfortable
- We used to do this…
• Explain that it is common and natural to pronounce the word
“comfortable” with 3 syllables rather than 4. Write kəmf tər bəl
with the first syllable underlined for emphasis. If they do not 94
know phonemes, write COMF-ter-bull. Have students repeat

and count the syllables on your fingers as you speak so they can
visually recognise 3 separate syllables in the word. B Vocabulary Track 49
• Have students repeat We used to do this… after you. Emphasise • Read each word from the box and have the students repeat.
that the -d in used becomes silent when it is followed by the • Give simple explanations and examples when students
word to, so it sounds like use to when spoken naturally.
• Put students in pairs. Have each student take turns reciting the understanding.
monologue to their partner. • Listen to the audio file of Jim making his reservation. Have
• There are many difficult words to pronounce in this monologue, students fill in the blanks as they listen.
go over any words that students have difficulty with after they • Check answers as a class.
have practised and have students repeat.
1. double room, suite 2. overnight, check out
Key
Teacher’s Note Cultural sensitivity 3. amenities, room service 4. inexpensive
Use your discretion regarding the pronunciation activity

described above. Certain students or groups may feel shame  Check the Workbook
if their mistakes are written on the board. If you feel that For further practice with accommodation vocabulary, use
your students may feel embarrassed, please skip the activity. Exercise 1 and 3 in Unit 7, Lesson 2 of the workbook.
If not, be sure to preface the activity by explaining that all the
mistakes made are very common, and that you heard many
students saying the same thing.
C In Your World
• Read the directions. Ask questions to check understanding.
• Ask students to discuss with a partner: 1. What are the benefits
These questions should receive yes/no or brief one-word
of staying in a hotel? and 2. Which one would you prefer, a
answers, such as: Are you discussing hotels or flights? (Hotels)
hotel or a motel?
Are you discussing recommendations, too? (Yes)
• Ask students to share some answers aloud with the class.
• Explain that students should try to use used to and would in this
exercise, but if they are unsure how do so properly, not to worry
as they will be learning it in detail next.
• Have students complete this activity in pairs. Ask volunteers to
describe their partner’s experiences to the class.
• Have students share their information with the class after
94
Brief note • Write 1 to 7 on the board and call students up to write the
D Grammar Used to can also be used to talk about past states, with stative verbs
such as be, have, like, own, etc. Would cannot be used with stative verbs. correct answers in.
() My hair used to be long. / She used to have a cat.
would and used to (X) My hair would be long. / She would have a cat. • Check answers as a class.
would and used to
Both would + verb and used to + verb can be used to talk about habits or repeated actions in the past. They
describe things that often or regularly happened in the past, but no longer happen.
1. used to be 2. didn’t use to take
3. would sleep 4. used to build
Key
Sean used to stay at a hotel in London.
My grandmother would bake cookies for us.
statement
We would travel to Guadalajara in the spring.
The Faber family used to fly to Italy once a 5. would put 6. used to be
year.
That hotel didn’t use to charge a parking fee!
7. used to be owned
We wouldn’t usually take expensive trips.
negative We didn’t use to travel in the summer when
I wouldn’t shop much when I was on holiday.
we were kids.
question
Would they drive all night or stop at a motel?
Did she use to book a room in advance or just
show up?
F Listen to Speak Track 50
Where would you go on those long bike rides?
What did you use to do on weekends?
• Explain the directions to students.
Brief note
In negatives and questions using the
• Tell them that they will be listening to a conversation between a
E Grammar Practice auxiliary verb do, the correct form is use to.
motel clerk and a customer.
Read the article. Fill in the gaps with would or used to and the correct form of the given verb.
(For some gaps, more than one answer is possible.) • Direct students to the photograph of the lake and ask where they
The History of Hotels
think the motel is located. (Near a lake)
Motorways 1 (were) rare in the UK until • Have students read the 6 True/False questions before listening to
the 1960s. Before then, people 2 (didn’t
take) long car trips often. When they did go on long trips, they
the audio.
3 (slept) in large hotels in town or city • Have them circle any keywords that they think they should listen
centres. These were originally known as “coaching inns” after
the horse-drawn coaches which stopped there. In the 1960s, for. (For example, motel, swimming, restaurant, lake, amenities,
4
motorways became more common. Smart businesspeople
(built) simpler, cheaper hotels near motorways for travellers. These hotels were
book)
also known as motor hotels, or motels. The owners 5 (put) free parking spaces right • Play the audio and listen as a class.
next to the rooms.
Smaller hotels and motels 6 (were) even more popular than they are today. Most
• Have students answer the questions and check their answers
smaller budget hotels and motels 7 (were owned) by one person or family. Now with a partner. Then play the audio again for them to check their
most of them are owned by big companies.
answers.
• Write 1-6 on the board and have students come up to fill in the
F Listen to Speak
answers.
Listen to the conversation between a hotel receptionist and a customer. Then read the
statements and circle true or false. Track 50 • Check answers as a class.
1. The man’s family used to visit the Green Lake Hotel. true false
2. The man would go swimming in the motel pool in the past. true false
Woman: Green Lake Hotel, how can I help you?
3. The motel didn’t use to have a restaurant. true false Man: Hello, I have a few questions about amenities before I
4. As a kid, the man would enjoy the view of the lake. true false
book a room.
5. The motel’s amenities now include breakfast and boat rental. true false
6. The man decides to book one double room for one night. true false Woman: Certainly, sir.
Man: My family would stay at your hotel on holidays when I
Now role-play a telephone conversation with a partner. You are making a motel or hotel
booking, and you have questions about the types of rooms available, amenities, and costs. was a kid, and the location was beautiful. But I remember there
Take turns being the customer and the motel or hotel clerk.
was no swimming pool back then. Do you have one now?
95
Woman: Yes, sir, we built a swimming pool a few years ago.
Man: Great. What about food? We used to have to drive to the
nearest restaurant.
Extension Hotel Commercial Woman: Right—we didn’t use to have a restaurant here, but
now we do. And breakfast is now included with your room.
• Have students choose which hotel they prefer out of the
Man: Excellent. Do you have any rooms available with a view of
ones discussed with in the previous exercise.
the lake? I used to really love that.
• Create a short commercial advertising the hotel.
Woman: Yes, we do. And you can rent a boat to take out on
• Have students perform their commercial in front of the class. the lake, if you’d like.
• Vote on the best hotel, based on the commercials Man: Sounds like my wife and kids will love it. How much is a
performed. double room?
Woman: A double room with a lake view is £60 per night.
Man: Sounds reasonable. I’ll take two double rooms for March
D Grammar 23rd and 24th, please.
• Briefly go over the table and practise the example sentences.
• Elicit the difference between stative and action verbs. Elicit 1. true 2. false 3. true
Key
examples of both and write them on the board in separate 4. true 5. true 6. false
columns. Above the stative verb examples, write used to.
Above the action verb examples, write would.
• Explain that while talking about past habits that happened Extension Act it Out
regularly, we use used to or would, depending on if the verb is
• Make copies of the audio script in Listen to Speak and have
stative or action.
students practice the conversation a few times.
• Make note that the negative and question form of used to is
• Have the students take out their phones as props.
didn’t use to / did use to…
• Practise more by asking questions to the class such as:
• Take away the scripts. Tell students to act out the
conversation to the best of their ability. It does not have to
What did you use to do for fun when you were younger? be word-for-word. Tell them to just have fun acting it out,
and improvise whenever necessary.
E Grammar Practice
• Tell students that they will now practise the grammar points
they just learned.
95
Lesson 3 Renting vs. Sharing a Car Lesson 3 Renting vs. Sharing a Car
A Authentic T
Text:
ext: Car rental and car sharing
Aims
Read the article. Then listen. Discuss the question below with a partner. Track 51
- Compare the pros and cons of car rental and car sharing
- Plan a trip and discuss transportation options Car Rental and Car Sharing: Pros and Cons
- Give advice to international visitors You’re on a trip to a new city without a car. You’d rather not use public transport
because you’re used to driving yourself. So you can either rent a car or use a car
sharing service. Which is the best way to get around?
Vocabulary Car Rental: You can easily find big car rental companies in every city and at every
airport. They allow you to choose and reserve cars in advance, and the cars are
plus sharing convenient pros and cons cleaned and checked after each rental. These are the pros.
The cons: You must rent by the day. It’s expensive, and it might not be worth it for
lend in advance get around unlock a short trip. Plus, you have to wait in line at the rental office to get the keys.
Brief note
keys be worth it Use “by the (time)” to say what
Car Sharing: This is a new kind of service, so not everyone is used to it yet. People
use a smartphone app to lend their cars to other drivers. The borrower pays by the
unit of time is used when hour. The app tells the borrower where the car is parked and allows him or her
Grammar renting something or buying a
service.
to unlock it. (The owner leaves the keys inside.) It’s convenient because you can
borrow a car for a short time, and you don’t have to wait in line.
Personal trainers charge by the The cons: You can’t always reserve a car in advance, and it’s hard to get one during
be used to and get used to hour. busy times of day. Also, the car might not be in great shape.
You can rent a room by the
night or by the week.
Discuss: Can you think of any more pros and cons for car rental and car sharing?
Warm Up
Ask if anyone has ever rented or shared a car before. Have talk to B V
Vocabulary
a partner about any experiences they may have had doing this. Write the bold words and phrases from part A next to the correct definitions.
1. also; in addition
A Authentic Text: Car rental and car sharing 2.

3.
using something together with other people
able to be done without much trouble
Track 51 4. good points and bad points; advantages and disadvantages
5. to give (something to someone) to use for a certain amount of time
• Transition by explaining that this authentic text compares the 6. before the actual time; early
benefits of car rental vs. car sharing. 7. to go from place to place
8. to open the lock on something (A lock keeps something, such as a door, closed.)
• Play the audio and listen to the article as a class. 9. small pieces of metal that are used to open or gain entry to something
• Ask students to talk about the pros and cons of car renting, 10. to be good or useful enough for the price; to be a good deal
first with a partner and then discuss as a class.

C In Y
Your
our World
B Vocabulary In a small group, choose a nearby city you want to visit together for the weekend. Plan your trip
by agreeing on answers to the following questions. Explain your answers and reasons to the class.
• Explain to students that they can find the vocabulary words
for the blanks bolded in the authentic text.
• Ask questions to ensure understanding. These questions 1. Will you take a group member’s car, rent a car, or use a car-sharing service?
should receive yes/no or brief answers, such as: Where are 2. Who will drive?
3. Where will you stay?
the vocabulary words found? (In the text)
• Have students complete the assignment in pairs. 96

correct letter next to each number.
• Check answers as a class. D Grammar
• Briefly go over the table and practise the exchanges.
1. plus 2. sharing 3. convenient
4. pros and cons 5. lend 6. in advance • Read the explanations between used to + verb and be used to
Key
7. get around 8. unlock 9. keys + noun/gerund.

