O N T H E C OV E R

Artists painting a mural on a public pavement in Toronto,

Canada. © FOTOGRAFIA INC./Getty Images
THIRD EDITION STUDENT’S BOOK

OUTCOMES
INTERMEDIATE

Hugh Dellar
Andrew Walkley

LEARNING

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

 SPEAKING

1 First class • Get to know people you’ve just met

• Share and discuss language-learning tips
• Compare study goals and needs and find a
study partner
Developing conversations: Asking follow-up
questions
page 6

2 Feelings • Talk about how you feel and why

• Share stories about particular times in your life
• Talk about negative feelings and how to deal with
them
Developing conversations: Response expressions

page 14
WRITING 1: Keeping in touch page 22 REVIEW 1 page 24

3 Time off • Roleplay a conversation recommending places to

visit
• Talk about public holidays and your plans for the
next one
• Research and plan a one-week holiday
Developing conversations: Giving and responding
to suggestions
page 26

4 Interests • Have conversations about free-time activities

• Talk about aspects of music and why you like /
don’t like them
• Do a survey into people’s use of local facilities and
how to improve them
Developing conversations: Are you any good?
page 34
WRITING 2: Writing a report page 42 REVIEW 2 page 44

5 Working life • Talk about jobs and what they involve

• Make and discuss work-related predictions
• Discuss rules and freedoms at work
Developing conversations: Doing what?

page 46

6 Buying and selling • Roleplay a conversation in a phone shop

• Discuss how the way we shop is changing
• Practise buying / selling things and trying to get a
good price
Developing conversations: Avoiding repetition

page 54
WRITING 3: Writing a review page 62 REVIEW 3 page 64

7 Eating • Create and explain a menu in your language to

someone in English
• Talk about personal and cultural habits in diet and
eating
• Make plans for a food business and present it to
the class
Developing conversations: Describing dishes
page 66

8 Education • Have conversations about courses you’ve done /

you’re doing
• Share information and discuss what’s effective in
education
• Have a debate about educational issues
Developing conversations: Showing you
understand
page 74
WRITING 4: Making requests page 82 REVIEW 4 page 84

2
GRAMMAR VOCABULARY READING LISTENING

• Auxiliary verbs • All about me • A blog post about amazing • Two conversations in which
• Present simple and present • Learning languages language learners people meet for the first time
continuous • Four extracts about language
learning

• Linking verbs • Feelings • An article about how one man • Two conversations about how
• Telling stories • Adjectives with -ed and -ing overcame his biggest fear people are feeling
• Four people describe difficult
situations

• Future plans • Places of interest • An article about different public • A conversation between a
• Present perfect simple • Public holidays holidays in the world tourist and a hotel receptionist
• Choosing a holiday • A podcast on travel

• Habit and frequency • Free-time activities • Forum posts about music • Three conversations about free-
• Present perfect continuous and • Musical tastes playlists time activities
past simple for duration • Competition • Two people talk about a hidden
talent

• Must / can’t comments and • Describing jobs • A magazine article about • Three conversations about what
replies • Phrases with be and get different jobs jobs people do
• Talking about rules • Work rules and laws • Three conversations about rules
at work

• Comparisons • Choosing new technology • A quiz about clothes shopping • A conversation in a mobile
• Noun phrases • Clothes and accessories habits phone shop
• Buying and selling • Four people describe different
souvenirs

• Generalizations and tend to • Talking about food • An article about the use of • A conversation between
• First conditionals • Diet and the food industry colour in food and the food colleagues in a restaurant
industry • A podcast about starting a food
business

• Future time clauses • Describing courses • An article about educational • Two colleagues talk about a
• Second conditionals • Forming nouns research course
• Schools and universities • Four extracts about situations
and issues at school / university

Contents 3
 SPEAKING

9 Houses • Roleplay a conversation about a friend’s new home

• Talk about social and economic changes
• Roleplay a conversation between a student and a
host
Developing conversations: Explaining how big a
place is
page 86