10. be worth it • Have students circle the verbs after used to, and have students
circle the nouns and gerunds following be used to.
 Check the Workbook • Tell students to check their work with a partner.
For further practice with the vocabulary, use Exercise 1 and 2
• Read the example sentences for the class and have students
in Unit 7, Lesson 3 of the workbook. repeat.
E Grammar Practice
C In Your World • Do number 1 together as a class.
• Put students in groups of 3-4. • Ask students to fill in the blanks individually or in pairs. Remind
• Explain the directions of this assignment and check for students that they can look back at the table if they can’t
understanding. remember the information.
• Allow time for the students to work with their group. • Note that for 5-7, they must rearrange the words to create a
• Walk around the room and answer questions and check sentence.
progress. • Check comprehensions of instructions by asking simple yes/no
• Have students share their group’s answers with the class. questions or short answer questions on the instructions.
Extension Car Rental Role-Play 1. used to 2. get used to

3. is used to 4. gotten used to
Call up 2-3 students to sit in front of the class and act out
Key
•
5. He’s used to getting around by bus.
the role of car rental employees. 6. We are getting used to very long car trips.
• Line up the rest of the students behind the “employees” 7. Shelly won’t get used to staying in inexpensive motels.
and have them take turns asking the “employees” questions
about the rental service.
96
D Grammar Extension Best Tips for Visitors
be used to and get used to
• Have students vote on the best tips announced in the
used to + verb be used to + noun/gerund get used to + noun/gerund previous activity. Come up with a group list of the ten best
used to describe a past habit
or repeated action
to be familiar and comfortable with
something
to become familiar and comfortable
with something travel tips for visitors coming to your city.
Marion used to be an accountant. I’m used to riding a crowded bus. John’s getting used to sharing his car. • Debate and discuss as a class.
We used to have a hatchback. Canadians are used to cold winters. You’ll get used to the new flat.
They didn’t use to go on holidays. My sister isn’t used to driving. I never got used to living in Norway.
Did he use to work at Quick Cars? Is Sammy used to sleeping on the floor? What was the hardest part to get used to?
E Grammar Practice
1. Zoe ( is used to / used to ) borrow her older sister’s car before she got her own.
2. Y
You’ll ( used to / get used to ) sharing your office with a colleague.
3. After a month, Antonio ( is used to / used to ) his new school.
4. It’s a new car. I haven’t ( gotten used to / been used to ) driving it yet.

5. used / by / around / he’s / getting / bus / to
.
6. getting / to / car / we / long / trips / very / used / are
.
7. Shelly / used / in / staying / won’t / to / motels / get / inexpensive
.
F Read to Write
Read the following article giving advice to international student visitors. Fill in the gaps with
the correct words and phrases from the box. Then listen and check your answers. Track 52
in advance get used to plus be used to get around worth it
Congratulations on choosing Trent University for your study abroad! Here are some quick tips
before you get on the plane.
• Rent a flat 1 . Don’t wait until you come here. It could take a
while. 2 , hotels aren’t cheap. Go to the housing office website for help.
• Think about how you’ll 3 the city. You might
4 using public transport at home, but the
buses aren’t very convenient in Trent. It might be 5 to buy an
inexpensive car or to rent one by the month. If you don’t drive, you can also try the university’s
ride-sharing service.
• Get ready for winter! Many international students say that the cold weather is the hardest thing
to 6 . Bring lots of warm clothes or enough
money to buy them here.
On a separate sheet of paper, write a few tips for young people visiting your town from abroad.
What do they need to know and do in advance? What will they need to get used to? Share your
tips with the class.
97
Teacher’s Note American English vs. British English

Note that in #4, the word gotten is used as the past participle
of the word get. This is an American English word and is
incorrect in British English. In British English, the past participle
of the word get is simply got. “I haven’t got used to driving
it yet.”
F Read to Write Track 52
• Explain that this article gives advice to international visitors and

that students will be filling in the blanks with words and phrases
from the boxes.
• Put students in pairs and have them complete the assignment.
• Play the audio so students can listen and check their answers.
• Assign students the follow-up activity at the bottom.
• Have the students complete the writing task individually. What
do people visiting from abroad need to know in advance?
• Once students have written their answers, discuss these
questions in pairs.
• Ask a few pairs to share their answers with the class and give
feedback.
1. in advance 2. Plus
Key
3. get around 4. be used to

5. worth it 6. get used to
97
Lesson 4 Table for Two Lesson 4 Table for Two
Aims
- Talk about restaurant options Pierre: Where do you want to go to celebrate your
- Understand the difference between generally trustworthy and less birthday on Friday?
reliable reported speech T

Teresa: Well, I heard there’s a terrific new Thai restaurant
on Packard Road. It’s called Sunset Thai.
- Discuss opinions about different restaurants Pierre: Oh, yeah. It gets really good reviews online.
Amazing food. Great service. Beautiful decor.
Vocabulary Teresa: I know. Everyone is raving about it!
Pierre: I heard that the chef at Sunset Thai used to work
celebrate terrific waiter/waitress décor at The Spice Restaurant.
rave chef patio gorgeous T

Teresa: Then the food will be delicious for sure! And
I heard the patio is gorgeous.
Pierre: Let’s make a reservation right now, in case it gets
Grammar fully booked.
Teresa: Okay. A table for two for Friday at 7 p.m. On the
Reported speech with I heard patio, of course!
Warm Up B V
Vocabulary
Match each word with the correct definition.
Ask students to discuss their favourite restaurant in pairs. Why do
1. celebrate a. to talk about how wonderful something is
they like it so much? Ask students to share a few answers with 2. terrific b. someone who serves customers in a restaurant
the class. 3. waiter/waitress
c. to do something special for an important event
d. an outdoor area attached to a home or
4. decor restaurant
A Model Conversation Track 53 5. rave e. very good; excellent

f. extremely beautiful
6. chef
• Transition by telling students that the model conversation is g. how the inside of a building looks: the
7. patio furniture, pictures on the walls, etc.
between Pierre and his friend Teresa, who are discussing Teresa’s
8. gorgeous h. a professional cook
birthday plans.
• Play the audio and listen to the conversation as a class. C Vocabulary Comprehension
V
• Write the following words/phrases on the board, and practise Circle the correct answers.
intonation: 1. It’s too cold to sit out on the ( decor / patio ) tonight.
2. The menu is completely different. Maybe they hired a new
- Everyone is raving about it! ( waitress / chef ).
3. The service at that new Italian place is ( gorgeous / terrific ).
- On the patio, of course! 4. I love the ( decor / server ) here. It feels like we’re actually in a
restaurant in Paris.
5. We’re here to ( rave / celebrate ) my sister’s graduation.
Teacher’s Note Intonation 6. We’re ready to order. Where is our ( waiter / chef )?
7. My friend Celine recommends getting the seafood pasta. She
Emphasise that intonation is very important in English, and just ( raves / celebrates ) about it.
people are very expressive in America. 98
• Put students in pairs. Give students the role of either Pierre or

Teresa. Tell students to act out the dialogue with their partner. C Vocabulary Comprehension
Encourage them to read as naturally as possible and to alternate
roles.
• Read directions and check for understanding.
• Ask students to tell their partner what kind of food they will be
having for Teresa’s birthday. (Thai) • Have students complete this activity in pairs. As before, write 1
• Ask students to tell their partner when they will celebrate. to 7 on the board and call students up to write the answers next
(Friday at 7 p.m.) to the numbers.
B Vocabulary
1. patio 2. chef 3. terrific 4. décor
Key
• Read each word and have the students repeat. Check and 5. celebrate 6. waiter 7. raves
correct pronunciation.
• Ask questions to check understanding. These questions should
receive yes/no or brief one-word answers, such as: You will
match the word to its what? (Its definition) For further practice with the vocabulary words, use Exercise 1
• Give students 5 to 7 minutes to complete the matching of Unit 7, Lesson 4 in the workbook.
assignment.
correct answer next to each number. D Grammar
• Check answers as a class. • Read the explanations between more trustworthy and less
trustworthy reported speech.
1. c 2. e 3. b 4. g • Practise the example sentences as a group.
Key
5. a 6. h 7. d 8. f • Read the Brief note and have students come up with additional
examples using I heard (that)…
either a yes/no or one-word answer, such as Is celebrate a
positive or negative word? (Positive) Is a patio inside or outside?
(Outside). Have students answer these questions out loud
together as a class.
98
F Use the Language: What have you heard
You may use the word that
about this restaurant?
Reported speech with I heard after I heard. This is optional.
reported speech with I heard

Reported speech using I heard does not focus on Other reported speech focuses more on where the • Be sure that students clearly understand that they are only to
where the information came from, so it is less information came from and is generally more reliable
reliable or trustworthy. and trustworthy. fill in the restaurant column with restaurants that are known to
I heard that the new Italian restaurant is awful! I read a really bad online review of the new Italian restaurant. their classmates, even if they have never eaten there.
We heard there’s a big sale at the bookshop today. We got an ad in the mail about a big sale at the bookshop.
Jason said he heard there’s a party at Tatiana’s tonight.
Did you hear that Maryanne got a new boyfriend?
Tatiana invited Jason to a party at her flat tonight.
Did Maryanne tell you that she got a new boyfriend?
• Have students stand up and walk around the room, asking
classmates about the restaurants they had listed in the table.
• Have students fill in the table. Then, create a class chart with the
most popular restaurants that were reviewed and fill it in.
E Grammar Practice
Put a tick next to the correct description of each statement.
1. Fred told me that he is leaving the company. more reliable less reliable
2. I heard the pizza place on the corner is closing. more reliable less reliable
3. We heard that going into the city centre is dangerous. more reliable less reliable
4. The York Daily said the celebration is cancelled.

York more reliable less reliable
5. My professor told me that there’s a meeting on Monday. more reliable less reliable
6. I heard Martin and Hawa are dating. more reliable less reliable
F Use the Language

What have you heard about this restaurant?
Think of three restaurants in your town that are known by name to most of your classmates. (You may or
may not have eaten at these places yourself.) List them on the left in the table below.
Restaurant Person #1 Person #2 Person #3

1.
2.
3.
Now ask three classmates about the restaurants. They may give their own opinions or report what
they’ve heard. Make notes of their answers. Report to the class what you found out. Would you
recommend any of the restaurants?
99
E Grammar Practice
• Ask students to check the boxes individually or in pairs. Remind
them that they should look back at the table if they can’t
remember the information.
1. more reliable 2. less reliable

Key
3. less reliable 4. more reliable

5. more reliable 6. less reliable
Extension What did she say?

• Have students cut or rip up a piece of paper into smaller
strips. On the strips, students should write a sentence or two
about their observations about anything. For example: The
weather is beautiful. This lesson is fun. I am tired.
• The students should fold up each strip of paper put them
into a pile.
• Divide class into groups of 3. The 3 group members may
combine their folded strips of paper into a larger pile.
• Each person will have a different role.
- Person A will take a piece of paper from the pile, read it,
and whisper it into Person B’s ear.
- Person B will report what Person A said to Person C. For
example, She told me that the weather was beautiful.
- Person C will respond. I agree with her.
• Students may continue rotating through the roles until all
strips of paper have been read, reported, and responded to.
99
Lesson 5 A Night at the Cinema Lesson 5 A Night at the Cinema
Aims
Read the conversation. Then listen. Complete the exercise below. Track 54
- Talk about cinema experiences Chad: I heard you had your first date with Rob on Saturday. How
- Use past perfect tense to explain the sequence of a story did it go?
Angela: Not bad, but it didn’t go totally smoothly.
Vocabulary Chad: Uh-oh. What happened? Y You went to the cinema, right?
Angela: Yeah. I booked the tickets online for the 7 o’clock showing
Y
smoothly showing box office mall at the Orion Cinema in the city centre. We agreed to meet
there early so we could have coffee first. But by ten to seven,
hurry exactly embarrassed cheer up Rob hadn’t shown up. And my mobile phone had died.
Chad: Oh, no. What did you do?
Grammar Angela: The guy at the box office let me charge my phone, and I called Rob. He’d gone to the wrong
cinema.
Chad: Ah, he went to the Orion Cinema in the shopping centre, didn’t he?
Past perfect tense Angela: Exactly. So I told him to hurry and meet me in the city centre. By the time he arrived, the film had
started. We missed the first ten minutes.
Chad: I bet Rob was upset.
Warm Up Angela: He was pretty embarrassed. But the film was funny
funny, so he’d cheered up by the end.
Number these events from 1 to 5 in the order that they happened.

Direct students to the photograph of two people watching a Angela called Rob. Rob arrived at the right cinema.
movie at the cinema. Explain that Angela is on a date with Rob. The film started. It was 6.50. Angela charged her phone.
Now, Angela is describing her date to Chad. Judging by the
photograph, do you think Angela enjoyed her date? Why or why B V
Vocabulary
not? Write the words and phrases from the box next to the correct definitions.
smoothly showing box office shopping centre hurry exactly embarrassed cheer up

1. to move, go, or act quickly
• Play the audio and listen to the conversation as a class. 2. feeling confused and silly in front of other people
3. without problems or difficulties
• Write the following words/phrases on the board, and practise 4. to start to feel happier; to be in a better mood
intonation: 5. a large building with many kinds of shops inside
6. the act of making a film, TV show
show, etc., available for people to see
- Uh, oh. (Touch on the negative intonation in this phrase) 7. a word used to say that someone is correct or that you agree completely
- Didn’t he? (Write an arrow going downwards over didn’t he. 8. the place at a cinema where people buy tickets
Explain that intonation goes upwards when you don’t know

the answer, but intonation goes downward when you are C About Y
You
ou
assuming what you are saying is the answer.) Think about the last film you saw at the cinema. Discuss
the following questions with a partner.
• Put students in pairs. • What kind of film was it, and what was the title?
• Give each student the role of either Chad or Angela. Have • Where did you see it?
• Who did you see it with?
students practise the conversation with a partner. • How did you purchase the tickets to this showing?
• Would you recommend this film to others? Why or why not?
• Ask students why Rob didn’t show up. (He went to the wrong
cinema.) 100
• Ask students why Rob cheered up at the end of the movie. (It
was a funny movie.)
• Have students number the conversation summary in the correct Extension Coming attractions
order.
• Have students create a short advertisement for their
3, 5, favourite movie with their partner and present it to the class.
Key
4, 1, 2 • Have students vote for the best movie to go see, based on

the advertisements.
B Vocabulary
• Read each word and have the students repeat. Check and D Grammar
correct pronunciation. • Write had + past participle on the board.
• Ask questions to check understanding. These questions should • Come up with a list of common past participles as a class, such
receive yes/no or brief one-word answers, such as: You will as gone, done, been, etc.
match the word to its what? (Its definition) • Explain that this grammar is past perfect, meaning it happened
• Give students 5 to 7 minutes to complete the matching in the past before another past action. A timeline of this
assignment. concept is very helpful for visual learners.
• Write 1to 8 on the board and call students up to write the • An example of this is:
correct answer next to each number. I was walking down the street when I realised I had forgotten
• Check answers as a class. my keys!
←/had forgotten keys/----/was walking/--------- X
1. hurry 2. embarrassed 3. smoothly Note that the keys were forgotten before I was walking.
Key
4. cheer up 5. shopping centre 6. showing

7. exactly 8. box office
• Read more examples together in the grammar table and practise
the example sentences as a group.
C About You  Check the Workbook

• Explain the directions and have students work with a partner to For more practice with past perfect tense, use Exercise 3 and 4
answer the questions. of Unit 7, Lesson 5 in the workbook.
• Go over a few examples with the class.
• Walk around the room and assist students.
• You may take this opportunity to keep track of errors to correct
with class on the board.
100
D Grammar
Brief note F Listen to Write
The past perfect clause can also come first.
Past perfect tense

No comma is needed in that case.
The film had started by the time he arrived.
• Tell students to close their eyes and pretend they are at a
past perfect
cinema, waiting for you to join them, when suddenly they hear
The past perfect tense is used to talk about an action that was finished before something else happened in
an announcement over the loudspeaker.
the past. The past perfect has the form had + past participle. Had is often shortened to -’d after pronouns.
• Play the audio.
He didn’t show up. It was five to seven (then).  At five to seven, he
the action happened before a specific
past time (often with at/by + time)
hadn’t shown up. • Now have your students take out their phones and type a “text”
It stopped raining before 4.30.  By 4.30, it had stopped raining.
to you, their friend, explaining what they just heard. This can
They went to bed. Then I got home.  When I got home, they had /
the action happened before a specific they’d (already) gone to bed. just be done in an empty text box or in their notes.
event (often with a simple past clause
using by the time or when) The film started. Then he arrived.  By the time he arrived, the film
had (already) started.
• Put students in pairs to check each other’s texts and share aloud
at the end.
E Grammar Practice
Circle the correct answers. Extension Text them back
1. Josephine still ( didn’t call / hadn’t called ) by 11 o’clock last night.
2. A: Why didn’t Max join you for the film last night?
• Tell students you are so disappointed to hear that the movie
B: He’d already ( saw / seen ) it. had been cancelled!
3. By the time we left the cinema, the sun ( came / had come ) out.
4. When I ( met / had met ) my friend at the box office, ( she / she’d ) already bought the tickets.
• Ask students to write back with an alternative plan for the
evening.
Combine the sentences using the words in brackets and the past perfect.
5. He spent all his money. Then we left the shopping centre. (by the time)
• Ask students to share their ideas with the class.
6. We didn’t eat all our popcorn. Then the film ended. (when)
7. Y
You started eating. Then I walked into the restaurant. (when, already)
F Listen to Write
Y are at a cinema box office waiting for a friend. You have already bought tickets. Then you
You
hear an announcement about the film you were going to see. Listen to the announcement and
then write a text to your friend explaining the problem. Track 55
101
E Grammar Practice
• Do number 1 and number 5 together as a class. Note that there
are different ways number 5 could be done.
• Ask students to circle the correct answers for 2-4 individually
or in pairs. Ask students to complete 6 and 7 in pairs. Remind
students that they should look back at the table if they can’t
remember the information.
• Circle the room to check and make sure students are doing this
correctly, especially 6 and 7.
1. hadn’t called
2. seen
3. had come
4. met, she’d
5. By the time we left the shopping centre, he had spent all his
money. / He had spent all his money by the time we left the
Key
shopping centre.
6. When the film ended, we hadn’t eaten all our popcorn. /
We hadn’t eaten all our popcorn when the film ended.
7. When I walked into the restaurant, you had already started
eating. / You had already started eating when I walked into the
restaurant.
101
Active Review
A Confirming Y
Your Flight Details
Below are flight details from your travel agent. Read the statements and put a tick next to true
or false.
Warm Up
Lucky Travels Inc. Flight Confirmation
Ask the students what is in the email (flight details) Ask students Name: Margaret Emily Rose Date of Birth: 2 December, 1979 Nationality: Canadian
where Emily Rose is going. (Atlanta) Departure: 12 September
September, 9.15 a.m., from Toronto Pearson International Airport (YYZ)
Flight AC2045 (Non-stop)
Arrival: 12 September, 11.30 a.m., Hartsfield-Jackson Atlanta International Airport (ATL)
A Confirming Your Flight Details Please arrive at Terminal 1 at least 2.5 hours before your flight. Reserve seats and check in with Air
Canada online at www.pia.ca. There is a limit of one carry-on and one checked bag per passenger.
• Read the directions and check for understanding. 1.
2.
This is a round-trip ticket confirmation.
The destination is Atlanta, Georgia.
true
true
false
false
• Have them read the email and answer the questions. 3. There is a layover during the trip. true false
4. The flight is two hours and fifteen minutes long. true false
• Check answers as a class. 5. The airfare is stated. true false
B Cancelling Y
Your Flight
1. false 2. true 3. false
Key
You have decided to cancel your flight and change it to another day. With a partner, role-play
4. true 5. false a conversation between Margaret and her travel agent. Then write the confirmation details of
your new flight below.
B Cancelling Your Flight Lucky Travels Inc.

Flight Confirmation
• Read the directions and check for understanding. Name: Margaret Emily Rose
Date of Birth: 2 December, 1979
• Give students pieces of paper, or have them use their own. Nationality: Canadian
Departure:
• Show the beginning of a conversation between Margaret with Arrival:
her travel agent. Please arrive at Terminal 1 at least 2.5 hours before your
flight. Reserve seats and check in with Air Canada online
• Put students in pairs. at www.pia.ca. There is a limit of one carry-on and one
checked bag per passenger.
• Tell them to follow your example, and continue the dialogue.
• Finish by having students fill in the confirmation details in the
C Reminder
book.
Read each goal with the class. For each goal, ask students to look Understand the main points of discussion on familiar topics in everyday situations
Give a short, prepared presentation on a country
country,, a sport team, a band, etc., and answer
over the unit and find where they did these things. Ask students if questions clearly
they can demonstrate some of the goals. Then have students put Understand information in announcements
Make routine phone calls (for example, making or canceling an order
order,, booking, or
a check mark next to the goals they have achieved. appointment)
102
102
Fluency
A Read to Speak
Y and your friends are planning a one-week trip to London, England, on the first of next
You
month. Look up some information online about flights, accommodations, and car rental/sharing
services. Make brief notes about the best options you find.
Flight Accommodations Car
Flight #: Hotel or motel? Company Name (if renting):

Departure: Name:
Area in London: Cost per day:
Direct or stopover?
Arrival: Amenities:
App name (if car sharing):
Airfare: Type of room:
Cost per night: Cost per hour:
B Write
rite to Speak
Now prepare to explain your choices to your friends. Write why you think that if your group
followed your plan, things would work out very well during your trip.
1. If we took this flight…
2. If we stayed in these accommodations…
3. If we rented a car from this agency… / If we used this car-sharing service…
C now Speak
In your group, let each person explain their choices and reasons. After each presentation, group
members may ask questions and state their opinions about why they agree or disagree. By the
end of the discussion, your group should make a final decision about the details of this trip.
Flight Accommodations Car
103
Fluency
A Read to Speak
Explain the directions of this assignment and ask questions to
check for understanding. For example, Are you looking online for
flights and accommodation? (Yes) What else are you looking up?
(Car rental or car sharing options)
B Write to Speak
• Ask students to work individually and fill in the blanks in B.
• Circle the classroom to monitor student work and help assist
when needed.
• Once this activity has been completed, put students in pairs and
have them share responses.
• Walk around the class and assist students.
C Now Speak
• Tell students that they will be comparing their trip information
with a group and deciding on a final one.
• Have students fill in the tables with their information.
• When students are ready, have them take turns presenting their
information to their group.
• Finally, have the group decide on the best options for their trip
and share each group’s decision aloud with the class.
103
Unit 8 . Shopping Trips 