10 Going out • Invite people to a cultural event

• Describe nights out
• Research and plan a class outing
Developing conversations: Explaining where
places are

page 94
WRITING 5: Writing a formal email page 102 REVIEW 5 page 104

11 The natural world • Share stories about encounters with animals

• Tell each other about different challenges
• Discuss how the profits from natural resources
might best be used
Developing conversations: Helping people tell
stories
page 106

12 People I know • Have conversations about people you know and

find similarities
• Discuss the role of grandparents
• Discuss findings of studies on friendship and age
Developing conversations: That’s like …

page 114
WRITING 6: Writing a short story page 122  REVIEW 6 page 124

13 Journeys • Describe a terrible journey

• Reflect on past events
• Roleplay a conversation about a travel problem
Developing conversations: How come?

page 126

14 Technology • Roleplay conversations about tech problems

• Discuss issues around video gaming
• Decide how useful different apps and gadgets are
Developing conversations: Sorting out problems

page 134
WRITING 7: Writing an opinion essay page 142 REVIEW 7 page 144

15 Injuries and illness • Roleplay patient–doctor conversations

• Discuss health warnings and your response to them
• Tell and retell stories about accidents
Developing conversations: Short questions with
any

page 146

16 News and events • Have conversations about different news stories

• Discuss your views on fame, celebrities and culture
• Create and do a quiz about people in history and
the news
Developing conversations: Introducing and
commenting on news
page 154
WRITING 8: Writing a news story page 162  REVIEW 8 page 164
GRAMMAR REFERENCE page 166   IRREGULAR VERBS page 192  
4
GRAMMAR VOCABULARY READING LISTENING

• Present perfect simple and • Describing homes • An article about housing in • Two people talk about their
present perfect continuous • A place to live South Korea and the UK friends’ new apartment
• Comparing now and the past • Four conversations about places
to live

• Quantifiers • Cultural events • An article about nights out • Two friends arrange to go out
• Future in the past • Idioms around the world • Three conversations about what
• Describing events people did last night

• Managed to, be able to and be • Identifying animals • An article about a mountain • Three conversations about
forced to • Challenges and achievements climber animals
• Passives • Natural resources • A lecture about natural
resources

• Talking about memories • Talking about character • An article about becoming a • Two friends discuss what other
• Expressing regret using wish • Friendships grandparent people are like
• Five people talk about a shared
friend

• Third conditionals • Phrasal verbs • An article about one refugee’s • Two conversations about bad
• Should have • Extreme adjectives remarkable journey journeys
• Four conversations about travel
problems

• Articles • Computer problems • An article about jobs in the • Four phone calls reporting IT
• Infinitive with to or -ing form • Apps and gadgets gaming industry issues
• A podcast about apps

• Adverbs • Symptoms and treatments • A blog post about parental • Two patient-doctor
• Reported speech • Word class and suffixes health warnings conversations in a hospital
• Accidents and injuries • A conversation about an
accident

• Reporting verbs • News stories • An article about celebrity news • Five short conversations about
• Defining relative clauses • Important figures news stories
• Three conversations about
historic figures

VOCABULARY REFERENCE page 193   INFORMATION FILES page 194   AUDIO SCRIPTS page 200
Contents 5
 1
First class
IN THIS UNIT, YOU:
• get to know people you’ve just met
• share and discuss language-learning tips
• compare study goals and needs, and find a
study partner

SPEAKING
1 Work in pairs. Look at the photo. Discuss
the questions.
1 What do you think the class is learning?
2 Do you know anyone who can use sign language?
3 Why do you think people might decide to take a
course like this?
4 Would you like to take a course like this? Why? / Why
not?

2 Work with a new partner. Discuss the

questions.
1 Why are you learning English?
2 What English classes have you done before? Where?
3 Do you know anyone in this class?
4 Are you still friends with people from previous
classes? Tell your partner about them.

Learning sign language at

the Charles W. Howard Santa
Claus School, Michigan, US.