The Best Shopping in Town

Shopping Trips
Brief note
A vendor is a seller.
A Authentic T
Text: Shopping guide “Street vendors”
are people who sell
things outside on the
Read part of a tourist information brochure about shopping in San Francisco. street rather than
Which of these places would you most like to visit? inside a building.
Lesson 1: The Best Shopping in Town
Aims: - Understand and discuss different areas for shopping SAN FRANCISCO 3 Chinatown
Not far from North
- Use phrasal verbs naturally in conversations SHOPPING GUIDE Beach, there’s a little piece
of China. You will feel like
- Describe places to shop and advertisements you’re in Shanghai as you
explore shops with a huge
Vocabulary: Shopping in the city selection of imports, from
furniture to tea. From the
area’s many street vendors,
Grammar: Phrasal verbs you can also pick up fun
souvenirs and some
delicious but inexpensive
Lesson 2: Let’s take the subway. Chinese cuisine.
Aims: - Read, listen to, and compare options for public

transportation
- Analyse and design subway maps
1 North Beach
Don’t miss out on San
Francisco’s well-known
- Express conditions for transportation

Italian district, with an
Italiano style that you
can see and taste! Visit
2 Union Square
This downtown district is the number-
one destination for both local shoppers
Vocabulary: Taking public transportation fashionable shops offering
clothing, accessories,
and tourists. Shop around for men’s and
women’s clothing, accessories, beauty
and home decor. And products, electronics, and more. If you ever
Grammar: Ways to express conditions when you’re done, enjoy get tired of shopping, you can check out
authentic Italian food some of Union Square’s many theatres, art
at one of the many fine
Lesson 3: At the Shopping Centre restaurants in the area.
galleries, salons, or hotels.
Aims: - Practise speaking casually while out shopping

- Discuss shopping preferences and technology devices B V
Vocabulary
- Use present perfect continuous to express different Match the words and phrases with the correct definitions.
actions 1. accessory a. brought from one country to another for sale
Vocabulary: At the shopping centre 2. electronics b. a certain area in a city

3. get tired of c. something you buy to remember a place you visited
Grammar: Present perfect continuous tense 4. district d. a number of different choices
5. genuine e. products that use electricity
electricity, such as TVs, computers, mobiles, etc.
Lesson 4: A New Game 6. fashionable f. cooking; food
7. selection g. something you wear besides clothes, such as a hat, a scarf, a bag, etc.
Aims: - Talk about buying items such as games
8. imported h. showing taste and style (in clothes, hair
hair, etc.) that is popular now
- Discuss video games 9. souvenir i. real; true; not copied or false
- Understand and use causative verbs 10. cuisine j. to become bored or impatient with (something)
Vocabulary: Buying a game

C About Y
You
ou
Grammar: Causative verbs Think of the last time you visited a popular shopping area. What was it like? Did you buy
anything? Tell a partner, and answer his or her questions. Listen to your partner’s experience
Lesson 5: Stay Safe and ask questions.
104
Aims: - Understand preventative measures for safety in crowds
- Practise leaving out articles for signs and posters
Vocabulary: Safety information and emergency procedures • Write “North Beach,” “Union Square,” and “Chinatown” on
Grammar: Leaving out articles for brevity the board. Ask if students have heard of these areas and if not,
Some Module 4 Goals in Unit 8 have them discuss with a partner what there might be to do in
the areas.
- Understand instructions expressed in simple language (for • Explain that in Lesson 1, we will be discussing shopping. Now,
example, how to use public telephones or ticket machines, safety
information, or directions) we will learn about shopping in North Beach, Union Square, and
- Write a short, formal email asking for or giving simple information Chinatown in San Francisco.
- Write simple texts about experiences or events (for example,
describing your feelings and reactions about a trip) A Authentic Text: Shopping guide
• Have students skim the three sections and summarise each part
of San Francisco to a partner.
Lesson 1 The Best Shopping in Town • Assign groups of 3-4 and have students have a group discussion
about which of the three places they would most like to visit.
After a few minutes of students discussing this, take a class vote
Aims
and see which place is the most popular among your students.
- Understand and discuss different areas for shopping • While students are discussing, go around the room and write
- Use phrasal verbs naturally in conversations down any errors you might hear on vocabulary, grammar, or
- Describe places to shop and advertisements
pronunciation. Any common mistakes that you hear may be
Vocabulary written on the board later for clarification with the whole class.
accessory electronics get tired of district • Discuss the Brief note on “street vendors” and ask if street
genuine fashionable selection imported vendors are common in their hometown or country. Have a class
souvenir cuisine discussion on the variety of different kinds of street vendors
Grammar
seen in different cities and countries across the globe.
• Ask students which place is the best place for tea. (Chinatown)
Phrasal verbs
• Ask students where the Italian district is. (North Beach)
• Ask students which place has theatres, art galleries, and so on.
Warm Up (Union Square)
• Ask if anyone has travelled to San Francisco or wants to travel
there. Collect information on the board about things to do and
see there. Students may search the Internet for information
depending on how familiar they are with the city.
104
D Grammar
Brief note C About You
Inseparable phrasal verbs may be transitive
Phrasal verbs
(having a direct object) or intransitive. All
separable phrasal verbs are transitive.
• Tell students to think of the last time they visited a popular
phrasal verbs
shopping area. Have students describe the answers to the
Phrasal verbs are made up of a verb plus one or more particles (words that look like prepositions or
questions in pairs. Go around the room to check on the pair
adverbs): for example, hang out. Phrasal verbs are most common in informal speech and writing. There are
two main types: inseparable and separable.
work and give any help if necessary.
examples sentences
inseparable
There is no object hang out, drop by, get Let’s hang out at the shopping centre.
between the verb and around, shop around (for),
miss out (on), log in/out,
Don’t miss out on this amazing sale.
I want to shop around for phones before I buy one.
Extension Shopping Role-Play
the particle(s).
sign in/out Drop by our store to get a great deal on shoes.
separable turn on/off, pick up, think Did you pick up some school supplies?
• Have students choose one store that they discussed in Part
The object may come
between the verb and
over, throw away, look up,
find out, check out, put
Did you pick them up?
We should check Chinatown out before we go.
C. One student will play the role of the store clerk, and
the particle. on, take off, drop off We should check it out before we go.
their partner will be the customer. Students can take turns
Brief note pretending to shop and ask questions to the store clerk.
When the object is a personal pronoun, it must
come between the verb and the particle.
() Pick it up. (X) Pick up it.
• Optional: Have students bring in or create props to make
this role-play come to life.
E Grammar Practice
Fill in the gaps with one of the phrasal verbs from above. Use a dictionary to help you if
necessary. D Grammar
1. My mum used to me at school every morning.
• Go over the information in the chart with the class.
2. I’m going to my shoes because they’re uncomfortable.
3. It’s getting cold. You should your jumper.
• Before this lesson, create signs that say hang, out, drop, by,
4. If you don’t come to the party, you’ll a fun evening. turn, on, and so on. Be sure that each word (not phrase) has its
own card.
Underline the error and write the correct phrase. If the sentence is correct, write correct.
• On a different coloured paper, create signs that say objects such
5. I didn’t know the meaning of this word, so I looked up it.
6. He uses the underground to get town around.
as the phone, art supplies, etc.
7. No one is watching TV
TV, so please turn off it. • Take turns calling 3-4 students up to the front of the classroom at a
8. My parents are out of town. Want to hang it out?
time. Give each student a card. Tell them to create phrasal verbs.
F Use the Language
• Demonstrate the difference between separable and inseparable
Partners in business
phrasal verbs by having the student carrying the “object” signs
Working in pairs or small groups, pick a business, store, or restaurant that you are familiar with. Discuss
either walk and stand between the phrasal verbs or not be
the details of this business, including the following: allowed in the middle.
• Its name • Its location • The kind of food/products it sells
• Its pricing (expensive or inexpensive) • Its selling points (how it’s different and why people will like it)
E Grammar Practice
Then write a radio advertisement (5–7 sentences) for the business, store, or restaurant you chose. One
partner will read your advertisement to the class. Both or all partners should be ready to answer questions • Then ask students to fill in the blanks individually or in pairs.
from your classmates!
105
1. pick up 5. looked up it - looked it up

2. throw away 6. get town around - get around town
Key
Teacher’s Note Cross-cultural Comparisons 3. put on 7. turn off it - turn it off

4. miss out on 8. hang it out - hang out
• To build a strong class rapport, try to incorporate discussions
where students are given the opportunity to compare and
contrast each other’s cultures and experiences.  Check the Workbook
• The discussion suggested above on street vendors, is a good For further practice with phrasal verbs, use Exercise 4 in Lesson
example of a cross-cultural comparison where students 1 of the workbook.
can speak freely and enjoy hearing one another’s similar
experiences.
F Use the Language: Partners in business
B Vocabulary • Read the instructions aloud to the class. Have students work
• Read each word and have the students repeat. Check and in pairs or small groups. Tell them to pick a business, store, or
correct pronunciation. restaurant that they are familiar with. Tell them to discuss in
detail, the various points listed in the box.
• Ask instruction-check questions to ensure that students
understand the task being assigned. These questions should
• After discussion, students need to write a radio ad. Ask instruction-
receive yes/no or brief one-word answers, such as: You will check questions to ensure that students understand the task being
match the word to its what? (Its definition) assigned. These questions should receive yes/no or brief one-word
answers, such as: Are you writing a TV advertisement? (No, radio)
• Give students 5-7 minutes to complete the matching assignment.
Should you include its location? (Yes), etc.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9.__ 10.__ on • Elicit ideas for businesses, stores, and restaurants and write
the board and call students up to write the correct letter next to
them on the board.
each number. Check answers.
• Go over the definition of “selling points” and be sure that
students are clear on what it means.
either a yes/no or one word answer, such as Is something that is
genuine, fake? (No) Is cuisine food? (Yes). Have students answer
• Go around the room to check progress and answer questions.
these questions out loud together as a class. • When students are finished writing their advertisements, they
may take turns “performing” the radio advertisements and
answering questions from their classmates.
Key
1. g 2. e 3. j 4. b 5. i 6. h 7. d 8. a 9. c 10. f
105
Lesson 2 Let’s take the subway. Lesson 2 Let’s take the subway.
Aims
- Read, listen to, and compare options for public transportation Kevin: We have a few hours before our flight. Why don’t we do some
- Analyse and design subway maps shopping? We haven’t spent much time in Union Square yet.
Tori: Well, okay, as long as you’re sure we have enough time. We
- Express conditions for transportation still need to pick up our luggage at the hotel and drop the
rental car off.
Vocabulary Kevin: Don’t worry; there’s plenty of time. I need to get some
souvenirs for my family. Otherwise, I know they’ll be upset with me. Should we drive?
rush hour line transfer fare Tori: No, it’s almost rush hour. Plus, I heard it’s really hard to find parking. What about a streetcar?
depends on calculate stuck commute Kevin: T
Too
oo slow. Let’s take the BART. Here, I found the map online. We can get on at the station across
the street and take the yellow line to Powell Street. Then, we can walk to Union Square. We don’t
even need to transfer.
Grammar Tori: Great. How much is the fare?
Kevin: That depends on the distance. The ticket machine will calculate that for us.
Ways to express conditions Tori: All right, let’s get going. Unless we leave right now, we’ll be stuck in a crowded train with all the
commuters!
Brief note
The Bay Area Rapid Transit or “BART” is a light rail
Warm Up B V
Vocabulary
public transportation that operates in San Francisco.
Ask students to look at the two photographs of Tori and Kevin. Read the conversation again. With a partner
partner, match the bold words in the conversation to the
correct definitions.
What is Tori carrying? (a phone and a map). What is Kevin 1. in a difficult situation that is hard to get out of
wearing around his neck? (a camera). Using this information, 2. to find a number using maths
what do you think they might be doing? Have students discuss 3. is determined by (something)
4. people travelling to or from work Brief note
the answer to this question in pairs, and then a few may share 5. to change from one bus, train, etc., to another The word centre
their answers with the whole class. 6. the time of day when many people are going to or from work is spelt center in
American English.
7. a part of a subway or bus system; a certain train or bus route You will see this
spelling used in
8. the cost of taking a bus, train, etc.
the names of some
Track 56 American areas
C Vocabulary
Vocabulary Comprehension and buildings.
• Explain that Kevin and Tori might go to Union Square before Look at the map and fill in the gaps in the conversation Expo
Center
Airport
their flight. Have students scan the bold words and try to predict below. Then listen and check your answers. Track 57
W
ill
what their discussion will be about. Man: Excuse me. Can I take the subway from the Expo
AM
Et
Center to the airport? rose
tE
Quarter
ri
• Play the audio and listen to the conversation as a class, stopping
VE
Woman: Sure. The 1 line goes to
r
Union
Union Station. There, you can 2
after each sentence and having students repeat the audio,
station
gateway
to the 3 line. Then go
mimicking the intonation. 4
Transfer to the 5
stops to Gateway Station.
line Pioneer square
quare
gresham
• Write the following words/phrases on the board: and go one more stop. PsU
Man: Thanks. What’s the 6 ? Overton
- Should we drive? Woman: That 7 Clackamas
ttown Center
whether you want a one-way or round-trip ticket. Milwaukie
- How much is the fare?
With a partner, practise the conversation. Then take turns choosing two stations on the map
• Underline the words drive and fare and explain that sometimes and asking your partner for directions from one station to the other.
in questions, the last word is the strongest as the intonation 106
goes upwards.
• Have students practise the phrases after you until they sound
natural. 1. stuck 2. calculate
• Assign pairs. Give each student the role of either Kevin or Tori. 3. depends on 4. commuters
Key
If time allows, have students read the conversation three times: 5. transfer 6. rush hour
the first time reciting it while reading it; the second time with 7. line 8. fare
eye contact; and the third time with eye contact and gestures.
Encourage them to read as naturally as possible and alternate  Check the Workbook
roles.
For further practice with vocabulary, direct students to Exercise
• Ask students to tell their partner what Tori and Kevin decided to
2 in lesson 2 in the workbook.
use for transportation (the BART) and go over the Brief note.
B Vocabulary C Vocabulary Comprehension Track 57