6
Unit 1 First class 7
 1A IN THIS LESSON, YOU:
• get to know people you’ve just met

Nice to meet you

• talk about yourself and people you know
• practise listening to conversations in
which people meet for the first time
• practise asking follow-up questions

Students learn English at Midwestern

Career College, Chicago, US.

VOCABULARY All about me 3 Work in groups. How many true things can you
say about yourself or people you know using the
1 Decide which two of these words and phrases could language from Exercise 1?
replace the words and phrases in italics in sentences
1–6 to talk about the same topic.
LISTENING
architecture engaged engineering a flight attendant
4 Listen to two conversations in which people meet
hiking a laboratory a nursery an only child
for the first time. Answer the questions for each
separated a translator a twin working out conversation.
1 I’m the youngest of five kids. 1 Where do they meet?
2 I’m a software engineer. 2 Why are they there?
3 I work in a university.
5 Work in pairs. Answer the questions. Listen again
4 I did a degree in law. and check your answers.
5 I’m really into travelling.
Conversation 1
6 I’m single.
1 How is Harry feeling? Why?
2 P Listen to the words from Exercise 1 and practise 2 Is Olivia a new student?
saying them on their own and in a phrase. Which 3 When did Harry start studying Spanish?
words / phrases do you find hard to say? Practise
4 What does he think his strengths and weaknesses are?
saying them again.
5 According to Olivia, where is Spanish an official
language?

8
 Conversation 2 9 Work in pairs. Ask and answer the questions in
6 How did Noah feel about the talk he attended? Exercise 8.

7 Where is Noah from? Where is he living now? G See Grammar reference 1A.
8 When did Noah move to his current home?
9 Has Giuliana visited the city Noah is living in? DEVELOPING CONVERSATIONS
10 What does Noah do for a living?
Asking follow-up questions
6 Who was the last new person you met? Tell a partner After someone answers a question we’ve asked, we often
as much as you can about them. ask a follow-up question. This helps us find out more
details and keeps the conversation going.
GRAMMAR A: So have you studied here before?
B: Yeah, last term.
Auxiliary verbs A: Oh really? OK. And did you enjoy it?
There are three auxiliary verbs: be, do and have. They’re B: Yeah, it was amazing.
used with different forms of a main verb to make
questions, negatives and other structures.
10 Match the questions (1–6) with the follow-up question
How’s it going? (present continuous)
pairs (a–f).
Did you enjoy it? (past simple)
1 What are you studying?
I don’t know. (present simple)
2 Have you studied here before?
I haven’t tried that. (present perfect simple)
3 What do you do when you’re not studying?
I’ve learned quite a lot of vocabulary. (present perfect
4 Have you got any brothers or sisters?
simple)
5 What did you do at the weekend?
I’m employed on a temporary contract. (present simple
passive) 6 What do you do?

a Which class were you in? / Where did you learn your
7 Work in pairs. Read the questions from the English?
conversations in Exercise 5 and answer questions 1–4. b What year are you in? / What does that involve?
a Do you know it? c Older or younger? / Where do they live?
b Did you enjoy it? d Where do you work? / Do you enjoy it?
c Have you studied here before? e How often do you do that? / Did you get anything nice?
d Where are you based? f How long have you been doing that? / What kind of
e What are you doing there? Are you working? music are you into?
f How long have you been learning Spanish? 11 Write one more follow-up question you might ask
after someone answers questions 1–6 in Exercise 10.
1 Which auxiliary goes with the infinitive form of the verb?
2 Which auxiliary goes with the -ing form of the verb?
CONVERSATION PRACTICE
3 Which two auxiliaries go with a past participle (often an
-ed form) of the verb? 12 Choose six questions from this lesson that you think
4 Which two auxiliaries can be used together? are good to ask people when you first meet them.
Then think of two more questions you could ask.
8 Complete the questions with the correct form of be,
do or have. 13 M Imagine you’re at a party for language students
from different countries.
1 Where you live?
• Using your questions, start conversations with other
2 Who you live with?
students and get to know them. You can answer in ways
3 How long have you living there? that are true for you or choose a person from File 3 on
4 Where you born? page 195 and pretend to be them.
5 How long it usually take you to get to • Try to find two things you have in common and two
work / school? things that are different.
6 What you do last weekend? Anything What did you do last weekend? Anything interesting?
interesting? Yes, actually. I saw a horror film at the cinema with my
7 Why you studying at this school? brother and sister-in-law.
8 you ever been to an English-speaking Me too! Well, I went to the cinema, but I watched a drama.
country?
9 anyone else in your family speak English?
10 anyone you know ever lived abroad?
Where?