• Read each bold word from the conversation and have the
• Tell students to take a look at the illustration of the subway map
students repeat.
and have students discuss what they see with a partner.
• Explain that they are going to be listening to a dialogue
understand the task being assigned. These questions should
between a man and a woman who are discussing the map, and
receive yes/no or brief one-word answers, such as: “Where will
that they will fill in the blanks with the words that they hear.
you find the words to fill in the blank?” (In the conversation)
• Play the audio and have students complete the task individually
• Give students 5-7 minutes to complete the fill-in-the-blank
and then share answers with a partner.
activity with a partner.
• Have students take turns practicing the dialogue together.
• Write 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ on the board and call
students up to write the correct answers next to their numbers.
• Finally, have them take turns choosing two stations on the map
and asking for directions from one to the other. Go around the
room to help as they do this.
either a yes/no or one word answer, such as When are many
people going to or from work? (During rush hour) What do 1. yellow 2. transfer 3. green
you call the cost of taking a bus or train? (fare). Have students
Key
4. two 5. red 6. fare

answer these questions out loud together as a class. 7. depends on
106
Brief note
As with other subordinating conjunctions, the two clauses can
1. As long as / So long as 2. Otherwise
D Grammar come in either order.
As long as you’re sure we have enough time, we can go shopping.
3. As long as / So long as 4. Unless
Ways to express conditions We’ll be stuck with all the commuters unless we leave right now! 5. as long as 6. unless
Key
ways to express conditions 7. Otherwise 8. As long as / So long as
Besides the word if
if, there are several ways to talk about conditions in English. 9. The bus is free as long as you have a student ID.
expression meaning example 10. Unless I find my keys, I won’t be able to give you a ride.
as long as / so long as We can go shopping as long as you’re sure we have enough time.
(only) if
(conjunctions) (= ... if you’re sure we have enough time.)
unless
(conjunction)
if not ... then
Unless we leave right now, we’ll be stuck with all the commuters!
(= If we don’t leave right now, …)
F Use the Language: Subway systems
otherwise
if not
I have to get souvenirs for my family. Otherwise, they’ll be upset. • Put students into pairs and go through numbers 1 and 2 as
(sentence adverb) (= ... If not, they’ll be upset.)
a class. Have students choose which one they would like to
complete together.
E Grammar Practice • Ask instruction-check questions to ensure that students
Fill in the gaps with the correct expressions from above.
understand the details of each task being assigned.
1. we remember to take an umbrella, we should be okay!
2. Y
You should try to leave by four. , you’ll get stuck in rush-hour traffic.
• Have the students present their work to other pairs.
3. the subway is on time, we’ll make it to the film. • If time permits, have some pairs give presentations of their work
4. you study harder, you won’t pass your final exam. to the whole class.
5. Y
You can borrow my car you return it by midnight.
6. We’ll have to cancel the trip the weather improves.
7. She has to take a taxi, not the bus. , she’ll be late.
8. it all goes smoothly, the show will be a success.
Extension Assignment #3
Rewrite the sentences using the given expression. • Have students come up with a third task to add to part F
9. The bus is free if you have a student ID. (as long as) that has to do with subways, maps, and so on. They may do
this individually or with a partner. Go around the room to
10. If I don’t find my keys, I won’t be able to give you a ride. (unless)
help.
• When they have finished writing their questions, pair them
F Use the Language
up with another partner or group to swap questions to
answer.
Subway systems
1. Go online and find a map of a subway

subway, tube, or metro system
in another city or country. Describe where it is and give your
opinion of it. Does it seem convenient? Does it seem difficult
to use? How does it compare to the subway system in your
city or country?
2. With a partner
partner, design a subway map for your city or make
suggestions to improve your city’s subway system. If you
could design a whole new subway system to make travel
more convenient in your city, what would you do? What
would it look like? Draw it and present it to another pair of students. Explain the reasons for your
decisions.
107
Extension Subway or Train Directions

Have students use the Internet to search a subway or train
map from a large city. Have them choose a starting point and
end point in the city, and then explain how to get there to a
partner via subway or train. Then, they may switch roles with
the partner.
D Grammar
• Write the word “if” on the board. Tell them it is used to express
conditions. Ask if any students can think of other ways to say
the word “if.” Write down any ideas on the board.
• Briefly go over the table, practicing the example sentences.
Write “as long as” “so long as” “unless” and “otherwise”
around the word “if”, with short explanations taken from the
table.
E Grammar Practice
• Read the instructions aloud to the class. Do number 1 together
as a class.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8. __on the board
and call students up to write the correct answers in. Check
answers.
107
Lesson 3 At the Shopping Centre Lesson 3 At the Shopping Centre
Brief note
A “fitness tracker” is an electronic device that you
Aims wear on the wrist or ankle and that you can connect
to your computer or phone. It records information
Read the conversation. Then listen. Track 58 about your physical activity, heart rate, etc.
- Practise speaking casually while out shopping Anna: So, are you done with your shopping?
- Discuss shopping preferences and technology devices Eric: Y
Yep, I am, and that’s good because I’ve run out
of money. Did you get to see the whole shopping
- Use present perfect continuous to express different actions centre? This place is enormous. I’d love it if we had a
shopping centre like this back home.
Vocabulary Anna: No, I couldn’t. And I knew you would love this place,
especially with all the cool electronics stores. That
run out of enormous purchase remind reminds me—I have one more purchase to make. I’ve
encourage appreciate device keep an eye on been planning to get a fitness tracker for my dad.
Eric: Really? Is he into fitness?
Anna: Well, a month ago his doctor told him to exercise
Grammar more and lose weight. So he’s been taking long walks every day. But he doesn’t really enjoy it.
Eric: So you think that if he could see how many steps he’s taking, it might encourage him to keep
Present perfect continuous tense going?
Anna: Exactly. And I think he’d appreciate it. He’s like you—he loves all electronic devices. They’re like
toys to him.
Eric: Okay
Okay, then let’s hurry and pick one out. I’ve been keeping an eye on the time, and the shopping
Warm Up centre closes in twenty minutes.
Have students read the Brief note and look at the photograph.
Ask them to turn to a partner to make predictions about the B V
Vocabulary
model conversation. Listen to each word or phrase. Then write each word next to the correct definition. Track 59
run out of enormous purchase remind encourage appreciate device keep an eye on
1. something bought
• Explain that Anna and Eric are out shopping. Let them know 2. a machine or piece of equipment designed for a specific purpose
that you are going to play the audio and at this time they should 3. to use up something so that you no longer have any
4. to check regularly; to watch carefully
check if their predictions were correct or not. 5. to cause someone to remember something
• Play the audio and listen to the conversation as a class, stopping 6. to be thankful for something and understand its importance or value
after each sentence and having students repeat the audio, 7. extremely big
8. to make someone more likely to do something
mimicking the intonation.
• Write the following phrase on the board:
C In Y
Your
our World
- Twenty minutes
Ask a partner the following questions. Discuss the answers and share the most interesting things
• Explain that when Americans speak quickly or naturally, often with another pair of students.
the ‘t’ at the end of the word is lost. Sometimes, it can sound • Do you enjoy shopping for electronic devices? When did you last purchase one? What was it?
like “twenny minutes” and some people even pronounce it • Do you go to a shopping centre? What is your favourite shop there?
“twunny minutes.” Have them repeat the words after you. Let • Do you prefer shopping in person or online? Why?
• If you were very rich, how would your shopping habits change?
them know how you prefer to say it.
• Assign pairs. Give each student the role of either Anna or Eric. 108
If time allows, have students read the conversation three times:

the first time reciting it while reading it; the second time with
eye contact; and the third time with eye contact and gestures. • Give students 5-7 minutes to complete the matching
Encourage them to read as naturally as possible and exchange assignment.
roles. • Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ on the board
• Ask students to ask each other a couple questions to check their and call students up to write the correct letter next to each
comprehension. number. Check answers.
• Then as a class, have students discuss whether they believe a • Check comprehension of new vocabulary by asking questions
fitness tracker would help make Anna’s dad enjoy taking long that will receive either a yes/no or one word answer, such as Is
walks or not. Also have them discuss any advantages of having enormous big or little? (Big) Is remind a noun or a verb? (Verb).
a fitness tracker in general. Would Anna’s dad enjoy getting the Have students answer these questions out loud together as a
fitness tracker? Is it a good gift? Why or why not? etc. class.
1. purchase 2. device
Teacher’s Note American English vs. British English 3. run out of 4. keep an eye on
Key
5. remind 6. appreciate
Note that British English is more formal and will often 7. enormous 8. encourage
pronounce the /t/ sound at the end of the word twenty
in comparison to the American English pronunciation as
described above. Let students know about the difference  Check the Workbook
in pronunciation when it comes to English words spoken in For additional practice with vocabulary, have students do
American and British English. Exercise 3 in Lesson 3 of the workbook.
• Listen to each word and have the students repeat. Check and C In Your World
correct pronunciation. Setup / Demo
• Ask instruction-check questions to ensure that students • Tell students that they will be discussing their opinions and
understand the task being assigned. These questions should shopping habits. Read the instructions and read each set of
receive yes/no or brief one-word answers, such as: You will questions aloud with your class.
match the word to its what? (Its definition) Activity
• Have students complete this activity in pairs. Ask volunteers to
describe their partner’s responses to the class. Go around the
classroom to check that students are on task and assist when
needed.
108
D Grammar
E Grammar Practice
Present perfect continuous tense • Do number 1 together as a class.
present perfect continuous
The present perfect continuous is similar to the present perfect. Both tenses are used to talk about actions them that they should look back at the table if they can’t
that began at some time in the past and are connected to the present. With the present perfect continuous,
the focus is on the process. The action is or was ongoing, and either is not finished or has recently finished. remember the information.
This tense has the form have/has + been + present participle.
I’ve been planning to get my dad a fitness tracker. (I still am.)
• Check comprehensions of instructions by asking simple yes/no
the action has been ongoing and
is not finished
It’s been raining since early this morning. (It still is.)
They haven’t been keeping an eye on the time. (They still aren’t.)
questions or short answer questions on the instructions.
How long have you been living here? (You still are.) • When ready, check answers as a whole class.
It’s nice to finally sit down. I’ve been shopping all day.
the action has been ongoing and Her eyes are red. I think she’s been crying.
has recently finished You’re covered with sweat. Have you been exercising?
The kitchen smells wonderful. Someone’s been cooking.
1. We’ve 2. hasn’t
3. waiting 4. you and Doug been
Key
5. have been using 6. has been reminding
E Grammar Practice 7. have (you) been working
Circle the correct answers. Then read your answers out loud to your partner.
1. ( We’ve / We’re ) been having a great time on this holiday!
2. He ( haven’t / hasn’t ) been learning English for very long. F Use the Language: Talking about your devices
3. I’ve been ( waiting / wait ) for you for the last five hours! • Explain that this task is a sort of ‘guessing game’ and ask a
4. Have ( been you and Doug / you and Doug been ) dating this past year?
volunteer to read the instructions aloud to the class.
Fill in the gaps with the correct forms of the given verbs in the present perfect continuous. • Have students choose one piece of technology to discuss and
5. I’m healthier because I (use) a fitness tracker for a while. write the name of it down or draw it on a sheet of paper. Be
6. He (remind) me about his birthday for two weeks! sure they do not share this with their partner yet!
7. How long you (work) at the shopping centre?
• Check comprehension of instructions by asking simple Yes/No
questions to ensure that students understand the task being
F Use the Language
assigned. For example: Should you write 5-10 questions about
Talking about your devices
T
a device your partner has chosen? (Yes) Should you tell your
Interview a partner about technology that they use. It could be a phone, a computer, a tablet, an MP3 partner which device you have chosen? (No)
player, etc. Ask them 5–10 questions about the device, including where they purchased it, how long they
have been using it, and whether they’d recommend that you buy one. When you think you have enough • Have students complete the assignment together in pairs. Go
information, write about what your partner said. Do not use the name of the device. Choose another around the room to check comprehension and answer questions
partner, and read your description out loud. Your new partner must try and guess what the device is.
when necessary.
• Students may ‘reveal’ their word or drawing to their partner
once their partner has asked 5-10 questions about it. Have
students share with the class whether they properly guessed the
item or not.
• Have the students repeat this exercise with other classmates.
109
Extension Technology Recommendations
• Optional: Have students take notes on their partner’s responses as

• Using the information exchanged from part F, have students
their partners talk. create a social media ‘recommendation’ of the product of
choice.
Feedback • Tell students that they should only use the information
• Have students share their partner’s responses with the class after exchanged in part F and then give the product 0-5 stars
all the paired discussions have been completed. depending on their review.
• Collect reviews and display them around the room for the
students to walk around and read through.
Extension Write an Email
• Have students choose a question from part C to write about
in detail.
• Collect key words and phrases to write on the board.
• Go over the characteristics of an informal email with the
class.
• Have students write an email answering their question of
choice to send to a partner or to the teacher via email.
• Optional: Have the email’s recipient respond to the email
and send it back.
D Grammar
• Read the explanations and emphasise that the difference
between present perfect simple and present perfect continuous
is that the focus is on the process. Write the word “process” on
the board.
• Briefly go over the table. Make students understand the
structure of the present perfect continuous tense. Have students
circle the word have/has/’ve/’s, underline the word been, and
put a box around the -ing form of each verb.
• Practise the example sentences as a group.
109
Lesson 4 A New Game Lesson 4 A New Game
Aims
- Talk about buying items such as games Brent: Hi. I’m looking for a game, but I don’t know the title. I also wanted to pre-order a game and trade
- Discuss video games in a few, too.
Clerk: No problem. Let’s start with the game you’re looking for.
- Understand and use causative verbs Brent: It’s a new space shooting game. My brother made me play it with him during the holiday. Then he
got me to promise to buy it. Sorry, I’m not much of a gamer.
Vocabulary Clerk: No. It’s okay. One second. Here are all the newest shooting games. I think this is the one you’re
talking about. You can switch from first-person point of
pre-order trade in space point of view view to third-person point of view. You can also customise
customise character weapon level your character and weapons to your level.
Brent: Y
Yeah, that’s the one.
cash credit Clerk: What else can I help you with?
Brent: Right, I want to pre-order the new Cry of Allegiance game.
Grammar Clerk: Okay. Just fill in this form. You also wanted to do a trade-in?
Can I see the games? Hmm. Okay, well, I can give you about
Causative verbs £30 cash for all of these or £40 of credit.
Brent: I’ll take the credit then.
Warm Up B V
Vocabulary
Ask students to discuss in pairs the title of this lesson, A New Listen to each word or phrase. Then write each word next to the correct definition. Track 61
Game. Without letting students read the conversation or look at pre-order trade in space point of view customise
the picture, ask them to predict what kind of game they think the character weapon level cash credit
conversation will be about. 1. to change something to fit your tastes

2. to buy something by selling something else you own
3. the position from which something is seen
Track 60 4. something (such as a gun, knife, etc.) used to fight, attack, or defend
5. the area between planets, stars, and galaxies
• Direct students to look at the photograph and take 30 seconds 6. physical money in the form of bills and coins
to scan the conversation to see if they can find out what kind 7. money in the form of a document that can only be used in a particular store
of game is being discussed. Have students share their responses 8. a person in a film, novel, or game
aloud. 9. to order an item before it is available for purchase

10. a way to show one’s rank, experience, or qualifications
• Play the audio and listen to the conversation as a class, stopping
after each sentence and having students repeat the audio,
C In Y
Your
our World
mimicking the intonation.
Do you like to play video games? Why or why
• Assign pairs. Give each student the role of either Brent or Clerk. not? Who do you know that likes to play video
If time allows, have students read the conversation three times: games? Do you think playing video games is a
good thing? Why or why not? Discuss with a
the first time reciting it while reading it; the second time with partner and then with the class.
eye contact; and the third time with eye contact and gestures.
Encourage them to read as naturally as possible and exchange
roles. 110
• Ask students questions to check for comprehension. What game

did Brent want to pre-order? (Call of Duty) What did Brent get
for trading-in his games? (£40 credit) C In Your World
Setup / Demo
B Vocabulary Track 61 • Read through the instructions of this activity with the class.
• Listen to each word and have the students repeat. Check and Make sure the students understand the questions they are
correct pronunciation. supposed to answer.
• Ask instruction-check questions to ensure that students Activity
understand the task being assigned. These questions should • Have students complete this activity in pairs. Ask volunteers to
receive yes/no or brief one-word answers, such as: You will describe their answers to a partner.
match the word to its what? (Its definition) • Go around the classroom to check that students are working
• Give students 5-7 minutes to complete the matching together and assist when needed.
assignment. • Have students take notes as their partner speaks so that they
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9.__ 10.__ on can share their responses with the class after the conversations
the board and call students up to write the correct letter next to are completed.
each number. Check answers.
Feedback
• Check comprehension by asking questions that will receive • Have students share their information with the class after
either a yes/no or one word answer, such as Do you pre-order
discussing with their partners, referring to their notes if
before or after something is available to be bought? (Before)
necessary.
Can you use credit to buy something within a store or outside of
it? (Within a store). Have students answer these questions out
loud together as a class. D Grammar
• Read the descriptions of causative verbs out loud with the class,
1. customise 2. trade in
along with the example sentences. Have students underline
3. point of view 4. weapon
causing someone to do something and causing something to
Key
5. space 6. cash
7. credit 8. character happen in the table.
9. pre-order 10. level • Choose a few students to read through the examples in the
table.
• See if students can come up with additional examples of make/
have + object + base verb and get + object + infinitive with
a partner. Have students share ideas aloud with the class and
write down the best examples on the board for later reference.
110
D Grammar
F Use the Language: Writing a formal email
Causative verbs • Read through the instructions. Be sure that students clearly
causative verbs
understand that they are to write a formal email.
The verbs make, get
get, and have can be used as causative verbs. This means you use them to talk about • Teach students some rules for a formal email:
causing someone to do something, or causing something to happen. Causative verb phrases have the form
make/have + object + base verb, or get + object + infinitive. - Start with Dear Sir or Madam unless you know the name of
My brother made me play that game. (I didn’t want to play it, but my
brother caused me to play it.)
the person you are addressing. If you know the name of the
make/have + object + base verb
I’ll have the salesperson show me something else. (I’ll ask the
salesperson to show me something else.)
person you are addressing, use Mr./Mrs./Ms. and not the first
To get the characters to switch point of view, press here. (You can
name.
get + object + infinitive
cause the characters to switch point of view by pressing here.)
- Do not use conjunctions such as don’t but rather write the full
Brief note
Make is the strongest in meaning; it usually means someone was given
words do not.
an order. Have can be used for an order or polite request. Get often
means that a person was persuaded (talked into) doing something. It’s - Avoid using slang
also used for non-human objects: I can’t get my hair to stay straight.
E Grammar Practice - Be mindful of using proper grammar and punctuation
Underline the error and rewrite each sentence correctly. - End with Sincerely,
1. He made me to wash my hands again.
- (Add on any other points that you would like to emphasise to
2. I can’t get my daughter go to sleep!
3. Can you get the car starting?
your students.)
4. I’ll has the delivery guy leave it at the door. • Have students complete this task independently and then have
5. Can you have her to call me when she comes in? them trade letters with a classmate to compare and provide
6. My teacher makes us to practise new words every day.
feedback.
7. I got my brother cleaned my room the other day.
8. She always makes us to feel bad about not calling her. • Have students continue trading work with other classmates until
they have at least three different students providing feedback
F Use the Language on their work. Once three students have provided feedback,
Writing a formal email they may re-write their letter and submit it to you for formal
You recently purchased a game application for your phone. You thought all the in-game items were free, assessment.
but you were charged for them unexpectedly. Write a short formal email to the company asking for an
explanation and refund.
New Message
To CC Bcc
Extension A Reply from the Manager
Subject
• Have students respond either positively or negatively to the
Dear Access Games,
letter of complaint regarding the purchased game app.
• They may choose to be humorous, or they may choose to
continue practicing formal letter writing and be professional
and fair. Either way, allow the students to be creative and
Send A
respond to the letter of complaint as they wish.
Now share your email with a partner. Write a response to your partner’s email.
111
E Grammar Practice
• Read the instructions together with the class. Ask instruction-
check questions to ensure that students are clear on what they
are supposed to do, such as: Are you underlining the errors in
the sentences? (Yes)
• Ask students to complete this activity individually or in pairs.
Remind them that they should look back at the table if they
can’t remember the information.
1. He made me wash my hands again.