Unit 1 First class 9

 1B IN THIS LESSON, YOU:
• share and discuss language-learning tips

Learning languages
• talk about your language-learning experiences
• read a blog post about amazing language learners
• write a comment in response to a blog post

VOCABULARY Learning languages READING

1 Work in pairs. How many of these languages do you 5 Read the blog post about language learning on
recognize? page 11. Find out:
1 which three world records are mentioned.

Teşekkür ederim 2 what happened to one of the record holders.

Merci

Thanks
3 what a hyperpolyglot is.

Děkuji
Gracias
4 what hyperpolyglots and athletes might have in common.
Спасибі
6 Complete the blog post with these sentences. There
Danke are two sentences you don’t need.

Obrigado ευχαριστώ Grazie a This would explain their excellent memories and ability to
process speech sounds.
b Knowing such people exist gives me hope and pushes me
to learn more myself.
2 Complete the sentences with these words.
c Obviously, none of it was true.
accent accuracy express fluently d Accept mistakes and uncertainty.
get by mastering picked it up struggled e Anyone that could do this was a hero to me – someone I
wanted to be like.
1 I’m a bit embarrassed to speak sometimes because I
know I have a strong . f Practice makes perfect.

2 I grew up bilingual, so I speak Ukrainian and English g However, the damage was done and his name was taken
. out of the record books.

3 I really with French when I was at school, 7 Work in pairs. Read the comments at the end of the
and in the end, I just gave up. blog post. Which ones do you agree with and which
4 I hate it when I can’t myself properly. do you disagree with? Explain why.

5 I never took any classes. I just from talking 8 Write your own comment in response to the blog
to people. post. Then share your comments in groups. Which do
you agree with? Which do you like best?
6 I’m not interested in the language. I just
want to be able to read it for my job.
7 I know the basics – enough to when I’m SPEAKING
travelling there.
9 Work in pairs. Look at the advice on language learning
8 is very important to me. It’s not enough in the last paragraph of the blog post. What do you
to just make myself understood. think is the best tip? Why? Which pieces of advice do
3 Work in pairs. Discuss the questions. you already follow?
1 Why might people struggle with a language? 10 With your partner, write three more pieces of
2 Apart from talking to people, how else can you pick language-learning advice that you think other
language up? students might find useful.

3 What else do you think you can master – apart from a 11 M Work in groups. Share your tips. Ask each other to
language? give reasons why these tips are useful, and suggest
ways of rephrasing or improving each other’s tips.
4 What kinds of things can you say / do if you can get by in
Then decide on the two best pieces of advice.
a language?
4 Work in groups. Discuss the questions.
1 What languages have you studied? How well do you
speak each one?
2 What languages do you know at least a few words in?
What can you say?
3 How did you learn? Do you use these languages now?

10
READING HOME BLOG ABOUT CONTACT

What the best can teach the rest

Like many of you, I’m sure, I loved The Guinness Book of Records when
I was a kid. Every Christmas, my parents used to give me the latest
edition and I remember how much I enjoyed finding out about things
like the tallest dog in the world (1.12 metres, in case you’re wondering)
and the most tennis balls held in one hand (27, believe it or not).
However, growing up bilingual (I spoke Arabic at home and Dutch
in the world outside), one record impressed me more than any other:
it was for most languages spoken by one person, and it was held
by a man called Ziad Youssef Fazah, who claimed he could speak
fifty-nine languages. As I was struggling to learn my third, fourth
and fifth languages – English, German and French – at school, the
idea that someone might master twelve times more than this seemed
incredible! 1
I recently found out, though, that not everything was as it seemed. In
1997, the year I finished high school, Ziad Fazah appeared on a TV
show in Chile and was asked questions in Arabic, Greek, Hindi, Farsi,
Chinese, Russian and Finnish – and only managed to answer the first
question. He later said that the test had been a surprise, that he hadn’t
had time to prepare and so got nervous – and on top of that, he was
tired after a long flight. 2
By now, though, Ziad had got me interested and I found myself Hyperglot Richard Simcott speaks
wanting to learn more about these abilities. I mean, being able to over 12 languages.
speak, say, ten languages fairly fluently and get by in several more is
incredible, right? 3
People who are fluent in six or more languages are known as hyperpolyglots – and there are only a tiny number
in the world. While some make a lot of money from their talents, and others like Richard Simcott and Timothy
Doner have become quite well-known, many other hyperpolyglots are quiet, shy people who study for fun and
don’t always use their languages to communicate.
Researchers believe that hyperpolyglots – like many top athletes – may have genetic advantages. 4
However, making the most of whatever natural gifts you’re born with requires years of hard work, and while most
hyperpolyglots say it’s important to find your own approach, there are certain pieces of advice that can help any
language learner.
For instance, understand that the road is long and getting good takes time. Forget the idea of achieving 100%
accuracy or having a native-like accent. It’s not going to happen. Most people are happy if they can express
themselves when talking about a range of subjects. 5 And, finally, read and listen to the language as
much as you can.
What do you think? I’d love to see your thoughts on hyperpolyglots and language learning in the comments.

COMMENTS
B
 obbyG: I know it’s wrong of me to say this, but I kind of hate hyperpolyglots! I mean, I’m struggling to learn
one new language.
LIKE REPLY

u
 nconvinced: I get that you can make good money if you speak lots of different languages, but I think you
need to be rich to become a hyperpolyglot in the first place! Who has that much time to study?
LIKE REPLY

d
 aveD: I think you have to start learning languages when you’re really young. If you don’t, you’ll never
become fluent.
LIKE REPLY

E
 moling47: When people say they’re bad at languages, they usually just mean that they don’t want to spend
the time required to learn.
LIKE REPLY

 r_sewell: You have to learn vocabulary in context. I never learn single words. I always learn words in groups.
LIKE REPLY

Unit 1 First class 11

 1C IN THIS LESSON, YOU:

Study buddies
• compare study goals and needs and find a study partner
• discuss the role of traditional culture in education
• practise listening to people talk about language learning
• make plans and reject suggestions

LISTENING 2 Why don’t the speakers in Extract 2 arrange a time to

meet?
1 Work in pairs. Discuss the questions. a She doesn’t want to practise the language.
1 Look at the photo. What do you know about the Maori b She’s busy on the days he suggests.
people and their culture?
c She’s working on Friday and Saturday.
2 What did you learn at school about traditional culture in
your country? 3 Why are people surprised that the man in Extract 3
speaks German?
3 Which parts of traditional culture are most / least
interesting for you? Why? a Because no-one in his family comes from Germany.

4 Do you think schools should teach a country’s traditional b Because he’s Brazilian.
languages? Why? / Why not? c Because he’s never been to Germany.
2 Listen to four short extracts. Answer the questions. 4 Which sentence summarizes the woman in Extract 4’s
feelings?
1 Which speaker doesn’t talk about studying a language?
a Translating improves her French accent.
2 Which languages are the other speakers studying?
b It’s useful to translate from one language to another.
3 FS Linking words like and and but are often c Translating texts helps you remember them better.
unstressed in fast speech. Listen to eight phrases.
6 Work in pairs. Discuss the questions.
Which contain and and which contain but?
1 Do you know any families which speak more than one
4 Listen again and write the phrases you hear.
language? Why?
5 Listen to the four extracts again. Choose the 2 Where and when do you use English outside the
correct option (a–c) to answer the questions (1–4). classroom?