2. I can’t get my daughter to go to sleep!
3. Can you get the car to start?
4. I’ll have the delivery guy leave it at the door.
Key
5. Can you have her call me when she comes in?

6. My teacher makes us practise new words every day.
7. I got my brother to clean my room the other day.
8. She always makes us feel bad about not calling her.

For additional practice with the grammar, direct students to
complete Exercise 2 of Lesson 4 in the workbook.
111
Lesson 5 Stay Safe Lesson 5 Stay Safe
Brief note
A Authentic T
Text:
ext: Safety poster
Aims “Black Friday” began in the US, but now takes place in many
countries. It is a day when shops encourage shoppers to
Read the safety poster. spend money with discounts and promotions.
- Understand preventative measures for safety in crowds
- Practise leaving out articles for signs and posters
This year’s Black Friday Sale will start at 9 a.m.
For your safety, please read the following tips:
Vocabulary 1. Watch your surroundings. Last year’s sale
brought in a record number of shoppers.
aware cautious belongings collect Be aware and cautious while shopping.
2. Do not leave your belongings unattended.
receipt valuable emergency proceed Lost items can be collected at the Lost
exchange duty-free & Found. But the shopping centre is not
responsible for stolen items.
3. Keep your money
money, wallet, and other
Grammar valuables in a safe place.
4. Know where your nearest exit is. In case
of emergency
emergency, calmly proceed to exit.
Leaving out articles for brevity 5. For tourists, the duty-free exchange is
located on the 2nd floor. Please bring all
your receipts and items after shopping to
collect your tax refund.
Warm Up Thank you for shopping at Sheffield
Shopping Centre. Happy shopping!
Write Black Friday on the board. Ask them if they know what it is.
Have students discuss what Black Friday is and see if they have it
in their countries. B V
Vocabulary
Match each word with the correct definition.
A Authentic Text: Safety poster 1. aware a. to go and get; to pick up
b. important or expensive items that someone owns
• Read through the poster. Stop after each sentence so that the 2. cautious
c. a place where things are traded
students can repeat after you in unison using proper intonation 3. belongings
d. careful; avoiding danger
and pronunciation. 4. collect e. to move in a specific direction
5. receipt f. not taxed when taken out of
• Assign pairs. Have students take turns reading each point aloud the country
6. valuables
to one another. g. things a person owns
7. emergency h. a paper that shows what was
• Ask students if they can come up with any additional safety tips purchased
8. proceed
for shopping during Black Friday. Have them discuss this in pairs i. paying attention to what is
9. exchange happening around you
and then share their responses aloud to the class. 10. duty-free j. an unexpected problem or
dangerous situation
B Vocabulary
C In Y
Your World
• Read each word and have the students repeat. Check and
With a partner
partner, make a list of safety tips for people
correct pronunciation. visiting your city. Share your list with another pair of
students. Then show it to your teacher.
understand the task being assigned. These questions should 112
receive yes/no or brief one-word answers, such as: You will

match the word to its what? (Its definition)
• Give students 5-7 minutes to complete the matching
assignment. Extension Safety Poster
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9.__ 10.__ on • Have students design a safety poster like the example in Part
the board and call students up to write the correct letter next to A, using the information they came up with in Part C
each number. Check answers • Collect each poster and make copies. Staple them together
like a brochure and allow each student to take it home with
them.
Key
1. i 2. d 3. g 4. a 5. h 6. b 7. j 8. e 9. c 10. f
D Grammar
• Write the word article on the board. Ask students what an
For additional practice with this vocabulary set, direct students
article is in terms of grammar and elicit examples: a, the, an.
to the word search in Exercise 1 in Lesson 5 of the workbook.
• Briefly explain how sometimes in signs and posters, articles are
left out because signs can only have a certain amount of words
on them.
C In Your World • Explain that this grammar is not used for traditional writing and
• Explain that students will be coming up with safety tips, similar speaking. Read examples together with the class.
to the poster presented in part A. This list should be specific to
the city they are living in. Some examples may be to not walk E Grammar Practice
alone at night, or if they carry a purse, to use a longer strap to
wear across the shoulder and under the arm.
• Read the instructions together with the class. Ask instruction-
check questions to ensure that students are clear on what they
• Assign each student a partner to create a list with.
are supposed to do, such as: Are you rewriting the sentences
• Go around the room to help answer questions and check
without articles? (No, with them)
students.
• Go over a few examples with the class.
• Ask students to complete this activity individually or in pairs.
• You may take this opportunity to keep track of errors to correct
with class on the board if you feel it is an appropriate activity for
your group of students.
112
D Grammar
G Use the Language: Emergency poster
Leaving out articles for brevity • Choose two students to read through the directions for this
leaving out articles for brevity
activity aloud to the class. Briefly pause after each sentence to
Sometimes, there is a need to leave out articles (a, an, the) to make sentences short and easy to read. On signs ask comprehension questions and make clarifications.
and posters, articles are often left out to make room for more important information.
Articles are also left out in news headlines to make room for more words on the page. • Assign pairs to work together. They may choose to do 1 or 2.
Do not use the lift.  Do not use lift. Proceed to the nearest exit.  Proceed to nearest exit. Have them create a poster or write an article based on the task
A local man finds a wallet with £1,000.  Local Man Finds Wallet with £1,000
The city announces a new football stadium.  City Announces New Football Stadium
they choose. If time permits, have students work on both tasks.
• When students have completed their work, have them share
E Grammar Practice their posters and articles with the rest of the class.
Read the safety instructions for a new laptop. Rewrite the instructions, adding articles where
they have been removed.
1. Shut down laptop when not using it.
2. Turn off computer before placing into carrying bag.
3. Do not put computer directly on legs. It can burn skin. Use table or
other hard surface.
4. Check fan frequently to avoid overheating.
5. Clean air vents regularly

regularly, and never put anything into air vents.
6. Do not try to clean inside of computer screen.
F Quick Review
Look back at the brief notes in this module.
1. What is another word for economy class?

2. What device measures your heart rate and physical activity?
3. Which of the following is correct, pick it up or pick up it?
G Use the Language

Emergency poster
1. With a partner
partner, think of an emergency situation. Design an emergency poster for it. Be sure to include
specific instructions on what to do. Make the poster as clear and concise as possible. Include images and
colours that are appropriate. Go online and look at some examples to help you. Make the poster and
present it to the class.
2. When you are finished, imagine that an emergency like the one described in your poster has actually
happened. Write a short news article about the emergency. Include a catchy headline. Present your
article to the class.
113
1. Shut down the laptop when not using it.

2. Turn off the computer before placing it into the carrying bag.
3. Do not put the computer directly on the legs. It can burn the
skin. Use a table or other hard surface.
Key
4. Check the fan frequently to avoid overheating.

5. Clean the air vents regularly, and never put anything into the air
vents.
6. Do not try to clean the inside of the computer screen.
F Quick Review
• Remind students that they learned a lot of new words and
phrases that were found in the ‘brief notes’ throughout this
module.
• Ask if they can remember Brief notes without looking through
the book or their notebook. Write a few words that you have
elicited on the board for reference.
• Read through numbers 1-3 together as a class. Assign partners
and have students look through the book to answer the
questions.
• When complete, write 1.__ 2.__ 3.__ on the board and call up
volunteers to write each answer. Check together as a class.
Key
1. coach 2. fitness tracker 3. pick it up
113
Active Review
A Welcome to London!
Read the tourist information poster
poster. With a partner, fill in the gaps with the correct words and
phrases from the box.
A Welcome to London! districts fashionable genuine fare purchase keep an eye on
Ask students to skim through the tourist information poster. Tell aware cautious get emergency street vendors as long as
them to repeat the vocabulary words presented in the box. Assign

students to pairs. Have them fill in the blanks with the correct Welcome to london:
words and phrases. Check answers as a class. tips for tourists
People come from around the world to visit
London:
People come from around the world to visit London. As long as you are , you will
you are cautious, you will have a safe and enjoyable time here. have a safe and enjoyable time here.
The tube is a great way to get around. But always keep an eye on Stay Safe!
 The tube is a great way to get around. But always
your belongings, especially on crowded trains. your belongings, especially on crowded trains.
 In tube and train stations, people may try to you to give them the
In tube and train stations, people may try to get you to give them for a ticket home. This is a common scam.
the fare for a ticket home. This is a common scam.  For your safety
safety, be of your transportation options at all times. Always
find out where the nearest tube station is, so that you can catch a train quickly in an
.
For your safety, be aware of your transportation options at all
times. Always find out where the nearest tube station is, so that Shop Smart!
Key
you can catch a train quickly in an emergency.  Oxford Street, with its department stores, is the most famous shopping
street in London. But be sure to check out Brick Lane and Borough Market, too. Locals
appreciate these areas for their interesting smaller shops.
Oxford Street, with its fashionable department stores, is the most  There are many in busy shopping .
famous shopping street in London. But be sure to check out Brick Some will tell you they’re selling real brand-name clothes, shoes, and accessories, but the
items may not be . If the price seems too good to be true, you should
Lane and Borough Market, too. Locals appreciate these areas for probably the item in a shop instead.
their interesting smaller shops.
There are many street vendors in busy shopping districts. Some B Create a Poster
will tell you they’re selling real brand-name clothes, shoes, and In a small group, create a similar poster about your city (or another city you all know well).
accessories, but the items may not be genuine. If the price seems Include tips about getting around, safety, shopping, and any other important information for
visitors. Present your poster to the class.
too good to be true, you should probably purchase the item in a
shop instead. C Reminder
B Create a Poster Put a tick () next to the things you can do.
Have students complete a poster about a city they know well. Understand instructions expressed in simple language (for example, how to use public
Tell them to work in small groups. They should include tips about telephones or ticket machines, safety information, or directions)
getting around, safety, shopping, and other important information Write a short, formal email asking for or giving simple information
Write simple texts about experiences or events (for example, describing your feelings and
for visitors. Have students present their posters to the class. reactions about a trip)
C Reminder: Some Module 4 Goals in Unit 8 114
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.
114
Communication
Answers will vary.
A Warm
arm Up Plan:
With a partner
partner, put the words and phrases from the box into the correct categories. Some words 1. Have breakfast at the food court
can be put in more than one category.
2. Shop for new shoes… etc.
turn on transfer character rush hour receipt
Conversation:
Key
log in device cash exchange commuter
A: Let’s have breakfast when we get there.
Transportation Shopping Electronics/Games B: Okay, that’s a good idea. We can eat at the food court.
A: Cool. I need new shoes, too.
B: Sure. Let’s get the shoes after we have breakfast, and then…
etc.
B Brainstorm
Y and your partner have just arrived at your favourite shopping centre. Discuss ideas for
You
spending the day there. Consider what you will do, what you’d like to buy or need to buy, where
you will eat, and how you will fill the day. You need to stay at the shopping centre from the
morning to the evening.
C Role-play
Now using your ideas from part B, create a detailed plan for the day with your partner and
Now,
write a conversation. Perform your conversation for the class.
Plan Conversation
A:
B:
A:
B:
1. A:
2. B:
3. A:
4. B:
115
Communication
A Warm Up
Have students read the words and phrases in the box. With a
partner, instruct them to categorise the words and phrases from
the box into the table. Check as a class when complete.
Transportation: transfer, rush hour, commuter

Key
Shopping: receipt, exchange, cash

Electronics/Games: turn on, character, device, log in
B Interview Classmates
Ask students to plan a day at a shopping mall with a partner and
discuss ideas. Be sure to emphasise that the students are going
to be at the shopping centre from the morning until the evening,
so they should plan a lot of activities to fill the day. Go around
the room to monitor as they brainstorm ideas for their day at the
shopping mall.
C Role-play
Tell students that they will be creating a conversation between
two people based on the day they planned in Part B. First,
have them create a detailed plan for the day and list up the
activities they would like to do. Then have students create their
conversations with a partner. Tell them to practise 2-3 times,
before they finally perform the conversation for the class.
115
Write the words, and choose the correct answers to complete the sentences.
Assign students to pairs, making sure that all the students fill in 1. Write four words related to restaurants.
the blanks. Ask students to fill in the blanks from memory. They
may write vocabulary words that were added to the lesson when 2. Write five phrasal verbs from the module.
it was covered. Check answers as a class.
3. It isn’t a flight—there’s a short in Mexico City. But the is cheap.
Answers will vary for numbers 1 and 2. a. connection, layover
layover, economy class
b. direct, layover
layover, airfare
1. chef, waiter, patio, rave
Key
c. non-stop, round-trip, connection

2. depend on, get around, drop by, hang out, pick up
4. I booked a(n) motel, so there’s no or other .
3. b 4. a 5. c 6. a 7. b a. inexpensive, room service, amenities
b. comfortable, suite, amenities
c. overnight, room service, décor
B Grammar 5. This store has a great

a. selection, terrific, showings
of clothes, but it’s not
b. level, convenient, purchase
to drive to, especially during
c. selection, convenient, rush hour
.
Assign students to new pairs, or continue as a whole class. Write 6. As long as you have your , you can return an item for or for .
answers on the board and make sure that all the students fill in a. receipt, cash, store credit b. belongings, exchange, cash c. store credit, duty-free, trade in
the blanks. Tell students to try working on the sentences without 7. The North Hills thanks you for your business, and we you to stop by our food court
to try some delicious !
looking back in their books. If they have trouble solving the a. Motel, appreciate, room service b. Shopping centre, c. Shopping centre, proceed,
sentences, then they should look back through the book to help encourage, cuisines souvenirs
them. Go over the answers as a class. B Grammar

1. would 2. to 3. have 4. If
1. When I was young, we always stay in 9. We need to make a reservation a few days in
5. If 6. around 7. used 8. wear, can
Key
motels on family trips. advance. , we won’t get a table.

9. or else 10. been 11. had 12. would 2. She’s a student with a job, so she’s used 10. He has waiting for over an hour!
13. on 14. used 15. hear 16. get, to working hard. 11. When I woke up, Mum already
3. How long you been living there? cooked breakfast.
4. we book the tickets now, we won’t 12. Y
You seem stressed. If I were you, I
get good seats. go on holiday.
Teacher’s Note Additional Review through Games 5. the exams weren’t next week, we 13. It’s cold! Put your hat and gloves .
could stay on holiday longer. 14. At first it was hard to exercise every day
day, but
If you feel your students need additional practice with the 6. Don’t buy the first laptop you see. You should I got to it.
vocabulary and grammar, provide the students with some shop first. 15. Did you that Beth got a new
7. Her hair to be blonde, but then she boyfriend?
more activities using the words and structures they have dyed it red. 16. To the characters move,
learned in Module 4. For example, divide the class in two and 8. If we a fitness tracker, we press here.
have the students play a game of charades, competing against _____________ know the distance.
the other team. The team that guesses all the words in the set 116
the fastest is the winning team. Make sure to prepare two sets
of vocabulary flashcards before class.
116
E Dream Trip
• Briefly go over all the directions for numbers 1, 2, and 3, making
sure that students understand what it is that they are supposed
C Best Way to Travel? to do.
Imagine you are planning a long-distance trip. Would you rather drive, take a train, or fly? • Tell students they are going to plan a surprise trip for a married
Why? Discuss your reasons with a partner.
couple that they are friends with. If this concept is too hard
to relate to, tell students that they are planning a trip for their
D How to Play
parents as an anniversary gift.
Think of a game that you know (a video game or board game). Describe it to a partner,
including how to play it. Your partner should take notes to help him or her remember. • Have the students work in pairs. First, they need to choose the
destination for the trip. Refer to the three pictures in the book.
Notes
• After they have selected their destination, one student should
make the travel arrangements and plan two activities. The other
student should make the accommodation arrangements as well
What does your partner think of the game? Does he or she want to play it? Why or why not? the restaurant bookings.
Tell the class. • Have the students access the Internet to help them plan their
arrangements.
E Dream Trip • After their planning, the pairs should create a detailed itinerary
1. Imagine that you are planning a surprise trip for a married couple you’re close to for their wedding of the trip that should be presented to the couple as a surprise.
anniversary. You and a partner are both friends of the couple. First, look at the images below and
choose which destination you would like to send the couple to. They will present it to the class as though they were presenting
it to the couple as their anniversary gift.
• After all the presentations, ask students to vote on their
favourite trip. Ask them why they liked it the most.
Italy Morocco Austria
2. Either you or your partner would make the travel arrangements and plan two activities in the
destination. The other person would make the accommodation arrangements as well as the restaurant
bookings. Working separately, write a detailed summary of your plan for the couple.
3. Then, together, create a detailed itinerary of the trip that you can present to the couple as a surprise.
Present it to the class as though you were presenting it to the couple as their anniversary gift.
117
C Best Way to Travel?

• Tell students to imagine that they are planning a long-
distance trip. Ask them to decide on their preferred mode of
transportation. Would they rather drive, take a train, or fly? Tell
them to give reasons for their preference.
• Have students work in pairs. Tell them to discuss their plans with
a partner.
D How to Play
• Ask students to think of a game that they know (a video game,
a board game, or an app).
• Tell them to think about how to describe the game, including
how to play it.
• Have students work in pairs. They should describe their game to
their partner while the partner takes notes.
• After the students discuss their games with each other, have
students share their partners’ opinions about the games with
the class.
117
Teacher’s Class Kit
The Teacher’s Class Kit includes interactive e-book versions of Blueprint Student
Book and Blueprint Workbook that can be used in the classroom to facilitate teaching.
The e-books are accessible through the Compass homepage. The Blueprint Teacher’s
Guide grants access to this tool through a serial number, which allows for one year of
access to the Teacher’s Class Kit.
How to Enter
access the JOIN LOGIN Serial e-Book
Number
Teacher’s
Class Kit Click
Class Booster
1 Go to the Compass homepage at www.compasspub.com and sign in.

Click LOGIN if you are already a member or JOIN if you need to sign up.
2 Click the Class Booster icon.
3 Click the Enter Serial Number button.
4 Enter the serial number for the Student Book or Workbook. (See next page.)
Anytime you want to use the e-books, simply return to the

Teacher’s Class Kit by repeating steps 1 and 2, above.
Teacher’s Class Kit features
 Interactive whiteboard
 Full-colour page view of student books and workbooks
 Embedded audio and video files
 Simple tool bar with page finder, zoom in and zoom out, annotation,
and bookmark tools
Intuitive navigation tools
Zoom in Previous page Next page Search by unit Annotation
To page 1 Final page Full screen Bookmark
Easy-to-use annotation tools
Embedded video-play function that

links to the Compass YouTube channel
How to get your serial number

To get your serial number for the Teacher’s Class Kit, contact your local distributor.
You can also email [email protected] to get your serial number.

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Teacher’s Guide

A2+ Have short conversations p. 8 1 What are you up Group activities

do, places to go, etc.

A2+ Understand enough of p. 36 1 Sport and watching sport

understand the points that are spectator sports and

Lesson 1 Present continuous R & L : Discussing weekend plans S : Future plans

Lesson 1 Future tense R & L : Visiting family S : Your family

Lesson 1 Gerunds and infinitives R & L : Olympic sports S : Athletic dreams

* Also, see the glossary in the back of the Workbook.

A2+ Handle everyday situations p. 64 1 The doctor said... Taking care of

B1 Understand the main points

B1 Help solve practical

A2+ Understand instructions p. 92 1 I’ll take the non-stop Booking a flight

B1 Write a short, formal email

Grammar Reference: pages 118 to 125

Lesson 1 Tag questions R & L : Getting ready S : Morning routine

Lesson 1 Second conditional R & L : Booking a flight W& S : Flight arrangements

Lesson 1 Phrasal verbs R : San Francisco shopping S : A shopping experience

Describe plans, arrangements, and alternatives

Discuss different things to do, places to go, etc.

- Describe plans, arrangements, and alternatives

games, etc.). 5. What do you like to do on rainy days?

sentences to answer it.

• When the students are finished, ask them to provide additional

Extension Picture Talk

Ask students questions or have them make statements about

3. p. 24 4. p. 25 • When finished, ask a few students to volunteer to read their

What are you up to tonight?

Nancy: Hey how’s it going, Ted?

Aims: - Discuss TV show types

- Understand how to use prefer with nouns and

Vocabulary: Books and movies

• Transition by telling students that they will hear two people

present continuous: subject + be + verb-ing

4. tomorrow / is / cooking / dinner / who E Grammar Practice

3. The band is playing a jazz song right now.

F Use the Language: Event Planner

2. The looks great! Who

4. Could you please ? Dinner’s ready.

A Model Conversation Track 03 5. A: Can we eat soon? I’m .

• What’s your favourite food? • Can you prepare it?

1. favourite 2. turkey, prepared 3. vegetable

4. set the table 5. starving, wait

1. Marissa is studying music. 1. staying in (future plan)

• Your course/favourite subject

Extension Speed Dating

• Ask the students to line up in two rows (Row A/B).

1. true 2. false 3. true 4. false

• Write a list of common games on the board: Pictionary,

these on the board. 5. How many do we need to win?

A Model Conversation Track 05 C In Y

game are they playing? Is the game complicated? How do you

4. teammate 5. points 6. guess

1. Iike 2. remember 3. is playing

4. Do, understand 5. needs 6. are having

 Check the Workbook

- Discuss TV show types Janice: It’s Friday night. Should we go out?

Warm Up A “channel” is a TV station.

student mentions watch TV, ask the student what TV shows