1 Why is the man in Extract 1 taking language classes? 3 Have you ever practised English with your classmates
outside of class?
a He’s married to someone who speaks the language.
4 Have you ever translated for people outside of class? If
b He has a job in advertising that requires it. yes, when?
c He wants to connect better with a colleague.

Maori boys perform a haka,

Rotorua, New Zealand.

12
GRAMMAR 9 Write reasons to explain why you can’t or don’t want
to do the things (1–5). Use the present simple or
present continuous.
Present simple and present continuous
1 A: Could you help me move this table to the back of the
We can use the present simple and the present continuous
classroom?
to talk about both the present and the future.
B: S orry, but I can’t. .
Present simple
2 A: W
 e’re meeting after class today to practise. Would
a I speak German at home.
you like to join us?
b The flight doesn’t leave till eleven.
B: I’d love to, but I can’t, I’m afraid. .
c Where does she work?
3 A: Can I borrow your dictionary for a few minutes?
Present continuous
B: No, sorry. .
d I’m working all day tomorrow.
4 A: Can you turn the TV off? I can’t study with all that
e I’m not making much progress. noise.
f Are you coming to class on Friday? B: No! .
5 A: Would you like to go out with me on Friday?
7 Work in pairs. Look at the examples in the Grammar B: Oh, it’s nice of you to ask, but I can’t. Sorry.
box. Answer the questions. .
1 Which two examples are about habits / regular, repeated
activities? 10 Work in pairs. Take turns to read out the questions in
Exercise 9. Say your responses and then continue each
2 Which example is about a future timetable? conversation for as long as you can.
3 Which example is about a temporary, unfinished activity?
G See Grammar reference 1C.
4 Which two examples are about things in the future that
are already decided and planned / arranged with other
people? SPEAKING TASK
5 What is the connection between the verbs in the box? 11 You’re going to ask other students questions to find
agree believe belong disagree forget the best study partner for you. Read these questions
(1–6) and think about how you’d answer them. Then
like need own seem want
add two more questions of your own (7–8).
8 Complete the conversations with the present simple or 1 Why are you learning English?
present continuous form of the words in brackets. 2 What are your strengths and weaknesses in English?
1 A: How ? Are you still enjoying it? (your 3 How much time do you spend studying outside of class?
course, go) 4 Do you use English when:
B: Yeah, I am, but it a lot harder than • playing games? • listening to music?
before. (I, find)
• watching TV? • using social media?
2 A: Are you busy this weekend?
something? (you, want, do) 5 Do you ever use translation to help you study?

B: Yeah, maybe. Saturday mornings, but 6 What are you doing over the next few days to practise
I’m free in the afternoon. (I, work) your English?

3 A: What’s your sister doing these days? ? 7 ?

(she, still study) 8 ?
B: Yeah. She graduated last year, but now
12 Choose a study partner to work with. Think about:
a Master’s. (she, do)
• what you have in common.
4 A:  a coat? outside?
(I, need / it, still rain) • how you can help each other in areas where you’d like
to improve.
B: Yeah, worse, actually. (it, get)
5 A: any plans for tonight? (you, have) 13 Work with the study partner you chose in Exercise 12.
B: Yeah. an old friend of mine for dinner, Suggest ways of helping each other with your studies.
actually. (I, meet)
6 A: Some of us after class tomorrow. MY OUTCOMES
come with us? (go out / you, want)
B: I’d love to, but I can’t, I’m afraid. late Work in pairs. Discuss the questions.
tomorrow. until ten. (I, work / I, not
1 What was fun to learn in the unit?
finish)
2 What can you do better now and why?
3 What did you find challenging in this unit?
4 What can you do at home to revise what you have learned?

Unit 1 First class 13